Function Of Inner Speech Research Articles

Inner Voice in Silent Reading and Speaking

Current research reveals that individuals use two languages: external language and internal language. The external language is a loud, noisy language that everyone can hear. The internal language is a silent, mysterious, personal language that merely the individual hears. This phenomenon, called inner language, inner voice or inner speech, is a mental activity seen in most people. This activity plays important roles in language and cognitive processes, helps the processes such as reading, writing, understanding, questioning, learning, thinking, controlling emotions, motivation, and so on. The inner voice emerges during silent reading and contributes significantly to understanding words, sentences, and text. Expert readers read and understand the words by hearing the small inner sound of the words in their brain. Controversy, internal speech is when an individual talks silently to himself. Inner speech is referred when planning daily tasks, making decisions, solving problems, and leading social and emotional issues. Nonetheless, research on the inner voice and inner speech, which are effective in the development of the individual, is yet insufficient. There is a need for clearer and more comprehensive research on the role and function of inner speech in processes such as reading, speaking, understanding, and thinking. It is recommended that this phenomenon, which exists in every individual, be handled scientifically and used to develop language and cognitive skills.

Free Association and Inner Speech-On the Internal Form of Words.

This comment paper reviews Fossa (2022) from the perspective of the semiotics of inner speech. The syntactic and semantic features of inner speech described in Vygotsky, Thinking and Speech, Chap.7, are, on the one hand, a source of creativity through the affective dimension of inner spech and, on the other hand, a therapeutic function of psychoanalysis and other forms of psychotherapy. The function of inner speech in the pre-reflective dimension is the focus of Fossa's edited volume. In order to reinforce this argument, the present paper takes as its cue the internal forms of words discussed by Potebnya and examines them. The internal form of words has certain primordial features and evokes a figure (образ; picture). Internal forms have figurative properties. Through this context-independent figuration (phonological, visual image, experiential sense of meaning), semantics causes a unit with other words in a loose semantic linkage. As they are not bound by the external form of segmented speech, they bring about a sense of reification, as if the internal form repeats itself in the proximity of semantic sense, even if the manifested expressive content is different. The internal form of words, in which the form conveys meaning as it is, reveals the semiotic character of dreams and free association, which psychoanalysis uses as clinical material. Many psychotherapies actively use pre-linguistic mediating effects, because surrendering to the internal forms that are repeated in inner speech allows the subject to return to a pre-reflective dimension from which a new subject can be recovered. From the above, this paper has shown that in the boundary zone of the transition from inner speech to outer speech situations, exposure to alterity, to intimate unknown, is involved in the constitution of the subject.

Inner speech in meaning-making through verbal and artistic discourses

Inner speech plays a significant role in various cognitive processes as internalized social speech and a unique form of sign-using activity. While previous research has already emphasized the role of inner speech in the formation of meanings and interpretation, few attempts have been made to establish a semiotic account of inner speech as a mechanism of meaning-making. The study aims to establish a semiotic account of the concept of inner speech as internalized social speech and as a form of inner communication embodied in artistic discourse. Thus, the paper addresses the meaning-making functions of inner speech at the levels of verbal (inter- and intrapersonal communication) and artistic discourses (manifestation of inner communication in artistic texts). It identifies the role of inner speech in the formation and development of individual meanings that originate from the nature, phenomenology and individual development of internalized verbal language. This development of meanings follows specific laws, which include the internalization of verbal communication, socio-cultural experience and external representations of different modalities. The role of inner speech in meaning-making in artistic narration is addressed by analysing the manifestation of inner communication in artistic discourse and intentional adaptation of the concept of inner speech. The study identifies how the evolution of cultural communication processes shapes the ontology and manifestation of the artistic inner monologue in contemporary culture.

Writing Poetry in Social Context: A Literary Survey

There has never before been an explanation for how students' poetry writing improves in comparison to other genres, and this is a new and unique phenomena. The cognitive theories of writing growth or the narratives of poet-practitioners or inspired specialists do not provide a clear picture of the complexity at play in poetry creativity. It's impossible to get a whole picture from any of these descriptions. Poetic training takes place in a community, which is conspicuously lacking from these images. Vygotsky's theory on the symbolic function of inner speech is connected to documented experiences of poets "answering" the social environments to which they belong. Poets' fluid social contexts are taken into account while developing a theoretical model of poetry writing development that incorporates data from Schultz and Fecho's study. New theories of writing development have been enriched by this new combination.

The Role of Inner Speech in Executive Functioning Tasks: Schizophrenia With Auditory Verbal Hallucinations and Autistic Spectrum Conditions as Case Studies.

Several theories propose that one of the core functions of inner speech (IS) is to support subjects in the completion of cognitively effortful tasks, especially those involving executive functions (EF). In this paper we focus on two populations who notoriously encounter difficulties in performing EF tasks, namely, people diagnosed with schizophrenia who experience auditory verbal hallucinations (Sz-AVH) and people with autism spectrum conditions (ASC). We focus on these two populations because they represent two different ways in which IS can fail to help in EF tasks, which can be illustrative for other mental conditions. First, we review the main components of EF (see section “Executive Functions”). Then we explain the functions that IS is taken to perform in the domain of EF (see section “Inner Speech and Executive Functions”) and review the evidence concerning problems about EF in the two populations of our study: Sz-AVH (see section “Executive Functions and Inner Speech in Sz-AVH”) and ASC (see section “Executive Function and Inner Speech in ASC”). After this we further detail our account about what a properly functioning IS can do for both populations and how different IS profiles may impact EF performance: in the case of Sz-AVH, the uncontrolled and intrusive character of IS negatively affects EF performance, whereas in ASC, EF is not sufficiently supported by IS, given the tendency in this population to present a diminished use of IS (see section “IS in ASC and Sz-AVH: How It Relates to EF”). We finally briefly discuss Attention Deficit/Hyperactivity Disorder (ADHD) and Developmental Language Disorders (DLD) (see section “Further Considerations”).

Inner speech in the learning context and the prediction of students’ learning strategy and academic performance

The present study investigated whether and how learning-specific inner speech predicted students’ learning strategy and academic performance. Frequencies of inner speech use in specific learning settings were assessed. Four dimensions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment were investigated and linked to the learning strategy and academic performance. Data were collected from both secondary school students and university students. The results indicated that both the cognitive regulative function (self-management) and the affective regulatory function (self-criticism or self-reinforcement) of inner speech contributed to students’ learning strategy, while only the cognitive regulative function of inner speech significantly predicted students’ academic performance. Furthermore, the prediction of inner speech to academic performance was partly mediated by the learning strategy.

Functions of inner speech: linguistic, pragmatic and psychological aspects

Functions of inner speech: linguistic, pragmatic and psychological aspects

Self‐reported inner speech use in university students

SummaryRemarkably little is known regarding what people talk to themselves about (inner speech use) in their everyday lives. Existing self‐directed speech measures (e.g., thought sampling and questionnaires) either uniquely capture inner speech frequency and neglect its content or classify self‐reported thoughts instances in overly simplistic categories determined by the researchers. In the current study, we describe an open‐format thought listing procedure as well as a refined coding scheme and present detailed inner speech content self‐generated by 76 university students. The most frequently self‐reported inner speech activities were self‐regulation (e.g., planning and problem solving), self‐reflection (e.g., emotions, self‐motivation, appearance, behavior/performance, and autobiography), critical thinking (e.g., evaluating, judging, and criticizing), people in general, education, and current events. Inner speech occurred most commonly while studying and driving. These results are consistent with the self‐regulatory and self‐referential functions of inner speech often emphasized in the literature. Future research avenues using the open‐format inner speech listing procedure and coding scheme are proposed.

A Test Battery for Inner Speech Functions.

Inner speech, or the ability to talk to yourself in your head, is one of the most ubiquitous phenomena of everyday experience. Recent years have seen growing interest in the role and function of inner speech in various typical and cognitively impaired populations. Although people vary in their ability to produce inner speech, there is currently no test battery which can be used to evaluate people's inner speech ability. Here we developed a test battery which can be used to evaluate individual differences in the ability to access the auditory word form internally. We developed and standardized five tests: rhyme judgment of pictures and written words, homophone judgment of written words and non-words, and judgment of lexical stress of written words. The tasks were administered to adult healthy native British English speakers (age range 20-72, n = 28-97, varies between tests). In all tests, some items were excluded based on low success rates among participants, or documented regional variability in accent. Level of education, but not age, correlated with task performance for some of the tasks, and there were no gender difference in performance. A process of standardization resulted in a battery of tests which can be used to assess natural variability of inner speech abilities among English speaking adults.

Towards a model of poetry writing development as a socially contextualised process

Theoretical explanations of learners’ poetry writing development are relatively new and, compared to other genres, rare. Neither the cognitive models of writing development, nor the descriptions of poet-practitioners or inspired experts give a fully nuanced representation of the complexity at play in poetry composition. Also missing from these models is the social context of learning to write poetry. We link Vygotsky’s work on the symbolic function of inner speech to documented accounts of poets ‘answering’ the social world to which they belong. We propose a theoretical model of development in poetry writing that takes into account learners’ fluid social contexts, and which draws on Schultz and Fecho’s survey of writing development. This fusion is a new contribution to theorisations of writing development.

Individual Differences in Frequency of Inner Speech: Differential Relations with Cognitive and Non-cognitive Factors.

Inner speech plays a crucial role in behavioral regulation and the use of inner speech is very common among adults. However, less is known about individual differences in the frequency of inner speech use and about the underlying processes that may explain why people exhibit individual differences in the frequency of inner speech use. This study was conducted to investigate how individual differences in the frequency of inner speech use are related to cognitive and non-cognitive factors. Four functions of inner speech including self-criticism, self-reinforcement, self-management, and social assessment measured by an adapted version of Brinthaupt's Self-Talk Scale were examined. The cognitive factors that were considered included executive functioning and complex reasoning and the non-cognitive factors consisted of trait anxiety and impulsivity. Data were collected from a large Chinese sample. Results revealed that anxiety and impulsivity were mainly related to the frequency of the affective function of inner speech (self-criticism and self-reinforcement) and executive functions and complex reasoning were mainly related to the frequency of the cognitive, self-regulatory function of inner speech (self-management).

Influence of inner speech to emotional stress in athletes

Inner speech may be a significant factor in the regulation of mental state of an athlete and has the features depending on gender and qualifications. The article describes the internal language as a factor, regulating mental state of an athlete. The author draws on data from a study conducted with the national team of Ukraine Taekwon-Do, in training before event and after the event. Analyzing the data, G.A. Grishchenko shows that the regulatory function of inner speech is manifested in the form of words self-command also there are differences in the use of words self-command men and women. G.A. Grishchenko believes that special training and mental development of inner speech in athletes, especially words self-command, promotes conscious mastery of arbitrary actions and successful management during sports activities.

The activity view of inner speech.

We distinguish two general approaches to inner speech (IS)—the “format” and the “activity” views—and defend the activity view. The format view grounds the utility of IS on features of the representational format of language, and is related to the thesis that the proper function of IS is to make conscious thinking possible. IS appears typically as a product constituted by representations of phonological features. The view also has implications for the idea that passivity phenomena in cognition may be misattributed IS. The activity view sees IS as a speaking activity that does not have a proper function in cognition. It simply inherits the array of functions of outer speech. We argue that it is methodologically advisable to start from this variety of uses, which suggests commonalities between internal and external activities. The format view has several problems; it has to deny “unsymbolized thinking”; it cannot easily explain how IS makes thoughts available to consciousness, and it cannot explain those uses of IS where its format features apparently play no role. The activity view not only lacks these problems but also has explanatory advantages: construing IS as an activity allows it to be integrally constituted by its content; the view is able to construe unsymbolized thinking as part of a continuum of phenomena that exploit the same mechanisms, and it offers a simple explanation for the variety of uses of IS.

Inner Speech: Nature and Functions

AbstractWe very often discover ourselves engaged in inner speech. It seems that this kind of silent, private, speech fulfils some role in our cognition, most probably related to conscious thinking. Yet, the study of inner speech has been neglected by philosophy and psychology alike for many years. However, things seem to have changed in the last two decades. Here we review some of the most influential accounts about the phenomenology and the functions of inner speech, as well as the methodological problems that affect its study.

Self-Reported Frequency, Content, and Functions of Inner Speech

This study obtained information about the frequency, content, and functions of inner speech by asking 380 participants what they typically say to themselves using an open-format thought-listing procedure. Participants mostly reported talking to themselves about themselves—i.e., evaluating the self, emotions, physical appearance, and relationships. Self-reported inner speech was also about individuals close to the self (family, friends, and intimate partner) and one's immediate physical environment. Participants listed inner speech about school, work, sports, and leisure activities. The inner speech functions of self-regulation and mnemonic aid were often mentioned. This represents the first study to explicitly examine self-reported inner speech frequency, content, and functions in adult participants.

Le paradoxe énonciatif endophasique et ses premières solutions fictionnelles

Gilles Philippe : The enunciative paradox of inner speech and the early fictional interior monologues Two solutions are usually given to the obvious paradox of inner speech (why does the self speak to the self?): either one stresses the cognitive function of inner speech and the part it plays in mental processes, or one considers that it corresponds to an internal representation of a self-to-other discourse- situation. In the first case, inner speech is considered as properly monological; in the second, it is only a specific case of the dialogical situation that is always to be looked for whenever speech appears. In this article, we show that these contradictory solutions of the enunciative paradox of inner speech are not only to be found in theoretical works (Husserl, Guillaume, Benveniste, Bakhtine, Derrida...), but also in fictional interior monologues: the analyse here is based on two short stories published in July and August 1927 (by Jean Schlumberger and Emmanuel Berl), that bring to light all the linguistic consequences of apparently strictly enunciative choices. only to be found in theoretical works (Husserl, Guillaume, Benveniste, Bakhtine, Derrida...), but also in fictional interior monologues: the analyse here is based on two short stories published in July and August 1927 (by Jean Schlumberger and Emmanuel Berl), that bring to light all the linguistic consequences of apparently strictly enunciative choices.

Understanding Student Behavior in One Fifth-Grade Classroom as Contextually Defined

This multimethod qualitative research explored the relations of emotion, cognition, and inner speech to each other and to context. 2 questionnaires (Achenbach's Teacher's Report Form and the Contextual Teacher Questionnaire) were used to determine interpersonal style group membership for 24 students in 1 fifth-grade classroom. 3 groups were defined by the teacher's questionnaire ratings of students' characteristic social behavior in 2 contexts-that is, with peers and teacher. Group 1 students behaved positively in both contexts, group 2 mixed, group 3 negatively. Students were interviewed about 6 vignettes describing aggressive, withdrawn, and adaptive situations; vignettes depicted structured or unstructured situations. Students were observed during reading group and recess. In addition to quantitative analyses, I used qualitative analysis to examine important patterns of quantitative results within and across groups. Results suggested the necessity of understanding students' adaptive behavior in context, the role of context in determining cognitive and emotional responses, and the synthesizing, integrating function of inner speech. An example of one way to coordinate quantitative and qualitative analyses is provided.

The Functions of Inner Speech in Elementary School Students’ Problem-Solving Behavior

The purpose of this investigation was to determine the functions of students’ reported inner speech during problem solving. Elementary school students in grades three to six who differed in mathematics achievement were randomly assigned to a low-task difficulty or high-task difficulty problem-solving condition. Immediately after working on assigned problems, and while anticipating more of the same, students were questioned about their inner speech during problem solving. Neither age nor ability differences were reflected in the students’ reports. Rather, reports indicated that students in general maintained an adaptive problem solving stance in both problem solving conditions. Adaptive behavior was characterized by strategic instructional statements focused on the task and positive affect statements focused on the self.

The Functions of Inner Speech in Elementary School Students' Problem-Solving Behavior

The Functions of Inner Speech in Elementary School Students' Problem-Solving Behavior

Beyond Time on Task: Students' Reports of Their Thought Processes during Classroom Instruction

The Elementary School Journal Volume 82, Number 5 o 1982 by The University of Chicago. All rights reserved. 0013-5984/82/8205-0006$01.00 For the past two weeks, Mr. Davis has been teaching his fifth-grade class how to add, subtract, and multiply fractions with like and unlike denominators. Each day he teaches the lesson by explaining the key concepts and skills to the class, working example problems on the board, and providingfeedback and positive reinforcement to the students. He then has students work practice problems at their seats. Mr. Davis has just completed teaching the lesson and is presently passing out the seatwork problems. Before instructing the students to begin work, he reviews the general problem-solving procedures with the students. For instance, he tells the students: "When adding fractions with unlike denominators, first you must find a common denominator. Then for each fraction, form an equivalent fraction using the common denominator. After you have done this you can add the fractions." When Mr. Davis has finished explaining, Jani begins working immediately and spends the rest of the class completing the problems. While she is working, Mr. Davis stops by her desk and notices that she is working the problems correctly. He then tells her she is doing the problems right and adds "Great job, Jani. Keep up the good work!" Depending on their particular theoretical orientations, educational psychologists would differ in their descriptions and explanations of Jani's successful performance of seatwork problems. Some psychologists would focus on the amount of time that Jani spent working on them. These psychologists would assert that Jani obtained a higher score than other students because she was on task more than the other students (see, e.g., Rosenshine 1979; Fisher et al. 1980).