Pub Date : 2022-10-11DOI: 10.31470/2309-1797-2022-32-1-143-162
Loul Saleh Al Rasheed
Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD. Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others. Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others. Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.
{"title":"The Effects of a Psycholinguistic Approach to Multisensory Instruction on Psycholinguistic Abilities of Children with Learning Disabilities","authors":"Loul Saleh Al Rasheed","doi":"10.31470/2309-1797-2022-32-1-143-162","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-32-1-143-162","url":null,"abstract":"Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD. \u0000Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others. \u0000Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others. \u0000Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"13 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88427266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-11DOI: 10.31470/2309-1797-2022-32-1-189-206
Vitalii Shymko
Purpose. An empirical verification of the Hemingway’s “sad hypothesis” and study of some individual characteristics of a discourse formation in a process of short texts understanding. Methods and procedure of research. The study was based on the principle of a standardized interview, which was carried out on a random sample (103 respondents) using the questionnaire. The subjects interpreted two proverbs and the short story by Hemingway (“For sale: baby shoes, never worn”). In each case, it was proposed to choose one of the six ready-made interpretations or to create an original one. Proverb explications were classified by experts as “normative” or “deviating”, and interpretations of the story were evaluated into “sad” or “pragmatic” ones. Also, a “normativity index” was calculated for each respondent, reflecting the number of normative renditions of proverbs. The Psychogeometric test was used, and such socio-demographic characteristics were recorded as: gender, age, having children. Results. This study refutes the “sad hypothesis” regarding Hemingway’s six-word story affect. The prevalence of pragmatic type interpretation over sentimental one is statistically significant. The type of interpretation turned out to be not directly related to any of the considered socio-demographic characteristics. It was found that the sad interpretation of the story reliably corresponds to a high normativity of the proverbs explications. Conversely, respondents with deviating interpretations of proverbs were significantly more likely to interpret Hemingway’s story in a pragmatic way. Differential psychological features, which were distinguished using the Psychogeometric test, turned out to be an insignificant predictor of the six-word story interpretations. Conclusions. The analysis of the research results made it possible to argue the thesis that the differences in the formation of individual discourses are directly related to a worldview and indirectly determined by other factors in turn influencing the outlook. The interaction of the worldview with discursive practice that arises in the process of short texts understanding is carried out according to differential scenarios. These scenarios are conditioned by such individual characteristics as discursive conformity and discursive lability, which, in turn, correspond with high and low normativity, respectively. Above features are cognitive in nature. Their ontological localization coincides with the I-language (Chomsky).
{"title":"The Hemingway’s Six-Word Story Effect: A Psycholinguistic Verification","authors":"Vitalii Shymko","doi":"10.31470/2309-1797-2022-32-1-189-206","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-32-1-189-206","url":null,"abstract":"Purpose. An empirical verification of the Hemingway’s “sad hypothesis” and study of some individual characteristics of a discourse formation in a process of short texts understanding. \u0000Methods and procedure of research. The study was based on the principle of a standardized interview, which was carried out on a random sample (103 respondents) using the questionnaire. The subjects interpreted two proverbs and the short story by Hemingway (“For sale: baby shoes, never worn”). In each case, it was proposed to choose one of the six ready-made interpretations or to create an original one. Proverb explications were classified by experts as “normative” or “deviating”, and interpretations of the story were evaluated into “sad” or “pragmatic” ones. Also, a “normativity index” was calculated for each respondent, reflecting the number of normative renditions of proverbs. The Psychogeometric test was used, and such socio-demographic characteristics were recorded as: gender, age, having children. \u0000Results. This study refutes the “sad hypothesis” regarding Hemingway’s six-word story affect. The prevalence of pragmatic type interpretation over sentimental one is statistically significant. The type of interpretation turned out to be not directly related to any of the considered socio-demographic characteristics. It was found that the sad interpretation of the story reliably corresponds to a high normativity of the proverbs explications. Conversely, respondents with deviating interpretations of proverbs were significantly more likely to interpret Hemingway’s story in a pragmatic way. Differential psychological features, which were distinguished using the Psychogeometric test, turned out to be an insignificant predictor of the six-word story interpretations. \u0000Conclusions. The analysis of the research results made it possible to argue the thesis that the differences in the formation of individual discourses are directly related to a worldview and indirectly determined by other factors in turn influencing the outlook. The interaction of the worldview with discursive practice that arises in the process of short texts understanding is carried out according to differential scenarios. These scenarios are conditioned by such individual characteristics as discursive conformity and discursive lability, which, in turn, correspond with high and low normativity, respectively. Above features are cognitive in nature. Their ontological localization coincides with the I-language (Chomsky).","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"32 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86621095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-11DOI: 10.31470/2309-1797-2022-32-2-6-28
A. R. Altakhaineh, Rozan Alhloul, Aseel Zibin
Purpose. This paper examines whether irregular past verbs are acquired earlier than regular past verbs by Arabic-speaking EFL children. Methods and procedure. Ninety fifth graders were tested using pictures representing 20 regular and 20 irregular past tense verbs through a sentence completion task. An introspective session was conducted with 70 children following the administration of the tests in order to determine the areas of difficulty. Results. The results mainly revealed that there is a statistically significant difference between regular and irregular verbs in favour of regular verbs. This suggests that the children learn regular forms prior to irregular ones contradicting the Natural Order Hypothesis and providing credence to the two Interlanguage strategies, namely, the L2 Overgeneralization of Alternative L2 Category Strategy and L1 Transfer Strategy. The children’s failure to produce the irregular form of the verb can be ascribed to the default system that they rely on, which is the computation system rather than the storage system. Thus, Arabic-speaking EFL children apply regular inflection of -ed whenever their memory fails to produce an irregular verb form. Conclusions. This study has demonstrated that Arabic-speaking EFL children do not follow the same sequence of acquisition as that exhibited by first language learners in acquiring the regular and irregular simple past forms. These learners acquire the regular past tense forms prior to the irregular ones contradicting the Natural Order Hypothesis. Due to the lack of irregularities in their first language, these learners apply the regular inflection rule to novel or unfamiliar verbs without sometimes considering the possibility of an existent irregular form that needs to be retrieved from memory. This also provides credence to two Interlanguage strategies, namely, the L2 Overgeneralization of Alternative L2 Category Strategy and L1 Transfer Strategy. More studies that investigate the sequence of acquisition of other types of morphemes by Arabic-speaking EFL children are needed to explore the effect of L1 and other factors such as the learning situation on the acquisition of English morphemes.
{"title":"Foreign Language Processing of English Regular and Irregular Past Tense Verbs by Arabic-Speaking EFL Children","authors":"A. R. Altakhaineh, Rozan Alhloul, Aseel Zibin","doi":"10.31470/2309-1797-2022-32-2-6-28","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-32-2-6-28","url":null,"abstract":"Purpose. This paper examines whether irregular past verbs are acquired earlier than regular past verbs by Arabic-speaking EFL children. \u0000Methods and procedure. Ninety fifth graders were tested using pictures representing 20 regular and 20 irregular past tense verbs through a sentence completion task. An introspective session was conducted with 70 children following the administration of the tests in order to determine the areas of difficulty. \u0000Results. The results mainly revealed that there is a statistically significant difference between regular and irregular verbs in favour of regular verbs. This suggests that the children learn regular forms prior to irregular ones contradicting the Natural Order Hypothesis and providing credence to the two Interlanguage strategies, namely, the L2 Overgeneralization of Alternative L2 Category Strategy and L1 Transfer Strategy. The children’s failure to produce the irregular form of the verb can be ascribed to the default system that they rely on, which is the computation system rather than the storage system. Thus, Arabic-speaking EFL children apply regular inflection of -ed whenever their memory fails to produce an irregular verb form. \u0000Conclusions. This study has demonstrated that Arabic-speaking EFL children do not follow the same sequence of acquisition as that exhibited by first language learners in acquiring the regular and irregular simple past forms. These learners acquire the regular past tense forms prior to the irregular ones contradicting the Natural Order Hypothesis. Due to the lack of irregularities in their first language, these learners apply the regular inflection rule to novel or unfamiliar verbs without sometimes considering the possibility of an existent irregular form that needs to be retrieved from memory. This also provides credence to two Interlanguage strategies, namely, the L2 Overgeneralization of Alternative L2 Category Strategy and L1 Transfer Strategy. More studies that investigate the sequence of acquisition of other types of morphemes by Arabic-speaking EFL children are needed to explore the effect of L1 and other factors such as the learning situation on the acquisition of English morphemes.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"5 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80535508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.31470/2309-1797-2022-32-2-29-46
Mohammed R. Alzahrani
Purpose. The aim was to develop and validate (SLCWAS)so as to provide support for its application among primary school students. It was postulated the following: (1) the (SLCWAS) was developed for application to primary school students in a Saudi Arabian cultural context; and (2) the (SLCWAS) has appropriate psychometric properties. Methods and Procedure. 190 primary school students were included in this study. CFA was conducted for testing item-factor structure of the scale. The fit indices were found to be Chi square = 32.16 (p < .001), degree of freedom = 190 (χ2 = 32.16; df = 190, χ2/df = 3.24), root mean square error of approximation (RMSEA) = .07 (p < .05) standardized root mean- square residual (SRMR) = .05, comparative fit index (CFI) = .93, non-normed fit index (NNFI) = .96, goodness of fit index (GFI) = .96, and adjusted goodness of fit index (AGFI) = .95. These outcomes prove that SLCWAS is a valid and reliable measure. Results. Findings indicate that the empirical ICC curves fit well with the expected ICC curves for all the items. the levels of SLCWAS in primary school students are widely distributed. Higher Logits scores indicated that students have higher levels of SLCWAS. Males and females had the same location in answering SLCWAS items and that there was no DIF for the SLCWAS items with respect to gender. Conclusions: SLCWAS was validated in the Rasch analysis with a sample of primary school students. The preliminary reliability investigation revealed a very high internal consistency for the scale.
{"title":"Second Language Testing: Assessing the Psychometric Properties Causes of Second Language Writing Anxiety Scale (SLCWAS) Using Rasch Model Analysis","authors":"Mohammed R. Alzahrani","doi":"10.31470/2309-1797-2022-32-2-29-46","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-32-2-29-46","url":null,"abstract":"Purpose. The aim was to develop and validate (SLCWAS)so as to provide support for its application among primary school students. It was postulated the following: (1) the (SLCWAS) was developed for application to primary school students in a Saudi Arabian cultural context; and (2) the (SLCWAS) has appropriate psychometric properties. \u0000Methods and Procedure. 190 primary school students were included in this study. CFA was conducted for testing item-factor structure of the scale. The fit indices were found to be Chi square = 32.16 (p < .001), degree of freedom = 190 (χ2 = 32.16; df = 190, χ2/df = 3.24), root mean square error of approximation (RMSEA) = .07 (p < .05) standardized root mean- square residual (SRMR) = .05, comparative fit index (CFI) = .93, non-normed fit index (NNFI) = .96, goodness of fit index (GFI) = .96, and adjusted goodness of fit index (AGFI) = .95. These outcomes prove that SLCWAS is a valid and reliable measure. \u0000Results. Findings indicate that the empirical ICC curves fit well with the expected ICC curves for all the items. the levels of SLCWAS in primary school students are widely distributed. Higher Logits scores indicated that students have higher levels of SLCWAS. Males and females had the same location in answering SLCWAS items and that there was no DIF for the SLCWAS items with respect to gender. \u0000Conclusions: SLCWAS was validated in the Rasch analysis with a sample of primary school students. The preliminary reliability investigation revealed a very high internal consistency for the scale.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"47 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80429688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.31470/2309-1797-2022-32-1-51-65
A. Alshahrani
Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD. Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others. Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others. Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.
{"title":"A Psycholinguistic Training to Improve Expressive Language Among Children with ASD","authors":"A. Alshahrani","doi":"10.31470/2309-1797-2022-32-1-51-65","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-32-1-51-65","url":null,"abstract":"Purpose. The purpose was to investigate the effect of a psycholinguistic training to improve expressive language among children with ASD. \u0000Methods. Data were collected from children during the academic year 2021-2022. The participants were 20 children with ASD, aged 7 to 10 years, who were enrolled in a school for children with ID. All children attended the same semester inside the school. Parent consent forms were sent home by the principal and school psychologist to the parents of the prospective participants to inform them about the study and ask them to give permission for their children to participate. Demographic information was obtained from school records and as reported by families. Children were divided randomly into two groups: one experimental (n=10) and other was the control group (n=10). These children were matched as a group with cases on the basis of age, IQ, social class and general level of language ability. A 24 items, six-dimensional Questionnaire was developed in particular for this study. The intention was to identify expressive language skills for children with ASD. The six dimensions are: speaking and questioning skills in correct language (4 items), the ability to verbally express things, needs, and desires (4 items), the skill of pronouncing and imitating words, letters and sounds (4 items), repetition and arranging skill (4 items), the ability to verbally express feelings (4 items), the ability to respond to the speech and questions of others. \u0000Results. Results indicated increased speaking and questioning skills in correct language, the ability to verbally express things, needs, and desires, the skill of pronouncing and imitating words, letters and sounds, repetition and arranging skill, the ability to verbally express feelings and the ability to respond to the speech and questions of others. \u0000Conclusions. Overall, results from this study contribute to the growing literature on the effect of a psycholinguistic training to improve expressive language among children with ASD. The present study lends empirical support to the notion that expressive language of children with ASD can be improved through a psycholinguistic training.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"19 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83710345","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-10-10DOI: 10.31470/2309-1797-2023-33-1-132-166
Hady J. Hamdan, Hanan Al-Madanat, Wael Hamdan
Purpose. This paper examines the connotations of the most common ten animal metaphors in the Jordanian context as perceived by Jordanian Arabic speakers. Methods. The data were collected in three stages. First, the principal researcher shared a post on his Facebook account in which he asked his Jordanian-Arabic speaking virtual friends to report in a comment the most common animal metaphors they use. The researchers compiled 115 comments/responses with 1106 animal metaphor tokens. Second, the received tokens were used to identify the most common animal metaphors. Third, in order to identify the set of connotations of each animal metaphor, the researchers distributed a questionnaire to 137 (43 males and 94 females) students at The University of Jordan in which the respondents were asked to report when each of them tends to use each animal metaphor and for what connotations. Based on the received responses, a preliminary list of connotations was prepared. Finally, the proposed connotations were subjected to a validation process by two Jordanian-Arabic speaking linguists from the Department of English at the University of Jordan. Most of their judgments were compatible with those of the researchers and when there was an overlap, amendments were made to amalgamate the connotations together. Results. The findings show that the ten most common animal metaphors in the Jordanian context are (1) X IS A MONKEY, (2) X IS A DONKEY, (3) X IS A COW, (4) X IS A SNAKE, (5) X IS A DOG, (6) X IS A PIG, (7) X IS A BEAR, (8) X IS A DUCK, (9) X IS AN OWL, and (10) X IS A DEER. They have a total of 39 connotations. X IS A MONKEY is used to convey five connotations, the most common of which is hyperactivity. As for X IS A DONKEY, it has four connotations with stupidity being its most common connotation. X IS A COW has six connotations and it is mainly associated with obesity, especially when referring to females. X IS A SNAKE connotes being toxic and deceitful. With regard to X IS A DOG, it is associated mostly with ill-mannerisms. X IS A PIG has three connotations and it is mostly linked with being deceitful. As for X IS A BEAR, it has four connotations with its most frequent connotation being fat. X IS A DUCK has three connotations and it is associated mostly with being pretty with a beautiful body. X IS AN OWL has three connotations and it is linked mostly with being pessimistic. Finally, X IS A DEER has three connotations with being characterized by beauty as its most common connotation. Conclusions. The study concludes that animal metaphors are culturally loaded and that the environment we live in shapes the way we view animals and the way we use them metaphorically.
目的。本文考察了约旦阿拉伯语使用者在约旦语境中所感知到的最常见的十个动物隐喻的内涵。方法。数据的收集分三个阶段进行。首先，首席研究员在他的Facebook账户上分享了一篇帖子，他在帖子中要求他说约旦阿拉伯语的虚拟朋友在评论中报告他们最常用的动物隐喻。研究人员编制了115条评论/回复，其中包含1106个动物隐喻符号。第二，接收到的标记被用来识别最常见的动物隐喻。第三，为了确定每种动物隐喻的含义，研究人员向约旦大学的137名学生(43名男性和94名女性)分发了一份调查问卷，调查对象被要求报告他们倾向于在什么时候使用每种动物隐喻以及它们的含义。根据收到的答复，编制了一份初步的内涵清单。最后，提议的内涵由约旦大学英语系的两名说约旦-阿拉伯语的语言学家进行了验证。他们的大多数判断与研究人员的判断是一致的，当有重叠时，进行修改以将内涵合并在一起。结果。研究结果表明，在约旦语境中，10个最常见的动物隐喻是(1)X是猴子，(2)X是驴，(3)X是牛，(4)X是蛇，(5)X是狗，(6)X是猪，(7)X是熊，(8)X是鸭子，(9)X是猫头鹰，(10)X是鹿。它们总共有39个含义。“X是一只猴子”有五种含义，其中最常见的是“多动”。至于X IS A DONKEY，它有四种含义，其中最常见的含义是愚蠢。X IS A COW有六层含义，主要与肥胖有关，尤其是指女性时。X是一个蛇意味着有毒和欺骗。关于X是一只狗，它主要与不良行为联系在一起。X IS A PIG有三层含义，大多与欺骗有关。至于“X IS A BEAR”，它有四个含义，最常见的含义是“胖”。“X IS A DUCK”有三层含义，大多与漂亮的身体有关。“X是一只猫头鹰”有三层含义，大多与悲观有关。最后，“X是一只鹿”有三种含义，以“美”为最常见的含义。结论。该研究的结论是，动物隐喻具有文化内涵，我们生活的环境塑造了我们看待动物的方式，以及我们使用动物隐喻的方式。
{"title":"Connotations of Animal Metaphors in the Jordanian Context","authors":"Hady J. Hamdan, Hanan Al-Madanat, Wael Hamdan","doi":"10.31470/2309-1797-2023-33-1-132-166","DOIUrl":"https://doi.org/10.31470/2309-1797-2023-33-1-132-166","url":null,"abstract":"Purpose. This paper examines the connotations of the most common ten animal metaphors in the Jordanian context as perceived by Jordanian Arabic speakers. \u0000Methods. The data were collected in three stages. First, the principal researcher shared a post on his Facebook account in which he asked his Jordanian-Arabic speaking virtual friends to report in a comment the most common animal metaphors they use. The researchers compiled 115 comments/responses with 1106 animal metaphor tokens. Second, the received tokens were used to identify the most common animal metaphors. Third, in order to identify the set of connotations of each animal metaphor, the researchers distributed a questionnaire to 137 (43 males and 94 females) students at The University of Jordan in which the respondents were asked to report when each of them tends to use each animal metaphor and for what connotations. Based on the received responses, a preliminary list of connotations was prepared. Finally, the proposed connotations were subjected to a validation process by two Jordanian-Arabic speaking linguists from the Department of English at the University of Jordan. Most of their judgments were compatible with those of the researchers and when there was an overlap, amendments were made to amalgamate the connotations together. \u0000Results. The findings show that the ten most common animal metaphors in the Jordanian context are (1) X IS A MONKEY, (2) X IS A DONKEY, (3) X IS A COW, (4) X IS A SNAKE, (5) X IS A DOG, (6) X IS A PIG, (7) X IS A BEAR, (8) X IS A DUCK, (9) X IS AN OWL, and (10) X IS A DEER. They have a total of 39 connotations. X IS A MONKEY is used to convey five connotations, the most common of which is hyperactivity. As for X IS A DONKEY, it has four connotations with stupidity being its most common connotation. X IS A COW has six connotations and it is mainly associated with obesity, especially when referring to females. X IS A SNAKE connotes being toxic and deceitful. With regard to X IS A DOG, it is associated mostly with ill-mannerisms. X IS A PIG has three connotations and it is mostly linked with being deceitful. As for X IS A BEAR, it has four connotations with its most frequent connotation being fat. X IS A DUCK has three connotations and it is associated mostly with being pretty with a beautiful body. X IS AN OWL has three connotations and it is linked mostly with being pessimistic. Finally, X IS A DEER has three connotations with being characterized by beauty as its most common connotation. \u0000Conclusions. The study concludes that animal metaphors are culturally loaded and that the environment we live in shapes the way we view animals and the way we use them metaphorically.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"38 4 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90469646","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-10DOI: 10.31470/2309-1797-2022-31-2-57-77
K. Koptleuova, Balgenzhe Karagulova, B. Muratbek, Mairagul Kushtayeva, Kulshat Kondybay
The purpose of the research. This paper describes the linguistic situation in the oil industry of Kazakhstan. The linguistic situation in the oil industry of Kazakhstan is characterized by functioning of the trilingualism with three languages being used simultaneously – Kazakh, Russian and English. Methods and procedure of research. A survey was conducted among industry staff for the level identification of Kazakh-Russian-English trilingualism. Based on questionnaire method, we interviewed 600 oil industry specialists comparing the level of proficiency in the second and third languages, identifying the level of activity and particular spheres of communication for L1, L2, L3 for informants with different socio-demographic characteristics as well as individual motivations when choosing, studying and using the second and third languages Results. Obtained records point out that the forms of interaction of the Kazakh, Russian and English languages are far from being similar. Kazakhs who do not know their native language, but only understand certain phrases make up 2.7%. Statistical data analysis revealed that 80.6% of Kazakhs are fluent in Russian, 1.4% of Kazakhs do not know Russian, 1.0% of Kazakhs are able to understand certain phrases. The age groups of 21-25, 26-35, and 36-45 have the highest English speakers percentage. Conclusions. The Kazakh-Russian-English trilingualism is widespread among representatives of various social and professional groups of the oil industry, who speak their native Kazakh and Russian languages fluently, and also know how to communicate in English.
{"title":"Sociolinguistic and Extralinguistic Aspects of the Functioning of the Trilingualism in the Oil Industry of Kazakhstan","authors":"K. Koptleuova, Balgenzhe Karagulova, B. Muratbek, Mairagul Kushtayeva, Kulshat Kondybay","doi":"10.31470/2309-1797-2022-31-2-57-77","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-31-2-57-77","url":null,"abstract":"The purpose of the research. This paper describes the linguistic situation in the oil industry of Kazakhstan. The linguistic situation in the oil industry of Kazakhstan is characterized by functioning of the trilingualism with three languages being used simultaneously – Kazakh, Russian and English. \u0000Methods and procedure of research. A survey was conducted among industry staff for the level identification of Kazakh-Russian-English trilingualism. Based on questionnaire method, we interviewed 600 oil industry specialists comparing the level of proficiency in the second and third languages, identifying the level of activity and particular spheres of communication for L1, L2, L3 for informants with different socio-demographic characteristics as well as individual motivations when choosing, studying and using the second and third languages \u0000Results. Obtained records point out that the forms of interaction of the Kazakh, Russian and English languages are far from being similar. Kazakhs who do not know their native language, but only understand certain phrases make up 2.7%. Statistical data analysis revealed that 80.6% of Kazakhs are fluent in Russian, 1.4% of Kazakhs do not know Russian, 1.0% of Kazakhs are able to understand certain phrases. The age groups of 21-25, 26-35, and 36-45 have the highest English speakers percentage. \u0000Conclusions. The Kazakh-Russian-English trilingualism is widespread among representatives of various social and professional groups of the oil industry, who speak their native Kazakh and Russian languages fluently, and also know how to communicate in English.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"15 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81167464","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-03DOI: 10.31470/2309-1797-2022-31-1-63-91
Yuliia Krolivets
Мета. Мета дослідження полягала у виявленні стану й рівнів розвитку зовнішньомовленнєвих операцій лексико-граматичного структурування розповідного мовлення дітей старшого дошкільного віку. Методи і методики дослідження. У процесі дослідження використовувались теоретичні методи: аналіз психолінгвістичної й психологічної літератури, узагальнення отриманих в результаті аналізу даних, виокремлення й обґрунтування критеріїв й показників психолінгвістичної діагностики стану та рівнів розвитку зовнішньомовленнєвих операцій дітей старшого дошкільного віку, формулювання висновків; емпіричні методи: бесіди з дітьми дошкільного віку, аналіз дитячих розповідей; контент-аналіз; констатувальний (вивчення рівня розвитку розповідного мовлення дітей дошкільного віку) експеримент; методи математичної статистики. Із метою діагностики розвитку зовнішньомовленнєвих операцій розповідного мовлення використовувалися такі методи й методики: “Закінчення речень”, “Спрямований асоціативний експеримент” (І. Л. Баскакова, В. П. Глухов), методика “Розкажи за картинкою” (Р. Немов), метод психографологічного аналізу (І. М. Лущихіна, В. К. Гайда, В. В. Лоскутов). Результати обсервації розповідного мовлення дітей розкривають особливості й рівні розвиненості зовнішньомовленнєвих операцій лексико-граматичного структурування дітей старшого дошкільного віку, своєрідність зовнішнього мовлення дітей, характерної для кожного з виділених рівнів; засвідчують, що кожній дитині, яка розвивається в нормі, властивий індивідуальний нерівномірний розвиток розповідних операцій і дій. Висновки. Висновок про статистично значущі відмінності здійснювався при порівнянні отриманих емпіричних показників із критичним значенням t-критерію Стьюдента. Аналіз стану розвитку зовнішньомовленнєвих операцій розповідного мовлення дітей старшого дошкільного віку створив передумови для виділення чотирьох рівнів розвитку цих мовленнєвих операцій: високий, достатній, середній та низький.
{"title":"Особливості зовнішньомовленнєвих операцій розповідного мовлення дітей старшого дошкільного віку","authors":"Yuliia Krolivets","doi":"10.31470/2309-1797-2022-31-1-63-91","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-31-1-63-91","url":null,"abstract":"Мета. Мета дослідження полягала у виявленні стану й рівнів розвитку зовнішньомовленнєвих операцій лексико-граматичного структурування розповідного мовлення дітей старшого дошкільного віку. \u0000Методи і методики дослідження. У процесі дослідження використовувались теоретичні методи: аналіз психолінгвістичної й психологічної літератури, узагальнення отриманих в результаті аналізу даних, виокремлення й обґрунтування критеріїв й показників психолінгвістичної діагностики стану та рівнів розвитку зовнішньомовленнєвих операцій дітей старшого дошкільного віку, формулювання висновків; емпіричні методи: бесіди з дітьми дошкільного віку, аналіз дитячих розповідей; контент-аналіз; констатувальний (вивчення рівня розвитку розповідного мовлення дітей дошкільного віку) експеримент; методи математичної статистики. Із метою діагностики розвитку зовнішньомовленнєвих операцій розповідного мовлення використовувалися такі методи й методики: “Закінчення речень”, “Спрямований асоціативний експеримент” (І. Л. Баскакова, В. П. Глухов), методика “Розкажи за картинкою” (Р. Немов), метод психографологічного аналізу (І. М. Лущихіна, В. К. Гайда, В. В. Лоскутов). \u0000Результати обсервації розповідного мовлення дітей розкривають особливості й рівні розвиненості зовнішньомовленнєвих операцій лексико-граматичного структурування дітей старшого дошкільного віку, своєрідність зовнішнього мовлення дітей, характерної для кожного з виділених рівнів; засвідчують, що кожній дитині, яка розвивається в нормі, властивий індивідуальний нерівномірний розвиток розповідних операцій і дій. \u0000Висновки. Висновок про статистично значущі відмінності здійснювався при порівнянні отриманих емпіричних показників із критичним значенням t-критерію Стьюдента. Аналіз стану розвитку зовнішньомовленнєвих операцій розповідного мовлення дітей старшого дошкільного віку створив передумови для виділення чотирьох рівнів розвитку цих мовленнєвих операцій: високий, достатній, середній та низький.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"7 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76917729","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-16DOI: 10.31470/2309-1797-2022-31-2-33-56
Yu. S. Hryshko
Вступ. У статті наведені результати трьох психолінгвістичних експериментів. Метою цього дослідження стало з’ясування впливу специфічних лінгвістичних одиниць – фонетичних оказіоналізмів – на сприйняття сучасного українського поетичного дискурсу адресатами (читачами). Методи. Основними методами відбору фактичного матеріалу обрано метод спостереження, метод суцільної вибірки, контекстуальний метод. Експериментальна частина дослідження включає методи вільного асоціативного експерименту, спрямованого асоціативного експерименту та метод семантичного диференціалу. Отримані результати оброблено за допомогою методу кількісних підрахунків. Результати. Для лінгвістичного аналізу фонетичних оказіональних одиниць у сучасному українському поетичному дискурсі стимулом обрано найчастотніші фонетичні оказіоналізми у їх графічній актуалізації (загалом 16 різних зразків). До трьох експериментальних груп респондентів увійшли 105 студентів трьох полтавських ЗВО У результаті експериментів ми отримали 1684 реакції, із яких 1146 (68.0%) – позитивні, 300 (18.0%) – негативні, 238 (14.0%) – нейтральні. Найнижчий показник нейтральних реакцій є цілком умотивованим, оскільки фонетичні оказіоналізми є потужними інтенсифікаторами експресивності звукового тла в поетичному дискурсі. Висновки. Фонетичні оказіоналізми мають позитивний вплив на сприйняття сучасного вербального дискурсу адресатами. Виняткова роль у декодуванні фонової інформації належить акустико-артикуляційним властивостям звуків. Перспективи подальших наукових розвідок вбачаємо у проведенні вільного асоціативного експерименту із залученням у якості респондентів представників різних соціальних та вікових груп населення, що дозволить встановити реальний стан культурних тенденцій у сприйнятті українцями сучасного мистецтва слова.
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Pub Date : 2022-03-12DOI: 10.31470/2309-1797-2022-31-1-187-232
T. Yatsenko, E. Ivashkevych, Lyubov Halushko, L. Kulakova
The aim of our research was also to analyze the dialogue in in-depth cognition of the subject’s psyche in the psycholinguistic paradigm. The latter allows us to distinguish pragmatic-explicit and pragmatic-implicit reference statements in psychoanalytic dialogues, to classify such statements, to give their characteristics, which will further help psychoanalysts to build dialogues with patients in psychotherapeutic practice. Methods. In our research we’ve used author’s Psychodynamic Methodology of organizing of psychotherapeutic process, which contributes to the problem of understanding the essence of the patient’s psyche. The improvement of diagnostic tools stipulated the clarification of the focus of the process of active socio-psychological cognition on optimizing the psyche of the patient in the psychotherapeutic process. Also we proposed group method of active socio-psychological cognition (hereinafter referred to as the ASPC) which emphasized on a law of positive disintegration of the psyche of the person and its secondary integration at a higher level of mental development of a man (Yatsenko, 2020). Results. The nature of emphasized by us pragmatic-implicit reference statements, the peculiarities of their functioning in the whole text fragment will resemble semantic performatives. In the paradigm of pragmatic statements, we will accept them as pragmatic statements. Although both pragmatic-implicit and pragmatic-explicit reference statements are very important for psychoanalytic dialogues. Pragmatic-explicit reference statements have all the features of performatives and can be fully characterized as pragmatic performatives. Conclusions. It was proved that positive pragmatic-explicit and pragmatic-implicit reference statements in psychoanalytic dialogue allowed us to identify the links between superficial and hidden semantic parameters of the patient’s psyche, which under the conditions of comprehension of his/her consciousness can open up prospects for their individual reconstruction by the subject, without the psychoanalyst’s help. This process facilitates the harmonization and functional optimization of the psyche of the person in in-depth correctional process. This way of solving a problem by a person sets the awakening of adequate capabilities of the subject, making by the patients’ some adjustments to their own behavior by expanding and deepening the boundaries of self-awareness in the process of active socio-psychological cognition.
{"title":"Dialogue in In-Depth Cognition of the Subject’s Psyche: Functioning of Pragmatic Referent Statements","authors":"T. Yatsenko, E. Ivashkevych, Lyubov Halushko, L. Kulakova","doi":"10.31470/2309-1797-2022-31-1-187-232","DOIUrl":"https://doi.org/10.31470/2309-1797-2022-31-1-187-232","url":null,"abstract":"The aim of our research was also to analyze the dialogue in in-depth cognition of the subject’s psyche in the psycholinguistic paradigm. The latter allows us to distinguish pragmatic-explicit and pragmatic-implicit reference statements in psychoanalytic dialogues, to classify such statements, to give their characteristics, which will further help psychoanalysts to build dialogues with patients in psychotherapeutic practice. \u0000Methods. In our research we’ve used author’s Psychodynamic Methodology of organizing of psychotherapeutic process, which contributes to the problem of understanding the essence of the patient’s psyche. The improvement of diagnostic tools stipulated the clarification of the focus of the process of active socio-psychological cognition on optimizing the psyche of the patient in the psychotherapeutic process. Also we proposed group method of active socio-psychological cognition (hereinafter referred to as the ASPC) which emphasized on a law of positive disintegration of the psyche of the person and its secondary integration at a higher level of mental development of a man (Yatsenko, 2020). \u0000Results. The nature of emphasized by us pragmatic-implicit reference statements, the peculiarities of their functioning in the whole text fragment will resemble semantic performatives. In the paradigm of pragmatic statements, we will accept them as pragmatic statements. Although both pragmatic-implicit and pragmatic-explicit reference statements are very important for psychoanalytic dialogues. Pragmatic-explicit reference statements have all the features of performatives and can be fully characterized as pragmatic performatives. \u0000Conclusions. It was proved that positive pragmatic-explicit and pragmatic-implicit reference statements in psychoanalytic dialogue allowed us to identify the links between superficial and hidden semantic parameters of the patient’s psyche, which under the conditions of comprehension of his/her consciousness can open up prospects for their individual reconstruction by the subject, without the psychoanalyst’s help. This process facilitates the harmonization and functional optimization of the psyche of the person in in-depth correctional process. This way of solving a problem by a person sets the awakening of adequate capabilities of the subject, making by the patients’ some adjustments to their own behavior by expanding and deepening the boundaries of self-awareness in the process of active socio-psychological cognition.","PeriodicalId":42961,"journal":{"name":"Psycholinguistics","volume":"75 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2022-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83301789","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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