What is that little voice inside my head? Inner speech phenomenology, its role in cognitive performance, and its relation to self-monitoring

Perrone‐Bertolotti, Marcela; Rapin, Lucile; Lachaux, Jean-Philippe; Baciu, Monica; Lœvenbruck, Hélène

doi:10.1016/j.bbr.2013.12.034

Cited by 218 publications

(198 citation statements)

References 177 publications

(212 reference statements)

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“…Areas that have consistently shown to be the site of IS activity during silent verbal rehearsal or repetition are the left inferior frontal gyrus and the left supramarginal gyrus (Geva et al 2011;Morin 2012). Studies reviewed by Perrone-Bertolotti et al (2014) also show that, although IS and external speech share certain brain regions typically associated with language processing (such as Broca's and Wernicke's areas), other distinct areas and networks of activation have been detected for covert and overt speech. Researchers concur that IS cannot be simply described as overt speech minus the articulatory motor component; however, 'the level at which the speech production process is interrupted (abstract linguistic representation vs. articulatory representation) is still debated' (PerroneBertolotti et al 2014: 227; see also Geva et al 2011).…”

Section: Ismentioning

confidence: 99%

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: Ismentioning

confidence: 99%

Going covert: Inner and private speech in language learning

Guerrero¹

2017

Lang. Teach.

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“…It may be that participants in the current study executed covert articulation during both reading and scene viewing. During reading, subjects may generate inner speech (Perrone-Bertolotti, Rapin, Lachaux, Baciu, & Loevenbruck, 2014), and in a scene viewing task requiring memorization as used here, subjects might exploit covert verbal rehearsal to remember the details of the scenes.…”

Section: Additional Eye-movement Network or Domain-general Processes?mentioning

confidence: 99%

Neural correlates of active vision: An fMRI comparison of natural reading and scene viewing

Choi

Henderson

2015

Neuropsychologia

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Theories of eye movement control during active vision tasks such as reading and scene viewing have primarily been developed and tested using data from eye tracking and computational modeling, and little is currently known about the neurocognition of active vision. The current fMRI study was conducted to examine the nature of the cortical networks that are associated with active vision. Subjects were asked to read passages for meaning and view photographs of scenes for a later memory test. The eye movement control network comprising frontal eye field (FEF), supplementary eye fields (SEF), and intraparietal sulcus (IPS), commonly activated during single-saccade eye movement tasks, were also involved in reading and scene viewing, suggesting that a common control network is engaged when eye movements are executed. However, the activated locus of the FEF varied across the two tasks, with medial FEF more activated in scene viewing relative to passage reading and lateral FEF more activated in reading than scene viewing. The results suggest that eye movements during active vision are associated with both domain-general and domain-specific components of the eye movement control network.

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“…Once this balance is achieved, the outcome of BCI/NF learning should be improved. Among many other possibilities, one simple experiment to investigate how the suppression of irrelevant cognitive activity could improve BCI/NF learning would involve the monitoring of inner speech (Perrone-Bertolotti et al, 2014). Extra feedback requiring focus on the concrete task is presented when an increase in the levels of inner speech is detected in combination with a local flattening of the learning curve.…”

Section: A Framework Of Self-control Of Brain Activitymentioning

confidence: 99%

On the need to better specify the concept of â€œcontrolâ€ in brain-computer-interfaces/neurofeedback research

Wood

Kober

Witte

et al. 2014

Front. Syst. Neurosci.

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Aiming at a better specification of the concept of “control” in brain-computer-interfaces (BCIs) and neurofeedback (NF) research, we propose to distinguish “self-control of brain activity” from the broader concept of “BCI control”, since the first describes a neurocognitive phenomenon and is only one of the many components of “BCI control”. Based on this distinction, we developed a framework based on dual-processes theory that describes the cognitive determinants of self-control of brain activity as the interplay of automatic vs. controlled information processing. Further, we distinguish between cognitive processes that are necessary and sufficient to achieve a given level of self-control of brain activity and those which are not. We discuss that those cognitive processes which are not necessary for the learning process can hamper self-control because they cannot be completely turned-off at any time. This framework aims at a comprehensive description of the cognitive determinants of the acquisition of self-control of brain activity underlying those classes of BCI which require the user to achieve regulation of brain activity as well as NF learning.

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What is that little voice inside my head? Inner speech phenomenology, its role in cognitive performance, and its relation to self-monitoring

Cited by 218 publications

References 177 publications

Going covert: Inner and private speech in language learning

Going covert: Inner and private speech in language learning

Neural correlates of active vision: An fMRI comparison of natural reading and scene viewing

On the need to better specify the concept of â€œcontrolâ€ in brain-computer-interfaces/neurofeedback research

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What is that little voice inside my head? Inner speech phenomenology, its role in cognitive performance, and its relation to self-monitoring

Cited by 218 publications

References 177 publications

Going covert: Inner and private speech in language learning

Going covert: Inner and private speech in language learning

Neural correlates of active vision: An fMRI comparison of natural reading and scene viewing

On the need to better specify the concept of â€œcontrolâ€ in brain-computer-interfaces/neurofeedback research

Contact Info

Product

Resources

About

On the need to better specify the concept of â€œcontrolâ€ in brain-computer-interfaces/neurofeedback research