Currently language is viewed as a multi-dimensional construct, consisting of three interrelated components; content, form and function (Bloom and Lahey, 1978). In recent publications, language function has been referred to as pragmatics (Prutting, 1979). The essence of pragmatic theory is that language is used functionally in social contexts, to accomplish specific types of communication (Wood, 1981). One such communicative function is referred to as the informative function, which occurs when a speaker provides ideas and information to others, as in describing, naming and giving examples
The questions posed in this investigation were: (1) Does referential communication vary under pressure among four, six and eight year old children? and (2) How do four, six and eight year old children's descriptions vary when they are pressured to provide more information?
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