Individual differences in children's private speech: Consistency across tasks, timepoints, and contexts

By J. Lidstone, E. Meins, Charles Fernyhough. 2011

37 citations recorded by the source corpus.

Children often talk themselves through their activities. They produce private speech (PS), which is internalized to form inner speech (silent verbal thought). Twenty-five 8–10-year-olds completed four tasks in a laboratory context (Tower of London, digit span, and two measures of spatial IQ). PS production was recorded. Eleven months later, the same participants completed the Tower of London and academic numeracy tasks, again in a laboratory context, as well as numeracy tasks in a classroom context. Rates of PS production and its level of internalization showed large positive correlations across time, tasks, and contexts. The results are interpreted in terms of the psychometric properties of PS production and are taken as evidence for the development of a domain-general system for verbal self-regulation in childhood.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Education

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Charles Fernyhough
2. E. Meins
3. Peter Fonagy
4. Carla Sharp
5. J. Lidstone

In Developmental and Educational Psychology

1. Charles Fernyhough
2. E. Meins
3. Paige E. Davis
4. Ben Alderson-Day
5. J. Lidstone
6. Christopher Jarrold
7. David M Williams
8. D. Bowler

In Education

1. E. Meins
2. Charles Fernyhough

Citations in the corpus

• Individual differences in children's private speech: the role of imaginary companions. (2013, background): “First, it is common for experimenters to use cognitive tasks to elicit private speech in the classroom or developmental laboratory (e.g., Berk & Landau, 1993; Fernyhough & Fradley, 2005; Lidstone et al., 2010, 2011; Winsler et al., 2003).”