Fitting the Message to the Listener: Children Selectively Mention General and Specific Facts.
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| Title: | Fitting the Message to the Listener: Children Selectively Mention General and Specific Facts. |
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| Authors: | Baer, Carolyn, Friedman, Ori |
| Source: | Child Development. Mar/Apr2018, Vol. 89 Issue 2, p461-475. 15p. 1 Diagram, 2 Charts, 3 Graphs. |
| Subjects: | Selectivity (Psychology), Communicative competence in children, Description logics, Facts (Philosophy), Information retrieval, Conversation |
| Abstract: | In three experiments, two hundred and ninety-seven 4- to 6-year-olds were asked to describe objects to a listener, and their answers were coded for the presence of general and specific facts. In Experiments 1 and 2, the listener's knowledge of the kinds of objects was manipulated. This affected references to specific facts at all ages, but only affected references to general facts in children aged 5 and older. In Experiment 3, children's goal in communicating was either pedagogical or not. Pedagogy influenced references to general information from age 4, but not references to specific information. These findings are informative about how children vary general and specific information in conversation, and suggest that listeners' knowledge and children's pedagogical goals influenced children's responses via different mechanisms. [ABSTRACT FROM AUTHOR] |
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| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | In three experiments, two hundred and ninety-seven 4- to 6-year-olds were asked to describe objects to a listener, and their answers were coded for the presence of general and specific facts. In Experiments 1 and 2, the listener's knowledge of the kinds of objects was manipulated. This affected references to specific facts at all ages, but only affected references to general facts in children aged 5 and older. In Experiment 3, children's goal in communicating was either pedagogical or not. Pedagogy influenced references to general information from age 4, but not references to specific information. These findings are informative about how children vary general and specific information in conversation, and suggest that listeners' knowledge and children's pedagogical goals influenced children's responses via different mechanisms. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 00093920 |
| DOI: | 10.1111/cdev.12751 |
