YOUNG CHILDRENS PRIVATE SPEECH AS A PRECURSOR TO METACOGNITIVE STRATEGY USE DURING TASK ENGAGEMENT
YOUNG CHILDRENS PRIVATE SPEECH AS A PRECURSOR TO METACOGNITIVE STRATEGY USE DURING TASK ENGAGEMENT
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DOI：
10.1080/01638539409544866
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发表时间：
1994-03-01
影响因子：
2.2
通讯作者：
DAUGHERTY, M
中科院分区：
文献类型：
--
作者：
MANNING, BH;WHITE, CS;DAUGHERTY, M
The overall purpose of these three investigations was to test the usefulness of private speech utterances as a means for understanding children's verbal self-guidance during school task performance. A private speech coding system was derived from synthesizing the literature on private speech (e.g., Berk, 1986a), self-regulated learning (e.g., Rohrkemper, 1989), and metacognition (Brown, 1987; Meichenbaum, 1977). Also, Vygotsky's theory of verbal self-regulation (1934/1962, 1934/1987) served as the guiding theoretical perspective. To analyze verbal self-guidance and to gather information about the importance of student characteristics (namely, autonomy, n = 118; academically advanced, n = 34; and creativity, n = 16), three separate studies using a different data source for each study, were conceptualized. Similar patterns of findings emerged; groups designated as more autonomous and more academically advanced used significantly less task-irrelevant private speech; all groups used less nonfacilitative task-relevant, and also more facilitative, metacognitive task-relevant private speech. Findings are important to the explanation of young children's patterns of self-guiding speech for school tasks and for how this speech may be an important link to cognitive and metacognitive development and to self-regulated learning.
