scholarly journals Sign Language: How the Brain Represents Phonology without Sound

2020 ◽  
Vol 30 (22) ◽  
pp. R1361-R1363
Author(s):  
Karen Emmorey
Keyword(s):  
Sign Language ◽  
The Brain

A discussion of apraxia, aphasia, and gestural language

1984 ◽  
Vol 246 (6) ◽  
pp. R884-R887
Author(s):  
N. Helm-Estabrooks
Keyword(s):  
Sign Language ◽  
Cerebral Hemisphere ◽  
Communication Disorder ◽  
Left Cerebral Hemisphere ◽  
Language Behavior ◽  
Normal Language ◽  
Symbolic Gestures ◽  
The Many ◽  
The Relationship ◽  
The Brain

It is understood that damage to the left cerebral hemisphere in adulthood may result in syndromes of language disturbances called the aphasias. The study of these syndromes sheds light on normal language processes, the relationship between language behavior and the brain, and how best to treat aphasic individuals. Aphasia, for some, is a central communication disorder affecting all symbolic behavior in all modalities (i.e., speech, writing, and gesture). Difficulty producing symbolic gestures on command is called apraxia. Others view aphasia as a manifestation of a motor-sequencing disorder affecting all gestural systems including those required for speech movements. These divergent theories of the underlying nature of aphasia can be tested through examination of deaf individuals who use sign language before onset of aphasia. Poizner et al. [Am. J. Physiol. 246 (Regulatory Integrative Comp. Physiol. 15): R868-R883, 1984] studied three such patients with different aphasia syndromes: one patient had a nonsymbolic, motor-sequencing disorder; one had a gestural apraxia; and one had neither. These findings force the conclusion that neither the symbolic nor motor-sequencing theory of aphasia can account for the many varieties of that disorder.

scholarly journals The Tell-Tale Hand: Gothic Narratives and the Brain

Text Matters ◽  
2016 ◽  
pp. 96-113
Author(s):  
Neil Forsyth
Keyword(s):  
Sign Language ◽  
Medical Literature ◽  
Sherwood Anderson ◽  
Emery Paper ◽  
Hands On ◽  
Montessori Method ◽  
The Brain

The opening story in Winesburg, Ohio (1919) by Sherwood Anderson is called simply “Hands.” It is about a teacher’s remarkable hands that sometimes seem to move independently of his will. This essay explores some of the relevant contexts and potential links, beginning with other representations of teachers’ hands, such as Caravaggio’s St. Matthew and the Angel, early efforts to establish a sign-language for the deaf, and including the Montessori method of teaching children to read and write by tracing the shape of letters with their hands on rough emery paper. The essay then explores filmic hands that betray or work independently of conscious intentions, from Dr Strangelove, Mad Love, to The Beast With Five Fingers. Discussion of the medical literature about the “double” of our hands in the brain, including “phantom hands,” leads on to a series of images that register Rodin’s lifelong fascination with sculpting separate hands.

scholarly journals Sign, language, and gesture in the brain: Some comments

2017 ◽  
Vol 40 ◽  
Author(s):  
Ruth Campbell ◽  
Bencie Woll
Keyword(s):  
Sign Language ◽  
Deaf People ◽  
Developmental Research ◽  
Sign Languages ◽  
Neuroscience Research ◽  
Language Perception ◽  
Complex Picture ◽  
The Brain

AbstractIn contrast with two widely held and contradictory views – that sign languages of deaf people are “just gestures,” or that sign languages are “just like spoken languages” – the view from sign linguistics and developmental research in cognition presented by Goldin-Meadow & Brentari (G-M&B) indicates a more complex picture. We propose that neuroscience research suggests that a similar approach needs to be taken and offer some examples from research on the brain bases of sign language perception.

scholarly journals Propuesta de uso de escenarios virtuales móviles como estrategia didáctica de Matemáticas Básicas para Sordos

2021 ◽  
Vol 4 (2) ◽  
pp. 58-62
Author(s):  
Alfonso Sánchez Orea ◽  
Virginia Lagunes Barradas ◽  
María de los Ángeles Navarro Guerrero ◽  
Dolores Vargas Cerdán
Keyword(s):  
Sign Language ◽  
Educational Software ◽  
Difficult Problem ◽  
Basic Component ◽  
Learning Method ◽  
Mental Processes ◽  
Mathematical Operations ◽  
The Brain

El manejo de las matemáticas es una habilidad propia del cerebro y como todas las habilidades dependen más de cómo las percibimos que de las propias capacidades del individuo, utilizar un método de aprendizaje que permita la experimentación de operaciones matemáticas en escenarios virtuales con el fin de definir procesos mentales específicos sin importar dichas capacidades. El lenguaje no provee solamente un vocabulario, sino que es un componente básico en la formación de conceptos y procesos mentales, incluyendo al aprendizaje de las matemáticas; considerando que los sordos se comunican por medio del lenguaje de señas, la conceptualización de términos matemáticos por medio de dicho lenguaje pudiera ser un problema difícil de resolver. Los mayores retos en el desarrollo de software educativo para sordos, es que éste sea comprendido, aceptado y utilizado por estos usuarios, lo que conlleva a la utilización de una metodología pedagógica adecuada en conjunto con un diseño, en este caso, de un escenario virtual, totalmente centrado en este usuario. The management of mathematics is a skill of the brain and as all abilities depend more on how we perceive them than on the individual's own abilities, use a learning method that allows the experimentation of mathematical operations in virtual scenarios in order to define Specific mental processes regardless of those capabilities. Language provides not only a vocabulary, but is a basic component in the formation of concepts and mental processes, including the learning of mathematics; Considering that the deaf are communicated through sign language, the conceptualization of mathematical terms through such language could be a difficult problem to solve. The major challenges in the development of educational software for the deaf are that it is understood, accepted and used by these users, which leads to the use of an appropriate pedagogical methodology in conjunction with a design, in this case, a virtual scenario. Totally focused on this user.  

Three-dimensional grammar in the brain: Dissociating the neural correlates of natural sign language and manually coded spoken language

2015 ◽  
Vol 71 ◽  
pp. 191-200 ◽  
Author(s):  
Katarzyna Jednoróg ◽  
Łukasz Bola ◽  
Piotr Mostowski ◽  
Marcin Szwed ◽  
Paweł M. Boguszewski ◽  
...  
Keyword(s):  
Sign Language ◽  
Three Dimensional ◽  
Neural Correlates ◽  
Spoken Language ◽  
The Brain

scholarly journals A siket jelnyelv jelentősége a kommunikációs kultúra átalakulásának tükrében

2018 ◽  
Vol 18 (2) ◽  
pp. 7
Author(s):  
Balázs Kékesi ◽  
Attila Márton Farkas
Keyword(s):  
Embodied Cognition ◽  
Cognitive Ability ◽  
Sign Language ◽  
Cognitive Linguistics ◽  
The Body ◽  
Environment Interaction ◽  
Deaf People ◽  
The World ◽  
Embodied Cognitive Science ◽  
The Brain

A megtestesült kogníció hipotézisre építő kognitív nyelvészet szemszögéből vizsgálva a siket jelnyelv éppoly komplex és természetes nyelv, mint bármely beszélt nyelv. Ebben a megközelítésben a gesztusnyelv és a szónyelv szemantikáját egyaránt meghatározza az agy-test-környezet interakció. A környezetben történő számtalan cselekvési szituáció kognitív szinten rögzülő konzekvenciái, továbbá az interaktív szituációk szimulatív rekonstrukciója kulcsszerepet játszik a nyelvi kommunikáció és megértés folyamataiban. A tanulmány a megtestesült kogníció kutatásra támaszkodva a testhasználat és a nyelvhasználat közti szoros kapcsolatot mutatja be, majd a szituált konceptualizáció tézisének alapján a siket jelnyelv és a szónyelv közötti azonos szerkezeti alapok mellett hoz érveket. A tanulmány célja a siketekkel szembeni negatív előítéletek rombolása a kortárs kognitív tudomány segítségével, rámutatva arra, hogy a jelnyelv korántsem kezdetleges és fejletlen a szónyelvhez képest, sőt, a siket jelnyelvi kifejezések mutatják meg igazán, hogyan is működik a nyelv maga. Továbbá rámutatunk arra, hogy a vizuális természetű gesztusnyelv kognitív nyelvészeti megközelítése közelebb vihet az információs társadalomban egyre nagyobb szerepet kapó képi kommunikáció működésének jobb megértéséhez. --- The significance of deaf sign language within the context of communication culture’s transformation It seems clear when investigating sign language and verbal languages from the perspective of embodied cognition hypotheses based cognitive linguistics that both kinds of languages are natural. In this approach, the semantics of sign and verbal languages are equally assigned by the brain-body-environment interaction. The cognitive consequences of the numerous interactions with the world, and the cognitive ability to simulate those interactions in off-line mode, de-coupled from the environment, are crucial for gaining an understanding of communication and meaning. This paper throws light on the connection between the body and language from the perspective of embodied cognitive science, and argues that situated conceptualization is the most suitable thesis to understand the semantics of both sign and verbal languages. An additional aim of the paper is to help to reduce prejudice against deaf people by demonstrating that deaf sign language is far from being primitive, and moreover, it will show that sign language can facilitate a better understanding of how verbal languages really work. Keywords: embodied cognition, cognitive linguistics, conceptualization, sign language, prejudices

Apraxia and aphasia for a visual-gestural language

1984 ◽  
Vol 246 (6) ◽  
pp. R868-R883 ◽  
Author(s):  
H. Poizner ◽  
U. Bellugi ◽  
V. Iragui
Keyword(s):  
Sign Language ◽  
Left Hemisphere ◽  
Right Hemisphere ◽  
Motor Disorder ◽  
Unilateral Brain Damage ◽  
Underlying Disorder ◽  
The Right ◽  
The Brain ◽  
Unilateral Brain ◽  
Insight Into

Since signed languages utilize visual-gestural channels, their study allows a unique opportunity for insight into the ways language and gesture may be represented in the brain. The separability of apraxia and aphasia for sign language was examined in four deaf signers who had unilateral brain damage, three to the left hemisphere and one to the right hemisphere. These patients were administered various tests for apraxia and a test of pantomime recognition. The patient with damage to the right hemisphere was not apraxic as we would expect. For the patients with damage to the left hemisphere, all of whom were aphasic for sign language, strong dissociations emerged between their capacities for sign language and their nonlinguistic motor skills. The language deficits of these patients seemed related to specific linguistic components of sign language rather than to an underlying motor disorder or an underlying disorder in the capacity to express and comprehend symbols of any kind. This separation between linguistic and nonlinguistic function is all the more striking, because sign language and gesture are transmitted in the same modality.

Sign language and the brain: Apes, apraxia, and aphasia

1996 ◽  
Vol 19 (4) ◽  
pp. 633-634
Author(s):  
David Corina
Keyword(s):  
Magnetic Resonance Imaging ◽  
Magnetic Resonance ◽  
Sign Language ◽  
Human Language ◽  
Functional Magnetic Resonance ◽  
Resonance Imaging ◽  
Motor Systems ◽  
Convergence And Divergence ◽  
The Brain ◽  
Degree Of Overlap

AbstractThe study of signed languages has inspired scientific' speculation regarding foundations of human language. Relationships between the acquisition of sign language in apes and man are discounted on logical grounds. Evidence from the differential hreakdown of sign language and manual pantomime places limits on the degree of overlap between language and nonlanguage motor systems. Evidence from functional magnetic resonance imaging reveals neural areas of convergence and divergence underlying signed and spoken languages.

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