Young children's private speech as a precursor to metacognitive strategy use during task engagement
Bibliographic Data
| ID | 11273036 |
|---|---|
| Authors | Brenda H Manning (University of Georgia, corresponding author), C Stephen White (University of Georgia), Martha Daugherty (Georgian College) |
| Year | 1994 |
| Volume | 17 |
| Issue | 2 |
| Pages | 191-211 |
| Publication date | 1994-03-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Discourse Processes (JOURNAL) |
| Journal identifiers | ISSN: 0163-853X • E-ISSN: 1532-6950 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/01638539409544866 |
| OpenAlex | W1983126394 |
| Language | EN |
| Citations received | 6 |
| References cited | 23 |
The overall purpose of these three investigations was to test the usefulness of private speech utterances as a means for understanding children's verbal self‐guidance during school task performance. A private speech coding system was derived from synthesizing the literature on private speech (e.g., Berk, 1986a), self‐regulated learning (e.g., Rohrkemper, 1989), and metacognition (Brown, 1987; Meichenbaum, 1977). Also, Vygotsky's theory of verbal self‐regulation (1934/1962, 1934/1987) served as the guiding theoretical perspective. To analyze verbal self‐guidance and to gather information about the importance of student characteristics (namely, autonomy, n = 118; academically advanced, n = 34; and creativity, n = 16), three separate studies using a different data source for each study, were conceptualized. Similar patterns of findings emerged; groups designated as more autonomous and more academically advanced used significantly less task‐irrelevant private speech; all groups used less nonfacilitative task‐relevant, and also more facilitative, metacognitive task‐relevant private speech. Findings are important to the explanation of young children's patterns of self‐guiding speech for school tasks and for how this speech may be an important link to cognitive and metacognitive development and to self‐regulated learning
Autonomy · Cognition · Cognitive psychology · Developmental psychology · Metacognition · Perspective (graphical · Private speech · Task (project management · Task Analysis · Computer Science · Creativity in Education and Neuroscience · Educational and Psychological Assessments · Innovative Teaching and Learning Methods · Psychology
Preschoolers’ Vocabulary Skills And Inhibitory Control
Understanding the role of private speech in children's emotion regulation
Availability and spontaneous use of verbal labels in sorting categorization by 16–23-month olds
The Effects of Preschool Girls’ and Boys’ Help Seeking on Adult Evaluations of Dyadic Problem Solving
The Motivational Function of Preschoolers' Private Speech
The Effects of Social Relationships, Writing Media, and Microgenetic Development on First-Grade Students’ Written Narratives
Thought and language.
Statistical principles in experimental design.
Cognitive-Behavior Modification
Culture, communication and cognition
The sampling of experiences in situ
The private speech of young children at risk
Self-regulatory functions of children's private speech
Development of private speech among low-income Appalachian children
Relationship of elementary school children's private speech to behavioral accompaniment to task, attention, and task performance
The Functions of Inner Speech in Elementary School Students’ Problem-Solving Behavior
Application of Cognitive Behavior Modification
Combining results of independent studies
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,2 |
| Citation span | 1996 - 2023 (28) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |