## 3 DIKWP Semantic Interaction for Unidirectional Communication Impairments
### Distinguishing Objects  
_Semantic Differentiation_  
As infants' brains and sensory systems continue to develop, they learn how to identify targets in the initial stage, forming corresponding semantic spaces and generating concepts. In the scenario where an infant recognizes a \"red ball\", when the infant does not yet have a clear understanding of the world's objects, they use their sensory systems and apply the DIKWP semantic mathematical theory model to form a complete semantic space for the \"red ball\". We correlate the elements of knowledge, wisdom, and purpose in the DIKWP model with the stage of distinguishing objects. At this stage, objects are differentiated by distinguishing the \"red ball\" from other target objects and executing specific intentions. Examples of knowledge, wisdom, and purpose corresponding to the senses are shown in Table 2.  
Figure 5: Schematic of infant’s tactile semantics based on information. Sensory Differentiation of Objects  
In the scenario where an infant differentiates between a \"red ball\" and a \"balloon\", the differentiation process is explored from the perspectives of vision, hearing, smell, and touch. This process builds on the first stage of object recognition, where the infant has already formed semantic spaces and corresponding concepts for a \"red ball\" and \"balloon\". In the DIKWP model, the differentiation of objects is approached from the perspectives of knowledge, wisdom, and purpose. We set the \"red ball\" and \"balloon\" as the target objects that must be distinguished. The infant uses the four senses to receive the features of the two objects to be distinguished. From the knowledge perspective, this helps the infant differentiate between objects, form knowledge semantics, and generate knowledge concepts. Knowledge concepts provide the basic framework and classification system. In contrast, knowledge semantics fill in the content of the knowledge framework and system, giving the knowledge concepts practical meaning and enabling them to be applied in specific contexts. We first explain the basic features of the two target objects, which were identified in the first stage, including the formation of their semantics and concepts. The infant sees the \"red ball\", of which the color is \"red\", and the shape is \"round\"; hears the \"red ball\", of which the bouncing sound is \"loud\"; smells the \"red ball\", of which the scent is \"rubber\"; and touches the \"red ball\", of which the texture is \"rough\" and the hardness is \"hard\". The infant sees the \"balloon\", of which the color is \"red\" and the shape is \"elliptical\"; hears the \"balloon\", of which the bouncing sound is \"soft\"; smells the \"balloon\", of which the scent is \"plastic\"; and touches the \"balloon\", of which the texture is \"smooth\" and the hardness is \"soft\". The formation of the knowledge semantic space for infant object differentiation is as follows:  
**A. Sensory System Input**  
\(Object=\{RedBall,Balloon\}\)  
\(Input=\{Sight,Hearing,Smell,Touch\}\Rightarrow\)  
\(\{Color,Shape,...\},\{Sound\ drop,...\},\{Odors,...\},\{Texture,Hardness,...\}\)  
After the first stage of infant object recognition, a semantic space for the objects is formed. **B. Knowledge Semantic Differences**  
Visual Differences:  
\(\forall o(RedBall(o)-f_{Color,Shape}(o)=red,circle)\)...  
Auditory Differences:  
\(\forall o(RedBall(o)-f_{SoundDrop}(o)=large)\)...  
Olfactory Differences:  
\(\forall o(RedBall(o)-f_{Odors}(o)=rubber)\)...  
Tactile Differences:  
\(\forall o(RedBall(o)-f_{Texture,Hardness}(o)=rough,hard)\)...  
**C. Object Semantic Vector Representation**  
\(v_{RedBall}=\{red,circle,large,rubber,rough,hard\}\)...  
**D. Knowledge Semantic Differences of Target Objects**