Factors affecting the success of referential communication

Evaluated were factors that cause difficulty for adolescent speakers performing referential communication tasks. The processing requirements of the task were varied in order to determine the effects on detection of message inadequacy & subsequent message formulation. Ss with a mean age of 13:6 (N = 46) were drawn from a group representing top students & a group representing average students. Ss were given booklets containing a series of pictures. The experimenter read a description on the basis of which Ss were asked to choose the one picture most appropriate to the description. Ss were asked to determine whether sufficient information was provided &, if so, to make a decision. Ss were allowed to request extra information. A difference in performance was found between the two groups. It is suggested that this reflects the relative difficulty of message formulation. The less skilled Ss made more errors in terms of not asking for more information when it was required. It is suggested that the limiting factor on performance in these Ss is information-processing capacity, rather than lack of linguistic skill. Implications for the interpretation of previous studies are considered. 2 Tables, 21 References. B. Annesser Murray