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 speech-language
pathology: Study guide for PRAXIS and
comprehensive examination (4th ed.). Austin,
TX: Pro-Ed.
• This is in press, and will be out in late
September 2015.
And workshops I have attended for
CEUs:**
ASHA 2013, Chicago
ASHA Schools Conference Long Beach, 2013
• CSHA, 2014, San Francisco
• ASHA Schools Conference, Pittsburgh, 7/14
• Literacy and iPad apps conference, 3/15
• Will be attending 2015 ASHA in Denver and
presenting several papers
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 3-year 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:
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…
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 vowel-driven
“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 rulegoverned 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
The child needs to have
• Exposure and
experience
• How do children get
exposure and
experience?
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:
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 6year 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:
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:
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
Appalacian; 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