## 3 DIKWP Semantic Interaction for Unidirectional Communication Impairments
### Understanding Objects--Semantic Recognition
#### 3.2.2 Auditory Object Recognition  
Shortly after birth, an infant's auditory system responds to sounds in a rather primitive manner, such as startling reactions to high-frequency sounds. As the infant grows, they begin to react to the direction of sounds, such as turning their head to locate the source of a sound. The ability to distinguish and understand sounds is gradually developed. Additionally, infants start to associate sounds with corresponding objects or events. For example, when they see a \"red ball\" and simultaneously hear a sound, they gradually understand that the concept of \"ball\" refers not only to a \"rolling\", \"round\" object but also to the sound it makes.  
From a data perspective, when infants hear the \"rolling\" sound of a ball accompanied by the corresponding action context, repeated audiovisual experiences lead to the association between the sound and the rolling action. Specifically, the semantic meaning of \"rolling\" is formed through three stages: basic auditory formation, action-sound association, and semantic generation. The detailed analytical process is similar to that of vision.  
When an infant hears the \"rolling\" sound of a ball, the frequency, intensity, and temporal patterns of the sound vary depending on the distance, material, and nature of the movement. For example, the sound of a ball rolling has specific frequency and rhythm patterns characterized by continuous and rhythmic light collision sounds. In contrast, other objects' rolling (especially those with irregular shapes) may produce irregular sound patterns or different timbres due to varying friction. Through repeated audiovisual exercises, the infant begins to distinguish between different target objects or the \"rolling differences\" of the same object. Based on auditory data semantics, the surface material, such as wood or plastic, must be considered.  
The exploration of the information semantics of \"rolling differences\" is as follows:  
\(Input(ears)=D(\overrightarrow{a},m,t)\).  
At time \(t\), the audio feature vector \(\overrightarrow{a}\) corresponds to the \"rolling\" sound of material \(m\).  
**Processing**  
Figure 2: Schematic of infant visual semantics based on information.  
We define the functions and symbols in advance.  
\(V_{object}(x,t)\): At time \(t\), the visual content of the target object \(x\) is perceived.  
\(E_{exposure\_material}(x,y,t)\): At time \(t\), the infant receives audiovisual experiences related to the \"rolling\" of object \(x\) with material \(y\).  
**A. Enhanced Action-Sound Association**  
\(\exists t_{p},t_{q}\in T,(S_{roll\_material}(\overrightarrow{a},m,t)\wedge V_{ object}(o,t_{q})\wedge|t_{p}-t_{q}|<\triangle t)\Rightarrow\)  
\(E_{exposure\_material}(m,o,t_{p})\)  
The infant learns the \"rolling\" sounds of different materials and target objects and begins to distinguish the differences produced by various materials.  
**B. \"Rolling Difference\" Semantic Generation**  
\(S\star_{roll}(t)=f(D(\overrightarrow{a},m,t),V_{object}(o,t),E_{exposure\_material}(m,o,t),t)\)  
In addition to the original factors, the consideration of different materials' rolling sounds is introduced, making the infant's semantic space more comprehensive and enhancing their ability to differentiate between various sounds.  
\(\forall s\in S_{roll}^{sub},\sum_{c\in E_{exposure\_material}}e\Rightarrow P_{ classification}(s)\)  
\(S_{roll}^{sub}\) represents the semantic set of rolling sounds, such as fast-rolling, slow-rolling, gentle rolling, etc. As experience accumulates, the infant becomes increasingly accurate in categorizing the sounds they hear into specific subcategories.  
A schematic of the infant's auditory semantics based on information is shown in Figure 3.