“Should I let them talk?”: Private speech and task performance among preschool children with and without behavior problems

Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy

“…Further, there were high positive correlations between task performance and internalized private speech, self-regulatory private speech and private speech preceding action, with those speech categories also being negatively correlated with how long it took participants to finish the task. This finding is consistent with the Vygotskian hypothesis of the progressive differentiation of speech functions that has been strongly supported by empirical research conducted with children (Berk and Garvin 1984;Fernyhough and Fradley 2005;Winsler et al 2006Winsler et al , 2007Winsler and Naglieri 2003).…”

Effects of Private Speech on Math Problem Solving Performance of Fifth Grade Male Students

“…Also, studies by Azmita (1992), Behrend et al (1992), Bevens and Berk (1990), and Gaskill and Diaz (1991) (quoted in Fernyhough and Fradley, 2005) showed experiences of private speech influence success in task in the future rather than in current performance. However, these findings are inconsistent with findings by Berk (1986), Winsler et al (1997), Fernyhough and Fradley (2005), and Winsler et al (2007).…”

“…Fernyhough and Fradley (2005) studied relationship between speech and performance and found self-regulation levels of private speech are significantly related to performance in current (simultaneous) task. Winsler, Manfra and Diaz (2007) investigated impacts of children private speech on their performance in task in two groups; one was behaviorally exposed to risk and control group, who performed regular practice-speech (verbal -practical) task. 29 preschool children, who were behaviorally exposed to risk, and 43 children as control group performed two versions of a regular speech -practice (motor chain version and numerical version) in two sessions, one with verbal training and the other without verbal training.…”

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

“…Such investigations, while of interest to educational psychologists may be too narrowly focused for teachers, do not take into account students' aggregated performance over time and a multiplicity of tasks, and may not be reflective of the real-life context of the classroom. If teachers were to be convinced that the use of self-talk can play an important role in students' self-regulation and learning as some suggest (Anderson, 1997;Harris, 1990;Stanulis & Manning, 2002;Winsler, Manfra, & Diaz, 2007), research is needed to investigate types of self-talk employed by students in the classroom and the relationship of such self-talk to students' self-regulatory behaviour and achievement in the classroom. No research to date has examined the self-regulatory aspects of self-talk employed by older children -at a stage when they have largely become internalised -and the association of such self-talk with children's self-regulatory behaviour and academic performance in the classroom.…”