Download Communication Issues In Autism And Asperger Syndrome: Do We by Olga Bogdashina PDF

By Olga Bogdashina

Delivering a theoretical beginning for knowing conversation and language impairments particular to autism, Olga Bogdashina explores the consequences of alternative perceptual and cognitive kinds at the verbal exchange and language improvement of autistic childrens. She stresses the significance of picking each one autistic individual's nonverbal language - which might be visible, tactile, kinaesthetic, auditory, olfactory or gustatory - that allows you to determine a shared technique of verbal verbal exchange. She deals a proof of why yes ways, for instance PECS, could paintings with a few autistic little ones yet now not others. supplying genuine insights, the 'What they are saying' sections permit the reader to determine throughout the eyes of autistic contributors and to appreciate their language changes first hand.

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Extra info for Communication Issues In Autism And Asperger Syndrome: Do We Speak The Same Language?

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2. I expected John to leave. 3. I persuaded John to leave. On the surface (surface structures) the sentences contain the same elements and structure: subject – I, object – John, predicate phrase – to leave. However, the meanings of the sentences (deep structures, reflected in the percept) are different. The surface structure is related to the phonetic and grammatical forms, while the deep structure is linked to the semantic interpretation and is not directly connected to the physical signal. This theory can also account for the identical meaning of different sentences (Aitchison 1976).

According to this theory, emotions are key factors in learning one’s mother tongue: the emotions of fear and hope, and their counterparts relief and disappointment, are mediating reactions which become conditioned to stimuli associated with some actions which result in reward or punishment. Some researchers (for example Miller 1951; Lewis 1957) support Mowrer’s autism theory and emphasize the important role of emotions in a child’s acquisition of language. Lewis points out that: nothing could be less ‘neutral’ for the child.

A pragmatic/social-interactive theory Unlike psycholinguistic and cognitive interpretations of language acquisition that consider a child to be an active hypothesis-maker who ‘discovers’ language in the interaction with the environment without any instructions or environmental influences, pragmatic theory (Bates 1976) or social-interactive theory (Duchan 1984) emphasizes the important role of social experiences in language acquisition. The main emphasis of these theories is put on the role of social interaction in the development of language and communication.

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