The Subsystem of Numerals in Catalan Sign Language: Description and Examples from a Psycholinguistic Study.
Linguistic descriptions of sign languages are essential to support their linguistic status and to preserve the cultural background of the Deaf communities that use and recreate them. We describe the subsystem of cardinal numbers in Catalan Sign Language (LSC) in the variety used in Barcelona. The de...
| Publicado en: | Sign Language Studies Vol. 5; no. 1; pp. 94 - 118 |
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| Autores principales: | , |
| Formato: | Artículo |
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Gallaudet University Press for Sign Language Studies
Fall2004
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=15021426&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 15021426 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 03021475 NGU jtl: Sign Language Studies issn: 03021475 maglogo: N pubinfo: dt: Fall2004 vid: 5 iid: 1 pid: 18684 pub: Gallaudet University Press for Sign Language Studies artinfo: ui: 15021426 10.1353/sls.2004.0022 ppf: 94 ppct: 24 formats: tig: atl: The Subsystem of Numerals in Catalan Sign Language: Description and Examples from a Psycholinguistic Study. aug: au: Fuentes, Mariana Tolschinsky, Liliana affil: Researcher, Department of Developmental and Educational Psychology, University of Barcelona, Spain Professor, Department of Linguistics, University of Barcelona su: Sign language Foreign language education Linguistics Cardinal numbers Deaf children sug: subj: Sign language Foreign language education Linguistics Cardinal numbers Deaf children ab: Linguistic descriptions of sign languages are essential to support their linguistic status and to preserve the cultural background of the Deaf communities that use and recreate them. We describe the subsystem of cardinal numbers in Catalan Sign Language (LSC) in the variety used in Barcelona. The description includes the parameters of hand-shape, orientation, location, direction, and movement. We also illustrate, with some results from a psycholinguistic study, how LSC's number features influence the transcoding behavior of deaf children learning the language. Most of the errors the students commit can be explained by overgeneralization of LSC's number-system features. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y dt: @attributes: year: 2004 holdings: @attributes: islocal: N |
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