Cognitively Relevant Responses CR

1 Odd Responses OD Odd responses do not appear often in Temple Grandin‟s utterances. The responses only appear twice of the total 81 occurrences or 2.47 . In addition, what is meant by OD is when the speaker adds a new topic in a conversation. The additional topic uttered by the speaker is still nearly relevant to the topic conversation. The speaker still drags in the previous topic but he or she adds a new meaning on the topic. This phenomenon does not only occur in normal people but individuals with autism also experience this digression. This is because they have difficulty in responding what someone else utters to them. They are not able to understand the meaning of utterances declared by the speaker. Thus, they add new topics which sometimes make the speaker confused to catch their words. As stated above, there are two odd responses experienced by Temple Grandin as the autistic character. The following examples show odd responses. In Ann’s home, in the diningroom, Temple and Uncle Mike is sitting and talking about college Ms Ann : So you didn‟t answer Mike‟s question. Are you excited going to college? Temple : I want to stay in highschool. I like my Science teacher. Dr Carlock‟s very smart and he‟s been to college. So I do n‟t understand why I have to move to learn what he probably already knows. Datum 07ROD From the dialogue above, Temple‟s utterance can be classified as odd responses OD because she adds a new topic that gives a different meaning from the previous topic. When Temple is having dinner with Ms Ann and Mr Mike, they are talking about college. In their conversations, Temple does not understand about the college. Even, she does not have any interests in the college. Thus, when Mr Mike is asking about the college, she does not answer it until her aunt, Ms Ann, repeats the question. Temple replies by refusing to go to the college. She wants to stay in her high school because her teacher, Dr Carlock, has ever been to college. From this response, it shows that T emple does not understand Ms Ann‟s question about the college. Temple tends to take meaning of college literally. She presumes that Dr Carlock who is very smart ever studies in a college. She does not need to study at the college but she can study with him. Another example of giving odd responses can be shown in the example below when Temple follows French classes. In French class of Hampshire boarding school, Temple is reading a French book in front of class Temple : Le pain est un aliment de base. Dans de nombbreuses societes humaines. Il est.. Il est ... Ms Favide : say Il est Temple : il est ... il est Students : laughing Temple : why are so much fish in France? Datum 29ROD Those dialogues take place in French class. Her teacher, Ms Favide, has Temple read French lesson books in front of class. Firstly, Temple reads fluently although she trembles in front of the class. Then, her teacher makes correction to Temple‟s pronunciation. Ms Favide corrects the pronounciation by saying “say Il est”. Temple tries to follow her teacher‟s correction but she is unable to catch her teacher‟s utterance until her friends laugh at her. Temple feels under pressure until she gives odd responses spontaneously by saying “why are so much fish in France?” She adds a new topic “fish”. She presumes that the words “II est” mean “eel eats”. Whereas, “II est” in English is like “he is” not a kind of fish. 2 More Relevant but Not Too Polite Responses RNP The phenomenon of more relevant but not too polite responses often occurs in the utterances of autistic character in Temple Grandin. It appears 18 times out of 81 data. The often appearing occurrence shows that individuals with autism have problems in the ways how to interact with others. They are able to produce the words that are appropriate to what a speaker says. However, they have problems in delivering their expression. This phenomenon happens when autistic individuals give relevant topics being talked but they break the rules of politeness. They will ignore politeness strategies when interacting to others like showing anger, having emotional intonation in their voice, lacking of eye contact, and interrupting. These situations occur because of some causes. For instance, the individuals with autism get under pressure, panic attack, or bad situations that can make them really angry. Besides, RNP can make the hearers feel upset because of their utterances. Even, the hearers sometimes prefer leaving them to continuing the interaction with the autistic individuals. The phenomenon which portrays RNP in the utterances of Temple Grandin can be shown in the following example. Eustacia : Why don‟t you just think of it as a chance to settle in, sweatheart? Temple : Then, I‟ll go back home angrily Eustacia : Temple, I know that this is strange and new, but you‟re going to be all right Temple : I don‟t want to stay here angrily Eustacia : Try and calm Datum 19RRNP The conversation between Temple and her mother occurs in Temple‟s bedroom at Franklin Pierce College. Temple and her mother have just arrived in Temple‟s new college. Before entering her room, Temple is looking around the other rooms that are full of laugh. Each of rooms is occupied by two students. When Temple knows that she does not have any roommates in her room, she gets panic attack. Her mother tries to calm her down by saying “Temple, I know that this is strange and new, but you’re going to be all right” but she keeps refusing to stay at the college. In fact, her roommate will come in the next day. Temple feels uncomfortable with this condition. Therefore, she gives RNP to her mother. That is why Temple responds angrily. Firstly, Temple says “Then, I’ll go back home”. Her utterance has indicated that she is not comfortable to the situation and shocked because she does not have any roommates. Then, Ms Eustacia keeps talking to give reasons why her roommate has not come. Temple says “I don’t want to stay here by shouting to her mother and has high intonation to her voice. It is really not polite when she must shout in talking to her mother. The next example is not the same with the previous one. The example below shows that individual with autism gives RNP by interruption. In the office room of Franklin Pierce college, Ms Ann explains to Temple’s lecture about squeeze machine Lecturer II : This isnt very scientific. There is no empirical evidence... Temple : I can do an experiment. Interrupt I can... I can see how it works on other people. I can measure heart rates. I think itll work on everyone. Lecturer III : Lets talk frankly. Im not sure you can get anything from being at Franklin Pierce. Datum 24RRNP