Maryann J. Barry’s research while affiliated with University of Alabama and other places

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Publications (2)


Fig. . Distribution of children's private speech across each of the three contexts (SSA, LG, OUT), by age group.  
Fig. . Percentage of observations in which children used private speech in each of the three social contexts (alone, with peer(s), teacher present), by age group.  
Fig. . Distribution of children's private speech across the two types of children's activity (goal-directed, non goal-directed), by age group.  
Fig. . Distribution of children's private speech across the two temporal dimensions (same activity, new activity), by age group.  
Age-related changes in preschool children's systematic use of private speech in a natural setting
  • Article
  • Full-text available

November 2000

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829 Reads

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94 Citations

Journal of Child Language

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Maryann J. Barry

This study set out to explore the contexts in which preschool children use private speech, or self-talk, in the naturalistic setting of the preschool classroom, and age-related changes in the contexts in which preschoolers talk to themselves. A total of 2752 naturalistic observations of fourteen three-year-old and fourteen four-year-old children were conducted using a time-sampling procedure in two preschool classrooms over the course of one semester. Results from logistic regression analyses revealed that both age groups were (a) more likely to use private speech during the self-selected activity classroom context as opposed to both large group and outside free play classroom contexts, and (b) most likely to talk to themselves when alone, next likely in the presence of peers, and least likely when in the presence of a teacher. Although the probability of private speech among three-year-old children did not vary as a function of the child's immediate activity, four-year-old children's private speech was more likely to occur during sustained and focused goal-directed activity as opposed to rapidly-changing and non goal-directed activity. The findings suggest that private speech appears systematically in young children and that, in several ways, four-year-old children use private speech more selectively than three-year-olds.

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Components of Self Regulation in the Preschool Years: Developmental Stability, Validity, and Relationship to Classroom Behavior

January 1997

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16 Reads

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7 Citations

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J. Rene De Leon

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Kermit L. Carter

This study explored the inter-relationships and developmental stability of inhibitory motor control, attentional control, delay of gratification, and resistance to temptation with 32 preschool children, and related these components of self-regulation to children's behavior at home and in the classroom. The children completed the T.O.V.A. (Greenberg & Waldman, 1993), the Cookie Delay Task (Campbell et al., 1982), the Draw-a-Line Slowly task (Maccoby et al., 1965), and a Resistance to Temptation task (Campbell et al., 1994). Parents and teachers reported on children's social skills and behavior problems, and naturalistic observations of children's behavior in the preschool classroom were conducted. The self-regulation measures showed high validity in terms of their relation with children's behavior at school, poor to modest cross-measure correlations, and modest to moderate temporal stability. In general, children who had greater self-regulation had fewer behavior problems at school, demonstrated better social skills, had more positive and frequent peer interactions at school, and engaged more often in on-task classroom activities. Laboratory measures were more strongly related to children's classroom behavior than behavior at home and most relations observed strengthened with age. (Author/JPB)

Citations (2)


... Inhibitory control refers to the ability to plan and suppress inappropriate approach responses or to initiate and maintain unpleasant activities (Rothbart, 1989), and it involves regulation of emotion-related behaviors . Inhibitory control is related to lower levels of negative affectivity, particularly irritability , and appears to have important implications for active inhibition of antisocial behaviors and acquisition of prosocial behavior (Kochanska, 1997;Winsler et al., 1997). Effortful control is related to children's social competence, internalizing, and externalizing problems (e.g., Kochanska et al., 1996;Lengua, 2003;Olson, Sameroff, Kerr, Lopez, & Wellman, 2005;Rothbart, Ahadi, & Hershey, 1994). ...

Reference:

Effortful control as a moderator of the relation between contextual risk and growth in adjustment problems
Components of Self Regulation in the Preschool Years: Developmental Stability, Validity, and Relationship to Classroom Behavior
  • Citing Article
  • January 1997

... After peaking around 2-3 years (Nelson, 1989), utterance frequency decreases between 4-5 years of age and becomes more abbreviated, harder to discern, and predicated on context (Berk, 1992). As private speech becomes more differentiated from social speech, it is gradually internalized and integrated with covert activity (Winsler et al., 2000). This decline in overt private speech during a period of continued language learning does not necessarily mean that children decrease practicing their emerging language skills. ...

Age-related changes in preschool children's systematic use of private speech in a natural setting

Journal of Child Language