Running head: Ethics in Communication Annotated: Law and Ethics in Communication & Use of Information Name: yousuf alhrby CSUN ID: 104385968 CD 361 Requirement #4: Annotated Bibliography Hulit, M. & Howard, R. (2006). Born To Talk: An Introduction to Speech and Language Development. New York, NY: Pearson College Division In their book ‘Born to talk’, Hulit, Kathleen and Howard (2006) explain the significance of talking to children while they are still young to aid them develop their communication skills. They point out so well that the more you talk to a child from birth up to five years, the better intellectual they become and their language advancement will be. The authors dig deeper on the key concerns of speech and development of language in general. Hulit et al pose language and speech development as a major is that not ought to be ignored. Unlike so many authors, these authors address the issue of polylinguism. They point out that Children's growth in communication solely follows an emblematic pattern. They address the disorders related to speech and language development among children as well as medical and developmental conditions which include; childhood apraxia of speech, dysarthria, orofacial myofunctional disorders, speech sound disorders, Stuttering, Voice, Language-Based Disabilities in Learning, Language defects before school, choosey Mutism among others. They also cover gender diversities and differences as well as those speech and development disorders related to social classes or even cultural backgrounds. The book is a crucial tool in development of speech and language as Hulit et al pinpoint human physiology and anatomy related to language and speech. Hulit et al have vast knowledge in language and speech development, which make them able to address all issues related to the study matter here. These authors are distinctive scholars and teachers who have made this book an important tool in the study of language and speech. The authors target professionals as well as students interested in development of speech and language as it addresses all issues of speech development compared to other books in publication. Foley, F. & John P. (2005). Ethics in Communications, Journal of Law, Ethics & Public Policy, Vol. 19, Issue 2, p. 487-508. In this 2005 journal, Foley and John as the authors address the sole significance to apply principles of ethics and core values in handling communications. A speaker might attribute to the audience opinions without a reasonable argument as to why they would embrace them. In cases as such, the challenge is not really one of sense (Bach 1994; Burge 1979) but reasonably one involving the absence of concerned attitudes. Incidence neither unfamiliar of nor influenced towards another person’s socio-cultural background is therefore a necessary condition for successful modern communication. John and Foley are devoted researchers with vast experience in public and effective communication. T.

1. Running head: Ethics in Communication
Annotated: Law and Ethics in Communication & Use of
Information
Name: yousuf alhrby
CSUN ID: 104385968
CD 361
Requirement #4: Annotated Bibliography
Hulit, M. & Howard, R. (2006). Born To Talk: An Introduction
to Speech and Language Development. New York, NY: Pearson
College Division
In their book ‘Born to talk’, Hulit, Kathleen and Howard (2006)
explain the significance of talking to children while they are
still young to aid them develop their communication skills.
They point out so well that the more you talk to a child from
birth up to five years, the better intellectual they become and
their language advancement will be. The authors dig deeper on
the key concerns of speech and development of language in
general.
Hulit et al pose language and speech development as a major is
that not ought to be ignored. Unlike so many authors, these
authors address the issue of polylinguism.
They point out that Children's growth in communication solely
follows an emblematic pattern.

2. They address the disorders related to speech and language
development among children as well as medical and
developmental conditions which include; childhood apraxia of
speech, dysarthria, orofacial myofunctional disorders, speech
sound disorders, Stuttering, Voice, Language-Based Disabilities
in Learning, Language defects before school, choosey Mutism
among others. They also cover gender diversities and
differences as well as those speech and development disorders
related to social classes or even cultural backgrounds. The book
is a crucial tool in development of speech and language as Hulit
et al pinpoint human physiology and anatomy related to
language and speech.
Hulit et al have vast knowledge in language and speech
development, which make them able to address all issues related
to the study matter here. These authors are distinctive scholars
and teachers who have made this book an important tool in the
study of language and speech. The authors target professionals
as well as students interested in development of speech and
language as it addresses all issues of speech development
compared to other books in publication.
Foley, F. & John P. (2005). Ethics in Communications, Journal
of Law, Ethics & Public Policy, Vol. 19, Issue 2, p. 487-508.
In this 2005 journal, Foley and John as the authors address the
sole significance to apply principles of ethics and core values in
handling communications. A speaker might attribute to the
audience opinions without a reasonable argument as to why they
would embrace them. In cases as such, the challenge is not
really one of sense (Bach 1994; Burge 1979) but reasonably one
involving the absence of concerned attitudes. Incidence neither
unfamiliar of nor influenced towards another person’s socio-
cultural background is therefore a necessary condition for
successful modern communication.

3. John and Foley are devoted researchers with vast experience in
public and effective communication. They have been involved
in the analysis of the effects of policy and ethical practices and
enhancing proper communication between organizations. In this
journal, the target audiences are the scholars as well as policy
makers. The journal despite its large audience target, it
compares with many of other publication in the market.
International Association of Business Communicators (IABC).
Retrieved from http://www.iabc.com/about/code.htm
The the website, hosted by IABC has a core goal of uniting
business communicators and laying a firm ethical foundation
that should be embraced by business communicators. This
website aims to act as a principle ethics handbook to the
business communication stakeholders. The website also
promotes and tends to uphold professional communication. The
website authors view professional communication as legal. The
website’s authors encourage stakeholders to uphold ethical
values in line with the law of the land and respect human rights.
References
Hulit, M. & Howard, R. (2006). Born To Talk: An Introduction
to Speech and Language Development. New York, NY: Pearson
College Division
Foley, F. & John P. (2005). Ethics in Communications, Journal
of Law, Ethics & Public Policy, Vol. 19, Issue 2, p. 487-508.
International Association of Business Communicators (IABC).
Retrieved from http://www.iabc.com/about/code.htm

4. Running head: EFFECTS OF CLASSICAL MUSIC 1
EFFECTS OF CLASSICAL MUSIC 2
Effects of Classical Music on Cognitive and Language
Development
Name: yousuf Alhrby
CSUN ID: 104385968
Course Name: Communication Disorder
CD 361
Prof. Edward Ha
Abstract
Classical music is a complex genre of music that is influenced
by western traditions. This term was first used to define the
period of Beethoven and Johann Sebstain Bach; both of these
musicians are considered musical geniuses. As a result, their
period is regarded as a golden age in the history of music.
Generally, performing classical music requires sight reading
and ensemble playing, as well as a good grasp of tonal and
harmonic principles. As a result, it is associated with high
intellectual ability. This has led to a belief that exposing
children below the age of five years to classical music enhances
their cognitive and language abilities. In this discussion, three

5. articles are used to test the truth value of this hypothesis.
Effects of Classical Music on Cognitive and Language
development
Introduction
Each child can grow up to be a doctor, teacher, musician,
and athlete, or get any other existing profession. However,
parents and other caring adults have the ability not only to
shape their world-view and the character of their child, but also
to increase their chances of achieving those things. In fact,
during the first five years, the people around the child have an
opportunity to shape the kind of person they will grow into.
The Mozart Effect: Fact or Fiction?
According to the concept of ‘The Mozart effect’, classical
music cannot only increase individual performance, but also
improve their IQ (Zinka, 2014). This may be attributed to how
music and spatial imaging are processed in a young child’s
brain. The popularity of this theory has led to the allocation of
free classic music CDs (Zrinka, 2014). However, there is no
consensus on the subject. This is due to the fact that this belief
is largely based on anecdotal evidence as opposed to factual
information. Moreover, despite the studies that have been done
on the subject, there is still no tangible evidence to support this

6. statement.
The connection between rhythm and reading abilities is a
testament of the vital role that rhythm plays in music and
language production and perception. As a result, it is clear that
music is important for the development of language skills.
However, it is neccessary to note that this is a general reference
to music as opposed to classical music in particular. There is a
strong body of evidence that shares the belief that a consistent
exposure to class musical can improve the academic
performance in young children (Zinka, 2014). This is supported
by a Canadian research group from McMaster University. Their
research involved a comparison of two groups of children under
6 years. One group received music lessons, while the rest did
not. The results showed that children who received musical
instructions performed better in cognitive skills as opposed to
those who did not (Zrinka, 2014). According to Hamlin (2012),
generalizing these results to children is one of the first things
that went wrong.
The notion that classical music contributes to the
intellectual development of an individual was a consequence of
the simplification of research on the effect of listening to music
composed by Mozart (Hamlin, 2012). For example, the media
oversimplified a research project which showed that listening to
Mozart’s Sonata for two pianos in D major leeds to a higher
score in the spatial-reasoning IQ test scores (Hamlin, 2012). In
this light, politicians and some individuals popularized the
notion for personal interests. For example, Don Campbell
trademarked the Mozart effect and made a fortune selling books
and CDs; he stated that listening to this genre of music would
improve the intellectual abilities of an individual. However,
authorities on the subject have distanced themselves from such
claims (Hamlin, 2012). This casts a doubt on the ability of
classical music to enhance the cognitive and language
development skills of any person, especially young children.
The Relationship between Music and Cognitive Abilities
However, it is increasingly becoming clear that classical

7. music has a positive effect on the cognitive abilities of young
children (Hamlin, 2012). Moreover, it enhances their reading
skills which helps contribute to their language development.
According to a recent Canadian study, preschoolers who took
part in a registered computerized music program registered a
significant verbal intelligence scores after only 20 days
(Hamlin, 2012). According to Hamlin (2012), memorization
of sounds and patterns leads to improvement in the processing
of language and music. In addition, consistent exposure to
music results in a change in the way that a nervous system
responds to sounds. Musicians are better at hearing spoken
words in a noisy environment (Hamlin, 2012). This means that
children who have been exposed to classical music will be able
to learn well in kindergatens which are often characterized by
bustling environments (Hamlin, 2012). Therefore, schools
should introduce music into their curriculum in order to engages
the attention of young children and memory skills (Hamlin,
2012). This not only strengthens their ‘phonological
processing’, but also enhances their reading skills (Hamlin,
2012). In the study Music Perception,titled ‘Playing Music for a
Smarter Ear: Cognitive, Perceptual and Neurobiological
Evidence’,it is stated that listening to classical music helps an
individual be smarter by enhancing their hearing skills (Hamlin,
2012).
The Effect of Classical Music
It is also important to note that classical music requires a
lot of discernment on the part of the user. For example, children
as young as seven moths can distinguish between timbre and
melody. Moreover, they can recognize a melody that is played
on a single musical instrument (Batema, 2014). Due to
exposure to music, most part of the brain in wide circuits
produces neuroplasticity enabling the children to learn other
subjects as well as language development. Moreover, music
stimulates the nucleus accumbens, the brain center related to
reward and addiction.
Unlike other music genres, classical music is characterized

8. by a more complex structure, the use of instruments, and the
presence of harmony. Classical music provides auditory
stimulation which results in not only cognitive skills, but also
math ability. Moreover, it fosters the development of critical
thinking skills and provides an auditory means of stimulation
that aid in the development of language skills.
In childhood, one can also transfer cognitive abilities from
one cognitive skill to the other one. A study titled ‘Short-Term
Music Training Enhances Verbal Intelligence and Executive
Function’ supports this claim. It involves the observation of 48
children aged between 4 and 6 years. Half of the participants
were engaged in a computerized music program, while the other
half took part in a similar program about visual art. The former
group learnt about singing, basic theory, pitch, and rhythm,
whereas the latter one studied dimension, shape, color, and
perception. The program involved a two hour session that lasted
over a 20 day. Testing both groups showed that 90 percent of
the music students had better verbal skills as opposed to the art
students who demonstrated little improvement on the same.
Moreover, the music kids had significantly higher spatial ability
as compared to the art group.
It is evident that children respond more to classical music
in comparison to other genres. Furthermore, the complexity of
the structure, instrumentation, and harmony helps the brain
develop pathways that can be used in other cognitive tasks
(Batema, 2014). In addition, any kind of music not only helps
children relax, but also assists in building musical pathways
(Batema,
2014). However, according to the New York Times report, the
genre of the music does not matter as much as its complexity
(Batema, 2014).
Conclusion and Recommendations
In conclusion, it is clear that exposure to classical music
has a positive effect on the cognitive and language ability of a
child. Therefore, children should be exposed to music during
their formative years. However, there should be an increased

9. research in this area to determine the effect that classical music
has on the intelligence of children and their language skills. In
addition, there is a need to reinforce the pathways built in
infancy by attending music and dance classes. Athough not all
intelligent people attended music lessons at a young age, it is
good for parents to expose their children to any art that has a
positive effect on their auditory skills.
Appendix
Sources
1. Batema, Cara. (2014). How Music Helps Brain Development
in Infants. Retrieved from
http://everydaylife.globalpost.com/music-helps-brain-
development-infants-1600.html
This is a secondary source that was found by searching the
“effects of classical music on cognitive and language
development’. The aim of the article is to demonstrate the effect
of music on the brain development of children. Moreover, it
shows why classical music is preferred in enhancing the
cognitive and language abilities of children. The article was
found on a health website.
1. Hamlin, Jesse. (2012). Music and Cognition: The Mozart
Effect Revisited Retrieved from
https://www.sfcv.org/article/music-and-cognition-the-mozart-
effect-revisited
This is a secondary research source that was found by
searching ‘the effects of classical music on cognitive and
language development’. The article aims at debunking the myths
and the misconceptions that have arisen from the Mozart effect
which was popularized by Don Campbell, who wrote two best-
selling books on the subject. The article was found on San
Francisco music website.
2. Zrinka, Peters. (2014). Can music help your child learn?
Retrieved from http://www.babycenter.com/0_can-music-help-
your-child-learn_3656154.bc
This source is a secondary research obtained by searching

10. ‘the effect of classical music on cognitive and/or language
ability’. It was a secondary research sought to establish the
effect of classical music on cognitive intelligence. It also shows
that both the cognitive ability and the language skills are
affected by classical music. The article was found on a news
website.
References
Batema, Cara. (2014). How Music Helps Brain Development in
Infants. Retrieved from
http://everydaylife.globalpost.com/music-helps-brain-
development-infants-1600.html
Hamlin, Jesse. (2012). Music and Cognition: The Mozart Effect
Revisited. Retrieved from
https://www.sfcv.org/article/music-and-cognition-the-
mozart-effect-revisited
Zrinka, Peters. (2014). Can music help your child learn?
Retrieved from
http://www.babycenter.com/0_can-music-help-your-child-
learn_3656154.bc