Overt and covert verbal problem-solving strategies: developmental trends in use, awareness, and relations with task performance in children aged 5 to 17.

By A. Winsler, J. Naglieri. 2003

224 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Speech and Hearing, Cognitive Science & Psychology

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In Developmental and Educational Psychology

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In Speech and Hearing

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Citations in the corpus

Inner Speech: Development, Cognitive Functions, Phenomenology, and Neurobiology (2015, background): “…do not necessarily indicate similar functions or benefits for performance: comparing verbal strategy use on cognitive tasks in children aged 5–17, Winsler and Naglieri (2003) showed that 5-year-olds but not older children performed better on tasks when they used more overt speech, even though…”
A dynamic developmental theory of attention-deficit/hyperactivity disorder (ADHD) predominantly hyperactive/impulsive and combined subtypes. (2005, background): “The dynamic developmental theory suggests that the long-term effects of medication on a behavioral level is mediated by normalized reinforcement and extinction processes, improved attention responses, and enhanced motor control.”
Phonological, visual, and semantic coding strategies and children's short-term picture memory span (2012, background): “…and Meins (2006) argued that both skills underpin the important developmental transition to verbal mediation in the early school years, and Winsler and Naglieri (2003) provided an in-depth account of the development of “private speech” and problem-solving strategies in school-age…”
Position exchange: The social development of agency (2012, background): “If the ape had to turn around to see the stick, then in turning away from the bananas, the stimuli of the bananas faded and thus the relevance of the stick seemed to disappear.”
Brief Report: Further Evidence for a Link Between Inner Speech Limitations and Executive Function in High-Functioning Children with Autism Spectrum Disorders (2014, background): “In the middle elementary years, these verbal activities are completely internalized and the result is ‘inner speech’ (Winsler and Naglieri 2003).”
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…”
Individual differences in children's private speech: Consistency across tasks, timepoints, and contexts (2011, unknown): “…Leone, & Rohrer, 2004; Winsler, Abar, Feder, Schunn, & Rubio, 2007; Winsler, Diaz, Atencio, McCarthy, & Adams Chabay, 2000; Winsler et al., 1997; Winsler & Naglieri, 2003; Winsler, Naglieri, & Manfra, 2006), and schoolwork in both language (Berk & Landau, 1993) and mathematics (Berk, 1986;…”
Do children with autism use inner speech and visuospatial resources for the service of executive control? Evidence from suppression in dual tasks. (2010, background): “The typical developmental trajectory shows that the greatest frequency of private speech use occurs between 4 and 6 years of age whereupon covert inner speech becomes frequently used from roughly 7 to 11 years onwards (Winsler & Naglieri, 2003).”
The Scaffolding of Emergent Literacy Skills in the Home Environment: A Case Study (2009, background): “Winsler and Naglieri (2003) described this progression from external speech via whispering and silent lip movements to fully internal or private speech as a characteristic developmental pattern observable as children complete challenging tasks.”