<DIV align=justify> Why submit <UL> <LI>All submissions, after a preliminary assessment by a member of the Editorial Board are sent out for a thorough evaluation to two or three peer reviewers in a doubleblind review process, i.e., the identities of authors and reviewers are not revealed, </LI> <LI>promotion of each published article, </LI> <LI>fast publishing, </LI> <LI>publishing without charge. </LI></UL> Rejection Rate <UL> <LI>60% </LI></UL> <A>Similarity Check Plagiarism Screening System</A> 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. Detailed description of the Similarity Check System can be found at: <A href="https://www.crossref.org/services/similarity-check/">www.crossref.org/services/similarity-check/</A> </DIV>

Psychology of Language and Communication

This paper explores young children’s and parents’ use of color words and animal names in two published studies. The aim is to compare the ranges and kinds of these words in parentchild interaction and to consider the implications of these findings for our understanding of early lexical development. Color term data were drawn from the Gleason corpus in CHILDES: 12 boys and 12 girls ranging in age from 25-62 months, and their parents. Results showed that parents used and emphasized only the same 10 most basic colors, with many teaching episodes. Parents’ most frequent terms, red, blue, and green were also children’s most frequent terms and are the ones acquired earliest according to MacArthur Bates lexical norms. In the second study CLAN programs were used to identify animal names in corpora from a variety of families in CHILDES, with 44 children ranging in age from 1;6-6;2. Children and parents produced a remarkable number and range of animal terms, with individual preschoolers naming as many as 96 different, often rare, animals, such as crocodile and pelican. Parents and children thus attend to the same limited set of basic color terms. By contrast, biophilia, our shared human love of the living world is reflected in children’s extensive animal lexicon.

ABSTRACT

Keywords 

<article-title>Parent-Child Interaction and Lexical Acquisition in two Domains: Color Words and Animal Names</article-title>

Parent-Child Interaction and Lexical Acquisition in two Domains: Color Words and Animal Names

The paper presents research findings from research on Roma children and their acquisition of different grammatical categories in the Romani language. Results from three different studies with Roma children from Bulgaria are discussed: acquisition of mental state verbs (MSV), Bates-MacArthur Communicative Development Inventories (CDI) in Romani and subtests from DELV (Seymour, Roeper, &amp; de Villiers, 2005). All the testing and research shows that Roma children follow the paths of normally developing children in their language development. Roma children are able to correctly use nouns, verbs, wh-questions and to assume different communicative roles.

<article-title>Acquisition of Romani in a Bilingual Context</article-title>

Acquisition of Romani in a Bilingual Context

{"article-title":"Acquisition of Romani in a Bilingual Context"}

This study clarifies the impact of switching context between noun and verb number agreement rules in written language production. In Experiment 1, children from grade 3 to 6 were asked to fill in sentences with nouns and verbs in either a switching condition (noun followed by verb) or a repeating condition (noun followed by noun). The results showed that third- and fourth-grade children produced more erroneous agreements in the switching condition than in the repeating condition, showing that switching between rules comes at a cost, whereas fifth- and sixth-grade participants’ performance was not affected by the switching context. Based on these findings, Experiment 2 aimed to assess whether a switching treatment offers a greater opportunity to improve the acquisition of grammatical agreement production, as compared to a simple treatment. Teachers from grade 3 gave either a switching treatment (mixed noun and verb exercises) or a simple treatment (noun exercises followed by verb exercises). The results show that children learned better from the switching treatment than from the simple treatment. These findings highlight the cost of switching between noun and verb agreement rules during the acquisition of grammatical number agreement and also how grammatical spelling acquisition can be improved at school.

Keywords

<article-title>Switching Between Noun and Verb Agreement Rules Comes at a Cost: Cross-Sectional and Interventional Studies in a Developmental Sample</article-title>

Switching Between Noun and Verb Agreement Rules Comes at a Cost: Cross-Sectional and Interventional Studies in a Developmental Sample

The research investigates the German language learning motivations of Polish secondary school students and university students. Questionnaire data were collected from 247 students (126 from secondary school and 121 from university). The aim of this research was to examine the relationships among language attitudes, instrumental, cultural interest, integrative, L2 self and motivated learning. The results show the existence of age and gender difference in variables under consideration. Relationships were found between age and gender to the motivational attitudes: older and female students had a more integrative attitude than younger and mail students and experienced more intensive motivation.

<article-title>Age and Gender Effects on Motivation and Attitudes in German Learning: The Polish Context</article-title>

Age and Gender Effects on Motivation and Attitudes in German Learning: The Polish Context

The paper presents research conducted within the narrative psychology paradigm. Its main purpose was to explore the relationships between features of adolescents’ identity narratives and their assessments of family functioning and themselves as family members. The choice of subject was motivated by current reports on identity formation difficulties in adolescence. Adolescents’ narratives were subjected to quantitative and qualitative analysis. Associations between specific aspects of self-narratives and participants’ perceptions of how their families functioned and how they functioned in the family system were evaluated. The results confirm the hypothesized relationships between the features of adolescents’ narratives and evaluations of their families and self-assessments of their own functioning in those families. Multi-thematic, content-rich and positively evaluated self-narratives are associated with positive assessments of selected aspects of family functioning and adolescents’ own functioning within the family. The following aspects of family assessment are significant: affective expression, level of emotional involvement in the family, level of control, family role performance and communication. Important factors in the self-assessment were: sense of competence in family role performance, assessment of one’s communication, behavior control and affective expression.

<article-title>Narrative Identity of Adolescents and Family Functioning</article-title>

Narrative Identity of Adolescents and Family Functioning

{"article-title":"Narrative Identity of Adolescents and Family Functioning"}

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<A href="http://plc.psychologia.pl/plc/plc/obituary.html">Obituary Tribute: Grace Wales Shugar</A> EDITOR-IN-CHIEF Joanna Rączaszek-Leonardi, University of Warsaw, Warsaw, Poland HONORARY EDITOR-IN-CHIEF Barbara Bokus, University of Warsaw, Warsaw, Poland EDITORIAL BOARD Ewa Haman, University of Warsaw, Warsaw, Poland Grzegorz Krajewski, University of Warsaw, Warsaw, Poland Marta Białecka-Pikul, Jagiellonian University, Cracow, Poland Marlena Bartczak, University of Warsaw, Warsaw, Poland Karolina Hansen, University of Warsaw, Warsaw, Poland Małgorzata Foryś, University of Warsaw, Warsaw, Poland Karthik Kurup, English Language Editor, Poland Anna Olejniczak-Serowiec, Technical Editor, Poland Agnieszka Dębska, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Poland Agnieszka Otwinowska-Kasztelanic. University of Warsaw, Poland Marcin Szczerbiński, University College Cork, UK EDITORIAL ADVISORY BOARD Ayhan Aksu-Koç, Bogazici University, Turkey Ottavia Albanese, l’Université Milano-Bicocca, Italy Michael Bamberg, Clark University, USA Sandra Bosacki, Brock University, Canada Gina Conti-Ramsden, The University of Manchester Stephen J. Cowley, University of Southern Denmark, Denmark Joseph Danks, University of Maryland, USA Encho Gerganov, New Bulgarian University, Bulgaria Stanisław Grabias, Maria Curie-Skłodowska University, Poland Hanna Jakubowicz Batoréo Universidade Aberta, Portugal Gonia Jarema, Université de Montréal. Canada Alexandr Jarovinskij, Hungarian Academy of Sciences, Hungary Natela Imedadze, Ilia State University, Georgia Michèle Kail, Centre National de la Recherche Scientifique, France Danuta Kądzielawa, University of Warsaw, Poland Ida Kurcz, SWPS University of Social Sciences and Humanities, Poland Fernando Marmolejo-Ramos, The University of Adelaide, Australia Katharina Meng, Friedrich-Alexander-University of Erlangen-Nürnberg, Germany Cecilia Rojas-Nieto, Universidad Nacional Autónoma de México, Mexico Martha Shiro, Central University of Venezuela, Venezuela Magdalena Smoczyñska, Jagiellonian University, Poland Ragnhild Söderbergh, Lund University, Sweden Ursula Stephany, University of Cologne, Germany Dankert Vedeler, Professor Emeritus, University of Science and Technology, Norway Jef Verschueren, Professor Emeritus, University of Antwerp, Belgium Maria Voeykova, Saint Petersburg State University, Russia Contact Assistant to the Editor in Chief: Agnieszka Dębska <A href="mailto:a.debska@nencki.gov.pl">a.debska@nencki.gov.pl</A> Psychology of Language and Communication Faculty of Psychology, University of Warsaw, Stawki 5/7, 00-183 Warszawa, Poland; Tel. +48 22 5549780, Fax +48 22 6357991; Publisher De Gruyter Poland Bogumiła Zuga 32A Str. 01-811 Warsaw, Poland T: +48 22 701 50 15

<DIV align=justify> 1. Papers should be submitted through the journal electronic editorial system, available at <A href="http://www.editorialsystem.com/plc">www.editorialsystem.com/plc</A>. If you don’t have an account yet, please register in the system on <A href="http://www.editorialsystem.com/plc/register/">www.editorialsystem.com/plc/register/</A>. If you are already registered, you can login on: <A href="http://www.editorialsystem.com/plc/login/">www.editorialsystem.com/plc/login/</A> After logging into the system, in order to send your submission to the editorial office, click on "Submit new article" button available at the top of the section "Your articles". Later you can use your account to track the progress of our handling of your submission. 2. By submitting your manuscript to PLC, you declare that the manuscript constitutes your original work which has not been published or accepted for publication nor is it currently being considered for publication in another outlet. 3. Manuscripts may be full-length articles (maximum 20-30 double-spaced pages typed on A4 paper including notes and references) or short communications (maximum 10 pages). These may include short articles, research reports, discussions, etc. Book reviews should not exceed 5 pages. All articles should be preceded by an abstract (maximum 150 words) and keywords. 4. Submissions should follow the style and referencing system recommended in the Sixth Edition of the Publication Manual of the American Psychological Association. The authors are responsible for acquiring the rights to quote from other publications (text, tables, figures, illustrations). 5. Figures (photographs, drawings, diagrams) should be numbered consecutively in the text. Figure captions should be typed on a separate page. Photographs should be large prints with high contrast. Graphs and diagrams should be large enough to allow reduction to 10x10cm. 6. Tables should be numbered and referred to by number in the text. Each table should be submitted on a separate page with a caption. 7. Please supply your name, affiliation, the mailing address and phone/fax numbers and e-mail address on a separate page. 8. Please do remember that ghostwriting and guest authorship practices are a violation of academic integrity, and that it is the responsibility of the author submitting a manuscript to provide information about all persons contributing to that publication. 9. All authors declare transfer of copyright to the Publisher, free of charge, if the manuscript is accepted for publication. 10. Authors will receive electronic proofs via email for final correction. These must be returned to the editor by the dates determined by the publication schedule. For the authors of texts accepted for publication: <A href="http://www.degruyter.com/view/supplement/s20838506_Open_Access_License.pdf">Open Access License</A> There is no submission nor publication fee. Review Process All submissions, after a preliminary assessment by a member of the Editorial Board are assigned a Managing Editor are sent out for a thorough evaluation to two or three peer reviewers in a doubleblind review process, i.e., the identities of authors and reviewers are not revealed. Reviewers are recognized experts in the field. Average time from submission to first decision is 6 weeks. Reviewers use a score sheet to rate submission and provide comments. Editors have a possibility to evaluate reviewers through the editorial system. Managing Editors issue a decision, after consultation with the Editorial Board. Types of decisions are: 1.initial accept, 2.accept after changes suggested by reviewer, 3.rate manuscript once again after major changes and another review, 4.reject. The journal provides both technical (methodological, statitstics) and English-language editors. Authors need to declare conflict of interest. If the research is funded by a corporation, the author should issue a public statement that the research is free of bias. </DIV>

<DIV align=justify> Psychology of Language and Communication is an international journal printed in Poland. The journal publishes articles on different aspects of psychological studies on language and communication processes in children and adults, including language production and comprehension, cognitive and social bases of speech, nature and strategies of various types of discourse, development and disorders of linguistic and communicative competences. The journal welcomes original theoretical contributions, reports of empirical studies and book reviews. Articles are published in a continous model. For the previous issues go to <A href="http://plc.psychologia.pl/">plc.psychologia.pl/</A> </DIV>

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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 3 (December 2014)

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

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

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Psychology of Language and Communication

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

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Psychology of Language and Communication

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

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