Abstract Bilingual partnerships (Piller & Pavlenko, 2004) and transnational families (Hirsch & Lee, 2018) are on the rise. With mothers spending more time with their children at home, even in dual career partnerships (Hochschild & Machung, 1989), the labor of family language policy (FLP) implementation often falls on them. While increasingly more new hires in academia are women (Finkelstein, Seal, & Schuster, 1998), only 31% of them are mothers (Perna, 2003). In this work, we examine the dominant discourses regarding bilingualism and FLP among academic mothers who find themselves at an intersection of multiple and often competing social positions. Data was collected from 46 academic mothers residing in linguistically-different host societies but all whom gather in an online community they have co-created. Data collection procedure included 22 open-ended questions exploring bilingualism and FLP orientations. Iterative and recursive content analysis was performed, yielding thematic patterns centering around language ideologies, practices, and bilinguality.
{"title":"Academic Mothers’ Definitions of Bilingualism, Bilinguality, and Family Language Policies","authors":"Tijana Hirsch, Orly Kayam","doi":"10.2478/plc-2020-0002","DOIUrl":"https://doi.org/10.2478/plc-2020-0002","url":null,"abstract":"Abstract Bilingual partnerships (Piller & Pavlenko, 2004) and transnational families (Hirsch & Lee, 2018) are on the rise. With mothers spending more time with their children at home, even in dual career partnerships (Hochschild & Machung, 1989), the labor of family language policy (FLP) implementation often falls on them. While increasingly more new hires in academia are women (Finkelstein, Seal, & Schuster, 1998), only 31% of them are mothers (Perna, 2003). In this work, we examine the dominant discourses regarding bilingualism and FLP among academic mothers who find themselves at an intersection of multiple and often competing social positions. Data was collected from 46 academic mothers residing in linguistically-different host societies but all whom gather in an online community they have co-created. Data collection procedure included 22 open-ended questions exploring bilingualism and FLP orientations. Iterative and recursive content analysis was performed, yielding thematic patterns centering around language ideologies, practices, and bilinguality.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47706031","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}
G. Le Maner-Idrissi, Sandrine Le Sourn Bissaoui, V. Dardier, M. Codet, Nathalie Botte-Bonneton, F. Delahaye, Virginie Laval, M. Aguert, G. Tan-Bescond, B. Godey
Abstract We examined the understanding of emotional speech by deaf children with cochlear implant (CI). Thirty deaf children with CI and 60 typically developing controls (matched on chronological age or hearing age) performed a computerized task featuring emotional prosody, either embedded in a discrepant context or without any context at all. Across the task conditions, the deaf participants with CI scored lower on the prosody-bases responses than their peers matched on chronological age or hearing age. Additionally, we analyzed the effect of age on determining correct prosody-based responses and we found that hearing age was a predictor of the accuracy of prosody-based responses. We discuss these findings with respect to delay in prosody and intermodal processing. Future research should aim to specify the nature of the cognitive processes that would be required to process prosody.
{"title":"Emotional Speech Comprehension in Deaf Children with Cochlear Implant","authors":"G. Le Maner-Idrissi, Sandrine Le Sourn Bissaoui, V. Dardier, M. Codet, Nathalie Botte-Bonneton, F. Delahaye, Virginie Laval, M. Aguert, G. Tan-Bescond, B. Godey","doi":"10.2478/plc-2020-0003","DOIUrl":"https://doi.org/10.2478/plc-2020-0003","url":null,"abstract":"Abstract We examined the understanding of emotional speech by deaf children with cochlear implant (CI). Thirty deaf children with CI and 60 typically developing controls (matched on chronological age or hearing age) performed a computerized task featuring emotional prosody, either embedded in a discrepant context or without any context at all. Across the task conditions, the deaf participants with CI scored lower on the prosody-bases responses than their peers matched on chronological age or hearing age. Additionally, we analyzed the effect of age on determining correct prosody-based responses and we found that hearing age was a predictor of the accuracy of prosody-based responses. We discuss these findings with respect to delay in prosody and intermodal processing. Future research should aim to specify the nature of the cognitive processes that would be required to process prosody.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46769987","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 present research aims at finding to what extent social-pragmatic cues that conflict with mutual exclusivity lead preschoolers to exclude a novel object as a referent for a novel word. Sixty early and late 3-year-old preschoolers randomly participated in one of the three conditions. In the first condition, preschoolers’ tendency to select an unfamiliar object for an unfamiliar word is investigated in the absence of social-pragmatic cues that contradict mutual exclusivity. The second condition is aimed to investigate if partial social-pragmatic cues, such as pointing towards a familiar object, interfere with mutual exclusivity. In the third condition, pointing towards a familiar object is accompanied by gazing alternately between the familiar object and preschoolers to investigate whether preschoolers abandon or still honor mutual exclusivity. The results indicate that in the absence of any social-pragmatic cues, preschoolers use a familiar object as a cue leading them to match a novel object with a novel word. Partial cues such as pointing towards familiar objects do not make any significant difference in preschoolers’ familiar/unfamiliar object selection for an unfamiliar word. If both of the social-pragmatic cues are available, preschoolers suspend mutual exclusivity in indirect word learning situations.
{"title":"Conflicting Nature of Social-Pragmatic Cues with Mutual Exclusivity Regarding Three-Year-Olds’ Label-Referent Mappings","authors":"M. Yıldız","doi":"10.2478/plc-2020-0008","DOIUrl":"https://doi.org/10.2478/plc-2020-0008","url":null,"abstract":"Abstract The present research aims at finding to what extent social-pragmatic cues that conflict with mutual exclusivity lead preschoolers to exclude a novel object as a referent for a novel word. Sixty early and late 3-year-old preschoolers randomly participated in one of the three conditions. In the first condition, preschoolers’ tendency to select an unfamiliar object for an unfamiliar word is investigated in the absence of social-pragmatic cues that contradict mutual exclusivity. The second condition is aimed to investigate if partial social-pragmatic cues, such as pointing towards a familiar object, interfere with mutual exclusivity. In the third condition, pointing towards a familiar object is accompanied by gazing alternately between the familiar object and preschoolers to investigate whether preschoolers abandon or still honor mutual exclusivity. The results indicate that in the absence of any social-pragmatic cues, preschoolers use a familiar object as a cue leading them to match a novel object with a novel word. Partial cues such as pointing towards familiar objects do not make any significant difference in preschoolers’ familiar/unfamiliar object selection for an unfamiliar word. If both of the social-pragmatic cues are available, preschoolers suspend mutual exclusivity in indirect word learning situations.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47457825","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 research aimed to perform linguistic analysis of the statements of experts and novices in the arts concerning figurative paintings from the 16th to 19th century of different aesthetic value under different instructions. The experts were selected based on a formal criterion of education in visual arts. Based on previous research, the paintings were divided into three groups: beautiful, not beautiful and controversial. The participants viewed them from different points of view defined by seven instructions. The Linguistic Inquiry Word Count (LIWC) was used to measure the connotation of statements in emotional and cognitive terms. Hypotheses, according to which the statements of novices are marked more with emotional, and those of experts more with cognitive processes, were only partially confirmed. It turned out that the emotional or cognitive connotation of statements concerning paintings is mostly modified by the point from which they are viewed and their aesthetic value.
{"title":"Linguistic Analysis of Statements Concerning Paintings Viewed Under Different Instructions by Experts and Novices in the Visual Arts","authors":"Piotr Francuz, A. Szymańska, Marcin Wojtasiński","doi":"10.2478/plc-2019-0016","DOIUrl":"https://doi.org/10.2478/plc-2019-0016","url":null,"abstract":"Abstract This research aimed to perform linguistic analysis of the statements of experts and novices in the arts concerning figurative paintings from the 16th to 19th century of different aesthetic value under different instructions. The experts were selected based on a formal criterion of education in visual arts. Based on previous research, the paintings were divided into three groups: beautiful, not beautiful and controversial. The participants viewed them from different points of view defined by seven instructions. The Linguistic Inquiry Word Count (LIWC) was used to measure the connotation of statements in emotional and cognitive terms. Hypotheses, according to which the statements of novices are marked more with emotional, and those of experts more with cognitive processes, were only partially confirmed. It turned out that the emotional or cognitive connotation of statements concerning paintings is mostly modified by the point from which they are viewed and their aesthetic value.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44469038","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 There has been little research conducted on the use of figurative language in parents' input provided by caregivers in child-directed speech during the first four years of the child's life. The aim of the described study was to check (a) how often ironic comments are present in child-directed speech when the interaction takes place between a mother and a child aged 4 and below and (b) what types of ironic comments children of this age are exposed to. In order to answer these questions, ironic utterances were identified in the videos of 50 hours of recordings that included mother-child interactions of five children aged 2;10‒3;05, available through the CHILDES ‒ Providence Data (Demuth, Culbertson, & Alter, 2006; MacWhinney, 2007). The extracts were then assessed by competent judges to make sure the identified instances met the criteria for verbal irony (Dynel, 2014). Results suggest that irony is present in the mother's language used while interacting with her child, with a significant number of comments where the child seems not to be the actual addressee of the message, but rather the overhearer. The ironic utterances identified during the interactions included mostly references to the child's behavior or being overwhelmed. The most common ironic markers present in these utterances were rhetorical questions and hyperboles.
{"title":"Children's Exposure to Irony in the First Four Years of Their Life: What We Learn About the Use of Ironic Comments by Mothers from the Analysis of the Providence Corpus of Childes","authors":"N. Banasik-Jemielniak","doi":"10.2478/plc-2019-0001","DOIUrl":"https://doi.org/10.2478/plc-2019-0001","url":null,"abstract":"Abstract There has been little research conducted on the use of figurative language in parents' input provided by caregivers in child-directed speech during the first four years of the child's life. The aim of the described study was to check (a) how often ironic comments are present in child-directed speech when the interaction takes place between a mother and a child aged 4 and below and (b) what types of ironic comments children of this age are exposed to. In order to answer these questions, ironic utterances were identified in the videos of 50 hours of recordings that included mother-child interactions of five children aged 2;10‒3;05, available through the CHILDES ‒ Providence Data (Demuth, Culbertson, & Alter, 2006; MacWhinney, 2007). The extracts were then assessed by competent judges to make sure the identified instances met the criteria for verbal irony (Dynel, 2014). Results suggest that irony is present in the mother's language used while interacting with her child, with a significant number of comments where the child seems not to be the actual addressee of the message, but rather the overhearer. The ironic utterances identified during the interactions included mostly references to the child's behavior or being overwhelmed. The most common ironic markers present in these utterances were rhetorical questions and hyperboles.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44100204","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}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_1
S. Kennison
{"title":"What is Psycholinguistics?","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_1","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_1","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76825041","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 presents an overview of chosen concepts of irony as a communicative unit in the repertoire of the speaker. It adopts a framework of narration with emphasis on how minds in interactions co-construct meanings. Irony, which means more than it says, is always used with a specific attitude attached. Irony is thus an act of narrating the speakers’ mind, but in the speaker-hearer meaning perspective. Due to the fact that there is no narration without a text and no irony without narration, this paper links the Theory of Narrative Line and Narrative Field (Bokus, 1991, 1996, 1998) with a few selected views on the theory of irony (e.g., Clark and Gerrig, 1984; Sperber and Wilson, 1981, 1984) and research results. It also explains how the Cooperation Principle (Grice, 1975) is flouted and again recreated in the process of sharing meanings. Further, we refer to linguistic bias (Maass et al., 1989) and highlight perspective shifting in narration, which can change along the ‘narrative line’ and within the ‘narrative field.’ This paper builds a platform for combining the theories of irony with fields of narration. This perspective situates irony as a vehicle hinged in dialectics between the explicit and the implicit, the like and the dislike, the truth and the falsehood, the praise and the criticism. All of these can be read from irony.
摘要本文综述了反语作为交际单位在说话人的语言表达中所选择的反语概念。它采用了一种叙事框架，强调心灵在互动中如何共同构建意义。反讽意味着比它说的更多，它总是带有一种特定的态度。因此，反讽是一种叙述说话者思想的行为，但是以说话者和听话者的意义角度来叙述的。由于没有文本就没有叙述，没有叙述就没有反讽，本文将叙述线和叙述场理论(Bokus, 1991,1996,1998)与反讽理论的一些观点(如Clark and Gerrig, 1984;Sperber和Wilson, 1981,1984)和研究成果。这也解释了合作原则(Grice, 1975)是如何在分享意义的过程中被蔑视和再创造的。此外，我们提到了语言偏见(Maass et al.， 1989)，并强调了叙事中的视角转移，这种视角转移可以沿着“叙事线”和“叙事场”发生变化。本文为反讽理论与叙事领域的结合搭建了一个平台。这种观点将反讽作为一种工具，在明示与隐含、喜欢与不喜欢、真与假、赞扬与批评之间的辩证法中铰接在一起。所有这些都可以从讽刺中解读出来。
{"title":"A Short Etude on Irony in Storytelling","authors":"Anna Milanowicz","doi":"10.2478/plc-2019-0002","DOIUrl":"https://doi.org/10.2478/plc-2019-0002","url":null,"abstract":"Abstract This paper presents an overview of chosen concepts of irony as a communicative unit in the repertoire of the speaker. It adopts a framework of narration with emphasis on how minds in interactions co-construct meanings. Irony, which means more than it says, is always used with a specific attitude attached. Irony is thus an act of narrating the speakers’ mind, but in the speaker-hearer meaning perspective. Due to the fact that there is no narration without a text and no irony without narration, this paper links the Theory of Narrative Line and Narrative Field (Bokus, 1991, 1996, 1998) with a few selected views on the theory of irony (e.g., Clark and Gerrig, 1984; Sperber and Wilson, 1981, 1984) and research results. It also explains how the Cooperation Principle (Grice, 1975) is flouted and again recreated in the process of sharing meanings. Further, we refer to linguistic bias (Maass et al., 1989) and highlight perspective shifting in narration, which can change along the ‘narrative line’ and within the ‘narrative field.’ This paper builds a platform for combining the theories of irony with fields of narration. This perspective situates irony as a vehicle hinged in dialectics between the explicit and the implicit, the like and the dislike, the truth and the falsehood, the praise and the criticism. All of these can be read from irony.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45904755","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}
Pub Date : 2019-01-01DOI: 10.1057/978-1-137-54527-5_9
S. Kennison
{"title":"Social Aspects of Language Use","authors":"S. Kennison","doi":"10.1057/978-1-137-54527-5_9","DOIUrl":"https://doi.org/10.1057/978-1-137-54527-5_9","url":null,"abstract":"","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80967076","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 Children’s emotional and mental worlds are often influenced by their experiences with companion animals. This study explored 77 (50 g; 27 b) 6- to 12-year-old children’s empathy; perceived companion animal friendship, comfort, and bonding; and mental state talk in conversations about their interactions with their companion animal. Children completed self-report questionnaires and responded to two moral stories about companion animals. Results showed that higher levels of children’s mental state talk were related with high levels of empathy for companion animals. Compared to boys, girls reported significantly stronger companion animal friendships, and that they received more comfort from their companion animals. Results also showed that, for girls only, higher levels of perceived companion animal friendship were related to higher levels of emotional comfort received. The findings can inform humane education programs that promote mental state talk, moral agency, and relationships.
{"title":"Children’s Mental State Talk, Empathy, and Attachments to Companion Animals","authors":"S. Bosacki, C. Tardif-Williams","doi":"10.2478/plc-2019-0013","DOIUrl":"https://doi.org/10.2478/plc-2019-0013","url":null,"abstract":"Abstract Children’s emotional and mental worlds are often influenced by their experiences with companion animals. This study explored 77 (50 g; 27 b) 6- to 12-year-old children’s empathy; perceived companion animal friendship, comfort, and bonding; and mental state talk in conversations about their interactions with their companion animal. Children completed self-report questionnaires and responded to two moral stories about companion animals. Results showed that higher levels of children’s mental state talk were related with high levels of empathy for companion animals. Compared to boys, girls reported significantly stronger companion animal friendships, and that they received more comfort from their companion animals. Results also showed that, for girls only, higher levels of perceived companion animal friendship were related to higher levels of emotional comfort received. The findings can inform humane education programs that promote mental state talk, moral agency, and relationships.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41859666","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 What is a metaphoric picture of a “well-doer” made of? In a study devoted to the development of the ability to use metaphorical descriptions of humans, I tried to establish the semantic fields of four target metaphors: Human-Apple Tree, Human-Sun, Human-Cup, Human-Dolphin. Over 300 young adults (the exact number depending on the stimuli), both men and women aged 19-26, were asked to decipher the metaphors’ meanings. The results were obtained mainly by qualitative analysis, with frequency counts of clusters containing synonymous meanings. The results indicate that, while creating imaginary characteristics of ‘“kind humans,” young adults focus on three factors: benefactor provides help (which takes various, but consistent forms: he/she gives hope, an ear to listen to one’s problems, shares fruits of work, provides warmth and joy, etc.), benefactor’s mental stability (as opposed to sudden changes of mood, which is associated with weakness), benefactor’s skill of merging cheerfulness and tranquility. The semantic fields of stimuli addressed to kindness are more complex than the ones connected with evil. Goodness may be associated with wisdom, maturity, generosity, with both inactivity and vividness. Beauty seems to be less important than was expected. The results may serve for developmental comparisons.
{"title":"Metaphorical Descriptions of Well-Doers","authors":"Ewa Dryll","doi":"10.2478/plc-2019-0015","DOIUrl":"https://doi.org/10.2478/plc-2019-0015","url":null,"abstract":"Abstract What is a metaphoric picture of a “well-doer” made of? In a study devoted to the development of the ability to use metaphorical descriptions of humans, I tried to establish the semantic fields of four target metaphors: Human-Apple Tree, Human-Sun, Human-Cup, Human-Dolphin. Over 300 young adults (the exact number depending on the stimuli), both men and women aged 19-26, were asked to decipher the metaphors’ meanings. The results were obtained mainly by qualitative analysis, with frequency counts of clusters containing synonymous meanings. The results indicate that, while creating imaginary characteristics of ‘“kind humans,” young adults focus on three factors: benefactor provides help (which takes various, but consistent forms: he/she gives hope, an ear to listen to one’s problems, shares fruits of work, provides warmth and joy, etc.), benefactor’s mental stability (as opposed to sudden changes of mood, which is associated with weakness), benefactor’s skill of merging cheerfulness and tranquility. The semantic fields of stimuli addressed to kindness are more complex than the ones connected with evil. Goodness may be associated with wisdom, maturity, generosity, with both inactivity and vividness. Beauty seems to be less important than was expected. The results may serve for developmental comparisons.","PeriodicalId":20768,"journal":{"name":"Psychology of Language and Communication","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48494644","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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