Supporting and hindering knowledge communication in a collaborative picture-sorting task

Effective knowledge communication presupposes common ground (Clark & Brennan, 1991) that needs to be established and maintained. This is particularly difficult in remote communication as well as in non-interactive settin
Effective knowledge communication presupposes common ground (Clark & Brennan, 1991) that needs to be established and maintained. This is particularly difficult in remote communication as well as in non-interactive settings, because the speaker cannot use gestures or mimic and has to tailor his utterances to the addressee without receiving feedback. In these situations, the speaker may achieve mutual understanding for example by adopting the addressee’s perspective. We present a study conducted to test the impact of instructions that support and hinder individual problem solving and knowledge communication. We used a picture-sorting task requiring individual cognitive processes of feature search (Treisman & Gelade, 1980) in addition to referential communication.  As our study focused on the design of utterances, all participants assumed the role of speaker. Participants were told that their descriptions would be recorded and then listened to later on by a participant in the role of addressee. Eight sets of pictures were used, which varied on two dimensions: the individual cognitive demands of detecting the relevant features (varied as between-subject factor) and the communicative demands (varied as within-subject factor). A further between-subject factor was the type of instructions: The participants received either a collaboration script as supporting instructions, or time pressure was applied to induce stress, or else they were given no additional instructions (control group). We used the speakers’ verbal utterances to examine the quality of the speakers’ descriptions. For both dimensions of difficulty, we found the expected effects. In the conditions with a collaboration script, there were fewer irrelevant features mentioned and fewer features were described with delay. In the conditions with time pressure, there were fewer irrelevant features described, but the number of correctly described pictures was impaired through the fact that relevant features were also neglected. Under time pressure, speakers tended to provide ambiguous descriptions regarding the frame of reference.
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Metadaten
Author:Miriam Hansen, Hans Spada, Arno Schneider
URN:urn:nbn:de:hebis:30:3-377194
Document Type:Preprint
Language:English
Date of Publication (online):2015/06/28
Year of first Publication:2007
Publishing Institution:Universitätsbibliothek Johann Christian Senckenberg
Release Date:2015/06/26
Tag:cognitive demands; collaboration script; referential communication; time pressure
Pagenumber:28
Note:
Erschienen als Artikels: Hansen, M., Spada, H., & Schneider, A. (2007). Supporting and hindering knowledge communication in a collaborative picture-sorting task. Zeitschrift für Psychologie/ Journal of Psychology, 215(4), 226-234. DOI 10.1027/0044-3409.215.4.226
HeBIS PPN:360791263
Institutes:Psychologie
Dewey Decimal Classification:150 Psychologie
Sammlungen:Universitätspublikationen
Licence (German):License Logo Veröffentlichungsvertrag für Publikationen

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