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After considering the search process and functions of index entries, a classification of entry types is offered, based on index term context, predominant term order, and between‐term function words. Then a multiple entry generation scheme is described, comprising rules for term manipulation, input and output. After discussing access points and cross reference measures, a preliminary linguistic analysis is given, showing links with psycholinguistics. The study forms the basis of a current laboratory investigation (EPSILON) into a number of entry types.

This paper reviews an array of psycholinguistic techniques that auditors can deploy to explore written and oral language for signs of deception. The review is drawn upon to propose some elements of a forward research agenda.

Relevant literature across several disciplines is identified through keyword searches of major bibliographic databases.

The techniques highlighted have considerable potential for use by auditors to identify audit contexts which merit closer audit investigation. However, the techniques need further contextual empirical investigation in audit contexts. Seven specific propositions are presented for empirical testing.

This paper assembles literature on deceptive communication from a wide range of disciplines and relates it to the audit context. Auditors’ attention is directed to potential linguistic signals of fraud risk, and opportunities for future research are suggested. The paper is consciousness-raising, has pedagogic purpose and suggests critical elements for a future research agenda.

According to the dominant paradigm in both biology and the language sciences, “information” is an entity which can be “contained” in genes or words; “transferred” to a receptor, this “information” is supposedly the key to phenomena such as the ontogenesis of living organisms or the meaning of language. Argues that this paradigm suffers from unsurmountable weaknesses and, moreover, that possible alternatives exist: maybe the time has come to abandon the information cult.

This study aims to explore the main concerns and attitudes Basque adolescents have regarding online privacy. It analyzes their motivations for sharing private information and the kind of information they share. Likewise, it examines whether they consider the potential consequences of revealing certain information online and analyzes if there are any differences between the motivations and attitudes of young people from Gipuzkoa and Labourd.

For this study, three methods were combined to collect the data in 17 schools in the Basque provinces of Gipuzkoa and Labourd: a survey carried out among 1,133 students, out of which 242 also completed a diary and 482 took part in discussion groups.

The data from this research does not fully support the “youth cultures of disclosure” (James, 2009) in the Basque Country; however, some of these practices have been observed.

Time spent online by adolescents has increased sharply in recent years. This increase has brought with it concerns about youth’s level of awareness regarding online privacy. This is the first cross-border study conducted in the Basque Country addressing this topic (in the Basque Autonomous Community, administratively belonging to Spanish territory, and in the Northern Basque Country, administratively in French territory).

The main purpose of the paper was to examine whether a short patient training session on various ways of requesting physicians to clarify a piece of previously elicited information during medical consultation would improve information communication, thus increasing patient satisfaction.

A total of 114 adult patients voluntarily participated in the study which was carried out at a clinic in Canada. Half of the participants were randomly assigned to the experimental group and half to the control group. Males and females were evenly distributed in both experimental and control groups. Prior to their medical visits, participants in the experimental group received 10‐15‐minute face‐to‐face training, whereas the control group did not receive any training. The purpose of the training was to facilitate information transmission, with the intention to increase communication effectiveness and patient satisfaction. Immediately after their medical visits, all participants filled out a patient satisfaction questionnaire.

On all four dimensions of patient satisfaction (i.e. overall satisfaction, relationship satisfaction, communication satisfaction and expertise satisfaction), patients who received training scored significantly higher (were more satisfied) than patients who received no training. No consistent gender differences were found in patient satisfaction in both experimental and control groups.

This study applied a psycholinguistics theory, conversational grounding, to the field of patient education and achieved positive results.

The success of the short training session provides health practitioners with a new method to help patients communicate more effectively, thus increasing satisfaction in medical interviews.

Focuses on a means to elicit information from patients in medical consultations.

Argues that not only quantitative, but also qualitative evaluation has become a necessity today to legitimize the effectiveness and efficiency of integrated communication activities to CEOs. The integration of computational psycholinguistics can improve corporate communication, and thus becomes a new strategic tool. An electronic dictionary has been created of basic, negative connotations for press releases and other communication tasks, which can be updated with client‐specific words. The focus on negative messages has the objective of detecting who, why and how publics are criticized, to learn from the vocabulary of opinion leaders and to improve issues management proactively. Suggests a new form of analysis called “computational linguistic context analysis” (CLCA) by analysing nominal groups of negative words, rather than monitoring content analysis in the traditional way.

To report on an empirical study in psycholinguistics that revealed a difference between European and American patterns of thinking and to provide a brief history of a 30‐year effort to modify the philosophy of science in order to make it more suitable as a guide to doing research in the social sciences.

Assesses the approach of Heinz von Foerster, who used a deductive approach to science rather than an American empirical approach. Furthermore, von Foerster was willing to modify not only science but also the philosophy of science. By proposing that scientists pay attention to the observer as well as the observed, he added a dimension to the philosophy of science, which affects all disciplines.

Proposes an additional dimension that might be added to the philosophy of science. Paying attention to both the observer and the receiving society suggests a communication metaphor rather than the photograph metaphor, which has prevailed in the philosophy of science. Examining the philosophical underpinnings of science rather than just testing or extending an existing theory is a type of inquiry that springs from von Foerster's enthusiasm for tackling interesting problems unimpeded by disciplinary boundaries.

An assessment of the contribution to the multidisciplinary approach to science of von Foerster.

Following the significant role of critical thinking (CT), sense of efficacy beliefs and teaching style preferences in the success of teachers and consequently the success of the educational system, this study intended to explore their relationship and the possible influence of these three factors among English as a Foreign Language (EFL) university professors.

To this end, Watson–Glaser Critical Thinking Appraisal-Form A, Teacher Sense of Efficacy Scale (TSES) and Grasha's Teaching Style Inventory (TSI) were administered to 320 Iranian EFL university professors.

The data were examined via path analysis indicated that teachers' CT abilities and sense of self-efficacy beliefs significantly influenced the teaching style preferences. Moreover, it was concluded that Iranian EFL university professors' CT skills positively affect their sense of efficacy beliefs.

Future studies may advance the possible relationships among the sub-components of CT, self-efficacy beliefs and teaching style. Furthermore, further investigations are recommended to study the influence of university professors' CT, self-efficacy beliefs and teaching style preferences in enhancing their learners' achievement.

The implications of the present study may contribute to the field of teacher education in providing opportunities for teachers to develop and practice higher-order thinking and self-assisted skills.

The implications of this study may redound to the advantage of university professors, teacher educators and policy-makers.

This research is original. To the best of the researchers' knowledge, there has been no study investigated the possible relationships between CT, sense of efficacy beliefs and teaching style preferences in higher education.

Traditional didactic approaches to multiple language learning have mainly focused on the differences and similarities between languages. However, in the language learning classroom, the willingness to activate prior language knowledge has been generally overlooked, despite being a fundamental part of the actual process of language learning Accordingly, the author suggests that the traditional contrastive method should be complemented by a psycholinguistic approach with the aim of exploiting the interlinguistic strategies used in language teaching and learning. An alternative methodological approach that looks at the whole linguistic repertoire of students is needed in order to exploit the benefits of multilingual education, going beyond linguistic similarities and differences. Following a detailed analysis of the relevant literature in the field, which identifies metalinguistic awareness as the most important factor enhancing bilinguals’ outcomes in additional language learning, the present chapter deals with its implications for a multilingual didactic approach. In particular, students must be stimulated and assisted in the process of conscious reflection and manipulation of language, learning strategies, and linguistic skills developed in previous linguistic systems to observe a positive and significant outcome in third (or additional) language acquisition (TLA). School curricula and teaching practices could benefit from placing the multilingual learners and their entire linguistic repertoire at the center of the learning process, rather than focusing exclusively on the target language.