Pub Date : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.lyt
O. Lytvynenko
The article is focused on the study of personal narratives of adolescents with hearing impairments. The aim of the study was to determine narrative indicators of respondents’ rules for living. To achieve this goal, there were analysed personal narratives of adolescents with hearing impairments. Besides, there were identified specific categories that reflect their rules for living. In addition, there was studied the level of subjective well-being of respondents and the relationship between the presentation of certain rules for living in personal narratives and the level of subjective satisfaction with life. The research methods were content analysis of personal narratives and subjective scaling. Statistical data processing was performed with the help of recursive division trees method. The results of the study show that rules for living typical for adolescents with hearing impairments are reflected in their narratives and can be divided into three groups. The first group includes self-focusing rules, the second – focusing on others, and the third – focusing on the out-world. Each of these groups is divided into two subgroups, and each subgroup includes the behaviour of supercompensation or avoidance. The most common among adolescents with hearing impairments are rules for living related to the focusing on others and self-focusing both by the type of avoidance. At the same time, the highest level of subjective satisfaction with life is connected with self-focusing rules for living by type of supercompensation. The obtained data allow us to conclude that the analysis of personal narratives of adolescents with hearing impairments allows to determine their rules for living. On the other hand, typical rules for living determine the level of person’s subjective well-being. Prospects for further researches in this area are to study the representation in adolescents’ narratives not only separate rules for living, but also core beliefs, the existence of which is ensured by these rules.
{"title":"Representation of the Rules for Living in Personal Narratives of Adolescents with Hearing Impairments","authors":"O. Lytvynenko","doi":"10.29038/eejpl.2021.8.2.lyt","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.lyt","url":null,"abstract":"The article is focused on the study of personal narratives of adolescents with hearing impairments. The aim of the study was to determine narrative indicators of respondents’ rules for living. To achieve this goal, there were analysed personal narratives of adolescents with hearing impairments. Besides, there were identified specific categories that reflect their rules for living. In addition, there was studied the level of subjective well-being of respondents and the relationship between the presentation of certain rules for living in personal narratives and the level of subjective satisfaction with life. The research methods were content analysis of personal narratives and subjective scaling. Statistical data processing was performed with the help of recursive division trees method. The results of the study show that rules for living typical for adolescents with hearing impairments are reflected in their narratives and can be divided into three groups. The first group includes self-focusing rules, the second – focusing on others, and the third – focusing on the out-world. Each of these groups is divided into two subgroups, and each subgroup includes the behaviour of supercompensation or avoidance. The most common among adolescents with hearing impairments are rules for living related to the focusing on others and self-focusing both by the type of avoidance. At the same time, the highest level of subjective satisfaction with life is connected with self-focusing rules for living by type of supercompensation. The obtained data allow us to conclude that the analysis of personal narratives of adolescents with hearing impairments allows to determine their rules for living. On the other hand, typical rules for living determine the level of person’s subjective well-being. Prospects for further researches in this area are to study the representation in adolescents’ narratives not only separate rules for living, but also core beliefs, the existence of which is ensured by these rules.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49328710","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.pod
M. Podoliak
Most people tend to memorize different things unconsciously, without even taking notice of this process. However, it comprises a vital and effective function of the human mind that requires little effort. Following this perspective, the article aims to analyze the possibility of applying this function in the language learning process, particularly in facilitating the process of memorizing new foreign words. The experiment was conducted to prove the effectiveness of the proposed method and consisted of two phases. First, three focus groups of students were to observe the flashcards alongside the translation of words for the time period of 16 weeks, unconsciously memorizing them. Then, there were two control tests to determine the effectiveness of such a learning method. The present paper also relies on the articles and research activities of numerous scholars (e.g. L. Standing, Z. Urgolites, D. Nikolic., T. Brady, T. Konkle, M. Schurgin, C. Cunningham), showcasing the effectiveness of visual memory in retaining the information for a longer period of time. These studies emphasized the associations that people make while memorizing different things. Our research posits that color flashcards with the translation of words facilitate the process of creating associations among students, ensuring high results of their memory performance. Foreign language teachers can hence use the research results to facilitate learning new words by students.
{"title":"Unconscious Memory in Acquiring New Vocabulary Using Flashcards","authors":"M. Podoliak","doi":"10.29038/eejpl.2021.8.2.pod","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.pod","url":null,"abstract":"Most people tend to memorize different things unconsciously, without even taking notice of this process. However, it comprises a vital and effective function of the human mind that requires little effort. Following this perspective, the article aims to analyze the possibility of applying this function in the language learning process, particularly in facilitating the process of memorizing new foreign words. The experiment was conducted to prove the effectiveness of the proposed method and consisted of two phases. First, three focus groups of students were to observe the flashcards alongside the translation of words for the time period of 16 weeks, unconsciously memorizing them. Then, there were two control tests to determine the effectiveness of such a learning method. The present paper also relies on the articles and research activities of numerous scholars (e.g. L. Standing, Z. Urgolites, D. Nikolic., T. Brady, T. Konkle, M. Schurgin, C. Cunningham), showcasing the effectiveness of visual memory in retaining the information for a longer period of time. These studies emphasized the associations that people make while memorizing different things. Our research posits that color flashcards with the translation of words facilitate the process of creating associations among students, ensuring high results of their memory performance. Foreign language teachers can hence use the research results to facilitate learning new words by students.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41613378","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.kuz
S. Kuzikova, A. Vertel, V. Zlyvkov, S. Lukomska
The present paper explores personal identity linguistic indicators detected in The Road Past Altamont by Gabrielle Roy. Works by this Canadian writer, public personality, and significant figure in French Canadian literature are of interest to a broad audience today in Canada, where almost all her books have been translated into English, and abroad. Written in a fluid, spare style, they are distinguished by lively narration and a keen sense of observation. Her literature approaches the world and people with clear sight and compassion. The Road Past Altamont (1966) by Roy is one of the most original in Canada, as varied as it is cohesive. The novel is dedicated to the coverage of the autobiographical narrative, the peculiarities of the personal identity crisis for different age groups, the succession of generations. These existential problems are actualized in crisis life situations. Despite containing four independent texts, the Road Past Altamont, each of which tells a finished story, is not a collection of short stories but a novel-saga. Its genre is both fragmented and unified, and it has a flexible structure based on the concept of the human life course. The four stories in this novel are connected not only by the main character at different points in her life but also by the themes that explore the changes, ageing, and society’s relation to the elders. The study aims to single out verbal indicators of personal identity obtained from the second part, “The old man and the child” of the Roy’s novel and the music album of the same name, created on its basis in 2021. Among the main findings are the defining psycholinguistic markers of time and space in the discourse of “The old man and the child” that encompass personal identity cognitive component. Hence, it is possible to treat the transformation of identity in the modern world in terms of constructing “self” as a reflexive project - implementing an integral, biographical story being changed in a polyvariant context of choice.
{"title":"Verbal Indicators of Personal Identity in The Road Past Altamont by Gabrielle Roy","authors":"S. Kuzikova, A. Vertel, V. Zlyvkov, S. Lukomska","doi":"10.29038/eejpl.2021.8.2.kuz","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.kuz","url":null,"abstract":"The present paper explores personal identity linguistic indicators detected in The Road Past Altamont by Gabrielle Roy. Works by this Canadian writer, public personality, and significant figure in French Canadian literature are of interest to a broad audience today in Canada, where almost all her books have been translated into English, and abroad. Written in a fluid, spare style, they are distinguished by lively narration and a keen sense of observation. Her literature approaches the world and people with clear sight and compassion. The Road Past Altamont (1966) by Roy is one of the most original in Canada, as varied as it is cohesive. The novel is dedicated to the coverage of the autobiographical narrative, the peculiarities of the personal identity crisis for different age groups, the succession of generations. These existential problems are actualized in crisis life situations. Despite containing four independent texts, the Road Past Altamont, each of which tells a finished story, is not a collection of short stories but a novel-saga. Its genre is both fragmented and unified, and it has a flexible structure based on the concept of the human life course. The four stories in this novel are connected not only by the main character at different points in her life but also by the themes that explore the changes, ageing, and society’s relation to the elders. The study aims to single out verbal indicators of personal identity obtained from the second part, “The old man and the child” of the Roy’s novel and the music album of the same name, created on its basis in 2021. Among the main findings are the defining psycholinguistic markers of time and space in the discourse of “The old man and the child” that encompass personal identity cognitive component. Hence, it is possible to treat the transformation of identity in the modern world in terms of constructing “self” as a reflexive project - implementing an integral, biographical story being changed in a polyvariant context of choice.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41975802","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.his
Adam Hisham
The present study examined the temporal and spectral characteristics of vowels produced by Palestinian Arabic- speaking individuals with Broca’s aphasia compared to healthy speakers. Specifically, vowel duration and formant frequency measures (F1&F2) were made. eight speakers with Broca’s aphasia and eight healthy speakers participated in the study. Repetition was used to elicit the target vowels to minimize language comprehension or reading difficulties by the individuals with Broca’s aphasia. The speech sample contains the long vowels (/a:,u:,i:/) embedded in CVC words with nasal initials. Statistical analysis was used to determine any significant differences concerning the formant values (F1/F2) between the speaker groups. Findings showed that speakers with Broca’s aphasia produced vowel categories with more variability than healthy speakers. For some, formant frequencies were comparable with those of the healthy speakers, and yet others showed an overlap of phonetic categories. Specifically, F1 and F2 for the vowel /u:/ were higher for individuals with Broca’s aphasia compared to normal-speaking individuals, but they were not statistically significant. Furthermore, although speakers with Broca’s aphasia produced longer vowel durations than the healthy speakers, they were not significantly different between speaker groups except for the vowel /i:/. Reduced vowel space was also observed in speakers with Broca’s aphasia. The vowel ellipses as shown by speakers with Broca’s aphasia were larger than those of healthy speakers. Results support previous studies showing abnormal temporal durations and spectral patterns in Broca’s aphasia. Findings can contribute to cross-linguistic research on vowel production in aphasia, mainly in understudied languages such as Arabic.
{"title":"Vowel Production in Aphasia: Preliminary Acoustic Findings from Arabic","authors":"Adam Hisham","doi":"10.29038/eejpl.2021.8.2.his","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.his","url":null,"abstract":"The present study examined the temporal and spectral characteristics of vowels produced by Palestinian Arabic- speaking individuals with Broca’s aphasia compared to healthy speakers. Specifically, vowel duration and formant frequency measures (F1&F2) were made. eight speakers with Broca’s aphasia and eight healthy speakers participated in the study. Repetition was used to elicit the target vowels to minimize language comprehension or reading difficulties by the individuals with Broca’s aphasia. The speech sample contains the long vowels (/a:,u:,i:/) embedded in CVC words with nasal initials. Statistical analysis was used to determine any significant differences concerning the formant values (F1/F2) between the speaker groups. Findings showed that speakers with Broca’s aphasia produced vowel categories with more variability than healthy speakers. For some, formant frequencies were comparable with those of the healthy speakers, and yet others showed an overlap of phonetic categories. Specifically, F1 and F2 for the vowel /u:/ were higher for individuals with Broca’s aphasia compared to normal-speaking individuals, but they were not statistically significant. Furthermore, although speakers with Broca’s aphasia produced longer vowel durations than the healthy speakers, they were not significantly different between speaker groups except for the vowel /i:/. Reduced vowel space was also observed in speakers with Broca’s aphasia. The vowel ellipses as shown by speakers with Broca’s aphasia were larger than those of healthy speakers. Results support previous studies showing abnormal temporal durations and spectral patterns in Broca’s aphasia. Findings can contribute to cross-linguistic research on vowel production in aphasia, mainly in understudied languages such as Arabic.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49281836","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.gir
A. Girnyk, Yuliya Krylova-Grek, Azizuddin Khan
The paper presents a comparative study of the semantic field of the concept of conflict in Ukrainian and Indian cultures. The literature review has shown that there has not been any discussion on the abstract general concept of conflict. However, we consider such data exceptionally important for a better understanding of the worldview and cultural differences in diverse countries. Our study aimed to identify cultural features, similarities, and differences in the perception of the concept of conflict by representatives of various cultures. To investigate the way the concept of conflict is perceived, we used a set of methods, including speech activity analysis, free-listing for data gathering and processing, mathematical calculation, systematization, and generalization of results We conducted our study in three phases: at the first stage we gathered data, at the second we processed them, and at the third phase we generalized the findings and drawing conclusions. The students from Kyiv-Mohyla Academy (Ukraine) and Indian Institute of Technology Bombay (India) participated in the research (19-24years old). In general, we got 292 questionnaires. The experiment revealed that the common semantic core of the concept of conflict in Ukrainian and Indian cultures contains seven words: fight, misunderstanding, war, disagreement, quarrel, struggle, aggression. But in contrast to the Ukrainian culture, in India, the associations with the given concept predominantly depict the person’s emotional state (sadness, anger, fear, confusion, and misunderstanding). Participants from India also mention caste discrimination and religious diversity. In Ukraine, the word conflict is much associated with negative interaction (quarrel, aggression, argument, dispute, etc.). Besides, in contrast to the Indian culture, there are no associations with social discrimination and religious diversity. The importance of our findings cannot be stressed too much since they can potentially be used in mediation, social advertising, and international negotiations.
{"title":"A Psycholinguistic Cross-Cultural Study of the Concept 'Conflict' in India and Ukraine","authors":"A. Girnyk, Yuliya Krylova-Grek, Azizuddin Khan","doi":"10.29038/eejpl.2021.8.2.gir","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.gir","url":null,"abstract":"The paper presents a comparative study of the semantic field of the concept of conflict in Ukrainian and Indian cultures. The literature review has shown that there has not been any discussion on the abstract general concept of conflict. However, we consider such data exceptionally important for a better understanding of the worldview and cultural differences in diverse countries. Our study aimed to identify cultural features, similarities, and differences in the perception of the concept of conflict by representatives of various cultures. To investigate the way the concept of conflict is perceived, we used a set of methods, including speech activity analysis, free-listing for data gathering and processing, mathematical calculation, systematization, and generalization of results We conducted our study in three phases: at the first stage we gathered data, at the second we processed them, and at the third phase we generalized the findings and drawing conclusions. The students from Kyiv-Mohyla Academy (Ukraine) and Indian Institute of Technology Bombay (India) participated in the research (19-24years old). In general, we got 292 questionnaires. The experiment revealed that the common semantic core of the concept of conflict in Ukrainian and Indian cultures contains seven words: fight, misunderstanding, war, disagreement, quarrel, struggle, aggression. But in contrast to the Ukrainian culture, in India, the associations with the given concept predominantly depict the person’s emotional state (sadness, anger, fear, confusion, and misunderstanding). Participants from India also mention caste discrimination and religious diversity. In Ukraine, the word conflict is much associated with negative interaction (quarrel, aggression, argument, dispute, etc.). Besides, in contrast to the Indian culture, there are no associations with social discrimination and religious diversity. The importance of our findings cannot be stressed too much since they can potentially be used in mediation, social advertising, and international negotiations.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48262047","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.aki
N. Akimova
The article presents the results of studying the genesis of the Internet text understanding by young readers depending on the level of their Internet user experience. The investigation reveals the regularities of the dynamics of successful understanding with the growth of the level of the Internet user experience at each stage of the comprehension process. For this purpose, the following methods were used: theoretical (deduction, induction, analysis, synthesis, generalization, systematization), empirical (experiment, method of semantic and pragmatic interpretations, content analysis, subjective scaling), and statistical (primary statistics, correlation analysis). The sample of the experiment consisted of 122 Ukrainian undergraduate students, including 14.8% men and 85.2% women. The study was conducted according to the author's methods "Success of understanding the texts of the Internet" and "Experience and focus of the Internet user". The understanding of Internet texts by adolescents is characterized by the activity of reception (indicating their significant interest in cyberspace), superficial assessment of the text complexity, and the tendency to predict the content by title and illustration. Meanwhile, it represents that the quality of rational and emotional text interpretation is quite low. Young people interpret only a quarter of the content of the message since their emotional understanding is usually inconsistent. However, a rational assessment is more accurate than an emotional one at this age. It is concluded that adolescents' genesis of Internet text understanding depends on their Internet user experience. Under the influence of the Internet user experience, the activity of the reception, the accuracy of expectations according to the illustration, and the consistency of emotional attitudes increase. However, the accumulation of experience sometimes has a negative effect on the dynamics of understanding, in particular on the interpretation of Internet news texts that seem unreasonably simple to young users. It is also recorded that at the stage of emotional identification, the rational evaluation of Internet texts with the accumulation of experience deteriorates. This feature is determined by the effect of unjustified confidence of Internet users.
{"title":"Genesis of Understanding Internet Texts by Ukrainian Adolescents Depending on Their Internet Using Experience","authors":"N. Akimova","doi":"10.29038/eejpl.2021.8.2.aki","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.aki","url":null,"abstract":"The article presents the results of studying the genesis of the Internet text understanding by young readers depending on the level of their Internet user experience. The investigation reveals the regularities of the dynamics of successful understanding with the growth of the level of the Internet user experience at each stage of the comprehension process. For this purpose, the following methods were used: theoretical (deduction, induction, analysis, synthesis, generalization, systematization), empirical (experiment, method of semantic and pragmatic interpretations, content analysis, subjective scaling), and statistical (primary statistics, correlation analysis). The sample of the experiment consisted of 122 Ukrainian undergraduate students, including 14.8% men and 85.2% women. The study was conducted according to the author's methods \"Success of understanding the texts of the Internet\" and \"Experience and focus of the Internet user\". The understanding of Internet texts by adolescents is characterized by the activity of reception (indicating their significant interest in cyberspace), superficial assessment of the text complexity, and the tendency to predict the content by title and illustration. Meanwhile, it represents that the quality of rational and emotional text interpretation is quite low. Young people interpret only a quarter of the content of the message since their emotional understanding is usually inconsistent. However, a rational assessment is more accurate than an emotional one at this age. It is concluded that adolescents' genesis of Internet text understanding depends on their Internet user experience. Under the influence of the Internet user experience, the activity of the reception, the accuracy of expectations according to the illustration, and the consistency of emotional attitudes increase. However, the accumulation of experience sometimes has a negative effect on the dynamics of understanding, in particular on the interpretation of Internet news texts that seem unreasonably simple to young users. It is also recorded that at the stage of emotional identification, the rational evaluation of Internet texts with the accumulation of experience deteriorates. This feature is determined by the effect of unjustified confidence of Internet users.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46737020","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.lyd
A. Łyda
This paper analyses a possible effect of the variable of gender on semantic enrichment of existential sentences translated from English to Polish. Existential-there clauses in English typically take the form there + be + indefinite NP (+place/time adverbial). Since there-constructions lack a structurally congruent counterpart in Polish, they can be rendered in Polish with several syntactic constructions ranging from the verb ‘być’ (E. to be) through ‘mieć’ (E. to have) to verbs semantically richer than ‘być’ (e.g., verbs of perception, verbs of location, etc). We ask the question of whether the gender factor is correlated with the factor of text type/genre. To this purpose, we compiled a corpus of English texts representing belles-lettres and popular science writing, male-authored, female-authored and multi-authored and translated by male and female translators. Our preliminary results show that the choice of Polish translations of English existential-there follows from the interplay of genre, narrative/descriptive modes of text, and the gender of the translator, with female translators tending to replace the simple copula ‘be’ with a full lexical verb more often than male translators in dialogic parts of belle-lettres.
{"title":"Gendered Existence? Existential-There Construction in English-Polish Translation","authors":"A. Łyda","doi":"10.29038/eejpl.2021.8.2.lyd","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.lyd","url":null,"abstract":"This paper analyses a possible effect of the variable of gender on semantic enrichment of existential sentences translated from English to Polish. Existential-there clauses in English typically take the form there + be + indefinite NP (+place/time adverbial). Since there-constructions lack a structurally congruent counterpart in Polish, they can be rendered in Polish with several syntactic constructions ranging from the verb ‘być’ (E. to be) through ‘mieć’ (E. to have) to verbs semantically richer than ‘być’ (e.g., verbs of perception, verbs of location, etc). We ask the question of whether the gender factor is correlated with the factor of text type/genre. To this purpose, we compiled a corpus of English texts representing belles-lettres and popular science writing, male-authored, female-authored and multi-authored and translated by male and female translators. Our preliminary results show that the choice of Polish translations of English existential-there follows from the interplay of genre, narrative/descriptive modes of text, and the gender of the translator, with female translators tending to replace the simple copula ‘be’ with a full lexical verb more often than male translators in dialogic parts of belle-lettres.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41440792","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.zhu
O. Zhuravlova, O. Zhuravlov, Nataliya Kozachuk, I. Volzhentseva, L. Zasiekina
The research objective is to examine the brain activity of individuals with different levels of procrastination. The study applies EEG data analysis with different levels of linguistic stimuli complexity (letter and semantic word), allowing to change the cognitive load and register the electrical activity of the cerebral cortex while performing tasks with two different stimuli: perceptual and semantic. We registered the electrical activity of the cerebral cortex in 20 individuals (18 females, 2 males) in the shielding lightproof testing room of the Laboratory of Age Neurophysiology at Lesya Ukrainka Volyn National University. This technique analyzes the dynamics of cortical electrogenesis identifies general patterns of local and spatial synchronization of biopotentials of the cerebral cortex. The findings indicate that the dynamics of cortical electrogenesis of prospective memory depends on linguistic stimuli complexity in procrastinators, associated with increased energy expenditure. Furthermore, the largest number of statistically significant intergroup differences in subjects with different levels of procrastination was found in the beta range of EEG, indicating the rhythm of activity. On the one hand, this rhythm of activity is dependent on the optimization of problem-solving. On the other, the increase in its power reflects cortical excitation and selective inhibition. Evidence consistently suggests that the complexity of the linguistic task increases the interaction of brain macrostructures in the anterior associative zone (fronto-central leads) in students with dilatory behaviour. In contrast, subjects without dilatory behaviour demonstrate only changes in spatial synchronization modulated according to the linguistic stimuli complexity.
{"title":"Neuropsycholinguistic Links Between Procrastination and Prospective Memory","authors":"O. Zhuravlova, O. Zhuravlov, Nataliya Kozachuk, I. Volzhentseva, L. Zasiekina","doi":"10.29038/eejpl.2021.8.2.zhu","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.zhu","url":null,"abstract":"The research objective is to examine the brain activity of individuals with different levels of procrastination. The study applies EEG data analysis with different levels of linguistic stimuli complexity (letter and semantic word), allowing to change the cognitive load and register the electrical activity of the cerebral cortex while performing tasks with two different stimuli: perceptual and semantic. We registered the electrical activity of the cerebral cortex in 20 individuals (18 females, 2 males) in the shielding lightproof testing room of the Laboratory of Age Neurophysiology at Lesya Ukrainka Volyn National University. This technique analyzes the dynamics of cortical electrogenesis identifies general patterns of local and spatial synchronization of biopotentials of the cerebral cortex. The findings indicate that the dynamics of cortical electrogenesis of prospective memory depends on linguistic stimuli complexity in procrastinators, associated with increased energy expenditure. Furthermore, the largest number of statistically significant intergroup differences in subjects with different levels of procrastination was found in the beta range of EEG, indicating the rhythm of activity. On the one hand, this rhythm of activity is dependent on the optimization of problem-solving. On the other, the increase in its power reflects cortical excitation and selective inhibition. Evidence consistently suggests that the complexity of the linguistic task increases the interaction of brain macrostructures in the anterior associative zone (fronto-central leads) in students with dilatory behaviour. In contrast, subjects without dilatory behaviour demonstrate only changes in spatial synchronization modulated according to the linguistic stimuli complexity.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41689681","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.sam
M. Samko, M. Čerešník, M. Čerešníková
The study analyzes the context and relationships of the progress in first language acquisition by monolingual children (First language: Slovak) and Roma-Slovak bilingual children (First language: Romani), as determined by the type of Roma community in which individual children live. We conducted the research in two phases, the first at the beginning of the school year (test) and the second at the end of the school year (post-test). The OOS image-vocabulary test as a psychological toolwas used for examining children’s vocabulary and a certain dimension of their readiness for school. The standardized O-S-S tool is structured to include 30 colorful images illustrating objects, animals, and activities, which are presented to children on an individual basis (Kondáš, 2010). For the purposes of the study, the test was modified and culturally adapted for Roma children with a pairing of Romani and Slovak languages. The research set in total consists of (n = 135) children in their first year of schooling and is separated into Roma children with L1: Romani (n = 68) and Slovak children with L1: Slovak (n = 67). Subsequently, the research set of Roma children (n = 68) belong to 3 types of communities. These 3 types of communities are the following: 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). To analyze the data statistically, we used the SPSS 20.0 statistical program. The results shown statistically significant differences in L1 comprehension between Roma-Slovak bilingual children from type 1, type 2, and type 3 Roma communities and, additionally, between monolingual children at the beginning and at the end of the school year. According to the first measurement at the beginning of the school year (test) and the second measurement at the end of the school year (post-test) in L1 in the case of verbs and nouns, the highest success rate was achieved by monolingual Slovak children, followed by Romani-Slovak bilingual children from type 1 communities, followed by children from type 2 communities, and the lowest success rate was achieved by children from type 3 communities. The main research problem arising from the findings is that the progress in first language acquisition by Roma-Slovak bilingual children is determined by the type of Roma community in which the child lives.
{"title":"First Language Acquisition by Roma and Slovak Children","authors":"M. Samko, M. Čerešník, M. Čerešníková","doi":"10.29038/eejpl.2021.8.2.sam","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.sam","url":null,"abstract":"The study analyzes the context and relationships of the progress in first language acquisition by monolingual children (First language: Slovak) and Roma-Slovak bilingual children (First language: Romani), as determined by the type of Roma community in which individual children live. We conducted the research in two phases, the first at the beginning of the school year (test) and the second at the end of the school year (post-test). The OOS image-vocabulary test as a psychological toolwas used for examining children’s vocabulary and a certain dimension of their readiness for school. The standardized O-S-S tool is structured to include 30 colorful images illustrating objects, animals, and activities, which are presented to children on an individual basis (Kondáš, 2010). For the purposes of the study, the test was modified and culturally adapted for Roma children with a pairing of Romani and Slovak languages. The research set in total consists of (n = 135) children in their first year of schooling and is separated into Roma children with L1: Romani (n = 68) and Slovak children with L1: Slovak (n = 67). Subsequently, the research set of Roma children (n = 68) belong to 3 types of communities. These 3 types of communities are the following: 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). To analyze the data statistically, we used the SPSS 20.0 statistical program. The results shown statistically significant differences in L1 comprehension between Roma-Slovak bilingual children from type 1, type 2, and type 3 Roma communities and, additionally, between monolingual children at the beginning and at the end of the school year. According to the first measurement at the beginning of the school year (test) and the second measurement at the end of the school year (post-test) in L1 in the case of verbs and nouns, the highest success rate was achieved by monolingual Slovak children, followed by Romani-Slovak bilingual children from type 1 communities, followed by children from type 2 communities, and the lowest success rate was achieved by children from type 3 communities. The main research problem arising from the findings is that the progress in first language acquisition by Roma-Slovak bilingual children is determined by the type of Roma community in which the child lives.","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47728928","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 : 2021-12-27DOI: 10.29038/eejpl.2021.8.2.lec
Ilona Lechner, O. Kordonets
The author of the reviewed book is Zoltán Kövecses, a renowned cognitive linguist from Central and Central-Eastern Europe, but lesser-known from the Ukrainian academic literature. He is Emeritus Professor at Eötvös Loránd University (Budapest, Hungary). He is one of the four editors of the international scholarly journal, Metaphor and Symbol, and he also serves on the advisory board of Cognitive Linguistics and several other international professional journals. He carried out research and taught as visiting lecturer at several world-famous American and European universities (e.g. the University of Nevada at Las Vegas, Rutgers University, University of Massachusetts at Amherst, the University of California at Berkeley, Hamburg University, and Odense University). Cognitive linguistic bases of the conceptual metaphor theory (CMT) were laid down by Lakoff and Johnson (1980) in their book Metaphors We Live By. This was the basic work on which cognitive linguists based their further research, supplementing and refining the original ideas of linguists who can be called the fathers of this theory. In the preface, the author testifies to the theory underlying the book as follows: “I believe CMT is a theory that can provide powerful and coherent explanations for a variety of aspects of metaphor. In my judgment, no other theory is as comprehensive as CMT. It took almost forty years for CMT to reach this stage. It’s been steadily developing thanks to the many great scholars who played key roles in making it what it is today. I see the present book as just another contribution to this line of development – as an organic part of all the efforts that have been put into making it better” (p. xi). Besides the preface, the book is divided into eight chapters, having a special structure. In the preface, the author outlines the book, its structure and basic concept, and mentions by name all those who helped the development of his theory with their thoughts and research. He highlights two linguists in particular: “Two people have played very special roles in the course of my career as a metaphor researcher. Ray Gibbs has always been available to discuss various issues related to the field and he and his work gave me a huge amount of encouragement and inspiration. And last but definitely not least, without George Lakoff I could not have and would not have done any of my work on metaphor” (p. xiii). In the first chapter, the author presents the traditional conceptual metaphor theory, which is “standard” in his formulation, and raises some of the questions that form the basis of the following five chapters. The titles of Chapters 2-6 are thus questions that have been articulated in the author in the course of several years of research activity in connection with the theory. These are the suggestions responding to which will lead us to an extended version of the conceptual metaphor theory. Relying on his own research and that of the cognitive linguistic society, the au
{"title":"Book Review. A New Insight into Theory of Conceptual Metaphor","authors":"Ilona Lechner, O. Kordonets","doi":"10.29038/eejpl.2021.8.2.lec","DOIUrl":"https://doi.org/10.29038/eejpl.2021.8.2.lec","url":null,"abstract":"The author of the reviewed book is Zoltán Kövecses, a renowned cognitive linguist from Central and Central-Eastern Europe, but lesser-known from the Ukrainian academic literature. He is Emeritus Professor at Eötvös Loránd University (Budapest, Hungary). He is one of the four editors of the international scholarly journal, Metaphor and Symbol, and he also serves on the advisory board of Cognitive Linguistics and several other international professional journals. He carried out research and taught as visiting lecturer at several world-famous American and European universities (e.g. the University of Nevada at Las Vegas, Rutgers University, University of Massachusetts at Amherst, the University of California at Berkeley, Hamburg University, and Odense University). \u0000Cognitive linguistic bases of the conceptual metaphor theory (CMT) were laid down by Lakoff and Johnson (1980) in their book Metaphors We Live By. This was the basic work on which cognitive linguists based their further research, supplementing and refining the original ideas of linguists who can be called the fathers of this theory. In the preface, the author testifies to the theory underlying the book as follows: “I believe CMT is a theory that can provide powerful and coherent explanations for a variety of aspects of metaphor. In my judgment, no other theory is as comprehensive as CMT. It took almost forty years for CMT to reach this stage. It’s been steadily developing thanks to the many great scholars who played key roles in making it what it is today. I see the present book as just another contribution to this line of development – as an organic part of all the efforts that have been put into making it better” (p. xi). \u0000Besides the preface, the book is divided into eight chapters, having a special structure. In the preface, the author outlines the book, its structure and basic concept, and mentions by name all those who helped the development of his theory with their thoughts and research. He highlights two linguists in particular: “Two people have played very special roles in the course of my career as a metaphor researcher. Ray Gibbs has always been available to discuss various issues related to the field and he and his work gave me a huge amount of encouragement and inspiration. And last but definitely not least, without George Lakoff I could not have and would not have done any of my work on metaphor” (p. xiii). In the first chapter, the author presents the traditional conceptual metaphor theory, which is “standard” in his formulation, and raises some of the questions that form the basis of the following five chapters. The titles of Chapters 2-6 are thus questions that have been articulated in the author in the course of several years of research activity in connection with the theory. These are the suggestions responding to which will lead us to an extended version of the conceptual metaphor theory. Relying on his own research and that of the cognitive linguistic society, the au","PeriodicalId":36553,"journal":{"name":"East European Journal of Psycholinguistics","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47894155","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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