Clinical Semantics And Pragmatics: A Case Study
Semantics is part of the hierarchy of language. The American Speech-Language Association (ASHA) (2014), semantics is "the meaning of words and combinations of words in a language." For the purpose of this assignment I shall look at semantics from the clinical point of view. Analysis of the language sample shall be presented as well as various informal assessments which one can use to gage a more holistic picture of the client's areas of strengths and weaknesses.
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For the purpose of my analysis of the language sample presented I shall …show more content…
According to Wiig & Zureich (2000) assessing rapid naming would help the speech and language pathologist (SLP) understand the apparatuses which the mind uses for “fluency in language production”. They also continue stating that failure in this task or not mentioning enough words from the different categories in the stipulated time would imply that the child has problems with his speech fluency or that it is automatically caused as he has problems with naming. Difficulties with naming tasks and other tasks which involve expressive language would imply that the child has word finding difficulties (WFDs). So one would carry out this assessment in order to consider or rule-out WFDs. However they also state that in order for there to be WFDs the client must have adequate receptive vocabulary skills. Thus for this reason prior to assessing rapid naming I would assess the client’s receptive vocabulary …show more content…
Even though this task is similar to the semantic links one it goes deeper into the semantic webs so one would be able to get a better picture of how much connections the semantic webs have.
The client will be given a chart with a picture of a kitchen printed on it for example. He would then be asked to identify the item which belong in the kitchen. Pictures of items which are closely semantically related would be presented, this will serve as a semantic distractor. Moreover pictures of items which are distantly semantically related as well as a pictures of totally semantically unrelated items shall be presented to the child. This can be done with a variety of categories as shown below.
Categories Managed to put things which go together: Yes/ No. If no what items did he put.
Things that go in the kitchen
Things that are on a farm Things that are technological Things that belong in the