The Functions of Inner Speech in Elementary School Students’ Problem-Solving Behavior
Bibliographic Data
| ID | 8222960 |
|---|---|
| Authors | Mary Rohrkemper (Bryn Mawr College), Mary M Rohrkemper (Bryn Mawr College, corresponding author) |
| Year | 1986 |
| Volume | 23 |
| Issue | 2 |
| Pages | 303-313 |
| Publication date | 1986-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | American Educational Research Journal (JOURNAL) |
| Journal identifiers | ISSN: 0002-8312 • E-ISSN: 1935-1011 |
| Publisher | American Educational Research Association (AERA) (PUBLISHER) |
| DOI | 10.3102/00028312023002303 |
| OpenAlex | W2098628987 |
| Language | EN |
| Citations received | 3 |
| References cited | 10 |
The purpose of this investigation was to determine the functions of students’ reported inner speech during problem solving. Elementary school students in grades three to six who differed in mathematics achievement were randomly assigned to a low-task difficulty or high-task difficulty problem-solving condition. Immediately after working on assigned problems, and while anticipating more of the same, students were questioned about their inner speech during problem solving. Neither age nor ability differences were reflected in the students’ reports. Rather, reports indicated that students in general maintained an adaptive problem solving stance in both problem solving conditions. Adaptive behavior was characterized by strategic instructional statements focused on the task and positive affect statements focused on the self
Affect (linguistics · Cognitive psychology · Mathematics education · Task (project management · Creativity in Education and Neuroscience · Innovative Teaching and Learning Methods · Psychology · Science Education and Pedagogy
| Unique citing works | 3 |
|---|---|
| Citations per year | 0.09 |
| Citation span | 1994 - 2020 (27) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 3 |