PSYCHOLINGUISTICS
https://psycholing-journal.com/index.php/journal
Psycholinguistics Journal publishes refereed articles dealing with psychological, anthropological, linguistic, social communication and psychodidactic aspects of psycholinguisticsHryhorii Skovoroda University in Pereiaslav (Ukraine)en-USPSYCHOLINGUISTICS2309-1797The Use of Jordanian Arabic Possessive Pronouns by Children with Autism Spectrum Disorder
https://psycholing-journal.com/index.php/journal/article/view/1400
<p><strong><em>Aim</em></strong><em>. This study aimed to investigate the use of different Jordanian Arabic possessive pronouns by children with autism spectrum disorder (ASD) and explore the influence of their IQ on the usage of possessive pronouns and possessive adjectives. </em></p> <p><strong><em>Methods.</em></strong><em> The study employed a paired-choice preference assessment method adapted from Fisher et al. (1992). The sample consisted of 16 autistic children aged 11–15, divided into two groups based on their IQ: low (70–74) and high (76–80). The participants were presented with two stimuli and observed as they made choices and interacted with the selected stimulus. Preference percentages were calculated to determine their choices. The data analytics included descriptive statistics and t-tests to assess differences between groups</em><em>. </em></p> <p><strong><em>Results.</em></strong> <em>The findings revealed that children with autism struggled to use and produce all possessive pronouns effectively in both forms. Additionally, the results indicated a preference for possessive pronouns over possessive adjectives among the autistic participants. </em></p> <p><strong><em>Conclusions. </em></strong><em>Notably, the study highlights that the children’s IQ played a significant role in their usage and production of possessive pronouns. Based on these findings, it is recommended that interventions and educational programs for children with autism incorporate targeted teaching strategies for the proper use of possessive pronouns. These strategies should be tailored to the individual language and cognitive abilities of the child, considering their IQ level as an influencing factor. </em></p>Razan N. AlkhatibAbdel Rahman Altakhaineh
Copyright (c) 2023 PSYCHOLINGUISTICS
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2023-10-292023-10-2934162710.31470/2309-1797-2023-34-1-6-27The Impact of Music on Verbal Memory: Evidence from Jordanian University Students
https://psycholing-journal.com/index.php/journal/article/view/1384
<p><strong><em>Purpose.</em></strong><em> Following the hypothesis of shared cognitive mechanisms between language and music, the present study investigates the interconnection between musical orientation and language processing operations in Broca’s area, namely verbal retrieval. The researchers replicated Taylor & Dewhurst’s (2017) study by applying a perceptual task of four types of words in Arabic to Jordanian university students spanning a wide range of musical orientations. </em></p> <p><strong><em>Methods.</em></strong><em> The participants are musicians with different levels of musical training and non-musicians who vary in their musical interests. A T-test was applied to the results of musicians and non-musicians. Furthermore, a Kruskal-Wallis test was carried out to reveal significant differences within groups. Moreover, paired comparisons were conducted to find out significant differences between the four word types regardless of the participants’ musical background. </em></p> <p><strong><em>Results.</em></strong><em> First, verbal memory was enhanced by musical training where musicians, despite their level of musical training, scored significantly better than non-musicians in the verbal recall test. Second, the level of musical training contributes to improving the ability to recall different types of words where advanced musicians scored higher than intermediates and beginners. Third, non-musicians who spend more time than others listening to music daily scored better in the given perceptual task than those who spend less time listening to music or do not listen to music at all. Finally, visual words appeared to be the easiest to recall since they are high in imagery. In contrast, abstract words are the hardest to recall given that they only have non-sensory features, unlike concrete words, such as visual, auditory and tactile words. </em></p> <p><strong><em>Conclusions.</em></strong><em> This study supports the hypothesis of music impact on the retrieval process of words. Higher exposure to musical training or music in general leads to better word retrieval. However, word type can be a factor that might affect the retrieval process since certain word types are easier to recall than others.</em></p>Noor Al-YasinJihad Hamdan
Copyright (c) 2023 PSYCHOLINGUISTICS
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2023-10-262023-10-26341284910.31470/2309-1797-2023-34-1-28-49Speech of Six-year-old Children with Logopathology: Features and State of Development
https://psycholing-journal.com/index.php/journal/article/view/1329
<p><strong><em>Purpose</em></strong><strong><em>. </em></strong><em>The purpose of the article is to describe the state of speech development of six-year-old children with logopathology.</em></p> <p><strong><em>Research methods and techniques. </em></strong><em>Research methods and techniques. During the experimental research, theoretical methods aimed at analysing the research results and forming conclusions were used. Empirical methods included analysis, comparison, data processing, as well as observation and interviews with children during the use of various types of tasks aimed at studying the state of formation of phonemic processes (phonemic perception, phonemic analysis, phonemic representation), lexical (passive, active dictionaries), grammatical (composing stories on various topics, using pronouns, agreement of words in gender, number, case), prosodic levels (loudness, tempo, intonation, diction) competences.</em></p> <p><strong><em>Results. </em></strong><em>The results of the conducted research give a clear idea that there are significant differences between the groups of studied children with logopathology and those with normotypical psychophysical development regarding the formation of their speech and language competences.</em> <em>Children of older preschool age (six years old)</em> <em>who had low indicators had persistent violations of phonemic competence (perception, analysis and representation); insufficiently formed lexical competence (misunderstanding of words, difficulties in composing a story, problems with classification of concepts and definition of words with the opposite meaning); the grammatical competence is not formed (agrammatism, distortion of the sound structure of words, perseveration, paraphasia, inability to use pronouns, agree words and number, gender, case); undeveloped prosodic skills (unregulated voice strength, pace of speech, vague utterances, diction abilities are limited due to persistent phonological disorders).</em></p> <p><strong><em>Conclusions.</em></strong><em> Six-year-old children with logopathology have insufficiently developed phonetic, lexical, grammatical and prosodic competences, as compared to the results of their peers with normotypical psychophysical development. The lack of speech and language competences will affect children’s mastery of writing and reading skills during learning the curriculum at school.</em></p>Olena Bielova
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2023-10-012023-10-01341508410.31470/2309-1797-2023-34-1-50-84Visual and Auditory Temporal Processing in Elementary School Children
https://psycholing-journal.com/index.php/journal/article/view/1369
<p><strong><em>Purpose</em></strong><em>.</em> <em>Temporal processing shows an evolutionary character in accordance with age and schooling. The purpose of this study is to analyze the role of temporal processing in children in different grades in primary school. </em></p> <p><strong><em>Methods</em></strong><em>. 470 children (aged 5–13), in five school grades, were compared to a Temporal Order Judgment. Similar visual and auditory, linguistic, and nonlinguistic stimuli were presented to them. A three-factor repeated measure multivariate analysis of variance was used to examine the effects of Grade (1°vs.2°vs.3°vs.4°vs.5°) x Stimulus (Linguistic vs. Nonlinguistic) x Modality (Visual vs. Auditory). </em></p> <p><strong><em>Results</em></strong><em>. These three factors have significant interactions. Auditory-nonlinguistic tasks were easier than auditory-linguistic tasks in every grade. Visual-nonlinguistic tasks were easier than visual-linguistic tasks in higher grades, and 1<sup>st</sup> grade differed significantly from the other school grades in all cases. The higher the school grade, the better the performance of TOJ tasks. Visual-linguistic tasks were easier than auditory-linguistic tasks. </em></p> <p><strong><em>Conclusions</em></strong><em>. The present study provides evidence concerning the progressive nature of temporal processing among primary school children. This development trajectory is particularly noteworthy for students in lower primary school grades. Furthermore, the Temporal Order Judgment (TOJ) task exhibited robust experimental support, rendering it a valuable tool for assessing temporal processing within conventional school populations. This task offers the potential to assess TP across auditory and / or visual modalities, with diverse types of stimuli (linguistic vs. non-linguistic). Finally, the auditory modality, and especially the auditory linguistic modality, showed greater sensitivity depending on the school grade.</em></p>Claudia VásquezMercedes Muñetón-Ayala
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2023-10-262023-10-263418511010.31470/2309-1797-2023-34-1-85-110Information and Psychological Security of the Media Space. Ukrainian Experience of Implementation of Psycholinguistic Component Into Media Education
https://psycholing-journal.com/index.php/journal/article/view/1436
<p><em>The <strong>article</strong> covers the Ukrainian experience of the of integrating a psycholinguistic component into media and information education,which we consider as one of the most important elements of the information security control system in the media space.</em></p> <p><em>The psycholinguistic component <strong>aims at</strong> providing special knowledge and skills for analysing linguistic means and non-linguistic</em> <em>tools</em> <em>used in the media to enhance the impact on the reader’s world view (media and information literacy), identifying fraudulent messages to prevent access to personal data (cyber literacy).</em> <em>Th</em><em>is </em><em>component also involves the acquisition by the media consumer of the skills of identifying the methods and techniques used by journalists to influence the reader. These skills allow analysing texts and understand the autho</em><em>r’</em><em>s intentions and purpose, as well as identifying the used means and methods of influencing the reader.</em></p> <p><em>We</em><em> have designed a course of media and information education for journalists and consumers of media products</em> <em>in order to help them fully navigate the modern information and communication space and effectively counteract disinformation.</em> <strong><em>Th</em></strong><strong><em>e</em></strong><strong><em> course aims to</em></strong><em>:</em> <em>(</em><em>1) </em><em>the formation of competence in the field of media, information and cyber literacy;</em> <em>(</em><em>2) </em><em>inclusion in the media literacy course of the basics of psycholinguistic analysis of materials;</em> <em>(</em><em>3) </em><em>the development of cyber literacy.</em></p> <p><em>The research used such <strong>methods</strong> as questionnaires, analysis and synthesis, arrangement, and systematization of theoretical and empirical materia</em><em>l, psycholinguistic analysis of text.</em></p> <p><strong><em>Conclusions</em></strong><strong>. </strong><em>In the study, the psychological readiness of a media specialist to counteract manipulative informational and communicative influences is considered within the scope of the activity approach and in</em> <em>relation to such individual characteristics as motivational, cognitive, informational-technical, emotional-volitional, and moral-ethical competences. A media specialist’s possession of all these competencies is necessary for the formation of a stable psychological readiness to resist manipulative influences.</em></p>Yuliya Krylova-GrekOlga Korniyaka
Copyright (c) 2023 Psycholinguistics
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2023-10-302023-10-3034111112810.31470/2309-1797-2023-34-1-111-128Semantic and Pragmatic Meaning of Discursive Units in the Process of Communication of a Psychotherapist with a Client
https://psycholing-journal.com/index.php/journal/article/view/1314
<p style="text-align: justify;"><strong><em>The aim </em></strong><em>of our research is to study semantic</em> <em>and pragmatic meaning of discursive units in the process of communication of a psychotherapist with teenagers with autonomic dysfunctions, using the methods of Positive Psychotherapy.</em></p> <p style="text-align: justify;"><strong><em>Methods. </em></strong><em>The main method which has been used in our article was the method of providing psychological help to teenagers with autonomic dysfunction with a help of a five-step model of Positive Psychotherapy (Peseschkian, 2000). To analyze the empirical results of the study the psychodiagnostic technique “Balance Model of Mental Energy Distribution” was used (Peseschkian, 2000). We also used the author’s 24-scale bipolar version of the semantic differential for understanding the semantic and pragmatic meaning of discursive units in the process of communication of a psychotherapist with a client.</em></p> <p style="text-align: justify;"><strong><em>Results. </em></strong><em>In our research we determined the semantic and pragmatic meanings of discursive words, such as: (1) actualization of the previous context; (2) anthropocentricity of the statement; (3) synonymy of the context given by discursive words; (4) antonymy of the context given by discursive words; (5) hyponymic context given by discursive words; (6) amplification of the previous context; (7) amplification of conclusions using updated key statements; (8) expectedness/unexpectedness of the addresser’s statement.</em></p> <p style="text-align: justify;"><strong><em>Conclusions. </em></strong><em>The specificity of paradigmatic connections of discursive words (first of all, synonymous, antonymic, hyponymic, anthropocentric, actualized, amplified, expected or unexpected) is determined by their contextual dependence. We call such semantic and pragmatic communicative meanings, which differentiate discursive words in the paradigm of communicative situations in the process of communication between a psychotherapist and a client, intentional scripts. They are distinguished by variable lexical and functional possibilities, depending on the context of the utterance, as well as different variations of lexical and semantic, pragmatic and functional constructions.</em></p>Serhii MaksymenkoErnest IvashkevychYevhen KharchenkoOlena TarnavskaNadija Sinjavska
Copyright (c) 2023 PSYCHOLINGUISTICS
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2023-09-262023-09-2634112917210.31470/2309-1797-2023-34-1-129-172The Sentence Completion Method in Interdisciplinary Research of Socio-Demographic and Linguacultural Characteristics of Individuals Convicted of Collaborationist Activities
https://psycholing-journal.com/index.php/journal/article/view/1418
<p><strong><em>Objective.</em></strong><em> This paper examines the specificity of using the sentence completion method in interdisciplinary research on the socio-demographic and linguacultural characteristics of individuals, with a focus on understanding the personal factors of collaborationism.</em></p> <p><strong><em>Methods and procedure of research.</em></strong><em> The research concept was developed and implemented based on a systemic understanding of behavior as a complex and multi-level interaction between individuals and their environment. Specifically, theoretical principles from the structural-ontological methodology of social, humanitarian, and behavioral sciences were employed. Using these principles, a questionnaire titled “Features of My Worldview” was developed, which, in addition to traditional sociological criteria, included questions about behavioral habits and various ideological characteristics of respondents. Ten stems of unfinished sentences were integrated into a separate section of the questionnaire. The study covered two groups: an experimental group (58 probation clients convicted of collaborationist activities) and a control group (388 probation officers).</em></p> <p><strong><em>Results</em></strong><em>. The generalized socio-demographic profile of collaborators, alongside low income and education levels, includes health problems and a tendency to neglect sports and physical culture. The combination of these factors in the experimental group is indicative of a trend towards lower levels of social well-being compared to the characteristics of the control group. Collaborators exhibit a tendency towards psychological distancing from the national-cultural space of Ukraine. This trait was thoroughly investigated using the sentence completion method. Corresponding results revealed statistically significant differences in the studied groups.</em></p> <p><strong><em>Conclusions</em></strong><em>. The sentence completion method significantly deepens the understanding and specifies hypotheses made using other methods. Specifically, the socio-demographic indicator of collaborationists' psychological distancing from society is explained by the ideological differences among the subjects, characterized by egocentric values of collaborators, and consequently, a lack of social responsibility towards society. Social rehabilitation should involve increasing the level of social involvement among collaborationists, which is mostly limited to close family circles. Most of the studied collaborationists did not express the concept of an “ideal future”. Their vision of the future typically revolves around narrow egocentric improvements in their current socio-economic situation. Although most collaborationists endorse the idea of social loyalty, it does not transform into a patriotic pro-Ukrainian stance due to their lack of societal involvement, stemming from their value-based immaturity. Therefore, the main directions of social rehabilitation are related to the value differentiation of collaborationists and the development of their emotional intelligence.</em></p>Vitalii Shymko
Copyright (c) 2023 PSYCHOLINGUISTICS
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2023-10-302023-10-3034117320310.31470/2309-1797-2023-34-1-173-203