The chronology of the development of covert speech in children.
By R. Conrad. 1971
Subfields: Cognitive Science & Psychology
How researchers see this paper
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In Cognitive Science & Psychology
- Ben Alderson-Day
- Christopher Jarrold
- Charles Fernyhough
- Scarlett Luger-Klein
- David Messer
- Laura Crane
- John E. Desmond
- L. Henry
Citations in the corpus
- Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015, background): “Vygotsky identified three main semantic transformations accompanying internalization: the predominance of sense over meaning (in which personal, private meanings achieve a greater prominence than conventional, public ones); the process of agglutination (the development of hybrid words signifying…”
- From storage to manipulation: How the neural correlates of verbal working memory reflect varying demands on inner speech. (2012, background): “The term inner speech has been defined variably in the literature (for an informal, yet lengthy review, see Conrad, 1971).”
- Intact inner speech use in autism spectrum disorder: evidence from a short-term memory task. (2008, unknown): “…6-year-olds, when to-be-remembered items were presented pictorially, suggesting that the younger group were not recoding the picture names into a phonological form, and that this recoding comes on line around 7 years of age (see also Conrad, 1971; Hitch, Halliday, Schaafstal, & Schraagen, 1988).”
- Phonological, visual, and semantic coding strategies and children's short-term picture memory span (2012, background): “Children’s ability to use verbal mediation for phonological recoding and rehearsal of nonverbal information has long been of interest (Conrad, 1971; Flavell, Beach, & Chinsky, 1966; Flavell, Green, Flavell, & Grossman, 1997) and represents a major cognitive advance that may be linked to reading deve”
- Reevaluating key evidence for the development of rehearsal: phonological similarity effects in children are subject to proportional scaling artifacts. (2013, methodology): “When pictorial stimuli have been named at the point of presentation, removing the need for recoding by the participant, children younger than seven still tend not to show significant phonological similarity effects (Conrad, 1971; Hayes & Rosner, 1975; Palmer, 2000a).”