Abstract While solving tasks that test their intelligence, children suffering from developmental language disorders (DLD) usually receive lower scores than their typically developing (TD) peers. The present study aimed to assess how children with DLD solve typical nonverbal tasks. Sixty-five children (ages 6-9 years), monolingual users of the Polish language, participated in this study (34 with DLD, 31 TD). The Test of Language Development (TLD) was used to assess language development. Three tasks from the ABC II Kaufmann were used: triangles, story completion, and conceptual thinking. Children with DLD scored significantly lower than TD children in conceptual thinking and story completion. Scores on the triangles test did not correlate significantly with scores on the linguistic tests, whereas conceptual thinking and story completion were highly intercorrelated. While solving the task that required choosing an object that does not match other objects, children with DLD frequently selected different answers than TD children.
{"title":"How children with developmental language disorders solve nonverbal tasks","authors":"Agnieszka Maryniak","doi":"10.2478/plc-2022-0008","DOIUrl":"https://doi.org/10.2478/plc-2022-0008","url":null,"abstract":"Abstract While solving tasks that test their intelligence, children suffering from developmental language disorders (DLD) usually receive lower scores than their typically developing (TD) peers. The present study aimed to assess how children with DLD solve typical nonverbal tasks. Sixty-five children (ages 6-9 years), monolingual users of the Polish language, participated in this study (34 with DLD, 31 TD). The Test of Language Development (TLD) was used to assess language development. Three tasks from the ABC II Kaufmann were used: triangles, story completion, and conceptual thinking. Children with DLD scored significantly lower than TD children in conceptual thinking and story completion. Scores on the triangles test did not correlate significantly with scores on the linguistic tests, whereas conceptual thinking and story completion were highly intercorrelated. While solving the task that required choosing an object that does not match other objects, children with DLD frequently selected different answers than TD children.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"26 1","pages":"154 - 168"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43658672","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}
{"title":"Language, Computer-Mediated Communication and Humanities: Editorial for the special issue of Psychology of Language and Communication","authors":"Lidwien van de Wijngaert","doi":"10.2478/plc-2022-12","DOIUrl":"https://doi.org/10.2478/plc-2022-12","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"26 1","pages":"269 - 272"},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45321248","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 contributes to the current line of research that examines how participants interactionally engage in simultaneous multiple courses of actions. It looks into how institutional interactants jointly integrate two concurrent engagements: talk and note-taking. It builds upon video recordings of naturally occurring monitoring visits in Denmark, where social supervision representatives interview foster parents and facility leaders and simultaneously take notes on their laptop computers. Data suggest that talk and note-taking concur very commonly, that is, representatives take notes extensively while the other party talks. The paper investigates three factors that advance our knowledge about interactional reasons why this dual engagement can take place so commonly. First, when initiating concurring writing or talk, both parties orient towards simultaneous engagement in the two activities as appropriate. Second, whilst writing, representatives verbally display recipiency to talk, which prompt speakers to continue. Third, representatives frequently suspend the act of writing in order to briefly face the speakers, which they similarly treat as an encouragement to continue.
{"title":"Interactional integration of talk and note-taking","authors":"S. B. Nielsen","doi":"10.2478/plc-2021-0007","DOIUrl":"https://doi.org/10.2478/plc-2021-0007","url":null,"abstract":"Abstract This paper contributes to the current line of research that examines how participants interactionally engage in simultaneous multiple courses of actions. It looks into how institutional interactants jointly integrate two concurrent engagements: talk and note-taking. It builds upon video recordings of naturally occurring monitoring visits in Denmark, where social supervision representatives interview foster parents and facility leaders and simultaneously take notes on their laptop computers. Data suggest that talk and note-taking concur very commonly, that is, representatives take notes extensively while the other party talks. The paper investigates three factors that advance our knowledge about interactional reasons why this dual engagement can take place so commonly. First, when initiating concurring writing or talk, both parties orient towards simultaneous engagement in the two activities as appropriate. Second, whilst writing, representatives verbally display recipiency to talk, which prompt speakers to continue. Third, representatives frequently suspend the act of writing in order to briefly face the speakers, which they similarly treat as an encouragement to continue.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"145 - 167"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41594687","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}
Cassandra Foursha-Stevenson, Katy-Ann Blacker, Jennifer B. Austin, G. A. Van de Walle
Abstract Two-year olds’ comprehension of pronouns in transitive sentences was examined. Previously, children at this age have been shown to comprehend transitive sentences containing full nouns and pronouns in subject position (Gertner et. al. 2006; Hirsh-Pasek & Golinkoff 1996;), but little is known about when children begin to comprehend the nominative and accusative case in pronouns. Using a preferential looking task, we found that 27-month-old children were able to comprehend transitive, grammatical sentences that had subject-verb-object (SVO) word order and nominative pronouns in subject position or accusative pronouns in object position, but 19-month-old children did not demonstrate this comprehension. Furthermore, neither group showed a consistent interpretation for ungrammatical sentences containing pronouns, in contrast to adult participants. Our results suggest that the ability to use pronouns as an aid to understanding transitive sentences develops by 27 months, before children are capable of producing these pronouns in their own speech.
{"title":"Who is kissing whom? Two-year-olds’ comprehension of pronouns, case and word order","authors":"Cassandra Foursha-Stevenson, Katy-Ann Blacker, Jennifer B. Austin, G. A. Van de Walle","doi":"10.2478/plc-2021-0002","DOIUrl":"https://doi.org/10.2478/plc-2021-0002","url":null,"abstract":"Abstract Two-year olds’ comprehension of pronouns in transitive sentences was examined. Previously, children at this age have been shown to comprehend transitive sentences containing full nouns and pronouns in subject position (Gertner et. al. 2006; Hirsh-Pasek & Golinkoff 1996;), but little is known about when children begin to comprehend the nominative and accusative case in pronouns. Using a preferential looking task, we found that 27-month-old children were able to comprehend transitive, grammatical sentences that had subject-verb-object (SVO) word order and nominative pronouns in subject position or accusative pronouns in object position, but 19-month-old children did not demonstrate this comprehension. Furthermore, neither group showed a consistent interpretation for ungrammatical sentences containing pronouns, in contrast to adult participants. Our results suggest that the ability to use pronouns as an aid to understanding transitive sentences develops by 27 months, before children are capable of producing these pronouns in their own speech.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"4 - 28"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42995729","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}
Lisa Andréen, Martyna A. Galazka, N. Hadjikhani, S. Jeuris, P. Masulli, J. Å. Johnels
Abstract Many individuals with autism report that eye contact makes them stressed or uncomfortable. Besides expressing their right to respect for neurodiverse ways of nonverbal communication, some autistic individuals also express the wish to improve their capacity to tolerate eye contact. In the current study, five autistic adults completed a 21- to 28-day computerized program that combines psychoeducation with graduated exposure to eye contact through photos. Interview data, questionnaires, gaze patterns, and psychophysiological measures indexing stress and arousal (pupillary and galvanic skin response levels) were collected to monitor and evaluate outcomes. At intake, discomfort resulting from eye contact in everyday life was described as overwhelming and multifaceted. Post-training data showed that observed increases in eye contact were not happening at the expense of heightened arousal. These results provide information about the (complex) nature of eye gaze discomfort in autism while pointing toward promising techniques to increase discomfort tolerance.
{"title":"Developing tolerance to eye contact in autism: A feasibility study with adults using behavioral, interview, and psychophysiological data","authors":"Lisa Andréen, Martyna A. Galazka, N. Hadjikhani, S. Jeuris, P. Masulli, J. Å. Johnels","doi":"10.2478/plc-2021-0011","DOIUrl":"https://doi.org/10.2478/plc-2021-0011","url":null,"abstract":"Abstract Many individuals with autism report that eye contact makes them stressed or uncomfortable. Besides expressing their right to respect for neurodiverse ways of nonverbal communication, some autistic individuals also express the wish to improve their capacity to tolerate eye contact. In the current study, five autistic adults completed a 21- to 28-day computerized program that combines psychoeducation with graduated exposure to eye contact through photos. Interview data, questionnaires, gaze patterns, and psychophysiological measures indexing stress and arousal (pupillary and galvanic skin response levels) were collected to monitor and evaluate outcomes. At intake, discomfort resulting from eye contact in everyday life was described as overwhelming and multifaceted. Post-training data showed that observed increases in eye contact were not happening at the expense of heightened arousal. These results provide information about the (complex) nature of eye gaze discomfort in autism while pointing toward promising techniques to increase discomfort tolerance.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"240 - 263"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41374848","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 analyses politicians’ selection of adverbs of certainty and extreme case formulations (ECFs) in both the 1975 Referendum and the Brexit (2016). This analysis helped discover if politicians in the 1975 Referendum and the Brexit: (a) framed a similar or different reality through their discourse choices and (b) used the same types of adverbs of certainty and ECFs and with the same frequency. For this purpose, we contrasted both the time (the 1975 Referendum vs. the Brexit) and the position (Anti-Europe vs. Pro-Europe). The corpus was made up of eight different recordings. Four of them were about the Brexit and four about the 1975 Referendum. In the case of the Brexit corpus, two recordings were Pro-Europe, two were Anti-Europe, and the same was in the case of the 1975 Referendum corpus.
{"title":"Commitment to the truth or defensive stance? Political strategies in the Brexit contest","authors":"Isabel Iñigo-Mora","doi":"10.2478/plc-2021-0006","DOIUrl":"https://doi.org/10.2478/plc-2021-0006","url":null,"abstract":"Abstract This paper analyses politicians’ selection of adverbs of certainty and extreme case formulations (ECFs) in both the 1975 Referendum and the Brexit (2016). This analysis helped discover if politicians in the 1975 Referendum and the Brexit: (a) framed a similar or different reality through their discourse choices and (b) used the same types of adverbs of certainty and ECFs and with the same frequency. For this purpose, we contrasted both the time (the 1975 Referendum vs. the Brexit) and the position (Anti-Europe vs. Pro-Europe). The corpus was made up of eight different recordings. Four of them were about the Brexit and four about the 1975 Referendum. In the case of the Brexit corpus, two recordings were Pro-Europe, two were Anti-Europe, and the same was in the case of the 1975 Referendum corpus.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"120 - 144"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45205624","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}
Lucas Federico Sterpin, Sofía Soledad Ortiz, Jésica Formoso, J. P. Barreyro
Abstract Successful text comprehension results in a coherent mental model of the situation being described. To achieve this, the reader has to infer certain information by connecting parts of the text to their prior knowledge. An important construct involved in this process is vocabulary knowledge, usually divided into breadth and depth. We conducted a meta-analysis on 23 studies, and explored the fit of five different models to establish an effect size of both dimensions of vocabulary on inference making, as well as its developmental trajectory in children aged 3-12. We found a significant and moderate effect of vocabulary knowledge of both modalities. Vocabulary type was not a significant moderator, but age was, meaning that there was a similar effect for both breadth and depth and that the strength of the correlations decreased with age. Heterogeneity was high overall, meaning that more moderators should be assessed in future studies.
{"title":"The role of vocabulary knowledge on inference generation: A meta-analysis","authors":"Lucas Federico Sterpin, Sofía Soledad Ortiz, Jésica Formoso, J. P. Barreyro","doi":"10.2478/plc-2021-0008","DOIUrl":"https://doi.org/10.2478/plc-2021-0008","url":null,"abstract":"Abstract Successful text comprehension results in a coherent mental model of the situation being described. To achieve this, the reader has to infer certain information by connecting parts of the text to their prior knowledge. An important construct involved in this process is vocabulary knowledge, usually divided into breadth and depth. We conducted a meta-analysis on 23 studies, and explored the fit of five different models to establish an effect size of both dimensions of vocabulary on inference making, as well as its developmental trajectory in children aged 3-12. We found a significant and moderate effect of vocabulary knowledge of both modalities. Vocabulary type was not a significant moderator, but age was, meaning that there was a similar effect for both breadth and depth and that the strength of the correlations decreased with age. Heterogeneity was high overall, meaning that more moderators should be assessed in future studies.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"168 - 193"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46480703","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}
{"title":"Editorial: Same mission, new standards","authors":"K. Hansen","doi":"10.2478/plc-2021-0001","DOIUrl":"https://doi.org/10.2478/plc-2021-0001","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"1 - 3"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42116195","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 Patient-perpetrated workplace violence (WPV) in healthcare is common. Although communication skills trainings are helpful, they may be strengthened by having a theoretical framework to improve replicability across contexts. This study developed and conducted an initial test of a training framed by Communication Accommodation Theory (CAT) using longitudinal mixed-methods surveys of healthcare professionals in an American primary care clinic to increase their self-efficacy, patient cooperation, and use of CAT strategies to de-escalate patient aggression. Results of the intervention indicate that the CAT training significantly increased professionals’ efficacy and reported patient cooperation over time. Findings showed that those who reported using more of the five CAT strategies also reported situations that they were able to de-escalate effectively. This initial test of a CAT training to prevent WPV demonstrates promise for the applicability of CAT strategies to de-escalate patient aggression, and the need to scale and test these trainings in settings that experience high WPV levels.
{"title":"Managing patient aggression in healthcare: Initial testing of a communication accommodation theory intervention","authors":"Rachyl Pines, H. Giles, B. Watson","doi":"10.2478/plc-2021-0004","DOIUrl":"https://doi.org/10.2478/plc-2021-0004","url":null,"abstract":"Abstract Patient-perpetrated workplace violence (WPV) in healthcare is common. Although communication skills trainings are helpful, they may be strengthened by having a theoretical framework to improve replicability across contexts. This study developed and conducted an initial test of a training framed by Communication Accommodation Theory (CAT) using longitudinal mixed-methods surveys of healthcare professionals in an American primary care clinic to increase their self-efficacy, patient cooperation, and use of CAT strategies to de-escalate patient aggression. Results of the intervention indicate that the CAT training significantly increased professionals’ efficacy and reported patient cooperation over time. Findings showed that those who reported using more of the five CAT strategies also reported situations that they were able to de-escalate effectively. This initial test of a CAT training to prevent WPV demonstrates promise for the applicability of CAT strategies to de-escalate patient aggression, and the need to scale and test these trainings in settings that experience high WPV levels.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"62 - 81"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41657816","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 response time and accuracy of processing verbal and nonverbal stimuli may predict the desired outcome of an event. Few studies have examined the psycholinguistic evidence of the speed-accuracy trade-off in the processing of political information to predict the outcome of an election. Therefore, we analysed the perceptual time and accuracy of two major political party names: the Indian National Congress (INC) and Bharatiya Janata Party (BJP), and their respective symbols before the Indian election 2019. Our results demonstrated that the pre-election perceptual accuracy to party symbol and name was positively linear to the index of high proportional vote share of the winning party, BJP. The high response accuracy and time for the BJP name correlated with voters’ familiarity of it, thereby establishing a link between response results and parties’ vote shares.
{"title":"Processing of party symbols and names predicts the results of 2019 Indian parliamentary election: Analysing psycholinguistic behavioural incongruency effects","authors":"Shashikanta Tarai, Arindam Bit, Roopak Kumar, Anbu Savekar","doi":"10.2478/plc-2021-0012","DOIUrl":"https://doi.org/10.2478/plc-2021-0012","url":null,"abstract":"Abstract The response time and accuracy of processing verbal and nonverbal stimuli may predict the desired outcome of an event. Few studies have examined the psycholinguistic evidence of the speed-accuracy trade-off in the processing of political information to predict the outcome of an election. Therefore, we analysed the perceptual time and accuracy of two major political party names: the Indian National Congress (INC) and Bharatiya Janata Party (BJP), and their respective symbols before the Indian election 2019. Our results demonstrated that the pre-election perceptual accuracy to party symbol and name was positively linear to the index of high proportional vote share of the winning party, BJP. The high response accuracy and time for the BJP name correlated with voters’ familiarity of it, thereby establishing a link between response results and parties’ vote shares.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":"25 1","pages":"264 - 295"},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43245340","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}
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