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A Vygotskian critique of self-instructional training

Published online by Cambridge University Press:  04 March 2009

Rafael M. Diaz  and
Laura E. Berk
Rafael M. Diaz*
Affiliation:
Stanford University
Laura E. Berk
Affiliation:
Illinois State University
*
Rafael M. Diaz, School of Education, Stanford University, Stanford, CA 94305.
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Abstract

Self-instructional training, a widely used intervention for treating the learning and behavioral difficulties of impulsive, attention deficit-hyperactivity disordered, and learning disabled children, has repeatedly failed to promote self-control or improve academic performance. In light of this failure, we critically examine four assumptions underlying self-instructional training: (a) children with learning and behavior problems show a lack and/or deficient use of self-regulatory private speech; (b) modeling of self-verbalizations will increase children's spontaneous production of private speech; (c) speech and action are intrinsically coordinated; and (d) internalization refers to subvocalization of private speech. We argue that self-instructional training interventions need to be thoroughly grounded in Soviet developmental theory of verbal self-regulation and in systematic research on the social origins and development of children's private speech. A new research agenda is suggested.

Type
Articles
Information
Development and Psychopathology , Volume 7 , Issue 2 , Spring 1995 , pp. 369 - 392
Copyright
Copyright © Cambridge University Press 1995

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