The Faculty of Science adheres to the University Policy on Academic Dishonesty Constituting Misconduct and is governed by University Statute 17 (http://calendar.publishing. uwa.edu.au/latest/partc/stat17). Say no to plagiarism. Get a tailor-made essay on "Why Violent Video Games Shouldn't Be Banned"? Get an original essay These guidelines refer to the following: Cheating on tests or exams, such as copying from another student or introducing unauthorized materials into the test or exam room. Plagiarism, that is, presenting the work of another as if it were one's own, for example by quoting or paraphrasing someone else's published or unpublished opinions, arguments, or research results (for example, from a book or article, an Internet site, or another student task), without clear acknowledgment of the source. You may cite material from another source, but if you do so, the citation must be perfect and, in addition to citing the source reference in the usual way, the beginning and end of the quotation must be clearly indicated in quotation marks. For example, "quote". Falsifying the results of experiments or research studies. Collusion, for example, writing an assignment jointly and presenting it as the work of one individual. While discussion and cooperation are valuable in the pursuit of knowledge and understanding, any work submitted for evaluation must be the individual's own work, unless clearly designated as a group project. Helping someone else commit dishonest acts such as those listed above. The consequences of misconduct can be severe, including exclusion from the university. All students are expected to be aware of the definitions and policies relating to academic misconduct (http://www.teachingandlearning.uwa.edu.au/staff/policies/conduct) and any additional requirements or provisions that may be provided by the individual unit coordinators. Abstract The correlational relationship between language and communication was investigated and examined in this study. 644 PSYC1102 students from the University of Western Australia participated in two computer-based tasks that tested language and communication skills. The first task was a word relationship exercise and the second task was a tangram description and identification exercise. The correlations found between language and communication skills, and communication skills and interpretation accuracy were statistically significant. The literature on the topic is reviewed and suggestions for further research are discussed, such as the need for a more diverse sample group. Do people need language to communicate? The Oxford English Dictionary (2018) defines language as the written or spoken method of human communication, composed of words in a formed and established way. Language is made up of a number of aspects including sounds, grammatical rules, symbols and speech. Communication is defined by the Oxford English Dictionary (2018) as the exchange of information through various means and categories. Language and communication are key aspects of human behavior and therefore it is theorized that language is essential for communication as this relationship influences the transmission of information from one individual to a second. Other studies have been completed interpreting the relationship between language and communication, highlighting the importance of the relationship between language and communication, particularly how this relationship develops in childhood. Bishop and Adams (1991) examined the association between language and communication skills of 54 children with language disordersspecific (SLI) compared to a control group of children considered language proficient. Participants completed a description task in which children described visual stimuli to a listener. The experimenters found no relationship between communication skills and conversational skills. ILThe Journal of Experimental Child Psychology (2018) published a study directed by Yamashiro and Vouloumanos in which they analyzed the relationship between communication and language between infants and adults. They conducted an experiment that examined the means by which one-year-olds without spoken language skills communicated. The study examined the eye movements of infants and adults as they watched a subject communicate with a series of objects around them. If the subject was unable to contact the object, he or she would use the vocabulary or sounds with a second subject who would communicate with the object. They found that both infants and adults were attracted to spoken language rather than sounds. The study by Ricks and Wing (1975) analyzed the characteristics of language and communication methods in autistic children compared to neurotypical children through a series of description and listening activities. They found that speech abnormalities can be detected in early childhood and therefore children with autism can be diagnosed relatively early. Our experiment was accompanied by two objectives. The first objective was to test whether individuals with high linguistic abilities were more effective communicators. The second objective was to test whether individuals with high language skills were more effective interpreters. There were two hypotheses. It was hypothesized that there would be a positive correlation between the language ability of the producer and the effectiveness of communication and it was hypothesized that there would be a positive correlation between the language ability of the receiver and the accuracy of the interpretation. Method Participants Participants were 644 PSYC1102 students from the University of Western Australia. 403 were women, 240 were men, and 1 was listed as other. The age of the participants ranged from 15 to 55 years, the mean age was 21.30, and the standard deviation was 6.30. Participation was part of the course requirements; however, participation was voluntary. Materials Comprehensive Assessment of Spoken Language, 2nd edition (CASL-2). Constructed by Rehfeld and Padgett in 2018, this computer-based task tested participants' language skills. The task consisted of four test categories with 128 items in total. The four categories were lexical/semantic category; synonym subscale with 35 items, synaptic category; grammatical morpheme subscale with 29 items, supralinguistic category; non-literal language subscale with 29 items and pragmatic category; Pragmatic language subscale with 32 items. Please note: this is just an example. Get a custom article from our expert writers now. Get a custom essay Non-interactive communication activity. For this activity, the tangram game developed by Rogers, Fay and Maybery in 2013 was used, which consisted of two tasks, a receiver task and a producer task. The producers were subjected to a tangram, an abstract, geometric shape, in which they described the shape. Receivers would read the description and attempt to identify the shape. Procedure Participants first completed the comprehensive spoken language assessment. All participants completed the source language assessment. The full spoken language assessment required participants to answer questions in each of the four categories by typing their answer into the text box, such as “He is for