Private Speech : From Social Interaction To Self-regulation

By R. Diaz, L. Berk. 1992

Subfields: Cognitive Science & Psychology

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Citations in the corpus

Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015, background): “…of cognition and behavior in both childhood and adulthood, with implications for inner speech dysfunction in psychiatric conditions and developmental disorders involving atypical language skills or deficits in self-regulation (Diaz & Berk, 1992; Fernyhough, 1996; Vygotsky, 1934/1987).”
Quantifying athlete self-talk (2005, background): “For example, given the mainstream psychology literature focusing on children’s increased use of overt self-talk in the presence of supportive significant others (see Diaz, 1992), such as a mother, it was predicted that athletes competing in team sports would use more overt selftalk.”
The Effects of a Creative Dance and Movement Program on the Social Competence of Head Start Preschoolers (2006, unknown): “Much emphasis within the Vygotskian and Lurian theoretical tradition (Vygotsky, 1930, 1933, 1934/ 1962, 1935/1978) has been placed on the role of language in the development of children’s self-control (Bronson, 2000; Diaz & Berk, 1992; Nelson, 1996; Vocate, 1987; Winsler et al., 2000).”
Drawing as a verbally mediated activity: A study of relationships between verbal, motor, and visuospatial skills and drawing in children (2002, background): “Studies of private speech, for example, have demonstrated that semiotic mediation affects planning and problem solving (e.g., Berk, 1992; Goudena, 1992; Vygotsky, 1996).”
The Self-Talk Scale: Development, Factor Analysis, and Validation (2009, background): “Psychological theory and research (e.g., Diaz & Berk, 1992; Hardy, 2006; MacKay, 1992) has suggested that talking to oneself does in fact serve important cognitive and regulatory functions.”
Distinguishing One’s Own Voice from Those of Others: A Function for Private Speech? (1997, unknown): “All utterances made in the hour-long play session were then classi ed as social or private, according to the following objective criteria (C = child, O = other; adapted from Diaz, 1992; Furrow, 1992; Goudena, 1992): 1.”
The cognitive functions of language (2002, background): “Researchers working in this tradition have studied the self-directed verbalizations of young children – for example, observing the effects of their soliloquies on their behavior (Diaz & Berk 1992).”
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, background): “Then children begin to talk to themselves in selfregulatory ways via overt private speech during the preschool years (Diaz & Berk, 1992; Vygotsky, 1930–1935=1978; Winsler et al., 2009).”
Individual differences in children's private speech: the role of imaginary companions. (2013, background): “Modern research on the developmental progression of children’s private speech (e.g., Berk & Garvin, 1984; Diaz & Berk, 1992; Winsler & Naglieri, 2003) supports Vygotsky’s (1934/1987) contention that this form of self-talk is gradually internalized during early childhood and transformed into inner…”