Overt and Covert Verbalization in Normal and Learning Disabled Children's Problem Solving-Reference-Cited by-同舟云学术

Overt and Covert Verbalization in Normal and Learning Disabled Children's Problem Solving

Published:1984-06 Issue:3 Volume:58 Page:976-978
ISSN:0031-5125
Container-title:Perceptual and Motor Skills
language:en
Short-container-title:Percept Mot Skills

Author:

Wilder Larry¹,Draper Thomas W.²,Donnelly Chris P.³

Affiliation:

1. Personal Management Associates

2. Brigham Young University

3. High Point, NC Public Schools

Abstract

The problem-solving ability of 18 learning-disabled high school students was increased by instructions to verbalize overtly, but not by instructions to verbalize their actions covertly. This suggests that Vygotsky's 1962 “internalization-of-speech” perspective may be as useful in understanding the limitations of disabled learners as it has been in understanding the limitations of young learners.

Publisher

SAGE Publications

Subject

Sensory Systems,Experimental and Cognitive Psychology

Link

http://journals.sagepub.com/doi/pdf/10.2466/pms.1984.58.3.976

Reference4 articles.

1. A study of the effects of verbalization on problem solving.

2. Thought and language.

3. Overt and covert verbalization in problem solving

4. A developmental study of pronouncing responses in the discrimination learning of words and pictures

Cited by 3 articles. 订阅此论文施引文献订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献

1. Planning ability and cognitive performance: The compensatory effects of a dynamic assessment approach;Learning and Individual Differences;1990-01

2. Verbalization and children's self-regulated learning;Contemporary Educational Psychology;1986-10

3. Strategy training and attributional feedback with learning disabled students.;Journal of Educational Psychology;1986