caa a22 4500 386335214 CHVBK 20180307111731.0 cr unu---uuuuu 161130e198912 xx s 000 0 eng 10.1017/S0142716400008997 doi S0142716400008997 pii (NATIONALLICENCE)cambridge-10.1017/S0142716400008997 Development of informational adequacy in speech and writing [Elektronische Daten] Theory and research pertaining to relationships between oral and written communication offer support to seemingly contrary hypotheses regarding the development of informational adequacy in speech and in writing. Because the social cognitive demands of face-to-face interaction are less complex than those of prototypical written communication, younger children might be expected to display greater audience adaptation in speech. On the other hand, the process of encoding in writing facilitates certain cognitive operations, and, therefore, children might be expected to communicate more effectively in writing. Empirical studies warranting conflicting conclusions, however, have administered tasks that tap different communication functions, either explanatory or referential. The present study replicates and extends this previous research by administering referential and explanatory communication tasks in both speech and writing to children at three grade levels. In addition, an independent measure of social cognitive ability was administered. Results confirmed increasing differentiation with age between speech and writing, with fifth graders displaying greater informational adequacy in writing. Children's performance in written communication, rather than speech, revealed a dependency on social cognitive ability. Differences between referential and explanatory communication suggested by previous research were confirmed. Copyright © Cambridge University Press 1989 Rubin Donald L. The University of Georgia Galda Lee The University of Georgia Pellegrini Anthony D. The University of Georgia Applied Psycholinguistics Cambridge University Press 10/4(1989-12), 387-399 0142-7164 10:4<387 1989 10 APS https://doi.org/10.1017/S0142716400008997 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1017/S0142716400008997 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Rubin Donald L. The University of Georgia NATIONALLICENCE 700 1- Galda Lee The University of Georgia NATIONALLICENCE 700 1- Pellegrini Anthony D. The University of Georgia NATIONALLICENCE 773 0- Applied Psycholinguistics Cambridge University Press 10/4(1989-12), 387-399 0142-7164 10:4<387 1989 10 APS CC0 http://creativecommons.org/publicdomain/zero/1.0 nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-cambridge