Preliminary Data
The first topic is the placement of stress on the key word or word phrase within a sentence. Most sentences that convey information are usually spoken in such a manner that it is difficult to choose the primary word or word phrase being stressed. For example:
“The doctor said that I could have chocolate anytime that I wanted it to make me feel better.”
In this first example, the sentence carries it plain word meaning with no special emphasis.
“The doctor said that I could have chocolate anytime that I wanted it to make me feel better.”
In this second example, the added emphasis, indicated by italic text, on “doctor” stresses that there is a higher power granting the speaker’s right to chocolate and it is to be made available to me on demand. You cannot overrule the doctor.
“The doctor said that I could have chocolate anytime that I wanted it to make me feel better.”
In this third example with two emphasis points in one sentence, the added emphasis on “I” (twice) conveys in no uncertain terms that the speaker has the right to access to chocolate. That same word would be emphasized equally each time in one sentence is not that unusual. To emphasize more than one word, each different, in the same sentence would be seen as speaking as a child or as a new learner of the language being spoken.
“The doctor said that I could have chocolate anytime that I wanted it to make me feel better.”
In this fourth example, it would appear that the speaker already knows that chocolate is available, therefore, by emphasizing “anytime” they are making it clear that they have a right to it for breakfast, lunch, dinner, bedtime, and any points in between. Do not try to withhold it from the speaker.
A young child speaking the sentence above could easily have four emphasis points with each of the words being reviewed being emphasized. (The written language that we use to record spoken language lacks the stress information provided by the speaker. Where special stress is made that would add to our understanding of the speaker’s intent, we would be better off if the rules of written grammar were changed to denote (by bold type or by underlining) the stress points of a speaker.)
The preliminary point is that added stress to certain words in our spoken language can change or modify the message being sent to our listener. In the examples listed above, if we speak them aloud with the stresses as indicated, most of us will be able to deduce the hidden message without a second thought.
The unspoken message created by the unusual stress or word pattern is called a “presupposition”. There is one special requirement for an individual to be able to “hear” the hidden message and that is that the hearer must be a native speaker of the language being spoken or, if not a native speaker, such that they can converse in the language as if they were a native speaker including the use of correct body language. Usually, strong unusual stress that is found within a spoken phrase or sentence, is an indication that presuppositions are probably present. Last, all presuppositions are not necessarily negative or bad.
Preferred Sensory Modes
Some individuals have strong preferences for a particular sensory pattern when describing, usually, a new insight. Examples include: I smell a rat! (smell); I hear what you are saying. (hearing); I am beginning to see the truth. (sight); I experienced the taste of victory as I crossed the finish line.(taste); and, As the truth became evident, I felt cold all over. (touch). In trying to answer a verbal assault, sensory metaphors, like those used in previous sentence, should be avoided. The exception is that if the other person uses a sensory metaphor, we should use the same metaphor back to them if we are comfortable doing so. The use of a different metaphor will only cause an unneeded break in communication.
What is My Psychological Type 