Transcript the dimensions of human communication

THE DIMENSIONS OF
HUMAN
COMMUNICATION
Outline of this PowerPoint:**
• Brief Intro
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I. Linguistics
II. Communication
III. Speech
IV. Language
V. Language Components
VI. Dialects
I have used some other sources in my
lectures for this class:**
• Owens, R.E., Farinella, K.A., & Metz (2015). Introduction to
communication disorders: A lifespan evidence-based
perspective (5th ed.). Boston: Pearson.
• Justice, L.M., & Redle, E.E. (2014). Communication sciences
and disorders: A clinical evidence-based approach (3rd ed.).
New Jersey: Pearson Education
• Hulit, L.M., Fahey, K.R., & Howard, M.R. (2015). Born to talk:
An introduction to speech and language development (5th ed.).
Boston: Allyn & Bacon.
• Owens, R.E. (2014). Language disorders: A functional
approach to assessment and intervention (6th ed.). New Jersey:
Pearson Education.
• Roseberry-McKibbin, C., & Hegde, M.N.
(2016). Advanced review of speechlanguage pathology: Study guide for
PRAXIS and comprehensive examination
(4th ed.). Austin, TX: Pro-Ed.
• www.proed.inc
Why is all of this information
about child language
development important?**
• We need to recgonize what is typical and
what is not typical so we can intervene as
early as possible in children’s lives
Over 70% of America’s
prisoners…
Let’s take a look at a typically
developing child and one with a
language disorder**
• Youtube Star Wars according to a 3year old
Now a child with a language
disorder**
• Youtube mixed receptive-expressive
language disorder
• Liz Furtado
Turn to each other and note:**
• What are 2-3 differences you noticed in
these children?
• What stood out to you about the little boy
with the language disorder?
• Please write your answers on the next slide
and we will share with the whole class
Differences between the boy
and girl:
**
• A terrific website with speech and
language milestones and therapy
materials for kids with communication
disorders:
• Miss Sullenberger’s Speech Therapy
Website
I. LINGUISTICS**
• Linguistics is the study of language
• We are most concerned with 2 types of
linguistics
Sociolinguistics…
Developmental linguistics…
II. COMMUNICATION**
• A. Basic Definition
• Exchange of information and ideas, needs, and
desires between 2 or more individuals
• What are some ways we communicate with
each other?
• Communicative competence: the degree to
which the speaker is successful in
communicating appropriately and effectively
Communication…**
• Tool for social action
• We are trying to accomplish something
2 parts: speech and language
B. Nonlinguistic cues in
communication:
C. Paralinguistic Cues in
Communication
Consider the differences:**
• Mom: “Did you have a good time at school?”
• 4th grader: “Yeah, science was good—we
learned about condensation!”
• 4th grader: “Yeah….science was good…..we
learned about…..condensation?”
C. Metalinguistic Skills**
• The ability to talk about language,
analyze it, think about it, judge it, and see
it as an entity separate from its content
or out of context
• My 4-year old nephew: “Aunt Celeste, my
name ‘Andrew’ doesn’t have a voweldriven “r.” It’s an “r” blend.”
III. SPEECH
IV. LANGUAGE**
• A. Basic Definitions
• Language is defined as a socially shared
code or conventional system for
representing concepts through the use of
arbitrary symbols and rule-governed
combinations of those symbols
• (this is Owens’ definition that I will not ask
on the exam)
For the exam, please know this
definition of language:
For example, the symbol or
word is zoo
So the child, ideally, has been to
a zoo and develops the
concept**
• Then she
learns the
word zoo
that goes
with the
concept
zoo
The child needs to have
B. 3 Properties of Language
Linguistic competence:**
• A language user’s underlying
knowledge about the system of rules
• Cannot be measured directly
• We can only directly measure linguistic
performance
Linguistic performance:
Language is generative: **
• Using a finite set of rules and words…
• Speakers can generate an infinite number
of sentences
Please write 2-3 sentences or questions
using most or all of these words: (you
can add other words as well )
• Texting, friends, I, like, my,
Instagram, Facebook, email,
parents, fun, work, secret, when,
Twitter
V. LANGUAGE COMPONENTS (P.
24 Figure 1.7)
A. Phonology:**
• Aspect of language concerned with the rules
governing the structure, distribution, and
sequencing of speech sounds and the
shape of syllables
• We have the IPA
• English orthography is problematic:
• Bough, thought, rough, though, through
B. Morphology**
• Concerned with the internal organization of
words
• Words consist of morphemes
• Free morphemes are independent and can
stand alone
• Bound morphemes cannot function
independently—must be attached to free
morphemes
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Derivational morphemes…
Inflectional morphemes…**
• Are suffixes only
• Change the state or increase the precision of
the free morpheme
• Things like plural –s, past tense -ed
Please underline the free
morphemes and circle the
bound morphemes:
• Basically
Definition
• Neighbors
Decalibrated
• Uninhibited
Unkindness
You should have…
The new Common Core State
Standards
With one girl, LaShon, a first
grade 6-year old…**
We worked with her first grade language
arts book
• I would have LaShon read each page, and
we would talk about the vocabulary and
what it meant, focusing first on
comprehension and decoding**
Then we picked out words from
the text that had suffixes**
LaShon wrote them on the
board and underlined the
suffixes**
• She said she
thought it was fun! 
C. Syntax
D. Semantics—Word Meaning**
• 1. World knowledge
Person’s autobiographical and experiential
understanding and memory of particular events
• 2. Word knowledge
• Verbal and contains word and symbol
definitions
3. Synonyms:**
• Different words that carry similar meanings
• Scared/afraid
• Beautiful/pretty
• Hard/difficult
In therapy for LI (language impaired)
students:
Scott
Here’s an example at Grand
Oaks:
4. Antonyms, which are opposites:
E. Pragmatics**
• Rules govern conversational interactions
• Social rules of language
As one example of social rules…
Discourse
2 types of speech acts:**
• Indirect: several possible
interpretations— politer
• “Is there any butter on the table?”
can be an actual question, or a
hint that someone should get up
and go get it
• Mark McKibbin: “Does anyone
need some gas?”
Direct speech act:**
• Only has one interpretation
• “Please pass the butter.”
Important aspects of
pragmatics:
Cooperation principle-4 aspects:
Youtube example:**
• In the following clip from Big Bang Theory
(Sheldon and Amy in car with Penny):
• Penny is driving Sheldon to meet Amy for
the first time—it is a first date
• What rules of discourse do Sheldon and
Amy violate?
VI. DIALECTS**
• Dialects: variations that characterize the
languages of a particular group
• Each dialect shares a common set of
grammatical rules with the standards
language
• Dialects are mutually intelligible
Dialect use is influenced by 5
factors:
The most common American
English dialects:**
• Standard American English (textbooks, TV)
• 10 regional dialects (e.g., Southern and
Appalachian; these are not on test 1)
• African American English
• Asian English
• Latino English
In sum, today we discussed:**
• Brief Intro
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I. Linguistics
II. Communication
III. Speech
IV. Language
V. Language Components
VI. Dialects