ERIC Number: ED238053
Record Type: RIE
Publication Date: 1983-Nov
Reference Count: 0
The Development of Interaction Management Skills in Early and Late Adolescence.
A study examined age differences in the use of interaction management strategies. Students (13 seventh-graders and 24 eleventh-graders) were asked to describe how to play a game to a peer. Each speaker then became a listener in the next dyad. A tally was kept of speaker and listener use of six categories of feedback, and the quality of that feedback was assessed by assigning strategies specific values based on the assumption that specific feedback strategies result in a higher quality of interaction. The results showed that half the speakers did not seek any indication of listener comprehension, and a mere 14% attempted to obtain a specific sign of understanding. Seventy-five percent of the seventh grade speakers failed to seek indications of general listener understanding, as opposed to 21% of the eleventh grade students, indicating that the older students were much more likely to seek signs of general understanding. Findings revealed no similar effect, however, for the use of strategies to establish a more specific understanding. Although indicating that a slight developmental trend in interaction management skills exists, findings indicated a lack of competence even at the eleventh grade, suggesting a need for training programs to encourage more frequent attempts at feedback management. (Extensive tables of data are appended.) (HTH)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Audience Awareness; Feedback Control
Note: Paper presented at the Annual Meeting of the Speech Communication Association (69th, Washington, DC, November 10-13, 1983).