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Overt and covert verbalization in normal and learning disabled children's problem solving.

L Wilder, T W Draper, C P Donnelly

    Perceptual and Motor Skills
    |June 1, 1984
    PubMed
    Summary
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    Instructions to think aloud improved problem-solving for learning-disabled students. Covert self-talk did not yield the same benefits, suggesting Vygotsky's speech internalization theory applies to learning disabilities.

    Area of Science:

    • Cognitive Psychology
    • Developmental Psychology
    • Special Education

    Background:

    • Vygotsky's theory of speech internalization explains cognitive development in young children.
    • The application of this theory to learning-disabled adolescents is less understood.
    • Self-verbalization is a cognitive strategy that may impact problem-solving skills.

    Purpose of the Study:

    • To investigate the effect of overt versus covert self-verbalization on the problem-solving abilities of learning-disabled high school students.
    • To explore the relevance of Vygotsky's internalization-of-speech theory for understanding cognitive limitations in disabled learners.

    Main Methods:

    • A study involving 18 high school students with learning disabilities.
    • Participants received instructions for either overt (speaking aloud) or covert (internal thought) self-verbalization during problem-solving tasks.

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  • Problem-solving performance was measured before and after the intervention.

    • Main Results:

    • Students instructed to verbalize overtly demonstrated significant improvements in problem-solving ability.
    • Students instructed to verbalize covertly did not show similar improvements.
    • The findings suggest a differential impact of overt versus covert self-verbalization.

    Conclusions:

    • Overt self-verbalization can enhance problem-solving skills in learning-disabled adolescents.
    • Vygotsky's concept of speech internalization appears relevant for understanding cognitive strategies and limitations in this population.
    • This research supports the use of explicit verbalization techniques in educational interventions for students with learning disabilities.