Мета. Виявлення психолінгвістичних чинників мотивації антропонімної номінації. Методи та методики дослідження. Для реалізації поставленої мети було використано комплексний методологічний апарат, що поєднує теоретичні (дедукцію, індукцію, аналіз, синтез, порівняння, класифікацію, абстрагування, узагальнення та конкретизацію) та емпіричні підходи: онлайн-анкетування, контент-аналіз, асоціативний експеримент, спостереження. Оброблення даних здійснювалося за допомогою первинної описової статистики та кореляційного аналізу (коефіцієнт Пірсона). Вибірка становила 50 респондентів, з яких 34 жінки та 16 чоловіків. Результати. Поняття мотиву в психології лишається багатогранним, тісно переплітається з потребами. У процесі вибору імені для дитини батьки керуються як внутрішніми мотивами, так і зовнішніми чинниками. Ономастичний підхід пропонує три ключові мотиви: релігійний (обрання імені на честь святого), родинні традиції (іменування на честь родичів), модні тенденції (популярність наймень), водночас зарубіжні дослідження розширюють його психологічними аспектами. У роботі аналізуємо мотиви з огляду на їх групування за критерієм: екстраорієнтованість / інтраорієнтованість (релігія, мода, сімейні традицій на противагу особистим уподобанням); аутонаправленість/інфантонаправленість (егоцентрична орієнтація на власний комфорт, уподобання на противагу підходу, спрямованому на захист, благополуччя дитини), лінгвокомпетентність/лінгвонаївність (врахування фонетичних, етимологічних, частотних характеристик імені на противагу відсутності мовного аналізу). Висновки. У процесі емпіричного дослідження було виявлено низку психолінгвістичних закономірностей вибору імен, зокрема учасники дослідження, яких було названо під впливом екстраорієнтованих чинників, схильні повторювати цю модель номінації для своїх дітей. Так само ця закономірність прогнозує й інтраорієнтовану поведінку номінаторів. Закономірність міжпоколінної трансляції моделей номінації спостерігається й щодо психолінгвістичного чинника ауто- та інфантонаправленості. Досвід реального батьківства статистично значимо посилює екстраорієнтованість і інфантонаправленість вибору, знижуючи частку аутонаправлених мотивів. Виявлені закономірності дають змогу спрогнозувати мовленнєву поведінку та розкривають несвідомі мотиви антропонімної номінації як елемента мовної компетентності.

Мета статті – визначити домінантні психологічні й прагматичні засади сучасного українського молодіжного нікнеймінгу у віртуальному середовищі. Для досягнення поставленої мети виконано такі завдання: (1) з’ясовано стратегії вибору нікнеймів молодих українців; (2) проаналізовано зібраний матеріал з погляду прагматики та психологічних передумов творення; (3) установлено вплив гендеру на вибір нікнеймів; (4) визначено переваги й недоліки агресивної та непристойної самопрезентації молоді у віртуальному просторі. Методи і методики. Дослідження виконано за допомогою методів аналізу, синтезу, індукції, дедукції, описового, анонімного анкетування, комунікативно-прагматичного аналізу, методики внутрішньої інтроспекції, зіставного методу (для порівняння психосемантичних особливостей відповідей респондентів), корелятивного аналізу (для визначення залежності нікнеймів від статі респондентів) та методу кількісних підрахунків (для визначення домінантних стратегій нікнеймінгу). Результати. З’ясовано, що українська молодь активно формує багатовимірну модель цифрової самопрезентації, практикуючи як особистісні, так і творчі, концептуальні та епатажні підходи до вибору нікнеймів. Визначено пріоритетність оригінального й особистісного звучання віртуальних псевд для молодих українців. Проаналізовано психологічні передумови вибору переможних, естетичних, агресивних, гібридних та сороміцьких нікнеймів. Установлено вплив гендеру, а також соціально-політичних умов життя молодих українців на їхню віртуальну самопрезентацію. Висновки. Обґрунтовано важливість нікнеймінгу в духовно-культурному розвитку й соціалізації молодих українців. Наголошено, що нікнейми слугують важливим інструментом саморефлексії, творчого самовираження, емоційної саморегуляції та соціокультурного самовизначення молоді в онлайн-середовищі. Доведено, що нікнейми не лише слугують інструментом самопрезентації, але й віддзеркалюють колективні цінності, настрої та культурні практики сучасної української молоді.

Purpose: During the unprecedented times of the pandemic, online learning became inevitable, creating a parallel space for psycholinguodidactic innovations alongside traditional teaching and learning processes. Technology provides numerous opportunities for classroom-based experimentation driven by teachers within their micro-contexts. The development of listening operations is often marginalized in language classrooms; however, the online mode facilitates the integration of aural texts, surpassing the technological barriers of traditional settings. Psycholinguistic technologies enhance convenience, help create a self-paced language environment, and allow teachers to implement innovative ways to assess listening skills. The rapid growth in ICT resource utilization has the potential to address diverse learner needs. This study aims to identify the specific perceptions of undergraduate students regarding the listening tasks used for online assessment. Methods: We taught a “Listening and Speaking” course to first-year undergraduate students pursuing degrees in various foreign languages at EFL University (Hyderabad). Interesting correlations were found between their performance on listening tasks, the type of aural text, and the testing method. Three series of listening tests were administered over a semester using varied aural texts, video support, and contextual cues in an online environment. We presented learner perceptions and feedback collected through questionnaires and focus group discussions regarding the tasks used in the three online assessments. The data were interpreted in relation to psycholinguodidactic strategies that can be employed to meet the heterogeneous needs of students during the development of listening operations within the Indian ESL (English as a Second Language) context. Results: Conversational texts elicited higher scores than abstract academic genres lacking video support and contextual cues. To enhance performance, we integrated audiovisual interactive texts, such as TED Talks and educational videos, into the assessment tasks. We also included detailed pre-listening tasks in the assessment format and found that student responsiveness and task attempts improved. Conclusion: This study provides an in-depth analysis of the online planning and testing of listening tasks, demonstrating positive results in listening comprehension skills while also highlighting the challenges students face during online assessments.

Purpose. This study investigates how GPT-4 performs in forensic role simulations when examined through a psycholinguistic lens. The analysis focuses on whether the model can generate emotionally realistic, narratively coherent, and identity-consistent dialogue in high-stakes contexts that typically require complex cognitive–linguistic and affective processing. The research aims to extend psycholinguistic understanding of AI-mediated discourse and to evaluate the interactional plausibility of large language models within forensic communication. Methods. Forty-five multi-turn simulations were conducted across three forensic roles: trauma survivors, criminal offenders, and victims/witnesses. Each role was implemented at low, medium, and high emotional intensity. Transcripts were analysed using a multi-dimensional psycholinguistic coding scheme capturing emotional markers, narrative structure, cognitive distortions, defence mechanisms, paralinguistic stylization, and identity anchoring. Two independent coders achieved substantial inter-rater reliability (κ = 0.81). Analyses focused on interactional realism, narrative coherence, and stability of persona across turns. Results. GPT-4 produced affectively modulated discourse that aligned with role expectations, displaying trauma-congruent expressions, rationalizations, and victim-specific dependency cues. Narrative coherence was generally strong, particularly in trauma-survivor and witness roles, with clear sequencing and referential stability. Identity maintenance was consistent in most simulations, although occasional temporal drifts and overly mature phrasing occurred, especially in offender and child-witness roles. Emotional realism varied with intensity manipulation: higher-intensity prompts elicited more explicit affect and paralinguistic stylization. Conclusions. The findings provide evidence that GPT-4 can approximate several psycholinguistic features characteristic of forensic discourse, including emotional expression, narrative structuring, and role-dependent identity performance. However, observed limitations—over-stylized affect, repetitive denials, and inconsistencies in biographical details—underscore the distinction between interactional plausibility and genuine cognitive grounding. The study demonstrates that GPT-4 may serve as a controlled psycholinguistic simulation tool for training and research, provided its outputs are critically framed as algorithmic approximations rather than authentic psychological data.

Purpose. The purpose of the article was to identify and characterise stable cognitive-discursive markers of rumination in military personnel as a form of verbal organisation of traumatic experience, and to analyse the speech strategies of psychological avoidance that accompany ruminative thinking. Methods. The study was conducted with 477 Ukrainian Armed Forces personnel (aged 19–58 years). Data were collected online in accordance with ethical standards, including informed consent and anonymity. Ruminative thinking was assessed using an adapted Ukrainian version of the Ruminative Responses Scale (RRS). Participants provided narratives concerning their psycho-emotional state, which were analysed by psycholinguistic and discourse-analytic approaches. Units of analysis were semantic-narrative fragments, coded into key categories reflecting maladaptive and constructive patterns of rumination. Short-term psychological interventions were applied, followed by repeated assessment to evaluate changes in ruminative patterns. Statistical analysis included descriptive and comparative methods to assess differences across levels of rumination and pre-post intervention effects. Results. Three rumination profiles were distinguished: depression, brooding, and reflection, as well as mixed profiles combining features of multiple types and associated with increased clinical risk. Four types of ruminative narratives were identified: cyclical causal, self-blaming, fragmentary-emotional, and uniquely implicit. Depressive rumination was the most prevalent (54%), while brooding and reflection accounted for 23% each. Typical linguistic markers included first-person pronouns, introspective verbs, rhetorical ‘why’ questions, counterfactual constructions, negative lexical choices, modal expressions of helplessness, and markers of social avoidance. Verbal strategies of psychological avoidance manifested through passivisation, distancing, and reduction of emotional vocabulary. Conclusions. Rumination in military personnel has a multidimensional structure, combining cognitive, emotional, and behavioural markers. Narrative-discursive analysis effectively captures perseverative thinking, negative emotional valence, and reduced agency. Findings underscore the need for psycho-emotional interventions to mitigate rumination and enhance cognitive-emotional flexibility.

Purpose. In linguistic cognitive processes, during the word formation, even when combining different languages, bilinguals use the same brain area as monolinguals. However, there are cognitive processes that distinguish bilinguals’ way of language perception – the “language switching” or “code switching” phenomenon. In this context the purpose of the proposed paper is to analyse the problem of language switching in bilingual and monolingual students in the process of learning foreign languages, namely English, against the background of their native languages. Research methods and techniques. The method of a scientific experiment was used in the paper in order to determine the influence of semantic priming on the speed and accuracy of lexical decision-making. It was an experimental study with the scientific purpose to analyse the mechanisms of language switching among bilingual and monolingual students in the process of learning a foreign language (French as L2). The methodology was based on the phenomenon of semantic priming and the phenomenon of bilingual interactive activation. Results. The results demonstrated the leading influence of cognitive flexibility and the phenomenon of semantic priming on the efficiency of learning lexical units and understanding speech. The bilingual model of interactive activation made it possible to confirm the hypothesis that in monolinguals, activated lexical representations from the native language enter into competition with the target language. This significantly complicates the language acquisition process. Similarly, the model made it possible to determine the levels of cognitive flexibility in bilinguals, that were much more productive. Conclusions. А close relationship was found between the ability to inhibitory control and the symmetry or asymmetry of language switching. The results showed that bilingual students had high cognitive flexibility and coped much better with language switching. Bilinguals also demonstrated the effect of L2 repetition preference. While monolingual students had lower flexibility and a tendency to the L1 dominance effect. The proposed scientific investigation emphasizes the importance of taking into account cognitive factors in foreign language teaching methods. Accordingly, the semantic priming can be a helpful tool in overcoming language interference.

Purpose. The purpose of this article is to study the theoretical and applied aspects of psycholinguistics based on a bibliometric review to establish the correspondence of scientific publications to specific areas of functioning. This contributes to the analysis and search for key areas of development in psycholinguistics. Methods. Bibliometric, as a method of scientific research, allowed us to analyse scientific works such as articles, conference abstracts, books, reviews and reviews. For the bibliometric analysis, the online platform VOSviewer was used to process and summarise the data on the identified works on psycholinguistics, which are presented in the Scopus scientometric database. The bibliometric visualization map illustrates the frequency of use of terms, where the size of the circle symbolizes the number of mentions, and the intensity of the connections between elements demonstrates their interaction. Results. The study analysed the dynamics of publications in the Scopus scientometric database using the keyword ‘psycholinguistics.’ It was found that the total number of publications as of 2025 is (n=10.270) works. There is a polynomial growth in scientific works by subject areas and interests. A map visualising keywords and 15 scientific clusters was created using bibliometric analysis. Publications were studied by geography and affiliation, which indicates scientific interest from representatives from: USA 37.0%, United Kingdom 13.77%; Germany 8.55%; Canada 7.09%; Netherlands 6.39%; France 4.79%; Italy 3.97%, China 3.51%. The article systematises the combination of subject areas and scientific clusters in accordance with the works published in the Scopus database. Conclusions. The concept of psycholinguistics with the help of bibliometric analysis indicates the need for development of effective language techniques; diagnosis and correction of speech disorders, aphasia, stuttering and other problems; analysis of evidence and surveys; development of effective campaigns that take into account consumer psychology; analysis of speech and personality behaviour, as well as for the development of artificial intelligence systems capable of understanding and generating human speech.

Aim. The present study investigates how English learners of Arabic (ELA) process Arabic plural patterns through the lens of the Dual Mechanism (DM) theory, examining the influence of proficiency, which reflects linguistic exposure, on learners’ability to produce correct plural forms.Methods. A lexical elicitation task was designed, encompassing 32 nouns and adjectives as well as nonce words that phonologically resemble actual Arabic words, to assess the mental processing of pluralization. Twenty-one ELA participants with varying proficiency levels (beginner, intermediate, and advanced) completed the task.Results. The findings provide evidence that both rule-based and memorybased mechanisms interact in L2 plural formation, with phonological similarity, pattern frequency, and learner proficiency significantly affecting performance, particularly for broken plurals (BP). These results support the DM framework in explaining asymmetrical processing of concatenative and non-concatenative morphology in L2 Arabic.Conclusions. The study highlights the importance of instruction focusing on default SFP forms, frequent BP patterns, and analogical generalization strategies. Explicit attention to high-productivity forms and structured exposure to phonologically similar lexical neighborhoods can strengthen plural processing. The findings also emphasize the value of frequency-sensitive input and proficiency-adaptive teaching strategies. In addition, they point to the potential for computational applications, such as intelligent tutoring systems and automatic morphological generators, to model learner behavior and provide personalized feedback.

Purpose. The paper analyses the written errors which rural Turkish ethnic children make learning Bulgarian as a second language (L2). The children in the study are pupils in the Bulgarian primary school (between 7-11 years old). They live in a small village in Northeast Bulgaria ‒ region populated with ethnic Turks. Turkish minority children learn Bulgarian is their L2 at primary school and they make a lot of errors under the influence of their mother tongue ‒ Turkish (L1). The paper is dedicated to written errors the children make, writing a story. Methods and Procedure. In the paper the interlingual errors of the children in Bulgarian are classified and analyzed on phonological, morphosyntactic and syntactic levels. The children are given two serries of pictures: “The cat story” and “The horse story” and they get instruction to write two narratives based on the series of the pictures. The written texts of the children are collected and analyzed. The writing process is organized in the natural classroom environment to avoid any kind of stress. Results. Based on the collected language errors, we propose the following classification: Phonetic errors, result of violation of spelling norms; Morphosyntactic errors, result of violation of grammatical norms in the language; Syntactic errors, result of violation of syntactic norms. To illustrate the errors, examples from the produced text of the children are given. Conclusions. The bilingual Turkish children whose mother tongue is not Bulgarian need, special attention on their speech errors and they should be classified at different levels. The children transfer the errors from their oral language to their written one. The influence of Turkish is observed in the acquisition of both phonetics and grammar. Bulgarian language education for bilingual children in primary grades should not be monotonous and boring. The desire to communicate in Bulgarian should be provoked and motivated by the teacher. In the conclusions of the paper recommendations to Bulgarian language teachers are made how to correct the errors of the children and motivate them to learn written L2 better.

Aim. Prior research concentrated on testifying to the presence of the semantic activation of semantic radicals as well as the separate role of a couple of modulating factors like Transparency of the phonograms, Position of semantic radicals, and Authenticity of the phonograms. However, the combined and hierarchical effects of these factors on non-character semantic accessibility remain largely unexplored. The present study, first proposed a hypothesis on the semantic accessibility hierarchy of non-character semantic radicals, and empirically investigated the hypothesis. Materials and Design. The experiment adopted a 2 (Prime type: body effector vs. Asterisk *) × 6 (Target type: transparent phonograms embedding non-character effector semantic radical on the left [TPA1] vs. opaque phonograms embedding non-character effector semantic radical on the left [TPA2] vs. pseudo-characters embedding non-character effector semantic radical on the left [TPA3] vs. pseudo-characters embedding non-character effector semantic radical on the right [TPA4] vs. TPAcontrol1 vs. TPAcontrol2) design. The prime type comprised three effector-based characters: “脚” (/jiao3/, foot), “嘴”(/zui3/, mouth), and “手” (/shou3/, hand), together with a control asterisk “*”. A primed lexical decision task was administered to 30 native Mandarin-speaking participants. Results. Data of 26 participants were retained for analysis, yielding a mean accuracy of 93.62%. Trials with errors or reaction times exceeding 3 SD were excluded prior to analysis. Significant priming effects were observed across most target conditions, with effect magnitudes partially confirming the proposed hierarchy: the highest semantic accessibility was observed for non-character semantic radicals left-positioned in pseudo-characters (TPA3), followed by those right-positioned in pseudo-characters (TPA4), then those left-positioned in transparent phonograms (TPA1), and the lowest for those left-positioned in opaque phonograms (TPA2). Conclusions. The semantic behavior of non-character semantic radicals was shaped by the host phonograms configured by such modulating factors as phonograms’ transparency, authenticity, and semantic radicals’ position.