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Lidstone, Jane S. M.; Meins, Elizabeth; Fernyhough, Charles – Journal of Experimental Child Psychology, 2010
Children often talk themselves through their activities, producing private speech that is internalized to form inner speech. This study assessed the effect of articulatory suppression (which suppresses private and inner speech) on Tower of London performance in 7- to 10-year-olds, relative to performance in a control condition with a nonverbal…
Descriptors: Inner Speech (Subvocal), Children, Task Analysis, Control Groups
Peer reviewed
Hulme, Charles; And Others – Journal of Experimental Child Psychology, 1986
Three experiments demonstrate that children four to ten years old, when presented with a series recall task with pictures of common objects having short or long names, showed consistently better recall of pictures with short names. (HOD)
Descriptors: Children, Cognitive Development, Inner Speech (Subvocal), Memorization
Peer reviewed
Beggs, W. D. A.; Howarth, Philippa N. – Journal of Experimental Child Psychology, 1985
Suggests that inner speech is a manifestation of the need to prestructure oral utterances. Among the results, inner speech was found to be acquired by normally developing readers between the ages of 8 and 11, and children comprehended text better when certain prosodic features were made visible on the text. (Author/CB)
Descriptors: Elementary Education, Elementary School Students, Inner Speech (Subvocal), Oral Reading
Peer reviewed
Hitch, Graham J.; And Others – Journal of Experimental Child Psychology, 1991
Reports on experiments to determine effects of overt speech on children's use of inner speech in short-term memory. Word length and phonemic similarity had greater effects on older children and when pictures were labeled at presentation. Suggests that speaking or listening to speech activates an internal articulatory loop. (Author/GH)
Descriptors: Age Differences, Children, Cognitive Processes, Inner Speech (Subvocal)
Peer reviewed
Cohen, Robert; And Others – Journal of Experimental Child Psychology, 1981
Examined effects of a self-instruction intervention on the relationship between cognitive level and conceptual tempo among preoperational and concrete operational children. Cognitive level and conceptual tempo were strongly related; preoperational children tended to be classified as impulsive, concrete operational children as reflective.…
Descriptors: Behavior Modification, Children, Cognitive Development, Cognitive Style