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THE DIMENSIONS OF HUMAN COMMUNICATION

THE DIMENSIONS OF HUMAN COMMUNICATION. 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.

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THE DIMENSIONS OF HUMAN COMMUNICATION

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  1. THE DIMENSIONS OF HUMAN COMMUNICATION

  2. 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). Languge disorders: A functional approach to assessment and intervention (6th ed.). New Jersey: Pearson Education.

  3. Roseberry-McKibbin, C., & Hegde, M.N. (2015). 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 2015.

  4. A terrific resource:** • Paul, R., & Norbury, C.F. (2012). Language disorders from infancy through adolescence: Listening, speaking, writing, and communicating (4th ed.). St. Louis, MO: Elsevier.

  5. 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

  6. 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

  7. Over 70% of America’s prisoners…

  8. I. COMMUNICATION** • Definition: The process of sending and receiving messages that serve to transmit information between persons or groups • Communicative competence occurs when speakers effectively influence their listeners’ behaviors • Most human interactions have an underlying agenda

  9. II. VERBAL AND NONVERBAL COMMUNICATION • A. Nonverbal Communication

  10. B. Verbal Communication** • Involves the use of words to exchange ideas • Auditory-oral—spoken language • Visual-graphic—written, pictures, gestures (gestures that are systematic—e.g., sign language)

  11. C. Extralinguistic Aspects of Verbal Communication

  12. III. SPEECH** • Physical production of sounds to communicate meaning through the neuromuscular control of the structures of the vocal tract • Involves articulation, voice, resonation, and fluency

  13. Phonology:** • Study of the sound systems of a language • We have the IPA • English orthography is problematic: • Bough, thought, rough, though, through

  14. IV. LINGUISTICS** • Linguistics is the study of language • We are most concerned with 2 types of linguistics

  15. Sociolinguistics…

  16. Developmental linguistics…

  17. V. LANGUAGE** • Language is the system of arbitrary verbal symbols that speakers put in order according to a conventional code to communicate ideas and feelings or to influence the behavior of others

  18. Expressive language…

  19. Receptive language…

  20. Linguistic competence…** • Refers to our hypothetical, unconscious linguistic ability • Represents speakers’ idealized, underlying knowledge of their language

  21. Linguistic performance…** • Refers to a speaker’s production of linguistic units • Influenced by limitations such as fatigue, memory lapses, distractions, illness, etc.

  22. VI. THE LINGUISTIC ASPECTS OF LANGUAGE • A. Semantics

  23. Semantics involves:

  24. Paul & Norbury, 2012:

  25. Word relations in semantics:** • How do meanings of words interact with each other?

  26. For example, we have antonyms, which are opposites:** • Binary antonyms-no middle ground (alive vs. dead). • Gradable antonyms: Represent 2 different points on a continuum (attractive vs. homely)

  27. Synonyms:** • Different words that carry similar meanings • Scared/afraid • Beautiful/pretty • Hard/difficult

  28. In therapy for LI (language impaired) students:

  29. Semantic relations:** • This term describes the role that each noun in a sentence has in relation to the verb in the sentence

  30. For example, “Daddy” assumes 2 different semantic relations:** • I’m looking for Daddy’sball (Daddy is the possessor) • Daddy threw the ball (Daddy is the agent or actor who instigated the action)

  31. Semantics also involves a child’s knowledge of:** • Words with multiple meanings (rock, pound) • Deictic words whose referents change depending on who is speaking (this, that, here, there) • Categories—mental constructs that allow a child to group similar words together

  32. The new Common Core State Standards…

  33. What categories can you think of that a kindergartener might need to know?

  34. B. Pragmatics** • Practical use of language in social interaction • Focuses on the speaker’s achieving a practical outcome through using language as a tool

  35. Speaker and listener roles differ due to social context

  36. Justice & Redle 2014 state that:

  37. 2 types of speech acts:

  38. Direct speech act:** • Only has one interpretation • “Please pass the butter.”

  39. Discourse:** • Conversation; extended verbal exchange on some topic

  40. Discourse involves:

  41. 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?

  42. Discourse also involves:

  43. C. Morphology** • The study of minimal, meaningful units of language • Morphemes are the smallest elements of language that carry meaning • Free morphemes stand alone • Bound morphemes must be attached to free morphemes to carry meaning

  44. Types of Free Morphemes:** • Grammatical morphemes/function words: is, the, of, and, a, but • Lexical morphemes/content words: words that carry the “meat”  • For example: cloud, university, taco, student, Harry Potter, run, walk, write, funny, crazy, blue

  45. Types of bound morphemes:** • Inflectional: alter the meaning of the free morpheme to which they are attached without deriving a new grammatical category • Usually these are suffixes (see p. 27) such as plural –s, possessive –s, past tense –ed, etc.

  46. Derivational morphemes:

  47. In children’s language…** • Inflectional morphemes appear before derivational morphemes

  48. The new Common Core State Standards

  49. With one girl, LaShon, a first grade 6-year old… We worked with her first grade language arts book

  50. I would have LaShon read each page, and we would talk about the vocabulary and what it meant, focusing first on comprehension and decoding

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