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Image in Thought Encoding and Explication Processes

Author(s): Olena Snytko / Language(s): English Issue: 102/2020

The paper explores the image as a form of psychic reflection of reality in thought encoding, objectivation, and perception processes. The image is an element of the universal object code, the basis of thinking, and the underlying structure of language units. Psycholinguistic experiments prove that the semantics of language units can be reduced to a sensory image. In its actual being, the image correlative of the language sign can be compressed to a minimum, which definitely does not exclude its decompression. Apart from individual images, in the linguistic consciousness of a language community, there exist the so-called stereotypical images, serving as social standards in the cognitive process and as summarizing the empirical knowledge of language users. In the production and perception of texts, social images ensure the predictable impact on a person’s consciousness and emotions.

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МАРКЕРЫ КОНФЛИКТНОСТИ В РУССКОМ МЕЖЛИЧНОСТНОМ ДИСКУРСЕ

Author(s): Ilsoyar Sadykova / Language(s): Russian Issue: 5-6/2019

This paper develops the studies aimed at investigating discourse markers of conflict talk in the Russian language. It was suggested that the discourse markers used in conflict talk determine communication and can change the interlocutor’s speech in case if ethno-speech prohibition, a type of communicatively meaningful silence, is violated. The purpose of the research was to determine the composition of linguistic units, which, in their content, represent direct or indirect rationale for communicative intervention in conflict talk. Statements-corrections can refer to socially relevant signs of either subjects of communicative correction (snotter, buster, etc.) or objects, towards whom the communicative rules of silence are violated (mother, father, senior, etc.). The suggested approach enables a claim that conflict markers indicating socially relevant signs of interlocutors can simultaneously perform the following two functions: firstly, they can serve as a way of self-identification of a person involved in conflict talk; secondly, they represent an explicit means of verbal regulation of the communicative behavior if a person violates the conventionalized norms of silence in social opposition “senior” ↔ “junior”. The results of the analysis can contribute to the study of the phenomenon of conflict talk in the Russian language.

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The Dynamic Development of Student Immunity in Language Learning Motivation

Author(s): Semiha Gürsoy,Şehnaz Şahinkarakaş / Language(s): English Issue: 97-1/2019

In a study, the distinguishing professor Hiver (2015) introduced a new concept to the education field called “teacher immunity”, proposing that it emerges through the broad experiences of coping with the uncertainties and potential problems of teaching occupation which functions as an indispensable armor to survive as a teacher. As a matter of fact, many foreign language (FL) learners are struggling to continue their learning journey despite the numerous damaging factors which can have an effect upon their desire to learn. Some of these students have the ability to cross over these hurdles via their own self-motivation and self-organizing strategies, while others find themselves inadequate to deal with such problems possibly because they are unaware of their sense of self and identity. The other area which is open to a question is that whether this concept can raise students’ consciousness and make the necessary transformative change on their motivation so that it redevelops more productively to carry on their language learning journey despite its adversity. To do this, a data-driven case study was designed to investigate whether there is the emergence of any stages which can be termed as “student immunity” (the coping strategies students acquire in time) through the lens of CT and to reveal those factors which constitute student immunity. The qualitative interview data suggested that an emergent outcome, student immunity, was developed in return for disturbances which were confronted by the subject student in her/his school-life experience. The new emergent outcome became visible to function as a defense system to be able to sustain on an ongoing basis to deal with relatively ongoing academic difficulty.

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Üç Farklı Tekrarlı Okuma Stratejisinin Dikkat Eksikliği ve Hiperaktivitesi Olan Bir Öğrenci Üzerindeki Etkililiği

Author(s): Gül Kahveci / Language(s): Turkish Issue: 97-1/2019

Today, students are expected to perform with higher academic competence than ever before. Reading fluency is a basic skill for reading and writing; As a result, students with poor reading skills are under the risk of experiencing a range of negative experiences in the school setting and in society. On the other hand, for the acquisition of reading fluency, the reading skill that is automated by means of the individual reading programs and the speed achieved when the application is performed can support the formation of a more qualified reading. Reading fluency is the dependent variable of this research. In this study, an adapted alternating treatments design modified from comparative single-subject research models were used. The participant is a male student who is in grade five in primary school in the TRNC who has had a grade deficit and has a reading difficulty associated with Attention Deficit and Hyperactivity disorder. In this study, among three methods; repetitive reading methods, repetitive reading, the first teacher's reading and reading after the syllable repetitive reading, last method has the highest efficiency. It was determined that the number of correct words that the participant reads per minute increased from 20 at the beginning to over 80 during the intervention process. After knowing all the letters in the case of inadequate blending activities in the syllable, vocabulary and sentence reading forms it can be an appropriate strategy to return to the stage of blending in syllable form and perform related activities.

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Recalculating: The atlas of pragmatic parameters of developmental disorders

Author(s): Anita Viszket,Alexandra Hoss,Eszter Kárpáti,Gábor Alberti / Language(s): English Issue: 5/2019

The paper demonstrates how pragmatic features of certain developmental disorders, including Autism Spectrum Disorder, can be described in a formal pragmasemantic framework. We apply ℜeALIS, the pragmasemantic system (Alberti, Kleiber, Schnell, & Szabó 2016) which offers a formal representation for linguistically encoded speech acts and for the beliefs, desires and intentions that are present in the minds of potential interlocutors. It defines worldlets which include the BDI states of the speaker, as well as BDI states that the speaker assumes the hearer has, in an unlimited recursive pattern. The model is built upon the idea that the worldlets are organized in a system of multi-level tree-structures and are easily processable and accessible in communication for the intact human mind. In this formally defined system, the intensity of the different BDIs (e.g. strong/weak belief) belonging to the worldlets must be signaled by the interlocutors, using pragmatic tools. We found that pragmatic inaccuracy is detectable in ℜeALIS when it is related to inappropriate presentation of BDIs (e.g. inability to identify the illocutionary goals), poor reciprocity (e.g. ToM1 and ToM2 problems), impairment of coding/decoding (e.g. incorrect semantical and syntactical coding of the information structure) and insensitivity to intensity (e.g. the misuse of discourse markers). These symptoms can be present in any of the aforementioned disorders. Our “atlas” can illustrate that the so-called “pragmatic deficit” has a formally definable structure.

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Stimulovanie exekutívnych funkcií žiaka prostredníctvom procesov porozumenia textu

Author(s): Ľudmila Liptáková,Martin Klimovič / Language(s): Slovak Issue: 2/2015

The theoretical study is a part of APVV-0281-11 interdisciplinary research project on Executive Functions as a Structural Component of the Ability to Learn: Diagnostics and Stimulation. One of the project’s aims is to draw up a program for stimulating executive functioning of pupils utilising the selected curricular area of mother tongue (Slovak) in primary education. The key concepts of Cognitive Education and Executive Functions are briefly illustrated in the introductory part. Further, we explain the choice of the text comprehension as a curricular area utilised in designing the tasks for stimulating executive functions in pupils. The aim of the study is to: a) present the basic theoretical approaches to investigating the relationship between executive functions and the processes of text comprehension, b) introduce the available empirical findings on the given relationship, and c) outline linguistic and pedagogic implications for this area.

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Ontogenéza detskej reči na pozadí vzťahu kognície, jazyka a reči

Author(s): Katarína Vužňáková / Language(s): Slovak Issue: 2/2015

Some information on children’s speech, its development and its relevance to cognition, published in specialised publications, is not always consistent with the recent approaches to language acquisition and with the relevant research findings. Some opinions and attitudes adopted uncritically as general truths can be found in older writings as well as more recent educational, psychological and linguistic literature. Theoretical approach to the child’s language strongly affects the way such language is stimulated in school. Therefore, the aim of this study is to demonstrate, predominantly through word-formation element of children’s language, an alternative option to some traditional or frequent postulates on the development of cognition and speech of the child. The study also indicates possible direction of further research into the child’s speech. It is assumed that language acquisition is simultaneously determined by several factors. In this regard, child’s speech is evaluated on the basis of three of its fundamental determinants – the type and functioning of language, the development and functioning of cognition, and, the impact of the linguistic environment.

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Analfabetyzm funkcjonalny w odniesieniu do czytania ze zrozumieniem i uczenia się języka obcego

Author(s): Jakub Płowens / Language(s): Polish Issue: 32/2018

The article refers to the phenomenon of functional illiteracy in the context of reading comprehension in a first and second language (L1, L2). Possible causes for functional illiteracy were described. An attempt was made to discuss whether reading difficulties in the L1 might be directly linked to functional illiteracy and transferred to reading ability in the L2 and thereby to the learning of this language. As it was noticed that there is an apparent lack of research showing correlations between language comprehension while reading in the L1 or L2 and functional illiteracy, the issue needs an empirical exploration. In spite of this, current reading ability tests might be, to a certain extent helpful to identify some symptoms of functional illiteracy.

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Razvoj komunikacijskih funkcija u djece dobi 1.5-4.0 godine

Author(s): Maja Cepanec,Nadina Božić / Language(s): Croatian Issue: 1/2020

Pragmatic knowledge is an important aspect of communication competence, which consists of communication functions that a person uses and of the rules on how to use those functions in a socially appropriate way. Studies on typically developing children confirm the occurrence of a large number of communication functions at an early age. However, available data do not provide us with a clear and generally accepted developmental course of communication functions in children older than 18 months. Therefore, the aim of the present study was to gain insight into the order and time of appearance of later communication functions such as seeking information, commenting, developing narrative abilities and being funny. The study used the non standardised research adaptation of the Language Use Inventory (LUI Croatian) to collect data on 134 typically developing children aged 18-47 months.After the age of 18 months, communication functions expanded systematically, and children began to communicate in an increasingly complex, abstract and creative way. Some early appearing communication functions became more complex and involved more advanced communication forms. At first, children communicated about objects and their own activities (18-23 months), then about their own perspective (what they thought, liked or wanted), other people's activities (24-29 months), someone else's perspective (what the other person wanted or liked), unfamiliar words and statements by others (30-35 months) and lastly, other people's thoughts and (social) rules (36-47 months). Developmental progress was also observed in their humor (which was achieved initially nonverbally and later verbally) and storytelling. Developmental communication changes and their quality suggest that they rely heavily on the development of sociocognitive ability (theory of mind) and language ability.

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Looking for Cognitive Foundations of Functional Sequences

Author(s): Franc Lanko Marušič,Petra Mišmaš,Rok Žaucer / Language(s): English Issue: Special/2019

With the multiplication of various functional projections, syntactic structures became very complex entities. Approaches like Cartography (e.g. Cinque and Rizzi 2008) went one step further than most other approaches, proposing that each sentence comprises of a number of universal, strictly ordered functional projections. In the noun phrase, the strictly ordered functional projections are said to be responsible not only for the relative order of numerals, demonstratives and nouns (cf. Cinque 2005), but also for the universal order of various types of adjectives (cf. Hetzron 1978; Sproat and Shih 1991; Cinque 1994; Scott 2002, etc.). Cinque and Rizzi (2008) discuss possible origins of the many hierarchies of functional projections and suggest that they might derive from general cognition. If cognition and its restrictions are behind the hierarchy of functional projections, then the order of projections hosting adjectives should be reflected in various non-linguistic cognitive processes. We designed several experiments to test this hypothesis. Our experiments did not confirm our hypothesis; but as we have also identified problems in the design of our experiments, our results do not warrant a clear rejection of the hypothesis either.

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Against the Psych Causative Alternation in Polish

Author(s): Bożena Rozwadowska,Anna Bondaruk / Language(s): English Issue: Special/2019

The paper examines Object Experiencer (henceforth, OE)/Subject Experiencer (henceforth, SE) verb alternations in Polish in order to check whether Polish exhibits the causative/anticausative alternation in the psych domain (psych causative alternation of Alexiadou and Iordăchioaia 2014, henceforth A&I 2014). The focus is on two types of SE reflexive alternants of OE verbs, i.e., (i) SE forms with an obligatory instrumental case-marked DP derived from stative OE roots, and (ii) SE forms with an optional instrumental DP derived from eventive OE roots. It is argued that in both cases the reflexive SE alternants of either stative or eventive OE verbs have an obligatory or optional instrumental DP which acts as a complement and represents a Target/Subject Matter (henceforth, T/SM, cf. Pesetsky 1995), not a Cause. Therefore, the reflexive OE/SE verb alternation cannot be of the causative/anticausative type. Monovalent reflexive SE verbs, lacking an instrumental DP altogether, are unergative (Reinhart 2001), not unaccusative (contra A&I 2014). The overall conclusion reached in the paper is that the psych causative alternation is absent in Polish.

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Именички антоними у менталном лексикону

Author(s): Milica M. Mihajlović / Language(s): Serbian Issue: 21/2020

The paper investigates the associative link between noun antonyms. The aim was to show the way noun antonyms are linked in human consciousness as well as which pairs of antonyms are the most closely located in a mental lexicon, bearing in mind the presupposition that the high frequency of antonym-associates in associative field of antonym-stimulus indicates closeness in lexical memory. This experiment was conducted for the purpose of this paper. It included 107 speakers of the Serbian language aged between 14 and 56 who took the test of free associations, which consisted of 57 stimuli. The results of the associative test showed that with the majority of stimuli (60,6%), that the antonym is not the most frequent association, so most of the antonyms are connected with a weak associative link. We also noticed that the associative link is stronger when there is a marked member as a slimulus.

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Philosophy of Language and the Language of Philosophy: a New Approach to Functional Classification of the World’s Languages

Author(s): Inna Mysan,Nataliia Kharchenko,Larysa Kalmykova / Language(s): English Issue: 25/2020

The purpose of the article is to describe the author’s approach to the classification of a special group of the world’s languages, performed independently of their ethnic origin but according to their functions, which are realized in the speech and language activities of people. The paper suggests the psycholinguistic bases, which were previously unknown in the philosophy of language, for grouping the world’s languages (natural and artificial languages; state; official; national; regional languages; languages of national minorities; native language, interethnic language; international language; the language of business; the language of interethnic communication; the language of international communication; the language of science; the language of philosophy, etc.) in the areas of their functioning in the communicative and speech experience of each person both in individual polyethnic, multicultural countries and on a global scale, regardless of one or another particular ethnic language. The paper describes each of the language varieties, united in one functional group according to their psycholinguistic purpose. The presented functional and psycholinguistic classification of languages is characterized by taking into account constant and variable factors that influence the relationship between language and each person in a society. Such factors include the functions performed by a particular type of language in the speech activity of its subject, people’s social assessment in relation to functionally oriented types of languages, the scope of their implementation in life and human activity. A characteristic feature of the described classification is the consideration of higher mental functions of man, the implementation of which is carried out through these types of languages, and through specific means for each of these languages.

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ЕМОЦІЯ, ЕМОЦІЙНІСТЬ ТА ЕМОТИВНІСТЬ: ДО ПРОБЛЕМИ РОЗМЕЖУВАННЯ ТЕРМІНОПОНЯТЬ

Author(s): Ulyana Kemin / Language(s): Ukrainian Issue: 1/2020

The aim of the research studied is to represent the researchers’ main view on the terms “emotion”, “emotionality”, “emotivity” destinction , to single out language means for the emotivity verbalization as linguistic and text category. The category of emotivity revealing in M. Matios literary discourse has not been the object of analysis yet and that is served as the novelty of this research paper. Topicality of our research is stipulated by the great interest to this problem of emotion, emotionally and emotivity in linguistics. Emotions verbalization in a language for the representation of which language means and mechanisms are used is the wide spread method of topicality and the object of studying in contemporary linguistics. For achieving of the aim mentioned and solving of the given tasks the following methods are used: descriptive with insert- through and systematization approaches for the material selection and complex for emotive components defining of word meaning. Conclusion. At the end of our research analysis we have come to a conclusion that emotion, emotionality and emotivity are interacting with each other. Besides emotionality is the spontaneous property of a language and emotivity is predictable, conscious property of a language connected with searching of language means bestowing its emotionality for impact on an addressee. The linguistics anthropological paradigm enables us to appeal to the category of emotion, as one of the linguistic categories that relates to a person and his emotions. Emotionality is one of the text categories that serves as a means of expressing the author's and the character's attitude to the reality depicted in the text.

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ТЕКСТОВА КАТЕГОРІЯ ПОДІЄВОСТІ У ЩОДЕННИКУ-ХРОНІЦІ ІВАНА БАЖАНСЬКОГО “ВІЙНА”

Author(s): Antoniy Moysey,Yulia Rusnak / Language(s): Ukrainian Issue: 1/2020

The relevance of the research is determined by the need of philosophical and humanitarian consideration of the diary-chronicle of Bukovinian teacher and writer Ivan Bazhanskyi “War”. Exploring the textual features of the diary-chronicle genre requires a comprehensive analysis to make an effective communicative influence on the reader. The aim of scientific work is to characterize the text category of events in the Ivan Bazhanskyi diary-chronicle “War”. The novelty of research is conditioned by the fact that in the Ukrainian linguistics for the first time the language of the Ivan Bazhanskyi diary-chronicle "War" has been explored through the prism of the events textual category. Research methods. In the article as the main general scientific methods of analysis and synthesis are used, as well as linguistic – descriptive and structural methods. Conclusions. Event is a content category that is about highlighting a complex extralinguistic situation where several subjects interact, giving new character to an extralinguistic situation. The textual implementation of the event is extensive, primarily due to axiological evaluation, it is characterized by “significance”, the defining characteristic of the narrator, and by this means it is distinguished from non-events. The “significance” of the event is associated with the reproduction of the psychological state, the experienced emotions of the subject and, accordingly, the author, with his personal life. Obviously that the events significance of wartime is the tragedy associated with the fighting and the loss of life, the description of which is striking by documentary. A detailed description of the war is intended to clarify the extralinguistic reality, to emphasize its allogism.

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Polish-English Certified Interpreter’s Psycho-Affectivity

Author(s): Marcin Walczyński / Language(s): English Issue: 1/2020

The paper is an attempt at discussing the concept of the Polish-English certified interpreter’s psycho-affectivity by drawing attention to its constituent components – the so-called psycho-affective factors, which can be defined as the certified interpreter’s individual psychological features which are related to different thinking patterns, attitudes, emotional states, feelings or moods. The study covers seven such factors: anxiety, fear, language inhibition/language ego/language boundaries, extroversion/introversion/ambiversion, self-esteem, motivation and stress. The paper starts with some preliminary remarks concerning the subfield of interpreting studies dealing with the psychological phenomena observed during interpreting – interpreter psychology and its research theme – psycho-affectivity constituted by the psycho-affective factors. What follows is a discussion of the outcomes of a study carried out among 76 Polish-English interpreters on their subjective experience of the psycho-affective factors and their impact on certified consecutive interpreting performance and its final product – the output. Generally speaking, this paper attempts at demonstrating that the interpreter’s psycho-affectivity is a continually active module of the interpreter’s psychological construction, composed of the seven elements, the occurrence and activity of which are sometimes impossible to be consciously controlled Artykuł jest próbą omówienia koncepcji psycho-afektywności tłumacza przysięgłego (ustnego) języka angielskiego poprzez zwrócenie uwagi na jej elementy składowe – tzw. czynniki psychoafektywne, które można zdefiniować jako indywidualne cechy psychologiczne tłumacza przysięgłego, które powiązane są z różnymi wzorcami myślowymi, postawami, stanami emocjonalnymi, uczuciami czy nastrojami. Badanie obejmuje siedem czynników: lęk, strach, zahamowanie językowe/granice językowe/ego językowe, ekstrawersję/introwersję/ambiwersję, poczucie własnej wartości, motywację i stres. Artykuł rozpoczyna się od wstępnych uwag dotyczących działu badań nad przekładem ustnym dotyczącym zjawisk psychologicznych obserwowanych podczas tłumaczenia ustnego – psychologii tłumacza ustnego oraz badanego w jej ramach zagadnienia psycho-afektywności, na którą składają się czynniki psychoafektywne. W dalszej części pracy omówiono wyniki badań przeprowadzonych wśród 76 polsko-angielskich tłumaczy przysięgłych (ustnych) na temat subiektywnie doświadczanych czynników psycho-afektywnych oraz ich wpływu na przekład ustny konsekutywny (poświadczony) oraz jego produkt – ustny tekst docelowy. Ogólnie rzecz ujmując, w niniejszym artykule podjęto próbę wykazania, że psycho-afektywność tłumacza jest stale aktywnym modułem konstrukcji psychologicznej tłumacza, składającym się z siedmiu elementów, których występowanie i aktywność nie zawsze może podlegać świadomej kontroli.

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Zrównoważone listy zdaniowe jako narzędzie w praktyce logopedycznej

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Zrównoważone listy zdaniowe jako narzędzie w praktyce logopedycznej

Author(s): Katarzyna Bieńkowska,Natalia Siudzińska,Marzena Stępień / Language(s): Polish Issue: 10/2014

Despite early diagnostics and application of hearing aids, results of research prove that speech is developed differently in the case of children with hearing impairment than it is in the case of their hearing peers. Therefore, it is important to continuously monitor the hearing level and linguistic development of such children as well as to provide practise under the guidance of a speech therapist. Sentence tests serve this purpose in audiology and speech therapy. The existing tests were developed with the so-called intuitive method. The sentence tests presented in this paper were built with the use of up-to-date results of linguistic research and frequency lists such that the linguistic material included there was balanced in terms of lexis, morphology and syntax. Pilot research proved that a linguistically balanced tool was developed to enable not only a hearing training but also the monitoring of a given patient’s progress. Further research performed by the team will include i.a. linguistic material recording, tool standardisation and practical testing.

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A Comparative Macrostructural Analysis of Narrative Discourse in Children with Typical Language Development and Children with Developmental Language Disorder

Author(s): Jelena Kuvač Kraljević,Gordana Hržica,Ivana Vdović Gorup / Language(s): English Issue: 3/2020

The aim of this study is to compare the narrative ability of children with developmental language disorder (DLD) and children with typical language development (TLD) using new material for narrative assessment – the Multilingual Assessment Instrument for Narratives (MAIN). Twenty children with DLD and twenty with TLD, mean age 6.6 years, all monolingual speakers of Croatian, participated in the study. Results demonstrated that children with TLD outperform children with DLD at the macrostructure level in both conditions – story generation and retelling. In addition, the type of elicitation was shown to have an impact on narrative production.

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Ndikimi i gjinisë në gjuhë tek adoleshentët në Prishtinë

Author(s): Edona Jahiu / Language(s): Albanian Issue: 38.1/2019

The gender to which we belong, although it is biological, inevitably, directly or indirectly, has an impact on the corresponding language choices, specifically, in linguistic expression. This paper aims to demonstrate the link between gender as a sociolinguistic factor, and the way of expressing or modeling the language as an individual structure, but influenced by the social factors. Generally, the discourse of girls is known as cautious, prudent, full of modal words, adjectives and adverbs, while boys, based on many studies, use the "vulgar" language, swearings, first person singular, are more direct linguistically. This is practically (not completely) reflected in the analyzed conversations, where we have given some linguistic features, focusing on adolescents. In order to argue the link between language and gender and to highlight its effect, conversations between girls and teenagers (aged 17-19) were recorded at Gymnasium "Xhevdet Doda" in Prishtina, where topics of discussion were everyday topics, that are typical of this age, to see the degree of influence of this variable in language choices. Efforts have been made to record conversations with a natural, spontaneous flow, so that the results are more transparent and accurate. We have come to the conclusion that there are some predetermined structures of sexcultivated gender-related discourse, and, roughly, envisage the choice of the way of expression, but not completely. So, the gender, as a sociolinguistic variable, as we shall see, has an indisputable impact in expression or more accurately, in linguistic retrcitions.

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Bezmyślny język. Zakłócenia zjawisk poznawczych u osób z autyzmem

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Bezmyślny język. Zakłócenia zjawisk poznawczych u osób z autyzmem

Author(s): Andrzej Kominek / Language(s): Polish Issue: 01/2021

In the presented paper, I am making an attempt to demonstrate the most important, in my opinion, characteristics of the language used by people with autism as ones arising directly from disrupted or completely different cognitive processes taking place in their minds. Such individuals lack, in the first place, the fundamental cognitive skill being the awareness of their own and other people’s mental acts. The absence or insufficiency of the theory of mind gives rise to disorders in acquiring the linguistic worldview, inability to decode figurative meanings, failure to use langue in order to maintain contact, and failure to speak of language itself, and many more. Autistic people are characterised by the metonymic cognitive style, which uses the potential of the so-called systemising skills. Instead of thinking of other people, what to say to them and what should be said to them, people with autism think of the things that do not require familiarity with the theory of mind and are not as complex as humans.

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