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Inner Speech (inner + speech)
Selected AbstractsSuppressing Inner Speech in ESL Reading: Implications for Developmental Changes in Second Language Word Recognition ProcessesMODERN LANGUAGE JOURNAL, Issue 4 2009SHIGEO KATO The effect of articulatory suppression on second language (L2) visual sentence comprehension and its relation to L2 reading proficiency and lower level processing efficiency were investigated in a series of experiments using 64 college-level Japanese English as a second language learners as participants. The results supported the hypothesis that increased reading proficiency requires developmental changes in lower level skills; namely a greater degree of L2 reading proficiency requires greater orthographic processing skills. This is especially pronounced for the groups comprising proficient and less proficient readers. With regard to proficient readers, there were significant intercorrelations among sentence processing performance under suppression, reading comprehension score, and orthographic skills; however, none of these relationships were significant with less proficient readers. In contrast, phonological processing continued to make a significant contribution with proficient readers under suppression. This confounding outcome implies that a simple choice between phonological and direct-visual coding strategies does not fully explain the L2 reading process under articulatory suppression. [source] ,Seeing voices': fused visual/auditory verbal hallucinations reported by three persons with schizophrenia-spectrum disorderACTA PSYCHIATRICA SCANDINAVICA, Issue 4 2006R. E. Hoffman Objective:, The neurocognitive basis of verbal/auditory hallucinations remains uncertain. A leading hypothesis is that these hallucinations correspond to ordinary inner speech mislabeled as non-self. However, some studies suggest pathogenic activation of receptive language neurocircuitry as the cause. A form of visualized verbal hallucinations not previously reported in the literature is described that may shed light on this controversy. Method:, Review of three cases. Results:, Two patients described visual hallucinations of speech-like lip and mouth movements fused with simultaneous auditory verbal hallucinations superimposed on perceptions of faces of actual persons in their immediate environment. A third patient described similar experiences incorporated into visual hallucinations of human figures who also exhibited finger and hand movements corresponding to American Sign Language. Conclusion:, These fused, multimodal verbal hallucinations seem unlikely to be due to inner speech mislabeled as non-self, and instead suggest top-down re-shaping of activation in visual processing brain centers by pathogenically active receptive language neurocircuitry. [source] The magnocellular theory of developmental dyslexiaDYSLEXIA, Issue 1 2001John Stein Abstract Low literacy is termed ,developmental dyslexia' when reading is significantly behind that expected from the intelligence quotient (IQ) in the presence of other symptoms,incoordination, left,right confusions, poor sequencing,that characterize it as a neurological syndrome. 5,10% of children, particularly boys, are found to be dyslexic. Reading requires the acquisition of good orthographic skills for recognising the visual form of words which allows one to access their meaning directly. It also requires the development of good phonological skills for sounding out unfamiliar words using knowledge of letter sound conversion rules. In the dyslexic brain, temporoparietal language areas on the two sides are symmetrical without the normal left-sided advantage. Also brain ,warts' (ectopias) are found, particularly clustered round the left temporoparietal language areas. The visual magnocellular system is responsible for timing visual events when reading. It therefore signals any visual motion that occurs if unintended movements lead to images moving off the fovea (,retinal slip'). These signals are then used to bring the eyes back on target. Thus, sensitivity to visual motion seems to help determine how well orthographic skill can develop in both good and bad readers. In dyslexics, the development of the visual magnocellular system is impaired: development of the magnocellular layers of the dyslexic lateral geniculate nucleus (LGN) is abnormal; their motion sensitivity is reduced; many dyslexics show unsteady binocular fixation; hence poor visual localization, particularly on the left side (left neglect). Dyslexics' binocular instability and visual perceptual instability, therefore, can cause the letters they are trying to read to appear to move around and cross over each other. Hence, blanking one eye (monocular occlusion) can improve reading. Thus, good magnocellular function is essential for high motion sensitivity and stable binocular fixation, hence proper development of orthographic skills. Many dyslexics also have auditory/phonological problems. Distinguishing letter sounds depends on picking up the changes in sound frequency and amplitude that characterize them. Thus, high frequency (FM) and amplitude modulation (AM) sensitivity helps the development of good phonological skill, and low sensitivity impedes the acquisition of these skills. Thus dyslexics' sensitivity to FM and AM is significantly lower than that of good readers and this explains their problems with phonology. The cerebellum is the head ganglion of magnocellular systems; it contributes to binocular fixation and to inner speech for sounding out words, and it is clearly defective in dyslexics. Thus, there is evidence that most reading problems have a fundamental sensorimotor cause. But why do magnocellular systems fail to develop properly? There is a clear genetic basis for impaired development of magnocells throughout the brain. The best understood linkage is to the region of the Major Histocompatibility Complex (MHC) Class 1 on the short arm of chromosome 6 which helps to control the production of antibodies. The development of magnocells may be impaired by autoantibodies affecting the developing brain. Magnocells also need high amounts of polyunsaturated fatty acids to preserve the membrane flexibility that permits the rapid conformational changes of channel proteins which underlie their transient sensitivity. But the genes that underlie magnocellular weakness would not be so common unless there were compensating advantages to dyslexia. In developmental dyslexics there may be heightened development of parvocellular systems that underlie their holistic, artistic, ,seeing the whole picture' and entrepreneurial talents. Copyright © 2001 John Wiley & Sons, Ltd. [source] The essential role of Broca's area in imitationEUROPEAN JOURNAL OF NEUROSCIENCE, Issue 5 2003Marc Heiser Abstract The posterior sector of Broca's area (Brodmann area 44), a brain region critical for language, may have evolved from neurons active during observation and execution of manual movements. Imaging studies showing increased Broca's activity during execution, imagination, imitation and observation of hand movements support this hypothesis. Increased Broca's activity in motor task, however, may simply be due to inner speech. To test whether Broca's area is essential to imitation, we used repetitive transcranial magnetic stimulation (rTMS), which is known to transiently disrupt functions in stimulated areas. Subjects imitated finger key presses (imitation) or executed finger key presses in response to spatial cues (control task). While performing the tasks, subjects received rTMS over the left and right pars opercularis of the inferior frontal gyrus (where Brodmann area 44 is probabilistically located) and over the occipital cortex. There was significant impairment in imitation, but not in the control task, during rTMS over left and right pars opercularis compared to rTMS over the occipital cortex. This suggests that Broca's area is a premotor region essential to finger movement imitation. [source] Experiencing Conversations: Bridging the Gap between Discourse and ActivityJOURNAL FOR THE THEORY OF SOCIAL BEHAVIOUR, Issue 3 2008ANNALISA SANNINO ABSTRACT The article introduces the Vygotskian tradition in the realist theoretical discussion of the structure-agency problem. Archer's concept of internal conversation is discussed in terms of internalization and externalization of conversational dynamics. The article addresses in particular the methodological issue of observing how external events trigger internal use of language, and how these internal dynamics are externalized. The experience of talk is proposed as a conceptual key to the understanding of internal conversations and of the relation between structured activity and agency. The experience of talk is defined with the help of the notions of emotional experience, personal sense and inner speech, as they are conceptualized in activity theory and in particular in the works of L.S. Vygotsky and A.N. Leont'ev. Students' experiences of critical conversational events with teachers are analyzed on the basis of written autobiographical accounts. The experience of talk emerges from the analysis as a form of emotional experience in which the horizon of the individual's subjective view relates to specific circumstances external to the individual. Autobiographical accounts of critical conversations are suggested as a type of data which allows access to the experience of talk. [source] Spenser's ,goodly thought': Heroides 15 and The Teares of the MusesRENAISSANCE STUDIES, Issue 3 2008James Harmer ABSTRACT Ovid's Heroides are engaged by Edmund Spenser's complaint poem The Teares of the Muses (published 1591). Spenser makes use of a shard of text from Heroides 15 (Sappho to Phaon) in an effort to represent the origins of self-consciousness as revealed in the instant of poetic inspiration. At the centre of this representation of Spenser's is the existence of a voice inside the head out of which first emerges the thinking of new thoughts. The sixteenth-century editorial recensions of the well known crux contained in the lines from Heroides 15 with which Spenser engages point to the frisson of such inner speech. Correspondingly, the dialectical quality of the Heroides as voices seeking responses is exploited by Spenser's intertextual poetics in his representation of the momentary fulfilment of a newly created thought. In the resulting display of the immanent origins of self-consciousness, Spenser's Heroides enable his quest to reveal the present source from which a sense of self might develop across past and future; such a development being a major preoccupation of his poetic career. [source] | |||||||||||||