| dc.description.abstract | Calling for a multidisciplinary approach to logopedics, the present article follows the – so
important nowadays - currents of cognitive science, which propose a holistic view of the questions
of mind and cognition in general. The thesis of the article is the necessity of taking into
account the sociological aspects of language acquisition and speech disorders mechanisms in
teaching and practice of logopedics. The basic assumption is that an individual acquires language
in the process of socialization, but at the same time this process is not possible without
the development of speech. Therefore subsequent stages of socialization, with a special emphasis
on language development, are presented, (according to G.H. Mead and E. Erikson), and the
connection is shown between these sociological theories and the subject of logopedic research.
It is also shown that disintegration of the language system, due to brain damage resulting from
an accident or illness, becomes not only a medical or logopedic problem, but, to a great extent,
a sociological one, associated with pathological functioning of the patient in the society. The
article thus treats language behaviour as a part of social behaviour in general, and proposes that
the issues of speech development and its disorders should be examined in this context. | en_EN |
