From brosda at icp.inpg.fr Wed Jan 5 09:20:40 2000 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Wed, 5 Jan 2000 10:20:40 +0100 Subject: - macarthur inventories - Message-ID: hello out there - does anybody know whether there is a french version of the macarthur communicative developmental inventories by now ? for that matter, i'd be interested in any other early speech skills evaluation method (available in french) as well. thanks in advance, stefanie /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From brosda at icp.inpg.fr Fri Jan 7 19:21:02 2000 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Fri, 7 Jan 2000 20:21:02 +0100 Subject: - macarthur -> thanks - Message-ID: hello - a big "thank you" to all of you who gave me feedback on my macarthur question, you were very numerous and helpful. the most interesting information came from larry fenson : he sent me an attached file including the references and contact persons of all the available CDI and related versions (list updated january 2000). you can find in there (in alphabetical order): american sign language catalan chinese croatian danish dutch english (british) english (new zealand) finnish french (canadian) french (european) galician german greek hebrew icelandic italian japanese korean malawian polish portuguese (brazilian) sign language of the netherlands spanish (mexican) spanish (cuban) spanish (spain) swedish welsh bye bye, stefanie /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From kameronb at europa.com Mon Jan 10 00:02:29 2000 From: kameronb at europa.com (Kami Beaulieu) Date: Sun, 9 Jan 2000 16:02:29 -0800 Subject: Play based Therapy Message-ID: Hi all I am looking for information on play based therapy for speech language pathology. Any information re: resources, articles, studies would be appreciated. Thanks Kami Beaulieu From cotel at cfr.nichd.nih.gov Tue Jan 11 18:22:15 2000 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Tue, 11 Jan 2000 13:22:15 -0500 Subject: bilingual/bicultural researchers Message-ID: We are looking to hire 2 bilingual/bicultural researchers experienced in CHAT transcription conventions to transcribe the following: Position 1: 38 Japanese-English transcripts of mother-infant joint play (10 min. each session). We would like the Japanese language data to be transcribed in Roma-ji. Position 2: 39 Spanish-English transcripts of mother-infant joint play (10 min. each session). These are data of mothers from South America (e.g., Peru, Colombia, Argentina), so the ideal candidate would be South American-U.S. bicultural. This task can be done AT YOUR OWN SITE, provided we can be in contact by telephone, e-mail, and U.S. mail. We would like to have all sessions transcribed by the end of May, 2000. Please fax us your vita and a sample of a bilingual transcript you have transcribed if you are interested. Also indicate whether you have experience analyzing bilingual transcripts using CLAN. Thank you, Marc H. Bornstein & Linda R. Cote Child & Family Research National Institute of Child Health & Human Development, NIH Suite 8030 6705 Rockledge Drive Bethesda, MD 20892-7971 phone: 301-496-6832 fax: 301-496-2766 From mminami at sfsu.edu Sat Jan 15 03:34:30 2000 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Fri, 14 Jan 2000 19:34:30 -0800 Subject: Conference Announcement (Second International Conference on Practical Linguistics of Japanese) Message-ID: Second International Conference on Practical Linguistics of Japanese April 1-2, 2000 (Sat. & Sun.) Humanities Auditorium, San Francisco State University The Second International Conference on Practical Linguistics of Japanese will be held on April 1-2, 2000 (Saturday and Sunday) at San Francisco State University (Humanities Auditorium). It will be jointly hosted by regional associations, such as the Northern California Japanese Teachers' Association (NCJTA). This conference is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is applicable to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. Further information and registration info: http://www.sfsu.edu/~japanese/conference/ E-mail: mminami at sfsu.edu (Masahiko Minami, Conference Co-chair) From qianruic at 263.net Wed Jan 19 02:45:52 2000 From: qianruic at 263.net (qianruic at 263.net) Date: Wed, 19 Jan 2000 10:45:52 +0800 Subject: No subject Message-ID: dissubcribe _____________________________________________ Ê׶¼ÔÚÏß--ÏȽøÖйúÈ˵ÄÍøÉϼÒÔ° http://www.263.net Ãâ·ÑÓÊÏä ÓʼþÔÓÖ¾ Ç©ÃûÓʼþ Óʼþ¼ÓÃÜ Óʼþ×·Éíºô ËÑË÷ÒýÇæ ¸öÈËÕ¾µã ÔÚÏßÓÎÏ· ÍøÉÏÁÄÌì ÍøÉϹҺŠ½ðÈÚÍõ¹ú ÔÚÏßɱ¶¾ ÌøÔéÊг¡ Èí¼þÏÂÔØ ÐÝÏÐÓéÀÖ Åµ·½°²È«£¬ÖúÄúe·ƽ°² *263 free-mail 200ÍòÓû§×¢²á¼°¾º²ÂÖд󽱻¼´½«¿ªÊ¼ From macw at cmu.edu Wed Jan 19 14:44:44 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 19 Jan 2000 09:44:44 -0500 Subject: LREC Workshop Announcement Message-ID: ******************************************************************* * * * First EAGLES/ISLE Workshop on * * Meta-Descriptions and Annotation Schemas for * * Multimodal/Multimedia Language Resources * * * * * * LREC 2000 Pre-Conference Workshop * * Athens, Greece * * * * 29 or 30 May 2000 * * * * 1st Announcement * * and * * Call for Papers * * * * * ******************************************************************* 1. Workshop Outline =================== Currently, we can identify a number of trends in the community dealing with multimodal/multimedia language resources: - The number of resources is increasing rapidly. - Due to multimedia extensions and rich annotations the structural complexity of the resources is entering new dimensions. - The quantity of data to be handled is increasing enormously due to multimedia extensions, demanding new solutions. - The development of technology makes us assume that more and more of these resources will be available on the Internet. The joint EC/NSF funded EAGLES/ISLE [1] initiative aims to create standards and guidelines that can be applied to natural interactivity and multimodal language reources (e.g. speech, gesture, facial expressions, manual languages) that support the creation, use, re-use of and access to such resources. As part of this initiative, the workshop will address current trends and discuss structures which could simplify and assist the creation and use of annotated multimodal/multimedia resources, the process of finding suitable resources, and accessing them, for instance, via the Web. The workshop will address two related areas: annotation schemas and meta-descriptions for multimodal/multimedia language resources. Meta-Descriptions for Multimodal/Multimedia Language Resources (MMLR) --------------------------------------------------------------------- Similar to other communities it is time to bring the widespread users of multimedia language resources together and start a discussion about meta schemas describing these resources. The goal is to have the available multimedia language resources associated with linked meta-descriptions which form a browsable and searchable universe open to the Internet. A known portal, standardised meta-descriptions and suitable tools will help users to more easily find suitable resources for the task in mind. This interest unifies people from science, industry, and also general users who have to use annotated multimedia resources for their scientific analysis, training of commercial components and many more. Part of the proposed workshop will be dedicated to discussing the need for such a universe of linked meta-descriptions, the scope of the community, and existing work in this area. Also the nature of the meta-descriptions must be extensively discussed with an emphasis on questions such as: (1) Which are the elements which describe the various language resources? (2) Is a more minimal schema preferable or a more elaborate one? (3) How can we achieve flexibility within the standard meta-description? (4) How can we automatically derive meta-descriptions to make it a feasible task? The workshop will also discuss whether benefits can be taken from existing standards such as Dublin-Core from the community of digital libraries, whether initiatives in the telecommunication and broadcasting community are of relevance for our goals, and the impacts of the W3C initiative toward a unifying framework called Resource Description Framework for all these initiatives. Annotation Schemas for MMLR --------------------------- A second part of the workshop will be dedicated to discussing annotation schemas for multimodal/multimedia language resources. Until now the community has experience with text-only corpora based mostly on orthographical transcriptions (with all their limitations) and with corpora covering speech data often associated with one layer of orthographic transcriptions and specifically tailored to the needs of Automatic Speech Recognition systems. With the increasing power of computer technology we see that people are starting to build corpora based on several video and sound tracks with rich annotations covering easily more than 50 layers. These annotations have complex time relationships and various dependencies between and within layers. It seems to be clear, therefore, that a large number of such complex structured corpora will emerge and the community needs guidelines to restrict the heterogeneity of such corpora. At the Granada LREC conference we have heard about initial projects having implemented "Abstract Data Models" for such multimedia corpora [2]. In the meantime a broad discussion about the underlying universal structure for such annotations has also been initiated [3]. A number of projects in the US and Europe were and are funded to develop annotation and exploitation tools to cope with such complex multimedia databases. To guarantee a high amount of interoperability and unified access to the resources it is time to have a separate workshop dedicated to the nature of annotation schemas. Only good agreement in this respect will limit the number of access tools needed to exploit such databases. The emergence of multimedia on computers has changed traditional views, since direct media access allows us to refer to media time which will never change instead of referring only to transcriptions which can be modified and often are not adequate for coding complex time relationships. However, the workshop will not only address theoretical matters such as the underlying common structure and abstract data models, but also raise questions of suitable representation formats important for implementation. Formats suitable for open exchange and long-term archiving will not be the optimal choice for all types of program access and vice versa. We expect that modern tools have to rely on several co-existing representation formats. We also have to deal with the question of how we can integrate existing textually based corpora or corpora which are stepwise extended with media data afterwards. 2. Call for Papers ================== The workshop will have two subsequent sessions: One will focus on Internet-accessible Meta-Descriptions of MMLR. The other will be dedicated to Annotation Schemas for MMLR. This workshop is seen as a first one in a series which will help understand the complexity of the problems and the various approaches found until now. Each session will be started by an invited talk to introduce the problem and define the scope and be finished by a summary from the organizers. The workshop will focus on oral contributions and give enough space for broad discussions. Papers are invited which can contribute to these two topics. Format of Submission -------------------- Submissions should consist of an extended abstract of about one page (DIN A4) and a separate title page providing the following information: Official title of the paper; names and affiliations of the authors; full address of the first author including phone, fax, email, URL; required facilities. Only electronic submissions in ASCII, Word, or HTML format will be accepted. The submissions should be sent to: ISLE-2000 at mpi.nl. The reception of the submissions will be notified within 3 days. If you did not get a notification, email could have been erroneous. Proceedings ----------- The workshop organizers will produce proceedings. Therefore, print-ready versions of the papers have to be submitted as WORD, PDF or PS files. They should not exceed 5 pages (DIN A4).These final versions have to be submitted electronically to the same email address: ISLE-2000 at mpi.nl. Important Dates --------------- Deadline for submissions of papers: March 17th Notification of acceptance: April 3rd Final versions of papers for proceedings: May 12th Workshop: May 29th afternoon and 30th morning 3. Organizational Issues ======================== Organizers of the workshop -------------------------- H. Cunningham, Department of Computer Science, University Sheffield D. Roy, Natural Interactive Systems Laboratory, Faculty of Science and Engineering, University of Southern Denmark Odense P. Wittenburg, Technical Department, Max-Planck-Institute for Psycholinguistics, Nijmegen Questions --------- For all questions with respect to the workshop focus, please, use the email address: ISLE-2000 at mpi.nl For all questions with respect to organisational issues, accommodation etc, please, contact the LREC secretariate: LREC2000 at ilsp.gr Information ----------- Information about the workshop such as call, schedule, and program can be found on the web-page: http://www.mpi.nl/world/ISLE Information about the LREC conference can be found on the web-page: http://www.icp.grenet.fr/ELRA/lrec2000.html Registration ------------ The registration fee for the workshop is: - 120 EURO for those not attending LREC - 80 EURO for those attending LREC Registration and payment is explained on the LREC web-page. Included in the registration fee are the proceedings and coffee at the breaks. Program Committee N.O. Bernsen (U Odense) S. Bird (U Penn) P. Bonhomme (LORIA Nancy) D. Broeder (MPI Nijmegen) H. Brugman (MPI Nijmegen) L. Burnard (U Oxford) N. Calzolari (ILC Pisa) K. Choukri (ELRA Paris) B. Comrie (MPI Leipzig) H. Cunningham (U Sheffield) U. Heid (U Stuttgart) N. Ide (Vassar College) T. McEnery (U Lancaster) B. MacWhinney (CMU Pitsburgh) L. Noldus (Noldus Wageningen) S. Piperides (ILSP Athens) W. Peters (U Sheffield) L. Romary (LORIA Nancy) A. Russel (MPI Nijmegen) D. Roy (U Odense) D. Slobin (U Berkeley) S. Steininger (U München) S. Stromqvist (U Lund) H. Thompson (HCRC Edinburgh) Y. Wilks (U Sheffield) P. Wittenburg (MPI Nijmegen) A. Zampolli (ILC Pisa [1] International Standards in Language Engineering project funded by EC and NSF [2] see http://www.dcs.shef.ac.uk/~hamish/dalr/ [3] see http://www.ldc.upenn.edu/annotation/ and http://www.ltg.ed.ac.uk From macswan at asu.edu Thu Jan 20 08:23:36 2000 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 20 Jan 2000 00:23:36 -0800 Subject: Spanish SLI data Message-ID: Hi. I'm looking for Spanish language data from children diagnosed with Specific Language Impairment. CHILDES has the Oviedo corpus in the Clinical Corpora section, but I haven't found anything else. Please let me know if you know of other data, or of publications on SLI in Spanish speaking kids perhaps using other data. Thank you. Jeff Jeff MacSwan, Ph.D. Assistant Professor Curriculum & Instruction Arizona State University P.O. Box 872011 Tempe, AZ 85287-2011 (602) 965-4967 (voice) (602) 965-4942 (fax) From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 20 15:59:56 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 20 Jan 2000 15:59:56 +0000 Subject: Cats would jump benches Message-ID: Does anyone recall the reference for an infancy study with stimuli like: cats would jump benches cats jump wood benches Annette ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From WALKERM at MAIL.ECU.EDU Thu Jan 20 18:06:10 2000 From: WALKERM at MAIL.ECU.EDU (Walker, Marianna M.) Date: Thu, 20 Jan 2000 13:06:10 -0500 Subject: Information on posting Message-ID: I would like to post a job position on the Childes list serve. Please direct me in this endeavor. Thanks, Marianna Walker, Ph.D. Assistant Professor Dept. of CSDI East Carolina University From WALKERM at MAIL.ECU.EDU Thu Jan 20 19:47:30 2000 From: WALKERM at MAIL.ECU.EDU (Walker, Marianna M.) Date: Thu, 20 Jan 2000 14:47:30 -0500 Subject: Faculty position Message-ID: Faculty position announcement - East Carolina University Asst./Assoc. Prof.: Child Language Development and Disorders. Announcing a full time, twelve month tenure-track position in the Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University. This position is to be an integral part of a long standing master's degree program and newly established doctoral program. Teaching and research position. Qualifications include: 1) an earned doctorate degree in speech-language pathology or related area; 2) evidence of or potential for excellence in research and scholarship in child language development and disorders. CCC-SLP or eligible for certification. Successful candidates primary responsibilities will involve teaching graduate courses, conducting basic or applied research, supervising/directing graduate student research and providing clinical supervision. Evidence of successful grantsmanship and doctoral student mentoring is desired. Screening of applications will begin February 1, 2000 and will continue until position is filled. Salary $48,000 - $60,000. ------------------------------------------------------------------------ Send letter of interest, three letters of recommendation and resume to Monica Hough, Ph.D., Chair,Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, NC, 27858-4353. Dr. Hough's E-mail : HOUGHM at MAIL.ECU.EDU ? East Carolina University is an Equal Opportunity/Affirmative Action University and accommodates persons with disabilities. Proper documentation of identity and employability is required at the time of employment. ------------------------------------------------------------------------ From WALKERM at MAIL.ECU.EDU Thu Jan 20 21:06:25 2000 From: WALKERM at MAIL.ECU.EDU (Walker, Marianna M.) Date: Thu, 20 Jan 2000 16:06:25 -0500 Subject: Post Message-ID: Faculty Position Announcement: Asst./Assoc. Prof.: Child Language Development and Disorders. Announcing a full time, twelve month tenure-track position in the Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University. This position is to be an integral part of a long standing master's degree program and newly established doctoral program. Teaching and research position. Qualifications include: 1) an earned doctorate degree in speech-language pathology or related area; 2) evidence of or potential for excellence in research and scholarship in child language development and disorders. CCC-SLP or eligible for certification. Successful candidates primary responsibilities will involve teaching graduate courses, conducting basic or applied research, supervising/directing graduate student research and providing clinical supervision. Evidence of successful grantsmanship and doctoral student mentoring is desired. Screening of applications will begin February 1, 2000 and will continue until position is filled. Salary $48,000 - $60,000. ------------------------------------------------------------------------ Send letter of interest, three letters of recommendation and resume to Monica Hough, Ph.D., Chair,Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, NC, 27858-4353. Dr. Hough's E-mail : HOUGHM at MAIL.ECU.EDU ? East Carolina University is an Equal Opportunity/Affirmative Action University and accommodates persons with disabilities. Proper documentation of identity and employability is required at the time of employment. ------------------------------------------------------------------------ From coene at uia.ua.ac.be Sat Jan 22 01:44:50 2000 From: coene at uia.ua.ac.be (Martine Coene) Date: Fri, 21 Jan 2000 17:44:50 PST Subject: Romanian L1 corpora Message-ID: Hi, As far as I know there are currently NO electronic corpora of Romanian L1 of any kind. Anyone who is aware of the existence of such corpora, please contact me at coene at uia.ua.ac.be Thanks! Martine Coene From b.woll at city.ac.uk Fri Jan 21 18:11:02 2000 From: b.woll at city.ac.uk (B.Woll) Date: Fri, 21 Jan 2000 18:11:02 -0000 Subject: Child Language Seminar 2000 Message-ID: Dear colleagues, we are writing to report that no offer of a host University for the Child Language Seminar 2000 was made after last year's London conference. Normally this happens at the conference itself and traditionally it has been a British institution which organises it. Since then the University of Barcelona has expressed interest. The conference might be held there if there are no other offers to host it from a British University. For more information or comments contact cls99 at city.ac.uk The CLS99 organising committee Bencie Woll b.woll at city.ac.uk Language and Communication Science City University, Northampton Square London EC1V 0HB, UK Tel: +44 (0)171 477 8354 (voice) +44 (0)171 477 8314 (text) Fax: +44 (0)171 477 8577 or 8354 From lieven at eva.mpg.de Fri Jan 21 15:40:59 2000 From: lieven at eva.mpg.de (Elena Lieven) Date: Fri, 21 Jan 2000 16:40:59 +0100 Subject: Postdoctoral position available Message-ID: POSTDOCTORAL POSITION AVAILABLE The Department of Developmental and Comparative Psychology of the Max Planck Institute for Evolutionary Anthropology has a postdoctoral position available for 2 years from Summer-Fall, 2000. The position will be at the Institute's Child Study Laboratory for the acquisition of English, located at the Department of Psychology, Manchester University, Manchester, England. The succesful candidate will be expected to contribute to a working group investigating various aspects of first language acquisition from a cross-linguistic and psycholinguistic perspective. The group is headed by Michael Tomasello and Elena Lieven. Ongoing research is conducted both through experiments and the analysis of rich databases and focuses on the cognitive and pragmatic bases of language; the development of syntactic constructions; and the roles of frequency and entrenchment in that development. Requirements for the position: (a) PhD by the starting date; and (b) research experience in first language acquisition and/or cognitive/functional linguistics. Salary competitive. Interested candidates should send a CV, reprints, and the names of 3 references to Dr. Elena Lieven; Max Planck Institute for Evolutionary Anthropology; Inselstrasse 22-26; D-04103 Leipzig, Germany. E-mail applications (and requests for information) may be sent to lieven at eva.mpg.de. Applications will be reviewed beginning February 21st, 2000, with a decision soon after that. From Roberta at UDel.Edu Fri Jan 21 18:24:53 2000 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Fri, 21 Jan 2000 13:24:53 -0500 Subject: Cats would jump benches Message-ID: At 3:59 PM +0000 1/20/00, Annette Karmiloff-Smith wrote: >Does anyone recall the reference for an infancy study with stimuli like: >cats would jump benches >cats jump wood benches > Hi Annette! I asked Debbie Kemler-Nelson to give me these citations since she is one of the authors on the work: There are two relevant papers, the first having to do with memory for phonetic info and the other having to do with memory for word order. They are: Mandel, D. R., Jusczyk, P. W., & Kemler Nelson, D. G. (1994). Does sentential prosody help infants organize and remember speech information? Cognition, 53, 155-180. Mandel, D. R., Kemler Nelson, D. G., & Jusczyk, P. W. (1996). Infants remember the order of words in a spoken sentence. Cognitive Development, 11, 181-196. ------------------------------------------------------------------------- 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 ABBEDUTO at Waisman.Wisc.Edu Fri Jan 21 16:30:03 2000 From: ABBEDUTO at Waisman.Wisc.Edu (Len J. Abbeduto) Date: Fri, 21 Jan 2000 10:30:03 -0600 Subject: post-doctoral positions Message-ID: SEARCH CONTINUES Post-Doctoral Training in Mental Retardation Research Waisman Center, University of Wisconsin-Madison The Post-Doctoral Training Program in Mental Retardation Research at the Waisman Center of the University of Wisconsin-Madison is recruiting for four two-year post-doctoral fellowship positions beginning in July or September, 2000. The program provides multidisciplinary training in research on the social and communicative behavior of persons with mental retardation and in the functioning of their families. Applicants should have a Ph.D. in a discipline related to human behavior or social policy, including child and family studies, communicative disorders, educational psychology, psychology, social work, or sociology. The Waisman Center is a NICHD-funded Mental Retardation Research Center. The Training Program has a faculty of 16 who serve as mentors to post-doctoral fellows. Review of applications will begin January 15, 2000 and will continue until all positions are filled. Eligibility is restricted by Federal guidelines to US citizens and permanent residents. All appointments are contingent on federal funding. The University of Wisconsin-Madison is an equal opportunity employer. Women and minorities are especially encouraged to apply. For more information, contact Dr. Leonard Abbeduto, Waisman Center, University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI 53705. Phone: 608/263-1737. E-mail: abbeduto at waisman.wisc.edu, or visit our website at http://www.waisman.wisc.edu/postdoc.html. Leonard Abbeduto, Ph.D. Professor of Educational Psychology Waisman Center University of Wisconsin-Madison Madison, WI 53705 (608) 263-1737 Leonard Abbeduto, Ph.D. Professor of Educational Psychology Waisman Center University of Wisconsin-Madison Madison, WI 53705 (608) 263-1737 From ting+ at pitt.edu Sun Jan 23 19:34:14 2000 From: ting+ at pitt.edu (Rachel Chung) Date: Sun, 23 Jan 2000 14:34:14 -0500 Subject: verb organization in lexicon Message-ID: Hi all, Is anyone aware of more recent work on how verbs are organized in adhult or child lexicon? I know Huttenlocher & Lui's paper from 1979, but I'd like to see if there's anything more recent. -Rachel From ann.dowker at psy.ox.ac.uk Sun Jan 23 20:38:02 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sun, 23 Jan 2000 20:38:02 +0000 Subject: verb organization in lexicon Message-ID: Dear Rachel, There might be relevant references in: M. Tomasello and W.E. Merriman: Beyond Names for Things: Young Children's Acquisition of Verbs; Erlbaum, 1995 You might also be interested in the paper: R.M. Golinkoff, K. Hirsch-Pasek and R. Nandakumar: Lexical principles may underlie the learning of verbs; Child Development, 1996, 67, 3101-3119. Yours, Ann On Sun, 23 Jan 2000, Rachel Chung wrote: > Hi all, > Is anyone aware of more recent work on how verbs are organized in adhult > or child lexicon? I know Huttenlocher & Lui's paper from 1979, but I'd > like to see if there's anything more recent. > > -Rachel > > > From ann.dowker at psy.ox.ac.uk Sun Jan 23 21:22:46 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sun, 23 Jan 2000 21:22:46 +0000 Subject: verb organization in lexicon Message-ID: I just checked. There is indeed quite a lot of potentially relevant stuff in the Tomasello and Merriman book, including a very relevant chapter by Golinkoff et al; and other possibly relevant ones by Behrend; Gopnik and Choi; etc. Ann From frontier2 at mindspring.com Mon Jan 24 03:24:51 2000 From: frontier2 at mindspring.com (Jose G. Centeno) Date: Sun, 23 Jan 2000 22:24:51 -0500 Subject: Verb organization in lexicon Message-ID: Rachel; Here are some references on lexical organization & processing for verbs in adult speakers: Centeno, J. G. (1996). Use of verb inflections in the oral expression of agrammatic Spanish-speaking aphasics. Unpublished doctoral dissertation, City University of New York Graduate School Jarema, G., & Kehayia, E. (1992). Impairment of inflectional morphology and lexical storage. Brain & Language, 43, 541-564 Nespoulous, J.-L., & Villard, P. (Eds). (1990). Morphology, Phonology, & Aphasia. New York: Springer-Verlag Obler, L. K., Harris, K., Meth, M., Centeno, J. G., & Matthews, P.(1999). The phonology-morphosynatx interface. Brain & Language, 68, 233-240. Good luck, Jose ____________________________________ Jose G. Centeno, Ph.D. New York Speech Pathology Clinic 145 East 15th St., New York, NY 10003 T: 212/533-7170 F: 212/677-2127 E-mail: frontier2 at mindspring.com _____________________________________ ----- Original Message ----- From: Rachel Chung To: CHILDES mailing list Sent: Sunday, January 23, 2000 2:34 PM Subject: verb organization in lexicon > Hi all, > Is anyone aware of more recent work on how verbs are organized in adhult > or child lexicon? I know Huttenlocher & Lui's paper from 1979, but I'd > like to see if there's anything more recent. > > -Rachel > > From lmb32 at columbia.edu Mon Jan 24 11:00:22 2000 From: lmb32 at columbia.edu (Lois Bloom) Date: Mon, 24 Jan 2000 06:00:22 -0500 Subject: verb organization in lexicon Message-ID: A succession of studies from my research lab, published between 1975 and 1989, reported the verbs children learn, and the subcategorization of children's verbs that determines the acquisition of different linguistic structures for sentence procedures. These papers, listed below, were reprinted in the volume Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press. Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40 (Serial No. 160). Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in child language. In A. Pick (Ed.), Minnesota symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: University of Minnesota Press. Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the development of verb inflections in child language. Language, 56, 386-412. Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11, 391-406. Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. See also the summary and taxonomy of verbs from of many of these studies in Bloom, L. (1981). The importance of language for language development: Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences (Vol. 379, pp. 160-171). In addition, how verbs contribute to contingency in early child discourse was reported in Bloom, L., Rocissano, L., & Hood, L. (1976). Adult-child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 8, 521-551 (also in Bloom, 1991). --Lois Bloom ~~~~~~~~~~~~~~~~~~~ Lois Bloom, Ph.D. Edward Lee Thorndike Professor Emeritus of Psychology and Education Teachers College, Columbia University 525 West 120th Street New York, New York 10027 Phone: 212-678-3888; 203-261-4622 Fax: 203-261-4689 ~~~~~~~~~~~~~~~~~~~ From Sabine.Prechter at anglistik.uni-giessen.de Mon Jan 24 12:25:51 2000 From: Sabine.Prechter at anglistik.uni-giessen.de (Sabine Prechter) Date: Mon, 24 Jan 2000 13:25:51 +0100 Subject: Sarbin reference - page numbers Message-ID: Dear fellow CHILDESers, I have been trying to find the exact page numbers for the following reference, but without success. Maybe one of you can help me out? Sarbin, T. R. (1954). Role theory. In G. Lindzey (Ed.), Handbook of Social Psychology. Cambridge: Addison-Wesley. Thanks a lot in advance, Sabine Prechter Nao basta abrir a janela Sabine Prechter Para ver os campos e o rio *sabine.prechter at anglistik.uni-giessen.de* Nao e bastante nao ser cego Otto-Behaghel-Str. 10 B IV Para ver as arvores e as flores D-35394 Giessen 20 de abril de 1919 Fone: +49 641 99-30065 Alberto Caeiro Fax: +49 641 99-30159 From ting+ at pitt.edu Mon Jan 24 21:42:04 2000 From: ting+ at pitt.edu (Rachel Chung) Date: Mon, 24 Jan 2000 16:42:04 -0500 Subject: Summary of references on organization of verbs in mental lexicon Message-ID: Dear Info-Childes readers, First of all I must thank all of you who responded to my query about references on the organization of verbs in mental lexicon. You have been of great help. However, I also realize that my question was not specific enough so let me restate the question here, along with a complete list of references. I'm interested in a wide range of questions about verbs, but I especially have problems in finding literature about the overall organization of the verb lexicon, specifically, whether it's better characterized as hierarchy or matrix. I know there've been a number of papers on this, but they are all from at least ten years ago. Is there any more up-to-date work? So far I've found Miller and Fellbaum's paper in the 1991 special issue of Cognition to be the most useful and directly relevant to my research question, (Thanks to Pinker) although I still have a long reading list to finish! Below is a complete list of references, kindly provided by Ann Dowker, Lois Bloom, Steve Pinker, and Ping Li. Best, Rachel From: Ann Dowker M. Tomasello and W.E. Merriman: Beyond Names for Things: Young Children's Acquisition of Verbs; Erlbaum, 1995 R.M. Golinkoff, K. Hirsch-Pasek and R. Nandakumar: Lexical principles may underlie the learning of verbs; Child Development, 1996, 67, 3101-3119. From: Lois Bloom A succession of studies from my research lab, published between 1975 and 1989, reported the verbs children learn, and the subcategorization of children's verbs that determines the acquisition of different linguistic structures for sentence procedures. These papers, listed below, were reprinted in the volume Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press. Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40 (Serial No. 160). Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in child language. In A. Pick (Ed.), Minnesota symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: University of Minnesota Press. Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the development of verb inflections in child language. Language, 56, 386-412. Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11, 391-406. Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. See also the summary and taxonomy of verbs from of many of these studies in Bloom, L. (1981). The importance of language for language development: Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences (Vol. 379, pp. 160-171). In addition, how verbs contribute to contingency in early child discourse was reported in Bloom, L., Rocissano, L., & Hood, L. (1976). Adult-child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 8, 521-551 (also in Bloom, 1991). From: "Jose G. Centeno" Here are some references on lexical organization & processing for verbs in adult speakers: Centeno, J. G. (1996). Use of verb inflections in the oral expression of agrammatic Spanish-speaking aphasics. Unpublished doctoral dissertation, City University of New York Graduate School Jarema, G., & Kehayia, E. (1992). Impairment of inflectional morphology and lexical storage. Brain & Language, 43, 541-564 Nespoulous, J.-L., & Villard, P. (Eds). (1990). Morphology, Phonology, & Aphasia. New York: Springer-Verlag Obler, L. K., Harris, K., Meth, M., Centeno, J. G., & Matthews, P.(1999). The phonology-morphosynatx interface. Brain & Language, 68, 233-240. From: Steven Pinker Pinker, S. 1989. Learnability and cognition. Cambridge, MA: MIT Press. Levin, B. & Pinker, S. (Eds.). 1991. Lexical and conceptual semantics. (Special edition of Cognition) From: Ping Li Rachel, I had a grant that contained the following references and you might be able to find some relevant work for you there. Let me know if this helps. Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon. (2nd Ed.) Oxford, UK: Blackwell. Baker, C. (1979). Syntactic theory and the projection problem. Linguistic Inquiry, 10, 533-581. Bates, E. (1984). Bioprograms and the innateness hypothesis: Commentary on Bickerton. Behavioral and Brian Sciences, 7, 188-190. Bates, E., Goodman, J. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia, and real-time processing. Language & Cognitive Processes, 12, 507-584. Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, S., Reilly, J. & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21, 85-124. Bickerton, D. (1981). Roots of language. Ann Arbor, MI: Karoma. Bickerton, D. (1984). The language bioprogram hypothesis. Behavioral and Brain Sciences, 7, 173-188. Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the development of verb inflection in child language. Language, 56, 386-412. Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in the child's organization of word meaning. Child Development, 49, 977-987. Bowerman, M. (1982). Reorganizational processes in lexical and syntactic development. In E. Wanner & L. Gleitman (Eds.), Language acquisition: the state of the art. Cambridge, UK: Cambridge University Press. Bowerman, M. (1983). Hidden meanings: the role of covert conceptual structures in children's development of language. In D. Rogers & J. Sloboda (Eds.), The acquisition of symbolic skills. New York: Plenum. 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Gilbert (eds.), Children's language (Vol. 9, pp. 61-73). Mahwah, NJ: Lawrence Erlbaum. Clark, E.V., Carpenter, K., & Deutsch, W. (1995). Reference states and reversals: Undoing actions with verbs. Journal of Child Language, 22, 633-662. Comrie, B. (1976). Aspect: An introduction to the study of verbal aspect and related problems. Cambridge, England: Cambridge University Press. Dromi, E. (1987). Early lexical development. New York, NY: Cambridge University Press. Elman, J. (1990). Finding structure in time. Cognitive Science, 14, 179-211. Elman, J. (1993). Learning and development in neural networks: the importance of starting small. Cognition, 48, 71-99. Elman, J. (1998). Generalization, simple recurrent networks, and the emergence of structure. In M. Gernsbacher & S. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). 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Hebb, D. (1949). The organization of behavior: A neuropsychological theory. New York, NY: Wiley. Hertz, J., Krogh, A., & Palmer, R. (1991). Introduction to the theory of neural computation. Redwood City, CA: Addison-Wesley. Hinton, G., & Sejnowski, T. (1998). Unsupervised learning: Foundations of neural computation. Cambridge, MA: MIT Press. Kohonen, T. (1982). Self-organized formation of topologically correct feature maps. Biological Cybernetics, 43, 59-69. Kohonen, T. (1989). Self-organization and associative memory. Heidelberg: Springer-Verlag. Kohonen, T. (1995). Self-organizing maps. Heidelberg: Springer-Verlag. Kuczaj, S. (1977). The acquisition of regular and irregular past tense forms. Journal of Verbal Learning and Verbal Behavior, 16, 589-600. Lachter, J., & Bever, T. (1988). The relation between linguistic structure and associative theories of language learning: A constructive critique of some connectionist learning models. Cognition, 28, 195-247. Landauer, T. & Dumais, S. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240. Li, P. (1990). Aspect and aktionsart in child Mandarin. Ph.D. dissertation, Leiden University, the Netherlands. Li, P. (1993a). Cryptotypes, form-meaning mappings, and overgeneralizations. In: E. V. Clark (Ed.), The Proceedings of the 24th Child Language Research Forum, Center for the Study of Language and Information, Stanford University, 162-178. Li, P. (1993b). The acquisition of the zai and ba constructions in Mandarin Chinese. In: J.C.P. Liang & R.P.E. Sybesma (Eds.) From classical 'F�' to 'Three inches high': Studies on Chinese in honor of Erik Z�rcher. Leuven/Apeldoorn: Garant Publishers. Li, P. (in press). Aspect and cryptotype: A new approach to an old problem. In T. H-T. Lee, G. Tang, & V. Yip (Eds.), CUHK Papers in Linguistics No. 5. (Special Issue on Language Acquisition: East Asian Perspectives). Li, P., & MacWhinney, B. (1996). Cryptotype, overgeneralization, and competition: A connectionist model of the learning of English reversive prefixes. Connection Science, 8, 3-30. Li, P. & Bowerman, M. (1999). The acquisition of grammatical and lexical aspect in Chinese. First Language. Lund, K. & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203-208. Lyons, J. (1977). Semantics. (Vol. 1). Cambridge, UK: Cambridge University Press. MacWhinney, B. (1995). The CHILDES project: Tools for analyzing talk (2nd Ed). Hillsdale, NJ: Erlbaum. MacWhinney, B. (1997). Lexical connectionism. In P. Broeder & J.M. Murre (eds.), Models of language acquisition: Inductive and deductive approaches. Cambridge, MA: MIT Press. MacWhinney, B. (1998). Models of the emergence of language. Annual Review of Psychology, 49, 199-227. MacWhinney, B., & Leinbach, J. (1991). 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Stephany, U. (1981). Verbal grammar in Modern Greek early child language. In P.S. Dale & D. Ingram (eds.), Child language: An international perspective. Baltimore, MD: University Park Press. Stephany, U. (1997). The acquisition of Greek. In D. Slobin (ed.), The crosslinguistic study of language acquisition. (Vol. 4, pp. 183-333). Mahwah, NJ: Lawrence Erlbaum. Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge, UK: Cambridge University Press. Whorf, B. (1956). Thinking in primitive communities. In J. B. Carroll (Ed.), Language, thought, and reality. Cambridge, MA: MIT Press. From haya at erols.com Tue Jan 25 04:10:43 2000 From: haya at erols.com (Haya Berman) Date: Mon, 24 Jan 2000 23:10:43 -0500 Subject: acquisition of prosody across languages Message-ID: I'm wondering if anyone knows of any references that look at the acquisition of prosody across languages. I am espeically interested in acquisition of syllabic stress and rhythm. Thanks very much in advance. Haya Berman From kristinebentzen at hotmail.com Tue Jan 25 08:26:37 2000 From: kristinebentzen at hotmail.com (Kristine Bentzen) Date: Tue, 25 Jan 2000 00:26:37 PST Subject: Markedness Message-ID: Does anyone know of studies dealing with the theory of markedness in connection with transfer in bilingual first language acquisition? Thanks in advance! Kristine Bentzen. kristinebentzen at hotmail.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From m.vihman at bangor.ac.uk Tue Jan 25 08:50:30 2000 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Tue, 25 Jan 2000 08:50:30 +0000 Subject: acquisition of prosody across languages Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2927 bytes Desc: not available URL: From josie.bernicot at mshs.univ-poitiers.fr Tue Jan 25 10:01:34 2000 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Tue, 25 Jan 2000 11:01:34 +0100 Subject: email camaioni? Message-ID: >Who does know the Luigia Camaioni's email? >Thank you very much > >Josie Bernicot. > >Please, note my new email and address: > >email: josie.bernicot at mshs.univ-poitiers.fr > >Address : Laboratoire de Psychologie Langage et Cognition (LaCo) - >University of Poitiers/CNRS >MSHS - 99, avenue du Recteur Pineau >F-86022 POITIERS CEDEX - France > >Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 >Fax: +33 (0)5.49.45.46.16 >www.mshs.univ-poitiers.fr >www.atega.com/pergame From msigstad at tucbbs.com.ar Tue Jan 25 15:57:57 2000 From: msigstad at tucbbs.com.ar (Mariana Sigstad) Date: Tue, 25 Jan 2000 12:57:57 -0300 Subject: Summary of references on organization of verbs in mental lexicon Message-ID: may be you should try Damasio´s work. LAter on I´ll give you some of his papers references. Anyway they don´t tell a lot of how they are organized. Your´s MAriana Rachel Chung wrote: > Dear Info-Childes readers, > > First of all I must thank all of you who responded to my query about > references on the organization of verbs in mental lexicon. You have been > of great help. However, I also realize that my question was not specific > enough so let me restate the question here, along with a complete list of > references. > > I'm interested in a wide range of questions about verbs, but I > especially have problems in finding literature about the overall > organization of the verb lexicon, specifically, whether it's better > characterized as hierarchy or matrix. I know there've been a number of > papers on this, but they are all from at least ten years ago. Is there any > more up-to-date work? > > So far I've found Miller and Fellbaum's paper in the 1991 special issue of > Cognition to be the most useful and directly relevant to my research > question, (Thanks to Pinker) although I still have a long reading list to > finish! > > Below is a complete list of references, kindly provided by Ann Dowker, > Lois Bloom, Steve Pinker, and Ping Li. > > Best, > Rachel > > From: Ann Dowker > > M. Tomasello and W.E. Merriman: Beyond Names for Things: Young Children's > Acquisition of Verbs; Erlbaum, 1995 > > R.M. Golinkoff, K. Hirsch-Pasek and R. Nandakumar: Lexical principles may > underlie the learning of verbs; Child Development, 1996, 67, 3101-3119. > > From: Lois Bloom > > A succession of studies from my research lab, published between 1975 and > 1989, reported the verbs children learn, and the subcategorization of > children's verbs that determines the acquisition of different linguistic > structures for sentence procedures. > > These papers, listed below, were reprinted in the volume Bloom, L. (1991). > Language development from two to three. New York: Cambridge University > Press. > > Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in > child language. Monographs of the Society for Research in Child > Development, 40 (Serial No. 160). > > Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as > aspects of competence in child language. In A. Pick (Ed.), Minnesota > symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: > University of Minnesota Press. > > Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the > development of verb inflections in child language. Language, 56, 386-412. > > Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic > factors that contribute to the sequence of acquisition. Child Development, > 53, 1084-1092. > > Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement > constructions. Journal of Child Language, 11, 391-406. > > Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of > complementation. Journal of Child Language, 16, 101-120. > > See also the summary and taxonomy of verbs from of many of these studies > in Bloom, L. (1981). The importance of language for language development: > Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language > and foreign language acquisition. Annals of the New York Academy of > Sciences (Vol. 379, pp. 160-171). > > In addition, how verbs contribute to contingency in early child > discourse was reported in Bloom, L., Rocissano, L., & Hood, > L. (1976). Adult-child discourse: Developmental interaction between > information processing and linguistic knowledge. Cognitive Psychology, 8, > 521-551 (also in Bloom, 1991). > > From: "Jose G. Centeno" > Here are some references on lexical organization & processing for verbs in > adult speakers: > > Centeno, J. G. (1996). Use of verb inflections in the oral expression of > agrammatic Spanish-speaking aphasics. Unpublished doctoral dissertation, > City University of New York Graduate School > > Jarema, G., & Kehayia, E. (1992). Impairment of inflectional morphology and > lexical storage. Brain & Language, 43, 541-564 > > Nespoulous, J.-L., & Villard, P. (Eds). (1990). Morphology, Phonology, & > Aphasia. New York: Springer-Verlag > > Obler, L. K., Harris, K., Meth, M., Centeno, J. G., & Matthews, P.(1999). > The phonology-morphosynatx interface. Brain & Language, 68, 233-240. > > From: Steven Pinker > Pinker, S. 1989. Learnability and cognition. Cambridge, MA: MIT Press. > > Levin, B. & Pinker, S. (Eds.). 1991. Lexical and conceptual semantics. > (Special edition of Cognition) > > From: Ping Li > Rachel, I had a grant that contained the following references and you might > be able to find some relevant work for you there. Let me know if this helps. > > Aitchison, J. (1994). Words in the mind: An introduction to the mental > lexicon. (2nd Ed.) Oxford, UK: Blackwell. > Baker, C. (1979). Syntactic theory and the projection problem. Linguistic > Inquiry, 10, 533-581. > Bates, E. (1984). Bioprograms and the innateness hypothesis: Commentary on > Bickerton. Behavioral and Brian Sciences, 7, 188-190. > Bates, E., Goodman, J. (1997). On the inseparability of grammar and the > lexicon: Evidence from acquisition, aphasia, and real-time processing. > Language & Cognitive Processes, 12, 507-584. > Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, S., > Reilly, J. & Hartung, J. (1994). Developmental and stylistic variation in > the composition of early vocabulary. Journal of Child Language, 21, 85-124. > Bickerton, D. (1981). Roots of language. Ann Arbor, MI: Karoma. > Bickerton, D. (1984). The language bioprogram hypothesis. Behavioral and > Brain Sciences, 7, 173-188. > Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the > development of verb inflection in child language. Language, 56, 386-412. > Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in > the child's organization of word meaning. Child Development, 49, 977-987. > Bowerman, M. (1982). Reorganizational processes in lexical and syntactic > development. In E. Wanner & L. Gleitman (Eds.), Language acquisition: the > state of the art. Cambridge, UK: Cambridge University Press. > Bowerman, M. (1983). Hidden meanings: the role of covert conceptual > structures in children's development of language. In D. Rogers & J. Sloboda > (Eds.), The acquisition of symbolic skills. New York: Plenum. > Bowerman, M. (1988). The "no negative evidence" problem: How do children > avoid constructing an overly general grammar? In J. Hawkins (ed.), > Explaining language universals. (pp. 73-101). New York, NY: Blackwell. > Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press. > Burgess, C. & Lund, K. (1997). Modelling parsing constraints with > high-dimensional context space. Language and Cognitive Processes, 12, 1-34. > > Carey, S. (1978) The child as word learner. In M. Halle, G. Miller, & J. > Bresnan (eds.), Linguistic theory and psychological reality. (pp. 264-293). > Cambridge, MA: MIT Press. > Clark, E.V. (1983). Meanings and concepts. In J. Flavell & E. Markman > (eds.), Handbook of child psychology: Cognitive development. (Vol. III, pp. > 787-840). New York, NY: John Wiley & Sons. > Clark, E.V. (1993). The lexicon in acquisition. Cambridge, UK: Cambridge > University Press. > Clark, E. V. (1996). Early verbs, event types, and inflections. In C. > Johnson & J. Gilbert (eds.), Children's language (Vol. 9, pp. 61-73). > Mahwah, NJ: Lawrence Erlbaum. > Clark, E.V., Carpenter, K., & Deutsch, W. (1995). Reference states and > reversals: Undoing actions with verbs. Journal of Child Language, 22, > 633-662. > Comrie, B. (1976). Aspect: An introduction to the study of verbal aspect > and related problems. Cambridge, England: Cambridge University Press. > Dromi, E. (1987). Early lexical development. New York, NY: Cambridge > University Press. > Elman, J. (1990). Finding structure in time. Cognitive Science, 14, 179-211. > Elman, J. (1993). Learning and development in neural networks: the > importance of starting small. Cognition, 48, 71-99. > Elman, J. (1998). Generalization, simple recurrent networks, and the > emergence of structure. In M. Gernsbacher & S. Derry (eds.), Proceedings of > the 20th Annual Conference of the Cognitive Science Society. Mahwah, NJ: > Lawrence Erlbaum. > Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & > Plunkett, K. (1996). Rethinking innateness : A connectionist perspective on > development. Cambridge, MA: MIT Press. > Fahlman, S., & Lebiere, C. (1990). The cascade-correlation learning > architecture. In D. Touretsky (ed.), Advances in neural information > processing systems (Vol. 2, pp. 524-532), San Mateo, CA: Morgan Kaufmann. > Francis, W., Kucera, H. (1982). Frequency analysis of English usage: > lexicon and grammar. Boston : Houghton Mifflin. > Grossberg, S. (1976). Adaptive pattern classification and universal > recoding I: Parallel development and coding of neural feature detectors. > Biological Cybernetics, 23, 121-134. > Grossberg, S. (1986). The adaptive self-organization of serial order in > behavior: speech, language, and motor control. In E. Schwab & H. Nusbaum > (eds.), Pattern recognition by humans and machines: Speech perception. > (Vol. 1, pp. 187-294). San Diego, CA: Academic Press. > Grossberg, S. (1987). Competitive learning: From interactive activation to > adaptive resonance. Cognitive Science, 11, 23-63. > Hebb, D. (1949). The organization of behavior: A neuropsychological theory. > New York, NY: Wiley. > Hertz, J., Krogh, A., & Palmer, R. (1991). Introduction to the theory of > neural computation. Redwood City, CA: Addison-Wesley. > Hinton, G., & Sejnowski, T. (1998). Unsupervised learning: Foundations of > neural computation. Cambridge, MA: MIT Press. > Kohonen, T. (1982). Self-organized formation of topologically correct > feature maps. Biological Cybernetics, 43, 59-69. > Kohonen, T. (1989). Self-organization and associative memory. Heidelberg: > Springer-Verlag. > Kohonen, T. (1995). Self-organizing maps. Heidelberg: Springer-Verlag. > Kuczaj, S. (1977). The acquisition of regular and irregular past tense > forms. Journal of Verbal Learning and Verbal Behavior, 16, 589-600. > Lachter, J., & Bever, T. (1988). The relation between linguistic structure > and associative theories of language learning: A constructive critique of > some connectionist learning models. Cognition, 28, 195-247. > Landauer, T. & Dumais, S. (1997). A solution to Plato's problem: The latent > semantic analysis theory of acquisition, induction and representation of > knowledge. Psychological Review, 104, 211-240. > Li, P. (1990). Aspect and aktionsart in child Mandarin. Ph.D. dissertation, > Leiden University, the Netherlands. > Li, P. (1993a). Cryptotypes, form-meaning mappings, and > overgeneralizations. In: E. V. Clark (Ed.), The Proceedings of the 24th > Child Language Research Forum, Center for the Study of Language and > Information, Stanford University, 162-178. > Li, P. (1993b). The acquisition of the zai and ba constructions in Mandarin > Chinese. In: J.C.P. Liang & R.P.E. Sybesma (Eds.) From classical 'Fú' to > 'Three inches high': Studies on Chinese in honor of Erik Zürcher. > Leuven/Apeldoorn: Garant Publishers. > Li, P. (in press). Aspect and cryptotype: A new approach to an old problem. > In T. H-T. Lee, G. Tang, & V. Yip (Eds.), CUHK Papers in Linguistics No. 5. > (Special Issue on Language Acquisition: East Asian Perspectives). > Li, P., & MacWhinney, B. (1996). Cryptotype, overgeneralization, and > competition: A connectionist model of the learning of English reversive > prefixes. Connection Science, 8, 3-30. > Li, P. & Bowerman, M. (1999). The acquisition of grammatical and lexical > aspect in Chinese. First Language. > Lund, K. & Burgess, C. (1996). Producing high-dimensional semantic spaces > from lexical co-occurrence. Behavior Research Methods, Instrumentation, and > Computers, 28, 203-208. > Lyons, J. (1977). Semantics. (Vol. 1). Cambridge, UK: Cambridge University > Press. > MacWhinney, B. (1995). The CHILDES project: Tools for analyzing talk (2nd > Ed). Hillsdale, NJ: Erlbaum. > MacWhinney, B. (1997). Lexical connectionism. In P. Broeder & J.M. Murre > (eds.), Models of language acquisition: Inductive and deductive approaches. > Cambridge, MA: MIT Press. > MacWhinney, B. (1998). Models of the emergence of language. Annual Review > of Psychology, 49, 199-227. > MacWhinney, B., & Leinbach, J. (1991). Implementations are not > conceptualizations: Revising the verb learning model. Cognition, 40, > 121-157. > MacWhinney, B. & C. Snow. (1985). The Child Language Data Exchange System. > Journal of Child Language, 12, 271-296. > MacWhinney, B., & Snow, C. (1990). The Child Language Data Exchange System: > An update. Journal of Child Language, 17, 457-472. > Marslen-Wilson, W. (1987). Functional parallelism in spoken word > recognition. Cognition, 25, 71-102. > Marslen-Wilson, W., & Welsh, A. (1978). 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Dyslexic and category-specific aphasic impairments > in a self-organizing feature map model of the lexicon. Brain and Language, > 59, 334-366. > Miikkulainen, R., & Dyer, M. (1991). Natural Language Processing with > Modular Neural Networks and Distributed Lexicon. Cognitive Science, 15, > 343-399. > Miller, G. & Fellbaum, C. (1991). Semantic networks of English. Cognition. > 41, 197-229. > Pinker, S. (1989). Learnability and cognition: The acquisition of argument > structure. Cambridge, MA: MIT Press. > Pinker, S. (1999). Out of the minds of babes. Science, 283, 40-41. > Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of > a parallel distributed processing model of language acquisition. Cognition, > 28, 73-193. > Plunkett, K., & Marchman, V. (1991). U-shaped learning and frequency > effects in a multi-layered perceptron: Implications for child language > acquisition. Cognition, 38, 43-102. > Plunkett, K., & Marchman, V. (1993). From rote learning to system building: > Acquiring verb morphology in children and connectionist nets. Cognition, > 48, 21-69. > Ratcliff, R. (1990) Connectionist models of recognition memory: Constraints > imposed by learning and forgetting functions. Psychological Review, 97, > 285-308. > Rumelhart, D., McClelland, J., and the PDP research group (1986). (Eds.) > Parallel distributed processing: Explorations in the microstructure of > cognition (Vols. I & II). Cambridge, MA: MIT Press. > Rumelhart, D., Hinton, G., & Williams, R. (1986). Learning internal > representations by error propagation. In J. McClelland, D. Rumelhart, and > the PDP research group (Eds.), Parallel distributed processing: > Explorations in the microstructure of cognition (Vol. I). Cambridge, MA: > MIT Press. > Rumelhart, D. & McClelland, J. (1986). On learning the past tenses of > English verbs. In J. McClelland, D. Rumelhart, and the PDP research group > (Eds.), Parallel distributed processing: Explorations in the microstructure > of cognition (Vol. II). Cambridge, MA: MIT Press. > Sachs, J. (1983). Talking about the there and then: The emergence of > displaced reference in parent-child discourse. In K.E. Nelson (ed.), > Children's Language (Vol. IV). Hillsdale, NJ: Erlbaum. > Seidenberg, M. (1997). Language acquisition and use: Learning and applying > probabilistic constraints. Science, 275, 1599-1603. > Shirai, Y. & Andersen, R. (1995). The acquisition of tense-aspect > morphology: A prototype account. Language, 71, 743-762. > Slobin, D. (1985). Crosslinguistic evidence for the Language-Making > Capacity. In D. Slobin (ed.), The crosslinguistic study of language > acquisition. Vol.2. Hillsdale, NJ: Erlbaum. > Slobin, D. The universal, the typological, and the particular in > acquisition. In D. Slobin (ed.), The crosslinguistic study of language > acquisition. (Vol. 5, pp. 1-39). Mahwah, NJ: Lawrence Erlbaum. > Slobin, D. (in press). Form/function relations: How do children find out > what they are? In M. Bowerman and S. Levinson (eds.) Language acquisition > and conceptual development. Cambridge, UK: Cambridge University Press. > Small, S. (1997). Semantic category imprecision: A connectionist study of > the boundaries of word meanings. Brain and Language, 57, 181-194. > Smith, C. (1983). A theory of aspectual choice. Language, 59, 479-501. > Spitzer, M, Kischka, U, Gueckel, F, Bellemann, M, Kammer, T., Seyyedi, S, > Weisbrod, M, Schwartz, A, & Brix, G. (1998). Functional magnetic resonance > imaging of category-specific cortical activation: Evidence for semantic > maps. Cognitive Brain Research. 6, 309-319. > Stephany, U. (1981). Verbal grammar in Modern Greek early child language. > In P.S. Dale & D. Ingram (eds.), Child language: An international > perspective. Baltimore, MD: University Park Press. > Stephany, U. (1997). The acquisition of Greek. In D. Slobin (ed.), The > crosslinguistic study of language acquisition. (Vol. 4, pp. 183-333). > Mahwah, NJ: Lawrence Erlbaum. > Tomasello, M. (1992). First verbs: A case study of early grammatical > development. Cambridge, UK: Cambridge University Press. > Whorf, B. (1956). Thinking in primitive communities. In J. B. Carroll > (Ed.), Language, thought, and reality. Cambridge, MA: MIT Press. From elenalinus at hotmail.com Tue Jan 25 16:54:51 2000 From: elenalinus at hotmail.com (elena zanoni) Date: Tue, 25 Jan 2000 16:54:51 GMT Subject: second language acquisition Message-ID: Hi, everybody, this is the first time I write,new subscriber, but I am also a student at Statale University in Milan, Italy, and I am going to write my degree-thesis about an international project, which deals with the very early second language acquisition in childhood through the use of narration (format). With the help of video and audio-recordings Iould transcribe the vocal production of the children through the use of the CHILDES program. So I would be very grateful, if you could send me any information or bibliography that could be useful to this aim. I thank you in advance for your attention. Elena Zanoni elenalinus at hotmail.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From elenalinus at hotmail.com Tue Jan 25 16:57:15 2000 From: elenalinus at hotmail.com (elena zanoni) Date: Tue, 25 Jan 2000 16:57:15 GMT Subject: second language acquisition Message-ID: Hi, everybody, this is the first time I write,I am a new subscriber, but I am also a student at Statale University in Milan, Italy, and I am going to write my degree-thesis about an international project, which deals with the very early second language acquisition in childhood through the use of narration (format). With the help of video and audio-recordings I should transcribe the verbal "production" of the children through the use of the CHILDES program. So I would be very grateful, if you could send me any information or bibliography that could be useful to this aim. I thank you in advance for your attention. Elena Zanoni elenalinus at hotmail.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From macw at cmu.edu Tue Jan 25 17:17:09 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 25 Jan 2000 12:17:09 -0500 Subject: markedness and prosody Message-ID: Dear Kristine, A quick search of the childes/bib at http://raven.psy.cmu.edu/RIS/RISWEB.ISA located 15 references relating to "markedness". Only a couple seem to deal with childhood bilingualism, but perhaps the others might provide useful background ideas. The bulk seem to deal with markedness from a generativist perspective. Susanne Dopke (susanne.dopke at arts.monash.edu.au) has several interesting studies of transfer in early bilinguals. I think her data could be analysed in terms of markedness theory too, if you find that useful. Dear Haya, Marilyn has provided you with some good current references and there are others cited in her Child Development paper. If you search childes/bib at http://raven.psy.cmu.edu/RIS/RISWEB.ISA for "prosody" you will find 102 references. Of these 32 mention stress and 33 mention rhythm. So there is plenty out there to read. It is true that English figures prominently, but there is also a lot on French, Dutch, Japanese, etc. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Wed Jan 26 13:17:44 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 26 Jan 2000 13:17:44 +0000 Subject: outstanding references Message-ID: I sent out a list to dev-europe re references we couldn't find on BIDS, Psych-lit etc. and a few remain outstanding. Can anyone please help on the following: 1. a study of lexical repetition where what children repeat is affected by their sensitivity to syntax: he runs runs up the hill vs he runs up the hill hill 2. stress in an imitation study, e.g. the BALL vs THE ball 3. a study of children changing active speech to reported speech 4. Katherine Nelson's latest authored (not edited) book on meaning - my copy is at my country barn. Many many thanks in anticipation, Annette ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From ann.dowker at psy.ox.ac.uk Wed Jan 26 18:45:14 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 26 Jan 2000 18:45:14 +0000 Subject: outstanding references Message-ID: On Wed, 26 Jan 2000, Annette Karmiloff-Smith wrote: > > 4. Katherine Nelson's latest authored (not edited) book on meaning - my > copy is at my country barn. > Is this: Katherine Nelson: Language in Cognitive Development: The Emergence of the Mediated Mind; Cambridge University Press. 1996? Ann> From tanja.anstatt at uni-tuebingen.de Thu Jan 27 13:27:45 2000 From: tanja.anstatt at uni-tuebingen.de (Tanja Anstatt) Date: Thu, 27 Jan 2000 14:27:45 +0100 Subject: Words for 'yes' Message-ID: Dear Childes-members, did anyone ever notice expressions for 'yes' in child language, which do not correspond to the usual, standardized word of the respective language? I'm interested in the possible semantic principles beyond this. Thank you in advance! Tanja Anstatt From ervin-tr at cogsci.berkeley.edu Fri Jan 28 07:38:19 2000 From: ervin-tr at cogsci.berkeley.edu (Susan Ervin-Tripp) Date: Thu, 27 Jan 2000 23:38:19 -0800 Subject: biblio sources Message-ID: Annette Karmiloff-Smith's inquiry reminds me of my problems in finding citations in Psychinfo, which is run by the American Psychological Association and serves their journals best. Since I often can't find what I want in Psychinfo, I decided to check them against my own publications, which number around 125, some under Ervin, some Ervin-Tripp. Psychinfo yielded 27, the Modern Language Association yielded 58. So that tells me that for writing about language, the MLA will give you a better hit rate. The MLA included European publications not in English. If anybody on this net has a connection with the APA, you might ask them why they do such a poor job. Susan Ervin-Tripp From pispoli at club-internet.fr Fri Jan 28 10:40:52 2000 From: pispoli at club-internet.fr (David A. Cohen) Date: Fri, 28 Jan 2000 11:40:52 +0100 Subject: individual differences in L1/L2 Message-ID: Dear Colleagues and friends: Does anyone know of any research which investigates whether individuals retain the same individual preferences (analytic/gestalt, referential/expressive etc.) which they demonstrate in L1 when they learn their second language(s)? I'm particularly interested in L2 adult acquisition in this connection, but would also like to know whether the question has been considered in relation to bilingual or child L2 acquisition. I can see all sorts of (mostly methodological) reasons why the question might not have been tackled, particularly with respect to adults; but I'm interested in what others think. Cheers, Susan Foster-Cohen From genesee at ego.psych.mcgill.ca Fri Jan 28 13:49:10 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Fri, 28 Jan 2000 08:49:10 -0500 Subject: individual differences in L1/L2 Message-ID: there was quite a bit of research about 10 years ago on individual differences in second language learning; this issue seems to have disappeared from the research landscape. Even when this topic was popular, I personally know of no study that addressed the specific issue you refer to -- it would indeed be difficult to do, if I understand you correctly, because it would require having data on learning style for the same individuals when learning their primary language and a second language. This would take some planning. A good source for some of the individual differences work in SLA is Language Learning. Fred Genesee At 11:40 AM 1/28/00 +0100, David A. Cohen wrote: >Dear Colleagues and friends: > >Does anyone know of any research which investigates whether individuals >retain the same individual preferences (analytic/gestalt, >referential/expressive etc.) which they demonstrate in L1 when they >learn their second language(s)? I'm particularly interested in L2 adult >acquisition in this connection, but would also like to know whether the >question has been considered in relation to bilingual or child L2 >acquisition. I can see all sorts of (mostly methodological) reasons why >the question might not have been tackled, particularly with respect to >adults; but I'm interested in what others think. > >Cheers, > > >Susan Foster-Cohen > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From ehoff at fau.edu Fri Jan 28 14:18:01 2000 From: ehoff at fau.edu (Erika Hoff) Date: Fri, 28 Jan 2000 09:18:01 -0500 Subject: individual differences in L1/L2 Message-ID: Liz Bates talked about this with respect to her daughter in, I believe, >From First Words to Grammar." Erika Hoff At 11:40 AM 01/28/2000 +0100, David A. Cohen wrote: >Dear Colleagues and friends: > >Does anyone know of any research which investigates whether individuals >retain the same individual preferences (analytic/gestalt, >referential/expressive etc.) which they demonstrate in L1 when they >learn their second language(s)? I'm particularly interested in L2 adult >acquisition in this connection, but would also like to know whether the >question has been considered in relation to bilingual or child L2 >acquisition. I can see all sorts of (mostly methodological) reasons why >the question might not have been tackled, particularly with respect to >adults; but I'm interested in what others think. > >Cheers, > > >Susan Foster-Cohen > > > Erika Hoff, Ph.D. Professor of Psychology Chair, Division of Science Florida Atlantic University 2912 College Avenue Davie, FL 33314 Phone: (954) 236-1142 Fax: (954) 236-1099 From a.karmiloff-smith at ich.ucl.ac.uk Fri Jan 28 14:22:13 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Fri, 28 Jan 2000 14:22:13 +0000 Subject: date? Message-ID: does anyone please know the date of Gernsbacher & Given (Eds.) Coherence in conversational interaction. Erlbaum. many thanks Annette ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From ting+ at pitt.edu Fri Jan 28 15:27:08 2000 From: ting+ at pitt.edu (Rachel Chung) Date: Fri, 28 Jan 2000 10:27:08 -0500 Subject: Ann Lederer Message-ID: Hi, Does anyone happen to have Ann Lederer's contact information? -Rachel From macw at cmu.edu Fri Jan 28 22:13:26 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Jan 2000 17:13:26 -0500 Subject: Kluwer dissertation publishing Message-ID: Dear Info-CHILDES, I recently spoke with Michael Williams, the acquisitions editor for Kluwer Academic Publishers. We discussed several recent dissertations in child language development published by Kluwer and I thought that child language researchers who are in the process of considering publishing their dissertations might find this press worth considering. So I asked Michael to compose a few words on their policy and the following is what he sent me. --Brian MacWhinney Kluwer Academic Publishers will consider dissertation- and thesis-based monographs for publication. Abstracts should be submitted with a proposed table of contents, contact information for at least five independent reviewers, and a completed Preliminary Book Information form (PBI,) which is available by email from Kluwer. Authors should secure the cooperation of their primary advisors, preferably as a co-author, or as the author of a foreword. Kluwer generally offers a royalty rate of 2% on net receipts of all copies sold. In addition, we provide authors with three complimentary copies of their work upon publication. Mailing address for submissions is: Michael Williams Editor, Psychology Kluwer Academic Publishers 101 Philip Dr., Assinippi Park Norwell, MA 02061 Please feel free to contact Kluwer with any questions you might have. Email is michael.williams at wkap.com From ervin-tr at cogsci.berkeley.edu Fri Jan 28 23:13:35 2000 From: ervin-tr at cogsci.berkeley.edu (Susan Ervin-Tripp) Date: Fri, 28 Jan 2000 15:13:35 -0800 Subject: biblio indexes Message-ID: Beverly Flanigan reminds me that the LLBA has the advantage over MLA of (like PsychInfo) providing abstracts. It is also possible to find abstracts in which the person you are interested in is mentioned, not just their own authored work. However, online LLBA doesn't understand hyphens, so you have to play around with names like mine. For me and for Karmiloff-Smith, you would have to omit the hyphen and second part!! In my case the LLBA hit rate is between PsychInfo and MLA, so MLA still comes out best. I assume these hit rates depend on where people publish so they won't be the same for everyone on whom you try this test. For instance, for Dan Slobin the rate is 29 for LLBA, 37 for Psychinfo and 42 for MLA. And of course topic hit rates could vary a lot. For those who like to construct computer reference bases by programs like Endnote or ProCite, the best procedure would be to start with the sources with abstracts, add the references with their abstracts, and then go to the sources without abstracts, with instructions to reject duplicates when you download. Susan Ervin-Tripp From ervin-tr at cogsci.berkeley.edu Fri Jan 28 23:30:43 2000 From: ervin-tr at cogsci.berkeley.edu (Susan Ervin-Tripp) Date: Fri, 28 Jan 2000 15:30:43 -0800 Subject: library searches Message-ID: Beverly Flanigan reminds me that the LLBA has the advantage over MLA of (like PsychInfo) providing abstracts. It is also possible to find abstracts in which the person you are interested in is mentioned, not just their own authored work. However, online LLBA doesn't understand hyphens, so you have to play around with names like mine. For me and for Karmiloff-Smith, you would have to omit the hyphen and second part!! In my case the LLBA hit rate is between PsychInfo and MLA, so MLA still comes out best. I assume these hit rates depend on where people publish so they won't be the same for everyone on whom you try this test. For instance, for Dan Slobin the rate is 29 for LLBA, 37 for Psychinfo and 42 for MLA. And of course topic hit rates could vary a lot. For those who like to construct computer reference bases by programs like Endnote or ProCite, the best procedure would be to start with the sources with abstracts, add the references with their abstracts, and then go to the sources without abstracts, with instructions to reject duplicates when you download. Susan Ervin-Tripp From VVVHC at CUNYVM.CUNY.EDU Sat Jan 29 03:38:54 2000 From: VVVHC at CUNYVM.CUNY.EDU (Virginia Valian) Date: Fri, 28 Jan 2000 22:38:54 EST Subject: publishing book-length manuscripts Message-ID: To all: I'd like to see more discussion about publishers and about advice to give PhD students about publishing their dissertations. 1) Some publishers, Kluwer among them, charge prices that I find unconscionable. In fact, last week I threw a Kluwer catalogue in the wastebasket after gasping at a few prices. And a 2% royalty to authors! That adds insult to injury. Perhaps there are publishing economics that dictate these high prices on the part of some publishers, such as publishing books that few people are likely to buy or read. That gets to my next point. 2) Are we doing students a good turn by advising them to publish their dissertations as book-length manuscripts? Although an occasional dissertation-turned-into-book gets read, most do not. Most students would be better off publishing articles. There is the possible benefit for tenure of having a book, but many of these books do not look like "real" books and, I believe, are discounted. Sincerely, Virginia Valian Professor of Psychology, Hunter College, 695 Park Ave, NYC 10021, USA vvvhc at cunyvm.cuny.edu http://web.gc.cuny.edu/dept/lingu/valian.htm From ann.dowker at psy.ox.ac.uk Sat Jan 29 12:30:29 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 29 Jan 2000 12:30:29 +0000 Subject: biblio indexes Message-ID: Can anyone give me the site addresses of PsychInfo, LLBA and MLA? Or do you need special software? The only biblio indexes that I'm familiar with are BIDS; and those on WINSPIRS (e.g. PsychLit and EMBASE). Ann From m.perkins at sheffield.ac.uk Sat Jan 29 13:43:55 2000 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Sat, 29 Jan 2000 13:43:55 -0000 Subject: publishing book-length manuscripts Message-ID: I would like to echo Virginia Valian's reaction to Kluwer's pricing strategy for academic books. Kluwer is publishing the proceedings of the Child Language Seminar held in Sheffield, UK, in September 1998 (edited by myself and Sara Howard with the title 'New Directions in Language Development and Disorders') and have set the price at NLG 325.00 / USD 139.50 / GBP 96.50, which I find outrageous for 314-page book. In face of my protests they have agreed a 25% reduction for individuals who buy from them directly, but this excludes bookstores, libraries etc, and is still pretty exorbitant. Mick Perkins Department of Human Communication Sciences University of Sheffield Sheffield, UK. From genesee at ego.psych.mcgill.ca Sat Jan 29 15:19:54 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Sat, 29 Jan 2000 10:19:54 -0500 Subject: publishing book-length manuscripts Message-ID: The question of students and graduates publishing dissertation research in book or journal article form has interesting cross-cultural dimensions. In psychology, a book publication is not only not recommended to students and young scholars, it is actively discouraged, on the grounds (rightly or wrongly) that book-type manuscripts do not get the thorough reviewing that journal articles do and thus do not attest so clearly to the author's worth. thus, in psychology it is usually only among relatively senior scholars that one tends to find book credits on one's CV. In contrast, my experience with colleagues in linguistics tells me that a book publication is the sine qua non of merit and promotion decisions. I personally favour journal articles because of my cultural background, but also because I think they get wider readership -- vive la difference! Fred At 10:38 PM 1/28/00 -0500, Virginia Valian wrote: >To all: > >I'd like to see more discussion about publishers and >about advice to give PhD students about publishing their >dissertations. > >1) Some publishers, Kluwer among them, charge prices >that I find unconscionable. In fact, last week I threw >a Kluwer catalogue in the wastebasket after gasping at >a few prices. And a 2% royalty to authors! That adds >insult to injury. Perhaps there >are publishing economics that dictate these high prices >on the part of some publishers, >such as publishing books that few people are likely to >buy or read. That gets to my next point. > >2) Are we doing students a good turn by advising them >to publish their dissertations as book-length manuscripts? >Although an occasional dissertation-turned-into-book >gets read, most do not. Most students would be better >off publishing articles. There is the possible benefit >for tenure of having a book, but many of these books >do not look like "real" books and, I believe, are >discounted. > >Sincerely, > >Virginia Valian >Professor of Psychology, Hunter College, 695 Park Ave, NYC 10021, USA >vvvhc at cunyvm.cuny.edu >http://web.gc.cuny.edu/dept/lingu/valian.htm > From sslystu at ucl.ac.uk Sun Jan 30 01:32:29 2000 From: sslystu at ucl.ac.uk (Susanne Umbach) Date: Sun, 30 Jan 2000 01:32:29 +0000 Subject: early phonological development Message-ID: Dear All, I am looking for literature on the early phonological development of German children. The project I am currently working on is investigating the development of children between 12 and 24 months of age who are developing normally and are growing up in a monolingual setting. Thank you! Susanne From hmarcos at magic.fr Sun Jan 30 10:34:58 2000 From: hmarcos at magic.fr (H.MARCOS) Date: Sun, 30 Jan 2000 11:34:58 +0100 Subject: Call for Papers Message-ID: CALL FOR PAPERS: SPECIAL ISSUE of First Language Guest Editor: Haydee Marcos, Universite de Poitiers Theme: Early pragmatic development Early pragmatic skills are fundamental to the development of communication. There is a growing interest among child language researchers in the relationships between function and form, between social and linguistic skills, and in children's and caregivers' uses of extralinguistic cues. Papers that present theory and data concerning pragmatic development in children aged approximately one to three years will be of interest for this Special Issue. Possible topics include (but are not restricted to): * The development of different types of communicative functions. * Variations in the form of messages according to their function and to the communicative context * Production and comprehension of pragmatic cues * Conversational skills : turn-taking, discourse cohesion, conversational repairs, explanations and justifications. * The relationships between structural and pragmatic development. * The role of communicative experiences in early pragmatic development * Transmission of pragmatic rules by caretakers in different cultures * Interactive and conversational contexts (adults and peers, dyadic and polyadic situations, home and day care or nursery school) * Individual differences * Children with language delays and disorders Deadline for submissions: 31 August 2000 Submissions and enquiries should be addressed to: Haydee Marcos. Laboratoire Langage et Cognition. Universite de Poitiers.CNRS. 99, Avenue de Recteur Pineau. 86022 Poitiers. France email: hmarcos at magic.fr From brosda at icp.inpg.fr Sun Jan 30 12:12:08 2000 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Sun, 30 Jan 2000 13:12:08 +0100 Subject: early phonological development Message-ID: hi susanne - i think you would be very interested in a project that has been carried out in kiel, germany between 1989 - 1994, it was called "the kiel project on the development of phonological coding capacities". within this framework, data from 8 children were recorded, onset of data collection differed beween 7 and 13 months, data was collected until respective ages between 14 and 27 months. in order to get details and bibl. references you might want to get in touch with thorsten piske, who's phd work was part of the project: Piske at anglistik.uni-kiel.de here's just some references (i suppose you read/are german) : thorsten piske (1998), artikulatorische muster und ihre entwicklung im L1-lauterwerb, dissertation zur erlangung des doktorgrades der philosophischen fakultaet der christian-albrecht-universitaet zu kiel (it's not limited to articulation considerations as you might think when reading the title; but it takes into account the interaction between the two levels: phonological/mental coding and articulations capacities) thorsten piske (1997), phonological organization in early speech production: evidence for the importance of articulatory patterns, speech communication 22, 279-295 brit krueger (1998), produktionsvaration im fruehen lauterwerb: eine typologie kindlicher abweichungen von modellwoertern, dissertation zur erlangung des doktorgrades der philosophischen fakultaet der christian-albrecht-universitaet zu kiel best wishes, stefanie /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From m.perkins at sheffield.ac.uk Sun Jan 30 12:28:55 2000 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Sun, 30 Jan 2000 12:28:55 -0000 Subject: TOC: New Directions in Language Development and Disorders Message-ID: > Mick Perkins wrote: > > > > I would like to echo Virginia Valian's reaction to Kluwer's pricing strategy > > for academic books. Kluwer is publishing the proceedings of the Child > > Language Seminar held in Sheffield, UK, in September 1998 (edited by myself > > and Sara Howard with the title 'New Directions in Language Development and > > Disorders') and have set the price at NLG 325.00 / USD 139.50 / GBP 96.50, > > which I find outrageous for 314-page book. In face of my protests they have > > agreed a 25% reduction for individuals who buy from them directly, but this > > excludes bookstores, libraries etc, and is still pretty exorbitant. > > > > Mick Perkins > > > > Department of Human Communication Sciences > > University of Sheffield > > Sheffield, UK. > > Can you please give us the list of the contributors and the titles. > Thanks > Sara Eyal > Tel-Aviv University Michael Perkins & Sara Howard (Eds.) (2000) New Directions in Language Development and Disorders. New York: Kluwer/Plenum. ISBN 0-306-46284-2 Table of Contents: Preface 1 Normal and Abnormal Language Development: Common Ground? Theories of language learning and children with specific language impairment Laurence B. Leonard The relevance of recent research on SLI to our understanding of normal language development Gina Conti-Ramsden Time parsing, normal language acquisition, and language-related developmental disorders Jill Boucher How optional is 'optional' in the Extended Optional Infinitive stage? Karen Brunger and Alison Henry Derivational morphology in SLI children: structure and semantics of Hebrew nouns Dorit Ravid, Galit Avivi and Ronit Levy Speech monitoring in retarded children: evidence for metalinguistic competence Yonata Levy, A Tennebaum and A Ornoy Gesture use by two children with tracheostomy: getting ready to use words Marilyn Kertoy and Alison Morrison 2 Language Universals and Language Specifics Three hypotheses on early grammatical development Michael Garman, Christina Schelletter and Indra Sinka Could a Chomskyan child learn Polish? The logical argument for language learning Ewa Dabrowska On the acquisition of pronominal reference in child Greek Spyridoula Varlokosta, Panayiota Karafoti and Varvara Karzi The emergence of periphrastic questions in child French Bernadette Plunkett 3 Argument Structure The role of performance limitations in the acquisition of 'mixed' verb-argument structure at Stage I Anna L. Theakston, Elena V. M. Lieven, Julian M. Pine and Caroline F. Rowland Argument structure preferences in pre-school and school-age children Richard Ingham, Christina Schelletter and Indra Sinka Argument structure alternation in French children's speech Isabelle Barrière, Marjorie Lorch and Marie-Thérese Le Normand 4 Verbs and Verb Morphology Lexically-specified patterns in early verbal morphology in Spanish Virginia C Mueller Gathercole, Eugenia Sebastián and Pilar Soto Infants of 24-30 months understand verb frames Edith L. Bavin and Carli Growcott Morphological future in Italian children Carla Bazzanella and Cristina Bosco Cross-linguistic developmental evidence of implicit causality in visual perception and cognition verbs Fabia Franco, Alessandra Tasso, M. Chiara Levorato and James Russell What they hear is what you get? Infinitives and modality in child language and child-directed speech Elma Blom, Masja Kempen, Steven Gillis and Frank Wijnen 5 Phonology An experimental and computational exploration of developmental patterns in lexical access and representation Tom Loucas and William D. Marslen-Wilson Learning to produce three-syllable words: a longitudinal study of Finnish twins Tuula Savinainen-Makkonen The acquisition of the systematic use of pitch by German/English bilingual children: evidence for two separate phonological systems Ulrike Gut 6 Pragmatics and Discourse Acquisition of sentence-final particles in Japanese Junko Shirai, Hidetoshi Shirai and Yoshiteru Furuta Cohesion and coherence anomalies and their effects on children's referent introduction in narrative retell Maya Hickmann and Phyllis Schneider 7 Literacy The cognitive determinants of literacy skills in a regular orthography Dimitris Nikolopoulos and Nata Goulandris Social class does not predict reading success, but language and metalinguistic skills do Carolyn Chaney Do children with literacy difficulties have non-native-like CVC perception? Nick Thyer, Barbara Dodd and Louise Hickson From abiscotti at earthlink.net Sun Jan 30 15:07:55 2000 From: abiscotti at earthlink.net (Jeffrey Anderson) Date: Sun, 30 Jan 2000 07:07:55 -0800 Subject: publishing book-length manuscripts Message-ID: Hi there, A friend of mine, Arthur Lerner, was one of the grandfathers of the field of Poetry Therapy; he recently past away. I inherited a copy of his most recent Ph.D. dissertation. I thought it was a sad thing that a document which meant so much to Arthur was going to disappear onto a single book shelf. My solution was to scan the book, run OCR on the scan, and move the foot notes to end notes with hypertext jumps. The result is that the book can be sent (i.e. published) instantly, costlessly anywhere on earth. The marginal cost of setting this book up for Internet publishing was just my time doing the scanning/translating tasks and error checking and visual esthetics of presentation. My goal: make it look exactly like the published text. The only exception was that I moved the footnotes to be end notes because of the nature of HTML and the impossibility of predicting where the page will end on each and every monitor. The beauty of the output is that you can temporarily change font size for ease of reading, easily extract subsets of info for purposes of note taking etc., and easily translate the HTML format into other data formats for other purposes such as the esthetics of printing a hard copy. If you would like to see a copy of Dr Lerner's dissertation you can respond to this message. I have described a process that works. If someone has a dissertation they need translated into HTML they can tell me what they think it would be worth to them, and I could agree or not agree to do it for them. At any rate it would insure that a life's work gets into the informational medium of the 21st century. Remember, to place or make any document available via the internet IS publishing, and the person(s) who do this task are "publishers". A side note, take a new look at Marshall McLuhan's "Understanding Media". In the light of current unfolding of hypertext communication and publishing via the Internet, he was truly an amazing savant. Hope my words are a help. Peace and light Jeffrey Anderson From bhalla at uiuc.edu Sun Jan 30 23:01:48 2000 From: bhalla at uiuc.edu (Arun Bhalla) Date: Sun, 30 Jan 2000 17:01:48 -0600 Subject: child-directed phonetic transcriptions Message-ID: Hi, I'm looking for a good source of child-directed speech (motherese) phonetic transcriptions. I pulled out Bernstein-Ratner from CHILDES. I thought that would be what I wanted, but it wasn't really. It's mostly orthographic transcriptions, and the phonetic transcriptions seem to focus on the child or on some nonsense words. Does anyone know of a source similar to what I'm thinking of? Thanks, Arun From maaike.verrips at let.uu.nl Mon Jan 31 11:23:04 2000 From: maaike.verrips at let.uu.nl (Maaike Verrips) Date: Mon, 31 Jan 2000 12:23:04 +0100 Subject: publishing book-length manuscripts Message-ID: Virginia Valian wrote: > >2) Are we doing students a good turn by advising them >to publish their dissertations as book-length manuscripts? >Although an occasional dissertation-turned-into-book >gets read, most do not. Most students would be better >off publishing articles. There is the possible benefit >for tenure of having a book, but many of these books >do not look like "real" books and, I believe, are >discounted. > > Dear all, Virginia�s posting points to a serious issue, I think. Partly in response to exactly this problem, Frank Wijnen, Lynn Santelmann and myself have just started a yearly journal, the Annual Review of Language Acquisition. The journal will come out once a year, and contains a number of 30-page summaries-by-the-author of outstanding dissertations in our field in any one year. The first issue is planned to cover 1999, deadline March 2000. The papers will be thoroughly reviewed, and they count as journal articles. The price of each volume will be around 150 NLG/ 75 USD. We have proposed this concept to John Bejamins publishing Company, because we believe this is both a sensible and fruitful way for young scholars to present their theses to the field, and an affordable way for senior scholars to keep up with the movements of the younger generations. More information about ARLA is available at the John Benjamins website, under the rubric of New projects, or directly from us. Maaike Verrips Maaike Verrips Utrechts Instituut voor Linguistiek OTS Trans 10 3512 JK Utrecht 030 253 6081 tel 030 253 6000 fax From spowers at rz.uni-potsdam.de Mon Jan 31 13:44:23 2000 From: spowers at rz.uni-potsdam.de (Susan M. Powers) Date: Mon, 31 Jan 2000 14:44:23 +0100 Subject: outstanding references Message-ID: Dear Annette & CHILDES Info readers, With respect to stress in imitation studies, Slobin & Welsh (1973) gave one child sentences to repeat which correspond to your inquiries in 1 and 2: 1. a study of lexical repetition where what children repeat is affected by their sensitivity to syntax: he runs runs up the hill vs he runs up the hill hill (11) I need need the ball versus (12) I need the ball ball (Slobin & Welsh 1973) 2. stress in an imitation study, e.g. the BALL vs THE ball (1) the pencil is green (Slobin & Welsh 1973) versus (5) The pencil IS green UPPERCASE = stressed The article can be found in: Studies of Child Language Development, C.A. Ferguson & D.I. Slobin (Eds.) New York, Holt, Reinhart & Winston. Susan Powers Linguistics Department, University of Potsdam spowers at rz.uni-potsdam.de From Sabine.Prechter at anglistik.uni-giessen.de Mon Jan 31 16:41:15 2000 From: Sabine.Prechter at anglistik.uni-giessen.de (Sabine Prechter) Date: Mon, 31 Jan 2000 17:41:15 +0100 Subject: Publication of PhD theses Message-ID: Dear all, reading the contributions to this topic, I have started to wonder how many PhD systems _require_ thesis publication in form of a monograph. Could some of you maybe give me some brief hints on the publication requirements in your countries? Thanks a lot in advance, Sabine Nao basta abrir a janela Sabine Prechter Para ver os campos e o rio *sabine.prechter at anglistik.uni-giessen.de* Nao e bastante nao ser cego Otto-Behaghel-Str. 10 B IV Para ver as arvores e as flores D-35394 Giessen 20 de abril de 1919 Fone: +49 641 99-30065 Alberto Caeiro Fax: +49 641 99-30159 From macw at cmu.edu Mon Jan 31 17:51:52 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 31 Jan 2000 12:51:52 -0500 Subject: child-directed phonetic transcriptions Message-ID: Dear Info-CHILDES, Arun Bhalla's concerns about locating phonetic transcriptions of child-directed speech underscore a more general issue regarding the CHILDES database. The database has only a few sets of data in either phonological or phonetic transcription. In particular, we have the phonologically transcribed segments of the Bernstein-Ratner and Cruttenden data for English and the Levelt/Fikkert and Beers data for Dutch. In addition, both the Wilson/Peters and Deuchar data devote attention to phonological detail. In principle, audio digitization of the raw data might help people like Arun, since these digitized audio data could be coded phonological by a secondary user. We now have about 300 hours of corpora in digitized audio format, but only 20 of these hours have transcripts linked to the audio and none of the digitized corpora have phonetic transcription. So, this is not much help at this point. Constructing a corpus of phonetic transcriptions is a labor of love and the few groups that have committed themselves to this difficult work are understandably possessive about their data. In addition, the lack of standardization of computerized IPA fonts inside the larger scheme of Unicode and the fact that everyone transcribes data slightly differently have made researchers additionally reluctant to share their phonological transcriptions. Despite these barriers, I am optimistic that researchers are coming to understand the importance of constructing a richer database of phonetic transcriptions. If you have computerized or computerizable phonetically transcribed data that you wish to contribute to CHILDES, we will do everything possible to help in bringing those data into a format that can be accessed through the CLAN programs. In addition, Kim Oller is working on a translation from CHAT format to his LIPP program, so it should be possible to derive further analytic benefit from your data by putting them in CHAT format and also doing LIPP analyses. --Brian MacWhinney From macw at cmu.edu Mon Jan 31 19:02:40 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 31 Jan 2000 14:02:40 -0500 Subject: dissertations and electronic publishing Message-ID: Dear Info-CHILDES, Thanks to Virginia, Maaike, Mick, Fred, Frank, Jeffrey, and Sabine for commenting on the important issue of publication of dissertations in child language. I am happy to see that Maaike and Frank are providing this excellent outlet for dissertation work in child language. Of course, not all dissertations can be effectively compressed into 30 pages. I think back to my own monstrously huge dissertation of 879 pages on Hungarian language acquisition which was never published for the obvious reason. Virginia is right that psychologists prefer articles over books and linguists think the other way. What is important is that PhD students fully understand the range of options available to them for publication. It is true that Kluwer dissertations are priced for libraries, not individuals, but having access to dissertations in libraries is still a win for both writers and readers, even if the royalty is a joke. Another press that has done a lot of dissertation publishing is Gardner, although I can't think of any dissertations in the area of child language development from Gardner. Regarding Sabine's question, I am not aware of a requirement for publication at any North American institution. However, some psychology departments will allow a graduate student to use a set of two or three important article-length publications to replace the dissertation requirement. Few students take advantage of this option, however. Jeffrey Anderson is, of course, right in suggesting that the future of publishing is on the net. For some promising achievements in this area, you may be interested in examining the Cognitive Sciences Eprint Archive organized by Steven Harnad at http://cogprints.soton.ac.uk/ I would also be willing to set up an archive of papers in child language or make pointers to Jeffrey Anderson's archive. However, perhaps the Harnad site works well enough for this purpose. --Brian MacWhinney From shanley at bu.edu Mon Jan 31 22:28:20 2000 From: shanley at bu.edu (Shanley E. M. Allen) Date: Mon, 31 Jan 2000 17:28:20 -0500 Subject: dissertation publishing Message-ID: Note that several recent books in the Benjamins "Language Acquisition and Language Disorders" series are actually revised dissertations, including at least those by Juffs, Allen, and Brinkmann (the ones that I know off the top of my head). As a linguist, I doubt that my "dissertation-book" will count very much for tenure (though this depends on the university). However, I think it's good to have in libraries, and this format is much more accessible for people than trying to get a copy of my dissertation, even though the price is a bit steep (about USD 75). Best, Shanley Allen. ***************************************************** Shanley E. M. Allen, Ph.D. Assistant Professor, Boston University Developmental Studies Department, School of Education Graduate Program in Applied Linguistics ***************************************************** address: School of Education 605 Commonwealth Avenue Boston, Massachusetts U.S.A. 02215 phone: +1-617-358-0354 fax: +1-617-353-3924 e-mail: shanley at bu.edu office number: SED 332 ***************************************************** From brosda at icp.inpg.fr Wed Jan 5 09:20:40 2000 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Wed, 5 Jan 2000 10:20:40 +0100 Subject: - macarthur inventories - Message-ID: hello out there - does anybody know whether there is a french version of the macarthur communicative developmental inventories by now ? for that matter, i'd be interested in any other early speech skills evaluation method (available in french) as well. thanks in advance, stefanie /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From brosda at icp.inpg.fr Fri Jan 7 19:21:02 2000 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Fri, 7 Jan 2000 20:21:02 +0100 Subject: - macarthur -> thanks - Message-ID: hello - a big "thank you" to all of you who gave me feedback on my macarthur question, you were very numerous and helpful. the most interesting information came from larry fenson : he sent me an attached file including the references and contact persons of all the available CDI and related versions (list updated january 2000). you can find in there (in alphabetical order): american sign language catalan chinese croatian danish dutch english (british) english (new zealand) finnish french (canadian) french (european) galician german greek hebrew icelandic italian japanese korean malawian polish portuguese (brazilian) sign language of the netherlands spanish (mexican) spanish (cuban) spanish (spain) swedish welsh bye bye, stefanie /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From kameronb at europa.com Mon Jan 10 00:02:29 2000 From: kameronb at europa.com (Kami Beaulieu) Date: Sun, 9 Jan 2000 16:02:29 -0800 Subject: Play based Therapy Message-ID: Hi all I am looking for information on play based therapy for speech language pathology. Any information re: resources, articles, studies would be appreciated. Thanks Kami Beaulieu From cotel at cfr.nichd.nih.gov Tue Jan 11 18:22:15 2000 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Tue, 11 Jan 2000 13:22:15 -0500 Subject: bilingual/bicultural researchers Message-ID: We are looking to hire 2 bilingual/bicultural researchers experienced in CHAT transcription conventions to transcribe the following: Position 1: 38 Japanese-English transcripts of mother-infant joint play (10 min. each session). We would like the Japanese language data to be transcribed in Roma-ji. Position 2: 39 Spanish-English transcripts of mother-infant joint play (10 min. each session). These are data of mothers from South America (e.g., Peru, Colombia, Argentina), so the ideal candidate would be South American-U.S. bicultural. This task can be done AT YOUR OWN SITE, provided we can be in contact by telephone, e-mail, and U.S. mail. We would like to have all sessions transcribed by the end of May, 2000. Please fax us your vita and a sample of a bilingual transcript you have transcribed if you are interested. Also indicate whether you have experience analyzing bilingual transcripts using CLAN. Thank you, Marc H. Bornstein & Linda R. Cote Child & Family Research National Institute of Child Health & Human Development, NIH Suite 8030 6705 Rockledge Drive Bethesda, MD 20892-7971 phone: 301-496-6832 fax: 301-496-2766 From mminami at sfsu.edu Sat Jan 15 03:34:30 2000 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Fri, 14 Jan 2000 19:34:30 -0800 Subject: Conference Announcement (Second International Conference on Practical Linguistics of Japanese) Message-ID: Second International Conference on Practical Linguistics of Japanese April 1-2, 2000 (Sat. & Sun.) Humanities Auditorium, San Francisco State University The Second International Conference on Practical Linguistics of Japanese will be held on April 1-2, 2000 (Saturday and Sunday) at San Francisco State University (Humanities Auditorium). It will be jointly hosted by regional associations, such as the Northern California Japanese Teachers' Association (NCJTA). This conference is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is applicable to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. Further information and registration info: http://www.sfsu.edu/~japanese/conference/ E-mail: mminami at sfsu.edu (Masahiko Minami, Conference Co-chair) From qianruic at 263.net Wed Jan 19 02:45:52 2000 From: qianruic at 263.net (qianruic at 263.net) Date: Wed, 19 Jan 2000 10:45:52 +0800 Subject: No subject Message-ID: dissubcribe _____________________________________________ ????????--???????????????????? http://www.263.net ???????? ???????? ???????? ???????? ?????????? ???????? ???????? ???????? ???????? ???????? ???????? ???????? ???????? ???????? ???????? ??????????????e?????? *263 free-mail 200?????????????????????????????????? From macw at cmu.edu Wed Jan 19 14:44:44 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 19 Jan 2000 09:44:44 -0500 Subject: LREC Workshop Announcement Message-ID: ******************************************************************* * * * First EAGLES/ISLE Workshop on * * Meta-Descriptions and Annotation Schemas for * * Multimodal/Multimedia Language Resources * * * * * * LREC 2000 Pre-Conference Workshop * * Athens, Greece * * * * 29 or 30 May 2000 * * * * 1st Announcement * * and * * Call for Papers * * * * * ******************************************************************* 1. Workshop Outline =================== Currently, we can identify a number of trends in the community dealing with multimodal/multimedia language resources: - The number of resources is increasing rapidly. - Due to multimedia extensions and rich annotations the structural complexity of the resources is entering new dimensions. - The quantity of data to be handled is increasing enormously due to multimedia extensions, demanding new solutions. - The development of technology makes us assume that more and more of these resources will be available on the Internet. The joint EC/NSF funded EAGLES/ISLE [1] initiative aims to create standards and guidelines that can be applied to natural interactivity and multimodal language reources (e.g. speech, gesture, facial expressions, manual languages) that support the creation, use, re-use of and access to such resources. As part of this initiative, the workshop will address current trends and discuss structures which could simplify and assist the creation and use of annotated multimodal/multimedia resources, the process of finding suitable resources, and accessing them, for instance, via the Web. The workshop will address two related areas: annotation schemas and meta-descriptions for multimodal/multimedia language resources. Meta-Descriptions for Multimodal/Multimedia Language Resources (MMLR) --------------------------------------------------------------------- Similar to other communities it is time to bring the widespread users of multimedia language resources together and start a discussion about meta schemas describing these resources. The goal is to have the available multimedia language resources associated with linked meta-descriptions which form a browsable and searchable universe open to the Internet. A known portal, standardised meta-descriptions and suitable tools will help users to more easily find suitable resources for the task in mind. This interest unifies people from science, industry, and also general users who have to use annotated multimedia resources for their scientific analysis, training of commercial components and many more. Part of the proposed workshop will be dedicated to discussing the need for such a universe of linked meta-descriptions, the scope of the community, and existing work in this area. Also the nature of the meta-descriptions must be extensively discussed with an emphasis on questions such as: (1) Which are the elements which describe the various language resources? (2) Is a more minimal schema preferable or a more elaborate one? (3) How can we achieve flexibility within the standard meta-description? (4) How can we automatically derive meta-descriptions to make it a feasible task? The workshop will also discuss whether benefits can be taken from existing standards such as Dublin-Core from the community of digital libraries, whether initiatives in the telecommunication and broadcasting community are of relevance for our goals, and the impacts of the W3C initiative toward a unifying framework called Resource Description Framework for all these initiatives. Annotation Schemas for MMLR --------------------------- A second part of the workshop will be dedicated to discussing annotation schemas for multimodal/multimedia language resources. Until now the community has experience with text-only corpora based mostly on orthographical transcriptions (with all their limitations) and with corpora covering speech data often associated with one layer of orthographic transcriptions and specifically tailored to the needs of Automatic Speech Recognition systems. With the increasing power of computer technology we see that people are starting to build corpora based on several video and sound tracks with rich annotations covering easily more than 50 layers. These annotations have complex time relationships and various dependencies between and within layers. It seems to be clear, therefore, that a large number of such complex structured corpora will emerge and the community needs guidelines to restrict the heterogeneity of such corpora. At the Granada LREC conference we have heard about initial projects having implemented "Abstract Data Models" for such multimedia corpora [2]. In the meantime a broad discussion about the underlying universal structure for such annotations has also been initiated [3]. A number of projects in the US and Europe were and are funded to develop annotation and exploitation tools to cope with such complex multimedia databases. To guarantee a high amount of interoperability and unified access to the resources it is time to have a separate workshop dedicated to the nature of annotation schemas. Only good agreement in this respect will limit the number of access tools needed to exploit such databases. The emergence of multimedia on computers has changed traditional views, since direct media access allows us to refer to media time which will never change instead of referring only to transcriptions which can be modified and often are not adequate for coding complex time relationships. However, the workshop will not only address theoretical matters such as the underlying common structure and abstract data models, but also raise questions of suitable representation formats important for implementation. Formats suitable for open exchange and long-term archiving will not be the optimal choice for all types of program access and vice versa. We expect that modern tools have to rely on several co-existing representation formats. We also have to deal with the question of how we can integrate existing textually based corpora or corpora which are stepwise extended with media data afterwards. 2. Call for Papers ================== The workshop will have two subsequent sessions: One will focus on Internet-accessible Meta-Descriptions of MMLR. The other will be dedicated to Annotation Schemas for MMLR. This workshop is seen as a first one in a series which will help understand the complexity of the problems and the various approaches found until now. Each session will be started by an invited talk to introduce the problem and define the scope and be finished by a summary from the organizers. The workshop will focus on oral contributions and give enough space for broad discussions. Papers are invited which can contribute to these two topics. Format of Submission -------------------- Submissions should consist of an extended abstract of about one page (DIN A4) and a separate title page providing the following information: Official title of the paper; names and affiliations of the authors; full address of the first author including phone, fax, email, URL; required facilities. Only electronic submissions in ASCII, Word, or HTML format will be accepted. The submissions should be sent to: ISLE-2000 at mpi.nl. The reception of the submissions will be notified within 3 days. If you did not get a notification, email could have been erroneous. Proceedings ----------- The workshop organizers will produce proceedings. Therefore, print-ready versions of the papers have to be submitted as WORD, PDF or PS files. They should not exceed 5 pages (DIN A4).These final versions have to be submitted electronically to the same email address: ISLE-2000 at mpi.nl. Important Dates --------------- Deadline for submissions of papers: March 17th Notification of acceptance: April 3rd Final versions of papers for proceedings: May 12th Workshop: May 29th afternoon and 30th morning 3. Organizational Issues ======================== Organizers of the workshop -------------------------- H. Cunningham, Department of Computer Science, University Sheffield D. Roy, Natural Interactive Systems Laboratory, Faculty of Science and Engineering, University of Southern Denmark Odense P. Wittenburg, Technical Department, Max-Planck-Institute for Psycholinguistics, Nijmegen Questions --------- For all questions with respect to the workshop focus, please, use the email address: ISLE-2000 at mpi.nl For all questions with respect to organisational issues, accommodation etc, please, contact the LREC secretariate: LREC2000 at ilsp.gr Information ----------- Information about the workshop such as call, schedule, and program can be found on the web-page: http://www.mpi.nl/world/ISLE Information about the LREC conference can be found on the web-page: http://www.icp.grenet.fr/ELRA/lrec2000.html Registration ------------ The registration fee for the workshop is: - 120 EURO for those not attending LREC - 80 EURO for those attending LREC Registration and payment is explained on the LREC web-page. Included in the registration fee are the proceedings and coffee at the breaks. Program Committee N.O. Bernsen (U Odense) S. Bird (U Penn) P. Bonhomme (LORIA Nancy) D. Broeder (MPI Nijmegen) H. Brugman (MPI Nijmegen) L. Burnard (U Oxford) N. Calzolari (ILC Pisa) K. Choukri (ELRA Paris) B. Comrie (MPI Leipzig) H. Cunningham (U Sheffield) U. Heid (U Stuttgart) N. Ide (Vassar College) T. McEnery (U Lancaster) B. MacWhinney (CMU Pitsburgh) L. Noldus (Noldus Wageningen) S. Piperides (ILSP Athens) W. Peters (U Sheffield) L. Romary (LORIA Nancy) A. Russel (MPI Nijmegen) D. Roy (U Odense) D. Slobin (U Berkeley) S. Steininger (U M?nchen) S. Stromqvist (U Lund) H. Thompson (HCRC Edinburgh) Y. Wilks (U Sheffield) P. Wittenburg (MPI Nijmegen) A. Zampolli (ILC Pisa [1] International Standards in Language Engineering project funded by EC and NSF [2] see http://www.dcs.shef.ac.uk/~hamish/dalr/ [3] see http://www.ldc.upenn.edu/annotation/ and http://www.ltg.ed.ac.uk From macswan at asu.edu Thu Jan 20 08:23:36 2000 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 20 Jan 2000 00:23:36 -0800 Subject: Spanish SLI data Message-ID: Hi. I'm looking for Spanish language data from children diagnosed with Specific Language Impairment. CHILDES has the Oviedo corpus in the Clinical Corpora section, but I haven't found anything else. Please let me know if you know of other data, or of publications on SLI in Spanish speaking kids perhaps using other data. Thank you. Jeff Jeff MacSwan, Ph.D. Assistant Professor Curriculum & Instruction Arizona State University P.O. Box 872011 Tempe, AZ 85287-2011 (602) 965-4967 (voice) (602) 965-4942 (fax) From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 20 15:59:56 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 20 Jan 2000 15:59:56 +0000 Subject: Cats would jump benches Message-ID: Does anyone recall the reference for an infancy study with stimuli like: cats would jump benches cats jump wood benches Annette ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From WALKERM at MAIL.ECU.EDU Thu Jan 20 18:06:10 2000 From: WALKERM at MAIL.ECU.EDU (Walker, Marianna M.) Date: Thu, 20 Jan 2000 13:06:10 -0500 Subject: Information on posting Message-ID: I would like to post a job position on the Childes list serve. Please direct me in this endeavor. Thanks, Marianna Walker, Ph.D. Assistant Professor Dept. of CSDI East Carolina University From WALKERM at MAIL.ECU.EDU Thu Jan 20 19:47:30 2000 From: WALKERM at MAIL.ECU.EDU (Walker, Marianna M.) Date: Thu, 20 Jan 2000 14:47:30 -0500 Subject: Faculty position Message-ID: Faculty position announcement - East Carolina University Asst./Assoc. Prof.: Child Language Development and Disorders. Announcing a full time, twelve month tenure-track position in the Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University. This position is to be an integral part of a long standing master's degree program and newly established doctoral program. Teaching and research position. Qualifications include: 1) an earned doctorate degree in speech-language pathology or related area; 2) evidence of or potential for excellence in research and scholarship in child language development and disorders. CCC-SLP or eligible for certification. Successful candidates primary responsibilities will involve teaching graduate courses, conducting basic or applied research, supervising/directing graduate student research and providing clinical supervision. Evidence of successful grantsmanship and doctoral student mentoring is desired. Screening of applications will begin February 1, 2000 and will continue until position is filled. Salary $48,000 - $60,000. ------------------------------------------------------------------------ Send letter of interest, three letters of recommendation and resume to Monica Hough, Ph.D., Chair,Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, NC, 27858-4353. Dr. Hough's E-mail : HOUGHM at MAIL.ECU.EDU ? East Carolina University is an Equal Opportunity/Affirmative Action University and accommodates persons with disabilities. Proper documentation of identity and employability is required at the time of employment. ------------------------------------------------------------------------ From WALKERM at MAIL.ECU.EDU Thu Jan 20 21:06:25 2000 From: WALKERM at MAIL.ECU.EDU (Walker, Marianna M.) Date: Thu, 20 Jan 2000 16:06:25 -0500 Subject: Post Message-ID: Faculty Position Announcement: Asst./Assoc. Prof.: Child Language Development and Disorders. Announcing a full time, twelve month tenure-track position in the Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University. This position is to be an integral part of a long standing master's degree program and newly established doctoral program. Teaching and research position. Qualifications include: 1) an earned doctorate degree in speech-language pathology or related area; 2) evidence of or potential for excellence in research and scholarship in child language development and disorders. CCC-SLP or eligible for certification. Successful candidates primary responsibilities will involve teaching graduate courses, conducting basic or applied research, supervising/directing graduate student research and providing clinical supervision. Evidence of successful grantsmanship and doctoral student mentoring is desired. Screening of applications will begin February 1, 2000 and will continue until position is filled. Salary $48,000 - $60,000. ------------------------------------------------------------------------ Send letter of interest, three letters of recommendation and resume to Monica Hough, Ph.D., Chair,Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, NC, 27858-4353. Dr. Hough's E-mail : HOUGHM at MAIL.ECU.EDU ? East Carolina University is an Equal Opportunity/Affirmative Action University and accommodates persons with disabilities. Proper documentation of identity and employability is required at the time of employment. ------------------------------------------------------------------------ From coene at uia.ua.ac.be Sat Jan 22 01:44:50 2000 From: coene at uia.ua.ac.be (Martine Coene) Date: Fri, 21 Jan 2000 17:44:50 PST Subject: Romanian L1 corpora Message-ID: Hi, As far as I know there are currently NO electronic corpora of Romanian L1 of any kind. Anyone who is aware of the existence of such corpora, please contact me at coene at uia.ua.ac.be Thanks! Martine Coene From b.woll at city.ac.uk Fri Jan 21 18:11:02 2000 From: b.woll at city.ac.uk (B.Woll) Date: Fri, 21 Jan 2000 18:11:02 -0000 Subject: Child Language Seminar 2000 Message-ID: Dear colleagues, we are writing to report that no offer of a host University for the Child Language Seminar 2000 was made after last year's London conference. Normally this happens at the conference itself and traditionally it has been a British institution which organises it. Since then the University of Barcelona has expressed interest. The conference might be held there if there are no other offers to host it from a British University. For more information or comments contact cls99 at city.ac.uk The CLS99 organising committee Bencie Woll b.woll at city.ac.uk Language and Communication Science City University, Northampton Square London EC1V 0HB, UK Tel: +44 (0)171 477 8354 (voice) +44 (0)171 477 8314 (text) Fax: +44 (0)171 477 8577 or 8354 From lieven at eva.mpg.de Fri Jan 21 15:40:59 2000 From: lieven at eva.mpg.de (Elena Lieven) Date: Fri, 21 Jan 2000 16:40:59 +0100 Subject: Postdoctoral position available Message-ID: POSTDOCTORAL POSITION AVAILABLE The Department of Developmental and Comparative Psychology of the Max Planck Institute for Evolutionary Anthropology has a postdoctoral position available for 2 years from Summer-Fall, 2000. The position will be at the Institute's Child Study Laboratory for the acquisition of English, located at the Department of Psychology, Manchester University, Manchester, England. The succesful candidate will be expected to contribute to a working group investigating various aspects of first language acquisition from a cross-linguistic and psycholinguistic perspective. The group is headed by Michael Tomasello and Elena Lieven. Ongoing research is conducted both through experiments and the analysis of rich databases and focuses on the cognitive and pragmatic bases of language; the development of syntactic constructions; and the roles of frequency and entrenchment in that development. Requirements for the position: (a) PhD by the starting date; and (b) research experience in first language acquisition and/or cognitive/functional linguistics. Salary competitive. Interested candidates should send a CV, reprints, and the names of 3 references to Dr. Elena Lieven; Max Planck Institute for Evolutionary Anthropology; Inselstrasse 22-26; D-04103 Leipzig, Germany. E-mail applications (and requests for information) may be sent to lieven at eva.mpg.de. Applications will be reviewed beginning February 21st, 2000, with a decision soon after that. From Roberta at UDel.Edu Fri Jan 21 18:24:53 2000 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Fri, 21 Jan 2000 13:24:53 -0500 Subject: Cats would jump benches Message-ID: At 3:59 PM +0000 1/20/00, Annette Karmiloff-Smith wrote: >Does anyone recall the reference for an infancy study with stimuli like: >cats would jump benches >cats jump wood benches > Hi Annette! I asked Debbie Kemler-Nelson to give me these citations since she is one of the authors on the work: There are two relevant papers, the first having to do with memory for phonetic info and the other having to do with memory for word order. They are: Mandel, D. R., Jusczyk, P. W., & Kemler Nelson, D. G. (1994). Does sentential prosody help infants organize and remember speech information? Cognition, 53, 155-180. Mandel, D. R., Kemler Nelson, D. G., & Jusczyk, P. W. (1996). Infants remember the order of words in a spoken sentence. Cognitive Development, 11, 181-196. ------------------------------------------------------------------------- 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 ABBEDUTO at Waisman.Wisc.Edu Fri Jan 21 16:30:03 2000 From: ABBEDUTO at Waisman.Wisc.Edu (Len J. Abbeduto) Date: Fri, 21 Jan 2000 10:30:03 -0600 Subject: post-doctoral positions Message-ID: SEARCH CONTINUES Post-Doctoral Training in Mental Retardation Research Waisman Center, University of Wisconsin-Madison The Post-Doctoral Training Program in Mental Retardation Research at the Waisman Center of the University of Wisconsin-Madison is recruiting for four two-year post-doctoral fellowship positions beginning in July or September, 2000. The program provides multidisciplinary training in research on the social and communicative behavior of persons with mental retardation and in the functioning of their families. Applicants should have a Ph.D. in a discipline related to human behavior or social policy, including child and family studies, communicative disorders, educational psychology, psychology, social work, or sociology. The Waisman Center is a NICHD-funded Mental Retardation Research Center. The Training Program has a faculty of 16 who serve as mentors to post-doctoral fellows. Review of applications will begin January 15, 2000 and will continue until all positions are filled. Eligibility is restricted by Federal guidelines to US citizens and permanent residents. All appointments are contingent on federal funding. The University of Wisconsin-Madison is an equal opportunity employer. Women and minorities are especially encouraged to apply. For more information, contact Dr. Leonard Abbeduto, Waisman Center, University of Wisconsin-Madison, 1500 Highland Ave, Madison, WI 53705. Phone: 608/263-1737. E-mail: abbeduto at waisman.wisc.edu, or visit our website at http://www.waisman.wisc.edu/postdoc.html. Leonard Abbeduto, Ph.D. Professor of Educational Psychology Waisman Center University of Wisconsin-Madison Madison, WI 53705 (608) 263-1737 Leonard Abbeduto, Ph.D. Professor of Educational Psychology Waisman Center University of Wisconsin-Madison Madison, WI 53705 (608) 263-1737 From ting+ at pitt.edu Sun Jan 23 19:34:14 2000 From: ting+ at pitt.edu (Rachel Chung) Date: Sun, 23 Jan 2000 14:34:14 -0500 Subject: verb organization in lexicon Message-ID: Hi all, Is anyone aware of more recent work on how verbs are organized in adhult or child lexicon? I know Huttenlocher & Lui's paper from 1979, but I'd like to see if there's anything more recent. -Rachel From ann.dowker at psy.ox.ac.uk Sun Jan 23 20:38:02 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sun, 23 Jan 2000 20:38:02 +0000 Subject: verb organization in lexicon Message-ID: Dear Rachel, There might be relevant references in: M. Tomasello and W.E. Merriman: Beyond Names for Things: Young Children's Acquisition of Verbs; Erlbaum, 1995 You might also be interested in the paper: R.M. Golinkoff, K. Hirsch-Pasek and R. Nandakumar: Lexical principles may underlie the learning of verbs; Child Development, 1996, 67, 3101-3119. Yours, Ann On Sun, 23 Jan 2000, Rachel Chung wrote: > Hi all, > Is anyone aware of more recent work on how verbs are organized in adhult > or child lexicon? I know Huttenlocher & Lui's paper from 1979, but I'd > like to see if there's anything more recent. > > -Rachel > > > From ann.dowker at psy.ox.ac.uk Sun Jan 23 21:22:46 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sun, 23 Jan 2000 21:22:46 +0000 Subject: verb organization in lexicon Message-ID: I just checked. There is indeed quite a lot of potentially relevant stuff in the Tomasello and Merriman book, including a very relevant chapter by Golinkoff et al; and other possibly relevant ones by Behrend; Gopnik and Choi; etc. Ann From frontier2 at mindspring.com Mon Jan 24 03:24:51 2000 From: frontier2 at mindspring.com (Jose G. Centeno) Date: Sun, 23 Jan 2000 22:24:51 -0500 Subject: Verb organization in lexicon Message-ID: Rachel; Here are some references on lexical organization & processing for verbs in adult speakers: Centeno, J. G. (1996). Use of verb inflections in the oral expression of agrammatic Spanish-speaking aphasics. Unpublished doctoral dissertation, City University of New York Graduate School Jarema, G., & Kehayia, E. (1992). Impairment of inflectional morphology and lexical storage. Brain & Language, 43, 541-564 Nespoulous, J.-L., & Villard, P. (Eds). (1990). Morphology, Phonology, & Aphasia. New York: Springer-Verlag Obler, L. K., Harris, K., Meth, M., Centeno, J. G., & Matthews, P.(1999). The phonology-morphosynatx interface. Brain & Language, 68, 233-240. Good luck, Jose ____________________________________ Jose G. Centeno, Ph.D. New York Speech Pathology Clinic 145 East 15th St., New York, NY 10003 T: 212/533-7170 F: 212/677-2127 E-mail: frontier2 at mindspring.com _____________________________________ ----- Original Message ----- From: Rachel Chung To: CHILDES mailing list Sent: Sunday, January 23, 2000 2:34 PM Subject: verb organization in lexicon > Hi all, > Is anyone aware of more recent work on how verbs are organized in adhult > or child lexicon? I know Huttenlocher & Lui's paper from 1979, but I'd > like to see if there's anything more recent. > > -Rachel > > From lmb32 at columbia.edu Mon Jan 24 11:00:22 2000 From: lmb32 at columbia.edu (Lois Bloom) Date: Mon, 24 Jan 2000 06:00:22 -0500 Subject: verb organization in lexicon Message-ID: A succession of studies from my research lab, published between 1975 and 1989, reported the verbs children learn, and the subcategorization of children's verbs that determines the acquisition of different linguistic structures for sentence procedures. These papers, listed below, were reprinted in the volume Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press. Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40 (Serial No. 160). Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in child language. In A. Pick (Ed.), Minnesota symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: University of Minnesota Press. Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the development of verb inflections in child language. Language, 56, 386-412. Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11, 391-406. Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. See also the summary and taxonomy of verbs from of many of these studies in Bloom, L. (1981). The importance of language for language development: Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences (Vol. 379, pp. 160-171). In addition, how verbs contribute to contingency in early child discourse was reported in Bloom, L., Rocissano, L., & Hood, L. (1976). Adult-child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 8, 521-551 (also in Bloom, 1991). --Lois Bloom ~~~~~~~~~~~~~~~~~~~ Lois Bloom, Ph.D. Edward Lee Thorndike Professor Emeritus of Psychology and Education Teachers College, Columbia University 525 West 120th Street New York, New York 10027 Phone: 212-678-3888; 203-261-4622 Fax: 203-261-4689 ~~~~~~~~~~~~~~~~~~~ From Sabine.Prechter at anglistik.uni-giessen.de Mon Jan 24 12:25:51 2000 From: Sabine.Prechter at anglistik.uni-giessen.de (Sabine Prechter) Date: Mon, 24 Jan 2000 13:25:51 +0100 Subject: Sarbin reference - page numbers Message-ID: Dear fellow CHILDESers, I have been trying to find the exact page numbers for the following reference, but without success. Maybe one of you can help me out? Sarbin, T. R. (1954). Role theory. In G. Lindzey (Ed.), Handbook of Social Psychology. Cambridge: Addison-Wesley. Thanks a lot in advance, Sabine Prechter Nao basta abrir a janela Sabine Prechter Para ver os campos e o rio *sabine.prechter at anglistik.uni-giessen.de* Nao e bastante nao ser cego Otto-Behaghel-Str. 10 B IV Para ver as arvores e as flores D-35394 Giessen 20 de abril de 1919 Fone: +49 641 99-30065 Alberto Caeiro Fax: +49 641 99-30159 From ting+ at pitt.edu Mon Jan 24 21:42:04 2000 From: ting+ at pitt.edu (Rachel Chung) Date: Mon, 24 Jan 2000 16:42:04 -0500 Subject: Summary of references on organization of verbs in mental lexicon Message-ID: Dear Info-Childes readers, First of all I must thank all of you who responded to my query about references on the organization of verbs in mental lexicon. You have been of great help. However, I also realize that my question was not specific enough so let me restate the question here, along with a complete list of references. I'm interested in a wide range of questions about verbs, but I especially have problems in finding literature about the overall organization of the verb lexicon, specifically, whether it's better characterized as hierarchy or matrix. I know there've been a number of papers on this, but they are all from at least ten years ago. Is there any more up-to-date work? So far I've found Miller and Fellbaum's paper in the 1991 special issue of Cognition to be the most useful and directly relevant to my research question, (Thanks to Pinker) although I still have a long reading list to finish! Below is a complete list of references, kindly provided by Ann Dowker, Lois Bloom, Steve Pinker, and Ping Li. Best, Rachel From: Ann Dowker M. Tomasello and W.E. Merriman: Beyond Names for Things: Young Children's Acquisition of Verbs; Erlbaum, 1995 R.M. Golinkoff, K. Hirsch-Pasek and R. Nandakumar: Lexical principles may underlie the learning of verbs; Child Development, 1996, 67, 3101-3119. From: Lois Bloom A succession of studies from my research lab, published between 1975 and 1989, reported the verbs children learn, and the subcategorization of children's verbs that determines the acquisition of different linguistic structures for sentence procedures. These papers, listed below, were reprinted in the volume Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press. Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in child language. Monographs of the Society for Research in Child Development, 40 (Serial No. 160). Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in child language. In A. Pick (Ed.), Minnesota symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: University of Minnesota Press. Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the development of verb inflections in child language. Language, 56, 386-412. Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement constructions. Journal of Child Language, 11, 391-406. Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. See also the summary and taxonomy of verbs from of many of these studies in Bloom, L. (1981). The importance of language for language development: Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language and foreign language acquisition. Annals of the New York Academy of Sciences (Vol. 379, pp. 160-171). In addition, how verbs contribute to contingency in early child discourse was reported in Bloom, L., Rocissano, L., & Hood, L. (1976). Adult-child discourse: Developmental interaction between information processing and linguistic knowledge. Cognitive Psychology, 8, 521-551 (also in Bloom, 1991). From: "Jose G. Centeno" Here are some references on lexical organization & processing for verbs in adult speakers: Centeno, J. G. (1996). Use of verb inflections in the oral expression of agrammatic Spanish-speaking aphasics. Unpublished doctoral dissertation, City University of New York Graduate School Jarema, G., & Kehayia, E. (1992). Impairment of inflectional morphology and lexical storage. Brain & Language, 43, 541-564 Nespoulous, J.-L., & Villard, P. (Eds). (1990). Morphology, Phonology, & Aphasia. New York: Springer-Verlag Obler, L. K., Harris, K., Meth, M., Centeno, J. G., & Matthews, P.(1999). The phonology-morphosynatx interface. Brain & Language, 68, 233-240. From: Steven Pinker Pinker, S. 1989. Learnability and cognition. Cambridge, MA: MIT Press. Levin, B. & Pinker, S. (Eds.). 1991. Lexical and conceptual semantics. (Special edition of Cognition) From: Ping Li Rachel, I had a grant that contained the following references and you might be able to find some relevant work for you there. Let me know if this helps. Aitchison, J. (1994). Words in the mind: An introduction to the mental lexicon. (2nd Ed.) Oxford, UK: Blackwell. Baker, C. (1979). Syntactic theory and the projection problem. Linguistic Inquiry, 10, 533-581. Bates, E. (1984). Bioprograms and the innateness hypothesis: Commentary on Bickerton. Behavioral and Brian Sciences, 7, 188-190. Bates, E., Goodman, J. (1997). On the inseparability of grammar and the lexicon: Evidence from acquisition, aphasia, and real-time processing. Language & Cognitive Processes, 12, 507-584. Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, S., Reilly, J. & Hartung, J. (1994). Developmental and stylistic variation in the composition of early vocabulary. Journal of Child Language, 21, 85-124. Bickerton, D. (1981). Roots of language. Ann Arbor, MI: Karoma. Bickerton, D. (1984). The language bioprogram hypothesis. Behavioral and Brain Sciences, 7, 173-188. Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the development of verb inflection in child language. Language, 56, 386-412. Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in the child's organization of word meaning. Child Development, 49, 977-987. Bowerman, M. (1982). Reorganizational processes in lexical and syntactic development. In E. Wanner & L. Gleitman (Eds.), Language acquisition: the state of the art. Cambridge, UK: Cambridge University Press. Bowerman, M. (1983). Hidden meanings: the role of covert conceptual structures in children's development of language. In D. Rogers & J. Sloboda (Eds.), The acquisition of symbolic skills. New York: Plenum. Bowerman, M. (1988). The "no negative evidence" problem: How do children avoid constructing an overly general grammar? In J. Hawkins (ed.), Explaining language universals. (pp. 73-101). New York, NY: Blackwell. Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press. Burgess, C. & Lund, K. (1997). Modelling parsing constraints with high-dimensional context space. Language and Cognitive Processes, 12, 1-34. Carey, S. (1978) The child as word learner. In M. Halle, G. Miller, & J. Bresnan (eds.), Linguistic theory and psychological reality. (pp. 264-293). Cambridge, MA: MIT Press. Clark, E.V. (1983). Meanings and concepts. In J. Flavell & E. Markman (eds.), Handbook of child psychology: Cognitive development. (Vol. III, pp. 787-840). New York, NY: John Wiley & Sons. Clark, E.V. (1993). The lexicon in acquisition. Cambridge, UK: Cambridge University Press. Clark, E. V. (1996). Early verbs, event types, and inflections. In C. Johnson & J. Gilbert (eds.), Children's language (Vol. 9, pp. 61-73). Mahwah, NJ: Lawrence Erlbaum. Clark, E.V., Carpenter, K., & Deutsch, W. (1995). Reference states and reversals: Undoing actions with verbs. Journal of Child Language, 22, 633-662. Comrie, B. (1976). Aspect: An introduction to the study of verbal aspect and related problems. Cambridge, England: Cambridge University Press. Dromi, E. (1987). Early lexical development. New York, NY: Cambridge University Press. Elman, J. (1990). Finding structure in time. Cognitive Science, 14, 179-211. Elman, J. (1993). Learning and development in neural networks: the importance of starting small. Cognition, 48, 71-99. Elman, J. (1998). Generalization, simple recurrent networks, and the emergence of structure. In M. Gernsbacher & S. Derry (eds.), Proceedings of the 20th Annual Conference of the Cognitive Science Society. Mahwah, NJ: Lawrence Erlbaum. Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & Plunkett, K. (1996). Rethinking innateness : A connectionist perspective on development. Cambridge, MA: MIT Press. Fahlman, S., & Lebiere, C. (1990). The cascade-correlation learning architecture. In D. Touretsky (ed.), Advances in neural information processing systems (Vol. 2, pp. 524-532), San Mateo, CA: Morgan Kaufmann. Francis, W., Kucera, H. (1982). Frequency analysis of English usage: lexicon and grammar. Boston : Houghton Mifflin. Grossberg, S. (1976). Adaptive pattern classification and universal recoding I: Parallel development and coding of neural feature detectors. Biological Cybernetics, 23, 121-134. Grossberg, S. (1986). The adaptive self-organization of serial order in behavior: speech, language, and motor control. In E. Schwab & H. Nusbaum (eds.), Pattern recognition by humans and machines: Speech perception. (Vol. 1, pp. 187-294). San Diego, CA: Academic Press. Grossberg, S. (1987). Competitive learning: From interactive activation to adaptive resonance. Cognitive Science, 11, 23-63. Hebb, D. (1949). The organization of behavior: A neuropsychological theory. New York, NY: Wiley. Hertz, J., Krogh, A., & Palmer, R. (1991). Introduction to the theory of neural computation. Redwood City, CA: Addison-Wesley. Hinton, G., & Sejnowski, T. (1998). Unsupervised learning: Foundations of neural computation. Cambridge, MA: MIT Press. Kohonen, T. (1982). Self-organized formation of topologically correct feature maps. Biological Cybernetics, 43, 59-69. Kohonen, T. (1989). Self-organization and associative memory. Heidelberg: Springer-Verlag. Kohonen, T. (1995). Self-organizing maps. Heidelberg: Springer-Verlag. Kuczaj, S. (1977). The acquisition of regular and irregular past tense forms. Journal of Verbal Learning and Verbal Behavior, 16, 589-600. Lachter, J., & Bever, T. (1988). The relation between linguistic structure and associative theories of language learning: A constructive critique of some connectionist learning models. Cognition, 28, 195-247. Landauer, T. & Dumais, S. (1997). A solution to Plato's problem: The latent semantic analysis theory of acquisition, induction and representation of knowledge. Psychological Review, 104, 211-240. Li, P. (1990). Aspect and aktionsart in child Mandarin. Ph.D. dissertation, Leiden University, the Netherlands. Li, P. (1993a). Cryptotypes, form-meaning mappings, and overgeneralizations. In: E. V. Clark (Ed.), The Proceedings of the 24th Child Language Research Forum, Center for the Study of Language and Information, Stanford University, 162-178. Li, P. (1993b). The acquisition of the zai and ba constructions in Mandarin Chinese. In: J.C.P. Liang & R.P.E. Sybesma (Eds.) From classical 'F?' to 'Three inches high': Studies on Chinese in honor of Erik Z?rcher. Leuven/Apeldoorn: Garant Publishers. Li, P. (in press). Aspect and cryptotype: A new approach to an old problem. In T. H-T. Lee, G. Tang, & V. Yip (Eds.), CUHK Papers in Linguistics No. 5. (Special Issue on Language Acquisition: East Asian Perspectives). Li, P., & MacWhinney, B. (1996). Cryptotype, overgeneralization, and competition: A connectionist model of the learning of English reversive prefixes. Connection Science, 8, 3-30. Li, P. & Bowerman, M. (1999). The acquisition of grammatical and lexical aspect in Chinese. First Language. Lund, K. & Burgess, C. (1996). Producing high-dimensional semantic spaces from lexical co-occurrence. Behavior Research Methods, Instrumentation, and Computers, 28, 203-208. Lyons, J. (1977). Semantics. (Vol. 1). Cambridge, UK: Cambridge University Press. MacWhinney, B. (1995). The CHILDES project: Tools for analyzing talk (2nd Ed). Hillsdale, NJ: Erlbaum. MacWhinney, B. (1997). Lexical connectionism. In P. Broeder & J.M. Murre (eds.), Models of language acquisition: Inductive and deductive approaches. Cambridge, MA: MIT Press. MacWhinney, B. (1998). Models of the emergence of language. Annual Review of Psychology, 49, 199-227. MacWhinney, B., & Leinbach, J. (1991). Implementations are not conceptualizations: Revising the verb learning model. Cognition, 40, 121-157. MacWhinney, B. & C. Snow. (1985). The Child Language Data Exchange System. Journal of Child Language, 12, 271-296. MacWhinney, B., & Snow, C. (1990). The Child Language Data Exchange System: An update. Journal of Child Language, 17, 457-472. Marslen-Wilson, W. (1987). Functional parallelism in spoken word recognition. Cognition, 25, 71-102. Marslen-Wilson, W., & Welsh, A. (1978). Processing interactions and lexical access during word recognition in continuous speech. Cognitive Psychology, 10, 29-63. McClelland, J., & Rumelhart, D. (1981). An interactive activation model of context effects in letter perception: Part 1. An account of the basic findings. Psychological Review, 88, 375-402. McCloskey, M., & Cohen, N. (1989) Catastrophic interference in connectionist networks: the sequential learning problem. In Bower, G. (Ed.), The psychology of learning and motivation. New York: Academic Press. McRae, K., de Sa, V., & Seidenberg, M. (1997). On the nature and scope of featural representations of word meaning. Journal of Experimental Psychology: General, 126, 99-130. Miikkulainen, R. (1993). Subsymbolic natural language processing: An integrated model of scripts, lexicon, and memory. Cambridge, MA: MIT Press. Miikkulainen, R. (1997). Dyslexic and category-specific aphasic impairments in a self-organizing feature map model of the lexicon. Brain and Language, 59, 334-366. Miikkulainen, R., & Dyer, M. (1991). Natural Language Processing with Modular Neural Networks and Distributed Lexicon. Cognitive Science, 15, 343-399. Miller, G. & Fellbaum, C. (1991). Semantic networks of English. Cognition. 41, 197-229. Pinker, S. (1989). Learnability and cognition: The acquisition of argument structure. Cambridge, MA: MIT Press. Pinker, S. (1999). Out of the minds of babes. Science, 283, 40-41. Pinker, S., & Prince, A. (1988). On language and connectionism: Analysis of a parallel distributed processing model of language acquisition. Cognition, 28, 73-193. Plunkett, K., & Marchman, V. (1991). U-shaped learning and frequency effects in a multi-layered perceptron: Implications for child language acquisition. Cognition, 38, 43-102. Plunkett, K., & Marchman, V. (1993). From rote learning to system building: Acquiring verb morphology in children and connectionist nets. Cognition, 48, 21-69. Ratcliff, R. (1990) Connectionist models of recognition memory: Constraints imposed by learning and forgetting functions. Psychological Review, 97, 285-308. Rumelhart, D., McClelland, J., and the PDP research group (1986). (Eds.) Parallel distributed processing: Explorations in the microstructure of cognition (Vols. I & II). Cambridge, MA: MIT Press. Rumelhart, D., Hinton, G., & Williams, R. (1986). Learning internal representations by error propagation. In J. McClelland, D. Rumelhart, and the PDP research group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. I). Cambridge, MA: MIT Press. Rumelhart, D. & McClelland, J. (1986). On learning the past tenses of English verbs. In J. McClelland, D. Rumelhart, and the PDP research group (Eds.), Parallel distributed processing: Explorations in the microstructure of cognition (Vol. II). Cambridge, MA: MIT Press. Sachs, J. (1983). Talking about the there and then: The emergence of displaced reference in parent-child discourse. In K.E. Nelson (ed.), Children's Language (Vol. IV). Hillsdale, NJ: Erlbaum. Seidenberg, M. (1997). Language acquisition and use: Learning and applying probabilistic constraints. Science, 275, 1599-1603. Shirai, Y. & Andersen, R. (1995). The acquisition of tense-aspect morphology: A prototype account. Language, 71, 743-762. Slobin, D. (1985). Crosslinguistic evidence for the Language-Making Capacity. In D. Slobin (ed.), The crosslinguistic study of language acquisition. Vol.2. Hillsdale, NJ: Erlbaum. Slobin, D. The universal, the typological, and the particular in acquisition. In D. Slobin (ed.), The crosslinguistic study of language acquisition. (Vol. 5, pp. 1-39). Mahwah, NJ: Lawrence Erlbaum. Slobin, D. (in press). Form/function relations: How do children find out what they are? In M. Bowerman and S. Levinson (eds.) Language acquisition and conceptual development. Cambridge, UK: Cambridge University Press. Small, S. (1997). Semantic category imprecision: A connectionist study of the boundaries of word meanings. Brain and Language, 57, 181-194. Smith, C. (1983). A theory of aspectual choice. Language, 59, 479-501. Spitzer, M, Kischka, U, Gueckel, F, Bellemann, M, Kammer, T., Seyyedi, S, Weisbrod, M, Schwartz, A, & Brix, G. (1998). Functional magnetic resonance imaging of category-specific cortical activation: Evidence for semantic maps. Cognitive Brain Research. 6, 309-319. Stephany, U. (1981). Verbal grammar in Modern Greek early child language. In P.S. Dale & D. Ingram (eds.), Child language: An international perspective. Baltimore, MD: University Park Press. Stephany, U. (1997). The acquisition of Greek. In D. Slobin (ed.), The crosslinguistic study of language acquisition. (Vol. 4, pp. 183-333). Mahwah, NJ: Lawrence Erlbaum. Tomasello, M. (1992). First verbs: A case study of early grammatical development. Cambridge, UK: Cambridge University Press. Whorf, B. (1956). Thinking in primitive communities. In J. B. Carroll (Ed.), Language, thought, and reality. Cambridge, MA: MIT Press. From haya at erols.com Tue Jan 25 04:10:43 2000 From: haya at erols.com (Haya Berman) Date: Mon, 24 Jan 2000 23:10:43 -0500 Subject: acquisition of prosody across languages Message-ID: I'm wondering if anyone knows of any references that look at the acquisition of prosody across languages. I am espeically interested in acquisition of syllabic stress and rhythm. Thanks very much in advance. Haya Berman From kristinebentzen at hotmail.com Tue Jan 25 08:26:37 2000 From: kristinebentzen at hotmail.com (Kristine Bentzen) Date: Tue, 25 Jan 2000 00:26:37 PST Subject: Markedness Message-ID: Does anyone know of studies dealing with the theory of markedness in connection with transfer in bilingual first language acquisition? Thanks in advance! Kristine Bentzen. kristinebentzen at hotmail.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From m.vihman at bangor.ac.uk Tue Jan 25 08:50:30 2000 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Tue, 25 Jan 2000 08:50:30 +0000 Subject: acquisition of prosody across languages Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2927 bytes Desc: not available URL: From josie.bernicot at mshs.univ-poitiers.fr Tue Jan 25 10:01:34 2000 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Tue, 25 Jan 2000 11:01:34 +0100 Subject: email camaioni? Message-ID: >Who does know the Luigia Camaioni's email? >Thank you very much > >Josie Bernicot. > >Please, note my new email and address: > >email: josie.bernicot at mshs.univ-poitiers.fr > >Address : Laboratoire de Psychologie Langage et Cognition (LaCo) - >University of Poitiers/CNRS >MSHS - 99, avenue du Recteur Pineau >F-86022 POITIERS CEDEX - France > >Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 >Fax: +33 (0)5.49.45.46.16 >www.mshs.univ-poitiers.fr >www.atega.com/pergame From msigstad at tucbbs.com.ar Tue Jan 25 15:57:57 2000 From: msigstad at tucbbs.com.ar (Mariana Sigstad) Date: Tue, 25 Jan 2000 12:57:57 -0300 Subject: Summary of references on organization of verbs in mental lexicon Message-ID: may be you should try Damasio?s work. LAter on I?ll give you some of his papers references. Anyway they don?t tell a lot of how they are organized. Your?s MAriana Rachel Chung wrote: > Dear Info-Childes readers, > > First of all I must thank all of you who responded to my query about > references on the organization of verbs in mental lexicon. You have been > of great help. However, I also realize that my question was not specific > enough so let me restate the question here, along with a complete list of > references. > > I'm interested in a wide range of questions about verbs, but I > especially have problems in finding literature about the overall > organization of the verb lexicon, specifically, whether it's better > characterized as hierarchy or matrix. I know there've been a number of > papers on this, but they are all from at least ten years ago. Is there any > more up-to-date work? > > So far I've found Miller and Fellbaum's paper in the 1991 special issue of > Cognition to be the most useful and directly relevant to my research > question, (Thanks to Pinker) although I still have a long reading list to > finish! > > Below is a complete list of references, kindly provided by Ann Dowker, > Lois Bloom, Steve Pinker, and Ping Li. > > Best, > Rachel > > From: Ann Dowker > > M. Tomasello and W.E. Merriman: Beyond Names for Things: Young Children's > Acquisition of Verbs; Erlbaum, 1995 > > R.M. Golinkoff, K. Hirsch-Pasek and R. Nandakumar: Lexical principles may > underlie the learning of verbs; Child Development, 1996, 67, 3101-3119. > > From: Lois Bloom > > A succession of studies from my research lab, published between 1975 and > 1989, reported the verbs children learn, and the subcategorization of > children's verbs that determines the acquisition of different linguistic > structures for sentence procedures. > > These papers, listed below, were reprinted in the volume Bloom, L. (1991). > Language development from two to three. New York: Cambridge University > Press. > > Bloom, L., Lightbown, P., & Hood, L. (1975). Structure and variation in > child language. Monographs of the Society for Research in Child > Development, 40 (Serial No. 160). > > Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as > aspects of competence in child language. In A. Pick (Ed.), Minnesota > symposia on child psychology (Vol. 9, pp. 3-55). Minneapolis MN: > University of Minnesota Press. > > Bloom, L., Lifter, K., & Hafitz, J. (1980). The semantics of verbs and the > development of verb inflections in child language. Language, 56, 386-412. > > Bloom, L., Merkin, S., & Wootten, J. (1982). Wh-questions: Linguistic > factors that contribute to the sequence of acquisition. Child Development, > 53, 1084-1092. > > Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning to in complement > constructions. Journal of Child Language, 11, 391-406. > > Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of > complementation. Journal of Child Language, 16, 101-120. > > See also the summary and taxonomy of verbs from of many of these studies > in Bloom, L. (1981). The importance of language for language development: > Linguistic determinism in the 1980s. In H. Winitz (Ed.), Native language > and foreign language acquisition. Annals of the New York Academy of > Sciences (Vol. 379, pp. 160-171). > > In addition, how verbs contribute to contingency in early child > discourse was reported in Bloom, L., Rocissano, L., & Hood, > L. (1976). Adult-child discourse: Developmental interaction between > information processing and linguistic knowledge. Cognitive Psychology, 8, > 521-551 (also in Bloom, 1991). > > From: "Jose G. Centeno" > Here are some references on lexical organization & processing for verbs in > adult speakers: > > Centeno, J. G. (1996). Use of verb inflections in the oral expression of > agrammatic Spanish-speaking aphasics. Unpublished doctoral dissertation, > City University of New York Graduate School > > Jarema, G., & Kehayia, E. (1992). Impairment of inflectional morphology and > lexical storage. Brain & Language, 43, 541-564 > > Nespoulous, J.-L., & Villard, P. (Eds). (1990). Morphology, Phonology, & > Aphasia. New York: Springer-Verlag > > Obler, L. K., Harris, K., Meth, M., Centeno, J. G., & Matthews, P.(1999). > The phonology-morphosynatx interface. Brain & Language, 68, 233-240. > > From: Steven Pinker > Pinker, S. 1989. Learnability and cognition. Cambridge, MA: MIT Press. > > Levin, B. & Pinker, S. (Eds.). 1991. Lexical and conceptual semantics. > (Special edition of Cognition) > > From: Ping Li > Rachel, I had a grant that contained the following references and you might > be able to find some relevant work for you there. Let me know if this helps. > > Aitchison, J. (1994). Words in the mind: An introduction to the mental > lexicon. (2nd Ed.) Oxford, UK: Blackwell. > Baker, C. (1979). Syntactic theory and the projection problem. Linguistic > Inquiry, 10, 533-581. > Bates, E. (1984). Bioprograms and the innateness hypothesis: Commentary on > Bickerton. Behavioral and Brian Sciences, 7, 188-190. > Bates, E., Goodman, J. (1997). On the inseparability of grammar and the > lexicon: Evidence from acquisition, aphasia, and real-time processing. > Language & Cognitive Processes, 12, 507-584. > Bates, E., Marchman, V., Thal, D., Fenson, L., Dale, P., Reznick, S., > Reilly, J. & Hartung, J. (1994). Developmental and stylistic variation in > the composition of early vocabulary. Journal of Child Language, 21, 85-124. > Bickerton, D. (1981). Roots of language. Ann Arbor, MI: Karoma. > Bickerton, D. (1984). The language bioprogram hypothesis. Behavioral and > Brain Sciences, 7, 173-188. > Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the > development of verb inflection in child language. Language, 56, 386-412. > Bowerman, M. (1978). Systematizing semantic knowledge: Changes over time in > the child's organization of word meaning. Child Development, 49, 977-987. > Bowerman, M. (1982). Reorganizational processes in lexical and syntactic > development. In E. Wanner & L. Gleitman (Eds.), Language acquisition: the > state of the art. Cambridge, UK: Cambridge University Press. > Bowerman, M. (1983). Hidden meanings: the role of covert conceptual > structures in children's development of language. In D. Rogers & J. Sloboda > (Eds.), The acquisition of symbolic skills. New York: Plenum. > Bowerman, M. (1988). The "no negative evidence" problem: How do children > avoid constructing an overly general grammar? In J. Hawkins (ed.), > Explaining language universals. (pp. 73-101). New York, NY: Blackwell. > Brown, R. (1973). A first language. Cambridge, MA: Harvard University Press. > Burgess, C. & Lund, K. (1997). Modelling parsing constraints with > high-dimensional context space. Language and Cognitive Processes, 12, 1-34. > > Carey, S. (1978) The child as word learner. In M. Halle, G. Miller, & J. > Bresnan (eds.), Linguistic theory and psychological reality. (pp. 264-293). > Cambridge, MA: MIT Press. > Clark, E.V. (1983). Meanings and concepts. In J. Flavell & E. Markman > (eds.), Handbook of child psychology: Cognitive development. (Vol. III, pp. > 787-840). New York, NY: John Wiley & Sons. > Clark, E.V. (1993). The lexicon in acquisition. Cambridge, UK: Cambridge > University Press. > Clark, E. V. (1996). Early verbs, event types, and inflections. In C. > Johnson & J. Gilbert (eds.), Children's language (Vol. 9, pp. 61-73). > Mahwah, NJ: Lawrence Erlbaum. > Clark, E.V., Carpenter, K., & Deutsch, W. (1995). Reference states and > reversals: Undoing actions with verbs. Journal of Child Language, 22, > 633-662. > Comrie, B. (1976). Aspect: An introduction to the study of verbal aspect > and related problems. Cambridge, England: Cambridge University Press. > Dromi, E. (1987). Early lexical development. New York, NY: Cambridge > University Press. > Elman, J. (1990). Finding structure in time. Cognitive Science, 14, 179-211. > Elman, J. (1993). Learning and development in neural networks: the > importance of starting small. Cognition, 48, 71-99. > Elman, J. (1998). Generalization, simple recurrent networks, and the > emergence of structure. In M. Gernsbacher & S. Derry (eds.), Proceedings of > the 20th Annual Conference of the Cognitive Science Society. Mahwah, NJ: > Lawrence Erlbaum. > Elman, J., Bates, E., Johnson, M., Karmiloff-Smith, A., Parisi, D., & > Plunkett, K. (1996). Rethinking innateness : A connectionist perspective on > development. Cambridge, MA: MIT Press. > Fahlman, S., & Lebiere, C. (1990). The cascade-correlation learning > architecture. In D. Touretsky (ed.), Advances in neural information > processing systems (Vol. 2, pp. 524-532), San Mateo, CA: Morgan Kaufmann. > Francis, W., Kucera, H. (1982). Frequency analysis of English usage: > lexicon and grammar. Boston : Houghton Mifflin. > Grossberg, S. (1976). Adaptive pattern classification and universal > recoding I: Parallel development and coding of neural feature detectors. > Biological Cybernetics, 23, 121-134. > Grossberg, S. (1986). The adaptive self-organization of serial order in > behavior: speech, language, and motor control. In E. Schwab & H. Nusbaum > (eds.), Pattern recognition by humans and machines: Speech perception. > (Vol. 1, pp. 187-294). San Diego, CA: Academic Press. > Grossberg, S. (1987). Competitive learning: From interactive activation to > adaptive resonance. Cognitive Science, 11, 23-63. > Hebb, D. (1949). The organization of behavior: A neuropsychological theory. > New York, NY: Wiley. > Hertz, J., Krogh, A., & Palmer, R. (1991). Introduction to the theory of > neural computation. Redwood City, CA: Addison-Wesley. > Hinton, G., & Sejnowski, T. (1998). Unsupervised learning: Foundations of > neural computation. Cambridge, MA: MIT Press. > Kohonen, T. (1982). Self-organized formation of topologically correct > feature maps. Biological Cybernetics, 43, 59-69. > Kohonen, T. (1989). Self-organization and associative memory. Heidelberg: > Springer-Verlag. > Kohonen, T. (1995). Self-organizing maps. Heidelberg: Springer-Verlag. > Kuczaj, S. (1977). The acquisition of regular and irregular past tense > forms. Journal of Verbal Learning and Verbal Behavior, 16, 589-600. > Lachter, J., & Bever, T. (1988). The relation between linguistic structure > and associative theories of language learning: A constructive critique of > some connectionist learning models. Cognition, 28, 195-247. > Landauer, T. & Dumais, S. (1997). A solution to Plato's problem: The latent > semantic analysis theory of acquisition, induction and representation of > knowledge. Psychological Review, 104, 211-240. > Li, P. (1990). Aspect and aktionsart in child Mandarin. Ph.D. dissertation, > Leiden University, the Netherlands. > Li, P. (1993a). Cryptotypes, form-meaning mappings, and > overgeneralizations. In: E. V. Clark (Ed.), The Proceedings of the 24th > Child Language Research Forum, Center for the Study of Language and > Information, Stanford University, 162-178. > Li, P. (1993b). The acquisition of the zai and ba constructions in Mandarin > Chinese. In: J.C.P. Liang & R.P.E. Sybesma (Eds.) From classical 'F?' to > 'Three inches high': Studies on Chinese in honor of Erik Z?rcher. > Leuven/Apeldoorn: Garant Publishers. > Li, P. (in press). Aspect and cryptotype: A new approach to an old problem. > In T. H-T. Lee, G. Tang, & V. Yip (Eds.), CUHK Papers in Linguistics No. 5. > (Special Issue on Language Acquisition: East Asian Perspectives). > Li, P., & MacWhinney, B. (1996). Cryptotype, overgeneralization, and > competition: A connectionist model of the learning of English reversive > prefixes. Connection Science, 8, 3-30. > Li, P. & Bowerman, M. (1999). The acquisition of grammatical and lexical > aspect in Chinese. First Language. > Lund, K. & Burgess, C. (1996). Producing high-dimensional semantic spaces > from lexical co-occurrence. Behavior Research Methods, Instrumentation, and > Computers, 28, 203-208. > Lyons, J. (1977). Semantics. (Vol. 1). Cambridge, UK: Cambridge University > Press. > MacWhinney, B. (1995). The CHILDES project: Tools for analyzing talk (2nd > Ed). Hillsdale, NJ: Erlbaum. > MacWhinney, B. (1997). Lexical connectionism. In P. Broeder & J.M. Murre > (eds.), Models of language acquisition: Inductive and deductive approaches. > Cambridge, MA: MIT Press. > MacWhinney, B. (1998). Models of the emergence of language. Annual Review > of Psychology, 49, 199-227. > MacWhinney, B., & Leinbach, J. (1991). Implementations are not > conceptualizations: Revising the verb learning model. Cognition, 40, > 121-157. > MacWhinney, B. & C. Snow. (1985). The Child Language Data Exchange System. > Journal of Child Language, 12, 271-296. > MacWhinney, B., & Snow, C. (1990). The Child Language Data Exchange System: > An update. Journal of Child Language, 17, 457-472. > Marslen-Wilson, W. (1987). Functional parallelism in spoken word > recognition. Cognition, 25, 71-102. > Marslen-Wilson, W., & Welsh, A. (1978). 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Mahwah, NJ: Lawrence Erlbaum. > Slobin, D. (in press). Form/function relations: How do children find out > what they are? In M. Bowerman and S. Levinson (eds.) Language acquisition > and conceptual development. Cambridge, UK: Cambridge University Press. > Small, S. (1997). Semantic category imprecision: A connectionist study of > the boundaries of word meanings. Brain and Language, 57, 181-194. > Smith, C. (1983). A theory of aspectual choice. Language, 59, 479-501. > Spitzer, M, Kischka, U, Gueckel, F, Bellemann, M, Kammer, T., Seyyedi, S, > Weisbrod, M, Schwartz, A, & Brix, G. (1998). Functional magnetic resonance > imaging of category-specific cortical activation: Evidence for semantic > maps. Cognitive Brain Research. 6, 309-319. > Stephany, U. (1981). Verbal grammar in Modern Greek early child language. > In P.S. Dale & D. Ingram (eds.), Child language: An international > perspective. Baltimore, MD: University Park Press. > Stephany, U. (1997). The acquisition of Greek. In D. Slobin (ed.), The > crosslinguistic study of language acquisition. (Vol. 4, pp. 183-333). > Mahwah, NJ: Lawrence Erlbaum. > Tomasello, M. (1992). First verbs: A case study of early grammatical > development. Cambridge, UK: Cambridge University Press. > Whorf, B. (1956). Thinking in primitive communities. In J. B. Carroll > (Ed.), Language, thought, and reality. Cambridge, MA: MIT Press. From elenalinus at hotmail.com Tue Jan 25 16:54:51 2000 From: elenalinus at hotmail.com (elena zanoni) Date: Tue, 25 Jan 2000 16:54:51 GMT Subject: second language acquisition Message-ID: Hi, everybody, this is the first time I write,new subscriber, but I am also a student at Statale University in Milan, Italy, and I am going to write my degree-thesis about an international project, which deals with the very early second language acquisition in childhood through the use of narration (format). With the help of video and audio-recordings Iould transcribe the vocal production of the children through the use of the CHILDES program. So I would be very grateful, if you could send me any information or bibliography that could be useful to this aim. I thank you in advance for your attention. Elena Zanoni elenalinus at hotmail.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From elenalinus at hotmail.com Tue Jan 25 16:57:15 2000 From: elenalinus at hotmail.com (elena zanoni) Date: Tue, 25 Jan 2000 16:57:15 GMT Subject: second language acquisition Message-ID: Hi, everybody, this is the first time I write,I am a new subscriber, but I am also a student at Statale University in Milan, Italy, and I am going to write my degree-thesis about an international project, which deals with the very early second language acquisition in childhood through the use of narration (format). With the help of video and audio-recordings I should transcribe the verbal "production" of the children through the use of the CHILDES program. So I would be very grateful, if you could send me any information or bibliography that could be useful to this aim. I thank you in advance for your attention. Elena Zanoni elenalinus at hotmail.com ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From macw at cmu.edu Tue Jan 25 17:17:09 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 25 Jan 2000 12:17:09 -0500 Subject: markedness and prosody Message-ID: Dear Kristine, A quick search of the childes/bib at http://raven.psy.cmu.edu/RIS/RISWEB.ISA located 15 references relating to "markedness". Only a couple seem to deal with childhood bilingualism, but perhaps the others might provide useful background ideas. The bulk seem to deal with markedness from a generativist perspective. Susanne Dopke (susanne.dopke at arts.monash.edu.au) has several interesting studies of transfer in early bilinguals. I think her data could be analysed in terms of markedness theory too, if you find that useful. Dear Haya, Marilyn has provided you with some good current references and there are others cited in her Child Development paper. If you search childes/bib at http://raven.psy.cmu.edu/RIS/RISWEB.ISA for "prosody" you will find 102 references. Of these 32 mention stress and 33 mention rhythm. So there is plenty out there to read. It is true that English figures prominently, but there is also a lot on French, Dutch, Japanese, etc. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Wed Jan 26 13:17:44 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 26 Jan 2000 13:17:44 +0000 Subject: outstanding references Message-ID: I sent out a list to dev-europe re references we couldn't find on BIDS, Psych-lit etc. and a few remain outstanding. Can anyone please help on the following: 1. a study of lexical repetition where what children repeat is affected by their sensitivity to syntax: he runs runs up the hill vs he runs up the hill hill 2. stress in an imitation study, e.g. the BALL vs THE ball 3. a study of children changing active speech to reported speech 4. Katherine Nelson's latest authored (not edited) book on meaning - my copy is at my country barn. Many many thanks in anticipation, Annette ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From ann.dowker at psy.ox.ac.uk Wed Jan 26 18:45:14 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 26 Jan 2000 18:45:14 +0000 Subject: outstanding references Message-ID: On Wed, 26 Jan 2000, Annette Karmiloff-Smith wrote: > > 4. Katherine Nelson's latest authored (not edited) book on meaning - my > copy is at my country barn. > Is this: Katherine Nelson: Language in Cognitive Development: The Emergence of the Mediated Mind; Cambridge University Press. 1996? Ann> From tanja.anstatt at uni-tuebingen.de Thu Jan 27 13:27:45 2000 From: tanja.anstatt at uni-tuebingen.de (Tanja Anstatt) Date: Thu, 27 Jan 2000 14:27:45 +0100 Subject: Words for 'yes' Message-ID: Dear Childes-members, did anyone ever notice expressions for 'yes' in child language, which do not correspond to the usual, standardized word of the respective language? I'm interested in the possible semantic principles beyond this. Thank you in advance! Tanja Anstatt From ervin-tr at cogsci.berkeley.edu Fri Jan 28 07:38:19 2000 From: ervin-tr at cogsci.berkeley.edu (Susan Ervin-Tripp) Date: Thu, 27 Jan 2000 23:38:19 -0800 Subject: biblio sources Message-ID: Annette Karmiloff-Smith's inquiry reminds me of my problems in finding citations in Psychinfo, which is run by the American Psychological Association and serves their journals best. Since I often can't find what I want in Psychinfo, I decided to check them against my own publications, which number around 125, some under Ervin, some Ervin-Tripp. Psychinfo yielded 27, the Modern Language Association yielded 58. So that tells me that for writing about language, the MLA will give you a better hit rate. The MLA included European publications not in English. If anybody on this net has a connection with the APA, you might ask them why they do such a poor job. Susan Ervin-Tripp From pispoli at club-internet.fr Fri Jan 28 10:40:52 2000 From: pispoli at club-internet.fr (David A. Cohen) Date: Fri, 28 Jan 2000 11:40:52 +0100 Subject: individual differences in L1/L2 Message-ID: Dear Colleagues and friends: Does anyone know of any research which investigates whether individuals retain the same individual preferences (analytic/gestalt, referential/expressive etc.) which they demonstrate in L1 when they learn their second language(s)? I'm particularly interested in L2 adult acquisition in this connection, but would also like to know whether the question has been considered in relation to bilingual or child L2 acquisition. I can see all sorts of (mostly methodological) reasons why the question might not have been tackled, particularly with respect to adults; but I'm interested in what others think. Cheers, Susan Foster-Cohen From genesee at ego.psych.mcgill.ca Fri Jan 28 13:49:10 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Fri, 28 Jan 2000 08:49:10 -0500 Subject: individual differences in L1/L2 Message-ID: there was quite a bit of research about 10 years ago on individual differences in second language learning; this issue seems to have disappeared from the research landscape. Even when this topic was popular, I personally know of no study that addressed the specific issue you refer to -- it would indeed be difficult to do, if I understand you correctly, because it would require having data on learning style for the same individuals when learning their primary language and a second language. This would take some planning. A good source for some of the individual differences work in SLA is Language Learning. Fred Genesee At 11:40 AM 1/28/00 +0100, David A. Cohen wrote: >Dear Colleagues and friends: > >Does anyone know of any research which investigates whether individuals >retain the same individual preferences (analytic/gestalt, >referential/expressive etc.) which they demonstrate in L1 when they >learn their second language(s)? I'm particularly interested in L2 adult >acquisition in this connection, but would also like to know whether the >question has been considered in relation to bilingual or child L2 >acquisition. I can see all sorts of (mostly methodological) reasons why >the question might not have been tackled, particularly with respect to >adults; but I'm interested in what others think. > >Cheers, > > >Susan Foster-Cohen > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From ehoff at fau.edu Fri Jan 28 14:18:01 2000 From: ehoff at fau.edu (Erika Hoff) Date: Fri, 28 Jan 2000 09:18:01 -0500 Subject: individual differences in L1/L2 Message-ID: Liz Bates talked about this with respect to her daughter in, I believe, >From First Words to Grammar." Erika Hoff At 11:40 AM 01/28/2000 +0100, David A. Cohen wrote: >Dear Colleagues and friends: > >Does anyone know of any research which investigates whether individuals >retain the same individual preferences (analytic/gestalt, >referential/expressive etc.) which they demonstrate in L1 when they >learn their second language(s)? I'm particularly interested in L2 adult >acquisition in this connection, but would also like to know whether the >question has been considered in relation to bilingual or child L2 >acquisition. I can see all sorts of (mostly methodological) reasons why >the question might not have been tackled, particularly with respect to >adults; but I'm interested in what others think. > >Cheers, > > >Susan Foster-Cohen > > > Erika Hoff, Ph.D. Professor of Psychology Chair, Division of Science Florida Atlantic University 2912 College Avenue Davie, FL 33314 Phone: (954) 236-1142 Fax: (954) 236-1099 From a.karmiloff-smith at ich.ucl.ac.uk Fri Jan 28 14:22:13 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Fri, 28 Jan 2000 14:22:13 +0000 Subject: date? Message-ID: does anyone please know the date of Gernsbacher & Given (Eds.) Coherence in conversational interaction. Erlbaum. many thanks Annette ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, FRSA, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From ting+ at pitt.edu Fri Jan 28 15:27:08 2000 From: ting+ at pitt.edu (Rachel Chung) Date: Fri, 28 Jan 2000 10:27:08 -0500 Subject: Ann Lederer Message-ID: Hi, Does anyone happen to have Ann Lederer's contact information? -Rachel From macw at cmu.edu Fri Jan 28 22:13:26 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Jan 2000 17:13:26 -0500 Subject: Kluwer dissertation publishing Message-ID: Dear Info-CHILDES, I recently spoke with Michael Williams, the acquisitions editor for Kluwer Academic Publishers. We discussed several recent dissertations in child language development published by Kluwer and I thought that child language researchers who are in the process of considering publishing their dissertations might find this press worth considering. So I asked Michael to compose a few words on their policy and the following is what he sent me. --Brian MacWhinney Kluwer Academic Publishers will consider dissertation- and thesis-based monographs for publication. Abstracts should be submitted with a proposed table of contents, contact information for at least five independent reviewers, and a completed Preliminary Book Information form (PBI,) which is available by email from Kluwer. Authors should secure the cooperation of their primary advisors, preferably as a co-author, or as the author of a foreword. Kluwer generally offers a royalty rate of 2% on net receipts of all copies sold. In addition, we provide authors with three complimentary copies of their work upon publication. Mailing address for submissions is: Michael Williams Editor, Psychology Kluwer Academic Publishers 101 Philip Dr., Assinippi Park Norwell, MA 02061 Please feel free to contact Kluwer with any questions you might have. Email is michael.williams at wkap.com From ervin-tr at cogsci.berkeley.edu Fri Jan 28 23:13:35 2000 From: ervin-tr at cogsci.berkeley.edu (Susan Ervin-Tripp) Date: Fri, 28 Jan 2000 15:13:35 -0800 Subject: biblio indexes Message-ID: Beverly Flanigan reminds me that the LLBA has the advantage over MLA of (like PsychInfo) providing abstracts. It is also possible to find abstracts in which the person you are interested in is mentioned, not just their own authored work. However, online LLBA doesn't understand hyphens, so you have to play around with names like mine. For me and for Karmiloff-Smith, you would have to omit the hyphen and second part!! In my case the LLBA hit rate is between PsychInfo and MLA, so MLA still comes out best. I assume these hit rates depend on where people publish so they won't be the same for everyone on whom you try this test. For instance, for Dan Slobin the rate is 29 for LLBA, 37 for Psychinfo and 42 for MLA. And of course topic hit rates could vary a lot. For those who like to construct computer reference bases by programs like Endnote or ProCite, the best procedure would be to start with the sources with abstracts, add the references with their abstracts, and then go to the sources without abstracts, with instructions to reject duplicates when you download. Susan Ervin-Tripp From ervin-tr at cogsci.berkeley.edu Fri Jan 28 23:30:43 2000 From: ervin-tr at cogsci.berkeley.edu (Susan Ervin-Tripp) Date: Fri, 28 Jan 2000 15:30:43 -0800 Subject: library searches Message-ID: Beverly Flanigan reminds me that the LLBA has the advantage over MLA of (like PsychInfo) providing abstracts. It is also possible to find abstracts in which the person you are interested in is mentioned, not just their own authored work. However, online LLBA doesn't understand hyphens, so you have to play around with names like mine. For me and for Karmiloff-Smith, you would have to omit the hyphen and second part!! In my case the LLBA hit rate is between PsychInfo and MLA, so MLA still comes out best. I assume these hit rates depend on where people publish so they won't be the same for everyone on whom you try this test. For instance, for Dan Slobin the rate is 29 for LLBA, 37 for Psychinfo and 42 for MLA. And of course topic hit rates could vary a lot. For those who like to construct computer reference bases by programs like Endnote or ProCite, the best procedure would be to start with the sources with abstracts, add the references with their abstracts, and then go to the sources without abstracts, with instructions to reject duplicates when you download. Susan Ervin-Tripp From VVVHC at CUNYVM.CUNY.EDU Sat Jan 29 03:38:54 2000 From: VVVHC at CUNYVM.CUNY.EDU (Virginia Valian) Date: Fri, 28 Jan 2000 22:38:54 EST Subject: publishing book-length manuscripts Message-ID: To all: I'd like to see more discussion about publishers and about advice to give PhD students about publishing their dissertations. 1) Some publishers, Kluwer among them, charge prices that I find unconscionable. In fact, last week I threw a Kluwer catalogue in the wastebasket after gasping at a few prices. And a 2% royalty to authors! That adds insult to injury. Perhaps there are publishing economics that dictate these high prices on the part of some publishers, such as publishing books that few people are likely to buy or read. That gets to my next point. 2) Are we doing students a good turn by advising them to publish their dissertations as book-length manuscripts? Although an occasional dissertation-turned-into-book gets read, most do not. Most students would be better off publishing articles. There is the possible benefit for tenure of having a book, but many of these books do not look like "real" books and, I believe, are discounted. Sincerely, Virginia Valian Professor of Psychology, Hunter College, 695 Park Ave, NYC 10021, USA vvvhc at cunyvm.cuny.edu http://web.gc.cuny.edu/dept/lingu/valian.htm From ann.dowker at psy.ox.ac.uk Sat Jan 29 12:30:29 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 29 Jan 2000 12:30:29 +0000 Subject: biblio indexes Message-ID: Can anyone give me the site addresses of PsychInfo, LLBA and MLA? Or do you need special software? The only biblio indexes that I'm familiar with are BIDS; and those on WINSPIRS (e.g. PsychLit and EMBASE). Ann From m.perkins at sheffield.ac.uk Sat Jan 29 13:43:55 2000 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Sat, 29 Jan 2000 13:43:55 -0000 Subject: publishing book-length manuscripts Message-ID: I would like to echo Virginia Valian's reaction to Kluwer's pricing strategy for academic books. Kluwer is publishing the proceedings of the Child Language Seminar held in Sheffield, UK, in September 1998 (edited by myself and Sara Howard with the title 'New Directions in Language Development and Disorders') and have set the price at NLG 325.00 / USD 139.50 / GBP 96.50, which I find outrageous for 314-page book. In face of my protests they have agreed a 25% reduction for individuals who buy from them directly, but this excludes bookstores, libraries etc, and is still pretty exorbitant. Mick Perkins Department of Human Communication Sciences University of Sheffield Sheffield, UK. From genesee at ego.psych.mcgill.ca Sat Jan 29 15:19:54 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Sat, 29 Jan 2000 10:19:54 -0500 Subject: publishing book-length manuscripts Message-ID: The question of students and graduates publishing dissertation research in book or journal article form has interesting cross-cultural dimensions. In psychology, a book publication is not only not recommended to students and young scholars, it is actively discouraged, on the grounds (rightly or wrongly) that book-type manuscripts do not get the thorough reviewing that journal articles do and thus do not attest so clearly to the author's worth. thus, in psychology it is usually only among relatively senior scholars that one tends to find book credits on one's CV. In contrast, my experience with colleagues in linguistics tells me that a book publication is the sine qua non of merit and promotion decisions. I personally favour journal articles because of my cultural background, but also because I think they get wider readership -- vive la difference! Fred At 10:38 PM 1/28/00 -0500, Virginia Valian wrote: >To all: > >I'd like to see more discussion about publishers and >about advice to give PhD students about publishing their >dissertations. > >1) Some publishers, Kluwer among them, charge prices >that I find unconscionable. In fact, last week I threw >a Kluwer catalogue in the wastebasket after gasping at >a few prices. And a 2% royalty to authors! That adds >insult to injury. Perhaps there >are publishing economics that dictate these high prices >on the part of some publishers, >such as publishing books that few people are likely to >buy or read. That gets to my next point. > >2) Are we doing students a good turn by advising them >to publish their dissertations as book-length manuscripts? >Although an occasional dissertation-turned-into-book >gets read, most do not. Most students would be better >off publishing articles. There is the possible benefit >for tenure of having a book, but many of these books >do not look like "real" books and, I believe, are >discounted. > >Sincerely, > >Virginia Valian >Professor of Psychology, Hunter College, 695 Park Ave, NYC 10021, USA >vvvhc at cunyvm.cuny.edu >http://web.gc.cuny.edu/dept/lingu/valian.htm > From sslystu at ucl.ac.uk Sun Jan 30 01:32:29 2000 From: sslystu at ucl.ac.uk (Susanne Umbach) Date: Sun, 30 Jan 2000 01:32:29 +0000 Subject: early phonological development Message-ID: Dear All, I am looking for literature on the early phonological development of German children. The project I am currently working on is investigating the development of children between 12 and 24 months of age who are developing normally and are growing up in a monolingual setting. Thank you! Susanne From hmarcos at magic.fr Sun Jan 30 10:34:58 2000 From: hmarcos at magic.fr (H.MARCOS) Date: Sun, 30 Jan 2000 11:34:58 +0100 Subject: Call for Papers Message-ID: CALL FOR PAPERS: SPECIAL ISSUE of First Language Guest Editor: Haydee Marcos, Universite de Poitiers Theme: Early pragmatic development Early pragmatic skills are fundamental to the development of communication. There is a growing interest among child language researchers in the relationships between function and form, between social and linguistic skills, and in children's and caregivers' uses of extralinguistic cues. Papers that present theory and data concerning pragmatic development in children aged approximately one to three years will be of interest for this Special Issue. Possible topics include (but are not restricted to): * The development of different types of communicative functions. * Variations in the form of messages according to their function and to the communicative context * Production and comprehension of pragmatic cues * Conversational skills : turn-taking, discourse cohesion, conversational repairs, explanations and justifications. * The relationships between structural and pragmatic development. * The role of communicative experiences in early pragmatic development * Transmission of pragmatic rules by caretakers in different cultures * Interactive and conversational contexts (adults and peers, dyadic and polyadic situations, home and day care or nursery school) * Individual differences * Children with language delays and disorders Deadline for submissions: 31 August 2000 Submissions and enquiries should be addressed to: Haydee Marcos. Laboratoire Langage et Cognition. Universite de Poitiers.CNRS. 99, Avenue de Recteur Pineau. 86022 Poitiers. France email: hmarcos at magic.fr From brosda at icp.inpg.fr Sun Jan 30 12:12:08 2000 From: brosda at icp.inpg.fr (Stefanie Brosda) Date: Sun, 30 Jan 2000 13:12:08 +0100 Subject: early phonological development Message-ID: hi susanne - i think you would be very interested in a project that has been carried out in kiel, germany between 1989 - 1994, it was called "the kiel project on the development of phonological coding capacities". within this framework, data from 8 children were recorded, onset of data collection differed beween 7 and 13 months, data was collected until respective ages between 14 and 27 months. in order to get details and bibl. references you might want to get in touch with thorsten piske, who's phd work was part of the project: Piske at anglistik.uni-kiel.de here's just some references (i suppose you read/are german) : thorsten piske (1998), artikulatorische muster und ihre entwicklung im L1-lauterwerb, dissertation zur erlangung des doktorgrades der philosophischen fakultaet der christian-albrecht-universitaet zu kiel (it's not limited to articulation considerations as you might think when reading the title; but it takes into account the interaction between the two levels: phonological/mental coding and articulations capacities) thorsten piske (1997), phonological organization in early speech production: evidence for the importance of articulatory patterns, speech communication 22, 279-295 brit krueger (1998), produktionsvaration im fruehen lauterwerb: eine typologie kindlicher abweichungen von modellwoertern, dissertation zur erlangung des doktorgrades der philosophischen fakultaet der christian-albrecht-universitaet zu kiel best wishes, stefanie /\/\ /\ /\ / /--\/ \ /\ /__\/ / /\/ /\ \/--\ / \/ / \/--\ \ \ Stefanie BROSDA Institut de la Communication Parlee / INPG UPRESA CNRS No 5009 46, Av. Felix Viallet 38031 Grenoble Cedex 1 FRANCE Tel: (+33) 4 76 57 48 27 -- - -- -- 45 41 Fax: (+33) 4 76 57 47 10 E-mail: brosda at icp.inpg.fr From m.perkins at sheffield.ac.uk Sun Jan 30 12:28:55 2000 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Sun, 30 Jan 2000 12:28:55 -0000 Subject: TOC: New Directions in Language Development and Disorders Message-ID: > Mick Perkins wrote: > > > > I would like to echo Virginia Valian's reaction to Kluwer's pricing strategy > > for academic books. Kluwer is publishing the proceedings of the Child > > Language Seminar held in Sheffield, UK, in September 1998 (edited by myself > > and Sara Howard with the title 'New Directions in Language Development and > > Disorders') and have set the price at NLG 325.00 / USD 139.50 / GBP 96.50, > > which I find outrageous for 314-page book. In face of my protests they have > > agreed a 25% reduction for individuals who buy from them directly, but this > > excludes bookstores, libraries etc, and is still pretty exorbitant. > > > > Mick Perkins > > > > Department of Human Communication Sciences > > University of Sheffield > > Sheffield, UK. > > Can you please give us the list of the contributors and the titles. > Thanks > Sara Eyal > Tel-Aviv University Michael Perkins & Sara Howard (Eds.) (2000) New Directions in Language Development and Disorders. New York: Kluwer/Plenum. ISBN 0-306-46284-2 Table of Contents: Preface 1 Normal and Abnormal Language Development: Common Ground? Theories of language learning and children with specific language impairment Laurence B. Leonard The relevance of recent research on SLI to our understanding of normal language development Gina Conti-Ramsden Time parsing, normal language acquisition, and language-related developmental disorders Jill Boucher How optional is 'optional' in the Extended Optional Infinitive stage? Karen Brunger and Alison Henry Derivational morphology in SLI children: structure and semantics of Hebrew nouns Dorit Ravid, Galit Avivi and Ronit Levy Speech monitoring in retarded children: evidence for metalinguistic competence Yonata Levy, A Tennebaum and A Ornoy Gesture use by two children with tracheostomy: getting ready to use words Marilyn Kertoy and Alison Morrison 2 Language Universals and Language Specifics Three hypotheses on early grammatical development Michael Garman, Christina Schelletter and Indra Sinka Could a Chomskyan child learn Polish? The logical argument for language learning Ewa Dabrowska On the acquisition of pronominal reference in child Greek Spyridoula Varlokosta, Panayiota Karafoti and Varvara Karzi The emergence of periphrastic questions in child French Bernadette Plunkett 3 Argument Structure The role of performance limitations in the acquisition of 'mixed' verb-argument structure at Stage I Anna L. Theakston, Elena V. M. Lieven, Julian M. Pine and Caroline F. Rowland Argument structure preferences in pre-school and school-age children Richard Ingham, Christina Schelletter and Indra Sinka Argument structure alternation in French children's speech Isabelle Barri?re, Marjorie Lorch and Marie-Th?rese Le Normand 4 Verbs and Verb Morphology Lexically-specified patterns in early verbal morphology in Spanish Virginia C Mueller Gathercole, Eugenia Sebasti?n and Pilar Soto Infants of 24-30 months understand verb frames Edith L. Bavin and Carli Growcott Morphological future in Italian children Carla Bazzanella and Cristina Bosco Cross-linguistic developmental evidence of implicit causality in visual perception and cognition verbs Fabia Franco, Alessandra Tasso, M. Chiara Levorato and James Russell What they hear is what you get? Infinitives and modality in child language and child-directed speech Elma Blom, Masja Kempen, Steven Gillis and Frank Wijnen 5 Phonology An experimental and computational exploration of developmental patterns in lexical access and representation Tom Loucas and William D. Marslen-Wilson Learning to produce three-syllable words: a longitudinal study of Finnish twins Tuula Savinainen-Makkonen The acquisition of the systematic use of pitch by German/English bilingual children: evidence for two separate phonological systems Ulrike Gut 6 Pragmatics and Discourse Acquisition of sentence-final particles in Japanese Junko Shirai, Hidetoshi Shirai and Yoshiteru Furuta Cohesion and coherence anomalies and their effects on children's referent introduction in narrative retell Maya Hickmann and Phyllis Schneider 7 Literacy The cognitive determinants of literacy skills in a regular orthography Dimitris Nikolopoulos and Nata Goulandris Social class does not predict reading success, but language and metalinguistic skills do Carolyn Chaney Do children with literacy difficulties have non-native-like CVC perception? Nick Thyer, Barbara Dodd and Louise Hickson From abiscotti at earthlink.net Sun Jan 30 15:07:55 2000 From: abiscotti at earthlink.net (Jeffrey Anderson) Date: Sun, 30 Jan 2000 07:07:55 -0800 Subject: publishing book-length manuscripts Message-ID: Hi there, A friend of mine, Arthur Lerner, was one of the grandfathers of the field of Poetry Therapy; he recently past away. I inherited a copy of his most recent Ph.D. dissertation. I thought it was a sad thing that a document which meant so much to Arthur was going to disappear onto a single book shelf. My solution was to scan the book, run OCR on the scan, and move the foot notes to end notes with hypertext jumps. The result is that the book can be sent (i.e. published) instantly, costlessly anywhere on earth. The marginal cost of setting this book up for Internet publishing was just my time doing the scanning/translating tasks and error checking and visual esthetics of presentation. My goal: make it look exactly like the published text. The only exception was that I moved the footnotes to be end notes because of the nature of HTML and the impossibility of predicting where the page will end on each and every monitor. The beauty of the output is that you can temporarily change font size for ease of reading, easily extract subsets of info for purposes of note taking etc., and easily translate the HTML format into other data formats for other purposes such as the esthetics of printing a hard copy. If you would like to see a copy of Dr Lerner's dissertation you can respond to this message. I have described a process that works. If someone has a dissertation they need translated into HTML they can tell me what they think it would be worth to them, and I could agree or not agree to do it for them. At any rate it would insure that a life's work gets into the informational medium of the 21st century. Remember, to place or make any document available via the internet IS publishing, and the person(s) who do this task are "publishers". A side note, take a new look at Marshall McLuhan's "Understanding Media". In the light of current unfolding of hypertext communication and publishing via the Internet, he was truly an amazing savant. Hope my words are a help. Peace and light Jeffrey Anderson From bhalla at uiuc.edu Sun Jan 30 23:01:48 2000 From: bhalla at uiuc.edu (Arun Bhalla) Date: Sun, 30 Jan 2000 17:01:48 -0600 Subject: child-directed phonetic transcriptions Message-ID: Hi, I'm looking for a good source of child-directed speech (motherese) phonetic transcriptions. I pulled out Bernstein-Ratner from CHILDES. I thought that would be what I wanted, but it wasn't really. It's mostly orthographic transcriptions, and the phonetic transcriptions seem to focus on the child or on some nonsense words. Does anyone know of a source similar to what I'm thinking of? Thanks, Arun From maaike.verrips at let.uu.nl Mon Jan 31 11:23:04 2000 From: maaike.verrips at let.uu.nl (Maaike Verrips) Date: Mon, 31 Jan 2000 12:23:04 +0100 Subject: publishing book-length manuscripts Message-ID: Virginia Valian wrote: > >2) Are we doing students a good turn by advising them >to publish their dissertations as book-length manuscripts? >Although an occasional dissertation-turned-into-book >gets read, most do not. Most students would be better >off publishing articles. There is the possible benefit >for tenure of having a book, but many of these books >do not look like "real" books and, I believe, are >discounted. > > Dear all, Virginia?s posting points to a serious issue, I think. Partly in response to exactly this problem, Frank Wijnen, Lynn Santelmann and myself have just started a yearly journal, the Annual Review of Language Acquisition. The journal will come out once a year, and contains a number of 30-page summaries-by-the-author of outstanding dissertations in our field in any one year. The first issue is planned to cover 1999, deadline March 2000. The papers will be thoroughly reviewed, and they count as journal articles. The price of each volume will be around 150 NLG/ 75 USD. We have proposed this concept to John Bejamins publishing Company, because we believe this is both a sensible and fruitful way for young scholars to present their theses to the field, and an affordable way for senior scholars to keep up with the movements of the younger generations. More information about ARLA is available at the John Benjamins website, under the rubric of New projects, or directly from us. Maaike Verrips Maaike Verrips Utrechts Instituut voor Linguistiek OTS Trans 10 3512 JK Utrecht 030 253 6081 tel 030 253 6000 fax From spowers at rz.uni-potsdam.de Mon Jan 31 13:44:23 2000 From: spowers at rz.uni-potsdam.de (Susan M. Powers) Date: Mon, 31 Jan 2000 14:44:23 +0100 Subject: outstanding references Message-ID: Dear Annette & CHILDES Info readers, With respect to stress in imitation studies, Slobin & Welsh (1973) gave one child sentences to repeat which correspond to your inquiries in 1 and 2: 1. a study of lexical repetition where what children repeat is affected by their sensitivity to syntax: he runs runs up the hill vs he runs up the hill hill (11) I need need the ball versus (12) I need the ball ball (Slobin & Welsh 1973) 2. stress in an imitation study, e.g. the BALL vs THE ball (1) the pencil is green (Slobin & Welsh 1973) versus (5) The pencil IS green UPPERCASE = stressed The article can be found in: Studies of Child Language Development, C.A. Ferguson & D.I. Slobin (Eds.) New York, Holt, Reinhart & Winston. Susan Powers Linguistics Department, University of Potsdam spowers at rz.uni-potsdam.de From Sabine.Prechter at anglistik.uni-giessen.de Mon Jan 31 16:41:15 2000 From: Sabine.Prechter at anglistik.uni-giessen.de (Sabine Prechter) Date: Mon, 31 Jan 2000 17:41:15 +0100 Subject: Publication of PhD theses Message-ID: Dear all, reading the contributions to this topic, I have started to wonder how many PhD systems _require_ thesis publication in form of a monograph. Could some of you maybe give me some brief hints on the publication requirements in your countries? Thanks a lot in advance, Sabine Nao basta abrir a janela Sabine Prechter Para ver os campos e o rio *sabine.prechter at anglistik.uni-giessen.de* Nao e bastante nao ser cego Otto-Behaghel-Str. 10 B IV Para ver as arvores e as flores D-35394 Giessen 20 de abril de 1919 Fone: +49 641 99-30065 Alberto Caeiro Fax: +49 641 99-30159 From macw at cmu.edu Mon Jan 31 17:51:52 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 31 Jan 2000 12:51:52 -0500 Subject: child-directed phonetic transcriptions Message-ID: Dear Info-CHILDES, Arun Bhalla's concerns about locating phonetic transcriptions of child-directed speech underscore a more general issue regarding the CHILDES database. The database has only a few sets of data in either phonological or phonetic transcription. In particular, we have the phonologically transcribed segments of the Bernstein-Ratner and Cruttenden data for English and the Levelt/Fikkert and Beers data for Dutch. In addition, both the Wilson/Peters and Deuchar data devote attention to phonological detail. In principle, audio digitization of the raw data might help people like Arun, since these digitized audio data could be coded phonological by a secondary user. We now have about 300 hours of corpora in digitized audio format, but only 20 of these hours have transcripts linked to the audio and none of the digitized corpora have phonetic transcription. So, this is not much help at this point. Constructing a corpus of phonetic transcriptions is a labor of love and the few groups that have committed themselves to this difficult work are understandably possessive about their data. In addition, the lack of standardization of computerized IPA fonts inside the larger scheme of Unicode and the fact that everyone transcribes data slightly differently have made researchers additionally reluctant to share their phonological transcriptions. Despite these barriers, I am optimistic that researchers are coming to understand the importance of constructing a richer database of phonetic transcriptions. If you have computerized or computerizable phonetically transcribed data that you wish to contribute to CHILDES, we will do everything possible to help in bringing those data into a format that can be accessed through the CLAN programs. In addition, Kim Oller is working on a translation from CHAT format to his LIPP program, so it should be possible to derive further analytic benefit from your data by putting them in CHAT format and also doing LIPP analyses. --Brian MacWhinney From macw at cmu.edu Mon Jan 31 19:02:40 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 31 Jan 2000 14:02:40 -0500 Subject: dissertations and electronic publishing Message-ID: Dear Info-CHILDES, Thanks to Virginia, Maaike, Mick, Fred, Frank, Jeffrey, and Sabine for commenting on the important issue of publication of dissertations in child language. I am happy to see that Maaike and Frank are providing this excellent outlet for dissertation work in child language. Of course, not all dissertations can be effectively compressed into 30 pages. I think back to my own monstrously huge dissertation of 879 pages on Hungarian language acquisition which was never published for the obvious reason. Virginia is right that psychologists prefer articles over books and linguists think the other way. What is important is that PhD students fully understand the range of options available to them for publication. It is true that Kluwer dissertations are priced for libraries, not individuals, but having access to dissertations in libraries is still a win for both writers and readers, even if the royalty is a joke. Another press that has done a lot of dissertation publishing is Gardner, although I can't think of any dissertations in the area of child language development from Gardner. Regarding Sabine's question, I am not aware of a requirement for publication at any North American institution. However, some psychology departments will allow a graduate student to use a set of two or three important article-length publications to replace the dissertation requirement. Few students take advantage of this option, however. Jeffrey Anderson is, of course, right in suggesting that the future of publishing is on the net. For some promising achievements in this area, you may be interested in examining the Cognitive Sciences Eprint Archive organized by Steven Harnad at http://cogprints.soton.ac.uk/ I would also be willing to set up an archive of papers in child language or make pointers to Jeffrey Anderson's archive. However, perhaps the Harnad site works well enough for this purpose. --Brian MacWhinney From shanley at bu.edu Mon Jan 31 22:28:20 2000 From: shanley at bu.edu (Shanley E. M. Allen) Date: Mon, 31 Jan 2000 17:28:20 -0500 Subject: dissertation publishing Message-ID: Note that several recent books in the Benjamins "Language Acquisition and Language Disorders" series are actually revised dissertations, including at least those by Juffs, Allen, and Brinkmann (the ones that I know off the top of my head). As a linguist, I doubt that my "dissertation-book" will count very much for tenure (though this depends on the university). However, I think it's good to have in libraries, and this format is much more accessible for people than trying to get a copy of my dissertation, even though the price is a bit steep (about USD 75). Best, Shanley Allen. ***************************************************** Shanley E. M. Allen, Ph.D. Assistant Professor, Boston University Developmental Studies Department, School of Education Graduate Program in Applied Linguistics ***************************************************** address: School of Education 605 Commonwealth Avenue Boston, Massachusetts U.S.A. 02215 phone: +1-617-358-0354 fax: +1-617-353-3924 e-mail: shanley at bu.edu office number: SED 332 *****************************************************