The role of private speech in the transition from collaborative to independent task performance in young children.

By A. Winsler, R. Diaz, Ignacio Montero. 1997

Subfields: Cognitive Science & Psychology

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Citations in the corpus

Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015, background): “…of 3 and 8, private speech appears to follow a trajectory from overt task-irrelevant speech, to overt task-relevant speech (e.g., selfguiding comments spoken out loud), to external manifestations of inner speech (e.g., whispering, inaudible muttering; Berk, 1986; Winsler, Diaz, & Montero, 1997).”
Private speech in preschool children: developmental stability and change, across-task consistency, and relations with classroom behaviour (2003, methodology): “…speech and concurrent task performance associations were not among the goals of the study, and because getting around the third-variable confound of task difficulty for such analyses requires special microanalytical coding techniques (see Winsler et al., 1997) that were not a feature of the study.”
Individual differences in children's private speech: Consistency across tasks, timepoints, and contexts (2011, unknown): “, 1992; Berk & Spuhl, 1995; Daugherty, White, & Manning, 1994; Winsler, de León, Wallace, Carlton, & Willson-Quayle, 2003; Winsler, Diaz, McCarthy, Atencio, & Adams Chabay, 1999), executive function tasks (Fernyhough & Fradley, 2005; Müller, Zelazo, Hood, Leone, & Rohrer, 2004; Winsler, Abar, Feder,”
Overt and covert verbal problem-solving strategies: developmental trends in use, awareness, and relations with task performance in children aged 5 to 17. (2003, background): “It is interesting to note that private speech researchers within the Vygotskian tradition have struggled in their own way with what appear to be similarly complex and dynamic relations observed between children’s spontaneous self-talk and their task performance (Behrend et al., 1989; Bivens & Berk, ”
Private Speech in Illiterate Adults: Cognitive Functions, Task Difficulty, and Literacy (2013, background): “…which was not explicitly addressed to another person, as indicated by either a pronoun reference, a gaze to another person, or other signals of social intent, such as physical contact, argumentation, repetition, loudness/intonation, or conversational turn-taking (Winsler 1998; Winsler et al. 1997).”
Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech (2011, methodology): “Following procedures outlined by Winsler et al. (2005) and used before in previous research with this task (Winsler et al., 1997; Winsler Diaz et al., 2000), each of the SAT items was coded for both performance (correct or incorrect) and the presence of different types of private speech.”
Verbal mediation of cognition in children with specific language impairment (2012, background): “Winsler et al. (1997) presented a microdevelopmental analysis of children’s performance on a selective attention task during a session in which an experimenter would verbally scaffold their activity when needed.”
Intra-agent speech permits zero-shot task acquisition (2022, background): “Indeed, one possible reason for intra-personal speech may be to support the development of social speech [1–5], though the inverse causal relation may also be possible [1, 6].”
Private speech on an executive task: relations with task difficulty and task performance (2005, methodology): “Finally,Winsler et al. (1997)only considered immediate post-test improvements that occurred as a consequence of adult scaffolding, and did not make the typical distinction between social and private speech.”