<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">The paper presents the outcome of an experiment on concept understanding in Polish congenitally totally blind and sighted children. A test of free associations was administered to a group of 40 sighted and 24 congenitally totally blind children between the ages of 7 and 9. The research instrument included 25 sample concepts grouped into four categories such as colors, nature phenomena, features of living organisms and physical processes. The collected responses lend support to the fact that there exist many impediments to proper concept understanding due to limited hands-on experience arising out of blindness, visible in the research by the presence of gaps in knowledge or egocentrism-based responses. The data exhibits a blind child's high dependence on contextual clues and a delay in the process of decontextualization, especially if it is not accompanied by sufficient stimulation from the child's environment.</abstract>

The World without Sight. A Comparative Study of Concept Understanding in Polish Congenitally Totally Blind and Sighted Children

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">This study explores the phenomenon of threatened identity that occurs because of significant, often abrupt changes in human life. As a result of a difficult experience, decision, change of cultural environment, loss of someone or something very important, an individual may feel he/she is someone different than before. Thus, establishing the continuity of one's personal identity may be a problem. In a report on this type of situation Glynis Breakwell (1986) proposes the term "threatened identity." She places it in the context of her structural model of identity. The present study is aimed at investigating possible images of threatened identity and characterizing them from the point of view of narrative sequences, the affective level and the ultimate - positive or negative - consequences of the individual's functioning. With regard to these aspects, five types of threatened identity have been distinguished from the empirical evidence: (1) the constructive re-evaluation, (2) the key experience, (3) the stable narrative sequence, (4) the seeking of power and autonomy and (5) the loss of part of oneself.</abstract>

The Threatened Identity: An Empirical Study

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">This paper investigates certain problems encountered when technology-based instruction is employed in teaching English as a foreign language. Three EFL specialists from Saudi Arabia are interviewed and their insights on solving those problems are presented. Many academics feel ill-equipped to utilize new technologies in teaching because they are technophobes who fear or dislike technology or do not have sufficient experience in employing computer applications. Other academics found technology-based teaching time-consuming, leading to increased workload, and demanding high levels of technical support. Solutions to face the reluctance to engage in electronic forms of teaching include the provision of instructional support to provide faculty with the necessary technical skills, changing college policies to consider teaching with technology an activity for which faculty receive credit, improving the reward system to motivate faculty to better productivity and higher performance, and addressing critical work-related issues, such as workload.</abstract>

Short communications. eLearning in EFL: Problems and Solutions

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">AAC practitioners and researchers have developed non-speech communication strategies and technology greatly during the past 30 years. This article concentrates on one of them: the Facilitated Communication Method. The aim of this research is to describe the facilitated communication method in the light of the perceptions and experiences of facilitators (N= 11) who have assisted handicapped people with expressing themselves with this method. The purpose is to bring out the use of the method, its preconditions and functionality, especially among autistic people. The data was gathered by semi-structured interviews. The research was based on a qualitative research paradigm with a phenomenographic method. The results show that no common formula for how to make the facilitated communication method succeed can be found, because every communication situation is different. However, the method aids many people with communication disabilities who are searching for a communication method that supports speech replacement.</abstract>

Can the Facilitated Communication Method Support Autistic People, According to Facilitators' Opinions?

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">The aim of the studies was to seek an answer to the following question: Which relationship patterns correlate with different conflict resolution strategies in women's and men's intimate relationships? The subjects were 56 engaged couples (aged 19-37) answering Conflict Resolution Strategy Questionnaires, Personal Authority in the Family System Questionnaires and The Family of Origin Scale. The network of correlations between conflict resolution strategies and relationship patterns is more complex for women than for men. In the women's group, the correlation connects constructive strategies (dialogue and loyalty) foremost with patterns defining intimacy (or its components). However, destructive strategies (exit and neglect) are related to patterns definitive of individuation levels in the family of origin, independence and position. In the men's group, however, the correlation connects conflict resolution strategies (constructive and destructive) to relationship patterns definitive of partner relations. Furthermore, constructive strategies are associated with lower intergeneration triangulation intensity and higher intergenerational intimidation intensity.</abstract>

Conflict Resolution and Relational Patterns in the Families of Origin of Women and Men

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">The paper describes the results of comparative research on the level of dogmatism in the utterance texts of patients diagnosed with paranoid schizophrenia (N=130) and healthy individuals (N=130). The analysis was conducted with the use of the Suitbert Ertel Dogmatism Quotient. The results indicate significant differences between these two groups.</abstract>

The Level of Dogmatism in Schizophrenia. A Comparative Analysis of Utterance Texts with the Use of the Suitbert Ertel Dogmatism Quotient

Short communications. Book review: Jenny Reeves &amp; Alison Fox (Eds.), Practice-Based Learning: Developing Excellence in Teaching. Edinburgh: Dunedin Academic Press 2008, 87 pp

AHEAD OF PRINT

Volume 28 (2024): Issue 1 (January 2024)

Volume 27 (2023): Issue 1 (January 2023)

Volume 26 (2022): Issue 1 (January 2022)

Volume 25 (2021): Issue 1 (January 2021)

Volume 24 (2020): Issue 1 (January 2020)

Volume 23 (2019): Issue 1 (January 2019)

Volume 22 (2018): Issue 1 (January 2018)

Volume 21 (2017): Issue 1 (January 2017)

Volume 20 (2016): Issue 3 (December 2016)

Volume 20 (2016): Issue 2 (November 2016)

Volume 20 (2016): Issue 1 (October 2016)

Volume 19 (2015): Issue 3 (December 2015)

Volume 19 (2015): Issue 2 (October 2015)

Volume 19 (2015): Issue 1 (May 2015)

Volume 18 (2014): Issue 3 (December 2014) Children's Language and Communicative Knowledge, Part Two. In childhood and beyond, Issue Editor: Barbara Bokus

Volume 18 (2014): Issue 2 (August 2014) Children's Language and Communicative Knowledge, Part One. In Memory of Professor Grace Wales Shugar, Issue Editor: Barbara Bokus

Volume 18 (2014): Issue 1 (May 2014)

Volume 17 (2013): Issue 3 (December 2013)

Volume 17 (2013): Issue 2 (September 2013)

Volume 17 (2013): Issue 1 (June 2013)

Volume 16 (2012): Issue 3 (December 2012)

Volume 16 (2012): Issue 2 (December 2012) Language as a Tool for Interaction, Issue Editor: Joanna Rączaszek-Leonardi

Volume 16 (2012): Issue 1 (June 2012)

Volume 15 (2011): Issue 2 (December 2011)

Volume 15 (2011): Issue 1 (June 2011)

Volume 14 (2010): Issue 2 (December 2010)

Volume 14 (2010): Issue 1 (June 2010)

Volume 13 (2009): Issue 2 (December 2009)

Volume 13 (2009): Issue 1 (June 2009)

Volume 12 (2008): Issue 2 (December 2008)

Volume 12 (2008): Issue 1 (June 2008)

Psychology of Language and Communication

eISSN: 2083-8506, pISSN: 1234-2238  Psychology of Language and Communication is an international, peer-reviewed scientific journal committed to publishing high-quality research in the areas of language and communication. We are operated by and affiliated with the Faculty of Psychology, University of Warsaw (Poland). We have adhered to the Diamond Open Access standard since our inception in 1997, allowing both the submission of manuscripts and access to full-text articles free of charge.  Psychology of Language and Communication publishes in the Volume Open mode. A new, single Volume Open is initiated at the beginning of each calendar year. Articles accepted for publication are continuously published in the yearly Volume Open, at a rate of about 1-2 articles per month.  We operate under Fair Open Access Principles and CC BY-NC-ND 4.0 license. We assure the quality of our manuscripts by a thorough assessment by the editorial team and a double-blind peer review process. We follow the COPE publication ethics principles.  Scope  We publish articles on various aspects of psychological studies on language and communication processes in both children and adults. This includes language production and comprehension, the brain's cognitive and social bases of speech, the nature and strategies of various types of discourse, language development, disorders of linguistic and communicative competences, corpus studies, social media communication, psychological text analysis, social perception of spoken and written language, and human-AI communication.  Psychology of Language and Communication integrates previously disparate perspectives and approaches in the psychology of communication into one place, promoting an interdisciplinary perspective on language and communication and providing a forum for researchers from all over the world. We welcome manuscripts representing perspectives in psychology, linguistics, sociology, philosophy, and computer science, provided they align with the journal's central focus. We believe that through these multiple perspectives, we can contribute to a more comprehensive understanding of the role that language and communication processes play in our world. We welcome original empirical studies (as full-length articles or short reports), replication studies, and reports of null findings. We are also keen to report on methodological advancements in the fields of language and communication research, theoretical papers, and literature reviews.  We are eager to collaborate with students and Early Career Researchers who have conducted solid work but might require additional support and feedback to prepare their work for peer-reviewed publication.  We encourage the proposal of special issues in two ways. First, researchers can suggest calls for papers, act as guest editors, and collaborate with us. Secondly, we invite conference and symposium organizers to contact us in advance regarding the publication of special issues. We are eager to provide an outlet for high-quality, thematically consistent collections of papers following a conference. Possible themes include both novel areas and approaches in the psychology of language and communication as well as overviews and critical reflections on established topics.  Why submit   All submissions undergo a preliminary assessment by a member of the Editorial Board and are then sent out for a thorough evaluation to two or three peer reviewers in a double-blind review process, where the identities of authors and reviewers are kept confidential.  Promotion of each published article.  Fast publishing.  Publishing without charge.  We are indexed in the following databases, among others:   Scopus  DOAJ  PsychINFO  EBSCO  Rejection Rate   80%  Follow us on Twitter - X    Archiving  Sciendo archives the contents of this journal in Portico - digital long-term preservation service of scholarly books, journals and collections.  For previous issues (1997–2007) go to plc.psychologia.pl/  Plagiarism Policy  The editorial board is participating in a growing community of Similarity Check System's users in order to ensure that the content published is original and trustworthy. Similarity Check is a medium that allows for comprehensive manuscripts screening, aimed to eliminate plagiarism and provide a high standard and quality peer-review process.  Co-financing  Psychology of Language and Communication is co-financed by the Polish Ministry of Education and Science (Ministerstwo Edukacji i Nauki) under the program "Rozwój Czasopism Naukowych" (RCN/SP/0485/2021/1).  Obituary Tribute: Ida Kurcz  Obituary Tribute: Jan E. Okuniewski  Obituary Tribute: Grace Wales Shugar 