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Tribute The Road Pavers of Bulgarian Psycholinguistics

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Tribute The Road Pavers of Bulgarian Psycholinguistics Автори: Kyuchukov, Hristo Короткий огляд (реферат): In my student years at the beginning of the 1990s at Sofia University, Bulgaria, fate led me to study with two extraordinary scholars – Prof. Dr. Miroslav Yanakiev and Prof. Dr. Encho Gerganov. Prof. Yanakiev laid the foundations of Bulgarian psycholinguistics, introducing the statistical methods in linguistics, and as his student, Prof. Gerganov continued and further developed his ideas. I had the great good fortune to learn from them and consider myself a student of them both. Actually, my scientific and academic activities were launched when I met Prof. Yanakiev, and we sought as a shared task to develop the first ABC textbook in Romani for Roma children in Bulgaria in 1993. Our extensive, strong cooperation continued until the end of Prof. Yanakiev’s life. After his death, I went on working more intensively with Prof. Gerganov, seeking to develop psycholinguistic studies, research and publications with him. Moreover, if I am known for my psycholinguist work today, I owe that in significant measure to my 33 years of collaboration with Prof. Gerganov. This tribute is dedicated to the anniversaries of the two scholars – in 2023 was the 100th anniversary of Miroslav Yanakiev, and in 2024, we celebrate the 85th birthday of Encho Gerganov. Miroslav Yanakiev (19.08.1923 – 09.11.1998), born in Sofia, was deservedly famous worldwide for his works on two Slavic languages: Bulgarian and Russian. In 1943, he graduated from the First Men's High School in Sofia, and the same year, he was enrolled in the Slavic Philology program at Sofia University. He graduated in 1947, and immediately after his graduation, he began work at the Faculty of History and Philology of the same university. He worked there until the end of his life in 1998, first as Assistant Professor, then as Associate Professor and then as Full Professor. In 1963, he earned the title Associate Professor with a habilitation monograph Българско стихознание “Bulgarian Poetics”. In 1979, he was promoted to Full Professor after completing his monograph "Стилистиката и езиковото обучение"/Stylistics and Language Teaching. After his retirement in 1988 and due to our cooperation, he began to work on child bilingualism, mainly with Roma and Turkish children and started publishing articles about the importance of minority mother tongues for the language and cognitive development of children. He was central in supporting my research in the field of Romani language and publishing schoolbooks for Turkish and Roma children. Encho Gerganov was born on March 18, 1939, in the town of Stara Zagora in Bulgaria. He graduated in Bulgarian Philology (specializing in linguistics and mathematical linguistics) at St. Kliment Ohridski University in Sofia. In the period 1968-1972, he was a doctoral student at the Institute of Linguistics of the ASSR in Moscow, where in 1972, he defended a dissertation entitled "Некоторые закономерности зрительного распознавания элементов текста" / Some Regularities of the Visual Recognition of Text Elements. Prof. Gerganov began his academic career at the Institute for Foreign Students in Sofia (1967-1989), where in 1977, he was granted the title Associate Professor earned with a habilitation monograph Психометрични методи за проверка и оценка на знанията по български език (Psychometric Methods for Testing and Assessment of Knowledge in Bulgarian Language). In 1988, he was promoted to Full Professor in recognition of his monograph "Памет и смисъл"/Memory and Meaning. From 1984 to 1988, Prof. Gerganov was the Institute's Deputy Rector. From 1989-2000, he worked at the Institute of Psychology of the Bulgarian Academy of Sciences, where from 1991 to 2000, he headed the section on cognitive psychology and research methods, and from 1991 to 1995, he was the Director of the Institute. Prof. Gerganov was Deputy Minister of Public Education (1991-1992) and Director of the National Test Center (1994-1995). Professor Encho Gerganov was one of the first professors at the New Bulgarian University (NBU) and the first head of the Cognitive Science and Psychology Department (1992–2002) there. In 2009, he was awarded the title "Doctor Honoris Causa” by the Constantine the Philosopher University, Nitra, Slovakia. Together with Prof. Gerganov, we carried out many studies and co-authored numerous articles focused on Romani-Bulgarian and Turkish-Bulgarian bilingualism in Bulgaria. In 1999, we co-authored a monographic study: Герганов, E. и Кючуков, Хр. (1999). Oбразователни нагласи на ромите в България. София: Тилия / Gerganov, E. & Kyuchukov, H. (1999). Educational Attitudes of Roma in Bulgaria. Sofia: Tilia. With his outstanding and pioneering work and research, I am confident that Prof. Gerganov brought the educational issues of minority children in Bulgaria to a higher scientific level. Professors Miroslav Yanakiev and Encho Gerganov deeply dedicated their academic lives to linguistics and psycholinguistics. Through their studies, research, and publications, they helped to change the lives of many in Bulgaria and Europe.

Pickering, M. J., & Garrod, S. (2021). Understanding dialogue: Language use and social interaction. Cambridge University Press.

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Pickering, M. J., & Garrod, S. (2021). Understanding dialogue: Language use and social interaction. Cambridge University Press. Автори: Li, Yueyuan Короткий огляд (реферат): Understanding Dialogue: Language Use and Social Interaction is written by two prominent psychologists of language. It develops an elegant model to account for the cognitive mechanisms of dialogue. The Shared Workspace Framework for Dialogue is capable of explaining how individuals contribute and control their utterances and how they can manage each other’s contributions and cooperate as one system. I believe this book is worth the attention of all linguists interested in language psychology. First, dialogue is the most fundamental form of language use; second, the theory of dialogue proposed in the book represents a major advancement in the psychology of conversation; third, the theory has a wide range of applications. I believe the current review of the book is the most comprehensive summary and assessment of the book to date.

Göncz, L. (2021). The psychology of multilingualism: Concepts, theories and application. Cambridge Scholars Publishing

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Göncz, L. (2021). The psychology of multilingualism: Concepts, theories and application. Cambridge Scholars Publishing Автори: Ghanmi, Rabeb Короткий огляд (реферат): This review critiques The Psychology of Multilingualism: Concepts, Theories and Application by Lajos Göncz whose research contributed extensively to the field of psychology of bilingualism and minority studies. In light of the quintessential body of research investigating bilingualism and multilingualism as intriguing complex phenomena, this book provides a comprehensive multidisciplinary approach to the research of bi- and multilingualism. Göncz approaches bi-/multilingualism as a cognitively challenging experience from a psychological, individual, and societal perspective. Basic concepts, theories, and definitions related to the psychological regularities of multilingualism are discussed in the book. Göncz also explores bi-/multilingualism from the perspective of developmental and personality psychology, elucidating the effect of speaking multiple languages on emotions, behavior, and cognitive development. Additionally, issues pertaining to the social psychology of multilingualism, including biculturalism, multiculturalism, and cultural diversity, are scrutinized, offering insights into the importance of preserving minority languages and cultures. The book also touches upon the educational aspects of the psychology of multilingualism, revisiting models of bi-/multilingual education that might be implemented to stimulate language development in the dominant as well as in the minority language.

Adding synesthetic metaphors in English-Ukrainian translations of fiction

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Adding synesthetic metaphors in English-Ukrainian translations of fiction Автори: Zhulavska, Olha; Kulish, Vladyslava; Chernyk, Maryna Короткий огляд (реферат): This article combines analytical tools of cognitive translation analysis and affordances of corpus linguistics to inquire into the translation procedure of adding synesthetic metaphoric descriptions in English-Ukrainian translations of fiction. The research is based on 40 examples of addition, extracted manually from Ukrainian translations of Little Fires Everywhere by Celeste Ng, The Hours by Michael Cunningham, and The Secret History and The Goldfinch by Donna Tartt. All the 40 synesthetic metaphoric descriptions introduced into Ukrainian translations correspond to the source-text non-metaphoric descriptions, though in theory, added synesthetic metaphors could refer to a point in the original where there is no text at all. All of the added synesthetic metaphoric descriptions are based on the TOUCH source domain, which supports Ullmann’s (1957) claim that TOUCH, being the most accessible sensory mode, is a predominant source of cross-sensory transfer. The analysis of results suggests that the translators’ choice to add synesthetic metaphoric descriptions to the target text is influenced by the higher conventionality degree of such descriptions compared to that of the direct non-metaphoric translation equivalents of the non-metaphoric source-text material.

Cross-cultural adaptation and psychometric validation of The Continuous Traumatic Stress Response Scale: Ukrainian version

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Cross-cultural adaptation and psychometric validation of The Continuous Traumatic Stress Response Scale: Ukrainian version Автори: Zasiekina, Larysa; Goral, Aviva; Fedotova, Tetiana; Akimova, Anastasiya; Martyniuk, Anastasiia Короткий огляд (реферат): Adapting and validating diagnostic tools aimed to evaluate the post-traumatic effects of war in low-income countries is essential for assessing needs and planning support programs. This paper will describe the process of cross-cultural adaptation and psychometric validation of The Continuous Traumatic Stress Response (CTSR) Scale for war-affected Ukraine. The study includes Phase 1, Translation and cross-cultural adaptation of the Scale, and Phase 2, Psychometric validation of the Scale. Cross-cultural adaptation goes through four stages: forward translation, expert panel review and back translation (n=3), pretesting and cognitive interviewing mental health professionals (n=8), and final version. Psychometric validation includes exploratory (n=200) and confirmatory (n=419) factor analyses, internal consistency, construct validity and test-retest reliability. Findings from the current research indicate that the components identified through factor analyses differed from those in the original questionnaire. While all original items in the questionnaire were retained, they merged into two new factors: “Exhaustion and Rage” and “Fear and Betrayal”. The results show that the overall Cronbach’s Alpha is .858, indicating a high level of internal consistency. Significant correlations exist between the total CTSR Scale score, the subscale scores, PTSD (PCL-5), moral injury (MISS-C-SF), depression (PHQ-9), and anxiety (GAD-7) symptoms, indicating construct validity. The findings demonstrate the test-retest reliability of the CTSR Scale and have practical implications for how it could be implemented in trauma-informed care.

Double strategies for reproducing multimodal puns in interlinguistic translation: An experimental research

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Double strategies for reproducing multimodal puns in interlinguistic translation: An experimental research Автори: Rebrii, Oleksandr; Frolova, Iryna; Rebrii, Inna Короткий огляд (реферат): The research is dedicated to exposing the specifics of translating multimodal puns based on the retrospective experiment. A multimodal pun is defined as a creolized/ polycoded formation substantiated by a specific type of ambiguity consisting of two inhomogeneous semiotic modes. The material for our research was provided by verbal-visual puns functioning as separate texts. Each multimodal pun results from intersemiotic translation when the signs of one semiotic system are transformed into the signs of another. For the vast majority of multimodal puns, verbal signs are interpreted into pictures, but the opposite cannot be excluded either. The role of the visual component is twofold. It can be creative when the picture is part of the ambiguity mechanism, or it can be amplifying when the picture accentuates the verbal wordplay, not participating directly in the creation of ambiguity. Hence, our first hypothesis is that multimodal puns with an amplifying visual component are a lesser challenge for translators than those with a creative one due to the absence of the necessity to coordinate verbal and visual modes in the target text. The research aims to identify the strategies of interlinguistic translation of multimodal puns and the factors that determine them, particularly the impact of the visual mode on the translator’s decision-making. Hence, our second hypothesis is that multimodal puns require double strategies that would allow to correlate the reproduction of the elements of two different semiotic systems. The analysis of the subjects’ translations, as well as their reports received in the course of the delayed retrospective experiment, confirmed both hypotheses.

Cognitive, communicative, and cultural sensitivity competencies of future teachers in relation to textual mediation for adult immigrants

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Cognitive, communicative, and cultural sensitivity competencies of future teachers in relation to textual mediation for adult immigrants Автори: Peña-Acuña, Beatriz Короткий огляд (реферат): Due to the social circumstances leading to increased professional demand, it is necessary to provide more specialized training to initial teacher education students so they can address textual mediation for L2-learning adult immigrants. This research aims to understand how students in education perceive the impact of textual mediation on certain critical skills following a teaching intervention. There are few previous studies on textual mediation in the field of applied linguistics. A qualitative methodology evaluated an intervention involving 103 education students in focus groups. The results reveal that educational mediation with adult immigrants enhances oral and written communication skills, translation ability, note-taking, and creative text analysis. Linguistic adaptation and expanded cultural awareness are crucial in this process. As a practical application, the research underscores the importance of fostering cognitive, communicative, and cultural awareness competencies in initial teacher education students for effective language instruction to adult immigrants.

Short-term memory and knowledge of L1 and L2 by Roma children of Cyprus

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Short-term memory and knowledge of L1 and L2 by Roma children of Cyprus Автори: Kyuchukov, Hristo; Kyratji, Helen; Pelekani, Chryso Короткий огляд (реферат): The study of short-term memory and language learning conducted with primary school Roma children in Cyprus aimed to determine how children who grow up in economically disadvantaged families learn their mother tongue (L1) Turkish and their second language (L2) Cypriot Greek. Two groups of children (20 children aged 8 and 20 children aged 10), a total of 40, were tested with the Picture short-term memory test, the Peabody vocabulary test, the sentence repetition test and the number repetition test. The study seeks to answer the research question: "How does the short-term memory test help Roma children to perform the tests in their L1 and L2?" The research findings were statistically analysed with SPSS and ANOVA and showed correlations between the independent factors of age group, gender, and testing language. The result showed that the children performed the tests much better in their mother tongue (L1). They need help learning some of the grammatical categories from the Greek language. The Processability Theory of Pienemann (1998) is examined. According to this theory, the production of linguistic structures is possible without any conscious or non-conscious attention because the locus of the attentive process is short-term memory. For the children to attain the necessary academic level of Greek, the teachers working with Roma children should receive training to develop children's bilingualism when instructing children growing up in a multilingual environment such as Cypriot society.

Cognitive-epistemological, pragmatic, and psycholinguistic aspects of French interjections

Mon, 01 Jan 2024 00:00:00 GMT

Назва: Cognitive-epistemological, pragmatic, and psycholinguistic aspects of French interjections Автори: Khaichevska, Tetiana; Bondaruk, Liudmyla; Rohach, Oksana Короткий огляд (реферат): Interjections as a lexical and grammatical category still belong to the interdisciplinary lacunae, as they require the concretization of interpretations in various aspects: terminological definitions, pragmatic functions, cognitive reception by a speaker, and an adequate reproduction by an addressee. The current study aims to analyze the determinative interpretations and lexical and grammatical structures of interjections as a universal category used for determining communicative and pragmatic functions. A part of the psychological epic In Search of Lost Time/“A la recherche du temps perdu” – Albertine Disappears / “Albertine Disparue”) by Marcel Proust (1925) serves as a research material. Interjections, as a universal category, hold a prominent place in the lexical and grammatical system of languages. As a result of conducted quantitative analysis of interjections, the most common interjections discovered in the studied literary French-language text were one-word interjections, ‘oh!’ ‘ah!’, and ‘hélas!’, which, depending on the author’s illocutionary intention, their pragmatic function, as well as their position in the remark - at the beginning, in the middle or at the end - can create a range of meanings according to their emotional effect, such as hope, disappointment, doubt, embarrassment, confirmation, denial, request or call to action. Conversely, the texts frequently comprise interjection phrases that convey the processes of reflection on the inner experiences of a particular character and their psychological state. This, in turn, reveals the process of their personality development.

A psycholinguistic study of the bouba-kiki phenomenon: Exploring associations between sounds and shapes

Mon, 01 Jan 2024 00:00:00 GMT

Назва: A psycholinguistic study of the bouba-kiki phenomenon: Exploring associations between sounds and shapes Автори: Kasap, Süleyman; Ünsal, Firat Короткий огляд (реферат): This study investigates the cognitive phenomenon known as the bouba-kiki effect among English Language Teaching (ELT) students at Van Yüzüncü Yıl University in Turkey. The research aims to contribute to understanding how individuals intuitively associate specific sounds with abstract shapes, shedding light on the underlying cognitive processes of language perception. Participants (N=164) were presented with two abstract shapes and asked to match them with the pseudowords ‘bouba’ and ‘kiki’. Results revealed a significant preference (87.2%) associating the rounded shape with ‘bouba’ and the spiky shape with ‘kiki’. Additionally, participants were tasked with creating brand designs for ‘Kiki’ and ‘Bouba’, with 87.2% aligning their designs with their initial shape associations. Data analysis included descriptive statistics and a chi-square test, confirming a strong association between shape preferences and pseudoword assignment (χ²=132.05, p < .001). These findings underscore the robustness of the bouba-kiki effect across different cultural and linguistic contexts. This research contributes to interdisciplinary studies linking linguistics, psychology, and neuroscience, offering implications for language teaching methodologies and cognitive processing theories. By elucidating these associations, educators can enhance language learning strategies based on intuitive perceptual mechanisms.