Young children's private speech as a precursor to metacognitive strategy use during task engagement
| Autor: | C. Stephen White, Brenda H. Manning, Martha Daugherty |
|---|---|
| Rok vydání: | 1994 |
| Předmět: |
Linguistics and Language
Private speech Communication media_common.quotation_subject Perspective (graphical) Primary education Metacognition Cognition Creativity Language and Linguistics Developmental psychology Test (assessment) Task (project management) Psychology Cognitive psychology media_common |
| Zdroj: | Discourse Processes. 17:191-211 |
| ISSN: | 1532-6950 0163-853X |
| Popis: | 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‐... |
| Databáze: | OpenAIRE |
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