New directions in referential communication research

This paper traces the history and identifies current issues in referential communication from a European perspective. It is argued that an understanding of how children handle verbal messages is important for theoretical and applied (especially educational) reasons, but that a methodological shift is needed. An approach is outlined that uses tasks with clear goals that enable children to perceive the purpose of communication. Telephones replace the customary talking-through screens, which also removes the distorting presence of the experimenter. The implications of the experimenter traditionally playing the dual role of investigator and task communicator are examined. When the age of the children demands the presence of an adult, that person's contribution must be measured. Detailed coding of verbal and non-verbal behaviour, drawing on developments in discourse analysis, are outlined together with some illustrative findings. The paper concludes with some proposed future fruitful lines of enquiry.