Activated Brain Regions

Rilke's words to the aspiring poet instantly brought American Sign Language to mind. Prior to freshman year of high school, I had not possessed the slightest knowledge of the deaf community, their language, their beliefs, or their customs. Since then, I have immersed myself into these things to the extent that was then possible.

By only using sign language regularly in class, I will be able to recall signs by memory. Also I will be able to recognize certain signs because I have seen it being used by others. So if I can turn off my voice and my brain from English, I know I can pick this new language up somewhat easily and become more

Tim Riker’s presentation “Kindergarten Readiness for Deaf Children in American Sign Language” stressed the importance of introducing a visual language at a young age to Deaf children so they can have the same type of start as a hearing child.

“What is sign language?” The book is written by Deborah Kent. The book commences with the narrative of Beanca, a girl who was born auditory impaired and uses American Sign Language (ASL) to communicate and then goes on to elucidate the history of ASL.

It was very interesting to see how quickly and smoothly the actors’ hands moved with each sign. In the parts where there was an interpreter, I learned a lot of signs very easily. The actors went through letters of the alphabet and explained how classifiers worked, manipulating their hands to show how an object is used or shaped, which was something we had discussed in class. They explained how people could do things with ASL that others cannot do with spoken words. For example, signing enables you to use letters and shapes to both spell a word and tell a story at the same time. The language involves so much expression with every part of your body, and the actors were very effective in showing how and why it is like this. They used all of their surrounding space to open their arms, move their bodies, act surprised or sad with their body language and facial expressions, and used other non-manual behaviors that we discussed in class, all to tell their story and help make meaning of

Moallem, T. M., Reed, C. M., &Braida, L. D. (2010). Measures of tactual detection and temporal order resolution in congenitally deaf and normal-hearing adults. J. Acoust. Soc. Am. 127, 3696–3709. doi: 10.1121/1.3397432.

This is inspired by Indiana University’s successful flashmob to encourage healthy posture (Figure 27).As Spinal Health Awareness Week is an annual event, there is a need to constantly monitor its effectiveness and assess it against our outcome. To ensure our campaign’s durability, a different theme is tailored annually to tackle a different aspect of the problem (Figure 28).Collaboration with stakeholders such as HPB could also further enrich our campaign as they have conducted successful campaigns before such as the I Quit campaign.As a short-term measure to expand the reach of our campaign both online and offline sphere, a gesture-led movement, involving the use of simple hand-sign to remind people to straighten their backs would be effective as gestures make people pay attention to the acoustics of speech. This is asserted by Spencer Kelly, associate professor of Psychology and co-director of the Center for Language and Brain at Colgate University. As the message is being sealed with a simple gesture, it is straightforward and effective. In terms of feasibility and manageability, there is no major concern as hand signs have been used to help raise awareness in campaigns such as

American Sign Language, ASL or Ameslan, is a visual-gestural language of the Deaf community that was made for and by Deaf people. It is visual due to its use of body movements rather than sounds, so receivers are using their eyes to understand what is being said. While by gestural it refers to the elements that are comprised of “specific movements and shapes of the hands and arms, eyes, face, and head and body posture” that act as the words and tone (Charlotte, pg. 1).

Tools needed: Copies of the American Sign Language (ASL) alphabet for all participants; a presenter who is familiar with ASL.

Firstly, the patient was administered various tests that were in relation to the neuropsychological assessment portion of the study. These tests consisted of language, comprehension/understanding, and memory recall assessments. As for testing out the effects of limb apraxia and optic apraxia, a series of performance tasks were documented and was evaluated by three external independent judges. As for the experiments, the patient was put into resembling setups with specified experimental tasks, but with a distinct final goal.

The use of role shifting in American Sign Language plays a critical part. It 's highly important and necessary. To make sure you accurately take on the role of your character these requirements are needed. Body shifting, eye gaze, facial expressions, and mannerisms. Body shifting is one of the crucial parts in role shifting because that is setting where your taking upon your character. You’re either looking "(right/left/center/up/down) and you have to remember to remain there constantly while you’re taking on that specific character”. (administrator, 1970) Meaning if you continue to look sight of that location for your character we will lose sense of what you’re saying in your story. Eye gazes will let the audience know where, and what you’re looking at in your signing

The only experiment in which we found any evidence that a bias was transferred to the other limb was experiment 2, where the movement of the cursor and wrist were dissociated, making it possible that spatial attention could have affected the magnitude of the effect. It is well established that a skill acquired with one limb can be transferred to the other limb and that this effect depends on M1 activity (Lee et al., 2010). However, skills transfer is very rarely complete (Poh et al., 2016), making it more difficult to observe an effect of similar magnitude on the limb that did not execute unilateral contractions within the short time scale of our experiments. This problem is worsened by the fact that in average, across all experiments, the bias observed on the side performing unilateral contractions was only 6 degrees, which assuming a partial transfer of 50%, would amount to a 3º bias. Moreover, even though the critical involvement of the M1 in skill transfer is clear (Lee et al., 2010), one cannot completely discard that adaptations below M1 may also contribute somewhat to directional biases (Classen et al., 1998), making the magnitude of the possible transfer effect even smaller. Therefore, if use-dependent biases can be transferred to the non-trained limb on the short time scale employed in our studies, the rate of

Christine Sun Kim was born deaf, and therefore her nonverbal communications skill is more emphasized than the average hearing person. Out of all the nonverbal communication skills, kinesics is one concept that first came into my mind. According to Warren and Fassett (2015), kinesics are our “gestures, body movements, and facial expressions” (p.161). As Christine speaks, her facial expressions changes between every word and she

In the dichotic digits task, Group 1 and Group 2 performed significantly better than Group 3 and Group 3 performed significantly better than Group 4. Groups 1, 2, and 3 did better than 4 for the right ear and Groups 1 and 2 did better than 3 with a significant decrease between Groups 3 and 4. It appears that the decrease in binaural digit processing occurs earlier for men than women.

The validity and reliability of the Mini-Mental State Exam (MMSE), a commonly used assessment to evaluate cognitive and emotional abilities as a result of organic brain disease, has been published in over 50 languages. These include Spanish, Arabic, Chinese, and Nigerian. However, one under-represented population, the culturally deaf, has been neglected for such an assessment. Because the MMSE has never been translated into American Sign Language, or ASL, there is a lack of validity and reliability for its use with the elderly Deaf population (Feldman, Dean, Morere, Morton, 2009). Important to note for this study is the distinguishing of the difference between “deaf” (denoting audiological deafness) and “Deaf” (the use of ASL as the primary