Silent articulation affects error patterns in inner speech

2009 ◽  
Author(s):  
Gary M. Oppenheim ◽  
Gary S. Dell
Keyword(s):  
Inner Speech ◽  
Error Patterns

Production of Subject-Verb Agreement in Spanish as a Second Language

2003 ◽  
Vol 50 (3) ◽  
pp. 196-203 ◽  
Author(s):  
Janet Nicol ◽  
Delia Greth
Keyword(s):  
Second Language ◽  
Spanish Speakers ◽  
English Speakers ◽  
Error Patterns ◽  
Verb Agreement ◽  
Different Types ◽  
Semantic Variables ◽  
Advanced Proficiency

Abstract. In this paper, we report the results of a study of English speakers who have learned Spanish as a second language. All were late learners who have achieved near- advanced proficiency in Spanish. The focus of the research is on the production of subject-verb agreement errors and the factors that influence the incidence of such errors. There is some evidence that English and Spanish subject-verb agreement differ in susceptibility to interference from different types of variables; specifically, it has been reported that Spanish speakers show a greater influence of semantic factors in their implementation of subject-verb agreement ( Vigliocco, Butterworth, & Garrett, 1996 ). In our study, all participants were tested in English (L1) and Spanish (L2). Results indicate nearly identical error patterns: these speakers show no greater influence of semantic variables in the computation of agreement when they are speaking Spanish than when they are speaking English.

Effect of Font Style on the Volume of Inner Speech

2012 ◽  
Author(s):  
Jordan R. Wagge ◽  
Shawnalee Criss ◽  
Rebekah Sewing
Keyword(s):  
Inner Speech

Self-Reported Frequency, Content, and Functions of Inner Speech

2011 ◽  
Author(s):  
Alain Morin ◽  
Bob Uttl ◽  
Breanne Hamper
Keyword(s):  
Inner Speech ◽  
Frequency Content

Thought insertion and inner speech

2012 ◽  
Author(s):  
Agustin Vicente
Keyword(s):  
Inner Speech ◽  
Thought Insertion

Some thoughts on lexemes, the dome, and inner speech

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
William Benzon
Keyword(s):  
Language Development ◽  
Common Sense ◽  
Cognitive Structure ◽  
External World ◽  
Inner Speech ◽  
Neural Systems ◽  
The Common

Sydney Lamb’s model focuses our attention on the physicality of language, of the signs themselves as objects in the external world and the neural systems the support them. By means of the metaphor of a cognitive dome, he demonstrates that there is no firm line between linguistic and cognitive structure. In this context, I offer physically grounded accounts of Jakobson’s metalingual and emotive functions. Drawing on Vygotsky’s account of language development, I point out that inner speech, corresponding to the common sense notion of thought, originates in a circuit that goes through the external world and is then internalized.

Social-Emotional Problems in Deaf and Hard-of-Hearing Children from an Executive and Theory-of-Mind Perspective

2018 ◽  
Author(s):  
Constance Th. W. M. Vissers ◽  
Daan Hermans
Keyword(s):  
Theory Of Mind ◽  
Executive Functioning ◽  
Children And Adolescents ◽  
Hard Of Hearing ◽  
Cognitive Model ◽  
Emotional Problems ◽  
Inner Speech ◽  
Social Emotional Development ◽  
Social Emotional ◽  
Hearing Children

The implications of a hearing loss can go far beyond the linguistic domain. Several studies have revealed that deaf and hard-of-hearing children are at risk in their social-emotional development. This chapter argues that executive functions and theory of mind are two central underlying cognitive factors in people’s social-emotional functioning. We briefly review what is currently known about executive functioning and theory-of-mind development in deaf and hard-of-hearing children and adolescents and then present a cognitive model with a central role for inner speech in relation to executive functioning and theory of mind. We hypothesize that inner speech both enables and urges the regulation of oneself (executive function) and also the mentalization of one’s own and others’ inner worlds (theory of mind). We discuss the implications for assessing and treating social-emotional problems in deaf and hard-of-hearing children and adolescents.

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