Author: Sánchez-Medina José-Antonio Alarcón-Rubio David Prieto-García José-Rafael
Publisher: Fundación Infancia y Aprendizaje
ISSN: 1578-4126
Source: Infancia y Aprendizaje, Vol.35, Iss.1, 2012-02, pp. : 99-110
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Abstract
According to Vygotsky, higher psychological processes, which distinguish us as a species, emerge from our ability to communicate with others from early childhood. This study's main objective is to observe the relationship between verbal mastery and development of the regulatory function of language in schoolchildren. With this aim, a battery of tests that measure the development of language, as the PPVT-R vocabulary test and the subscale of categories from the Wechsler's WPPSI-III intelligence test, have been administered to a sample of 82 students from infant and primary education (4-7 years of age) studying in western Andalusia public schools. These results were compared with those obtained in a task of sorting cards into categories to measure the production of private speech. The results show a high correlation between scores on the language measurement scales and the process of internalisation of private speech, which would demonstrate the importance of verbal mastery in cognitive development.
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