From nwilson at cats.ucsc.edu  Mon Oct  2 05:47:31 2000
From: nwilson at cats.ucsc.edu (Nicole L. Wilson)
Date: Sun, 1 Oct 2000 22:47:31 -0700
Subject: Diminutives
Message-ID: <SUN.1.OCT.2000.224731.0700.NWILSON@CATS.UCSC.EDU>

Dear Info Childes:
I am interested in parent's and children's usage/acquisition of
diminutives (the "y" or "ie" endings on words such as "horsie").  Is
anyone currently doing work in this area?  Do any of you have suggestions
on literature that might be relevant- especially concerning the usage of
diminutives in child directed speech.  I will post responses back to the
group.
Thank you,
Nicole Wilson

***************************
Nicole L. Wilson          *
Department of Psychology  *
277 Social Sciences II    *
University of California  *
Santa Cruz, CA 95064      *
***************************


From nwilson at cats.ucsc.edu  Mon Oct  2 05:55:01 2000
From: nwilson at cats.ucsc.edu (Nicole L. Wilson)
Date: Sun, 1 Oct 2000 22:55:01 -0700
Subject: Diminutives
Message-ID: <SUN.1.OCT.2000.225501.0700.NWILSON@CATS.UCSC.EDU>

Dear Info Childes:
I am interested in parent's and children's usage/acquisition of
diminutives (the "y" or "ie" endings on words such as "horsie").  Is
anyone currently doing work in this area?  Do any of you have suggestions
on literature that might be relevant- especially concerning the usage of
diminutives in child directed speech.  I will post responses back to the
group.
Thank you,
Nicole Wilson
Psychology, UC Santa Cruz


From bpearson at comdis.umass.edu  Mon Oct  2 12:32:31 2000
From: bpearson at comdis.umass.edu (Barbara Zurer Pearson)
Date: Mon, 2 Oct 2000 08:32:31 -0400
Subject: CLAN -> Praat
Message-ID: <MON.2.OCT.2000.083231.0400.BPEARSON@COMDIS.UMASS.EDU>

Dear Infochildes,

I'm wondering if there's anyone sufficiently
familiar with Praat to do a small demo for those
of us who'd like to have a better picture of what
we might want to do with it. I may just be being lazy,
(there *is* an intro in the manual) but I'd like to
see someone take it through its paces on a real project.

I'm thinking of something as informal as bringing
it on a laptop to a conference (like BU?).  I'd be
glad to inquire about finding a space with a data
projector etc.

Does anyone have any ideas about this?  Would
anyone else be interested in this?

Let me know.

Barbara Pearson



>X-From_: info-childes at mail.talkbank.org  Thu Sep 28 19:29:17 2000
>Date: Thu, 28 Sep 2000 19:28:17 -0400
>From: Brian MacWhinney <macw at cmu.edu>
>Subject: CLAN -> Praat
>Originator-info:
> login-token=Mulberry:01vxRpwSx1zDjRgvFHBpWZHlJ05O5KSOIsiZcm9ZQ=;
> token_authority=postmaster at andrew.cmu.edu
>Sender: info-childes at mail.talkbank.org
>To: info-childes at mail.talkbank.org
>Cc: paul.boersma at hum.uva.nl
>Content-disposition: inline
>X-OriginalArrivalTime: 28 Sep 2000 23:29:08.0653 (UTC)
> FILETIME=[E64C1DD0:01C029A3]
>
>Dear Info-CHILDES,
>
>  Thanks to guidance from Paul Boersma, it is now possible to send a sound
>clip from a CHAT file to the Praat sound analysis program.  To do this, you
>must have a CHAT file with audio segments marked by bullets.  You must have
>Praat installed. You can get Praat from
>http://www.fon.hum.uva.nl/praat/
> You must have a brand-new version of CLAN.  Praat must be running when you
>do this.  You then place your cursor before the segment you wish to analyse
>and pull down the Mode menu and select "Send to Praat" Then you analyze the
>clip in Praat.
>  Paul tells me that there may be some instability here, particularly for
>Macintosh.  So, use this carefully, particularly on the Mac, and if you
>have problems please send them directly to me at macw at cmu.edu.  Many thanks.
>
>--Brian MacWhinney
>
>
******************************************
Barbara Zurer Pearson, Ph.D.
Project Manager, NIH Working Group on AAE

Department of Communication Disorders
University of Massachusetts, Amherst
117 Arnold House
Amherst MA 01003
413-545-5023
fax 545-0803

bpearson at comdis.umass.edu
http://www.umass.edu/aae/


From sandino at garza.uatx.mx  Mon Oct  2 22:35:32 2000
From: sandino at garza.uatx.mx (Sandino Lelis)
Date: Mon, 2 Oct 2000 17:35:32 -0500
Subject: info-childes Digest - 10/01/00
Message-ID: <MON.2.OCT.2000.173532.0500.SANDINO@GARZA.UATX.MX>

unsubscribe sandino at garza.uatx.mx



****************************************
Sandino L. Lelis
Coordinador
División de Humanidades
Universidad Autonoma de Tlaxcala
tel. / fax: +52 (2) 462-9420
e-mail:     salsa228 at prodigy.net.mx
****************************************
  ----- Original Message ----- 
  From: info-childes at mail.talkbank.org 
  To: info-childes at mail.talkbank.org 
  Sent: Sunday, October 01, 2000 5:00 PM
  Subject: info-childes Digest - 10/01/00


  info-childes Digest - Sunday, October 1, 2000

    L1 acquisition of past progressive!
            by "Shoba Bandi Rao" <sqb4972 at is.nyu.edu>
    developmental faculty position
            by "Jeff Farrar" <farrar at webb.psych.ufl.edu>
    Re: L1 acquisition of past progressive!
            by "Ping Li" <pli at richmond.edu>
    developmental faculty position
            by "Mike Arcieri" <studium at total.net>
    Re: L1 acquisition of past progressive!
            by "Mike Arcieri" <studium at total.net>
    New Graduate Program at McGill
            by "Fred Genesee" <genesee at ego.psych.mcgill.ca>
    Call for Papers (TCP 2001)
            by "Masayuki Komachi" <deepsea at cds.ne.jp>
    Baron's Functions of Language Interaction
            by "Joshua Thompson" <joshua_thompson at juno.com>
    Genie
            by "Judith Becker Bryant" <jbryant at luna.cas.usf.edu>
    Re: Genie
            by "Adele A. Abrahamsen" <adele at twinearth.wustl.edu>
    Children's understanding of 'best'?
            by "Sarah Burton" <lpxscb at psychology.nottingham.ac.uk>
    CLAN -> Praat
            by "Brian MacWhinney" <macw at cmu.edu>
    RA/predoc/postdoc, Rutgers NB
            by "Karin Stromswold" <karin at xenon.rutgers.edu>
    Working memory task for children
            by "Theodore Marinis" <thodoris at essex.ac.uk>



------------------------------------------------------------------------------


  End of info-childes Digest

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001002/e05ec8d7/attachment.html>

From sandino at garza.uatx.mx  Mon Oct  2 23:37:42 2000
From: sandino at garza.uatx.mx (Sandino Lelis)
Date: Mon, 2 Oct 2000 18:37:42 -0500
Subject: info-childes Digest - 10/01/00
Message-ID: <MON.2.OCT.2000.183742.0500.SANDINO@GARZA.UATX.MX>

unsubscribe sandino at garza.uatx.mx



****************************************
Sandino L. Lelis
Coordinador
División de Humanidades
Universidad Autonoma de Tlaxcala
tel. / fax: +52 (2) 462-9420
e-mail:     salsa228 at prodigy.net.mx
****************************************
  ----- Original Message ----- 
  From: info-childes at mail.talkbank.org 
  To: info-childes at mail.talkbank.org 
  Sent: Sunday, October 01, 2000 5:00 PM
  Subject: info-childes Digest - 10/01/00


  info-childes Digest - Sunday, October 1, 2000

    L1 acquisition of past progressive!
            by "Shoba Bandi Rao" <sqb4972 at is.nyu.edu>
    developmental faculty position
            by "Jeff Farrar" <farrar at webb.psych.ufl.edu>
    Re: L1 acquisition of past progressive!
            by "Ping Li" <pli at richmond.edu>
    developmental faculty position
            by "Mike Arcieri" <studium at total.net>
    Re: L1 acquisition of past progressive!
            by "Mike Arcieri" <studium at total.net>
    New Graduate Program at McGill
            by "Fred Genesee" <genesee at ego.psych.mcgill.ca>
    Call for Papers (TCP 2001)
            by "Masayuki Komachi" <deepsea at cds.ne.jp>
    Baron's Functions of Language Interaction
            by "Joshua Thompson" <joshua_thompson at juno.com>
    Genie
            by "Judith Becker Bryant" <jbryant at luna.cas.usf.edu>
    Re: Genie
            by "Adele A. Abrahamsen" <adele at twinearth.wustl.edu>
    Children's understanding of 'best'?
            by "Sarah Burton" <lpxscb at psychology.nottingham.ac.uk>
    CLAN -> Praat
            by "Brian MacWhinney" <macw at cmu.edu>
    RA/predoc/postdoc, Rutgers NB
            by "Karin Stromswold" <karin at xenon.rutgers.edu>
    Working memory task for children
            by "Theodore Marinis" <thodoris at essex.ac.uk>



------------------------------------------------------------------------------


  End of info-childes Digest

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001002/62ebd31a/attachment.html>

From paul.harris at psy.ox.ac.uk  Tue Oct  3 14:46:00 2000
From: paul.harris at psy.ox.ac.uk (Paul Harris)
Date: Tue, 3 Oct 2000 14:46:00 GMT
Subject: summer school
Message-ID: <TUE.3.OCT.2000.144600.GMT.>

UNIVERSITY OF OXFORD

OXFORD SUMMER SCHOOL ON CONNECTIONIST MODELLING

Department of Experimental Psychology
University of Oxford

Sunday July 15th to Friday July 27th, 2001


Applications are invited for participation in a 2-week residential
Summer School on techniques in connectionist modelling.  The course is
aimed primarily at researchers who wish to exploit neural network
models in their teaching and/or research and it will provide a general
introduction to connectionist modelling, biologically plausible neural
networks and brain function through lectures and exercises on
Macintosh's and PC's.  The course  is interdisciplinary in content
though many of the illustrative examples are taken from cognitive and
developmental psychology, and cognitive neuroscience.  The instructors
with primary responsibility for teaching the course are Kim Plunkett
and Edmund Rolls.

No prior knowledge of computational modelling will be required though
simple word processing skills will be assumed.  Participants will be
encouraged to start work on their own modelling projects during the
Summer School.

The cost of participation in the Summer School is stlg950. This figure
covers the cost of accommodation (bed and breakfast at St. John's
College), registration and all literature required for the Summer
School.  Participants will be expected to cover their own travel and
meal costs.  A number of partial bursaries will be available for
graduate students.  Applicants should indicate whether they wish to be
considered for a graduate student scholarship but are advised to seek
further funding as well, since in previous years the number of
graduate student applications has far exceeded the number of
scholarships available.

There is a Summer School World Wide Web page describing the contents
of the 2001 Summer School available on:
http://www-cogsci.psych.ox.ac.uk/summer-school/

If you are interested in participating in the Summer School, please
send a brief description of your background with an explanation of why
you would like to attend the Summer School (one page maximum) no later
than 28th February 2001 to:


Mrs Sue King
Department of Experimental Psychology
University of Oxford
South Parks Road
Oxford OX1 3UD

Tel:  (01865) 271353
Email:  susan.king at psy.oxford.ac.uk


From macw at cmu.edu  Tue Oct  3 15:16:05 2000
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 3 Oct 2000 11:16:05 -0400
Subject: subscribing, unsubscribing
Message-ID: <TUE.3.OCT.2000.111605.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  Just a quick reminder on how to subscribe and unsubscribe.  Subscription
and unsubscription messages should be sent to requests at mail.talkbank.org.

To subscribe to the mailing list send the message:

subscribe info-childes

To subscribe to the digest only, send the message:

subscribe digest info-childes

To unsubscribe from the mailing list or the digest, send the message:

unsubscribe info-childes

These messages can be in the body or the header or in both places.


--Brian MacWhinney


From mserra at psi.ub.es  Tue Oct  3 15:41:41 2000
From: mserra at psi.ub.es (Miquel Serra)
Date: Tue, 3 Oct 2000 17:41:41 +0200
Subject: spanish language acq. new book
Message-ID: <TUE.3.OCT.2000.174141.0200.MSERRA@PSI.UB.ES>

Dear info-childes suscribers,

I am glad to announce you that a new book on spanish acquisition
(together with catalan and some comments about galician and basque) is
finally published. The book is an advanced manual in language
acquisition  based on the corpus Serra-Sole (atila-www.uia.ac.be/childes
romance languages).

The reference is:
Serra, M., Serrat, E., Sole, R., Bel, A., and Aparici, M., (2000), La
adquisicion del lenguaje. 600pp. Barcelona, Editorial Ariel
ISBN: 84-344-0885-6

We hope the spanish students, professionals and academics will find it
usefull in their own work.

Miquel Serra


-------------- next part --------------
A non-text attachment was scrubbed...
Name: vcard.vcf
Type: text/x-vcard
Size: 414 bytes
Desc: Tarjeta de Miquel Serra
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001003/36b1827b/attachment.vcf>

From edwards.212 at osu.edu  Tue Oct  3 17:53:48 2000
From: edwards.212 at osu.edu (Jan Edwards)
Date: Tue, 3 Oct 2000 13:53:48 -0400
Subject: position announcement
Message-ID: <TUE.3.OCT.2000.135348.0400.EDWARDS.212@OSU.EDU>

NEW POSITION

The Department of Speech and Hearing Science at The Ohio State University
invites applications for a newly funded, tenure-track faculty position to
be filled for the 2001-2002 academic year.

Position:  Assistant Professor, tenure track.

Qualifications:  Completed doctorate in Speech and Hearing
Science/Communication Disorders or related field and potential for
excellence in research and teaching.  The successful applicant must have
expertise in one of the following areas of research:  cochlear implants,
aural rehabilitation, phonological disorders or child neurogenics.

Appointment:	Academic year (9 month) contract.

Duties and Responsibilities:  Conduct research in area of expertise, seek
extramural funding for research activities, teach undergraduate and/or
graduate courses, advise graduate students, and participate in related
scholarly activities.

Salary:  Negotiable and competitive.

Benefits:  The University offers an excellent package which allows for
flexibility in selecting health, dental and vision-care, life insurance,
and retirement benefits.

Facilities:  The Department is housed in a well-equipped, 30,000 sq. ft.
facility containing our research and clinic space, including individual
faculty laboratories.  We are walking distance from a world class Medical
campus.  The Department enjoys close working relationships with other
departments in the Colleges of the Arts and Sciences, Engineering and
Medicine.  Faculty members may also participate in University-wide graduate
research programs such as the Neuroscience Graduate Program and the
Cognitive Science Center. Extra-university relationships exist with a
variety of other institutions such as the Cleveland Clinic, the Veterans
Administration, and the Aerospace Medical Research Laboratories at
Wright-Patterson Air Force Base.

Earliest Beginning Date:  Autumn Quarter, 2001

Application Deadline:  In order to be assured of full consideration
applications should be received by November 30, 2000.  The search will be
open until the position is filled.

Apply to:  Applicants should submit a letter of application (including a
description of research focus), curriculum vitae, three letters of
recommendation, and copies of any published work to: Marios Fourakis,
Ph.D., Chair, Search Committee, Speech and Hearing Science, 110 Pressey
Hall, 1070 Carmack Rd., Columbus, OH 43210-1002 (phone: 614-292-3076;
email:  fourakis.1 at osu.edu).

Ohio State University is an Equal Opportunity/Affirmative Action Employer.
Women, minorities, Vietnam-era veterans, disabled veterans and individuals
with disabilities are encouraged to apply.


From jancosek at spot.colorado.edu  Tue Oct  3 18:59:28 2000
From: jancosek at spot.colorado.edu (Betty Jancosek)
Date: Tue, 3 Oct 2000 12:59:28 -0600
Subject: Position availability
Message-ID: <TUE.3.OCT.2000.125928.0600.JANCOSEK@SPOT.COLORADO.EDU>

We would appreciate your forwarding the following position announcement to
colleagues that might be interested.


Assistant Professor:  The University of Colorado at Boulder, Department of
Speech, Language, and Hearing Sciences invites applications for a
tenure-track position to begin in August 2001 with specialization in speech
science/motor speech. Responsibilities include undergraduate and graduate
teaching, directing undergraduate, master's and doctoral research, service,
and maintaining an active research program.  Applications must have a Ph.D.
degree, an established record of research commensurate with rank and
experience, and a commitment to excellence in teaching. Base salary for
9-month academic year is competitive. Application should include a
statement of teaching and research interests, curriculum vita, publication
reprints and three current letters of recommendation. Review of
applications will begin January 15, 2001.  Application materials should be
sent to: Lorraine Ramig, Ph.D., Chair of Search Committee, Department of
Speech, Language and Hearing Sciences, 409 UCB, University of Colorado at
Boulder, Boulder, CO  80309; phone:  (303) 492-3023; email:
ramig at spot.colorado.edu.  The University of Colorado is committed to
diversity and equality in education and employment.




Betty Jancosek
Speech, Language and Hearing Sciences Department
University of Colorado
Boulder, CO 80309-0409
Phone:  (303) 492-3042
FAX:    (303) 492-3274


From mazuka at psych.duke.edu  Wed Oct  4 22:01:31 2000
From: mazuka at psych.duke.edu (Reiko Mazuka)
Date: Wed, 4 Oct 2000 18:01:31 -0400
Subject: Literacy Position at Duke University
Message-ID: <WED.4.OCT.2000.180131.0400.MAZUKA@PSYCH.DUKE.EDU>

Literacy Position at Duke University

The Department of Psychology: Social and Health Sciences at Duke
University invites applications for a tenure-track, assistant professor
position in literacy to begin September 2001.  We are interested in a
developmental psychologist, or cognitive or educational psychologist
with strong developmental interests.  We seek candidates with a strong
research background focused on the development of literacy skills.  An
interest in application and contextual, cross-linguistic, or
cross-cultural factors are particularly desirable.  We also seek
excellence and commitment in teaching at both the undergraduate and
graduate levels.  A successful candidate will be joining a Departmental
faculty with strong interests in developmental, clinical, and cognitive
psychology, and could play an important role in the University's newly
established interdisciplinary Center for Child and Family Policy.
Strong ties exist between our Department and other campus units such as
the Department of Psychology: Experimental, Center for Cognitive
Neuroscience, and Duke University Medical Center.  In addition, there
exists an emerging collaborative graduate program in developmental
psychology between Duke and UNC-Chapel Hill.  Interested applicants
should send their vita, a statement of research and teaching interests,
representative articles and preprints, and three letters of reference
to:  Literacy Search Committee, Department of Psychology: SHS, Box
90085, Duke University, Durham, NC 27708-0085.  Review of applications
will begin immediately, but applications received by January 15 will
receive full consideration.  Duke University is an Equal Opportunity
Affirmative Action Employer.


From urinevo at post.tau.ac.il  Thu Oct  5 10:08:33 2000
From: urinevo at post.tau.ac.il (Uri Nevo)
Date: Thu, 5 Oct 2000 13:08:33 +0300
Subject: In search of a paper
Message-ID: <THU.5.OCT.2000.130833.0300.URINEVO@POST.TAU.AC.IL>

> Dear all,
>
> Could anyone please turn me how can I get hold of the following:
>
> Munby, H. (1987). Metaphors, puzzles, and teachers' professional
> knowledge. Paper presented at the annual meeting of the American
> Educational Research Association, Washington, D.C. , April, 1987.
>
> Thanks
>
> Uri
>
> --
>
> Uri Nevo
> Dept. of Medical Physics
> School of Physics and Astronomy
> Tel-Aviv University
> Ramat-Aviv 69978 Tel Aviv,
> ISRAEL
>
> E-Mail: urinevo at post.tau.ac.il
> Phone : +972-3-6408669
> FAX   : +972-3-6406237


From urinevo at post.tau.ac.il  Thu Oct  5 10:22:41 2000
From: urinevo at post.tau.ac.il (Uri Nevo)
Date: Thu, 5 Oct 2000 13:22:41 +0300
Subject: In search of a paper (revised request)
Message-ID: <THU.5.OCT.2000.132241.0300.URINEVO@POST.TAU.AC.IL>

 Dear all,

 Could anyone please tell me how can I get hold of the following:

 Murphy, H. (1987). Metaphors, puzzles, and teachers' professional
 knowledge. Paper presented at the annual meeting of the American
 Educational Research Association, Washington, D.C. , April, 1987.

 Thanks

 Uri.


From mserra at psi.ub.es  Thu Oct  5 11:54:08 2000
From: mserra at psi.ub.es (Miquel Serra)
Date: Thu, 5 Oct 2000 13:54:08 +0200
Subject: spanish lang. acq. 2nd
Message-ID: <THU.5.OCT.2000.135408.0200.MSERRA@PSI.UB.ES>

Dear subscribers,
As so many coallegues have asked me how to get the announced book of
spanish - catalan acquisition, here is the answer:

In USA or Canada: E-mail to Planeta Publishing Corporation  -
fdcpublish at aol.com
In latin-american countries: Ask it to any book dealer, adding (Grupo
Planeta) to the reference.

Miquel Serra

Book reference:
Serra, M., Serrat, E., Sole, R., Bel, A., and Aparici, M., (2000),
La adquisicion del lenguaje. 600pp. Barcelona, Editorial Ariel (Grupo
Planeta)
ISBN: 84-344-0885-6


-------------- next part --------------
A non-text attachment was scrubbed...
Name: vcard.vcf
Type: text/x-vcard
Size: 414 bytes
Desc: Tarjeta de Miquel Serra
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001005/e7a2984c/attachment.vcf>

From msigstad at ciudad.com.ar  Tue Oct 10 03:24:33 2000
From: msigstad at ciudad.com.ar (Mariana Sigstad)
Date: Tue, 10 Oct 2000 00:24:33 -0300
Subject: verbs and autism
Message-ID: <TUE.10.OCT.2000.002433.0300.MSIGSTAD@CIUDAD.COM.AR>

I'm working in language development of autistis children. I read
comments about the absence of verbs in this population, and I
experienced the same myself. have any of you got information of this
subject?
I'm using a perspective taking approach with the help of topological
grammar to teach them sentence building. I'm having good results, but I
have to understand better about how they perceive verbs, when do they
use them and when not, how do they express without verbs, how do they
build sentences.
Thank you in advance
Mariana


From christina.g.neumann at mail.utexas.edu  Tue Oct 10 15:34:04 2000
From: christina.g.neumann at mail.utexas.edu (Christina Gildersleeve-Neumann)
Date: Tue, 10 Oct 2000 10:34:04 -0500
Subject: Revised Call for Papers -- UT Austin Research Symposium on
 Language   Diversity
Message-ID: <TUE.10.OCT.2000.103404.0500.CHRISTINA.G.NEUMANN@MAIL.UTEXAS.EDU>

The University of Texas at Austin
Department of Communication Sciences and Disorders
Presents the

2001 Texas Research Symposium on Language Diversity

February 23-24, 2001

Thompson Conference Center
The University of Texas at Austin
Austin, Texas

Call for Papers

Proposals are invited for poster or 30-minute technical presentations for the
conference. Submissions on any topic related to cultural aspects of speech and
language or assessment and treatment of communication disorders in children
and
adults from multicultural backgrounds are welcome.

Please include the following in your submission:
- A cover letter stating whether you are submitting a proposal for a poster or
technical session, and listing the presentation�s title, author(s), author
affiliations, contact address, telephone numbers, FAX numbers, and e-mail
addresses.
- An original and two copies of a 75 word abstract suitable for inclusion in
the program, and
- A summary narrative of 500 words that provides a clear understanding of the
presentation�s content.

Submission deadline is Friday, December 1, 2000. Acceptance notification will
be mailed by Wednesday, December 20, 2000.

Submissions should be sent to:
Texas Research Symposium on Language Diversity
The University of Texas at Austin
Department of Communication Sciences and Disorders, CMA 2.200
Attn: Claire Kuehn
Austin, TX 78712-1089

Please Include:
Name of Company:
Address:
Telephone #:

Featured Speakers

Elizabeth Bates, Professor of Cognitive Science and Psychology, University of
California, San Diego
John Baugh, Professor of Education and Linguistics, Stanford University
Annette M. B. de Groot, University of Amsterdam



-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001010/e3e15603/attachment.html>

From tommy.wingren.755 at student.lu.se  Wed Oct 11 01:03:08 2000
From: tommy.wingren.755 at student.lu.se (Tommy Wingren)
Date: Tue, 10 Oct 2000 18:03:08 -0700
Subject: Dyslexia and phonology
Message-ID: <TUE.10.OCT.2000.180308.0700.TOMMY.WINGREN.755@STUDENT.LU.SE>

I'm going to  investigate students with dyslexia and
try to find out about their phonology.
Does anyone know any studies on the subject?

Thanks
Tommy W


From jonmach at informix.com  Tue Oct 10 17:55:39 2000
From: jonmach at informix.com (Jon Machtynger)
Date: Tue, 10 Oct 2000 18:55:39 +0100
Subject: Dyslexia and phonology
In-Reply-To: <B6090919.379%tommy.wingren.755@student.lu.se>
Message-ID: <TUE.10.OCT.2000.185539.0100.>

Tommy,

> I'm going to  investigate students with dyslexia and
> try to find out about their phonology.
> Does anyone know any studies on the subject?

The question is a little vague but this paper may be of interest to you.  If
not, then perhaps the references could lead you to something more
relevant to your question.

http://www.ph.tn.tudelft.nl/PRInfo/reports/msg00310.html

BTW, Mark Seidenberg seems to have done a fair bit of stuff on language
disorder so perhaps he could help you more specifically.

The abstract etc. follows:

Regards

Jon

------------------

Abstract:

The development of reading skill and the bases of developmental dyslexia
were explored using a connectionist model of word recognition.  Four
issues were examined: the acquisition of phonological knowledge prior to
reading, how this knowledge facilitates learning to read, the bases of
phonological and non-phonological types of dyslexia, and the effects of
literacy on phonological representation. Representing phonological
knowledge in an attractor network yielded improved acquisition and
generalization compared to simple feedforward networks.  Phonological
and surface forms of developmental dyslexia, which are usually attributed
to impairments in distinct lexical and nonlexical processing routes, were
derived from different types of damage to the network. The results provide a
computationally explicit account of the role of phonological representations
in normal and disordered reading and how they are in turn shaped by their
participation in the reading task. They also show that connectionist
principles that have been applied to skilled reading and reading
impairments following brain injury account for many aspects of reading
acquisition.


-
+-----------------------------------------------------------+
| Jon Machtynger (jonmach at informix.com)                     |
| Technology Marketing - High Performance Systems           |
| Informix Software Ltd.                                    |
| 6 New Square, Bedfont Lakes, Feltham TW14 8HA, UK         |
| Ph: +44 (020) 8818 1216  or (07801) 684216 (mobile)       |
+-----------------------------------------------------------+


From stephen.m.camarata at vanderbilt.edu  Wed Oct 11 00:08:48 2000
From: stephen.m.camarata at vanderbilt.edu (Stephen M. Camarata)
Date: Tue, 10 Oct 2000 17:08:48 -0700
Subject: position posting
Message-ID: <TUE.10.OCT.2000.170848.0700.STEPHEN.M.CAMARATA@VANDERBILT.EDU>

Child Language Faculty Position Description

Assistant Professor. The Department of Hearing & Speech Sciences at
Vanderbilt University School of Medicine is pleased to announce a newly
created tenure line faculty position in the to begin in Fall, 2001.
Candidates' teaching and research interests should focus on child language
acquisition and disorders. Specialization can include, but is not limited
to: autism, developmental disabilities, specific language impairment,
neurological processes of language development and/or disorders.
Responsibilities include limited teaching duties and development of
research program in area of specialization. Applicants should have a
background in child language and an earned doctorate in Psychology,
Linguistics, Speech Pathology, Special Education or Related Discipline.
Although CCC-SLP is desirable, certification is not required and no
clinical supervision is expected. The Department of Hearing & Speech
Sciences is housed in the Vanderbilt Bill Wilkerson Center, a nationally
recognized rehabilitation clinic and research center. The successful
candidate will have an opportunity to collaborate with colleagues in
Pediatrics, Psychology, Special Education, and Human Development studying
child language development and disorders and will be eligible for
appointment as an Investigator in the John F. Kennedy Center for Research
on Human Development. Salary and benefits will be competitive and
commensurate with qualifications, a generous start up package will be
available. Vanderbilt University is committed to faculty diversity and all
qualified candidates, regardless of race, religion, or gender are
encouraged to apply. Vanderbilt University is an Equal Employment
Opportunity/Affirmative action University. Review of applications will
begin on December 15, 2000 and continue until the position is filled. To
make application, a letter of intent include areas of research interest, a
CV, and three letters of reference should be forwarded to: Stephen
Camarata, PhD, Acting Director, John F. Kennedy Center for Research on
Human Development, Chair, Search Committee, Department of Hearing & Speech
Sciences, Station 17, Vanderbilt University School of Medicine, Nashville
Tennessee 37232. Dr. Camarata can also be contacted at 615-322-8242 or at
stephen.m.camarata at vanderbilt.edu.


From jlpresto at gol.com  Wed Oct 11 08:23:15 2000
From: jlpresto at gol.com (jlpresto)
Date: Wed, 11 Oct 2000 17:23:15 +0900
Subject: Dyslexia and phonology
Message-ID: <WED.11.OCT.2000.172315.0900.JLPRESTO@GOL.COM>

Tommy,

You could try contacting the Landmark School.  They specialize in educating
students with learning disabilities, especially dyslexia:

http://www.landmarkschool.org/

When I was researching reading instructional methods I contacted Landmark.
Their staff was very friendly, and a secretary faxed me literally dozens of
articles and other bibliography references.

Good luck!

Judith Preston
Nagoya University
Graduate School of Languages and Culture

----- Original Message -----
'-�MZ� : Tommy Wingren <tommy.wingren.755 at student.lu.se>
^��� : info-childes <info-childes at mail.talkbank.org>
'-�M"�Zz : 2000"N 10OZ 11"� �.-j"� 10:03
O�-� : Dyslexia and phonology


> I'm going to  investigate students with dyslexia and
> try to find out about their phonology.
> Does anyone know any studies on the subject?
>
> Thanks
> Tommy W
>
>


From genesee at ego.psych.mcgill.ca  Mon Oct 16 17:43:48 2000
From: genesee at ego.psych.mcgill.ca (Fred Genesee)
Date: Mon, 16 Oct 2000 13:43:48 -0400
Subject: audio recorders
Message-ID: <MON.16.OCT.2000.134348.0400.GENESEE@EGO.PSYCH.MCGILL.CA>

We are planning to do research on the early vocalizations (babbling) of
young children and are looking for guidance on audio-recording equipment.
We would like high quality recordings that could be analyzed acoustically.

All suggestions are welcome,

Fred Genesee
Psychology Department           phone: (514) 398-6022
McGill University               fax: (514) 398-4896
1205 Docteur Penfield Ave.
Montreal, Quebec
Canada
H3A 1B1


From macw at cmu.edu  Mon Oct 16 18:40:06 2000
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 16 Oct 2000 14:40:06 -0400
Subject: audio recorders
In-Reply-To: <200010161748.NAA03108@ego.psych.mcgill.ca>
Message-ID: <MON.16.OCT.2000.144006.0400.MACW@CMU.EDU>

Fred,
   That's an important topic.  The quality of the recordings for things
like babbling is not so much a function of the recorder as of the mike, the
mike placement (pillows, etc), and the presence of extra noises in the
room.  There are a couple pages of discussion of this issue in the CHAT
manual (http://childes.psy.cmu.edu/pdf/chat.pdf) in Chapter 18 on recording
technique.  DAT, minidisk, and high quality cassette all work fine.  I'm a
little less clear about microphone type and selection.  I've used a
particular SONY model ECM-909A.  But other people may have done a
systematic study and found something better.  A markedly different approach
is to use small condensor mikes that broadcast to receivers.  Anyway, all
of this is in Chapter 18.  I would love to receive critical comments on
Chapter 18 from people who have found better techniques.
   Of course, there is always the sound-proof room approach, but then the
child may just decide that they don't like babbling in sound-proof rooms.
I wonder if babbling researchers have ever tried that approach.  We've been
receiving some very high quality babbling recordings now from Brosda and
Davis/MacNeilage/Matyear.  I wonder if they can give you details on what
worked for them.  I am happy to collect suggestions and modify Chapter 18
and perhaps add this to HTML web pages.

--Brian MacWhinney


From miller at waisman.wisc.edu  Mon Oct 16 18:54:57 2000
From: miller at waisman.wisc.edu (Jon Miller)
Date: Mon, 16 Oct 2000 13:54:57 -0500
Subject: SRCLD
Message-ID: <MON.16.OCT.2000.135457.0500.MILLER@WAISMAN.WISC.EDU>

An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001016/86a95c2a/attachment.html>

From wulfeck at ucsd.edu  Mon Oct 16 19:22:50 2000
From: wulfeck at ucsd.edu (Beverly B. Wulfeck)
Date: Mon, 16 Oct 2000 12:22:50 -0700
Subject: Chair Position in CDIS at SDSU
Message-ID: <MON.16.OCT.2000.122250.0700.WULFECK@UCSD.EDU>

A non-text attachment was scrubbed...
Name: not available
Type: text/enriched
Size: 3988 bytes
Desc: not available
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001016/b9efc4e3/attachment.bin>

From brosda at icp.inpg.fr  Tue Oct 17 08:15:21 2000
From: brosda at icp.inpg.fr (Stefanie Brosda)
Date: Tue, 17 Oct 2000 10:15:21 +0200
Subject: audio recorders
In-Reply-To: <267581.3180696006@agate.psy.cmu.edu>
Message-ID: <TUE.17.OCT.2000.101521.0200.BROSDA@ICP.INPG.FR>

hello all, and sorry for those who are not concerned/interested in this.

i am currently recording babbling data and do confirm what brian wrote.

the surrounding noise can be rendered VERY audibly on the recording even
when in the situation you were hardly aware of it (due to some kind of
perceptive
filtering of ours). a computer in the room you're recording in should be
shut down as it is rather imposing on the tape afterwards. refridgerators
are a problem, too, if the child happens to be in the kitchen for daily
routines, but its less disturbing then a computer's ventilator. (anyway,
people generally are not prepared to switch off the fridge for you... :-)
). more obvious things like washing machines and open windows have to be
avoided, too. this may seem evident to us, but the parents of your
babbling babies are not necessarily aware of this things until you tell
them.

personally, i used a DAT recorder in the beginning, then changed for a
digital camcorder (CANON MV20i - afterwards i extract the audio track from
the video files with adobe premiere). there has not been any quality
change between the two devices. the mike i use is a PHILIPS SBC ME600
very small clip mike, frequency range: 50 - 18 000 Hz, impedance: 1000
om., sensitivity: -65 dB, 5 meter cord.
depending of your funding, you might consider to use a cordless mike which
i think significantly facilitates things as the cord intervenes with the
child moving around, is used as a toy, being sucked on etc.
as for the placement you'll need to find a compromise between having the
mike as near to the child's mouth as possible but still out of touch and
reach (which is in itself not possible...). i found that clippig it on the
shoulder or a bit below works fine. be careful not to clip it to near to
the face as the child will be moving around his/her head and be touching
the mike with his/her cheeks. this completely plasters the child's output
with noise. same for contact between the mike and clothing.


>    Of course, there is always the sound-proof room approach, but then the
> child may just decide that they don't like babbling in sound-proof rooms.
> I wonder if babbling researchers have ever tried that approach.

well, i did not. and i should not think it works.

- unnatural surrounding for both the child AND the mother (if the mother's
not as ease, the child won't be either)

- no daily routines possible

- at least "my" mothers/fathers would not have liked to have to come into
the lab especially instead of me going to their homes

- organisational problems: i found it sometimes difficult to find the
right moment to record the children (what with naps, meals, naps again and
other time constraints imposed by the child or the parents) which are not
always fully forseeable. but in order to have the caregiver+child in the
sound-proof room at the right moment when the child is good humoured,
relaxed and in a chatting mood, you'd need considerable prediction
capacities that are difficult to acquire...

good luck and best wishes,

stefanie brosda


                /\/\  /\
           /\  / /--\/  \  /\
          /__\/ / /\/ /\ \/--\
         /    \/ /  \/--\ \   \
Stefanie BROSDA
Institut de la Communication Parlee / INPG
UPRESA CNRS No 5009
46, Av. Felix Viallet
38031 Grenoble Cedex 1
FRANCE

Tel: 	(+33) 4 76 57 48 27
          --  - -- -- 45 41
Fax:	(+33) 4 76 57 47 10
E-mail:	brosda at icp.inpg.fr


From maria.juan at uib.es  Tue Oct 17 08:51:36 2000
From: maria.juan at uib.es (Maria Juan)
Date: Tue, 17 Oct 2000 10:51:36 +0200
Subject: IASCL
Message-ID: <TUE.17.OCT.2000.105136.0200.MARIA.JUAN@UIB.ES>

Hi, everyone!

Could someone be so kind as to send me the address where I can find
information about the next IASCL Conference. Thanks in advance,

Maria Juan
-------------- next part --------------
A non-text attachment was scrubbed...
Name: maria.juan.vcf
Type: text/x-vcard
Size: 287 bytes
Desc: Card for Maria Juan
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001017/6d54094c/attachment.vcf>

From macw at cmu.edu  Wed Oct 18 00:31:31 2000
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 17 Oct 2000 20:31:31 -0400
Subject: information about the new IASCL conference
Message-ID: <TUE.17.OCT.2000.203131.0400.MACW@CMU.EDU>

Dear Maria Juan,
  If you go to http://atila-www.uia.ac.be/IASCL/BULLETIN.html you can
download Vol 20, No 1 of the Child Language Bulletin which announces the
fact that the next IASCL meeting will be held July 16-21, 2002 in Madison,
Wisconsin at the Monona Terrace Conference Center near the University of
Wisconsin.  In the Spring Jon Miller and I will work to set up a web site
describing all this, but it is a bit early for that yet.  Hope this helps
until then.

--Brian MacWhinney


From bpearson at comdis.umass.edu  Wed Oct 18 03:43:30 2000
From: bpearson at comdis.umass.edu (Barbara Zurer Pearson)
Date: Tue, 17 Oct 2000 23:43:30 -0400
Subject: audio recorders/ recording babbling
In-Reply-To: <Pine.LNX.4.10.10010170928400.24667-100000@cristal>
Message-ID: <TUE.17.OCT.2000.234330.0400.BPEARSON@COMDIS.UMASS.EDU>

Dear Stefanie and other Infochildes,

I was involved in a large infant babbling project
in the 80s and early 90s in Kim Oller and Rebecca
Eiler's lab when they were at the University
of Miami.  Well over 100 babbling infants were followed
longitudinally. (The number is probably much greater,
but I know personally about over 100.)   The decisions
about equipment were made a couple of generations ago
technologically, so I will not add to the very good
suggestions we have already heard here.

However, I want to add to Stefanie Brosda's comments
about recording in the home versus the lab.  In
Kim and Rebecca's projects, recording was done
in a soundproof booth at the lab.  The babbling studies
started at around 3 months of age. Children came to the
lab with their parents or caretakers once a month for 3
years, more often at certain times. (There's a generation
of toddlers out there pointing at the University of
Miami hospital complex as they drive by, saying "Debra,
Debra"--the name of the full-time family coordinator who
engendered this extraordinary loyalty.)

Ecological validity was a concern, so they addressed it
head-on.  Vanessa Lewedag did her Master's thesis comparing
infant output in home and lab settings.  I have put the
reference to the publication that resulted below (which
you can find indexed in PsychInfo, as I did).

Vanessa confirmed everyone's suspicion that the children
vocalized more at home than they did in the lab during
their "appointed 1/2 hour."  But they didn't demonstrate
any more mature behaviors at home than they did in the lab.
I don't remember all the details of the method or the
results, just that it encouraged Kim (and then Peter
Mundy who took over several of Kim's projects after Kim
left Miami) to continue with the sound proof booth,
with a mike on a boom.  Those of you embarking on
projects with this very tricky population might like
to consult Vanessa's article in _First Language_.

Lewedag, Vanessa L; Oller, D. Kimbrough; Lynch, Michael
P. Infants' vocalization patterns across home and
laboratory environments. [Journal Article] First Language.
Vol 14(40, Pt 1), 1994, 49-65.

Good luck, and congratulations on the perserverance that
you will surely have to have to do babbling studies!

Barbara

P.S. I'm reminded by how hard babbling studies are, but
how rarely laypeople perceive them as such of the wise
crack from my 14-year-old son when I got my first article
accepted in the Journal of Child Language.

"Gee, mom, Journal of Child Language.  That's great.
Do they print it in crayon?!"
|-)

At 10:15 AM 10/17/00 +0200, you wrote:
>
>hello all, and sorry for those who are not concerned/interested in this.
>
>i am currently recording babbling data and do confirm what brian wrote.
>
>the surrounding noise can be rendered VERY audibly on the recording even
>when in the situation you were hardly aware of it (due to some kind of
>perceptive
>filtering of ours). a computer in the room you're recording in should be
>shut down as it is rather imposing on the tape afterwards. refridgerators
>are a problem, too, if the child happens to be in the kitchen for daily
>routines, but its less disturbing then a computer's ventilator. (anyway,
>people generally are not prepared to switch off the fridge for you... :-)
>). more obvious things like washing machines and open windows have to be
>avoided, too. this may seem evident to us, but the parents of your
>babbling babies are not necessarily aware of this things until you tell
>them.
>
>personally, i used a DAT recorder in the beginning, then changed for a
>digital camcorder (CANON MV20i - afterwards i extract the audio track from
>the video files with adobe premiere). there has not been any quality
>change between the two devices. the mike i use is a PHILIPS SBC ME600
>very small clip mike, frequency range: 50 - 18 000 Hz, impedance: 1000
>om., sensitivity: -65 dB, 5 meter cord.
>depending of your funding, you might consider to use a cordless mike which
>i think significantly facilitates things as the cord intervenes with the
>child moving around, is used as a toy, being sucked on etc.
>as for the placement you'll need to find a compromise between having the
>mike as near to the child's mouth as possible but still out of touch and
>reach (which is in itself not possible...). i found that clippig it on the
>shoulder or a bit below works fine. be careful not to clip it to near to
>the face as the child will be moving around his/her head and be touching
>the mike with his/her cheeks. this completely plasters the child's output
>with noise. same for contact between the mike and clothing.
>
>
>>    Of course, there is always the sound-proof room approach, but then the
>> child may just decide that they don't like babbling in sound-proof rooms.
>> I wonder if babbling researchers have ever tried that approach.
>
>well, i did not. and i should not think it works.
>
>- unnatural surrounding for both the child AND the mother (if the mother's
>not as ease, the child won't be either)
>
>- no daily routines possible
>
>- at least "my" mothers/fathers would not have liked to have to come into
>the lab especially instead of me going to their homes
>
>- organisational problems: i found it sometimes difficult to find the
>right moment to record the children (what with naps, meals, naps again and
>other time constraints imposed by the child or the parents) which are not
>always fully forseeable. but in order to have the caregiver+child in the
>sound-proof room at the right moment when the child is good humoured,
>relaxed and in a chatting mood, you'd need considerable prediction
>capacities that are difficult to acquire...
>
>good luck and best wishes,
>
>stefanie brosda
>
>
>                /\/\  /\
>           /\  / /--\/  \  /\
>          /__\/ / /\/ /\ \/--\
>         /    \/ /  \/--\ \   \
>Stefanie BROSDA
>Institut de la Communication Parlee / INPG
>UPRESA CNRS No 5009
>46, Av. Felix Viallet
>38031 Grenoble Cedex 1
>FRANCE
>
>Tel: 	(+33) 4 76 57 48 27
>          --  - -- -- 45 41
>Fax:	(+33) 4 76 57 47 10
>E-mail:	brosda at icp.inpg.fr
>
>
>
>
******************************************
Barbara Zurer Pearson, Ph.D.
Project Manager, NIH Working Group on AAE

Department of Communication Disorders
University of Massachusetts, Amherst
117 Arnold House
Amherst MA 01003
413-545-5023
fax 545-0803

bpearson at comdis.umass.edu
http://www.umass.edu/aae/


From jbryant at luna.cas.usf.edu  Wed Oct 18 16:12:17 2000
From: jbryant at luna.cas.usf.edu (Judith Becker Bryant)
Date: Wed, 18 Oct 2000 12:12:17 -0400
Subject: chair position
Message-ID: <WED.18.OCT.2000.121217.0400.JBRYANT@LUNA.CAS.USF.EDU>

PROFESSOR AND CHAIR OF PSYCHOLOGY:  The Psychology Department at the
University of South Florida invites applications for the position of
Professor and Chair of Psychology to begin Fall, 2001.  Applicants should
be nationally recognized scholars with a strong record of scholarly
productivity as evidenced by accomplishments such as substantial
contributions to the research literature, a history of extramural research
support, and holding leadership roles in relevant professional or
scientific organizations.  We seek someone with a demonstrated commitment
to administrative leadership who is dedicated to the science of psychology
while conversant and comfortable with the values and issues affecting both
applied and basic research programs.  The successful candidate should be
aware of changing trends in the field and have a sophisticated
understanding and facility in handling departmental governance.  Area of
specialization is open, but the candidate's research interests should
complement and extend existing areas of concentration.  The Department
currently has three Ph.D. program areas: Clinical, Cognitive and Neural
Sciences, and Industrial-Organizational plus several less formal areas of
convergence, within and across programs.  Other areas of emphasis are
likely to emerge as the Department considers its organization in relation
to the future of psychology as a discipline.  The incoming chair would
play an important role in identifying these areas.  

USF is a Carnegie Foundation Doctoral/Research Extensive University, the
second largest recipient of extramural funding in the state university
system, and one of Florida�s three designated Research I universities.  
Founded in 1956, USF is now the largest metropolitan university in the
Southeastern United States, serving 36,000 students in ten colleges on
four campuses.  USF offers degree programs in 79 undergraduate
disciplines, 89 master's and specialist programs and 26 doctoral programs,
including the MD.  The faculty numbers more than 2,000 members.  

The Department of Psychology, which continues to advance in excellence and
stature, has 32 full-time faculty and will be moving into a new building,
with state of the art research, office and clinic facilities during the
Spring, 2001.  The Department generates significant federal grant support,
is recognized as one of the strongest academic units in the College of
Arts and Sciences and the University, and has more than 1700 undergraduate
majors.  Representing both applied and basic research areas, our
department is firmly committed to advancing scientific knowledge and the
application of scientifically validated procedures to human psychological
problems.  The Clinical program is APA-accredited and a Member of the
Academy of Psychological Clinical Sciences.  For more information about
our department and faculty, please go to
http://www.cas.usf.edu/psychology/.  

The Tampa Bay area is rated the fourth best area to live and work in the
country by the 2000 Places Rated Almanac.  Applications from women and
members of ethnic minorities are particularly encouraged.  This is a
full-time (twelve month) tenure earning position and salary is negotiable.  
A Ph.D. or equivalent degree is required.  Applications must be received
by January 15, 2001.  Interested candidates should send a vita and may
arrange for letters to be sent or submit contact information for three
references to: Psychology Chair Search Committee, Department of
Psychology, University of South Florida, 4202 E. Fowler Avenue, BEH 339,
Tampa, FL 33620-8200.  For further information contact Louis A. Penner,
Chair of the Search Committee, by email at penner at chuma1.cas.usf.edu.  
The University of South Florida is an affirmative action, equal
opportunity, equal access employer.  For disability accommodations, please
call Mrs. Laura Pierce (813-974-0497).  According to Florida law,
applications and meetings regarding them are open to the public.


From r10mjr1 at wpo.cso.niu.edu  Wed Oct 18 16:26:30 2000
From: r10mjr1 at wpo.cso.niu.edu (Matthew Rispoli)
Date: Wed, 18 Oct 2000 11:26:30 -0500
Subject: position announcement
Message-ID: <WED.18.OCT.2000.112630.0500.R10MJR1@WPO.CSO.NIU.EDU>

Dear Colleagues,
Please post the attached position announcement. (attached document is
in ascii generic)
Thanks sincerely
Matt Rispoli
-------------- next part --------------
An embedded and charset-unspecified text was scrubbed...
Name: ANNOUNCEMENTphond.txt
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001018/626a546e/attachment.txt>

From r10mjr1 at wpo.cso.niu.edu  Wed Oct 18 16:30:42 2000
From: r10mjr1 at wpo.cso.niu.edu (Matthew Rispoli)
Date: Wed, 18 Oct 2000 11:30:42 -0500
Subject: position announcement: phonological disorders
Message-ID: <WED.18.OCT.2000.113042.0500.R10MJR1@WPO.CSO.NIU.EDU>

If at first you do not succeed...

Dear colleagues,
I forgot to mention that the attached position announcement would be of
interest to candidates with an interest in phonological disorders.  One
again, the attached document is in ascii generic format.

Thank you sincerely
Matthew Rispoli
Department of Communicative Disorders
Northern Illinois University
-------------- next part --------------
An embedded and charset-unspecified text was scrubbed...
Name: ANNOUNCEMENTphond.txt
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001018/e4e39e95/attachment.txt>

From r10mjr1 at wpo.cso.niu.edu  Thu Oct 19 14:09:42 2000
From: r10mjr1 at wpo.cso.niu.edu (Matthew Rispoli)
Date: Thu, 19 Oct 2000 09:09:42 -0500
Subject: failed twice, try thrice
Message-ID: <THU.19.OCT.2000.090942.0500.R10MJR1@WPO.CSO.NIU.EDU>

forget the attachment, here's the position announcement
	
	ANNOUNCEMENT OF ACADEMIC FACULTY POSITION

Location:	Department of Communicative Disorders
	Northern Illinois University
	DeKalb, Illinois 60115

Position:	Assistant/Associate Professor - Tenure Track

Responsibilities: Teach courses in phonological disorders and/or
related courses in school-age language disorders and literacy. Teach
undergraduate and graduate courses and engage in clinical teaching and
research. Participate with colleagues in the performance of other
academic responsibilities.

Date: August 16, 2001 starting date. Usual contract will be for the
nine-month academic year (August 16 - May 15).  Summer teaching possible
on a variable basis.

Salary: Commensurate with qualifications and experience.

Qualifications: Ph.D., CCC-SLP, eligible for state licensure;
commitment to scholarship and publication required; evidence of strong
clinical skills.

University: Northern Illinois University is located 60 miles from
Chicago and has an enrollment of approximately 23,000 students.  The
program has CAA, CORE, and PSB accreditation and offers the B.S. and
M.A. degrees.  Approximately 100 graduate students and 225 undergraduate
students are pursuing degrees in Speech-Language Pathology, Audiology,
and Deafness Rehabilitation Counseling.  There are 15 academic and 10
clinical faculty members. Additional personnel are associated with
grant-funded projects including a residential Program for the Hearing
Impaired, and an Institute on Deafness. The Department has service
contracts in the community and numerous excellent off-campus sites are
available for practicum, research, and grant development. The Department
has alliances with early childhood, public school, hospital, medical
school, and early intervention programs that are available for faculty
participation. Visit the Department website at
http://www.comd.hhsweb.com. Visit http://www.niu.edu/dekalb/dekalb.html
for information about DeKalb.

To Apply:	Send letter of application, vita, official graduate
transcript, and three letters of recommendation to:

	Pamela Hadley, Ph.D.
	Department of Communicative Disorders
	Northern Illinois University
	DeKalb, Illinois 60115

	Application Deadline is December 15, 2000

Northern Illinois University is an EQUAL EMPLOYMENT
OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER and recognizes dual career
issues.


From alleng at pilot.msu.edu  Thu Oct 19 14:56:33 2000
From: alleng at pilot.msu.edu (George D. Allen)
Date: Thu, 19 Oct 2000 10:56:33 -0400
Subject: audio recorders
Message-ID: <THU.19.OCT.2000.105633.0400.ALLENG@PILOT.MSU.EDU>

Brian, et al.,

When making audio recordings of infants' and children's vocalizations, it
helps to know whether your recordings are intended to be analyzed
auditorily or instrumentally (or both).  If you are going to do
instrumental analysis, then it matters what microphone you use, since many
have significant drop-outs in the frequency range of interest.  Whatever
you are going to use, be sure to calibrate it soon after you obtain it, to
be on the safe side.

And *always* record in stereo.  If you are going to analyze by ear, the
stereo (cocktail party) effect is worth approximately 30 dB of
signal-to-noise ratio.  It matters less where your two mikes are placed, as
long as they're not too close together, since what your ears need is simply
two separate sources of the same signal.  I always have one mike close to
the child and one farther away, with their inputs set to about the same
recording level.  That way, when the child vocalizes softly, the close one
gets a good signal for later analysis, yet when he or she yells,
overloading the close one, the far one gets a good signal.  And you can
always adjust the listening mix by using the balance control on output.

These and other suggestions are in my 1983 paper, "Some tips on tape
recording speech/language samples,"  J Natl Student Sp Lang Hg Assn, Vol
11, No 1, December, 1983, pp 10-17.

Good luck with your recordings.


George D. Allen <alleng at msu.edu>
Michigan State University College of Nursing
A230 Life Sciences Bldg., E Lansing, MI 48824-1317
Voice: (517) 353-5976; Fax: (517) 353-9553

"Life is what happens while you're making other plans."
Gamble Rogers


From babs at mail.utexas.edu  Fri Oct 20 01:40:14 2000
From: babs at mail.utexas.edu (Barbara L Davis)
Date: Thu, 19 Oct 2000 18:40:14 -0700
Subject: audio recorders
Message-ID: <THU.19.OCT.2000.184014.0700.BABS@MAIL.UTEXAS.EDU>

Fred, Brian et al.-
   We have collected large samples of infant babbling and early word data
since 1992. We used an ATW digital audio recorder (DAT) for both data
collection and transcription. Lately we have had good luck with Sony
portable DAT's as well. In our studies, infants wore an Audiotecknika ATW
1031 remote microphone clipped to the collar of their clothing so as to
maintain a relatively constant mouth to microphone distance (with care to
avoid having the microphone brush against clothing). In addition, it was
necessary to exercise care to keep it out of range of the infant's hands if
possible in order to avoid having them chew on the microphone. We have had
good fidelity for both perceptual and instrumental analysis with this
set-up.
    In our most recent project with Korean-learning infants, we have used a
Sony minidisc recorder (MZ-R55) with an Aiwa microphone. A Sony Mini-disc
Deck (MDS-JE330) is being used for transcription.
    In our studies, no structure is imposed on the normal household routine.
The parents are told to follow the normal types of activities they usual
pursue with
their infants. The observer/data collector is always present and interacts
informally with the parent or caregiver. In addition, family members or
guests are occasionally present. An attempt is made to keep extraneous
noise low (i.e TV sets, dishwashers,  music) without interfering with the
family routines. The infants go about their normal eating and playing
routines wearing the remote mike. It works fine as long as they stay inside
the house, but not so well outside.
    Hope this is helpful.

Babs Davis

>


From pli at richmond.edu  Fri Oct 20 17:17:16 2000
From: pli at richmond.edu (Ping Li)
Date: Fri, 20 Oct 2000 13:17:16 -0400
Subject: Acquisition of Aspect
Message-ID: <FRI.20.OCT.2000.131716.0400.PLI@RICHMOND.EDU>

Dear Colleagues,

This is an update to a previous message in response to Shoba's
inquiry and subsequent inquiries from colleagues. The Li&Shirai book
on the acquisition of aspect is finally available, and you can make
your inquiry/order either via email to orders at degruyter.de or by
accessing the following two websites, one at my own site and one at
Amazon.com:

http://www.richmond.edu/~pli/book.html

http://www.amazon.com/exec/obidos/ASIN/3110166151/qid%3D971147087/102-

Thank you, and please let me know if you need further information.

Sincerely

Ping Li

***********************************************************************
Ping Li, Ph.D.                          Email: pli at richmond.edu
Associate Professor                     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
***********************************************************************

>Dear Shoba,
>
>In a recent monograph, Yas Shirai and I examined the phenomena that you
>mentioned in both L1 and L2, comparing data across English, Chinese, and
>Japanese, with theoretical discussions on developmental, crosslinguistic,
>and connectionist perspectives on the acquisition of tense/aspect. The book
>should come out soon or anytime now, and you can print out and mail the
>order form from the website  http://www.richmond.edu/~pli/book.html or
>contact kleinhenz at degruyter.de via email.
>
>Li, P. & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect.
>	Berlin and New York: Mouton de Gruyter.
>
>Its Table of Contents is enclosed here for your information:
>
>    Preface
>Chapter 1  Introduction
>Chapter 2  Aspect: Problem of lexicon and morphology
>Chapter 3  Theories of language acquisition and the acquisition of aspect
>
>Chapter 4  Acquisition of aspect in English
>Chapter 5  Acquisition of aspect in Chinese
>Chapter 6  Acquisition of aspect in Japanese
>Chapter 7  A connectionist model of the acquisition of aspect
>Chapter 8  Acquisition of aspect: Conclusions and future directions
>
>    Postscript
>    Notes
>
>    References
>    Author Index
>    Subject Index
>
>Please let me know if this book is useful to your work.
>
>Best,
>
>Ping Li
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001020/91528410/attachment.html>

From nwilson at cats.ucsc.edu  Sun Oct 22 01:17:21 2000
From: nwilson at cats.ucsc.edu (Nicole L. Wilson)
Date: Sat, 21 Oct 2000 18:17:21 -0700
Subject: Diminutives
Message-ID: <SAT.21.OCT.2000.181721.0700.NWILSON@CATS.UCSC.EDU>

A few weeks ago I posted request for references on diminutives.  Thank you
to all that replied!  For those who are interested, the following is a
complied reference list.  (This is not meant to be an exhaustive list by
any means!)

Ceccherini, M., Bonifacio, S., & Zocconi, E. (1997). Acquisition of
diminutives in Italian. In W.U. Dressler (Ed.) Studies in pre- and
protomorphology (pp. 157-164). Vienna: Austrian Academy of Sciences.

Clark, E. & Svaib, T. (1997) Speaker perspective and reference in young
children. First Language, (49), p. 57-74.

Derwing, B.L. (1976). Morpheme recognition and the learning of rules for
derivational morphology. Canadian Journal of Linguistics, 21, 38-66.

Fernald, A., & Morikawa, H. (1993). Common themes and cultural variations
in Japanese and American mothers' speech to infants. Child Development,
64, 637-656.

Dressler, W.U. & Barbaresi, L. M. (1994). Morphopragmatics. Berlin: Mouton
de Gruyter.

Dressler, W.U. (?).Evidence of the first stages of morphology acquisition
for linguistic theory: Extragrammatic morphology and diminutives. Acta
Linguistica Hafniensia, 27, 91-108.

Dressler, W.U. & Karpf, A. (1995). The theoretical relevance of pre- and
protomorphology in language acquisition. Yearbook of Morphology, 99-122.

Gillis, S. (1997). The acquisition of diminutives in Dutch. In W.U.
Dressler (Ed.) Studies in pre- and protomorphology (pp.165-180). Vienna:
Austrian Academy of Sciences.

Gleason, J. Berko, Perlmann, R. Y., Ely, D., & Evans, D. (1994).  The
babytalk register: Parents' use of diminutives.  In J. L. Sokolov & C. E.
Snow (Eds.), Handbook of research in language development using CHILDES
(pp.50-76). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kempe, V, & MacWhinney, B. (1999) Processing of morphological and semantic
cues in Russian and German. Language & Cognitive Processes, (2), 129-171.

Kempe, V., &  MacWhinney, B. (1996). The crosslinguistic assessment of
foreign language vocabulary learning. Applied Psycholinguistics, (2),
149-183.

Ravid, D. (1998). Diminutive -i in early child Hebrew: An initial
analysis. In S. Gillis (ed.) Studies in the acquisition of number and
diminutive marking. (pp. 149-174). Antwerp: Antwerp University Press.

Snow, C.E. (1994). Beginning from baby talk: Twenty years of research on
input in interaction. In. C. Gallaway & B.J. Richards (Eds.) Input and
interaction in language acquisition (pp.1-12). NY: Cambridge University
Press.

Snow, C. E., & Ferguson, C.A. (1997). Talking to Children: Language Input
and Acquisition. NY: Cambridge University Press.

Stephany, U. (1997). Diminutives in early child Greek, a preliminary
investigation. In W.U. Dressler (Ed.) Studies in pre- and protomorphology
(pp. 147-156). Vienna: Austrian Academy of Sciences.


From m.perkins at sheffield.ac.uk  Mon Oct 23 10:11:29 2000
From: m.perkins at sheffield.ac.uk (Mick Perkins)
Date: Mon, 23 Oct 2000 11:11:29 +0100
Subject: Lectureship post
Message-ID: <MON.23.OCT.2000.111129.0100.M.PERKINS@SHEFFIELD.AC.UK>

UNIVERSITY OF SHEFFIELD
Department of Human Communication Sciences

Lecturer A/B
(Psychology - Research Design and Statistics)
£18,731 - £30,967

Applications are invited for the above post, in one of the leading academic
departments in the UK specialising in communication disorders.  The
University of Sheffield provides an exciting multidisciplinary environment
for research in the field of human communication.  The Department is in both
the Faculties of Social Sciences and Medicine, and has close links with
other departments including Psychology, English Language and Linguistics and
the School of Health and Related Research (ScHARR).  It also has strong
links with specialist hospitals, clinics and schools in Sheffield and
beyond.

Applicants should have:

· a PhD and an active programme of research within the area of human
communication sciences;

· a background in one or more of: psychology; speech and language pathology
/ therapy; cognitive neuroscience; education;

· ability to teach research design and statistics at all levels;

· willingness to implement and develop the Department's research strategy
and to contribute to teaching, course organisation and research supervision
at undergraduate, masters and doctoral levels.

For informal discussion, contact Professor J Stackhouse, Head of Department
(e-mail: j.stackhouse at sheffield.ac.uk, tel: 0114 222 2404) or Dr Mick
Perkins, Deputy Head of Department (e-mail:  m.perkins at sheffield.ac.uk, tel:
0114 222 2408).

Candidates should contact the Department of Human Resource Management for
further details and thereupon submit an application.

Address:  The Director
Department of Human Resource Management
University of Sheffield
Sheffield S10 2TN
UK

Telephone:  0114 222 1631 (24 hr)

Email:    jobs at sheffield.ac.uk

Vacancy Website:  http://www.shef.ac.uk/jobs/

Please quote the post reference R2182 in all enquiries

A letter of application, stating the candidate's interest in the post and
suitability for it, should be accompanied by a CV and the names of three
referees.

The closing date for applications is 13 November 2000.  It is expected that
interviews will be held on 23 November 2000.


From jnicholas at cid.wustl.edu  Tue Oct 24 15:37:54 2000
From: jnicholas at cid.wustl.edu (Johanna Nicholas)
Date: Tue, 24 Oct 2000 10:37:54 -0500
Subject: Lab manager/ RA position
Message-ID: <TUE.24.OCT.2000.103754.0500.JNICHOLAS@CID.WUSTL.EDU>

I am looking for a lab manager/ research assistant for a new 5-year project.
The description follows.  Please post or pass on to interested
students/graduates.
Thank you.

Lab Manager ­ Research Assistant

Central Institute for the Deaf is accepting applicants for a Full or
Part-Time professional for the Child Language laboratory.  The project
involves recording the spoken language interactions of preschool aged
children and their parents for transcription in our laboratory.  The
individual selected will travel to schools across the U.S. to make
recordings (2-8 days per month) and be responsible for scheduling study
participants, making travel arrangements, coordinating testing and records
retrieval from schools and clinics.  Digital filming and editing techniques
will be taught.  Interest and/or aptitude in computer/video production is
desirable.  (No prior skill in this area is required.)

Bachelor¹s degree required, Master¹s degree preferred in communication
disorders, psychology, linguistics, speech pathology, audiology, or related
disciplines.  Sign language skills not necessary.

We offer a competitive salary along with an attractive employee benefits
package (medical, dental, disability, life, 403b), along with a
state-of-the-art child language study facility.  Qualified applicants should
send their resume, salary history and letter of interest, including two
professional references to:

Dr. Johanna G. Nicholas
Central Institute for the Deaf
4560 Clayton Ave.
St. Louis, Missouri   63110
(314) 977-0172
jnicholas at cid.wustl.edu

EOE/M/F/D/V


From raymondw at csufresno.edu  Wed Oct 25 15:25:39 2000
From: raymondw at csufresno.edu (Raymond S. Weitzman)
Date: Wed, 25 Oct 2000 08:25:39 -0700
Subject: Infant Vocalizations
Message-ID: <WED.25.OCT.2000.082539.0700.RAYMONDW@CSUFRESNO.EDU>

I'm interested in finding references on infant vocalizations, including
babbling and corresponding with researchers who are doing work in this
area.  I'm also would appreciate obtaining recordings of such
vocalizations for acoustic analysis.

--
Raymond S. Weitzman, Ph.D.
Department of Linguistics
5245 N. Backer Avenue, M/S PB92
California State University, Fresno
Fresno, California 93740-8001

Office: 559-278-2437
Home:   559-434-0838


From eleanorb at human.tsukuba.ac.jp  Mon Oct 30 01:24:40 2000
From: eleanorb at human.tsukuba.ac.jp (E. O. Batchelder)
Date: Mon, 30 Oct 2000 10:24:40 +0900
Subject: "If you be good..."
Message-ID: <MON.30.OCT.2000.102440.0900.ELEANORB@HUMAN.TSUKUBA.AC.JP>

A graduate student in linguistics here comes to me for native-speaker
judgments, and he is working on the English subjunctive.  When he gave me
the sentence,

a)  If you be quiet, I'll take you to the zoo.

I was startled.  I remember sentences of this form from my childhood, but I
had never noticed that they were subjunctive, perhaps because of the
similarity to the imperative:

b)  Be good, and I'll take you to the zoo.

Then he gave me variations to judge, and I found it difficult.

c)  If you be a good girl, I'll take you to the zoo.

d)  If you be naughty, I'll spank you.

e)  If you never be naughty again, I won't tell your father that you broke
the vase.

f)  If you not stop crying, I'll slap you.

The a) sentence feels to me like a frozen form, limited to that structure
and context -- BE + adjective [behavior desired by parent] + promise
[behavior desired by child].  I seem to have trouble modifying that in any
way.

What do you all think, either as English speakers or as linguists, or both?
Do any of the CHILDES corpora have

Thanks,
Eleanor


--
Eleanor Olds Batchelder, Ph. D.
Institute of Psychology, University of Tsukuba
http://www.human.tsukuba.ac.jp/~eleanorb
[an alternate email address is: eleanor at abacus.hunter.cuny.edu]
voice:  0298-53-7376
Mail address:  Azuma 4-16-4-401
               Tsukuba, Ibaraki, JAPAN 305-0031

==== Please don't send me HTML as email! ======


From mcf at pacific.net.sg  Mon Oct 30 07:08:47 2000
From: mcf at pacific.net.sg (Madalena Cruz-Ferreira)
Date: Mon, 30 Oct 2000 15:08:47 +0800
Subject: First in, last out
Message-ID: <MON.30.OCT.2000.150847.0800.MCF@PACIFIC.NET.SG>

    Dear info-childes,

    A friend of mine who's about to submit her PhD thesis would like to know
whether there are any (more recent) studies showing that:

1. Japanese babies are sensitive to the moraic system of Japanese, from the
first weeks of life.
2. prosodic features are the last to be lost in case of damage to language
brain areas (she's got Caplan 1987 Neurolinguistics and linguistic
aphasiology).
3. prosodic features are the last to be lost in the acquisition of L2 (she's
got one of my own papers on this, from 1984).

    Would you be able to help, and please send any replies to me?
    Many thanks!

    Madalena
===============================
Madalena Cruz-Ferreira, PhD
Dept. English Language and Literature
National University of Singapore
mcf at pacific.net.sg
===============================


From csg at u.washington.edu  Mon Oct 30 19:22:21 2000
From: csg at u.washington.edu (Carol Stoel-Gammon)
Date: Mon, 30 Oct 2000 12:22:21 -0700
Subject: positions available
Message-ID: <MON.30.OCT.2000.122221.0700.CSG@U.WASHINGTON.EDU>

Please note we have two positions available in the Department of Speech and
Hearing Sciences at the University of Washington. Job descriptions and
contact information are provided below.

Carol Stoel-Gammon, Ph.D.
Chair, Department of Speech and Hearing Sciences
University of Washington


****************************************************************************
ASSISTANT PROFESSOR:  University of Washington, Department of
Speech and Hearing Sciences, seeks applicants for a faculty position in
Speech/Language Pathology.  Duties include undergraduate and graduate
teaching and research in the areas of  motor speech and motor speech
disorders and other communication disorders related to aging and medical
speech pathology.  Other interests might include fluency or dysphagia.

Applicants should have a Ph.D. degree and CCC-SLP (or equivalency
preferred). Salary (academic year) is competitive and commensurate with
qualifications and experience.  Duties begin on September 16, 2001.

Applications, including a curriculum vitae, statement of research and
teaching interests, and three letters of recommendation, should be sent
Robert Carpenter, Ph.D., Dept. of Speech and Hearing Sciences, 1417 N.E.
42nd St., Seattle, WA  98105-6246.  (Tel: 206-685-2188; Fax:
206-543-1093; E-mail:  bobc at u.washington.edu; Web site:
http://depts.washington.edu/sphsc/employment.htm.)

Priority will be given to applications received before January 15, 2001.
The University of Washington is building a multicultural faculty and
strongly encourages applications from female and minority candidates.  The
University is an Equal Opportunity/Affirmative Action employer.

****************************************************************************

ASSISTANT PROFESSOR:  University of Washington, Department of Speech and
Hearing Sciences, seeks applicants for a faculty position in Voice
Production and Vocal Pathology.  Duties include undergraduate and graduate
teaching and research in the areas of  voice.  Other interests might include
fluency, craniofacial anomalies, or dysphagia.

Applicants should have a Ph.D. or an equivalent degree; CCC-SLP or
equivalent certification is preferred. Salary (nine-month academic year) is
competitive and commensurate with qualifications and experience.  Duties
begin on September 16, 2001.  Applications, including a curriculum vitae,
statement of research and teaching interests, and three letters of
recommendation, should be sent to Christopher A. Moore, Ph.D., Dept. of
Speech and Hearing Sciences, 1417 N.E. 42nd St., Seattle, WA  98105-6246.
(Tel: 206-616-5273; Fax: 206-543-1093; E-mail: camoore at u.washington.edu)
Additional information is available at our web site:
http://depts.washington.edu/sphsc/employment.htm)

Priority will be given to applications received before January 15, 2001.
The University of Washington is building a multicultural faculty and
strongly encourages applications from female and minority candidates.  The
University is an Equal Opportunity/Affirmative Action employer.





--


From Geraldine.Hilaire at ish-lyon.cnrs.fr  Tue Oct 31 13:30:22 2000
From: Geraldine.Hilaire at ish-lyon.cnrs.fr (=?iso-8859-1?Q?G=E9raldine?= Hilaire)
Date: Tue, 31 Oct 2000 14:30:22 +0100
Subject: ELA 2001
Message-ID: <TUE.31.OCT.2000.143022.0100.GERALDINE.HILAIRE@ISHLYON.CNRS.FR>

Dear colleagues,
we are pleased to inform you about the first call for papers of ELA 
2001, international symposium named  "Early lexicon acquisition: 
normal and pathological development", which will be held in Lyon, 
France, from 5th to 8th december 2001.
Thank you in advance for distributing this information as largely as possible.

Organizing comittee
-----------------

ELA 2001
Early lexicon acquisition: normal and pathological development
FIRST ANNOUNCEMENT
Lyon, December -5-8, 2001
(English version first - la version française se trouve plus loin)
******************************************************
PLENARY SPEAKERS:
Barbara Davis
Michele Guidetti
Jean-Adolphe Rondal
Marc Bornstein
Eva Berglund / Marten Eriksson
******************************************************
CONFERENCE LANGUAGES : French/English
******************************************************

GENERAL TOPIC: Early lexicon acquisition

* language development before age 2 (chronological or mental or 
linguistic age),
* lexicon acquisition from different perspectives (phonetics, 
phonology, lexical semantics, pragmatics),
* lexicon in production and comprehension,
* comparisons between normal and pathological development,
* crosslinguistic comparisons,
* comparisons between different methodologies,
* communicative gestures.

*************************************************
DEADLINES
* December 1, 2000 : submission of the intent to participate
Interested participants should submit:
	1) a title of their presentation
	2) 3 keywords
	3) address and e-mail
to:
Comité d'organisation du colloque "Lexique précoce"
Laboratoire Dynamique du Langage
ISH
14, Avenue Berthelot
69363 Lyon
France

Electronic submissions are also accepted : please e-mail your proposal to
ddl-ela2001 at ddl.ish-lyon.cnrs.fr
* March 1, 2001 : deadline for the submission of abstracts (further 
information will be posted later)
* june 30, 2001 : reception of notification of approval of abstracts
***********************************************************
ORGANIZING COMITTEE : Laboratoire Dynamique du Langage UMR 5596(CNRS 
& Université Lyon2)
Frederique Gayraud
Sophie Gonnand
Geraldine Hilaire
Sophie Kern
Anetta Kopecka
Anne Viguie

SCIENTIFIC COMITTEE
Eve Clark
Frederique Gayraud
Harriet Jisa
Maryline Lejaegere
Judy Reilly
Inge Zink

CONTACT : Sophie.Kern at ish-lyon.cnrs.fr
tel : +33 (0)4 72 72 64 62

Version française

******************************************************
LANGUES DE COMMUNICATION: français/anglais
******************************************************

THÈME GÉNÉRAL: Acquisition précoce du lexique

* développement langagier avant l'âge de 2 ans (âge chronologique, 
mental ou linguistique),
* acquisition du lexique de différents points de vue (phonétique, 
phonologique, sémantique lexicale, pragmatique),
* lexique en compréhension et en production
* comparaisons entre développement normal et pathologique
* comparaisons translinguistiques,
* comparaisons entre différentes méthodologies
* gestes communicatifs

*************************************************
CALENDRIER
* 1er décembre 2000 : date limite de l'envoi de l'intention de participer
Les participants intéressés sont invités à soumettre:
	1) un titre de leur présentation
	2) 3 mots-clés
	3) leur adresse et e-mail
au :
Comité d'organisation du colloque "Lexique précoce"
Laboratoire Dynamique du Langage
ISH
14, Avenue Berthelot
69363 Lyon
France

Les envois peuvent également être adressés par e-mail à :
ddl-ela2001 at ddl.ish-lyon.cnrs.fr

* 1er mars 2001 : date limite pour l'envoi des résumés (des 
informations complémentaires seront diffusées ultérieurement)
* 30 juin 2001 : réception de la notification de l'acceptation de la 
communication
***********************************************************
COMITÉ D'ORGANISATION: Laboratoire Dynamique du Langage UMR 5596 
(CNRS & Université Lyon2)
Frederique Gayraud
Sophie Gonnand
Geraldine Hilaire
Sophie Kern
Anetta Kopecka
Anne Viguie

COMITÉ SCIENTIFIQUE
Eve Clark
Frederique Gayraud
Harriet Jisa
Maryline Lejaegere
Judy Reilly
Inge Zink

CONTACT : Sophie.Kern at ish-lyon.cnrs.fr
tel : +33 (0)4 72 72 64 62


From menyuk at bu.edu  Tue Oct 31 17:09:04 2000
From: menyuk at bu.edu (Paula Menyuk)
Date: Tue, 31 Oct 2000 13:09:04 -0400
Subject: If - be good
Message-ID: <TUE.31.OCT.2000.130904.0400.MENYUK@BU.EDU>

Dear all,
	I'm not sure why my comments vis-a-vis "If you  be good"  were not
jumped upon by all and sundry. I've been waiting. In my dialect it's a bad
sentence but, of course, there are dialects in which it is perfectly
acceptable. Perhaps there is little interest in this question.


From Katherine_Demuth at Brown.edu  Tue Oct 31 20:41:23 2000
From: Katherine_Demuth at Brown.edu (Katherine Demuth)
Date: Tue, 31 Oct 2000 16:41:23 -0400
Subject: Graduate Fellowships, Brown University
Message-ID: <TUE.31.OCT.2000.164123.0400.KATHERINEDEMUTH@BROWN.EDU>

A non-text attachment was scrubbed...
Name: not available
Type: text/enriched
Size: 3245 bytes
Desc: not available
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001031/29adff1f/attachment.bin>

From nwilson at cats.ucsc.edu  Mon Oct  2 05:47:31 2000
From: nwilson at cats.ucsc.edu (Nicole L. Wilson)
Date: Sun, 1 Oct 2000 22:47:31 -0700
Subject: Diminutives
Message-ID: <SUN.1.OCT.2000.224731.0700.NWILSON@CATS.UCSC.EDU>

Dear Info Childes:
I am interested in parent's and children's usage/acquisition of
diminutives (the "y" or "ie" endings on words such as "horsie").  Is
anyone currently doing work in this area?  Do any of you have suggestions
on literature that might be relevant- especially concerning the usage of
diminutives in child directed speech.  I will post responses back to the
group.
Thank you,
Nicole Wilson

***************************
Nicole L. Wilson          *
Department of Psychology  *
277 Social Sciences II    *
University of California  *
Santa Cruz, CA 95064      *
***************************


From nwilson at cats.ucsc.edu  Mon Oct  2 05:55:01 2000
From: nwilson at cats.ucsc.edu (Nicole L. Wilson)
Date: Sun, 1 Oct 2000 22:55:01 -0700
Subject: Diminutives
Message-ID: <SUN.1.OCT.2000.225501.0700.NWILSON@CATS.UCSC.EDU>

Dear Info Childes:
I am interested in parent's and children's usage/acquisition of
diminutives (the "y" or "ie" endings on words such as "horsie").  Is
anyone currently doing work in this area?  Do any of you have suggestions
on literature that might be relevant- especially concerning the usage of
diminutives in child directed speech.  I will post responses back to the
group.
Thank you,
Nicole Wilson
Psychology, UC Santa Cruz


From bpearson at comdis.umass.edu  Mon Oct  2 12:32:31 2000
From: bpearson at comdis.umass.edu (Barbara Zurer Pearson)
Date: Mon, 2 Oct 2000 08:32:31 -0400
Subject: CLAN -> Praat
Message-ID: <MON.2.OCT.2000.083231.0400.BPEARSON@COMDIS.UMASS.EDU>

Dear Infochildes,

I'm wondering if there's anyone sufficiently
familiar with Praat to do a small demo for those
of us who'd like to have a better picture of what
we might want to do with it. I may just be being lazy,
(there *is* an intro in the manual) but I'd like to
see someone take it through its paces on a real project.

I'm thinking of something as informal as bringing
it on a laptop to a conference (like BU?).  I'd be
glad to inquire about finding a space with a data
projector etc.

Does anyone have any ideas about this?  Would
anyone else be interested in this?

Let me know.

Barbara Pearson



>X-From_: info-childes at mail.talkbank.org  Thu Sep 28 19:29:17 2000
>Date: Thu, 28 Sep 2000 19:28:17 -0400
>From: Brian MacWhinney <macw at cmu.edu>
>Subject: CLAN -> Praat
>Originator-info:
> login-token=Mulberry:01vxRpwSx1zDjRgvFHBpWZHlJ05O5KSOIsiZcm9ZQ=;
> token_authority=postmaster at andrew.cmu.edu
>Sender: info-childes at mail.talkbank.org
>To: info-childes at mail.talkbank.org
>Cc: paul.boersma at hum.uva.nl
>Content-disposition: inline
>X-OriginalArrivalTime: 28 Sep 2000 23:29:08.0653 (UTC)
> FILETIME=[E64C1DD0:01C029A3]
>
>Dear Info-CHILDES,
>
>  Thanks to guidance from Paul Boersma, it is now possible to send a sound
>clip from a CHAT file to the Praat sound analysis program.  To do this, you
>must have a CHAT file with audio segments marked by bullets.  You must have
>Praat installed. You can get Praat from
>http://www.fon.hum.uva.nl/praat/
> You must have a brand-new version of CLAN.  Praat must be running when you
>do this.  You then place your cursor before the segment you wish to analyse
>and pull down the Mode menu and select "Send to Praat" Then you analyze the
>clip in Praat.
>  Paul tells me that there may be some instability here, particularly for
>Macintosh.  So, use this carefully, particularly on the Mac, and if you
>have problems please send them directly to me at macw at cmu.edu.  Many thanks.
>
>--Brian MacWhinney
>
>
******************************************
Barbara Zurer Pearson, Ph.D.
Project Manager, NIH Working Group on AAE

Department of Communication Disorders
University of Massachusetts, Amherst
117 Arnold House
Amherst MA 01003
413-545-5023
fax 545-0803

bpearson at comdis.umass.edu
http://www.umass.edu/aae/


From sandino at garza.uatx.mx  Mon Oct  2 22:35:32 2000
From: sandino at garza.uatx.mx (Sandino Lelis)
Date: Mon, 2 Oct 2000 17:35:32 -0500
Subject: info-childes Digest - 10/01/00
Message-ID: <MON.2.OCT.2000.173532.0500.SANDINO@GARZA.UATX.MX>

unsubscribe sandino at garza.uatx.mx



****************************************
Sandino L. Lelis
Coordinador
Divisi?n de Humanidades
Universidad Autonoma de Tlaxcala
tel. / fax: +52 (2) 462-9420
e-mail:     salsa228 at prodigy.net.mx
****************************************
  ----- Original Message ----- 
  From: info-childes at mail.talkbank.org 
  To: info-childes at mail.talkbank.org 
  Sent: Sunday, October 01, 2000 5:00 PM
  Subject: info-childes Digest - 10/01/00


  info-childes Digest - Sunday, October 1, 2000

    L1 acquisition of past progressive!
            by "Shoba Bandi Rao" <sqb4972 at is.nyu.edu>
    developmental faculty position
            by "Jeff Farrar" <farrar at webb.psych.ufl.edu>
    Re: L1 acquisition of past progressive!
            by "Ping Li" <pli at richmond.edu>
    developmental faculty position
            by "Mike Arcieri" <studium at total.net>
    Re: L1 acquisition of past progressive!
            by "Mike Arcieri" <studium at total.net>
    New Graduate Program at McGill
            by "Fred Genesee" <genesee at ego.psych.mcgill.ca>
    Call for Papers (TCP 2001)
            by "Masayuki Komachi" <deepsea at cds.ne.jp>
    Baron's Functions of Language Interaction
            by "Joshua Thompson" <joshua_thompson at juno.com>
    Genie
            by "Judith Becker Bryant" <jbryant at luna.cas.usf.edu>
    Re: Genie
            by "Adele A. Abrahamsen" <adele at twinearth.wustl.edu>
    Children's understanding of 'best'?
            by "Sarah Burton" <lpxscb at psychology.nottingham.ac.uk>
    CLAN -> Praat
            by "Brian MacWhinney" <macw at cmu.edu>
    RA/predoc/postdoc, Rutgers NB
            by "Karin Stromswold" <karin at xenon.rutgers.edu>
    Working memory task for children
            by "Theodore Marinis" <thodoris at essex.ac.uk>



------------------------------------------------------------------------------


  End of info-childes Digest

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001002/e05ec8d7/attachment.htm>

From sandino at garza.uatx.mx  Mon Oct  2 23:37:42 2000
From: sandino at garza.uatx.mx (Sandino Lelis)
Date: Mon, 2 Oct 2000 18:37:42 -0500
Subject: info-childes Digest - 10/01/00
Message-ID: <MON.2.OCT.2000.183742.0500.SANDINO@GARZA.UATX.MX>

unsubscribe sandino at garza.uatx.mx



****************************************
Sandino L. Lelis
Coordinador
Divisi?n de Humanidades
Universidad Autonoma de Tlaxcala
tel. / fax: +52 (2) 462-9420
e-mail:     salsa228 at prodigy.net.mx
****************************************
  ----- Original Message ----- 
  From: info-childes at mail.talkbank.org 
  To: info-childes at mail.talkbank.org 
  Sent: Sunday, October 01, 2000 5:00 PM
  Subject: info-childes Digest - 10/01/00


  info-childes Digest - Sunday, October 1, 2000

    L1 acquisition of past progressive!
            by "Shoba Bandi Rao" <sqb4972 at is.nyu.edu>
    developmental faculty position
            by "Jeff Farrar" <farrar at webb.psych.ufl.edu>
    Re: L1 acquisition of past progressive!
            by "Ping Li" <pli at richmond.edu>
    developmental faculty position
            by "Mike Arcieri" <studium at total.net>
    Re: L1 acquisition of past progressive!
            by "Mike Arcieri" <studium at total.net>
    New Graduate Program at McGill
            by "Fred Genesee" <genesee at ego.psych.mcgill.ca>
    Call for Papers (TCP 2001)
            by "Masayuki Komachi" <deepsea at cds.ne.jp>
    Baron's Functions of Language Interaction
            by "Joshua Thompson" <joshua_thompson at juno.com>
    Genie
            by "Judith Becker Bryant" <jbryant at luna.cas.usf.edu>
    Re: Genie
            by "Adele A. Abrahamsen" <adele at twinearth.wustl.edu>
    Children's understanding of 'best'?
            by "Sarah Burton" <lpxscb at psychology.nottingham.ac.uk>
    CLAN -> Praat
            by "Brian MacWhinney" <macw at cmu.edu>
    RA/predoc/postdoc, Rutgers NB
            by "Karin Stromswold" <karin at xenon.rutgers.edu>
    Working memory task for children
            by "Theodore Marinis" <thodoris at essex.ac.uk>



------------------------------------------------------------------------------


  End of info-childes Digest

-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001002/62ebd31a/attachment.htm>

From paul.harris at psy.ox.ac.uk  Tue Oct  3 14:46:00 2000
From: paul.harris at psy.ox.ac.uk (Paul Harris)
Date: Tue, 3 Oct 2000 14:46:00 GMT
Subject: summer school
Message-ID: <TUE.3.OCT.2000.144600.GMT.>

UNIVERSITY OF OXFORD

OXFORD SUMMER SCHOOL ON CONNECTIONIST MODELLING

Department of Experimental Psychology
University of Oxford

Sunday July 15th to Friday July 27th, 2001


Applications are invited for participation in a 2-week residential
Summer School on techniques in connectionist modelling.  The course is
aimed primarily at researchers who wish to exploit neural network
models in their teaching and/or research and it will provide a general
introduction to connectionist modelling, biologically plausible neural
networks and brain function through lectures and exercises on
Macintosh's and PC's.  The course  is interdisciplinary in content
though many of the illustrative examples are taken from cognitive and
developmental psychology, and cognitive neuroscience.  The instructors
with primary responsibility for teaching the course are Kim Plunkett
and Edmund Rolls.

No prior knowledge of computational modelling will be required though
simple word processing skills will be assumed.  Participants will be
encouraged to start work on their own modelling projects during the
Summer School.

The cost of participation in the Summer School is stlg950. This figure
covers the cost of accommodation (bed and breakfast at St. John's
College), registration and all literature required for the Summer
School.  Participants will be expected to cover their own travel and
meal costs.  A number of partial bursaries will be available for
graduate students.  Applicants should indicate whether they wish to be
considered for a graduate student scholarship but are advised to seek
further funding as well, since in previous years the number of
graduate student applications has far exceeded the number of
scholarships available.

There is a Summer School World Wide Web page describing the contents
of the 2001 Summer School available on:
http://www-cogsci.psych.ox.ac.uk/summer-school/

If you are interested in participating in the Summer School, please
send a brief description of your background with an explanation of why
you would like to attend the Summer School (one page maximum) no later
than 28th February 2001 to:


Mrs Sue King
Department of Experimental Psychology
University of Oxford
South Parks Road
Oxford OX1 3UD

Tel:  (01865) 271353
Email:  susan.king at psy.oxford.ac.uk


From macw at cmu.edu  Tue Oct  3 15:16:05 2000
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 3 Oct 2000 11:16:05 -0400
Subject: subscribing, unsubscribing
Message-ID: <TUE.3.OCT.2000.111605.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  Just a quick reminder on how to subscribe and unsubscribe.  Subscription
and unsubscription messages should be sent to requests at mail.talkbank.org.

To subscribe to the mailing list send the message:

subscribe info-childes

To subscribe to the digest only, send the message:

subscribe digest info-childes

To unsubscribe from the mailing list or the digest, send the message:

unsubscribe info-childes

These messages can be in the body or the header or in both places.


--Brian MacWhinney


From mserra at psi.ub.es  Tue Oct  3 15:41:41 2000
From: mserra at psi.ub.es (Miquel Serra)
Date: Tue, 3 Oct 2000 17:41:41 +0200
Subject: spanish language acq. new book
Message-ID: <TUE.3.OCT.2000.174141.0200.MSERRA@PSI.UB.ES>

Dear info-childes suscribers,

I am glad to announce you that a new book on spanish acquisition
(together with catalan and some comments about galician and basque) is
finally published. The book is an advanced manual in language
acquisition  based on the corpus Serra-Sole (atila-www.uia.ac.be/childes
romance languages).

The reference is:
Serra, M., Serrat, E., Sole, R., Bel, A., and Aparici, M., (2000), La
adquisicion del lenguaje. 600pp. Barcelona, Editorial Ariel
ISBN: 84-344-0885-6

We hope the spanish students, professionals and academics will find it
usefull in their own work.

Miquel Serra


-------------- next part --------------
A non-text attachment was scrubbed...
Name: vcard.vcf
Type: text/x-vcard
Size: 414 bytes
Desc: Tarjeta de Miquel Serra
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001003/36b1827b/attachment.vcf>

From edwards.212 at osu.edu  Tue Oct  3 17:53:48 2000
From: edwards.212 at osu.edu (Jan Edwards)
Date: Tue, 3 Oct 2000 13:53:48 -0400
Subject: position announcement
Message-ID: <TUE.3.OCT.2000.135348.0400.EDWARDS.212@OSU.EDU>

NEW POSITION

The Department of Speech and Hearing Science at The Ohio State University
invites applications for a newly funded, tenure-track faculty position to
be filled for the 2001-2002 academic year.

Position:  Assistant Professor, tenure track.

Qualifications:  Completed doctorate in Speech and Hearing
Science/Communication Disorders or related field and potential for
excellence in research and teaching.  The successful applicant must have
expertise in one of the following areas of research:  cochlear implants,
aural rehabilitation, phonological disorders or child neurogenics.

Appointment:	Academic year (9 month) contract.

Duties and Responsibilities:  Conduct research in area of expertise, seek
extramural funding for research activities, teach undergraduate and/or
graduate courses, advise graduate students, and participate in related
scholarly activities.

Salary:  Negotiable and competitive.

Benefits:  The University offers an excellent package which allows for
flexibility in selecting health, dental and vision-care, life insurance,
and retirement benefits.

Facilities:  The Department is housed in a well-equipped, 30,000 sq. ft.
facility containing our research and clinic space, including individual
faculty laboratories.  We are walking distance from a world class Medical
campus.  The Department enjoys close working relationships with other
departments in the Colleges of the Arts and Sciences, Engineering and
Medicine.  Faculty members may also participate in University-wide graduate
research programs such as the Neuroscience Graduate Program and the
Cognitive Science Center. Extra-university relationships exist with a
variety of other institutions such as the Cleveland Clinic, the Veterans
Administration, and the Aerospace Medical Research Laboratories at
Wright-Patterson Air Force Base.

Earliest Beginning Date:  Autumn Quarter, 2001

Application Deadline:  In order to be assured of full consideration
applications should be received by November 30, 2000.  The search will be
open until the position is filled.

Apply to:  Applicants should submit a letter of application (including a
description of research focus), curriculum vitae, three letters of
recommendation, and copies of any published work to: Marios Fourakis,
Ph.D., Chair, Search Committee, Speech and Hearing Science, 110 Pressey
Hall, 1070 Carmack Rd., Columbus, OH 43210-1002 (phone: 614-292-3076;
email:  fourakis.1 at osu.edu).

Ohio State University is an Equal Opportunity/Affirmative Action Employer.
Women, minorities, Vietnam-era veterans, disabled veterans and individuals
with disabilities are encouraged to apply.


From jancosek at spot.colorado.edu  Tue Oct  3 18:59:28 2000
From: jancosek at spot.colorado.edu (Betty Jancosek)
Date: Tue, 3 Oct 2000 12:59:28 -0600
Subject: Position availability
Message-ID: <TUE.3.OCT.2000.125928.0600.JANCOSEK@SPOT.COLORADO.EDU>

We would appreciate your forwarding the following position announcement to
colleagues that might be interested.


Assistant Professor:  The University of Colorado at Boulder, Department of
Speech, Language, and Hearing Sciences invites applications for a
tenure-track position to begin in August 2001 with specialization in speech
science/motor speech. Responsibilities include undergraduate and graduate
teaching, directing undergraduate, master's and doctoral research, service,
and maintaining an active research program.  Applications must have a Ph.D.
degree, an established record of research commensurate with rank and
experience, and a commitment to excellence in teaching. Base salary for
9-month academic year is competitive. Application should include a
statement of teaching and research interests, curriculum vita, publication
reprints and three current letters of recommendation. Review of
applications will begin January 15, 2001.  Application materials should be
sent to: Lorraine Ramig, Ph.D., Chair of Search Committee, Department of
Speech, Language and Hearing Sciences, 409 UCB, University of Colorado at
Boulder, Boulder, CO  80309; phone:  (303) 492-3023; email:
ramig at spot.colorado.edu.  The University of Colorado is committed to
diversity and equality in education and employment.




Betty Jancosek
Speech, Language and Hearing Sciences Department
University of Colorado
Boulder, CO 80309-0409
Phone:  (303) 492-3042
FAX:    (303) 492-3274


From mazuka at psych.duke.edu  Wed Oct  4 22:01:31 2000
From: mazuka at psych.duke.edu (Reiko Mazuka)
Date: Wed, 4 Oct 2000 18:01:31 -0400
Subject: Literacy Position at Duke University
Message-ID: <WED.4.OCT.2000.180131.0400.MAZUKA@PSYCH.DUKE.EDU>

Literacy Position at Duke University

The Department of Psychology: Social and Health Sciences at Duke
University invites applications for a tenure-track, assistant professor
position in literacy to begin September 2001.  We are interested in a
developmental psychologist, or cognitive or educational psychologist
with strong developmental interests.  We seek candidates with a strong
research background focused on the development of literacy skills.  An
interest in application and contextual, cross-linguistic, or
cross-cultural factors are particularly desirable.  We also seek
excellence and commitment in teaching at both the undergraduate and
graduate levels.  A successful candidate will be joining a Departmental
faculty with strong interests in developmental, clinical, and cognitive
psychology, and could play an important role in the University's newly
established interdisciplinary Center for Child and Family Policy.
Strong ties exist between our Department and other campus units such as
the Department of Psychology: Experimental, Center for Cognitive
Neuroscience, and Duke University Medical Center.  In addition, there
exists an emerging collaborative graduate program in developmental
psychology between Duke and UNC-Chapel Hill.  Interested applicants
should send their vita, a statement of research and teaching interests,
representative articles and preprints, and three letters of reference
to:  Literacy Search Committee, Department of Psychology: SHS, Box
90085, Duke University, Durham, NC 27708-0085.  Review of applications
will begin immediately, but applications received by January 15 will
receive full consideration.  Duke University is an Equal Opportunity
Affirmative Action Employer.


From urinevo at post.tau.ac.il  Thu Oct  5 10:08:33 2000
From: urinevo at post.tau.ac.il (Uri Nevo)
Date: Thu, 5 Oct 2000 13:08:33 +0300
Subject: In search of a paper
Message-ID: <THU.5.OCT.2000.130833.0300.URINEVO@POST.TAU.AC.IL>

> Dear all,
>
> Could anyone please turn me how can I get hold of the following:
>
> Munby, H. (1987). Metaphors, puzzles, and teachers' professional
> knowledge. Paper presented at the annual meeting of the American
> Educational Research Association, Washington, D.C. , April, 1987.
>
> Thanks
>
> Uri
>
> --
>
> Uri Nevo
> Dept. of Medical Physics
> School of Physics and Astronomy
> Tel-Aviv University
> Ramat-Aviv 69978 Tel Aviv,
> ISRAEL
>
> E-Mail: urinevo at post.tau.ac.il
> Phone : +972-3-6408669
> FAX   : +972-3-6406237


From urinevo at post.tau.ac.il  Thu Oct  5 10:22:41 2000
From: urinevo at post.tau.ac.il (Uri Nevo)
Date: Thu, 5 Oct 2000 13:22:41 +0300
Subject: In search of a paper (revised request)
Message-ID: <THU.5.OCT.2000.132241.0300.URINEVO@POST.TAU.AC.IL>

 Dear all,

 Could anyone please tell me how can I get hold of the following:

 Murphy, H. (1987). Metaphors, puzzles, and teachers' professional
 knowledge. Paper presented at the annual meeting of the American
 Educational Research Association, Washington, D.C. , April, 1987.

 Thanks

 Uri.


From mserra at psi.ub.es  Thu Oct  5 11:54:08 2000
From: mserra at psi.ub.es (Miquel Serra)
Date: Thu, 5 Oct 2000 13:54:08 +0200
Subject: spanish lang. acq. 2nd
Message-ID: <THU.5.OCT.2000.135408.0200.MSERRA@PSI.UB.ES>

Dear subscribers,
As so many coallegues have asked me how to get the announced book of
spanish - catalan acquisition, here is the answer:

In USA or Canada: E-mail to Planeta Publishing Corporation  -
fdcpublish at aol.com
In latin-american countries: Ask it to any book dealer, adding (Grupo
Planeta) to the reference.

Miquel Serra

Book reference:
Serra, M., Serrat, E., Sole, R., Bel, A., and Aparici, M., (2000),
La adquisicion del lenguaje. 600pp. Barcelona, Editorial Ariel (Grupo
Planeta)
ISBN: 84-344-0885-6


-------------- next part --------------
A non-text attachment was scrubbed...
Name: vcard.vcf
Type: text/x-vcard
Size: 414 bytes
Desc: Tarjeta de Miquel Serra
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001005/e7a2984c/attachment.vcf>

From msigstad at ciudad.com.ar  Tue Oct 10 03:24:33 2000
From: msigstad at ciudad.com.ar (Mariana Sigstad)
Date: Tue, 10 Oct 2000 00:24:33 -0300
Subject: verbs and autism
Message-ID: <TUE.10.OCT.2000.002433.0300.MSIGSTAD@CIUDAD.COM.AR>

I'm working in language development of autistis children. I read
comments about the absence of verbs in this population, and I
experienced the same myself. have any of you got information of this
subject?
I'm using a perspective taking approach with the help of topological
grammar to teach them sentence building. I'm having good results, but I
have to understand better about how they perceive verbs, when do they
use them and when not, how do they express without verbs, how do they
build sentences.
Thank you in advance
Mariana


From christina.g.neumann at mail.utexas.edu  Tue Oct 10 15:34:04 2000
From: christina.g.neumann at mail.utexas.edu (Christina Gildersleeve-Neumann)
Date: Tue, 10 Oct 2000 10:34:04 -0500
Subject: Revised Call for Papers -- UT Austin Research Symposium on
 Language   Diversity
Message-ID: <TUE.10.OCT.2000.103404.0500.CHRISTINA.G.NEUMANN@MAIL.UTEXAS.EDU>

The University of Texas at Austin
Department of Communication Sciences and Disorders
Presents the

2001 Texas Research Symposium on Language Diversity

February 23-24, 2001

Thompson Conference Center
The University of Texas at Austin
Austin, Texas

Call for Papers

Proposals are invited for poster or 30-minute technical presentations for the
conference. Submissions on any topic related to cultural aspects of speech and
language or assessment and treatment of communication disorders in children
and
adults from multicultural backgrounds are welcome.

Please include the following in your submission:
- A cover letter stating whether you are submitting a proposal for a poster or
technical session, and listing the presentation?s title, author(s), author
affiliations, contact address, telephone numbers, FAX numbers, and e-mail
addresses.
- An original and two copies of a 75 word abstract suitable for inclusion in
the program, and
- A summary narrative of 500 words that provides a clear understanding of the
presentation?s content.

Submission deadline is Friday, December 1, 2000. Acceptance notification will
be mailed by Wednesday, December 20, 2000.

Submissions should be sent to:
Texas Research Symposium on Language Diversity
The University of Texas at Austin
Department of Communication Sciences and Disorders, CMA 2.200
Attn: Claire Kuehn
Austin, TX 78712-1089

Please Include:
Name of Company:
Address:
Telephone #:

Featured Speakers

Elizabeth Bates, Professor of Cognitive Science and Psychology, University of
California, San Diego
John Baugh, Professor of Education and Linguistics, Stanford University
Annette M. B. de Groot, University of Amsterdam



-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001010/e3e15603/attachment.htm>

From tommy.wingren.755 at student.lu.se  Wed Oct 11 01:03:08 2000
From: tommy.wingren.755 at student.lu.se (Tommy Wingren)
Date: Tue, 10 Oct 2000 18:03:08 -0700
Subject: Dyslexia and phonology
Message-ID: <TUE.10.OCT.2000.180308.0700.TOMMY.WINGREN.755@STUDENT.LU.SE>

I'm going to  investigate students with dyslexia and
try to find out about their phonology.
Does anyone know any studies on the subject?

Thanks
Tommy W


From jonmach at informix.com  Tue Oct 10 17:55:39 2000
From: jonmach at informix.com (Jon Machtynger)
Date: Tue, 10 Oct 2000 18:55:39 +0100
Subject: Dyslexia and phonology
In-Reply-To: <B6090919.379%tommy.wingren.755@student.lu.se>
Message-ID: <TUE.10.OCT.2000.185539.0100.>

Tommy,

> I'm going to  investigate students with dyslexia and
> try to find out about their phonology.
> Does anyone know any studies on the subject?

The question is a little vague but this paper may be of interest to you.  If
not, then perhaps the references could lead you to something more
relevant to your question.

http://www.ph.tn.tudelft.nl/PRInfo/reports/msg00310.html

BTW, Mark Seidenberg seems to have done a fair bit of stuff on language
disorder so perhaps he could help you more specifically.

The abstract etc. follows:

Regards

Jon

------------------

Abstract:

The development of reading skill and the bases of developmental dyslexia
were explored using a connectionist model of word recognition.  Four
issues were examined: the acquisition of phonological knowledge prior to
reading, how this knowledge facilitates learning to read, the bases of
phonological and non-phonological types of dyslexia, and the effects of
literacy on phonological representation. Representing phonological
knowledge in an attractor network yielded improved acquisition and
generalization compared to simple feedforward networks.  Phonological
and surface forms of developmental dyslexia, which are usually attributed
to impairments in distinct lexical and nonlexical processing routes, were
derived from different types of damage to the network. The results provide a
computationally explicit account of the role of phonological representations
in normal and disordered reading and how they are in turn shaped by their
participation in the reading task. They also show that connectionist
principles that have been applied to skilled reading and reading
impairments following brain injury account for many aspects of reading
acquisition.


-
+-----------------------------------------------------------+
| Jon Machtynger (jonmach at informix.com)                     |
| Technology Marketing - High Performance Systems           |
| Informix Software Ltd.                                    |
| 6 New Square, Bedfont Lakes, Feltham TW14 8HA, UK         |
| Ph: +44 (020) 8818 1216  or (07801) 684216 (mobile)       |
+-----------------------------------------------------------+


From stephen.m.camarata at vanderbilt.edu  Wed Oct 11 00:08:48 2000
From: stephen.m.camarata at vanderbilt.edu (Stephen M. Camarata)
Date: Tue, 10 Oct 2000 17:08:48 -0700
Subject: position posting
Message-ID: <TUE.10.OCT.2000.170848.0700.STEPHEN.M.CAMARATA@VANDERBILT.EDU>

Child Language Faculty Position Description

Assistant Professor. The Department of Hearing & Speech Sciences at
Vanderbilt University School of Medicine is pleased to announce a newly
created tenure line faculty position in the to begin in Fall, 2001.
Candidates' teaching and research interests should focus on child language
acquisition and disorders. Specialization can include, but is not limited
to: autism, developmental disabilities, specific language impairment,
neurological processes of language development and/or disorders.
Responsibilities include limited teaching duties and development of
research program in area of specialization. Applicants should have a
background in child language and an earned doctorate in Psychology,
Linguistics, Speech Pathology, Special Education or Related Discipline.
Although CCC-SLP is desirable, certification is not required and no
clinical supervision is expected. The Department of Hearing & Speech
Sciences is housed in the Vanderbilt Bill Wilkerson Center, a nationally
recognized rehabilitation clinic and research center. The successful
candidate will have an opportunity to collaborate with colleagues in
Pediatrics, Psychology, Special Education, and Human Development studying
child language development and disorders and will be eligible for
appointment as an Investigator in the John F. Kennedy Center for Research
on Human Development. Salary and benefits will be competitive and
commensurate with qualifications, a generous start up package will be
available. Vanderbilt University is committed to faculty diversity and all
qualified candidates, regardless of race, religion, or gender are
encouraged to apply. Vanderbilt University is an Equal Employment
Opportunity/Affirmative action University. Review of applications will
begin on December 15, 2000 and continue until the position is filled. To
make application, a letter of intent include areas of research interest, a
CV, and three letters of reference should be forwarded to: Stephen
Camarata, PhD, Acting Director, John F. Kennedy Center for Research on
Human Development, Chair, Search Committee, Department of Hearing & Speech
Sciences, Station 17, Vanderbilt University School of Medicine, Nashville
Tennessee 37232. Dr. Camarata can also be contacted at 615-322-8242 or at
stephen.m.camarata at vanderbilt.edu.


From jlpresto at gol.com  Wed Oct 11 08:23:15 2000
From: jlpresto at gol.com (jlpresto)
Date: Wed, 11 Oct 2000 17:23:15 +0900
Subject: Dyslexia and phonology
Message-ID: <WED.11.OCT.2000.172315.0900.JLPRESTO@GOL.COM>

Tommy,

You could try contacting the Landmark School.  They specialize in educating
students with learning disabilities, especially dyslexia:

http://www.landmarkschool.org/

When I was researching reading instructional methods I contacted Landmark.
Their staff was very friendly, and a secretary faxed me literally dozens of
articles and other bibliography references.

Good luck!

Judith Preston
Nagoya University
Graduate School of Languages and Culture

----- Original Message -----
'-?MZ? : Tommy Wingren <tommy.wingren.755 at student.lu.se>
^??? : info-childes <info-childes at mail.talkbank.org>
'-?M"?Zz : 2000"N 10OZ 11"? ?.-j"? 10:03
O?-? : Dyslexia and phonology


> I'm going to  investigate students with dyslexia and
> try to find out about their phonology.
> Does anyone know any studies on the subject?
>
> Thanks
> Tommy W
>
>


From genesee at ego.psych.mcgill.ca  Mon Oct 16 17:43:48 2000
From: genesee at ego.psych.mcgill.ca (Fred Genesee)
Date: Mon, 16 Oct 2000 13:43:48 -0400
Subject: audio recorders
Message-ID: <MON.16.OCT.2000.134348.0400.GENESEE@EGO.PSYCH.MCGILL.CA>

We are planning to do research on the early vocalizations (babbling) of
young children and are looking for guidance on audio-recording equipment.
We would like high quality recordings that could be analyzed acoustically.

All suggestions are welcome,

Fred Genesee
Psychology Department           phone: (514) 398-6022
McGill University               fax: (514) 398-4896
1205 Docteur Penfield Ave.
Montreal, Quebec
Canada
H3A 1B1


From macw at cmu.edu  Mon Oct 16 18:40:06 2000
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 16 Oct 2000 14:40:06 -0400
Subject: audio recorders
In-Reply-To: <200010161748.NAA03108@ego.psych.mcgill.ca>
Message-ID: <MON.16.OCT.2000.144006.0400.MACW@CMU.EDU>

Fred,
   That's an important topic.  The quality of the recordings for things
like babbling is not so much a function of the recorder as of the mike, the
mike placement (pillows, etc), and the presence of extra noises in the
room.  There are a couple pages of discussion of this issue in the CHAT
manual (http://childes.psy.cmu.edu/pdf/chat.pdf) in Chapter 18 on recording
technique.  DAT, minidisk, and high quality cassette all work fine.  I'm a
little less clear about microphone type and selection.  I've used a
particular SONY model ECM-909A.  But other people may have done a
systematic study and found something better.  A markedly different approach
is to use small condensor mikes that broadcast to receivers.  Anyway, all
of this is in Chapter 18.  I would love to receive critical comments on
Chapter 18 from people who have found better techniques.
   Of course, there is always the sound-proof room approach, but then the
child may just decide that they don't like babbling in sound-proof rooms.
I wonder if babbling researchers have ever tried that approach.  We've been
receiving some very high quality babbling recordings now from Brosda and
Davis/MacNeilage/Matyear.  I wonder if they can give you details on what
worked for them.  I am happy to collect suggestions and modify Chapter 18
and perhaps add this to HTML web pages.

--Brian MacWhinney


From miller at waisman.wisc.edu  Mon Oct 16 18:54:57 2000
From: miller at waisman.wisc.edu (Jon Miller)
Date: Mon, 16 Oct 2000 13:54:57 -0500
Subject: SRCLD
Message-ID: <MON.16.OCT.2000.135457.0500.MILLER@WAISMAN.WISC.EDU>

An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001016/86a95c2a/attachment.htm>

From wulfeck at ucsd.edu  Mon Oct 16 19:22:50 2000
From: wulfeck at ucsd.edu (Beverly B. Wulfeck)
Date: Mon, 16 Oct 2000 12:22:50 -0700
Subject: Chair Position in CDIS at SDSU
Message-ID: <MON.16.OCT.2000.122250.0700.WULFECK@UCSD.EDU>

A non-text attachment was scrubbed...
Name: not available
Type: text/enriched
Size: 3988 bytes
Desc: not available
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001016/b9efc4e3/attachment.bin>

From brosda at icp.inpg.fr  Tue Oct 17 08:15:21 2000
From: brosda at icp.inpg.fr (Stefanie Brosda)
Date: Tue, 17 Oct 2000 10:15:21 +0200
Subject: audio recorders
In-Reply-To: <267581.3180696006@agate.psy.cmu.edu>
Message-ID: <TUE.17.OCT.2000.101521.0200.BROSDA@ICP.INPG.FR>

hello all, and sorry for those who are not concerned/interested in this.

i am currently recording babbling data and do confirm what brian wrote.

the surrounding noise can be rendered VERY audibly on the recording even
when in the situation you were hardly aware of it (due to some kind of
perceptive
filtering of ours). a computer in the room you're recording in should be
shut down as it is rather imposing on the tape afterwards. refridgerators
are a problem, too, if the child happens to be in the kitchen for daily
routines, but its less disturbing then a computer's ventilator. (anyway,
people generally are not prepared to switch off the fridge for you... :-)
). more obvious things like washing machines and open windows have to be
avoided, too. this may seem evident to us, but the parents of your
babbling babies are not necessarily aware of this things until you tell
them.

personally, i used a DAT recorder in the beginning, then changed for a
digital camcorder (CANON MV20i - afterwards i extract the audio track from
the video files with adobe premiere). there has not been any quality
change between the two devices. the mike i use is a PHILIPS SBC ME600
very small clip mike, frequency range: 50 - 18 000 Hz, impedance: 1000
om., sensitivity: -65 dB, 5 meter cord.
depending of your funding, you might consider to use a cordless mike which
i think significantly facilitates things as the cord intervenes with the
child moving around, is used as a toy, being sucked on etc.
as for the placement you'll need to find a compromise between having the
mike as near to the child's mouth as possible but still out of touch and
reach (which is in itself not possible...). i found that clippig it on the
shoulder or a bit below works fine. be careful not to clip it to near to
the face as the child will be moving around his/her head and be touching
the mike with his/her cheeks. this completely plasters the child's output
with noise. same for contact between the mike and clothing.


>    Of course, there is always the sound-proof room approach, but then the
> child may just decide that they don't like babbling in sound-proof rooms.
> I wonder if babbling researchers have ever tried that approach.

well, i did not. and i should not think it works.

- unnatural surrounding for both the child AND the mother (if the mother's
not as ease, the child won't be either)

- no daily routines possible

- at least "my" mothers/fathers would not have liked to have to come into
the lab especially instead of me going to their homes

- organisational problems: i found it sometimes difficult to find the
right moment to record the children (what with naps, meals, naps again and
other time constraints imposed by the child or the parents) which are not
always fully forseeable. but in order to have the caregiver+child in the
sound-proof room at the right moment when the child is good humoured,
relaxed and in a chatting mood, you'd need considerable prediction
capacities that are difficult to acquire...

good luck and best wishes,

stefanie brosda


                /\/\  /\
           /\  / /--\/  \  /\
          /__\/ / /\/ /\ \/--\
         /    \/ /  \/--\ \   \
Stefanie BROSDA
Institut de la Communication Parlee / INPG
UPRESA CNRS No 5009
46, Av. Felix Viallet
38031 Grenoble Cedex 1
FRANCE

Tel: 	(+33) 4 76 57 48 27
          --  - -- -- 45 41
Fax:	(+33) 4 76 57 47 10
E-mail:	brosda at icp.inpg.fr


From maria.juan at uib.es  Tue Oct 17 08:51:36 2000
From: maria.juan at uib.es (Maria Juan)
Date: Tue, 17 Oct 2000 10:51:36 +0200
Subject: IASCL
Message-ID: <TUE.17.OCT.2000.105136.0200.MARIA.JUAN@UIB.ES>

Hi, everyone!

Could someone be so kind as to send me the address where I can find
information about the next IASCL Conference. Thanks in advance,

Maria Juan
-------------- next part --------------
A non-text attachment was scrubbed...
Name: maria.juan.vcf
Type: text/x-vcard
Size: 287 bytes
Desc: Card for Maria Juan
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001017/6d54094c/attachment.vcf>

From macw at cmu.edu  Wed Oct 18 00:31:31 2000
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 17 Oct 2000 20:31:31 -0400
Subject: information about the new IASCL conference
Message-ID: <TUE.17.OCT.2000.203131.0400.MACW@CMU.EDU>

Dear Maria Juan,
  If you go to http://atila-www.uia.ac.be/IASCL/BULLETIN.html you can
download Vol 20, No 1 of the Child Language Bulletin which announces the
fact that the next IASCL meeting will be held July 16-21, 2002 in Madison,
Wisconsin at the Monona Terrace Conference Center near the University of
Wisconsin.  In the Spring Jon Miller and I will work to set up a web site
describing all this, but it is a bit early for that yet.  Hope this helps
until then.

--Brian MacWhinney


From bpearson at comdis.umass.edu  Wed Oct 18 03:43:30 2000
From: bpearson at comdis.umass.edu (Barbara Zurer Pearson)
Date: Tue, 17 Oct 2000 23:43:30 -0400
Subject: audio recorders/ recording babbling
In-Reply-To: <Pine.LNX.4.10.10010170928400.24667-100000@cristal>
Message-ID: <TUE.17.OCT.2000.234330.0400.BPEARSON@COMDIS.UMASS.EDU>

Dear Stefanie and other Infochildes,

I was involved in a large infant babbling project
in the 80s and early 90s in Kim Oller and Rebecca
Eiler's lab when they were at the University
of Miami.  Well over 100 babbling infants were followed
longitudinally. (The number is probably much greater,
but I know personally about over 100.)   The decisions
about equipment were made a couple of generations ago
technologically, so I will not add to the very good
suggestions we have already heard here.

However, I want to add to Stefanie Brosda's comments
about recording in the home versus the lab.  In
Kim and Rebecca's projects, recording was done
in a soundproof booth at the lab.  The babbling studies
started at around 3 months of age. Children came to the
lab with their parents or caretakers once a month for 3
years, more often at certain times. (There's a generation
of toddlers out there pointing at the University of
Miami hospital complex as they drive by, saying "Debra,
Debra"--the name of the full-time family coordinator who
engendered this extraordinary loyalty.)

Ecological validity was a concern, so they addressed it
head-on.  Vanessa Lewedag did her Master's thesis comparing
infant output in home and lab settings.  I have put the
reference to the publication that resulted below (which
you can find indexed in PsychInfo, as I did).

Vanessa confirmed everyone's suspicion that the children
vocalized more at home than they did in the lab during
their "appointed 1/2 hour."  But they didn't demonstrate
any more mature behaviors at home than they did in the lab.
I don't remember all the details of the method or the
results, just that it encouraged Kim (and then Peter
Mundy who took over several of Kim's projects after Kim
left Miami) to continue with the sound proof booth,
with a mike on a boom.  Those of you embarking on
projects with this very tricky population might like
to consult Vanessa's article in _First Language_.

Lewedag, Vanessa L; Oller, D. Kimbrough; Lynch, Michael
P. Infants' vocalization patterns across home and
laboratory environments. [Journal Article] First Language.
Vol 14(40, Pt 1), 1994, 49-65.

Good luck, and congratulations on the perserverance that
you will surely have to have to do babbling studies!

Barbara

P.S. I'm reminded by how hard babbling studies are, but
how rarely laypeople perceive them as such of the wise
crack from my 14-year-old son when I got my first article
accepted in the Journal of Child Language.

"Gee, mom, Journal of Child Language.  That's great.
Do they print it in crayon?!"
|-)

At 10:15 AM 10/17/00 +0200, you wrote:
>
>hello all, and sorry for those who are not concerned/interested in this.
>
>i am currently recording babbling data and do confirm what brian wrote.
>
>the surrounding noise can be rendered VERY audibly on the recording even
>when in the situation you were hardly aware of it (due to some kind of
>perceptive
>filtering of ours). a computer in the room you're recording in should be
>shut down as it is rather imposing on the tape afterwards. refridgerators
>are a problem, too, if the child happens to be in the kitchen for daily
>routines, but its less disturbing then a computer's ventilator. (anyway,
>people generally are not prepared to switch off the fridge for you... :-)
>). more obvious things like washing machines and open windows have to be
>avoided, too. this may seem evident to us, but the parents of your
>babbling babies are not necessarily aware of this things until you tell
>them.
>
>personally, i used a DAT recorder in the beginning, then changed for a
>digital camcorder (CANON MV20i - afterwards i extract the audio track from
>the video files with adobe premiere). there has not been any quality
>change between the two devices. the mike i use is a PHILIPS SBC ME600
>very small clip mike, frequency range: 50 - 18 000 Hz, impedance: 1000
>om., sensitivity: -65 dB, 5 meter cord.
>depending of your funding, you might consider to use a cordless mike which
>i think significantly facilitates things as the cord intervenes with the
>child moving around, is used as a toy, being sucked on etc.
>as for the placement you'll need to find a compromise between having the
>mike as near to the child's mouth as possible but still out of touch and
>reach (which is in itself not possible...). i found that clippig it on the
>shoulder or a bit below works fine. be careful not to clip it to near to
>the face as the child will be moving around his/her head and be touching
>the mike with his/her cheeks. this completely plasters the child's output
>with noise. same for contact between the mike and clothing.
>
>
>>    Of course, there is always the sound-proof room approach, but then the
>> child may just decide that they don't like babbling in sound-proof rooms.
>> I wonder if babbling researchers have ever tried that approach.
>
>well, i did not. and i should not think it works.
>
>- unnatural surrounding for both the child AND the mother (if the mother's
>not as ease, the child won't be either)
>
>- no daily routines possible
>
>- at least "my" mothers/fathers would not have liked to have to come into
>the lab especially instead of me going to their homes
>
>- organisational problems: i found it sometimes difficult to find the
>right moment to record the children (what with naps, meals, naps again and
>other time constraints imposed by the child or the parents) which are not
>always fully forseeable. but in order to have the caregiver+child in the
>sound-proof room at the right moment when the child is good humoured,
>relaxed and in a chatting mood, you'd need considerable prediction
>capacities that are difficult to acquire...
>
>good luck and best wishes,
>
>stefanie brosda
>
>
>                /\/\  /\
>           /\  / /--\/  \  /\
>          /__\/ / /\/ /\ \/--\
>         /    \/ /  \/--\ \   \
>Stefanie BROSDA
>Institut de la Communication Parlee / INPG
>UPRESA CNRS No 5009
>46, Av. Felix Viallet
>38031 Grenoble Cedex 1
>FRANCE
>
>Tel: 	(+33) 4 76 57 48 27
>          --  - -- -- 45 41
>Fax:	(+33) 4 76 57 47 10
>E-mail:	brosda at icp.inpg.fr
>
>
>
>
******************************************
Barbara Zurer Pearson, Ph.D.
Project Manager, NIH Working Group on AAE

Department of Communication Disorders
University of Massachusetts, Amherst
117 Arnold House
Amherst MA 01003
413-545-5023
fax 545-0803

bpearson at comdis.umass.edu
http://www.umass.edu/aae/


From jbryant at luna.cas.usf.edu  Wed Oct 18 16:12:17 2000
From: jbryant at luna.cas.usf.edu (Judith Becker Bryant)
Date: Wed, 18 Oct 2000 12:12:17 -0400
Subject: chair position
Message-ID: <WED.18.OCT.2000.121217.0400.JBRYANT@LUNA.CAS.USF.EDU>

PROFESSOR AND CHAIR OF PSYCHOLOGY:  The Psychology Department at the
University of South Florida invites applications for the position of
Professor and Chair of Psychology to begin Fall, 2001.  Applicants should
be nationally recognized scholars with a strong record of scholarly
productivity as evidenced by accomplishments such as substantial
contributions to the research literature, a history of extramural research
support, and holding leadership roles in relevant professional or
scientific organizations.  We seek someone with a demonstrated commitment
to administrative leadership who is dedicated to the science of psychology
while conversant and comfortable with the values and issues affecting both
applied and basic research programs.  The successful candidate should be
aware of changing trends in the field and have a sophisticated
understanding and facility in handling departmental governance.  Area of
specialization is open, but the candidate's research interests should
complement and extend existing areas of concentration.  The Department
currently has three Ph.D. program areas: Clinical, Cognitive and Neural
Sciences, and Industrial-Organizational plus several less formal areas of
convergence, within and across programs.  Other areas of emphasis are
likely to emerge as the Department considers its organization in relation
to the future of psychology as a discipline.  The incoming chair would
play an important role in identifying these areas.  

USF is a Carnegie Foundation Doctoral/Research Extensive University, the
second largest recipient of extramural funding in the state university
system, and one of Florida?s three designated Research I universities.  
Founded in 1956, USF is now the largest metropolitan university in the
Southeastern United States, serving 36,000 students in ten colleges on
four campuses.  USF offers degree programs in 79 undergraduate
disciplines, 89 master's and specialist programs and 26 doctoral programs,
including the MD.  The faculty numbers more than 2,000 members.  

The Department of Psychology, which continues to advance in excellence and
stature, has 32 full-time faculty and will be moving into a new building,
with state of the art research, office and clinic facilities during the
Spring, 2001.  The Department generates significant federal grant support,
is recognized as one of the strongest academic units in the College of
Arts and Sciences and the University, and has more than 1700 undergraduate
majors.  Representing both applied and basic research areas, our
department is firmly committed to advancing scientific knowledge and the
application of scientifically validated procedures to human psychological
problems.  The Clinical program is APA-accredited and a Member of the
Academy of Psychological Clinical Sciences.  For more information about
our department and faculty, please go to
http://www.cas.usf.edu/psychology/.  

The Tampa Bay area is rated the fourth best area to live and work in the
country by the 2000 Places Rated Almanac.  Applications from women and
members of ethnic minorities are particularly encouraged.  This is a
full-time (twelve month) tenure earning position and salary is negotiable.  
A Ph.D. or equivalent degree is required.  Applications must be received
by January 15, 2001.  Interested candidates should send a vita and may
arrange for letters to be sent or submit contact information for three
references to: Psychology Chair Search Committee, Department of
Psychology, University of South Florida, 4202 E. Fowler Avenue, BEH 339,
Tampa, FL 33620-8200.  For further information contact Louis A. Penner,
Chair of the Search Committee, by email at penner at chuma1.cas.usf.edu.  
The University of South Florida is an affirmative action, equal
opportunity, equal access employer.  For disability accommodations, please
call Mrs. Laura Pierce (813-974-0497).  According to Florida law,
applications and meetings regarding them are open to the public.


From r10mjr1 at wpo.cso.niu.edu  Wed Oct 18 16:26:30 2000
From: r10mjr1 at wpo.cso.niu.edu (Matthew Rispoli)
Date: Wed, 18 Oct 2000 11:26:30 -0500
Subject: position announcement
Message-ID: <WED.18.OCT.2000.112630.0500.R10MJR1@WPO.CSO.NIU.EDU>

Dear Colleagues,
Please post the attached position announcement. (attached document is
in ascii generic)
Thanks sincerely
Matt Rispoli
-------------- next part --------------
An embedded and charset-unspecified text was scrubbed...
Name: ANNOUNCEMENTphond.txt
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001018/626a546e/attachment.txt>

From r10mjr1 at wpo.cso.niu.edu  Wed Oct 18 16:30:42 2000
From: r10mjr1 at wpo.cso.niu.edu (Matthew Rispoli)
Date: Wed, 18 Oct 2000 11:30:42 -0500
Subject: position announcement: phonological disorders
Message-ID: <WED.18.OCT.2000.113042.0500.R10MJR1@WPO.CSO.NIU.EDU>

If at first you do not succeed...

Dear colleagues,
I forgot to mention that the attached position announcement would be of
interest to candidates with an interest in phonological disorders.  One
again, the attached document is in ascii generic format.

Thank you sincerely
Matthew Rispoli
Department of Communicative Disorders
Northern Illinois University
-------------- next part --------------
An embedded and charset-unspecified text was scrubbed...
Name: ANNOUNCEMENTphond.txt
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001018/e4e39e95/attachment.txt>

From r10mjr1 at wpo.cso.niu.edu  Thu Oct 19 14:09:42 2000
From: r10mjr1 at wpo.cso.niu.edu (Matthew Rispoli)
Date: Thu, 19 Oct 2000 09:09:42 -0500
Subject: failed twice, try thrice
Message-ID: <THU.19.OCT.2000.090942.0500.R10MJR1@WPO.CSO.NIU.EDU>

forget the attachment, here's the position announcement
	
	ANNOUNCEMENT OF ACADEMIC FACULTY POSITION

Location:	Department of Communicative Disorders
	Northern Illinois University
	DeKalb, Illinois 60115

Position:	Assistant/Associate Professor - Tenure Track

Responsibilities: Teach courses in phonological disorders and/or
related courses in school-age language disorders and literacy. Teach
undergraduate and graduate courses and engage in clinical teaching and
research. Participate with colleagues in the performance of other
academic responsibilities.

Date: August 16, 2001 starting date. Usual contract will be for the
nine-month academic year (August 16 - May 15).  Summer teaching possible
on a variable basis.

Salary: Commensurate with qualifications and experience.

Qualifications: Ph.D., CCC-SLP, eligible for state licensure;
commitment to scholarship and publication required; evidence of strong
clinical skills.

University: Northern Illinois University is located 60 miles from
Chicago and has an enrollment of approximately 23,000 students.  The
program has CAA, CORE, and PSB accreditation and offers the B.S. and
M.A. degrees.  Approximately 100 graduate students and 225 undergraduate
students are pursuing degrees in Speech-Language Pathology, Audiology,
and Deafness Rehabilitation Counseling.  There are 15 academic and 10
clinical faculty members. Additional personnel are associated with
grant-funded projects including a residential Program for the Hearing
Impaired, and an Institute on Deafness. The Department has service
contracts in the community and numerous excellent off-campus sites are
available for practicum, research, and grant development. The Department
has alliances with early childhood, public school, hospital, medical
school, and early intervention programs that are available for faculty
participation. Visit the Department website at
http://www.comd.hhsweb.com. Visit http://www.niu.edu/dekalb/dekalb.html
for information about DeKalb.

To Apply:	Send letter of application, vita, official graduate
transcript, and three letters of recommendation to:

	Pamela Hadley, Ph.D.
	Department of Communicative Disorders
	Northern Illinois University
	DeKalb, Illinois 60115

	Application Deadline is December 15, 2000

Northern Illinois University is an EQUAL EMPLOYMENT
OPPORTUNITY/AFFIRMATIVE ACTION EMPLOYER and recognizes dual career
issues.


From alleng at pilot.msu.edu  Thu Oct 19 14:56:33 2000
From: alleng at pilot.msu.edu (George D. Allen)
Date: Thu, 19 Oct 2000 10:56:33 -0400
Subject: audio recorders
Message-ID: <THU.19.OCT.2000.105633.0400.ALLENG@PILOT.MSU.EDU>

Brian, et al.,

When making audio recordings of infants' and children's vocalizations, it
helps to know whether your recordings are intended to be analyzed
auditorily or instrumentally (or both).  If you are going to do
instrumental analysis, then it matters what microphone you use, since many
have significant drop-outs in the frequency range of interest.  Whatever
you are going to use, be sure to calibrate it soon after you obtain it, to
be on the safe side.

And *always* record in stereo.  If you are going to analyze by ear, the
stereo (cocktail party) effect is worth approximately 30 dB of
signal-to-noise ratio.  It matters less where your two mikes are placed, as
long as they're not too close together, since what your ears need is simply
two separate sources of the same signal.  I always have one mike close to
the child and one farther away, with their inputs set to about the same
recording level.  That way, when the child vocalizes softly, the close one
gets a good signal for later analysis, yet when he or she yells,
overloading the close one, the far one gets a good signal.  And you can
always adjust the listening mix by using the balance control on output.

These and other suggestions are in my 1983 paper, "Some tips on tape
recording speech/language samples,"  J Natl Student Sp Lang Hg Assn, Vol
11, No 1, December, 1983, pp 10-17.

Good luck with your recordings.


George D. Allen <alleng at msu.edu>
Michigan State University College of Nursing
A230 Life Sciences Bldg., E Lansing, MI 48824-1317
Voice: (517) 353-5976; Fax: (517) 353-9553

"Life is what happens while you're making other plans."
Gamble Rogers


From babs at mail.utexas.edu  Fri Oct 20 01:40:14 2000
From: babs at mail.utexas.edu (Barbara L Davis)
Date: Thu, 19 Oct 2000 18:40:14 -0700
Subject: audio recorders
Message-ID: <THU.19.OCT.2000.184014.0700.BABS@MAIL.UTEXAS.EDU>

Fred, Brian et al.-
   We have collected large samples of infant babbling and early word data
since 1992. We used an ATW digital audio recorder (DAT) for both data
collection and transcription. Lately we have had good luck with Sony
portable DAT's as well. In our studies, infants wore an Audiotecknika ATW
1031 remote microphone clipped to the collar of their clothing so as to
maintain a relatively constant mouth to microphone distance (with care to
avoid having the microphone brush against clothing). In addition, it was
necessary to exercise care to keep it out of range of the infant's hands if
possible in order to avoid having them chew on the microphone. We have had
good fidelity for both perceptual and instrumental analysis with this
set-up.
    In our most recent project with Korean-learning infants, we have used a
Sony minidisc recorder (MZ-R55) with an Aiwa microphone. A Sony Mini-disc
Deck (MDS-JE330) is being used for transcription.
    In our studies, no structure is imposed on the normal household routine.
The parents are told to follow the normal types of activities they usual
pursue with
their infants. The observer/data collector is always present and interacts
informally with the parent or caregiver. In addition, family members or
guests are occasionally present. An attempt is made to keep extraneous
noise low (i.e TV sets, dishwashers,  music) without interfering with the
family routines. The infants go about their normal eating and playing
routines wearing the remote mike. It works fine as long as they stay inside
the house, but not so well outside.
    Hope this is helpful.

Babs Davis

>


From pli at richmond.edu  Fri Oct 20 17:17:16 2000
From: pli at richmond.edu (Ping Li)
Date: Fri, 20 Oct 2000 13:17:16 -0400
Subject: Acquisition of Aspect
Message-ID: <FRI.20.OCT.2000.131716.0400.PLI@RICHMOND.EDU>

Dear Colleagues,

This is an update to a previous message in response to Shoba's
inquiry and subsequent inquiries from colleagues. The Li&Shirai book
on the acquisition of aspect is finally available, and you can make
your inquiry/order either via email to orders at degruyter.de or by
accessing the following two websites, one at my own site and one at
Amazon.com:

http://www.richmond.edu/~pli/book.html

http://www.amazon.com/exec/obidos/ASIN/3110166151/qid%3D971147087/102-

Thank you, and please let me know if you need further information.

Sincerely

Ping Li

***********************************************************************
Ping Li, Ph.D.                          Email: pli at richmond.edu
Associate Professor                     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
***********************************************************************

>Dear Shoba,
>
>In a recent monograph, Yas Shirai and I examined the phenomena that you
>mentioned in both L1 and L2, comparing data across English, Chinese, and
>Japanese, with theoretical discussions on developmental, crosslinguistic,
>and connectionist perspectives on the acquisition of tense/aspect. The book
>should come out soon or anytime now, and you can print out and mail the
>order form from the website  http://www.richmond.edu/~pli/book.html or
>contact kleinhenz at degruyter.de via email.
>
>Li, P. & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect.
>	Berlin and New York: Mouton de Gruyter.
>
>Its Table of Contents is enclosed here for your information:
>
>    Preface
>Chapter 1  Introduction
>Chapter 2  Aspect: Problem of lexicon and morphology
>Chapter 3  Theories of language acquisition and the acquisition of aspect
>
>Chapter 4  Acquisition of aspect in English
>Chapter 5  Acquisition of aspect in Chinese
>Chapter 6  Acquisition of aspect in Japanese
>Chapter 7  A connectionist model of the acquisition of aspect
>Chapter 8  Acquisition of aspect: Conclusions and future directions
>
>    Postscript
>    Notes
>
>    References
>    Author Index
>    Subject Index
>
>Please let me know if this book is useful to your work.
>
>Best,
>
>Ping Li
>
-------------- next part --------------
An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001020/91528410/attachment.htm>

From nwilson at cats.ucsc.edu  Sun Oct 22 01:17:21 2000
From: nwilson at cats.ucsc.edu (Nicole L. Wilson)
Date: Sat, 21 Oct 2000 18:17:21 -0700
Subject: Diminutives
Message-ID: <SAT.21.OCT.2000.181721.0700.NWILSON@CATS.UCSC.EDU>

A few weeks ago I posted request for references on diminutives.  Thank you
to all that replied!  For those who are interested, the following is a
complied reference list.  (This is not meant to be an exhaustive list by
any means!)

Ceccherini, M., Bonifacio, S., & Zocconi, E. (1997). Acquisition of
diminutives in Italian. In W.U. Dressler (Ed.) Studies in pre- and
protomorphology (pp. 157-164). Vienna: Austrian Academy of Sciences.

Clark, E. & Svaib, T. (1997) Speaker perspective and reference in young
children. First Language, (49), p. 57-74.

Derwing, B.L. (1976). Morpheme recognition and the learning of rules for
derivational morphology. Canadian Journal of Linguistics, 21, 38-66.

Fernald, A., & Morikawa, H. (1993). Common themes and cultural variations
in Japanese and American mothers' speech to infants. Child Development,
64, 637-656.

Dressler, W.U. & Barbaresi, L. M. (1994). Morphopragmatics. Berlin: Mouton
de Gruyter.

Dressler, W.U. (?).Evidence of the first stages of morphology acquisition
for linguistic theory: Extragrammatic morphology and diminutives. Acta
Linguistica Hafniensia, 27, 91-108.

Dressler, W.U. & Karpf, A. (1995). The theoretical relevance of pre- and
protomorphology in language acquisition. Yearbook of Morphology, 99-122.

Gillis, S. (1997). The acquisition of diminutives in Dutch. In W.U.
Dressler (Ed.) Studies in pre- and protomorphology (pp.165-180). Vienna:
Austrian Academy of Sciences.

Gleason, J. Berko, Perlmann, R. Y., Ely, D., & Evans, D. (1994).  The
babytalk register: Parents' use of diminutives.  In J. L. Sokolov & C. E.
Snow (Eds.), Handbook of research in language development using CHILDES
(pp.50-76). Hillsdale, NJ: Lawrence Erlbaum Associates.

Kempe, V, & MacWhinney, B. (1999) Processing of morphological and semantic
cues in Russian and German. Language & Cognitive Processes, (2), 129-171.

Kempe, V., &  MacWhinney, B. (1996). The crosslinguistic assessment of
foreign language vocabulary learning. Applied Psycholinguistics, (2),
149-183.

Ravid, D. (1998). Diminutive -i in early child Hebrew: An initial
analysis. In S. Gillis (ed.) Studies in the acquisition of number and
diminutive marking. (pp. 149-174). Antwerp: Antwerp University Press.

Snow, C.E. (1994). Beginning from baby talk: Twenty years of research on
input in interaction. In. C. Gallaway & B.J. Richards (Eds.) Input and
interaction in language acquisition (pp.1-12). NY: Cambridge University
Press.

Snow, C. E., & Ferguson, C.A. (1997). Talking to Children: Language Input
and Acquisition. NY: Cambridge University Press.

Stephany, U. (1997). Diminutives in early child Greek, a preliminary
investigation. In W.U. Dressler (Ed.) Studies in pre- and protomorphology
(pp. 147-156). Vienna: Austrian Academy of Sciences.


From m.perkins at sheffield.ac.uk  Mon Oct 23 10:11:29 2000
From: m.perkins at sheffield.ac.uk (Mick Perkins)
Date: Mon, 23 Oct 2000 11:11:29 +0100
Subject: Lectureship post
Message-ID: <MON.23.OCT.2000.111129.0100.M.PERKINS@SHEFFIELD.AC.UK>

UNIVERSITY OF SHEFFIELD
Department of Human Communication Sciences

Lecturer A/B
(Psychology - Research Design and Statistics)
?18,731 - ?30,967

Applications are invited for the above post, in one of the leading academic
departments in the UK specialising in communication disorders.  The
University of Sheffield provides an exciting multidisciplinary environment
for research in the field of human communication.  The Department is in both
the Faculties of Social Sciences and Medicine, and has close links with
other departments including Psychology, English Language and Linguistics and
the School of Health and Related Research (ScHARR).  It also has strong
links with specialist hospitals, clinics and schools in Sheffield and
beyond.

Applicants should have:

? a PhD and an active programme of research within the area of human
communication sciences;

? a background in one or more of: psychology; speech and language pathology
/ therapy; cognitive neuroscience; education;

? ability to teach research design and statistics at all levels;

? willingness to implement and develop the Department's research strategy
and to contribute to teaching, course organisation and research supervision
at undergraduate, masters and doctoral levels.

For informal discussion, contact Professor J Stackhouse, Head of Department
(e-mail: j.stackhouse at sheffield.ac.uk, tel: 0114 222 2404) or Dr Mick
Perkins, Deputy Head of Department (e-mail:  m.perkins at sheffield.ac.uk, tel:
0114 222 2408).

Candidates should contact the Department of Human Resource Management for
further details and thereupon submit an application.

Address:  The Director
Department of Human Resource Management
University of Sheffield
Sheffield S10 2TN
UK

Telephone:  0114 222 1631 (24 hr)

Email:    jobs at sheffield.ac.uk

Vacancy Website:  http://www.shef.ac.uk/jobs/

Please quote the post reference R2182 in all enquiries

A letter of application, stating the candidate's interest in the post and
suitability for it, should be accompanied by a CV and the names of three
referees.

The closing date for applications is 13 November 2000.  It is expected that
interviews will be held on 23 November 2000.


From jnicholas at cid.wustl.edu  Tue Oct 24 15:37:54 2000
From: jnicholas at cid.wustl.edu (Johanna Nicholas)
Date: Tue, 24 Oct 2000 10:37:54 -0500
Subject: Lab manager/ RA position
Message-ID: <TUE.24.OCT.2000.103754.0500.JNICHOLAS@CID.WUSTL.EDU>

I am looking for a lab manager/ research assistant for a new 5-year project.
The description follows.  Please post or pass on to interested
students/graduates.
Thank you.

Lab Manager ? Research Assistant

Central Institute for the Deaf is accepting applicants for a Full or
Part-Time professional for the Child Language laboratory.  The project
involves recording the spoken language interactions of preschool aged
children and their parents for transcription in our laboratory.  The
individual selected will travel to schools across the U.S. to make
recordings (2-8 days per month) and be responsible for scheduling study
participants, making travel arrangements, coordinating testing and records
retrieval from schools and clinics.  Digital filming and editing techniques
will be taught.  Interest and/or aptitude in computer/video production is
desirable.  (No prior skill in this area is required.)

Bachelor?s degree required, Master?s degree preferred in communication
disorders, psychology, linguistics, speech pathology, audiology, or related
disciplines.  Sign language skills not necessary.

We offer a competitive salary along with an attractive employee benefits
package (medical, dental, disability, life, 403b), along with a
state-of-the-art child language study facility.  Qualified applicants should
send their resume, salary history and letter of interest, including two
professional references to:

Dr. Johanna G. Nicholas
Central Institute for the Deaf
4560 Clayton Ave.
St. Louis, Missouri   63110
(314) 977-0172
jnicholas at cid.wustl.edu

EOE/M/F/D/V


From raymondw at csufresno.edu  Wed Oct 25 15:25:39 2000
From: raymondw at csufresno.edu (Raymond S. Weitzman)
Date: Wed, 25 Oct 2000 08:25:39 -0700
Subject: Infant Vocalizations
Message-ID: <WED.25.OCT.2000.082539.0700.RAYMONDW@CSUFRESNO.EDU>

I'm interested in finding references on infant vocalizations, including
babbling and corresponding with researchers who are doing work in this
area.  I'm also would appreciate obtaining recordings of such
vocalizations for acoustic analysis.

--
Raymond S. Weitzman, Ph.D.
Department of Linguistics
5245 N. Backer Avenue, M/S PB92
California State University, Fresno
Fresno, California 93740-8001

Office: 559-278-2437
Home:   559-434-0838


From eleanorb at human.tsukuba.ac.jp  Mon Oct 30 01:24:40 2000
From: eleanorb at human.tsukuba.ac.jp (E. O. Batchelder)
Date: Mon, 30 Oct 2000 10:24:40 +0900
Subject: "If you be good..."
Message-ID: <MON.30.OCT.2000.102440.0900.ELEANORB@HUMAN.TSUKUBA.AC.JP>

A graduate student in linguistics here comes to me for native-speaker
judgments, and he is working on the English subjunctive.  When he gave me
the sentence,

a)  If you be quiet, I'll take you to the zoo.

I was startled.  I remember sentences of this form from my childhood, but I
had never noticed that they were subjunctive, perhaps because of the
similarity to the imperative:

b)  Be good, and I'll take you to the zoo.

Then he gave me variations to judge, and I found it difficult.

c)  If you be a good girl, I'll take you to the zoo.

d)  If you be naughty, I'll spank you.

e)  If you never be naughty again, I won't tell your father that you broke
the vase.

f)  If you not stop crying, I'll slap you.

The a) sentence feels to me like a frozen form, limited to that structure
and context -- BE + adjective [behavior desired by parent] + promise
[behavior desired by child].  I seem to have trouble modifying that in any
way.

What do you all think, either as English speakers or as linguists, or both?
Do any of the CHILDES corpora have

Thanks,
Eleanor


--
Eleanor Olds Batchelder, Ph. D.
Institute of Psychology, University of Tsukuba
http://www.human.tsukuba.ac.jp/~eleanorb
[an alternate email address is: eleanor at abacus.hunter.cuny.edu]
voice:  0298-53-7376
Mail address:  Azuma 4-16-4-401
               Tsukuba, Ibaraki, JAPAN 305-0031

==== Please don't send me HTML as email! ======


From mcf at pacific.net.sg  Mon Oct 30 07:08:47 2000
From: mcf at pacific.net.sg (Madalena Cruz-Ferreira)
Date: Mon, 30 Oct 2000 15:08:47 +0800
Subject: First in, last out
Message-ID: <MON.30.OCT.2000.150847.0800.MCF@PACIFIC.NET.SG>

    Dear info-childes,

    A friend of mine who's about to submit her PhD thesis would like to know
whether there are any (more recent) studies showing that:

1. Japanese babies are sensitive to the moraic system of Japanese, from the
first weeks of life.
2. prosodic features are the last to be lost in case of damage to language
brain areas (she's got Caplan 1987 Neurolinguistics and linguistic
aphasiology).
3. prosodic features are the last to be lost in the acquisition of L2 (she's
got one of my own papers on this, from 1984).

    Would you be able to help, and please send any replies to me?
    Many thanks!

    Madalena
===============================
Madalena Cruz-Ferreira, PhD
Dept. English Language and Literature
National University of Singapore
mcf at pacific.net.sg
===============================


From csg at u.washington.edu  Mon Oct 30 19:22:21 2000
From: csg at u.washington.edu (Carol Stoel-Gammon)
Date: Mon, 30 Oct 2000 12:22:21 -0700
Subject: positions available
Message-ID: <MON.30.OCT.2000.122221.0700.CSG@U.WASHINGTON.EDU>

Please note we have two positions available in the Department of Speech and
Hearing Sciences at the University of Washington. Job descriptions and
contact information are provided below.

Carol Stoel-Gammon, Ph.D.
Chair, Department of Speech and Hearing Sciences
University of Washington


****************************************************************************
ASSISTANT PROFESSOR:  University of Washington, Department of
Speech and Hearing Sciences, seeks applicants for a faculty position in
Speech/Language Pathology.  Duties include undergraduate and graduate
teaching and research in the areas of  motor speech and motor speech
disorders and other communication disorders related to aging and medical
speech pathology.  Other interests might include fluency or dysphagia.

Applicants should have a Ph.D. degree and CCC-SLP (or equivalency
preferred). Salary (academic year) is competitive and commensurate with
qualifications and experience.  Duties begin on September 16, 2001.

Applications, including a curriculum vitae, statement of research and
teaching interests, and three letters of recommendation, should be sent
Robert Carpenter, Ph.D., Dept. of Speech and Hearing Sciences, 1417 N.E.
42nd St., Seattle, WA  98105-6246.  (Tel: 206-685-2188; Fax:
206-543-1093; E-mail:  bobc at u.washington.edu; Web site:
http://depts.washington.edu/sphsc/employment.htm.)

Priority will be given to applications received before January 15, 2001.
The University of Washington is building a multicultural faculty and
strongly encourages applications from female and minority candidates.  The
University is an Equal Opportunity/Affirmative Action employer.

****************************************************************************

ASSISTANT PROFESSOR:  University of Washington, Department of Speech and
Hearing Sciences, seeks applicants for a faculty position in Voice
Production and Vocal Pathology.  Duties include undergraduate and graduate
teaching and research in the areas of  voice.  Other interests might include
fluency, craniofacial anomalies, or dysphagia.

Applicants should have a Ph.D. or an equivalent degree; CCC-SLP or
equivalent certification is preferred. Salary (nine-month academic year) is
competitive and commensurate with qualifications and experience.  Duties
begin on September 16, 2001.  Applications, including a curriculum vitae,
statement of research and teaching interests, and three letters of
recommendation, should be sent to Christopher A. Moore, Ph.D., Dept. of
Speech and Hearing Sciences, 1417 N.E. 42nd St., Seattle, WA  98105-6246.
(Tel: 206-616-5273; Fax: 206-543-1093; E-mail: camoore at u.washington.edu)
Additional information is available at our web site:
http://depts.washington.edu/sphsc/employment.htm)

Priority will be given to applications received before January 15, 2001.
The University of Washington is building a multicultural faculty and
strongly encourages applications from female and minority candidates.  The
University is an Equal Opportunity/Affirmative Action employer.





--


From Geraldine.Hilaire at ish-lyon.cnrs.fr  Tue Oct 31 13:30:22 2000
From: Geraldine.Hilaire at ish-lyon.cnrs.fr (=?iso-8859-1?Q?G=E9raldine?= Hilaire)
Date: Tue, 31 Oct 2000 14:30:22 +0100
Subject: ELA 2001
Message-ID: <TUE.31.OCT.2000.143022.0100.GERALDINE.HILAIRE@ISHLYON.CNRS.FR>

Dear colleagues,
we are pleased to inform you about the first call for papers of ELA 
2001, international symposium named  "Early lexicon acquisition: 
normal and pathological development", which will be held in Lyon, 
France, from 5th to 8th december 2001.
Thank you in advance for distributing this information as largely as possible.

Organizing comittee
-----------------

ELA 2001
Early lexicon acquisition: normal and pathological development
FIRST ANNOUNCEMENT
Lyon, December -5-8, 2001
(English version first - la version fran?aise se trouve plus loin)
******************************************************
PLENARY SPEAKERS:
Barbara Davis
Michele Guidetti
Jean-Adolphe Rondal
Marc Bornstein
Eva Berglund / Marten Eriksson
******************************************************
CONFERENCE LANGUAGES : French/English
******************************************************

GENERAL TOPIC: Early lexicon acquisition

* language development before age 2 (chronological or mental or 
linguistic age),
* lexicon acquisition from different perspectives (phonetics, 
phonology, lexical semantics, pragmatics),
* lexicon in production and comprehension,
* comparisons between normal and pathological development,
* crosslinguistic comparisons,
* comparisons between different methodologies,
* communicative gestures.

*************************************************
DEADLINES
* December 1, 2000 : submission of the intent to participate
Interested participants should submit:
	1) a title of their presentation
	2) 3 keywords
	3) address and e-mail
to:
Comit? d'organisation du colloque "Lexique pr?coce"
Laboratoire Dynamique du Langage
ISH
14, Avenue Berthelot
69363 Lyon
France

Electronic submissions are also accepted : please e-mail your proposal to
ddl-ela2001 at ddl.ish-lyon.cnrs.fr
* March 1, 2001 : deadline for the submission of abstracts (further 
information will be posted later)
* june 30, 2001 : reception of notification of approval of abstracts
***********************************************************
ORGANIZING COMITTEE : Laboratoire Dynamique du Langage UMR 5596(CNRS 
& Universit? Lyon2)
Frederique Gayraud
Sophie Gonnand
Geraldine Hilaire
Sophie Kern
Anetta Kopecka
Anne Viguie

SCIENTIFIC COMITTEE
Eve Clark
Frederique Gayraud
Harriet Jisa
Maryline Lejaegere
Judy Reilly
Inge Zink

CONTACT : Sophie.Kern at ish-lyon.cnrs.fr
tel : +33 (0)4 72 72 64 62

Version fran?aise

******************************************************
LANGUES DE COMMUNICATION: fran?ais/anglais
******************************************************

TH?ME G?N?RAL: Acquisition pr?coce du lexique

* d?veloppement langagier avant l'?ge de 2 ans (?ge chronologique, 
mental ou linguistique),
* acquisition du lexique de diff?rents points de vue (phon?tique, 
phonologique, s?mantique lexicale, pragmatique),
* lexique en compr?hension et en production
* comparaisons entre d?veloppement normal et pathologique
* comparaisons translinguistiques,
* comparaisons entre diff?rentes m?thodologies
* gestes communicatifs

*************************************************
CALENDRIER
* 1er d?cembre 2000 : date limite de l'envoi de l'intention de participer
Les participants int?ress?s sont invit?s ? soumettre:
	1) un titre de leur pr?sentation
	2) 3 mots-cl?s
	3) leur adresse et e-mail
au :
Comit? d'organisation du colloque "Lexique pr?coce"
Laboratoire Dynamique du Langage
ISH
14, Avenue Berthelot
69363 Lyon
France

Les envois peuvent ?galement ?tre adress?s par e-mail ? :
ddl-ela2001 at ddl.ish-lyon.cnrs.fr

* 1er mars 2001 : date limite pour l'envoi des r?sum?s (des 
informations compl?mentaires seront diffus?es ult?rieurement)
* 30 juin 2001 : r?ception de la notification de l'acceptation de la 
communication
***********************************************************
COMIT? D'ORGANISATION: Laboratoire Dynamique du Langage UMR 5596 
(CNRS & Universit? Lyon2)
Frederique Gayraud
Sophie Gonnand
Geraldine Hilaire
Sophie Kern
Anetta Kopecka
Anne Viguie

COMIT? SCIENTIFIQUE
Eve Clark
Frederique Gayraud
Harriet Jisa
Maryline Lejaegere
Judy Reilly
Inge Zink

CONTACT : Sophie.Kern at ish-lyon.cnrs.fr
tel : +33 (0)4 72 72 64 62


From menyuk at bu.edu  Tue Oct 31 17:09:04 2000
From: menyuk at bu.edu (Paula Menyuk)
Date: Tue, 31 Oct 2000 13:09:04 -0400
Subject: If - be good
Message-ID: <TUE.31.OCT.2000.130904.0400.MENYUK@BU.EDU>

Dear all,
	I'm not sure why my comments vis-a-vis "If you  be good"  were not
jumped upon by all and sundry. I've been waiting. In my dialect it's a bad
sentence but, of course, there are dialects in which it is perfectly
acceptable. Perhaps there is little interest in this question.


From Katherine_Demuth at Brown.edu  Tue Oct 31 20:41:23 2000
From: Katherine_Demuth at Brown.edu (Katherine Demuth)
Date: Tue, 31 Oct 2000 16:41:23 -0400
Subject: Graduate Fellowships, Brown University
Message-ID: <TUE.31.OCT.2000.164123.0400.KATHERINEDEMUTH@BROWN.EDU>

A non-text attachment was scrubbed...
Name: not available
Type: text/enriched
Size: 3245 bytes
Desc: not available
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20001031/29adff1f/attachment.bin>