We all learn language, but we don’t all learn it the same way. There are different styles of language development, and it’s important to recognize that not everyone learns language one word at a time.
One distinct language learning style is called Gestalt Language Processing (GLP). Instead of learning individual words, people who use GLP learn language through memorized chunks or phrases, sometimes called “gestalts.”
Understanding how Gestalt Language Processors learn is particularly important when supporting autistic people and those with other language differences, as autistic people are more likely to be Gestalt Language Processors.
This article will cover how to identify Gestalt Language Processors, the stages of GLP, and strategies to support them.
What is Gestalt Language Processing?
Gestalt language processing (GLP) is a way of learning language in chunks, or “gestalts,” rather than learning single words and then stringing them together.
AssistiveWare defines GLP as “a form of language development that starts with whole memorized phrases to single words.”
Another term for GLP is “delayed echolalia.”
With analytical language processing, a child learns individual words first and then combines those words into phrases.
Key characteristics of Gestalt Language Processing
GLP involves echolalia, scripting, memorization, and melody. The “scripts,” or gestalts, don’t have to be literal. They can be metaphors or express an emotional context.
Some examples of common gestalts are:
- “Some days, you just can’t get rid of a bomb!”
- “There’s no place like home.”
- “I’ll be back.”
How to recognize gestalt language processors
Gestalt language processing is easy to miss, but it’s important to recognize it so that you can tailor your communication strategies. Children who use gestalt processing may use long scripts, echolalia (repeating what they hear), strings of unintelligible sounds, intonation, single words, and even reverse pronouns (saying “you” when they mean “I”).
It can be hard to identify gestalt language processing, especially in non-speaking people, and there isn’t much research about the best way to support them.
For example, a child who hears “Two more minutes!” might start repeating that phrase whenever they anticipate a change in activities.
The stages of gestalt language development
To better understand how children develop as gestalt language processors (GLPs), it’s important to know about the Natural Language Acquisition (NLA) framework.
The NLA framework and the stages of gestalt language development were outlined in a 2012 book by Marge Blanc, building upon earlier research by Dr. Barry Prizant and Dr. Ann Peters.
Here’s a look at the stages:
- Stage 1: Delayed echolalia. At this stage, children are “scripting” whole gestalts. For example, they might say, “There’s a monster at the end of this book!”
- Stage 2: Mitigating gestalts. At this stage, children are mixing and matching and trimming down partial gestalts. For instance, a child might combine “There’s a monster” + “under there” to say, “There’s a monster under there.” Or, they might trim down “There’s a monster at the end of this book!” to simply, “There’s a monster.”
- Stage 3: Single words and two-word combinations. At this stage, children are generating their own language, word by word.
- Stages 4-6: Original phrases and sentences. At these stages, children are using increasingly complex grammar in their self-generated language.
Understanding which stage a child is in can help parents and therapists set appropriate goals for therapy and at-home activities.
Communicating with Gestalt Language Processors
If you’re trying to communicate with a gestalt language processor, keep these tips in mind:
- Acknowledge scripts as communication. Even if you don’t understand what someone is trying to say, recognize that they are trying to communicate.
- Remember that gestalts don’t have to be verbal. Gestalts can include actions and gestures. Try to understand the whole picture.
- Engage conversationally. Nod, smile, and repeat what the child says to show you’re listening and trying to understand.
- Take notes. Write down words and phrases the person uses. This can help you connect the gestalts to their underlying meaning.
- Acknowledge the meaning. Once you understand what someone is trying to say, let them know you understand. Then, model developmentally appropriate language.
- Use scripts to signal events. Use familiar phrases to signal events or changes in events.
How to help gestalt language processors with AAC
Augmentative and Alternative Communication (AAC) can be a great tool for gestalt language processors, especially when they need to express complex ideas or when they’re in an emotional state that changes how they communicate. Here are some tips:
- Model AAC use consistently. Show them how it works by using it yourself.
- Focus on functional core words. Prioritize words they can use in lots of different situations, rather than rushing into grammar.
- Make it fun, not a test. Avoid using AAC to quiz them or drill them.
Think of it like this: a gestalt language processor might use the phrase “Houston, we have a problem!” to mean “I need help!” AAC can help them communicate that underlying meaning more clearly and in more flexible ways.
Frequently Asked Questions
Is gestalt language processing legitimate?
Yes, gestalt language processing is a legitimate and recognized pattern of language development. It’s a different way of acquiring language compared to the more commonly understood analytic language processing. While research is ongoing, its validity is supported by speech-language pathologists and is increasingly understood within the field.
How do I know if I am a gestalt language processor?
Signs of gestalt language processing include using entire phrases or “gestalts” learned from others (like echolalia), delayed language development, and later breaking down these gestalts into single words. A speech-language pathologist can conduct a comprehensive assessment to determine your language processing style.
What is an example of gestalt language processing?
A classic example is a child learning to say “Don’t touch that!” as a single unit, perhaps mimicking a parent’s warning. Initially, they might not understand the individual words, but use the entire phrase in a variety of contexts. Later, they’ll begin to understand the individual words and use them in new combinations.
Are gestalt language processors autistic?
While gestalt language processing is more common in autistic individuals, it is not exclusive to autism. Many autistic individuals are analytic language processors, and many neurotypical individuals can be gestalt language processors. It’s simply a different way of learning language that can occur in anyone.
Final Thoughts
Gestalt language processing is a unique way of developing language where children (and adults) learn by memorizing whole phrases or “chunks” of language before breaking them down into individual words. These pre-packaged phrases are called gestalts, and understanding this process is especially important when supporting augmentative and alternative communication (AAC) users.
If you think a child or adult you know might be a gestalt language processor, the best thing you can do is learn more about it and seek support from a qualified speech-language pathologist (SLP). An SLP can provide personalized guidance and support to help the individual thrive.