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Although non-fluent speech does not necessarily suggest a lack of language competence, fluent speech, especially when it makes sense, almost always suggests a high level of competence. These disorders may also be called idiopathic, which means they are of unknown origin. Functional disorders of communication are those that do not have a demonstrable organic or neurologic cause. Organic disorders of communication are thought to be caused by some defect in the neurophysiological mechanism of speech. The companion profession of audiology is concerned with the study and understanding of normal and disordered hearing, and the rehabilitation of individuals with hearing impairments. The profession of speech-language pathology is concerned with the study and understanding of human communication and its disorders, and assessment and treatment of those disorders. If speech is not perceived by young child, the acquisition of speech will be difficult. Children acquire the language they hear, and normal hearing is essential for speech perception. Normal hearing is essential for the typical acquisition of speech and language behavior. Therefore, hearing is closely related speech and language. Though not a component of speech of language, hearing is essential for normally acquired verbal communication. Hearing is an important aspect of communication. Prosody refers to variations in rate, pitch, loudness, stress, intonation, and rhythm of continuous speech. Fluency also is closely related to another aspect of communication called prosody. People who have disorders of fluency such as stuttering, or those who speak a foreign language with limited fluency may be knowledgeable but just not be fluent. Non-fluent speech is not a necessary indication of lack of knowledge. Linguistic researchers of child language acquisition have categorized meanings that children seem to acquire. Fluency is easy, smooth, flowing, and relatively effortless speech. Fluency is a characteristic of both speech and language. Effective communication requires fluency. Normal voice and the acquisition of speech and language are not sufficient to communicate effectively. Pragmatists have pointed out that children acquire language in specific social contexts. Through the interactional function, we engage others in social interaction. Through the regulatory function, we try to get others to do what we want them to do. Through the instrumental function of language, we try to get what we want. It was suggested that speech acts, not morphemes, words, or sentences, are the basic units of communication. In an early pragmatic theory, every utterance is a speech act, which means that utterances influence listeners, and, therefore, saying also is doing. Pragmatics places greater emphasis on the functions of language than on its structure. Pragmatics is the study of the use of language in social situations. Researchers of child language have studied the sequence in which children acquire many semantic notions. These semantic categories or semantic relations are contrasting units of meaning.
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1 Although non-fluent speech does not necessarily suggest a lack of language competence, fluent speech, especially when it makes sense, almost always suggests a high level of competence. 2 These disorders may also be called idiopathic, which means they are of unknown origin. 3 Functional disorders of communication are those that do not have a demonstrable organic or neurologic cause. 4 Organic disorders of communication are thought to be caused by some defect in the neurophysiological mechanism of speech. 5 The companion profession of audiology is concerned with the study and understanding of normal and disordered hearing, and the rehabilitation of individuals with hearing impairments. 6 The profession of speech-language pathology is concerned with the study and understanding of human communication and its disorders, and assessment and treatment of those disorders. 7 If speech is not perceived by young child, the acquisition of speech will be difficult. 8 Children acquire the language they hear, and normal hearing is essential for speech perception. 9 Normal hearing is essential for the typical acquisition of speech and language behavior. 10 Therefore, hearing is closely related speech and language. 11 Though not a component of speech of language, hearing is essential for normally acquired verbal communication. 12 Hearing is an important aspect of communication. 13 Prosody refers to variations in rate, pitch, loudness, stress, intonation, and rhythm of continuous speech. 14 Fluency also is closely related to another aspect of communication called prosody. 15 People who have disorders of fluency such as stuttering, or those who speak a foreign language with limited fluency may be knowledgeable but just not be fluent. 16 Non-fluent speech is not a necessary indication of lack of knowledge. 17 Linguistic researchers of child language acquisition have categorized meanings that children seem to acquire. 18 Fluency is easy, smooth, flowing, and relatively effortless speech. 19 Fluency is a characteristic of both speech and language. 20 Effective communication requires fluency. 21 Normal voice and the acquisition of speech and language are not sufficient to communicate effectively. 22 Pragmatists have pointed out that children acquire language in specific social contexts. 23 Through the interactional function, we engage others in social interaction. 24 Through the regulatory function, we try to get others to do what we want them to do. 25 Through the instrumental function of language, we try to get what we want. 26 It was suggested that speech acts, not morphemes, words, or sentences, are the basic units of communication. 27 In an early pragmatic theory, every utterance is a speech act, which means that utterances influence listeners, and, therefore, saying also is doing. 28 Pragmatics places greater emphasis on the functions of language than on its structure. 29 Pragmatics is the study of the use of language in social situations. 30 Researchers of child language have studied the sequence in which children acquire many semantic notions. 31 These semantic categories or semantic relations are contrasting units of meaning.