anteriorposteriorbothHESP 2029-2** sign up for hearing screening in le frak hall (experimental requirement)**email Dr.Rochelle Newman at the language lab [email protected] (ex-perimental requirement)Human CommunicationHumans = Social animalsCommunication- Exchange of information between sender and listener - only successful if bothare working properly together. ex- If sender is speaking English and listener knows Ger-man communication is unsuccessful. (different code)Differences in communicationCultural- some cultures don’t find it appropriate for children to com-municate, eye contact, rules of conduct. Social- generation gap, authority figures. Email and texting have changed the way that we communicate, the written word can be misunder-stood with the absence of tone. Disrupting Factors in CommunicationLength of messageFamiliarity of messageBackground noiseHearing/Speech abilityMeans of Communication-Language - “the code” ex English, Spanish, French etc. Note that American sign language is NOT simply English translated into sign it has its own rulesand properties. -Bliss symbols- developed for severely disabled children picture language-Output- -Usually speech (human or synthesized) Could also be hand move-ments, pictures.-Nonverbal communication- gestures, facial expression, body movements What is language?“A socially shared code or conventional system for representing concepts through the use of arbitrary and rule-governed combinations of those symbols” Rules-grammar generative (ability to generate new things that people haven’t said before) and dy-namic (changes over time).The Parts of Language- Content- Form- Phonology - sounds, not letters the study of sounds (26 letters verses approxi-mately 43 sounds) Developed by different sounds made by varying letters. aphoneme is a sound.- Morphology- smallest meaningful part of word. Ca is a sound Cat is a word- Free morpheme (cat, the, jump)- Bound morphemes (s, ir, ly, ed, in-) must be attached to free mor-phemes ex cat--> cats. Change the meanings of words. -Syntax- arrangement of words into sentences. -Suprasegmentals- loudness, intonation or stress. Makes the same sentence sound changes the meaning9-7Content= SemanticsSemantic features- pieces of meaning in a word -hot, black, liquid from beans = coffee-furry, brown, four-legs, barks = dogsemantic features identify a word more specifically when strung togetherVocabularyConcepts- prepositions and locations, order or size,time etc.ex- the girl is on the tablethe table is on the girlWords with multiple meanings- chilly vs. chili, stare vs. stair, mail vs. male, plain vs plane. Idioms- Its’ raining cats and dogs, bite the dust. Use=Pragmatics-Usually not specifically taught (picked up along the way)- requests, questions, greetings- English pragmatic rules-- one person talks at a time- eye contact when speaking- observe personal space**Can vary by culture**pragmatic rules are generally unwritten examples - not saying everything you think, too muchinformationDisorders of LanguageCan be affected of any of the areas of language-form - may not understand how to make something plural, syntax rules-content/meaning-use- stroke patients have problems with eye contact and appropriate pragmatics (particularly right side strokes). patients are usually unaware of this. SPEECH=OUTPUT-if speech isn’t clear then “the code” cannot be understoodArticulation- how speech sounds are madeFluency- rate and rhythm of speechVoice- clarity, loudness, pitchAll must work together to have clear intelligible speech, so that the code will be understood. Disorders of speech- Disorders of Articulation- sound production errors-Disorders of Fluency- Stuttering- DIsorders of Voice- PHysical changes to vocal cords (nodules, polyps, cancer)- Behavioral (overuse or abuse of voice)←←← Non Verbal Communication←- About 1/3 of all human communication is non verbal- Some need to be Trained:- American Sign Language (ASL)- SIgning Exact English (SEE)←← -Some are Generally Accpeted:← -Head nods and shakes, eye rolling, yawns “body language” arms across chest←← Disorders of Hearing← -Disorders of Hearing Acuity ← -Test sounds of varying loudness and pitch← -Disorders of Speech Perception and Discrimination← -Especially important for understanding speech← -Usually requires amplification (hearing aids or cochlear implants)← Communication IMpairments← -***ASHA: american speech-language and hearing association← -”DIsorders of speech (articulation, voice, resonance, fluency), language (form,content or use), cognitive linguistics skills, swallowing hearing and balance.← -INteraction and interdependence- language, speech, hearing. ←← 9-10←← Swallowing← -Speech-language Pathology deals with the evaluation and treatment of swal-lowing disorders. ← -Should have a knowledge of the anatomy and physiology ← Balance← -Audiology deals with evaluation and treatment← -SHould have knowledge of anatomy and physiology← Cognitive Linguistic Disorders← Closely related to language disorders, Language used to identify these disorders← -Memory← -Judgement (is this a person who has enough cognitive thinking skills, not toleave stove on etc)← -Problem-solving - is this person capable of noticing problems and dealing with them?← -Sequencing← -Attention (ability to pay attention)← Less about the use of language more about its application←← Etiology- cause or origin of a disorder← Congenital disorders- present at birth ex- clef pallet← Acquired disorders- develop after birth ex- stroke/head injury←← Dialects/Accents- DIFFERENCES NOT DISORDERS← Acceptable speech or language differences because hey are used in particulargeographical regions or particular ethnic groups. ←← ========================================================================←← HUMAN COMMUNICATION PROFESSIONS← Audiologists ← -Measure Hearing acuity (hearing testing)← -Identify, assess, manage and prevent disorders of hearing and balance← -Fit and dispense (sell) hearing aids and other amplification devices (hear-ing aid dealers can also sell hearing aids, but typically are salesmen for only onebrand of hearing aid, audiologists will be blind to labels). ← -Teach patients to use those devices/or teach other ways to maximize hear-ing← can work in:← -educational settings (public
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