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Schizophrenia (SZ) is a severe mental disorder associated with a variety of linguistic deficits, and recently it has been suggested that these deficits are caused by an underlying impairment in the ability to build complex syntactic structures and complex semantic relations. Aiming at contributing to determining the specific linguistic profile of SZ, we investigated the usage of pronominal subjects and sentence types in two corpora of oral dream and waking reports produced by speakers with SZ and participants without SZ (NSZ), both native speakers of Brazilian Portuguese. Narratives of 40 adult participants (20 SZ, and 20 NSZ–sample 1), and narratives of 31 teenage participants (11 SZ undergoing first psychotic episode, and 20 NSZ–sample 2) were annotated and statistically analyzed. Overall, narratives of speakers with SZ presented significantly higher rates of matrix sentences, null pronouns—particularly null 3Person referential pronouns—and lower rates of non-anomalous truncated sentences. The high rate of matrix sentences correlated significantly with the total PANSS scores, suggesting an association between the overuse of simple sentences and SZ symptoms in general. In contrast, the high rate of null pronouns correlated significantly with positive PANSS scores, suggesting an association between the overuse of null pronominal forms and the positive symptoms of SZ. Finally, a cross-group analysis between samples 1 and 2 indicated a higher degree of grammatical impairment in speakers with multiple psychotic episodes. Altogether, the results strengthen the notion that deficits at the pronominal and sentential levels constitute a cross-cultural linguistic marker of SZ.

The objective of the article is twofold: first, to employ the knowledge of the recurrence of low-frequency words in authorial texts; and second, to prevent the misuse of this knowledge. Contrary to the prevailing authorship attribution theory and practice (Evert et al. 2017, Juola 2008), our research has revealed that the personal linguistic profile is not primarily composed of frequent words with grammatical functions. Instead, we have identified that a distinct set of full-meaning words defines an individual’s linguistic profile (Faltýnek 2020, Faltýnek – Matlach 2021). An examination of these meanings reveals an individual’s unconscious language habits and, consequently, their personality settings. Such personal profiling is referred to as “deep content” and “deep sentiment analysis”. The innovation in question has the potential to facilitate a novel form of linguistic personalization in digital communication, one that has not been previously observed or utilized. The main aim of this article is to describe the algorithm to conduct single-person linguistic deep content and deep sentiment profiling and personalization. We will describe technical steps to provide such a form of digital communication processing and to facilitate the adjustment of a text targeted at an individual, described as a System and method for adapting text based data structures to text samples (Patent No.: US11797753B2, Faltýnek et al. 2023). This algorithm can be used to (a) produce a personal linguistic profile (analogically to psychometrics instruments such as NEO-FFI Big Five, Minnesota Multiphasic Personality Inventory (MMPI)), (b) target digital communication to an individual by “translating” a text to their language (i.e. linguistic habits) and stimulate desired feelings to a predetermined content. The algorithm is, however, also designed (c) to be used to avoid procedures (a) and (b) using any kind of digital communication platform by an individual. This algorithm is implemented in the software Cloakspeech (Faltýnek – Benešová – Kučera 2025), which provides personalization of AI-generated texts: AI speaks like a particular person.

While developmental dyslexia has been extensively studied in children, research on adults is still rather limited. This paper aims to bridge the gap in existing research by presenting the findings of a study that examined the reading and spelling skills of adults with dyslexia and assessed the effectiveness of a linguistic intervention designed to improve their literacy abilities. To address this issue, we first compared the profiles of 44 adults with dyslexia (age range: 16–30 y.o.) and 44 age-matched typical readers across tasks assessing reading, spelling, phonological awareness, morphological awareness and lexical access in Italian. The findings underscored pervasive impairments in dyslexia across all measured dimensions, reaffirming the persistent nature of language and literacy challenges into adulthood. In pursuit of the second objective, the study explored the potential for literacy skill improvement in adults with dyslexia through the implementation of a specialized intervention proposed to 24 dyslexic adults and delivered via a web application. The intervention program yielded positive outcomes in the experimental group, demonstrating significant improvements in word and text reading, spelling, and speed of phonological elaboration. This study, hence, contributes not only to our understanding of developmental dyslexia in adulthood but also emphasizes the tangible benefits of targeted linguistic interventions, thereby offering practical implications for the amelioration of literacy skills in this population.

Purpose: The present study was designed to investigate what linguistic variables best predict bilingual recognition of acoustically degraded sentences and how to identify bilingual individuals who might have more difficulty than their monolingual counterparts on such tasks. Method: Four hundred English speech-perception-in-noise (SPIN) sentences with high and low context were presented in combinations of noise (signal-to-noise ratio: +6 and 0 dB) and reverberation (reverberation time: 1.2 and 3.6 s) to 10 monolingual and 50 bilingual listeners. A detailed linguistic profile was obtained for bilingual listeners using the Language Experience and Proficiency Questionnaire. Results: Variables per reading in English (age of fluency, proficiency, and preference) emerged as strong predictors of performance across noise, reverberation, and context effects. Via discriminant analyses, bilingual listeners who rated their accent to be perceptible and reported shorter length of immersion in an English-spoken country or school tended to score significantly lower on the SPIN test than monolingual listeners. Conclusions: Bilingual listeners' linguistic background plays a major role in their use of context in degraded English sentences. Rather than conventional variables such as age of acquisition, variables pertaining to reading, proficiency, immersion, and accent severity may be obtained for improved prediction of bilingual performance on the task.

Abstract Cerebral venous sinus thrombosis (CVST) is an uncommon stroke that has a varied clinical profile. Quite often, speech language pathologists limit the assessment of these patients to a language assessment alone. Subsequently, it is possible that they may miss out certain relevant information which can aid them in their intervention. The aim of the current study was to highlight the relevance of adopting a test battery approach to assess a patient diagnosed with CVST. Here, we present a test battery approach to assess a 43-year-old patient who reported to us after CVST. The test battery included various formal and informal measures. Apart from the routine measures, an additional test for assessing the cognitive linguistic profile was included in the battery which yielded us significant information regarding the patient. Thus, we concluded that speech language pathologists should follow a test battery approach to get a clear idea about the clinical profile of the patient, to avoid misdiagnosis, and also to provide suitable intervention.

University students need to have ability in more than one language in order to foster the transmission of knowledge and research, and so consolidating a multilingual Higher Education. In the context of Melilla (University of Granada), this requirement is added to the plurilingualism in the city (a large majority of the population is bilingual in Spanish and Tamazight). This investigation aims at describing the plurilingual reality of first-year students, as well as the different socio-linguistic variables that could account for results. Data obtained in several tests and questionnaires, with 206 subjects, determine that a clearly plurilingual profile exists among the participants, although the great challenge is centred on reaching communicative competence in a foreign language sufficient to become independent users.

: This article reports on an extensive survey administered to advanced heritage language (HL) learners to examine their language behaviors, attitudes, and backgrounds. To date, there have been no detailed categorizations of advanced HL learners to guide classroom instruction and curriculum design. Thus the present study is a first attempt to fill this gap by providing a sociolinguistic profile of these speakers, including their identifying characteristics, linguistic needs, and similarities and differences with lower‐proficiency speakers. Survey responses indicate that advanced HL learners possess both productive and receptive skills in the HL, always use Spanish at home, are fluent speakers of a standard variety, already have basic academic skills in Spanish, and are therefore primarily interested in perfecting their academic writing skills.

Esta investigación pretende contribuir al conocimiento del perfil educativo en cuanto al rendimiento e identificar nuevas morbilidades en la etapa escolar de los recién nacidos prematuros menores de 1501 gramos nacidos en el año 2000 en el Hospital Universitario La Paz de Madrid. Para ello, desde un abordaje interdisciplinar, realizamos un estudio cuasi experimental, prospectivo y de corte transversal, con una muestra de 44 participantes. Se evaluó el lenguaje mediante la prueba BLOC-SR obteniéndose unos resultados que muestran un perfil comunicativo-lingüístico bajo, además de una tasa de repetición de curso del 36%. Los datos muestran correlaciones positivas entre variables biomédicas, como peso al nacimiento, edad gestacional, talla o APGAR y variables psicoeducativas. Concluimos que los participantes en nuestro estudio muestran mayor tendencia a presentar dificultades en el área comunicativo-lingüística a esta edad cronológica. Paralelamente se ha encontrado influencia de factores biomédicos en el lenguaje, configurándolo como una de las nuevas morbilidades relacionadas con la prematuridad.

Early school-leaving is influenced by many factors, among which the communicative competence is included. In Melilla, where the rate of school failure is one of the highest in Spain, a research work was carried out to define the personal and language profile of young people who leave school before being 24. A mixed methodology was used to link the results of a survey with the information received from a discussion group. Data and results are arranged in three categories: personal and educational characteristics, family background and language skills. In conclusion, this profile corresponds to a young Berber person, with no defined gender, aged 16 and 17, who uses Spanish and Tamazight in daily life, and a poor academic performance; in addition, the family level of studies and socioeconomic status are low. Regarding the language skills, the reading habit is very limited and has difficulties in oral comprehension.