Inner Speech, Culture & Education

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