Foreign-accented speech is generally harder to understand than native-accented speech. This difficulty is reduced for non-native listeners who share their first language with the non-native speaker. It is currently unclear, however, how non-native listeners deal with foreign-accented speech produced by speakers of a different language. We show that the process of language acquisition is associated with an increase in the relative difficulty of processing foreign-accented speech. Therefore, experiencing greater relative difficulty with foreign-accented speech compared with native (...) speech is a marker of language proficiency. These results contribute to our understanding of how phonological categories are acquired during second language learning. (shrink)

This paper presents the case of a 17-year-old right-handed Belgian boy with developmental FAS and comorbid developmental apraxia of speech (DAS). Extensive neuropsychological and neurolinguistic investigations demonstrated a normal IQ but impaired planning (visuo-constructional dyspraxia). A Tc-99m-ECD SPECT revealed a significant hypoperfusion in the prefrontal and medial frontal regions, as well as in the lateral temporal regions. Hypoperfusion in the right cerebellum almost reached significance. It is hypothesized that these clinical findings support the view that FAS and DAS are related (...) phenomena following impairment of the cerebro-cerebellar network. (shrink)

Cognitive Science, Volume 45, Issue 11, November 2021.

A series of experiments investigated the effect of speakers’ language, accent, and race on children’s social preferences. When presented with photographs and voice recordings of novel children, 5-year-old children chose to be friends with native speakers of their native language rather than foreign-language or foreign-accented speakers. These preferences were not exclusively due to the intelligibility of the speech, as children found the accented speech to be comprehensible, and did not make social distinctions between foreign-accented and (...) class='Hi'>foreign-language speakers. Finally, children chose same-race children as friends when the target children were silent, but they chose other-race children with a native accent when accent was pitted against race. A control experiment provided evidence that children’s privileging of accent over race was not due to the relative familiarity of each dimension. The results, discussed in an evolutionary framework, suggest that children preferentially evaluate others along dimensions that distinguished social groups in prehistoric human societies. (shrink)

Studies involving direct language imitation tasks have shown that pronunciation ability is related to musical competence and working memory capacities. However, this type of task may measure individual differences in many different linguistic dimensions, other than just phonetic ones. The present study uses an indirect imitation task by asking participants to a fake a foreign accent in order to specifically target individual differences in phonetic abilities. Its aim is to investigate whether musical expertise and working memory capacities relate (...) to phonological awareness (i.e., participants’ implicit knowledge about the phonological system of the target language and its structural properties at the segmental, suprasegmental and phonotactic levels) as measured on this task. To this end, French native listeners (N = 36) graded how well German native imitators (N = 25) faked a French accent while speaking in German. The imitators also performed a musicality test, a self-assessment of their singing abilities and working memory tasks. The results indicate that the ability to fake a French accent correlates with singing ability and musical perceptual abilities, but not with working memory capacities. This suggests that heightened musical abilities may lead to an increased phonological awareness probably by providing participants with highly efficient memorization strategies and highly accurate long-term phonetic representations of foreign sounds. Comparison with data of previous studies shows that working memory could be implicated in the pronunciation learning process which direct imitation tasks target, whereas musical expertise influences both storing of knowledge and later retrieval here assessed via an indirect imitation task. (shrink)

Introduction: If ever attained, adopting native-like accent is achieved late in the learning process. Resemblance between L2 and mother tongue can facilitate L2 learning. In particular, cognates (phonologically and semantically similar words across languages), offer the opportunity to examine the issue of foreign accent in quite a unique manner. Methods: Twelve Spanish speaking (L1) adults learnt French (L2) cognates and practiced their native-like pronunciation by means of a computerized method. After consolidation, they were tested on L1 and (...) L2 oral picture- naming during fMRI scanning. Results and Discussion: The results of the present study show that there is a specific impact of accent on brain activation, even if L2 words are cognates, and belong to a pair of closely related languages. Results point that the insula is a key component of accent processing, which is in line with reports from patients with foreign accent syndrome (FSA) following damage to the insula (e.g. Moreno-Torres et al., 2013; Katz et al., 2012; Tomasino et al., 2013), and healthy L2 learners (Chee et al., 2003). Thus, the left insula has been consistently related to the integration of attentional and working memory abilities, together with fine-tuning of motor programming to achieve optimal articulation. (shrink)

This investigation examined age-related differences in auditory-visual integration as reflected on perceptual judgments of temporally misaligned AV English sentences spoken by native English and native Spanish talkers. In the detection task, it was expected that slowed auditory temporal processing of older participants, relative to younger participants, would be manifest as a shift in the range over which participants would judge asynchronous stimuli as synchronous. The older participants were also expected to exhibit greater declines in speech recognition for asynchronous AV stimuli (...) than younger participants. Talker accent was hypothesized to influence listener performance, with older listeners exhibiting a greater narrowing of the AV simultaneity window and much poorer recognition of asynchronous AV foreign-accented speech compared to younger listeners. Participant groups included younger and older participants with normal hearing and older participants with hearing loss. Stimuli were video recordings of sentences produced by native English and native Spanish talkers. The video recordings were altered in 50 ms steps by delaying either the audio or video onset. Participants performed a detection task in which they judged whether the sentences were synchronous or asynchronous, and performed a recognition task for multiple synchronous and asynchronous conditions. Both the detection and recognition tasks were conducted at the individualized signal-to-noise ratio corresponding to approximately 70% correct speech recognition performance for synchronous AV sentences. Older listeners with and without hearing loss generally showed wider AV simultaneity windows than younger listeners, possibly reflecting slowed auditory temporal processing in auditory lead conditions and reduced sensitivity to asynchrony in auditory lag conditions. However, older and younger listeners were affected similarly by misalignment of auditory and visual signal onsets on the speech recognition task. This suggests that older listeners are negatively impacted by temporal misalignments for speech recognition, even when they do not notice that the stimuli are asynchronous. Overall, the findings show that when listener performance is equated for simultaneous AV speech signals, age effects are apparent in detection judgments but not in recognition of asynchronous speech. (shrink)

This article focuses on a theoretical account integrating classic and recent findings on the communication of emotions across cultures: a dialect theory of emotion. Dialect theory uses a linguistic metaphor to argue emotion is a universal language with subtly different dialects. As in verbal language, it is more challenging to understand someone speaking a different dialect—which fits with empirical support for an in-group advantage, whereby individuals are more accurate judging emotional expressions from their own cultural group versus foreign groups. (...) Dialect theory has sparked controversy with its implications for dominant theories about cross-cultural differences in emotion. This article reviews the theory, its mounting body of evidence, evidence for alternative accounts, and practical implications for multicultural societies. (shrink)

Advances in artificial intelligence and computer graphics digital technologies have contributed to a relative increase in realism in virtual characters. Preserving virtual characters’ communicative realism, in particular, joined the ranks of the improvements in natural language technology, and animation algorithms. This paper focuses on culturally relevant paralinguistic cues in nonverbal communication. We model the effects of an English-speaking digital character with different accents on human interactants (i.e., users). Our cultural influence model proposes that paralinguistic realism, in the form of accented (...) speech, is effective in promoting culturally congruent cognition only when it is self-relevant to users. For example, a Chinese or Middle Eastern English accent may be perceived as foreign to individuals who do not share the same ethnic cultural background with members of those cultures. However, for individuals who are familiar and affiliate with those cultures (i.e., in-group members who are bicultural), accent not only serves as a motif of shared social identity, it also primes them to adopt culturally appropriate interpretive frames that influence their decision making. (shrink)

The spread of English as the world lingua franca has evoked the rethinking of the significance of native-speaker norms and models in teaching English, and as a result, the target of pronunciation teaching and learning has shifted from imitating native accents to achieving speech intelligibility. The Lingua Franca Core proposal introduced a list of phonological features in English that are, arguably, the minimum required to achieve intelligibility and argued that mispronouncing these features is expected to cause a breakdown in communication (...) among non-native speakers. As a consequence of this, it has been suggested that LFC be prioritized in teaching and learning English pronunciation. In response to the LFC proposal, researchers have become polarized; while some have found LFC a promising approach, others have argued against its appropriateness as a target of pronunciation teaching and learning. This paper evaluates the controversial position of the LFC proposal in the literature, focusing on three main dimensions: the LFC’s potential to result in intelligible communication, its teachability and its scope of function as an alternative target to the NS models, and the influence of different attitudes on the success of implementing the LFC. (shrink)

Disney’s animated villains have recently changed to show less conventionally villainous traits: They look and express themselves more like sympathetic characters, and they are usually only outed as villains late in the plot. This shift has prompted much academic com­mentary on the psychological and cultural significance of Disney’s new villains. We add to the existing literature on Disney’s new villains in two ways. First, we analyze shifts in the vocalizations of villains between the 1990s and 2010s. Second, we integrate this (...) analysis in a biocultural account of Disney’s shifting overall representations of villains. We argue that while Disney has long employed evolutionarily explicable cues to villainy, such as a foreign accent and an unappealing exterior, the company is now reacting to challenges to norms of social representation that proscribe the linking of such overt traits with immorality. Con­sequently, recent Disney films do not employ socially stigmatizing cues. However, Disney continues to employ nonstigmatizing cues, such as evil laughter and abiding anger, because these cues foster antipathy in audiences at no sociomoral risk. (shrink)

What leads humans to divide the social world into groups, preferring their own group and disfavoring others? Experiments with infants and young children suggest these tendencies are based on predispo- sitions that emerge early in life and depend, in part, on natural language. Young infants prefer to look at a person who previously spoke their native language. Older infants preferentially accept toys from native-language speakers, and preschool children preferentially select native-language speakers as friends. Variations in accent are sufficient to (...) evoke these social preferences, which are observed in infants before they produce or comprehend speech and are exhibited by children even when they comprehend the foreign-accented speech. Early-developing preferences for native-language speakers may serve as a foundation for later-developing preferences and conflicts among social groups. (shrink)

Multiple acoustic dimensions signal speech categories. However, dimensions vary in their informativeness; some are more diagnostic of category membership than others. Speech categorization reflects these dimensional regularities such that diagnostic dimensions carry more “perceptual weight” and more effectively signal category membership to native listeners. Yet perceptual weights are malleable. When short-term experience deviates from long-term language norms, such as in a foreign accent, the perceptual weight of acoustic dimensions in signaling speech category membership rapidly adjusts. The present study (...) investigated whether rapid adjustments in listeners’ perceptual weights in response to speech that deviates from the norms also affects listeners’ own speech productions. In a word recognition task, the correlation between two acoustic dimensions signaling consonant categories, fundamental frequency and voice onset time, matched the correlation typical of English, and then shifted to an “artificial accent” that reversed the relationship, and then shifted back. Brief, incidental exposure to the artificial accent caused participants to down-weight perceptual reliance on F0, consistent with previous research. Throughout the task, participants were intermittently prompted with pictures to produce these same words. In the block in which listeners heard the artificial accent with a reversed F0 × VOT correlation, F0 was a less robust cue to voicing in listeners’ own speech productions. The statistical regularities of short-term speech input affect both speech perception and production, as evidenced via shifts in how acoustic dimensions are weighted. (shrink)

Most language learners have difficulties acquiring the phonemes of a second language (L2). Unfortunately, they are often judged on their L2 pronunciation, and segmental inaccuracies contribute to miscommunication. Therefore, we aim to determine how to facilitate phoneme acquisition. Given the close relationship between speech and co-speech gesture, previous work unsurprisingly reports that gestures can benefit language acquisition, e.g., in (L2) word learning. However, gesture studies on L2 phoneme acquisition present contradictory results, implying that both specific properties of gestures and phonemes (...) used in training, and their combination, may be relevant. We investigated the effect of phoneme and gesture complexity on L2 phoneme acquisition. In a production study, Dutch natives received instruction on the pronunciation of two Spanish phonemes, /u/ and /θ/. Both are typically difficult to produce for Dutch natives because their orthographic representation differs between both languages. Moreover, /θ/ is considered more complex than /u/, since the Dutch phoneme inventory contains /u/ but not /θ/. The instruction participants received contained Spanish examples presented either via audio-only, audio-visually without gesture, audio-visually with a simple, pointing gesture, or audio-visually with a more complex, iconic gesture representing the relevant speech articulator(s). Preceding and following training, participants read aloud Spanish sentences containing the target phonemes. In a perception study, Spanish natives rated the target words from the production study on accentedness and comprehensibility. Our results show that combining gesture and speech in L2 phoneme training can lead to significant improvement in L2 phoneme production, but both gesture and phoneme complexity affect successful learning: Significant learning only occurred for the less complex phoneme /u/ after seeing the more complex iconic gesture, whereas for the more complex phoneme /θ/, seeing the more complex gesture actually hindered acquisition. The perception results confirm the production findings and show that items containing /θ/ produced after receiving training with a less complex pointing gesture are considered less foreign-accented and more easily comprehensible as compared to the same items after audio-only training. This shows that gesture can facilitate task performance in L2 phonology acquisition, yet complexity affects whether certain gestures work better for certain phonemes than others. (shrink)

This paper examines nurses’ international migration within the broader context of female migration, particularly against more studied groups of women who have migrated for employment in care‐giving roles. We analyze the similarities and differences between skilled professional female migrants (nurses) and domestic workers (nannies and in‐home caretakers) and how societal expectations, meanings, and values of care and ‘women's work’, together with myriad social, cultural, economic and political processes, construct the female migrant care‐giver experience. We argue that, as the recruitment of (...) foreign workers gains visibility, strategies are introduced to better prepare female migrant care‐givers for the marketplace. Language, specifically command of English and accent modification, is highlighted as one means to assimilate migrant care‐givers to host communities. (shrink)

In the article the attitude of the social and political elite to the existence of independent Ukraine. For this purpose analyzed the major geopolitical concepts and legal documents on foreign policy that defined the Russian policy on post-Soviet states during the 1990s. Common to all these works have analyzed the declaration of the Russian Federation Centre the former Soviet Union and former Soviet territory republics - the Russian zone of vital interests. Also, attention is focused on the plans of (...) the Russian social and political elite to restore the former USSR new association with the dominant role of Russia in it. The emphasis is on the negative perception of independence of Ukraine in the Russian social and political thought. Also accented Russian politicians to substantiate the need to restore political unity of the Slavic peoples, to return the "natural" geopolitical status of Russia, provide a geopolitical control over the territories that were part of the USSR. Political, economic, military and informational relationship between Ukraine and Russia in terms of Russian politicians, the long-term national interests of Russia. On the contrary same integration of Ukraine to other international entities threat to the Russian Federation and the plan of building a "Great Russia". The influence of these concepts on the formation of foreign policy strategy, particularly in the current policy of Russia towards Ukraine. It is assumed that it is the political rhetoric of the Russian national patriots and left gave impetus to the efforts of great practical implementation of their geopolitical goals, including through the brutal interference in the internal affairs of Ukraine. (shrink)

This study aimed at finding students? perspectives on integrating feature films on digital versatile discs (DVDs) in oral communication classes of advanced English as foreign language (EFL) learners. A total of 29 students being trained as teachers of English participated in the study. Data were collected through a survey questionnaire. All participants unanimously agreed that through films they had the opportunity to learn about how people initiate and sustain a conversational exchange, and how they negotiate meaning; types of exclamation (...) and filling expressions; colloquial English in real?life contexts, and non?verbal communication. Participants also acknowledged that viewing feature films exposed them not only to a wide range of native speakers, each with their own slang, accents and dialects, but also to a wealth of contextualised vocabulary expressions and authentic cross?cultural information. The study suggests that it is possible to exploit feature films in foreign language classes with a wide array of pedagogical options. (shrink)

Philosophical influences in the personality and public life of Publius Cornelius Scipio Aemilianus, consul in 147 and 134b.c., were once emphasized in scholarship. In 1892, Schmekel demonstrated the reception of Stoic philosophy in the second half of the second centuryb.c.among the philhellenic members of the governing elite in general, and statesmen like Scipio Aemilianus in particular, in what he called the ‘Roman Enlightenment’. In the 1920s and 1930s, Kaerst showed influences of Stoic philosophy on Scipio, contemporary politics and the Principate (...) to come, while Capelle and Pohlenz identified Stoic ideas in Scipio's foreign and domestic policies. Together they formed a body of scholarship which held that Scipio possessed a serious interest in philosophy which defined his character and informed his public life. In the 1960s, the challenge to this scholarship was led by Strasburger in two articles, and by Astin in his 1967 biography. Both scholars downplayed and devalued philosophical influences on Scipio and denied him the pursuit of the Greek virtuous life. They placed him within the traditions of the Roman elite, ambitious for glory and results-driven, and they have successfully formed influential views to this end, despite the critique made by Erskine. Astin remained the authoritative study of Scipio and there was much in hisRealpolitikthat scholarship found compelling, even when it allowed Scipio an attachment to Greek culture. For example, Gruen, Elvers and Badian acknowledged Scipio's interest in Greek culture and philosophy, in combination with the practices and goals of a traditional Roman aristocrat, but they placed their accent on the latter by affirming that Greek learning did not change the current of a traditional aristocratic life. The contention of this article is that the pre-Strasburger/Astin interpretation of Scipio, despite its shortcomings, was indeed correct to detect a deep current of philosophical influences on Scipio. The article argues that the evidence demonstrates that in education, character and public life Scipio was informed by the Greek moral and political tradition; that Scipio had claimed to possess the cardinal virtues, derived ultimately from Plato; and that he had acted under a moral imperative of power formulated by the Stoic philosopher Panaetius; the conclusion will address the ethical intention of Scipio. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Epic and Tragic Music: The Union of the Arts in the Eighteenth CenturyJoshua BillingsI. The Union of the Arts in WeimarAround 1800 in Weimar, thought on Greek tragedy crystallized around the union of speech, music, and gesture—what Wagner would later call the Gesamtkunstwerk. Friedrich Schiller and Johann Gottfried Herder both found something lacking in modern spoken theater in comparison with ancient tragedy’s synthesis of the arts. Schiller’s 1803 “Trauerspiel (...) mit Chören,” Die Braut von Messina, represents a radical experiment in recreating the ancient union of the arts.1 The Greek tragic chorus, revived in Schiller’s drama, becomes the modern locus for this union. In a preface appended to the published version of the play, Schiller writes,The tragic work of poetry first becomes a whole through its theatrical performance: the poet only gives the words; music and dance must be added as well to enliven them. As long as the chorus lacks this powerful sensory accompaniment, so long will it appear in the economy of a tragedy as an alien element, a foreign body, a retardation.2 [End Page 99]Exactly contemporary (and possibly in response), Herder’s discussion of drama in his journal Adrastea similarly views the union of the arts in ancient tragedy as a corrective for modern drama:3A Greek who attended our tragedy [Trauerspiel], used to the musical voice of his own, would have to find in it a sad play [trauriges Spiel]. “How wordy-mute,” he would say, “how dull and soundless! Have I stepped into a decorated grave? You shout and sigh and bluster! Move your arms, strain your facial features, reason, declaim; but does your voice and feeling never become song? Do you not miss the strength of this demonic expression? Do your rhythms, your iambs never urge you on to the accents of the true language of the gods?”4The focus on media distinguishes these Weimar discussions of tragedy both from the Jena aesthetics of the Schlegel brothers and from the Idealist “philosophy of the tragic” already underway in the works of Schelling, Hölderlin, and Hegel.5 Though both Schiller and Herder are relatively indifferent to dance, their writings reflect strong interests in music.6 Their considerations [End Page 100] of tragedy show a close engagement with the sensory experience of drama that is unusual for its time, and has little precedent in Germany.For Schiller’s late poetics, the union of words, music, and gesture is a means of radically dividing the experience of theater from daily life. The tragic chorus “should be for us a living wall, which tragedy sets up around itself in order to close itself off wholly from the real world.”7 It “justifies the tragic poet in this raising of tone, which fills the ear, which strains the spirit, which broadens the whole mind.”8 Musical speech, Schiller argues, allows for an expression that transcends conventional language and quotidian existence. Schiller had hoped “to let [the choral intermezzos] be recited in the way of song and to accompany them with an instrument,” though his wish went unfulfilled in the first, and subsequent performances.9 Yet even after relinquishing the real possibility of a union of the arts in performances of Braut, Schiller upheld it as an ideal in his preface.Herder is remembered today primarily for his elaboration of an organic historicism, which understands cultural phenomena according to the circumstances of their creation. Yet his concern was more than merely historical; especially in the Adrastea, he continually sought guidance for the present in the events of the past. A contemporary, writing shortly after Herder’s death, saw the two orientations, historical and critical, as equally important: investigation of the past was intended as “a didactic or warning image” for his own time.10 The guiding idea of the journal was similarly educative, based on Herder’s understanding of Adrastea as a principle of justice and moderation.11 In Herder’s thought, as in most writing on ancient literature of the eighteenth century, there is no absolute division between scholarly and critical concerns: the study of ancient works was both an end in itself and a... (shrink)

The article explores the parallels between the theory of sympathy developed by Max Scheler and the understanding of the foreign I in Russian philosophy. Russian philosophy has been developing the topic of foreign psychic life since the 1880s, and it regards Scheler’s theory as unable to raise above the level of emotional contagion. True sympathy is possible, when the Other is already present to the I, or, according to Nikolay Lossky, there is an original gnoseological difference between “the (...) lived” and “the observed”. Russian philosophy emphasizes the hermeneutical aspect of the problem – the original division and the search for understanding, as does Vasily Rozanov, who also shifted the accent from the general to the individual, particular and even intimate. Semyon Frank pointed out that the feelings of another person will only form a shell of meaningless observation, if not connected to the living knowledge through the human ability to resonate with something transcendent. And Russian philosophy assumes the fact of the original collectiveness of consciousness. This is the impulse given to it by the philosophy of Sergei Trubetskoy and developed in the philosophy of Russian neo-Kantianism, with Ivan Lapshin depicting a creative person, taking up the collective function of experimenting over the psyche to create and expand the map of human feelings. (shrink)

Peer feedback is essential in writing English as a Second/Foreign Language. Traditionally, offline PF was more widely favored but nowadays online peer feedback has become frequent in ESL/EFL learners’ daily writing. This study is undertaken to probe into the gains of using OPF in ESL/EFL writing on the basis of 37 research articles published in core journals from 2012 till 2022. In order to accurately cover the previous researches, we capitalize on three methods to evaluate and analyze the data, (...) i.e., database search, citation search and manual search. Results show that from the perspective of the ESL/EFL learners’ gains, the OPF is basically divided into two categories, involving eight aspects in all: face-based strategies, revision-based comments, writing performance, learning environment, reflection/critical thinking/responsibility, writing emotion, motivation, and attitudes; and OPF can be well supported by a set of theories like Process-oriented Writing Theory, Collaborative Learning Theory, Interactionist Theory of L2 Acquisition and Vygotsky’s sociocultural theory. By comparison, the gains from OPF outperform those from offline PF in many dimensions, despite some overlaps that were revealed in several investigations. Based on the past studies, we propose some pedagogical implications on OPF from ESL/EFL writing, including accenting the “student-centered” teaching strategy, providing students with OPF on the basis of incremental knowledge, adopting OPF regularly in ESL/EFL writing activities to shape personalities and outlooks and putting OPF into its full play with recourse to abundant internet-based vehicles. This review is desired to provide a guideline for both the peer feedback practice and the upcoming scholarly researches with respect to EFL/ESL writing. (shrink)

This chapter focuses on one of the common fallacies in Western philosophy: accent. Accent is a fallacy of pragmatics. The fallacy of accent takes place when a premise in an argument seems to rely for its meaning on one possible vocal emphasis, but a conclusion is drawn that relies on an extrapolation from a different vocal emphasis of the same phrase. Such ambiguities are often the result of unacknowledged differences in background beliefs, attitudes, and expectations that people (...) may implicitly bring to the reading of a passage. The fallacy of accent can also be committed, therefore, when a passage is quoted without its original context, and erroneous inferences are drawn based on this (often deliberate) distortion. A classic example of this kind of deliberate form of quote mining is often used by creationists in their attempt to discredit Darwin's theory of evolution by natural selection. (shrink)

1 This paper has been presented at the workshop “Time and Modality: A Round Table on Tense, Mood, and Modality”, Paris, December 2005, at a CUNY linguistics colloquium in May 2006, and at the 6th Workshop on Formal Linguistics in Florian´opolis, Brazil, August 2006. We thank the audiences at those presentations, in particular Orin Percus, Tim Stowell, Marcel den Dikken, Anna Szabolcsi, Chris Warnasch, Roberta Pires de Oliveira, Renato Miguel Basso, and Ana M¨uller. We thank Noam Chomsky, Cleo Condoravdi, and (...) Irene Heim for very helpful conversations about this material. We thank Bridget Copley for sharing with us her recent manuscript “What Should Should.. (shrink)

Foreign Bodies analyzes how our culture elaborates for us the bodies we have by natural evolution. Calling on the new means contemporary thinkers have used to understand the body, Alphonso Lingis explores forms of power, pleasure and pain, and libidinal identity. The book contrasts the findings of theory with the practice of the body as formulated in quite different kinds of language--the language of plastic art (the artwork body builders make of themselves), biography, anthropology and literature. Lingis explains how (...) we experience our own powers of perception, our postures, attitudes, gestures and purposive action; how our susceptibility to pain and excitability by pleasure acquiesce in and resist the ways they are identified and manipulated today; how cultures code our sensuality with phallic and with fluid identities; how others dress appeals to and puts demands on us. (shrink)