جستجوی مقالات مرتبط با کلیدواژه "روان شناسی زبان" در نشریات گروه "ادبیات و زبان ها"

psycholinguistic is one of the new interdisciplines of linguistics in which One of the key questions raised in this field is how to understand and express and acquire language. According to the different characteristics of languages, it is necessary to study the psycholinguistic in a language-specific approach. The purpose of this study is a comprehensive and systematic review of language-specific studies at the level of the phonetic system of the Persian language to reveal the research gaps while categorizing and analyzing the findings of the researches.To carry out this research, all the articles indexed in the scientific information database of "www.ensani.ir", "www.sid.ir", "www.noormags.ir", "www.magiran.com" and www.irandoc.ac.ir", and the collection of articles of psycholinguistic conferences with the related keywords and those studies whose results were used in explaining the questions raised in the psycholinguistic were studied and investigated.Based on the present study, the main areas of research in the field of Persian phonetics are voicing, vowel space, tone of speech, phonetic coordination, development of language sounds and speech errors. The most studies are related to the suprasegmental characteristics, coordination between sounds, and the distinction between voiced and voiceless, and the least study is related to the development of sounds and vowel space. The studies conducted on the development of sounds and speech errors and coordination between sounds have been done only in the field of expression, and no studies have been conducted in this field of comprehension in the Persian language.In phonological studies, the general results of various researches related to the development of phonemes and phonological processes, phonology of the Persian language and its unconscious understanding by language speakers, categorical perception and finally phonological awareness are presented in the discussion section; But unfortunately no study was found on understanding the sounds of the language (native or other languages) at birth. Most of the studies were in the field of phonological processes and the least studies were in the field of categorical perception. In most studies, especially studies related to phonological processes and the development of phonological expression in children, the experimental method has been used, but unfortunately, the details necessary to conduct this type of research have not been considered or recorded. In the text of the article, these essential details are mentioned.

A borderline intelligence student is the one with basic capability for literacy but of a lower rate and depth in learning compared to their peers. Such students have many difficulties in learning the language, reading and writing. The main purpose of this study is to provide a new solution based on linguistic and psycholinguistic theories to increase the development of language recognition in these children. The technique of total image words was used in an innovative method to manipulate all the senses of the child in his learning. The data of this research have been collected in a field and case study. The case is a 13-year-old borderline intelligence girl living in Mashhad. The suggested training program in this research consists of four stages. The first step is to work on reading by using flashcards of total image words and using the child’s visual and auditory senses. The second step is to emphasize the meaning and semantic chain of the words. In the third stage, we try to strengthen the child’s comprehension with short stories, and in the fourth stage, which is the practical stage, the child acquires the ability to make meaningful sentences and short stories. The test of language development (TOLD 3) was used for pre- and post-tests. The results show that the total image word technique has a positive effect on the language cognitive development of the borderline intelligence student and except in sentence imitation, all other subtests show an improvement of 18 to 66 per cent.

Grammatical aspect encodes temporal features of a situation mainly as completed (perfective) or incomplete (imperfective). In the present study, the effect of perfective vs. imperfective grammatical aspects on highlighting different participants of an event has been investigated by means of exploring the role of aspect on the interpretation of the ambiguous third person singular subject pronoun and discourse relations in Persian. To this end, 75 native speakers of Persian participated in a story completion task. After reading a simple transfer-of-possession sentence in each of the three aspects, namely perfective, imperfective, and progressive, they wrote natural continuations to the sentence. The second sentence, which was to be completed, began with the Persian third person singular pronoun /u:/ (“he/she”). The task sentences consisted of 18 critical and 20 filler sentences. Filler sentences were used to disguise the purpose of the task. The acquired data were analyzed using chi-square significance test in SPSS. Results showed that: First, Source/subject preference has outnumbered Goal preference in all the aspectual conditions. This finding was interpreted as confirming the first-mention bias in the interpretation of ambiguous pronouns in Persian. Second, Source vs Goal preference of pronouns is significantly affected by the grammatical aspect such that the perfective contexts produce less Source preference but more Goal preference when interpreting pronouns compred to the imperfective contexts. Third, there is a significant relationship between the aspect type and the type of the discourse relation connecting the two sentences. In fact, the perfective aspect seems to bias the second sentence in the direction of shifting its focus to the Goal of the first sentence and extending the effect of the first event. Also, the imperfective aspect seems to bias the second sentence in the direction of focusing on the Source of the first sentence and providing explanations and details to the first event. Overall, the findings are in line with the predictions of the first-mention bias and the event structure hypothesis in the interpretation of ambiguous pronouns.

Language is the house of thought. Feelings, emotions, and thoughts, and all that include in the unconscious mind would manifest through language and by means of linguistic signs. But, what differentiates poetry from ordinary language is the accuracy and elegancy in the selection and composition of discourse elements and syntactic structure which express feelings and emotions in the best way possible. The current research attempts to indicate the most important morphological and syntactic functions of anxiety represented in the poetic language of ForoughFarrokhzad. This research is based on the theoretical framework of chomskyan Generative linguistics with regard to the expression of meaning in syntax and according to psycholinguistic approach. This research has been conducted on fifty poems of Forough among all her poetic works. The results show that the syntax of Forough poetry reflects anxiety due to the selection and composition components of Noun and Verb Phrases, the agreement between components and phrases, the recurrences, and the movements in most cases. Moreover, the lexical categories like Adverbs, Adjectives and Phrases reinforce the resulted Anxiety by the syntactic compositions severely.

Any literary work is a suitable platform for conveying the author's inner concepts and feelings through the words available in the text. Guy de Maupassant in the story of Horla narrates the life of a man who is grappling with a crisis of alienation under the influence of the anonymous creature called Horla. Using the concepts and words intertwined with the unconscious and the repeated use of the word "Horla" and the verb "failure" in the story, the author promotes an excitement in the reader to these words, which, based on the constant action and reaction of the mind and language, makes the reader more aware of intriguing indications like the shadow of alienation on a narrator's life. What can be contemplated is the relationship of these words with the concept of alienation. The relationship that can be analyzed through the psychology of language. In the language psychology, a model called the Emotioncy Model was designed by Pishghadam et al. (2013). "Emotioncy", a combination of the two words "emotion" and "frequency," is based on the principle that the words in each text have varying amounts of emotion for different individuals, which are referred to as "Emotioncy" of the words. Emotioncy includes emotions that are formed as a result of using different senses and can make relative recognition of individuals under the influence of frequency factor. Considering the Emotioncy Model, the present study seeks to answer the following fundamental question: How does the author in the story of Horla reveal the crisis of the narrator's alienation by increasing the emotioncy level of the words "Horla" and "failure" in the reader?
The concept of alienation has an inverse relationship with freedom. In the existentialism philosophy of Jean-Paul Sartre, human freedom has the responsibility for everything that he is seeking. The lack of this freedom causes the alienation of individuals. In the story of Horla, the transfer of this concept (alienation) to the reader is carried out through the frequency of words Horla and failure. The narrator who considers the presence of Horla as the reason for his lack of freedom, conveys his alienation crisis to the reader by repeating the word Horla as another interpretation that his freedom prevents the freedom of the narrator and the verb failure, which is itself a kind of confession of his lack of freedom. Moreover, the author describes the presence of Horla using the senses of touch, hearing sense, and above all sense of seeing. This is while, another presence is felt with his looking in the philosophy of existentialism. Through describing his sensory experiences of Horla, the writer engages the reader's senses and raises his excitement. In this regard, the author in the story of Horla describes the narrator's fear of Horla, as well as freedom, to create an excitement of fear in the reader (due to his having responsibility to life). To do this, by proving the presence of unknown creatures in the world and the human inability in their discovery, he denies the freedom of human, and provokes the excitement of fear in the reader. Therefore, the author shows crisis of the narrator's alienation with the emotionalization of words Horla and failure. The crisis of alienation represents the truth of the existence of the author and his feelings. Hence, the author has a high to this concept. This inner emotioncy, created at the level of his involvement, shapes his world view, and it is induced to the reader in the story of Horla through the emotionalization of the mentioned words.
Many studies have been yet conducted in relation to the Emotioncy Model, but the use of this Model in literature has not been addressed in none of these studies. According to the findings of this study, it can be argued that the Emotioncy Model in the field of literature can be a suitable ground for the exploration of the feelings, inner emotions and worldview of the authors through the words and concepts used in literary

In response to this question whether subject stays in its thematic position within VP or moves to Spec, TP, theoretical debates and given language evidence do not provide sufficient information to determine the derived subject position in Persian sentences’ structure. In this regard, although Persian is a free word order language, the findings of this study show that the displacement of sentence elements in this language is distinguished as a change in the original sentence sequence by Persian speakers, and the change affects their processing time. In addition, considering two different perspectives on the subject's position in Persian and using the psychological evidence, in line with Darzi and Marzban (2014) and Anoshe (2010), we prove that in passive, transitive, and intransitive sentences’ structure in Persian, subject first merges in its thematic position within VP and then moves to Spec, TP.

The form of words and concepts in mind is the subject of this paper. Among various methods, bodily communication has been used to show it in the mind of people with individual differences. Two hundred students participated in the first phase of the study, while ninety five of them participated in the second phase of it. In the first phase, a set of tests was given successively to determine the levels of certain personality variables. In the experimental setting, the participants were instructed to communicate certain words one by one nonverbally. These thirty words were selected according to Ricci Bitti and Poggi (1991)’s strategies. The image schemata used by them and then the association between using different schemata and psychological variables were investigated. The results showed that the association between them is significant in some words. This significance was seen more in more stable and innate psychological characteristics. In fact, Intelligence Quotient (I.Q.) and introversion/extroversion had a more effective role than self-esteem to make a significant difference when participants tried to show different words using various schemata; while anxiety had the least role.

Idiomatic expressions are defined as linguistic structures, which, in contrast with ordinary sentences, can not be interpreted via meaning amalgamation of their constituents. This study aims at surveying the most important psycholinguistic models proposed in the study of idiom comprehension. Furthermore, the significant characteristics of these approaches have been discussed. The common feature of the traditional approaches is their emphasis on the literal meaning processing, that is, these approaches are either adherents of serial meaning processing, i.e., they would assert that literal meaning processing takes place before figurative meaning processing, or they are interested on the parallel meaning processing. However, the common ground of the novel approaches is that they emphasize on the important role of the contextual features in accelerating idiom comprehension. At the end, the notable graded salience hypothesis has been criticized, and the possibility of posing a unified theoretical framework in idiom comprehension has been investigated.

The message recall effects consist of the primary effects, middle effects and recency effects. People who recall the first part of the list are affected by the primary effects, those who recall the middle part are affected by the middle effects, and those who recall the last part are affected by the recency effects. The present research is to investigate the recency effects of Persian verbal radio commercials on the memory of their listeners. Also the study is to represent the effects of using short sentences and slogans in Persian radio commercials. The research methods are the field study and experimental. To perform the trials, six out of the 50 Persian radio commercials were chosen, which were broadcasted from Iran, Javan and Payam radio channels in February and March, 2011. Six blank-sentence tests were designed according to the commercials. 71 participants (44 men and 27 women) were randomly selected. Listening the commercials twice, they wrote the missing words in the tests they recalled. The results suggest the recency items with minrank (2/77) of a Persian radio commercial have more effects on the listeners’ working memory and are recalled better than the primary (2/16) and the middle items (%1/06). Also short sentences and slogans (99/79) have more effects on the listeners’ working memory and they are recalled well than the others (41/80). The results are suitable for Persian radio commercial programmers, goods producers and service institution administrators to take the listeners’ attractions to introduce their goods and services better. Linguists and psychologists can also use these results to study the effects of sentence positions on people's memories.

This study investigates the link among the personality trait of perfectionism, reading anxiety and reading achievement. To this end, the participants filled the perfectionism and reading anxiety questionnaires. With respect to the measurement of reading achievement, student's final scores on the end of the semester test were used. The results showed that socially prescribed perfectionism is a significant predictor of both reading anxiety and reading achievement. Also, negative correlation was observed between reading anxiety and reading achievement. The results of the study led the researchers to hypothesize a mediating role for anxiety in the relationship between perfectionism and reading achievement. A hypothetic model regarding the relationship of these three variables was put forth which can act as a source of inspiration for future research.

This study investigates the theoretical principles of the learner centered foreign language teaching methods. It also attempts to find an answer to the question of how the science of foreign languages teaching have shifted from teacher centered classes toward student centered ones. The emphasis on learner centered classes is an issue, which is highly recommended but it has been overlooked in practice. Teaching methods of foreign languages in the 20th century have been mainly influenced by psychology, pedagogy and andragogy. Behavioristic psychology and structural linguistics formed the theoretical foundations of audio-lingualism. According to this approach, learners were to imitate the patterns of teachers in an immediate and automatic manner. In audio-visual teaching of unified structures, giving autonomy to the learner approximates the learner to produce new sentences during a learner-centered learning. The Chomskyan generative grammar and his notions of competence and performance have influenced (though indirectly) the teaching methods of foreign languages. In communicative approach, the learner is actively engaged in producing various speech acts and, in the process of instruction, he/she collaborates actively with the teacher. In community language learning, much attention has been paid to the principles of andragogy, in which the teacher is considered to be an adult consultant. In the course of the evolution of the roles that learners (adults as well as children) have played during the last century, attempts are made to focus on the psychological changes from behaviorism to cognitive psychology. This study further focuses on the changes of attitudes from traditional pedagogy to modern pedagogy and also to the emergence of andragogy.