Private speech and internalization of dialogue in preschool period
| Project/Area Number |
19730400
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| Research Category |
Grant-in-Aid for Young Scientists (B)
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| Allocation Type | Single-year Grants |
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| Research Field |
Educational psychology
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| Research Institution | Yamagata University |
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Principal Investigator |
FUJIOKA Kumiko Yamagata University, 地域教育文化学部, 准教授 (80306472)
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| Project Period (FY) |
2007 – 2010
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| Project Status |
Completed (Fiscal Year 2010)
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| Budget Amount *help |
¥2,850,000 (Direct Cost: ¥2,400,000、Indirect Cost: ¥450,000)
Fiscal Year 2010: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2009: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2008: ¥650,000 (Direct Cost: ¥500,000、Indirect Cost: ¥150,000)
Fiscal Year 2007: ¥900,000 (Direct Cost: ¥900,000)
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| Keywords | 自己内対話 / プライベートスピーチ / 4歳児協同的問題解決 / 心の理論 / 実行機能 / 協同的問題解決 / 幼児 / 言語発達 / 4歳児 / Vygotsky / 幼児期 / ヴィゴツキー |
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| Research Abstract |
This study examined ; (1)developmental trends of the relationships among self-regulatory private speech, theory-of-mind performance, and executive function, and (2)what children could benefit from teaching, examining social speech and self-regulatory private speech in children's peer collaborations in preschooler. Results suggested that private speech might emerge with limited self-regulatory function early in the process of language internalization in preschool period, and that collaborative problem solving with less-competent partner would possibly facilitate children's self-monitoring private speech.
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Report
(6 results)
Research Products
(14 results)
