Listening to Inner Speech: Can Students Listen to Themselves Think?
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| Title: | Listening to Inner Speech: Can Students Listen to Themselves Think? |
|---|---|
| Language: | English |
| Authors: | Robson, Deborah C., Young, Raymond |
| Source: | International Journal of Listening. 2007 21(1):1-13. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 13 |
| Publication Date: | 2007 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Inner Speech (Subvocal), Grade Point Average, Questionnaires, Statistical Analysis, Measures (Individuals), Student Attitudes, College Students, Attention, Correlation |
| DOI: | 10.1080/10904010709336842 |
| ISSN: | 1090-4018 |
| Abstract: | Ninety students at a state university completed questionnaires about use of inner speech dealing with consequential matters, routine matters, and during study. Items were included about media's role in their study environments. Reliable measures were developed for use of inner speech during routine matters, consequential matters, and during study. Regression results revealed that inner speech for consequential matters explained more of the variance of inner speech during study than inner speech for routine matters and that the reported frequency of study in quiet conditions significantly contributed to the variance of inner speech during study. Analysis of variance results showed that students with higher grade point averages found that quiet interfered less with listening to inner speech than did students with lower grade point averages. |
| Abstractor: | As Provided |
| Number of References: | 20 |
| Entry Date: | 2010 |
| Accession Number: | EJ877682 |
| Database: | ERIC |
| Abstract: | Ninety students at a state university completed questionnaires about use of inner speech dealing with consequential matters, routine matters, and during study. Items were included about media's role in their study environments. Reliable measures were developed for use of inner speech during routine matters, consequential matters, and during study. Regression results revealed that inner speech for consequential matters explained more of the variance of inner speech during study than inner speech for routine matters and that the reported frequency of study in quiet conditions significantly contributed to the variance of inner speech during study. Analysis of variance results showed that students with higher grade point averages found that quiet interfered less with listening to inner speech than did students with lower grade point averages. |
|---|---|
| ISSN: | 1090-4018 |
| DOI: | 10.1080/10904010709336842 |
