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Inner Speech, Culture & Education

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  • © 2022

Overview

  • Explores the role of internal speech in educational processes
  • Presents theoretical elaborations on inner speech
  • Addresses the phenomenon of internal speech from a cultural-semiotic perspective

Part of the book series: Cultural Psychology of Education (CPED, volume 15)

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About this book

This book is a compilation of theoretical and empirical advances related to the phenomenon of inner speech  in education, and is aimed at academics and researchers in the area of psychology, education and culture.

Inner speech has been a focus of multidisciplinary interest. It is a long-standing phenomenon of study in philosophy, psychology, and anthropology. Researchers from different disciplines have turned their efforts to understand this inherent experience of being "talking to oneself". In psychology, Vygotsky managed to develop a complete description of the phenomenon, giving rise to a great line of research related to inner speech in the human experience.

This book derives from an international research program, related to cultural psychology, socio-constructivism, developmental psychology and education. It opens the door for new debates and emerging ideas.

Keywords

Table of contents (10 chapters)

  1. Contributions of Inner Speech Theory to Education

  2. The Thought-Inner Speech Relationship: Empirical and Theoretical Discussion

Editors and Affiliations

  • Department of Psychology, Universidad del Desarrollo, Santiago, Chile

    Pablo Fossa

About the editor

Pablo Fossa is researcher at the Faculty of Psychology, Universidad del Desarrollo, Chile. He received a PhD degree in psychology at Pontificia Universidad Católica de Chile and a PostDoc by National Commission of Scientific and Technological Research (CONICYT) of Chile. Currently, he is a PhD© in Philosophy at the University of Navarra, Spain. Pablo does research in Cognition, Cultural Psychology and Phenomenology.

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