Dissertations / Theses: 'Social psychology of language'

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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.

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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.

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Lotycz, Amanda L. "THE EFFECTIVENESS OF SOCIAL SKILLS INSTRUCTION ON PRO-SOCIAL BEHAVIORS IN AN ELEMENTARY, ENGLISH LANGUAGE LEARNER POPULATION." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1346722789.

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Bailey, Beth A., Andrea D. Clements, Jessica Scott, and Lana McGrady. "Prenatal Smoke Exposure and Language Outcomes at 15 Months: Social Aspects of Communication Versus Expressive and Receptive Language." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7273.

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Bailey, Beth A., Andrea D. Clements, J. Scott, and Lana McGrady. "Prenatal Smoke Exposure and Language Outcomes at 15 Months: Social Aspects of Communication Versus Expressive and Receptive Language." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/7275.

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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.

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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.

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Sand, Lesley Ann. "Neural bases of emotional language processing in individuals with and without autism." Thesis, University of Maryland, College Park, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10011510.

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A fundamental aspect of successful social interactions is the ability to accurately infer others’ verbal communication, often including information related to the speaker’s feelings. Autism spectrum disorder is characterized by language and social-affective impairments, and also aberrant functional neural responses to socially-relevant stimuli. The main objective of the current research was to examine the behavioral and neural effects of making affective inferences from language lacking overt prosody or explicit emotional words in individuals with and without autism. In neurotypical individuals, the current data are consistent with previous studies showing that verbal emotional stimuli enhances activation of brain regions generally responsive to discourse, and also “social-affective” brain regions, specifically medial/orbital frontal regions, bilateral middle temporal areas, temporal parietal junction/superior temporal gyri and pCC/PC. Moreover, these regions respond differentially to positive and negative valence, most clearly in the medial frontal area. Further, results suggest that mentalizing alone does not account for the differences between emotional and neutral stories, as all of our stories required similar inferencing of the feelings of the protagonist. In autism, there is general agreement that the neurodevelopmental disorder is marked by impairments in pragmatic language understandings, emotional processes, and the ability to “mentalize,” others’ thoughts, intentions and beliefs. However, findings are mixed regarding the precise nature of emotional language understandings. Results of the present study suggest that autistic individuals are able to make language-based emotional inferences, and that like neurotypical controls, social-affective brain regions show task-related facilitation effects for emotional compared to neutral valence. However, the neural activations in the autism group were generally greater than controls, especially in response to emotion. Additionally, results showed greater difficulty with incongruent judgments in participants with autism. Together, these findings represent a first step toward revealing social-affective abilities in the language context in autism, despite irregular brain response. Such understandings are critical to generating effective intervention strategies and therapeutic practices for autistic individuals and their families. For remediation to be most beneficial, one must understand and utilize areas of skill, and leverage those to positively impact deficits.

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Cylke, Virginia Ann. "Language in Social Contexts: An Examination of the Effects of the Linguistic Intergroup Bias on Social Categorization and Interpersonal Behavior." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/CylkeVA2003.pdf.

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MacDonald, R. G. "Gaze cues and language in communication." Thesis, University of Dundee, 2014. https://discovery.dundee.ac.uk/en/studentTheses/476122c4-9264-44aa-8f08-c70f6dbb14d8.

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During collaboration, people communicate using verbal and non-verbal cues, including gaze cues. Spoken language is usually the primary medium of communication in these interactions, yet despite this co-occurrence of speech and gaze cueing, most experiments have used paradigms without language. Furthermore, previous research has shown that myriad social factors influence behaviour during interactions, yet most studies investigating responses to gaze have been conducted in a lab, far removed from any natural interaction. It was the aim of this thesis to investigate the relationship between language and gaze cue utilisation in natural collaborations. For this reason, the initial study was largely observational, allowing for spontaneous natural language and gaze. Participants were found to rarely look at their partners, but to do so strategically, with listeners looking more at speakers when the latter were of higher social status. Eye movement behaviour also varied with the type of language used in instructions, so in a second study, a more controlled (but still real-world) paradigm was used to investigate the effect of language type on gaze utilisation. Participants used gaze cues flexibly, by seeking and following gaze more when the cues were accompanied by distinct featural verbal information compared to overlapping spatial verbal information. The remaining three studies built on these findings to investigate the relationship between language and gaze using a much more controlled paradigm. Gaze and language cues were reduced to equivalent artificial stimuli and the reliability of each cue was manipulated. Even in this artificial paradigm, language was preferred when cues were equally reliable, supporting the idea that gaze cues are supportive to language. Typical gaze cueing effects were still found, however the size of these effects was modulated by gaze cue reliability. Combined, the studies in this thesis show that although gaze cues may automatically and quickly affect attention, their use in natural communication is mediated by the form and content of concurrent spoken language.

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Forcum, Lura. "Why good consumers love bad brands| Assertive language makes consumers care for brands." Thesis, Indiana University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3729337.

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In social media settings, many firms issue commands to consumers—to post, share or like content—often using forceful and direct (vs. polite) language. However, prior research has shown that commands issued with assertive language elicit negative responses and reactance and also reduce the probability of compliance (Brown and Levinson 1987; Dillard and Shen 2005; Kellerman and Shea 1996; Quick and Considine 2008). In the present research, I show that brands benefit from using assertive language, specifically in the form of increased care and concern from consumers. This is because assertive language communicates an intention to control, and intentionality is one indication of a humanlike mind (Epley and Waytz 2009; Kozak Marsh, and Wenger 2006; Waytz et al. 2010b). Five experiments demonstrate the relationship between assertive language, mind attribution, and care and concern for the brand. Both statistical and experimental evidence of the mediating role of mind attribution are presented. Finally, a boundary effect of this relationship is also explored by examining the role of mind valence, which decouples the link between mind attribution and brand care and concern when a threatening or malevolent mind is attributed to a brand. Thus, this research contributes to the brand anthropomorphism literature by showing that mind attribution, which not only suggests the brand is humanlike but the specific manner in which it is humanlike, can be elicited with subtle linguistic cues and has beneficial effects for the brand. This work is unique in showing a benefit to assertive language. It also offers insights to the mind perception and brand relationship literatures. Finally this work is managerially useful as assertive language can be readily implemented by firms and fits with a wide variety of brand traits and associations. Additionally the outcome of brand care and concern is beneficial to firms.

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Fritz, Kristy M. M. A. "Assessment of cognitive functioning, language, behavior and social skills in preschoolers with velocardiofacial syndrome." Xavier University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1385389518.

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Angers, Kaley. "An Investigation of Language Performance and Social Functioning in Schizotypy." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou155536072867341.

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Gouge, Natasha Benfield. "Temperament-Language Relationships during the First Formal Year of School." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1288.

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The purpose of the current study was to investigate temperament-language relationships among school-age children and across a wider variety of SES. Head Start, Pre-K, and Kindergarten classes of 10 elementary schools located in rural Appalachia were sent information about the study and 35 children were consented to participate. Parents completed a short demographic survey and the Child Behavior Questionnaire Very Short Form (CBQ-VSF). Children were administered the Preschool Language Scale-4 (PLS-4). Participants were split into low and high SES groups so associations between the CBQ and PLS-4 scores could be compared at each SES strata. Both reactivity and self-regulation were associated with language outcomes, consistent with prior research. Importantly, socioeconomic status was not found to moderate observed temperament-language relationships, so prior temperament-language research findings do not seem to be an artifact of high SES samples.

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Iwai, Ritsuko. "Development of Methodologies and Language Resources for Acquiring Social Knowledge about Personality and Driving-related Behavior : The Synergy of Psychology and Natural Language Processing." Kyoto University, 2019. http://hdl.handle.net/2433/244575.

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Baker, Susan C. "A social psychological approach to preserving heritage languages: The survival of Gaelic in Nova Scotia." Thesis, University of Ottawa (Canada), 2005. http://hdl.handle.net/10393/29193.

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Language has been seen as a central pillar to ethnic identity. When languages are at risk, therefore, the relationship between language and ethnic identity can become particularly salient (Edwards, 1991). Heritage languages, in particular, often face what has been called a language shift, where the heritage language is replaced by the dominant language. When the heritage language is threatened, what happens to the heritage identity? In an attempt to answer this question, this study investigated the relationship between language and ethnic identity among 75 Gaelic learners living in eastern Nova Scotia. In order to identify the specific processes of heritage language use, the Gaelic learners were compared to non-learners of Gaelic and French learners living in the same milieu. Path analyses indicated that, among Gaelic learners, there is an initial separation of language and ethnic identity, but that, over time, ethnic identity is a direct outcome of language use. This finding was unique to the heritage language learners. Further, desired language vitality was a direct precursor to contact, language confidence, Gaelic and Anglophone identity and willingness to communicate among Gaelic learners. Actual language vitality played no role in the language use process among Gaelic learners, suggesting that vitality perceptions that are egocentric are better predictors of language use than those that are exocentric. The implications of these findings are discussed not only in relation to the future of Gaelic in Nova Scotia, but also to the survival of heritage languages in general.

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Sperotto, Rebecca. "The influence of gestational age on social attention and language in the second year of life." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/96300/.

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Premature birth is common worldwide and does not show signs of decreasing. In rich countries, assisted reproductive techniques contribute to maintain the rate high. Infants born prematurely are more at risk for a series of complications that could affect their cognitive and emotional performances well into teenage years and adulthood. Research on premature delivery is complicated by a series of methodological difficulties and is still largely based on data collected decades ago, when medical procedures in the neonatal units were different. Moreover, the development of socio-cognitive abilities in infants born preterm, in particular concerning moderate to late prematurity, is still understudied. The Special Delivery study was set up to address these gaps in the literature,through a short-term longitudinal study. A multi-method approach provided tools to explore different cognitive and social abilities from birth up to 24 months of age. Infants born at extremely low gestational ages and with complicated medical situations were excluded, in order to better explore the influence of prematurity alone. This thesis focuses on social attention and language between 13 and 24 months. Infants born preterm showed a delay in language abilities at 18 and 24 months and gestational age correlated positively with both receptive and expressive vocabulary size at both ages. Also some social attention behaviours were affected by prematurity. In particular, responding to joint attention and initiating behavioural request had lower scores in the preterm born sample, while initiating joint attention had no relation with the participants� birth status. With regard to the relation between social attention and language, the effect of gestational age on receptive vocabulary at 24 months was completely mediated by responding to joint attention skills at 13 months. It was concluded that prematurity in a healthy sample affects mainly responding to joint attention, which in return has a negative impact on subsequent language development.

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Sobotker, Nicolette Leigh-Ann. "Psychology Masters students’ experiences of conducting supervised research in their non-mother-tongue." University of the Western Cape, 2018. http://hdl.handle.net/11394/6878.

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Magister Artium (Psychology) - MA(Psych)
Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.

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Vdovichenko, Susan E. Crangle. ""Durku Vklyuchili!" the attitude of Russian speakers in Ukraine towards the Ukrainian language and its speakers /." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1211480658.

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Lo, Kit-hang Julia. "Incorporating sociocultural identity in the primary five English writing curriculum in Hong Kong." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31963675.

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Boutemy, Gabrielle C. "Alexithymia as Related to the use of Language and Symptom Reporting." W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539626278.

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Hedge, Annie. "Talk about discrimination : an analysis of the language we use to talk about equal opportunities." Thesis, Birkbeck (University of London), 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.339218.

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Sheffield, Ron. "The Influence of Language on Culture and Identity| Resurgence of the Quechan Native American Tribal Language." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557504.

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This study examined the common essence of language restriction and then resurgence among Quechan Native American elders. The data suggests that Quechan elders' sense of culture and identity was influenced by speaking the native language. Bourdieu's work on language and power were supported as socially constructed means of communication. Findings from this study provided empirical support for Hatch's Cultural Dynamics model. Erikson's work on identity was also supported with additional suggestions made to expand his final stage of psychosocial development for the Quechan Native American.

This research primarily focused on the individual level of analysis and provided practical application for the constructs of language, culture, and identity. In addition, this research also provided theoretical contributions for identity while embracing the existing body of knowledge. The research question, "How does speaking the native language affect one's sense of culture and identity?" was addressed through ten interviews with elders of the Quechan Native American Tribe.

Three distinct findings emerged from data gathered in this research. The first major finding indicated that language is a means of survival for the Quechan elders who forms much of their current reality on historical knowledge. The second finding suggests that the identity of Quechan elders is under reconstruction through the resurgence of the Quechan language and subsequent legitimization of that linguistic symbol. Lastly, the Quechan elders may be realigning their individual view of culture based on a combination of long-standing tribal knowledge and documentation presented by the dominant culture.

This study suggests a need to draw stronger theoretical connections between the constructs of identity and culture. On the individual level of analysis, culture and identity form and reform constantly to emerge as new entities. However, as this research has suggested, the individual may greatly influence the group's fundamental ideas of culture and identity.

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Le, Phuong Quynh. "Perspective as a Communication Tool: Third-Person (vs. First-Person) Imagery Facilitates Analytical (vs. Dynamic) Language Style." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1593256525738032.

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Leonard, Melinda Apel. "THE ROLE OF PRAGMATIC LANGUAGE USE IN MEDIATING THE RELATION BETWEEN ADHD SYMPTOMATOLOGY AND SOCIAL SKILLS." UKnowledge, 2009. http://uknowledge.uky.edu/gradschool_diss/779.

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The goal of the current study was to investigate the social skills of a community sample of children that would vary in their level of ADHD symptomatology (e.g., inattention and hyperactivity), with a specific focus on their communication patterns and pragmatic language use (PLU). The study explored whether PLU was associated with, and perhaps accounted for, the social skills problems children with different degrees of ADHD symptomatology experience. Pragmatic language use, ADHD symptomatology, and social skills were examined with traditional standardized measures as well as a detailed investigation of communication patterns and PLU obtained from sampling behaviors from a semi-structured dyadic communication task. A community sample of 54 children between the ages of 9 and 11 years participated. Pragmatic language use partially mediated the relation between ADHD symptomatology and social skills. These results indicate that although the correlation between ADHD and social skills drops from r = -.649, p < .01 to r = -.478, p < .01, when PLU is entered in the model, the correlation between ADHD and social skills still remains significant. Further, ADHD symptomatology and PLU both predicted social skills scores, and although ADHD symptomatology and PLU were related to one another, PLU provided a unique contribution in the estimate of children’s social skills of 10.5% above and beyond the contribution of ADHD symptomatology. However, ADHD symptomatology was the most influential predictor in uniquely accounting for approximately 19% of the differences in social skills outcomes above and beyond the contribution of PLU. Possible explanations as to why PLU mediates the relation between ADHD symptomatology and social skills are discussed. Implications and future research are discussed in terms of children with ADHD and peer relations.

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Lim, Nataly. "Examining the Effects of Differential Language on Social Skills in Bilingual Children with Autism Spectrum Disorder." Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1432.

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The present study assessed the effects of differential language (English vs. heritage language) social skills in bilingual children with autism spectrum disorder (ASD). Four bilingual children with ASD (three Korean-American, and one Latino-American) participated in this study. Baseline consisted of 5-minute free-play sessions conducted in English. Intervention consisted of two alternating conditions: 5-minute play sessions conducted either in English or in the participant’s heritage language. A play-related instruction, contextually appropriate comment, and verbal praise were made every 30s during intervention. Dependent measures were play and social verbal behavior. Results demonstrated that participants displayed more play behaviors in heritage than English language sessions. No clear differences were found for social verbal behavior. Results are discussed in terms of the potential that the use of heritage language has in enhancing social skills interventions for children with ASD.

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Dewey, Amber Marie. "Type and frequency of responsiveness matters: The development of infants' social communicative skills and later language development." Thesis, University of Iowa, 2012. https://ir.uiowa.edu/etd/2857.

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Contingent maternal responsiveness has previously been shown to influence the development of many abilities including attachment, language, vocabulary, phonology, attention, and cognitive functioning. In addition, it has been speculated that early contingent interactions may facilitate the development of early social communicative behaviors including joint attention abilities. Examining 13-month-old infant vocal-led interactions with mothers in free play allowed us to look at maternal responses to a specific social communicative interaction. These interactions were then correlated with infants' social communicative abilities as assessed by the Early Social Communicative Scales. Both components were then used to predict later language abilities using the McArthur Communicative Development Inventory: Words and Gestures. Specific responses from mothers during free play and infants communicative abilities were shown to correlate and predict social communicative abilities. Later language abilities were also shown to be predicted by specific responses from mothers during free play and infants' own social communicative skills.

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Rahman, Omar. "Language, culture, and the fundamental attribution error." Virtual Press, 2001. http://liblink.bsu.edu/uhtbin/catkey/1217390.

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Previous research has shown that language differences can cause cognitive differences, and that. the availability of certain lexical terms can predispose individuals to certain ways of thinking. The fundamental attribution error (FAE), or the tendency to favor dispositional over situational explanations, is more common in Western, individualistic cultures than in Eastern, collectivist ones. In this study, bilingual South Asian-Americans read scenarios, in English and in Urdu, and rated the extent to which target individuals and situational variables were responsible for the events. It was hypothesized that the availability of a dispositional word in the language of presentation would predispose participants to commit the FAE. Results did not support that hypothesis. However, there was some indication that familiarity with a language increases the tendency to commit the FAE. Possible reasons for the findings are discussed.
Department of Psychological Science

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Ayhens-Johnson, Knute. "Biculturalism, Khmer language competence & psychological adjustment in Americanized Cambodian refugees following deportation." Thesis, Palo Alto University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3591785.

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This dissertation reports the results of a cross-sectional investigation into the bicultural identity and Khmer language competence of Cambodian refugees (N = 41) deported to Cambodia by the United States government for committing an aggravated felony. This group was expected to have been an Americanized group as most arrived to the US before age 12 (S. Keo, personal communication 12/29/2009) and to manifest high rates of psychopathology secondary to war trauma under the Khmer Rouge and stressors from violent, poor US communities where they grew up (Marshall, Schell, Elliott, Berthold, & Chun, 2005). Differences in individuals' well-being and reported growth following deportation were expected to correlate with reported integration of internal ethnic identities and competence in Khmer (Cambodian) language. Results indicate limited relationships between main variables. Implications for future research are discussed.

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Cash, Therese Verkerke. "Effects of imagery training on language in expressive writing." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/2901.

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Research examining language in written and oral trauma narratives indicates that exposure and cognitive processing are important processes responsible for therapeutic change. Bio-informational theory, which defines emotions as the activation of response, stimulus, and meaning units in memory, provides a meaningful structure for evaluating language in traumatic and neutral essays. This study examined the effects of imagery training procedures designed to prime activation of response or stimulus units on word usage. The effect of writing instructions on activation of meaning units was also investigated. Unscreened undergraduates (n=246) were randomly assigned in a 2 writing condition (traumatic or neutral) x 3 training condition (response-training, stimulus-training, or no-training) design. Word count dictionaries were used to capture the effects of training and instructions on language. Overall, results supported predicted effects of stimulus training and trauma writing, but anticipated effects of response-training were inconsistent. Implications for theory and the use of language to measure emotion are discussed.

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Oesch, Nathaniel Tillman. "The adaptive significance of human language : function, form and social evolution." Thesis, University of Oxford, 2014. https://ora.ox.ac.uk/objects/uuid:134cde61-703b-4ff4-8ba0-a921fa287775.

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Language is arguably one of the most salient features that distinguish humans from other animal species. However, despite the existence of a large body of relevant theoretical and empirical research, there is currently no consensus as to why language emerged exclusively in the human species or how it evolved its unique communicative structure. In this thesis, I therefore take a multi-pronged approach to analysing and testing several different hypotheses for the biological function and evolution of language. In Chapter I, I review the evidence and theoretical arguments for each of these proposals and provide, in place, a synthetic perspective which integrates or eliminates each of these ostensibly competing hypotheses for the biological function of language. In Chapter II, I employ the first experimental test of the interdependence hypothesis: the unique proposal offered to explain the emergence and potential coevolution of language and cooperation in the human species. In pursuit of this experiment, I employed a cooperative social foraging task using small and large groups to determine what factors enable individuals to make sense of information from others and converge upon a group consensus. In Chapter III, I take an experimental approach to determine whether aspects of human language can be characterised in terms of honest signalling theory. In this respect, I test several different proposals predicted by the sexual selection and deception hypotheses for human language function. In Chapter IV, I divert attention away from biological function to focus more closely on language structure. More specifically, I take an experimental approach to the problem of how and indeed whether recursive syntax evolved to be a consistent feature of human language. In pursuit of this experiment, I utilized the Imposing Memory Task (IMT) and a recursive syntax measure, to determine relative performance on each of these cognitive tasks, thereby testing whether recursive syntax may have evolved in tandem with higher-order intentionality (also known as embedded mindreading). Finally, in Chapter V, I discuss the results and implications of these experiments, and possible suggestions for future studies.

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Triano-López, Manuel. "The attitude-behavior relationship in the context of lexical purification." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3177638.

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Thesis (Ph.D.)--Indiana University, Dept. of Spanish and Portuguese, 2005.
Title from PDF t.p. (viewed Dec. 8, 2008). Source: Dissertation Abstracts International, Volume: 66-05, Section: A, page: 1745. Director: Albert Valdman.

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Marshall, Harriette. "Gender identity and speech." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/19104.

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Hawken, Leanne. "Teaching nonsexist language." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2299.

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Studies have shown that people are opposed to writing in nonsexist language and that attempts to teach nonsexist language have been unsuccessful in causing people to change their writing styles. Previous studies focused on how to write in nonsexist language, but did not focus on why using nonsexist language is important. In the present study an attempt was made to change attitudes toward sexist language, as well as to teach how to write in nonsexist language by comparing two methods of teaching nonsexist language. All participants completed an interactive computer program that taught nonsexist language. The experimental group then discussed/role played the importance of writing in nonsexist language whereas the control group discussed/role played ethical issues involved in experimental research. Groups were compared on their attitudes towards sexist language using the Hawken Sexist Language Questionnaire, designed for this study. Groups were also compared on how well they recognized sexist language using the Gender-Specific Language Scale and wrote in nonsexist language when answering six short essay questions. Results showed no difference between the experimental group and the control group on any of the dependent measures post-intervention or during a 3-week follow-up. Implications for future research are discussed.

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Smith, Carolyn Ann. "The use of conventional social game formats to promote the development of language in three to fiveyear old children with communicative disorders." Thesis, Open University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.308844.

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Jones, Emma C. "Rhetorical Weapons: The Social and Psychological Influences of Language and Labeling in Instances of Genocide." Scholarship @ Claremont, 2011. http://scholarship.claremont.edu/cmc_theses/251.

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It is difficult to understand why genocide continues to occur, even when the international community pledges never to let it happen in the future. Techniques such as moral disengagement and dehumanization have consistently resulted in genocide. These techniques can be greatly amplified through the careful use of language and labeling. The purpose of this paper is to examine the roles that language and labeling play in genocide. Social and psychological influences that use language will be investigated through the examination of the Holocaust, the Cambodian genocide and the Rwandan genocide. These influences are many times unintentionally or unknowingly exercised and can have negative results for everyone involved. The use of language in the media is also examined, along with ways in which ordinary people can avoid susceptibility to language that could influence them to commit evil acts such as genocide.

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Long, Kelsey B., Kelsey C. Rookstool, Lauren P. Driggers-Jones, and Wallace Jr Dixon. "Effects of Birth Order on Temperament and Language." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/asrf/2018/schedule/210.

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Previous research has shown temperament to be stable throughout development and this effect remains when controlling for infant birth order. However, to our knowledge, there have been no investigations examining the direct relationship between temperament characteristics and birth order within the family. Because infant temperament has been shown to be related to maternal stress during pregnancy it stands to reason that mothers caring for multiple children while pregnant will experience more stress, and thus affect the temperament of their gestating offspring. Therefore, the first aim of the present investigation was to evaluate whether birth order was associated with infant temperament. Additionally, research has shown relationships between birth order and language; with second born children showing a significant advancement of language skills compared to first born children. However, no studies have investigated the relationship between birth order and gestural abilities. Because gestural abilities significantly predict language development, it stands to reason that birth order should also affect the gestural abilities of infants. Thus, the second aim of the current project was to evaluate the relationship between birth order and gestural abilities. Eighty-three children visited the lab at M = 15.45 months. Caregivers completed the Infant Behavioral Questionnaire-Revised (IBQ-R), the MacArthur-Bates Communicative Development Inventory:Words and Gestures (MCDI-WG), and a demographic questionnaire concerning family size and birth order. In line with our first aim, we evaluated correlations between infant temperament and birth order. These analyses revealed a significant relationship between the temperamental superdimension of negative affectivity; specifically, the subdimension of sadness was the main factor driving the relationship between birth order and temperament. Next, to investigate whether birth order was related to gestural abilities, we analyzed correlations between birth order and the MCDI-WG categories of performing actions with objects, as well as imitation. This analysis revealed significant associations between birth order and both gestural categories. While these results were in line with our expectations, they remain to be supported by replication. However, should these results withstand tests of replication, they suggest interesting findings for both temperament and language research. First, these results suggest that later born children are at risk for a difficult temperament; however, the specific cause of this relationship is unknown, but could include prenatal stress, or stress during infancy such as less time spent with caregivers. Secondly, these results suggest that later born children are at a particular advantage. This advantage may be due to the fact that later born children, by virtue of their larger families, have a greater number of exemplars from which to learn gestures through observation.

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Weber, Jessica M. "Evaluating the Role of Social Approach Behaviors in Children with Autism." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2242.

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Children diagnosed with autism show marked impairments in social and communicative behaviors. According to social motivation and social orienting models of autism, decreased social interest leads to less social input and fewer social learning opportunities (Chevallier et al., 2012; Mundy & Neal, 2001). These models suggest that the ability to initiate and participate in social interactions are important factors in language development. Research in this area has focused on the role of joint attention in language development however; the current study takes a broad view of social interest and posits that not only joint attention, but all socially mediated behaviors are important in language development. The aim of the current study was (1) to evaluate a novel behavioral-coding scheme of social approach behaviors and (2) evaluate the relationship between social approach behaviors and language development. The social approach coding scheme used frequency counts of seven social behaviors emitted during an administration of the ADOS. These behaviors were coded as being either initiated by the child or occurring in response to the parent or examiner, however, no distinction was made on the basis of on the function of the behavior. Social approach rates gleaned using this novel coding scheme were correlated with existing measures of social motivation suggesting that social approach coding is capturing a similar construct as those of existing measures. Social approach rates were also used to evaluate the relationship between social behaviors and language development. The results indicated that both social initiations and social responses are important in language development. Overall, children with higher rates of both social initiations and social responses showed increased scores on language measures. The coding scheme presented provides an alternative way to quantify behaviors on the ADOS that may be used in treatment development and assessment. Given the relationship between social approach rates and language development, using this coding scheme may provide a way to determine those behaviors that are most challenging for a child so that they can be targeted in intervention to facilitate not only their social development but also language acquisition.

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Baker-Rush, Meredith Lynn. "Self-Efficacy, Perceived Skills, and Real Knowledge of Speech-Language Pathologists." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3083.

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Although speech language pathologists' (SLPs) knowledge of communication and swallowing has been undisputed, their knowledge and skills related to tracheostomy and mechanical ventilation (MV) seem varied. The consequences associated with the presence of tracheostomy or MV demonstrate the necessity of training. Guided by Bandura's social cognitive theory, this study was designed to determine if SLPs' training influenced self-efficacy and real knowledge, and to evaluate trends associated with SLPs' pursuit of specialized training. A total of 236 SLPs practicing in the United States responded to a researcher-developed knowledge and confidence test for tracheostomy and mechanical ventilation (KCT-TMV). Data were analyzed via ttest, one-way ANOVA with post hocs, regressions, and correlations. Knowledge scores of SLPs were low as identified by responses on the KCT-TMV. SLPs reported confidence and high self-efficacy, yet those ratings did not correlate with high levels of knowledge. Therefore, some SLPs may not recognize they lack knowledge/competency. A lack of competency in continued practice is a violation of the Rules and Code of Ethics of the American Speech Language Hearing Association as well as nonmaleficence. Trends related to the pursuit of training were focal to a lack of resources from employers and inconsistencies in healthcare practice. These results may bring positive social change to the training of SLPs. By doing so, the social impact may result in improved patient care and patient health outcomes for the tracheostomized and MV patient populations.

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Acheme, Doris. "THE EVALUATION OF NON-STANDARD ACCENTED ENGLISH: ANINTERGROUP PERSPECTIVE ON LANGUAGE ATTITUDES." Cleveland State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=csu1529591883681638.

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Whitman, Robert Leader. "Literacy, new capitalism, and new work orders: Case studies from school-to-work education." Diss., The University of Arizona, 2004. http://hdl.handle.net/10150/280663.

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This dissertation examines literacy practices in settings that have been transformed by changes in capitalism of the last forty years. These settings are characterized by increased technologization, accrediting processes, team-building, and a requirement for independent critical thinking on the part of workers. The two school-to-work programs included in the dissertation are biotechnology and nursing. Both were sited in a two-year urban community college and both had the characteristics mentioned above. However they also provided a contrast it two ways. First, nursing is a traditional practice that has recently been transformed by changes in capitalism while biotechnology is a completely new field that didn't exist forty years ago. Second, students in these school-to-work programs were pointed towards different class positions within their work settings; biotechnology students toward elite positions, and nurses toward a more traditional and less elite position. The dissertation examines how apprentice workers in these settings learn new practices of a changed capitalism through literacy and other discursive processes as they move back and forth between school and work settings. It also examines students as they learn other aspects of capitalism through the grammars of their respective fields. These include gendered work identities, highly prescriptive critical thinking processes that bear the footprints of a sociohistorical past, and new processes of thinking and acting that are characteristic of a new moment in capitalism.

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Zunick, Peter V. "Directed Abstraction Promotes Self-Concept Change following a Success." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1337104926.

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Jacobs, Julia. "The impact of adoption related language on the affective reactions of adopted Chinese girls." Xavier University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1394883548.

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Wohlgamuth, Taylor Lynn. "The Social Emotional Learning Language Arts (SELLA) Curriculum: a Qualitative Evaluation of Implementation." University of Dayton / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1596533920489084.

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Manis, Hannah C., Wallace E. Jr Dixon, Lauren P. Driggers-Jones, and Jordan K. Willey. "Relationship Between Joint Attention and Language in Multiparous and Uniparous Households." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/61.

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Through verbal and nonverbal dyadic engagement with caregivers, infants acquire two critical capacities for social engagement: joint attention and language. Children initiate joint attention (IJA) when they use eye contact and pointing (IJA bids) to direct the attention of a social partner to objects of common interest, which then helps children acquire object labels from their social partners. The present study was designed to examine differences in the effect of the number of children in the household (also known as “parity”) on the relationship between IJA and language development. We reasoned that infants who are only children (i.e., in uniparous homes), relative to infants who have one or more siblings (i.e., in multiparous homes), would have more opportunity to engage in IJA, and would, therefore, acquire a larger number of object labels. We tested the hypotheses that: 1) there would be a positive correlation between the number of IJA bids and language overall, and 2) parity would moderate the IJA-language relationship such that in uniparous households, the aforementioned correlation would be stronger than in multiparous homes. For this study, 73 primarily white, middle-class infants ranging from 12 to 20 months of age (30 uniparous, 40 multiparous, 3 missing) visited the lab. Using the Picture Book Task of the Early Social Communication Scales, IJA behaviors were coded when children made eye contact with the experimenter (lower IJA) or pointed to pictures in the book (higher IJA) without elicitation. Productive and receptive vocabulary was measured through parental report using the MacArthur-Bates Communicative Development Inventory. Preliminary analyses showed that older children had larger productive [r(30) = .50, p = .000] but not receptive vocabularies relative to younger children. Also, we were surprised to find that the ages of the infants in our investigation were not associated with the number of siblings in their homes since older infants would have been more likely to have younger siblings. In terms of our hypotheses, it was found that IJA was not associated with either language measure. To test for a moderation effect, we conducted a moderated regression analysis in which each language measure was regressed on IJA, the number of siblings in the home, and the interaction term for these two variables. The interaction term was statistically significant, indicating a moderation effect [B = -8.09, SD = 4.00, t = -2.02, p = .047]. However, this association disappeared after controlling for child age. Overall, our hypotheses were not supported. Although it is possible that parity has no moderating effect of on the IJA-language relationship, our sample size did not provide for large amounts of statistical power to make such a strong claim in this direction. Still, these null findings may provide positive reassurance for families with multiple children that their younger children are not at an IJA/language acquisition disadvantage.

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Salley, Brenda J. "Does Joint Attention Mediate the Relationship between Temperament and Language?" Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1020.

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Individual differences in child temperament have been associated with individual differences in language development; similarly, relationships have been separately reported among temperament, language and early nonverbal social communication (joint attention). The present study examined the relationship between temperament and language, in the context of joint attention as an underlying developmental variable mediating this association. Temperament, language and joint attention were assessed in 51 Appalachian 21-month-old toddlers. Results indicate a relationship between aspects of temperamental difficulty, including low executive control and high negative affect, and low language. A relationship was also found between temperament and joint attention, such that aspects of high negative affect were predictive of less frequent joint attention engagement. No association was found between joint attention and language at 21 months. Therefore in general, the utility for a model of joint attention as a mediating variable in the relationship between temperament and language was not substantiated.

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Padilla, Dalmau Yaniz Cristina. "Evaluation of choices by bilingual children with disabilities across social contexts: the role of stimulus and language preference." Diss., University of Iowa, 2012. https://ir.uiowa.edu/etd/3363.

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There has been recent interest in the field of applied behavior analysis in language as an independent variable. This study constitutes the second study in a line of programmatic research investigating the influence of the practices of the verbal community, or language, on children's preferences and reinforcers. Stimulus and language preferences of four children with disabilities who were exposed to Spanish and English in their natural environment were evaluated during three sequentially administered paired-stimulus preference assessments across three contexts: attention/talking, tangible/playing, and demands/working. The purposes of this study were to (a) identify whether participants displayed a language preference and if so, if their language preference was consistent across the three social contexts; (b) evaluate the interaction between language and stimulus preference within each context; and (c) descriptively compare whether participants' language proficiency in their L1 and L2 was related to their language preferences. The results of this study showed that (a) children demonstrated language preferences for their L1 or L2, and these preferences were not always consistent across social context; (b) all children showed displacement of stimuli across the preference hierarchy due to language, but the magnitude of the displacement varied across context and participant; and (c) participants' language proficiency as reported by their mothers did not always predict the participants' language preference. These results extend the preference assessment literature by suggesting that the language of presentation may influence the results of preference assessments and that the influence of language may vary across context. The results also suggest that the influence of cultural practices, such as language, on behavioral assessments should be evaluated at the individual level.

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Khourdaji, Mais. "Investigating the mediating effects of family emotional expressiveness, language skills, social skills, on relationship between the early caregiving environment and future adolescent behavior outcomes." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/124.

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Research has shown that the caregiving environment and the type of parent-child interactions that occur during development can have significant impact on future child outcomes for positive as well as negative outcomes (Ruffman, Slade, Devitt, & Crowe, 2006; Fonagy, Gergely, & Target, 2007). Language and emotional expressiveness are common themes that past research suggest are aspects of healthy and open parent-child interactions, and which may have associations with positive child outcomes (Carlson, Mandell, & Williams, 2004). Participants included 1359 children from the longitudinal NICHD Study of Early Child Care—variables were measured at 54 months, 3 rd , 4 th , and 6 th grades and at age 15. The early caregiving environment was found to predict 4 th grade language skills, but this relationship was not mediated by family emotional expressiveness in 3 rd grade. Family emotional expressiveness was found to predict 6 th grade social skills, but this was not mediated by 4 th grade language skills. Evidence of an indirect effect of language skills on social skills was found. Fifth grade language skills were not found to predict adolescent problem behavior, however, an overall significant indirect effect was found. Finally, family emotional expressiveness was found to predict adolescent problem behavior, and this relationship was partially mediated by 6th grade social skills. Direct, indirect, and total effects of the various predictors of adolescent problem behavior are discussed in the final chapter.

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Wei, Chloe. "Good fortune or Misfortune? Linguistic/Cultural Associations, Native versus Non-native Language and Attitude Change in Chinese-English Bilingual-Biculturals." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/scripps_theses/971.

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With a growing multilingual global population, it is becoming increasingly important to know how people of varying cultures respond to persuasive appeals. Cross-cultural studies on persuasion have found differences in American and Chinese advertisements that reflect individualistic and collectivist cultural values. However, these studies have ignored the possible effect of language, despite research showing that language can activate specific cultural ideas and behaviors in bilingual individuals. Additionally, differences have been found in thinking and emotionality in the native (L1) versus the non-native language (L2), that seem to parallel the central and peripheral routes of elaboration in persuasion. Therefore, the proposed study will explore relationship between culture, language and attitude change. In stage 1, participants will report their initial attitudes towards the topics of air travel and nuclear power and their L1 preference. In stage 2, participants will read 2 stories that contain a cultural prime (magpie/red light from a lantern) with contrasting cultural association in American and Chinese culture and fictional scenarios about air travel and nuclear power. Participants will report their attitudes after reading the stories and attitude change will be examined. Two possible outcomes for main effects and interactions between Linguistic/Cultural association and L1 preference on the dependent variable of attitude change will be explored with the intent of discovering which processes are dominant in the bilingual brain.

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Robbins, Megan L. "A Social Interaction Analysis of the Daily Conversations of Couples Coping with Breast Cancer." Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/222896.

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This dissertation used naturalistically-observed snippets of actual conversations of couples coping with breast cancer to understand how often, with whom, and how couples talk about cancer and other topics, and how these conversations relate to both partners' adjustment to the experience. Fifty-six breast cancer patients undergoing treatment and their spouses wore the Electronically Activated Recorder (EAR) for one weekend and completed adjustment questionnaires at baseline and a two-month follow-up. The first study revealed that couples discussed cancer in fewer than 10% of their conversations, and that these conversations occurred more frequently with each other than with friends and family. Cancer conversations tended to be informational and supportive, and spouses', rather than patients', discussion of cancer tended to be more related to adjustment. The second study analyzed the social language used within couples' cancer-related and other topics of conversation. Specifically, it examined the associations between we-talk (first-person plural pronouns), I-talk (first-person singular pronouns), and you-talk (second-person pronouns) and couples' adjustment. Results revealed that, contrary to prediction, both partners' we-talk was associated with concurrent, rather than future, adjustment. Further, both partners' focus on the spouse, indicated by I-talk and you-talk, was related to better adjustment for spouses. The findings in this dissertation indicate that psychosocial factors influence spouses' adjustment at least as much as patients' adjustment to breast cancer, and that couples without an exclusive focus on the patient may fare better overall.

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Sloan, Lucy. "Language brokering: A parent's perspective." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2416.

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Language brokering is known as the translating transaction between two individuals. This study seeks to investigate the language brokering which occurs between Latino parents and their children. In particular, it seeks to examine Latino parents' comfort level in different brokering settings/places and with different individuals.

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Christiansen, Katie. "Mother-Child Interactions Among Latino Families and European-American Families in Relation to Children's Language Outcomes." DigitalCommons@USU, 2008. https://digitalcommons.usu.edu/etd/177.

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The number of Latino families in the United States is increasing dramatically. For some of the children in these families, the acquisition of reading skills is hampered by inadequate early language development. Early language development is a key predictor of reading success. Identifying ways in which parents in these families can help children acquire early language skills will better prepare them for acquiring reading skills. This study used a new parenting measure, PICCOLO, to identify parenting behaviors that are related to children's language development. The primary focus of this project was on Spanish-speaking Latino families, but a group of English-speaking European-American families was used as a contrast group. Parenting behaviors, parenting differences between cultures, and relations between PICCOLO data and children's language outcomes were explored. Results indicated that there were fewer correlations between parenting behaviors of Latino parents and children's language than there were between European American parents and children's behavior. Behaviors that were related to children's language for Latino families were combined into a factor that significantly predicted children's language. The behaviors that made up this factor seemed to be from an aspect of parenting that could be described as "hands-off responsiveness."

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Dissertations / Theses on the topic 'Social psychology of language'

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