Perceived informativeness of verbal information

When people are asked to rate verbal material (texts, statements, and statements forming part of a text) according to informativeness, their judgments will to a large extent depend upon how much they already know about the subject, and how novel the communication is to them. This will in some cases make them stress novelty and in other cases familiarity as the most important determinants for expected or perceived informativeness. It is argued that these apparently contradictory trends are reconcilable by a propositional (subject-predicate) model of information, which presupposes an identifiablesubject of the communication (“what it is all about”), as well as something to be predicated about this subject, topic, or theme. This kind of information structure allows the communication to contain both novel and familiar elements at the same time, with informativeness being at a peak when something quite new and unexpected is told about a familiar subject, or when a new subject is made familiar (i.e., satisfactorily explained) to the person. This article was written when the author was on sabbatical leave at the University of Leicester. The study was supported by a grant from the Norwegian Research Council for Science and the Humanities.     

Grading the ‘cultural literacy’ project

The essay examines the argument advanced by E.D. Hirsch, Jr., for instituting ‘cultural literacy’ as a fundamental priority of schools. A number of confusions and equivocations in Hirsch's reasoning are identified, and the propensity of his project to indoctrinate is exposed. Among the features of Hirsch's argument shown to be troubling are his shifting construal of ‘language’, his inconsistency about the requirements of cultural literacy, and his uncritical relation to traditional images of the American past and present. The upshot is to raise the question why Hirsch's project has elicited wide support and praise.