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Journal articles on the topic 'Psycho-linguistics'
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1
WINTERS, MARGARET E. "Psycho-historical linguistics: its context and potential." English Language and Linguistics 21, no. 2 (July 2017): 413–21. http://dx.doi.org/10.1017/s1360674317000223.
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Historical linguistics is a field that, perhaps more than other branches of linguistics, can be said to exhibit a certain conservatism. To be clear, this term is not meant in any traditional political sense. Rather it is meant to capture the notion that, as a discipline, diachronic studies seem to accept and build on previous theories and empirical findings to a greater extent than do most synchronic subdisciplines. This may be because data are comparatively rare and hard to come by. One result of this scarcity is that, once analyzed, there are fewer opportunities for reanalysis predicated on new data. There are, of course, occasions when more or less radical proposals are brought forward subsequently, which result in debates of the kind which are much more common in synchronic syntax, say, or phonology. The reconstruction of the Indo-European consonant system (Beekes 1995: 132–4 provides a summary), for example, continues to be debated almost two hundred years after it was first proposed.
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de Bot, Kees. "PSYCHOLINGUISTICS IN APPLIED LINGUISTICS: TRENDS AND PERSPECTIVES." Annual Review of Applied Linguistics 20 (January 2000): 224–37. http://dx.doi.org/10.1017/s0267190500200147.
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This article addresses the relationship between two major terms, psycho-linguistics and applied linguistics, and in the process, explores key issues in multilingual processing. A straightforward definition of psycholinguistics is provided by Kess (1991:1): ‘The field of study concerned with psychological aspects of language studies.’ In the last decade, the definition has become more restricted, leaving out more social-psychological aspects like the study of attitudes in language use. Here, psycholinguistics will be further restricted to the study of processes of language production and perception (as opposed to acquisition and attrition).
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HONCHAROVA, Yuliia, and Oleksandra KOLOMOICHENKO. "PSYCHO/SOCIO/LINGUISTICS OF ENGLISH BORROWINGS IN UKRAINIAN: ASPECTS OF STATUS AND FUNCTIONS." Humanities science current issues 1, no. 29 (August 3, 2020): 97–103. http://dx.doi.org/10.24919/2308-4863.1/29.209291.
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Ibrahimi, Silva, Elisabeta Kafia, Vera Ostreni Halili, and Ervin Ibrahimi. "Dynamic Psycho-Linguistics: Impact of the Social Interaction System in the Individual Psycholinguistic Prototype." Open Journal for Psychological Research 4, no. 2 (September 27, 2020): 77–84. http://dx.doi.org/10.32591/coas.ojpr.0402.01077i.
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Martín Morillas, José Manuel. "The contribution of cognitive anthropolinguistics to educational linguistics." Journal of English Studies 1 (May 29, 1999): 119. http://dx.doi.org/10.18172/jes.46.
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In this paper it is argued that, despite the welcome psycho-social emphasis in educational linguistic theories witnessed in recent decades, and with it, a rapprochement of the social sciences to the psychological sciences, the relationship between these fields has not gone far enough. The actual challenge is a move towards the unification of the social, psychological and language sciences (anthropology and sociology; cognitive science; and linguistics). A step in this interdisciplinary direction is offered by the discipline called 'cognitive anthropolinguistics', and its central concept of 'cultural cognition'. The paper discusses the implication of this concept for the field of educational linguistics, followed by a brief illustration of a cognitive-cultural application of that concept, namely the concept of 'ethnic stereotype', as part of a socio-cultural guide for a cross-cultural pedagogical grammar.
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Kramsch, Claire. "A New Field of Research: SLA-Applied Linguistics." PMLA/Publications of the Modern Language Association of America 115, no. 7 (December 2000): 1978–81. http://dx.doi.org/10.2307/463621.
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Second language acquisition research (sla) is the systematic exploration of the conditions that make the acquisition of a foreign language possible, both in natural and in instructional settings. Its objects of study are the biological, linguistic, psychological, and emotional makeup of language learners and the educational, social, and institutional context of learning and teaching. Whereas language as a linguistic system is studied through the metalanguage of linguistics (phonology, syntax, and semantics), language learning, as psycholinguistic process and sociolinguistic discourse, is researched through the metadiscourse of applied linguistics: psycho- and sociolinguistics, anthropological and educational linguistics, discourse analysis, pragmatics, stylistics, and composition and literacy studies. These fields illuminate what it means to learn to speak, read, write, and interact in a foreign language, what it means to appropriate for oneself the national idiom of communities that share a history and a culture that are different from one's own. SLA provides the applied linguistic metadiscourse for the practice of language learning and teaching.
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Suhendar, Suhendar. "THE IMPORTANCE OF TRANSLATING AND INTERPRETING STUDIES TOWARDS STUDENT’S SPEAKING SKILL." Journal of English Language and Literature (JELL) 2, no. 02 (August 22, 2018): 83–100. http://dx.doi.org/10.37110/jell.v2i02.28.
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Principally, the objective of this research is to find out the result of achievement of student’s speaking skill through the performance of translation and interpreting studies. In view of that, this research constitutes one of teacher’s best endeavors to recognize the attainment of student’s speaking skill as the prerequisite for them to get a highly qualified competency for their carrier in the future. Hence, the objective of education for which the students pursue in the university can be accordingly achieved. The achievement of students speaking skill in the society is very important due to the fact that many kinds of world-class business opportunities need a qualification of competency-based speaking skill. The steps of improving the students speaking skill through translating and interpreting study are namely understanding linguistics, socio linguistics and psycho-linguistics and vocabulary as well.
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David, Maya Khemlani, Aliyyah Nuha Faiqah Azman Firdaus, and Syed Abdul Manan. "BORDER CROSSINGS: USE OF LINGUISTIC STUDIES ACROSS SUBJECT DISCIPLINES." Indonesian EFL Journal 5, no. 2 (July 23, 2019): 49. http://dx.doi.org/10.25134/ieflj.v5i2.1902.
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Cross-disciplinary research, involving scholars of multiple disciplines, has attracted much attention from universities recently. This type of study extends beyond simple collaboration in integrating data, methodologies, perspectives and concepts and engages with real world problems, especially as global complexities have undermined the�underlying ideology of countability and singularity of various disciplines founded on antiquated notions of territorialization.�Since most disciplines are transferred through language and linguistics sciences like socio-linguistics, applied-linguistics and psycho-linguistics,�an interrogation of received discourses on language study�has direct and indirect impact on almost all the other disciplines and can be used to enhance language related studies in different ways.�This paper shall define cross-disciplinary research and provide an overview of how applied linguistics and professional studies interrelate, focusing on the fact that research across disciplines must yield output that advances and benefits society, while allowing for complex and nuanced assessments allowed by the porous borders of different disciplines. This paper shares the kind of cross-disciplinary research which marries linguistics, languages and communication with other disciplines (for example, studies based on socio-linguistics and health, law, business or industry) to show how knowledge achieved from such research can result in trans-disciplinary recombination and expertise in other professional domains.
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Elisifa, Dr Zelda Sam. "Forms of Direct Linguistic Violence against Women in Secondary Schools in Tanzania: A Case of Dar Es Salaam Region." SMART MOVES JOURNAL IJELLH 4, no. 3 (September 20, 2017): 18. http://dx.doi.org/10.24113/ijellh.v4i3.1259.
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The present study sought to make a descriptive account of how forms language use is violence against young women. It specifically sought to identify various forms of linguistics violence against women and assess the diversity of such linguistics violence on the women’s self image. The study involved 107 students of different levels of secondary education out of whom 71 were females and 35 males. Data were gathered through questionnaire and observation.
The findings revealed that linguistics violence is plural as it involved different forms and strategies which were captured under six themes: pejorizing, sexualizing, animalizing, feminizing, masculining and stupidizing. I was also noted that of the six forms of linguistics violence, pejorizing was the most prevalent and most diverse. However, it was sexualizing which was the most pervasive and the most offensive since the women’s sexual and excretory organs and processes are used as disgusting and sickening sight. Further, the continuous use of female-related body parts and psycho-sexual behaviors and processes has resulted in women being adversely affected so much that they are not only the source of linguistic repository from which insults are mined and served to male and female victims, but also the perpetrators of the same.
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Mahmud, Avesta Kamal. "Pragmatics Impairment and complexity of Linguistic Domain: Psycho-linguistic Analysis for pragmatic Disorders." Journal of University of Human Development 3, no. 3 (August 31, 2017): 424. http://dx.doi.org/10.21928/juhd.v3n3y2017.pp424-452.
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This research under name of (Pragmatics Impairment and complexity of Linguistic Domain: Psycho-linguistic Analysis for pragmatic Disorders) In one hand Pragmatics is the ability to appropriately interact with another by Using language in the social situation and Connecting with others, on the other hand pragmatics disorders are Inability to take turns during conversation, Inability to engage in the give and take of a conversation. this research analysis the main ideas about this type of disorders therefore it discusses the main causes that affect language comprehension and fluency, for this matter we used clinical linguistics, neurolinguistics and psycholinguistics to show how people who had this disorders struggling and how we can treat them especially how Kurdish language speakers will be affect in this level of language.
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Edo-Marzá, Nuria. "Academic writing and publishing." Revista Española de Lingüística Aplicada/Spanish Journal of Applied Linguistics 34, no. 1 (July 22, 2021): 83–118. http://dx.doi.org/10.1075/resla.18037.edo.
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Abstract Among the challenges facing scholars at university today, producing quantity and quality publications with the highest possible impact is probably perceived by most of them as the greatest. This pressure places scholars before the well-known “publish or perish” dilemma, which each academic may perceive, confront and approach differently. This study aims to disclose and depict the reality behind the hand that writes, in particular, the attitudes, practices and perceptions of Spanish English-linguistics scholars in Spanish public universities regarding academic life and the creation and publication of their research articles. Accordingly, the human, perceptual and psycho-affective dimensions have proved essential in this study. The paper provides an overall view of the situation by summarising the quantitative findings of an extensive Questionnaire, as well as the qualitative outcomes obtained from a subsequent e-interview to scholars occupying different positions at Spanish public university, and provides an evidence-based foundation to foster more “author-friendly” practices.
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Al-Tae, Dr Niama Dahash Farhan. "A Linguistic Study of Ibn-Khaldoon’s Introduction: A Procedural Study in the Light of (Folklore Linguistics Project)." ALUSTATH JOURNAL FOR HUMAN AND SOCIAL SCIENCES 213, no. 1 (November 11, 2018): 61–86. http://dx.doi.org/10.36473/ujhss.v213i1.650.
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The linguistic theory of heritage has adopted the ancient Arabic linguistic Folklore as a subject for various studies on the basis of the principles of rereading, which is characterized by multi-purposes like briefing ancient linguistic perceptions and interpreting them in accordance with the new trends of linguistic research in a way to equalize the ancient linguistic thought results. The new trends in linguistic theories have a new view to identify its historical and civilized value according to the new type of a new reading to have it been as an intellectual attitude by itself. As the linguistic subjects involve certain purposes, this study aims at finding out the closeness and similarity between the Arabic linguistic folklore and the new trends in linguistics. To be tackled with in our Arabic folklore is what Ibn-Khaldoon left, which is used to be distinguished and pre his era, regarding applied linguistic similarities. His remarks extended to theoretical linguistic issues related to Arabic, in particular. He talked about language and linguistics ; their concepts and natures, tackled with the issue of linguistic development and the functions of parsing regarding its nature as far as form and function concerned. He indicated rhetoric and eloquence and deeply showed the relation between language and society. Such nature and its earlier effect of what we call linguistic variation , or to put it more precisely, it was as an attempt to explore the extent of equivalence between the linguistic structure and socio-psycho structures which used to be as the basic foundation of applied linguistics; therefore, these similarities have been demonstrated in two sections:
1 - Psycholinguistic similarities according to Ibn-Khaldoon.
2 - Sociolinguistic similarity according to Ibn-Khaldoon.
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Mizin, Kostiantyn, and Liubov Letiucha. "The Linguo-Cultural Concept TORSCHLUSSPANIK as the Representative of Ethno-Specific Psycho-Emotional State of Germans." PSYCHOLINGUISTICS 25, no. 2 (April 18, 2019): 234–49. http://dx.doi.org/10.31470/2309-1797-2019-25-2-234-249.
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The given article studies linguo-specificity of the German linguo-cultural concept TORSCHLUSSPANIK that covers a wide semantic space of human psycho-emotional state, which is concentrated around the semantic center “midlife crisis”. The revelation of the semantic content of this concept is conducted by verifying the methodology which is a sequence of research procedures. The scientific reliability of this methodology is ensured by Corpus Linguistics data to empirically reinforce linguistic methods proper. Procedure steps of the given methodology are used to identify cross-language equivalents of the concepts names in the comparative linguo-cultural studies in general, because cross-language equivalence allows studying semantic equivalence within the corresponding conceptual world pictures (CWP) which makes it possible to reveal specific vs. unique senses of the compared concepts.
The conducted analysis proves that the reproduction of the fragment in the German CWP representing the concept TORSCHLUSSPANIK is possible in Ukrainian only with the help of actualizing sense equivalents of the given concept – FEAR, MIDDLE AGE, AGING, TIME, LIFE and DEATH. This way their symbolic and mythological meanings are specifically actualized. It was determined in the article, that ethno-specificity of the concept TORSCHLUSSPANIK arose due to the particular combination of meanings that represent a wide emotional palette of Germans, for whom psycho-emotional depressive state of “midlife crisis” is reinforced by the emotion of fear. In its turn, the latter is intensified by the emotion of disappointment at being late, not realising smth, failing to do smth etc. It is remarkable that disappointment is usually accompanied by anger, anxiety, guilt, hostility, malevolence, envy, jealousy and shame.
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Kramsch, Claire. "Language and Culture." AILA Review 27 (December 31, 2014): 30–55. http://dx.doi.org/10.1075/aila.27.02kra.
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This paper surveys the research methods and approaches used in the multidisciplinary field of applied language studies or language education over the last fourty years. Drawing on insights gained in psycho- and sociolinguistics, educational linguistics and linguistic anthropology with regard to language and culture, it is organized around five major questions that concern language educators. The first is: How is cultural meaning encoded in the linguistic sign? It discusses how the use of a symbolic system affects thought, how speakers of different languages think differently when speaking, and how speakers of different discourses (across language or in the same language) have different cultural worldviews. The second question is: How is cultural meaning expressed pragmatically through verbal action? It discusses the realization of speech acts across cultures, culturally-inflected conversation analysis, and the use of cultural frames. The third question is: How is culture co-constructed by participants in interaction? It discusses how applied linguistics has moved from a structuralist to a constructivist view of language and culture, from performance to performativity, and from a focus on culture to a focus on historicity and subjectivity. The fourth question is: How is research on language and culture affected by language technologies? The print culture of the book, the virtual culture of the Internet, the online culture of electronic exchanges all have their own ways of redrawing the boundaries of what may be said, written and done within a given discourse community. They are inextricably linked to issues of power and control. The last section explores the current methodological trends in the study of language and culture: the increased questioning and politicization of cultural reality, the increased interdisciplinary nature of research, the growing importance of reflexivity, and the noticeable convergence of intercultural communication studies and applied language studies in the study of language and culture.
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Tarone, Elaine. "STILL WRESTLING WITH ‘CONTEXT’ IN INTERLANGUAGE THEORY." Annual Review of Applied Linguistics 20 (January 2000): 182–98. http://dx.doi.org/10.1017/s0267190500200111.
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One of the most intractable issues in the field of second-language acquisition (SLA) research has been the attempt to identify the role of social context in influencing (or not) the process of acquisition of a second language. The central question has been whether a theory of SLA must account only for the psycholinguistic processes involved in acquiring an interlanguage (IL), or, alternatively, whether social and sociolinguistic factors influence those psycho-linguistic processes to such an extent that they too must be included in such a theory. It seems very clear that SLA is a psycholinguistic process. But to what extent are those psycholinguistic processes affected by social context? In 1985, Selinker and Douglas proposed a construct of ‘discourse domains’ to show how social and psycholinguistic processes might be included in a theory of inter-language; Young (1999) reviews that proposal and a recent attempt to test it, concluding that the results are still uncertain. After 15 years, this is still a lively issue in the field of SLA. Indeed, it is becoming a source of increasing conflict both within the field of SLA and within such areas of applied linguistics as second/foreign language teaching and second/foreign language teacher training. In this article, I will briefly summarize the problem, and review and summarize the current evidence being brought to bear upon this issue in the SLA research literature.
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Nikolenko, Olga. "Suggestive power of the word in the information space for sustainable development." E3S Web of Conferences 258 (2021): 07032. http://dx.doi.org/10.1051/e3sconf/202125807032.
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The article reveals the problem of the status of suggestive texts, which is relevant for modern psycho-linguistics, determines their functional capabilities that allow them to participate in the structuring of speech images and convey subjective intentions through speech. The author proves that prayers, conspiracies, neurolinguistic programming and affirmations, increasing the emotionality of speech, play a special role in the implementation of the pragmatic goals of communication, since they contain a volume of suggestion that is much greater than in the options without them. All this explains the use of the designated units both in the media and in personality improvement courses: thanks to these formal shells, the author focuses the attention of his recipients on the key points of the message. Due to intentionality, suggestive statements act as a means of objectifying the worldview of their addressee. The aim of this study is to strive to comprehensively describe the texts of a suggestive orientation with an emphasis on their linguistic potential. In this regard, a significant role in achieving the set goals is assigned to the comparative characteristics of phono-lexico-syntactic units in prayers, conspiracies, texts of neurolinguistic programming and affirmations.
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Gumowska-Grochot, Ilona. "The Polish bieda (poverty) from the perspective of etymology and historical linguistics." Etnolingwistyka. Problemy Języka i Kultury 32 (December 20, 2020): 51. http://dx.doi.org/10.17951/et.2020.32.51.
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The article deals with the Polish concept of bieda (poverty) from the perspective of etymology and historical linguistics. A diachronic analysis provides access to the evolution of the concept. The article references the major findings relating to the role of etymology in semantic research, especially in reconstructing the linguistic view of concepts within the framework of cognitive ethnolinguistics. The analytical part deals with data from etymological dictionaries, earlier stages in the history of Polish, and rural dialects. The analysis itself is concerned with two forms of the lexeme on hand: bieda ‘poverty, misery, misfortune’ and biada ‘woe’, which have undergone sibstitution. The semantic development of the concept progressed in three stages and involved the following senses: (1) ‘compulsion, necessity’; (2) ‘misfortune, misery, suffering’; and (3) ‘poverty’. The material-cum-immaterial nature of bieda reflects its etymological meaning and historical development, in which the subsequent senses did not give way to still others but incorporated them. The semantic development of bieda shows that the structure of the concept embraces two aspects: material and psycho-social. The semantic components that one can identify in the complex structure of that concept include above all: a material want and the need that accompanies that want; misfortune, hardship, and trouble; strife; danger of punishment; low value, quality, or number of something; low value of someone; that which is ominous or dangerous. Bieda can easily extend its meaning metaphorically, which is most clearly visible in dialects. As a euphemism, it helps avoid words subjected to linguistic taboo.
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Andreyeva, Tetyana. "Communicative grammar in modern Ukrainian linguodidactics." Actual issues of Ukrainian linguistics: theory and practice, no. 37 (2018): 141–56. http://dx.doi.org/10.17721/apultp.2018.37.141-156.
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This article examines the notion of communicative grammar in its relations with the Ukrainian linguodidactics. This problem is related to the language competence, which serves as a component of communicative competence. The present stage of studying the numerous problems of linguistics is characterized by the fact that they are considered in a cognitive-communicative perspective. The fact of the establishment of a cognitive-communicative paradigm in modern linguistics leads to the foreground of the study, which uses the functional description of the language system and its constructive units. Application of the communicative-activity approach corresponds most closely to modern educational goals and psycho-pedagogical ideas of the present, as it creates the preconditions for the active formation of communicative competences among students, serving as the main goal of standardized language education at all levels. The communicative approach to the study of the linguistic system demonstrates the applicable nature, because it involves mastering the linguistic material as an action: acquisition of the lexical and grammatical system of language based on their communicative importance. The specificity of modern research in the field of grammar was the emergence of various types of grammar (generative grammar, communicative grammar, functional grammar). Communicative grammar is one of the areas of language learning, which combines the systematic representation of grammar and text analysis (as part of this, there is a broad term in grammar, it also includes the lexical semantics). Significant linguistic units were in the focus of the study of communicative grammar in connection with the communicative activity of the speaker. The main object of this science is the text, and its purpose is the justification of the specific text and each of its components, the creation of an explanatory model of the grammatical system (that is the definition of functional and semantic specificity of grammatical units, the identification of functional and semantic principles that underpin the organization of the grammatical system). In our opinion, the linguo-didactic elaboration of a range of issues that lie in the sphere of interest in communicative grammar is still rather small. The development of the theory of communicative grammar itself in Ukrainian linguistics, and its linguistic and pedagogical elaboration, is, in large part, a matter of scientific and methodological perspectives.
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Pouw, Wim, James P. Trujillo, and James A. Dixon. "The quantification of gesture–speech synchrony: A tutorial and validation of multimodal data acquisition using device-based and video-based motion tracking." Behavior Research Methods 52, no. 2 (October 28, 2019): 723–40. http://dx.doi.org/10.3758/s13428-019-01271-9.
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Abstract There is increasing evidence that hand gestures and speech synchronize their activity on multiple dimensions and timescales. For example, gesture’s kinematic peaks (e.g., maximum speed) are coupled with prosodic markers in speech. Such coupling operates on very short timescales at the level of syllables (200 ms), and therefore requires high-resolution measurement of gesture kinematics and speech acoustics. High-resolution speech analysis is common for gesture studies, given that field’s classic ties with (psycho)linguistics. However, the field has lagged behind in the objective study of gesture kinematics (e.g., as compared to research on instrumental action). Often kinematic peaks in gesture are measured by eye, where a “moment of maximum effort” is determined by several raters. In the present article, we provide a tutorial on more efficient methods to quantify the temporal properties of gesture kinematics, in which we focus on common challenges and possible solutions that come with the complexities of studying multimodal language. We further introduce and compare, using an actual gesture dataset (392 gesture events), the performance of two video-based motion-tracking methods (deep learning vs. pixel change) against a high-performance wired motion-tracking system (Polhemus Liberty). We show that the videography methods perform well in the temporal estimation of kinematic peaks, and thus provide a cheap alternative to expensive motion-tracking systems. We hope that the present article incites gesture researchers to embark on the widespread objective study of gesture kinematics and their relation to speech.
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Naumenko, Liudmyla, and Yana Bilyk. "TEACHING ENGLISH GRAMMAR TO HIGH SCHOOL STUDENTS: COGNITIVE APPROACH." АRS LINGUODIDACTICAE, no. 3 (2019): 21–30. http://dx.doi.org/10.17721/2663-0303.2019.3.03.
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Background: Cognitive approach to teaching foreign languages at high school proves rather effective given the level of intellectual development and interests of learners in their early youth. The approach, based on conscious learning, currently finds support in the documents on school reform being conducted in Ukraine. Purpose: The purpose of the article is to discuss provisions of cognitive approach to teaching a foreign language at high school and establish correlation between logical operations of thinking and types of syntactic exercises in the process of learning grammar. Discussion: Teaching grammar is a challenging task, especially if combined with the basic vocabulary taught parallelly. However, cognitively and thematically oriented exercises facilitate the learning process, making it more sensible and smoother. Cognitive grammar exercises also meet the learners’ expectations and develop their intellectual abilities, deepen memory, train attention and logical thinking. Besides developing their grammatical and lexical skills, the students acquire cognitive abilities to make a choice, find out necessary answers, solve problems, etc., which can be exceptionally useful in everyday life and professional setting. The proposed grammar exercises which are classified according to their types into multiple choice, transformation, comparing, grouping, logical thinking, formulation of definitions and language games can be further completed with different variations which will add additional quest to the learners. Results: The latest achievements of cognitive linguistics and cognitive psychology have a powerful impact on the development of new methods and approaches to language teaching. Cognitive approach to teaching foreign languages proves to be one of the most effective instruments of teaching-learning process, especially based on the knowledge of psycho-physiological development of the object of study.
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Lutsenko, K., A. Roman, and A. Budarina. "ANALYSIS OF SOCIAL AND BIOLOGICAL TRAITS OF THE ANNOUNCER BASED ON THE ORAL SPEECH IN FORENSIC AUDIO AND VIDEO ANALYSIS." Theory and Practice of Forensic Science and Criminalistics 21, no. 1 (December 15, 2020): 359–72. http://dx.doi.org/10.32353/khrife.1.2020_25.
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The article discusses the most common biological traits of a person by voice and oral speech to identify the announcer in the study of video, sound recording and linguistics.
The article purpose is to review some of the social and biological traits of the announcer by oral speech, which are used in modern practice to obtain the most complete information about a person/his personality. The application fields of biological traits regarding human voice and oral speech in the modern world are considered, namely: in medicine (diagnosis of many diseases), law enforcement agencies (identification of criminals, crime prevention, etc.), in customer service banking, etc.
The article outlines the possibilities of voice and speech forensic diagnostics in a modern technological society in order to determine the basic socio-biological traits of a person, since one of the most common means of communication between people is still oral speech. As a special kind of human communication, oral speech is based on the psycho-physiological functions of the individual organism and personality consciousness in the framework of a particular society. In order to obtain the most complete information about the studied object, there is a need to record traces on digital media (sound traces of speech).
From the analysis of conducted examinations and publication on the study and systematization of biological features of human oral speech, the author of the article came to the conclusion that there is a need to further study these traits and integrate with automatic systems in the 21st century in order to not only provide the institute of justice with reliable examination, but also to use this knowledge in various fields of human life.
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Muntian, Antonina. "INVESTIGATION OF AN ARTISTIC IMAGE OF A LITERARY WORK (DONNA TARTT’S NOVEL “A SECRET HISTORY”)." English and American Studies 1, no. 16 (September 7, 2019): 172–79. http://dx.doi.org/10.15421/381924.
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The aim of the article is to research the artistic image of a literary work. In modern linguistics, interest to the study of artistic image is traditionally considered to be one of the conceptual. Modern psycholinguistics and literary studies direct their scientific potential into the realm of individualism and anthropocentrism, thus contributing to further “decoding” of the phenomenon of artistic image. It is the artistic image; its essence that reflects the forms of perception of reality by the author and its specific refraction. Artistic image has a variety of functions – not only purely aesthetic, but also value-semantic, communicative, psycho-emotional, educational, etc. It is also the symbolic aspect of the content of the artistic image that has various forms of manifestation at all levels of its structure: from the level of elementary sign and artistic reception to the level of archetypal, deep meaning of the work as a complex and holistic artistic world. Thus, the process of creating an artistic image is an act of individual dexterity, the desire to embody the aesthetic ideal, “to decode” the universal secrets of the artistic culture of mankind. The artistic image is a connecting link between the real world and its representation, the living “cell.” Artistic image is the projection of the inner world of the author, the realization of the creative “I-concept”, a personalized dimension of being. The basic structure of an artwork can be represented by a scheme: an expressive element – an artistic element – an image. Obviously, the hierarchical structure of the work does not end with this, because the work does not consist directly of images – the latter also forms certain structures and integrity within the scope of the work. Traditionally, such integrity is achieved with the help of the concepts of the plot and composition.
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Gerbino, Lucia. "La progettualità CLIL e l'autonomia del discente: un'analisi meta-cognitiva e di mediazione psico-linguistica nella didattica della Filosofia." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 2, no. 1 (June 25, 2016): 457. http://dx.doi.org/10.17060/ijodaep.2015.n1.v2.88.
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Abstract:Considering the romance languages, especially spanish, it is of vital importance, to study the autonomous feedback of every single student, basing the analysis on the description of CLIL's independence and general characteristics. Furthermore, I will examine the didactic method as a result of the idea of "Bildung", discussed in Philosophy, Science Education and IT. in the third part, the paper will underline the philosophycal and practical foundation of education in both CLIL (Content and Language Integrated Learning) and the autonomy of the student. Moreover it will consider these determinants from a psycho-pedagogical point of view and from that of the digital learning created by the new technologies in communication. As a final remark, the paper illustrates the pilot experiment realized, thanks to the collaboration of Professor J. Sarabia Martinez (interpreter), at the High School of Rome "Lucrezio Caro", in the academic year 2014/15.Keywords: paideia/mimesis, philosophy, education, cooperative learning, comunication, L/2, metacognition, contrast in linguistics, digital. Abstract:In base alla descrizione di alcune caratteristiche generali dell’autonomia clil (content and language integrated learning) occorre studiare il feed-back autonomo del discente, nelle lingue romanze, in particolare la lingua spagnola. successivamente si analizza la metodologia didattica come una risultanza dell’idea di “bildung” discussa in filosofia, scienze dell’educazione e nuove tecnologie. Nella terza parte vengono sottolineati i nuclei fondativi della pratica filosofica come determinanti, sia nella prassi clil, che nell’autonomia del discente, anche dal punto di vista psico-pedagogico e delle tecniche e forme comunicative dell’apprendimento nel digitale. nelle mie osservazioni conclusive con una scheda della sperimentazione pilota, realizzata insieme al lettore, prof. j. sarabia martinez, presso il liceo lucrezio caro di roma, a.s. 2014/15, vengono riassunte le questioni principali di questo paper.Keywords: paideia/mimesis, filosofia, educazione, cooperative learning, comunicazione, LS/2, meta-cognitivo, linguistica contrastiva, digitale.
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Ashirova, B., and A. Nabidullin. "THE ROLE OF CULTURAL-COGNITIVE ASPECT IN THE PROCESS OF TRANSLATION." BULLETIN Series of Philological Sciences 75, no. 1 (March 30, 2020): 415–18. http://dx.doi.org/10.51889/2021-1.1728-7804.71.
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In recent years, the cultural-cognitive approach has played an important role in linguistics. This approach also has an important position in translation theory. In the process of translation, oral or written, the translator is obliged to make certain a me ndme nts to the te xt, ta ki ng i nto a cco unt so ci o -cultura l, psycho lo gi ca l, li nguo cultura l a spe cts. He /she sho uld ta ke i nto a cco unt the pe culi a ri ti e s o f bo th la ngua ge s, culture s, na ti o ns, e thni c gro ups i nvo lve d i n the tra nsla ti o n pro ce ss. Wo rds a nd a cti o ns tha t wi ll ma ke o ne pe o ple smi le , ca n i nfuri a te o the rs, due to di ffe re nce s i n culture a nd li ngui sti c pi cture s o f the wo rld. A mo de rn tra nsla to r ha s kno wle dge o f fo re i gn la ngua ge s, but a lso i s a be a re r o f the culture s o f the se la ngua ge s a nd a cts a s a tra nsmi tte r o f thi s culture i n tra nsla ti o n. I n thi s a rti cle , we ha ve tri e d to a na lyze the ro le o f the cultura l a nd co gni ti ve a spe ct i n tra nsla ti o n.
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Tsurkan, Maria V., Anna Ilkiv, Oksana V. Maksymiuk, Ivanna M. Struk, and Nataliya O. Shatilova. "Role of Emotional Factors in Learning Ukrainian as a Foreign Language at Higher School." International Journal of Higher Education 9, no. 7 (August 4, 2020): 130. http://dx.doi.org/10.5430/ijhe.v9n7p130.
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The emotional component of the educational process has been stated to be an essential factor of the formation of interest of a foreign student to learn the Ukrainian language as a foreign one. As it is one of the effective ways to improve of effective studying, rationalization and optimization of teaching methodology, based on analysis of the row of theoretical, methodological and experimental investigations in branches of psychology, psycho-linguistics, intercultural communication and pedagogy of the higher school. It has been indicated, that the principle of emotionality belongs to some basic principles of personal-oriented approach to studying. The theoretical and methodological analysis of directions of emotions implementation has been conducted in the process of didactics and communication, productive ways and methods of actualization of emotional factor have been developed at classes of Ukrainian as a foreign language; cultural peculiarities of apprehension of the emotional component of the educational process by different ethnic groups have been investigated. It has been proved, that satisfaction or dissatisfaction of communicative need of an international student generates positive or negative emotions, which influence on communicative activity, educational process, and consequently, on the process of cognition as a whole. The empirical part of the investigation was conducted based on interrogation of foreign students of Higher State Educational Institution of Ukraine. It aimed to detect national features of emotions perception by representatives of different nationalities (students from India, Africa and Arabic countries). The analysis showed that such factors as students do not see their progress in learning a language, difficulties in language understanding on hearing, the great synonymous potential of Ukrainian language become reasons for negative emotions in the process of learning Ukrainian as a foreign language, i.e. disappointment, indifference, concern, fear, dispossession. The group of effective methods has been distinguished for the provision of learning emotionality: verbal, extra-linguistic and activity-role. It has been found out, that emotional stimulation belongs to effective methods of activation of communicative as well as educational activity as a whole. Methodological recommendations are distinguished, which are specific for teaching foreign students concerning the realization of the principle of emotionality in multicultural different ethnic students’ audience.
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Matis Off, James. "Hearts and Minds in South-East Asian Languages and English: An Essay in the Comparative Lexical Semantics of Psycho-Collocations." Cahiers de Linguistique Asie Orientale 15, no. 1 (1986): 5–57. http://dx.doi.org/10.1163/19606028-90000013.
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Un système général permettant de comparer les expressions se rapportant aux phénomènes psychologiques dans les langues d'Asie et d'Europe est présenté dans les termes du contraste Whorfien entre cryptotype et phénotype. Les psycho-collocations de la classe ouverte (phénotype) sont définies en termes de leur structure morphémique comme étant composées d'un nom commun psychologique et d'un élément verbal ou adjectival (le psycopain) qui peut ou non figurer dans la collocation à titre métaphorique. Plusieurs critères de classification des psycho-collocations sont suggérés en fonction par exemple du domaine sémantique, au degré de référence interpersonnelle de la structure morphosyntaxique, ou du type de métaphore employé. Ces critères sont appliqués de facon combinée, de facon à illustrer le sens de psycho-collocations dans des langues d'Asie du Sud-Est et sino-tibétaines. Les points communs avec des expressions analogues de L'anglais lorsqu'il en existe (les méta-phores employées semblent alors universelles), ou au contraire, les différences (les métaphores sont alors caractéristiques de la langue) sont indiqués. Enfin l'article considère les psycho-collocations du point de vue de la sémantique aréale, illustrant des expressions typiques des langues d'Asie du Sud-Est. En conclusion, les caractéristiques de sémantique aréale des psycho-collocations sont reliées à la typologie phonologique des langues en question, et l'auteur appelle à développer les travaux en sémantique lexicale comparée dans une approche réunissant les positions universaliste et relativiste.
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McLeod, Neil. "Psycho-linguistic analysis of tax judgments." International Journal of Speech Language and the Law 3, no. 2 (April 30, 2013): 232–49. http://dx.doi.org/10.1558/ijsll.v3i2.232.
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Brassart, Dominique Guy. "Didactique de l'argumentation �crite: Approches psycho-cognitives." Argumentation 10, no. 1 (February 1996): 69–87. http://dx.doi.org/10.1007/bf00126160.
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Cahné, Pierre. "Linguistique et critique littéraire : psycho-mécanique et analyse stylistique." Langue française 147, no. 1 (2005): 121–26. http://dx.doi.org/10.3406/lfr.2005.6866.
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Al-Kendi, Azza, and Ghada Khattab. "Psycho-Social Constraints on Naturalistic Adult Second Language Acquisition." Languages 6, no. 3 (July 28, 2021): 129. http://dx.doi.org/10.3390/languages6030129.
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The following study investigated a rare case of adult immersion in a second language context without prior exposure to the language. It aimed to investigate whether Length of Residence (LoR) acts as a strong index of L2 speech performance when coupled with daily exposure and interaction with first language speakers. Twenty-two females from Africa and Asia who worked as Foreign Domestic Helpers (FDH) in Omani homes and with varying LoRs performed an AX discrimination and a production task which tapped into Omani consonants and clusters that are absent from their L1s; their accent was also rated by L1 Omani listeners. Results showed a surprising lack of significance of LoR on all the production and perception measures examined. Discrimination results showed a low sensitivity to Arabic consonantal contrasts that are lacking in the L1 across all participants, and a small positive effect of L1 literacy. Production results exhibited low accuracy on all Arabic consonants and a marked foreign accent as judged by L1 listeners, with a small positive effect of L2 literacy. We argue that the nature of the interactions between FDH and employers, along with uneven power relations and social distance, counteract any advantage of LoR and the immersion setting examined here.
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Myronova, Natalia. "Modeling of the Concept of Life Using a Frame Structure (on the Materials of Amelie Notomb's Novel "The Character of Rain")." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 38 (2020): 85–107. http://dx.doi.org/10.17721/2663-6530.2020.38.06.
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The article considers the correlation of cognitive linguistics key notions, such as "frame" and "concept". The frame is presented as a structure of data or knowledge about any notion, concept – as a complicated and multidimensional mental complex, which in addition to the notional basis also has socio-psycho-cultural component. Interpretation of the concept implies that it has a wide semantic field. A frame with its clearer structure can be used to model or structure the concept, i.e. the concept can be represented as a frame structure. A description of the experience of modeling the LIFE concept using a frame structure by identifying subframes and analyzing their deployment in Amelie Notomb's novel "The Character of Rain" is presented. According to the method of semantic-cognitive frames analysis of a fictional work, it is determined that the frame structure of the LIFE concept unites 9 slots (mental nodes of the frame structure): EXISTENCE, MOVEMENT, DESTRUCTION OFDREAM, DEGRADATION, EMPTINESS, DEVELOPMENT, INDEPENDENCE, DISAPPOINTMENT, SUICIDE. Deployment of the LA VIE frame, which goes in the direction of such subframes as L’EXISTENCE, LE MOUVEMENT, LA DESTRUCTION DU RÊVE, is reflected in the subframes DÉGRADATION, LE VIDE, LE DÉVELOPPEMENT, L’INDÉPENDANCE, LA DÉCEPTION, LE SUICIDE. This process is due to the fact that the life of a person who feels nothing and rejoices in nothing is an existence: miserable, ordinary, boring, meaningless. EXISTENCE, invaded by a disease, sooner or later leads to the DEGRADATION in all spheres of activity. The result is EMPTINESS, everything becomes the same: it does not matter if something bad or, conversely, something joyful occurs. MOVEMENT is an important component of a full life. It leads to the DEVELOPMENT of both: physical and individual development in society. Movement means autonomy, and as a consequence, INDEPENDENCE. DISAPPOINTMENT appears when you realize, that people you are closest to do not understand you at all: they have no idea what you enjoy, what makes you laugh, what is a pleasure for you and what you are capable of. When you realize that society does not need you, when you are deprived of what you are used to and of what is most precious to you in the world, it leads to SUICIDE. These subframes are reflected in the DREAM DESTRUCTION subframe. Involvement of semantic-cognitive methods complex in the study of frames reveals their cognitive-communicative dynamics. Thus, underlying semantic processes that take place in the literary text, reflect the tendency to unfold the frames. We can assume that the frame structure of the LIFE concept is the result of generalization of the vocabulary meaning of the word and the individual author's sphere of concepts.
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Myronova, Natalia. "Modeling of the Concept of Life Using a Frame Structure (on the Materials of Amelie Notomb's Novel "The Character of Rain")." PROBLEMS OF SEMANTICS, PRAGMATICS AND COGNITIVE LINGUISTICS, no. 38 (2020): 85–107. http://dx.doi.org/10.17721/2663-6530.2020.38.06.
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The article considers the correlation of cognitive linguistics key notions, such as "frame" and "concept". The frame is presented as a structure of data or knowledge about any notion, concept – as a complicated and multidimensional mental complex, which in addition to the notional basis also has socio-psycho-cultural component. Interpretation of the concept implies that it has a wide semantic field. A frame with its clearer structure can be used to model or structure the concept, i.e. the concept can be represented as a frame structure. A description of the experience of modeling the LIFE concept using a frame structure by identifying subframes and analyzing their deployment in Amelie Notomb's novel "The Character of Rain" is presented. According to the method of semantic-cognitive frames analysis of a fictional work, it is determined that the frame structure of the LIFE concept unites 9 slots (mental nodes of the frame structure): EXISTENCE, MOVEMENT, DESTRUCTION OFDREAM, DEGRADATION, EMPTINESS, DEVELOPMENT, INDEPENDENCE, DISAPPOINTMENT, SUICIDE. Deployment of the LA VIE frame, which goes in the direction of such subframes as L’EXISTENCE, LE MOUVEMENT, LA DESTRUCTION DU RÊVE, is reflected in the subframes DÉGRADATION, LE VIDE, LE DÉVELOPPEMENT, L’INDÉPENDANCE, LA DÉCEPTION, LE SUICIDE. This process is due to the fact that the life of a person who feels nothing and rejoices in nothing is an existence: miserable, ordinary, boring, meaningless. EXISTENCE, invaded by a disease, sooner or later leads to the DEGRADATION in all spheres of activity. The result is EMPTINESS, everything becomes the same: it does not matter if something bad or, conversely, something joyful occurs. MOVEMENT is an important component of a full life. It leads to the DEVELOPMENT of both: physical and individual development in society. Movement means autonomy, and as a consequence, INDEPENDENCE. DISAPPOINTMENT appears when you realize, that people you are closest to do not understand you at all: they have no idea what you enjoy, what makes you laugh, what is a pleasure for you and what you are capable of. When you realize that society does not need you, when you are deprived of what you are used to and of what is most precious to you in the world, it leads to SUICIDE. These subframes are reflected in the DREAM DESTRUCTION subframe. Involvement of semantic-cognitive methods complex in the study of frames reveals their cognitive-communicative dynamics. Thus, underlying semantic processes that take place in the literary text, reflect the tendency to unfold the frames. We can assume that the frame structure of the LIFE concept is the result of generalization of the vocabulary meaning of the word and the individual author's sphere of concepts.
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Skutnabb-Kangas, Tove, and Ajit K. Mohanty. "Bilingualism in a Multilingual Society: Psycho-Social and Pedagogical Implications." TESOL Quarterly 29, no. 4 (1995): 775. http://dx.doi.org/10.2307/3588176.
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Spoelders, Marc. "Psycho-Educational Language Assessment in the Brussels Bicultural Education Project." ITL - International Journal of Applied Linguistics 67-68 (January 1, 1985): 201–16. http://dx.doi.org/10.1075/itl.67-68.13spo.
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Tchaouchev, Assen. "La syntagmatique et la psycho-mécanique du langage de Gustave Guillaume." Langages 165, no. 1 (2007): 52. http://dx.doi.org/10.3917/lang.165.0052.
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Battistella, Edwin L. "Why We Curse: A Neuro-Psycho-Social Theory of Speech (review)." Language 77, no. 3 (2001): 633–34. http://dx.doi.org/10.1353/lan.2001.0129.
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Geenen, Jarret. "Multimodal acquisition of interactive aptitudes." Pragmatics and Society 9, no. 4 (December 31, 2018): 518–44. http://dx.doi.org/10.1075/ps.16006.gee.
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Abstract In this article, I detail incremental microgenetic alterations in the development of one particular socio-interactive aptitude: making a relevant interactive contribution. Taking heed of Clark’s (2014) call for the need to reorient our attention to investigate the pragmatics of interaction by accounting for the multiple communicative modes through which this is acccomplished I detail the ways in which parental facilitation and a flexible participatory configuration, made possible by video-conferencing technology, create conditions enabling the agentive re-introduction of a psycho-socially relevant topic. Paramount are the ways in which residual interactive specificities in introduction, co-production and multimodal configurations re-manifest suggesting a more symbiotic relationship between traditional notions of ‘message’ and ‘production’. During the microgenesis of interactive aptitudes, children are not just learning what constitutes psycho-socially relevant topoi, they also acquire an understanding of exactly how to make the contribution through multimodal ensembles.
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GARCIA, ERICA C. "A Psycho-Linguistic Crossroads: Frequency of Use." Journal of Semantics 7, no. 3 (1990): 301–19. http://dx.doi.org/10.1093/jos/7.3.301.
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Sauvage, Jérémi. "Acquisition et didactique du FLS : Processus psycho-sociaux et interactionnisme socio-discursif." Éla. Études de linguistique appliquée 174, no. 2 (2014): 157. http://dx.doi.org/10.3917/ela.174.0157.
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Voruz, Véronique. "Subjectivité criminelle - Au-delà de la dangerosité et du psycho-juridisme." International Journal for the Semiotics of Law - Revue internationale de Sémiotique juridique 23, no. 1 (December 1, 2009): 111–18. http://dx.doi.org/10.1007/s11196-009-9134-4.
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Rischard, Mattius. "Masculine Capital / Yuppie Patriarchy: Visualizing the Noir Commodity in American Psycho." Texas Studies in Literature and Language 62, no. 4 (December 2020): 437–62. http://dx.doi.org/10.7560/tsll62404.
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Ferrari, Federica. "The ‘transformative’ power of ‘integrated metaphor’ in counselling." Metaphor in Mental Healthcare 10, no. 2 (November 13, 2020): 292–319. http://dx.doi.org/10.1075/msw.00008.fer.
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Abstract Given the centrality of metaphor in the (re)structuring of experience (Burns, 2005; Loue, 2008; Roffman, 2008) and of bodily experience to the notion of conceptual metaphor in cognitive theory (Lakoff & Johnson, 2003 [1980]; Lakoff, 1993; Gibbs, 2006), this paper investigates the ‘transformative power’ of metaphor in ‘talking cure’ practices – Counselling and Psychotherapy – to implement its application potential. An experimental integrated “metaphor-based and -driven” model is presented by adapting textual identification procedures (Steen, 1999; Ferrari, 2007; Pragglejaz, 2007) to an integrated psychological approach (Rogers, 2003 [1951]; Perls, 1951) in order to further develop metaphor transformation guidelines. The ‘M’ psycho-test had been created to evaluate the power of metaphor in counselling sessions in a diachronic perspective, providing both qualitative and quantitative data. Some preliminary cases (e.g. ‘the frog’, ‘eating’, ‘the hare’, ‘the desolated land’) are presented, with relative Transformational score, as examples of test application and metaphor potential. Test evidence has allowed for quantitative and qualitative observations. The evidence gathered shows: (1) Applying a metaphor-based experimental integrated approach can offer alternative for action in the practice; (2) Measuring the transformational power of metaphor through ‘M’ psycho-test can offer further degree of awareness for both counsellor and client.
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Tomic, Svetlana. "Types of fear, ethics and aesthetics of terror, and the politics of emotions in The Album of Female Prisoners by Milutin A. Popovic." Temida 23, no. 3 (2020): 371–406. http://dx.doi.org/10.2298/tem2003371p.
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Eventhough the number of neurosience studies has grown from the late 20th century, the topic of fear in Serbian literature of the second half of the 19th century has rarely been separately researched. For this analisys, the author has chosen an unusual book in which, unlikely to Serbian novels of the time, fear was often described. It is the first book of the stories about Serbian female convicts of the 19th century The Album of the Women?s Ward of Prison in Pozarevac with Statistics (1898) by Milutin A. Popovic. Contrary to some Serbian, Swedish (1861) and American (1886) albuma of the time, Popovic narrated crimes and sometimes wrote confessions derived directly from the female prisoners. The purpose of this paper is to analyse fear, conditioned by time and space, its vocal, facial and body expressions, as well as personal reactions. In this interdisciplanary research the author has integrated perspectives and methods from the Theory of Literature and Affective Narratology, Comparative Literature, History of Serbian Society and Literature, Psychology, Political Psychology, Philosophy and to some extent Linguistics (Cognitive Semantics). It is argued that the author's insistence on truth was the part of terrorethics, of causing fear and shock. It establishes the triumph of truth without beautifying, calling for sensibility, compassion and responsibility, in order to improve society. The results of the investigation show that in Album fear is presented as a complex emotion. It appears as an act of defense, but also as a form of manipulation. Fear is often connected to women and it turned to courage. The fear of death and the fear of a dead human body are the most frequently described fears. The author also described gender-specific fear of pregnancy, abortion, and rape. The Album breaks stereotypes of the past Serbian society and reveals different cases of women?s political resistance and sexual freedom. In the Album, fear is rarely vocally expressed, rather it manifests through different bodily symptoms, their intensity and spectrum. In describing one of the cruelest crimes, the author included humor as a mean of defense and fear control. Emotional geography reveals a paradox: a home is a place of terror and life threat, while a prison emerges as an area of joy and security. Moreover, the book describes two key generators of the politics of emotions. One is made by the systematic violence of a patriarcharchal society toward women, and the other one by inadequate institutions which ignore serious social problems. The language of fear, shock, horror, provocation and perversion and the aesthetics of the genre is interpreted as a part of the author's efforts for readers to feel terror of psycho-physiological mechanisms of pain, and to make new connections with the society and its culture. The creation of a complex and multimedia genre of the album is in accordance with the author's multuple efforts to deconstruct the layers of real life and its different dangers, calling for counteractions, and showing the tragic link between inhumane and unordered society.
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Klimenko, Victor M., and Juri P. Golikov. "The Pavlov Department of Physiology: A Scientific History." Spanish Journal of Psychology 6, no. 2 (November 2003): 112–20. http://dx.doi.org/10.1017/s1138741600005266.
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The scientific adventure of the Ivan Pavlov Department of Physiology is traced from Pavlov's and his students pioneer work on “psychic salivation” to the times of the Biological Station at Koltushi. The development of the Department after Pavlov's death is described and the research trends of the three present laboratories (Neurobiology of Integrative Brain Functions, Psychophysiology of Emotions, and Neurodynamic Correction of Psycho Neurological Pathology) are discussed.
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Tateo, Luca. "“Atmos-fear”: A psycho-semiotic analysis of messages in New York everyday life." Semiotica 2019, no. 226 (January 8, 2019): 169–84. http://dx.doi.org/10.1515/sem-2017-0101.
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AbstractWe live in societies emphasizing security and its complementary side of fear. In this work, I analyze the peripheral messages disseminated in the urban environment, whose function is that of regulating human and collective conduct through orienting specific forms of affective meaning-making. According to the perspective of Cultural Psychology of Semiotic Dynamics, affect and cognition work always together. Affect has the primacy in the relationship with the world and on top of affective distinctions we build conceptual distinctions. Thus, I describe a type of semiotic process I have called “atmos-fear,” that works through the production of empty representamen that frames meaning. The concept of “atmos-fear” could be fruitfully developed to understand phenomena of politics, communication and construction of the Other in contemporary societies, where the dialogical relationship between security and fear is at stake.
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Siyanova-Chanturia, Anna. "Eye-tracking and ERPs in multi-word expression research." Neural Correlates of Lexical Processing 8, no. 2 (November 15, 2013): 245–68. http://dx.doi.org/10.1075/ml.8.2.06siy.
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In recent years, there has been growing interest in the mechanisms that underlie online processing (comprehension and production) of units above the word level, known as multi-word expressions (MWEs). MWEs are a heterogeneous family of expressions that vary greatly in their linguistic properties but are perceived as highly conventional by native speakers. Extensive behavioural research has demonstrated that, due to their frequency and predictability, MWEs are processed differently from novel strings of language. At the very least, MWEs have been shown to be processed faster than matched control phrases. However, behavioural measures are limited in what they can tell us about MWE processing in the brain above and beyond the speed of processing. The present paper argues in favour of two powerful psycho- and neurolinguistic techniques — eye-tracking and event-related brain potentials (ERPs) — and presents a case for why these techniques are particularly suited for the investigation of phrasal frequency and predictive linguistic mechanisms. A number of studies that have drawn on these methods in their exploration of MWEs are reviewed, with a particular emphasis on the unique role of the method and its ability to tap into the underlying mechanisms implicated in MWE processing. It is argued that the two techniques complement, rather than duplicate each other, providing an ever richer account of the (psycho)linguistic phenomenon that MWEs are.
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BOOTH-BUTTERFIELD, STEVEN. "Action Assembly Theory and Communication Apprehension A Psycho-physiological Study." Human Communication Research 13, no. 3 (March 1987): 386–98. http://dx.doi.org/10.1111/j.1468-2958.1987.tb00111.x.
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Rodriguez-Cortes, Carmen. "Social Practices of Ethnic Identity: A Puerto Rican Psycho-Cultural Event." Hispanic Journal of Behavioral Sciences 12, no. 4 (November 1990): 380–96. http://dx.doi.org/10.1177/07399863900124003.
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RIVA, GIUSEPPE. "From Technology to Communication: Psycho-social Issues in Developing Virtual Environments." Journal of Visual Languages & Computing 10, no. 1 (February 1999): 87–97. http://dx.doi.org/10.1006/jvlc.1998.0110.
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Lewandowska-Tomaszczyk, Barbara. "Partial Perception and Approximate Understanding." Research in Language 15, no. 2 (June 30, 2017): 129–52. http://dx.doi.org/10.1515/rela-2017-0009.
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What is discussed in the present paper is the assumption concerning a human narrowed sense of perception of external world and, resulting from this, a basically approximate nature of concepts that are to portray it. Apart from the perceptual vagueness, other types of vagueness are also discussed, involving both the nature of things, indeterminacy of linguistic expressions and psycho-sociological conditioning of discourse actions in one language and in translational contexts. The second part of the paper discusses the concept of conceptual and linguistic resemblance (similarity, equivalence) and discourse approximating strategies and proposes a Resemblance Matrix, presenting ways used to narrow the approximation gap between the interacting parties in monolingual and translational discourses.