Egocentric Speech Research Articles

The Characteristics of Inner Speech of a Personality by Use of the Method of Dialogical Analysis of the Case

he purpose of our article is to characterize the method of dialogical analy-sis of the case for description of inner speech of the person, to show it use on practice during the providing of statement experiment.methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: the categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. Also in our research we used a statement experiment as an empirical method. With the aim to diagnose the level of the development ofinner speech of the person we used the author’s method of dialogical analysis of the case.the results of the research. In the article it was shown, that human feelings act as an experience of “Me”, and in this regard it is as external monologues, and on the other hand they are dialogical in nature, they can hear a broken dialogue with others: appeals, questions, expected answers, desires that are not expressed, accusations, etc., that exists in a covert form of internal dialogue. Un-der the dialogical analysis of the case we understand the reconstruction of the movement of internal dialogue, which becomes possible as a result of a special attitude to the text (for this purpose, special methods of textual analysis were developed).conclusions. Theinner speech was showed to be the speech for himself/herself. External speech is speech for others. Psychologically, the language of the pupil in functional and structural terms is egocentric speech, it is not under-stood as internal speech and is not separated by the child from speech for others. Objectively, this language is a function differentiated from social thinking, but again inconsistent, because it can only function in a situation that makes social speech possible.

Stimulation of egocentric speech in preschoolers of the 1st level of speech development in family conditions

Stimulation of egocentric speech in preschoolers of the 1st level of speech development in family conditions

ДОСЛІДЖЕННЯ ЕГОЦЕНТРИЧНОГО МОВЛЕННЯ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

Іn this work, one of the types of speech of older preschool children - egocentric - is analyzed. Scientific approaches to the vision of the problem of egocentric speech are clarified. The egocentric speech of older preschoolers was studied, the content of which is connected only with the utterances of children of metalanguage. The obtained empirical data once again convincingly proved the spontaneity of children’s metalanguage and confirmed the need to develop different types of utterances of older preschoolers, to achieve success in communication and adequate utterances, including about units of speech.

ДОСЛІДЖЕННЯ ЕГОЦЕНТРИЧНОГО МОВЛЕННЯ ДІТЕЙ СТАРШОГО ДОШКІЛЬНОГО ВІКУ

Іn this work, one of the types of speech of older preschool children - egocentric - is analyzed. Scientific approaches to the vision of the problem of egocentric speech are clarified. The egocentric speech of older preschoolers was studied, the content of which is connected only with the utterances of children of metalanguage. The obtained empirical data once again convincingly proved the spontaneity of children’s metalanguage and confirmed the need to develop different types of utterances of older preschoolers, to achieve success in communication and adequate utterances, including about units of speech.

Overcoming Communicative Deadaptation of Speech Passive Children of Pre-School Age

Introduction. The article analyzes the child’s speech concerning the individual peculiarities. It is about the formation of the communicative competence of the child. It is revealed that this process involves aspects: the acquisition of skills in the system-language and directly in the communicative spheres.
 Objectives – to structure theoretical developments of the problem under research, to emphasize their contribution into general approaches to speech activity of pre-school children, to single out groups of speech-passive children on the basis of communicative deadaptation.
 Research methods and techniques. The typological groups of speech-passive children have been singled out: «operational-technical», «motivational», «partial» or «selective» speech passivity. The experimental research on the identification of speech-passive children has been planned and carried out. The Heidelberger Speech Development Test has been used to diagnose the speech abilities of children aged 3 to 9 and a questionnaire for assessing speech and cognitive development of the child.
 Results and discussions. The child’s individual speech is understood as a socially and biologically conditioned system of sign psychic configurations, used by the individual both for thinking and for speech communication, which can be both active and passive. The possibilities of using the results of modern interdisciplinary researches to identify communicative maladaptation of senior pre-school children, who are speech-passive, have been revealed. The speech activity of children is defined as a stable personality property, which manifests itself in the ability to perceive and understand the speech of others. The speech passivity of the child is understood as a lower level of speech activity, due to the peculiarities of speech development in ontogenesis. Active and inert types of speech have been characterized. It is concluded that the age of five years has a special significance for onto-psycholinguistic researches. This age is characterized by the crisis of egocentric speech, culminating in its internalization, accompanied by the general communicative maladaptation.
 Conclusions. It is proved that the violation of the process of communication of speech-passive pre-schoolers is manifested mainly in two varieties, as communicative deficit or communicative exaltation.

ДОСЛІДЖЕННЯ ЕГОЦЕНТРИЗМУ ДИТЯЧОГО МОВЛЕННЯ В ПСИХОЛОГІЇ

Purpose. The purpose is to theoretically research speech self-centeredness in child’s psychology. Methods. In the study of speech self-centeredness phenomenon, theoretical methods of research were used, namely: analysis, synthesis of positions, concepts of comparison, generalization, interpretation and systematization of theoretical and empirical researches. Results. Speech egocentrism has been found to be an age-specific feature of preschool children, and is also clearly manifested within primary school age children. Swiss psychologist Jean Piaget discovered the phenomenon of self-centeredness (egocentrism) in child. Direct self-referred speech is called self-centered (egocentric) speech. Such speech dominates within schoolchildren, and not directed at anyone. According to the criterion of communicative orientation of the child’s speech, J. Piaget classified it into two large groups – self-centered and socialized. In self-centered speech, the child does not want to be listener and is not interested in whether those whom he/she refers to are listening to him/her. He/she has the hope that he/she is heard and understood, so he/ she does nothave influence upon others in order to be heard. He/she speaks for him/herself or for the pleasure of engaging someone in his/her direct action. Speech is considered self-centered because the child speaks for him/herself and does not seek to support or influence the interlocutor’s point of view The interlocutor for him/her is an situational person. The opposite of self-centered (egocentric) speech is socialized speech, which involves purposeful transmission of information, criticism, orders, requests and threats, questions and answers. Unlike self-centered, socialized speech has communicative orientation. Such speech is necessary for interaction with others, for exchange of ideas. J. Piaget’s research on the nature of speech egocentrism in children has received a number of objections from the national psychologist L. Vyhotskyi. The scientist considered and understood the nature of self-centered speech fundamentally different than J. Piaget. From the position of cultural and historical conception, L. Vyhotskyi asserted that the nature of children’s speech self-centeredness is regarded as social, and that all higher mental functions arise in the course of cooperation of the child with adults. Interiorizing, they become individually specific to each child, transforming into their individual functions. According to the law of higher psychic functions development, which arise initially in collective interaction, egocentric speech is one of the phenomena of the transition from speech for others to speech for oneself, the transition from interpsychic functions to intropsychic ones. Genetic development of child's speech according to L. Vyhotskyi has the following scheme: social speech – egocentric speech – internal speech. Conclusions. Summarizing, we can conclude that for J. Piaget, egocentric speech is the speech of a child from his/her point of view, and for L. Vyhotskyi (egocentric speech) is speech for him/herself. At the same time, both psychologists believed that self-centered speech was transitional stage of the development of child's speech, but considered different ways of its development.

Incubating Ideas: Developing Thinking, Speaking, and Writing in a Japanese 1st Grade

As young children enter formal schooling, they are at various points along their individual developmental paths toward literacy. Generally, their egocentric speech is becoming more social and they are building their capacity for logical thought and concrete problem-solving. This is a gradual development and teachers can support children's literacy growth by crafting instructional approaches that tap into children's creativity and support their autonomy. Direct experiences and plenty of opportunities to observe will help young children build cognitive and social capacities, providing the foundation for higher level thinking. This article describes the work of a 1st-grade teacher in Japan who “incubates” his students' literacy growth through direct experience, peer learning, and interaction with picture books.

Controversias Piaget-Vygotski en psicología del desarrollo

En este artículo de reflexión se analizan tres controversias originadas a partir de la psicología lógica operatoria de Piaget y de la psicología histórico-cultural de Vygotski, sobre: el lenguaje egocéntrico y el lenguaje para sí en el niño preescolar; el simbolismo y la situación imaginaria en el juego infantil; el desarrollo cognitivo real y el desarrollo cognitivo potencial. Se analizan las controversias a partir de “la unidad de análisis”: la lógica de la acción o de la operación, y la equilibración, en Piaget; y la acción mediada por instrumentos materiales, semióticos y humanos, en Vygotski. El trabajo se orienta hacia la posición de Vygotski y presenta investigaciones neo-Vygotskianas relacionadas con: 1. El lenguaje egocéntrico como instrumento planificador y regulador de la acción intelectual, en el preescolar. 2. El juego infantil, en el cual el niño aprende a definir su conducta por el sentido de la situación imaginaria creada. 3. El desarrollo cognitivo potencial define el aprendizaje; y el aprendizaje organizado es fuente de desarrollo. Los objetivos del trabajo van orientados a: 1. Analizar las diferencias conceptuales y metodológicas entre la psicología de Piaget y la de Vygotski. 2. Precisar la investigación neo-Vygotskiana en psicología del desarrollo.

Diffusion of Opinions in a Complex Culture System

People take descriptive norms into account when making decisions, even when they do not personally believe in the norms; when the norms do not correspond to the actual preferences of the group; and when the decision is a high stake one. A prevailing challenge in culture and norm research is to identify the sociocultural processes through which ideas spread and become part of the descriptive norms in the society, as well as the processes through which the diffusion of ideas is contained. In the present article, the authors review two emerging communication perspectives on idea diffusion and norm emergence: neo-diffusionism and complexity theory. In addition, the authors illustrate in an agent-based modeling study how complexity theory can shed new light on how opinions spread through interpersonal communication in a complex cultural system. Preliminary results show that as long as most agents in the system prefer talking to others sharing the same opinion, the relative distribution of majority and minority opinions in the system will not change. Interestingly, when egocentric speech is coupled with the preference to communicate with dissimilar others, the level of cognitive homogeneity level (i.e., opinion consensus) in the system increases. In contrast, when audience design is coupled with the preference to communicate with dissimilar others, the level of cognitive diversity level in the system increases. The implications of the results for emergence of descriptive norms are discussed.

Роль идей Л.С. Выготского для становления парадигмы социального познания в современной психологии: обзор зарубежных исследований и обсуждение перспектив

The author reflects on the reasons for the increased interest of modern foreign social cognition researchers in L.S. Vygotsky's cultural-historical theory in the light of the existing methodological contradictions and recent empirical data. The paper analyzes the main ideas and concepts of cultural-historical theory that were incorporated in research by Vygotsky's foreign followers, including such prominent experts in the field of social cognition as M. Tomasello and Ch. Fernyhough. It describes the conceptual apparatus and models of development of social cognition in phylo-, anthropo- and ontogenesis proposed by these researchers basing on the ideas of cultural-historical approach. The author especially stresses the importance of the idea of the dialogical nature of human thinking as the foundation for social cognition development in ontogenesis. Also reviewed are the mechanisms underlying the emergence of dialogical thinking from egocentric speech that are described in Ch. Fernyhough's model of social cognition development in ontogenesis. The paper concludes with an analysis of the concepts of cultural-historical theory and its current developments by Russian researchers that are of high heuristic potential for the future development of the paradigm of social cognition.

A fala egocêntrica da criança de seis anos na construção coletiva da escrita

'Neste artigo apresentamos e analisamos os dados sobre os usos e as funções da fala egocêntrica de quatro crianças de seis anos nas suas produções gráficas livres: o desenho e as escritas iniciais. Nosso estudo foi desenvolvido na perspectiva da psicologia sociocultural na qual o desenvolvimento é construído dialogicamente durante atividades de ensinar e aprender em processos de letramento multimodal. Além disso, as interações e as resoluções de problemas em sala de aula envolveram práticas sociais baseadas nos modos de comunicação - oral, visual e gráfico. Analisamos quatro sessões gravadas em áudio e vídeo de sessenta minutos num primeiro ano do ensino fundamental. Das quatro sessões proporcionadas pela professora da classe, três foram de reconto de história infantil e uma de escrita livre. Utilizamos o episódio como unidade de análise. Aplicamos três categorias da literatura para analisar as falas egocêntricas e criamos uma quarta categoria para a situação específica encontrada em nossa pesquisa. Os resultados indicaram o uso da fala egocêntrica com a função organizadora do desenho e de soletração da escrita livre e o uso das falas egocêntricas com as seguintes funções geradoras de construção de conhecimento na intersubjetividade: a) comentário de outro social; b) comentário do próprio falante dirigido a outros sociais; c) falas egocêntricas em outros sociais; d) comentário de avaliação; e) falas egocêntricas de soletração "coletivizada"; f) comentário de concordância ou discordância

Examining Functional Communication as Egocentric or Group-Centric: Application of a Latent Group Model

Functional communication in small groups is generally treated as a medium (i.e., reflecting and explained by individual proclivities) or as constitutive (i.e., interaction has independent effects on outcomes). Rather than approach the problem as either/or, we assume that functional communication consists of both processes. To explore this assumption, we applied two models that offer contrasting views on this debate—Hewes's (1986, 1996, 2009) socio-egocentric model and Gonzalez and Griffin's (2002) latent group model—to four published group interaction datasets to examine the extent to which communication has individual- and group-level characteristics. Analyzed individually, the data exhibited a large proportion of egocentricity but very little group-level connections. An analysis of the combined and recoded data, however, revealed that discussion consists of both egocentric and group speech, but that the patterns differ. We then discuss the theoretical implications for observed patterns at different levels of analysis in the data.

Thinking allowed: use of egocentric speech after acquired brain injury (ABI)

This paper explores the use of thinking aloud made by young people who have sustained a severe acquired brain injury (ABI). The phenomenon is compared with the concepts of egocentric speech and inner speech before the form of thinking aloud by pupils with ABI is examined. It is suggested that by using thinking aloud, this group of pupils is able to engage in internally persuasive dialogue and is therefore enabled to take part in classroom learning.

L’enseignement subjectif du professeur Lidenbrock : pour soi ou pour les autres ?

The fictional character of professor Lindenbrock introduces an examination of a form of “subjective teaching”, which can be analysed through the theoretical frameworks of Vygotski and Piaget in regards to “egocentric speech”. Utilizing the approaches of thinkers such as Benveniste, Barthes, von Kleist, an effort is made to describe and find the characteristics of such a “subjective teaching”. The teacher involved in such a monologue may aid the progress of his thoughts, while his audience observes a process that is not addressed to them, but which they may, with empathy, try to follow. The examination of such aspects may supplement the ways the relation teacher/learner is viewed.

Importancia del contexto extralingüístico en la producción de habla egocéntrica en preescolares

In this research the role of extralinguistic contextin the production of egocentric speech in preschool children was studied. We expected to find: (1) fewer emissions of speech with an unshared extralinguistic context; (2) if total speech was shared out between the social and the egocentric function, we expected to find less social speech when the extralinguistic context was unshared, with an increase in the proportion of emissions of egocentric speech. Eighteen children aged 51 to 62 months were administered a classification task under two experimental conditions: (1) shared extralinguistic context (same task situation) and (2) unshared extralinguistic context (different task situation). The results obtained after the application were more complex than expected and followed Vygotski's reasoning theory concerning origin and function of egocentric speech.

Egocentric language in deaf children.

Egocentric language is a generalization of Piaget's egocentric speech concept (1926/1969) investigated by Vygotsky (1962). Behaviors of eight children ages 2 to 5 years with profound congenital deafness were analyzed using six classes of egocentric language: motor reaction activity, silent lips articulation, murmur, oral-facial mimics, body expression, and vocalization. No child had received oral or sign language training. All attended videotaped play sessions. Events in which children engaged in "dialogue" with themselves or a toy, while pursuing a specific solution, were observed. Such extralinguistic behavior moves the thinking process toward problem solving like that of hearing children. Consequently, teachers should not interrupt when a deaf child is playing with or signing or vocalizing to a toy, because this behavior may be the manifestation of a reflexive moment and the generator of a decision process fundamental for cognitive development. Vocalization by a deaf child does not indicate willingness to speak; it merely manifests symbolic reasoning. Silent lips articulation and oral-facial mimics have the same effect and can also be interpreted.

Children’s Referential Communication Failure

A referential communication task of abstract figures was performed by 64 third- and fifth-grade speakers, who produced messages for an imaginary listener. The results revealed that 8-year-olds produced twice as many ambiguous messages as 10-year-olds, and that the mean length of message was twice as abbreviated in third than fifth graders. It is concluded that 8-year-olds use speech that is less adapted to an unknown decoder than 10-year-olds (who also produced some ambiguous messages). The roles of breakdown of egocentric speech and task difficulty are discussed.

"READ IN YOUR HEAD": A VYGOTSKIAN ANALYSIS OF THE TRANSITION FROM ORAL TO SILENT READING

Studies have demonstrated that beginning and poor readers typically comprehend text better after reading orally rather than silently,whereas more advanced readers tend to show superior understanding after silent reading. Recently, researchers have referred to Vygotsky's sociohistorical theory when interpreting these results. The purpose of the present study was to construct in greater detail an explanatory model for these findings using Vygotskian concepts such as internalization and egocentric speech, and to assess and further develop this model with an empirical study. The reading comprehension of 73 children in grades 2, 3, and 4 was determined after they read oral and silent reading passages. In order to separate grade-level and competency-level effects, the children's teachers rated the students' reading competency, and their ratings were used as a covariate. It was expected that grade 2 and 3 children would comprehend text better after oral reading, whereas it was predicted that the grade 4 pupils would show greater understanding after silent reading. The predictions were partially supported. It was found that the grade 2 students' comprehension scores did not differ significantly between the two modes. In contrast, grade 3 and 4 students' comprehension scores were significantly higher after oral reading. Although all of the predictions were not confirmed, it is argued that the findings are consistent with a Vygotskian model of the transition from oral to silent reading.Results are discussed in terms of Vygotsky's ideas, and suggestions for future research are presented.

Neuropsychological counseling improves social behavior in cognitively-impaired multiple sclerosis patients

We studied the effectiveness of a newly-developed cognitive-behavioral intervention in 15 patients with marked cognitive impairment and behavior disorder. The design was a single-blind test of a neuropsychological intervention, with pre- and post-treatment assessments of personality and social behavior. MS patients underwent neurological examination and neuropsychological testing at baseline. The patients were then randomly assigned to neuropsychological counseling or standard, non-specific supportive psychotherapy. The active 12-week treatment emphasized enhancement of insight through education, social skills training, and behavior modification. All patients were re-examined within 2 weeks of the termination of treatment. Neuropsychological technicians were blind to treatment condition. Both groups showed evidence of cognitive impairment and personality/behavior disorder prior to treatment and were well matched on demographic, disability, and cognitive measures. Patients who underwent neuropsychological counseling showed significant positive response on measures of social behavior (e.g. excessive ego-centric speech) compared to those who underwent standard counseling. We conclude that these data support the use of non-pharmacological, neuropsychological counseling in patients with acquired, MS-associated behavior disorder.

Listening to Young Children Talking on the Telephone: A Reassessment of Vygotsky's Notion of ‘Egocentric Speech’

In this article the author explores aspects of young children's private speech, examining characteristics of their development of discourse knowledge in utterances that are not directed to actual conversants. Two routes are taken, which the author tries to interlink without seeking a hard and fast juncture. The first is a study of what children are doing when they talk into a toy telephone, with reference to a transcript taken from empirical research. Knowledge of the essential structure of telephone discourse is displayed, as are emotional motivations behind the construction of pretence talk. The second is the notion of ‘egocentric speech’ as coined by Piaget and developed, within his sociocultural perspective to language acquisition, by Vygotsky. The author argues that dominant contemporary presentations of Vygotsky's notion of ‘egocentric speech’ tend to stress the self-regulatory or planning function at the expense of its role in expression of the imagination. The two discussions come together in the suggestion that the deployment of the imagination in reassembling sociocultural knowledge for the creation of pretence play, sometimes expressed in private speech, can be a significant factor in the exercise of discourse competencies for young children.