Improving Written Communication Through Perspective-taking.
Improving Written Communication Through Perspective-taking.
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通过换位思考改善书面沟通。
DOI：
10.1080/01690969308406958
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发表时间：
1993
期刊：
影响因子：
--
通讯作者：
Gernsbacher,MortonAnn
中科院分区：
文献类型：
--
作者：
Traxler,MatthewJ;Gernsbacher,MortonAnn
为了成功地传达他们的思想，作家必须设想读者将如何解释他们的文本。在我们之前的研究（Traxler & Gernsbacher，1992）中，我们发现，从读者那里得到反馈的作者成功地修改了几何图形的描述，而没有收到反馈的作者则没有。我们还发现，那些从读者那里得到反馈的作者，对一组新的几何图形的描述会更好。我们的结论是，反馈，即使是最小形式的反馈，帮助作家学会设想读者将如何解释他们的文本。在目前的研究中，我们调查了另一种方式，作家可以学会设想读者将如何解释他们的文本。我们的处理方式让作家“站在读者的立场上”。在三个实验中，一半的作者执行了一项任务，他们的读者随后会执行，另一半的作者执行了一项控制任务。在我们的第一个和第二个实验中，通过执行读者任务获得读者视角的作者成功地修改了他们对几何图形的描述，而执行控制任务的作者则没有。在我们的第三个实验中，我们发现，完成读者任务的作家并没有仅仅因为接触到其他作家描述的例子而改进他们的描述。我们的结论是，获得读者的观点有助于作者更清楚地沟通，因为观点采择有助于作者形成读者如何解释其文本的心理表征。
To convey their ideas successfully, writers must envision how readers will interpret their texts. In our previous research (Traxler & Gernsbacher, 1992), we discovered that writers who received feedback from their readers successfully revised descriptions of geometric figures, whereas writers who did not receive feedback did not. We also discovered that writers who received feedback from their readers on one set of descriptions wrote better descriptions of a new set of geometric figures. We concluded that feedback even a minimal form of feedback helps writers learn to envision how readers will interpret their texts. In the present research, we investigated another way that writers can learn to envision how readers will interpret their texts. Our treatment placed writers “in their readers' shoes”. In three experiments, half the writers performed a task that their readers would subsequently perform, and the other half of the writers performed a control task. In our first and second experiments, the writers who gained their readers' perspective by performing their readers' task successfully revised their descriptions of geometric figures, whereas writers who performed the control task did not. In our third experiment, we discovered that writers who performed their readers' task did not improve their descriptions merely because they were exposed to examples of other writers' descriptions. We concluded that gaining their readers' perspective helps writers communicate more clearly because perspective-taking helps writers form a mental representation of how readers interpret their texts.
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影响因子：
2.2
作者：
C. Stallard
通讯作者：
C. Stallard
认知自我中心主义与书面话语中的受众意识问题
影响因子：
2.2
作者：
Barry M. Kroll
通讯作者：
Barry M. Kroll
DOI：
10.2307/356601
发表时间：
1981
期刊：
College Composition & Communication
影响因子：
--
作者：
C. Berkenkotter
通讯作者：
C. Berkenkotter
创建作家受众的启发式模型
DOI：
10.2307/356376
发表时间：
1980
期刊：
College Composition & Communication
影响因子：
--
作者：
F. Pfister;Joanne F. Petrick
通讯作者：
Joanne F. Petrick
亚里士多德的哲学。
DOI：
10.2307/2216581
发表时间：
1953
期刊：
The Philosophical Quarterly
影响因子：
--
作者：
G. Mure;D. J. Allan
通讯作者：
D. J. Allan