2010
DOI: 10.1016/j.lingua.2010.03.014
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Sign languages: Contribution to neurolinguistics from cross-modal research

Abstract: Using sign language research as an example, we argue that both the cross-linguistic descriptive approach to data, advocated by Evans and Levinson (2009), as well as abstract ('formal') analyses are necessary steps towards the development of "neurolinguistic primitives" for investigating how human languages are instantiated in the brain.

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Cited by 10 publications
(2 citation statements)
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“…Recent cross-linguistic studies in the function of motion across sign languages make it clear that there is much to the grammars of sign languages that have not yet been fully explored (Malaia & Wilbur, 2010). The results of quantitative analysis of articulator motion complexity are convergent with the evidence that the head motion in Finnish and Japanese sign languages is linguistically meaningful in ways that are much more intricate than generally assumed, along with the extensive evidence for both redundancy and independence of the NDH with respect to DH motion.…”
Section: Discussionmentioning
confidence: 99%
“…Recent cross-linguistic studies in the function of motion across sign languages make it clear that there is much to the grammars of sign languages that have not yet been fully explored (Malaia & Wilbur, 2010). The results of quantitative analysis of articulator motion complexity are convergent with the evidence that the head motion in Finnish and Japanese sign languages is linguistically meaningful in ways that are much more intricate than generally assumed, along with the extensive evidence for both redundancy and independence of the NDH with respect to DH motion.…”
Section: Discussionmentioning
confidence: 99%
“…Since the 80s, the studies on the sign languages of Deaf people have achieved great linguistic and thematic diversity. Not only has the number of described sign languages greatly expanded, but their study has been ap-proached from different points of view and interests, including language development and education (Marschark & Clark, 1993;Marschark & Spencer, 2003;Marschark, Tang & Knoors, 2014), sociolinguistics (Lucas, 2001;Schembri & Lucas, 2015) and neurolinguistics (Corina, 1998;Malaia & Wilbur, 2010).…”
mentioning
confidence: 99%