Psychology of Language and Communication

Psychol.Lang.Commun. ONL

<abstract><title style='display:none'>ABSTRACT</title>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.</abstract>

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<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

<abstract><title style='display:none'>ABSTRACT</title>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.</abstract>

<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

<abstract><title style='display:none'>ABSTRACT</title>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.</abstract>

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<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"}

<abstract><title style='display:none'>ABSTRACT</title>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.</abstract>

<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"}

<abstract><title style='display:none'>ABSTRACT</title>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>

<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

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Psychology of Language and Communication ist in den folgenden Services indiziert: <ul> <li> Baidu Scholar </li> <li> Cabell's Whitelist </li> <li> CNKI Scholar (China National Knowledge Infrastructure) </li> <li> CNPIEC - cnpLINKer </li> <li> DOAJ (Directory of Open Access Journals) </li> <li> Dimensions </li> <li> EBSCO </li> <li> Educational Research Abstracts Online </li> <li> ExLibris </li> <li> Google Scholar </li> <li> IBR (International Bibliography of Reviews of Scholarly Literature in the Humanities and Social Sciences) </li> <li> IBZ (International Bibliography of Periodical Literature in the Humanities and Social Sciences) </li> <li> Index Copernicus </li> <li> J-Gate </li> <li> JournalTOCs </li> <li> KESLI-NDSL (Korean National Discovery for Science Leaders) </li> <li> Linguistic Bibliography </li> <li> Linguistics Abstracts Online </li> <li> MLA International Bibliography </li> <li> MyScienceWork </li> <li> Naver Academic </li> <li> Naviga (Softweco) </li> <li> ProQuest </li> <li> PsycINFO </li> <li> Publons </li> <li> ReadCube </li> <li> SCImago (SJR) </li> <li> SCOPUS </li> <li> Semantic Scholar </li> <li> Sherpa/RoMEO </li> <li> TDNet </li> <li> WanFang Data </li> <li> WorldCat (OCLC) </li> <li> X-MOL </li> </ul>

EDITOR-IN-CHIEF Karolina Hansen, University of Warsaw, Warsaw, Poland HONORARY EDITOR-IN-CHIEF Barbara Bokus, University of Warsaw, Warsaw, Poland ASSOCIATE EDITORS Marta Białecka-Pikul, Jagiellonian University, Cracow, Poland Megan Birney, Staffordshire University, Staffordshire, England Agnieszka Dębska, Nencki Institute of Experimental Biology, Polish Academy of Sciences, Poland Ali Dincer, Erzincan Binali Yildirim University, Turkey Anna Filip, Jagiellonian University, Cracow, Poland Ewa Haman, University of Warsaw, Warsaw, Poland Kayla Jordan, Harrisburg University of Science and Technology, United States Agnieszka Kałdonek-Crnjaković, University of Warsaw, Poland Piotr Kałowski, University of Warsaw, Poland Nigel Mantou Lou, University of Victoria, Canada Tabea Meier, Northwestern University, United States Agnieszka Piskorska, University of Warsaw, Poland Joanna Rączaszek-Leonardi, University of Warsaw, Poland Marta Szreder, United Arab Emirates University, United Arab Emirates Małgorzata Szupica-Pyrzanowska, University of Warsaw, Poland Vivian Ta, Lake Forest College, United States JOURNAL ADVISORS Ayhan Aksu-Koç, Bogazici University, Turkey Michael Bamberg, Clark University, USA Camiel Beukeboom, Vrije Universiteit Amsterdam, the Netherlands Sandra Bosacki, Brock University, Canada Richard Bourhis, Université du Québec à Montréal, Canada Ryan Boyd, Lancaster University, United Kingdom Stephen Cowley, University of Southern Denmark, Denmark Howard Giles, University of California, Santa Barbara, USA Hanna Jakubowicz Batoréo, Universidade Aberta, Portugal Michèle Kail, Centre National de la Recherche Scientifique, France David Markowitz, University of Oregon, USA Cecilia Rojas-Nieto, Universidad Nacional Autónoma de México, Mexico Martha Shiro, Central University of Venezuela, Venezuela Jef Verschueren, Professor Emeritus, University of Antwerp, Belgium PRODUCTION MANAGER Piotr Kałowski, University of Warsaw, Poland CONTACT Assistant to the Editor in Chief: Piotr Kałowski <A href="mailto:piotr.kalowski@psych.uw.edu.pl">piotr.kalowski@psych.uw.edu.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

Author Guidelines of Psychology of Language and Communication Please read the following instructions before submitting your manuscript. Psychology of Language and Communication reserves the right to reject manuscripts, which are not formatted in accordance with the guidelines below. Submission and publication of manuscripts in the Psychology of Language and Communication is free of charge and follows the Diamond Open Access model. Article types We accept the following types of submissions: <UL> <LI>Full-length empirical articles </LI> <LI>Replication studies and reports of null findings </LI> <LI>Short research reports </LI> <LI>Literature reviews or theoretical contributions </LI></UL> Submitting manuscripts Manuscripts should be submitted using the Editorial System. 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<A href="http://plc.psychologia.pl/plc/plc/Obituary_Jan_E_Okuniewski.pdf">Obituary Tribute: Jan E. Okuniewski</A> <A href="http://plc.psychologia.pl/plc/plc/Obituary_Grace_Wales_Shugar.pdf">Obituary Tribute: Grace Wales Shugar</A> Psychology of Language and Communication is an international, peer-reviewed scientific journal committed to publishing high quality science in the areas of language and communication. We have endorsed and followed the Diamond Open Access standard since our foundation in 1997. Both submitting manuscripts and accessing full-text articles is free of charge. We publish articles on different aspects of psychological studies on language and communication processes in both children and adults, including language production and comprehension, the brain, cognitive and social bases of speech, the nature and strategies of various types of discourse, language development and disorders of linguistic and communicative competences, corpus studies, social media communication, psychological text analysis, social perception of spoken and written language, as well as human-AI communication. Psychology of Language and Communication integrates previously disparate perspectives and approaches in the psychology of communication in one place, advancing an interdisciplinary perspective on language and communication and granting a forum for researchers from all over the world. We welcome manuscripts representing perspectives in psychology, linguistics, sociology, philosophy, and computer science, although they should fit within the central scope of psychology. We feel strongly that through these multiple perspectives, we can contribute a more thorough 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) as well as replication studies and reports of null findings. We are also keen to report on methodological advancements in the areas of language and communication research, theoretical papers, and literature reviews. We are eager to work with students and Early Career Researchers who have carried out solid work yet might need additional support and feedback to bring their work to the standards necessary for peer-reviewed publication.　 We encourage special issues of two types. First, researchers can suggest calls for papers and to be guest editors and cooperate with us. Secondly, we invite conference and symposium organizers to contact us ahead of time 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, approaches, and directions in the psychology of language and communication as well as overviews and critical reflections on established topics. For the previous issues go to <A href="http://plc.psychologia.pl/">plc.psychologia.pl/</A> 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> We are indexed in the following databases, among others: <UL> <LI>Scopus </LI> <LI>DOAJ </LI> <LI>PsychINFO </LI> <LI>EBSCO </LI></UL> Rejection Rate <UL> <LI>60% </LI></UL> <A href="https://twitter.com/PsychologyofLa1">Follow us on Twitter</A> Archiving Sciendo archives the contents of this journal in <A href="https://www.portico.org/">Portico</A> - digital long-term preservation service of scholarly books, journals and collections. Plagiarism Policy The editorial board is participating in a growing community of <A href="https://www.crossref.org/services/similarity-check/">Similarity Check System's</A> 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.

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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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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

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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