Pub Date : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.sar
Mehdi Sarkhosh, Mehdi Gaed Rahmat
The relative clause Attachment preferences of female Persian learners of English were investigated regarding their age and modes of presentation (online/offline and holistic/segmented). 50 female native speakers of Persian ranging in age from 15 to 25 participated in the study. The instruments used in the present research included two tests of ambiguous sentences: 1) a grammaticality judgment test, and 2) the main test which was presented in three separate forms: a) Offline, b) online complete presentation (timed) and c) online segment by segment sentence (Self-Paced). This study used the method employed by Kim and Christianson (2013) for determining the attachment preferences of the participants. The results revealed that the participants' age affected the attachment preferences significantly in that adolescents had a clear determiner phrase 1 preference. There was also a statistically significant difference among the three modes of presenting the materials. The findings revealed that learners transferred their attachment strategies from their mother tongue to English, which provided support for transfer hypothesis. The research findings on whether L2 learners can achieve native like patterns of ambiguity resolution is still less than conclusive and findings seem to suggest that L2 learners apply parsing strategies which are less automatized than native speakers and even at odds with some studies reporting no transfer of L1 parsing strategies. Language teachers should make their learners cognizant of relative clause attachment preferences in English to avert their transfer of their mother tongue strategies in determining the antecedents of the relative clauses.
{"title":"On the Impact of Mode of Presentation and Age on Parsing Structurally Ambiguous Relative Clauses","authors":"Mehdi Sarkhosh, Mehdi Gaed Rahmat","doi":"10.29038/eejpl.2023.10.1.sar","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.sar","url":null,"abstract":"The relative clause Attachment preferences of female Persian learners of English were investigated regarding their age and modes of presentation (online/offline and holistic/segmented). 50 female native speakers of Persian ranging in age from 15 to 25 participated in the study. The instruments used in the present research included two tests of ambiguous sentences: 1) a grammaticality judgment test, and 2) the main test which was presented in three separate forms: a) Offline, b) online complete presentation (timed) and c) online segment by segment sentence (Self-Paced). This study used the method employed by Kim and Christianson (2013) for determining the attachment preferences of the participants. The results revealed that the participants' age affected the attachment preferences significantly in that adolescents had a clear determiner phrase 1 preference. There was also a statistically significant difference among the three modes of presenting the materials. The findings revealed that learners transferred their attachment strategies from their mother tongue to English, which provided support for transfer hypothesis. The research findings on whether L2 learners can achieve native like patterns of ambiguity resolution is still less than conclusive and findings seem to suggest that L2 learners apply parsing strategies which are less automatized than native speakers and even at odds with some studies reporting no transfer of L1 parsing strategies. Language teachers should make their learners cognizant of relative clause attachment preferences in English to avert their transfer of their mother tongue strategies in determining the antecedents of the relative clauses.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42645867","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.zas
L. Zasiekina, O. Kokun, Iryna Hlova, Martha J. Bojko
Moral injury (MI) is one of the main emotional distress in military personnel. Findings suggest that in wartime there are an endless number of potentially morally injurious events, which determine maladaptive cognitions, moral emotions of guilt and shame, and inefficient behaviour. Notwithstanding the strong association between MI and post-traumatic stress disorder (PTSD) recognized in the number of studies, there is still a gap of accurate data aligned with identifying the differences between MI and PTSD in terms of treatment and healing. This study aims to establish conceptual boundaries of moral injury, post-traumatic stress disorder and systematically review the empirical literature on them in military personnel. Specifically, we explored and summarized co-occurrence of MI and PTSD in military personnel and evaluated the association between MI and PTSD, as well with other emotional distress. The results indicate that the key aspects of comparison of MI and PTSD include definition and symptomology, measurement, neural underpinning, and treatment. Considering the consequences of poor social well-being, emotional sufferings and inefficient behavioral patterns, treatments focusing on MI separately from PTSD-focused models are much needed. Acknowledgements This study is a part of the Moral Injury and Healing of Combatants: Neuropsychological Correlates and Psychological Interventions project funded by the Ministry of Education and Science of Ukraine (2022-2023). Disclosure statement No potential conflict of interest was reported by the authors.
{"title":"Defining conceptual boundaries of moral injury and post-traumatic stress disorder in military population: A systematic review","authors":"L. Zasiekina, O. Kokun, Iryna Hlova, Martha J. Bojko","doi":"10.29038/eejpl.2023.10.1.zas","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.zas","url":null,"abstract":"\u0000Moral injury (MI) is one of the main emotional distress in military personnel. Findings suggest that in wartime there are an endless number of potentially morally injurious events, which determine maladaptive cognitions, moral emotions of guilt and shame, and inefficient behaviour. Notwithstanding the strong association between MI and post-traumatic stress disorder (PTSD) recognized in the number of studies, there is still a gap of accurate data aligned with identifying the differences between MI and PTSD in terms of treatment and healing. This study aims to establish conceptual boundaries of moral injury, post-traumatic stress disorder and systematically review the empirical literature on them in military personnel. Specifically, we explored and summarized co-occurrence of MI and PTSD in military personnel and evaluated the association between MI and PTSD, as well with other emotional distress. The results indicate that the key aspects of comparison of MI and PTSD include definition and symptomology, measurement, neural underpinning, and treatment. Considering the consequences of poor social well-being, emotional sufferings and inefficient behavioral patterns, treatments focusing on MI separately from PTSD-focused models are much needed. \u0000\u0000\u0000Acknowledgements\u0000This study is a part of the Moral Injury and Healing of Combatants: Neuropsychological Correlates and Psychological Interventions project funded by the Ministry of Education and Science of Ukraine (2022-2023).\u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.\u0000","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45147931","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.osi
Viktoriya Osidak, M.B. Natsiuk, Kari Vogt
Ukraine is a multilingual country whose language policy strives to promote language diversity. However, foreign language teaching is predominantly based on monolingual practice and languages are taught in isolation from one another in a foreign language classroom. These facts lead to realizing that language teachers should be trained in order to be able to promote their students' multilingualism through employing their multilingual resources. Before the multilingual training or programme design, it is essential to evaluate teachers' multilingual beliefs and teaching practices to make targeted and informed changes. The paper describes the evolution of the questionnaire to explore Ukrainian university language teachers' beliefs about multilingualism and multilingual practices. For this purpose, a detailed insight into the phases and steps of the questionnaire development is presented. This comprises scrutiny of theory-based evidence to map the constituents of language teacher multilingualism, the description of how critical concepts for the study were identified and how relevant content for each part of the questionnaire was generated. In addition, the questionnaire's verification process is described in detail, including item analysis carried out with Cronbach's Alpha to verify the internal consistency of the items, participants' feedback and expert's opinion to explore content validity and participants' feedback to check feasibility. The study invited 37 language teachers from different European and Ukrainian universities to complete the pilot questionnaire. The preliminary results of the pilot version are discussed, and a finalized version of the questionnaire is offered. In addition, this study adds to the knowledge of teachers' current perspectives on practices in multilingual education. Funding This study was funded by the Volkswagen Foundation Research Programme. Disclosure statement No potential conflict of interest was reported by the authors.
{"title":"Creating a Questionnaire to Explore Language Teacher Multilingual Beliefs and Practices","authors":"Viktoriya Osidak, M.B. Natsiuk, Kari Vogt","doi":"10.29038/eejpl.2023.10.1.osi","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.osi","url":null,"abstract":"Ukraine is a multilingual country whose language policy strives to promote language diversity. However, foreign language teaching is predominantly based on monolingual practice and languages are taught in isolation from one another in a foreign language classroom. These facts lead to realizing that language teachers should be trained in order to be able to promote their students' multilingualism through employing their multilingual resources. Before the multilingual training or programme design, it is essential to evaluate teachers' multilingual beliefs and teaching practices to make targeted and informed changes. The paper describes the evolution of the questionnaire to explore Ukrainian university language teachers' beliefs about multilingualism and multilingual practices. For this purpose, a detailed insight into the phases and steps of the questionnaire development is presented. This comprises scrutiny of theory-based evidence to map the constituents of language teacher multilingualism, the description of how critical concepts for the study were identified and how relevant content for each part of the questionnaire was generated. In addition, the questionnaire's verification process is described in detail, including item analysis carried out with Cronbach's Alpha to verify the internal consistency of the items, participants' feedback and expert's opinion to explore content validity and participants' feedback to check feasibility. The study invited 37 language teachers from different European and Ukrainian universities to complete the pilot questionnaire. The preliminary results of the pilot version are discussed, and a finalized version of the questionnaire is offered. In addition, this study adds to the knowledge of teachers' current perspectives on practices in multilingual education.\u0000Funding\u0000This study was funded by the Volkswagen Foundation Research Programme.\u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49418338","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.pen
B. Peña-Acuña
This article recomposes the background of this theme during the decade 2001 to 2011. This study aims to discover ten main current research trends of performance in second language from 2012 to 2022. It will search scientific articles in the Social Science Citation Index (WOS) and in the Educational Resources Information Center (ERIC) databases and discover which are emergently compared to the previous decade. Finally, the study discusses these topic trends, other alternates and transversal-related issues. It presents a critical vision of the state-of-the-art of the last 20 years, considering reference publications. The method is a documentary review that selects ten scientific articles from the last decade to discover deep trends. This documentary methodology differs from a systematic bibliographic review in that it allows selecting and delving deeper into the qualitative content of the articles. The WOS database is the most relevant and prestigious database that collects journals. Thanks to the quality system implemented, the articles published in these journals included in this WOS database ensure significant studies that ensure scientific contributions and discoveries in the field. The main results are ten recurring topic trends with the previous decade on language learning programs, evaluation, teaching strategies, communication and psychological approach, digital devices, teacher action, cognitive approach, speaking performance, motivation and instructional performance language. The major conclusions highlight emerging interdisciplinary approaches to different variables and the adaptive study of emerging technologies, such as AI, without great interest in linguistic or economic policy issues. However, searches on other academic platforms find a broader open debate for two decades with other contextual parameters about economic factors and language policy, such as the literacy of immigrants in L2 as a factor of social and economic interest, the formal programming of a second language in institutions to obtain employment, especially in the professional framework of international mobility. This means that the WOS database collects general trends in this investigated topic. However, it only partially collects the breadth of scientific interest generated as a result of the needs of the socio-economic context. Funding This work belongs to the R+D+I Project, funded by a national state call titled Multiliteracies for adult at-risk learners of additional languages (Multi-Lits). It is supported by the Spanish Ministry of Science and Innovation and the State Research Agency [PID2020-113460RB-I00].
{"title":"Trending Topics about Performance in Second Language Learning","authors":"B. Peña-Acuña","doi":"10.29038/eejpl.2023.10.1.pen","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.pen","url":null,"abstract":"This article recomposes the background of this theme during the decade 2001 to 2011. This study aims to discover ten main current research trends of performance in second language from 2012 to 2022. It will search scientific articles in the Social Science Citation Index (WOS) and in the Educational Resources Information Center (ERIC) databases and discover which are emergently compared to the previous decade. Finally, the study discusses these topic trends, other alternates and transversal-related issues. It presents a critical vision of the state-of-the-art of the last 20 years, considering reference publications. The method is a documentary review that selects ten scientific articles from the last decade to discover deep trends. This documentary methodology differs from a systematic bibliographic review in that it allows selecting and delving deeper into the qualitative content of the articles. The WOS database is the most relevant and prestigious database that collects journals. Thanks to the quality system implemented, the articles published in these journals included in this WOS database ensure significant studies that ensure scientific contributions and discoveries in the field. The main results are ten recurring topic trends with the previous decade on language learning programs, evaluation, teaching strategies, communication and psychological approach, digital devices, teacher action, cognitive approach, speaking performance, motivation and instructional performance language. The major conclusions highlight emerging interdisciplinary approaches to different variables and the adaptive study of emerging technologies, such as AI, without great interest in linguistic or economic policy issues. However, searches on other academic platforms find a broader open debate for two decades with other contextual parameters about economic factors and language policy, such as the literacy of immigrants in L2 as a factor of social and economic interest, the formal programming of a second language in institutions to obtain employment, especially in the professional framework of international mobility. This means that the WOS database collects general trends in this investigated topic. However, it only partially collects the breadth of scientific interest generated as a result of the needs of the socio-economic context.\u0000Funding\u0000This work belongs to the R+D+I Project, funded by a national state call titled Multiliteracies for adult at-risk learners of additional languages (Multi-Lits). It is supported by the Spanish Ministry of Science and Innovation and the State Research Agency [PID2020-113460RB-I00]. ","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48612877","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.gub
Mohammed Nour Abu Guba, Bassil Mashaqba, A. Huneety, Khalid Alshdifat
Speech errors are an important source of information to understand language processing and production. Earlier research focused on different types of errors including semantic and phonological errors while malapropisms, which refer to slips of the tongue involving whole word substitutions that share phonological similarities but are not related semantically, have not received adequate attention in the Arabic language. Drawing on malapropisms in Jordanian Arabic, we bring evidence on the supremacy of suprasegmental phonological aspects in Arabic phonology. This is unexpected as stress in Arabic is non-phonemic and fully predictable, besides Arabic rhythm is much less stress-timed than that of Germanic languages. Data was collected from spontaneous speech over a period of three years. Results showed that malapropisms share the primary stress position, the number of syllables and the word rhythmic pattern with the target words. To a lesser degree, the target and the error share the same rime and initial segments. Findings suggest that suprasegmental features are very crucial in Arabic phonology, like in Indo-European languages. Evidence suggests that formal similarity that is based on the syllabic and metrical structure of words plays a significant role in language processing and the organization of the mental lexicon in Arabic, which suggests that this is a language universal. Furthermore, our findings do not agree with earlier claims that Arabic has a flat syllabic structure. Rather, evidence suggests that Arabic, like English, has a hierarchical syllable structure, which seems to represent another language universal. More research on other Arabic dialects is recommended to corroborate these findings. Disclosure statement No potential conflict of interest was reported by the authors. * Corresponding author: Mohammed Nour Abu Guba, 0000-0002-5007-6439 mabu-gub@sharjah.ac.ae
言语错误是理解语言加工和产生的重要信息来源。早期的研究集中在不同类型的错误上，包括语义和语音错误，而误读在阿拉伯语中没有得到足够的重视，误读指的是涉及整个单词替换的语音相似但语义不相关的舌头滑动。借鉴约旦阿拉伯语的错误语，我们带来的证据在阿拉伯音韵学的超分段音韵学方面的霸权。这是出乎意料的，因为阿拉伯语的重音是非音位的，完全可以预测，而且阿拉伯语的节奏比日耳曼语言的重音时间要少得多。数据是在三年的时间里从自发的语言中收集的。结果表明，错构词的主重音位置、音节数和节奏模式与目的词相同。在较小程度上，目标和错误共享相同的时间和初始段。研究结果表明，超音段特征在阿拉伯语音系学中非常重要，就像在印欧语言中一样。有证据表明，基于音节和韵律结构的形式相似性在阿拉伯语的语言处理和心理词汇的组织中起着重要作用，这表明这是一种普遍存在的语言。此外，我们的发现不同意先前的说法，即阿拉伯语有一个平坦的音节结构。相反，有证据表明，阿拉伯语和英语一样，具有等级音节结构，这似乎代表了另一种通用语言。建议对其他阿拉伯方言进行更多的研究以证实这些发现。披露声明作者未报告潜在的利益冲突。*通讯作者:Mohammed Nour Abu Guba, 0000-0002-5007-6439 mabu-gub@sharjah.ac.ae
{"title":"Supremacy of suprasegmentals in Arabic phonology: Evidence from malapropisms","authors":"Mohammed Nour Abu Guba, Bassil Mashaqba, A. Huneety, Khalid Alshdifat","doi":"10.29038/eejpl.2023.10.1.gub","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.gub","url":null,"abstract":"Speech errors are an important source of information to understand language processing and production. Earlier research focused on different types of errors including semantic and phonological errors while malapropisms, which refer to slips of the tongue involving whole word substitutions that share phonological similarities but are not related semantically, have not received adequate attention in the Arabic language. Drawing on malapropisms in Jordanian Arabic, we bring evidence on the supremacy of suprasegmental phonological aspects in Arabic phonology. This is unexpected as stress in Arabic is non-phonemic and fully predictable, besides Arabic rhythm is much less stress-timed than that of Germanic languages. Data was collected from spontaneous speech over a period of three years. Results showed that malapropisms share the primary stress position, the number of syllables and the word rhythmic pattern with the target words. To a lesser degree, the target and the error share the same rime and initial segments. Findings suggest that suprasegmental features are very crucial in Arabic phonology, like in Indo-European languages. Evidence suggests that formal similarity that is based on the syllabic and metrical structure of words plays a significant role in language processing and the organization of the mental lexicon in Arabic, which suggests that this is a language universal. Furthermore, our findings do not agree with earlier claims that Arabic has a flat syllabic structure. Rather, evidence suggests that Arabic, like English, has a hierarchical syllable structure, which seems to represent another language universal. More research on other Arabic dialects is recommended to corroborate these findings.\u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.\u0000* Corresponding author: Mohammed Nour Abu Guba,\u0000 0000-0002-5007-6439 \u0000 mabu-gub@sharjah.ac.ae","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44448533","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.kal
D. Kalishchuk
Ethical stress is occupational stress resulting from disparities between one’s ethical values and expected behaviours that can lead to dreadful consequences for individuals and even burnout. This review focuses on studies of ethical stress in translation and interpreting; individual and situational factors that may lead to ethical stress; its moral, emotional, psychological, and professional implications. The literature review is based on the search of articles in peer-reviewed journals published in the 21st century. This study has found that ethical stress in translation and interpreting occurs when the job requirements do not match the capabilities, resources, needs or values of the translator/interpreter due to linguistic demand factors and non-linguistic ones, including environmental, interpersonal, and intrapersonal demands. Taken together, the obtained results suggest that (a combination of) various individual and situational factors (working conditions primarily) may trigger moral distress, emotional exhaustion, vicarious trauma, burnout, and, eventually, ethical stress. However, the correlation between individual and situational factors and the level of their impact on translators/interpreters have not been sufficiently studied. Moreover, very little research has been carried out into psychological consequences for the translators/interpreters caused by socio-ethical dilemmas they face. Recent studies confirmed the positive relation between (the level of) ethical stress and job satisfaction and performance. Still, little is known about the correlation between (relative) autonomy to make decisions and judgments and the level of ethical stress and impact on performance. Thus, further research into the ethical stress of translators/interpreters under natural working conditions rather than in laboratory and agency settings and its implication on their performance and general well-being is essential. Author: Diana Kalishchuk, 0000-0003-1952-5176 diana_kalishchuk@vnu.edu.ua
{"title":"Ethical stress in interpreting and translation: A literature review","authors":"D. Kalishchuk","doi":"10.29038/eejpl.2023.10.1.kal","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.kal","url":null,"abstract":"Ethical stress is occupational stress resulting from disparities between one’s ethical values and expected behaviours that can lead to dreadful consequences for individuals and even burnout. This review focuses on studies of ethical stress in translation and interpreting; individual and situational factors that may lead to ethical stress; its moral, emotional, psychological, and professional implications. The literature review is based on the search of articles in peer-reviewed journals published in the 21st century. This study has found that ethical stress in translation and interpreting occurs when the job requirements do not match the capabilities, resources, needs or values of the translator/interpreter due to linguistic demand factors and non-linguistic ones, including environmental, interpersonal, and intrapersonal demands. Taken together, the obtained results suggest that (a combination of) various individual and situational factors (working conditions primarily) may trigger moral distress, emotional exhaustion, vicarious trauma, burnout, and, eventually, ethical stress. However, the correlation between individual and situational factors and the level of their impact on translators/interpreters have not been sufficiently studied. Moreover, very little research has been carried out into psychological consequences for the translators/interpreters caused by socio-ethical dilemmas they face. Recent studies confirmed the positive relation between (the level of) ethical stress and job satisfaction and performance. Still, little is known about the correlation between (relative) autonomy to make decisions and judgments and the level of ethical stress and impact on performance. Thus, further research into the ethical stress of translators/interpreters under natural working conditions rather than in laboratory and agency settings and its implication on their performance and general well-being is essential.\u0000Author: Diana Kalishchuk, \u0000\u0000 0000-0003-1952-5176\u0000 \u0000 diana_kalishchuk@vnu.edu.ua \u0000","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42688415","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.iva
D. Ivaskevych, Anton Popov, V. Rizun, Y. Havrylets, A. Petrenko-Lysak, Y. Yachnik, Sergii Tukaiev
The worldwide COVID-19 pandemic has led to the development of stress disorders and increased societal anxiety. The mass media is one of the most decisive factors leading to anxiety and stress in society during a pandemic. However, the mechanisms of mass media's stressogenic effects remain unclear. This study aimed to evaluate age-specific characteristics of gaze behavior related to the perception of anxiety-provoking information. This study was funded by a grant from the National Research Foundation of Ukraine in 2020-2021 (grant № 2020.01/0050). One hundred eighty-nine volunteers took part in the study (164 participants aged between 17 and 22 years old (students, control group), 25 people aged between 59 and 71 (experimental group)). We surveyed participants to determine their level of stress, depression, and anxiety and analyzed eye-tracking data during text perception by using the web eye-tracking technology EyePass. Results showed significant age-related differences in gaze behavior while reading texts with negative elements. Aged adults had shorter median fixation duration. There was no difference between groups in the number of fixations. We can assume that except age factor, other variables might have contributed to our result, namely the occupation of participants, professors at the Scientific and Educational Institute of Journalism, with developed professional skills (reading pattern, method of information perception) but from another side higher vulnerability to adverse COVID-19 outcomes compared to younger adults. Acknowledgements The authors of this article express their sincere gratitude to the National Research Foundation of Ukraine, thanks to whose financial and organizational support (grant “Stressogenic Elements of the Latent Impact of Real Media Reports on the COVID-19 Pandemic on Social Groups” № 2020.01/0050), it became possible to conduct this study and publish the experimental results. Words of gratitude to the management and Scientific Council of the Foundation, curators of the project. Vast gratitude to the experts for their high evaluation of our project, thanks to whom our application won the competition. We want to express particular thanks to the management and our colleagues fromTaras Shevchenko National University of Kyiv, whose care and assistance contributed to the effective work within the project. Words of gratitude to colleagues and students who agreed to participate and actually contributed to the timely collection and processing of the experimental data. Disclosure statement No potential conflict of interest was reported by the authors. Data availability statement The data that support the findings of this study are openly available in Mendeley Data https://doi.org/10.17632/rpytj9dkmx.3 * Corresponding author: Yurii Havrylets, 0000-0002-4899-5815 havrylets@knu.ua
{"title":"Age-related differences in fixation gaze length while reading the news with negative text elements","authors":"D. Ivaskevych, Anton Popov, V. Rizun, Y. Havrylets, A. Petrenko-Lysak, Y. Yachnik, Sergii Tukaiev","doi":"10.29038/eejpl.2023.10.1.iva","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.iva","url":null,"abstract":"The worldwide COVID-19 pandemic has led to the development of stress disorders and increased societal anxiety. The mass media is one of the most decisive factors leading to anxiety and stress in society during a pandemic. However, the mechanisms of mass media's stressogenic effects remain unclear. This study aimed to evaluate age-specific characteristics of gaze behavior related to the perception of anxiety-provoking information. This study was funded by a grant from the National Research Foundation of Ukraine in 2020-2021 (grant № 2020.01/0050). One hundred eighty-nine volunteers took part in the study (164 participants aged between 17 and 22 years old (students, control group), 25 people aged between 59 and 71 (experimental group)). We surveyed participants to determine their level of stress, depression, and anxiety and analyzed eye-tracking data during text perception by using the web eye-tracking technology EyePass. Results showed significant age-related differences in gaze behavior while reading texts with negative elements. Aged adults had shorter median fixation duration. There was no difference between groups in the number of fixations. We can assume that except age factor, other variables might have contributed to our result, namely the occupation of participants, professors at the Scientific and Educational Institute of Journalism, with developed professional skills (reading pattern, method of information perception) but from another side higher vulnerability to adverse COVID-19 outcomes compared to younger adults.\u0000Acknowledgements\u0000The authors of this article express their sincere gratitude to the National Research Foundation of Ukraine, thanks to whose financial and organizational support (grant “Stressogenic Elements of the Latent Impact of Real Media Reports on the COVID-19 Pandemic on Social Groups” № 2020.01/0050), it became possible to conduct this study and publish the experimental results. Words of gratitude to the management and Scientific Council of the Foundation, curators of the project. Vast gratitude to the experts for their high evaluation of our project, thanks to whom our application won the competition. We want to express particular thanks to the management and our colleagues fromTaras Shevchenko National University of Kyiv, whose care and assistance contributed to the effective work within the project. Words of gratitude to colleagues and students who agreed to participate and actually contributed to the timely collection and processing of the experimental data.\u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.\u0000Data availability statement\u0000The data that support the findings of this study are openly available in Mendeley Data https://doi.org/10.17632/rpytj9dkmx.3\u0000* Corresponding author: Yurii Havrylets,\u0000 0000-0002-4899-5815\u0000 havrylets@knu.ua","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45754348","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.vol
S. Volkova, V. Boichuk, Alla Pavliuk, N. Yefremova
This paper focuses on indirect means of verbalizing the phenomenon of pessimism in the texts of literary fairy tales from the point of view of Linguosemiotics. The study aims to determine the linguistic and semiotic means that create the pessimistic discourse of Oscar Wilde’s The Happy Prince and Other Tales collection. Pessimistic discourse is a person-centred discourse type represented by a complex system of means showing the speaker’s pessimistic worldview and is characterized by its goals, style, and tenor. The study contributes to developing Linguosemiotics, Psycholinguistics, and discourse studies and enriches the knowledge about idiostyles. The study is based on the semantic and lingo-semiotic analysis of the ontological phenomenon of pessimism in fictional texts, applying the content analysis to ensure the results’ reliability and validity. Furthermore, the four-staged methodological procedure used in this research allows us to define a general literary context of the analyzed works, select the research material, establish the frequency characteristics of the symbols as lingo-semiotic means that create the pessimistic tonality and discourse of Oscar Wilde’s collection The Happy Prince and Other Tales. The research determines the symbols of nature (seasons, flowers), material world (colours, things of everyday use), distancing, and death (as an ontological category) as verbal triggers of the author’s pessimism implemented in the narration by the contextual markers of basic, adjacent, and related qualitative features of pessimism, which reflect its social, psychological and cognitive aspects. The suggested methodology of the given investigation is perspective within the scope of various genres. Disclosure statement No potential conflict of interest was reported by the authors.
{"title":"Linguistic and semiotic representation of pessimism in The Happy Prince and Other Tales by Oscar Wilde","authors":"S. Volkova, V. Boichuk, Alla Pavliuk, N. Yefremova","doi":"10.29038/eejpl.2023.10.1.vol","DOIUrl":"https://doi.org/10.29038/eejpl.2023.10.1.vol","url":null,"abstract":"This paper focuses on indirect means of verbalizing the phenomenon of pessimism in the texts of literary fairy tales from the point of view of Linguosemiotics. The study aims to determine the linguistic and semiotic means that create the pessimistic discourse of Oscar Wilde’s The Happy Prince and Other Tales collection. Pessimistic discourse is a person-centred discourse type represented by a complex system of means showing the speaker’s pessimistic worldview and is characterized by its goals, style, and tenor. The study contributes to developing Linguosemiotics, Psycholinguistics, and discourse studies and enriches the knowledge about idiostyles. The study is based on the semantic and lingo-semiotic analysis of the ontological phenomenon of pessimism in fictional texts, applying the content analysis to ensure the results’ reliability and validity. Furthermore, the four-staged methodological procedure used in this research allows us to define a general literary context of the analyzed works, select the research material, establish the frequency characteristics of the symbols as lingo-semiotic means that create the pessimistic tonality and discourse of Oscar Wilde’s collection The Happy Prince and Other Tales. The research determines the symbols of nature (seasons, flowers), material world (colours, things of everyday use), distancing, and death (as an ontological category) as verbal triggers of the author’s pessimism implemented in the narration by the contextual markers of basic, adjacent, and related qualitative features of pessimism, which reflect its social, psychological and cognitive aspects. The suggested methodology of the given investigation is perspective within the scope of various genres. \u0000Disclosure statement\u0000No potential conflict of interest was reported by the authors.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42480518","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 : 2023-06-29DOI: 10.29038/eejpl.2023.10.1.sam
M. Samko, R. Rosinský
This research aims to determine the significance of the progress in the first and second language acquisition by Roma-Slovak bilingual children in their first year of schooling, differentiated by three types of Roma communities (type 1, type 2 and type 3) at the beginning of the school year (test) and the end of the school year (post-test). The partial aim is to analyze the context and relationships of the progress in the first and second language acquisition by Roma children, determined by the type of Roma community in which individual children live. The research set as a whole (n = 68) consists of Roma-Slovak bilingual children with Romani as their native language and Slovak as their second language in their first year of schooling. Subsequently, the research set is differentiated into three groups by the type of Roma community in which the children live, namely: type 1 - municipal and urban concentrations (n = 22); type 2 - settlements located on the outskirts of a city or municipality (n = 23); and type 3 - settlements spatially remote or separated by a natural or artificial barrier (n = 23). We used a standardized research tool, OOS Test - image-vocabulary test (Kondáš, 2010). We conducted the research in two phases, at the beginning of the school year (test) and the end of the school year (post-test). To analyze the data statistically, we used the SPSS 20.0 statistical program. As one of the important findings, this study has shown statistically significant differences between Roma-Slovak bilingual children from type 1, type 2 and type 3 Roma communities in L1 and L2 at the beginning and the end of the school year.Moreover, the research has shown statistically significant differences in the acquisition progress in L1 and L2 between children from the type 1, type 2 and type 3 communities at the given time. The main research problem arising from the findings is that the progress in the first and second language acquisition by Roma-Slovak bilingual children is determined by the type of Roma community in which the Roma children live. Furthermore, the findings show a relationship and connection between the first and second language acquisition development and the type of Roma community in which the children live. Acknowledgments This paper is an output of the research project "Language and Communication Problems in Slovakia and their Management" funded by the Slovak Research and Development Agency under the contract No. APVV-17-0254 (2018 – ). It is the continuation of the research project "Language competence of the Romani pupils in the first grade of primary schol" funded by the same agency under the contract No. VEGA 1/0845/15 (2015–2017).
本研究旨在确定罗姆-斯洛伐克双语儿童在第一年学校教育中第一语言和第二语言习得进展的意义，根据学年开始(测试)和学年结束(测试后)的三种罗姆社区(1型、2型和3型)进行区分。部分目的是分析罗姆儿童第一语言和第二语言习得进展的背景和关系，这取决于每个儿童所生活的罗姆社区的类型。整个研究集(n = 68)由罗姆-斯洛伐克双语儿童组成，罗姆语是他们的母语，斯洛伐克语是他们上学第一年的第二语言。随后，根据儿童居住的罗姆社区类型将研究集分为三组，即:第1类-市政和城市集中(n = 22);第2类-位于城市或直辖市郊区的定居点(n = 23);第3类聚落——空间遥远或被自然或人工屏障隔开(n = 23)。我们使用了标准化的研究工具，OOS Test - image-vocabulary Test (Kondáš， 2010)。我们的研究分两个阶段进行，即学年开始(测试)和学年结束(测试后)。采用SPSS 20.0统计软件对数据进行统计分析。作为重要发现之一，本研究显示，在学年开始和结束时，来自1型、2型和3型罗姆社区的罗姆-斯洛伐克双语儿童在L1和L2方面存在统计学上的显著差异。此外，研究表明，在给定时间内，来自1型、2型和3型社区的儿童在L1和L2的习得进展上存在统计学上的显著差异。从研究结果中产生的主要研究问题是，罗姆-斯洛伐克双语儿童在第一语言和第二语言习得方面的进展取决于罗姆儿童所生活的罗姆社区的类型。此外，研究结果表明，第一语言和第二语言习得发展与儿童所生活的罗姆社区类型之间存在关系和联系。本文是“斯洛伐克的语言和交流问题及其管理”研究项目的成果，该项目由斯洛伐克研究与发展署根据合同编号:Apvv-17-0254 (2018 -)这是“小学一年级罗姆学生的语言能力”研究项目的继续，该项目由同一机构根据第6号合同资助。织女星1/0845/15(2015-2017)。
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Pub Date : 2022-12-26DOI: 10.29038/eejpl.2022.9.2.zas
Serhii Zasiekin, V. Kuperman, Iryna Hlova, L. Zasiekina
In light of the current Russia-Ukraine war, traumatic stress in civilian Ukrainians is a critical issue for psychological science to examine. Social media is often viewed as a tribune for authors’ self-expressing and sharing stories on the war’s impact upon their lives. To date, little is known about how the civilians articulate their own war experience in social media and how this media affects the processing of traumatic experience and releasing the traumatic stress. Thus, the goal of the study is to examine how the personal experience of the Russia-Ukraine war 2022 is narrated on Facebook as a popular social media venue. The study uses a corpus of 316 written testimonies collected on Facebook from witnesses of the Russia-Ukraine war and compares it against a reference corpus of 100 literary prosaic texts in Ukrainian. We analyzed both corpora using the Ukrainian version of the Linguistic Inquiry and Word Count software – LIWC 2015 (Pennebaker et al., 2015). We identified psychological and linguistic categories that characterized the war narratives and distinguished it from the literary reference corpus. For instance, we found the style of Facebook testimonies to be significantly less narrative and more analytic compared to literary writings. Therefore, writers in the social media focus more on cognitive reappraisal of the tragic events, i.e., a strategy known to lead to a reduction of stress and trauma.
{"title":"War stories in social media: Personal experience of Russia-Ukraine war","authors":"Serhii Zasiekin, V. Kuperman, Iryna Hlova, L. Zasiekina","doi":"10.29038/eejpl.2022.9.2.zas","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.2.zas","url":null,"abstract":"In light of the current Russia-Ukraine war, traumatic stress in civilian Ukrainians is a critical issue for psychological science to examine. Social media is often viewed as a tribune for authors’ self-expressing and sharing stories on the war’s impact upon their lives. To date, little is known about how the civilians articulate their own war experience in social media and how this media affects the processing of traumatic experience and releasing the traumatic stress. Thus, the goal of the study is to examine how the personal experience of the Russia-Ukraine war 2022 is narrated on Facebook as a popular social media venue. The study uses a corpus of 316 written testimonies collected on Facebook from witnesses of the Russia-Ukraine war and compares it against a reference corpus of 100 literary prosaic texts in Ukrainian. We analyzed both corpora using the Ukrainian version of the Linguistic Inquiry and Word Count software – LIWC 2015 (Pennebaker et al., 2015). We identified psychological and linguistic categories that characterized the war narratives and distinguished it from the literary reference corpus. For instance, we found the style of Facebook testimonies to be significantly less narrative and more analytic compared to literary writings. Therefore, writers in the social media focus more on cognitive reappraisal of the tragic events, i.e., a strategy known to lead to a reduction of stress and trauma.\u0000 ","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41753007","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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