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.
Get full access to this article
View all access options for this article.
References
1.
GagnéR. M.SmithE. C.Jr.A study of the effects of verbalization on problem solving. Journal of Experimental Psychology, 1962, 63, 12–18.
2.
VygotskyL. S.Thought and language. Cambridge, MA: M.I.T. Press, 1962.
3.
WilderL.HarveyD. J.Overt and covert verbalization in problem solving. Speech Monographs, 1971, 38, 171–176.
4.
WilderL.LevinJ.A developmental study of prononucing responses in the discrimination learning of words and pictures. Journal of Experimental Child Psychology, 1973, 15, 278–286.
