The Role of Semantics in the Application of Psycholinguistics to Language Assessment and Therapy.

Autor/in	Blaubergs, Maija S.
Titel	The Role of Semantics in the Application of Psycholinguistics to Language Assessment and Therapy.
Quelle	(1977), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Child Language; Comprehension; Diagnostic Tests; Grammar; Intellectual Development; Intervention; Language Acquisition; Language Handicaps; Language Patterns; Language Processing; Memory; Psycholinguistics; Remedial Instruction; Semantics; Speech Handicaps; Speech Pathology; Speech Therapy; Syntax; Teaching Methods; Transformational Generative Grammar + Suchen Sie Ihr Suchwort? 'Children''s language'; Kindersprache; Verstehen; Verständnis; Diagnostic test; Diagnostischer Test; Grammatik; Mental development; Geistige Entwicklung; Sprachaneignung; Spracherwerb; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language impairments; Sprachbehinderung; Sprachmodell; Sprachstruktur; Sprachverarbeitung; Gedächtnis; Psycholinguistik; Förderkurs; Semantik; Language handicps; Entwicklungsproximale Sprachtherapie; Logotherapie; Teaching method; Lehrmethode; Unterrichtsmethode; Generative Grammar; Generative Grammatik
Abstract	That semantics interacts with syntax has been shown in psycholinguistic investigations of the processing of language by adults and of the acquisition of language by children. The few programs for language assessment and therapy that have attempted to incorporate semantic considerations have included some misunderstandings of the psycholinguistic basis. In an attempt to remedy those misunderstandings, some general recommendations are presented, and some of the specific misunderstandings in the program developed by MacDonald (1975) are pointed out. The general recommendations include the following: (1) If remedial programs are to be based on the normal language acquisition process in which syntax and semantics interact, that precludes basing remedial programs on any abstract syntactical model of an adult language user and the exclusive use of techniques for instilling desired language patterns that are void of meaning. (2) If the goal of remedial programs becomes the establishment of communication, measures of comprehension and intent would be at least as important as verbal performance. (3) If situational or contextual factors are recognized as relevant to the child's comprehension and intent, the clinician would use the linguistic and non-linguistic environment in interpreting and interacting with the child. (Author/CFM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01