Abstract The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.
本研究采用自我决定理论(Ryan & Deci, 2017)的视角，探讨语言学习中建议与基本心理需求满足之间的联系，以及参与建议如何促进学习者的幸福感和成长。本研究通过关注建议对语言学习者的心理支持作用，解决了建议研究中的一个空白。本研究采用并行三角测量混合方法，对96名日语学习者的咨询体验进行了研究，采用了改编版的基本心理需求满意度和挫败感问卷(BPNSF;Chen et al.， 2015)以及对学习者自我报告的解释性分析。定量结果表明，建议被视为需求支持，而定性分析确定了自主功能，个人成长和关怀关系作为需求满足的先决条件的例子。综上所述，研究结果表明，在支持语言学习者的方式中，建议具有重要作用，可以巩固学习者的繁荣和提高学习者的幸福感。
{"title":"Sustaining language learner well-being and flourishing: A mixed-methods study exploring advising in language learning and basic psychological need support","authors":"Scott J. Shelton-Strong","doi":"10.2478/plc-2022-0020","DOIUrl":"https://doi.org/10.2478/plc-2022-0020","url":null,"abstract":"Abstract The present study takes a self-determination theory perspective (Ryan & Deci, 2017) to explore the connections linking advising in language learning and basic psychological need satisfaction, and ways participation in advising can enhance learner well-being and flourishing. This study addresses a gap in research into advising by focusing on its role as psychological support for the language learner. The study adopts a concurrent triangulation mixed-methods approach to explore the advising experience of 96 Japanese language learners using an adapted version of the basic psychological needs satisfaction and frustration questionnaire (BPNSF; Chen et al., 2015) alongside an interpretative analysis of learner self-reports. The quantitative results show advising perceived as need-supportive, while the qualitative analysis identified examples of autonomous functioning, personal growth, and caring relationships as antecedents of need satisfaction. Together the findings suggest advising has an important role in supporting language learners in ways that underpin flourishing and enhance learner well-being.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45088933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The effectiveness of asynchronous online discussions as a learning tool in higher education critically depends on the participants’ ability to create a cohesive social space. Referring to one another’s messages is a key way to display a sense of affiliation and solidarity, and contribute to the consolidation of the learning community. However, research has shown that students often fail to adequately exploit this dimension of the online forum, as it requires considerable involvement in the activity and is very time-consuming.In the current study, we examined references to previous posts in a set of online discussions held during a one-term undergraduate course. The overall frequency of citations was low, with slightly over half of the 885 analyzed posts containing at least one reference. While this seems to indicate that a large number of participants conceived the activity as hardly interactive, for those who did quote their classmates, the preferred practice was using their first names, although the more formal name+surname pattern increased in the second half of the course, possibly indicating an awareness of the academic character of the activity. If the frequency and kind of mutual references can be taken as a measure of how successful asynchronous online discussions can prove as a collaborative learning tool, our results invite deep reflection regarding task design to ensure that students and instructors understand their goals in the same way.
{"title":"Referring to other participants in asynchronous online discussions: Citation patterns in a higher education context","authors":"Mario Cal-Varela, Francisco J. Fernández-Polo","doi":"10.2478/plc-2022-17","DOIUrl":"https://doi.org/10.2478/plc-2022-17","url":null,"abstract":"Abstract The effectiveness of asynchronous online discussions as a learning tool in higher education critically depends on the participants’ ability to create a cohesive social space. Referring to one another’s messages is a key way to display a sense of affiliation and solidarity, and contribute to the consolidation of the learning community. However, research has shown that students often fail to adequately exploit this dimension of the online forum, as it requires considerable involvement in the activity and is very time-consuming.In the current study, we examined references to previous posts in a set of online discussions held during a one-term undergraduate course. The overall frequency of citations was low, with slightly over half of the 885 analyzed posts containing at least one reference. While this seems to indicate that a large number of participants conceived the activity as hardly interactive, for those who did quote their classmates, the preferred practice was using their first names, although the more formal name+surname pattern increased in the second half of the course, possibly indicating an awareness of the academic character of the activity. If the frequency and kind of mutual references can be taken as a measure of how successful asynchronous online discussions can prove as a collaborative learning tool, our results invite deep reflection regarding task design to ensure that students and instructors understand their goals in the same way.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41290645","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Paula Eugenia Barral, A. R. Miranda, M. V. Cortez, A. V. Scotta, E. A. Soria
Abstract During the postpartum period, women experience neurobiological and psychosocial variations that impact language functioning. Word production in verbal fluency tasks (VFTs) is a cognitive indicator of associative (semantic categorization and phonological analysis) and executive (inhibitory control and cognitive flexibility) processes. Also, a linguistic analysis allows for understanding production strategies (e.g., orthographic and use of rhymes), with multivariate statistics facilitating cluster identification of the most common words. Considering these approaches, this study aimed to optimize semantic and phonological VFT analysis for the identification of postpartum women’s mental lexicon using quantitative and qualitative scores. These outcomes were evaluated together with sociodemographic and reproductive data of 100 postpartum women (from Argentina). Mental lexicon description was statistically improved and showed that multiparous women clustered words more concisely than primiparous women, with increased correct words and better organizational strategies. In sum, female reproductive history improved VFT outcomes. The current results also show that factor analysis can optimize the neuropsychological study of language structuring.
{"title":"Examining qualitative and quantitative features of verbal fluency tasks to investigate the mental lexicon in postpartum women: A neuropsychological approach of executive functions applied to language","authors":"Paula Eugenia Barral, A. R. Miranda, M. V. Cortez, A. V. Scotta, E. A. Soria","doi":"10.2478/plc-2022-0021","DOIUrl":"https://doi.org/10.2478/plc-2022-0021","url":null,"abstract":"Abstract During the postpartum period, women experience neurobiological and psychosocial variations that impact language functioning. Word production in verbal fluency tasks (VFTs) is a cognitive indicator of associative (semantic categorization and phonological analysis) and executive (inhibitory control and cognitive flexibility) processes. Also, a linguistic analysis allows for understanding production strategies (e.g., orthographic and use of rhymes), with multivariate statistics facilitating cluster identification of the most common words. Considering these approaches, this study aimed to optimize semantic and phonological VFT analysis for the identification of postpartum women’s mental lexicon using quantitative and qualitative scores. These outcomes were evaluated together with sociodemographic and reproductive data of 100 postpartum women (from Argentina). Mental lexicon description was statistically improved and showed that multiparous women clustered words more concisely than primiparous women, with increased correct words and better organizational strategies. In sum, female reproductive history improved VFT outcomes. The current results also show that factor analysis can optimize the neuropsychological study of language structuring.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45323565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract YouTube is a popular social media platform that fosters the development of social bonds between viewers and YouTubers called parasocial relationships (PSR). These relationships might be associated with both viewer characteristics, such as social anxiety, and YouTuber video characteristics, such as self-disclosure. Additionally, PSR might be associated with the level of addiction to the platform. Data from 370 college students were extracted from a previous study and 360 videos of 72 YouTubers were coded to (a) explore the different dimensions of PSR and (b) examine a mediation model of YouTube addiction. The results support the existence of three PSR dimensions. The results also showed that PSR dimensions were associated with both viewers’ social anxiety and YouTubers’ evaluative self-disclosure. One PSR dimension was positively associated with YouTube addiction. This study encourages the development of qualitative studies to more precisely identify the different facets of PSR with social media figures.
{"title":"Parasocial relationships and YouTube addiction: The role of viewer and YouTuber video characteristics","authors":"Pierre de Bérail, C. Bungener","doi":"10.2478/plc-2022-0009","DOIUrl":"https://doi.org/10.2478/plc-2022-0009","url":null,"abstract":"Abstract YouTube is a popular social media platform that fosters the development of social bonds between viewers and YouTubers called parasocial relationships (PSR). These relationships might be associated with both viewer characteristics, such as social anxiety, and YouTuber video characteristics, such as self-disclosure. Additionally, PSR might be associated with the level of addiction to the platform. Data from 370 college students were extracted from a previous study and 360 videos of 72 YouTubers were coded to (a) explore the different dimensions of PSR and (b) examine a mediation model of YouTube addiction. The results support the existence of three PSR dimensions. The results also showed that PSR dimensions were associated with both viewers’ social anxiety and YouTubers’ evaluative self-disclosure. One PSR dimension was positively associated with YouTube addiction. This study encourages the development of qualitative studies to more precisely identify the different facets of PSR with social media figures.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47505263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
F. Biassoni, Martina Gnerre, Eleonora Malaspina, Sonia Di Tella, Isabella Anzuino, F. Baglio, M. Silveri
Abstract This study aimed to understand the impact of the prosodic deficit in Parkinson’s disease (PD) on the communicative effectiveness of vocal expression of emotion. Fourteen patients with PD and 13 healthy control subjects (HC) uttered the phrase “non è possible, non ora” (“It is not possible, not now”) six times reading different emotional narrations. Three experts evaluated the PD subjects’ vocal production in terms of their communicative effectiveness. The PD patients were divided into two groups: PD+ (with residual effectiveness) and PD− (with impaired effectiveness). The vocal productions were administered to 30 naïve listeners. They were requested to label the emotion they recognized and to make judgments about their communicative effectiveness. The PD speakers were perceived as less effective than the HC speakers in conveying emotions (especially fear and anger). The PD− group was the most impaired in the expression of emotion, suggesting that speech disorders impact differently at the same stage of the disease with varying degrees of severity.
摘要本研究旨在了解帕金森病(PD)韵律缺陷对声音情绪表达沟通有效性的影响。14名PD患者和13名健康对照者(HC)在阅读不同的情绪叙述时6次说出“non è possible, non ora”(“这是不可能的，不是现在”)。三位专家对PD受试者的发声效果进行了评估。PD患者分为两组:PD+(剩余有效性)和PD−(有效性受损)。声乐作品被分配给30名naïve听众。他们被要求给自己识别的情绪贴上标签，并对自己的沟通效果做出判断。PD演讲者被认为在表达情绪(尤其是恐惧和愤怒)方面不如HC演讲者有效。PD -组在情感表达方面受损最严重，这表明在疾病的同一阶段，不同程度的严重程度，语言障碍的影响是不同的。
{"title":"How does prosodic deficit impact naïve listeners recognition of emotion? An analysis with speakers affected by Parkinson’s disease","authors":"F. Biassoni, Martina Gnerre, Eleonora Malaspina, Sonia Di Tella, Isabella Anzuino, F. Baglio, M. Silveri","doi":"10.2478/plc-2022-0006","DOIUrl":"https://doi.org/10.2478/plc-2022-0006","url":null,"abstract":"Abstract This study aimed to understand the impact of the prosodic deficit in Parkinson’s disease (PD) on the communicative effectiveness of vocal expression of emotion. Fourteen patients with PD and 13 healthy control subjects (HC) uttered the phrase “non è possible, non ora” (“It is not possible, not now”) six times reading different emotional narrations. Three experts evaluated the PD subjects’ vocal production in terms of their communicative effectiveness. The PD patients were divided into two groups: PD+ (with residual effectiveness) and PD− (with impaired effectiveness). The vocal productions were administered to 30 naïve listeners. They were requested to label the emotion they recognized and to make judgments about their communicative effectiveness. The PD speakers were perceived as less effective than the HC speakers in conveying emotions (especially fear and anger). The PD− group was the most impaired in the expression of emotion, suggesting that speech disorders impact differently at the same stage of the disease with varying degrees of severity.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43360991","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Typing is a ubiquitous daily action for many individuals; yet, research on how these actions have changed our perception of language is limited. One such influence, deemed the QWERTY effect, is an increase in valence ratings for words typed more with the right hand on a traditional keyboard (Jasmin & Casasanto, 2012). Although this finding is intuitively appealing given both right-handed dominance and the smaller number of letters typed with the right hand, an extension and replication of the right-side advantage is warranted. The present paper re-examined the QWERTY effect expanding to other embodied cognition variables (Barsalou, 1999). First, we found that the right-side advantage is replicable to new valence stimuli. Further, when examining expertise, right-side advantage interacted with typing speed and typeability (i.e., alternating hand key presses or finger switches), portraying that both skill and procedural actions play a role in judgment of valence on words.
{"title":"An extension of the QWERTY effect: Not just the right hand, expertise and typeability predict valence ratings of words","authors":"E. Buchanan, K. D. Valentine, Addie Wilkowsky","doi":"10.2478/plc-2022-0005","DOIUrl":"https://doi.org/10.2478/plc-2022-0005","url":null,"abstract":"Abstract Typing is a ubiquitous daily action for many individuals; yet, research on how these actions have changed our perception of language is limited. One such influence, deemed the QWERTY effect, is an increase in valence ratings for words typed more with the right hand on a traditional keyboard (Jasmin & Casasanto, 2012). Although this finding is intuitively appealing given both right-handed dominance and the smaller number of letters typed with the right hand, an extension and replication of the right-side advantage is warranted. The present paper re-examined the QWERTY effect expanding to other embodied cognition variables (Barsalou, 1999). First, we found that the right-side advantage is replicable to new valence stimuli. Further, when examining expertise, right-side advantage interacted with typing speed and typeability (i.e., alternating hand key presses or finger switches), portraying that both skill and procedural actions play a role in judgment of valence on words.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69250753","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This paper reports the results of an experimental study with a between subject design (N = 122) whose aim was to compare irony comprehension rates in face-to-face (FTF) and computer-mediated communication (CMC), and examine the influence of paraverbal irony signals on irony identification rates. An irony comprehension test was intersemiotically translated to three conditions: FTF (n = 46), paraverbal signal-rich CMC (n = 30), and paraverbal signal-poor CMC (n = 46). The study adopted a relevance theoretic account of irony. There was a statistically significant difference between the signal-rich CMC and FTF conditions - irony identification rates were higher in the signal-rich CMC condition. The results are important since they suggest that paraverbal irony signals are not essential for correct irony identification if relevant contextual information is available, and the CMC medium is not only unlikely to be an obstacle in communicating the ironic intent, but with the addition of the medium-specific irony signals, may be significantly better.
{"title":"Testing the impact of paraverbal irony signals. Experimental study on verbal irony identification in face-to-face and computer-mediated communication","authors":"R. Ellis","doi":"10.2478/plc-2022-0004","DOIUrl":"https://doi.org/10.2478/plc-2022-0004","url":null,"abstract":"Abstract This paper reports the results of an experimental study with a between subject design (N = 122) whose aim was to compare irony comprehension rates in face-to-face (FTF) and computer-mediated communication (CMC), and examine the influence of paraverbal irony signals on irony identification rates. An irony comprehension test was intersemiotically translated to three conditions: FTF (n = 46), paraverbal signal-rich CMC (n = 30), and paraverbal signal-poor CMC (n = 46). The study adopted a relevance theoretic account of irony. There was a statistically significant difference between the signal-rich CMC and FTF conditions - irony identification rates were higher in the signal-rich CMC condition. The results are important since they suggest that paraverbal irony signals are not essential for correct irony identification if relevant contextual information is available, and the CMC medium is not only unlikely to be an obstacle in communicating the ironic intent, but with the addition of the medium-specific irony signals, may be significantly better.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43533265","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The current study aimed to investigate age-related differences in narrative abilities at the macrostructural and microstructural levels and to examine which microstructural aspects explain narrative macrostructure at ages six and eight. Oral narratives were elicited from 89 Croatian monolingual children using the Multilingual Assessment Instrument for Narratives (MAIN). At the microstructural level, the measure of lexical diversity D, clausal density, and mean length of clause were assessed. Macrostructure was assessed using the standardized MAIN scoring procedure. We found differences between the two age groups in lexical diversity, clausal density, and macrostructure, with eight-year-olds scoring higher on all measures. Variance in the macrostructure was explained to a significant extent by lexical diversity in the case of six-year-olds, and by both lexical diversity and clausal density in the case of eight-year-olds. Our results suggest that six-year-olds rely mostly on lexical abilities when telling a story, while eight-year-olds also draw on syntactic abilities.
{"title":"The relationship between narrative microstructure and macrostructure: Differences between six- and eight-year-olds","authors":"Sara Košutar, Matea Kramarić, Gordana Hržica","doi":"10.2478/plc-2022-0007","DOIUrl":"https://doi.org/10.2478/plc-2022-0007","url":null,"abstract":"Abstract The current study aimed to investigate age-related differences in narrative abilities at the macrostructural and microstructural levels and to examine which microstructural aspects explain narrative macrostructure at ages six and eight. Oral narratives were elicited from 89 Croatian monolingual children using the Multilingual Assessment Instrument for Narratives (MAIN). At the microstructural level, the measure of lexical diversity D, clausal density, and mean length of clause were assessed. Macrostructure was assessed using the standardized MAIN scoring procedure. We found differences between the two age groups in lexical diversity, clausal density, and macrostructure, with eight-year-olds scoring higher on all measures. Variance in the macrostructure was explained to a significant extent by lexical diversity in the case of six-year-olds, and by both lexical diversity and clausal density in the case of eight-year-olds. Our results suggest that six-year-olds rely mostly on lexical abilities when telling a story, while eight-year-olds also draw on syntactic abilities.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41980530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Polarization is generally considered as something undesirable that needs to be resolved. To reduce polarization, it is important to understand what processes cause it. Brandsma (2016) developed a framework that helps to understand the process of polarization. The framework also intends to formulate a communication strategy to address a polarized situation. The current study investigates how social media data as derived from a specific polarized case relates to Brandsma’s framework. Using Twitter data, we investigated the case of Black Pete in The Netherlands. Results provided support for the Brandsma framework. At the same time, this study provided additional, more nuanced insights into the subtle communicative aspect of polarization. Results showed that polarization is a process of change in which identity (“us” vs. “them”) as well as the issue itself (proponents vs. opponents) play an important role. By using these insights, the negative effects of polarization may be addressed differently. The key to reducing polarization lies in the ability to change while maintaining or developing the identity of groups that oppose each other.
{"title":"Understanding polarization: A case study of Black Pete in the Netherlands","authors":"Lidwien van de Wijngaert","doi":"10.2478/plc-2022-19","DOIUrl":"https://doi.org/10.2478/plc-2022-19","url":null,"abstract":"Abstract Polarization is generally considered as something undesirable that needs to be resolved. To reduce polarization, it is important to understand what processes cause it. Brandsma (2016) developed a framework that helps to understand the process of polarization. The framework also intends to formulate a communication strategy to address a polarized situation. The current study investigates how social media data as derived from a specific polarized case relates to Brandsma’s framework. Using Twitter data, we investigated the case of Black Pete in The Netherlands. Results provided support for the Brandsma framework. At the same time, this study provided additional, more nuanced insights into the subtle communicative aspect of polarization. Results showed that polarization is a process of change in which identity (“us” vs. “them”) as well as the issue itself (proponents vs. opponents) play an important role. By using these insights, the negative effects of polarization may be addressed differently. The key to reducing polarization lies in the ability to change while maintaining or developing the identity of groups that oppose each other.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45834198","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract Narrative ability is an important life-skill and mature narrators do not only provide information about actions and events when telling a story but also include the motivations, emotions and beliefs experienced by protagonists. It is rare for young children to spontaneously explain the beliefs of story characters but the reasons are unclear. In the current study, frog story data from 143 Swedish children aged 4–6 showed that children’s level of explicitness in conveying a fictional false belief was associated with referential narrative ability and use of mental vocabulary, but not to the ability to formulate embedded propositions. Socioeconomic status predicted level of explicitness, whereas no associations were found to age, sex or being multilingual. Future work should examine narrative practices in preschool and in the home more closely, enabling improved support to provide children with equal opportunities.
{"title":"Conveying a fictional false belief in narrative","authors":"Signe Tonér","doi":"10.2478/plc-2022-0011","DOIUrl":"https://doi.org/10.2478/plc-2022-0011","url":null,"abstract":"Abstract Narrative ability is an important life-skill and mature narrators do not only provide information about actions and events when telling a story but also include the motivations, emotions and beliefs experienced by protagonists. It is rare for young children to spontaneously explain the beliefs of story characters but the reasons are unclear. In the current study, frog story data from 143 Swedish children aged 4–6 showed that children’s level of explicitness in conveying a fictional false belief was associated with referential narrative ability and use of mental vocabulary, but not to the ability to formulate embedded propositions. Socioeconomic status predicted level of explicitness, whereas no associations were found to age, sex or being multilingual. Future work should examine narrative practices in preschool and in the home more closely, enabling improved support to provide children with equal opportunities.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49114747","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：