Relationship of elementary school children's private speech to behavioral accompaniment to task, attention, and task performance

By L. Berk. 1986

Subfields: Cognitive Science & Psychology

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Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015, methodology): “For example, Fernyhough and Fradley (2005) used a coding frame (based on Berk, 1986) that distinguished between social speech (vocalizations during a task that were clearly addressed to someone), private speech (nonaddressed overt vocalizations), and task-relevant external manifestations of inner…”
The roles of private speech and inner speech in planning during middle childhood: evidence from a dual task paradigm. (2010, background): “Private speech is traditionally coded according to Berk (1986) as Level 1 (task- irrelevant private speech), Level 2 (task-relevant externalized private speech), or Level 3 (presumably task-relevant external manifestations of inner speech, including inaudible muttering and whispering, and silent,…”
Self-talk: Review and sport-specific model (2016, background): “…(e.g., “I coach myself in a friendly way) selftalk (Conroy & Coatsworth, 2007), task-irrelevant (e.g., “I want a strawberry milkshake!”) selftalk (Berk, 1986), humorous self-talk, self-talk relat d to enjoyment/appreciation of the moment (e.g., “it is exciting to be in the championship…”
Private speech in preschool children: developmental stability and change, across-task consistency, and relations with classroom behaviour (2003, background): “Second these studies have typically focused on early elementary school-aged children (Kohlberg et al., 1968; Berk, 1986; Bivens & Berk, 1990; Manning & White, 1990), rather than children in the preschool period.”
A guide for naming research studies inPsychology (2007, background): “: Berk (1986), Piñar, Caro, and Coscollá (2001).”
Individual differences in children's private speech: the role of imaginary companions. (2013, unknown): “Indeed, the degree of internalization of private speech has been formalized into a three-level coding scheme (Berk, 1986), from task-irrelevant speech (Level 1) through self-guiding, task-relevant comments (Level 2) to covert whispering and verbal lip movements (Level 3).”
Overt and covert verbal problem-solving strategies: developmental trends in use, awareness, and relations with task performance in children aged 5 to 17. (2003, methodology): “The developmental progression from overt to more covert types of private speech observed here is consistent with Vygotskian theory and the existing longitudinal and cross-sectional private speech literature (Berk, 1986; Bivens & Berk, 1990; Winsler, Diaz, et al., 2000).”
Verbal mediation of cognition in children with specific language impairment (2012, methodology): “The coding scheme for internalization level devised for the present study was based on that of Berk (1986).”
Private speech in young adults Task difficulty, self-regulation, and psychological predication (2001, background): “A number of contemporary studies have produced evidence of various kinds supporting such a hypothesized developmental decline (Beaudichon, 1973; Behrend, Rosengren, & Perlmutter, 1989; Berk, 1986; Berk & Garvin, 1984; Bivens & Berk, 1990; Deutsch & Stein, 1972; Kohlberg et al., 1968; Pellegrini, 198”
Performance and Private Speech of Children with Attention-Deficit/Hyperactivity Disorder While Taking the Tower of Hanoi Test: Effects of Depth of Search, Diagnostic Subtype, and Methylphenidate (2005, background): “Although similar findings have been obtained in other investigations, there is mixed evidence on the association between number of verbalizations and task performance (Beaudichon, 1973; Berk, 1986; Frauenglass & Diaz, 1985; Goodman, 1981; Klein, 1964; Kohlberg, Yaeger, & Hjertholm, 1968; Murray, 1”
Individual differences in children's private speech: Consistency across tasks, timepoints, and contexts (2011, methodology): “In the most widely used scheme for categorizing PS (Berk, 1986), the”