<abstract xmlns="http://www.w3.org/1999/xhtml">

This study investigated the relationship between phonological short-term memory (PSTM), working memory capacity (WMC), and receptive and productive dimensions of explicit and implicit (automatized) knowledge of English passive voice, also taking into account the effect of grammar attainment and self-reported length of study. Participants were 152 Polish university students majoring in English. Two measures of PSTM and WMC were applied. Receptive and productive explicit knowledge were measured by means of an untimed grammaticality judgment test and a test requiring the provision of correct verb forms, respectively. Receptive implicit (automatized) knowledge was assessed with a timed grammaticality judgment test while its productive dimension was assessed through a focused communication task. Canonical correlation for the entire model was rather high, which means that the original variables were strongly related to each other. However, finer-grained analyses showed that it was primarily overall grammar attainment, and, to a lesser extent, WMC that determined the levels of explicit and implicit (automatized) grammar knowledge.
</abstract>

Working Memory Capacity, TL Grammar Attainment and Length of Study as Predictors of Explicit and Implicit (Automatized) Knowledge of English Passive Voice

<abstract xmlns="http://www.w3.org/1999/xhtml">

The current study aimed to examine the relationships between item-based tests and a narrative retelling by analyzing concurrent associations, regression coefficients, language progress, and sex differences. Thirty-one kindergarteners with typical language development were assessed at the beginning (<italic>M</italic>age = 64.77 months) and the end of the school year. The statistically significant associations and predictive relations between the item-based tests and narrative retelling were scarce and occurred mainly at the same language level (words and sentences). Accordingly, language progression was mirrored differently by the two assessment conditions. Sex was not related to language skills. Overall, the results indicate these two kinds of tools assess different language constructs and should be used complementarily. Additionally, two relatively innovative trends emerged: errors produced in the narrative seem to be a good discriminative metric for this age range, and testing language by units (words and sentences) might be appropriate to assess language development.
</abstract>

Replicating the comparison between item-based tests and language samples in Portuguese kindergarteners’ language assessment

<abstract xmlns="http://www.w3.org/1999/xhtml">

This case study investigated how the language of White House press secretaries is modified by periods of scandal and by administration goals. We evaluated two administrations and their associated scandals: The Benghazi attack from the Obama administration and Russian election interference from the Trump administration. Results suggested the psychological and emotional focus of press secretaries changed during scandal compared to before scandal. That is, press secretaries had a more negative tone during each scandal compared to before each scandal. Contrary to prior evidence, time after scandal was not associated with a reduction in self-focus, and press secretary language patterns were largely not moderated by administration (nor their goals). Therefore, language patterns of press secretaries reveal their psychological and emotional processing during a scandal using naturally occurring and in-the-moment text data.
</abstract>

The psychological focus of white house press secretaries during scandal: A case study of the Obama and Trump administrations

<abstract xmlns="http://www.w3.org/1999/xhtml">

The purpose of the current study was to explore parental beliefs about the effect of the COVID-19 quarantine on the subjectively estimated quality of parent-child interactions as well as their beliefs about its impact on early childhood language development within the Kingdom of Saudi Arabia (KSA). A cross-sectional observational study was conducted via an electronic survey. The study surveyed 439 parents of typical children aged between 24 and 60 months. The survey was distributed online to cover a wide range of participants across the KSA. Based on the parental subjective measure used in the current study, parent-child interactions and children's language skills had significantly increased during the quarantine (<italic>p</italic> &lt; .001). In conclusion, the study highlighted the important role of parents during the critical period of language development in promoting their children's speech and language skills.
</abstract>

The impact of the COVID-19 quarantine on the estimated quality of parent-child interactions in Saudi Arabia: Parental perspectives

<abstract xmlns="http://www.w3.org/1999/xhtml">

Immigrants and racial minorities continue to face hiring discrimination. The current study examined the influence of accent, race, as well as perceived Americanness on hiring evaluations. White US adults (<italic>N</italic> = 375) were randomly assigned to one of six conditions based on two factors: (a) accent (standard versus foreign) and (b) race (White, Black, and Asian). Accented speakers were perceived to be less American and were subsequently less likely to be hired. However, this effect was stronger or only emerged for White and Black candidates. The perception and evaluation of the Asian candidate were not explained by perceived Americanness. Implications for being perceived as American are discussed.
</abstract>

Prototypically American: The influence of accent and race on evaluation of job candidates

<abstract xmlns="http://www.w3.org/1999/xhtml">

Phonetic imitation, understood as adjustment of one’s pronunciation towards that of a model speaker, plays an important role in second language speech learning. The current study was intended to determine the degree to which young native Polish learners of English imitate native English models’ speech, with gender as a potential influencing factor. Thirty-four participants shadowed words with both voiceless /p, t, k/ and voiced /b, d, g/ consonants as onsets, which differ in terms of voice onset time (VOT) in the two languages. Having compared VOT measurements in three tasks, no significant differences were found for /p, t, k/, suggesting no imitation effect regardless of gender, and an apparent increase of prevoicing for /b, d, g/ in the imitation tasks. Some of the null results may be attributed to high baseline values and to the stimuli’s conflicting modalities. Noticeable variability in the data may have masked the true impact of imitative exposure.
</abstract>

Phonetic imitation by young L2 learners: English VOTs for speakers of Polish

<abstract xmlns="http://www.w3.org/1999/xhtml">

The objective of the current study was to examine how the expected rewards, theory of mind, and false praise-telling relate to interventional deception that prevents moral transgression. A sample of 114 children aged 4-7 years participated in the study. The expected rewards ratio was a statistically significant predictor of interventional deception, with the children being most likely to deceive to prevent moral transgressions when the deception involved high personal gain. Overall, children who gave false praise and who passed the hidden emotion task were more likely to deceive than those who told another individual an unpleasant truth and failed the emotion understanding task. The results are discussed with respect to diverse developmental conceptions and studies on prosocial behaviors and sociocognitive and cultural factors involved in deception.
</abstract>

Department of Cognitive and Comparative Psychology

Stefan Szuman Department of Developmental and Educational Psychology

Who lies to protect another? Motivational, behavioral, and socio-cognitive predictors of children’s interventional deception

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)

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

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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

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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 