Children's referential communication: Components of plans for effective listening

Abstract

Investigated the effects of 2 plans on children's listener behavior in a referential communication setting. The design systematically varied the presence and absence of instructions about a plan to engage in comparison activities (comparison plan) and instructions about a plan to request more information if the speaker's message was ambiguous (action plan). 94 elementary school Ss played the role of listener. The speaker was an adult confederate who produced messages of varying informational adequacy. Results show that on an immediate test, Ss who received the action plan asked more questions when the messages were ambiguous and made more correct referent choices than other Ss. These effects persisted on a test administered 2 wks later and were observed both for nameable and abstract stimulus items. No significant effect of the comparison plan was observed. Results suggest that knowing when and how to request additional information is an important listener skill. (PsycINFO Database Record (c) 2006 APA, all rights reserved). © 1978 American Psychological Association.