Notational adaptation in children.

Three experiments examined whether and how children adapt their notations (use of external symbol systems) to the communicative needs of addresses of different ages. In Exp 1, 26 8–9 yr olds, 28 10–11 yr olds, and 11 adults made 2 notations about a solution to a simple board puzzle, one for a peer and the other for a 6-yr-old. Exp 2, with 28 8–9 yr olds, 23 10–11 yr olds, and 30 adults, focused on oral adaptations in the same context. In Exp 3, 28 8–9 yr-olds, 21 10–11 yr olds, and 30 adults were asked to choose ready-made notations for different addresses. Children's notations at both age groups were overall informative and adequate and improved with age. Children's notation's however, were not as sophisticated as verbal instructions, possible due to the Ss' more extensive experience with oral communication. Children's notational adaptation also developed with age. Some 8–9 yr olds and many 10–11 yr olds made systematic changes in their notations and verbal instructions for addresses of different ages. Most Ss of both age groups were aware of the difference in communicative competence between the younger addressee and the peer. They also shared with adults certain assumptions regarding the needs of the younger addresses. (PsycINFO Database Record (c) 2010 APA, all rights reserved)