This study investigated the effects of listeners' feedback on the adequacy of children's encoding of messages for referential communication. Kindergartners played the role of speaker in a referential communication game. An adult listener gave specific, general, or no feedback in response to speakers' inadequate messages. The dependent measure assessed the quality of subjects' messages. Results clearly showed that quality of a message was higher when the listener provided feedback. Specific feedback was more effective in this regard than general feedback, and general feedback was better than none.
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