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Journal articles on the topic 'Private speech'

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Published: 4 June 2021
Last updated: 25 April 2022

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1

Johnston, Dale. "Private speech in ballet." Research in Dance Education 7, no. 1 (April 2006): 3–14. http://dx.doi.org/10.1080/14617890600610562.

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2

Daugherty, Martha, C. Stephen White, and Brenda H. Manning. "Private Speech and Creativity." Contemporary Educational Psychology 20, no. 2 (April 1995): 222–29. http://dx.doi.org/10.1006/ceps.1995.1014.

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3

Hauser, Eric. "Private Speech as Social Action." Language and Sociocultural Theory 2, no. 2 (July 30, 2015): 119–38. http://dx.doi.org/10.1558/lst.v2i2.26615.

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4

Nelson, Katherine. "Making sense with private speech." Cognitive Development 36 (October 2015): 171–79. http://dx.doi.org/10.1016/j.cogdev.2015.09.004.

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5

Zimmermann, K., and P. Brugger. "Signed Soliloquy: Visible Private Speech." Journal of Deaf Studies and Deaf Education 18, no. 2 (January 16, 2013): 261–70. http://dx.doi.org/10.1093/deafed/ens072.

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6

Goebel, Zane. "Represented speech." Pragmatics. Quarterly Publication of the International Pragmatics Association (IPrA) 26, no. 1 (March 1, 2016): 51–67. http://dx.doi.org/10.1075/prag.26.1.03goe.

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This paper draws together discussions around public and private, represented talk, and conviviality by showing how an interviewee uses linguistic features to frame instances of talk as either “represented private talk” or “represented public talk”. My empirical focus is an interview that was recorded as part of fieldwork on leadership practices in the Indonesian bureaucracy. In this interview with a department head it seems that he adds authenticity to accounts of his leadership practices by performing them through represented talk. His use of Javanese in instances of represented talk also helps index intimate social relations between himself and his staff, while in some instances the combination of reference to place and participants also helps to nest ideas of private within represented public talk.
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7

Manfra, Louis, and Adam Winsler. "Preschool children's awareness of private speech." International Journal of Behavioral Development 30, no. 6 (November 2006): 537–49. http://dx.doi.org/10.1177/0165025406072902.

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The present study explored: (a) preschool children's awareness of their own talking and private speech (speech directed to the self); (b) differences in age, speech use, language ability, and mentalizing abilities between children with awareness and those without; and (c) children's beliefs and attitudes about private speech. Fifty-one children between the ages of 3 and 5 completed a selective attention task from which a sample of private speech was video-recorded for use during a subsequent experimenter–child interview. Children also completed a standardized language assessment and a battery of mentalizing tasks. Roughly half of the children (54%) showed awareness of talking during the task, and 52% of the children who talked during the task stated that their speech was self-directed. Children who were aware of their private speech were significantly older, had greater expressive language skills, used more private speech, and had higher deceptive-box scores than children who were not aware of their private speech. Participants believed that private speech was positive and helpful. Implications of this work for researchers and early childhood educators are discussed.
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8

Baker, C. Edwin. "AUTONOMY AND INFORMATIONAL PRIVACY, OR GOSSIP: THE CENTRAL MEANING OF THE FIRST AMENDMENT." Social Philosophy and Policy 21, no. 2 (June 4, 2004): 215–68. http://dx.doi.org/10.1017/s0265052504212092.

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My thesis is simple. The right of informational privacy, the great modern achievement often attributed to the classic Samuel Warren and Louis Brandeis article, “The Right to Privacy” (1890), asserts an individual's right not to have private personal information circulated. Warren and Brandeis claimed that individual dignity in a modern society requires that people be able to keep their private lives to themselves and proposed that the common law should be understood to protect this dignity by making dissemination of private information a tort. As broadly stated, this right not to have private information distributed directly conflicts with a broadly conceived freedom of speech and of the press. My claim is that, in cases of conflict, the law should reject the Warren and Brandeis innovation. Speech and press freedom should prevail; the privacy tort should be ignored. This conclusion requires a normative argument concerning the appropriate basis and status of speech freedom that this essay will not really provide but for which I have argued elsewhere. Here, instead, I will describe that theory of speech freedom, explore its implications for informational privacy, and finally suggest some reasons to think that rejection of the privacy tort should not be so troubling and is, in fact, pragmatically desirable.
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9

Ishimoto, Keiichiro, and Masaki Kyoso. "Describing Children’s Private Speech during Writing." Proceedings of the Annual Convention of the Japanese Psychological Association 81 (September 20, 2017): 3C—074–3C—074. http://dx.doi.org/10.4992/pacjpa.81.0_3c-074.

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10

Ostad, Snorre A., and Peer M. Sorensen. "Private Speech and Strategy-Use Patterns." Journal of Learning Disabilities 40, no. 1 (January 2007): 2–14. http://dx.doi.org/10.1177/00222194070400010101.

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11

Daugherty, Martha. "Creativity and private speech: Developmental trends." Creativity Research Journal 6, no. 3 (January 1993): 287–96. http://dx.doi.org/10.1080/10400419309534484.

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12

Ostad, Snorre A. "Private Speech Use in Arithmetical Calculation." Journal of Learning Disabilities 46, no. 4 (December 2011): 291–303. http://dx.doi.org/10.1177/0022219411419013.

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13

Yamada, Minako. "Task proficiency and L1 private speech." IRAL - International Review of Applied Linguistics in Language Teaching 43, no. 2 (June 2005): 81–108. http://dx.doi.org/10.1515/iral.2005.43.2.81.

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14

MCCAFFERTY, S. G. "Nonverbal Expression and L2 Private Speech." Applied Linguistics 19, no. 1 (April 1, 1998): 73–96. http://dx.doi.org/10.1093/applin/19.1.73.

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15

Goudena, Paul P. "The Social Nature of Private Speech of Preschoolers During Problem Solving." International Journal of Behavioral Development 10, no. 2 (June 1987): 187–206. http://dx.doi.org/10.1177/016502548701000204.

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Extending Vygotsky's theory, young children's private speech during problem solving is conceptualised as having a dual nature; as a reaction to the task and as, at the same time, an indirect appeal to a potentially helpful person. The interactional function of private speech is elaborated within a developmental pragmatic frame of explanation. Based on the dual nature conceptualisation of private speech, the hypothesis was tested that children would produce more private speech during problem solving following interaction with a collaborative adult than following interaction with a non-collaborative adult, the adult being non-actively present during the child's execution of the cognitive task. Twenty-two children (ages: 4 years 2 months to 4 years 10 months) participated in the experiment. Support was found for the main hypothesis. No reliable relationship was found between the amount of private speech produced and the quality of task performance. Results are discussed in relation to other studies of private speech, two of which are re-interpreted in accordance with a dual nature conceptualisation of private speech. The role of private speech in the regulation of non-verbal task performance is critically analysed. It is emphasised that private speech should be studied while taking into account the interactional framework in which the child has been functioning.
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16

Alijanian, Ehsan, Saeed Ketabi, and Ahmad Moinzadeh. "A Study of Form and Content of Private Speech Used by Iranian EFL Learners." Theory and Practice in Language Studies 8, no. 7 (July 1, 2018): 874. http://dx.doi.org/10.17507/tpls.0807.20.

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From the sociocultural point of view, the investigation of private speech is important in seeing how the mind works. Yet, not much is known about the form and content of private speech. A group of English language learners were required to talk about some topics of their reading courses. Their voices were recorded and the private speech used by them were identified. It was found that the main role of the loud and silent forms of the private speech in the data is to help learners manage the interaction. Private speech is embedded within the speech context and it needs to be explained in the context in which it happens.
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17

Frawley, William. "Private speech, cognitive-computational control, and the autism-psychosis continuum." Behavioral and Brain Sciences 31, no. 3 (June 2008): 269–70. http://dx.doi.org/10.1017/s0140525x08004305.

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AbstractAutism and psychosis manifest private speech disruptions analogous to their diametrical opposition along the autism-psychosis continuum. Autism has naturally suppressed private speech with predictable structural deficits when it does surface; psychosis has overt but ineffectual private speech with similar structural deficits. These private speech oppositions are best understood in the context of the control processes of cognitive-computational architectures.
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18

Behrend, Douglas A., Karl Rosengren, and Marion Perlmutter. "A New Look at Children's Private Speech: The Effects of Age, Task Difficulty, and Parent Presence." International Journal of Behavioral Development 12, no. 3 (September 1989): 305–20. http://dx.doi.org/10.1177/016502548901200302.

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The present study re-evaluated several hypotheses concerning the selfregulatory nature of children's private speech. It was hypothesised that if children's private speech is self-regulatory, it should differ systematically as a function of child's age, task difficulty, and the presence of another in a task situation, and it should be positively related to task performance. Twenty-four children at each of three age levels (2, 31/2, and 5 years) were videotaped while working alone and with a parent on different sets of 3 puzzles that varied in difficulty. Children's speech was recorded and coded as private or social. The proportion of total speech coded as private increased slightly with age and was curvilinearly related to puzzle difficulty, with the most private speech observed on moderately difficult puzzles. In addition, private speech was positively related to task performance, especially on medium and difficult tasks. These results are consistent with the view that private speech is self-regulatory. Parental presence had no effect on the percentage of private speech. These results suggest that parents' behaviour during joint problem-solving probably should not be taken to be strictly regulatory.
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19

Goswitz, Claudia, Audrey Adams, and Renee Matlock. "Private Ties." ASHA Leader 19, no. 1 (January 2014): 48–52. http://dx.doi.org/10.1044/leader.ftr2.19012014.48.

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20

Berk, Laura E. "Private Speech and Self-Regulation in Children with Impulse-Control Difficulties: Implications for Research and Practice." Journal of Cognitive Education and Psychology 2, no. 1 (January 2001): 1.2–21. http://dx.doi.org/10.1891/194589501787383408.

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The author considers Vygotsky’s theory of the development of private speech, placing special emphasis on its implications for children with impulse-control difficulties. Research supporting Vygotsky’s view of private speech as having social origins, as being progressively internalized with age, and as serving a self-regulatory function is summarized. The main body of the paper focuses on a series of studies examining private speech in children symptomatic of attention-deficit hyperactivity disorder (ADHD). Children with ADHD show a similar course of private-speech development as do other children. However, they fail to increase their use of task-relevant private speech with task difficulty (as matched controls do), and their internalization of private speech is substantially delayed. Nevertheless, when ADHD children call on it, self-guiding private speech appears to be highly effective in assisting them in mastering highly challenging tasks. These findings are interpreted in light of Vygotsky’s theory and related to Barkley’s assumption that ADHD involves a primary impairment in behavioral inhibition. Practical implications for helping children with impulse-control problems are considered.
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21

Berk, Laura E. "Private Speech and Self-Regulation in Children with Impulse-Control Difficulties: Implications for Research and Practice." Journal of Cognitive Education and Psychology 2, no. 1 (January 2001): 1–21. http://dx.doi.org/10.1891/1945-8959.2.1.1.

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The author considers Vygotsky’s theory of the development of private speech, placing special emphasis on its implications for children with impulse-control difficulties. Research supporting Vygotsky’s view of private speech as having social origins, as being progressively internalized with age, and as serving a self-regulatory function is summarized. The main body of the paper focuses on a series of studies examining private speech in children symptomatic of attention-deficit hyperactivity disorder (ADHD). Children with ADHD show a similar course of private-speech development as do other children. However, they fail to increase their use of task-relevant private speech with task difficulty (as matched controls do), and their internalization of private speech is substantially delayed. Nevertheless, when ADHD children call on it, self-guiding private speech appears to be highly effective in assisting them in mastering highly challenging tasks. These findings are interpreted in light of Vygotsky’s theory and related to Barkley’s assumption that ADHD involves a primary impairment in behavioral inhibition. Practical implications for helping children with impulse-control problems are considered.
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22

Fernyhough, Charles, and James Russell. "Distinguishing One’s Own Voice from Those of Others: A Function for Private Speech?" International Journal of Behavioral Development 20, no. 4 (May 1997): 651–65. http://dx.doi.org/10.1080/016502597385108.

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The aim of the study reported here was to test a new hypothesis about the function of private speech, namely that children’s private speech in social contexts presents them with an opportunity to distinguish their own voices from those of others. Data on the social and private speech of 22 five-year-olds were collected during single hour-long group play sessions. In a later session, children heard extracts from an audio recording of an earlier group discussion, and were asked to state which of each pair of extracts contained their own speech. It was found that children’s performance on this speech recognition task was positively correlated with both proportional and frequency measures of private speech. There was no relationship between the speech recognition measure and frequencies of social speech or overall verbosity; and performance on a test of children’s ability to recognise their own speech in isolation was no better than chance. We suggest that these findings are consistent with private speech having a specific function in the development of an understanding of oneself as a speaking agent among other such speakers.
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23

San Martín Martínez, Conchi, Humbert Boada i Calbet, and Peter Feigenbaum. "Private and inner speech and the regulation of social speech communication." Cognitive Development 26, no. 3 (July 2011): 214–29. http://dx.doi.org/10.1016/j.cogdev.2011.05.001.

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24

Manfra, Louis, Shannon L. Tyler, and Adam Winsler. "Speech monitoring and repairs in preschool children’s social and private speech." Early Childhood Research Quarterly 37 (2016): 94–105. http://dx.doi.org/10.1016/j.ecresq.2016.04.004.

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25

Aro, Tuija, Anna-Maija Poikkeus, Marja-Leena Laakso, Asko Tolvanen, and Timo Ahonen. "Associations between private speech, behavioral self-regulation, and cognitive abilities." International Journal of Behavioral Development 39, no. 6 (December 16, 2014): 508–18. http://dx.doi.org/10.1177/0165025414556094.

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We examined the associations between 5-year-old children’s private speech, behavioural self-regulation, and cognitive abilities. Behavioural self-regulation was assessed using parental and preschool teacher questionnaires. Cognitive abilities (i.e., language, inhibition, planning and fluency, and memory) were assessed with neurocognitive tests, and the effectiveness of private speech (i.e., whether the child performs better when using speech than when not using speech) with the Hammer Task. About 43% of the children used private speech spontaneously, and about 76% performed better on the Hammer Task when they used speech. Associations between behavioural self-regulation and speech effectiveness were few, but all cognitive scores were significantly associated with the speech effectiveness score, i.e., the poorer the child’s neurocognitive test performance was, the more he/she benefited from using speech. The findings lend support to the relevance of children’s cognitive abilities when seeking understanding on the development, use, and effectiveness of private speech.
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26

WINSLER, ADAM, JESUS RENÉ DE LEÓN, BEVERLY A. WALLACE, MARTHA P. CARLTON, and ANGELA WILLSON-QUAYLE. "Private speech in preschool children: developmental stability and change, across-task consistency, and relations with classroom behaviour." Journal of Child Language 30, no. 3 (August 2003): 583–608. http://dx.doi.org/10.1017/s0305000903005671.

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This study examined (a) developmental stability and change in children's private speech during the preschool years, (b) across-task consistency in children's self-speech, and (c) across-setting relations between children's private speech in the laboratory and their behaviour at home and in the preschool classroom. A group of 32 normally developing three- and four-year-old children was observed twice (six month inter-observation interval) while engaging in the same individual problem-solving tasks. Measures of private speech were collected from transcribed videotapes. Naturalistic observations of children's behaviour in the preschool classroom were conducted, and teachers and parents reported on children's behaviour at home and school. Individual differences in preschool children's private speech use were generally stable across tasks and time and related to children's observed and reported behaviour at school and home. Children whose private speech was more partially internalized had fewer externalizing behaviour problems and better social skills as reported by parents and teachers. Children whose private speech was largely task-irrelevant engaged in less goal-directed behaviour in the classroom, expressed more negative affect in the classroom, and rated as having poorer social skills and more behaviour problems. Developmental change occurred during the preschool years in children's use and internalization of private speech during problem-solving in the form of a reduction over time in the total number of social speech utterances, a decrease in the average number of words per utterance, and an increase in the proportion of private speech that was partially internalized.
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27

Duncan, Robert M., and Michael W. Pratt. "Microgenetic Change in the Quantity and Quality of Preschoolers’ Private Speech." International Journal of Behavioral Development 20, no. 2 (February 1997): 367–83. http://dx.doi.org/10.1080/016502597385388.

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Forty preschool-aged children were videotaped while carrying out paper-folding and story-sequencing tasks, during a series of three experimental sessions. During the first session, participants worked on both easy and difficult items, and in the second and third sessions they worked on familiar items (the first session difficult items, presented repeatedly) and novel items, of each task type. Participants used more private speech on difficult/novel items than on easy/familiar items, during all three sessions. Private speech production declined across sessions when participants worked on the repeated items. A greater percentage of participants’ private speech preceded action when they worked on difficult/novel items, compared with easy/familiar items. On the paper-folding items, a cross-session increase occurred in the percentage of private speech that preceded action, supporting some of Vygotsky’s (1934/1987, 1978) claims about the emergence of verbal planning in private speech. The potential of microgenetic experimental methodology for research on private speech is emphasised.
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28

Chiu, Shuhui, and Patricia A. Alexander. "The Motivational Function of Preschoolers' Private Speech." Discourse Processes 30, no. 2 (September 2000): 133–52. http://dx.doi.org/10.1207/s15326950dp3002_03.

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29

Berk, Laura E. "Development of private speech among preschool children." Early Child Development and Care 24, no. 1-2 (January 1986): 113–36. http://dx.doi.org/10.1080/0300443860240107.

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30

Winsler, Adam, Michael Feder, Erin L. Way, and Louis Manfra. "Maternal beliefs concerning young children's private speech." Infant and Child Development 15, no. 4 (2006): 403–20. http://dx.doi.org/10.1002/icd.467.

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31

Johnston, P. "The Queen's Speech and private members' Bills." BMJ 291, no. 6505 (November 9, 1985): 1364. http://dx.doi.org/10.1136/bmj.291.6505.1364.

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32

WHITE, R. "Back channelling, repair, pausing, and private speech." Applied Linguistics 18, no. 3 (September 1, 1997): 314–44. http://dx.doi.org/10.1093/applin/18.3.314.

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33

UÇAR, Emel, and Hatice SOFU. "Semantic Content of Turkish Children’s Private Speech." Dilbilim Araştırmaları Dergisi 32, no. 3 (December 31, 2021): 5–16. http://dx.doi.org/10.18492/dad.759307.

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34

Thibodeaux, Jordan, Allison Bock, Lindsey A. Hutchison, and Adam Winsler. "Singing to the self: Children’s private speech, private song, and executive functioning." Cognitive Development 50 (April 2019): 130–41. http://dx.doi.org/10.1016/j.cogdev.2019.04.005.

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35

Morin, Alain, and James Everett. "Self-Awareness and “Introspective” Private Speech in 6-Year-Old Children." Psychological Reports 68, no. 3_suppl (June 1991): 1299–306. http://dx.doi.org/10.2466/pr0.1991.68.3c.1299.

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It has been suggested recently that self-awareness is cognitively mediated by inner speech and that this hypothesis could be tested by using the private speech paradigm. This paper describes a study in which the creation of a state of self-awareness was attempted in children to test the viability of a research strategy based on private speech and used to explore the hypothesis of a link between self-awareness and inner speech, and to test directly this hypothesis by comparing the incidence of private speech in self-aware and control conditions. 32 children were asked to evaluate the attractiveness of pictures when in front of a mirror (a widely used self-focusing stimulus) and with no mirror. Reliably more favorable ratings of the images were predicted presuming intensification of affects in self-awareness. Private speech was recorded, with the prediction of a more important incidence of “introspective” self-verbalizations (for example, “Wow! I really like this picture!”) in the self-aware condition. None of these outcomes were obtained. Results are discussed in terms of previous attempts to manipulate self-awareness in children. It is suggested that the private speech paradigm does not appear to be a promising strategy when inner speech and self-awareness are considered.
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36

Girbau, Dolors. "A Neurocognitive Approach to the Study of Private Speech." Spanish Journal of Psychology 10, no. 1 (May 2007): 41–51. http://dx.doi.org/10.1017/s1138741600006302.

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The paper presents the current state of the art of research identifying the neurophysiological and neuroanatomical substrates of private speech, both in typical and clinical (or atypical) populations. First, it briefly describes the evolution of private speech research, which goes from classic traditions as the naturalistic and referential paradigms to the neurocognitive approach. An overview of the neurophysiological (e.g., event-related potentials or ERPs) and neuroimaging techniques (e.g., functional magnetic resonance imaging or fMRI) is also presented. The next three sections review empirical works about the neurocognitive basis of private speech, across three groups of techniques: ERPs; fMRI/MRI; and other neuroimaging techniques (positron emission tomography [PET], magnetoencephalogram [MEG], and repetitive transcranial magnetic stimulation [rTMS]). Such neurocognitive research analyzes the neural activity of individuals during a variety of task settings, including spontaneous and instructed overt and inner private speech use, subvocal verbalizations, and silent and overt reading. The fifth section focuses on electrophysiological and neuroimaging studies of private speech in atypical populations, for example: schizophrenia, pure alexia, hearing impairment, blindness, social phobia, alexithymia, Parkinson, and multiple sclerosis. The neurocognitive study of the various forms of private speech appears to be very promising in the understanding of these pathologies. Lastly, the advances and new challenges in the field are discussed.
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37

Diaz, Rafael M., and Laura E. Berk. "A Vygotskian critique of self-instructional training." Development and Psychopathology 7, no. 2 (1995): 369–92. http://dx.doi.org/10.1017/s0954579400006568.

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AbstractSelf-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of private speech; (c) speech and action are intrinsically coordinated; and (d) internalization refers to subvocalization of private speech. We argue that self-instructional training interventions need to be thoroughly grounded in Soviet developmental theory of verbal self-regulation and in systematic research on the social origins and development of children's private speech. A new research agenda is suggested.
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38

Anisimova, Tatiana, Svetlana Chubay, and Natalia Prigarina. "Principles of Describing a Private Rhetoric Genres System." SHS Web of Conferences 50 (2018): 01041. http://dx.doi.org/10.1051/shsconf/20185001041.

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The article states that the basis of the specialist’s speech competence constitutes the ability to create appealing speech works in the required genre in accordance with the situation, the audience and the communication goals. In this regard, it is evident that the development of private rhetoric is necessary for various professional spheres. The authors describe the principles of building such rhetoric as a system of professionally significant genres and propose a specific variant of the genre model, focused on a rhetorical understanding of professional communication. This model includes not only the positions which are traditionally included in the model of the speech genre (addressee and addresser, the purpose of speech and etc.) but also the positions which are characteristic only of a rhetorical genre (the value system and composition), and, what is more, these parameters are to form a recognizable “face” of a rhetorical genre.
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WINSLER, ADAM, MARTHA P. CARLTON, and MARYANN J. BARRY. "Age-related changes in preschool children's systematic use of private speech in a natural setting." Journal of Child Language 27, no. 3 (October 2000): 665–87. http://dx.doi.org/10.1017/s0305000900004402.

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This study set out to explore the contexts in which preschool children use private speech, or self-talk, in the naturalistic setting of the preschool classroom, and age-related changes in the contexts in which preschoolers talk to themselves. A total of 2752 naturalistic observations of fourteen three-year-old and fourteen four-year-old children were conducted using a time-sampling procedure in two preschool classrooms over the course of one semester. Results from logistic regression analyses revealed that both age groups were (a) more likely to use private speech during the self-selected activity classroom context as opposed to both large group and outside free play classroom contexts, and (b) most likely to talk to themselves when alone, next likely in the presence of peers, and least likely when in the presence of a teacher. Although the probability of private speech among three-year-old children did not vary as a function of the child's immediate activity, four-year-old children's private speech was more likely to occur during sustained and focused goal-directed activity as opposed to rapidly-changing and non goal-directed activity. The findings suggest that private speech appears systematically in young children and that, in several ways, four-year-old children use private speech more selectively than three-year-olds.
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40

Girbau, Dolors. "A Sequential Analysis of Private and Social Speech in Children's Dyadic Communication." Spanish Journal of Psychology 5, no. 2 (November 2002): 110–18. http://dx.doi.org/10.1017/s1138741600005886.

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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.
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Jeonghwa Lee. "Relationship of Young Children's Private Speech and Creativity." Institute for Humanities and Social Sciences 14, no. 2 (October 2013): 289–312. http://dx.doi.org/10.15818/ihss.2013.14.2.289.

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Diaz, Rafael M., Kathleen A. Padilla, and Edwina K. Weathersby. "The effects of bilingualism on preschoolers' private speech." Early Childhood Research Quarterly 6, no. 3 (September 1991): 377–93. http://dx.doi.org/10.1016/s0885-2006(05)80062-6.

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43

Gaskill, Mark N., and Rafael M. Díaz. "The relation between private speech and cognitive performance." Infancia y Aprendizaje 14, no. 53 (January 1991): 45–58. http://dx.doi.org/10.1080/02103702.1991.10822283.

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44

Reese, Hayne W. "Private speech and other forms of self-communication." Behavior Analyst Today 5, no. 2 (2004): 182–88. http://dx.doi.org/10.1037/h0100030.

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45

SMITH, HEATHER J. "The Social and Private Worlds of Speech: Speech for Inter- and Intramental Activity." Modern Language Journal 91, no. 3 (September 2007): 341–56. http://dx.doi.org/10.1111/j.1540-4781.2007.00584.x.

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Krasnov, Alexey, Edward R. Green, Bret Engels, and Barry Corden. "Enhanced speech privacy in office spaces." Building Acoustics 26, no. 1 (September 11, 2018): 57–66. http://dx.doi.org/10.1177/1351010x18798105.

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There is an ever-increasing demand for speech privacy in modern office spaces. People prefer their conversations to remain private while not being disturbed by speech of others. The work presented in this article focuses on reducing the intelligibility of the perceived speech by masking the original signal without a significant additional annoyance. The disruption of the information-carrying components of speech by the amplitude and temporal smearing is of a specific interest of this work. We suggest a method in which a modified self-adjusted masking signal is used to effectively counteract the drawbacks of a straightforward reverberation. The presented masking method disrupts key speech characteristics of the original signal. The intelligibility and annoyance levels of the resulting signal are subjectively evaluated. The optimized experimental parameters are reported. The presented method provides a significantly higher speech privacy and a lower perceived annoyance as compared to white noise. The method can be used in office environments with various Sound Transmission Class levels.
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Trulove, Bonnie Brock, and James L. Fitch. "Accountability Measures Employed by Speech-Language Pathologists in Private Practice." American Journal of Speech-Language Pathology 7, no. 1 (February 1998): 75–80. http://dx.doi.org/10.1044/1058-0360.0701.75.

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This study examined the accountability practices of speech-language pathologists employed in private practice. A second issue was the examination of speech-language pathologists' attitudes toward accountability. A stratified random sample of 1,000 speech-language pathologists in private practice, selected by ASHA from a database, served as participants. The participants were asked to complete and return a questionnaire concerning the use of various accountability methods and their attitudes toward accountability. Results of this study suggest that the traditional methods of accountability in which the speech-language pathologist is trained are frequently used by most respondents. Respondents' attitudes toward accountability were found to be varied. Implications for use of the information obtained in this study are identified along with suggestions for improvement of accountability in the field of communication disorders.
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de Guerrero, María C. M. "Going covert: Inner and private speech in language learning." Language Teaching 51, no. 1 (December 12, 2017): 1–35. http://dx.doi.org/10.1017/s0261444817000295.

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Roughly 30 years ago researchers in the second language acquisition (SLA) field started to take a focused interest in the study of inner speech (IS) and private speech (PS) processes in second language (L2) learning and use. The purpose of this review is to assess the status of current research and the progress made during the last ten years on the development and experience of covertly using a language other than the first. The review begins with a critical discussion of the challenges involved in defining and conceptualizing IS and PS. To conduct the search of relevant sources, a broad understanding of IS as ‘silent speech for oneself’ and PS as ‘externalized speech for oneself’ was adopted. After a brief synopsis of past research on L2 IS and PS, recent (2005–2015) work is discussed both from a generic-language stance and an L2, bilingual, and multilingual perspective. The review then takes a critical look at the difficult methodological issue of data collection on IS and PS, highlighting strengths and limitations in recent research. Pedagogical implications derived from the research reviewed and suggestions for future studies are discussed.
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Payne, Robert H. "Aspects of a Private Practice." American Journal of Audiology 1, no. 2 (March 1992): 27–32. http://dx.doi.org/10.1044/1059-0889.0102.27.

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Smith, Kenneth E. "The Death of Private Practice." Hearing Journal 67, no. 11 (November 2014): 6. http://dx.doi.org/10.1097/01.hj.0000457003.71437.46.

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