Young children's private speech as a precursor to metacognitive strategy use during task engagement

Manning, Brenda H.; White, Christopher C.; Daugherty, Martha

doi:10.1080/01638539409544866

Cited by 38 publications

(15 citation statements)

References 21 publications

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“…Similar trends have been widely observed in children related to age (Behrend et al 1989;Winsler et al 1997). Our data on the role of task difficulty in illiterate adult private speech production reproduce the same pattern that has been systematically observed in samples of children (Azmitia 1992;Behrend et al 1989;Manning et al 1994): Higher levels of internalized private speech production are observed with increased competence, while greater externalized private speech is found on more difficult tasks.…”

Section: Discussionsupporting

confidence: 72%

“…Private speech has been observed as early as 23-25 months of age (Furrow 1984) and as late as 17 years (Winsler and Naglieri 2003;Winsler et al 2006). In general, child use of private speech increases with age, peaks around 4 or 5 years old, and gradually becomes more abbreviated until it is internalized around the age of 7 or 8 years (Behrend et al 1989;Berk 1986Berk , 1992Manning et al 1994;Quay and Blaney 1992).…”

Section: Introductionmentioning

confidence: 99%

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Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy

2013

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Children's private speech has been widely studied among children, but it is clear that adults use private speech as well. In this study, illiterate adults' private speech during a ''school-like'' task was explored as a function of literacy level and task difficulty in a sample of 126 adults enrolled in a public literacy program. A main effect for literacy level was found-private speech was more internalized and less externalized among adults with higher literacy levels. Externalized private speech was more frequently observed among illiterate adults engaged in the most difficult task. Private speech served cognitive functions as indicated by the proportion of self-regulatory private speech and the proportion of private speech preceding actions being higher in the advanced literacy group and among illiterate adults doing the easier task. Internalized private speech, self-regulatory private speech, and private speech preceding action were each positively correlated with performance and negatively correlated with time to complete the task. The use of private speech in illiterate adults appears to be linked to the mastery of cultural experiences, such as literacy, similar to the selftalk of children.

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Section: Discussionsupporting

confidence: 72%

Section: Introductionmentioning

confidence: 99%

Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy

2013

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“…There was a high level of agreement on these determinations, with interrater agreement exceeding .90. Private speech utterances were coded by using the classification scheme developed by Manning et al (1994). This scheme includes three broad categories: task-irrelevant, task-relevant, and metacognitive task-relevant.…”

Section: Methodsmentioning

confidence: 99%

The Relationship between Young Children's Analogical Reasoning and Mathematical Learning

White¹

1998

Mathematical Cognition

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In this investigation, we examined the association between young children's analogical reasoning ability and their mathematical learning. Participants were 26 four-and five-year-olds enrolled in a college-operated laboratory school in the southeastern United States. We assessed analogy reasoning by means of the Test of Analogical Reasoning in Children, and mathematical learning via the logical-mathematic component of the Georgia Kindergarten Assessment Program. Children's non-verbal behaviours and their private and social speech were also recorded and categorised. Eight and 14 months after the initial assessments, we conducted followup testings of 10 of the original participants. Findings showed that analogical reasoning was significantly related to mathematical learning. Also, children's scores on the measure of mathematical learning, especially on the patterning subtest, significantly predicted their performance on the analogical reasoning task. The private and social speech of the more and less proficient reasoners varied markedly. Furthermore, significant changes in the children's analogical and mathematical test scores occurred between the first and second testings.When individuals perceive subtle but critical differences in two objects or events or when they relate an attribute or member to the object or class from which it is abstracted, then they are displaying the fundamentals of analogical reasoning. It has been argued that the basic processes involved in apprehending similarities and differences among a range of objects, people, or events (i.e. analogical reasoning)Requests for reprints should be sent to C. Stephen White, MSN 4B3,

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“…Furthermore, children's efforts to write with a word processor are accompanied by frequent verbalizations . These verbalizations, in turn, provide access to children's metacognitive processes (Manning, White, & Daugherty, 1994;Pellegrini et al, 1984b). According to Olson and Astington (1993) and others (e.g., Pellegrini et al, 1995), metacognitive and metalinguistic terms (e.g., believe, think, knoiv) provide both a language for thinking and a language about thinking.…”

Section: Metacognitionmentioning

confidence: 98%

The Effects of Social Relationships, Writing Media, and Microgenetic Development on First-Grade Students’ Written Narratives

Jones

Pellegrini

1996

American Educational Research Journal

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This study examined the effects of social relationships, writing media, and microgenetic development on first-grade students' written narratives. In the within-subjects design, children's written products and verbalizations were compared across different writing contexts, computer-supported writing and pencil-and-paper writing. Participant relationships were also manipulated to determine the influence of friendship on the outcome measures in the two writing contexts. At the same time, a microgenetic approach was adopted to examine temporal changes in students' written texts. The results indicated that students' narratives composed with a word processor were lexically denser and more cohesive than their narratives composed with pencil and paper. Students' talk during computer-supported writing episodes included more metacognitive terms than their talk during pencil-and-paper writing. Similarly, the relative frequencies of metacognitive talk of friends and nonfriends differed. Results are discussed in terms of the facilitative effects of computer-supported writing and close relationships on metacognitive processes.

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Young children's private speech as a precursor to metacognitive strategy use during task engagement

Cited by 38 publications

References 21 publications

Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy

Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy

The Relationship between Young Children's Analogical Reasoning and Mathematical Learning

The Effects of Social Relationships, Writing Media, and Microgenetic Development on First-Grade Students’ Written Narratives

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