Private Speech Research Articles

The Inherent Structure of Free Speech Law: Government as Patron or Regulator in the Student Speech Cases

Free speech law seems to consist of unrelated, technical, and incoherent rules. That appearance is misleading. This Article is the first in a series that reveals the inherent structure of free speech law as entailing three judgments: one about the role of government, another about the target of government regulation, and the third a constrained cost-benefit analysis. This Article focuses on the first of these judgments. We identify two roles government may play: (1) as regulator interfering with private speech or (2) as patron acting on its own by speaking, sponsoring speech, or managing an internal governmental function. We claim that the constraints of free speech law generally apply when government regulates private speech, but not when government acts on its own. We develop this argument by analyzing the school speech cases, paying particular attention to the Supreme Court's recent decision in Morse v. Frederick. The work of Robert Post provides the greatest insight to date about the importance of role of government in free speech law, explaining various free speech doctrines. The final part of this Article explores both how Post's analysis can deepen our understanding of the school speech cases and how the school speech cases can refine Post's analysis.

A study of sociolinguistic characteristics of Taiwan children's peer-talk in a Mandarin—English-speaking preschool

This qualitative study presents sociolinguistic characteristics of peer-talk of 44 children in a Mandarin—English-speaking preschool in Taiwan where English was taught as a foreign language (EFL). Key findings: teacher-dominated talk influences children's peer-talk; EFL and code-switching emerge in spontaneous peer-talk; children actively engage in EFL learning by using private speech for self-regulatory learning; children actively provide peer tutoring even though they are in the early stage of EFL learning; and language play creates emergent humor for children's verbal participation in the EFL classroom, offering a way for them to resist authoritative voices and thus transform EFL into a living language.

Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two semesters. Repetition was found to have not only cognitive and metacognitive functions such as processing and monitoring, but also social and affective functions such as increasing learners' involvement and enjoyment. Repetition appears to promote learners' participation in both classroom and conversational situations.

Perceptions of Learners’ Private Speech by Teachers and the Learners in Japanese Language Classrooms

The present study examines how teachers and learners perceive learnersâ?? private speech in FL (foreign language) classrooms, which are social settings, at university. Data were collected by classroom observations, audio recording of individual speech of six learners and two teachers, video recording of the classes, and stimulated recall interviews with both teachers and learners. The learners were aware of their use of private speech and they seemed to use their preferred learning strategies such as vocalisation in the classes as well as at home, although they may not have used the vocalisation intentionally. They were sometimes aware of being overheard by their classmates while using private speech. The teachers’ perception of the learners’ private speech varied between them. They tended to notice the learnersâ?? private speech when it matched their teaching objective in the classroom.

Functions of Repetition in Learners' Private Speech in Japanese Language Classrooms

Studies investigating repetition in SL/FL learners' private speech have focused mainly on its cognitive and metacognitive functions. In the present study, the classroom observations, video-recordings of lessons, audio-recordings of six learners and two teachers and simulated recall interviews were conducted in Japanese language classes over two semesters. Repetition was found to have not only cognitive and metacognitive functions such as processing and monitoring, but also social and affective functions such as increasing learners' involvement and enjoyment. Repetition appears to promote learners' participation in both classroom and conversational situations.

Sound-based Number Facts Training in a Private Speech Internalization Perspective: Evidence for Effectiveness of an Intervention in Grade 3

The overall purpose of the present study was to examine whether an intervention program (50 weeks), modeled as training in accordance with the developmental course of private speech (from audible private speech to silent inner speech), itself would add positively to the development of mathematical competence. The sample comprised two comparable groups of 82 third-grade children. One group followed the intervention program, the other group followed a traditional teaching program. The main concern was whether private speech and task-specific strategy use differences would arise as a function of the different teaching programs carried out in the two groups. Two separate laboratory investigations were performed for each child to explore their levels of strategy use and private speech internalization. The results indicated successful influence of the intervention program reflected in more internalized private speech and more internalized task-specific strategy use. Given the results of the study, classroom teachers should be encouraged to utilize private speech internalization as a valuable and potentially powerful tool for efficiently retrieving number fact information.

Private speech, cognitive-computational control, and the autism-psychosis continuum

AbstractAutism and psychosis manifest private speech disruptions analogous to their diametrical opposition along the autism-psychosis continuum. Autism has naturally suppressed private speech with predictable structural deficits when it does surface; psychosis has overt but ineffectual private speech with similar structural deficits. These private speech oppositions are best understood in the context of the control processes of cognitive-computational architectures.

GESTURE AND PRIVATE SPEECH IN SECOND LANGUAGE ACQUISITION

Within sociocultural theory, and particularly from a Vygotskian perspective, private speech refers to speech-for-the-self, as opposed to social speech. Private speech is a crucial window on how language mediates and regulates thought processes (Lantolf & Thorne, 2006). In the case of second language (L2) learning, the use of private speech, whether in the first language (L1) or L2, facilitates engagement with the L2 in relation to personal learning needs (e.g., studying for an exam, the task in the current study). Another, more recent area of investigation within L2 learning and sociocultural theory focuses on how forms of gesture mediate and regulate thought as well. This study examines how these forms of mediation operate in a dialogic capacity. Seven adult Korean-English bilingual students at a North American university were video- and audio-recorded during 3 h of solitary exam preparation in a private room. In microdiscourse analyses, participants are shown to use gestures together with private speech as a form of dialogic interaction with the self in cognitive activities for self-regulation.

Relationships Among Private Speech and Creativity in Head Start and Low—Socioeconomic Status Preschool Children

The purpose of this study was to explore Vygotsky's notion of private speech as a cognitive self-regulatory process and how it related to creativity measures among at-risk children. Thirty-two Head Start and state-funded Pre-K children completed the Torrance creativity test Thinking Creatively in Action and Movement (TCAM). The children's private speech was collected in an open play context and while children completed structured logical— mathematical activities. Results revealed that both originality and fluency creativity were related to self-direction private speech and grand total private speech. Findings support that cognitive self-regulating private speech may be related to creative thinking and that private speech may offer a method for assessing early creative thinking in children from various cultural and economic backgrounds.

The Social and Private Worlds of Speech: Speech for Inter‐ and Intramental Activity

During a study designed to examine the processes of learning English as an additional language as manifest in the interactive behaviour of small groups of bilingual school children playing specially designed board games, several instances of private speech were captured. Private speech is commonly described as speech addressed to the self for intramental purposes. Unlike many studies, this research was not specifically aimed at eliciting private speech. Indeed, the overtly social nature of game playing probably acted to limit the production of speech for intramental purposes. In effect, therefore, interest lies in the fact that private speech was produced within this context. The article presents an examination of the functions of the private speech produced and the consequences of such outward verbalisation within this interactive group activity. As a result, a heuristic model of the relationship between speech for social and private purposes is proposed.

A Neurocognitive Approach to the Study of Private Speech

The paper presents the current state of the art of research identifying the neurophysiological and neuroanatomical substrates of private speech, both in typical and clinical (or atypical) populations. First, it briefly describes the evolution of private speech research, which goes from classic traditions as the naturalistic and referential paradigms to the neurocognitive approach. An overview of the neurophysiological (e.g., event-related potentials or ERPs) and neuroimaging techniques (e.g., functional magnetic resonance imaging or fMRI) is also presented. The next three sections review empirical works about the neurocognitive basis of private speech, across three groups of techniques: ERPs; fMRI/MRI; and other neuroimaging techniques (positron emission tomography [PET], magnetoencephalogram [MEG], and repetitive transcranial magnetic stimulation [rTMS]). Such neurocognitive research analyzes the neural activity of individuals during a variety of task settings, including spontaneous and instructed overt and inner private speech use, subvocal verbalizations, and silent and overt reading. The fifth section focuses on electrophysiological and neuroimaging studies of private speech in atypical populations, for example: schizophrenia, pure alexia, hearing impairment, blindness, social phobia, alexithymia, Parkinson, and multiple sclerosis. The neurocognitive study of the various forms of private speech appears to be very promising in the understanding of these pathologies. Lastly, the advances and new challenges in the field are discussed.

A Framework for Secure Speech Recognition

In this paper, we present a process which enables privacy-preserving speech recognition transactions between two parties. We assume one party with private speech data and one party with private speech recognition models. Our goal is to enable these parties to perform a speech recognition task using their data, but without exposing their private information to each other. We will demonstrate how using secure multiparty computation principles we can construct a system where this transaction is possible, and how this system is computationally and securely correct. The protocols described herein can be used to construct a rudimentary speech recognition system and can easily be extended for arbitrary audio and speech processing

Private speech in children with ADHD and their typically developing peers during problem-solving and inhibition tasks

This study compared private speech of children with ADHD and normal controls during problem solving and inhibition tasks. Thirty-two children (16 children with ADHD and 16 matched controls) aged 6–11 years participated. Consistent with previous studies, children with ADHD produced more task-irrelevant and task-relevant external private speech than control children during problem-solving tasks, but did not differ in their use of task-relevant internal private speech. During the inhibition/attention task (Continuous Performance Test-II), children with ADHD produced more task-relevant external and more task-relevant internal private speech, suggesting that they may have employed a less mature strategy to aid in self-regulation. The educational implications of the current study are that there should be an increased awareness of the developmental nature and functional significance of private speech and how private speech usage may differ in children with ADHD.

“Should I let them talk?”: Private speech and task performance among preschool children with and without behavior problems

Abstract Preschool and kindergarten teachers must make decisions everyday about how much to allow their children to talk out loud to themselves during various classroom activities. The present study examines the effects of children's private speech use on task performance for a group of behaviorally at-risk children and a group of control children during a speech–action coordination task. Twenty-nine behaviorally at-risk preschool children and 43 control children completed two versions of a speech–action coordination task (motor sequencing version and numeric tapping) two times, once with and once without speech instructions. Results indicated that the behaviorally at-risk children used more speech spontaneously compared to control children and performed just as well, and that both groups of children performed better when given instructions to use speech. Implications of these findings for early childhood educators’ decisions about children's private speech use in the classroom are discussed.

Private Speech and Strategy-Use Patterns

The present study examines private speech and strategy-use patterns for solving simple number fact problems in addition. The progressive differentiation by grade between children's levels of private speech internalization--including silence--was investigated and related to children's developmental patterns for subcategories of strategy-use internalization. Comparisons were made between 67 children with math difficulties (MD) and 67 children without MD from Grade 2 to Grade 7 in primary schools. Two separate laboratory investigations were performed for each child to examine private speech and strategy-use internalization. Analysis was based on private speech category differences, strategy-use differences, and differences in the occurrence of private speech-strategy-use combinations. Children without MD showed a grade-determined shift from less to more internalized private speech and from the use of backup strategies to retrieval strategies. In contrast, the private speech and the strategy-use internalization of children with MD, reflected in inaudible private speech and backup strategy use, seemed to converge at earlier developmental levels. The development of children with MD seemed almost to stop at the inaudible private speech-backup strategy combination level. The silence-retrieval strategy combination level was the primary alternative for typical math achievers. In all, the characteristics of the development curves of the children with MD were consistent with a developmental difference and not with a developmental delay model. Implications for intervention and future research methodology are discussed.

¿Regulación Emocional mediante el Habla Privado?: Estudio de Caso

En el presente trabajo se muestra como el habla privada emitida por un niño que cursa el 4° año de primaria, en la ciudad de Aguascalientes México, sirve como instrumento y estrategia para dar cuenta de sus emociones y la regulación que hace de éstas ante situaciones de éxito y fracaso en dos tareas: lúdicas (rompecabezas de Tangram) y académicas (Solución de Problemas Matemáticos).

Private Speech and Executive Functioning among High-Functioning Children with Autistic Spectrum Disorders

Private speech used by high-functioning children with autistic spectrum disorders (ASD) (n = 33) during two executive functioning tasks was compared to that of typically developing children (n = 28), and children with ADHD (n = 21). Children with ASD were as likely as others to talk to themselves and their speech was similarly relevant and likely to appear in moments of task difficulty. Unlike others, children with ASD were more likely to get items correct when they were talking than when they were silent. Group differences in performance were observed when children were silent but not when children were talking. Findings suggest that autistic children talk to themselves in relevant ways during problem-solving and that such speech is helpful in normalizing their executive performance relative to controls.

Preschool children's awareness of private speech

The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed.

Children's search strategies and accompanying verbal and motor strategic behavior: Developmental trends and relations with task performance among children age 5 to 17

Children's reported use of single and multiple search strategies during a matching numbers task, along with accompanying verbal (private speech, self-talk) and motoric (finger pointing, place-holding) strategic behaviors were examined with a large, nationally representative cross-sectional sample ( n = 1979) of children between the ages of 5 and 17. Strategic searching increased with age, especially between the ages of 5 (15% strategic) and 9 (63%), with 9-year-olds’ strategy use being similar in many ways to that of 17-year-olds. Use of multiple search strategies similarly increased with age. Relations between reported strategy use and task performance were positive for 5- to 7-year-olds, nonexistent for 8- to 12-year-olds, and slightly negative for adolescents. Self-talk, although relatively rare during this task, was a performance asset for young children who were strategic and a liability for young children who were non-strategic. Pointing was negatively related with performance for those who were strategic and irrelevant for those non-strategic.

Private speech in ballet

Authoritarian teaching practices in ballet inhibit the use of private speech. This paper highlights the critical importance of private speech in the cognitive development of young ballet students, within what is largely a non‐verbal art form. It draws upon research by Russian psychologist Lev Vygotsky and contemporary socioculturalists, to establish the relationship between speech and the use of cultural tools. It supports the notion that speech and actions necessarily form an inseparable alloy in the development of higher mental functions and abstract intelligence, which include ballet and choreography. This paper concludes with the assertion that limiting the use of private speech in ballet training has a detrimental impact upon student cognition. In order for young ballet students to think effectively, they must be encouraged to use all the tools of the mind at their disposal, particularly private speech.