From macswan at asu.edu Sat Apr 1 00:36:09 2000 From: macswan at asu.edu (Jeff MacSwan) Date: Fri, 31 Mar 2000 16:36:09 -0800 Subject: New Ph.D. program in Language and Literacy, Arizona State University, College of Education Message-ID: The College of Education at Arizona State University announces a new Ph.D. concentration in Language and Literacy in the Interdisciplinary Ph.D. in Curriculum and Instruction. Please distribute this announcement widely to students and colleagues. Arizona State University, an internationally recognized metropolitan Research I university, is located in the heart of Tempe, Arizona, where approximately 42,000 students are enrolled in daytime and evening classes. The university is recognized nationally as a foremost research institution offering excellent undergraduate and graduate education and nationally-ranked athletic programs as well as a full array of cultural activities. U.S. News and World Report recently ranked the College of Education at Arizona State University as 17th in the nation, 12th among public institutions. The new Interdisciplinary Language and Literacy Ph.D. Program in the Division of Curriculum and Instruction of the College of Education provides opportunities for research and study in one or more of the following: language and literacy education, children’s literature, classroom discourse analysis, gender and literacy, emergent literacy, adolescent literacy, biliteracy, second language learning, educational linguistics, bilingualism, language policy, and other language education topics. PROGRAM GOALS The Language and Literacy Ph.D. Program is designed to produce researchers and teacher educators. The goals of the program are to prepare students to critically analyze and conduct research in their area of specialization; and to prepare students to carry out research, teaching, and service activities associated with faculty positions at institutions of higher education and other professional positions. Some students opt to specialize in research, others pursue careers in teaching or administration, but all are prepared to make individual career decisions based on examined theory in language and literacy and a critical view of research. THE CURRICULUM Our doctoral curriculum typically requires at least three years of graduate study. Students are required to spend one year as fulltime students on campus at Arizona State University. However, all students are encouraged to integrate into the scholarly community on campus as much as possible, and to spend a good amount of time interacting with faculty and other students in the program. The curriculum provides students with a core set of courses, seminars, internships, and research experiences. Each student's program of study builds upon core requirements and is uniquely designed around individual interests, in consultation with the student's advisor. An important feature of the program in Language and Literacy is that students are encouraged to draw on the scholarly resources of the entire university and develop a cross-disciplinary program of study that includes courses from outside the College of Education. REQUIREMENTS The following six domains comprise the Interdisciplinary Language and Literacy Ph.D. Program: Area of Concentration 30 semester hours pertaining to language and literacy education, children’s literature, gender and literacy, emergent literacy, adolescent literature, classroom discourse analysis, educational linguistics, bilingualism and bilingual education, second language learning, language policy, biliteracy, or other language education topics. Cognate Study 12 semester hours are taken to broaden the student's understanding of the conceptual base and issues underlying the study of curriculum and instruction. Students take related work outside their declared areas of concentration. Students are expected to choose courses that have a clear link to their dissertation efforts. Cognate studies can be drawn from a broad range of offerings across the University. · Inquiry and Analysis 15 semester hours of empirical analysis and inquiry foundations are required in advanced design and data analysis in quantitative and/or qualitative research methods. Core Requirements in Curriculum and Instruction 6 semester hours of courses (Interdisciplinary Research Seminar in Curriculum and Instruction and Curriculum Theory and Practice) are required as the Curriculum and Instruction core. Practicum and Integrative/Professional Development Seminars 6 semester hours of research and University teaching internships are required to broaden the training and experience of students. Dissertation and Independent Research 24 semester units of dissertation and independent research leading to completion of an approved dissertation are required. Doctoral students are also encouraged to participate in the Preparing Future Faculty Program offered by ASU's Graduate College. This program consists of two semester hours in which students learn faculty roles and responsibilities and participate in an ongoing series of integrative and collaborative seminars coordinated with the Graduate College. Students have the opportunity to develop and participate in interdisciplinary teaching, research, and service activities. LANGUAGE AND LITERACY FACULTY Dr. Beatriz Arias (Ph.D., Stanford University): Language policy, bilingual teacher preparation, secondary bilingual education. bea at asu.edu Dr. James Christie (Ph.D., Claremont Graduate School): Emergent literacy. jchristie at asu.edu Dr. Carol Christine (Ph.D., University of Arizona): Language and literacy education, children’s literature. caroljc at asu.edu Dr. Carole Edelsky (Ph.D., University of New Mexico): Language education and classroom discourse, language and gender. edelsky at asu.edu Dr. Billie Enz (Ph.D., Arizona State University): Emergent literacy, language acquisition. bjenz at asu.edu Dr. Christian Faltis (Ph.D., Stanford University): Bilingualism, second language acquisition, secondary bilingual education. cfaltis at asu.edu Dr. Gustavo Fischman (Ph.D., UCLA): Cultural studies, international and comparative education. fischman at asu.edu Dr. Barbara Guzzetti (Ph.D., University of Colorado): Gender and literacy, adolescent literacy. guzzetti at asu.edu Dr. Sarah Hudelson (Ph.D., University of Texas, Austin): Biliteracy, second language acquisition. sarahh at asu.edu Dr. Jeff MacSwan (Ph.D., UCLA): Bilingualism, code switching, educational linguistics, language assessment policy for linguistic minorities. macswan at asu.edu Dr. Jeff McQuillan (Ph.D., University of Southern California): Language and literacy education, second language learning. jeff.mcquillan at asu.edu Dr. Alleen P. Nilson (Ph.D., University of Iowa): Adolescent literature, language issues. alleen.nilsen at asu.edu Dr. Kellie Rolstad (Ph.D., UCLA): Dual language education, language diversity, educational linguistics, elementary language arts. rolstad at asu.edu Dr. Karen Smith (Ph.D., Arizona State University): Language and literacy education, language policy. karen.smith2 at asu.edu Dr. Lucy Tse (Ph.D., University of Southern California): Second language learning, bilingualism, and biliteracy. lucy.tse at asu.edu Dr. Josephine Peyton Young (Ph.D., University of Georgia): Adolescent literacy, critical literacy, and gender and literacy. joyoung at asu.edu Dr. Terrence G. Wiley (Ph.D., University of Southern California): Language policy, second language acquisition, bilingualism, literacy, language diversity. tgwiley at earthlink.net FUNDING AND APPLICATION DEADLINE Applications for fall, 2000 are currently being accepted. A limited number of full and partial funding packages will be available on a competitive basis. The application deadline is revolving; admissions decisions are made about once a month. Students who wish to pursue academic support are encouraged to apply early. Applicants and prospective applicants are encouraged to contact program area faculty with whom they share common academic interests. To request an application, write to Doctoral Studies Language and Literacy Program Box 871911 Arizona State University Tempe, AZ 85287-1911 Or call (602) 965-4602. Visit our website at http://is.asu.edu/coe/langlit/ From ioana at ns.itc-cluj.ro Sat Apr 1 13:44:24 2000 From: ioana at ns.itc-cluj.ro (Ioana Marian) Date: Sat, 1 Apr 2000 15:44:24 +0200 Subject: signing in hearing babies Message-ID: I want to add a reference on the discussion regarding the development on Signing Babies. I know about the research of Greenfield regarding the relationship between object manipulation and language development in Broca's area. The Greenfield hypothesis, that the Broca's area is used in the early developmental stages in motor sequences coordination, generated the idea of the "cortical software re-use". Dr.Ronan Reilly made a connectionist simulation which shows that a motor sequences training of a network, using the task of manual object assembly, will facilitate the acquisition of language on that network. This can support the hypothesis of the re-use of cortical circuits used earlier on the object manipulation and later on the language production. So, the acquisition of language can be prepared and facilitated - neurobiologicaly - by the motor training and signing. The same neurophisiologically effect can have signing in the hearing babies . Reilly, R.G. (in press). The relationship between object manipulation and language development in Broca's area: A connectionist simulation of Greenfield's hypothesis. Behavioral and Brain Sciences. Reilly, R.G. 1997. Brocas area and the development of object assembly and language production skills. In: Proceedings of AI-97, University of Ulster, Magee College, September. Reilly, R.G. 1997. Cortical software re-use: A neural basis for creative cognition. In: Proceedings of Mind 2, Dublin City University, September. Ioana Marian Student at the Psychology Department Cluj-Napoca,Romania From jcaldero at rohan.sdsu.edu Sun Apr 2 22:28:32 2000 From: jcaldero at rohan.sdsu.edu (Janet Calderon) Date: Sun, 2 Apr 2000 15:28:32 -0700 Subject: POSTS Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1013 bytes Desc: not available URL: From sdevitt at tcd.ie Wed Apr 5 14:46:14 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Wed, 5 Apr 2000 15:46:14 +0100 Subject: Early bilingual language acquisition Irish and English Message-ID: Dear Colleagues, A student of mine is planning to write her dissertation on simultaneous bilingual acquisition of Irish and English. She is having difficulty finding appropriate references. Can any one out there help her? thanks in advance. Sean Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From sdevitt at tcd.ie Wed Apr 5 16:36:18 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Wed, 5 Apr 2000 17:36:18 +0100 Subject: connectives Message-ID: Dear Colleagues, An interdisciplinary group (psychology, neuroscience, linguistics, education) in Trinity College, Dublin, is exploring the feasibility of setting up a collaborative project focused on the question of whether the absence of particular connectives has cognitive effects, and whether deficits in this area can be remediated. Two of us working in the area of language acquisition are gathering data about research into the acquisition of conectives in first and second language (if, when, because, so, etc). We would appreciate any leads you might be able to give us in the area. The results will be posted. Many thanks Sean Devitt Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From genesee at ego.psych.mcgill.ca Wed Apr 5 21:32:50 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Wed, 5 Apr 2000 17:32:50 -0400 Subject: Early bilingual language acquisition Irish and English Message-ID: We have done quite a bit of work on this topic and I have appended a listing of our empirical work below: Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307-324. Genesee, F., Nicoladis, E., & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22, 611-632. Nicoladis, E., & Genesee, F. (1996). Bilingual communication strategies and language dominance. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds) Proceedings of the Boston University Conference on Language Development. 20: 518-527. Nicoladis, E., & Genesee, F. (1996). A longitudinal study of pragmatic differentiation in young bilingual children. Language Learning, 46, 439-464, Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children. Studies in Second Language Acquisition, 18, 1-25. Genesee, F., Boivin, I., & Nicoladis, E. (1996). Talking with strangers: A study of bilingual children's communicative competence. Applied Psycholinguistics, 17, 427-442. Nicoladis, E., & Genesee, F. (1996). Word awareness in second language learners and bilingual children. Language Awareness, 5: 80-90. Comeau, L., Genesee, F., Nicoladis, E., & Vrakas, G. (1997). Can young bilingual children identify their language choice as a cause of breakdown in communication? In E. Hughes & A. Greenhill (Eds), Proceedings of the Boston University Conference on Language Development. 21: 79-90. Nicoladis, E., & Genesee, F. (1997). The role of parental input and language dominance in bilingual childrenÕs code-mixing. Proceedings of the Boston University Conference on Language Development. 21: 442-432. Nicoladis, E., & Genesee, F. (1997). Language development in preschool bilingual children. Journal of Speech-Language Pathology and Audiology. 21: 258-270. Paradis, J., Petitclerc, S., & Genesee, F. (1997). Word truncation in French-speaking two-year olds. In E. Hughes & A. Greenhill (Eds), Proceedings of the Boston University Conference on Language Development. 21: pp. 441-452. Paradis, J., & Genesee, F. (1997). On continuity and the emergence of functional categories in bilingual first language acquisition. Language Acquisition, 6: 91-124. Nicoladis, E., & Genesee, F. (1998). Parental discourse and code-mixing in bilingual children. International Journal of Bilingualism, 2: 85-99. Paradis, J., LeCorre, M., & Genesee, F. (1998). The emergence of tense and agreement in child L2 French. Second Language Research, 14: pp. 227-257. Nicoladis, E., Mayberry, R., & Genesee, F. (1999). Gesture and early bilingual development, Developmental Psychology, 35: 514-526. There are also a number of books with complete references; your student should do a library search for the following authors" names: DeHouwer Dopke Lanza Meisel I would also recommend that she peruse recent and past issues of these journals: Journal of Child Language International Journal of Bilingualism Fred Genesee At 03:46 PM 4/5/00 +0100, sdevitt at tcd.ie wrote: >Dear Colleagues, >A student of mine is planning to write her dissertation on simultaneous >bilingual acquisition of Irish and English. She is having difficulty >finding appropriate references. Can any one out there help her? >thanks in advance. >Sean >Dr. Sean Devitt >Senior Lecturer in Education >School of Education >University of Dublin >Trinity College >Dublin 2 >Ireland >Phone: 608 1293 (direct) >Fax: 677 7238 (department office) >email: sdevitt at tcd.ie > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From Susan.L.Engel at williams.edu Thu Apr 6 14:36:06 2000 From: Susan.L.Engel at williams.edu (sengel) Date: Thu, 6 Apr 2000 10:36:06 -0400 Subject: No subject Message-ID: Does anyone know of research on the narratives adolescents construct about one anothers' lives? I know this is a bit outside the domain of child language but since my interest stems from our collective work on childrens' narratives I was hoping to find lines of continuity between that focus and a focus on adolescent narratives. Susan Engel Department of Psychology Williams College Williamstown MA 01267 susan.engel at williams.edu From crismap at univ.trieste.it Thu Apr 6 21:52:58 2000 From: crismap at univ.trieste.it (Paola Crisma) Date: Thu, 6 Apr 2000 22:52:58 +0100 Subject: call for papers Message-ID: ***************************************************************** Linguistic theory, Speech and Language pathology, Speech therapy FIRST ANNOUNCEMENT AND CALL FOR PAPERS ***************************************************************** Padova 22th - 26th August 2000 The Department of Linguistics of the University of Padua is pleased to announce a conference on the relevance of Linguistics in Speech and Language Pathology and in Speech therapy. Our aim is to explore the interdisciplinary complexity of the interface language/cognition and evaluate the relevance of linguistic theory in the development of cognitive science; to discuss general problems posed by different analyses; to bring under scrutiny theoretical assumptions taken for granted in recent analyses, which may not be so obvious as they seem; to investigate how even apparently minimal choices in the description of phenomena may affect the form and complexity of the interface; and to stress the theoretical and methodological relevance of the tools developed in this area by focusing on empirical data of different languages. We encourage submissions of papers dealing with any aspect of Speech and language pathology in relation to any area of linguistics: phonetics, phonology, morphology, syntax, semantics, pragmatics, language acquisition, language change, sign language, bilingualism, sociolinguistics, neurolinguistics, cognitive grammar, generative grammar, etc. We welcome submissions of proposals for PAPERS POSTERS Abstracts should be as specific as possible and include a statement of the author's topic or problem, approach and conclusions. Authors interested in presenting a paper should submit one copy of a one-page abstracts (plus one-page for references). Please send a separate cover page with the following information: 1. Name & affiliation. 2. Title of paper/poster. 3. Mail address 4. E-mail address 5. Phone and/or Fax number 6. Audiovisual needs 7. Status (faculty, graduate student) THEME SESSIONS Theme sessions are encouraged. They are organized by an individual and submitted as a unit. They are intended to deal with a unified idea or topic, whether from similar or diverse viewpoints. Talks should be on a coherent topic within the conference themes that can be expected to generate opposing views and discussion with a broader audience. Theme sessions will normally include 3 or 4 papers, plus a brief introduction. Papers should be distributed in advance among participants and participants are invited to refer to each other's approaches. Each panel can accommodate introductory remarks framing the issues and three to four 30-minute talks. Proposals for Theme sessions should include: - an overall abstract, outlining the topic and nature of the theme session as a whole - a short abstract from each presenter The form of the abstract for the theme session, and for each included paper, is the same as that for regular abstracts. Please send the following information on a separate cover page: 1. Topic/Title of the Theme Session. 2. Name & affiliation of organizer 3. Names & affiliations of presenters 4. Mail address 5. E-mail address 6. Phone and/or fax SUBMISSION DEADLINES: PAPERS AND POSTERS: 15TH MAY 2000 THEME SESSIONS: 30TH. MAY 2000 NOTIFICATION OF ACCEPTANCE: June 15 2000 OFFICIAL LANGUAGES Official language for Papers and Posters is English. There will be No Translation service. Spanish official languages and French are admitted for Theme sessions. Organizing Committee Prof. Alberto Mioni Chair of the Department Discipline Linguistiche, comunicative e dello spettacolo, Universita di Padova mionial at ipdunidx.unipd.it Dr. Paola Crisma Diploma Universitario di Logopedista, Universita di Padova Dipartimento di Scienze geografiche e storiche Universita di Trieste crismap at univ.trieste.it Prof. Elisabetta Fava, contact person Dipartimento di discipline Linguistiche, comunicative e dello spettacolo Universita di Padova elifava at ux1.unipd.it Dr. Mario D'angelo Diploma Universitario in Logopedia Universita di Padova mario.dangelo at iol.it Dr. Sara Gesuato Diploma Universitario in Logopedia Universita di Padova Dr. Alessandro Zijno Diploma Universitario in Logopedia zijno at dsc.unibo.it contact person Prof. Elisabetta Fava Dipartimento di discipline Linguistiche, comunicative e dello spettacolo Via Beato Pellegrino 1 Palazzo Maldura I-35100 Padova (Italy) Fax ++39-049 8274919 Elifava at Ux1.Unipd.It #012# REGISTRATION FORM CAPITALS THROUGHOUT PLEASE Last name:............................................. First name: ............................................ Institution: ............................................ Address: ................................................ Post code / zip code: ................................. City: .................................................... Country: ............................................... e-mail: .................................................. FAX: .................................................... Phone: ................................................... Send to fax ++39-049 8274919 or Elifava at Ux1.Unipd.It REGISTRATION FEE: 70 Euros (35 Euros for students) before July 30, 2000 to be deposited at 10021 Banca AntonVeneta, sede di padova, via VIII febbraio 5, 35100 Padova, CAB 12150, ABI 5040 after July 30, 2000: 100 Euros at the arrival in Padova LODGING AND TRANSPORTATION: WWW.PADOVAnet.it _____________________________________ Prof. Elisabetta Fava Dipartimento di discipline Linguistiche, comunicative e dello spettacolo Universita di Padova Palazzo Maldura I-35100 Padova fax ++39-049 8274919, phone ++39-0498274925 E-mail: Elifava at ux1.unipd.it (Prof. Elisabetta Fava) http://www.maldura.unipd.it From HTagerF at Shriver.org Mon Apr 10 13:20:54 2000 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Mon, 10 Apr 2000 09:20:54 -0400 Subject: Position Opening Message-ID: RESEARCH ASSISTANTSHIP POSITION Cognitive Psychology/ Psycholinguistics AVAILABLE MAY 15, 2000 We are seeking to hire a full-time research assistant whose background is in cognitive psychology and psycholinguistics to work on a program project on Clinical and Basic Studies in Autism. This interdisciplinary research program, funded by grants from the National Institutes of Health, addresses questions about cognitive, neuropsychological, linguistic, and social development and, more broadly, the relationship between genes, brain and behavior in autism, specific language impairment, and mental retardation. Major responsibilities include: · Collection of language, cognitive, and experimental theory of mind data from project participants; · Preparation, coding, and analyses of natural language transcripts; · Coding standardized language and cognitive assessments and all experimental data; · Organizing testing of project participants; · Maintaining subject, stimulus and data files; · Data analysis, especially for language data; · Preparation of literature reviews, and help in manuscript preparation. Background and skills needed for this position include: · Bachelors degree in Psychology or related field, with coursework in cognitive psychology and psycholinguistics; · Strong organizational, interpersonal, and computer skills; · Knowledge of Windows 97, Microsoft Office; · Research experience, including data/statistical analysis · Interest and background coursework in cognitive psychology or neuroscience, psycholinguistics, neuropsychology, and language/communication disorders We are seeking a mature and highly motivated person with strong interest in the areas of the research program, who would enjoy the experience of being involved in a large and active interdisciplinary research center. This full-time position includes a competitive salary and full benefits package. The Eunice Kennedy Shriver Center, which is now part of the University of Massachusetts Medical Center, is a non-profit Biomedical and Psychological Sciences Research Center which focuses on mental retardation, and neurodevelopmental disorders. It is located about 10 miles from downtown Boston, and 5 miles from Harvard Square in Cambridge. For more information, please send a cover letter, resume, and the names of 3 references to: Helen Tager-Flusberg, Ph.D., Center for Research on Developmental Disorders Eunice Kennedy Shriver Center, 200 Trapelo Road, Waltham, MA 02452 Tel: 781-642-0181; Fax: 781-642-0185; htagerf at shriver.org _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Please contact me at the Shriver Center: Senior Scientist Director, Center for Research On Sabbatical Leave 1999-2000: on Developmental Disorders, Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02452 Boston, MA 02125-3393 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From cdc107 at york.ac.uk Mon Apr 10 14:47:43 2000 From: cdc107 at york.ac.uk (cecile de cat) Date: Mon, 10 Apr 2000 15:47:43 +0100 Subject: call for papers Message-ID: We have the pleasure of announcing that a conference on Peripheral Positions will be held at the University of York, UK (September 9-11, 2000) We would like to organise a Language Acquisition session, so please read on... Invited Speakers: Lilliane Haegeman (Lille) Caroline Heycock (Edinburgh) (to be confirmed) Jim McCloskey (Santa Cruz) Mamoru Saito (Nanzan) Ianthi Tsimpli (Thessaloniki/Cambridge) Early generative syntax was concerned with providing a formal account of a whole range of constructions, and provided transformational analyses of phenomena like Heavy NP Shift, Extraposition, Topicalisation, Scrambling, Focussing Constructions etc. In some sense, all of these constructions involve peripheral positions within the clausal architecture - that is, positions which, at first blush, are not associated with one of the core clausal heads. Within the Government and Binding framework, these phenomena, together with those traditionally treated as involving base generation (Clitic Right/Left Dislocation), never truly figured as core concerns of the theory of clausal structure, although they were important from the perspective of A-bar dependency. More recently, however, developments within the theory of clause structure, and the development of the Minimalist program, have meant that such phenomena are beginning to raise interesting analytical and theoretical questions. We intend to hold a conference at the University of York on the 9th-11th of September to address these issues. More specifically, the kinds of questions we would like to address include the following: - Is it possible or even desirable to provide a unified account of the behaviour of elements at the right and left peripheries of the clause? - What is the phrase structural characterisation of such elements? - Are there dedicated peripheral positions for particular kinds of syntactic formatives, and if so what are the relevant featural characteristics? - Are peripheral positions available at early stages of first and second language acquisition? - What is the relationship between peripheral positions and apparently resumptive elements deeper within the clause structure? - What kinds of motivations are there for movement of elements to peripheral positions, and how do these bear on considerations of information structure and prosody? - What, if anything, differentiates matrix from embedded peripheral positions? Abstract Submission details Abstracts should be no more than two pages long (1000 - 1200 words maximum). Send 5 anonymous and one camera ready copy bearing the authors' name and affiliation, together with contact details, including an email address, to: Peripheral Positions Conference Programme Committee Department of Language and Linguistic Science University of York Heslington - York YO10 5DD United Kingdom Faxed abstracts will not be considered. You can, however, submit your abstract by email in plain ASCII (no attachments, no LaTeX source please) to: lang7 at york.ac.uk Details and updates about the conference can be found at the following URL: http://www-users.york.ac.uk/~lang7/ Important Dates: Abstract submission deadline: June 1 2000 Notification of acceptance (by email): June 19 2000 Conference: 9-11 September 2000 We intend to publish selected papers from the conference with a major publisher. From Roberta at UDel.Edu Mon Apr 10 16:19:15 2000 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Mon, 10 Apr 2000 11:19:15 -0500 Subject: Position Opening Message-ID: Do you know any graduating students who want to go to graduate school but would like to take a year or two off first and work in the field? Starting soon after graduation this Spring, I will need a full-time research assistant to run my lab (funded by NSF) to work on word learning. I treat this person as my intellectual colleague and greatly enjoy collaboration. In addition to being very smart and a self-starter, the individual must have excellent people skills since he or she would supervise the students who work in the lab and interact with the parents and babies who visit. Please have anyone who is interested call me at (302- 831-1634) or write me email at Roberta at Udel.edu ASAP. Thanks so much for your help!!! ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu ------------------------------------------------------------------------- From e.kidd at latrobe.edu.au Fri Apr 14 00:47:57 2000 From: e.kidd at latrobe.edu.au (Evan Kidd) Date: Fri, 14 Apr 2000 10:47:57 +1000 Subject: DST Message-ID: I was wondering whether anyone might be able to suggest any papers on Dynamic Systems Theory (DST) and language acquisition. Cheers Evan ******************************** Evan Kidd School of Psychological Science Faculty of Science, Technology and Engineering La Trobe University Bundoora Victoria 3083 Australia Ph: +61 3 9479 5150 Fax: +61 3 9479 1956 ******************************** NO JUNK EMAIL PLEASE From HTagerF at Shriver.org Fri Apr 14 14:14:39 2000 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Fri, 14 Apr 2000 10:14:39 -0400 Subject: Position Opening Message-ID: PROJECT MANAGER POSITION Cognitive Psychology/Developmental Cognitive Neuroscience AVAILABLE SEPTEMBER 2000 We are seeking a full-time project manager to work on a new five-year NIH-funded research grant. This research program focuses on social information processing in children and adults with Williams syndrome. The experiments explore whether people with Williams syndrome have spared abilities in processing faces, speech, and affective information, using on-line methods. Major responsibilities include: · Recruit participants; · Preparation of stimuli and testing materials, including collecting normative data · Organizing testing of project participants; Coding data · Maintaining subject, stimulus and data files; preparation of database and data analysis · Supervise RA and oversee daily activities on project; · Preparation of literature reviews, and help in manuscript preparation. Background and skills needed for this position include: · Masters or Doctoral degree in Psychology with strong background in cognitive science/social-cognition; experimental psychology and statistics; · Strong organizational, interpersonal, and computer skills; · Knowledge of Windows 97, Microsoft Office; · Research experience in experimental/cognitive psychology We are seeking a mature, independent and highly motivated person with strong interest in the areas of the research program, who would enjoy the experience of being involved in a large and active interdisciplinary research center. This full-time position includes a competitive salary and full benefits package. The Eunice Kennedy Shriver Center, which is now part of the University of Massachusetts Medical Center, is a non-profit Biomedical and Psychological Sciences Research Center which focuses on mental retardation, and neurodevelopmental disorders. It is located about 10 miles from downtown Boston, and 5 miles from Harvard Square in Cambridge. For more information, please send a cover letter, CV/resume, and the names of 3 references to: Helen Tager-Flusberg, Ph.D., Center for Research on Developmental Disorders Eunice Kennedy Shriver Center, 200 Trapelo Road, Waltham, MA 02452 Tel: 781-642-0181; Fax: 781-642-0185; htagerf at shriver.org _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Please contact me at the Shriver Center: Senior Scientist Director, Center for Research On Sabbatical Leave 1999-2000: on Developmental Disorders, Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02452 Boston, MA 02125-3393 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From pduran at bu.edu Fri Apr 14 16:51:46 2000 From: pduran at bu.edu (pilar duran) Date: Fri, 14 Apr 2000 12:51:46 -0400 Subject: DST Message-ID: Dear Evan, I am very glad to hear that researchers are becoming more interested in the relation between complexity theory and language (language acquisition in particular). There is not much work done in this topic. But you might want to contact Peter Rogan. He presented a poster in the second language research forum on 'Complexity theory and various factors in language learning'. Even though his focus was L2 acquisition, he had many references you might be interested in. I also read a dissertation from someone in the Netherlands that dealt with L1 acquisition and dynamic systems. I will pass you the complete reference as soon as I find it. Best wishes, Pilar Duran On Fri, 14 Apr 2000, Evan Kidd wrote: > I was wondering whether anyone might be able to suggest any papers on > Dynamic Systems Theory (DST) and language acquisition. > > Cheers > > Evan > > ******************************** > Evan Kidd > School of Psychological Science > Faculty of Science, Technology and Engineering > La Trobe University > Bundoora Victoria 3083 > Australia > > Ph: +61 3 9479 5150 > Fax: +61 3 9479 1956 > ******************************** > > NO JUNK EMAIL PLEASE > > From macw at cmu.edu Fri Apr 14 20:59:27 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 14 Apr 2000 16:59:27 -0400 Subject: new version of CLAN for Windows Message-ID: Dear Info-CHILDES, For some time, the Windows version of CLAN has tended to lag behind the Macintosh version in terms of stability and features. We have now produced a version of CLAN for Windows that almost totally closes this gap. In particular, this new version provides full support for video editing and linking in both CLAN and CA Mode on Windows with both QuickTime (.mov) and MediaPlayer (.mpg) formats. In addition, this version fixes some problems with disappearing words when using word highlighting that were noted in recent versions of the editor. I strongly recommend that anyone using CLAN on Windows for video editing download this new copy from the web site at childes.psy.cmu.edu. Good luck. --Brian MacWhinney From pispoli at club-internet.fr Sun Apr 16 14:24:36 2000 From: pispoli at club-internet.fr (David COHEN) Date: Sun, 16 Apr 2000 16:24:36 +0200 Subject: Change of address Message-ID: Dear Childes: In preparation for a move to New Zealand in July, I have opened an e-mail account with excite.com. Could you please change my address for childes mail to the following: sfoster-cohen at excite.com Many thanks, Susan From annahdo at bu.edu Mon Apr 17 00:39:37 2000 From: annahdo at bu.edu (Do) Date: Sun, 16 Apr 2000 20:39:37 -0400 Subject: Call For Papers: Boston University Conference on Language Development Message-ID: Just a reminder... ************************************************************************ The 25th Annual Boston University Conference on Language Development Call for Papers November 3, 4 and 5, 2000 Keynote Speaker: Lois Bloom, Teachers College, Columbia University Plenary Speaker: Nina Hyams, UCLA ************************************************************************ FIRST AND SECOND LANGUAGE ACQUISITION All topics in the field of language acquisition will be fully considered, including: Bilingualism Language Disorders Literacy & Narrative Cognition & Language Sociolinguistics Neurolinguistics Creoles & Pidgins Signed Languages Pragmatics Input &Interaction Speech Perception & Production Discourse Exceptional Language Pre-linguistic Development Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. Please submit: 1) ten copies of an anonymous, clearly titled 450-word summary for review. Include word count at the bottom of the page. 2) one copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. Include word count at the bottom of the page. 3) for EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent to the first author by early August, by US Mail. Pre-registration materials and preliminary schedule will be available in late August, 2000. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings Volumes. Those papers will be due in January, 2001. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2000. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at louis-xiv.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************ Author Information Form (fill out one form completely for EACH author) Title: Topic area: Audiovisual requests: Full name: Affiliation: Current address: Summer address if different, and dates: Current email (required): Summer email (required): Current phone number (required): Summer phone (required): * To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. * If your paper is not one of the 90 initially selected for presentation, please indicate whether you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you received the 2000 Call for Papers: ____ e-mail/electronic ___surface mail ____word of mouth Please indicate how you wish to receive the 2001 Call for Papers: ____e-mail/electronic ___surface mail ____ both From hiromi at UKANS.EDU Mon Apr 17 16:20:28 2000 From: hiromi at UKANS.EDU (Hiromi Morikawa) Date: Mon, 17 Apr 2000 11:20:28 -0500 Subject: Flapping in American English Message-ID: I am posting a query on behalf of someone who is not on Info-CHILDES. A direct reply to Tomomi will be much appreciated. But I'd also be happy to forward any replies to her. Thank you in advance. Hiromi Morikawa Research Associate Life Span Insitute / Child Language Program University of Kansas hiromi at ukans.edu --- Begin Forwarded Message --- I am now reserching Japanese child's phonological acquisition and would like to know about the AE voiced dental-alveolar flap /r/ in order to compare to that of Japanese /r/. It is well-known fact of English that both /t/ and /d/ undergo a rule of flapping where each if produced as /r/. I would like to know when American children determine the surface form /r/ is the surface neutralisation of two phonemes. The reason that I want to know about AE flapping is that Japanese /r/ is very similar to that of AE flapping /r/, and Japanese children tend to substitute /r/ to /d/ or vise virsa. If I could find some ideas on the acquisition of 'flapping' in American English, that will be very supportive for developing my argument on the acquisition of Japanese /d/ and /r/. If you have any idea, I would be very pleased if you would reply me. I cannot find any reference at all in England.... Many thanks, Tomomi Utsunomiya tomoutsu at hotmail.com --- End Forwarded Message --- From joman_shami at hotmail.com Mon Apr 17 17:36:49 2000 From: joman_shami at hotmail.com (Joman Shami) Date: Mon, 17 Apr 2000 17:36:49 GMT Subject: connectionist modeling of the English past tense Message-ID: �Dear Childes,� �I am interested in the connectionist models that have dealt with the English past tense. IF any of you ��can offer a list of references on this topic. I will post the results later. Also I would like to know whether ��there is any model that is trained to account for the learning of the English past tense by ESL/ EFL ��learners. I would like to thank you all for your help in advance.� � Many regards,� �Joman Shami� ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From jonmach at informix.com Mon Apr 17 18:13:08 2000 From: jonmach at informix.com (Jon Machtynger) Date: Mon, 17 Apr 2000 19:13:08 +0100 Subject: connectionist modeling of the English past tense Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2041 bytes Desc: not available URL: From macw at cmu.edu Mon Apr 17 22:17:10 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 17 Apr 2000 18:17:10 -0400 Subject: The CHILDES manuals -- Third Edition Message-ID: Dear Info-CHILDES, Lawrence Erlbaum has now published the third edition of the CHILDES manuals. There are now two volumes. Volume 1 deals with the CHAT format and the programs. Volume 2 deals with the database. Both volumes are very much updated and extended from the 1995 Second Edition version. A very conscientious proofreader at LEA did a great job spotting the many errors and inconsistencies found in the second edition. The combined price for the two volumes with the CD-ROM is $75.00. The books may be ordered from Lawrence Erlbaum in Mahwah, NJ. Orders can be placed by phone to 800 926-6579 in North America or by email to orders at erlbaum.com. The bibliographic information on the volumes is: MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk, Third Edition. Volume I: Transcription Format and Programs. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0-8058-2995-4 MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk, Third Edition. Volume II: The Database. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0-8058-3572-5 Thanks to all of you who have contributed to the data described in Volume 2 and to those who have helped refine the programs and formats described in Volume 1. --Brian MacWhinney From akuntay at ku.edu.tr Tue Apr 18 10:54:55 2000 From: akuntay at ku.edu.tr (akuntay at ku.edu.tr) Date: Tue, 18 Apr 2000 10:54:55 EET Subject: tasks for eliciting REQUESTS Message-ID: Dear info-childes subscribers: We are planning on a cross-cultural study on the requestive language of preschool children. We would like to find out about techniques and tasks that people found useful in eliciting request- like speech acts from young children. We are currently considering: (1) role-play-type tasks, where children voice requests for others, and (2) tasks that would require the children to issue their own requests. Thanks very much! Aylin Kuntay-Kei Nakamura From spk3893 at garnet.acns.fsu.edu Tue Apr 18 12:53:08 2000 From: spk3893 at garnet.acns.fsu.edu (Shubha Kashinath) Date: Tue, 18 Apr 2000 08:53:08 -0400 Subject: tasks for eliciting REQUESTS Message-ID: Hello, Some speech pathology assessment tools such as the Communication and Symbolic Behavior Scales (CSBS), developed by Wetherby & Prizant(1998) have items called communicative temptations which are designed to elicit communication- mostly requests for objects/help. Hope this helps Shubha @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Shubha Kashinath Department of Communication Disorders, 107 RRC, Florida State University Tallahassee, FL 32306-1200 PH: (850)644-4642 EMAIL: spk3893 at garnet.acns.fsu.edu @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ From Henri.Cohen at uqam.ca Tue Apr 18 11:39:20 2000 From: Henri.Cohen at uqam.ca (Henri.Cohen at uqam.ca) Date: Tue, 18 Apr 2000 12:39:20 +0100 Subject: Tennet XI program Message-ID: Dear colleagues, THEORETICAL AND EXPERIMENTAL NEUROPSYCHOLOGY (TENNET) June 15-17, 2000; Montreal, Canada The program and additional information are now posted on the web: http://www.geocities.com/~neuroscience http://www.er.uqam.ca/nobel/tennet Cordially, Henri Cohen From jancosek at spot.colorado.edu Tue Apr 18 23:29:34 2000 From: jancosek at spot.colorado.edu (Betty Jancosek) Date: Tue, 18 Apr 2000 17:29:34 -0600 Subject: MLU in Spanish Message-ID: We have been conducting research in language development in toddlers of Mexican descent for whom Spanish is the major language of the home. We have concerns relative some of our methodologies in obtaining MLU-Word in Spanish. We would be very interested in hearing about some of the methodologies used by others doing MLU research in Spanish. One concern relates to counting clitics; utterances such as "damelo" are of particular concern methodologically. Betty Jancosek Speech, Language and Hearing Sciences Department University of Colorado Boulder, CO 80309-0409 Phone: (303) 492-3042 FAX: (303) 492-3274 From cchaney at sfsu.edu Thu Apr 20 01:53:46 2000 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Wed, 19 Apr 2000 18:53:46 -0700 Subject: Ph. D. programs Message-ID: I am forwarding this message for a colleague, who is not a member of the discussion group...but I thought y'all might help her. Carolyn Date: Wed, 12 Apr 2000 11:37:39 -0700 From: ANDREA TOTH I am considering applying to a PhD program to pursue my interest in pronunciation issues of second language learners. I have taught ESL for 14 years at the college/university level. Could you direct me towards programs, schools or persons doing research in this area? Thank you for your time. Andrea Toth From cchaney at sfsu.edu Thu Apr 20 01:55:51 2000 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Wed, 19 Apr 2000 18:55:51 -0700 Subject: Flapping in American English Message-ID: I'm interested in the flapping question too, so I hope you'll post a summary of replies. Carolyn Chaney On Mon, 17 Apr 2000, Hiromi Morikawa wrote: > I am posting a query on behalf of someone who is not on Info-CHILDES. A > direct reply to Tomomi will be much appreciated. But I'd also be happy to > forward any replies to her. Thank you in advance. > > Hiromi Morikawa > Research Associate > Life Span Insitute / Child Language Program > University of Kansas > hiromi at ukans.edu > > > --- Begin Forwarded Message --- > > I am now reserching Japanese child's phonological acquisition and > would like to know about the AE voiced dental-alveolar flap /r/ > in order to compare to that of Japanese /r/. > > It is well-known fact of English that both /t/ and /d/ undergo a rule of > flapping where each if produced as /r/. > I would like to know when American children determine the surface form /r/ > is the surface neutralisation of two phonemes. > > The reason that I want to know about AE flapping is that Japanese /r/ is > very similar to that of AE flapping /r/, and Japanese children tend to > substitute /r/ to /d/ or vise virsa. If I could find some ideas on the > acquisition of 'flapping' in American English, that will be very supportive > for developing my argument on the acquisition of Japanese /d/ and /r/. > > If you have any idea, I would be very pleased if you would reply me. > > I cannot find any reference at all in England.... > > Many thanks, > Tomomi Utsunomiya > tomoutsu at hotmail.com > > --- End Forwarded Message --- > > > > > From macw at cmu.edu Thu Apr 20 15:18:58 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 20 Apr 2000 11:18:58 -0400 Subject: updates for Polish and Japanese Message-ID: Dear Info-CHILDES, There are new data now in the database for Polish and Japanese. The new Polish data are from Richard Weist at SUNY Fredonia. Dick has now added data from a third Polish child Wawrzon. In addition, we have converted the Polish files so that they now read like standard Polish with standard diacritic characters. In Windows, this involves the use of the Courier New font. In Macintosh, it involves use of the Geneva CE font. Older versions of the data in plain ASCII are still on the server and the CHILDES 2000 CD-ROM. Thanks to Dick for these new data. The second data set update is from Takeo Ishii of Kyoto Sangyo University. His data are from Jun and there were previously 61 data files. Now there are 22 new data files for a total of 83. Takeo can also provide digitized video linked to the data files on request. Thanks to Takeo for this update of his corpus. --Brian MacWhinney From brovettc at georgetown.edu Fri Apr 21 20:18:24 2000 From: brovettc at georgetown.edu (Claudia Brovetto) Date: Fri, 21 Apr 2000 16:18:24 -0400 Subject: NELS 31 Call for abstracts Message-ID: NELS 31 CALL FOR ABSTRACTS Georgetown University will host the next North East Linguistic Society (NELS 31) conference from October 6th to 8th, 2000. This year, for the first time, NELS will feature a workshop in cognitive neuroscience, with the title "Neurological bases of language", and a poster session on the same topic. The invited speakers for the workshop are Angela Friederici Yosef Grodzinsky David Poeppel Michael Ullman We invite abstracts for posters for the NELS 31 workshop on "Neurological bases of Language." Abstracts should examine phenomena from an area of linguistics (e.g., syntax, semantics, morphology, phonology) and, ideally, should address issues informative for linguistic theory. Abstracts must be at most one-page with one-inch margins and typed in at least 11-point font. An optional second page is permitted for data and references. Submissions are limited to one individual and one joint abstract, or to two joint abstracts per author. We strongly encourage electronic submissions. Postal submissions must include 6 copies of an anonymous abstract and an index card including the following information: name, title of abstract and area (phonology, syntax, etc.), poster or main session, affiliation(s), mailing address, and e-mail address. ABSTRACT DEADLINE: July 1, 2000 NOTIFICATION OF ACCEPTANCE: August 20, 2000 Electronic submissions: nels2000 at georgetown.edu Postal submissions: Abstract Committee/NELS 31 Department of Linguistics Georgetown University 37th and O street, NW Washington, DC 20057 For more information about the conference, please visit our web site: http://www.georgetown.edu/departments/linguistics/nels31/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Apr 23 00:20:36 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 22 Apr 2000 20:20:36 -0400 Subject: Afrikaans data from the University of Stellenbosch Message-ID: Dear Info-CHILDES, I am happy to announce the addition of data from yet another language to the CHILDES database. This is the first set of data on the acquisition of Afrikaans from a group of researchers at the University of Stellenbosch including Ondene van Dulm, Debra Aarons, Cecile Le Roux, and Simone Conradie. Thanks to all these folks for this new data set, which is now included in the "Germanic" directory on childes.psy.cmu.edu as afrikaans.sit and afrikaans.zip. --Brian MacWhinney Here is the 00readme.cdc file: ACKNOWLEDGEMENTS: In the case of this data being used, please cite Le Roux (1999), as well as MacWhinney (1995) for the Childes system in general. RESTRICTIONS: The investigators would like to be informed if the data is to be used or published in any form. Users can let us know via e-mail to linguis at maties.sun.ac.za. We would appreciate being sent copies of any articles etc in which the data is mentioned or used. WARNINGS: As the researchers were interested only in various aspects of syntactic development as from the stage of two-word utterances, only such utterances were transcribed and coded. Recording only began when the subject was consistently using two- or more word utterances, and single-word utterances were not transcribed or coded. Utterances of the other participants, which surrounded single-word utterances of the subject, were also excluded from the transcription. Only the contextually relevant utterances of other participants, were transcribed. Also note that cases of suspected ellipsis were not filled in, as the investigators did not feel justified in making assumptions about what the child intended to say. HISTORY: This project was headed by Cecile le Roux, formerly of the Department of General Linguistics of the University of Stellenbosch. The aim of the project was the creation of a detailed computerized database on the acquisition of South African Languages. Data were collected for the following : 2 children age 18m-3yrs, acquiring Afrikaans as L1 3 English L1 children age 5-7yrs, acquiring Afrikaans as L2 4 Xhosa L1 children age 6-9, acquiring Afrikaans as L2 2 Xhosa L1 children age 14-15, acquiring Afrikaans as L2 2 Afrikaans L1 children age 5, acquiring English as L2 The data consist of the spontaneous utterances of the children, elicited in environments familiar to the children, at daycare, school or at home. The data collectors included assistants and lecturers of the General Linguistics Department of Stellenbosch University. These people included Ondene van Dulm, Simone Conradie, and Debra Aarons. The utterances were elicited in a free play situation with the younger children, and in conversation with the older children. Video recordings were made of the two toddlers, and audio recordings of the rest of the subjects. Transcriptions were done by the various data collectors, and every transcription was checked for reliability by another member of the team. Only the utterances relevant to the study were transcribed - please see warnings. To date, only the data of the two toddlers, acquiring Afrikaans as L1 has been coded. The remaining data will be coded in 2000. BIOGRAPHICAL DATA for Chanel: Chanel Leuvenink. (Permission to use real name.) Born 29/10/96. Female. Only child. Afrikaans-speaking, both parents Afrikaans-speaking. CONTENTS: Chanel1 30/4/98 1y6m0w Chanel2 6/5/98 1y6m1w Chanel3 14/5/98 1y6m2w Chanel4 27/5/98 1y7m0w Chanel5 24/6/98 1y7m3w Chanel6 15/7/98 1y8m2w Chanel7 29/7/98 1y9m0w Chanel8 12/8/98 1y9m2w Chanel9 26/8/98 1y10m0w Chanel10 16/9/98 1y10m2w Chanel11 8/10/98 1y11m1w Chanel12 21/10/98 1y11m3w Chanel13 5/11/98 2y0m1w Chanel14 18/11/98 2y0m3w Chanel15 25/11/98 2y1m0w Chanel16 20/12/98 2y1m3w Chanel17 15/1/99 2y2m2w Chanel18 3/2/99 2y3m1w Chanel19 22/2/99 2y3m3w Chanel20 8/3/99 2y4m1w Chanel21 23/3/99 2y4m3w Chanel22 6/4/99 2y5m1w Chanel23 27/4/99 2y6m0w Chanel24 10/5/99 2y7m1w Chanel25 24/5/99 2y7m3w Chanel26 7/6/99 2y8m1w Chanel27 21/6/99 2y8m3w Chanel28 12/7/99 2y9m2w Chanel29 26/7/99 2y9m0w Chanel30 16/8/99 2y9m2w Chanel31 6/9/99 2y10m1w Chanel32 14/10/99 2y11m1w SITUATION: Chanel was recorded by video camera, either at her daycare centre or at home. At the daycare centre she usually sat in a quiet room alone with the investigator, Ondene van Dulm, and looked at books and played with toys. At home, her mother Ria was included in the recordings, and Chanel played freely in the sitting-room, study and her own bedroom. She had a great variety of toys and books. At times, other people were also present for the recordings, including her father, Kimo, members of her extended family, and the daughter of the investigator, Enya. BIOGRAPHICAL DATA for Jean: Jean Kriel. (Permission to use real name.) Born 14/10/96 Male. Younger of two. Older brother 13 years of age. Afrikaans-speaking, both parents and brother Afrikaans-speaking. CONTENTS: Jean1 30/4/98 1y6m2w Jean2 6/5/98 1y6m3w Jean3 13/5/98 1y7m0w Jean4 4/6/98 1y7m3w Jean5 18/6/98 178m0w Jean6 6/7/98 1y8m3w Jean7 29/7/98 1y9m2w Jean8 19/8/98 1y10m0w Jean9 2/9/98 1y10m2w Jean10 20/9/98 1y11m1w Jean11 19/10/98 2y0m0w Jean12 29/10/98 2y0m2w Jean13 12/11/98 2y1m0w Jean14 26/11/98 2y1m2w Jean15 20/12/98 2y2m1w Jean16 14/1/98 2y3m0w Jean17 29/1/99 2y3m2w Jean18 12/2/99 2y4m0w Jean19 26/2/99 2y4m2w Jean20 11/3/99 2y5m0w Jean21 25/3/99 2y5m2w Jean22 9/4/99 2y6m0w Jean23 27/4/99 2y6m2w Jean24 11/5/99 2y7m0w Jean25 25/5/99 2y7m2w Jean26 6/6/99 2y7m3w Jean27 22/6/99 2y8m2w Jean28 13/7/99 2y9m0w Jean29 27/7/99 2y9m2w Jean30 17/8/99 2y10m0w Jean31 7/9/99 2y10m3w Jean32 5/10/99 2y11m3w SITUATION: Jean was recorded by video camera, at home, at first by the recorder, Ondene van Dulm, and later by his mother. The video camera was simply switched on to record at various times during his daily activities, including dinner time, bath time, play time, story time etc. At times, Jean's older brother Lexie and/or father Lex was also present. Contact person: Ondene van Dulm Department of General Linguistics University of Stellenbosch Private Bag X1 Stellenbosch 7602 South Africa ovd at akad.sun.ac.za From tenbrink at informatik.uni-hamburg.de Tue Apr 25 08:08:48 2000 From: tenbrink at informatik.uni-hamburg.de (Thora Tenbrink) Date: Tue, 25 Apr 2000 10:08:48 +0200 Subject: Query: Maternal input and cognition Message-ID: Given that most research on caregiver talk to young children has been focusing on the question whether and how input facilitates language development, I wonder if there is any literature on the relationship between maternal input and the development of concepts such as space and time. Even if it might be difficult to prove such a relationship in terms of facilitation, the question should certainly be asked what kind of concepts children are confronted with in the language they listen to daily. Any hint concerning literature dealing with maternal language in relation to cognitive and semantic development - especially in the domains of space and time - is welcome. Thank you in advance, Thora Tenbrink From sdevitt at tcd.ie Tue Apr 25 16:49:37 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Tue, 25 Apr 2000 17:49:37 +0100 Subject: Replies to request for information on Connectives Message-ID: Dear colleagues, I got a very good response to my request for information on connectives. I have compiled the information in bibliographic form below and send it also as an rtf attachment. It has been very helpful to our group. I hope it is helpful to others too. Thank you very much to all who took the trouble to reply. It is great to know that such support and generosity is out there! Sean Devitt References from CHILDES on Connectives April 2000 Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Child Language 7, 235-261. Brown, A. L. & French, L. A. (1976). Construction and regeneration of logical sequences using causes or consequences as the point of departure. Child Development, 47, 930-940. Carni, E. & French, L.A. (1984). The acquisition of before and after reconsidered: What develops? Journal of Experimental Child Psychology, 37, 394-403. Clark, E. V. (1970). How young children describe events in time. In G. B. Flores d'Arcais & W. J. M. Levelt (Eds.), Advances in psycholinguistics (pp. 275-284). Amsterdam: North-Holland Publishing Co. Clark, E. V. (1971) On the acquisition of the meaning of before and after. Journal of Verbal Learning & Verbal Behavior 10, 266-275. Clark, E. V. (1973) How children describe time and order. In C. A. Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp. 585-606). New York: Holt, Rinehart & Winston.. French, L. A. & Brown, A. L. (1977). Comprehension of "before" and "after" in logical and arbitrary sequences. Journal of Child Language, 4, 247-256. French, L.A. (1981). When does when mean more than when? A comment on Cairns and Hsu's stage model for replies to when-questions. Journal of Child Language, 8, 471-475. French, L.A. (1985). Children's acquisition and understanding of relational terms. In S.A. Kuczaj & M.D. Barrett (Eds.). Development of Word Meaning (pp. 303 - 338). New York: Springer-Verlag. French, L.A. (1986). The language of events. In K. Nelson, et al. Event Knowledge: Structure and Function in Development (pp. 119 - 136). Hillsdale, NJ: Erlbaum. French, L.A. (1988). The Development of Children's Understanding of "Because" and "So." Journal of Experimental Child Psychology, 45, 262-279. French, L.A. & Nelson, K. (1982). Taking away the supportive context: Preschoolers talk about the "Then and There." The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(1), 1-6. French, L.A. & Nelson, K. (1983). More talk about then and there. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(1), 25-27. French, L.A. & Nelson, K. (1985). Young children's knowledge of relational terms: some ifs, ors, and buts. New York: Springer-Verlag. French, L.A. (1986). Acquiring and using words to express logical relationships. In S.A. Kuczaj, II & M.D. Barrett (eds), The development of word meaning (pp. 303-338). New York: Springer-Verlag. French, L.A. (1989) Young children's responses to "when" questions: Issues of directionality. Child Development, 60, 225-236. Golding, J. M., Millis, K. M., Hauselt, J. & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R.F. Lorch, Jr. & E.J. O'Brien (eds), Sources of coherence in reading (pp. 127-143). Hillsdale, NJ: L. Erlbaum Associates. Haberlandt, K. (1982). Reader expectations in text comprehension. In J.F. Le Ny & W. Kintsch (eds), Language and comprehension (pp. 239-249). Amsterdam: North-Holland. Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longmans Group. Hemphill, L., Feldman, H., Camp, L., Griffin, T., Miranda, E., & Wolf, D. (1994). Developmental changes in narrative and non-narrative discourse in children with and without brain injury. Journal of Communication Disorders, 27, 107-133. Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an index of communicative competence. Applied Psycholinguistics, 12, 263-279. Hudson, J.A. & L.R. Shapiro, (1991). From knowing to telling: the development of children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 89-136). Hillsdale, NJ: L. Erlbaum Associates. Irwin, J.W. (1980). The effects of linguistic cohesion on prose comprehension. Journal of Reading Behavior 12, 325-332. Kail, M. & Weissenborn, J. (1984) A developmental cross-linguistic study of adversative connectives: French 'mais' and German 'aber/sondern'. Journal of Child language 11.143-158. Kail, M. & Weissenborn, J. (1984) L'acquisition des connecteurs: critiques et perspectives. In M. Moscato & G. Pierault Le Bonniec (eds.) Le langage: construction et actualisation (pp. 101 - 120). Rouen: Presses Universitaires de Rouen. Kail, M., & Hickmann, M. (1992). French children's ability to introduce referents in narratives as a function of mutual knowledge. First Language, 12, 73-94. Kernan, K.T. (1977). Semantic and expressive elaboration in children's narratives. In S. Ervin-Tripp & C. Mitchell-Kernan (eds), Child discourse (pp. 91-102). New York: Academic Press. Mouchon, S., Fayol, M. & Gaonac'h, D. (1995). On-line processing of links between events in narratives: study of children and adults. Cahiers de Psychologie 14, 171-193. Mouchon, S., Fayol, M. & Gombert, J.E. (1989). L'Utilisation de quelques connecteurs dans des rappels de récits chez des enfants de 5 à 8 ans [The use of some connectives in recall of narratives in children aged 5 to 8 years]. L'Année Psychologique 89, 513-529. Nelson, K. (1986). Event Knowledge: Structure and Function in Development. Hillsdale, NJ: Erlbaum. Mitchell P. & Riggs, K., (1999). Children's reasoning and the mind. Psychology press. [You will find therein a number of papers addressing the issue of counterfactuals and understanding of if/then that might be helpful in your project.] Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue. First Language 8, 19-28. Peterson, C. & McCabe, A. (1991). Linking children's connective use and narrative macrostructure. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 29-53). Hillsdale, NJ: L. Erlbaum Associates. Peterson, C. (1986). Semantic and pragmatic uses of "but". Child Language 13, 583-590. Peterson, C., & McCabe, A. (1987). The connective "and": do older children use it less as they learn other connectives? Journal of Child Language 14, 375-381. Ovadia, R., Hemphill, L, Winner, K., & Bellinger D. (in press) "Just pretend": Participation in symbolic talk by children with histories of early corrective heart surgery. Applied Psycholinguistics. Shapiro, L.R. & Hudson, J.A. (1991). Tell me a make-believe story: coherence and cohesion in young children's picture-elicited narratives. Developmental Psychology, 27, 960-974. Silva, M. (1995) Simultaneity in children's narratives: the case of when, while and as. Journal of Child Language 18, 641 -662. Jill de Villiers has "a rather tantalizing undergraduate thesis by a Smith student , Caroline Hunt, on "because" and causal understanding". Dissertation from University of Massachusets, which is to be submitted in a few weeks by Bart Hollebrandse, on sequence of tense across clauses. References from CHILDES on Connectives April 2000 Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Child Language 7, 235-261. Brown, A. L. & French, L. A. (1976). Construction and regeneration of logical sequences using causes or consequences as the point of departure. Child Development, 47, 930-940. Carni, E. & French, L.A. (1984). The acquisition of before and after reconsidered: What develops? Journal of Experimental Child Psychology, 37, 394-403. Clark, E. V. (1970). How young children describe events in time. In G. B. Flores d'Arcais & W. J. M. Levelt (Eds.), Advances in psycholinguistics (pp. 275-284). Amsterdam: North-Holland Publishing Co. Clark, E. V. (1971) On the acquisition of the meaning of before and after. Journal of Verbal Learning & Verbal Behavior 10, 266-275. Clark, E. V. (1973) How children describe time and order. In C. A. Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp. 585-606). New York: Holt, Rinehart & Winston.. French, L. A. & Brown, A. L. (1977). Comprehension of "before" and "after" in logical and arbitrary sequences. Journal of Child Language, 4, 247-256. French, L.A. (1981). When does when mean more than when? A comment on Cairns and Hsu's stage model for replies to when-questions. Journal of Child Language, 8, 471-475. French, L.A. (1985). Children's acquisition and understanding of relational terms. In S.A. Kuczaj & M.D. Barrett (Eds.). Development of Word Meaning (pp. 303 - 338). New York: Springer-Verlag. French, L.A. (1986). The language of events. In K. Nelson, et al. Event Knowledge: Structure and Function in Development (pp. 119 - 136). Hillsdale, NJ: Erlbaum. French, L.A. (1988). The Development of Children's Understanding of "Because" and "So." Journal of Experimental Child Psychology, 45, 262-279. French, L.A. & Nelson, K. (1982). Taking away the supportive context: Preschoolers talk about the "Then and There." The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(1), 1-6. French, L.A. & Nelson, K. (1983). More talk about then and there. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(1), 25-27. French, L.A. & Nelson, K. (1985). Young children's knowledge of relational terms: some ifs, ors, and buts. New York: Springer-Verlag. French, L.A. (1986). Acquiring and using words to express logical relationships. In S.A. Kuczaj, II & M.D. Barrett (eds), The development of word meaning (pp. 303-338). New York: Springer-Verlag. French, L.A. (1989) Young children's responses to "when" questions: Issues of directionality. Child Development, 60, 225-236. Golding, J. M., Millis, K. M., Hauselt, J. & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R.F. Lorch, Jr. & E.J. O'Brien (eds), Sources of coherence in reading (pp. 127-143). Hillsdale, NJ: L. Erlbaum Associates. Haberlandt, K. (1982). Reader expectations in text comprehension. In J.F. Le Ny & W. Kintsch (eds), Language and comprehension (pp. 239-249). Amsterdam: North-Holland. Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longmans Group. Hemphill, L., Feldman, H., Camp, L., Griffin, T., Miranda, E., & Wolf, D. (1994). Developmental changes in narrative and non-narrative discourse in children with and without brain injury. Journal of Communication Disorders, 27, 107-133. Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an index of communicative competence. Applied Psycholinguistics, 12, 263-279. Hudson, J.A. & L.R. Shapiro, (1991). From knowing to telling: the development of children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 89-136). Hillsdale, NJ: L. Erlbaum Associates. Irwin, J.W. (1980). The effects of linguistic cohesion on prose comprehension. Journal of Reading Behavior 12, 325-332. Kail, M. & Weissenborn, J. (1984) A developmental cross-linguistic study of adversative connectives: French 'mais' and German 'aber/sondern'. Journal of Child language 11.143-158. Kail, M. & Weissenborn, J. (1984) L'acquisition des connecteurs: critiques et perspectives. In M. Moscato & G. Pierault Le Bonniec (eds.) Le langage: construction et actualisation (pp. 101 - 120). Rouen: Presses Universitaires de Rouen. Kail, M., & Hickmann, M. (1992). French children's ability to introduce referents in narratives as a function of mutual knowledge. First Language, 12, 73-94. Kernan, K.T. (1977). Semantic and expressive elaboration in children's narratives. In S. Ervin-Tripp & C. Mitchell-Kernan (eds), Child discourse (pp. 91-102). New York: Academic Press. Mouchon, S., Fayol, M. & Gaonac'h, D. (1995). On-line processing of links between events in narratives: study of children and adults. Cahiers de Psychologie 14, 171-193. Mouchon, S., Fayol, M. & Gombert, J.E. (1989). L'Utilisation de quelques connecteurs dans des rappels de récits chez des enfants de 5 à 8 ans [The use of some connectives in recall of narratives in children aged 5 to 8 years]. L'Année Psychologique 89, 513-529. Nelson, K. (1986). Event Knowledge: Structure and Function in Development. Hillsdale, NJ: Erlbaum. Mitchell P. & Riggs, K., (1999). Children's reasoning and the mind. Psychology press. [You will find therein a number of papers addressing the issue of counterfactuals and understanding of if/then that might be helpful in your project.] Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue. First Language 8, 19-28. Peterson, C. & McCabe, A. (1991). Linking children's connective use and narrative macrostructure. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 29-53). Hillsdale, NJ: L. Erlbaum Associates. Peterson, C. (1986). Semantic and pragmatic uses of "but". Child Language 13, 583-590. Peterson, C., & McCabe, A. (1987). The connective "and": do older children use it less as they learn other connectives? Journal of Child Language 14, 375-381. Ovadia, R., Hemphill, L, Winner, K., & Bellinger D. (in press) "Just pretend": Participation in symbolic talk by children with histories of early corrective heart surgery. Applied Psycholinguistics. Shapiro, L.R. & Hudson, J.A. (1991). Tell me a make-believe story: coherence and cohesion in young children's picture-elicited narratives. Developmental Psychology, 27, 960-974. Silva, M. (1995) Simultaneity in children's narratives: the case of when, while and as. Journal of Child Language 18, 641 -662. Jill de Villiers has "a rather tantalizing undergraduate thesis by a Smith student , Caroline Hunt, on "because" and causal understanding". Dissertation from University of Massachusets, which is to be submitted in a few weeks by Bart Hollebrandse, on sequence of tense across clauses. Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From sdevitt at tcd.ie Tue Apr 25 16:59:49 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Tue, 25 Apr 2000 17:59:49 +0100 Subject: Replies to request for information on Chinese Characters. Message-ID: Dear Colleagues, Some time ago I sent out a request for information on the learning of Chinese characters for a student of mine. Below is the result of my request. There is not a lot, but it is useful, nonetheless. Many thanks to those who responded. References to learning of Chinese characters Reading and Writing (Special issue) (1998, Vol. 10, No.3-5) devoted to "Cognitive processing of Chinese characters, words, sentences and Japanese kanji and kana". Chen, Y.P. Allport, D.A. & Marshall, J.C. (1996). What are the fundamental orthographic units in Chinese word recognition: stroke or stroke pattern? Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49, 1024-1043. Wang, Jian, Inhoff, Albrecht, & Hsuan-Chih Chen (Eds.), (1999). Reading Chinese Script : A Cognitive Analysis. Lawrence Erlbaum Assoc; ISBN: 0805824782 Unknown (to appear?). "Japanese text comprehension by Chinese and non-Chinese background learners." May appear in System in the near future. Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From joman_shami at hotmail.com Tue Apr 25 20:46:55 2000 From: joman_shami at hotmail.com (Joman Shami) Date: Tue, 25 Apr 2000 20:46:55 GMT Subject: References on Connectionism Message-ID: �Dear Info-Childes,� �Thank you everybody for your help and cooperation when giving me the references ��regarding references on connectionism and this is a list of the references I got from ��you all: �Rubelhart & McClelland (1986) in McClelland & Rumelhart & the PDP Research ��Group, "Parallel distributed processing: Explorations in the microstructure of ��cognition. Vol. 2 Psychological and biological models." Cambridge, MA: MIT Press. � �Ellis, R., Humphreys, G.W. (1999) Connectionist psychology: A text with readings. ��Psychology Press� �Joanisse, MF & Seidenberg MS (1999) Impairments In Verb Morphology Following ��Brain Injury: A Connectionist Model, Proceedings of the National Academy of ��Sciences, USA, 96(13), 7592-7597. � �Plunkett, K & Juola, P. (1999) A connectionist model of English past tense and plural ��morphology, Cognitive Science 23(4), 463-490 � � � �Daugherty & Seidneberg 1993 (Proceedings of the 14th Annual Cognitive Conference ��of the Science Society). � �Klahr, D. and B. MacWhinney (1997). Information processing. Manual of child ��psychology. W. Damon, D. Kuhn and R. Siegler. New York, Wiley. � �MacWhinney, B. (1998). Models of the emergence of language. Annual Review of ��Psychology 49: 199-227. � � � �Jay McClelland � �@InCollection{HoeffnerMcClelland93, � �author = "Hoeffner, J. and McClelland, J. L.", � �title = "Can a perceptual processing deficit explain the impairment of inflectional ��morphology in developmental dysphasia? {A} computational investigation", � �year = "1993", � �booktitle = "Proceedings of the Twenty-fifth Annual Child Language Research ��Forum", � �editor = "Clark, E.", � �publisher= {Center for the Study of Language and Information}, � �address = {Stanford University, Palo Alto, CA}, pages = "38-49" } � �@article{MacWhinneyLeinbach91, � �key = "MacWhinney and Leinbach" , � �author = "Brian MacWhinney and Jared Leinbach" , � �year = "1991" , � �title = "Implementations Are Not Conceptualizations: {Revising} the Verb ��Learning Model" � �journal = "Cognition", � �volume = "40" , � �pages = "121-153" , � �keywords= "semantics" } � �@InCollection{RumelhartMcClelland86pt, � �author = "Rumelhart, D. E. and McClelland, J. L.", � �title = "On learning the past tenses of {English} verbs", � �booktitle = "Parallel Distributed Processing: {Explorations} in the Microstructure ��of Cognition", � �publisher = "MIT Press", � �year = 1986, � �editor = "J. L. McClelland and D. E. Rumelhart and the PDP Research Group", � �volume = 2, � �chapter = 18, � �pages = "216-271", � �address = "Cambridge, MA" � �Daugherty, K., Seidenberg, M. 1992. Rules or connections? The past tense revisited. ��Proceeedings of the Fourteenth Annual Conference of the Cognitive Science Society. ��Mahweh, NJ: Erlbaum Plunkett, K., Marchman, V. 1991 U-shaped learning and ��frequency effects in a multilayered perceptron: Implications for child language ��acquisition. Cognition, 38, 43-102 � �Plunkett, K., Marchman, V. 1993. From rote learning to system building. Cognition, ��48, 21,69 � �Pinker, S. 1999. Words and rules: The ingredients of language. London: Weidenfeld ��& Nicholson. I think I have some further references on the topic, if I find them I'll ��forward them to you. � �Ellis, N. C. and R. Schmidt. 1998. Rules or associations in the acquisition of ��morphology? The Frequency by regularity interaction in human and PDP learning of ��morphosyntax. Language and Cognitive Processes. 13.307-336. � �Ellis, N. C. 1998. Emergentism, connectionism and language learning. Language ��Learning. 48. Gasser, M. (1990). Connectionism and universals of second language ��acquisition. Studies in Second Language Acquisition, 12, 179-199. � �Kempe, V., & MacWhinney, B. (1998). The acquisition of case-marking by adult ��learners of Russian and German. Studies in Second Language Acquisition, 20, 543-��587. � �Sokolik, M. E., & Smith, M. (1992). Assignment of gender to French nouns in ��primary and second language acquisition: A connectionist model. Second Language ��Research, 8, 39-58. � �Taraban, R., & Kempe, V. (In press). Gender processing in native (L1) and non-native ��(L2) Russian speakers. Applied Psycholinguistics. � �Beck, Maria.1998. "L2 Acquisition and Obligatory Head Movement: English-��Speaking Learners of German and the Local Impairment Hypothesis." Studies in ��Second Language Acquisition, 20 (3): 311-348. � �Beck, Maria 1997. "Regular Verbs, Past Tense and Frequency: Tracking Down a ��Potential Source of NS / NNS [native / non-native speaker] Competence Differences." ��Second Language Research 13 (2): 93-115. � Thanks, Joman ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From ibarrama at hotmail.com Thu Apr 27 01:04:04 2000 From: ibarrama at hotmail.com (maria ibarra) Date: Wed, 26 Apr 2000 18:04:04 PDT Subject: "help" Message-ID: ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From mstrubell at campus.uoc.es Thu Apr 27 07:39:59 2000 From: mstrubell at campus.uoc.es (Miquel Strubell Trueta) Date: Thu, 27 Apr 2000 09:39:59 +0200 Subject: RT: help Message-ID: Dear Maria, To judge by the content of your request, I'd say that you're beyond hope! Salutacions cordials. Miquel Strubell i Trueta Universitat Oberta de Catalunya Director adjunt dels Estudis d'Humanitats i Filologia carrer de la Diputaci�, 219, 5� 08011 BARCELONA. Tel. (+34)932532444; Fax (+34)934539484 a/e: mstrubell at campus.uoc.es http://www.uoc.es/humfil/ *********************************************** --> Missatge original de maria ibarra per a info- childes at childes.psy.cmu.edu _________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From Janet_C_Read at breathe.co.uk Thu Apr 27 19:10:46 2000 From: Janet_C_Read at breathe.co.uk (Janet_C_Read) Date: Thu, 27 Apr 2000 20:10:46 +0100 Subject: Speech recognition Message-ID: Dear all Has anyone out there done / found any research on speech recognition and children aged 6 - 10? Janet Read From macswan at asu.edu Sat Apr 1 00:36:09 2000 From: macswan at asu.edu (Jeff MacSwan) Date: Fri, 31 Mar 2000 16:36:09 -0800 Subject: New Ph.D. program in Language and Literacy, Arizona State University, College of Education Message-ID: The College of Education at Arizona State University announces a new Ph.D. concentration in Language and Literacy in the Interdisciplinary Ph.D. in Curriculum and Instruction. Please distribute this announcement widely to students and colleagues. Arizona State University, an internationally recognized metropolitan Research I university, is located in the heart of Tempe, Arizona, where approximately 42,000 students are enrolled in daytime and evening classes. The university is recognized nationally as a foremost research institution offering excellent undergraduate and graduate education and nationally-ranked athletic programs as well as a full array of cultural activities. U.S. News and World Report recently ranked the College of Education at Arizona State University as 17th in the nation, 12th among public institutions. The new Interdisciplinary Language and Literacy Ph.D. Program in the Division of Curriculum and Instruction of the College of Education provides opportunities for research and study in one or more of the following: language and literacy education, children?s literature, classroom discourse analysis, gender and literacy, emergent literacy, adolescent literacy, biliteracy, second language learning, educational linguistics, bilingualism, language policy, and other language education topics. PROGRAM GOALS The Language and Literacy Ph.D. Program is designed to produce researchers and teacher educators. The goals of the program are to prepare students to critically analyze and conduct research in their area of specialization; and to prepare students to carry out research, teaching, and service activities associated with faculty positions at institutions of higher education and other professional positions. Some students opt to specialize in research, others pursue careers in teaching or administration, but all are prepared to make individual career decisions based on examined theory in language and literacy and a critical view of research. THE CURRICULUM Our doctoral curriculum typically requires at least three years of graduate study. Students are required to spend one year as fulltime students on campus at Arizona State University. However, all students are encouraged to integrate into the scholarly community on campus as much as possible, and to spend a good amount of time interacting with faculty and other students in the program. The curriculum provides students with a core set of courses, seminars, internships, and research experiences. Each student's program of study builds upon core requirements and is uniquely designed around individual interests, in consultation with the student's advisor. An important feature of the program in Language and Literacy is that students are encouraged to draw on the scholarly resources of the entire university and develop a cross-disciplinary program of study that includes courses from outside the College of Education. REQUIREMENTS The following six domains comprise the Interdisciplinary Language and Literacy Ph.D. Program: Area of Concentration 30 semester hours pertaining to language and literacy education, children?s literature, gender and literacy, emergent literacy, adolescent literature, classroom discourse analysis, educational linguistics, bilingualism and bilingual education, second language learning, language policy, biliteracy, or other language education topics. Cognate Study 12 semester hours are taken to broaden the student's understanding of the conceptual base and issues underlying the study of curriculum and instruction. Students take related work outside their declared areas of concentration. Students are expected to choose courses that have a clear link to their dissertation efforts. Cognate studies can be drawn from a broad range of offerings across the University. ? Inquiry and Analysis 15 semester hours of empirical analysis and inquiry foundations are required in advanced design and data analysis in quantitative and/or qualitative research methods. Core Requirements in Curriculum and Instruction 6 semester hours of courses (Interdisciplinary Research Seminar in Curriculum and Instruction and Curriculum Theory and Practice) are required as the Curriculum and Instruction core. Practicum and Integrative/Professional Development Seminars 6 semester hours of research and University teaching internships are required to broaden the training and experience of students. Dissertation and Independent Research 24 semester units of dissertation and independent research leading to completion of an approved dissertation are required. Doctoral students are also encouraged to participate in the Preparing Future Faculty Program offered by ASU's Graduate College. This program consists of two semester hours in which students learn faculty roles and responsibilities and participate in an ongoing series of integrative and collaborative seminars coordinated with the Graduate College. Students have the opportunity to develop and participate in interdisciplinary teaching, research, and service activities. LANGUAGE AND LITERACY FACULTY Dr. Beatriz Arias (Ph.D., Stanford University): Language policy, bilingual teacher preparation, secondary bilingual education. bea at asu.edu Dr. James Christie (Ph.D., Claremont Graduate School): Emergent literacy. jchristie at asu.edu Dr. Carol Christine (Ph.D., University of Arizona): Language and literacy education, children?s literature. caroljc at asu.edu Dr. Carole Edelsky (Ph.D., University of New Mexico): Language education and classroom discourse, language and gender. edelsky at asu.edu Dr. Billie Enz (Ph.D., Arizona State University): Emergent literacy, language acquisition. bjenz at asu.edu Dr. Christian Faltis (Ph.D., Stanford University): Bilingualism, second language acquisition, secondary bilingual education. cfaltis at asu.edu Dr. Gustavo Fischman (Ph.D., UCLA): Cultural studies, international and comparative education. fischman at asu.edu Dr. Barbara Guzzetti (Ph.D., University of Colorado): Gender and literacy, adolescent literacy. guzzetti at asu.edu Dr. Sarah Hudelson (Ph.D., University of Texas, Austin): Biliteracy, second language acquisition. sarahh at asu.edu Dr. Jeff MacSwan (Ph.D., UCLA): Bilingualism, code switching, educational linguistics, language assessment policy for linguistic minorities. macswan at asu.edu Dr. Jeff McQuillan (Ph.D., University of Southern California): Language and literacy education, second language learning. jeff.mcquillan at asu.edu Dr. Alleen P. Nilson (Ph.D., University of Iowa): Adolescent literature, language issues. alleen.nilsen at asu.edu Dr. Kellie Rolstad (Ph.D., UCLA): Dual language education, language diversity, educational linguistics, elementary language arts. rolstad at asu.edu Dr. Karen Smith (Ph.D., Arizona State University): Language and literacy education, language policy. karen.smith2 at asu.edu Dr. Lucy Tse (Ph.D., University of Southern California): Second language learning, bilingualism, and biliteracy. lucy.tse at asu.edu Dr. Josephine Peyton Young (Ph.D., University of Georgia): Adolescent literacy, critical literacy, and gender and literacy. joyoung at asu.edu Dr. Terrence G. Wiley (Ph.D., University of Southern California): Language policy, second language acquisition, bilingualism, literacy, language diversity. tgwiley at earthlink.net FUNDING AND APPLICATION DEADLINE Applications for fall, 2000 are currently being accepted. A limited number of full and partial funding packages will be available on a competitive basis. The application deadline is revolving; admissions decisions are made about once a month. Students who wish to pursue academic support are encouraged to apply early. Applicants and prospective applicants are encouraged to contact program area faculty with whom they share common academic interests. To request an application, write to Doctoral Studies Language and Literacy Program Box 871911 Arizona State University Tempe, AZ 85287-1911 Or call (602) 965-4602. Visit our website at http://is.asu.edu/coe/langlit/ From ioana at ns.itc-cluj.ro Sat Apr 1 13:44:24 2000 From: ioana at ns.itc-cluj.ro (Ioana Marian) Date: Sat, 1 Apr 2000 15:44:24 +0200 Subject: signing in hearing babies Message-ID: I want to add a reference on the discussion regarding the development on Signing Babies. I know about the research of Greenfield regarding the relationship between object manipulation and language development in Broca's area. The Greenfield hypothesis, that the Broca's area is used in the early developmental stages in motor sequences coordination, generated the idea of the "cortical software re-use". Dr.Ronan Reilly made a connectionist simulation which shows that a motor sequences training of a network, using the task of manual object assembly, will facilitate the acquisition of language on that network. This can support the hypothesis of the re-use of cortical circuits used earlier on the object manipulation and later on the language production. So, the acquisition of language can be prepared and facilitated - neurobiologicaly - by the motor training and signing. The same neurophisiologically effect can have signing in the hearing babies . Reilly, R.G. (in press). The relationship between object manipulation and language development in Broca's area: A connectionist simulation of Greenfield's hypothesis. Behavioral and Brain Sciences. Reilly, R.G. 1997. Brocas area and the development of object assembly and language production skills. In: Proceedings of AI-97, University of Ulster, Magee College, September. Reilly, R.G. 1997. Cortical software re-use: A neural basis for creative cognition. In: Proceedings of Mind 2, Dublin City University, September. Ioana Marian Student at the Psychology Department Cluj-Napoca,Romania From jcaldero at rohan.sdsu.edu Sun Apr 2 22:28:32 2000 From: jcaldero at rohan.sdsu.edu (Janet Calderon) Date: Sun, 2 Apr 2000 15:28:32 -0700 Subject: POSTS Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1013 bytes Desc: not available URL: From sdevitt at tcd.ie Wed Apr 5 14:46:14 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Wed, 5 Apr 2000 15:46:14 +0100 Subject: Early bilingual language acquisition Irish and English Message-ID: Dear Colleagues, A student of mine is planning to write her dissertation on simultaneous bilingual acquisition of Irish and English. She is having difficulty finding appropriate references. Can any one out there help her? thanks in advance. Sean Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From sdevitt at tcd.ie Wed Apr 5 16:36:18 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Wed, 5 Apr 2000 17:36:18 +0100 Subject: connectives Message-ID: Dear Colleagues, An interdisciplinary group (psychology, neuroscience, linguistics, education) in Trinity College, Dublin, is exploring the feasibility of setting up a collaborative project focused on the question of whether the absence of particular connectives has cognitive effects, and whether deficits in this area can be remediated. Two of us working in the area of language acquisition are gathering data about research into the acquisition of conectives in first and second language (if, when, because, so, etc). We would appreciate any leads you might be able to give us in the area. The results will be posted. Many thanks Sean Devitt Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From genesee at ego.psych.mcgill.ca Wed Apr 5 21:32:50 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Wed, 5 Apr 2000 17:32:50 -0400 Subject: Early bilingual language acquisition Irish and English Message-ID: We have done quite a bit of work on this topic and I have appended a listing of our empirical work below: Bruck, M., & Genesee, F. (1995). Phonological awareness in young second language learners. Journal of Child Language, 22, 307-324. Genesee, F., Nicoladis, E., & Paradis, J. (1995). Language differentiation in early bilingual development. Journal of Child Language, 22, 611-632. Nicoladis, E., & Genesee, F. (1996). Bilingual communication strategies and language dominance. In A. Stringfellow, D. Cahana-Amitay, E. Hughes, & A. Zukowski (Eds) Proceedings of the Boston University Conference on Language Development. 20: 518-527. Nicoladis, E., & Genesee, F. (1996). A longitudinal study of pragmatic differentiation in young bilingual children. Language Learning, 46, 439-464, Paradis, J., & Genesee, F. (1996). Syntactic acquisition in bilingual children. Studies in Second Language Acquisition, 18, 1-25. Genesee, F., Boivin, I., & Nicoladis, E. (1996). Talking with strangers: A study of bilingual children's communicative competence. Applied Psycholinguistics, 17, 427-442. Nicoladis, E., & Genesee, F. (1996). Word awareness in second language learners and bilingual children. Language Awareness, 5: 80-90. Comeau, L., Genesee, F., Nicoladis, E., & Vrakas, G. (1997). Can young bilingual children identify their language choice as a cause of breakdown in communication? In E. Hughes & A. Greenhill (Eds), Proceedings of the Boston University Conference on Language Development. 21: 79-90. Nicoladis, E., & Genesee, F. (1997). The role of parental input and language dominance in bilingual children?s code-mixing. Proceedings of the Boston University Conference on Language Development. 21: 442-432. Nicoladis, E., & Genesee, F. (1997). Language development in preschool bilingual children. Journal of Speech-Language Pathology and Audiology. 21: 258-270. Paradis, J., Petitclerc, S., & Genesee, F. (1997). Word truncation in French-speaking two-year olds. In E. Hughes & A. Greenhill (Eds), Proceedings of the Boston University Conference on Language Development. 21: pp. 441-452. Paradis, J., & Genesee, F. (1997). On continuity and the emergence of functional categories in bilingual first language acquisition. Language Acquisition, 6: 91-124. Nicoladis, E., & Genesee, F. (1998). Parental discourse and code-mixing in bilingual children. International Journal of Bilingualism, 2: 85-99. Paradis, J., LeCorre, M., & Genesee, F. (1998). The emergence of tense and agreement in child L2 French. Second Language Research, 14: pp. 227-257. Nicoladis, E., Mayberry, R., & Genesee, F. (1999). Gesture and early bilingual development, Developmental Psychology, 35: 514-526. There are also a number of books with complete references; your student should do a library search for the following authors" names: DeHouwer Dopke Lanza Meisel I would also recommend that she peruse recent and past issues of these journals: Journal of Child Language International Journal of Bilingualism Fred Genesee At 03:46 PM 4/5/00 +0100, sdevitt at tcd.ie wrote: >Dear Colleagues, >A student of mine is planning to write her dissertation on simultaneous >bilingual acquisition of Irish and English. She is having difficulty >finding appropriate references. Can any one out there help her? >thanks in advance. >Sean >Dr. Sean Devitt >Senior Lecturer in Education >School of Education >University of Dublin >Trinity College >Dublin 2 >Ireland >Phone: 608 1293 (direct) >Fax: 677 7238 (department office) >email: sdevitt at tcd.ie > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From Susan.L.Engel at williams.edu Thu Apr 6 14:36:06 2000 From: Susan.L.Engel at williams.edu (sengel) Date: Thu, 6 Apr 2000 10:36:06 -0400 Subject: No subject Message-ID: Does anyone know of research on the narratives adolescents construct about one anothers' lives? I know this is a bit outside the domain of child language but since my interest stems from our collective work on childrens' narratives I was hoping to find lines of continuity between that focus and a focus on adolescent narratives. Susan Engel Department of Psychology Williams College Williamstown MA 01267 susan.engel at williams.edu From crismap at univ.trieste.it Thu Apr 6 21:52:58 2000 From: crismap at univ.trieste.it (Paola Crisma) Date: Thu, 6 Apr 2000 22:52:58 +0100 Subject: call for papers Message-ID: ***************************************************************** Linguistic theory, Speech and Language pathology, Speech therapy FIRST ANNOUNCEMENT AND CALL FOR PAPERS ***************************************************************** Padova 22th - 26th August 2000 The Department of Linguistics of the University of Padua is pleased to announce a conference on the relevance of Linguistics in Speech and Language Pathology and in Speech therapy. Our aim is to explore the interdisciplinary complexity of the interface language/cognition and evaluate the relevance of linguistic theory in the development of cognitive science; to discuss general problems posed by different analyses; to bring under scrutiny theoretical assumptions taken for granted in recent analyses, which may not be so obvious as they seem; to investigate how even apparently minimal choices in the description of phenomena may affect the form and complexity of the interface; and to stress the theoretical and methodological relevance of the tools developed in this area by focusing on empirical data of different languages. We encourage submissions of papers dealing with any aspect of Speech and language pathology in relation to any area of linguistics: phonetics, phonology, morphology, syntax, semantics, pragmatics, language acquisition, language change, sign language, bilingualism, sociolinguistics, neurolinguistics, cognitive grammar, generative grammar, etc. We welcome submissions of proposals for PAPERS POSTERS Abstracts should be as specific as possible and include a statement of the author's topic or problem, approach and conclusions. Authors interested in presenting a paper should submit one copy of a one-page abstracts (plus one-page for references). Please send a separate cover page with the following information: 1. Name & affiliation. 2. Title of paper/poster. 3. Mail address 4. E-mail address 5. Phone and/or Fax number 6. Audiovisual needs 7. Status (faculty, graduate student) THEME SESSIONS Theme sessions are encouraged. They are organized by an individual and submitted as a unit. They are intended to deal with a unified idea or topic, whether from similar or diverse viewpoints. Talks should be on a coherent topic within the conference themes that can be expected to generate opposing views and discussion with a broader audience. Theme sessions will normally include 3 or 4 papers, plus a brief introduction. Papers should be distributed in advance among participants and participants are invited to refer to each other's approaches. Each panel can accommodate introductory remarks framing the issues and three to four 30-minute talks. Proposals for Theme sessions should include: - an overall abstract, outlining the topic and nature of the theme session as a whole - a short abstract from each presenter The form of the abstract for the theme session, and for each included paper, is the same as that for regular abstracts. Please send the following information on a separate cover page: 1. Topic/Title of the Theme Session. 2. Name & affiliation of organizer 3. Names & affiliations of presenters 4. Mail address 5. E-mail address 6. Phone and/or fax SUBMISSION DEADLINES: PAPERS AND POSTERS: 15TH MAY 2000 THEME SESSIONS: 30TH. MAY 2000 NOTIFICATION OF ACCEPTANCE: June 15 2000 OFFICIAL LANGUAGES Official language for Papers and Posters is English. There will be No Translation service. Spanish official languages and French are admitted for Theme sessions. Organizing Committee Prof. Alberto Mioni Chair of the Department Discipline Linguistiche, comunicative e dello spettacolo, Universita di Padova mionial at ipdunidx.unipd.it Dr. Paola Crisma Diploma Universitario di Logopedista, Universita di Padova Dipartimento di Scienze geografiche e storiche Universita di Trieste crismap at univ.trieste.it Prof. Elisabetta Fava, contact person Dipartimento di discipline Linguistiche, comunicative e dello spettacolo Universita di Padova elifava at ux1.unipd.it Dr. Mario D'angelo Diploma Universitario in Logopedia Universita di Padova mario.dangelo at iol.it Dr. Sara Gesuato Diploma Universitario in Logopedia Universita di Padova Dr. Alessandro Zijno Diploma Universitario in Logopedia zijno at dsc.unibo.it contact person Prof. Elisabetta Fava Dipartimento di discipline Linguistiche, comunicative e dello spettacolo Via Beato Pellegrino 1 Palazzo Maldura I-35100 Padova (Italy) Fax ++39-049 8274919 Elifava at Ux1.Unipd.It #012# REGISTRATION FORM CAPITALS THROUGHOUT PLEASE Last name:............................................. First name: ............................................ Institution: ............................................ Address: ................................................ Post code / zip code: ................................. City: .................................................... Country: ............................................... e-mail: .................................................. FAX: .................................................... Phone: ................................................... Send to fax ++39-049 8274919 or Elifava at Ux1.Unipd.It REGISTRATION FEE: 70 Euros (35 Euros for students) before July 30, 2000 to be deposited at 10021 Banca AntonVeneta, sede di padova, via VIII febbraio 5, 35100 Padova, CAB 12150, ABI 5040 after July 30, 2000: 100 Euros at the arrival in Padova LODGING AND TRANSPORTATION: WWW.PADOVAnet.it _____________________________________ Prof. Elisabetta Fava Dipartimento di discipline Linguistiche, comunicative e dello spettacolo Universita di Padova Palazzo Maldura I-35100 Padova fax ++39-049 8274919, phone ++39-0498274925 E-mail: Elifava at ux1.unipd.it (Prof. Elisabetta Fava) http://www.maldura.unipd.it From HTagerF at Shriver.org Mon Apr 10 13:20:54 2000 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Mon, 10 Apr 2000 09:20:54 -0400 Subject: Position Opening Message-ID: RESEARCH ASSISTANTSHIP POSITION Cognitive Psychology/ Psycholinguistics AVAILABLE MAY 15, 2000 We are seeking to hire a full-time research assistant whose background is in cognitive psychology and psycholinguistics to work on a program project on Clinical and Basic Studies in Autism. This interdisciplinary research program, funded by grants from the National Institutes of Health, addresses questions about cognitive, neuropsychological, linguistic, and social development and, more broadly, the relationship between genes, brain and behavior in autism, specific language impairment, and mental retardation. Major responsibilities include: ? Collection of language, cognitive, and experimental theory of mind data from project participants; ? Preparation, coding, and analyses of natural language transcripts; ? Coding standardized language and cognitive assessments and all experimental data; ? Organizing testing of project participants; ? Maintaining subject, stimulus and data files; ? Data analysis, especially for language data; ? Preparation of literature reviews, and help in manuscript preparation. Background and skills needed for this position include: ? Bachelors degree in Psychology or related field, with coursework in cognitive psychology and psycholinguistics; ? Strong organizational, interpersonal, and computer skills; ? Knowledge of Windows 97, Microsoft Office; ? Research experience, including data/statistical analysis ? Interest and background coursework in cognitive psychology or neuroscience, psycholinguistics, neuropsychology, and language/communication disorders We are seeking a mature and highly motivated person with strong interest in the areas of the research program, who would enjoy the experience of being involved in a large and active interdisciplinary research center. This full-time position includes a competitive salary and full benefits package. The Eunice Kennedy Shriver Center, which is now part of the University of Massachusetts Medical Center, is a non-profit Biomedical and Psychological Sciences Research Center which focuses on mental retardation, and neurodevelopmental disorders. It is located about 10 miles from downtown Boston, and 5 miles from Harvard Square in Cambridge. For more information, please send a cover letter, resume, and the names of 3 references to: Helen Tager-Flusberg, Ph.D., Center for Research on Developmental Disorders Eunice Kennedy Shriver Center, 200 Trapelo Road, Waltham, MA 02452 Tel: 781-642-0181; Fax: 781-642-0185; htagerf at shriver.org _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Please contact me at the Shriver Center: Senior Scientist Director, Center for Research On Sabbatical Leave 1999-2000: on Developmental Disorders, Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02452 Boston, MA 02125-3393 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From cdc107 at york.ac.uk Mon Apr 10 14:47:43 2000 From: cdc107 at york.ac.uk (cecile de cat) Date: Mon, 10 Apr 2000 15:47:43 +0100 Subject: call for papers Message-ID: We have the pleasure of announcing that a conference on Peripheral Positions will be held at the University of York, UK (September 9-11, 2000) We would like to organise a Language Acquisition session, so please read on... Invited Speakers: Lilliane Haegeman (Lille) Caroline Heycock (Edinburgh) (to be confirmed) Jim McCloskey (Santa Cruz) Mamoru Saito (Nanzan) Ianthi Tsimpli (Thessaloniki/Cambridge) Early generative syntax was concerned with providing a formal account of a whole range of constructions, and provided transformational analyses of phenomena like Heavy NP Shift, Extraposition, Topicalisation, Scrambling, Focussing Constructions etc. In some sense, all of these constructions involve peripheral positions within the clausal architecture - that is, positions which, at first blush, are not associated with one of the core clausal heads. Within the Government and Binding framework, these phenomena, together with those traditionally treated as involving base generation (Clitic Right/Left Dislocation), never truly figured as core concerns of the theory of clausal structure, although they were important from the perspective of A-bar dependency. More recently, however, developments within the theory of clause structure, and the development of the Minimalist program, have meant that such phenomena are beginning to raise interesting analytical and theoretical questions. We intend to hold a conference at the University of York on the 9th-11th of September to address these issues. More specifically, the kinds of questions we would like to address include the following: - Is it possible or even desirable to provide a unified account of the behaviour of elements at the right and left peripheries of the clause? - What is the phrase structural characterisation of such elements? - Are there dedicated peripheral positions for particular kinds of syntactic formatives, and if so what are the relevant featural characteristics? - Are peripheral positions available at early stages of first and second language acquisition? - What is the relationship between peripheral positions and apparently resumptive elements deeper within the clause structure? - What kinds of motivations are there for movement of elements to peripheral positions, and how do these bear on considerations of information structure and prosody? - What, if anything, differentiates matrix from embedded peripheral positions? Abstract Submission details Abstracts should be no more than two pages long (1000 - 1200 words maximum). Send 5 anonymous and one camera ready copy bearing the authors' name and affiliation, together with contact details, including an email address, to: Peripheral Positions Conference Programme Committee Department of Language and Linguistic Science University of York Heslington - York YO10 5DD United Kingdom Faxed abstracts will not be considered. You can, however, submit your abstract by email in plain ASCII (no attachments, no LaTeX source please) to: lang7 at york.ac.uk Details and updates about the conference can be found at the following URL: http://www-users.york.ac.uk/~lang7/ Important Dates: Abstract submission deadline: June 1 2000 Notification of acceptance (by email): June 19 2000 Conference: 9-11 September 2000 We intend to publish selected papers from the conference with a major publisher. From Roberta at UDel.Edu Mon Apr 10 16:19:15 2000 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Mon, 10 Apr 2000 11:19:15 -0500 Subject: Position Opening Message-ID: Do you know any graduating students who want to go to graduate school but would like to take a year or two off first and work in the field? Starting soon after graduation this Spring, I will need a full-time research assistant to run my lab (funded by NSF) to work on word learning. I treat this person as my intellectual colleague and greatly enjoy collaboration. In addition to being very smart and a self-starter, the individual must have excellent people skills since he or she would supervise the students who work in the lab and interact with the parents and babies who visit. Please have anyone who is interested call me at (302- 831-1634) or write me email at Roberta at Udel.edu ASAP. Thanks so much for your help!!! ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu ------------------------------------------------------------------------- From e.kidd at latrobe.edu.au Fri Apr 14 00:47:57 2000 From: e.kidd at latrobe.edu.au (Evan Kidd) Date: Fri, 14 Apr 2000 10:47:57 +1000 Subject: DST Message-ID: I was wondering whether anyone might be able to suggest any papers on Dynamic Systems Theory (DST) and language acquisition. Cheers Evan ******************************** Evan Kidd School of Psychological Science Faculty of Science, Technology and Engineering La Trobe University Bundoora Victoria 3083 Australia Ph: +61 3 9479 5150 Fax: +61 3 9479 1956 ******************************** NO JUNK EMAIL PLEASE From HTagerF at Shriver.org Fri Apr 14 14:14:39 2000 From: HTagerF at Shriver.org (Helen Tager-Flusberg) Date: Fri, 14 Apr 2000 10:14:39 -0400 Subject: Position Opening Message-ID: PROJECT MANAGER POSITION Cognitive Psychology/Developmental Cognitive Neuroscience AVAILABLE SEPTEMBER 2000 We are seeking a full-time project manager to work on a new five-year NIH-funded research grant. This research program focuses on social information processing in children and adults with Williams syndrome. The experiments explore whether people with Williams syndrome have spared abilities in processing faces, speech, and affective information, using on-line methods. Major responsibilities include: ? Recruit participants; ? Preparation of stimuli and testing materials, including collecting normative data ? Organizing testing of project participants; Coding data ? Maintaining subject, stimulus and data files; preparation of database and data analysis ? Supervise RA and oversee daily activities on project; ? Preparation of literature reviews, and help in manuscript preparation. Background and skills needed for this position include: ? Masters or Doctoral degree in Psychology with strong background in cognitive science/social-cognition; experimental psychology and statistics; ? Strong organizational, interpersonal, and computer skills; ? Knowledge of Windows 97, Microsoft Office; ? Research experience in experimental/cognitive psychology We are seeking a mature, independent and highly motivated person with strong interest in the areas of the research program, who would enjoy the experience of being involved in a large and active interdisciplinary research center. This full-time position includes a competitive salary and full benefits package. The Eunice Kennedy Shriver Center, which is now part of the University of Massachusetts Medical Center, is a non-profit Biomedical and Psychological Sciences Research Center which focuses on mental retardation, and neurodevelopmental disorders. It is located about 10 miles from downtown Boston, and 5 miles from Harvard Square in Cambridge. For more information, please send a cover letter, CV/resume, and the names of 3 references to: Helen Tager-Flusberg, Ph.D., Center for Research on Developmental Disorders Eunice Kennedy Shriver Center, 200 Trapelo Road, Waltham, MA 02452 Tel: 781-642-0181; Fax: 781-642-0185; htagerf at shriver.org _____________________________________________________________________ Helen Tager-Flusberg, Ph.D. Please contact me at the Shriver Center: Senior Scientist Director, Center for Research On Sabbatical Leave 1999-2000: on Developmental Disorders, Research University Professor Psychological Sciences Division Department of Psychology Eunice Kennedy Shriver Center University of Massachusetts 200 Trapelo Road 100 Morrissey Blvd Waltham, MA 02452 Boston, MA 02125-3393 http://www.shriver.org email: htagerf at shriver.org Tel: 781-642-0181 617-287-6342 Fax: 781-642-0185 617-287-6336 _______________________________________________________________________ From pduran at bu.edu Fri Apr 14 16:51:46 2000 From: pduran at bu.edu (pilar duran) Date: Fri, 14 Apr 2000 12:51:46 -0400 Subject: DST Message-ID: Dear Evan, I am very glad to hear that researchers are becoming more interested in the relation between complexity theory and language (language acquisition in particular). There is not much work done in this topic. But you might want to contact Peter Rogan. He presented a poster in the second language research forum on 'Complexity theory and various factors in language learning'. Even though his focus was L2 acquisition, he had many references you might be interested in. I also read a dissertation from someone in the Netherlands that dealt with L1 acquisition and dynamic systems. I will pass you the complete reference as soon as I find it. Best wishes, Pilar Duran On Fri, 14 Apr 2000, Evan Kidd wrote: > I was wondering whether anyone might be able to suggest any papers on > Dynamic Systems Theory (DST) and language acquisition. > > Cheers > > Evan > > ******************************** > Evan Kidd > School of Psychological Science > Faculty of Science, Technology and Engineering > La Trobe University > Bundoora Victoria 3083 > Australia > > Ph: +61 3 9479 5150 > Fax: +61 3 9479 1956 > ******************************** > > NO JUNK EMAIL PLEASE > > From macw at cmu.edu Fri Apr 14 20:59:27 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 14 Apr 2000 16:59:27 -0400 Subject: new version of CLAN for Windows Message-ID: Dear Info-CHILDES, For some time, the Windows version of CLAN has tended to lag behind the Macintosh version in terms of stability and features. We have now produced a version of CLAN for Windows that almost totally closes this gap. In particular, this new version provides full support for video editing and linking in both CLAN and CA Mode on Windows with both QuickTime (.mov) and MediaPlayer (.mpg) formats. In addition, this version fixes some problems with disappearing words when using word highlighting that were noted in recent versions of the editor. I strongly recommend that anyone using CLAN on Windows for video editing download this new copy from the web site at childes.psy.cmu.edu. Good luck. --Brian MacWhinney From pispoli at club-internet.fr Sun Apr 16 14:24:36 2000 From: pispoli at club-internet.fr (David COHEN) Date: Sun, 16 Apr 2000 16:24:36 +0200 Subject: Change of address Message-ID: Dear Childes: In preparation for a move to New Zealand in July, I have opened an e-mail account with excite.com. Could you please change my address for childes mail to the following: sfoster-cohen at excite.com Many thanks, Susan From annahdo at bu.edu Mon Apr 17 00:39:37 2000 From: annahdo at bu.edu (Do) Date: Sun, 16 Apr 2000 20:39:37 -0400 Subject: Call For Papers: Boston University Conference on Language Development Message-ID: Just a reminder... ************************************************************************ The 25th Annual Boston University Conference on Language Development Call for Papers November 3, 4 and 5, 2000 Keynote Speaker: Lois Bloom, Teachers College, Columbia University Plenary Speaker: Nina Hyams, UCLA ************************************************************************ FIRST AND SECOND LANGUAGE ACQUISITION All topics in the field of language acquisition will be fully considered, including: Bilingualism Language Disorders Literacy & Narrative Cognition & Language Sociolinguistics Neurolinguistics Creoles & Pidgins Signed Languages Pragmatics Input &Interaction Speech Perception & Production Discourse Exceptional Language Pre-linguistic Development Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. Please submit: 1) ten copies of an anonymous, clearly titled 450-word summary for review. Include word count at the bottom of the page. 2) one copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. Include word count at the bottom of the page. 3) for EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent to the first author by early August, by US Mail. Pre-registration materials and preliminary schedule will be available in late August, 2000. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings Volumes. Those papers will be due in January, 2001. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2000. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at louis-xiv.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************ Author Information Form (fill out one form completely for EACH author) Title: Topic area: Audiovisual requests: Full name: Affiliation: Current address: Summer address if different, and dates: Current email (required): Summer email (required): Current phone number (required): Summer phone (required): * To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. * If your paper is not one of the 90 initially selected for presentation, please indicate whether you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you received the 2000 Call for Papers: ____ e-mail/electronic ___surface mail ____word of mouth Please indicate how you wish to receive the 2001 Call for Papers: ____e-mail/electronic ___surface mail ____ both From hiromi at UKANS.EDU Mon Apr 17 16:20:28 2000 From: hiromi at UKANS.EDU (Hiromi Morikawa) Date: Mon, 17 Apr 2000 11:20:28 -0500 Subject: Flapping in American English Message-ID: I am posting a query on behalf of someone who is not on Info-CHILDES. A direct reply to Tomomi will be much appreciated. But I'd also be happy to forward any replies to her. Thank you in advance. Hiromi Morikawa Research Associate Life Span Insitute / Child Language Program University of Kansas hiromi at ukans.edu --- Begin Forwarded Message --- I am now reserching Japanese child's phonological acquisition and would like to know about the AE voiced dental-alveolar flap /r/ in order to compare to that of Japanese /r/. It is well-known fact of English that both /t/ and /d/ undergo a rule of flapping where each if produced as /r/. I would like to know when American children determine the surface form /r/ is the surface neutralisation of two phonemes. The reason that I want to know about AE flapping is that Japanese /r/ is very similar to that of AE flapping /r/, and Japanese children tend to substitute /r/ to /d/ or vise virsa. If I could find some ideas on the acquisition of 'flapping' in American English, that will be very supportive for developing my argument on the acquisition of Japanese /d/ and /r/. If you have any idea, I would be very pleased if you would reply me. I cannot find any reference at all in England.... Many thanks, Tomomi Utsunomiya tomoutsu at hotmail.com --- End Forwarded Message --- From joman_shami at hotmail.com Mon Apr 17 17:36:49 2000 From: joman_shami at hotmail.com (Joman Shami) Date: Mon, 17 Apr 2000 17:36:49 GMT Subject: connectionist modeling of the English past tense Message-ID: ?Dear Childes,? ?I am interested in the connectionist models that have dealt with the English past tense. IF any of you ??can offer a list of references on this topic. I will post the results later. Also I would like to know whether ??there is any model that is trained to account for the learning of the English past tense by ESL/ EFL ??learners. I would like to thank you all for your help in advance.? ? Many regards,? ?Joman Shami? ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From jonmach at informix.com Mon Apr 17 18:13:08 2000 From: jonmach at informix.com (Jon Machtynger) Date: Mon, 17 Apr 2000 19:13:08 +0100 Subject: connectionist modeling of the English past tense Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2041 bytes Desc: not available URL: From macw at cmu.edu Mon Apr 17 22:17:10 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 17 Apr 2000 18:17:10 -0400 Subject: The CHILDES manuals -- Third Edition Message-ID: Dear Info-CHILDES, Lawrence Erlbaum has now published the third edition of the CHILDES manuals. There are now two volumes. Volume 1 deals with the CHAT format and the programs. Volume 2 deals with the database. Both volumes are very much updated and extended from the 1995 Second Edition version. A very conscientious proofreader at LEA did a great job spotting the many errors and inconsistencies found in the second edition. The combined price for the two volumes with the CD-ROM is $75.00. The books may be ordered from Lawrence Erlbaum in Mahwah, NJ. Orders can be placed by phone to 800 926-6579 in North America or by email to orders at erlbaum.com. The bibliographic information on the volumes is: MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk, Third Edition. Volume I: Transcription Format and Programs. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0-8058-2995-4 MacWhinney, B. (2000) The CHILDES Project: Tools for Analyzing Talk, Third Edition. Volume II: The Database. Mahwah, NJ: Lawrence Erlbaum Associates. ISBN 0-8058-3572-5 Thanks to all of you who have contributed to the data described in Volume 2 and to those who have helped refine the programs and formats described in Volume 1. --Brian MacWhinney From akuntay at ku.edu.tr Tue Apr 18 10:54:55 2000 From: akuntay at ku.edu.tr (akuntay at ku.edu.tr) Date: Tue, 18 Apr 2000 10:54:55 EET Subject: tasks for eliciting REQUESTS Message-ID: Dear info-childes subscribers: We are planning on a cross-cultural study on the requestive language of preschool children. We would like to find out about techniques and tasks that people found useful in eliciting request- like speech acts from young children. We are currently considering: (1) role-play-type tasks, where children voice requests for others, and (2) tasks that would require the children to issue their own requests. Thanks very much! Aylin Kuntay-Kei Nakamura From spk3893 at garnet.acns.fsu.edu Tue Apr 18 12:53:08 2000 From: spk3893 at garnet.acns.fsu.edu (Shubha Kashinath) Date: Tue, 18 Apr 2000 08:53:08 -0400 Subject: tasks for eliciting REQUESTS Message-ID: Hello, Some speech pathology assessment tools such as the Communication and Symbolic Behavior Scales (CSBS), developed by Wetherby & Prizant(1998) have items called communicative temptations which are designed to elicit communication- mostly requests for objects/help. Hope this helps Shubha @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ Shubha Kashinath Department of Communication Disorders, 107 RRC, Florida State University Tallahassee, FL 32306-1200 PH: (850)644-4642 EMAIL: spk3893 at garnet.acns.fsu.edu @@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@@ From Henri.Cohen at uqam.ca Tue Apr 18 11:39:20 2000 From: Henri.Cohen at uqam.ca (Henri.Cohen at uqam.ca) Date: Tue, 18 Apr 2000 12:39:20 +0100 Subject: Tennet XI program Message-ID: Dear colleagues, THEORETICAL AND EXPERIMENTAL NEUROPSYCHOLOGY (TENNET) June 15-17, 2000; Montreal, Canada The program and additional information are now posted on the web: http://www.geocities.com/~neuroscience http://www.er.uqam.ca/nobel/tennet Cordially, Henri Cohen From jancosek at spot.colorado.edu Tue Apr 18 23:29:34 2000 From: jancosek at spot.colorado.edu (Betty Jancosek) Date: Tue, 18 Apr 2000 17:29:34 -0600 Subject: MLU in Spanish Message-ID: We have been conducting research in language development in toddlers of Mexican descent for whom Spanish is the major language of the home. We have concerns relative some of our methodologies in obtaining MLU-Word in Spanish. We would be very interested in hearing about some of the methodologies used by others doing MLU research in Spanish. One concern relates to counting clitics; utterances such as "damelo" are of particular concern methodologically. Betty Jancosek Speech, Language and Hearing Sciences Department University of Colorado Boulder, CO 80309-0409 Phone: (303) 492-3042 FAX: (303) 492-3274 From cchaney at sfsu.edu Thu Apr 20 01:53:46 2000 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Wed, 19 Apr 2000 18:53:46 -0700 Subject: Ph. D. programs Message-ID: I am forwarding this message for a colleague, who is not a member of the discussion group...but I thought y'all might help her. Carolyn Date: Wed, 12 Apr 2000 11:37:39 -0700 From: ANDREA TOTH I am considering applying to a PhD program to pursue my interest in pronunciation issues of second language learners. I have taught ESL for 14 years at the college/university level. Could you direct me towards programs, schools or persons doing research in this area? Thank you for your time. Andrea Toth From cchaney at sfsu.edu Thu Apr 20 01:55:51 2000 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Wed, 19 Apr 2000 18:55:51 -0700 Subject: Flapping in American English Message-ID: I'm interested in the flapping question too, so I hope you'll post a summary of replies. Carolyn Chaney On Mon, 17 Apr 2000, Hiromi Morikawa wrote: > I am posting a query on behalf of someone who is not on Info-CHILDES. A > direct reply to Tomomi will be much appreciated. But I'd also be happy to > forward any replies to her. Thank you in advance. > > Hiromi Morikawa > Research Associate > Life Span Insitute / Child Language Program > University of Kansas > hiromi at ukans.edu > > > --- Begin Forwarded Message --- > > I am now reserching Japanese child's phonological acquisition and > would like to know about the AE voiced dental-alveolar flap /r/ > in order to compare to that of Japanese /r/. > > It is well-known fact of English that both /t/ and /d/ undergo a rule of > flapping where each if produced as /r/. > I would like to know when American children determine the surface form /r/ > is the surface neutralisation of two phonemes. > > The reason that I want to know about AE flapping is that Japanese /r/ is > very similar to that of AE flapping /r/, and Japanese children tend to > substitute /r/ to /d/ or vise virsa. If I could find some ideas on the > acquisition of 'flapping' in American English, that will be very supportive > for developing my argument on the acquisition of Japanese /d/ and /r/. > > If you have any idea, I would be very pleased if you would reply me. > > I cannot find any reference at all in England.... > > Many thanks, > Tomomi Utsunomiya > tomoutsu at hotmail.com > > --- End Forwarded Message --- > > > > > From macw at cmu.edu Thu Apr 20 15:18:58 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 20 Apr 2000 11:18:58 -0400 Subject: updates for Polish and Japanese Message-ID: Dear Info-CHILDES, There are new data now in the database for Polish and Japanese. The new Polish data are from Richard Weist at SUNY Fredonia. Dick has now added data from a third Polish child Wawrzon. In addition, we have converted the Polish files so that they now read like standard Polish with standard diacritic characters. In Windows, this involves the use of the Courier New font. In Macintosh, it involves use of the Geneva CE font. Older versions of the data in plain ASCII are still on the server and the CHILDES 2000 CD-ROM. Thanks to Dick for these new data. The second data set update is from Takeo Ishii of Kyoto Sangyo University. His data are from Jun and there were previously 61 data files. Now there are 22 new data files for a total of 83. Takeo can also provide digitized video linked to the data files on request. Thanks to Takeo for this update of his corpus. --Brian MacWhinney From brovettc at georgetown.edu Fri Apr 21 20:18:24 2000 From: brovettc at georgetown.edu (Claudia Brovetto) Date: Fri, 21 Apr 2000 16:18:24 -0400 Subject: NELS 31 Call for abstracts Message-ID: NELS 31 CALL FOR ABSTRACTS Georgetown University will host the next North East Linguistic Society (NELS 31) conference from October 6th to 8th, 2000. This year, for the first time, NELS will feature a workshop in cognitive neuroscience, with the title "Neurological bases of language", and a poster session on the same topic. The invited speakers for the workshop are Angela Friederici Yosef Grodzinsky David Poeppel Michael Ullman We invite abstracts for posters for the NELS 31 workshop on "Neurological bases of Language." Abstracts should examine phenomena from an area of linguistics (e.g., syntax, semantics, morphology, phonology) and, ideally, should address issues informative for linguistic theory. Abstracts must be at most one-page with one-inch margins and typed in at least 11-point font. An optional second page is permitted for data and references. Submissions are limited to one individual and one joint abstract, or to two joint abstracts per author. We strongly encourage electronic submissions. Postal submissions must include 6 copies of an anonymous abstract and an index card including the following information: name, title of abstract and area (phonology, syntax, etc.), poster or main session, affiliation(s), mailing address, and e-mail address. ABSTRACT DEADLINE: July 1, 2000 NOTIFICATION OF ACCEPTANCE: August 20, 2000 Electronic submissions: nels2000 at georgetown.edu Postal submissions: Abstract Committee/NELS 31 Department of Linguistics Georgetown University 37th and O street, NW Washington, DC 20057 For more information about the conference, please visit our web site: http://www.georgetown.edu/departments/linguistics/nels31/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Apr 23 00:20:36 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 22 Apr 2000 20:20:36 -0400 Subject: Afrikaans data from the University of Stellenbosch Message-ID: Dear Info-CHILDES, I am happy to announce the addition of data from yet another language to the CHILDES database. This is the first set of data on the acquisition of Afrikaans from a group of researchers at the University of Stellenbosch including Ondene van Dulm, Debra Aarons, Cecile Le Roux, and Simone Conradie. Thanks to all these folks for this new data set, which is now included in the "Germanic" directory on childes.psy.cmu.edu as afrikaans.sit and afrikaans.zip. --Brian MacWhinney Here is the 00readme.cdc file: ACKNOWLEDGEMENTS: In the case of this data being used, please cite Le Roux (1999), as well as MacWhinney (1995) for the Childes system in general. RESTRICTIONS: The investigators would like to be informed if the data is to be used or published in any form. Users can let us know via e-mail to linguis at maties.sun.ac.za. We would appreciate being sent copies of any articles etc in which the data is mentioned or used. WARNINGS: As the researchers were interested only in various aspects of syntactic development as from the stage of two-word utterances, only such utterances were transcribed and coded. Recording only began when the subject was consistently using two- or more word utterances, and single-word utterances were not transcribed or coded. Utterances of the other participants, which surrounded single-word utterances of the subject, were also excluded from the transcription. Only the contextually relevant utterances of other participants, were transcribed. Also note that cases of suspected ellipsis were not filled in, as the investigators did not feel justified in making assumptions about what the child intended to say. HISTORY: This project was headed by Cecile le Roux, formerly of the Department of General Linguistics of the University of Stellenbosch. The aim of the project was the creation of a detailed computerized database on the acquisition of South African Languages. Data were collected for the following : 2 children age 18m-3yrs, acquiring Afrikaans as L1 3 English L1 children age 5-7yrs, acquiring Afrikaans as L2 4 Xhosa L1 children age 6-9, acquiring Afrikaans as L2 2 Xhosa L1 children age 14-15, acquiring Afrikaans as L2 2 Afrikaans L1 children age 5, acquiring English as L2 The data consist of the spontaneous utterances of the children, elicited in environments familiar to the children, at daycare, school or at home. The data collectors included assistants and lecturers of the General Linguistics Department of Stellenbosch University. These people included Ondene van Dulm, Simone Conradie, and Debra Aarons. The utterances were elicited in a free play situation with the younger children, and in conversation with the older children. Video recordings were made of the two toddlers, and audio recordings of the rest of the subjects. Transcriptions were done by the various data collectors, and every transcription was checked for reliability by another member of the team. Only the utterances relevant to the study were transcribed - please see warnings. To date, only the data of the two toddlers, acquiring Afrikaans as L1 has been coded. The remaining data will be coded in 2000. BIOGRAPHICAL DATA for Chanel: Chanel Leuvenink. (Permission to use real name.) Born 29/10/96. Female. Only child. Afrikaans-speaking, both parents Afrikaans-speaking. CONTENTS: Chanel1 30/4/98 1y6m0w Chanel2 6/5/98 1y6m1w Chanel3 14/5/98 1y6m2w Chanel4 27/5/98 1y7m0w Chanel5 24/6/98 1y7m3w Chanel6 15/7/98 1y8m2w Chanel7 29/7/98 1y9m0w Chanel8 12/8/98 1y9m2w Chanel9 26/8/98 1y10m0w Chanel10 16/9/98 1y10m2w Chanel11 8/10/98 1y11m1w Chanel12 21/10/98 1y11m3w Chanel13 5/11/98 2y0m1w Chanel14 18/11/98 2y0m3w Chanel15 25/11/98 2y1m0w Chanel16 20/12/98 2y1m3w Chanel17 15/1/99 2y2m2w Chanel18 3/2/99 2y3m1w Chanel19 22/2/99 2y3m3w Chanel20 8/3/99 2y4m1w Chanel21 23/3/99 2y4m3w Chanel22 6/4/99 2y5m1w Chanel23 27/4/99 2y6m0w Chanel24 10/5/99 2y7m1w Chanel25 24/5/99 2y7m3w Chanel26 7/6/99 2y8m1w Chanel27 21/6/99 2y8m3w Chanel28 12/7/99 2y9m2w Chanel29 26/7/99 2y9m0w Chanel30 16/8/99 2y9m2w Chanel31 6/9/99 2y10m1w Chanel32 14/10/99 2y11m1w SITUATION: Chanel was recorded by video camera, either at her daycare centre or at home. At the daycare centre she usually sat in a quiet room alone with the investigator, Ondene van Dulm, and looked at books and played with toys. At home, her mother Ria was included in the recordings, and Chanel played freely in the sitting-room, study and her own bedroom. She had a great variety of toys and books. At times, other people were also present for the recordings, including her father, Kimo, members of her extended family, and the daughter of the investigator, Enya. BIOGRAPHICAL DATA for Jean: Jean Kriel. (Permission to use real name.) Born 14/10/96 Male. Younger of two. Older brother 13 years of age. Afrikaans-speaking, both parents and brother Afrikaans-speaking. CONTENTS: Jean1 30/4/98 1y6m2w Jean2 6/5/98 1y6m3w Jean3 13/5/98 1y7m0w Jean4 4/6/98 1y7m3w Jean5 18/6/98 178m0w Jean6 6/7/98 1y8m3w Jean7 29/7/98 1y9m2w Jean8 19/8/98 1y10m0w Jean9 2/9/98 1y10m2w Jean10 20/9/98 1y11m1w Jean11 19/10/98 2y0m0w Jean12 29/10/98 2y0m2w Jean13 12/11/98 2y1m0w Jean14 26/11/98 2y1m2w Jean15 20/12/98 2y2m1w Jean16 14/1/98 2y3m0w Jean17 29/1/99 2y3m2w Jean18 12/2/99 2y4m0w Jean19 26/2/99 2y4m2w Jean20 11/3/99 2y5m0w Jean21 25/3/99 2y5m2w Jean22 9/4/99 2y6m0w Jean23 27/4/99 2y6m2w Jean24 11/5/99 2y7m0w Jean25 25/5/99 2y7m2w Jean26 6/6/99 2y7m3w Jean27 22/6/99 2y8m2w Jean28 13/7/99 2y9m0w Jean29 27/7/99 2y9m2w Jean30 17/8/99 2y10m0w Jean31 7/9/99 2y10m3w Jean32 5/10/99 2y11m3w SITUATION: Jean was recorded by video camera, at home, at first by the recorder, Ondene van Dulm, and later by his mother. The video camera was simply switched on to record at various times during his daily activities, including dinner time, bath time, play time, story time etc. At times, Jean's older brother Lexie and/or father Lex was also present. Contact person: Ondene van Dulm Department of General Linguistics University of Stellenbosch Private Bag X1 Stellenbosch 7602 South Africa ovd at akad.sun.ac.za From tenbrink at informatik.uni-hamburg.de Tue Apr 25 08:08:48 2000 From: tenbrink at informatik.uni-hamburg.de (Thora Tenbrink) Date: Tue, 25 Apr 2000 10:08:48 +0200 Subject: Query: Maternal input and cognition Message-ID: Given that most research on caregiver talk to young children has been focusing on the question whether and how input facilitates language development, I wonder if there is any literature on the relationship between maternal input and the development of concepts such as space and time. Even if it might be difficult to prove such a relationship in terms of facilitation, the question should certainly be asked what kind of concepts children are confronted with in the language they listen to daily. Any hint concerning literature dealing with maternal language in relation to cognitive and semantic development - especially in the domains of space and time - is welcome. Thank you in advance, Thora Tenbrink From sdevitt at tcd.ie Tue Apr 25 16:49:37 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Tue, 25 Apr 2000 17:49:37 +0100 Subject: Replies to request for information on Connectives Message-ID: Dear colleagues, I got a very good response to my request for information on connectives. I have compiled the information in bibliographic form below and send it also as an rtf attachment. It has been very helpful to our group. I hope it is helpful to others too. Thank you very much to all who took the trouble to reply. It is great to know that such support and generosity is out there! Sean Devitt References from CHILDES on Connectives April 2000 Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Child Language 7, 235-261. Brown, A. L. & French, L. A. (1976). Construction and regeneration of logical sequences using causes or consequences as the point of departure. Child Development, 47, 930-940. Carni, E. & French, L.A. (1984). The acquisition of before and after reconsidered: What develops? Journal of Experimental Child Psychology, 37, 394-403. Clark, E. V. (1970). How young children describe events in time. In G. B. Flores d'Arcais & W. J. M. Levelt (Eds.), Advances in psycholinguistics (pp. 275-284). Amsterdam: North-Holland Publishing Co. Clark, E. V. (1971) On the acquisition of the meaning of before and after. Journal of Verbal Learning & Verbal Behavior 10, 266-275. Clark, E. V. (1973) How children describe time and order. In C. A. Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp. 585-606). New York: Holt, Rinehart & Winston.. French, L. A. & Brown, A. L. (1977). Comprehension of "before" and "after" in logical and arbitrary sequences. Journal of Child Language, 4, 247-256. French, L.A. (1981). When does when mean more than when? A comment on Cairns and Hsu's stage model for replies to when-questions. Journal of Child Language, 8, 471-475. French, L.A. (1985). Children's acquisition and understanding of relational terms. In S.A. Kuczaj & M.D. Barrett (Eds.). Development of Word Meaning (pp. 303 - 338). New York: Springer-Verlag. French, L.A. (1986). The language of events. In K. Nelson, et al. Event Knowledge: Structure and Function in Development (pp. 119 - 136). Hillsdale, NJ: Erlbaum. French, L.A. (1988). The Development of Children's Understanding of "Because" and "So." Journal of Experimental Child Psychology, 45, 262-279. French, L.A. & Nelson, K. (1982). Taking away the supportive context: Preschoolers talk about the "Then and There." The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(1), 1-6. French, L.A. & Nelson, K. (1983). More talk about then and there. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(1), 25-27. French, L.A. & Nelson, K. (1985). Young children's knowledge of relational terms: some ifs, ors, and buts. New York: Springer-Verlag. French, L.A. (1986). Acquiring and using words to express logical relationships. In S.A. Kuczaj, II & M.D. Barrett (eds), The development of word meaning (pp. 303-338). New York: Springer-Verlag. French, L.A. (1989) Young children's responses to "when" questions: Issues of directionality. Child Development, 60, 225-236. Golding, J. M., Millis, K. M., Hauselt, J. & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R.F. Lorch, Jr. & E.J. O'Brien (eds), Sources of coherence in reading (pp. 127-143). Hillsdale, NJ: L. Erlbaum Associates. Haberlandt, K. (1982). Reader expectations in text comprehension. In J.F. Le Ny & W. Kintsch (eds), Language and comprehension (pp. 239-249). Amsterdam: North-Holland. Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longmans Group. Hemphill, L., Feldman, H., Camp, L., Griffin, T., Miranda, E., & Wolf, D. (1994). Developmental changes in narrative and non-narrative discourse in children with and without brain injury. Journal of Communication Disorders, 27, 107-133. Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an index of communicative competence. Applied Psycholinguistics, 12, 263-279. Hudson, J.A. & L.R. Shapiro, (1991). From knowing to telling: the development of children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 89-136). Hillsdale, NJ: L. Erlbaum Associates. Irwin, J.W. (1980). The effects of linguistic cohesion on prose comprehension. Journal of Reading Behavior 12, 325-332. Kail, M. & Weissenborn, J. (1984) A developmental cross-linguistic study of adversative connectives: French 'mais' and German 'aber/sondern'. Journal of Child language 11.143-158. Kail, M. & Weissenborn, J. (1984) L'acquisition des connecteurs: critiques et perspectives. In M. Moscato & G. Pierault Le Bonniec (eds.) Le langage: construction et actualisation (pp. 101 - 120). Rouen: Presses Universitaires de Rouen. Kail, M., & Hickmann, M. (1992). French children's ability to introduce referents in narratives as a function of mutual knowledge. First Language, 12, 73-94. Kernan, K.T. (1977). Semantic and expressive elaboration in children's narratives. In S. Ervin-Tripp & C. Mitchell-Kernan (eds), Child discourse (pp. 91-102). New York: Academic Press. Mouchon, S., Fayol, M. & Gaonac'h, D. (1995). On-line processing of links between events in narratives: study of children and adults. Cahiers de Psychologie 14, 171-193. Mouchon, S., Fayol, M. & Gombert, J.E. (1989). L'Utilisation de quelques connecteurs dans des rappels de r?cits chez des enfants de 5 ? 8 ans [The use of some connectives in recall of narratives in children aged 5 to 8 years]. L'Ann?e Psychologique 89, 513-529. Nelson, K. (1986). Event Knowledge: Structure and Function in Development. Hillsdale, NJ: Erlbaum. Mitchell P. & Riggs, K., (1999). Children's reasoning and the mind. Psychology press. [You will find therein a number of papers addressing the issue of counterfactuals and understanding of if/then that might be helpful in your project.] Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue. First Language 8, 19-28. Peterson, C. & McCabe, A. (1991). Linking children's connective use and narrative macrostructure. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 29-53). Hillsdale, NJ: L. Erlbaum Associates. Peterson, C. (1986). Semantic and pragmatic uses of "but". Child Language 13, 583-590. Peterson, C., & McCabe, A. (1987). The connective "and": do older children use it less as they learn other connectives? Journal of Child Language 14, 375-381. Ovadia, R., Hemphill, L, Winner, K., & Bellinger D. (in press) "Just pretend": Participation in symbolic talk by children with histories of early corrective heart surgery. Applied Psycholinguistics. Shapiro, L.R. & Hudson, J.A. (1991). Tell me a make-believe story: coherence and cohesion in young children's picture-elicited narratives. Developmental Psychology, 27, 960-974. Silva, M. (1995) Simultaneity in children's narratives: the case of when, while and as. Journal of Child Language 18, 641 -662. Jill de Villiers has "a rather tantalizing undergraduate thesis by a Smith student , Caroline Hunt, on "because" and causal understanding". Dissertation from University of Massachusets, which is to be submitted in a few weeks by Bart Hollebrandse, on sequence of tense across clauses. References from CHILDES on Connectives April 2000 Bloom, L., Lahey, M., Hood, L., Lifter, K. & Fiess, K. (1980). Complex sentences: acquisition of syntactic connectives and the semantic relations they encode. Child Language 7, 235-261. Brown, A. L. & French, L. A. (1976). Construction and regeneration of logical sequences using causes or consequences as the point of departure. Child Development, 47, 930-940. Carni, E. & French, L.A. (1984). The acquisition of before and after reconsidered: What develops? Journal of Experimental Child Psychology, 37, 394-403. Clark, E. V. (1970). How young children describe events in time. In G. B. Flores d'Arcais & W. J. M. Levelt (Eds.), Advances in psycholinguistics (pp. 275-284). Amsterdam: North-Holland Publishing Co. Clark, E. V. (1971) On the acquisition of the meaning of before and after. Journal of Verbal Learning & Verbal Behavior 10, 266-275. Clark, E. V. (1973) How children describe time and order. In C. A. Ferguson & D. I. Slobin (Eds.), Studies of child language development (pp. 585-606). New York: Holt, Rinehart & Winston.. French, L. A. & Brown, A. L. (1977). Comprehension of "before" and "after" in logical and arbitrary sequences. Journal of Child Language, 4, 247-256. French, L.A. (1981). When does when mean more than when? A comment on Cairns and Hsu's stage model for replies to when-questions. Journal of Child Language, 8, 471-475. French, L.A. (1985). Children's acquisition and understanding of relational terms. In S.A. Kuczaj & M.D. Barrett (Eds.). Development of Word Meaning (pp. 303 - 338). New York: Springer-Verlag. French, L.A. (1986). The language of events. In K. Nelson, et al. Event Knowledge: Structure and Function in Development (pp. 119 - 136). Hillsdale, NJ: Erlbaum. French, L.A. (1988). The Development of Children's Understanding of "Because" and "So." Journal of Experimental Child Psychology, 45, 262-279. French, L.A. & Nelson, K. (1982). Taking away the supportive context: Preschoolers talk about the "Then and There." The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 4(1), 1-6. French, L.A. & Nelson, K. (1983). More talk about then and there. The Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 5(1), 25-27. French, L.A. & Nelson, K. (1985). Young children's knowledge of relational terms: some ifs, ors, and buts. New York: Springer-Verlag. French, L.A. (1986). Acquiring and using words to express logical relationships. In S.A. Kuczaj, II & M.D. Barrett (eds), The development of word meaning (pp. 303-338). New York: Springer-Verlag. French, L.A. (1989) Young children's responses to "when" questions: Issues of directionality. Child Development, 60, 225-236. Golding, J. M., Millis, K. M., Hauselt, J. & Sego, S. A. (1995). The effect of connectives and causal relatedness on text comprehension. In R.F. Lorch, Jr. & E.J. O'Brien (eds), Sources of coherence in reading (pp. 127-143). Hillsdale, NJ: L. Erlbaum Associates. Haberlandt, K. (1982). Reader expectations in text comprehension. In J.F. Le Ny & W. Kintsch (eds), Language and comprehension (pp. 239-249). Amsterdam: North-Holland. Halliday, M.A.K. & Hasan, R. (1976). Cohesion in English. London: Longmans Group. Hemphill, L., Feldman, H., Camp, L., Griffin, T., Miranda, E., & Wolf, D. (1994). Developmental changes in narrative and non-narrative discourse in children with and without brain injury. Journal of Communication Disorders, 27, 107-133. Hemphill, L., Picardi, N., & Tager-Flusberg, H. (1991). Narrative as an index of communicative competence. Applied Psycholinguistics, 12, 263-279. Hudson, J.A. & L.R. Shapiro, (1991). From knowing to telling: the development of children's scripts, stories, and personal narratives. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 89-136). Hillsdale, NJ: L. Erlbaum Associates. Irwin, J.W. (1980). The effects of linguistic cohesion on prose comprehension. Journal of Reading Behavior 12, 325-332. Kail, M. & Weissenborn, J. (1984) A developmental cross-linguistic study of adversative connectives: French 'mais' and German 'aber/sondern'. Journal of Child language 11.143-158. Kail, M. & Weissenborn, J. (1984) L'acquisition des connecteurs: critiques et perspectives. In M. Moscato & G. Pierault Le Bonniec (eds.) Le langage: construction et actualisation (pp. 101 - 120). Rouen: Presses Universitaires de Rouen. Kail, M., & Hickmann, M. (1992). French children's ability to introduce referents in narratives as a function of mutual knowledge. First Language, 12, 73-94. Kernan, K.T. (1977). Semantic and expressive elaboration in children's narratives. In S. Ervin-Tripp & C. Mitchell-Kernan (eds), Child discourse (pp. 91-102). New York: Academic Press. Mouchon, S., Fayol, M. & Gaonac'h, D. (1995). On-line processing of links between events in narratives: study of children and adults. Cahiers de Psychologie 14, 171-193. Mouchon, S., Fayol, M. & Gombert, J.E. (1989). L'Utilisation de quelques connecteurs dans des rappels de r?cits chez des enfants de 5 ? 8 ans [The use of some connectives in recall of narratives in children aged 5 to 8 years]. L'Ann?e Psychologique 89, 513-529. Nelson, K. (1986). Event Knowledge: Structure and Function in Development. Hillsdale, NJ: Erlbaum. Mitchell P. & Riggs, K., (1999). Children's reasoning and the mind. Psychology press. [You will find therein a number of papers addressing the issue of counterfactuals and understanding of if/then that might be helpful in your project.] Peterson, C. & McCabe, A. (1988). The connective AND as discourse glue. First Language 8, 19-28. Peterson, C. & McCabe, A. (1991). Linking children's connective use and narrative macrostructure. In A. McCabe & C. Peterson (eds), Developing narrative structure (pp. 29-53). Hillsdale, NJ: L. Erlbaum Associates. Peterson, C. (1986). Semantic and pragmatic uses of "but". Child Language 13, 583-590. Peterson, C., & McCabe, A. (1987). The connective "and": do older children use it less as they learn other connectives? Journal of Child Language 14, 375-381. Ovadia, R., Hemphill, L, Winner, K., & Bellinger D. (in press) "Just pretend": Participation in symbolic talk by children with histories of early corrective heart surgery. Applied Psycholinguistics. Shapiro, L.R. & Hudson, J.A. (1991). Tell me a make-believe story: coherence and cohesion in young children's picture-elicited narratives. Developmental Psychology, 27, 960-974. Silva, M. (1995) Simultaneity in children's narratives: the case of when, while and as. Journal of Child Language 18, 641 -662. Jill de Villiers has "a rather tantalizing undergraduate thesis by a Smith student , Caroline Hunt, on "because" and causal understanding". Dissertation from University of Massachusets, which is to be submitted in a few weeks by Bart Hollebrandse, on sequence of tense across clauses. Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From sdevitt at tcd.ie Tue Apr 25 16:59:49 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Tue, 25 Apr 2000 17:59:49 +0100 Subject: Replies to request for information on Chinese Characters. Message-ID: Dear Colleagues, Some time ago I sent out a request for information on the learning of Chinese characters for a student of mine. Below is the result of my request. There is not a lot, but it is useful, nonetheless. Many thanks to those who responded. References to learning of Chinese characters Reading and Writing (Special issue) (1998, Vol. 10, No.3-5) devoted to "Cognitive processing of Chinese characters, words, sentences and Japanese kanji and kana". Chen, Y.P. Allport, D.A. & Marshall, J.C. (1996). What are the fundamental orthographic units in Chinese word recognition: stroke or stroke pattern? Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 49, 1024-1043. Wang, Jian, Inhoff, Albrecht, & Hsuan-Chih Chen (Eds.), (1999). Reading Chinese Script : A Cognitive Analysis. Lawrence Erlbaum Assoc; ISBN: 0805824782 Unknown (to appear?). "Japanese text comprehension by Chinese and non-Chinese background learners." May appear in System in the near future. Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From joman_shami at hotmail.com Tue Apr 25 20:46:55 2000 From: joman_shami at hotmail.com (Joman Shami) Date: Tue, 25 Apr 2000 20:46:55 GMT Subject: References on Connectionism Message-ID: ?Dear Info-Childes,? ?Thank you everybody for your help and cooperation when giving me the references ??regarding references on connectionism and this is a list of the references I got from ??you all: ?Rubelhart & McClelland (1986) in McClelland & Rumelhart & the PDP Research ??Group, "Parallel distributed processing: Explorations in the microstructure of ??cognition. Vol. 2 Psychological and biological models." Cambridge, MA: MIT Press. ? ?Ellis, R., Humphreys, G.W. (1999) Connectionist psychology: A text with readings. ??Psychology Press? ?Joanisse, MF & Seidenberg MS (1999) Impairments In Verb Morphology Following ??Brain Injury: A Connectionist Model, Proceedings of the National Academy of ??Sciences, USA, 96(13), 7592-7597. ? ?Plunkett, K & Juola, P. (1999) A connectionist model of English past tense and plural ??morphology, Cognitive Science 23(4), 463-490 ? ? ? ?Daugherty & Seidneberg 1993 (Proceedings of the 14th Annual Cognitive Conference ??of the Science Society). ? ?Klahr, D. and B. MacWhinney (1997). Information processing. Manual of child ??psychology. W. Damon, D. Kuhn and R. Siegler. New York, Wiley. ? ?MacWhinney, B. (1998). Models of the emergence of language. Annual Review of ??Psychology 49: 199-227. ? ? ? ?Jay McClelland ? ?@InCollection{HoeffnerMcClelland93, ? ?author = "Hoeffner, J. and McClelland, J. L.", ? ?title = "Can a perceptual processing deficit explain the impairment of inflectional ??morphology in developmental dysphasia? {A} computational investigation", ? ?year = "1993", ? ?booktitle = "Proceedings of the Twenty-fifth Annual Child Language Research ??Forum", ? ?editor = "Clark, E.", ? ?publisher= {Center for the Study of Language and Information}, ? ?address = {Stanford University, Palo Alto, CA}, pages = "38-49" } ? ?@article{MacWhinneyLeinbach91, ? ?key = "MacWhinney and Leinbach" , ? ?author = "Brian MacWhinney and Jared Leinbach" , ? ?year = "1991" , ? ?title = "Implementations Are Not Conceptualizations: {Revising} the Verb ??Learning Model" ? ?journal = "Cognition", ? ?volume = "40" , ? ?pages = "121-153" , ? ?keywords= "semantics" } ? ?@InCollection{RumelhartMcClelland86pt, ? ?author = "Rumelhart, D. E. and McClelland, J. L.", ? ?title = "On learning the past tenses of {English} verbs", ? ?booktitle = "Parallel Distributed Processing: {Explorations} in the Microstructure ??of Cognition", ? ?publisher = "MIT Press", ? ?year = 1986, ? ?editor = "J. L. McClelland and D. E. Rumelhart and the PDP Research Group", ? ?volume = 2, ? ?chapter = 18, ? ?pages = "216-271", ? ?address = "Cambridge, MA" ? ?Daugherty, K., Seidenberg, M. 1992. Rules or connections? The past tense revisited. ??Proceeedings of the Fourteenth Annual Conference of the Cognitive Science Society. ??Mahweh, NJ: Erlbaum Plunkett, K., Marchman, V. 1991 U-shaped learning and ??frequency effects in a multilayered perceptron: Implications for child language ??acquisition. Cognition, 38, 43-102 ? ?Plunkett, K., Marchman, V. 1993. From rote learning to system building. Cognition, ??48, 21,69 ? ?Pinker, S. 1999. Words and rules: The ingredients of language. London: Weidenfeld ??& Nicholson. I think I have some further references on the topic, if I find them I'll ??forward them to you. ? ?Ellis, N. C. and R. Schmidt. 1998. Rules or associations in the acquisition of ??morphology? The Frequency by regularity interaction in human and PDP learning of ??morphosyntax. Language and Cognitive Processes. 13.307-336. ? ?Ellis, N. C. 1998. Emergentism, connectionism and language learning. Language ??Learning. 48. Gasser, M. (1990). Connectionism and universals of second language ??acquisition. Studies in Second Language Acquisition, 12, 179-199. ? ?Kempe, V., & MacWhinney, B. (1998). The acquisition of case-marking by adult ??learners of Russian and German. Studies in Second Language Acquisition, 20, 543-??587. ? ?Sokolik, M. E., & Smith, M. (1992). Assignment of gender to French nouns in ??primary and second language acquisition: A connectionist model. Second Language ??Research, 8, 39-58. ? ?Taraban, R., & Kempe, V. (In press). Gender processing in native (L1) and non-native ??(L2) Russian speakers. Applied Psycholinguistics. ? ?Beck, Maria.1998. "L2 Acquisition and Obligatory Head Movement: English-??Speaking Learners of German and the Local Impairment Hypothesis." Studies in ??Second Language Acquisition, 20 (3): 311-348. ? ?Beck, Maria 1997. "Regular Verbs, Past Tense and Frequency: Tracking Down a ??Potential Source of NS / NNS [native / non-native speaker] Competence Differences." ??Second Language Research 13 (2): 93-115. ? Thanks, Joman ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From ibarrama at hotmail.com Thu Apr 27 01:04:04 2000 From: ibarrama at hotmail.com (maria ibarra) Date: Wed, 26 Apr 2000 18:04:04 PDT Subject: "help" Message-ID: ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From mstrubell at campus.uoc.es Thu Apr 27 07:39:59 2000 From: mstrubell at campus.uoc.es (Miquel Strubell Trueta) Date: Thu, 27 Apr 2000 09:39:59 +0200 Subject: RT: help Message-ID: Dear Maria, To judge by the content of your request, I'd say that you're beyond hope! Salutacions cordials. Miquel Strubell i Trueta Universitat Oberta de Catalunya Director adjunt dels Estudis d'Humanitats i Filologia carrer de la Diputaci?, 219, 5? 08011 BARCELONA. Tel. (+34)932532444; Fax (+34)934539484 a/e: mstrubell at campus.uoc.es http://www.uoc.es/humfil/ *********************************************** --> Missatge original de maria ibarra per a info- childes at childes.psy.cmu.edu _________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From Janet_C_Read at breathe.co.uk Thu Apr 27 19:10:46 2000 From: Janet_C_Read at breathe.co.uk (Janet_C_Read) Date: Thu, 27 Apr 2000 20:10:46 +0100 Subject: Speech recognition Message-ID: Dear all Has anyone out there done / found any research on speech recognition and children aged 6 - 10? Janet Read