The development of referential communication: speaking to different listeners.
The development of referential communication: speaking to different listeners.
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参考沟通的发展：与不同的听众交谈。
DOI：
10.1111/j.1467-8624.1988.tb03228.x
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发表时间：
1988
影响因子：
4.6
通讯作者：
S. Sonnenschein
中科院分区：
文献类型：
--
作者：
S. Sonnenschein
指称交际可以被概念化为包括实质性知识、使能技能和程序规则知识。一种程序规则是根据听众的需要来定制信息。2项研究调查了儿童是否会改变信息中的信息量（对比或冗余），作为与听众分享以前经验或听众年龄的函数。一年级（M = 6-8）、四年级（M = 9-9）和五年级（M = 10-8）的说话者与一个虚构的听众玩了一个参照性的交流游戏。所有的孩子都更有可能给多余的信息，听众与他们没有共同分享的经验或陌生人比听众与他们分享了以前的经验。然而，只有年龄较大的孩子会根据听众的需要改变多余信息的类型。此外，年龄较大的孩子更有可能根据听者的年龄来改变他们在信息中包含的信息量。讨论的重点是需要考虑的收购的交际能力作为收购的具体技能的背景下，具体任务。
Referential communication can be conceptualized as consisting of substantive knowledge, enabling skills, and procedural rule knowledge. One type of procedural rule is to tailor a message to the needs of one's listener. 2 studies investigated whether children vary the amount of information in a message (contrastive or redundant) as a function of either sharing a previous experience with that listener or the age of the listener. First- (M = 6-8), fourth- (M = 9-9), and fifth- (M = 10-8) grade speakers played a referential communication game with a fictitious listener. All children were more likely to give redundant messages to listeners with whom they had no common shared experience or to strangers than to listeners with whom they had shared a previous experience. Only the older children, however, varied the type of redundant messages in keeping with the needs of the listeners. Furthermore, the older children were more likely to vary how much information they included in their messages as a function of the listener's age. Discussion focuses on the need to consider the acquisition of communicative competence as the acquisition of specific skills within the context of specific tasks.