Journal articles: 'Psychology of language'

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Ohta, Nobuo, Hidetsugu Tajika, Yasuyuki Sakuma, Wataru Suzuki, Syuichi Takagi, Keiro Maeda, and Satoru Saito. "English language learning × Cognitive psychology." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): SS—006—SS—006. http://dx.doi.org/10.4992/pacjpa.78.0_ss-006.

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Dejanović, Igor, Mirjana Dejanović, Jovana Vidaković, and Siniša Nikolić. "PyFlies: A Domain-Specific Language for Designing Experiments in Psychology." Applied Sciences 11, no. 17 (August 25, 2021): 7823. http://dx.doi.org/10.3390/app11177823.

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The majority of studies in psychology are nowadays performed using computers. In the past, access to good quality software was limited, but in the last two decades things have changed and today we have an array of good and easily accessible open-source software to choose from. However, experiment builders are either GUI-centric or based on general-purpose programming languages which require programming skills. In this paper, we investigate an approach based on domain-specific languages which enables a text-based experiment development using domain-specific concepts, enabling practitioners with limited or no programming skills to develop psychology tests. To investigate our approach, we created PyFlies, a domain-specific language for designing experiments in psychology, which we present in this paper. The language is tailored for the domain of psychological studies. The aim is to capture the essence of the experiment design in a concise and highly readable textual form. The editor for the language is built as an extension for Visual Studio Code, one of the most popular programming editors today. From the experiment description, various targets can be automatically produced. In this version, we provide a code generator for the PsychoPy library while generators for other target platforms are planned. We discuss the language, its concepts, syntax, some current limitations, and development directions. We investigate the language using a case study of the implementation of the Eriksen flanker task.

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Moya, Cristina, and Joseph Henrich. "Culture–gene coevolutionary psychology: cultural learning, language, and ethnic psychology." Current Opinion in Psychology 8 (April 2016): 112–18. http://dx.doi.org/10.1016/j.copsyc.2015.10.001.

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van Kerckvoorde, Colette M., and Michael Forrester. "Psychology of Language: A Critical Introduction." Language 74, no. 3 (September 1998): 657. http://dx.doi.org/10.2307/417817.

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Myers-Scotton, Carol, Howard Giles, and W. Peter Robinson. "Handbook of Language and Social Psychology." Language 68, no. 4 (December 1992): 862. http://dx.doi.org/10.2307/416867.

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Gkonou, Christina, Sarah Mercer, and Mark Daubney. "Teacher perspectives on language learning psychology." Language Learning Journal 46, no. 4 (June 21, 2016): 501–13. http://dx.doi.org/10.1080/09571736.2016.1172330.

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SCHÖNBACH, PETER. "Handbook of Language and Social Psychology." British Journal of Social Psychology 31, no. 2 (June 1992): 165–69. http://dx.doi.org/10.1111/j.2044-8309.1992.tb00962.x.

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McDonough, S. "The Psychology of Second Language Acquisition." ELT Journal 65, no. 2 (March 15, 2011): 194–96. http://dx.doi.org/10.1093/elt/ccr008.

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Severson, Eric R. "Beyond hermeneutics: Levinas, language and psychology." Journal of Theoretical and Philosophical Psychology 32, no. 4 (2012): 251–60. http://dx.doi.org/10.1037/a0029977.

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Kalis, Annemarie, and Denny Borsboom. "Folk psychology as a causal language." Theory & Psychology 30, no. 5 (October 2020): 723–28. http://dx.doi.org/10.1177/0959354320933940.

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According to Oude Maatman (2020), our recent suggestion (Borsboom et al., 2019) that symptom networks are irreducible because they rely on folk psychological descriptions, threatens to undermine the main achievements of the network approach. In this article, we take up Oude Maatman’s challenge and develop an argument showing in what sense folk psychological concepts describe features of reality, and what it means to say that folk psychology is a causal language.

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Maitz, Péter. "On explaining language shift: Sociology or social psychology of language?" Multilingua - Journal of Cross-Cultural and Interlanguage Communication 30, no. 2 (January 2011): 147–75. http://dx.doi.org/10.1515/mult.2011.008.

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Krampen, Günter, Thomas Huckert, and Gabriel Schui. "The Impact of Anglicizing Former German-Language Psychology Journals on Authorship and Citation Frequencies." European Psychologist 17, no. 3 (January 1, 2012): 190–98. http://dx.doi.org/10.1027/1016-9040/a000074.

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Exemplary for other than English-language psychology journals, the impact of recent Anglicization of five former German-language psychology journals on (1) authorship (nationality, i.e., native language, and number of authors, i.e., single or multiple authorships), (2) formal characteristics of the journal (number of articles per volume and length of articles), and (3) number of citations of the articles in other journal articles, the language of the citing publications, and the impact factors (IF) is analyzed. Scientometric data on these variables are gathered for all articles published in the four years before anglicizing and in the four years after anglicizing the same journal. Results reveal rather quick changes: Citations per year since original articles’ publication increase significantly, and the IF of the journals go up markedly. Frequencies of citing in German-language journals decrease, citing in English-language journals increase significantly after the Anglicization of former German-language psychology journals, and there is a general trend of increasing citations in other languages as well. Side effects of anglicizing former German-language psychology journals include the publication of shorter papers, their availability to a more international authorship, and a slight, but significant increase in multiple authorships.

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Mercer, Sarah. "Positive Psychology in SLA." Australian Review of Applied Linguistics 40, no. 2 (December 1, 2017): 108–20. http://dx.doi.org/10.1075/aral.40.2.02mer.

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Abstract This article begins with an outline of the developments in Positive Psychology (PP) generally and specifically within SLA focusing on theoretical, empirical and practical developments. It moves on to consider PP’s potential contribution to language teaching focusing on how it can help promote emotional, social and psychological wellbeing for language learners and teachers. It explores the concept of ‘Positive Education’ and reflects on possible lessons from these broader developments for a specific approach to ‘Positive Language Education’. It is argued that PP facilitates new ways of thinking about language learning and can provide the ideal vehicle from which to foreground wellbeing as a concept and dual aim in language education.

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Smedslund, Jan. "From Hypothesis-Testing Psychology to Procedure-Testing Psychologic." Review of General Psychology 6, no. 1 (March 2002): 51–72. http://dx.doi.org/10.1037/1089-2680.6.1.51.

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Psychologists do not analyze the conceptual relations between their independent and dependent variables. Hence, they fail to recognize that the plausibility of their hypotheses stems from the conceptual relatedness of the variables. The outcome is research that appears to test hypotheses but really tests only procedures, because the hypotheses involve conceptually related variables and are necessarily true. Domains in which this has been demonstrated are discussed. Psychologic is an axiomatic system intended to formulate the psychologically relevant conceptual relationships embedded in language and is an instrument for describing, explaining, predicting, and controlling intrapersonal and interpersonal processes.

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P, Thamilarasi, and Sumana P. "Psychology in kilaviyal – Kalithogai." International Research Journal of Tamil 3, S-1 (June 27, 2021): 301–7. http://dx.doi.org/10.34256/irjt21s149.

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Kilavi - individual word is combined to form a language. Communication took place even when language did not originate and develop. In the early days, he changed the information by making sounds, smoking and gestures. Language is still a tool to convey its opinion to others. The concept of a man's characteristic interests revolves among the community through the words he can speak. Man is distinguished from other species by his ability to speak and discern. The thoughts in the heart take the form of sound and become the language. This language has many internal material concepts.

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Mahendra, Ramadhan, and Sulis Triyono. "Language Learning and Learner Psychology: Building Autonomy in Multilingual Culture." RETORIKA: Jurnal Ilmu Bahasa 5, no. 1 (April 29, 2019): 32–39. http://dx.doi.org/10.22225/jr.5.1.924.32-39.

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The notion of autonomous learning used in second language learning has become a focal point of scholars in recent years. However, building an autonomy in specific language learners might be different in the view of psychology within multilingual culture which raised interesting issues. However, learners’ psychology determines about how far they must learn the second language. In addition, the multilingual culture has important role as variable but in an abstract way. It appears that in some languages learners who had multilingual culture backgrounds have different situation in comprehending the English, which also affect in choosing suitable learning strategies to comprehend by their own. Therefore, this research addresses to find out the interrelation in case of building leaner autonomy on English as second language learning in the aspect of multilingual culture in Indonesia. Trough library research, the author found the correlation between learners’ psychological condition such as interest, needs and motivation has some impact on how successful in their own language learning within the multilingual culture as it background. Therefore, building autonomy in second language learning must be aware of multilingual and social culture in society to reap a good result.

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Dinkel, Andreas, Hendrik Berth, Ada Borkenhagen, and Elmar Brähler. "On Raising the International Dissemination of German Research." Experimental Psychology 51, no. 4 (January 2004): 319–28. http://dx.doi.org/10.1027/1618-3169.51.4.319.

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Abstract. It has been proposed that German basic psychology journals should change publication language to English in order to facilitate access to research from German-speaking countries. However, to truly increase the dissemination of German research, it seems crucial to progress towards an internationalization of authors and readers. We applied bibliometric analysis to investigate the impact of the transition to English on the rate of foreign authors publishing in Zeitschrift für Experimentelle Psychologie/Experimental Psychology, as well as possible associated changes in citation patterns. There was an increase in the rate of articles published by foreign authors from 14.6 and 8.7 per cent, respectively, for the last biannual periods as German-language journal, to 52.7 per cent in the first biannual period as English-language journal. Regarding citations patterns, the clearest changes emerged for domestic authors. The results illustrate possible consequences of a transition to English as publication language, and reveal that Experimental Psychology has successfully established certain prerequisites for an increase of the international dissemination of German psychology research.

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Rahmat, Noor Hanim. "EDUCATIONAL PSYCHOLOGY: A TOOL FOR LANGUAGE RESEARCH." PEOPLE: International Journal of Social Sciences 4, no. 2 (August 23, 2018): 655–68. http://dx.doi.org/10.20319/pijss.2018.42.655668.

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Scott-Phillips, Thomas C. "Evolutionary psychology and the origins of language." Journal of Evolutionary Psychology 8, no. 4 (December 2010): 289–307. http://dx.doi.org/10.1556/jep.8.2010.4.7.

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Miller, George A. "The Place of Language in Scientific Psychology." NSSLHA Journal 18 (November 1990): 66–72. http://dx.doi.org/10.1044/nsshla_18_66.

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31

Aanstoos, Christopher M. "Special theme section: Language in clinical psychology." Humanistic Psychologist 21, no. 2 (1993): 187–88. http://dx.doi.org/10.1080/08873267.1993.9976917.

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Nicholes, Justin. "The Psychology of the Language Learner Revisited." System 56 (February 2016): 148–49. http://dx.doi.org/10.1016/j.system.2015.12.007.

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Riccio, Cynthia A. "Language Intervention: Is It Relevant to Psychology?" Contemporary Psychology: A Journal of Reviews 41, no. 6 (June 1996): 597–98. http://dx.doi.org/10.1037/002975.

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Cooper, William E. "Critical Essays on Language Use and Psychology." Language and Speech 31, no. 4 (October 1988): 379–81. http://dx.doi.org/10.1177/002383098803100406.

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Hodges, Bert H. "Righting language: a view from ecological psychology." Language Sciences 41 (January 2014): 93–103. http://dx.doi.org/10.1016/j.langsci.2013.08.010.

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Thorpe, Simon. "Psychology and Neuroscience : Towards a Common Language." Intellectica. Revue de l'Association pour la Recherche Cognitive 13, no. 1 (1992): 241–71. http://dx.doi.org/10.3406/intel.1992.1404.

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Komatsu, Lloyd K. "Deconstructing the psychology of language. Book Reviews." Applied Cognitive Psychology 11, no. 3 (June 1997): 273–74. http://dx.doi.org/10.1002/(sici)1099-0720(199706)11:3<273::aid-acp474>3.0.co;2-x.

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Kinzie, J. David, and N. Gregory Hamilton. "Arguing with Lacan: Ego Psychology and Language." American Journal of Psychotherapy 46, no. 2 (April 1992): 311–12. http://dx.doi.org/10.1176/appi.psychotherapy.1992.46.2.311.

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Giles, Howard. "International Association of Language and Social Psychology." Journal of Language and Social Psychology 30, no. 4 (December 2011): 355–56. http://dx.doi.org/10.1177/0261927x11416200.

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Oxford, Rebecca. "Exploring Psychology in Language Learning and Teaching." ELT Journal 71, no. 4 (October 2017): 522–24. http://dx.doi.org/10.1093/elt/ccx038.

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Macaulay, Ronald K. S. "Critical essays on language use and psychology." Journal of Pragmatics 14, no. 1 (February 1990): 147–50. http://dx.doi.org/10.1016/0378-2166(90)90069-p.

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Mercer, Sarah, and Peter D. MacIntyre. "Introducing positive psychology to SLA." Studies in Second Language Learning and Teaching 4, no. 2 (January 1, 2014): 153–72. http://dx.doi.org/10.14746/ssllt.2014.4.2.2.

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Positive psychology is a rapidly expanding subfield in psychology that has important implications for the field of second language acquisition (SLA). This paper introduces positive psychology to the study of language by describing its key tenets. The potential contributions of positive psychology are contextualized with reference to prior work, including the humanistic movement in language teaching, models of motivation, the concept of an affective filter, studies of the good language learner, and the concepts related to the self. There are reasons for both encouragement and caution as studies inspired by positive psychology are undertaken. Papers in this special issue of SSLLT cover a range of quantitative and qualitative methods with implications for theory, research, and teaching practice. The special issue serves as a springboard for future research in SLA under the umbrella of positive psychology.

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Pinker, Steven. "On Language." Journal of Cognitive Neuroscience 6, no. 1 (January 1994): 92–98. http://dx.doi.org/10.1162/jocn.1994.6.1.92.

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Steven Pinker is a professor in the Department of Brain and Cognitive Sciences at MIT, and in 1994 will become director of its McDonnell-Pew Center for Cognitive Neuroscience. He received his B.K from McGill University in 1976 and his Ph.D. from Harvard University in 1979, both in experimental psychology, and taught at Harvard and Stanford before joining the faculty of MIT in 1982. He has done research in visual cognition and the psychology of language, and is the author of Language Learnability and Language Development (1984) and Learnability and Cognition (1989) and the editor of Visual Cognition (1985), Connections and Symbol (1988, with Jacques Mehler), and Lexical and Conceptual Semantics (1992, with Beth Levin). He was the recipient of the Early Career Award in 1984 and the Boyd McCandless Award in 1986 from the American Psychological Association, a Graduate Teaching Award from MIT in 1986, and the Troland Research Award from the National Academy of Sciences in 1993. His newest book, The Language Instinct, will be published by William Morrow & Company in January 1994.

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Koshel, Tatyana, Natalya Manuylova, Nadezhda Revyakina, and Elena Sakharova. "Psychological approach to foreign language teaching." SHS Web of Conferences 70 (2019): 08021. http://dx.doi.org/10.1051/shsconf/20197008021.

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This article deals with psychological mechanisms in professionally-oriented approach to learning foreign languages in non-linguistic faculties of universities. This approach is very actual as it develops students’ ability to speak foreign languages in specific professional, business, academic fields and situations, taking into account the characteristics of professional thinking. Psychological approach to foreign language teaching must be closely connected with culture oriented method as the leading one and recognized as a priority in the focus of the education renewal. In the article it is proved that cultural background is of great importance. A dry language course can teach the learners to say what is correct and acceptable only. But the learners also need to know what is appropriate for the target society and what is not. This can only be achieved if they learn about psychology, culture and traditions while learning foreign language. Methods: Mind – maps, pie charts, dramatization, projects, role-playing to decide on which aspects of the culture the learners mostly need to learn about. The most important aspects of the English culture are defined and put into order of importance. Conclusions and Recommendations: suggesting ways of integrating psychology culture into the foreign language syllabus.

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Mercer, Sarah. "Psychology for language learning: Spare a thought for the teacher." Language Teaching 51, no. 4 (April 5, 2018): 504–25. http://dx.doi.org/10.1017/s0261444817000258.

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There is a wide body of research that shows how vitally important teachers are to successful learning processes. What they do, think, feel and believe are central to what happens in their classrooms, and, essentially, what happens to their learners. It is perhaps, therefore, surprising that the field of language learning psychology has focused so predominantly on the psychology of learners with so little attention devoted to teachers in comparison. In this talk, I argue it is time that we take a much closer look at language teachers’ psychology to the same degree of complexity and diversity as learner psychology has been examined. I begin by outlining the importance of teacher psychology, the links between teacher and learner psychology as well as the particular challenges facing language teachers. In the second part of the talk, I reflect on how a relational perspective can help us to appreciate the centrality of teacher psychology as well as how teacher psychology can be conceptualised through such a theoretical lens.

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De, Uttaran. "Language acquisition and Language Learning." International Journal of English Learning & Teaching Skills 3, no. 1 (October 1, 2020): 1671–78. http://dx.doi.org/10.15864/ijelts.3101.

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The requirement of language in day to day communication and the development of it has always been a interesting topic for research. The subject a permutation and combination of different segments of history, literature study, human psychology and also biological influences. This present paper goes through the topic of ‘Language acquisition and language learning’. The paper explores the common philosophical and psychological aspects of learning and acquisition to comment on the difference between the two and also narrates upon the fundamental concepts of language to evoke the relation between language and humans. The paper mainly consists of two segments. The first one talks of the involved terms in general, whereas the other, marks out the psychological and biological sciences hovering the topic suggested by linguists and researchers.

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Brindley, Erica. "Music, Cosmos, and the Development of Psychology in Early China." T'oung Pao 92, no. 1 (2006): 1–49. http://dx.doi.org/10.1163/156853206778553180.

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AbstractMusic plays an important role in the development of discourses on the body, and, in particular, on psychology. From the received and excavated textual record dating to the 4th and 3rd centuries B.C. we gain insights into the emergence of an elaborate logos of the psyche, or "psychology," as such a psychology relates to the cosmos. The article explores two orientations on the role of music in psychology. The first and earlier orientation outlines what the author terms a "psychology of influence," which provides a rationale for the beneficial effects of good music in self-cultivation and social order. The second and later orientation outlines what the author calls a "psychology of cosmic attunement," which identifies music with the harmony of the cosmos and speaks of sages who attune themselves to it. Through a close examination of these two perspectives on music, the article delineates how a triangular relationship among music, cosmos, and psyche develops in early China, essentially forming a new paradigm within which human relationship to music and cosmic order is understood. La musique joue un rôle important dans le développement des discours sur le corps, en particulier sur la psychologie. Grâce aux textes reçus ou exhumés datant des 3e et 4e siècles avant notre ère, il est possible d'obtenir des aperçus sur l'émergence d'un logos élaboré sur la psyché, soit une "psychologie", dans la mesure où cette psychologie est en relation avec le cosmos. L'article explore deux orientations dans le rôle de la musique en psychologie. La première, plus ancienne, décrit ce que l'auteur appelle une "psychologie de l'influence", qui fournit une explication aux effets bénéfiques de la "bonne" musique sur la culture de soi et sur l'ordre social. La seconde orientation, plus récente, décrit ce que l'auteur appelle une "psychologie de l'harmonisation cosmique", qui identifie la musique avec l'harmonie du cosmos et évoque les sages qui s'accordent sur elle. En examinant de près ces deux perspectives sur la musique, l'article suggère la façon dont une relation triangulaire entre la musique, le cosmos et la psyché s'est développée dans la Chine ancienne, formant essentiellement un nouveau paradigme à l'intérieur duquel comprendre la relation de l'homme à la musique et à l'ordre cosmique.

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Finchilescu, Gillian, and Gugu Nyawose. "Talking about Language: Zulu Students' Views on Language in the New South Africa." South African Journal of Psychology 28, no. 2 (June 1998): 53–61. http://dx.doi.org/10.1177/008124639802800201.

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The post-apartheid South African government has in principle instituted a new language policy, which changes the country from one with two official languages to one in which there are eleven. The previously ignored indigenous languages are to have equal status with English and Afrikaans. This paper explores the views of some members of an indigenous language group about the language question. Two focus groups were conducted, with Zulu-speaking students at the University of Cape Town. One group contained only male students and the other female students. The discussions of the focus group were translated into English by the second researcher. The translations were thematically analysed. Some of the themes that emerged in the discussions were issues such as the practicality of the language policy, the multiple versus single language debate, ‘tribalism’, the meaning of language and its role in identity. In general, three major positions on the language issue were apparent, one favouring the increased status of the Zulu language, one favouring the pre-eminence of the English language, and one supporting a diglossia position.

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Thompson, Robin L., David P. Vinson, Bencie Woll, and Gabriella Vigliocco. "The Road to Language Learning Is Iconic." Psychological Science 23, no. 12 (November 12, 2012): 1443–48. http://dx.doi.org/10.1177/0956797612459763.

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An arbitrary link between linguistic form and meaning is generally considered a universal feature of language. However, iconic (i.e., nonarbitrary) mappings between properties of meaning and features of linguistic form are also widely present across languages, especially signed languages. Although recent research has shown a role for sign iconicity in language processing, research on the role of iconicity in sign-language development has been mixed. In this article, we present clear evidence that iconicity plays a role in sign-language acquisition for both the comprehension and production of signs. Signed languages were taken as a starting point because they tend to encode a higher degree of iconic form-meaning mappings in their lexicons than spoken languages do, but our findings are more broadly applicable: Specifically, we hypothesize that iconicity is fundamental to all languages (signed and spoken) and that it serves to bridge the gap between linguistic form and human experience.

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Kinzler, Katherine D. "Language as a Social Cue." Annual Review of Psychology 72, no. 1 (January 4, 2021): 241–64. http://dx.doi.org/10.1146/annurev-psych-010418-103034.

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Social groups are a pervasive feature of human life. One factor that is often understudied in the literature on person perception and social categorization is language. Yet, someone's language (and accent) provides a tremendous amount of social information to a listener. Disciplines across the social and behavioral sciences—ranging from linguistics to anthropology to economics—have exposed the social significance of language. Less social psychological research has historically focused on language as a vehicle for social grouping. Yet, new approaches in psychology are reversing this trend. This article first reviews evidence, primarily from psycholinguistics, documenting how speech provides social information. Next it turns to developmental psychology, showing how young humans begin to see others’ language as conveying social group information. It then explores how the tendency to see language as a social cue has vast implications for people's psychological processes (e.g., psychological essentialism and trust) and also for society, including education and the law.

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Journal articles on the topic 'Psychology of language'

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