Martha Daugherty

Young Children's Private Speech as a Precursor to Metacognitive Strategy Use during Task Engagement.

The overall purpose of these three investigations was to test the usefulness of private speech utterances as a means for understanding childrens verbal self‐guidance during school task performance. A private speech coding system was derived from synthesizing the literature on private speech (e.g., Berk, 1986a), self‐regulated learning (e.g., Rohrkemper, 1989), and metacognition (Brown, 1987; Meichenbaum, 1977). Also, Vygotskys theory of verbal self‐regulation (1934/1962, 1934/1987) served as the guiding theoretical perspective. To analyze verbal self‐guidance and to gather information about the importance of student characteristics (namely, autonomy, n = 118; academically advanced, n = 34; and creativity, n = 16), three separate studies using a different data source for each study, were conceptualized. Similar patterns of findings emerged; groups designated as more autonomous and more academically advanced used significantly less task‐irrelevant private speech; all groups used less nonfacilitative task‐...

Relationships among Private Speech and Creativity Measurements of Young Children.

The purpose of this study was to examine relationships among thought processes represented in young childrens private speech and creativity assessments of the same children. A secondary purpose was to study the role of affective private speech and its association with creativity measures. The sample was 42 preschool and kindergarten children on whom creativity measures were obtained using the Torrance Thinking Creatively in Action and Movement (TCAM) assessment instrument. Private speech was collected from the same children. Each private speech utterance was coded into one of five levels: (a) task irrelevant speech (T-1); (b) nonfacilitative, task relevant speech (T-2); (c) task relevant speech (T-3); (d) coping/reinforcing speech (T-4); and (e) solving speech (T-5). Statistical analysis revealed significant positive relationships among creativity measures, solving speech, and coping/reinforcing speech. Furthermore, coping and reinforcing private speech were consistently linked with high creativity measures, demonstrating that the affective domain may play a critical role in creative thinking.

Relationships Among Private Speech and Creativity in Head Start and Low—Socioeconomic Status Preschool Children

The purpose of this study was to explore Vygotskys notion of private speech as a cognitive self-regulatory process and how it related to creativity measures among at-risk children. Thirty-two Head Start and state-funded Pre-K children completed the Torrance creativity test Thinking Creatively in Action and Movement (TCAM). The childrens private speech was collected in an open play context and while children completed structured logical— mathematical activities. Results revealed that both originality and fluency creativity were related to self-direction private speech and grand total private speech. Findings support that cognitive self-regulating private speech may be related to creative thinking and that private speech may offer a method for assessing early creative thinking in children from various cultural and economic backgrounds.

Creativity and private speech: Developmental trends

Abstract The first purpose of this article was to identify developmental patterns for creativity measures and levels of private speech in young children. The second purpose was to examine the semantic content of private speech to determine patterns and characteristics of creative‐thought development. Creativity measures and private‐speech utterances were taken from 42 kindergarten and preschool children. Each private‐speech utterance was coded into one of five levels. Descriptive statistical analysis was applied to the data using mean ages and frequency counts for variables under study. Developmental trends for three measures of creativity and two higher levels of private speech declined during the preschool years. However, the pattern reversed around the age of 5 years resulting in an upward movement. These changes may suggest a qualitative transformation in conceptual‐thought formation at a very young age as predicted by Vygotsky.

Private Speech Assessment: A Medium for Studying the Cognitive Processes of Young Creative Children.

The purpose of this study was to examine relationships among metacognitive processing and creative ability in very young children. The integration of information‐processing theory and Vygotskys conception of early thought development allowed the rationale and methodology for the research which focused on creative attributes in thought processes. Vygotskian theory provided the medium of private speech to ascertain problem‐solving characteristics. Subjects included 21 five‐ and six‐year old children. Each child was assessed on four attributes of creativity. Private speech was collected on the same children and each statement was coded into one of five categories. In addition, a frequency count of private speech that displayed metacognitive characteristics was included as a 6th category. Multiple regression analysis identified significant predictors of three indices of creativity.

Associations among Preservice Teachers' Psychological Traits and Classroom Performance Ratings.

Abstract Educational theorists and researchers have often overlooked potential links between successful teaching and a teachers personal qualities. This investigation explored associations among three psychological characteristics and classroom performance ratings of prospective teachers. Fifty‐three students enrolled in a teacher education program participated in the study. The students were assessed on personality style, creative thinking, motivation, and classroom performance competency during student teaching. Correlational statistical analysis found significant relationships among three creativity measures and ratings of preservice teachers’ classroom performance. Further, regression analysis revealed originality, one subscale of creativity, was a significant predictor of effective student teaching. Findings indicate that creative constructs may have potential value in assessing teacher education candidates.