Sign (semiotics)

About: Sign (semiotics) is a research topic. Over the lifetime, 4080 publications have been published within this topic receiving 70333 citations. The topic is also known as: semiotic sign.

Progress in Sign Languages Recognition

Abstract: The automatic recognition of sign language is an attractive prospect; the technology exists to make it possible, while the potential applications are exciting and worthwhile. To date the research emphasis has been on the capture and classification of the gestures of sign language and progress in that work is reported. However, it is suggested that there are some greater, broader research questions to be addressed before full sign language recognition is achieved. The main areas to be addressed are sign language representation (grammars) and facial expression recognition.

British Sign Name Customs

Abstract: Research presented here describes the sign names and the customs of name allocation within the British Deaf community. While some aspects of British Sign Language sign names and British Deaf naming customs differ from those in most Western societies, there are many similarities. There are also similarities with other societies outside the more familiar cultures of most English-speakers. Naming customs in the British Deaf community are shown here to vary over time, with changes in education and other key elements of the British Deaf experience influencing the choice and use of sign names. While descriptive sign names are important within the British Deaf community, arbitrary signs, and those derived from the English language are also important. Additionally BSL sign names are shown to vary among different sections of the Deaf community. In contrast to reports from America, we find that British Deaf parents in the past have rarely allocated sign names to their children—deaf or hearing—beyond finger-spelled forms of their English names. Some of these children of Deaf parents retain these fingerspelled forms throughout their lives. Others only acquire names motivated by descriptive processes on entering school or even later in life. Thus, we conclude that, unlike people in many societies, the overwhelming majority of British Deaf people appear to acquire descriptive sign names from outside their families.

Peircean Theory, Psychosemiotics, and Education.

Abstract: The main aim of this article is to describe central elements of, and the relationships among, three interrelated domains of inquiry. The first domain is Charles Peirce's semiotic theory which offers five concepts of special relevance to the other two domains: (a) primary components of the triadic sign, including the object, representamen, and interpretant; (b) the unceasing process of semiosis, or continuous growth of the developing sign; (c) the three forms of inference, of which Peirce's notion of abduction is of special interest; (d) the element of surprise in experience, and (e) the universal categories of Firstness, Secondness, and Thirdness that ground Peirce's overarching theory. The second domain incorporates the discipline of psychosemiotics, which is defined as the study of how we learn, understand, and use the signs of culture. The article outlines the nature and scope of psychosemiotics and emphasizes its grounding in Peircean semiotics, meaning‐making, and the five concepts listed above. The ...

The Acquisition of Visual Spatial Script

Abstract: Publisher Summary This chapter discusses the writing errors of normal Chinese children and deaf Chinese children who have learned to use the Hong Kong sign language that has its own principles of word formation and syntax, independent of spoken Chinese. The normal children made a number of errors involving phonetic confusions that tended to be absent in the deaf children, thereby suggesting different mediators for the script. The deaf children made sign-based errors less frequently found in normal children. These sign-based errors may reflect the formation principles of the Hong Kong sign language and the structure of Chinese characters that allowed the opportunity for these errors to occur. The deaf children used principles of sign construction borrowed from the Hong Kong sign language and applied them to the written form of Chinese they were learning. This is possible because sign and script are both languages that utilize space in the creation of their formal units. Thus, the recall of written forms of language has a close relationship with the mediators of language.