Traxler Matthew J, Gernsbacher Morton Ann
Dapartment of Psychology, University of Oregon, Eugene, Oregon, U.S.A.
Lang Cogn Process. 1992 Feb;7(1):1-22. doi: 10.1080/01690969208409378.
We propose that writers must form accurate representations of how their readers will interpret their texts to convey their ideas successfully. In two experiments, we investigated whether getting feedback from their readers helps writers form better representations of how their texts are interpreted. In our first experiment, one group of subjects (writers) wrote descriptions of a set of geometric figures; another group of subjects (readers) read those descriptions and used them to select the figures from sets of similar looking distractor figures. Half the writers received feedback on how well their readers selected the figures, and half the writers did not receive this feedback. Those writers who received feedback improved their descriptions more than those writers who did not receive feedback. In our second experiment, half the writers received two treatments of feedback on their descriptions of one set of figures, whereas the other half of the writers did not receive feedback. Then, all the writers described a new set of figures. Those writers who had previously received feedback wrote better new descriptions than did those writers who had never received feedback. We concluded that feedback - even this minimal form of feedback - helps writers to envision how readers interpret their texts.
我们认为，为了成功传达自己的想法，作者必须准确地呈现出读者将如何解读他们的文本。在两项实验中，我们研究了从读者那里获得反馈是否有助于作者更好地呈现其文本的解读方式。在我们的第一项实验中，一组受试者（作者）撰写了一组几何图形的描述；另一组受试者（读者）阅读这些描述，并利用它们从一组外观相似的干扰图形中挑选出相应的图形。一半的作者收到了关于读者挑选图形情况的反馈，另一半作者没有收到这种反馈。那些收到反馈的作者比未收到反馈的作者在改进描述方面做得更好。在我们的第二项实验中，一半的作者收到了关于他们对一组图形描述的两种反馈处理，而另一半作者没有收到反馈。然后，所有作者都描述了一组新的图形。那些之前收到过反馈的作者写出的新描述比那些从未收到过反馈的作者更好。我们得出结论，反馈——即使是这种最基本形式的反馈——也有助于作者设想读者如何解读他们的文本。
