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15 - Private Speech and Motivation: The Role of Language in a Sociocultural Account of Motivational Processes

from Part IV - Motivational and Educational Applications

Published online by Cambridge University Press:  29 July 2009

By
David J. Atencio  and
Ignacio Montero
Edited by
Adam Winsler ,
Charles Fernyhough  and
Ignacio Montero
Adam Winsler
Affiliation:
George Mason University, Virginia
Charles Fernyhough
Affiliation:
University of Durham
Ignacio Montero
Affiliation:
Universidad Autónoma de Madrid
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Summary

Inspired by Vygotskian theory, a large number of studies have emerged in the past 4 decades investigating the mediation of self-regulation through children's use of private speech (Berk, 1992; Winsler, Chapter 1 of this volume; Zivin, 1979). It is now widely accepted that children use private speech as a tool for thinking and as a metacognitive mediator of self-regulatory function (Winsler, Díaz, & Montero, 1997; Winsler & Naglieri, 2003). Within the Vygotskian tradition, it is assumed that private speech represents children's capacity to verbally mediate their own thoughts and actions and that this capacity is social in origin (Berk & Spuhl, 1995; Berk & Winsler, 1995). Children essentially appropriate the capacity to collaborate with themselves from the collaborations they have had with others. Therefore, we now understand that private speech is speech for self that mediates the development of higher psychological processes (Wertsch & Stone, 1985).

The focus of this chapter is to build on this consensus in the field and extend the discussion regarding private speech mediation into the more conative and motivational aspects of self-regulation. This discussion is based on two subtle, yet important, ideas found within Vygotsky's theory. The first notion embedded in his writings warns us that in order to truly understand the manner in which private speech mediates self-regulatory development, we must understand self-regulation as a union of intellectual and affective development. In his words:

Among the most basic defects of traditional approaches to the study of psychology has been the isolation of the intellectual from the volitional and affective aspects of consciousness … thinking was divorced from the full vitality of life, from the motives, interests, and inclinations of the thinking individual

(Vygotsky, 1934/1987, p. 50).

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Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation , pp. 201 - 223
Publisher: Cambridge University Press
Print publication year: 2009

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