TY  - JOUR
A1  - Achilles, E. I. S.
A1  - Fink, G. R.
A1  - Fischer, Martin H.
A1  - Dovern, A.
A1  - Held, A.
A1  - Timpert, D. C.
A1  - Schroeter, C.
A1  - Schuetz, K.
A1  - Kloetzsch, C.
A1  - Weiss, P. H.
T1  - Effect of meaning on apraxic finger imitation deficits
JF  - Neuropsychologia : an international journal in behavioural and cognitive neuroscience
N2  - Apraxia typically results from left-hemispheric (LH), but also from right-hemispheric (RH) stroke, and often impairs gesture imitation. Especially in LH stroke, it is important to differentiate apraxia-induced gesture imitation deficits from those due to co-morbid aphasia and associated semantic deficits, possibly influencing the imitation of meaningful (MF) gestures. To explore this issue, we first investigated if the 10 supposedly meaningless (ML) gestures of a widely used finger imitation test really carry no meaning, or if the test also contains MF gestures, by asking healthy subjects (n=45) to classify these gestures as MF or ML. Most healthy subjects (98%) classified three of the 10 gestures as clearly MF. Only two gestures were considered predominantly ML. We next assessed how imitation in stroke patients (255 LH, 113 RH stroke) is influenced by gesture meaning and how aphasia influences imitation of LH stroke patients (n=208). All patients and especially patients with imitation deficits (17% of LH, 27% of RH stroke patients) imitated MF gestures significantly better than ML gestures. Importantly, meaningfulness-scores of all 10 gestures significantly predicted imitation scores of patients with imitation deficits. Furthermore, especially in LH stroke patients with imitation deficits, the severity of aphasia significantly influenced the imitation of MF, but not ML gestures. Our findings in a large patient cohort support current cognitive models of imitation and strongly suggest that ML gestures are particularly sensitive to detect imitation deficits while minimising confounding effects of aphasia which affect the imitation of MF gestures in LH stroke patients. (C) 2015 Elsevier Ltd. All rights reserved.
KW  - Apraxia
KW  - Meaning
KW  - Cognitive models of imitation
Y1  - 2016
U6  - https://doi.org/10.1016/j.neuropsychologia.2015.12.022
SN  - 0028-3932
SN  - 1873-3514
VL  - 82
SP  - 74
EP  - 83
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - THES
A1  - Doyle, Timothy F.
T1  - The role of context in meaning and understanding
T1  - Die Rolle des Kontextes für Bedeutung und Verständnis
N2  - In this work the concept of 'context' is considered in five main points. First, context is seen as always necessary for an adequate explication of the concepts of meaning and understanding. Context always plays a role and is not merely brought into consideration when handling a special class of statements or terms, or when there is doubt and clarification is necessary. Second, context cannot be completely reduced to some system of representation. The reason for this is the presence of humans, which is always an important component of a context. Humans experience situations in ways that are not always reducible to symbolic representation. Third, contexts are in principle open. In normal cases they cannot be determined or described in advance. A context is not to be equated with a set of information. Fourth, we understand the parameters of a context pragmatically, which is why we are not led into doubt or even to meaning skepticism by the open nature of a context. This pragmatic knowledge belongs to the category of an ability. Fifth, contexts are, in principle, accessible. This denies the idea that some contexts are incommensurable. There are a number of pragmatic ways of accessing unfamiliar contexts. Some of these are here examined in light of the so-called 'culture wars' in the U.S.A.
N2  - Der Kontextbegriff wird so betrachtet, dass es in fünf Hauptpunkte untergliedert wird. Erstens: der Kontextbegriff ist für eine Explikation der Begriff die Bedeutung und des Verstehens immer notwendig. Der Kontext spielt immer eine Rolle und ist nicht nur für Fälle gut, in denen eine besondere Klasse von Wörtern behandelt wird, oder in denen Zweifel bestehen und eine Klarstellung benötigt wird. Zweitens: der Kontextbegriff lässt sich nicht vollständig auf eine Art von Repräsentation reduzieren. Grund dafür ist das Vorhandensein von Menschen, was immer ein wichtiger Bestandteil des Kontextes ist. Drittens: Kontexte sind grundsätzlich offen. Sie können nicht im Normalfall in vorbestimmter Art und Weise eingegrenzt oder beschrieben werden. Viertens: wir verstehen die Parameter eines Kontextes nach pragmatischer Art und Weise, daher führt uns die offene Natur eines Kontextes nicht zur epistemischen Zweifeln oder sogar Bedeutungsskeptizismus. Dieses pragmatische Wissen gehört in eine völlig andere Kategorie; die eine Fähigkeit ist. Fünftens: Kontexte sind prinzipiell zugänglich. Dies lehnt eine These der Inkommensurabilität zwischen Kontexte ab. Es gibt verschiedene pragmatishce Wege, um Zugang zu fremden Kontexte zu erreichen. Die sogenannte 'culure wars' in den U.S.A. werden hier als Beispiel bennant.
KW  - Kontext
KW  - Wittgenstein
KW  - Bedeutung
KW  - Verstehen
KW  - Context
KW  - Wittgenstein
KW  - Meaning
KW  - Understanding
Y1  - 2007
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus-20691
ER  -