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HS831 - Structure and Development of Language > Communication chain - ELKAN > Flashcards

Communication chain - ELKAN Flashcards

1
Q

Why is it important to look when communicating? x3

A
  1. Helps to focus attention on speaker
  2. Provides information about NVC (non-verbal communication) e.g. body language, gestures, intonation, volume etc.
  3. 50% messages conveyed through NVC so important to get the full message
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2
Q

What are the implications regarding learning if a child is not looking? X3

A
  1. Miss important NVC so they won’t convey the full message
  2. Not interpret NVC accurately
  3. Difficulties interpreting and understanding NVC so may not use it themselves e.g. may appear: monotone, rude, strange, avoid eye contact, inappropriate body language etc.
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3
Q

Why is it important to listen and concentrate when communicating? x3

A
  1. Listener needs to be able to concentrate on speaker
  2. Needs to be able to focus on the right information and filter out sounds/stimuli otherwise it may distract
  3. Listening is a skill we have to learn
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4
Q

What are the implications regarding learning if a child is not listening and concentrating? x5

A
  1. Find listening in a busy environment difficult
  2. Tune in and out information so they only hear bits and pieces
  3. Not being able to filter out irrelevant information
  4. Finding concentrating hard and will just switch off
  5. Have not learnt to listen
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5
Q

Why is it important to hear when communicating?

A

Hearing is the ability to perceive and analyse acoustic information e.g. make sense of the information that enters the ear

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6
Q

What are the implications regarding learning if the child is not hearing properly? x2

A
  1. They may have had hearing difficulties when they were younger so didn’t learn to listen
  2. Hearing problems (should be investigated)
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7
Q

Why is it important to remember when communicating? (Short term memory - STM) x2

A
  1. STM stores information in the brain for a brief period (20 seconds) - important because it allows time to process and analyse information
  2. Information may be lost if a sentence or instruction is too long
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8
Q

What are the implications regarding learning if the child has not remembered properly? x2 (short term)

A
  1. May not complete instructions
  2. Remember the gist of the instruction but not the detail
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9
Q

Why is it important to use the long term memory (LTM) when communicating? x3

A
  1. LTM - bank of knowledge
  2. LTM stores all words - has to be accessed when an individual tries to understand or say a word - effectively organised LTM is crucial
  3. STM/LTM both essential - incoming information analysed in STM and LTM is used for background information
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10
Q

What are the implications regarding learning if the child does not use their LTM? x3

A
  1. Difficulties making connections with information learnt previously (particularly cross-curricular)
  2. Have difficulties remembering how to do tasks, especially less practical tasks
  3. Limited vocabulary - cannot learn new words or find a new word when needed (speech may be hesitant)
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11
Q

Why is it important to understand when communicating? x5

A
  1. Understanding vocabulary
  2. Understanding concepts e.g. abstract/concrete concepts
  3. Sentence structure e.g. grammar and syntax
  4. Intent of speaker - what is meant rather than said
  5. Associated clues from NVC
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12
Q

What are the implications regarding learning if the child does not understand? X6

A
  1. May be able to use everyday language but not abstract/academic language
  2. Academic difficulties may hinder progress in school
  3. Not being able to assimilate information (fully understand), make inferences, or use information to solve problems.
  4. Not learn through reading - able to decode words but not understand information read
  5. May disguise difficulties by watching/copying others
  6. Try to avoid tasks, being disruptive, delaying tasks
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13
Q

Why is it important to have ideas and decide when communicating? x2

A
  1. Important for problem solving
  2. Speaker has to have ideas and decide what is relevant and a listener needs to know how to effectively organise the message
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14
Q

What are the implications regarding learning if the child does not have ideas and decision making skills? x3

A
  1. Difficulties generating ideas e.g. may copy ideas from others
  2. Have knowledge about a topic but may not be able to decide how to use it regarding a task
  3. Not being able to satisfactorily organise a beginning, middle and end - may lack unstructured writing
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15
Q

Why is it important to choose words when communicating?

A

Being able to find correct words from a word bank in the memory.
A child needs to learn and remember new vocabulary all of the time.

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16
Q

What are the implications regarding learning if the child cannot choose words when communicating? x3

A
  1. May have difficulties storing information so may have limited vocabulary (important to link with understanding language)
  2. Words may not be stored correctly - may be difficult to find necessary vocabulary. By the time it’s found, the conversation could’ve moved on.
  3. Using non-specific words e.g. things
17
Q

Why is it important to put words into a sentence when communicating? x3

A
  1. Refers to syntax
  2. Involves ability to correctly form grammatical sentences
  3. Complex knowledge of grammar is required
18
Q

What are the implications regarding learning if the child cannot put words into sentences when communicating? x3

A
  1. Struggle to correctly form grammatical sentences
  2. Write as they speak
  3. Avoid the frustration of talking or writing by saying ‘don’t know’ then walking off
19
Q

Why is it important to consider the impact on others and assessing appropriateness when communicating? x3

A
  1. Speak at the right time , right way, right content
  2. Manage conversation appropriately - knowing how to start, maintain and finish a conversation appropriately
  3. Using appropriation pitch, volume, speed (pragmatics)
20
Q

What are the implications regarding learning if the child cannot consider the impact on others and assess appropriateness when communicating? x2

A
  1. Not understanding the impact of something they have said on the listener
  2. Not being able to gauge listener’s mood e.g. may say inappropriate things without realising
21
Q

Why is it important to consider the importance of modifying the message x3

A
  1. Speaker needs to adapt message/conversational style to match the situation
  2. Know how to repair a conversation if it breaks down e.g. seek clarification, ask appropriate questions
  3. Complex skills - usually develop after the age of 5
22
Q

What are the implications regarding learning if a child isn’t able to modify a message? x2

A
  1. Difficulties using subtle aspects of communication and managing conversations - may be perceived as ‘odd’ and may lead to difficulties in social/workplace situations
  2. Being unable to change the way they communicate to suit the situation e.g. peers, teachers
23
Q

Why is it important to consider the importance of selecting sounds, planning on how to say a word/sentence and coordinating articulators when communicating? x3

A
  1. Alongside word meaning is stored information of how to articulate/say the word
  2. Important to select right sounds that make up a word and sequence them in the right order
  3. Mouth muscles/organs have to move with amazing accuracy and speed to achieve clear speech
24
Q

What are the implications regarding learning if the child cannot select sounds, plan on how to say words/sentences or coordinate articulators when communicating? x2

A
  1. Several reasons why a child may have unclear speech
  2. Current/past difficulties can affect spelling (may spell words and pronounced or more complex speech processing difficulties may be at play)
25
Q

Why is it important for the child to speak fluently when communicating? x2

A
  1. Needs to speak without stammering/stuttering
  2. Speak without stops in the middle of sentences, breaking up the flow of words
26
Q

What are the implications regarding the child not being able to speak fluently when communicating? x2

A
  1. Hesitancy may occur due to stuttering, expressive or word finding difficulties
  2. Stammering - may hide difficulties by using different words, but may have anxiety about avoiding and talking may be stressful
27
Q

Why is it important for the child to self-monitor when communicating?

A

Subconscious self-checking mechanism that continually assesses the appropriateness of structure, content, articulation and use of language.
Should prompt the speaker to correct themselves as and when necessary.

28
Q

What are the implications regarding learning if a child cannot self-monitor? x3

A
  1. Problems monitoring speech/expressive language and may not realise that they haven’t clearly explained something/may not have been understood.
  2. Not realise that they haven’t understood something you have said so may not ask for help.
  3. May be perceived as impulsive/disorganised.

HS831 - Structure and Development of Language (18 decks)

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