From the invention of the alphabet to the explosion of the internet, Dominic Wyse takes us on a unique journey into the process of writing. Starting with seven extraordinary examples that serve as a backdrop to the themes explored, it pays particular attention to key developments in the history of language, including Aristotle's grammar through socio-cultural multimodality, to pragmatist philosophy of communication. Analogies with music are used as a comparator throughout the book, yielding radically new insights into composition processes. (...) The book presents the first comprehensive analysis of the Paris Review interviews with the world's greatest writers such as Louise Erdrich, Gabriel Garcia Márquez, Ted Hughes, and Marilynne Robinson. It critically reviews the most influential guides to styles and standards of language, and presents new research on young people's creativity and writing. Drawing on over twenty years of findings, Wyse presents research-informed innovative practices to demonstrate powerfully how writing can be learned and taught. (shrink)

The alphabet effect that showed that codified law, alphabetic writing, monotheism, abstract science and deductive logic are interlinked, first proposed by McLuhan and Logan, is revisited. Marshall and Eric McLuhan’s insight that alphabetic writing led to the separation of figure and ground and their interplay, as well as the emergence of visual space, are reviewed and shown to be two additional effects of the alphabet. We then identify more additional new components of the alphabet effect by (...) demonstrating that alphabetic writing also gave rise to Duality, and reductionism or the linear sequential relationship of causes followed by effects. We then review McLuhan’s claim that electrically configured information reversed the dominance of visual space over acoustic space and led to the reversals of cause and effect, and figure and ground. We then demonstrate that General System Theory first formulated by Ludwig von Bertalanffy, which also includes chaos theory, complexity theory and emergence and Jakob von Uexküll’s notion of umwelt also entail the reversal of many aspects of the alphabet effect such as the reversals of cause and effect, and figure and ground. (shrink)

Different writing systems in the world select different units of spoken language for mapping. Do these writing system differences influence how first language (L1) literacy experiences affect cognitive processes in learning to read a second language (L2)? Two groups of college students who were learning to read English as a second language (ESL) were examined for their relative reliance on phonological and orthographic processing in English word identification: Korean students with an alphabetic L1 literacy background, and Chinese (...) students with a nonalphabetic L1 literacy background. In a semantic category judgment task, Korean ESL learners made more false positive errors in judging stimuli that were homophones to category exemplars than they did in judging spelling controls. However, there were no significant differences in responses to stimuli in these two conditions for Chinese ESL learners. Chinese ESL learners, on the other hand, made more accurate responses to stimuli that were less similar in spelling to category exemplars than those that were more similar. Chinese ESL learners may rely less on phonological information and more on orthographic information in identifying English words than their Korean counterparts. Further evidence supporting this argument came from a phoneme deletion task in which Chinese subjects performed more poorly overall than their Korean counterparts and made more errors that were phonologically incorrect but orthographically acceptable. We suggest that cross-writing system differences in L1s and L1 reading skills transfer could be responsible for these ESL performance differences. (shrink)

Lettered selves and beyond -- The alphabetic body -- Gesture and non-alphabetic writing -- Technologized mathematics -- Parallel selves -- Ghost effects.

As children in elementary school we were taught to recite the alphabet in order: “Aay, Bee, See, Dee, Eii, Eff, Ghee, Aaych, …, Why and Zee”. There is nothing natural about this particular ordering: it is strictly a matter of convention. (When and where it was settled upon I haven’t the remotest notion.) Then, having mastered the ordering, we were taught to apply that knowledge to alphabetize lists of words. The procedure is surprisingly complex, and its mastery by mere eight-year (...) olds attests to the elevated intellectual capacities of human beings. One merely has to try to write down the procedure in a flow chart to see how complex it truly is. In any event, most of us probably emerged from the exercise of learning to use a dictionary believing that we knew all there is to know about alphabetizing. If only that were all there is to it. The trouble is that our third-grade teachers had not reckoned on our having to program computers to alphabetize.. (shrink)

En este artículo damos cuenta de las propuestas de grafemarios -más conocidas y diferenciadas entre sí- para escribir la lengua mapuche y discutimos sus fundamentos y las tensiones que subyacen en ellas. Con ello esperamos contribuir a abrir la actual discusión para una toma de conciencia de las alternativas posibles, de las representaciones que se encuentran en disputa y de lo que generan estas concreciones cuando se llevan al plano de la educación intercultural. La aparición de grafemarios mapuche huilliches y (...) la defensa de unos y resistencia a otros muestra que incluso en aquellas zonas aparentemente más “objetivas y técnicas” de la lengua lo político tiene lugar, evidenciando que lo lingüístico está irrenunciablemente atado a las relaciones de poder que involucran a los sujetos y a las comunidades de habla. In this paper, we discuss some of the different and best known grapheme alphabet proposals for writing the Mapuche language, and discuss their rationale and the tensions that underlie them. With this, we hope to contribute to open the current debate to a new awareness of possible alternatives about the representations that are in dispute and about what these concretions generate when they are used in intercultural education. The appearance of Mapuche Huilliche grapheme alphabets, the adoption of some of them and the resistance to others show that even in language areas seemingly more “objective and technical”, politics takes place. This shows that linguistics is undeniably tied to power relations involving individuals and speech communities. (shrink)

Current research suggests that conceptual in?uences are primarily responsible for inducing synaesthesia, since numerous synaesthetic variants are triggered by linguistic symbols. These linguistic synaesthesias are the focus of the present review article. This article examines the literature on the transfer of synaesthetic colour-associations across languages and shows the scope of the linguistic mechanisms that are implicated. We review known evidence about the interaction between grapheme-colour synaesthesia and the acquisition of a second language, and specifically, we discuss cases of cross-linguistic transfer (...) in which a second language is learned later in life. Research on bilingual subjects has uncovered distinct representations in the brain for a mother tongue and for a later-acquired foreign language. Consequently, these differences have implications for synaesthesia associated with the writing systems of these different languages. By reviewing several individual cases of bilingual synaesthetes, we conclude that synaesthesia might have different types of influences on the acquisition of a second language, ranging from effects that support this learning to those that disturb it. (shrink)

Of the hundreds of Greek common nouns and adjectives preserved in our MSS of Cicero, about three dozen are found written in the Latin alphabet as well as in the Greek. So we find, alongside συμπάθεια, alsosympathia, and ἱστορικός as well ashistoricus.This sort of variation has been termed alphabet-switching; it has received little attention in connection with Cicero, even though it is relevant to subjects of current interest such as his bilingualism and the role of code-switching and loanwords in his (...) works. Rather than addressing these issues directly, this discussion sets out information about the way in which the words are written in our surviving MSS of Cicero and takes further some recent work on the presentation of Greek words in Latin texts. It argues that, for the most part, coherent patterns and explanations can be found in the alphabetic choices exhibited by them, or at least by the earliest of them when there is conflict in the paradosis, and that this coherence is evidence for a generally reliable transmission of Cicero's original choices. While a lack of coherence might indicate unreliable transmission, or even an indifference on Cicero's part, a consistent pattern can only really be explained as an accurate record of coherent alphabet choice made by Cicero when writing Greek words. (shrink)

This article considers the origins of alphabetic writing, tracing its probable source to ancient Egypt, southern Levant or the Sinai during the Egyptian Middle Kingdom (17th century BCE). It supports the view that the earliest scripts were acrophonic representations of a West-Semitic language, whose use developed under the rule of the Hyksos in Egypt but was arrested there with the expulsion of this foreign dynasty at the end of the 16th century BCE. The development is then traced through (...) the Levant, with particular attention given to the emergence of cuneiform alphabetic scripts in Ugarit (c. 1300 BCE). This form of writing disappeared with the fall of Ugarit, but linear alphabetic scripts were preserved in a variety of Near-Eastern languages, notably Aramaic and Phoenician. These two languages, by becoming linguae francae respectively of the Syria-northern Mesopotamia and the Anatolia-Eastern Mediterranean regions, brought about the spread of alphabetic writing up until the 8th century BCE. The article concludes by examining the influence of the Phoenician script on Greek, Etruscan and ultimately Latin forms of writing. (shrink)

In today’s world, there are more than 5000 languages and dialects in use, of which only 100 may be considered of major importance. As Dreyfuss (1972) states, inter-communication amongst them has proved not just difficult but impossible. Because a universal language would be the solution to this problem, over 800 attempts have in fact been made in the last 1000 years to develop an official second language that in time could be adopted by all major countries. Some of the most (...) recognized examples are Esperanto, Interlingua, Ido and Volapuk. However, all of them combine elements of existing languages and rely on the Roman alphabet, which reduces their applicability to certain regions of the world. The aim of this project is to explore the world of pictographic communication and develop an effective system for conveying information/knowledge on a universal scale. This would potentially bridge linguistic and cultural gaps, transcending boundaries, and thereby creating a broader vision of multiculturalism. In this sense, we find useful the notion of ‘semantography’, from the Greek word semanticos, significant meaning, and graphin, to write. The term was coined by Charles K. Bliss in 1947 to define his development of a non-alphabetical symbol writing system, based on the principles of ideographic writing and chemical symbolism. Semantography was the name of Charles K. Bliss’ proposed book for the Blissymbolic communication system. (shrink)

Unlike other writing systems that are readily classifiable as alphabetic or syllabic in their structure, the Indic Devanagari script (of which Hindi is an example) has properties of both syllabic and alphabetic writing systems. Whereas Devanagari consonants are written in a linear left-to-right order, vowel signs are positioned nonlinearly above, below, or to either side of the consonants. This fact results in certain words in Hindi for which, in a given syllable, the vowel precedes the consonant (...) in writing but follows it in speech. The current research exploited this property of the script to examine when the disparity between spatial and temporal sequenc- ing would incur a processing cost and the implications of the findings from naming speed, accuracy, and writing order for the level at which words in Devanagari are segmented. The results support a partly phonemic and partly syllabic level of segmentation, consistent with the structural hybridity of the script. (shrink)

With an unpublished letter by W. von Humboldt about the possibility of establishing a uniform phonetic alphabet as a starting point, we investigate the ideological assumptions shared by such a project and by some attempts of Universal languages or Pasigraphies at the end of the eighteenth century. The almost unanimous dismissal of these attempts among philologists and linguists aiming at comparison seems to be responsible for their suspicion about phonetic studies, while the history of problems of transcription in Humboldt's writings (...) ends up with a condemnation of any transfer of foreign sounds on the ground of the uniqueness of the genuine articulated sound in every language. (shrink)

Synaesthesia is a neurological condition in which a sensory or cognitive stimulus consistently co-activates another sensory/cognitive quality in addition to its usual qualities. For example, synaesthetes might see colours when they read words. Coloured language is one of the most common and most studied types of synaesthesia. The processes that govern the associations of colours and language have been linked to the mechanisms underlying the processing of language more generally. This chapter reviews evidence from current psycholinguistic synaesthesia research in Chinese, (...) focusing in particular on how synaesthetic colouring works in Chinese characters, the basic writing units in Chinese. I consider this in relation to the psycholinguistic processes of character recognition. This chapter reviews evidence for the following facts: that synaesthetic colouring of Chinese characters is a genuine phenomenon in the Chinese population and may affect as many as 1 in 100 in the Chinese population, with a non-significant difference across the sexes that the colouring of characters is rule-based and influenced by a number of linguistic factors; and that synaesthetic colouring can transfer across Chinese and English in bilinguals. These findings are discussed in relation to native versus non-native Chinese synaesthetes, and to the Chinese versus English systems. (shrink)

For many centuries Jews in Arabic-speaking lands have transcribed books written by non-Jews into the Hebrew alphabet; the language remains Arabic, but the writing is Hebrew. This was done mainly for the benefit of those who knew the Arabic language but not the script. The majority of these transcriptions are scientific or philosophical texts. Transcriptions are of value to scholars for two reasons. Some entire texts, or more complete or accurate versions of texts, are preserved only in transcription. In (...) addition, the choice of texts transcribed is very instructive concerning the cultural and intellectual interests of Jews. A century ago the great bibliographer Moritz Steinschneider published a description of the transcriptions known to him. We have undertaken to prepare a full catalogue. In this article we offer a preliminary relisting of those manuscripts that we have examined recently. Pendant plusieurs siècles, des juifs des pays arabophones transcrivaient en caractères hébraïques des ouvrages rédigés par des savants non juifs: la langue restait l'arabe, mais l'écriture était hébraïque. Ces transcriptions étaient faites à l'intention des juifs qui connaissaient la langue arabe mais pas son écriture. La plupart des textes ainsi transcrits sont scientifiques ou philosophiques. Ils présentent un intérêt pour la recherche pour deux raisons. Il y a des textes qui ne sont préservés qu'en transcription, et d'autres dont les manuscrits en caractères hébraïques renferment des versions plus complètes ou plus exactes que les manuscrits connus en caractères arabes. De plus, le choix des textes ayant été transcrits en caractères hébraïques est très instructif quant aux intérêts culturels et intellectuels des juifs. Il y a un siècle, le grand bibliographe Moritz Steinschneider avait publié une liste descriptive des manuscrits renfermant des transcriptions qui lui étaient connus. Nous-même avons entrepris d'en rédiger un catalogue complet. Dans le présent article nous proposons une liste préliminaire des manuscrits que nous avons examinés récemment. (shrink)

For many centuries Jews in Arabic-speaking lands have transcribed books written by non-Jews into the Hebrew alphabet; the language remains Arabic, but the writing is Hebrew. This was done mainly for the benefit of those who knew the Arabic language but not the script. The majority of these transcriptions are scientific or philosophical texts. Transcriptions are of value to scholars for two reasons. Some entire texts, or more complete or accurate versions of texts, are preserved only in transcription. In (...) addition, the choice of texts transcribed is very instructive concerning the cultural and intellectual interests of Jews. A century ago the great bibliographer Moritz Steinschneider published a description of the transcriptions known to him. We have undertaken to prepare a full catalogue. In this article we offer a preliminary relisting of those manuscripts that we have examined recently. (shrink)

Long before Jacques Derrida undertook a critique of phonocentrism as a form of ethnocentrism, a few teachers of deaf pupils rose to the challenge of working on a sign language independent of the structures of speech. For Derrida, this critique encompassed a reappraisal of Western limitations, while reflecting upon the boundaries and linearity of alphabetical versus ideographic writing. What I explore in this article is how the development of a pedagogy for deaf pupils went hand in hand with an (...) examination of language itself, including the dominance of alphabetical language, and led thinkers to question its role in the development of thought. The context of the development of a writing proper to sign language was one of the ferments in which this critique took shape, making writing practice the threshold of a critical investigation into the expressive qualities specific to sign language. My aim here is to sketch out the epistemological challenges and stakes of some of these conflicting approaches between the 1760s and the 1850s. This article analyzes some of the most radical linguistic conceptualizations about the potential of sign language to recreate the relationship between users and their language. I consider how teachers’ positionings led them to conceptualize sign language in distinct ways, ranging from a temporary, intermediary tool to an autonomous language with a writing of its own. After considering de Michel de l’Épée’s methodical signs and how far removed they are from the conception of a language of its own, as well as a discussion of them by deaf writer Pierre Desloges, I will investigate how Roch-Ambroise Bébian’s and Joseph Piroux’s conceptions of a writing specific to sign language led each of them to position it as a complete and independent language. (shrink)

Kermani traces the history of mankind from the origins of society and language to the present, and un-mutes the silence that resulted from the moment man began to write his history instead of listening to history's story.

_First English translation of Sini’s important work on the influence of writing and the alphabet on Western rationality._.

Spelling is a fundamental literacy skill facilitating word recognition and thus higher-level reading abilities via its support for efficient text processing (Adams, 1990; Joshi et al., 2008; Perfetti and Stafura, 2014). However, relatively little work examines second language (L2) spelling in adults, and even less work examines learners from different first language (L1) writing systems. This is despite the fact that the influence of L1 writing system on L2 literacy skills is well documented (Hudson, 2007; Koda and Zehler, (...) 2008; Grabe, 2009). To address this shortcoming, this study collected data on real word spelling, pseudoword spelling, and phonological awareness (elision) abilities from 70 participants (23 native speakers; 47 ELLs with alphabetic, abjad, and morphosyllabic L1s). Analyses compared performance on real word and pseudoword spelling between L1 English speakers and ELLs, and additionally among the non-native-speaker L1 groups (categorized into alphabet, abjad, and morphosyllabary groups). Similar comparisons were made across groups for performance on phonological awareness. Further, correlations were calculated between phonological awareness and real word spelling and between phonological awareness and pseudoword spelling, separately for L1 English speakers and the various ESL groups. Spelling accuracy on real words and pseudowords as well as phonological awareness skill differed between native speakers and ESL speakers, and also varied by the ESL speakers’ L1 writing system. Theoretically interesting patterns emerged in the spelling data. For example, the morphosyllabic L1 speakers had strong real word spelling (better than the other ESL groups) but greatly decreased pseudoword accuracy (a drop of 59% in accuracy). Although alphabetic L1 speakers had low spelling accuracy in terms of strict scoring, they had lower rates of errors per item, highlighting the importance of scoring approach for shaping the conclusions that are drawn. Error rates also revealed vowels to be more problematic than consonants, particularly in abjad L1 speakers. The results demonstrate that L2 spelling abilities, phonological awareness, and the relationships among them vary by L1 writing system, and that differing approaches to scoring and analysis may lead to varying conclusions. (shrink)

Name der Zeitschrift: Semiotica Jahrgang: 2015 Heft: 205 Seiten: 261-276.

Through computational modeling, here we examine whether visual and task characteristics of writing systems alone can account for lateralization differences in visual word recognition between different languages without assuming influence from left hemisphere (LH) lateralized language processes. We apply a hemispheric processing model of face recognition to visual word recognition; the model implements a theory of hemispheric asymmetry in perception that posits low spatial frequency biases in the right hemisphere and high spatial frequency (HSF) biases in the LH. We (...) show two factors that can influence lateralization: (a) Visual similarity among words: The more similar the words in the lexicon look visually, the more HSF/LH processing is required to distinguish them, and (b) Requirement to decompose words into graphemes for grapheme-phoneme mapping: Alphabetic reading (involving grapheme-phoneme conversion) requires more HSF/LH processing than logographic reading (no grapheme-phoneme mapping). These factors may explain the difference in lateralization between English and Chinese orthographic processing. (shrink)

Chinese characters are central to understanding how learners learn to read a logographic script. However, researchers know little about the role of character writing in reading Chinese as a second language. Unlike an alphabetic script, a Chinese character symbol transmits semantic information and is a cultural icon bridging embodied experience and text meaning. As a unique embodied practice, writing by hand contributes to cognitive processing in Chinese reading. Therefore, it is essential to clarify how Chinese character (...) class='Hi'>writing, language distance, and cultural background influence CSL reading proficiency. Based on extant research on L2 reading acquisition and strength of key theoretical perspectives of embodied cognition theory, this study tested a regression model for CSL reading involving individual-level factors and group-level predictors. This study collected big data in a sample of 74,362 CSL learners with 67 diverse L1s. Results of hierarchical linear modeling showed a significant effect of CCWP and significant language distance × CCWP interaction effect on reading proficiency; however, cultural background × CCWP interaction effect was not significant. These results conform to the ECT and indicate that bodily activity, past language usage, and cultural background aided reading. CCWP may benefit from withstanding the negative transfer from L1s. Furthermore, CCWP and cultural background are not synergistic predictors of reading. This study may open novel avenues for explorations of CSL reading development. (shrink)

The Qurʾān was taught in the letter method for many years. After the names of the letters in the Arabic alphabet are memorized in this method, the teaching of origins and signs begins. The syllabic method was developed over time as an alternative to this method, and the letters were taught directly with their superior vowel signs without memorizing their names. Unlike these two methods, the sound-based alif ba method has begun to be used in recent years. This method coincides (...) with the primary literacy teaching method based on the sounds thatwere adopted in Turkish teaching since 2005. Basic principles such as teaching the letters one-by-one, following the sound learning stages in teaching each sound, conducting the lessons in class, reading the syllables and words formed with the learned letters from the first day are adopted in both teaching methods. The purpose of the present study was to find out how the Qurʾān can be taught by applying the sound-based alif ba method and to draw attention to the original aspects of this method for learning the Qurʾān with the right sounds. Since the correct teaching of the Qurʾān is closely related to the teacher’s content knowledge and teaching skills, the alif ba that will be used and the method to be applied are important in reaching the target more systematically and faster. The case study design was used in the study in which the qualitative method was employed. The primary data of the study were Sound-Based Alif ba, for which I was the project assistant of, and the book with the title A New Approach in Teaching the Qurʾān: Sound based Alif baand Tajwīd Method, which was an editorial book of which I was one of the authors, and the thirty-episode series We Are Children and We Are Reading the Qurʾān, published on Diyanet TV, for which I was the production coordinator. Also, to see the applicability of the method, interviews were conducted with eight instructors who used Sound-Based Alif ba in their lessons. The study received ethical approval from Ankara Social Sciences University Rectorate Social and Human Sciences Research and Scientific Publication Ethics Committee on 8 July 2021 with the decision no 12450. The main thing in the sound-based alif ba method is the correct vocalization of the Qurʾān. The letters in alif ba are arranged differently from the classical alphabet order and are divided into six groups considering the frequency of occurrence in the Qurʾān and the degree of difficulty of origins. Each letter is taught in a separate lesson with the support of the ḥarakas and the sukūn (such as اَلْ, اِلْ, اُلْ). During the teaching, attention is paid to the sound learning steps, and the student is expected to feel the sound of the letter to be learned, distinguish it from other letter sounds, and then pronounce it from the correct origin as much as possible. In the sound-based alif ba method, the teaching of the shape of the letter is done after the sound of the letter is pronounced. During the teaching of the shapes of the letters, the part of the letter that does not change when written within a word is emphasized, and the writing is used so that the shape of the letter can be placed in the mind of the student. In the sound-based alif ba teaching, reading from the Qurʾān is done in every lesson, starting from the teaching of the first letter. During the teaching of alif ba, educational games, question-answer, and narration methods are used, primarily with the taʿlīm method. In this way, the teaching of Sound-Based Alif ba is spread over a period of 40 lessons. The study findings showed that the sound-based alif ba method has similar characteristics with the sound-based primary literacy teaching method; however, Arabic has its own unique aspects with its language structure. Among these originalities, which is adopted in the teaching of letters, firstly teaching the letter with the sukūn and with the support of movable ا and then showing the shape of the letter is carried out. As a matter of fact, the teachers have the opinion that this vocalization method, which is adopted, facilitates the learning of the correct sounds, and that teaching the letters in line with the sound learning steps increases the efficiency of the lesson. Although most of the instructors pointed out to the positive aspects of teaching tajwīd sounds in alif ba, one of the instructors did not find it necessary. The opinions of the teachers showed that the sound-based alif ba method can be applied efficiently in online lessons, but the teacher-student relation is affected negatively when compared to the classroom setting. All of the instructors said that the materials used in the lessons and demonstration and educational game methods increased the quality of the course, and that the We Are Children We Are Reading the Qurʾān program is an important resource for them. (shrink)

It appears likely that at its peak the classical economy was almost as large as that of Western Europe during the Industrial Revolution. The following review of the archeological and document evidence indicates that three events occurring in the first half of the first millennium BC trigger the emergence of a specialized and integrated classical economy after 500 BC: (i) growth in demand for silver as a medium of exchange in economies in the Near East; (ii) technical breakthroughs in hull (...) construction and sailing rig in merchant shipping of the late Bronze Age; (iii) perfection of ferrous metallurgy into the European hinterland. This last event raised agricultural productivity to a level capable of supporting the occupational specialization needed to sustain a vigorous trading economy. To these initial causes may be added the diffusion of alphabetic writing. While it did not create opportunities for long-distance trade, the diffusion of writing supplied the means of responding on a scale large enough economically to matter. (shrink)

In alphabetic writing systems (such as English), the spaces between words mark the word boundaries, and the basic unit of reading is distinguished during visual-level processing. The visual-level information of word boundaries facilitates reading. Chinese is an ideographic language whose text contains no intrinsic inter-word spaces as the marker of word boundaries. Previous studies have shown that the basic processing unit of Chinese reading is also a word. However, findings remain inconsistent regarding whether inserting spaces between words in (...) Chinese text promotes reading performance. Researchers have proposed that there may be a trade-off between format familiarity and the facilitation effect of inter-word spaces. In order to verify this, this study manipulated the format familiarity via reversing the Chinese reading direction from right to left to investigate this issue in Experiment 1 and Experiment 2. The purpose of Experiment 1 was to examine whether inter-word spaces facilitated Chinese reading in an unfamiliar format. Experiment 1 was conducted that 40 native Chinese undergraduates read Chinese sentences from right to left on four format conditions. The results showed faster reading speed and shorter total reading time for the inter-word spaced format. Based on this finding, Experiment 2 examined whether the facilitation effect of inter-word spaces would reduce or disappear after improving the format familiarity; this experiment was conducted that 40 native Chinese undergraduates who did not participate in Experiment 1 read Chinese sentences from right to left on four format conditions after ten-day reading training. There was no significant difference between the total reading time and reading speed in the inter-word spaced format and unspaced format, which suggests that the facilitation effect of inter-word spaces in Chinese reading changed smaller. The combined results of the two experiments suggest that there is indeed a trade-off between format familiarity and the facilitation of word segmentation, which supports the assumption of previous studies. (shrink)

A specific interest and attention to translation and to the relation between signs, natural languages, and thought spread out not only from the so called “linguistic turn” in the 20th century, but also from the cross-cultural dimension that gained prominency in the last decades. Interlinguistic translation can thus be considered and analyzed as a particular and fruitful field of study for philosophy, because in that experience we have to face the intimate relationship that intertwine form and content, the contingency of (...) expression and the ideal aspiration to a shared, universal truth. The case of Chinese language and thought provide further material to explore, in order to raise more questions about the links among grammar, morphology, system of writing, and the meanings that those structures intrinsecally brings and convey. Re-considering Hegel’s ideas about alphabetical and non-alphabetical writing, and through a peculiar case study of a poem by Wang Wei, we can learn to appreciate in a new way the alterity of Chinese characters and language. Finally, the act of translation can be seen as a model of ethical understanding, in order take into account the Other, without enclosing it into the frames that have been shaped with our own categories. (shrink)

Our understanding of the cognitive processes involved in reading has been advanced by computational models that simulate those processes. Unfortunately, most of these models have been developed to explain the reading of English and other alphabetic languages, with relatively fewer efforts to examine whether or not the assumptions of these models also explain what has been learned from other languages and, in particular, non-alphabetic writing systems like Chinese. In this article, we will review those computational models that (...) have been developed to explain the reading of Chinese, with the goal of comparing their theoretical assumptions to those of models that explain the reading of English. Our analysis indicates that there are both points of convergence and divergence between the theoretical assumptions of Chinese versus English models, suggesting that the cognitive systems supporting reading may be differentially influenced by features of the languages and/or writing systems, or that certain theoretical assumptions developed to explain the reading of one language might be adapted to explain the reading of others. (shrink)

_Disorientation_ is the first publication in English of the second volume of _Technics and Time_, in which French philosopher Bernard Stiegler engages in a close dialogue with Husserl, Derrida, and other philosophers who have devoted their energies to technics, such as Heidegger and Simondon.The author's broad intent is to respond to Western philosophy's historical exclusion of technics and techniques from its metaphysical questionings, and in so doing to rescue critical and philosophical thinking. For many years, Stiegler has explored the origins (...) and philosophical, ethical, and political stakes of a global process he calls "the industrial temporalization of consciousness." Here, demonstrating that technology—including alphabetical writing—is memory, he argues that through new technologies of retention and inscription we have come to live in a world where time devours space, a disoriented world in which we have lost our bearings. Immersed in the multimedia of an over-connected world, with time and space as we know them abolished, we no longer find "cardinal points" to guide us and may even be led where we do not wish to go. We must therefore prepare to confront new spheres of ideological control and discover new possibilities in the digital environment. (shrink)

In this article, I deal with the transition from traditional ‘school’ forms of instruction to educational processes that are fully mediated by digital technologies. Against the background of the idea the very institution ‘school’ is closely linked to the invention of the alphabetic writing system and to the need of initiating new generations into a literate culture, I focus on the issue of literacy training. I argue that with the digitization of education, a fundamental transition takes place regarding (...) what it means to be literate, but also what it means to educate and to be educated. I do so by developing a ‘techno-somatic’ approach, which means that I look at the use of concrete instructional technologies, and the bodily disciplines that are involved. I set out a double comparison in which I contrast existing, ‘traditional’ ways of learning how to read/write with the way in which literacy training looked like before the nineteenth century, on the one hand, and with the initiation into literacy in the Chinese/japanese language, on the other hand. I argue that these comparisons shed light on the differences between traditional and digital literacy. More precisely, I show that in each case, a different relation toward what it means to produce script is involved. As such, both forms of literacy go together with different spaces of experience and senses of being-able, and therefore with altogether different ideas of what education is all about. (shrink)

The emergence and development of the humanities were initially bound up with the spread of alphabetic writing, and subsequently with the development of printing; the original task of the nascent humanities disciplines was a thoroughly practical one: that of building up our knowledge about the characteristics of the new media with the aim of exploiting this knowledge in everyday life—for the sake of economic, educational, or political benefits. In particular, the beginnings of philosophy lead us back to the (...) times of the first emergence of alphabetic writing. There is no philosophy in a purely oral culture; Western philosophy is in the first instance, and remains down to the twentieth century, reflection on conceptual relations generated by written language. Today, the printed word is losing its position as the dominant vehicle of communication. Philosophy faces a new educational challenge: that of articulating the logic of multimedia information storage and exchange. (shrink)

This essay is about mathematics as a written or literate language. Through historical and anthropological observations drawn from the history of Greek mathematics and the oral tradition preceding the rise of literacy in Greece, as well as considerations on the nature of alphabetic writing, it is argued that three essential linguistic features of mathematical discourse are jointly possible only through written, alphabetic language. The essay concludes with a discussion of how both alphabetic principles and issues related (...) to literacy faced by the Greeks in the axiomatization of geometry play a central role in some specific metamathematical theories. Drawing extensively on the work of ArpSd Szatx5, Eric Havelock, and Albert Lord, the implications developed between Szab6's history of Greek mathematics and Havelock and Lord's theories of writing and oral traditions (Homer's in particular) are the author's own, as are the applications to modern logic. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Script RoseJoseph S. CatalanoLearning to read words, musical notes or numbers is a process by which we attach sounds, pictures and meanings to marks. Looked at in this way, the English script “rose” is a sign of a sound, a picture or a meaning. But when we read fluently is the word “rose” a sign? I think not; and I shall try to make a case that, to (...) the properly disposed reader, the script “rose” (hereafter written rose) is a rose.ITo have the perspective I require on reading, a quasi-Davidsonian distinction between causes and reasons may be useful. Early training in matching marks with sounds and pictures, surface irritations of light on the eye, stimulation and fixing of our entire neurological complex are all part of the causal network of our ability to read. But none of these causes are the reasons for our ability to be absorbed in reading a text.Of course, a distinction between causes and reasons does not, of itself, explain how the written page can be a world in which we find things such as roses. In order to see how the script rose got to be a rose, it is useful to suspend the usual questions that we ask about written language. Thus, we must not concern ourselves about the ambiguity that might arise because the word rose can be taken to mean a flower, a hue or a person, nor about what happens when we translate from one language to another, nor about the distinction between a sign, whether natural or artificial, and what is signified, nor whether written language [End Page 85] corresponds to something other than itself, nor the question of the meaning of meaning.IIWe created better than we knew, when we invented writing. We intended to represent the spoken word; but we made roses, dreams and lives exist as marks on a page. If this seems mysterious, it is a mystery that is present in every artifact, and what I seek is a perspective on written language precisely as an artifact.Of course, scripts are artifacts, but what I am after is the workmanship. The workmanship is both obvious and hidden. It is there for us to see; it is what we read. But we do not see it as forged over a long period of time just to serve its function as marks that are readable.In general, certain aspects of written language are similar to ordinary artifacts, others are not so. The difference is more obvious than the similarity: Scripts differ from ordinary artifacts, because we first approach them as signs of sounds, pictures or meanings: A child does not learn about sitting by looking at a chair as a sign of a chair; for example, the child does not squat on the floor, when it sees a chair. More importantly, the craftsmanship that gave us written language, especially alphabetic writing, was directed toward forging “arbitrary” marks, and a chair is certainly not an arbitrary representation of something to sit upon. In Quiddities, in the section “A” for “Alphabet,” W. V. Quine neatly summarizes the remarkable feat of discovering meaningless marks to represent sounds.... the full power of writing awaited the convergence of writing with speech, and this reached its early stages five thousand years ago. Depictions of visible objects came to be pressed into phonetic duty on the rebus principle, as if in English we were to write melancholy by depicting a melon and a collie. This expedient was rendered more flexible and powerful, if less picturesque, by devoting the phonetic representations to brief sounds—single consonants or syllables. The sound was represented by a hieroglyph depicting something whose name merely began with that sound. The rebus principle thus gave way to an acrophonic one.It was a notable step of abstraction. Finding a melon and collie in melancholy is a matter of punning with familiar words; extracting a meaningless me-, on the other hand, and meaningless lan-, and so on, calls for appreciating fugitive sounds that are not words and name nothing.(pp. 1–2)[End Page 86]Quine is right to follow the traditional claim that writing... (shrink)