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Communication Deficiency in Adult MR

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dc.contributor.advisor Napoli, Donna Jo, 1948-
dc.contributor.author Yen, Betsy
dc.date.accessioned 2013-06-05T17:26:37Z
dc.date.available 2013-06-05T17:26:37Z
dc.date.issued 2008
dc.identifier.uri http://hdl.handle.net/10066/10855
dc.description.abstract It is virtually impossible to imagine a life with the perpetual inability to express one's thoughts, feelings, and needs. For the Mentally Retarded, this plight has become entwined with their daily lives, and for Mentally Retarded Adults, this frustration has persisted for an especially extensive amount of time. When considering the logistics of language acquisition and communication in people with Mental Retardation (MR), researchers often attribute language deficits in people with MR purely within the boundaries of cognitive science and psycho linguistics, without giving much credence to sociological or individual, circumstantial factors-and the therapeutic methods that have derived from this existing research reflect this discrepancy. However, it is crucial to be cognizant of the fact that MR Adults are an extremely unique group, and it is for this reason that prescribed methods of therapy that prove effective in other language groups are ineffective on adults with MR. This thesis examines the communication deficits that MR Adults encounter based on the observations of24 adults, ages 27-65, who are all similar in the fact that they are Mentally Retarded, but diverse in the severity oftheir condition, their personal and medical histories, and their social situations. We become conscious of the obvious but often overlooked fact that adults undergo developmental milestones contingent on external factors that often modify their cognitions. By observing the characteristic communicative plights-both in a theoretical and applied framework-- among MR Adults, we establish the functions of cognition, ability, and environment with respect to MR and linguistic expression. We assess the relative importance of the nature/nurture dichotomy in language acquisition, and then we examine the speculative success of adopting a directly interventional approach that is less dogmatic and more individualized. en
dc.description.sponsorship Swarthmore College. Dept. of Linguistics en
dc.language.iso en_US en
dc.rights Full copyright to this work is retained by the student author. It may only be used for non-commercial, research, and educational purposes. All other uses are restricted.
dc.title Communication Deficiency in Adult MR en
dc.type Thesis (B.A.)


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