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Related Concept Videos

Language01:16

Language

906
Language is a unique communication system that uses words and systematic rules to organize and transmit information. Unlike other forms of communication, which may involve postures, movements, odors, or vocalizations, language relies on symbols and grammar. This makes human communication distinct from that of other species, who also communicate but do not use language in the same way humans do.
Corballis and Suddendorf (2007) and Tomasello and Rakoczy (2003) highlight the role of language in...
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Components of Language01:24

Components of Language

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Language, whether spoken, signed, or written, consists of specific components: lexicon and grammar. The lexicon is the vocabulary of a language, comprising its words. Grammar is the set of rules used to convey meaning through the lexicon. For example, English grammar adds “-ed” to most verbs to indicate past tense. Words are formed by combining phonemes, which are the basic sound units of a language. Different languages have different sets of phonemes (e.g., “ah” vs.
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Language Development01:22

Language Development

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Children master language quickly and with relative ease, supported by both biological predisposition and reinforcement. B. F. Skinner (1957) proposed that language is learned through reinforcement, while Noam Chomsky (1965) argued that language acquisition mechanisms are biologically determined.
The critical period for language acquisition suggests that the ability to acquire language is at its peak early in life. As people age, this proficiency decreases. Language development begins very...
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Language and Cognition01:27

Language and Cognition

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Language serves as a bridge between ideas and communication, influencing how individuals perceive and interact with the world. Psychologists have long debated whether language shapes thought or vice versa. This discussion gained grip with Edward Sapir and Benjamin Lee Whorf in the 1940s, who proposed that language determines thought, a concept known as linguistic determinism. They suggested that the vocabulary and structure of a language influence how its speakers think and perceive reality.
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Higher Mental Functions of the Brain: Language01:10

Higher Mental Functions of the Brain: Language

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Language is a system of communication that allows the expression of thoughts, ideas, and feelings. The brain processes language in both hemispheres.
Language formation and comprehension take place in the dominant hemisphere. The dominant hemisphere is responsible for understanding the meaning of spoken, written, or sign language, as well as the ability to communicate. For most people, the left hemisphere is the dominant one. The right hemisphere, then, gives tone and emotional context to the...
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Personal Identity01:25

Personal Identity

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Personal identity is the deeply felt sense of self that individuals cultivate over time, intricately woven from intrinsic qualities they consider essential to their existence—qualities such as morality, intelligence, and friendliness. These attributes serve as vital internal benchmarks, guiding individuals in evaluating whether their actions resonate with their true selves.When personal identity takes center stage in one's life, individuals often emphasize their distinctiveness,...
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Person-first language: are we practicing what we preach?

Amy F Crocker1, Susan N Smith1

  • 1School of Physical Therapy, University of the Incarnate Word, San Antonio, TX, USA, acrocker@uiwtx.edu.

Journal of Multidisciplinary Healthcare
|February 26, 2019
PubMed
Summary
This summary is machine-generated.

Health professions education emphasizes person-first language, but clinical practice often falls short. Bridging this gap is crucial for patient care and outcomes.

Keywords:
disability languagehealth professions educationidentity-first languageinclusive languagepatient-centered careperson-centered care

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Area of Science:

  • Health Professions Education
  • Disability Studies
  • Medical Communication

Background:

  • Person-first language is widely taught in health professions programs and mandated by journals.
  • A significant disconnect exists between academic training and clinical practice regarding person-first language.
  • The culture of disability has evolved, promoting greater integration, understanding, and acceptance.

Purpose of the Study:

  • To discuss factors influencing the integration of person-first language in healthcare.
  • To highlight the discrepancy between mandated/taught language and actual practice.
  • To underscore the importance of understanding the impact of language on patient care and outcomes.

Main Methods:

  • Literature review on person-first language evolution and its application in healthcare.
  • Analysis of the gap between academic mandates and clinical practice.
  • Discussion of the role of health professions educators in reinforcing language standards.

Main Results:

  • Despite widespread teaching and mandates, person-first language is often not practiced by healthcare professionals.
  • Students and new practitioners face challenges in adhering to training amidst the status quo.
  • The shift in disability culture necessitates a deeper understanding of language's impact.

Conclusions:

  • Health professions educators must ensure students grasp the 'why' behind person-first language, not just the 'what'.
  • Addressing the gap between academic ideals and clinical reality is essential for effective patient care.
  • The profound impact of language on patient outcomes requires acknowledgment by educators and practitioners.