Communication can manifest itself in several ways: verbal, physical, visual, etc. For as long as man has existed, we have found ways to communicate with each other through these different ways of expressing ourselves. Humans generally communicate through speech; And in the age of technology, messages via the Internet. The formation of human language is a storied story that often involves the mixing of many different cultures, but perhaps the most interesting concept is how we found ways to communicate before the discovery of speech. Physical expression has long been used to communicate with each other. Our ancestors used physical communication and it is still one of the most powerful tools we have today, so much so that entire languages ​​have been built from it. Sign languages ​​are languages ​​that use manual expressions to visually represent ideas and convey meaning. These languages ​​have their own vocabulary as well as grammar rules. The role that age plays on the development of sign language skills and understanding of the language itself is perhaps one of the most important factors when analyzing morphological understanding of language . Say no to plagiarism. Get a tailor-made essay on “Why Violent Video Games Should Not Be Banned”? Get an original essay The connection between sign language and gestures is a subject of great interest. Language training usually involves the acquisition of new words and sounds, but in sign language, hand shapes and gestures lead to the development of a new language. Gary Morgan of City University London and Chloe R. Marshall of the University of London are studying how accurately hearing adults who have been learning BSL (British Sign Language) for 1 to 3 years are able to produce and understand classifiers. In a production test with hearing adults who had practiced BSL for 1 to 3 years, it was found that they could use their hands to represent objects, but had difficulty choosing the same conventional hand shapes than native signers. (Marshall & Morgan 2014) Both concluded that adult BSL learners are able to bring their visuospatial knowledge and understanding of gestures to correctly produce classifiers. The first study in the article involves twelve hearing adults with an average age of 28.6 years explaining in BSL the differences between two images that were both presented for three seconds each. Eleven of the twelve participants completed the study. “Production was a challenge for BSL learners. while they were generally very accurate in expressing location and orientation information in the locative and distributive plurals, they found the use of conventional BSL hand shapes more problematic. The difficulty of knowing which hand shapes to use to describe images raises the question of understanding classifiers and leads to the second study of the article. The same twelve participants watched a signing video and then had to choose a correct image of what was signed during the video. The results were very different from the first study. “It is worth noting that learners performed this task very accurately (and reported finding it extremely easy), in contrast to their considerably less accurate performance of the production task (which the majority reported finding very difficult). » (Marshall & Morgan 2014) The final study ofThe article compared the understanding of classifiers in BSL learners and non-signers with interesting results. The article states: "The fact that the non-signers did so well and that their performance pattern did not differ in any way from that of the BSL learners indicates that many entity classifier constructs can be understood using general visuo-spatial skills and without any formal introduction to sign language. » The article itself was well structured and easy to read. Three contingent studies involving the same twelve participants are both beneficial for consistency, but also lack a large sample size. The most interesting finding is that “the finding that BSL learners performed better than non- signers shows that language experience also plays a role in successful comprehension. » Sign language in the education system has recently generated great interest and debate. Complications of sign language in the education system could pose problems for educators and students due to miscommunication due to things like aspectual inflections. Dennis Galvan, professor in the Department of Psychology at Gallaudet University, attempts to shed light on the subject by analyzing a study of 30 indigenous and early signing children aged 3 to 9 years old. Children were asked to sign a story in ASL (American Sign Language) to analyze and evaluate for its morphological and contextual implications. Qualitative differences were found between native signers and early signers regarding the verbal complexity of the signs, but not their expression. (Galvan 1999) These results may imply that adult signers may use different language processing strategies than child signers. Galvan found in his study that when it came to the ability to use morphologically complex verbs, there were differences in the quantity of verbs. aspectual inflections between age groups. He found that native signers aged 5, 7, and 9 generally used the same number of aspectual inflections, while younger early signers, aged 5, tended to use more aspectual inflections than early signers. signatories aged 9. Galvan proposes that even if children of different ages were qualitatively different, it is also possible that children of earlier ages went through a different process when learning sign language. (Galvan 1999) Further analyzing the differences between native signers and early signers, Galvan goes on to state: "The interesting finding here is that early signers exhibit cognitive growth (as evidenced by increasingly complex utterances) without morphological growth of aspectual inflections.)” (Galvan 1999) These data further fuel the debate on sign language in the education system. Galvan concludes his study by saying: “Implicit in the present discussion is the question of the teacher's knowledge and use of ASL in the classroom. The teacher must be able to assess the child's ability to use ASL to express a particular concept. To do this, the teacher must be able to express and understand this concept in ASL. (Galvan 1999) The article provides a well-prepared experiment to determine differences in morphological understanding between native and early speakers. Galvan uses his data analysis to present an argument against sign language in the education system, providing multiple.12118.