Private Speech Assessment: A Medium for Studying the Cognitive Processes of Young Creative Children

Daugherty, Martha; Logan, Jenny

doi:10.1080/0300443961150102

Cited by 8 publications

(6 citation statements)

References 9 publications

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“…It is likely that task-relevant self-talk serves self-regulatory functions or impacts performance positively as research shows that task-irrelevant or off-task self-talk can serve as a distraction and negative self-evaluation can affect performance negatively (Zatz & Chassin, 1985). Task-relevant self-talk has been characterised as serving the functions of goal-setting, strategy planning, and cognitive monitoring (Daugherty & Logan, 1996;Vanleuvan & Wang, 1997). Statements that demonstrated the monitoring of task performance (Daugherty & Logan, 1996) or speech that reflects the awareness or regulation of one's thinking during task performance (Manning, White, & Daugherty, 1994) have been described as metacognitive self-talk.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Previous studies have characterised children's self-talk according to categories such as task-relevant/task-irrelevant self-talk, describing one's own activity and self-direction, remarks addressed to non-human objects, affect expression, self-motivational, negative self-statements, non-word vocalisations, fantasy play, word play and repetition, random, isolated/others, and inaudible muttering (see, for example, Behrend, Rosengren, & Perlmutter, 1992;Berk, 1986;Bivens & Berk, 1990;Daugherty & Logan, 1996;Daugherty & White, 2008;Manfra & Winsler, 2006;Winsler, Carlton, & Barry, 2000;Winsler et al, 1997Winsler & Naglieri, 2003). Such characterisation of self-talk does not allow for observation of other aspects of children's self-talk such as its self-regulatory contents or functions, and does not account sufficiently for internalised self-talk.…”

Section: Literature Reviewmentioning

confidence: 98%

“…Task-relevant self-talk has been characterised as serving the functions of goal-setting, strategy planning, and cognitive monitoring (Daugherty & Logan, 1996;Vanleuvan & Wang, 1997). Statements that demonstrated the monitoring of task performance (Daugherty & Logan, 1996) or speech that reflects the awareness or regulation of one's thinking during task performance (Manning, White, & Daugherty, 1994) have been described as metacognitive self-talk. Chiu and Alexander (2000) found that children who engaged in a higher proportion of metacognitive self-talk are more likely to strive to complete challenging tasks without direct assistance of an adult.…”

Section: Literature Reviewmentioning

confidence: 99%

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Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks

Lee

McDonough

Bird

2014

Early Child Development and Care

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Self-talk has been recognised as an important tool used by children to regulate their thinking and behaviour. Existing studies typically characterise children's self-talk according to broad categories that do not allow for investigation of selfregulatory aspects of children's internalised self-talk. The findings reported in this paper are based on a pilot study aimed at eliciting information on self-talk that eight-to nine-year-olds employ in the context of their classroom tasks and at a stage when the children's self-talk is largely internalised. The findings offer useful insights into the types of self-regulatory self-talk employed by children in the classroom and suggest that these aspects should be considered in the characterisation and study of children's self-talk.

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Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks

Lee

McDonough

Bird

2014

Early Child Development and Care

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“…Only a few studies have examined the link between creativity and very young preschool children's self-talk (Daugherty & Logan, 1996;Daugherty, White, & Manning, 1994). These investigations examined relationships among private speech characteristics and creativity measures in 3-, 4-, and 5-year-old children.…”

mentioning

confidence: 99%

“…The majority of studies that have examined creativity and private speech have been conducted in university laboratory settings with children from middle-to uppersocioeconomic backgrounds (Daugherty et al, 1994;Daugherty & Logan, 1996). Few studies in general have investigated private speech among more diverse populations.…”

mentioning

confidence: 99%

Relationships Among Private Speech and Creativity in Head Start and Low—Socioeconomic Status Preschool Children

Daugherty

White

2008

Gifted Child Quarterly

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The purpose of this study was to explore Vygotsky's notion of private speech as a cognitive self-regulatory process and how it related to creativity measures among at-risk children. Thirty-two Head Start and state-funded Pre-K children completed the Torrance creativity test Thinking Creatively in Action and Movement (TCAM). The children's private speech was collected in an open play context and while children completed structured logical— mathematical activities. Results revealed that both originality and fluency creativity were related to self-direction private speech and grand total private speech. Findings support that cognitive self-regulating private speech may be related to creative thinking and that private speech may offer a method for assessing early creative thinking in children from various cultural and economic backgrounds.

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The assessment of metacognition in children aged 4–16 years: a systematic review

Gascoine

Higgins

Wall

2016

Review of Education

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This article presents the results of a systematic review of methods that have been used to measure or assess metacognition in children aged 4–16 years over a 20‐year period (1992–2012). It includes an overview of the types of tool and methods used linked with the ages of the participants targeted and how metacognition and associated concepts are defined. Two thousand, seven hundred and twenty‐one records were identified through systematic searching; 525 articles or reports were full text screened, resulting in 149 included studies reporting 84 distinct tools or methods. Of these 84 distinct tools or methods, four were excluded from further analysis after appraisal for reliability, validity and replicability. The final number of methods and tools for metacognitive assessment included in the analysis is 80. The key findings of this review include: Self‐report measures (including questionnaires, surveys and tests) comprise 61% of the included tools; Observational methods that do not rely on prompting to ‘think aloud’ (Think Aloud Protocols) have only been used with students aged 9 years and under; Information about reliability and validity is not always given or given accurately for different tools and methods; The definition of metacognition in a particular study relates directly to its assessment and therefore its outcomes: this can be misaligned.

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Private Speech Assessment: A Medium for Studying the Cognitive Processes of Young Creative Children

Cited by 8 publications

References 9 publications

Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks

Investigating eight- to nine-year-olds’ self-regulatory self-talk in the context of their classroom tasks

Relationships Among Private Speech and Creativity in Head Start and Low—Socioeconomic Status Preschool Children

The assessment of metacognition in children aged 4–16 years: a systematic review

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