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        <title>Psychology of Language and Communication Feed</title>
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            <title><![CDATA[The Effect of an Intervention Program Based on Social-Emotional Learning and Confidence Judgments on Writing for Third-Grade Students]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0007</link>
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            <pubDate>Mon, 28 Sep 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[The writing process poses a challenge for many students worldwide. Social-Emotional Learning (SEL) programs can benefit students and influence their success in school. Specifically, the ability to regulate emotions can be a critical factor in academic achievement. Confidence judgments are a metacognitive process that occurs after a student provides an answer or solution, by which the learner evaluates the correctness of their response. This judgment is crucial for regulating learning. The study’s aim was to examine the effect of a unique intervention program that integrates the development of emotional regulation skills and fosters metacognitive abilities when writing for third-grade students at a public elementary school. This intervention was applied in an experimental group where each participant learned to regulate their negative emotions using a variety of strategies. Furthermore, during the intervention, each participant in the experimental group wrote a story for a picture and assessed their own performance upon completion of the task, utilizing a specialized ruler designed to enhance confidence judgment. To facilitate the acquisition of narrative writing skills in both the experimental and control groups, a metacognitive schema was employed. The study’s results indicate that experimental group participants demonstrated significant post-intervention improvement in written language skills, positive emotions, and metacognitive components, when compared to the control group, which showed no change. The assimilation and training of emotional skills and confidence judgments among third-grade students during writing is deemed necessary.]]></description>
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            <title><![CDATA[Disgusted by Value, Unseen by the System: Moral Appeals, Emotions, and Vaccination]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0006</link>
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            <pubDate>Wed, 26 Aug 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Following a decade of profound political and economic instability in Europe, Greece emerged during the COVID-19 crisis as a unique setting for examining moral persuasion in public health. This experimental study explored how different moral framings, utilitarian, deontological and value-based, shaped vaccination-related beliefs and intentions. Utilitarian appeals were most persuasive overall, especially for immediate behavioral intent. Yet, deontological messages proved effective among individuals with low trust in institutions and high fatalistic tendencies, suggesting that appeals to duty resonate when faith in systemic order erodes. In contrast, value-based appeals unexpectedly triggered stronger disgust responses, which in turn weakened vaccine acceptance. Here, disgust acted not just emotionally but symbolically, as a form of moral distancing from messages seen as intrusive or paternalistic. These findings reveal that persuasion is not neutral, it is filtered through affective and ideological schemas. The effectiveness of moral appeals depends on how they align or clash with recipients’ lived moral frameworks.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[The Importance of Norm Violation and Relevance for Gossip Appreciation]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0005</link>
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            <pubDate>Tue, 28 Jul 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Social grooming theory posits that relevance is a key feature of gossip whereas prosocial gossip theory emphasizes norm violations. To determine which theory better captures participants’ perceptions of gossip compared to non-gossip, 197 participants viewed 16 videos that varied by statement type (gossip vs. target-present), relevance (relevant vs. irrelevant), and violation (violates norms vs. does not violate norms). Participants rated each speaker’s intention on four social functions: usefulness, relationship building, entertaining, and influence. They also rated the speaker’s attitude and perceived severity. In support of the social grooming and prosocial gossip theories, relevant statements containing norm violations were rated as better serving the social functions. However, only strengthening relationships was improved by gossiping. The speaker’s attitude was also rated more positively for gossip statements. Our findings support both the social grooming and prosocial gossip theories, demonstrating that people view gossip more favourably when it is relevant and includes norm violations.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[The Role of Personality in Language Learning]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0004</link>
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            <pubDate>Mon, 08 Jun 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Personality is connected to the affective system, memory, and numerous aspects of cognition, including language. This article aims to: 1) review, in a narrative fashion, how certain personality traits influence verbal expression and second language acquisition; and 2) explore the possibility that different languages (L1, L2, L3, etc.) may affect the personalities of bilinguals or multilinguals in distinct ways. In particular, it presents a case study on language-dependent self-perception in Friulian-Italian bilinguals. Results are presented in relation to a selection of theoretical models of personality: attachment theory, the biosocial model, and the five-factor model. The most robust findings indicate that attachment styles are related to communication styles, and that big-five personality traits are linked to language characteristics and second language acquisition. The need for further research in this area is warranted, especially regarding the impact on certain aspects of personality during verbal expression in a second language.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Word Wars: The Role of Form and Semantic Encoding in Implicit and Explicit Recognition of Nouns and Verbs]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0003</link>
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            <pubDate>Wed, 06 May 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[Encoding word form and semantic information is critical for integrating new words into the lexicon. Factors like encoding context and word class impact memory traces and, thus, recognition of new words. This study investigated how encoding form and semantic information in incidental contexts influences later explicit and implicit recognition of novel nouns and verbs. Across two experiments (Noun: n = 31; Verb: n = 23), although explicit semantic encoding did not facilitate behavioral recognition, neural measures (mismatch negativity [MMN], N400) revealed distinct implicit processing patterns for each word class. MMN results indicated word form encoding for nouns but not verbs. N400 results showed that nouns with explicitly identified meanings required more effortful processing, whereas most previously encountered verbs showed evidence of semantic encoding regardless of meaning identification. These findings provide insights into mechanisms underlying word learning and word recognition and illustrate how lexical representation development differs across word classes.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Verb Aspect and its Role in Reasoning About Guilt]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0002</link>
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            <pubDate>Tue, 17 Mar 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[This study investigates the effects of verb aspect on legal judgments. In three experiments, that were presented in French to French speakers, participants received a scenario about a case of HIV transmission, in which the actions of the person referred to as responsible for the transmission were described using imperfective or perfective aspect. Furthermore, in experiment 1, the accused was portrayed as aware (versus unaware) of his HIV status, and in experiment 2, he was portrayed as having (versus not having) a previous criminal record. In experiment 3, the lexical verbs used to describe his behavior made the accused a high volitional agent (versus low volitional). Participants read the report and then made judgments on intentionality, expressed feelings toward the accused and ascribed him a blame and sentence. Results revealed that imperfective descriptions resulted in higher perceived intentionality, higher blame attribution, more dislike and higher sentence. But they also showed that these effects of imperfective versions occurred primarily when the accused was portrayed as knowing his seropositivity (experiment 1), having a criminal record (experiment 2) and when the volition of his behavior was attenuated (experiment 3). These findings provide novel insights about how language subtleties can impact perceptions of criminal intentionality and its related judgments.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Hate Speech in Poland. Content Analysis and Case Study]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2026-0001</link>
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            <pubDate>Sun, 22 Feb 2026 00:00:00 GMT</pubDate>
            <description><![CDATA[The aim of our study was to analyse utterances about important groups and social phenomena in Poland in terms of the themes identified by Winiewski et al. (2017) as characteristic of hate speech. The face-to-face study involved 200 people (98 women and 102 men) who described seven selected photographs. Their utterances (N = 1400) were analysed using the method of competent judges. Although the content of hateful speech found in the study was low (56 cases), of the seven social groups that were described by the subjects, two appear to arouse more negative emotions and encourage a greater loss of restraint: people with obesity and Catholic clergy. In future research, it would be useful to pay particular attention to these two social groups in the context of their negative evaluation and its psychological determinants.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[What Young Children’s Processing and Understanding of Compound Words Can Tell Us About Their Pragmatic Development]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0019</link>
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            <pubDate>Wed, 31 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[What can we learn by observing how children process and interpret compound terms? By integrating both linguistic and pragmatic factors, typically studied in isolation, the current study revealed children’s growing adherence to linguistic norms, but also their increasing openness to unconventional reference. Across three experiments employing a picture selection task for referent selection, young children were presented with lexicalized and novel exocentric and endocentric compound nouns. Examining age-related differences in referent selection, Experiment 1 (baseline), found a preference for conventional and semantically transparent referents, increasing with age. Experiment 2 showed that an individual speaker influenced referent selection across both age groups, with 5-year-olds showing more accommodation of the speaker’s intended meaning. Experiment 3, examining gaze behaviour, indicated that both 3- and 5-year-olds decompose lexicalized compound terms similarly to novel compounds. This research highlights the interplay between language and social development, showcasing key stages in children’s pragmatic development.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Exploring Gender Identity Cues in Email Signature Blocks: An Experimental Study]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0018</link>
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            <pubDate>Mon, 08 Dec 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This study examines the effects of gender identity cues in email signatures on outcomes of misgendering, trait perceptions, social exclusion, and language use and how these effects are moderated by transphobia. Using a 3 × 2 between-subjects design, cisgender participants (N = 354) read and responded to a forwarded email containing gender identity cues in the signature block with varying pronouns (they/them, she/her, and he/him) and the trans flag emoji (present or absent). There were significant outcomes for social exclusion and language use but not misgendering or trait perceptions. Higher exclusion was associated with they/them and she/her pronouns. The trans flag emoji interacted with transphobia to reduce the use of power-related language as transphobia increased. Further, email signatures including the trans flag emoji directly influenced use of netspeak, or highly informal online language (e.g., u r gr8). Theoretical implications of transphobia and bias toward gender identity cues are discussed alongside practical implications.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Mental State Language in Chilean Storybooks: Does Writers’ Nationality and Gender Matter?]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0017</link>
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            <pubDate>Wed, 29 Oct 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Children’s books are a useful tool to enhance mentalization since they usually contain multiple references to mental states, thus providing potential opportunities to mentalize. Studying the factors that influence mentalization is fundamental since this ability is essential for children´s socioemotional development. An exploratory study was designed to analyze mental state language (MSL) in storybooks for 3- and 4-year-old children in Chile and compare MSL use by writers of different nationalities and sexes. The sample consisted of 40 books from male and female writers from Chile and Spain. Our results showed that the most referred mental references were desires, cognitions, and emotions. Differences were found according to the writers’ nationality for cognitions, as well as in the interaction between nationality and gender for references to desires and cognitions. Our results imply that books differ in frequency and type of references to mental states, according to the cultural background of the writer.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Foreign Language Learners’ Speaking Anxiety and Enjoyment With Single-word Vocabularies and Phrasal Verbs Over Time: An Idiodynamic Perspective]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0016</link>
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            <pubDate>Tue, 14 Oct 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Although evidence concerning how cognitive task complexity influences task performance abound, its impact on emotional variables remains underexamined. Besides, previous research has mainly treated emotions as stable individual difference variables. To address these limitations and following complex dynamic systems theory, this research adopted an idiodynamic approach to investigate fluctuations in Foreign Language Speaking Anxiety (FLSA) and Foreign Language Speaking Enjoyment (FLSE) among four female intermediate-level English learners under two cognitively different speech production conditions: using single-word vocabulary (less complex) and phrasal verbs (PVs, more complex). Results of per-second self-ratings revealed that vocabulary knowledge and cognitive load level triggered fluctuations in FLSA and FLSE quite differently. Interestingly, speakers reported high levels of both anxiety and enjoyment while using PVs. This finding can shed more light on the dynamics of FLSA and FLSE in foreign language classrooms. Implications for considering dynamics of emotional variables in oral task design is discussed.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Lebanese Arabic Adaptation of the Quick Aphasia Battery: A Psychometric Evaluation]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0015</link>
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            <pubDate>Thu, 04 Sep 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Studies into language impairments among Arabic-speaking adults remain scarce, and the field of aphasiology understudied; this is in part due to the lack of standardized assessment tools that can identify and assess patients suspected to have aphasia. Since the Quick Aphasia Battery (QAB) is characterized by its speed and comprehensiveness, it was selected for an adaptation into Lebanese Arabic. A preliminary data collection was first conducted on a pilot healthy sample which motivated the change of a few test items deemed to be culturally inappropriate. The revised version was then administered to a sample of healthy controls (HC) participants (N = 132) and post-stroke aphasic individuals (N = 30). The adapted QAB was shown to be a reliable assessment tool with high sensitivity and specificity for the diagnosis of aphasia]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Balanced Frequency Among Rivals in Child Spanish Morphology: A Corpus-based Study Of One Child]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0014</link>
            <guid isPermaLink="false">/article/10.58734/plc-2025-0014</guid>
            <pubDate>Thu, 04 Sep 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[The study of overgeneralization provides evidence for understanding the factors that influence the application of previously acquired linguistic patterns in a novel way by children. According to the literature, frequency plays an important role in overgeneralization. For instance, overgeneralization of morphemes is less likely to occur to high frequency verbs. The aim of this study is to determine whether the elements the child retrieves to create a verbal morphological overgeneralization are of greater frequency than the target elements of their previous speech and the input. It consists of a high-density longitudinal study of a middle-class child (1;11,24-2;02,24), whose utterances were recorded daily for three months. Elements retrieved by the child to create a verbal overgeneralization were compared against the target elements of their previous speech and the input using non-parametric tests. According to the results obtained, it can be said that overgeneralized forms are associated with equal frequency patterns in the child’s speech.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Pleasantness and Motivational Intensity of Experienced Emotion Influence Affect Labeling in Men and Women: Does Inhibitory Control Play a Role?]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0013</link>
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            <pubDate>Fri, 01 Aug 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Affect labeling involves describing emotional experiences using words. It is not known how different aspects of emotional experience influence affect labeling. The primary objective of this study was to compare the number of affective labels generated in emotional situations varying in valence and motivational intensity. Given that previous studies suggest that women are more capable in describing their emotional experiences, we also considered gender differences in generating affective labels. Additionally, we investigated whether inhibitory control influences the number of generated affective labels. Participants (N = 72) were instructed to generate affective labels in anger, sadness, and happiness. They also completed a color-word Stroop task with negative priming. Our results revealed that the motivational intensity of the emotions significantly influenced the generation of labels in women. A similar trend, though non-significant, was observed in men. No relationship between inhibitory control and the number of generated labels was found.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[Fake News are Easier, More Emotional and Less Complex: Some Evidence from Spanish]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0012</link>
            <guid isPermaLink="false">/article/10.58734/plc-2025-0012</guid>
            <pubDate>Wed, 30 Jul 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Characterizing false information based on linguistic analysis is important to understand the factors that affect the proliferation of fake news in the media. Previous work has identified some linguistic regularities that suggest a trend towards decreased complexity, polarization and sentiment in false information. This study is aimed at identifying linguistic differences between real and fake news using a corpus of annotated media news in Spanish via the automatic analysis of linguistic cues using dictionaries of lexical norms. We focus on lexical aspects of complexity, familiarity and sentiment. Consistent with previous results, we found that fake news are associated with lower cognitive loads, reflected by reduced sentence complexity, and increased lexical familiarity and imaginability. Moreover, and consistently with previous results, the analysis revealed that fake news are associated with more polarized emotional content.]]></description>
            <category>ARTICLE</category>
        </item>
        <item>
            <title><![CDATA[The Impact of a Communicative-Metacognitive Intervention on Linguistic Majors’ Self-Actualisation]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0010</link>
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            <pubDate>Sat, 28 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[This study explores the potential of a communicative-metacognitive intervention (CMI) in enhancing self-actualisation. Conducted as an extra-curricular project with linguistic majors, the CMI was designed to equip them with soft skills essential for contemporary employers (ManpowerGroup, 2021). Throughout the project, participants were encouraged to embrace the principles of person-centred communication (Motschnig &amp; Nykl, 2014), and engage in metacognitive reflection (Frith, 2012), which was expected to facilitate group interaction. Empirical data came from 43 students: 28 participants in the CMI and 15 non-participants. Self-actualisation measurement prior to and after the intervention was based on participants’ responses to the Personal Orientation Inventory (POI; Shostrom, 2016), and triangulated with insights from 11 semi-structured interviews, subjected to thematic analysis (Braun &amp; Clarke, 2022). Our outcomes demonstrate that the CMI triggered significant changes in the areas of Inner-Directedness, Existentiality, Self-Regard, Self-Acceptance, and Capacity for Intimate Contact, and, overall, had a facilitative effect on participants’ self-actualisation.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Getting Excited About Public Speaking: A Replication]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0011</link>
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            <pubDate>Sat, 28 Jun 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Can three little words improve a person’s public speaking performance? Brooks (2014, Study 2) predicted and found that college students who were instructed to say aloud “I am excited” before delivering a stressful 2-3 min speech reported feeling more excited but not less anxious, compared to participants who were instructed to say “I am calm.” As Brooks also predicted, independent judges rated the performance of the “excited” group as better than the “calm” group across four indices (persuasive, competent, confident, persistent), and the “excited” group had longer speech duration. In a direct replication and extension, we found nearly identical results for self-report, but no differences between conditions on any observer ratings of performance, nor on an additional indirect measure of anxiety (Emotional Stroop). We discuss why this minimal reappraisal intervention affected self-report but did not result in observable improvements in public speaking.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Why Language Matters: A Qualitative Inquiry Into the Implications of Language Used During Provider-Patient Interactions on University Students’ Perceptions and Understandings of Their Own Mental Health]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0009</link>
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            <pubDate>Sat, 24 May 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Language surrounding mental health has been utilised to mechanise and normalise stigma. Associated connotations of prejudice can deter individuals from accessing critical support. There are few studies investigating use of language within clinical contexts. This paper investigates implications of language used during provider-patient interactions in shaping patients’ understandings of their mental health. Semi-structured, online interviews were conducted with ten university students with previously obtained mental health diagnoses or treatment. Interpretative phenomenological analysis identified three core themes: impact of navigating complex language and services on diagnostic experiences; a lack of person centred care as dehumanising; existing prejudices of the individual and others impact experiences of ill mental health. Results suggested clinical language can be emotive, acting as either a barrier or enabler to sense making of mental health diagnoses. This research can translate to operational language use guidelines in clinical settings, ultimately contributing to patient well-being.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Recognizing Communicative Intentions Lies at the Heart of Irony Processing; and Bilinguals Might do it Better: A Literature Review]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0008</link>
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            <pubDate>Tue, 20 May 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Bilinguals perform better in interpreting intentions, the pillar of irony comprehension. As bilingualism becomes normal, exploring the role of the second language (L2) in irony comprehension seems invaluable. Evidence suggests that L2 proficiency impacts irony processing in the native language (L1). Some studies highlight the positive role of L2 proficiency in L2 irony processing - irony comprehension may proceed comparably in L1 and L2 provided one is highly proficient in both languages. While some evidence shows that irony processing is less efficient in L2, other suggests that the processing difficulty in L1 and L2 is attenuated. I review various studies exploring irony comprehension in the bilingual context. It is suggested that bilinguals may be privileged irony comprehenders due to a better developed mentalizing capacity. Bilingual irony processing evidence is inconclusive and needs further exploration.]]></description>
            <category>ARTICLE</category>
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        <item>
            <title><![CDATA[Lexical and Morphological Development for English and Russian in a 3-Year-Old Multilingual Child]]></title>
            <link>https://reference-global.com/article/10.58734/plc-2025-0007</link>
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            <pubDate>Sun, 04 May 2025 00:00:00 GMT</pubDate>
            <description><![CDATA[Processability Theory (PT) adequately describes the developmental stages of L2 learners across languages. To date, little is known whether PT can predict the grammatical development of bilingual and multilingual children. A longitudinal study examined the lexical and morphological development of a child growing up with Russian and English and exposed to Ukrainian using PT from 2;11 to 3;06. The results show a strong correlation between the child’s vocabulary growth and the development of morphological skills, supporting Lexical Functional Grammar. Grammar development in both languages progressed alongside lexical acquisition, indicating the cumulative nature of language development. The study supported Pienemann’s hypothesized sequences in PT, revealing different stages for Russian and English. It suggests that NP agreement precedes VP agreement in the child’s English. However, there was no evidence supporting the acquisition of the S-procedure before the subordinate stage in English. These findings contribute to understanding Russian-English bilingualism in early childhood.]]></description>
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