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A Sequential Analysis of Private and Social Speech in Children's Dyadic Communication

Published online by Cambridge University Press:  10 April 2014

Dolors Girbau
Dolors Girbau*
Affiliation:
Jaume I University
*
Correspondence concerning this article should be addressed to Dolors Girbau, Departamento de Psicología Básica, Clínica y Psicobiología.Universidad Jaume I. Campus Borriol. 12080 Castellón de la Plana (Spain). E-mail: girbau@psb.uji.es
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Abstract

The purpose of this study was to perform a sequential analysis of private and social speech in children's dyadic communication. To investigate the communication patterns, a category system was applied to the communication of 64 paired third (M = 8 years and 8 months) and fifth (M = 10 years and 8 months) graders, while playing with a Lego-set (construction material). The results revealed that: (a) at both grades, when one child addresses the other child about the task, it is highly probable that the latter will address the first child immediately afterwards and will adapt to task-related semantic content; (b) at both grades, children's private speech about the task stops them from communicating a task-related production to their partner immediately afterwards; (c) at third grade, task-relevant private speech favors the prolongation of the break in interpersonal communication and the use of inner speech by both children; and (d) at fifth grade, children are more able to distinguish private speech from social speech than at third grade.

El objetivo de este estudio fue realizar un análisis secuencial del habla privada y social en la comunicación diádica infantil. Para investigar los patrones comunicativos, se aplicó un sistema de categorías a la comunicación de 64 sujetos de tercer (M = 8 años y 8 meses) y quinto (M = 10 años y 8 meses) curso, emparejados mientras jugaban con el juego Lego (un material de construcción). Los resultados permitieron concluir lo siguiente: (a) en ambos cursos, cuando un sujeto se dirige al otro haciendo alguna alusión a la tarea, es altamente probable que este último se dirija al primer interlocutor inmediatamente después y, a la vez, se adapte al citado contenido semántico relacionado con la tarea; (b) en ambos cursos, el habla privada sobre la tarea les inhibe de comunicarse con el compañero sobre la tarea inmediatamente después; (c) en el tercer curso, el habla privada relacionada con la tarea favorece la prolongación de la ruptura de la comunicación interpersonal y el uso de habla interna por parte de ambos sujetos; y (d) los alumnos de quinto curso son más capaces de distinguir el habla privada del habla social que los de tercero.

Keywords

private speechsilencesocial speechdyadssequential analysisage-differenceshabla privadasilenciohabla socialdíadasanálisis secuencialdiferencias por edad
Type
Articles
Information
The Spanish Journal of Psychology , Volume 5 , Issue 2 , November 2002 , pp. 110 - 118
Copyright
Copyright © Cambridge University Press 2002

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