Incompleteness and fragmentation in spoken language syntax and its relation to prosody and gesturing: Cognitive processes vs. Possible formal cues

Current electronic text formats can hinder the acquisition of main ideas or the central representation of a text unless some structural cues are embedded in the reading environment. This principle is based on the premise of cognitive psychology that learning is a reorganization of cognitive structure and that readers are most likely incapable of performing such a task in a loosely structured presentation or one that lacks explicit organizational devices or structural cues. The present study qualitatively examines how second language (L2) readers, particularly ESL readers, perceived the efficacy of displaying the underlying structure of hypertext and the ways in which its units or nodes are organized and interrelated help those readers develop a unified, coherent mental representation of hypertext content. The participants, 40 ESL learners, were assigned to read two hypertext programs—well structured and less structured hypertext—and then sat for semistructured interviews (about 15-20 minutes). During the interview sessions, participants were asked to describe their perceptions of the effectiveness of explicitly showing the underlying structure of hypertext and how marking the organization and interrelationship of information in the hypertext helped them to grasp the main idea or central point of the hypertext. The interviews were recoded, transcribed, coded, and categorized. The results showed that the ESL learners unanimously favored reading well structured over less structured hypertext and maintained its usefulness of showing the underlying structure of hypertext and how it is organized, thereby enabling them to develop a coherent mental representation of hypertext content, ultimately leading to successful hypertext processing.

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic was starting to take hold across the United States, turning routine patient care into potentially life-threatening encounters between patients and health care providers. Hospitals quickly enacted policies limiting visitors and requiring social distancing and personal protective equipment (PPE) on all personnel. Although such interventions are necessary to promote safety, the impact on traditional means of communication and empathy are significant. This narrative describes the impact of early pandemic fears and associated policies on the interaction between a parent and provider in the setting of a new pediatric cancer diagnosis.Before I was the parent of a patient with cancer, I was a clinical psychologist. I spent most of my career embedded within pediatric medical care teams, first in oncology and then in palliative care. As such, I have participated in hundreds of conversations in which bad news about a child was given to a family. Yet despite my training and my professional experiences, I felt totally unprepared to be the parent on the receiving end of bad news.Dr Schiltz and I have worked closely together over the past 3 years as members of the pediatric palliative care team and through Dr Schiltz's role as a pediatric critical care physician. The day before my daughter was diagnosed with cancer, we were both on hospital service and saw a young adult patient and his family together to whom we introduced end-of-life planning. During our debrief, I remember discussing how strange it had felt discussing such an emotional topic while wearing a mask and how I had fought my natural instinct to put my hand on the young man's arm.In my role as a pediatric critical care physician, I have had many conversations with parents about serious illness, devastating injuries, difficult symptoms, and the big "C" word. Even in times when isolation gear is required near a patient, we often can go to another room to be comfortable without gowns and gloves and masks and join parents, siblings, and extended family together to think about navigating life forever changed by a medical crisis in a child. The COVID-19 pandemic changed everything about these serious conversations. Our need to be 6 feet apart created an inability to extend a comforting hand or gentle touch to offer support. The isolation gowns and shields become noisy and distracting. The masks cover facial expressions: the quivering chin, the biting of a tongue, or the mouth about to speak but words that struggle to come out. The tools I routinely employ to communicate empathically were lost in the PPE covering us all.These statements were made to me over the course of 7 days. Each of these shook me to my core. Some resulted in my immediate tears. Others were met with numbness, with the tears coming late at night as I looked at my sleeping child, my three-year-old daughter. All of these devastating statements, each life-changing for my child, myself, and our family, were delivered by a clinician whose face was hidden by a mask. At what each time seemed to be the worst moment of my life, all I could see were someone's eyes obscured through a face shield and their yellow mask.Masks have been an essential tool in slowing the spread of COVID-19. They have kept my immunocompromised child safe and have protected the staff that have cared so lovingly for my daughter and my family. Yet it is hard to deny that although this protective gear serves as a barrier against germs and viruses, it was also a barrier between me and whomever I was talking to. It is hard to describe how lonely this made me feel. I think this was a feeling my child shared. When a policy change mandated that parents be masked 24/7 while in the hospital, my child was furious. She would rip the mask off my face and, if it was a paper mask, would pull off the strings so it could not be worn again. "I need to see my mommy" she told me, along with "I need kisses to make me feel better and you can't kiss me with a mask." At 3, she could not understand the vital role the mask played in protecting her; she just saw it as a scratchy piece of material that was coming between her and me. This broke my heart and made me want to defy the rules and refuse to wear a mask, something that I would not do. So instead of trying to explain, I made masks fun. With help from child life, physical therapy, and occupational therapy, we incorporated masks into art projects, relay races, and other forms of play. By the end of the hospitalization, masks had become part of our daily routine, and the only time she took mine off was for snuggles in her bed or kisses.I was not prepared for the page I received. "Can you please come to our room? I asked the team to put in a palliative care consult." As I donned my appropriate PPE, I came into the room. My colleague, who could make handling leukemia seem easy, was completely broken down, crying, and had her face in her hands. Her husband had a look of pure terror and disbelief in his eyes. "She has two cancers."My mask covered my expression. Perhaps the only way she could have known just how devastated I was to learn of this news was by the tears welling up in my eyes. My natural response was to wrap my arms around my friend and tell her everything would be okay. "I will help you, I will fix her, I will do everything in my power to make this go away." But how do I show you when my words are muffled by the mask? How can I softly share my words of condolence when I am struggling to catch enough air myself through the 3 layers of fabric? How does anyone break this kind of awful news with personal protective gear creating a barrier between doctor and patient?Everything about that interaction felt wrong. The empathy I wanted to show was seemingly contained behind the mask I had to wear. Patients cannot see the doctor's expression behind the mask, impairing rapport. "It is difficult for the doctor to express empathy to the patient's sufferings without showing his/her expressions."1 Empathy is one of the most important attributes parents receiving bad news desire.2 Yet research has demonstrated that mask wearing was associated with a significant and negative effect on the perception of physician's empathy and thereby impacted trust, communication, and therapeutic alliance.3 Nonverbal communication imparts much more than ever our words can.4 As I stood there in my head-to-toe PPE, I could fully appreciate precisely how difficult it is to show empathy, compassion, and trust as I gazed into the eyes of my colleague and fellow mother.I did not realize the power of touch until COVID-19 took it from me at the time I needed it most. As the waves of shock radiated through me after each piece of bad news, I would instinctively reach for my husband or someone to hold my hand and tell me it would be okay. But rarely was anyone there. Not because he or others did not want to be present but because they were not allowed (only one parent could be with a minor child). As I struggled to be strong in front of my daughter, I barely stayed afloat in the tidal wave of bad news given to me on my own.Sitting with my daughter in that hospital room, I craved the casual touch, the friendly hug from colleagues dropping in or even a smile from a familiar face, but COVID-19 protocols discouraged these otherwise normal interactions. At the time, I had never felt more alone or isolated. Yet as I look back, my most vivid recollections are of the 3 clinicians who saw my fear and loneliness and with my permission, sat with me and offered a noisy isolation gown hug. These simple acts of kindness, which would have been considered routine just weeks before, brought recognition to my suffering in a way that words could not. And for those moments, it eased my suffering. I will be forever grateful to these clinicians for their acts of kindness.As time went on, we experienced virtual encounters with providers who were not present in the hospital. Phone calls, telemedicine visits, and even iPads brought into the room from the staff became the norm. The physical distance often was far more than the suggested 6 feet or replaced entirely with pixels on a screen. Strangely enough, those who were present regularly offered an unexpected source of support: child life teams, housekeeping staff, and nursing aides, people who had to bravely face the possibility of contracting COVID-19 with each patient encounter. I would like to think that we provided comfort to each other in human connection by simply being there.In the world of pediatric oncology, parents suffer seeing their child's normalcy turn into hospital stays, surgeries, pokes, prodding, and uncertainty. There are no words to convey the message of support better than the warmth of a consoling hand or the comfort of arms wrapped around the parent standing desolate on a collapsing world. Being 6 feet apart and covered in a force field of awkwardly noisy disposable plastic, our human connection may become a bit muted, distracted by the guidelines designed to protect one another from possible infection.Yet in our need to be an empathic physician, how does one reconcile the need to also protect oneself and others? If I extend a hug to this mother who needs support, could I be putting her and her child at risk? Could I be putting my other patients at risk? What if she gave COVID-19 to me? What about my family? The uncertainty of cancer for this child juxtaposed with the uncertainty of the pandemic made for a constant conflict of how best to serve my duties as a physician while also protecting myself and everyone else.One child, two cancers, both at the same time. One mother scared to death for what her child will endure. While donned in full PPE (mask, face shield, gown, gloves), I made the radical decision to hug my colleague. A typically benign act that had become a risky interaction in the COVID-19 pandemic. The only way I could fully express compassion, empathy, and support was through this gowned and gloved hug, a physical connection with a parent on the worst day of her life.Out of all the horrible things I heard during that first hospitalization, this question, uttered by my child, the patient's twin sister, crushed me the most. Like most other hospitals, ours restricted visits from friends and family. Except for extraordinary circumstances, hospital policy allowed only one parent at the bedside and prohibited siblings from visiting. This separation was incredibly hard on our family. My daughters had shared a room since they were born and had never spent more than a night apart. At home, her twin started having nightmares and would wake up calling for her sister, sobbing when she was not there. COVID-19 also separated my husband and me during the hardest months of our lives. We saw each other for a few minutes in passing, as we met outside the hospital to switch off, with one child upstairs in the hospital and one in the car.My colleagues from the palliative care team became my lifeline, my family in the hospital. Although my own family was unable to be at our sides, they weathered the storm beside me, managing my emotions and my daughter's pain and symptoms, celebrating good days, and sharing our struggles on bad ones. They were there with us, even when pandemic procedures resulted in a short-staffed and under-resourced team. In some ways, the isolation that the pandemic created in our lives was lessened by the providers who continued to show up despite the risks, the staffing constraints, and the emotional toll COVID-19 was taking on us all.Most of us can identify with the feelings of isolation that occurred during the pandemic: we stayed home, we did not gather in large groups, and we connected electronically when able. However, for families with hospitalized loved ones, visitor restrictions compounded their isolation and often seemed to traumatize them. In pediatrics, children were regularly separated from their siblings, grandparents, and friends, essential parts of family and community that often are part of the proverbial village that helps raise a child.Visitor restriction policies physically tore this beautiful family in half, magnified by the unique connection twin sisters share. These 2 girls who shared a womb for 9 months now had to resort to video calls and crayon drawings for months of inpatient cancer treatment. I often reflect on how much pain and distressing symptoms my patient endured because of the lack of being with her twin sister. How much opioid did I prescribe to capture the pain of her separation from her family?These policies also made supporting my colleague hard, limiting our interactions often to a text message or a quick drop-off of food or drinks. I could not offer a coffee break, a cafeteria dinner, or even just time to sit together and talk through the emotional roller coaster of cancer treatment. Being 6 feet apart made it hard to simply "be there."Over the ensuing weeks, Molly began her treatment. She was subject to nasal swabs for coronavirus regularly and spent most of the time isolated to her room, after a swab had detected rhinovirus. For 35 days, every face she saw, besides her dad and me, was wearing a mask. Somehow, we all got used to it.Our team also got used to it. Normally, we hug, console, and touch those who hurt and grieve. We sit with them and be present, even in silence, when words do not convey the messages from our hearts. We gather and support and watch chemotherapy destroy mutant cells trying to take over what is not theirs. But in the interest of stopping the raging virus from taking yet another victim, the art of empathic doctoring had to be totally transformed. Yet what we believe makes us good at caring was made impossible by pandemic procedures, and that left us with a heavy moral wound.Although some of the restrictions policies enacted early during the COVID-19 pandemic have been lifted in recent months, many will likely stay in place for the foreseeable future, requiring adaptation on the part of pediatric patients, their parents and family, and health care providers. As we reflect on our experiences over the past 18 months, we offer the following suggestions to other families and health care providers who are now dealing with the same barriers to communication we experienced.My child, like most young children, learns through play. So she and I spent hours "playing" with masks. We watched the Sesame Street video5 on wearing masks and made special masks for each of her stuffed animals. Masks became hammocks for her dolls and part of her collages. When she asked why we had to wear masks, we learned about germs through easy science experiments and put rubber ducks in the sink to encourage hand-washing. We used sticker charts to reward positive masking behaviors. By making masks an object of fun and play, they went from being scary and bad to a more neutral (or even positive) part of her environment. Her care team often joined in the fun, thus allowing her experience to transfer to others as well.Health care providers should continue to follow policy regarding social distancing and physical contact, despite my own personal experience of what those few gestures meant to me. However, many providers have improvised with comments such as "this is where I would normally offer a hug" or even give an "air hug" from 6 feet away. Although these statements and gestures are not the same as the physical touch, they convey a similar message: that my distress and/or the distress of the situation is recognized and valid, and they want to alleviate it. This recognition and subsequent action, although not ideal, is still powerful.My daughter has spent more days in the hospital than at home since her cancer diagnosis, and our family has tried many strategies to stay connected, with some more successful than others. Although video calls are helpful, those became challenging because of differing schedules, hospital providers and rounds occurring at inconsistent times, mealtimes, and bedtimes. We had more success with structured video calls, in which we would read a story together (each child would have a copy of the book) or do the same art project (one at home, one at the hospital). To stay connected as a family, we all had a small colored bracelet with a heart on it. When one of the girls was missing her sister or the other parent, we would talk about sending a kiss or love to them from the bracelet. We also read the story A Kissing Hand for Chester Raccoon,6 which reinforced the message of connection even while apart.In all honesty, the best thing we did was let go of expectations about what this was supposed to look like. We acknowledged to each other and to our children that this was hard and certainly not fair; we did not like being apart either, but this is what we had to do to ensure that our family would continue to be together for years to come. This gave us all permission to be upset and then move forward to face another day.The basics of communication are essential when providing bad news to a parent of a child with cancer7; however, amid the confines of mask wearing, social distancing and other isolation procedures during the pandemic, certain aspects of communication are worth emphasizing. It is important to set the stage so as to minimize any distractions possible, given that the facial expressions are limited to the eyes and eyebrows, the mask can muffle the sounds of the voice (particularly inflections and times when a softer tone would be appropriate), and isolation gowns can be noisy. The environment should be quiet and limited to essential staff members. If technology is being used, a reliable connection should be tested before the gathering. Keen observation of nonverbal expression and cues of emotional response (such as tears welling up in the eyes, frequent shifting of the body, changes in breathing pattern, change in tone of voice, frequent swallowing, or development of skin perfusion changes) becomes an important communication skill. The provider can state their observation and inquire whether their assessment of emotional expression through nonverbal means is accurate. Responding to these subtle expressions can ensure communication is accurate and facilitate the development of rapport between provider and the patient and family.While maintaining appropriate distance, it is often hard to demonstrate empathy as one would normally do, such as sitting close by or offering physical touch. However, empathy can be demonstrated verbally (eg, phrases stating what one would typically do: "I would normally offer my hand in condolence") and with nonverbal communication with intentional practices (eg, eye and eyebrow manifestations of emotion, purposeful eye contact) that can be done while in PPE and masks. In addition, connection and empathy can be further demonstrated by repeated visits both in person and virtually. Virtual connections to patients in the hospital are particularly critical for the safety of providers and to maintain appropriate levels of care to patients. The power of presence can often fill gaps created by pandemic isolation when done properly and safely. Hospitals should invest in technologies that bring virtual visitation directly to the bedside in high-definition video and sound.It is our collective hope, parent and provider, that the lessons learned from the COVID-19 pandemic will result in opportunities for health care providers to develop strategies that keep people safe from communicable disease while also being supported and cared for during serious illness. Enhanced technology, telehealth visits, and increased focus on communication techniques are immediate opportunities to continue to support patients, families, and providers in optimal care of children with serious illness.

The influence of visual–spatial skills on the association between processing of nonsymbolic numerical magnitude and number word sequence skills

Effects of executive function stimulation in the language improvement of children with ASD

When probabilistic inferences have to be made from cue values stored in long-term memory, many participants appear to use fast and frugal heuristics, such as "take the best" (TTB), that assume sequential search of cues. A simultaneous global matching process with cue weights that are appropriately chosen would mimic the decision outcomes, albeit assuming different cognitive processes. We present a reanalysis of response times (RTs) from five published experiments (n=415) and one new experiment (n=82) that support the assumption of sequential search. In all instances in which decision outcomes indicated the use of TTB's decision rule, decision times increased monotonically with the number of cues that had to be searched in memory. Furthermore, RT patterns fitted the outcome-based strategy classifications, which further validates both measures.

Argumentative Strategies and Multimodality in Oral Business Discourse: From Theory to Practice

Анотація. У статті представлено дослідження основних методів та

Connectionism challenges a basic assumption of much of AI, that mental processes are best viewed as algorithmic symbol manipulations. Connectionism replaces symbol structures with distributed representations in the form of weights between units. For problems close to the architecture of the underlying machines, connectionist and symbolic approaches can make different representational commitments for a task and, thus, can constitute different theories. For complex problems, however, the power of a system comes more from the content of the representations than the medium in which the representations reside. The connectionist hope of using learning to obviate explicit specification of this content is undermined by the problem of programming appropriate initial connectionist architectures so that they can in fact learn. In essence, although connectionism is a useful corrective to the view of mind as a Turing machine, for most of the central issues of intelligence, connectionism is only marginally relevant.

The study is devoted to the description of the linguopragmatic potential of media texts in the context of the informational and psychological impact on the individual and collective addressee of mass information broadcasting. As the key modern form of text existence in the information space, a media text contains not only verbal elements that influence the audience through either spoken or written words, but also non-verbal ones, introduced through video, picture and various sound means other than speech. The combined combination of communicative means of linguistic and non-linguistic nature enhances the information-psychological impact on the audience by achieving a synergistic effect. Due to the fact that with the complex use of verbal and non-verbal means, the media text acquires such essential characteristics as polycode and multimodality, its analysis should take into account not only the linguistic proper, but also the extralinguistic aspects of communication. Modern media text has a complex communicative structure that combines a text, hypertext, dynamic (static) image and sound, and provides a non-linear, multi-channel, multi-layered and multidimensional perception of the embedded conceptual and stylistic meanings. The aim of the study is to analyze linguopragmatic characteristics of a media text as the primary form of the informational and psychological impact realization in the modern mass media discourse. Descriptive, synchronic, diachronic and functional methods of research, as well as methods of contextual and communicative-pragmatic analysis have been employed. As to the material, the study is based on the analysis of theoretical works by Russian and foreign linguists for the past 30 years. The authors concluded that the information-psychological impact is enhanced by the use of PR and advertising techniques in the media text and is largely based on their application.

Most Russian studies in the field of religious communication are devoted to Christianity. The research object is the genre of Islamic sermon. In Islam, sermon is understood as the solemn moralizing speech of the imam khatib dedicated to a religious or moral-ethical issue. The addresser of Muslim sermon is the imam khatib, who must have a basic knowledge of Islam, be comprehensively educated, and know the prototext of the Quran well. The preacher also addresses contemporary material, includes instructive life stories in a sermon, and deals with current social problems. The addressee of Muslim sermon has a number of distinctive features: the sermon is pronounced in the mosque, intended for believing men. A woman has a special position in Islam, she is not forbidden to attend a mosque, but is recommended to pray at home. So-called sermon at home exists in Islam, which is delivered for women both by the imam khatib and the religiously educated woman. The novelty of the research is in the description of the genre of Muslim sermon, which functions in Russian. A special contribution of the authors is the use of a communicative-pragmatic approach, which allows describing genre-forming features, revealing common in the structural elements of a communicative act, and distinctive features (for instance, peculiarities of the addressee in Islam, distinctive features of space-time organization of the sermon), peculiar to the sermon genre in a particular confession. The study of features of compositional thematic structuring of Islamic sermon is the prospect of further research.

Aim. To establish the peculiarities of the speaker’s style in a business situation of fuel and energy discourse of linguistic and social nature, to give a qualitative characteristic of language units in interaction with the speech situation and communicative goal setting, as well as to determine the language mechanisms for regulating the communicative action of the communication participants (type of text, means of addressing, the nature of communication participants’ relationships, subject-object relations, type of speech situation).Methodology. During the research, the methods of complex, component, oppositional, distributive analysis and corpus description were used as well as the functional and stylistic text analysis.Results. The analysis of the minimal language units, various special texts that have become the result of professional speech activity in the socio-political situation and cultural and historical conditions, allowed us to determine the following communicative and pragmatic features of political discourse: 1) genre of written / printed or oral text (for example, document, legal act, speech, etc.); 2) designation of the topic of the discursive text and its actualization; definition of stylistic and linguistic features (conservatism and standardization; 3) clarity of the text (the use of well-known vocabulary; minor grammatical complexity of the text; invitability, agitation; emotional expressiveness) 4) the objectivity of the presentation (the designation of specific results, statistical data); 5) the expression of subjective modality (primarily the expression of a positive attitude be means of modal words and expressions, introductory and insertion constructions, emotional and evaluative vocabulary).Research implications. In this article, communicative-pragmatic and genre features of the political dis -course of the fuel and energy complex as a special type of business communication were established; style-forming units were identified; linguistic means of organizing specialized texts were described. The research results can be used in the practice of teaching such linguistic disciplines as “Semantics of the text”, “Pragmatics of the text”, “Stylistics of the Russian language”, “Theory of Genres”, “Business communication”, “Language and Speech”, “Discursive practices”, “Norms of the Russian literary language”, as well as when conducting special courses and seminars.

The article gives a brief analysis of the main conceptual approaches to the content development of the course language and speech culture and ways to implement them. It is argued that the process of learning requires the integration of professionally oriented and communicative approaches as an important condition for the effective formation of future specialists’ professionally-communicative competence. It is proved that the communicative and pragmatic aspects are implemented in practice only occasionally, unsystematically, despite the insufficient level of communicative knowledge and skills of students. The author proposes an original methodology of professionally oriented training course language and speech culture, which is based on interdisciplinary integration as a holistic unity of content (knowledge and skills) and procedural (experience) component, collectively providing active learning. The article emphasizes that effective cooperation of course language and speech culture with general professional and special disciplines is achieved by extracting the professionally-communicative educational main body, which includes integrative topics, integrative content and other interdisciplinary educational elements, converging course with the specifics of students’ future profession. Also some of the ways, methods, principles are described, which allow to carry out interdisciplinary integration in the classroom effectually, provide an opportunity to fully realize the metadisciplinary function of the Russian language in higher education and to subdue the process of learning to the communicative needs of future professional activity. It is proved that the implementation of interdisciplinary integration in the University course language and speech culture realizes speech training based on the trinity language-profession-identity, provides synthesis of speech, professional, and intellectual development of students, as well as acquiring knowledge of the future profession values.

The article presents material on the peculiarities of the linguistic representation of the fight against fears of war in the modern Ukrainian language (using the example of posts on the Facebook social network and other Internet sources). The following methods were used for the research: linguistic observation and description of linguistic phenomena, text decoding method, comparison, analysis, synthesis, induction, deduction, continuous sampling method. The article traces the evolution of the discourse of fear in general and in the life of a modern Ukrainian in particular. The study describes the system of emotional and psychological images expressing war fears and verbal means of overcoming them. The main purpose of using humor turns out to devalue fears, so the fears themselves and the negative characters associated with them are depicted in comical, uncomfortable situations. It has been proven that the means of humor in its most diverse manifestations (irony, satire, trolling, banter) permeate all resources of Ukrainian language thinking: dictionary, grammar, orthographic means, quotation thesaurus, linguistic and sociocultural stereotypes, language. norms and registers of speech. From a communicative and pragmatic point of view, images of putin, the aggressor country of russia, russian invaders, etc., were analyzed. It was established that some names form semantic microsystems and branched synonymous series (stereotypical names of russia, russians, and putin himself). As the analysis showed, a significant number of new creations, obscene and euphemistic vocabulary perform primarily protective (health-preserving), evaluative-reflective and integrative (socially unifying) functions, since they are primarily intended to calm, encourage Ukrainians and maintain at least a relative mental balance and at the same time help to sort out feelings, condemn the enemy and brace up to keep struggling on the way to victory. The study of the mechanisms of dispelling fear and means of overcoming it in the modern Ukrainian language have contributed to the knowledge of the connection between the people's worldview and their language and the national linguistic picture of the world.

Purpose. Often, the choice of the form of address depends on how we will develop further communication between representatives of different cultures and confessions. The rapidly developing friendly Russian-Iranian interstate relations predetermine the relevance of the research topic chosen by the authors. This study is devoted to a comparative study of addresses in the Russian and Persian languages in the communicative and pragmatic aspect. The purpose of this study is to study linguistic units that act as addresses, their connotation and translation correlation in the Russian-Persian-comparative aspect of speech etiquette. The material of the study was the most commonly used Russian and Persian units of the speech act, which were selected by the authors as a result of observing the speech of native speakers, as well as from those selected by the method of continuous sampling from leading researchers in this field in Russian-Iranian comparative linguistics.Results. The results and novelty of this study lies in the selection of linguistic units of a speech act in the Russian-Persian comparative aspect, which is widely presented for the first time. As a result of the study, appeals were divided into two groups: regulated and non-regulated. The study of appeals in this aspect will help prevent possible misunder-standings caused by differences in the linguistic and cultural education of the Iranian and Russian society.

Este artigo expõe os resultados da pesquisa sobre a configuração formal-funcional do subesquema Xcor de SN da construção intensificadora Xcor de Y (como em roxo/verde de raiva ou vermelho de vergonha) no português brasileiro. Acreditamos que essa construção seja suscitada pelo fato de nosso corpo, mais especificamente, nosso rosto sofrer alterações de cor devido a alguma emoção ou sensação, como quando ficamos pálidos (de susto), vermelhos (de vergonha, de paixão) etc. Essa mudança na coloração facial é algo tão recorrente que, por associação com o atributo intensidade de cor, pode motivar não só construções como a estudada nesta pesquisa, mas muitas outras, levando-nos a defender que a emoção revelada por meio de cores (geralmente na face) é um fator que contribui para a elaboração simbólica presente na relação entre lexemas de cor a (sub)esquemas como os aqui descritos. Assim, sob a perspectiva da Linguística Funcional-Cognitiva, que busca analisar a língua com base em aspectos socioculturais e pragmáticos, situações comunicativas, conhecimentos internalizados e operações cognitivas, e da Gramática de Construções, para a qual a língua é uma rede de nós/pareamentos forma-função/significado, analisamos como se desencadearam tais construções e como sistemática e variavelmente se configuram, com base em Traugott e Trousdale (2013), Machado Vieira (2016) e Wiedemer e Machado Vieira (2018). Os dados analisados são do Corpus do Português, e o método utilizado foi a análise de frequências. Nossos resultados iniciais mostram que: essa construção intensifica, sobretudo, aspectos negativos; a alternância das cores permite a sua classificação como aloconstruções; e essa construção faz parte da rede construcional de intensificadores do português brasileiro.