Field Of Psycholinguistics Research Articles

Book review: Bilingualism

This review delves into Mahootian’s (2020) comprehensive textbook on bilingualism. The text is praised for its systematic exploration of the topic, addressing various facets of bilingualism across five distinct chapters, culminating in a final chapter that ties together and reiterates the main points from each prior section. Particularly lauded is the author’s emphasis on the future of research in the fields of psycholinguistics and neurolinguistics. Mahootian’s exceptional integration of complex theories, paired with her accessible writing style, marks the textbook as a valuable resource for the academic community.

An Interview with Brian MacWhinney on His Lifelong Commitment to Psychology and Language Learning Research

Dear Professor MacWhinney, many thanks for accepting our invitation for the interview. Edward and Hassan: Let’s begin with some background. Could you please share with us your journey into the field of psycholinguistics? In other words, what sparked your original interest in this area of research in the first place? For example, were there any specific persons, experiences, or events that influenced your decision to pursue psycholinguistics/psychology, and how has your background in cognitive psychology shaped your approach to studying language acquisition and processing?

Standardizing norms for 1286 colored pictures in Cantonese.

This study established psycholinguistic norms in Cantonese for a set of 1286 colored pictures sourced from several picture databases, including 750 colored line drawings from MultiPic (Duñabeitia et al., 2018) and 536 photographs selected for McRae et al. (2005) concepts. The pictures underwent rigorous normalization processes. We provided picture characteristics including name and concept agreement, familiarity, visual complexity, and frequency of modal responses. Through correlational analyses, we observed strong interrelationships among these variables. We also compared the current Cantonese norming to other languages and demonstrated similarity and variations among different languages. Additionally, we embraced the multilingual diversity within the current sample, and found that higher Cantonese proficiency but lower non-native language proficiency were associated with better spoken picture naming. Last but not least, we validated the predictive power of normed variables calculated from typed responses to spoken picture naming, and the consistency between typed and spoken responses. The present norming provides a timely and valuable alternative for researchers in the field of psycholinguistics, especially those studying Cantonese production and lexical retrieval. All raw data, analysis scripts, and final norming results are available online as psycholinguistic norms for Cantonese in the following link at the Open Science Framework: https://osf.io/dz9j6/?view_only=a452d8a56c92430b9dedf21ac26b1bc1 .

A novel image database for social concepts reveals preference biases in autistic spectrum in adults and children.

Human beings display the extraordinary ability of grasping and communicating abstract concepts. Yet, no standardized instruments exist to assess this ability. Developing these tools is paramount for understanding abstract representations such as social concepts, with ramifications in educational and clinical settings. Here, we developed an image database depicting abstract social concepts varying in social desirability. We first validated the image database in a sample of neurotypical participants. Then, we applied the database to test different hypotheses regarding how social concepts are represented across samples of adults and children with autism spectrum condition (ASC). Relative to the neurotypicals, we did not observe differences related to ASC in identification performance of the social desirability of the concepts, nor differences in metacognitive ability. However, we observed a preference bias away from prosocial concepts that was linked to individual autistic traits in the neurotypicals, and higher in ASC relative to the neurotypicals both in adults and children. These results indicate that abstract representations such as social concepts are dependent on individual neurodevelopmental traits. The image database thus provides a standardized assessment tool for investigating the representation of abstract social concepts in the fields of psycholinguistics, neuropsychology, neuropsychiatry, and cognitive neuroscience, across different cultures and languages.

Breaking Barrier: Exploring Psycholinguistics Through Cinematic Analysis

Many people in this world suffer from various type of learning disorders. Dyslexia is one such condition with which a lot of people struggle. This abstract presents a psycholinguistic analysis of the films, Taare Zameen Par and Mical exploring the portrayal of language development and its psychological implications. Drawing on psycholinguistic theory, this analysis examines how language acquisition, communication disorders, and the socio-emotional aspects of language are depicted in these cinematic narratives. Psycholinguistics theory is a multidisciplinary field that studies the relationship between language and the mind including how people produce comprehend and acquire language. Dyslexia is a condition that often intersects with the field of psycholinguistics and it examines how this condition affects various aspects of language processing, such as phonological awareness, decoding skills, reading fluency and comprehension. Psycholinguistics theory helps to understand the underlying cognitive processes involved in reading and language difficulties experienced by individuals with dyslexia. The movie Taare Zameen Par and Mical portrays different perspectives on dyslexia highlighting the challenges and strength of individuals with the condition and promoting awareness of understanding. Through the analysis of these movies, this abstract underscore the power of cinema as a medium for exploring the intricacies of language and cognition. By examining the portrayal of language development and communication in Taare Zameen Par and Mical through a psycholinguistic lens, this abstract offers insights into the complex interplay between language, cognition, and culture, enriching our understanding of the human experience.

The role of psycholinguistics in understanding the historical development of methods for treating mental disorders

The article aims to explore the role of psycholinguistics in the historical development of methods for treating mental disorders. In this study, we examine the evolution of psychological treatments for mental disorders, from the early approaches of traditional healing to modern, evidence-based therapies. The research methodology involves a systematic review of the literature related to psycholinguistics and the treatment of mental disorders, including historical and contemporary research findings. The analysis of the data involves the identification of key trends, themes, and developments in the field of psycholinguistics and mental health treatment. The findings of this study reveal the significant impact of psycholinguistics on the development of modern psychological therapies for mental disorders. The study highlights the ways in which psycholinguistics has influenced the evolution of mental health treatment, including the development of cognitive-behavioral therapy, dialectical behavior therapy, and acceptance and commitment therapy. The practical implications of this research indicate the importance of incorporating psycholinguistics into mental health treatment. By understanding the role of language in the development and persistence of mental disorders, clinicians can develop more effective interventions that address the underlying cognitive and linguistic processes of these disorders. This study has important implications for the field of mental health treatment and highlights the continued importance of linguistics and its role in shaping psychological interventions.

EMOTIONAL CAUSATION

This article describes the expression of causation based on feelings. It substantiated specific types of causation, the formation of emotional causality and its integral connection with the field of psycholinguistics. In the course of studying this process, the views of philosophers and linguists were analyzed. When studying emotional causality, it was found that in this situation, as a result of an accidental or intentional effect of the causator on the causant, the mental state of the referents changes, emotional causality is based on three main factors - cause, effect and mental state. It is proved that the expression of existing concepts arises with emotional causative elements in verbal and non-verbal form. Based on this article, for the first time in Uzbek linguistics, the study of the issue of emotive causality is put on the agenda.

Pemerolehan Kosakata Anak Bahasa Anak Akibat Pengaruh Video Pemain Gim di Youtube

This research is entitled Acquisition of Children's Vocabulary Due to the Effect of Video Game Players on Youtube for children aged 4-8 in Rabakodo Village, Sarae Village, RT 09 RW 04 Kec. Wow, Kab. Bima, NTB. which aims to find out how to acquire children's vocabulary and the process of how they master it and to describe the application of Chomsky's genetic theory of cognitivism in acquiring children's vocabulary due to the influence of video game players on Youtube. This research is an interesting problem phenomenon for researchers in the field of psycholinguistics, this is an issue that is very impressive and difficult to prove. This research is included in the type of qualitative descriptive research. The method of data collection is done by the method of observing. The method of data analysis in this study used the matching method and the distributional method. In this study, the presentation of the results of data analysis used was informal. The analysis is carried out with a description of the explanation in simple words that are easy to understand and still use technical terminology. The results of this study are children aged 4-8 years have acquired nouns (mobile phone, monster, weapon, etc.), verbs (hit, play, dead, etc.), and adjectives (strong, crazy, far, etc.) quite well. The application of Chomsky's genetic theory of cognitivism in the acquisition of children's language vocabulary affected by video game players on YouTube distinguishes (language skills), performance (implementation or language processing), and language creativity in language acquisition.

Abandoning inauthentic intersectionality

AbstractIn the time since the term “intersectionality” was first introduced by Kimberlé Crenshaw, the term has gained a measure of widespread, even viral popularity. Increasingly, psycholinguists are citing this concept to promote work which more fully engages with the consequences of human diversity for language processing. This piece discusses the ways in which “intersectionality” has thus far been engaged by the field of psycholinguistics. I argue that the common usage of the term “intersectionality” is notably out of step with the tradition of Black feminist scholarship from which it derives. Originally defined as an analytical framework for examining the effect of interlocking oppressions in erasing the distinctive experiences of multiply marginalized people, intersectionality should not be invoked without any serious and specific discussion of oppressive systems or erasure. To achieve a more just and equitable applied psycholinguistics and authentically promote intersectional approaches to understanding language behavior, intersectionality must be taken as a framework primarily engaging with effects of structural violence. The article concludes with some guidelines for readers to assist in distinguishing “intersectional” claims which perform erasure from those which reflect the original and intended anti-misogynoir applications of the theory.

Spoken Speech and Spontaneous Discourse: Buryat Language

Nowadays spoken speech is of great interest to researchers, because modern linguistics aims not only to describe normative, as a rule, written speech, but also to explain the causes of grammatical deviations appearing in spoken speech. The urgency of the article is due to the absence of the term “oral spontaneous discourse” in the theoretical literature. The purpose of the research is to attempt to get a holistic view of spoken spontaneous discourse as an object of scientific research and to make up a possible version of definition of this concept based on the data of scientific works in the field of neuropsychology by A.R. Luria, in the field of psycholinguistics by A.A. Leontiev and in the field of discourse analysis by A.A. Kibrik. The article explores main features of spoken spontaneous speech and discourse, and special attention is paid to the concept of spontaneity of speech. There is a brief analysis of examples of spoken monologue speech (not spontaneous and spontaneous) in Buryat language, which was made by an auditory voice analysis and with use of computer program “Speech Analizer”, the article formulates a variative and relatively precise definition of spoken spontaneous discourse.

От Густава Шпета к Николаю Жинкину, или Пути перехода от поэзии к живописи

Among the students of the famous Russian philosopher Gustav Gustavovich Shpet, who worked with him at the State Academy of Artistic Sciences in the 1920s, Nikolai Ivanovich Zhinkin, who embodied the ideas of his teacher not only in his early (phenomenological) works, but also in mature (psycholinguis­tic) works, occupies a special place. He transferred Shpet’s concept of the inner form of the word (which has phenomenological foundations) to a new semantic plane, revealing the correlativity of poetry and painting as ways of expressing a person’s aesthetic activity. And so, already in the 1920s he expanded the scope of the phenomenological method, showing to the Academy environment and himself the path of further movement in the sciences of man and the reality sur­rounding him. Both Shpet and Zhinkin were interested in the question of how a person cognizes the world, which he himself creates, how he transforms the surrounding reality, introducing meaning into it. Shpet in Aesthetic Fragments (1922–1923) answers these questions, comprehending the internal forms of po­etry, and Zhinkin turns to the reality of painting, revealing the internal forms of the portrait (article Portrait Forms, 1928). The author suggests that Zhinkin’s late works in the field of psycholinguistics, cinema theory and logic, which have not lost their relevance today, need to be re-read and rethought today in the con­text of the development of phenomenological ideas in the USSR and modern Russia.

THE WAYS OF MOTIVATION OF EFFECTIVENESS OF VERBAL AND NON-VERBAL COMMUNICATION

This article is devoted to the study of motivational means used to ensure the effectiveness of verbal and non-verbal communication. As we know, one of the most urgent problems of modern psycholinguistics is the problem of an adequate description of human language ability. In fact, all research conducted in the field of psycholinguistics is devoted to this goal - the problem of an adequate description of human language ability. Building a theoretical model that represents the nature of human language ability involves analyzing empirical material at three levels: first, at the level of characteristics of the means a person uses to realize language ability; second, the characteristics of the systems on which these means operate; thirdly, the characteristics of the psychophysiological mechanism of these processes (of course, incomplete). The first level is purely linguistic. At present, the means used by speakers of different types of languages in the communication process are described in sufficient detail; There are several descriptions of the ontogenetic development of language tools. Little is known about the formation of psycholinguistic mechanisms of the communicative function of language. From this point of view, the research studies that examine the characteristics of the formation of means of communication from the non-verbal period to the emergence of conditional communication signs are very promising. In this article, along with verbal communication, information about non-verbal communication is provided, and the opinions of different linguists about verbal and non-verbal communication are analyzed and studied. A number of motivational means are used to increase the efficiency of verbal and non-verbal communication. It should be noted that communicators’ physiological, psychological, and intellectual levels should be considered when applying these motivational means. We have tried to pay attention to these issues in this article

Contextual dynamics in lexical encoding across the ageing spectrum: A simulation study.

The field of psycholinguistics has recently questioned the primacy of word frequency (WF) in influencing word recognition and production, instead focusing on the importance of a word's contextual diversity (CD). WF is operationalised by counting the number of occurrences of a word in a corpus, while a word's CD is a count of the number of contexts that a word occurs in, with repetitions within a context being ignored. Numerous studies have converged on the conclusion that CD is a better predictor of word recognition latency and accuracy than frequency. These findings support a cognitive mechanism based on the principle of likely need over the principle of repetition in lexical organisation. In the current study, we trained the semantic distinctiveness model on communication patterns in social media platforms consisting of over 55-billion-word tokens and examined the ability of theoretically distinct models to explain word recognition latency and accuracy data from over 1 million participants from the Mandera et al. English Crowdsourding Project norms, consisting of approximately 59,000 words across six age bands ranging from ages 10 to 60 years. There was a clear quantitative trend across the age bands, where there is a shift from a social environment-based attention mechanism in the "younger" models, to a clear dominance for a discourse-based attention mechanism as models "aged." This pattern suggests that there is a dynamical interaction between the cognitive mechanisms of lexical organisation and environmental information that emerges across ageing.

Social semantics: the organization and grounding of abstract concepts.

concepts, like justice and friendship, are central features of our daily lives. Traditionally, abstract concepts are distinguished from other concepts in that they cannot be directly experienced through the senses. As such, they pose a challenge for strongly embodied models of semantic representation that assume a central role for sensorimotor information. There is growing recognition, however, that it is possible for meaning to be 'grounded' via cognitive systems, including those involved in processing language and emotion. In this article, we focus on the specific proposal that social significance is a key feature in the representation of some concepts. We begin by reviewing recent evidence in favour of this proposal from the fields of psycholinguistics and neuroimaging. We then discuss the limited extent to which there is consensus about the definition of 'socialness' and propose essential next steps for research in this domain. Taking one such step, we describe preliminary data from an unprecedented large-scale rating study that can help determine how socialness is distinct from other facets of word meaning. We provide a backdrop of contemporary theories regarding semantic representation and social cognition and highlight important predictions for both brain and behaviour. This article is part of the theme issue 'Concepts in interaction: social engagement and inner experiences'.

Socio-cultural and individual factors in verbal irony use and understanding: What we know, what we don’t know, what we want to know

AA significant part of everyday verbal communication consists of nonliteral language, including irony (Gibbs 2000). Efficient irony use can serve a wide range of pragmatic goals, while deficits in irony comprehension can have negative social consequences. Whereas a large body of psycholinguistic research has been produced on irony use and understanding by adults, little attention has been paid to the socio-cultural characteristics of this phenomenon so far. Some individual factors that have been identified as correlates of irony use include personality of the speaker, gender, age, or speaking a second language. In this article, we argue that it is necessary to bring the aspects of socio-cultural variables and individual characteristics together in the further study of irony across national cultures. To this end, we present a narrative review of theoretical and quantitative empirical literature from the field of psycholinguistics on both national cultural and individual/psychological factors impacting the use and understanding of verbal irony in communication. Based on the review, we suggest a theoretical model that could guide future quantitative studies on irony use such that both contextual factors (including national cultural dimensions) and individual differences between the speakers are clearly defined and related to one another in terms of their influence.

Psychological processes in language learning and teaching: Scoping review and future research directions

The field of psycholinguistics has produced many hypotheses which explain how a person speaks and understands the language spoken or written. In the area of language, instruction theories have been employed. In designing language education approaches, several professionals adopt them as their fundamental theories. It is called a method of psycholinguistics. The psycholinguistic method considers learning as an individual cognitive process that takes place within the individual and then moves to the social dimension. There are various ways, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods utilise psychological concepts, such as learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing. The four language skills are listening, reading, speaking, and writing. In particular, psycholinguistics helps to comprehend the difficulty of both intrinsic and extrinsic problems in these four skills. Psycholinguistics also contributes to explaining the language learning faults of students. In addition, psycholinguistics describes certain types of cerebral illnesses, such as graphics and aphasia, which must be treated appropriately, that influence language development. The use of the suitable approach for teaching these four linguistics teaches mainly psycholinguistic skills.

Psychological Processes in Language Learning and Teaching: Methods and Approaches of Psycholinguistics

The field of psycholinguistics has produced many hypotheses which explain how a person speaks and understands the language spoken or written. In the area of language, instruction theories have been employed. In designing language education approaches, several professionals adopt them as their fundamental theories. It is called a method of psycholinguistics. The psycholinguistic method considers learning as an individual cognitive process that takes place within the individual and then moves to the social dimension. There are various ways, such as natural method, whole physical response methods, and suggested contemporary method, which are founded on the theory of the psycholinguist. These methods utilise psychological concepts, such as learning your first or second language (second language learning), learning a language (linguistic perception), and language (second language learning). The perception of languages refers to hearing and reading, while the creation of languages refers to speaking and writing. The four language skills are listening, reading, speaking, and writing. In particular, psycholinguistics helps comprehend the difficulty of intrinsic and extrinsic problems in these four skills. Psycholinguistics also contributes to explaining the language learning faults of students. In addition, psycholinguistics describes certain types of cerebral illnesses, such as graphics and aphasia, which must be treated appropriately, that influence language development. The use of the suitable approach for teaching these four linguistics teaches mainly psycholinguistic skills.

Lexize: A test to quickly assess vocabulary knowledge in Finnish.

Proficiency in a language is strongly related to how well and how many words one knows. Vocabulary knowledge correlates with reading comprehension and general communication ability. Due to the increasing amount of research within the field of psycholinguistics and second language acquisition in Finnish, a standardized test to objectively measure Finnish vocabulary knowledge is called for. Lexize is such a test. It was modeled after LexTALE (Lemhöfer & Broersma, Behaviour Research Methods, 44:325-343, 2012), which was developed to measure vocabulary knowledge of English as a second language using visual lexical decision (VLD). Lexize is a VLD-based online test for Finnish that consists of 102 items. By comparing performance of L1 and L2 speakers of Finnish, Lexize was validated, returning considerable differences between test scores in native and non-native speakers. For non-native speakers there was a large range of test scores, correlating strongly with exposure to Finnish and self-ratings. In native speakers, test scores correlated with self-ratings, Finnish school grades, and age. In this group, higher Lexize scores were associated with a higher education level. We conclude that Lexize is a useful tool to assess Finnish vocabulary knowledge for non-native speakers and to some extent for native speakers. Lexize is available for free use at https://psyk.abo.fi/LexizeWeb/#/.

Figurative language: advances and new research perspectives (Lenguaje figurado: avances y nuevas perspectivas investigativas)

ABSTRACT This introduction presents the studies that make up volume 42, issue 2, of the journal Studies in Psychology. The first part comprises studies from the fields of psycholinguistics and cognitive neuropsychology of language. They address the processing of highly creative metaphors, comprehension of idioms in English–Spanish bilinguals, impairments in the processing of metaphors and idioms in people with aphasia and dementia, and, finally, a critical look at various accounts of the ‘literalist bias’ in the Autism Spectrum Disorder. The second part contains articles dealing with the main assumptions of the so-called conventional figurative language theory, the linguistic expression of aesthetic emotions, the use of subversive humour to vindicate the role of women in present-day society and, to conclude, an ontogenetic perspective on the emergence of humour in school-aged children.

PSYCHOLINGUISTIC RESEARCH IN LINGUISTICS

The article presents scientific views on research in the field ofpsycholinguistics in linguistics.