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Why are linguistic features and PTSD symptoms related? An analysis of cognitive reappraisal and rumination
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Abstract:
In research about narratives of trauma, some linguistic features are associated with worse symptoms of Posttraumatic Stress Disorder (PTSD). Past studies do not empirically look at the reasons behind these associations. This study examined the mechanisms of two commonly discovered findings in trauma narrative research: cognitive processing language (CPL) associating with fewer PTSD symptoms, and self-referential language (SRL) associating with more PTSD symptoms. There were 185 participants recruited from two parent studies who each wrote a narrative about their most traumatic event, which was analyzed using the Linguistic Inquiry and Word Count software (LIWC). I hypothesized the reason for the association between CPL and lower PTSD symptoms was trait cognitive reappraisal (reevaluating negative thoughts/beliefs), and the association between SRL and higher PTSD symptoms was trait rumination (thinking deeply on negative feelings). I also analyzed other linguistic dimensions as predictor variables of PTSD symptoms (e.g. sensory language and death language). All analyses conducted were linear regressions. There was an insignificant effect for all dimensions, for CPL in the opposite direction as to what was hypothesized, ß = .44, t(157) = 1.82, p > .01, SRL in the same direction as to what was hypothesized, ß = .10, t(157) = 1.21, p > .01, sensory language ß = -.00, t(157) = -.03, p > .01, and death language ß = -.02, t(157) = -.27, p > .01. Results imply that SRL may not be a replacement for ruminatory symptoms as prior research originally theorized.
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URL: http://libres.uncg.edu/ir/uncg/f/S_Priest_Why_2022.pdf
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2 |
Deaf and hard of hearing college students’ cognitive strategies for equal sharing problems
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Examining production, dissemination, and consumption of misinformation: the case of COVID-19 pandemic
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Descriptive analysis of a survey of sight-singing teaching methods and approaches by North Carolina high school choral music educators
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When Figurative Language Goes off the Rails and under the Bus: Fluid Intelligence, Openness to Experience, and the Production of Poor Metaphors
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The Whale, the Whaler, and the World: An Ecocritical Evaluation of Melville's Moby-Dick
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“Listen up, I got a story to tell” : a qualitative study examining collegiate experiences and code-switching among Black male scholars at predominantly white Institutions
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Situating positionality and power in CBPR conducted with a refugee community: Benefits of a co-learning reflective model
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Enhancing conversations with English language learners in communication centers
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Physical education for language acquisition in middle school ELLs
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Defining identities: acculturation experiences of college-educated, North Sudanese immigrant women in Greensboro, North Carolina
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Educational interpreters for the deaf and hard of hearing: professional preparation, evaluation, and perceptions
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Arabic language knowledge among early elementary Saudi teachers of students with reading disabilities: a mixed method study
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Operationalizing item difficulty modeling in a medical certification context
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Whiteface as rhetorical metis in Sharmila Sen’s Not quite not white : and, Code meshing: practices for writing space in post-secondary education
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The one-step arithmetic story problem-solving of deaf/hard-of-hearing children who primarily use listening and spoken English
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They look like me: impactos y beneficios de la comunidad en los programas de español para hablantes de herencia
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Indonesian art song: an exploration of Indonesian vocal heritage, phonetics, and song lyrics
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Claiming a family brand identity: The role of website storytelling
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