Applying a Self-Regulating Private Speech Model to Classroom Settings

1982 ◽  
Vol 13 (2) ◽  
pp. 129-133
Author(s):  
A. D. Pellegrini
Keyword(s):  
Problem Solving ◽  
Private Speech ◽  
Speech Model

The paper explores the processes by which children use private speech to regulate their behaviors. The first part of the paper explores the ontological development of self-regulating private speech. The theories of Vygotsky and Luria are used to explain this development. The second part of the paper applies these theories to pedagogical settings. The process by which children are exposed to dialogue strategies that help them solve problems is outlined. The strategy has children posing and answering four questions: What is the problem? How will I solve it? Am I using the plan? How did it work? It is argued that this model helps children systematically mediate their problem solving processes.

Preschool children’s private speech content and performance on executive functioning and problem-solving tasks

2021 ◽  
Vol 60 ◽  
pp. 101116
Author(s):  
Aisling Mulvihill ◽  
Natasha Matthews ◽  
Paul E. Dux ◽  
Annemaree Carroll
Keyword(s):  
Problem Solving ◽  
Executive Functioning ◽  
Private Speech ◽  
And Performance ◽  
Speech Content

scholarly journals A New Look at Children's Private Speech: The Effects of Age, Task Difficulty, and Parent Presence

1989 ◽  
Vol 12 (3) ◽  
pp. 305-320 ◽  
Author(s):  
Douglas A. Behrend ◽  
Karl Rosengren ◽  
Marion Perlmutter
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Task Difficulty ◽  
Private Speech ◽  
Parental Presence ◽  
Joint Problem ◽  
Parent Presence ◽  
Children's Speech ◽  
Joint Problem Solving ◽  
Working Alone

The present study re-evaluated several hypotheses concerning the selfregulatory nature of children's private speech. It was hypothesised that if children's private speech is self-regulatory, it should differ systematically as a function of child's age, task difficulty, and the presence of another in a task situation, and it should be positively related to task performance. Twenty-four children at each of three age levels (2, 31/2, and 5 years) were videotaped while working alone and with a parent on different sets of 3 puzzles that varied in difficulty. Children's speech was recorded and coded as private or social. The proportion of total speech coded as private increased slightly with age and was curvilinearly related to puzzle difficulty, with the most private speech observed on moderately difficult puzzles. In addition, private speech was positively related to task performance, especially on medium and difficult tasks. These results are consistent with the view that private speech is self-regulatory. Parental presence had no effect on the percentage of private speech. These results suggest that parents' behaviour during joint problem-solving probably should not be taken to be strictly regulatory.

The Social Nature of Private Speech of Preschoolers During Problem Solving

1987 ◽  
Vol 10 (2) ◽  
pp. 187-206 ◽  
Author(s):  
Paul P. Goudena
Keyword(s):  
Problem Solving ◽  
Task Performance ◽  
Cognitive Task ◽  
Private Speech ◽  
Main Hypothesis ◽  
Dual Nature ◽  
Social Nature ◽  
The Social ◽  
Performance Results

Extending Vygotsky's theory, young children's private speech during problem solving is conceptualised as having a dual nature; as a reaction to the task and as, at the same time, an indirect appeal to a potentially helpful person. The interactional function of private speech is elaborated within a developmental pragmatic frame of explanation. Based on the dual nature conceptualisation of private speech, the hypothesis was tested that children would produce more private speech during problem solving following interaction with a collaborative adult than following interaction with a non-collaborative adult, the adult being non-actively present during the child's execution of the cognitive task. Twenty-two children (ages: 4 years 2 months to 4 years 10 months) participated in the experiment. Support was found for the main hypothesis. No reliable relationship was found between the amount of private speech produced and the quality of task performance. Results are discussed in relation to other studies of private speech, two of which are re-interpreted in accordance with a dual nature conceptualisation of private speech. The role of private speech in the regulation of non-verbal task performance is critically analysed. It is emphasised that private speech should be studied while taking into account the interactional framework in which the child has been functioning.

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