Inner Speech, Culture & Education

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.

• Chapter 1: The role of inner speech in educational processes.- PART I: Contributions Of Inner Speech Theory To Education.- Chapter 2: Constructing diversity in educational practice: The role of Inner Speech in Teacher Reflection.- Chapter 3: Private Speech of Multilingual English Learners: A Genetical/Developmental Approach.- Chapter 4: Relegated at the Margin: Visible Thinking, Visual Marginalia in Schooling.- Chapter 5: The Inner Speech and the Signification Processes in Group Piano Lesson.- Chapter 6: Inner speech, embodiment of play, and fleeting emotional transitions: Unpacking children’s belongings in a new country.- PART II: The Thought-Inner Speech Relationship: Empirical and Theoretical Discussion.- Chapter 7: Relationships between inner speech, concept development, and characteristics of vocalized responses.- Chapter 8: Between Beasts and Gods – Inner Speech as a Meta-Higher Psychological Function.- Chapter 9: Frequency, content, functions, and correlates of self-reported inner speech: A synthesis.- Chapter 10: Speaking for Thinking: “Thinking for Speaking” reconsidered.