Inner Speech, Culture & Education

✍ Scribed by Pablo Fossa

• Publisher: Springer
• Year: 2022
• Tongue: English
• Leaves: 195
• Series: Cultural Psychology of Education, 15
• Category: Library

✦ Synopsis

This book is a compilation of theoretical and empirical advances related to the phenomenon of inner speech  in education, and is aimed at academics and researchers in the area of psychology, education and culture.

Inner speech has been a focus of multidisciplinary interest. It is a long-standing phenomenon of study in philosophy, psychology, and anthropology. Researchers from different disciplines have turned their efforts to understand this inherent experience of being "talking to oneself". In psychology, Vygotsky managed to develop a complete description of the phenomenon, giving rise to a great line of research related to inner speech in the human experience.

This book derives from an international research program, related to cultural psychology, socio-constructivism, developmental psychology and education. It opens the door for new debates and emerging ideas.

✦ Table of Contents

Preface of the Series Editor
Contents
Editor and Contributors
1 The Role of Inner Speech in Educational Processes
Introduction
Contributions to This Book
References
Part I Contributions of Inner Speech Theory to  Education
2 Constructing Diversity in Educational Practice: The Role of Inner Speech in Teacher Reflection
Introduction
Inner Speech and Education
Teacher Reflection
Inclusion and Diversity in Educational Practice
Empirical Application
Results
The Encounter with Diversity as a Surprise
Tensions About the Notion of Diversity
Transformative Synthesis in Teaching Reflection
Discussion
References
3 Private Speech of Multilingual English Learners: A Genetical/Developmental Approach
Introduction
Literature Review
Approaches to Private Speech
Private Speech as a Higher Psychological Function
Methodology
Results
Cumulative Representation of Explosions and Pauses
Duration of Explosions and Pauses
Language Use in Explosions
Discussion
Conclusion
Appendix 1: Problem-Solving Tasks
References
4 Relegated at the Margin: Visible Thinking, Visual Marginalia in Schooling
Introduction
Marginalia as Object of Investigation
Visual Marginalia
Studying Visual Marginalia in Real Classroom Context
Methodology and Participants
Brief Questionnaire and Visual Marginalia Collection
The Students’ Interviews
First Data Analysis
Questionnaire Analysis
Visual Marginalia Collection and Questionnaire Integration
Discussion
Conclusion
References
5 Inner Speech Processes Experienced in a Group Piano Lesson
Introduction
Language: The Non-verbal Meaning and the Relationship with Others
Research Subjects and Construction of the Object of Knowledge
Study Population: Research Subjects
Description of the Educational Environment in the Research
Interaction and Construction of Knowledge: Imitation and Mediation
Final Considerations
Appendix
References
6 Inner Speech, Embodiment of Play, and Fleeting Emotional Transitions: Unpacking Children’s Belongings in a New Country
Introduction
Situating Private and Inner Speech
Emotions, Interwoven with Private and Inner Speech
Cultural—Historical Theory
Inner-Speech (Self-talk) as an Integrated Zone of Sense
Methodology
The Site of Research
Participants Recruitment
Participants and Data Generation
Context of the Families
The Focus Child and Their Family
Data Analysis
Findings
Discussion: Self-talk and Dynamic Zones of Sense
Conclusion
References
Part II The Thought-Inner Speech Relationship: Empirical and Theoretical Discussion
7 Relationship Between Inner Speech, Concept Development, and Characteristics of Vocalized Responses
Introduction
Inner Speech as a Structural Development
Structural-Systemic Development
Types of Experiments
Defining Language
Concept Development
Everyday Concepts
Logical Concepts
True Concepts
Inner Speech
The Present Study
Methods
Participants
Data Sources, Collection, and Design
Data Sources
Data Collected
Research Design
Focus Group Procedures
Method of Analysis
Results
Discussion
Implications for Education and Education Research
Limitations
Conclusion
References
8 Between Beasts and Gods—Inner Speech as a Meta-Higher Psychological Function
Introduction
Defining Higher Psychological Functions
Language Functions
Bühler Original Proposition
Vygotskian Development on Bühler’s Approach
Inner Speech as a Higher Psychological Function
Cultural Differences in Inner Speech Usage and Interpretation
Inner Speech as a Meta-HPF
Educational Consequences
Conclusion
References
9 Frequency, Content, and Functions of Self-Reported Inner Speech in Young Adults: A Synthesis
Introduction
Definition of Inner Speech and Related Terms
Functions of Inner Speech
Assessment Methods for Inner Speech
What do Inner Speech Questionnaires Aim at Measuring?
Past Research on Frequency and Content of Thoughts
Limitations of Existing Measures
Open Format Thought Listing
Coding Scheme
Methods—Participants and Testing
Summary of Results
Variations in Design
Discussion
Conclusion
References
10 Speaking for Thinking: “Thinking for Speaking” Reconsidered
Introduction: On What Do We When We Talk to Ourselves
Two Representational Systems: CR and SR
Linguistic Variation
CR and SR: Roles in Cognition
On the (Alleged) Indispensability of Both CR and SR
The Translation Problem
The Problem
Independent Systems?
The Indispensability of Semantic Representations Revisited
Offline Effects and Online Effects of Language
Enriched Cognition
The “Message” in Speech Production
Speech Production Without the Message Level
Speech Production Without SR: From Perception to Language
Speech Production Without SR: From Thought to Language
Summary and Conclusion
References