Interfering with Inner Speech Selectively Disrupts Problem-Solving and is Linked with Real-World Executive Functioning

Wallace, Gregory L. and Peng, Cynthia and Williams, David M. (2017) Interfering with Inner Speech Selectively Disrupts Problem-Solving and is Linked with Real-World Executive Functioning. Journal of Speech, Language, and Hearing Research, 60 (12). pp. 3456-3460. ISSN 1092-4388. E-ISSN 1558-9102. (doi:https://doi.org/10.1044/2017_JSLHR-S-16-0376) (Full text available)

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http://dx.doi.org/10.1044/2017_JSLHR-S-16-0376

Abstract

Purpose: According to Vygotskian theory, verbal thinking serves to guide our behavior and underpins critical self-regulatory functions. Indeed, numerous studies now link inner speech usage with performance on tests of executive function. However, the selectivity of inner speech contributions to multi-factorial executive planning performance and links with real-world functioning are limited. Therefore, the present study seeks to fill this gap in our knowledge. Method: Fifty-one adults completed the Tower of London under two conditions: (1) articulatory suppression and (2) foot tapping as well as self-ratings of real-world executive functioning (utilizing the Behavior Rating Inventory of Executive Function-Adult version). Results: Interfering with inner speech selectively disrupted Tower of London performance over and above a simultaneous motor task (i.e., foot tapping). Furthermore, this selectivity in performance was linked with real-world self-monitoring. Conclusion: These results provide further evidence for specific links between verbal thinking and executive function (particularly using multifactorial tasks of planning) and suggest that inner speech might serve as a key intervention target in clinical disorders where executive function deficits are prominent.

Item Type: Article
Uncontrolled keywords: inner speech; executive function; planning; articulatory suppression; problem-solving
Subjects: B Philosophy. Psychology. Religion > BF Psychology
Divisions: Faculties > Social Sciences > School of Psychology > Developmental Psychology
Faculties > Social Sciences > School of Psychology
Depositing User: David Williams
Date Deposited: 17 Nov 2017 09:14 UTC
Last Modified: 05 Apr 2018 10:06 UTC
Resource URI: https://kar.kent.ac.uk/id/eprint/64515 (The current URI for this page, for reference purposes)
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