From ctswtang at polyu.edu.hk Thu Jun 1 10:54:54 2000 From: ctswtang at polyu.edu.hk (Sze-Wing Tang) Date: Thu, 1 Jun 2000 18:54:54 +0800 Subject: International Symposium on Topic and Focus in Chinese Message-ID: 'International Symposium on Topic and Focus in Chinese' will be held at the Hong Kong Polytechnic University on June 21-22, 2000. Please check our website for travel, accommodations, and program and registration updates: http://www.cbs.polyu.edu.hk/ctswtang/tang/TF.htm PRELIMINARY PROGRAM 6/21/2000 09:00 opening remarks 09:30 Huba Bartos (Hungarian Academy of Sciences) Topics, quantifiers, subjects 10:00 Yuan Shen (City Univ of HK) Focus structures of indefinite-subject sentences in Chinese and the use of you 10:30 Horst-Dieter Gasde (ZAS) Two types of topic in Chinese and German 11:00 break 11:15 Jie Xu and Yuzhi Shi (National Univ of Singapore) The growth and decline of two focus operations in the history of Chinese grammar 11:45 Derek Herforth (Univ of Sydney) The syntax of focus in late Zhou Chinese 12:15 Danqing Liu (CityU of HK) Subtopic-prominent dialects of Chinese 12:45 lunch 14:00 Dingxu Shi (HK Polytechnic Univ) The nature of background topic 14:30 Yulin Yuan (Peking University) Hanyu huati de yufa diwei he yufahua chengdu 15:00 break 15:15 Chungmin Lee (Seoul National Univ/UCLA) Contrastive topic in Chinese and Korean 15:45 Sze-Wing Tang and Thomas Hun-tak Lee (HK Polytechnic Univ; City Univ of HK) Focus as an anchoring condition 16:15 Liejiong Xu (City Univ of HK) Association between operator and focus 16:45 break 17:00 Yan Jiang (HK Polytechnic Univ) n-ways in interpreting a topic structure in Chinese 17:30 Marinus van den Berg and Guo Wu (Leiden Univ; Univ Western Sydney) The pragmatics of topicality in discourse 6/22/2000 09:00 Ren Zhang (York Univ) Think constructionally: the case of lian ... dou reopened 09:30 Xiaolu Yang (Tsinghua Univ) Restrictive focus in L1 acquisition of Chinese 10:00 Nai Fai Wong and Yang Gu (Shue Yan College; Chinese Univ of HK) Modality, topic, and focus in Mandarin Chinese 10:30 break 10:45 Shu-ing Shyu (National Sun Yat-sen Univ) Are inverse predications in pseudoclefts possible? 11:15 Suying Yang (HK Baptist Univ) The presence or absence of identificational focus in the shi ... (de) construction 11:45 Jie Xu and Boon Soeng Teoh (National Univ of Singapore) Focus-marking in Chinese and Malay 12:15 Yang Shen (Peking University) Mingci duanyu de fenlie yiwei yu fenliexing huati 12:45 lunch 14:00 Mei Fang and Charles N. Li (CASS; UCSB) Comprehensive basis of clause initial zero anaphora in Chinese narratives: constructional schema and cognitive model 14:30 Chen-Sheng Liu (National Chi Nan Univ) From a pronoun to a topic marker 15:00 Jianhua Hu and Haihua Pan (City Univ of HK) Deriving the subject-object asymmetry in topicalization 15:30 break 15:45 Yuchau Hsiao (National Chengchi Univ) Focus alignment in Taiwan Southern Min 16:15 Vicky C.-M. Man (HK Baptist Univ) Focus effects on Cantonese tones: an acoustic study 16:45 break 17:00 Waltraud Paul (CRLAO, EHESS-CNRS) Verb copying, object preposing and topic prominence in Mandarin Chinese 17:30 Peppina Po-lun Lee and Haihua Pan (City Univ of HK) Focus, modals, and scope interaction in Mandarin 18:00 Wei-Tian Dylan Tsai (National Tsing Hua Univ) Object fronting and focus placement in Chinese From ann.dowker at psy.ox.ac.uk Thu Jun 1 19:36:52 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 1 Jun 2000 20:36:52 +0100 Subject: Acquiring passives Message-ID: S.E.M. Allen and M.B. Crago: Early passive acquisition in Inuktitut; Journal of Child Language, 1996, 23, 129-155 P.J. Brooks and M. Tomasello: Young children learn to produce passives with nonce verbs; Developmental Psychology, 1999, 35, 29-44 (and perhaps other papers by these authors) Ann On Tue, 23 May 2000, Vienna wrote: > > > Dear all, > > I'm looking for new work on the acquisition of passive forms. I will > summarize > > references. > > Thanks > > Dorit Ravid > > (Tel Avivi University, currently at U of Vienna) > > dorit.ravid at univie.ac.at > > doritr at ccsg.tau.ac.il > > > > > > > > > > > > > From dorit.ravid at univie.ac.at Sun Jun 4 22:41:14 2000 From: dorit.ravid at univie.ac.at (Vienna) Date: Sun, 4 Jun 2000 22:41:14 -0000 Subject: Fw: Fw: Passive acquisition - please post Message-ID: > > ----- Original Message ----- > From: Vienna > To: Info-CHILDES > Sent: Sunday, June 04, 2000 6:31 PM > Subject: Passive acquisition - please post > > > Dear All, > > Some time ago I asked for new references on passive acquisition. I found out > many people are working on this topic, and many have been so very kind to send > me more than just new references on passive acquisition. I am sharing with you this rich list compiled from all the info I have received . Thank you all out there. > Dorit Ravid > doritr at ccsg.tau.ac.il > dorit.ravid at univie.ac.at > > Passive references > > Allen, E.M. and M.B. Crago: Early passive acquisition in > Inuktitut; Journal of Child Language, 1996, 23, 129-155 > > Brooks, P. & Tomasello, M. (1999). Young children learn to produce > passives with nonce verbs. Developmental Psychology, 35, 29-44. > > Allen, S.E.M. (1996). Aspects of Argument Structure in Inuktitut. > Amsterdam: John Benjamins > > Allen, S.E.M., & Crago, M.B. (1993). The acquisition of passives and > unaccusatives in Inuktitut. McGill Working Papers in Linguistics, 9, 1-29. > Allen, S.E.M., & Crago, M.B. (1996). Early passive acquisition in Inuktitut. > Journal of Child Language, 23, 129-155. > Bates, E., Harris, C., Marchan, V., Wulfect , B. & Kritchevsky , M. Production > of complex syntax in normal ageing and Alzheimer=92s disease. Language and > Cognitive Processes, 1995, 10 (5), 487-539. > > Bates, Elisabeth. Language and context: the acquisition of pragmatics. London: > Academic Press, 1976. > > Benasich, April A. & Tallal, Paula. Auditory temporal processing thresholds, > habituation, and recognition memory over the 1st year. Infant behavior and > development, 19, 339-357, 1996. > > Benjamins. > > Berndt, Rita Sloan, Mitchum, Charlotte C. & Haendiges, Anne N. Comprehension > of reversible sentences in =93agrammatism=94: a meta-analysis. Cognition, 58, > 1996, 289-308. > > Bever, Thomas G. The cognitive basis for linguistic structures. In: HAYES, > John R. Cognition and the Development of Language. Wiley, NY, 1970. > > Borer, Hagit & Wexler, Kenneth. The maturation of syntax. In ROEPER, T. & > WILLIAMS, E. (editors) Parameter-setting and language acquisition. Dordrecht, > The Netherlands: Reidel, 1987. > > Bowerman, Melissa. Reorganizational processes in lexical and syntactic > development. In: WANNER, Eric & GLEITMAN, Lila R. Language acquisition: the > state of the art. London: Cambridge University Press, 1982. p.319-346. > > Brooks, Patricia J. & TOMASELLO, Michael. Young children learn to produce > passives with nonce verbs. Developmental Psychology, v. 35(1), 1999, 29-44. > > Chalmers, D. J. Syntactic Transformations on Distributed Representations. > Connection Science, v. 2, n. 1 & 2, 1990. > > Clahsen, Harald. Lexical entries and rules of language: a multidisciplinary > study of German inflection. > > Clark, E.V. & Carpenter 1989, in Language (on the notion of source) > > Clark, Herbert H. & Begun, Jeffrey S. The use of syntax in understanding > sentences. The British Journal of Psychology. 59, 3, 1968, p. 219-229. > > Cunha, Maria A. F. da. Motiva??es discursivas para o uso da passiva. > D.E.L.T.A., VOL. 10, n=B0 1, 1994, 21-27. > > Cunha, Maria A. F. da. Transitividade e passiva: um encontro > sem?ntico-gramatical. Anais do IX Encontro Nacional de Ling??stica. Rio de > Janeiro: PUC, 1984. > > DeMuth, K. (1990). Subject, topic, and Sesotho passive. Journal of Child > Language, 17, 67-84. > > Demuth, Katherine. Maturation and the acquisition of the Sesotho passive. > Language 65, 1989, p. 56-80. > > Demuth, Katherine. Subject, topic and Sesotho passive. Journal of Child > Language, n. 17, 1990, p. 67-84. > > Druks, Judit & Marshall, John C. When passives are easier than actives: two > case studies of aphasic comprehension. Cognition, 55, 1995, p. 311-331. > > Duarte, Yara. As passivas do Portugu?s e do Ingl?s: uma an?lise funcional. > D.E.L.T.A., vol. 6, n=B0 2, 1990, p. 139-167. > > Elsen, Hilke 1999. Ansaetze zu einer funktionalistisch-kognitiven > Grammatik. Konsequenzen aus Regularitaeten des Erstspracherwerbs. > Tuebingen. Niemeyer. > > Ferreira, Fernanda. Choice of passive voice is affected by verb type and > animacy. Journal of memory and language, 33, 1994, p. 715-736. > > Figueira, Rosa Atti?. On the development of the expression of causativity: a > syntactic hypothesis. Journal of Child Language, 11(1984), 109-127. > > Fillmore, Charles J. The case for case reopened. In: COLE, Peter & SADOCK, > Jerrold M. Syntax and Semantics: grammatical relations. New York: Academic > Press, 1977. > > Fillmore, Charles J. The case for case. In: BACH, Emmon & HARMS, Robert T. > Universals in Linguistic Theory. Great Britain: A Holt International Edition, > 1968. > > Fox, D., Grodzinsky, Y., & Crain, S. (1995). An experimental study of > children=92s passive. MIT Working Papers in Linguistics, 26, 249-264. > > Fox, Danny & Grodzinsky, Y. Children=92s passive: a view from the by-phrase. > Linguistic Inquiry, v. 29, n. 2, 1998, p. 311-332. > > Giv?n, Talmy. Syntax: a functional-typological introduction - vol. II. > Amsterdam/Philadelphia: John Benjamins Publishing Company, 1990. p.563-644. > > Gordon, P. & Chafetz, J. (1990). Verb-based versus class-based accounts of > actionality effects in children=92s comprehension of passives. Cognition, 36, > 227-254. > > Gough, Philip B. Grammatical transformations and speed of understanding. > Journal of verbal learning and verbal behavior, 4, 107-111, 1965. > > Hayhurst, Hazel. Some errors of young children in producing passive sentences. > Journal of verbal learning and verbal behavior 6, 654-660 (1967) > > Hopper, P. J. & Thompson, S. A. Transitivity in grammar and discourse. > Language, v. 56, n. 2, 1980, p. 251-299. > > Horgan, Dianne. The development of the full passive. Journal of child > language, 5, 65-80, 1978. > > Inuktitut. In E. Clark (Ed.), Proceedings of the Twenty-fourth Annual Child > > Israel, Michael, Christopher Johnson & Patricia Brooks. "From States to > Events: the acquisition of English passive participles." Submitted for > publication. > > Jackendoff, Ray S. Semantic Interpretation in Generative Grammar. Cambridge: > The MIT Press, 1972. > > Jaeggli, Osvaldo A. Passive. Linguistic Inquiry, 1986, 17, 587-622. > > Language Research Forum, (pp. 112-123). Stanford, CA: Center for the Study of > Language and Information > > Lempert, Henrietta. Acquisition of passives: the role of patient animacy, > salience, and lexical accessibility. Journal of Child Language, 17, 1990, p. > 677-696. > > Linguistic Inquiry, 29, 311-332. > > Liversedge, Simon P., Pickering, Martin J., Branigan, Holly P. & Gompel, Roger > P. G. van. Processing arguments and adjuncts in isolation and context: the > case of by-phrase ambiguities in passives. Journal of Experimental Psychology: > Learning, Memory, and Cognition, n. 2, v. 24, 1998, p. 461-475. > > MacWhinney, Brian & Bates, Elisabeth. The Cross-linguistic Study of Sentence > Processing. Cambridge: Cambridge University Press, 1989. > > Maratsos, M., Kuczaj, S. A., Fox, D. E. C. & Chalkley, M. A. Some empirical > studies in the acquisition of transformational relations: passives, negatives, > and the past tense. In: COLLINS, W. A. The Minnesota Symposia on Child > Psychology. New Jersey: LEA, 1979. > > Maratsos, M., Kuczaj, S. A., Fox, D. E. C. Becker, J. A. & Chalkley, M. A. > (1985). Semantic restrictions on children=92s passives. Cognition, 19, > 167-191. > > Marchman, V. A., Bates, E., Burkardt, A. & Good, A. B. Functional constraints > of the acquisition of the passive: toward a model of the competence to > perform. First Language, 11 (1991), 65-92. > > Marchman, V. A., Harris, C. R., Juarez, L. A. & Bates, E. Functional > constraints on the production of complex syntax. (unpublished, manuscript sent > by the authors) > > Mateus Silva, Helena. Do agente da passiva e da sua oculta??o. Actas do IX > Encontro da Associa??o Portuguesa de Ling??stica. Coimbra, 1993. > > McQueen, James M. Segmentation of continuous speech using phonotactics. > Journal of memory and language, 39, 21-46, 1998. > > Meints, Kerstin. Hitten and scratched and almost deadened: How prototypes can > predict the acquisition of the English passive. Hamburg, 1998. Tese de > Doutorado. > > Melhuish, E. C., Lloyd, E., Martin, S. & Mooney, A. Type of Childcare at 18 > months =96II. Relations with Cognitive and Language Development. Journal of > Child Psychology and Psychiatry, vol.31, n=B06, 861-870, 1990. > > Nelson, Katherine. Constraints on word learning? Cognitive Development, Jul > 1988, vol 3(3), p. 221-246. > > Perotino, Silvana. Mecanismos de indeterminacao do agente: o fenomeno da > apassivacao na aquisicao da linguagem. Campinas: UNICAMP, 1995. Dissertacao de > Mestrado. > > Pierce, A.E. (1992). The acquisition of passives in Spanish and the question > of A-chain maturation. Language Acquisition, 2, 55-81. > > Pinker, S., Lebaux, O. S. & Frost, L. A. (1987). Productivity and Constraints > in the Acquisition of the passive. Cognition, 26, 195-267. > > Rubino, Rejane B. & PINE, Julian M. Subject-verb agreement in Brazilian > Portuguese: what low error rates hide. Journal of Child Language, 25 (1998), > 35-59. > > Samuelson, Larissa K. & Smith, Linda B. Memory and attention make smart word > learning: an alternative account of Akhtar, Carpenter, and Tomasello. Child > development, 1998, vol. 69, n=B0 1, 94-104. > > Slobin, D. I. Grammatical transformations and sentence comprehension in > childhood and adulthood. Journal of verbal learning and verbal behavior, 5, > 219-227, 1966. > > Slobin, D. I. Recall of full and truncated passive sentences in Connected > Discourse. Journal of verbal learning and verbal behavior, n. 7, 1968, p. > 876-881. > > Slobin, D.I. (1994). Passives and alternatives in children=92s narratives in > English, > > Slobin, The origins of grammatical encoding of events. In: DEUTSCH, Werner. > The child=92s construction of language. Academic Press, 1981, p. 187-199. > > Spanish, German, and Turkish. In B. Fox & P.J. Hopper (Eds.), Voice: Form and > Function (pp. 341-364). Amsterdam: John Benjamins Publishing Company. > > Sudhalter, Vicki & Braine, Martin D. S. How does comprehension of passives > develop? A comparison of actional and experiential verbs. Journal of Child > Language, 12, 1985, 455-470. > > Swingle, Daniel, Pinto, John P. & Fernald, Anne. Continuous processing in word > recognition at 24 months. Cognition, 71 (1999) 73-108. > > Tomasello, M., Brooks, P., & Stern, E. (1998). Learning to produce > passive sentences through discourse. First Language, 18, 223-237. > > > > Tomasello, Michael, Brooks, Patricia J. & Stern, Elissa. The item-based nature > of children=92s early syntactic development. Trends in Cognitive Sciences, v. > 4, n=B0 4, April 2000. > > Trosborg, Anna. Reversibility and the acquisition of complex syntactic > structures in 3- to 7-year-old children. First Language, 3, (1982), 29-54. > Printed in England. > > Valian, Virginia & Eisenberg, Zena. The development of syntactic subjects in > Portuguese-speaking children. Journal of Child Language, 23, 1996, 103-128. > > Van Der Lely, Heather K. J. Specifically language impaired and normally > developing children: verbal passive vs. adjectival passive sentence > interpretation. Lingua 98 (1996) 243-272. > > > Xiaoping Deng "Acquisition of Implicit Arguments" University of massachusetts > Occasional Papers UMOP 9 > > Roeper, Tom "Acquisition of Passive and Implicit Arguments" in Macwhinney > (1985) Mechanisms of Language Change > > Roeper and B. Pearson (2000) have a paper on passive and SLI and the > optional/obligatory distinction as crucial to acquisition. It will be > presented > at the upcoming wisconsin seminar--contact Barbara Pearson > bpearson at comdis.umass.edu > for a copy of the poster. > > > > Verrips Maaike 's dissertation titled: Potatoes must peel. Available from the > University of Amsterdam. > Verrips, M. (1993). Comprehension of passive and anitcausative by Dutch > children. > Verrips, M. (1996). The categorial nature of children=92s passives. > Amsterdam Series in Child Language Development, 5, 107-128. > > Verrips, Maaike. Passives and implicit arguments in child language. To appear > in: BUCLD 24, Proceedings of the 24th Boston University Conference on Language > Development, Casacadilla press 2000 > > > > > > From aad784 at agora.ulaval.ca Tue Jun 6 21:38:09 2000 From: aad784 at agora.ulaval.ca (Antonella) Date: Tue, 6 Jun 2000 17:38:09 -0400 Subject: how much/how many? Message-ID: HI there fellow Listeros, I was wondering if someone had ever sat down to think about the actual grammatical category of the following words: 'how' and 'many' in the expression 'how many' and 'how' and 'much' in the expression 'how much'. If I were to analyse the following question: 'How much money do you have?' What grammatical role would the 'how' and the word 'much' play? Could they be considered as one entity or 'unit' along the lines of 'how+come' which can be substituted with 'why', as in 'How+come you're so tired?' and 'Why are you so tired?' ? Your answers and your comments would be welcome. Antonella Conte Université Laval From naigles at UCONNVM.UConn.Edu Wed Jun 7 12:53:58 2000 From: naigles at UCONNVM.UConn.Edu (Letitia Naigles) Date: Wed, 7 Jun 2000 08:53:58 EDT Subject: names for mom and dad Message-ID: Greetings! I am looking for everything from personal anecdotes to published reports about the phenomenon in child language in which children who have been calling their parents some variant of "mom" and "dad" start calling them by their first names as well (or instead). That is, I am not interested in cases where it is the fa mily convention to call parents by their first names. Rather, I am interested in cases where the family convention is to call parents by "mom" and "dad", but the children at some point foil this convention and call parents by the names the parents call themselves/each other. I am interested in questions such as ( 1) when (age/stage of child) does this phenomenon begin? (2) how long does it l ast? (3) what measures (if any) do parents take to overcome it? (4) does it occ ur with firstborns and with later-borns? Thanks in advance for your information and insights. I will post a summary of what I learn. Letty Naigles From ddlsi at cunyvm.cuny.edu Thu Jun 8 05:55:05 2000 From: ddlsi at cunyvm.cuny.edu (David J. Lewkowicz) Date: Thu, 8 Jun 2000 01:55:05 -0400 Subject: International Society on Infant Studies Conference Message-ID: The program for the upcoming International Conference on Infant Studies in Brighton, England (July, 2000) is now available on line at http://www.isisweb.org. ______________________________ David J. Lewkowicz, Ph.D. Senior Research Scientist NYS Institute for Basic Research in DD 1050 Forest Hill Rd. Staten Island, N.Y. 10314 http://scholar.library.csi.cuny.edu/users/Lewkowicz/ From Antonio.Ferrer at uv.es Thu Jun 8 08:21:10 2000 From: Antonio.Ferrer at uv.es (=?iso-8859-1?Q?=22Antonio_M=2E_Ferrer_Manch=F3n=22?=) Date: Thu, 8 Jun 2000 10:21:10 +0200 Subject: request for information Message-ID: We need in our works about Language in Down Syndrome to mention correctly the papers "Fast Mapping of verbs by children with Down Syndrome: effects of same or changing object contexts" AND "Down Syndrome individuals' digit recall temporal aspects" made in the Waisman Center by Chapman, Hye-Kyeung et al. We have tried to contact Mr. Chapman but we have not answer. So, does anyone know the right information to mention these works appropiately? (when and where they were published). Thanks in advance. ********************************** Antonio M. Ferrer Manchón Unidad de Investigación Acceso Universitat de Valencia C/Artes Graficas 13, 46010 Valencia http://acceso.uv.es/ Tel: 96-386 4135 Fax: 96-386 4758 ********************************** From mewssacc at fs1.ed.man.ac.uk Fri Jun 9 15:48:02 2000 From: mewssacc at fs1.ed.man.ac.uk (Alison C Crutchley) Date: Fri, 9 Jun 2000 15:48:02 GMT Subject: variability in receptive language level Message-ID: Dear listees A colleague (Fiona Kevan) asked me the following question and it struck me as a good one for the list. Very grateful for any ideas! Thanks very much, Alison Crutchley "Can anybody direct me to any good refs regarding the variability/fluctuation in an individual's receptive communication/language level depending on such things as pain, hunger, medication, epilepsy, tiredness etc as well as environmental factors? I'm considering adults with learning disabilities and challenging behaviour, but, given the paucity of literature, am looking to other client groups." ................................................................... Dr Alison Crutchley Centre for Human Communication and Deafness, [formerly CAEDSP] School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Tel: +44 (0)161 275 3390 Fax: +44 (0)161 275 3373 alison.crutchley at man.ac.uk Visit the Centre website: http://www.man.ac.uk/CHCD/ ................................................................... From pater at linguist.umass.edu Fri Jun 9 20:08:38 2000 From: pater at linguist.umass.edu (Joe Pater) Date: Fri, 9 Jun 2000 16:08:38 -0400 Subject: OT acquisition bibliography Message-ID: Dear all, Here is the OT acquisition bibliography I promised, in text format in the body of this message. I have mostly left the references as sent to me by the various contributors, so there are inconsistencies of formatting. There are also likely errors and omissions; please send me corrections and I will update this toward the end of the summer. Thanks to the following for contributing to this bibliography: Franck Ramus, Claartje Levelt, Mits Ota, David Ingram, Diane Ohala, Katharine Demuth, Heather Goad, LouAnn Gerken, Shelley L. Velleman, Stuart Davis, Todd Bailey, Zenzi M. Griffin, John Alderete, Dicky Gilbers, Jason Eisner (who also pointed to the computational phonology bibliography at http://www.cogsci.ed.ac.uk/sigphon/ as relevant), Haruka Fukuzawa, Suzanne Curtin, Dan Dinnsen, Kathleen O'Connor, and Jessica Barlow. I am impressed by the size and scope of the literature on OT acquisition and learnability that is represented in the bibliography, but I can't help but note that as far as I can tell, there is not a single paper on the acquisition of syntax here. There was an interesting discussion on this list a couple of years ago about why there is a dearth of work on OT syntactic acquisition, but I would be surprised if no one has done any by now. Best, Joe Pater Bailey, T. M., K. Plunkett and E. Scarpa (1999). A cross-linguistic study in learning prosodic rhythms: Rules, constraints, and similarity. Language and Speech, 42, 1-38. Barlow, J. A. (1996). The development of on-glides in American English. In A. Stringfellow and D. Cahana-Amitay and E. Hughes and A. Zukowski (Eds.), Proceedings of the 20th annual Boston University Conference on Language Development (Vol. 1, pp. 40-51). Somerville, MA: Cascadilla Press. Barlow, J. A. (1997). A constraint-based account of syllable onsets: Evidence from developing systems. Unpublished doctoral dissertation, Indiana University. Barlow, J. A. (1997). The representation of on-glides in American English: Evidence from phonologically disordered systems. In S. Davis (Ed.), Optimal viewpoints: In celebration of the 30th anniversary of the Indiana University Linguistics Club (pp. 25-44). Bloomington, IN: Indiana University Linguistics Club. Barlow, J. A. (1999). An argument for adjuncts: Evidence from a phonologically disordered system. In A. Greenhill and H. Littlefield and C. Tano (Eds.), Proceedings of the 23rd Annual Boston University Conference on Language Development (Vol. 1, pp. 44-55). Somerville, MA: Cascadilla Press. Barlow, J. A. (in press). A preliminary typology of word-initial clusters with an explanation for asymmetries in acquisition. In: R. Kirchner, J. Pater and W. Wikeley (Eds.), Papers in Experimental and Theoretical Linguistics, Volume 6. Edmonton, Canada: Department of Linguistics, University of Alberta. Barlow, J. A., and Dinnsen, D. A. (1998). Asymmetrical cluster development in a disordered system. Language Acquisition, 7, 1-49. Barlow, J. A., and Gierut, J. A. (1999). Optimality theory in phonological acquisition. Journal of Speech, Language, and Hearing Research, 42, 1482-1498. Bernhardt, B. H., and J.P. Stemberger (1995). Nonlinear phonology and phonological development: A constraint-based approach. Unpublished manuscript, University of British Columbia, and University of Minnesota, Minneapolis. Bernhardt, B.H., and J.P. Stemberger (1998). Handbook of phonological development. New York: Academic Press. Boersma, Paul. 1998. Functional Phonology: Holland Academic Graphics. Boersma, Paul (To appear). Typology and acquisition in functional and arbitrary phonology. In: Kager, R., J. Pater and W. Zonneveld (eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. Boersma, Paul. (To appear). Phonology-semantics interaction in OT, and its acquisition. In: R. Kirchner, J. Pater and W. Wikeley (Eds.), Papers in Experimental and Theoretical Linguistics, Volume 6. Edmonton, Canada: Department of Linguistics, University of Alberta. Boersma, P. and C. Levelt. (to appear). Gradual Constraint-Ranking Learning Algorithm Predicts Acquisition Order. In: E. Clark (ed.) The Proceedings of the Thirtieth Annual Child Language Research Forum. Stanford University: CSLI. [ROA 361] Broihier, Kevin. (1995). Optimality Theoretic Rankings with Tied Constraints: Slavic Relatives, Resumptive Pronouns and Learnability: Ms., Department of Brain and Cognitive Sciences, MIT. Broselow, E., Chen, S., &Wang, C. (1998). The emergence of the unmarked in second language phonology. Studies in Second Language Acquisition, 20, 261-280. Curtin, S. (1999). Size Restrictors and Prosodic Development in the Acquisition of Dutch Stress. Proceedings of the Poster Session, WCCFL 18, University of Arizona. Curtin, S. (1999). Positional prominence in the acquisition of prosodic structure. 1999 Proceedings for the Canadian Linguistics Society, 89-100. Curtin, S. (1999). Positional Prominence and Size Restrictors in Prosodic Development. To appear in Proceedings of SWOT 5, University of California, San Diego. Davidson, L. (1997). An Optimality Theoretic Approach to Second Language Acquisition. Unpublished honors thesis. Brown University. Davidson, Lisa, Peter Juszcyk & Paul Smolensky (To appear). The initial and final state: Theoretical implications of Richness of the Base and empirical explorations. In: Kager, R., J. Pater and W. Zonneveld (eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. Demuth, Katherine (1995). Markedness and the development of prosodic structure. In: J. Beckman, ed., Proceedings of the North East Linguistics Society 25, 13-25. Amherst, MA: GLSA, University of Massachusetts. [ROA-50] Demuth, Katherine (1996). Stages in the acquisition of prosodic structure. In E. Clark (ed.), Proceedings of the 27th Child Language Research Forum, pp. 39-48. Stanford University: CSLI. Demuth, Katherine (1996). Alignment, stress and parsing in early phonological words. In B. Bernhardt, J. Gilbert, & D. Ingram (eds.), Proceedings of the International Conference on Phonological Acquisition. pp. 113-124. Somerville, MA: Cascadilla Press. Demuth, Katherine (1997). Variation in acquisition: An optimal approach. In S. Davis (ed.), Optimality Viewpoints. Bloomington: Indiana University Linguistics Club. pp. 77-88. Demuth, Katherine (1997). Multiple optimal outputs in acquisition. University of Maryland Working Papers in Linguistics, 5, 53-71. Demuth, Katherine (In press). Prosodic domains and the acquisition of morphology. In J. Weissenborn and B. Höhle (eds.), Approaches to Bootstrapping: Phonological, Syntactic and Neurophysiological Aspects of Early Language Acquisition. Amsterdam: John Benjamins. Dinnsen, D. A. (1996). Interacting error patterns in phonological acquisition: Invited paper presented at the Department of Linguistics Colloquium Series, University of Calgary, Calgary, Canada. Dinnsen, D. A. (In press). 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Constructivism, optimality theory, and language acquisition--The shapes we make in each other's heads. Edinburgh Working Papers in Applied Linguistics, 7, 112-125. Zonneveld, Wim and Dominique Nouveau (to appear). Child word stress competence: An empirical approach. In: Kager, R., J. Pater and W. Zonneveld (eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. From dmolfese at louisville.edu Mon Jun 12 10:23:16 2000 From: dmolfese at louisville.edu (Dennis Molfese) Date: Mon, 12 Jun 2000 03:23:16 -0700 Subject: Louisville Twin Study Director position Message-ID: A search is continuing for a Distinguished Scholar with an established research and grant program to assume the Directorship of the Louisville Twin Study at the University of Louisville. The Louisville Twin Study is currently administered through the School of Medicine (Pediatrics) although discussions are underway concerning joint sponsorship with the Department of Psychological and Brain Sciences. Both units are interested in seeing the Louisville Twin Study develop further as a major Research Center with strong interdisciplinary interests in psychology, neuropsychology, genetics and molecular biology. We anticipate that the new Director will expand the scope and staff of the Center. If you are interested or can recommend a colleague interested in pursuing this position, please contact me. Thanks, Dennis L. Molfese, Ph.D. Distinguished University Scholar Chair and Professor Department of Psychological and Brain Sciences University of Louisville 317 Life Sciences Building Belknap Campus Louisville, KY 40292-0001 dmolfese at louisville.edu 502-852-8274 502-852-6775 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 From aad784 at agora.ulaval.ca Tue Jun 13 22:22:06 2000 From: aad784 at agora.ulaval.ca (Antonella) Date: Tue, 13 Jun 2000 18:22:06 -0400 Subject: to be or not to be... Message-ID: Hi there fellow collegues, I'm stuck on yet another grammatical question, but this time it involves sentence modality and its contents. If I were to say: "You eat cookies", the main verb in the present tense is "eat" and this is a declarative sentence. If I were to say: "Eat your cookies", the main verb is still "eat" and this sentence is in the imperative mode. However, is "eat" in the present tense? Is the imperative, then, always in the present tense? From my readings, the imperative is formed from the present and therefore, the answer to my question should be yes. Any other opinions? Now, here is part two. If I were to say: "Be careful", we still have a sentence in the imperative mode, but this time with the main verb "be". However, what is "be" derived from? It surely is not a "present form" as in the above example. Help! Thank you in advance, Antonella Conte Université Laval P.S. Why do we say "thankS" (with an -S) and "thank you" ? From K.J.Alcock at city.ac.uk Wed Jun 14 13:50:57 2000 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 14 Jun 2000 14:50:57 +0100 Subject: to be or not to be... Message-ID: Dear Antonella > > I'm stuck on yet another grammatical question, but this time it involves > sentence modality and its contents. > > If I were to say: "You eat cookies", the main verb in the present tense is > "eat" and this is a declarative sentence. If I were to say: "Eat your > cookies", the main verb is still "eat" and this sentence is in the > imperative mode. However, is "eat" in the present tense? Is the > imperative, then, always in the present tense? From my readings, the > imperative is formed from the present and therefore, the answer to my > question should be yes. Any other opinions? > It is my understanding (and please someone who is more knowledgeable correct me) that this does not have a tense, but rather is infinitive. If you were to say "you should eat your cookies", that is a present subjunctive and hence has a tense. > Now, here is part two. If I were to say: "Be careful", we still have a > sentence in the imperative mode, but this time with the main verb "be". > However, what is "be" derived from? It surely is not a "present form" as > in the above example. Help! > again it's an infinitive and has no tense, but again "you should be careful" is a present subjunctive. > > P.S. Why do we say "thankS" (with an -S) and "thank you" ? > "thank" is both a noun "many thanks" and a verb "(I) thank you" Katie Alcock ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 www.staff.city.ac.uk/k.j.alcock From K.J.Alcock at city.ac.uk Wed Jun 14 13:58:30 2000 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 14 Jun 2000 14:58:30 +0100 Subject: Oral motor development Message-ID: I've done some work on oral movements in developmental speech and language disorder for my PhD (*) and when I was working on this found quite a lot in the literature on developmental disorders of motor control especially as they relate to developmental speech and language disorders. I'm now trying to move into looking at normal speech and language development in younger children and how this relates to oral motor control, but can't seem to find if anything has been written on it. I know from speech and language therapy acquaintances that there is really no standardised test of oral motor control for children (I already knew there wasn't much of one for adults either, only some items that aren't that great on general aphasia batteries ) but there really doesn't seem to be much written on the development of these skills either. Does anyone know more about this or is it really something that has been ignored? What about the development of praxis more generally - again there is some on developmental dyspraxia and a lot on sign language development but what about normal praxis development? Thanks Katie Alcock (*) In case you are interested, this paper is already out Vargha-Khadem, F; Watkins, KE; Price, CJ; Ashburner, J; Alcock, KJ; Connelly, A; Frackowiak, RSJ; Friston, KJ; Pembrey, ME; Mishkin, M; Gadian, DG; Passingham, RE (1998): Neural basis of an inherited speech and language disorder. Proceedings of the National Academy of Sciences of the USA (95), 12695–12700. and this one is coming out later in the year Alcock, KJ; Passingham, RE; Watkins, K; Vargha-Khadem, F (2000) Oral dyspraxia in inherited speech and language impairment and acquired dysphasia. Brain and Language. probably vol 74(1) ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 www.staff.city.ac.uk/k.j.alcock From quigleyj at tcd.ie Thu Jun 15 08:44:27 2000 From: quigleyj at tcd.ie (Quigley, Jean) Date: Thu, 15 Jun 2000 09:44:27 +0100 Subject: New Publication Message-ID: Dear INFO-CHILDES, Announcing the publication of a new book: THE GRAMMAR OF AUTOBIOGRAPHY: A DEVELOPMENTAL ACCOUNT (2000) Jean Quigley Mahwah, New Jersey: Lawrence Erlbaum Associates. ISBN: 0-8058-3483-4 Price: $49.95 Discounted Price (online sales): $22.50 http://www.erlbaum.com/index.htm An investigation of the social construction of selfhood and the psychology of everyday life, this is the first book to bring together four distinct literatures - functional linguistics, child language, narrative development, and discursive psychology. In a narrow sense, the book is about the role of grammar in the construction of children's social practices and in the construction of the self, but the broader implications extend as far as the central role of language in all of human experience. Topics discussed include morality, agency, responsibility and the development of the self. In addition to providing an innovative synthesis of issues in human development and child language, the book also spotlights the use of grammatical analysis as a method for psychological research. It deals in careful linguistic analyses, examining the role of grammatical forms in constituting context which involves an examination of their functions, which are then used to highlight fundamental aspects of development. Written to be accessible both to linguists with little or no background in psychology and to psychologists with no linguistics background, the book will interest scholars and upper-division students in these disciplines and related areas. CONTENTS: Preface. The Discursive Self. Modal Auxiliaries, Subjectivity, and the Self. The Study: A Developmental Linguistic Investigation of Modal Auxiliaries in Children's Autobiographical Accounts. PART I: Modal Grammar in the Construction of the Self. A Sense of Responsibility: Can. A Sense of Commitment: Will. PART II: The Grammar of Autobiographical Narrative. A Sense of Location. PART III: Constructing a Narrative Identity. Accounting for Oneself: The Discourse of Agency. Evaluating OneSelf: The Discourse Morality. Conclusion. Appendix. Hope this is useful information to those interested in this area. ___________________________________________________________ Dr Jean Quigley Tel: 353-1-608-2697 Dept of Psychology Fax: 353-1-671-2006 Trinity College email: quigleyj at tcd.ie Dublin 2, Ireland http://www.tcd.ie/Psychology/Jean_Quigley/index.html From gleason at bu.edu Fri Jun 16 07:34:51 2000 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 16 Jun 2000 03:34:51 -0400 Subject: New Edition of the Development of Language! Message-ID: To: Info-Childes The fifth edition of our textbook, The Development of Language, is about to be published. Here's the table of contents, and a link to the book on Allyn & Bacon's website, where more information is available... I also recommend the instructor's manual. Cheers, Jean http://vig.abacon.com/catalog/abbooks/0,2371,0205316360,00.html Table Of Contents 1. Jean Berko Gleason. The Development of Language: An Overview and a preview. 2. Jacqueline Sachs. Communication Development in Infancy. 3. Lise Menn and Carol Stoel-Gammon. Phonological Development: Learning Sounds and Sound Patterns. 4. Barbara Alexander Pan and Jean Berko Gleason. Semantic Development: Learning the Meanings of Words. 5. Helen Tager-Flusberg. Putting Words Together: Morphology and Syntax in the Preschool Years. 6. Judith Becker Bryant. Language in Social Contexts: Communicative Competence in the Preschool Years. 7. John N. Bohannon III and John D. Bonvillian. Theoretical Approaches to Language Acquisition. 8. Beverly A. Goldfield and Catherine E. Snow. Individual Differences: Implications for the Study of Language Acquisition. 9. Nan Bernstein Ratner. Atypical Language Development. 10. Richard Ely. Language and Literacy in the School Years. 11. Loraine K. Obler. Developments in the Adult Years. Supplements: Instructor's Manual / 0-205-32633-1 From mewcscr at fs1.ed.man.ac.uk Fri Jun 16 13:52:04 2000 From: mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Fri, 16 Jun 2000 13:52:04 GMT Subject: RESEARCH ASSOCIATE POSITION Message-ID: Dear colleagues, Please circulate this new post: following advertisement and further particulars. THE UNIVERSITY OF MANCHESTER SCHOOL OF EDUCATION Research Associate, Wellcome Trust Project (ref. 512/00) A research associate is required for a large family study of children with specific language impairment (SLI). The project involves working with probands, siblings and their relatives, collecting psycholinguistic and other data. Applications are sought from those holding a Ph.D., or applicants who are on the later stages working on their Ph.D. in a relevant area. The posts are for a fixed term of 3 years with a salary in the range of =A316,286 to =A324,479 depending on qualifications, age and experience. Informal inquiries may be made to the Project Director, Professor Gina Conti-Ramsden, Tel. 0161-275-3514, Email: gina.conti-ramsden at man.ac.uk Application forms and further particulars are available from The Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9Pl, Tel. 0161-275-2028; Fax:0161-275-2471;Minicom (for the hearing impaired) 0161 275-7889; email:personnel at man.ac.uk; website: http://www.man.ac.uk Closing date for applications is July 4th, 2000. Interviews will be held on July 13th and 14th, 2000. THE UNIVERSITY OF MANCHESTER SCHOOL OF EDUCATION Further Particulars Research Associate: Wellcome Trust Project The School of Education The school of Education is located in the Humanities Building and is comprised of more than 100 academic staff. The Group involved in this project is a small group with about 15 members of staff. The Group has a very active research agenda that carries out fundamental and applied research of high internat nal repute in Speech, Language and Hearing Sciences. The successful candidate will join a team of 6-7 research assistants/associates working on different projects ALL involving children with specific language impairment and directed by Professor Gina Conti-Ramsden. The Post Applications are invited for a research associate to be involved in a Wellcome Trust Funded Project. The appointee will be involved in a detailed, controlled family study of severe and persistent specific language impairment (SLI) with particular attention being paid to the possible differences between Expressive-SLI d Expressive/Receptive SLI and the possible overlap with autism spectrum disorders. The appointee will be involved in working with a sample of 200 children with SLI and their families. This sample is unique and is spread geographically all over England. Hence the appointee will be involved in substantial field work and travelling. The data collection involves interview as well as direct assessment and buccal smears from all probands, siblings, first degree relatives, affected second degree relatives. The following list of duties, while not comprehensive, is intended to provide an overview of the activities with which the appointee will be involved. The successful candidate will be responsible for all the data collection, organization, storage and analysis. It is also expected that the successful applicants will be involved in the academic development of the project and will be involved in the presentation of results and writing of journal articles and re rts. Person Specification The successful candidate should be willing to work collaborative within a productive and enthusiastic group. Essential The candidates must hold a Ph.D. from a recognised institution or an equivalent qualification in a relevant area, e.g. psychology, speech-language pathology, education, linguistics. Applications from persons working towards their Ph.D. and who are at the later stages of this process are also welcomed. The candidates must have a clean driver's licence and driving experience. The ownership of a car is desirable but not essential as the project will be providing hire cars for the research associates. Desirable Interest in the area of specific language impairment (SLI). Experience with other communication disorders such as autism. Previous experience working with children and families. Familiarity with psycholinguistic testing and training of children and adu= lts. Familiarity with the use of video equipment. Computer literacy skills and use of statistical packages, i.e. SPSS. Conditions of service The minimum starting salary will be at a point 4 of the RA1Ascale (=A316,286). The posts can be up to point 13 of the RA1A scale (=A324,479) depending on age and experience. The starting date for the post is September 1, 2000 or as soon as possible and involves a fixed contract for three years. Method of application Application forms can be obtained from the Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9PL, Tel., 0161-275-2028, Fax: 0161-275-2471/2221; minicom (for the hearing impaired) 0161-275-7889; email: personnel at man.ac.uk; website: http://www.man.ac.uk. Filled application forms supported by a full CV, a covering letter explaining what interested you on the job, and details of at least two referees should be sent to: Professor Gina Conti-Ramsden Centre for Educational Needs School of Education University of Manchester Oxford Road Manchester M13 9PL Informal inquiries to Professor Gina Conti-Ramsden Tel. 0161-275-3514 Fax. 0161-275-3548 Email: Gina.Conti-Ramsden at man.ac.uk The closing date for applications is Tuesday July 4th, 2000. Interviews will be carried out Thursday July 13th and Friday July 14th, 2000. Applicants who have not been contacted by July 28th, 2000 should assume they have not been shortlisted for the post. gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 From Susanne.Dopke at arts.monash.edu.au Sun Jun 18 09:11:40 2000 From: Susanne.Dopke at arts.monash.edu.au (Susanne Dopke) Date: Sun, 18 Jun 2000 09:11:40 +0000 Subject: to be or not to be... Message-ID: I didn't like the "infinitive" explanation for imperatives which came around last week. If we look to other languages we mostly find that the singular imperative is the stem of the verb, the plural often coincides with 2nd plural, eg. in German and French. It just so happens that English uses the stem form for the infinitive and most of its present tense forms. Susanne Susanne Dopke (PhD) P.O Box 11A (Linguistics) Monash University VIC 3800 Australia phone: +61-3-99052298 or 9439 4148 fax: +61-3-99052294 From mstrubell at campus.uoc.es Mon Jun 19 09:23:04 2000 From: mstrubell at campus.uoc.es (Miquel-Jordi Strubell Trueta) Date: Mon, 19 Jun 2000 11:23:04 +0200 Subject: Down Syndrome Message-ID: Benvolgut Antonio, The Down Syndrome Foundation here in Barcelona has suggested you try and contact the following address: hesketh at waisman.wisc.edu (Linda J. Hesketh) Good luck and .... salutacions cordials. Miquel Strubell i Trueta Universitat Oberta de Catalunya Director adjunt dels Estudis d'Humanitats i Filologia carrer de la Diputaci�, 219, 5� 08011 BARCELONA. Tel. (+34)932532444; Fax (+34)934539484 a/e: mstrubell at campus.uoc.es http://www.uoc.es/humfil/ ********************************** Tema: request for information Data: 10:21:10 08/06/2000 De: Antonio M. Ferrer Manch�n A: info-childes at childes.psy.cmu.edu We need in our works about Language in Down Syndrome to mention correctly the papers "Fast Mapping of verbs by children with Down Syndrome: effects of same or changing object contexts" AND "Down Syndrome individuals' digit recall temporal aspects" made in the Waisman Center by Chapman, Hye-Kyeung et al. We have tried to contact Mr. Chapman but we have not answer. So, does anyone know the right information to mention these works appropiately? (when and where they were published). Thanks in advance. ********************************** Antonio M. Ferrer Manch�n Unidad de Investigaci�n Acceso Universitat de Valencia C/Artes Graficas 13, 46010 Valencia http://acceso.uv.es/ Tel: 96-386 4135 Fax: 96-386 4758 ********************************** From lsc at th.com.br Sat Jun 17 21:41:34 2000 From: lsc at th.com.br (Leonor Scliar Cabral) Date: Sat, 17 Jun 2000 18:41:34 -0300 Subject: to be or not to be... Message-ID: The stem of the imperative being the same of the infinitive does not mean that "it has the same functions", since infinitives can only be either a nominal form or belong to a compound verb (without tense and person markers). Imperatives, even if they do not show an overt morpheme of person and tense, carry their meanings: The person referent is recovered when the sentence is uttered by defaut/pragmatic processes: it always refers to the addressee, since we cannot give an order to ourselves and it is useless to give it to somebody about whom we are talking. Past tense is excluded for the same pragmatic reasons. The tense is an unmarked present/future. Prof. Dr. Leonor Scliar-Cabral Susanne Dopke wrote: > I didn't like the "infinitive" explanation for imperatives which came > around last week. If we look to other languages we mostly find that the > singular imperative is the stem of the verb, the plural often coincides > with 2nd plural, eg. in German and French. It just so happens that > English uses the stem form for the infinitive and most of its present > tense forms. > Susanne > > Susanne Dopke (PhD) > P.O Box 11A (Linguistics) > Monash University VIC 3800 > Australia > phone: +61-3-99052298 or 9439 4148 > fax: +61-3-99052294 From tomas at eva.mpg.de Mon Jun 19 14:40:51 2000 From: tomas at eva.mpg.de (Michael Tomasello) Date: Mon, 19 Jun 2000 15:40:51 +0100 Subject: to be or not to be... Message-ID: Interested persons might want to look at: M. Haspelmath, "From purposive to infinitive - a universal path of grammaticalization", Folia Linguistics Historica, X/1-2, pp. 287-310. for an insightful discussion of where infintives come from and what they do. Mike Tomasello From pinker at imap.media.mit.edu Mon Jun 19 16:38:39 2000 From: pinker at imap.media.mit.edu (Steven Pinker) Date: Mon, 19 Jun 2000 09:38:39 -0700 Subject: FW: to be or not to be... Message-ID: -----Original Message----- From: Steven Pinker [mailto:pinker at imap.media.mit.edu] Sent: Wednesday, June 14, 2000 1:37 AM To: Antonella Subject: RE: to be or not to be... Dear Antonella, The simplest explanation is that your Part Two answers your Part One: the English imperative is based on the infinitive, not the second-person present. For virtually every verb those two theories are indistinguishable, but "be," which is irregular in the second-person present, shows that the first theory is preferable. (We know that "are" is the irregular odd-man-out, not "be," because most of the other forms of "be" based on the infinitive - "being," subjunctive "let it be," untensed "all that you can be," and so on, are just like all the other verbs in English). Note that it is not necessary that the imperative literally be "derived from" any other inflectional category - one could more simply say that there are four forms of the English verb (-s, -ed, -ing, zero) which are linked in one-to-many fashion to inflectional paradigm slots (preterite, 3rd person singular, participle, infinitive, imperative, subjunctive, etc.) following certain tendencies and constraints of paradigm construction (discussed in Carstairs-McCarthy and in my 1984/1996 book). That is, "imperative" is simply linked to "zero." Arguments for separate levels of representation for the phonological content of affixes and their inflectional categories can be found in Mark Aronoff's "Morphology by Itself" and in my "Words and Rules" (pp. 29-33). The simplest explanation of "Thanks" is that it is a noun (some kind of pluralia tantum derived from the verb), as we see in "Many thanks" and "No thanks to you," and in pragmatically similar utterances like "Cheers," "Regards," and "Hugs and kisses." The commonly heard "This is the thanks I get" (a noun, but not a plural) complicates the story but perhaps is an example of how certain plurals can become reanalyzed as mass nouns (e.g., "data.'). --Steve Pinker From ks7t at andrew.cmu.edu Mon Jun 19 14:37:22 2000 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 19 Jun 2000 10:37:22 -0400 Subject: please post (fwd) Message-ID: Post: From Jill Devilliers (jdevilli at email.smith.edu) Dear Childes, Dr Cabral wrote: "Imperatives, even if they do not show an overt morpheme of person and tense, carry their meanings: The person referent is recovered when the sentence is uttered by defaut/pragmatic processes: it always refers to the addressee, since we cannot give an order to ourselves and it is useless to give it to somebody about whom we are talking. Past tense is excluded for the same pragmatic reasons." With respect to this debate concerning the grammar of English imperatives, may I suggest we consult a child? A clue to their structure lies in the tag question. Many years ago when my son was three, it occurred to me that he didn't produce tags yet, and as a student of Roger Brown, I felt the lack*. So over the course of an afternoon, I "taught" him tags, by saying- "let's play a game where we stick little questions on the end of everything we say, OK? Like this 'You are funny, aren't you?' 'He can swim, can't he?'" To cut a long story short, I got bored long before he did, and he wanted to play forever. He made no errors. Much later I made some soup and shouted along the hall to my spouse, "Come get your soup!" My son looked up and said "won't you?" I don't think I've ever used such a polite imperative, but I know it when I hear it. Pragmatics? Default? I'd vote for plain old grammar. Jill de Villiers *de Villiers, J.G. Faith, doubt and meaning. In F. Kessel, (ed) Development of Language and Language Researchers. Hillsdale,N.J.: Lawrence Erlbaum Associates, 1988. ---------- End Forwarded Message ---------- From lmb32 at columbia.edu Mon Jun 19 15:32:46 2000 From: lmb32 at columbia.edu (Lois Bloom) Date: Mon, 19 Jun 2000 11:32:46 -0400 Subject: Re infinitives Message-ID: Another relevant study is Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning *to* in complement constructions. Journal of Child Language, 11, 391-406. --Lois Bloom From armonls at mail.biu.ac.il Tue Jun 20 07:43:25 2000 From: armonls at mail.biu.ac.il (Sharon Armon Lotem) Date: Tue, 20 Jun 2000 10:43:25 +0300 Subject: SLI & Critical period Message-ID: Hi A student at our department is looking for refrences to discussions of the relation between critical period and SLI. Could you help her? Please send your answers directly to chasky at post.tau.ac.il Thanks Sharon Armon-Lotem Department of English Bar Ilan University From Barbara.Schmiedtova at mpi.nl Tue Jun 20 00:47:48 2000 From: Barbara.Schmiedtova at mpi.nl (Barbara Schmiedtova) Date: Tue, 20 Jun 2000 02:47:48 +0200 Subject: a question Message-ID: I was wondering if somebody might know of any literature on how children handle/describe simultaneous events. I am very interested in First and Second Language Acquisition of temporality and this issue seems to be very difficult for children and learners of a second language, as well. I would appreciate any hint or suggestion! Thanks a lot! Barbara ******************************************** Barbara Schmiedtova Max Planck Institute for Psycholinguistics Wundtlaan 1, 6525 XD NIJMEGEN The Netherlands Tel: (+31) (0)24 - 3521447 Fax: (+31) (0)24 - 3521213 ******************************************** From david.sandmaier at student.uni-tuebingen.de Wed Jun 21 12:47:41 2000 From: david.sandmaier at student.uni-tuebingen.de (David Sandmaier) Date: Wed, 21 Jun 2000 14:47:41 +0200 Subject: acquisition of verbs Message-ID: Dear Childes, dear collegues I'm working on the syntactic bootstrapping hypothesis and the acquisition of German . Does anyone know references on the (universal?)difficulties of children in acquiring meanings of verbs? I would appreciate any hint or suggestion! Thank you. David Sandmaier From diessel at eva.mpg.de Wed Jun 21 16:27:33 2000 From: diessel at eva.mpg.de (Holger Diessel) Date: Wed, 21 Jun 2000 18:27:33 +0200 Subject: new book Message-ID: **NEW BOOK ** NEW BOOK ** NEW BOOK ** NEW BOOK ** NEW BOOK** CSLI Publications, Stanford, announces: USAGE-BASED MODELS OF LANGUAGE Edited by Michael Barlow and Suzanne Kemmer Department of Linguistics, Rice University This book brings together papers by the foremost representatives of a range of theoretical and empirical approaches converging on a common goal: to account for language USE, or how speakers actually speak and understand language. Crucial to a usage-based approach are frequency, statistical patterns, and, most generally, linguistic experience. Linguistic competence is not seen as cognitively- encapsulated and divorced from performance, but as a system continually shaped, from inception, by linguistic usage events. The authors represented here were among the first to leave behind rule-based linguistic representations in favor of constraint-based systems whose structural properties actually emerge from usage. Such emergentist systems evince far greater cognitive and neurological plausibility than algorithmic, generative models. Approaches represented here include Cognitive Grammar, the Lexical Network Model, Competition Model, Relational Network Model, and Accessibility Theory. The empirical data come from phonological variation, syntactic change, psycholinguistic experiments, discourse, connectionist modeling of language acquisition, and linguistic corpora. USAGE-BASED MODELS OF LANGUAGE Stanford, CA: CSLI Publications, May 2000 Paperback, ISBN 1-57586-220-4, USD $24.95 Cloth, ISBN 1-57586-219-0, USD $64.95 Questions: pubs at csli.stanford.edu (650) 723-1839. To order: please note that all CSLI Publications' titles are distributed by the Cambridge University Press and should be ordered directly from them. You can order online at http://www.cup.cam.ac.uk/ or in North America, http://www.cup.org/ . CONTENTS Introduction: A Usage-Based Conception of Language (21 pp.) SUZANNE KEMMER AND MICHAEL BARLOW A Dynamic Usage-Based Model (63 pp.) RONALD W. LANGACKER The Phonology of the Lexicon: Evidence From (20 pp.) Lexical Diffusion JOAN L. BYBEE Bidirectional Processing in Language and (32 pp.) Related Cognitive Systems SYDNEY LAMB Connectionism and Language Learning (28 pp.) BRIAN MACWHINNEY The Effect of the Interlocutor on Episodic Recall: (45 pp.) An Experimental Study CONNIE DICKINSON AND T. GIVoN The Development of Person Agreement Markers: (63 pp.) >>From Pronouns to Higher Accessibility Markers MIRA ARIEL Interpreting Usage: Construing the History of (25 pp.) Dutch Causal Verbs ARIE VERHAGEN Investigating Language Use through Corpus-Based (25 pp.) Analyses of Association Patterns DOUGLAS BIBER Usage, Blends and Grammar (30 pp.) MICHAEL BARLOW Subject and Author Index From HDungo at aol.com Wed Jun 21 19:56:16 2000 From: HDungo at aol.com (HDungo at aol.com) Date: Wed, 21 Jun 2000 15:56:16 EDT Subject: imperatives Message-ID: Regarding Jill de Viliers suggestion to ask a child about imperatives I have come across an example in the transcripts for my thesis which may interest you. In this particular part of the interview the children read some conversations and then judge them, what I'm actually looking for is judgement of inappropriate polite language, but one little ( 8 years old) French boy (in the French version of my tests) judged the conversation this way : il dit prête moi ta voiture il le dit au présent donc toute suite et après les clés il les donne après ( he said lend me your car he said it in the present so straight away and after the keys he gives them after ). Without going into the details of the conversation and when the person actually gets the keys, he's judging the imperative it seems to me .... Regards Harriet Dunbar. From deepsea at cds.ne.jp Fri Jun 23 03:54:10 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 23 Jun 2000 12:54:10 +0900 Subject: Prof. Thomas Lee Message-ID: Dear info-childes, We would like to get contact with Prof. Thomas Hun-tak Lee, who was affiliated to the Chinese University of Hong Kong few years ago. Now we cannot find his current affiliation. If you know how to get contact with him, or his current (e-mail)address, please e-mail to us(tcp at otsu.icl.keio.ac.jp). Thank you. Masayuki Komachi============= koma at otsu.icl.keio.ac.jp Keio University Associate Director, TCP 2001 From Barbara.Schmiedtova at mpi.nl Thu Jun 22 23:03:28 2000 From: Barbara.Schmiedtova at mpi.nl (Barbara Schmiedtova) Date: Fri, 23 Jun 2000 01:03:28 +0200 Subject: searching for a thesis Message-ID: Dear info-childes, I am desperately looking for a (unpublished) master's thesis written by Economides, P.J. in 1985 at the University of California, Los Angeles. The title is: The expression of tense and aspect in the English interlanguage of a Vietnamese child. Could you help me? Thanks a lot. Cheers, Barbara ******************************************** Barbara Schmiedtova Max Planck Institute for Psycholinguistics Wundtlaan 1, 6525 XD NIJMEGEN The Netherlands Tel: (+31) (0)24 - 3521447 Fax: (+31) (0)24 - 3521213 ******************************************** From deepsea at cds.ne.jp Fri Jun 23 14:27:55 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 23 Jun 2000 23:27:55 +0900 Subject: Thanks a lot Message-ID: Dear info-childes, We asked you about Prof. Thomas Lee's address. We can get information from many of you, and send e-mail message. Thank you so much. Masayuki Komachi Keio University koma at otsu.icl.keio.ac.jp From macw at cmu.edu Fri Jun 23 20:16:44 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 23 Jun 2000 16:16:44 -0400 Subject: new Hungarian-English corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition of the first CHILDES corpus on trilingual language acquisition. It is from Judit Navracsics at Veszprém and Pécs. Judit's documentation file follows. The corpus is navracsics.zip and navracsics. It is in the /biling directory, although three languages are involved. --Brian MacWhinney ******************* This directory contains a longitudinal corpus of a pair of siblings acquiring English and Persian as their first two languages from birth and Hungarian as an early second language. In the focus is the children's Hungarian development. The corpus was contributed by Judit Navracsics, University of Veszprém, Hungary. The data are in CHAT format. The subjects of this study are a pair of siblings, named Nasim (a girl) and Nabil (a boy), who were exposed to English and Persian from birth. Until the age of three and two, respectively, the children lived with their parents in Canada. Then, in 1994 the family moved to Hungary. The parents started teaching at the University of Veszprém, and the children started attending a Hungarian monolingual nursery school, where their Hungarian early second language acquisition started. The parents addressed the children in English as a rule, though, when the mother was alone with them, she used Persian. In Hungarian communities the children used only Hungarian, never brought their other two languages in any kind of speech activities. Their Hungarian development was very rapid and resembled that of Hungarian monolingual children. After 1;6 years Hungarian became the dominant language for the children, they used it between, themselves when playing alone. Code-switching happened only when either of the parents appeared in the room. During the two years of observation the children stayed in Hungary and were addressed in English apart from their parents only by some visiting relatives occasionally, and some friends in Hungary. In total, 30 hours of recordings were made: 8 hours of video and 22 hours of audio. Data collection was carried out first in the children's home while the children were playing with the investigator. The investigator used her native Hungarian with the children, only at the very beginning of the observation (i.e. two months after their arrival in Hungary) occurred code-switching to English. However, the investigator used English with the parents in the presence of the children. The recordings took place at two week intervals in the first year. After one year the family moved to another Hungarian town. Since then students of the University of Veszprém traveled to visit the family at three months intervals to collect data. The students also followed the communication pattern mentioned above, i.e. they used English with the parents and Hungarian with the children. There are some recordings where the children play with each other without an investigator or a playmate. All children-adult interactions were transcribed in full, including repetitions, hesitations, child language forms of utterances, even nonsense utterances. Short conversations with the parents which are concerning the topic are also transcribed but longer ones are exluded. The following table lists the ages at which each recording session took place with reference to the time allocation, the investigator (interlocutor) and the Matrix Language. The language mode is always bilingual or rather trilingual, since the children share the three languages. No. Date Duration Nasim Nabil Interlocutor M L. 1. 7/10/1994 13 min. 3; 0, 5 2; 0, 3 mother Eng. 2. 14/10/1994 10 min. 3; 0, 22 2; 0, 10 mother Eng. 3. 21/10/1994 25 min. 3; 0, 29 2; 0, 17 Zsuzsi Hung. 4. 28/10/1994 50 min. 3; 1, 6 2; 0, 24 Zsuzsi Hung. 5. 5/11/1994 25 min. 3; 1, 14 2; 1, 1 Zsuzsi Hung. 6. 10/11/1994 40 min. 3; 1, 19 2; 1, 6 Ildikó Hung. 7. 23/2/1995 60 min. 3; 5, 1 2; 4, 19 Judit, Zsolt Hung. 8. 9/3/1995 30 min. 3; 5, 14 2; 5, 5 Judit Hung. 9. 16/3/1995 60 min. 3; 5, 21 2; 5, 12 Judit Hung. 10. 30/3/1995 45 min. 3; 6, 8 2; 5, 26 Judit Hung. 11. 6/4/1995 30 min. 3; 6, 15 2; 6, 2 Judit, Robi Hung. 12. 11/4/1995 20 min. 3; 6, 20 2; 6, 7 mother Eng. 13. 13/4/1995 50 min. 3; 6, 22 2; 6, 9 Judit Hung. 14. 16/4/1995 55 min. 3; 6, 25 2; 6, 12 Judit, sons Hung. 15. 26/4/1995 10 min. 3; 7, 4 2; 6, 22 Zsolt Hung. 16. 3/5/1995 60 min. 3; 7, 11 2; 6, 29 Judit Hung. 17. 31/5/1995 30 min. 3; 8, 9 2; 7, 25 Judit Hung. 18. 25/6/1995 40 min. 3; 9, 3 2; 8, 21 Judit Hung. 19. 27/6/1995 25 min. 3; 9, 5 2; 8, 23 Judit Hung. 20. 15/7/1995 20 min. 3; 9, 23 2; 9, 11 Judit Hung. 21. 26/7/1995 45 min. 3; 10, 4 2; 9, 22 Judit Hung. 22. 15/12/1995 45 min. 4; 2, 23 3; 2, 21 Borika, Bori Hung. 23. 25/12/1995 15 min. 4; 3, 3 3; 2, 21 mother Eng. 24. 25/12/1995 30 min. 4; 3, 3 3; 2, 21 Hung. 25. 10/6/1996 10 min. 4; 8, 19 3; 8, 6 Judit Hung. 26. 20/6/1996 50 min. 4; 8, 29 3; 8, 16 Hung. 27. 20/9/1996 120 min. 4;11, 29 3;11, 16 Hajni, Anna Hung. 28. 1/12/1996 120 min. 5; 2, 9 4; 1, 27 Hajni, Anna Hung. 29. 20/4/1997 120 min. 5; 6, 29 4; 6, 16 Hajni, Anna Hung. 30. 20/4/1997 30 min. 5; 6, 29 4; 6, 16 Hajni, Anna Hung. Researchers using these data should cite Navracsics (1999) The Acquisition of Hungarian by Trilingual Children. Unpublished PhD dissertation. Veszprém-Pécs. From Ayumi.Matsuo at mpi.nl Tue Jun 27 12:55:30 2000 From: Ayumi.Matsuo at mpi.nl (Ayumi Matsuo) Date: Tue, 27 Jun 2000 14:55:30 +0200 Subject: Ph.D. openings - MPI for Psycholinguistics Message-ID: Ph.D. openings - MPI for Psycholinguistics The Max Planck Institute for Psycholinguistics has two Ph.D. positions available for research in the field of first language acquisition. The positions will be for three years and are supposed to begin October 1, 2000. Applicants for the Ph.D. positions should have a completed Master's degree or equivalent in linguistics, psychology, or a related field, and an interest in morphological, syntactic, or semantic aspects of language acquisition. Applications should include a curriculum vitae, a description of previous related studies and research, a sample of written work, names and addresses of 3 referees, and a characterization of plans or interests for the Ph.D. research. The Ph.D. candidates must also already have or be prepared to find a suitable university affiliation. Payment for these positions is regulated according to the scale of the Max Planck Society (net approx 2200 - 2500 Hfl). Further information about the acquisition group of the MPI Nijmegen can be found at http://www.mpi.nl Please send applications via regular mail for arrival by August 15, 2000, to: Prof. Dr. Wolfgang Klein Max Planck Institute for Psycholinguistics Postbus 310 6500 AH Nijmegen The Netherlands Ayumi Matsuo, Ph.D Max-Planck-Institut Fur Psycholinguistik Wundtlaan 1 NL-6525 XD Nijmegen The Netherlands e-mail:Ayumi.Matsuo at mpi.nl website: http://www.mpi.nl/world/persons/profession/ayumat.html Phone: (+31) (0)24-352-1451 Fax: (+31) (0)24-352-1213 From macw at cmu.edu Tue Jun 27 23:18:30 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 27 Jun 2000 19:18:30 -0400 Subject: machine change Message-ID: Dear Info-CHILDES, The machine called alaska.psy.cmu.edu has been replaced by loki.psy.cmu.edu. This machine was being used as the server for the CHILDES-BIB, the Japanese bibliography, and streaming audio and video. The links to the bibliography from the CHILDES home page have been fixed, so you don't need to worry about this if you were just relying on those links. Also, streaming audio and video is a very new CLAN/TalkBank facility and only a few people have learned how to use it. However, if you have worked with it, you now need to use http://loki.psy.cmu.edu as your URL instead of http://alaska.psy.cmu.edu. --Brian MacWhinney From macw at cmu.edu Tue Jun 27 23:34:22 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 27 Jun 2000 19:34:22 -0400 Subject: new CLAN program for phonology Message-ID: Dear Info-CHILDES, Leonid Spektor has written a new CLAN program for phonological analysis. The command is MAKEMOD, which stands for "make a new %mod or model phonological tier." This program uses the CMU Pronouncing Dictionary to automatically insert the adult phonological targets for words. This %mod line can then be analyzed in conjunction with a %pho using the MODREP program. I can also imagine other uses. The CMU Pronouncing Dictionary is huge and CLAN requires a lot of memory to load it. So, if you are using CLAN on a Mac, you will want to increase its memory to about 20MB from the default of 10MB. On Windows, I guess the operating system figures this all out for you. We translated the CMU Pronouncing Dictionary into SAMPA format (close to UNIBET) for this purpose. The %mod output is in SAMPA, but we have added underscore characters to clearly delimit segments. I would be happy if people interested in phonology could try this out and tell me what they think and whether we should modify any details. --Brian MacWhinney From mewssacc at fs1.ed.man.ac.uk Wed Jun 28 16:47:12 2000 From: mewssacc at fs1.ed.man.ac.uk (Alison C Crutchley) Date: Wed, 28 Jun 2000 16:47:12 GMT Subject: 'conditional' forms in English Message-ID: Dear all Can anyone give me an idea (or point me in the direction of something published) about a) acquisition of and b) regional variants of 'third conditional' constructions such as 'If he'd stopped at the garage he wouldn't have run out of petrol'? Children we are assessing have produced the following forms (among others) and I'd appreciate any ideas! * if he would have x-ed, he would have y-ed * if he wouldn't have x-ed, then y wouldn't have happened * if he didn't do that then that wouldn't have happened * if the girl had have fed the rabbit earlier... * if she didn't have opened the rabbit cage... * If he was filling up his car with petrol then he wouldn't need a tub with it in Thanks very much! Alison Crutchley ................................................................... Dr Alison Crutchley Centre for Human Communication and Deafness, [formerly CAEDSP] School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Tel: +44 (0)161 275 3390 Fax: +44 (0)161 275 3373 alison.crutchley at man.ac.uk Visit the Centre website: http://www.man.ac.uk/CHCD/ ................................................................... From lise.menn at colorado.edu Wed Jun 28 22:39:26 2000 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 28 Jun 2000 16:39:26 -0600 Subject: a query for info-CHILDES Message-ID: Does anyone know of 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')? We know about imitation, picture description, and comprehension tasks, but this one combines aspects of all three... Thanks, Lise Menn & Yumiko Tanaka Welty 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 mewcscr at fs1.ed.man.ac.uk Fri Jun 30 13:29:09 2000 From: mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Fri, 30 Jun 2000 13:29:09 GMT Subject: Ph.D. Fellowship Message-ID: THE UNIVERSITY OF MANCHESTER SCHOOL OF EDUCATION Ph.D. Fellowship with Professor Gina Conti-Ramsden A Ph.D. fellowship is available to work with Professor Conti-Ramsden on a large family study of children with specific language impairment (SLI). The project involves working with probands, siblings and their relatives, collecting psycholinguistic and other data. Applications are sought from those holding good first degree (B.Sc. or BA) from Psychology, Speech-Language Pathology, Linguistics or other related discipline. Applicants holding a Masters degree wishing to pursue a Ph.D. are also welcomed. The post is initially for one year but would normally be renewed for two succeeding years. The post includes payment of full-time student fees for Ph.D. studies and a maintenance grant of approximately £6,500. Applicants interested in the fellowship please apply directly to Professor Conti-Ramsden with a CV and a covering letter detailing their research interests and any other useful background information. Deadline for applications is Tuesday July 11th and interviews will be held on July 13th and 14th. Gina Conti-Ramsden, Centre for Educational Needs, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, England , Telephone: 0161-275-3514 (direct), 0161-275-3510 (secretary), Fax: 0161-275-3548. Email: gina.conti-ramsden at man.ac.uk Further Particulars Ph.D. fellow with Professor Gina Conti-Ramsden The School of Education The school of Education is located in the Humanities Building and is comprised of more than 100 academic staff. The Group involved in this project is a small group with about 15 members of staff. The Group has a very active research agenda that carries out fundamental and applied research of high international repute in peech, Language and Hearing Sciences. The successful candidate will join a team of 8/9 research assistants/associates/Ph.D. fellows working on different projects ALL involving children with specific language impairment and directed by Professor Gina Cont Ramsden. The Post Applications are invited for a Ph.D. fellow to undertake further studies with Professor Gina Conti-Ramsden and to be involved in a Wellcome Trust Funded Project. The appointee will be involved in a detailed, controlled family study of severe and persistent specific language impairment (SLI) with particular a ention being paid to the possible differences between Expressive-SLI and Expressive/Receptive SLI and the possible overlap with autism spectrum disorders. The appointee will be involved in working with a sample of 200 children with SLI and their families This sample is unique and is spread geographically all over England. Hence the appointee will be involved in field work and travelling. The data collection involves interview as well as direct assessment and buccal smears from all probands, siblings, f st degree relatives, affected second degree relatives. It is thought that the experience of working closely with this large and wide ranging project would prove very helpful for the candidate to develop their own area of interest for their own Ph.D. stud s. Person Specification The successful candidate should be willing to work collaborative within a productive and enthusiastic group. Essential The candidates must hold a B.Sc. or B.A. from a recognised institution or an equivalent qualification in a relevant area, e.g. psychology, speech-language pathology, education, linguistics. Applications from persons working or having a Masters degree are also welcomed. The candidates must have a clean driver's licence and driving experience. The ownership of a car is desirable. Desirable Interest in the area of specific language impairment (SLI). Experience with other communication disorders such as autism. Previous experience working with children and families. Familiarity with psycholinguistic testing and training of children and adults. Familiarity with the use of video equipment. Computer literacy skills and use of statistical packages, i.e. SPSS. gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 From ctswtang at polyu.edu.hk Thu Jun 1 10:54:54 2000 From: ctswtang at polyu.edu.hk (Sze-Wing Tang) Date: Thu, 1 Jun 2000 18:54:54 +0800 Subject: International Symposium on Topic and Focus in Chinese Message-ID: 'International Symposium on Topic and Focus in Chinese' will be held at the Hong Kong Polytechnic University on June 21-22, 2000. Please check our website for travel, accommodations, and program and registration updates: http://www.cbs.polyu.edu.hk/ctswtang/tang/TF.htm PRELIMINARY PROGRAM 6/21/2000 09:00 opening remarks 09:30 Huba Bartos (Hungarian Academy of Sciences) Topics, quantifiers, subjects 10:00 Yuan Shen (City Univ of HK) Focus structures of indefinite-subject sentences in Chinese and the use of you 10:30 Horst-Dieter Gasde (ZAS) Two types of topic in Chinese and German 11:00 break 11:15 Jie Xu and Yuzhi Shi (National Univ of Singapore) The growth and decline of two focus operations in the history of Chinese grammar 11:45 Derek Herforth (Univ of Sydney) The syntax of focus in late Zhou Chinese 12:15 Danqing Liu (CityU of HK) Subtopic-prominent dialects of Chinese 12:45 lunch 14:00 Dingxu Shi (HK Polytechnic Univ) The nature of background topic 14:30 Yulin Yuan (Peking University) Hanyu huati de yufa diwei he yufahua chengdu 15:00 break 15:15 Chungmin Lee (Seoul National Univ/UCLA) Contrastive topic in Chinese and Korean 15:45 Sze-Wing Tang and Thomas Hun-tak Lee (HK Polytechnic Univ; City Univ of HK) Focus as an anchoring condition 16:15 Liejiong Xu (City Univ of HK) Association between operator and focus 16:45 break 17:00 Yan Jiang (HK Polytechnic Univ) n-ways in interpreting a topic structure in Chinese 17:30 Marinus van den Berg and Guo Wu (Leiden Univ; Univ Western Sydney) The pragmatics of topicality in discourse 6/22/2000 09:00 Ren Zhang (York Univ) Think constructionally: the case of lian ... dou reopened 09:30 Xiaolu Yang (Tsinghua Univ) Restrictive focus in L1 acquisition of Chinese 10:00 Nai Fai Wong and Yang Gu (Shue Yan College; Chinese Univ of HK) Modality, topic, and focus in Mandarin Chinese 10:30 break 10:45 Shu-ing Shyu (National Sun Yat-sen Univ) Are inverse predications in pseudoclefts possible? 11:15 Suying Yang (HK Baptist Univ) The presence or absence of identificational focus in the shi ... (de) construction 11:45 Jie Xu and Boon Soeng Teoh (National Univ of Singapore) Focus-marking in Chinese and Malay 12:15 Yang Shen (Peking University) Mingci duanyu de fenlie yiwei yu fenliexing huati 12:45 lunch 14:00 Mei Fang and Charles N. Li (CASS; UCSB) Comprehensive basis of clause initial zero anaphora in Chinese narratives: constructional schema and cognitive model 14:30 Chen-Sheng Liu (National Chi Nan Univ) From a pronoun to a topic marker 15:00 Jianhua Hu and Haihua Pan (City Univ of HK) Deriving the subject-object asymmetry in topicalization 15:30 break 15:45 Yuchau Hsiao (National Chengchi Univ) Focus alignment in Taiwan Southern Min 16:15 Vicky C.-M. Man (HK Baptist Univ) Focus effects on Cantonese tones: an acoustic study 16:45 break 17:00 Waltraud Paul (CRLAO, EHESS-CNRS) Verb copying, object preposing and topic prominence in Mandarin Chinese 17:30 Peppina Po-lun Lee and Haihua Pan (City Univ of HK) Focus, modals, and scope interaction in Mandarin 18:00 Wei-Tian Dylan Tsai (National Tsing Hua Univ) Object fronting and focus placement in Chinese From ann.dowker at psy.ox.ac.uk Thu Jun 1 19:36:52 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 1 Jun 2000 20:36:52 +0100 Subject: Acquiring passives Message-ID: S.E.M. Allen and M.B. Crago: Early passive acquisition in Inuktitut; Journal of Child Language, 1996, 23, 129-155 P.J. Brooks and M. Tomasello: Young children learn to produce passives with nonce verbs; Developmental Psychology, 1999, 35, 29-44 (and perhaps other papers by these authors) Ann On Tue, 23 May 2000, Vienna wrote: > > > Dear all, > > I'm looking for new work on the acquisition of passive forms. I will > summarize > > references. > > Thanks > > Dorit Ravid > > (Tel Avivi University, currently at U of Vienna) > > dorit.ravid at univie.ac.at > > doritr at ccsg.tau.ac.il > > > > > > > > > > > > > From dorit.ravid at univie.ac.at Sun Jun 4 22:41:14 2000 From: dorit.ravid at univie.ac.at (Vienna) Date: Sun, 4 Jun 2000 22:41:14 -0000 Subject: Fw: Fw: Passive acquisition - please post Message-ID: > > ----- Original Message ----- > From: Vienna > To: Info-CHILDES > Sent: Sunday, June 04, 2000 6:31 PM > Subject: Passive acquisition - please post > > > Dear All, > > Some time ago I asked for new references on passive acquisition. I found out > many people are working on this topic, and many have been so very kind to send > me more than just new references on passive acquisition. I am sharing with you this rich list compiled from all the info I have received . Thank you all out there. > Dorit Ravid > doritr at ccsg.tau.ac.il > dorit.ravid at univie.ac.at > > Passive references > > Allen, E.M. and M.B. Crago: Early passive acquisition in > Inuktitut; Journal of Child Language, 1996, 23, 129-155 > > Brooks, P. & Tomasello, M. (1999). Young children learn to produce > passives with nonce verbs. Developmental Psychology, 35, 29-44. > > Allen, S.E.M. (1996). Aspects of Argument Structure in Inuktitut. > Amsterdam: John Benjamins > > Allen, S.E.M., & Crago, M.B. (1993). The acquisition of passives and > unaccusatives in Inuktitut. McGill Working Papers in Linguistics, 9, 1-29. > Allen, S.E.M., & Crago, M.B. (1996). Early passive acquisition in Inuktitut. > Journal of Child Language, 23, 129-155. > Bates, E., Harris, C., Marchan, V., Wulfect , B. & Kritchevsky , M. Production > of complex syntax in normal ageing and Alzheimer=92s disease. Language and > Cognitive Processes, 1995, 10 (5), 487-539. > > Bates, Elisabeth. Language and context: the acquisition of pragmatics. London: > Academic Press, 1976. > > Benasich, April A. & Tallal, Paula. Auditory temporal processing thresholds, > habituation, and recognition memory over the 1st year. Infant behavior and > development, 19, 339-357, 1996. > > Benjamins. > > Berndt, Rita Sloan, Mitchum, Charlotte C. & Haendiges, Anne N. Comprehension > of reversible sentences in =93agrammatism=94: a meta-analysis. Cognition, 58, > 1996, 289-308. > > Bever, Thomas G. The cognitive basis for linguistic structures. In: HAYES, > John R. Cognition and the Development of Language. Wiley, NY, 1970. > > Borer, Hagit & Wexler, Kenneth. The maturation of syntax. In ROEPER, T. & > WILLIAMS, E. (editors) Parameter-setting and language acquisition. Dordrecht, > The Netherlands: Reidel, 1987. > > Bowerman, Melissa. Reorganizational processes in lexical and syntactic > development. In: WANNER, Eric & GLEITMAN, Lila R. Language acquisition: the > state of the art. London: Cambridge University Press, 1982. p.319-346. > > Brooks, Patricia J. & TOMASELLO, Michael. Young children learn to produce > passives with nonce verbs. Developmental Psychology, v. 35(1), 1999, 29-44. > > Chalmers, D. J. Syntactic Transformations on Distributed Representations. > Connection Science, v. 2, n. 1 & 2, 1990. > > Clahsen, Harald. Lexical entries and rules of language: a multidisciplinary > study of German inflection. > > Clark, E.V. & Carpenter 1989, in Language (on the notion of source) > > Clark, Herbert H. & Begun, Jeffrey S. The use of syntax in understanding > sentences. The British Journal of Psychology. 59, 3, 1968, p. 219-229. > > Cunha, Maria A. F. da. Motiva??es discursivas para o uso da passiva. > D.E.L.T.A., VOL. 10, n=B0 1, 1994, 21-27. > > Cunha, Maria A. F. da. Transitividade e passiva: um encontro > sem?ntico-gramatical. Anais do IX Encontro Nacional de Ling??stica. Rio de > Janeiro: PUC, 1984. > > DeMuth, K. (1990). Subject, topic, and Sesotho passive. Journal of Child > Language, 17, 67-84. > > Demuth, Katherine. Maturation and the acquisition of the Sesotho passive. > Language 65, 1989, p. 56-80. > > Demuth, Katherine. Subject, topic and Sesotho passive. Journal of Child > Language, n. 17, 1990, p. 67-84. > > Druks, Judit & Marshall, John C. When passives are easier than actives: two > case studies of aphasic comprehension. Cognition, 55, 1995, p. 311-331. > > Duarte, Yara. As passivas do Portugu?s e do Ingl?s: uma an?lise funcional. > D.E.L.T.A., vol. 6, n=B0 2, 1990, p. 139-167. > > Elsen, Hilke 1999. Ansaetze zu einer funktionalistisch-kognitiven > Grammatik. Konsequenzen aus Regularitaeten des Erstspracherwerbs. > Tuebingen. Niemeyer. > > Ferreira, Fernanda. Choice of passive voice is affected by verb type and > animacy. Journal of memory and language, 33, 1994, p. 715-736. > > Figueira, Rosa Atti?. On the development of the expression of causativity: a > syntactic hypothesis. Journal of Child Language, 11(1984), 109-127. > > Fillmore, Charles J. The case for case reopened. In: COLE, Peter & SADOCK, > Jerrold M. Syntax and Semantics: grammatical relations. New York: Academic > Press, 1977. > > Fillmore, Charles J. The case for case. In: BACH, Emmon & HARMS, Robert T. > Universals in Linguistic Theory. Great Britain: A Holt International Edition, > 1968. > > Fox, D., Grodzinsky, Y., & Crain, S. (1995). An experimental study of > children=92s passive. MIT Working Papers in Linguistics, 26, 249-264. > > Fox, Danny & Grodzinsky, Y. Children=92s passive: a view from the by-phrase. > Linguistic Inquiry, v. 29, n. 2, 1998, p. 311-332. > > Giv?n, Talmy. Syntax: a functional-typological introduction - vol. II. > Amsterdam/Philadelphia: John Benjamins Publishing Company, 1990. p.563-644. > > Gordon, P. & Chafetz, J. (1990). Verb-based versus class-based accounts of > actionality effects in children=92s comprehension of passives. Cognition, 36, > 227-254. > > Gough, Philip B. Grammatical transformations and speed of understanding. > Journal of verbal learning and verbal behavior, 4, 107-111, 1965. > > Hayhurst, Hazel. Some errors of young children in producing passive sentences. > Journal of verbal learning and verbal behavior 6, 654-660 (1967) > > Hopper, P. J. & Thompson, S. A. Transitivity in grammar and discourse. > Language, v. 56, n. 2, 1980, p. 251-299. > > Horgan, Dianne. The development of the full passive. Journal of child > language, 5, 65-80, 1978. > > Inuktitut. In E. Clark (Ed.), Proceedings of the Twenty-fourth Annual Child > > Israel, Michael, Christopher Johnson & Patricia Brooks. "From States to > Events: the acquisition of English passive participles." Submitted for > publication. > > Jackendoff, Ray S. Semantic Interpretation in Generative Grammar. Cambridge: > The MIT Press, 1972. > > Jaeggli, Osvaldo A. Passive. Linguistic Inquiry, 1986, 17, 587-622. > > Language Research Forum, (pp. 112-123). Stanford, CA: Center for the Study of > Language and Information > > Lempert, Henrietta. Acquisition of passives: the role of patient animacy, > salience, and lexical accessibility. Journal of Child Language, 17, 1990, p. > 677-696. > > Linguistic Inquiry, 29, 311-332. > > Liversedge, Simon P., Pickering, Martin J., Branigan, Holly P. & Gompel, Roger > P. G. van. Processing arguments and adjuncts in isolation and context: the > case of by-phrase ambiguities in passives. Journal of Experimental Psychology: > Learning, Memory, and Cognition, n. 2, v. 24, 1998, p. 461-475. > > MacWhinney, Brian & Bates, Elisabeth. The Cross-linguistic Study of Sentence > Processing. Cambridge: Cambridge University Press, 1989. > > Maratsos, M., Kuczaj, S. A., Fox, D. E. C. & Chalkley, M. A. Some empirical > studies in the acquisition of transformational relations: passives, negatives, > and the past tense. In: COLLINS, W. A. The Minnesota Symposia on Child > Psychology. New Jersey: LEA, 1979. > > Maratsos, M., Kuczaj, S. A., Fox, D. E. C. Becker, J. A. & Chalkley, M. A. > (1985). Semantic restrictions on children=92s passives. Cognition, 19, > 167-191. > > Marchman, V. A., Bates, E., Burkardt, A. & Good, A. B. Functional constraints > of the acquisition of the passive: toward a model of the competence to > perform. First Language, 11 (1991), 65-92. > > Marchman, V. A., Harris, C. R., Juarez, L. A. & Bates, E. Functional > constraints on the production of complex syntax. (unpublished, manuscript sent > by the authors) > > Mateus Silva, Helena. Do agente da passiva e da sua oculta??o. Actas do IX > Encontro da Associa??o Portuguesa de Ling??stica. Coimbra, 1993. > > McQueen, James M. Segmentation of continuous speech using phonotactics. > Journal of memory and language, 39, 21-46, 1998. > > Meints, Kerstin. Hitten and scratched and almost deadened: How prototypes can > predict the acquisition of the English passive. Hamburg, 1998. Tese de > Doutorado. > > Melhuish, E. C., Lloyd, E., Martin, S. & Mooney, A. Type of Childcare at 18 > months =96II. Relations with Cognitive and Language Development. Journal of > Child Psychology and Psychiatry, vol.31, n=B06, 861-870, 1990. > > Nelson, Katherine. Constraints on word learning? Cognitive Development, Jul > 1988, vol 3(3), p. 221-246. > > Perotino, Silvana. Mecanismos de indeterminacao do agente: o fenomeno da > apassivacao na aquisicao da linguagem. Campinas: UNICAMP, 1995. Dissertacao de > Mestrado. > > Pierce, A.E. (1992). The acquisition of passives in Spanish and the question > of A-chain maturation. Language Acquisition, 2, 55-81. > > Pinker, S., Lebaux, O. S. & Frost, L. A. (1987). Productivity and Constraints > in the Acquisition of the passive. Cognition, 26, 195-267. > > Rubino, Rejane B. & PINE, Julian M. Subject-verb agreement in Brazilian > Portuguese: what low error rates hide. Journal of Child Language, 25 (1998), > 35-59. > > Samuelson, Larissa K. & Smith, Linda B. Memory and attention make smart word > learning: an alternative account of Akhtar, Carpenter, and Tomasello. Child > development, 1998, vol. 69, n=B0 1, 94-104. > > Slobin, D. I. Grammatical transformations and sentence comprehension in > childhood and adulthood. Journal of verbal learning and verbal behavior, 5, > 219-227, 1966. > > Slobin, D. I. Recall of full and truncated passive sentences in Connected > Discourse. Journal of verbal learning and verbal behavior, n. 7, 1968, p. > 876-881. > > Slobin, D.I. (1994). Passives and alternatives in children=92s narratives in > English, > > Slobin, The origins of grammatical encoding of events. In: DEUTSCH, Werner. > The child=92s construction of language. Academic Press, 1981, p. 187-199. > > Spanish, German, and Turkish. In B. Fox & P.J. Hopper (Eds.), Voice: Form and > Function (pp. 341-364). Amsterdam: John Benjamins Publishing Company. > > Sudhalter, Vicki & Braine, Martin D. S. How does comprehension of passives > develop? A comparison of actional and experiential verbs. Journal of Child > Language, 12, 1985, 455-470. > > Swingle, Daniel, Pinto, John P. & Fernald, Anne. Continuous processing in word > recognition at 24 months. Cognition, 71 (1999) 73-108. > > Tomasello, M., Brooks, P., & Stern, E. (1998). Learning to produce > passive sentences through discourse. First Language, 18, 223-237. > > > > Tomasello, Michael, Brooks, Patricia J. & Stern, Elissa. The item-based nature > of children=92s early syntactic development. Trends in Cognitive Sciences, v. > 4, n=B0 4, April 2000. > > Trosborg, Anna. Reversibility and the acquisition of complex syntactic > structures in 3- to 7-year-old children. First Language, 3, (1982), 29-54. > Printed in England. > > Valian, Virginia & Eisenberg, Zena. The development of syntactic subjects in > Portuguese-speaking children. Journal of Child Language, 23, 1996, 103-128. > > Van Der Lely, Heather K. J. Specifically language impaired and normally > developing children: verbal passive vs. adjectival passive sentence > interpretation. Lingua 98 (1996) 243-272. > > > Xiaoping Deng "Acquisition of Implicit Arguments" University of massachusetts > Occasional Papers UMOP 9 > > Roeper, Tom "Acquisition of Passive and Implicit Arguments" in Macwhinney > (1985) Mechanisms of Language Change > > Roeper and B. Pearson (2000) have a paper on passive and SLI and the > optional/obligatory distinction as crucial to acquisition. It will be > presented > at the upcoming wisconsin seminar--contact Barbara Pearson > bpearson at comdis.umass.edu > for a copy of the poster. > > > > Verrips Maaike 's dissertation titled: Potatoes must peel. Available from the > University of Amsterdam. > Verrips, M. (1993). Comprehension of passive and anitcausative by Dutch > children. > Verrips, M. (1996). The categorial nature of children=92s passives. > Amsterdam Series in Child Language Development, 5, 107-128. > > Verrips, Maaike. Passives and implicit arguments in child language. To appear > in: BUCLD 24, Proceedings of the 24th Boston University Conference on Language > Development, Casacadilla press 2000 > > > > > > From aad784 at agora.ulaval.ca Tue Jun 6 21:38:09 2000 From: aad784 at agora.ulaval.ca (Antonella) Date: Tue, 6 Jun 2000 17:38:09 -0400 Subject: how much/how many? Message-ID: HI there fellow Listeros, I was wondering if someone had ever sat down to think about the actual grammatical category of the following words: 'how' and 'many' in the expression 'how many' and 'how' and 'much' in the expression 'how much'. If I were to analyse the following question: 'How much money do you have?' What grammatical role would the 'how' and the word 'much' play? Could they be considered as one entity or 'unit' along the lines of 'how+come' which can be substituted with 'why', as in 'How+come you're so tired?' and 'Why are you so tired?' ? Your answers and your comments would be welcome. Antonella Conte Universit? Laval From naigles at UCONNVM.UConn.Edu Wed Jun 7 12:53:58 2000 From: naigles at UCONNVM.UConn.Edu (Letitia Naigles) Date: Wed, 7 Jun 2000 08:53:58 EDT Subject: names for mom and dad Message-ID: Greetings! I am looking for everything from personal anecdotes to published reports about the phenomenon in child language in which children who have been calling their parents some variant of "mom" and "dad" start calling them by their first names as well (or instead). That is, I am not interested in cases where it is the fa mily convention to call parents by their first names. Rather, I am interested in cases where the family convention is to call parents by "mom" and "dad", but the children at some point foil this convention and call parents by the names the parents call themselves/each other. I am interested in questions such as ( 1) when (age/stage of child) does this phenomenon begin? (2) how long does it l ast? (3) what measures (if any) do parents take to overcome it? (4) does it occ ur with firstborns and with later-borns? Thanks in advance for your information and insights. I will post a summary of what I learn. Letty Naigles From ddlsi at cunyvm.cuny.edu Thu Jun 8 05:55:05 2000 From: ddlsi at cunyvm.cuny.edu (David J. Lewkowicz) Date: Thu, 8 Jun 2000 01:55:05 -0400 Subject: International Society on Infant Studies Conference Message-ID: The program for the upcoming International Conference on Infant Studies in Brighton, England (July, 2000) is now available on line at http://www.isisweb.org. ______________________________ David J. Lewkowicz, Ph.D. Senior Research Scientist NYS Institute for Basic Research in DD 1050 Forest Hill Rd. Staten Island, N.Y. 10314 http://scholar.library.csi.cuny.edu/users/Lewkowicz/ From Antonio.Ferrer at uv.es Thu Jun 8 08:21:10 2000 From: Antonio.Ferrer at uv.es (=?iso-8859-1?Q?=22Antonio_M=2E_Ferrer_Manch=F3n=22?=) Date: Thu, 8 Jun 2000 10:21:10 +0200 Subject: request for information Message-ID: We need in our works about Language in Down Syndrome to mention correctly the papers "Fast Mapping of verbs by children with Down Syndrome: effects of same or changing object contexts" AND "Down Syndrome individuals' digit recall temporal aspects" made in the Waisman Center by Chapman, Hye-Kyeung et al. We have tried to contact Mr. Chapman but we have not answer. So, does anyone know the right information to mention these works appropiately? (when and where they were published). Thanks in advance. ********************************** Antonio M. Ferrer Manch?n Unidad de Investigaci?n Acceso Universitat de Valencia C/Artes Graficas 13, 46010 Valencia http://acceso.uv.es/ Tel: 96-386 4135 Fax: 96-386 4758 ********************************** From mewssacc at fs1.ed.man.ac.uk Fri Jun 9 15:48:02 2000 From: mewssacc at fs1.ed.man.ac.uk (Alison C Crutchley) Date: Fri, 9 Jun 2000 15:48:02 GMT Subject: variability in receptive language level Message-ID: Dear listees A colleague (Fiona Kevan) asked me the following question and it struck me as a good one for the list. Very grateful for any ideas! Thanks very much, Alison Crutchley "Can anybody direct me to any good refs regarding the variability/fluctuation in an individual's receptive communication/language level depending on such things as pain, hunger, medication, epilepsy, tiredness etc as well as environmental factors? I'm considering adults with learning disabilities and challenging behaviour, but, given the paucity of literature, am looking to other client groups." ................................................................... Dr Alison Crutchley Centre for Human Communication and Deafness, [formerly CAEDSP] School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Tel: +44 (0)161 275 3390 Fax: +44 (0)161 275 3373 alison.crutchley at man.ac.uk Visit the Centre website: http://www.man.ac.uk/CHCD/ ................................................................... From pater at linguist.umass.edu Fri Jun 9 20:08:38 2000 From: pater at linguist.umass.edu (Joe Pater) Date: Fri, 9 Jun 2000 16:08:38 -0400 Subject: OT acquisition bibliography Message-ID: Dear all, Here is the OT acquisition bibliography I promised, in text format in the body of this message. I have mostly left the references as sent to me by the various contributors, so there are inconsistencies of formatting. There are also likely errors and omissions; please send me corrections and I will update this toward the end of the summer. Thanks to the following for contributing to this bibliography: Franck Ramus, Claartje Levelt, Mits Ota, David Ingram, Diane Ohala, Katharine Demuth, Heather Goad, LouAnn Gerken, Shelley L. Velleman, Stuart Davis, Todd Bailey, Zenzi M. Griffin, John Alderete, Dicky Gilbers, Jason Eisner (who also pointed to the computational phonology bibliography at http://www.cogsci.ed.ac.uk/sigphon/ as relevant), Haruka Fukuzawa, Suzanne Curtin, Dan Dinnsen, Kathleen O'Connor, and Jessica Barlow. I am impressed by the size and scope of the literature on OT acquisition and learnability that is represented in the bibliography, but I can't help but note that as far as I can tell, there is not a single paper on the acquisition of syntax here. There was an interesting discussion on this list a couple of years ago about why there is a dearth of work on OT syntactic acquisition, but I would be surprised if no one has done any by now. Best, Joe Pater Bailey, T. M., K. Plunkett and E. Scarpa (1999). A cross-linguistic study in learning prosodic rhythms: Rules, constraints, and similarity. Language and Speech, 42, 1-38. Barlow, J. A. (1996). The development of on-glides in American English. In A. Stringfellow and D. Cahana-Amitay and E. Hughes and A. Zukowski (Eds.), Proceedings of the 20th annual Boston University Conference on Language Development (Vol. 1, pp. 40-51). Somerville, MA: Cascadilla Press. Barlow, J. A. (1997). A constraint-based account of syllable onsets: Evidence from developing systems. Unpublished doctoral dissertation, Indiana University. Barlow, J. A. (1997). The representation of on-glides in American English: Evidence from phonologically disordered systems. In S. Davis (Ed.), Optimal viewpoints: In celebration of the 30th anniversary of the Indiana University Linguistics Club (pp. 25-44). Bloomington, IN: Indiana University Linguistics Club. Barlow, J. A. (1999). An argument for adjuncts: Evidence from a phonologically disordered system. In A. Greenhill and H. Littlefield and C. Tano (Eds.), Proceedings of the 23rd Annual Boston University Conference on Language Development (Vol. 1, pp. 44-55). Somerville, MA: Cascadilla Press. Barlow, J. A. (in press). A preliminary typology of word-initial clusters with an explanation for asymmetries in acquisition. In: R. Kirchner, J. Pater and W. Wikeley (Eds.), Papers in Experimental and Theoretical Linguistics, Volume 6. Edmonton, Canada: Department of Linguistics, University of Alberta. Barlow, J. A., and Dinnsen, D. A. (1998). Asymmetrical cluster development in a disordered system. Language Acquisition, 7, 1-49. Barlow, J. A., and Gierut, J. A. (1999). Optimality theory in phonological acquisition. Journal of Speech, Language, and Hearing Research, 42, 1482-1498. Bernhardt, B. H., and J.P. Stemberger (1995). Nonlinear phonology and phonological development: A constraint-based approach. Unpublished manuscript, University of British Columbia, and University of Minnesota, Minneapolis. Bernhardt, B.H., and J.P. Stemberger (1998). Handbook of phonological development. New York: Academic Press. Boersma, Paul. 1998. Functional Phonology: Holland Academic Graphics. Boersma, Paul (To appear). Typology and acquisition in functional and arbitrary phonology. In: Kager, R., J. Pater and W. Zonneveld (eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. Boersma, Paul. (To appear). Phonology-semantics interaction in OT, and its acquisition. In: R. Kirchner, J. Pater and W. Wikeley (Eds.), Papers in Experimental and Theoretical Linguistics, Volume 6. Edmonton, Canada: Department of Linguistics, University of Alberta. Boersma, P. and C. Levelt. (to appear). Gradual Constraint-Ranking Learning Algorithm Predicts Acquisition Order. In: E. Clark (ed.) The Proceedings of the Thirtieth Annual Child Language Research Forum. Stanford University: CSLI. [ROA 361] Broihier, Kevin. (1995). Optimality Theoretic Rankings with Tied Constraints: Slavic Relatives, Resumptive Pronouns and Learnability: Ms., Department of Brain and Cognitive Sciences, MIT. Broselow, E., Chen, S., &Wang, C. (1998). The emergence of the unmarked in second language phonology. Studies in Second Language Acquisition, 20, 261-280. Curtin, S. (1999). Size Restrictors and Prosodic Development in the Acquisition of Dutch Stress. Proceedings of the Poster Session, WCCFL 18, University of Arizona. Curtin, S. (1999). Positional prominence in the acquisition of prosodic structure. 1999 Proceedings for the Canadian Linguistics Society, 89-100. Curtin, S. (1999). Positional Prominence and Size Restrictors in Prosodic Development. To appear in Proceedings of SWOT 5, University of California, San Diego. Davidson, L. (1997). An Optimality Theoretic Approach to Second Language Acquisition. Unpublished honors thesis. Brown University. Davidson, Lisa, Peter Juszcyk & Paul Smolensky (To appear). The initial and final state: Theoretical implications of Richness of the Base and empirical explorations. In: Kager, R., J. Pater and W. Zonneveld (eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. Demuth, Katherine (1995). Markedness and the development of prosodic structure. In: J. Beckman, ed., Proceedings of the North East Linguistics Society 25, 13-25. Amherst, MA: GLSA, University of Massachusetts. [ROA-50] Demuth, Katherine (1996). Stages in the acquisition of prosodic structure. In E. Clark (ed.), Proceedings of the 27th Child Language Research Forum, pp. 39-48. Stanford University: CSLI. Demuth, Katherine (1996). Alignment, stress and parsing in early phonological words. In B. Bernhardt, J. Gilbert, & D. Ingram (eds.), Proceedings of the International Conference on Phonological Acquisition. pp. 113-124. Somerville, MA: Cascadilla Press. Demuth, Katherine (1997). Variation in acquisition: An optimal approach. In S. Davis (ed.), Optimality Viewpoints. Bloomington: Indiana University Linguistics Club. pp. 77-88. Demuth, Katherine (1997). Multiple optimal outputs in acquisition. University of Maryland Working Papers in Linguistics, 5, 53-71. Demuth, Katherine (In press). Prosodic domains and the acquisition of morphology. In J. Weissenborn and B. H?hle (eds.), Approaches to Bootstrapping: Phonological, Syntactic and Neurophysiological Aspects of Early Language Acquisition. Amsterdam: John Benjamins. Dinnsen, D. A. (1996). Interacting error patterns in phonological acquisition: Invited paper presented at the Department of Linguistics Colloquium Series, University of Calgary, Calgary, Canada. Dinnsen, D. A. (In press). 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On the role of sympathy in acquisition. Ms., Indiana University. Dinnsen, D. A. and K. M. O'Connor. (1999). Typological predictions in developmental phonology. Unpublished ms., Indiana University. Dinnsen, D. A., K. M. O'Connor and J. A. Gierut. (2000). An optimality theoretic solution to the puzzle-puddle-pickle problem. Unpublished ms., Indiana University. Dresher, E. (1999). Charting the learning path: Cues to parameter setting. Linguistic Inquiry 30, 27-67. Eisner, Jason (2000). Easy and Hard Constraint Ranking in Optimality Theory: Algorithms and Computational Complexity. Appears in Finite-State Phonology: Proceedings of the SIGPHON 5 Workshop, Luxembourg, August. Fukazawa, Haruka, Mafuyu Kitahara, and Mitsuhiko Ota (1999). Lexical Stratification and Ranking Invariance in Constraint-based Grammars. In CLS 32, vol. II: The Panels, ed. M. Catherine Gruber, Derrick Higgins, Kenneth Olson, and Tamara Wysocki. Chicago: Chicago Linguistic Society. 47-62. Gafos, Diamandis. (1997). Inferring A-Templatic Reduplicative Affixation: A Lexical Parameter Learnability Result. Ms., University of Massachusetts, Amherst. Gierut, J. A. In press. Modeling lexical diffusion in phonological acquisition. Clinical Linguistics and Phonetics: Selected papers from ICPLA 1999, ed. by N. Mueller. Gierut, J. A., and Morrisette, M. L. (1998). Lexical properties in implementation of sound change. In A. Greenhill and M. Hughes and H. Littlefield and H. Walsh (Eds.), Proceedings of the 22nd Annual Boston University Conference on Language Development (Vol. 1, pp. 257-268). Somerville, MA: Cascadilla Press. Gierut, J. A., Morrisette, M. L., and Champion, A. H. (1999). Lexical constraints in phonological acquisition. Journal of Child Language, 26, 261-294. Gilbers, D.G. (To appear) Conflicting phonologically based and phonetically based constraints in liquid nasal substitutions. In: Clinical Linguistics and Phonetics. 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Dekkers, F. van der Leeuw and J. van de Weijer (eds) Optimality Theory: Phonology, Syntax, Acquisition. Oxford UP. Goad, Heather (1996). Consonant harmony in child language: Evidence against coronal underspecification. In B. Bernhardt, J. Gilbert, & D. Ingram (Eds), Proceedings of the UBC International Conference on Phonological Acquisition (pp. 187-200). Somerville, MA: Cascadilla Press. Goad, Heather (1998). Consonant harmony in child language: An optimality-theoretic account. In S. J. Hannahs and M. Young-Scholten (Eds.), Focus on phonological acquisition (pp. 113-142). Amsterdam, The Netherlands: John Benjamins. Goad, Heather and Kathleen Brannen (In press) Syllabification at the right edge of words: Parallels between child and adult grammars. In J. van de Weijer (ed) Title forthcoming. Amsterdam: John Benjamins. Goad, Heather and Yvan Rose (To appear). A structural account of cluster reduction in the acquistion of West Germanic languages. In: Kager, R., J. Pater and W. 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Optimality theory and phonological development: Basic issues. Korean Journal of Linguistics, 21, 93-138. Stemberger, J.P. (1996). Syllable structure in English, with emphasis on codas. In B. Bernhardt, J. Gilbert, & D. Ingram (Eds), Proceedings of the UBC International Conference on Phonological Acquisition (pp. 62-75). Somerville, MA: Cascadilla Press. Stemberger, J.P. & Bernhardt, B.H. (1999). The emergence of faithfulness. In B. MacWhinney (Ed.), The Emergence of Language (Carnegie Mellon Symposia on Cognition, 28th). Mahwah, NJ: Lawrence Erlbaum Associates. Stemberger, J.P. & Bernhardt, B.H. (1997a). Optimality theory. In M. J. Ball & R.D. Kent (Eds.), The New Phonologies: Developments in Clinical Linguistics (pp. 211-245). San Diego, CA: Singular Publishing Group, Inc. Stemberger, J.P. & Bernhardt, B.H. (1997b). Phonological constraints and morphological development. In E. Hughes, M. Hughes, & A. Greenhill (Eds.), Proceedings of the 21st Annual Boston University Conference on Language Development (pp. 603-614). Somerville, MA: Cascadilla Press. Tesar, Bruce. (1995). Computational Optimality Theory. PhD., University of Colorado. Tesar, B. (1997). An iterative strategy for learning metrical stress in optimality theory. In E. Hughes and M. Hughes and A. Greenhill (Eds.), Proceedings of the 21st annual Boston University Conference on Phonological Development (Vol. 2, pp. 615-626). Somerville, MA: Cascadilla Press. Tesar, Bruce. (1997). Multi-Recursive Constraint Demotion: Ms., Linguistics Dept., Rutgers University. Tesar, Bruce. (1997). Using the Mutual Inconsistency of Structural Descriptions to Overcome Ambiguity in Language Learning. In The North East Linguistic Society 28, ed. Pius N. Tamanji and Kiyomi Kusumoto, 1:469-483. Amherst, MA: GLSA, University of Massachusetts. Tesar, Bruce. (1998). Error-Driven Learning in Optimality Theory via the Efficient Computation of Optimal Forms. In Is the Best Good Enough? Optimality and Competition in Syntax, ed. Pilar Barbosa, Danny Fox, Paul Hagstrom, Martha Jo McGinnis, and David Pesetsky:421-435. Cambridge, MA: MIT Press. Tesar, Bruce. (To appear). On the roles of Optimality and strict domination in language learning. In The Pointing Finger: Conceptual Studies in Optimality Theory, ed. Joost Dekkers, Frank van der Leeuw, and Jereon van de Weijer: HIL. Tesar, Bruce. (1998). An Iterative Strategy for Language Learning. Lingua 104: 131-145. Tesar, Bruce and Paul Smolensky. (1994). The Learnability of Optimality Theory. In The Thirteenth West Coast Conference on Formal Linguistics, ed. Raul Aranovich, William Byrne, Susanne Preuss, and Martha Senturia:122-137. University of California, San Diego, CA: CSLI. Tesar, Bruce and Paul Smolensky. (1996). Learnability in Optimality Theory (Long Version). Ms., Baltimore, MD: The Johns Hopkins University. Tesar, Bruce, and Paul Smolensky (1998). Learnability in optimality theory. Linguistic Inquiry, 29, 229-268. Tesar, Bruce and Paul Smolensky. (1998). Learning Optimality-Theoretic Grammars. Lingua 106: 161-196. Tesar, Bruce and Paul Smolensky. (2000). Learnability in Optimality Theory. Cambridge, MA: MIT Press. Turkel, W. J. (1994). The acquisition of optimality theoretic systems. Unpublished manuscript, University of British Columbia. [ROA-11] Turkel, William J. (1997). On Triggered Learning. Unpublished M.A. Thesis, University of British Columbia. Ueda, Isao & Stuart Davis (1999) Constraint-based Analysis of Japanese Rhotacism. In Ben Maassen and Paul Groenen (eds.) "Pathologies of Speech and Language: Advances in Clinical Phonetics and Linguistics", London: Whurr Publishers, pp. 25-33. Velleman, S. L. (1996). Metathesis highlights feature-by-position constraints. In B. Bernhardt, J. Gilbert, and D. Ingram (Eds.), Proceedings of the UBC International Conference on Phonological Acquisition (pp. 173-186). Somerville, MA: Cascadilla Press. Velleman, S. L., and Shriberg, L. D. (1999). Metrical analysis of children with Suspected Developmental Apraxia of Speech and inappropriate stress. Journal of Speech Language and Hearing Research, 42(6), 1444-1460. Velleman, S. L., and Vihman, M. M. (in preparation). The optimal initial state. Velleman, S. L., and Vihman, M. M. (in preparation). On Being Faithful. Velleman, S. L., Lleo, C., and Vihman, M. M. (in preparation). Resources, Constraints, and Patterns in Child Phonological Development. Vihman, M. M., and Velleman, S. L. (in press). The construction of a first phonology. Phonetica. Vihman, M. M., and Velleman, S. L. (in press). Phonetics and the origins of phonology. In N. Burton-Roberts, P. Carr, and G. Docherty (Eds.), Conceptual and empirical foundations of phonology Oxford: Oxford University Press. Whincop, C. (1996). Constructivism, optimality theory, and language acquisition--The shapes we make in each other's heads. Edinburgh Working Papers in Applied Linguistics, 7, 112-125. Zonneveld, Wim and Dominique Nouveau (to appear). Child word stress competence: An empirical approach. In: Kager, R., J. Pater and W. Zonneveld (eds.) Fixing Priorities: Constraints in Phonological Acquisition. Cambridge University Press. From dmolfese at louisville.edu Mon Jun 12 10:23:16 2000 From: dmolfese at louisville.edu (Dennis Molfese) Date: Mon, 12 Jun 2000 03:23:16 -0700 Subject: Louisville Twin Study Director position Message-ID: A search is continuing for a Distinguished Scholar with an established research and grant program to assume the Directorship of the Louisville Twin Study at the University of Louisville. The Louisville Twin Study is currently administered through the School of Medicine (Pediatrics) although discussions are underway concerning joint sponsorship with the Department of Psychological and Brain Sciences. Both units are interested in seeing the Louisville Twin Study develop further as a major Research Center with strong interdisciplinary interests in psychology, neuropsychology, genetics and molecular biology. We anticipate that the new Director will expand the scope and staff of the Center. If you are interested or can recommend a colleague interested in pursuing this position, please contact me. Thanks, Dennis L. Molfese, Ph.D. Distinguished University Scholar Chair and Professor Department of Psychological and Brain Sciences University of Louisville 317 Life Sciences Building Belknap Campus Louisville, KY 40292-0001 dmolfese at louisville.edu 502-852-8274 502-852-6775 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 From aad784 at agora.ulaval.ca Tue Jun 13 22:22:06 2000 From: aad784 at agora.ulaval.ca (Antonella) Date: Tue, 13 Jun 2000 18:22:06 -0400 Subject: to be or not to be... Message-ID: Hi there fellow collegues, I'm stuck on yet another grammatical question, but this time it involves sentence modality and its contents. If I were to say: "You eat cookies", the main verb in the present tense is "eat" and this is a declarative sentence. If I were to say: "Eat your cookies", the main verb is still "eat" and this sentence is in the imperative mode. However, is "eat" in the present tense? Is the imperative, then, always in the present tense? From my readings, the imperative is formed from the present and therefore, the answer to my question should be yes. Any other opinions? Now, here is part two. If I were to say: "Be careful", we still have a sentence in the imperative mode, but this time with the main verb "be". However, what is "be" derived from? It surely is not a "present form" as in the above example. Help! Thank you in advance, Antonella Conte Universit? Laval P.S. Why do we say "thankS" (with an -S) and "thank you" ? From K.J.Alcock at city.ac.uk Wed Jun 14 13:50:57 2000 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 14 Jun 2000 14:50:57 +0100 Subject: to be or not to be... Message-ID: Dear Antonella > > I'm stuck on yet another grammatical question, but this time it involves > sentence modality and its contents. > > If I were to say: "You eat cookies", the main verb in the present tense is > "eat" and this is a declarative sentence. If I were to say: "Eat your > cookies", the main verb is still "eat" and this sentence is in the > imperative mode. However, is "eat" in the present tense? Is the > imperative, then, always in the present tense? From my readings, the > imperative is formed from the present and therefore, the answer to my > question should be yes. Any other opinions? > It is my understanding (and please someone who is more knowledgeable correct me) that this does not have a tense, but rather is infinitive. If you were to say "you should eat your cookies", that is a present subjunctive and hence has a tense. > Now, here is part two. If I were to say: "Be careful", we still have a > sentence in the imperative mode, but this time with the main verb "be". > However, what is "be" derived from? It surely is not a "present form" as > in the above example. Help! > again it's an infinitive and has no tense, but again "you should be careful" is a present subjunctive. > > P.S. Why do we say "thankS" (with an -S) and "thank you" ? > "thank" is both a noun "many thanks" and a verb "(I) thank you" Katie Alcock ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 www.staff.city.ac.uk/k.j.alcock From K.J.Alcock at city.ac.uk Wed Jun 14 13:58:30 2000 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 14 Jun 2000 14:58:30 +0100 Subject: Oral motor development Message-ID: I've done some work on oral movements in developmental speech and language disorder for my PhD (*) and when I was working on this found quite a lot in the literature on developmental disorders of motor control especially as they relate to developmental speech and language disorders. I'm now trying to move into looking at normal speech and language development in younger children and how this relates to oral motor control, but can't seem to find if anything has been written on it. I know from speech and language therapy acquaintances that there is really no standardised test of oral motor control for children (I already knew there wasn't much of one for adults either, only some items that aren't that great on general aphasia batteries ) but there really doesn't seem to be much written on the development of these skills either. Does anyone know more about this or is it really something that has been ignored? What about the development of praxis more generally - again there is some on developmental dyspraxia and a lot on sign language development but what about normal praxis development? Thanks Katie Alcock (*) In case you are interested, this paper is already out Vargha-Khadem, F; Watkins, KE; Price, CJ; Ashburner, J; Alcock, KJ; Connelly, A; Frackowiak, RSJ; Friston, KJ; Pembrey, ME; Mishkin, M; Gadian, DG; Passingham, RE (1998): Neural basis of an inherited speech and language disorder. Proceedings of the National Academy of Sciences of the USA (95), 12695?12700. and this one is coming out later in the year Alcock, KJ; Passingham, RE; Watkins, K; Vargha-Khadem, F (2000) Oral dyspraxia in inherited speech and language impairment and acquired dysphasia. Brain and Language. probably vol 74(1) ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 www.staff.city.ac.uk/k.j.alcock From quigleyj at tcd.ie Thu Jun 15 08:44:27 2000 From: quigleyj at tcd.ie (Quigley, Jean) Date: Thu, 15 Jun 2000 09:44:27 +0100 Subject: New Publication Message-ID: Dear INFO-CHILDES, Announcing the publication of a new book: THE GRAMMAR OF AUTOBIOGRAPHY: A DEVELOPMENTAL ACCOUNT (2000) Jean Quigley Mahwah, New Jersey: Lawrence Erlbaum Associates. ISBN: 0-8058-3483-4 Price: $49.95 Discounted Price (online sales): $22.50 http://www.erlbaum.com/index.htm An investigation of the social construction of selfhood and the psychology of everyday life, this is the first book to bring together four distinct literatures - functional linguistics, child language, narrative development, and discursive psychology. In a narrow sense, the book is about the role of grammar in the construction of children's social practices and in the construction of the self, but the broader implications extend as far as the central role of language in all of human experience. Topics discussed include morality, agency, responsibility and the development of the self. In addition to providing an innovative synthesis of issues in human development and child language, the book also spotlights the use of grammatical analysis as a method for psychological research. It deals in careful linguistic analyses, examining the role of grammatical forms in constituting context which involves an examination of their functions, which are then used to highlight fundamental aspects of development. Written to be accessible both to linguists with little or no background in psychology and to psychologists with no linguistics background, the book will interest scholars and upper-division students in these disciplines and related areas. CONTENTS: Preface. The Discursive Self. Modal Auxiliaries, Subjectivity, and the Self. The Study: A Developmental Linguistic Investigation of Modal Auxiliaries in Children's Autobiographical Accounts. PART I: Modal Grammar in the Construction of the Self. A Sense of Responsibility: Can. A Sense of Commitment: Will. PART II: The Grammar of Autobiographical Narrative. A Sense of Location. PART III: Constructing a Narrative Identity. Accounting for Oneself: The Discourse of Agency. Evaluating OneSelf: The Discourse Morality. Conclusion. Appendix. Hope this is useful information to those interested in this area. ___________________________________________________________ Dr Jean Quigley Tel: 353-1-608-2697 Dept of Psychology Fax: 353-1-671-2006 Trinity College email: quigleyj at tcd.ie Dublin 2, Ireland http://www.tcd.ie/Psychology/Jean_Quigley/index.html From gleason at bu.edu Fri Jun 16 07:34:51 2000 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 16 Jun 2000 03:34:51 -0400 Subject: New Edition of the Development of Language! Message-ID: To: Info-Childes The fifth edition of our textbook, The Development of Language, is about to be published. Here's the table of contents, and a link to the book on Allyn & Bacon's website, where more information is available... I also recommend the instructor's manual. Cheers, Jean http://vig.abacon.com/catalog/abbooks/0,2371,0205316360,00.html Table Of Contents 1. Jean Berko Gleason. The Development of Language: An Overview and a preview. 2. Jacqueline Sachs. Communication Development in Infancy. 3. Lise Menn and Carol Stoel-Gammon. Phonological Development: Learning Sounds and Sound Patterns. 4. Barbara Alexander Pan and Jean Berko Gleason. Semantic Development: Learning the Meanings of Words. 5. Helen Tager-Flusberg. Putting Words Together: Morphology and Syntax in the Preschool Years. 6. Judith Becker Bryant. Language in Social Contexts: Communicative Competence in the Preschool Years. 7. John N. Bohannon III and John D. Bonvillian. Theoretical Approaches to Language Acquisition. 8. Beverly A. Goldfield and Catherine E. Snow. Individual Differences: Implications for the Study of Language Acquisition. 9. Nan Bernstein Ratner. Atypical Language Development. 10. Richard Ely. Language and Literacy in the School Years. 11. Loraine K. Obler. Developments in the Adult Years. Supplements: Instructor's Manual / 0-205-32633-1 From mewcscr at fs1.ed.man.ac.uk Fri Jun 16 13:52:04 2000 From: mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Fri, 16 Jun 2000 13:52:04 GMT Subject: RESEARCH ASSOCIATE POSITION Message-ID: Dear colleagues, Please circulate this new post: following advertisement and further particulars. THE UNIVERSITY OF MANCHESTER SCHOOL OF EDUCATION Research Associate, Wellcome Trust Project (ref. 512/00) A research associate is required for a large family study of children with specific language impairment (SLI). The project involves working with probands, siblings and their relatives, collecting psycholinguistic and other data. Applications are sought from those holding a Ph.D., or applicants who are on the later stages working on their Ph.D. in a relevant area. The posts are for a fixed term of 3 years with a salary in the range of =A316,286 to =A324,479 depending on qualifications, age and experience. Informal inquiries may be made to the Project Director, Professor Gina Conti-Ramsden, Tel. 0161-275-3514, Email: gina.conti-ramsden at man.ac.uk Application forms and further particulars are available from The Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9Pl, Tel. 0161-275-2028; Fax:0161-275-2471;Minicom (for the hearing impaired) 0161 275-7889; email:personnel at man.ac.uk; website: http://www.man.ac.uk Closing date for applications is July 4th, 2000. Interviews will be held on July 13th and 14th, 2000. THE UNIVERSITY OF MANCHESTER SCHOOL OF EDUCATION Further Particulars Research Associate: Wellcome Trust Project The School of Education The school of Education is located in the Humanities Building and is comprised of more than 100 academic staff. The Group involved in this project is a small group with about 15 members of staff. The Group has a very active research agenda that carries out fundamental and applied research of high internat nal repute in Speech, Language and Hearing Sciences. The successful candidate will join a team of 6-7 research assistants/associates working on different projects ALL involving children with specific language impairment and directed by Professor Gina Conti-Ramsden. The Post Applications are invited for a research associate to be involved in a Wellcome Trust Funded Project. The appointee will be involved in a detailed, controlled family study of severe and persistent specific language impairment (SLI) with particular attention being paid to the possible differences between Expressive-SLI d Expressive/Receptive SLI and the possible overlap with autism spectrum disorders. The appointee will be involved in working with a sample of 200 children with SLI and their families. This sample is unique and is spread geographically all over England. Hence the appointee will be involved in substantial field work and travelling. The data collection involves interview as well as direct assessment and buccal smears from all probands, siblings, first degree relatives, affected second degree relatives. The following list of duties, while not comprehensive, is intended to provide an overview of the activities with which the appointee will be involved. The successful candidate will be responsible for all the data collection, organization, storage and analysis. It is also expected that the successful applicants will be involved in the academic development of the project and will be involved in the presentation of results and writing of journal articles and re rts. Person Specification The successful candidate should be willing to work collaborative within a productive and enthusiastic group. Essential The candidates must hold a Ph.D. from a recognised institution or an equivalent qualification in a relevant area, e.g. psychology, speech-language pathology, education, linguistics. Applications from persons working towards their Ph.D. and who are at the later stages of this process are also welcomed. The candidates must have a clean driver's licence and driving experience. The ownership of a car is desirable but not essential as the project will be providing hire cars for the research associates. Desirable Interest in the area of specific language impairment (SLI). Experience with other communication disorders such as autism. Previous experience working with children and families. Familiarity with psycholinguistic testing and training of children and adu= lts. Familiarity with the use of video equipment. Computer literacy skills and use of statistical packages, i.e. SPSS. Conditions of service The minimum starting salary will be at a point 4 of the RA1Ascale (=A316,286). The posts can be up to point 13 of the RA1A scale (=A324,479) depending on age and experience. The starting date for the post is September 1, 2000 or as soon as possible and involves a fixed contract for three years. Method of application Application forms can be obtained from the Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9PL, Tel., 0161-275-2028, Fax: 0161-275-2471/2221; minicom (for the hearing impaired) 0161-275-7889; email: personnel at man.ac.uk; website: http://www.man.ac.uk. Filled application forms supported by a full CV, a covering letter explaining what interested you on the job, and details of at least two referees should be sent to: Professor Gina Conti-Ramsden Centre for Educational Needs School of Education University of Manchester Oxford Road Manchester M13 9PL Informal inquiries to Professor Gina Conti-Ramsden Tel. 0161-275-3514 Fax. 0161-275-3548 Email: Gina.Conti-Ramsden at man.ac.uk The closing date for applications is Tuesday July 4th, 2000. Interviews will be carried out Thursday July 13th and Friday July 14th, 2000. Applicants who have not been contacted by July 28th, 2000 should assume they have not been shortlisted for the post. gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548 From Susanne.Dopke at arts.monash.edu.au Sun Jun 18 09:11:40 2000 From: Susanne.Dopke at arts.monash.edu.au (Susanne Dopke) Date: Sun, 18 Jun 2000 09:11:40 +0000 Subject: to be or not to be... Message-ID: I didn't like the "infinitive" explanation for imperatives which came around last week. If we look to other languages we mostly find that the singular imperative is the stem of the verb, the plural often coincides with 2nd plural, eg. in German and French. It just so happens that English uses the stem form for the infinitive and most of its present tense forms. Susanne Susanne Dopke (PhD) P.O Box 11A (Linguistics) Monash University VIC 3800 Australia phone: +61-3-99052298 or 9439 4148 fax: +61-3-99052294 From mstrubell at campus.uoc.es Mon Jun 19 09:23:04 2000 From: mstrubell at campus.uoc.es (Miquel-Jordi Strubell Trueta) Date: Mon, 19 Jun 2000 11:23:04 +0200 Subject: Down Syndrome Message-ID: Benvolgut Antonio, The Down Syndrome Foundation here in Barcelona has suggested you try and contact the following address: hesketh at waisman.wisc.edu (Linda J. Hesketh) Good luck and .... salutacions cordials. Miquel Strubell i Trueta Universitat Oberta de Catalunya Director adjunt dels Estudis d'Humanitats i Filologia carrer de la Diputaci?, 219, 5? 08011 BARCELONA. Tel. (+34)932532444; Fax (+34)934539484 a/e: mstrubell at campus.uoc.es http://www.uoc.es/humfil/ ********************************** Tema: request for information Data: 10:21:10 08/06/2000 De: Antonio M. Ferrer Manch?n A: info-childes at childes.psy.cmu.edu We need in our works about Language in Down Syndrome to mention correctly the papers "Fast Mapping of verbs by children with Down Syndrome: effects of same or changing object contexts" AND "Down Syndrome individuals' digit recall temporal aspects" made in the Waisman Center by Chapman, Hye-Kyeung et al. We have tried to contact Mr. Chapman but we have not answer. So, does anyone know the right information to mention these works appropiately? (when and where they were published). Thanks in advance. ********************************** Antonio M. Ferrer Manch?n Unidad de Investigaci?n Acceso Universitat de Valencia C/Artes Graficas 13, 46010 Valencia http://acceso.uv.es/ Tel: 96-386 4135 Fax: 96-386 4758 ********************************** From lsc at th.com.br Sat Jun 17 21:41:34 2000 From: lsc at th.com.br (Leonor Scliar Cabral) Date: Sat, 17 Jun 2000 18:41:34 -0300 Subject: to be or not to be... Message-ID: The stem of the imperative being the same of the infinitive does not mean that "it has the same functions", since infinitives can only be either a nominal form or belong to a compound verb (without tense and person markers). Imperatives, even if they do not show an overt morpheme of person and tense, carry their meanings: The person referent is recovered when the sentence is uttered by defaut/pragmatic processes: it always refers to the addressee, since we cannot give an order to ourselves and it is useless to give it to somebody about whom we are talking. Past tense is excluded for the same pragmatic reasons. The tense is an unmarked present/future. Prof. Dr. Leonor Scliar-Cabral Susanne Dopke wrote: > I didn't like the "infinitive" explanation for imperatives which came > around last week. If we look to other languages we mostly find that the > singular imperative is the stem of the verb, the plural often coincides > with 2nd plural, eg. in German and French. It just so happens that > English uses the stem form for the infinitive and most of its present > tense forms. > Susanne > > Susanne Dopke (PhD) > P.O Box 11A (Linguistics) > Monash University VIC 3800 > Australia > phone: +61-3-99052298 or 9439 4148 > fax: +61-3-99052294 From tomas at eva.mpg.de Mon Jun 19 14:40:51 2000 From: tomas at eva.mpg.de (Michael Tomasello) Date: Mon, 19 Jun 2000 15:40:51 +0100 Subject: to be or not to be... Message-ID: Interested persons might want to look at: M. Haspelmath, "From purposive to infinitive - a universal path of grammaticalization", Folia Linguistics Historica, X/1-2, pp. 287-310. for an insightful discussion of where infintives come from and what they do. Mike Tomasello From pinker at imap.media.mit.edu Mon Jun 19 16:38:39 2000 From: pinker at imap.media.mit.edu (Steven Pinker) Date: Mon, 19 Jun 2000 09:38:39 -0700 Subject: FW: to be or not to be... Message-ID: -----Original Message----- From: Steven Pinker [mailto:pinker at imap.media.mit.edu] Sent: Wednesday, June 14, 2000 1:37 AM To: Antonella Subject: RE: to be or not to be... Dear Antonella, The simplest explanation is that your Part Two answers your Part One: the English imperative is based on the infinitive, not the second-person present. For virtually every verb those two theories are indistinguishable, but "be," which is irregular in the second-person present, shows that the first theory is preferable. (We know that "are" is the irregular odd-man-out, not "be," because most of the other forms of "be" based on the infinitive - "being," subjunctive "let it be," untensed "all that you can be," and so on, are just like all the other verbs in English). Note that it is not necessary that the imperative literally be "derived from" any other inflectional category - one could more simply say that there are four forms of the English verb (-s, -ed, -ing, zero) which are linked in one-to-many fashion to inflectional paradigm slots (preterite, 3rd person singular, participle, infinitive, imperative, subjunctive, etc.) following certain tendencies and constraints of paradigm construction (discussed in Carstairs-McCarthy and in my 1984/1996 book). That is, "imperative" is simply linked to "zero." Arguments for separate levels of representation for the phonological content of affixes and their inflectional categories can be found in Mark Aronoff's "Morphology by Itself" and in my "Words and Rules" (pp. 29-33). The simplest explanation of "Thanks" is that it is a noun (some kind of pluralia tantum derived from the verb), as we see in "Many thanks" and "No thanks to you," and in pragmatically similar utterances like "Cheers," "Regards," and "Hugs and kisses." The commonly heard "This is the thanks I get" (a noun, but not a plural) complicates the story but perhaps is an example of how certain plurals can become reanalyzed as mass nouns (e.g., "data.'). --Steve Pinker From ks7t at andrew.cmu.edu Mon Jun 19 14:37:22 2000 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 19 Jun 2000 10:37:22 -0400 Subject: please post (fwd) Message-ID: Post: From Jill Devilliers (jdevilli at email.smith.edu) Dear Childes, Dr Cabral wrote: "Imperatives, even if they do not show an overt morpheme of person and tense, carry their meanings: The person referent is recovered when the sentence is uttered by defaut/pragmatic processes: it always refers to the addressee, since we cannot give an order to ourselves and it is useless to give it to somebody about whom we are talking. Past tense is excluded for the same pragmatic reasons." With respect to this debate concerning the grammar of English imperatives, may I suggest we consult a child? A clue to their structure lies in the tag question. Many years ago when my son was three, it occurred to me that he didn't produce tags yet, and as a student of Roger Brown, I felt the lack*. So over the course of an afternoon, I "taught" him tags, by saying- "let's play a game where we stick little questions on the end of everything we say, OK? Like this 'You are funny, aren't you?' 'He can swim, can't he?'" To cut a long story short, I got bored long before he did, and he wanted to play forever. He made no errors. Much later I made some soup and shouted along the hall to my spouse, "Come get your soup!" My son looked up and said "won't you?" I don't think I've ever used such a polite imperative, but I know it when I hear it. Pragmatics? Default? I'd vote for plain old grammar. Jill de Villiers *de Villiers, J.G. Faith, doubt and meaning. In F. Kessel, (ed) Development of Language and Language Researchers. Hillsdale,N.J.: Lawrence Erlbaum Associates, 1988. ---------- End Forwarded Message ---------- From lmb32 at columbia.edu Mon Jun 19 15:32:46 2000 From: lmb32 at columbia.edu (Lois Bloom) Date: Mon, 19 Jun 2000 11:32:46 -0400 Subject: Re infinitives Message-ID: Another relevant study is Bloom, L., Tackeff, J., & Lahey, M. (1984). Learning *to* in complement constructions. Journal of Child Language, 11, 391-406. --Lois Bloom From armonls at mail.biu.ac.il Tue Jun 20 07:43:25 2000 From: armonls at mail.biu.ac.il (Sharon Armon Lotem) Date: Tue, 20 Jun 2000 10:43:25 +0300 Subject: SLI & Critical period Message-ID: Hi A student at our department is looking for refrences to discussions of the relation between critical period and SLI. Could you help her? Please send your answers directly to chasky at post.tau.ac.il Thanks Sharon Armon-Lotem Department of English Bar Ilan University From Barbara.Schmiedtova at mpi.nl Tue Jun 20 00:47:48 2000 From: Barbara.Schmiedtova at mpi.nl (Barbara Schmiedtova) Date: Tue, 20 Jun 2000 02:47:48 +0200 Subject: a question Message-ID: I was wondering if somebody might know of any literature on how children handle/describe simultaneous events. I am very interested in First and Second Language Acquisition of temporality and this issue seems to be very difficult for children and learners of a second language, as well. I would appreciate any hint or suggestion! Thanks a lot! Barbara ******************************************** Barbara Schmiedtova Max Planck Institute for Psycholinguistics Wundtlaan 1, 6525 XD NIJMEGEN The Netherlands Tel: (+31) (0)24 - 3521447 Fax: (+31) (0)24 - 3521213 ******************************************** From david.sandmaier at student.uni-tuebingen.de Wed Jun 21 12:47:41 2000 From: david.sandmaier at student.uni-tuebingen.de (David Sandmaier) Date: Wed, 21 Jun 2000 14:47:41 +0200 Subject: acquisition of verbs Message-ID: Dear Childes, dear collegues I'm working on the syntactic bootstrapping hypothesis and the acquisition of German . Does anyone know references on the (universal?)difficulties of children in acquiring meanings of verbs? I would appreciate any hint or suggestion! Thank you. David Sandmaier From diessel at eva.mpg.de Wed Jun 21 16:27:33 2000 From: diessel at eva.mpg.de (Holger Diessel) Date: Wed, 21 Jun 2000 18:27:33 +0200 Subject: new book Message-ID: **NEW BOOK ** NEW BOOK ** NEW BOOK ** NEW BOOK ** NEW BOOK** CSLI Publications, Stanford, announces: USAGE-BASED MODELS OF LANGUAGE Edited by Michael Barlow and Suzanne Kemmer Department of Linguistics, Rice University This book brings together papers by the foremost representatives of a range of theoretical and empirical approaches converging on a common goal: to account for language USE, or how speakers actually speak and understand language. Crucial to a usage-based approach are frequency, statistical patterns, and, most generally, linguistic experience. Linguistic competence is not seen as cognitively- encapsulated and divorced from performance, but as a system continually shaped, from inception, by linguistic usage events. The authors represented here were among the first to leave behind rule-based linguistic representations in favor of constraint-based systems whose structural properties actually emerge from usage. Such emergentist systems evince far greater cognitive and neurological plausibility than algorithmic, generative models. Approaches represented here include Cognitive Grammar, the Lexical Network Model, Competition Model, Relational Network Model, and Accessibility Theory. The empirical data come from phonological variation, syntactic change, psycholinguistic experiments, discourse, connectionist modeling of language acquisition, and linguistic corpora. USAGE-BASED MODELS OF LANGUAGE Stanford, CA: CSLI Publications, May 2000 Paperback, ISBN 1-57586-220-4, USD $24.95 Cloth, ISBN 1-57586-219-0, USD $64.95 Questions: pubs at csli.stanford.edu (650) 723-1839. To order: please note that all CSLI Publications' titles are distributed by the Cambridge University Press and should be ordered directly from them. You can order online at http://www.cup.cam.ac.uk/ or in North America, http://www.cup.org/ . CONTENTS Introduction: A Usage-Based Conception of Language (21 pp.) SUZANNE KEMMER AND MICHAEL BARLOW A Dynamic Usage-Based Model (63 pp.) RONALD W. LANGACKER The Phonology of the Lexicon: Evidence From (20 pp.) Lexical Diffusion JOAN L. BYBEE Bidirectional Processing in Language and (32 pp.) Related Cognitive Systems SYDNEY LAMB Connectionism and Language Learning (28 pp.) BRIAN MACWHINNEY The Effect of the Interlocutor on Episodic Recall: (45 pp.) An Experimental Study CONNIE DICKINSON AND T. GIVoN The Development of Person Agreement Markers: (63 pp.) >>From Pronouns to Higher Accessibility Markers MIRA ARIEL Interpreting Usage: Construing the History of (25 pp.) Dutch Causal Verbs ARIE VERHAGEN Investigating Language Use through Corpus-Based (25 pp.) Analyses of Association Patterns DOUGLAS BIBER Usage, Blends and Grammar (30 pp.) MICHAEL BARLOW Subject and Author Index From HDungo at aol.com Wed Jun 21 19:56:16 2000 From: HDungo at aol.com (HDungo at aol.com) Date: Wed, 21 Jun 2000 15:56:16 EDT Subject: imperatives Message-ID: Regarding Jill de Viliers suggestion to ask a child about imperatives I have come across an example in the transcripts for my thesis which may interest you. In this particular part of the interview the children read some conversations and then judge them, what I'm actually looking for is judgement of inappropriate polite language, but one little ( 8 years old) French boy (in the French version of my tests) judged the conversation this way : il dit pr?te moi ta voiture il le dit au pr?sent donc toute suite et apr?s les cl?s il les donne apr?s ( he said lend me your car he said it in the present so straight away and after the keys he gives them after ). Without going into the details of the conversation and when the person actually gets the keys, he's judging the imperative it seems to me .... Regards Harriet Dunbar. From deepsea at cds.ne.jp Fri Jun 23 03:54:10 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 23 Jun 2000 12:54:10 +0900 Subject: Prof. Thomas Lee Message-ID: Dear info-childes, We would like to get contact with Prof. Thomas Hun-tak Lee, who was affiliated to the Chinese University of Hong Kong few years ago. Now we cannot find his current affiliation. If you know how to get contact with him, or his current (e-mail)address, please e-mail to us(tcp at otsu.icl.keio.ac.jp). Thank you. Masayuki Komachi============= koma at otsu.icl.keio.ac.jp Keio University Associate Director, TCP 2001 From Barbara.Schmiedtova at mpi.nl Thu Jun 22 23:03:28 2000 From: Barbara.Schmiedtova at mpi.nl (Barbara Schmiedtova) Date: Fri, 23 Jun 2000 01:03:28 +0200 Subject: searching for a thesis Message-ID: Dear info-childes, I am desperately looking for a (unpublished) master's thesis written by Economides, P.J. in 1985 at the University of California, Los Angeles. The title is: The expression of tense and aspect in the English interlanguage of a Vietnamese child. Could you help me? Thanks a lot. Cheers, Barbara ******************************************** Barbara Schmiedtova Max Planck Institute for Psycholinguistics Wundtlaan 1, 6525 XD NIJMEGEN The Netherlands Tel: (+31) (0)24 - 3521447 Fax: (+31) (0)24 - 3521213 ******************************************** From deepsea at cds.ne.jp Fri Jun 23 14:27:55 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 23 Jun 2000 23:27:55 +0900 Subject: Thanks a lot Message-ID: Dear info-childes, We asked you about Prof. Thomas Lee's address. We can get information from many of you, and send e-mail message. Thank you so much. Masayuki Komachi Keio University koma at otsu.icl.keio.ac.jp From macw at cmu.edu Fri Jun 23 20:16:44 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 23 Jun 2000 16:16:44 -0400 Subject: new Hungarian-English corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition of the first CHILDES corpus on trilingual language acquisition. It is from Judit Navracsics at Veszpr?m and P?cs. Judit's documentation file follows. The corpus is navracsics.zip and navracsics. It is in the /biling directory, although three languages are involved. --Brian MacWhinney ******************* This directory contains a longitudinal corpus of a pair of siblings acquiring English and Persian as their first two languages from birth and Hungarian as an early second language. In the focus is the children's Hungarian development. The corpus was contributed by Judit Navracsics, University of Veszpr?m, Hungary. The data are in CHAT format. The subjects of this study are a pair of siblings, named Nasim (a girl) and Nabil (a boy), who were exposed to English and Persian from birth. Until the age of three and two, respectively, the children lived with their parents in Canada. Then, in 1994 the family moved to Hungary. The parents started teaching at the University of Veszpr?m, and the children started attending a Hungarian monolingual nursery school, where their Hungarian early second language acquisition started. The parents addressed the children in English as a rule, though, when the mother was alone with them, she used Persian. In Hungarian communities the children used only Hungarian, never brought their other two languages in any kind of speech activities. Their Hungarian development was very rapid and resembled that of Hungarian monolingual children. After 1;6 years Hungarian became the dominant language for the children, they used it between, themselves when playing alone. Code-switching happened only when either of the parents appeared in the room. During the two years of observation the children stayed in Hungary and were addressed in English apart from their parents only by some visiting relatives occasionally, and some friends in Hungary. In total, 30 hours of recordings were made: 8 hours of video and 22 hours of audio. Data collection was carried out first in the children's home while the children were playing with the investigator. The investigator used her native Hungarian with the children, only at the very beginning of the observation (i.e. two months after their arrival in Hungary) occurred code-switching to English. However, the investigator used English with the parents in the presence of the children. The recordings took place at two week intervals in the first year. After one year the family moved to another Hungarian town. Since then students of the University of Veszpr?m traveled to visit the family at three months intervals to collect data. The students also followed the communication pattern mentioned above, i.e. they used English with the parents and Hungarian with the children. There are some recordings where the children play with each other without an investigator or a playmate. All children-adult interactions were transcribed in full, including repetitions, hesitations, child language forms of utterances, even nonsense utterances. Short conversations with the parents which are concerning the topic are also transcribed but longer ones are exluded. The following table lists the ages at which each recording session took place with reference to the time allocation, the investigator (interlocutor) and the Matrix Language. The language mode is always bilingual or rather trilingual, since the children share the three languages. No. Date Duration Nasim Nabil Interlocutor M L. 1. 7/10/1994 13 min. 3; 0, 5 2; 0, 3 mother Eng. 2. 14/10/1994 10 min. 3; 0, 22 2; 0, 10 mother Eng. 3. 21/10/1994 25 min. 3; 0, 29 2; 0, 17 Zsuzsi Hung. 4. 28/10/1994 50 min. 3; 1, 6 2; 0, 24 Zsuzsi Hung. 5. 5/11/1994 25 min. 3; 1, 14 2; 1, 1 Zsuzsi Hung. 6. 10/11/1994 40 min. 3; 1, 19 2; 1, 6 Ildik? Hung. 7. 23/2/1995 60 min. 3; 5, 1 2; 4, 19 Judit, Zsolt Hung. 8. 9/3/1995 30 min. 3; 5, 14 2; 5, 5 Judit Hung. 9. 16/3/1995 60 min. 3; 5, 21 2; 5, 12 Judit Hung. 10. 30/3/1995 45 min. 3; 6, 8 2; 5, 26 Judit Hung. 11. 6/4/1995 30 min. 3; 6, 15 2; 6, 2 Judit, Robi Hung. 12. 11/4/1995 20 min. 3; 6, 20 2; 6, 7 mother Eng. 13. 13/4/1995 50 min. 3; 6, 22 2; 6, 9 Judit Hung. 14. 16/4/1995 55 min. 3; 6, 25 2; 6, 12 Judit, sons Hung. 15. 26/4/1995 10 min. 3; 7, 4 2; 6, 22 Zsolt Hung. 16. 3/5/1995 60 min. 3; 7, 11 2; 6, 29 Judit Hung. 17. 31/5/1995 30 min. 3; 8, 9 2; 7, 25 Judit Hung. 18. 25/6/1995 40 min. 3; 9, 3 2; 8, 21 Judit Hung. 19. 27/6/1995 25 min. 3; 9, 5 2; 8, 23 Judit Hung. 20. 15/7/1995 20 min. 3; 9, 23 2; 9, 11 Judit Hung. 21. 26/7/1995 45 min. 3; 10, 4 2; 9, 22 Judit Hung. 22. 15/12/1995 45 min. 4; 2, 23 3; 2, 21 Borika, Bori Hung. 23. 25/12/1995 15 min. 4; 3, 3 3; 2, 21 mother Eng. 24. 25/12/1995 30 min. 4; 3, 3 3; 2, 21 Hung. 25. 10/6/1996 10 min. 4; 8, 19 3; 8, 6 Judit Hung. 26. 20/6/1996 50 min. 4; 8, 29 3; 8, 16 Hung. 27. 20/9/1996 120 min. 4;11, 29 3;11, 16 Hajni, Anna Hung. 28. 1/12/1996 120 min. 5; 2, 9 4; 1, 27 Hajni, Anna Hung. 29. 20/4/1997 120 min. 5; 6, 29 4; 6, 16 Hajni, Anna Hung. 30. 20/4/1997 30 min. 5; 6, 29 4; 6, 16 Hajni, Anna Hung. Researchers using these data should cite Navracsics (1999) The Acquisition of Hungarian by Trilingual Children. Unpublished PhD dissertation. Veszpr?m-P?cs. From Ayumi.Matsuo at mpi.nl Tue Jun 27 12:55:30 2000 From: Ayumi.Matsuo at mpi.nl (Ayumi Matsuo) Date: Tue, 27 Jun 2000 14:55:30 +0200 Subject: Ph.D. openings - MPI for Psycholinguistics Message-ID: Ph.D. openings - MPI for Psycholinguistics The Max Planck Institute for Psycholinguistics has two Ph.D. positions available for research in the field of first language acquisition. The positions will be for three years and are supposed to begin October 1, 2000. Applicants for the Ph.D. positions should have a completed Master's degree or equivalent in linguistics, psychology, or a related field, and an interest in morphological, syntactic, or semantic aspects of language acquisition. Applications should include a curriculum vitae, a description of previous related studies and research, a sample of written work, names and addresses of 3 referees, and a characterization of plans or interests for the Ph.D. research. The Ph.D. candidates must also already have or be prepared to find a suitable university affiliation. Payment for these positions is regulated according to the scale of the Max Planck Society (net approx 2200 - 2500 Hfl). Further information about the acquisition group of the MPI Nijmegen can be found at http://www.mpi.nl Please send applications via regular mail for arrival by August 15, 2000, to: Prof. Dr. Wolfgang Klein Max Planck Institute for Psycholinguistics Postbus 310 6500 AH Nijmegen The Netherlands Ayumi Matsuo, Ph.D Max-Planck-Institut Fur Psycholinguistik Wundtlaan 1 NL-6525 XD Nijmegen The Netherlands e-mail:Ayumi.Matsuo at mpi.nl website: http://www.mpi.nl/world/persons/profession/ayumat.html Phone: (+31) (0)24-352-1451 Fax: (+31) (0)24-352-1213 From macw at cmu.edu Tue Jun 27 23:18:30 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 27 Jun 2000 19:18:30 -0400 Subject: machine change Message-ID: Dear Info-CHILDES, The machine called alaska.psy.cmu.edu has been replaced by loki.psy.cmu.edu. This machine was being used as the server for the CHILDES-BIB, the Japanese bibliography, and streaming audio and video. The links to the bibliography from the CHILDES home page have been fixed, so you don't need to worry about this if you were just relying on those links. Also, streaming audio and video is a very new CLAN/TalkBank facility and only a few people have learned how to use it. However, if you have worked with it, you now need to use http://loki.psy.cmu.edu as your URL instead of http://alaska.psy.cmu.edu. --Brian MacWhinney From macw at cmu.edu Tue Jun 27 23:34:22 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 27 Jun 2000 19:34:22 -0400 Subject: new CLAN program for phonology Message-ID: Dear Info-CHILDES, Leonid Spektor has written a new CLAN program for phonological analysis. The command is MAKEMOD, which stands for "make a new %mod or model phonological tier." This program uses the CMU Pronouncing Dictionary to automatically insert the adult phonological targets for words. This %mod line can then be analyzed in conjunction with a %pho using the MODREP program. I can also imagine other uses. The CMU Pronouncing Dictionary is huge and CLAN requires a lot of memory to load it. So, if you are using CLAN on a Mac, you will want to increase its memory to about 20MB from the default of 10MB. On Windows, I guess the operating system figures this all out for you. We translated the CMU Pronouncing Dictionary into SAMPA format (close to UNIBET) for this purpose. The %mod output is in SAMPA, but we have added underscore characters to clearly delimit segments. I would be happy if people interested in phonology could try this out and tell me what they think and whether we should modify any details. --Brian MacWhinney From mewssacc at fs1.ed.man.ac.uk Wed Jun 28 16:47:12 2000 From: mewssacc at fs1.ed.man.ac.uk (Alison C Crutchley) Date: Wed, 28 Jun 2000 16:47:12 GMT Subject: 'conditional' forms in English Message-ID: Dear all Can anyone give me an idea (or point me in the direction of something published) about a) acquisition of and b) regional variants of 'third conditional' constructions such as 'If he'd stopped at the garage he wouldn't have run out of petrol'? Children we are assessing have produced the following forms (among others) and I'd appreciate any ideas! * if he would have x-ed, he would have y-ed * if he wouldn't have x-ed, then y wouldn't have happened * if he didn't do that then that wouldn't have happened * if the girl had have fed the rabbit earlier... * if she didn't have opened the rabbit cage... * If he was filling up his car with petrol then he wouldn't need a tub with it in Thanks very much! Alison Crutchley ................................................................... Dr Alison Crutchley Centre for Human Communication and Deafness, [formerly CAEDSP] School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, UK. Tel: +44 (0)161 275 3390 Fax: +44 (0)161 275 3373 alison.crutchley at man.ac.uk Visit the Centre website: http://www.man.ac.uk/CHCD/ ................................................................... From lise.menn at colorado.edu Wed Jun 28 22:39:26 2000 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 28 Jun 2000 16:39:26 -0600 Subject: a query for info-CHILDES Message-ID: Does anyone know of 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')? We know about imitation, picture description, and comprehension tasks, but this one combines aspects of all three... Thanks, Lise Menn & Yumiko Tanaka Welty 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 mewcscr at fs1.ed.man.ac.uk Fri Jun 30 13:29:09 2000 From: mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Fri, 30 Jun 2000 13:29:09 GMT Subject: Ph.D. Fellowship Message-ID: THE UNIVERSITY OF MANCHESTER SCHOOL OF EDUCATION Ph.D. Fellowship with Professor Gina Conti-Ramsden A Ph.D. fellowship is available to work with Professor Conti-Ramsden on a large family study of children with specific language impairment (SLI). The project involves working with probands, siblings and their relatives, collecting psycholinguistic and other data. Applications are sought from those holding good first degree (B.Sc. or BA) from Psychology, Speech-Language Pathology, Linguistics or other related discipline. Applicants holding a Masters degree wishing to pursue a Ph.D. are also welcomed. The post is initially for one year but would normally be renewed for two succeeding years. The post includes payment of full-time student fees for Ph.D. studies and a maintenance grant of approximately ?6,500. Applicants interested in the fellowship please apply directly to Professor Conti-Ramsden with a CV and a covering letter detailing their research interests and any other useful background information. Deadline for applications is Tuesday July 11th and interviews will be held on July 13th and 14th. Gina Conti-Ramsden, Centre for Educational Needs, School of Education, University of Manchester, Oxford Road, Manchester M13 9PL, England , Telephone: 0161-275-3514 (direct), 0161-275-3510 (secretary), Fax: 0161-275-3548. Email: gina.conti-ramsden at man.ac.uk Further Particulars Ph.D. fellow with Professor Gina Conti-Ramsden The School of Education The school of Education is located in the Humanities Building and is comprised of more than 100 academic staff. The Group involved in this project is a small group with about 15 members of staff. The Group has a very active research agenda that carries out fundamental and applied research of high international repute in peech, Language and Hearing Sciences. The successful candidate will join a team of 8/9 research assistants/associates/Ph.D. fellows working on different projects ALL involving children with specific language impairment and directed by Professor Gina Cont Ramsden. The Post Applications are invited for a Ph.D. fellow to undertake further studies with Professor Gina Conti-Ramsden and to be involved in a Wellcome Trust Funded Project. The appointee will be involved in a detailed, controlled family study of severe and persistent specific language impairment (SLI) with particular a ention being paid to the possible differences between Expressive-SLI and Expressive/Receptive SLI and the possible overlap with autism spectrum disorders. The appointee will be involved in working with a sample of 200 children with SLI and their families This sample is unique and is spread geographically all over England. Hence the appointee will be involved in field work and travelling. The data collection involves interview as well as direct assessment and buccal smears from all probands, siblings, f st degree relatives, affected second degree relatives. It is thought that the experience of working closely with this large and wide ranging project would prove very helpful for the candidate to develop their own area of interest for their own Ph.D. stud s. Person Specification The successful candidate should be willing to work collaborative within a productive and enthusiastic group. Essential The candidates must hold a B.Sc. or B.A. from a recognised institution or an equivalent qualification in a relevant area, e.g. psychology, speech-language pathology, education, linguistics. Applications from persons working or having a Masters degree are also welcomed. The candidates must have a clean driver's licence and driving experience. The ownership of a car is desirable. Desirable Interest in the area of specific language impairment (SLI). Experience with other communication disorders such as autism. Previous experience working with children and families. Familiarity with psycholinguistic testing and training of children and adults. Familiarity with the use of video equipment. Computer literacy skills and use of statistical packages, i.e. SPSS. gina.conti-ramsden at man.ac.uk Centre for Educational Needs School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3548