From ketrezni at boun.edu.tr Tue Feb 2 14:51:34 1999 From: ketrezni at boun.edu.tr (Nihan Ketrez) Date: Tue, 2 Feb 1999 17:51:34 +0300 Subject: PERSPECTIVES ON LANGUAGE ACQUISITION Message-ID: The following publication from the VIIth IASCL Congress held in Istanbul is now availabe for sale: PERSPECTIVES ON LANGUAGE ACQUISITION: SELECTED PAPERS FROM THE VIITH INTERNATIONAL CONGRESS FOR THE STUDY OF CHILD LANGUAGE Ayhan Aksu-Koc, Eser Erguvanli-Taylan, A. Sumru Ozsoy and Aylin Kuntay (Eds.), Istanbul: Bogazici University Press, 1998. The volume is a collection of 26 articles covering various issues in the areas of language capacity, morphosyntax, modality, input and interaction, lexicon, narratives, language disorders, literacy and methodology. The book can be obtained from the Bogazici University Bookstore. Orders can be made by e-mail (Kitabevi at boun.edu.tr.) and payment can be made by credit card. Price is $20.00 plus postage. Table of CONTENTS List of Contributors vii-xi Preface xiii-xviii LANGUAGE CAPACITY 1. Permeable modules: on evolving and acquiring language-specific capacities 1-16 Lise Menn and Ann M. Peters 2. Sign language and motor development in infancy 17-30 John D. Bonvillian, Herbert C. Richards, and M. Ibrahim Saah MORPHOSYNTAX 3. Rule and rote in the acquisition of Palestinian Arabic noun plurals 31-45 Dorit Ravid and Rola Farah 4. Number or case first? Evidence from modern Greek 46-59 Anastasia Christofidou MODALITY 5. The development of different types of conditionals in Greek: implications for issues of acquisition and typology 60-76 Demetra Katis 6. Development of Modality in Korean and Turkish: A crosslinguistic comparison 77-96 Soonja Choi and Ayhan Aksu-Koc 7. Children's understanding of expressions of possibility and necessity 97-107 Jane Wakefield INPUT AND INTERACTION 8. Maternal question-responses in early child-mother-dialogue 108-123 Bernd Reimann 9. Three interactional portraits from Mohawk, Inuit, and White Canadian cultures 124-139 Wendy Hough-Eyami and Martha B. Crago 10. One parent, two languages: the effect of input on bilingual acquisition 140-155 Suzanne Quay 11. Do early simultaneous bilinguals have a "foreign accent" in one or both of their languages? 156-168 Barbara Zurer Pearson and Ana M. Navarro INPUT AND LEXICON 12. What color is the cat? Color terms in parent-child conversations 169-178 Jean Berko Gleason and Richard Ely 13. Conceptual change or semantic development: a crosslinguistic explanation for animism 179-196 Ng Bee Chin 14. Adult input for lexical development: contrast and correction in context 197-206 Mireille Donkervoort and Loekie Elbers 15. Relations between language input and the semantic structure of lexical terms in the acquisition of lexical meaning 207-220 Miguel Angel Galeote NARRATIVES 16. Involvement in narrative practice: audience response in child-adult conversational story telling 221-236 Shoshana Blum-Kulka 17. Conversational narratives of Turkish children: occasions and structures 237-250 Aylin Kuntay and Susan M. Ervin-Tripp 18. Understanding mind. Psychological lexicon in the stories told by children 251-262 Emma Baumgartner, Antonella Devescovi and Elena Biagini 19. Introducing referents in elicited discourse: Finnish vs. Turkish 263-276 Lisa Dasinger and Aylin Kuntay 20. Referent tracking in Greek and German children's narratives 277-291 Ursula Stephany LANGUAGE DISORDERS 21. Anaphoric cohesion in young language-impaired and normally developing children 292-308 Genevieve de Weck 22. Language development in Spanish children with Williams syndrome 309-324 Eliseo Diez-Itza, Aranzazu Anton, Joaquin Fernandez-Toral, M#187# Luisa Garcia-Perez LITERACY 23. "But ain't no nasty word:" Mothers' use of recitation style in picture book reading 325-336 Patton O. Tabors and Jeanne M. De Temple 24. Children's and adults' syllabification. The influence of spelling 337-354 Steven Gillis and Dominiek Sandra ON METHODOLOGY 25. Including non-verbal communicative acts in the mean length of turn analysis using Childes 355-367 Magda Rivero, Marta Gracia and Pilar Fernandez-Viader 26. Comparing lexical and grammatical development in morphologically different languages 368-383 Melita KovaAevicg, Zrinka Jelaska, Bla#162#enka Brozovicg Author index 385 From guasti at imiucca.csi.unimi.it Wed Feb 3 06:50:28 1999 From: guasti at imiucca.csi.unimi.it (Teresa Guasti) Date: Wed, 3 Feb 1999 07:50:28 +0100 Subject: No subject Message-ID: Hi, does anyone have Ursula Bellugi's address? thanks and best Teresa Guasti PLEASE ACKOWLEDGE RECEPTION OF THIS MESSAGE ------------------------------------------------------------- Ph.D. Dr. Maria Teresa Guasti University Of Siena Facolta' di Lettere e Filosofia Scienze della Comunicazione via del Giglio 14 53100 Siena Italy fax: +39 577 298461 phone: +39 577 298478 ---------------------------------------------- From H.G.Ruhland at ppsw.rug.nl Wed Feb 3 10:19:21 1999 From: H.G.Ruhland at ppsw.rug.nl (Rick Ruhland) Date: Wed, 3 Feb 1999 10:19:21 GMT+0100 Subject: Iceberg Theory Message-ID: Hi, Has anyone out there heard of the Iceberg Theory in connection with bilingualism? According to a student of mine, who came up with the theory, this is a theory of acquiring a second language on top of another. In other words, this theory describes and makes predictions on 2 or more languages as a result of piling up the languages that are acquired (instead of acquiring 2 or more languages *at the same time*). Thanx in advance. Rick Ruhland ------------------------------------- | | | H.G. Ruhland | | Grote Kruisstraat 2/I | | 9712 TS Groningen | | The Netherlands | | Tel. no.: +31 50 3636336 | | E-mail: H.G.Ruhland at ppsw.rug.nl | | | ------------------------------------- From C.G.Hunt at reading.ac.uk Wed Feb 3 13:54:36 1999 From: C.G.Hunt at reading.ac.uk (C. George Hunt) Date: Wed, 3 Feb 1999 13:54:36 +0000 Subject: Iceberg Theory Message-ID: Your student might be thinking of a pictorial representation of the Common Underlying Proficiency model of bilingualism advanced by Cummins (The Construct of Language Proficiency in Bilingual Education. In Georgetown University Round Table on Languages and Linguistics 1980.Georgetown University Press.) This presents an alternative picture of bilingual language development to the "two balloons" picture. The latter envisgaes languages expanding at each other's expense in the limited "space" of the bilingual brain, so that neither can be "fully learned".The CUP model envisages the two languages as the twin peaks of a submerged iceberg; the peaks are separate, but conjoined by, founded upon, and communicating with, a common set of linguistic and cognitive principles. Colin Baker summarises other picture theories of bilingualism in Key Issues in Bilingualism and Bilingual Education, Multilingual Matters, 1988. From joe.pater at ualberta.ca Wed Feb 3 19:47:02 1999 From: joe.pater at ualberta.ca (Joe Pater) Date: Wed, 3 Feb 1999 12:47:02 -0700 Subject: position in experimental linguistics Message-ID: The Department of Linguistics, Faculty of Arts, University of Alberta, invites applications for a tenure-track position at the junior Assistant Professor level in experimental linguistics, effective 1 July 1999. An active research program in one or more of the following areas is sought: linguistic theory (e.g., syntax), prosody, or another area that interfaces with the continuing research strengths of the department. The candidate should hold the PhD and have demonstrated teaching and research ability. The salary range for Assistant Professors effective 1 July 1999 begins at $42,054. The Faculty of Arts at the University of Alberta is engaged in an extensive process of renewal, and is committed to ensuring that the substantial number of hirings projected over the next several years will ensure for the future the lively and productive intellectual environment on which the Faculty prides itself. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research. Department members are engaged in ongoing research projects, many grant-funded, in experimental phonetics, discourse processing, and the study of the phonological, morphological, and semantic aspects of the mental lexicon. The Department offers both graduate (PhD and MSc) and undergraduate degrees, and values its reputation for excellence in teaching and graduate training. We seek a colleague who wishes to engage in leading-edge research in a collegial and supportive research environment, to recruit and train promising graduate students, and to participate in innovative teaching/learning at both the undergraduate and graduate levels. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. If suitable Canadian citizens and permanent residents cannot be found, other individuals will be considered. The University of Alberta is committed to the principle of equity in employment. As an employer we welcome diversity in the workplace and encourage applications from all qualified women and men, including Aboriginal peoples, persons with disabilities, and members of visible minorities. A letter of application, curriculum vitae, all university transcripts, and three letters of reference should be received by 1 March 1999 by: Lois M Stanford, Chair Department of Linguistics University of Alberta Edmonton T6G 2E7 Canada phone: (780) 492 3459 fax: (780) 492 0806 e-mail: lois.stanford at ualberta.ca ------------------------- Department of Linguistics University of Alberta 4-32 Assiniboia Hall Edmonton, AB Canada T6G 2E7 Phone: (780) 492-8272 Fax: (780) 492-0806 *Note new area code* ------------------------- From Schuele at asu.edu Wed Feb 3 20:28:57 1999 From: Schuele at asu.edu (Clare Schuele) Date: Wed, 3 Feb 1999 13:28:57 -0700 Subject: textbook in Spanish Message-ID: Does anyone know of an introductory textbook in speech pathology that is written in Spanish? If so, please reply to Kathy Jakielski (stjakielski at augustana.edu). Thank you. -------------------------------------- C. Melanie Schuele, Ph.D. Faculty Research Associate Infant Child Communication Research Laboratory Arizona State University PO Box 871908 Tempe AZ 85257-1908 Phone: 602-727-6116 Fax: 602-965-0965 email: schuele at asu.edu From cotel at cfr.nichd.nih.gov Thu Feb 4 12:58:21 1999 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Thu, 4 Feb 1999 07:58:21 -0500 Subject: post Message-ID: Dear fellow CHILDES subscribers: I am looking for advice/guidelines from researchers who have used CHAT and CHILDES with Japanese-language material, and people who have used bilingual material where the two languages used different alphabets/character sets (e.g., English and Japanese). (My situation is this: I have some Japanese-English bilingual data that needs to be transcribed. We have Japanese-English bilingual researchers in our lab who can do the transcription, I'm just not sure of the mechanics, "how" they will do it.) THANK YOU !!! Linda R. Cote-Reilly, Ph.D. Child & Family Research Section National Institute of Child Health & Human Development, NIH Bldg. 31 Room B2 B15 9000 Rockville Pike Bethesda, MD 20892-2030 fax: 301-496-2766 phone: 301-496-6832 From msyonata at mscc.huji.ac.il Thu Feb 4 13:27:56 1999 From: msyonata at mscc.huji.ac.il (msyonata at mscc.huji.ac.il) Date: Thu, 4 Feb 1999 15:27:56 +0200 Subject: post Message-ID: Does anyone have E. Ritter's e-mail? Thanks, Yonata. ******************************************************************************* Dr. Yonata LEVY Psychology Department and Hadassah-Hebrew University Medical School Jerusalem, ISRAEL 91905 fax: 972-2-5881159 tel: 972-2-5883408 (office) 972-2-6424957 (home) ******************************************************************************* From kmatsuok at memphis.edu Thu Feb 4 16:56:18 1999 From: kmatsuok at memphis.edu (Kazumi Matsuoka) Date: Thu, 4 Feb 1999 10:56:18 -0600 Subject: Japanese CHIDES data Message-ID: Dear Dr. Cote-Reilly, You might find the 'CHILDES manual for Japanese' (Oshima-Takane and MacWhinney, 1995) helpful. We used this manual and the most recent edition of CHIDES manual (MacWhinney 1995) when we began to transcribe Japanese data at the University of Connecticut. I am not sure if the hard-copy of the Japanese manual is still available, but I believe you can download it from the following Web page; http://jchat.sccs.chukyo-u.ac.jp/jchat/ We used Hepburn Roma-ji for the transcription, but the JCHAT group should be able to give you information about computer program which can convert Japanese text into Roma-ji format. Your transcriber would appreciate being able to use Japanese font. Using Kanji also reduces the problem of distinguishing homophonous words. The Web page is set up by the JCHAT project group. It is a group of researchers who use the CHILDES system to analyze Japanese data. You might want to join the group (no fee) and find some helpful information for your research. Hope this helps, Kazumi Matsuoka, Ph.D. Department of Foreign Languages and Literatures University of Memphis Campus Box 526430 Memphis, TN 38152-6430 USA Phone: 901-678-3163 Fax: 901-678-5338 Cote, Linda (NICHD) wrote: > Dear fellow CHILDES subscribers: > > I am looking for advice/guidelines from researchers who have used CHAT and > CHILDES with Japanese-language material, and people who have used bilingual > material where the two languages used different alphabets/character sets (e.g., > English and Japanese). > > (My situation is this: I have some Japanese-English bilingual data that needs > to be transcribed. We have Japanese-English bilingual researchers in our lab > who can do the transcription, I'm just not sure of the mechanics, "how" they > will do it.) From smiyata at asjc.aasa.ac.jp Fri Feb 5 08:42:13 1999 From: smiyata at asjc.aasa.ac.jp (Susanne Miyata) Date: Fri, 5 Feb 1999 17:42:13 +0900 Subject: Japanese CHILDES data Message-ID: Dear Linda, dear Kazumi, there is already an 1998 update of the 'CHILDES manual for Japanese', as well as a JCHAT CD-ROM (also v.1998) containing Japanese data in both romaji and Kana (which may give you an idea how to transcribe), as well as a MOR lexicon for Japanese and a Wakachigaki-guideline. for more information please have a look at our homepage, as Kazumi suggested, http://jchat.sccs.chukyo-u.ac.jp/jchat/ and/or contact me personally, sincerely, -- Susanne Miyata At 10:56 1999.02.04, Kazumi Matsuoka wrote: > Dear Dr. Cote-Reilly, > > You might find the 'CHILDES manual for Japanese' (Oshima-Takane and MacWhinney, > 1995) helpful. We used this manual and the most recent edition of CHIDES manual > (MacWhinney 1995) when we began to transcribe Japanese data at the University of > Connecticut. I am not sure if the hard-copy of the Japanese manual is still > available, but I believe you can download it from the following Web page; > > http://jchat.sccs.chukyo-u.ac.jp/jchat/ > > We used Hepburn Roma-ji for the transcription, but the JCHAT group should be > able to give you information about computer program which can convert Japanese text > into Roma-ji format. Your transcriber would appreciate being able to use Japanese > font. Using Kanji also reduces the problem of distinguishing homophonous words. > The Web page is set up by the JCHAT project group. It is a group of > researchers who use the CHILDES system to analyze Japanese data. You might want to > join the group (no fee) and find some helpful information for your research. > > Hope this helps, > > Kazumi Matsuoka, Ph.D. > Department of Foreign Languages and Literatures > University of Memphis > Campus Box 526430 > Memphis, TN > 38152-6430 USA > Phone: 901-678-3163 > Fax: 901-678-5338 > > Cote, Linda (NICHD) wrote: > > > Dear fellow CHILDES subscribers: > > > > I am looking for advice/guidelines from researchers who have used CHAT and > > CHILDES with Japanese-language material, and people who have used bilingual > > material where the two languages used different alphabets/character sets (e.g., > > English and Japanese). > > > > (My situation is this: I have some Japanese-English bilingual data that needs > > to be transcribed. We have Japanese-English bilingual researchers in our lab > > who can do the transcription, I'm just not sure of the mechanics, "how" they > > will do it.) From Thomas.Klee at newcastle.ac.uk Fri Feb 5 09:18:10 1999 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Fri, 5 Feb 1999 09:18:10 GMT0BST Subject: ESRC (UK) studentships Message-ID: POSTGRADUATE STUDIES IN LANGUAGE, SPEECH AND HUMAN COMMUNICATION SCIENCES Department of Speech University of Newcastle upon Tyne Great Britain The Department of Speech at the University of Newcastle is recognised internationally as a centre of excellence in research and education in language, speech and human communication sciences. We are inviting applications for our taught and research postgraduate programmes commencing in September 1999. Doctor of Philosophy (PhD) Master of Philosophy (MPhil) MA in Applied Linguistics and Bilingualism MSc in Human Communication Sciences Studentships: The Economic and Social Research Council (ESRC) of Great Britain offers TWO full-time studentships each year to outstanding UK and EU candidates on the MA in Applied Linguistics and Bilingualism programme. The Department is recognised by the ESRC for the award of full-time and part-time research studentships, on a competitive basis, to outstanding UK and EU candidates pursuing PhD degrees. Bursaries and contributions to fees and subsistence may also be available from time to time to self-financed PhD and MPhil candidates. All applicants must have at least a 2.1 honours degree (or equivalent) in linguistics, modern languages, psychology, speech therapy or education. The Department welcomes informal enquiries at all times. Applications for ESRC studentships should be sent to the Department by 1 March 1999. Prospective applicants are invited to visit the Department's web page http://www.ncl.ac.uk/speech/ where they will find details of the above mentioned programmes and the Department's staff and research activities. For further information, please contact: Professor Li Wei Department of Speech University of Newcastle upon Tyne NE1 7RU, UK Telephone: +44 (0) 191 222 7385 Fax: +44 (0) 191 222 6518 From HTagerF at Shriver.org Fri Feb 5 13:36:52 1999 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Fri, 5 Feb 1999 08:36:52 -0500 Subject: Collecting Language Samples Message-ID: Thanks to everyone who responded to my request for ideas about how to elicit language samples from both children and adults using similar protocols. Here is a summary of the ideas I received: Collecting Language Samples from Children and Adults Combination of free speech/conversation and narratives · Biographical interview · Planned shared activity e.g., making popcorn · Personal narratives (prompted or unprompted) - Alyssa McCabe's work · Frog stories* · Cookie theft story * Advised by nearly everyone! Special thanks to the following people many of whom offered to share their own data using some of the methods: Kathy Hirsh-Pasek Elizabeth Bates Lowry Hemphill Jon Miller Krista Wilkinson Ron Gillam We're now synthesizing this information and finalizing our own protocol given the needs of our research project, Thanks again, Helen Tager-Flusberg _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Senior Scientist Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02154 Boston, MA 02125 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From santell at nh1.nh.pdx.edu Fri Feb 5 16:51:00 1999 From: santell at nh1.nh.pdx.edu (Lynn Santelmann) Date: Fri, 5 Feb 1999 08:51:00 PST Subject: Video showing conditioned head-turn? Message-ID: Does anyone know of a video showing the conditioned head-turn procedure? I would like be able to show this for an upcoming unit in my psycholinguistics class, but can't seem to find one. (I know that one exists because I saw one several years ago, but can't for the life of me remember what it was.) Thanks for hte help, Lynn Santelmann Applied Linguistics Portland State University From macw at cmu.edu Fri Feb 5 17:03:26 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Feb 1999 12:03:26 -0500 Subject: request for ideas Message-ID: Dear Info-CHILDES, Thanks to all of you who have been sending me letters for NIH for the CHILDES renewal. Along a very similar vein, I have been working on a proposal to extend the usage of the CHILDES system and related tools from other projects to a wider scope of data in the social sciences. At the end of this note, I summarize some of the projects that come to mind. What all these projects share is an interest in non-scripted social interactions. Many use video recording and all use audio recording. Almost all do some type of transcription, coding, and annotation that is linked to the original recordings. Working with the Informedia Project here at CMU and the Linguistic Data Consortium at Penn, I have been trying to collect clear examples of projects of this type throughout the social sciences. Mark Liberman and Steven Bird have completed a fairly nice survey of computational approaches to this problem, including formats and tools. This summary can be found http://morph.ldc.upenn.edu/annotation/ What I would like to create next is a set of links to projects that actually have rich datasets and interests in the collection and analysis of such datasets. This would be pointers either to web sites, the literature, and people. Appended is my current set of good candidates. Can people suggest additional candidates? If so, feel free to either send the info to me or the list. Please note that the names given in this list reflect my own parochial emphasis and this is exactly what I am trying to correct. --Brian MacWhinney 1. CHILDES 2. Classroom interactions. Researchers such as James Stigler have collected videotaped data comparing Japanese, German, Czech, Spanish,and American instruction in mathematics. 3. Conversation analysis. Conversation analysis is a methodology and intellectual tradition developed by Harvey Sachs, Gail Jefferson, Emanuel Schegloff, and others. Recently, workers in this field have begun to publish fragments of their transcripts over the Internet. CHILDES now supports this type of transcription. 4. Second language learning. Reiko Uemura of Fukuoka Institute of Technology has collected a large database of videotaped and transcribed interactions of English speakers learning Japanese and Japanese speakers learning English. Manfred Pienemann in Sydney has a similar database for Australian learners of Japanese, French, and German. The audio quality of these recordings is high and they provide excellent material for error analysis and other studies of second language acquisition. Uemura has already put these data onto the Internet using RealAudio and still pictures. 5. National corpora. There are many major computerized corpora of the major languages, often identified as national projects, that contain interactional material. These include the British National Corpus, the London-Lund Corpus, the Australian National Database of Spoken Language, the Corpus of Spoken American English, the Vincent Voice Library of historical American recordings, and others. 6. SignStream. The NSF-sponsored SignStream project (Carol Neidle at Boston University, Dimitri Metaxas, Penn) has formulated programs for coding videotaped data of signed language. Researchers such as David McNeill at the University of Chicago have developed schemes for coding the relations between language and gesture. 7. Speech production, aphasia, language disorders, and disfluency. (A lot of this is already in CHILDES, but more is needed). 8. Clinical psychology. Psychiatrists such as Mardi Horowitz have explored transcript analysis and annotation. 9. Intensive behavioral analyses. (I need concrete references to this area.) 10. Animal behavior. Videotapes of animals in experimental situations are often coded using tools such as The Observor. The formal issues in coding audio or video records of animal behavior are simlar to those that arise for coding human interaction, though of course the content may be quite different. 11. Documentary. Since the beginning of the century, ethnographers have pioneered the use of film documentaries to record the lives of non-Western peoples. Much of this documentary material is still available and includes excellent video footage. Another example of a documentary collection is Steven Spielberg's documentary of the Holocaust. 12. Human tutoring. Researchers such as Kurt Van Lehn, Micki Chi, Ken Koedinger, and Arthur Graesser have conducted detailed video studies of the tutoring process. 13. Computer tutoring. The process of human tutoring can be successfully compared to the process of computer tutoring. Researchers at CMU such as Ken Koedinger, Al Corbett, Bonnie John, Martha Alibali, John Anderson, Steve Ritter, and Kevin Gluck have begun to make these comparisons. 14. Human-computer interaction. Finally, there is a large volume of work in the field of Human-Computer Interaction that relies on videotapes, codes, and analyses similar to the ones required in the CHILDES project. If you have any further pointers I can add to this list, including self-referential ones, please tell me. Thanks. From ehoff at acc.fau.edu Fri Feb 5 20:33:34 1999 From: ehoff at acc.fau.edu (Erika Hoff-Ginsberg) Date: Fri, 5 Feb 1999 15:33:34 -0500 Subject: Video showing conditioned head-turn? Message-ID: There was a PBS series many years ago called "The Mind" that included a clip of this. Many libraries have the series, in addition, little clips of it were made available to adopters of some introductory psychology textbooks years ago. The Kuhl research is in module #26 of General Psychology Teaching Modules edited from The Mind series. Good luck. Erika Hoff-Ginsberg At 08:51 AM 2/5/99 -0800, Lynn Santelmann wrote: >Does anyone know of a video showing the conditioned head-turn >procedure? I would like be able to show this for an upcoming unit in >my psycholinguistics class, but can't seem to find one. (I know that >one exists because I saw one several years ago, but can't for the >life of me remember what it was.) > >Thanks for hte help, > >Lynn Santelmann >Applied Linguistics >Portland State University > > **************************************************************************** ****** Erika Hoff-Ginsberg, Ph.D. Professor of Psychology and Chair, Division of Science College of Liberal Arts Florida Atlantic University 2912 College Avenue Davie, FL 33314 Phone: (954) 236-1142 Fax: (954) 236-1150 e-mail: ehoff at fau.edu **************************************************************************** ****** From santell at nh1.nh.pdx.edu Fri Feb 5 22:20:13 1999 From: santell at nh1.nh.pdx.edu (Lynn Santelmann) Date: Fri, 5 Feb 1999 14:20:13 PST Subject: Head-turn video Message-ID: Thanks to everyone who responded so quickly to my query. The video clip I was looking for was part of the "Mind" series on PBS, showing two infants doing categorical perception tasks with conditioned head turn (research by Werker, Kuhl). In addition, Erika Hoff-Ginsberg told me that this research is also shown in module #26 of General Psychology Teaching Modules edited from The Mind series, which was (is?) available to those who adopted some intro psych texts. For people who are interested in intermodal preferential looking clips (e.g., Hirsh-Pasek & Golinkoff), the Human Language series has got a nice clip. Lynn Santelmann ________________________________________________________ Lynn Santelmann Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 92707-0751 Phone: (503) 725-4140 Fax: (503) 725-4139 E-mail: santelmannl at pdx.edu ________________________________________________________ From ervin-tr at cogsci.Berkeley.EDU Sun Feb 7 20:08:31 1999 From: ervin-tr at cogsci.Berkeley.EDU (Susan Ervin-Tripp) Date: Sun, 7 Feb 1999 12:08:31 -0800 Subject: children's humor Message-ID: 1999 INTERNATIONAL HUMOR CONFERENCE sponsored by the International Society for Humor Studies The 1999 International Humor Conference is the eighteenth in a series of scholarly meetings on humor and laughter and the eleventh such meeting sponsored by the International Society for Humor Studies (ISHS). The 1999 Conference is scheduled to take place from June 29 to July 3, 1999 at Holy Names College in Oakland, overlooking the San Francisco-Oakland Bay Area. For this conference, scholars, professionals, and students are invited to submit proposals for Papers, Posters, and Symposia focusing on humor research in the arts and humanities as well as in the health and social sciences with submissions falling into at least one of five conference topical tracks: (1) cognition and creativity (2) health and well-being (3) individuals and individual styles (4) culture and gender (5) public and private discourse THE DEADLINE FOR ALL PROPOSALS IS MARCH 1, 1999. Papers may also be submitted directly to one of four prescheduled Symposia: Cognitive Science and Humor Research (Chair: Victor Raskin, English, Purdue University, victor.raskin.1 at purdue.edu) The Connections between Humor and Health (Chair: Sven Svebak, Faculty of Medicine, Univ. of Trondheim) The Sense of Humor: Further Explorations of a Personality Characteristic (Chair: Willibald Ruch, Psychology, University of Duesseldorf) Wisecracking and Storytelling: Gender Differences in the Conversational Humor of Children and Adults (Chair: Susan Ervin-Tripp, Psychology, Univ. of California at Berkeley,ervin-tr at cogsci.berkeley.edu) A brochure containing an overview of the conference with details on conference tracks, scholarships, and procedures on how to submit proposals for papers, symposia, and workshops can be obtained by writing. Martin D. Lampert, Chair 1999 International Humor Conference Holy Names College 3500 Mountain Blvd. Oakland, CA 94619-1699 (510) 436-1699. humor99 at hnc.edu http://www.hnc.edu/events/humor99. From dkasia at ifa.amu.edu.pl Mon Feb 8 14:35:34 1999 From: dkasia at ifa.amu.edu.pl (Katarzyna Dziubalska-Kolaczyk) Date: Mon, 8 Feb 1999 15:35:34 +0100 Subject: clusters in early L1 acquisition Message-ID: Dear Childes, I would like to thank all the colleagues who responded to my query concerning consonant clusters in early L1 acquisition. You have been very helpful: thanks a lot! Below I enclose some extracts from the responses which may be of general interest. Katarzyna Dziubalska-Kolaczyk ************************************* if you need data on the acquisition of the German sound system, I might mention that I published continuous diary data, phonological development from birth up to 2;5, in 1991: Hilke Elsen, 1991, Erstspracherwerb. Wiesbaden: Deutscher Universitaets-Verlag there are several chapters on syllable initial and final clusters and their relation to language universals in this book Furthermore, you will find the books by John Locke very useful. Hilke Elsen, Univerity of Munich I have some recorded data from the age of 0;5;4 from a child growing up in an Estonian-speaking family in Australia. At the time I was not interested in the "pre-linguistic" period, and transcribed only a little of each recording. Full transcription started when I began to recognise some words. I have not got the data on computer, and would not at the moment have time to enter it , but what I have typed, I could fax you, should you wish so. You would be welcome to use it, provided you acknowledged its source. Tiiu Salasoo Tiiu.Salasoo at pgrad.arts.usyd.edu.au you might want to look at some of the work of G. Drachman and his wife Malikouti- Drachman. In the 70's they worked on the L1 acquisition of Modern Greek. And Greek, as you may know, has lots of weird clusters in the adult language. Drachman specifically addresses "baby talk" in Modern Greek in a paper I found in Ohio State University's Working Papers in Linguistics from '73. Volume 15, I believe. He cites there some occuring clusters. This is the only one I've come across, though. Betsy McCall An overview of the research on early Dutch first language acquisition can be found in: 'Early speech development in children acquiring Dutch: Mastering general basic elements', by Florien Koopmans-van Beinum and Jeannette van der Stelt, in The Acquisition of Dutch, Steven Gillis and Annick De Houwer, eds, John Benjamins, 1998. --Annick De Houwer this is in response to your request for info regarding cluster acquisition in early language learning. i completed my doctoral dissertation in feb 1998 at the university of texas at austin on the acquisition of consonant clusters. i had five subjects, all developing motor, speech, and language skills normally. all five subjects were being raised in monolingual american english environments. i followed all five subjects from the onset of canonical babbling (beginning at approx. 7 months of age) and going through early words (ending around 36 months). all subjects were audiotaped 2-4 times per month in their homes. my final data set was comprised of approximately 25,000 utterances from babbling through word productions. all cluster productions were phonetically transcribed using broad transcriptions. it is a huge database for clusters, to say the least. the data were analyzed separately for clusters in babbling versus clusters in words. i explored five motor-based hypotheses in my dissertation, and found supporting evidence for three, with some support found for one other hypothesis. one hypothesis did not turn out at all as i predicted. and because i examined cluster development from a motor perspective, my hypotheses should prove true for cluster acquisition cross linguistically. of course, cross-linguistic data will be the real test of my concluding assertions. i have presented on my findings in two forums in the u.s.--the child phonology conference in april 1998 and the american speech-language-hearing association convention in november 1998. i also have a colleague who has collected some cluster data on quichua-learning babies in ecuador. those data are not yet analyzed, but she is moving along rapidly on her project. her name is christina gildersleeve-neumann. her data base is much smaller, but it is an interesting language--one that should really put my motor hypotheses to the test! Kathy J. Jakielski, Ph.D., CCC-SLP Assistant Professor Department of Speech-Language Pathology Augustana College 639 38th Street Rock Island, IL 61201 (309) 794-7386 stjakielski at augustana.edu A paper of mine which addresses consonant cluster reduction in several languages but which is not that accessible is M. Vihman (1980), Sound change and child language. In E. C. Traugott, R. Labrum & S. Shepard (eds.), Papers from the Fourth International Conference on Historical Linguistics.Amsterdam: John Benjamins B.V I'm currently doing research on Welsh and have been surprised to find one child producing more clusters in early words than I ever observed in previous work with English, French, Japanese and Swedish. But these data are not yet ready for citing, I'm afraid. 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 You ask about consonant clusters in babbling (or even pre- babbling). The short answer is: there basically aren't any. There basically aren't any in first words, either. For most children, there may be occasional syllables that sound like clusters (say, [mwa]), that probably are just due to poor coordination or slow movement of the articulators. Same for early words. Consonant Cluster Reduction seems to be just about universal for every language studied. There is probably a low percentage of children that will have a few clusters at 11 or 12 months, but they are rare, and unlikely to show up in any study. The exact age at which clusters show up in a child's speech is variable. As I recall, Stoel-Gammon found for precocious children (I forget the exact definition, but roughly those with a vocabulary of 500 or more words at 18 months) that about a third (?or a half?) of them had at least one initial cluster at 18 months. For some discussion of consonant clusters relative to sonority (including a review of the relevant literature), a good place to start is: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of phonological development: From the perspective of constraint-based nonlinear phonology. Academic Press: San Diego, CA. ---Joe Stemberger University of Minnesota ************************************ ______________________________________________________________________ Katarzyna Dziubalska-Kolaczyk University Professor School of English Adam Mickiewicz University al. Niepodleglosci 4 61-874 Poznan, Poland email: dkasia at ifa.amu.edu.pl tel: +48 61 8528820 http://elex.amu.edu.pl/ifa fax: +48 61 8523103 home tel.: +48 61 8679619 From hemphikp at HUGSE1.HARVARD.EDU Mon Feb 8 17:33:45 1999 From: hemphikp at HUGSE1.HARVARD.EDU (Kathleen Peets) Date: Mon, 8 Feb 1999 12:33:45 -0500 Subject: speech analysis software Message-ID: Thanks to everyone who gave suggestions for speech analysis software for the PC. These are the options that were suggested: Speech Analysis Tools www.jaars/org/icts/softdev.htm PRAAT Info: www.fonsg3.let.uva.nl/praat/praat.html Download: www.fon.hum.uva.nl/praat/praat2385.html Real Analysis, Dr. Speech Info: www.drspeech.com/List_New.html Download:www.drspeech.com/Information.html#Download One challenge I have run into is the ability of the programs to handle large data files, of, for example, a half to a full hour of extended discourse. So far the music program Goldwave (www.goldwave.com) has best been able to do this, but it has not been able to accomplish the more language-specific analyses (pitch, text alignment) available with the above options. I have not decided which option I will go with, and may in fact use a combination of two programs (Sonic CHAT and Goldwave, for example). If anyone would like more information, please feel free to contact me. Thanks again. Kathleen Peets hemphikp at hugse1.harvard.edu From bgoldfield at GROG.RIC.EDU Mon Feb 8 18:18:43 1999 From: bgoldfield at GROG.RIC.EDU (bgoldfield at GROG.RIC.EDU) Date: Mon, 8 Feb 1999 13:18:43 -0500 Subject: Video showing conditioned head-turn? Message-ID: The Nova series titled 'The Mind' has, I believe, a segment showing Janet Werker using the procedure, and another segment from Pat Kuhl's lab. The segments though, are brief and show only a trial or two. I'd be interested in knowing what else you turn up for my own Infancy class! Regards, Beverly Goldfield Dept. of Psychology Rhode Island College Providence, RI 02908 On Fri, 5 Feb 1999, Lynn Santelmann wrote: > Does anyone know of a video showing the conditioned head-turn > procedure? I would like be able to show this for an upcoming unit in > my psycholinguistics class, but can't seem to find one. (I know that > one exists because I saw one several years ago, but can't for the > life of me remember what it was.) > > Thanks for hte help, > > Lynn Santelmann > Applied Linguistics > Portland State University > > From v.c.gathercole at bangor.ac.uk Thu Feb 11 11:59:27 1999 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Thu, 11 Feb 1999 11:59:27 +0000 Subject: lectureship position Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1974 bytes Desc: not available URL: From gala99 at ling.uni-potsdam.de Thu Feb 11 15:00:09 1999 From: gala99 at ling.uni-potsdam.de (GALA '99) Date: Thu, 11 Feb 1999 16:00:09 +0100 Subject: FINAL CALL FOR PAPERS: GALA 1999 (Updated) Message-ID: Generative Approaches to Language Acquisition (GALA) 1999 Linguistics Department, University of Potsdam, Germany September 10-12, 1999 DEADLINE FOR ABSTRACT SUBMISSION: March 1, 1999 Abstract Submission Guidelines (UPDATED): http://www.ling.uni-potsdam.de/gala99/abstracts.html General Information: http://www.ling.uni-potsdam.de/gala99/ From veerle.vangeenhoven at mpi.nl Fri Feb 12 14:37:22 1999 From: veerle.vangeenhoven at mpi.nl (Veerle Van Geenhoven) Date: Fri, 12 Feb 1999 15:37:22 +0100 Subject: Ph.D. / postdoc openings Message-ID: Ph.D. / postdoc openings - MPI for Psycholinguistics The Max Planck Institute for Psycholinguistics has one postdoc and three Ph.D. positions available for research in the field of first or second language acquisition. The postdoc will participate in the Scope Project and the Ph.D.s will participate in either the Scope Project or the Argument Structure Project. (These projects are described below.) All positions will be for three years and will begin as soon as possible but no later than October 1, 1999. Applicants for the postdoctoral position in the Scope Project should have a completed PhD degree in linguistics, psychology, or a related field, and an interest in (theoretical and/or cross-linguistic) semantic and syntactic aspects of language acquisition. Applications should include a curriculum vitae, a sample of written work, a description of previous related studies and research, names and addresses of 4 referees, and a statement of planned research in the Scope Project. Payment for this position is regulated according to the scale of the Max Planck Society (net approx. 4000 - 4300 Hfl). Applicants for the Ph.D. positions in either the Scope Project or the Argument Structure Project should have a completed Master's degree or equivalent in linguistics, psychology, or a related field, and an interest in syntactic and semantic aspects of language acquisition. Applications should include a curriculum vitae, a description of previous related studies and research, a sample of written work, names and addresses of 4 referees, and a characterization of plans or interests for the Ph.D. research. The Ph.D. candidates must also already have or be prepared to find a suitable university affiliation. Payment for these positions is regulated according to the scale of the Max Planck Society (net approx 2200 - 2500 Hfl). Please send applications via regular mail for arrival by April 1, 1999, to: Prof. Dr. Wolfgang Klein Max Planck Institute for Psycholinguistics Postbus 310 6500 AH Nijmegen The Netherlands E-mail inquiries concerning the positions may be made to Prof. Dr. Wolfgang Klein at: klein at mpi.nl Project descriptions: The Scope Project studies how children and second language learners develop the skills to analyze the semantic and syntactic composition of sentences, skills needed for the interpretation of the linguistic input they are exposed to. The project primarily considers the acquisition of those elements in a sentence that take scope over other elements, since scoping elements appear to be central clues in building the structure of a sentence and in guiding its semantic interpretation. The phenomena considered for investigation are the scope properties of temporal adverbials and finiteness, the scope behaviour of focus particles, and scope-related aspects of the interpretation of nominal expressions. The project is cross-linguistic in perspective, and investigates the extent to which both syntactic and semantic aspects of scope relations are language-universal versus language-independent. In addition to contributing to an understanding of how children interpret configurations containing scoping elements, the project's results are expected to provide a clearer picture of scope phenomena in adult language and to serve as a basis for new insights into theoretical matters related to scope phenomena in natural language. The Argument Structure Project includes participants from both the Language Acquisition and the Language and Cognition departments of the Institute. Its goal is to learn more about which aspects of argument structure and, more generally, event representation are universal versus variable, and which may be innate as opposed to learned. The project is cross-linguistic in orientation. Ph.D. candidates should be interested in investigating topics such as the acquisition of predicate semantics, the syntactic realization of arguments, argument ellipsis, or linguistic "event packaging". Preference may be given to applicants working on the acquisition of lesser-known languages. From blandau at UDel.Edu Fri Feb 12 16:07:36 1999 From: blandau at UDel.Edu (Barbara Landau) Date: Fri, 12 Feb 1999 11:07:36 -0500 Subject: POST-DOCTORAL FELLOWSHIP AT UNIVERSITY OF DELAWARE Message-ID: POSTDOCTORAL FELLOWSHIP, UNIVERSITY OF DELAWARE SPATIAL COGNITION AND SPATIAL LANGUAGE The Department of Psychology and Cognitive Science Program at the University of Delaware seeks an outstanding postdoctoral fellow for research on spatial cognition, broadly construed. The position is funded by NINDS, and supports a fellowship for collaborative studies on spatial cognition in children and adult with Williams Syndrome, a rare genetic deficit which gives rise to a pattern of profound spatial disorder together with relatively spared language. Work in the two collaborating labs includes a broad range of studies on spatial cognition, from spatial attention to navigation to spatial language and the interfaces among these systems. Candidates should have prior background in behavioral and neurobiological studies of the brain and mind; strength in computational approaches would also be advantageous. The fellowship is currently a one-year position with the possibility of renewal. Applicants should send a letter describing their graduate training and research interests and a curriculum vitae, and they should arrange to have three letters of recommendation sent to either Professor Barbara Landau or Professor James Hoffman, Wolf Hall, University of Delaware, Newark, Delaware 19716. Review of applications will begin on February 15, 1999, and continue until the position is filled. The expected start date is July 1, 1999. Applicants can learn more about the research programs involved by referring to our Web pages (http://hoffman.psych.udel.edu or http://udel.edu/~zukowski/lab.html). Applications from women and underrepresented minority groups are especially welcome. The University of Delaware is an Equal Opportunity Employer. ______________________________________________________________________ Barbara Landau, Professor Phone: 302-831-1088 Director, Cognitive Science Program email: blandau at udel.edu Department of Psychology University of Delaware 238 Wolf Hall Newark, DE 19716 From Edy.Veneziano at pse.unige.ch Sat Feb 13 11:17:06 1999 From: Edy.Veneziano at pse.unige.ch (EDY) Date: Sat, 13 Feb 1999 12:17:06 +0100 Subject: change of address Message-ID: My email has been changed from venezia at uni2a.unige.ch to Edy.Veneziano at pse.unige.ch Thank you for taking note of it and changing it in the bullettin list. Edy Veneziano From H.G.Ruhland at ppsw.rug.nl Mon Feb 15 10:05:44 1999 From: H.G.Ruhland at ppsw.rug.nl (Rick Ruhland) Date: Mon, 15 Feb 1999 10:05:44 GMT+0100 Subject: About Icebergs. Message-ID: Hi to all On Wednesday 3 Februari 1999, I submitted the following question to the Childes list: Hi, Has anyone out there heard of the Iceberg Theory in connection with bilingualism? According to a student of mine, who came up with the theory, this is a theory of acquiring a second language on top of another. In other words, this theory describes and makes predictions on 2 or more languages as a result of piling up the languages that are acquired (instead of acquiring 2 or more languages *at the same time*). I received quite some responses and people asked for more information (see also below). My thanks go to: Jan de Jong Leslie Barratt C. George Hunt Tiiu Salasoo Andrea Stolz HANDA ATSUKO Here is a summary of the response: Jan de Jong refererred to a Dutch Book called "Minderheden: taal en onderwijs", written by Rene Appel on second language acquisition (published by Coutinho). He also mentioned the Threshold hypothese of Cummins (linguistic skills need to be above some level to become profitable). George Hunt referred to a pictorial representation of the "Common Underlying Proficiency model of bilingualism" by J. Cummins (The Construct of Language Proficiency in Bilingual Education. In Georgetown University Round Table on Languages and Linguistics 1980. Georgetown University Press.) As he writes, "The CUP model envisages the two languages as the twin peaks of a submerged iceberg; the peaks are separate, but conjoined by, founded upon, and communicating with, a common set of linguistic and cognitive principles." He further mentioned Colin Baker who summarises other picture theories of bilingualism in Key Issues in Bilingualism and Bilingual Education, Multilingual Matters, 1988. Atsuko Handa referred to the paper written by Jim Cummins in 1984 with the title "Bilingualism and Special Education: Issues in Assesment and Pedagogy". He also sent me a reference list of papers written by Jim Cummins. Thanks, Atsuko. I am, though, curious about this: Atsuko, can you tell me from which book this list is taken? Another reference to Jim Cummins (1984) is "Bilingualism and Special Education: Issues in Assesment and Pedagogy". Clevedon, Multilingual Matters. So, the references I have got so far are (apart from the reference list with a lot of references to the papers by Jim Cummins): Appel, R (1986) "Minderheden: taal en onderwijs." Muiderberg, Coutinho. Cummins, J. (1980) "The Construct of Language Proficiency in Bilingual Education." In Georgetown University Round Table on Languages and Linguistics. Georgetown University Press. Cummins, J. (1984) "Bilingualism and Special Education: Issues in Assesment and Pedagogy." Clevedon, Multilingual Matters. Baker, C. (1988) "Key Issues in Bilingualism and Bilingual Education." Clevedon, Multilingual Matters. Again, thanks to all who responded. Cheers, Rick. From chris at psy.au.dk Mon Feb 15 12:55:57 1999 From: chris at psy.au.dk (Chris Sinha) Date: Mon, 15 Feb 1999 12:55:57 MEST Subject: The Talibans' war on women Message-ID: Please sign at the bottom to support, and include your town. Then copy and e-mail to as many people as possible. If you are the 50th, 100th, 150th signature, please e-mail a copy of it to sarabande at brandeis.edu Even if you decide not to sign, please be considerate and do not kill the petition, please send a copy of it to sarabande at brandeis.edu. Thank you. It is best to copy rather than forward the petition. TEXT: The government of Afghanistan is waging a war upon women. The situation is getting so bad that one person in an editorial of the Times compared the treatment of women there to the treatment of Jews in pre-Holocaust Poland. Since the Taliban took power in 1996, women have had wear burqua and have been beaten and stoned in public for not having the proper attire, even if this means simply not having the mesh covering in front of their eyes. One woman was beaten to death by an angry mob of fundamentalists for accidentally exposing her arm while she was driving. Another was stoned to death for trying to leave the country with a man that was not a relative. Women are not allowed to work or even go out in public without a male relative; professional women such as professors, translators, doctors, lawyers,artists and writers have been forced from their jobs and stuffed into their homes, so that depression is becoming so widespread that it has reached emergency levels. There is no way in such an extreme Islamic society to know the suicide rate with certainty, but relief workers are estimating that the suicide rate among women, who cannot find proper medication and treatment for severe depression and would rather take their lives than live in such conditions, has increased significantly. Homes where a woman is present must have their windows painted so that she can never be seen by outsiders. They must wear silent shoes so that they are never heard. Women live in fear of their lives for the slightest misbehavior. Because they cannot work, those without male relatives or husbands are either starving to death or begging on the street, even if they hold Ph.D.'s. There are almost no medical facilities available for women, and relief workers, in protest, have mostly left the country, taking medicine and psychologists and other things necessary to treat the sky-rocketing level of depression among women. At one of the rare hospitals for women, a reporter found still, nearly lifeless bodies lying motionless on top of beds, wrapped in their burqua, unwilling to speak, eat, rocking or crying, most of them in fear. One doctor is considering, when what little medication that is left finally runs out, leaving these women in front of the president's residence as a form of peaceful protest. It is at the point where the term 'human rights violations' has become an understatement. Husbands have the power of life and death over their women relatives, especially their wives, but an angry mob has just as much right to stone or beat a woman, often to death, for exposing an inch of flesh or offending them in the slightest way. David Cornwell has told me that we in the United States should not judge the Afghan people for such treatment because it is a 'cultural thing', but this is not even true. Women enjoyed relative freedom, to work, dress generally as they wanted, and drive and appear in public alone until only 1996 -- the rapidity of this transition is the main reason for the depression and suicide; women who were once educators or doctors or simply used to basic human freedoms are now severely restricted and treated as sub-human in the name of right-wing fundamentalist Islam. It is not their tradition or 'culture', but is alien to them, and it is extreme even for those cultures where fundamentalism is the rule. Besides, if we could excuse everything on cultural grounds, then we should not be appalled that the Carthaginians sacrificed their infant children, that little girls are circumcised in parts of Africa, that blacks in the deep south in the 1930's were lynched, prohibited from voting, and forced to submit to unjust Jim Crow laws. Everyone has a right to a tolerable human existence, even if they are women in a Muslim country. If we can threaten military force in Kosovo in the name of human rights for the sake of ethnic Albanians, Americans can certainly express peaceful outrage at the oppression, murder and injustice committed against women by the Taliban. In signing this, we agree that the current treatment of women in Afghanistan is completely UNACCEPTABLE and deserves support and action by the people of the United States and the U.S. Government and that the current situation overseas will not be tolerated. Women's Rights is not a small issue anywhere and it is UNACCEPTABLE for women in 1998 to be treated sub-human and so much as property. Equality and human decency is a RIGHT not a freedom, whether one lives in Afghanistan or the United States 1) Leslie London, Cape Town, South Africa 2) Tim Holtz, Boston, MA 3) Joyce Millen, Cambridge, MA 4) Diane Millen, Falls Church, Va. 5) Bill Millen, Falls Church, Va. 6) Milt Eisner, McLean VA 7) Harriet Solomon, Springfield, VA 8) Arlene Silikovitz, West Orange, NJ 9) Susanna Levin, New Rochelle, NY 10) Ruth Slater, New Rochelle,NY 11) Elisabeth Keane, Westport, CT 12) Mercedes Lopez-Morgan, Chappaqua, NY 13) Pete Morgan, Chappaqua, NY 14) Aaron Cela, Chappaqua, NY 15) Michelle Lee, San Francisco, CA 16) Karen Muiter, San Mateo, CA 17) Nate Walker, North Hills, CA 18) Jasmyn Hatam San Jose, CA 19) Jenny Frazee, Milpitas, CA 20) Marisa Wessler, Fontana, CA 21) Elaine Stewart, Fort Lauderdale, FL 22) Linda D. Whitman, Pompano Beach, FL 23) Marda L. Zimring, Boca Raton, FL 24) Judith A Weinstein, New York, NY 25) Sarah Booth, NYC, NY 26) Rachel Kaberon, Brooklyn, NY 27) Myrna Stevens, LIC, NY 28) Nadine Newlight, Hong Kong, SAR, PRC 29) Lisa Hopkinson, Hong Kong, SAR, PRC 30) Ivy Ning, Hong Kong, SAR, PRC 31) Michael Ma, Singapore. 32) Miles Taylor, Edinburgh, Scotland 33) Michala Palethorpe, Singapore 34) Judi Kelly, Hong Kong 35) Geri Clisby, Hong Kong 36) Marion E. Jones, Regina, Sk, Canada 37) Michelle S. Mood, Gambier, Ohio, USA 38) Jane Duckett, York, UK. 39) Chris Torrens, Shanghai, China. 40) Liza Lort-Phillips 41) Droma Sangmu, New York 42) Alison Joyner, Lhasa 43) Caragh Coote, Dublin 44) Monica Gorman, Dublin 45) Brian Cumiskey, Ennybegs, IRL 46) Franck Derrien, Paris 47) Francoise Gaillard, Brive, France 48) Francois Requier, Brive, France 49) Maria Grazia Calasso, Siena, Italia 50) Marco Todeschini, Milano, IT 51) Giacomo Todeschini, Trieste, Italia 52) Maria Michela Marzano, Paris, Francia 53) Luca Parisoli, Paris, Francia 54) Michela Pereira, Siena 55) Dino Buzzetti, Bologna 56) Irene Rosier-Catach, Paris 57) Lia Formigari, University of Rome 58) Susan Petrilli, University of Bari 59) Jesper Hoffmeyer, University of Copenhagen 60) Robert Zachariae, University of Aarhus 61) Chris Sinha, Aarhus *************************************************************** Chris Sinha University of Aarhus Department of Psychology Asylvej 4 DK-8240 Risskov Tel. direct +45 89 42 49 87 Tel. switchboard +45 89 42 49 00 Fax +45 89 42 49 01 E-mail Chris at psy.au.dk From chris at psy.au.dk Mon Feb 15 17:10:49 1999 From: chris at psy.au.dk (Chris Sinha) Date: Mon, 15 Feb 1999 17:10:49 MEST Subject: Don't sign it. Sorry Message-ID: Apology. I sent an e-petition which I had from a known colleague. It is either a hoax or worthless. Don't sign it. Delete it. Lesson: leave these things alone even if they seem valid and well meant. Mea culpa. Chris Sinha University of Aarhus Department of Psychology Asylvej 4 DK-8240 Risskov Tel. direct +45 89 42 49 87 Tel. switchboard +45 89 42 49 00 Fax +45 89 42 49 01 E-mail Chris at psy.au.dk From karin at ruccs.rutgers.edu Mon Feb 15 18:51:01 1999 From: karin at ruccs.rutgers.edu (Karin Stromswold) Date: Mon, 15 Feb 1999 13:51:01 -0500 Subject: Rutgers POST DOC Message-ID: POST-DOCTORAL FELLOWSHIPS IN COGNITIVE SCIENCE AT RUTGERS UNIVERSITY, NEW BRUNSWICK, NJ The Rutgers Center for Cognitive Science (RuCCS) announces the availability of POST DOCTORAL FELLOWSHIPS, funded through an NIH Institutional National Research Service Award. These fellowships are designed to provide a unique opportunity for interdisciplinary experience in cognitive science, with emphasis on language and vision. Preference will be given to applicants whose background fits with and complements the areas of specialization of the Center (see http://ruccs.rutgers.edu) ELIGIBILITY - candidates must be US citizens or permanent residents and must have completed their degree requirements at the time of the award. For more information on the Rutgers NRSA post-doctoral program visit: http://ruccs.rutgers.edu/NRSA-postdoc.html. TO APPLY: Indicate your interest using the on-line Notice of Application form in http://ruccs.rutgers.edu/NRSA-applic.html, AND send a letter indicating your interests, qualifications and fit, a CV and 3 letters of reference, to: Director, NRSA Training Program, Rutgers Center for Cognitive Science, Psych Bldg Addition, Busch Campus, Rutgers University - New Brunswick, 152 Frelinghuysen Road, Piscataway, NJ 08854-8020 Expected start dates: June 1 and Sept 1 (please indicate availability). DUE DATE for all materials: Apr. 15, 1999 for June 1 start; July 15 for Sept 1 start. Questions: admin at ruccs.rutgers.edu, (732)-445-0635, FAX: (732)-445-6715 Rutgers University is an equal opportunity/affirmative action employer. From elevy at email.GC.cuny.edu Tue Feb 16 15:34:12 1999 From: elevy at email.GC.cuny.edu (Erika Levy) Date: Tue, 16 Feb 1999 10:34:12 -0500 Subject: bilingual compounding Message-ID: Dear colleagues, Does anyone know of any work on compounding in bilinguals and/or L2 acquirers? Please reply to me directly at elevy at email.gc.cuny.edu Many thanks. I will post a summary of responses. -Erika Levy From pobanz at education.ucsb.edu Wed Feb 17 01:45:46 1999 From: pobanz at education.ucsb.edu (Michael Pobanz) Date: Tue, 16 Feb 1999 17:45:46 -0800 Subject: Spanish in Home/English at School Message-ID: Hello, I'm am interested in any information (articles, books, experiences) which looks at the potential input differences between Spanish and English speaking in the home (for example Gopnik and Choi found differences between Korean and English speaking households in verb and noun input). Any information on how the structure of Spanish or how Spanish use might be affecting cognitive development differently from English would be appreciated. Please reply to: pobanz at education.ucsb.edu Gracias! Michael From HTagerF at Shriver.org Wed Feb 17 13:55:09 1999 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Wed, 17 Feb 1999 08:55:09 -0500 Subject: Verbal Fluency in SLI and other language disorders Message-ID: We are interested in references to studies on verbal fluency (e.g., name all the animals/foods/fruits etc., or words beginning with the letter...f, a, s) in children with language disorders, including SLI. I'd be interested in hearing from anyone who knows this literature! thanks, Helen Tager-Flusberg _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Senior Scientist Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02154 Boston, MA 02125 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 Thu Feb 18 00:19:00 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Feb 1999 19:19:00 -0500 Subject: confidentiality Message-ID: Dear Info-CHILDES, As we move into the era of video linked to annotations and transcriptions, issues of confidentiality become an increasing concern. People who would be happy to donate their transcript data to CHILDES might have serious second thoughts about donating the related audio or video data. How can we deal with legitimates concerns about speaker confidentiality and still maintain international scientific collaboration for the study of verbal interaction? I would like to propose an approach that focuses on levels of confidentiality with the strictest level being no access at all and the the loosest level being full access. In particular, I think we could distinguish 6 major levels. I would like to get people's comments on this idea and whether it would work to successfully address the confidentiality issue. Feel free to think in terms of all sorts of perspectives, including scholars, subjects, government officials, citizen advocates, lawyers, humanists, and the like. Please post your comments directly to info-childes, unless you think it is not appropriate to do so. Does this proposal succeed in "solving the problem". Do we need additional mechanisms? Here is the specific proposal: Level 1: Data would be fully public domain (CNN, public speeches, public interviews, etc.) and generally viewable and copyable over the Internet. Level 2: Placing data on this level would open general viewing and listening to the public across the Internet, but would block copying. Level 3: This level would restrict access to academic researchers who had signed a non-disclosure form. This form would set tight standards regarding avoidance of use of personal names when required. It would allow some temporary copying or downloading of the data for local analysis, but would require that downloaded files be deleted after a specific period and never further copied or distributed. Level 4: This level would restrict access to academics who had signed non-disclosure forms. In addition, it would totally disallow copying. Level 5: Data on this level could be viewed only after the original data collector had given approval over the Internet for the particular researcher. Level 6: This level would only allow viewing and listening in controlled conditions under the direct on-line supervision of the particular researcher. Level 7: This level would only allow viewing and listening in controlled conditions under the direct, in person, supervision of the particular researcher. Level 8: These data would not be viewable, but would be archived in the format of the general system for use by the original investigator only. I wonder if this level system would not only work to maintain confidentiality, but also to support the "legitimate interests of the original data collector." Please comment on this important issue. If you can think of other fora for discussing this issue, that would be good to mention too. --Brian MacWhinney From asheldon at maroon.tc.umn.edu Thu Feb 18 01:13:23 1999 From: asheldon at maroon.tc.umn.edu (Amy L Sheldon) Date: Wed, 17 Feb 1999 19:13:23 -0600 Subject: confidentiality Message-ID: >[snip > Level 2: Placing data on this level would open general viewing and > listening to the public across the Internet, but would block copying. What mechanisms exist or can be put into place to actually/reliably block copying? I'm told this is not doable at present in a web archive. What sort of archive would be used to block copying? > Level 3: This level would restrict access to academic researchers who > had signed a non-disclosure form. This form would set tight standards > regarding avoidance of use of personal names when required. It would > allow some temporary copying or downloading of the data for local > analysis, but would require that downloaded files be deleted after a > specific period and never further copied or distributed. Enforcable? [snip] > Level 6: This level would only allow viewing and listening in > controlled conditions under the direct on-line supervision of the > particular researcher. what is "online supervision" when it's at a distance? > Level 7: This level would only allow viewing and listening in > controlled conditions under the direct, in person, supervision of the > particular researcher. > Level 8: These data would not be viewable, but would be > archived in the format of the general system for use by the original > investigator only. > Is this soley as a courtesy to the donator of the data? > I wonder if this level system would not only work to maintain > confidentiality, but also to support the "legitimate interests of the > original data collector." > How to address the following: A problem arises with video (or audio) taped data that was collected before the web was invented, and has a basic consent form attached to it which doesn't envision making images or voice recordings widely available. The consent form usually does not raise this as a possibility (nor might it deny the possibility). So, since the range of use was thought to be narrow (print), how to extend the range of use of such material, i.e. making either the research tapes available to others, or even inserting electronic snippets in an online publication, without violating the agreement given in the consent form?. Other fora to involve in this discussion might be journal editors and editorial boards, and research officers in granting programs.. Amy Sheldon From macw at cmu.edu Thu Feb 18 02:16:34 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Feb 1999 21:16:34 -0500 Subject: checking files Message-ID: Dear Info-CHILDES, We have recently finished re-checking all of the CHILDES data. The checked files are on childes.psy.cmu.edu in both Mac and PC format. The major things we changed were: 1. Whereever possible, files now have an @ID field for the Target_Child. This allows people to run STATFREQ easily. We will also use this field for other things in the future. If you are currently working with a copy of your own data that does not have these fields, you may want to get these copies. 2. To further facilitate cross-file analysis, children in the role of Target_Child are now always coded as *CHI. Adults in the role of Target_Adult are always coded as *ADU. 3. Check also caught some errors for redundant delimiters which we now fixed. In the process of going through the data, I noticed a tendency for people to use forms like &cause when forms like (be)cause are more helpful for analysis, MLU, and even readability. In general, I would recommend trying to use the second type of form wherever possible. --Brian MacWhinney From lyoffe at edu.gunma-u.ac.jp Thu Feb 18 02:40:58 1999 From: lyoffe at edu.gunma-u.ac.jp (leo yoffe) Date: Thu, 18 Feb 1999 11:40:58 +0900 Subject: Please remove Message-ID: Please remove me from this list. lyoffe at thunder.edu.gunma-u.ac.jp From jbryant at luna.cas.usf.edu Thu Feb 18 14:54:32 1999 From: jbryant at luna.cas.usf.edu (Judith Becker Bryant) Date: Thu, 18 Feb 1999 09:54:32 -0500 Subject: confidentiality Message-ID: Brian: when we go through IRB processes (human subjects review) for research at my university, we need to inform the committee of those who will have access to confidential information and permanent, identifiable records such as videos and audiotapes. Similarly, we need to inform potential participants. It is certainly possible to request modification of our original plan from the IRB, but might be difficult if not impossible to obtain permission from participants to widen the group of individuals with access to the data. I believe that these kinds of issues should be considered in this discussion. Judy Judith Becker Bryant, Ph.D. Associate Professor Department of Psychology, BEH 339 University of South Florida Tampa, FL 33620-8200 (813) 974-0475 fax (813) 974-4617 From khirshpa at nimbus.ocis.temple.edu Thu Feb 18 11:21:53 1999 From: khirshpa at nimbus.ocis.temple.edu (Kathy Hirsh-Pasek) Date: Thu, 18 Feb 1999 11:21:53 +0000 Subject: confidentiality Message-ID: Brian, I have been working on the NICHD Study of Early Child Care and some of these issues have come up in our discussions. We have a huge database on children 0 - 3 years that will be made public next January. My sense of the group discussion is to take confidentiality very seriously. With respect to your levels, that would translate to at least your restrictive level 5. Yet, I wonder whose responsibility it is to release data -- the researcher's or the subject's. In your write up of these levels, you suggest that it is the researcher's. Rather, I think that the only one who can grant permission to use data publicly (or to academicians) is the subject, through a consent form. If we do want to use this data more widely, than we all have to review the consent forms that go to our IRBs. And, as we have repeatedly found in the NICHD Study, opinions on these matters vary widely across IRBs from different universities. Only if we explicitly ask whether data can be shared with others, should we have the power to release it. My vote, therefor is to err on the side of caution. Kathy Hirsh-Pasek ---------- >From: Brian MacWhinney >To: info-childes at childes.psy.cmu.edu >Subject: confidentiality >Date: Thu, Feb 18, 1999, 12:19 AM > >Dear Info-CHILDES, > As we move into the era of video linked to annotations and >transcriptions, issues of confidentiality become an increasing concern. >People who would be happy to donate their transcript data to CHILDES >might have serious second thoughts about donating the related audio or >video data. How can we deal with legitimates concerns about speaker >confidentiality and still maintain international scientific >collaboration for the study of verbal interaction? > I would like to propose an approach that focuses on levels of >confidentiality with the strictest level being no access at all and the >the loosest level being full access. In particular, I think we could >distinguish 6 major levels. I would like to get people's comments on >this idea and whether it would work to successfully address the >confidentiality issue. Feel free to think in terms of all sorts of >perspectives, including scholars, subjects, government officials, >citizen advocates, lawyers, humanists, and the like. Please post your >comments directly to info-childes, unless you think it is not >appropriate to do so. Does this proposal succeed in "solving the >problem". Do we need additional mechanisms? Here is the specific >proposal: > >Level 1: Data would be fully public domain (CNN, public speeches, >public interviews, etc.) and generally viewable and copyable over the >Internet. >Level 2: Placing data on this level would open general viewing and >listening to the public across the Internet, but would block copying. >Level 3: This level would restrict access to academic researchers who >had signed a non-disclosure form. This form would set tight standards >regarding avoidance of use of personal names when required. It would >allow some temporary copying or downloading of the data for local >analysis, but would require that downloaded files be deleted after a >specific period and never further copied or distributed. >Level 4: This level would restrict access to academics who had signed >non-disclosure forms. In addition, it would totally disallow copying. >Level 5: Data on this level could be viewed only after the original >data collector had given approval over the Internet for the particular >researcher. >Level 6: This level would only allow viewing and listening in >controlled conditions under the direct on-line supervision of the >particular researcher. >Level 7: This level would only allow viewing and listening in >controlled conditions under the direct, in person, supervision of the >particular researcher. >Level 8: These data would not be viewable, but would be >archived in the format of the general system for use by the original >investigator only. > >I wonder if this level system would not only work to maintain >confidentiality, but also to support the "legitimate interests of the >original data collector." > >Please comment on this important issue. If you can think of other fora >for discussing this issue, that would be good to mention too. > >--Brian MacWhinney > > From k.m.eriksson at uppsala.mail.telia.com Thu Feb 18 19:46:36 1999 From: k.m.eriksson at uppsala.mail.telia.com (Marten Eriksson) Date: Thu, 18 Feb 1999 19:46:36 +0000 Subject: Sv: confidentiality Message-ID: Dear Brian, It is certainly an important issue you raise. I believe the primary decision is to be made by the parent or primary caregiver, and their decision has to be clearly documented. However the 8 levels you discern do hardly facilitate their decision. I suggest 3 levels would be sufficient for parents to choose from, e.g. level 3, 5, and 8. Moreover, I suggest a rather detailed standard for how tapes should be de-identifiable should be developed. Different levels of de-identification are also possible, from substituting names to shadowing one or all actors on a video. Marten Eriksson Senior Lecturer, Ph.D. Department of Health and Social Care University of Gavle 801 76 Gävle, Sweden Phone +46 26 64 82 11 From ks7t at andrew.cmu.edu Thu Feb 18 21:25:41 1999 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 18 Feb 1999 16:25:41 -0500 Subject: Confidentiality Message-ID: Brian -- I agree with both Kathy Hirsch-Pasek and Judy Bryant. One issue we need to keep in mind is the kind of confidentiality foreseen at the time the original research was approved by the local Internal Review Board. I too can imagine everyone having great difficulty getting post hoc permissions for greater access to video data in particular, but also audio data. In fact, in our lab school, we find parents are much more resistent to video data collection even, on the grounds of confidentiality concerns, than they used to be. So I think there'll have to be a really strict criterion for allowing access and some clear way to control this. For data already IN the Archive, it's not clear we can really allow anything below your highest level (8, was it?). With new contributions, we can plan for editing of audio tapes, say, to remove actual names and other private information. Videotapes pose a much bigger problem if the original data are to be made available outside the original researcher's lab. Eve From macw at cmu.edu Thu Feb 18 22:51:57 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 18 Feb 1999 17:51:57 -0500 Subject: confidentiality Message-ID: Dear Info-CHILDES, Thanks so far to Julie Masterson, Susan Ervin-Tripp, Amy Sheldon, Eve Clark, Marten Erikkson, Lynne Hewitt, and Kathy Hirsh-Pasek for comments on confidentiality. I think that everyone agrees that the researcher cannot "grant" permission unless permission was given by the people being observed. Conservatism is also a good idea, but even the most restrictive concept of data usage envisions some form of laboratory use of the data. To further thinking about this, we can divide data into three types. The first type is new data from normally-developing populations. Here, the availability of a graded set of confidentiality levels may help a researcher communicate with subjects regarding the use of the data. Susan Ervin-Tripp says that Berkeley uses a graded set much like this as a model for their current IRB review. However, Marten Eriksson and Amy Sheldon feel that eight categories are too many for parents. This is true. The list is there so that the experimenter can select out of these eight levels the one or perhaps two levels that are appropriate for the particular study. The crucial point is that, being able to refer permissions for a particular study back to this general typology will allow us to be clearer in the future regarding the level of permission being granted. A second type is new data from special populations. Because there is social stigma attached to being "different", it appears that these subjects and their parents do not want to have data used outside of the laboratory under any conditions. However, it seems to me that levels 6, 7, and 8 maintain this notion of "only used in the laboratory" for these populations. The third type is older data. Here, the issue of subject permission was often inexplicit. The internet did not exist and so this method of viewing data could not have been envisioned. I roughly agree with you that my Level 5 would be appropriate for older data of this type. Let my point out another issue that was mentioned today in discussions with Catherine Snow, Lauren Resnick and others regarding videos for teacher training regarding early native language oral proficiency. In such cases, it is important to have releases from each parent of each child being filmed. If a particular parent does not give a release, that child has to be "kept off screen". So there are further complications here even for new data. Finally, there are the technical issues. The blurring of voices and faces is technically possible. These are the audio and video equivalents of the use of pseudonyms for transcripts. If this is done, how does our understanding of the confidentiality issues change. I would think that it would then change radically. Am I wrong? It is easy to block network access to people who do not have passwords etc. However, as Amy Sheldon noted, it may not be so easy to block people from making copies of video. One possibility would be to add a banner to videos indicating that the data are for research purposes only and are not to be viewed outside of research laboratories and (in some cases) not copied. Can these banners be done in a way that presents them being "erased"? I'm not sure. --Brian MacWhinney From shanley at bu.edu Fri Feb 19 00:28:53 1999 From: shanley at bu.edu (Shanley E. M. Allen) Date: Thu, 18 Feb 1999 19:28:53 -0500 Subject: confidentiality Message-ID: While true that blurring of faces and removal of names from videotapes (and audiotapes for names) is possible, there are at least three problems: 1. it would be very time consuming 2. it would be very hard to get this exactly right (and thus even more time consuming) with children moving so much on the screen and a lot of talk going on (I'm thinking primarily of spontaneous speech in non-lab situations here) 3. there is a definite possiblity that these alterations will change the usefulness of the tapes for analysis I think the first two are very important logistical problems, and we really have to think about who's going to do all this work and where the money for it will come from to do it. However, I'm most interested in the third issue. For example, what if I'm trying to determine the relationship between eye gaze and use of demonstratives. Impossible if the faces are blurred. And what if I'm trying to study the phonological processes at morpheme boundaries. I potentially lose a lot of data in agglutinative languages where proper names often have suffixes, since I can't hear the proper name and don't know how it plays into the phonological form of the following morpheme. So I think one must also think of how the usefulness of the audio or video material is changed if alterations are made to protect confidentiality. For lots of types of research these changes won't matter, but for others they'll be quite important. Just one more aspect of this issue to think about. Shanley Allen. ***************************************************** Shanley E. M. Allen, Ph.D. Assistant Professor, Boston University Graduate Program in Applied Linguistics Developmental Studies Department, School of Education 605 Commonwealth Avenue, Boston, MA, 02215, U.S.A. phone: +1-617-358-0354 fax: +1-617-353-3924 e-mail: shanley at bu.edu ***************************************************** From asma.siddiki at oriel.oxford.ac.uk Fri Feb 19 00:32:42 1999 From: asma.siddiki at oriel.oxford.ac.uk (Asma Siddiki) Date: Fri, 19 Feb 1999 00:32:42 +0000 Subject: No subject Message-ID: Dear all, I don't know the answer to the following question and would like some help please. Do children learn the infinitive later than the indicative, and if so, then why? references???? - thanks. Asma ************************************************************ Asma Siddiki Dept. of Experimental Psychology Oriel College South Parks Road Oxford University Oxford University OX1 4EW OX1 3UD ************************************************************* From jp at psyc.nott.ac.uk Fri Feb 19 09:38:25 1999 From: jp at psyc.nott.ac.uk (Julian Pine) Date: Fri, 19 Feb 1999 09:38:25 +0000 Subject: Postdoctoral position at the University of Nottingham Message-ID: Postdoctoral position in language acquisition Julian Pine and Elena Lieven are looking for a postdoctoral researcher to work on an ESRC-funded project on lexical specificity in early grammatical development and its possible relation to lexical specificity in child-directed speech from a constructivist perspective. This is a two-year post based at the Department of Psychology at the University of Nottingham and the position is available from May 1999. Although the exact starting time is negotiable, we would hope to appoint a candidate as early as possible. The appointment will be on the RA1A scale with a salary of between £15,735 and £20,107 depending on qualifications and experience The position will involve working on an extensive database of naturalistic speech data from 12 English-speaking children and their mothers between the ages of 2 and 3 years all of which have already been transcribed in CHAT format. Applicants should have completed a Ph.D. in psychology, linguistics or a related discipline (preferably on some aspect of language acquisition), and should be prepared to develop their own research line within the general remit of the project as a whole. Familiarity with the CHILDES system would also be an advantage Please send a C.V., statement of research interests, two letters of recommendation, and a sample of written work on a relevant topic to: Julian Pine Department of Psychology University of Nottingham Nottingham NG7 2RD United Kingdom tel: +44 115 9515285 fax: +44 115 9515324 e-mail: jp at psyc.nott.ac.uk Deadline for receipt of applications: Friday 19th March 1999 From skklla at uta.fi Fri Feb 19 09:44:27 1999 From: skklla at uta.fi (Klaus Laalo) Date: Fri, 19 Feb 1999 11:44:27 +0200 Subject: your mail Message-ID: On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > At least in Finnish this is the case. The 3rd person indicative is pragmatically important and in FInnish also morphologically simple. References: Jorma TOivainen in the newest volume in the series Cross-linguistic comparison... (ed. by Slobin); many colleagues and also I myself have published some material but in mostly in Finnish, unfortunately. The doctoral dissertation of Toivainen is also in English (in the references of his contribution in SLobin (ed.) mentioned above and includes good material. Yours Klaus Laalo From m.vihman at bangor.ac.uk Fri Feb 19 09:44:29 1999 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Fri, 19 Feb 1999 10:44:29 +0100 Subject: infinitive vs. indicative Message-ID: On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > I would say that it depends on the verb forms in question and the way they are used in the input. In my son's first verb uses in Estonian, the infinitive is the first form for the verbs 'to get', 'to walk', and 'to drink' (found frequently in the input, as in 'Do you want to...?'), but the simple imperative, which is the same as the verb form used in negatives, is the form used for all the other early verbs. Neither of these forms are marked for person; the indicative with person markers comes in about 2 months later. In my view, there is a mix of phonological, morphological, and pragmatic factors that affect which verb forms are used early in a given language. (This kind of question will get some attention in a forthcoming issue of International Journal of Bilingualism, to be devoted to cross-linguistic studies of 'first steps in morphological and syntactic development'.) - marilyn vihman ------------------------------------------------------- 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 lmb32 at columbia.edu Fri Feb 19 14:35:04 1999 From: lmb32 at columbia.edu (Lois Bloom) Date: Fri, 19 Feb 1999 09:35:04 -0500 Subject: your mail Message-ID: The following publications may be of some help: Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning "to" in complement constructions. Journal of Child Language, 11, 391-406. --Lois Bloom On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > > From lmenn at psych.colorado.edu Fri Feb 19 17:43:25 1999 From: lmenn at psych.colorado.edu (Lise Menn) Date: Fri, 19 Feb 1999 10:43:25 -0700 Subject: your mail Message-ID: First, what would you consider to be evidence for 'learning the infinitive' vs. 'learning the indicative'? It is hard to show that learning proceeds on such broad fronts - a kid may learn to use the infinitive in some constructions, may simply use uninflected forms (in a language with lots of zero-morphemes or allomorphs) in other constructions in a way that some people would call 'use of the infinitive', and may use inflected forms of the verb in other contexts...then there are languages that have no infinitive (Japanese) or that have many of them (Finnish) but where they are not used as the citation form of the verb.... Lise Menn On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > From jeff at elda.fr Fri Feb 19 18:14:47 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Fri, 19 Feb 1999 19:14:47 +0100 Subject: subject line for info-CHILDES posts Message-ID: Would it be possible for info-CHILDES subscribers to make sure to use relevant topics in the subject line of the messages that are posted? There have been a few posted lately entitled "your mail" and "re: your mail". It would have been more appropriate to label them as "indicative vs. infinitive constructions" or something like that. Using personal subject lines is confusing. Thanks. Jeff Allen ================================================= Jeff ALLEN - Directeur Technique ELRA / ELDA 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) (0) 1.43.13.33.33 Fax: (+33) (0) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html "the points of view expressed in this message do not reflect the point of view of my employer or affiliated organizations" From bennettk at twsuvm.uc.twsu.edu Fri Feb 19 18:37:03 1999 From: bennettk at twsuvm.uc.twsu.edu (bennettk at twsuvm.uc.twsu.edu) Date: Fri, 19 Feb 1999 12:37:03 -0600 Subject: infinitives versus indicatives Message-ID: > > >>Date: Fri, 19 Feb 1999 12:15:58 >>To: Asma Siddiki >>From: bennettk at twsuvm.uc.twsu.edu >>Subject: Re: >> >> >> >>It depends on the language. Languages which >>have complicated systems of nonfinite verb uses, >>and uses which only occur in embedded clauses, >>would be difficult for children compared to >>finite verbs that require little or no >>morphological marking and/or occur in simple >>clauses. In English, the present progressive and >>irregular past forms of indicative verbs are >>fairly early to develop; the infinitive forms >>earliest to be acquired are unanalysed forms >>such as gonna X and wanna X where the to >>merges clitically with the main verb. It >>takes a longer time before the child is >>able to discern the morpheme boundary and >>re-analyse as going to X or want to X. >> >>-Tina Bennett-Kastor >> >> >> >>t 12:32 AM 2/19/99 +0000, you wrote: >>>Dear all, >>> >>>I don't know the answer to the following question and would like some help >>>please. >>> >>>Do children learn the >>>infinitive later than the indicative, and if so, then why? >>> >>>references???? - thanks. >>> >>>Asma >>>************************************************************ >>>Asma Siddiki Dept. of Experimental Psychology >>>Oriel College South Parks Road >>>Oxford University Oxford University >>>OX1 4EW OX1 3UD >>>************************************************************* >>> >>> >>> >>> >>> >>> >> > From wsnyder at uconnvm.uconn.edu Fri Feb 19 18:56:27 1999 From: wsnyder at uconnvm.uconn.edu (William B. Snyder) Date: Fri, 19 Feb 1999 13:56:27 -0500 Subject: Infin. vs. Indic. in Russian Message-ID: Dear Asma (and Info-CHILDES), Eva Bar-Shalom and I have a short paper due to appear in the BUCLD 23 proceedings, in which we examine the uses of morphologically infinitival, indicative, and imperative verbs in the early speech of the Russian child Varya (CHILDES, Protassova corpus). The main findings are as follows: + All three verb-types were attested in Varya's speech in the earliest transcript (at 1;6). + Varya's infinitives often occurred in apparently matrix contexts; these "root infinitives" frequently (though not always) had an imperative-like interpretation (e.g. "shirt to-remove" as a request that the child's shirt be removed). + Despite the similarity of interpretation between root infinitives and imperatives, these verb-forms exhibited different syntactic properties. Notably, imperatives (as well as indicatives) occured with the negation marker 'ne' in about 10% of their uses, but Varya's root infinitives were never negated. (This contrast was robustly significant by Fisher exact test.) The findings for Varya are consistent with Gvozdev's classic (1961) report on his diary study of the acquisition of Russian by his son Zhenya. According to Gvozdev, Zhenya began producing imperative verb-forms even earlier than indicative ones. Moreover, shortly after beginning to produce imperatives, Zhenya (like Varya) started to produce matrix infinitives with a "command-like" meaning. Thus, at least in these particular Russian children, the morphologically infinitival and imperative forms were very early acquisitions, possibly even a bit earlier than their indicative counterparts. With best regards, William Snyder Department of Linguistics University of Connecticut References: Bar-Shalom, E. and Snyder, W. (in press) "On the relationship between root infinitives and imperatives in early Child Russian." In _Proceedings of the 23rd Meeting of the Boston University Conference on Language Development_. Somerville, MA: Cascadilla Press. Gvozdev, A. (1961) _Formirovanie u rebenka grammaticheskogo stroja russkogo jazyka, Parts I and II_. Moscow: Akad. Pedagog. Nauk. On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > From doneill at watarts.uwaterloo.ca Fri Feb 19 22:39:29 1999 From: doneill at watarts.uwaterloo.ca (Daniela O'Neill) Date: Fri, 19 Feb 1999 17:39:29 -0500 Subject: assessing 2nd language exposure Message-ID: In connection with a research project of mine in which parents are being asked about children's communicative competence, I would like to ask parents about their child's exposure to any other language except English. I have found, however, that I am unsure as to the best way to proceed with this as bilingual language development is not my area of expertise. I would be very appreciative if anyone might be able to give me some advice as to how best to frame the questions in a way that parents can give an accurate picture of the level of exposure. Some issues that I have thought would be important to address (but am not sure how to ask about) are: 1. What is the level of exposure to the(se) other language(s): Is it best to ask parents to estimate this as in terms of number of hours a day? (week?) or in terms of a percentage of the time they speak to the child? 2. Should one also consider how much time each parent spends with the child each day? And, as above, should this be in terms of hours a day or is there a better way to ask about this? 3. How many possible sources of exposure to another language should be considered? (e.g, parents, grandparents, daycare etc.) 4. Should one ask about the language spoken between the parents (thus observed by the child) even if this language is not spoken to the child? (For example, I recently had a mother in the lab who told me she speaks Turkish to her child, the father speaks English to the child, and she and the father speak German to each other.) At present, I am only familiar with the questionnaire given to parents as part of the norming study for the MacArthur Inventories and described in the manual. I am wondering, however, if other researchers have developed such questionnaires and might be willing to share them with me or might have other suggestions as to important issues to consider in developing such a questionnaire for parents. Thanks! Daniela O'Neill Dept. of Psychology University of Waterloo Waterloo, ON N2L 3G1 Canada From szagun at psychologie.uni-oldenburg.de Sat Feb 20 11:28:17 1999 From: szagun at psychologie.uni-oldenburg.de (Gisela Szagun) Date: Sat, 20 Feb 1999 12:28:17 +0100 Subject: infinitives and indicative/asma siddiki Message-ID: Presumably it depends on the language and on your criterion of acquisition. In our current study on the acquisition of German we use two criteria of acquisition: 1) initial acquistion when a child uses an inflectional morpheme (in this case infinitive or markings for person) on three different lexical items. 2) we calculate the percentage of correct use of a particular morpheme in a linguistic context in which the particular marking is obligatory. Using these criteria we find that - at least in German - children start with a root from of the verb which often has a schwa sound ending but not the proper infinitive ending which is -en. Most children tend to acquire 3rd person singular ending in -t first, followed by infinitive which remains unmarked (or as a kind of root form) in a substantial portion of cases for several months after initial acquisition. This is less the case for 3rd person singular or 2nd person singular, or 1st and 3rd person plural (which have identical marking with the infinitive). Gisela Szagun ____________________________________________ Prof. Dr. Gisela Szagun Institut fuer Kognitionsforschung Fb 5, Psychologie, A 6 Carl-von-Ossietzky Universitaet Oldenburg Postfach 2503 D-26111 Oldenburg Germany _________________________________________ tel: + (0)441 798 5146 fax: + (0)441 798 5170 From johnsonb at eagle.cc.ukans.edu Sat Feb 20 21:28:50 1999 From: johnsonb at eagle.cc.ukans.edu (Bonnie W. Johnson) Date: Sat, 20 Feb 1999 15:28:50 -0600 Subject: infinitives and indicative/asma siddiki Message-ID: >Presumably it depends on the language and on your criterion of >acquisition. In our current study on the acquisition of German we >use two criteria of acquisition: 1) initial acquistion when a child uses >an inflectional morpheme (in this case infinitive or markings for >person) on three different lexical items. 2) we calculate the >percentage of correct use of a particular morpheme in a linguistic >context in which the particular marking is obligatory. For the second criteria, what is the minimal number of obligatory contexts required? 3? 5? -Bonnie ------------------------------------ | Bonnie W. Johnson | | bjohnson at ukans.edu | ------------------------------------ From macw at cmu.edu Sat Feb 20 21:22:12 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 20 Feb 1999 16:22:12 -0500 Subject: new Japanese corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new Japanese corpus from Susanne Miyata of Aichi Shukutoku Junior College. Susanne had already contributed one corpus from Aki earlier. This new corpus is the Ryo corpus. Our thanks to Susanne for making available the first data on the acquisition of Japanese. These data are in japanese.sit and japanese.zip on the server. --Brian MacWhinney The combined readme file (which is now also in the database manual) for the two corpora is as follows: ************************ Japanese - Miyata Miyata, Susanne Aichi Shukutoku Junior College 23 Sakuragaoka Chikusa-ku Nagoya 464 Japan smiyata at asjc.aasa.ac.jp If you use this data or parts of it, please send one printed copy of your article/publication to Susanne Miyata Warnings a) These data are not suitable for the study of the mother¹s overall language behavior, except for questioning and answering behavior. The Aki data were originally sampled for the study of the child¹s question development and many remarks of the mother are not transcribed. These omitted parts are unfortunately *unmarked*. b) Reliability was not checked. c) The length of the observational sessions differ. Pseudonyms Aki and Ryo¹s parents gave their kind consent for the publication of this data. However their names have been replaced with pseudonyms to preserve a minimum of privacy. History This data was collected during the preparation of a dissertation about question acquisition (starting at Nov.17th, 1986 when Ryo was 1;3.3, and ending at Sep.13th, 1988, at 3;0.30). The children were observed once a week for about one hour at their home while playing with their mother. In the previous observations it had proved convenient for both mother and observer to fix weekday and time. As Aki and Ryo were quite late risers, we decided to start each session after 10 o¹clock in the morning. After a short period of excitement, the child would settle down to play. The videorecordings started usually about 10:20. For the recording I held the camera in my lap (rather than in front of my face), a method that had proved effective in prior observations. The setting was free indoor play. The mother was instructed to ³make the child speak¹, but there were no regulations concerning the kind of play. The transcription was done in Romaji (Hebon) rather than in Japanese script, in order to better preserve the actual pronunciation. I also used UNIBET symbols, especially when the meaning of the utterance was unclear. For slightly deviant items with clear meaning no phonetical transcription is provided. The transcription was done in JCHAT 1.0 Hebon, using WAKACHI98 (see Oshima/MacWhinney eds. 1995, Miyata/Naka 1998).Situational cues were provided to a certain extent, to make it possible to follow the conversation without visual cues. Codes Question intonation was coded using $FIN (falling intonation) and $RIN (rising intonation). Where unmarked, assume rising intonation. Wa-questions were coded (see Miyata 1992, 1993) using the following four codes: $WAP wa-Question(Place) papa wa? where is Papa? $WAN wa-Question(Name) kore wa? what is this? $WAE wa-Question(Educational) gomen ne wa? what about ³sorry¹? $WAG wa-Question(General) papa wa ookii. mama wa? Papa is big. What about Mama? The final particles ³no² and ³wa² which are homophonic to case particles, have been marked as ³no at fp² and ³wa at fp². MLU computation There are 3 different bi-monthly MLU values: Jiritsugo-fuzokugo-MLU (Ogura 1998), Morikawa-shiki-MLU and Minami-shiki-MLU. The first one counts words and particles, the second one all morphemes except PRES and the third one includes PRES. For details see Miyata (1998). Biographical data Aki was born on 27-Sep-1987 in Nagoya, the firstborn child. His mother was 31 years old at the time of his birth. Pregnancy and delivery were normal. Aki¹s birth weight was 2870 g. His physical development was normal, aside from a 6-day hospital stay (2;4.30-2;5.4) due to a small operation (surgical cut of a short thumb sinew), and he was healthy throughout the observation. Aki was an active, curious, fearless child, very interested in books and stories. However, his concentration span was quite short, and he would soon grow weary. His pronunciation was very clear. He uttered his first word at 1;8. In February 1995, he was an average student in the 1st grade of primary school. Participants AMO, Mother, called ³Okaasan², 32 years, pianist, part-time lecturer in the piano section of a senior high school in Nagoya, and gives private lessons, and concerts. AFA, Father, called ³Otoosan², associate professor for biogenetics at a University in a nearby town to Nagoya REE, 2-year-old younger brother Ree, called ³Reechan², born 22-AUG-89 (Aki¹s age: 1;10:26) OBA, baby sitter, called ³Obasan², 61 years, no university degree BAA, Grandmother, maternal), called ³Baaba², former primary school teacher OOB, Grandmother, paternal, called ³Obaasan², housewife SUZ, Investigator, called ³Suuze(san)², friend of AMO, AKI, AMO, AFA, REE live together. Occasionally BAA and sometimes also OOB come to visit. Situational descriptions The family lives in an apartment in the center of Nagoya. The apartment consists of: B bath, called ³ofuro²) T toilet, called ³toire² H long hall, called ³rooka² P piano room, called ³piano no heya², normally closed TA tatami room, called ³tatami no heya², open to living room, serves as sleeping room at night, L living room, called ³ima² or ³oheya², room where Aki¹s toys and books are stored K dining kitchen, called ³daidokoro², open to living room kk kitchen counter TT dining table V balcony (called ³beranda², in front of piano room, tatami room, living room) Publications using these data should cite: Miyata, Susanne 1995, The Aki Corpus - Longitudinal Speech Data of a Japanese Boy aged 1.6-2.12 -, Bulletin of Aichi Shukutoku Junior College No.34, 1995:183-191 Additional relevant publications include: Miyata, S. (1993) Japanische Kinderfragen: Zum Erwerb von Form - Inhalt - Funktion von Frageausdrücken, Hamburg (OAG) Miyata, S. (1992) Wh-Questions of the third kind: The strange use of wa-questions in Japanese children, Bulletin of Aichi Shukutoku Junior College, 31, 151-155 Miyata, S. & Naka, N. (1998) WAKACHI98, JCHAT¹98 CD-ROM Miyata, Susanne 1998, Nihongo Kakutoku to MLU keisan: Slice MLU, paper presented at the 6th meeting of JSDP, March 1998. Oshima-Takane, Y. & MacWhinney, B. 1995, (rev. ed. 1998). CHILDES Manual for Japanese, McGill University /Chukyo University. From Tiiu.Salasoo at pgrad.arts.usyd.edu.au Sun Feb 21 23:23:15 1999 From: Tiiu.Salasoo at pgrad.arts.usyd.edu.au (Tiiu Salasoo) Date: Sun, 21 Feb 1999 23:23:15 +0000 Subject: Indicative before infinitives? Message-ID: Dear Asma Siddiki, I also would like to stress that it depends very much on the language concerned and, thus, also on the input. As a further clarification for Estonian, a synthetic, semi-agglutinative language, all the children I have studied (3 extensively, others more superficially) used unmarked verb stems first. But there may be 6 allomorphs for a stem of a verb! The present indicative stem allomorph is used unmarked in 2 adult forms: on its own as the singular imperative, e.g. "tee!" (make!) (occuring usually very often in the input as commands to the child) and as part of negation, e.g. "ei tee" (not make) - and these forms were among the first used by the children, who continued also for a while to use the indicative stem without the person markings, which adults would add, e.g. "teen" (make - present 1st person singular). There are 2 infinitives in Estonian. The unmarked ma-infinitive stem is never used by adults, it is used in the past tense with the past tense marker, followed by the person marker (except for the 3rd person singular), e.g. "tegi" (made - past 3rd person singular), tegin (made - past 1st person singular). The second, da-infinitive, used with transitive verbs, has as a specific stem allomorph,usually marked by -da, sometimes just by -a, e.g. as in "teha "(to make). Although there was some variation among the children in terms of the length of the interval, the ma-infinitive stem began to be used always after the first use of the indicative stem, first unmarked and later marked. Great variation was seen, however, in the use of the da-infinitive: the bilingual child using it a month after the first observation (when he was already using the indicative stem), the child in the native environment using it first about 5 months after the first use of the indicative stem, and the child in Australia had not used it yet 5 months after the initial use of the indicative stem (when the observation ended). Thus the Estonian infinitives were definitely used later than the present indicative stem. More detail can be found in: Salasoo, T. (1996) Observations in the Natural Acquisition of Estonian Morphology - A Mix-and-Match of Stems and Suffixes. Paper presented at the FU8 Congressus Octavus Internationalis Fenno-Ugristarum 10-15.8.1995, at Jyväskylä, Finland and in Martin, M. & Muikku-Werner, P. (Eds.). Finnish and Estonian - New Target Languages, Centre for Applied Language Studies, University of Jyväskylä, Finland. Salasoo, T. (1997). Same Goal in Three Settings: Early Acquisition of Estonian in Native Monolingual, Non-native Monolingual and Bilingual Environments. Paper at the XVI International Congress of Linguistics at Paris, France, 20-25.7.1997. CD-ROM on the conference, Elsevier, 1998. Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* From Tiiu.Salasoo at pgrad.arts.usyd.edu.au Sun Feb 21 23:26:43 1999 From: Tiiu.Salasoo at pgrad.arts.usyd.edu.au (Tiiu Salasoo) Date: Sun, 21 Feb 1999 23:26:43 +0000 Subject: Indicative before infinitive? Message-ID: Dear Asma Siddiki, I also would like to stress that it depends very much on the language concerned and, thus, also on the input. As a further clarification for Estonian, a synthetic, semi-agglutinative language, all the children I have studied (3 extensively, others more superficially) used unmarked verb stems first. But there may be 6 allomorphs for a stem of a verb! The present indicative stem allomorph is used unmarked in 2 adult forms: on its own as the singular imperative, e.g. "tee!" (make!) (occuring usually very often in the input as commands to the child) and as part of negation, e.g. "ei tee" (not make) - and these forms were among the first used by the children, who continued also for a while to use the indicative stem without the person markings, which adults would add, e.g. "teen" (make - present 1st person singular). There are 2 infinitives in Estonian. The unmarked ma-infinitive stem is never used by adults, it is used in the past tense with the past tense marker, followed by the person marker (except for the 3rd person singular), e.g. "tegi" (made - past 3rd person singular), tegin (made - past 1st person singular). The second, da-infinitive, used with transitive verbs, has as a specific stem allomorph,usually marked by -da, sometimes just by -a, e.g. as in "teha "(to make). Although there was some variation among the children in terms of the length of the interval, the ma-infinitive stem began to be used always after the first use of the indicative stem, first unmarked and later marked. Great variation was seen, however, in the use of the da-infinitive: the bilingual child using it a month after the first observation (when he was already using the indicative stem), the child in the native environment using it first about 5 months after the first use of the indicative stem, and the child in Australia had not used it yet 5 months after the initial use of the indicative stem (when the observation ended). Thus the Estonian infinitives were definitely used later than the present indicative stem. More detail can be found in: Salasoo, T. (1996) Observations in the Natural Acquisition of Estonian Morphology - A Mix-and-Match of Stems and Suffixes. Paper presented at the FU8 Congressus Octavus Internationalis Fenno-Ugristarum 10-15.8.1995, at Jyväskylä, Finland and in Martin, M. & Muikku-Werner, P. (Eds.). Finnish and Estonian - New Target Languages, Centre for Applied Language Studies, University of Jyväskylä, Finland. Salasoo, T. (1997). Same Goal in Three Settings: Early Acquisition of Estonian in Native Monolingual, Non-native Monolingual and Bilingual Environments. Paper at the XVI International Congress of Linguistics at Paris, France, 20-25.7.1997. CD-ROM on the conference, Elsevier, 1998. Regards, Tiiu Salasoo From Tiiu.Salasoo at pgrad.arts.usyd.edu.au Sun Feb 21 23:44:27 1999 From: Tiiu.Salasoo at pgrad.arts.usyd.edu.au (Tiiu Salasoo) Date: Sun, 21 Feb 1999 23:44:27 +0000 Subject: Assessing L2 use by parents Message-ID: Dear Daniela, The very first thing to remember is to ask the parents about their children in as simple and uncomplicated everyday language as possible, e.g do not use such terms as "level of exposure", etc. Secondly, the questions should be phrased as unambiguously as possible, i.e. that it cannot be read by someone as meaning something that was not intended. So, re : 1. What is the level of exposure to the(se) other language(s): Is it best to ask parents to estimate this as in terms of number of hours a day? (week?) or in terms of a percentage of the time they speak to the child? I would ask them for a rough estimation of the PROPORTION of the time the child is spoken to in another language than English. I might give them as a range: all the time, about 3/4 of the time, about half of the time, about a quarter of the time, hardly at all, never. They might say, it varies from day to day. Perhaps you should ask them to estimate it for, say, a week. And then I would ask them to estimate roughly about HOW MANY HOURS PER WEEK would that make Then I would like to try to find out WHO speaks to the child in the other language, WHICH LANGUAGE and HOW MUCH. 2. Should one also consider how much time each parent spends with the child each day? And, as above, should this be in terms of hours a day or is there a better way to ask about this? Does it matter for what you want to find out? 3. How many possible sources of exposure to another language should be considered? (e.g, parents, grandparents, daycare etc.) See 1. above. 4. Should one ask about the language spoken between the parents (thus observed by the child) even if this language is not spoken to the child? (For example, I recently had a mother in the lab who told me she speaks Turkish to her child, the father speaks English to the child, and she and the father speak German to each other.) Yes, you need to estimate all the input. At present, I am only familiar with the questionnaire given to parents as part of the norming study for the MacArthur Inventories and described in the manual. I am wondering, however, if other researchers have developed such questionnaires and might be willing to share them with me or might have other suggestions as to important issues to consider in developing such a questionnaire for parents. It is best, if you develop your own, because only you know what you want to find out. This should be clarified first, and the next consideration should be regarding the best way to obtain the information you need. The method of analysis should be decided before questions are phrased. It is very difficult to analyse large numbers of free-prose answers, although they are the most telling! Someone else should try to answer the questions before going into print. If you send me a copy on E-mail, I'd be very happy to do so and comment. Good luck! Tiiu Salasoo From molsen at umiacs.umd.edu Mon Feb 22 15:07:45 1999 From: molsen at umiacs.umd.edu (Mari Broman Olsen) Date: Mon, 22 Feb 1999 10:07:45 -0500 Subject: Computer Assisted Language Learning for kids? Message-ID: I would appreciate pointers to literature, software, or listserves dealing with computer assisted language learning for children. Additionally, has anyone on this list done research on kids SLA, perferable ex situ (that is, on teaching little kids a second language where they don't get exposure in their daily lives)? Any help appreciated (am working on a grant proposal...). Thanks ******** 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 jparad at po-box.mcgill.ca Mon Feb 22 18:52:53 1999 From: jparad at po-box.mcgill.ca (Johanne Paradis) Date: Mon, 22 Feb 1999 14:52:53 -0400 Subject: assessing 2nd language exposure Message-ID: Dear Daniela, I have been doing research on bilingual language development for a few years, and we are *always* in the process of changing our language background questionnaire. But, I hope I can provide some useful comments on the issues you have raised. > >1. What is the level of exposure to the(se) other language(s): Is it best >to ask parents to estimate this as in terms of number of hours a day? >(week?) or in terms of a percentage of the time they speak to the child? First, one thing we do is we go over the questionnaire with the parents point by point rather than having them fill it out by themselves. We find that the information we get is more easily compared across subjects that way. One of the points we spend some time over is amount of exposure. Asking parents to come up with a number off the top of their heads is not usually effective. We often ask preliminary questions about their daily schedules and the child's daily schedule and work out together how many hours out of the child's waking hours are spent in each language (to be refined with information from other questions, like your question 2). We also check to see if patterns change on the weekends (they usually do). Once we have that information, we can make our own estimates about weekly amounts of exposure. > >2. Should one also consider how much time each parent spends with the >child each day? And, as above, should this be in terms of hours a day or >is there a better way to ask about this? We have found this to be a very important issue. There have been individual cases where the children have failed to achieve true bilingual success in spite of parental claims to what should be sufficient amounts of exposure. A variable that appears to affect bilingual outcome is how much the caregiver who is supposedly providing input in a certain language actually speaks to the child at all or in that language. We haven't figured out a simple way to investigate this, but we do ask questions about what each parent does with the child (Are they playing directly with the child or supervising the child's play while they try to get supper ready?) > >3. How many possible sources of exposure to another language should be >considered? (e.g, parents, grandparents, daycare etc.) We always consider other sources because for inclusion in our studies, a child must only have sustained and effective exposure to two languages - in other words, we want bilinguals, not trilinguals. Often a smattering of exposure to a third langauge via a grandparent seems to have little demonstrative effect, and we disregard it. We ask whether the child shows comprehension or spontaneous production of that language other than for fixed routines and names. Daycare usually constitutes a lot of exposure, depending on how long the child has been in daycare at the time of study. We have included children in some of our studies who have become bilingual *through* daycare, and not through their parents. > >4. Should one ask about the language spoken between the parents (thus >observed by the child) even if this language is not spoken to the child? >(For example, I recently had a mother in the lab who told me she speaks >Turkish to her child, the father speaks English to the child, and she and >the father speak German to each other.) Yes, we do ask about this. We don't know what children learn from overheard speech, but for us it is important to keep track of and pursue in the same way as the information regarding question (3) and for the same reasons. Please feel free to contact me, if you would like further information. Regards, Johanne ****************** Johanne Paradis, Ph.D. School of Communication Sciences and Disorders McGill University 1266 Pine Ave. West Montreal, Quebec H3G 1A8 phone: (514) 398-4102 fax: (514) 398-8123 From vhouwer at uia.ua.ac.be Wed Feb 24 12:45:04 1999 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Wed, 24 Feb 1999 13:45:04 +0100 Subject: Fellowship for newly independent states (fwd) Message-ID: The message below may be of interest to some info-childes readers in newly independent states. As I understand the announcement, it is not uniquely meant for members of the Int'l Sociological Association. --Annick De Houwer ---------- Forwarded message ---------- Date: Mon, 22 Feb 1999 19:05:09 +0100 From: International Sociological Association Subject: Fellowship for newly independent states To: Members of the International Sociological Association Nominations and Applications from NIS Social Scientists for AAAS Fellowship Program The Rural Sociological Society (RSS), in collaboration with the American Association for the Advancement of Science (AAAS) invites Newly Independent State (NIS) social scientists to apply for a one-month Fellowship program to be held in Washington D.C. and a host American institution. RSS is inviting applications and nominations of social scientists from NIS countries (Russia, Ukraine, Belarus, Kazakhstan, Moldova, Azerbaijan, Tajikistan, Kyrgystan, Uzbekistan, Georgia, Turkmenistan, Armenia, and Belarus) to participate in this program. The program is funded by a grant from the U.S. National Science Foundation. It allows representatives from scientific associations in NIS countries to come to the United States for four weeks to see how such associations are run in the United States and to share information on how associations in NIS countries are organized. The program runs for four weeks beginning the first week in September. The RSS invites applications to participate in this program. Travel, lodging, and per diem would be provided by AAAS. The first two weeks would be spent in an orientation program with US scientists and other NIS society representatives. This program introduces the attendees to how science is organized in the US. The second two weeks would be spent at AAAS, RSS, and a host institution learning about RSS operations, publications, and other issues. Applicants should send a letter of interest, a resume or curriculum vita with their professional background information, and two reference letters by April 1, 1999. The application letter should outline how the applicant will be positioned to contribute to the development of one or more social science associations in the home country. The letter also should identify previous institutional contacts or preferences for contact for the additional two weeks of their U.S. visit. Address Applications to: Professor Larry Burmeister Department of Sociology, University of Kentucky 500 Garrigus Bldg., Lexington, Kentucky 40546-0215, USA Voice 606.257.7588 Fax 606.258.5842 email: burm0 at pop.uky.edu From roma at theory2.phys.yorku.ca Wed Feb 24 00:44:36 1999 From: roma at theory2.phys.yorku.ca (roma at theory2.phys.yorku.ca) Date: Tue, 23 Feb 1999 19:44:36 -0500 Subject: No subject Message-ID: TO: IASCL PARTICIPANTS BILBAO MEETING POINT I will be travelling from Frankfurt (Germany) to Bilbao on Sunday July 11th - arriving in Bilbao at 12:00 noon. I am looking for a travelling companion(s) to meet in Bilbao at the airport and to travel by bus, or share a taxi to San Sebastian. Roma Chumak-Horbatsch From emma.hayios at psy.ox.ac.uk Tue Feb 23 13:22:58 1999 From: emma.hayios at psy.ox.ac.uk (Emma Hayios) Date: Tue, 23 Feb 1999 13:22:58 GMT Subject: Bilingualism and dyslexia Message-ID: Dear all, Does anybody know of any (suggestions of) links between bilingualism and developmental dyslexia? Emma ***************************************************************************** Emma Hayios Dept of Experimental Psychology South Parks Rd Oxford OX1 3UD Tel 01865 271396 From otomo at u-gakugei.ac.jp Thu Feb 25 01:50:28 1999 From: otomo at u-gakugei.ac.jp (Otomo Kiyoshi) Date: Thu, 25 Feb 1999 10:50:28 +0900 Subject: Call for Papers Message-ID: Japanese Society of Language Science (tentative name) First Conference (August 7-8, 1999, Tokyo, Japan)/ First Announcement Call for Papers The Japanese Society of Language Science (tentative name) hopes to expand upon previous JCHAT workshops and meetings. This society promotes research in various areas of language sciences, such as language acquisition, psycholinguistics, sociolinguistics and discourse analysis, and aims to support research in language sciences by encouraging dialogue between researchers, and by sponsoring conferences and workshops. Shizuo Iwatate of Shizuoka University has been elected to coordinate the preparations for the first conference, and preparations are currently under way. The first conference will consist of (a) keynote address(es) by (an) invited speaker(s), a symposium and paper presentations. The JCHAT workshop, which has conventionally been held at the same time as the research presentations, will be conducted at a later date. Shizuo Iwatate (Department of Education, Shizuoka University) Chairperson, Organizing Committee email: siwatate at qa2.so-net.ne.jp CONFERENCE DATES & LOCATION The dates of the conference are August 7 (Sat.) and August 8 (Sun.), and the location will be in Tokyo, Japan. The exact location of the conference will be decided in early March and will be announced on the JCHAT mailing list and the third announcement (conference program). INVITED SPEAKER & SYMPOSIUM Brian MacWhinney (Carnegie Mellon University) will be our invited speaker. The contents of the symposium are currently being decided. This will be announced in our third announcement (conference program). 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). 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. Moreover, we will only accept one submission per person (as the first author). We are currently accepting submissions which are broadly related to the field of language sciences, but we are in the process of specifying narrower research areas. These areas will be announced in the second announcement through the JCHAT mailing list. 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 Submissions for presentations must be postmarked by April 10 (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. 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: 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) ( ) From m47075a at nucc.cc.nagoya-u.ac.jp Thu Feb 25 07:00:48 1999 From: m47075a at nucc.cc.nagoya-u.ac.jp (Taguchi Kanae) Date: Thu, 25 Feb 1999 16:00:48 +0900 Subject: =?ISO-2022-JP?B?GyRCJCo0aiQkGyhC?= Message-ID: JCHATの皆様 はじめまして。 名古屋大学の田口香奈恵です。 第一言語を日本語とする子ども達の「受身・使役」の発達過程研究を ご存じの方がいらっしゃったら、教えていただけませんか。 「受身・使役」の発達過程を取り上げている研究は、 私の知っている限りあまり見かけないのですが。 どうぞよろしくお願いいたします。 ************************************ 　名古屋大学大学院 　国際言語文化研究科日本言語文化専攻 　　　田口　香奈恵 　e-mail : m47075a at nucc.cc.nagoya-u.ac.jp ************************************ From vhouwer at uia.ua.ac.be Thu Feb 25 09:15:26 1999 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Thu, 25 Feb 1999 10:15:26 +0100 Subject: conferences in Japan Message-ID: Dear colleagues, For anyone who is not aware of this and might be interested in the conference announced below (cf earlier posting on info-childes) please note that between August 1 and 6 Waseda University in Tokyo, Japan, will be hosting the 12th World Congress of Applied Linguistics (see http://langue.hyper.chubu.ac.jp/jacet/AILA99). Child language researchers may be particularly interested in the 4-hour symposium I will be organising there as Convenor for the AILA Scientific Commission on Child Language entitled: "The early acquisition of more than one language from infancy with special reference to Japanese". I will be happy to send out the symposium proposal and abstracts to anyone who is interested. --Annick De Houwer ---forwarded message (extract)---- Date: Thu, 25 Feb 1999 10:50:28 +0900 From: Otomo Kiyoshi To: info-childes at childes.psy.cmu.edu Subject: Call for Papers Japanese Society of Language Science (tentative name) First Conference (August 7-8, 1999, Tokyo, Japan)/ First Announcement Call for Papers The Japanese Society of Language Science (tentative name) hopes to expand upon previous JCHAT workshops and meetings. This society promotes research in various areas of language sciences, such as language acquisition, psycholinguistics, sociolinguistics and discourse analysis, and aims to support research in language sciences by encouraging dialogue between researchers, and by sponsoring conferences and workshops. From jjm095f at mail.smsu.edu Thu Feb 25 15:45:53 1999 From: jjm095f at mail.smsu.edu (Masterson, Julie) Date: Thu, 25 Feb 1999 09:45:53 -0600 Subject: computer lang learning Message-ID: Mari, I just finished editing two issues of Seminars in Speech and Language on technology and speech/language assessment/intervention. They will be published in May and August, 1999. There were two papers on using computers in language therapy- refs are (will be??)-- Cochran, P., & Nelson, L. (1999. Technology applications in intervention for preschool children with language disorders, Seminars in Speech and Language, 20(3). Wood, L., & Masterson, J. (1999). The use of technology to facilitate language skills in School-age children. In the meantime, I'm pasting in the ref lists from those two papers. Probably more than you really wanted to know! Bottom line in both of these papers is that computers don't really "assist" children in learning language. However, in the hands of a capable clinician or teacher, they can be a wonderful resource/tool. Happies, Julie Masterson Adams, L., & Waldron, C. (1998). Surfing for literacy. The Clinical Connection, 11(2), 20-21. Bahr, C., Nelson, N., Van Meter, A. (1996). The effects of text-based and graphics-based software tools on planning and organizing of stories. Journal of Learning Disabilities, 29(4), 355-370. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum. Higgins, K., Boone, R., & Lovitt, T. (1996). Hypertext support for remedial students and students with learning disabilites. . Journal of Learning Disabilities, 29(4), 402-412,. Hunt-Berg, M., Rankin, J., & Beukelman, D. (1994). Ponder the possibilities: Computer-supported writing for struggling writers. Learning Disabilities Research and Practice, 9 (3), 169-178. Lange, H. R., (1991). Voice technologies in libraries: A look into the future. Library Hi Tech, 35, 87-96. Langone, J., Levine, B., Clees, T. J., Malone, M., & Koorland, M. (1996). The differential effects of a typing tutor and microcomputer-based word processing on the writing samples of elementary students with behavior disorders. Journal of Research on Computing in Education, 29, 141-58. MacArthur, C. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29, 344-54. Mathy-Laikko, P., & Bilyeu, D. (1994). Voice input technology: The myth and the (current) reality. Presentation at the Nebraska Augmentative Communication Conference, Mahoney State Park, NE. Nichols, L. (1996). Pencil and paper versus word processing: A comparative study of creative writing in the elementary school. Journal of Research on Computing in Education, 29, 159-66. Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, independent reading with computer-based speech feedback. Reading Research Quarterly, 23, 219-34. Sturm, J. (1998). Using computer software tools to facilitate narrative skills. The Clinical Connection, 11(1), 6-9. Sturm, J. M., Rankin, J. L., & Beukelman, D. R., (1994, November). Using word-prompt computer programs with LD student writers. Poster session presented at the American Speech-Language-Hearing Association Convention, New Orleans, LA. Sturm, J. M., Rankin, J. L., Beukelman, D. R., & Schutz-Meuhling, L. (1997). How to select appropriate software for computer-assisted writing. Intervention in School & Clinic, 32 (3), 148-162. Thomas,-Stonell, N, Kotler, A., Leeper, H. A., & Doyle, P. C. (1998). Computerized Speech Recognition: Influence of intelligibility and perceptual consistency on recognition accuracy. Augmentative and Alternative Communication, 14, 51-56. Wetzel, K. (1996). Speech-recognizing computers: A written-communication tool for students with Learning Disabilities? Journal of Learning Disabilities, 29, 371-80. Wood, L. A., Rankin, J. L., & Beukelman, D. R., (1997). Word prompt programs: Current Uses and Future Possibilities. American Journal of Speech-Language Pathology, 6, 57-65. Wood, L. A., & Sturm, J. M. (1997). Getting Started with Computer Supported Literacy. The Clinical Connection, 10, 14-16. Woodruff, E., Bereiter, C., & Scardamalia, M. (1981). On the road to computer assisted compositions. Journal of Educational Technology Systems, 10 (2), 133-49. Alloway, N. (1994). Young children's preferred option and efficiency of use of input devices. Journal of Research on Computing in Education, 27, 104-110. Behrmann, M. M. (1998). Assistive technology for young children in special education. In C. Dede (Ed.), Association for Supervision and Curriculum Development 1998 Yearbook (Vol. 4, pp. 73-93). Alexandria, VA: Association for Supervision and Curriculum Development. Bozic, N. (1995). Using microcomputers in naturalistic language intervention: The trialling of a new approach. British Journal of Learning Disabilities, 23, 59-62. Bozic, N., Cooper, L., Etheridge, A., & Selby, A. (1995). Microcomputer-based joint activities in communication intervention with visually impaired children: A case study. Child Language Teaching and Therapy, 11, 91-105. Clements, D.H. (1987, November). Computers and young children: A review of research. Young Children, 43, 34-44 Clements, D. H., Nastasi, B.K., & Swaminatha, W. (1993, January). Young children and computers: Crossroads and directions from research. Young Children, 48, 56-64. Cochran, P. S., & Masterson, J. J. (1995). NOT using a computer in language assessment / intervention: In defense of the reluctant clinician. Language, Speech, and Hearing Services in Schools, 26, 213-222. Crook, C. (1992). Young children's skill in using a mouse to control a graphical computer interface. Computers Education, 19, 199-207. Fazio, B. B., & Rieth, H. J. (1986). Characteristics of pre-school handicapped children's microcomputer use during free-choice periods. Journal of the Division for Early Childhood, 10, 247-254. Glasgow, J.N. (1996, November). It's my turn! Pt. I: Motivating young readers. Learning and Leading with Technology, 24, 20-23. Harn, W. E. (1986). Facilitating acquisition of subject-verb utterances in children: Actions, animation, and pictures. Journal for Computer Users in Speech and Hearing, 2, 95-101. Haugland, S.W. (1992). The effect of computer software on preschool children's developmental gains. Journal of Computing in Childhood Education, 3, 15-30. Haugland, S.W., & Shade, D. (1988, May). Developmentally appropriate software. Young Children, 43, 37-43 Haugland, S.W., & Wright, J.L. (1997). Young children and technology: A world of discovery. Boston, MA: Allyn and Bacon. Kahn, J. (1997, October). Scaffolding in the classroom: Using CD-ROM storybooks at a computer reading center. Learning and Leading with Technology, 25, 17-19. King, J., & Alloway, N. (1993). Young children's use of microcomputer input devices. Computers in the Schools, 9, 39-53. Larson, V.L., & Steiner, S. (1985). Language intervention using microcomputers. Topics in Language Disorders, 6 (1), 41-55. Mano, A., & Horn, P. (1998, June-July). Children and computers: Prerequisite skills and basic concepts. Closing the Gap, 17, pp. 1, 9, 13, 18, 26-27. Matthew, K.I. (1996). The impact of CD-ROM storybooks on children's reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5, 379-394. McLeod, D., & McLeod, S. (1994). Empowering language-impaired children through Logo. Child Language Teaching and Therapy, 10, 107-114. Musselwhite, C., & King-DeBaun, P. (1997). Emergent literacy success: Merging technology with whole language for students with disabilities. Park City, UT: Creative Communicating. National Association for the Education of Young Children. (1996). Technology and young children-Ages 3 through 8 (position statement). Washington, D.C.: Author. O'Connor, L., & Schery, T. K. (1986). A comparison of microcomputer-assisted and traditional language therapy for developing communication skills in nonoral toddlers. Journal of Speech and Hearing Disorders, 51, 356-361. Ott-Rose, M., & Cochran, P. S. (1992). Teaching action verbs with computer-controlled videodisc vs. traditional picture stimuli. Journal for Computer Users in Speech and Hearing, 8, 15-32. Prinz, P. M. (1991). Literacy and language development within microcomputer-videodisc-assisted interactive contexts. Journal of Childhood Communication Disorders, 14, 67-80. Schery, T. K., & O'Connor, L. C. (1992). The effectiveness of school-based computer language intervention with severely handicapped children. Language, Speech, and Hearing Services in Schools, 23, 43-47. Shilling, W. A. (1997). Young children using computers to make discoveries about written language. Early Childhood Education Journal, 24, 253-259. Shriberg, L. D., Kwiatkowski, J., & Snyder, T. (1989). Tabletop versus microcomputer-assisted speech management: Stabilization phase. Journal of Speech and Hearing Disorders, 54, 233-248. Shriberg, L. D., Kwiatkowski, J., & Snyder, T. (1990). Tabletop versus microcomputer-assisted speech management: Response evocation phase. Journal of Speech and Hearing Disorders, 55, 635-655. Torgesen, J.K., & Barker, R.A. (1995). Computers as aids in the prevention and remediation of reading disabilities. Learning Disability Quarterly, 18, 76-87. From elevy at email.GC.cuny.edu Fri Feb 26 17:56:25 1999 From: elevy at email.GC.cuny.edu (Erika Levy) Date: Fri, 26 Feb 1999 12:56:25 -0500 Subject: bilingual compounding references Message-ID: Dear colleagues, I asked for references regarding compounding in bilinguals and received several helpful suggestions (and information on works in progress). Many thanks to the following people: Elena Nicoladis, Jose Centeno, Lois Bloom, Victoria Murphy, Lynn Alan Eubank. These were the suggestions: Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning "to" in complement construction. Journal of Child Language, 11, 391-406. Clahsen, H. 1995. German plurals in adult second language acquisition: Evidence for a dual-mechanism model of inflection. In L. Eubank, L. Selinker, & M. Sharwood Smith (eds.), -The current state of interlanguage. Amsterdam: John Benjamins. Lardiere, D. (1995). L2 acquisition of English synthetic compounding is not constrained by level-ordering (and neither, probably, is L1). Second Language Research, 11 pg 20-56. Comments to the above by Marcus, and Lardiere's reply in vol. 3 of the 1995 SLR Journal. Lardiere, D. 1998. Parameter-resetting in morphology: Evidence from compounding. In M. Beck (ed.), Morphology and its interfaces in second language knowledge. Amsterdam: John Benjamins. Stockwell, R.P., Bowen, J.D., and Martin, J.W. (1965). The Grammatical Structures of English and Spanish. Chicago: U. of Chicago Press. Best wishes, Erika Levy elevy at email.gc.cuny.edu From kanagy at darkwing.uoregon.edu Sat Feb 27 05:24:27 1999 From: kanagy at darkwing.uoregon.edu (R Kanagy) Date: Fri, 26 Feb 1999 21:24:27 -0800 Subject: literacy and L1/L2 grammar acquisition Message-ID: Dear researchers: I am seeking references on L1/L2 literacy and its effect on the acquisition of grammar, e.g., how does learning to read and write interact with the acquisition of morphosyntax in the native or foreign language? My focus is on L1 Japanese children vs. L2 Japanese immersion children. I'm looking for studies on other languages as well. Please reply to: and I will summarize and post the responses. Thanks, ******************************************************* Ruth Kanagy Assistant Professor Dept. of E. Asian Languages & Literatures University of Oregon, Eugene, OR 97403 USA phone (541)346-4035; fax (541)346-0260 e-mail: kanagy at darkwing.uoregon.edu http://darkwing.uoregon.edu/~kanagy/ ******************************************************* -----Original Message----- From: Info-CHILDES To: Info-CHILDES Date: Friday, February 26, 1999 8:05 PM Subject: Digest for 2/26/99 >-> bilingual compounding references > by Erika Levy > > >---------------------------------------------------------------------- > >Date: 26 Feb 1999 12:59:36 -0500 >From: Erika Levy >Subject: bilingual compounding references > >Dear colleagues, > I asked for references regarding compounding in bilinguals and >received several helpful suggestions (and information on works in >progress). Many thanks to the following people: Elena Nicoladis, Jose >Centeno, Lois Bloom, Victoria Murphy, Lynn Alan Eubank. > > These were the suggestions: > >Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex >sentences: Acquisition of syntactic connectives and the meaning relations >they encode. Journal of Child Language, 7, 235-261. > >Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning "to" in complement >construction. Journal of Child Language, 11, 391-406. > >Clahsen, H. 1995. German plurals in adult second language acquisition: >Evidence for a dual-mechanism model of inflection. In L. Eubank, L. >Selinker, & M. Sharwood Smith (eds.), -The current state of interlanguage. >Amsterdam: John Benjamins. > >Lardiere, D. (1995). L2 acquisition of English synthetic compounding is >not constrained by level-ordering (and neither, probably, is L1). Second >Language Research, 11 pg 20-56. > >Comments to the above by Marcus, and Lardiere's reply in vol. 3 of the >1995 SLR Journal. > >Lardiere, D. 1998. Parameter-resetting in morphology: Evidence from >compounding. In M. Beck (ed.), Morphology and its interfaces in second >language knowledge. Amsterdam: John Benjamins. > >Stockwell, R.P., Bowen, J.D., and Martin, J.W. (1965). The Grammatical >Structures of English and Spanish. Chicago: U. of Chicago Press. > > >Best wishes, > >Erika Levy >elevy at email.gc.cuny.edu > > > >---------------------------------------------------------------------- > >End of Digest > >To request a copy of the help file, reply to this message and put "help" in >the subject. > From ketrezni at boun.edu.tr Tue Feb 2 14:51:34 1999 From: ketrezni at boun.edu.tr (Nihan Ketrez) Date: Tue, 2 Feb 1999 17:51:34 +0300 Subject: PERSPECTIVES ON LANGUAGE ACQUISITION Message-ID: The following publication from the VIIth IASCL Congress held in Istanbul is now availabe for sale: PERSPECTIVES ON LANGUAGE ACQUISITION: SELECTED PAPERS FROM THE VIITH INTERNATIONAL CONGRESS FOR THE STUDY OF CHILD LANGUAGE Ayhan Aksu-Koc, Eser Erguvanli-Taylan, A. Sumru Ozsoy and Aylin Kuntay (Eds.), Istanbul: Bogazici University Press, 1998. The volume is a collection of 26 articles covering various issues in the areas of language capacity, morphosyntax, modality, input and interaction, lexicon, narratives, language disorders, literacy and methodology. The book can be obtained from the Bogazici University Bookstore. Orders can be made by e-mail (Kitabevi at boun.edu.tr.) and payment can be made by credit card. Price is $20.00 plus postage. Table of CONTENTS List of Contributors vii-xi Preface xiii-xviii LANGUAGE CAPACITY 1. Permeable modules: on evolving and acquiring language-specific capacities 1-16 Lise Menn and Ann M. Peters 2. Sign language and motor development in infancy 17-30 John D. Bonvillian, Herbert C. Richards, and M. Ibrahim Saah MORPHOSYNTAX 3. Rule and rote in the acquisition of Palestinian Arabic noun plurals 31-45 Dorit Ravid and Rola Farah 4. Number or case first? Evidence from modern Greek 46-59 Anastasia Christofidou MODALITY 5. The development of different types of conditionals in Greek: implications for issues of acquisition and typology 60-76 Demetra Katis 6. Development of Modality in Korean and Turkish: A crosslinguistic comparison 77-96 Soonja Choi and Ayhan Aksu-Koc 7. Children's understanding of expressions of possibility and necessity 97-107 Jane Wakefield INPUT AND INTERACTION 8. Maternal question-responses in early child-mother-dialogue 108-123 Bernd Reimann 9. Three interactional portraits from Mohawk, Inuit, and White Canadian cultures 124-139 Wendy Hough-Eyami and Martha B. Crago 10. One parent, two languages: the effect of input on bilingual acquisition 140-155 Suzanne Quay 11. Do early simultaneous bilinguals have a "foreign accent" in one or both of their languages? 156-168 Barbara Zurer Pearson and Ana M. Navarro INPUT AND LEXICON 12. What color is the cat? Color terms in parent-child conversations 169-178 Jean Berko Gleason and Richard Ely 13. Conceptual change or semantic development: a crosslinguistic explanation for animism 179-196 Ng Bee Chin 14. Adult input for lexical development: contrast and correction in context 197-206 Mireille Donkervoort and Loekie Elbers 15. Relations between language input and the semantic structure of lexical terms in the acquisition of lexical meaning 207-220 Miguel Angel Galeote NARRATIVES 16. Involvement in narrative practice: audience response in child-adult conversational story telling 221-236 Shoshana Blum-Kulka 17. Conversational narratives of Turkish children: occasions and structures 237-250 Aylin Kuntay and Susan M. Ervin-Tripp 18. Understanding mind. Psychological lexicon in the stories told by children 251-262 Emma Baumgartner, Antonella Devescovi and Elena Biagini 19. Introducing referents in elicited discourse: Finnish vs. Turkish 263-276 Lisa Dasinger and Aylin Kuntay 20. Referent tracking in Greek and German children's narratives 277-291 Ursula Stephany LANGUAGE DISORDERS 21. Anaphoric cohesion in young language-impaired and normally developing children 292-308 Genevieve de Weck 22. Language development in Spanish children with Williams syndrome 309-324 Eliseo Diez-Itza, Aranzazu Anton, Joaquin Fernandez-Toral, M#187# Luisa Garcia-Perez LITERACY 23. "But ain't no nasty word:" Mothers' use of recitation style in picture book reading 325-336 Patton O. Tabors and Jeanne M. De Temple 24. Children's and adults' syllabification. The influence of spelling 337-354 Steven Gillis and Dominiek Sandra ON METHODOLOGY 25. Including non-verbal communicative acts in the mean length of turn analysis using Childes 355-367 Magda Rivero, Marta Gracia and Pilar Fernandez-Viader 26. Comparing lexical and grammatical development in morphologically different languages 368-383 Melita KovaAevicg, Zrinka Jelaska, Bla#162#enka Brozovicg Author index 385 From guasti at imiucca.csi.unimi.it Wed Feb 3 06:50:28 1999 From: guasti at imiucca.csi.unimi.it (Teresa Guasti) Date: Wed, 3 Feb 1999 07:50:28 +0100 Subject: No subject Message-ID: Hi, does anyone have Ursula Bellugi's address? thanks and best Teresa Guasti PLEASE ACKOWLEDGE RECEPTION OF THIS MESSAGE ------------------------------------------------------------- Ph.D. Dr. Maria Teresa Guasti University Of Siena Facolta' di Lettere e Filosofia Scienze della Comunicazione via del Giglio 14 53100 Siena Italy fax: +39 577 298461 phone: +39 577 298478 ---------------------------------------------- From H.G.Ruhland at ppsw.rug.nl Wed Feb 3 10:19:21 1999 From: H.G.Ruhland at ppsw.rug.nl (Rick Ruhland) Date: Wed, 3 Feb 1999 10:19:21 GMT+0100 Subject: Iceberg Theory Message-ID: Hi, Has anyone out there heard of the Iceberg Theory in connection with bilingualism? According to a student of mine, who came up with the theory, this is a theory of acquiring a second language on top of another. In other words, this theory describes and makes predictions on 2 or more languages as a result of piling up the languages that are acquired (instead of acquiring 2 or more languages *at the same time*). Thanx in advance. Rick Ruhland ------------------------------------- | | | H.G. Ruhland | | Grote Kruisstraat 2/I | | 9712 TS Groningen | | The Netherlands | | Tel. no.: +31 50 3636336 | | E-mail: H.G.Ruhland at ppsw.rug.nl | | | ------------------------------------- From C.G.Hunt at reading.ac.uk Wed Feb 3 13:54:36 1999 From: C.G.Hunt at reading.ac.uk (C. George Hunt) Date: Wed, 3 Feb 1999 13:54:36 +0000 Subject: Iceberg Theory Message-ID: Your student might be thinking of a pictorial representation of the Common Underlying Proficiency model of bilingualism advanced by Cummins (The Construct of Language Proficiency in Bilingual Education. In Georgetown University Round Table on Languages and Linguistics 1980.Georgetown University Press.) This presents an alternative picture of bilingual language development to the "two balloons" picture. The latter envisgaes languages expanding at each other's expense in the limited "space" of the bilingual brain, so that neither can be "fully learned".The CUP model envisages the two languages as the twin peaks of a submerged iceberg; the peaks are separate, but conjoined by, founded upon, and communicating with, a common set of linguistic and cognitive principles. Colin Baker summarises other picture theories of bilingualism in Key Issues in Bilingualism and Bilingual Education, Multilingual Matters, 1988. From joe.pater at ualberta.ca Wed Feb 3 19:47:02 1999 From: joe.pater at ualberta.ca (Joe Pater) Date: Wed, 3 Feb 1999 12:47:02 -0700 Subject: position in experimental linguistics Message-ID: The Department of Linguistics, Faculty of Arts, University of Alberta, invites applications for a tenure-track position at the junior Assistant Professor level in experimental linguistics, effective 1 July 1999. An active research program in one or more of the following areas is sought: linguistic theory (e.g., syntax), prosody, or another area that interfaces with the continuing research strengths of the department. The candidate should hold the PhD and have demonstrated teaching and research ability. The salary range for Assistant Professors effective 1 July 1999 begins at $42,054. The Faculty of Arts at the University of Alberta is engaged in an extensive process of renewal, and is committed to ensuring that the substantial number of hirings projected over the next several years will ensure for the future the lively and productive intellectual environment on which the Faculty prides itself. The Department of Linguistics has a strong commitment to empirical and experimental approaches to linguistic research. Department members are engaged in ongoing research projects, many grant-funded, in experimental phonetics, discourse processing, and the study of the phonological, morphological, and semantic aspects of the mental lexicon. The Department offers both graduate (PhD and MSc) and undergraduate degrees, and values its reputation for excellence in teaching and graduate training. We seek a colleague who wishes to engage in leading-edge research in a collegial and supportive research environment, to recruit and train promising graduate students, and to participate in innovative teaching/learning at both the undergraduate and graduate levels. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian citizens and permanent residents. If suitable Canadian citizens and permanent residents cannot be found, other individuals will be considered. The University of Alberta is committed to the principle of equity in employment. As an employer we welcome diversity in the workplace and encourage applications from all qualified women and men, including Aboriginal peoples, persons with disabilities, and members of visible minorities. A letter of application, curriculum vitae, all university transcripts, and three letters of reference should be received by 1 March 1999 by: Lois M Stanford, Chair Department of Linguistics University of Alberta Edmonton T6G 2E7 Canada phone: (780) 492 3459 fax: (780) 492 0806 e-mail: lois.stanford at ualberta.ca ------------------------- Department of Linguistics University of Alberta 4-32 Assiniboia Hall Edmonton, AB Canada T6G 2E7 Phone: (780) 492-8272 Fax: (780) 492-0806 *Note new area code* ------------------------- From Schuele at asu.edu Wed Feb 3 20:28:57 1999 From: Schuele at asu.edu (Clare Schuele) Date: Wed, 3 Feb 1999 13:28:57 -0700 Subject: textbook in Spanish Message-ID: Does anyone know of an introductory textbook in speech pathology that is written in Spanish? If so, please reply to Kathy Jakielski (stjakielski at augustana.edu). Thank you. -------------------------------------- C. Melanie Schuele, Ph.D. Faculty Research Associate Infant Child Communication Research Laboratory Arizona State University PO Box 871908 Tempe AZ 85257-1908 Phone: 602-727-6116 Fax: 602-965-0965 email: schuele at asu.edu From cotel at cfr.nichd.nih.gov Thu Feb 4 12:58:21 1999 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Thu, 4 Feb 1999 07:58:21 -0500 Subject: post Message-ID: Dear fellow CHILDES subscribers: I am looking for advice/guidelines from researchers who have used CHAT and CHILDES with Japanese-language material, and people who have used bilingual material where the two languages used different alphabets/character sets (e.g., English and Japanese). (My situation is this: I have some Japanese-English bilingual data that needs to be transcribed. We have Japanese-English bilingual researchers in our lab who can do the transcription, I'm just not sure of the mechanics, "how" they will do it.) THANK YOU !!! Linda R. Cote-Reilly, Ph.D. Child & Family Research Section National Institute of Child Health & Human Development, NIH Bldg. 31 Room B2 B15 9000 Rockville Pike Bethesda, MD 20892-2030 fax: 301-496-2766 phone: 301-496-6832 From msyonata at mscc.huji.ac.il Thu Feb 4 13:27:56 1999 From: msyonata at mscc.huji.ac.il (msyonata at mscc.huji.ac.il) Date: Thu, 4 Feb 1999 15:27:56 +0200 Subject: post Message-ID: Does anyone have E. Ritter's e-mail? Thanks, Yonata. ******************************************************************************* Dr. Yonata LEVY Psychology Department and Hadassah-Hebrew University Medical School Jerusalem, ISRAEL 91905 fax: 972-2-5881159 tel: 972-2-5883408 (office) 972-2-6424957 (home) ******************************************************************************* From kmatsuok at memphis.edu Thu Feb 4 16:56:18 1999 From: kmatsuok at memphis.edu (Kazumi Matsuoka) Date: Thu, 4 Feb 1999 10:56:18 -0600 Subject: Japanese CHIDES data Message-ID: Dear Dr. Cote-Reilly, You might find the 'CHILDES manual for Japanese' (Oshima-Takane and MacWhinney, 1995) helpful. We used this manual and the most recent edition of CHIDES manual (MacWhinney 1995) when we began to transcribe Japanese data at the University of Connecticut. I am not sure if the hard-copy of the Japanese manual is still available, but I believe you can download it from the following Web page; http://jchat.sccs.chukyo-u.ac.jp/jchat/ We used Hepburn Roma-ji for the transcription, but the JCHAT group should be able to give you information about computer program which can convert Japanese text into Roma-ji format. Your transcriber would appreciate being able to use Japanese font. Using Kanji also reduces the problem of distinguishing homophonous words. The Web page is set up by the JCHAT project group. It is a group of researchers who use the CHILDES system to analyze Japanese data. You might want to join the group (no fee) and find some helpful information for your research. Hope this helps, Kazumi Matsuoka, Ph.D. Department of Foreign Languages and Literatures University of Memphis Campus Box 526430 Memphis, TN 38152-6430 USA Phone: 901-678-3163 Fax: 901-678-5338 Cote, Linda (NICHD) wrote: > Dear fellow CHILDES subscribers: > > I am looking for advice/guidelines from researchers who have used CHAT and > CHILDES with Japanese-language material, and people who have used bilingual > material where the two languages used different alphabets/character sets (e.g., > English and Japanese). > > (My situation is this: I have some Japanese-English bilingual data that needs > to be transcribed. We have Japanese-English bilingual researchers in our lab > who can do the transcription, I'm just not sure of the mechanics, "how" they > will do it.) From smiyata at asjc.aasa.ac.jp Fri Feb 5 08:42:13 1999 From: smiyata at asjc.aasa.ac.jp (Susanne Miyata) Date: Fri, 5 Feb 1999 17:42:13 +0900 Subject: Japanese CHILDES data Message-ID: Dear Linda, dear Kazumi, there is already an 1998 update of the 'CHILDES manual for Japanese', as well as a JCHAT CD-ROM (also v.1998) containing Japanese data in both romaji and Kana (which may give you an idea how to transcribe), as well as a MOR lexicon for Japanese and a Wakachigaki-guideline. for more information please have a look at our homepage, as Kazumi suggested, http://jchat.sccs.chukyo-u.ac.jp/jchat/ and/or contact me personally, sincerely, -- Susanne Miyata At 10:56 1999.02.04, Kazumi Matsuoka wrote: > Dear Dr. Cote-Reilly, > > You might find the 'CHILDES manual for Japanese' (Oshima-Takane and MacWhinney, > 1995) helpful. We used this manual and the most recent edition of CHIDES manual > (MacWhinney 1995) when we began to transcribe Japanese data at the University of > Connecticut. I am not sure if the hard-copy of the Japanese manual is still > available, but I believe you can download it from the following Web page; > > http://jchat.sccs.chukyo-u.ac.jp/jchat/ > > We used Hepburn Roma-ji for the transcription, but the JCHAT group should be > able to give you information about computer program which can convert Japanese text > into Roma-ji format. Your transcriber would appreciate being able to use Japanese > font. Using Kanji also reduces the problem of distinguishing homophonous words. > The Web page is set up by the JCHAT project group. It is a group of > researchers who use the CHILDES system to analyze Japanese data. You might want to > join the group (no fee) and find some helpful information for your research. > > Hope this helps, > > Kazumi Matsuoka, Ph.D. > Department of Foreign Languages and Literatures > University of Memphis > Campus Box 526430 > Memphis, TN > 38152-6430 USA > Phone: 901-678-3163 > Fax: 901-678-5338 > > Cote, Linda (NICHD) wrote: > > > Dear fellow CHILDES subscribers: > > > > I am looking for advice/guidelines from researchers who have used CHAT and > > CHILDES with Japanese-language material, and people who have used bilingual > > material where the two languages used different alphabets/character sets (e.g., > > English and Japanese). > > > > (My situation is this: I have some Japanese-English bilingual data that needs > > to be transcribed. We have Japanese-English bilingual researchers in our lab > > who can do the transcription, I'm just not sure of the mechanics, "how" they > > will do it.) From Thomas.Klee at newcastle.ac.uk Fri Feb 5 09:18:10 1999 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Fri, 5 Feb 1999 09:18:10 GMT0BST Subject: ESRC (UK) studentships Message-ID: POSTGRADUATE STUDIES IN LANGUAGE, SPEECH AND HUMAN COMMUNICATION SCIENCES Department of Speech University of Newcastle upon Tyne Great Britain The Department of Speech at the University of Newcastle is recognised internationally as a centre of excellence in research and education in language, speech and human communication sciences. We are inviting applications for our taught and research postgraduate programmes commencing in September 1999. Doctor of Philosophy (PhD) Master of Philosophy (MPhil) MA in Applied Linguistics and Bilingualism MSc in Human Communication Sciences Studentships: The Economic and Social Research Council (ESRC) of Great Britain offers TWO full-time studentships each year to outstanding UK and EU candidates on the MA in Applied Linguistics and Bilingualism programme. The Department is recognised by the ESRC for the award of full-time and part-time research studentships, on a competitive basis, to outstanding UK and EU candidates pursuing PhD degrees. Bursaries and contributions to fees and subsistence may also be available from time to time to self-financed PhD and MPhil candidates. All applicants must have at least a 2.1 honours degree (or equivalent) in linguistics, modern languages, psychology, speech therapy or education. The Department welcomes informal enquiries at all times. Applications for ESRC studentships should be sent to the Department by 1 March 1999. Prospective applicants are invited to visit the Department's web page http://www.ncl.ac.uk/speech/ where they will find details of the above mentioned programmes and the Department's staff and research activities. For further information, please contact: Professor Li Wei Department of Speech University of Newcastle upon Tyne NE1 7RU, UK Telephone: +44 (0) 191 222 7385 Fax: +44 (0) 191 222 6518 From HTagerF at Shriver.org Fri Feb 5 13:36:52 1999 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Fri, 5 Feb 1999 08:36:52 -0500 Subject: Collecting Language Samples Message-ID: Thanks to everyone who responded to my request for ideas about how to elicit language samples from both children and adults using similar protocols. Here is a summary of the ideas I received: Collecting Language Samples from Children and Adults Combination of free speech/conversation and narratives ? Biographical interview ? Planned shared activity e.g., making popcorn ? Personal narratives (prompted or unprompted) - Alyssa McCabe's work ? Frog stories* ? Cookie theft story * Advised by nearly everyone! Special thanks to the following people many of whom offered to share their own data using some of the methods: Kathy Hirsh-Pasek Elizabeth Bates Lowry Hemphill Jon Miller Krista Wilkinson Ron Gillam We're now synthesizing this information and finalizing our own protocol given the needs of our research project, Thanks again, Helen Tager-Flusberg _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Senior Scientist Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02154 Boston, MA 02125 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From santell at nh1.nh.pdx.edu Fri Feb 5 16:51:00 1999 From: santell at nh1.nh.pdx.edu (Lynn Santelmann) Date: Fri, 5 Feb 1999 08:51:00 PST Subject: Video showing conditioned head-turn? Message-ID: Does anyone know of a video showing the conditioned head-turn procedure? I would like be able to show this for an upcoming unit in my psycholinguistics class, but can't seem to find one. (I know that one exists because I saw one several years ago, but can't for the life of me remember what it was.) Thanks for hte help, Lynn Santelmann Applied Linguistics Portland State University From macw at cmu.edu Fri Feb 5 17:03:26 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Feb 1999 12:03:26 -0500 Subject: request for ideas Message-ID: Dear Info-CHILDES, Thanks to all of you who have been sending me letters for NIH for the CHILDES renewal. Along a very similar vein, I have been working on a proposal to extend the usage of the CHILDES system and related tools from other projects to a wider scope of data in the social sciences. At the end of this note, I summarize some of the projects that come to mind. What all these projects share is an interest in non-scripted social interactions. Many use video recording and all use audio recording. Almost all do some type of transcription, coding, and annotation that is linked to the original recordings. Working with the Informedia Project here at CMU and the Linguistic Data Consortium at Penn, I have been trying to collect clear examples of projects of this type throughout the social sciences. Mark Liberman and Steven Bird have completed a fairly nice survey of computational approaches to this problem, including formats and tools. This summary can be found http://morph.ldc.upenn.edu/annotation/ What I would like to create next is a set of links to projects that actually have rich datasets and interests in the collection and analysis of such datasets. This would be pointers either to web sites, the literature, and people. Appended is my current set of good candidates. Can people suggest additional candidates? If so, feel free to either send the info to me or the list. Please note that the names given in this list reflect my own parochial emphasis and this is exactly what I am trying to correct. --Brian MacWhinney 1. CHILDES 2. Classroom interactions. Researchers such as James Stigler have collected videotaped data comparing Japanese, German, Czech, Spanish,and American instruction in mathematics. 3. Conversation analysis. Conversation analysis is a methodology and intellectual tradition developed by Harvey Sachs, Gail Jefferson, Emanuel Schegloff, and others. Recently, workers in this field have begun to publish fragments of their transcripts over the Internet. CHILDES now supports this type of transcription. 4. Second language learning. Reiko Uemura of Fukuoka Institute of Technology has collected a large database of videotaped and transcribed interactions of English speakers learning Japanese and Japanese speakers learning English. Manfred Pienemann in Sydney has a similar database for Australian learners of Japanese, French, and German. The audio quality of these recordings is high and they provide excellent material for error analysis and other studies of second language acquisition. Uemura has already put these data onto the Internet using RealAudio and still pictures. 5. National corpora. There are many major computerized corpora of the major languages, often identified as national projects, that contain interactional material. These include the British National Corpus, the London-Lund Corpus, the Australian National Database of Spoken Language, the Corpus of Spoken American English, the Vincent Voice Library of historical American recordings, and others. 6. SignStream. The NSF-sponsored SignStream project (Carol Neidle at Boston University, Dimitri Metaxas, Penn) has formulated programs for coding videotaped data of signed language. Researchers such as David McNeill at the University of Chicago have developed schemes for coding the relations between language and gesture. 7. Speech production, aphasia, language disorders, and disfluency. (A lot of this is already in CHILDES, but more is needed). 8. Clinical psychology. Psychiatrists such as Mardi Horowitz have explored transcript analysis and annotation. 9. Intensive behavioral analyses. (I need concrete references to this area.) 10. Animal behavior. Videotapes of animals in experimental situations are often coded using tools such as The Observor. The formal issues in coding audio or video records of animal behavior are simlar to those that arise for coding human interaction, though of course the content may be quite different. 11. Documentary. Since the beginning of the century, ethnographers have pioneered the use of film documentaries to record the lives of non-Western peoples. Much of this documentary material is still available and includes excellent video footage. Another example of a documentary collection is Steven Spielberg's documentary of the Holocaust. 12. Human tutoring. Researchers such as Kurt Van Lehn, Micki Chi, Ken Koedinger, and Arthur Graesser have conducted detailed video studies of the tutoring process. 13. Computer tutoring. The process of human tutoring can be successfully compared to the process of computer tutoring. Researchers at CMU such as Ken Koedinger, Al Corbett, Bonnie John, Martha Alibali, John Anderson, Steve Ritter, and Kevin Gluck have begun to make these comparisons. 14. Human-computer interaction. Finally, there is a large volume of work in the field of Human-Computer Interaction that relies on videotapes, codes, and analyses similar to the ones required in the CHILDES project. If you have any further pointers I can add to this list, including self-referential ones, please tell me. Thanks. From ehoff at acc.fau.edu Fri Feb 5 20:33:34 1999 From: ehoff at acc.fau.edu (Erika Hoff-Ginsberg) Date: Fri, 5 Feb 1999 15:33:34 -0500 Subject: Video showing conditioned head-turn? Message-ID: There was a PBS series many years ago called "The Mind" that included a clip of this. Many libraries have the series, in addition, little clips of it were made available to adopters of some introductory psychology textbooks years ago. The Kuhl research is in module #26 of General Psychology Teaching Modules edited from The Mind series. Good luck. Erika Hoff-Ginsberg At 08:51 AM 2/5/99 -0800, Lynn Santelmann wrote: >Does anyone know of a video showing the conditioned head-turn >procedure? I would like be able to show this for an upcoming unit in >my psycholinguistics class, but can't seem to find one. (I know that >one exists because I saw one several years ago, but can't for the >life of me remember what it was.) > >Thanks for hte help, > >Lynn Santelmann >Applied Linguistics >Portland State University > > **************************************************************************** ****** Erika Hoff-Ginsberg, Ph.D. Professor of Psychology and Chair, Division of Science College of Liberal Arts Florida Atlantic University 2912 College Avenue Davie, FL 33314 Phone: (954) 236-1142 Fax: (954) 236-1150 e-mail: ehoff at fau.edu **************************************************************************** ****** From santell at nh1.nh.pdx.edu Fri Feb 5 22:20:13 1999 From: santell at nh1.nh.pdx.edu (Lynn Santelmann) Date: Fri, 5 Feb 1999 14:20:13 PST Subject: Head-turn video Message-ID: Thanks to everyone who responded so quickly to my query. The video clip I was looking for was part of the "Mind" series on PBS, showing two infants doing categorical perception tasks with conditioned head turn (research by Werker, Kuhl). In addition, Erika Hoff-Ginsberg told me that this research is also shown in module #26 of General Psychology Teaching Modules edited from The Mind series, which was (is?) available to those who adopted some intro psych texts. For people who are interested in intermodal preferential looking clips (e.g., Hirsh-Pasek & Golinkoff), the Human Language series has got a nice clip. Lynn Santelmann ________________________________________________________ Lynn Santelmann Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 92707-0751 Phone: (503) 725-4140 Fax: (503) 725-4139 E-mail: santelmannl at pdx.edu ________________________________________________________ From ervin-tr at cogsci.Berkeley.EDU Sun Feb 7 20:08:31 1999 From: ervin-tr at cogsci.Berkeley.EDU (Susan Ervin-Tripp) Date: Sun, 7 Feb 1999 12:08:31 -0800 Subject: children's humor Message-ID: 1999 INTERNATIONAL HUMOR CONFERENCE sponsored by the International Society for Humor Studies The 1999 International Humor Conference is the eighteenth in a series of scholarly meetings on humor and laughter and the eleventh such meeting sponsored by the International Society for Humor Studies (ISHS). The 1999 Conference is scheduled to take place from June 29 to July 3, 1999 at Holy Names College in Oakland, overlooking the San Francisco-Oakland Bay Area. For this conference, scholars, professionals, and students are invited to submit proposals for Papers, Posters, and Symposia focusing on humor research in the arts and humanities as well as in the health and social sciences with submissions falling into at least one of five conference topical tracks: (1) cognition and creativity (2) health and well-being (3) individuals and individual styles (4) culture and gender (5) public and private discourse THE DEADLINE FOR ALL PROPOSALS IS MARCH 1, 1999. Papers may also be submitted directly to one of four prescheduled Symposia: Cognitive Science and Humor Research (Chair: Victor Raskin, English, Purdue University, victor.raskin.1 at purdue.edu) The Connections between Humor and Health (Chair: Sven Svebak, Faculty of Medicine, Univ. of Trondheim) The Sense of Humor: Further Explorations of a Personality Characteristic (Chair: Willibald Ruch, Psychology, University of Duesseldorf) Wisecracking and Storytelling: Gender Differences in the Conversational Humor of Children and Adults (Chair: Susan Ervin-Tripp, Psychology, Univ. of California at Berkeley,ervin-tr at cogsci.berkeley.edu) A brochure containing an overview of the conference with details on conference tracks, scholarships, and procedures on how to submit proposals for papers, symposia, and workshops can be obtained by writing. Martin D. Lampert, Chair 1999 International Humor Conference Holy Names College 3500 Mountain Blvd. Oakland, CA 94619-1699 (510) 436-1699. humor99 at hnc.edu http://www.hnc.edu/events/humor99. From dkasia at ifa.amu.edu.pl Mon Feb 8 14:35:34 1999 From: dkasia at ifa.amu.edu.pl (Katarzyna Dziubalska-Kolaczyk) Date: Mon, 8 Feb 1999 15:35:34 +0100 Subject: clusters in early L1 acquisition Message-ID: Dear Childes, I would like to thank all the colleagues who responded to my query concerning consonant clusters in early L1 acquisition. You have been very helpful: thanks a lot! Below I enclose some extracts from the responses which may be of general interest. Katarzyna Dziubalska-Kolaczyk ************************************* if you need data on the acquisition of the German sound system, I might mention that I published continuous diary data, phonological development from birth up to 2;5, in 1991: Hilke Elsen, 1991, Erstspracherwerb. Wiesbaden: Deutscher Universitaets-Verlag there are several chapters on syllable initial and final clusters and their relation to language universals in this book Furthermore, you will find the books by John Locke very useful. Hilke Elsen, Univerity of Munich I have some recorded data from the age of 0;5;4 from a child growing up in an Estonian-speaking family in Australia. At the time I was not interested in the "pre-linguistic" period, and transcribed only a little of each recording. Full transcription started when I began to recognise some words. I have not got the data on computer, and would not at the moment have time to enter it , but what I have typed, I could fax you, should you wish so. You would be welcome to use it, provided you acknowledged its source. Tiiu Salasoo Tiiu.Salasoo at pgrad.arts.usyd.edu.au you might want to look at some of the work of G. Drachman and his wife Malikouti- Drachman. In the 70's they worked on the L1 acquisition of Modern Greek. And Greek, as you may know, has lots of weird clusters in the adult language. Drachman specifically addresses "baby talk" in Modern Greek in a paper I found in Ohio State University's Working Papers in Linguistics from '73. Volume 15, I believe. He cites there some occuring clusters. This is the only one I've come across, though. Betsy McCall An overview of the research on early Dutch first language acquisition can be found in: 'Early speech development in children acquiring Dutch: Mastering general basic elements', by Florien Koopmans-van Beinum and Jeannette van der Stelt, in The Acquisition of Dutch, Steven Gillis and Annick De Houwer, eds, John Benjamins, 1998. --Annick De Houwer this is in response to your request for info regarding cluster acquisition in early language learning. i completed my doctoral dissertation in feb 1998 at the university of texas at austin on the acquisition of consonant clusters. i had five subjects, all developing motor, speech, and language skills normally. all five subjects were being raised in monolingual american english environments. i followed all five subjects from the onset of canonical babbling (beginning at approx. 7 months of age) and going through early words (ending around 36 months). all subjects were audiotaped 2-4 times per month in their homes. my final data set was comprised of approximately 25,000 utterances from babbling through word productions. all cluster productions were phonetically transcribed using broad transcriptions. it is a huge database for clusters, to say the least. the data were analyzed separately for clusters in babbling versus clusters in words. i explored five motor-based hypotheses in my dissertation, and found supporting evidence for three, with some support found for one other hypothesis. one hypothesis did not turn out at all as i predicted. and because i examined cluster development from a motor perspective, my hypotheses should prove true for cluster acquisition cross linguistically. of course, cross-linguistic data will be the real test of my concluding assertions. i have presented on my findings in two forums in the u.s.--the child phonology conference in april 1998 and the american speech-language-hearing association convention in november 1998. i also have a colleague who has collected some cluster data on quichua-learning babies in ecuador. those data are not yet analyzed, but she is moving along rapidly on her project. her name is christina gildersleeve-neumann. her data base is much smaller, but it is an interesting language--one that should really put my motor hypotheses to the test! Kathy J. Jakielski, Ph.D., CCC-SLP Assistant Professor Department of Speech-Language Pathology Augustana College 639 38th Street Rock Island, IL 61201 (309) 794-7386 stjakielski at augustana.edu A paper of mine which addresses consonant cluster reduction in several languages but which is not that accessible is M. Vihman (1980), Sound change and child language. In E. C. Traugott, R. Labrum & S. Shepard (eds.), Papers from the Fourth International Conference on Historical Linguistics.Amsterdam: John Benjamins B.V I'm currently doing research on Welsh and have been surprised to find one child producing more clusters in early words than I ever observed in previous work with English, French, Japanese and Swedish. But these data are not yet ready for citing, I'm afraid. 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 You ask about consonant clusters in babbling (or even pre- babbling). The short answer is: there basically aren't any. There basically aren't any in first words, either. For most children, there may be occasional syllables that sound like clusters (say, [mwa]), that probably are just due to poor coordination or slow movement of the articulators. Same for early words. Consonant Cluster Reduction seems to be just about universal for every language studied. There is probably a low percentage of children that will have a few clusters at 11 or 12 months, but they are rare, and unlikely to show up in any study. The exact age at which clusters show up in a child's speech is variable. As I recall, Stoel-Gammon found for precocious children (I forget the exact definition, but roughly those with a vocabulary of 500 or more words at 18 months) that about a third (?or a half?) of them had at least one initial cluster at 18 months. For some discussion of consonant clusters relative to sonority (including a review of the relevant literature), a good place to start is: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of phonological development: From the perspective of constraint-based nonlinear phonology. Academic Press: San Diego, CA. ---Joe Stemberger University of Minnesota ************************************ ______________________________________________________________________ Katarzyna Dziubalska-Kolaczyk University Professor School of English Adam Mickiewicz University al. Niepodleglosci 4 61-874 Poznan, Poland email: dkasia at ifa.amu.edu.pl tel: +48 61 8528820 http://elex.amu.edu.pl/ifa fax: +48 61 8523103 home tel.: +48 61 8679619 From hemphikp at HUGSE1.HARVARD.EDU Mon Feb 8 17:33:45 1999 From: hemphikp at HUGSE1.HARVARD.EDU (Kathleen Peets) Date: Mon, 8 Feb 1999 12:33:45 -0500 Subject: speech analysis software Message-ID: Thanks to everyone who gave suggestions for speech analysis software for the PC. These are the options that were suggested: Speech Analysis Tools www.jaars/org/icts/softdev.htm PRAAT Info: www.fonsg3.let.uva.nl/praat/praat.html Download: www.fon.hum.uva.nl/praat/praat2385.html Real Analysis, Dr. Speech Info: www.drspeech.com/List_New.html Download:www.drspeech.com/Information.html#Download One challenge I have run into is the ability of the programs to handle large data files, of, for example, a half to a full hour of extended discourse. So far the music program Goldwave (www.goldwave.com) has best been able to do this, but it has not been able to accomplish the more language-specific analyses (pitch, text alignment) available with the above options. I have not decided which option I will go with, and may in fact use a combination of two programs (Sonic CHAT and Goldwave, for example). If anyone would like more information, please feel free to contact me. Thanks again. Kathleen Peets hemphikp at hugse1.harvard.edu From bgoldfield at GROG.RIC.EDU Mon Feb 8 18:18:43 1999 From: bgoldfield at GROG.RIC.EDU (bgoldfield at GROG.RIC.EDU) Date: Mon, 8 Feb 1999 13:18:43 -0500 Subject: Video showing conditioned head-turn? Message-ID: The Nova series titled 'The Mind' has, I believe, a segment showing Janet Werker using the procedure, and another segment from Pat Kuhl's lab. The segments though, are brief and show only a trial or two. I'd be interested in knowing what else you turn up for my own Infancy class! Regards, Beverly Goldfield Dept. of Psychology Rhode Island College Providence, RI 02908 On Fri, 5 Feb 1999, Lynn Santelmann wrote: > Does anyone know of a video showing the conditioned head-turn > procedure? I would like be able to show this for an upcoming unit in > my psycholinguistics class, but can't seem to find one. (I know that > one exists because I saw one several years ago, but can't for the > life of me remember what it was.) > > Thanks for hte help, > > Lynn Santelmann > Applied Linguistics > Portland State University > > From v.c.gathercole at bangor.ac.uk Thu Feb 11 11:59:27 1999 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Thu, 11 Feb 1999 11:59:27 +0000 Subject: lectureship position Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1974 bytes Desc: not available URL: From gala99 at ling.uni-potsdam.de Thu Feb 11 15:00:09 1999 From: gala99 at ling.uni-potsdam.de (GALA '99) Date: Thu, 11 Feb 1999 16:00:09 +0100 Subject: FINAL CALL FOR PAPERS: GALA 1999 (Updated) Message-ID: Generative Approaches to Language Acquisition (GALA) 1999 Linguistics Department, University of Potsdam, Germany September 10-12, 1999 DEADLINE FOR ABSTRACT SUBMISSION: March 1, 1999 Abstract Submission Guidelines (UPDATED): http://www.ling.uni-potsdam.de/gala99/abstracts.html General Information: http://www.ling.uni-potsdam.de/gala99/ From veerle.vangeenhoven at mpi.nl Fri Feb 12 14:37:22 1999 From: veerle.vangeenhoven at mpi.nl (Veerle Van Geenhoven) Date: Fri, 12 Feb 1999 15:37:22 +0100 Subject: Ph.D. / postdoc openings Message-ID: Ph.D. / postdoc openings - MPI for Psycholinguistics The Max Planck Institute for Psycholinguistics has one postdoc and three Ph.D. positions available for research in the field of first or second language acquisition. The postdoc will participate in the Scope Project and the Ph.D.s will participate in either the Scope Project or the Argument Structure Project. (These projects are described below.) All positions will be for three years and will begin as soon as possible but no later than October 1, 1999. Applicants for the postdoctoral position in the Scope Project should have a completed PhD degree in linguistics, psychology, or a related field, and an interest in (theoretical and/or cross-linguistic) semantic and syntactic aspects of language acquisition. Applications should include a curriculum vitae, a sample of written work, a description of previous related studies and research, names and addresses of 4 referees, and a statement of planned research in the Scope Project. Payment for this position is regulated according to the scale of the Max Planck Society (net approx. 4000 - 4300 Hfl). Applicants for the Ph.D. positions in either the Scope Project or the Argument Structure Project should have a completed Master's degree or equivalent in linguistics, psychology, or a related field, and an interest in syntactic and semantic aspects of language acquisition. Applications should include a curriculum vitae, a description of previous related studies and research, a sample of written work, names and addresses of 4 referees, and a characterization of plans or interests for the Ph.D. research. The Ph.D. candidates must also already have or be prepared to find a suitable university affiliation. Payment for these positions is regulated according to the scale of the Max Planck Society (net approx 2200 - 2500 Hfl). Please send applications via regular mail for arrival by April 1, 1999, to: Prof. Dr. Wolfgang Klein Max Planck Institute for Psycholinguistics Postbus 310 6500 AH Nijmegen The Netherlands E-mail inquiries concerning the positions may be made to Prof. Dr. Wolfgang Klein at: klein at mpi.nl Project descriptions: The Scope Project studies how children and second language learners develop the skills to analyze the semantic and syntactic composition of sentences, skills needed for the interpretation of the linguistic input they are exposed to. The project primarily considers the acquisition of those elements in a sentence that take scope over other elements, since scoping elements appear to be central clues in building the structure of a sentence and in guiding its semantic interpretation. The phenomena considered for investigation are the scope properties of temporal adverbials and finiteness, the scope behaviour of focus particles, and scope-related aspects of the interpretation of nominal expressions. The project is cross-linguistic in perspective, and investigates the extent to which both syntactic and semantic aspects of scope relations are language-universal versus language-independent. In addition to contributing to an understanding of how children interpret configurations containing scoping elements, the project's results are expected to provide a clearer picture of scope phenomena in adult language and to serve as a basis for new insights into theoretical matters related to scope phenomena in natural language. The Argument Structure Project includes participants from both the Language Acquisition and the Language and Cognition departments of the Institute. Its goal is to learn more about which aspects of argument structure and, more generally, event representation are universal versus variable, and which may be innate as opposed to learned. The project is cross-linguistic in orientation. Ph.D. candidates should be interested in investigating topics such as the acquisition of predicate semantics, the syntactic realization of arguments, argument ellipsis, or linguistic "event packaging". Preference may be given to applicants working on the acquisition of lesser-known languages. From blandau at UDel.Edu Fri Feb 12 16:07:36 1999 From: blandau at UDel.Edu (Barbara Landau) Date: Fri, 12 Feb 1999 11:07:36 -0500 Subject: POST-DOCTORAL FELLOWSHIP AT UNIVERSITY OF DELAWARE Message-ID: POSTDOCTORAL FELLOWSHIP, UNIVERSITY OF DELAWARE SPATIAL COGNITION AND SPATIAL LANGUAGE The Department of Psychology and Cognitive Science Program at the University of Delaware seeks an outstanding postdoctoral fellow for research on spatial cognition, broadly construed. The position is funded by NINDS, and supports a fellowship for collaborative studies on spatial cognition in children and adult with Williams Syndrome, a rare genetic deficit which gives rise to a pattern of profound spatial disorder together with relatively spared language. Work in the two collaborating labs includes a broad range of studies on spatial cognition, from spatial attention to navigation to spatial language and the interfaces among these systems. Candidates should have prior background in behavioral and neurobiological studies of the brain and mind; strength in computational approaches would also be advantageous. The fellowship is currently a one-year position with the possibility of renewal. Applicants should send a letter describing their graduate training and research interests and a curriculum vitae, and they should arrange to have three letters of recommendation sent to either Professor Barbara Landau or Professor James Hoffman, Wolf Hall, University of Delaware, Newark, Delaware 19716. Review of applications will begin on February 15, 1999, and continue until the position is filled. The expected start date is July 1, 1999. Applicants can learn more about the research programs involved by referring to our Web pages (http://hoffman.psych.udel.edu or http://udel.edu/~zukowski/lab.html). Applications from women and underrepresented minority groups are especially welcome. The University of Delaware is an Equal Opportunity Employer. ______________________________________________________________________ Barbara Landau, Professor Phone: 302-831-1088 Director, Cognitive Science Program email: blandau at udel.edu Department of Psychology University of Delaware 238 Wolf Hall Newark, DE 19716 From Edy.Veneziano at pse.unige.ch Sat Feb 13 11:17:06 1999 From: Edy.Veneziano at pse.unige.ch (EDY) Date: Sat, 13 Feb 1999 12:17:06 +0100 Subject: change of address Message-ID: My email has been changed from venezia at uni2a.unige.ch to Edy.Veneziano at pse.unige.ch Thank you for taking note of it and changing it in the bullettin list. Edy Veneziano From H.G.Ruhland at ppsw.rug.nl Mon Feb 15 10:05:44 1999 From: H.G.Ruhland at ppsw.rug.nl (Rick Ruhland) Date: Mon, 15 Feb 1999 10:05:44 GMT+0100 Subject: About Icebergs. Message-ID: Hi to all On Wednesday 3 Februari 1999, I submitted the following question to the Childes list: Hi, Has anyone out there heard of the Iceberg Theory in connection with bilingualism? According to a student of mine, who came up with the theory, this is a theory of acquiring a second language on top of another. In other words, this theory describes and makes predictions on 2 or more languages as a result of piling up the languages that are acquired (instead of acquiring 2 or more languages *at the same time*). I received quite some responses and people asked for more information (see also below). My thanks go to: Jan de Jong Leslie Barratt C. George Hunt Tiiu Salasoo Andrea Stolz HANDA ATSUKO Here is a summary of the response: Jan de Jong refererred to a Dutch Book called "Minderheden: taal en onderwijs", written by Rene Appel on second language acquisition (published by Coutinho). He also mentioned the Threshold hypothese of Cummins (linguistic skills need to be above some level to become profitable). George Hunt referred to a pictorial representation of the "Common Underlying Proficiency model of bilingualism" by J. Cummins (The Construct of Language Proficiency in Bilingual Education. In Georgetown University Round Table on Languages and Linguistics 1980. Georgetown University Press.) As he writes, "The CUP model envisages the two languages as the twin peaks of a submerged iceberg; the peaks are separate, but conjoined by, founded upon, and communicating with, a common set of linguistic and cognitive principles." He further mentioned Colin Baker who summarises other picture theories of bilingualism in Key Issues in Bilingualism and Bilingual Education, Multilingual Matters, 1988. Atsuko Handa referred to the paper written by Jim Cummins in 1984 with the title "Bilingualism and Special Education: Issues in Assesment and Pedagogy". He also sent me a reference list of papers written by Jim Cummins. Thanks, Atsuko. I am, though, curious about this: Atsuko, can you tell me from which book this list is taken? Another reference to Jim Cummins (1984) is "Bilingualism and Special Education: Issues in Assesment and Pedagogy". Clevedon, Multilingual Matters. So, the references I have got so far are (apart from the reference list with a lot of references to the papers by Jim Cummins): Appel, R (1986) "Minderheden: taal en onderwijs." Muiderberg, Coutinho. Cummins, J. (1980) "The Construct of Language Proficiency in Bilingual Education." In Georgetown University Round Table on Languages and Linguistics. Georgetown University Press. Cummins, J. (1984) "Bilingualism and Special Education: Issues in Assesment and Pedagogy." Clevedon, Multilingual Matters. Baker, C. (1988) "Key Issues in Bilingualism and Bilingual Education." Clevedon, Multilingual Matters. Again, thanks to all who responded. Cheers, Rick. From chris at psy.au.dk Mon Feb 15 12:55:57 1999 From: chris at psy.au.dk (Chris Sinha) Date: Mon, 15 Feb 1999 12:55:57 MEST Subject: The Talibans' war on women Message-ID: Please sign at the bottom to support, and include your town. Then copy and e-mail to as many people as possible. If you are the 50th, 100th, 150th signature, please e-mail a copy of it to sarabande at brandeis.edu Even if you decide not to sign, please be considerate and do not kill the petition, please send a copy of it to sarabande at brandeis.edu. Thank you. It is best to copy rather than forward the petition. TEXT: The government of Afghanistan is waging a war upon women. The situation is getting so bad that one person in an editorial of the Times compared the treatment of women there to the treatment of Jews in pre-Holocaust Poland. Since the Taliban took power in 1996, women have had wear burqua and have been beaten and stoned in public for not having the proper attire, even if this means simply not having the mesh covering in front of their eyes. One woman was beaten to death by an angry mob of fundamentalists for accidentally exposing her arm while she was driving. Another was stoned to death for trying to leave the country with a man that was not a relative. Women are not allowed to work or even go out in public without a male relative; professional women such as professors, translators, doctors, lawyers,artists and writers have been forced from their jobs and stuffed into their homes, so that depression is becoming so widespread that it has reached emergency levels. There is no way in such an extreme Islamic society to know the suicide rate with certainty, but relief workers are estimating that the suicide rate among women, who cannot find proper medication and treatment for severe depression and would rather take their lives than live in such conditions, has increased significantly. Homes where a woman is present must have their windows painted so that she can never be seen by outsiders. They must wear silent shoes so that they are never heard. Women live in fear of their lives for the slightest misbehavior. Because they cannot work, those without male relatives or husbands are either starving to death or begging on the street, even if they hold Ph.D.'s. There are almost no medical facilities available for women, and relief workers, in protest, have mostly left the country, taking medicine and psychologists and other things necessary to treat the sky-rocketing level of depression among women. At one of the rare hospitals for women, a reporter found still, nearly lifeless bodies lying motionless on top of beds, wrapped in their burqua, unwilling to speak, eat, rocking or crying, most of them in fear. One doctor is considering, when what little medication that is left finally runs out, leaving these women in front of the president's residence as a form of peaceful protest. It is at the point where the term 'human rights violations' has become an understatement. Husbands have the power of life and death over their women relatives, especially their wives, but an angry mob has just as much right to stone or beat a woman, often to death, for exposing an inch of flesh or offending them in the slightest way. David Cornwell has told me that we in the United States should not judge the Afghan people for such treatment because it is a 'cultural thing', but this is not even true. Women enjoyed relative freedom, to work, dress generally as they wanted, and drive and appear in public alone until only 1996 -- the rapidity of this transition is the main reason for the depression and suicide; women who were once educators or doctors or simply used to basic human freedoms are now severely restricted and treated as sub-human in the name of right-wing fundamentalist Islam. It is not their tradition or 'culture', but is alien to them, and it is extreme even for those cultures where fundamentalism is the rule. Besides, if we could excuse everything on cultural grounds, then we should not be appalled that the Carthaginians sacrificed their infant children, that little girls are circumcised in parts of Africa, that blacks in the deep south in the 1930's were lynched, prohibited from voting, and forced to submit to unjust Jim Crow laws. Everyone has a right to a tolerable human existence, even if they are women in a Muslim country. If we can threaten military force in Kosovo in the name of human rights for the sake of ethnic Albanians, Americans can certainly express peaceful outrage at the oppression, murder and injustice committed against women by the Taliban. In signing this, we agree that the current treatment of women in Afghanistan is completely UNACCEPTABLE and deserves support and action by the people of the United States and the U.S. Government and that the current situation overseas will not be tolerated. Women's Rights is not a small issue anywhere and it is UNACCEPTABLE for women in 1998 to be treated sub-human and so much as property. Equality and human decency is a RIGHT not a freedom, whether one lives in Afghanistan or the United States 1) Leslie London, Cape Town, South Africa 2) Tim Holtz, Boston, MA 3) Joyce Millen, Cambridge, MA 4) Diane Millen, Falls Church, Va. 5) Bill Millen, Falls Church, Va. 6) Milt Eisner, McLean VA 7) Harriet Solomon, Springfield, VA 8) Arlene Silikovitz, West Orange, NJ 9) Susanna Levin, New Rochelle, NY 10) Ruth Slater, New Rochelle,NY 11) Elisabeth Keane, Westport, CT 12) Mercedes Lopez-Morgan, Chappaqua, NY 13) Pete Morgan, Chappaqua, NY 14) Aaron Cela, Chappaqua, NY 15) Michelle Lee, San Francisco, CA 16) Karen Muiter, San Mateo, CA 17) Nate Walker, North Hills, CA 18) Jasmyn Hatam San Jose, CA 19) Jenny Frazee, Milpitas, CA 20) Marisa Wessler, Fontana, CA 21) Elaine Stewart, Fort Lauderdale, FL 22) Linda D. Whitman, Pompano Beach, FL 23) Marda L. Zimring, Boca Raton, FL 24) Judith A Weinstein, New York, NY 25) Sarah Booth, NYC, NY 26) Rachel Kaberon, Brooklyn, NY 27) Myrna Stevens, LIC, NY 28) Nadine Newlight, Hong Kong, SAR, PRC 29) Lisa Hopkinson, Hong Kong, SAR, PRC 30) Ivy Ning, Hong Kong, SAR, PRC 31) Michael Ma, Singapore. 32) Miles Taylor, Edinburgh, Scotland 33) Michala Palethorpe, Singapore 34) Judi Kelly, Hong Kong 35) Geri Clisby, Hong Kong 36) Marion E. Jones, Regina, Sk, Canada 37) Michelle S. Mood, Gambier, Ohio, USA 38) Jane Duckett, York, UK. 39) Chris Torrens, Shanghai, China. 40) Liza Lort-Phillips 41) Droma Sangmu, New York 42) Alison Joyner, Lhasa 43) Caragh Coote, Dublin 44) Monica Gorman, Dublin 45) Brian Cumiskey, Ennybegs, IRL 46) Franck Derrien, Paris 47) Francoise Gaillard, Brive, France 48) Francois Requier, Brive, France 49) Maria Grazia Calasso, Siena, Italia 50) Marco Todeschini, Milano, IT 51) Giacomo Todeschini, Trieste, Italia 52) Maria Michela Marzano, Paris, Francia 53) Luca Parisoli, Paris, Francia 54) Michela Pereira, Siena 55) Dino Buzzetti, Bologna 56) Irene Rosier-Catach, Paris 57) Lia Formigari, University of Rome 58) Susan Petrilli, University of Bari 59) Jesper Hoffmeyer, University of Copenhagen 60) Robert Zachariae, University of Aarhus 61) Chris Sinha, Aarhus *************************************************************** Chris Sinha University of Aarhus Department of Psychology Asylvej 4 DK-8240 Risskov Tel. direct +45 89 42 49 87 Tel. switchboard +45 89 42 49 00 Fax +45 89 42 49 01 E-mail Chris at psy.au.dk From chris at psy.au.dk Mon Feb 15 17:10:49 1999 From: chris at psy.au.dk (Chris Sinha) Date: Mon, 15 Feb 1999 17:10:49 MEST Subject: Don't sign it. Sorry Message-ID: Apology. I sent an e-petition which I had from a known colleague. It is either a hoax or worthless. Don't sign it. Delete it. Lesson: leave these things alone even if they seem valid and well meant. Mea culpa. Chris Sinha University of Aarhus Department of Psychology Asylvej 4 DK-8240 Risskov Tel. direct +45 89 42 49 87 Tel. switchboard +45 89 42 49 00 Fax +45 89 42 49 01 E-mail Chris at psy.au.dk From karin at ruccs.rutgers.edu Mon Feb 15 18:51:01 1999 From: karin at ruccs.rutgers.edu (Karin Stromswold) Date: Mon, 15 Feb 1999 13:51:01 -0500 Subject: Rutgers POST DOC Message-ID: POST-DOCTORAL FELLOWSHIPS IN COGNITIVE SCIENCE AT RUTGERS UNIVERSITY, NEW BRUNSWICK, NJ The Rutgers Center for Cognitive Science (RuCCS) announces the availability of POST DOCTORAL FELLOWSHIPS, funded through an NIH Institutional National Research Service Award. These fellowships are designed to provide a unique opportunity for interdisciplinary experience in cognitive science, with emphasis on language and vision. Preference will be given to applicants whose background fits with and complements the areas of specialization of the Center (see http://ruccs.rutgers.edu) ELIGIBILITY - candidates must be US citizens or permanent residents and must have completed their degree requirements at the time of the award. For more information on the Rutgers NRSA post-doctoral program visit: http://ruccs.rutgers.edu/NRSA-postdoc.html. TO APPLY: Indicate your interest using the on-line Notice of Application form in http://ruccs.rutgers.edu/NRSA-applic.html, AND send a letter indicating your interests, qualifications and fit, a CV and 3 letters of reference, to: Director, NRSA Training Program, Rutgers Center for Cognitive Science, Psych Bldg Addition, Busch Campus, Rutgers University - New Brunswick, 152 Frelinghuysen Road, Piscataway, NJ 08854-8020 Expected start dates: June 1 and Sept 1 (please indicate availability). DUE DATE for all materials: Apr. 15, 1999 for June 1 start; July 15 for Sept 1 start. Questions: admin at ruccs.rutgers.edu, (732)-445-0635, FAX: (732)-445-6715 Rutgers University is an equal opportunity/affirmative action employer. From elevy at email.GC.cuny.edu Tue Feb 16 15:34:12 1999 From: elevy at email.GC.cuny.edu (Erika Levy) Date: Tue, 16 Feb 1999 10:34:12 -0500 Subject: bilingual compounding Message-ID: Dear colleagues, Does anyone know of any work on compounding in bilinguals and/or L2 acquirers? Please reply to me directly at elevy at email.gc.cuny.edu Many thanks. I will post a summary of responses. -Erika Levy From pobanz at education.ucsb.edu Wed Feb 17 01:45:46 1999 From: pobanz at education.ucsb.edu (Michael Pobanz) Date: Tue, 16 Feb 1999 17:45:46 -0800 Subject: Spanish in Home/English at School Message-ID: Hello, I'm am interested in any information (articles, books, experiences) which looks at the potential input differences between Spanish and English speaking in the home (for example Gopnik and Choi found differences between Korean and English speaking households in verb and noun input). Any information on how the structure of Spanish or how Spanish use might be affecting cognitive development differently from English would be appreciated. Please reply to: pobanz at education.ucsb.edu Gracias! Michael From HTagerF at Shriver.org Wed Feb 17 13:55:09 1999 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Wed, 17 Feb 1999 08:55:09 -0500 Subject: Verbal Fluency in SLI and other language disorders Message-ID: We are interested in references to studies on verbal fluency (e.g., name all the animals/foods/fruits etc., or words beginning with the letter...f, a, s) in children with language disorders, including SLI. I'd be interested in hearing from anyone who knows this literature! thanks, Helen Tager-Flusberg _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Senior Scientist Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02154 Boston, MA 02125 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 Thu Feb 18 00:19:00 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Feb 1999 19:19:00 -0500 Subject: confidentiality Message-ID: Dear Info-CHILDES, As we move into the era of video linked to annotations and transcriptions, issues of confidentiality become an increasing concern. People who would be happy to donate their transcript data to CHILDES might have serious second thoughts about donating the related audio or video data. How can we deal with legitimates concerns about speaker confidentiality and still maintain international scientific collaboration for the study of verbal interaction? I would like to propose an approach that focuses on levels of confidentiality with the strictest level being no access at all and the the loosest level being full access. In particular, I think we could distinguish 6 major levels. I would like to get people's comments on this idea and whether it would work to successfully address the confidentiality issue. Feel free to think in terms of all sorts of perspectives, including scholars, subjects, government officials, citizen advocates, lawyers, humanists, and the like. Please post your comments directly to info-childes, unless you think it is not appropriate to do so. Does this proposal succeed in "solving the problem". Do we need additional mechanisms? Here is the specific proposal: Level 1: Data would be fully public domain (CNN, public speeches, public interviews, etc.) and generally viewable and copyable over the Internet. Level 2: Placing data on this level would open general viewing and listening to the public across the Internet, but would block copying. Level 3: This level would restrict access to academic researchers who had signed a non-disclosure form. This form would set tight standards regarding avoidance of use of personal names when required. It would allow some temporary copying or downloading of the data for local analysis, but would require that downloaded files be deleted after a specific period and never further copied or distributed. Level 4: This level would restrict access to academics who had signed non-disclosure forms. In addition, it would totally disallow copying. Level 5: Data on this level could be viewed only after the original data collector had given approval over the Internet for the particular researcher. Level 6: This level would only allow viewing and listening in controlled conditions under the direct on-line supervision of the particular researcher. Level 7: This level would only allow viewing and listening in controlled conditions under the direct, in person, supervision of the particular researcher. Level 8: These data would not be viewable, but would be archived in the format of the general system for use by the original investigator only. I wonder if this level system would not only work to maintain confidentiality, but also to support the "legitimate interests of the original data collector." Please comment on this important issue. If you can think of other fora for discussing this issue, that would be good to mention too. --Brian MacWhinney From asheldon at maroon.tc.umn.edu Thu Feb 18 01:13:23 1999 From: asheldon at maroon.tc.umn.edu (Amy L Sheldon) Date: Wed, 17 Feb 1999 19:13:23 -0600 Subject: confidentiality Message-ID: >[snip > Level 2: Placing data on this level would open general viewing and > listening to the public across the Internet, but would block copying. What mechanisms exist or can be put into place to actually/reliably block copying? I'm told this is not doable at present in a web archive. What sort of archive would be used to block copying? > Level 3: This level would restrict access to academic researchers who > had signed a non-disclosure form. This form would set tight standards > regarding avoidance of use of personal names when required. It would > allow some temporary copying or downloading of the data for local > analysis, but would require that downloaded files be deleted after a > specific period and never further copied or distributed. Enforcable? [snip] > Level 6: This level would only allow viewing and listening in > controlled conditions under the direct on-line supervision of the > particular researcher. what is "online supervision" when it's at a distance? > Level 7: This level would only allow viewing and listening in > controlled conditions under the direct, in person, supervision of the > particular researcher. > Level 8: These data would not be viewable, but would be > archived in the format of the general system for use by the original > investigator only. > Is this soley as a courtesy to the donator of the data? > I wonder if this level system would not only work to maintain > confidentiality, but also to support the "legitimate interests of the > original data collector." > How to address the following: A problem arises with video (or audio) taped data that was collected before the web was invented, and has a basic consent form attached to it which doesn't envision making images or voice recordings widely available. The consent form usually does not raise this as a possibility (nor might it deny the possibility). So, since the range of use was thought to be narrow (print), how to extend the range of use of such material, i.e. making either the research tapes available to others, or even inserting electronic snippets in an online publication, without violating the agreement given in the consent form?. Other fora to involve in this discussion might be journal editors and editorial boards, and research officers in granting programs.. Amy Sheldon From macw at cmu.edu Thu Feb 18 02:16:34 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Feb 1999 21:16:34 -0500 Subject: checking files Message-ID: Dear Info-CHILDES, We have recently finished re-checking all of the CHILDES data. The checked files are on childes.psy.cmu.edu in both Mac and PC format. The major things we changed were: 1. Whereever possible, files now have an @ID field for the Target_Child. This allows people to run STATFREQ easily. We will also use this field for other things in the future. If you are currently working with a copy of your own data that does not have these fields, you may want to get these copies. 2. To further facilitate cross-file analysis, children in the role of Target_Child are now always coded as *CHI. Adults in the role of Target_Adult are always coded as *ADU. 3. Check also caught some errors for redundant delimiters which we now fixed. In the process of going through the data, I noticed a tendency for people to use forms like &cause when forms like (be)cause are more helpful for analysis, MLU, and even readability. In general, I would recommend trying to use the second type of form wherever possible. --Brian MacWhinney From lyoffe at edu.gunma-u.ac.jp Thu Feb 18 02:40:58 1999 From: lyoffe at edu.gunma-u.ac.jp (leo yoffe) Date: Thu, 18 Feb 1999 11:40:58 +0900 Subject: Please remove Message-ID: Please remove me from this list. lyoffe at thunder.edu.gunma-u.ac.jp From jbryant at luna.cas.usf.edu Thu Feb 18 14:54:32 1999 From: jbryant at luna.cas.usf.edu (Judith Becker Bryant) Date: Thu, 18 Feb 1999 09:54:32 -0500 Subject: confidentiality Message-ID: Brian: when we go through IRB processes (human subjects review) for research at my university, we need to inform the committee of those who will have access to confidential information and permanent, identifiable records such as videos and audiotapes. Similarly, we need to inform potential participants. It is certainly possible to request modification of our original plan from the IRB, but might be difficult if not impossible to obtain permission from participants to widen the group of individuals with access to the data. I believe that these kinds of issues should be considered in this discussion. Judy Judith Becker Bryant, Ph.D. Associate Professor Department of Psychology, BEH 339 University of South Florida Tampa, FL 33620-8200 (813) 974-0475 fax (813) 974-4617 From khirshpa at nimbus.ocis.temple.edu Thu Feb 18 11:21:53 1999 From: khirshpa at nimbus.ocis.temple.edu (Kathy Hirsh-Pasek) Date: Thu, 18 Feb 1999 11:21:53 +0000 Subject: confidentiality Message-ID: Brian, I have been working on the NICHD Study of Early Child Care and some of these issues have come up in our discussions. We have a huge database on children 0 - 3 years that will be made public next January. My sense of the group discussion is to take confidentiality very seriously. With respect to your levels, that would translate to at least your restrictive level 5. Yet, I wonder whose responsibility it is to release data -- the researcher's or the subject's. In your write up of these levels, you suggest that it is the researcher's. Rather, I think that the only one who can grant permission to use data publicly (or to academicians) is the subject, through a consent form. If we do want to use this data more widely, than we all have to review the consent forms that go to our IRBs. And, as we have repeatedly found in the NICHD Study, opinions on these matters vary widely across IRBs from different universities. Only if we explicitly ask whether data can be shared with others, should we have the power to release it. My vote, therefor is to err on the side of caution. Kathy Hirsh-Pasek ---------- >From: Brian MacWhinney >To: info-childes at childes.psy.cmu.edu >Subject: confidentiality >Date: Thu, Feb 18, 1999, 12:19 AM > >Dear Info-CHILDES, > As we move into the era of video linked to annotations and >transcriptions, issues of confidentiality become an increasing concern. >People who would be happy to donate their transcript data to CHILDES >might have serious second thoughts about donating the related audio or >video data. How can we deal with legitimates concerns about speaker >confidentiality and still maintain international scientific >collaboration for the study of verbal interaction? > I would like to propose an approach that focuses on levels of >confidentiality with the strictest level being no access at all and the >the loosest level being full access. In particular, I think we could >distinguish 6 major levels. I would like to get people's comments on >this idea and whether it would work to successfully address the >confidentiality issue. Feel free to think in terms of all sorts of >perspectives, including scholars, subjects, government officials, >citizen advocates, lawyers, humanists, and the like. Please post your >comments directly to info-childes, unless you think it is not >appropriate to do so. Does this proposal succeed in "solving the >problem". Do we need additional mechanisms? Here is the specific >proposal: > >Level 1: Data would be fully public domain (CNN, public speeches, >public interviews, etc.) and generally viewable and copyable over the >Internet. >Level 2: Placing data on this level would open general viewing and >listening to the public across the Internet, but would block copying. >Level 3: This level would restrict access to academic researchers who >had signed a non-disclosure form. This form would set tight standards >regarding avoidance of use of personal names when required. It would >allow some temporary copying or downloading of the data for local >analysis, but would require that downloaded files be deleted after a >specific period and never further copied or distributed. >Level 4: This level would restrict access to academics who had signed >non-disclosure forms. In addition, it would totally disallow copying. >Level 5: Data on this level could be viewed only after the original >data collector had given approval over the Internet for the particular >researcher. >Level 6: This level would only allow viewing and listening in >controlled conditions under the direct on-line supervision of the >particular researcher. >Level 7: This level would only allow viewing and listening in >controlled conditions under the direct, in person, supervision of the >particular researcher. >Level 8: These data would not be viewable, but would be >archived in the format of the general system for use by the original >investigator only. > >I wonder if this level system would not only work to maintain >confidentiality, but also to support the "legitimate interests of the >original data collector." > >Please comment on this important issue. If you can think of other fora >for discussing this issue, that would be good to mention too. > >--Brian MacWhinney > > From k.m.eriksson at uppsala.mail.telia.com Thu Feb 18 19:46:36 1999 From: k.m.eriksson at uppsala.mail.telia.com (Marten Eriksson) Date: Thu, 18 Feb 1999 19:46:36 +0000 Subject: Sv: confidentiality Message-ID: Dear Brian, It is certainly an important issue you raise. I believe the primary decision is to be made by the parent or primary caregiver, and their decision has to be clearly documented. However the 8 levels you discern do hardly facilitate their decision. I suggest 3 levels would be sufficient for parents to choose from, e.g. level 3, 5, and 8. Moreover, I suggest a rather detailed standard for how tapes should be de-identifiable should be developed. Different levels of de-identification are also possible, from substituting names to shadowing one or all actors on a video. Marten Eriksson Senior Lecturer, Ph.D. Department of Health and Social Care University of Gavle 801 76 G?vle, Sweden Phone +46 26 64 82 11 From ks7t at andrew.cmu.edu Thu Feb 18 21:25:41 1999 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 18 Feb 1999 16:25:41 -0500 Subject: Confidentiality Message-ID: Brian -- I agree with both Kathy Hirsch-Pasek and Judy Bryant. One issue we need to keep in mind is the kind of confidentiality foreseen at the time the original research was approved by the local Internal Review Board. I too can imagine everyone having great difficulty getting post hoc permissions for greater access to video data in particular, but also audio data. In fact, in our lab school, we find parents are much more resistent to video data collection even, on the grounds of confidentiality concerns, than they used to be. So I think there'll have to be a really strict criterion for allowing access and some clear way to control this. For data already IN the Archive, it's not clear we can really allow anything below your highest level (8, was it?). With new contributions, we can plan for editing of audio tapes, say, to remove actual names and other private information. Videotapes pose a much bigger problem if the original data are to be made available outside the original researcher's lab. Eve From macw at cmu.edu Thu Feb 18 22:51:57 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 18 Feb 1999 17:51:57 -0500 Subject: confidentiality Message-ID: Dear Info-CHILDES, Thanks so far to Julie Masterson, Susan Ervin-Tripp, Amy Sheldon, Eve Clark, Marten Erikkson, Lynne Hewitt, and Kathy Hirsh-Pasek for comments on confidentiality. I think that everyone agrees that the researcher cannot "grant" permission unless permission was given by the people being observed. Conservatism is also a good idea, but even the most restrictive concept of data usage envisions some form of laboratory use of the data. To further thinking about this, we can divide data into three types. The first type is new data from normally-developing populations. Here, the availability of a graded set of confidentiality levels may help a researcher communicate with subjects regarding the use of the data. Susan Ervin-Tripp says that Berkeley uses a graded set much like this as a model for their current IRB review. However, Marten Eriksson and Amy Sheldon feel that eight categories are too many for parents. This is true. The list is there so that the experimenter can select out of these eight levels the one or perhaps two levels that are appropriate for the particular study. The crucial point is that, being able to refer permissions for a particular study back to this general typology will allow us to be clearer in the future regarding the level of permission being granted. A second type is new data from special populations. Because there is social stigma attached to being "different", it appears that these subjects and their parents do not want to have data used outside of the laboratory under any conditions. However, it seems to me that levels 6, 7, and 8 maintain this notion of "only used in the laboratory" for these populations. The third type is older data. Here, the issue of subject permission was often inexplicit. The internet did not exist and so this method of viewing data could not have been envisioned. I roughly agree with you that my Level 5 would be appropriate for older data of this type. Let my point out another issue that was mentioned today in discussions with Catherine Snow, Lauren Resnick and others regarding videos for teacher training regarding early native language oral proficiency. In such cases, it is important to have releases from each parent of each child being filmed. If a particular parent does not give a release, that child has to be "kept off screen". So there are further complications here even for new data. Finally, there are the technical issues. The blurring of voices and faces is technically possible. These are the audio and video equivalents of the use of pseudonyms for transcripts. If this is done, how does our understanding of the confidentiality issues change. I would think that it would then change radically. Am I wrong? It is easy to block network access to people who do not have passwords etc. However, as Amy Sheldon noted, it may not be so easy to block people from making copies of video. One possibility would be to add a banner to videos indicating that the data are for research purposes only and are not to be viewed outside of research laboratories and (in some cases) not copied. Can these banners be done in a way that presents them being "erased"? I'm not sure. --Brian MacWhinney From shanley at bu.edu Fri Feb 19 00:28:53 1999 From: shanley at bu.edu (Shanley E. M. Allen) Date: Thu, 18 Feb 1999 19:28:53 -0500 Subject: confidentiality Message-ID: While true that blurring of faces and removal of names from videotapes (and audiotapes for names) is possible, there are at least three problems: 1. it would be very time consuming 2. it would be very hard to get this exactly right (and thus even more time consuming) with children moving so much on the screen and a lot of talk going on (I'm thinking primarily of spontaneous speech in non-lab situations here) 3. there is a definite possiblity that these alterations will change the usefulness of the tapes for analysis I think the first two are very important logistical problems, and we really have to think about who's going to do all this work and where the money for it will come from to do it. However, I'm most interested in the third issue. For example, what if I'm trying to determine the relationship between eye gaze and use of demonstratives. Impossible if the faces are blurred. And what if I'm trying to study the phonological processes at morpheme boundaries. I potentially lose a lot of data in agglutinative languages where proper names often have suffixes, since I can't hear the proper name and don't know how it plays into the phonological form of the following morpheme. So I think one must also think of how the usefulness of the audio or video material is changed if alterations are made to protect confidentiality. For lots of types of research these changes won't matter, but for others they'll be quite important. Just one more aspect of this issue to think about. Shanley Allen. ***************************************************** Shanley E. M. Allen, Ph.D. Assistant Professor, Boston University Graduate Program in Applied Linguistics Developmental Studies Department, School of Education 605 Commonwealth Avenue, Boston, MA, 02215, U.S.A. phone: +1-617-358-0354 fax: +1-617-353-3924 e-mail: shanley at bu.edu ***************************************************** From asma.siddiki at oriel.oxford.ac.uk Fri Feb 19 00:32:42 1999 From: asma.siddiki at oriel.oxford.ac.uk (Asma Siddiki) Date: Fri, 19 Feb 1999 00:32:42 +0000 Subject: No subject Message-ID: Dear all, I don't know the answer to the following question and would like some help please. Do children learn the infinitive later than the indicative, and if so, then why? references???? - thanks. Asma ************************************************************ Asma Siddiki Dept. of Experimental Psychology Oriel College South Parks Road Oxford University Oxford University OX1 4EW OX1 3UD ************************************************************* From jp at psyc.nott.ac.uk Fri Feb 19 09:38:25 1999 From: jp at psyc.nott.ac.uk (Julian Pine) Date: Fri, 19 Feb 1999 09:38:25 +0000 Subject: Postdoctoral position at the University of Nottingham Message-ID: Postdoctoral position in language acquisition Julian Pine and Elena Lieven are looking for a postdoctoral researcher to work on an ESRC-funded project on lexical specificity in early grammatical development and its possible relation to lexical specificity in child-directed speech from a constructivist perspective. This is a two-year post based at the Department of Psychology at the University of Nottingham and the position is available from May 1999. Although the exact starting time is negotiable, we would hope to appoint a candidate as early as possible. The appointment will be on the RA1A scale with a salary of between ?15,735 and ?20,107 depending on qualifications and experience The position will involve working on an extensive database of naturalistic speech data from 12 English-speaking children and their mothers between the ages of 2 and 3 years all of which have already been transcribed in CHAT format. Applicants should have completed a Ph.D. in psychology, linguistics or a related discipline (preferably on some aspect of language acquisition), and should be prepared to develop their own research line within the general remit of the project as a whole. Familiarity with the CHILDES system would also be an advantage Please send a C.V., statement of research interests, two letters of recommendation, and a sample of written work on a relevant topic to: Julian Pine Department of Psychology University of Nottingham Nottingham NG7 2RD United Kingdom tel: +44 115 9515285 fax: +44 115 9515324 e-mail: jp at psyc.nott.ac.uk Deadline for receipt of applications: Friday 19th March 1999 From skklla at uta.fi Fri Feb 19 09:44:27 1999 From: skklla at uta.fi (Klaus Laalo) Date: Fri, 19 Feb 1999 11:44:27 +0200 Subject: your mail Message-ID: On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > At least in Finnish this is the case. The 3rd person indicative is pragmatically important and in FInnish also morphologically simple. References: Jorma TOivainen in the newest volume in the series Cross-linguistic comparison... (ed. by Slobin); many colleagues and also I myself have published some material but in mostly in Finnish, unfortunately. The doctoral dissertation of Toivainen is also in English (in the references of his contribution in SLobin (ed.) mentioned above and includes good material. Yours Klaus Laalo From m.vihman at bangor.ac.uk Fri Feb 19 09:44:29 1999 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Fri, 19 Feb 1999 10:44:29 +0100 Subject: infinitive vs. indicative Message-ID: On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > I would say that it depends on the verb forms in question and the way they are used in the input. In my son's first verb uses in Estonian, the infinitive is the first form for the verbs 'to get', 'to walk', and 'to drink' (found frequently in the input, as in 'Do you want to...?'), but the simple imperative, which is the same as the verb form used in negatives, is the form used for all the other early verbs. Neither of these forms are marked for person; the indicative with person markers comes in about 2 months later. In my view, there is a mix of phonological, morphological, and pragmatic factors that affect which verb forms are used early in a given language. (This kind of question will get some attention in a forthcoming issue of International Journal of Bilingualism, to be devoted to cross-linguistic studies of 'first steps in morphological and syntactic development'.) - marilyn vihman ------------------------------------------------------- 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 lmb32 at columbia.edu Fri Feb 19 14:35:04 1999 From: lmb32 at columbia.edu (Lois Bloom) Date: Fri, 19 Feb 1999 09:35:04 -0500 Subject: your mail Message-ID: The following publications may be of some help: Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning "to" in complement constructions. Journal of Child Language, 11, 391-406. --Lois Bloom On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > > From lmenn at psych.colorado.edu Fri Feb 19 17:43:25 1999 From: lmenn at psych.colorado.edu (Lise Menn) Date: Fri, 19 Feb 1999 10:43:25 -0700 Subject: your mail Message-ID: First, what would you consider to be evidence for 'learning the infinitive' vs. 'learning the indicative'? It is hard to show that learning proceeds on such broad fronts - a kid may learn to use the infinitive in some constructions, may simply use uninflected forms (in a language with lots of zero-morphemes or allomorphs) in other constructions in a way that some people would call 'use of the infinitive', and may use inflected forms of the verb in other contexts...then there are languages that have no infinitive (Japanese) or that have many of them (Finnish) but where they are not used as the citation form of the verb.... Lise Menn On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > From jeff at elda.fr Fri Feb 19 18:14:47 1999 From: jeff at elda.fr (Jeff ALLEN) Date: Fri, 19 Feb 1999 19:14:47 +0100 Subject: subject line for info-CHILDES posts Message-ID: Would it be possible for info-CHILDES subscribers to make sure to use relevant topics in the subject line of the messages that are posted? There have been a few posted lately entitled "your mail" and "re: your mail". It would have been more appropriate to label them as "indicative vs. infinitive constructions" or something like that. Using personal subject lines is confusing. Thanks. Jeff Allen ================================================= Jeff ALLEN - Directeur Technique ELRA / ELDA 55, rue Brillat-Savarin 75013 Paris FRANCE Tel: (+33) (0) 1.43.13.33.33 Fax: (+33) (0) 1.43.13.33.30 mailto:jeff at elda.fr http://www.icp.grenet.fr/ELRA/home.html "the points of view expressed in this message do not reflect the point of view of my employer or affiliated organizations" From bennettk at twsuvm.uc.twsu.edu Fri Feb 19 18:37:03 1999 From: bennettk at twsuvm.uc.twsu.edu (bennettk at twsuvm.uc.twsu.edu) Date: Fri, 19 Feb 1999 12:37:03 -0600 Subject: infinitives versus indicatives Message-ID: > > >>Date: Fri, 19 Feb 1999 12:15:58 >>To: Asma Siddiki >>From: bennettk at twsuvm.uc.twsu.edu >>Subject: Re: >> >> >> >>It depends on the language. Languages which >>have complicated systems of nonfinite verb uses, >>and uses which only occur in embedded clauses, >>would be difficult for children compared to >>finite verbs that require little or no >>morphological marking and/or occur in simple >>clauses. In English, the present progressive and >>irregular past forms of indicative verbs are >>fairly early to develop; the infinitive forms >>earliest to be acquired are unanalysed forms >>such as gonna X and wanna X where the to >>merges clitically with the main verb. It >>takes a longer time before the child is >>able to discern the morpheme boundary and >>re-analyse as going to X or want to X. >> >>-Tina Bennett-Kastor >> >> >> >>t 12:32 AM 2/19/99 +0000, you wrote: >>>Dear all, >>> >>>I don't know the answer to the following question and would like some help >>>please. >>> >>>Do children learn the >>>infinitive later than the indicative, and if so, then why? >>> >>>references???? - thanks. >>> >>>Asma >>>************************************************************ >>>Asma Siddiki Dept. of Experimental Psychology >>>Oriel College South Parks Road >>>Oxford University Oxford University >>>OX1 4EW OX1 3UD >>>************************************************************* >>> >>> >>> >>> >>> >>> >> > From wsnyder at uconnvm.uconn.edu Fri Feb 19 18:56:27 1999 From: wsnyder at uconnvm.uconn.edu (William B. Snyder) Date: Fri, 19 Feb 1999 13:56:27 -0500 Subject: Infin. vs. Indic. in Russian Message-ID: Dear Asma (and Info-CHILDES), Eva Bar-Shalom and I have a short paper due to appear in the BUCLD 23 proceedings, in which we examine the uses of morphologically infinitival, indicative, and imperative verbs in the early speech of the Russian child Varya (CHILDES, Protassova corpus). The main findings are as follows: + All three verb-types were attested in Varya's speech in the earliest transcript (at 1;6). + Varya's infinitives often occurred in apparently matrix contexts; these "root infinitives" frequently (though not always) had an imperative-like interpretation (e.g. "shirt to-remove" as a request that the child's shirt be removed). + Despite the similarity of interpretation between root infinitives and imperatives, these verb-forms exhibited different syntactic properties. Notably, imperatives (as well as indicatives) occured with the negation marker 'ne' in about 10% of their uses, but Varya's root infinitives were never negated. (This contrast was robustly significant by Fisher exact test.) The findings for Varya are consistent with Gvozdev's classic (1961) report on his diary study of the acquisition of Russian by his son Zhenya. According to Gvozdev, Zhenya began producing imperative verb-forms even earlier than indicative ones. Moreover, shortly after beginning to produce imperatives, Zhenya (like Varya) started to produce matrix infinitives with a "command-like" meaning. Thus, at least in these particular Russian children, the morphologically infinitival and imperative forms were very early acquisitions, possibly even a bit earlier than their indicative counterparts. With best regards, William Snyder Department of Linguistics University of Connecticut References: Bar-Shalom, E. and Snyder, W. (in press) "On the relationship between root infinitives and imperatives in early Child Russian." In _Proceedings of the 23rd Meeting of the Boston University Conference on Language Development_. Somerville, MA: Cascadilla Press. Gvozdev, A. (1961) _Formirovanie u rebenka grammaticheskogo stroja russkogo jazyka, Parts I and II_. Moscow: Akad. Pedagog. Nauk. On Fri, 19 Feb 1999, Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* > > > > > > From doneill at watarts.uwaterloo.ca Fri Feb 19 22:39:29 1999 From: doneill at watarts.uwaterloo.ca (Daniela O'Neill) Date: Fri, 19 Feb 1999 17:39:29 -0500 Subject: assessing 2nd language exposure Message-ID: In connection with a research project of mine in which parents are being asked about children's communicative competence, I would like to ask parents about their child's exposure to any other language except English. I have found, however, that I am unsure as to the best way to proceed with this as bilingual language development is not my area of expertise. I would be very appreciative if anyone might be able to give me some advice as to how best to frame the questions in a way that parents can give an accurate picture of the level of exposure. Some issues that I have thought would be important to address (but am not sure how to ask about) are: 1. What is the level of exposure to the(se) other language(s): Is it best to ask parents to estimate this as in terms of number of hours a day? (week?) or in terms of a percentage of the time they speak to the child? 2. Should one also consider how much time each parent spends with the child each day? And, as above, should this be in terms of hours a day or is there a better way to ask about this? 3. How many possible sources of exposure to another language should be considered? (e.g, parents, grandparents, daycare etc.) 4. Should one ask about the language spoken between the parents (thus observed by the child) even if this language is not spoken to the child? (For example, I recently had a mother in the lab who told me she speaks Turkish to her child, the father speaks English to the child, and she and the father speak German to each other.) At present, I am only familiar with the questionnaire given to parents as part of the norming study for the MacArthur Inventories and described in the manual. I am wondering, however, if other researchers have developed such questionnaires and might be willing to share them with me or might have other suggestions as to important issues to consider in developing such a questionnaire for parents. Thanks! Daniela O'Neill Dept. of Psychology University of Waterloo Waterloo, ON N2L 3G1 Canada From szagun at psychologie.uni-oldenburg.de Sat Feb 20 11:28:17 1999 From: szagun at psychologie.uni-oldenburg.de (Gisela Szagun) Date: Sat, 20 Feb 1999 12:28:17 +0100 Subject: infinitives and indicative/asma siddiki Message-ID: Presumably it depends on the language and on your criterion of acquisition. In our current study on the acquisition of German we use two criteria of acquisition: 1) initial acquistion when a child uses an inflectional morpheme (in this case infinitive or markings for person) on three different lexical items. 2) we calculate the percentage of correct use of a particular morpheme in a linguistic context in which the particular marking is obligatory. Using these criteria we find that - at least in German - children start with a root from of the verb which often has a schwa sound ending but not the proper infinitive ending which is -en. Most children tend to acquire 3rd person singular ending in -t first, followed by infinitive which remains unmarked (or as a kind of root form) in a substantial portion of cases for several months after initial acquisition. This is less the case for 3rd person singular or 2nd person singular, or 1st and 3rd person plural (which have identical marking with the infinitive). Gisela Szagun ____________________________________________ Prof. Dr. Gisela Szagun Institut fuer Kognitionsforschung Fb 5, Psychologie, A 6 Carl-von-Ossietzky Universitaet Oldenburg Postfach 2503 D-26111 Oldenburg Germany _________________________________________ tel: + (0)441 798 5146 fax: + (0)441 798 5170 From johnsonb at eagle.cc.ukans.edu Sat Feb 20 21:28:50 1999 From: johnsonb at eagle.cc.ukans.edu (Bonnie W. Johnson) Date: Sat, 20 Feb 1999 15:28:50 -0600 Subject: infinitives and indicative/asma siddiki Message-ID: >Presumably it depends on the language and on your criterion of >acquisition. In our current study on the acquisition of German we >use two criteria of acquisition: 1) initial acquistion when a child uses >an inflectional morpheme (in this case infinitive or markings for >person) on three different lexical items. 2) we calculate the >percentage of correct use of a particular morpheme in a linguistic >context in which the particular marking is obligatory. For the second criteria, what is the minimal number of obligatory contexts required? 3? 5? -Bonnie ------------------------------------ | Bonnie W. Johnson | | bjohnson at ukans.edu | ------------------------------------ From macw at cmu.edu Sat Feb 20 21:22:12 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 20 Feb 1999 16:22:12 -0500 Subject: new Japanese corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new Japanese corpus from Susanne Miyata of Aichi Shukutoku Junior College. Susanne had already contributed one corpus from Aki earlier. This new corpus is the Ryo corpus. Our thanks to Susanne for making available the first data on the acquisition of Japanese. These data are in japanese.sit and japanese.zip on the server. --Brian MacWhinney The combined readme file (which is now also in the database manual) for the two corpora is as follows: ************************ Japanese - Miyata Miyata, Susanne Aichi Shukutoku Junior College 23 Sakuragaoka Chikusa-ku Nagoya 464 Japan smiyata at asjc.aasa.ac.jp If you use this data or parts of it, please send one printed copy of your article/publication to Susanne Miyata Warnings a) These data are not suitable for the study of the mother?s overall language behavior, except for questioning and answering behavior. The Aki data were originally sampled for the study of the child?s question development and many remarks of the mother are not transcribed. These omitted parts are unfortunately *unmarked*. b) Reliability was not checked. c) The length of the observational sessions differ. Pseudonyms Aki and Ryo?s parents gave their kind consent for the publication of this data. However their names have been replaced with pseudonyms to preserve a minimum of privacy. History This data was collected during the preparation of a dissertation about question acquisition (starting at Nov.17th, 1986 when Ryo was 1;3.3, and ending at Sep.13th, 1988, at 3;0.30). The children were observed once a week for about one hour at their home while playing with their mother. In the previous observations it had proved convenient for both mother and observer to fix weekday and time. As Aki and Ryo were quite late risers, we decided to start each session after 10 o?clock in the morning. After a short period of excitement, the child would settle down to play. The videorecordings started usually about 10:20. For the recording I held the camera in my lap (rather than in front of my face), a method that had proved effective in prior observations. The setting was free indoor play. The mother was instructed to ?make the child speak?, but there were no regulations concerning the kind of play. The transcription was done in Romaji (Hebon) rather than in Japanese script, in order to better preserve the actual pronunciation. I also used UNIBET symbols, especially when the meaning of the utterance was unclear. For slightly deviant items with clear meaning no phonetical transcription is provided. The transcription was done in JCHAT 1.0 Hebon, using WAKACHI98 (see Oshima/MacWhinney eds. 1995, Miyata/Naka 1998).Situational cues were provided to a certain extent, to make it possible to follow the conversation without visual cues. Codes Question intonation was coded using $FIN (falling intonation) and $RIN (rising intonation). Where unmarked, assume rising intonation. Wa-questions were coded (see Miyata 1992, 1993) using the following four codes: $WAP wa-Question(Place) papa wa? where is Papa? $WAN wa-Question(Name) kore wa? what is this? $WAE wa-Question(Educational) gomen ne wa? what about ?sorry?? $WAG wa-Question(General) papa wa ookii. mama wa? Papa is big. What about Mama? The final particles ?no? and ?wa? which are homophonic to case particles, have been marked as ?no at fp? and ?wa at fp?. MLU computation There are 3 different bi-monthly MLU values: Jiritsugo-fuzokugo-MLU (Ogura 1998), Morikawa-shiki-MLU and Minami-shiki-MLU. The first one counts words and particles, the second one all morphemes except PRES and the third one includes PRES. For details see Miyata (1998). Biographical data Aki was born on 27-Sep-1987 in Nagoya, the firstborn child. His mother was 31 years old at the time of his birth. Pregnancy and delivery were normal. Aki?s birth weight was 2870 g. His physical development was normal, aside from a 6-day hospital stay (2;4.30-2;5.4) due to a small operation (surgical cut of a short thumb sinew), and he was healthy throughout the observation. Aki was an active, curious, fearless child, very interested in books and stories. However, his concentration span was quite short, and he would soon grow weary. His pronunciation was very clear. He uttered his first word at 1;8. In February 1995, he was an average student in the 1st grade of primary school. Participants AMO, Mother, called ?Okaasan?, 32 years, pianist, part-time lecturer in the piano section of a senior high school in Nagoya, and gives private lessons, and concerts. AFA, Father, called ?Otoosan?, associate professor for biogenetics at a University in a nearby town to Nagoya REE, 2-year-old younger brother Ree, called ?Reechan?, born 22-AUG-89 (Aki?s age: 1;10:26) OBA, baby sitter, called ?Obasan?, 61 years, no university degree BAA, Grandmother, maternal), called ?Baaba?, former primary school teacher OOB, Grandmother, paternal, called ?Obaasan?, housewife SUZ, Investigator, called ?Suuze(san)?, friend of AMO, AKI, AMO, AFA, REE live together. Occasionally BAA and sometimes also OOB come to visit. Situational descriptions The family lives in an apartment in the center of Nagoya. The apartment consists of: B bath, called ?ofuro?) T toilet, called ?toire? H long hall, called ?rooka? P piano room, called ?piano no heya?, normally closed TA tatami room, called ?tatami no heya?, open to living room, serves as sleeping room at night, L living room, called ?ima? or ?oheya?, room where Aki?s toys and books are stored K dining kitchen, called ?daidokoro?, open to living room kk kitchen counter TT dining table V balcony (called ?beranda?, in front of piano room, tatami room, living room) Publications using these data should cite: Miyata, Susanne 1995, The Aki Corpus - Longitudinal Speech Data of a Japanese Boy aged 1.6-2.12 -, Bulletin of Aichi Shukutoku Junior College No.34, 1995:183-191 Additional relevant publications include: Miyata, S. (1993) Japanische Kinderfragen: Zum Erwerb von Form - Inhalt - Funktion von Frageausdr?cken, Hamburg (OAG) Miyata, S. (1992) Wh-Questions of the third kind: The strange use of wa-questions in Japanese children, Bulletin of Aichi Shukutoku Junior College, 31, 151-155 Miyata, S. & Naka, N. (1998) WAKACHI98, JCHAT?98 CD-ROM Miyata, Susanne 1998, Nihongo Kakutoku to MLU keisan: Slice MLU, paper presented at the 6th meeting of JSDP, March 1998. Oshima-Takane, Y. & MacWhinney, B. 1995, (rev. ed. 1998). CHILDES Manual for Japanese, McGill University /Chukyo University. From Tiiu.Salasoo at pgrad.arts.usyd.edu.au Sun Feb 21 23:23:15 1999 From: Tiiu.Salasoo at pgrad.arts.usyd.edu.au (Tiiu Salasoo) Date: Sun, 21 Feb 1999 23:23:15 +0000 Subject: Indicative before infinitives? Message-ID: Dear Asma Siddiki, I also would like to stress that it depends very much on the language concerned and, thus, also on the input. As a further clarification for Estonian, a synthetic, semi-agglutinative language, all the children I have studied (3 extensively, others more superficially) used unmarked verb stems first. But there may be 6 allomorphs for a stem of a verb! The present indicative stem allomorph is used unmarked in 2 adult forms: on its own as the singular imperative, e.g. "tee!" (make!) (occuring usually very often in the input as commands to the child) and as part of negation, e.g. "ei tee" (not make) - and these forms were among the first used by the children, who continued also for a while to use the indicative stem without the person markings, which adults would add, e.g. "teen" (make - present 1st person singular). There are 2 infinitives in Estonian. The unmarked ma-infinitive stem is never used by adults, it is used in the past tense with the past tense marker, followed by the person marker (except for the 3rd person singular), e.g. "tegi" (made - past 3rd person singular), tegin (made - past 1st person singular). The second, da-infinitive, used with transitive verbs, has as a specific stem allomorph,usually marked by -da, sometimes just by -a, e.g. as in "teha "(to make). Although there was some variation among the children in terms of the length of the interval, the ma-infinitive stem began to be used always after the first use of the indicative stem, first unmarked and later marked. Great variation was seen, however, in the use of the da-infinitive: the bilingual child using it a month after the first observation (when he was already using the indicative stem), the child in the native environment using it first about 5 months after the first use of the indicative stem, and the child in Australia had not used it yet 5 months after the initial use of the indicative stem (when the observation ended). Thus the Estonian infinitives were definitely used later than the present indicative stem. More detail can be found in: Salasoo, T. (1996) Observations in the Natural Acquisition of Estonian Morphology - A Mix-and-Match of Stems and Suffixes. Paper presented at the FU8 Congressus Octavus Internationalis Fenno-Ugristarum 10-15.8.1995, at Jyv?skyl?, Finland and in Martin, M. & Muikku-Werner, P. (Eds.). Finnish and Estonian - New Target Languages, Centre for Applied Language Studies, University of Jyv?skyl?, Finland. Salasoo, T. (1997). Same Goal in Three Settings: Early Acquisition of Estonian in Native Monolingual, Non-native Monolingual and Bilingual Environments. Paper at the XVI International Congress of Linguistics at Paris, France, 20-25.7.1997. CD-ROM on the conference, Elsevier, 1998. Asma Siddiki wrote: > Dear all, > > I don't know the answer to the following question and would like some help > please. > > Do children learn the > infinitive later than the indicative, and if so, then why? > > references???? - thanks. > > Asma > ************************************************************ > Asma Siddiki Dept. of Experimental Psychology > Oriel College South Parks Road > Oxford University Oxford University > OX1 4EW OX1 3UD > ************************************************************* From Tiiu.Salasoo at pgrad.arts.usyd.edu.au Sun Feb 21 23:26:43 1999 From: Tiiu.Salasoo at pgrad.arts.usyd.edu.au (Tiiu Salasoo) Date: Sun, 21 Feb 1999 23:26:43 +0000 Subject: Indicative before infinitive? Message-ID: Dear Asma Siddiki, I also would like to stress that it depends very much on the language concerned and, thus, also on the input. As a further clarification for Estonian, a synthetic, semi-agglutinative language, all the children I have studied (3 extensively, others more superficially) used unmarked verb stems first. But there may be 6 allomorphs for a stem of a verb! The present indicative stem allomorph is used unmarked in 2 adult forms: on its own as the singular imperative, e.g. "tee!" (make!) (occuring usually very often in the input as commands to the child) and as part of negation, e.g. "ei tee" (not make) - and these forms were among the first used by the children, who continued also for a while to use the indicative stem without the person markings, which adults would add, e.g. "teen" (make - present 1st person singular). There are 2 infinitives in Estonian. The unmarked ma-infinitive stem is never used by adults, it is used in the past tense with the past tense marker, followed by the person marker (except for the 3rd person singular), e.g. "tegi" (made - past 3rd person singular), tegin (made - past 1st person singular). The second, da-infinitive, used with transitive verbs, has as a specific stem allomorph,usually marked by -da, sometimes just by -a, e.g. as in "teha "(to make). Although there was some variation among the children in terms of the length of the interval, the ma-infinitive stem began to be used always after the first use of the indicative stem, first unmarked and later marked. Great variation was seen, however, in the use of the da-infinitive: the bilingual child using it a month after the first observation (when he was already using the indicative stem), the child in the native environment using it first about 5 months after the first use of the indicative stem, and the child in Australia had not used it yet 5 months after the initial use of the indicative stem (when the observation ended). Thus the Estonian infinitives were definitely used later than the present indicative stem. More detail can be found in: Salasoo, T. (1996) Observations in the Natural Acquisition of Estonian Morphology - A Mix-and-Match of Stems and Suffixes. Paper presented at the FU8 Congressus Octavus Internationalis Fenno-Ugristarum 10-15.8.1995, at Jyv?skyl?, Finland and in Martin, M. & Muikku-Werner, P. (Eds.). Finnish and Estonian - New Target Languages, Centre for Applied Language Studies, University of Jyv?skyl?, Finland. Salasoo, T. (1997). Same Goal in Three Settings: Early Acquisition of Estonian in Native Monolingual, Non-native Monolingual and Bilingual Environments. Paper at the XVI International Congress of Linguistics at Paris, France, 20-25.7.1997. CD-ROM on the conference, Elsevier, 1998. Regards, Tiiu Salasoo From Tiiu.Salasoo at pgrad.arts.usyd.edu.au Sun Feb 21 23:44:27 1999 From: Tiiu.Salasoo at pgrad.arts.usyd.edu.au (Tiiu Salasoo) Date: Sun, 21 Feb 1999 23:44:27 +0000 Subject: Assessing L2 use by parents Message-ID: Dear Daniela, The very first thing to remember is to ask the parents about their children in as simple and uncomplicated everyday language as possible, e.g do not use such terms as "level of exposure", etc. Secondly, the questions should be phrased as unambiguously as possible, i.e. that it cannot be read by someone as meaning something that was not intended. So, re : 1. What is the level of exposure to the(se) other language(s): Is it best to ask parents to estimate this as in terms of number of hours a day? (week?) or in terms of a percentage of the time they speak to the child? I would ask them for a rough estimation of the PROPORTION of the time the child is spoken to in another language than English. I might give them as a range: all the time, about 3/4 of the time, about half of the time, about a quarter of the time, hardly at all, never. They might say, it varies from day to day. Perhaps you should ask them to estimate it for, say, a week. And then I would ask them to estimate roughly about HOW MANY HOURS PER WEEK would that make Then I would like to try to find out WHO speaks to the child in the other language, WHICH LANGUAGE and HOW MUCH. 2. Should one also consider how much time each parent spends with the child each day? And, as above, should this be in terms of hours a day or is there a better way to ask about this? Does it matter for what you want to find out? 3. How many possible sources of exposure to another language should be considered? (e.g, parents, grandparents, daycare etc.) See 1. above. 4. Should one ask about the language spoken between the parents (thus observed by the child) even if this language is not spoken to the child? (For example, I recently had a mother in the lab who told me she speaks Turkish to her child, the father speaks English to the child, and she and the father speak German to each other.) Yes, you need to estimate all the input. At present, I am only familiar with the questionnaire given to parents as part of the norming study for the MacArthur Inventories and described in the manual. I am wondering, however, if other researchers have developed such questionnaires and might be willing to share them with me or might have other suggestions as to important issues to consider in developing such a questionnaire for parents. It is best, if you develop your own, because only you know what you want to find out. This should be clarified first, and the next consideration should be regarding the best way to obtain the information you need. The method of analysis should be decided before questions are phrased. It is very difficult to analyse large numbers of free-prose answers, although they are the most telling! Someone else should try to answer the questions before going into print. If you send me a copy on E-mail, I'd be very happy to do so and comment. Good luck! Tiiu Salasoo From molsen at umiacs.umd.edu Mon Feb 22 15:07:45 1999 From: molsen at umiacs.umd.edu (Mari Broman Olsen) Date: Mon, 22 Feb 1999 10:07:45 -0500 Subject: Computer Assisted Language Learning for kids? Message-ID: I would appreciate pointers to literature, software, or listserves dealing with computer assisted language learning for children. Additionally, has anyone on this list done research on kids SLA, perferable ex situ (that is, on teaching little kids a second language where they don't get exposure in their daily lives)? Any help appreciated (am working on a grant proposal...). Thanks ******** 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 jparad at po-box.mcgill.ca Mon Feb 22 18:52:53 1999 From: jparad at po-box.mcgill.ca (Johanne Paradis) Date: Mon, 22 Feb 1999 14:52:53 -0400 Subject: assessing 2nd language exposure Message-ID: Dear Daniela, I have been doing research on bilingual language development for a few years, and we are *always* in the process of changing our language background questionnaire. But, I hope I can provide some useful comments on the issues you have raised. > >1. What is the level of exposure to the(se) other language(s): Is it best >to ask parents to estimate this as in terms of number of hours a day? >(week?) or in terms of a percentage of the time they speak to the child? First, one thing we do is we go over the questionnaire with the parents point by point rather than having them fill it out by themselves. We find that the information we get is more easily compared across subjects that way. One of the points we spend some time over is amount of exposure. Asking parents to come up with a number off the top of their heads is not usually effective. We often ask preliminary questions about their daily schedules and the child's daily schedule and work out together how many hours out of the child's waking hours are spent in each language (to be refined with information from other questions, like your question 2). We also check to see if patterns change on the weekends (they usually do). Once we have that information, we can make our own estimates about weekly amounts of exposure. > >2. Should one also consider how much time each parent spends with the >child each day? And, as above, should this be in terms of hours a day or >is there a better way to ask about this? We have found this to be a very important issue. There have been individual cases where the children have failed to achieve true bilingual success in spite of parental claims to what should be sufficient amounts of exposure. A variable that appears to affect bilingual outcome is how much the caregiver who is supposedly providing input in a certain language actually speaks to the child at all or in that language. We haven't figured out a simple way to investigate this, but we do ask questions about what each parent does with the child (Are they playing directly with the child or supervising the child's play while they try to get supper ready?) > >3. How many possible sources of exposure to another language should be >considered? (e.g, parents, grandparents, daycare etc.) We always consider other sources because for inclusion in our studies, a child must only have sustained and effective exposure to two languages - in other words, we want bilinguals, not trilinguals. Often a smattering of exposure to a third langauge via a grandparent seems to have little demonstrative effect, and we disregard it. We ask whether the child shows comprehension or spontaneous production of that language other than for fixed routines and names. Daycare usually constitutes a lot of exposure, depending on how long the child has been in daycare at the time of study. We have included children in some of our studies who have become bilingual *through* daycare, and not through their parents. > >4. Should one ask about the language spoken between the parents (thus >observed by the child) even if this language is not spoken to the child? >(For example, I recently had a mother in the lab who told me she speaks >Turkish to her child, the father speaks English to the child, and she and >the father speak German to each other.) Yes, we do ask about this. We don't know what children learn from overheard speech, but for us it is important to keep track of and pursue in the same way as the information regarding question (3) and for the same reasons. Please feel free to contact me, if you would like further information. Regards, Johanne ****************** Johanne Paradis, Ph.D. School of Communication Sciences and Disorders McGill University 1266 Pine Ave. West Montreal, Quebec H3G 1A8 phone: (514) 398-4102 fax: (514) 398-8123 From vhouwer at uia.ua.ac.be Wed Feb 24 12:45:04 1999 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Wed, 24 Feb 1999 13:45:04 +0100 Subject: Fellowship for newly independent states (fwd) Message-ID: The message below may be of interest to some info-childes readers in newly independent states. As I understand the announcement, it is not uniquely meant for members of the Int'l Sociological Association. --Annick De Houwer ---------- Forwarded message ---------- Date: Mon, 22 Feb 1999 19:05:09 +0100 From: International Sociological Association Subject: Fellowship for newly independent states To: Members of the International Sociological Association Nominations and Applications from NIS Social Scientists for AAAS Fellowship Program The Rural Sociological Society (RSS), in collaboration with the American Association for the Advancement of Science (AAAS) invites Newly Independent State (NIS) social scientists to apply for a one-month Fellowship program to be held in Washington D.C. and a host American institution. RSS is inviting applications and nominations of social scientists from NIS countries (Russia, Ukraine, Belarus, Kazakhstan, Moldova, Azerbaijan, Tajikistan, Kyrgystan, Uzbekistan, Georgia, Turkmenistan, Armenia, and Belarus) to participate in this program. The program is funded by a grant from the U.S. National Science Foundation. It allows representatives from scientific associations in NIS countries to come to the United States for four weeks to see how such associations are run in the United States and to share information on how associations in NIS countries are organized. The program runs for four weeks beginning the first week in September. The RSS invites applications to participate in this program. Travel, lodging, and per diem would be provided by AAAS. The first two weeks would be spent in an orientation program with US scientists and other NIS society representatives. This program introduces the attendees to how science is organized in the US. The second two weeks would be spent at AAAS, RSS, and a host institution learning about RSS operations, publications, and other issues. Applicants should send a letter of interest, a resume or curriculum vita with their professional background information, and two reference letters by April 1, 1999. The application letter should outline how the applicant will be positioned to contribute to the development of one or more social science associations in the home country. The letter also should identify previous institutional contacts or preferences for contact for the additional two weeks of their U.S. visit. Address Applications to: Professor Larry Burmeister Department of Sociology, University of Kentucky 500 Garrigus Bldg., Lexington, Kentucky 40546-0215, USA Voice 606.257.7588 Fax 606.258.5842 email: burm0 at pop.uky.edu From roma at theory2.phys.yorku.ca Wed Feb 24 00:44:36 1999 From: roma at theory2.phys.yorku.ca (roma at theory2.phys.yorku.ca) Date: Tue, 23 Feb 1999 19:44:36 -0500 Subject: No subject Message-ID: TO: IASCL PARTICIPANTS BILBAO MEETING POINT I will be travelling from Frankfurt (Germany) to Bilbao on Sunday July 11th - arriving in Bilbao at 12:00 noon. I am looking for a travelling companion(s) to meet in Bilbao at the airport and to travel by bus, or share a taxi to San Sebastian. Roma Chumak-Horbatsch From emma.hayios at psy.ox.ac.uk Tue Feb 23 13:22:58 1999 From: emma.hayios at psy.ox.ac.uk (Emma Hayios) Date: Tue, 23 Feb 1999 13:22:58 GMT Subject: Bilingualism and dyslexia Message-ID: Dear all, Does anybody know of any (suggestions of) links between bilingualism and developmental dyslexia? Emma ***************************************************************************** Emma Hayios Dept of Experimental Psychology South Parks Rd Oxford OX1 3UD Tel 01865 271396 From otomo at u-gakugei.ac.jp Thu Feb 25 01:50:28 1999 From: otomo at u-gakugei.ac.jp (Otomo Kiyoshi) Date: Thu, 25 Feb 1999 10:50:28 +0900 Subject: Call for Papers Message-ID: Japanese Society of Language Science (tentative name) First Conference (August 7-8, 1999, Tokyo, Japan)/ First Announcement Call for Papers The Japanese Society of Language Science (tentative name) hopes to expand upon previous JCHAT workshops and meetings. This society promotes research in various areas of language sciences, such as language acquisition, psycholinguistics, sociolinguistics and discourse analysis, and aims to support research in language sciences by encouraging dialogue between researchers, and by sponsoring conferences and workshops. Shizuo Iwatate of Shizuoka University has been elected to coordinate the preparations for the first conference, and preparations are currently under way. The first conference will consist of (a) keynote address(es) by (an) invited speaker(s), a symposium and paper presentations. The JCHAT workshop, which has conventionally been held at the same time as the research presentations, will be conducted at a later date. Shizuo Iwatate (Department of Education, Shizuoka University) Chairperson, Organizing Committee email: siwatate at qa2.so-net.ne.jp CONFERENCE DATES & LOCATION The dates of the conference are August 7 (Sat.) and August 8 (Sun.), and the location will be in Tokyo, Japan. The exact location of the conference will be decided in early March and will be announced on the JCHAT mailing list and the third announcement (conference program). INVITED SPEAKER & SYMPOSIUM Brian MacWhinney (Carnegie Mellon University) will be our invited speaker. The contents of the symposium are currently being decided. This will be announced in our third announcement (conference program). 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). 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. Moreover, we will only accept one submission per person (as the first author). We are currently accepting submissions which are broadly related to the field of language sciences, but we are in the process of specifying narrower research areas. These areas will be announced in the second announcement through the JCHAT mailing list. 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 Submissions for presentations must be postmarked by April 10 (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. 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: 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) ( ) From m47075a at nucc.cc.nagoya-u.ac.jp Thu Feb 25 07:00:48 1999 From: m47075a at nucc.cc.nagoya-u.ac.jp (Taguchi Kanae) Date: Thu, 25 Feb 1999 16:00:48 +0900 Subject: =?ISO-2022-JP?B?GyRCJCo0aiQkGyhC?= Message-ID: JCHAT??? ??????? ?????????????? ??????????????????????????????? ??????????????????????????? ???????????????????????? ?????????????????????? ???????????????? ************************************ ????????? ?????????????????? ????????? ?e-mail : m47075a at nucc.cc.nagoya-u.ac.jp ************************************ From vhouwer at uia.ua.ac.be Thu Feb 25 09:15:26 1999 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Thu, 25 Feb 1999 10:15:26 +0100 Subject: conferences in Japan Message-ID: Dear colleagues, For anyone who is not aware of this and might be interested in the conference announced below (cf earlier posting on info-childes) please note that between August 1 and 6 Waseda University in Tokyo, Japan, will be hosting the 12th World Congress of Applied Linguistics (see http://langue.hyper.chubu.ac.jp/jacet/AILA99). Child language researchers may be particularly interested in the 4-hour symposium I will be organising there as Convenor for the AILA Scientific Commission on Child Language entitled: "The early acquisition of more than one language from infancy with special reference to Japanese". I will be happy to send out the symposium proposal and abstracts to anyone who is interested. --Annick De Houwer ---forwarded message (extract)---- Date: Thu, 25 Feb 1999 10:50:28 +0900 From: Otomo Kiyoshi To: info-childes at childes.psy.cmu.edu Subject: Call for Papers Japanese Society of Language Science (tentative name) First Conference (August 7-8, 1999, Tokyo, Japan)/ First Announcement Call for Papers The Japanese Society of Language Science (tentative name) hopes to expand upon previous JCHAT workshops and meetings. This society promotes research in various areas of language sciences, such as language acquisition, psycholinguistics, sociolinguistics and discourse analysis, and aims to support research in language sciences by encouraging dialogue between researchers, and by sponsoring conferences and workshops. From jjm095f at mail.smsu.edu Thu Feb 25 15:45:53 1999 From: jjm095f at mail.smsu.edu (Masterson, Julie) Date: Thu, 25 Feb 1999 09:45:53 -0600 Subject: computer lang learning Message-ID: Mari, I just finished editing two issues of Seminars in Speech and Language on technology and speech/language assessment/intervention. They will be published in May and August, 1999. There were two papers on using computers in language therapy- refs are (will be??)-- Cochran, P., & Nelson, L. (1999. Technology applications in intervention for preschool children with language disorders, Seminars in Speech and Language, 20(3). Wood, L., & Masterson, J. (1999). The use of technology to facilitate language skills in School-age children. In the meantime, I'm pasting in the ref lists from those two papers. Probably more than you really wanted to know! Bottom line in both of these papers is that computers don't really "assist" children in learning language. However, in the hands of a capable clinician or teacher, they can be a wonderful resource/tool. Happies, Julie Masterson Adams, L., & Waldron, C. (1998). Surfing for literacy. The Clinical Connection, 11(2), 20-21. Bahr, C., Nelson, N., Van Meter, A. (1996). The effects of text-based and graphics-based software tools on planning and organizing of stories. Journal of Learning Disabilities, 29(4), 355-370. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Lawrence Erlbaum. Higgins, K., Boone, R., & Lovitt, T. (1996). Hypertext support for remedial students and students with learning disabilites. . Journal of Learning Disabilities, 29(4), 402-412,. Hunt-Berg, M., Rankin, J., & Beukelman, D. (1994). Ponder the possibilities: Computer-supported writing for struggling writers. Learning Disabilities Research and Practice, 9 (3), 169-178. Lange, H. R., (1991). Voice technologies in libraries: A look into the future. Library Hi Tech, 35, 87-96. Langone, J., Levine, B., Clees, T. J., Malone, M., & Koorland, M. (1996). The differential effects of a typing tutor and microcomputer-based word processing on the writing samples of elementary students with behavior disorders. Journal of Research on Computing in Education, 29, 141-58. MacArthur, C. (1996). Using technology to enhance the writing processes of students with learning disabilities. Journal of Learning Disabilities, 29, 344-54. Mathy-Laikko, P., & Bilyeu, D. (1994). Voice input technology: The myth and the (current) reality. Presentation at the Nebraska Augmentative Communication Conference, Mahoney State Park, NE. Nichols, L. (1996). Pencil and paper versus word processing: A comparative study of creative writing in the elementary school. Journal of Research on Computing in Education, 29, 159-66. Reitsma, P. (1988). Reading practice for beginners: Effects of guided reading, reading-while-listening, independent reading with computer-based speech feedback. Reading Research Quarterly, 23, 219-34. Sturm, J. (1998). Using computer software tools to facilitate narrative skills. The Clinical Connection, 11(1), 6-9. Sturm, J. M., Rankin, J. L., & Beukelman, D. R., (1994, November). Using word-prompt computer programs with LD student writers. Poster session presented at the American Speech-Language-Hearing Association Convention, New Orleans, LA. Sturm, J. M., Rankin, J. L., Beukelman, D. R., & Schutz-Meuhling, L. (1997). How to select appropriate software for computer-assisted writing. Intervention in School & Clinic, 32 (3), 148-162. Thomas,-Stonell, N, Kotler, A., Leeper, H. A., & Doyle, P. C. (1998). Computerized Speech Recognition: Influence of intelligibility and perceptual consistency on recognition accuracy. Augmentative and Alternative Communication, 14, 51-56. Wetzel, K. (1996). Speech-recognizing computers: A written-communication tool for students with Learning Disabilities? Journal of Learning Disabilities, 29, 371-80. Wood, L. A., Rankin, J. L., & Beukelman, D. R., (1997). Word prompt programs: Current Uses and Future Possibilities. American Journal of Speech-Language Pathology, 6, 57-65. Wood, L. A., & Sturm, J. M. (1997). Getting Started with Computer Supported Literacy. The Clinical Connection, 10, 14-16. Woodruff, E., Bereiter, C., & Scardamalia, M. (1981). On the road to computer assisted compositions. Journal of Educational Technology Systems, 10 (2), 133-49. Alloway, N. (1994). Young children's preferred option and efficiency of use of input devices. Journal of Research on Computing in Education, 27, 104-110. Behrmann, M. M. (1998). Assistive technology for young children in special education. In C. Dede (Ed.), Association for Supervision and Curriculum Development 1998 Yearbook (Vol. 4, pp. 73-93). Alexandria, VA: Association for Supervision and Curriculum Development. Bozic, N. (1995). Using microcomputers in naturalistic language intervention: The trialling of a new approach. British Journal of Learning Disabilities, 23, 59-62. Bozic, N., Cooper, L., Etheridge, A., & Selby, A. (1995). Microcomputer-based joint activities in communication intervention with visually impaired children: A case study. Child Language Teaching and Therapy, 11, 91-105. Clements, D.H. (1987, November). Computers and young children: A review of research. Young Children, 43, 34-44 Clements, D. H., Nastasi, B.K., & Swaminatha, W. (1993, January). Young children and computers: Crossroads and directions from research. Young Children, 48, 56-64. Cochran, P. S., & Masterson, J. J. (1995). NOT using a computer in language assessment / intervention: In defense of the reluctant clinician. Language, Speech, and Hearing Services in Schools, 26, 213-222. Crook, C. (1992). Young children's skill in using a mouse to control a graphical computer interface. Computers Education, 19, 199-207. Fazio, B. B., & Rieth, H. J. (1986). Characteristics of pre-school handicapped children's microcomputer use during free-choice periods. Journal of the Division for Early Childhood, 10, 247-254. Glasgow, J.N. (1996, November). It's my turn! Pt. I: Motivating young readers. Learning and Leading with Technology, 24, 20-23. Harn, W. E. (1986). Facilitating acquisition of subject-verb utterances in children: Actions, animation, and pictures. Journal for Computer Users in Speech and Hearing, 2, 95-101. Haugland, S.W. (1992). The effect of computer software on preschool children's developmental gains. Journal of Computing in Childhood Education, 3, 15-30. Haugland, S.W., & Shade, D. (1988, May). Developmentally appropriate software. Young Children, 43, 37-43 Haugland, S.W., & Wright, J.L. (1997). Young children and technology: A world of discovery. Boston, MA: Allyn and Bacon. Kahn, J. (1997, October). Scaffolding in the classroom: Using CD-ROM storybooks at a computer reading center. Learning and Leading with Technology, 25, 17-19. King, J., & Alloway, N. (1993). Young children's use of microcomputer input devices. Computers in the Schools, 9, 39-53. Larson, V.L., & Steiner, S. (1985). Language intervention using microcomputers. Topics in Language Disorders, 6 (1), 41-55. Mano, A., & Horn, P. (1998, June-July). Children and computers: Prerequisite skills and basic concepts. Closing the Gap, 17, pp. 1, 9, 13, 18, 26-27. Matthew, K.I. (1996). The impact of CD-ROM storybooks on children's reading comprehension and reading attitude. Journal of Educational Multimedia and Hypermedia, 5, 379-394. McLeod, D., & McLeod, S. (1994). Empowering language-impaired children through Logo. Child Language Teaching and Therapy, 10, 107-114. Musselwhite, C., & King-DeBaun, P. (1997). Emergent literacy success: Merging technology with whole language for students with disabilities. Park City, UT: Creative Communicating. National Association for the Education of Young Children. (1996). Technology and young children-Ages 3 through 8 (position statement). Washington, D.C.: Author. O'Connor, L., & Schery, T. K. (1986). A comparison of microcomputer-assisted and traditional language therapy for developing communication skills in nonoral toddlers. Journal of Speech and Hearing Disorders, 51, 356-361. Ott-Rose, M., & Cochran, P. S. (1992). Teaching action verbs with computer-controlled videodisc vs. traditional picture stimuli. Journal for Computer Users in Speech and Hearing, 8, 15-32. Prinz, P. M. (1991). Literacy and language development within microcomputer-videodisc-assisted interactive contexts. Journal of Childhood Communication Disorders, 14, 67-80. Schery, T. K., & O'Connor, L. C. (1992). The effectiveness of school-based computer language intervention with severely handicapped children. Language, Speech, and Hearing Services in Schools, 23, 43-47. Shilling, W. A. (1997). Young children using computers to make discoveries about written language. Early Childhood Education Journal, 24, 253-259. Shriberg, L. D., Kwiatkowski, J., & Snyder, T. (1989). Tabletop versus microcomputer-assisted speech management: Stabilization phase. Journal of Speech and Hearing Disorders, 54, 233-248. Shriberg, L. D., Kwiatkowski, J., & Snyder, T. (1990). Tabletop versus microcomputer-assisted speech management: Response evocation phase. Journal of Speech and Hearing Disorders, 55, 635-655. Torgesen, J.K., & Barker, R.A. (1995). Computers as aids in the prevention and remediation of reading disabilities. Learning Disability Quarterly, 18, 76-87. From elevy at email.GC.cuny.edu Fri Feb 26 17:56:25 1999 From: elevy at email.GC.cuny.edu (Erika Levy) Date: Fri, 26 Feb 1999 12:56:25 -0500 Subject: bilingual compounding references Message-ID: Dear colleagues, I asked for references regarding compounding in bilinguals and received several helpful suggestions (and information on works in progress). Many thanks to the following people: Elena Nicoladis, Jose Centeno, Lois Bloom, Victoria Murphy, Lynn Alan Eubank. These were the suggestions: Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning "to" in complement construction. Journal of Child Language, 11, 391-406. Clahsen, H. 1995. German plurals in adult second language acquisition: Evidence for a dual-mechanism model of inflection. In L. Eubank, L. Selinker, & M. Sharwood Smith (eds.), -The current state of interlanguage. Amsterdam: John Benjamins. Lardiere, D. (1995). L2 acquisition of English synthetic compounding is not constrained by level-ordering (and neither, probably, is L1). Second Language Research, 11 pg 20-56. Comments to the above by Marcus, and Lardiere's reply in vol. 3 of the 1995 SLR Journal. Lardiere, D. 1998. Parameter-resetting in morphology: Evidence from compounding. In M. Beck (ed.), Morphology and its interfaces in second language knowledge. Amsterdam: John Benjamins. Stockwell, R.P., Bowen, J.D., and Martin, J.W. (1965). The Grammatical Structures of English and Spanish. Chicago: U. of Chicago Press. Best wishes, Erika Levy elevy at email.gc.cuny.edu From kanagy at darkwing.uoregon.edu Sat Feb 27 05:24:27 1999 From: kanagy at darkwing.uoregon.edu (R Kanagy) Date: Fri, 26 Feb 1999 21:24:27 -0800 Subject: literacy and L1/L2 grammar acquisition Message-ID: Dear researchers: I am seeking references on L1/L2 literacy and its effect on the acquisition of grammar, e.g., how does learning to read and write interact with the acquisition of morphosyntax in the native or foreign language? My focus is on L1 Japanese children vs. L2 Japanese immersion children. I'm looking for studies on other languages as well. Please reply to: and I will summarize and post the responses. Thanks, ******************************************************* Ruth Kanagy Assistant Professor Dept. of E. Asian Languages & Literatures University of Oregon, Eugene, OR 97403 USA phone (541)346-4035; fax (541)346-0260 e-mail: kanagy at darkwing.uoregon.edu http://darkwing.uoregon.edu/~kanagy/ ******************************************************* -----Original Message----- From: Info-CHILDES To: Info-CHILDES Date: Friday, February 26, 1999 8:05 PM Subject: Digest for 2/26/99 >-> bilingual compounding references > by Erika Levy > > >---------------------------------------------------------------------- > >Date: 26 Feb 1999 12:59:36 -0500 >From: Erika Levy >Subject: bilingual compounding references > >Dear colleagues, > I asked for references regarding compounding in bilinguals and >received several helpful suggestions (and information on works in >progress). Many thanks to the following people: Elena Nicoladis, Jose >Centeno, Lois Bloom, Victoria Murphy, Lynn Alan Eubank. > > These were the suggestions: > >Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex >sentences: Acquisition of syntactic connectives and the meaning relations >they encode. Journal of Child Language, 7, 235-261. > >Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning "to" in complement >construction. Journal of Child Language, 11, 391-406. > >Clahsen, H. 1995. German plurals in adult second language acquisition: >Evidence for a dual-mechanism model of inflection. In L. Eubank, L. >Selinker, & M. Sharwood Smith (eds.), -The current state of interlanguage. >Amsterdam: John Benjamins. > >Lardiere, D. (1995). L2 acquisition of English synthetic compounding is >not constrained by level-ordering (and neither, probably, is L1). Second >Language Research, 11 pg 20-56. > >Comments to the above by Marcus, and Lardiere's reply in vol. 3 of the >1995 SLR Journal. > >Lardiere, D. 1998. Parameter-resetting in morphology: Evidence from >compounding. In M. Beck (ed.), Morphology and its interfaces in second >language knowledge. Amsterdam: John Benjamins. > >Stockwell, R.P., Bowen, J.D., and Martin, J.W. (1965). The Grammatical >Structures of English and Spanish. Chicago: U. of Chicago Press. > > >Best wishes, > >Erika Levy >elevy at email.gc.cuny.edu > > > >---------------------------------------------------------------------- > >End of Digest > >To request a copy of the help file, reply to this message and put "help" in >the subject. >