From cchaney at sfsu.edu Wed Mar 1 02:08:20 2000 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 29 Feb 2000 18:08:20 -0800 Subject: More books! Message-ID: Here are some more of our favorite books, with child communication themes. I added THINKING IN PICTURES, which I am reading right now. Although written by an adult, Grandin does comment on her early life and education...and the things that were most helpful to her in her struggle with Autism. Remember, I haven't screened these books, so read at your own risk! And if you get another idea, please send it to me and I'll update the list. Carolyn TITLE AUTHOR TOPIC Thinking in Pictures Temple Grandin Biography/autism Meaningful Differences in the Betty Hart & Todd Risely Everyday Experiences of Young American Children Ways with Words Shirley Brice Heath The Folkstories of Children Brian Sutton-Smith >From Two to Five Kornei Chukovsky (out of print/try lib.) A Toddlers Life Marilyn Schatz case study The Dumb House John Burnett fiction A Slant of Sun Beth Kephart PDD Genie Leaning How to Mean Halliday The Poison Oracle Peter Dickinson mystery: sign lang.Chimp Dancing without Music - Beryl Benderly short stories Deafness in America The Miracle Worker William Gibson The Story of My Life Helen Keller Lisa and David Theodore Rubin Autism Jordi Theodore Rubin Autism The Ascent of Babel: An Gerry Altman Survey of child lang. issues Exploration of Language, Mind, and Understanding In Other Words: The Science and Ellen Bialystok and Kenji Hakuta Psychology of Second Language Acquisition. In this Sign Joanne Greenberg Hearing child of deaf parents The Way it Spozed to Be James Hearndon Verbal feats of ghetto dwelling kids The Seige: First 8 Years of an Autistic Girl Clara C. Park Mothers account Genie: An Abused Child's Flight from Silence Russ Rymer Reversals: A Personal Eileen Simpson Memoir Account of Victory over Dyslexia Language, Gender and Childhood Carolyn Steedman, Cathy Urwin and Valerie Walkerdine, eds. The Learning Gap: Why Our Harold W. Stevenson and James W.Stigler Schools are Failing and What we can learn from Chinese and Japanese Education. Girls, Boys, and Language Joan Swann Preschool in Three Joseph J. Tobin, David Y.H. Wu, Dana H. Davidson Cultures: Japan, China, and the U.S. From annahdo at bu.edu Wed Mar 1 05:29:51 2000 From: annahdo at bu.edu (Do) Date: Wed, 1 Mar 2000 00:29:51 -0500 Subject: Call For Papers: Boston University Conference on Language Development Message-ID: ************************************************************************ The 25th Annual Boston University Conference on Language Development Call for Papers November 3, 4 and 5, 2000 Keynote Speaker: Lois Bloom, Teachers College, Columbia University Plenary Speaker: Nina Hyams, UCLA ************************************************************************ FIRST AND SECOND LANGUAGE ACQUISITION All topics in the field of language acquisition will be fully considered, including: Bilingualism Language Disorders Literacy & Narrative Cognition & Language Sociolinguistics Neurolinguistics Creoles & Pidgins Signed Languages Pragmatics Input &Interaction Speech Perception & Production Discourse Exceptional Language Pre-linguistic Development Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. Please submit: 1) ten copies of an anonymous, clearly titled 450-word summary for review. Include word count at the bottom of the page. 2) one copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. Include word count at the bottom of the page. 3) for EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent to the first author by early August, by US Mail. Pre-registration materials and preliminary schedule will be available in late August, 2000. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings Volumes. Those papers will be due in January, 2001. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2000. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at louis-xiv.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************ Author Information Form (fill out one form completely for EACH author) Title: Topic area: Audiovisual requests: Full name: Affiliation: Current address: Summer address if different, and dates: Current email (required): Summer email (required): Current phone number (required): Summer phone (required): * To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. * If your paper is not one of the 90 initially selected for presentation, please indicate whether you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you received the 2000 Call for Papers: ____ e-mail/electronic ___surface mail ____word of mouth Please indicate how you wish to receive the 2001 Call for Papers: ____e-mail/electronic ___surface mail ____ both From thoreson at cc.wwu.edu Wed Mar 1 23:30:18 2000 From: thoreson at cc.wwu.edu (Catherine Crain-Thoreson) Date: Wed, 1 Mar 2000 15:30:18 -0800 Subject: affect in children's writing Message-ID: Thanks to everyone who responded to our query. Here are the references we've received so far. Katrice Shuler & Catherine Crain-Thoreson 1. >From: Susan L Engel >to get an overview you might look at my book, >The Stories Children Tell (1995 WH Freeman) >also >Robyn Fivush's work and >Michael Bamberg's work. > >Also look at the work of Peggy Miller. > >Another angle would be to look at some of the TOM work which >indirectly gets at that issue. > 2. From: "Silliman, Elaine" >A. Clachar (1999). It's not just cognition: The effect of emotion on >multiple-level discourse processing in second-language writing. Learning >Sciences, 21, 31-60. > > 3. From: Ann Dowker >Brian Sutton-Smith has done a lot of work on children's storytelling; not >*mainly* about affect, but I think that comes into the work a bit. His >books "The Folkstories of Children" was published by University of >Pennsylvania Press in the early 80s. > 4. >From: Beppie van de Bogaerde >a colleague of mine, Marja Roelofs, had her dissertation on the pragmatic, >narrative skills of children between 4;0 - 8;0. Based on the frog story? >I think she also examined emotions ? But you should check with her I guess. 5. >From: Asa Nordqvist (Nordqvist, Å. (1998) Projecting speech to >protagonists in oral and written narratives: a developmental study. >Psychology of Language and Communication, Vol 2., 2:37-46.) 6. >From: Tina Bennett-Kastor >Judy Reilly has an article, "How to tell a good story: >the intersection of language and affect in children's >narratives," in Journal of Narrative and Life History, >1992, 355-377. 7. >From: judy reilly We have worked on spoken narratives and and are currently looking also at >writing. >there is a 1002 paper Reilly,JR How to Tell a good story, in Pplied >psycholinguistics. >Michael Bamberg also has work in this area. >We ahve another apepr with normals and Williams syndorme in Developmental >Psychopatholoyg 1990: Reilly, Klima and Bellugi, 1991 ************************************ Catherine Crain-Thoreson, Ph.D. Psychology Department Western Washington University Bellingham, WA 98225-9089 Tel: (360) 650-3168 Fax: (360) 650-7305 email: thoreson at cc.wwu.edu From Jordan.Z at Chula.ac.th Thu Mar 2 08:18:37 2000 From: Jordan.Z at Chula.ac.th (Jordan Zlatev) Date: Thu, 2 Mar 2000 15:18:37 +0700 Subject: Units in Thai? Message-ID: Dear INFO-CHILDES members, I have recently started a project at Chulalongkorn Univeristy in Bangkok (sponsored by the Swedish Foundation for International Cooperation in Research and Higher Education) which, among other things, should add Thai data to the CHILDES database. We have begun with "Frog Stories" (collecting narratives from 5 age groups: 3, 5, 9, 11, and adult), while I am still looking for families with pre-spurt children, cooperative enough to yeild their children and homes every second week for 1 year and a half in order build a longitudinal corpus (of at least 2 children) - something that has proven to be more difficult than I anticipated. In transcribing the Frog story data we have enountered the "unit probelm" - what should we regard as the basic unit of analysis, marked in the CHAT files by using new lines? Should we use purely phonetic critera (pauses, intonation contours) to segment the narrative into UTTERANCES, or should we use something like CLAUSES, or Berman and Slobin's (1994) "unified predication"? Since Thai is a serial verb language and clause boundaries are not grammatically marked, the latter is problematic. On the other hand, pauses alone, give us very "uneven" units - sometimes only a word, sometimes up to 20 or so are uttered in the same breath. We have so far adopted a compromise - use phonetic criteria, but don't move to a new line if the pause comes within what is clealy a phrase or clause. I would be very grateful for any comments and suggestions on this issue, or concerning the project in general. Best regards, Dr. Jordan Zlatev Linguistics Research Unit Building 4, Arts Faculty Chulalongkorn University Bangkok 10330 Thailand From macw at cmu.edu Thu Mar 2 20:28:41 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 2 Mar 2000 15:28:41 -0500 Subject: Units in Thai? Message-ID: Dear Jordan, In my opinion, when analyzing Frog Story data, it is best to follow the guidelines of Berman and Slobin, since they were designed specifically for this type of data. However, if you look at the various frog story corpora in CHILDES, you will see a great amount of variation in the way in which the criteria of Berman and Slobin have actually been implemented. It would be good to have a discussion of these transcription issues, accompanied with specific examples, although I imagine it would be more appropriate for info-chibolts than info-childes. In any case, it seems to me that this should not be approached initially as just a question of how to use CHAT, but rather about how to use the Berman Slobin guidelines. I would love to hear from Ruth, Dan, Lowry, Michael, Ayhan, Susana, Virginia, Sven, Barbara, Margherita, and others on this issue. While dealing with problems in unit analysis, you might also ask about issues such as focusing on particularl aspects of the child's reply as the "core response". This is an equally challenging area. You should note that many of the CLAN programs recognize a secondary clausal delimiter [c] which allows you to break up utterances into clauses. The Wolf-Hemphill data make extensive use of this, for example. --Brian MacWhinney From deepsea at cds.ne.jp Fri Mar 3 08:49:16 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 3 Mar 2000 17:49:16 +0900 Subject: TCP2000 Message-ID: Dear info-childes, The following is the program of Tokyo Conference on Psycholinguistics (TCP) 2000 to be held at Keio University in Japan. For more information, please visit the site(http://www.otsu.icl.keio.ac.jp/tcp/). come and join us. ---------------------- Keio University Institute of Culture and Linguistics Otsu Laboratory ######################## Tokyo Conference on Psycholinguistics -Program- March 24th-25th Place: Keio University Mita-Campus Kita-Shinkan Hall (The New North Building) No preregistration and no registration fee necessary. Day 1 (March 24th) 10:00-10:15#027#$B!!#027#(B Opening 10:15-11:15 Invited Lecture Akira Watanabe (University of Tokyo): "Decomposing the Neg-Criterion: Typology of Negative Concord" Chair: Yukio Otsu (Keio University) 11:15-12:15 Paper Presentation Hanako Fujino (Sophia University): "Grammatical Null Objects in Child Spanish" Chair: Hisatsugu Kitahara (Keio University) 12:15-13:15 Lunch 13:15-14:15 Paper Presentation Hiromi Morikawa (University of Kansas): "-(S)ase- or Not: Acquisition of Causative Forms in Japanese" Chair: Junko Hibiya (Keio University) 14:15-15:15 Paper Presentation Yuki Hirose (University of Electro-Communications): "The Role of Thematic Compatibility Information and Constituent Length in Resolving Reanalysis Ambiguities" Chair: Tsutomu Sakamoto (Kyushu University) 15:15-15:30 Break 15:30-16:30 Paper Presentation Melinda Whong-Barr and Bonnie D. Schwartz (University of Durham): "Japanese and Korean Children's L2 Acquisition of the English Dative Alternation" Chair: Yoichi Miyamoto (Osaka University) 16:30-17:30 Paper Presentation William Snyder, Koji Sugisaki, and Daniel Yaffee (University of Connecticut): "Preposition Stranding and Prepositional Complementizers in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) Party Day 2 (March 25th) TOP/March 24th 10:00-11:00 Paper Presentation Chiaki Komatsu (Ochanomizu University): "Phrasal Compounds in English and Japanese: A Dynamic View" Chair: Masayuki Ike-uchi (Tsuda College) 11:00-12:00 Paper Presentation Haruka Fukazawa (Kyushu Institute of Technology) and Linda Lombardi (University of Maryland at College Park): "To Be Simple or Not to Be: Constraints in Optimality Theory" Chair: Haruo Kubozono (Kobe University) 12:00-13:00 Lunch 13:00-14:00 Paper Presentation Harald Clahsen (University of Essex), Susanne Bartke (University of Marburg), and Sonja Eisenbeiss (Max-Plank Institute for Psycholinguistics): "Case and Agreement in German SLI Children: Evidence for a Selective Linguistic Impairment" Chair: Miori Kubo (Hokkaido University) 14:00-15:00 Paper Presentation Nigel Duffield (McGill University) and Ayumi Matsuo (Max-Plank Institute for Psycholinguistics): "Converging Methodologies, Diverging Results: What First and Second Language Learners (Don't) Know about VP-Ellipsis" Chair: Noriaki Yusa (Miyagi Gakuin Women's College) 15:00-15:15 Break 15:15-16:15 Paper Presentation Miwa Isobe (Keio University) and Koji Sugisaki (University of Connecticut): "Acquisition of Resultatives in Japanese and the Theory of Compounding Parameter" Chair: Yoko Sugioka (Keio University) 16:15-17:15 Invited Lecture Tetsuya Sano (Meiji Gakuin University): "Issues on Unaccusatives and Passives in the Acquisition of Japanese" Chair: Yukio Otsu (Keio University) 17:15-17:30 Closing From c1399012 at cc.aoyama.ac.jp Sat Mar 4 17:45:16 2000 From: c1399012 at cc.aoyama.ac.jp (Yuki Yoshimura) Date: Sun, 5 Mar 2000 02:45:16 +0900 Subject: references related to WM and SLA Message-ID: I am currently an MA graduate student. I study second language aquisition, and have some difficulty finding studies in psychology for my MA dissertation. I need some references related to 1) Working Memory and Second Language Acquisition (SLA) 2) WM capacity for language. If you could let me know any related papers (books) to them, I would greatly appreciate that. 1) Working Memory, especially WM capacity and SLA. SLA research could be both child L2 acquisition (bilingualism), and adult L2 learning/acquisition. 2) Working Memory capacity for Language. Is there any research which shows or denies the "trainability" of WM capacity for language (e.g., smaller capacity can be larger) through L2 learning, or through any special trainig on L2 acquisition? If you could let me know some prominent studies related to the trainability of WM capacity in a domain-general sense, i.e., WM not only for linguistic information, whcih you think might be useful for what I am looking for, it would be very helpful, too. THANKS A LOT IN ADVANCE. Yuki --------------------------------------------------------------------- Yuki Yoshimura MA graduate student, Department of English literature and linguistics Aoyama Gakuin University, Tokyo, Japan c1399012 at cc.aoyama.ac.jp ---------------------------------------------------------------------- From ann.dowker at psy.ox.ac.uk Sat Mar 4 19:44:21 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 4 Mar 2000 19:44:21 +0000 Subject: affect in children's writing Message-ID: More thoughts: Jerome Bruner and Joan Lucariello: Monologue as narrative recreation of the world. In: Katherine Nelson (ed.): Narratives from the Crib; Harvard University Press, 1989. Carol Fox: At the Very Edge of the Forest (recent book on children's storytelling; not just about affect, but includes some material on the subject). Alyssa McCabe: At Nicky's house: developing imagination to deal with reality; Cahiers de Psychologie Cognitive/ Current Psychology of Cognition, 1998, 17, 229-244 Ann From rberman at post.tau.ac.il Mon Mar 6 07:18:56 2000 From: rberman at post.tau.ac.il (rberman) Date: Mon, 6 Mar 2000 09:18:56 +0200 Subject: Units in Thai? Message-ID: Dear Jordan, following Brian's really very helpful and thoughtful suggestions about the frogstory coding, which obviously I as one of the original frogbook team feel very comfortable with, let me offer you some insights which have emerged from our current crosslinguistic study of narrative and expository texts produced in speech and writing by older children (from age 9 years and up) and adults: We have found that for the spoken data, which is what I assume you are interested in, it helps to include all kinds of indications of prosodic and other phonological features, far beyond what we even attempted in the original cross- linguistic study. Then, one way to go is to add to the Berman & slobin guidelines (using clauses, though serial -verb languages could indeed be problematic in this respect, in really theoretically interesting ways) such analyses as length, amount, and position of PAUSES, trying to divide up the texts into INTONATION UNITS as this is defined by the UC Santa Barbara group (Wallace Chafe, John du Bois, inter alia). I know we felt that we missed out on a great deal of relevant information by not having enough prosodic information in our transcripts -- but we also realized that for complex crosslinguistic studies like ours, this would get us bogged down in enormously time-consuming efforts, and make it difficult to achieve crosslanguage and crossmodal comparability. Hope this helps you some. Best wishes, Ruth Berman From sslystu at ucl.ac.uk Mon Mar 6 10:27:59 2000 From: sslystu at ucl.ac.uk (Susanne Umbach) Date: Mon, 6 Mar 2000 10:27:59 +0000 Subject: No subject Message-ID: Dear all, I am currently working on a project concerning German vowel acquisition. My subjects are 12-24 months old. Are there any word lists of early vocabulary that include this age range? I am particularly interested in the central vowels. If you have come across any studies on vowel acquisition in German I would be very interested as well. Susanne From v.c.gathercole at bangor.ac.uk Tue Mar 7 11:59:48 2000 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Tue, 7 Mar 2000 11:59:48 +0000 Subject: New Academic Posts Message-ID: UNIVERSITY OF WALES, BANGOR SCHOOL OF PSYCHOLOGY APPOINTMENTS IN PSYCHOLOGY Lecturer (Reference Number: 00/33) Lecturer A/B: £17,238 - £30,065 p.a. Senior Lectureship (Reference Number: 00/34) Senior Lectureship: £31,563 - £35670 p.a. Readership (Reference Number: 00/35) Readership: £31,563 - £38,561 p.a. We wish to make three additional academic appointments and further strengthen our research specialisms. Candidates are sought particularly in areas such as learning and language development (especially neuropsychological approaches), health psychology, and cognitive neuroscience. The school, which has recently established a Centre for Cognitive Neuroscience with facilities for fMRI and ERP, has an outstanding record of success in both teaching and research. According to national assessments we rank among the top-rated UK Psychology departments for research (i.e. rated 5A on a scale of 1-5*) and have achieved the highest rating "excellent" for Teaching Quality. Applicants will be expected to have a Ph.D. and teaching and research experience appropriate to the level of appointment in a relevant field. Application forms and further particulars are available from: Personnel Services, University of Wales, Bangor, Gwynedd, LL57 2DG. Tel: 01248-382926. e-mail: pos020 at bangor.ac.uk. Please quote the appropriate reference number when applying. Applicants are required to state clearly the level of appointment for which they wish to be considered. Closing date for applications: Friday 21st April 2000 Committed to Equal Opportunities Lectureships in Psychology JOB DESCRIPTION Duties: - To pursue a programme of original scientific research. - To teach psychology at undergraduate and postgraduate levels with the degree of professional application appropriate in a School committed to excellence in teaching. - To carry out additional duties as may from time to time be required by the Head of School. - To be answerable at the College Council through the Head of School for the efficient performance of his/her duties. - To pursue appropriate professional development opportunities. Required Attributes: - A doctoral degree. - A strong background in research in one of the School's specialist areas. - Appropriate teaching experience. - For one Lectureship the ability to teach experimental design and statistics would be an advantage. Senior Lectureship/Readership JOB DESCRIPTION Duties: - To pursue a programme of original scientific research. - To teach psychology at undergraduate and postgraduate levels with the degree of professional application appropriate in a School committed to excellence in teaching. - To carry out additional duties as may from time to time be required by the Head of School. - To be answerable at the College Council through the Head of School for the efficient performance of his/her duties. - To pursue appropriate professional development opportunities. Required Attributes: - A doctoral degree. - A strong background in research in one of the School's specialist areas. - Appropriate teaching experience. Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Pyschology Prifysgol Cymru, Bangor University of Wales, Bangor Gwynedd LL57 2DG Gwynedd LL57 2DG Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From DaleP at health.missouri.edu Tue Mar 7 20:57:18 2000 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 7 Mar 2000 14:57:18 -0600 Subject: correction re MacArthur Communicative Development Inventories we bsite Message-ID: With apologies: I omitted one front-slash in the URL; it should have been > http://www.sci.sdsu.edu/cdi/ > > > Philip S. Dale, Professor & Chair > Communication Sciences & Disorders > 303 Lewis Hall > University of Missouri-Columbia > Columbia, MO 65211 > voice: (573) 882-1934 > fax: (573) 884-8686 > > From esther_parigger at yahoo.com Tue Mar 7 20:36:29 2000 From: esther_parigger at yahoo.com (esther parigger) Date: Tue, 7 Mar 2000 12:36:29 -0800 Subject: post Message-ID: Dear Info-Childes, I am currently writing my MA thesis on the acquisition of communication outside the �Here and Now� in Down Syndrom children. Who could recommend me some literature about this subject? I am also very interested in recommendations about the �Here and Now� function in normal language acquisition. Kind Regards & Thanks, Esther Parigger esther_parigger at yahoo. com ===== Esther/ Sterre Parigger Brederodestraat 37 II 1054 MR Amsterdam 020 6850498 __________________________________________________ Do You Yahoo!? Talk to your friends online with Yahoo! Messenger. http://im.yahoo.com From DaleP at health.missouri.edu Tue Mar 7 20:53:27 2000 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 7 Mar 2000 14:53:27 -0600 Subject: MacArthur Communicative Development Inventories website Message-ID: To make information about the MacArthur Communicative Development Inventories as widely accessible as possible, the CDI Advisory Board has recently developed a website which will maintain current information about: the original, full CDI versions in English short forms in English the CDI-III for 30-42 month olds full versions in Spanish adaptations in other languages lexical norms (month by month norms in English; other languages to be added) current publication references on the CDIs We hope the child language community will find this information useful, and welcome suggestions for additions to the website. The website may be found at http:/www.sci.sdsu.edu/cdi/ Philip S. Dale, Professor & Chair Communication Sciences & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 voice: (573) 882-1934 fax: (573) 884-8686 From jp at psyc.nott.ac.uk Thu Mar 9 12:42:47 2000 From: jp at psyc.nott.ac.uk (Julian Pine) Date: Thu, 9 Mar 2000 12:42:47 +0000 Subject: Postdoctoral Research Associate (Acquisition of Syntax) Message-ID: We would be grateful if you could post the following job advertisement. Many thanks Julian Pine Postdoctoral Research Associate (Acquisition of Syntax) School of Psychology University of Nottingham, UK Applications are invited for a Postdoctoral Research Associate to work on a Leverhulme-funded project on syntax acquisition. The successful candidate will carry out modelling research on early language acquisition, and in particular on syntax acquisition, under the supervision of Dr J Pine and Dr F Gobet. Information about related projects is available on the WWW at: http://www.psychology.nottingham.ac.uk/research/credit/projects/syntax_acquisiti on/main.html. The person appointed will be expected to contribute to the refinement of a computer model of syntax acquisition. Candidates should have a PhD in computer science, cognitive science, or psychology, and have very good computing skills. Knowledge of Lisp or of a similar computer language is required. Experience with development of graphical interfaces, and/or knowledge in computational modelling, psycholinguistics and/or linguistics will be an advantage. Salary will be within the range £16,286 - £24,479 per annum, depending on qualifications and experience. This post is available from April 2000 and will be offered on a fixed-term contract for a period of 18 months. Informal enquiries may be addressed to Dr Pine, tel: 0115 951 5285, Email: Julian.Pine at Nottingham.ac.uk or Dr Gobet, tel: 0115 951 5402, Email: Fernand.Gobet at Nottingham.ac.uk. Candidates should send a detailed CV, a statement of research interests, together with the names and addresses of two referees, to Dr F Gobet, School of Psychology, The University of Nottingham, University Park, Nottingham, NG7 2RD. Fax: 0115 951 5324. Closing date: 23 March 2000. For all vacancies see our Internet page http://www.nottingham.ac.uk/Personnel/ " From dorit.ravid at univie.ac.at Thu Mar 9 21:13:42 2000 From: dorit.ravid at univie.ac.at (Vienna) Date: Thu, 9 Mar 2000 21:13:42 -0000 Subject: Post Message-ID: Please post> Dear INFO-CHILDERS, > I am currently working on a paper on the acquisition of dual and collective > nouns in Palestinian Arabic. I am looking for references on the acquisition of > duals and collectives - or other related forms - in other languages. I will > post a summary. > Thank you > Dorit Ravid > Tel Aviv University > Currently at the University of Vienna > Email: dorit.ravid at univie.ac.at > doritr at ccsg.tau.ac.il > > > > > > From ann.dowker at psy.ox.ac.uk Thu Mar 9 19:36:32 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 9 Mar 2000 19:36:32 +0000 Subject: Plurals in language other than Arabic Message-ID: I don't know whether German is a sufficiently related language to be of interest to you, but a recent issue of Brain and Behavioural Sciences contained an article, with interesting peer commentary, about the acquisition of regular and irregular plurals in German: H. Clahsen: Lexical entries and rules of language: a multi-disciplinary study of German inflection. Brain and Behavioural Sciences, 1999, 22, 991 et seq. Ann From pli at richmond.edu Thu Mar 9 21:26:06 2000 From: pli at richmond.edu (Ping Li) Date: Thu, 9 Mar 2000 16:26:06 -0500 Subject: postdoc and faculty positions Message-ID: Dear Colleagues, Please distribute this information to your students or colleagues. Thank you. Sincerely Ping Li *********************************************************************** Ping Li, Ph.D. Email: ping at cogsci.richmond.edu Associate Professor of Psychology http://www.richmond.edu/~pli/ Department of Psychology Phone: (804) 289-8125 (office) University of Richmond (804) 287-6039 (lab) Richmond, VA 23173, U.S.A. Fax: (804) 287-1905 *********************************************************************** Postdoc Position: Qualified individuals are invited to apply for a postdoctoral fellowship in connectionist models of language learning. The fellowship is supported by the National Science Foundation, and provides an annual stipend of $32,000 for two years. A qualified candidate should hold a Ph.D. degree in an area of cognitive sciences and have experience in connectionist modeling and natural language processing. Technical experiences with C/C++ and Unix/Linux on SUN/Windows platforms are preferable. The successful candidate will join the PI's research team in collaboration with Brian MacWhinney of Carnegie Mellon University to develop a self-organizing neural network model of language acquisition (see the NSF homepage for a summary of the project: http://www.nsf.gov/cgi-bin/showaward?award=9975249). In addition, the fellow will have opportunities to collaborate on research and teaching with faculties at the Department of Psychology, Department of Modern Languages, and Department of Computer and Mathematical Sciences at the University of Richmond. U of R is a highly selective, small private school located on a beautiful campus 6 miles west of Richmond (capital of Virginia, 1 hour east of Charlottesville, 1 hour north of Williamsburg, and 2 hours south of Washington DC). With its nearly 1-billion endowment and progressive program enhancement efforts, the university offers a congenial research and teaching environment. The fellowship is expected to start some time between now and September 1. Consideration of applications will begin immediately until the position is filled. Applicants should send a curriculum vitae, a cover letter, and two letters of recommendation to Ping Li, Department of Psychology, University of Richmond, Richmond, VA 23173, or via email to pli at richmond.edu. The University of Richmond is an equal opportunity, affirmative action employer. Women and minority candidates are encouraged to apply. Faculty Position: Univeristy of Richmond. The Department of Psychology invites applications for a one-year replacement position at the Assistant Professor level. Preference will be given to candidates who would be able to teach undergraduate courses in statistics and in memory and cognition. Candidates should have completed the Ph.D. degree by August 2000 starting date. Scholars who show a promise of excellence in teaching and an active research program which stimulates student interest in research involvement are encouraged to apply. Send vita, statement of research and teaching interests, and three letters of recommendation to Andrew F. Newcomb, Department of Psychology, University of Richmond, Richmond, VA 23173. Consideration of applications will begin on April 15, 2000. The University of Richmond is a highly selective, small private university located on a beautiful campus six miles west of the heart of Richmond. We are an Equal Opportunity, Affirmative Action Employer and encourage applications from women and minority candidates. From c1399012 at cc.aoyama.ac.jp Fri Mar 10 16:15:22 2000 From: c1399012 at cc.aoyama.ac.jp (Yuki Yoshimura) Date: Sat, 11 Mar 2000 01:15:22 +0900 Subject: summary of references on WM and SLA Message-ID: Here is a summary of references on WM and SLA. There hasn't been much done on this issue so far. Thank you all who responded to my inquiry. I especially thank Dr. Yasuhiro Shrai for his advice. Yuki ---------------------------------------------------------------- Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38. Cognitive Processing in Bilinguals (1992) Richard Jackson Harris (Editor), ISBN: 0444889221 Mark Sawyer. (to appear) Aptitude, individual differences, and instructional design. In P. Robinson. (Ed.), Cognition and Second Language Instruction (pp. 424-469). Priti, S., & Miyake, A. (1999). Models of working memory: An introduction. In A. Miyake. & S. Priti. (Eds.), Models of working memory (pp. 1-27). Cambridge, UK: Cambridge University Press. Halford, G., Maybery, M., O'Hare, A. & Grant, P. (1994). The development of memory and processing capacity. Child Development. 65, 1338-1356. --attached message from Paula Menyuk, Prof. Emerita Boston University-- Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11-28. The Epigenesis of Mind: Essays on Biology and Cognition (1998) Susan Carey (Editor) Rochel Gelman (Editor), ISBN: 0805804382 Ellis, N.(1996). Sequencing in SLA: Phonological memeory, chunking and points of order. SSLA, 18, 91-126. ---------------------------------------------------------------- ---------------------------------------------- Yuki Yoshimura MA graduate student, Department of English literature and linguistics Aoyama Gakuin University, Tokyo, Japan c1399012 at cc.aoyama.ac.jp ---------------------------------------------- From c1399012 at cc.aoyama.ac.jp Sat Mar 11 05:41:32 2000 From: c1399012 at cc.aoyama.ac.jp (Yuki Yoshimura) Date: Sat, 11 Mar 2000 14:41:32 +0900 Subject: [NO.2]summary of references on WM and SLA Message-ID: I received some more additional references. I also found some mistakes in a previous message. This is the complete version with additional references. You will find more references on WM and SLA in the papers below. Thank you. Yuki ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38. Cognitive Processing in Bilinguals (1992) Richard Jackson Harris (Editor), ISBN: 0444889221 Sawyer, M. (to appear) Aptitude, individual differences, and instructional design. In P. Robinson. (Ed.), Cognition and Second Language Instruction (pp. 424-469). Miyake, A., & Friedman, N. P. (1998). Individual differences in second language proficiency: Working memory as language aptitude. In A. Healy. & L. Bourne. (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339-365). Mahwah, NJ: Lawrence Erlbaum Associates. Halford, G., Maybery, M., O'Hare, A. & Grant, P. (1994). The development of memory and processing capacity. Child Development. 65, 1338-1356. --attached message from Paula Menyuk, Prof. Emerita Boston University-- Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11-28. The Epigenesis of Mind: Essays on Biology and Cognition (1998) Susan Carey (Editor) Rochel Gelman (Editor), ISBN: 0805804382 Ellis, N.(1996). Sequencing in SLA: Phonological memeory, chunking and points of order. SSLA, 18, 91-126. -- for tangential interest Gupta, P., & Dell, G. S. (1999). The emergence of language from serial order and procedural memory. In B. MacWhinney (Ed.), The emergence of language (pp. 447-482). Mahwah, NJ: Lawrence Erlbaum Associates. Gupta, P., & MacWhinney, B. (1994). Is the articulatory loop articulatory or auditory? Re-examining the effects of concurrent articulation on immediate serial recall. Journal of Memory and Language, 33, 63-88. Gupta, P., & MacWhinney, B. (1997). Vocabulary acquisition and verbal short-term memory: Computational and neural bases. Brain and Language, 59, 267-333. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466. McLaughlin, B. (1990). The relationship between first and second languages: Language proficiency and language aptitude. In B. Harley, P. Allen, J. Cummisn, & M. Swain (Eds)., The development of second language proficiency (pp. 158-174). Cambridge: Cambridge University Press. McLaughlin, B. (1995). Aptitude from an information-processing perspective. Language Testing, 12, 370-387. Newport, E. L. (1993). Modeling the effects of processing limitations on the acquisition of morphology: The less is more hypothesis. In E. Clark. (Ed.), The Proceedings of the 24th Annual Child Language Research Forum (pp. 124-138). Stanford, CA: CSLI. Osaka, M., & Osaka, N. (1992). Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychonomic Society, 30, 287-289. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. Williams, J. (1999). Memory, attention, and inductive learning. Studies in Second Language Acquisition, 21, 1-48. Second Language Proficiency, Foreign Language Aptitude, and Intelligence, Vol. 6 Miyuki Sasaki Simon Belasco (Editor). ISBN: 0820445738 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------------------------------------------- Yuki Yoshimura MA graduate student, Department of English literature and linguistics Aoyama Gakuin University, Tokyo, Japan c1399012 at cc.aoyama.ac.jp ---------------------------------------------- From sandino at garza.uatx.mx Tue Mar 14 01:24:44 2000 From: sandino at garza.uatx.mx (Sandino Lelis) Date: Mon, 13 Mar 2000 19:24:44 -0600 Subject: CALLA, MLAT and Good Learner Studies Message-ID: Dear Members of the List: I am currently enrolled in the Applied Linguistics MA Program at Universidad de Las Americas, in Puebla, Mexico. I have been unsuccessfully looking for a copy of the CALLA model for second language learner evaluation, a copy of the MLAT test and a copy of the Naiman, Frohlich et al. (1978) study on "good language learners". Can anybody help? Thank you. Sandino -- ++++++++++++++++++++++++++++++ Sandino LELIS Apartado Postal 426 Tlaxcala, 90000, TLX MEXICO tel.: +52 (2) 463-1867 fax: +52 (2) 462-3672 e-mail: sandino at garza.uatx.mx ++++++++++++++++++++++++++++++ From sdevitt at tcd.ie Tue Mar 14 10:22:59 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Tue, 14 Mar 2000 10:22:59 +0000 Subject: Learning of Chinese characters Message-ID: Dear colleagues, A doctoral student of mine is working on developing mnemonic techniques for the learning of Chinese characters. Does anyone have any references to work in this area, or in the area of the problematic of learning Chinese characters? (Other languages with similar characters are included in this appeal.) Many thanks in advance. I will post the results. Sean Devitt Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From pscog09 at sis.ucm.es Tue Mar 14 11:46:14 2000 From: pscog09 at sis.ucm.es (slornat) Date: Tue, 14 Mar 2000 12:46:14 +0100 Subject: Intonation Coding Message-ID: ----- Original Message ----- From: slornat To: Cc: Sent: Wednesday, March 08, 2000 10:48 AM Subject: Intonation Coding > > ----- Original Message ----- > From: slornat > To: > Sent: Thursday, March 02, 2000 12:42 PM > Subject: Intonation Coding > > > > > > Can anybody help in guiding us to solutions on coding of intonational > > patterns?; we need to code those patterns of baby's utterances from 8 to > 12 > > months. The MSpeech KAY program doesn't give more coding hints than the > > distinctions between rising, descending or maintenance (neutral)contours, > > thereby loosing most of the potentially interesting information. > > Thanks for hints, I'll post them afterwards to all. > > Susana Lopez-Ornat > > > > > From ann.dowker at psy.ox.ac.uk Tue Mar 14 17:21:58 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 14 Mar 2000 17:21:58 +0000 Subject: Learning of Chinese characters Message-ID: There was a special issue of Reading and Writing (1998, Vol. 10, No.3-5) devoted to "Cognitive processing of Chinese characters, words, sentences and Japanese kanji and kana". Your student may also be interested in the following book: Abraham Inhoff, Hsuan-Chih Chen, and Chi-an Wang: Reading Chinese Script: A Cognitive Analysis; Erlbaum, 1999 An article that might be of interest is: Y.P. Chen, D.A. Allport and J.C. Marshall: What are the fundamental orthographic units in Chinese word recognition: stroke or stroke pattern? Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 1996, 49, 1024-1043. Ann On Tue, 14 Mar 2000 sdevitt at tcd.ie wrote: > Dear colleagues, > A doctoral student of mine is working on developing mnemonic techniques for > the learning of Chinese characters. Does anyone have any references to work > in this area, or in the area of the problematic of learning Chinese > characters? (Other languages with similar characters are included in this > appeal.) > Many thanks in advance. I will post the results. > Sean Devitt > Dr. Sean Devitt > Senior Lecturer in Education > School of Education > University of Dublin > Trinity College > Dublin 2 > Ireland > Phone: 608 1293 (direct) > Fax: 677 7238 (department office) > email: sdevitt at tcd.ie > > From macw at cmu.edu Wed Mar 15 14:56:39 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 15 Mar 2000 09:56:39 -0500 Subject: A Farewell to Nim Chimpsky Message-ID: Dear colleagues: Nim Chimpsky died on Friday, March 10, 2000, at the age of 26 from a heart attack at the Black Beauty Reserve in Tyler, Texas. Many of you will recall that he was the subject of the Columbia University language experiment in the mid-1970s. I thought a lot about whether I should use this forum to announce his death as well as whether anyone would care to know this fact. In the end, I hoped that it would be alright to mark his death in this way, as it is the passing of a life, albeit a chimpanzee's life, and one that--whether or not he ever intended it--contributed greatly to our knowledge of how human children learn. Good bye Nimbo. Thank you. Prof. Laura Ann Petitto Department of Psychology McGill University From toivaine at mail.utu.fi Wed Mar 15 15:37:44 2000 From: toivaine at mail.utu.fi (Jorma Toivainen) Date: Wed, 15 Mar 2000 17:37:44 +0200 Subject: Turku Sumposium on First Language Acquisition Message-ID: Turku Symposium on First Language Acquisition FIRST ANNOUNCEMENT AND CALL FOR PAPERS 1-2 September 2000 The 2000 Turku Symposium on First Language Acquisition will be hosted by Finnish Language Institution of the Department of Finnish and General Linguistics, University of Turku, Finland. Abstracts are invited for papers of 30 minutes duration on issues related to first language acquisition in children. CONFERENCE LOCATION The sessions will be held at Fennicum, 300 meters from the Cathedral of Turku northwards (Henrikinkatu 3). CONFERENCE LANGUAGES The languages of the symposium are English and Finnish. PUBLICATION OF PAPERS Selected papers will be published in a special issue of the journal "Psychology of Language and Communication". HOW TO SUBMIT ABSTRACTS Abstracts should be up to 250 words in length and may be submitted preferably by surface mail or Fax. Submissions should be received by 15 May 2000. At the top of the abstract please include Name(s) of Author(s), Institutional Affiliation, Full Address, E-Mail Address, Fax Number, Equipment Requirements. Send your abstract to: Turku Symposium on First Language Acquisition Fennicum FIN-20014 TURUN YLIOPISTO Finland Fax: +358 2 333 5282 e-mail: toivaine at utu.fi Tel. +358 2 333 5281 +358 2 333 5291 FOR QUESTIONS OR MORE INFORMATION ON THE SYMPOSIUM please contact Jorma Toivainen or Kirsti Toivainen (addresses above) and the home page in http://www.utu.fi/hum/suomi - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Prof. Jorma Toivainen, PhD Finnish Language Department of Finnish and General Linguistics University of Turku Fennicum 20014 TURUN YLIOPISTO Finland Tel. +358 2 333 5281 Mobil +358 50 5937 038 Fax +358 2 333 5282 E-mail toivaine at utu.fi From k1n at psu.edu Wed Mar 15 16:40:54 2000 From: k1n at psu.edu (Keith E. Nelson) Date: Wed, 15 Mar 2000 11:40:54 -0500 Subject: A Farewell to Nim Chimpsky Message-ID: Laura, A very nice, appropriate gesture. Thanks Nimbo for all, including your appearance in Children's Language Vol. 2. Keith Nelson, Prof. Psychology, Penn State U. At 9:56 AM -0500 3/15/00, Brian MacWhinney wrote: >Dear colleagues: > >Nim Chimpsky died on Friday, March 10, 2000, at the age of 26 from a >heart attack at the Black Beauty Reserve in Tyler, Texas. Many of you >will recall that he was the subject of the Columbia University language >experiment in the mid-1970s. I thought a lot about whether I should use >this forum to announce his death as well as whether anyone would care to >know this fact. In the end, I hoped that it would be alright to mark his >death in this way, as it is the passing of a life, albeit a chimpanzee's >life, and one that--whether or not he ever intended it--contributed >greatly to our knowledge of how human children learn. Good bye Nimbo. >Thank you. > >Prof. Laura Ann Petitto >Department of Psychology >McGill University From ann at hawaii.edu Wed Mar 15 19:17:01 2000 From: ann at hawaii.edu (Ann Peters) Date: Wed, 15 Mar 2000 09:17:01 -1000 Subject: Judy Becker Bryant Message-ID: I am trying to get hold of Judy Becker Bryant and wanted to check that I have the correct email for her: jbryant at luna.cas.usf.edu If anyone can give me supplementary information I'd be grateful. Thanks, ann **************************** Dr. Ann M. Peters, Professor Department of Linguistics University of Hawai`i email: ann at hawaii.edu 1890 East West Road, Rm 569 phone: 808 956-3241 Honolulu, HI 96822 fax: 808 956-9166 http://www2.hawaii.edu/~ann/ From Roberta at UDel.Edu Wed Mar 15 21:07:52 2000 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Wed, 15 Mar 2000 16:07:52 -0500 Subject: A Farewell to Nim Chimpsky Message-ID: Could Laura Pettito (or someone who knows her) please send her email address over the airwaves for me? Thanks!! Roberta ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu ------------------------------------------------------------------------- From Frank.Wijnen at let.uu.nl Thu Mar 16 08:36:42 2000 From: Frank.Wijnen at let.uu.nl (Frank Wijnen) Date: Thu, 16 Mar 2000 09:36:42 +0100 Subject: Annual Review of Language Acquisition: EXTENDED DEADLINE Message-ID: please post --- please post --- please post CALL FOR PAPERS John Benjamins Publishing Company announces the start of a new yearly publication THE ANNUAL REVIEW OF LANGUAGE ACQUISITION Editors Lynn Santelmann, Portland State University Maaike Verrips, Utrecht University Frank Wijnen, Utrecht University The Annual Review will be devoted to research in the domain of first language acquisition, i.e., the process of acquiring command of a first language. It will focus on research which has been reported in recently defended PhD theses. The major share of contributions to the yearbook will consist of 20-25 page (approximately) edited summaries of, or excerpts from, dissertations addressing issues in first language acquisition. These papers should be written by the original author of the dissertation, conform to the format of a journal article, and thus be comprehensible without reference to the source text. The Annual Review will publish reports of original research pertaining to various approaches to first language acquisition, be it experimental, observational, computational, clinical or theoretical, provided that the work is of high quality. The Annual Review also welcomes studies in which first language acquisition is compared to L2 acquisition, as well as studies on language acquisition under abnormal conditions. In all of the areas covered, the Annual Review of Language Acquisition will be dedicated to creative and groundbreaking research. The yearbook, in its printed form, will be supplemented by an attractive website. The website will give access to electronic copies the printed papers, but, more importantly, it will present background materials such as a resume of the author, excerpts of audio or video materials related to the reported research, tips for further reading, and links to relevant websites. Any student who has a dissertation completed in 1999 is invited to submit a manuscript based on this work. In order to be eligible for publication, the manuscript should be of outstanding quality. Particularly, contributions are sought which excel with regard to the integration of behavioral data and (psycho)linguistic theorizing. More specifically, the Annual Review sollicits papers which · develop new theoretical ideas to account for a set of facts; · open up a new empirical domain, e.g. explore a relatively unknown language, or apply a new or unknown experimental approach. · report findings that are considered important for pertinent debates in the field. Next to these research reports, which will be subject to peer-review, each issue of the Annual Review will contain one critical review of the state-of-the-art in a subdomain of first language acquisition research. This paper will be commissioned by the editors. The extended deadline for submissions to the 1999 issue: April 15, 2000 Address for correspondence: Editors of ARLA UIL-OTS Trans 10 3512 JK Utrecht mailto:arla at let.uu.nl The editorial board of the Annual Review of Language Acquisition consists of: Peter Culicover (The Ohio State University) Katherine Demuth (Brown University) Jeff Elman (UCSD) LouAnn Gerken (University of Arizona) Marco Haverkort (University Groningen) Jack Hoeksema (Univerity of Groningen) Angeliek van Hout (Utrecht University) Nina Hyams (UCLA) Clara C. Levelt (Free University Amsterdam) Laurence B. Leonard (Purdue University) Natascha Mueller (University of Hamburg) Johanne Paradis (University of Alberta) William Philip (Utrecht University) Susan Powers (University of Potsdam) Thomas Roeper (University of Massachusetts, Amherst) Petra Schulz (University of Konstanz) Ann Senghas (Columbia University) William B. Snyder (University of Connecticut) Karin Stromswold (Rutgers University) Jill de Villiers (Smith College) +---------------------------------------------+ | Fra N K Wijnen | | Utrecht Institute of Linguistics OTS | | Trans 10, 3512 JK Utrecht, Netherlands | | tel +31 30 253 6334 fax +31 30 253 6000 | | http://www.let.uu.nl/~Frank.Wijnen/personal | +---------------------------------------------+ From r.n.campbell at stir.ac.uk Thu Mar 16 13:18:11 2000 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Thu, 16 Mar 2000 05:18:11 -0800 Subject: Farewell to Nim Chimpsky Message-ID: That might cut more ice if it had been preceded by a farewell to Beatrice Gardner, who died of a heart attack recently. The Gardners, along with other ape language researchers, found their funds disappearing under a sustained attack from 'fundamentalist' academics. It could be argued that this attack derived its main impetus from the negative outcomes of the Nim Chimpsky experiment reported by Pettito, Seidenberg and Terrace. Whether that experiment was well conducted is not for me to say. However, the episode persuaded me that 'the generative enterprise' was a baneful influence not just over research on language acquisition, but over work on cognition more generally. For reaction to the attacks on ape language researchers, see:- Linden, Eugene. 1986. Silent Partners. Times Books. For my reaction, see my badly-published paper at:- http://www.stir.ac.uk/psychology/Staff/rnc1/toronto.html As for Nim Chimpsky, what sticks in my mind was the image of him rushing across a compound to leap into the arms of Herbert Terrace, recognizing him after a long interval. Would Nim have done that had he known that Terrace's research had been used to denigrate not only Nim's abilities, but the abilities of chimpanzees as well? Dr Robin N Campbell Dept of Psychology, University of Stirling STIRLING FK9 4LA, Scotland tele: 01786-467649 facs: 01786-467641 email: r.n.campbell at stir.ac.uk http://www.stir.ac.uk/departments/humansciences/psychology/Staff/rnc1/ From gwells at oise.utoronto.ca Thu Mar 16 15:40:27 2000 From: gwells at oise.utoronto.ca (Gordon Wells) Date: Thu, 16 Mar 2000 10:40:27 -0500 Subject: Farewell to Nim Chimpsky Message-ID: Following up on Robin Campbell's note, (and his paper, which I read on-line), I should like to report briefly on a plenary presentation by Sue Savage-Rumbaugh in Vancouver last Sunday at the annual conference of the American Association for Applied Linguistics. Her talk included several extended video-recorded episodes of interaction between humans and bonobos. Although these bonobos produce no recognizable speech, they clearly understand what is said to them about familiar objects and actions in the cultural environment they share with their human interactants. They can also communicate their wishes and interests by constructing utterances on a symbol board. One example that was particularly striking occurred when Sue asked one of the bonobos, in a normal conversational manner, to take off her laced-up shoe. When the animal couldn't pull it off, Sue suggested he(?she) first undo the laces, which s/he did. Having removed the shoe, s/he wanted to remove Sue's sock too, but desisted when told not to. Another very convincing example was in one of the theory of mind tasks where, in the presence of the bonobo, a packet of m&ms was moved from the place where the stooge had put it while the stooge was out of the room. The bonobo correctly answered the questions as to where the stooge would look for the m&ms and where s/he her/himself would go to find them. In the abstract for the presentation, Rumbaugh and Savage-Rumbaugh write: "Biological continuity, but not psychological continuity, between animals and humans has been long recognized because of the mistaken belief that our language competence makes our psychology unique from animals. But now .. we have solid evidence for psychological continuity between apes and humans: apes are capable of complex learning, symbolic thought, speech comprehension and other basic dimensions of language, basic numeric skills, planning, and culture." The video recordings provided convincing evidence for (most of) these claims. Thinking about the session afterwards, I found myself wondering: If bonobos are capable of agentive participation in Savage-Rumbaugh's naturalistic research, presumably they should also be required to give their informed consent to video-recordings of them being shown at conferences. This raises some interesting ethical issues, don't you think? From grahams at ucalgary.ca Fri Mar 17 19:04:46 2000 From: grahams at ucalgary.ca (Susan Graham) Date: Fri, 17 Mar 2000 12:04:46 -0700 Subject: books for parents on bilingual language acquisition Message-ID: Can anyone recommend books or articles for parents who are raising their children in bilingual environments? I will provide a summary of all the references I receive. Many thanks, Susan Graham From frontier2 at mindspring.com Fri Mar 17 22:06:01 2000 From: frontier2 at mindspring.com (Jose G. Centeno) Date: Fri, 17 Mar 2000 17:06:01 -0500 Subject: books for parents on bilingual language acquisition Message-ID: Susan; Here's my contribution: Baker, C. (1998). A Parents' and Teacher's Guide to Bilingualism. Clevedon, UK: Multilingual Matters Jose ____________________________________ Jose G. Centeno, Ph.D. New York Speech Pathology Clinic 145 East 15th St., New York, NY 10003 T: 212/533-7170 F: 212/677-2127 E-mail: frontier2 at mindspring.com _____________________________________ ----- Original Message ----- From: Susan Graham To: Sent: Friday, March 17, 2000 2:04 PM Subject: books for parents on bilingual language acquisition > > > > Can anyone recommend books or articles for > parents who are raising their children in bilingual > environments? > > I will provide a summary of all the references > I receive. > > Many thanks, > Susan Graham > > > > > > From bpearson at comdis.umass.edu Fri Mar 17 23:39:34 2000 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Fri, 17 Mar 2000 18:39:34 -0500 Subject: Books for Bilingual Families Message-ID: Dear Susan and Infochildes, >>Can anyone recommend books or articles for >>parents who are raising their children in bilingual >>environments? It's hard to stay up with all this. So I apologize for sending old sources. I did just check them, though, to see that they're available and the links work. After your request for titles, I went back to my nearly defunct webpage from the University of Miami and found these titles for you. (I see that the Baker one has already been sent.) When we had a grant involving 24 bilingual families, we subscribed to the _Bilingual Family Newsletter_ for them and they were always very happy to see it. It's always been a drawback that the faxing information involved an international phonecall, but I've also included the web address for the publisher, Multilingual Matters. They have an order form on line--which should be a help. I include also the url for another bilingual parents forum run by a volunteer. It's not glitzy, but it seems authentic and helpful. http://www.nethelp.no/cindy/biling-fam.html 1990s titles: Baker, C. (1995) A Parents' and Teachers' Guide to Bilingualism, Multilingual Matters. Tabors, P. (1996) One Child, Two Languages, Blackwell. Hoffman, E. (1990) Lost in Translation, Penguin Books. (not really for parents, but very accessible) 1980s "classics": ("Biling-fam", url above, has more information on some of these references.) George Saunders 1988 Harding & Riley 1986 Arnberg 1987 Fantini 1982 & 1985 Also, Bilingual Family Newsletter Multilingual Matters Ltd. Frankfurt Lodge Clevedon Hall, Victoria Road Clevedon, Avon BS21 7SJ England fax: 44(0)75 343096 http://www.multi.demon.co.uk/journals.htm So, that should be a start for anyone. Let me know if you were thinking of more professionally oriented books about bilingual development. Of course there are the Romaine book, Dopke, de Houwer, Zentella, just to name a few, but they are not of the "how-to" type. Good luck. I look forward to seeing updates to my information. Barbara Pearson Bilingualism Study Group (1988-98) **************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax:545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae From vhouwer at uia.ua.ac.be Sat Mar 18 09:22:55 2000 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Sat, 18 Mar 2000 10:22:55 +0100 Subject: books for parents on bilingual language acquisition Message-ID: A brief general article of mine that was first published in AILA News, 1998 (Two or More Languages in Early Childhood. Some General Points and Practical Recommendations), Vol. 1, is now available as an ERIC Clearinghouse on Languages and Linguistics digest that may be ordered in print or is available through http://www.cal.org/ericcll/digest/earlychild.html ---Annick De Houwer > At 12:04 PM 17/3/00 -0700, Susan Graham wrote: > >Can anyone recommend books or articles for > >parents who are raising their children in bilingual > >environments? > > > > I will provide a summary of all the references > >I receive. > > > >Many thanks, > >Susan Graham > From ann.dowker at psy.ox.ac.uk Sat Mar 18 15:27:19 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Mar 2000 15:27:19 +0000 Subject: Books for Bilingual Families Message-ID: Edith Harding: The Bilingual Family F. Grosjean: Life With Two Languages (Both 1980s) Ann From e.kidd at latrobe.edu.au Mon Mar 20 02:34:26 2000 From: e.kidd at latrobe.edu.au (evan kidd) Date: Mon, 20 Mar 2000 12:34:26 +1000 Subject: No subject Message-ID: I'm trying to locate the following paper: Correa, L. M. S. (1982). Strategies in the acquisition of relative clauses. In J. Aitchison & N. Harvey (Eds.), Working Papers of the London Psycholinguistic Research Group, 4, 37 - 49. I will be forever at the mercy of anyone who has a copy. Let me know, Cheers Evan Evan Kidd School of Psychological Science La Trobe University Bundoora 3083 Victoria, Australia. From ctan at nie.edu.sg Mon Mar 20 04:38:19 2000 From: ctan at nie.edu.sg (TAN-NIAM Carolyn (SOE)) Date: Mon, 20 Mar 2000 12:38:19 +0800 Subject: Jobs Message-ID: > Please post. Thanks, > Carolyn > > -----Original Message----- > From: GOPINATHAN S (SOE) > Sent: Tuesday, March 14, 2000 11:48 AM > To: 'mjg at lineone.net'; > 'richard.pring at educational-studies.oxford.ac.uk'; > 'emdu at le.ac.uk'; 'H.lauder at bath.ac.uk'; 'P.M. > Ribbins at bham.ac.uk'; 'jmg1004 at cam.ac.uk'; > 'I.Reid at lboro.ac.uk'; 'andy.geen at ioe.ac.uk'; 'BrownP1 at Cardiff.ac.uk' > Subject: > > > Dear colleagues > > Three colleagues and I will be visiting the UK for a study > tour of several universities to learn from UK experience in > reorganizing teacher education institutions. As Dean of > Education with some 10 positions to fill, I would like to > take advantage of the visit to interview staff for 3 yr > contracts at NIE in a very wide range of foundation > disciplines eg educational psychology, early childhood, > sociology, educational leadership, ICT etc > > Our present plans are to be in London from 17 to 20 April for > the study tour and I would be available to conduct interviews > on 22 April and possibly 24 April if the numbers warrant it. > > I would appreciate it very much if you could pass on this > information to colleagues and friends (and Ph D students > nearing completion of their studies) and indeed suggest how I > might reach interested UK academic swiftly. You could ask > those who want further details to contact me at gopis at nie.edu.sg. > > Rgds > S Gopinathan > > From b.j.richards at reading.ac.uk Mon Mar 20 09:07:28 2000 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Mon, 20 Mar 2000 09:07:28 +0000 Subject: books for parents on bilingual language acquisition Message-ID: Susan, a useful book is: Colin Baker (1995). "A parents' and teachers' guide to bilingualism." Clevedon: Multilingual Matters. Brian ******************************************* Brian Richards School of Education The University of Reading Bulmershe Court Earley Reading, RG6 1HY, UK ******************************************* On Fri, 17 Mar 2000, Susan Graham wrote: > > > > Can anyone recommend books or articles for > parents who are raising their children in bilingual > environments? > > I will provide a summary of all the references > I receive. > > Many thanks, > Susan Graham > > > > > > > From macw at cmu.edu Mon Mar 20 15:09:12 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 20 Mar 2000 10:09:12 -0500 Subject: IASCL membership Message-ID: IASCL International Association for the Study of Child Language If you haven't joined the IASCL yet, this message is meant for you! OR If you were a member before but did not attend the last IASCL conference in San Sebastian (July 1999), please read this message! The International Association for the Study of Child Language was founded to promote international and interdisciplinary cooperation in the study of child language. Its major activity is the sponsorship of the triennial International Congress for the Study of Child Language. Previous congresses have been held in Tokyo, Japan (1978), Vancouver, Canada (1981), Austin, U. S. A. (1984), Lund, Sweden (1987), Budapest, Hungary (1990), Trieste, Italy (1993), Istanbul, Turkey (1996) and San Sebastian/Donostia, Spain (1999). Memberships normally EXPIRE at the beginning of each congress, and congress registration includes membership for the next three years. If you did not attend the recent Congress in Spain, you are invited to (re)join the IASCL for 1999-2002. In addition to the congresses, the IASCL produces the Child Language Bulletin approximately twice a year, with directory information, book notices, a conference calendar, and other useful information. The Bulletin is included in the membership fee. Members are also eligible for a substantial subscription discount to the following journals: First Language, the Journal of Child Language, and the International Journal of Bilingualism. Membership (US$35 or equivalent for regular members; US$20 or equivalent for students) is for three years, and expires on the first day of the next triennial Congress, to be held in the summer of 2002. If you wish to (re)join, please send in the following information together with your payment (on how to pay, see below): 1. Name. 2. Institutional affiliation, if any. 3. Complete mailing address, including institution if applicable. 4. Telephone. 5. Fax number, if available. 6. Electronic mail address, if available. 7. WWW address, if available. 8. Major research interests (one or two lines, maximum). 9. Members in countries with nonconvertible currencies or currency transfer restrictions or other economic difficulties should request a waiver of the membership fee. Please write to the Treasurer (see below). 10. Donations for the support of colleagues and program in countries with currency and/or economic difficulties are welcomed. You may pay either in US dollars, in Belgian francs, or in euro: (1) Payment in dollars: Please send your check or money order for 35.00 US dollars (regular members) or 20.00 US dollars (student members) AND YOUR INFORMATION SLIP to: Shanley Allen IASCL Treasurer's Assistant School of Education Boston University 605 Commonwealth Avenue Boston, MA 02215 USA Please make cheques payable to Shanley Allen. (2) Payment in Belgian francs or euro: Membership fees are 1100 Belgian francs or 35 euro (regular members) or 600 Belgian francs or 20 euro (student members). You have 2 payment options (but whichever one you choose, please send in your information slip to Annick De Houwer as well!): * you may send a Eurocheque in the amount due to Annick De Houwer, Treasurer IASCL, UIA-PSW, Universiteitsplein 1, B2610 Antwerpen, Belgium. Please make the cheque out to Annick De Houwer (NOT to IASCL). * you may send a direct bank transfer to postal account number 000-1595604-51 in the name of Annick De Houwer, Hoge Aardstraat 97, B2610 Antwerpen, Belgium. Please make sure that bank charges are already paid on your side. If this is not possible, please add 600 Belgian francs or 20 euro to the amount payable to cover bank charges. We look forward to hearing from you. Brian MacWhinney, IASCL President (e-mail: macw at cmu.edu) Itziar Idiazabal, IASCL Vice-President (e-mail: fvpidgoi at vc.ehu.es) Steven Gillis, IASCL Secretary (e-mail: gillis at reks.uia.ac.be) Annick De Houwer, IASCL Treasurer (e-mail: vhouwer at uia.ac.be) IASCL Homepage: http://atila-www.uia.ac.be/IASCL/Inhoud.html From sherrill at falcon.cc.ukans.edu Mon Mar 20 17:43:35 2000 From: sherrill at falcon.cc.ukans.edu (Sherrill R Morris) Date: Mon, 20 Mar 2000 11:43:35 -0600 Subject: Faculty opening Message-ID: ROCKHURST UNIVERSITY DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS Rockhurst University invites applications for a tenure-track faculty position, at the assistant or associate level, in its Communication Sciences and Disorders program. This is a nine-month position, beginning August 2000, with the possibility of summer teaching. Requirements include an earned doctorate (preferred; master's considered) in speech-language pathology or speech and hearing science; CCC-SLP preferred; a record of excellence in teaching in higher education; evidence of scholarship and research; and a familiarity with state and national certification requirements. Rank commensurate with experience. This will be the sixth faculty appointment in the department. Specific teaching responsibilities are flexible and will be determined by candidate's expertise and those of current faculty. Teaching will be at the graduate and undergraduate levels. Other responsibilities include student advising and directing student research. Some clinical supervision is possible. We are seeking an individual interested in assisting in the continued development of this new program in accord with the University's Catholic and Jesuit mission and commitment to excellence in graduate education in the health sciences. Rockhurst University's Master of Science program in Communication Sciences and Disorders was conferred candidacy status by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA) on March 1, 1999. Rockhurst University, one of 28 Jesuit colleges and universities in the U.S., is located in the cultural and artistic center of the racially and ethnically diverse Kansas City metropolitan area. The University enrolls 2,900 students in four academic divisions. The Department of Communication Sciences and Disorders is housed in the College of Arts and Sciences together with graduate programs in Occupational Therapy and Physical Therapy. For more information, visit our Web site: www.rockhurst.edu. Applications must include: 1) a letter expressing interest and indicating qualifications for the position; 2) vita; 3) evidence of excellence in teaching or clinical supervision; and 4) three letters of references Applications will be reviewed beginning April 15, 2000, and will be accepted until the position is filled. Applications should be sent to: Sherrill R. Morris, Ph.D. Chair, Faculty Search Committee Communication Sciences and Disorders Rockhurst University 1100 Rockhurst Road Kansas City, MO 64110 Email: sherrill.morris at rockhurst.edu Rockhurst University is an equal opportunity employer and encourages applications from women and minorities. From mstrubell at campus.uoc.es Tue Mar 21 09:15:04 2000 From: mstrubell at campus.uoc.es (Miquel Strubell Trueta) Date: Tue, 21 Mar 2000 10:15:04 +0100 Subject: Education for deaf children in a bi/multilingual context Message-ID: Dear Sirs, I am undertaking a search for information on the www or elsewhere regarding the Bilingual Education of Deaf Children whose family language is not the language of the school and/or social envirnoment. My particular interest is not so much SL + oral biliungualism, but rather education for deaf children in a bi/multilingual context. Examples may include Catalonia, where many Spanish- speaking families who have moved top the area do not speak Catalan at home; Hispanos or other linguistic minorities in the USA; and similar cases. Thank you very much, in advance, for any help you can give me. Yours sincerely / Salutacions cordials. Miquel Strubell MA MSc Universitat Oberta de Catalunya Director adjunt dels Estudis d'Humanitats i Filologia carrer de la Diputaci�, 219, 5� 08011 BARCELONA Catalonia, Spain. Tel. + 34 932532444; Fax + 34 934539484 a/e: mstrubell at campus.uoc.es http://www.uoc.es/humfil/ From Sonia.Wagner at erziehung.uni-giessen.de Tue Mar 21 10:39:36 2000 From: Sonia.Wagner at erziehung.uni-giessen.de (Sonia Wagner) Date: Tue, 21 Mar 2000 11:39:36 +0100 Subject: books ob bilingualism Message-ID: i don't think i've seen the latest from C. Baker mentionend, yet: the best I could find is his 1999 'encyclopedia on bilingualism' (sorry for the incomplete reference, i'm in a hurry...) Sonia Wagner From ann.dowker at psy.ox.ac.uk Tue Mar 21 18:12:16 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 21 Mar 2000 18:12:16 +0000 Subject: Education for deaf children in a bi/multilingual context Message-ID: Dear Miguel, You might be interested in: R. Meherali: The deaf Asian child and his family; MA thesis, University of Nottingham, Child Development Research Unit, 1984 T. Cline: Educating for bilingualism in different contexts: Teaching the deaf and teaching children with English as an additional language; Educational Review, 1997, 49, 151-158. Ann On Tue, 21 Mar 2000, Miquel Strubell Trueta wrote: > Dear Sirs, > > I am undertaking a search for information on the www or > elsewhere regarding the Bilingual Education of Deaf Children > whose family language is not the language of the school and/or > social envirnoment. > > My particular interest is not so much SL + oral biliungualism, > but rather education for deaf children in a bi/multilingual > context. Examples may include Catalonia, where many Spanish- > speaking families who have moved top the area do not speak > Catalan at home; Hispanos or other linguistic minorities in the > USA; and similar cases. > > Thank you very much, in advance, for any help you can give me. > > Yours sincerely / Salutacions cordials. > > > > Miquel Strubell MA MSc > > > Universitat Oberta de Catalunya > Director adjunt dels Estudis d'Humanitats i Filologia > carrer de la Diputació, 219, 5è > 08011 BARCELONA > Catalonia, Spain. > Tel. + 34 932532444; Fax + 34 934539484 > a/e: mstrubell at campus.uoc.es > http://www.uoc.es/humfil/ > From grahams at ucalgary.ca Tue Mar 21 21:40:40 2000 From: grahams at ucalgary.ca (Susan Graham) Date: Tue, 21 Mar 2000 14:40:40 -0700 Subject: bilingual references for parents Message-ID: Many thanks to all those who responded to my request for recommended references for parents on bilingualism. Below is a summary of all the references for books, articles, and other resources for parents. Susan Graham Books: Arnberg, L. Raising Children Bilingually: The Pre-school Years. Clevedon, Avon: Multilingual Matters Baker. C. (1995). A parents' and teachers' guide to bilingualism. Clevedon: Multilingual Matters. Baker, C. (1999). Encyclopedia on bilingualism Cunningham-Andersson, U. & Andersson, S. (1999). Growing up with two languages - A practical guide. Routledge. Dopke, S. (1992). One parent-one language: an interactional approach. Benjamins. Grosjean, F. (1982). Life with two languages. Harvard University Press Harding, E. & Riley, P. (1986), The Bilingual Family. A Handbook for Parents, Cambridge: Cambridge U.P. Hoffman, E. (1990) Lost in Translation, Penguin Books. Lyon, J. (1996). Becoming bilingual. Language acquisition in a bilingual community. Multilingual Matters Saunders, G. (1982). Bilingual Children: Guidance for the family. Multilingual Matters. Tabors, P. (1996) One Child, Two Languages: A guide for preschool educators of children learning English as a second language (Brookes Publishing, Baltimore, MD and amazon.com). Taeschner, T. The sun is feminine Articles Bain, B. & A. Yu (1980). Cognitive consequences of raising children bilingually: 'one parent-one language'. Canadian Journal of Psychology 34: 304-313. Caldas, Stephen J., and Suzanne Caron-Caldas. 1992. Rearing children in a monolingual culture: a Louisiana experience. In American Speech 67.3 (Fall 1992). (Also, in Clark, Eschholz and Rosa. 1998. Language: Readings in language and culture, 6th ed. New York: St. Martin's Press.) De Houwer, A. (1998) Two or More Languages in Early Childhood. Some General Points and Practical Recommendations. Available on the web through Http://www.cal.org/ericcll/digest/earlychild.html Dopke, S. (1998). Can the principle of 'one person-one language' be disregarded as unrealistically elitist? Australian Review of Applied Linguistics. Resources: Bilingual Family Newsletter, Multilingual Matters Ltd, Frankfurt Lodge Clevedon Hall, Victoria Road Clevedon, Avon BS21 7SJ England fax: 44(0)75 343096 http://www.multi.demon.co.uk/journals.htm Bilingual Parents Forum: http://www.nethelp.no/cindy/biling-fam.html From bornstem at cfr.nichd.nih.gov Thu Mar 23 16:42:20 2000 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NICHD)) Date: Thu, 23 Mar 2000 11:42:20 -0500 Subject: No subject Message-ID: PARENTING SCIENCE AND PRACTICE Marc H. Bornstein Editor EDITORIAL STATEMENT & CALL FOR PAPERS Parenting: Science and Practice strives to promote the exchange of empirical findings, theoretical perspectives, and methodological approaches from all disciplines that help to define and advance theory, research, and practice in parenting, caregiving, and childrearing broadly construed. "Parenting" is interpreted to include biological parents and grandparents, adoptive parents, nonparental caregivers, et al., including infrahuman parents. Articles on parenting itself, antecedents of parenting, parenting effects on parents and on children, the multiple contexts of parenting, and parenting interventions and education are all welcome. The journal is committed to bring parenting to science and science to parenting. Parenting: Science and Practice is a quarterly international and interdisciplinary peer-reviewed journal that seeks to publish rigorous empirical, methodological, applied, review, theoretical, perspective, and policy pieces relevant to parenting; contributions from the humanities and biological sciences as well as the social sciences are welcome. The journal will also publish notices of books and other publications or media representations relevant to a scientific approach to parenting. Departments Parenting: Science and Practice has five main departments. Inquiries about prospective submissions to any department may be addressed to the Editor. * Empirical Articles. The journal is principally committed to the publication of empirical articles. Creative, comprehensive, and clear reports that advance the empirical base and theory in the field of parenting studies are sought, and all modes of empirical research are welcome: experimental, observational, ethnographic, textual, interpretive, and survey. * Reviews. Reviews of the literature may be empirically grounded or theoretical; they should be scholarly, integrative, and timely, synthesizing or evaluating an issue relevant to parenting. Published reviews are normally accompanied by solicited commentaries from specialists in parenting as well as in allied fields. * Statements. Statements published in Parenting provide a forum for the rapid dissemination of new hypotheses, fresh concepts, alternative methods, or emerging trends. Statements should be tightly reasoned and empirically grounded and must be cogent and succinct. Statements should be less than 3000 words in length. * Tutorials in Parenting. Parenting will publish occasional tutorials that debut a new concept in parenting or explore the intersection of parenting with an academic specialty pertinent to parenting studies. These papers define the concept or the field, crystallize its major contributions, detail direct associations with parenting, and augur future directions of application. * Media Notices. Summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies or practices will appear in the journal. Send relevant materials to the Editor. Manuscript Submission and Review Cover Letter. (1) Include a brief statement that indicates what the study will tell the readership of the journal and indicate the intended department of the journal. (2) If submitting an empirical report, warrant that the study was conducted in accordance with the ethical standards of the American Psychological Association (APA). (3) If applicable, affirm that all co-authors are in agreement with the contents of the manuscript. Submission. (1) Submit by electronic mail or send five hard copies to the Editor at the address given below; retain a copy of the manuscript to guard against loss. (2) Each copy should include a separate cover sheet containing the title of the manuscript, the name(s) of the author(s) and affiliation(s), and the street address, telephone, fax, and electronic mail numbers of the corresponding author. (3) The title of the paper, but not the names of the author(s), should appear on the first page of the text. Normally follow the guidelines on requirements, format, and style provided in the Publication Manual (4th ed.) of the APA; see too Parenting's own Style Guide (available from the Editor). Include a Synopsis on a separate sheet (following guidelines set forth in the Style Guide). The manuscript should be double spaced throughout. Send only copies of figures on first submission. (4) Manuscripts should be written concisely; a manuscript of more than 60 pages is unlikely to be accepted, but may be appropriate for the Monographs in Parenting series. (5) Manuscripts may not be submitted simultaneously to Parenting: Science and Practice and to other journals. (6) The corresponding author accepts responsibility for informing all co-authors of manuscript submission and editorial decisions. Review. Manuscripts are reviewed by the Editor, members of the Board of Editors, and invited reviewers with expertise in the area(s) represented by the manuscript. Submissions must be appropriate and of substantial importance to the readership of Parenting: Science and Practice and should meet a high level of scientific acceptability. A first level of review determines the appropriateness, import, and scientific merit for the journal; on this basis, the Editor reserves the right to decide whether the manuscript will be reviewed further. The Editor also retains the right to decline manuscripts that do not meet established ethical standards. A system of blind reviewing is used; it is the author's responsibility to remove information about the identity of author(s) and affiliation(s) from the body of the manuscript; however, such information should appear on the cover sheet. The Editor will have the discretion to integrate solicited reviews into a determinative response. Thematic Issues in Parenting Parenting: Science and Practice welcomes proposals for Thematic Issues. Thematic Issues need to have components that link together closely in some meaningful conceptual or theoretical way, and the proposer of a Thematic Issue becomes the Guest Editor. Thematic Issues may be invited or open competitions, but all submissions must be peer reviewed. Individuals interested in developing a Thematic Issue should send the Editor a brief proposal and justification. Some proposals may be more appropriate for the Monographs in Parenting series. Book Notices Parenting: Science and Practice will publish summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies and childcare practices. Send relevant materials to the Editor. Monographs in Parenting To accompany the journal, Monographs in Parenting will publish authored or edited volumes whose central concern is parenting, caregiving, and childrearing broadly construed. Inquiries about potential submissions to the Monographs in Parenting series are invited. Lawrence Erlbaum Associates publishes Parenting: Science and Practice and the Monographs in Parenting. EDITOR: Dr. Marc H. Bornstein Editor, Parenting: Science and Practice 8404 Irvington Avenue Bethesda MD 20817-3838 U.S.A. TEL: 301-656-1642 FAX: 301-656-1812 EMAIL: Marc_H_Bornstein at nih.gov 21 March 2000 From dmolfese at louisville.edu Thu Mar 23 18:24:19 2000 From: dmolfese at louisville.edu (Dennis Molfese) Date: Thu, 23 Mar 2000 13:24:19 -0500 Subject: 2-yr postdoctoral position Message-ID: One Postdoctoral Research Fellowship in the Developmental Assessment of Children: the University of Louisville is seeking applications for a full-time, two-year postdoctoral research fellow. The research fellow will engage in assessments and interventions with preschool children in reading, language and other cognitive disabilities. Applicants with experience in administering behavioral assessments to preschool and primary grade children and analysis techniques for longitudinal samples are preferred. Research fellows have the opportunity to engage in ongoing research involving children, families, and schools, and to explore developmental research questions using extensive databases. The position requires completion of a doctorate in clinical or developmental psychology or a related field and experience in administering assessments to children. Qualified applicants should send a letter of interest, vita, reprints/preprints and three letters of recommendation by June 1, 2000 to Dr. Victoria J. Molfese, Postdoctoral Search, Center for Research in Early Childhood, University of Louisville, Louisville, KY 40292. Position is open until a suitable applicant is identified. 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 502/852-6775 or 502/852-8274 FAX: 502-852-8904 dmolfese at louisville.edu dlmolf01 at athena.louisville.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jr111 at cus.cam.ac.uk Fri Mar 24 16:05:12 2000 From: jr111 at cus.cam.ac.uk (James Russell) Date: Fri, 24 Mar 2000 16:05:12 +0000 Subject: signing in hearing babies Message-ID: Recently there was a TV report in the UK on the work of Garcia, who teaches ASL to very young, hearing babies. The claim is that this releases the communicative floodgates and reveals symbolic competetence far ealier than previously reported - not to mention making the terrible 2s less terrible. A literature search has not revealed any published work on this. Any references or views would be gratefully received. James Russell From macw at cmu.edu Fri Mar 24 19:08:17 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Mar 2000 14:08:17 -0500 Subject: signing in hearing babies Message-ID: James, I don't know about Garcia, but the claims you mention are also central to Linda Acredolo's work in which hearing children in the second year are taught to use manual signs. They are not the signs of ASL, but they are claimed to have the same soothing effects on the terrible twos and the same ability to open the floodgates of communication a few months earlier. Linda has a nice book on this targeted at a general audience called "Baby Signs." It would be great to know if this has been supported by other work too. --Brian MacWhinney From adele at twinearth.wustl.edu Sat Mar 25 23:21:20 2000 From: adele at twinearth.wustl.edu (Adele A. Abrahamsen) Date: Sat, 25 Mar 2000 17:21:20 -0600 Subject: signing in hearing babies Message-ID: On Fri, 24 Mar 2000, James Russell wrote: > Recently there was a TV report in the UK on the work > of Garcia, who teaches ASL to very young, hearing babies. The > claim is that this releases the communicative floodgates and reveals > symbolic competetence far ealier than previously reported - > not to mention making the terrible 2s less terrible. > > A literature search has not revealed any published work > on this. Any references or views would be gratefully > received. Hi, James. This has been a big year for publicity on baby signing. I know of Garcia's work only indirectly, but I started adding signs borrowed from ASL to child-directed speech in the early 80s. (Note: this is very different from using ASL itself!--a language that, like any other, requires years of study and is relatively un-English-like in its structure.) Data from 13 typical babies and toddlers (plus 12 with developmental delays) are reported in: Abrahamsen, A. A., Cavallo, M. M., and McCluer, J. A. (1985). Is the sign advantage a robust phenomenon? From gesture to language in two modalities. Merrill-Palmer Quarterly, 31, 177-209. The answer was no, but more on this at the end (this is a long message that others may not want to read in its entirety). Recently I wrote a review of baby signing that included some new data from the 13 typical babies but especially benefited from longitudinal data from a large number of families (N=32) generously sent to me by Linda Acredolo and Susan Goodwyn (the authors of the 1998 book for parents that Brian noted in his reply to your message--I call them AG in what follows): Abrahamsen, A. A. (in press; expected May 2000). Explorations of enhanced gestural input to children in the bimodal period. In H. Lane and K. Emmorey (Eds.). The Signs of Language Revisited: An Anthology to Honor Ursula Bellugi and Edward Klima. Hillsdale, NJ: Erlbaum. In AG's studies, baby signs were chosen or invented by parents/babies rather than borrowed from ASL--I think there are advantages to that early on, but that parents of babies who become especially prolific may find it convenient to start pulling some signs from an ASL dictionary (there are some good ones emphasizing signs relevant to young children). The source of the signs is not a major issue, in my opinion (contrary to Garcia), since baby signing declines by 19-26 months and all but disappears soon thereafter. I refer to baby signs, from whatever source, as "enhanced gesturing" to emphasize that baby signing builds on a naturally occurring, though limited, tendency to use a few gestures symbolically with noun, verb, or adjective meanings (vs. the very frequent use of deictic gestures like pointing). We know this from Acredolo and Goodwyn (CD 1988), who counted an average of 5 such baby signs per family when there was no training or special effort. Your main interest is in the advantages of making a special effort to include more such baby signs in adult-baby interactions. AG note enhancements to parent-child interaction and also some small but statistically significant improvements in acquisition of spoken words and in more general measures of intelligence. I can't do justice to their wealth of analyses here but recommend reading their book and their academic publications (references to a few are at the end of this message). They would like the effects to be recognized but not blown out of proportion. One question that always comes up is whether signs can be acquired earlier than words. In my review, I did some adjustments to make AG's data directly comparable to data on first word and first ASL sign from 8 hearing children with a deaf parent in a 1991 study by Folven & Bonvillian (FB). Using both studies provides data for children whose input is intensive, linguistically structured and early (FB) versus less intensive and nonlinguistic at 11 months (AG). It's impressive how little these input differences matter-- where FB and AG have comparable data, the ages are very similar. FB's children acquire their first sign 3 months earlier than their first word (8.3 vs. 11.5 mo.), but the difference disappears when imitations and other nonsymbolic uses are excluded (12.5 vs. 12.2 mo.) Sign forms are often easier to approximate than word forms, but they get caught in the same bottleneck of cognitive and linguistic development as do words. In AG's data the ages for first and tenth form and first and tenth symbolic form show no advantage for signs--presumably because their children are just beyond the 8-11 mo. period in which FB got a sign form advantage. (Signs did have a small advantage when AG, in a 1993 CD paper, excluded children who had already begun talking.) Most gesture and sign researchers note the overall equipotentiality of the manual and vocal modalities. My review emphasizes this, as well as the considerable individual differences across children. Signs and words co-exist for months. At any given age in what I call the bimodal period (starting 8-12 mo and in decline by 19-26 mo or so), almost all children exposed to enhanced gesturing (baby signs) have some signs and some words (or at least some vocalizations with a consistent meaning, like the urgent "uh...uh ...uh" when a child wants something). But the emphasis and relative numbers vary. Some children talk early and show little interest in most signs; some are prolific in both, some slow in both. The fourth pattern--children with an extended period of signing more than speaking are fascinating, but aren't the only story. Also in favor of a bimodal perspective: Early on, children tend to pick up signs for some things and words for other things (often because one or the other is easier to form--"mama" is an easy word; "smelling" one's hand is an easy sign for flower). In my data, using a sign and word with the same meaning simultaneously becomes more common later, and then the signs get dropped. But for especially hard words, signs can fill the gap even at the older end of the range. And the age at which hearing children start dropping signs is in the same ballpark as the age that deaf children start acquiring the linguistic structure of ASL (so, they are leaving behind baby signing, even if they retain or improve on the signs themselves). Bottom line: enhanced gesturing (baby signing) doesn't belong on an any must-do lists--but does provide one way we adults can adapt to the nature of babies in the face of all the ways babies have to adapt to us. For most families it's enjoyable, and there are some modest but real benefits. And for those whose babies turn out to be late talkers (not yet known when you start baby signs), the advantages may be considerable. Finally, I'll note that in my review I was actually more interested in standard deviations than in mean ages. The 1985 paper found dramatic differences in word acquisition, but similarity in sign acquisition, across 3 biologically different groups when equated for overall developmental level (Down syndrome, other delayed, typical development). I wondered whether the between-group differences in word acquisition were rooted in especially high variability for emergence of words more generally within our species. If so, ages at which milestones are reached should be more variable for words than signs even within the typical groups studied by AG and FB. But when I calculated standard deviations for each milestone in these two data sets (and for other measures in my own typical group), without exception words and signs had very similar standard deviations. I concluded (tentatively, pending more data sets) that the 1985 between-group differences for words were an outcome of how different kinds of damage impact development, and had no deeper cause in a disproportionate variability in speech within our species. For more on the between-groups comparisons and data from additional children with Down syndrome, see: Abrahamsen, A. A., Lamb, M., Brown-Williams, J., & McCarthy, S. (1991). Boundary conditions on language emergence: Contributions from atypical learners and input. In P. Siple & S. Fischer (Eds.), Theoretical issues in sign language research. Volume 2: Psychology (pp. 231-254). Chicago: University of Chicago Press. And a few of the publications by AG and FB: Acredolo, L. P., & Goodwyn, S. W. (1998). Baby signs: How to talk with your baby before your baby can talk. Chicago: NTB/Contemporary Publishers. S. W. Goodwyn & L. P. Acredolo (1993), Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 64, 688-701. Linda Acredolo, et al. (1999), The signs and sounds of early langauge development. In C. Tamis-LeMonda & L. Balter (Eds.), Child Psychology: A Handbook of Contemporary Issues. Garland Press. Folven, R. J., & Bonvillian, J. D. (1991). The transition from nonreferential to referential language in children acquiring American Sign Language. Developmental Psychology, 27, 806-816. Also of interest (among many more): Iverson, J. M., & Goldin-Meadow, S. (Eds.) (1998). The nature and functions of gesture in children's communication. New Directions for Child Development, No. 79. Jossey-Bass. Meier, R. P., & Newport, E. (1990). Out of the hands of babes: on a possible sign advantage in language acquisition. Language, 6, 1-23. Volterra, V., & Erting, C. J. (Eds.) (1990). From gesture to language in hearing and deaf children (pp. 263-277). Berlin: Springer-Verlag. -- Dr. Adele Abrahamsen Associate Professor and Undergraduate Director of Philosophy- Neuroscience-Psychology and Linguistic Studies Programs Department of Psychology Washington University in St. Louis Campus Box 1125 One Brookings Drive St. Louis, MO 63130-4899 Office telephone: (314) 935-7445 Office location: New Psychology Building, Room 410B Email: adele at twinearth.wustl.edu Fax: (314) 935-7588 PNP website: www.artsci.wustl.edu/~philos/pnp/ Linguistic Studies website: www.artsci.wustl.edu/~ling/ From VSWarren at aol.com Fri Mar 24 15:22:11 2000 From: VSWarren at aol.com (VSWarren at aol.com) Date: Fri, 24 Mar 2000 10:22:11 EST Subject: Change of Address Message-ID: Hello, I wish to change my subscription to your news group from my present e-mail address 'VSWarren at aol.com' to 'S.2.Warren at herts.ac.uk'. Please will you let me know how I go about this. Many Thanks Sandra Warren From macw at cmu.edu Fri Mar 24 17:57:30 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Mar 2000 12:57:30 -0500 Subject: Change of Address Message-ID: Dear Sandra, You need to send an unsubscribe message from your old account and a resubscribe from your new account. These messages just need to have the subject "unsubscribe" and "subscribe" to make them work. Please feel free to send questions of this sort directly to me or to Kelley Sacco. Many thanks. --Brian MacWhinney (macw at cmu.edu) Kelley Sacco (sacco at cmu.edu) --On Friday, March 24, 2000 10:22 AM +0000 VSWarren at aol.com wrote: > Hello, > > I wish to change my subscription to your news group from my present e-mail > address 'VSWarren at aol.com' to 'S.2.Warren at herts.ac.uk'. > > Please will you let me know how I go about this. > > Many Thanks > > Sandra Warren > From lpacredolo at ucdavis.edu Wed Mar 29 19:15:08 2000 From: lpacredolo at ucdavis.edu (Linda Acredolo) Date: Wed, 29 Mar 2000 11:15:08 -0800 Subject: Signing in hearing babies Message-ID: Dear James, I was delighted to see that both Brian MacWhinney and Adele Abrahamsen have already responded to your query about sign language for hearing babies. Indeed, my colleague Susan Goodwyn and I have been knee-deep in data on this topic since our first publication in 1985 when we documented the SPONTANEOUS development of what we call in our professional papers "symbolic gestures." Since that time, with the help of a large grant from NIH, we have focused on the effects of purposefully encouraging 10 to 24 month-old infants to develop this nonverbal mode of symbolic communication as a way around the obstacles posed by the articulatory component of language. Our purpose in doing so was both scholarly (i.e, to learn more about language development) and practical. We had both personally experienced the variety of ways in which providing babies with this form of communication enriches the parent-child relationship by reducing frustration, increasing the ability of the baby to share experiences, and providing parents with a window into their baby's mind. However, before we could feel comfortable promoting the idea among parents in general, we had to determine using good experimental methods, that there would be no negative consequences to verbal or cognitive development. To this end we followed a group of about 40 babies in an experimental group and 80 babies in two control groups from 11 to 36 months, assessing them on a variety of standardized language and cognitive measures at 11, 15, 19, 24, 30, and 36 months. These data indicated clear advantages for the "Baby Sign" babies (the term we with families) in both receptive and expressive language. (References included below.) Most recently we assessed performance on the WISC-III at age 8 (after 2nd grade). The results, which we will be presenting at the International Conference on Infant Studies in Brighton, England on July 18th, indicated an impressive (and statistically significant) IQ advantage for the Baby Signers for both the Verbal and Performance sub-scales. With these data in hand, we published the book to which Brian and Adele refer: Baby Signs--How to Talk With Your Baby Before Your Baby Can Talk. A UK and Australian version is being published in the summer by Vermilion Books (a subsidiary of Ebury I believe). It is also scheduled for publication in German, Portugal, Japan, Taiwan, Israel, Latin American, and Spain. Mr. Garcia, whose book you apparently saw highlighted on TV in the UK, has had the luxury of being able to use our 16 years of research to his own commerical advantage. Please feel free to contact me for reprints if you would like them. --Linda Acredolo Linda Acredolo, Ph.D. Psychology Department University of California, Davis Davis, CA 95616 Phone (530) 752-1874 FAX (530)752-2087 From jr111 at cus.cam.ac.uk Mon Mar 27 11:50:27 2000 From: jr111 at cus.cam.ac.uk (James Russell) Date: Mon, 27 Mar 2000 12:50:27 +0100 Subject: No subject Message-ID: Many thanks for all those people who responded to my query about signing in pre-verbal infants. Jim Russell From mcf at pacific.net.sg Wed Mar 29 09:28:55 2000 From: mcf at pacific.net.sg (Madalena Cruz-Ferreira) Date: Wed, 29 Mar 2000 17:28:55 +0800 Subject: Child psychology Message-ID: Could anyone please help me help a student of mine who asks: >Do u know of any good child psychology postgrad programs abroad +their >requirements + their fees? would like to specialise in this field By "abroad" she means outside of Singapore. Many thanks! Madalena =================== Madalena Cruz-Ferreira mcf at pacific.net.sg =================== From ketrez at usc.edu Tue Mar 28 02:26:58 2000 From: ketrez at usc.edu (Nihan Ketrez) Date: Mon, 27 Mar 2000 18:26:58 -0800 Subject: French database Message-ID: ---------- Forwarded message ---------- Date: Mon, 27 Mar 2000 17:49:08 -0800 (PST) From: Isabelle Roy To: Nihan Ketrez Subject: Dear CHILDES members, I'm doing a research on the acquisition of agreement in French, and I'm looking for more data to support my studies. Does someone know any database of French available on the web? Thanks a lot, in advance. Isabelle Roy USC-Dep. of linguistics GFS Room301 LA, CA 90089-1693 iroy at usc.edu From ketrez at usc.edu Tue Mar 28 17:57:13 2000 From: ketrez at usc.edu (Nihan Ketrez) Date: Tue, 28 Mar 2000 09:57:13 -0800 Subject: French database Message-ID: > ---------- Forwarded message ---------- > Date: Mon, 27 Mar 2000 17:49:08 -0800 (PST) > From: Isabelle Roy > To: Nihan Ketrez > Subject: > > Dear CHILDES members, > > I'm doing a research on the acquisition of agreement in French, and I'm > looking for more data to support my studies. > > Does someone know any database of French available on the web? > > Thanks a lot, in advance. > > Isabelle Roy > USC-Dep. of linguistics > GFS Room301 > LA, CA 90089-1693 > > iroy at usc.edu From josie.bernicot at mshs.univ-poitiers.fr Tue Mar 28 19:19:18 2000 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Tue, 28 Mar 2000 21:19:18 +0200 Subject: email? Message-ID: Who knows the Jacqueline Wendland-Carro's email? >>Thank you very much >> >>Josie Bernicot. >> >>Please, note my new email and address: >> >>email: josie.bernicot at mshs.univ-poitiers.fr >> >>Address : Laboratoire de Psychologie Langage et Cognition (LaCo) - >>University of Poitiers/CNRS >>MSHS - 99, avenue du Recteur Pineau >>F-86022 POITIERS CEDEX - France >> >>Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 >>Fax: +33 (0)5.49.45.46.16 >>www.mshs.univ-poitiers.fr >>www.atega.com/pergame Please, note my new email and address: email: josie.bernicot at mshs.univ-poitiers.fr Address : Laboratoire de Psychologie Langage et Cognition (LaCo) - University of Poitiers/CNRS MSHS - 99, avenue du Recteur Pineau F-86022 POITIERS CEDEX - France Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 Fax: +33 (0)5.49.45.46.16 www.mshs.univ-poitiers.fr www.atega.com/pergame From khirshpa at nimbus.ocis.temple.edu Mon Mar 27 15:37:54 2000 From: khirshpa at nimbus.ocis.temple.edu (Kathy Hirsh-Pasek) Date: Mon, 27 Mar 2000 10:37:54 -0500 Subject: signing in hearing babies Message-ID: James, Sorry I could not get back to you sooner as I not only read, but provided the "public" critique of the book. I won't give a long answer here as Adele provided an excellent review. I think signing can be a great idea for young children because it offers another way for parents to communicate with children and we all know that the more parents and children engage in give-and-take conversations, the better it is for language growth. I do not really think that Garcia should claim that what he is teaching is any more "sign language, " however, than it would be teaching French if I taught my child the word "cafe." Thus, my problem with the system is that is gives a false premise by suggesting to parents that they would be teaching a child sign language. This just isn't true. I too, like Acredolo and Goodwyn's book and strongly recommend that you take a look. It is beautifully written and the research backs them up in suggesting that there are real advantages to having input in another language or language form --- even if all you give is a little exposure. Garcia's work is less "scientific"-- in fact it is not really scientific at all. Also, the signs that he recommends are out of touch with the literature on first words. The words he recommends teaching are iconic, but are not generally among the first that children use e.g. please, toilet, dirty, please, and sorry. Hope this helps. Kathy Hirsh-Pasek ---------- >From: James Russell >To: info-childes at childes.psy.cmu.edu >Subject: signing in hearing babies >Date: Fri, Mar 24, 2000, 11:05 AM > >Recently there was a TV report in the UK on the work >of Garcia, who teaches ASL to very young, hearing babies. The >claim is that this releases the communicative floodgates and reveals >symbolic competetence far ealier than previously reported - >not to mention making the terrible 2s less terrible. > >A literature search has not revealed any published work >on this. Any references or views would be gratefully >received. > >James Russell > > > From macw at cmu.edu Wed Mar 29 22:09:03 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 29 Mar 2000 17:09:03 -0500 Subject: French database Message-ID: Isabelle and Nihan, Yes, there are three french corpora. Go to childes.psy.cmu.edu and look in the database under Romance languages. --Brian MacWhinney From b.woll at city.ac.uk Thu Mar 30 08:23:21 2000 From: b.woll at city.ac.uk (B.Woll) Date: Thu, 30 Mar 2000 09:23:21 +0100 Subject: signing in hearing babies Message-ID: Adele Abrahamsen emphasised that what children on these programme are learning is not necessarily linguistic, but rather, gestural. I think one needs to be careful about suggesting that just because the symbols are taken from a language, that the child is learning any linguistic form. So I would want to be stronger than the statement that "learning "cafe" isn't learning French". Learning to wave 'bye-bye' isn't learning a sign. As Adele has pointed out, and as earlier research by Volterra, Petitto and others has suggested, it is important to distinguish gesture from language in children exposed to sign language inputs. In response to the claim that early exposure to sign language will reduce behaviour problems in 2-year-olds, a deaf colleague of mine just laughed and said: "I wish someone had told my children that!" Bencie Woll b.woll at city.ac.uk Language and Communication Science City University, Northampton Square London EC1V 0HB, UK Tel: +44 (0)171 477 8354 (voice) +44 (0)171 477 8314 (text) Fax: +44 (0)171 477 8577 or 8354 From m.vihman at bangor.ac.uk Thu Mar 30 09:16:10 2000 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Thu, 30 Mar 2000 10:16:10 +0100 Subject: signing in hearing children Message-ID: In response to Bencie's useful distinction between non-symbolic gestures and linguistic signs - and as an addition to the very informative note from Adele Abrahamsen a few days ago, I refer those interested to Chapter 6, on the Transition to language, in my book, Phonological Development (Blackwell, 1996), where I discuss gesture along with protowords and early (context-based) words in relation to referential word use. -marilyn vihman ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor, | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road, Bangor |/ =======\=\ LL572AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From macw at cmu.edu Thu Mar 30 14:47:43 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 30 Mar 2000 09:47:43 -0500 Subject: Measuring Behavior 2000 Message-ID: MEASURING BEHAVIOR 2000 3rd International Conference on Methods and Techniques in Behavioral Research Nijmegen, The Netherlands, 15-18 August 2000 (http://www.noldus.com/events/mb2000) Measuring Behavior is the premier interdisciplinary event for scientists and practitioners concerned with human or animal behavior. At a Measuring Behavior conference, all presentations deal with methods and techniques in behavioral research, with special emphasis on the methodological aspects. Delegates are encouraged to present newly developed methods and techniques, as well as innovative applications of existing techniques. Like the meetings in 1996 and 1998, Measuring Behavior 2000 will offer an attractive mix of oral papers, poster presentations, technical demonstrations, training sessions, user meetings, scientific tours, an exhibition of scientific books, instruments and software, and a pleasant social program. New on the program are workshops and special interest groups. PROGRAM TOPICS - Behavioral Recording - Automatic Data Acquisition Techniques - Brain Imaging and Behavior - Biotelemetry and Behavior - Behavior and Physiology - Acoustics, Speech, Language and Behavior - Behavioral Analysis - Test Paradigms for Behavior and Cognition Research - Teaching Behavior Research Methods For a detailed list of methodological and technical topics, please visit the conference web site (http://www.noldus.com/events/mb2000). REGISTRATION AND ABSTRACT SUBMISSION You can register on-line or request paper registration forms. Special student rates are available. The deadline for submission of abstracts for oral papers, posters and demonstrations is approaching rapidly. Detailed guidelines and procedures for submission, as well as the Abstract Submission Form can be found on the conference web site. DEADLINES 31 March 2000: Deadline for submission of abstracts for oral papers, posters, demonstrations and special interest groups. If you are preparing an abstract but cannot make the deadline, please contact the conference secretariat for advice. 31 May 2000: Deadline for early registration (reduced fee). If you have any questions or suggestions, please don't hesitate to contact the conference secretariat at the address below. We are looking forward to meeting you in Nijmegen! With kind regards, Wineke Schoo Chair of the Local Organizing Committee Measuring Behavior 2000 P.O. Box 268 6700 AG Wageningen The Netherlands From kjalcock at crl.ucsd.edu Thu Mar 30 17:56:23 2000 From: kjalcock at crl.ucsd.edu (Katie Alcock) Date: Thu, 30 Mar 2000 09:56:23 -0800 Subject: French database Message-ID: Just out of interest, does anyone know if there are any other French data out there that haven't made it onto the database? These three corpora are all boys, and I am interested in comparing boys and girls. Thanks Katie Alcock Brian MacWhinney wrote: > > Isabelle and Nihan, > Yes, there are three french corpora. Go to childes.psy.cmu.edu and look in > the database under Romance languages. > > --Brian MacWhinney -- Katie Alcock, DPhil Postdoctoral Fellow Center for Research in Language 0526 University of California, San Diego 9500 Gilman Drive La Jolla CA 92093-0526 USA Tel (+1) 858 822 0623 Fax (+1) 858 534 6788 Office Cognitive Science 267 From mminami at sfsu.edu Thu Mar 30 18:20:38 2000 From: mminami at sfsu.edu (MASAHIKO MINAMI) Date: Thu, 30 Mar 2000 10:20:38 -0800 Subject: Combnation of columns and lines Message-ID: I wanted to attach line numbering to the columned transcript, and tried the follwing: columns +nSIM skit1.cha | lines +y As can be seen below, what I obtained is a columned transcript with line numbering, but the line numbering starts from the very beginning. I wanted the line numbering to start from the speaker's (main) tier. Also, there are cases that one utterance has plural line numbers. For example, see lines 16 and 17, which are actually one utterance. I would like to know how to solve these two issues. Thank you. --Masahiko Minami columns +nSIM skit1.cha Thu Mar 30 10:23:57 2000 columns (11-NOV-99) is conducting analyses on: ALL speaker tiers and those speakers' ALL dependent tiers **************************************** >From file lines +y Thu Mar 30 10:23:57 2000 lines (11-NOV-99) **************************************** >From pipe input 1 columns +nSIM skit1.cha 2 Thu Mar 30 10:23:57 2000 3 columns (11-NOV-99) is conducting analyses on: 4 ALL speaker tiers 5 and those speakers' ALL dependent tiers 6 **************************************** 7 From file 8 *SIM: ohayoo. 9 *SIM: Mitchell-san o#genki desu ka? 10 *MIT: ohayoo Simmons-san. 11 *MIT: okagesama de. 12 *SIM: ashita hima ga arimasu ka. 13 *MIT: hai arimasu. 14 *SIM: issho ni ban+gohan o tabe 15 mashoo ka. 16 *SIM: sorekara Taitanikku o yomi 17 masho. 18 *MIT: ii desu ne. 19 *MIT: doko de ban+gohan o tabe masu 20 ka. 21 *SIM: Japan Town. 22 *SIM: ii n desu ka. 23 *MIT: ii desu ne. 24 *MIT: asoko wa totemo oishii no sushi 25 ga ari masu yo. 26 *SIM: soo desu ka. 27 *SIM: Mitchell san yoku sushi ga suki 28 desu ka. 29 *MIT: dai+suki desu yo. 30 *SIM: boku mo suki desu. 31 *MIT: ii desu ne. 32 *MIT: tokorode Taitanikku wa 33 omoshiroi no eiga desu ka. 34 *SIM: omoshiroku ja arimasen desu yo. From mgather1 at tampabay.rr.com Thu Mar 30 18:58:49 2000 From: mgather1 at tampabay.rr.com (Melanie D. Gathercole) Date: Thu, 30 Mar 2000 13:58:49 -0500 Subject: Signing babies Message-ID: The recent discussion of and interest in the use of sign for hearing babies prompts me to offer additional related resources on modes of communication other than speech for children not yet developmentally ready to have this level of abstract symbolic communication. The understanding that a hierarchy of symbols is useful for communicative purposes is the foundation of the theoretical and therapeutic approach known as augmentative and alternative communication (AAC) for individuals with communication impairments. While sign is perhaps the most familiar alternative mode of communication (for impaired and nonimpaired communicators), the AAC literature recognizes a large variety of symbolic representations that are dependent not only on cognitive level, but motor and sensory skills as well. While sign (most commonly a form of ASL, SEE, or key word signing) is frequently attempted with individuals who are non-speaking, it is relatively high on the symbolic hierarchy, in part, because it is dynamic, abstract, and not as transparent as other symbols. In addition, for individuals who have limited fine motor development (including babies), many signs will be physically impossible because they are bimanual, nonsymmetric, and/or involve an advanced handshape, movement, or location for their execution. While I certainly agree it is fascinating to explore the benefits of other symbolic forms for early communication development (normal or otherwise), the AAC literature suggests that there are symbolically easier and less physically complex ways than sign to push the developmental envelope. For a general discussion on these topics, I would suggest the following references: Lloyd, Fuller, & Arvidson (1997). Augmentative and alternative communication: A handbook of principles and practices. Boston: Allyn and Bacon. Beukelman & Mirenda (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults. 2nd ed. Baltimore: Paul H. Brookes. In addition, several fascinating articles discuss issues relevant to normal language development: The September 1997 issue of AAC: Augmentative and Alternative Communication (volume 13, number 3) is dedicated to language development. I find the following articles from this issue particularly provocative: 1. (Paul, R.) Facilitating Transitions in Language Development for Children Using AAC 2. (Romski, Sevcik, & Adamson) Framework for Studying How Children with Developmental Disabilities Develop Language through Augmented Means. Also, a classic article in AAC is relevant and discusses both nondisabled and disabled populations: Kangas, K. & Lloyd, F. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4, 211-221. I hope that these resources will assist in this line of research. Melanie Gathercole, M.S., CCC-SLP Ph.D. Student, Interdisciplinary Cognitive and Neural Sciences Program University of South Florida From cchaney at sfsu.edu Wed Mar 1 02:08:20 2000 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 29 Feb 2000 18:08:20 -0800 Subject: More books! Message-ID: Here are some more of our favorite books, with child communication themes. I added THINKING IN PICTURES, which I am reading right now. Although written by an adult, Grandin does comment on her early life and education...and the things that were most helpful to her in her struggle with Autism. Remember, I haven't screened these books, so read at your own risk! And if you get another idea, please send it to me and I'll update the list. Carolyn TITLE AUTHOR TOPIC Thinking in Pictures Temple Grandin Biography/autism Meaningful Differences in the Betty Hart & Todd Risely Everyday Experiences of Young American Children Ways with Words Shirley Brice Heath The Folkstories of Children Brian Sutton-Smith >From Two to Five Kornei Chukovsky (out of print/try lib.) A Toddlers Life Marilyn Schatz case study The Dumb House John Burnett fiction A Slant of Sun Beth Kephart PDD Genie Leaning How to Mean Halliday The Poison Oracle Peter Dickinson mystery: sign lang.Chimp Dancing without Music - Beryl Benderly short stories Deafness in America The Miracle Worker William Gibson The Story of My Life Helen Keller Lisa and David Theodore Rubin Autism Jordi Theodore Rubin Autism The Ascent of Babel: An Gerry Altman Survey of child lang. issues Exploration of Language, Mind, and Understanding In Other Words: The Science and Ellen Bialystok and Kenji Hakuta Psychology of Second Language Acquisition. In this Sign Joanne Greenberg Hearing child of deaf parents The Way it Spozed to Be James Hearndon Verbal feats of ghetto dwelling kids The Seige: First 8 Years of an Autistic Girl Clara C. Park Mothers account Genie: An Abused Child's Flight from Silence Russ Rymer Reversals: A Personal Eileen Simpson Memoir Account of Victory over Dyslexia Language, Gender and Childhood Carolyn Steedman, Cathy Urwin and Valerie Walkerdine, eds. The Learning Gap: Why Our Harold W. Stevenson and James W.Stigler Schools are Failing and What we can learn from Chinese and Japanese Education. Girls, Boys, and Language Joan Swann Preschool in Three Joseph J. Tobin, David Y.H. Wu, Dana H. Davidson Cultures: Japan, China, and the U.S. From annahdo at bu.edu Wed Mar 1 05:29:51 2000 From: annahdo at bu.edu (Do) Date: Wed, 1 Mar 2000 00:29:51 -0500 Subject: Call For Papers: Boston University Conference on Language Development Message-ID: ************************************************************************ The 25th Annual Boston University Conference on Language Development Call for Papers November 3, 4 and 5, 2000 Keynote Speaker: Lois Bloom, Teachers College, Columbia University Plenary Speaker: Nina Hyams, UCLA ************************************************************************ FIRST AND SECOND LANGUAGE ACQUISITION All topics in the field of language acquisition will be fully considered, including: Bilingualism Language Disorders Literacy & Narrative Cognition & Language Sociolinguistics Neurolinguistics Creoles & Pidgins Signed Languages Pragmatics Input &Interaction Speech Perception & Production Discourse Exceptional Language Pre-linguistic Development Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. Please submit: 1) ten copies of an anonymous, clearly titled 450-word summary for review. Include word count at the bottom of the page. 2) one copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. Include word count at the bottom of the page. 3) for EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent to the first author by early August, by US Mail. Pre-registration materials and preliminary schedule will be available in late August, 2000. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings Volumes. Those papers will be due in January, 2001. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2000. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at louis-xiv.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************ Author Information Form (fill out one form completely for EACH author) Title: Topic area: Audiovisual requests: Full name: Affiliation: Current address: Summer address if different, and dates: Current email (required): Summer email (required): Current phone number (required): Summer phone (required): * To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. * If your paper is not one of the 90 initially selected for presentation, please indicate whether you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you received the 2000 Call for Papers: ____ e-mail/electronic ___surface mail ____word of mouth Please indicate how you wish to receive the 2001 Call for Papers: ____e-mail/electronic ___surface mail ____ both From thoreson at cc.wwu.edu Wed Mar 1 23:30:18 2000 From: thoreson at cc.wwu.edu (Catherine Crain-Thoreson) Date: Wed, 1 Mar 2000 15:30:18 -0800 Subject: affect in children's writing Message-ID: Thanks to everyone who responded to our query. Here are the references we've received so far. Katrice Shuler & Catherine Crain-Thoreson 1. >From: Susan L Engel >to get an overview you might look at my book, >The Stories Children Tell (1995 WH Freeman) >also >Robyn Fivush's work and >Michael Bamberg's work. > >Also look at the work of Peggy Miller. > >Another angle would be to look at some of the TOM work which >indirectly gets at that issue. > 2. From: "Silliman, Elaine" >A. Clachar (1999). It's not just cognition: The effect of emotion on >multiple-level discourse processing in second-language writing. Learning >Sciences, 21, 31-60. > > 3. From: Ann Dowker >Brian Sutton-Smith has done a lot of work on children's storytelling; not >*mainly* about affect, but I think that comes into the work a bit. His >books "The Folkstories of Children" was published by University of >Pennsylvania Press in the early 80s. > 4. >From: Beppie van de Bogaerde >a colleague of mine, Marja Roelofs, had her dissertation on the pragmatic, >narrative skills of children between 4;0 - 8;0. Based on the frog story? >I think she also examined emotions ? But you should check with her I guess. 5. >From: Asa Nordqvist (Nordqvist, ?. (1998) Projecting speech to >protagonists in oral and written narratives: a developmental study. >Psychology of Language and Communication, Vol 2., 2:37-46.) 6. >From: Tina Bennett-Kastor >Judy Reilly has an article, "How to tell a good story: >the intersection of language and affect in children's >narratives," in Journal of Narrative and Life History, >1992, 355-377. 7. >From: judy reilly We have worked on spoken narratives and and are currently looking also at >writing. >there is a 1002 paper Reilly,JR How to Tell a good story, in Pplied >psycholinguistics. >Michael Bamberg also has work in this area. >We ahve another apepr with normals and Williams syndorme in Developmental >Psychopatholoyg 1990: Reilly, Klima and Bellugi, 1991 ************************************ Catherine Crain-Thoreson, Ph.D. Psychology Department Western Washington University Bellingham, WA 98225-9089 Tel: (360) 650-3168 Fax: (360) 650-7305 email: thoreson at cc.wwu.edu From Jordan.Z at Chula.ac.th Thu Mar 2 08:18:37 2000 From: Jordan.Z at Chula.ac.th (Jordan Zlatev) Date: Thu, 2 Mar 2000 15:18:37 +0700 Subject: Units in Thai? Message-ID: Dear INFO-CHILDES members, I have recently started a project at Chulalongkorn Univeristy in Bangkok (sponsored by the Swedish Foundation for International Cooperation in Research and Higher Education) which, among other things, should add Thai data to the CHILDES database. We have begun with "Frog Stories" (collecting narratives from 5 age groups: 3, 5, 9, 11, and adult), while I am still looking for families with pre-spurt children, cooperative enough to yeild their children and homes every second week for 1 year and a half in order build a longitudinal corpus (of at least 2 children) - something that has proven to be more difficult than I anticipated. In transcribing the Frog story data we have enountered the "unit probelm" - what should we regard as the basic unit of analysis, marked in the CHAT files by using new lines? Should we use purely phonetic critera (pauses, intonation contours) to segment the narrative into UTTERANCES, or should we use something like CLAUSES, or Berman and Slobin's (1994) "unified predication"? Since Thai is a serial verb language and clause boundaries are not grammatically marked, the latter is problematic. On the other hand, pauses alone, give us very "uneven" units - sometimes only a word, sometimes up to 20 or so are uttered in the same breath. We have so far adopted a compromise - use phonetic criteria, but don't move to a new line if the pause comes within what is clealy a phrase or clause. I would be very grateful for any comments and suggestions on this issue, or concerning the project in general. Best regards, Dr. Jordan Zlatev Linguistics Research Unit Building 4, Arts Faculty Chulalongkorn University Bangkok 10330 Thailand From macw at cmu.edu Thu Mar 2 20:28:41 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 2 Mar 2000 15:28:41 -0500 Subject: Units in Thai? Message-ID: Dear Jordan, In my opinion, when analyzing Frog Story data, it is best to follow the guidelines of Berman and Slobin, since they were designed specifically for this type of data. However, if you look at the various frog story corpora in CHILDES, you will see a great amount of variation in the way in which the criteria of Berman and Slobin have actually been implemented. It would be good to have a discussion of these transcription issues, accompanied with specific examples, although I imagine it would be more appropriate for info-chibolts than info-childes. In any case, it seems to me that this should not be approached initially as just a question of how to use CHAT, but rather about how to use the Berman Slobin guidelines. I would love to hear from Ruth, Dan, Lowry, Michael, Ayhan, Susana, Virginia, Sven, Barbara, Margherita, and others on this issue. While dealing with problems in unit analysis, you might also ask about issues such as focusing on particularl aspects of the child's reply as the "core response". This is an equally challenging area. You should note that many of the CLAN programs recognize a secondary clausal delimiter [c] which allows you to break up utterances into clauses. The Wolf-Hemphill data make extensive use of this, for example. --Brian MacWhinney From deepsea at cds.ne.jp Fri Mar 3 08:49:16 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 3 Mar 2000 17:49:16 +0900 Subject: TCP2000 Message-ID: Dear info-childes, The following is the program of Tokyo Conference on Psycholinguistics (TCP) 2000 to be held at Keio University in Japan. For more information, please visit the site(http://www.otsu.icl.keio.ac.jp/tcp/). come and join us. ---------------------- Keio University Institute of Culture and Linguistics Otsu Laboratory ######################## Tokyo Conference on Psycholinguistics -Program- March 24th-25th Place: Keio University Mita-Campus Kita-Shinkan Hall (The New North Building) No preregistration and no registration fee necessary. Day 1 (March 24th) 10:00-10:15#027#$B!!#027#(B Opening 10:15-11:15 Invited Lecture Akira Watanabe (University of Tokyo): "Decomposing the Neg-Criterion: Typology of Negative Concord" Chair: Yukio Otsu (Keio University) 11:15-12:15 Paper Presentation Hanako Fujino (Sophia University): "Grammatical Null Objects in Child Spanish" Chair: Hisatsugu Kitahara (Keio University) 12:15-13:15 Lunch 13:15-14:15 Paper Presentation Hiromi Morikawa (University of Kansas): "-(S)ase- or Not: Acquisition of Causative Forms in Japanese" Chair: Junko Hibiya (Keio University) 14:15-15:15 Paper Presentation Yuki Hirose (University of Electro-Communications): "The Role of Thematic Compatibility Information and Constituent Length in Resolving Reanalysis Ambiguities" Chair: Tsutomu Sakamoto (Kyushu University) 15:15-15:30 Break 15:30-16:30 Paper Presentation Melinda Whong-Barr and Bonnie D. Schwartz (University of Durham): "Japanese and Korean Children's L2 Acquisition of the English Dative Alternation" Chair: Yoichi Miyamoto (Osaka University) 16:30-17:30 Paper Presentation William Snyder, Koji Sugisaki, and Daniel Yaffee (University of Connecticut): "Preposition Stranding and Prepositional Complementizers in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) Party Day 2 (March 25th) TOP/March 24th 10:00-11:00 Paper Presentation Chiaki Komatsu (Ochanomizu University): "Phrasal Compounds in English and Japanese: A Dynamic View" Chair: Masayuki Ike-uchi (Tsuda College) 11:00-12:00 Paper Presentation Haruka Fukazawa (Kyushu Institute of Technology) and Linda Lombardi (University of Maryland at College Park): "To Be Simple or Not to Be: Constraints in Optimality Theory" Chair: Haruo Kubozono (Kobe University) 12:00-13:00 Lunch 13:00-14:00 Paper Presentation Harald Clahsen (University of Essex), Susanne Bartke (University of Marburg), and Sonja Eisenbeiss (Max-Plank Institute for Psycholinguistics): "Case and Agreement in German SLI Children: Evidence for a Selective Linguistic Impairment" Chair: Miori Kubo (Hokkaido University) 14:00-15:00 Paper Presentation Nigel Duffield (McGill University) and Ayumi Matsuo (Max-Plank Institute for Psycholinguistics): "Converging Methodologies, Diverging Results: What First and Second Language Learners (Don't) Know about VP-Ellipsis" Chair: Noriaki Yusa (Miyagi Gakuin Women's College) 15:00-15:15 Break 15:15-16:15 Paper Presentation Miwa Isobe (Keio University) and Koji Sugisaki (University of Connecticut): "Acquisition of Resultatives in Japanese and the Theory of Compounding Parameter" Chair: Yoko Sugioka (Keio University) 16:15-17:15 Invited Lecture Tetsuya Sano (Meiji Gakuin University): "Issues on Unaccusatives and Passives in the Acquisition of Japanese" Chair: Yukio Otsu (Keio University) 17:15-17:30 Closing From c1399012 at cc.aoyama.ac.jp Sat Mar 4 17:45:16 2000 From: c1399012 at cc.aoyama.ac.jp (Yuki Yoshimura) Date: Sun, 5 Mar 2000 02:45:16 +0900 Subject: references related to WM and SLA Message-ID: I am currently an MA graduate student. I study second language aquisition, and have some difficulty finding studies in psychology for my MA dissertation. I need some references related to 1) Working Memory and Second Language Acquisition (SLA) 2) WM capacity for language. If you could let me know any related papers (books) to them, I would greatly appreciate that. 1) Working Memory, especially WM capacity and SLA. SLA research could be both child L2 acquisition (bilingualism), and adult L2 learning/acquisition. 2) Working Memory capacity for Language. Is there any research which shows or denies the "trainability" of WM capacity for language (e.g., smaller capacity can be larger) through L2 learning, or through any special trainig on L2 acquisition? If you could let me know some prominent studies related to the trainability of WM capacity in a domain-general sense, i.e., WM not only for linguistic information, whcih you think might be useful for what I am looking for, it would be very helpful, too. THANKS A LOT IN ADVANCE. Yuki --------------------------------------------------------------------- Yuki Yoshimura MA graduate student, Department of English literature and linguistics Aoyama Gakuin University, Tokyo, Japan c1399012 at cc.aoyama.ac.jp ---------------------------------------------------------------------- From ann.dowker at psy.ox.ac.uk Sat Mar 4 19:44:21 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 4 Mar 2000 19:44:21 +0000 Subject: affect in children's writing Message-ID: More thoughts: Jerome Bruner and Joan Lucariello: Monologue as narrative recreation of the world. In: Katherine Nelson (ed.): Narratives from the Crib; Harvard University Press, 1989. Carol Fox: At the Very Edge of the Forest (recent book on children's storytelling; not just about affect, but includes some material on the subject). Alyssa McCabe: At Nicky's house: developing imagination to deal with reality; Cahiers de Psychologie Cognitive/ Current Psychology of Cognition, 1998, 17, 229-244 Ann From rberman at post.tau.ac.il Mon Mar 6 07:18:56 2000 From: rberman at post.tau.ac.il (rberman) Date: Mon, 6 Mar 2000 09:18:56 +0200 Subject: Units in Thai? Message-ID: Dear Jordan, following Brian's really very helpful and thoughtful suggestions about the frogstory coding, which obviously I as one of the original frogbook team feel very comfortable with, let me offer you some insights which have emerged from our current crosslinguistic study of narrative and expository texts produced in speech and writing by older children (from age 9 years and up) and adults: We have found that for the spoken data, which is what I assume you are interested in, it helps to include all kinds of indications of prosodic and other phonological features, far beyond what we even attempted in the original cross- linguistic study. Then, one way to go is to add to the Berman & slobin guidelines (using clauses, though serial -verb languages could indeed be problematic in this respect, in really theoretically interesting ways) such analyses as length, amount, and position of PAUSES, trying to divide up the texts into INTONATION UNITS as this is defined by the UC Santa Barbara group (Wallace Chafe, John du Bois, inter alia). I know we felt that we missed out on a great deal of relevant information by not having enough prosodic information in our transcripts -- but we also realized that for complex crosslinguistic studies like ours, this would get us bogged down in enormously time-consuming efforts, and make it difficult to achieve crosslanguage and crossmodal comparability. Hope this helps you some. Best wishes, Ruth Berman From sslystu at ucl.ac.uk Mon Mar 6 10:27:59 2000 From: sslystu at ucl.ac.uk (Susanne Umbach) Date: Mon, 6 Mar 2000 10:27:59 +0000 Subject: No subject Message-ID: Dear all, I am currently working on a project concerning German vowel acquisition. My subjects are 12-24 months old. Are there any word lists of early vocabulary that include this age range? I am particularly interested in the central vowels. If you have come across any studies on vowel acquisition in German I would be very interested as well. Susanne From v.c.gathercole at bangor.ac.uk Tue Mar 7 11:59:48 2000 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Tue, 7 Mar 2000 11:59:48 +0000 Subject: New Academic Posts Message-ID: UNIVERSITY OF WALES, BANGOR SCHOOL OF PSYCHOLOGY APPOINTMENTS IN PSYCHOLOGY Lecturer (Reference Number: 00/33) Lecturer A/B: ?17,238 - ?30,065 p.a. Senior Lectureship (Reference Number: 00/34) Senior Lectureship: ?31,563 - ?35670 p.a. Readership (Reference Number: 00/35) Readership: ?31,563 - ?38,561 p.a. We wish to make three additional academic appointments and further strengthen our research specialisms. Candidates are sought particularly in areas such as learning and language development (especially neuropsychological approaches), health psychology, and cognitive neuroscience. The school, which has recently established a Centre for Cognitive Neuroscience with facilities for fMRI and ERP, has an outstanding record of success in both teaching and research. According to national assessments we rank among the top-rated UK Psychology departments for research (i.e. rated 5A on a scale of 1-5*) and have achieved the highest rating "excellent" for Teaching Quality. Applicants will be expected to have a Ph.D. and teaching and research experience appropriate to the level of appointment in a relevant field. Application forms and further particulars are available from: Personnel Services, University of Wales, Bangor, Gwynedd, LL57 2DG. Tel: 01248-382926. e-mail: pos020 at bangor.ac.uk. Please quote the appropriate reference number when applying. Applicants are required to state clearly the level of appointment for which they wish to be considered. Closing date for applications: Friday 21st April 2000 Committed to Equal Opportunities Lectureships in Psychology JOB DESCRIPTION Duties: - To pursue a programme of original scientific research. - To teach psychology at undergraduate and postgraduate levels with the degree of professional application appropriate in a School committed to excellence in teaching. - To carry out additional duties as may from time to time be required by the Head of School. - To be answerable at the College Council through the Head of School for the efficient performance of his/her duties. - To pursue appropriate professional development opportunities. Required Attributes: - A doctoral degree. - A strong background in research in one of the School's specialist areas. - Appropriate teaching experience. - For one Lectureship the ability to teach experimental design and statistics would be an advantage. Senior Lectureship/Readership JOB DESCRIPTION Duties: - To pursue a programme of original scientific research. - To teach psychology at undergraduate and postgraduate levels with the degree of professional application appropriate in a School committed to excellence in teaching. - To carry out additional duties as may from time to time be required by the Head of School. - To be answerable at the College Council through the Head of School for the efficient performance of his/her duties. - To pursue appropriate professional development opportunities. Required Attributes: - A doctoral degree. - A strong background in research in one of the School's specialist areas. - Appropriate teaching experience. Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Pyschology Prifysgol Cymru, Bangor University of Wales, Bangor Gwynedd LL57 2DG Gwynedd LL57 2DG Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From DaleP at health.missouri.edu Tue Mar 7 20:57:18 2000 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 7 Mar 2000 14:57:18 -0600 Subject: correction re MacArthur Communicative Development Inventories we bsite Message-ID: With apologies: I omitted one front-slash in the URL; it should have been > http://www.sci.sdsu.edu/cdi/ > > > Philip S. Dale, Professor & Chair > Communication Sciences & Disorders > 303 Lewis Hall > University of Missouri-Columbia > Columbia, MO 65211 > voice: (573) 882-1934 > fax: (573) 884-8686 > > From esther_parigger at yahoo.com Tue Mar 7 20:36:29 2000 From: esther_parigger at yahoo.com (esther parigger) Date: Tue, 7 Mar 2000 12:36:29 -0800 Subject: post Message-ID: Dear Info-Childes, I am currently writing my MA thesis on the acquisition of communication outside the ?Here and Now? in Down Syndrom children. Who could recommend me some literature about this subject? I am also very interested in recommendations about the ?Here and Now? function in normal language acquisition. Kind Regards & Thanks, Esther Parigger esther_parigger at yahoo. com ===== Esther/ Sterre Parigger Brederodestraat 37 II 1054 MR Amsterdam 020 6850498 __________________________________________________ Do You Yahoo!? Talk to your friends online with Yahoo! Messenger. http://im.yahoo.com From DaleP at health.missouri.edu Tue Mar 7 20:53:27 2000 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 7 Mar 2000 14:53:27 -0600 Subject: MacArthur Communicative Development Inventories website Message-ID: To make information about the MacArthur Communicative Development Inventories as widely accessible as possible, the CDI Advisory Board has recently developed a website which will maintain current information about: the original, full CDI versions in English short forms in English the CDI-III for 30-42 month olds full versions in Spanish adaptations in other languages lexical norms (month by month norms in English; other languages to be added) current publication references on the CDIs We hope the child language community will find this information useful, and welcome suggestions for additions to the website. The website may be found at http:/www.sci.sdsu.edu/cdi/ Philip S. Dale, Professor & Chair Communication Sciences & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 voice: (573) 882-1934 fax: (573) 884-8686 From jp at psyc.nott.ac.uk Thu Mar 9 12:42:47 2000 From: jp at psyc.nott.ac.uk (Julian Pine) Date: Thu, 9 Mar 2000 12:42:47 +0000 Subject: Postdoctoral Research Associate (Acquisition of Syntax) Message-ID: We would be grateful if you could post the following job advertisement. Many thanks Julian Pine Postdoctoral Research Associate (Acquisition of Syntax) School of Psychology University of Nottingham, UK Applications are invited for a Postdoctoral Research Associate to work on a Leverhulme-funded project on syntax acquisition. The successful candidate will carry out modelling research on early language acquisition, and in particular on syntax acquisition, under the supervision of Dr J Pine and Dr F Gobet. Information about related projects is available on the WWW at: http://www.psychology.nottingham.ac.uk/research/credit/projects/syntax_acquisiti on/main.html. The person appointed will be expected to contribute to the refinement of a computer model of syntax acquisition. Candidates should have a PhD in computer science, cognitive science, or psychology, and have very good computing skills. Knowledge of Lisp or of a similar computer language is required. Experience with development of graphical interfaces, and/or knowledge in computational modelling, psycholinguistics and/or linguistics will be an advantage. Salary will be within the range ?16,286 - ?24,479 per annum, depending on qualifications and experience. This post is available from April 2000 and will be offered on a fixed-term contract for a period of 18 months. Informal enquiries may be addressed to Dr Pine, tel: 0115 951 5285, Email: Julian.Pine at Nottingham.ac.uk or Dr Gobet, tel: 0115 951 5402, Email: Fernand.Gobet at Nottingham.ac.uk. Candidates should send a detailed CV, a statement of research interests, together with the names and addresses of two referees, to Dr F Gobet, School of Psychology, The University of Nottingham, University Park, Nottingham, NG7 2RD. Fax: 0115 951 5324. Closing date: 23 March 2000. For all vacancies see our Internet page http://www.nottingham.ac.uk/Personnel/ " From dorit.ravid at univie.ac.at Thu Mar 9 21:13:42 2000 From: dorit.ravid at univie.ac.at (Vienna) Date: Thu, 9 Mar 2000 21:13:42 -0000 Subject: Post Message-ID: Please post> Dear INFO-CHILDERS, > I am currently working on a paper on the acquisition of dual and collective > nouns in Palestinian Arabic. I am looking for references on the acquisition of > duals and collectives - or other related forms - in other languages. I will > post a summary. > Thank you > Dorit Ravid > Tel Aviv University > Currently at the University of Vienna > Email: dorit.ravid at univie.ac.at > doritr at ccsg.tau.ac.il > > > > > > From ann.dowker at psy.ox.ac.uk Thu Mar 9 19:36:32 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 9 Mar 2000 19:36:32 +0000 Subject: Plurals in language other than Arabic Message-ID: I don't know whether German is a sufficiently related language to be of interest to you, but a recent issue of Brain and Behavioural Sciences contained an article, with interesting peer commentary, about the acquisition of regular and irregular plurals in German: H. Clahsen: Lexical entries and rules of language: a multi-disciplinary study of German inflection. Brain and Behavioural Sciences, 1999, 22, 991 et seq. Ann From pli at richmond.edu Thu Mar 9 21:26:06 2000 From: pli at richmond.edu (Ping Li) Date: Thu, 9 Mar 2000 16:26:06 -0500 Subject: postdoc and faculty positions Message-ID: Dear Colleagues, Please distribute this information to your students or colleagues. Thank you. Sincerely Ping Li *********************************************************************** Ping Li, Ph.D. Email: ping at cogsci.richmond.edu Associate Professor of Psychology http://www.richmond.edu/~pli/ Department of Psychology Phone: (804) 289-8125 (office) University of Richmond (804) 287-6039 (lab) Richmond, VA 23173, U.S.A. Fax: (804) 287-1905 *********************************************************************** Postdoc Position: Qualified individuals are invited to apply for a postdoctoral fellowship in connectionist models of language learning. The fellowship is supported by the National Science Foundation, and provides an annual stipend of $32,000 for two years. A qualified candidate should hold a Ph.D. degree in an area of cognitive sciences and have experience in connectionist modeling and natural language processing. Technical experiences with C/C++ and Unix/Linux on SUN/Windows platforms are preferable. The successful candidate will join the PI's research team in collaboration with Brian MacWhinney of Carnegie Mellon University to develop a self-organizing neural network model of language acquisition (see the NSF homepage for a summary of the project: http://www.nsf.gov/cgi-bin/showaward?award=9975249). In addition, the fellow will have opportunities to collaborate on research and teaching with faculties at the Department of Psychology, Department of Modern Languages, and Department of Computer and Mathematical Sciences at the University of Richmond. U of R is a highly selective, small private school located on a beautiful campus 6 miles west of Richmond (capital of Virginia, 1 hour east of Charlottesville, 1 hour north of Williamsburg, and 2 hours south of Washington DC). With its nearly 1-billion endowment and progressive program enhancement efforts, the university offers a congenial research and teaching environment. The fellowship is expected to start some time between now and September 1. Consideration of applications will begin immediately until the position is filled. Applicants should send a curriculum vitae, a cover letter, and two letters of recommendation to Ping Li, Department of Psychology, University of Richmond, Richmond, VA 23173, or via email to pli at richmond.edu. The University of Richmond is an equal opportunity, affirmative action employer. Women and minority candidates are encouraged to apply. Faculty Position: Univeristy of Richmond. The Department of Psychology invites applications for a one-year replacement position at the Assistant Professor level. Preference will be given to candidates who would be able to teach undergraduate courses in statistics and in memory and cognition. Candidates should have completed the Ph.D. degree by August 2000 starting date. Scholars who show a promise of excellence in teaching and an active research program which stimulates student interest in research involvement are encouraged to apply. Send vita, statement of research and teaching interests, and three letters of recommendation to Andrew F. Newcomb, Department of Psychology, University of Richmond, Richmond, VA 23173. Consideration of applications will begin on April 15, 2000. The University of Richmond is a highly selective, small private university located on a beautiful campus six miles west of the heart of Richmond. We are an Equal Opportunity, Affirmative Action Employer and encourage applications from women and minority candidates. From c1399012 at cc.aoyama.ac.jp Fri Mar 10 16:15:22 2000 From: c1399012 at cc.aoyama.ac.jp (Yuki Yoshimura) Date: Sat, 11 Mar 2000 01:15:22 +0900 Subject: summary of references on WM and SLA Message-ID: Here is a summary of references on WM and SLA. There hasn't been much done on this issue so far. Thank you all who responded to my inquiry. I especially thank Dr. Yasuhiro Shrai for his advice. Yuki ---------------------------------------------------------------- Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38. Cognitive Processing in Bilinguals (1992) Richard Jackson Harris (Editor), ISBN: 0444889221 Mark Sawyer. (to appear) Aptitude, individual differences, and instructional design. In P. Robinson. (Ed.), Cognition and Second Language Instruction (pp. 424-469). Priti, S., & Miyake, A. (1999). Models of working memory: An introduction. In A. Miyake. & S. Priti. (Eds.), Models of working memory (pp. 1-27). Cambridge, UK: Cambridge University Press. Halford, G., Maybery, M., O'Hare, A. & Grant, P. (1994). The development of memory and processing capacity. Child Development. 65, 1338-1356. --attached message from Paula Menyuk, Prof. Emerita Boston University-- Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11-28. The Epigenesis of Mind: Essays on Biology and Cognition (1998) Susan Carey (Editor) Rochel Gelman (Editor), ISBN: 0805804382 Ellis, N.(1996). Sequencing in SLA: Phonological memeory, chunking and points of order. SSLA, 18, 91-126. ---------------------------------------------------------------- ---------------------------------------------- Yuki Yoshimura MA graduate student, Department of English literature and linguistics Aoyama Gakuin University, Tokyo, Japan c1399012 at cc.aoyama.ac.jp ---------------------------------------------- From c1399012 at cc.aoyama.ac.jp Sat Mar 11 05:41:32 2000 From: c1399012 at cc.aoyama.ac.jp (Yuki Yoshimura) Date: Sat, 11 Mar 2000 14:41:32 +0900 Subject: [NO.2]summary of references on WM and SLA Message-ID: I received some more additional references. I also found some mistakes in a previous message. This is the complete version with additional references. You will find more references on WM and SLA in the papers below. Thank you. Yuki ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Harrington, M., & Sawyer, M. (1992). L2 working memory capacity and L2 reading skill. Studies in Second Language Acquisition, 14, 25-38. Cognitive Processing in Bilinguals (1992) Richard Jackson Harris (Editor), ISBN: 0444889221 Sawyer, M. (to appear) Aptitude, individual differences, and instructional design. In P. Robinson. (Ed.), Cognition and Second Language Instruction (pp. 424-469). Miyake, A., & Friedman, N. P. (1998). Individual differences in second language proficiency: Working memory as language aptitude. In A. Healy. & L. Bourne. (Eds.), Foreign language learning: Psycholinguistic studies on training and retention (pp. 339-365). Mahwah, NJ: Lawrence Erlbaum Associates. Halford, G., Maybery, M., O'Hare, A. & Grant, P. (1994). The development of memory and processing capacity. Child Development. 65, 1338-1356. --attached message from Paula Menyuk, Prof. Emerita Boston University-- Newport, E. L. (1990). Maturational constraints on language learning. Cognitive Science, 14, 11-28. The Epigenesis of Mind: Essays on Biology and Cognition (1998) Susan Carey (Editor) Rochel Gelman (Editor), ISBN: 0805804382 Ellis, N.(1996). Sequencing in SLA: Phonological memeory, chunking and points of order. SSLA, 18, 91-126. -- for tangential interest Gupta, P., & Dell, G. S. (1999). The emergence of language from serial order and procedural memory. In B. MacWhinney (Ed.), The emergence of language (pp. 447-482). Mahwah, NJ: Lawrence Erlbaum Associates. Gupta, P., & MacWhinney, B. (1994). Is the articulatory loop articulatory or auditory? Re-examining the effects of concurrent articulation on immediate serial recall. Journal of Memory and Language, 33, 63-88. Gupta, P., & MacWhinney, B. (1997). Vocabulary acquisition and verbal short-term memory: Computational and neural bases. Brain and Language, 59, 267-333. Daneman, M., & Carpenter, P. A. (1980). Individual differences in working memory and reading. Journal of Verbal Learning and Verbal Behavior, 19, 450-466. McLaughlin, B. (1990). The relationship between first and second languages: Language proficiency and language aptitude. In B. Harley, P. Allen, J. Cummisn, & M. Swain (Eds)., The development of second language proficiency (pp. 158-174). Cambridge: Cambridge University Press. McLaughlin, B. (1995). Aptitude from an information-processing perspective. Language Testing, 12, 370-387. Newport, E. L. (1993). Modeling the effects of processing limitations on the acquisition of morphology: The less is more hypothesis. In E. Clark. (Ed.), The Proceedings of the 24th Annual Child Language Research Forum (pp. 124-138). Stanford, CA: CSLI. Osaka, M., & Osaka, N. (1992). Language-independent working memory as measured by Japanese and English reading span tests. Bulletin of the Psychonomic Society, 30, 287-289. Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. Williams, J. (1999). Memory, attention, and inductive learning. Studies in Second Language Acquisition, 21, 1-48. Second Language Proficiency, Foreign Language Aptitude, and Intelligence, Vol. 6 Miyuki Sasaki Simon Belasco (Editor). ISBN: 0820445738 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------------------------------------------- Yuki Yoshimura MA graduate student, Department of English literature and linguistics Aoyama Gakuin University, Tokyo, Japan c1399012 at cc.aoyama.ac.jp ---------------------------------------------- From sandino at garza.uatx.mx Tue Mar 14 01:24:44 2000 From: sandino at garza.uatx.mx (Sandino Lelis) Date: Mon, 13 Mar 2000 19:24:44 -0600 Subject: CALLA, MLAT and Good Learner Studies Message-ID: Dear Members of the List: I am currently enrolled in the Applied Linguistics MA Program at Universidad de Las Americas, in Puebla, Mexico. I have been unsuccessfully looking for a copy of the CALLA model for second language learner evaluation, a copy of the MLAT test and a copy of the Naiman, Frohlich et al. (1978) study on "good language learners". Can anybody help? Thank you. Sandino -- ++++++++++++++++++++++++++++++ Sandino LELIS Apartado Postal 426 Tlaxcala, 90000, TLX MEXICO tel.: +52 (2) 463-1867 fax: +52 (2) 462-3672 e-mail: sandino at garza.uatx.mx ++++++++++++++++++++++++++++++ From sdevitt at tcd.ie Tue Mar 14 10:22:59 2000 From: sdevitt at tcd.ie (sdevitt at tcd.ie) Date: Tue, 14 Mar 2000 10:22:59 +0000 Subject: Learning of Chinese characters Message-ID: Dear colleagues, A doctoral student of mine is working on developing mnemonic techniques for the learning of Chinese characters. Does anyone have any references to work in this area, or in the area of the problematic of learning Chinese characters? (Other languages with similar characters are included in this appeal.) Many thanks in advance. I will post the results. Sean Devitt Dr. Sean Devitt Senior Lecturer in Education School of Education University of Dublin Trinity College Dublin 2 Ireland Phone: 608 1293 (direct) Fax: 677 7238 (department office) email: sdevitt at tcd.ie From pscog09 at sis.ucm.es Tue Mar 14 11:46:14 2000 From: pscog09 at sis.ucm.es (slornat) Date: Tue, 14 Mar 2000 12:46:14 +0100 Subject: Intonation Coding Message-ID: ----- Original Message ----- From: slornat To: Cc: Sent: Wednesday, March 08, 2000 10:48 AM Subject: Intonation Coding > > ----- Original Message ----- > From: slornat > To: > Sent: Thursday, March 02, 2000 12:42 PM > Subject: Intonation Coding > > > > > > Can anybody help in guiding us to solutions on coding of intonational > > patterns?; we need to code those patterns of baby's utterances from 8 to > 12 > > months. The MSpeech KAY program doesn't give more coding hints than the > > distinctions between rising, descending or maintenance (neutral)contours, > > thereby loosing most of the potentially interesting information. > > Thanks for hints, I'll post them afterwards to all. > > Susana Lopez-Ornat > > > > > From ann.dowker at psy.ox.ac.uk Tue Mar 14 17:21:58 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 14 Mar 2000 17:21:58 +0000 Subject: Learning of Chinese characters Message-ID: There was a special issue of Reading and Writing (1998, Vol. 10, No.3-5) devoted to "Cognitive processing of Chinese characters, words, sentences and Japanese kanji and kana". Your student may also be interested in the following book: Abraham Inhoff, Hsuan-Chih Chen, and Chi-an Wang: Reading Chinese Script: A Cognitive Analysis; Erlbaum, 1999 An article that might be of interest is: Y.P. Chen, D.A. Allport and J.C. Marshall: What are the fundamental orthographic units in Chinese word recognition: stroke or stroke pattern? Quarterly Journal of Experimental Psychology: Human Experimental Psychology, 1996, 49, 1024-1043. Ann On Tue, 14 Mar 2000 sdevitt at tcd.ie wrote: > Dear colleagues, > A doctoral student of mine is working on developing mnemonic techniques for > the learning of Chinese characters. Does anyone have any references to work > in this area, or in the area of the problematic of learning Chinese > characters? (Other languages with similar characters are included in this > appeal.) > Many thanks in advance. I will post the results. > Sean Devitt > Dr. Sean Devitt > Senior Lecturer in Education > School of Education > University of Dublin > Trinity College > Dublin 2 > Ireland > Phone: 608 1293 (direct) > Fax: 677 7238 (department office) > email: sdevitt at tcd.ie > > From macw at cmu.edu Wed Mar 15 14:56:39 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 15 Mar 2000 09:56:39 -0500 Subject: A Farewell to Nim Chimpsky Message-ID: Dear colleagues: Nim Chimpsky died on Friday, March 10, 2000, at the age of 26 from a heart attack at the Black Beauty Reserve in Tyler, Texas. Many of you will recall that he was the subject of the Columbia University language experiment in the mid-1970s. I thought a lot about whether I should use this forum to announce his death as well as whether anyone would care to know this fact. In the end, I hoped that it would be alright to mark his death in this way, as it is the passing of a life, albeit a chimpanzee's life, and one that--whether or not he ever intended it--contributed greatly to our knowledge of how human children learn. Good bye Nimbo. Thank you. Prof. Laura Ann Petitto Department of Psychology McGill University From toivaine at mail.utu.fi Wed Mar 15 15:37:44 2000 From: toivaine at mail.utu.fi (Jorma Toivainen) Date: Wed, 15 Mar 2000 17:37:44 +0200 Subject: Turku Sumposium on First Language Acquisition Message-ID: Turku Symposium on First Language Acquisition FIRST ANNOUNCEMENT AND CALL FOR PAPERS 1-2 September 2000 The 2000 Turku Symposium on First Language Acquisition will be hosted by Finnish Language Institution of the Department of Finnish and General Linguistics, University of Turku, Finland. Abstracts are invited for papers of 30 minutes duration on issues related to first language acquisition in children. CONFERENCE LOCATION The sessions will be held at Fennicum, 300 meters from the Cathedral of Turku northwards (Henrikinkatu 3). CONFERENCE LANGUAGES The languages of the symposium are English and Finnish. PUBLICATION OF PAPERS Selected papers will be published in a special issue of the journal "Psychology of Language and Communication". HOW TO SUBMIT ABSTRACTS Abstracts should be up to 250 words in length and may be submitted preferably by surface mail or Fax. Submissions should be received by 15 May 2000. At the top of the abstract please include Name(s) of Author(s), Institutional Affiliation, Full Address, E-Mail Address, Fax Number, Equipment Requirements. Send your abstract to: Turku Symposium on First Language Acquisition Fennicum FIN-20014 TURUN YLIOPISTO Finland Fax: +358 2 333 5282 e-mail: toivaine at utu.fi Tel. +358 2 333 5281 +358 2 333 5291 FOR QUESTIONS OR MORE INFORMATION ON THE SYMPOSIUM please contact Jorma Toivainen or Kirsti Toivainen (addresses above) and the home page in http://www.utu.fi/hum/suomi - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Prof. Jorma Toivainen, PhD Finnish Language Department of Finnish and General Linguistics University of Turku Fennicum 20014 TURUN YLIOPISTO Finland Tel. +358 2 333 5281 Mobil +358 50 5937 038 Fax +358 2 333 5282 E-mail toivaine at utu.fi From k1n at psu.edu Wed Mar 15 16:40:54 2000 From: k1n at psu.edu (Keith E. Nelson) Date: Wed, 15 Mar 2000 11:40:54 -0500 Subject: A Farewell to Nim Chimpsky Message-ID: Laura, A very nice, appropriate gesture. Thanks Nimbo for all, including your appearance in Children's Language Vol. 2. Keith Nelson, Prof. Psychology, Penn State U. At 9:56 AM -0500 3/15/00, Brian MacWhinney wrote: >Dear colleagues: > >Nim Chimpsky died on Friday, March 10, 2000, at the age of 26 from a >heart attack at the Black Beauty Reserve in Tyler, Texas. Many of you >will recall that he was the subject of the Columbia University language >experiment in the mid-1970s. I thought a lot about whether I should use >this forum to announce his death as well as whether anyone would care to >know this fact. In the end, I hoped that it would be alright to mark his >death in this way, as it is the passing of a life, albeit a chimpanzee's >life, and one that--whether or not he ever intended it--contributed >greatly to our knowledge of how human children learn. Good bye Nimbo. >Thank you. > >Prof. Laura Ann Petitto >Department of Psychology >McGill University From ann at hawaii.edu Wed Mar 15 19:17:01 2000 From: ann at hawaii.edu (Ann Peters) Date: Wed, 15 Mar 2000 09:17:01 -1000 Subject: Judy Becker Bryant Message-ID: I am trying to get hold of Judy Becker Bryant and wanted to check that I have the correct email for her: jbryant at luna.cas.usf.edu If anyone can give me supplementary information I'd be grateful. Thanks, ann **************************** Dr. Ann M. Peters, Professor Department of Linguistics University of Hawai`i email: ann at hawaii.edu 1890 East West Road, Rm 569 phone: 808 956-3241 Honolulu, HI 96822 fax: 808 956-9166 http://www2.hawaii.edu/~ann/ From Roberta at UDel.Edu Wed Mar 15 21:07:52 2000 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Wed, 15 Mar 2000 16:07:52 -0500 Subject: A Farewell to Nim Chimpsky Message-ID: Could Laura Pettito (or someone who knows her) please send her email address over the airwaves for me? Thanks!! Roberta ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4445 E-mail: Roberta at udel.edu ------------------------------------------------------------------------- From Frank.Wijnen at let.uu.nl Thu Mar 16 08:36:42 2000 From: Frank.Wijnen at let.uu.nl (Frank Wijnen) Date: Thu, 16 Mar 2000 09:36:42 +0100 Subject: Annual Review of Language Acquisition: EXTENDED DEADLINE Message-ID: please post --- please post --- please post CALL FOR PAPERS John Benjamins Publishing Company announces the start of a new yearly publication THE ANNUAL REVIEW OF LANGUAGE ACQUISITION Editors Lynn Santelmann, Portland State University Maaike Verrips, Utrecht University Frank Wijnen, Utrecht University The Annual Review will be devoted to research in the domain of first language acquisition, i.e., the process of acquiring command of a first language. It will focus on research which has been reported in recently defended PhD theses. The major share of contributions to the yearbook will consist of 20-25 page (approximately) edited summaries of, or excerpts from, dissertations addressing issues in first language acquisition. These papers should be written by the original author of the dissertation, conform to the format of a journal article, and thus be comprehensible without reference to the source text. The Annual Review will publish reports of original research pertaining to various approaches to first language acquisition, be it experimental, observational, computational, clinical or theoretical, provided that the work is of high quality. The Annual Review also welcomes studies in which first language acquisition is compared to L2 acquisition, as well as studies on language acquisition under abnormal conditions. In all of the areas covered, the Annual Review of Language Acquisition will be dedicated to creative and groundbreaking research. The yearbook, in its printed form, will be supplemented by an attractive website. The website will give access to electronic copies the printed papers, but, more importantly, it will present background materials such as a resume of the author, excerpts of audio or video materials related to the reported research, tips for further reading, and links to relevant websites. Any student who has a dissertation completed in 1999 is invited to submit a manuscript based on this work. In order to be eligible for publication, the manuscript should be of outstanding quality. Particularly, contributions are sought which excel with regard to the integration of behavioral data and (psycho)linguistic theorizing. More specifically, the Annual Review sollicits papers which ? develop new theoretical ideas to account for a set of facts; ? open up a new empirical domain, e.g. explore a relatively unknown language, or apply a new or unknown experimental approach. ? report findings that are considered important for pertinent debates in the field. Next to these research reports, which will be subject to peer-review, each issue of the Annual Review will contain one critical review of the state-of-the-art in a subdomain of first language acquisition research. This paper will be commissioned by the editors. The extended deadline for submissions to the 1999 issue: April 15, 2000 Address for correspondence: Editors of ARLA UIL-OTS Trans 10 3512 JK Utrecht mailto:arla at let.uu.nl The editorial board of the Annual Review of Language Acquisition consists of: Peter Culicover (The Ohio State University) Katherine Demuth (Brown University) Jeff Elman (UCSD) LouAnn Gerken (University of Arizona) Marco Haverkort (University Groningen) Jack Hoeksema (Univerity of Groningen) Angeliek van Hout (Utrecht University) Nina Hyams (UCLA) Clara C. Levelt (Free University Amsterdam) Laurence B. Leonard (Purdue University) Natascha Mueller (University of Hamburg) Johanne Paradis (University of Alberta) William Philip (Utrecht University) Susan Powers (University of Potsdam) Thomas Roeper (University of Massachusetts, Amherst) Petra Schulz (University of Konstanz) Ann Senghas (Columbia University) William B. Snyder (University of Connecticut) Karin Stromswold (Rutgers University) Jill de Villiers (Smith College) +---------------------------------------------+ | Fra N K Wijnen | | Utrecht Institute of Linguistics OTS | | Trans 10, 3512 JK Utrecht, Netherlands | | tel +31 30 253 6334 fax +31 30 253 6000 | | http://www.let.uu.nl/~Frank.Wijnen/personal | +---------------------------------------------+ From r.n.campbell at stir.ac.uk Thu Mar 16 13:18:11 2000 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Thu, 16 Mar 2000 05:18:11 -0800 Subject: Farewell to Nim Chimpsky Message-ID: That might cut more ice if it had been preceded by a farewell to Beatrice Gardner, who died of a heart attack recently. The Gardners, along with other ape language researchers, found their funds disappearing under a sustained attack from 'fundamentalist' academics. It could be argued that this attack derived its main impetus from the negative outcomes of the Nim Chimpsky experiment reported by Pettito, Seidenberg and Terrace. Whether that experiment was well conducted is not for me to say. However, the episode persuaded me that 'the generative enterprise' was a baneful influence not just over research on language acquisition, but over work on cognition more generally. For reaction to the attacks on ape language researchers, see:- Linden, Eugene. 1986. Silent Partners. Times Books. For my reaction, see my badly-published paper at:- http://www.stir.ac.uk/psychology/Staff/rnc1/toronto.html As for Nim Chimpsky, what sticks in my mind was the image of him rushing across a compound to leap into the arms of Herbert Terrace, recognizing him after a long interval. Would Nim have done that had he known that Terrace's research had been used to denigrate not only Nim's abilities, but the abilities of chimpanzees as well? Dr Robin N Campbell Dept of Psychology, University of Stirling STIRLING FK9 4LA, Scotland tele: 01786-467649 facs: 01786-467641 email: r.n.campbell at stir.ac.uk http://www.stir.ac.uk/departments/humansciences/psychology/Staff/rnc1/ From gwells at oise.utoronto.ca Thu Mar 16 15:40:27 2000 From: gwells at oise.utoronto.ca (Gordon Wells) Date: Thu, 16 Mar 2000 10:40:27 -0500 Subject: Farewell to Nim Chimpsky Message-ID: Following up on Robin Campbell's note, (and his paper, which I read on-line), I should like to report briefly on a plenary presentation by Sue Savage-Rumbaugh in Vancouver last Sunday at the annual conference of the American Association for Applied Linguistics. Her talk included several extended video-recorded episodes of interaction between humans and bonobos. Although these bonobos produce no recognizable speech, they clearly understand what is said to them about familiar objects and actions in the cultural environment they share with their human interactants. They can also communicate their wishes and interests by constructing utterances on a symbol board. One example that was particularly striking occurred when Sue asked one of the bonobos, in a normal conversational manner, to take off her laced-up shoe. When the animal couldn't pull it off, Sue suggested he(?she) first undo the laces, which s/he did. Having removed the shoe, s/he wanted to remove Sue's sock too, but desisted when told not to. Another very convincing example was in one of the theory of mind tasks where, in the presence of the bonobo, a packet of m&ms was moved from the place where the stooge had put it while the stooge was out of the room. The bonobo correctly answered the questions as to where the stooge would look for the m&ms and where s/he her/himself would go to find them. In the abstract for the presentation, Rumbaugh and Savage-Rumbaugh write: "Biological continuity, but not psychological continuity, between animals and humans has been long recognized because of the mistaken belief that our language competence makes our psychology unique from animals. But now .. we have solid evidence for psychological continuity between apes and humans: apes are capable of complex learning, symbolic thought, speech comprehension and other basic dimensions of language, basic numeric skills, planning, and culture." The video recordings provided convincing evidence for (most of) these claims. Thinking about the session afterwards, I found myself wondering: If bonobos are capable of agentive participation in Savage-Rumbaugh's naturalistic research, presumably they should also be required to give their informed consent to video-recordings of them being shown at conferences. This raises some interesting ethical issues, don't you think? From grahams at ucalgary.ca Fri Mar 17 19:04:46 2000 From: grahams at ucalgary.ca (Susan Graham) Date: Fri, 17 Mar 2000 12:04:46 -0700 Subject: books for parents on bilingual language acquisition Message-ID: Can anyone recommend books or articles for parents who are raising their children in bilingual environments? I will provide a summary of all the references I receive. Many thanks, Susan Graham From frontier2 at mindspring.com Fri Mar 17 22:06:01 2000 From: frontier2 at mindspring.com (Jose G. Centeno) Date: Fri, 17 Mar 2000 17:06:01 -0500 Subject: books for parents on bilingual language acquisition Message-ID: Susan; Here's my contribution: Baker, C. (1998). A Parents' and Teacher's Guide to Bilingualism. Clevedon, UK: Multilingual Matters Jose ____________________________________ Jose G. Centeno, Ph.D. New York Speech Pathology Clinic 145 East 15th St., New York, NY 10003 T: 212/533-7170 F: 212/677-2127 E-mail: frontier2 at mindspring.com _____________________________________ ----- Original Message ----- From: Susan Graham To: Sent: Friday, March 17, 2000 2:04 PM Subject: books for parents on bilingual language acquisition > > > > Can anyone recommend books or articles for > parents who are raising their children in bilingual > environments? > > I will provide a summary of all the references > I receive. > > Many thanks, > Susan Graham > > > > > > From bpearson at comdis.umass.edu Fri Mar 17 23:39:34 2000 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Fri, 17 Mar 2000 18:39:34 -0500 Subject: Books for Bilingual Families Message-ID: Dear Susan and Infochildes, >>Can anyone recommend books or articles for >>parents who are raising their children in bilingual >>environments? It's hard to stay up with all this. So I apologize for sending old sources. I did just check them, though, to see that they're available and the links work. After your request for titles, I went back to my nearly defunct webpage from the University of Miami and found these titles for you. (I see that the Baker one has already been sent.) When we had a grant involving 24 bilingual families, we subscribed to the _Bilingual Family Newsletter_ for them and they were always very happy to see it. It's always been a drawback that the faxing information involved an international phonecall, but I've also included the web address for the publisher, Multilingual Matters. They have an order form on line--which should be a help. I include also the url for another bilingual parents forum run by a volunteer. It's not glitzy, but it seems authentic and helpful. http://www.nethelp.no/cindy/biling-fam.html 1990s titles: Baker, C. (1995) A Parents' and Teachers' Guide to Bilingualism, Multilingual Matters. Tabors, P. (1996) One Child, Two Languages, Blackwell. Hoffman, E. (1990) Lost in Translation, Penguin Books. (not really for parents, but very accessible) 1980s "classics": ("Biling-fam", url above, has more information on some of these references.) George Saunders 1988 Harding & Riley 1986 Arnberg 1987 Fantini 1982 & 1985 Also, Bilingual Family Newsletter Multilingual Matters Ltd. Frankfurt Lodge Clevedon Hall, Victoria Road Clevedon, Avon BS21 7SJ England fax: 44(0)75 343096 http://www.multi.demon.co.uk/journals.htm So, that should be a start for anyone. Let me know if you were thinking of more professionally oriented books about bilingual development. Of course there are the Romaine book, Dopke, de Houwer, Zentella, just to name a few, but they are not of the "how-to" type. Good luck. I look forward to seeing updates to my information. Barbara Pearson Bilingualism Study Group (1988-98) **************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax:545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae From vhouwer at uia.ua.ac.be Sat Mar 18 09:22:55 2000 From: vhouwer at uia.ua.ac.be (Annick.DeHouwer) Date: Sat, 18 Mar 2000 10:22:55 +0100 Subject: books for parents on bilingual language acquisition Message-ID: A brief general article of mine that was first published in AILA News, 1998 (Two or More Languages in Early Childhood. Some General Points and Practical Recommendations), Vol. 1, is now available as an ERIC Clearinghouse on Languages and Linguistics digest that may be ordered in print or is available through http://www.cal.org/ericcll/digest/earlychild.html ---Annick De Houwer > At 12:04 PM 17/3/00 -0700, Susan Graham wrote: > >Can anyone recommend books or articles for > >parents who are raising their children in bilingual > >environments? > > > > I will provide a summary of all the references > >I receive. > > > >Many thanks, > >Susan Graham > From ann.dowker at psy.ox.ac.uk Sat Mar 18 15:27:19 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Mar 2000 15:27:19 +0000 Subject: Books for Bilingual Families Message-ID: Edith Harding: The Bilingual Family F. Grosjean: Life With Two Languages (Both 1980s) Ann From e.kidd at latrobe.edu.au Mon Mar 20 02:34:26 2000 From: e.kidd at latrobe.edu.au (evan kidd) Date: Mon, 20 Mar 2000 12:34:26 +1000 Subject: No subject Message-ID: I'm trying to locate the following paper: Correa, L. M. S. (1982). Strategies in the acquisition of relative clauses. In J. Aitchison & N. Harvey (Eds.), Working Papers of the London Psycholinguistic Research Group, 4, 37 - 49. I will be forever at the mercy of anyone who has a copy. Let me know, Cheers Evan Evan Kidd School of Psychological Science La Trobe University Bundoora 3083 Victoria, Australia. From ctan at nie.edu.sg Mon Mar 20 04:38:19 2000 From: ctan at nie.edu.sg (TAN-NIAM Carolyn (SOE)) Date: Mon, 20 Mar 2000 12:38:19 +0800 Subject: Jobs Message-ID: > Please post. Thanks, > Carolyn > > -----Original Message----- > From: GOPINATHAN S (SOE) > Sent: Tuesday, March 14, 2000 11:48 AM > To: 'mjg at lineone.net'; > 'richard.pring at educational-studies.oxford.ac.uk'; > 'emdu at le.ac.uk'; 'H.lauder at bath.ac.uk'; 'P.M. > Ribbins at bham.ac.uk'; 'jmg1004 at cam.ac.uk'; > 'I.Reid at lboro.ac.uk'; 'andy.geen at ioe.ac.uk'; 'BrownP1 at Cardiff.ac.uk' > Subject: > > > Dear colleagues > > Three colleagues and I will be visiting the UK for a study > tour of several universities to learn from UK experience in > reorganizing teacher education institutions. As Dean of > Education with some 10 positions to fill, I would like to > take advantage of the visit to interview staff for 3 yr > contracts at NIE in a very wide range of foundation > disciplines eg educational psychology, early childhood, > sociology, educational leadership, ICT etc > > Our present plans are to be in London from 17 to 20 April for > the study tour and I would be available to conduct interviews > on 22 April and possibly 24 April if the numbers warrant it. > > I would appreciate it very much if you could pass on this > information to colleagues and friends (and Ph D students > nearing completion of their studies) and indeed suggest how I > might reach interested UK academic swiftly. You could ask > those who want further details to contact me at gopis at nie.edu.sg. > > Rgds > S Gopinathan > > From b.j.richards at reading.ac.uk Mon Mar 20 09:07:28 2000 From: b.j.richards at reading.ac.uk (Brian Richards) Date: Mon, 20 Mar 2000 09:07:28 +0000 Subject: books for parents on bilingual language acquisition Message-ID: Susan, a useful book is: Colin Baker (1995). "A parents' and teachers' guide to bilingualism." Clevedon: Multilingual Matters. Brian ******************************************* Brian Richards School of Education The University of Reading Bulmershe Court Earley Reading, RG6 1HY, UK ******************************************* On Fri, 17 Mar 2000, Susan Graham wrote: > > > > Can anyone recommend books or articles for > parents who are raising their children in bilingual > environments? > > I will provide a summary of all the references > I receive. > > Many thanks, > Susan Graham > > > > > > > From macw at cmu.edu Mon Mar 20 15:09:12 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 20 Mar 2000 10:09:12 -0500 Subject: IASCL membership Message-ID: IASCL International Association for the Study of Child Language If you haven't joined the IASCL yet, this message is meant for you! OR If you were a member before but did not attend the last IASCL conference in San Sebastian (July 1999), please read this message! The International Association for the Study of Child Language was founded to promote international and interdisciplinary cooperation in the study of child language. Its major activity is the sponsorship of the triennial International Congress for the Study of Child Language. Previous congresses have been held in Tokyo, Japan (1978), Vancouver, Canada (1981), Austin, U. S. A. (1984), Lund, Sweden (1987), Budapest, Hungary (1990), Trieste, Italy (1993), Istanbul, Turkey (1996) and San Sebastian/Donostia, Spain (1999). Memberships normally EXPIRE at the beginning of each congress, and congress registration includes membership for the next three years. If you did not attend the recent Congress in Spain, you are invited to (re)join the IASCL for 1999-2002. In addition to the congresses, the IASCL produces the Child Language Bulletin approximately twice a year, with directory information, book notices, a conference calendar, and other useful information. The Bulletin is included in the membership fee. Members are also eligible for a substantial subscription discount to the following journals: First Language, the Journal of Child Language, and the International Journal of Bilingualism. Membership (US$35 or equivalent for regular members; US$20 or equivalent for students) is for three years, and expires on the first day of the next triennial Congress, to be held in the summer of 2002. If you wish to (re)join, please send in the following information together with your payment (on how to pay, see below): 1. Name. 2. Institutional affiliation, if any. 3. Complete mailing address, including institution if applicable. 4. Telephone. 5. Fax number, if available. 6. Electronic mail address, if available. 7. WWW address, if available. 8. Major research interests (one or two lines, maximum). 9. Members in countries with nonconvertible currencies or currency transfer restrictions or other economic difficulties should request a waiver of the membership fee. Please write to the Treasurer (see below). 10. Donations for the support of colleagues and program in countries with currency and/or economic difficulties are welcomed. You may pay either in US dollars, in Belgian francs, or in euro: (1) Payment in dollars: Please send your check or money order for 35.00 US dollars (regular members) or 20.00 US dollars (student members) AND YOUR INFORMATION SLIP to: Shanley Allen IASCL Treasurer's Assistant School of Education Boston University 605 Commonwealth Avenue Boston, MA 02215 USA Please make cheques payable to Shanley Allen. (2) Payment in Belgian francs or euro: Membership fees are 1100 Belgian francs or 35 euro (regular members) or 600 Belgian francs or 20 euro (student members). You have 2 payment options (but whichever one you choose, please send in your information slip to Annick De Houwer as well!): * you may send a Eurocheque in the amount due to Annick De Houwer, Treasurer IASCL, UIA-PSW, Universiteitsplein 1, B2610 Antwerpen, Belgium. Please make the cheque out to Annick De Houwer (NOT to IASCL). * you may send a direct bank transfer to postal account number 000-1595604-51 in the name of Annick De Houwer, Hoge Aardstraat 97, B2610 Antwerpen, Belgium. Please make sure that bank charges are already paid on your side. If this is not possible, please add 600 Belgian francs or 20 euro to the amount payable to cover bank charges. We look forward to hearing from you. Brian MacWhinney, IASCL President (e-mail: macw at cmu.edu) Itziar Idiazabal, IASCL Vice-President (e-mail: fvpidgoi at vc.ehu.es) Steven Gillis, IASCL Secretary (e-mail: gillis at reks.uia.ac.be) Annick De Houwer, IASCL Treasurer (e-mail: vhouwer at uia.ac.be) IASCL Homepage: http://atila-www.uia.ac.be/IASCL/Inhoud.html From sherrill at falcon.cc.ukans.edu Mon Mar 20 17:43:35 2000 From: sherrill at falcon.cc.ukans.edu (Sherrill R Morris) Date: Mon, 20 Mar 2000 11:43:35 -0600 Subject: Faculty opening Message-ID: ROCKHURST UNIVERSITY DEPARTMENT OF COMMUNICATION SCIENCES AND DISORDERS Rockhurst University invites applications for a tenure-track faculty position, at the assistant or associate level, in its Communication Sciences and Disorders program. This is a nine-month position, beginning August 2000, with the possibility of summer teaching. Requirements include an earned doctorate (preferred; master's considered) in speech-language pathology or speech and hearing science; CCC-SLP preferred; a record of excellence in teaching in higher education; evidence of scholarship and research; and a familiarity with state and national certification requirements. Rank commensurate with experience. This will be the sixth faculty appointment in the department. Specific teaching responsibilities are flexible and will be determined by candidate's expertise and those of current faculty. Teaching will be at the graduate and undergraduate levels. Other responsibilities include student advising and directing student research. Some clinical supervision is possible. We are seeking an individual interested in assisting in the continued development of this new program in accord with the University's Catholic and Jesuit mission and commitment to excellence in graduate education in the health sciences. Rockhurst University's Master of Science program in Communication Sciences and Disorders was conferred candidacy status by the Council on Academic Accreditation (CAA) of the American Speech-Language-Hearing Association (ASHA) on March 1, 1999. Rockhurst University, one of 28 Jesuit colleges and universities in the U.S., is located in the cultural and artistic center of the racially and ethnically diverse Kansas City metropolitan area. The University enrolls 2,900 students in four academic divisions. The Department of Communication Sciences and Disorders is housed in the College of Arts and Sciences together with graduate programs in Occupational Therapy and Physical Therapy. For more information, visit our Web site: www.rockhurst.edu. Applications must include: 1) a letter expressing interest and indicating qualifications for the position; 2) vita; 3) evidence of excellence in teaching or clinical supervision; and 4) three letters of references Applications will be reviewed beginning April 15, 2000, and will be accepted until the position is filled. Applications should be sent to: Sherrill R. Morris, Ph.D. Chair, Faculty Search Committee Communication Sciences and Disorders Rockhurst University 1100 Rockhurst Road Kansas City, MO 64110 Email: sherrill.morris at rockhurst.edu Rockhurst University is an equal opportunity employer and encourages applications from women and minorities. From mstrubell at campus.uoc.es Tue Mar 21 09:15:04 2000 From: mstrubell at campus.uoc.es (Miquel Strubell Trueta) Date: Tue, 21 Mar 2000 10:15:04 +0100 Subject: Education for deaf children in a bi/multilingual context Message-ID: Dear Sirs, I am undertaking a search for information on the www or elsewhere regarding the Bilingual Education of Deaf Children whose family language is not the language of the school and/or social envirnoment. My particular interest is not so much SL + oral biliungualism, but rather education for deaf children in a bi/multilingual context. Examples may include Catalonia, where many Spanish- speaking families who have moved top the area do not speak Catalan at home; Hispanos or other linguistic minorities in the USA; and similar cases. Thank you very much, in advance, for any help you can give me. Yours sincerely / Salutacions cordials. Miquel Strubell MA MSc Universitat Oberta de Catalunya Director adjunt dels Estudis d'Humanitats i Filologia carrer de la Diputaci?, 219, 5? 08011 BARCELONA Catalonia, Spain. Tel. + 34 932532444; Fax + 34 934539484 a/e: mstrubell at campus.uoc.es http://www.uoc.es/humfil/ From Sonia.Wagner at erziehung.uni-giessen.de Tue Mar 21 10:39:36 2000 From: Sonia.Wagner at erziehung.uni-giessen.de (Sonia Wagner) Date: Tue, 21 Mar 2000 11:39:36 +0100 Subject: books ob bilingualism Message-ID: i don't think i've seen the latest from C. Baker mentionend, yet: the best I could find is his 1999 'encyclopedia on bilingualism' (sorry for the incomplete reference, i'm in a hurry...) Sonia Wagner From ann.dowker at psy.ox.ac.uk Tue Mar 21 18:12:16 2000 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 21 Mar 2000 18:12:16 +0000 Subject: Education for deaf children in a bi/multilingual context Message-ID: Dear Miguel, You might be interested in: R. Meherali: The deaf Asian child and his family; MA thesis, University of Nottingham, Child Development Research Unit, 1984 T. Cline: Educating for bilingualism in different contexts: Teaching the deaf and teaching children with English as an additional language; Educational Review, 1997, 49, 151-158. Ann On Tue, 21 Mar 2000, Miquel Strubell Trueta wrote: > Dear Sirs, > > I am undertaking a search for information on the www or > elsewhere regarding the Bilingual Education of Deaf Children > whose family language is not the language of the school and/or > social envirnoment. > > My particular interest is not so much SL + oral biliungualism, > but rather education for deaf children in a bi/multilingual > context. Examples may include Catalonia, where many Spanish- > speaking families who have moved top the area do not speak > Catalan at home; Hispanos or other linguistic minorities in the > USA; and similar cases. > > Thank you very much, in advance, for any help you can give me. > > Yours sincerely / Salutacions cordials. > > > > Miquel Strubell MA MSc > > > Universitat Oberta de Catalunya > Director adjunt dels Estudis d'Humanitats i Filologia > carrer de la Diputaci?, 219, 5? > 08011 BARCELONA > Catalonia, Spain. > Tel. + 34 932532444; Fax + 34 934539484 > a/e: mstrubell at campus.uoc.es > http://www.uoc.es/humfil/ > From grahams at ucalgary.ca Tue Mar 21 21:40:40 2000 From: grahams at ucalgary.ca (Susan Graham) Date: Tue, 21 Mar 2000 14:40:40 -0700 Subject: bilingual references for parents Message-ID: Many thanks to all those who responded to my request for recommended references for parents on bilingualism. Below is a summary of all the references for books, articles, and other resources for parents. Susan Graham Books: Arnberg, L. Raising Children Bilingually: The Pre-school Years. Clevedon, Avon: Multilingual Matters Baker. C. (1995). A parents' and teachers' guide to bilingualism. Clevedon: Multilingual Matters. Baker, C. (1999). Encyclopedia on bilingualism Cunningham-Andersson, U. & Andersson, S. (1999). Growing up with two languages - A practical guide. Routledge. Dopke, S. (1992). One parent-one language: an interactional approach. Benjamins. Grosjean, F. (1982). Life with two languages. Harvard University Press Harding, E. & Riley, P. (1986), The Bilingual Family. A Handbook for Parents, Cambridge: Cambridge U.P. Hoffman, E. (1990) Lost in Translation, Penguin Books. Lyon, J. (1996). Becoming bilingual. Language acquisition in a bilingual community. Multilingual Matters Saunders, G. (1982). Bilingual Children: Guidance for the family. Multilingual Matters. Tabors, P. (1996) One Child, Two Languages: A guide for preschool educators of children learning English as a second language (Brookes Publishing, Baltimore, MD and amazon.com). Taeschner, T. The sun is feminine Articles Bain, B. & A. Yu (1980). Cognitive consequences of raising children bilingually: 'one parent-one language'. Canadian Journal of Psychology 34: 304-313. Caldas, Stephen J., and Suzanne Caron-Caldas. 1992. Rearing children in a monolingual culture: a Louisiana experience. In American Speech 67.3 (Fall 1992). (Also, in Clark, Eschholz and Rosa. 1998. Language: Readings in language and culture, 6th ed. New York: St. Martin's Press.) De Houwer, A. (1998) Two or More Languages in Early Childhood. Some General Points and Practical Recommendations. Available on the web through Http://www.cal.org/ericcll/digest/earlychild.html Dopke, S. (1998). Can the principle of 'one person-one language' be disregarded as unrealistically elitist? Australian Review of Applied Linguistics. Resources: Bilingual Family Newsletter, Multilingual Matters Ltd, Frankfurt Lodge Clevedon Hall, Victoria Road Clevedon, Avon BS21 7SJ England fax: 44(0)75 343096 http://www.multi.demon.co.uk/journals.htm Bilingual Parents Forum: http://www.nethelp.no/cindy/biling-fam.html From bornstem at cfr.nichd.nih.gov Thu Mar 23 16:42:20 2000 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NICHD)) Date: Thu, 23 Mar 2000 11:42:20 -0500 Subject: No subject Message-ID: PARENTING SCIENCE AND PRACTICE Marc H. Bornstein Editor EDITORIAL STATEMENT & CALL FOR PAPERS Parenting: Science and Practice strives to promote the exchange of empirical findings, theoretical perspectives, and methodological approaches from all disciplines that help to define and advance theory, research, and practice in parenting, caregiving, and childrearing broadly construed. "Parenting" is interpreted to include biological parents and grandparents, adoptive parents, nonparental caregivers, et al., including infrahuman parents. Articles on parenting itself, antecedents of parenting, parenting effects on parents and on children, the multiple contexts of parenting, and parenting interventions and education are all welcome. The journal is committed to bring parenting to science and science to parenting. Parenting: Science and Practice is a quarterly international and interdisciplinary peer-reviewed journal that seeks to publish rigorous empirical, methodological, applied, review, theoretical, perspective, and policy pieces relevant to parenting; contributions from the humanities and biological sciences as well as the social sciences are welcome. The journal will also publish notices of books and other publications or media representations relevant to a scientific approach to parenting. Departments Parenting: Science and Practice has five main departments. Inquiries about prospective submissions to any department may be addressed to the Editor. * Empirical Articles. The journal is principally committed to the publication of empirical articles. Creative, comprehensive, and clear reports that advance the empirical base and theory in the field of parenting studies are sought, and all modes of empirical research are welcome: experimental, observational, ethnographic, textual, interpretive, and survey. * Reviews. Reviews of the literature may be empirically grounded or theoretical; they should be scholarly, integrative, and timely, synthesizing or evaluating an issue relevant to parenting. Published reviews are normally accompanied by solicited commentaries from specialists in parenting as well as in allied fields. * Statements. Statements published in Parenting provide a forum for the rapid dissemination of new hypotheses, fresh concepts, alternative methods, or emerging trends. Statements should be tightly reasoned and empirically grounded and must be cogent and succinct. Statements should be less than 3000 words in length. * Tutorials in Parenting. Parenting will publish occasional tutorials that debut a new concept in parenting or explore the intersection of parenting with an academic specialty pertinent to parenting studies. These papers define the concept or the field, crystallize its major contributions, detail direct associations with parenting, and augur future directions of application. * Media Notices. Summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies or practices will appear in the journal. Send relevant materials to the Editor. Manuscript Submission and Review Cover Letter. (1) Include a brief statement that indicates what the study will tell the readership of the journal and indicate the intended department of the journal. (2) If submitting an empirical report, warrant that the study was conducted in accordance with the ethical standards of the American Psychological Association (APA). (3) If applicable, affirm that all co-authors are in agreement with the contents of the manuscript. Submission. (1) Submit by electronic mail or send five hard copies to the Editor at the address given below; retain a copy of the manuscript to guard against loss. (2) Each copy should include a separate cover sheet containing the title of the manuscript, the name(s) of the author(s) and affiliation(s), and the street address, telephone, fax, and electronic mail numbers of the corresponding author. (3) The title of the paper, but not the names of the author(s), should appear on the first page of the text. Normally follow the guidelines on requirements, format, and style provided in the Publication Manual (4th ed.) of the APA; see too Parenting's own Style Guide (available from the Editor). Include a Synopsis on a separate sheet (following guidelines set forth in the Style Guide). The manuscript should be double spaced throughout. Send only copies of figures on first submission. (4) Manuscripts should be written concisely; a manuscript of more than 60 pages is unlikely to be accepted, but may be appropriate for the Monographs in Parenting series. (5) Manuscripts may not be submitted simultaneously to Parenting: Science and Practice and to other journals. (6) The corresponding author accepts responsibility for informing all co-authors of manuscript submission and editorial decisions. Review. Manuscripts are reviewed by the Editor, members of the Board of Editors, and invited reviewers with expertise in the area(s) represented by the manuscript. Submissions must be appropriate and of substantial importance to the readership of Parenting: Science and Practice and should meet a high level of scientific acceptability. A first level of review determines the appropriateness, import, and scientific merit for the journal; on this basis, the Editor reserves the right to decide whether the manuscript will be reviewed further. The Editor also retains the right to decline manuscripts that do not meet established ethical standards. A system of blind reviewing is used; it is the author's responsibility to remove information about the identity of author(s) and affiliation(s) from the body of the manuscript; however, such information should appear on the cover sheet. The Editor will have the discretion to integrate solicited reviews into a determinative response. Thematic Issues in Parenting Parenting: Science and Practice welcomes proposals for Thematic Issues. Thematic Issues need to have components that link together closely in some meaningful conceptual or theoretical way, and the proposer of a Thematic Issue becomes the Guest Editor. Thematic Issues may be invited or open competitions, but all submissions must be peer reviewed. Individuals interested in developing a Thematic Issue should send the Editor a brief proposal and justification. Some proposals may be more appropriate for the Monographs in Parenting series. Book Notices Parenting: Science and Practice will publish summaries and evaluations of books, periodicals, websites, and other media that concern themselves with parenting studies and childcare practices. Send relevant materials to the Editor. Monographs in Parenting To accompany the journal, Monographs in Parenting will publish authored or edited volumes whose central concern is parenting, caregiving, and childrearing broadly construed. Inquiries about potential submissions to the Monographs in Parenting series are invited. Lawrence Erlbaum Associates publishes Parenting: Science and Practice and the Monographs in Parenting. EDITOR: Dr. Marc H. Bornstein Editor, Parenting: Science and Practice 8404 Irvington Avenue Bethesda MD 20817-3838 U.S.A. TEL: 301-656-1642 FAX: 301-656-1812 EMAIL: Marc_H_Bornstein at nih.gov 21 March 2000 From dmolfese at louisville.edu Thu Mar 23 18:24:19 2000 From: dmolfese at louisville.edu (Dennis Molfese) Date: Thu, 23 Mar 2000 13:24:19 -0500 Subject: 2-yr postdoctoral position Message-ID: One Postdoctoral Research Fellowship in the Developmental Assessment of Children: the University of Louisville is seeking applications for a full-time, two-year postdoctoral research fellow. The research fellow will engage in assessments and interventions with preschool children in reading, language and other cognitive disabilities. Applicants with experience in administering behavioral assessments to preschool and primary grade children and analysis techniques for longitudinal samples are preferred. Research fellows have the opportunity to engage in ongoing research involving children, families, and schools, and to explore developmental research questions using extensive databases. The position requires completion of a doctorate in clinical or developmental psychology or a related field and experience in administering assessments to children. Qualified applicants should send a letter of interest, vita, reprints/preprints and three letters of recommendation by June 1, 2000 to Dr. Victoria J. Molfese, Postdoctoral Search, Center for Research in Early Childhood, University of Louisville, Louisville, KY 40292. Position is open until a suitable applicant is identified. 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 502/852-6775 or 502/852-8274 FAX: 502-852-8904 dmolfese at louisville.edu dlmolf01 at athena.louisville.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From jr111 at cus.cam.ac.uk Fri Mar 24 16:05:12 2000 From: jr111 at cus.cam.ac.uk (James Russell) Date: Fri, 24 Mar 2000 16:05:12 +0000 Subject: signing in hearing babies Message-ID: Recently there was a TV report in the UK on the work of Garcia, who teaches ASL to very young, hearing babies. The claim is that this releases the communicative floodgates and reveals symbolic competetence far ealier than previously reported - not to mention making the terrible 2s less terrible. A literature search has not revealed any published work on this. Any references or views would be gratefully received. James Russell From macw at cmu.edu Fri Mar 24 19:08:17 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Mar 2000 14:08:17 -0500 Subject: signing in hearing babies Message-ID: James, I don't know about Garcia, but the claims you mention are also central to Linda Acredolo's work in which hearing children in the second year are taught to use manual signs. They are not the signs of ASL, but they are claimed to have the same soothing effects on the terrible twos and the same ability to open the floodgates of communication a few months earlier. Linda has a nice book on this targeted at a general audience called "Baby Signs." It would be great to know if this has been supported by other work too. --Brian MacWhinney From adele at twinearth.wustl.edu Sat Mar 25 23:21:20 2000 From: adele at twinearth.wustl.edu (Adele A. Abrahamsen) Date: Sat, 25 Mar 2000 17:21:20 -0600 Subject: signing in hearing babies Message-ID: On Fri, 24 Mar 2000, James Russell wrote: > Recently there was a TV report in the UK on the work > of Garcia, who teaches ASL to very young, hearing babies. The > claim is that this releases the communicative floodgates and reveals > symbolic competetence far ealier than previously reported - > not to mention making the terrible 2s less terrible. > > A literature search has not revealed any published work > on this. Any references or views would be gratefully > received. Hi, James. This has been a big year for publicity on baby signing. I know of Garcia's work only indirectly, but I started adding signs borrowed from ASL to child-directed speech in the early 80s. (Note: this is very different from using ASL itself!--a language that, like any other, requires years of study and is relatively un-English-like in its structure.) Data from 13 typical babies and toddlers (plus 12 with developmental delays) are reported in: Abrahamsen, A. A., Cavallo, M. M., and McCluer, J. A. (1985). Is the sign advantage a robust phenomenon? From gesture to language in two modalities. Merrill-Palmer Quarterly, 31, 177-209. The answer was no, but more on this at the end (this is a long message that others may not want to read in its entirety). Recently I wrote a review of baby signing that included some new data from the 13 typical babies but especially benefited from longitudinal data from a large number of families (N=32) generously sent to me by Linda Acredolo and Susan Goodwyn (the authors of the 1998 book for parents that Brian noted in his reply to your message--I call them AG in what follows): Abrahamsen, A. A. (in press; expected May 2000). Explorations of enhanced gestural input to children in the bimodal period. In H. Lane and K. Emmorey (Eds.). The Signs of Language Revisited: An Anthology to Honor Ursula Bellugi and Edward Klima. Hillsdale, NJ: Erlbaum. In AG's studies, baby signs were chosen or invented by parents/babies rather than borrowed from ASL--I think there are advantages to that early on, but that parents of babies who become especially prolific may find it convenient to start pulling some signs from an ASL dictionary (there are some good ones emphasizing signs relevant to young children). The source of the signs is not a major issue, in my opinion (contrary to Garcia), since baby signing declines by 19-26 months and all but disappears soon thereafter. I refer to baby signs, from whatever source, as "enhanced gesturing" to emphasize that baby signing builds on a naturally occurring, though limited, tendency to use a few gestures symbolically with noun, verb, or adjective meanings (vs. the very frequent use of deictic gestures like pointing). We know this from Acredolo and Goodwyn (CD 1988), who counted an average of 5 such baby signs per family when there was no training or special effort. Your main interest is in the advantages of making a special effort to include more such baby signs in adult-baby interactions. AG note enhancements to parent-child interaction and also some small but statistically significant improvements in acquisition of spoken words and in more general measures of intelligence. I can't do justice to their wealth of analyses here but recommend reading their book and their academic publications (references to a few are at the end of this message). They would like the effects to be recognized but not blown out of proportion. One question that always comes up is whether signs can be acquired earlier than words. In my review, I did some adjustments to make AG's data directly comparable to data on first word and first ASL sign from 8 hearing children with a deaf parent in a 1991 study by Folven & Bonvillian (FB). Using both studies provides data for children whose input is intensive, linguistically structured and early (FB) versus less intensive and nonlinguistic at 11 months (AG). It's impressive how little these input differences matter-- where FB and AG have comparable data, the ages are very similar. FB's children acquire their first sign 3 months earlier than their first word (8.3 vs. 11.5 mo.), but the difference disappears when imitations and other nonsymbolic uses are excluded (12.5 vs. 12.2 mo.) Sign forms are often easier to approximate than word forms, but they get caught in the same bottleneck of cognitive and linguistic development as do words. In AG's data the ages for first and tenth form and first and tenth symbolic form show no advantage for signs--presumably because their children are just beyond the 8-11 mo. period in which FB got a sign form advantage. (Signs did have a small advantage when AG, in a 1993 CD paper, excluded children who had already begun talking.) Most gesture and sign researchers note the overall equipotentiality of the manual and vocal modalities. My review emphasizes this, as well as the considerable individual differences across children. Signs and words co-exist for months. At any given age in what I call the bimodal period (starting 8-12 mo and in decline by 19-26 mo or so), almost all children exposed to enhanced gesturing (baby signs) have some signs and some words (or at least some vocalizations with a consistent meaning, like the urgent "uh...uh ...uh" when a child wants something). But the emphasis and relative numbers vary. Some children talk early and show little interest in most signs; some are prolific in both, some slow in both. The fourth pattern--children with an extended period of signing more than speaking are fascinating, but aren't the only story. Also in favor of a bimodal perspective: Early on, children tend to pick up signs for some things and words for other things (often because one or the other is easier to form--"mama" is an easy word; "smelling" one's hand is an easy sign for flower). In my data, using a sign and word with the same meaning simultaneously becomes more common later, and then the signs get dropped. But for especially hard words, signs can fill the gap even at the older end of the range. And the age at which hearing children start dropping signs is in the same ballpark as the age that deaf children start acquiring the linguistic structure of ASL (so, they are leaving behind baby signing, even if they retain or improve on the signs themselves). Bottom line: enhanced gesturing (baby signing) doesn't belong on an any must-do lists--but does provide one way we adults can adapt to the nature of babies in the face of all the ways babies have to adapt to us. For most families it's enjoyable, and there are some modest but real benefits. And for those whose babies turn out to be late talkers (not yet known when you start baby signs), the advantages may be considerable. Finally, I'll note that in my review I was actually more interested in standard deviations than in mean ages. The 1985 paper found dramatic differences in word acquisition, but similarity in sign acquisition, across 3 biologically different groups when equated for overall developmental level (Down syndrome, other delayed, typical development). I wondered whether the between-group differences in word acquisition were rooted in especially high variability for emergence of words more generally within our species. If so, ages at which milestones are reached should be more variable for words than signs even within the typical groups studied by AG and FB. But when I calculated standard deviations for each milestone in these two data sets (and for other measures in my own typical group), without exception words and signs had very similar standard deviations. I concluded (tentatively, pending more data sets) that the 1985 between-group differences for words were an outcome of how different kinds of damage impact development, and had no deeper cause in a disproportionate variability in speech within our species. For more on the between-groups comparisons and data from additional children with Down syndrome, see: Abrahamsen, A. A., Lamb, M., Brown-Williams, J., & McCarthy, S. (1991). Boundary conditions on language emergence: Contributions from atypical learners and input. In P. Siple & S. Fischer (Eds.), Theoretical issues in sign language research. Volume 2: Psychology (pp. 231-254). Chicago: University of Chicago Press. And a few of the publications by AG and FB: Acredolo, L. P., & Goodwyn, S. W. (1998). Baby signs: How to talk with your baby before your baby can talk. Chicago: NTB/Contemporary Publishers. S. W. Goodwyn & L. P. Acredolo (1993), Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development, 64, 688-701. Linda Acredolo, et al. (1999), The signs and sounds of early langauge development. In C. Tamis-LeMonda & L. Balter (Eds.), Child Psychology: A Handbook of Contemporary Issues. Garland Press. Folven, R. J., & Bonvillian, J. D. (1991). The transition from nonreferential to referential language in children acquiring American Sign Language. Developmental Psychology, 27, 806-816. Also of interest (among many more): Iverson, J. M., & Goldin-Meadow, S. (Eds.) (1998). The nature and functions of gesture in children's communication. New Directions for Child Development, No. 79. Jossey-Bass. Meier, R. P., & Newport, E. (1990). Out of the hands of babes: on a possible sign advantage in language acquisition. Language, 6, 1-23. Volterra, V., & Erting, C. J. (Eds.) (1990). From gesture to language in hearing and deaf children (pp. 263-277). Berlin: Springer-Verlag. -- Dr. Adele Abrahamsen Associate Professor and Undergraduate Director of Philosophy- Neuroscience-Psychology and Linguistic Studies Programs Department of Psychology Washington University in St. Louis Campus Box 1125 One Brookings Drive St. Louis, MO 63130-4899 Office telephone: (314) 935-7445 Office location: New Psychology Building, Room 410B Email: adele at twinearth.wustl.edu Fax: (314) 935-7588 PNP website: www.artsci.wustl.edu/~philos/pnp/ Linguistic Studies website: www.artsci.wustl.edu/~ling/ From VSWarren at aol.com Fri Mar 24 15:22:11 2000 From: VSWarren at aol.com (VSWarren at aol.com) Date: Fri, 24 Mar 2000 10:22:11 EST Subject: Change of Address Message-ID: Hello, I wish to change my subscription to your news group from my present e-mail address 'VSWarren at aol.com' to 'S.2.Warren at herts.ac.uk'. Please will you let me know how I go about this. Many Thanks Sandra Warren From macw at cmu.edu Fri Mar 24 17:57:30 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 24 Mar 2000 12:57:30 -0500 Subject: Change of Address Message-ID: Dear Sandra, You need to send an unsubscribe message from your old account and a resubscribe from your new account. These messages just need to have the subject "unsubscribe" and "subscribe" to make them work. Please feel free to send questions of this sort directly to me or to Kelley Sacco. Many thanks. --Brian MacWhinney (macw at cmu.edu) Kelley Sacco (sacco at cmu.edu) --On Friday, March 24, 2000 10:22 AM +0000 VSWarren at aol.com wrote: > Hello, > > I wish to change my subscription to your news group from my present e-mail > address 'VSWarren at aol.com' to 'S.2.Warren at herts.ac.uk'. > > Please will you let me know how I go about this. > > Many Thanks > > Sandra Warren > From lpacredolo at ucdavis.edu Wed Mar 29 19:15:08 2000 From: lpacredolo at ucdavis.edu (Linda Acredolo) Date: Wed, 29 Mar 2000 11:15:08 -0800 Subject: Signing in hearing babies Message-ID: Dear James, I was delighted to see that both Brian MacWhinney and Adele Abrahamsen have already responded to your query about sign language for hearing babies. Indeed, my colleague Susan Goodwyn and I have been knee-deep in data on this topic since our first publication in 1985 when we documented the SPONTANEOUS development of what we call in our professional papers "symbolic gestures." Since that time, with the help of a large grant from NIH, we have focused on the effects of purposefully encouraging 10 to 24 month-old infants to develop this nonverbal mode of symbolic communication as a way around the obstacles posed by the articulatory component of language. Our purpose in doing so was both scholarly (i.e, to learn more about language development) and practical. We had both personally experienced the variety of ways in which providing babies with this form of communication enriches the parent-child relationship by reducing frustration, increasing the ability of the baby to share experiences, and providing parents with a window into their baby's mind. However, before we could feel comfortable promoting the idea among parents in general, we had to determine using good experimental methods, that there would be no negative consequences to verbal or cognitive development. To this end we followed a group of about 40 babies in an experimental group and 80 babies in two control groups from 11 to 36 months, assessing them on a variety of standardized language and cognitive measures at 11, 15, 19, 24, 30, and 36 months. These data indicated clear advantages for the "Baby Sign" babies (the term we with families) in both receptive and expressive language. (References included below.) Most recently we assessed performance on the WISC-III at age 8 (after 2nd grade). The results, which we will be presenting at the International Conference on Infant Studies in Brighton, England on July 18th, indicated an impressive (and statistically significant) IQ advantage for the Baby Signers for both the Verbal and Performance sub-scales. With these data in hand, we published the book to which Brian and Adele refer: Baby Signs--How to Talk With Your Baby Before Your Baby Can Talk. A UK and Australian version is being published in the summer by Vermilion Books (a subsidiary of Ebury I believe). It is also scheduled for publication in German, Portugal, Japan, Taiwan, Israel, Latin American, and Spain. Mr. Garcia, whose book you apparently saw highlighted on TV in the UK, has had the luxury of being able to use our 16 years of research to his own commerical advantage. Please feel free to contact me for reprints if you would like them. --Linda Acredolo Linda Acredolo, Ph.D. Psychology Department University of California, Davis Davis, CA 95616 Phone (530) 752-1874 FAX (530)752-2087 From jr111 at cus.cam.ac.uk Mon Mar 27 11:50:27 2000 From: jr111 at cus.cam.ac.uk (James Russell) Date: Mon, 27 Mar 2000 12:50:27 +0100 Subject: No subject Message-ID: Many thanks for all those people who responded to my query about signing in pre-verbal infants. Jim Russell From mcf at pacific.net.sg Wed Mar 29 09:28:55 2000 From: mcf at pacific.net.sg (Madalena Cruz-Ferreira) Date: Wed, 29 Mar 2000 17:28:55 +0800 Subject: Child psychology Message-ID: Could anyone please help me help a student of mine who asks: >Do u know of any good child psychology postgrad programs abroad +their >requirements + their fees? would like to specialise in this field By "abroad" she means outside of Singapore. Many thanks! Madalena =================== Madalena Cruz-Ferreira mcf at pacific.net.sg =================== From ketrez at usc.edu Tue Mar 28 02:26:58 2000 From: ketrez at usc.edu (Nihan Ketrez) Date: Mon, 27 Mar 2000 18:26:58 -0800 Subject: French database Message-ID: ---------- Forwarded message ---------- Date: Mon, 27 Mar 2000 17:49:08 -0800 (PST) From: Isabelle Roy To: Nihan Ketrez Subject: Dear CHILDES members, I'm doing a research on the acquisition of agreement in French, and I'm looking for more data to support my studies. Does someone know any database of French available on the web? Thanks a lot, in advance. Isabelle Roy USC-Dep. of linguistics GFS Room301 LA, CA 90089-1693 iroy at usc.edu From ketrez at usc.edu Tue Mar 28 17:57:13 2000 From: ketrez at usc.edu (Nihan Ketrez) Date: Tue, 28 Mar 2000 09:57:13 -0800 Subject: French database Message-ID: > ---------- Forwarded message ---------- > Date: Mon, 27 Mar 2000 17:49:08 -0800 (PST) > From: Isabelle Roy > To: Nihan Ketrez > Subject: > > Dear CHILDES members, > > I'm doing a research on the acquisition of agreement in French, and I'm > looking for more data to support my studies. > > Does someone know any database of French available on the web? > > Thanks a lot, in advance. > > Isabelle Roy > USC-Dep. of linguistics > GFS Room301 > LA, CA 90089-1693 > > iroy at usc.edu From josie.bernicot at mshs.univ-poitiers.fr Tue Mar 28 19:19:18 2000 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Tue, 28 Mar 2000 21:19:18 +0200 Subject: email? Message-ID: Who knows the Jacqueline Wendland-Carro's email? >>Thank you very much >> >>Josie Bernicot. >> >>Please, note my new email and address: >> >>email: josie.bernicot at mshs.univ-poitiers.fr >> >>Address : Laboratoire de Psychologie Langage et Cognition (LaCo) - >>University of Poitiers/CNRS >>MSHS - 99, avenue du Recteur Pineau >>F-86022 POITIERS CEDEX - France >> >>Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 >>Fax: +33 (0)5.49.45.46.16 >>www.mshs.univ-poitiers.fr >>www.atega.com/pergame Please, note my new email and address: email: josie.bernicot at mshs.univ-poitiers.fr Address : Laboratoire de Psychologie Langage et Cognition (LaCo) - University of Poitiers/CNRS MSHS - 99, avenue du Recteur Pineau F-86022 POITIERS CEDEX - France Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 Fax: +33 (0)5.49.45.46.16 www.mshs.univ-poitiers.fr www.atega.com/pergame From khirshpa at nimbus.ocis.temple.edu Mon Mar 27 15:37:54 2000 From: khirshpa at nimbus.ocis.temple.edu (Kathy Hirsh-Pasek) Date: Mon, 27 Mar 2000 10:37:54 -0500 Subject: signing in hearing babies Message-ID: James, Sorry I could not get back to you sooner as I not only read, but provided the "public" critique of the book. I won't give a long answer here as Adele provided an excellent review. I think signing can be a great idea for young children because it offers another way for parents to communicate with children and we all know that the more parents and children engage in give-and-take conversations, the better it is for language growth. I do not really think that Garcia should claim that what he is teaching is any more "sign language, " however, than it would be teaching French if I taught my child the word "cafe." Thus, my problem with the system is that is gives a false premise by suggesting to parents that they would be teaching a child sign language. This just isn't true. I too, like Acredolo and Goodwyn's book and strongly recommend that you take a look. It is beautifully written and the research backs them up in suggesting that there are real advantages to having input in another language or language form --- even if all you give is a little exposure. Garcia's work is less "scientific"-- in fact it is not really scientific at all. Also, the signs that he recommends are out of touch with the literature on first words. The words he recommends teaching are iconic, but are not generally among the first that children use e.g. please, toilet, dirty, please, and sorry. Hope this helps. Kathy Hirsh-Pasek ---------- >From: James Russell >To: info-childes at childes.psy.cmu.edu >Subject: signing in hearing babies >Date: Fri, Mar 24, 2000, 11:05 AM > >Recently there was a TV report in the UK on the work >of Garcia, who teaches ASL to very young, hearing babies. The >claim is that this releases the communicative floodgates and reveals >symbolic competetence far ealier than previously reported - >not to mention making the terrible 2s less terrible. > >A literature search has not revealed any published work >on this. Any references or views would be gratefully >received. > >James Russell > > > From macw at cmu.edu Wed Mar 29 22:09:03 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 29 Mar 2000 17:09:03 -0500 Subject: French database Message-ID: Isabelle and Nihan, Yes, there are three french corpora. Go to childes.psy.cmu.edu and look in the database under Romance languages. --Brian MacWhinney From b.woll at city.ac.uk Thu Mar 30 08:23:21 2000 From: b.woll at city.ac.uk (B.Woll) Date: Thu, 30 Mar 2000 09:23:21 +0100 Subject: signing in hearing babies Message-ID: Adele Abrahamsen emphasised that what children on these programme are learning is not necessarily linguistic, but rather, gestural. I think one needs to be careful about suggesting that just because the symbols are taken from a language, that the child is learning any linguistic form. So I would want to be stronger than the statement that "learning "cafe" isn't learning French". Learning to wave 'bye-bye' isn't learning a sign. As Adele has pointed out, and as earlier research by Volterra, Petitto and others has suggested, it is important to distinguish gesture from language in children exposed to sign language inputs. In response to the claim that early exposure to sign language will reduce behaviour problems in 2-year-olds, a deaf colleague of mine just laughed and said: "I wish someone had told my children that!" Bencie Woll b.woll at city.ac.uk Language and Communication Science City University, Northampton Square London EC1V 0HB, UK Tel: +44 (0)171 477 8354 (voice) +44 (0)171 477 8314 (text) Fax: +44 (0)171 477 8577 or 8354 From m.vihman at bangor.ac.uk Thu Mar 30 09:16:10 2000 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Thu, 30 Mar 2000 10:16:10 +0100 Subject: signing in hearing children Message-ID: In response to Bencie's useful distinction between non-symbolic gestures and linguistic signs - and as an addition to the very informative note from Adele Abrahamsen a few days ago, I refer those interested to Chapter 6, on the Transition to language, in my book, Phonological Development (Blackwell, 1996), where I discuss gesture along with protowords and early (context-based) words in relation to referential word use. -marilyn vihman ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor, | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road, Bangor |/ =======\=\ LL572AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From macw at cmu.edu Thu Mar 30 14:47:43 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 30 Mar 2000 09:47:43 -0500 Subject: Measuring Behavior 2000 Message-ID: MEASURING BEHAVIOR 2000 3rd International Conference on Methods and Techniques in Behavioral Research Nijmegen, The Netherlands, 15-18 August 2000 (http://www.noldus.com/events/mb2000) Measuring Behavior is the premier interdisciplinary event for scientists and practitioners concerned with human or animal behavior. At a Measuring Behavior conference, all presentations deal with methods and techniques in behavioral research, with special emphasis on the methodological aspects. Delegates are encouraged to present newly developed methods and techniques, as well as innovative applications of existing techniques. Like the meetings in 1996 and 1998, Measuring Behavior 2000 will offer an attractive mix of oral papers, poster presentations, technical demonstrations, training sessions, user meetings, scientific tours, an exhibition of scientific books, instruments and software, and a pleasant social program. New on the program are workshops and special interest groups. PROGRAM TOPICS - Behavioral Recording - Automatic Data Acquisition Techniques - Brain Imaging and Behavior - Biotelemetry and Behavior - Behavior and Physiology - Acoustics, Speech, Language and Behavior - Behavioral Analysis - Test Paradigms for Behavior and Cognition Research - Teaching Behavior Research Methods For a detailed list of methodological and technical topics, please visit the conference web site (http://www.noldus.com/events/mb2000). REGISTRATION AND ABSTRACT SUBMISSION You can register on-line or request paper registration forms. Special student rates are available. The deadline for submission of abstracts for oral papers, posters and demonstrations is approaching rapidly. Detailed guidelines and procedures for submission, as well as the Abstract Submission Form can be found on the conference web site. DEADLINES 31 March 2000: Deadline for submission of abstracts for oral papers, posters, demonstrations and special interest groups. If you are preparing an abstract but cannot make the deadline, please contact the conference secretariat for advice. 31 May 2000: Deadline for early registration (reduced fee). If you have any questions or suggestions, please don't hesitate to contact the conference secretariat at the address below. We are looking forward to meeting you in Nijmegen! With kind regards, Wineke Schoo Chair of the Local Organizing Committee Measuring Behavior 2000 P.O. Box 268 6700 AG Wageningen The Netherlands From kjalcock at crl.ucsd.edu Thu Mar 30 17:56:23 2000 From: kjalcock at crl.ucsd.edu (Katie Alcock) Date: Thu, 30 Mar 2000 09:56:23 -0800 Subject: French database Message-ID: Just out of interest, does anyone know if there are any other French data out there that haven't made it onto the database? These three corpora are all boys, and I am interested in comparing boys and girls. Thanks Katie Alcock Brian MacWhinney wrote: > > Isabelle and Nihan, > Yes, there are three french corpora. Go to childes.psy.cmu.edu and look in > the database under Romance languages. > > --Brian MacWhinney -- Katie Alcock, DPhil Postdoctoral Fellow Center for Research in Language 0526 University of California, San Diego 9500 Gilman Drive La Jolla CA 92093-0526 USA Tel (+1) 858 822 0623 Fax (+1) 858 534 6788 Office Cognitive Science 267 From mminami at sfsu.edu Thu Mar 30 18:20:38 2000 From: mminami at sfsu.edu (MASAHIKO MINAMI) Date: Thu, 30 Mar 2000 10:20:38 -0800 Subject: Combnation of columns and lines Message-ID: I wanted to attach line numbering to the columned transcript, and tried the follwing: columns +nSIM skit1.cha | lines +y As can be seen below, what I obtained is a columned transcript with line numbering, but the line numbering starts from the very beginning. I wanted the line numbering to start from the speaker's (main) tier. Also, there are cases that one utterance has plural line numbers. For example, see lines 16 and 17, which are actually one utterance. I would like to know how to solve these two issues. Thank you. --Masahiko Minami columns +nSIM skit1.cha Thu Mar 30 10:23:57 2000 columns (11-NOV-99) is conducting analyses on: ALL speaker tiers and those speakers' ALL dependent tiers **************************************** >From file lines +y Thu Mar 30 10:23:57 2000 lines (11-NOV-99) **************************************** >From pipe input 1 columns +nSIM skit1.cha 2 Thu Mar 30 10:23:57 2000 3 columns (11-NOV-99) is conducting analyses on: 4 ALL speaker tiers 5 and those speakers' ALL dependent tiers 6 **************************************** 7 From file 8 *SIM: ohayoo. 9 *SIM: Mitchell-san o#genki desu ka? 10 *MIT: ohayoo Simmons-san. 11 *MIT: okagesama de. 12 *SIM: ashita hima ga arimasu ka. 13 *MIT: hai arimasu. 14 *SIM: issho ni ban+gohan o tabe 15 mashoo ka. 16 *SIM: sorekara Taitanikku o yomi 17 masho. 18 *MIT: ii desu ne. 19 *MIT: doko de ban+gohan o tabe masu 20 ka. 21 *SIM: Japan Town. 22 *SIM: ii n desu ka. 23 *MIT: ii desu ne. 24 *MIT: asoko wa totemo oishii no sushi 25 ga ari masu yo. 26 *SIM: soo desu ka. 27 *SIM: Mitchell san yoku sushi ga suki 28 desu ka. 29 *MIT: dai+suki desu yo. 30 *SIM: boku mo suki desu. 31 *MIT: ii desu ne. 32 *MIT: tokorode Taitanikku wa 33 omoshiroi no eiga desu ka. 34 *SIM: omoshiroku ja arimasen desu yo. From mgather1 at tampabay.rr.com Thu Mar 30 18:58:49 2000 From: mgather1 at tampabay.rr.com (Melanie D. Gathercole) Date: Thu, 30 Mar 2000 13:58:49 -0500 Subject: Signing babies Message-ID: The recent discussion of and interest in the use of sign for hearing babies prompts me to offer additional related resources on modes of communication other than speech for children not yet developmentally ready to have this level of abstract symbolic communication. The understanding that a hierarchy of symbols is useful for communicative purposes is the foundation of the theoretical and therapeutic approach known as augmentative and alternative communication (AAC) for individuals with communication impairments. While sign is perhaps the most familiar alternative mode of communication (for impaired and nonimpaired communicators), the AAC literature recognizes a large variety of symbolic representations that are dependent not only on cognitive level, but motor and sensory skills as well. While sign (most commonly a form of ASL, SEE, or key word signing) is frequently attempted with individuals who are non-speaking, it is relatively high on the symbolic hierarchy, in part, because it is dynamic, abstract, and not as transparent as other symbols. In addition, for individuals who have limited fine motor development (including babies), many signs will be physically impossible because they are bimanual, nonsymmetric, and/or involve an advanced handshape, movement, or location for their execution. While I certainly agree it is fascinating to explore the benefits of other symbolic forms for early communication development (normal or otherwise), the AAC literature suggests that there are symbolically easier and less physically complex ways than sign to push the developmental envelope. For a general discussion on these topics, I would suggest the following references: Lloyd, Fuller, & Arvidson (1997). Augmentative and alternative communication: A handbook of principles and practices. Boston: Allyn and Bacon. Beukelman & Mirenda (1998). Augmentative and alternative communication: Management of severe communication disorders in children and adults. 2nd ed. Baltimore: Paul H. Brookes. In addition, several fascinating articles discuss issues relevant to normal language development: The September 1997 issue of AAC: Augmentative and Alternative Communication (volume 13, number 3) is dedicated to language development. I find the following articles from this issue particularly provocative: 1. (Paul, R.) Facilitating Transitions in Language Development for Children Using AAC 2. (Romski, Sevcik, & Adamson) Framework for Studying How Children with Developmental Disabilities Develop Language through Augmented Means. Also, a classic article in AAC is relevant and discusses both nondisabled and disabled populations: Kangas, K. & Lloyd, F. (1988). Early cognitive skills as prerequisites to augmentative and alternative communication use: What are we waiting for? Augmentative and Alternative Communication, 4, 211-221. I hope that these resources will assist in this line of research. Melanie Gathercole, M.S., CCC-SLP Ph.D. Student, Interdisciplinary Cognitive and Neural Sciences Program University of South Florida