The effect of nonhuman’s versus human’s external regulation on children’s speech use, manifested self-regulation, and satisfaction during learning tasks (original) (raw)
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Keywords: Children's behavioral regulation (CBR) Self-regulation learning (SRL) Thinking aloud (TA) Zone of proximal development (ZPD) Zone of children's motivation (ZCM) Aginian's methodology a b s t r a c t The present study was conducted to shed a new light on the nonhuman's external regulation effect on children's behavioral regulation through investigating the effect of the computer's task feedback answer-until-correct (AUC) versus knowledge-of-result (KR) with 40 preschool children (boys/girls) divided into AUC-Condition versus KR-Condition. The Aginian's methodology (Agina, Kommers, & Steehouder, 2010) with the latest updates (Agina, Kommers, & Steehouder, 2011) was used, which involves an isolated, computer-based learning system with three different computer's agents for measuring self-regulation as a function of the task level selection, self-regulation as a function of task precision, and special agent for evaluating children's satisfaction. It was hypothesized that AUC-Condition will out-perform KR-Condition in verbalization intensity, manifested self-regulation, and the degree of satisfaction. Despite the results were not confirmed the hypothesis, the results generated by the game were consistent with the statistical results in which this consistency increases, to a great extent, the reliability of the Aginian's measurements. However, both results were not confirmed Vygotsky's view or Piaget's view of self-regulation development as both concluded that thinking aloud and self-regulation have a reverse relationship and, therefore, thinking aloud, per se, can be used to explore the problems the children may not agree to talk about.
Computers in Human Behavior, 2012
The present study sought to examine the effect of nonhuman's external regulation on children's self-regulation to regulate their own process of learning and to what extent did children succeed in terms of application when they talk and think while act alone with nonhuman's external regulator. The Aginian's methodology (Agina, Kommers, & Steehouder, 2011a, 2011b, 2011c, 2011d, 2011e) that used an isolated, computer-based learning system and acts as a standalone learning environment with special set of tasks was used by hundred healthy preschool children. The results showed that young children were able to regulate their own process of learning and engage with their full free-will without the need of their real teacher's regulation. The conclusion provided evidence that the verbalization of thinking aloud should occur spontaneously by nature, the nonhuman's external regulation has a positive effect on young children's development when they act with their full free-will, and has a positive effect on their behavior either.
The Motivational Function of Private Speech in Young Children
1999
Two studies examined the potential of analysis of motivational content in private speech to sustain a Vygotskian hypothesis on the goal-forming process in achievement motivation. In the first study, 30 preschoolers and first-graders were observed 3 times during a school year while they worked in the classroom. The relative incidence of child utterances with motivational content varied between 14 percent and 21 percent, depending on the group and time of observation. In the second study, the same group of children was observed twice, this time in a structured situation involving a puzzle task. The relative incidence of private speech with motivational content was greater: between 24 and 30 percent. In addition, several subcategories were positively correlated with task performance and persistence. ANCOVA was used as a better way for contrasting of the first time self-guilding comments and causal attributions influence on second time observation achievement. These results have implications both for
PRIVATE SPEECH AND COGNITIVE DEVELOPMENT: A REVIEW OF THE TWO THEORIES
This paper reviews the psycholinguistic phenomenon of private speech (i.e., self-directed speech) in verbal communication. Private speech was first introduced by two main characters in psychology Lev Vygotsky, the founder of a theory of human cultural and bio-social development commonly referred to as cultural-historical psychology and Jean Piaget, the Swiss developmental psychologist who essentially viewed private speech as evidence of egocentrism and the inability to take the perspective of others[18]. Private speech, or speaking aloud to oneself, is a phenomenon of child development that Vygotsky interpreted as the critical transitional process between speaking with others and thinking for oneself and Piaget considers it as a sign of cognitive immaturity and believes it develops into a fully mature and effective speech as children grow cognitively and gain communicative skills. Lev Vygotsky and Jean Piaget first introduced the private speech; in the three past decades, it has absorbed more attention from researchers. The researchers pointed out to a positive correlation between the application of private speech by children and their task performance and achievement, the fact that had already been noted by Vygotsky. This paper also discusses the theoretical origins of research interests in this field, and disagreement between, Piaget and Vygotsky, and reviews some works of other scholars and the role of private speech in children and adults as well [including some in L2 research] in various settings from a Vygotsky and Piaget perspectives. It also introduces the role of private speech in cognitive development and its contribution in language development, social development, and communication. While discussing the theories of Piaget and Vygotsky, it reflects the viewpoints of these two outstanding figures in their perspectives and the way they see the cognitive development and summarizes the studies conducted in this area. It also supports the view that private speech provides a self-regulatory function and guides behavior and problem solving.
International Society for the Study of Behavioral Development
International Journal of Behavioral Development, 1981
There has been a long tradition of examining relations between language and cognition in the study of the developing human mind. Vygotsky (1934/1987) suggested that language is an important mediator in the development of cognitive abilities. Developmentalists are now beginning to study children's cognitive understanding of language, particularly in relation to self-regulation and self-reflection (Flavell, Green, Flavell, & Grossman, 1997; Winsler & Naglieri, 2003). Recently, researchers have begun to examine how children's cognitive development, understanding, and awareness of speech use might impact self-regulation. According to Vygotsky, children develop higher-level, uniquely human, cognitive processes through social interactions with adults during joint activity. Over time, speech used during such adult-child interactions is appropriated by young children, and private speech (overt self-talk) emerges and becomes a tool children use to guide themselves during individual problem solving (
1987
Metacognitive activities were studied through the verbalizations of students during a learning process, to study the differences in the performance of good and poor students. The moment of verbalization, either at prompting marks or without prompts, and the instruction in verbalization, either directed or non-directed, were variables. Thirty-two girls and 32 boy-in the first year of Dutch comprehensive school, half good performers and half poor performers according to school recordo, participated. Half were instructed to verbalize only at marks occurring during *le learning of lists of English vocabulary words and Dutch translations: half were to verbalize throughout the learning process. Half received directed instruction and half did not. Thinking-aloud protocols were tape-recorded and analyzed. Analyses of variance indicated that the two variables "moment of verbalization" and "instruction" did not have any effect on performance. Both variables also had no effect on the total quantity of verbalization. Most students, however, could not restrict themselves to verbalizing only at the marking points, and most verbalized between marks as well. To keep verbalizations focused on the task, instruction was helpful. Good students apparently interrupted their recalling action during learning by checking and noting their own accuracy more often than did poor students. Six tables present study data. (SLD)