Abstract
AbstractProfessionals in higher education are perfectly situated to reshape the field of Human Communication Sciences and Disorders in accordance with many substantive advancements in the cognitive socialization literature. This article provides a four-level model of the cognitive social bases of language, and it includes a discussion of four substantive issues toward improved clinical services. The topics include (a) the modality and core aspects of language; (b) the centrality of intent; (c) the lack of construct validity of language tests; and (d) the heterogeneous nature of clinical populations.
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