INTELLECTUAL MATURITY, TASK DEMANDS AND PRIVATE SPEECH

私人言论是指儿童大声发表的言论，即 写给自己的。根据维果茨基(1962)的说法，它为 在言语控制下行动的发展功能； 随着认知成熟度的提高，它被内化为言语思维。尽管 根据维果茨基的想法，提供口语培训的项目 对有学习问题的儿童的自我调节没有表现出 在解决问题和学习成绩方面有所提高。一个原因可能是 因为它们不是建立在明确证实 维果茨基的理论。从之前的研究来看，尚不清楚私人 语音是任务需求(例如，任务难度和时间)的产物 限制)、智力成熟度或两者兼而有之。建议数 研究将在调查维果茨基时解开这些变量 预测。此外，私人演讲在促进 将对注意力和任务表现进行研究。 本研究将分三个部分展开。研究1使用了1981年的数据 考夫曼儿童评估小组(KABC)的儿童 根据年龄推算任务难度的标准化样本 和智力，KABC摄影系列分测验上的15个项目。 这些估计在研究2和研究3中被用来检验主要研究 假设。在研究2中，100名4至8岁和2岁的儿童 将进行智力水平(中等和聪明)的测试 图片系列中、高难度题(含任务难度 根据每个儿童的年龄和智力进行调整)。私人演讲， 注意任务，并将任务执行情况录在录像带上。在……里面 研究3，将重复相同的设计和方法，但 将引入额外的任务限制--任务的时间限制 完成了。 录像带将允许探索另外两个维果茨基人 理论问题：(A)时间关系的发展变化 私人言语和任务相关行为之间的关系；以及(B)微遗传学， 受试者内儿童使用私人话语的变化。这个 广泛的和微观的发育信息相结合应该 有助于更全面地理解 私人演讲，并作为设计干预措施的有用数据 帮助低效和不太成熟的学习者获得更多成功 战略。

Private speech refers to speech uttered out loud by children which is addressed to the self. According to Vygotsky (1962), it serves the developmental function of bringing action under verbal control; with increasing cognitive maturity it is internalized as verbal thought. Though based upon Vygotsky's ideas, programs providing training in verbal self-regulation for children with learning problems have not shown improvements in problem-solving and academic performance. One reason may be that they are not grounded in research that definitively verifies Vygotsky's theory. From previous studies it is unclear whether private speech is a product of task demands (e.g., task difficulty and time constraints), intellectural maturity, or both factors. The proposed research will disentangle these variables in investigating Vygotskian predictions. In addition, the role of private speech in facilitating attention and task performance will be studied. The research will be carried out in three parts. Study 1 uses data on 1981 children from the Kaufman Assessment Battery for Children (KABC) standardization sample to derive estimates of task difficulty, based on age and intellectual ability, for 15 items on the KABC Photo Series Subtest. These estimates are used in Studies 2 and 3 to test the major research hypotheses. In Study 2, 100 children from 4 to 8 years of age and of two levels of intellectual ability (average and bright) will be administered Photo Series items of average and high difficulty (with task difficulty adjusted for each child's age and intellectual ability). Private speech, attention to task, and task performance will be recorded on videotape. In Study 3, the same design and methodology will be repeated, but an additional task constraint will be introduced--time limitations for task completion. The videotapes will permit exploration of two additional Vygotskian theoretical issues: (a) developmental changes in the temporal relationship between private speech and task-related behaviors; and (b) microgenetic, within-subjects changes in children's use of private speech. The combination of both broad and microgenetic developmental information should contribute to a fuller understanding of the functional significance of private speech and serve as useful data for the design of interventions to help ineffective and less mature learners acquire more successful strategies.