Effects of identifying instruction, arrangement of stimulus figures, and the number of critical features on redundancy of a message

TAKASHI TANAKA

doi:10.4992/psycholres1954.23.219

TAKASHI TANAKA

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Keywords: language, referential communication, redundancy, the “minimal redundancy hypothesis”, instruction, task difficulty

JOURNAL FREE ACCESS

1981 Volume 23 Issue 4 Pages 219-223

DOI https://doi.org/10.4992/psycholres1954.23.219

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Published: March 20, 1982 Received: February 12, 1981 Available on J-STAGE: February 24, 2009 Accepted: November 14, 1981 Advance online publication: - Revised: -
Correction information
Date of correction: February 24, 2009 Reason for correction: - Correction: TITLE Details: [in Japanese]

Date of correction: February 24, 2009 Reason for correction: - Correction: KEYWORD Details: Wrong : language, referential communication, redundancy, the “minimal redundancy hypothesis”, instruction, task difficulty
Right : language, referential communication, redundancy, the “minimal redundancy hypothesis”, instruction, task difficulty

Date of correction: February 24, 2009 Reason for correction: - Correction: CITATION Details: Wrong : Freedle, R. O. 1972 Language users as fallible information processors: Implications for measuring and modelling comprehension. In R. O. Freedle & J. B. Carroll (Eds.), Language comprehension and the acquisition of knowledge. New York: V. H. Winston & Sons, Inc.
Ford, W., & Olson, D. R. 1975 The elaboration of the noun phrase in children's description of object. Journal of Experimental Child Psychology, 19, 371-382.
Olson, D. R. 1970 Language and thought: Aspects of a cognitive theory of semantics. Psychological Review, 4, 257-273.
Tanaka, T. 1980 Effects of communication media, subsidiary information, and stimulusfeatures on message redundancy. Japanese Journal of Psychology, 51, 211-214. (In Japanese with English abstract)
Tanaka, T., & Yamauchi, M. 1980 Effects of accuracy-oriented instruction and experience on redundancy of a message. Research Bulletin of Educational Psychology (Faculty of Education, Kyushu University), 25, 127-131.

Right : Freedle, R. O. 1972 Language users as fallible information processors: Implications for measuring and modelling comprehension. In R. O. Freedle & J. B. Carroll (Eds.), Language comprehension and the acquisition of knowledge. New York: V. H. Winston & Sons, Inc.
Ford, W., & Olson, D. R. 1975 The elaboration of the noun phrase in children's description of object. Journal of Experimental Child Psychology, 19, 371-382.
Olson, D. R. 1970 Language and thought: Aspects of a cognitive theory of semantics. Psychological Review, 4, 257-273.
Tanaka, T. 1980 Effects of communication media, subsidiary information, and stimulusfeatures on message redundancy. Japanese Journal of Psychology, 51, 211-214.(In Japanese with English abstract)
Tanaka, T., & Yamauchi, M. 1980 Effects of accuracy-oriented instruction and experience on redundancy of a message. Research Bulletin of Educational Psychology (Faculty of Education, Kyushu University), 25, 127-131.

Date of correction: February 24, 2009 Reason for correction: - Correction: PDF FILE Details: -

Abstract

The present experiment was designed to examine the effects of instruction specifying the receivers, arrangement of stimulus figures, and the number of critical features on redundancy of a message. The experiment was carried out in the situation in which receivers of messages were not present in front of the senders. The results revealed that messages were less redundant when the characteristics of the receivers were known to the senders, and that the senders referred to more features as critical features increased. These were interpreted that redundancy of a message tended to be adjusted according to the situation in which the message was produced.

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