without
noticing it.

III. DYSMIMIA.

Disturbances of Gesture-Language (Pantomime).

_Perceptive Asemia._--Patients have lost the ability to _understand_
looks and gestures (Steinthal).

Children can not yet understand the looks and gestures of persons about
them.

_Amnesic Amimia._--Aphasic persons can sometimes imitate gestures, but
can not execute them when bid, but only when the gestures are made for
them to imitate. Children that do not yet speak can imitate gestures if
these are made for them to see, but it is often a long time before they
can make them at the word of command.

_Ataxic Dysmimia and Amimia_ (_Mimetic Asemia_).--Patients can _no
longer_ execute significative looks and gestures, on account of
defective co-ordination.

Children can not express their states of desire, etc., because they do
_not yet_ control the requisite co-ordination for the corresponding
looks and gestures.

_Paramimia_ (_Paramimetic Asemia_).--Many patients can make use of looks
and gestures, but confound them.

Children have not yet firmly impressed upon them the significance of
looks and gestures; this is shown in their interchanging of these; e. g.,
the head is shaken in the way of denial when they are affirming
something.

_Emotive Language_ (_Affectsprache_) _in Aphrasia._--In Aphrasia it
happens that smiling, laughing, and weeping are _no longer_ controlled,
and that they break out on the least occasion with the greatest
violence, like the spinal reflexes in decapitated animals.
(Hughlings-Jackson.)

Emotive language may continue when the language of ideas
(Begriffssprache) is completely extinguished, and idiotic children
without speech can even sing.

In children, far slighter occasions suffice normally to call forth
smiles, laughter, and tears, than in adults. These emotional utterances
are _not yet_ often voluntarily inhibited by the child that can not yet
speak; on the contrary, they are unnecessarily repeated.

_Apraxia._--Many patients are _no longer_ in condition, on account of
disturbed intellect, to make right use of ordinary objects, the use of
which they knew well formerly; e. g., they can no longer find the way to
the mouth; or they bite into the soap.

Children are _not yet_ in condition, on account of deficient practice,
to use the common utensils rightly; e. g., they will eat soup with a
fork, and will put the fork against the cheek instead of into the mouth.

4. Development of Speech in t