Cognitive scientific approaches to the study of language are relatively young, and younger still are the comparison between the psychological representations of speech and sign. However, early within sign language linguistics (Stokoe 1960) and psycholinguistics (Bellugi and Fischer 1972; Klima and Bellugi 1979) it became clear that sign languages share fundamental structural and psychological properties with speech: sublexical structure, morpho-syntactic structure, information density, neural processing networks, and patterns of acquisition. At the same time, psychological approaches to the study of gesture have found that the visualmanual modality provides complementary contributions to speech, and that co-speech gesture and speech are tightly interconnected systems (McNeil 1992; Goldin-Meadow 2005). Given this view of gesture cognition, the notion that sign languages (with their accompanying gestures) should be compared to the combination of speech plus co-speech gesture seems like a natural one (Liddell 1996; Emmorey and Herzig 2003; Goldin-Meadow and Brentari 2017). It also finds empirical support: in addition to several monolingual ASL cases mentioned in Goldin-Meadow and Brentari’s (2015), parallelism between some (gestural) signs and (co-speech) gestures is found in the “code blended” language of sign-speech bilinguals, who sometimes produce vocal gestures (e.g. “bzzz”) simultaneously with certain iconic signs (classifier predicates), further support for a gestural component in these signs (Quadros et al. 2017). The issue of gesture in sign languages bears on the semantic treatment of iconicity in sign languages because most formal semanticists have not been tempted to treat the meaningful, depictive aspects (the “content”) of manual gestures or vocal gestures (e.g. “bzzzz”) within the linguistic system, despite their structural integration with speech. Rather, their

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语言的“逻辑核心”属于什么？

语言研究的认知科学方法还相对较年轻，而语音和符号的心理表征之间的比较仍然比较年轻。但是，在手语语言学（Stokoe 1960）和心理语言学（Bellugi and Fischer 1972； Klima and Bellugi 1979）早期，人们很清楚地发现手语具有语音的基本结构和心理特性：亚词法结构，形态句法结构，信息密度，神经处理网络和获取方式。同时，研究手势的心理学方法已经发现，视觉手法可以为语音提供补充，而同语音手势和语音是紧密相连的系统（McNeil 1992； Goldin-Meadow 2005）。鉴于这种手势认知的观点，应当将手语（及其伴随的手势）与语音加同声手势的组合进行比较的想法似乎很自然（Liddell 1996; Emmorey and Herzig 2003; Goldin-Meadow and Brentari 2017）。它还获得了经验支持：除了Goldin-Meadow和Brentari（2015）提到的几个单语ASL案例外，在“代码混合”手势语言中还发现了某些（手势）手势和（共语音）手势之间的并行性，有时会同时发出语音手势（例如“ bzzz”）和某些标志性符号（分类谓词）的双语者进一步支持这些符号中的手势成分（Quadros等人，2017）。手语中手势的问题取决于手语中对象似性的语义处理，因为大多数形式语义学家尚未尝试处理手动手势或人声手势（例如“ bzzzz”）的有意义的，描述性的方面（“内容”）语言系统中的语言，尽管它们与语音的结构整合在一起。相反，他们的