Private Speech Use in Mathematics Problem Solving: A Review of Studies Comparing Children with and without Mathematical Difficulties

Autor/in	Ostad, Snorre A.
Titel	Private Speech Use in Mathematics Problem Solving: A Review of Studies Comparing Children with and without Mathematical Difficulties
Quelle	In: International Journal for Research in Learning Disabilities, 4 (2020) 2, S.53-65 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2325-565X
Schlagwörter	Learning Problems; Cognitive Processes; Inner Speech (Subvocal); Mathematics Achievement; Phonological Awareness; Memory; Age Differences; Correlation; Speech Communication; Children; Foreign Countries; Elementary School Students; Learning Strategies; Norway; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Lernproblem; Cognitive process; Kognitiver Prozess; Inneres Sprechen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Gedächtnis; Age; Difference; Age difference; Altersunterschied; Korrelation; Child; Kind; Kinder; Ausland; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Norwegen
Abstract	Recent studies have concluded that children's development of private speech (private speech internalization) is related to and important for developing mathematical ability. In this article, we review a project consisting of studies exploring the cognitive factors that may underlie differences between the use of private speech by children with (MD) and without (MN) mathematical difficulties. The main issue of interest was whether private speech internalization is related to children's mathematical achievement, task-specific strategies, phonological awareness, and phonological memory, and whether any such relationships are modulated by age and mathematical achievement. The findings not only confirm that private speech internalization relate to mathematical achievement, they also highlight possible parallels between the contributions of strategies, phonological awareness, and phonological memory to subsequent mathematical achievement. Overall, the results seem to provide evidence for the hypothesis that mathematical achievement is causally related to phonological abilities -- which underpin the internalization of private speech -- rather than being directly related to the private speech internalization. (As Provided).
Anmerkungen	International Academy for Research in Learning Disabilities. e-mail: ijrld@bc.edu; Web site: http://www.iarld.com/home/the-journal-thalamus
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01