Understanding the role of private speech in children's emotion regulation

Day, Kimberly L.; Smith, C. R.

doi:10.1016/j.ecresq.2012.10.003

Cited by 43 publications

(28 citation statements)

References 38 publications

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“…Recent research on child PS has been able to confirm its use for a variety of functions or purposes, such as problem-solving (Damianova, Lucas & Sullivan 2012;Alarcón-Rubio, Sánchez-Medina & Prieto-García 2014;McGonigle-Chalmers, Slater & Smith 2014), planning and numeracy tasks (Lidstone, Meins & Fernyhough 2010), referential communication (San Martín, Boada & Feigenbaum 2011, free play (Davis, Meins & Fernyhough 2013), and regulating emotions (Day & Smith 2013). Lately, interest has also gathered on social aspects of PS, such as its role in social interactive discourse (San Martín et al 2011) or the stimulating effect of potential listeners or interactants (Damianova et al 2012;McGonigle-Chalmers et al 2014).…”

Section: Psmentioning

confidence: 99%

“…Smith observed: 'The private speech produced during a learning activity may reveal what pupils have already learned, and how they are using language as a tool in the process of learning ' (2007: 254). Day & Smith (2013) also point out that PS has an important emotion-regulating function and that, by paying attention to children's PS, teachers may help learners who express negative emotions cope better when performing cognitively frustrating or difficult tasks. Importantly, research (Clark 2005;Pavlenko 2014) suggests that in the case of translingual learners who become immersed in a new L2 community, by paying attention to their PS, teachers may help learners cope with the problems they undergo in the process of attriting from an L1 inner voice and acquiring a new one mediated by the L2.…”

Section: Creating Awareness About Inner and Private Speechmentioning

confidence: 99%

“…The literature on PS among L2 learners/users shows quite convincingly that it is widespread as a learning mechanism or as a self-regulating tool in solving problems in the L2. Researchers recommend that teachers pay close attention to learners' production of PS, acknowledge it, and certainly not inhibit it (Lee 2006;Smith 2007;Yoshida 2009;Day & Smith 2013;Clark 2005). Yoshida derived the following implication from her PS study among college learners of Japanese:…”

Section: Fostering Internalization and Externalization Of The L2mentioning

confidence: 99%

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Going covert: Inner and private speech in language learning

Guerrero¹

2017

Lang. Teach.

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Roughly 30 years ago researchers in the second language acquisition (SLA) field started to take a focused interest in the study of inner speech (IS) and private speech (PS) processes in second language (L2) learning and use. The purpose of this review is to assess the status of current research and the progress made during the last ten years on the development and experience of covertly using a language other than the first. The review begins with a critical discussion of the challenges involved in defining and conceptualizing IS and PS. To conduct the search of relevant sources, a broad understanding of IS as 'silent speech for oneself' and PS as 'externalized speech for oneself' was adopted. After a brief synopsis of past research on L2 IS and PS, recent (2005-2015) work is discussed both from a generic-language stance and an L2, bilingual, and multilingual perspective. The review then takes a critical look at the difficult methodological issue of data collection on IS and PS, highlighting strengths and limitations in recent research. Pedagogical implications derived from the research reviewed and suggestions for future studies are discussed.

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Section: Psmentioning

confidence: 99%

Section: Creating Awareness About Inner and Private Speechmentioning

confidence: 99%

Section: Fostering Internalization and Externalization Of The L2mentioning

confidence: 99%

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Going covert: Inner and private speech in language learning

Guerrero¹

2017

Lang. Teach.

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“…Different authors have taken up these ideas to study and adapt them to different contexts. Similarly, Day and Smith (2013) studied how private speech, which is usually related to cognitive skills, is associated with tasks that cause emotions. The children who participated in this study used private speech in tasks involving frustration and situations related to anger and sadness.…”

Section: From the Guided Language To The Inner Languagementioning

confidence: 99%

Study of the language from a sociocultural perspective

Rodríguez

Martinez

2017

ANF

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Estudo da linguagem a partir da perspectiva sociocultural Estudio del lenguaje desde una perspectiva sociocultural Received on April 22, 2017. Accepted on July 17, 2017Julián Alí Laboy Rodríguez** Puerto Rico José Antonio Maldonado Martínez*** Puerto Rico AbstractObjetive: this paper aims to determine the contributions of recent research on language from a sociocultural perspective. Methodology: a thematic content analysis was performed based on preestablished categories: internal language, teaching types, bilingualism, and other emerging categories: games and practical participation. Psych Info, EBSCO, JSTOR and RedALyC were the sources of information and 38 published research articles were selected from indexed journals since 2010. Results: from the sociocultural perspective, it was evident that, these studies contribute to a diversity of issues related to language, such as: practical participation, the process of change from a guided to an internal language, the 18 learning a second language. Conclusions: it is concluded that some topics will seem to be studied in abundance but not from a Sociocultural Theory perspective. The human being is a product of different social, cultural and individual contexts; thus, there will always be different approaches to address issues related to language. ResumoObjetivo: determinar as contribuições de pesquisas recentes sobre a linguagem a partir da perspectiva sociocultural. Metodologia: uma análise de conteúdo temática foi realizada com base em categorias pré-estabelecidas: linguagem interna, tipos de educação, bilinguismo, e outras de caráter emergente: jogo e participação na prática. As bases de dados que foram utilizadas para a busca foram Psych Info, EBSCO, JSTOR e RedALyC. Foram selecionadas 38 pesquisas publicadas em revistas indexadas desde 2010. Resultados: evidenciou-se que, desde a perspectiva sociocultural, os estudos fornecem uma variedade de temas relacionados à linguagem, como a participação na prática, o processo de mudança de uma linguagem dirigida a uma interna, a importância do jogo no desenvolvimento, benefícios do ensino explícito e o impacto da aprendizagem de uma segunda língua. Conclusões: conclui-se que algumas questões parecem saturadas, mas uma teoria sociocultural apostaria a que na realidade isso é inverossímil. O ser humano é o resultado de diferentes contextos sociais, culturais e individuais, de modo que sempre existirão diferentes perspectivas para abordar questões relacionadas à linguagem. Palavras-chave:Linguagem; Abordagem Sociocultural; Efeitos. ResumenObjetivo: determinar los aportes de investigaciones recientes sobre el lenguaje desde la perspectiva sociocultural. Metodología: se realizó un análisis de contenido temático con base en categorías preestablecidas: lenguaje interno, tipos de enseñanza, bilingüismo, y otras de carácter emergente: juego y participación en práctica. Las bases de datos que se utilizaron para la búsqueda fueron Psych Info, EBSCO, JSTOR y RedALyC. Se seleccionaron 38 investigaciones publicadas en revistas indexad...

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“…Affective human computer interaction technology could be widely applied in virtual reality, especially in the field of entertainment and games. Besides, the virtual human and psychiatric aid are the further application prospects for affective human computer interaction [2]. Making computer recognize the emotion of human being is the foundation of affective human computer interaction.emotion and researchers have reported mixed findings that lead us to believe there are some common acoustical characteristics that enable similar emotion to be discriminated universally across culture.…”

Section: Introductionmentioning

confidence: 99%

EEMD-Based Speaker Automatic Emotional Recognition in Chinese Mandarin

Qin¹,

Qi²

2014

Appl. Math. Inf. Sci.

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Emotion feature extraction is the key to speech emotional recognition. And ensemble empirical mode decomposition(EEMD) is a newly developed method aimed at eliminating emotion mode mixing present in the original empirical mode decomposition(EMD). To evaluate the performance of this new method, this paper investigates the effect of a parameters pertinent to EEMD: speech emotional envelope. Firstly, a speaker emotional envelope features extraction based on EEMD is proposed in the paper. Using the piecewise power function in speech emotional envelope has a better effect in emotional identification. At the same time, the proposed technique has been utilized for classification of four kinds of emotional(angry, happy, sad and neutral) speech signals. Emotional intrinsic mode functions(IMFe) are obtained by empirical mode decomposition on emotional speech signals, the fast fourier transform(FFT) of each intrinsic mode function is extracted as the emotional feature coefficient which is used in speaker emotional identification applying by vector quantization. MATLAB is used to calculate the characteristic of emotional speech signals using empirical mode decomposition (EEMD). We obtain an emotional envelope by transforming the IMFe of emotional speech signals, and obtain a new method of emotion recognition according to different emotional envelop feature vectors. The results indicate the proposed method works well in speaker emotional identification.

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Understanding the role of private speech in children's emotion regulation

Cited by 43 publications

References 38 publications

Going covert: Inner and private speech in language learning

Going covert: Inner and private speech in language learning

Study of the language from a sociocultural perspective

EEMD-Based Speaker Automatic Emotional Recognition in Chinese Mandarin

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