<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">In this study, language views and home language practice of sixteen immigrant parents were documented and related to the dual language behaviors of their young children (ages 1:09 to 3;06) who were enrolled in a Toronto English-language childcare center. De Houwer's (1999) model of early bilingualism was applied to the minority language context and external factors were used to explain the short-lived active bilingualism of the younger children and the passive bilingualism of the preschoolers. Presenting mothers and fathers with separate questionnaires proved to be a valuable methodological tool, which revealed similar language thinking but different home language practice. Immigrant mothers were more committed to their children's L1 development than were fathers, a finding, which supports and extends the parental gender difference noted in earlier work (Gleason, 2005; Lyon, 1991; Lyon &amp; Ellis, 1999). Negative effects of early L2 exposure on minority language children's incomplete L1, reported in earlier studies, were confirmed. A concrete outcome of the present study was the creation mylanguage.ca, a website intended to help immigrant parents understand their children's dual language learning. Even though the study presents a somewhat bleak picture of the continuation of L1, it concludes on an optimistic note, encouraging immigrant fathers to join forces with their L1-committed spouses and to help provide a nurturing L1 environment for their young children.</abstract>

Early bilingualism: children of immigrants in an English-language childcare center

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">According to neuropsychological models of ADHD, deficits of working memory are regarded as an essential cognitive phenotype for the disorder (Barkley, 1997; Castellanos &amp; Tannock, 2002; Martinussen &amp; Tannock, 2006). The primary goal of the present study was to compare the functioning of the phonological loop and the central executive system in the situation of manipulation of verbal material in children with ADHD (inattentive and mixed subtypes) and without ADHD. 132 children 9-11 years old were examined. Results revealed worse performance of tasks in ADHD children than in healthy children. It may be considered not as a result of difficulties in the performance of operations on verbal material (central executive system) but as a consequence of difficulties in the material maintained in the phonological loop of verbal working memory. There were no differences between mixed ADHD and inattentive ADHD groups.</abstract>

Verbal working memory in ADHD children

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">This study explores the comprehension of simple ironic utterances in 210 Finnish children aged from 3 to 9 years. If the child answered the question correctly, he/she was asked to explain correct answers. The results indicated that there was large individual variation within age groups both in answers and explanations. In terms of correct answers there was a significant difference between 6- and 7-year-olds and in correct explanations between age groups of 3-4, 6-7 and 7-8. Analysis of incorrect answers showed that literal interpretation of an utterance was the most common incorrect answer type in all age groups. Totally irrelevant answers occurred only in children aged 3 and 4. In terms of incorrect explanations, "turntaking" and "incorrect focus" categories were the most common incorrect explanation types. Contrary to previous studies, in this study already some of the 3- and 4-year-olds showed an emerging ability to comprehend irony.</abstract>

Development of comprehension of ironic utterances in 3- to 9-year-old Finnish-speaking children

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">The study concerned the process of metaphor creation in a group of depressive and of non-depressive people. It was assumed that due to some deficits in working memory and inhibition processes, depressive people would have difficulties with metaphorical processing and would produce fewer metaphors than do healthy individuals. It was also presumed that subjects with depression as compared to non-depressive individuals would produce more metaphors for negative notions, and generally would create more negative metaphors, independently of the semantics and valence of a notion. The results obtained in this study aren't univocal. However, it seems that there exists a tendency to produce a smaller number of metaphors in depressive people (especially concerning the notion of FUTURE), which could indicate the existence of some difficulties in metaphorical processing connected with depression. Furthermore, depressive subjects produced more negative metaphors for some notions but not for all of them. This points to the need of attention to semantics in studies on the mechanisms of metaphorical processing in a group of depressive people.</abstract>

Metaphorical conceptualization of some notions in depressive disorders: Is PLEASURE an insipid milky jelly?

<abstract xml:lang="en" xmlns="http://www.w3.org/1999/xhtml">Two studies examined 3- and 4-year-olds' ability to follow the mental ‘sub-text’ of conversations employing ironic intonation. In Study 1, children were asked what a confederate thought was inside a tin, following an exchange in which she saw (joke conditions) or did not see (lie conditions) the contents (a stone) and heard these referred to in neutral or ironic tone as a cake. Study 2 repeated the joke conditions, with the confederate touching the stone. Amongst 4-year-olds, intonation was found to trigger complex assessment of the information available to the confederate, whilst 3-year-olds appeared confused. The data suggest that ability to track the belief implications of conversations is underpinned by substantial improvements in working memory between 3 and 4 years.</abstract>

Institute of Education University of London

Young children's detection and decoding of ironic intonation

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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 