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Peer reviewed Peer reviewed
ERIC Number: EJ308887
Record Type: CIJE
Publication Date: 1984
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Two Practical Strategies Young Children Use to Interpret Vague Instructions.
Speer, James Ramsey
Child Development, v55 n5 p1811-19 Oct 1984
Proposes that young children employ two ordered, nonverbal classification strategies to interpret vague referential instructions: first, they rely on context; then, if the first strategy fails, they guess. If the guess goes uncorrected, they conclude that it was correct. Two studies provide evidence supporting children's use of the hypothesized strategies. (Author/RH)
Descriptors: Cognitive Processes, Communication Research, Context Effect, Feedback, Interpretive Skills, Kindergarten Children, Nonverbal Communication, Primary Education
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Guessing; Instructions; Nonverbal Clarification Strategies; Referential Communication