Journal articles on the topic 'Applied neurolinguistics'

To begin with some history, reflecting the breadth of the field, the 35 issues of the Annual Review of Applied Linguistics (ARAL) published since 1980 have covered a substantial range of topics. These have included broad surveys of the field of applied linguistics; language and language-in-education; identity; written discourse; literacy; bilingual communities worldwide; language and the professions; communicative language teaching; second language acquisition research; discourse analysis; issues in foreign language teaching and learning; language policy and planning; technology and language; multilingualism; foundations of second language teaching; applied linguistics as an emerging discipline; language and psychology; discourse and dialogue; language contact and change; advances in language pedagogy; lingua franca languages; neurolinguistics; cognitive aspects of language processing; language assessment; and formulaic language.

This special issue is a testament to the recent burgeoning interest by theoretical linguists, language acquisitionists and teaching practitioners in the neuroscience of language. It offers a highly valuable, state-of-the-art overview of the neurophysiological methods that are currently being applied to questions in the field of second language (L2) acquisition, teaching and processing. Research in the area of neurolinguistics has developed dramatically in the past 20 years, providing a wealth of exciting findings, many of which are discussed in the articles in this issue of the journal. The goal of this commentary is twofold. The first is to critically assess the current state of neurolinguistic data from the point of view of language acquisition and processing – informed by the articles that comprise this special issue and the literature as a whole – pondering how the neuroscience of language/processing might inform us with respect to linguistic and language acquisition theories. The second goal is to offer some links from implications of exploring the first goal towards informing language teachers and the creation of linguistically and neurolinguistically-informed evidence-based pedagogies for non-native language teaching.

Taking into account recent data on linguistics of production and comprehension in aphasia, a protocol was executed including the several types of implicatures. The protocol was applied to 90 subjects classified according to the localization of cerebral lesions, as shown by CT. Results are discussed in report to clinical manifestations of brain lesions, as aphasia, apraxia, agnosia, and intelligence and pragmatics disturbances. Discussion supports the impression that there is a mechanism that correlates extra-linguistics contexts with the 'said' at the right hemisphere.

This paper is devoted to illustrating how process neuropsychology and neurolinguistics, based on microgenetic theory androoted in process thought, can help to explain the often baffling symptomatology of brain damage. Our purpose is to present an overview of this difficult and complex subject matter for readers, with particular emphasis on its creative potential. The essence of microgenetic theory in neuropsychology is an account of the phases in brain process through which successive mind/brain states arise and perish over the duration of the psychological present, measured in milliseconds. According to the theory, mental states are rhythmically generated out of a “core” in the anatomically deepest and phylogenetically oldest parts of the central nervous system, over phases to the outermost and youngest regions of the brain, the neocortex. The clinical applications are only one aspect of the creative potential of microgenetic theory. Indeed, the elegance of the theory consists in the way in which it can be extended into a number of different fields of endeavor, providing a kind of “unified field theory” for the explanation of often rather diverse phenomena. This provides an opportunity for neuropsychology and neurolinguistics to resume the interdisciplinary discourse they were founded to conduct.

Lexical knowledge is complex, multidimensional, and difficult to pin down to a set of defined components. The development, organization, and use of lexical knowledge in the first and additional languages are studied in a number of neighbouring disciplines beyond second language acquisition and applied linguistics, including psycholinguistics, neurolinguistics, computational linguistics, and language education. In this introduction, we highlight how the five articles in this special issue hone our understanding of different aspects of second language (L2) lexical knowledge, its acquisition, and use by adopting innovative research design, methods, and approaches to data collection and analysis from these distinct but related disciplines, affording new theoretical and empirical insights.

<p class="Default"><em>Abstrak-</em><strong>Pertama kali peneliti mengetahui peran neurolinguistik dalam pengajaran bahasa sempat mengalami kebingungan dalam memahami peran tersebut, karena penamaan yang terdengar asing bagi peneliti yang belum pernah didengar sebelumnya, tapi setelah peneliti memahami dan mengetahuinya peneliti mulai tertarik dalam penerapannya di dalam kelas dalam proses belajar mengajar. Metode ini sangat menerapkan pemahaman bahasa dalam otak kanan dan otak kiri manusia, memahami bahasa sasaran atau bahasa asing dengan menggunakan otak kiri atau otak kanan, hal ini dapat diketahui dalam makalah ini. </strong><strong>Dari uraian tersebut dapat didefinisikan bahwa Neuro Linguistic Programming merupakan sebuah model yang memprogram interaksi antara pikiran dan bahasa (verbal dan nonverbal) sehingga dapat menghasilkan pikiran dan perilaku yang diharapkan.</strong></p><p class="Default"><strong><em> </em></strong></p><p class="Default"><strong><em>Kata Kunci</em></strong><em>:</em> <em>Neurolinguistict, Language Teaching, Right Brain and Left Brain</em></p><p> </p><p><em>Abstract </em>- <strong>The first time researchers know the role of neurolinguistics in language teaching was confused in understanding the role, because the naming that sounds unfamiliar to researchers who have never heard before, but after researchers understand and find out researchers began to be interested in the application in the classroom in the learning process. This method greatly applies the understanding of language in the right brain and the human left brain, understand the target language or foreign language using the left brain or right brain, this can be known in this paper. From the description can be defined that Neuro Linguistic Programming is a model that program the interaction between the mind and language (verbal and nonverbal) so as to generate thoughts and behaviors that are expected.</strong></p><p class="Default"><strong><em> </em></strong></p><p class="Default"><strong><em>Keywords:</em></strong><em> Neurolinguistik, Pengajaran Bahasa, Otak Kanan dan Otak Kiri</em></p>

A research, in any field, starts with either a passing idea or a bee in one’s mind. Research in the field of language study, for instance, in all its branches, is a rich area where in hundreds of ideas and problems can be thought of and investigated. Needless to say, the study of language includes generally (linguistics: phonetic, phonology, morphology, syntax, comparative linguistics, etc.), (applied linguistics: pragmatics, sociolinguistics, psycholinguistics, neurolinguistics, biolinguistics, clinical linguistics, experimental linguistics, computational linguistics, mathematical linguistics, forensic linguistics, corpus linguistics, contrastive analysis, discourse analysis, stylistics and error analysis, etc.), and (educational linguistics: language learning, teaching, and acquisition, etc.). Due to this, a certain problem or an idea in any of the above areas can be investigated from different points of view; that is, using either the correlational research approach, case-study, survey, experimental, ethnographic or the large-scale research approach. Actually, it is claimed in this paper that the above mentioned research approaches are different yet alike. This last point, however, is the major aim of this paper where in the six research approaches are compared and contrasted. At last, the researcher claims that no matter what a researcher in language study will follow since this approach fulfills the questions of his or her study logically, scientifically, and comes up with useful and fruitful bits of information and knowledge. Keywords: Research approaches, Language study, Correlational research, Case-study, Experimental study, Survey study, Ethnographic study, Large-scale study, Comparative and contrastive studies.

Applications based on Neurolinguistic programming (NLP) in English language teaching (ELT) provide various means to make learning more effective and involving. Nevertheless, research on NLP is often based upon descriptive rather than empirical research. Therefore, the aim of this study is to investigate the efficiency of NLP applications in ELT via comparing it with Communicative Approach (CA) to language teaching. In this study, a group of 4th grade students (N=20) was observed in a classroom in which CA techniques were applied. The students’ frequency of participation was recorded during two lessons. In another two classes with the same group of students, the learners’ frequency of participation was evaluated in a classroom setting where NLP techniques were applied. The results indicate that NLP-related applications are as efficient as CA applications in achieving high level of learner participation and oral production. Keywords: Neurolinguistic programming; language teaching; young learners

What makes institutions "real"? One central notion has been emerging recently in sociology, which is ‘performativity’, a term borrowed from the philosophy of language. The author proposes a neurolinguistic approach to performativity that is based on John Searle’s theory of institutions, especially his concept of a "status function" and his explanation of rule-following as a neurophysiological disposition. Positing a status function, the article shows, is a performative act. The author applies the concept of "conceptual blending" borrowed from cognitive science to the status function, and gives empirical applications from the research on performativity in financial markets. He also sketches the underlying neuroscience framework following the neural theory of metaphor, which is illustrated empirically with examples from behavioral finance and neuroeconomics.

AbstractWe develop the distinction between “referential” and “modalizing” aspects of language and describe their functional dissociation, as observed in various manifestations of aphasia and in the speech of hemispherectomy and commissurotomy patients. Such a frequently observable dissociation is taken to reflect certain cognitive and neurobiological distinctions that do not seem to be accounted for by the structurally motivated linguistic models currently utilized in neurolinguistic studies. The dissociation appears to generate fresh and original insights when applied to acquired language impairments.

The primary progressive aphasia (PPA) or Mesulam syndrome is an isolated and progressive deterioration of language, usually due to progressive focal atrophy of the left peri sylvian regions. Given that very little data on PPA is available in non-Western languages in the literature, we describe the first case of logopenic PPA in Arabic. Neuropsychological, neuroimaging and linguistic protocol have been administered to the patient. The Neurolinguistic assessment was carried out with the Moroccan version of the Montreal-Toulouse linguistic exploration protocol, the apraxia of speech protocol, the Moroccan version of MLSE (Mini-Linguistic Status Examination); some subtests of the BDAE (Boston Diagnostic Aphasia Examination) while the computerized acoustic analysis was performed with Vocalab4 ™. The acoustic analysis showed mainly instability in pitch and amplitude. However articulatory disruptions are very mild in our case. There is a parallelism between spoken language which is marked by phonological paraphasias with a „pseudostuttering „and written language disorder which displays a phonological alexia, a severe acalculia and an agraphia. Our pa tient presents L-PPA subtype 1 on the logopenic spectrum. These results are consistent with the neuropsychological hypothesis of a dysfunction in phonological buffer reflecting the features of logopenic PPA. Furthermore, our case displayed atypical neurolinguistic patterns in comparison with other cases described in the European languages due to the Arabic specific linguistic structure.

Abstract The major task of this paper is the implementation of new emerging phraseological disciplines, such as phraseodidactics and phraseotranslation. The author discusses the attempt to specify and deploy those new disciplines. Taking into account a wide range of phraseological phenomena in all natural languages and the need to implement effective glottodidactis and translation, the development of phraseodidactics and phraseotranslation may appear to be useful and of high importance. Phraseodidactics, also known as didactics of phraseology, is a new emerging research discipline within the scope of applied linguistics. It is an interdisciplinary field with elements of phraseology, glottodidactics, as well as contrastive linguistics, psycholinguistics, neurolinguistics and sociolinguistics. The term phraseodidactics has a Germanic etymology (phraseodidaktik) and became present in the literature primarily through the work of German authors such as H.H.Lüger (1997, 2001) and S.Ettinger (1998). Nonetheless, the very concept of phraseodidactics and the discipline to which it relates still are not widespread. Phraseodidactics, in accordance with its objectives, examines the processes associated with the natural assimilation of collocations, idioms, proverbs and other reproducible word forms in the mother language, and, foremost, processes related to the teaching and learning of these structures in the second and subsequent languages. Idiomatic expressions are understood here as established combinations of at least two words with a reproducible character. The scope of phraseology also includes compound words and fixed collocations. In other words, the didactics of phraseology aspires to deal with everything that is associated with the most effective teaching and learning of broadly understood phraseology. On the other hand, phraseotranslation, as a specialized interdisciplinary science postulated in this text, is situated at the crossroads of phraseology, translation studies, contrastive studies and phraseodidactics. Recently there is a growing need for an efficient interlinguistic translation; the education of future translators of foreign languages develops more and more, but the problem of phraseologization in translation is still very rarely undertaken in scientific research. An effective translation implies equivalent messages in two different linguistic codes, which becomes extremely difficult in case of phraseology. The multiple-word structures entrenched in natural languages are therefore a major challenge in the process of translation and can be a prominent difficulty even for professional translators. At present, the need of the development of phraseological competences in the process of the didactics of foreign languages is obvious. The lack of an idiomatic understanding of speaker's language can cause serious distortions in the process of verbal communication. That is why each foreign language learner should aim at mastering receptive phraseological competences. When it comes to the level of the language production, what is the most important is the acquisition of such expressions that are most needed in user's idiolect. The needs within the scope of phraseological competences are much bigger in the case of foreign language teachers or translators to be, whose phraseological competences should be highly-developed not only in terms of reception, but also at the productive level. Thus, one should not avoid such needs in educational processes.

Im vorliegenden Aufsatz wird die Frage nach der potentiellen Implementierung der rekursiven AnBn--Strukturen durch den Mechanismus der Satzverarbeitung behandelt. Es wird darauf hingewiesen, dass die einfachste Verarbeitungsstrategie, wo die adjazenten Sequenzen von zwei Kategorien A und B aufgezählt und verglichen werden, wegen der asymmetrischen Struktur der zentral-eingebetteten syntaktischen Abhängigkeiten keine Anwendung bei der kognitiven Verarbeitung finden kann.Recursion and syntactic complexity: Psycholinguistic and neurolinguistic perspectivesThis article is devoted to the issue of the potential implementation of recursive AnBn structures by the sentence-processing mechanism. Worth noting is the fact that the simplest processing strategy, whereby categories A and B are listed and compared, cannot be applied to the cognitive processing of asymmetric structures of centrally embedded syntactic dependencies.

The data on the clinical examination of 165 patients, who had applied to the centre of medico psychological help specially built for that purpose are given. The re suits of the examination showed that the rate of subclini cal psychic disorders was 55 from the 100 assessed pati ents. Approaches to rendering help in subclinical disorders of mental health with the use of combined positive analy sis and concrete technique like Ericson's technique of "scattering the symptoms", formation of reality "here' and 'now", elements of neurolinguistical programming are described. The evidence and concrete stages of medico psychological aid are discussed.

A Programação Neurolinguística (PNL) é considerada um modelo que auxilia na compreensão do funcionamento da mente humana, tornando possível a identificação e o aproveitamento das capacidades do indivíduo para alcançar os resultados almejados (SBPNL, 2011). Aplicada às vendas, a PNL auxilia os vendedores sobre a compreensão das necessidades e desejos dos clientes. O presente artigo tem como objetivo viabilizar a implantação de um programa de capacitação (TD) para os vendedores da empresa Comercial Jukeli LTDA ME, com base na Programação Neurolinguística (PNL). Para tanto, foram investigados os aspectos críticos na rotina de atuação dos vendedores da empresa, identificados os sistemas representacionais da PNL de cada vendedor e, por fim, elaborado o roteiro de treinamento. Em relação à abordagem, a pesquisa constituiu-se em qualitativa, tipificada em descritiva. Quanto aos procedimentos técnicos de coleta de dados configura-se em pesquisa bibliográfica e estudo de caso, sendo o questionário o instrumento de coleta de dados escolhido. Em relação aos aspectos críticos na rotina de vendas da empresa observou-se que as colaboradoras da empresa possuem os critérios principais que são necessários para a execução do trabalho, porém, o ponto crítico encontrado foi a necessidade de melhorar as técnicas de abordagem aos clientes. Quanto aos Sistemas Representacionais, a pesquisa evidenciou que há a predominância de colaboradoras visuais na empresa. Com a análise dos dados realizada foi possível à implantação de um programa de capacitação (TD) para as vendedoras da empresa. O treinamento foi aplicado por uma International NLP Trainer e contou com ações para o aperfeiçoamento das habilidades interpessoais e a flexibilidade pessoal das vendedoras da empresa.Palavras-Chave: Gestão de Pessoas. Treinamento Desenvolvimento. Programação Neurolinguística (PNL). Vendas. THE APPLICATION OF NEUROLINGUISTIC PROGRAMMING (NLP) IN SALES: A CASE STUDY IN A BRANCH AND RETAIL COMPANY - GASPAR/SCAbstract: Neurolinguistic Programming (NLP) is considered a model that assists in understanding the functioning of the human mind, making possible the identification and the use of the individual's abilities to achieve the results desired (SBPNL, 2011). Applied in sales, NPL helps salespeople understand the needs and desires of customers. In this context, the objective of this article is to enable the implementation of a training program (TD) for salespeople of the company Comercial Jukeli LTDA ME, based on Neurolinguistic Programming (NLP). For this purpose, were investigated the critical aspects in the routine of the salespeople of the company, identified the representational systems of NLP by each salespeople and finally, drafted the training script. Regarding the approach, the research was qualitative, typified in descriptive. As for the technical procedures of data collection, it is configured in bibliographic research and case study, the questionnaire being the chosen data collection instrument. Regarding the critical aspects of the company's sales routine, it was observed that the employees of the company have the main criteria that are necessary for the execution of the work, but, the critical point was the need to improve customer approach techniques. Regarding the Representational Systems, the research evidenced that there is a predominance of visual collaborators in the company. With the analysis of the data, it was possible to implement a training program (TD) for the salespeople of the company. The training was applied by an International NLP Trainer and involved on actions to improve the interpersonal skills and the personal flexibility of the company salespeople.Keywords: People Management. Training Development. Neurolinguistic Programming (NLP). Sales.

AbstractIn the current study of applied cognitive linguistics (CL), schematic diagrams that represent generalizations of physical-spatial experience were applied in a computer-based tutor that trained English prepositions for second language (L2) learners. Behavioral and electrophysiological (ERP) measures were used to examine whether schematic-diagram feedback provided by the tutor had an instructional advantage over the minimally informed correctness feedback. Behavioral results confirmed this prediction and further revealed that the treatment difference was more striking when the participants had a lower L2 proficiency. The ERP results also supported the prediction. Violation uses of prepositions yielded an N270 and an N400. Schematic-diagram feedback motivated significant changes in brain potentials, whereas correctness feedback failed to do so. Overall, our findings suggest that CL-inspired instruction of a relatively short duration led to significant improvements in learners’ behavioral productive performance and in their sensitivity to semantic violation of preposition use during online sentence processing. The study provided strong neurolinguistic evidence for CL-inspired pedagogy in supporting L2 learning.

Although both Developmental Language Disorder (DLD) and grammatical gender acquisition have been the focus of scientific interest for decades, a few research has been conducted in order to explore how DLD Russian-speaking children acquire this linguistic category. One of the main reasons for this is the difficulty of recruiting DLD children as we still cannot reliably identify these children. Previous studies claim that typically developing children acquire grammatical gender at about 3-4 years of age, but have difficulties with neuter gender up to 6 years of age. This brief report aims at providing the theoretical background of a research in process. The review deals with the issue of grammatical gender acquisition by Russian-speaking children diagnosed with DLD. Specifically, this paper reviews i) the main findings of studies on gender acquisition in typically developing Russian-speaking children, ii) the outcomes of research on how Russian-speaking DLD children make use of grammatical gender. References Anderson, R.T. & Souto, S.M. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(4), 621-647. Bedore, L. M., & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(4), 905–924 Bishop, D.V.M., Snowling M.J., Thompson, P. A., Greenhalgh Y., & The CATALISE Consortium. (2017): Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. PLoS ONE, 11(7), 1-26. Clahsen, H., Bartke, S. & Göllner S. (1997). Formal features in impaired grammars: A Com­parison of English and German SLI children. Journal of Neurolinguistics, 10(2/3), 151-171. Corbett, G. G. (1991). Gender. Cambridge: Cambridge University Press. Гвоздев, А.Н. (1961). Формирование у ребенка грамматического строя русского языка. Москва: АПН РСФСР. Jackson-Maldonado, D. & Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language and Communication Disorders, 52(6), 750-765. Leonard, Laurence B. (2014). Children with Specific Language Impairment. Cambridge: The MIT Press. Mitrofanova, N., Rodina, Y., Urek, O. & Westergaard, M. (2018). Bilinguals’ Sensitivity to Grammatical Gender Cues in Russian: The Role of Cumulative Input, Proficiency, and Dominance. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01894 Orgassa, A., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24(3), 333–364. Popova, M. I. (1973). Grammatical elements of language in the speech of pre-preschool children. In Studies of child language development, (pp. 269–80). C. A. Ferguson & D. I. Slobin (eds). New York: Holt, Rinehart and Winston. Rakhlin, N., Kornilov, S., & Grigorenko, E. (2014). Gender and agreement processing in children with Developmental Language Disorder. Journal of Child Language, 41(2), 241–274. Rodina, Y. (2008). Semantics and morphology: The acquisition of grammatical gender in Russian. Doctoral thesis. Tromso: University of Tromso. Retrieved from: https://munin.uit.no/handle/ 10037/2247. Rodina, Y. & Westeergard M. (2012). A cue-based approach to the acquisition of grammatical gender in Russian. Journal of Child Language, 39(5), 1077-1106. Roulet-Amiot, L., & Jacubowicz, C. (2006). Production and perception of gender agreement in French SLI. Advances in Speech Language Pathology, 8(4), 335–346. Silveira, M. (2006). A preliminary investigation of grammatical gender abilities in Portuguese speaking children with Specific Language Impairment. Unpublished working paper, University College London, Department of Phonetics and Linguistics. Retrieved from: http://www.ucl.ac.uk/ psychlangsci/research/linguistics/publications/wpl/06papers/silveira Tribushinina, E., & Dubinkina, E. (2012). Adjective production by Russian-speaking children with specific language impairment. Clinical Linguistics and Phonetics, 26(6), 554–571. Tribushinina, E., Mak, M., Dubinkina, E. & Mak, W.M. (2018). Adjective production by Russian-speaking children with developmental language disorder and Dutch-Russian simultaneous bilinguals. Applied Psycholinguistics, 39(5), 1033-1064. Цейтлин, С. Н. (2005). Категория рода в детской речи. Проблемы функциональной грамматики: полевые структуры. А.В. Бондаренко (ред.). Санкт-Петербург: Наука, 346-375. Цейтлин, С.Н. (2009). Очерки по словообразованию и формообразованию в детской речи. Москва: Знак. Varlokosta, S. & Nerantzini, M. (2013). Grammatical gender in Specific Language Impairment: Evidence from Determiner-Noun Contexts in Greek. Psychology, 20(3), 338-357. References (translated and transliterated) Anderson, R.T. & Souto, S.M. (2005). The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment. Applied Psycholinguistics, 26(4), 621-647. Bedore, L. M., & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44(4), 905–924 Bishop, D.V.M., Snowling M.J., Thompson, P. A., Greenhalgh Y., & The CATALISE Consortium. (2017): Phase 2 of CATALISE: a multinational and multidisciplinary Delphi consensus study of problems with language development: Terminology. PLoS ONE, 11(7), 1-26. Clahsen, H., Bartke, S. & Göllner S. (1997). Formal features in impaired grammars: A Com­parison of English and German SLI children. Journal of Neurolinguistics, 10(2/3), 151-171. Corbett, G. G. (1991). Gender. Cambridge: Cambridge University Press. Гвоздев, А.Н. (1961). Формирование у ребенка грамматического строя русского языка. Москва: АПН РСФСР. Gvozdev, A. N. (1961). Formirovanie u Rebenka Grammatičeskogo Stroja Russkogo Jazyka [The Construction of the Grammatical Basis of the Russian Language in a Child]. Moscow: The Russian Academy of Pedagogical Sciences. Jackson-Maldonado, D. & Maldonado, R. (2017). Grammaticality differences between Spanish-speaking children with specific language impairment and their typically developing peers. International Journal of Language and Communication Disorders, 52(6), 750-765. Leonard, Laurence B. (2014). Children with Specific Language Impairment. Cambridge: The MIT Press. Mitrofanova, N., Rodina, Y., Urek, O. & Westergaard, M. (2018). Bilinguals’ Sensitivity to Grammatical Gender Cues in Russian: The Role of Cumulative Input, Proficiency, and Dominance. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2018.01894 Orgassa, A., & Weerman, F. (2008). Dutch gender in specific language impairment and second language acquisition. Second Language Research, 24(3), 333–364. Popova, M. I. (1973). Grammatical elements of language in the speech of pre-preschool children. In Studies of child language development, (pp. 269–80). C. A. Ferguson & D. I. Slobin (eds). New York: Holt, Rinehart and Winston. Rakhlin, N., Kornilov, S., & Grigorenko, E. (2014). Gender and agreement processing in children with Developmental Language Disorder. Journal of Child Language, 41(2), 241–274. Rodina, Y. (2008). Semantics and morphology: The acquisition of grammatical gender in Russian. Doctoral thesis. Tromso: University of Tromso. Retrieved from: https://munin.uit.no/handle/ 10037/2247. Rodina, Y. & Westeergard M. (2012). A cue-based approach to the acquisition of grammatical gender in Russian. Journal of Child Language, 39(5), 1077-1106. Roulet-Amiot, L., & Jacubowicz, C. (2006). Production and perception of gender agreement in French SLI. Advances in Speech Language Pathology, 8(4), 335–346. Silveira, M. (2006). A preliminary investigation of grammatical gender abilities in Portuguese speaking children with Specific Language Impairment. Unpublished working paper, University College London, Department of Phonetics and Linguistics. Retrieved from: http://www.ucl.ac.uk/ psychlangsci/research/linguistics/publications/wpl/06papers/silveira Tribushinina, E., & Dubinkina, E. (2012). Adjective production by Russian-speaking children with specific language impairment. Clinical Linguistics and Phonetics, 26(6), 554–571. Tribushinina, E., Mak, M., Dubinkina, E. & Mak, W.M. (2018). Adjective production by Russian-speaking children with developmental language disorder and Dutch-Russian simultaneous bilinguals. Applied Psycholinguistics, 39(5), 1033-1064. Цейтлин, С. Н. (2005). Категория рода в детской речи. Проблемы функциональной грамматики: полевые структуры. А.В. Бондаренко (ред.). Санкт-Петербург: Наука, 346-375. Ceitlin, S. N. (2005). Kategorija roda v detskoj reči [The category of gender in child speech]. In Problemy funkcional'noj grammatiki: Polevye struktury [Issues in functional grammar: Field structures], (pp. 346–375). A. V. Bondarko (ed.). S.-Petersburg: Nauka. Цейтлин, С.Н. (2009). Очерки по словообразованию и формообразованию в детской речи. Москва: Знак. Ceitlin, S. N. (2009). Ocherki po slovoobrazovaniju i formoobrazovaniju v detskoj rechi [On Inflection and Derivation in Child Language]. Moscow: Znak. Varlokosta, S. & Nerantzini, M. (2013). Grammatical gender in Specific Language Impairment: Evidence from Determiner-Noun Contexts in Greek. Psychology, 20(3), 338-357.

The research paper considers the main provisions of the new scientific direction of Neurolinguistic Programming (NLP); its fundamental goal is determined, which first of all includes optimizing the interactive interaction in practically all discursive genres of modern communicative space; the effectiveness of utilizing several NLP techniques in the Ukrainian educational segment is substantiated, first of all - in the process of teaching foreign languages, in particular English, given its international status and scientific potential. The main aim of the study is to review the relevant NLP techniques aimed at optimizing the teacher’s professional skills, and hence the effectiveness of the learning process as a whole. Such techniques include predicate, meta- and Milton-model personal identification, as well as spelling. The significance of the study is determined by the fact that this set of neurolinguistic techniques will be extremely useful both in creating comfortable communicative learning conditions as the basis of its effectiveness and inactivating the students’ psychocognitive abilities and increasing their professional competence level. The main question of the research paper is how to generally contribute to educational process optimization, mainly, in teaching foreign languages in the Ukrainian-speaking environment. In the study, both general scientific research tools (descriptive method, analysis, synthesis, observation) and special experimental methods (recording and comparing the results of applied NLP techniques, surveys, evaluations) are utilized. The main findings of the research allowed to determine the students’ individual neurophysiological mechanisms (representative priorities) in the process of educational data perception; to identify cases of the students’ deviant behavior through the reconstruction of their verbal and nonverbal behavior and adjust the communicative background to create a comfortable learning environment; to apply the elements of correct suggestibility to strengthen the students’ cognitive activity, and the naturalization of teaching data; to enhance the processes of memorization, effective assimilation and competent reproduction of new data through the directed activation of representative systems (visual, audible, kinesthetic) and the corresponding submodalities.

Mayberry and Kluender (2017) offer a rich review of empirical research that contributes to the understanding of age-related effects on first and second language acquisition. Their keynote article compiles current, primarily linguistic and neurolinguistic, research on the notion of a critical period for language (CPL). The authors conclude “that the putative CPL applies to L1 learning, and that L2 effects are a consequence of this prior learning” (Mayberry & Kluender, 2017: p. 6). As they propose a clear role for CPL in L1 learning, and because their exact position on its role in L2 learning is, to my mind, not as clearly articulated, I will take the opportunity to argue the following: If a CPL exists at all, it should have identifiable implications for all kinds of language acquisition (cf. Gleitman & Newport, 1995). In the case of L2 acquisition what needs to be identified is how maturational constraints (implicated by a CPL) interact with other conditions that are at hand when the second language comes onto the scene.

The present study investigated the effects of advanced aging on hemispheric organization for visual-linguistic processing. Lexical decision vocal-reaction times of geriatric subjects were measured for unilaterally presented concrete and abstract nouns in an attempt to obtain an index of differential left and right hemispheric processing ability. Results of an ANOVA procedure showed that reaction times were significantly faster when subjects were presented the stimulus items in their right visual fields, regardless of whether the item was a concrete or abstract word. An ANOVA procedure applied to the arcsine of the percentages of occurrence of false-positive and false-negative error types showed a significant interaction between the error type and visual field variables. Post hoc tests showed left visual field, false-positive errors occurred significantly more often than the remaining visual field, error type configurations. Finally, for the reaction time data, a significant correlation existed between the two visual fields for the concrete and abstract items. Collectively, such findings were consistent with a callosal relay model of neurolinguistic organization, suggesting that the right hemisphere’s ability to perform lexical decisions was diminished in the present group of elderly subjects.

Desde hace ya alguna década, distintos estudios neurolingüísticos vienen subrayando la importancia de los elementos prefabricados en la construcción del discurso oral y escrito de los hablantes nativos. Esta orientación de la investigación ha abierto interesantes perspectivas para el desarrollo de muchas áreas lingüísticas, y en concreto para la pedagogía de lenguas, pues parece que se allana el camino para que el aprendiz de una lengua se haga con un dominio más efectivo de ella, como sostiene el Enfoque Léxico. Desgraciadamente no existen suficientes estudios empíricos que validen los presupuestos de esta metodología. Como contribución preliminar para subsanar esta carencia, presentamos en este artículo una propuesta de investigación experimental consistente en la elaboración de un glosario de colocaciones, que permita desarrollar una herramienta didáctica en base a la cual pueda evaluarse el efecto de la instrucción explícita de las colocaciones en la producción de textos en el ámbito académico. Palabras clave: Lexicología, Lingüística aplicada, Enseñanza de lenguas, Español LE Collocation in Academic Spanish: An Experimental Research Project on the Effects of the Lexical Approach For some decades now, various neurolinguistic studies have highlighted the importance of prefabricated elements in the construction of oral and written discourse among native speakers. This line of research has lead to the development of new and interesting perspectives within many linguistic areas, not least in the field of language teaching, in which theories such as the Lexical Approach appear to be paving the way towards the more effective achievement of second language proficiency. Unfortunately, empirical studies that validate this methodological approach are still lacking. The present article attempts to address this issue, to some extent, by presenting an experimental research proposal focused on the elaboration of a glossary of collocations. This glossary will facilitate the development of a didactic tool through which the effect of explicit instruction of collocations in the production of academic texts can be evaluated. Key words: Lexicology, Applied Linguistics, Language Teaching, Spanish SL

Introduction. Based on the brain science theory of “how people learn” and in order to modernize the methodology of psycholinguistic research, this research used documentary analysis and addressed the standpoint that the 4MAT Teaching and Learning Model can be subsumed into or superimposed on the Kirkpatrick Four-Level Evaluation Model, and vice versa. Meanwhile, the phase of language input and output is analyzed on the basis of the two Models above. In the end, some implications arise so as to provide reference for prospective researchers and practitioners in psycholinguistics. The aim of the study. The 4MAT Teaching and Learning Model and the Kirkpatrick Four-Level Evaluation Model are both widely applied, so a deliberate literature review to clarify the integration and the unity between them is conducted that expects to make some theoretical references inspired by the unity available to a wide range of linguistic teaching design and learning performance evaluation. The authors argue that the references interconnect teaching design and learning performance evaluation in light of language input and output and therefore help linguistic teachers/trainers with a whole and valid scheme at the very beginning of student learning, and this is the unity that also corresponds to Kirkpatrick & Kirkpatrick’s standpoint: “The end is the beginning”. Research methods. The study was conducted using the semantic differential scaling and the method of documentary analysis. Results. A combination of brain science theory and Fractal Information Theory has verified initially how the 4MAT Teaching and Learning Model and the Kirkpatrick Four-Level Evaluation Model subsume and superimpose in terms of the theoretical framework, i.e., the unity between a teaching theory and a learning performance evaluation theory. Such integration not only originates from the inherent unity verified by a thoughtful literature review but also receives theoretical support from interdisciplinary studies. Meanwhile, this integration is intertwined with language input and output in a psycholinguistic/neurolinguistic manner. Conclusions. A primary investigation using brain science theory and other theories to analyze the integration between the 4MAT Teaching and Learning Model and the Kirkpatrick Four-Level Evaluation Model shows the unity between both models. This investigation led to achieving the purpose of the study: modernizing the methodology of psycholinguistic research. With implementing the components/stages of language input and output as this article proposed, it is expected to be promising in extending and applying both models theoretically and practically in linguistics and other relevant areas in the future. As it comes to studies, it is recommended that the two Models be connected to analyze more teaching models and/or learning performance evaluation models for unity, inquire performance evaluation in collaborations with scenarios in practice, or even associate other disciplines under the implementation of Fractal Information Theory. A possible suggestion for psycholinguistic researchers is to design curricular and lessons based on the Unified Models (Figure 1 & 2) proposed in this study and evaluate instructional efficacy and student learning performance. Another potential research direction is to use each quadrant of the Unified Models and analyze related components in more specific language input and output phases: listening, reading, speaking, writing, and even smaller components in the four types of language skills. As it comes to practice, especially in psycholinguistics and/or other relevant disciplines, the key to apply the two target Models simultaneously depends on how to regulate respective quadrants/levels pro rata as well as the wholeness between them to simultaneously achieve “dynamic equilibrium” in the 4MAT Teaching and Learning Model and “The end is the beginning” in the Kirkpatrick Four-Level Evaluation Model.

The article deals with the notion of manipulation in advertising slogans of fast food restaurants. It focuses on techniques and means of language influence on the recipient. The article shows results of the study of 239 advertising slogans of fast food restaurants in English-speaking countries (a total number of 104 companies). Different language patterns which are used in advertising slogans and aimed at persuasion of customers on the subconscious level, are defined and analyzed; among them the most numerous are language patterns which create statements with distortions, deletions, and generalizations manifesting themselves in a variety of forms. The research also describes manipulative language patterns specifically related to advertising, such as unique selling proposition or life values. The article also shows quantitative proportions of the use of each pattern, as well as patterns used by the most successful and less successful restaurants. The most frequent of the manipulative language patterns are lost performatives, mind reading, and comparisons. The techniques of life values, mind reading, and antithesis are more common in advertising slogans of top restaurants compared to less popular ones. Individual slogans frequently manifest the use of more than one linguistic pattern of manipulation. References Alder, H. (2002). Handbook of NLP: A Manual for Professional Communicators. New York: Routledge Bandler, R, Grinder, J. (1975). The Structure of Magic (1st edition). USA: Science & Behavior Books. Burton, K., Ready, R. (2010). Neuro-linguistic Programming for Dummies. West Sussex: Wiley Ciotti, G. 5 Ways to Develop a Unique Selling Proposition Convince&Convert. Dec. 2013. Retrieved from http://www.convinceandconvert.com/digital-marketing/5-ways-to-develop-a-unique-selling-proposition/ Colbert, B. (2012). From Ordinary to Extraordinary – How to Live An Exceptional Life. Ireland: Gill Danciu, V. (2014). Manipulative marketing: persuasion and manipulation of the consumer through advertising. Theoretical and Applied Economics, 9(2), 19-34. Гесюк Ю. Застосування нейролінгвістичного програмування в рекламі. Медіапростір. 2014, № 5. С. 122-126. Горин С. НЛП: Техники россыпью. //Метафора экспромтом. Под ред. Н. Либман. М.: КСП+, 2004. С. 269-268. Каліщук Д. Психолінгвістичні прийоми мовленнєвого маніпулювання у політичному дискурсі «Гра у простонародність» // Вісник Харківського національного університету імені В.Н. Каразіна. 2012. Вып. 1022, № 71. С. 59-63. Кутуза Н. Маніпулятивні прийоми в рекламному та політичному дискурсах: лінгвістичні аспекти // Науковий вісник Херсонського державного університету. 2006. № 3. С. 285-288. Lapšanská, J. (2006). The language of advertising with the concentration on the linguistic means and the analysis of advertising slogans. Diploma thesis, Bratislava: Comenius University in Bratislava, Faculty of Education. Romanenko, E. (2014). Linguistic analysis of on-line advertising in English. Bachelor thesis, Prague: Charles University in Prague, Faculty of education. Vaknin, S. (2008). The Big Book of NLP Techniques. Charleston: BookSurge. References (translated and transliterated) Hesiuk, Y. (2014). Zastosuvannia neirolinhvistychnoho prohramuvannia v reklami [The usage of neurolinguistic programming in advertising]. Mediaprostir, 5, 122-126. Horyn, S. (2004). NLP: Tehnyky rossypiu. [Writing techniques]. In: Metafora Expromtom, (pp. 269-268). N. Libman (ed). Moscow: KSP+. Kalischuk, D. (2012). Psykholinhvistychni pryiomy movlennievoho manipuliuvannia u politychnomu dyskursi. “Hra u prostonarodnist” [Psycholinguistic Techniques of Speech Manipulation in Political Discourse. “Plain Folks”]. Journal of V.N.Karazin National University of Kharkiv, 1022(71), 59-63. Kutuza, N. (2006). Manipuliatyvni pryiomy v reklamnomu ta politychnomu dyskursakh: linhvistychni aspekty [Manipulative techniques in advertisement and political discourse]. Informational-Methodical Journal of Kherson State University, 3, 285-288. Sources Advertising. 2017. In Business dictionary.com. Retrieved November 9, 2017, from http://www.businessdictionary.com/definition/advertising.html Advertising. 2017. In Cambridge dictionary. com. Retrieved November 9, 2017, from https://dictionary.cambridge.org/dictionary/english/advertising Advertising. 2017. In Longman Dictionary of Contemporary English. Retrieved November 9, 2017, from https://www.ldoceonline.com/dictionary/advertising Burger King Slogans. (2017). Retrieved September 09, 2017, from http://www.thinkslogans.com/ company/burger-king/ Eagle Boys Pizza Seeks Expansion In India. (2013, August 26). Retrieved September 10, 2017, from https://news.franchiseindia.com/Eagle-Boys-Pizza-seeks-expansion-in-India-2017 Eat Good And Feel Good. 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Abstract Background Health education plays a fundamental role in the formation of critical and reflective health professionals, preparing them to transcend theories and experience challenging practices. For the educator, it is unique to guide the way that can transform a gap in the undergraduate medical education into a possibility of positive action. It was in this sense that the health communication training was developed, supported by theory of neurolinguistics and techniques of emotional intelligence. Teachers of the Communication, Leadership and Management Skills (speech therapist, psychologist, nurse, doctor, dentist) programmed a training to work with students, all from the second year of the undergraduate medical course, to stimulate verbal communication. and nonverbal. Six experiential activities were used in the classroom, detailing: Activity 1 - Assertive Communication;. Activity 2 - Consensus Groups. Activity 3 - Nonverbal Communication. Activity 4 - Body Shapes. Activity 5 - Perception of the Other. Objective This qualitative descriptive study aimed to report the experience of a trainning on the topic of health communication held in an institution of the public higher education system in Brazil with the purpose of promoting innovation in the education of medical students. Results Faced with activities like this, we realize that students go through a process of breaking paradigms, which significantly influences their way of thinking. Initial training should provide adequate support to students from the perspective of the knowledge spiral. From the generalist content, with the evolution of the undergraduate years, the student perfects and deepens his reflections, in a continuous process of meanings. Conclusions The training of verbal and nonverbal communication with medical students satisfactorily developed skills in personal interaction, behavioral, empathy, self-perception. Key messages This work represents a breakthrough in the field of health education towards producing technology for health professionals. Among the challenges of the 21st century is the use of new teaching methodologies that address the demands of world health problems.

The theory of optimal set partitioning from an n-dimensional Euclidean space En is an important part of infinite-dimensional mathematical programming. The mostly reason of high interest in development of the theory of optimal set partitioning is that its results can be applied to solving the classes of different theoretical and applied optimization problems, which are transferred into continuous optimal set partitioning problem. This paper investigates the further development of the theory of optimal set partitioning from En in the case of a two-stage continuous-discrete problem of optimal partitioningdistribution with non-determined input data, which is frequently appear in solving practical problems. The two-stage continuous-discrete problem of optimal partition-distribution under constraints in the form of equations and determined position of centers of subsets is generalized by proposed continuous-discrete problem of optimal partition-distribution in case if some parameters are presented in incomplete, inaccurate or unreliable form. These parameters can be represented as linguistic variables and the method of neurolinguistic identification of unknown complex, nonlinear dependencies can be used in purpose to recovery them. A method for solving the two-stage continuous-discrete optimal partitioning-distribution problem with fuzzy parameters in target functional which based on usage of neurolinguistic identification of unknown dependencies for recovering precise values of fuzzy parameters, methods of the theory of optimal set partitioning and the method of potentials for solving a transportation problem is proposed.

Purpose Social approaches to intervention for aphasia are being increasingly employed to address the functional communication barriers experienced by persons with aphasia. One specific approach is the use of conversation-based treatment in both group and two-person dyads. Although there are several methods to measure improvement for stimulation and cognitive neurolinguistic approaches, researchers have consistently indicated a need for outcome measures that can objectively demonstrate improved communication following conversation treatment. This study aims to demonstrate the utility for examining the patterns of conversation trouble source and repair as indices for improved communication as a positive response to intervention. Method The conversations of 20 consecutive participants, before and after 3 months, or 40 hr, of group and individual conversation-based treatment, were transcribed using conventions of conversation analysis, and sociolinguistic discourse analysis was applied. Measures of trouble source and repair were aggregated and subjected to statistical analysis. Results Persons with aphasia demonstrated statistically significant improvement in patterns of conversation trouble source and repair posttreatment for the rate of conversation trouble source and the length of repair. However, measures of self-initiation and self-completion of repair did not reach significance. Conclusion The study indicates that, following conversation-based treatment, the conversations of persons with aphasias were more efficient, experiencing fewer trouble sources and shorter repair sequences. These findings suggest that measures of conversation for the rate of trouble source and length of the repair sequence are valid indices of improved conversation.