From theaksto at fs4.psy.man.ac.uk Thu Apr 1 08:49:24 1999 From: theaksto at fs4.psy.man.ac.uk (Anna Theakston) Date: Thu, 1 Apr 1999 08:49:24 GMT Subject: PhD studentships Message-ID: Ph.D studentships for the study of language development Applications are invited for two funded Ph.D studentships in the Department of Psychology at the University of Manchester, UK. Students will be attached to the Max Planck Child Study Centre in the Department of Psychology and they will be funded by the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. The Child Study Centre is run by Drs. Elena Lieven and Michael Tomasello of the Max Planck Institute. Their research centres on the development of grammar and consists of the collection and analysis of naturalistic and experimental data for both English and German-speaking children. Applicants must have, or expect to attain this summer, a good honours degree in Psychology, Linguistics or an associated discipline. Funding will consist of 21.600DM per annum plus support for travel and equipment. The Home/EC rate for fees will be paid by the MPG. Non-EC students will normally have to find the difference between the EC fee and the Overseas fee themselves (6140 sterling). Applications must be made on University of Manchester Postgraduate Application forms which can be obtained from Ms. Sylvia Lavelle, Department of Psychology, University of Manchester, Manchester M13 9PL, UK. Preliminary enquiries to Elena Lieven or Michael Tomasello can be made via Katharina Haberl at: Max Planck Institute for Evolutionary Anthropology, Inselstr.22, D-04103, Germany. Email: haberl at eva.mpg.de From genesee at ego.psych.mcgill.ca Thu Apr 1 13:46:26 1999 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Thu, 1 Apr 1999 08:46:26 -0500 Subject: online child language bibliography Message-ID: In a related vein, Patsy Lightbown and Nina Spada have written a non-technical book called "How Languages are Learned", published by Oxford. It is very readable and has proven to be very successful as an undergraduate and teacher education textbook. Fred Genesee At 05:35 PM 3/31/99 +0000, Annette Karmiloff-Smith wrote: >Hi Roberta, >oh dear, we might be in competition and not just in collaboration! My >daughter and I are just finishing a book on LA for the Developing Child >Series of Harvard Uni Press....though ours will go beyond 3 years. It's >called "Language Acquisition from foetus to adolescent". Previously we did >a *really* popular-level book together on infancy called "Everything your >baby would ask if only he or she could talk..." published in the US by >Golden Books. It's a bit gimmicky (the publisher insisted) but does bring a >lot of scientific results to the public. I had always wanted my "Baby >It's You" (Ebury Press, Random House) which accompanied an Emmy-winning TV >series on the first three years of life to be turned into a first year text >book, but I couldn't be bothered and no-one else took up the challenge. I >do think it's important for academics to bring science to the general >public in a pallatable form, so am really looking forward to seeing your >book. Our LA book isn't targeted at the general public, more for young >psych students, nurses and the like, as the whole series is aimed. Can I >order a copy from you? It'll take forever before the British have it >available for sale. I'll be at Albuquerque, will you? >best thoughts and thanks again for all your hospitality to my student. She >just loved her stay with Renee and you lot. >Annette > >At 10:35 -0500 31/3/99, Roberta Golinkoff wrote: >>Kathy Hirsh-Pasek and I have some news that we hope will be helpful to you >>all. We have written a popular press book on language acquisition that can >>be useful for teaching undergraduates as well as for recommending to >>parents who want to know more about language development. It's called "How >>babies talk: The magic and mystery of language in the first three years of >>life" (Dutton Press) and will come out in June, 1999. It describes the >>wonders of language acquisition in a highly readable, jargon-free style. >>Written with numerous vignettes to illustrate its points, it reviews the >>most recent research in the field of language development in a way that >>conveys the significance of the newest findings. It begins with how >>fetuses process language in the womb and concludes with the paradoxically >>competent 3 year-old who is talking a blue streak but can't yet tie her >>shoes. >> >>The book covers much more than just the work coming out of our labs; >>findings from laboratories around the world are described as a testimony to >>infants' and toddlers' amazing linguistic competencies and to the activity >>of this research area. >> >>The book also contains two important tools for teaching. First, a >>bibliography for each chapter provides the references discussed. Second, >>sections called "Try This" invite parents to turn their homes into a >>laboratory by experimenting and observing their own children. These can be >>used by students as they follow a baby's progress in home visits over the >>course of the semester. The book will cost $26.00 American dollars. >> >>------------------------------------------------------------------------- >>Roberta Michnick Golinkoff, Ph.D. >>H. Rodney Sharp Professor >>School of Education and Departments of Psychology and Linguistics >>University of Delaware, Newark, DE 19716 >>Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu >>------------------------------------------------------------------------- > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From sg985102 at shirayuri.ac.jp Fri Apr 2 06:40:20 1999 From: sg985102 at shirayuri.ac.jp (Eriko Kurosaki) Date: Fri, 2 Apr 1999 15:40:20 +0900 Subject: Question Message-ID: Dear Info-CHILDES, I am a graduate school student in Japan. I will write my master thesis from the point of discourse analysis in child language. I'm interested in children's misunderstanding. I want to study how they try to understand what other's saying and how their language develop through cooperative acts; playing together or doing something together. I think I have a lot of problems, so please advice me and please tell me what kind of book or research I have to read. If you give me advise, please sent: sg985102 at shirayuri.ac.jp or eriko-k at keisen.ac.jp Thank you for reading. From ann at hawaii.edu Fri Apr 2 21:23:24 1999 From: ann at hawaii.edu (Ann Peters) Date: Fri, 2 Apr 1999 11:23:24 -1000 Subject: SLI summary Message-ID: Thanks for all your responses to my query about SLI. I received replies from Theodor Marinis, Heather van der Lely, Etti Dromi, Carol Miller, Lise Menn, Gina Conti-Ramsden, Jussi Niemi, Keith Nelson, Janis Oram, Paula Menyuk, Gisela Szagun, Johanne Paradis, Kristina Hansson, Judith Johnston, Melanie Schuele and Judy Vander Woude Here is a summary: General caveat from Heather van der Lely: . . . bear in mind that SLI is a heterogeneous disorder-- and so you need to look carefully at the subject description to know if you are looking at the same sort of children. 1. CAN YOU DIRECT US TO A REASONABLY COMPREHENSIVE LIST OF RECENT RESEARCH IN SLI, PARTICULARLY IN LANGUAGES OTHER THAN ENGLISH? Most respondants mentioned: (1) Leonard, L.B. 1988 "Children with SLI" MIT press (2) Bishop, Dorothy 1997, "Uncommon understanding: Development and disorders of comprehension in children" Psychology Press: Hove UK. (3) In addition, there is a special three volume issue of the journal "Language Acqusition" coming out in May ... in which there are papers on children with SLI speaking French (Jakubowicz, Nash, Rigaut & Gerard); Italian (Bottari et al); German (Hamann, Penner & Lindner) as well as a futher four papers on English speaking children with SLI (Ingham, Fletcher & Schelletter; Wexler, Schuetze & Rice; Goad; and van der Lely). SLI IN FINNISH: Jussi Niemi & Minna H at gg: Syntax at late stages of acquisition: Experiments with normal and SLI children. In Ben Maassen & Paul Groenen (eds.), Pathologies of Speech and Language: Advances in Clinical Phonetics and Linguistics. Whurr (1999). [due out in April] Jussi Niemi (to appear, 1999): Production of grammatical number in Specific Language Impairment: An elicitation experiment on Finnish. Brain and Language. SLI IN GERMAN: 1) Lindner, K. & Johnston, J. (1992). Grammatical morphology in language-impaired children acquiring English or German as their first language: A functional perspective. Applied Psycholinguistics, 13, 115-129. 2) Schoeler, H., Fromm, W, & Kany, W. (1998). Spezifische Sprachentwicklungsstoerung und Sprachlernen. Heidelberg: Edition Schindele. SLI IN GREEK: Dalalakis, J. (1996): Developmental Language Impairment: Evidence from Greek and its Implications for Morphological Representation. Ph.D. McGill University, Montreal, Quebec. Stavrakakis, V. (1996): SLI in Greek: Evaluation of person-number agreement, case assignment to overt subject pronouns and tense marking. M.A. Thesis, University of Essex. SLI IN SWEDISH: 1) Haakansson, G. (1998). Language impairment and the realization of finiteness. In A. Greenhill, M. Hughes, H. Littlefield & H. Walsh (Eds.), Proceedings of the 22nd Annual Boston University Conference on Language Development, vol. 1 (pp. 314-324). Cascadilla Press. 2) Haakansson, G. & Nettelbladt, U. (1996). Similarities between SLI and L2 children. Evidence from the acquisition of Swedish word order. I: J. Gilbert & C. Johnson (Eds.), Children's language, 9. Hillsdale, NJ: Lawrence Erlbaum. 3) Hansson, K.(1997a). Patterns of verb usage in Swedish children with SLI: and application of recent theories. First Language, 17, 195-217. 4) Hansson, K. (1998). Specific language impairment in Swedish. Grammar and interaction. Unpublished doctoral dissertation, Lund University. 5) Hansson, K., and Nettelbladt, U. (1995) Grammatical characteristics of Swedish children with SLI. Journal of Speech and Hearing Research, 38, 589-598. 2. HAS ANYBODY DONE ANY WORK ON PRODUCTION OR PERCEPTION OF RELATIVE CLAUSES BY SLI CHILDREN? (1) Van der Lely's group is working on this but not yet ready to publish. (2) Gisela Haakansson and Kristina Hansson are presently finishing an article on the comprehension and production of relative clauses in Swedish children with SLI. Preliminary results show that these children (aged 4-6) have marked difficulties to produce this structure, whereas they manage better in tests of comprehension of relative clauses, i.e. they show a marked dissociation between comprehension and production. When retested six months later, five out of ten children had acquired mastery of the production of relative clauses, whereas the remaining children showed the same pattern as in the first testing. (3) Melanie Schuele : I have done some work on the production of relative clauses in children with SLI. Sarita Eisenberg has done some recent work on comprehension of relative clauses in children with SLI. 3. HAS ANYBODY WORKING ON SLI IN FRENCH FOUND WORD ORDER ERRORS? (1) The best person to ask about SLI in French is Celia Jakubowicz: Jakubowi at idf.ext.jussieu.fr Celia Jakubowicz and colleagues in Paris have a paper in press in Language Acquisition and will also contribute to this year's BUCLD proceeedings. (2) Another reference on French SLI: LeNormand, M. T., Leonard, L. & Mc Gregor, K. (1993). A cross-linguistic study of article use by children with specific language impairment. European Journal of Disorders of Communication, 28, 153-153. (3) Johanne Paradis at McGill University in Montreal: We have done some work on grammatical deficits in French-speaking children with SLI. One thing in particular we looked at was the order of finite verbs vis-a-vis the negative marker, 'pas'. We found that they did not make errors of the kind you list below, and are, on the whole, accurate in their verb placement. We presented these data at the SRCLD 98 conference. We are just in the process of writing it up now. AGAIN -- THANKS TO ALL WHO RESPONDED! From s.velleman at bangor.ac.uk Mon Apr 5 22:38:35 1999 From: s.velleman at bangor.ac.uk (Shelley L. Velleman) Date: Mon, 5 Apr 1999 23:38:35 +0100 Subject: sib effects Message-ID: Dear all, Thanks to all who replied to my question about the possible effects of a language-impaired or phonologically delayed/disordered sib on the development of another. Here are the references that resulted: Bishop, D. V. M., & Bishop, S. J. (1998). 'Twin language': A risk factor for language impairment? Journal of Speech Language and Hearing Reserach, 41, 150-160. Conti-Ramsden, G., & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech Language and Hearing Research, 40, 1298-1313. Jones, M., & Conti-Ramsden, G. (1997). A comparison of verb use in children with SLI and their younger siblings. First Language, 17, 165-193. Ribeiro Salomao, N. M., & Conti-Ramsden, G. (1994). Maternal speech to their offspring: SLI chidren and their younger siblings. Scandinavian Journal of Logopedics and Phoniatrics, 19, 11-17. Rollins, P. R., Pan, B. A., Conti-Ramsden, G., & Snow, C. (1994). Communicative skills in children with specific language impairments: A comparison with their language-matched siblings. Journal of Communication Disorders, 27, 189-206. as well as a message from Philip Dale regarding his on-going project ("TEDS") on twin language development (the results of which are not yet ready to be cited). Shelley Velleman From sg985102 at shirayuri.ac.jp Wed Apr 7 07:48:54 1999 From: sg985102 at shirayuri.ac.jp (Eriko Kurosaki) Date: Wed, 7 Apr 1999 16:48:54 +0900 Subject: I have a question Message-ID: Dear. info-childes. I've just study GRE for graduate school in America. Anyone who studied GRE, please advice me how to study! Eriko Kurosaki From a.karmiloff-Smith at ich.ucl.ac.uk Wed Apr 7 11:49:54 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 7 Apr 1999 11:49:54 +0000 Subject: SHORT INFANT TEST Message-ID: Here are the very few responses I received regarding a short infant test, a question I put out on the network a couple of weeks ago. Please do let me know if anyone else didn't see the first email but does know of a short cognitive test that could be administered to infants who have had a Bayley-II done but a few months prior to other testing. The idea is to check that no radical changes have occurred in which case a full Bayley would need redoing: >Glenn Aylward claims his BINS short form adaptation is quite valid with >respect to the BSID and level of functioning. I haven't used it myself but >just heard him give a talk on it. Judi Gardner >Hi Annette, >I don't know of any short test, but my suggestion would be to administer a >subset of items from the Bayley and compare them with the previous scores. I >guess it also depends on the age of the children. Adam Matheny has looked at >subsets of items on version 1 of the Bayley, so he might have some ideas. I >see that he has a poster next to one of mine at SRCD, so shall I ask him? >Peter Willatts >I too am looking for a short infant test. In our case, we >are studying the effects of different kinds and patterning >of child care and want to look at 'effects'. Will you let >me know if you and your student find one? Kathy Sylva From garym at linguistics.ucl.ac.uk Wed Apr 7 13:20:26 1999 From: garym at linguistics.ucl.ac.uk (G.Morgan) Date: Wed, 7 Apr 1999 13:20:26 +0000 Subject: 2nd call Child Language Seminar Message-ID: CHILD LANGUAGE SEMINAR 1999 SECOND ANNOUNCEMENT AND CALL FOR PAPERS 2-4 September 1999 The 1999 Child Language Seminar will be hosted by the Department of Language and Communication Science, City University, London, UK. Proposals are invited for papers of 30 minutes duration and for posters on issues related to language acquisition in children. * KEYNOTE SPEAKERS: Dan Slobin and Judy Kegl * CONFERENCE LOCATION The Conference sessions will be held at the Oliver Thomson suite with accommodation nearby at Rosebery Hall. City University is located near Islington, within walking distance of central London. * PUBLICATION OF PROCEEDINGS Selected papers will be published in the conference proceedings, to appear before 31 December 2000. * HOW TO SUBMIT ABSTRACTS Abstracts should be up to 250 words in length (excluding references) and may be submitted preferably by e-mail or e-mail attachment, alternatively by mail or Fax. Submissions should be received by 1 May 1999. At the top of the abstract please include Name(s) of Author(s), Institutional Affiliation, Full Address, E-Mail Address, Telephone and Fax Numbers, Paper or Poster, Equipment Requirements. Please leave several lines between this information and the title and body of the abstract so that the header information can be removed for anonymous review. Send your abstract to: CLS 99 Dept. of Language and Communication Science, City University, Northampton Sq., London, EC1V 0HB e-mail: b.woll at city.ac.uk Fax: (+44) (0)171 477 8577 Minicom / TTY: +44(0) 171 477 8314 * FOR QUESTIONS OR MORE INFORMATION ON THE CONFERENCE Please check our conference website: http://www.city.ac.uk/ccs/cls99.htm or contact: Gary Morgan: 44 (0) 171 419 3162 Shula Chiat: 44 (0)171 477 8297 CLS 99 REGISTRATION FORM If you would like to attend the conference please complete this form and send it to CLS 99 Administrator by mail, fax or e-mail at the address below (an electronic version is available at the conference website). Name: Affiliation: Address: Telephone: Fax: E-Mail: I would like to register for: (please underline clearly one of the options below). ALL OPTIONS INCLUDE A SET OF ABSTRACTS, TEAS AND COFFEES A. Residential packages (including all meals and conference dinner) Option 1: single accommodation (shared bathroom/shower facilities) £175 Option 2: twin accommodation (ensuite bathroom/shower facilities) £175 Please indicate name of person you will be sharing with B. Non-residential packages Option 3: Full non-residential package, including all meals and conference dinner £115 Option 4: Non-residential package including lunches £90 Option 5a (Thursday) 5b (Friday) 5c Saturday) Any one day £45 Please indicate if you have any special dietary requirements: Please indicate if you have any special communication or access needs: ALL BOOKINGS MUST BE MADE BEFORE 1 AUGUST AND BE ACCOMPANIED BY FULL PAYMENT. METHODS OF PAYMENT: Return this form together with: EITHER: 1. a cheque in sterling made payable to City University (CLS 99) OR 2. Credit card details: Name of cardholder: Card Type: Visa Mastercard Date of Expiry of card: Billing Address (if different from address above) TO: The CLS Administrator Language and Communication Science, City University Northampton Square London EC1V 0HB, UK E-mail: cls99 at city.ac.uk Fax: +44-171-477-8577 ------- Gary Morgan Dept of Linguistics, UCL, London tel: 0171 4193162 (voice/text) fax: 0171 3834108 From m.vihman at bangor.ac.uk Wed Apr 7 12:31:32 1999 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Wed, 7 Apr 1999 13:31:32 +0100 Subject: word frequencies to British babies Message-ID: Dear colleagues - We are currently looking for data collected in the UK, giving English words used frequently in speech directed to infants of 10-12 months of age. We would be grateful if anyone can provide us with information as to where to find such data. Thank you for any help you may be able to offer! marilyn vihman and satsuki nakai ------------------------------------------------------- Marilyn M. Vihman Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor, | /\/ \ \ Gwynedd LL57 2DG, U.K. | / ======\=\ tel. 44 (0)1248 383 775 FAX 382 599 | B A N G O R -------------------------------------------------------- From edwards.212 at osu.edu Wed Apr 7 16:10:16 1999 From: edwards.212 at osu.edu (Jan Edwards) Date: Wed, 7 Apr 1999 11:10:16 -0500 Subject: word frequencies to Japanese babies Message-ID: Dear colleagues, Marilyn Vihman's email concerning word frequencies to British babies prompted me to send one out as well -- we are interested in any data collected in Japan, giving Japanese words used frequently in speech directed to infants of 6-24 months of age (or any age span therein). We would be very grateful to anyone who could let us know where to find such data. Jan Edwards, Mary Beckman, and Kiyoko Yoneyama From Roberta at UDel.Edu Wed Apr 7 22:45:55 1999 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Wed, 7 Apr 1999 17:45:55 -0500 Subject: Ordering "How Babies Talk" Message-ID: A number of people have asked us how to get Golinkoff and Hirsh-Pasek's forthcoming book, "How Babies Talk: The Magic and Mystery of Language in the First THree Years of Life." Here's what our editor at Penguin says to do: "To order a 50% discounted examination copy of the hardcover for course use consideration please email kbooth at penguinputnam.com including a reply fax and telephone." Everyone else can use 800-788-6262 (Penguin's number) or order online or from their local bookstore. We're pretty much out of galleys, but finished books will be available in less than two weeks, so interested people can request exam copies then." Hopefully, this will work for those interesting in seeing the book. Best, Roberta and Kathy ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu ------------------------------------------------------------------------- From otomo at u-gakugei.ac.jp Fri Apr 9 11:09:49 1999 From: otomo at u-gakugei.ac.jp (Kiyoshi Otomo) Date: Fri, 9 Apr 1999 20:09:49 +0900 Subject: Call for Papers Message-ID: Japanese Society of Language Science (tentative name) First Conference (August 7-8, 1999, Tokyo, Japan) Seconod Announcement and Call for Papers CONFERENCE DATES & LOCATION The dates of the conference are August 7 (Sat.) and August 8 (Sun.). The conference will be held in Sophia University in Yotsuya, Tokyo. INVITED SPEAKER & SYMPOSIUM Brian MacWhinney (Carnegie Mellon University) will be our invited speaker. The contents of the symposium will beannounced in our third announcement (conference program). PRESENTATIONS, SECOND ANNOUNCEMENT, LENGTH OF PRESENTATIONS We will only accept research which has not been previously presented elsewhere, or which has not been scheduled to be presented elsewhere. We are currently accepting submissions which are broadly related to the field of language sciences. The research areas covered include: bilingualism, pragmatics, discourse analysis, psycholinguistics, first and second language acquisition, socioliguistics, syntax, semantics, phonology, morphology, lexicon, phonetics, neurolinguistics, Japanese language education, Japanese language research. Each presentation should be a total of thirty minutes (20 minutes for the presentation, 10 minutes for discussion). The official languages of the conference are Japanese and English. SUBMISSION & SELECTION OF PRESENTATIONS The deadline for submissions for presentations has been extended to April 24 (Sat.), 1999. Submissions should be made in the following format, and mailed to Kiyoshi Otomo of the organizing committee: Necessary documents 1. A completed copy of FORM #1 "Application form for submissions" on A4 or letter size paper 2. 3 copies of your presentation title and abstract (maximum 500 words) on A4 or letter size paper. Keep the abstract anonymous. Up to two tables/figures will be accepted (please include them with your abstract on one sheet of A4 or letter size paper). 3. 2 mailing labels with your name and address (unnecessary for those making submissions via email) Please send all submissions to : Kiyoshi Otomo Research Institute for the Education of Exceptional Children Tokyo Gakugei University 4-1-1 Nukui-Kitamachi Koganei-shi, Tokyo 184-0015 JAPAN We will also accept submissions by email. Please mail all email submissions to: siwatate at qu2.so-net.ne.jp Please send your email submission as an attachment in an MS-WORD, Ichitaro, or TEX format. All abstracts will be peer-reviewed anonymously. Notification of acceptance or rejection will be sent out by the end of May. Those who have been selected for presentation will be requested to submit a camera-ready 4-page (A4 size) version of their presentation by the end of June for the conference Handbook on a floppy disc. Finally, proceedings of the conference will be published. CONFERENCE REGISTRATION Registration fees: Preregistration by June 30: Full participants 3,000 yen Students 2,000 yen Regular registration (7/1/99-on-site registration): Full participants 3,500 yen Students 2,500 yen Payment from overseas: Full participants US$25 or Can$40 Students US$17 or Can$27 Conference Handbook: 2,000 yen Payment from overseas: US$17 or Can$27 Reception: 1,500 yen (Overseas participants will be asked to pay on-site) This conference is open to all interested persons. The reception will be held on the evening of August 7th. The conference handbook will consist of summaries and relevant information necessary for following each presentation, and therefore, we strongly recommend that each participant purchase a copy, as additional handouts for the individual presentations will not prepared (unless the individual presenter decides to provide additional handouts at the last minute). REGISTRATION (All participants, including those making presentations, must complete the following registration procedure) All conference participants must submit FORM #2 :Registration Form by June 30, 1999 via email to Shizuo Iwatate (email: siwatate at qa2.so-net.ne.jp). In the case that you do not have access to email, you may fax or mail your participation form to: Kiyoshi Otomo Research Institute for the Education of Exceptional Children Tokyo Gakugei University 4-1-1 Nukui-Kitamachi Koganei-shi, Tokyo 184-0015 Japan Fax: 042-329-7675 (From overseas: +81-42-329-7675) For domestic participants, registration fees, fees for the conference handbook and the reception must be deposited in the following account: Bank/branch: Asahi Bank/Kodaira branch Type of account: Futsu Account number: 3778638 Name of account: Iwatate Shizuo On-site registration will also be possible; however, copies of the conference handbook will be sold on a first-come, first-serve basis. Overseas participants must either pay on-site or by mailing funds to Yuriko Oshima-Takane. Note that the pre-registration fee is US$ 25.00 (students US$17.00) or Canadian $ 40.00 (students Canadian $ 27.00) if registered early, by June 30, 1999. Participants who register later than July 1, 1999 must pay the regular registration fee of 3,500 yen (students 2,500 yen) on-site. Overseas members can send their registration fees by check or money order to: JCHAT ' 99 Yuriko Oshima-Takane Dept. of Psychology McGill University 1205 Dr. Penfield Ave. Montreal, PQ H3A 1B1 Canada A check or money order must be made payable to Yuriko Oshima-Takane in trust of JCHAT. Only US or Canadian dollar will be accepted. The following information as well as a copy of the registration form must be attached. Name: Affiliation: Mailing address(home/work): TEL: FAX: Email: Method of payment: ( ) check ( ) money order Total amount enclosed: ( ) US dollars ( ) Canadian dollars THIRD ANNOUNCEMENT (CONFERENCE PROGRAM) AND MAILING OF CONFERENCE HANDBOOK The third announcement (conference program) will be mailed to all participants who have deposited their registration fees by mid-July. The conference handbook will also be mailed by mid-July to all participants who have deposited the conference handbook fee. However, the third announcement (conference program) and conference handbook will not be mailed to overseas participants (they will be given to you at registration on-site). Those domestic participants who prefer to receive these items at the conference, instead of in the mail, are requested to indicate their preference on the Registration Form. The conference program will be announced through the JCHAT mailing list and on the JCHAT homepage. The presentation summaries will also be made available on the JCHAT homepage, which is http://jchat.sccs.chukyo-u.ac.jp/JCHAT/ Please direct all questions to Shizuo Iwatate at : siwatate at qa2.so-net.ne.jp -------------------------------------------------- FORM #1: APPLICATION FORM FOR SUBMISSIONS Japanese title (if applicable): English title: Name: Affiliation: Mailing address (home or work): Phone number: Email address: --------------------------------------------------- FORM #2: REGISTRATION FORM Note: (1) please submit one registration form for each author (2) please write "JCHAT99 Conference Application" in the subject area (3) please do not send your form using the return key (while viewing the first announcement) I would like to participate in the First Conference of the Japanese Society of Language Science (tentative name): Name: Affiliation: Mailing address(home/work): TEL: FAX: Email: Conference handbook: Yes, I would like to reserve one ( ) No, I do not need one ( ) On-site pick-up of conference handbook (for domestic participants; please note that all overseas participants must pick their handbooks up at the conference): Yes, I would like to receive my handbook at the conference ( ) No, I would like to have my handbook mailed to me ( ) Reception: Yes, I would like to participate ( ) No, I will not participate ( ) Please indicate your method of payment: Send check or money order to Yuriko Oshima-Takane ( ) Pay on-site at the conference ( ) Deposit funds in the bank account of Iwatate Shizuo (for domestic participants only) ( ) ********************************************* Shizuo Iwatate, Japan Women's University, Japan email: siwatate at qa2.so-net.ne.jp From Bjoern.Wiemer at uni-konstanz.de Sat Apr 10 14:41:14 1999 From: Bjoern.Wiemer at uni-konstanz.de (Bjoern Wiemer) Date: Sat, 10 Apr 1999 16:41:14 +0200 Subject: syllabic tones Message-ID: Dear INFO-Childes'ers, I have a problem with marking things that are not included in the depfile and which are required by a certain peculiarity of a language with phonological tone distinctions on syllables -- namely, Lithuanian. Lithuanian has three tones, which should be marked diacritically. Many people (even native speakers) are not sure about the correct syllabic accent in many cases, and therefore it sometimes may become desirable to mark digressions from the norm (or from what some scholars claim to be the "correct" intonation). The only sign from the non-extended ASCII code that remained free for marking something additionally to the set already defined by the CHILDES handbooks appeared to be the back slash (\). I, thus, began to put it immediately before the syllable pronounced with incorrect accent. But when I began to apply CHECK on the particular files it wants them to be removed since \ isn't defined in the depfile. Even after adding the back slash to the depfile (which, I know, shouldn't be done for some non-technical reasons...), CHECK continued to announce that \ isn't a part of the depfile (?!). My question thus is: why does CHECK behave this way, declaring that something isn't listed in the depfile, though it IS? And can anybody give me an advice how to mark the feature I described above in .cha-files without violating the principles of the CLAN format? With best regards and wishes, Bjoern Wiemer. #+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+# Bjoern Wiemer Universitaet Konstanz Philosophische Fakultaet / FG Sprachwissenschaft - Slavistik Postfach 55 60 - D 179 D- 78457 Konstanz e-mail: Bjoern.Wiemer at uni-konstanz.de tel.: 07531 / 88- 2582 fax: 07531 / 88- 4007 - 2741 *^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^* From macw at cmu.edu Sat Apr 10 15:35:15 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 10 Apr 1999 11:35:15 -0400 Subject: syllabic tones Message-ID: Dear Bjoern, The backslash is a special case. It is used in CLAN (as in many computer programs) to represent the "I really mean it" character. It says that the following character really is what it says and is not some wild card or special character. So, to get a backslash, you have to have two backslashes. The first one says the second one really is a backslash. Aren't computers dumb? --Brian From a.karmiloff-Smith at ich.ucl.ac.uk Mon Apr 12 16:42:05 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 12 Apr 1999 16:42:05 +0000 Subject: MORE ON SHORT INFANT TEST Message-ID: HERE ARE SOME MORE RESPONSES RE THE SHORT INFANT TEST: > > > > A PhD student of mine is looking for a *short* general cognitive infant > > test. She will have Bayley-II data on a total population, but in case some > > subsequent experimental tasks are a little too removed from the date of the > > initial Bayley testing, she wanted to run a *short* test to make sure that > > there have been no major changes in test age in the less able vs more able > > groups of infants. Can anyone suggest anything other than running the > > Bayley again on the whole population? > > Many thanks > > Annette > > Hello, Here is information on one more short cog test for infants, courtesy of a pediatrician colleague, Valerie Burton, vburton at com1.med.usf.edu Sorry, it took me so long to answer. Things are busy here (just like they are everywhere else!) the test I talked to you about is the Clinical Aptitude Test/ Clinical Linguistic and Auditory Milestone Test (CAT/CLAMS). It was developed at Johns Hopkins and correlates well with the age equivalents obtained on the Bayley. You can order it directly from the Kennedy Fellows Association. P.O. Box 2004 Baltimore, MD 21203-2004 (410)614-6297 You can call and get more information and they can also send you an order form if you like. It is a short test that splits out language skills from visual-motor skills. It takes about 10-20 minutes to administer on a child depending on the age. I use it for the children in my Early Intervention Program here in Florida and the state seems to agree that it is a good test and gives a reasonably consistent idea of a child's functioning. I hope this helps. If there is anything I can do to provide further information just let me know. I know the test well and use it regularly. There is also a video that can be ordered to assist with administration and usage. Valerie Burton > > What we all need is a short-form yet appropriately controlled response to > novelty test that tapes some of the skills tested in the experimental > habituation work. I wonder if any of Carolyn Rovee-Collier's home-based > experimental techniques to test memory could be adapted in this way. Does > anyone know of any measurement of individual differences in that sort of > paradigm? Or is there a short version of the habituation tasks ussed by > Slater, Bornstein, etc., preferably ones that can be administered at home? > Dale Hay I don't know about a possible adaptation of Carolyn R-C's memory procedure, but I have some thoughts on the Slater/Bornstein type of habituation procedures. So far I've been involved in 4 habituation experiments whose aim was to predict later IQ. One of these ( the first) gave good predictive correlations, but the sample size was small (less than 20) and the habituation data were collected from infants of different ages. Although we published this, it wasn't ideal. The 3 others (2 of them in collaboration with Marc Bornstein) all gave very low predictive correlations, for 2 of them correlations averaging around zero, and for the other (with a sample of over 400 infants - part of a major epidemiological study) gave correlations which, with stretching (i.e., eliminating all infants who were not ideal during the habituation phase of the study) gave the occasional correlation above 0.1 Back in 1989 Roger Lecuyer wrote of the "0.05 syndrome", which is that it's difficult to publish these sorts of data unless the correlations are significant, so I'm sure that the published data are an overestimate of the "true" predictive ability of habituation measures. I wouldn't really recommend a short (or even long!) version of habituation tasks as a meaningful measure of individual differences in infancy ... Alan Slater Annette! Maybe novelty prefernce is a possible measure (e.g.: the Fagan test of Infant intelligence). best Mikael Heimann From HTagerF at Shriver.org Tue Apr 13 12:17:21 1999 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Tue, 13 Apr 1999 08:17:21 -0400 Subject: Job opening Message-ID: Research Assistant/Data Manager Job Description To maintain the computers and databases associated with a research Center. General assistant on several research projects that are funded by grants from the National Institutes of Health, and focuses on cognitive, linguistic and social-cognitive development in children with neurodevelopmental disorders. Primary responsibilities will include maintaining personal computer systems for all personnel, data entry, data management and analysis, and supervision of project databases. Responsibilities include: · data coding and entry; · organize and maintain research and data files; · management of project databases; · statistical analysis · assist in other aspects of data collection, transcription, and stimulus preparation · maintain computer systems and software for Center · assist in the preparation of presentations and manuscripts. Background and skills needed for this position include: · Bachelors degree in Psychology or related field; · Strong organizational and computer skills; · Some programming skills · Experience with personal computers (PC environment) · Expertise in Windows 95, Microsoft Office; · Experience with ACCESS, or other database management programs · Good statistical background and experience; We are seeking a mature and highly motivated person with strong interest in the areas of the research programs, who would enjoy the experience of being involved in a large and active research Center. The research programs address questions about cognitive, linguistic, and social profiles and the relationship between genes, brain and behavior in autism, Williams syndrome, mental retardation, specific language impairment, and other genetic syndromes. For more information, please contact: Helen Tager-Flusberg, Ph.D. Director, Center for Research on Developmental Disorders, Eunice Kennedy Shriver Center 200 Trapelo Road, Waltham, MA 02452 Tel: 781-642-0181 Fax: 781-642-0185 htagerf at shriver.org _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Senior Scientist Director, Center for Research on Developmental Disorders, Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02452 Boston, MA 02125-3393 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From macw at cmu.edu Wed Apr 14 00:23:35 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 13 Apr 1999 20:23:35 -0400 Subject: special issue on linguistic databases and annotation Message-ID: ADVANCE ANNOUNCEMENT Special Issue of Speech Communication on Speech Annotation and Corpus Tools www.ldc.upenn.edu/annotation/specom.html In recent years there has been an explosion of activity in the area of annotated linguistic databases. A wide variety of formats and tools have been developed; for an extensive set of web pointers, see [www.ldc.upenn.edu/annotation]. Hundreds of annotated speech corpora have been published, and such corpora are finding uses in a rapidly expanding set of disciplines. In the majority of cases, annotated corpora and associated software have been created without reference to other efforts in the area, leading to a proliferation of incompatible tools and formats despite the common conceptual core. There is a clear need for the dissemination of existing work and open discussion of the issues it raises, ultimately leading to consensus about formats and the creation of general purpose tools. Speech Communication [www.elsevier.com/locate/specom] will sponsor a special issue on speech annotation and tools for developing and interrogating speech corpora, to be edited by Steven Bird and Jonathan Harrington. Information about deadlines will be circulated once it is available. In the meantime, please visit the page for the special issue: www.ldc.upenn.edu/annotation/specom.html Please bookmark this page and/or sign up for the mailing list to be sure of receiving subsequent announcements. Steven & Jonathan. -- Dr Jonathan Harrington Director, Speech Hearing and Language Research Centre, Macquarie University, Sydney, Australia. Tel: +61 2 9850 8740 Fax: +61 2 9850 9199 jmh at srsuna.shlrc.mq.edu.au www.ling.mq.edu.au/dbase/person.phtml?oid=19084 Dr Steven Bird Assoc Director, LDC; Adj Assoc Prof, CIS & Linguistics Linguistic Data Consortium, University of Pennsylvania 3615 Market St, Suite 200, Philadelphia, PA 19104-2608 Tel: +1 215 573-3352 Fax: +1 215 573-2175 Steven.Bird at ldc.upenn.edu www.ldc.upenn.edu/sb From molsen at umiacs.umd.edu Wed Apr 14 03:36:42 1999 From: molsen at umiacs.umd.edu (Mari Broman Olsen) Date: Tue, 13 Apr 1999 23:36:42 -0400 Subject: online child language bibliography Message-ID: I tried this site at various times to day, including 1130 (EDT), and it always said there wer 'too many users'. Any ideas? ******** Mari Broman Olsen, Research Associate University of Maryland Institute for Advanced Computer Studies 3141 A.V. Williams Building University of Maryland College Park, MD 20742 EMAIL: molsen at umiacs.umd.edu PHONE: (301) 405-6754 FAX: (301) 314-9658 WEB: http://www.umiacs.umd.edu/~molsen ********* > > Dear Info-CHILDES, > The CHILDES/BIB bibliography is now online. It has about 23,000 > references which is about 10,000 more than the 1998 version of > CHILDES/BIB on the CD-ROM. If you go to alaska.psy.cmu.edu, you will > find it. > A more precise address is: > http://alaska.psy.cmu.edu/ris/risweb.isa > > The database is accessed using Reference Web Poster which allows all > sorts of Boolean searches etc. > > I am hoping that this form of access will replace earlier hardcopy and > EndNote-based versions of CHILDES/BIB. > > To test it out, try typing "modal" in the "Text to Search For:" field. > You should get about 50 matches. You can view abstracts and details of > records by clicking on the left icon with the stack of sheets of paper. > You can download records to your own machine by marking them, clicking > export, saving in RIS format, and then saving to your disk. > > You may also want to check to see if the entries for your own work are > correct. If they need to be updated, please send the updated > references with abstracts to kelley.sacco at andrew.cmu.edu > > The bibliography still has a lot of duplicates and some errors which > Kelley will be fixing next week. > > Good luck. > > --Brian MacWhinney > > > > From Caroline.Willners at ling.lu.se Thu Apr 15 15:39:57 1999 From: Caroline.Willners at ling.lu.se (Caroline Willners) Date: Thu, 15 Apr 1999 17:39:57 +0200 Subject: antonymy Message-ID: Dear all, I am interested in co-occurrence patterns of antonymous concepts and have done some studies on written corpora. Now, I wonder if anyone of you have performed, or know of, studies on the co-occurrence of antonymous concepts in longitudinal case study corpora. I'm specifically interested in prosodic cues to the aquisition of antonymic relations. Greatful for help! /Caroline Willners ___________________________________________________________ Caroline.Willners at ling.lu.se Dep. of Linguistics Phone: +46-(0)46-222 04 39 Lund University Fax: +46-(0)46-222 42 10 Helgonabacken 12 223 62 Lund SWEDEN From jeff at elda.fr Fri Apr 16 11:53:19 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Fri, 16 Apr 1999 13:53:19 +0200 Subject: info on childrens' speech Message-ID: Dear colleagues on INFO-CHILDES: My colleague just came across the following website today that may be of interest to many of you. It's for French and English Children speech from what I recall. http://www.mshs.univ-poitiers.fr/Forell/SCRI1.HTML Contact for this info is: Université de Poitiers, Laboratoire FORELL, Maison des Sciences de l'Homme et de la Société 99, avenue du Recteur-Pineau, 86022 POITIERS, FRANCE e-mail : Pierre-Don.Giancarli at mshs.univ-poitiers.fr fax office : (33) 5 49 45 32 07 Best, Jeff ================================================= Jeff ALLEN - Directeur Technique European Language Resources Association (ELRA) & European Language resources Distribution Agency (ELDA) (Agence Européenne de Distribution des Ressources Linguistiques) 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) 1.43.13.33.33 - Fax: (+33) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html From molsen at umiacs.umd.edu Fri Apr 16 13:34:09 1999 From: molsen at umiacs.umd.edu (Mari Broman Olsen) Date: Fri, 16 Apr 1999 09:34:09 -0400 Subject: cognitive advantage for bilingual kids? Message-ID: I seem to recall a study in which bilingual kids did better on language-independent cognitive tests than monolingual kids. Any clues? Thanks, x******** Mari Broman Olsen, Research Associate University of Maryland Institute for Advanced Computer Studies 3141 A.V. Williams Building University of Maryland College Park, MD 20742 EMAIL: molsen at umiacs.umd.edu PHONE: (301) 405-6754 FAX: (301) 314-9658 WEB: http://www.umiacs.umd.edu/~molsen ********* From a.karmiloff-Smith at ich.ucl.ac.uk Mon Apr 19 16:58:17 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 19 Apr 1999 16:58:17 +0000 Subject: MORE ON SHORT INFANT TEST Message-ID: >X-Sender: ingram_wright at mail.geocities.com >Date: Thu, 15 Apr 1999 10:05:33 +0100 >To: Annette Karmiloff-Smith >From: Ingram Wright >Subject: Re: MORE ON SHORT INFANT TEST >Mime-Version: 1.0 > >Annette, > >Your original suggestion seemed to be about a possible short form of the >Bayley II to be used alongside a previously obtained profile of pass/fail >item data. The responses so far appear to be about tests which are shorter >but may, or may not, correlate with Bayley II scores. My suggestion is to >use the raw Bayley item data and test on a restricted set of items to >ensure that no significant developmental change had occurred. > >Assuming the validity of the item scaling on the Bayley and that children >will increase their set of passed items - Take the failed items within the >last set administered and administer only these. If a sufficient number are >still failed then you are still within the appropriate set of items. You >can then modify the score according to the number of additional items passed. > >If all items from within the failed set are passed then you would have to >test on the next full set of items. > >The validity of doing this is based on assumptions about the course of >development which may be problematic for atypical populations. However, if >anyone has test-retest data on the particular population then the validity >of using this method could be checked before testing (using that data). > >This may not be what you were thinking of?? > >Ingram Wright > > >------------------------------------- >Dr. Ingram Wright >School of Medicine >Division of Psychiatry & Behavioural Sciences >15 Hyde Terrace >Leeds. LS2 9LT. UK. > >mrpiw at leeds.ac.uk http://www.geocities.com/Athens/Olympus/3788/ > From mewcscr at fs1.ed.man.ac.uk Tue Apr 20 13:37:32 1999 From: mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Tue, 20 Apr 1999 13:37:32 GMT Subject: David Ingram Message-ID: Dear colleagues, Does anyone know the whereabouts of David Ingram? I am trying to get in touch with him and would appreciate an email or address please. I know he was last at University of British Columbia in Canada. Many thanks in advance, gina gina.conti-ramsden at man.ac.uk gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 From jeff at elda.fr Tue Apr 20 13:14:49 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Tue, 20 Apr 1999 15:14:49 +0200 Subject: already sent David Ingram address to requester Message-ID: >From: "Gina Conti-Ramsden" >Subject: David Ingram >To: info-childes at PSYSCOPE.PSY.CMU.EDU > >Dear colleagues, >Does anyone know the whereabouts of David Ingram? I've just sent the contact info on Ingram to the requester. Jeff ================================================= Jeff ALLEN - Directeur Technique European Language Resources Association (ELRA) & European Language resources Distribution Agency (ELDA) (Agence Européenne de Distribution des Ressources Linguistiques) 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) 1.43.13.33.33 - Fax: (+33) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html From NRATNER at hesp.umd.edu Tue Apr 20 13:28:54 1999 From: NRATNER at hesp.umd.edu (Nan Ratner) Date: Tue, 20 Apr 1999 09:28:54 -0400 Subject: David Ingram Message-ID: He is currently at Arizona State University. I do not have his email, but using a model from other dept addresses, I would try dingram at asu.edu or call the dept at 602-965-2905. The dept also has a web site that might provide contact info at http://www.asu.edu/clas/shs Nan Ratner Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From jeff at elda.fr Tue Apr 20 14:14:19 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Tue, 20 Apr 1999 16:14:19 +0200 Subject: David Ingram Message-ID: At 09:28 20/04/99 -0400, Nan Ratner wrote: >He is currently at Arizona State University. I do not have his email, but using a model from other dept addresses, I would try dingram at asu.edu or call the dept at 602-965-2905. The dept also has a web site that might provide contact info at http://www.asu.edu/clas/shs Ah, this is even more recent news. I last corresponded with him in fall 98 The smartest thing to do is sent it to all "possible" aliases for him. david.ingram dingram ingram ingramd @asu.edu Most US university servers have built-in multi-alias recognition and if an exact match does not appear, you receive a message indicating what the closest matches are (at least at the US universities I've worked at) in the case of ambiguity in order to help you fine-tune your attempt to contact someone. Jeff ================================================= Jeff ALLEN - Directeur Technique European Language Resources Association (ELRA) & European Language resources Distribution Agency (ELDA) (Agence Européenne de Distribution des Ressources Linguistiques) 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) 1.43.13.33.33 - Fax: (+33) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html From macw at cmu.edu Tue Apr 20 14:49:07 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Apr 1999 10:49:07 -0400 Subject: addresses Message-ID: Dear Info-CHILDES, A good place to locate email addresses for child language researchers is at http://childes.psy.cmu.edu/infochildes.html There you will find David Ingram's address (along with 1500 others). The info there says: ingramda at mainex1.asu.edu Ingram, David: Arizona State However, I know that david.ingram at asu.edu will also work. By the way, this also shows that David is reading info-childes. --Brian MacWhinney From v.c.gathercole at bangor.ac.uk Tue Apr 20 17:50:00 1999 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Tue, 20 Apr 1999 17:50:00 +0000 Subject: dyslexia research position Message-ID: UNIVERSITY OF WALES, BANGOR SCHOOL OF PSYCHOLOGY Research Fellowship in Dyslexia Salary Scale: R&A Grade II £21,815 - £29,048 We are seeking to appoint a Research Fellow who will further strengthen our research in the area of dyslexia and work closely with colleagues in our long established and well known Dyslexia Unit. The School has strong interests in language development, neuropsychology and cognition and has an outstanding record of success in both teaching and research. According to national assessments we rank among the top-rated UK Psychology departments for research (i.e. rated 5A on a scale of 1-5*) and have achieved the highest rating "excellent" for Teaching Quality. Applicants will be expected to have a Ph.D. in Psychology and relevant research experience in the field of dyslexia. The school has good access to functional imaging facilities and we would particularly welcome applications from people with interests in this approach. The appointment will be for 3 years in the first instance. Application forms and further particulars are available from: Personnel Services, University of Wales, Bangor, Gwynedd, LL57 2DG. Tel: 01248-382926/388132. e-mail: pos020 at bangor.ac.uk. Informal queries should be directed to Mrs Gillian Mair, Tel: 01248 383884, e-mail: g.mair at bangor.ac.uk Please quote reference number: 99/30 when applying. Closing date for applications: Friday 14th May, 1999 Committed to Equal Opportunities Virginia C. Mueller Gathercole, Ph.D. Ysgol Seicoleg School of Pyschology Prifysgol Cymru, Bangor University of Wales, Bangor Gwynedd LL57 2DG Gwynedd LL57 2DG Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From mody at balrog.aecom.yu.edu Sat Apr 24 00:17:42 1999 From: mody at balrog.aecom.yu.edu (Maria Mody) Date: Fri, 23 Apr 1999 20:17:42 -0400 Subject: PPVT as a measure of language impairment? Message-ID: I was wondering if anyone has information as to the sensitivity of the Peabody Picture Vocabulary Test (or any similar receptive vocabulary test) in detecting language impairments in children? It is often included in a battery of tests administered to children, and so my questions are: 1. how often does it expose a problem, when used with language-impaired children ? 2.What do the scores look like, i.e. are they just at the low end of the normal range (85-115) or are they below normal and by how much? 3.Also, how do children with expressive language deficits score on it: "healthy" normal or "low end of normal" range? Any insights and references would be appreciated. Thanks. Maria Mody, Ph.D. Asst. Professor Albert Einstein College of Medicine From NRATNER at hesp.umd.edu Mon Apr 26 13:31:05 1999 From: NRATNER at hesp.umd.edu (Nan Ratner) Date: Mon, 26 Apr 1999 09:31:05 -0400 Subject: PPVT as a measure of language impairment? Message-ID: There is an article on this topic in the most recent issue of Language Speech and Hearing Services in Schools, by Gray, Plante, Vance and Henrichsen. Basically, it does not support the use of vocabulary tests to identify SLI. cheers, Nan Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From plahey at mindspring.com Mon Apr 26 16:55:39 1999 From: plahey at mindspring.com (plahey at mindspring.com) Date: Mon, 26 Apr 1999 09:55:39 -0700 Subject: PPVT as a measure of language impairment? Message-ID: The PPVT is not a sensitive indicator of language impairment. Some children so labelled have problems with receptive vocabulary, some do not. One example of what scores look like-- In data collected by Jan Edwards and myself on 66 children with specific language impairment (I.e., children who appear to be developing normally in areas other than language), the mean standard score on the PPVT-R was approximately 92 (SD 15). The mean score of a subgroup of these children (n=17) who had only expressive language impairments was 98 (SD 12); the mean score of a subgroup (n=28) who had both receptive and expressive impairment was 83 (SD 16). For further description of these particular children see Lahey, M., & Edwards, J. (1995). Why do children with specific langauge impairment name pictures more slowly than their peers? Journal of Speech and Hearing Research, 39, 1081-1098. Other readings that may be of interest:: Lahey, M. (1990). Who shall be called language disordered? Some reflections and one perspective. Journal of Speech and Hearing Disorders, 55, 612-620. Lahey, M. (1988). Language disorders and language development. NY: Macmillan. There are a number of other texts and articles on assessing and subtyping children with language impairment. I don't have the refereneces in front of me now, but a search should turn up a wealth of information. M. Lahey > I was wondering if anyone has information as to the sensitivity of >the Peabody Picture Vocabulary Test (or any similar receptive vocabulary >test) in detecting language impairments in children? It is often included >in a battery of tests administered to children, and so my questions are: >1. how often does it expose a problem, when used with language-impaired >children ? >2.What do the scores look like, i.e. are they just at the low >end of the normal range (85-115) or are they below normal and by how much? >3.Also, how do children with expressive language deficits score on it: >"healthy" normal or "low end of normal" range? > Any insights and references would be appreciated. Thanks. > >Maria Mody, Ph.D. >Asst. Professor >Albert Einstein College of Medicine > > From mark_langager at gse.harvard.edu Mon Apr 26 23:12:53 1999 From: mark_langager at gse.harvard.edu (Mark Langager) Date: Mon, 26 Apr 1999 19:12:53 -0400 Subject: Call for Papers -- Email version bounced back Message-ID: Dear Mr. Otomo, I hope you are doing well and conference preparations are proceeding smoothly. Regarding the conference, I regret to say that my email submission to the JSLS conference did not go through. Has anyone else from the US tried submitting a paper to the JSLS conference and had the email submission bounce back? I found a message from my email account today that said: "Your message cannot be delivered to the following recipients: siwatate at qu2.so-net.jp Reason: Illegal host/domain name found" (I will forward you that message in a separate email message for your reference.) I would truly like to present at the conference if possible, and I apologize for the mismatch of email systems that has prevented me from meeting the deadline. If I should submit directly to you, I would be prepared to do that as an alternative. Thank you kindly, and I look forward to hearing from you. Yours truly, Mark Langager On Fri, 09 Apr 1999 20:09:49 +0900 Kiyoshi Otomo wrote: > > Japanese Society of Language Science (tentative name) > First Conference (August 7-8, 1999, Tokyo, Japan) > Seconod Announcement and Call for Papers > > CONFERENCE DATES & LOCATION > The dates of the conference are August 7 (Sat.) and August 8 (Sun.). The > conference will be held in Sophia University in Yotsuya, Tokyo. > > INVITED SPEAKER & SYMPOSIUM > Brian MacWhinney (Carnegie Mellon University) will be our invited speaker. > The contents of the symposium will beannounced in our third announcement > (conference program). > > PRESENTATIONS, SECOND ANNOUNCEMENT, LENGTH OF PRESENTATIONS > We will only accept research which has not been previously presented > elsewhere, or which has not been scheduled to be presented elsewhere. > We are currently accepting submissions which are broadly related to the > field of language sciences. The research areas covered include: > bilingualism, pragmatics, discourse analysis, psycholinguistics, first and > second language acquisition, socioliguistics, syntax, semantics, phonology, > morphology, lexicon, phonetics, neurolinguistics, Japanese language > education, Japanese language research. > Each presentation should be a total of thirty minutes (20 minutes for the > presentation, 10 minutes for discussion). The official languages of the > conference are Japanese and English. > > SUBMISSION & SELECTION OF PRESENTATIONS > The deadline for submissions for presentations has been extended to April 24 > (Sat.), 1999. Submissions should be made in the following format, and > mailed to Kiyoshi Otomo of the organizing committee: > > Necessary documents > 1. A completed copy of FORM #1 "Application form for submissions" on A4 or > letter size paper > 2. 3 copies of your presentation title and abstract (maximum 500 words) on > A4 or letter size paper. Keep the abstract anonymous. Up to two > tables/figures will be accepted (please include them with your abstract on > one sheet of A4 or letter size paper). > 3. 2 mailing labels with your name and address (unnecessary for those making > submissions via email) > > Please send all submissions to : > Kiyoshi Otomo > Research Institute for the Education of Exceptional Children > Tokyo Gakugei University > 4-1-1 Nukui-Kitamachi > Koganei-shi, Tokyo 184-0015 > JAPAN > > We will also accept submissions by email. Please mail all email submissions > to: > siwatate at qu2.so-net.ne.jp > > Please send your email submission as an attachment in an MS-WORD, Ichitaro, > or TEX format. > > All abstracts will be peer-reviewed anonymously. Notification of acceptance > or rejection will be sent out by the end of May. Those who have been > selected for presentation will be requested to submit a camera-ready 4-page > (A4 size) version of their presentation by the end of June for the > conference Handbook on a floppy disc. Finally, proceedings of the > conference will be published. > > CONFERENCE REGISTRATION > Registration fees: > Preregistration by June 30: > Full participants 3,000 yen > Students 2,000 yen > Regular registration (7/1/99-on-site registration): > Full participants 3,500 yen > Students 2,500 yen > Payment from overseas: > Full participants US$25 or Can$40 > Students US$17 or Can$27 > > Conference Handbook: 2,000 yen > Payment from overseas: US$17 or Can$27 > > Reception: 1,500 yen > (Overseas participants will be asked to pay on-site) > > This conference is open to all interested persons. The reception will be > held on the evening of August 7th. > The conference handbook will consist of summaries and relevant information > necessary for following each presentation, and therefore, we strongly > recommend that each participant purchase a copy, as additional handouts for > the individual presentations will not prepared (unless the individual > presenter decides to provide additional handouts at the last minute). > > REGISTRATION > (All participants, including those making presentations, must complete the > following registration procedure) All conference participants must submit > FORM #2 :Registration Form by June 30, 1999 via email to Shizuo Iwatate > (email: siwatate at qa2.so-net.ne.jp). > > In the case that you do not have access to email, you may fax or mail your > participation form to: > Kiyoshi Otomo > Research Institute for the Education of Exceptional Children > Tokyo Gakugei University > 4-1-1 Nukui-Kitamachi > Koganei-shi, Tokyo 184-0015 Japan > Fax: 042-329-7675 (From overseas: +81-42-329-7675) > > For domestic participants, registration fees, fees for the conference > handbook and the reception must be deposited in the following account: > Bank/branch: Asahi Bank/Kodaira branch > Type of account: Futsu > Account number: 3778638 > Name of account: Iwatate Shizuo > > On-site registration will also be possible; however, copies of the > conference handbook will be sold on a first-come, first-serve basis. > > Overseas participants must either pay on-site or by mailing funds to Yuriko > Oshima-Takane. Note that the pre-registration fee is US$ 25.00 (students > US$17.00) or Canadian $ 40.00 (students Canadian $ 27.00) if registered > early, by June 30, 1999. Participants who register later than July 1, 1999 > must pay the regular registration fee of 3,500 yen (students 2,500 yen) > on-site. > > Overseas members can send their registration fees by check or money order to: > JCHAT ' 99 > Yuriko Oshima-Takane > Dept. of Psychology > McGill University > 1205 Dr. Penfield Ave. > Montreal, PQ H3A 1B1 > Canada > > A check or money order must be made payable to Yuriko Oshima-Takane in trust > of JCHAT. Only US or Canadian dollar will be accepted. The following > information as well as a copy of the registration form must be attached. > > Name: > Affiliation: > Mailing address(home/work): > TEL: > FAX: > Email: > > Method of payment: ( ) check ( ) money order > Total amount enclosed: ( ) US dollars ( ) Canadian dollars > > THIRD ANNOUNCEMENT (CONFERENCE PROGRAM) AND MAILING OF CONFERENCE HANDBOOK > The third announcement (conference program) will be mailed to all > participants who have deposited their registration fees by mid-July. The > conference handbook will also be mailed by mid-July to all > participants who have deposited the conference handbook fee. However, the > third announcement (conference program) and conference handbook will not be > mailed to overseas participants (they will be given to you at registration > on-site). Those domestic participants who prefer to receive these items at > the conference, instead of in the mail, are requested to indicate their > preference on the Registration Form. > > The conference program will be announced through the JCHAT mailing list and > on the JCHAT homepage. The presentation summaries will also be made > available on the JCHAT homepage, which is > http://jchat.sccs.chukyo-u.ac.jp/JCHAT/ > Please direct all questions to Shizuo Iwatate at : > siwatate at qa2.so-net.ne.jp > -------------------------------------------------- > FORM #1: APPLICATION FORM FOR SUBMISSIONS > Japanese title (if applicable): > English title: > Name: > Affiliation: > Mailing address (home or work): > Phone number: > Email address: > --------------------------------------------------- > FORM #2: REGISTRATION FORM > Note: (1) please submit one registration form for each author > (2) please write "JCHAT99 Conference Application" in the subject area > (3) please do not send your form using the return key (while viewing the > first announcement) > > I would like to participate in the First Conference of the Japanese Society > of Language Science (tentative name): > Name: > Affiliation: > Mailing address(home/work): > TEL: > FAX: > Email: > Conference handbook: > Yes, I would like to reserve one ( ) > No, I do not need one ( ) > On-site pick-up of conference handbook (for domestic participants; please > note that all overseas participants must pick their handbooks up at the > conference): > Yes, I would like to receive my handbook at the conference ( ) > No, I would like to have my handbook mailed to me ( ) > Reception: > Yes, I would like to participate ( ) > No, I will not participate ( ) > Please indicate your method of payment: > Send check or money order to Yuriko Oshima-Takane ( ) > Pay on-site at the conference ( ) > Deposit funds in the bank account of Iwatate Shizuo > (for domestic participants only) ( ) > > > ********************************************* > Shizuo Iwatate, Japan Women's University, Japan > email: siwatate at qa2.so-net.ne.jp > ---------------------------------------- Mark Langager Email: Mark_Langager at gse.harvard.edu Harvard University Graduate School of Education From ulli at ling.univie.ac.at Tue Apr 27 11:18:03 1999 From: ulli at ling.univie.ac.at (Ulli Dressler) Date: Tue, 27 Apr 1999 11:18:03 MET-1MEST Subject: Int. Morphology Meeting 2000 Message-ID: 9th INTERNATIONAL MORPHOLOGY MEETING Vienna February 25-27 (Fri - Sun), 2000 CALL FOR PAPERS MAIN THEMES: I. Comparative Morphology on a macro- and a micro-level, including typology, dialectology and diachrony II. Psycholinguistic/Mental Aspects of Morphology, including psychological, psycho- and neurolinguistic studies in morphology. MAIN REPORTERS CONFIRMED SO FAR: M. Baker, A. Carstairs-McCarthy, B. Comrie, G. Corbett, S. Gillis, M. Haspelmath, A. Kibrik, G. Libben, M. Loporcaro, D. Ravid, S. Steele If you would like to attend the meeting, please write to: Morphology Meeting (W.U. Dressler & D. Kastovsky) Institut fuer Sprachwissenschaft Berggasse 11/2/3 A-1090 Wien / Austria phone: +43-1-310 38 86 fax: +43-1-315 53 47 e-mail: morph at ling.univie.ac.at http://www.univie.ac.at/linguistics There will be a fee of 60 Euros (students and unemployed colleagues 30 Euros), which includes drinks after registration and refreshments during the breaks. Those who pre-register after November 1, 1999 will have to pay 80 Euros. Preferably pay by credit card (Visa, Euro/MasterCard) 2-page abstracts for a 20 minutes presentation (plus 10 minutes discussion) should anonymously be sent by mail in tenfold, accompanied by a camera-ready original with the author's name, address, affiliation to the above address. Workshops can be held in the evenings or on February 24 and 28. If you want to organize a workshop, please contact us before April 30, 1999. DEADLINE FOR SUBMISSION OF ABSTRACTS: OCTOBER 1, 1999 ********************************************************************* PLEASE FORWARD THIS MESSAGE TO COLLEAGUES WHO MIGHT BE INTERESTED AND (IF POSSIBLE) PRINT AND POST THE ATTACHMENT ! ********************************************************************* WORKSHOPS SO FAR ACCEPTED: "Computers and morphology: theoretical and descriptive issues" Dr. Ursula Doleschal Institut fuer Slawische Sprachen Wirtschaftsuniversitaet Wien Augasse 2-6 A-1090 Wien e-mail: ursula.doleschal at wu-wien.ac.at Dr. Christiane Dalton-Puffer Institut fuer Anglistik und Amerikanistik Universitaet Wien Universitaetscampus AAKH, Hof 8 A-1090 Wien fax: +43-1-4277 42 499 e-mail: christiane.dalton-puffer at univie.ac.at "Compound Processing" Prof. Gary Libben, Prof. Gonia Jarema & Prof. Eva Kehaiya (Prof. Libben up to June 1999: Institut fuer Sprachwissenschaft Universitaet Wien Berggasse 11/2/3 A-1090 Wien) e-mail: Gary.Libben at UAlberta.ca "Pre- and Protomorphology in Language Acquisition" Prof. Wolfgang U. Dressler, Doz. Maria Voeykova, Mag. Sabine Klampfer Institut fuer Sprachwissenschaft Universitaet Wien Berggasse 11/2/3 A-1090 Wien e-mail: sabine at ling.univie.ac.at ******************************** You may be interested in an immediately following meeting on a related topic: "The Word", organized by the Deutsche Gesellschaft fuer Sprachwissenschaft. Marburg, Germany; March 1-3, 2000. Contact address: DGfS2000 at mailer.uni-marburg.de ******************************** ******************************** 9th INTERNATIONAL MORPHOLOGY MEETING REGISTRATION FORM CAPITALS THROUGHOUT PLEASE Last name: ________________________________ _____________________________________.. First name: ________________________________.. _____________________________________.. Institution: ________________________________... _____________________________________.. Address: _________________________________... _____________________________________.. Post code / zip code: ..____________________________.. City: ___________________________________. Country: _________________________________... e-mail: _.._________________________________ FAX: _._.________________________________.. Phone: ..._.________________________________.. REGISTRATION FEE: 60 Euros before November 1, 1999 / 80 Euros after November 1, 1999 MODE OF PAYMENT: o EuroCard / MasterCard o VISA o CASH Card Number: _______________________________.. Expiry Date: _.______________________________... Cardholder's name: _____________________________ Signature: _____________________. Date: _________. From sgray at U.Arizona.EDU Tue Apr 27 16:22:15 1999 From: sgray at U.Arizona.EDU (Shelley Gray) Date: Tue, 27 Apr 1999 09:22:15 -0700 Subject: PPVT as a measure of language impairment? Message-ID: Dear Maria; Our article in this month's Language, Speech, and Hearing Services in schools (The Diagnostic Accuracy of Four Vocabulary Tests Administered to Preschool-Age Children; Gray, Plante, Vance, and Henrichsen)addresses this question as it pertains to preschoolers with specific language impairment. We examined the utility of four vocabulary tests, two receptive (including the PPVT-III) and two receptive for identifying preschoolers with SLI. The short response to your question is that although vocabulary tests are often administered for screening or diagnostic purposes or to describe language function, the empirical evidence for these uses is lacking. In our study no vocabulary test was a strong predictor or identifier of SLI status, and even though the children with SLI *as a group* scored lower than the matched group with NL, their individual scores usually fell within what would typically be considered the 'normal range.' Administration of a second vocabulary test actually decreased rather than increased the classification accuracy. We also found considerable variation in test scores for the same child from test to test. At 08:17 PM 4/23/99 -0400, you wrote: > I was wondering if anyone has information as to the sensitivity of >the Peabody Picture Vocabulary Test (or any similar receptive vocabulary >test) in detecting language impairments in children? It is often included >in a battery of tests administered to children, and so my questions are: >1. how often does it expose a problem, when used with language-impaired >children ? >2.What do the scores look like, i.e. are they just at the low >end of the normal range (85-115) or are they below normal and by how much? >3.Also, how do children with expressive language deficits score on it: >"healthy" normal or "low end of normal" range? > Any insights and references would be appreciated. Thanks. > >Maria Mody, Ph.D. >Asst. Professor >Albert Einstein College of Medicine > > > > ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Shelley Gray, Ph.D., CCC-SLP National Center for Neurogenic Communication Disorders (520)621-1870 Scottish Rite-The University of Arizona Child Language Center (520)620-0420 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ From russgrd2 at psych1.psy.sunysb.edu Wed Apr 28 15:04:14 1999 From: russgrd2 at psych1.psy.sunysb.edu (russgrd2 at psych1.psy.sunysb.edu) Date: Wed, 28 Apr 1999 11:04:14 -0400 Subject: decoding difficulty Message-ID: I need to determine which word in a pair of words is easier to decode. Does anyone know of an objective method for making this determination? I have done a number of literature searches and the closest I have come is the pronounciability ratings of Underwood and Schulz (1960) and Hayden and Loud (1969). These are somewhat helpful, but they only consist of nonsense syllables and it is difficult to make their findings map on to real words. I would really appreciate any help. --Brett Stoltz ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ | Brett Stoltz | Department of Psychology | SUNY at Stony Brook | Stony Brook, NY 11794-1200 | voice: (516) 632-7870 | fax: (516) 632-7871 | e-mail: brett.stoltz at sunysb.edu | Stony Brook Reading and Language Project | http://www.read+lang.sbs.sunysb.edu/ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From rochelle-newman at uiowa.edu Thu Apr 29 16:36:04 1999 From: rochelle-newman at uiowa.edu (Rochelle Newman) Date: Thu, 29 Apr 1999 11:36:04 -0500 Subject: No subject Message-ID: I was talking to a parent today who was raising her child bilingually, between German & English. She was commenting that the child (now just over 2) was creating blends (that is, combining words from the two languages). So, the child's word for blanket was bekke, from blanket + dekke, and the child's word for brush was brushke or brushte (I'm not sure I heard the stop consonant correctly, and not knowing German I wasn't sure what follow-up questions to ask). I hadn't heard of children combining words in this manner before, and was wondering whether others had heard of this. ---------------------------------------------------------- Rochelle Newman rochelle-newman at uiowa.edu Assistant Professor (319) 335-2417 (office) Department of Psychology (319) 335-1979 (lab) University of Iowa (319) 335-0191 (fax) 11 Seashore Hall E Iowa City, IA 52242-1407 http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html ---------------------------------------------------------- From a.karmiloff-Smith at ich.ucl.ac.uk Thu Apr 29 17:54:38 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 29 Apr 1999 17:54:38 +0000 Subject: pattern Message-ID: I'd like to know how common it is to find children who have chronological age-appropriate performance on the BPVS (PPVT) and on the TROG (9 years) but whose language output is very severely impaired and who have no reading skills except a few single words. References to articles reporting cases like this would be most helpful. Many thanks, Annette ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Professor Annette Karmiloff-Smith Head, Neurocognitive Development Unit Institute of Child Health 30 Guilford Street London WC1N 1EH, U.K. tel: +44 171 905 2754 secretary: 242 9789 ext.0735 fax: +44 171 242 7717 mobile: 0961 10 59 63 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From m.vihman at bangor.ac.uk Thu Apr 29 17:06:19 1999 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Thu, 29 Apr 1999 18:06:19 +0100 Subject: No subject Message-ID: > I was talking to a parent today who was raising her child >bilingually, between German & English. She was commenting that the child >(now just over 2) was creating blends (that is, combining words from the >two languages). So, the child's word for blanket was bekke, from blanket + >dekke, and the child's word for brush was brushke or brushte (I'm not sure >I heard the stop consonant correctly, and not knowing German I wasn't sure >what follow-up questions to ask). I hadn't heard of children combining >words in this manner before, and was wondering whether others had heard of >this. > I give a number of examples of such bilingual mergers in Vihman (1981), JChild Language, 8, 239-264. -marilyn v. ------------------------------------------------------- Marilyn M. Vihman Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor, | /\/ \ \ Gwynedd LL57 2DG, U.K. | / ======\=\ tel. 44 (0)1248 383 775 FAX 382 599 | B A N G O R -------------------------------------------------------- From tukraine at uwyo.edu Thu Apr 29 17:07:44 1999 From: tukraine at uwyo.edu (Teresa Ukrainetz) Date: Thu, 29 Apr 1999 11:07:44 -0600 Subject: pattern Message-ID: The latest issue of Language, Speech, & Hearing in the schools has an article (Gray, Plante, Vance, & Henrichsen, 1999) dealing with vocabulary scores and their lack of relationship to SLI vs normal status. In a recent project, I also found little relationship between PPVT-III scores and teacher ratings of concern. Teresa Ukrainetz >I'd like to know how common it is to find children who have chronological >age-appropriate performance on the BPVS (PPVT) and on the TROG (9 years) >but whose language output is very severely impaired and who have no reading >skills except a few single words. References to articles reporting cases >like this would be most helpful. Many thanks, >Annette > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ >Professor Annette Karmiloff-Smith >Head, Neurocognitive Development Unit >Institute of Child Health >30 Guilford Street >London WC1N 1EH, U.K. >tel: +44 171 905 2754 > secretary: 242 9789 ext.0735 >fax: +44 171 242 7717 >mobile: 0961 10 59 63 > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > Teresa A. Ukrainetz, Ph.D. Assistant Professor Dept. of Speech-Language Pathology & Audiology University of Wyoming P.O. Box 3311 Laramie, WY 82071-3311 (307) 766-5576 (307) 766-6829 (fax) tukraine at uwyo.edu From lmenn at psych.colorado.edu Thu Apr 29 17:17:10 1999 From: lmenn at psych.colorado.edu (Lise Menn) Date: Thu, 29 Apr 1999 11:17:10 -0600 Subject: your mail Message-ID: I know of within-language blends for words that the child may have considered to have the same referent: in Menn 1971 (Lingua 26:225-241) there's a probable blend of 'snap' and 'button', and in Waterson somewhere (try the collected papers, Waterson, Natalie. 1987. Prosodic Phonology: The Theory and its Application to Language Acquisition and Speech Processing. Newcastle upon Tyne: Grevatt and Grevatt.) there's a blend of 'hymn' and 'angel' referring to a hymn book with an angel pictured on the cover. Seems to me I've recently heard of other examples... but the bilingual blends you describe certainly make sense in this context. Looks like a nice phenomenon to try to capture by connectionist modeling! Lise Menn On Thu, 29 Apr 1999, Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- > > > > From vhouwer at uia.ua.ac.be Fri Apr 30 07:47:20 1999 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Fri, 30 Apr 1999 09:47:20 +0200 Subject: your mail Message-ID: These sorts of blends at the word level are occasionally reported on in the literature on young bilingual children (as they have been for monolingual children acquiring Dutch, for instance: see eg De Vooijs 1916 - example: MIEG = child blend of MUG (musquito) and VLIEG (fly)). See eg De Houwer 1990, The Acquisition of two languages from birth, Cambridge University Press. --Annick De Houwer On Thu, 29 Apr 1999, Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- > > > > From szasa at nytud.hu Fri Apr 30 10:04:16 1999 From: szasa at nytud.hu (Jarovinszkij Alekszandr) Date: Fri, 30 Apr 1999 12:04:16 +0200 Subject: No subject Message-ID: Dear Rochelle, See our papers: Alexandr Jarovinskij, 1995. On bilingual socialization. In: Keith E. Nelson and Zita Reger (eds.) Children's language, vol. 8. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers, 23-40. Alexandr Jarovinskij, 1997. The structure of the mental lexicon in Hungarian-Russian bilingual children. Acta Linguistica Hungarica, vol. 44 (1-2), 203-223. All the best Sasha Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- From mshatz at umich.edu Fri Apr 30 13:36:05 1999 From: mshatz at umich.edu (Marilyn Shatz) Date: Fri, 30 Apr 1999 09:36:05 -0400 Subject: your mail Message-ID: Yes, my son did this many years ago as a toddler in Italy; a native English speaker, he was exposed to Italian in nursery school and began to borrow from Italian to create words he didn't know well in English. E.g., "cracka-nutto" for nut-cracker. On Thu, 29 Apr 1999, Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- > > > From adele at twinearth.wustl.edu Fri Apr 30 19:20:47 1999 From: adele at twinearth.wustl.edu (Adele A. Abrahamsen) Date: Fri, 30 Apr 1999 14:20:47 -0500 Subject: Postdoctoral teaching fellowship at Washington University Message-ID: POSTDOCTORAL TEACHING FELLOWSHIP IN LINGUISTICS+ Washington University in St. Louis invites applications for a postdoctoral teaching fellowship in linguistics and language to begin on July 1, 1999. The appointment is initially for one year with a possible extension for an additional year. Linguistics courses at Washington University contribute to the Language, Cognition, and Culture track of the undergraduate major in Philosophy-Neuroscience-Psychology; they also serve undergraduate and masters' degree students in English education and TESOL. Hence, broad interests and ability to relate to a variety of students are advantageous. We are seeking a doctoral-level linguist (ABD considered) who has additional background and interests that will contribute to the new and rapidly-growing second major in Philosophy-Neuroscience-Psychology. Secondary interests might be centered in language acquisition, second language acquisition, cognitive science, cognitive neuroscience, or sociocultural approaches to language and cognition; excellence in teaching and research are more important than the specific primary or secondary areas. Demonstration of successful teaching experience is required. The successful candidate will teach two lower-division courses, Language in Culture and Society and Introduction to Linguistics, and two upper division/MA courses. Of these, Contemporary Linguistics (an introduction emphasizing language structure) is scheduled for Fall 1999, and the Spring 2000 course may be one of the following: Language Acquisition, Second Language Acquisition, Historical and Comparative Linguistics, Principles of Linguistics (an introduction emphasizing linguistic theory), or another course depending on needs of the program and the candidate's areas of interest and expertise. If the position is renewed, any changes in course offerings would be limited to the upper division. For more information on the graduate and undergraduate programs in PNP, see our website at www.artsci.wustl.edu/~philos/pnp/. Please send curriculum vitae, one or two published or unpublished papers, a statement of teaching experience and credentials, teaching evaluations, and have three letters of recommendation forwarded to: Linguistics Search Committee Philosophy-Neuroscience-Psychology Program Campus Box 1073 Washington University in St. Louis One Brookings Drive St. Louis, MO 63130-4899 Review of candidates will begin immediately (4/29/99), but the position will remain open until filled. Washington University is an Affirmative Action/Equal Opportunity employer. Women and minority candidates are especially encouraged to apply. * * * * * * * * * * * * Contact information * * * * * * * * * * * * Adele Abrahamsen, Assoc Prof of Psychology & PNP Undergraduate Director abrahamsen at twinearth.wustl.edu Fax 314-935-7349 Secretary 314-935-6670 From charles.watkins at wanadoo.fr Fri Apr 30 19:39:18 1999 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Fri, 30 Apr 1999 21:39:18 +0200 Subject: Blends Message-ID: re Rochelle Newman's recent posting. I am interested. I am researching into deixis using bilingual data (French and English), and one of my subjects frequently produces "lat" (presumably a blend of "là" - French "there" - and "that"). The subject (aged around two as well) tends to do this in emotionally charged situations, and the phoneme /l/ also makes systematic rogue appearances as the initial phoneme in "yes" (pronounced "lyes"), but only if it is a contradictory "yes". Any information you might have about blending of deictics from the parent you were talking to would be interesting. Charles Watkins Professeur Agrégé, Université de Paris XIII, France. From theaksto at fs4.psy.man.ac.uk Thu Apr 1 08:49:24 1999 From: theaksto at fs4.psy.man.ac.uk (Anna Theakston) Date: Thu, 1 Apr 1999 08:49:24 GMT Subject: PhD studentships Message-ID: Ph.D studentships for the study of language development Applications are invited for two funded Ph.D studentships in the Department of Psychology at the University of Manchester, UK. Students will be attached to the Max Planck Child Study Centre in the Department of Psychology and they will be funded by the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. The Child Study Centre is run by Drs. Elena Lieven and Michael Tomasello of the Max Planck Institute. Their research centres on the development of grammar and consists of the collection and analysis of naturalistic and experimental data for both English and German-speaking children. Applicants must have, or expect to attain this summer, a good honours degree in Psychology, Linguistics or an associated discipline. Funding will consist of 21.600DM per annum plus support for travel and equipment. The Home/EC rate for fees will be paid by the MPG. Non-EC students will normally have to find the difference between the EC fee and the Overseas fee themselves (6140 sterling). Applications must be made on University of Manchester Postgraduate Application forms which can be obtained from Ms. Sylvia Lavelle, Department of Psychology, University of Manchester, Manchester M13 9PL, UK. Preliminary enquiries to Elena Lieven or Michael Tomasello can be made via Katharina Haberl at: Max Planck Institute for Evolutionary Anthropology, Inselstr.22, D-04103, Germany. Email: haberl at eva.mpg.de From genesee at ego.psych.mcgill.ca Thu Apr 1 13:46:26 1999 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Thu, 1 Apr 1999 08:46:26 -0500 Subject: online child language bibliography Message-ID: In a related vein, Patsy Lightbown and Nina Spada have written a non-technical book called "How Languages are Learned", published by Oxford. It is very readable and has proven to be very successful as an undergraduate and teacher education textbook. Fred Genesee At 05:35 PM 3/31/99 +0000, Annette Karmiloff-Smith wrote: >Hi Roberta, >oh dear, we might be in competition and not just in collaboration! My >daughter and I are just finishing a book on LA for the Developing Child >Series of Harvard Uni Press....though ours will go beyond 3 years. It's >called "Language Acquisition from foetus to adolescent". Previously we did >a *really* popular-level book together on infancy called "Everything your >baby would ask if only he or she could talk..." published in the US by >Golden Books. It's a bit gimmicky (the publisher insisted) but does bring a >lot of scientific results to the public. I had always wanted my "Baby >It's You" (Ebury Press, Random House) which accompanied an Emmy-winning TV >series on the first three years of life to be turned into a first year text >book, but I couldn't be bothered and no-one else took up the challenge. I >do think it's important for academics to bring science to the general >public in a pallatable form, so am really looking forward to seeing your >book. Our LA book isn't targeted at the general public, more for young >psych students, nurses and the like, as the whole series is aimed. Can I >order a copy from you? It'll take forever before the British have it >available for sale. I'll be at Albuquerque, will you? >best thoughts and thanks again for all your hospitality to my student. She >just loved her stay with Renee and you lot. >Annette > >At 10:35 -0500 31/3/99, Roberta Golinkoff wrote: >>Kathy Hirsh-Pasek and I have some news that we hope will be helpful to you >>all. We have written a popular press book on language acquisition that can >>be useful for teaching undergraduates as well as for recommending to >>parents who want to know more about language development. It's called "How >>babies talk: The magic and mystery of language in the first three years of >>life" (Dutton Press) and will come out in June, 1999. It describes the >>wonders of language acquisition in a highly readable, jargon-free style. >>Written with numerous vignettes to illustrate its points, it reviews the >>most recent research in the field of language development in a way that >>conveys the significance of the newest findings. It begins with how >>fetuses process language in the womb and concludes with the paradoxically >>competent 3 year-old who is talking a blue streak but can't yet tie her >>shoes. >> >>The book covers much more than just the work coming out of our labs; >>findings from laboratories around the world are described as a testimony to >>infants' and toddlers' amazing linguistic competencies and to the activity >>of this research area. >> >>The book also contains two important tools for teaching. First, a >>bibliography for each chapter provides the references discussed. Second, >>sections called "Try This" invite parents to turn their homes into a >>laboratory by experimenting and observing their own children. These can be >>used by students as they follow a baby's progress in home visits over the >>course of the semester. The book will cost $26.00 American dollars. >> >>------------------------------------------------------------------------- >>Roberta Michnick Golinkoff, Ph.D. >>H. Rodney Sharp Professor >>School of Education and Departments of Psychology and Linguistics >>University of Delaware, Newark, DE 19716 >>Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu >>------------------------------------------------------------------------- > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From sg985102 at shirayuri.ac.jp Fri Apr 2 06:40:20 1999 From: sg985102 at shirayuri.ac.jp (Eriko Kurosaki) Date: Fri, 2 Apr 1999 15:40:20 +0900 Subject: Question Message-ID: Dear Info-CHILDES, I am a graduate school student in Japan. I will write my master thesis from the point of discourse analysis in child language. I'm interested in children's misunderstanding. I want to study how they try to understand what other's saying and how their language develop through cooperative acts; playing together or doing something together. I think I have a lot of problems, so please advice me and please tell me what kind of book or research I have to read. If you give me advise, please sent: sg985102 at shirayuri.ac.jp or eriko-k at keisen.ac.jp Thank you for reading. From ann at hawaii.edu Fri Apr 2 21:23:24 1999 From: ann at hawaii.edu (Ann Peters) Date: Fri, 2 Apr 1999 11:23:24 -1000 Subject: SLI summary Message-ID: Thanks for all your responses to my query about SLI. I received replies from Theodor Marinis, Heather van der Lely, Etti Dromi, Carol Miller, Lise Menn, Gina Conti-Ramsden, Jussi Niemi, Keith Nelson, Janis Oram, Paula Menyuk, Gisela Szagun, Johanne Paradis, Kristina Hansson, Judith Johnston, Melanie Schuele and Judy Vander Woude Here is a summary: General caveat from Heather van der Lely: . . . bear in mind that SLI is a heterogeneous disorder-- and so you need to look carefully at the subject description to know if you are looking at the same sort of children. 1. CAN YOU DIRECT US TO A REASONABLY COMPREHENSIVE LIST OF RECENT RESEARCH IN SLI, PARTICULARLY IN LANGUAGES OTHER THAN ENGLISH? Most respondants mentioned: (1) Leonard, L.B. 1988 "Children with SLI" MIT press (2) Bishop, Dorothy 1997, "Uncommon understanding: Development and disorders of comprehension in children" Psychology Press: Hove UK. (3) In addition, there is a special three volume issue of the journal "Language Acqusition" coming out in May ... in which there are papers on children with SLI speaking French (Jakubowicz, Nash, Rigaut & Gerard); Italian (Bottari et al); German (Hamann, Penner & Lindner) as well as a futher four papers on English speaking children with SLI (Ingham, Fletcher & Schelletter; Wexler, Schuetze & Rice; Goad; and van der Lely). SLI IN FINNISH: Jussi Niemi & Minna H at gg: Syntax at late stages of acquisition: Experiments with normal and SLI children. In Ben Maassen & Paul Groenen (eds.), Pathologies of Speech and Language: Advances in Clinical Phonetics and Linguistics. Whurr (1999). [due out in April] Jussi Niemi (to appear, 1999): Production of grammatical number in Specific Language Impairment: An elicitation experiment on Finnish. Brain and Language. SLI IN GERMAN: 1) Lindner, K. & Johnston, J. (1992). Grammatical morphology in language-impaired children acquiring English or German as their first language: A functional perspective. Applied Psycholinguistics, 13, 115-129. 2) Schoeler, H., Fromm, W, & Kany, W. (1998). Spezifische Sprachentwicklungsstoerung und Sprachlernen. Heidelberg: Edition Schindele. SLI IN GREEK: Dalalakis, J. (1996): Developmental Language Impairment: Evidence from Greek and its Implications for Morphological Representation. Ph.D. McGill University, Montreal, Quebec. Stavrakakis, V. (1996): SLI in Greek: Evaluation of person-number agreement, case assignment to overt subject pronouns and tense marking. M.A. Thesis, University of Essex. SLI IN SWEDISH: 1) Haakansson, G. (1998). Language impairment and the realization of finiteness. In A. Greenhill, M. Hughes, H. Littlefield & H. Walsh (Eds.), Proceedings of the 22nd Annual Boston University Conference on Language Development, vol. 1 (pp. 314-324). Cascadilla Press. 2) Haakansson, G. & Nettelbladt, U. (1996). Similarities between SLI and L2 children. Evidence from the acquisition of Swedish word order. I: J. Gilbert & C. Johnson (Eds.), Children's language, 9. Hillsdale, NJ: Lawrence Erlbaum. 3) Hansson, K.(1997a). Patterns of verb usage in Swedish children with SLI: and application of recent theories. First Language, 17, 195-217. 4) Hansson, K. (1998). Specific language impairment in Swedish. Grammar and interaction. Unpublished doctoral dissertation, Lund University. 5) Hansson, K., and Nettelbladt, U. (1995) Grammatical characteristics of Swedish children with SLI. Journal of Speech and Hearing Research, 38, 589-598. 2. HAS ANYBODY DONE ANY WORK ON PRODUCTION OR PERCEPTION OF RELATIVE CLAUSES BY SLI CHILDREN? (1) Van der Lely's group is working on this but not yet ready to publish. (2) Gisela Haakansson and Kristina Hansson are presently finishing an article on the comprehension and production of relative clauses in Swedish children with SLI. Preliminary results show that these children (aged 4-6) have marked difficulties to produce this structure, whereas they manage better in tests of comprehension of relative clauses, i.e. they show a marked dissociation between comprehension and production. When retested six months later, five out of ten children had acquired mastery of the production of relative clauses, whereas the remaining children showed the same pattern as in the first testing. (3) Melanie Schuele : I have done some work on the production of relative clauses in children with SLI. Sarita Eisenberg has done some recent work on comprehension of relative clauses in children with SLI. 3. HAS ANYBODY WORKING ON SLI IN FRENCH FOUND WORD ORDER ERRORS? (1) The best person to ask about SLI in French is Celia Jakubowicz: Jakubowi at idf.ext.jussieu.fr Celia Jakubowicz and colleagues in Paris have a paper in press in Language Acquisition and will also contribute to this year's BUCLD proceeedings. (2) Another reference on French SLI: LeNormand, M. T., Leonard, L. & Mc Gregor, K. (1993). A cross-linguistic study of article use by children with specific language impairment. European Journal of Disorders of Communication, 28, 153-153. (3) Johanne Paradis at McGill University in Montreal: We have done some work on grammatical deficits in French-speaking children with SLI. One thing in particular we looked at was the order of finite verbs vis-a-vis the negative marker, 'pas'. We found that they did not make errors of the kind you list below, and are, on the whole, accurate in their verb placement. We presented these data at the SRCLD 98 conference. We are just in the process of writing it up now. AGAIN -- THANKS TO ALL WHO RESPONDED! From s.velleman at bangor.ac.uk Mon Apr 5 22:38:35 1999 From: s.velleman at bangor.ac.uk (Shelley L. Velleman) Date: Mon, 5 Apr 1999 23:38:35 +0100 Subject: sib effects Message-ID: Dear all, Thanks to all who replied to my question about the possible effects of a language-impaired or phonologically delayed/disordered sib on the development of another. Here are the references that resulted: Bishop, D. V. M., & Bishop, S. J. (1998). 'Twin language': A risk factor for language impairment? Journal of Speech Language and Hearing Reserach, 41, 150-160. Conti-Ramsden, G., & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech Language and Hearing Research, 40, 1298-1313. Jones, M., & Conti-Ramsden, G. (1997). A comparison of verb use in children with SLI and their younger siblings. First Language, 17, 165-193. Ribeiro Salomao, N. M., & Conti-Ramsden, G. (1994). Maternal speech to their offspring: SLI chidren and their younger siblings. Scandinavian Journal of Logopedics and Phoniatrics, 19, 11-17. Rollins, P. R., Pan, B. A., Conti-Ramsden, G., & Snow, C. (1994). Communicative skills in children with specific language impairments: A comparison with their language-matched siblings. Journal of Communication Disorders, 27, 189-206. as well as a message from Philip Dale regarding his on-going project ("TEDS") on twin language development (the results of which are not yet ready to be cited). Shelley Velleman From sg985102 at shirayuri.ac.jp Wed Apr 7 07:48:54 1999 From: sg985102 at shirayuri.ac.jp (Eriko Kurosaki) Date: Wed, 7 Apr 1999 16:48:54 +0900 Subject: I have a question Message-ID: Dear. info-childes. I've just study GRE for graduate school in America. Anyone who studied GRE, please advice me how to study! Eriko Kurosaki From a.karmiloff-Smith at ich.ucl.ac.uk Wed Apr 7 11:49:54 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 7 Apr 1999 11:49:54 +0000 Subject: SHORT INFANT TEST Message-ID: Here are the very few responses I received regarding a short infant test, a question I put out on the network a couple of weeks ago. Please do let me know if anyone else didn't see the first email but does know of a short cognitive test that could be administered to infants who have had a Bayley-II done but a few months prior to other testing. The idea is to check that no radical changes have occurred in which case a full Bayley would need redoing: >Glenn Aylward claims his BINS short form adaptation is quite valid with >respect to the BSID and level of functioning. I haven't used it myself but >just heard him give a talk on it. Judi Gardner >Hi Annette, >I don't know of any short test, but my suggestion would be to administer a >subset of items from the Bayley and compare them with the previous scores. I >guess it also depends on the age of the children. Adam Matheny has looked at >subsets of items on version 1 of the Bayley, so he might have some ideas. I >see that he has a poster next to one of mine at SRCD, so shall I ask him? >Peter Willatts >I too am looking for a short infant test. In our case, we >are studying the effects of different kinds and patterning >of child care and want to look at 'effects'. Will you let >me know if you and your student find one? Kathy Sylva From garym at linguistics.ucl.ac.uk Wed Apr 7 13:20:26 1999 From: garym at linguistics.ucl.ac.uk (G.Morgan) Date: Wed, 7 Apr 1999 13:20:26 +0000 Subject: 2nd call Child Language Seminar Message-ID: CHILD LANGUAGE SEMINAR 1999 SECOND ANNOUNCEMENT AND CALL FOR PAPERS 2-4 September 1999 The 1999 Child Language Seminar will be hosted by the Department of Language and Communication Science, City University, London, UK. Proposals are invited for papers of 30 minutes duration and for posters on issues related to language acquisition in children. * KEYNOTE SPEAKERS: Dan Slobin and Judy Kegl * CONFERENCE LOCATION The Conference sessions will be held at the Oliver Thomson suite with accommodation nearby at Rosebery Hall. City University is located near Islington, within walking distance of central London. * PUBLICATION OF PROCEEDINGS Selected papers will be published in the conference proceedings, to appear before 31 December 2000. * HOW TO SUBMIT ABSTRACTS Abstracts should be up to 250 words in length (excluding references) and may be submitted preferably by e-mail or e-mail attachment, alternatively by mail or Fax. Submissions should be received by 1 May 1999. At the top of the abstract please include Name(s) of Author(s), Institutional Affiliation, Full Address, E-Mail Address, Telephone and Fax Numbers, Paper or Poster, Equipment Requirements. Please leave several lines between this information and the title and body of the abstract so that the header information can be removed for anonymous review. Send your abstract to: CLS 99 Dept. of Language and Communication Science, City University, Northampton Sq., London, EC1V 0HB e-mail: b.woll at city.ac.uk Fax: (+44) (0)171 477 8577 Minicom / TTY: +44(0) 171 477 8314 * FOR QUESTIONS OR MORE INFORMATION ON THE CONFERENCE Please check our conference website: http://www.city.ac.uk/ccs/cls99.htm or contact: Gary Morgan: 44 (0) 171 419 3162 Shula Chiat: 44 (0)171 477 8297 CLS 99 REGISTRATION FORM If you would like to attend the conference please complete this form and send it to CLS 99 Administrator by mail, fax or e-mail at the address below (an electronic version is available at the conference website). Name: Affiliation: Address: Telephone: Fax: E-Mail: I would like to register for: (please underline clearly one of the options below). ALL OPTIONS INCLUDE A SET OF ABSTRACTS, TEAS AND COFFEES A. Residential packages (including all meals and conference dinner) Option 1: single accommodation (shared bathroom/shower facilities) ?175 Option 2: twin accommodation (ensuite bathroom/shower facilities) ?175 Please indicate name of person you will be sharing with B. Non-residential packages Option 3: Full non-residential package, including all meals and conference dinner ?115 Option 4: Non-residential package including lunches ?90 Option 5a (Thursday) 5b (Friday) 5c Saturday) Any one day ?45 Please indicate if you have any special dietary requirements: Please indicate if you have any special communication or access needs: ALL BOOKINGS MUST BE MADE BEFORE 1 AUGUST AND BE ACCOMPANIED BY FULL PAYMENT. METHODS OF PAYMENT: Return this form together with: EITHER: 1. a cheque in sterling made payable to City University (CLS 99) OR 2. Credit card details: Name of cardholder: Card Type: Visa Mastercard Date of Expiry of card: Billing Address (if different from address above) TO: The CLS Administrator Language and Communication Science, City University Northampton Square London EC1V 0HB, UK E-mail: cls99 at city.ac.uk Fax: +44-171-477-8577 ------- Gary Morgan Dept of Linguistics, UCL, London tel: 0171 4193162 (voice/text) fax: 0171 3834108 From m.vihman at bangor.ac.uk Wed Apr 7 12:31:32 1999 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Wed, 7 Apr 1999 13:31:32 +0100 Subject: word frequencies to British babies Message-ID: Dear colleagues - We are currently looking for data collected in the UK, giving English words used frequently in speech directed to infants of 10-12 months of age. We would be grateful if anyone can provide us with information as to where to find such data. Thank you for any help you may be able to offer! marilyn vihman and satsuki nakai ------------------------------------------------------- Marilyn M. Vihman Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor, | /\/ \ \ Gwynedd LL57 2DG, U.K. | / ======\=\ tel. 44 (0)1248 383 775 FAX 382 599 | B A N G O R -------------------------------------------------------- From edwards.212 at osu.edu Wed Apr 7 16:10:16 1999 From: edwards.212 at osu.edu (Jan Edwards) Date: Wed, 7 Apr 1999 11:10:16 -0500 Subject: word frequencies to Japanese babies Message-ID: Dear colleagues, Marilyn Vihman's email concerning word frequencies to British babies prompted me to send one out as well -- we are interested in any data collected in Japan, giving Japanese words used frequently in speech directed to infants of 6-24 months of age (or any age span therein). We would be very grateful to anyone who could let us know where to find such data. Jan Edwards, Mary Beckman, and Kiyoko Yoneyama From Roberta at UDel.Edu Wed Apr 7 22:45:55 1999 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Wed, 7 Apr 1999 17:45:55 -0500 Subject: Ordering "How Babies Talk" Message-ID: A number of people have asked us how to get Golinkoff and Hirsh-Pasek's forthcoming book, "How Babies Talk: The Magic and Mystery of Language in the First THree Years of Life." Here's what our editor at Penguin says to do: "To order a 50% discounted examination copy of the hardcover for course use consideration please email kbooth at penguinputnam.com including a reply fax and telephone." Everyone else can use 800-788-6262 (Penguin's number) or order online or from their local bookstore. We're pretty much out of galleys, but finished books will be available in less than two weeks, so interested people can request exam copies then." Hopefully, this will work for those interesting in seeing the book. Best, Roberta and Kathy ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu ------------------------------------------------------------------------- From otomo at u-gakugei.ac.jp Fri Apr 9 11:09:49 1999 From: otomo at u-gakugei.ac.jp (Kiyoshi Otomo) Date: Fri, 9 Apr 1999 20:09:49 +0900 Subject: Call for Papers Message-ID: Japanese Society of Language Science (tentative name) First Conference (August 7-8, 1999, Tokyo, Japan) Seconod Announcement and Call for Papers CONFERENCE DATES & LOCATION The dates of the conference are August 7 (Sat.) and August 8 (Sun.). The conference will be held in Sophia University in Yotsuya, Tokyo. INVITED SPEAKER & SYMPOSIUM Brian MacWhinney (Carnegie Mellon University) will be our invited speaker. The contents of the symposium will beannounced in our third announcement (conference program). PRESENTATIONS, SECOND ANNOUNCEMENT, LENGTH OF PRESENTATIONS We will only accept research which has not been previously presented elsewhere, or which has not been scheduled to be presented elsewhere. We are currently accepting submissions which are broadly related to the field of language sciences. The research areas covered include: bilingualism, pragmatics, discourse analysis, psycholinguistics, first and second language acquisition, socioliguistics, syntax, semantics, phonology, morphology, lexicon, phonetics, neurolinguistics, Japanese language education, Japanese language research. Each presentation should be a total of thirty minutes (20 minutes for the presentation, 10 minutes for discussion). The official languages of the conference are Japanese and English. SUBMISSION & SELECTION OF PRESENTATIONS The deadline for submissions for presentations has been extended to April 24 (Sat.), 1999. Submissions should be made in the following format, and mailed to Kiyoshi Otomo of the organizing committee: Necessary documents 1. A completed copy of FORM #1 "Application form for submissions" on A4 or letter size paper 2. 3 copies of your presentation title and abstract (maximum 500 words) on A4 or letter size paper. Keep the abstract anonymous. Up to two tables/figures will be accepted (please include them with your abstract on one sheet of A4 or letter size paper). 3. 2 mailing labels with your name and address (unnecessary for those making submissions via email) Please send all submissions to : Kiyoshi Otomo Research Institute for the Education of Exceptional Children Tokyo Gakugei University 4-1-1 Nukui-Kitamachi Koganei-shi, Tokyo 184-0015 JAPAN We will also accept submissions by email. Please mail all email submissions to: siwatate at qu2.so-net.ne.jp Please send your email submission as an attachment in an MS-WORD, Ichitaro, or TEX format. All abstracts will be peer-reviewed anonymously. Notification of acceptance or rejection will be sent out by the end of May. Those who have been selected for presentation will be requested to submit a camera-ready 4-page (A4 size) version of their presentation by the end of June for the conference Handbook on a floppy disc. Finally, proceedings of the conference will be published. CONFERENCE REGISTRATION Registration fees: Preregistration by June 30: Full participants 3,000 yen Students 2,000 yen Regular registration (7/1/99-on-site registration): Full participants 3,500 yen Students 2,500 yen Payment from overseas: Full participants US$25 or Can$40 Students US$17 or Can$27 Conference Handbook: 2,000 yen Payment from overseas: US$17 or Can$27 Reception: 1,500 yen (Overseas participants will be asked to pay on-site) This conference is open to all interested persons. The reception will be held on the evening of August 7th. The conference handbook will consist of summaries and relevant information necessary for following each presentation, and therefore, we strongly recommend that each participant purchase a copy, as additional handouts for the individual presentations will not prepared (unless the individual presenter decides to provide additional handouts at the last minute). REGISTRATION (All participants, including those making presentations, must complete the following registration procedure) All conference participants must submit FORM #2 :Registration Form by June 30, 1999 via email to Shizuo Iwatate (email: siwatate at qa2.so-net.ne.jp). In the case that you do not have access to email, you may fax or mail your participation form to: Kiyoshi Otomo Research Institute for the Education of Exceptional Children Tokyo Gakugei University 4-1-1 Nukui-Kitamachi Koganei-shi, Tokyo 184-0015 Japan Fax: 042-329-7675 (From overseas: +81-42-329-7675) For domestic participants, registration fees, fees for the conference handbook and the reception must be deposited in the following account: Bank/branch: Asahi Bank/Kodaira branch Type of account: Futsu Account number: 3778638 Name of account: Iwatate Shizuo On-site registration will also be possible; however, copies of the conference handbook will be sold on a first-come, first-serve basis. Overseas participants must either pay on-site or by mailing funds to Yuriko Oshima-Takane. Note that the pre-registration fee is US$ 25.00 (students US$17.00) or Canadian $ 40.00 (students Canadian $ 27.00) if registered early, by June 30, 1999. Participants who register later than July 1, 1999 must pay the regular registration fee of 3,500 yen (students 2,500 yen) on-site. Overseas members can send their registration fees by check or money order to: JCHAT ' 99 Yuriko Oshima-Takane Dept. of Psychology McGill University 1205 Dr. Penfield Ave. Montreal, PQ H3A 1B1 Canada A check or money order must be made payable to Yuriko Oshima-Takane in trust of JCHAT. Only US or Canadian dollar will be accepted. The following information as well as a copy of the registration form must be attached. Name: Affiliation: Mailing address(home/work): TEL: FAX: Email: Method of payment: ( ) check ( ) money order Total amount enclosed: ( ) US dollars ( ) Canadian dollars THIRD ANNOUNCEMENT (CONFERENCE PROGRAM) AND MAILING OF CONFERENCE HANDBOOK The third announcement (conference program) will be mailed to all participants who have deposited their registration fees by mid-July. The conference handbook will also be mailed by mid-July to all participants who have deposited the conference handbook fee. However, the third announcement (conference program) and conference handbook will not be mailed to overseas participants (they will be given to you at registration on-site). Those domestic participants who prefer to receive these items at the conference, instead of in the mail, are requested to indicate their preference on the Registration Form. The conference program will be announced through the JCHAT mailing list and on the JCHAT homepage. The presentation summaries will also be made available on the JCHAT homepage, which is http://jchat.sccs.chukyo-u.ac.jp/JCHAT/ Please direct all questions to Shizuo Iwatate at : siwatate at qa2.so-net.ne.jp -------------------------------------------------- FORM #1: APPLICATION FORM FOR SUBMISSIONS Japanese title (if applicable): English title: Name: Affiliation: Mailing address (home or work): Phone number: Email address: --------------------------------------------------- FORM #2: REGISTRATION FORM Note: (1) please submit one registration form for each author (2) please write "JCHAT99 Conference Application" in the subject area (3) please do not send your form using the return key (while viewing the first announcement) I would like to participate in the First Conference of the Japanese Society of Language Science (tentative name): Name: Affiliation: Mailing address(home/work): TEL: FAX: Email: Conference handbook: Yes, I would like to reserve one ( ) No, I do not need one ( ) On-site pick-up of conference handbook (for domestic participants; please note that all overseas participants must pick their handbooks up at the conference): Yes, I would like to receive my handbook at the conference ( ) No, I would like to have my handbook mailed to me ( ) Reception: Yes, I would like to participate ( ) No, I will not participate ( ) Please indicate your method of payment: Send check or money order to Yuriko Oshima-Takane ( ) Pay on-site at the conference ( ) Deposit funds in the bank account of Iwatate Shizuo (for domestic participants only) ( ) ********************************************* Shizuo Iwatate, Japan Women's University, Japan email: siwatate at qa2.so-net.ne.jp From Bjoern.Wiemer at uni-konstanz.de Sat Apr 10 14:41:14 1999 From: Bjoern.Wiemer at uni-konstanz.de (Bjoern Wiemer) Date: Sat, 10 Apr 1999 16:41:14 +0200 Subject: syllabic tones Message-ID: Dear INFO-Childes'ers, I have a problem with marking things that are not included in the depfile and which are required by a certain peculiarity of a language with phonological tone distinctions on syllables -- namely, Lithuanian. Lithuanian has three tones, which should be marked diacritically. Many people (even native speakers) are not sure about the correct syllabic accent in many cases, and therefore it sometimes may become desirable to mark digressions from the norm (or from what some scholars claim to be the "correct" intonation). The only sign from the non-extended ASCII code that remained free for marking something additionally to the set already defined by the CHILDES handbooks appeared to be the back slash (\). I, thus, began to put it immediately before the syllable pronounced with incorrect accent. But when I began to apply CHECK on the particular files it wants them to be removed since \ isn't defined in the depfile. Even after adding the back slash to the depfile (which, I know, shouldn't be done for some non-technical reasons...), CHECK continued to announce that \ isn't a part of the depfile (?!). My question thus is: why does CHECK behave this way, declaring that something isn't listed in the depfile, though it IS? And can anybody give me an advice how to mark the feature I described above in .cha-files without violating the principles of the CLAN format? With best regards and wishes, Bjoern Wiemer. #+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+#+# Bjoern Wiemer Universitaet Konstanz Philosophische Fakultaet / FG Sprachwissenschaft - Slavistik Postfach 55 60 - D 179 D- 78457 Konstanz e-mail: Bjoern.Wiemer at uni-konstanz.de tel.: 07531 / 88- 2582 fax: 07531 / 88- 4007 - 2741 *^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^*^* From macw at cmu.edu Sat Apr 10 15:35:15 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 10 Apr 1999 11:35:15 -0400 Subject: syllabic tones Message-ID: Dear Bjoern, The backslash is a special case. It is used in CLAN (as in many computer programs) to represent the "I really mean it" character. It says that the following character really is what it says and is not some wild card or special character. So, to get a backslash, you have to have two backslashes. The first one says the second one really is a backslash. Aren't computers dumb? --Brian From a.karmiloff-Smith at ich.ucl.ac.uk Mon Apr 12 16:42:05 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 12 Apr 1999 16:42:05 +0000 Subject: MORE ON SHORT INFANT TEST Message-ID: HERE ARE SOME MORE RESPONSES RE THE SHORT INFANT TEST: > > > > A PhD student of mine is looking for a *short* general cognitive infant > > test. She will have Bayley-II data on a total population, but in case some > > subsequent experimental tasks are a little too removed from the date of the > > initial Bayley testing, she wanted to run a *short* test to make sure that > > there have been no major changes in test age in the less able vs more able > > groups of infants. Can anyone suggest anything other than running the > > Bayley again on the whole population? > > Many thanks > > Annette > > Hello, Here is information on one more short cog test for infants, courtesy of a pediatrician colleague, Valerie Burton, vburton at com1.med.usf.edu Sorry, it took me so long to answer. Things are busy here (just like they are everywhere else!) the test I talked to you about is the Clinical Aptitude Test/ Clinical Linguistic and Auditory Milestone Test (CAT/CLAMS). It was developed at Johns Hopkins and correlates well with the age equivalents obtained on the Bayley. You can order it directly from the Kennedy Fellows Association. P.O. Box 2004 Baltimore, MD 21203-2004 (410)614-6297 You can call and get more information and they can also send you an order form if you like. It is a short test that splits out language skills from visual-motor skills. It takes about 10-20 minutes to administer on a child depending on the age. I use it for the children in my Early Intervention Program here in Florida and the state seems to agree that it is a good test and gives a reasonably consistent idea of a child's functioning. I hope this helps. If there is anything I can do to provide further information just let me know. I know the test well and use it regularly. There is also a video that can be ordered to assist with administration and usage. Valerie Burton > > What we all need is a short-form yet appropriately controlled response to > novelty test that tapes some of the skills tested in the experimental > habituation work. I wonder if any of Carolyn Rovee-Collier's home-based > experimental techniques to test memory could be adapted in this way. Does > anyone know of any measurement of individual differences in that sort of > paradigm? Or is there a short version of the habituation tasks ussed by > Slater, Bornstein, etc., preferably ones that can be administered at home? > Dale Hay I don't know about a possible adaptation of Carolyn R-C's memory procedure, but I have some thoughts on the Slater/Bornstein type of habituation procedures. So far I've been involved in 4 habituation experiments whose aim was to predict later IQ. One of these ( the first) gave good predictive correlations, but the sample size was small (less than 20) and the habituation data were collected from infants of different ages. Although we published this, it wasn't ideal. The 3 others (2 of them in collaboration with Marc Bornstein) all gave very low predictive correlations, for 2 of them correlations averaging around zero, and for the other (with a sample of over 400 infants - part of a major epidemiological study) gave correlations which, with stretching (i.e., eliminating all infants who were not ideal during the habituation phase of the study) gave the occasional correlation above 0.1 Back in 1989 Roger Lecuyer wrote of the "0.05 syndrome", which is that it's difficult to publish these sorts of data unless the correlations are significant, so I'm sure that the published data are an overestimate of the "true" predictive ability of habituation measures. I wouldn't really recommend a short (or even long!) version of habituation tasks as a meaningful measure of individual differences in infancy ... Alan Slater Annette! Maybe novelty prefernce is a possible measure (e.g.: the Fagan test of Infant intelligence). best Mikael Heimann From HTagerF at Shriver.org Tue Apr 13 12:17:21 1999 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Tue, 13 Apr 1999 08:17:21 -0400 Subject: Job opening Message-ID: Research Assistant/Data Manager Job Description To maintain the computers and databases associated with a research Center. General assistant on several research projects that are funded by grants from the National Institutes of Health, and focuses on cognitive, linguistic and social-cognitive development in children with neurodevelopmental disorders. Primary responsibilities will include maintaining personal computer systems for all personnel, data entry, data management and analysis, and supervision of project databases. Responsibilities include: ? data coding and entry; ? organize and maintain research and data files; ? management of project databases; ? statistical analysis ? assist in other aspects of data collection, transcription, and stimulus preparation ? maintain computer systems and software for Center ? assist in the preparation of presentations and manuscripts. Background and skills needed for this position include: ? Bachelors degree in Psychology or related field; ? Strong organizational and computer skills; ? Some programming skills ? Experience with personal computers (PC environment) ? Expertise in Windows 95, Microsoft Office; ? Experience with ACCESS, or other database management programs ? Good statistical background and experience; We are seeking a mature and highly motivated person with strong interest in the areas of the research programs, who would enjoy the experience of being involved in a large and active research Center. The research programs address questions about cognitive, linguistic, and social profiles and the relationship between genes, brain and behavior in autism, Williams syndrome, mental retardation, specific language impairment, and other genetic syndromes. For more information, please contact: Helen Tager-Flusberg, Ph.D. Director, Center for Research on Developmental Disorders, Eunice Kennedy Shriver Center 200 Trapelo Road, Waltham, MA 02452 Tel: 781-642-0181 Fax: 781-642-0185 htagerf at shriver.org _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Senior Scientist Director, Center for Research on Developmental Disorders, Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02452 Boston, MA 02125-3393 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From macw at cmu.edu Wed Apr 14 00:23:35 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 13 Apr 1999 20:23:35 -0400 Subject: special issue on linguistic databases and annotation Message-ID: ADVANCE ANNOUNCEMENT Special Issue of Speech Communication on Speech Annotation and Corpus Tools www.ldc.upenn.edu/annotation/specom.html In recent years there has been an explosion of activity in the area of annotated linguistic databases. A wide variety of formats and tools have been developed; for an extensive set of web pointers, see [www.ldc.upenn.edu/annotation]. Hundreds of annotated speech corpora have been published, and such corpora are finding uses in a rapidly expanding set of disciplines. In the majority of cases, annotated corpora and associated software have been created without reference to other efforts in the area, leading to a proliferation of incompatible tools and formats despite the common conceptual core. There is a clear need for the dissemination of existing work and open discussion of the issues it raises, ultimately leading to consensus about formats and the creation of general purpose tools. Speech Communication [www.elsevier.com/locate/specom] will sponsor a special issue on speech annotation and tools for developing and interrogating speech corpora, to be edited by Steven Bird and Jonathan Harrington. Information about deadlines will be circulated once it is available. In the meantime, please visit the page for the special issue: www.ldc.upenn.edu/annotation/specom.html Please bookmark this page and/or sign up for the mailing list to be sure of receiving subsequent announcements. Steven & Jonathan. -- Dr Jonathan Harrington Director, Speech Hearing and Language Research Centre, Macquarie University, Sydney, Australia. Tel: +61 2 9850 8740 Fax: +61 2 9850 9199 jmh at srsuna.shlrc.mq.edu.au www.ling.mq.edu.au/dbase/person.phtml?oid=19084 Dr Steven Bird Assoc Director, LDC; Adj Assoc Prof, CIS & Linguistics Linguistic Data Consortium, University of Pennsylvania 3615 Market St, Suite 200, Philadelphia, PA 19104-2608 Tel: +1 215 573-3352 Fax: +1 215 573-2175 Steven.Bird at ldc.upenn.edu www.ldc.upenn.edu/sb From molsen at umiacs.umd.edu Wed Apr 14 03:36:42 1999 From: molsen at umiacs.umd.edu (Mari Broman Olsen) Date: Tue, 13 Apr 1999 23:36:42 -0400 Subject: online child language bibliography Message-ID: I tried this site at various times to day, including 1130 (EDT), and it always said there wer 'too many users'. Any ideas? ******** Mari Broman Olsen, Research Associate University of Maryland Institute for Advanced Computer Studies 3141 A.V. Williams Building University of Maryland College Park, MD 20742 EMAIL: molsen at umiacs.umd.edu PHONE: (301) 405-6754 FAX: (301) 314-9658 WEB: http://www.umiacs.umd.edu/~molsen ********* > > Dear Info-CHILDES, > The CHILDES/BIB bibliography is now online. It has about 23,000 > references which is about 10,000 more than the 1998 version of > CHILDES/BIB on the CD-ROM. If you go to alaska.psy.cmu.edu, you will > find it. > A more precise address is: > http://alaska.psy.cmu.edu/ris/risweb.isa > > The database is accessed using Reference Web Poster which allows all > sorts of Boolean searches etc. > > I am hoping that this form of access will replace earlier hardcopy and > EndNote-based versions of CHILDES/BIB. > > To test it out, try typing "modal" in the "Text to Search For:" field. > You should get about 50 matches. You can view abstracts and details of > records by clicking on the left icon with the stack of sheets of paper. > You can download records to your own machine by marking them, clicking > export, saving in RIS format, and then saving to your disk. > > You may also want to check to see if the entries for your own work are > correct. If they need to be updated, please send the updated > references with abstracts to kelley.sacco at andrew.cmu.edu > > The bibliography still has a lot of duplicates and some errors which > Kelley will be fixing next week. > > Good luck. > > --Brian MacWhinney > > > > From Caroline.Willners at ling.lu.se Thu Apr 15 15:39:57 1999 From: Caroline.Willners at ling.lu.se (Caroline Willners) Date: Thu, 15 Apr 1999 17:39:57 +0200 Subject: antonymy Message-ID: Dear all, I am interested in co-occurrence patterns of antonymous concepts and have done some studies on written corpora. Now, I wonder if anyone of you have performed, or know of, studies on the co-occurrence of antonymous concepts in longitudinal case study corpora. I'm specifically interested in prosodic cues to the aquisition of antonymic relations. Greatful for help! /Caroline Willners ___________________________________________________________ Caroline.Willners at ling.lu.se Dep. of Linguistics Phone: +46-(0)46-222 04 39 Lund University Fax: +46-(0)46-222 42 10 Helgonabacken 12 223 62 Lund SWEDEN From jeff at elda.fr Fri Apr 16 11:53:19 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Fri, 16 Apr 1999 13:53:19 +0200 Subject: info on childrens' speech Message-ID: Dear colleagues on INFO-CHILDES: My colleague just came across the following website today that may be of interest to many of you. It's for French and English Children speech from what I recall. http://www.mshs.univ-poitiers.fr/Forell/SCRI1.HTML Contact for this info is: Universit? de Poitiers, Laboratoire FORELL, Maison des Sciences de l'Homme et de la Soci?t? 99, avenue du Recteur-Pineau, 86022 POITIERS, FRANCE e-mail : Pierre-Don.Giancarli at mshs.univ-poitiers.fr fax office : (33) 5 49 45 32 07 Best, Jeff ================================================= Jeff ALLEN - Directeur Technique European Language Resources Association (ELRA) & European Language resources Distribution Agency (ELDA) (Agence Europ?enne de Distribution des Ressources Linguistiques) 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) 1.43.13.33.33 - Fax: (+33) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html From molsen at umiacs.umd.edu Fri Apr 16 13:34:09 1999 From: molsen at umiacs.umd.edu (Mari Broman Olsen) Date: Fri, 16 Apr 1999 09:34:09 -0400 Subject: cognitive advantage for bilingual kids? Message-ID: I seem to recall a study in which bilingual kids did better on language-independent cognitive tests than monolingual kids. Any clues? Thanks, x******** Mari Broman Olsen, Research Associate University of Maryland Institute for Advanced Computer Studies 3141 A.V. Williams Building University of Maryland College Park, MD 20742 EMAIL: molsen at umiacs.umd.edu PHONE: (301) 405-6754 FAX: (301) 314-9658 WEB: http://www.umiacs.umd.edu/~molsen ********* From a.karmiloff-Smith at ich.ucl.ac.uk Mon Apr 19 16:58:17 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 19 Apr 1999 16:58:17 +0000 Subject: MORE ON SHORT INFANT TEST Message-ID: >X-Sender: ingram_wright at mail.geocities.com >Date: Thu, 15 Apr 1999 10:05:33 +0100 >To: Annette Karmiloff-Smith >From: Ingram Wright >Subject: Re: MORE ON SHORT INFANT TEST >Mime-Version: 1.0 > >Annette, > >Your original suggestion seemed to be about a possible short form of the >Bayley II to be used alongside a previously obtained profile of pass/fail >item data. The responses so far appear to be about tests which are shorter >but may, or may not, correlate with Bayley II scores. My suggestion is to >use the raw Bayley item data and test on a restricted set of items to >ensure that no significant developmental change had occurred. > >Assuming the validity of the item scaling on the Bayley and that children >will increase their set of passed items - Take the failed items within the >last set administered and administer only these. If a sufficient number are >still failed then you are still within the appropriate set of items. You >can then modify the score according to the number of additional items passed. > >If all items from within the failed set are passed then you would have to >test on the next full set of items. > >The validity of doing this is based on assumptions about the course of >development which may be problematic for atypical populations. However, if >anyone has test-retest data on the particular population then the validity >of using this method could be checked before testing (using that data). > >This may not be what you were thinking of?? > >Ingram Wright > > >------------------------------------- >Dr. Ingram Wright >School of Medicine >Division of Psychiatry & Behavioural Sciences >15 Hyde Terrace >Leeds. LS2 9LT. UK. > >mrpiw at leeds.ac.uk http://www.geocities.com/Athens/Olympus/3788/ > From mewcscr at fs1.ed.man.ac.uk Tue Apr 20 13:37:32 1999 From: mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Tue, 20 Apr 1999 13:37:32 GMT Subject: David Ingram Message-ID: Dear colleagues, Does anyone know the whereabouts of David Ingram? I am trying to get in touch with him and would appreciate an email or address please. I know he was last at University of British Columbia in Canada. Many thanks in advance, gina gina.conti-ramsden at man.ac.uk gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 From jeff at elda.fr Tue Apr 20 13:14:49 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Tue, 20 Apr 1999 15:14:49 +0200 Subject: already sent David Ingram address to requester Message-ID: >From: "Gina Conti-Ramsden" >Subject: David Ingram >To: info-childes at PSYSCOPE.PSY.CMU.EDU > >Dear colleagues, >Does anyone know the whereabouts of David Ingram? I've just sent the contact info on Ingram to the requester. Jeff ================================================= Jeff ALLEN - Directeur Technique European Language Resources Association (ELRA) & European Language resources Distribution Agency (ELDA) (Agence Europ?enne de Distribution des Ressources Linguistiques) 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) 1.43.13.33.33 - Fax: (+33) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html From NRATNER at hesp.umd.edu Tue Apr 20 13:28:54 1999 From: NRATNER at hesp.umd.edu (Nan Ratner) Date: Tue, 20 Apr 1999 09:28:54 -0400 Subject: David Ingram Message-ID: He is currently at Arizona State University. I do not have his email, but using a model from other dept addresses, I would try dingram at asu.edu or call the dept at 602-965-2905. The dept also has a web site that might provide contact info at http://www.asu.edu/clas/shs Nan Ratner Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From jeff at elda.fr Tue Apr 20 14:14:19 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Tue, 20 Apr 1999 16:14:19 +0200 Subject: David Ingram Message-ID: At 09:28 20/04/99 -0400, Nan Ratner wrote: >He is currently at Arizona State University. I do not have his email, but using a model from other dept addresses, I would try dingram at asu.edu or call the dept at 602-965-2905. The dept also has a web site that might provide contact info at http://www.asu.edu/clas/shs Ah, this is even more recent news. I last corresponded with him in fall 98 The smartest thing to do is sent it to all "possible" aliases for him. david.ingram dingram ingram ingramd @asu.edu Most US university servers have built-in multi-alias recognition and if an exact match does not appear, you receive a message indicating what the closest matches are (at least at the US universities I've worked at) in the case of ambiguity in order to help you fine-tune your attempt to contact someone. Jeff ================================================= Jeff ALLEN - Directeur Technique European Language Resources Association (ELRA) & European Language resources Distribution Agency (ELDA) (Agence Europ?enne de Distribution des Ressources Linguistiques) 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) 1.43.13.33.33 - Fax: (+33) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html From macw at cmu.edu Tue Apr 20 14:49:07 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Apr 1999 10:49:07 -0400 Subject: addresses Message-ID: Dear Info-CHILDES, A good place to locate email addresses for child language researchers is at http://childes.psy.cmu.edu/infochildes.html There you will find David Ingram's address (along with 1500 others). The info there says: ingramda at mainex1.asu.edu Ingram, David: Arizona State However, I know that david.ingram at asu.edu will also work. By the way, this also shows that David is reading info-childes. --Brian MacWhinney From v.c.gathercole at bangor.ac.uk Tue Apr 20 17:50:00 1999 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Tue, 20 Apr 1999 17:50:00 +0000 Subject: dyslexia research position Message-ID: UNIVERSITY OF WALES, BANGOR SCHOOL OF PSYCHOLOGY Research Fellowship in Dyslexia Salary Scale: R&A Grade II ?21,815 - ?29,048 We are seeking to appoint a Research Fellow who will further strengthen our research in the area of dyslexia and work closely with colleagues in our long established and well known Dyslexia Unit. The School has strong interests in language development, neuropsychology and cognition and has an outstanding record of success in both teaching and research. According to national assessments we rank among the top-rated UK Psychology departments for research (i.e. rated 5A on a scale of 1-5*) and have achieved the highest rating "excellent" for Teaching Quality. Applicants will be expected to have a Ph.D. in Psychology and relevant research experience in the field of dyslexia. The school has good access to functional imaging facilities and we would particularly welcome applications from people with interests in this approach. The appointment will be for 3 years in the first instance. Application forms and further particulars are available from: Personnel Services, University of Wales, Bangor, Gwynedd, LL57 2DG. Tel: 01248-382926/388132. e-mail: pos020 at bangor.ac.uk. Informal queries should be directed to Mrs Gillian Mair, Tel: 01248 383884, e-mail: g.mair at bangor.ac.uk Please quote reference number: 99/30 when applying. Closing date for applications: Friday 14th May, 1999 Committed to Equal Opportunities Virginia C. Mueller Gathercole, Ph.D. Ysgol Seicoleg School of Pyschology Prifysgol Cymru, Bangor University of Wales, Bangor Gwynedd LL57 2DG Gwynedd LL57 2DG Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From mody at balrog.aecom.yu.edu Sat Apr 24 00:17:42 1999 From: mody at balrog.aecom.yu.edu (Maria Mody) Date: Fri, 23 Apr 1999 20:17:42 -0400 Subject: PPVT as a measure of language impairment? Message-ID: I was wondering if anyone has information as to the sensitivity of the Peabody Picture Vocabulary Test (or any similar receptive vocabulary test) in detecting language impairments in children? It is often included in a battery of tests administered to children, and so my questions are: 1. how often does it expose a problem, when used with language-impaired children ? 2.What do the scores look like, i.e. are they just at the low end of the normal range (85-115) or are they below normal and by how much? 3.Also, how do children with expressive language deficits score on it: "healthy" normal or "low end of normal" range? Any insights and references would be appreciated. Thanks. Maria Mody, Ph.D. Asst. Professor Albert Einstein College of Medicine From NRATNER at hesp.umd.edu Mon Apr 26 13:31:05 1999 From: NRATNER at hesp.umd.edu (Nan Ratner) Date: Mon, 26 Apr 1999 09:31:05 -0400 Subject: PPVT as a measure of language impairment? Message-ID: There is an article on this topic in the most recent issue of Language Speech and Hearing Services in Schools, by Gray, Plante, Vance and Henrichsen. Basically, it does not support the use of vocabulary tests to identify SLI. cheers, Nan Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From plahey at mindspring.com Mon Apr 26 16:55:39 1999 From: plahey at mindspring.com (plahey at mindspring.com) Date: Mon, 26 Apr 1999 09:55:39 -0700 Subject: PPVT as a measure of language impairment? Message-ID: The PPVT is not a sensitive indicator of language impairment. Some children so labelled have problems with receptive vocabulary, some do not. One example of what scores look like-- In data collected by Jan Edwards and myself on 66 children with specific language impairment (I.e., children who appear to be developing normally in areas other than language), the mean standard score on the PPVT-R was approximately 92 (SD 15). The mean score of a subgroup of these children (n=17) who had only expressive language impairments was 98 (SD 12); the mean score of a subgroup (n=28) who had both receptive and expressive impairment was 83 (SD 16). For further description of these particular children see Lahey, M., & Edwards, J. (1995). Why do children with specific langauge impairment name pictures more slowly than their peers? Journal of Speech and Hearing Research, 39, 1081-1098. Other readings that may be of interest:: Lahey, M. (1990). Who shall be called language disordered? Some reflections and one perspective. Journal of Speech and Hearing Disorders, 55, 612-620. Lahey, M. (1988). Language disorders and language development. NY: Macmillan. There are a number of other texts and articles on assessing and subtyping children with language impairment. I don't have the refereneces in front of me now, but a search should turn up a wealth of information. M. Lahey > I was wondering if anyone has information as to the sensitivity of >the Peabody Picture Vocabulary Test (or any similar receptive vocabulary >test) in detecting language impairments in children? It is often included >in a battery of tests administered to children, and so my questions are: >1. how often does it expose a problem, when used with language-impaired >children ? >2.What do the scores look like, i.e. are they just at the low >end of the normal range (85-115) or are they below normal and by how much? >3.Also, how do children with expressive language deficits score on it: >"healthy" normal or "low end of normal" range? > Any insights and references would be appreciated. Thanks. > >Maria Mody, Ph.D. >Asst. Professor >Albert Einstein College of Medicine > > From mark_langager at gse.harvard.edu Mon Apr 26 23:12:53 1999 From: mark_langager at gse.harvard.edu (Mark Langager) Date: Mon, 26 Apr 1999 19:12:53 -0400 Subject: Call for Papers -- Email version bounced back Message-ID: Dear Mr. Otomo, I hope you are doing well and conference preparations are proceeding smoothly. Regarding the conference, I regret to say that my email submission to the JSLS conference did not go through. Has anyone else from the US tried submitting a paper to the JSLS conference and had the email submission bounce back? I found a message from my email account today that said: "Your message cannot be delivered to the following recipients: siwatate at qu2.so-net.jp Reason: Illegal host/domain name found" (I will forward you that message in a separate email message for your reference.) I would truly like to present at the conference if possible, and I apologize for the mismatch of email systems that has prevented me from meeting the deadline. If I should submit directly to you, I would be prepared to do that as an alternative. Thank you kindly, and I look forward to hearing from you. Yours truly, Mark Langager On Fri, 09 Apr 1999 20:09:49 +0900 Kiyoshi Otomo wrote: > > Japanese Society of Language Science (tentative name) > First Conference (August 7-8, 1999, Tokyo, Japan) > Seconod Announcement and Call for Papers > > CONFERENCE DATES & LOCATION > The dates of the conference are August 7 (Sat.) and August 8 (Sun.). The > conference will be held in Sophia University in Yotsuya, Tokyo. > > INVITED SPEAKER & SYMPOSIUM > Brian MacWhinney (Carnegie Mellon University) will be our invited speaker. > The contents of the symposium will beannounced in our third announcement > (conference program). > > PRESENTATIONS, SECOND ANNOUNCEMENT, LENGTH OF PRESENTATIONS > We will only accept research which has not been previously presented > elsewhere, or which has not been scheduled to be presented elsewhere. > We are currently accepting submissions which are broadly related to the > field of language sciences. The research areas covered include: > bilingualism, pragmatics, discourse analysis, psycholinguistics, first and > second language acquisition, socioliguistics, syntax, semantics, phonology, > morphology, lexicon, phonetics, neurolinguistics, Japanese language > education, Japanese language research. > Each presentation should be a total of thirty minutes (20 minutes for the > presentation, 10 minutes for discussion). The official languages of the > conference are Japanese and English. > > SUBMISSION & SELECTION OF PRESENTATIONS > The deadline for submissions for presentations has been extended to April 24 > (Sat.), 1999. Submissions should be made in the following format, and > mailed to Kiyoshi Otomo of the organizing committee: > > Necessary documents > 1. A completed copy of FORM #1 "Application form for submissions" on A4 or > letter size paper > 2. 3 copies of your presentation title and abstract (maximum 500 words) on > A4 or letter size paper. Keep the abstract anonymous. Up to two > tables/figures will be accepted (please include them with your abstract on > one sheet of A4 or letter size paper). > 3. 2 mailing labels with your name and address (unnecessary for those making > submissions via email) > > Please send all submissions to : > Kiyoshi Otomo > Research Institute for the Education of Exceptional Children > Tokyo Gakugei University > 4-1-1 Nukui-Kitamachi > Koganei-shi, Tokyo 184-0015 > JAPAN > > We will also accept submissions by email. Please mail all email submissions > to: > siwatate at qu2.so-net.ne.jp > > Please send your email submission as an attachment in an MS-WORD, Ichitaro, > or TEX format. > > All abstracts will be peer-reviewed anonymously. Notification of acceptance > or rejection will be sent out by the end of May. Those who have been > selected for presentation will be requested to submit a camera-ready 4-page > (A4 size) version of their presentation by the end of June for the > conference Handbook on a floppy disc. Finally, proceedings of the > conference will be published. > > CONFERENCE REGISTRATION > Registration fees: > Preregistration by June 30: > Full participants 3,000 yen > Students 2,000 yen > Regular registration (7/1/99-on-site registration): > Full participants 3,500 yen > Students 2,500 yen > Payment from overseas: > Full participants US$25 or Can$40 > Students US$17 or Can$27 > > Conference Handbook: 2,000 yen > Payment from overseas: US$17 or Can$27 > > Reception: 1,500 yen > (Overseas participants will be asked to pay on-site) > > This conference is open to all interested persons. The reception will be > held on the evening of August 7th. > The conference handbook will consist of summaries and relevant information > necessary for following each presentation, and therefore, we strongly > recommend that each participant purchase a copy, as additional handouts for > the individual presentations will not prepared (unless the individual > presenter decides to provide additional handouts at the last minute). > > REGISTRATION > (All participants, including those making presentations, must complete the > following registration procedure) All conference participants must submit > FORM #2 :Registration Form by June 30, 1999 via email to Shizuo Iwatate > (email: siwatate at qa2.so-net.ne.jp). > > In the case that you do not have access to email, you may fax or mail your > participation form to: > Kiyoshi Otomo > Research Institute for the Education of Exceptional Children > Tokyo Gakugei University > 4-1-1 Nukui-Kitamachi > Koganei-shi, Tokyo 184-0015 Japan > Fax: 042-329-7675 (From overseas: +81-42-329-7675) > > For domestic participants, registration fees, fees for the conference > handbook and the reception must be deposited in the following account: > Bank/branch: Asahi Bank/Kodaira branch > Type of account: Futsu > Account number: 3778638 > Name of account: Iwatate Shizuo > > On-site registration will also be possible; however, copies of the > conference handbook will be sold on a first-come, first-serve basis. > > Overseas participants must either pay on-site or by mailing funds to Yuriko > Oshima-Takane. Note that the pre-registration fee is US$ 25.00 (students > US$17.00) or Canadian $ 40.00 (students Canadian $ 27.00) if registered > early, by June 30, 1999. Participants who register later than July 1, 1999 > must pay the regular registration fee of 3,500 yen (students 2,500 yen) > on-site. > > Overseas members can send their registration fees by check or money order to: > JCHAT ' 99 > Yuriko Oshima-Takane > Dept. of Psychology > McGill University > 1205 Dr. Penfield Ave. > Montreal, PQ H3A 1B1 > Canada > > A check or money order must be made payable to Yuriko Oshima-Takane in trust > of JCHAT. Only US or Canadian dollar will be accepted. The following > information as well as a copy of the registration form must be attached. > > Name: > Affiliation: > Mailing address(home/work): > TEL: > FAX: > Email: > > Method of payment: ( ) check ( ) money order > Total amount enclosed: ( ) US dollars ( ) Canadian dollars > > THIRD ANNOUNCEMENT (CONFERENCE PROGRAM) AND MAILING OF CONFERENCE HANDBOOK > The third announcement (conference program) will be mailed to all > participants who have deposited their registration fees by mid-July. The > conference handbook will also be mailed by mid-July to all > participants who have deposited the conference handbook fee. However, the > third announcement (conference program) and conference handbook will not be > mailed to overseas participants (they will be given to you at registration > on-site). Those domestic participants who prefer to receive these items at > the conference, instead of in the mail, are requested to indicate their > preference on the Registration Form. > > The conference program will be announced through the JCHAT mailing list and > on the JCHAT homepage. The presentation summaries will also be made > available on the JCHAT homepage, which is > http://jchat.sccs.chukyo-u.ac.jp/JCHAT/ > Please direct all questions to Shizuo Iwatate at : > siwatate at qa2.so-net.ne.jp > -------------------------------------------------- > FORM #1: APPLICATION FORM FOR SUBMISSIONS > Japanese title (if applicable): > English title: > Name: > Affiliation: > Mailing address (home or work): > Phone number: > Email address: > --------------------------------------------------- > FORM #2: REGISTRATION FORM > Note: (1) please submit one registration form for each author > (2) please write "JCHAT99 Conference Application" in the subject area > (3) please do not send your form using the return key (while viewing the > first announcement) > > I would like to participate in the First Conference of the Japanese Society > of Language Science (tentative name): > Name: > Affiliation: > Mailing address(home/work): > TEL: > FAX: > Email: > Conference handbook: > Yes, I would like to reserve one ( ) > No, I do not need one ( ) > On-site pick-up of conference handbook (for domestic participants; please > note that all overseas participants must pick their handbooks up at the > conference): > Yes, I would like to receive my handbook at the conference ( ) > No, I would like to have my handbook mailed to me ( ) > Reception: > Yes, I would like to participate ( ) > No, I will not participate ( ) > Please indicate your method of payment: > Send check or money order to Yuriko Oshima-Takane ( ) > Pay on-site at the conference ( ) > Deposit funds in the bank account of Iwatate Shizuo > (for domestic participants only) ( ) > > > ********************************************* > Shizuo Iwatate, Japan Women's University, Japan > email: siwatate at qa2.so-net.ne.jp > ---------------------------------------- Mark Langager Email: Mark_Langager at gse.harvard.edu Harvard University Graduate School of Education From ulli at ling.univie.ac.at Tue Apr 27 11:18:03 1999 From: ulli at ling.univie.ac.at (Ulli Dressler) Date: Tue, 27 Apr 1999 11:18:03 MET-1MEST Subject: Int. Morphology Meeting 2000 Message-ID: 9th INTERNATIONAL MORPHOLOGY MEETING Vienna February 25-27 (Fri - Sun), 2000 CALL FOR PAPERS MAIN THEMES: I. Comparative Morphology on a macro- and a micro-level, including typology, dialectology and diachrony II. Psycholinguistic/Mental Aspects of Morphology, including psychological, psycho- and neurolinguistic studies in morphology. MAIN REPORTERS CONFIRMED SO FAR: M. Baker, A. Carstairs-McCarthy, B. Comrie, G. Corbett, S. Gillis, M. Haspelmath, A. Kibrik, G. Libben, M. Loporcaro, D. Ravid, S. Steele If you would like to attend the meeting, please write to: Morphology Meeting (W.U. Dressler & D. Kastovsky) Institut fuer Sprachwissenschaft Berggasse 11/2/3 A-1090 Wien / Austria phone: +43-1-310 38 86 fax: +43-1-315 53 47 e-mail: morph at ling.univie.ac.at http://www.univie.ac.at/linguistics There will be a fee of 60 Euros (students and unemployed colleagues 30 Euros), which includes drinks after registration and refreshments during the breaks. Those who pre-register after November 1, 1999 will have to pay 80 Euros. Preferably pay by credit card (Visa, Euro/MasterCard) 2-page abstracts for a 20 minutes presentation (plus 10 minutes discussion) should anonymously be sent by mail in tenfold, accompanied by a camera-ready original with the author's name, address, affiliation to the above address. Workshops can be held in the evenings or on February 24 and 28. If you want to organize a workshop, please contact us before April 30, 1999. DEADLINE FOR SUBMISSION OF ABSTRACTS: OCTOBER 1, 1999 ********************************************************************* PLEASE FORWARD THIS MESSAGE TO COLLEAGUES WHO MIGHT BE INTERESTED AND (IF POSSIBLE) PRINT AND POST THE ATTACHMENT ! ********************************************************************* WORKSHOPS SO FAR ACCEPTED: "Computers and morphology: theoretical and descriptive issues" Dr. Ursula Doleschal Institut fuer Slawische Sprachen Wirtschaftsuniversitaet Wien Augasse 2-6 A-1090 Wien e-mail: ursula.doleschal at wu-wien.ac.at Dr. Christiane Dalton-Puffer Institut fuer Anglistik und Amerikanistik Universitaet Wien Universitaetscampus AAKH, Hof 8 A-1090 Wien fax: +43-1-4277 42 499 e-mail: christiane.dalton-puffer at univie.ac.at "Compound Processing" Prof. Gary Libben, Prof. Gonia Jarema & Prof. Eva Kehaiya (Prof. Libben up to June 1999: Institut fuer Sprachwissenschaft Universitaet Wien Berggasse 11/2/3 A-1090 Wien) e-mail: Gary.Libben at UAlberta.ca "Pre- and Protomorphology in Language Acquisition" Prof. Wolfgang U. Dressler, Doz. Maria Voeykova, Mag. Sabine Klampfer Institut fuer Sprachwissenschaft Universitaet Wien Berggasse 11/2/3 A-1090 Wien e-mail: sabine at ling.univie.ac.at ******************************** You may be interested in an immediately following meeting on a related topic: "The Word", organized by the Deutsche Gesellschaft fuer Sprachwissenschaft. Marburg, Germany; March 1-3, 2000. Contact address: DGfS2000 at mailer.uni-marburg.de ******************************** ******************************** 9th INTERNATIONAL MORPHOLOGY MEETING REGISTRATION FORM CAPITALS THROUGHOUT PLEASE Last name: ________________________________ _____________________________________.. First name: ________________________________.. _____________________________________.. Institution: ________________________________... _____________________________________.. Address: _________________________________... _____________________________________.. Post code / zip code: ..____________________________.. City: ___________________________________. Country: _________________________________... e-mail: _.._________________________________ FAX: _._.________________________________.. Phone: ..._.________________________________.. REGISTRATION FEE: 60 Euros before November 1, 1999 / 80 Euros after November 1, 1999 MODE OF PAYMENT: o EuroCard / MasterCard o VISA o CASH Card Number: _______________________________.. Expiry Date: _.______________________________... Cardholder's name: _____________________________ Signature: _____________________. Date: _________. From sgray at U.Arizona.EDU Tue Apr 27 16:22:15 1999 From: sgray at U.Arizona.EDU (Shelley Gray) Date: Tue, 27 Apr 1999 09:22:15 -0700 Subject: PPVT as a measure of language impairment? Message-ID: Dear Maria; Our article in this month's Language, Speech, and Hearing Services in schools (The Diagnostic Accuracy of Four Vocabulary Tests Administered to Preschool-Age Children; Gray, Plante, Vance, and Henrichsen)addresses this question as it pertains to preschoolers with specific language impairment. We examined the utility of four vocabulary tests, two receptive (including the PPVT-III) and two receptive for identifying preschoolers with SLI. The short response to your question is that although vocabulary tests are often administered for screening or diagnostic purposes or to describe language function, the empirical evidence for these uses is lacking. In our study no vocabulary test was a strong predictor or identifier of SLI status, and even though the children with SLI *as a group* scored lower than the matched group with NL, their individual scores usually fell within what would typically be considered the 'normal range.' Administration of a second vocabulary test actually decreased rather than increased the classification accuracy. We also found considerable variation in test scores for the same child from test to test. At 08:17 PM 4/23/99 -0400, you wrote: > I was wondering if anyone has information as to the sensitivity of >the Peabody Picture Vocabulary Test (or any similar receptive vocabulary >test) in detecting language impairments in children? It is often included >in a battery of tests administered to children, and so my questions are: >1. how often does it expose a problem, when used with language-impaired >children ? >2.What do the scores look like, i.e. are they just at the low >end of the normal range (85-115) or are they below normal and by how much? >3.Also, how do children with expressive language deficits score on it: >"healthy" normal or "low end of normal" range? > Any insights and references would be appreciated. Thanks. > >Maria Mody, Ph.D. >Asst. Professor >Albert Einstein College of Medicine > > > > ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Shelley Gray, Ph.D., CCC-SLP National Center for Neurogenic Communication Disorders (520)621-1870 Scottish Rite-The University of Arizona Child Language Center (520)620-0420 ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ From russgrd2 at psych1.psy.sunysb.edu Wed Apr 28 15:04:14 1999 From: russgrd2 at psych1.psy.sunysb.edu (russgrd2 at psych1.psy.sunysb.edu) Date: Wed, 28 Apr 1999 11:04:14 -0400 Subject: decoding difficulty Message-ID: I need to determine which word in a pair of words is easier to decode. Does anyone know of an objective method for making this determination? I have done a number of literature searches and the closest I have come is the pronounciability ratings of Underwood and Schulz (1960) and Hayden and Loud (1969). These are somewhat helpful, but they only consist of nonsense syllables and it is difficult to make their findings map on to real words. I would really appreciate any help. --Brett Stoltz ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ | Brett Stoltz | Department of Psychology | SUNY at Stony Brook | Stony Brook, NY 11794-1200 | voice: (516) 632-7870 | fax: (516) 632-7871 | e-mail: brett.stoltz at sunysb.edu | Stony Brook Reading and Language Project | http://www.read+lang.sbs.sunysb.edu/ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From rochelle-newman at uiowa.edu Thu Apr 29 16:36:04 1999 From: rochelle-newman at uiowa.edu (Rochelle Newman) Date: Thu, 29 Apr 1999 11:36:04 -0500 Subject: No subject Message-ID: I was talking to a parent today who was raising her child bilingually, between German & English. She was commenting that the child (now just over 2) was creating blends (that is, combining words from the two languages). So, the child's word for blanket was bekke, from blanket + dekke, and the child's word for brush was brushke or brushte (I'm not sure I heard the stop consonant correctly, and not knowing German I wasn't sure what follow-up questions to ask). I hadn't heard of children combining words in this manner before, and was wondering whether others had heard of this. ---------------------------------------------------------- Rochelle Newman rochelle-newman at uiowa.edu Assistant Professor (319) 335-2417 (office) Department of Psychology (319) 335-1979 (lab) University of Iowa (319) 335-0191 (fax) 11 Seashore Hall E Iowa City, IA 52242-1407 http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html ---------------------------------------------------------- From a.karmiloff-Smith at ich.ucl.ac.uk Thu Apr 29 17:54:38 1999 From: a.karmiloff-Smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 29 Apr 1999 17:54:38 +0000 Subject: pattern Message-ID: I'd like to know how common it is to find children who have chronological age-appropriate performance on the BPVS (PPVT) and on the TROG (9 years) but whose language output is very severely impaired and who have no reading skills except a few single words. References to articles reporting cases like this would be most helpful. Many thanks, Annette ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Professor Annette Karmiloff-Smith Head, Neurocognitive Development Unit Institute of Child Health 30 Guilford Street London WC1N 1EH, U.K. tel: +44 171 905 2754 secretary: 242 9789 ext.0735 fax: +44 171 242 7717 mobile: 0961 10 59 63 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From m.vihman at bangor.ac.uk Thu Apr 29 17:06:19 1999 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Thu, 29 Apr 1999 18:06:19 +0100 Subject: No subject Message-ID: > I was talking to a parent today who was raising her child >bilingually, between German & English. She was commenting that the child >(now just over 2) was creating blends (that is, combining words from the >two languages). So, the child's word for blanket was bekke, from blanket + >dekke, and the child's word for brush was brushke or brushte (I'm not sure >I heard the stop consonant correctly, and not knowing German I wasn't sure >what follow-up questions to ask). I hadn't heard of children combining >words in this manner before, and was wondering whether others had heard of >this. > I give a number of examples of such bilingual mergers in Vihman (1981), JChild Language, 8, 239-264. -marilyn v. ------------------------------------------------------- Marilyn M. Vihman Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor, | /\/ \ \ Gwynedd LL57 2DG, U.K. | / ======\=\ tel. 44 (0)1248 383 775 FAX 382 599 | B A N G O R -------------------------------------------------------- From tukraine at uwyo.edu Thu Apr 29 17:07:44 1999 From: tukraine at uwyo.edu (Teresa Ukrainetz) Date: Thu, 29 Apr 1999 11:07:44 -0600 Subject: pattern Message-ID: The latest issue of Language, Speech, & Hearing in the schools has an article (Gray, Plante, Vance, & Henrichsen, 1999) dealing with vocabulary scores and their lack of relationship to SLI vs normal status. In a recent project, I also found little relationship between PPVT-III scores and teacher ratings of concern. Teresa Ukrainetz >I'd like to know how common it is to find children who have chronological >age-appropriate performance on the BPVS (PPVT) and on the TROG (9 years) >but whose language output is very severely impaired and who have no reading >skills except a few single words. References to articles reporting cases >like this would be most helpful. Many thanks, >Annette > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ >Professor Annette Karmiloff-Smith >Head, Neurocognitive Development Unit >Institute of Child Health >30 Guilford Street >London WC1N 1EH, U.K. >tel: +44 171 905 2754 > secretary: 242 9789 ext.0735 >fax: +44 171 242 7717 >mobile: 0961 10 59 63 > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > > Teresa A. Ukrainetz, Ph.D. Assistant Professor Dept. of Speech-Language Pathology & Audiology University of Wyoming P.O. Box 3311 Laramie, WY 82071-3311 (307) 766-5576 (307) 766-6829 (fax) tukraine at uwyo.edu From lmenn at psych.colorado.edu Thu Apr 29 17:17:10 1999 From: lmenn at psych.colorado.edu (Lise Menn) Date: Thu, 29 Apr 1999 11:17:10 -0600 Subject: your mail Message-ID: I know of within-language blends for words that the child may have considered to have the same referent: in Menn 1971 (Lingua 26:225-241) there's a probable blend of 'snap' and 'button', and in Waterson somewhere (try the collected papers, Waterson, Natalie. 1987. Prosodic Phonology: The Theory and its Application to Language Acquisition and Speech Processing. Newcastle upon Tyne: Grevatt and Grevatt.) there's a blend of 'hymn' and 'angel' referring to a hymn book with an angel pictured on the cover. Seems to me I've recently heard of other examples... but the bilingual blends you describe certainly make sense in this context. Looks like a nice phenomenon to try to capture by connectionist modeling! Lise Menn On Thu, 29 Apr 1999, Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- > > > > From vhouwer at uia.ua.ac.be Fri Apr 30 07:47:20 1999 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Fri, 30 Apr 1999 09:47:20 +0200 Subject: your mail Message-ID: These sorts of blends at the word level are occasionally reported on in the literature on young bilingual children (as they have been for monolingual children acquiring Dutch, for instance: see eg De Vooijs 1916 - example: MIEG = child blend of MUG (musquito) and VLIEG (fly)). See eg De Houwer 1990, The Acquisition of two languages from birth, Cambridge University Press. --Annick De Houwer On Thu, 29 Apr 1999, Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- > > > > From szasa at nytud.hu Fri Apr 30 10:04:16 1999 From: szasa at nytud.hu (Jarovinszkij Alekszandr) Date: Fri, 30 Apr 1999 12:04:16 +0200 Subject: No subject Message-ID: Dear Rochelle, See our papers: Alexandr Jarovinskij, 1995. On bilingual socialization. In: Keith E. Nelson and Zita Reger (eds.) Children's language, vol. 8. Hillsdale, New Jersey: Lawrence Erlbaum Associates, Publishers, 23-40. Alexandr Jarovinskij, 1997. The structure of the mental lexicon in Hungarian-Russian bilingual children. Acta Linguistica Hungarica, vol. 44 (1-2), 203-223. All the best Sasha Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- From mshatz at umich.edu Fri Apr 30 13:36:05 1999 From: mshatz at umich.edu (Marilyn Shatz) Date: Fri, 30 Apr 1999 09:36:05 -0400 Subject: your mail Message-ID: Yes, my son did this many years ago as a toddler in Italy; a native English speaker, he was exposed to Italian in nursery school and began to borrow from Italian to create words he didn't know well in English. E.g., "cracka-nutto" for nut-cracker. On Thu, 29 Apr 1999, Rochelle Newman wrote: > I was talking to a parent today who was raising her child > bilingually, between German & English. She was commenting that the child > (now just over 2) was creating blends (that is, combining words from the > two languages). So, the child's word for blanket was bekke, from blanket + > dekke, and the child's word for brush was brushke or brushte (I'm not sure > I heard the stop consonant correctly, and not knowing German I wasn't sure > what follow-up questions to ask). I hadn't heard of children combining > words in this manner before, and was wondering whether others had heard of > this. > > > > ---------------------------------------------------------- > Rochelle Newman rochelle-newman at uiowa.edu > Assistant Professor (319) 335-2417 (office) > Department of Psychology (319) 335-1979 (lab) > University of Iowa (319) 335-0191 (fax) > 11 Seashore Hall E > Iowa City, IA 52242-1407 > http://www.psychology.uiowa.edu/Faculty/Newman/Newman.html > ---------------------------------------------------------- > > > From adele at twinearth.wustl.edu Fri Apr 30 19:20:47 1999 From: adele at twinearth.wustl.edu (Adele A. Abrahamsen) Date: Fri, 30 Apr 1999 14:20:47 -0500 Subject: Postdoctoral teaching fellowship at Washington University Message-ID: POSTDOCTORAL TEACHING FELLOWSHIP IN LINGUISTICS+ Washington University in St. Louis invites applications for a postdoctoral teaching fellowship in linguistics and language to begin on July 1, 1999. The appointment is initially for one year with a possible extension for an additional year. Linguistics courses at Washington University contribute to the Language, Cognition, and Culture track of the undergraduate major in Philosophy-Neuroscience-Psychology; they also serve undergraduate and masters' degree students in English education and TESOL. Hence, broad interests and ability to relate to a variety of students are advantageous. We are seeking a doctoral-level linguist (ABD considered) who has additional background and interests that will contribute to the new and rapidly-growing second major in Philosophy-Neuroscience-Psychology. Secondary interests might be centered in language acquisition, second language acquisition, cognitive science, cognitive neuroscience, or sociocultural approaches to language and cognition; excellence in teaching and research are more important than the specific primary or secondary areas. Demonstration of successful teaching experience is required. The successful candidate will teach two lower-division courses, Language in Culture and Society and Introduction to Linguistics, and two upper division/MA courses. Of these, Contemporary Linguistics (an introduction emphasizing language structure) is scheduled for Fall 1999, and the Spring 2000 course may be one of the following: Language Acquisition, Second Language Acquisition, Historical and Comparative Linguistics, Principles of Linguistics (an introduction emphasizing linguistic theory), or another course depending on needs of the program and the candidate's areas of interest and expertise. If the position is renewed, any changes in course offerings would be limited to the upper division. For more information on the graduate and undergraduate programs in PNP, see our website at www.artsci.wustl.edu/~philos/pnp/. Please send curriculum vitae, one or two published or unpublished papers, a statement of teaching experience and credentials, teaching evaluations, and have three letters of recommendation forwarded to: Linguistics Search Committee Philosophy-Neuroscience-Psychology Program Campus Box 1073 Washington University in St. Louis One Brookings Drive St. Louis, MO 63130-4899 Review of candidates will begin immediately (4/29/99), but the position will remain open until filled. Washington University is an Affirmative Action/Equal Opportunity employer. Women and minority candidates are especially encouraged to apply. * * * * * * * * * * * * Contact information * * * * * * * * * * * * Adele Abrahamsen, Assoc Prof of Psychology & PNP Undergraduate Director abrahamsen at twinearth.wustl.edu Fax 314-935-7349 Secretary 314-935-6670 From charles.watkins at wanadoo.fr Fri Apr 30 19:39:18 1999 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Fri, 30 Apr 1999 21:39:18 +0200 Subject: Blends Message-ID: re Rochelle Newman's recent posting. I am interested. I am researching into deixis using bilingual data (French and English), and one of my subjects frequently produces "lat" (presumably a blend of "l?" - French "there" - and "that"). The subject (aged around two as well) tends to do this in emotionally charged situations, and the phoneme /l/ also makes systematic rogue appearances as the initial phoneme in "yes" (pronounced "lyes"), but only if it is a contradictory "yes". Any information you might have about blending of deictics from the parent you were talking to would be interesting. Charles Watkins Professeur Agr?g?, Universit? de Paris XIII, France.