Sociocultural Influences on the Development of Verbal Mediation: Private Speech and Phonological Recoding in Saudi Arabian and British Samples

Cross-national stability in private speech (PS) and short-term memory was investigated in Saudi Arabian ( n = 63) and British ( n = 58) 4- to 8-year-olds. Assumed differences in child-adult interaction between the 2 nationality groups led to predictions of Gender × Nationality interactions in the de...

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Bibliographic Details
Published in:Developmental psychology 2006-01, Vol.42 (1), p.117-131
Main Authors: Al-Namlah, Abdulrahman S, Fernyhough, Charles, Meins, Elizabeth
Format: Article
Language:English
Subjects:
Adult
Biological and medical sciences
Child
Child development
Child, Preschool
Children & youth
Cognitive Processes
Cross Cultural Differences
Cross cultural studies
Cross-Cultural Comparison
Cross-national analysis
Cultural differences
Culture
Developmental psychology
Female
Foreign Countries
Fundamental and applied biological sciences. Psychology
Gender
Gender Differences
Great Britain
Human
Human Sex Differences
Humans
Inner Speech (Subvocal)
Language
Male
Mediation
Memory
Negotiating
Oral Communication
Phonetics
Phonological processing
Phonology
Private Sector
Private speech
Psychology
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Saudi Arabia
Schools
Short Term Memory
Social Influences
Sociocultural Factors
Sociocultural Patterns
Speech
Speech Development
Task Analysis
United Kingdom
Verbal Ability
Verbal Behavior
Verbal communication
Verbal Learning
Young Children
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Summary:Cross-national stability in private speech (PS) and short-term memory was investigated in Saudi Arabian ( n = 63) and British ( n = 58) 4- to 8-year-olds. Assumed differences in child-adult interaction between the 2 nationality groups led to predictions of Gender × Nationality interactions in the development of verbal mediation. British boys used more self-regulatory PS than British girls, whereas there was no such difference for the Saudi group. When age, verbal ability, and social speech were controlled, boys used slightly more self-regulatory PS than girls. Self-regulatory PS was related to children's use of phonological recoding of visually presented material in a short-term memory task, suggesting that PS and phonological recoding represent different facets of a domain-general transition toward verbal mediation in early childhood.
ISSN:0012-1649
1939-0599
DOI:10.1037/0012-1649.42.1.117