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thinking and lang 3
| Question | Answer |
|---|---|
| Egocentric/Private speech | audible, self-directed talking children (typically ages 3–7) use to guide behavior, solve problems, and plan actions. |
| ES (Vygotsky) | is characterized by its functional indifferentiation (speech not addressed to the interlocuter, nor to oneself, but to both simultaneously_. Plans, self-regulates, guides action etc. |
| ES (Piaget) | self directed speech, without paying attention to the perspective of the other (because the child still lacks the capacity for social interaction) |
| ES (Flavell) | self-directed language (simultaneous and subsitute for social speech that appears when it cannot be produced) |
| function of ES (Piaget) | none. |
| Origin of ES (Piaget) | immaturity in socialization. |
| Destination of ES (Piaget) | disappear |
| Function of ES (Vygotsky) | regulatory .. planning, maintenance, monitoring, emotional regulation. |
| Development of ES (Vygotsky) | functional differentiation |
| Destination of ES (Vygotsky) | Internal speech |
| Structure of ES (Vygotsky) | abbreviation |
| Origin of ES (Flavell) | simultaneously with social speech, no genetic relation to it |
| Function of ES (Flavell) | cognitive ... troubleshooting, emotional discharge |
| Development of ES (Flavell) | depends on whether you are allowed to present |
| Destination of ES (Flavell) | dissapear |
| 3 pieces of data that supports Vygotskys hypothesis that ES has a social origin | - positive correlations between PS and ES. - The number of private productions increases in social situations. - similar verbal structures between private productions and earlier social productions made by adults interacting with these children |
| issues with confounding data | - piaget and vygotsky used observation.. now most western studies occur in artifically controlled situations. |
| Age | does not appear to be the key variable |
| 3 main conclusions based on the data | ES does not tend to follow the upside down 'U' proposed by kohlberg and vygotsky.. Each subtype of ES may have its own pattern that vary in time and form.. Vygotskys internalization hypothesis is generally supported by research. |
| Development (vygotsky) | social speech - egocentric speech - internal speech |
| factors that influence development | not just age! task difficulty, learning context, culture, skill level |
| general pattern of ES | Increases around 4-5, becomes internal by 7-8. |
| when is ES most used | at medium difficulty - zone of proximal development |
| basic structure of ES | abbreviated, less explicit, more internal (whispers to silent) |
| issues within western research | artifical lab tasks, social context is often ignored, focus on quantity not quality |
| Wertsch ideas | egocentric speech comes from social interation and dialogue, espcially with adults. ES is internalizes SS. Linked speech structure to action not just communication |
| Flavell ideas | called it private speech. ES as a cognitive tool for emotional release and problem soving. more of an individual process |
| Berk ideas | distinguishes types of private speech (overt vs covert - silent, whispered). support internalisation hypothesis. |
| Goudena ideas | role of social presence, 'Illusion of being understood'. Other = potential colaborator. |
| Frawley ideas | introduced Focus. ES helps maintainn attention on task, highlights what matters. ES = tool for attentional control. |
| Ramírez ideas | ES has a dialogical structure, even when alone. Depends on previous speech. |
Created by:
ailbhe.10