Relevant bibliographies by topics / Psychology of language

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Psychology of language'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Psychology of language.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Psychology of language"

1

Smedslund, Jan. "Psychologic: A Technical Language for Psychology." Psychological Inquiry 2, no. 4 (October 1991): 376–82. http://dx.doi.org/10.1207/s15327965pli0204_15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

CERVONE, DANIEL, and DYLAN T. LOTT. "Language and the Languages of Personality." European Review 15, no. 4 (September 18, 2007): 419–37. http://dx.doi.org/10.1017/s1062798707000427.

Full text
Abstract:
Although inquiry in philosophy and some social sciences has attended closely to the question of how investigators use language to describe and explain phenomena of interest, less attention has been devoted to questions of language use in psychological science. This essay explores language use in a major subfield of psychology, the psychology of personality. We identify three descriptive and explanatory languages in the field and critique them from the perspective of scholarship outside of psychology that has explored language use. We conclude with a call for greater exchange between investigators who embrace discursive accounts of persons and social action, and those who posit social-cognitive accounts of the knowledge that individuals use when they create discourse in their efforts to understand the world and to direct their experiences and actions.
APA, Harvard, Vancouver, ISO, and other styles
3

DiFelice Box, Catherine. "Language Teacher Psychology." Language and Education 34, no. 3 (March 2, 2020): 286–89. http://dx.doi.org/10.1080/09500782.2019.1701680.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Rubdy, Rani, Marion Williams, and Robert L. Burden. "Psychology for Language Teachers." TESOL Quarterly 33, no. 1 (1999): 156. http://dx.doi.org/10.2307/3588203.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Robinson, W. Peter. "Language and Social Psychology." Journal of Language and Social Psychology 17, no. 3 (September 1998): 276–301. http://dx.doi.org/10.1177/0261927x9801700301.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Harwood, Jake, and Karen Tracy. "Language—AND—Social Psychology: Epilogue." Journal of Language and Social Psychology 40, no. 1 (October 7, 2020): 172–78. http://dx.doi.org/10.1177/0261927x20962846.

Full text
Abstract:
This Epilogue discusses the papers in the Special Issue ( JLSP 40th Anniversary) in terms of the broader field of language and social psychology. It reflects on the key terms (“language” and “social psychology”) in terms of how they intersect and the relative emphasis on each in work published in JLSP. We also present an argument for increasing the consideration of context in language and social psychology research, and we distinguish between a desire to generalize versus universalize our knowledge about language and social psychological processes.
APA, Harvard, Vancouver, ISO, and other styles
7

Schumann, John H. "Appraisal psychology, neurobiology, and language." Annual Review of Applied Linguistics 21 (January 2001): 23–42. http://dx.doi.org/10.1017/s0267190501000022.

Full text
Abstract:
This volume of The Annual Review of Applied Linguistics explores the connections between psychology and language. In the following chapter, I will show how a field that increasingly informs psychology can also inform the psychological issues that concern applied linguists. Neurobiology and psychology have become more closely integrated in recent years as evidenced by the emergence and development of such disciplinary interfaces as biopsychology and cognitive neuroscience. The recognition that psychological phenomena are subserved by the brain is widely accepted; via developments in neuroimaging technology, the brain is becoming amenable to direct psychological investigation. In this chapter, I examine brain mechanisms that are involved in second language acquisition motivation, in cognitive/motor exploratory activity in learning, and in decision-making aspects of pragmatics in language use.
APA, Harvard, Vancouver, ISO, and other styles
8

Palmieri, Nicholas V. "Language Affirmation and Positive Psychology." Adult Learning 19, no. 1-2 (January 2008): 30–31. http://dx.doi.org/10.1177/104515950801900107.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Harrington, David R. "Levinas, Theistic Language, and Psychology." Philosophy in the Contemporary World 7, no. 1 (2000): 53–58. http://dx.doi.org/10.5840/pcw2000719.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Pollio, Howard R., Michael K. Smith, and Marilyn R. Pollio. "Figurative language and cognitive psychology." Language and Cognitive Processes 5, no. 2 (April 1990): 141–67. http://dx.doi.org/10.1080/01690969008402102.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Psychology of language"

1

Krahé, Barbara. "Personality and language." Universität Potsdam, 1992. http://opus.kobv.de/ubp/volltexte/2009/3407/.

Full text
Abstract:
Content Introduction Towards a framework for personality and language Personality and language Personal pronouns Adjectives as disposilional markers Cognitive properties of trait terms Everyday language and personality Speech end personality Conclusions and directions References
APA, Harvard, Vancouver, ISO, and other styles
2

Kliegl, Reinhold, and Douglas Bates. "International Collaboration in Psychology is on the Rise." Universität Potsdam, 2011. http://opus.kobv.de/ubp/volltexte/2011/5704/.

Full text
Abstract:
There has been a substantial increase in the percentage for publications with co-authors located in departments from different countries in 12 major journals of psychology. The results are evidence for a remarkable internationalization of psychological research, starting in the mid 1970s and increasing in rate at the beginning of the 1990s. This growth occurs against a constant number of articles with authors from the same country; it is not due to a concomitant increase in the number of co-authors per article. Thus, international collaboration in psychology is obviously on the rise.
APA, Harvard, Vancouver, ISO, and other styles
3

Griffin, Gerard Francis. "Aspects of the psychology of second language vocabulary list learning." Thesis, University of Warwick, 1992. http://wrap.warwick.ac.uk/36070/.

Full text
Abstract:
The learning of second language vocabulary in lists of word-pairs is a widespread practice despite the disapproval of many in the second language learning domain. There is an acknowledged mismatch between psychological theories on the one hand and techniques of vocabulary learning on the other. Psychology does not address the relevant issues directly and second language learning practice is often atheoretical and unprincipled. This thesis reviews aspects of psychology which appear to be relevant to second language vocabulary learning and their applicability. A series of experiments is conducted with comprehensive school students learning French, aged 11-13. The first part of the study deals with the presentation of vocabulary items to be learned. Presenting items in the order First Language - Second Language is the more versatile form of presentation if both generation and comprehension are required on the part of the learner. The transferability of list learning to testing in a sentential context depends on the ability of the learner and the task involved. Higher-ability list learners are inhibited in a generation task but not in a comprehension task; the opposite is true for lower-ability learners. Learning in a context improves the performance of higher-ability learners in generation but makes little difference to lower-ability learners. An explanation is suggested in terms of transfer-appropriate processing. The position of items in the list is not a reliable indicator of learnability. Primacy, recency, and serial effects may be obtained but none of them is consistent. The same conclusion applies to different ways of presenting wordpairs. The second part of the study examines aspects of word learnability. Objective word frequency is not a reliable indicator of learnability in this context. Word category and the presence of an English word embedded in a French word are promising indicators of leamability.
APA, Harvard, Vancouver, ISO, and other styles
4

Kumcu, Alper. "Looking for language in space : spatial simulations in memory for language." Thesis, University of Birmingham, 2019. http://etheses.bham.ac.uk//id/eprint/8842/.

Full text
Abstract:
Grounded-embodied theories hold that language is understood and remembered through perceptual and motor simulations (i.e., activations and re-activations of sensorimotor experiences). This thesis aims to illustrate simulations of space in memory for language. In four experiments, we explored (1) how individuals encode and re-activate word locations and (2) how word meanings activate locations in space (e.g., "bird" - upward location). Experiment 1 reveals that the propensity to refer to the environment during retrieval correlates with individual's visuospatial memory capacity. Experiment 2 shows that words which are more difficult to remember and, particularly, words that are more difficult to visualise in mind lead to more reliance on the environment during word retrieval. Experiment 3, which is a norming study, demonstrates that there is a high degree of agreement among individuals when linking words to locations in space although there are no explicit conventions with regard to word - space associations. Experiment 4, in which recognition memory for words with spatial associations was probed, shows that both language-based simulation of space and simulation of word locations dictate memory performance even if space is irrelevant and unnecessary for successful retrieval. Results are discussed within grounded-embodied and extended approaches to memory and language.
APA, Harvard, Vancouver, ISO, and other styles
5

Gauthier, Karine. "Language development in internationally-adopted children acquiring French as a "second first language"." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86603.

Full text
Abstract:
Investigating the development of internationally-adopted (IA) children makes it possible to examine how early life experiences might affect later development and, in particular, the extent to which the language faculty is flexible and can adapt to a new language after interruption in acquisition of the birth language. The general purpose of the present research program was to study the ability of IA children to acquire their "second first language" and to identify factors that might favor or impede the development of their new language, French in the case of the studies presented in this thesis. In contrast with other studies, except for Cohen, Lojkasek, Zadeh, Pugliese and Kiefer (2008), variables that have been shown to have an impact on language development, namely familial socio-economic status, and sex, were carefully controlled in the present studies. To our knowledge, these are the first studies to examine the acquisition of French in IA children.
Study 1 is a longitudinal study in which the language skills, non-verbal intelligence, socio-emotional adjustment, and general health of Chinese-born children adopted into Canadian French-speaking families were compared to those of matched non-adopted monolingual French-speaking children. The children were assessed a first time at 4 years of age, on average, and again 16 months later. They had been in their adoptive families for 3 and 4 years, on average, respectively. The results of the initial assessment showed that the two groups did not differ with respect to socio-emotional adjustment or non-verbal intelligence. Moreover, the IA children performed in the average range on most language tests when compared to test norms, suggesting resiliency in their language acquisition abilities. However, an important percentage of IA children performed significantly below the norms on the Recalling Sentences subtest of the Clinical Evaluation of Language Fundamentals-Revised. Also, as a group, the IA children performed significantly lower than their non-adopted peers particularly on expressive language tests (lexical and grammatical).
To better characterize the language abilities of the IA children, spontaneous language samples of a subgroup of the IA children from Study 1 were analyzed in detail in Study 2. Results of Study 2 indicated that the IA children had a remarkable capacity to catch-up to their non-adopted peers with respect to diverse features of language, such as mean length of utterance, lexical diversity, and tense morphology; but, they made significantly more errors with complement clitics.
Study 3 was undertaken in order to examine IA children's very early communicative and language development and the nature of adoptive mothers' language input and attention regulation strategies with their adoptive children soon after adoption. The results support the conclusion that adoptive mothers play an active role in promoting and maintaining joint attention with their adopted children and that the interaction strategy they use most, redirecting their child's attentional focus, contrasts with what has been shown to be effective for biological children raised in Western cultures (Baldwin, 1991; Tomasello & Farrar, 1986) but was, nevertheless positively associated with the internationally-adopted children's later lexical development.
Overall, the findings suggest that IA children exhibited accelerated development in diverse domains of their second first language; but, however, there were significant differences in specific aspects of their language development in comparison to matched control children that suggest the possibility of very early age of acquisition effects.
L'adoption internationale engendre une expérience linguistique unique dans laquelle les enfants adoptés ont à apprendre une nouvelle langue alors que l'exposition à leur langue première prend fin brusquement. L'objectif principal du présent programme de recherches était d'étudier les capacités des enfants adoptés de Chine à acquérir leur « seconde langue première » et d'identifier les facteurs influençant le développement de leur nouvelle langue. Contrairement aux autres études effectuées dans ce domaine, à l'exception de Cohen (2008), des variables reconnues comme ayant une influence sur le développement du langage, soit le statut socio-économique et le sexe, ont été contrôlées dans les présentes études. À notre connaissance, il s'agit des premières études portant spécifiquement sur l'acquisition du français chez les enfants adoptés.
La première étude est une étude longitudinale visant à comparer les habiletés langagières, le fonctionnement intellectuel non-verbal et l'ajustement socio-émotionnel d'enfants adoptés de Chine par des familles québécoises francophones à celles d'enfants non-adoptés et unilingues francophones du même niveau socio-économique. Les enfants ont été évalués une première fois vers l'âge de 4 ans et ensuite 16 mois plus tard. Les résultats de l'évaluation initiale ont démontré que les deux groupes étaient similaires quant à leur niveau d'ajustement socio-émotionnel et à leur fonctionnement intellectuel non-verbal. De plus, les enfants adoptés ont performé dans la moyenne des normes dans la majorité des tests de langage, ce qui suggère de la résilience au plan de leur capacité d'acquisition du langage. Toutefois, un pourcentage important des enfants adoptés ont performé significativement sous les normes au sous-test Répétition de phrases du Clinical Evaluation of Language Fundamentals-Revised (CELF-R). En tant que groupe, la performance des enfants adoptés était significativement plus faible que celle des enfants non-adoptés notamment aux tests évaluant le langage expressif (vocabulaire et grammaire).
Afin de mieux caractériser le profil langagier des enfants adoptés, des échantillons de langage naturel provenant d'un sous-groupe d'enfants adoptés évalués lors de la première étude ont été analysés en détail dans le cadre de la seconde étude. Les résultats de la deuxième étude ont démontré que les enfants adoptés présentent une capacité remarquable de récupération leur permettant de rattraper leurs pairs non-adoptés dans plusieurs sphères langagières, notamment au plan de la longueur moyenne des énoncés produits, de la diversité lexicale et de la morphologie des verbes. Cependant, les enfants adoptés ont fait significativement plus d'erreurs en utilisant les clitiques.
La troisième étude a été entreprise afin d'examiner le développement des habiletés de communication et de langage chez les enfants nouvellement adoptés ainsi que la nature du langage et des stratégies de régulation de l'attention utilisées par les mères adoptives. Les résultats suggèrent que les mères adoptives ont joué un rôle actif dans l'initiation et le maintien des épisodes d'« attention conjointe » avec leur enfant. Par ailleurs, la stratégie d'interaction qu'elles utilisent le plus fréquemment, rediriger l'attention de leur enfant, était reliée positivement au développement lexical ultérieur des enfants adoptés, ce qui contraste avec les résultats d'études effectuées auprès d'enfants non-adoptés élevés au sein de familles occidentales (Baldwin, 1991; Tomasello & Farrar, 1986).
Globalement, les résultats suggèrent que les enfants adoptés présentent un développement accéléré dans plusieurs sphères relatives à l'apprentissage de leur « seconde langue première »; toutefois, des différences significatives sont présentes au plan de certains aspects de leur développement langagier en comparaison avec des enfants non-adoptés du même niveau socio-économique et du même sexe, suggérant la possibilité d'effets reliés à l'âge d'acquisition.
APA, Harvard, Vancouver, ISO, and other styles
6

Katz, Laura. "EXPLORING DEMOGRAPHIC CORRELATES OF LANGUAGE PROFICIENCY AND ACADEMIC ACHIEVEMENT AMONG ENGLISH LANGUAGE LEARNERS." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/170310.

Full text
Abstract:
School Psychology
Ph.D.
Contemporary research suggests that multiple criteria, including SES, ethnicity, first and second language proficiency levels, language dominance, immigrant and/or generational status, acculturation status, and educational placement history predict ELL student achievement levels (Abedi, 2008). However, the majority of states do not examine these factors and instead use a combination of the Home Language Survey (HLS) plus an English language proficiency test for screening and identification, though it is debated if these instruments adequately measure the type of language proficiency needed to be successful in mainstream classrooms (O'Malley & Pierce, 1994). Because of these findings, it seems that multiple criteria are important to examine when screening students for English Language Learner (ELL) placement. It is hypothesized that a more detailed classification system will better predict students' academic language abilities as part of a universal screening effort, and truly identify those at most need for specialized language support. The present study uses a correlational design to examine the relationship between a parent interview form, the Bilingual Parent Interview (BPI) and students' language proficiency scores in both their native and second languages, as well as their academic achievement. It was hypothesized that the multiple criteria assessed with the BPI would be more associated with language proficiency abilities and academic achievement than the HLS. English-Language Learners (ELLs; n= 42) in grades two through five were targeted for participation. Families were recruited from a public elementary school in a city in Southern California. Record reviews were conducted to collect parents' responses on the HLS and the BPI, as well as students' language proficiency scores on the California English Language Development Test (CELDT), the Language Assessment Scales Links Español, and the Preschool Language Assessment Scales 2000 Español 2000 (Pre-LAS 2000). In addition, students' academic achievement based upon the California STAR program was also collected. It was anticipated that items on the BPI would better correlate students' language abilities and academic achievement than those from the HLS. However, it was determined that the HLS better correlated with measures of English Language Proficiency and Spanish Language Proficiency, therefore providing initial support for the validity of this measure. Examination of the socio-cultural factors related to the language abilities and academic outcomes of at-risk ELL students expands upon efforts to identify students in need of remedial support as part of an early prevention model. In addition, the assessment of language proficiency and achievement data in both English and Spanish extends the effort to discriminate between endogenous learning disabilities and language delays resulting from second language acquisition amongst ELL children who struggle academically.
Temple University--Theses
APA, Harvard, Vancouver, ISO, and other styles
7

Melcher, Charlene. "Provocatively and evocatively vivid language: An extension of Language Expectancy Theory." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284504.

Full text
Abstract:
The effects of vividness have been argued to be weak, elusive, and illusory. This study reconceptualized vividness as a language characteristic along four dimensions: emotional interest, concreteness, proximity, and image valence, and attempted to extend Language Expectancy Theory as the explanatory mechanism for vividness. Based on LET, it was proposed that an interaction effect between source characteristics (sex and credibility) and message characteristics (vividness) would occur. No support for the hypothesized interaction effects were found although the extension of Language Expectancy Theory to vividness is, ultimately, supported. Based on this study's finding that vivid messages were only slightly persuasive (creating more positive message evaluation and message agreement than did pallid messages), it is concluded that vivid language is not a promising message strategy for the health context. Refinements of Language Expectancy Theory in terms of expectancy strength and source credibility are suggested, and directions for future research advanced.
APA, Harvard, Vancouver, ISO, and other styles
8

Bradley, Alan. "The child's language of pain." Thesis, Durham University, 1990. http://etheses.dur.ac.uk/6622/.

Full text
Abstract:
A series of experiments was conducted with children, aged between five and eleven years, which sought to determine the utility of using their verbal, and non-verbal, communications to measure the quality or intensity of the pain they are experiencing. Experiments which investigated children's ability to use language to communicate pain suggested that children are aged seven years, and older, before they discriminate between pain and non-pain words, or can show that these words share a similar meaning with an adult comparison group. When children aged between seven and ten years completed verbal pain questionnaires, the results showed that the seven year olds demonstrated only rudimentary discrimination between five acute painful situations. Discrimination improved with age, but the ten year olds were not as discriminating as an adult comparison group. Children aged five to ten years were asked to recall, and describe, all of their past painful experiences. Results show significant developmental trends in the following; the number of painful experiences that children can recall, the figurative use of language to describe the recalled pain, and the number of pain descriptions that children generate. An experiment investigated the reliability of non-verbal rating scales when completed by children aged between five and ten years. Results indicate that children below the age of seven failed to show satisfactory levels of reliability, and that the response strategies that they use may overestimate the degree of reliability they do show. Older children do show reliable responses using these scales. The final experiment looked for changes in children’s behaviour when they received either a drug or placebo, whilst undergoing a painful medical procedure. Results are not conclusive, but do suggest that the frequency and intensity of facial expressions, and vocalisations, decrease when an analgesic was administered. Overall, these studies show that children are, on average, seven years of age before we can use their own pain communications as reliable indicators of the quality and severity of the pain they experience.
APA, Harvard, Vancouver, ISO, and other styles
9

Snyder, Jodi Deeann. "The relationship between attachment, behavior problems, and parental stress in language delayed and non-language delayed children." Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2840.

Full text
Abstract:
The present study was designed to assess the relationship between language disorders, maternal attachment, behavior problems, and parental stress. The mothers of the following four groups of children were studied: (a) language delayed children without behavior problems, (b) language delayed children with behavior problems, (c) non-language delayed children without behavior problems, and (d) non-language delayed children with behavior problems. Mothers completed three measures: (a) The Maternal Perceptions of Child Attachment, (b) The Maternal Gratification Scale, and (c) The Parenting Stress Index. Contrary to expectations, mothers of language delayed children reported more attachment to their children than did mothers of non-language delayed children. The presence of behavior problems did not seem to affect the mothers' perceived attachment but was associated with greater maternal stress. The results suggested that the child's needs associated with having a disability may actually enhance attachment while behavior problems not the disability itself contributed to maternal stress.
APA, Harvard, Vancouver, ISO, and other styles
10

Hargraves, Lisa. "The linguistic system of a deaf language learner : examining the effects of delayed language exposure." Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=78374.

Full text
Abstract:
This investigation reports on the linguistic and communicative abilities of a deaf child whose initial exposure to conventional linguistic input occurred at the age of 10. At the time of data collection, the participant had been exposed to American Sign Language (ASL) for three years. Information concerning the participant's background, language and communication abilities was collected through caregiver interviews. Language samples were gathered through storybook and video retelling tasks and spontaneous conversations. Samples were videotaped, and later transcribed by a native deaf signer of ASL. Analyses of the participant's lexical, morphological, syntactic, and pragmatic skills were performed. Results showed deficits across linguistic subsystems. Comparisons to native language learners of ASL and late first-language learners of spoken and signed languages revealed both typical and unique characteristics of late language acquisition. The results contradict past theoretical claims concerning the selective impact of language deprivation on the faculty of grammar. Clinical implications and directions for future research are discussed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Psychology of language"

1

Psychology of language. Monterey, Calif: Brooks/Cole Pub. Co., 1986.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Psychology of language. 5th ed. Australia: Thomson/Wadsworth, 2007.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Carroll, David W. Psychology of language. 5th ed. Belmont, Calif: Thomson/Wadsworth, 2008.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Psychology of language. 4th ed. Australia: Thomson/Wadsworth, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Carroll, David W. Psychology of language. 2nd ed. Pacific Grove, Calif: Brooks/Cole Pub., 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Carroll, David W. Psychology of language. 4th ed. Belmont, Calif: Thomson/Wadsworth, 2004.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kennison, Shelia. Psychology of Language. London: Macmillan Education UK, 2019. http://dx.doi.org/10.1057/978-1-137-54527-5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

W, Carroll David. Psychology of language. 3rd ed. Pacific Grove, Calif: Brooks/Cole Pub., 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jackson, Michelle K. Psychology of language. Hauppauge, N.Y: Nova Science Publishers, 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Mercer, Sarah, and Achilleas Kostoulas, eds. Language Teacher Psychology. Bristol, Blue Ridge Summit: Multilingual Matters, 2018. http://dx.doi.org/10.21832/9781783099467.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Psychology of language"

1

Thøgersen, Jacob, Søren Beck Nielsen, Lian Malai Madsen, and Christina Fogtmann Fosgerau. "Language psychology." In Handbook of Pragmatics, 3–24. Amsterdam: John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/hop.21.lan11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Borghi, Anna M., and Ferdinand Binkofski. "Language, Languages, and Abstract Concepts." In SpringerBriefs in Psychology, 111–24. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9539-0_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Schacter, Daniel, Daniel Gilbert, Daniel Wegner, and Bruce Hood. "Language and thought." In Psychology, 266–309. London: Macmillan Education UK, 2016. http://dx.doi.org/10.1007/978-1-137-40673-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Barrett, Louise, Robin Dunbar, and John Lycett. "Language." In Human Evolutionary Psychology, 322–50. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-137-23550-3_12.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Fontana, David. "Language." In Psychology for Teachers, 61–78. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19213-7_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Fontana, David. "Language." In Psychology for Teachers, 73–93. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-24139-2_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Poling, Alan, Henry Schlinger, Stephen Starin, and Elbert Blakely. "Language, Consciousness, and Memory." In Psychology, 157–82. Boston, MA: Springer US, 1990. http://dx.doi.org/10.1007/978-1-4615-7694-5_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Schlinger, Henry D., and Alan Poling. "Language." In Introduction to Scientific Psychology, 183–207. Boston, MA: Springer US, 1998. http://dx.doi.org/10.1007/978-1-4899-1893-2_8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ludlow, Amanda, and Roberto Gutierrez. "Language and Communication." In Developmental Psychology, 78–91. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32501-3_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Davies, Roger, and Peter Houghton. "Language and communication." In Mastering Psychology, 181–95. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13553-0_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Psychology of language"

1

Doncheva, Liliya. "PSYCHOLOGY OF LANGUAGE LEARNING – MOTIVATION AND LANGUAGE IDENTITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/46.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Besedova, Petra. "Foreign Language Perception Of University Teachers Of Music And Foreign Languages." In 11th International Conference on Education and Educational Psychology. European Publisher, 2020. http://dx.doi.org/10.15405/epiceepsy.20111.16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Suarez, Lidia, Kimberly J. Cheah, Yet Wei Lee, and Sabrina M. H. Lim. "The Biscriptal Language Background Advantage during Foreign Language Word Acquisition." In Annual International Conference on Cognitive and Behavioral Psychology. Global Science and Technology Forum (GSTF), 2012. http://dx.doi.org/10.5176/2251-1865_cbp36.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Ulfa, Maria. "Effectiveness of Draw Cards for Language Development of Dislexia Children." In International Conference on Psychology. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009447902840290.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Guo, Liu. "Foreign Language Learning and Teaching Based on Cognitive Psychology." In 2015 International Conference on Education Technology and Economic Management. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icetem-15.2015.39.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

LYN, HEIDI. "COMPARATIVE PSYCHOLOGY AND THE EVOLUTION OF LANGUAGE: METHODOLOGY MATTERS." In EVOLANG 10. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603638_0104.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kapustina, O. N. "Professionally-oriented teaching of Russian as a foreign language." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2020. http://dx.doi.org/10.18411/sciencepublic-04-05-2020-04.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Lushnikova, I. I., and E. A. Drozdova. "The process of mastering a foreign language in modern conditions." In Scientific Trends: pedagogy and psychology. ЦНК МОАН, 2019. http://dx.doi.org/10.18411/sciencepublic-04-08-2019-05.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

GLENBERG, ARTHUR M. "LESSONS FROM THE EMBODIMENT OF LANGUAGE: WHY SIMULATING HUMAN LANGUAGE COMPREHENSION IS HARD." In Proceedings of the Ninth Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812701886_0002.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Kalmykova, L. O., N. V. Kharchenko, and I. N. Mysan. "Speech and language competence as a basis for functional classification of the world languages." In PEDAGOGY AND PSYCHOLOGY IN THE MODERN WORLD: INTERACTION VECTORS. Baltija Publishing, 2021. http://dx.doi.org/10.30525/978-9934-26-078-0-32.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Psychology of language"

1

Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

Full text
Abstract:
The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
APA, Harvard, Vancouver, ISO, and other styles
2

Language and communication problems, and their relation to non-language difficulties' In Conversation with Dr. Hannah Hobson. ACAMH, September 2021. http://dx.doi.org/10.13056/acamh.16841.

Full text
Abstract:
In this podcast we talk to Dr. Hannah Hobson, Lecturer in Psychology and Researcher at York University, and heads up the Emerald Lab (Emotional and Mental Health Research in Autism and Language Disorders).
APA, Harvard, Vancouver, ISO, and other styles
3

Professor Maggie Snowling – Reading and language – ‘Future challenges for the science of child psychology and psychiatry’. ACAMH, March 2019. http://dx.doi.org/10.13056/acamh.6856.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Identifying and remediating children’s language difficulties – Professor Charles Hulme. ACAMH, October 2020. http://dx.doi.org/10.13056/acamh.13554.

Full text
Abstract:
Professor Charles Hulme, Professor of Psychology and Education, University of Oxford discusses children's language difficulties. ACAMH members can now receive a CPD certificate for watching this recorded lecture. Simply email membership@acamh.org with the day and time you watch it, so we can check the analytics, and we'll email you your certificate.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Psychology of language' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography