ABSTRACT
In order to determine how well the child could regulate the execution of motor responses with the aid of voiced speech and to analyze the relative role of the various components of external speech in this regulation, we put the child in different experimental settings, giving him different kinds of preparatory instructions. It is essential to analyze how the child's motor responses acquire the necessary flexibility under the influence of auxiliary speech afferentation, how they come to depend on a verbal instruction and not on the dynamics of the motor act itself or on a direct signal influence. In the simple-response experiments, a child's speech responses can overcome both direct subordination of movements to a signal and the excitatory irradiation that is characteristic of the child's neurodynamics.
