Sakata S
Department of Educational Psychology, School of Education, Waseda University, Tokyo.
Shinrigaku Kenkyu. 1989 Feb;59(6):365-8. doi: 10.4992/jjpsy.59.365.
The purpose of this study was to examine the development of message-production in a referential communication paradigm. Children (3-12 years) were asked to mention the associative encodings of two kinds of figures and then verbally communicate the figures to the adult and peer listeners. Differences in content and mode of encoding under the associative and communicative conditions were analyzed. Five-year-olds showed more changes of mode than three-year-olds. As for the changes of content, however, five-year-olds showed less than the others did. It was concluded that in the development of message-production, the changes of mode began to appear simultaneously when the associative encodings of the figures became stable, and afterwards the changes of content appeared. Differences between the messages for the adult and peer listeners were also analyzed.
本研究的目的是考察指称性交流范式中信息生成的发展情况。研究要求儿童（3至12岁）提及两类图形的联想编码，然后将这些图形通过言语传达给成年听众和同龄听众。分析了联想条件和交流条件下编码内容和方式的差异。五岁儿童比三岁儿童表现出更多的编码方式变化。然而，在编码内容的变化方面，五岁儿童比其他儿童表现得更少。研究得出结论，在信息生成的发展过程中，当图形的联想编码变得稳定时，编码方式的变化开始同时出现，随后出现编码内容的变化。研究还分析了传达给成年听众和同龄听众的信息之间的差异。
