Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-2-224-242
Ірина Лисичкіна
Objective. This research aims at defining the principles of constructing effective narratives with the use of the strategic communication capabilities and the media. Materials and Methods. Publications in modern English and Ukrainian mass-media have been analyzed using methods and techniques of discourse analysis, content- and intent-analysis with elements of pragmatic and narrative analysis. The author’s methodology included the following: to identify the author’s intention and motives, the main topoi and points of the narrative focalization, to define hidden beliefs, social and psychological basis for the recipient’s perception of the narrative, to outline effective strategies for the narrative construction and dissemination in the media. Results. In general, modern media have the capacity of constructing the desired frames in the audience’s consciousness by creating a mental model of the situation, on which the consumer of the information starts to rely. Decision-making now is reliant on the media consciousness, a virtual world imposed by the media and constructed with the help of relevant narratives. Modern strategic narratives usually have the external focalization which gets more credibility when supported and presented by the focalization points of celebrities and experts. Competing narratives, as well as the plurality of possible interpretations of events, are destroyed with the help of the media, which begin to broadcast one interpretation of the event that matches the narrative, by this making it the truth. Simultaneous use of several different media intensifies the influence and support the narrative. Repeating information changes its status and makes it not just a fact, but general knowledge. Any narrative is not only a sequential story of the selected events, but also persuasion in its nature. Persuasion is enhanced when narratives resonate with the audience's value system. Conclusions. As a strategic communication tool, an effective narrative is constructed with regard to all the aspects of communication, psycholinguistic and social aspects being especially important. Further insights into the problem of shaping narratives will allow outlining best practices and their elements to develop image-forming narratives.
{"title":"Mass-Media Specificity of Building an Effective Narrative as a Strategic Communication Tool","authors":"Ірина Лисичкіна","doi":"10.31470/2309-1797-2019-26-2-224-242","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-2-224-242","url":null,"abstract":"Objective. This research aims at defining the principles of constructing effective narratives with the use of the strategic communication capabilities and the media. Materials and Methods. Publications in modern English and Ukrainian mass-media have been analyzed using methods and techniques of discourse analysis, content- and intent-analysis with elements of pragmatic and narrative analysis. The author’s methodology included the following: to identify the author’s intention and motives, the main topoi and points of the narrative focalization, to define hidden beliefs, social and psychological basis for the recipient’s perception of the narrative, to outline effective strategies for the narrative construction and dissemination in the media. Results. In general, modern media have the capacity of constructing the desired frames in the audience’s consciousness by creating a mental model of the situation, on which the consumer of the information starts to rely. Decision-making now is reliant on the media consciousness, a virtual world imposed by the media and constructed with the help of relevant narratives. Modern strategic narratives usually have the external focalization which gets more credibility when supported and presented by the focalization points of celebrities and experts. Competing narratives, as well as the plurality of possible interpretations of events, are destroyed with the help of the media, which begin to broadcast one interpretation of the event that matches the narrative, by this making it the truth. Simultaneous use of several different media intensifies the influence and support the narrative. Repeating information changes its status and makes it not just a fact, but general knowledge. Any narrative is not only a sequential story of the selected events, but also persuasion in its nature. Persuasion is enhanced when narratives resonate with the audience's value system. Conclusions. As a strategic communication tool, an effective narrative is constructed with regard to all the aspects of communication, psycholinguistic and social aspects being especially important. Further insights into the problem of shaping narratives will allow outlining best practices and their elements to develop image-forming narratives.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"3 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89144757","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-1-141-159
Лариса Зданевич, Катерина Крутій
Introduction. The article analyzes the child’s speech concerning the individual peculiarities. It is about the formation of the communicative competence of the child. It is revealed that this process involves aspects: the acquisition of skills in the system-language and directly in the communicative spheres. Objectives – to structure theoretical developments of the problem under research, to emphasize their contribution into general approaches to speech activity of pre-school children, to single out groups of speech-passive children on the basis of communicative deadaptation. Research methods and techniques. The typological groups of speech-passive children have been singled out: «operational-technical», «motivational», «partial» or «selective» speech passivity. The experimental research on the identification of speech-passive children has been planned and carried out. The Heidelberger Speech Development Test has been used to diagnose the speech abilities of children aged 3 to 9 and a questionnaire for assessing speech and cognitive development of the child. Results and discussions. The child’s individual speech is understood as a socially and biologically conditioned system of sign psychic configurations, used by the individual both for thinking and for speech communication, which can be both active and passive. The possibilities of using the results of modern interdisciplinary researches to identify communicative maladaptation of senior pre-school children, who are speech-passive, have been revealed. The speech activity of children is defined as a stable personality property, which manifests itself in the ability to perceive and understand the speech of others. The speech passivity of the child is understood as a lower level of speech activity, due to the peculiarities of speech development in ontogenesis. Active and inert types of speech have been characterized. It is concluded that the age of five years has a special significance for onto-psycholinguistic researches. This age is characterized by the crisis of egocentric speech, culminating in its internalization, accompanied by the general communicative maladaptation. Conclusions. It is proved that the violation of the process of communication of speech-passive pre-schoolers is manifested mainly in two varieties, as communicative deficit or communicative exaltation.
{"title":"Overcoming Communicative Deadaptation of Speech Passive Children of Pre-School Age","authors":"Лариса Зданевич, Катерина Крутій","doi":"10.31470/2309-1797-2019-26-1-141-159","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-1-141-159","url":null,"abstract":"Introduction. The article analyzes the child’s speech concerning the individual peculiarities. It is about the formation of the communicative competence of the child. It is revealed that this process involves aspects: the acquisition of skills in the system-language and directly in the communicative spheres. \u0000Objectives – to structure theoretical developments of the problem under research, to emphasize their contribution into general approaches to speech activity of pre-school children, to single out groups of speech-passive children on the basis of communicative deadaptation. \u0000Research methods and techniques. The typological groups of speech-passive children have been singled out: «operational-technical», «motivational», «partial» or «selective» speech passivity. The experimental research on the identification of speech-passive children has been planned and carried out. The Heidelberger Speech Development Test has been used to diagnose the speech abilities of children aged 3 to 9 and a questionnaire for assessing speech and cognitive development of the child. \u0000Results and discussions. The child’s individual speech is understood as a socially and biologically conditioned system of sign psychic configurations, used by the individual both for thinking and for speech communication, which can be both active and passive. The possibilities of using the results of modern interdisciplinary researches to identify communicative maladaptation of senior pre-school children, who are speech-passive, have been revealed. The speech activity of children is defined as a stable personality property, which manifests itself in the ability to perceive and understand the speech of others. The speech passivity of the child is understood as a lower level of speech activity, due to the peculiarities of speech development in ontogenesis. Active and inert types of speech have been characterized. It is concluded that the age of five years has a special significance for onto-psycholinguistic researches. This age is characterized by the crisis of egocentric speech, culminating in its internalization, accompanied by the general communicative maladaptation. \u0000Conclusions. It is proved that the violation of the process of communication of speech-passive pre-schoolers is manifested mainly in two varieties, as communicative deficit or communicative exaltation.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"41 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73658854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-1-228-245
Ольга Лозова, Олена Олександрівна Литвиненко
Introduction. The article presents the results of a study of adolescents` personal narratives. The general aim of the study was to identify narrative indicators of adolescents’ maladaptive cognitive schemas. This aim was achieved by virtue of realization of such tasks as: to identify the specific text categories (indicators) that indicate the maladaptive schemas and to determine the predictive power of each category (indicator). In the course of theoretical analysis, there were systematized the approaches to the understanding of personal narratives and “self-texts”. There also was generalized the concept of maladaptive cognitive schemas, and were defined textual categories which can be reflected in the narratives of people who have certain maladaptive schemas. Methods. The methods of the empirical study were Dusseldorf Illustrated Schema Questionnaire for Children and the content-analysis of personal narratives. Statistical processing of the obtained data and determination of the predictive power of each narrative category were performed with the help of the method of recursive division trees. Results. As a result of the empirical study was it was found that certain categories in the personal narratives of adolescents allow us to predict the manifestation of individual maladaptive schemas. There were identified narrative indicators, able to predict fourteen of the eighteen schemas. It was determined that the knowledge of narrative indicators of maladaptive cognitive schemas can be used within the psychological counseling and therapy at the stage of gathering primary information, as well as in the context of purposeful psychological impact. Conclusions. There were described the topical prospects for further scientific development of the problem, which were to expand the categorical structure of content analysis, which would allow to find indicators of four schemas that remain unclear, as well as to widen the age range of respondents and to test the hypothesis about the existence of a link between the personal narratives of adults and their maladaptive schemas. There was made an assumption that modification of a personal narrative can accelerate therapeutic work aimed at eliminating the negative impact of maladaptive schemas on a person's life.
{"title":"Narrative Indicators of Adolescents’ Maladaptive Cognitive Schemas","authors":"Ольга Лозова, Олена Олександрівна Литвиненко","doi":"10.31470/2309-1797-2019-26-1-228-245","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-1-228-245","url":null,"abstract":"Introduction. The article presents the results of a study of adolescents` personal narratives. The general aim of the study was to identify narrative indicators of adolescents’ maladaptive cognitive schemas. This aim was achieved by virtue of realization of such tasks as: to identify the specific text categories (indicators) that indicate the maladaptive schemas and to determine the predictive power of each category (indicator). In the course of theoretical analysis, there were systematized the approaches to the understanding of personal narratives and “self-texts”. There also was generalized the concept of maladaptive cognitive schemas, and were defined textual categories which can be reflected in the narratives of people who have certain maladaptive schemas. \u0000Methods. The methods of the empirical study were Dusseldorf Illustrated Schema Questionnaire for Children and the content-analysis of personal narratives. Statistical processing of the obtained data and determination of the predictive power of each narrative category were performed with the help of the method of recursive division trees. \u0000Results. As a result of the empirical study was it was found that certain categories in the personal narratives of adolescents allow us to predict the manifestation of individual maladaptive schemas. There were identified narrative indicators, able to predict fourteen of the eighteen schemas. It was determined that the knowledge of narrative indicators of maladaptive cognitive schemas can be used within the psychological counseling and therapy at the stage of gathering primary information, as well as in the context of purposeful psychological impact. \u0000Conclusions. There were described the topical prospects for further scientific development of the problem, which were to expand the categorical structure of content analysis, which would allow to find indicators of four schemas that remain unclear, as well as to widen the age range of respondents and to test the hypothesis about the existence of a link between the personal narratives of adults and their maladaptive schemas. There was made an assumption that modification of a personal narrative can accelerate therapeutic work aimed at eliminating the negative impact of maladaptive schemas on a person's life.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"63 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84763527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-2-358-376
Л. І. Шевченко, Дмитро Сизонов
Objective. The article presents the concept of creating an electronic filing system of language innovations (new vocabulary/phraseology) that updates the material of Ukrainian mass media with great attention to its psycholinguistic and functional-stylistic metric. The complex analysis of the e-filing system, which is based on the dynamics of Ukrainian media communication (2016-2018), is the goal of this study. Materials & Methods. An innovative author's methodology «10/10: new contexts / new editions» maximally allows to objectify the obtained results and accurately describe them at the relevant time. A special functional-stylistic & psycholinguistic marking allows to evaluate evolutionary processes in language, analyze the degree of axiology of language resource and predict the time of “life” of language innovation in Ukrainian mass consciousness. Results. Special lexicographic markers are proposed to help: (a) determine the degree of influence of a new unit on mass consciousness; (b) assess typical / non-standard communicative situation of appearance of a unit in media; (c) find out the stylistic potential of language innovation in modern Ukrainian. About 1,000 language innovations (words, phraseologisms, semantically and word-transformed units) are represented in the electronic filing system (see author’s portal «Language Innovation.UA» on newlexua.blogspot.com on the Google-platform), which are lexicographically represented as a serial dictionary «New words and phraseologisms in Ukrainian mass media» (2016-2018). The theory of media psychology has helped to distribute the material in e-filing system according to evaluative (axiological) dominants (see Martin, J.), pointing to neutral, positive or negative word semantics. Conclusions. The analyzed material allows to assert that updating of the lexical-phraseological fund of the Ukrainian language has an ongoing nature, an explanation of which is found in the interaction of extra- and intralinguistic factors (particularly, the phenomenon of «linguistic trend» in language innovations of the Western world, multiculturalism, expansion of the information space, etc.). The monitoring of contemporary Ukrainian media made it possible to analyze the causes of replication and consolidation of innovative vocabulary/phraseology in mass consciousness.
{"title":"Electronic Filing System of Language Innovations in Media: Psycholinguistic Metric","authors":"Л. І. Шевченко, Дмитро Сизонов","doi":"10.31470/2309-1797-2019-26-2-358-376","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-2-358-376","url":null,"abstract":"Objective. The article presents the concept of creating an electronic filing system of language innovations (new vocabulary/phraseology) that updates the material of Ukrainian mass media with great attention to its psycholinguistic and functional-stylistic metric. The complex analysis of the e-filing system, which is based on the dynamics of Ukrainian media communication (2016-2018), is the goal of this study. \u0000Materials & Methods. An innovative author's methodology «10/10: new contexts / new editions» maximally allows to objectify the obtained results and accurately describe them at the relevant time. A special functional-stylistic & psycholinguistic marking allows to evaluate evolutionary processes in language, analyze the degree of axiology of language resource and predict the time of “life” of language innovation in Ukrainian mass consciousness. \u0000Results. Special lexicographic markers are proposed to help: (a) determine the degree of influence of a new unit on mass consciousness; (b) assess typical / non-standard communicative situation of appearance of a unit in media; (c) find out the stylistic potential of language innovation in modern Ukrainian. About 1,000 language innovations (words, phraseologisms, semantically and word-transformed units) are represented in the electronic filing system (see author’s portal «Language Innovation.UA» on newlexua.blogspot.com on the Google-platform), which are lexicographically represented as a serial dictionary «New words and phraseologisms in Ukrainian mass media» (2016-2018). The theory of media psychology has helped to distribute the material in e-filing system according to evaluative (axiological) dominants (see Martin, J.), pointing to neutral, positive or negative word semantics. \u0000Conclusions. The analyzed material allows to assert that updating of the lexical-phraseological fund of the Ukrainian language has an ongoing nature, an explanation of which is found in the interaction of extra- and intralinguistic factors (particularly, the phenomenon of «linguistic trend» in language innovations of the Western world, multiculturalism, expansion of the information space, etc.). The monitoring of contemporary Ukrainian media made it possible to analyze the causes of replication and consolidation of innovative vocabulary/phraseology in mass consciousness.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85576291","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}
Introduction. The article presents the results of researching the samples of English-speaking literary heritage, which reveals psycholinguistic features of dialogical communication and peculiarities of communicants' perception of interactions meanings in dialogic speech. The technique of detecting the frequency of using different dialogues that differ in number of replicas is described. Objective. The purpose of the article is to characterize the psycholinguistic features of dialogical communication, to study units of the dialogue as means of forming a culture of communication of those who get aeducation. Methods. The methods of analysis of domestic and foreign works of art, analysis of dictionary definitions, methods of contextual and logical-semantic analyzes, elements of statistical analysis are used in the article. Results. It is substantiated that dialogue as a form of a communicative act is the most used form of verbal activity in which the text categories of communicants are implemented, their interpersonal relations are displayed, speech communication strategies appear, etc. Dialogue speech is characterized as a situational and thematic community of communicative motives in verbal statements consistently generated by two or more interlocutors in the direct act of communication. The frequency of the use of dialogues consisting of different amounts of dialogical unities is revealed. It is defined average number of dialogues consisting of dialogical unities; the frequency of dialogue with a different number of dialogical unities. It is considered the definitions of dialogue, dialogism, dialogical learning, dialogical speech, dialogical communication; it is characterized of the developed system of exercises and tasks for forming a culture of dialogical communication. Conclusions. It is concluded that for the formation of a culture of dialogical communication of the educational recipients, it is of great importance to turn to highly artistic samples of literature for the purpose of emotional perception of them; creating situations of empathy with the characters of the work by «impersonation» in these images; work on dialogical situations; the use of dialogues as a means of socialization.
{"title":"Psycholinguistic Aspects of Formation of Culture of Dialogical Communication","authors":"Галина Васьківська, Світлана Паламар, Леся Порядченко","doi":"10.31470/2309-1797-2019-26-2-11-26","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-2-11-26","url":null,"abstract":"Introduction. The article presents the results of researching the samples of English-speaking literary heritage, which reveals psycholinguistic features of dialogical communication and peculiarities of communicants' perception of interactions meanings in dialogic speech. The technique of detecting the frequency of using different dialogues that differ in number of replicas is described. \u0000Objective. The purpose of the article is to characterize the psycholinguistic features of dialogical communication, to study units of the dialogue as means of forming a culture of communication of those who get aeducation. \u0000Methods. The methods of analysis of domestic and foreign works of art, analysis of dictionary definitions, methods of contextual and logical-semantic analyzes, elements of statistical analysis are used in the article. \u0000Results. It is substantiated that dialogue as a form of a communicative act is the most used form of verbal activity in which the text categories of communicants are implemented, their interpersonal relations are displayed, speech communication strategies appear, etc. Dialogue speech is characterized as a situational and thematic community of communicative motives in verbal statements consistently generated by two or more interlocutors in the direct act of communication. The frequency of the use of dialogues consisting of different amounts of dialogical unities is revealed. It is defined average number of dialogues consisting of dialogical unities; the frequency of dialogue with a different number of dialogical unities. It is considered the definitions of dialogue, dialogism, dialogical learning, dialogical speech, dialogical communication; it is characterized of the developed system of exercises and tasks for forming a culture of dialogical communication. \u0000Conclusions. It is concluded that for the formation of a culture of dialogical communication of the educational recipients, it is of great importance to turn to highly artistic samples of literature for the purpose of emotional perception of them; creating situations of empathy with the characters of the work by «impersonation» in these images; work on dialogical situations; the use of dialogues as a means of socialization.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"36 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85198281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-1-126-140
Лариса Засєкіна, Олена Журавльова
Objectives. The aim of the study is to examine the procrastination among international students in academic settings in Ukraine. Materials & Methods. The 41 participants were recruited from two national universities in Volyn oblast who came from African countries to obtain higher education in Ukraine. Procrastination Scale, Acculturative Stress Scale, Foreign Language Classroom Anxiety Scale were applied in the research. Results. Evidence consistently suggests that there are no gender differences in procrastination, acculturating stress, and language anxiety. However, a weak negative correlation between procrastination and age of the participants was found (r=-0.26 p<0.05). It is possible to hypothesise that academic procrastination is less likely to occur in mature age, being replaced by the procrastination in other life domains. The findings of multiple regression suggest that acculturative stress and language anxiety taken together predict procrastination of the international students (R2 = 0.469, F (4, 37) = 2.741, p=0.015). However, amongst other predictors only fear of negative evaluation as a separate scale of language anxiety is an independent robust predictor of procrastination. One unanticipated finding was that accultuarion is not a significant moderator of the interaction between fear of negative evaluation and procrastination. Therefore, international students’ procrastination is predicted by rather social anxiety of being evaluated than cultural settings and language anxiety per se. This inference is in line with the evidence that test anxiety and communication apprehension are not independent significant predictors of procrastination. Conclusion. The current study showed that the main predictor of procrastination is linked to social anxiety which might be triggered by new cultural and academic settings and, therefore, transformed into procrastination. However, with a small sample size which represents only African students, caution must be applied, as the findings might not be extrapolated for the international students from other countries. Further studies, which take these limitations into account, will need to be undertaken.
目标。本研究的目的是考察乌克兰学术环境中国际学生的拖延症。材料与方法。41名参与者是从沃林州的两所国立大学招募的，他们来自非洲国家，在乌克兰接受高等教育。采用拖延量表、异文化压力量表、外语课堂焦虑量表进行研究。结果。证据一致表明，在拖延症、文化适应压力和语言焦虑方面没有性别差异。然而，拖延症与年龄呈弱负相关(r=-0.26 p<0.05)。我们可以假设，学业上的拖延症在成年后不太可能发生，而是被其他生活领域的拖延症所取代。多元回归结果显示，异文化压力和语言焦虑共同预测国际学生的拖延行为(R2 = 0.469, F (4,37) = 2.741, p=0.015)。然而，在其他预测因素中，只有对负面评价的恐惧作为语言焦虑的一个单独的量表是拖延症的独立可靠的预测因素。一个意想不到的发现是，文化并不是恐惧负面评价和拖延症之间相互作用的重要调节因素。因此，国际学生的拖延症与其说是由文化环境和语言焦虑本身来预测，不如说是由被评价的社交焦虑来预测。这一推断与考试焦虑和沟通恐惧不是拖延症的独立显著预测因子的证据是一致的。结论。目前的研究表明，拖延症的主要预测因素与社交焦虑有关，而社交焦虑可能由新的文化和学术环境引发，从而转化为拖延症。然而，由于样本量小，而且只代表非洲学生，因此必须谨慎，因为研究结果可能无法推断来自其他国家的国际学生。将需要进行考虑到这些限制的进一步研究。
{"title":"Acculturating Stress, Language Anxiety and Procrastination of International Students in the Academic Settings","authors":"Лариса Засєкіна, Олена Журавльова","doi":"10.31470/2309-1797-2019-26-1-126-140","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-1-126-140","url":null,"abstract":"Objectives. The aim of the study is to examine the procrastination among international students in academic settings in Ukraine. \u0000Materials & Methods. The 41 participants were recruited from two national universities in Volyn oblast who came from African countries to obtain higher education in Ukraine. Procrastination Scale, Acculturative Stress Scale, Foreign Language Classroom Anxiety Scale were applied in the research. \u0000Results. Evidence consistently suggests that there are no gender differences in procrastination, acculturating stress, and language anxiety. However, a weak negative correlation between procrastination and age of the participants was found (r=-0.26 p<0.05). It is possible to hypothesise that academic procrastination is less likely to occur in mature age, being replaced by the procrastination in other life domains. The findings of multiple regression suggest that acculturative stress and language anxiety taken together predict procrastination of the international students (R2 = 0.469, F (4, 37) = 2.741, p=0.015). However, amongst other predictors only fear of negative evaluation as a separate scale of language anxiety is an independent robust predictor of procrastination. One unanticipated finding was that accultuarion is not a significant moderator of the interaction between fear of negative evaluation and procrastination. Therefore, international students’ procrastination is predicted by rather social anxiety of being evaluated than cultural settings and language anxiety per se. This inference is in line with the evidence that test anxiety and communication apprehension are not independent significant predictors of procrastination. \u0000Conclusion. The current study showed that the main predictor of procrastination is linked to social anxiety which might be triggered by new cultural and academic settings and, therefore, transformed into procrastination. However, with a small sample size which represents only African students, caution must be applied, as the findings might not be extrapolated for the international students from other countries. Further studies, which take these limitations into account, will need to be undertaken.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"49 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82247391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-2-46-69
Вікторія Грукач, Олеся Ткаченко, Т. О. Соловйова
Мета дослдіження. Здійснити аспектологічний огляд наукової літератури з увагою до рівня вивченості концепту «Україна», а також опис даних, отриманих у результаті проведення вільного асоціативного експерименту для дослідження індивідуальних моделей ментального лексикону студентів, звернувши увагу на їхні структурні особливості вираження та різновиди семантико-смислових зон, на основі чого висловити пропозиції щодо важливості розвитку рефлексивного асоціативного мислення майбутніх фахівців соціально-комунікативної сфери в системі «людина – людина». Методи. Використано такі загальнонаукові методи, як: а) аналіз вітчизняних і зарубіжних психолінгвістичних джерел і мотивація теоретичних підходів; б) систематизація даних теоретичного аналізу про рівень розробленості проблеми, що задекларована, та конкретизація базових підходів і принципів; в) узагальнення результатів теоретичного аналізу наукових підходів; г) аналіз експериментальних даних, їх систематизація й опис; ґ) моделювання фактичного матеріалу, що є доказовою базою висновків. Серед часткових методів використано широко вживаний метод вільного асоціативного експерименту, його ланцюжковий різновид, на основі якого визначено індивідуальні ментальні моделі, їх різновиди й семантико-смислові зони. Результати дослідження засвідчують неповторну специфіку індивідуальних ментальних сфер і реакцій респондентів. Експериментальним матеріалом підтверджується, що індивідуальне мовлення, на основі якого формується й розвивається ментальний лексикон індивіда, є не просто системою формальних знаків для взаємодії й комунікації: воно одночасно представляє вербальний інтелект носія мови, його систему світоглядних цінностей, емоційно-оцінну палітру реагування; є представником його психіки, досвіду, ерудиції, вербальної пам’яті та здатності її відтворювати. Висновки. Опосередковано через відмінні ВМ та асоціативні ряди робимо узагальнення, що вербально-асоціативне поле пам’яті в учасників сформоване й актуалізоване різною мірою, як і вищі психічні функції, що підтверджує актуальність дослідження вербальної свідомості особистості майбутнього фахівця в процесі професійного становлення.
{"title":"Стимул «Україна» й асоціативно-смислове поле ментальних лексиконів студентів","authors":"Вікторія Грукач, Олеся Ткаченко, Т. О. Соловйова","doi":"10.31470/2309-1797-2019-26-2-46-69","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-2-46-69","url":null,"abstract":"Мета дослдіження. Здійснити аспектологічний огляд наукової літератури з увагою до рівня вивченості концепту «Україна», а також опис даних, отриманих у результаті проведення вільного асоціативного експерименту для дослідження індивідуальних моделей ментального лексикону студентів, звернувши увагу на їхні структурні особливості вираження та різновиди семантико-смислових зон, на основі чого висловити пропозиції щодо важливості розвитку рефлексивного асоціативного мислення майбутніх фахівців соціально-комунікативної сфери в системі «людина – людина». \u0000Методи. Використано такі загальнонаукові методи, як: а) аналіз вітчизняних і зарубіжних психолінгвістичних джерел і мотивація теоретичних підходів; б) систематизація даних теоретичного аналізу про рівень розробленості проблеми, що задекларована, та конкретизація базових підходів і принципів; в) узагальнення результатів теоретичного аналізу наукових підходів; г) аналіз експериментальних даних, їх систематизація й опис; ґ) моделювання фактичного матеріалу, що є доказовою базою висновків. Серед часткових методів використано широко вживаний метод вільного асоціативного експерименту, його ланцюжковий різновид, на основі якого визначено індивідуальні ментальні моделі, їх різновиди й семантико-смислові зони. \u0000Результати дослідження засвідчують неповторну специфіку індивідуальних ментальних сфер і реакцій респондентів. Експериментальним матеріалом підтверджується, що індивідуальне мовлення, на основі якого формується й розвивається ментальний лексикон індивіда, є не просто системою формальних знаків для взаємодії й комунікації: воно одночасно представляє вербальний інтелект носія мови, його систему світоглядних цінностей, емоційно-оцінну палітру реагування; є представником його психіки, досвіду, ерудиції, вербальної пам’яті та здатності її відтворювати. \u0000Висновки. Опосередковано через відмінні ВМ та асоціативні ряди робимо узагальнення, що вербально-асоціативне поле пам’яті в учасників сформоване й актуалізоване різною мірою, як і вищі психічні функції, що підтверджує актуальність дослідження вербальної свідомості особистості майбутнього фахівця в процесі професійного становлення.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"36 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84917558","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-2-208-223
Любов Летюча, Олександр Петров, Вадим Завацький
Research actuality is determined with the necessity of studying some academic values namely the conducted analyses of free associative experiment with the target to make comparative characteristics of lexicographic and psycholinguistic portrait of the concept UNIVERSITY. The aim of the article is to contrast the lexicographic portrait with the psycholinguistic image of the concept UNIVERSITY through the structure of the associative area, that was created in linguistic consciousness of students who study at Pereiaslav-Khmelnytskyi state pedagogical Hrygorii Skovoroda university. Processing of the linguistic material determined the usage of those methods as: methodology of free associative experiment to define psycholinguistic meaning of the concept; analyses of dictionery definitions as one of systematic methods and generalisation method of dictionery definitions for lexicographic analyses of concepts linguistic representation; elements of methodology of cognitive and semantic description of word meaning, that is used for comparing of lexicographic and psycholinguistic portrait of the studied concept. The results of the conducted analyses of linguistic reactions to the free associative experiment on the stimulus-word «university» and lexicographic definitions of the lexeme «UNIVERSITY» for comparative characteristic of lexicographic and psycholinguistic portrait of the concept UNIVERSITY resulted in understanding that the meaning of the studied concept in students’ imagination as well as in Ukrainian native speakers’ one and in the language fixation is actually the same. At the same time on the basis of brightness indexes ranking according to decreasing principle, the core and the periphery of the associative concept area have been established, as well as the fact that associates give wider and more divers meaning spectra. It was established, that the associative configuration UNIVERSITY is a kind of recurrent sign that is not fixed in the dictionaries and represents the meaning «emotive evaluative characteristic». It is foreseen that traditional methodology of word interpretation with dictionary usage can be substantially added with the results of psycholinguistic experiments.
{"title":"Concept UNIVERSITY: Comparative Characteristics of Lexicographic and Psycholinguistic Portrait","authors":"Любов Летюча, Олександр Петров, Вадим Завацький","doi":"10.31470/2309-1797-2019-26-2-208-223","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-2-208-223","url":null,"abstract":"Research actuality is determined with the necessity of studying some academic values namely the conducted analyses of free associative experiment with the target to make comparative characteristics of lexicographic and psycholinguistic portrait of the concept UNIVERSITY. \u0000The aim of the article is to contrast the lexicographic portrait with the psycholinguistic image of the concept UNIVERSITY through the structure of the associative area, that was created in linguistic consciousness of students who study at Pereiaslav-Khmelnytskyi state pedagogical Hrygorii Skovoroda university. \u0000Processing of the linguistic material determined the usage of those methods as: methodology of free associative experiment to define psycholinguistic meaning of the concept; analyses of dictionery definitions as one of systematic methods and generalisation method of dictionery definitions for lexicographic analyses of concepts linguistic representation; elements of methodology of cognitive and semantic description of word meaning, that is used for comparing of lexicographic and psycholinguistic portrait of the studied concept. \u0000The results of the conducted analyses of linguistic reactions to the free associative experiment on the stimulus-word «university» and lexicographic definitions of the lexeme «UNIVERSITY» for comparative characteristic of lexicographic and psycholinguistic portrait of the concept UNIVERSITY resulted in understanding that the meaning of the studied concept in students’ imagination as well as in Ukrainian native speakers’ one and in the language fixation is actually the same. At the same time on the basis of brightness indexes ranking according to decreasing principle, the core and the periphery of the associative concept area have been established, as well as the fact that associates give wider and more divers meaning spectra. It was established, that the associative configuration UNIVERSITY is a kind of recurrent sign that is not fixed in the dictionaries and represents the meaning «emotive evaluative characteristic». It is foreseen that traditional methodology of word interpretation with dictionary usage can be substantially added with the results of psycholinguistic experiments.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"26 3 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87329173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-1-265-285
Наталія Михальчук, Ольга Володимирівна Кришевич
The purpose of the article is to analyze the peculiarities of the perception and understanding of Sonnets written by W. Shakespeare by the students of the Faculty of Foreign Languages. The methods of the research are: in order to study the features of perception and understanding of the absurd in the sonnets of W. Shakespeare we used the method of associative experiment. In our research we examined the dependence of the latent period of awareness of the absurd meaning of speech acts, depending on the nature of stimulation. For comparing we proposed to students high-frequency phrases, emotionally colored ones (chosen from the sonnets of W. Shakespeare), low-frequency statements, stylistically colored phrases, statements which include slang. The results of the research. At the end of the procedure of the experiment, a total of 1958 verbal responses of the students were received. From them, 897 reactions are for high frequency phrases; 458 – for emotionally colored ones; 293 are for low frequency phrases; 256 – for stylistically colored ones and only 54 reactions are for slang. At the stage of the analysis of the results we arranged the groups of words depending on statistical differences in the average time of the associative reaction for each group in order from the smallest one to the largest group: 1) high-frequency and emotionally colored; 2) stylistically colored: 3) low-frequency; 4) phrases with slang. Conclusions. It was proved that students adequately perceived and understood the emotionally colored phrases that were selected by us from W. Shakespeare’s sonnets and contained explicit and implicit absurd meaning. This gives us reason to argue that these statements, with their expressive context and absurd content, in a great degree attracted students that they perceived these phrases as personally significant, experienced them in such a way that they already entered their sphere of personally significant experience.
{"title":"The Peculiarities of the Perception and Understanding of Sonnets Written by W. Shakespeare by the Students of the Faculty of Foreign Languages","authors":"Наталія Михальчук, Ольга Володимирівна Кришевич","doi":"10.31470/2309-1797-2019-26-1-265-285","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-1-265-285","url":null,"abstract":"The purpose of the article is to analyze the peculiarities of the perception and understanding of Sonnets written by W. Shakespeare by the students of the Faculty of Foreign Languages. \u0000The methods of the research are: in order to study the features of perception and understanding of the absurd in the sonnets of W. Shakespeare we used the method of associative experiment. In our research we examined the dependence of the latent period of awareness of the absurd meaning of speech acts, depending on the nature of stimulation. For comparing we proposed to students high-frequency phrases, emotionally colored ones (chosen from the sonnets of W. Shakespeare), low-frequency statements, stylistically colored phrases, statements which include slang. \u0000The results of the research. At the end of the procedure of the experiment, a total of 1958 verbal responses of the students were received. From them, 897 reactions are for high frequency phrases; 458 – for emotionally colored ones; 293 are for low frequency phrases; 256 – for stylistically colored ones and only 54 reactions are for slang. At the stage of the analysis of the results we arranged the groups of words depending on statistical differences in the average time of the associative reaction for each group in order from the smallest one to the largest group: 1) high-frequency and emotionally colored; 2) stylistically colored: 3) low-frequency; 4) phrases with slang. \u0000Conclusions. It was proved that students adequately perceived and understood the emotionally colored phrases that were selected by us from W. Shakespeare’s sonnets and contained explicit and implicit absurd meaning. This gives us reason to argue that these statements, with their expressive context and absurd content, in a great degree attracted students that they perceived these phrases as personally significant, experienced them in such a way that they already entered their sphere of personally significant experience.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"2011 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86315292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-12DOI: 10.31470/2309-1797-2019-26-1-199-215
Юлія Крилова-Грек
Introduction. The paper focuses on language means exploited by social engineers in their activities in terms of humanitarian aspects of cybersecurity. The goal of this research is to analyze the methods and techniques employed by social engineers in their malicious activity and its features from a psycholinguistic point of view for further development of counteraction mechanisms. Methods. To obtain results we used the following methods: primary source analysis, analysis of spoken and written speech and speech products, and intent analysis. Results. The activity theory has been successfully applied to consider the key features of social engineers’ work. On the base of AT we presented a three-component model which we may consider only in the case of a social engineer’s successful attack (action). Based on the analysis of the sources, we distinguished the types of spoken and written communication actions (these types correspond to direct and indirect actions), used by social engineers to affect the cognitive processes for retrieving “sensitive data” and confidential information. Besides, we also categorized psychological and language means, which social engineers evidently apply in their activities. We stress that in most cases social engineers’ activities are aimed at a) affecting the person’s emotions and feelings; b) blocking rational and critical thinking; c) manipulating moral and ethic values, and d) using positive incentives that have an interest to a user. Taking into account the abovementioned types of communication, psychological and language means, we systematized and described the general techniques of using oral and written forms of language and technologies: 1) techniques related to the use of spoken speech; 2) techniques related to the use of written speech; 3) techniques related to the use of USB flash drives, applications, and program software. The findings are applicable for developing a mechanism to counter social engineers’ attacks and contribute to improving the level of cyber literacy.
{"title":"Psycholinguistic Aspects of Humanitarian Component of Cybersecurity","authors":"Юлія Крилова-Грек","doi":"10.31470/2309-1797-2019-26-1-199-215","DOIUrl":"https://doi.org/10.31470/2309-1797-2019-26-1-199-215","url":null,"abstract":"Introduction. The paper focuses on language means exploited by social engineers in their activities in terms of humanitarian aspects of cybersecurity. The goal of this research is to analyze the methods and techniques employed by social engineers in their malicious activity and its features from a psycholinguistic point of view for further development of counteraction mechanisms. \u0000Methods. To obtain results we used the following methods: primary source analysis, analysis of spoken and written speech and speech products, and intent analysis. \u0000Results. The activity theory has been successfully applied to consider the key features of social engineers’ work. On the base of AT we presented a three-component model which we may consider only in the case of a social engineer’s successful attack (action). \u0000Based on the analysis of the sources, we distinguished the types of spoken and written communication actions (these types correspond to direct and indirect actions), used by social engineers to affect the cognitive processes for retrieving “sensitive data” and confidential information. Besides, we also categorized psychological and language means, which social engineers evidently apply in their activities. We stress that in most cases social engineers’ activities are aimed at a) affecting the person’s emotions and feelings; b) blocking rational and critical thinking; c) manipulating moral and ethic values, and d) using positive incentives that have an interest to a user. Taking into account the abovementioned types of communication, psychological and language means, we systematized and described the general techniques of using oral and written forms of language and technologies: 1) techniques related to the use of spoken speech; 2) techniques related to the use of written speech; 3) techniques related to the use of USB flash drives, applications, and program software. \u0000The findings are applicable for developing a mechanism to counter social engineers’ attacks and contribute to improving the level of cyber literacy.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"33 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2019-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90745655","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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