健常者に対し, 2種の異なる教示を与えて, 情景画の叙述課題を施行し, 教示の違いが得られる談話にもたらす影響について検討した。すなわち, 健常者19名を2群に分け, 一方には「説明をして下さい」という教示を, もう一方には「物語を話して下さい」という教示を与えた。情景画の叙述課題は2題用意し, 各被験者が2つの課題を異なる教示下で行うよう組み合わせた。得られた談話は, 1)発話量, 2)発話のよどみ, 3)情報内容の性質の観点から分析を行った。その結果として, 1)発話量および2)発話のよどみの出現については, 教示の違いは明らかな影響を及ぼさなかったが, 3)談話において表出された情報が客観的か推測を含んでいるかについては, 刺激となる情景画によっては, 「物語」の教示下で推測を含む情報が多くなる傾向がみられた。

In order to better understand the influence of task differences on discourse production in normal adults, picture description tasks were administered under two instruction conditions : "explanatory" and "narrative". Under the "explanatory" instruction condition, subjects were shown one of two pictures and asked to explain the picture to an imaginary listener. In the "narrative" instruction condition, subjects were shown the other picture and asked to make up a story inspired by the picture. The subjects were 19 normal adults, aged between 24 and 74. The elicited discourse was analyzed in terms of 1) the number of words and correct information units, 2) disfluency and 3) the quality of the produced discourse, evaluated by the concrete/inferential aspects. There were no significant differences between the different instruction conditions in the number of words and correct information units or in disfluency. As for the quality of produced discourse, the type of stimulus picture showed a different effect for each instruction condition ; the subjects produced significantly more inferential statements with one of the stimulus pictures under the "narrative" instruction condition than under the "explanatory" one.

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