Abstract
The present study examined a method whereby different perspectives on cognitive mediation, notably verbal mediation and Vygotsky's cognitive development, can be integrated. Four groups of 10 each kindergarten and first-grade subjects received different verbal training and then were tested on tasks like those used by Luria. During training, one of the two experimental groups practiced verbalizations both relevant to and congruent with the subsequent test-task. The other experimental group practiced verbalizations relevant but antagonistic to the test-task. The two control groups practiced verbalizations irrelevant to the subsequent test-task. Using an identical test-task for all groups avoided the confounding of effect of mediation with differences in tasks present in many replications of Luria's work. Results supported Luria's' contention that covert speech could direct behavior but also indicated a facilitative effect of mediation compatible with verbal mediation theory. The present study is discussed as a possible experimental analogue for the development of impulsive responding as well as a useful approach to measuring cognitive mediation.
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