Abstract
Handwriting, sometimes called the graphemic activity, is studied by different disciplines of widely differing aims and approaches. Teachers describe handwriting in order to promote ‘good’ handwriting in children; clinical and cognitive psychologists study various dimensions of writing to find out why some people display ‘bad’ writing or fail to write altogether, neurologists and neuropsychologists correlate the various forms of dysgraphia and agraphia with causative brain malfunctions; forensic ‘expert witnesses’ and ‘graphologists’ seek to identify the authorship and personality of senders of anonymous letters and the like; linguists and other semioticists try to determine the extent to which written language exhibits formal properties like those found in spoken language; palaeographers and epigraphists are concerned to identify the date and provenance of ancient texts; and so on.
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Sirat, C. (1994). Handwriting and the Writing Hand. In: Watt, W.C. (eds) Writing Systems and Cognition. Neuropsychology and Cognition, vol 6. Springer, Dordrecht. https://doi.org/10.1007/978-94-015-8285-8_18
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DOI: https://doi.org/10.1007/978-94-015-8285-8_18
Publisher Name: Springer, Dordrecht
Print ISBN: 978-90-481-4344-3
Online ISBN: 978-94-015-8285-8
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