From macw at cmu.edu Tue Nov 2 19:31:46 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Nov 1999 14:31:46 -0500 Subject: posting for Charles Watkins Message-ID: Dear Info-Childers (Aplogies for the delay: I've been having trouble getting the server to accept my mails.) Many thanks to all who replied. The majority of the replies pointed me in the direction of Brian Richards and David Malvern in Reading. Brian himself replied and has since been most helpful in sending me a large envelope by snail-mail. A public thank you to him. I set out below extracts from answers which cited work other than that of Brian and his colleagues: >>From Mandy Kay Raining-Bird Jon Miller has done some work in this area. For example, in his chapter in: Research on child language disorders, A decade of progress (1991), published by Pro-Ed. >>From Rui Rothes-Neves: the question is dealt with in "The statistical structure of a text and its readability", by Juhan Tuldava, publ. in ALTMANN, G &HREBICEK, L. Quantitative text analysis. Trier: wissenschaftlicher verlag trier (series quantitative linguistics n.52),1993. Stuart Campbell writes: I have a little analysis of the interesting interaction of function words on TTR and text length in my book "Translation into the second language" Longman 1998. Lynne Hewitt writes: ......However, I am aware that we in the language disorders community haved moved away from bothering with TTR because it tends to show very little developmental progression. A better measure that does seem to change with age (and differentiate normal from disordered development) is the number of different words in a sample of fixed length (NDW). This is a better estimate of lexical development, because it taps lexical diversity. It is the numerator in the TTR, essentially. You count every different word, not counting as different stems with inflectional morphologoy (goes, going, go only count as 1 if all occur in the sample). Again thanks to all Charles Watkins. From gary.marcus at nyu.edu Wed Nov 3 00:46:55 1999 From: gary.marcus at nyu.edu (Gary Marcus) Date: Tue, 2 Nov 1999 19:46:55 -0500 Subject: position in Cognition at New York University Message-ID: The Department of Psychology at New York University seeks to make a tenured or tenure-track (rank open) appointment in the area of COGNITION, beginning September 1, 2000, pending budgetary and administrative approval. The successful candidate will join a diverse research faculty with training programs in clinical, cognition and perception, community, developmental, industrial/organizational, quantitative, and social psychology. For more information, visit our web site -- http://www.psych.nyu.edu. All candidates should have strong research programs. Please send a letter describing teaching and research interests, along with a vita, reprints or preprints, and three letters of reference to Cognition Search Committee, Department of Psychology, New York University, 6 Washington Place, Room 550, New York, NY 10003-6634. Review of applications will begin December 1. NYU encourages applications from women and members of minority groups. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Nov 3 01:47:03 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Nov 1999 20:47:03 -0500 Subject: POST and VOCD Message-ID: Dear Info-CHILDES, The current versions of the CHILDES programs now include two new sub-programs. The first is the POST system of Christophe Parisse, which is used for automatically disambiguating a %mor tier in CHAT files. The second is the VOCD program of Brian Richards and Dave Malvern at Reading. VOCD provides a useful alternative to measures like the type-token ratio (TTR). The electronic version of the manual documents the use of both of these programs. --Brian MacWhinney From mbecker at ucla.edu Wed Nov 3 04:55:31 1999 From: mbecker at ucla.edu (Misha Becker) Date: Tue, 2 Nov 1999 20:55:31 -0800 Subject: Workshop on Auxiliaries-final call Message-ID: WORKSHOP ON THE ACQUISITION OF AUXILIARY VERBS **FINAL CALL FOR PAPERS** University of California, Los Angeles February 5, 2000 (in conjunction with the West Coast Conference on Formal Linguistics XIX) Contingent on sufficient interest, we plan to hold a language acquisition workshop concurrent with WCCFL 19, which will be held February 4-6, 2000 at the University of California, Los Angeles. The topic of the workshop is the acquisition of auxiliaries. Abstracts are invited for 30 minute talks on the topic of the acquisition of auxiliary verbs. Authors who submitted to the general session may also submit to the workshop. **ABSTRACTS MUST BE RECEIVED BY NOVEMBER 5, 1999** Abstract requirements: Abstracts may be up to 2 pages (8 1/2" by 11") in length. An additional page for references only may be included (examples should be in the body of the abstract). Abstracts should be in 12-point type or larger, with at least 1-inch margins. Send 7 copies of an anonymous abstract with the following information on a 3 x 5 index card: Title Author's name Affiliation Mailing address e-mail address A/V needs Please send abstracts to: Acquisition Workshop, WCCFL XIX University of California, Los Angeles Department of Linguistics 3125 Campbell Hall Box 951543 Los Angeles, CA 90095-1543 Abstracts may also be submitted by e-mail. However, we can only accept e-mail submissions in standard ASCII format. IF YOU INCLUDE ANY SPECIAL FONTS OR SYMBOLS IN YOUR ABSTRACT, THESE WILL BE LOST OR ALTERED OVER E-MAIL, SO YOU *MUST* SEND A HARD COPY. Send e-mail abstracts to: wccfl at humnet.ucla.edu The subject line should read ACQUISITION WORKSHOP. Abstracts submitted by e-mail should be of equivalent length to hard-copy submissions meeting the requirements above. E-mail submissions should form the body of the e-mail message, following the author information. **ABSTRACTS MUST BE RECEIVED BY NOVEMBER 5, 1999** If you have questions, please contact Misha Becker (mbecker at ucla.edu). ******************************************************** Misha Becker UCLA Department of Linguistics Box 951543 Los Angeles, CA 90095-1543 (310) 825-0634 mbecker at ucla.edu http://www.humnet.ucla.edu/humnet/linguistics/people/grads/becker/becker.htm ******************************************************** From aad784 at agora.ulaval.ca Wed Nov 3 14:20:08 1999 From: aad784 at agora.ulaval.ca (Antonella Conte) Date: Wed, 3 Nov 1999 09:20:08 -0500 Subject: Win(d)Pitch Message-ID: Hi there fellow researchers, I was wondering if anyone has heard of the program called Win(d?) Pitch and knows of where and how I could get a hold of it... I think it is used for analyzing spoken language. Thank you, Antonella Conte Université Laval (Canada) From ULSMOCZY at Vela.filg.uj.edu.pl Wed Nov 3 16:28:57 1999 From: ULSMOCZY at Vela.filg.uj.edu.pl (Magdalena Smoczynska) Date: Wed, 3 Nov 1999 16:28:57 GMT+1 Subject: Sad news Message-ID: Dear Colleagues, since I was the person who informed you last year about the illness of Anton, 9, the child of our colleague Natalya Gagarina from St. Petersburg (now in Berlin), it is my sad duty to inform you that Anton died in Berlin 3 days ago, on October, 28. The first series of chemotherapy was successful, and he was in remission for 7 months (Dec. 98 to July 99). The relapse of leukemia started in July. In spite of the massive treatment he received, the cancerous cells kept reappearing in his bone marrow. One month ago the doctors told his mother they could not give him any more chemotherapy. It was equivalent to announcing that there were no more chances to save him. He suffered a lot, both at the hospital during the chemotherapy and during the last few weeks at home. But he died quietly, without suffering, with his mother by his bedside. He was a brave and thoughtful boy. He was a good person. Those who met him will remember him forever. I spoke to Natasha on the phone several times. She is a very strong person, but she is in a terrible state, of course. Not only that Anton is gone, but also that they were a family of two. Now she will have to live alone. The funeral service is scheduled for tomorrow, Thursday, 4th. Unfortunately, I cannot go to Berlin tomorrow. Thank you to all of you who helped when we asked for help. What could be done for him, was done. As for the donations collected for Anton on the account of Kinderluftbruecke charity fund that were not spent so far, Natasha told me that she intends to use it to organize and equip a playroom for children in the hematology station of the St. Petersburg children's hospital, where Anton was hospitalized at the beginning of his illness. There is no playroom there. I think this is a great idea. Natasha's e-mail in Berlin is: gagarina at zas.gwz-berlin.de I wish I had something else to tell you. Magdalena Smoczynska From Katherine_Demuth at Brown.edu Wed Nov 3 16:13:00 1999 From: Katherine_Demuth at Brown.edu (Katherine Demuth) Date: Wed, 3 Nov 1999 12:13:00 -0400 Subject: Graduate Fellowships Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3035 bytes Desc: not available URL: From theaksto at fs4.psy.man.ac.uk Fri Nov 5 11:47:52 1999 From: theaksto at fs4.psy.man.ac.uk (Anna Theakston) Date: Fri, 5 Nov 1999 11:47:52 GMT Subject: Address needed Message-ID: Could anyone let me have an email address for Andrea Backscheider (the last one I have is @Notre Dame but I don't think she's there now). Please reply to the Journal of Child Language Office (jcl at fs4.psy.man.ac.uk) Many thanks Dr. Anna Theakston Max Planck Child Study Centre Dept. of Psychology University of Manchester email: theaksto at psy.man.ac.uk From macw at cmu.edu Sun Nov 7 01:07:49 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 6 Nov 1999 20:07:49 -0500 Subject: book notice Message-ID: The following is a book which readers of this list might find of interest. For more information please visit http://mitpress.mit.edu/promotions/books/DEGLHF98 Language Creation and Language Change Creolization, Diachrony, and Development edited by Michel DeGraff Research on creolization, language change, and language acquisition has been converging toward a triangulation of the constraints along which grammatical systems develop within individual speakers--and (viewed externally) across generations of speakers. The originality of this volume is in its comparison of various sorts of language development from a number of linguistic-theoretic and empirical perspectives, using data from both speech and gestural modalities and from a diversity of acquisition environments. In turn, this comparison yields fresh insights on the mental bases of language creation. The book is organized into five parts: creolization and acquisition; acquisition under exceptional circumstances; language processing and syntactic change; parameter setting in acquisition and through creolization and language change; and a concluding part integrating the contributors' observations and proposals into a series of commentaries on the state of the art in our understanding of language development, its role in creolization and diachrony, and implications for linguistic theory. Michel DeGraff is Assistant Professor of Linguistics at the Massachusetts Institute of Technology. Learning, Development, and Conceptual Change series Contributors Dany Adone, Derek Bickerton, Adrienne Bruyn, Marie Coppola, Michel DeGraff, Viviane Déprez, Alison Henry, Judy Kegl, David Lightfoot, John S. Lumsden, Salikoko S. Mufwene, Pieter Muysken, Elissa L. Newport, Luigi Rizzi, Ian Roberts, Ann Senghas, Rex A. Sprouse, Denise Tangney, Anne Vainikka, Barbara S. Vance, Maaike Verrips. 7 x 10, 586 pp., 4 illus., cloth ISBN 0-262-04168-5 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ | Jud Wolfskill ||||||| Associate Publicist Phone: (617) 253-2079 ||||||| MIT Press Fax: (617) 253-1709 ||||||| Five Cambridge Center E-mail: wolfskil at mit.edu | Cambridge, MA 02142-1493 http://mitpress.mit.edu From fraibet at hotmail.com Mon Nov 8 15:51:54 1999 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Mon, 8 Nov 1999 15:51:54 GMT Subject: Spanish verbs (references) Message-ID: >Hello, > >I would like to thank all the people who gave me references about the >acquisition of Spanish verbs. >Here I send the list I obtained: > > >Bybee, Joan L., and Elly Pardo (1981), On lexical and morphological >conditioning of alternations: a nonce-probe experiment with Spanish verbs, >Linguistics 19:937-968. > > >*Centeno, Jose G. (1996), Use of verb inflections in the oral expression of >agrammatic Spanish-speaking aphasics, CUNY Ph.D. dissertation. > >*Schnitzer, Marc L. (1993), Steady as a rock: Does the steady state >represent cognitive fossilization? Journal of Psycholinguistic Research >22(1):1-20. > >*Schnitzer, Marc L. (1996), Knowledge and acquisition of the Spanish verbal >paradigm in five communities, Hispania 79:830-844. > >*Mueller Gathercole, V.; Sebasti�n, E. & Soto, P. (1999) The early >acquisition of Spanish verbal morphology: Accross-the-board or piecemeal >knowledge? International Journal of Bilinguialism, Vol. 3, N� 2&3, 133-182. > >a special issue of First Language (1998), Volume 18, part 3. > > >Andersen, R. (1989). La adquisicion de la morfologia >verbal. Linguistica, 1, 89 -141. > >Gathercole, Virginia C. Mueller, Sebasti�n, Eugenia, & Soto, Pilar. 1999. >The early acquisition of Spanish verbal morphology: Across-the-board or >piecemeal knowledge? International Journal of Bilingualism 3: 2&3, >133-182. > >Gathercole, Virginia C. Mueller, Sebasti�n, Eugenia, & Soto, Pilar. In >press. Lexically specified patterns in early verbal morphology in Spanish. >To appear in M. R. Perkins & S. J. Howard (Eds.) New Directions in Language >Development and Disorders. New York & London: Plenum. > >Vila & cORTES (1991) "Aspectos relativos al desarrollo lexical y >morfosintactico de los bilingues familiares". Idiazabal, I. (ed), >Adquisicion del lenguaje en niqos bilingues y monolingues. San Sebastian: >Universidad del Pais Vasco, 109-127. > >Aparici et al... in Perez Pereira, M. (1996), Estudios sobre la >adquisicion del castellano, catalan, eusquera y gallego. Santiago de >Compostela: Univ. Santiago de Compostela. > >Lopez Ornat, S. (1994) (ed.),La adquisicion de la lengua espanola. >Madrid: Siglo XXI > >La adquisicion de la morfologia verbal en euskera y castellano por ninos >bilingues. Universidad del Pais Vasco 1996. >Maria Jose Ezeizabarrena. > >Thank you very much, >Fraibet Aveledo ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From karin at ruccs.rutgers.edu Mon Nov 8 16:47:12 1999 From: karin at ruccs.rutgers.edu (Karin Stromswold) Date: Mon, 8 Nov 1999 11:47:12 -0500 Subject: Rutgers postdoc Message-ID: The Rutgers Center for Cognitive Science announces the availability of several post-doctoral fellowships in Language Studies or Vision Research. These awards, funded through the NIMH National Research Service Award program, can begin in the spring or fall of 2000 for a term of one year and may be renewed. Deadline for applications is February 2000. The language studies aspect of the Fellowship program, administered by the Center for Cognitive Science, involves members of the departments of linguistics, psychology, computer science, philosophy, and CAIP (a New Jersey Technology Center). Active research includes linguistic analysis in phonology, syntax and semantics, computational linguistics, psycholinguistic study of sentence processing, language learnability and acquisition, and the development of language-based human/computer interfaces. New Brunswick, NJ is close to New York City and the geographical area includes a large concentration of academic and industrial research laboratories carrying out research on language. For more information on the Center and the NRSA Training program, which also includes predoctoral fellowships, visit http://ruccs.rutgers.edu/NRSA-info.html. For more specific information on the Postdoctoral Fellowships, visit http://ruccs.rutgers.edu/NRSA-postdoc.html and the links found there. An online Notice of Application form (for letting us know that a full application is on its way) is available at: http://ruccs.rutgers.edu/NRSA-applic.html. From pm at sfsu.edu Tue Nov 9 17:09:42 1999 From: pm at sfsu.edu (Philip M. Prinz) Date: Tue, 9 Nov 1999 10:09:42 -0700 Subject: Job opening Message-ID: I am resending this announcement with the URL included. Thank you for posting it. Philip Prinz -------------------- Original Message Follows -------------------- To whom it may concern: The Department of Special Education at San Francisco State University is currently searching for a Department Chair. The position description is available at the following URL: http:/csueb.sfsu.edu./csueg/pages/index.html This URL directs the internet user to the California State University (CSU) employment board.The position description can then be accessed by selecting the San Francisco State University (SFSU). If you have any questions, please contact Dr. Lori Goetz at lgoetz at sfsu.edu or Dr. Philip Prinz at pm at sfsu.edu Thank you. Philip Prinz From karin at ruccs.rutgers.edu Tue Nov 9 19:25:39 1999 From: karin at ruccs.rutgers.edu (Karin Stromswold) Date: Tue, 9 Nov 1999 14:25:39 -0500 Subject: Rutgers, tenure-track positioin Message-ID: We seek candidates with major research programs that analyze cognitive structure and function in humans with emphasis on neural systems. Candidates are sought whose work employs one or more of a range of approaches, including behavioral, computational and neuroimaging studies. The particular area of specialization is less important than the innovation and strength of the research. Post-doctoral experience is particularly desirable. Applications should be sent to Cognitive Science Search Committee, Dept. of Psychology, Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854-8020. The deadline for receiving applications is 12/1/99. Applications will be reviewed upon receipt and interviews may be conducted prior to the 12/1/99 deadline. From aproctor at uiuc.edu Tue Nov 9 22:47:34 1999 From: aproctor at uiuc.edu (Adele Proctor) Date: Tue, 9 Nov 1999 16:47:34 -0600 Subject: Statistics on Language impaired preschoolers Message-ID: 1.Does anyone have references for demographics or any statistical data on incidence or prevalence of language impairment/language disorders in preschool children? 2. Also, any info on language disorders/impirment in preschool children from multicultural backgrounds. Thanks in advance for your recommendations, Adele ------------------------------------------------------------------------------ Adele Proctor, Sc.D. University of Illinois / Speech and Hearing Science Associate Professor 901 S. Sixth St., Champaign, IL 61820 aproctor at uiuc.edu (217)244-2554 FAX (217)244-2235 From tincoff at jhu.edu Thu Nov 11 23:14:21 1999 From: tincoff at jhu.edu (Ruth Tincoff) Date: Thu, 11 Nov 1999 18:14:21 -0500 Subject: Graduate training opportunity in Cognitive Science Message-ID: Specific questions regarding the following posting should be addressed to: Prof. Geraldine Legendre/legendre at cogsci.jhu.edu -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- The Department of Cognitive Science at Johns Hopkins University is actively recruiting graduate students for a new Graduate Training Program funded by the NSF IGERT (Integrated Graduate Education and Research Training) Program: Integrating formal and empirical methods in the cognitive science of language. Deadline for Applications: January 15, 2000 We offer a problem-centered training program, delimited not by boundaries of an academic discipline, but by the demands of solving the following problem: How does the brain (come to) achieve its function in the domain of one particularly important cognitive function, language? The computational framework of cognitive science allows the problem to be formulated more precisely as follows: What are the representational structures, processing algorithms, and learning algorithms underlying our linguistic abilities? How are the representations and algorithms realized in the brain? Trainees receive a comprehensive interdisciplinary education through courses on the neurobiological, psychological, computational, linguistic, and philosophical perspectives on cognition. Strong methodological education, addressing both formal and empirical methods, is provided. Trainees get hands-on experience with diverse research methods by rotating through two research labs in the first two and a half years and through advanced seminar research projects. In addition to their stipends and tuition cost, trainees receive considerable support for equipment, research, and travel. NSF funding is restricted to US citizens and permanent residents. Some funding for non-resident students is available from other sources. For additional information please visit our departmental website at: http://www.cogsci.jhu.edu General questions and requests for application materials should be sent to: inquire at mail.cog.jhu.edu Specific questions should be addressed to: Prof. Geraldine Legendre/legendre at cogsci.jhu.edu From tamberino at aol.com Fri Nov 12 13:37:47 1999 From: tamberino at aol.com (Elyse Tamberino) Date: Fri, 12 Nov 1999 08:37:47 -0500 Subject: DIGESTS Message-ID: DIGESTS From yun at asianlan.umass.edu Fri Nov 12 14:31:27 1999 From: yun at asianlan.umass.edu (Yun Xiao) Date: Fri, 12 Nov 1999 09:31:27 -0500 Subject: Request for assistance Message-ID: Hi, dear colleague, I used CLAN on Windows 3.1. to cellect data for my dissertation. Now I am using Windows 98. How can I convert the old data into my new computer. Should I download the software from your web and reinput my old data? I tried it before, but it did not work. I am directing some of my graduate students using CHILDES and CLAN to collect Chinese and Japanese data. Do you have anything to accommodate foreign language data? I am pretty out of date regarding CHILDES. Please advise me how to catch up soon. Thanks a lot. Yun Xiao From lmb32 at columbia.edu Fri Nov 12 16:55:34 1999 From: lmb32 at columbia.edu (Lois Bloom) Date: Fri, 12 Nov 1999 11:55:34 -0500 Subject: Div 7, APA Eleanor E. Maccoby Book Award Message-ID: 11/12/1999 Lois Bloom requests nominations for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2000. Books published in 1999 that have had or promise to have a profound impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, author(s)' full name(s), publisher, and publisher's address, if possible, along with a brief description of the book and capsule summary of it's importance to understanding the psychology of human development. Please send nominations to Lois Bloom, lmb32 at columbia.edu, before January 15, 2000. ~~~~~~~~~~~~~~~~~~~ Lois Bloom, Ph.D. Edward Lee Thorndike Professor Emeritus of Psychology and Education Teachers College, Columbia University 525 West 120th Street New York, New York 10027 Phone: 212-678-3888; 203-261-4622 Fax: 203-261-4689 ~~~~~~~~~~~~~~~~~~~ From pm at sfsu.edu Fri Nov 12 19:15:47 1999 From: pm at sfsu.edu (Philip M. Prinz) Date: Fri, 12 Nov 1999 12:15:47 -0700 Subject: Job opening Message-ID: I am resending this announcement as the previous message included an inaccurate URL. The message below contains the correct URL. Thank you for posting it again. Philip Prinz -------------------- Original Message Follows -------------------- To whom it may concern: The Department of Special Education at San Francisco State University is currently searching for a Department Chair. The position description is available at the following URL: http://csueb.sfsu.edu/csueb/pages/index.html This URL directs the internet user to the California State University (CSU) employment board.The position description can then be accessed by selecting the San Francisco State University (SFSU). Thank you. From j.de.jong at direct.a2000.nl Sun Nov 14 13:07:08 1999 From: j.de.jong at direct.a2000.nl (Jan de Jong) Date: Sun, 14 Nov 1999 14:07:08 +0100 Subject: adjectives - request for references Message-ID: Dear colleagues, I've read occasional references to the role of markedness in the acquisition of adjectives. The fact that the question is asked 'how big is it', rather than 'how small is it' would parallel the finding that children to learn unmarked 'big' before marked 'small'. Could anyone guide me to relevant references with regard to the acquisition of such (gradual) adjectives? Jan de Jong From AM.Henry at ulst.ac.uk Mon Nov 15 14:58:39 1999 From: AM.Henry at ulst.ac.uk (Alison Henry) Date: Mon, 15 Nov 1999 14:58:39 GMT Subject: Acquisition of third languages in immersion education Message-ID: I would be grateful if anyone can suggest references to recent work on the acquisition of a 'third' language by children in an immersion setting - this is on behalf of a student who is undertaking research on the acquisition of French as a 'foreign language' by children with L1 English who are attending an Irish immersion school and being taught French through the medium of Irish, and is interested in finding studies which have been undertaken in other immersion settings, particularly work which might not be readily accessible through the usual bibliographic sources. Alison Henry From macswan at asu.edu Mon Nov 15 16:47:22 1999 From: macswan at asu.edu (Jeff MacSwan) Date: Mon, 15 Nov 1999 09:47:22 -0700 Subject: Acquisition of third languages in immersion education Message-ID: Alison, Kellie Rolstad wrote a dissertation on the progress of Spanish and Tagalog speakers who had been placed in a Korean-English two-way immersion program. Her focus was on academic and psychosocial variables, less on language acquisition, but you may nonetheless find her work of interest. The dissertation is on the web at http://www.humnet.ucla.edu/humnet/linguistics/people/grads/rolstad/diss.html And an article version presenting some of the data is available in the Bilingual Research Journal, online at http://brj.asu.edu/archives/ Good luck. Jeff On Mon, 15 Nov 1999, Alison Henry wrote: > I would be grateful if anyone can suggest references to recent work on > the acquisition of a 'third' language by children in an immersion > setting - this is on behalf of a student who is undertaking research on > the acquisition of French as a 'foreign language' by children with L1 > English who are attending an Irish immersion school and being taught > French through the medium of Irish, and is interested in finding studies > which have been undertaken in other immersion settings, particularly > work which might not be readily accessible through the usual > bibliographic sources. > Alison Henry > > > From dundorfc at pdx.edu Mon Nov 15 19:34:18 1999 From: dundorfc at pdx.edu (Christyn Dundorf) Date: Mon, 15 Nov 1999 11:34:18 -0800 Subject: early language and literacy Message-ID: I am looking for a curriculum for childhood care and education practitioners (i.e. those who work with children in their homes, in child care centers, in Head Starts, etc.) that will help the practitioners support the language and literacy development of the children in their care. The focus of this curriculum should be on working with children ages 0-5. It must involve a balanced approach, facilitating both language and literacy development using developmentally appropriate practices (conforming to the position statements of the National Association for the Education of Young Children on this subject). As a curriculum for practitioners, it should accommodate multiple adult learning styles and literacy levels. It should also involve a limited number of sessions (approximately 4, 3-hour sessions). Any suggestions would be greatly appreciated. Christyn Dundorf --------------------------- Christyn Dundorf, Ph.D. Oregon Center for Career Development in Childhood Care and Education Portland State University P. O. Box 751-OCCD Portland, OR 97207-0751 503.725.8536 From beppie at crystal.feo.hvu.nl Tue Nov 16 10:21:30 1999 From: beppie at crystal.feo.hvu.nl (Beppie van den Bogaerde) Date: Tue, 16 Nov 1999 11:21:30 +0100 Subject: TISLR conference july 2000 Message-ID: I would like to post the following information on the 7th conference: Theoretical Issues on Sign Language Research in july 23-27 2000 2nd announcement TISLR 2000 Seventh International Conference on Theoretical Issues in Sign Language Research Amsterdam, The Netherlands July 23rd- July 27th Main Committee Anne Baker Beppie van de Bogaerde Jane Coerts Harry van der Hulst Marijke Scheffener Trude Schermer Scientific Committee Beppie van de Bogaerde Heleen Bos Penny Boyes Braem Onno Crasborn Harry van der Hulst Trude Schermer Ronnie Wilbur Bencie Woll Organising Committee Anne Baker Jane Coerts Marijke Scheffener Marjan Stuifzand Harry Knoors Corline Koolhof Johan Weseman Symposium Secretariat Conference Office Universiteit van Amsterdam P.O. Box 19268 1000 GG Amsterdam The Netherlands tel. + 31 20 525 4791 fax + 31 20 525 4799 Email: congres at bdu.uva.nl Internet: http://www.uva.nl/congresbureau General Information A Conference on Theoretical Issues in Sign Language Research is organised every two years. In 1996 it was held in Montreal, in 1998 in Gallaudet and in 2000 it will be organised in Amsterdam, The Netherlands. The organisation of the Seventh TISLR is a joint effort of people from different institutions and universities in The Netherlands. The Scientific Committee consists of people from both inside and outside The Netherlands. Conference Theme The theme of this conference is Crosslinguistic insights: how similar are sign languages? Research in the past has often focused on the similarities and differences between sign and spoken languages. However, over the years international research has produced a wealth of information about individual sign languages. Especially as this will be the first time that TISLR is organised in Europe, it seems to be an appropriate point at which to begin looking at the similarities and differences among sign languages. We will focus on the conference theme in the workshops. Therefore, we would like to encourage researchers from different universities and research institutes to submit a joint abstract for a workshop comparing data from different sign languages. Call for papers Authors are invited to submit abstracts on any aspect of research and theory about sign language, including linguistic structure, language acquisition, language contact and bilingualism, variation, discourse analysis, poetics and metaphor, psycholinguistic and neuropsychological processing, language assessment, research methodology and language attitudes. Presentation modes will be: 20 minute presentations, followed by 10 minutes of discussion poster presentations (2 hours) 60 minute workshop presentations (geared toward issues related to the conference theme) You are requested to use the enclosed Abstract Form for submission of your abstract. Please read the instructions on this form carefully. The accepted abstracts will be published as a booklet which will be handed out at the conference. A selection of the papers will be published in the conference proceedings. Abstracts will only be published if the registration for the conference and the payment of the registration fee have been completed before November 1st, 1999. Notification of acceptance or rejection of the abstracts will be sent by December 1999. Amsterdam Amsterdam, the capital of the Netherlands, is a small city by European standards (population 750.000) but one of the most charming and delightful towns of Europe. It possesses the largest historical inner city of Europe, with beautiful monumental buildings and an extensive web of canals. The city can easily be explored on foot: museums, theatres, shopping streets, monuments, open air markets and most other features of interest are generally within walking distance of one another. The city is famous for its 17th century canals: a boat trip along the canals is a very special experience. Amsterdam is one of the leading cultural centres of Europe, with a high concentration of famous museums, for example, the Rijksmuseum, the Stedelijk Museum, the Van Gogh-museum and the Anne Frank house. Other touristic attractions include the Diamantslijperijen (diamond cutting establishments), and the Rembrandt House. Venue The conference will be held in two historical buildings in the heart of the city; the Auditorium of the Universiteit van Amsterdam and the Singel Church. The Lutheran Church at the corner of Spui and Singel was inaugurated at Christmas 1633. It was probably designed by Pieter de Keyser (1595-1676). The acoustics of the building are renowned. The Universiteit van Amsterdam has used the former church as its auditorium since 1961. The Lutheran Church was completely restored in 1986-87. The Singel Church has a history of more than 380 years. Harmen Hendriksz. Van Warendorp, originally a textile dealer in the Aachen area, came to Amsterdam in 1607. On June 28, 1607 he bought an empty lot where he built a few houses for himself and at the same time had a big shed or wooden structure placed, which was to serve as meeting-place for the Flemish Mennonites. After Van Warendorp`s death the congregation got free use of the church. Already in 1639 the first building was so dilapidated that it had to be torn down, and a bigger church the size of the present building was built. Language The official languages at the conference are English and Sign Language of the Netherlands (SLN). If you want the presentations to be translated in any other language, you are asked to take care of your own interpreter. Registration Those who wish to register for the conference are kindly requested to fill in the enclosed registration form and send it by fax or regular mail to the Conference Office. Registration options and fees Professional: before May 15th, 2000 DFL 575 € 259,75 May 15th- July 23rd, 2000 DFL 675 € 304,90 Student: before May 15th, 2000 DFL 375 € 169,39 May 15th- July 23rd, 2000 DFL 475 € 214,56 (students should send a copy of their student card) Interpreter: DFL 200 € 90,34 Social event: Banquet Wednesday July 26th DFL 150 € 67,76 The fee includes access to all lectures, coffee, tea and lunches during the conference. Accommodation The conference organisation has arranged with Carlson Wagonlit Travel to take care of reservations for hotel rooms. The hotels are in different price categories and are located in the centre of Amsterdam near the conference venue. For reservation please use the enclosed hotel reservation form. Key Dates: Abstracts November 1st, 1999 Notification of acceptance of rejection by December 1999 Deadline early fee May 15th, 2000 Deadline hotel registration April 21st, 2000 Arrival/registration July 22nd, 2000 Conference July 23-27, 2000 Beppie van den Bogaerde Teacher/Interpreter SLN Training Seminarium voor Orthopedagogiek Hogeschool van Utrecht P.O.Box 14007 3508 Utrecht The Netherlands FAX *31302540349 From mjwilcox at asu.edu Tue Nov 16 20:08:51 1999 From: mjwilcox at asu.edu (M. Jeanne Wilcox) Date: Tue, 16 Nov 1999 13:08:51 -0700 Subject: Position Opening at Arizona State University Message-ID: ASSISTANT OR ASSOCIATE PROFESSOR The Department of Speech and Hearing Sciences at Arizona State University announces an opening for an Assistant or Associate Professor in the area of childhood language development and disorders with school-age populations, available August 16, 2000. Applicants must have a Ph.D. in speech-language pathology or a closely related field, and be able to teach intervention classes. Preference is for applicants with the CCC-SLP. Responsibilities include teaching graduate and undergraduate classes, conducting research, direction of student research, and participation in service activities. Applicants at the Assistant Professor rank require evidence of potential for excellence in teaching and research. Appointment at the Associate level will be considered for those with a teaching and refereed publication record appropriate to that rank. Application procedure: Send curriculum vita, three letters of reference, copies of teaching evaluations (if applicable), 2 reprints, and a statement of research and profession goals to: M. Jeanne Wilcox, Ph.D., Search Committee Chair, Department of Speech and Hearing Science, P.O. Box 871908, Tempe, AZ 85287-1908. Application deadline: December 15, 1999 or the 1st and 15th of each month thereafter until filled. For information about the department, visit the web page at http://www.asu.edu/clas/shs Arizona State University is an Equal Opportunity/Affirmative Action Employer From mjwilcox at asu.edu Tue Nov 16 20:16:15 1999 From: mjwilcox at asu.edu (M. Jeanne Wilcox) Date: Tue, 16 Nov 1999 13:16:15 -0700 Subject: Position Opening at Arizona State University] Message-ID: -------------- next part -------------- An embedded message was scrubbed... From: "M. Jeanne Wilcox" Subject: Position Opening at Arizona State University Date: Tue, 16 Nov 1999 13:08:51 -0700 Size: 1971 URL: From KNelson at gc.cuny.edu Tue Nov 16 21:06:58 1999 From: KNelson at gc.cuny.edu (Nelson, Katherine) Date: Tue, 16 Nov 1999 16:06:58 -0500 Subject: adjectives - request for references Message-ID: The issue of markedness and the acquisition of adjectives was discussed extensively in the early to mid-70's. See papers by Eve Clark and H. H. Clark for example in T. E. Moore (Ed.) 1973 (Academic) "Cognitive Development and the Acquisition of language." See also discussion of relevant literature (including Bierwish on markedness) in K. Nelson (1985) "Making Sense: The Acquisition of shared meaning" for additional references to this literature. Katherine Nelson Note new address: GSUC CUNY, 365 Fifth Avenue, New York, NY 10016 New phone: 212-817-8718 New email: knelson at gc.cuny.edu -----Original Message----- From: Jan de Jong [mailto:j.de.jong at direct.a2000.nl] Sent: Sunday, November 14, 1999 8:07 AM To: Subject: adjectives - request for references Dear colleagues, I've read occasional references to the role of markedness in the acquisition of adjectives. The fact that the question is asked 'how big is it', rather than 'how small is it' would parallel the finding that children to learn unmarked 'big' before marked 'small'. Could anyone guide me to relevant references with regard to the acquisition of such (gradual) adjectives? Jan de Jong From macw at cmu.edu Wed Nov 17 00:14:02 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 16 Nov 1999 19:14:02 -0500 Subject: new Japanese corpus Message-ID: Dear Info-CHILDES, I am delighted to announce the availability of a new corpus of Japanese data from Dr. Takeo Ishii of Kyoto University. A particularly interesting aspect of this new "JUN" corpus is the availability of a set of digitized movies linked to the corpus. One of these is available on the web at http://ccnic15.kyoto-su.ac.jp/~ishii/ and others are available from Dr. Ishii on request. Our thanks to Takeo for this ground-breaking contribution. The data can be found on the server in japanese.sit. --Brian MacWhinney The readme file follows: Takeo Ishii Department of Foreign Languages Kyoto Sangyo University Motoyama, Kamigamo, Kita-ku, Kyoto Japan 603-8555 Jun is a third child in the family with a brother Ken and a sister Yasuko. The family lived in Kyoto City and moved to Kusatsu City, Shiga Pref., where Jun was born. The family speak Kyoto dialect. Dialect and family words are listed in the file dialect.cdc. The Jun corpus is made public to child language researchers. Any researcher interested in child language acquisition may use these data freely. More data will be added in the future. Some warnings concerning the corpus are: (1) Reliability was not checked, (2) The length of the observational sessions differ, (3) Some of the movies, especially earlier ones, are not very clear due to the weather, and (4) UNIBET symbols are used, especially for earlier sessions when child utterances are unclear. The data include only the utterances of participants with few situational descriptions, as it was very complicated to describe the situations fully. The database currently contains 61 files and each recording lasts about 15 minutes. The resulting movie files are between 300 and 590 megabytes in size. The first 31 files cover the ages between 0;8 and 1;11 at a roughly bimonthly frequency. The second set of 31 files cover the period from 3;5 to 3;8, but each session lasts nearly one hour and is divided into about 4 periods of 15 minute recordings. If you use this data or parts of it, please send one printed copy of your article/publication to Takeo Ishii. Please cite Ishii, Takeo 1999, The JUN Corpus, unpublished. Movies on CD-ROM are available upon request (only for Macintosh now). Each includes a movie file, a chat file. If you want copies of movie files, please send blank CD-Rs together with a return addressed envelope and postage stamps. About 630MB is recordable on one CD-R. Please be sure to specify the file names you want. From fipceirj at vc.ehu.es Wed Nov 17 15:09:31 1999 From: fipceirj at vc.ehu.es (Cenoz Iragui Jasone) Date: Wed, 17 Nov 1999 16:09:31 +0100 Subject: Acquisition of third languages in immersion education Message-ID: Alison, There are several chapters on the acquisition of English as a third language in bilingual education in the book ( to be published in April 2000) 'English in Europe: the acquisition of a third language' (editors: Jasone Cenoz and Ulrike Jessner) Multilingual Matters ISBN 1-85359-480-6 (hbk), ISBN 1-85359-479-2 (pbk): Catalan-Spanish + English; by Carmen Munoz Basque-Spanish + English, by David Lasagabaster Finnish, Swedish + English; by Siv Bjorklund and Irmely Suni Frisian, Dutch + English; by Jehannes Ytsma Hungarian, Romanian + English by Tatiana Iatcu Some other publications on L3 acquisition in the Basque Country you may already know about are: -Cenoz, J. (1998) Multilingual education in the Basque Country. In J. Cenoz & F. Genesee 'Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters. -Cenoz, J. & Valencia, J. (1994) Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics 15: 195-207. -Lasagabaster, D. (1998) The threshold hypothesis applied to three languages in cotnact at school. International Journal of Bilingual Education and Bilingualism Vol 1: 119-133. You could also find some references to interesting work in Arnay, J. & Artigal, J.M. (eds) (1998) Immersion programs: A European perspective. Barcelona: European Institute of Immersion. An article on the acquisition of English by Catalan-Spanish bilinguals by Cristina Sanz is going to appear in Applied Psycholinguistics. The 'International Conference on Third language acquisition and trilingualism' took place in Innsbruck last September and the next conference will be in the Netherlands in September 2001. You can have a look at the program of the 1999 conference on the Web http://anglistik.uibk.ac.at/~uj/ A Web page on L3 acquisition will be working very shortly. This is the address: http://www.spz.tu-darmstadt.de/projekt_L3 Jasone Cenoz From santell at nh1.nh.pdx.edu Sat Nov 20 00:19:27 1999 From: santell at nh1.nh.pdx.edu (Lynn Santelmann) Date: Fri, 19 Nov 1999 16:19:27 PST Subject: Summary of cross-linguistic readings Message-ID: Below is a somewhat belated summary of the references that I received for my original query concerning readings suitable for upper-level undergrads that give a good cross-linguistic overview, especially in phonology, syntax and discourse. Thanks to (and apologies to anyone I've left off the list): Edith Bavin Katherine Demuth Beverly Goldfield Erika Hoff David Ingram Clifton Pye Ken Wexler References I received: Bavin, E.L. 1995. Language Acquisition in Crosslinguistic Perspective. In Annual Review of Anthropology, Volume 24.,pp 373-396. Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates. Demuth, Katherine (to appear). The Acquisition of Bantu Languages. In Nurse, Derek & Philippson, Gerard (Eds.). The Bantu Languages, Surrey, Engladn: Curzon Press. Ingram, D. (1992). Early phonological acquisition: A crosslinguistic perspective. In C. A. Ferguson, L. Menn, & C. Stoel-Gammon (Eds.), Phonological development: Models, research, implications . Monkton, MD: York Press. Ingram, D. The Categorization of Phonological Impairment in Hodson, B & Edwards, M (eds., 1997) Perspectives in Applied Phonology. Gaithersburg, MD: Aspen Leonard, Laurence B. Characterizing specific language impairment: A crosslinguistic perspective. In Rice, Mabel L. (Ed), et al. (1996). Toward a genetics of language. (pp.243-256). Mahwah, NJ, USA: Lawrence Erlbaum Associates, Inc Maratsos, Michael. (1999). Some aspects of innateness and complexity ingrammatical acquisition. In Barrett, Martyn (Ed), et al. The development of language. Studies in developmental psychology. (pp. 191-228). Philadelphia, PA, USA: Psychology Press/Taylor & Francis. Pye, C. (1990). The acquisition of ergative languages. Linguistics, 28(6), 1291-1330 . Slobin, D. I. (Ed.). (1985). The crosslinguistic study of language acquisition. Hillsdale, NJ: Erlbaum. Taylor, O.L. & Leonard, L. (1998). Language acquisition across North America: Cross-cultural and Cross-linguistic perspectives. Singular Publishing. Wexler, K. (1994). Finiteness and head movement in early child grammars. In D. Lightfoot & N. Hornstein (Eds.), Verb movement (pp. 305-350). New York: Cambridge University Press. ________________________________________________________ Lynn Santelmann, Assistant Professor 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 annabelledavid at hotmail.com Mon Nov 22 11:15:19 1999 From: annabelledavid at hotmail.com (Annabelle David) Date: Mon, 22 Nov 1999 11:15:19 CET Subject: babbling Message-ID: hello I am a student in Speech and I would like to know if anybody could help me finding some experiments that have been done about babbling. Does babbling differ according to the language children will speak? Thank you Annabelle David ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From LBecker at Shriver.org Tue Nov 23 13:36:24 1999 From: LBecker at Shriver.org (Laura Becker) Date: Tue, 23 Nov 1999 08:36:24 -0500 Subject: French repetition of non-words Message-ID: I am searching for any references containing lists of non-word repetition in French that might be suitable for French speaking preschoolers. We are studying fast mapping in bilingual preschoolers and would appreciate any published lists. I will post the responses. Laura Becker Laura B. Becker, Ph.D., CCC-SLP Director Speech-Language Pathology The Shriver Center 200 Trapelo Road Waltham, MA 02254 (781) 642-0038; FAX: (781) 642-0238 lbecker at Shriver.org http://www.shriver.org/Research/Psychological/Staff/Becker.htm From bpearson at comdis.umass.edu Mon Nov 22 14:29:34 1999 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 22 Nov 1999 09:29:34 -0500 Subject: babbling Message-ID: Dear Annabelle (and Infochildes), I guess we will need to know what level of detail you want for your question about babbling and what ages of children you are asking about. I think you will receive different answers from people on this. That is, it's not yet resolved. I think you will see this topic called "ambient language effects" which is the more general term for what Jakobson called "babbling drift," that is, the idea that children's babbling gradually takes on the characteristics of the language the child is hearing (and will speak). If one sees such effects, are they part of the sound system per se (if it can be said to exist independently), or are they driven by the child's developing lexicon? It might be that their "babbling" (is that non-lexical vocalization?) is universal, but their emerging words will differ according to the language(s) they are attempting. A second question is then how early do their first words reflect the phonetic characteristics of the languages, or do the children make those first words with a universal set of syllables. This discussion is most often framed as part of the "bilingual differentiation" question. Marilyn Vihman's book on early phonological development (1997?) has a comprehensive discussion of different work relating to these topics, including her own work and references to others. We had a Ph.D. student, Ana Navarro, at the University of Miami who worked on these questions, but she is no longer there. She has a short version of her work described in the BU Proceedings for 1998 (the 22nd annual). And this question should be in the Infochildes archives, as it comes up from time to time. (I remember it specifically from the summer of 1996, right after the IASCL in Turkey, because we also have a related piece in the proceedings of that conference.) If you are just starting in the question, those should get you started. Let me know if you have access to them (or need me to get more precise references when I get into the office. You can also get Ana's references from my website, http://www.umass.edu/aae/bp_refs.htm. The Website for CHILDES has directions for accessing the archives. http://childes.psy.cmu.edu/) We worked with bilingual children from their earliest vocalizations through about 3 years of age. Kim Oller, who was the Principal Investigator on the project Ana and I were working on, has audiotapes from children of different language groups from 3 or 4 months on, and we have analyzed some of them for these questions. I vote for universal babbling (and relatively later language specific phonetics), but of course there may be ambient language effects in the babbling period in some children because some of them begin making words from about 10 months on, and who knows when they begin "aiming" (phonetically) at words before they can get anyone to understand them. As I've tried to indicate, though, the question is not that simple. Now that you've asked the question, you remind me that we need to get Ana's analyses published more widely. Please keep me posted on the direction that your question takes you. Good luck, Barbara Pearson At 11:15 AM 11/22/99 +0100, you wrote: >hello > >I am a student in Speech and I would like to know if anybody could help me >finding some experiments that have been done about babbling. Does babbling >differ according to the language children will speak? >Thank you >Annabelle David > >______________________________________________________ >Get Your Private, Free Email at http://www.hotmail.com > > ****************************************** Barbara Zurer Pearson, Ph.D. Project Manager, NIH Working Group on AAE Department of Communication Disorders University of Massachusetts, Amherst 117 Arnold House Amherst MA 01003 413-545-5023 fax 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From macw at cmu.edu Mon Nov 22 17:36:11 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 22 Nov 1999 12:36:11 -0500 Subject: babbling Message-ID: Dear Annabelle David, Barbara's message seems quite helpful. In addition, have you tried using the Child Language Bibliography to search for articles on "babbling?" I tried it just now and found 101 references. Perhaps you could take a look at these. It is clear just from a cursory glance through the references that there are quite a few that include crosslinguistic comparisons. To find the bibliography, go to the CHILDES home page and click on the button on the sixth line. Good luck. --Brian MacWhinney From spowers at rz.uni-potsdam.de Tue Nov 23 16:45:27 1999 From: spowers at rz.uni-potsdam.de (Susan M. Powers) Date: Tue, 23 Nov 1999 17:45:27 +0100 Subject: A (tough) transcription question Message-ID: Dear all, I am hoping someone has a suggestion for the following example in which the mother interrupted herself in the middle of the participle form of a particle verb in German. It now stands in the transcript as: *MOT: runtergekn [//] # sprungen. "runter" means down, "ge-" is the past tense morpheme, and the verb that the mother started to say begins with the consonant cluster "kn" but instead she wanted to say: runtergesprungen or "down-ge-jumped" (jumped down) which is one word. I can come up with two possibilities. The first is: &runterge &kn [//] sprungen . but because of the & this will not be counted as the single word "runtergesprungen". Also "sprungen" is a past participle and is ungrammatical with out "ge-" . The second is: runtergekn [//] runtergesprungen . but this is not really what was said. Is there a way to mark a self-correction within a single word? Thanks, Susan Powers University of Potsdam From cchaney at sfsu.edu Tue Nov 23 18:53:07 1999 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 23 Nov 1999 10:53:07 -0800 Subject: babbling Message-ID: The best paper I know is: Early Development of Receptive Language: From Babbling to Words by Paula Menyuk. Unfortunately I don't have the citation, as my copy of the paper is a battered old pre-print. But you could e-mail Dr. Menyuk at menyuk at bu.edu for the citation. Carolyn Chaney sfsu On Mon, 22 Nov 1999, Annabelle David wrote: > hello > > I am a student in Speech and I would like to know if anybody could help me > finding some experiments that have been done about babbling. Does babbling > differ according to the language children will speak? > Thank you > Annabelle David > > ______________________________________________________ > Get Your Private, Free Email at http://www.hotmail.com > > From macw at cmu.edu Sun Nov 28 23:27:28 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 28 Nov 1999 18:27:28 -0500 Subject: retracing within a word Message-ID: Dear Susan, The best I can come up with in terms of a main line coding of your maternal correction is: *MOT: &runtergekn [//] (runterge)sprungen If you can divine her actual "kn" target stem as something like kneifen, you could have *MOT: runtergekn(iefen) [//] (runterge)sprungen In any case, CHAT is fundamentally weak when it comes to coding events inside words. As we build tools for what Steven Bird and Mark Liberman call Annotation Graphs in the TalkBank project, it may get easier to do this. In the meantime, you can just notate what you see on a %err or a %com line. --Brian MacWhinney P.S. I guess this is really a topic for info-chibolts, rather than info-childes, right? From bpearson at comdis.umass.edu Mon Nov 29 13:32:24 1999 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 29 Nov 1999 08:32:24 -0500 Subject: accessing the database of addresses Message-ID: Dear Brian (but also the list. I can't be the only one who hasn't set up the link....) I keep forgetting how to get into the fancy new database of addresses. Is the old list still available somewhere on the site? Can you remind us of the password etc. (If Elena Nicolaidis is there, I got a request for her address. I told the person to check out the list on the Childes Website, but was away from home and didn't have all the info to do it myself even.) Thanks, Barbara ****************************************** Barbara Zurer Pearson, Ph.D. Project Manager, NIH Working Group on AAE Department of Communication Disorders University of Massachusetts, Amherst 117 Arnold House Amherst MA 01003 413-545-5023 fax 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From ks7t at andrew.cmu.edu Mon Nov 29 14:52:24 1999 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 29 Nov 1999 09:52:24 -0500 Subject: language and relationships Message-ID: Dear subscribers, I study language and relationships with children from 2 to 4 years old. I am trying to compare "normal" children with over gifted children to school and at home. Are teacher-child interaction and mother-child interaction very different between these two groups? I am in search for litterature about subject and particulary for litterature about very young overgifted children. I found nothing in CHILDES bibliography. I hope somebody can help me to find something somewhere... Thank you. Noëlle MIGNOT From macw at cmu.edu Mon Nov 29 15:59:15 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 29 Nov 1999 10:59:15 -0500 Subject: address list Message-ID: Dear Barbara and Info-CHILDES, Don't worry, Barbara, you were not the only person who forgot the password. It is "babbling" and the username is "member." Elena Nicolaidis' address is not there unfortunately. Steven Gillis is currently merging the IASCL list and the CHILDES list and her address was on the IASCL list at http://atila-www.uia.ac.be/IASCL/membersMP.html It is University of Alberta Dep. Ling., Assiniboia, Edmonton AB T6 G 2EI Canada --Brian MacWhinney P.S. or did you want her email address? 72040.2141 at compuserve.com From jparad at po-box.mcgill.ca Tue Nov 30 00:40:58 1999 From: jparad at po-box.mcgill.ca (johanne paradis) Date: Mon, 29 Nov 1999 19:40:58 -0500 Subject: address list Message-ID: Elena Nicoladis is now in the Dept of Psychology at the University of Alberta, and her new email address is elenan at ualberta.ca. But, the old address may still be active. -Johanne Paradis >Dear Barbara and Info-CHILDES, > Don't worry, Barbara, you were not the only person who forgot the password. >It is "babbling" and the username is "member." Elena Nicolaidis' address is >not there unfortunately. > Steven Gillis is currently merging the IASCL list and the CHILDES list and >her address was on the IASCL list at > >http://atila-www.uia.ac.be/IASCL/membersMP.html > >It is >University of Alberta >Dep. Ling., Assiniboia, Edmonton AB >T6 G 2EI Canada > >--Brian MacWhinney > >P.S. or did you want her email address? 72040.2141 at compuserve.com From macw at cmu.edu Tue Nov 30 02:17:18 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 29 Nov 1999 21:17:18 -0500 Subject: CALL for Papers from the 1999 IASCL Meeting Message-ID: CALL FOR PAPERS Participants from the 8th International Congress for the Study of Child Language in Donostia-San Sebastian are invited to submit written versions of their oral presentations, poster presentations, or symposia to be considered for publication. Four volumes of selected papers with the following classification are planned: a) Minorized languages, bilingualism and second language acquisition b) Syntax, morphology, phonology and the lexicon c) Pragmatics and discourse d) Language disorders Each volume will contain about 20 articles of 12-15 printed pages, and the authors should choose the most appropriate volume for their paper and indicate it on the title page. Papers may be submitted in English, French, or Spanish. However, we encourage submission in English for authors wishing to reach the widest audience. The page limit for submissions is 23 pages, including endnotes and references. Do not feel obliged to use all the allotted pages, but definitely do not exceed the limit. Papers will be reviewed for stylistic quality and academic contribution. Papers that are accepted for publication will be copy-edited and authors will be responsible for submitting final corrected copy. SUBMISSIONS AND DEADLINE The deadline for submissions is February 10, 2000. Two copies of the paper should be mailed to either Itziar Idiazabal Department of Basque Philology University of the Basque Country Av. Universidades, 5 Vitoria-Gasteiz, E - 01006 Or Mary MacWhinney Department of Psychology Carnegie Mellon University Pittsburgh, PA 15213 COMMUNICATION All communication between authors and the Publications Committee will take place by e-mail. To facilitate this, authors¹ e-mail addresses are needed on the title page. STYLE SHEET The volume should use the format of Cascadilla Press, which is the likely publisher of the four volume set. Their style sheet (http://www.cascadilla.com/bucld24style.html) is as follows: We need two copies of your paper. Both copies must be single-sided, on 8.5" x 11" white paper or on A4 white paper. Please mark the proper page number lightly in pencil on the back of each page. The paper should be laser-printed. Remember that the paper you give us will be printed exactly as we receive it, including smudges and typos. (We will not be using disk copies.) The copies must not be damaged or wrinkled, so send your paper flat and pack it carefully. Ink jet printout is not acceptable! There is a one-page example in Acrobat (pdf) format of how your paper should look included at http://www.cascadilla.com/busample.pdf. Please compare it to how your paper actually looks before you mail in your paper. Important: Don't use the shrink-to-fit option when printing the pdf file, or the page will print out at a reduced size. The text block should be 4.5 inches across at its widest point. PAGE LIMIT The page limit is 23 pages, including endnotes and references. Margins Margins must be exactly as follows: left, right, and bottom margins 2 inches, top margin 1.75 inches. On the first page only, the bottom margin should be 2.25 inches. No material may go beyond these margins under any circumstances. Here's how to increase the bottom margin on the first page: Go to the end of the fourth line from the bottom of the page. Use a shift-return to end the line; this should keep the last line fully justified. Then add a few returns or a page break to force the last few lines onto the second page. A4 paper is an acceptable substitute for 8.5" x 11" paper. If you are using A4 paper, margins must be 1.884 inches left and right, 1.75 inches on the top, and 2.693 inches on the bottom. On the first A4 page only, the bottom margin should be 3 inches. Title and Author The first line of your paper should be the title. For the title, capitalize the first word, and then capitalize all words except determiners and prepositions. After the title, skip a line, put your name, and then put the name of your institution or affiliation (without your department) on the following line. These lines should be centered and bold. Skip two lines before the start of your text. Line Spacing, Indents, and Justification Text should be single-spaced. Do not skip a space between paragraphs. Each paragraph should be indented 0.25 inch. Words from examples referred to in the text should be in italics (this applies to such words in the title as well). Skip a line between text and examples. Examples should not be indented. Text, endnotes, and references should be fully justified. Section headings should be left-justified. Section numbers and headings should be bold, not underlined. Skip one line between text and section headings. Endnotes Endnotes should be at the end of the paper, before the references section. Skip two lines after the end of your text, then type Endnotes (in bold, not centered), skip one line, and start the endnotes. Endnotes should be single-spaced, and should not be indented. Type the number for the endnote, a period, a tab (set to 1/4"), and start the text of the endnote. Do not skip lines between endnotes. Use a * (an asterisk) for your first endnote for acknowledgments (but do not put a corresponding * anywhere in the text or title). If you are using automatic endnotes and cannot get rid of the * in the text, put the * by itself on the line between the title and the author, and use white-out. Endnotes should only be content notes, not reference notes. References After your endnotes, skip two lines and type References (in bold, not centered). Then skip one line, and start the references. References should be single-spaced. Do not skip lines between references. Second and successive lines for each reference should be indented 0.25 inch. References and in-text citations should be in APA format. Font The font should be Times or Times New Roman 10-point throughout for text, endnotes, references, examples, diagrams, etc. The title should be 12-point. Superscripted and subscripted material can be 9-point. If you absolutely cannot use Times or Times New Roman, you should use something of an equivalent size. (Note: Times is available for TeX; if you don't know how to get it, ask your local computer guru to help.) The proceedings look much better if all the papers have a consistent appearance. Instructions for Abstracts When you send us your paper, please also send us an abstract of your paper on a separate page. We will send the abstract to Linguistics Abstracts and LLBA to make it easier for other people to find your paper. The abstract should be written in third person, rather than first person, and should not be more than 250 words. Put the title and author at the top of the abstract, and then "Abstract" on a line by itself. No formatting of any sort is required for the abstract. -- Itziar Idiazabal and Brian MacWhinney for the 1999 IASCL Conference Publication Committee This Call for Papers can also be found at childes.psy.cmu.edu/call.html From msyonata at mscc.huji.ac.il Tue Nov 30 10:21:50 1999 From: msyonata at mscc.huji.ac.il (msyonata at mscc.huji.ac.il) Date: Tue, 30 Nov 1999 12:21:50 +0200 Subject: address list Message-ID: Does anyone have the e-mail address of Rebecca Gomez? SHe is at John's Hopkins and does not appear on the Childes address list. Many thanks! Yonata Levy. *********************************************** Prof. 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 tincoff at jhu.edu Tue Nov 30 11:54:56 1999 From: tincoff at jhu.edu (Ruth Tincoff) Date: Tue, 30 Nov 1999 06:54:56 -0500 Subject: address list Message-ID: Hello, Rebecca's address is gomez at jhunix.hcf.jhu.edu >Does anyone have the e-mail address of Rebecca Gomez? SHe is at John's >Hopkins and does not appear on the Childes address list. > >Many thanks! > >Yonata Levy. > > >*********************************************** >Prof. 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) >*********************************************** ********************************* Ruth Tincoff Graduate Student Infant Language Research Lab Department of Psychology Ames Hall Johns Hopkins University 3400 North Charles Street Baltimore, Maryland 21218 ********************************* From brosda at icp.inpg.fr Tue Nov 30 16:33:07 1999 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Tue, 30 Nov 1999 17:33:07 +0100 Subject: - another address request - Message-ID: hello - does anybody have the email address of meagan hodge, formerly at the university of wisconsin-madison (under the direction of ray kent) ? /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From peter+ at pitt.edu Tue Nov 30 22:35:53 1999 From: peter+ at pitt.edu (Peter Gordon) Date: Tue, 30 Nov 1999 17:35:53 -0500 Subject: motor impairment and language Message-ID: I wonder where Chomsky had anything at all to say about motor development and language development? This seems to be another example of the total misreading (or rather non-reading) of Chomsky that gets translated into something like: "children learn language in the absence of any relevant information." If you read Aspects, he quite explicitly says that children might require all kinds of environmental supports to acquire language. The only point he makes is that such environmental supports do not affect the shape of the language (i.e., Syntax). Unfortunately, this has been passed on like a game of Chinese whispers into all kinds of outrageous claims about children being able to learn language from the radio etc etc etc. Peter Gordon At 11:02 PM 3/25/1999 +0000, Bencie Woll wrote: >We would like to respond to the recent correspondence from Jordan >Zlatev and Brian MacWhinney relating to the relationship (if any) >between language development and sensorimotor experience. In a paper >presented at the Boston Child Language Seminar in 1997 and published >in the proceedings* we report on a study of 10 severely motor-impaired >children with Spinal Muscular Atrophy aged 18-35 months. These >children are confined to wheelchairs, unable to stand independently or >ambulate, but have normal cortical functions. Using the MacArthur CDI >we found average levels of vocabulary (with slightly below-average >levels in the youngest subjects due to deficits in items related to >mobility) but significant advancement in morphological development, >with 8/10 at or above the 75th percentile, and 6/10 above the 90th >percentile in over-regularisations. These scores are up to 10 times >those of normal children. > >On this evidence, neither the Piagetian perspective (as Monod phrases >it): that a paraplegic child would have difficulties in developing >language; nor Chomsky's prediction: that there is no or only a >marginal relationship between language and motor development, is >supported. Our findings suggest instead that the inability of children >with SMA to explore objects and forms in the environment may advance >the analysis of patterning in language, independently of vocabulary. >These children examine language in place of a world they cannot reach, >practising the way words are formed while able-bodied toddlers are >engaged in motor and spatial learning. > >We propose two mutually compatible explanations: 1) different objects >of learning in early childhood are in competition and language can >advance if the child is less engaged in motor and spatial learning; 2) > the mechanisms of procedural learning, identified as fundamental for >motor and behavioural skills arising from direct actions and >experiences, are also implicated in the development of the >morphological rule system. > >Further studies are being undertaken to explore syntactic, pragmatic, >and other aspects of these children's language development. > >*Sieratzki JS & Woll B (1998) Toddling into language: precocious >language development in motor-impaired children with spinal muscular >atrophy. In A Greenhill, M Hughes, H Littlefield & H Walsh (eds.) >Proceedings of the 22nd annual Boston University Conference on >Language Development, Vol. 2. Somerville MA: Cascadilla Press. pp. >684-94 (a revised version will be submitted shortly for journal >publication) > >As well as the paper in the Proceedings, an informal version may be >read on the Jennifer Trust for Spinal Muscular Atrophy website > > >Harry Sieratzki & Bencie Woll > >Professor Bencie Woll >Chair of Sign Language and Deaf Studies >C.C.S. >City University >Northampton Square >London EC1V 0HB > >Tel: +44 171 477 8354 >Minicom/TTY: +44 171 477 8314 >Fax: +44 171 477 8577 >e-mail: b.woll at city.ac.uk > > > From macw at cmu.edu Tue Nov 30 23:05:07 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Nov 1999 18:05:07 -0500 Subject: metric measurements for A4 paper Message-ID: Dear Info-CHILDES, A couple of people have asked me to provide metric equivalents for the inch measurements in the Cascadilla style sheet for A4 paper for the IASCL 99 conference proceedings. The conversion factor is 2.54 centimeters per inch. I have done the multiplications and put them into the text at: http://childes.psy.cmu.edu/call.html By the way, I think I remember reading that the reason that the Mars Explorer vehicle crashed into the Martian atmosphere a couple of weeks ago was because someone at Boeing programmed it with feet instead of meters. --Brian MacWhinney From macw at cmu.edu Tue Nov 30 23:17:33 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Nov 1999 18:17:33 -0500 Subject: motor impairment and language Message-ID: Dear Peter and Info-CHILDES, Here is one quote from Chomsky that is easy enough to find. It is from page 36 of the famous Royaumont debate between Chomsky and Piaget entitled "Language and Learning" edited by Piatelli-Palmarini: "There are, to my knowledge, no substantive proposals involving 'constructions of sensorimotor intelligence' that offer any hope of account for the phenomena of language that demand explanation. Nor is there any initial plausibility to the suggestions, as far as I can see." In this way, Chomsky dismisses Piagetian constructivism and then proceeds with his famous example of the child's obedience to structure-dependency in which (page 40) "A person might go through much or all of his life without ever having been exposed to relevant evidence, but he will nevertheless unerringly employ H2 (structure-dependence) and never H1 (positional dependence), on the first relevant occasions. We cannot, it seems, explain the preference for H2 on grands of communicative efficiency or the like." I think that these passages match up rather well with the Sieratzki-Woll interpretation of Chomsky's position, although the full view really emerges by examining the whole of the debate in the "Language and Learning" volume. --Brian MacWhinney From macw at cmu.edu Tue Nov 2 19:31:46 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Nov 1999 14:31:46 -0500 Subject: posting for Charles Watkins Message-ID: Dear Info-Childers (Aplogies for the delay: I've been having trouble getting the server to accept my mails.) Many thanks to all who replied. The majority of the replies pointed me in the direction of Brian Richards and David Malvern in Reading. Brian himself replied and has since been most helpful in sending me a large envelope by snail-mail. A public thank you to him. I set out below extracts from answers which cited work other than that of Brian and his colleagues: >>From Mandy Kay Raining-Bird Jon Miller has done some work in this area. For example, in his chapter in: Research on child language disorders, A decade of progress (1991), published by Pro-Ed. >>From Rui Rothes-Neves: the question is dealt with in "The statistical structure of a text and its readability", by Juhan Tuldava, publ. in ALTMANN, G &HREBICEK, L. Quantitative text analysis. Trier: wissenschaftlicher verlag trier (series quantitative linguistics n.52),1993. Stuart Campbell writes: I have a little analysis of the interesting interaction of function words on TTR and text length in my book "Translation into the second language" Longman 1998. Lynne Hewitt writes: ......However, I am aware that we in the language disorders community haved moved away from bothering with TTR because it tends to show very little developmental progression. A better measure that does seem to change with age (and differentiate normal from disordered development) is the number of different words in a sample of fixed length (NDW). This is a better estimate of lexical development, because it taps lexical diversity. It is the numerator in the TTR, essentially. You count every different word, not counting as different stems with inflectional morphologoy (goes, going, go only count as 1 if all occur in the sample). Again thanks to all Charles Watkins. From gary.marcus at nyu.edu Wed Nov 3 00:46:55 1999 From: gary.marcus at nyu.edu (Gary Marcus) Date: Tue, 2 Nov 1999 19:46:55 -0500 Subject: position in Cognition at New York University Message-ID: The Department of Psychology at New York University seeks to make a tenured or tenure-track (rank open) appointment in the area of COGNITION, beginning September 1, 2000, pending budgetary and administrative approval. The successful candidate will join a diverse research faculty with training programs in clinical, cognition and perception, community, developmental, industrial/organizational, quantitative, and social psychology. For more information, visit our web site -- http://www.psych.nyu.edu. All candidates should have strong research programs. Please send a letter describing teaching and research interests, along with a vita, reprints or preprints, and three letters of reference to Cognition Search Committee, Department of Psychology, New York University, 6 Washington Place, Room 550, New York, NY 10003-6634. Review of applications will begin December 1. NYU encourages applications from women and members of minority groups. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Nov 3 01:47:03 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Nov 1999 20:47:03 -0500 Subject: POST and VOCD Message-ID: Dear Info-CHILDES, The current versions of the CHILDES programs now include two new sub-programs. The first is the POST system of Christophe Parisse, which is used for automatically disambiguating a %mor tier in CHAT files. The second is the VOCD program of Brian Richards and Dave Malvern at Reading. VOCD provides a useful alternative to measures like the type-token ratio (TTR). The electronic version of the manual documents the use of both of these programs. --Brian MacWhinney From mbecker at ucla.edu Wed Nov 3 04:55:31 1999 From: mbecker at ucla.edu (Misha Becker) Date: Tue, 2 Nov 1999 20:55:31 -0800 Subject: Workshop on Auxiliaries-final call Message-ID: WORKSHOP ON THE ACQUISITION OF AUXILIARY VERBS **FINAL CALL FOR PAPERS** University of California, Los Angeles February 5, 2000 (in conjunction with the West Coast Conference on Formal Linguistics XIX) Contingent on sufficient interest, we plan to hold a language acquisition workshop concurrent with WCCFL 19, which will be held February 4-6, 2000 at the University of California, Los Angeles. The topic of the workshop is the acquisition of auxiliaries. Abstracts are invited for 30 minute talks on the topic of the acquisition of auxiliary verbs. Authors who submitted to the general session may also submit to the workshop. **ABSTRACTS MUST BE RECEIVED BY NOVEMBER 5, 1999** Abstract requirements: Abstracts may be up to 2 pages (8 1/2" by 11") in length. An additional page for references only may be included (examples should be in the body of the abstract). Abstracts should be in 12-point type or larger, with at least 1-inch margins. Send 7 copies of an anonymous abstract with the following information on a 3 x 5 index card: Title Author's name Affiliation Mailing address e-mail address A/V needs Please send abstracts to: Acquisition Workshop, WCCFL XIX University of California, Los Angeles Department of Linguistics 3125 Campbell Hall Box 951543 Los Angeles, CA 90095-1543 Abstracts may also be submitted by e-mail. However, we can only accept e-mail submissions in standard ASCII format. IF YOU INCLUDE ANY SPECIAL FONTS OR SYMBOLS IN YOUR ABSTRACT, THESE WILL BE LOST OR ALTERED OVER E-MAIL, SO YOU *MUST* SEND A HARD COPY. Send e-mail abstracts to: wccfl at humnet.ucla.edu The subject line should read ACQUISITION WORKSHOP. Abstracts submitted by e-mail should be of equivalent length to hard-copy submissions meeting the requirements above. E-mail submissions should form the body of the e-mail message, following the author information. **ABSTRACTS MUST BE RECEIVED BY NOVEMBER 5, 1999** If you have questions, please contact Misha Becker (mbecker at ucla.edu). ******************************************************** Misha Becker UCLA Department of Linguistics Box 951543 Los Angeles, CA 90095-1543 (310) 825-0634 mbecker at ucla.edu http://www.humnet.ucla.edu/humnet/linguistics/people/grads/becker/becker.htm ******************************************************** From aad784 at agora.ulaval.ca Wed Nov 3 14:20:08 1999 From: aad784 at agora.ulaval.ca (Antonella Conte) Date: Wed, 3 Nov 1999 09:20:08 -0500 Subject: Win(d)Pitch Message-ID: Hi there fellow researchers, I was wondering if anyone has heard of the program called Win(d?) Pitch and knows of where and how I could get a hold of it... I think it is used for analyzing spoken language. Thank you, Antonella Conte Universit? Laval (Canada) From ULSMOCZY at Vela.filg.uj.edu.pl Wed Nov 3 16:28:57 1999 From: ULSMOCZY at Vela.filg.uj.edu.pl (Magdalena Smoczynska) Date: Wed, 3 Nov 1999 16:28:57 GMT+1 Subject: Sad news Message-ID: Dear Colleagues, since I was the person who informed you last year about the illness of Anton, 9, the child of our colleague Natalya Gagarina from St. Petersburg (now in Berlin), it is my sad duty to inform you that Anton died in Berlin 3 days ago, on October, 28. The first series of chemotherapy was successful, and he was in remission for 7 months (Dec. 98 to July 99). The relapse of leukemia started in July. In spite of the massive treatment he received, the cancerous cells kept reappearing in his bone marrow. One month ago the doctors told his mother they could not give him any more chemotherapy. It was equivalent to announcing that there were no more chances to save him. He suffered a lot, both at the hospital during the chemotherapy and during the last few weeks at home. But he died quietly, without suffering, with his mother by his bedside. He was a brave and thoughtful boy. He was a good person. Those who met him will remember him forever. I spoke to Natasha on the phone several times. She is a very strong person, but she is in a terrible state, of course. Not only that Anton is gone, but also that they were a family of two. Now she will have to live alone. The funeral service is scheduled for tomorrow, Thursday, 4th. Unfortunately, I cannot go to Berlin tomorrow. Thank you to all of you who helped when we asked for help. What could be done for him, was done. As for the donations collected for Anton on the account of Kinderluftbruecke charity fund that were not spent so far, Natasha told me that she intends to use it to organize and equip a playroom for children in the hematology station of the St. Petersburg children's hospital, where Anton was hospitalized at the beginning of his illness. There is no playroom there. I think this is a great idea. Natasha's e-mail in Berlin is: gagarina at zas.gwz-berlin.de I wish I had something else to tell you. Magdalena Smoczynska From Katherine_Demuth at Brown.edu Wed Nov 3 16:13:00 1999 From: Katherine_Demuth at Brown.edu (Katherine Demuth) Date: Wed, 3 Nov 1999 12:13:00 -0400 Subject: Graduate Fellowships Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3035 bytes Desc: not available URL: From theaksto at fs4.psy.man.ac.uk Fri Nov 5 11:47:52 1999 From: theaksto at fs4.psy.man.ac.uk (Anna Theakston) Date: Fri, 5 Nov 1999 11:47:52 GMT Subject: Address needed Message-ID: Could anyone let me have an email address for Andrea Backscheider (the last one I have is @Notre Dame but I don't think she's there now). Please reply to the Journal of Child Language Office (jcl at fs4.psy.man.ac.uk) Many thanks Dr. Anna Theakston Max Planck Child Study Centre Dept. of Psychology University of Manchester email: theaksto at psy.man.ac.uk From macw at cmu.edu Sun Nov 7 01:07:49 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 6 Nov 1999 20:07:49 -0500 Subject: book notice Message-ID: The following is a book which readers of this list might find of interest. For more information please visit http://mitpress.mit.edu/promotions/books/DEGLHF98 Language Creation and Language Change Creolization, Diachrony, and Development edited by Michel DeGraff Research on creolization, language change, and language acquisition has been converging toward a triangulation of the constraints along which grammatical systems develop within individual speakers--and (viewed externally) across generations of speakers. The originality of this volume is in its comparison of various sorts of language development from a number of linguistic-theoretic and empirical perspectives, using data from both speech and gestural modalities and from a diversity of acquisition environments. In turn, this comparison yields fresh insights on the mental bases of language creation. The book is organized into five parts: creolization and acquisition; acquisition under exceptional circumstances; language processing and syntactic change; parameter setting in acquisition and through creolization and language change; and a concluding part integrating the contributors' observations and proposals into a series of commentaries on the state of the art in our understanding of language development, its role in creolization and diachrony, and implications for linguistic theory. Michel DeGraff is Assistant Professor of Linguistics at the Massachusetts Institute of Technology. Learning, Development, and Conceptual Change series Contributors Dany Adone, Derek Bickerton, Adrienne Bruyn, Marie Coppola, Michel DeGraff, Viviane D?prez, Alison Henry, Judy Kegl, David Lightfoot, John S. Lumsden, Salikoko S. Mufwene, Pieter Muysken, Elissa L. Newport, Luigi Rizzi, Ian Roberts, Ann Senghas, Rex A. Sprouse, Denise Tangney, Anne Vainikka, Barbara S. Vance, Maaike Verrips. 7 x 10, 586 pp., 4 illus., cloth ISBN 0-262-04168-5 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ | Jud Wolfskill ||||||| Associate Publicist Phone: (617) 253-2079 ||||||| MIT Press Fax: (617) 253-1709 ||||||| Five Cambridge Center E-mail: wolfskil at mit.edu | Cambridge, MA 02142-1493 http://mitpress.mit.edu From fraibet at hotmail.com Mon Nov 8 15:51:54 1999 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Mon, 8 Nov 1999 15:51:54 GMT Subject: Spanish verbs (references) Message-ID: >Hello, > >I would like to thank all the people who gave me references about the >acquisition of Spanish verbs. >Here I send the list I obtained: > > >Bybee, Joan L., and Elly Pardo (1981), On lexical and morphological >conditioning of alternations: a nonce-probe experiment with Spanish verbs, >Linguistics 19:937-968. > > >*Centeno, Jose G. (1996), Use of verb inflections in the oral expression of >agrammatic Spanish-speaking aphasics, CUNY Ph.D. dissertation. > >*Schnitzer, Marc L. (1993), Steady as a rock: Does the steady state >represent cognitive fossilization? Journal of Psycholinguistic Research >22(1):1-20. > >*Schnitzer, Marc L. (1996), Knowledge and acquisition of the Spanish verbal >paradigm in five communities, Hispania 79:830-844. > >*Mueller Gathercole, V.; Sebasti?n, E. & Soto, P. (1999) The early >acquisition of Spanish verbal morphology: Accross-the-board or piecemeal >knowledge? International Journal of Bilinguialism, Vol. 3, N? 2&3, 133-182. > >a special issue of First Language (1998), Volume 18, part 3. > > >Andersen, R. (1989). La adquisicion de la morfologia >verbal. Linguistica, 1, 89 -141. > >Gathercole, Virginia C. Mueller, Sebasti?n, Eugenia, & Soto, Pilar. 1999. >The early acquisition of Spanish verbal morphology: Across-the-board or >piecemeal knowledge? International Journal of Bilingualism 3: 2&3, >133-182. > >Gathercole, Virginia C. Mueller, Sebasti?n, Eugenia, & Soto, Pilar. In >press. Lexically specified patterns in early verbal morphology in Spanish. >To appear in M. R. Perkins & S. J. Howard (Eds.) New Directions in Language >Development and Disorders. New York & London: Plenum. > >Vila & cORTES (1991) "Aspectos relativos al desarrollo lexical y >morfosintactico de los bilingues familiares". Idiazabal, I. (ed), >Adquisicion del lenguaje en niqos bilingues y monolingues. San Sebastian: >Universidad del Pais Vasco, 109-127. > >Aparici et al... in Perez Pereira, M. (1996), Estudios sobre la >adquisicion del castellano, catalan, eusquera y gallego. Santiago de >Compostela: Univ. Santiago de Compostela. > >Lopez Ornat, S. (1994) (ed.),La adquisicion de la lengua espanola. >Madrid: Siglo XXI > >La adquisicion de la morfologia verbal en euskera y castellano por ninos >bilingues. Universidad del Pais Vasco 1996. >Maria Jose Ezeizabarrena. > >Thank you very much, >Fraibet Aveledo ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From karin at ruccs.rutgers.edu Mon Nov 8 16:47:12 1999 From: karin at ruccs.rutgers.edu (Karin Stromswold) Date: Mon, 8 Nov 1999 11:47:12 -0500 Subject: Rutgers postdoc Message-ID: The Rutgers Center for Cognitive Science announces the availability of several post-doctoral fellowships in Language Studies or Vision Research. These awards, funded through the NIMH National Research Service Award program, can begin in the spring or fall of 2000 for a term of one year and may be renewed. Deadline for applications is February 2000. The language studies aspect of the Fellowship program, administered by the Center for Cognitive Science, involves members of the departments of linguistics, psychology, computer science, philosophy, and CAIP (a New Jersey Technology Center). Active research includes linguistic analysis in phonology, syntax and semantics, computational linguistics, psycholinguistic study of sentence processing, language learnability and acquisition, and the development of language-based human/computer interfaces. New Brunswick, NJ is close to New York City and the geographical area includes a large concentration of academic and industrial research laboratories carrying out research on language. For more information on the Center and the NRSA Training program, which also includes predoctoral fellowships, visit http://ruccs.rutgers.edu/NRSA-info.html. For more specific information on the Postdoctoral Fellowships, visit http://ruccs.rutgers.edu/NRSA-postdoc.html and the links found there. An online Notice of Application form (for letting us know that a full application is on its way) is available at: http://ruccs.rutgers.edu/NRSA-applic.html. From pm at sfsu.edu Tue Nov 9 17:09:42 1999 From: pm at sfsu.edu (Philip M. Prinz) Date: Tue, 9 Nov 1999 10:09:42 -0700 Subject: Job opening Message-ID: I am resending this announcement with the URL included. Thank you for posting it. Philip Prinz -------------------- Original Message Follows -------------------- To whom it may concern: The Department of Special Education at San Francisco State University is currently searching for a Department Chair. The position description is available at the following URL: http:/csueb.sfsu.edu./csueg/pages/index.html This URL directs the internet user to the California State University (CSU) employment board.The position description can then be accessed by selecting the San Francisco State University (SFSU). If you have any questions, please contact Dr. Lori Goetz at lgoetz at sfsu.edu or Dr. Philip Prinz at pm at sfsu.edu Thank you. Philip Prinz From karin at ruccs.rutgers.edu Tue Nov 9 19:25:39 1999 From: karin at ruccs.rutgers.edu (Karin Stromswold) Date: Tue, 9 Nov 1999 14:25:39 -0500 Subject: Rutgers, tenure-track positioin Message-ID: We seek candidates with major research programs that analyze cognitive structure and function in humans with emphasis on neural systems. Candidates are sought whose work employs one or more of a range of approaches, including behavioral, computational and neuroimaging studies. The particular area of specialization is less important than the innovation and strength of the research. Post-doctoral experience is particularly desirable. Applications should be sent to Cognitive Science Search Committee, Dept. of Psychology, Rutgers University, 152 Frelinghuysen Road, Piscataway, NJ 08854-8020. The deadline for receiving applications is 12/1/99. Applications will be reviewed upon receipt and interviews may be conducted prior to the 12/1/99 deadline. From aproctor at uiuc.edu Tue Nov 9 22:47:34 1999 From: aproctor at uiuc.edu (Adele Proctor) Date: Tue, 9 Nov 1999 16:47:34 -0600 Subject: Statistics on Language impaired preschoolers Message-ID: 1.Does anyone have references for demographics or any statistical data on incidence or prevalence of language impairment/language disorders in preschool children? 2. Also, any info on language disorders/impirment in preschool children from multicultural backgrounds. Thanks in advance for your recommendations, Adele ------------------------------------------------------------------------------ Adele Proctor, Sc.D. University of Illinois / Speech and Hearing Science Associate Professor 901 S. Sixth St., Champaign, IL 61820 aproctor at uiuc.edu (217)244-2554 FAX (217)244-2235 From tincoff at jhu.edu Thu Nov 11 23:14:21 1999 From: tincoff at jhu.edu (Ruth Tincoff) Date: Thu, 11 Nov 1999 18:14:21 -0500 Subject: Graduate training opportunity in Cognitive Science Message-ID: Specific questions regarding the following posting should be addressed to: Prof. Geraldine Legendre/legendre at cogsci.jhu.edu -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- The Department of Cognitive Science at Johns Hopkins University is actively recruiting graduate students for a new Graduate Training Program funded by the NSF IGERT (Integrated Graduate Education and Research Training) Program: Integrating formal and empirical methods in the cognitive science of language. Deadline for Applications: January 15, 2000 We offer a problem-centered training program, delimited not by boundaries of an academic discipline, but by the demands of solving the following problem: How does the brain (come to) achieve its function in the domain of one particularly important cognitive function, language? The computational framework of cognitive science allows the problem to be formulated more precisely as follows: What are the representational structures, processing algorithms, and learning algorithms underlying our linguistic abilities? How are the representations and algorithms realized in the brain? Trainees receive a comprehensive interdisciplinary education through courses on the neurobiological, psychological, computational, linguistic, and philosophical perspectives on cognition. Strong methodological education, addressing both formal and empirical methods, is provided. Trainees get hands-on experience with diverse research methods by rotating through two research labs in the first two and a half years and through advanced seminar research projects. In addition to their stipends and tuition cost, trainees receive considerable support for equipment, research, and travel. NSF funding is restricted to US citizens and permanent residents. Some funding for non-resident students is available from other sources. For additional information please visit our departmental website at: http://www.cogsci.jhu.edu General questions and requests for application materials should be sent to: inquire at mail.cog.jhu.edu Specific questions should be addressed to: Prof. Geraldine Legendre/legendre at cogsci.jhu.edu From tamberino at aol.com Fri Nov 12 13:37:47 1999 From: tamberino at aol.com (Elyse Tamberino) Date: Fri, 12 Nov 1999 08:37:47 -0500 Subject: DIGESTS Message-ID: DIGESTS From yun at asianlan.umass.edu Fri Nov 12 14:31:27 1999 From: yun at asianlan.umass.edu (Yun Xiao) Date: Fri, 12 Nov 1999 09:31:27 -0500 Subject: Request for assistance Message-ID: Hi, dear colleague, I used CLAN on Windows 3.1. to cellect data for my dissertation. Now I am using Windows 98. How can I convert the old data into my new computer. Should I download the software from your web and reinput my old data? I tried it before, but it did not work. I am directing some of my graduate students using CHILDES and CLAN to collect Chinese and Japanese data. Do you have anything to accommodate foreign language data? I am pretty out of date regarding CHILDES. Please advise me how to catch up soon. Thanks a lot. Yun Xiao From lmb32 at columbia.edu Fri Nov 12 16:55:34 1999 From: lmb32 at columbia.edu (Lois Bloom) Date: Fri, 12 Nov 1999 11:55:34 -0500 Subject: Div 7, APA Eleanor E. Maccoby Book Award Message-ID: 11/12/1999 Lois Bloom requests nominations for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2000. Books published in 1999 that have had or promise to have a profound impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, author(s)' full name(s), publisher, and publisher's address, if possible, along with a brief description of the book and capsule summary of it's importance to understanding the psychology of human development. Please send nominations to Lois Bloom, lmb32 at columbia.edu, before January 15, 2000. ~~~~~~~~~~~~~~~~~~~ Lois Bloom, Ph.D. Edward Lee Thorndike Professor Emeritus of Psychology and Education Teachers College, Columbia University 525 West 120th Street New York, New York 10027 Phone: 212-678-3888; 203-261-4622 Fax: 203-261-4689 ~~~~~~~~~~~~~~~~~~~ From pm at sfsu.edu Fri Nov 12 19:15:47 1999 From: pm at sfsu.edu (Philip M. Prinz) Date: Fri, 12 Nov 1999 12:15:47 -0700 Subject: Job opening Message-ID: I am resending this announcement as the previous message included an inaccurate URL. The message below contains the correct URL. Thank you for posting it again. Philip Prinz -------------------- Original Message Follows -------------------- To whom it may concern: The Department of Special Education at San Francisco State University is currently searching for a Department Chair. The position description is available at the following URL: http://csueb.sfsu.edu/csueb/pages/index.html This URL directs the internet user to the California State University (CSU) employment board.The position description can then be accessed by selecting the San Francisco State University (SFSU). Thank you. From j.de.jong at direct.a2000.nl Sun Nov 14 13:07:08 1999 From: j.de.jong at direct.a2000.nl (Jan de Jong) Date: Sun, 14 Nov 1999 14:07:08 +0100 Subject: adjectives - request for references Message-ID: Dear colleagues, I've read occasional references to the role of markedness in the acquisition of adjectives. The fact that the question is asked 'how big is it', rather than 'how small is it' would parallel the finding that children to learn unmarked 'big' before marked 'small'. Could anyone guide me to relevant references with regard to the acquisition of such (gradual) adjectives? Jan de Jong From AM.Henry at ulst.ac.uk Mon Nov 15 14:58:39 1999 From: AM.Henry at ulst.ac.uk (Alison Henry) Date: Mon, 15 Nov 1999 14:58:39 GMT Subject: Acquisition of third languages in immersion education Message-ID: I would be grateful if anyone can suggest references to recent work on the acquisition of a 'third' language by children in an immersion setting - this is on behalf of a student who is undertaking research on the acquisition of French as a 'foreign language' by children with L1 English who are attending an Irish immersion school and being taught French through the medium of Irish, and is interested in finding studies which have been undertaken in other immersion settings, particularly work which might not be readily accessible through the usual bibliographic sources. Alison Henry From macswan at asu.edu Mon Nov 15 16:47:22 1999 From: macswan at asu.edu (Jeff MacSwan) Date: Mon, 15 Nov 1999 09:47:22 -0700 Subject: Acquisition of third languages in immersion education Message-ID: Alison, Kellie Rolstad wrote a dissertation on the progress of Spanish and Tagalog speakers who had been placed in a Korean-English two-way immersion program. Her focus was on academic and psychosocial variables, less on language acquisition, but you may nonetheless find her work of interest. The dissertation is on the web at http://www.humnet.ucla.edu/humnet/linguistics/people/grads/rolstad/diss.html And an article version presenting some of the data is available in the Bilingual Research Journal, online at http://brj.asu.edu/archives/ Good luck. Jeff On Mon, 15 Nov 1999, Alison Henry wrote: > I would be grateful if anyone can suggest references to recent work on > the acquisition of a 'third' language by children in an immersion > setting - this is on behalf of a student who is undertaking research on > the acquisition of French as a 'foreign language' by children with L1 > English who are attending an Irish immersion school and being taught > French through the medium of Irish, and is interested in finding studies > which have been undertaken in other immersion settings, particularly > work which might not be readily accessible through the usual > bibliographic sources. > Alison Henry > > > From dundorfc at pdx.edu Mon Nov 15 19:34:18 1999 From: dundorfc at pdx.edu (Christyn Dundorf) Date: Mon, 15 Nov 1999 11:34:18 -0800 Subject: early language and literacy Message-ID: I am looking for a curriculum for childhood care and education practitioners (i.e. those who work with children in their homes, in child care centers, in Head Starts, etc.) that will help the practitioners support the language and literacy development of the children in their care. The focus of this curriculum should be on working with children ages 0-5. It must involve a balanced approach, facilitating both language and literacy development using developmentally appropriate practices (conforming to the position statements of the National Association for the Education of Young Children on this subject). As a curriculum for practitioners, it should accommodate multiple adult learning styles and literacy levels. It should also involve a limited number of sessions (approximately 4, 3-hour sessions). Any suggestions would be greatly appreciated. Christyn Dundorf --------------------------- Christyn Dundorf, Ph.D. Oregon Center for Career Development in Childhood Care and Education Portland State University P. O. Box 751-OCCD Portland, OR 97207-0751 503.725.8536 From beppie at crystal.feo.hvu.nl Tue Nov 16 10:21:30 1999 From: beppie at crystal.feo.hvu.nl (Beppie van den Bogaerde) Date: Tue, 16 Nov 1999 11:21:30 +0100 Subject: TISLR conference july 2000 Message-ID: I would like to post the following information on the 7th conference: Theoretical Issues on Sign Language Research in july 23-27 2000 2nd announcement TISLR 2000 Seventh International Conference on Theoretical Issues in Sign Language Research Amsterdam, The Netherlands July 23rd- July 27th Main Committee Anne Baker Beppie van de Bogaerde Jane Coerts Harry van der Hulst Marijke Scheffener Trude Schermer Scientific Committee Beppie van de Bogaerde Heleen Bos Penny Boyes Braem Onno Crasborn Harry van der Hulst Trude Schermer Ronnie Wilbur Bencie Woll Organising Committee Anne Baker Jane Coerts Marijke Scheffener Marjan Stuifzand Harry Knoors Corline Koolhof Johan Weseman Symposium Secretariat Conference Office Universiteit van Amsterdam P.O. Box 19268 1000 GG Amsterdam The Netherlands tel. + 31 20 525 4791 fax + 31 20 525 4799 Email: congres at bdu.uva.nl Internet: http://www.uva.nl/congresbureau General Information A Conference on Theoretical Issues in Sign Language Research is organised every two years. In 1996 it was held in Montreal, in 1998 in Gallaudet and in 2000 it will be organised in Amsterdam, The Netherlands. The organisation of the Seventh TISLR is a joint effort of people from different institutions and universities in The Netherlands. The Scientific Committee consists of people from both inside and outside The Netherlands. Conference Theme The theme of this conference is Crosslinguistic insights: how similar are sign languages? Research in the past has often focused on the similarities and differences between sign and spoken languages. However, over the years international research has produced a wealth of information about individual sign languages. Especially as this will be the first time that TISLR is organised in Europe, it seems to be an appropriate point at which to begin looking at the similarities and differences among sign languages. We will focus on the conference theme in the workshops. Therefore, we would like to encourage researchers from different universities and research institutes to submit a joint abstract for a workshop comparing data from different sign languages. Call for papers Authors are invited to submit abstracts on any aspect of research and theory about sign language, including linguistic structure, language acquisition, language contact and bilingualism, variation, discourse analysis, poetics and metaphor, psycholinguistic and neuropsychological processing, language assessment, research methodology and language attitudes. Presentation modes will be: 20 minute presentations, followed by 10 minutes of discussion poster presentations (2 hours) 60 minute workshop presentations (geared toward issues related to the conference theme) You are requested to use the enclosed Abstract Form for submission of your abstract. Please read the instructions on this form carefully. The accepted abstracts will be published as a booklet which will be handed out at the conference. A selection of the papers will be published in the conference proceedings. Abstracts will only be published if the registration for the conference and the payment of the registration fee have been completed before November 1st, 1999. Notification of acceptance or rejection of the abstracts will be sent by December 1999. Amsterdam Amsterdam, the capital of the Netherlands, is a small city by European standards (population 750.000) but one of the most charming and delightful towns of Europe. It possesses the largest historical inner city of Europe, with beautiful monumental buildings and an extensive web of canals. The city can easily be explored on foot: museums, theatres, shopping streets, monuments, open air markets and most other features of interest are generally within walking distance of one another. The city is famous for its 17th century canals: a boat trip along the canals is a very special experience. Amsterdam is one of the leading cultural centres of Europe, with a high concentration of famous museums, for example, the Rijksmuseum, the Stedelijk Museum, the Van Gogh-museum and the Anne Frank house. Other touristic attractions include the Diamantslijperijen (diamond cutting establishments), and the Rembrandt House. Venue The conference will be held in two historical buildings in the heart of the city; the Auditorium of the Universiteit van Amsterdam and the Singel Church. The Lutheran Church at the corner of Spui and Singel was inaugurated at Christmas 1633. It was probably designed by Pieter de Keyser (1595-1676). The acoustics of the building are renowned. The Universiteit van Amsterdam has used the former church as its auditorium since 1961. The Lutheran Church was completely restored in 1986-87. The Singel Church has a history of more than 380 years. Harmen Hendriksz. Van Warendorp, originally a textile dealer in the Aachen area, came to Amsterdam in 1607. On June 28, 1607 he bought an empty lot where he built a few houses for himself and at the same time had a big shed or wooden structure placed, which was to serve as meeting-place for the Flemish Mennonites. After Van Warendorp`s death the congregation got free use of the church. Already in 1639 the first building was so dilapidated that it had to be torn down, and a bigger church the size of the present building was built. Language The official languages at the conference are English and Sign Language of the Netherlands (SLN). If you want the presentations to be translated in any other language, you are asked to take care of your own interpreter. Registration Those who wish to register for the conference are kindly requested to fill in the enclosed registration form and send it by fax or regular mail to the Conference Office. Registration options and fees Professional: before May 15th, 2000 DFL 575 ? 259,75 May 15th- July 23rd, 2000 DFL 675 ? 304,90 Student: before May 15th, 2000 DFL 375 ? 169,39 May 15th- July 23rd, 2000 DFL 475 ? 214,56 (students should send a copy of their student card) Interpreter: DFL 200 ? 90,34 Social event: Banquet Wednesday July 26th DFL 150 ? 67,76 The fee includes access to all lectures, coffee, tea and lunches during the conference. Accommodation The conference organisation has arranged with Carlson Wagonlit Travel to take care of reservations for hotel rooms. The hotels are in different price categories and are located in the centre of Amsterdam near the conference venue. For reservation please use the enclosed hotel reservation form. Key Dates: Abstracts November 1st, 1999 Notification of acceptance of rejection by December 1999 Deadline early fee May 15th, 2000 Deadline hotel registration April 21st, 2000 Arrival/registration July 22nd, 2000 Conference July 23-27, 2000 Beppie van den Bogaerde Teacher/Interpreter SLN Training Seminarium voor Orthopedagogiek Hogeschool van Utrecht P.O.Box 14007 3508 Utrecht The Netherlands FAX *31302540349 From mjwilcox at asu.edu Tue Nov 16 20:08:51 1999 From: mjwilcox at asu.edu (M. Jeanne Wilcox) Date: Tue, 16 Nov 1999 13:08:51 -0700 Subject: Position Opening at Arizona State University Message-ID: ASSISTANT OR ASSOCIATE PROFESSOR The Department of Speech and Hearing Sciences at Arizona State University announces an opening for an Assistant or Associate Professor in the area of childhood language development and disorders with school-age populations, available August 16, 2000. Applicants must have a Ph.D. in speech-language pathology or a closely related field, and be able to teach intervention classes. Preference is for applicants with the CCC-SLP. Responsibilities include teaching graduate and undergraduate classes, conducting research, direction of student research, and participation in service activities. Applicants at the Assistant Professor rank require evidence of potential for excellence in teaching and research. Appointment at the Associate level will be considered for those with a teaching and refereed publication record appropriate to that rank. Application procedure: Send curriculum vita, three letters of reference, copies of teaching evaluations (if applicable), 2 reprints, and a statement of research and profession goals to: M. Jeanne Wilcox, Ph.D., Search Committee Chair, Department of Speech and Hearing Science, P.O. Box 871908, Tempe, AZ 85287-1908. Application deadline: December 15, 1999 or the 1st and 15th of each month thereafter until filled. For information about the department, visit the web page at http://www.asu.edu/clas/shs Arizona State University is an Equal Opportunity/Affirmative Action Employer From mjwilcox at asu.edu Tue Nov 16 20:16:15 1999 From: mjwilcox at asu.edu (M. Jeanne Wilcox) Date: Tue, 16 Nov 1999 13:16:15 -0700 Subject: Position Opening at Arizona State University] Message-ID: -------------- next part -------------- An embedded message was scrubbed... From: "M. Jeanne Wilcox" Subject: Position Opening at Arizona State University Date: Tue, 16 Nov 1999 13:08:51 -0700 Size: 1971 URL: From KNelson at gc.cuny.edu Tue Nov 16 21:06:58 1999 From: KNelson at gc.cuny.edu (Nelson, Katherine) Date: Tue, 16 Nov 1999 16:06:58 -0500 Subject: adjectives - request for references Message-ID: The issue of markedness and the acquisition of adjectives was discussed extensively in the early to mid-70's. See papers by Eve Clark and H. H. Clark for example in T. E. Moore (Ed.) 1973 (Academic) "Cognitive Development and the Acquisition of language." See also discussion of relevant literature (including Bierwish on markedness) in K. Nelson (1985) "Making Sense: The Acquisition of shared meaning" for additional references to this literature. Katherine Nelson Note new address: GSUC CUNY, 365 Fifth Avenue, New York, NY 10016 New phone: 212-817-8718 New email: knelson at gc.cuny.edu -----Original Message----- From: Jan de Jong [mailto:j.de.jong at direct.a2000.nl] Sent: Sunday, November 14, 1999 8:07 AM To: Subject: adjectives - request for references Dear colleagues, I've read occasional references to the role of markedness in the acquisition of adjectives. The fact that the question is asked 'how big is it', rather than 'how small is it' would parallel the finding that children to learn unmarked 'big' before marked 'small'. Could anyone guide me to relevant references with regard to the acquisition of such (gradual) adjectives? Jan de Jong From macw at cmu.edu Wed Nov 17 00:14:02 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 16 Nov 1999 19:14:02 -0500 Subject: new Japanese corpus Message-ID: Dear Info-CHILDES, I am delighted to announce the availability of a new corpus of Japanese data from Dr. Takeo Ishii of Kyoto University. A particularly interesting aspect of this new "JUN" corpus is the availability of a set of digitized movies linked to the corpus. One of these is available on the web at http://ccnic15.kyoto-su.ac.jp/~ishii/ and others are available from Dr. Ishii on request. Our thanks to Takeo for this ground-breaking contribution. The data can be found on the server in japanese.sit. --Brian MacWhinney The readme file follows: Takeo Ishii Department of Foreign Languages Kyoto Sangyo University Motoyama, Kamigamo, Kita-ku, Kyoto Japan 603-8555 Jun is a third child in the family with a brother Ken and a sister Yasuko. The family lived in Kyoto City and moved to Kusatsu City, Shiga Pref., where Jun was born. The family speak Kyoto dialect. Dialect and family words are listed in the file dialect.cdc. The Jun corpus is made public to child language researchers. Any researcher interested in child language acquisition may use these data freely. More data will be added in the future. Some warnings concerning the corpus are: (1) Reliability was not checked, (2) The length of the observational sessions differ, (3) Some of the movies, especially earlier ones, are not very clear due to the weather, and (4) UNIBET symbols are used, especially for earlier sessions when child utterances are unclear. The data include only the utterances of participants with few situational descriptions, as it was very complicated to describe the situations fully. The database currently contains 61 files and each recording lasts about 15 minutes. The resulting movie files are between 300 and 590 megabytes in size. The first 31 files cover the ages between 0;8 and 1;11 at a roughly bimonthly frequency. The second set of 31 files cover the period from 3;5 to 3;8, but each session lasts nearly one hour and is divided into about 4 periods of 15 minute recordings. If you use this data or parts of it, please send one printed copy of your article/publication to Takeo Ishii. Please cite Ishii, Takeo 1999, The JUN Corpus, unpublished. Movies on CD-ROM are available upon request (only for Macintosh now). Each includes a movie file, a chat file. If you want copies of movie files, please send blank CD-Rs together with a return addressed envelope and postage stamps. About 630MB is recordable on one CD-R. Please be sure to specify the file names you want. From fipceirj at vc.ehu.es Wed Nov 17 15:09:31 1999 From: fipceirj at vc.ehu.es (Cenoz Iragui Jasone) Date: Wed, 17 Nov 1999 16:09:31 +0100 Subject: Acquisition of third languages in immersion education Message-ID: Alison, There are several chapters on the acquisition of English as a third language in bilingual education in the book ( to be published in April 2000) 'English in Europe: the acquisition of a third language' (editors: Jasone Cenoz and Ulrike Jessner) Multilingual Matters ISBN 1-85359-480-6 (hbk), ISBN 1-85359-479-2 (pbk): Catalan-Spanish + English; by Carmen Munoz Basque-Spanish + English, by David Lasagabaster Finnish, Swedish + English; by Siv Bjorklund and Irmely Suni Frisian, Dutch + English; by Jehannes Ytsma Hungarian, Romanian + English by Tatiana Iatcu Some other publications on L3 acquisition in the Basque Country you may already know about are: -Cenoz, J. (1998) Multilingual education in the Basque Country. In J. Cenoz & F. Genesee 'Beyond Bilingualism: Multilingualism and Multilingual Education. Multilingual Matters. -Cenoz, J. & Valencia, J. (1994) Additive trilingualism: Evidence from the Basque Country. Applied Psycholinguistics 15: 195-207. -Lasagabaster, D. (1998) The threshold hypothesis applied to three languages in cotnact at school. International Journal of Bilingual Education and Bilingualism Vol 1: 119-133. You could also find some references to interesting work in Arnay, J. & Artigal, J.M. (eds) (1998) Immersion programs: A European perspective. Barcelona: European Institute of Immersion. An article on the acquisition of English by Catalan-Spanish bilinguals by Cristina Sanz is going to appear in Applied Psycholinguistics. The 'International Conference on Third language acquisition and trilingualism' took place in Innsbruck last September and the next conference will be in the Netherlands in September 2001. You can have a look at the program of the 1999 conference on the Web http://anglistik.uibk.ac.at/~uj/ A Web page on L3 acquisition will be working very shortly. This is the address: http://www.spz.tu-darmstadt.de/projekt_L3 Jasone Cenoz From santell at nh1.nh.pdx.edu Sat Nov 20 00:19:27 1999 From: santell at nh1.nh.pdx.edu (Lynn Santelmann) Date: Fri, 19 Nov 1999 16:19:27 PST Subject: Summary of cross-linguistic readings Message-ID: Below is a somewhat belated summary of the references that I received for my original query concerning readings suitable for upper-level undergrads that give a good cross-linguistic overview, especially in phonology, syntax and discourse. Thanks to (and apologies to anyone I've left off the list): Edith Bavin Katherine Demuth Beverly Goldfield Erika Hoff David Ingram Clifton Pye Ken Wexler References I received: Bavin, E.L. 1995. Language Acquisition in Crosslinguistic Perspective. In Annual Review of Anthropology, Volume 24.,pp 373-396. Berman, R. A., & Slobin, D. I. (1994). Relating events in narrative: A crosslinguistic developmental study. Hillsdale, NJ: Lawrence Erlbaum Associates. Demuth, Katherine (to appear). The Acquisition of Bantu Languages. In Nurse, Derek & Philippson, Gerard (Eds.). The Bantu Languages, Surrey, Engladn: Curzon Press. Ingram, D. (1992). Early phonological acquisition: A crosslinguistic perspective. In C. A. Ferguson, L. Menn, & C. Stoel-Gammon (Eds.), Phonological development: Models, research, implications . Monkton, MD: York Press. Ingram, D. The Categorization of Phonological Impairment in Hodson, B & Edwards, M (eds., 1997) Perspectives in Applied Phonology. Gaithersburg, MD: Aspen Leonard, Laurence B. Characterizing specific language impairment: A crosslinguistic perspective. In Rice, Mabel L. (Ed), et al. (1996). Toward a genetics of language. (pp.243-256). Mahwah, NJ, USA: Lawrence Erlbaum Associates, Inc Maratsos, Michael. (1999). Some aspects of innateness and complexity ingrammatical acquisition. In Barrett, Martyn (Ed), et al. The development of language. Studies in developmental psychology. (pp. 191-228). Philadelphia, PA, USA: Psychology Press/Taylor & Francis. Pye, C. (1990). The acquisition of ergative languages. Linguistics, 28(6), 1291-1330 . Slobin, D. I. (Ed.). (1985). The crosslinguistic study of language acquisition. Hillsdale, NJ: Erlbaum. Taylor, O.L. & Leonard, L. (1998). Language acquisition across North America: Cross-cultural and Cross-linguistic perspectives. Singular Publishing. Wexler, K. (1994). Finiteness and head movement in early child grammars. In D. Lightfoot & N. Hornstein (Eds.), Verb movement (pp. 305-350). New York: Cambridge University Press. ________________________________________________________ Lynn Santelmann, Assistant Professor 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 annabelledavid at hotmail.com Mon Nov 22 11:15:19 1999 From: annabelledavid at hotmail.com (Annabelle David) Date: Mon, 22 Nov 1999 11:15:19 CET Subject: babbling Message-ID: hello I am a student in Speech and I would like to know if anybody could help me finding some experiments that have been done about babbling. Does babbling differ according to the language children will speak? Thank you Annabelle David ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From LBecker at Shriver.org Tue Nov 23 13:36:24 1999 From: LBecker at Shriver.org (Laura Becker) Date: Tue, 23 Nov 1999 08:36:24 -0500 Subject: French repetition of non-words Message-ID: I am searching for any references containing lists of non-word repetition in French that might be suitable for French speaking preschoolers. We are studying fast mapping in bilingual preschoolers and would appreciate any published lists. I will post the responses. Laura Becker Laura B. Becker, Ph.D., CCC-SLP Director Speech-Language Pathology The Shriver Center 200 Trapelo Road Waltham, MA 02254 (781) 642-0038; FAX: (781) 642-0238 lbecker at Shriver.org http://www.shriver.org/Research/Psychological/Staff/Becker.htm From bpearson at comdis.umass.edu Mon Nov 22 14:29:34 1999 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 22 Nov 1999 09:29:34 -0500 Subject: babbling Message-ID: Dear Annabelle (and Infochildes), I guess we will need to know what level of detail you want for your question about babbling and what ages of children you are asking about. I think you will receive different answers from people on this. That is, it's not yet resolved. I think you will see this topic called "ambient language effects" which is the more general term for what Jakobson called "babbling drift," that is, the idea that children's babbling gradually takes on the characteristics of the language the child is hearing (and will speak). If one sees such effects, are they part of the sound system per se (if it can be said to exist independently), or are they driven by the child's developing lexicon? It might be that their "babbling" (is that non-lexical vocalization?) is universal, but their emerging words will differ according to the language(s) they are attempting. A second question is then how early do their first words reflect the phonetic characteristics of the languages, or do the children make those first words with a universal set of syllables. This discussion is most often framed as part of the "bilingual differentiation" question. Marilyn Vihman's book on early phonological development (1997?) has a comprehensive discussion of different work relating to these topics, including her own work and references to others. We had a Ph.D. student, Ana Navarro, at the University of Miami who worked on these questions, but she is no longer there. She has a short version of her work described in the BU Proceedings for 1998 (the 22nd annual). And this question should be in the Infochildes archives, as it comes up from time to time. (I remember it specifically from the summer of 1996, right after the IASCL in Turkey, because we also have a related piece in the proceedings of that conference.) If you are just starting in the question, those should get you started. Let me know if you have access to them (or need me to get more precise references when I get into the office. You can also get Ana's references from my website, http://www.umass.edu/aae/bp_refs.htm. The Website for CHILDES has directions for accessing the archives. http://childes.psy.cmu.edu/) We worked with bilingual children from their earliest vocalizations through about 3 years of age. Kim Oller, who was the Principal Investigator on the project Ana and I were working on, has audiotapes from children of different language groups from 3 or 4 months on, and we have analyzed some of them for these questions. I vote for universal babbling (and relatively later language specific phonetics), but of course there may be ambient language effects in the babbling period in some children because some of them begin making words from about 10 months on, and who knows when they begin "aiming" (phonetically) at words before they can get anyone to understand them. As I've tried to indicate, though, the question is not that simple. Now that you've asked the question, you remind me that we need to get Ana's analyses published more widely. Please keep me posted on the direction that your question takes you. Good luck, Barbara Pearson At 11:15 AM 11/22/99 +0100, you wrote: >hello > >I am a student in Speech and I would like to know if anybody could help me >finding some experiments that have been done about babbling. Does babbling >differ according to the language children will speak? >Thank you >Annabelle David > >______________________________________________________ >Get Your Private, Free Email at http://www.hotmail.com > > ****************************************** Barbara Zurer Pearson, Ph.D. Project Manager, NIH Working Group on AAE Department of Communication Disorders University of Massachusetts, Amherst 117 Arnold House Amherst MA 01003 413-545-5023 fax 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From macw at cmu.edu Mon Nov 22 17:36:11 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 22 Nov 1999 12:36:11 -0500 Subject: babbling Message-ID: Dear Annabelle David, Barbara's message seems quite helpful. In addition, have you tried using the Child Language Bibliography to search for articles on "babbling?" I tried it just now and found 101 references. Perhaps you could take a look at these. It is clear just from a cursory glance through the references that there are quite a few that include crosslinguistic comparisons. To find the bibliography, go to the CHILDES home page and click on the button on the sixth line. Good luck. --Brian MacWhinney From spowers at rz.uni-potsdam.de Tue Nov 23 16:45:27 1999 From: spowers at rz.uni-potsdam.de (Susan M. Powers) Date: Tue, 23 Nov 1999 17:45:27 +0100 Subject: A (tough) transcription question Message-ID: Dear all, I am hoping someone has a suggestion for the following example in which the mother interrupted herself in the middle of the participle form of a particle verb in German. It now stands in the transcript as: *MOT: runtergekn [//] # sprungen. "runter" means down, "ge-" is the past tense morpheme, and the verb that the mother started to say begins with the consonant cluster "kn" but instead she wanted to say: runtergesprungen or "down-ge-jumped" (jumped down) which is one word. I can come up with two possibilities. The first is: &runterge &kn [//] sprungen . but because of the & this will not be counted as the single word "runtergesprungen". Also "sprungen" is a past participle and is ungrammatical with out "ge-" . The second is: runtergekn [//] runtergesprungen . but this is not really what was said. Is there a way to mark a self-correction within a single word? Thanks, Susan Powers University of Potsdam From cchaney at sfsu.edu Tue Nov 23 18:53:07 1999 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 23 Nov 1999 10:53:07 -0800 Subject: babbling Message-ID: The best paper I know is: Early Development of Receptive Language: From Babbling to Words by Paula Menyuk. Unfortunately I don't have the citation, as my copy of the paper is a battered old pre-print. But you could e-mail Dr. Menyuk at menyuk at bu.edu for the citation. Carolyn Chaney sfsu On Mon, 22 Nov 1999, Annabelle David wrote: > hello > > I am a student in Speech and I would like to know if anybody could help me > finding some experiments that have been done about babbling. Does babbling > differ according to the language children will speak? > Thank you > Annabelle David > > ______________________________________________________ > Get Your Private, Free Email at http://www.hotmail.com > > From macw at cmu.edu Sun Nov 28 23:27:28 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 28 Nov 1999 18:27:28 -0500 Subject: retracing within a word Message-ID: Dear Susan, The best I can come up with in terms of a main line coding of your maternal correction is: *MOT: &runtergekn [//] (runterge)sprungen If you can divine her actual "kn" target stem as something like kneifen, you could have *MOT: runtergekn(iefen) [//] (runterge)sprungen In any case, CHAT is fundamentally weak when it comes to coding events inside words. As we build tools for what Steven Bird and Mark Liberman call Annotation Graphs in the TalkBank project, it may get easier to do this. In the meantime, you can just notate what you see on a %err or a %com line. --Brian MacWhinney P.S. I guess this is really a topic for info-chibolts, rather than info-childes, right? From bpearson at comdis.umass.edu Mon Nov 29 13:32:24 1999 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 29 Nov 1999 08:32:24 -0500 Subject: accessing the database of addresses Message-ID: Dear Brian (but also the list. I can't be the only one who hasn't set up the link....) I keep forgetting how to get into the fancy new database of addresses. Is the old list still available somewhere on the site? Can you remind us of the password etc. (If Elena Nicolaidis is there, I got a request for her address. I told the person to check out the list on the Childes Website, but was away from home and didn't have all the info to do it myself even.) Thanks, Barbara ****************************************** Barbara Zurer Pearson, Ph.D. Project Manager, NIH Working Group on AAE Department of Communication Disorders University of Massachusetts, Amherst 117 Arnold House Amherst MA 01003 413-545-5023 fax 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From ks7t at andrew.cmu.edu Mon Nov 29 14:52:24 1999 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 29 Nov 1999 09:52:24 -0500 Subject: language and relationships Message-ID: Dear subscribers, I study language and relationships with children from 2 to 4 years old. I am trying to compare "normal" children with over gifted children to school and at home. Are teacher-child interaction and mother-child interaction very different between these two groups? I am in search for litterature about subject and particulary for litterature about very young overgifted children. I found nothing in CHILDES bibliography. I hope somebody can help me to find something somewhere... Thank you. No?lle MIGNOT From macw at cmu.edu Mon Nov 29 15:59:15 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 29 Nov 1999 10:59:15 -0500 Subject: address list Message-ID: Dear Barbara and Info-CHILDES, Don't worry, Barbara, you were not the only person who forgot the password. It is "babbling" and the username is "member." Elena Nicolaidis' address is not there unfortunately. Steven Gillis is currently merging the IASCL list and the CHILDES list and her address was on the IASCL list at http://atila-www.uia.ac.be/IASCL/membersMP.html It is University of Alberta Dep. Ling., Assiniboia, Edmonton AB T6 G 2EI Canada --Brian MacWhinney P.S. or did you want her email address? 72040.2141 at compuserve.com From jparad at po-box.mcgill.ca Tue Nov 30 00:40:58 1999 From: jparad at po-box.mcgill.ca (johanne paradis) Date: Mon, 29 Nov 1999 19:40:58 -0500 Subject: address list Message-ID: Elena Nicoladis is now in the Dept of Psychology at the University of Alberta, and her new email address is elenan at ualberta.ca. But, the old address may still be active. -Johanne Paradis >Dear Barbara and Info-CHILDES, > Don't worry, Barbara, you were not the only person who forgot the password. >It is "babbling" and the username is "member." Elena Nicolaidis' address is >not there unfortunately. > Steven Gillis is currently merging the IASCL list and the CHILDES list and >her address was on the IASCL list at > >http://atila-www.uia.ac.be/IASCL/membersMP.html > >It is >University of Alberta >Dep. Ling., Assiniboia, Edmonton AB >T6 G 2EI Canada > >--Brian MacWhinney > >P.S. or did you want her email address? 72040.2141 at compuserve.com From macw at cmu.edu Tue Nov 30 02:17:18 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 29 Nov 1999 21:17:18 -0500 Subject: CALL for Papers from the 1999 IASCL Meeting Message-ID: CALL FOR PAPERS Participants from the 8th International Congress for the Study of Child Language in Donostia-San Sebastian are invited to submit written versions of their oral presentations, poster presentations, or symposia to be considered for publication. Four volumes of selected papers with the following classification are planned: a) Minorized languages, bilingualism and second language acquisition b) Syntax, morphology, phonology and the lexicon c) Pragmatics and discourse d) Language disorders Each volume will contain about 20 articles of 12-15 printed pages, and the authors should choose the most appropriate volume for their paper and indicate it on the title page. Papers may be submitted in English, French, or Spanish. However, we encourage submission in English for authors wishing to reach the widest audience. The page limit for submissions is 23 pages, including endnotes and references. Do not feel obliged to use all the allotted pages, but definitely do not exceed the limit. Papers will be reviewed for stylistic quality and academic contribution. Papers that are accepted for publication will be copy-edited and authors will be responsible for submitting final corrected copy. SUBMISSIONS AND DEADLINE The deadline for submissions is February 10, 2000. Two copies of the paper should be mailed to either Itziar Idiazabal Department of Basque Philology University of the Basque Country Av. Universidades, 5 Vitoria-Gasteiz, E - 01006 Or Mary MacWhinney Department of Psychology Carnegie Mellon University Pittsburgh, PA 15213 COMMUNICATION All communication between authors and the Publications Committee will take place by e-mail. To facilitate this, authors? e-mail addresses are needed on the title page. STYLE SHEET The volume should use the format of Cascadilla Press, which is the likely publisher of the four volume set. Their style sheet (http://www.cascadilla.com/bucld24style.html) is as follows: We need two copies of your paper. Both copies must be single-sided, on 8.5" x 11" white paper or on A4 white paper. Please mark the proper page number lightly in pencil on the back of each page. The paper should be laser-printed. Remember that the paper you give us will be printed exactly as we receive it, including smudges and typos. (We will not be using disk copies.) The copies must not be damaged or wrinkled, so send your paper flat and pack it carefully. Ink jet printout is not acceptable! There is a one-page example in Acrobat (pdf) format of how your paper should look included at http://www.cascadilla.com/busample.pdf. Please compare it to how your paper actually looks before you mail in your paper. Important: Don't use the shrink-to-fit option when printing the pdf file, or the page will print out at a reduced size. The text block should be 4.5 inches across at its widest point. PAGE LIMIT The page limit is 23 pages, including endnotes and references. Margins Margins must be exactly as follows: left, right, and bottom margins 2 inches, top margin 1.75 inches. On the first page only, the bottom margin should be 2.25 inches. No material may go beyond these margins under any circumstances. Here's how to increase the bottom margin on the first page: Go to the end of the fourth line from the bottom of the page. Use a shift-return to end the line; this should keep the last line fully justified. Then add a few returns or a page break to force the last few lines onto the second page. A4 paper is an acceptable substitute for 8.5" x 11" paper. If you are using A4 paper, margins must be 1.884 inches left and right, 1.75 inches on the top, and 2.693 inches on the bottom. On the first A4 page only, the bottom margin should be 3 inches. Title and Author The first line of your paper should be the title. For the title, capitalize the first word, and then capitalize all words except determiners and prepositions. After the title, skip a line, put your name, and then put the name of your institution or affiliation (without your department) on the following line. These lines should be centered and bold. Skip two lines before the start of your text. Line Spacing, Indents, and Justification Text should be single-spaced. Do not skip a space between paragraphs. Each paragraph should be indented 0.25 inch. Words from examples referred to in the text should be in italics (this applies to such words in the title as well). Skip a line between text and examples. Examples should not be indented. Text, endnotes, and references should be fully justified. Section headings should be left-justified. Section numbers and headings should be bold, not underlined. Skip one line between text and section headings. Endnotes Endnotes should be at the end of the paper, before the references section. Skip two lines after the end of your text, then type Endnotes (in bold, not centered), skip one line, and start the endnotes. Endnotes should be single-spaced, and should not be indented. Type the number for the endnote, a period, a tab (set to 1/4"), and start the text of the endnote. Do not skip lines between endnotes. Use a * (an asterisk) for your first endnote for acknowledgments (but do not put a corresponding * anywhere in the text or title). If you are using automatic endnotes and cannot get rid of the * in the text, put the * by itself on the line between the title and the author, and use white-out. Endnotes should only be content notes, not reference notes. References After your endnotes, skip two lines and type References (in bold, not centered). Then skip one line, and start the references. References should be single-spaced. Do not skip lines between references. Second and successive lines for each reference should be indented 0.25 inch. References and in-text citations should be in APA format. Font The font should be Times or Times New Roman 10-point throughout for text, endnotes, references, examples, diagrams, etc. The title should be 12-point. Superscripted and subscripted material can be 9-point. If you absolutely cannot use Times or Times New Roman, you should use something of an equivalent size. (Note: Times is available for TeX; if you don't know how to get it, ask your local computer guru to help.) The proceedings look much better if all the papers have a consistent appearance. Instructions for Abstracts When you send us your paper, please also send us an abstract of your paper on a separate page. We will send the abstract to Linguistics Abstracts and LLBA to make it easier for other people to find your paper. The abstract should be written in third person, rather than first person, and should not be more than 250 words. Put the title and author at the top of the abstract, and then "Abstract" on a line by itself. No formatting of any sort is required for the abstract. -- Itziar Idiazabal and Brian MacWhinney for the 1999 IASCL Conference Publication Committee This Call for Papers can also be found at childes.psy.cmu.edu/call.html From msyonata at mscc.huji.ac.il Tue Nov 30 10:21:50 1999 From: msyonata at mscc.huji.ac.il (msyonata at mscc.huji.ac.il) Date: Tue, 30 Nov 1999 12:21:50 +0200 Subject: address list Message-ID: Does anyone have the e-mail address of Rebecca Gomez? SHe is at John's Hopkins and does not appear on the Childes address list. Many thanks! Yonata Levy. *********************************************** Prof. 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 tincoff at jhu.edu Tue Nov 30 11:54:56 1999 From: tincoff at jhu.edu (Ruth Tincoff) Date: Tue, 30 Nov 1999 06:54:56 -0500 Subject: address list Message-ID: Hello, Rebecca's address is gomez at jhunix.hcf.jhu.edu >Does anyone have the e-mail address of Rebecca Gomez? SHe is at John's >Hopkins and does not appear on the Childes address list. > >Many thanks! > >Yonata Levy. > > >*********************************************** >Prof. 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) >*********************************************** ********************************* Ruth Tincoff Graduate Student Infant Language Research Lab Department of Psychology Ames Hall Johns Hopkins University 3400 North Charles Street Baltimore, Maryland 21218 ********************************* From brosda at icp.inpg.fr Tue Nov 30 16:33:07 1999 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Tue, 30 Nov 1999 17:33:07 +0100 Subject: - another address request - Message-ID: hello - does anybody have the email address of meagan hodge, formerly at the university of wisconsin-madison (under the direction of ray kent) ? /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From peter+ at pitt.edu Tue Nov 30 22:35:53 1999 From: peter+ at pitt.edu (Peter Gordon) Date: Tue, 30 Nov 1999 17:35:53 -0500 Subject: motor impairment and language Message-ID: I wonder where Chomsky had anything at all to say about motor development and language development? This seems to be another example of the total misreading (or rather non-reading) of Chomsky that gets translated into something like: "children learn language in the absence of any relevant information." If you read Aspects, he quite explicitly says that children might require all kinds of environmental supports to acquire language. The only point he makes is that such environmental supports do not affect the shape of the language (i.e., Syntax). Unfortunately, this has been passed on like a game of Chinese whispers into all kinds of outrageous claims about children being able to learn language from the radio etc etc etc. Peter Gordon At 11:02 PM 3/25/1999 +0000, Bencie Woll wrote: >We would like to respond to the recent correspondence from Jordan >Zlatev and Brian MacWhinney relating to the relationship (if any) >between language development and sensorimotor experience. In a paper >presented at the Boston Child Language Seminar in 1997 and published >in the proceedings* we report on a study of 10 severely motor-impaired >children with Spinal Muscular Atrophy aged 18-35 months. These >children are confined to wheelchairs, unable to stand independently or >ambulate, but have normal cortical functions. Using the MacArthur CDI >we found average levels of vocabulary (with slightly below-average >levels in the youngest subjects due to deficits in items related to >mobility) but significant advancement in morphological development, >with 8/10 at or above the 75th percentile, and 6/10 above the 90th >percentile in over-regularisations. These scores are up to 10 times >those of normal children. > >On this evidence, neither the Piagetian perspective (as Monod phrases >it): that a paraplegic child would have difficulties in developing >language; nor Chomsky's prediction: that there is no or only a >marginal relationship between language and motor development, is >supported. Our findings suggest instead that the inability of children >with SMA to explore objects and forms in the environment may advance >the analysis of patterning in language, independently of vocabulary. >These children examine language in place of a world they cannot reach, >practising the way words are formed while able-bodied toddlers are >engaged in motor and spatial learning. > >We propose two mutually compatible explanations: 1) different objects >of learning in early childhood are in competition and language can >advance if the child is less engaged in motor and spatial learning; 2) > the mechanisms of procedural learning, identified as fundamental for >motor and behavioural skills arising from direct actions and >experiences, are also implicated in the development of the >morphological rule system. > >Further studies are being undertaken to explore syntactic, pragmatic, >and other aspects of these children's language development. > >*Sieratzki JS & Woll B (1998) Toddling into language: precocious >language development in motor-impaired children with spinal muscular >atrophy. In A Greenhill, M Hughes, H Littlefield & H Walsh (eds.) >Proceedings of the 22nd annual Boston University Conference on >Language Development, Vol. 2. Somerville MA: Cascadilla Press. pp. >684-94 (a revised version will be submitted shortly for journal >publication) > >As well as the paper in the Proceedings, an informal version may be >read on the Jennifer Trust for Spinal Muscular Atrophy website > > >Harry Sieratzki & Bencie Woll > >Professor Bencie Woll >Chair of Sign Language and Deaf Studies >C.C.S. >City University >Northampton Square >London EC1V 0HB > >Tel: +44 171 477 8354 >Minicom/TTY: +44 171 477 8314 >Fax: +44 171 477 8577 >e-mail: b.woll at city.ac.uk > > > From macw at cmu.edu Tue Nov 30 23:05:07 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Nov 1999 18:05:07 -0500 Subject: metric measurements for A4 paper Message-ID: Dear Info-CHILDES, A couple of people have asked me to provide metric equivalents for the inch measurements in the Cascadilla style sheet for A4 paper for the IASCL 99 conference proceedings. The conversion factor is 2.54 centimeters per inch. I have done the multiplications and put them into the text at: http://childes.psy.cmu.edu/call.html By the way, I think I remember reading that the reason that the Mars Explorer vehicle crashed into the Martian atmosphere a couple of weeks ago was because someone at Boeing programmed it with feet instead of meters. --Brian MacWhinney From macw at cmu.edu Tue Nov 30 23:17:33 1999 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Nov 1999 18:17:33 -0500 Subject: motor impairment and language Message-ID: Dear Peter and Info-CHILDES, Here is one quote from Chomsky that is easy enough to find. It is from page 36 of the famous Royaumont debate between Chomsky and Piaget entitled "Language and Learning" edited by Piatelli-Palmarini: "There are, to my knowledge, no substantive proposals involving 'constructions of sensorimotor intelligence' that offer any hope of account for the phenomena of language that demand explanation. Nor is there any initial plausibility to the suggestions, as far as I can see." In this way, Chomsky dismisses Piagetian constructivism and then proceeds with his famous example of the child's obedience to structure-dependency in which (page 40) "A person might go through much or all of his life without ever having been exposed to relevant evidence, but he will nevertheless unerringly employ H2 (structure-dependence) and never H1 (positional dependence), on the first relevant occasions. We cannot, it seems, explain the preference for H2 on grands of communicative efficiency or the like." I think that these passages match up rather well with the Sieratzki-Woll interpretation of Chomsky's position, although the full view really emerges by examining the whole of the debate in the "Language and Learning" volume. --Brian MacWhinney