Correlations Between Handshape and Movement in Sign Languages.
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ABSTRACT:
SUBMITTER: Napoli DJ
PROVIDER: S-EPMC8243953 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:In sign languages, the task of communicating a shape involves drawing in the air with one moving hand (Method One) or two (Method Two). Since the movement path is iconic, method choice might be based on the shape. In the present studies we aimed to determine whether geometric properties motivate method choice. In a study of 17 deaf signers from six countries, the strongest predictors of method choice were whether the shape has any curved edges (Method One), and whether the shape is symmetrical across the Y-axis (Method Two), where the default was Method One. In a second study of ASL dictionary entries for which the movement path of the sign is iconic of an entity's shape, the same predictors surfaced. These tendencies are captured in the Lexical Drawing Principle, which is coherent with biological constraints on movement in general. Drawing in the air with two hands, however, is costly, both cognitively and biomechanically. Furthermore, it distinguishes signers from non-signers, who draw shapes with only one hand. Signers assume this extra cost in the lexicon because of the enhanced iconicity the possibility of two hands offers; they assume it in drawing shapes in the air because they apply the same linguistic principle they use in the lexicon. Additionally, having a choice of methods allows the signer to benefit from over-specification in providing redundant information about the shape, enhancing comprehensibility and resolving ambiguity.
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Project description:In natural languages, biological constraints push toward cross-linguistic homogeneity while linguistic, cultural, and historical processes promote language diversification. Here, we investigated the effects of these opposing forces on the fingers and thumb configurations (handshapes) used in natural sign languages. We analyzed over 38,000 handshapes from 33 languages. In all languages, the handshape exhibited the same form of adaptation to biological constraints found in tasks for which the hand has naturally evolved (e.g., grasping). These results were not replicated in fingerspelling-another task where the handshape is used-thus revealing a signing-specific adaptation. We also showed that the handshape varies cross-linguistically under the effects of linguistic, cultural, and historical processes. Their effects could thus emerge even without departing from the demands of biological constraints. Handshape's cross-linguistic variability consists in changes in the frequencies with which the most faithful handshapes to biological constraints appear in individual sign languages.
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Project description:The evolution of spoken languages has been studied since the mid-nineteenth century using traditional historical comparative methods and, more recently, computational phylogenetic methods. By contrast, evolutionary processes resulting in the diversity of contemporary sign languages (SLs) have received much less attention, and scholars have been largely unsuccessful in grouping SLs into monophyletic language families using traditional methods. To date, no published studies have attempted to use language data to infer relationships among SLs on a large scale. Here, we report the results of a phylogenetic analysis of 40 contemporary and 36 historical SL manual alphabets coded for morphological similarity. Our results support grouping SLs in the sample into six main European lineages, with three larger groups of Austrian, British and French origin, as well as three smaller groups centring around Russian, Spanish and Swedish. The British and Swedish lineages support current knowledge of relationships among SLs based on extra-linguistic historical sources. With respect to other lineages, our results diverge from current hypotheses by indicating (i) independent evolution of Austrian, French and Spanish from Spanish sources; (ii) an internal Danish subgroup within the Austrian lineage; and (iii) evolution of Russian from Austrian sources.
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Project description:Different fields such as linguistics, teaching, and computing have demonstrated special interest in the study of sign languages (SL). However, the processes of teaching and learning these languages turn complex since it is unusual to find people teaching these languages that are fluent in both SL and the native language of the students. The teachings from deaf individuals become unique. Nonetheless, it is important for the student to lean on supportive mechanisms while being in the process of learning an SL. Bidirectional communication between deaf and hearing people through SL is a hot topic to achieve a higher level of inclusion. However, all the processes that convey teaching and learning SL turn difficult and complex since it is unusual to find SL teachers that are fluent also in the native language of the students, making it harder to provide computer teaching tools for different SL. Moreover, the main aspects that a second language learner of an SL finds difficult are phonology, non-manual components, and the use of space (the latter two are specific to SL, not to spoken languages). This proposal appears to be the first of the kind to favor the Costa Rican Sign Language (LESCO, for its Spanish acronym), as well as any other SL. Our research focus stands on reinforcing the learning process of final-user hearing people through a modular architectural design of a learning environment, relying on the concept of phonological proximity within a graphical tool with a high degree of usability. The aim of incorporating phonological proximity is to assist individuals in learning signs with similar handshapes. This architecture separates the logic and processing aspects from those associated with the access and generation of data, which makes it portable to other SL in the future. The methodology used consisted of defining 26 phonological parameters (13 for each hand), thus characterizing each sign appropriately. Then, a similarity formula was applied to compare each pair of signs. With these pre-calculations, the tool displays each sign and its top ten most similar signs. A SUS usability test and an open qualitative question were applied, as well as a numerical evaluation to a group of learners, to validate the proposal. In order to reach our research aims, we have analyzed previous work on proposals for teaching tools meant for the student to practice SL, as well as previous work on the importance of phonological proximity in this teaching process. This previous work justifies the necessity of our proposal, whose benefits have been proved through the experimentation conducted by different users on the usability and usefulness of the tool. To meet these needs, homonymous words (signs with the same starting handshape) and paronyms (signs with highly similar handshape), have been included to explore their impact on learning. It allows the possibility to apply the same perspective of our existing line of research to other SL in the future.
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