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This study examines psycholinguistic structure of autobiographical and traumatic narratives representing positive emotional and stressful traumatic life events. The research applied the cross sectional, between subjects design utilizing the independent variables of external agent they, space and time and dependent variable of word number in traumatic narratives for multiple regression analysis. The approval letter to recruit the participants through SONA system in 2015–2016 academic year was obtained from Institutional Review Board of Oklahoma State University (USA). 64 undergraduates of nonclinical setting, females (n=37), males (n=27), mean age was 19.43 (SD=1.37) were recruited. PTSD-8: A Short PTSD Inventory assesses PTSD, the Linguistic Inquiry and Word Count (LIWC) analyzes traumatic and autobiographical narratives in terms of linguistic units and psychological meaningful categories. The results indicate that there are significant differences between pronoun they as external agent of proposition and psychological categories of negative emotions and anxiety in traumatic and autobiographical narratives. The frequency of these categories is higher in traumatic narratives compared with autobiographical narratives. External agent they, category of time and space taken together significantly contribute to word number in traumatic narrative. There is a negative correlation between focus on the past and word count, and positive correlation between social category and word count in traumatic narrative in nonclinical sample. To sum up, propositional structure of traumatic memory of individuals without PTSD is represented by external agent and context (place and time) taken together. Considering time as a significant negative predictor of creating traumatic narrative, temporal processing without overestimation of time is an important factor of avoiding PTSD. The principal theoretical implication of this study is that traumatic memory might be examined through psycholinguistic markers represented by propositional structures and psychological meaningful categories of traumatic narratives in individuals from nonclinical and clinical settings. References Anderson, J., Bower, G. D. (1974). A propositional model of recognition memory. Memory and Cognition, 2(3), 406-412. American Psychiatric Association. (2013). American Psychiatric Association, 2013. Diagnostic and statistical manual of mental disorders (5th ed.). American Journal of Psychiatry (p. 991). doi: https://doi.org/10.1176/appi.books.9780890425596.744053 Bauer, P.J. (2015). A complementary process account of the development of childhood amnesia and a personal past complementary process. Psychological Review, 122(2), 204-231. doi: https://doi.org/10.1037/a0038939. Berntsen, D. (2009). Involuntary Autobiographical Memories: An Introduction to the Unbidden Past. Cambridge: Cambridge University press. Berntsen, D., Rubin, D.C. (2002). Cultural life scripts structure recall from autobiographical memory. Memory and Cognition, 32(3), 427-442. doi: https://doi.org/10.3758/BF03195836. Berntsen, D., Rubin, D.C., & Siegler, I.C. (2011). Two versions of life: emotionally negative and positive life events have different roles in the organization of life story and identity. Emotion, 11(15),1190-201. doi: https://doi.org/10.1037/a0024940. Bietti, L. (2014). Discursive Remembering (Media and Cultural Memory). Paris: Telecom Paris Tech. Brewin, C.R. (2007). Autobiographical memory for trauma: Update on four controversies. Memory, 15(3), 227-248. doi: https://doi.org/10.1080/09658210701256423. Byrne, C. A., Hyman Jr, I. E., & Scott, K. L. (2001). Comparisons of memories for traumatic events and other experiences. Applied Cognitive Psychology: The Official Journal of the Society for Applied Research in Memory and Cognition, 15(7), S119-S133. doi: https://doi.org/10.1002/acp.837. Cohen, J. A., Mannarino A. P., Deblinger, E. (2006). Treating Trauma and Traumatic Grief in Children and Adolescents. N.Y.: Guilford Publication Inc. Fivush R., Habermas T., Waters T. E.A., Zaman W. (2011). The making of autobiographical memory: intersections of culture, narratives and identity. International Journal of Psychology, 46(5), 321-345. doi: https://doi.org/10.1080/00207594.2011.596541. Gunsch, M. A., Brownlow, S., Haynes, S. E., & Mabe, Z. (2000). Differential forms linguistic content of various of political advertising. Journal of Broadcasting & Electronic Media, 44(1), 27-42. doi: https://doi.org/10.1207/s15506878jobem4401_3. Hague, S. and Conway, M. A. (2001). Sampling the process of autobiographical memory construction. 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The Journal of Psychology, 148(5), 523-547. doi: https://doi.org/10.1080/00223980.2013.814619. Tausczik, Y. R., & Pennebaker, J. W. (2010). The psychological meaning of words: LIWC and computerized text analysis methods. Journal of language and social psychology, 29(1), 24-54. doi: 10.1177/0261927X09351676. Van der Kolk, B. A., & Fisler, R. (1995). Dissociation and the fragmentary nature of traumatic memories: Overview and exploratory study. Journal of Traumatic Stress, 8(4), 505-525. doi: https://doi.org/10.1007/bf02102887. Vicario, C. M., & Felmingham, K. L. (2018). Slower Time estimation in Post-Traumatic Stress Disorder. Scientific Reports, 8(1). https://doi.org/10.1038/s41598-017-18907-5 Vicario, C. M., Gulisano, M., Martino, D., & Rizzo, R. (2016). Timing recalibration in childhood Tourette syndrome associated with persistent pimozide treatment. Journal of Neuropsychology, 10(2), 211-222. doi: https://doi.org/10.1111/jnp.12064. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Zasiekina, L. (2014). Psycholinguistic representation of individual traumatic memory in the context of social and political ambiguity. East European Journal of Psycholinguistics, 1(2), 118-125. doi: https://doi.org/ 10.5281/zenodo.45899. Zasiekina, L., Khvorost, K., & Zasiekina, D. (2018). Traumatic Narrative in Psycholinguistic Study Dimension. Psycholinguistics, 23(1), 47-59. doi: https://doi.org/10.5281/zenodo.1211097.

The article is focused on revealing the factors of acculturation and language adaptation through the study of the specific character of procrastination in international students. The specific features of the operationalization of these concepts in modern psychological literature. The peculiarities of the operationalization of these concepts in modern scientific literature are highlighted. Among the research participants were international undergraduate students (n = 41) who study at two higher education institutions of Ukraine. Results of the correlation analysis indicate a positive correlation between procrastination with the general level of acculturation stress (r=0.43, p

The aim of this research is to suggest psycholinguistic approach to assess family members’ Expressed Emotion towards the individuals with diabetes; and explore psycholinguistic markers, presented by linguistic units and psychological meaningful categories, indicating family members’ attitudes towards the individuals with diabetes. The participants (n=65) from the endocrinology department of Volyn regional clinic (Lutsk, Ukraine) were recruited. Health and Self-Management in Diabetes Questionnaire (Carlton, Rowen & Elliott 2018) and perceived Expressed Emotion of their family members (Hooley, 2006), which are not less than in 10-hours weekly contact with them; Linguistic Inventory Word Count (LIWC) (Pennebaker, Boyd, Jordan & Blackburn, 2015) and analysis of EE as communication patterns were applied (Wuerker, 1996). The current study found that there is a specific distribution of grammatical forms and response modes, linguistic units and psychological meaningful categories in family members with low and high levels of EE.

The article is focused on revealing the factors of acculturation and language adaptation through the studyof the specific character of procrastination in internationalstudents. The specific features of the operationalization of these concepts in modern psychological literature are highlighted. Among the research participants were international undergraduate students (n = 41) who study at two higher education institutions of Ukraine. Results of the correlation analysis indicate a positive correlation between procrastination with the general level of acculturation stress (r=0.43, p

Expressed Emotion (EE) is a well-validated measure of the family environment of individuals with mental and physical conditions that examines relatives’ critical, hostile and emotionally overinvolved attitudes towards a family member with a condition. This review focuses on studies of EE on containing data of the impact of Expressed Emotion on the course of chronic illnesses and clinical outcomes in mental and physical health conditions. The structural literature review is based on the search of articles in peer-reviewed journals from 1991 to November, 2018 in the databases Psyc-Info and PubMed. Taken together, these results suggest that there is an association between EE towards patients with both physical and mental conditions and a poor clinical and personal recovery. Interestingly, the lower levels of EE towards individuals with a condition were observed in partners comparatively with parents, adult children and relatives. However, the results have been obtained only from two populations with dementia and Type I diabetes and have been considered as important issue for future research. References Ayilara, O., Ogunwale, A., & Babalola, E. (2017). Perceived expressed emotion in relatives of patients with severe mental illness: A comparative study. Psychiatry research, 257, 137-143. Bogojevic, G., Ziravac, L., & Zigmund, D. (2015). Impact of expressed emotion on the course of schizophrenia. European Psychiatry, 30, 390. Brown, G. W., Birley, J. L. T., & Wing, J. K. (1972). Influence of family life on the course of schizophrenic disorders: A replication. British Journal of Psychiatry, 121, 241–258. Chan, K. K., & Mak, W. W. (2017). The content and process of self-stigma in people with mental illness. American Journal of Orthopsychiatry, 87(1), 34-43. Cherry, M. G., Taylor, P. J., Brown, S. L., & Sellwood, W. (2018). Attachment, mentalisation and expressed emotion in carers of people with long-term mental health difficulties. BMC Psychiatry, 18(1), 257. Coomber, K., & King, R. M. (2013). Perceptions of carer burden: differences between individuals with an eating disorder and their carer. Eating Disorders, 21(1), 26-36 Engel, G. L. (1977). The need for a new medical model: a challenge for biomedicine. Science, 196(4286), 129-136. Flanagan, D. A., & Wagner, H. L. (1991). Expressed emotion and panic fear in the prediction of diet treatment compliance. British Journal of Clinical Psychology, 30, 231–240. Hooley, J. M., & Parker, H. A. (2006). Measuring expressed emotion: An evaluation of the shortcuts. Journal of Family Psychology, 20(3), 386. Rienecke, R. D., Lebow, J., Lock, J., & Le Grange, D. (2015). Family profiles of expressed emotion in adolescent patients with anorexia nervosa and their parents. Journal of Clinical Child & Adolescent Psychology, 46(3), 428-436. Safavi, R., Berry, K., & Wearden, A. (2018). Expressed emotion, burden, and distress in significant others of people with dementia. Journal of Family Psychology, 32(6), 835. Romero-Gonzalez, M., Chandler, S., & Simonoff, E. (2018). The relationship of parental expressed emotion to co-occurring psychopathology in individuals with autism spectrum disorder: A systematic review. Research in developmental disabilities, 72, 152-165. Wearden, A. J., Tarrier, N., Barrowclough, C., Zastowny, T. R., & Rahill, A. A. (2000). A review of expressed emotion research in health care. Clinical Psychology Review, 20(5), 633-666. Wearden, A. J., Tarrier, N., & Davies, R. (2000). Partners' expressed emotion and the control and management of Type 1 diabetes in adults. Journal of Psychosomatic Research, 49(2), 125-130.

Монографія є результатом колективної роботи з вивчення психічного здоров’я працівників державних установ. У тексті представлено результати теоретичних та емпіричних досліджень. Для психологів, керівників і працівників державних установ, викладачів, аспірантів, студентів, усіх хто цікавиться питанням психічного здоров’я як у повсякденному житті, так і в контексті робочого місця особистості.

The paper focuses on a psycholinguistic study of individual traumatic memory. Among psycholinguistic tools of the research are psychographological analysis, propositional analysis, and frame analysis. The results of psychographological analysis revealed differences between psycholinguistic representations of traumatic events as compared to psycholinguistic representation of neutral events in norm for written speech. Higher psychographological indices in representation of traumatic events show the emotional lability (high sentence length), low awareness and meaningfulness of the event (high quotient of logical coherence), and low motivation (small number of words in the narratives). Frame analysis allowed revealing distribution of traumatic events in the context of political and social ambiguity. Propositional analysis showed distribution of propositional elements in the narration of traumatic events, which express the meaning of traumatic events in a person’s life (attitude); significance of external circumstances in the awareness of the traumatic event (external object); the main participants of the traumatic event (external argument); the narrator and his/her role in the traumatic event (internal argument); low importance of localization and chronological order of the traumatic event (context); the secondary (passive) role of narrator in the traumatic event and emphasizing the importance of the external circumstances (internal objects). The results of T-test show the differences in psycholinguistic representation of traumatic memory between two samples: respondents without PTSD (95 people) and respondents with PTSD and tendencies to PTDS (111 people). The narrators of the second sample (with PTSD) have higher indices of norm deviations in psychographological analysis, a higher percent of the attitude and internal argument in the predicate in propositional analysis, lower variety of frame clusters of traumatic events than narrators of the first sample (without PTSD).

The study is based on two main scientific paradigms – cognitive and discursive. The process of social categorization by American and Ukrainian students has been focused on in a psycholinguistic experiment. Social schemes (personal schemes, action schemes, self-schemes, role schemes, function schemes) in word meanings for words denoting social objects suggested by Ukrainian (n=25, 12 female and 13 male, mean age 21,7±3,0 years, Lesya Ukrainka Eastern European National Universities, Lutsk) and American (n=25, 15 female and 10 male, mean age 22,4±3,0 years, University of Central Arkansas, Conway, USA) students were analyzed. The results of comparative analysis of word meanings based on social categories (schemes) of Ukrainian and American students show that the most frequent social categories among American students are self- schemes, which are connected with individualism of national character of western-culture people. The most frequent social categories among Ukrainian students are action schemes which express pragmatic character of Ukrainian culture. Despite of the various distributions of social schemes in Ukrainian and American students’ answers, the indifferent to culture criteria for social categorization are revealed. The results of psycholinguistic experiment show the dual cognitive and discursive character of social categorization which demonstrates the degree of culture impact on human cognition and language.

The study is based on two main scientific paradigms – cognitive and discursive. The process of social categorization by American and Ukrainian students has been focused on in a psycholinguistic experiment. Social schemes (personal schemes, action schemes, self-schemes, role schemes, function schemes) in word meanings for words denoting social objects suggested by Ukrainian (n=25, 12 female and 13 male, mean age 21,7±3,0 years, Lesya Ukrainka Eastern European National Universities, Lutsk) and American (n=25, 15 female and 10 male, mean age 22,4±3,0 years, University of Central Arkansas, Conway, USA) students were analyzed. The results of comparative analysis of word meanings based on social categories (schemes) of Ukrainian and American students show that the most frequent social categories among American students are self- schemes, which are connected with individualism of national character of western-culture people. The most frequent social categories among Ukrainian students are action schemes which express pragmatic character of Ukrainian culture. Despite of the various distributions of social schemes in Ukrainian and American students’ answers, the indifferent to culture criteria for social categorization are revealed. The results of psycholinguistic experiment show the dual cognitive and discursive character of social categorization which demonstrates the degree of culture impact on human cognition and language. В основі дослідження – дві провідні наукові парадигми: когнітивна та дискурсивна. Процес соціальної категоризації американськими та українськими студентами вивчається в психолінгвістичному експерименті . Були проаналізовані соціальні схеми особистісні схеми, схеми-дії, я-схеми, рольові схеми, функціональні схеми) у значеннях слів, що позначають соціальні об’єкти , запропоновані українським (n = 25, 12 жінок і 13 чоловіків, середній вік 21,7 ± 3,0 років, Східноєвропейський національний університет імені Лесі Українки, Луцьк) і американським (n=25, 15 жінок і 10 чоловіків, середній вік 22,4 ± 3,0 року, Університет Центрального Арканзасу, Конвей, США) студентам. Результати порівняльного аналізу значень слів, що ґрунтуються на соціальних категоріях (схемах) українських та американських студентів показують, що найпоширенішими серед американських студентів соціальні категоріями є особисті схеми, пов’язані з індивідуалізмом національного характеру представників західної культури. Найчастішими соціальними категоріями серед українських студентів виявилися схеми-дії, що виражають прагматичний характер представників української культури. Результати психолінгвістичного експерименту показують подвійну пізнавальну та дискурсивної характер соціальної категоризації, що загалом демонструє ступінь упливу культури на людське пізнання і мову.

В издании раскрываются вопросы психологии языка, речи и личности. Исследуются проблемы переводческих универсалий. Особое внимание уделяется сравнительно новым научным понятиям и категориям: языковая личность, языковая картина мира, чувство языка, речевой опыт. Для научных работников, аспирантов, студентов и всех, кто интересуется вопросами психологических особенностей речевой деятельности. СОДЕРЖАНИЕ Предисловие 4; Часть 1. Язык и мир. Речь и личность 6; Засекина Л. В. Интеллект личности в зеркале психолингвистики 6; Засекин С. В. Язык в зеркале перевода: психолингвистическое исследование переводческих универсалий 25; Лавриненко А. Л. Когнитивно-мотивационные особенности языковой личности 53; Орап М. О. Психология речевого опыта личности 73; Савченко Е. В. Нарративный подход в исследовании индивидуального опыта на личностном уровне 94; Фомина Н. А. Соотношение различных свойств языковой личности и особенностей ее речевой деятельности 126; Часть 2. Психология языка, речи и речевой деятельности личности 148; Белык Т. Н. Психологические особености речевого имиджа личности 148; Дячук Н. В. Творческий потенциал будущего переводчика художественных текстов в его профессиональной деятельности 162; Крупыч С. О. Психологические проявления личности в речевой деятельности 176; Тарасюк И. В. Психологические основы речевой адаптации детей мигрантов 198; Шишкина К. Ю. Информационная безопасность личности в контексте психолингвистики 216; Часть 3. Психолингвистические исследования речи личности: норма-аномалия-патология 223; Василюк О. П. Психолингвистические средства реорганизации травматической памяти личности 223; Соловей О. А. Речевая деятельность детей с синдромом дефицита внимания и гиперактивности 244; Тригуб Г. В. Психологические основы овладения иностранным языком младшими школьниками с ведущей левой рукой 268; Об авторах 288.

Книга висвітлює ключові психолінгвістичні підходи до аналізу усного й писемного мовлення. Автори визначають об'єкт, предмет, мету та завдання психолінгвістики як самостійної галузі знань, її сучасний стан і перспективи; окреслюють провідні методи аналізу політичних, рекламних, художніх текстів. Подана психолінгвістична експертиза ксенофобії на матеріалі текстів друкованих ЗМІ; аспекти мовленнєвої генези дітей дошкільного віку. The book is focused on the main psycholinguistic methods of oral and written discourse analysis. The authors define the object, goal and objectives of psycholinguistics as an independent field of knowledge, its today's state and prospects. Moreover, the main tools of political, advertising, literary texts along with psycholinguistic expert analysis of the regional press have been discussed. Finally, some aspects of pre-school children's language genesis have been highlighted. For psycholinguists, linguists, psychologists, Ph.D. students, students of higher educational institutions who study Psycholinguistics, Linguistic Expert Analysis, Introduction to Structural Linguistics.

Background: Brain health is a multi-faceted concept used to describe brain physiology, cognitive function, mental health and well-being. Diseases of the brain account for one third of the global burden of disease and are becoming more prevalent as populations age. Diet, social interaction as well as physical and cognitive activity are lifestyle factors that can potentially influence facets of brain health. Yet, there is limited knowledge about the population's awareness of brain health and willingness to change lifestyle to maintain a healthy brain. This paper introduces the Global Brain Health Survey protocol, designed to assess people's perceptions of brain health and factors influencing brain health. Methods: The Global Brain Health Survey is an anonymous online questionnaire available in 14 languages to anyone above the age of 18 years. Questions focus on (1) willingness and motivation to maintain or improve brain health, (2) interest in learning more about individual brain health using standardized tests, and (3) interest in receiving individualized support to take care of own brain health. The survey questions were developed based on results from a qualitative interview study investigating brain health perceptions among participants in brain research studies. The survey includes 28 questions and takes 15-20 min to complete. Participants provide electronically informed consent prior to participation. The current survey wave was launched on June 4, 2019 and will close on August 31, 2020. We will provide descriptive statistics of samples distributions including analyses of differences as a function of age, gender, education, country of residence, and we will examine associations between items. The European Union funded Lifebrain project leads the survey in collaboration with national brain councils in Norway, Germany, and Belgium, Brain Foundations in the Netherlands and Sweden, the National University of Ostroh Academy and the Women's Brain Project. Discussion: Results from this survey will provide new insights in peoples' views on brain health, in particular, the extent to which the adoption of positive behaviors can be encouraged. The results will contribute to the development of policy recommendations for supporting population brain health, including measures tailored to individual needs, knowledge, motivations and life situations.

While severity of post-traumatic stress disorder (PTSD) symptoms and moral injury among civilians affected by armed conflicts is generally understudied, even less research exists on civilian populations during an active war. This paper reports a large-scale study that administered standard assessments of PTSD and moral injury severity, as well as rich demographic questionnaires, to nearly 1300 Ukrainian civilians during the ongoing Russian invasion. Analyses revealed an extremely high prevalence of severe PTSD symptoms and moral injury, relative to both proposed clinical cut-offs and to earlier measurements from a similar population. Further regression analyses identified risk factors and protective factors. Greater severity of PTSD symptoms was observed among women, older and forcibly displaced individuals, and individuals from geographic regions under Russian occupation. Higher education correlated with milder PTSD symptoms. Moral injury was particularly strong in younger individuals. The present study is one of the first to report a large scale set of psychological data collected from the civilian population of Ukraine during the ongoing Russian invasion. It is obvious from the scope and long-term nature of the atrocities that psychological treatment of the civilian population will be required both presently, while the hostilities are ongoing, and in the future. This data contributes to a detailed understanding of the psychological response to traumatic stress, including its overall prevalence and presence in specific demographically and geographically defined civilian groups.