Provided by BBVA The Internet is the decisive technology of the Information Age, and with the explosion of wireless communication in the early twenty-first century, we can say that humankind is now almost entirely connected, albeit with great levels of inequality in bandwidth, efficiency, and price. People, companies, and institutions feel the depth of this technological change, but the speed and scope of the transformation has triggered all manner of utopian and dystopian perceptions that, when examined closely through methodologically rigorous empirical research, turn out not to be accurate. For instance, media often report that intense use of the Internet increases the risk of isolation, alienation, and withdrawal from society, but available evidence shows that the Internet neither isolates people nor reduces their sociability; it actually increases sociability, civic engagement, and the intensity of family and friendship relationships, in all cultures. But individuation does not mean isolation, or the end of community.
The purpose of this article is to assist others in recognizing and understanding the subtle and not so subtle problems that do occur.
The presence or intensity of the following social communication and language characteristics of high-functioning individuals with autism spectrum disorders may vary by age and by individual. Some of these characteristics are found in others who do not have an autism spectrum disorder, for example, in individuals with language or learning disabilities.
With increasing age and increasing communication competency, most of these characteristics lessen or disappear for those who do not have an autism spectrum disorder. It is the frequency and persistence of some of these characteristics from childhood into adulthood that exemplifies the syndrome of autism.
Language Characteristics Although the ability to exchange meaningful messages is the heart of communication, it is important to look at the characteristics of the language used to convey the messages.
Individuals with autism spectrum disorder may: Appear to have a good vocabulary and a sophisticated command of the language system based on their verbal utterances.
In some instances sophisticated language may reflect repetition of bits of dialogue heard on television or in the conversation of others.
This mitigated echolalia may or may not be used in appropriate contexts. Of course, some individuals may have an excellent verbal repertoire. Appear to have difficulty with figurative language such as idioms, metaphors, similes, and irony. Appear to have difficulty recognizing in contextual conversational or text print situations that certain vocabulary words may have alternative meanings.
Appear to respond to suggestions, directions, or information in a very literal manner. Appear to have some difficulty grasping the main idea, drawing conclusions and making other inferences from conversation, text, TV programs, and movies.
Appear to have difficulty understanding humor in television programs, movies, cartoons animated and staticand everyday interactions. Appear to understand basic sentence structure but may have more difficulty with more complex sentences that contain embedded and subordinate clauses.
May primarily attend to key words rather than to the message conveyed by the grammar; may also have difficulty understanding the grammar and thus resort to the key word strategy.
Will experience difficulties in reading comprehension if comprehension of oral language is poor. May not be connecting idea to idea from conversation or text, e. Communication within a social situation can be more challenging than just understanding the words of others.
There are unwritten rules that govern interactions and these may change depending on the circumstances and whom one is talking to. The individual with an autism spectrum disorder may: This impacts social interaction and the understanding of perspective in narratives whether in text, movies, or TV format.
Have difficulty understanding that other people have unique thoughts, ideas, and personal motivation. Give no or minimal eye contact during an interaction; eye contact may be distracting or provide more sensory information than can be useful or processed by the person with ASD.
Speak too loudly or too fast unless taught about the needs of his or her communication partner. Have difficulty staying on topic; may be distracted by associations cued by his or her own words or the dialogue of others.
Talk aloud to self in public situations and be unaware that others can hear the content of the self talk and will make judgments about them based on what was heard.
Have difficulty attending to an auditory message if stressed, agitated, or highly stimulated. Make statements that are factually true but socially inappropriate because of lack of awareness of the impact of his or her statement on others.
Not know strategies to initiate, terminate, or facilitate a conversation. Have difficulty knowing that he or she has the responsibility to give the communication partner sufficient information to understand the message.
In addition, he or she may have difficulty surmising what information the partner already has and what new information is needed. Not monitor his or her own comprehension of incoming messages and therefore does not seek clarification, when needed.
Seek to promote an inflated or positive self image by using pseudo-sophisticated language; sometimes this strategy is used to mask the degree of underlying comprehension problems that the person really experiences during daily living situations or within school activities.
Lie with the intent of getting people to leave him or her alone rather than with an intent to deceive or manipulate. In general, is not effective at deception. Utilize, on occasion, old behavior or communication patterns for more appropriate verbal social communication.
This might include nonverbal means of communication such as aggression, passivity, pacing, self stimulation, self abusive behavior, or echolalia.
Talk about unusual topics such as fans and The Weather Channel because he or she finds the topic fascinating; the display of knowledge may take place irrespective of the interest of the communication partner in the topic.
Be nonselective about appropriateness of time, place, and person with whom to discuss certain topics.The second challenge arises when implementers are conscious of the social impacts that the technology can have, and take a cautious approach.
Local concerns, local conditions, the ability of populations to “absorb” the change, and the acceptance of new phenomena are taken into consideration to . Technology and Industrialization: Technology has contributed to the growth of industries or to the process of industrialization. Industrialization is a term covering in general terms the growth in a society hitherto mainly agrarian of modern industry with all its circumstances and problems, economic and social.
Using technology in communication has become a necessity, it’s now part of our lives. People communicate through emails, faxes, Mobile phones, texting services, video conferences, video chat rooms and social media channels.
The Effect of Technology on Face-to-Face Communication by Emily Drago — 13 Keywords: technology, impact, face-to-face communication, awareness, cell phone Email: [email protected] This undergraduate project was conducted as a partial requirement of a research course in communications.
The Internet is the decisive technology of the Information Age, and with the explosion of wireless communication in the early twenty-first century, we can say that humankind is now almost entirely. In today’s world of connected learning, the impact of social media on education is becoming a driving factor.
The world is getting smaller, and through the use of technology such as social media, the way we deliver instruction is changing.