Development of the ability to distinguish communicative intention and literal message meaning.
Development of the ability to distinguish communicative intention and literal message meaning.
复制标题
发展区分交流意图和字面信息含义的能力。
DOI：
10.1111/j.1467-8624.1984.tb03829.x
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发表时间：
1984
影响因子：
4.6
通讯作者：
J. Flavell
中科院分区：
文献类型：
--
作者：
C. Beal;J. Flavell
通过两项实验研究了儿童区分消息字面意义和说话者交流意图的能力。一年级和二年级的孩子在两种情况下评估简短的参考性交流信息是否含糊不清。在知情的情况下，孩子们知道说话者想要指的是什么。在不知情的情况下，他们不知道预期的指涉对象。使用了2个通信系统。在实验1中，将信息写在卡片上并读给孩子听；在实验2中，使用了一种新颖的通信系统。两项研究的结果发展模式相似。结果表明，处于知情状态的一年级学生经常声称，一条含糊的消息不能指代说话者本意之外的所指对象，而处于不知情状态的儿童能够察觉到该消息的指称模糊性。二年级学生的条件没有差异。结果表明，幼儿分析信息字面意义的能力受到说话者交际意图的可及性的影响，并且儿童可能会发展出分析交际意图表征的一般能力。
Children's ability to distinguish the literal meaning of a message and the speaker's communicative intent was investigated in 2 experiments. First- and second-grade children evaluated brief referential communication messages for ambiguity under 2 conditions. In an informed condition, the children knew which referent the speaker had intended. In an uninformed condition, they did not know the intended referent. 2 communication systems were used. In Experiment 1, the messages were written on cards and read to the child; in Experiment 2, a novel communication system was used. The developmental pattern of results was similar for both studies. The results showed that the first graders in the informed condition often claimed that an ambiguous message could not refer to a referent the speaker had not meant, whereas children in the uninformed condition were able to detect the referential ambiguity of the message. There were no condition differences for the second graders. The results suggest that young children's ability to analyze the literal meaning of a message is affected by the accessibility of the speaker's communicative intent and that children may develop a general ability to analyze representations of communicative intention.