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Journal articles on the topic 'Social psychology of language'

Author: Grafiati
Published: 4 June 2021
Last updated: 8 February 2022

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1

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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2

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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3

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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4

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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5

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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6

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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7

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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8

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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9

Horwitz, Elaine K. "Psychology for Language Teachers: A Social Constructivist Approach." English for Specific Purposes 21, no. 2 (January 2002): 203–6. http://dx.doi.org/10.1016/s0889-4906(01)00011-4.

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10

Gasiorek, Jessica, Ann Weatherall, and Bernadette Watson. "Interactional Adjustment: Three Approaches in Language and Social Psychology." Journal of Language and Social Psychology 40, no. 1 (October 19, 2020): 102–19. http://dx.doi.org/10.1177/0261927x20965652.

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Interactional adjustment refers to people’s tendency to adjust, or adapt, their communication behavior in social interactions. In recent years, three distinctive approaches to this topic that have featured prominently in the Journal of Language and Social Psychology are communication accommodation theory (CAT), language style matching (LSM), and discursive psychology using conversation analysis (DPCA). In this article, we provide a review of these three approaches, highlighting what defines and distinguishes them, as well as what insights into interactional adjustment each offers. We draw out the connections and points of tensions between these approaches; in so doing, we identify future directions for research on interactional adjustment as a fundamental aspect of human communication, and in the study of language and social psychology.
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11

Müller, Ulrich, and Jeremy I. M. Carpendale. "The role of social interaction in Piaget's theory: language for social cooperation and social cooperation for language." New Ideas in Psychology 18, no. 2-3 (August 2000): 139–56. http://dx.doi.org/10.1016/s0732-118x(00)00004-0.

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12

Pitts, Margaret J. "A Spotlight on Contemporary Language and Social Psychology Research: Selected Proceedings From the 16th International Conference on Language and Social Psychology." Journal of Language and Social Psychology 38, no. 4 (August 12, 2019): 400–408. http://dx.doi.org/10.1177/0261927x19865295.

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This introduction to the special issue offers a brief report on the proceedings from the 16th International Conference on Language and Social Psychology (ICLASP16) and concludes with an invitation to participate in the upcoming ICLASP17 (Hong Kong, 2020). The nine papers selected for this special issue represent the diversity of scholarship and methodology presented at ICLASP16 (held in Edmonton, Canada, 2018). It includes student debut work, student-faculty collaborative pieces, keynote addresses, competitive papers, and an invited state-of-the-scholarship review.
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13

Duckitt, John. "Prejudice: its social psychology." Journal of Multilingual and Multicultural Development 35, no. 2 (June 6, 2013): 196–98. http://dx.doi.org/10.1080/01434632.2013.803723.

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14

Giles, Howard. "14th International Conference on Language and Social Psychology (ICLASP14)." Journal of Language and Social Psychology 32, no. 2 (May 20, 2013): 119–20. http://dx.doi.org/10.1177/0261927x13489442.

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15

VERHEGGEN, CLAUDINE. "How Social Must Language Be?" Journal for the Theory of Social Behaviour 36, no. 2 (June 2006): 203–19. http://dx.doi.org/10.1111/j.1468-5914.2006.00303.x.

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16

Clark, Scott, Munesuke Mita, and Kazuo Mizuta. "Social Psychology of Modern Japan." Journal of Japanese Studies 20, no. 2 (1994): 599. http://dx.doi.org/10.2307/133229.

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17

Holtgraves, Thomas M., and Yoshihisa Kashima. "Language, Meaning, and Social Cognition." Personality and Social Psychology Review 12, no. 1 (December 17, 2007): 73–94. http://dx.doi.org/10.1177/1088868307309605.

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18

Blanco, Amalio, and Luis de la Corte. "The Decade 1989–1998 in Spanish Psychology: An Analysis of Research in Social Psychology." Spanish Journal of Psychology 4, no. 2 (November 2001): 203–18. http://dx.doi.org/10.1017/s1138741600005758.

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In this study, a detailed exploration is carried out of the production of research and theory in social psychology in the Spanish context. The main research areas are: Work and organizational psychology, social health psychology, community and social services psychology, environmental research, judicial and political psychology, psycosocial theory and meta-theory, social psychology of language, research on emotion, group processes and social identity. The growing importance of social psychology within the framework of Spanish psychology is emphasized, and the relation with specific social problems from the national context, and the paradoxically scarce originality of the theoretical perspectives and the leading research, strongly influenced by Anglo Saxon social psychology, is commented upon.
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19

Scott-Phillips, Thomas C. "The Social Evolution of Language, and the Language of Social Evolution." Evolutionary Psychology 5, no. 4 (October 1, 2007): 147470490700500. http://dx.doi.org/10.1177/147470490700500405.

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Recent years have witnessed an increased interest in the evolution of the human capacity for language. Such a project is necessarily interdisciplinary. However, that interdisciplinarity brings with it a risk: terms with a technical meaning in their own field are used wrongly or too loosely by those from other backgrounds. Unfortunately, this risk has been realized in the case of language evolution, where many of the terms of social evolution theory (reciprocal altruism, honest signaling, etc.) are incorrectly used in a way that suggests that certain key fundamentals have been misunderstood. In particular the distinction between proximate and ultimate explanations is often lost, with the result that several claims made by those interested in language evolution are epistemically incoherent. However, the correct application of social evolution theory provides simple, clear explanations of why language most likely evolved and how the signals used in language — words — remain cheap yet arbitrary.
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20

Digard, Bérengère G., Antonella Sorace, Andrew Stanfield, and Sue Fletcher-Watson. "Bilingualism in autism: Language learning profiles and social experiences." Autism 24, no. 8 (July 17, 2020): 2166–77. http://dx.doi.org/10.1177/1362361320937845.

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Bilingualism changes how people relate to others, and lead their lives. This is particularly relevant in autism, where social interaction presents challenges. Understanding the overlap between the social variations of bilingualism and autism could unveil new ways to support autistic people. This research aims to understand the language learning and social experiences of mono-, bi- and multilingual autistic people. A total of 297 autistic adults (mean age = 32.4 years) completed an online questionnaire including general demographic, language history and social life quality self-rating items. The sample included 89 monolingual English speakers, 98 bilinguals, and 110 multilinguals, with a wide range of language profiles. Regression models were used to analyse how bilingualism variables predicted social life quality ratings. In the full sample, age negatively predicted social life quality scores while the number of languages known positively predicted social life quality scores. In the multilingual subset, age negatively predicted social life quality scores, while third language proficiency positively predicted social life quality scores. This is the first study describing the language history and social experiences of a substantial sample of bilingual and multilingual autistic adults. It provides valuable insight into how autistic people can learn and use a new language, and how their bilingualism experiences shape their social life. Lay abstract Bilingualism changes the way people relate to others. This is particularly interesting in the case of autism, where social interaction presents many challenges. A better understanding of the overlap between the social variations of bilingualism and autism could unveil new ways to support the social experiences of autistic people. This research aims to understand the language learning and social experiences of autistic people who speak one, two or more languages. A total of 297 autistic adults (aged between 16 and 80 years) completed an online questionnaire that included general demographic questions, social life quality self-rating questions, language history questions, and open questions about the respondents’ bilingualism experience. Respondents had a wide range of language experiences: there were 89 monolingual English speakers, 98 bilinguals, 110 respondents knew three languages or more, all with a wide range of abilities in their languages. In the full group, younger respondents were more satisfied with their social life, and respondents with many languages were more satisfied with their social life than respondents with few languages. In the multilingual group, younger respondents were more satisfied with their social life, and the more skilled in their third language the more satisfied with their social life. This is the first study describing the language history and social experiences of a large group of bilingual and multilingual autistic adults. It highlights how autistic people can encounter a new language, learn it and use it in their daily life, and how their bilingualism experiences shape their social life.
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21

Clement, Richard. "Social Psychology and Intergroup Communication." Journal of Language and Social Psychology 15, no. 3 (September 1996): 222–29. http://dx.doi.org/10.1177/0261927x960153001.

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22

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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23

Grimshaw, Allen D., and Richard Totman. "Social and Biological Roles of Language: The Psychology of Justification." Contemporary Sociology 15, no. 4 (July 1986): 661. http://dx.doi.org/10.2307/2069353.

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24

No authorship indicated. "Review of Recent Advances in Language, Communication, and Social Psychology." Contemporary Psychology: A Journal of Reviews 33, no. 9 (September 1988): 833. http://dx.doi.org/10.1037/026058.

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25

Beloff, Halla. "Social and biological roles of language: The psychology of justification." Journal of Psychosomatic Research 30, no. 3 (January 1986): 390–91. http://dx.doi.org/10.1016/0022-3999(86)90020-6.

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26

Gallois, Cindy, Eric J. Vanman, Elise K. Kalokerinos, and Katharine H. Greenaway. "Emotion and its Management: The Lens of Language and Social Psychology." Journal of Language and Social Psychology 40, no. 1 (October 22, 2020): 42–59. http://dx.doi.org/10.1177/0261927x20966722.

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In this paper, we briefly review the large research literature on emotion in social psychology, and show how it is now firmly embedded in language and communication. As a springboard, we look at the history of emotion studies in JLSP. Then, we consider theory and methodology, and evaluate how standard and more recent methods of measurement have led to new ways of looking at the communication of emotion, including in real-life contexts. We conclude with suggestions for a research agenda that takes the study of emotion forward into the heartland of research in language and social psychology.
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27

Khoroshilov, D. A. "Digital mind: mediatization of social cognition in culture, science and art." Social Psychology and Society 10, no. 4 (2019): 9–22. http://dx.doi.org/10.17759/sps.2019100402.

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Psychology of social cognition as the construction of the image of the social world requires addition of the concept of deep mediatization (N. Couldry, A. Hepp). In the frames of modern sociology and cultural-historical psychology it should be talked about the mediatized construction of the image of the world, mediated by the language of mass communication. The code of media language — not verbal, but visual — is analyzed in the epistemological and methodological contexts of the visual turn in the humanities. The realization of this trend in Russian psychology is the aesthetic paradigm of the everyday life (T. Martsinkovskaya, M. Guseltseva, D. Khoroshilov). Its main idea is the comparative analysis of the languages of the scientific concepts and art and media images, what allows to explicate visibility optics of the everyday life in the modern society. The article concludes with the aesthetics and psychological explanation of the phenomena of deep mediatization of social cognition from Nicola Gogol to the popular TV series «Black mirror».
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28

Moreno, Esteban Sánchez, and Ana Barrón López de Roda. "Social Psychology of Mental Health: The Social Structure and Personality Perspective." Spanish Journal of Psychology 6, no. 1 (May 2003): 3–11. http://dx.doi.org/10.1017/s1138741600005163.

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Previous research has revealed a persistent association between social structure and mental health. However, most researchers have focused only on the psychological and psychosocial aspects of that relationship. The present paper indicates the need to include the social and structural bases of distress in our theoretical models. Starting from a general social and psychological model, our research considered the role of several social, environmental, and structural variables (social position, social stressors, and social integration), psychological factors (self-esteem), and psychosocial variables (perceived social support). The theoretical model was tested working with a group of Spanish participants (N = 401) that covered a range of social positions. The results obtained using structural equation modeling support our model, showing the relevant role played by psychosocial, psychological and social, and structural factors. Implications for theory and intervention are discussed.
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29

Kovacs, Balazs, and Adam M. Kleinbaum. "Language-Style Similarity and Social Networks." Psychological Science 31, no. 2 (December 26, 2019): 202–13. http://dx.doi.org/10.1177/0956797619894557.

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This research demonstrates that linguistic similarity predicts network-tie formation and that friends exhibit linguistic convergence over time. In Study 1, we analyzed the linguistic styles and the emerging social network of a complete cohort of 285 students. In Study 2, we analyzed a large-scale data set of online reviews. In both studies, we collected data in two waves to examine changes in both social networks and linguistic styles. Using the Linguistic Inquiry and Word Count (LIWC) framework, we analyzed the text of students’ essays and of 1.7 million reviews by 159,651 Yelp reviewers. Consistent with our theory, results showed that similarity in linguistic style corresponded to a higher likelihood of friendship formation and persistence and that friendship ties, in turn, corresponded to a convergence in linguistic style. We discuss the implications of the coevolution of linguistic styles and social networks, which contribute to the formation of relational echo chambers.
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30

No authorship indicated. "Review of Language and Social Situations." Contemporary Psychology: A Journal of Reviews 33, no. 2 (February 1988): 174. http://dx.doi.org/10.1037/025461.

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31

Oktaviana, Fadilla, and Ina Rohiyatussakinah. "SOCIAL VARIATIONS OF LANGUAGE USER (EDUCATION, JOB, AND SOCIAL PRANATA)." Journal of English Language Teaching and Literature (JELTL) 2, no. 1 (March 18, 2019): 1–22. http://dx.doi.org/10.47080/jeltl.v2i1.537.

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This study aims to describe the social variation of language based on education level, type of work, and social institutions on Facebook users with an age range of 24-50 years. The source of data in this study is the status written on social media in this case facebook. The data collection technique is done by referring to the note taking technique. The data analysis technique used is content analysis. The results of the analysis show that the educational background, the type of work that is owned and the social institutions possessed by the users of the language are very influential in the content of writing, choice of words and writing when communicating. Although not a single factor because there are still many other factors that affect such as psychology, writing style, and others.
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32

Benson, Phil. "George Herbert Mead and the Psychology of Language Learning." Journal for the Psychology of Language Learning 1, no. 1 (June 23, 2019): 2–26. http://dx.doi.org/10.52598/jpll/1/1/2.

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George Herbert Mead was an early-twentieth century American psychologist, who work on social psychology has been especially influential in sociology. Although Mead wrote a good deal on language, his work has had much less influence on linguistics and applied linguistics. Outlining key ideas from Mead’s work on the emergence of language and mind from social interaction in the environment, this paper makes a case for Mead to be considered among the foundational figures in the psychology of language learning. It argues that his work is especially worth reading as a source of ideas that might underpin an ecological view of the psychology of language learning.
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33

Holman, E. Alison, and Philip G. Zimbardo. "The Social Language of Time: The Time Perspective–Social Network Connection." Basic and Applied Social Psychology 31, no. 2 (May 12, 2009): 136–47. http://dx.doi.org/10.1080/01973530902880415.

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34

Chryssochoou, Xénia. "Studying identity in social psychology." Studying Identity: Theoretical and Methodological Challenges 2, no. 2 (November 18, 2003): 225–41. http://dx.doi.org/10.1075/jlp.2.2.03chr.

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The present paper discusses the concept of identity in social psychology. It is suggested that identity is a particular form of social representation that mediates the relationship between the individual and the social world. Identity makes the link between social regulations and psychological organizations (i.e. identifications/self-categories) and constitutes the organizing principle of symbolic relationships. Its functions are to inscribe the person in the social environment, to communicate peoples’ positions and to establish relationships with others (social recognition). Thus identity is a cyclical process constituted by three actions: knowing, claiming and recognizing. Social psychologists have started their investigations of identity by emphasizing different aspects of this process: self-knowledge, claims and recognition and have focused on processes of socialization, communication and social influence. Finally, it is argued that through their active participation in the social world (by knowing, recognizing and claiming), individuals construct a set of knowledge about the world and themselves: their identity. To protect from, provoke or respond to changes to this knowledge people act in the name of identity. Thus, identity constitutes the social psychological context within which worldviews are constructed, through which these worldviews are communicated and for which battles are fought.
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35

Aronsson, Karin. "Age in social interaction. On constructivis t epistemologies and the social psychology of language." International Journal of Applied Linguistics 7, no. 1 (June 1997): 49–56. http://dx.doi.org/10.1111/j.1473-4192.1997.tb00103.x.

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36

Wood, Joshua K., Michael Gurven, and Lewis R. Goldberg. "Ubiquitous Personality–Trait Concepts in 13 Diverse and Isolated Languages: A Cluster–Classification Approach." European Journal of Personality 34, no. 2 (March 2020): 164–79. http://dx.doi.org/10.1002/per.2246.

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There is longstanding interest in the generalizability of personality across diverse cultures. To investigate the generalizability of personality concepts, we examined the English translations of individual–difference entries from the dictionaries of 12 small–scale societies previously studied for ubiquity of individual differences plus the dictionary of an additional society not previously studied in this manner. These 13 societies are highly diverse in geographical location, culture, and language family; their languages developed in isolation from modern–world languages. The goal of our exploratory research was to discover ubiquitous personality concepts in these 13 independent societies and their languages, providing a window into personality concepts across a broad range of cultures and languages. This study used clusters of empirically related terms (e.g. brave, courageous, and daring), based on a taxonomy of English–language personality concepts that consisted of 100 personality–trait clusters. English–language definitions of dictionary entries from the 13 languages were matched to the meanings of the synonym clusters. The cluster–classification method uncovered nine ubiquitous personality concepts, plus six that were present in at least 12 of the 13 languages. The nine ubiquitous personality concepts include some not previously identified and suggest a core of possibly universal concepts. © 2020 European Association of Personality Psychology
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37

Engin, Ali Osman. "Second language learning success and motivation." Social Behavior and Personality: an international journal 37, no. 8 (September 1, 2009): 1035–41. http://dx.doi.org/10.2224/sbp.2009.37.8.1035.

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The aim of this study was to understand the importance of the types of motivation students need to learn a foreign language successfully. Teaching and learning a foreign language are dependent upon positive motivation. A questionnaire and an achievement test were prepared and administered to a group of 44 students. Results were analyzed and evaluations and comparisons between success and motivation levels were then used to make suggestions for planning activities relating to teaching and learning languages.
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38

Saracho, Olivia N., and Bernard Spodek. "Oracy: social facets of language learning." Early Child Development and Care 177, no. 6-7 (August 2007): 695–705. http://dx.doi.org/10.1080/03004430701377540.

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39

Meier, Brian P., Simone Schnall, Norbert Schwarz, and John A. Bargh. "Embodiment in Social Psychology." Topics in Cognitive Science 4, no. 4 (July 9, 2012): 705–16. http://dx.doi.org/10.1111/j.1756-8765.2012.01212.x.

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40

Unger, Alexander, Karim Gassemi, and Julie Papastamatelou. "The Effects of Language Use on Time Perspectives in Multilingual Morocco." Psychology and Developing Societies 30, no. 2 (July 20, 2018): 153–74. http://dx.doi.org/10.1177/0971333618783398.

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In the current study, we tested the effects of language on time perspective orientation in a Moroccan student sample. Four explanation, mechanisms have been considered: first, the priming of different contents by the use of different languages; second, the influence of the use of different languages on the social identity; third, the altering of memory capacity fostered by the use of a foreign language; and fourth, the enhanced psychological distance when using a foreign language. We used a language manipulation in a sample of Moroccan students ( n = 133) with respect to the Zimbardo Time Perspective Inventory (ZTPI). The results show that the language manipulation can lead to differences with respect to the scoring on the ZTPI. The suggested mechanisms have different significance on the measurement of the five time perspectives: an altered psychological distance can account for observed differences in the two past-related dimensions—Past Positive and Past Negative—and for Present Hedonism, whereas for Present Fatalism and Future, either language priming effects or altered social identity may explain the observed differences better. The results of the current study also show in general that psychological measurement in Morocco is a more complex procedure than in linguistically homogenous countries.
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41

Hay, Ian, and Ruth Fielding-Barnsley. "Social Learning, Language and Literacy." Australasian Journal of Early Childhood 37, no. 1 (March 2012): 24–29. http://dx.doi.org/10.1177/183693911203700104.

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42

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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43

Painter, Desmond. "The Voice Devoid Of Any Accent: Language, Subjectivity, And Social Psychology." Subjectivity 23, no. 1 (June 12, 2008): 174–87. http://dx.doi.org/10.1057/sub.2008.11.

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44

Kroger, Rolf O., and Linda A. Wood. "Whatever happened to language in social psychology? A survey of texts." Canadian Psychology/Psychologie canadienne 33, no. 3 (1992): 584–94. http://dx.doi.org/10.1037/h0078741.

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45

Taylor, Donald M., and Esther Usborne. "Is the Social Psychology of Language a Genuine Field of Study?" Journal of Language and Social Psychology 26, no. 2 (June 2007): 204–11. http://dx.doi.org/10.1177/0261927x07300081.

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46

Pitts, Margaret J., and Jake Harwood. "Reflections on Language and Social Psychology Research From ICLASP11, Tucson, Arizona." Journal of Language and Social Psychology 28, no. 4 (July 28, 2009): 337–42. http://dx.doi.org/10.1177/0261927x09341835.

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47

Clair, Nancy. "Language: The social mirror." International Journal of Intercultural Relations 19, no. 2 (March 1995): 321–22. http://dx.doi.org/10.1016/0147-1767(95)90051-9.

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48

McCrae, Robert R. "Traits and trait names: How well is Openness represented in natural languages?" European Journal of Personality 4, no. 2 (June 1990): 119–29. http://dx.doi.org/10.1002/per.2410040205.

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The five‐factor model of personality has repeatedly emerged from lexical studies of natural languages. When adjective‐based factor scales are correlated with other personality measures, the adequacy and comprehensiveness of the five‐factor model are demonstrated at a broad level. However, English language adjectives do not necessarily capture more subtle distinctions within the five factors. In particular, of several facets of the Openness factor, only Openness to Ideas and Values are well represented in single terms. Openness to Fantasy, Aesthetics, Feelings, and Actions can be expressed in phrases, sentences, and literary passages—as excerpts from Bunin's ‘Lika’ illustrate— but not in single words. To maintain its relevance to personality psychology, the study of personality language must continue to examine empirical links to other personality systems and must move beyond the dictionary to analyses of natural language speech and writing.
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49

Rodriguez, Fred. "Language Diversity: A Social and Educational Dilemma." Contemporary Psychology: A Journal of Reviews 31, no. 7 (July 1986): 524. http://dx.doi.org/10.1037/024895.

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50

Byrnes, Deborah A., Gary Kiger, and Lee Manning. "Social Psychological Correlates of Teachers' Language Attitudes1." Journal of Applied Social Psychology 26, no. 5 (March 1996): 455–67. http://dx.doi.org/10.1111/j.1559-1816.1996.tb01859.x.

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