From jonmach at informix.com Fri Sep 1 11:04:16 2000 From: jonmach at informix.com (Jon Machtynger) Date: Fri, 1 Sep 2000 12:04:16 +0100 Subject: Phonemic Symbols found Message-ID: All, Many many thanks to all who have responded so quickly. I have now found the fonts. For future information in case anyone is thinking of doing an FAQ, at least one URL with the downloadable fonts is: http://www.sil.org/computing/fonts/ipareadme.html Possibly obvious in hindsight, but then most things are... Jon - +-----------------------------------------------------------+ | Jon Machtynger (jonmach at informix.com) | | Principal Systems Engineer - Web & Media Asset Mgmt | | Informix Software Ltd. | | 6 New Square, Bedfont Lakes, Feltham TW14 8HA, UK | | Ph: +44 (020) 8818 1216 or (07801) 684216 (mobile) | +-----------------------------------------------------------+ From macw at cmu.edu Fri Sep 1 16:12:33 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 1 Sep 2000 12:12:33 -0400 Subject: Phonemic Symbols found In-Reply-To: <39AF9B40.29764.BDCA3B@localhost> Message-ID: Jon, The SIL IPA fonts are fine. In fact, we are using CHILDES and TalkBank funds now to work with SIL to develop a UniCode IPA font. Currently, files in the CHILDES database use Henry Rogers IPAPhon font for Mac and PC. It is available from http://www.chass.utoronto.ca:8080/~rogers This link is also available from the CHILDES home page through the last link on the page. Once the world moves to UniCode, which will happen over the next two years, all current IPA fonts will break and data in them will have to be reformatted, I'm afraid. --Brian MacWhinney From onos at asu.aasa.ac.jp Sat Sep 2 05:49:21 2000 From: onos at asu.aasa.ac.jp (Seiko Ono) Date: Sat, 2 Sep 2000 14:49:21 +0900 Subject: TRON Message-ID: 2000-09-02 SUBJECT: TRON Dear Brian and Info-CHILDES, It may be better not to mention the following, because it is beyond CHILDES and even the current topic. However, visit the following URLs if you are interested in many characters and in handling them: 　　http://www.personal-media.co.jp/welcome-e.html 　　http://tron.um.u-tokyo.ac.jp/TRON/ 　　http://tronweb.super-nova.co.jp/homepage.html I am not a TRON expert. Just FYI. Bye for now. ---------- SEIKO ONO AICHI SHUKUTOKU UNIVERSITY NAGOYA, JAPAN 　onos at asu.aasa.ac.jp ---------- >From: Brian MacWhinney >To: jonmach at informix.com, info-childes at mail.talkbank.org >Subject: Re: Phonemic Symbols found >Date: Fri, 01 Sep 2000 12:12:33 -0400 > > Jon, > The SIL IPA fonts are fine. In fact, we are using CHILDES and TalkBank > funds now to work with SIL to develop a UniCode IPA font. Currently, files > in the CHILDES database use Henry Rogers IPAPhon font for Mac and PC. It > is available from > > http://www.chass.utoronto.ca:8080/‾rogers > > This link is also available from the CHILDES home page through the last > link on the page. > > Once the world moves to UniCode, which will happen over the next two years, > all current IPA fonts will break and data in them will have to be > reformatted, I'm afraid. > > --Brian MacWhinney From sirai at diana.sccs.chukyo-u.ac.jp Mon Sep 4 07:06:38 2000 From: sirai at diana.sccs.chukyo-u.ac.jp (Hidetosi SIRAI) Date: Mon, 4 Sep 2000 16:06:38 +0900 Subject: CHILDES WEBSITES In-Reply-To: Your message of Tue, 29 Aug 2000 15:21:18 -0400. <893152.3176551278@agate.psy.cmu.edu> Message-ID: > http://jchat.sccs.chukyo-u.ac.jp/CHILDES/ > > The third site -- the one in Japan -- seems to be off line right now. I > will try to see what is happening there. It is up now. Thanks for your concern and sorry for inconvenience. Hidetosi at JCHAT From aproctor at uiuc.edu Wed Sep 6 02:58:50 2000 From: aproctor at uiuc.edu (Adele Proctor) Date: Tue, 5 Sep 2000 21:58:50 -0500 Subject: need Katherine Butler's email Message-ID: Hi! Does anyone have Katherine Butler's email address? Thanks, Adele From uccellpa at gse.harvard.edu Mon Sep 11 17:43:36 2000 From: uccellpa at gse.harvard.edu (uccellpa) Date: Mon, 11 Sep 2000 13:43:36 -0400 Subject: Spanish acquisition Message-ID: Dear colleagues, We would like to thank all of you who responded to our message, a few months ago, asking about research on Spanish language acquisition. Your responses have been extremely helpful. We are working on a comprehensive bibliography of papers on Spanish language development which we intend to add to the CHILDES-BIB after we have organized our list. If anyone is interested in the list of references we are building from the responses to our inquiry, please send us a note, and we will email you this partial list of references. Our special thanks to the following colleagues who have replied to our inquiry: Roger Anderson Andoni Barreña Ruth Berman Claudia Brovetto Katherine Demuth Margaret Deuchar Eliseo Diez-Itza Virginia M. Gathercole John Grinstead Vera Gutierrez-Clellen Juana Liceras Susana López-Ornat Susana Esther Marder Sonia Mariscal Ana Pérez-Leroux M. Adelaida Restrepo Tetsuya Sano Eugenia Sebastián Miquel Serra Elaine Silliman Dan Slobin Helen Smith William Snyder Kenneth Wexler Patricia Zukow-Goldring We appreciate the interest you expressed in our Spanish acquisition project and we thank you again for sending us this valuable information. Rebeca Barriga-Villanueva Claudia Ordoñez Beatrice Schnell Martha Shiro Catherine Snow Paola Uccelli ------------------------------------- Paola Uccelli Harvard Graduate School of Education 308 Larsen Hall Paola_Uccelli at gse.harvard.edu -------------------------------------- From ddlsi at cunyvm.cuny.edu Mon Sep 11 18:28:24 2000 From: ddlsi at cunyvm.cuny.edu (David J. Lewkowicz, Ph.D.) Date: Mon, 11 Sep 2000 14:28:24 -0400 Subject: Position available Message-ID: Postdoctoral Position New York State Institute for Basic Research, Staten Island, NY, USA Recent Ph.D. is being sought for an NIH-funded project investigating perceptual and cognitive development in human infants, with an emphasis on intersensory processes. The initial appointment is for a 2-year period, with a possibility for extension. An experimental background in any branch of developmental behavioral science is desirable. Although experience with human infants is preferable, those with experience in the development of other species are welcome to apply as well. Familiarity with software programming techniques and some expertise with hardware/software implementation for behavioral studies is a plus although not essential. Competitive salary and a full benefits package are offered with the position. The Institute for Basic Research is a State of New York research facility and is located on Staten Island (one of the 5 boroughs of New York City) and is just a ferry ride away from Manhattan. For further information about the Institute you may check: http://www.omr.state.ny.us/ibr.htm. To inquire about the position please contact Dr. David J. Lewkowicz by e-mail at ddlsi at cunyvm.cuny.edu or by phone at (718) 494-5302. For further information on the specific research projects conducted in our laboratory click on: http://scholar.library.csi.cuny.edu/users/Lewkowicz/ ______________________________ David J. Lewkowicz, Ph.D. Senior Research Scientist NYS Institute for Basic Research in DD 1050 Forest Hill Rd. Staten Island, N.Y. 10314 http://scholar.library.csi.cuny.edu/users/Lewkowicz/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Sep 12 19:20:15 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 12 Sep 2000 15:20:15 -0400 Subject: new multilingual corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to the CHILDES database of a new corpus of transcripts documenting the parallel acquisition by three children of Portuguese and Swedish, along with later acquisition of English. These data are from Madalena Cruz-Ferreira and are called mcf.sit and mcf.zip in the database. The readme file is as follows: Madalena Crus-Ferreira 39 Chancery Lane #01-01 Villa Chancery 309568 Singapore mcf at pacific.net.sg This corpus contains longitudinal and cross-sectional data from three children, two girls and one boy, primary bilinguals in Portuguese and Swedish, who acquired English as the language of schooling. The children Karin, Sofia and Mikael are siblings, from an upper middle-class family background. The father is a native speaker of (Central Standard) Swedish and the mother, who is also the researcher and a trained phonetician, is a native speaker of (European) Portuguese. Karin and Sofia were born in Sweden, in September 1986 and July 1988, respectively, Mikael was born in Portugal in October 1990. From birth, the children have been exposed to Portuguese and Swedish according to the one-person, one-language principle that the parents adhere to since then. The parents are otherwise fluent in one another's language as well as in English. In all exchanges between the children and Portuguese or Swedish relatives and friends the one-person, one-language principle is easily maintained. The children have been exposed to several accents of Swedish and Portuguese, the latter including Brazilian Portuguese. Due to the father's professional commitments, the family has had several moves to different countries since the children's birth. A schematic indication follows, in order to highlight the extent of the children's exposure to different languages. - July 1986 - two months before Karin's birth, the parents moved from Denmark (Copenhagen) to the south of Sweden, where the family set up their permanent home. From October 1987 to June 1988, Karin (1;1 to 1;9) attended a local kindergarten, where she spent an average of 15 hours a week. - September 1988 - seven weeks after Sofia's birth, the family moved to Portugal. From September 1989 to June 1990, Karin (3;0 to 3;9) attended daily kindergarten at the Swedish School, Lisbon area. - November 1990 - three weeks after Mikael's birth, the family moved to Austria, Vienna area. From November 1990 to June 1992, and from September 1991 to June 1992, Karin (4;2 to 5;9) and Sofia (3;1 to 3;11), respectively, attended a local kindergarten. Two months after the start of school, the girls' teachers reported that the girls were quite = comfortable communicating in German. This language is however not part of this corpus. - July 1992 - the mother and the children moved back to Portugal. From August 1992 to May 1993, the father was posted in the USA and travelled to Portugal for short weekend visits on an irregular monthly basis. From September 1992 to June 1993, Karin (6;0 to 6;9) attended grade 1, and Sofia (4;1 to 4;11) attended kindergarten at the Swedish School, Lisbon area. - August 1993 - the family moved to Hong Kong. From September 1993 to June 1994, Karin (7;0 to 7;9) attended grade 2 at a British school. During this period, on the advice of Sofia's teachers and due to progressive proficiency in English, Sofia was successively upgraded, from a Montessori kindergarten, to reception/grade 1 and then to grade 1 at the same British school in each term of the academic year. Apart from two months of two-hourly tuition per week in English for Karin and Sofia (Karin from 6;8, Sofia from 4;10), when the family had confirmed the coming move to Hong Kong, this move marks the beginning of the children's regular contact = with English. For Mikael, English was also the language of his first school ever, where from November 1993 to June 1994 he (3;1 to 3;8) attended the same Montessori kindergarten as Sofia. At this English language school, both Sofia and Mikael had regular exposure to Cantonese through songs, counting and nursery rhymes. - August 1994 - the family moved to Singapore, where they have lived for nearly 6 years at the time of writing. The children attend English school, Karin from 8;0 in grade 3, Sofia from 6;2 in grade 2 and Mikael from 3;11 in nursery. When in Europe, the family travelled to Sweden for the summer and to Portugal for Christmas or vice-versa. In Asia, the family travels to both countries for either the summer or Christmas. Before 1993, the children also had irregular exposure to English, through exchanges between the parents and foreign guests to the home, or from social gatherings involving Swedish and Portuguese relatives or friends. At the age of 6, all three children started attending once weekly Swedish Supply School in the countries where the family has lived, where they learn about the language and the country. The children never had any formal tuition of this type in Portuguese, although they are comfortably familiar with the culture of both Sweden and Portugal. As far as exposure to other languages than those involved above is concerned, Karin (10;0) and Sofia (9;2) started curricular lessons in Mandarin at school from grade 5. Both girls have Latin at school, and Sofia has French. They are, of course, exposed to the local languages spoken in Singapore, the main ones being Mandarin, as well as other Chinese languages, Malay and Tamil. They are also familiar with different accents of English, including non-native accents. Sofia, the latest speaker of all three, was diagnosed at age 4 with 40% deafness due to recurrent middle-ear infections for which she had been receiving regular medication since babyhood. She underwent grommet and adenoid surgery twice, first in Portugal at 4;9 and later in Singapore at 6;2, when the problem was solved. The noteworthy consequence of this problem was that up to the age of 10 her delivery was rather slurred in both Portuguese and Swedish, whereas her delivery in English, which she started learning with normal hearing, was faster and clearer from the very start. Mikael had a lisp, which he spontaneously corrected at age 5;9. The children are otherwise healthy and their development is normal. The children have always lived with both parents, and always taken active part in the family's life. The mother is the main caregiver, having = stayed at home during the children's first years. The children are therefore mostly exposed to Portuguese at home. In order to counterbalance this asymmetry, compounded by the regular absences of the father due to business travel, the parents chose to address one another mostly in Swedish in the presence of the children. While consistently using either Portuguese or Swedish in exchanges with each parent, the children started by using Portuguese among themselves, except when recalling or discussing events specifically related to Sweden, like skiing or the midsummer celebration, for which they used Swedish. From the start of their regular schooling in English, they gradually started using more English among themselves, English being now almost exclusively the language of their exchanges. None of the children has ever felt self-conscious about using Portuguese or Swedish with their parents in front of non-speakers of the languages, including other children. Data collection Data are being collected, since the birth of each child, through audio recordings, video recordings and diary notes made by the mother. Audio and video tapes are reviewed soon after recording, and supplemented by diary notes wherever clarification is needed. Otherwise, extensive diary = notes are used to record each child's progress, both linguistic and in other developmental areas. Recordings are typically made whenever a new linguistic trait appears in the children's speech, in the same way that progress in other areas is noted down in the diaries, that is, on no regular chronological basis. The data in this corpus concern the = children's Portuguese, Swedish and, from 1993, their English. Most of the data reflect spontaneous speech, except in cases where the child was specifically asked to speak (or sing, or read) 'for the record', for example, to say the colour or animal names in a picture book. Typical recording sessions took place, in the first months of the children's life, with the child safely lying down and playing on its own = or interfacing with one parent or relative. Later, the tape recorder was turned on in an inconspicuous place where the children were busying themselves or being attended to. The children were obviously aware of the camera during video recordings, but its presence soon became an uninteresting detail of their routine. Recordings encompass a broad spectrum of situations. Aside from the recordings made to capture specific progress, which were usually made at home, recordings include daily routines, solitary play or with other children, festive gatherings with family and friends, and outings. The data therefore give a broad view of each child's full (socio)linguistic ability, including making = acquaintance with adults and children, voice modulations and strategies to call the attention of distant hearers, or strategies to overcome background noise. For the recordings of spontaneous interaction with children outside of the family, parental permission to use the data was duly requested and obtained. One possible shortcoming of the recorded data is that the mother was regularly present during collection, except in those cases when the tape recorder was left on with the children on their own. Other shortcomings of spontaneous child speech collection are well-known to researchers in this area, from the children's unwillingness to cooperate, to disruptions from = siblings or equipment during recording of one particular child. The detail included in the diaries therefore constitutes an invaluable complementary resource. Transcription and coding Data were transcribed and coded by the researcher, who is competent in all three languages. Transcription was made as soon as possible after recording, and rechecked when coding into CHAT format, from January 2000. All files in the corpus include a %pho: tier and a %int: tier. Both tiers are also used to transcribe adult utterances with characteristic features of child-directed speech, or otherwise non-standard. The %pho: tier. - Font - IPAPhon. A narrow transcription is attempted, while compromising with readability. Babbled strings are transcribed in full, with problematic sounds discussed in the %com: tier. The %mod: tier gives colloquial forms, as spoken in the family. - Symbols - adult speech, and child speech that can safely be recognised as (renderings of a) target, is transcribed according to the conventions in the Handbook of the International Phonetic Association (Cambridge University Press, 1999) for each language. In transcriptions of babble or otherwise unintelligible speech, the symbols used represent standard International Phonetic Alphabet values. For example, the IPA [_] symbol represents a vowel with similar vowel quality to one mid central vowel found in both Portuguese and Swedish. In target-like child forms, this vowel is transcribed with [_] in Portuguese and with [_] in Swedish; in babble, only the symbol [_] is used. - Diphthongs - vowel sequences are taken as diphthongs if the second vowel follows the tone initiated in the first. The glide segment of the diphthong is transcribed with [j] or [w], which therefore represent vocoids. Hence, e.g., [aw] represents one syllable, [au] represents two. - Obstruents - voiced symbols that are marked devoiced, e.g., [__], indicate voiceless lenis articulations. - Syllables ' for the purposes of stress assignment, intervocalic = consonant sequences are syllabified as onsets - according to the phonotactics of the language involved in the case of adult and target-like child forms. This is one choice among many possible, and does not imply sanctioning one type of syllabification in child speech. Two adjacent identical vowel symbols indicate that the child pronounced the vowel as two syllables. - Stress - pitch obtrusion usually makes it clear which syllable is being stressed. Other cues to stress are duration and intensity at the syllabic peak. Stress is marked with [_] before the affected syllable. - Words - a space delimits what was interpreted as a word or a phrase within the same tone group, in child or child-directed speech, even when not corresponding to these constituents in target forms. The %int: tier. This tier transcribes uses of pitch, adapting the principles of nuclear notation described in the CHAT Manual, and includes indication of voice quality and paralinguistic features, e.g., creak, tempo. Adult speech and target-like child speech is transcribed by means of abbreviated paired symbols. In simple falling, rising or level tones, the first symbol denotes the high, mid or low pitch at which the tone starts, and the second symbol denotes the type of pitch movement, falling, rising or level. The one exception is the Portuguese extra-low fall, see below. 'High', 'mid' and 'low' are relative terms: a 'mid' pitch = level denotes the speaker's average tone range, as it is impressionistically detected in regular contact with any speaker, 'high' and 'low' being = accordingly defined in relation to 'mid' for each speaker. In complex tones, the successive symbols indicate the type of pitch movement: The conventions are as follows: Simple falls: - LF - low-fall - MF - mid-fall - HF - high-fall - eLF ' extra-low fall, from low to below the speaker's usual low = range. Simple rises: - LR ' low-rise - MR ' mid-rise - HR ' high-rise Level tones: - LL ' low-level - ML ' mid-level - HL ' high-level Complex tones: - RF ' rise-fall - FR ' fall-rise - RFR ' rise-fall-rise - FRF ' fall-rise-fall. Complementary indication of where the pitch ends is added where relevant, e.g., "HF to mid". Other conventions are: - preH - prehead: unstressed syllables before the first stressed syllable in the utterance. - H - head: begins on the first stressed syllable in the utterance and stretches up to the nuclear syllable. These symbols always follow symbols indicating pitch start or type, so that = confusion between the H denoting 'high' and the H denoting 'head' = is avoided. Examples of their use are: - LpreH ' low prehead - MpreH ' mid prehead - HpreH ' high prehead - LH ' low head - MH ' mid head - HH ' high head - FH ' falling head - RFH ' rising-falling head Transcription of each tone group (tg) is given on successive lines of the %int: tier. Prehead, head and tone are separated by + signs in the transcription, e.g. (file ptgsw.K880500, lines 865 and 867-869): *DAD: vad heter //det f=F6r n=E5t # vad =E4r //det f=F6r n=E5t # vad = //heter det. %int: 1tg, MH+ML; 2tg, MH+LR; 3tg, LH+MF. In babbled speech, no assumption is made concerning the existence of an intonational nucleus. Transcription of babble concerns pitch height and movement on each babbled syllable, according to similar conventions. The main difference is that + signs here indicate syllable boundaries, e.g. (file ptgsw.M901215, lines 77-81): *MIK: yyy. _____ ________________________ %int: 1tg, ML+long MF; 2tg, LL; 3tg, HL+short LF. Other conventions and symbols. - Orthography - adult utterances, and children's utterances recognised as = (renderings of) target forms, are given in standard orthography. A form of ad-hoc 'baby orthography' is also used for child connected speech that, = although replicating target utterances, distorts segments and prosody beyond any readable use of CHAT conventions for truncated child utterances. = In these cases, standard orthography is given in the %gls: tier. It is hoped that 'baby orthography' will be easily understandable by native users of the database. One example is in file ptgsw.SM910100, lines 24-25: *SOF: a/m=E3 # k/lhi klh/k=F3? %gls: mam=E3, a Karin est=E1 na escola? - Ptg, Sw, Eng - indicate quotation of data in Portuguese, Swedish and English, respectively, in %com, %exp or %lan tiers. Notations of the type PtgEng are used in the same way for multilingual mixes, with the first symbol indicating host language (the language accepting an intrusion) and the second guest language (the intruding language). In the %lan tier, the use of one language symbol on its own indicates a probable rendition of a target in the language. - tg(s) ' tone group(s) - syll(s) ' syllable(s) - dipt(s) ' diphthong(s) - min(s) ' minute(s) - sec(s) ' second(s) - Other abbreviations, such as Det, VP, follow accepted standards. The files The files contain monolingual and/or mixed production by one or more of the = children. The filenames include a language prefix, the child(ren)'s initial(s) and the date of recording, given as yymmdd. An indication of 00 for the day means that the exact day of recording is unknown. Files containing all three languages are prefixed ptswen. File ID K age S age M age K861020 0;1.18 K861113 0;2.11 K870117 0;4.15 K870203 0;5.1 K870319 0;6.17 K870500 0;8. K870600 0;9. K870800 0;11. K880500 1;8. KS881200 2;3. 0;5 KS890105 2;4.3 0;5.24 KS890510 2;8.8 0;9. KSM901205 4;3.3 2;4.24 0;1.25 KSM910700 4;10. 3;0. 0;9 KSM920408 5;7.6 3;8.27 1;5.28 M901100 0;1. M901215 0;2.5 M910108 0;2.28 M910500 0;7. M910528 0;7.18 M910600 0;8. M910800 0;10. M910900 0;11. M911125 1;0.15 S880815 0;1.4 S880900 0;2. S881000 0;3. S881004 0;2.23 S890100 0;6. S890300 0;8. SM910100 2;6. 0;3. ---------------- From V.A.Murphy at herts.ac.uk Fri Sep 15 10:12:50 2000 From: V.A.Murphy at herts.ac.uk (Victoria Murphy) Date: Fri, 15 Sep 2000 11:12:50 +0100 Subject: request for naming test Message-ID: REQUEST: A SUITABLE NAMING TEST FOR 8-YEAR-OLDS I am searching for a standardised naming test that will provide naming age levels for 8 years and above for typically developing children. The tests that I have considered but are not ideal for my purposes are: 1) BAS which ceilings at 8 years. 2) CELF which measures in terms of semantic knowledge not naming. 3) German test of word finding (GTWF) which does not provide age levels. 4) Masterton & Druks (2000) which does not provide age levels. Any suggestions for a suitable test would be greatly appreciated. PLESE EMAIL ME AT simmone at sbu.ac.uk rather than reply to this address. Many thanks, Liz Simmonds South Bank University Psychology Department Erlang House, Room 805 128 Blackfriars Road London SE1 OAA 0207-815-8479 (work) 0207-815-8076 (fax) simmone at sbu.ac.uk -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Sat Sep 16 19:46:26 2000 From: gleason at bu.edu (Jean Berko Gleason) Date: Sat, 16 Sep 2000 15:46:26 -0400 Subject: email address sought.. Message-ID: I'd be grateful if anyone can tell me how to find the address of Ashok Kelkar, who once wrote on Marathi baby talk.... thanks Jean -- From cech at louisiana.edu Mon Sep 18 16:31:54 2000 From: cech at louisiana.edu (Claude G. Cech) Date: Mon, 18 Sep 2000 11:31:54 -0500 Subject: position opening at Institute of Cognitive Science Message-ID: FACULTY POSITION IN THE INSTITUTE OF COGNITIVE SCIENCE. The Institute of Cognitive Science of the University of Louisiana at Lafayette invites applications for a tenure-track faculty appointment for the Fall of 2001. The appointment will be made at the associate professor or senior assistant professor level. The Institute of Cognitive Science is a graduate unit offering a Ph.D. program in cognitive science. Focus areas of the program are in cognitive processes, comparative cognition, cognitive development, computational models of mind, cognitive neuroscience, and language processing. Applicants should hold a Ph.D. in cognitive science, psychology, or a related discipline, and must exhibit evidence of a productive research program. Please send a curriculum vitae, selected reprints, and at least three letters of reference to Subrata Dasgupta, Institute of Cognitive Science, University of Louisiana at Lafayette, P.O. Drawer 43772, Lafayette, LA 70504-3772. Formal review of applications will commence December 1, 2000, but applications will be accepted until the position is filled. The University of Louisiana at Lafayette is an equal opportunity/affirmative action employee. From santelmannl at pdx.edu Mon Sep 18 20:06:00 2000 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 18 Sep 2000 13:06:00 -0700 Subject: Job: SLA and Language Pedagogy at Portland State University Message-ID: Second Language Acquisition and Language Pedagogy Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a full-time tenure-track position at the Assistant/Associate Professor level. Applicants should have a Ph.D. in Linguistics, Applied Linguistics, Language Education, or a closely related field, with a specialization in second language acquisition and language pedagogy. Secondary specializations drawn from the following are desirable: language testing, program design and evaluation, classroom-based research, instructional technology. Responsibilities include supervision of thesis research, both quantitative and qualitative. Establishing and sustaining funded research activities is important. We encourage applications from a diverse community of international scholars conducting research inside and outside the United States. Application Information: The position will be available beginning Fall 2001. Candidates should submit a letter of application including statement of research and teaching interests, curriculum vitae, representative publications, and names and addresses (including fax and e-mail) of at least three references. Review of applications will begin November 15, 2000. The position will be open until filled. Applicants who do not already hold a Ph.D. degree must offer evidence that the degree will be granted by August 2001. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and a MA:TESOL degree. The program is growing, especially at the graduate level, and is in the process of establishing a laboratory school for ESL adults. Portland State University is one of seven universities in the Oregon State System of Higher Education, and is located in the center of the Portland metropolitan area. The university has more than 15,000 students enrolled in programs from the undergraduate to the doctoral level. Portland State University is an Affirmative Action /Equal Opportunity Institution. ****************************************************** Lynn Santelmann, Ph.D. Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 239 East Hall Portland, OR 97201 Phone: (503) 725-4140 Fax: (503) 725-4139 e-mail: santelmannl at pdx.edu www.ling.pdx.edu ****************************************************** From macw at cmu.edu Sat Sep 23 21:04:34 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 23 Sep 2000 17:04:34 -0400 Subject: Portuguese Bibliography Message-ID: Dear Info-CHILDES, Madalena Cruz-Ferreira (mcf at pacific.net.sg) has contributed a set of 1148 references on the acquisition of Portuguese to the CHILDES/BIB reference system. Madalena's readme file for this big new set of references can be found at http://childes.psy.cmu.edu/html/portbib.html and I am repeating it here too. Access to CHILDES/BIB is easiest from the CHILDES home page at childes.psy.cmu.edu which then takes you to another machine. Thanks to Madalena and colleagues for this excellent contribution. Please stay tuned for a parallel set of contributions for Spanish. --Brian MacWhinney In September 2000, Madalena Cruz-Ferreira and colleagues contributed a set of 1138 references on the acquisition of Portuguese. These have now been added to CHILDES/BIB All entries include the code "PortugueseBib" in the Keywords field, so that the bibliography can be easily retrieved through the EndNote search function. Use "Advanced Search" and then "Keyword" as "Portuguese." Additional keywords, relevant to each reference, are included in this field too. Most references include a URL, where the reference itself and/or more recent additions to this research area can be found. Several of the Portuguese (.pt) and Brazilian (.br) websites are accessible in English too. In cases of conflicting information on a particular reference, say, from a website and from a personal communication by the author(s), the authors' data took priority. Putting together information of this kind is not a one-person assignment. My most sincere thanks are due to the following colleagues, whose time, support and generous willingness to share knowledge, contacts, and their own research, made this undertaking possible: Bernadete Abaurre Eleonora Albano Amália Andrade Lívia Márcia Baptista Hanna Batoréo Ernestina Carrilho Maria Fausta Pereira de Castro Marianne Cavalcante Miriam Coimbra Letícia Sicuro Corrêa João Costa Hildo Honório do Couto Regina Célia Fernandes Cruz António H A Emiliano Rosa Attié Figueira Maria João Freitas Sónia Frota Aglael Gama Rossi Fernanda Ribeiro Gonçalves Sebastião Carlos Leite Gonçalves Ana Maria de Mattos Guimarães Mary Kato Regina Lamprecht Cláudia de Lemos Maria Lobo Denise Martins Carolina Lisbôa Mezzomo Ana Ruth Miranda Ana Paula Fadanelli Ramos Ana Lúcia Santos Ester Scarpa Leonor Scliar-Cabral Luciene Simões Carla Soares Otília de Sousa Elizabeth Teixeira Maria do Céu Viana Ana Maria Zilles Thanks are also due to the Comunidade Virtual da Linguagem, whose network provided me with invaluable information. Any inaccuracy included in the references is my entire responsibility. I will be happy to receive feedback regarding any corrections and additions to the bibliography. Madalena Cruz-Ferreira mcf at pacific.net.sg From sqb4972 at is.nyu.edu Mon Sep 25 02:52:02 2000 From: sqb4972 at is.nyu.edu (Shoba Bandi Rao) Date: Sun, 24 Sep 2000 22:52:02 -0400 Subject: L1 acquisition of past progressive! Message-ID: Dear Info-CHILDES, Wolfram (1985) and Bailey (1987) have noted an interesting pattern in adult L2 acquisition of the English Past Progressive Tense: the past progressive makes an early appearance in the learners' interlanguage, but after an initial steady increase, a decline is observed. Does anyone know whether a similar learning paradigm is observed for L1 acquisition? I would appreciate any references on the L1 acquisition of the English present and past progressive tenses. Thank you in advance! Best, Shoba **************************************************************** Shoba Bandi Rao Doctoral student/Applied Linguistics New York University Tel. Work (212) 998-5670 http://pages.nyu.edu/~sqb4972/ **************************************************************** From farrar at webb.psych.ufl.edu Mon Sep 25 12:54:28 2000 From: farrar at webb.psych.ufl.edu (Jeff Farrar) Date: Mon, 25 Sep 2000 08:54:28 -0400 Subject: developmental faculty position Message-ID: The UNIVERSITY OF FLORIDA invites applications for FOUR full-time, tenure-accruing assistant/associate professorships, with service to begin August 10, 2001. Applications should include a statement of research and teaching interests, a curriculum vitae, up to five reprints and preprints, and three letters of recommendation. Applicants should show evidence of outstanding research and teaching potential. Successful applicants for all four positions will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance.Desired specializations include BEHAVIOR ANALYSIS (either experimental or applied), COUNSELING PSYCHOLOGY, DEVELOPMENTAL PSYCHOLOGY (child/adolescence emphasis - also see see Post Script note), and SOCIAL PSYCHOLOGY (basic research emphasis). Salaries are competitive. Please identify clearly on application materials the specialization being applied for. Send materials to: [Specialization] Psychology Search Committee, Psychology Department, University of Florida, 114 Psychology Building, PO Box 112250, Gainesville, FL 32611-2250. The University of Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida�s �Government in the Sunshine� and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Ms. Diana Williamson (352) 392-0601, extension 200. Review of applications will commence immediately. The application deadline is October 16th, 2000. P.S. Please note that for the developmental position we are especially interested in applicants with strength in developmental cognitive neuroscience approaches, or with a research focus in social development, adolescent psychology, or applied developmental research. From pli at richmond.edu Mon Sep 25 14:17:04 2000 From: pli at richmond.edu (Ping Li) Date: Mon, 25 Sep 2000 10:17:04 -0400 Subject: L1 acquisition of past progressive! In-Reply-To: Message-ID: 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 *********************************************************************** 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) 289-1916 (lab) Richmond, VA 23173, U.S.A. Fax: (804) 287-1905 *********************************************************************** >Dear Info-CHILDES, > >Wolfram (1985) and Bailey (1987) have noted an interesting pattern >in adult L2 acquisition of the English Past Progressive Tense: the >past progressive makes an early appearance in the learners' >interlanguage, but after an initial steady increase, a decline is >observed. > >Does anyone know whether a similar learning paradigm is observed for >L1 acquisition? I would appreciate any references on the L1 acquisition >of the English present and past progressive tenses. > >Thank you in advance! > >Best, >Shoba > >**************************************************************** >Shoba Bandi Rao >Doctoral student/Applied Linguistics >New York University >Tel. Work (212) 998-5670 >http://pages.nyu.edu/~sqb4972/ >**************************************************************** From studium at total.net Mon Sep 25 14:49:17 2000 From: studium at total.net (Mike Arcieri) Date: Mon, 25 Sep 2000 10:49:17 -0400 Subject: developmental faculty position Message-ID: The UNIVERSITY OF FLORIDA invites applications for FOUR full-time, tenure-accruing assistant/associate professorships, with service to begin August 10, 2001. Applications should include a statement of research and teaching interests, a curriculum vitae, up to five reprints and preprints, and three letters of recommendation. Applicants should show evidence of outstanding research and teaching potential. Successful applicants for all four positions will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance.Desired specializations include BEHAVIOR ANALYSIS (either experimental or applied), COUNSELING PSYCHOLOGY, DEVELOPMENTAL PSYCHOLOGY (child/adolescence emphasis - also see see Post Script note), and SOCIAL PSYCHOLOGY (basic research emphasis). Salaries are competitive. Please identify clearly on application materials the specialization being applied for. Send materials to: [Specialization] Psychology Search Committee, Psychology Department, University of Florida, 114 Psychology Building, PO Box 112250, Gainesville, FL 32611-2250. The University of Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida’s “Government in the Sunshine” and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Ms. Diana Williamson (352) 392-0601, extension 200. Review of applications will commence immediately. The application deadline is October 16th, 2000. P.S. Please note that for the developmental position we are especially interested in applicants with strength in developmental cognitive neuroscience approaches, or with a research focus in social development, adolescent psychology, or applied developmental research. From studium at total.net Mon Sep 25 14:49:27 2000 From: studium at total.net (Mike Arcieri) Date: Mon, 25 Sep 2000 10:49:27 -0400 Subject: L1 acquisition of past progressive! Message-ID: 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 *********************************************************************** 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) 289-1916 (lab) Richmond, VA 23173, U.S.A. Fax: (804) 287-1905 *********************************************************************** >Dear Info-CHILDES, > >Wolfram (1985) and Bailey (1987) have noted an interesting pattern >in adult L2 acquisition of the English Past Progressive Tense: the >past progressive makes an early appearance in the learners' >interlanguage, but after an initial steady increase, a decline is >observed. > >Does anyone know whether a similar learning paradigm is observed for >L1 acquisition? I would appreciate any references on the L1 acquisition >of the English present and past progressive tenses. > >Thank you in advance! > >Best, >Shoba > >**************************************************************** >Shoba Bandi Rao >Doctoral student/Applied Linguistics >New York University >Tel. Work (212) 998-5670 >http://pages.nyu.edu/~sqb4972/ >**************************************************************** From genesee at ego.psych.mcgill.ca Mon Sep 25 19:09:36 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Mon, 25 Sep 2000 15:09:36 -0400 Subject: New Graduate Program at McGill Message-ID: McGill University announces a new Graduate Program in Language Acquisition: The Language Acquisition Program is a cross-disciplinary option for Ph.D. students that focuses on the scientific exploration of issues related to language acquisition. The perspective is cross-disciplinary, covering diverse acquisition contexts and different kinds of learners. Students in the Language Acquisition Program are introduced to theoretical and methodological issues on language acquisition from the perspectives of cognitive neuroscience, theoretical linguistics, psycholinguistics, education, communication sciences and disorders, and neuropsychology. Participating faculty members in the program hold appointments in the departments of Communication Sciences and Disorders, Linguistics, Psychology, and Second Language Education. These departments, in turn, are housed in the faculties of Medicine, Arts, Science, and Education, making this program unique in its cross-disciplinary approach. The research interests of participating faculty members encompass language acquisition in pre-school, school-age, and adult learners; oral and sign language acquisition; monolingual, bilingual, and multilingual acquisition; normal and impaired language development; and instructed and naturalistic language learning. Their work encompasses basic as well as applied and clinical issues related to language development. For further information, contact Fred Genesee, Director, at genesee at ego.psych.mcgill.ca or visit the website at www.psych.mcgill.ca/lap.html Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From deepsea at cds.ne.jp Tue Sep 26 03:20:21 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Tue, 26 Sep 2000 12:20:21 +0900 Subject: Call for Papers (TCP 2001) Message-ID: Call for Papers The Second Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 16th and 17th, 2001 TCP welcomes applications for paper presentations at its second conference. It accepts papers that represent any scientific endeavor that addresses itself to "Plato's problem" concerning language acquisition: "How can we gain rich linguistic system given our fragmentary and impoverished experience?" Its scope thus includes linguistic theory, L1 and L2 acquisition, language processing, and the neuroscience of language, among others. Each presentation will be 30 minutes, and 15 minutes will be devoted for discussion. Please send an abstract in accordance with the following guidelines: 1. An abstract in English (including bibliography) no more than 2 single-spaced A4 or letter-size pages. 2. Do not put your name on the abstract. 3. Put the title on the top of the first page. 4. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 5. Clearly state the nature of the problem that you are addressing. 6. Cite sufficient data, and explain why and how they support your argument. 7. Avoid vague promissory notes such as "A solution will be presented". 8. Submit 5 copies. 9. Attach a separate information page to the top of your abstracts, indicating your (if you are coauthor, you all) (a) name, (b) affiliation, (c) paper's title, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). 10. In submission by e-mail, please note the following guidelines: The abstract file should be attached and e-mail subject should be "abstract", and all the author information (listed in 9) should be included in the body of the e-mail. The acceptable format is PDF only. For any fonts used, the font file should be attached. Send the information page and the five copies of your abstract to: 　　TCP Committee 　　　Institute of Cultural and Linguistic Studies 　Keio University 　　　2-15-45 Mita Minato-ku, Tokyo 　　　108-8345 JAPAN or, send via e-mail with the abstract file and font file(s) attached to: 　　TCP Committee tcpabst at otsu.icl.keio.ac.jp The abstract must be received by November 30, 2000 by 11:59 pm JST (Japan Standard Time) by postal mail, FedEx (or the like), or e-mail. Submission by fax will not be accepted. Late submissions will be returned unopened. Notification of receipt will be emailed to the first author shortly after receipt. We will notify you of the results of our review process by January 10, 2001. 　 　We are planning to publish a volume of conference proceedings. If your abstract is accepted, we will inform you of details regarding this matter later. Most likely, you will be asked to submit a photo-ready copy of your contribution by mid-May 2001. 　 　Unfortunately, TCP has no fund for financial assistance. Participants are also expected to make their travel arrangement through their own travel agents. For inquires, contact: 　　Yukio Otsu (Director) 　　Institute of Cultural and Linguistic Studies 　　Keio University 　　2-15-45 Mita Minato-ku, Tokyo 　　108-8345 or, send e-mail messages to: 　　tcp at otsu.icl.keio.ac.jp From joshua_thompson at juno.com Tue Sep 26 15:40:03 2000 From: joshua_thompson at juno.com (Joshua Thompson) Date: Tue, 26 Sep 2000 10:40:03 -0500 Subject: Baron's Functions of Language Interaction Message-ID: Naomi Baron (1990) posted a reasonable and well thought out framework for language functions in PIGEON-BIRDS AND RHYMING WORDS: THE ROLE OF PARENTS IN LANGUAGE LEARNING, published by the Center for Applied Linguistics. She started in Jakobson (1960), but devised her variation because: "Our goal here is to understand the ways in which adult speech can affect the language of children. Therefore, we need to focus on how language functions in human interactive behavior" (Baron, 1990, p. 19). She then proposes this list of five language functions: pedagogy control affection social exchange information This list works well in framing my observations of how parents adapt language functions in speaking to their toddler (18 months old). Does anyone else use these to describe contextual language use, language that is used to do things? I cannot find anything else published about this particular list of five language functions. Joshua_Thompson at JUNO.com University of Texas at Arlington ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. From jbryant at luna.cas.usf.edu Wed Sep 27 15:33:39 2000 From: jbryant at luna.cas.usf.edu (Judith Becker Bryant) Date: Wed, 27 Sep 2000 11:33:39 -0400 Subject: Genie Message-ID: One of my colleagues asked me whether Genie (The "wild child") is still alive and, if so, what has happened to her. Apparently one of his students asked about her in class today. Does anyone have current information? Judy Bryant Judith Becker Bryant, Ph.D. Professor Co-Director, Interdisciplinary Center for Communication Sciences Department of Psychology, BEH 339 University of South Florida Tampa, FL 33620-8200 (813) 974-0475 fax (813) 974-4617 From adele at twinearth.wustl.edu Wed Sep 27 17:42:53 2000 From: adele at twinearth.wustl.edu (Adele A. Abrahamsen) Date: Wed, 27 Sep 2000 12:42:53 -0500 Subject: Genie In-Reply-To: Message-ID: I do not have Y2K information on Genie, but you may be interested to know that there was a Nova show on PBS on Oct 18, 1994 (and rebroadcast spring 2000) titled "Secret of the Wild Child." I believe the NY Times reviewed it in 1994. Not everyone will like everything about the video, which focused on conflicts between researchers and others involved with Genie at least as much as it did on the scientific research and findings. It can be ordered by calling 800-255-9424. (And don't be too impressed at my instant access to these details--the tape happened to be sitting on my desk, which means its time for a good desk organizing session.) Adele Abrahamsen On Wed, 27 Sep 2000, Judith Becker Bryant wrote: > One of my colleagues asked me whether Genie (The "wild child") is still > alive and, if so, what has happened to her. Apparently one of his > students asked about her in class today. Does anyone have current > information? > Judy Bryant > Judith Becker Bryant, Ph.D. > Professor > Co-Director, Interdisciplinary Center > for Communication Sciences > Department of Psychology, BEH 339 > University of South Florida > Tampa, FL 33620-8200 > > (813) 974-0475 fax (813) 974-4617 > > > -- Dr. Adele Abrahamsen Department of Psychology Washington University in St. Louis Campus Box 1125 One Brookings Drive St. Louis, MO 63130-4899 Office telephone: (314) 935-7445 Office location: New Psychology Building, Room 410B Email: adele at twinearth.wustl.edu Fax: (314) 935-7588 PNP website: www.artsci.wustl.edu/~philos/pnp/ Linguistic Studies website: www.artsci.wustl.edu/~ling/ From lpxscb at psychology.nottingham.ac.uk Thu Sep 28 15:09:46 2000 From: lpxscb at psychology.nottingham.ac.uk (Sarah Burton) Date: Thu, 28 Sep 2000 16:09:46 +0100 Subject: Children's understanding of 'best'? Message-ID: Hi, My name is Sarah Burton and I am doing a PhD at Nottingham University with Professor Peter Mitchell, looking at children's understanding of who knows things about the self. The question format that I have been using at the moment is, who knows best about different aspects of self-knowledge e.g. Who knows best what you are thinking? Who knows best when you are happy? Who knows best what you are going to do at school tomorrow? and the children have to choose a person from an array (which includes themselves, their teacher, a peer, their parent). It has been suggested to us that young children may have problems with understanding the use of the word BEST, so I was wondering if anyone knows of any relevant literature on this topic. The children in the study are primary school age, so between 4/5 and 10/11 years old. Thankyou in advance, for your help, Sarah Burton From macw at cmu.edu Thu Sep 28 23:28:17 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 28 Sep 2000 19:28:17 -0400 Subject: CLAN -> Praat Message-ID: 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 From karin at xenon.rutgers.edu Fri Sep 29 15:30:08 2000 From: karin at xenon.rutgers.edu (Karin Stromswold) Date: Fri, 29 Sep 2000 11:30:08 -0400 Subject: RA/predoc/postdoc, Rutgers NB Message-ID: I have an immediate opening in my lab for someone who is interested in doing research on normal and abnormal acquisition and processing of language (primarily morphosyntax). The person will be involved in all aspects of research, with responsibilities and salary commensurate with the qualifications of the candidate. Because the position is temporary (funded through 6/30/01), the position is ideal for someone who has recently received or is about to receive a degree (BA, MA, or PhD) and would like to gain additional research experience before taking a more permanent position next fall. The candidate should have a degree or research/coursework in linguistics, cognitive science, or psychology. Because of the nature of the work, the position is only open to someone who is a native speaker of English. The salary is very competitive, with excellent benefits. If you or someone you know is interested in this position, please contact me by email (karin at ruccs.rutgers.edu), phone (732 445-2448), or regular mail to Karin Stromswold Dept of Psychology & Center for Cognitive Science Rutgers University - New Brunswick 152 Freylinghuysen Road Piscataway, New Jersey 08854-8020 fax: 732 445 6715 You can learn more about the research we are doing in the lab at http://ruccs.rutgers.edu/~karin/stromswold.html and linked pages. Best, Karin Stromswold (karin at ruccs.rutgers.edu) From thodoris at essex.ac.uk Fri Sep 29 17:56:48 2000 From: thodoris at essex.ac.uk (Theodore Marinis) Date: Fri, 29 Sep 2000 18:56:48 +0100 Subject: Working memory task for children Message-ID: Dear Info-CHILDES, we are looking for a standardized auditory task to measure working memory by children between 6 and 8 years of age. Is anybody aware, if there is an implementation of the listening version of the Daneman & Carpenter Reading Span task for children? Thank you in advance, Theodore Marinis >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Theodore Marinis University of Essex Dept. Language & Linguistics Wivenhoe Park CO4 3SQ Colchester, Essex, UK Tel. +44-1206-872087 <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< From jonmach at informix.com Fri Sep 1 11:04:16 2000 From: jonmach at informix.com (Jon Machtynger) Date: Fri, 1 Sep 2000 12:04:16 +0100 Subject: Phonemic Symbols found Message-ID: All, Many many thanks to all who have responded so quickly. I have now found the fonts. For future information in case anyone is thinking of doing an FAQ, at least one URL with the downloadable fonts is: http://www.sil.org/computing/fonts/ipareadme.html Possibly obvious in hindsight, but then most things are... Jon - +-----------------------------------------------------------+ | Jon Machtynger (jonmach at informix.com) | | Principal Systems Engineer - Web & Media Asset Mgmt | | Informix Software Ltd. | | 6 New Square, Bedfont Lakes, Feltham TW14 8HA, UK | | Ph: +44 (020) 8818 1216 or (07801) 684216 (mobile) | +-----------------------------------------------------------+ From macw at cmu.edu Fri Sep 1 16:12:33 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 1 Sep 2000 12:12:33 -0400 Subject: Phonemic Symbols found In-Reply-To: <39AF9B40.29764.BDCA3B@localhost> Message-ID: Jon, The SIL IPA fonts are fine. In fact, we are using CHILDES and TalkBank funds now to work with SIL to develop a UniCode IPA font. Currently, files in the CHILDES database use Henry Rogers IPAPhon font for Mac and PC. It is available from http://www.chass.utoronto.ca:8080/~rogers This link is also available from the CHILDES home page through the last link on the page. Once the world moves to UniCode, which will happen over the next two years, all current IPA fonts will break and data in them will have to be reformatted, I'm afraid. --Brian MacWhinney From onos at asu.aasa.ac.jp Sat Sep 2 05:49:21 2000 From: onos at asu.aasa.ac.jp (Seiko Ono) Date: Sat, 2 Sep 2000 14:49:21 +0900 Subject: TRON Message-ID: 2000-09-02 SUBJECT: TRON Dear Brian and Info-CHILDES, It may be better not to mention the following, because it is beyond CHILDES and even the current topic. However, visit the following URLs if you are interested in many characters and in handling them: ??http://www.personal-media.co.jp/welcome-e.html ??http://tron.um.u-tokyo.ac.jp/TRON/ ??http://tronweb.super-nova.co.jp/homepage.html I am not a TRON expert. Just FYI. Bye for now. ---------- SEIKO ONO AICHI SHUKUTOKU UNIVERSITY NAGOYA, JAPAN ?onos at asu.aasa.ac.jp ---------- >From: Brian MacWhinney >To: jonmach at informix.com, info-childes at mail.talkbank.org >Subject: Re: Phonemic Symbols found >Date: Fri, 01 Sep 2000 12:12:33 -0400 > > Jon, > The SIL IPA fonts are fine. In fact, we are using CHILDES and TalkBank > funds now to work with SIL to develop a UniCode IPA font. Currently, files > in the CHILDES database use Henry Rogers IPAPhon font for Mac and PC. It > is available from > > http://www.chass.utoronto.ca:8080/?rogers > > This link is also available from the CHILDES home page through the last > link on the page. > > Once the world moves to UniCode, which will happen over the next two years, > all current IPA fonts will break and data in them will have to be > reformatted, I'm afraid. > > --Brian MacWhinney From sirai at diana.sccs.chukyo-u.ac.jp Mon Sep 4 07:06:38 2000 From: sirai at diana.sccs.chukyo-u.ac.jp (Hidetosi SIRAI) Date: Mon, 4 Sep 2000 16:06:38 +0900 Subject: CHILDES WEBSITES In-Reply-To: Your message of Tue, 29 Aug 2000 15:21:18 -0400. <893152.3176551278@agate.psy.cmu.edu> Message-ID: > http://jchat.sccs.chukyo-u.ac.jp/CHILDES/ > > The third site -- the one in Japan -- seems to be off line right now. I > will try to see what is happening there. It is up now. Thanks for your concern and sorry for inconvenience. Hidetosi at JCHAT From aproctor at uiuc.edu Wed Sep 6 02:58:50 2000 From: aproctor at uiuc.edu (Adele Proctor) Date: Tue, 5 Sep 2000 21:58:50 -0500 Subject: need Katherine Butler's email Message-ID: Hi! Does anyone have Katherine Butler's email address? Thanks, Adele From uccellpa at gse.harvard.edu Mon Sep 11 17:43:36 2000 From: uccellpa at gse.harvard.edu (uccellpa) Date: Mon, 11 Sep 2000 13:43:36 -0400 Subject: Spanish acquisition Message-ID: Dear colleagues, We would like to thank all of you who responded to our message, a few months ago, asking about research on Spanish language acquisition. Your responses have been extremely helpful. We are working on a comprehensive bibliography of papers on Spanish language development which we intend to add to the CHILDES-BIB after we have organized our list. If anyone is interested in the list of references we are building from the responses to our inquiry, please send us a note, and we will email you this partial list of references. Our special thanks to the following colleagues who have replied to our inquiry: Roger Anderson Andoni Barre?a Ruth Berman Claudia Brovetto Katherine Demuth Margaret Deuchar Eliseo Diez-Itza Virginia M. Gathercole John Grinstead Vera Gutierrez-Clellen Juana Liceras Susana L?pez-Ornat Susana Esther Marder Sonia Mariscal Ana P?rez-Leroux M. Adelaida Restrepo Tetsuya Sano Eugenia Sebasti?n Miquel Serra Elaine Silliman Dan Slobin Helen Smith William Snyder Kenneth Wexler Patricia Zukow-Goldring We appreciate the interest you expressed in our Spanish acquisition project and we thank you again for sending us this valuable information. Rebeca Barriga-Villanueva Claudia Ordo?ez Beatrice Schnell Martha Shiro Catherine Snow Paola Uccelli ------------------------------------- Paola Uccelli Harvard Graduate School of Education 308 Larsen Hall Paola_Uccelli at gse.harvard.edu -------------------------------------- From ddlsi at cunyvm.cuny.edu Mon Sep 11 18:28:24 2000 From: ddlsi at cunyvm.cuny.edu (David J. Lewkowicz, Ph.D.) Date: Mon, 11 Sep 2000 14:28:24 -0400 Subject: Position available Message-ID: Postdoctoral Position New York State Institute for Basic Research, Staten Island, NY, USA Recent Ph.D. is being sought for an NIH-funded project investigating perceptual and cognitive development in human infants, with an emphasis on intersensory processes. The initial appointment is for a 2-year period, with a possibility for extension. An experimental background in any branch of developmental behavioral science is desirable. Although experience with human infants is preferable, those with experience in the development of other species are welcome to apply as well. Familiarity with software programming techniques and some expertise with hardware/software implementation for behavioral studies is a plus although not essential. Competitive salary and a full benefits package are offered with the position. The Institute for Basic Research is a State of New York research facility and is located on Staten Island (one of the 5 boroughs of New York City) and is just a ferry ride away from Manhattan. For further information about the Institute you may check: http://www.omr.state.ny.us/ibr.htm. To inquire about the position please contact Dr. David J. Lewkowicz by e-mail at ddlsi at cunyvm.cuny.edu or by phone at (718) 494-5302. For further information on the specific research projects conducted in our laboratory click on: http://scholar.library.csi.cuny.edu/users/Lewkowicz/ ______________________________ David J. Lewkowicz, Ph.D. Senior Research Scientist NYS Institute for Basic Research in DD 1050 Forest Hill Rd. Staten Island, N.Y. 10314 http://scholar.library.csi.cuny.edu/users/Lewkowicz/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Sep 12 19:20:15 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 12 Sep 2000 15:20:15 -0400 Subject: new multilingual corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to the CHILDES database of a new corpus of transcripts documenting the parallel acquisition by three children of Portuguese and Swedish, along with later acquisition of English. These data are from Madalena Cruz-Ferreira and are called mcf.sit and mcf.zip in the database. The readme file is as follows: Madalena Crus-Ferreira 39 Chancery Lane #01-01 Villa Chancery 309568 Singapore mcf at pacific.net.sg This corpus contains longitudinal and cross-sectional data from three children, two girls and one boy, primary bilinguals in Portuguese and Swedish, who acquired English as the language of schooling. The children Karin, Sofia and Mikael are siblings, from an upper middle-class family background. The father is a native speaker of (Central Standard) Swedish and the mother, who is also the researcher and a trained phonetician, is a native speaker of (European) Portuguese. Karin and Sofia were born in Sweden, in September 1986 and July 1988, respectively, Mikael was born in Portugal in October 1990. From birth, the children have been exposed to Portuguese and Swedish according to the one-person, one-language principle that the parents adhere to since then. The parents are otherwise fluent in one another's language as well as in English. In all exchanges between the children and Portuguese or Swedish relatives and friends the one-person, one-language principle is easily maintained. The children have been exposed to several accents of Swedish and Portuguese, the latter including Brazilian Portuguese. Due to the father's professional commitments, the family has had several moves to different countries since the children's birth. A schematic indication follows, in order to highlight the extent of the children's exposure to different languages. - July 1986 - two months before Karin's birth, the parents moved from Denmark (Copenhagen) to the south of Sweden, where the family set up their permanent home. From October 1987 to June 1988, Karin (1;1 to 1;9) attended a local kindergarten, where she spent an average of 15 hours a week. - September 1988 - seven weeks after Sofia's birth, the family moved to Portugal. From September 1989 to June 1990, Karin (3;0 to 3;9) attended daily kindergarten at the Swedish School, Lisbon area. - November 1990 - three weeks after Mikael's birth, the family moved to Austria, Vienna area. From November 1990 to June 1992, and from September 1991 to June 1992, Karin (4;2 to 5;9) and Sofia (3;1 to 3;11), respectively, attended a local kindergarten. Two months after the start of school, the girls' teachers reported that the girls were quite = comfortable communicating in German. This language is however not part of this corpus. - July 1992 - the mother and the children moved back to Portugal. From August 1992 to May 1993, the father was posted in the USA and travelled to Portugal for short weekend visits on an irregular monthly basis. From September 1992 to June 1993, Karin (6;0 to 6;9) attended grade 1, and Sofia (4;1 to 4;11) attended kindergarten at the Swedish School, Lisbon area. - August 1993 - the family moved to Hong Kong. From September 1993 to June 1994, Karin (7;0 to 7;9) attended grade 2 at a British school. During this period, on the advice of Sofia's teachers and due to progressive proficiency in English, Sofia was successively upgraded, from a Montessori kindergarten, to reception/grade 1 and then to grade 1 at the same British school in each term of the academic year. Apart from two months of two-hourly tuition per week in English for Karin and Sofia (Karin from 6;8, Sofia from 4;10), when the family had confirmed the coming move to Hong Kong, this move marks the beginning of the children's regular contact = with English. For Mikael, English was also the language of his first school ever, where from November 1993 to June 1994 he (3;1 to 3;8) attended the same Montessori kindergarten as Sofia. At this English language school, both Sofia and Mikael had regular exposure to Cantonese through songs, counting and nursery rhymes. - August 1994 - the family moved to Singapore, where they have lived for nearly 6 years at the time of writing. The children attend English school, Karin from 8;0 in grade 3, Sofia from 6;2 in grade 2 and Mikael from 3;11 in nursery. When in Europe, the family travelled to Sweden for the summer and to Portugal for Christmas or vice-versa. In Asia, the family travels to both countries for either the summer or Christmas. Before 1993, the children also had irregular exposure to English, through exchanges between the parents and foreign guests to the home, or from social gatherings involving Swedish and Portuguese relatives or friends. At the age of 6, all three children started attending once weekly Swedish Supply School in the countries where the family has lived, where they learn about the language and the country. The children never had any formal tuition of this type in Portuguese, although they are comfortably familiar with the culture of both Sweden and Portugal. As far as exposure to other languages than those involved above is concerned, Karin (10;0) and Sofia (9;2) started curricular lessons in Mandarin at school from grade 5. Both girls have Latin at school, and Sofia has French. They are, of course, exposed to the local languages spoken in Singapore, the main ones being Mandarin, as well as other Chinese languages, Malay and Tamil. They are also familiar with different accents of English, including non-native accents. Sofia, the latest speaker of all three, was diagnosed at age 4 with 40% deafness due to recurrent middle-ear infections for which she had been receiving regular medication since babyhood. She underwent grommet and adenoid surgery twice, first in Portugal at 4;9 and later in Singapore at 6;2, when the problem was solved. The noteworthy consequence of this problem was that up to the age of 10 her delivery was rather slurred in both Portuguese and Swedish, whereas her delivery in English, which she started learning with normal hearing, was faster and clearer from the very start. Mikael had a lisp, which he spontaneously corrected at age 5;9. The children are otherwise healthy and their development is normal. The children have always lived with both parents, and always taken active part in the family's life. The mother is the main caregiver, having = stayed at home during the children's first years. The children are therefore mostly exposed to Portuguese at home. In order to counterbalance this asymmetry, compounded by the regular absences of the father due to business travel, the parents chose to address one another mostly in Swedish in the presence of the children. While consistently using either Portuguese or Swedish in exchanges with each parent, the children started by using Portuguese among themselves, except when recalling or discussing events specifically related to Sweden, like skiing or the midsummer celebration, for which they used Swedish. From the start of their regular schooling in English, they gradually started using more English among themselves, English being now almost exclusively the language of their exchanges. None of the children has ever felt self-conscious about using Portuguese or Swedish with their parents in front of non-speakers of the languages, including other children. Data collection Data are being collected, since the birth of each child, through audio recordings, video recordings and diary notes made by the mother. Audio and video tapes are reviewed soon after recording, and supplemented by diary notes wherever clarification is needed. Otherwise, extensive diary = notes are used to record each child's progress, both linguistic and in other developmental areas. Recordings are typically made whenever a new linguistic trait appears in the children's speech, in the same way that progress in other areas is noted down in the diaries, that is, on no regular chronological basis. The data in this corpus concern the = children's Portuguese, Swedish and, from 1993, their English. Most of the data reflect spontaneous speech, except in cases where the child was specifically asked to speak (or sing, or read) 'for the record', for example, to say the colour or animal names in a picture book. Typical recording sessions took place, in the first months of the children's life, with the child safely lying down and playing on its own = or interfacing with one parent or relative. Later, the tape recorder was turned on in an inconspicuous place where the children were busying themselves or being attended to. The children were obviously aware of the camera during video recordings, but its presence soon became an uninteresting detail of their routine. Recordings encompass a broad spectrum of situations. Aside from the recordings made to capture specific progress, which were usually made at home, recordings include daily routines, solitary play or with other children, festive gatherings with family and friends, and outings. The data therefore give a broad view of each child's full (socio)linguistic ability, including making = acquaintance with adults and children, voice modulations and strategies to call the attention of distant hearers, or strategies to overcome background noise. For the recordings of spontaneous interaction with children outside of the family, parental permission to use the data was duly requested and obtained. One possible shortcoming of the recorded data is that the mother was regularly present during collection, except in those cases when the tape recorder was left on with the children on their own. Other shortcomings of spontaneous child speech collection are well-known to researchers in this area, from the children's unwillingness to cooperate, to disruptions from = siblings or equipment during recording of one particular child. The detail included in the diaries therefore constitutes an invaluable complementary resource. Transcription and coding Data were transcribed and coded by the researcher, who is competent in all three languages. Transcription was made as soon as possible after recording, and rechecked when coding into CHAT format, from January 2000. All files in the corpus include a %pho: tier and a %int: tier. Both tiers are also used to transcribe adult utterances with characteristic features of child-directed speech, or otherwise non-standard. The %pho: tier. - Font - IPAPhon. A narrow transcription is attempted, while compromising with readability. Babbled strings are transcribed in full, with problematic sounds discussed in the %com: tier. The %mod: tier gives colloquial forms, as spoken in the family. - Symbols - adult speech, and child speech that can safely be recognised as (renderings of a) target, is transcribed according to the conventions in the Handbook of the International Phonetic Association (Cambridge University Press, 1999) for each language. In transcriptions of babble or otherwise unintelligible speech, the symbols used represent standard International Phonetic Alphabet values. For example, the IPA [_] symbol represents a vowel with similar vowel quality to one mid central vowel found in both Portuguese and Swedish. In target-like child forms, this vowel is transcribed with [_] in Portuguese and with [_] in Swedish; in babble, only the symbol [_] is used. - Diphthongs - vowel sequences are taken as diphthongs if the second vowel follows the tone initiated in the first. The glide segment of the diphthong is transcribed with [j] or [w], which therefore represent vocoids. Hence, e.g., [aw] represents one syllable, [au] represents two. - Obstruents - voiced symbols that are marked devoiced, e.g., [__], indicate voiceless lenis articulations. - Syllables ' for the purposes of stress assignment, intervocalic = consonant sequences are syllabified as onsets - according to the phonotactics of the language involved in the case of adult and target-like child forms. This is one choice among many possible, and does not imply sanctioning one type of syllabification in child speech. Two adjacent identical vowel symbols indicate that the child pronounced the vowel as two syllables. - Stress - pitch obtrusion usually makes it clear which syllable is being stressed. Other cues to stress are duration and intensity at the syllabic peak. Stress is marked with [_] before the affected syllable. - Words - a space delimits what was interpreted as a word or a phrase within the same tone group, in child or child-directed speech, even when not corresponding to these constituents in target forms. The %int: tier. This tier transcribes uses of pitch, adapting the principles of nuclear notation described in the CHAT Manual, and includes indication of voice quality and paralinguistic features, e.g., creak, tempo. Adult speech and target-like child speech is transcribed by means of abbreviated paired symbols. In simple falling, rising or level tones, the first symbol denotes the high, mid or low pitch at which the tone starts, and the second symbol denotes the type of pitch movement, falling, rising or level. The one exception is the Portuguese extra-low fall, see below. 'High', 'mid' and 'low' are relative terms: a 'mid' pitch = level denotes the speaker's average tone range, as it is impressionistically detected in regular contact with any speaker, 'high' and 'low' being = accordingly defined in relation to 'mid' for each speaker. In complex tones, the successive symbols indicate the type of pitch movement: The conventions are as follows: Simple falls: - LF - low-fall - MF - mid-fall - HF - high-fall - eLF ' extra-low fall, from low to below the speaker's usual low = range. Simple rises: - LR ' low-rise - MR ' mid-rise - HR ' high-rise Level tones: - LL ' low-level - ML ' mid-level - HL ' high-level Complex tones: - RF ' rise-fall - FR ' fall-rise - RFR ' rise-fall-rise - FRF ' fall-rise-fall. Complementary indication of where the pitch ends is added where relevant, e.g., "HF to mid". Other conventions are: - preH - prehead: unstressed syllables before the first stressed syllable in the utterance. - H - head: begins on the first stressed syllable in the utterance and stretches up to the nuclear syllable. These symbols always follow symbols indicating pitch start or type, so that = confusion between the H denoting 'high' and the H denoting 'head' = is avoided. Examples of their use are: - LpreH ' low prehead - MpreH ' mid prehead - HpreH ' high prehead - LH ' low head - MH ' mid head - HH ' high head - FH ' falling head - RFH ' rising-falling head Transcription of each tone group (tg) is given on successive lines of the %int: tier. Prehead, head and tone are separated by + signs in the transcription, e.g. (file ptgsw.K880500, lines 865 and 867-869): *DAD: vad heter //det f=F6r n=E5t # vad =E4r //det f=F6r n=E5t # vad = //heter det. %int: 1tg, MH+ML; 2tg, MH+LR; 3tg, LH+MF. In babbled speech, no assumption is made concerning the existence of an intonational nucleus. Transcription of babble concerns pitch height and movement on each babbled syllable, according to similar conventions. The main difference is that + signs here indicate syllable boundaries, e.g. (file ptgsw.M901215, lines 77-81): *MIK: yyy. _____ ________________________ %int: 1tg, ML+long MF; 2tg, LL; 3tg, HL+short LF. Other conventions and symbols. - Orthography - adult utterances, and children's utterances recognised as = (renderings of) target forms, are given in standard orthography. A form of ad-hoc 'baby orthography' is also used for child connected speech that, = although replicating target utterances, distorts segments and prosody beyond any readable use of CHAT conventions for truncated child utterances. = In these cases, standard orthography is given in the %gls: tier. It is hoped that 'baby orthography' will be easily understandable by native users of the database. One example is in file ptgsw.SM910100, lines 24-25: *SOF: a/m=E3 # k/lhi klh/k=F3? %gls: mam=E3, a Karin est=E1 na escola? - Ptg, Sw, Eng - indicate quotation of data in Portuguese, Swedish and English, respectively, in %com, %exp or %lan tiers. Notations of the type PtgEng are used in the same way for multilingual mixes, with the first symbol indicating host language (the language accepting an intrusion) and the second guest language (the intruding language). In the %lan tier, the use of one language symbol on its own indicates a probable rendition of a target in the language. - tg(s) ' tone group(s) - syll(s) ' syllable(s) - dipt(s) ' diphthong(s) - min(s) ' minute(s) - sec(s) ' second(s) - Other abbreviations, such as Det, VP, follow accepted standards. The files The files contain monolingual and/or mixed production by one or more of the = children. The filenames include a language prefix, the child(ren)'s initial(s) and the date of recording, given as yymmdd. An indication of 00 for the day means that the exact day of recording is unknown. Files containing all three languages are prefixed ptswen. File ID K age S age M age K861020 0;1.18 K861113 0;2.11 K870117 0;4.15 K870203 0;5.1 K870319 0;6.17 K870500 0;8. K870600 0;9. K870800 0;11. K880500 1;8. KS881200 2;3. 0;5 KS890105 2;4.3 0;5.24 KS890510 2;8.8 0;9. KSM901205 4;3.3 2;4.24 0;1.25 KSM910700 4;10. 3;0. 0;9 KSM920408 5;7.6 3;8.27 1;5.28 M901100 0;1. M901215 0;2.5 M910108 0;2.28 M910500 0;7. M910528 0;7.18 M910600 0;8. M910800 0;10. M910900 0;11. M911125 1;0.15 S880815 0;1.4 S880900 0;2. S881000 0;3. S881004 0;2.23 S890100 0;6. S890300 0;8. SM910100 2;6. 0;3. ---------------- From V.A.Murphy at herts.ac.uk Fri Sep 15 10:12:50 2000 From: V.A.Murphy at herts.ac.uk (Victoria Murphy) Date: Fri, 15 Sep 2000 11:12:50 +0100 Subject: request for naming test Message-ID: REQUEST: A SUITABLE NAMING TEST FOR 8-YEAR-OLDS I am searching for a standardised naming test that will provide naming age levels for 8 years and above for typically developing children. The tests that I have considered but are not ideal for my purposes are: 1) BAS which ceilings at 8 years. 2) CELF which measures in terms of semantic knowledge not naming. 3) German test of word finding (GTWF) which does not provide age levels. 4) Masterton & Druks (2000) which does not provide age levels. Any suggestions for a suitable test would be greatly appreciated. PLESE EMAIL ME AT simmone at sbu.ac.uk rather than reply to this address. Many thanks, Liz Simmonds South Bank University Psychology Department Erlang House, Room 805 128 Blackfriars Road London SE1 OAA 0207-815-8479 (work) 0207-815-8076 (fax) simmone at sbu.ac.uk -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Sat Sep 16 19:46:26 2000 From: gleason at bu.edu (Jean Berko Gleason) Date: Sat, 16 Sep 2000 15:46:26 -0400 Subject: email address sought.. Message-ID: I'd be grateful if anyone can tell me how to find the address of Ashok Kelkar, who once wrote on Marathi baby talk.... thanks Jean -- From cech at louisiana.edu Mon Sep 18 16:31:54 2000 From: cech at louisiana.edu (Claude G. Cech) Date: Mon, 18 Sep 2000 11:31:54 -0500 Subject: position opening at Institute of Cognitive Science Message-ID: FACULTY POSITION IN THE INSTITUTE OF COGNITIVE SCIENCE. The Institute of Cognitive Science of the University of Louisiana at Lafayette invites applications for a tenure-track faculty appointment for the Fall of 2001. The appointment will be made at the associate professor or senior assistant professor level. The Institute of Cognitive Science is a graduate unit offering a Ph.D. program in cognitive science. Focus areas of the program are in cognitive processes, comparative cognition, cognitive development, computational models of mind, cognitive neuroscience, and language processing. Applicants should hold a Ph.D. in cognitive science, psychology, or a related discipline, and must exhibit evidence of a productive research program. Please send a curriculum vitae, selected reprints, and at least three letters of reference to Subrata Dasgupta, Institute of Cognitive Science, University of Louisiana at Lafayette, P.O. Drawer 43772, Lafayette, LA 70504-3772. Formal review of applications will commence December 1, 2000, but applications will be accepted until the position is filled. The University of Louisiana at Lafayette is an equal opportunity/affirmative action employee. From santelmannl at pdx.edu Mon Sep 18 20:06:00 2000 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 18 Sep 2000 13:06:00 -0700 Subject: Job: SLA and Language Pedagogy at Portland State University Message-ID: Second Language Acquisition and Language Pedagogy Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a full-time tenure-track position at the Assistant/Associate Professor level. Applicants should have a Ph.D. in Linguistics, Applied Linguistics, Language Education, or a closely related field, with a specialization in second language acquisition and language pedagogy. Secondary specializations drawn from the following are desirable: language testing, program design and evaluation, classroom-based research, instructional technology. Responsibilities include supervision of thesis research, both quantitative and qualitative. Establishing and sustaining funded research activities is important. We encourage applications from a diverse community of international scholars conducting research inside and outside the United States. Application Information: The position will be available beginning Fall 2001. Candidates should submit a letter of application including statement of research and teaching interests, curriculum vitae, representative publications, and names and addresses (including fax and e-mail) of at least three references. Review of applications will begin November 15, 2000. The position will be open until filled. Applicants who do not already hold a Ph.D. degree must offer evidence that the degree will be granted by August 2001. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and a MA:TESOL degree. The program is growing, especially at the graduate level, and is in the process of establishing a laboratory school for ESL adults. Portland State University is one of seven universities in the Oregon State System of Higher Education, and is located in the center of the Portland metropolitan area. The university has more than 15,000 students enrolled in programs from the undergraduate to the doctoral level. Portland State University is an Affirmative Action /Equal Opportunity Institution. ****************************************************** Lynn Santelmann, Ph.D. Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 239 East Hall Portland, OR 97201 Phone: (503) 725-4140 Fax: (503) 725-4139 e-mail: santelmannl at pdx.edu www.ling.pdx.edu ****************************************************** From macw at cmu.edu Sat Sep 23 21:04:34 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 23 Sep 2000 17:04:34 -0400 Subject: Portuguese Bibliography Message-ID: Dear Info-CHILDES, Madalena Cruz-Ferreira (mcf at pacific.net.sg) has contributed a set of 1148 references on the acquisition of Portuguese to the CHILDES/BIB reference system. Madalena's readme file for this big new set of references can be found at http://childes.psy.cmu.edu/html/portbib.html and I am repeating it here too. Access to CHILDES/BIB is easiest from the CHILDES home page at childes.psy.cmu.edu which then takes you to another machine. Thanks to Madalena and colleagues for this excellent contribution. Please stay tuned for a parallel set of contributions for Spanish. --Brian MacWhinney In September 2000, Madalena Cruz-Ferreira and colleagues contributed a set of 1138 references on the acquisition of Portuguese. These have now been added to CHILDES/BIB All entries include the code "PortugueseBib" in the Keywords field, so that the bibliography can be easily retrieved through the EndNote search function. Use "Advanced Search" and then "Keyword" as "Portuguese." Additional keywords, relevant to each reference, are included in this field too. Most references include a URL, where the reference itself and/or more recent additions to this research area can be found. Several of the Portuguese (.pt) and Brazilian (.br) websites are accessible in English too. In cases of conflicting information on a particular reference, say, from a website and from a personal communication by the author(s), the authors' data took priority. Putting together information of this kind is not a one-person assignment. My most sincere thanks are due to the following colleagues, whose time, support and generous willingness to share knowledge, contacts, and their own research, made this undertaking possible: Bernadete Abaurre Eleonora Albano Am?lia Andrade L?via M?rcia Baptista Hanna Bator?o Ernestina Carrilho Maria Fausta Pereira de Castro Marianne Cavalcante Miriam Coimbra Let?cia Sicuro Corr?a Jo?o Costa Hildo Hon?rio do Couto Regina C?lia Fernandes Cruz Ant?nio H A Emiliano Rosa Atti? Figueira Maria Jo?o Freitas S?nia Frota Aglael Gama Rossi Fernanda Ribeiro Gon?alves Sebasti?o Carlos Leite Gon?alves Ana Maria de Mattos Guimar?es Mary Kato Regina Lamprecht Cl?udia de Lemos Maria Lobo Denise Martins Carolina Lisb?a Mezzomo Ana Ruth Miranda Ana Paula Fadanelli Ramos Ana L?cia Santos Ester Scarpa Leonor Scliar-Cabral Luciene Sim?es Carla Soares Ot?lia de Sousa Elizabeth Teixeira Maria do C?u Viana Ana Maria Zilles Thanks are also due to the Comunidade Virtual da Linguagem, whose network provided me with invaluable information. Any inaccuracy included in the references is my entire responsibility. I will be happy to receive feedback regarding any corrections and additions to the bibliography. Madalena Cruz-Ferreira mcf at pacific.net.sg From sqb4972 at is.nyu.edu Mon Sep 25 02:52:02 2000 From: sqb4972 at is.nyu.edu (Shoba Bandi Rao) Date: Sun, 24 Sep 2000 22:52:02 -0400 Subject: L1 acquisition of past progressive! Message-ID: Dear Info-CHILDES, Wolfram (1985) and Bailey (1987) have noted an interesting pattern in adult L2 acquisition of the English Past Progressive Tense: the past progressive makes an early appearance in the learners' interlanguage, but after an initial steady increase, a decline is observed. Does anyone know whether a similar learning paradigm is observed for L1 acquisition? I would appreciate any references on the L1 acquisition of the English present and past progressive tenses. Thank you in advance! Best, Shoba **************************************************************** Shoba Bandi Rao Doctoral student/Applied Linguistics New York University Tel. Work (212) 998-5670 http://pages.nyu.edu/~sqb4972/ **************************************************************** From farrar at webb.psych.ufl.edu Mon Sep 25 12:54:28 2000 From: farrar at webb.psych.ufl.edu (Jeff Farrar) Date: Mon, 25 Sep 2000 08:54:28 -0400 Subject: developmental faculty position Message-ID: The UNIVERSITY OF FLORIDA invites applications for FOUR full-time, tenure-accruing assistant/associate professorships, with service to begin August 10, 2001. Applications should include a statement of research and teaching interests, a curriculum vitae, up to five reprints and preprints, and three letters of recommendation. Applicants should show evidence of outstanding research and teaching potential. Successful applicants for all four positions will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance.Desired specializations include BEHAVIOR ANALYSIS (either experimental or applied), COUNSELING PSYCHOLOGY, DEVELOPMENTAL PSYCHOLOGY (child/adolescence emphasis - also see see Post Script note), and SOCIAL PSYCHOLOGY (basic research emphasis). Salaries are competitive. Please identify clearly on application materials the specialization being applied for. Send materials to: [Specialization] Psychology Search Committee, Psychology Department, University of Florida, 114 Psychology Building, PO Box 112250, Gainesville, FL 32611-2250. The University of Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida?s ?Government in the Sunshine? and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Ms. Diana Williamson (352) 392-0601, extension 200. Review of applications will commence immediately. The application deadline is October 16th, 2000. P.S. Please note that for the developmental position we are especially interested in applicants with strength in developmental cognitive neuroscience approaches, or with a research focus in social development, adolescent psychology, or applied developmental research. From pli at richmond.edu Mon Sep 25 14:17:04 2000 From: pli at richmond.edu (Ping Li) Date: Mon, 25 Sep 2000 10:17:04 -0400 Subject: L1 acquisition of past progressive! In-Reply-To: Message-ID: 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 *********************************************************************** 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) 289-1916 (lab) Richmond, VA 23173, U.S.A. Fax: (804) 287-1905 *********************************************************************** >Dear Info-CHILDES, > >Wolfram (1985) and Bailey (1987) have noted an interesting pattern >in adult L2 acquisition of the English Past Progressive Tense: the >past progressive makes an early appearance in the learners' >interlanguage, but after an initial steady increase, a decline is >observed. > >Does anyone know whether a similar learning paradigm is observed for >L1 acquisition? I would appreciate any references on the L1 acquisition >of the English present and past progressive tenses. > >Thank you in advance! > >Best, >Shoba > >**************************************************************** >Shoba Bandi Rao >Doctoral student/Applied Linguistics >New York University >Tel. Work (212) 998-5670 >http://pages.nyu.edu/~sqb4972/ >**************************************************************** From studium at total.net Mon Sep 25 14:49:17 2000 From: studium at total.net (Mike Arcieri) Date: Mon, 25 Sep 2000 10:49:17 -0400 Subject: developmental faculty position Message-ID: The UNIVERSITY OF FLORIDA invites applications for FOUR full-time, tenure-accruing assistant/associate professorships, with service to begin August 10, 2001. Applications should include a statement of research and teaching interests, a curriculum vitae, up to five reprints and preprints, and three letters of recommendation. Applicants should show evidence of outstanding research and teaching potential. Successful applicants for all four positions will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance.Desired specializations include BEHAVIOR ANALYSIS (either experimental or applied), COUNSELING PSYCHOLOGY, DEVELOPMENTAL PSYCHOLOGY (child/adolescence emphasis - also see see Post Script note), and SOCIAL PSYCHOLOGY (basic research emphasis). Salaries are competitive. Please identify clearly on application materials the specialization being applied for. Send materials to: [Specialization] Psychology Search Committee, Psychology Department, University of Florida, 114 Psychology Building, PO Box 112250, Gainesville, FL 32611-2250. The University of Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida?s ?Government in the Sunshine? and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Ms. Diana Williamson (352) 392-0601, extension 200. Review of applications will commence immediately. The application deadline is October 16th, 2000. P.S. Please note that for the developmental position we are especially interested in applicants with strength in developmental cognitive neuroscience approaches, or with a research focus in social development, adolescent psychology, or applied developmental research. From studium at total.net Mon Sep 25 14:49:27 2000 From: studium at total.net (Mike Arcieri) Date: Mon, 25 Sep 2000 10:49:27 -0400 Subject: L1 acquisition of past progressive! Message-ID: 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 *********************************************************************** 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) 289-1916 (lab) Richmond, VA 23173, U.S.A. Fax: (804) 287-1905 *********************************************************************** >Dear Info-CHILDES, > >Wolfram (1985) and Bailey (1987) have noted an interesting pattern >in adult L2 acquisition of the English Past Progressive Tense: the >past progressive makes an early appearance in the learners' >interlanguage, but after an initial steady increase, a decline is >observed. > >Does anyone know whether a similar learning paradigm is observed for >L1 acquisition? I would appreciate any references on the L1 acquisition >of the English present and past progressive tenses. > >Thank you in advance! > >Best, >Shoba > >**************************************************************** >Shoba Bandi Rao >Doctoral student/Applied Linguistics >New York University >Tel. Work (212) 998-5670 >http://pages.nyu.edu/~sqb4972/ >**************************************************************** From genesee at ego.psych.mcgill.ca Mon Sep 25 19:09:36 2000 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Mon, 25 Sep 2000 15:09:36 -0400 Subject: New Graduate Program at McGill Message-ID: McGill University announces a new Graduate Program in Language Acquisition: The Language Acquisition Program is a cross-disciplinary option for Ph.D. students that focuses on the scientific exploration of issues related to language acquisition. The perspective is cross-disciplinary, covering diverse acquisition contexts and different kinds of learners. Students in the Language Acquisition Program are introduced to theoretical and methodological issues on language acquisition from the perspectives of cognitive neuroscience, theoretical linguistics, psycholinguistics, education, communication sciences and disorders, and neuropsychology. Participating faculty members in the program hold appointments in the departments of Communication Sciences and Disorders, Linguistics, Psychology, and Second Language Education. These departments, in turn, are housed in the faculties of Medicine, Arts, Science, and Education, making this program unique in its cross-disciplinary approach. The research interests of participating faculty members encompass language acquisition in pre-school, school-age, and adult learners; oral and sign language acquisition; monolingual, bilingual, and multilingual acquisition; normal and impaired language development; and instructed and naturalistic language learning. Their work encompasses basic as well as applied and clinical issues related to language development. For further information, contact Fred Genesee, Director, at genesee at ego.psych.mcgill.ca or visit the website at www.psych.mcgill.ca/lap.html Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From deepsea at cds.ne.jp Tue Sep 26 03:20:21 2000 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Tue, 26 Sep 2000 12:20:21 +0900 Subject: Call for Papers (TCP 2001) Message-ID: Call for Papers The Second Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 16th and 17th, 2001 TCP welcomes applications for paper presentations at its second conference. It accepts papers that represent any scientific endeavor that addresses itself to "Plato's problem" concerning language acquisition: "How can we gain rich linguistic system given our fragmentary and impoverished experience?" Its scope thus includes linguistic theory, L1 and L2 acquisition, language processing, and the neuroscience of language, among others. Each presentation will be 30 minutes, and 15 minutes will be devoted for discussion. Please send an abstract in accordance with the following guidelines: 1. An abstract in English (including bibliography) no more than 2 single-spaced A4 or letter-size pages. 2. Do not put your name on the abstract. 3. Put the title on the top of the first page. 4. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 5. Clearly state the nature of the problem that you are addressing. 6. Cite sufficient data, and explain why and how they support your argument. 7. Avoid vague promissory notes such as "A solution will be presented". 8. Submit 5 copies. 9. Attach a separate information page to the top of your abstracts, indicating your (if you are coauthor, you all) (a) name, (b) affiliation, (c) paper's title, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). 10. In submission by e-mail, please note the following guidelines: The abstract file should be attached and e-mail subject should be "abstract", and all the author information (listed in 9) should be included in the body of the e-mail. The acceptable format is PDF only. For any fonts used, the font file should be attached. Send the information page and the five copies of your abstract to: ??TCP Committee ???Institute of Cultural and Linguistic Studies ?Keio University ???2-15-45 Mita Minato-ku, Tokyo ???108-8345 JAPAN or, send via e-mail with the abstract file and font file(s) attached to: ??TCP Committee tcpabst at otsu.icl.keio.ac.jp The abstract must be received by November 30, 2000 by 11:59 pm JST (Japan Standard Time) by postal mail, FedEx (or the like), or e-mail. Submission by fax will not be accepted. Late submissions will be returned unopened. Notification of receipt will be emailed to the first author shortly after receipt. We will notify you of the results of our review process by January 10, 2001. ? ?We are planning to publish a volume of conference proceedings. If your abstract is accepted, we will inform you of details regarding this matter later. Most likely, you will be asked to submit a photo-ready copy of your contribution by mid-May 2001. ? ?Unfortunately, TCP has no fund for financial assistance. Participants are also expected to make their travel arrangement through their own travel agents. For inquires, contact: ??Yukio Otsu (Director) ??Institute of Cultural and Linguistic Studies ??Keio University ??2-15-45 Mita Minato-ku, Tokyo ??108-8345 or, send e-mail messages to: ??tcp at otsu.icl.keio.ac.jp From joshua_thompson at juno.com Tue Sep 26 15:40:03 2000 From: joshua_thompson at juno.com (Joshua Thompson) Date: Tue, 26 Sep 2000 10:40:03 -0500 Subject: Baron's Functions of Language Interaction Message-ID: Naomi Baron (1990) posted a reasonable and well thought out framework for language functions in PIGEON-BIRDS AND RHYMING WORDS: THE ROLE OF PARENTS IN LANGUAGE LEARNING, published by the Center for Applied Linguistics. She started in Jakobson (1960), but devised her variation because: "Our goal here is to understand the ways in which adult speech can affect the language of children. Therefore, we need to focus on how language functions in human interactive behavior" (Baron, 1990, p. 19). She then proposes this list of five language functions: pedagogy control affection social exchange information This list works well in framing my observations of how parents adapt language functions in speaking to their toddler (18 months old). Does anyone else use these to describe contextual language use, language that is used to do things? I cannot find anything else published about this particular list of five language functions. Joshua_Thompson at JUNO.com University of Texas at Arlington ________________________________________________________________ YOU'RE PAYING TOO MUCH FOR THE INTERNET! Juno now offers FREE Internet Access! Try it today - there's no risk! For your FREE software, visit: http://dl.www.juno.com/get/tagj. From jbryant at luna.cas.usf.edu Wed Sep 27 15:33:39 2000 From: jbryant at luna.cas.usf.edu (Judith Becker Bryant) Date: Wed, 27 Sep 2000 11:33:39 -0400 Subject: Genie Message-ID: One of my colleagues asked me whether Genie (The "wild child") is still alive and, if so, what has happened to her. Apparently one of his students asked about her in class today. Does anyone have current information? Judy Bryant Judith Becker Bryant, Ph.D. Professor Co-Director, Interdisciplinary Center for Communication Sciences Department of Psychology, BEH 339 University of South Florida Tampa, FL 33620-8200 (813) 974-0475 fax (813) 974-4617 From adele at twinearth.wustl.edu Wed Sep 27 17:42:53 2000 From: adele at twinearth.wustl.edu (Adele A. Abrahamsen) Date: Wed, 27 Sep 2000 12:42:53 -0500 Subject: Genie In-Reply-To: Message-ID: I do not have Y2K information on Genie, but you may be interested to know that there was a Nova show on PBS on Oct 18, 1994 (and rebroadcast spring 2000) titled "Secret of the Wild Child." I believe the NY Times reviewed it in 1994. Not everyone will like everything about the video, which focused on conflicts between researchers and others involved with Genie at least as much as it did on the scientific research and findings. It can be ordered by calling 800-255-9424. (And don't be too impressed at my instant access to these details--the tape happened to be sitting on my desk, which means its time for a good desk organizing session.) Adele Abrahamsen On Wed, 27 Sep 2000, Judith Becker Bryant wrote: > One of my colleagues asked me whether Genie (The "wild child") is still > alive and, if so, what has happened to her. Apparently one of his > students asked about her in class today. Does anyone have current > information? > Judy Bryant > Judith Becker Bryant, Ph.D. > Professor > Co-Director, Interdisciplinary Center > for Communication Sciences > Department of Psychology, BEH 339 > University of South Florida > Tampa, FL 33620-8200 > > (813) 974-0475 fax (813) 974-4617 > > > -- Dr. Adele Abrahamsen Department of Psychology Washington University in St. Louis Campus Box 1125 One Brookings Drive St. Louis, MO 63130-4899 Office telephone: (314) 935-7445 Office location: New Psychology Building, Room 410B Email: adele at twinearth.wustl.edu Fax: (314) 935-7588 PNP website: www.artsci.wustl.edu/~philos/pnp/ Linguistic Studies website: www.artsci.wustl.edu/~ling/ From lpxscb at psychology.nottingham.ac.uk Thu Sep 28 15:09:46 2000 From: lpxscb at psychology.nottingham.ac.uk (Sarah Burton) Date: Thu, 28 Sep 2000 16:09:46 +0100 Subject: Children's understanding of 'best'? Message-ID: Hi, My name is Sarah Burton and I am doing a PhD at Nottingham University with Professor Peter Mitchell, looking at children's understanding of who knows things about the self. The question format that I have been using at the moment is, who knows best about different aspects of self-knowledge e.g. Who knows best what you are thinking? Who knows best when you are happy? Who knows best what you are going to do at school tomorrow? and the children have to choose a person from an array (which includes themselves, their teacher, a peer, their parent). It has been suggested to us that young children may have problems with understanding the use of the word BEST, so I was wondering if anyone knows of any relevant literature on this topic. The children in the study are primary school age, so between 4/5 and 10/11 years old. Thankyou in advance, for your help, Sarah Burton From macw at cmu.edu Thu Sep 28 23:28:17 2000 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 28 Sep 2000 19:28:17 -0400 Subject: CLAN -> Praat Message-ID: 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 From karin at xenon.rutgers.edu Fri Sep 29 15:30:08 2000 From: karin at xenon.rutgers.edu (Karin Stromswold) Date: Fri, 29 Sep 2000 11:30:08 -0400 Subject: RA/predoc/postdoc, Rutgers NB Message-ID: I have an immediate opening in my lab for someone who is interested in doing research on normal and abnormal acquisition and processing of language (primarily morphosyntax). The person will be involved in all aspects of research, with responsibilities and salary commensurate with the qualifications of the candidate. Because the position is temporary (funded through 6/30/01), the position is ideal for someone who has recently received or is about to receive a degree (BA, MA, or PhD) and would like to gain additional research experience before taking a more permanent position next fall. The candidate should have a degree or research/coursework in linguistics, cognitive science, or psychology. Because of the nature of the work, the position is only open to someone who is a native speaker of English. The salary is very competitive, with excellent benefits. If you or someone you know is interested in this position, please contact me by email (karin at ruccs.rutgers.edu), phone (732 445-2448), or regular mail to Karin Stromswold Dept of Psychology & Center for Cognitive Science Rutgers University - New Brunswick 152 Freylinghuysen Road Piscataway, New Jersey 08854-8020 fax: 732 445 6715 You can learn more about the research we are doing in the lab at http://ruccs.rutgers.edu/~karin/stromswold.html and linked pages. Best, Karin Stromswold (karin at ruccs.rutgers.edu) From thodoris at essex.ac.uk Fri Sep 29 17:56:48 2000 From: thodoris at essex.ac.uk (Theodore Marinis) Date: Fri, 29 Sep 2000 18:56:48 +0100 Subject: Working memory task for children Message-ID: Dear Info-CHILDES, we are looking for a standardized auditory task to measure working memory by children between 6 and 8 years of age. Is anybody aware, if there is an implementation of the listening version of the Daneman & Carpenter Reading Span task for children? Thank you in advance, Theodore Marinis >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>> Theodore Marinis University of Essex Dept. Language & Linguistics Wivenhoe Park CO4 3SQ Colchester, Essex, UK Tel. +44-1206-872087 <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<