Pub Date : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.zem
Maryna Zembyska, Y. Romanova, N. Chumak
The article reveals the findings from a survey examining students’ perceptions of corrective feedback involving six groups of the first- through fifth-year ESL students enrolled in Bachelor’s and Master’s programs in English Language and Literature, Applied Linguistics, International Law, and International Communication and Global Media. The study attempts to reveal students’ perceptions of corrective feedback, as well as its perceived effectiveness and psychological relevance, which are analyzed on the basis of students’ answers. The aim of this survey-based research was to explore ESL students’ preferences for the amount and type of corrective feedback in speaking/reading and develop a method to help educators effectively choose the types of corrective feedback on the basis of their students’ level of English. In order to reinforce the study with substantial theoretical evidence, each type of corrective feedback was characterized on the basis of a rigorous review of related evidence-focused literature. The survey, which was administered to 78 ESL students at Taras Shevchenko National University of Kyiv and Khmelnytskyi National University, Ukraine, demonstrated a number of discrepancies in students’ preferences and attitudes. Their responses constituted grounds for assessing and ranking the prevalent verbal correction techniques in ESL teaching according to their perceived relevance. The implications of the current study could be taken into consideration by ESL teachers for determining an optimal set of error correction techniques in their own classrooms on the basis of their students’ level of English.
{"title":"ESL Students’ Perceptions of Error Correction Techniques in Oral Production: A Level-Based Approach","authors":"Maryna Zembyska, Y. Romanova, N. Chumak","doi":"10.29038/eejpl.2022.9.1.zem","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.zem","url":null,"abstract":"The article reveals the findings from a survey examining students’ perceptions of corrective feedback involving six groups of the first- through fifth-year ESL students enrolled in Bachelor’s and Master’s programs in English Language and Literature, Applied Linguistics, International Law, and International Communication and Global Media. The study attempts to reveal students’ perceptions of corrective feedback, as well as its perceived effectiveness and psychological relevance, which are analyzed on the basis of students’ answers. The aim of this survey-based research was to explore ESL students’ preferences for the amount and type of corrective feedback in speaking/reading and develop a method to help educators effectively choose the types of corrective feedback on the basis of their students’ level of English. In order to reinforce the study with substantial theoretical evidence, each type of corrective feedback was characterized on the basis of a rigorous review of related evidence-focused literature. The survey, which was administered to 78 ESL students at Taras Shevchenko National University of Kyiv and Khmelnytskyi National University, Ukraine, demonstrated a number of discrepancies in students’ preferences and attitudes. Their responses constituted grounds for assessing and ranking the prevalent verbal correction techniques in ESL teaching according to their perceived relevance. The implications of the current study could be taken into consideration by ESL teachers for determining an optimal set of error correction techniques in their own classrooms on the basis of their students’ level of English.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41324425","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.ahm
Farooq Ahmad Mir, Azizuddin Khan
Language reflects the general aspects of human cognition and it works in terms of generalities, i.e. in terms of categories (Cruse, 2000). So, any of the linguistic expressions, whether it’s a phone, word, syllable or a sentence ends up in the representation of a category referring to a something that is usually aimed at sufficing the need for communication. These categories are conceptual or can be referred to as the abstract mental constructs. However, language is not an autonomous cognitive faculty which implies that language is not exactly an innate cognitive module and is not separated from non-linguistic cognitive abilities (Craft & Cruse, 2004). This study reports on the role of proficiency of Kashmiri language in phonological processing of illiterate native Kashmiri speakers. A total number 40 participants (20 Literate; 20 Illiterate), divided into two groups; were tested for Lexical Decision, Random Automatized Naming, Initial Phoneme Deletion, and Final Phoneme Deletion. The results suggested that the performance of both the groups was affected by Literacy and Proficiency in their native language i.e. Kashmiri. The effect of literacy on phonological processing was in consistence with the available literature however, the performance by illiterates was not worked out. This study attempted to find out the reasons for the performance of illiterates, and it was found that the illiterates can perform almost similar to those of literates on phonological awareness tasks because the proficiency in their native language enhances their phonemic and phonological awareness skills. Hence, the proficiency in Kashmir language has a role in phonological processing of illiterates.
{"title":"The Role of Proficiency in Kashmiri Language in Phonological Processing Skills: A Cognitive-linguistic Approach","authors":"Farooq Ahmad Mir, Azizuddin Khan","doi":"10.29038/eejpl.2022.9.1.ahm","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.ahm","url":null,"abstract":"Language reflects the general aspects of human cognition and it works in terms of generalities, i.e. in terms of categories (Cruse, 2000). So, any of the linguistic expressions, whether it’s a phone, word, syllable or a sentence ends up in the representation of a category referring to a something that is usually aimed at sufficing the need for communication. These categories are conceptual or can be referred to as the abstract mental constructs. However, language is not an autonomous cognitive faculty which implies that language is not exactly an innate cognitive module and is not separated from non-linguistic cognitive abilities (Craft & Cruse, 2004). This study reports on the role of proficiency of Kashmiri language in phonological processing of illiterate native Kashmiri speakers. A total number 40 participants (20 Literate; 20 Illiterate), divided into two groups; were tested for Lexical Decision, Random Automatized Naming, Initial Phoneme Deletion, and Final Phoneme Deletion. The results suggested that the performance of both the groups was affected by Literacy and Proficiency in their native language i.e. Kashmiri. The effect of literacy on phonological processing was in consistence with the available literature however, the performance by illiterates was not worked out. This study attempted to find out the reasons for the performance of illiterates, and it was found that the illiterates can perform almost similar to those of literates on phonological awareness tasks because the proficiency in their native language enhances their phonemic and phonological awareness skills. Hence, the proficiency in Kashmir language has a role in phonological processing of illiterates.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47693493","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.kos
D. Drozdova, I. Bulakh, T. Kostina
.
．
{"title":"Gender Features of Verbal Representation of the Concept \"Gender Inequality\" by University Students","authors":"D. Drozdova, I. Bulakh, T. Kostina","doi":"10.29038/eejpl.2022.9.1.kos","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.kos","url":null,"abstract":"<jats:p>.</jats:p>","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48632862","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.kot
Olena Kotys, T. Bondar, Viktoria Servatovych
The article generalizes the results of research directed onto singling out the common errors in speech of aphasic patients. Aphasia is characterized by partial or complete loss of speech and is caused by damage in the language areas (Broca’s and Wernicke’s areas). A lesion in the middle part of the patient’s left frontal lobe results in Broca’s aphasia and the damage to the left posterior superior temporal gyrus is referred to as Wernicke’s aphasia. The major causes of aphasia are strokes, cortical vein thrombosis, traumas of skull and brain, brain infections, tumors, etc. The research is based on the language-in-use descriptive approach to discourse analysis and presents an investigation of 40 documentary video recordings of aphasic patients’ speech (free narration and dialogues); the overall duration of the recordings is 180 minutes. The inclusion criterion was aphasia of any type in adulthood. All the patients are English-speaking people (English being their native language) recovering from aphasia. The analysis was done according to the following criteria: intelligibility, coherence, cohesion, grammatical structure of utterances, prosody and intonation, thus combining formalist (or structuralist) and functionalist research paradigms. The research has shown that the most common errors that aphasic patients make when speaking are as follows: syntactic errors, articulatory errors, lexical misuse and slow speech rate. Syntactic and articulatory errors prevail (55% and 50% of all the studied cases respectively), whereas 37.5% of the speakers demonstrated slow speech rate. The speech of 75% of people with aphasia is incoherent. The patients’ verbal performance is marked with extensive use of pronouns and repetition of words and phrases.
{"title":"Common Errors in English Aphasic Discourse","authors":"Olena Kotys, T. Bondar, Viktoria Servatovych","doi":"10.29038/eejpl.2022.9.1.kot","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.kot","url":null,"abstract":"The article generalizes the results of research directed onto singling out the common errors in speech of aphasic patients. Aphasia is characterized by partial or complete loss of speech and is caused by damage in the language areas (Broca’s and Wernicke’s areas). A lesion in the middle part of the patient’s left frontal lobe results in Broca’s aphasia and the damage to the left posterior superior temporal gyrus is referred to as Wernicke’s aphasia. The major causes of aphasia are strokes, cortical vein thrombosis, traumas of skull and brain, brain infections, tumors, etc. The research is based on the language-in-use descriptive approach to discourse analysis and presents an investigation of 40 documentary video recordings of aphasic patients’ speech (free narration and dialogues); the overall duration of the recordings is 180 minutes. The inclusion criterion was aphasia of any type in adulthood. All the patients are English-speaking people (English being their native language) recovering from aphasia. The analysis was done according to the following criteria: intelligibility, coherence, cohesion, grammatical structure of utterances, prosody and intonation, thus combining formalist (or structuralist) and functionalist research paradigms. The research has shown that the most common errors that aphasic patients make when speaking are as follows: syntactic errors, articulatory errors, lexical misuse and slow speech rate. Syntactic and articulatory errors prevail (55% and 50% of all the studied cases respectively), whereas 37.5% of the speakers demonstrated slow speech rate. The speech of 75% of people with aphasia is incoherent. The patients’ verbal performance is marked with extensive use of pronouns and repetition of words and phrases.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46968540","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.sta
Vasyl Starko
The present study aims to reconstruct the structure of the Ukrainian verbal prefix za- as a category. Cognitive modeling and the network approach are used to this end, similarly to other works within the Cognitive Linguistics paradigm (Janda 1985, 1986), (Sokolova & Endresen, 2017), (Tabakowska, 2003). The modeling phase is preceded by an analysis of a large sample of Ukrainian za- verbs, which are grouped into semantic blocks based on shared semantic content. These blocks are then mapped onto a network of conceptual schemas, which includes such prominent centers as CURVE and APPEAR. The latter and several other nodes are shown to be modifications of CURVE with the links between them constituting family resemblances (Wittgenstein, 2009). The conceptual schema APPEAR is actively used by native speakers to coin new inchoative za- verbs in Ukrainian and several Slavic languages, which means that conscious (Type 2) categorization (Starko, 2014) is employed. This and other considerations suggest that APPEAR is a psychologically real conceptual entity in its own right. Thus, an argument is made in favor of a bifocal, rather than unicentric, topology of the za- network, which is contrary to the popular assumption about the existence of a single central element (prototype) from which all other network nodes are derived in what is called “radial structure” or “radical category” (Lakoff, 1987). The a priori assumption in the study of categories should be that they may be unicentric or pluricentric.
{"title":"A Category With Multiple Centers: The Case of the Ukrainian Verbal Prefix Za-","authors":"Vasyl Starko","doi":"10.29038/eejpl.2022.9.1.sta","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.sta","url":null,"abstract":"The present study aims to reconstruct the structure of the Ukrainian verbal prefix za- as a category. Cognitive modeling and the network approach are used to this end, similarly to other works within the Cognitive Linguistics paradigm (Janda 1985, 1986), (Sokolova & Endresen, 2017), (Tabakowska, 2003). The modeling phase is preceded by an analysis of a large sample of Ukrainian za- verbs, which are grouped into semantic blocks based on shared semantic content. These blocks are then mapped onto a network of conceptual schemas, which includes such prominent centers as CURVE and APPEAR. The latter and several other nodes are shown to be modifications of CURVE with the links between them constituting family resemblances (Wittgenstein, 2009). The conceptual schema APPEAR is actively used by native speakers to coin new inchoative za- verbs in Ukrainian and several Slavic languages, which means that conscious (Type 2) categorization (Starko, 2014) is employed. This and other considerations suggest that APPEAR is a psychologically real conceptual entity in its own right. Thus, an argument is made in favor of a bifocal, rather than unicentric, topology of the za- network, which is contrary to the popular assumption about the existence of a single central element (prototype) from which all other network nodes are derived in what is called “radial structure” or “radical category” (Lakoff, 1987). The a priori assumption in the study of categories should be that they may be unicentric or pluricentric.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44405279","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.kol
Tetiana Kolisnichenko, I. Osovska, L. Tomniuk
After the Second World War, 2019 definitely became one of the most significant strength tests for humanity that gave a boost to gradual but crucial changes in every person’s mental worldview models, which are particular deeply established constructs of reality. There is no sphere of activity that has not been affected by the coronavirus pandemic (COVID-19). Tourism became one of those areas most severely affected by the crisis, caused by pandemic conditions and quarantine measures. Consequently, they had to adjust to the new reality of life in circumstances of numerous human rights and freedom restrictions. This fact stipulates the topicality of the given comparative research. Based on the anthropocentric approach, the authors suggest the research methodology that lies in a complex approach to the discourse analysis as a platform for interrelations between the cognitive worldviews of addresser and addressee. Having identified the concepts-autochthons of the modern English-language tourism advertising discourse and determined their regular correlations, the cognitive map of the modern English-language tourism advertising discourse was designed. Having applied the comparative analysis of the cognitive maps of the traditional and modern English-language tourism advertising discourse, the authors determined the main suppositions of the English-speaking consumer of tourism services during pre-pandemic and pandemic periods. Thus, the traditional view of the English-speaking consumer of tourism services is the perception of tourism as the phenomenon related to unhindered, comfortable traveling and family holidays with gastronomic delight, new acquaintances and positive emotions. However, during the pandemic period, for English-speaking tourism services, consumer tourism became necessary for a change of surroundings, like a sip of fresh air that is available only by following quarantine rules and only in those countries open for tourists. Safety and sanitizing become the most critical factors in choosing a tourist location.
{"title":"Exploring Concepts of the English-Language Tourism Advertising Discourse in Pre-Pandemic and Pandemic Times","authors":"Tetiana Kolisnichenko, I. Osovska, L. Tomniuk","doi":"10.29038/eejpl.2022.9.1.kol","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.kol","url":null,"abstract":"After the Second World War, 2019 definitely became one of the most significant strength tests for humanity that gave a boost to gradual but crucial changes in every person’s mental worldview models, which are particular deeply established constructs of reality. There is no sphere of activity that has not been affected by the coronavirus pandemic (COVID-19). Tourism became one of those areas most severely affected by the crisis, caused by pandemic conditions and quarantine measures. Consequently, they had to adjust to the new reality of life in circumstances of numerous human rights and freedom restrictions. This fact stipulates the topicality of the given comparative research. Based on the anthropocentric approach, the authors suggest the research methodology that lies in a complex approach to the discourse analysis as a platform for interrelations between the cognitive worldviews of addresser and addressee. Having identified the concepts-autochthons of the modern English-language tourism advertising discourse and determined their regular correlations, the cognitive map of the modern English-language tourism advertising discourse was designed. Having applied the comparative analysis of the cognitive maps of the traditional and modern English-language tourism advertising discourse, the authors determined the main suppositions of the English-speaking consumer of tourism services during pre-pandemic and pandemic periods. Thus, the traditional view of the English-speaking consumer of tourism services is the perception of tourism as the phenomenon related to unhindered, comfortable traveling and family holidays with gastronomic delight, new acquaintances and positive emotions. However, during the pandemic period, for English-speaking tourism services, consumer tourism became necessary for a change of surroundings, like a sip of fresh air that is available only by following quarantine rules and only in those countries open for tourists. Safety and sanitizing become the most critical factors in choosing a tourist location.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44495339","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.kyu
H. Kyuchukov
Two age groups of Roma children (3;6-4;6 years old n = 20 and 4;7- 5;6 n = 20) from rural areas of Bulgaria were tested for understanding the classical Theory of Mind (TOM) task (False-belief) and the correlations with two language tests (Evidentiality and Yes/No Questions) were investigated. Coordinate with that the children were tested by means of the nonverbal Knox Cub Intelligent Test. The Theory of Mind tests and the language tests were conducted in both languages – L1 Romani and Bulgarian as their second language. The children attend kindergarten where they learn Bulgarian, but at home, they speak Romani as L1. All children were tested individually in a separate room by the researcher. A Roma woman member of the community and speaker of the dialect of the children tested them in Romani. All the results were analysed using ANOVA. The results frоm the study show that in the performance of both TOM tasks, the older children understand better the tasks and a high number of them have correct answers. The children performed equally well on the tests in both languages. The differences between Romani as L1 and Bulgarian as a second language are not significant. In the performance of the language tasks Evidentiality and Yes/No Questions there is a statistically significant correlation (p < .05000). There is also a correlation between L1 Romani and Bulgarian in performing the language tasks (p < .340526). However, there is no correlation between the language tasks and the TOM tasks. There are correlations between the variables Evidentiality Task Scores and Yes/No Question Task Scores (.4064); also between Evidentiality Task Scores and Knox’s Cube Nonverbal Intelligent Test Scores (.3969); and between the Yes/No Question Task Scores and Knox’s Cube Nonverbal Intelligent Test Scores (.5073). All correlations are only for the Romani language. The conclusion from the study is that the bilingual Roma children develop the Theory of Mind competencies around the age of 4;6 years old. Their language proficiency level in Romani and Bulgarian is basically equal, however when performing intelligence task the children are much better in their mother tongue. The children understand the Theory of Mind task in both languages in equal measure.
{"title":"Rural Bilingual Roma Children and Theory of Mind Competencies","authors":"H. Kyuchukov","doi":"10.29038/eejpl.2022.9.1.kyu","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.kyu","url":null,"abstract":"Two age groups of Roma children (3;6-4;6 years old n = 20 and 4;7- 5;6 n = 20) from rural areas of Bulgaria were tested for understanding the classical Theory of Mind (TOM) task (False-belief) and the correlations with two language tests (Evidentiality and Yes/No Questions) were investigated. Coordinate with that the children were tested by means of the nonverbal Knox Cub Intelligent Test. The Theory of Mind tests and the language tests were conducted in both languages – L1 Romani and Bulgarian as their second language. The children attend kindergarten where they learn Bulgarian, but at home, they speak Romani as L1. All children were tested individually in a separate room by the researcher. A Roma woman member of the community and speaker of the dialect of the children tested them in Romani. All the results were analysed using ANOVA. The results frоm the study show that in the performance of both TOM tasks, the older children understand better the tasks and a high number of them have correct answers. The children performed equally well on the tests in both languages. The differences between Romani as L1 and Bulgarian as a second language are not significant. In the performance of the language tasks Evidentiality and Yes/No Questions there is a statistically significant correlation (p < .05000). There is also a correlation between L1 Romani and Bulgarian in performing the language tasks (p < .340526). However, there is no correlation between the language tasks and the TOM tasks. There are correlations between the variables Evidentiality Task Scores and Yes/No Question Task Scores (.4064); also between Evidentiality Task Scores and Knox’s Cube Nonverbal Intelligent Test Scores (.3969); and between the Yes/No Question Task Scores and Knox’s Cube Nonverbal Intelligent Test Scores (.5073). All correlations are only for the Romani language. The conclusion from the study is that the bilingual Roma children develop the Theory of Mind competencies around the age of 4;6 years old. Their language proficiency level in Romani and Bulgarian is basically equal, however when performing intelligence task the children are much better in their mother tongue. The children understand the Theory of Mind task in both languages in equal measure.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48018546","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.pas
T. Pastryk, Mykhailo Kots
Large gaps of data still exist within the Ukrainian context utilizing Expresses Emotion as a warm, hostile, critical or emotional over-involving behaviour towards individual with a mental or physical condition. The aim of the current article was to suggest translation and cross-cultural adaptation of level of expressed emotion (LEE) as it is perceived by service users. This study applies the LEE which includes four factors: perceived lack of emotional support (pLES: 19 items), perceived intrusiveness (pIN: seven items), perceived irritation (pIR: seven items), and perceived criticism (pC: five items). All items are rated according to frequency and intensity on a four-point Likert scale 1 to 4 (1: untrue; 2: somewhat untrue; 3: somewhat true; 4: true). The total score of the 38 items is entitled perceived expressed emotion (pEE). LEE has strong psychometric properties in adolescents and adults. The translation LEE followed WHO guidelines (2020) and comprises some stages, namely a forward translation from English to Ukrainian, a back translation, expert panel validation, pretesting and cognitive face-to-face interviews with 10 clinical psychologists. The Ukrainian translation version of LEE meets requirements of LEE original version. However, some items were transformed according to semantic, grammatical or stylistic norms of the Ukrainian language. The Ukrainian version of LEE is the first psychometric tool to assess expressed emotion in a Ukrainian healthcare setting.
{"title":"Translation and Cross-Cultural Adaptation of Expressed Emotion Measure","authors":"T. Pastryk, Mykhailo Kots","doi":"10.29038/eejpl.2022.9.1.pas","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.pas","url":null,"abstract":"Large gaps of data still exist within the Ukrainian context utilizing Expresses Emotion as a warm, hostile, critical or emotional over-involving behaviour towards individual with a mental or physical condition. The aim of the current article was to suggest translation and cross-cultural adaptation of level of expressed emotion (LEE) as it is perceived by service users. This study applies the LEE which includes four factors: perceived lack of emotional support (pLES: 19 items), perceived intrusiveness (pIN: seven items), perceived irritation (pIR: seven items), and perceived criticism (pC: five items). All items are rated according to frequency and intensity on a four-point Likert scale 1 to 4 (1: untrue; 2: somewhat untrue; 3: somewhat true; 4: true). The total score of the 38 items is entitled perceived expressed emotion (pEE). LEE has strong psychometric properties in adolescents and adults. The translation LEE followed WHO guidelines (2020) and comprises some stages, namely a forward translation from English to Ukrainian, a back translation, expert panel validation, pretesting and cognitive face-to-face interviews with 10 clinical psychologists. The Ukrainian translation version of LEE meets requirements of LEE original version. However, some items were transformed according to semantic, grammatical or stylistic norms of the Ukrainian language. The Ukrainian version of LEE is the first psychometric tool to assess expressed emotion in a Ukrainian healthcare setting.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46526362","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.iss
S. Issa, Abdulah Alfarhan, Fares H A Awadh, Abhishek P Aradhya
Lexical access refers to the retrieval of the word considered to be appropriate from the lexicon. The related lexical items are assumed to be arranged in a specific pattern. When the related items are presented in succession, it may evoke facilitation or inhibition. When one lexical item facilitates the activation of other lexical items, the term facilitation is used. On the other hand, if one lexical item impedes the lexical activation of the other lexical items, the term inhibition is used. The study aimed to explore lexical-semantic activation patterns in younger and older adults. Continuous naming paradigm was employed to probe the lexical-semantic activation. 40 participants in the age range of 18-25 years; 40 individuals in the age range of 55-70 years served as participants after informed consent. The participants were divided into two groups based on age and they were asked to name pictures. A total of 120 pictures were used (60 related pictures and 60 unrelated pictures were used.). The stimulus was presented in 6 blocks. Each block had 10 semantically related pictures and 10 semantically unrelated pictures. The reaction time and accuracy of scores for related and unrelated pictures did not show statistically significant differences for younger individuals. A statistically significant difference between related and unrelated pictures was seen for older individuals, the reaction time was slower and accuracy was poorer for semantically related pictures. Greater reaction time and poor accuracy scores on semantically related pictures in this group suggested inhibition.
{"title":"Relationship Between Age and Lexical Access","authors":"S. Issa, Abdulah Alfarhan, Fares H A Awadh, Abhishek P Aradhya","doi":"10.29038/eejpl.2022.9.1.iss","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.iss","url":null,"abstract":"Lexical access refers to the retrieval of the word considered to be appropriate from the lexicon. The related lexical items are assumed to be arranged in a specific pattern. When the related items are presented in succession, it may evoke facilitation or inhibition. When one lexical item facilitates the activation of other lexical items, the term facilitation is used. On the other hand, if one lexical item impedes the lexical activation of the other lexical items, the term inhibition is used. The study aimed to explore lexical-semantic activation patterns in younger and older adults. Continuous naming paradigm was employed to probe the lexical-semantic activation. 40 participants in the age range of 18-25 years; 40 individuals in the age range of 55-70 years served as participants after informed consent. The participants were divided into two groups based on age and they were asked to name pictures. A total of 120 pictures were used (60 related pictures and 60 unrelated pictures were used.). The stimulus was presented in 6 blocks. Each block had 10 semantically related pictures and 10 semantically unrelated pictures. The reaction time and accuracy of scores for related and unrelated pictures did not show statistically significant differences for younger individuals. A statistically significant difference between related and unrelated pictures was seen for older individuals, the reaction time was slower and accuracy was poorer for semantically related pictures. Greater reaction time and poor accuracy scores on semantically related pictures in this group suggested inhibition.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41336573","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 : 2022-06-28DOI: 10.29038/eejpl.2022.9.1.rus
L. Rusalkina, Agnessa Tomashevska
Modern social processes determine new vital areas of reconstruction of the educational process in higher medical school on the way to teaching future professionals in all fields of medicine. The objective reality of Ukraine’s development today is the expansion of international ties and integration into the European community. Medical professionals' knowledge of foreign languages is becoming essential in such circumstances. The article aims to develop and scientifically substantiate methodological concepts and theoretical bases of the English language professional teaching of future doctors in higher medical schools, characterize the levels of English professional knowledge of medical students, analyze the findings and imply them to future research and practice. The pedagogical conditions of English-language professional teaching of future doctors such as motivational stability and awareness of the need to learn English for further professional communication; integration of professional and linguistic (English-speaking) disciplines in the educational process of the higher medical school; creation of the developmental English-speaking professional environment in medical higher schools; involvement of future doctors in active English-speaking professionally-oriented activities were defined and substantiated. The authors designed and verified the model of English-language professional teaching to future doctors in higher medical schools. Besides, they experimentally established and statistically confirmed the positive dynamics of the levels of English-language professional teaching to students in the experimental group. This was achieved due to the introduction of the designed methodology to future doctors who study at higher medical schools. The application of the Kolmogorov-Smirnov λ-test confirms the validity of the proposed model and experimental technique.
{"title":"Theoretical and Methodological Principles of Teaching Professional English to Future Doctors","authors":"L. Rusalkina, Agnessa Tomashevska","doi":"10.29038/eejpl.2022.9.1.rus","DOIUrl":"https://doi.org/10.29038/eejpl.2022.9.1.rus","url":null,"abstract":"Modern social processes determine new vital areas of reconstruction of the educational process in higher medical school on the way to teaching future professionals in all fields of medicine. The objective reality of Ukraine’s development today is the expansion of international ties and integration into the European community. Medical professionals' knowledge of foreign languages is becoming essential in such circumstances. The article aims to develop and scientifically substantiate methodological concepts and theoretical bases of the English language professional teaching of future doctors in higher medical schools, characterize the levels of English professional knowledge of medical students, analyze the findings and imply them to future research and practice. The pedagogical conditions of English-language professional teaching of future doctors such as motivational stability and awareness of the need to learn English for further professional communication; integration of professional and linguistic (English-speaking) disciplines in the educational process of the higher medical school; creation of the developmental English-speaking professional environment in medical higher schools; involvement of future doctors in active English-speaking professionally-oriented activities were defined and substantiated. The authors designed and verified the model of English-language professional teaching to future doctors in higher medical schools. Besides, they experimentally established and statistically confirmed the positive dynamics of the levels of English-language professional teaching to students in the experimental group. This was achieved due to the introduction of the designed methodology to future doctors who study at higher medical schools. The application of the Kolmogorov-Smirnov λ-test confirms the validity of the proposed model and experimental technique.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48475638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：