A TASK ANALYSIS OF LANGUAGE PROCESSES
What is a Task Analysis of Language Processes?
ð
We have talked about the many processes that occur in
the language bridge.
ð
We are still talking about these processes but now we
would like to stress their overall arrangement in the bridge.
ð
These processes may be part of the Receptive, Inner, or
Expressive Language skills.
ð
It is important to analyze these skills when we are
concerned about the language abilities of a child, or an adult.
ð
There is a strong tendency for us to naturally consider
language as a single entity. In some instances, however, this can lead to
tragic consequences.
Language must be analyzed in terms of Receptive, Inner and Expressive
Language Processes.
ð
I am reminded of the case of Julia, a young woman in
her late twenties, who was afflicted with a stroke which left her almost
totally paralyzed from head to toe.
ð
She could make a kind of a guttural sound, but no
speech.
ð
The doctors, nurses and family assumed she had no
language, and hence everyone talked in front of her.
ð
Frequently they referred to her as a vegetable, and
made jokes or other unkind statements, assuming she could not understand.
ð
In truth, Julia had considerable language capacity.
ð
Only her expressive language was impaired. In terms of
receptive and inner language, she was quite normal.
ð
Hence, she understood and endured with anguish all that
was being said.
A person with no speech may still have normal Receptive and Inner
Language Skills but be mistakenly diagnosed as a "vegetable," with no
communication ability.
ð
In addition, she suffered from the terrible isolation
that occurs when the language bridge is broken.
ð
It was six years before someone became suspicious that
she was not a "vegetable," and began to explore her actual language
abilities.
ð
Finally she was freed from her body prison through the
use of computers and other alternative forms of expressive language.
ð
Had some one analyzed her language processes more
thoroughly in the beginning, she would not have had to suffer so severely so
long!
ð
History is full of such cases. The term "deaf and
dumb" is testimony to the old notion that deaf individuals, who typically
lack receptive language, have little language capacity. To the contrary, they
are lacking in only one small area of language processing.
NOTES: See article on Julia.
Language exists in several channels in the brain: The Auditory, Visual
and Haptic Modalities
ð
Helen Keller, of course, who was not only deaf, but blind
shattered that notion by acquiring not only language, but also speech!
ð
In addition to analyzing language in terms of
receptive, inner and expressive skills, we must remember that language can
exist in more than one neurological channel (modality) within the brain.
ð
Ignoring for the moment the olfactory (smell) and
gustatory (taste) modalities, which are used by children to explore their
environment, the channels we typically test, when analyzing language, are the
Auditory, Visual and Haptic modalities.
ð
The Auditory Modality consists of those neural
networks that extend between the receptive (ear) and expressive transducers:
the mechanisms for speech, Sign Language or pantomime.
NOTES: See the life and some
thoughts of Helen Keller.
The Auditory modality consists of those neural networks that extend
between the receptive (ear) and expressive transducers
ð
Speech sounds are the medium for language in this
modality.
ð
In the history of human development, there was a time
(before writing) when the Auditory modality was the only channel supporting
language.
ð
All of the cultural amenities for society (religion,
mores, government and history etc.) had to be transmitted over generations by
means of speech, in stories and song.
ð
Because language is one of the few human skills that
improves with age, these important functions were typically left to the older
members of the society.
ð
The Visual Modality includes those neural
circuits between the receptive transducer (the eye) and the expressive
transducers: the mechanisms for writing, Sign Language and Pantomime.
ð
For most of us, graphemes (written letters) are the the medium for this channel of language.
The Visual Modality includes those neural circuits between the receptive
transducer (the eye) and the expressive transducers.
ð
This modality has particular importance to humanity
because it is through this channel that we are able to join central nervous
systems with the geniuses of the past.
ð
It is through the medium of reading and writing that
knowledge in awesome quantity and detail is handed down from one generation to
the next.
ð
Writing, however, has its limitations for social
interaction.
ð
It is slow and laborious. However, another, more
transient form of visual language, is highly suitable for social interaction.
That is Sign Language.
ð
There is at least one culture today that uses this
modality of language exclusively--that is, of course, the Deaf Community.
ð
They have the advantage of using a modality which
includes both transient and permanent language signals.
NOTES:
Get some more information on Visual Language.
The Haptic modality is a composite of two modalities: The Tactile and
Proprioceptive modalities.
ð
This affords the deaf community with a communication
bridge that is capable of both rapid social intercourse and cumulative
learning.
ð
I might add, that in the case of Sign Language, the
expressive transducer for the Visual Modality includes more than just the hand.
ð
It incorporates both hands, the upper torso and the
face and head.
ð
The Haptic Modality is yet another channel
within the brain that can support the processes of language.
ð
This modality, however, is a composite of two more
basic modalities--the Tactile and the Proprioceptive Modalities.
ð
The Tactile Modality is the sense of touch and,
of course, is very familiar to us. Its receptive transducer is the the system
of nerve endings just under the skin.
The role of the Tactile Modality in our cognitive development may be
underestimated by most of us.
ð
These tactile nerve cells are enervated when the skin
is distended.
ð
The role of touch in our cognitive development may be
underestimated by most of us.
ð
We have already seen, in the development of the
Rumanian orphans, how the mere practice of touching babies can induce brain
growth! This is an opportunity which we can(tm)t afford to miss!
ð
We will see later, when we look at the perspectives of
Kephart, how the Tactile modality plays a major role in the child(tm)s
exploration of the environment.
ð
As you observe a baby now, you may notice that they
spend much time touching and rubbing against things with their hands, feet,
legs, lips and tongue.
ð
This is as much a process of serious study and
exploration to the baby as is the busy bustling of a scientist about his
laboratory.
NOTES: Get more information on the tactile modality than you can use in lifetime.
The sense of touch is an important player in the development of self
concept.
ð
From Piaget we will learn how the development of self
concept is an important prerequisite to language.
ð
The sense of touch is an important player in the
development of self concept.
ð
It helps to develop an awareness of the body's limits,
of which the new born baby is unaware.
ð
It helps us to keep tabs of where we are in space.
ð
We can gage much about our body position from what we
feel through our feet on the floor and from our seat and back against a chair.
ð
Knowing where we are in space is paramount to the
development of many language concepts (eg. prepositional phrases) and language
skills (eg. discriminating "b" from "d" from "q"
from "p."
NOTES: Get some more
information on touch-learning.
The sense of touch also plays an important role in speech production
ð
The sense of touch also plays an important role in
speech production.
ð
For one thing, it informs us where the tongue is in the
mouth (which helps to keep it out of harms way as the teeth do their chopping
and tearing thing).
ð
The sense of touch helps to let the brain know how the
rapid, precise and ballistic movements of speech are progressing. This keeps
the movements flowing.
ð
Most of us have experienced the impact of the loss of
the sense of touch on speech. After a few shots of novocaine from a friendly
dentist, one may have noticed that speech becomes rather slushy and labored.
ð
On a phenomenological note, I can't help noticing the
special role that touch has for us when we really want connect with another
human- being. It's the ultimate choice.
The Proprioceptive Modality is two sub modalities experienced as one:
The Kinesthetic and Vestibular Modalities
ð
How strong, for example, the urge is, when one sees a
really cute baby, to just touch it. Somehow, simply looking isn't enough.
ð
The Proprioceptive Modality is also, two sub
modalities experienced as one. These are the Kinesthetic and Vestibular Modalities.
ð
The transducer for the Kinesthetic modality is the
system of nerve endings in the joints of the body, and in the muscles.
ð
Like the sense of touch, it is very important to the
development of body awareness. In fact in cases where this process fails, a
person can totally loose the consciousness of a body part!
ð
Dr. Sacks tells of a patient who violently threw
himself out of bed one morning because someone had slipped a "cadaver's
leg" in his bed.
ð
In reality, it was his own leg but he had lost any
awareness of its presence.
NOTES: Get
some more infomation on Dr. Sacks.
The Kinesthetic sense is our "eyes" inward to our own body
ð
The Kinesthetic Sense is our "eyes"
into our own body, and the impact of it's loss is almost incomprehensible to
those of us who have never lost it.
ð
To the baby, the kinesthetic sense is also a basic
ruler for exploring the environment.
ð
Visual (or auditory) images provide no real information
to the baby, about referent properties such as angles, sizes, shapes, distances
or mass.
ð
This is information is obtained first hand as the baby
comes into physical contact with, and manipulates referents from the
environment.
ð
The baby's hands, feet or mouth are constantly probing
objects that are within their grasp--rattles, blocks, rails on the crib, balls,
table legs, fingers, etc.
ð
Objects' properties are measured by the kinesthetic
channel, which reports body angle, tension and fatigue.
The story of Montessori is in great part the story of the the
Kinesthetic modality.
ð
Even when babies put an object in their mouth, the
angle of the jaw and the tension required to hold the object contribute to this
basic information pool.
ð
On the one hand, we want to provide babies with as many
opportunities as possible to examine many different referents.
ð
On the other, the parent (or caretaker) has to be
constantly alert to the dangers to the child that objects can bring.
ð
Like a referee, they most constantly hover over the
baby as he/she explores the objects of the new world. It's an intensively
grueling and fatiguing task for the parent, but the rewards are great!
ð
The story of Montessori is in great part the story of
the the Kinesthetic modality. The Montessori approach stresses hands-on
exploration at an early age.
NOTES:
Get some more information on Montessori.
The Vestibular Modality gives us our sense of position in space
(relative to gravity
ð
The Vestibular Modality gives us our sense of position
in space (relative to gravity), and an awareness of change in body momentum.
ð
It's the modality we indulge when we go to modern
amusement parks which have those devilish machines that spin you, drop you,
rotate you and move you in three directions almost at once!
ð
The transducer is composed of the three semi circular
canals.
ð
A set of each is located in the temporal bone on each
side of the head. They are actually connected to the inner ear so that the
fluid that runs in one also runs in the other.
ð
This connection is somewhat responsible for the high
incidence of balance problems for people having a hearing loss.
ð
When this transducer is disrupted, the result can be
hopeless vertigo.
NOTES: Get some more
information on balance.
The Vestibular system has some interesting connections with the
neurological centers for arousal
ð
In extreme vertigo, (such as may be experienced in
Menier's disease) the normal coordinates of space implode and the person(tm)s
world seems to swirl into what can almost be described as a black hole with
only one direction--down!
ð
On the up side, a well functioning Vestibular system
provides valuable information about our position in space.
ð
This is critical for the development of the self-
concept.
ð
In addition the Vestibular system has some interesting
connections with the centers for sensory integration.
ð
In classes for learning disabled children, who have
attention deficits, you will often find swings, tops (for spinning), large
balls (for rolling over).
NOTES: Get some more
information on sensory integration.
NOTES: Get some more
information on Meniers Disease.
The key to developing neurological channels is to stimulate them early
in life when the growth rate is at its highest.
ð
These are all devices for stimulating the vestibular
sense. And children attend better when they are subjected to this kind of
stimulation.
ð
In the case of babies, we have seen that the key to
developing neurological channels is to stimulate them early in life when the
growth rate is highest.
ð
This translates down to a need to pick the baby up
frequently; to move them around; to swing them;
ð
To roll them on your knee; massage them; and whatever
else one can think to do within the realm of safety.
ð
Fortunately it is an inexpensive activity...you don't
have to be rich to afford it!
ð
But it does require that someone with this philosophy
and high degree of motivation BE THERE constantly to implement this important
practice.
NOTES:
Get some more information on congition and the vestibular modality.
A slogan for parents to hold to as they plan for their baby's early
life: "BE THERE!"
ð
Day care Centers, which are businesses, rarely have the
personnel available to do this to the most favorable extent.
ð
Baby sitters, likewise, are typically not as motivated
as parents to provide the maximum stimulation. Only informed parents will have
the dedication.
ð
There was an old TV show called the "The A
Team," which popularized the slogan, "BE THERE!"
ð
This is an extraordinarily salient slogan for parents
to hold to as they plan for their baby's early life.
ð
To summarize...the Haptic Modality includes the
following modalities:
o
Tactile
o
Proprioceptive (which
itself includes:)
ð
Kinesthetic
ð
Vestibular
ð
We want to provide maximum opportunity to stimulate
these neural tracts in the baby.
An IDEAL MODEL of a Task Analysis evaluates every language process.
ð
To totally evaluate the language capability of a child
(or an adult) it is necessary to individually test each process for each
modality.
ð
Testing should begin with the receptive processes
(specifically the transducer for the auditory modality i.e., a hearing test)
You might wish to switch to the graphic view here to see the chart on task
analysis showing the various processes we've been discussing.
Each modality is tested on two levels: Conceptual and Symbolic.

ð
Because language involves words (symbols) and their
meanings (concepts), each process in each modality is tested on two
levels--conceptual and symbolic.
ð
A Conceptual level test uses no words, just real items, replicas, or pictures of things,
which are treated by the brain as real objects.
ð
The Symbolic level test always includes a word in the task.
ð
The following examples are ideal descriptions of how
these tests should proceed,
Examples of Receptive, Inner and Expressive Conceptual and Symbolic
tasks in the Auditory modality.
ð
Starting with the Receptive, Inner and Expressive
processes in the Auditory modality, the CONCEPTUAL tasks are as follows:
o
Receptive: To demonstrate (by raising a finger)
the ability to recognize a particular sound when it is heard again.
Notes: Hear an example of an Auditory Receptive Task at
the Conceptual level.
o Inner:
To demonstrate (by raising a finger) the ability to associate a sound with
another sound which belongs in the same category; and...
o
Expressive: To demonstrate an expressive ability
by pantomiming the meaning of a sound.
ð
The above three examples were tasks at the Conceptual
(thing) level.
ð
To make these SYMBOLIC tests, words would have to be
injected into the task, as in the following tasks:
o
Receptive: To
demonstrate (by raising a finger) the ability to recognize a particular sound
that corresponds to a given word.
NOTES: Hear an example of an Auditory Receptive Symbolic
Task.
NOTES: Hear an example of an Auditory Inner
Conceptual Task.
NOTES: Hear an example of an Auditory Inner task at
the Symbolic Level.
NOTES: Hear an example of an Auditory Expressive task at the
Symbolic Level.
o Inner:
To demonstrate (by raising a finger) the ability to associate a word with a
sound which belongs in the same category; and.
o
Expressive: To demonstrate an expressive ability
by providing a verbal description of the meaning of a sound.
ð
For the Visual modality, in the Receptive, Inner and
Expressive processes, the Conceptual tasks are as follows:
o
Receptive: To demonstrate (by pointing a finger)
the ability to recognize a particular object (picture) when it is seen again.
NOTES: See an example of a Visual Receptive task at the
Conceptual Level.
o Inner:
To demonstrate (by pointing a finger) the ability to associate an object
(picture) with another object which belongs in the same category; and...
o
Expressive: To demonstrate an expressive ability
by pantomiming the meaning of an object or picture.
ð
Those visual tasks were at the Conceptual level.
Examples of Receptive, Inner and Expressive Symbolic tasks in the Visual
modality.
ð
To make them Symbolic tasks, words would have to be
involved as follows:
o Receptive:
To demonstrate (by pointing a finger) the ability to recognize a particular
object (picture) that corresponds to a given word. This is tantamount to the
Look-Say approach to reading.
o
Inner: To demonstrate (by pointing a finger) the
ability to associate an object (picture) with a word which belongs in the same
category; and...
NOTES: See an example of a Visual Inner Task at the
Conceptual Level.
o
Expressive: To demonstrate an expressive ability
by describing in writing or Sign Language, the meaning of an object or picture.
Examples of Receptive, Inner and Expressive Conceptual and Symbolic
tasks in the Haptic modality.
ð
For the Receptive, Inner and Expressive processes in
the Haptic modality, the Conceptual tasks are as follows:
o
Receptive: To demonstrate (by pointing a finger)
the ability to recognize a particular object (held in the hand) when it is held
again.
o
Inner: To
demonstrate (by pointing a finger) the ability to associate an object (held in
the hand) with another object (held in the hand) which belongs in the same
category; and...
o
Expressive: To
demonstrate an expressive ability by pantomiming the meaning of an object held
in the hand.
ð
Those haptic tasks were at the Conceptual level. To
make them Symbolic tasks, words would have to be involved.
To make the Haptic tasks symbolic, words are interjected through
touch-signs, Braille, or typing.
ð
Many of us do not typically think of the Haptic
modality as supporting symbols, but it does.
ð
Touch typing, of course, is one common example.
ð
Another, which incorporates a receptive process, is
Touch-Signing and Braille.
ð
Individuals who are deaf and blind find the Haptic
modality very satisfactory for carrying on casual or intense conversations.
ð
To make the haptic tasks symbolic, words are expressed
through touch- signs, Braille or typing as in the following tasks:
o Receptive:
To demonstrate (by pointing a finger) the ability to recognize a particular
object (held in the hand) which corresponds to a word that was presented
through touch sign.
o
Inner: To demonstrate (by pointing a finger) the
ability to associate an object (held in the hand) with a word (presented
through touch signs) which belongs in the same category.
NOTES: See an example of someone using Touch Signs.
o
Expressive: To demonstrate an expressive ability
by using touch signs (or by typing) to describe the meaning of an object being
held in the hand.
One test which evaluates and compares the Auditory & Visual
modalities is the Illinois Test of Psycholinguistic Ability (ITPA).
ð
Actual published tests that are typically used in the
field vary in many ways from the ideal model we have just presented above,
depending upon the goals of the test developers.
ð
In addition, no single test covers all the processes
that we have described here.
ð
What teachers or special educators will do to assess
language ability is collect a battery of tests that they feel will cover the
most salient processes for their purposes.
ð
One test in particular comes closest to our ideal
model. That is the Illinois Test of Psycholinguistic Ability (ITPA).
ð
It tests two modalities (Auditory and Visual) and
provides normative data on each.
The ITPA differs in many ways from the IDEAL MODEL.
ð
From the results of the test a teacher can determine
the integrity of the modalities for learning, or the processes that may be
significantly at fault.
ð
Hence, academically, new information can be provided to
the child through the modality that is functioning; and remedial work can be
provided to strengthen the faulty language processes of the weak modality.
ð
Still, there are many differences in the structure of
the ITPA from our ideal model. For example, there are only two modalities
tested instead of three.
ð
The Visual Modality is tested only at the conceptual level;
while the auditory modality is tested only at the symbolic level.
ð
The responses of the pupil to the stimuli in the
auditory receptive and inner tasks are more complex than would be allowed in
our ideal model.
NOTES: A reference for the ITPA
The Peabody Picture Vocabulary test is a cross modality task.
ð
For example, to the stimulus phrase in the Receptive
test, "Do cup cakes wink?" the child is to respond by saying Yes or
No.
ð
This is a more complex response than raising a finger
or pointing, and hence involves a bit more processing on the expressive side.
ð
But in the eyes of the test developers, This is not a
significant problem.
ð
In our ideal model, the tasks were all single modality
tasks, but in many tests, the tasks cross modalities.
ð
In the Peabody Picture Vocabulary test, for example,
the child hears the word and selects a corresponding picture in a book. This is
a task which spans the auditory and visual modalities.
NOTES: A reference for the Peabody Picture Vocabulary
Test (PPVT).
Learning to read can involve various combinations of modalities.
ð
That is not necessarily a problem, but we need to be
aware that an extra process is involved.
ð
That is, the translation from one modality to another,
which can in itself sometimes be a problem.
ð
Single and cross modality tasks occur in many instances
outside of testing situations.
ð
They are major considerations, for example, in the
initial steps to teach reading, which is a critical language skill.
ð
Three teaching methods in particular, exemplify nicely
different modality roles.
ð
The first is the Look-See (Say) method which basically
involves the task of associating a picture with a word. This is strictly a
visual modality process. No attempt is made to sound out a word.
ð
This is a Whole Language approach and some parents
place cards around the house that name the common objects in the house.
The Look-See method involves a single (Visual) modality.
ð
It is their theory that the children will learn to
understand the written words in a natural manner similar, to how they learn the
spoken language.
ð
Children who are deaf can be taught to read through
this approach.
ð
Problems can become significant, however, if a child
has a visual processing (perceptual) problem.
ð
For example, some children have a poor awareness of
position in space and/or spatial relation. In these instances, serious
confusions in the reading process can occur.
ð
The child may not, for example, be able to
differentiate between the letters -n..., "c" and "u"; or
"d", "p", "q" and "b"; or "m"
and "w", etc. etc. Or, between words like "was" or "saw".
NOTES: Explore some
more information on the Whole Language Approach.
NOTES: Still more information on
the Whole Language Approach.
The Phonetic approach involves two (Auditory& Visual) modalities.
ð
How confusing the sentence, "My dad paid uncle a
penny," could be to a child like that. It could look like, "Wy paq
daip cunle a deuuy," or fifty or more other possible combinations.
ð
The second is the Phonetic Approach to reading. This is
commonly called Phonics, and uses two modalities in the reading task--the
Visual and the Auditory modalities.
ð
It is a process that involves decoding a symbol system
of a symbol system.
ð
The second symbol system is the grapheme (letter) on a
page. This requires the processes of the Visual modality.
ð
The first symbol system is the phoneme (a sound unit of
the language). This activates the Auditory processes as the letters are sounded
out.
ð
The Phonetic approach has some advantages. Unfamiliar
words can often be sounded out. Letters associated with a sound may be more
easily distinguished.
Each modality combination has weaknesses and strengths.
ð
A major disadvantage of the Auditory modality is the
poor correspondence, particularly in English, between the grapheme and its
sound.
ð
To make this point more emphatic, Bernard Shaw gave us
this example... "GHOTI," which can be sounded out to be
"FISH."
ð
The "GH" is "F" as in
"ENOUGH," The "O" is "I" as in "WOMEN,"
and the "TI" is"SH" as in "NATION."
ð
For children who have auditory processing problems, the
Phonetic Approach can be a major hurdle.
ð
Take for example the auditory process of Sound
Blending. When letters are sounded out, they often are processed as a string of
individual sounds.
ð
The reader must pull these pieces together to recognize
the word. For example combine "S" (as in "Sally"),
"U" (as in "Up"), "P" (as in "Peter")
and "R" (as in "Her") and you get the word...
NOTES: Here is a neat comment of the poor grapheme/phoneme
correspondence in English.
NOTES: Here are two examples of Sound Blending.
Reading through Phonics involves a symbol system of a symbol system.
ð
I have encountered many non readers in junior high who
have poor (no) sound blending capabilities.
ð
Because phonics operates as a double symbol system, it
is a particularly complicated cognitive process.
ð
Generally, it is not overburdening for most children,
who by natures gift, have endowed skills for language processing.
ð
But for children with a history language delay,
learning to read can be a problem.
ð
Often the evidences of the language delay have past
(i.e., poor vocabulary, and faulty syntax and sound pronunciation).
ð
But the language processing problems persist and are
still evident in a resistive lack of progress in developing reading skills.
ð
The third reading approach is The Writing Road to
Reading. It utilizes all three modalities: Visual, Auditory and Haptic.
NOTES: Explore some more information
on the Haptic Modality and learning styles.
The Writing Road to Reading can involve three (Visual, Auditory and
Haptic) modalities.
ð
In the Haptic approach, the word is said, seen and felt
because the reader writes the word as he reads it.
ð
The feedback from the nerve endings under the skin and
in the joints and muscles provide the sensory data a for this third modality.
ð
This can be a tracing on the blackboard, in a sandbox,
on sandpaper, or as one teacher described it, in a large vat of jello, to
mention a few.
ð
In terms of the applications of the modalities, there
is no right or wrong combination. Whatever works is right! The modalities can
be manipulated to be three, two or one.
ð
This can be done, for example, in the Writing Road to
Reading by having the reader wear a blindfold while he is tracing the letters,
and/or refrain from saying the words out loud while he writes the letters.
NOTES: Here is more information on the Writing Road to Reading
Receptive, Inner and Expressive language analyses should include the
sub- processes of the Language Bridge.
ð
Just a final reminder about these Receptive, Inner and
Expressive language processes.
ð
They incorporate all of the sub processes we have
discussed so far as part of the Language Bridge.

Receptive Language includes Transduction, Perception, Symbolization and
Conceptualization processes.
ð
For Receptive Language we still must take into account
within each modality, those processes we have been discussing:
o
Transduction, and
o
Perception, and
o
Symbolization, and
o
Conceptualization.
ð
Let me summarize, and review briefly, the impact of
these processes when they fail.
ð
For the Auditory Modality, problems with the
transduction process is referred to as hard of hearing or deaf. Perceptual
problems are often referred to in the literature as Auditory, Visual or Haptic
processing disorders.
ð
The impact of a failure in these processes is to cause
various degrees of confusion and inefficiency in decoding (understanding)
stimuli.
Dyslexia is a form of Receptive Aphasia
ð
Problems in recognizing words (heard, seen or felt) is
called receptive aphasia.
ð
In the visual modality, receptive aphasia has another
name--dyslexia. An inability to retrieve the meaning of written symbols.
ð
Dyslexia is often accompanied with a visual perceptual
processing problem. This is an inability to organize visual stimuli.
ð
It is possible to have, however, a perceptual
disability without the accompanying dyslexia.
ð
An inability to retrieve concepts results in agnosia.
The impact of this process failure may be as follows:
o
In the auditory modality we may not recognize familiar
sounds we hear;
o In
the visual modality, we may not recognize ordinary things we see;
o
And in the haptic modality, we may not recognize
familiar items we touch or grasp.
Inner Language includes Discrimination, Analysis, Synthesis and
Generalization processes.
ð
For Inner Language the processes involved include, but
are not limited to, the following mental activities:
o
Discrimination
o
Analysis
o
Synthesis
o
Generalization
ð
These processes pertain to both the conceptual (thing)
level, and symbolic (word) level. It's the same for each modality except the
units of thought change qualitatively.
ð
For the auditory modality, sounds or spoken words are
the units to be associated and categorized.
ð
For the Visual modality, the units are observed items
or written or signed words.
ð
For the Haptic modality, the units are touched items or
touch-signed words. Typing by touch would also fall into this category.
ð
Failure of these processes may result in a weak or a
lack of associations for these things or for their symbols.
Expressive Language includes Conceptualization, Symbolization, Mixer and
Transduction processes.
ð
For Expressive Language we still must take into account
within each modality, those expressive processes we have been discussing:
o
Conceptualization, and
o
Symbolization, and
o
Mixer, and
o
Transduction.
ð
The inability to bring to mind a Concept (idea) we
would like to express is experienced by most of us under conditions of increased
stress.
ð
In the Auditory modality, when we confront a sea of
faces in an audience, the lines we have memorized for a play, or the speech we
have planned for the occasion may all vanish into thin air.
ð
Instead we look out with a blank stare helplessly unable
to draw a single thought to our mind which could open the floodgates of
communication. It is referred to as "Stage Fright."
NOTES: Here is a cute story about stage fright by Mark
Twain
Expressive Aphasia involves only an inability in using symbols to
express thoughts.
ð
In the Visual modality, a common experience we may have
in pulling up concepts is when we are trying to write a paper or a report.
ð
Often we find ourselves sitting for a long period of
time looking blankly at the paper, wishing something would come into our mind
to write.
ð
When these experiences become the rule (under
pathological conditions), rather than the exception, communication becomes a
trickle.
ð
Expressive Aphasia is a problem, not in developing
ideas, but in finding the symbols to express them.
ð
For the Auditory modality its impact would be an
inordinate degree of difficulty in word finding, grammatical formulation, or
remembering the pronunciation of words.
ð
In the visual modality, one would likewise have
problems in recalling the written word, the written grammar or the way the word
was written.
Apraxia and Dysarthria are disabilities that affect both symbolic and
non symbolic movements.
ð
For those who use Sign Language, word finding, grammar
and signing movement problems would be in evidence.
ð
Making purposeful movements when one has Apraxia is
also an elusive task.
ð
In the auditory modality speech could be affected, or
simply the ability to imitate sounds.
ð
In the visual modality, writing, signing, drawing or
pantomime would all be at risk.
ð
Similar problems could be experienced in the Haptic
modality.
ð
Transducer problems in the Auditory modality relate to
the speech mechanism.
ð
If speech function is disabled due to a total or
partial paralysis (weakness), the person is said to have a dysarthria.
ð
In the visual modality, a person with a limb paralysis
would have problems doing anything like writing, signing or pantomiming.
The impact of a disability on language varies with the process.

ð
So for speech, how can you tell the difference between
dysarthria, apraxia and aphasia?
ð
It's not always easy, but here is a major clue.
ð
It has to do with consistency. (You may wish to
switch here to the grahic version to view the chart of process disorders.)
A Dysarthria is always evident in both reflexive and voluntary motor
responses.
ð
A Dysarthria is a condition due to paralysis (either
flaccid or spastic) of the muscles of speech, Hence, for any motor movements,
whether reflexive or voluntary, the disability will always be evident.
ð
Speech, which is voluntary will be effected, but so
will relatively involuntary movements like eating.
ð
An Apraxia is a condition arising from an inability to
retrieve the correct motor patterns for a movement.
ð
It can involve various parts of the body, such as the
speech mechanism, the arms and/or the legs.
ð
The movements can typically be made correctly if they
are reflexive, but become mired in errors if they are voluntary. For example,
if I have an arm apraxia and someone placed a realistic plastic spider on my
shoulder, I would probably brush it off with my hand in an instance.
Apraxia involves only voluntary motor acts; and Aphasia is evident only
in symbolic motor acts.
ð
But if someone then reqested that I place my hand on my
shoulder, I might make every movement with my arm except that.
ð
I once worked with a stroke patient who had oral
apraxia. She could not imitate my movement of putting my tongue between my
teeth.
ð
She would open her jaw, or protrude her tongue, but she
could not find the right movement.
ð
Expressive Aphasia is a problem which occurs only when
a person is trying to talk (i.e., using symbols).
ð
Although they could imitate movements like putting
their tongue between their teeth, they might have problems saying,
"thimble."
ð
We are at last finished with the notion of Task
Analysis. There is one more process that needs to be introduced, and we will do
that next in the discussion of Mysak's Model.