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首页> 外文学位 >Preschoolers' understanding of ambiguity in communication: A training study on misunderstandings.
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Preschoolers' understanding of ambiguity in communication: A training study on misunderstandings.

机译：学龄前儿童对沟通歧义的理解：关于误解的培训研究。

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摘要

This training study examined the effect of preschoolers' experience with conversational breakdown on their understanding of one aspect of the process of knowing, namely, that the quality of information that is being accessed matters for knowledge acquisition. Children between the ages of 3;1 and 5;0 years (mean age: 3;10 years) were pre- and post-tested on their ability to predict and justify a listener's state of knowledge about the contents of a box after the listener was provided with ambiguous and informative messages about the contents of the box. Between test sessions, children were assigned to one of three training conditions. In all conditions, children observed, from an onlooker perspective, while a speaker provided ambiguous and informative messages to a listener about the contents of a box. In a general-feedback condition, children were informed about whether or not the listener gained knowledge after each message. In a specific-feedback condition, children were informed about whether and why the listener gained knowledge after each ambiguous message, and whether the listener gained knowledge after each informative message. In a no-feedback or control condition, children were not informed about the listener's state of knowledge after each of the messages. Analyses of change of scores demonstrated that children in the general- and specific-feedback conditions improved from pre- to post-test on their ability to predict the effect of ambiguous and informative message on the listener's knowledge. Moreover, results showed that children in the specific-feedback condition made the greatest gains of training. Posttest comparisons demonstrated that they outperformed children in the general- and no-feedback condition on their ability to justify their predictions about the listener's state of knowledge after ambiguous and informative messages. No learning effects, however, were observed on any of the training conditions in a transfer task that evaluated children's understanding of the implications of access to ambiguous visual information on an observer's knowledge. Effects of children's experience with conversational breakdown for their communicative development and their understanding of the process of knowing are discussed.
机译：这项培训研究检查了学龄前儿童会话破裂的经历对他们了解知识过程的一个方面（即，正在访问的信息的质量对于知识获取至关重要）的理解的影响。对年龄在3; 1和5; 0岁之间的儿童（平均年龄：3; 10岁）进行了预测和后测，以预测和证明听众对接听之后的盒子内容的了解程度被提供了关于盒子内容的含糊不清的信息。在测试之间，孩子们被分配到三种训练条件之一。在所有情况下，儿童都从旁观者的角度观察，而说话者向听众提供了关于盒子内容的含糊不清的信息。在一般反馈条件下，会告知孩子在每条消息之后听者是否获得了知识。在特定的反馈条件下，孩子会被告知有关听众是否以及为什么在每条模棱两可的消息后获得知识，以及听众是否在每条信息性消息之后获得了知识。在无反馈或控制的情况下，在每条消息之后都不会告知孩子听者的知识状态。分数变化的分析表明，在一般和特定反馈条件下，儿童从测试前到测试后的能力都得到了提高，可以预测模棱两可的信息对听者知识的影响。此外，结果表明，在特定反馈条件下的儿童​​获得最大的训练收益。测验后的比较表明，在有歧义和信息量大的消息之后，他们在证明自己对听众知识状态的预测方面具有正当的能力，在一般反馈和无反馈条件下，他们的表现均优于儿童。然而，在评估儿童对获得模糊视觉信息对观察者知识的影响的理解的转移任务中，在任何训练条件下均未观察到学习效果。讨论了儿童的会话破裂经历对他们的交往发展和他们对认知过程的理解的影响。

著录项

  • 作者

    Carmiol, Ana M.;

  • 作者单位

    Clark University.;

  • 授予单位 Clark University.;
  • 学科 Psychology Developmental.;Psychology Cognitive.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 108 p.
  • 总页数 108
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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