By David B. Ellis (1/20/26)
A central distinction in action-focused speaking is the dramatic difference between the speed of human thinking and the speed of external expression. This distinction was first introduced in Becoming a Master Student and later refined through learning-through-action teaching and communicating. [1].
Human thinking operates at extraordinary speed. Cognition is fast, compressed, while consisting of fragments of language, images, emotions, memories, intentions, and bodily sensations occurring simultaneously. When translated into verbal equivalents, this cognitive activity reasonably exceeds well over 2,000 words per minute [2].
Spoken language unfolds at a far slower and more predictable pace. Across conversation, teaching, and public speaking, most people speak at fewer than 200 words per minute [3]. This slower pace is not a limitation; it is a functional advantage.
Speaking forces rapid, unstructured cognition into sequence and structure. This aligns directly with the principle that meaningful change occurs when thinking is converted into observable action [4].
Typing introduces a further level of cognitive slowing. Casual typing typically occurs between 40 and 60 words per minute, while skilled typists may type faster under ideal conditions [5].
When typing well—meaning composing a thoughtful paper or structured explanation—speed drops sharply as attention shifts to organization, word choice, and revision. In this mode, production commonly falls below 20 words per minute [6].
Handwriting further illustrates the relationship between speed and cognitive depth. Casual handwriting often occurs around 15 to 25 words per minute, while thoughtful handwriting frequently slows to fewer than 10 words per minute [7].
These slower rates are not inefficiencies. They are mechanisms. Each reduction in speed increases embodiment, reflection, and learning. Speaking structures thought, typing refines it, writing disciplines it, and handwriting deepens retention even more. [8].
References
[1] Ellis, D. (1981). Becoming a Master Student. Boston, MA: Houghton Mifflin.
[2] Korba, R. J. (1990). The rate of inner speech. Perceptual and Motor Skills, 71(3), 1083–1090.
[3] Levelt, W. J. M. (1989). Speaking: From intention to articulation. Cambridge, MA: MIT Press.
[4] Dewey, J. (1938). Experience and education. New York, NY: Macmillan.
[5] Salthouse, T. A. (1986). Perceptual, cognitive, and motoric aspects of typing. Psychological Bulletin, 99(3), 303–319.
[6] Flower, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32(4), 365–387.
[7] Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard. Psychological Science, 25(6), 1159–1168.
[8] Jenkins, H. (n.d.). Counseling approaches emphasizing emotional processing and release.
