From lise.menn at colorado.edu Sun Jul 2 15:31:15 2000 From: lise.menn at colorado.edu (Lise Menn) Date: Sun, 2 Jul 2000 09:31:15 -0600 Subject: syntax elicitation task Message-ID: Thanks to all who replied to our query about 'experiments with children using the elicited-production paradigm (common in aphasia research) where you have paired pictures of similar events, and you say to the child something like "In this picture, the mother is giving the child an orange, and in THIS picture..." (where the expected response could be 'the father is giving the baby a rattle')? This task combines aspects of imitation, picture description, and comprehension tasks.' The following responses may be helpful to others: >From Mavis Donahue: There's a task that Peter Hornby (sic) used, maybe in the early 1970s, that assessed kids' comprehension and production of syntactic devices to signal given vs. new information. I think it was in Child Development. If you can't find the reference, I used his same task and materials in the paper below. It's just like your example, except only one element is changed in the second picture. Donahue, M. (1984). Learning disabled children's comprehension and production of syntactic devices for marking given vs. new information. Applied Psycholinguistics, 5, 101-116. >From Etti Dromi: In Leonard's cross linguistic studies on SLI children we utilized a lot of tasks similar to what you describe. In the Hebrew design we even expanded it into a narative task in which the child completes sentences that are embedded in stories. It worked really well even with 2-3 years old. Here are some references to our work in which you can learn more about the procedures we used. Dromi, E., Leonard, L., & Shteiman, M. The grammatical morphology of Hebrew-speaking children with specific language impairment: Some competing hypotheses. Journal of Speech and Hearing Research, 36, 760-771, 1993. Leonard, L.B., & Dromi, E. The use of Hebrew verb morphology by children with specific language impairment and children developing language normally. First Language, 42, 283-305, 1994. Tur-Kaspa, H. & Dromi, E. Spoken and written language assessment of orally-trained children with hearing loss: Syntactic structures and deviations. The Volta Review, 100(3), 186-202,1999. Dromi, E., Leonard, L.B., Adam, G. & Zadoneisky-Erlich, S. Verb agreement morphology in Hebrew - speaking children with specific language impairment. Journal of Speech, Language and Hearing Research, 42 (6), 1414-1431, 1999. from Shelley Velleman: That question type is used in clinical lang. tests, like the Clinical Eval. of Language Fundamentals (now "R" or "II" or maybe even "III" and also "P" = preschool). from Ping Li: We described a procedure similiar to what you have in mind, but it's a comprehension task (Experiment 1) so we didn't ask the child to produce the whole sentence among the two alternatives. The article is: Li, P., & Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language,18, 311-350. >From Raymond Weitzman: information about an experiment in progress being done by Dave Smith using a similar paradigm as training to see how children might learn to use the passive voice. >From Paula Menyuk: A suggestion to check out the old Fraser, Bellugi & Brown 1963 paper. Control of grammar in imitation, comprehension and production. J. Verbal learning and Verbal Behavior 2, 121-135. >From Camille Hanlon: A reminder that Jane Torrey, recently retired from Connecticut College, used such a task in the '60's working on language development in African-American English. And from Ruth Berman, who is traveling, the promise of some information when she gets home; if anyone wants me to relay what Ruth says, please e-mail me and I'll do so. Again, many thanks to this wonderful e-community!! Best to all, Lise Menn Beware Procrustes bearing Occam's razor. Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf From Coreda at aol.com Mon Jul 3 01:55:30 2000 From: Coreda at aol.com (Coreda at aol.com) Date: Sun, 2 Jul 2000 21:55:30 EDT Subject: Development of Prosody Message-ID: Hello all - Sorry to bother the list with a reference request, but I am looking for an overview of prosodic development in children, and I have been unable to find a single reference that sums things up in a detailed way. If anyone has a reference handy, I would appreciate it. Thank you. Cynthia Core - doctoral student at University of Florida From eleanorb at human.tsukuba.ac.jp Mon Jul 3 04:08:39 2000 From: eleanorb at human.tsukuba.ac.jp (Eleanor Olds Batchelder) Date: Mon, 3 Jul 2000 13:08:39 +0900 Subject: Picture vocabulary test Message-ID: Dear Childes Colleagues: An acquaintance of mine here at the University of Tsukuba, Japan, a researcher from Mongolia, knowing that I am a linguist, has asked my advice in an area of which I know nothing: >...my sensei recommend me to >develop a picture vocabulary test for Mong. >children. Then I thought maybe you can give me some >suggestions or if its available to borrow some books >to read, since so many >exciting reffereals on Google site, however I couldn't >find in our library. > >Dear Eleanor, > >Thank you very much for your respond, >as for pv test, it's allow to measure vocabulary >( expressive or receptive)/language ability >I'm planning to develop such kind of test >and first apply to regular school children in >Mongolia, then to special schools' one and compare the >results. Samples should be enough for making >standartization. >On Google.com http. I found some affordable for me >test to purchase; what do you think, if I order could >I get it,I don't know if there some restricted >requirement for customers. >Again I will be very appreciate your comments, Does anyone have any suggestions I can pass on to him? Or is the question too open-ended? (The library here is pretty good, plus there's ILL, so I think it should be possible to find most standard references...) Thanks, Eleanor Eleanor Olds Batchelder, Ph. D. JSPS Fellow, Institute of Psychology, University of Tsukuba http://www.human.tsukuba.ac.jp/~eleanorb [an alternate email address is: eleanor at roz.hunter.cuny.edu] voice: 0298-53-7376 Mail address: Azuma 4-16-4-401 Tsukuba, Ibaraki, JAPAN 305-0031 From a.karmiloff-smith at ich.ucl.ac.uk Mon Jul 3 11:47:32 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 3 Jul 2000 11:47:32 +0000 Subject: RESEARCH ASSISTANT Message-ID: PLEASE BRING TO ATTENTION OF STUDENTS: Just finished your degree in psychology, speech therapy, cognitive science, or neuroscience? Not sure if you want to do a PhD immediately, so wish to work in a dynamic research group until you decide? We may have just the job for you. Research assistantship available as of 1st September 2000 fulltime until January 2001, with probable continuation thereafter. Details of our current projects to be found on webpage below. DO NOT REPLY TO THIS EMAIL BUT to: e.longhi at ich.ucl.ac.uk. Please send CV and names of two referees to: Elena Longhi Unit Administrator Neurocognitive Development Unit Institute of Child Health 30 Guilford Street London, WC1N 1EH. ________________________________________________________________ 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 b.j.richards at reading.ac.uk Tue Jul 4 12:01:46 2000 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Tue, 4 Jul 2000 13:01:46 +0100 Subject: Research Fellowship Message-ID: Please pass on the information below about a Research Fellowship at the University of Reading to anyone who might be interested. Many thanks, Brian Richards The University of Reading School of Education RESEARCH FELLOWSHIP in Assessing Vocabulary Diversity in Spoken and Written Language Applications are invited from well qualified graduates, preferably at post-doctoral level, in Linguistics, Applied Linguistics or Language and Education for a three-year full-time research fellowship funded by The University's Research Endowment Trust Fund. The post is to conduct research with Professors David Malvern and Brian Richards, building on their development of an innovative measure of vocabulary diversity based on a mathematical model and implemented by a new computer program. The intention of this research is to extend the range of applications of the new measure to a variety of linguistic contexts, both in speech and writing, as appropriate to the linguistic interests and strengths of the successful applicant. We would prefer to appoint a person who is skilled in using software for linguistic and statistical analysis (particularly CLAN and SPSS). Training could be provided, however, for a candidate who was otherwise well qualified. Salary will begin at Research Grade 1A, point 5 (£17,755) and the post will be for three years, full-time, beginning on 1 October 2000. To discuss the project informally please contact Professor Brian Richards, Tel 0118 9875123 (ext. 4814), Email B.J.Richards at reading.ac.uk Application forms and further details (Ref. No. R0049) are available from the Personnel Department, The University of Reading, Whiteknights, PO Box 217, RG6 6AH (Tel. 0118 9316771). -- ****************************** Brian J. Richards School of Education The University of Reading Bulmershe Court Earley Reading, RG6 1HY, UK ****************************** From josie.bernicot at mshs.univ-poitiers.fr Wed Jul 5 07:04:52 2000 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Wed, 5 Jul 2000 09:04:52 +0200 Subject: references about pragmatics at school Message-ID: Dear Childes Subscribers, I am looking for references about: *Pragmatics and pedagogy *Pragmatics in teachers and children *Pragmatics in interaction between teacher and children *Pragmatics in interaction child-child at school Thanks in advance. 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 Janet_C_Read at breathe.co.uk Wed Jul 5 15:13:19 2000 From: Janet_C_Read at breathe.co.uk (Janet_C_Read) Date: Wed, 5 Jul 2000 16:13:19 +0100 Subject: Fw: Speech recognition Message-ID: Dear all Has anyone out there done / found any research on the use of speech recognition software with children aged 6 - 10? If so, could anyone recommend a product - I've had very limited success with via voice, which is tricky to train. Are there any speech corpora out there which I could use for kids and possibly import into a standard package? Janet Read - University of Central Lancs.. England From joshua_thompson at juno.com Wed Jul 5 15:04:55 2000 From: joshua_thompson at juno.com (Joshua Thompson) Date: Wed, 5 Jul 2000 10:04:55 -0500 Subject: references about pragmatics at school Message-ID: On Wed, 5 Jul 2000 09:04:52 +0200 "bernicot" writes: > Dear Childes Subscribers, > > I am looking for references about: > > *Pragmatics and pedagogy > *Pragmatics in teachers and children > *Pragmatics in interaction between teacher and children > *Pragmatics in interaction child-child at school > These references inform my dissertation research on adaptations in caregiver speech that nurture the acquisition of pragmatic competence. My focus is on the eighteen-month-old toddler, and the primary caregiver is the parent, but many of these references address schooling. The Linda Thompson (1996) article is especially insightful. It is published by Multilingual Matters. Baron, N. (1990). Pigeon-birds and rhyming words. Englewood Cliffs, NJ: Center for Applied Linguistics. Golinkoff, R. M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life. New York: Dutton. Hymes, D. (1968). The ethnography of speaking. In J. Fishman (Ed.), Readings in the sociology of language (pp. 99-139). The Hague: Mouton. Hymes, D. (1972a). Editorial introduction. Language in Society, 1(1). Hymes, D. (1972b). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 272). Harmondsworth: Penguin. Krashen, S. D., and T. D. Terrell. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon. Leonard, A. M. (1997). I spy something: A practical guide to classroom observations of young children. Little Rock: Southern Early Childhood Association. Lindfors, J. W. (1991). Children's language and learning. (Second ed.). Boston: Allyn and Bacon. Marrou, H. I. (1956). A history of education in antiquity (Histoire de l'edcation dans l'antiquite, trans.). (3rd ed.). New York: Sheed and Ward. Montessori, M. (1965). The Montessori method; scientific pedagogy as applied to child education in "the Children's Houses.� Cambridge, Mass.: R. Bentley. Montessori, M., & Claremont, C. A. (1967). The absorbent mind. New York, N.Y.: Dell. Rice, M. L., & Hight, P. L. (1990). The "Motherese" of Mr. Rogers: A description of the dialogue of educational television programs. ERIC, ED264043. Snow, C. E. (1972). Mother's speech to children learning language. Child Development, 43, 549-565. Snow, C. E. (1977). Mother's speech research: from input to interaction. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge: Cambridge University Press. Thompson, L. (1996). The development of pragmatic competence: Past findings and future directions for research. Paper presented at the Current issues in language and society, University of Durham, England. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston: Heinle & Heinle. Hope this helps. Joshua_Thompson at JUNO.com Cedar Hill, Texas 972-291-6710 "...where seldom is heard a discouraging word..." ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. From jjm095f at mail.smsu.edu Thu Jul 6 15:07:17 2000 From: jjm095f at mail.smsu.edu (Masterson, Julie) Date: Thu, 6 Jul 2000 10:07:17 -0500 Subject: Speech Recognition Message-ID: Hello, I've been able to find only limited work in the lit so far. We cover the few studies that are out there in Wood, L., & Masterson, J. (1999). The use of technology to facilitate language skills in school age children. Seminars in Speech and Language, 20(3), 219-232. We've been using Dragon Naturally Speaking for Teens and have had decent results. We've only run one kid so far, and we'll present our findings at ASHA in Washington this year. We tried several products before this one and it was by far the best for this student, who was 14 years old. The reading material used for training is at a lower level. If you're interested in receiving the ASHA paper or a reprint of the Seminars article, email me. Best, Julie Julie J. Masterson, Ph.D. Professor Communication Sciences & Disorders SW Missouri State University 901 S. National Avenue Springfield, MO 65804 off 417-836-6505 fax 417-836-4242 email: JulieMasterson at mail.smsu.edu http://www.smsu.edu/csd/faculty/jjm.htm Date: 5 Jul 2000 10:58:12 -0400 From: "Janet_C_Read" Subject: Fw: Speech recognition Dear all Has anyone out there done / found any research on the use of speech recognition software with children aged 6 - 10? If so, could anyone recommend a product - I've had very limited success with via voice, which is tricky to train. Are there any speech corpora out there which I could use for kids and possibly import into a standard package? Janet Read - University of Central Lancs.. England ---------------------------------------------------------------------- Date: 5 Jul 2000 11:08:06 -0400 From: Joshua Thompson Subject: Re: references about pragmatics at school On Wed, 5 Jul 2000 09:04:52 +0200 "bernicot" writes: > Dear Childes Subscribers, > > I am looking for references about: > > *Pragmatics and pedagogy > *Pragmatics in teachers and children > *Pragmatics in interaction between teacher and children > *Pragmatics in interaction child-child at school > These references inform my dissertation research on adaptations in caregiver speech that nurture the acquisition of pragmatic competence. My focus is on the eighteen-month-old toddler, and the primary caregiver is the parent, but many of these references address schooling. The Linda Thompson (1996) article is especially insightful. It is published by Multilingual Matters. Baron, N. (1990). Pigeon-birds and rhyming words. Englewood Cliffs, NJ: Center for Applied Linguistics. Golinkoff, R. M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life. New York: Dutton. Hymes, D. (1968). The ethnography of speaking. In J. Fishman (Ed.), Readings in the sociology of language (pp. 99-139). The Hague: Mouton. Hymes, D. (1972a). Editorial introduction. Language in Society, 1(1). Hymes, D. (1972b). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 272). Harmondsworth: Penguin. Krashen, S. D., and T. D. Terrell. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon. Leonard, A. M. (1997). I spy something: A practical guide to classroom observations of young children. Little Rock: Southern Early Childhood Association. Lindfors, J. W. (1991). Children's language and learning. (Second ed.). Boston: Allyn and Bacon. Marrou, H. I. (1956). A history of education in antiquity (Histoire de l'edcation dans l'antiquite, trans.). (3rd ed.). New York: Sheed and Ward. Montessori, M. (1965). The Montessori method; scientific pedagogy as applied to child education in "the Children's Houses.i Cambridge, Mass.: R. Bentley. Montessori, M., & Claremont, C. A. (1967). The absorbent mind. New York, N.Y.: Dell. Rice, M. L., & Hight, P. L. (1990). The "Motherese" of Mr. Rogers: A description of the dialogue of educational television programs. ERIC, ED264043. Snow, C. E. (1972). Mother's speech to children learning language. Child Development, 43, 549-565. Snow, C. E. (1977). Mother's speech research: from input to interaction. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge: Cambridge University Press. Thompson, L. (1996). The development of pragmatic competence: Past findings and future directions for research. Paper presented at the Current issues in language and society, University of Durham, England. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston: Heinle & Heinle. Hope this helps. Joshua_Thompson at JUNO.com Cedar Hill, Texas 972-291-6710 "...where seldom is heard a discouraging word..." ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. ---------------------------------------------------------------------- End of Digest To request a copy of the help file, reply to this message and put "help" in the subject. From santelm at ruf.uni-freiburg.de Fri Jul 7 11:12:23 2000 From: santelm at ruf.uni-freiburg.de (Lynn Santelmann) Date: Fri, 7 Jul 2000 13:12:23 +0200 Subject: AW: Speech recognition Message-ID: Dear Janet, One of my students worked for a while on a project with the Oregon Graduate Institute that was working on developing a computerized talking head for speech production and a speech recognizer. The project she was working on was working with using this technology primarily with Deaf students, but they do have a corpus of typical children's speech and some data on a recognizer. I believe their tools are free for researchers. My student suggested you contact: >CSLU has a kids corpora and a children's >recognizer. I would contact Jacques de Villiers >(jacques at cse.ogi.edu) for more details. Best, Lynn Santelmannn -----Ursprüngliche Nachricht----- Von: info-childes [mailto:info-childes at childes.psy.cmu.edu]Im Auftrag von Janet_C_Read Gesendet: Wednesday, July 05, 2000 5:13 PM An: info-childes at childes.psy.cmu.edu Betreff: Fw: Speech recognition Dear all Has anyone out there done / found any research on the use of speech recognition software with children aged 6 - 10? If so, could anyone recommend a product - I've had very limited success with via voice, which is tricky to train. Are there any speech corpora out there which I could use for kids and possibly import into a standard package? Janet Read - University of Central Lancs.. England From naigles at UCONNVM.UConn.Edu Fri Jul 7 23:48:21 2000 From: naigles at UCONNVM.UConn.Edu (Letitia Naigles) Date: Fri, 7 Jul 2000 19:48:21 EDT Subject: No subject Message-ID: howdy! here's my summary about children's names for mom and dad: i received reports about 36 children, 34 of which used mom and/or dad's given n ame at least once, when the family convention was to call parents some form of "mom" and "dad". 21 of the reported children were boys (the two who didn't wer e girls). age of onset varied considerably: before age 2, n = 4 at age 2, n = 14 between ages 3-5, n = 12 over age 5, n = 4 how does it stop? well, if parents are encouraging (n = 2), it doesn't stop (t hese children are now adults and still use their parents' given names). if par ents are actively discouraging (n = 3), the practice has stopped for 2 and hasn 't stopped for one. even active discouragement evidently takes time to take ho ld. 29 reported being fairly neutral about the practice; of these, 13 childre n have stopped it (this took anywhere from 1-3 months to 1-2 years). for 12 ch ildren, the practice is still ongoing (varies by age, of course). 4 children a re now pre-teens or teens, and they're still doing it. i didn't get enough data to assess the firstborn/later born question. other intriguing things i learned: the reports pertained to the following languages: english, spanish, swedish, g erman, dutch, french, japanese, and hindi. there were 3 cases where the practice began when the child was exposed to a new language--dutch, german, hungarian--and s/he would use the parents' given names in the original language and the terms for "mom" and "dad" in the new language. upon return to the original language community, the children all maintained their use of the parents' given names. there were 3 cases of the practice by children being raised in bilingual homes (spanish, french, dutch); these were among the earliest onsets, but the practice stopped eventually in all 3 cases. there seemed to be two different ways that children engage in this practice: in group 1, the use of the parent's given name is for comic effect, irritation, and/or attention-getting. that is, the given name and "mom"/"dad" are both us ed and have different discourse demands. any great need/comfort elicits "mom"/ "dad" in group 2, the use of the parents' given name is uniform and consistent, regar dless of discourse demands. any attempt to correct to "mom"/"dad" is steadily disregarded. i was impressed by the great number of children who engage in this practice! it provided some definite indication of children listening to conversations of wh ich they are not a part; that is, they're overhearing their parents' conversations, the parents are using each other's given names, and the children are learning aspects of language from such conversations. way cool. anyone want to do a systematic study of this with children who are currently en gaged in the practice??? thanks VERY much to all who wrote; i appreciate everyone's generosity with their anecdotes!! letty naigles From jgk22 at email.msn.com Mon Jul 10 01:44:38 2000 From: jgk22 at email.msn.com (JGK) Date: Sun, 9 Jul 2000 18:44:38 -0700 Subject: No subject Message-ID: In the fall, I am teaching an undergraduate course in language and communication in the school-aged child and am looking for a book that might serve as a base text. I am familiar with Nippold's Later Language Development and am wondering if anyone could recommend others for me to consider as well. Thanks in advance. Janine Janine Graziano-King, Ph.D. Teachers College, Columbia University TESOL and Applied Linguistics Programs Box 66, 525 West 120th Street New York, New York 10027-6061 (212) 678-3353 From smiyata at asu.aasa.ac.jp Mon Jul 10 03:58:14 2000 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Mon, 10 Jul 2000 12:58:14 +0900 Subject: JSLS 2000: Conference Program Message-ID: The Second Conference of the Japanese Society for Language Sciences (2000) Date: August 4 (Fri) and 5 (Sat), 2000 Location: Co-op Inn Kyoto Address: Yanagi-baba Tako-yakushi agaru, Nakagyo-ku, Kyoto, Japan 604-8113 Phone: +81-75-256-6600 Fax: +81-75-251-0120 Access Info: Easiest Way: From JR Kyoto Station, 10 min. by Taxi Cheaper Way: From JR Kyoto Station, Either take a bus (Route 4 and 14), Get off at Shijo-Takakura (Daimaru department store), or take a subway, get off at Shijo Station, take Exit 13. And 10 min. walk. From Kansai Airport, take a bus to JR Kyoto Station, get off at South Exit of Kyoto Station. And follow the above instruction. -- Program -- Note 1: The abstracts are available at < http://jchat.sccs.chukyo-u.ac.jp/JSLS/JSLS2000/ProgramE.html> 2: In the program, Language used in the talk is shown as [J] (Japanese) and [E] (English). August 4th (Fri) 　　9:50-10:00 Opening 　　10:00-12:00 L1 Acquisition (1) 1-J Naomi Hamasaki (Chukyo University) 　 Timing of Turn Taking of Two-year-olds' responses to Yes-No Questions 2-J Masae Kazama and Jun-ichi Abe (Hokkaido University) 　 Phonological development in Japanese 4-year-old children: 　 Examining the correlational relationships with the 　 other cognitive abilities 3-E Katsura Aoyama (University of Hawai'i at Manoa) 　 Quantity contrast in Japanese and Finnish: Differences in 　 adult production and acquisition 4-E Keiko Nakamura (Keio University) 　 Polite language usage in mother-infant interactions: a look 　 at language socialization 　　12:00-13:30 Lunch Break 　　13:30-15:00 L1 Acquisition (2) 5-E Ayako Kubota and Peggy Li (University of Pennsylvania) 　 Universal Ontology and Linguistic Influence on Naming Practices 6-E Harumi Kobayashi (Kyoritsu Women's University) 　 Learning novel part names with observation of adults' gestures 7-E Takaaki Suzuki (Kyoto Sangyo University) 　 Learning Japanese Argument Structure Constructions 　　15:00-15:10 Break 　　15:10-16:10 L2 Acquisition (1) 8-E Gisela Jia (City University of New York) and Doris Aaronson (New York University) 　 Immigrants learning English in the US: What contributes to 　 their long-term proficiency in the new language? 9-E Kyoko Baba (Nagoya University) 　The Roles of Learners' Vocabulary in Sentence Production 　of L2 Composition: A Case Study 16:10-16:20 Break 16:20-17:50 Plenary Talk Chair: Yuriko Oshima-Takane (McGill University) Speaker: Michael Tomasello (Max Planck Institute for Evolutionary Anthropology) Title: Children's Syntactic Development Abstract: Most accounts of child language acquisition use as analytic tools adult-like syntactic categories and schemas (grammars) with little concern for whether they are psychologically real for young children. Recent research has demonstrated, however, that children do not operate initially with such abstract linguistic entities, but instead operate on the basis on concrete, item-based constructions. Children construct more abstract linguistic constructions only gradually - on the basis of linguistic experience in which frequency plays a key role - and they constrain these con- structions to their appropriate ranges of use only gradually as well - again on the basis of linguistic experience in which frequency plays a key role. The best account of first language acquisition is provided by a usage-based model in which children process the language they experience in dis- course interactions with other persons, relying explicitly and exclusively on social and cognitive skills that children of this age are known to possess. 　　19:00-21:00 Reception August 5th (Sat) 　　9:00-10:30 L2 Acquisition (2) 10-J Yuko Goto Butler (Stanford University) 　Japanese Students' Metalinguistic Knowledge and Strategies 　in Their Use of English Articles 11-J Nobuko Kamura (Research Fellow of JSPS (Japan Societ for the Promotion of Science)) 　 Developmental Sequences of Negation in Japanese as a Second 　 Langugage (in Japanese) 12-J Tomohiko Shirahata (Sizuoka University) 　 The acquisition of functional categories: evidence from 　 Japanese as a second language 　　10:30-10:40 Break 　　10:40-12:10 Semantics/Discourse 13-J Takashi Nakamura, Tatsuo Hemmi and Asumi Koizumi (Niigata University) 　 Semantic feature of specific words in the closing sentences 　 of newspaper articles (in Japanese) 14-J Kazuko Shinohara(Tokyo University of Agriculture and Technology) 　 Correspondence between the spatial front-back axis and 　 temporal concepts in Japanese 15-E Shizuka Lauwereyns (Michigan State University) 　 Blurry reference - the use of toka 'or something' in Japanese 　 spoken discourse 　　12:10-13:10 Lunch Break 　　13:10-13:40 General Meeting of JSLS 　　13:40-14:40 Bilingualism 16-J Tomoko Asano and Heidi Harley (New College of the University of South Florida) 　 Japanese-English Bilingual Children's Language 　 Switching in Mixed-Language Conversation 17-E Masahiko Minami (San Francisco State University) 　Vocabulary Development in Bilingual and Language-Minority 　 Children 　　14:40-14:50 Break 　　14:50-17:50 Symposium Title: Language use across social contexts: Pragmatic issues in L1 and L2 acquisition Chair: Yasuhiro Shirai (Cornell University) Organizer: Kiyoshi Otomo (Tokyo Gakugei University) Speakers: Gabriele Kasper (University of Hawai'i at Manoa) Haruko Cook (University of Hawai'i at Manoa) Yuriko Kite (Kansai University) and Keiko Sakui (University of Auckland) Keiko Nakamura (Keio University) Discussants: Masaaki Yamanashi (Kyoto University) Ruth Kanagy (Independent Researcher) 　　17:50-18:00 Closing Alternate A1-J Junko Sugiyama (Aichi Shukutoku University) 　A study of self-repair in Japanese conversation between 　native and nonnative speakers A2-J Koji Suda and Shigenori Wakabayashi (Gunma Prefectural Women's University) 　 Pronominal Case-marking by Japanese learners of English: 　evidence from production and grammaticality judgement data *********** -- How to register -- Registration fee Member Non-member Pre-registration (paid in full by July 15, 2000) 3,000 yen 5,000 yen Late registration/on-site registration (after July 16, 2000) 4,000 yen 6,000 yen Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen (Note) Those who apply for membership on or before the first day of the conference will be considered to be JSLS members. Detailed information is available on The JSLS homepage URL is Conference registration fees, conference program & reception participation fees should be paid to: Postal deposit: Name of account: JCHAT Gengo Kagaku Kenkyuukai Account number: 00850-7-33033 Bank deposit: Name of account: JCHAT Gengo Kagaku Kenkyuukai Daihyoo Miyata Susanne Account type/number: Futsuu 1082733 Account branch: Kamiyashiro branch (Branch number: 231) Bank name: Chukyo Bank ********* Form #2: Registration Form Note (1) Conference presenters also need to submit this form. (2) Those registering by email: please put "JSLS Registration" in the subject header. (3) The email address is I would like to register for the Second Conference of JSLS. Name: Affiliation: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Conference handbook (please select one): Yes, I would like a conference handbook. No, I would not like a conference handbook. Reception (please select one): Yes, I would like to attend the reception. No, I do not plan to attend the reception. Amount deposited, with relevant sums: (e.g., total: 8,000 yen, registration fee: 3,000 yen, conference handbook: 2,000 yen; reception fee: 3,000 yen) Overseas participants, please indicate the method by which you will be paying your registration fee: On-site registration I will mail a check to K. Nakamura If you are an overseas presenter, please indicate if you would like to apply for a registration fee waiver: Yes, I would like a waiver. No, I do not need a waiver. Not applicable ********* You can also apply by mail or fax (address to JSLS Sirai): Prof. Hidetosi Sirai Department of Cognitive Science Chukyo University 101 Tokodate, Kaizu-cho, Toyota, Aichi, 470-0393 JAPAN Fax number: +81-565-46-1299 (address to JSLS Sirai) ***end From carol at louis-xiv.bu.edu Tue Jul 11 00:31:04 2000 From: carol at louis-xiv.bu.edu (Carol Neidle) Date: Mon, 10 Jul 2000 20:31:04 -0400 Subject: Job announcement: Macintosh programmer Message-ID: Senior Macintosh Programmer for the SignStream Project A three-year position in the academic environment at Dartmouth College or Boston University, depending on applicant's preference. We are looking for a Macintosh programmer with extensive programming experience in languages such as C, C++, Java, and multimedia programming tools. We also expect excellent interpersonal and written communications skills. The position offers flexibility in work hours and access to the human and technological resources of research universities. The successful applicant would be in charge of programming -- and, to a limited extent, design -- of the NSF-funded SignStream Project (see http://www.bu.edu/asllrp/SignStream) and report directly to the Director, Prof. Carol Neidle at Boston University. If working at Dartmouth College, applicant would work in the Department of Humanities Resources, reporting to the Director. This is a unique opportunity for a senior Macintosh programmer to prove his or her skills in programming languages, database structures, and multimedia tools, as part of a team of researchers at several universities. Please address inquiries or expressions of interest in the position to Otmar Foelsche (otmar.foelsche at dartmouth.edu) and Carol Neidle (carol at bu.edu). Boston University and Dartmouth College are Equal Opportunity/ Affirmative Action employers. ====================================================================== Carol Neidle Boston University, MFLL carol at louis-xiv.bu.edu 718 Commonwealth Ave. http://www.bu.edu/asllrp/carol.html Boston, MA 02215 phone and fax: 617-353-6218 From houdkovp at tcd.ie Tue Jul 11 15:54:28 2000 From: houdkovp at tcd.ie (Petra Houdkova) Date: Tue, 11 Jul 2000 16:54:28 +0100 Subject: CZECH Message-ID: Dear all, I would like to compair the way in which Irish and Czech children talk about emotions (their own and those of others), and the kind of language they use. I have searched the literature and found a lot of stuff on emotional language and cross-cultural studies of emotional expression. However, I am really stuck for any references to any material dealing specifically with Czech language or Czech children. I would be very grateful for any pointers or suggestions. Regards Petra Houdkova From schelkens_monika at hotmail.com Wed Jul 12 19:58:55 2000 From: schelkens_monika at hotmail.com (Monika Schelkens) Date: Wed, 12 Jul 2000 19:58:55 CEST Subject: MacArthurCDI Message-ID: Dear all, I am working on the Dutch normative study of the MacArthur Communicative Development Inventories (CDI). For our qualitative analysis we are investigating the relationship between the three demographic factors (gender, social class and birth order) and the early communicative development of children between the ages of 8 and 30 months. Can anyone help me find usefull information or good references concerning this topic? Thanks ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From joshua_thompson at juno.com Thu Jul 13 19:10:14 2000 From: joshua_thompson at juno.com (Joshua Thompson) Date: Thu, 13 Jul 2000 14:10:14 -0500 Subject: Language functions Message-ID: Naomi Baron (1990) points us to various formulas for charting language functions. She then outlines a set she devised for examining "language - as - interaction". "Our goal here is to understand the ways in which adult speech can affect the language of children. Therefore, we need to focus on how language functions in human 'interactive' behavior. "Language-as-interaction is divisible into five main areas: pedagogy, control, affection, social exchange, information." (p. 19) Baron, N. S. (1990). Pigeon-birds and rhyming words. Englewood Cliffs, NJ: Center for Applied Linguistics. MY QUESTION: who else has used this particular system to organize language functions, or to evaluate caregiver speech? Joshua_Thompson at JUNO.com Cedar Hill, Texas " ... where seldom is heard a discouraging word ... " ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. From ernstm at csufresno.edu Thu Jul 13 22:55:36 2000 From: ernstm at csufresno.edu (Ernst Moerk) Date: Fri, 14 Jul 2000 00:55:36 +0200 Subject: Thanks for info Message-ID: To all who provided information: Even if my thanks come somewhat delayed, it is my pleasure to thank all colleagues who so helpfully shared with me their pre- and reprints when I was working on my latest book on first language acquisition. The book has now appeard with ABLEX/Elsevier under the title "The guided acquisition of first language skills." I hope I have done justice to all--or at least most--of the valuable contributions you sent me and would enjoy your feedback. Once again: my great appreciation Ernst L. Moerk From edwards.212 at osu.edu Fri Jul 14 15:10:30 2000 From: edwards.212 at osu.edu (Jan Edwards) Date: Fri, 14 Jul 2000 11:10:30 -0400 Subject: child language web sites Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4396 bytes Desc: not available URL: From dmolfese at louisville.edu Wed Jul 19 14:51:44 2000 From: dmolfese at louisville.edu (Dennis Molfese) Date: Wed, 19 Jul 2000 10:51:44 -0400 Subject: Biobehavioral strategic planning Message-ID: Hello all: The National Institute of Child Health and Human Development has formed a planning group to develop an overall plan of developmental research related initiatives for NICHD to emphasize and fund during the next decade. I would appreciate your suggestions regarding the following scientific goals for NICHD sponsored research activity. These may have a direct impact on future funding priorities so some justification for your recommendations would be very helpful. These goals are a subset of the more complete list that can found at http://www.nichd.nih.gov/strategicplan/cells/ Your comments would be appreciated on the following: I. SCIENTIFIC GOALS Although the following strategic research areas are diverse and wide-ranging, they all require an integrated, multidisciplinary approach. These areas were identified on the basis of our most recent breakthroughs in developmental research, and represent areas where gaps in our current understanding of development still exist, as well as where the integration of biological with behavioral science can best be applied to the developmental problems faced by children in our society today. A. Biobehavioral Bases of Developmental Continuities and Discontinuities: From Birth Through Parenthood An emphasis on development is an important approach to biobehavioral research, which is unique to NICHD research. For our purposes, it is critical to apply biobehavioral research paradigms to questions that are relevant to specific developmental periods, developmental transitions across periods, or commonly experienced developmental episodes. Much more needs to be learned about the biobehavioral bases of development, and the continuities and discontinuities that occur as children mature from birth until they themselves reach parenthood. The behaviors of interest include cognition, perception, attention, memory, speech, language, emotional and social developmental behaviors, as well as the ability to regulate behaviors (e.g., behavioral inhibition, sleep regulation, and feeding). The processes here are also bidirectional-biobehavioral studies should be able to address not only how behavioral/environmental processes influence biological development but also how biological factors influence behavioral/environmental interactions. Many of the emphasis areas below target areas where critical knowledge gaps exist. * Influences of Sex/Gender Throughout the Developmental Process: There are few studies on why differences exist between males and females in the occurrence of behaviors and related diseases. To better understand this aspect of human development, it is important to clarify the interaction of biological factors with environmental, social, and cultural influences and to examine how these mechanisms lead to differential outcomes between the sexes. * Fetal Behavior: We know little as to what fetal and early postnatal behaviors, and their interactions with biological and environmental factors, tell us about the developing fetus or neonate and how such behavior is related to physical and neurological status and perinatal outcome. * Understanding and Facilitating Learning in Typically Developing Populations: Much more science-based evidence needs to be gathered to help us understand how best to aid the learning process for all children across a variety of domains (e.g., reading, mathematics, reasoning, and critical thinking). This research requires a truly integrated, biobehavioral approach. Such research needs to relate our understanding of neuroanatomical development, developing brain processes, neurochemical and neuroendocrine effects with learning behaviors and environmental influences (e.g., curriculum, mode of presentation of content, home environment influences, peer influences). Particular attention needs to be paid to disparities in learning acquisition and outcomes as functions of biological as well as environmental factors. B. Therapeutic Interventions for Developmental Disabilities and Related Conditions (Including Mental Retardation and Other Atypical Development) This emphasis area refers to exploiting basic scientific advances to further the development of innovative therapies (including new pharmaceuticals), as well as to refine and enhance the use of interventions, based on the effective dissemination of these advances, for specific developmental problems. Studies are needed to clarify the mechanisms and processes concerning a specific disease, or disability and efficacy of related therapeutics. This would include pharmacological, educational, and psychological mechanisms and interventions. Researchers also must examine why some interventions are effective for one individual and not for another. Such efficacy assessments should include measures relevant to independent and adaptive functioning. Long-term followup studies also are needed to better understand the impact of, or outcomes associated with, the use of specific interventions over time. Both animal models and human applications are pertinent. Some specific examples of areas to target include: * Clinical Trials of Existing Pharmacotherapies in Specific Disabilities or Disease Groups in Children: There is a paucity of research addressing the efficacy, long-term side effects, and outcomes of a wide range of commonly used pharmacological agents in children. Such research requires both cross-sectional and longitudinal approaches. This emphasis area is particularly relevant for children with multiple disorders, dual-diagnosis disabilities, or mental retardation and for guiding practitioners to use more effective pharmacological interventions for children with developmental disabilities. * Innovation and Translations of Interventions for Specific Learning and Other Developmental Disabilities: A pressing need exists to develop effective interventions for children with developmental disabilities involving learning deficits or behavior deficits (e.g., stereotyped, aggressive, self-injurious behaviors) that interfere with optimal development. This would include developing both new pharmaceuticals and other biological or behavioral strategies based on emerging scientific advances. This intervention research will require identifying and clarifying the neurobiological, behavioral, and environmental mechanisms and processes underlying efficacy. Therapeutic research also needs to address the optimal timing of intervention throughout development. In addition, a great need exists to develop innovative interventions that address deficits in reading, mathematics, written communication skills, language usage, communication strategies, and learning ability or retention. The development of intervention strategies and devices should be emphasized for both typical and atypical developmental populations. * Interaction of Neurotoxic or Infectious Agents With Development: Prenatal and perinatal exposure to infectious agents and toxins has been linked to pathogenesis of developmental disabilities and neuropsychiatric disorders. Researchers need to learn more about the possible connections and identify the mechanisms by which such outcomes may occur, how such effects can be treated, and any related long-term outcomes. I need your input by Friday. These topics and rationales will form the basis for a series of discussions at NIH involving panel members over the next 2 weeks. Thanks, Dennis Molfese dmolfese at louisville.edu Dennis L. Molfese, Ph.D. Distinguished University Scholar Editor-in-Chief: Developmental Neuropsychology Chair and Professor Department of Psychological and Brain Sciences University of Louisville 317 Life Sciences Building Belknap Campus Louisville, KY 40292-0001 502/852-6775 or 502/852-8274 FAX: 502-852-8904 dmolfese at louisville.edu dlmolf01 at athena.louisville.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From John.Grinstead at uni.edu Thu Jul 20 16:04:03 2000 From: John.Grinstead at uni.edu (John Grinstead) Date: Thu, 20 Jul 2000 11:04:03 -0500 Subject: Movies and Introductory Linguistics Courses Message-ID: Dear CHILDES-folk, Are any of you teaching introductory Linguistics courses that make use of movies? If so, what do you use the movies for? I will be happy to share this information with the rest of the list. Thanks! John From e.kidd at latrobe.edu.au Fri Jul 21 03:14:22 2000 From: e.kidd at latrobe.edu.au (Evan Kidd) Date: Fri, 21 Jul 2000 13:14:22 +1000 Subject: DST and language Message-ID: Dear info-childes, Some time ago I made a request for references on dynamic systems theory (DST) and language. The responses was excellent - here are the references: Joseph, R. (1993). "The naked neuron. Evolution and the language of thr body and brain." New York: Plenum Press. Kelso, Scott J.A. (1995). "Dynamic patterns. The self organization of brain and behaviour." Cambridge, Massachusetts: Massechusetts Institute of Technology Press. Rodriguez,P. (1995) Representing the Structure of a Simple Context-Free Language in a Recurrent Neural Network: A Dynamical Systems Approach UCSD Vol. 10, No. 1, October 1995 Tucker, M., & Hirsh-Pasek, K. (1993). Systems and languages: Implications for acquisition. In L. B. Smith & E. Thelen (Eds.), A dynamic systems approach to development: Applications (pp. 359-384). Cambridge: MA:MIT Press. Hirsh-Pasek, K, Tucker, M., & Golinkoff, R. (1996) Dynamic systems theory: Reinterpreting "Prosodic Bootstrapping" and its role in language acquisition. In J. Morgan & K.Demuth (eds) Signal to Syntax. Mahwah, NJ: Erlbaum. Going the distance: A non-linear approach to change in language development by Rick Ruhland (PhD dissertation). Bowers, Roger (1990), "Mountains are not cones: What can we learn from chaos?" pp. 123-136 in Linguistics, Language Teaching and Language Acquisition (GURT 1990), ed. James A. Alatis, Georgetown University Press. >>Lindblom, Bjorn, Peter MacNeilage, and Michael Studdert-Kennedy (1984), "Self-organizing processes and the explanation of phonological universals," pp. 181-203 in Explanations for Language Universals, ed. Brian Butterworth, Bernard Comrie, and Osten Dahl, Berlin: Mouton [also published as Linguistics 21:1]. Mohanan, K. P. (1993), "Fields of Attraction in Phonology," pp. 61-116 in The Last Phonological Rule, ed. John Goldsmith, University of Chicago Press. Nicolis, John S., and Anastassis A. Katsikas (1993), "Chaotic dynamics of linguistic-like processes at the syntactical and semantic levels: In the pursuit of a multifractal attractor," pp. 123-231 in Patterns, Information and Chaos in Neuronal Systems, ed. Bruce J. West, Singapore: World Scientific Poston, Tim (1987), "Mister! Your Back Wheel's Going Round!" pp 11-36 in Process Linguistics, ed. Thomas T. Ballmer and Wolfgang Wildgen, Tubingen: Max Niemeyer Verlag. "The Nonlinear Dynamics of Speech Categorization," Journal of Experimental Psychology: Human Perception and Performance 20:1:3-16. Wildgen, W. (1990), "Basic Principles of Self-Organization in Language (pp. 415-26) In Synergetics of Cognition, ed. H. Haken and M. Stadler, Berlin: Springer-Verlag. van Geert, P. (1991). A dynamic systems model of cognitive and language growth. Psychological Review, 98(1), 3 - 53 van Geert, P. (1994). Vygotskian dynamics and development. Human Development, 37, 346 - 365. Ruhland, R. & van Geert, P (1998). Jumping into syntax: Transitions in the development of closed class words, 16, 65 - 95. Ruhland, R., Wijnen, F., & van Geert, P. (1995). An exploration into the application of dynamic systems modelling to language acquisition. In: M. Verrips & F. Wijnen (Eds.). ASCLD, 4, ?? McCune, L. (1992). First words: A dynamic systems view. In: C. Ferguson, L. Menn, & C. Stoel-Gammon. Phonological development: Models, research, implications. Maryland: York McCune, L., Vihman, M, Roug-Hellichius, L., Delery, D., & Gogate, L. (1996). Grunt communication in human infants (homo sapiens). Journal of Comparative Psychology, 110(1), 27 - 37. Elman, J. (1995). Language as a dynamical system. In: Port, R. & Van Gelder, T. (Eds.) Mind as motion: Explorations in the dynamics of cognition. (pp 195 - 225). cambridge, MA: MIT Press Cooper, D. (1998). Linguistic attractors: The cognitive dynamics of language acquisition and change. Amsterdam: John Benjamins. Nelson, K. & Welsh, J. (1998) Progress in multiple language domains by deaf children and hearing children: Discussions wthin a rare event transactional model of language delay. In: R. Paul (ed) Exploring the speech-language connection (pp 179 - 225). Baltimore: Brooks. Nelson, K. (1998). Toward a differentiated account of facilitators of literacy development and ASL in deaf children. Top. Lang. Disord. 18(4), 73 - 88. *************************************** Evan Kidd School of Psychological Science Faculty of Science, Technology and Engineering La Trobe University, Bundoora 3083 Victoria, Australia Ph: + 61 3 9479 5150 Fax: +61 3 9479 1956 *************************************** From DaleP at health.missouri.edu Mon Jul 24 15:18:23 2000 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Mon, 24 Jul 2000 10:18:23 -0500 Subject: equipment recommendations Message-ID: I am setting up an observation facility for parent-child interaction, and would appreciate advice concerning good, medium-price equipment, as it's been a few years since I have had to make these decisions. In the past, I've been very pleased with the Panasonic "AG-" series equipment, and wonder if it is still highly regarded. Also, I know there have been many new developments in wireless microphones which can connect to video cameras, and I'd appreciate advice in that regard. Please reply to me directly at dalep at health.missouri.edu, and I will write up a summary of the information I've received. Many thanks. Philip S. Dale, Professor & Chair Communication Sciences & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 voice: (573) 882-1934 fax: (573) 884-8686 From karrebek.hentze at get2net.dk Wed Jul 26 18:24:07 2000 From: karrebek.hentze at get2net.dk (Karrebaek Hentze) Date: Wed, 26 Jul 2000 20:24:07 +0200 Subject: morphosyntax and L2 reading acquisition Message-ID: Dear list members, I am planning a study of the relationship betweeen children and adolescent L2 reading skills and their morphosyntactic development in their L2 (Danish). Does anyone know of empirical studies of this relationship? Any good advice or helpful comment will be appreciated! Thanks in advance Martha From bconboy at mail.sdsu.edu Wed Jul 26 18:54:28 2000 From: bconboy at mail.sdsu.edu (Barbara Conboy) Date: Wed, 26 Jul 2000 11:54:28 -0700 Subject: language screening and MacArthur CDIs Message-ID: We are interested in knowing about published studies that have used any version of the MacArthur Communicative Development Inventories (i.e., any language). We are especially interested in knowing about studies that have used the CDI as a language screening measure, e.g. to identify children at risk for language impairment or other communicative disorders. If you have a recent publication (within the past 5 years) in which you have used the CDI for screening, group identification, or as a language outcome measure, could you please forward this information to: bconboy at ucsd.edu We will post the list once it is compiled. Thanks in advance for your help. Barbara Conboy Donna Thal San Diego State University From maja_henriette at yahoo.com Sun Jul 30 11:27:43 2000 From: maja_henriette at yahoo.com (Maja Jensvoll) Date: Sun, 30 Jul 2000 04:27:43 -0700 Subject: The acquisition of verbs in bilingual children Message-ID: Hi! I am a student at the University of Tromso, Norway, and I am working on my master's thesis in English linguistics. I will be testing three Norwegian\English bilingual children aged 2, 4 and 6 in their use of both strong and week verbs in both languages. I was wondering if anyone knew of references where I could find a list of the most freequently used verbs in English or references to verb tests which have been conducted on both children and adults. Sincerely Maja Henriette Jensvoll __________________________________________________ Do You Yahoo!? Kick off your party with Yahoo! Invites. http://invites.yahoo.com/ From marders at net-alliance.net.ar Sun Jul 30 20:47:03 2000 From: marders at net-alliance.net.ar (Sandra Esther Marder) Date: Sun, 30 Jul 2000 17:47:03 -0300 Subject: RV: adress Message-ID: ----- Original Message ----- From: Info-CHILDES To: Sandra Esther Marder Sent: Tuesday, July 25, 2000 11:47 AM Subject: Re: adress > > > -------------------- Original Message Follows -------------------- > Dear all: > I need the E-mail adress of Anat Ninio, University of Jerusalem. > > Can anyone help me ? > Thanks > Sandra > marders at net-alliance.net.ar > > > ------------------ MIME Information follows ------------------ > > This is a multi-part message in MIME format. > > ------=_NextPart_000_0084_01BFF4EA.7EF0D420 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > > <<<<<< See above "Message Body" >>>>>> > > ------=_NextPart_000_0084_01BFF4EA.7EF0D420 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > > <<<<<< See Enclosure named "text.html" >>>>>> > > ------=_NextPart_000_0084_01BFF4EA.7EF0D420-- > > > From b.j.richards at reading.ac.uk Mon Jul 31 10:19:40 2000 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Mon, 31 Jul 2000 11:19:40 +0100 Subject: Research post Message-ID: Please see below for details of a futher research post at The University of Reading. Brian Richards The University of Reading School of Education RESEARCH POST in Mathematically Modelling Vocabulary Diversity and Lexical Style Applications are invited from well qualified graduates with expertise in Language Acquisition, from a background in Linguistics, Applied Linguistics or Language and Education for a two-year full-time research post in a project funded by the ESRC. The project is directed by Professors David Malvern and Brian Richards and extends the application of an innovative measure of vocabulary diversity based on a mathematical model and implemented by a new computer program. The intention of this research is to analyse an early child language corpus in order to provide indicative norms for the new measure and to explore vocabulary diversity for separate word classes, lexical style measures and deployment of morphemes. The post will involve extensive preparation and editing of transcripts (already in CHAT format), conducting analyses, testing software, liasing with the computer programmer, and writing reports and articles jointly with other members of the project team. We would prefer to appoint a person who has skills in using software for linguistic and statistical analysis (particularly CLAN and SPSS). Training would be provided, however, for a candidate who was otherwise well qualified. Salary will begin at £16775-£18731 (Research Grade 1A points 4-6) depending on qualifications and experience and the post will be for two years, full-time, beginning on 1 November 2000. To discuss the project informally please contact Professor David Malvern, Tel 0118 9875123 (ext. 4800), Email D.D.Malvern at reading.ac.uk Application forms and further details (Ref. No. R0054) are available from the Personnel Department, The University of Reading, Whiteknights, PO Box 217, RG6 6AH (Tel. 0118 9316771). The closing date is 15th August. From fraibet at hotmail.com Mon Jul 31 12:06:42 2000 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Mon, 31 Jul 2000 12:06:42 GMT Subject: email address Message-ID: Hi , Does anyone know Vincenc Torrens' email? The one in Childes list seems to be wrong. Thanks, Fraibet ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From ann.dowker at psy.ox.ac.uk Mon Jul 31 13:21:36 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 31 Jul 2000 14:21:36 +0100 Subject: Query about reading age Message-ID: I was wondering if anyone had information on the following? Do you know how developmental psychologists match words for reading age? Are there some norms for reading ages of different words available? Yours, Ann From lise.menn at colorado.edu Sun Jul 2 15:31:15 2000 From: lise.menn at colorado.edu (Lise Menn) Date: Sun, 2 Jul 2000 09:31:15 -0600 Subject: syntax elicitation task Message-ID: Thanks to all who replied to our query about 'experiments with children using the elicited-production paradigm (common in aphasia research) where you have paired pictures of similar events, and you say to the child something like "In this picture, the mother is giving the child an orange, and in THIS picture..." (where the expected response could be 'the father is giving the baby a rattle')? This task combines aspects of imitation, picture description, and comprehension tasks.' The following responses may be helpful to others: >From Mavis Donahue: There's a task that Peter Hornby (sic) used, maybe in the early 1970s, that assessed kids' comprehension and production of syntactic devices to signal given vs. new information. I think it was in Child Development. If you can't find the reference, I used his same task and materials in the paper below. It's just like your example, except only one element is changed in the second picture. Donahue, M. (1984). Learning disabled children's comprehension and production of syntactic devices for marking given vs. new information. Applied Psycholinguistics, 5, 101-116. >From Etti Dromi: In Leonard's cross linguistic studies on SLI children we utilized a lot of tasks similar to what you describe. In the Hebrew design we even expanded it into a narative task in which the child completes sentences that are embedded in stories. It worked really well even with 2-3 years old. Here are some references to our work in which you can learn more about the procedures we used. Dromi, E., Leonard, L., & Shteiman, M. The grammatical morphology of Hebrew-speaking children with specific language impairment: Some competing hypotheses. Journal of Speech and Hearing Research, 36, 760-771, 1993. Leonard, L.B., & Dromi, E. The use of Hebrew verb morphology by children with specific language impairment and children developing language normally. First Language, 42, 283-305, 1994. Tur-Kaspa, H. & Dromi, E. Spoken and written language assessment of orally-trained children with hearing loss: Syntactic structures and deviations. The Volta Review, 100(3), 186-202,1999. Dromi, E., Leonard, L.B., Adam, G. & Zadoneisky-Erlich, S. Verb agreement morphology in Hebrew - speaking children with specific language impairment. Journal of Speech, Language and Hearing Research, 42 (6), 1414-1431, 1999. from Shelley Velleman: That question type is used in clinical lang. tests, like the Clinical Eval. of Language Fundamentals (now "R" or "II" or maybe even "III" and also "P" = preschool). from Ping Li: We described a procedure similiar to what you have in mind, but it's a comprehension task (Experiment 1) so we didn't ask the child to produce the whole sentence among the two alternatives. The article is: Li, P., & Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language,18, 311-350. >From Raymond Weitzman: information about an experiment in progress being done by Dave Smith using a similar paradigm as training to see how children might learn to use the passive voice. >From Paula Menyuk: A suggestion to check out the old Fraser, Bellugi & Brown 1963 paper. Control of grammar in imitation, comprehension and production. J. Verbal learning and Verbal Behavior 2, 121-135. >From Camille Hanlon: A reminder that Jane Torrey, recently retired from Connecticut College, used such a task in the '60's working on language development in African-American English. And from Ruth Berman, who is traveling, the promise of some information when she gets home; if anyone wants me to relay what Ruth says, please e-mail me and I'll do so. Again, many thanks to this wonderful e-community!! Best to all, Lise Menn Beware Procrustes bearing Occam's razor. Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf From Coreda at aol.com Mon Jul 3 01:55:30 2000 From: Coreda at aol.com (Coreda at aol.com) Date: Sun, 2 Jul 2000 21:55:30 EDT Subject: Development of Prosody Message-ID: Hello all - Sorry to bother the list with a reference request, but I am looking for an overview of prosodic development in children, and I have been unable to find a single reference that sums things up in a detailed way. If anyone has a reference handy, I would appreciate it. Thank you. Cynthia Core - doctoral student at University of Florida From eleanorb at human.tsukuba.ac.jp Mon Jul 3 04:08:39 2000 From: eleanorb at human.tsukuba.ac.jp (Eleanor Olds Batchelder) Date: Mon, 3 Jul 2000 13:08:39 +0900 Subject: Picture vocabulary test Message-ID: Dear Childes Colleagues: An acquaintance of mine here at the University of Tsukuba, Japan, a researcher from Mongolia, knowing that I am a linguist, has asked my advice in an area of which I know nothing: >...my sensei recommend me to >develop a picture vocabulary test for Mong. >children. Then I thought maybe you can give me some >suggestions or if its available to borrow some books >to read, since so many >exciting reffereals on Google site, however I couldn't >find in our library. > >Dear Eleanor, > >Thank you very much for your respond, >as for pv test, it's allow to measure vocabulary >( expressive or receptive)/language ability >I'm planning to develop such kind of test >and first apply to regular school children in >Mongolia, then to special schools' one and compare the >results. Samples should be enough for making >standartization. >On Google.com http. I found some affordable for me >test to purchase; what do you think, if I order could >I get it,I don't know if there some restricted >requirement for customers. >Again I will be very appreciate your comments, Does anyone have any suggestions I can pass on to him? Or is the question too open-ended? (The library here is pretty good, plus there's ILL, so I think it should be possible to find most standard references...) Thanks, Eleanor Eleanor Olds Batchelder, Ph. D. JSPS Fellow, Institute of Psychology, University of Tsukuba http://www.human.tsukuba.ac.jp/~eleanorb [an alternate email address is: eleanor at roz.hunter.cuny.edu] voice: 0298-53-7376 Mail address: Azuma 4-16-4-401 Tsukuba, Ibaraki, JAPAN 305-0031 From a.karmiloff-smith at ich.ucl.ac.uk Mon Jul 3 11:47:32 2000 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 3 Jul 2000 11:47:32 +0000 Subject: RESEARCH ASSISTANT Message-ID: PLEASE BRING TO ATTENTION OF STUDENTS: Just finished your degree in psychology, speech therapy, cognitive science, or neuroscience? Not sure if you want to do a PhD immediately, so wish to work in a dynamic research group until you decide? We may have just the job for you. Research assistantship available as of 1st September 2000 fulltime until January 2001, with probable continuation thereafter. Details of our current projects to be found on webpage below. DO NOT REPLY TO THIS EMAIL BUT to: e.longhi at ich.ucl.ac.uk. Please send CV and names of two referees to: Elena Longhi Unit Administrator Neurocognitive Development Unit Institute of Child Health 30 Guilford Street London, WC1N 1EH. ________________________________________________________________ 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 b.j.richards at reading.ac.uk Tue Jul 4 12:01:46 2000 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Tue, 4 Jul 2000 13:01:46 +0100 Subject: Research Fellowship Message-ID: Please pass on the information below about a Research Fellowship at the University of Reading to anyone who might be interested. Many thanks, Brian Richards The University of Reading School of Education RESEARCH FELLOWSHIP in Assessing Vocabulary Diversity in Spoken and Written Language Applications are invited from well qualified graduates, preferably at post-doctoral level, in Linguistics, Applied Linguistics or Language and Education for a three-year full-time research fellowship funded by The University's Research Endowment Trust Fund. The post is to conduct research with Professors David Malvern and Brian Richards, building on their development of an innovative measure of vocabulary diversity based on a mathematical model and implemented by a new computer program. The intention of this research is to extend the range of applications of the new measure to a variety of linguistic contexts, both in speech and writing, as appropriate to the linguistic interests and strengths of the successful applicant. We would prefer to appoint a person who is skilled in using software for linguistic and statistical analysis (particularly CLAN and SPSS). Training could be provided, however, for a candidate who was otherwise well qualified. Salary will begin at Research Grade 1A, point 5 (?17,755) and the post will be for three years, full-time, beginning on 1 October 2000. To discuss the project informally please contact Professor Brian Richards, Tel 0118 9875123 (ext. 4814), Email B.J.Richards at reading.ac.uk Application forms and further details (Ref. No. R0049) are available from the Personnel Department, The University of Reading, Whiteknights, PO Box 217, RG6 6AH (Tel. 0118 9316771). -- ****************************** Brian J. Richards School of Education The University of Reading Bulmershe Court Earley Reading, RG6 1HY, UK ****************************** From josie.bernicot at mshs.univ-poitiers.fr Wed Jul 5 07:04:52 2000 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Wed, 5 Jul 2000 09:04:52 +0200 Subject: references about pragmatics at school Message-ID: Dear Childes Subscribers, I am looking for references about: *Pragmatics and pedagogy *Pragmatics in teachers and children *Pragmatics in interaction between teacher and children *Pragmatics in interaction child-child at school Thanks in advance. 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 Janet_C_Read at breathe.co.uk Wed Jul 5 15:13:19 2000 From: Janet_C_Read at breathe.co.uk (Janet_C_Read) Date: Wed, 5 Jul 2000 16:13:19 +0100 Subject: Fw: Speech recognition Message-ID: Dear all Has anyone out there done / found any research on the use of speech recognition software with children aged 6 - 10? If so, could anyone recommend a product - I've had very limited success with via voice, which is tricky to train. Are there any speech corpora out there which I could use for kids and possibly import into a standard package? Janet Read - University of Central Lancs.. England From joshua_thompson at juno.com Wed Jul 5 15:04:55 2000 From: joshua_thompson at juno.com (Joshua Thompson) Date: Wed, 5 Jul 2000 10:04:55 -0500 Subject: references about pragmatics at school Message-ID: On Wed, 5 Jul 2000 09:04:52 +0200 "bernicot" writes: > Dear Childes Subscribers, > > I am looking for references about: > > *Pragmatics and pedagogy > *Pragmatics in teachers and children > *Pragmatics in interaction between teacher and children > *Pragmatics in interaction child-child at school > These references inform my dissertation research on adaptations in caregiver speech that nurture the acquisition of pragmatic competence. My focus is on the eighteen-month-old toddler, and the primary caregiver is the parent, but many of these references address schooling. The Linda Thompson (1996) article is especially insightful. It is published by Multilingual Matters. Baron, N. (1990). Pigeon-birds and rhyming words. Englewood Cliffs, NJ: Center for Applied Linguistics. Golinkoff, R. M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life. New York: Dutton. Hymes, D. (1968). The ethnography of speaking. In J. Fishman (Ed.), Readings in the sociology of language (pp. 99-139). The Hague: Mouton. Hymes, D. (1972a). Editorial introduction. Language in Society, 1(1). Hymes, D. (1972b). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 272). Harmondsworth: Penguin. Krashen, S. D., and T. D. Terrell. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon. Leonard, A. M. (1997). I spy something: A practical guide to classroom observations of young children. Little Rock: Southern Early Childhood Association. Lindfors, J. W. (1991). Children's language and learning. (Second ed.). Boston: Allyn and Bacon. Marrou, H. I. (1956). A history of education in antiquity (Histoire de l'edcation dans l'antiquite, trans.). (3rd ed.). New York: Sheed and Ward. Montessori, M. (1965). The Montessori method; scientific pedagogy as applied to child education in "the Children's Houses.? Cambridge, Mass.: R. Bentley. Montessori, M., & Claremont, C. A. (1967). The absorbent mind. New York, N.Y.: Dell. Rice, M. L., & Hight, P. L. (1990). The "Motherese" of Mr. Rogers: A description of the dialogue of educational television programs. ERIC, ED264043. Snow, C. E. (1972). Mother's speech to children learning language. Child Development, 43, 549-565. Snow, C. E. (1977). Mother's speech research: from input to interaction. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge: Cambridge University Press. Thompson, L. (1996). The development of pragmatic competence: Past findings and future directions for research. Paper presented at the Current issues in language and society, University of Durham, England. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston: Heinle & Heinle. Hope this helps. Joshua_Thompson at JUNO.com Cedar Hill, Texas 972-291-6710 "...where seldom is heard a discouraging word..." ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. From jjm095f at mail.smsu.edu Thu Jul 6 15:07:17 2000 From: jjm095f at mail.smsu.edu (Masterson, Julie) Date: Thu, 6 Jul 2000 10:07:17 -0500 Subject: Speech Recognition Message-ID: Hello, I've been able to find only limited work in the lit so far. We cover the few studies that are out there in Wood, L., & Masterson, J. (1999). The use of technology to facilitate language skills in school age children. Seminars in Speech and Language, 20(3), 219-232. We've been using Dragon Naturally Speaking for Teens and have had decent results. We've only run one kid so far, and we'll present our findings at ASHA in Washington this year. We tried several products before this one and it was by far the best for this student, who was 14 years old. The reading material used for training is at a lower level. If you're interested in receiving the ASHA paper or a reprint of the Seminars article, email me. Best, Julie Julie J. Masterson, Ph.D. Professor Communication Sciences & Disorders SW Missouri State University 901 S. National Avenue Springfield, MO 65804 off 417-836-6505 fax 417-836-4242 email: JulieMasterson at mail.smsu.edu http://www.smsu.edu/csd/faculty/jjm.htm Date: 5 Jul 2000 10:58:12 -0400 From: "Janet_C_Read" Subject: Fw: Speech recognition Dear all Has anyone out there done / found any research on the use of speech recognition software with children aged 6 - 10? If so, could anyone recommend a product - I've had very limited success with via voice, which is tricky to train. Are there any speech corpora out there which I could use for kids and possibly import into a standard package? Janet Read - University of Central Lancs.. England ---------------------------------------------------------------------- Date: 5 Jul 2000 11:08:06 -0400 From: Joshua Thompson Subject: Re: references about pragmatics at school On Wed, 5 Jul 2000 09:04:52 +0200 "bernicot" writes: > Dear Childes Subscribers, > > I am looking for references about: > > *Pragmatics and pedagogy > *Pragmatics in teachers and children > *Pragmatics in interaction between teacher and children > *Pragmatics in interaction child-child at school > These references inform my dissertation research on adaptations in caregiver speech that nurture the acquisition of pragmatic competence. My focus is on the eighteen-month-old toddler, and the primary caregiver is the parent, but many of these references address schooling. The Linda Thompson (1996) article is especially insightful. It is published by Multilingual Matters. Baron, N. (1990). Pigeon-birds and rhyming words. Englewood Cliffs, NJ: Center for Applied Linguistics. Golinkoff, R. M., & Hirsh-Pasek, K. (1999). How babies talk: The magic and mystery of language in the first three years of life. New York: Dutton. Hymes, D. (1968). The ethnography of speaking. In J. Fishman (Ed.), Readings in the sociology of language (pp. 99-139). The Hague: Mouton. Hymes, D. (1972a). Editorial introduction. Language in Society, 1(1). Hymes, D. (1972b). On communicative competence. In J. B. Pride & J. Holmes (Eds.), Sociolinguistics (pp. 272). Harmondsworth: Penguin. Krashen, S. D., and T. D. Terrell. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon. Leonard, A. M. (1997). I spy something: A practical guide to classroom observations of young children. Little Rock: Southern Early Childhood Association. Lindfors, J. W. (1991). Children's language and learning. (Second ed.). Boston: Allyn and Bacon. Marrou, H. I. (1956). A history of education in antiquity (Histoire de l'edcation dans l'antiquite, trans.). (3rd ed.). New York: Sheed and Ward. Montessori, M. (1965). The Montessori method; scientific pedagogy as applied to child education in "the Children's Houses.i Cambridge, Mass.: R. Bentley. Montessori, M., & Claremont, C. A. (1967). The absorbent mind. New York, N.Y.: Dell. Rice, M. L., & Hight, P. L. (1990). The "Motherese" of Mr. Rogers: A description of the dialogue of educational television programs. ERIC, ED264043. Snow, C. E. (1972). Mother's speech to children learning language. Child Development, 43, 549-565. Snow, C. E. (1977). Mother's speech research: from input to interaction. In C. E. Snow & C. A. Ferguson (Eds.), Talking to children: Language input and acquisition. Cambridge: Cambridge University Press. Thompson, L. (1996). The development of pragmatic competence: Past findings and future directions for research. Paper presented at the Current issues in language and society, University of Durham, England. Wolfson, N. (1989). Perspectives: Sociolinguistics and TESOL. Boston: Heinle & Heinle. Hope this helps. Joshua_Thompson at JUNO.com Cedar Hill, Texas 972-291-6710 "...where seldom is heard a discouraging word..." ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. ---------------------------------------------------------------------- End of Digest To request a copy of the help file, reply to this message and put "help" in the subject. From santelm at ruf.uni-freiburg.de Fri Jul 7 11:12:23 2000 From: santelm at ruf.uni-freiburg.de (Lynn Santelmann) Date: Fri, 7 Jul 2000 13:12:23 +0200 Subject: AW: Speech recognition Message-ID: Dear Janet, One of my students worked for a while on a project with the Oregon Graduate Institute that was working on developing a computerized talking head for speech production and a speech recognizer. The project she was working on was working with using this technology primarily with Deaf students, but they do have a corpus of typical children's speech and some data on a recognizer. I believe their tools are free for researchers. My student suggested you contact: >CSLU has a kids corpora and a children's >recognizer. I would contact Jacques de Villiers >(jacques at cse.ogi.edu) for more details. Best, Lynn Santelmannn -----Urspr?ngliche Nachricht----- Von: info-childes [mailto:info-childes at childes.psy.cmu.edu]Im Auftrag von Janet_C_Read Gesendet: Wednesday, July 05, 2000 5:13 PM An: info-childes at childes.psy.cmu.edu Betreff: Fw: Speech recognition Dear all Has anyone out there done / found any research on the use of speech recognition software with children aged 6 - 10? If so, could anyone recommend a product - I've had very limited success with via voice, which is tricky to train. Are there any speech corpora out there which I could use for kids and possibly import into a standard package? Janet Read - University of Central Lancs.. England From naigles at UCONNVM.UConn.Edu Fri Jul 7 23:48:21 2000 From: naigles at UCONNVM.UConn.Edu (Letitia Naigles) Date: Fri, 7 Jul 2000 19:48:21 EDT Subject: No subject Message-ID: howdy! here's my summary about children's names for mom and dad: i received reports about 36 children, 34 of which used mom and/or dad's given n ame at least once, when the family convention was to call parents some form of "mom" and "dad". 21 of the reported children were boys (the two who didn't wer e girls). age of onset varied considerably: before age 2, n = 4 at age 2, n = 14 between ages 3-5, n = 12 over age 5, n = 4 how does it stop? well, if parents are encouraging (n = 2), it doesn't stop (t hese children are now adults and still use their parents' given names). if par ents are actively discouraging (n = 3), the practice has stopped for 2 and hasn 't stopped for one. even active discouragement evidently takes time to take ho ld. 29 reported being fairly neutral about the practice; of these, 13 childre n have stopped it (this took anywhere from 1-3 months to 1-2 years). for 12 ch ildren, the practice is still ongoing (varies by age, of course). 4 children a re now pre-teens or teens, and they're still doing it. i didn't get enough data to assess the firstborn/later born question. other intriguing things i learned: the reports pertained to the following languages: english, spanish, swedish, g erman, dutch, french, japanese, and hindi. there were 3 cases where the practice began when the child was exposed to a new language--dutch, german, hungarian--and s/he would use the parents' given names in the original language and the terms for "mom" and "dad" in the new language. upon return to the original language community, the children all maintained their use of the parents' given names. there were 3 cases of the practice by children being raised in bilingual homes (spanish, french, dutch); these were among the earliest onsets, but the practice stopped eventually in all 3 cases. there seemed to be two different ways that children engage in this practice: in group 1, the use of the parent's given name is for comic effect, irritation, and/or attention-getting. that is, the given name and "mom"/"dad" are both us ed and have different discourse demands. any great need/comfort elicits "mom"/ "dad" in group 2, the use of the parents' given name is uniform and consistent, regar dless of discourse demands. any attempt to correct to "mom"/"dad" is steadily disregarded. i was impressed by the great number of children who engage in this practice! it provided some definite indication of children listening to conversations of wh ich they are not a part; that is, they're overhearing their parents' conversations, the parents are using each other's given names, and the children are learning aspects of language from such conversations. way cool. anyone want to do a systematic study of this with children who are currently en gaged in the practice??? thanks VERY much to all who wrote; i appreciate everyone's generosity with their anecdotes!! letty naigles From jgk22 at email.msn.com Mon Jul 10 01:44:38 2000 From: jgk22 at email.msn.com (JGK) Date: Sun, 9 Jul 2000 18:44:38 -0700 Subject: No subject Message-ID: In the fall, I am teaching an undergraduate course in language and communication in the school-aged child and am looking for a book that might serve as a base text. I am familiar with Nippold's Later Language Development and am wondering if anyone could recommend others for me to consider as well. Thanks in advance. Janine Janine Graziano-King, Ph.D. Teachers College, Columbia University TESOL and Applied Linguistics Programs Box 66, 525 West 120th Street New York, New York 10027-6061 (212) 678-3353 From smiyata at asu.aasa.ac.jp Mon Jul 10 03:58:14 2000 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Mon, 10 Jul 2000 12:58:14 +0900 Subject: JSLS 2000: Conference Program Message-ID: The Second Conference of the Japanese Society for Language Sciences (2000) Date: August 4 (Fri) and 5 (Sat), 2000 Location: Co-op Inn Kyoto Address: Yanagi-baba Tako-yakushi agaru, Nakagyo-ku, Kyoto, Japan 604-8113 Phone: +81-75-256-6600 Fax: +81-75-251-0120 Access Info: Easiest Way: From JR Kyoto Station, 10 min. by Taxi Cheaper Way: From JR Kyoto Station, Either take a bus (Route 4 and 14), Get off at Shijo-Takakura (Daimaru department store), or take a subway, get off at Shijo Station, take Exit 13. And 10 min. walk. From Kansai Airport, take a bus to JR Kyoto Station, get off at South Exit of Kyoto Station. And follow the above instruction. -- Program -- Note 1: The abstracts are available at < http://jchat.sccs.chukyo-u.ac.jp/JSLS/JSLS2000/ProgramE.html> 2: In the program, Language used in the talk is shown as [J] (Japanese) and [E] (English). August 4th (Fri) ??9:50-10:00 Opening ??10:00-12:00 L1 Acquisition (1) 1-J Naomi Hamasaki (Chukyo University) ? Timing of Turn Taking of Two-year-olds' responses to Yes-No Questions 2-J Masae Kazama and Jun-ichi Abe (Hokkaido University) ? Phonological development in Japanese 4-year-old children: ? Examining the correlational relationships with the ? other cognitive abilities 3-E Katsura Aoyama (University of Hawai'i at Manoa) ? Quantity contrast in Japanese and Finnish: Differences in ? adult production and acquisition 4-E Keiko Nakamura (Keio University) ? Polite language usage in mother-infant interactions: a look ? at language socialization ??12:00-13:30 Lunch Break ??13:30-15:00 L1 Acquisition (2) 5-E Ayako Kubota and Peggy Li (University of Pennsylvania) ? Universal Ontology and Linguistic Influence on Naming Practices 6-E Harumi Kobayashi (Kyoritsu Women's University) ? Learning novel part names with observation of adults' gestures 7-E Takaaki Suzuki (Kyoto Sangyo University) ? Learning Japanese Argument Structure Constructions ??15:00-15:10 Break ??15:10-16:10 L2 Acquisition (1) 8-E Gisela Jia (City University of New York) and Doris Aaronson (New York University) ? Immigrants learning English in the US: What contributes to ? their long-term proficiency in the new language? 9-E Kyoko Baba (Nagoya University) ?The Roles of Learners' Vocabulary in Sentence Production ?of L2 Composition: A Case Study 16:10-16:20 Break 16:20-17:50 Plenary Talk Chair: Yuriko Oshima-Takane (McGill University) Speaker: Michael Tomasello (Max Planck Institute for Evolutionary Anthropology) Title: Children's Syntactic Development Abstract: Most accounts of child language acquisition use as analytic tools adult-like syntactic categories and schemas (grammars) with little concern for whether they are psychologically real for young children. Recent research has demonstrated, however, that children do not operate initially with such abstract linguistic entities, but instead operate on the basis on concrete, item-based constructions. Children construct more abstract linguistic constructions only gradually - on the basis of linguistic experience in which frequency plays a key role - and they constrain these con- structions to their appropriate ranges of use only gradually as well - again on the basis of linguistic experience in which frequency plays a key role. The best account of first language acquisition is provided by a usage-based model in which children process the language they experience in dis- course interactions with other persons, relying explicitly and exclusively on social and cognitive skills that children of this age are known to possess. ??19:00-21:00 Reception August 5th (Sat) ??9:00-10:30 L2 Acquisition (2) 10-J Yuko Goto Butler (Stanford University) ?Japanese Students' Metalinguistic Knowledge and Strategies ?in Their Use of English Articles 11-J Nobuko Kamura (Research Fellow of JSPS (Japan Societ for the Promotion of Science)) ? Developmental Sequences of Negation in Japanese as a Second ? Langugage (in Japanese) 12-J Tomohiko Shirahata (Sizuoka University) ? The acquisition of functional categories: evidence from ? Japanese as a second language ??10:30-10:40 Break ??10:40-12:10 Semantics/Discourse 13-J Takashi Nakamura, Tatsuo Hemmi and Asumi Koizumi (Niigata University) ? Semantic feature of specific words in the closing sentences ? of newspaper articles (in Japanese) 14-J Kazuko Shinohara(Tokyo University of Agriculture and Technology) ? Correspondence between the spatial front-back axis and ? temporal concepts in Japanese 15-E Shizuka Lauwereyns (Michigan State University) ? Blurry reference - the use of toka 'or something' in Japanese ? spoken discourse ??12:10-13:10 Lunch Break ??13:10-13:40 General Meeting of JSLS ??13:40-14:40 Bilingualism 16-J Tomoko Asano and Heidi Harley (New College of the University of South Florida) ? Japanese-English Bilingual Children's Language ? Switching in Mixed-Language Conversation 17-E Masahiko Minami (San Francisco State University) ?Vocabulary Development in Bilingual and Language-Minority ? Children ??14:40-14:50 Break ??14:50-17:50 Symposium Title: Language use across social contexts: Pragmatic issues in L1 and L2 acquisition Chair: Yasuhiro Shirai (Cornell University) Organizer: Kiyoshi Otomo (Tokyo Gakugei University) Speakers: Gabriele Kasper (University of Hawai'i at Manoa) Haruko Cook (University of Hawai'i at Manoa) Yuriko Kite (Kansai University) and Keiko Sakui (University of Auckland) Keiko Nakamura (Keio University) Discussants: Masaaki Yamanashi (Kyoto University) Ruth Kanagy (Independent Researcher) ??17:50-18:00 Closing Alternate A1-J Junko Sugiyama (Aichi Shukutoku University) ?A study of self-repair in Japanese conversation between ?native and nonnative speakers A2-J Koji Suda and Shigenori Wakabayashi (Gunma Prefectural Women's University) ? Pronominal Case-marking by Japanese learners of English: ?evidence from production and grammaticality judgement data *********** -- How to register -- Registration fee Member Non-member Pre-registration (paid in full by July 15, 2000) 3,000 yen 5,000 yen Late registration/on-site registration (after July 16, 2000) 4,000 yen 6,000 yen Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen (Note) Those who apply for membership on or before the first day of the conference will be considered to be JSLS members. Detailed information is available on The JSLS homepage URL is Conference registration fees, conference program & reception participation fees should be paid to: Postal deposit: Name of account: JCHAT Gengo Kagaku Kenkyuukai Account number: 00850-7-33033 Bank deposit: Name of account: JCHAT Gengo Kagaku Kenkyuukai Daihyoo Miyata Susanne Account type/number: Futsuu 1082733 Account branch: Kamiyashiro branch (Branch number: 231) Bank name: Chukyo Bank ********* Form #2: Registration Form Note (1) Conference presenters also need to submit this form. (2) Those registering by email: please put "JSLS Registration" in the subject header. (3) The email address is I would like to register for the Second Conference of JSLS. Name: Affiliation: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Conference handbook (please select one): Yes, I would like a conference handbook. No, I would not like a conference handbook. Reception (please select one): Yes, I would like to attend the reception. No, I do not plan to attend the reception. Amount deposited, with relevant sums: (e.g., total: 8,000 yen, registration fee: 3,000 yen, conference handbook: 2,000 yen; reception fee: 3,000 yen) Overseas participants, please indicate the method by which you will be paying your registration fee: On-site registration I will mail a check to K. Nakamura If you are an overseas presenter, please indicate if you would like to apply for a registration fee waiver: Yes, I would like a waiver. No, I do not need a waiver. Not applicable ********* You can also apply by mail or fax (address to JSLS Sirai): Prof. Hidetosi Sirai Department of Cognitive Science Chukyo University 101 Tokodate, Kaizu-cho, Toyota, Aichi, 470-0393 JAPAN Fax number: +81-565-46-1299 (address to JSLS Sirai) ***end From carol at louis-xiv.bu.edu Tue Jul 11 00:31:04 2000 From: carol at louis-xiv.bu.edu (Carol Neidle) Date: Mon, 10 Jul 2000 20:31:04 -0400 Subject: Job announcement: Macintosh programmer Message-ID: Senior Macintosh Programmer for the SignStream Project A three-year position in the academic environment at Dartmouth College or Boston University, depending on applicant's preference. We are looking for a Macintosh programmer with extensive programming experience in languages such as C, C++, Java, and multimedia programming tools. We also expect excellent interpersonal and written communications skills. The position offers flexibility in work hours and access to the human and technological resources of research universities. The successful applicant would be in charge of programming -- and, to a limited extent, design -- of the NSF-funded SignStream Project (see http://www.bu.edu/asllrp/SignStream) and report directly to the Director, Prof. Carol Neidle at Boston University. If working at Dartmouth College, applicant would work in the Department of Humanities Resources, reporting to the Director. This is a unique opportunity for a senior Macintosh programmer to prove his or her skills in programming languages, database structures, and multimedia tools, as part of a team of researchers at several universities. Please address inquiries or expressions of interest in the position to Otmar Foelsche (otmar.foelsche at dartmouth.edu) and Carol Neidle (carol at bu.edu). Boston University and Dartmouth College are Equal Opportunity/ Affirmative Action employers. ====================================================================== Carol Neidle Boston University, MFLL carol at louis-xiv.bu.edu 718 Commonwealth Ave. http://www.bu.edu/asllrp/carol.html Boston, MA 02215 phone and fax: 617-353-6218 From houdkovp at tcd.ie Tue Jul 11 15:54:28 2000 From: houdkovp at tcd.ie (Petra Houdkova) Date: Tue, 11 Jul 2000 16:54:28 +0100 Subject: CZECH Message-ID: Dear all, I would like to compair the way in which Irish and Czech children talk about emotions (their own and those of others), and the kind of language they use. I have searched the literature and found a lot of stuff on emotional language and cross-cultural studies of emotional expression. However, I am really stuck for any references to any material dealing specifically with Czech language or Czech children. I would be very grateful for any pointers or suggestions. Regards Petra Houdkova From schelkens_monika at hotmail.com Wed Jul 12 19:58:55 2000 From: schelkens_monika at hotmail.com (Monika Schelkens) Date: Wed, 12 Jul 2000 19:58:55 CEST Subject: MacArthurCDI Message-ID: Dear all, I am working on the Dutch normative study of the MacArthur Communicative Development Inventories (CDI). For our qualitative analysis we are investigating the relationship between the three demographic factors (gender, social class and birth order) and the early communicative development of children between the ages of 8 and 30 months. Can anyone help me find usefull information or good references concerning this topic? Thanks ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From joshua_thompson at juno.com Thu Jul 13 19:10:14 2000 From: joshua_thompson at juno.com (Joshua Thompson) Date: Thu, 13 Jul 2000 14:10:14 -0500 Subject: Language functions Message-ID: Naomi Baron (1990) points us to various formulas for charting language functions. She then outlines a set she devised for examining "language - as - interaction". "Our goal here is to understand the ways in which adult speech can affect the language of children. Therefore, we need to focus on how language functions in human 'interactive' behavior. "Language-as-interaction is divisible into five main areas: pedagogy, control, affection, social exchange, information." (p. 19) Baron, N. S. (1990). Pigeon-birds and rhyming words. Englewood Cliffs, NJ: Center for Applied Linguistics. MY QUESTION: who else has used this particular system to organize language functions, or to evaluate caregiver speech? Joshua_Thompson at JUNO.com Cedar Hill, Texas " ... where seldom is heard a discouraging word ... " ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. From ernstm at csufresno.edu Thu Jul 13 22:55:36 2000 From: ernstm at csufresno.edu (Ernst Moerk) Date: Fri, 14 Jul 2000 00:55:36 +0200 Subject: Thanks for info Message-ID: To all who provided information: Even if my thanks come somewhat delayed, it is my pleasure to thank all colleagues who so helpfully shared with me their pre- and reprints when I was working on my latest book on first language acquisition. The book has now appeard with ABLEX/Elsevier under the title "The guided acquisition of first language skills." I hope I have done justice to all--or at least most--of the valuable contributions you sent me and would enjoy your feedback. Once again: my great appreciation Ernst L. Moerk From edwards.212 at osu.edu Fri Jul 14 15:10:30 2000 From: edwards.212 at osu.edu (Jan Edwards) Date: Fri, 14 Jul 2000 11:10:30 -0400 Subject: child language web sites Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4396 bytes Desc: not available URL: From dmolfese at louisville.edu Wed Jul 19 14:51:44 2000 From: dmolfese at louisville.edu (Dennis Molfese) Date: Wed, 19 Jul 2000 10:51:44 -0400 Subject: Biobehavioral strategic planning Message-ID: Hello all: The National Institute of Child Health and Human Development has formed a planning group to develop an overall plan of developmental research related initiatives for NICHD to emphasize and fund during the next decade. I would appreciate your suggestions regarding the following scientific goals for NICHD sponsored research activity. These may have a direct impact on future funding priorities so some justification for your recommendations would be very helpful. These goals are a subset of the more complete list that can found at http://www.nichd.nih.gov/strategicplan/cells/ Your comments would be appreciated on the following: I. SCIENTIFIC GOALS Although the following strategic research areas are diverse and wide-ranging, they all require an integrated, multidisciplinary approach. These areas were identified on the basis of our most recent breakthroughs in developmental research, and represent areas where gaps in our current understanding of development still exist, as well as where the integration of biological with behavioral science can best be applied to the developmental problems faced by children in our society today. A. Biobehavioral Bases of Developmental Continuities and Discontinuities: From Birth Through Parenthood An emphasis on development is an important approach to biobehavioral research, which is unique to NICHD research. For our purposes, it is critical to apply biobehavioral research paradigms to questions that are relevant to specific developmental periods, developmental transitions across periods, or commonly experienced developmental episodes. Much more needs to be learned about the biobehavioral bases of development, and the continuities and discontinuities that occur as children mature from birth until they themselves reach parenthood. The behaviors of interest include cognition, perception, attention, memory, speech, language, emotional and social developmental behaviors, as well as the ability to regulate behaviors (e.g., behavioral inhibition, sleep regulation, and feeding). The processes here are also bidirectional-biobehavioral studies should be able to address not only how behavioral/environmental processes influence biological development but also how biological factors influence behavioral/environmental interactions. Many of the emphasis areas below target areas where critical knowledge gaps exist. * Influences of Sex/Gender Throughout the Developmental Process: There are few studies on why differences exist between males and females in the occurrence of behaviors and related diseases. To better understand this aspect of human development, it is important to clarify the interaction of biological factors with environmental, social, and cultural influences and to examine how these mechanisms lead to differential outcomes between the sexes. * Fetal Behavior: We know little as to what fetal and early postnatal behaviors, and their interactions with biological and environmental factors, tell us about the developing fetus or neonate and how such behavior is related to physical and neurological status and perinatal outcome. * Understanding and Facilitating Learning in Typically Developing Populations: Much more science-based evidence needs to be gathered to help us understand how best to aid the learning process for all children across a variety of domains (e.g., reading, mathematics, reasoning, and critical thinking). This research requires a truly integrated, biobehavioral approach. Such research needs to relate our understanding of neuroanatomical development, developing brain processes, neurochemical and neuroendocrine effects with learning behaviors and environmental influences (e.g., curriculum, mode of presentation of content, home environment influences, peer influences). Particular attention needs to be paid to disparities in learning acquisition and outcomes as functions of biological as well as environmental factors. B. Therapeutic Interventions for Developmental Disabilities and Related Conditions (Including Mental Retardation and Other Atypical Development) This emphasis area refers to exploiting basic scientific advances to further the development of innovative therapies (including new pharmaceuticals), as well as to refine and enhance the use of interventions, based on the effective dissemination of these advances, for specific developmental problems. Studies are needed to clarify the mechanisms and processes concerning a specific disease, or disability and efficacy of related therapeutics. This would include pharmacological, educational, and psychological mechanisms and interventions. Researchers also must examine why some interventions are effective for one individual and not for another. Such efficacy assessments should include measures relevant to independent and adaptive functioning. Long-term followup studies also are needed to better understand the impact of, or outcomes associated with, the use of specific interventions over time. Both animal models and human applications are pertinent. Some specific examples of areas to target include: * Clinical Trials of Existing Pharmacotherapies in Specific Disabilities or Disease Groups in Children: There is a paucity of research addressing the efficacy, long-term side effects, and outcomes of a wide range of commonly used pharmacological agents in children. Such research requires both cross-sectional and longitudinal approaches. This emphasis area is particularly relevant for children with multiple disorders, dual-diagnosis disabilities, or mental retardation and for guiding practitioners to use more effective pharmacological interventions for children with developmental disabilities. * Innovation and Translations of Interventions for Specific Learning and Other Developmental Disabilities: A pressing need exists to develop effective interventions for children with developmental disabilities involving learning deficits or behavior deficits (e.g., stereotyped, aggressive, self-injurious behaviors) that interfere with optimal development. This would include developing both new pharmaceuticals and other biological or behavioral strategies based on emerging scientific advances. This intervention research will require identifying and clarifying the neurobiological, behavioral, and environmental mechanisms and processes underlying efficacy. Therapeutic research also needs to address the optimal timing of intervention throughout development. In addition, a great need exists to develop innovative interventions that address deficits in reading, mathematics, written communication skills, language usage, communication strategies, and learning ability or retention. The development of intervention strategies and devices should be emphasized for both typical and atypical developmental populations. * Interaction of Neurotoxic or Infectious Agents With Development: Prenatal and perinatal exposure to infectious agents and toxins has been linked to pathogenesis of developmental disabilities and neuropsychiatric disorders. Researchers need to learn more about the possible connections and identify the mechanisms by which such outcomes may occur, how such effects can be treated, and any related long-term outcomes. I need your input by Friday. These topics and rationales will form the basis for a series of discussions at NIH involving panel members over the next 2 weeks. Thanks, Dennis Molfese dmolfese at louisville.edu Dennis L. Molfese, Ph.D. Distinguished University Scholar Editor-in-Chief: Developmental Neuropsychology Chair and Professor Department of Psychological and Brain Sciences University of Louisville 317 Life Sciences Building Belknap Campus Louisville, KY 40292-0001 502/852-6775 or 502/852-8274 FAX: 502-852-8904 dmolfese at louisville.edu dlmolf01 at athena.louisville.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From John.Grinstead at uni.edu Thu Jul 20 16:04:03 2000 From: John.Grinstead at uni.edu (John Grinstead) Date: Thu, 20 Jul 2000 11:04:03 -0500 Subject: Movies and Introductory Linguistics Courses Message-ID: Dear CHILDES-folk, Are any of you teaching introductory Linguistics courses that make use of movies? If so, what do you use the movies for? I will be happy to share this information with the rest of the list. Thanks! John From e.kidd at latrobe.edu.au Fri Jul 21 03:14:22 2000 From: e.kidd at latrobe.edu.au (Evan Kidd) Date: Fri, 21 Jul 2000 13:14:22 +1000 Subject: DST and language Message-ID: Dear info-childes, Some time ago I made a request for references on dynamic systems theory (DST) and language. The responses was excellent - here are the references: Joseph, R. (1993). "The naked neuron. Evolution and the language of thr body and brain." New York: Plenum Press. Kelso, Scott J.A. (1995). "Dynamic patterns. The self organization of brain and behaviour." Cambridge, Massachusetts: Massechusetts Institute of Technology Press. Rodriguez,P. (1995) Representing the Structure of a Simple Context-Free Language in a Recurrent Neural Network: A Dynamical Systems Approach UCSD Vol. 10, No. 1, October 1995 Tucker, M., & Hirsh-Pasek, K. (1993). Systems and languages: Implications for acquisition. In L. B. Smith & E. Thelen (Eds.), A dynamic systems approach to development: Applications (pp. 359-384). Cambridge: MA:MIT Press. Hirsh-Pasek, K, Tucker, M., & Golinkoff, R. (1996) Dynamic systems theory: Reinterpreting "Prosodic Bootstrapping" and its role in language acquisition. In J. Morgan & K.Demuth (eds) Signal to Syntax. Mahwah, NJ: Erlbaum. Going the distance: A non-linear approach to change in language development by Rick Ruhland (PhD dissertation). Bowers, Roger (1990), "Mountains are not cones: What can we learn from chaos?" pp. 123-136 in Linguistics, Language Teaching and Language Acquisition (GURT 1990), ed. James A. Alatis, Georgetown University Press. >>Lindblom, Bjorn, Peter MacNeilage, and Michael Studdert-Kennedy (1984), "Self-organizing processes and the explanation of phonological universals," pp. 181-203 in Explanations for Language Universals, ed. Brian Butterworth, Bernard Comrie, and Osten Dahl, Berlin: Mouton [also published as Linguistics 21:1]. Mohanan, K. P. (1993), "Fields of Attraction in Phonology," pp. 61-116 in The Last Phonological Rule, ed. John Goldsmith, University of Chicago Press. Nicolis, John S., and Anastassis A. Katsikas (1993), "Chaotic dynamics of linguistic-like processes at the syntactical and semantic levels: In the pursuit of a multifractal attractor," pp. 123-231 in Patterns, Information and Chaos in Neuronal Systems, ed. Bruce J. West, Singapore: World Scientific Poston, Tim (1987), "Mister! Your Back Wheel's Going Round!" pp 11-36 in Process Linguistics, ed. Thomas T. Ballmer and Wolfgang Wildgen, Tubingen: Max Niemeyer Verlag. "The Nonlinear Dynamics of Speech Categorization," Journal of Experimental Psychology: Human Perception and Performance 20:1:3-16. Wildgen, W. (1990), "Basic Principles of Self-Organization in Language (pp. 415-26) In Synergetics of Cognition, ed. H. Haken and M. Stadler, Berlin: Springer-Verlag. van Geert, P. (1991). A dynamic systems model of cognitive and language growth. Psychological Review, 98(1), 3 - 53 van Geert, P. (1994). Vygotskian dynamics and development. Human Development, 37, 346 - 365. Ruhland, R. & van Geert, P (1998). Jumping into syntax: Transitions in the development of closed class words, 16, 65 - 95. Ruhland, R., Wijnen, F., & van Geert, P. (1995). An exploration into the application of dynamic systems modelling to language acquisition. In: M. Verrips & F. Wijnen (Eds.). ASCLD, 4, ?? McCune, L. (1992). First words: A dynamic systems view. In: C. Ferguson, L. Menn, & C. Stoel-Gammon. Phonological development: Models, research, implications. Maryland: York McCune, L., Vihman, M, Roug-Hellichius, L., Delery, D., & Gogate, L. (1996). Grunt communication in human infants (homo sapiens). Journal of Comparative Psychology, 110(1), 27 - 37. Elman, J. (1995). Language as a dynamical system. In: Port, R. & Van Gelder, T. (Eds.) Mind as motion: Explorations in the dynamics of cognition. (pp 195 - 225). cambridge, MA: MIT Press Cooper, D. (1998). Linguistic attractors: The cognitive dynamics of language acquisition and change. Amsterdam: John Benjamins. Nelson, K. & Welsh, J. (1998) Progress in multiple language domains by deaf children and hearing children: Discussions wthin a rare event transactional model of language delay. In: R. Paul (ed) Exploring the speech-language connection (pp 179 - 225). Baltimore: Brooks. Nelson, K. (1998). Toward a differentiated account of facilitators of literacy development and ASL in deaf children. Top. Lang. Disord. 18(4), 73 - 88. *************************************** Evan Kidd School of Psychological Science Faculty of Science, Technology and Engineering La Trobe University, Bundoora 3083 Victoria, Australia Ph: + 61 3 9479 5150 Fax: +61 3 9479 1956 *************************************** From DaleP at health.missouri.edu Mon Jul 24 15:18:23 2000 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Mon, 24 Jul 2000 10:18:23 -0500 Subject: equipment recommendations Message-ID: I am setting up an observation facility for parent-child interaction, and would appreciate advice concerning good, medium-price equipment, as it's been a few years since I have had to make these decisions. In the past, I've been very pleased with the Panasonic "AG-" series equipment, and wonder if it is still highly regarded. Also, I know there have been many new developments in wireless microphones which can connect to video cameras, and I'd appreciate advice in that regard. Please reply to me directly at dalep at health.missouri.edu, and I will write up a summary of the information I've received. Many thanks. Philip S. Dale, Professor & Chair Communication Sciences & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 voice: (573) 882-1934 fax: (573) 884-8686 From karrebek.hentze at get2net.dk Wed Jul 26 18:24:07 2000 From: karrebek.hentze at get2net.dk (Karrebaek Hentze) Date: Wed, 26 Jul 2000 20:24:07 +0200 Subject: morphosyntax and L2 reading acquisition Message-ID: Dear list members, I am planning a study of the relationship betweeen children and adolescent L2 reading skills and their morphosyntactic development in their L2 (Danish). Does anyone know of empirical studies of this relationship? Any good advice or helpful comment will be appreciated! Thanks in advance Martha From bconboy at mail.sdsu.edu Wed Jul 26 18:54:28 2000 From: bconboy at mail.sdsu.edu (Barbara Conboy) Date: Wed, 26 Jul 2000 11:54:28 -0700 Subject: language screening and MacArthur CDIs Message-ID: We are interested in knowing about published studies that have used any version of the MacArthur Communicative Development Inventories (i.e., any language). We are especially interested in knowing about studies that have used the CDI as a language screening measure, e.g. to identify children at risk for language impairment or other communicative disorders. If you have a recent publication (within the past 5 years) in which you have used the CDI for screening, group identification, or as a language outcome measure, could you please forward this information to: bconboy at ucsd.edu We will post the list once it is compiled. Thanks in advance for your help. Barbara Conboy Donna Thal San Diego State University From maja_henriette at yahoo.com Sun Jul 30 11:27:43 2000 From: maja_henriette at yahoo.com (Maja Jensvoll) Date: Sun, 30 Jul 2000 04:27:43 -0700 Subject: The acquisition of verbs in bilingual children Message-ID: Hi! I am a student at the University of Tromso, Norway, and I am working on my master's thesis in English linguistics. I will be testing three Norwegian\English bilingual children aged 2, 4 and 6 in their use of both strong and week verbs in both languages. I was wondering if anyone knew of references where I could find a list of the most freequently used verbs in English or references to verb tests which have been conducted on both children and adults. Sincerely Maja Henriette Jensvoll __________________________________________________ Do You Yahoo!? Kick off your party with Yahoo! Invites. http://invites.yahoo.com/ From marders at net-alliance.net.ar Sun Jul 30 20:47:03 2000 From: marders at net-alliance.net.ar (Sandra Esther Marder) Date: Sun, 30 Jul 2000 17:47:03 -0300 Subject: RV: adress Message-ID: ----- Original Message ----- From: Info-CHILDES To: Sandra Esther Marder Sent: Tuesday, July 25, 2000 11:47 AM Subject: Re: adress > > > -------------------- Original Message Follows -------------------- > Dear all: > I need the E-mail adress of Anat Ninio, University of Jerusalem. > > Can anyone help me ? > Thanks > Sandra > marders at net-alliance.net.ar > > > ------------------ MIME Information follows ------------------ > > This is a multi-part message in MIME format. > > ------=_NextPart_000_0084_01BFF4EA.7EF0D420 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > > <<<<<< See above "Message Body" >>>>>> > > ------=_NextPart_000_0084_01BFF4EA.7EF0D420 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > > <<<<<< See Enclosure named "text.html" >>>>>> > > ------=_NextPart_000_0084_01BFF4EA.7EF0D420-- > > > From b.j.richards at reading.ac.uk Mon Jul 31 10:19:40 2000 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Mon, 31 Jul 2000 11:19:40 +0100 Subject: Research post Message-ID: Please see below for details of a futher research post at The University of Reading. Brian Richards The University of Reading School of Education RESEARCH POST in Mathematically Modelling Vocabulary Diversity and Lexical Style Applications are invited from well qualified graduates with expertise in Language Acquisition, from a background in Linguistics, Applied Linguistics or Language and Education for a two-year full-time research post in a project funded by the ESRC. The project is directed by Professors David Malvern and Brian Richards and extends the application of an innovative measure of vocabulary diversity based on a mathematical model and implemented by a new computer program. The intention of this research is to analyse an early child language corpus in order to provide indicative norms for the new measure and to explore vocabulary diversity for separate word classes, lexical style measures and deployment of morphemes. The post will involve extensive preparation and editing of transcripts (already in CHAT format), conducting analyses, testing software, liasing with the computer programmer, and writing reports and articles jointly with other members of the project team. We would prefer to appoint a person who has skills in using software for linguistic and statistical analysis (particularly CLAN and SPSS). Training would be provided, however, for a candidate who was otherwise well qualified. Salary will begin at ?16775-?18731 (Research Grade 1A points 4-6) depending on qualifications and experience and the post will be for two years, full-time, beginning on 1 November 2000. To discuss the project informally please contact Professor David Malvern, Tel 0118 9875123 (ext. 4800), Email D.D.Malvern at reading.ac.uk Application forms and further details (Ref. No. R0054) are available from the Personnel Department, The University of Reading, Whiteknights, PO Box 217, RG6 6AH (Tel. 0118 9316771). The closing date is 15th August. From fraibet at hotmail.com Mon Jul 31 12:06:42 2000 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Mon, 31 Jul 2000 12:06:42 GMT Subject: email address Message-ID: Hi , Does anyone know Vincenc Torrens' email? The one in Childes list seems to be wrong. Thanks, Fraibet ________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com From ann.dowker at psy.ox.ac.uk Mon Jul 31 13:21:36 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 31 Jul 2000 14:21:36 +0100 Subject: Query about reading age Message-ID: I was wondering if anyone had information on the following? Do you know how developmental psychologists match words for reading age? Are there some norms for reading ages of different words available? Yours, Ann