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Introdução: A Língua Brasileira de Sinais (Libras) é uma língua de natureza visuo-motora com um sistema linguístico e estrutura gramatical próprio e sua aquisição em tempo oportuno é importante para o desenvolvimento cognitivo e comunicativo da criança surda. As famílias ouvintes de crianças surdas devem se engajar no aprendizado dessa língua, uma vez que na ausência do conhecimento da Libras, podem apresentar dificuldades de comunicação e de relacionamento com seu filho surdo. Objetivo: O objetivo deste estudo foi compreender o papel da Libras na comunicação de familiares ouvintes e seus filhos surdos atendidos em um centro de reabilitação. Métodos: Trata-se de um estudo transversal, de caráter qualitativo. Foi aplicado um roteiro de entrevista semiestruturado com 10 questões abertas a pais ouvintes de crianças surdas que participam de atendimentos em um centro de reabilitação. A análise dos dados foi realizada por meio do método análise de conteúdo. Resultados: Ao todo foram entrevistadas 10 mães de crianças surdas. As idades das mães variaram de 21 a 47 anos. Nove mães afirmaram usar a Libras em casa com seus filhos todos os dias e todas relataram usá-la em atividades cotidianas da criança. Todas as mães afirmaram que o uso da Libras trouxe benefícios para o relacionamento na díade mãe-filho. Conclusão: Os achados revelam um importante papel da Libras tanto na comunicação de familiares ouvintes e seus filhos surdos, como no cotidiano desses lares. (AU)

Introduction: The Brazilian Sign Language (Libras) is a visual-motor language with its linguistic system and grammatical structure and its timely acquisition is important for deaf children's cognitive and communicative development. Deaf children's hearing families should engage in learning this language, since not knowing Libras may lead to communication and relationship difficulties with their deaf children. Objective: This study aimed to understand the role of Libras in the communication between hearing family members and their deaf children treated at a rehabilitation center. Methods: This cross-sectional qualitative study applied a semi-structured interview with 10 open-ended questions to hearing parents of deaf children who receive care at a rehabilitation center. Data were analyzed with the content analysis method. Results: Altogether, 10 mothers of deaf children were interviewed. Their ages ranged from 21 to 47 years. Nine mothers said they used Libras at home with their children every day, and all reported using it in their child's daily activities. All mothers stated that the use of Libras brought benefits to the mother-child relationship. Conclusion: The findings highlight the important role of Libras in the daily lives and communication of hearing family members and their deaf children. (AU)

Introducción: La Lengua de Señas Brasileña (Libras) es una lengua visomotora con sistema lingüístico y estructura gramatical propios y su adquisición oportuna es importante para el desarrollo cognitivo y comunicativo del niño sordo. Las familias oyentes de niños sordos deben involucrarse en el aprendizaje de este idioma, ya que en ausencia del conocimiento de Libras, pueden tener dificultades en la comunicación y las relaciones con su hijo sordo. Objetivo: El objetivo de este estudio fue comprender el papel de Libras en la comunicación de los familiares oyentes y sus hijos sordos atendidos en un centro de rehabilitación auditiva. Métodos: Se trata de un estudio transversal, cualitativo. Se aplicó un guión de entrevista semiestructurada con 10 preguntas abiertas a padres oyentes de niños sordos que participan en el cuidado en un centro de rehabilitación. El análisis de los datos se realizó mediante el método de análisis de contenido. Resultados: En total, se entrevistaron 10 madres de niños sordos. Las edades de las madres oscilaron entre 21 y 47 años. Nueve madres dijeron que usan Libras en casa con sus hijos todos los días y todas informaron que lo usan en las actividades diarias de sus hijos. Todas las madres afirmaron que el uso de Libras trajo beneficios a la relación madre-hijo. Conclusión: Los hallazgos revelan un papel importante de Libra tanto en la comunicación de los miembros oyentes de la familia y sus hijos sordos, como en la vida diaria de estos hogares. (AU)

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RESUMO Introdução: A qualidade da comunicação entre o profissional de saúde e o paciente é um importante pilar para uma atenção em saúde eficiente. O estado de Roraima caracteriza-se por possuir um alto percentual de indígenas, além de outros grupos que demandam linguagens de comunicação específicas. Objetivo: Este estudo teve como objetivo avaliar comparativamente os níveis de conhecimento dos estudantes do curso de Medicina e dos profissionais médicos recém-formados pela Universidade Federal de Roraima (UFRR) e dos discentes de outros cursos de graduação da UFRR, que não pertencem à área de saúde, acerca da Língua Brasileira de Sinais (Libras) e das línguas indígenas Macuxi, Yanomami e Wapichana. Método: Trata-se de um estudo de corte transversal, observacional e descritivo, com caráter quantitativo, envolvendo 202 participantes, o qual utilizou como ferramenta de coleta de dados um questionário estruturado aplicado de forma virtual. Resultado: O presente estudo envolveu 80 estudantes ou profissionais recém-formados em Medicina (39,6%), 47 estudantes ou profissionais recém-formados de Engenharia (23,3%) e 75 estudantes ou profissionais recém-formados de Direito (37,1%). Dentre a totalidade dos participantes, 100 eram homens (49,5%) e 102 mulheres (50,5%). Houve associação entre cursar Medicina e saber falar pelo menos uma língua indígena (p = 0,0004). Essa relação não foi evidenciada nos cursos de Direito e Engenharia Civil. Também foi identificada a associação entre estar cursando ou ter cursado Medicina e ter interesse em aprender Libras (p = 0,0159) ou ter interesse em aprender uma língua indígena (p = 0,0054). Essa associação não foi identificada entre os alunos que cursaram ou estavam cursando Direito ou Engenharia Civil. Conclusão: Apesar de os participantes de Medicina possuírem um maior nível de conhecimento a respeito de línguas indígenas e Libras, quando comparados aos outros cursos, isso não garante uma atenção em saúde efetiva em sua integralidade, uma vez que se evidenciou uma grande dificuldade no processo de comunicação entre eles com indígenas e pessoas surdas.

ABSTRACT Introduction: The quality of communication between the health professional and the patient is an important pillar for efficient health care. The state of Roraima is characterized by having a high percentage of indigenous individuals, in addition to other groups that demand specific communication languages. Objective: This study aimed to comparatively evaluate the levels of knowledge of Medical students and newly graduated medical professionals from Universidade Federal de Roraima (UFRR) and students from other undergraduate courses at UFRR, who do not belong to the health area, of the Brazilian Sign Language (LIBRAS, Língua Brasileira de Sinais) and the Macuxi, Yanomami and Wapichana indigenous languages. Method: This is a cross-sectional, observational and descriptive study, with a quantitative approach, involving 202 participants, which used a structured questionnaire applied virtually as the data collection tool. Results: The present study assessed 80 students or newly graduated doctors (39.6%), 47 engineering students or newly graduated ones (23.3%) and 75 Law students or newly graduated ones (37.1%). Of all participants, 100 were men (49.5%) and 102 were women (50.5%). There was an association between studying medicine and knowing how to speak at least one indigenous language (p = 0.0004). This relationship was not demonstrated for the Law and Civil engineering courses. An association was also identified between studying or having studied Medicine and being interested in learning LIBRAS (p = 0.0159) or being interested in learning an indigenous language (p = 0.0054). This association was not identified in students who studied or were studying Law or Civil engineering. Conclusion: Although medical participants have a higher level of knowledge about indigenous languages and LIBRAS when compared to the other courses, this does not guarantee effective health care in its entirety, since there was great difficulty related to the process of communication between them and indigenous and deaf individuals.

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We compare the production of anaphoric expressions in Spanish and Italian. In two sentence completion tasks, Spanish and Italian-speaking participants complete sentence fragments where we manipulate the location of the antecedents (in a main or subordinate clause), the gender of the antecedents (similar or different) and the referent of the anaphoric expression (subject or object antecedent). Our results show a weaker subject bias for null pronouns and a weaker object bias for overt pronouns in Spanish compared to Italian. In addition, a thetic interpretation of the initial (subordinate) clause decreases the accessibility of the subject antecedent, leading to an increased use of noun phrases when there is gender-similarity between antecedents. By including gender dissimilar antecedents, we further observe an increase in speakers' production of overt pronouns when reference to an object antecedent is expected.

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Resumen El estudio se cuestiona sobre un abordaje fructífero en el estudio de los efectos de la modalidad lingüística (de señas versus oral) en la organización de la memoria semántica. Para responder la pregunta de investigación, un aspecto central es definir criterios y procedimientos capaces de distinguir entre los factores transportados por la modalidad lingüística de los que le son propios. Entre los primeros, se encuentran la edad de exposición a la lengua natural y su distribución funcional, etaria o geográfica. Entre los aspectos propios de la modalidad se incluyen la iconicidad y el grado de concreción/abstracción de las piezas léxicas. Se sugiere centrarse en el uso de dicho gradiente para evocar dominios conceptuales. Si lo concreto/abstracto es un continuo, entonces hay que preguntarse qué forma de organización es predominante en el léxico mental de las poblaciones señantes u oyentes y qué factores modulan el perfil de esa organización.

Abstract The efforts to understand the relationship of the meaning of a lexical piece to the object to which it refers, the relationship between the lexical pieces and the concepts, and the understanding of the meanings shared between two speakers who use the same lexical pieces have all constituted major problems for the semantic memory models. According to contemporary literature, perceptual-motor, linguistic, and social information have different weights in the formation of concepts, whether concrete or abstract, stored in the aforementioned memory. Regardless of the models developed so far, it is interesting to note that semantic knowledge is represented by various ways of relating the concepts and the types of relationships between them. In this context, studies in sign languages and comparative studies between spoken and sign languages are scarce. Thus, little is known about the effect of linguistic modality on the semantic networks. After all, the theory on semantic networks and norms for the production of features has been grounded on theories of language and its processing adjusted to spoken languages. As the incorporation of the sign language and the Deaf population has shown in other psycholinguistic and linguistic topics, the importance of including these languages and populations, and comparatives with spoken languages, might increase the explanatory power of the theory to account for the universal and contextual aspects of language and its processing. In this effort, there is a latent risk: the linguistic modality can be only a vehicle for more well-known or studied cross-modal variables (e. g., age of acquisition, functional distribution of language, size of the available lexicon, etc.). If it is considered that languages are not stored together, but similar processes can occur in them, it is essential to find out what may be a singular feature of each modality (spoken versus sign) that might ground differentiated processes. Considering the high iconicity of the sign languages and the possibility of a high concreteness of the lexical pieces in the sign language as distinctive features -not collapsible into well-known variables such as the aforementioned-, this article suggests a careful approach to avoid the aforementioned risk in the study of the effects of the linguistic modality (sign versus oral) in the organization of semantic memory. Since perceptual-motor and social information are the main sources of iconicity, a balanced instrument is necessary in the evocation of perceptual-motor, social, and linguistic information. Repeated free word association tasks seem like an appropriate paradigm for a suggested approach. The reasons for this are that, by not censoring the types of response, then free association tasks allow capturing all kinds of concepts (concrete or abstract), all kinds of semantic relationships/organization (paradigmatic versus thematic) and all kinds of processes (comparison versus interaction). This type of task therefore makes it possible to collect meanings related to linguistic information and non-linguistic experience because affective and experiential information is accessible by doing the task in different repetitions. The approach and the tool are exemplified by an ongoing comparative study between Deaf signing and hearing populations. The partial findings of this study also serve to focus on the expected effects of the difference in iconicity and the level of concreteness/abstractness of the lexical pieces of each linguistic modality; namely, the differences between an abstract and a concrete conceptualization of the conceptual domains. Taxonomic and introspective labels might appear as indicative of paradigmatic relationships, of a taxonomic organization, and of underlying comparison processes. On the other hand, the situational and entity labels, indicative of syntagmatic relationships, of a thematic organization and of underlying interaction processes, might suggest a predominantly concrete organization.

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Although language-family specific traits which do not find direct counterparts outside a given language family are usually ignored in quantitative phylogenetic studies, scholars have made ample use of them in qualitative investigations, revealing their potential for identifying language relationships. An example of such a family specific trait are body-part expressions in Pano languages, which are often lexicalized forms, composed of bound roots (also called body-part prefixes in the literature) and non-productive derivative morphemes (called here body-part formatives). We use various statistical methods to demonstrate that whereas body-part roots are generally conservative, body-part formatives exhibit diverse chronologies and are often the result of recent and parallel innovations. In line with this, the phylogenetic structure of body-part roots projects the major branches of the family, while formatives are highly non-tree-like. Beyond its contribution to the phylogenetic analysis of Pano languages, this study provides significative insights into the role of grammatical innovations for language classification, the origin of morphological complexity in the Amazon and the phylogenetic signal of specific grammatical traits in language families.

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Introducción: La lengua influye en el modo de pensar, vivir y relacionarse de cada uno de sus hablantes debido a su papel en el reflejo de las prácticas de cada colectivo humano y la transmisión de conocimientos. Esto significa que la comunicación y el aprendizaje de inglés como lengua extranjera incluyen los elementos de la cultura reflejados en esta lengua. Objetivo: Realizar un sistema de actividades para desarrollar la competencia intercultural en estudiantes de Medicina de la Facultad de Ciencias Médicas "Enrique Cabrera", La Habana, Cuba. Método: Se propone un sistema de actividades mediante un temario de prueba, estudio documental, recopilación e información durante toda la etapa del proceso investigativo. Fueron empleados varios métodos de investigación, en los métodos empíricos, la observación la encuesta y la entrevista. En los métodos teóricos el análisis histórico-lógico, el enfoque sistémico y la modelación, así como los procedimientos lógicos del pensamiento y los métodos matemáticos-estadísticos. Resultados: El aprendizaje del inglés como lengua internacional y de los saberes interculturales correspondientes es especialmente válido en la asignatura de inglés, basado en un sistema de actividades, para la formación de los futuros galenos, quienes deben aprender a comunicarse en esa lengua, lo que implica dominar los contenidos interculturales que permiten una interacción eficiente con personas, autoridades, organizaciones y obras de los países donde realizan sus funciones. Conclusiones: El aprendizaje del inglés como lengua internacional y de los saberes interculturales correspondientes, a través de un sistema de actividades, resulta primordial en la formación de estudiantes de Medicina de la Facultad de Ciencias Médicas "Enrique Cabrera".

Introduction: Language influences the way of thinking, living and the relationships of speakers because its role for reflecting the realities of each human group and the transmission of knowledge. This means that the communication and learning of English as foreign language includes elements present in the language culture. Objective: To design a system of activities to build the intercultural competence in medical students of the Facultad de Ciencias Médicas Enrique Cabrera, La Habana, Cuba. Method: A system of activities is proposed supported by test agenda, documentary study, collection and information gathered through whole research process. Several research methods were used in the study, for instance, the empirical methods (comprising the observational, survey, and interview methods), the theoretical methods (historical-logical analysis, the systemic approach and modeling), also were used the logical thinking procedures and mathematical-statistical methods. Results: Learning English as international language and the corresponding intercultural knowledge has a great value in the English subject. This learning process was supported by the application of a system of activities for training of future doctors, who must learn to communicate in this language, which implies mastering the intercultural contents that allow them to interact efficiently with people, authorities, organizations and works in the countries where they perform their functions. Conclusions: Learning English as international language and the corresponding intercultural knowledge, using a system of activities, is essential for training of medical students at the Facultad de Ciencias Médicas Enrique Cabrera.

Introdução: A língua influencia a forma de pensar, viver e se relacionar de cada um de seus falantes devido ao seu papel de refletir as práticas de cada grupo humano e a transmissão de conhecimentos. Isso significa que a comunicação e o aprendizado do inglês como língua estrangeira incluem os elementos da cultura refletidos nesse idioma. Objetivo: Realizar um sistema de atividades para desenvolver a competência intercultural em estudantes de Medicina da Facultad de Ciencias Médicas "Enrique Cabrera", Havana, Cuba. Método: Propõe-se um sistema de atividades por meio de agenda de teste, estudo documental, compilação e informação durante toda a etapa do processo investigativo. Foram utilizados vários métodos de investigação, nos métodos empíricos, a observação, o inquérito e a entrevista. Nos métodos teóricos, a análise histórico-lógica, a abordagem sistémica e a modelação, bem como os procedimentos de pensamento lógico e os métodos matemático-estatísticos. Resultados: Aprender inglês como língua internacional e o correspondente conhecimento intercultural é especialmente válido na disciplina de inglês, baseada em um sistema de atividades, para a formação de futuros médicos, que devem aprender a se comunicar nessa língua, o que implica o domínio intercultural conteúdo que permite uma interação eficiente com pessoas, autoridades, organizações e obras nos países onde desempenham suas funções. Conclusões: A aprendizagem do inglês como língua internacional e o conhecimento intercultural correspondente, através de um sistema de atividades, é essencial na formação dos estudantes de medicina da Faculdade de Medicina "Enrique Cabrera Cossío".

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Computational experiments have been very important to numerically simulate real phenomena in several areas. Many studies in computational biology discuss the necessity to obtain numerical replicability to accomplish new investigations. However, even following well-established rules in the literature, numerical replicability is unsuccessful when it takes the computer's limitations for representing real numbers into consideration. In this study, we used a previous published recurrent network model composed by Hodgkin-Huxley-type neurons to simulate the neural activity during development. The original source code in C/C++ was carefully refactored to mitigate the lack of replicability; moreover, it was re-implemented to other programming languages/software (XPP/XPPAUT, Python and Matlab) and executed under two operating systems (Windows and Linux). The commutation and association of the input current values during the summation of the pre-synaptic activity were also analyzed. A total of 72 simulations which must obtain the same result were executed to cover these scenarios. The results were replicated when the high floating-point precision (supplied by third-party libraries) was used. However, using the default floating-point precision type, none of the results were replicated when compared with previous results. Several new procedures were proposed during the source code refactorization; they allowed replicating only a few scenarios, regardless of the language and operating system. Thus, the generated computational "errors" were the same. Even using a simple computational model, the numerical replicability was very difficult to be achieved, requiring people with computational expertise to be performed. After all, the research community must be aware that conducting analyses with numerical simulations that use real number operations can lead to different conclusions.

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Home to more than twenty indigenous languages belonging to six linguistic families, the Gran Chaco has raised the interest of many linguists from different backgrounds. While some have focused on finding deeper genetic relations between different language groups, others have looked into similarities from the perspective of areal linguistics. In order to contribute to further research of areal and genetic features among these languages, we have compiled a comparative wordlist consisting of translational equivalents for 326 concepts - representing basic and ethnobiological vocabulary - for 26 language varieties. Since the data were standardized in various ways, they can be analyzed both quantitatively and qualitatively. In order to illustrate this in detail, we have carried out an initial computer-assisted analysis of parts of the data by searching for shared lexicosemantic patterns resulting from structural rather than direct borrowings.

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The Focus on the Outcomes of Communication Under Six (FOCUS) is one of a few validated outcome measures related to children's communicative participation. Additional validation of the FOCUS measure could address the paucity of validated outcomes-based measures available for assessing preschool-age children, particularly for those who are multilingual. The data collected for this study, with a representative sample of Jamaican Creole-English speaking children, extend the applicability of the FOCUS to a broader range of preschoolers and expand psychometric evidence for the FOCUS to a multilingual and understudied context.

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ABSTRACT Objective: To reflect about the barriers experienced by the deaf population during the COVID-19 pandemic, the proposals to overcome communication barriers in health care and the role of public policies in effecting the social inclusion of deaf people. Methods: Reflection based on studies on health care for deaf people, the COVID-19 pandemic and public accessibility policies. Results: The global crisis of COVID-19 has deepened pre-existing inequalities in the world, in addition to highlighting the vulnerability of people with disabilities, including deaf. Government, institutional and social initiatives to mitigate difficulties in communicating to deaf people have been made, but they are still insufficient to guarantee protection for them in this pandemic and full inclusion in health care. Final considerations: Social inclusion, supported by law, and the linguistic accessibility of deaf people still need to generate broad and concrete actions so that deaf people can enjoy their rights as citizens.

RESUMEN Objetivo: Disertar sobre los obstáculos vividos por la población sorda durante la pandemia de COVID-19, las propuestas para superar las barreras de comunicación en la atención sanitaria y el papel de las políticas públicas en la inclusión social efectiva de los sordos. Métodos: Es una reflexión basada en estudios sobre atención sanitaria de la persona sorda, COVID-19 y políticas públicas de accesibilidad. Resultados: La crisis global de COVID-19 está profundizando las desigualdades preexistentes en el mundo, además de poner de manifiesto la vulnerabilidad de las personas discapacitadas, entre ellas las sordas. Se están llevando a cabo iniciativas gubernamentales, institucionales y sociales para mitigar las dificultades de comunicación de los sordos, pero todavía son insuficientes para garantizarles protección en esta pandemia y plena inclusión en la atención sanitaria. Consideraciones finales: Es necesario impulsar la inclusión social, respaldada por la ley, y la accesibilidad lingüística de los sordos con acciones amplias y concretas para que puedan disfrutar de sus derechos como ciudadanos.

RESUMO Objetivo: Dissertar sobre os entraves vivenciados pela população surda durante a pandemia de COVID-19, as propostas para superar as barreiras comunicacionais no atendimento em saúde e o papel das políticas públicas na efetivação da inclusão social de surdos. Métodos: Reflexão baseada em estudos sobre assistência à saúde da pessoa surda, pandemia de COVID-19 e políticas públicas de acessibilidade. Resultados: A crise global da COVID-19 tem aprofundado desigualdades pré-existentes no mundo, além de evidenciar a vulnerabilidade de pessoas com deficiência, entre elas as surdas. Iniciativas governamentais, institucionais e sociais para mitigar dificuldades na comunicação aos surdos têm sido feitas, mas ainda são insuficientes para garantir-lhes proteção nesta pandemia e plena inclusão nos cuidados de saúde. Considerações finais: A inclusão social, amparada por lei, e a acessibilidade linguística de surdos ainda necessitam gerar ações amplas e concretas para que as pessoas surdas possam usufruir dos direitos que lhes cabem como cidadãs.

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Resumen El presente trabajo se propuso analizar la contribución de la comprensión de lenguaje oral y la velocidad y la precisión en la lectura de palabras en la comprensión lectora en lectores iniciales del español que crecen en contextos de pobreza urbana. Para ello, se evaluó a 31 niños de 3er grado que crecían en barrios socialmente vulnerables de la provincia de Buenos Aires, Argentina, mediante pruebas de comprensión lectora, precisión y velocidad lectora, vocabulario y procesamiento morfosintáctico. Los resultados de la muestra total indican que la medida de comprensión lectora se asoció a las medidas de vocabulario, procesamiento de lenguaje oral, y velocidad y precisión en la lectura. En contraposición a resultados obtenidos en otras lenguas de ortografía transparente, el análisis de una regresión indicó que la comprensión lectora estuvo mayormente explicada por la medida de precisión y no de velocidad en la lectura de palabras. A fin de enriquecer el análisis de los datos, a partir de los resultados en la prueba de comprensión de textos se conformaron dos grupos de niños con diferente nivel de comprensión lectora: un grupo de niños con un nivel de comprensión lectora cercano a la media obtenida (21 sujetos) y un grupo de niños cuyo desempeño se ubicó en un desvío por debajo de la media en la medida de comprensión (10 sujetos). Los resultados de una prueba de comparación de medias mostraron que entre grupos de niños con diferente nivel de comprensión lectora las habilidades que se diferenciaron fueron las relacionadas al procesamiento morfosintáctico.

Abstract The present study aims to analyze the contribution of oral language and reading comprehension skills in early readers of Spanish who grow up in poverty context in Buenos Aires, Argentina. For this, reading comprehension, reading accuracy, reading fluency, vocabulary and morphosyntax processing were tested in 31 3rd graders. Full sample data analysis show that reading comprehension measures was associated with vocabulary, oral language processing, reading speed and accuracy. In contrast to results obtained in other languages with transparent orthographies, regression analysis shows that reading comprehension was mainly explained by reading accuracy and not by reading speed. In order to improve the data analysis, two groups of children with different levels of reading comprehension were selected: one group (21 children) whose level of comprehension was near to the average obtained and one group of children (10 subjects) with lower reading comprehension level. The results of a mean comparison test showed that in groups of children with different levels of reading comprehension, the skills that differed were those related to morphosyntactic processing.

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El lenguaje es una función cognitiva, esta es muy importante ya que nos permite compartir y organizar nuestra vida cotidiana; al mismo tiempo es un pilar fundamental de las relaciones humanas. Sin embargo, no todos los menores desarrollan el lenguaje de manera adecuada. En Chile es posible observar una alta prevalencia del Trastorno Específico del Lenguaje (TEL), siendo necesaria la creación de Manuales para la estimulación de los niños en el hogar, donde Padres/Cuidadores actúan como agentes principales en esta tarea, complementando lo entregado en los establecimientos a los cuales asisten estos menores. El objetivo del presente estudio fue valorar la percepción de padres/ cuidadores sobre el Manual de Estimulación del Movimiento y Lenguaje, para niños con Trastorno específico del Lenguaje (TEL) entre 3 a 4 años de edad. El estudio fue abordado bajo un alcance descriptivo, donde participaron 109 padres. Dentro de los resultados fue posible observar que más del 50% de ellos consideró que el contenido, la forma de presentación y los ejercicios eran adecuados seleccionando la opción muy de acuerdo. De lo anterior, es posible concluir que la percepción que presentan los padres/cuidadores sobre el Manual de Estimulación del Movimiento y Lenguaje, es favorable para su difusión. Esto representa una oportunidad de utilizar este manual como una herramienta de entrenamiento para cuidadores de niños con diagnóstico de trastornos específicos del lenguaje y posteriormente evaluar la efectividad del mismo en el progreso de los menores.

Language is a cognitive function, which is important because it allows us to share and organize our daily lives; at the same time it is a fundamental pillar of human relationships. However, not all children develop language adequately. In Chile it is possible to observe a high prevalence of specific language disorder, being necessary the creation of manuals for the stimulation of children at home, where parents/caregivers act as main agents in this task, complementing what is delivered in the establishments attended by these minors. The objective of this study is to assess the perception of parents/caregivers about the Movement and Language Stimulation Manual for children with Specific Language Disorder (SLD) between 3 and 4 years of age. The study was approached under a descriptive scope, where 109 parents participated. Within the results, it was possible to observe that more than 50% of them considered that the content, the form of presentation and the exercises were adequate, selecting the option with strong agreement. From the above, it is possible to conclude that the perception presented by parents/caregivers about the Movement and Language Stimulation Manual is favorable for its dissemination. This represents an opportunity to use this manual as a training tool for caregivers of children diagnosed with specific language disorders and subsequently evaluate the effectiveness of the program in the children's progress.

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ABSTRACT Objective: to assess construct validity and reliability of the Self-Assessment of Occupational Functioning Scale in its Brazilian Sign Language version with deaf people. Methods: a methodological research study, with a sample of 121 deaf individuals, conducted virtually from January 2018 to July 2019 with dissemination throughout Brazil. Collection took place from the Self-Assessment of Occupational Functioning Scale in its transculturally adapted version for the Brazilian Sign Language. For the analysis of construct validation, the Student's t test for independent samples was used, while internal consistency was tested with the Kuder-Richardson test. Reproducibility was analyzed by means of the test-retest technique, using the McNemar test for the items and the Intraclass Correlation Coefficient and Pearson's correlation coefficient for the scores of the domains. Results: the Self-Assessment of Occupational Functioning Scale, in its version in Brazilian Sign Language, showed to be valid and reliable for the sum of the scores, and the mean of the domains obtained good internal consistency both in the total score (0.89) and for the items of the instrument. Conclusion: the instrument showed to be valid and reliable for deaf people. Offering a validated instrument to deaf individuals may provide this collective with the opportunity to expose their needs or demands regarding occupational functioning, allowing both health professionals and researchers in the area to plan care and research studies in a more inclusive and targeted manner, enabling benefits for the deaf.

RESUMEN Objetivo: evaluar la validez de constructo y la confiabilidad de la Escala de Autoevaluación del Funcionamiento Ocupacional en su versión en el Lenguaje de Señas Brasileño con personas sordas. Método: investigación metodológica, con una muestra de 121 personas sordas, realizada entre enero de 2018 y julio de 2019 de manera virtual con divulgación en la totalidad del territorio de Brasil. Los datos se recolectaron a partir da Escala de Autoevaluación del Funcionamiento Ocupacional en su versión adaptada transculturalmente para el Lenguaje de Señas Brasileño. Para el análisis de la validación de constructo, se utilizó la prueba t de Student para muestras independientes, mientras que la consistencia interna se evaluó mediante la prueba de Kuder-Richardson. La reproducibilidad se analizó por medio de la técnica test-retest, empleando la prueba de McNemar para los ítems y el Intraclass Correlation Coefficient y el coeficiente de correlación de Pearson para los puntajes de los dominios. Resultados: la Escala de Autoevaluación del Funcionamiento Ocupacional, en su versión en el Lenguaje de Señas Brasileño, demostró ser válida y confiable para la suma de los puntajes, y la media de los dominios obtuvo buena consistencia interna tanto en el puntaje total (0,89) como para los ítems del instrumento. Conclusión: el instrumento demostró ser válido y confiable para las personas sordas. Ofrecer un instrumento validado a las personas sordas podrá proporcionar a este segmento de la población la oportunidad de exponer sus necesidades o demandas en relación con el funcionamiento ocupacional, permitiendo así que tanto los profesionales de la salud como los investigadores del área planifiquen la atención y los estudios de investigación de manera más inclusiva y direccionada, viabilizando beneficios para la comunidad sorda.

RESUMO Objetivo: avaliar a validade de constructo e a confiabilidade da Escala de Autoavaliação do Funcionamento Ocupacional em sua versão em Língua Brasileira de Sinais com surdos. Método: pesquisa metodológica, com amostra de 121 surdos, no período de janeiro de 2018 a julho de 2019, realizada de maneira virtual com divulgação em todo o Brasil. A coleta foi realizada a partir da Escala de Autoavaliação do Funcionamento Ocupacional em sua versão adaptada transculturalmente para a Língua Brasileira de Sinais. Para a análise da validação de constructo, utilizou-se o teste t de Student para amostras independentes, enquanto a consistência interna foi testada por Kuder-Richardson. A reprodutibilidade foi analisada pela técnica teste-reteste, utilizando-se o teste de McNemar para os itens e o Intraclass Correlation Coefficient e o coeficiente de correlação de Pearson para os escores dos domínios. Resultados: a Escala Autoavaliação do Funcionamento Ocupacional, em sua versão em Língua Brasileira de Sinais, mostrou-se válida e confiável para a soma dos escores e a média dos domínios teve boa consistência interna no escore total (0,89) e boa consistência interna para os itens do instrumento. Conclusão: o instrumento mostrou-se válido e confiável para os surdos. Ofertar um instrumento validado aos surdos poderá proporcionar, a esse coletivo, a oportunidade de expor suas necessidades ou demandas no que concerne ao funcionamento ocupacional, permitindo, aos profissionais de saúde, assim como aos pesquisadores da área, planejar o cuidado e as pesquisas de forma mais inclusiva e direcionada, viabilizando benefícios à comunidade surda.

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Introdução: O artigo trata da linguagem e seus entrelaçamentos com o tema do corpo e a responsabilidade pedagógica da Educação Física no interior da Área de Linguagens. Metodologia: Referenciado em uma perspectiva crítico-hermenêutica de natureza bibliográfica, recupera conceitos fundantes da cultura ocidental, tais como physis, logos, pathos, e recorre aos marcos legais da Educação Básica no Brasil. Resultados e discussão: Reconhece, nas objetificações em situações práticas vinculadas aos sentidos, a dignidade das diferentes formas de linguagem. Não se limitando ao universo de uma razão cientificista, nem à imediatidade dos impulsos sensíveis, sustenta que as linguagens que nos constituem humanos estão tensionadas entre logose pathos. Referindo-se à especificidade da área das linguagens, destaca o caráter formativo destas, ao dar espaço para que aflorem os canais da sensibilidade para além do cognitivo-conceitual. Considerações finais: Afirma o corpo como a base do nosso entendimento e compreensão de mundo, o que exige uma razão mundana que dialogue com os contextos e que seja capaz de construir um mundo comum. Aposta que o conhecimento, emergente das experiências de linguagens, permite um saber ético-estético, expressivo e reflexivo, em uma relação de pertencimento e estranhamento com a tradição.

Introduction: The article deals with language and its entanglements with the theme of the body and the pedagogical responsibility of Physical Education within the Area of Languages. Methodology: It has as reference a critical-hermeneutical perspective of a bibliographic nature, it retrieves fundamental concepts of Western culture, such as physis, logos, pathos, it resorts the legal frameworks of Basic Education in Brazil. Results and discussion: It recognizes, in objectifications in practical situations linked to the senses, the dignity of different forms of language. Not limiting itself to the universe of a scientific reason, nor to the immediacy of sensitive impulses, it maintains that the languages that make us human are strained between logos and pathos. Referring to the specificity of the area of languages, it highlights the formative character of these languages, by giving space for sensitivity channels to emerge beyond the cognitive-conceptual. Final considerations: It affirms the body as the basis of our understanding and compreheension of the world, which requires a worldly reason that dialogues with contexts and is capable of building a common world. It bets that knowledge, emerging from language experiences, allows an ethical-aesthetic, expressive and reflective knowledge, in a relationship of belonging and estrangement with tradition.

Introducción: El tema es lenguaje y sus entrelazados con el cuerpo y la responsabilidad pedagógica de la Educación Física en el Área de Lenguajes. Metodología: Referenciado en una perspectiva crítico-hermenéutica de naturaleza bibliográfica, recupera conceptos fundantes de la cultura occidental, como physis, logos, pathos, recorriendo a los marcos legales de la educación básica en Brasil. Resultados y discusiones: Reconoce, en las objetivaciones en situaciones prácticas de los sentidos, la dignidad de las diferentes formas del lenguaje. No se limitando al universo de una razón científica, ni a la inmediatez de los impulsos sensibles, sustenta que los lenguajes que nos hacen humanos están tensionados entre logos y pathos. Al referirse a la especificidad del área de los lenguajes, se destaca el carácter formativo de estos, al dar espacio para que los canales de sensibilidad emerjan más allá de lo cognitivo-conceptual. Consideraciones finales: Afirma el cuerpo como base de nuestro entendimiento y comprensión delmundo, lo que exige una razón mundana que dialogue con los contextos y que sea capaz de construir un mundo común. Apuesta a que el conocimiento, surgido de las experiencias lingüísticas, permite un conocimiento ético-estético, expresivo y reflexivo, en una relación de pertenencia y extrañamiento con la tradición.

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RESUMO O texto tem como objetivo analisar como as habilidades prescritas ao ensino de Educação Física no Ensino Fundamental se articulam com as diferentes formas de linguagens. Para isto, optamos pela abordagem qualitativa com o tipo de pesquisa documental. Com a análise de conteúdo, recortamos as unidades de registros nos termos ou palavras que compõem cada categoria a priori com base na teoria dos multiletramentos: linguagem escrita, linguagem oral e as representações visuais, sonoras, táteis, gestuais, de si mesmo e espaciais. Em nossa análise, destacamos a limitada apreensão teórica da BNCC sobre a noção de linguagem na Educação Física que pouco explora as múltiplas linguagens, tanto ao longo dos anos escolares como nas unidades temáticas.

ABSTRACT The text aims to analyze how the skills prescribed to the teaching of Physical Education in Elementary Education is articulated with the different forms of languages. For this, we opted for the qualitative approach with the type of documentary research. With content analysis, we cut the units of records in terms or words that compose each category, at first, based on the theory of multi-tools: written language, oral language and visual, sound, tactile, gestural, self and spatial representations. In our analysis, we highlight the limited theoretical apprehension of BNCC on the notion of language in Physical Education that little explores the multiple languages, both over the school years and in the thematic units.

RESUMEN El texto tiene como objetivo analizar cómo las competencias prescritas a la enseñanza de la Educación Física en Educación Primaria se articulan con las diferentes formas de lenguajes. Para ello, optamos por el enfoque cualitativo con el tipo de investigación documental. Con el análisis de contenido, cortamos las unidades de registros en términos o palabras que componen cada categoría, a priori en base a la teoría de las multiherramientas: lenguaje escrito, lenguaje oral y representaciones visuales, sonoras, táctiles, gestuales, del self y espaciales. En nuestro análisis, destacamos la escasa aprehensión teórica del BNCC sobre la noción de lenguaje en Educación Física que explora poco los múltiples lenguajes, tanto a lo largo de los años escolares como en las unidades temáticas.

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Some concepts are more essential for human communication than others. In this paper, we investigate whether the concept of agent-backgrounding is sufficiently important for communication that linguistic structures for encoding this concept are present in young sign languages. Agent-backgrounding constructions serve to reduce the prominence of the agent - the English passive sentence a book was knocked over is an example. Although these constructions are widely attested cross-linguistically, there is little prior research on the emergence of such devices in new languages. Here we studied how agent-backgrounding constructions emerge in Nicaraguan Sign Language (NSL) and adult homesign systems. We found that NSL signers have innovated both lexical and morphological devices for expressing agent-backgrounding, indicating that conveying a flexible perspective on events has deep communicative value. At the same time, agent-backgrounding devices did not emerge at the same time as agentive devices. This result suggests that agent-backgrounding does not have the same core cognitive status as agency. The emergence of agent-backgrounding morphology appears to depend on receiving a linguistic system as input in which linguistic devices for expressing agency are already well-established.

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Resumen El artículo analiza las taxonomías digitales desde la perspectiva bibliotecológica. Su objetivo fue construir una taxonomía digital del área de conocimiento "Sistema solar" que pudiera ser implementada como sistema de acceso temático jerárquico-visual para un conjunto de recursos de información digitales albergados en un sitio web. La metodología empleada en la construcción de la taxonomía consistió en una propuesta particular que se nutre de dos metodologías relevantes sobre el tema. Se encontró que las taxonomías son un Sistema para la Organización del Conocimiento (SOC) que, debido a su potencial representador y organizador, han migrado al espacio de los Sistemas para la Organización del conocimiento en Red (SOCR) cuyas funciones en la web están asociadas, entre muchas aplicaciones, a la indización y clasificación de recursos de información. Se concluye que el conocimiento teórico y aplicado de las taxonomías digitales es prioritario para los profesionales de la información que día a día se enfrentan a más retos relacionados con el ordenamiento de recursos de información insertos en la World Wide Web.

Abstract The article analyzes digital taxonomies from the librarianship perspective. Its objective was to build a digital taxonomy about "Solar System" knowledge area that can be implemented as hierarchical-visual subject access system for a set of digital information resources stored in a website. The methodology used to build the taxonomy was a proposal based on two relevant methodologies about the topic. It was found that taxonomies are a Knowledge Organization Systems (KOS) that, due to its representational and organizer potential, have migrated to the space of Networked Knowledge Organization Systems (NKOS), whose tasks on the web are associated, among many applications, to the indexing and classification of information resources. It is concluded that the theoretical and applied knowledge of digital taxonomies is a priority for information professionals who every day deals with challenges related to the organization of information sources inserted in the World Wide Web.

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Introduction: Places with high species diversity have high linguistic diversity, whereas areas with low species diversity tend to have low linguistic diversity. Objective: To characterize the intriguing relationship between biological and cultural diversity, a correlation that has been discussed at a global scale, but here tested for the first time in Mexico. Methods: We compiled exhaustive databases on both endangered species and endangered languages, and reviewed available literature on Mexico's biocultural diversity with a focus on endangered and critically endangered species and languages. Results: With 364 living languages, Mexico is the world's fifth most linguistically diverse country, but 64 of these languages are facing a very high risk of disappearance and 13 have already disappeared. Mexico is also the fourth most biologically diverse country, but 1 213 species of its flora and fauna are threatened with extinction and at least 127 species were recently extinct. Conclusions: Indigenous peoples are custodians of much of the world's biocultural diversity. As the world grows less linguistically and culturally diverse, it is also becoming less biologically diverse. Mexico's biological and linguistic diversity show strong geographic overlap, with the states of Oaxaca, Chiapas, Veracruz, Guerrero, and Michoacán harboring most species and most languages. Similarly, Mexico's biodiversity hotspots mirror language hotspots, and areas with the highest number of endangered species overlap with areas where the endangerment of languages is also the highest.

Introducción: Lugares con diversidad de especies alta contienen diversidad lingüística alta, mientras que áreas con diversidad de especies baja tienden a contener diversidad lingüística baja. Objetivo: Caracterizar las relaciones entre la diversidad biológica y la diversidad cultural, una correlación que ha sido examinada a escala global pero que en este trabajo es comprobada por primera vez para México. Métodos: Recopilamos bases de datos extensas sobre las especies y las lenguas en peligro de extinción, y revisamos la literatura disponible sobre la diversidad biocultural de México, con énfasis en las especies y lenguas en peligro y en peligro crítico de extinción. Resultados: Con 364 lenguas vivas, México es el quinto país más diverso lingüísticamente hablando, pero 64 de estas lenguas están en muy alto riesgo de desaparecer y 13 ya desaparecieron. México también es el cuarto país más biodiverso, pero 1 213 especies de su flora y fauna están amenazadas de extinción y al menos 127 desaparecieron recientemente. Conclusiones: Los pueblos indígenas son custodios de mucha de la diversidad biocultural del mundo. A medida que el mundo se vuelve menos diverso lingüística y culturalmente, también se vuelve menos diverso biológicamente. La diversidad biológica y lingüística de México muestran una marcada superposición geográfica, y los estados de Oaxaca, Chiapas, Veracruz, Guerrero y Michoacán son los que más especies y lenguajes albergan. De manera similar, los sitios en donde la biodiversidad está en mayor peligro también corresponden con los sitios en donde las lenguas lo están, y las áreas con el mayor número de especies en peligro traslapan con las áreas en donde las lenguas están en mayor peligro.

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Though well established for languages acquired in infancy, the role of embodied mechanisms remains poorly understood for languages learned in middle childhood and adulthood. To bridge this gap, we examined 34 experiments that assessed sensorimotor resonance during processing of action-related words in real and artificial languages acquired since age 7 and into adulthood. Evidence from late bilinguals indicates that foreign-language action words modulate neural activity in motor circuits and predictably facilitate or delay physical movements (even in an effector-specific fashion), with outcomes that prove partly sensitive to language proficiency. Also, data from newly learned vocabularies suggest that embodied effects emerge after brief periods of adult language exposure, remain stable through time, and hinge on the performance of bodily movements (and, seemingly, on action observation, too). In sum, our work shows that infant language exposure is not indispensable for the recruitment of embodied mechanisms during language processing, a finding that carries non-trivial theoretical, pedagogical, and clinical implications for neurolinguistics, in general, and bilingualism research, in particular.

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La participación del Fonoaudiólogo en la rehabilitación neuromuscular orofacial y musculatura implicada en la mecánica deglutoria, se ha complementado con el uso de la terapia eléctrica funcional; esta carece de evidencia científica que respalde su efectividad en los procesos de recuperación funcional. Objetivo: Realizar una revisión documental sobre el uso de la terapia eléctrica funcional en el manejo de la disfagia, con el fin de crear un soporte teórico que respalde los procesos de intervención en fonoaudiología. Metodología: La revisión de la literatura se realizó en las bases de datos de Proquest, EBSCO, Scielo, Redalyc y Medic Latina. Fueron revisados artículos entre el 2008 y 2018. Para la selección de los artículos se utilizó el diagrama de flujo PRISMA (Preferred Reporting Hems for Systematic Reviews and Meta analyses). Resultados: Se revisaron 2980 artículos para exclusión por título, quedando 66 artículos en la primera depuración, de los cuales 21 fueron descartados por no cumplir con ningún criterio propuesto, 10 por repetición y 12 por no permitir el acceso al documento. Finalmente fueron considerados 23 artículos y 5 fuentes de consulta física para realizar el respectivo análisis. Conclusiones: Existe escasa evidencia científica que respalde la intervención fonoaudiológica en la disfagia con electroterapia.

The participation of the speech therapist within the orofacial neuromuscular rehabilitation and the musculature involved in swallowing mechanics, has been complemented with the use of functional electrical therapy, which has lacked scientific evidence that supports its effectiveness in faster recovery processes in terms of functionality. Objective: To carry out a documentary review of information related to the use of functional electric therapy on the management of dysphagia, to create a theoretical support that supports the processes of speech therapy intervention. Methodology: The review of the literature was carried out in the databases of Proquest, EBSCO, Scielo, Redalyc and Medic Latina. Articles were reviewed between 2008 and 2018. For the selection of the articles the PRISMA flow chart (Preferred Reporting Hems for Systematic Reviews and Meta analyzes) was used. Results: 2980 articles were reviewed for exclusion by title, leaving 66 articles in the first debugging, of which 21 were discarded for not complying with any proposed criteria, 10 for repetition and 12 for not allowing access to the document. Finally, 23 articles and 5 sources of physical consultation were considered to perform the respective analysis. Conclusions: There is little scientific evidence to support the speech therapy intervention in dysphagia with electrotherapy.

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