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Chapter 1: Fundamentals of Communication Science and Disorders
Chapter Summary
Communication is the sharing of information between two or more people. Humans communicate
to achieve instrumental, regulatory, interactive, personal, heuristic, imaginative, and informative purposes.
An effective communicator uses communication for these diverse purposes and is able to avoid
communication breakdowns by providing and attending to feedback during the communication process.
Language, speech, and hearing are the essential ingredients of communication. Language is a
socially shared, rule-governed symbol system used by humans to represent ideas about the world. The
five domains of language are semantics, syntax, morphology, phonology, and pragmatics. Speech is a
complex neuromuscular process that turns language into a sound medium that is transmitted to another
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person. Speech involves a three-stage process: conceptualization of a perceptual target, development of
a motor schema, and speech output. Hearing is the perception of sound; in the communication process, it
refers specifically to the perception of sound; in the communication process, it refers specifically to the
perception of speech. The acoustic process involves the creation of a sound by a source, the vibration of
air particles, reception by the ear, and comprehension by the brain.
Significant, ongoing communication breakdowns may signal a communication disorder.
Communication disorders are differentiated as language disorders (child language disorders, adult
language disorders, reading disabilities), speech disorders (articulation and phonological disorders,
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fluency disorders, voice disorders, motor speech disorders), hearing disorders (sensorineural hearing
impairment, conductive hearing impairment, auditory processing disorder), hearing disorders
(sensorineural hearing loss, conductive hearing loss, auditory processing disorders), and feeding and
swallowing disorders (pediatric feeding and swallowing disorders, adult dysphagia).
The primary professionals who work with people who have communication disorders are speech-
language pathologists and audiologists; both types of professionals are certified by the American-Speech-
Language-Hearing Association. Special educators, medical professionals, and members of the allied
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health professions also play key roles in diagnosis and remediation of communication disorders.
Chapter Focus Questions
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1. What is communication?
2. How does communication relate to language, speech, and hearing?
3. What is a communication disorder?
4. What careers are available in the field of communication sciences and disorders?
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Chapter Key Terms
Acoustics, p. 19 Audition, p. 18
Communication, p. 5 Communication breakdown, p. 7
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Communication functions, p. 7 Comprehension, p. 5
Content, p. 13 Extralinguistic feedback, p.6
Feedback, p. 6 Form, p. 13
Formulation, p. 5 Frequency, p. 19
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Grice’s maxims, p. 9 Intensity, p. 19
Linguistic feedback, p. 6 Modality, p. 6
Morphology, p. 14 Nonlinguistic feedback, p. 6
Paralinguistic feedback, p. 6 Phoneme, p. 17
Phonology, p.14 Pragmatics, p. 14
Productivity, p. 12 Reception, p. 5
Semantics, p. 14 Species specificity, p. 12
Speech perception, p. 20 Syntax, p. 14
KJHGFDS
R
U
G
R
TO
TU
, U
R
U
G
R
TO
TU
, U
R
U
G
R
TO
TU
, KJHGFDSA
Chapter 1: Fundamentals of Communication Science and Disorders
Chapter Summary
Communication is the sharing of information between two or more people. Humans communicate
to achieve instrumental, regulatory, interactive, personal, heuristic, imaginative, and informative purposes.
An effective communicator uses communication for these diverse purposes and is able to avoid
communication breakdowns by providing and attending to feedback during the communication process.
Language, speech, and hearing are the essential ingredients of communication. Language is a
socially shared, rule-governed symbol system used by humans to represent ideas about the world. The
five domains of language are semantics, syntax, morphology, phonology, and pragmatics. Speech is a
complex neuromuscular process that turns language into a sound medium that is transmitted to another
TU
person. Speech involves a three-stage process: conceptualization of a perceptual target, development of
a motor schema, and speech output. Hearing is the perception of sound; in the communication process, it
refers specifically to the perception of sound; in the communication process, it refers specifically to the
perception of speech. The acoustic process involves the creation of a sound by a source, the vibration of
air particles, reception by the ear, and comprehension by the brain.
Significant, ongoing communication breakdowns may signal a communication disorder.
Communication disorders are differentiated as language disorders (child language disorders, adult
language disorders, reading disabilities), speech disorders (articulation and phonological disorders,
TO
fluency disorders, voice disorders, motor speech disorders), hearing disorders (sensorineural hearing
impairment, conductive hearing impairment, auditory processing disorder), hearing disorders
(sensorineural hearing loss, conductive hearing loss, auditory processing disorders), and feeding and
swallowing disorders (pediatric feeding and swallowing disorders, adult dysphagia).
The primary professionals who work with people who have communication disorders are speech-
language pathologists and audiologists; both types of professionals are certified by the American-Speech-
Language-Hearing Association. Special educators, medical professionals, and members of the allied
R
health professions also play key roles in diagnosis and remediation of communication disorders.
Chapter Focus Questions
G
1. What is communication?
2. How does communication relate to language, speech, and hearing?
3. What is a communication disorder?
4. What careers are available in the field of communication sciences and disorders?
U
Chapter Key Terms
Acoustics, p. 19 Audition, p. 18
Communication, p. 5 Communication breakdown, p. 7
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Communication functions, p. 7 Comprehension, p. 5
Content, p. 13 Extralinguistic feedback, p.6
Feedback, p. 6 Form, p. 13
Formulation, p. 5 Frequency, p. 19
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Grice’s maxims, p. 9 Intensity, p. 19
Linguistic feedback, p. 6 Modality, p. 6
Morphology, p. 14 Nonlinguistic feedback, p. 6
Paralinguistic feedback, p. 6 Phoneme, p. 17
Phonology, p.14 Pragmatics, p. 14
Productivity, p. 12 Reception, p. 5
Semantics, p. 14 Species specificity, p. 12
Speech perception, p. 20 Syntax, p. 14
KJHGFDS
