@article{ref1,
title="How people give verbal instructions",
journal="Applied cognitive psychology",
year="1990",
author="Wright, P. and Hull, A. J.",
volume="4",
number="3",
pages="153-174",
abstract="Four experiments examined the content and sequencing adopted when people gave verbal instructions about changes to be made to a typescript. Experiments 1 and 2 showed that only 30 per cent of instructions contained overviews, and that although most mentioned the general region where the change should occur, more detailed information was often omitted. Experiment 3 increased the need for precision, by enhancing the potential for ambiguity about locations specified in the text. This significantly reduced the omission of location details, although still present in over 50 per cent of instructions. Experience in carrying out similar procedures had no effect on the content or style of the instructions (experiment 4). The sequence in which information was given remained stable across the four experiments, with the action being specified between the general and the precise location. It is suggested that this reflects a compromise between sequences aiding comprehension and those helping people carry out the instructions. This suggestion was supported by an analysis of circumstances in which people disregarded experimental directions about the use of reference cues. It is concluded that giving verbal instructions is a linguistic skill that not all adults have perfected.<p /><p>Language: en</p>",
language="en",
issn="0888-4080",
doi="10.1002/acp.2350040302",
url="http://dx.doi.org/10.1002/acp.2350040302"
}