From ks7t at andrew.cmu.edu Thu Feb 1 15:18:20 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 1 Feb 2001 10:18:20 -0500 Subject: The Neurological Basis of Language Conference Message-ID: ---------- Forwarded Message ---------- Date: Thursday, February 1, 2001 2:37 PM +0100 From: "Rienk G. Withaar" To: ks7t+ at andrew.cmu.edu Subject: Message Childes Mailing list !! Early Registration Deadline !! February 7, 2001 for The Neurological Basis of Language: An Interdisciplinary Conference on Aphasiological, Computational, and Neuroimaging Approaches July 9-11, 2001 Groningen, The Netherlands www: http://www.let.rug.nl/nbl/ E-mail: nbl at let.rug.nl --------------------------------------------------------------------- The deadline for early registration was formally set for January 31, 2001. Since we are sending this reminder a bit later than planned, the deadline has been extended until Feb. 7, 2001. Please register immediately! --------------------------------------------------------------------- The Neurological Basis of Language Conference (July, 9-11, 2001, Groningen, The Netherlands) aims to present an overview of how synthesis of aphasiological, computational, and neuroimaging approaches has advanced our understanding of the neurological basis of language. Proceedings will be published in a special issue of Brain and Language. All accepted abstracts will be included; selected papers will appear as full articles after an additional review process. Program ------- Keynote speakers for this conference are: * Angela Friederici * Michael Gazzaniga * David Plaut * Cathy Price * Laurie Stowe The titles of papers and posters can be viewed at our website. Fees ---- There are four different registration categories: Student Pre-registration: NLG 50 (EUR 22.69) Student Late Registration: NLG 75 (EUR 34.04) Staff Pre-registration: NLG 150 (EUR 68.08) Staff Late Registration: NLG 200 (EUR 90.76) To register, see our website for details and registration forms. Deadline for Early Registration ------------------------------- The registration deadline, February 7, is well ahead of the conference so that you will be able to make timely travel arrangements. The conference is organized in conjunction with the graduate summer school of the School of Behavioral and Cognitive Neurosciences, University of Groningen. The summer offers other advantages for the conference participants (no teaching, adding in a bit of vacation, etc.), but making plans ahead of time becomes necessary. Who are the Organizers? ----------------------- The conference is being organized by the PIONIER Research Group on The Neurological Basis of Language (Dept. of Linguistics, Faculty of Arts, School of Behavioral and Cognitive Neurosciences, University of Groningen) funded by the Dutch Organization for Scientific Research (NWO) together with our colleagues from the School of Behavioral and Cognitive Neurosciences. We look forward to seeing you at our conference in the pleasant environment of an old University town in the Northeast of the Netherlands. ---------- End Forwarded Message ---------- From ervintrp at socrates.Berkeley.EDU Thu Feb 1 22:57:20 2001 From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp) Date: Thu, 1 Feb 2001 14:57:20 -0800 Subject: special issue on gender Message-ID: There is a special issue this month of the journal Research on language and Social Interaction, on cross-cultural comparisons of gendered aspects of children's language use. Susan Ervin-Tripp UC Berkeley From miller at waisman.wisc.edu Fri Feb 2 16:46:42 2001 From: miller at waisman.wisc.edu (Jon Miller) Date: Fri, 2 Feb 2001 10:46:42 -0600 Subject: 2002 Joint Research Meeting Message-ID: An HTML attachment was scrubbed... URL: From Maagnetism at aol.com Fri Feb 2 15:35:08 2001 From: Maagnetism at aol.com (Maagnetism at aol.com) Date: Fri, 2 Feb 2001 10:35:08 EST Subject: word learning/vocabulary Message-ID: I'm looking for links between two areas of research that seem rather independent of each other in the literature: the developmental research on early word learning in toddlers and young children, and studies of vocabulary learning from reading and education research. (In the second category, some of the papers I have include White, Graves, & Slater, 1990; Anderson & Nagy, 1991; Beck & McKeown, 1991.) Does anyone know of theoretical papers or longitudinal studies that serve as a transition? I'm interested in vocabulary studies with kindergartners and early elementary students in which the studies have conceptual ties to the early word learning research. If you reply to me personally, I'll summarize and post the information. I'm a grad student at the University of Florida and would be grateful for suggestions. Lisa Maag maagnetism at aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From yoc at duke.edu Fri Feb 2 17:40:45 2001 From: yoc at duke.edu (yoc at duke.edu) Date: Fri, 2 Feb 2001 12:40:45 -0500 Subject: About digitization In-Reply-To: <4.1.20010202104143.00a2f920@waisman.wisc.edu> Message-ID: I'm a graduate student working on a natural recording study between mothers and babies. We have a lot of valuable data recorded on audio tapes and they are getting old. We'd like to digitize these tapes and save them onto CDs. We have CD-rewritable in our lab. However, we first need to record the sounds into the computer hard drive and make sound files and then move them onto CDs. It takes quite long time and labor, but all we need is to move all the data from audio tapes onto CD. Editing sounds is not necessary. So, we are wondering whether there is a way we can directly digitize sounds from audio tapes into CDs without going through saving them on a hard drive. Is there a way or a program that will allow us to do this? We'd very much appreciate any information regarding this. Thank you, Youngon From morgen at idf.ext.jussieu.fr Fri Feb 2 23:15:34 2001 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Sat, 3 Feb 2001 00:15:34 +0100 Subject: S. CHIAT Message-ID: I'm a French linguist in language acquisition now working a bit on the acquisition of personal pronouns, and "pronominal reversal" in particular. I'm VERY interested in Shulamut Chiat's work written in the 1980's, and have no idea what has become of her and if she has continued in the same field. Does anyone know where she is and if she is still doing research (on personal pronouns or anything else - I am in fact less familiar with her work on phonology). Thank you very much for any information and best regards to Shulamuth Chiat if anyone knows her... Aliyah Morgenstern From ann.dowker at psy.ox.ac.uk Sat Feb 3 20:48:38 2001 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 3 Feb 2001 20:48:38 +0000 Subject: S. CHIAT In-Reply-To: Message-ID: I don't know her personally, but I have come across a few recent papers of which she was one of the authors. There is one on pronominal reversal in autism: A. Lee, R. Hobson and S. Chiat: I, you, me and autism: an experimental study; Journal of Autism and Developmental Disorders, 1994, 24, 155-176 The most recent papers are on verb use in both children and aphasic patients: D. Ambalu, S. Chiat and T. Pring: When is it best to hear a verb? The effects of the timing and focus of verb models on children's learning of verbs; Journal of Child Language, 1997, 24, 25-34 J. Marshall, T. Pring and S. Chiat: Verb retrieval and semantic production in aphasia; Brain and Language, 1998, 63, 159-183 Her address given in the papers is the Department of Clinical Communication Studies, City of London University. Hope that helps, Ann On Sat, 3 Feb 2001, Aliyah MORGENSTERN wrote: > I'm a French linguist in language acquisition now working a bit on the > acquisition of personal pronouns, and "pronominal reversal" in particular. > I'm VERY interested in Shulamut Chiat's work written in the 1980's, and > have no idea what has become of her and if she has continued in the same > field. Does anyone know where she is and if she is still doing research (on > personal pronouns or anything else - I am in fact less familiar with her > work on phonology). > Thank you very much for any information and best regards to Shulamuth Chiat > if anyone knows her... > Aliyah Morgenstern > > > From slobin at cogsci.berkeley.edu Sun Feb 4 02:56:39 2001 From: slobin at cogsci.berkeley.edu (Dan I. SLOBIN) Date: Sat, 3 Feb 2001 18:56:39 -0800 Subject: I need help finding literature on Pragmatics !!! In-Reply-To: <409.432%harperb@earthlink.net> Message-ID: The frog story is not an urban legend. You can begin with Berman & Slobin (1994), follow that with the dozens of studies cited there, and contact the large group of frog-story researchers listed in the Appendix for more current work. It's all in: Berman, R. A.l, & Slobin, D. I. (1994). _Relating events in narrative: A crosslinguistic developmental study_. Lawrence Erlbaum Associates. Also, if you access CHILDES, you'll find a "frog" directory with texts of frog stories gathered from children and adults in a range of languages. Good luck in hunting for the frog! Dan Slobin Dept of Psychology University of California, Berkeley On Fri, 1 Jan 1904, Harper Bailey wrote: > Hello. My name is Harper Bailey and I am a predoc at CUNY department of > Developmental Psychology. I am trying to find some information about > pragmatics. > > 1) Are there any reports on developmental norms and pragmatic speech? > > 2) Could someone suggest a good receptive test of inference ability for a > younger population (5-8)? > > 3) I have been told about a narrative assessment test that includes the > retelling of a "Frog Story". I am interested in using this measure but > cannot find it. I am beginning to think that this frog story is a > research urban legend. Does anyone out there know where I might find > this elusive book? > > Thank you so much for reviewing my questions. I would greatly appreciate > any feedback that anyone could give me. > > --Harper Bailey > > From rchumak at acs.ryerson.ca Mon Feb 5 18:42:16 2001 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Mon, 5 Feb 2001 10:42:16 -0800 Subject: baby whisperer? Message-ID: Hello All, Has anyone had a chance to examine - read a new publication entitled: Secrets of the Baby Whisperer: "How to calm, connect and communicate with your baby." (by Tracy Hogg and Melinda Blau) NB. Chapter 3: "S.L.O.W. Down and Appreciate your baby's language." My schedule says I need to wait till end of term before I can have a look. I would appreciate a sneak preview. Thanx. Roma Chumak-Horbatsch From morgen at idf.ext.jussieu.fr Mon Feb 5 12:22:36 2001 From: morgen at idf.ext.jussieu.fr (Aliyah Morgenstern) Date: Mon, 5 Feb 2001 13:22:36 +0100 Subject: Shula Chiat Message-ID: I thank all the peole who gave me information on Shula Chiat and sent me addresses to track her down. It has worked and for those who seemed interested, the right e-mail address is shula.chiat at ucl.ac.uk. thanks again. Aliyah Morgenstern. From als at ip.pt Wed Feb 7 09:58:34 2001 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Wed, 7 Feb 2001 09:58:34 -0000 Subject: Generative Approaches to Language Acquisition - 2001 2nd call for papers Message-ID: Generative Approaches to Language Acquisition GALA 2001 September, 14-16, Palmela, Portugal Organization: Associacao Portuguesa de Linguística Universidade Nova de Lisboa Universidade de Lisboa Invited speakers: Nina Hyams Paula Fikkert Maria Teresa Guasti Please visit the webpage for abstract submission information at http://www.fcsh.unl.pt/clunl/gala_index.htm Deadline for submission of abstracts: February 28 For further information, please contact gala2001 at netvisao.pt On behalf of the organizing committee M. Joao Freitas (Univ. Lisboa) Joao Costa (Univ. Nova Lisboa) P.S. Apologies for double mailing! -------------- next part -------------- An HTML attachment was scrubbed... URL: From V.A.Murphy at herts.ac.uk Wed Feb 7 15:35:46 2001 From: V.A.Murphy at herts.ac.uk (Victoria Murphy) Date: Wed, 7 Feb 2001 15:35:46 +0000 Subject: Child Language Seminar Message-ID: Please post the following Call for Papers: CHILD LANGUAGE SEMINAR 2001 9-11 July, revised dates, ------ University of Hertfordshire ------ FIRST ANNOUNCEMENT AND CALL FOR PAPERS The 2001 Child Language Seminar will be hosted by the Department of Psychology and the Linguistics Group at the University of Hertfordshire, UK. Proposals are invited for papers of 30 minutes duration and for posters on issues related to language acquisition in children. Further details will be circulated in due course. Keynote Speakers Julie Dockrell, Gary Marcus and Kim Plunkett HOW TO SUBMIT ABSTRACTS: Three copies are required. Further details to follow. Abstracts should be up to 250 words in length (excluding references) and may be submitted preferably by e-mail or e-mail attachment, alternatively by mail. Submissions should be received by 15 March 2001. At the top of the abstract please include Name(s) of Author(s), Institutional Affiliation, Full Address, E-Mail Address, Telephone and Fax Numbers, Paper or Poster, Equipment Requirements. Please leave several lines between this information and the title and body of the abstract so that the header information can be removed for anonymous review. FOR QUESTIONS OR MORE INFORMATION ON THE CONFERENCE CONTACT: CLS, Department of Psychology, University of Hertfordshire, Hatfield, HERTS, AL10 9AB UK. Email: P.Treacher at herts.ac.uk, Telephone: +11 44 (0)1707 285283. Web address: www.psy.herts.ac.uk/cls ***************************************** Victoria A. Murphy, PhD. Senior Lecturer in Psychology/Cognitive Science Department of Psychology University of Hertfordshire Hatfield, HERTS AL10 9AB UK Tel: +11 44 (0)1707 284613 Fax: +11 44 (0)1707 285073 -------------- next part -------------- An HTML attachment was scrubbed... URL: From zwe at att.net Wed Feb 7 18:11:35 2001 From: zwe at att.net (Zena Eisenberg) Date: Wed, 7 Feb 2001 13:11:35 -0500 Subject: literature Message-ID: Can anyone help me with literature on adult-child interaction in negotiating meaning in their daily conversations/or other situations? I am looking for literature on strategies used in those situations, as well as contexts that facilitate or hinder successful communication. To narrow it down, I am focusing on the negotiation of time concepts. Any ideas? Thank you. Zena Eisenberg Developmental Psychology Graduate Center - CUNY From macwhinn at hku.hk Thu Feb 8 09:59:54 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Thu, 8 Feb 2001 17:59:54 +0800 Subject: RFP for IASCL 2005 Message-ID: **** Request for Proposals to Host the 2005 IASCL Meeting *** (this information is also at http://childes.psy.cmu.edu/html/rfp.html) The next meeting of the International Association for the Study of Child Language (IASCL) will be held in Madison, Wisconsin in July 2002. However, we would now like to begin the process of deciding on a site for the meeting in 2005. Groups that are interested in hosting this meeting should submit a proposal to Brian MacWhinney (macw at cmu.edu) by April 15. These proposals should include the following information: 1. What is the proposed location of the conference in terms of buildings, conference halls and other locations. How much space is available for plenary sessions (ca. 600 people), parallel sessions (number and size of rooms available), poster sessions, and discussion sections? What is the available equipment in terms of overhead projectors, slide projectors, audio equipment, computer projection, Internet connections, and video projection? 2. What is the proposed date (or the available alternatives from which the IASCL Executive Committee can choose). Typical dates for the meeting are in late July. 3. What is the composition of the local organizing committee (adding a brief CV of the chief organizers), the composition of the conference committee, and the composition of the program committee. Have any of the organizers had prior experience in conference organization? 4. What will be the particular topic or theme of the conference? In addition to the general program, are there proposals for specific invited symposia or guest speakers in specific topic areas? 5. What costs are expected for the following major items: mailing of a call for papers, organization of a web site, compilation and printing of the program, transportation for invited speakers, rental of facilities, rental of equipment, and general support staff. 6. In some cases, it may make sense to consider using hotel facilities for meeting rooms rather than university rooms. In that case, what facilities are available and what are the costs involved? 7. In most cases, it is not a good idea to rely on commercial conference agencies, since the costs involved are too high. However, in some cases, this may make sense. If the proposal includes an arrangement to use a conference agency, have the costs been clearly stated and is there a need to sign a contract? Note that IASCL is not able to sign official contracts at this point in time. 8. To cover these various costs, how much can the organizers rely on either local resources at their universities or additional support from sources such as government funds, grants, or donors? 9. Are any funds available specifically to support participants from countries with severe currency restrictions? 10. In view of the costs and support estimates, what is the proposed registration fee, exclusive of the IASCL membership fee? Will the IASCL need to provide advance funding for conference-related expenses? 11. What are the prices of hotels? Where are the hotels located and what are the costs and times involved for transportation between the hotels and the conference site(s). 12. Are there inexpensive accommodations available at the university or elsewhere for students and others on limited budgets. 13. What is the proposed schedule for mailing circulars, the call for papers, the deadline for abstracts, meetings of the program committee, communication of the provisional program, and advertising the conference on electronic bulleting boards or in periodicals? 14. How will participants most easily arrive at the conference in terms of air, rail, and highway connections? 15. Will it be possible to organize tours to areas of touristic interest in the region? Will these tours be handled by travel agencies or by the organizing committee? Note that organization of additional tours is not a requirement for a proposal, but rather something that would be helpful, if available. 16. Are there facilities for childcare, sign language translation, or simultaneous translation? Please note that provision of these services is not a requisite for a proposal, but rather something that would be helpful, if available. 17. Please discuss any other aspects of the proposed conference site or activities that might be relevant. In regard to our expected number of participants, we can currently estimate 600. We had about 740 people at San Sebastian. Earlier meetings at Budapest, Istanbul, and Trieste had fewer than 400 participants. However, it would be best to plan for a possible range between 450 and 750. --Brian MacWhinney From rchumak at acs.ryerson.ca Sat Feb 10 23:29:58 2001 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Sat, 10 Feb 2001 15:29:58 -0800 Subject: research guidelines:summary Message-ID: Dear fellow researchers, Some weeks ago I requested help in locating guidelines for conducting child language research with undergraduates. I want to thank everyone who replied. My new (small but growing!) research group is now very busy! The suggestions are listed below. I also include references I found in my own search: 1. Lise Menn Methods for Studying Language Production 2000, (eds) Menn, L & Ratner, N. Hillsdale, Erlbaum NJ 2. Donna Bosworth Andrews, Peter Gordon, Lynn Santelmann Methods for Assessing Children's Syntax 1996, (eds) McDaniel, D., McKee, c., & Smith Cairns, H., MIT Press (*check the bibliography!) 3.Annette Karmiloff-Smith Pathways to Language: from Fetus to Adolescent Developing Child Series, (soon - 2001) (eds) Karmiloff-Smith, A., & Karmiloff, K. Harvard University Press 4. Kimary Shahin Procedures for the Phonological Analysis of Children's Language (1981) Ingram, D. University Park Press, Baltimore, MD 5. Linda Jarmulowicz (i) Assessing Language Production in Children (1981) Miller, Jon, University Park Press, Baltimore, MD (ii) Guide to Analysis of Language Transcripts, 2nd Edition (1993) Retherford, K. Thinking Publications 6. Roberta Golinkoff How Babies Talk (1999) Michnick Golinkoff, R. & Hirsch-Pasek, K. Plume- Penguin (* wonderful reading - undergrads love it - so do I!) 7. Carolyn Chaney Assessing the Pragmatic Abilities of Children (part II) Roth, F.P. & Spekman, N.J., (1984) Journal of Speech and Hearing Disorders 49, 12-17 8. Child Language: Language Workbooks Series (1994) Stilwell Peccei, J. Routledge, New York. 9.Corpora and crosslinguistic research: theory, method and case studies,(1998) (ed) Johansson, Stig & Oksefjell, Signe, Amsterdam, Atlanta, GA From a.karmiloff-smith at ich.ucl.ac.uk Sun Feb 11 12:15:54 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sun, 11 Feb 2001 12:15:54 +0000 Subject: research guidelines:summary In-Reply-To: <3A85CEF5.568BE663@acs.ryerson.ca> Message-ID: just a correction, the book my daughter, Kyra, and I are about to bring out is not an edited book nor am I first author. Chapter 3 is on methodology from foetus to adolescent. The book as should be: > Karmiloff, K. & Karmiloff-Smith, A. (Spring 2001) Pathways to >Language: from Fetus to Adolescent. Developing Child Series, >Harvard University Press Thanks, Roma, for sending all the info. Most useful. Annette At 3:29 pm -0800 10/2/01, Roma Horbatsch wrote: >Dear fellow researchers, > >Some weeks ago I requested help in locating guidelines for >conducting child language research with undergraduates. >I want to thank everyone who replied. My new (small but growing!) >research group is now very busy! The suggestions are listed below. >I also include references I found in my own search: > >1. Lise Menn >Methods for Studying Language Production >2000, (eds) Menn, L & Ratner, N. Hillsdale, Erlbaum NJ > >2. Donna Bosworth Andrews, >Peter Gordon, Lynn Santelmann >Methods for Assessing Children's Syntax >1996, (eds) McDaniel, D., McKee, c., & Smith Cairns, H., >MIT Press >(*check the bibliography!) > >3.Annette Karmiloff-Smith >Pathways to Language: from Fetus to Adolescent >Developing Child Series, (soon - 2001) (eds) Karmiloff-Smith, A., & >Karmiloff, K. >Harvard University Press > >4. Kimary Shahin >Procedures for the Phonological Analysis of Children's Language >(1981) Ingram, D. University Park Press, Baltimore, MD > >5. Linda Jarmulowicz >(i) Assessing Language Production in Children >(1981) Miller, Jon, University Park Press, Baltimore, MD > >(ii) Guide to Analysis of Language Transcripts, 2nd Edition >(1993) Retherford, K. Thinking Publications > >6. Roberta Golinkoff >How Babies Talk (1999) >Michnick Golinkoff, R. & Hirsch-Pasek, K. >Plume- Penguin >(* wonderful reading - undergrads love it >- so do I!) > >7. Carolyn Chaney >Assessing the Pragmatic Abilities of Children >(part II) Roth, F.P. & Spekman, N.J., (1984) >Journal of Speech and Hearing Disorders >49, 12-17 > >8. Child Language: Language Workbooks Series >(1994) Stilwell Peccei, J. Routledge, New York. > >9.Corpora and crosslinguistic research: theory, method and case >studies,(1998) (ed) Johansson, Stig & Oksefjell, Signe, >Amsterdam, Atlanta, GA -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From Frank.Wijnen at let.uu.nl Tue Feb 13 13:02:22 2001 From: Frank.Wijnen at let.uu.nl (Wijnen, Frank) Date: Tue, 13 Feb 2001 14:02:22 +0100 Subject: workshop announcement/call for papers Message-ID: To whom it may concern: would you please post the announcement/call below on your mailing list/web site. With many thanks, --Frank Wijnen. ---------------------------------------------------- CUT ------------------------------------------------------ Workshop FROM SENTENCE PROCESSING TO DISCOURSE INTERPRETATION: CROSSING THE BORDERS Utrecht University, Utrecht institute of Linguistics OTS Utrecht (The Netherlands), 2-3 July 2001 CALL FOR PAPERS The aim of this workshop is to foster the interaction of two areas in psycholinguistics that have traditionally been pursued quite independently of one another: sentence and discourse processing. Discourse processing research has dealt primarily with issues like relational and referential coherence - i.e. conceptual issues, whereas sentence processing has traditionally focused on the analysis of sentence structure. Recently, however, signs are noticed of a movement towards convergence. In sentence processing, issues pertaining to interpretation are gradually assuming a more prominent position on the research agenda. In the field of discourse processing, the conviction is gaining strength that detailed analyses of linguistic factors, including grammatical properties of sentences as "processing instructors", are necessary for the development of adequate models. It would seem then, that the traditional border between the discourse level and the sentence level is being crossed increasingly often from both sides. Researchers from the two traditions are beginning to recognize each other's contribu-tions to the field at large, as well as their interdependence. The workshop aims at and intends to stimulate and inspire researchers from both fields to share and discuss their ideas and empirical results. Particularly, the focus will be on issues that are at the interface of sentence and discourse processing. A few examples of the kinds of topics that would fit in the workshop are: · Are processing operations at the level of discourse and sentence processing principally different, or does the same computation system subserve the two domains? · Is Logical Form (the interface between syntax and the conceptual system in the generative framework) a psycholinguistically viable concept? · Does discourse context always interfere with sentence parsing, or are there examples of genuinely autonomous sentence-level processes? · How can linguistic characteristics of discourse (grammatical structure, connectives, anaphora) be further specified as processing instructions for discourse processing? Invited Speakers Jos van Berkum, University of Amsterdam Lyn Frazier, University of Massachusetts, Amherst Alan Garnham, University of Sussex Ted Gibson, MIT Leo Noordman, Tilburg University Tony Sanford, University of Glasgow Wietske Vonk, Max Planck Institute for Psycholinguistics Submission of Papers The programme of the workshop comprises 10 - 20 slots for oral (25 minutes, including discussion time) and poster presentations, which will be selected on the basis of abstracts submit-ted to the organizing committee. Your abstract should clearly summarize the aim of your study, its theoretical motivation and the principal results. Abstracts should not exceed one page (A4 or Letter) in length. Set linespacing to 1.5 (minimally), and use a 12-point font. Add your name, address, affiliation, e-mail address, and telephone number on a separate page. Send a soft copy of your abstract by electronic mail to: mailto:processing at let.uu.nl, and state "submission workshop" in the subject header. Deadline for submissions: March 30, 2001 Notification of acceptance: April 20, 2001 Organizing committee Ted Sanders, Frank Wijnen, Sergey Avrutin, Frank Jansen, Gerben Mulder, Iris Mulders, Eric Reuland (all UiL OTS) Utrecht University Utrecht institute of Linguistics OTS Trans 10 3512 JK UTRECHT, The Netherlands From deepsea at cds.ne.jp Fri Feb 16 04:43:13 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 16 Feb 2001 13:43:13 +0900 Subject: TCP 2001 program Message-ID: Dear Sirs, The Second Tokyo Conference on Psycholinguistics will be held at Keio University (Mita Campus) on March 16-17, 2001. No preregistration is necessary. Conference participants will be asked to pay \500 for the conference handbook at the registration desk. For more information, please visit our site.(http://www.otsu.icl.keio.ac.jp/tcp/ ) Information about proceedings of the previous conference can also be seen there. Masa Komachi TCP Committee, Keio University koma at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Wasgington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaefer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Wemen's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From deepsea at cds.ne.jp Fri Feb 16 05:54:00 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 16 Feb 2001 14:54:00 +0900 Subject: TCP 2001 program Message-ID: Dear All, This is the revised version of the TCP program. Thank you. TCP Committee ########### Dear Sirs, The Second Tokyo Conference on Psycholinguistics will be held at Keio University (Mita Campus) on March 16-17, 2001. No preregistration is necessary. Conference participants will be asked to pay \500 for the conference handbook at the registration desk. For more information, please visit our site.(http://www.otsu.icl.keio.ac.jp/tcp/ ) Information about proceedings of the previous conference can also be seen there. Masa Komachi TCP Committee, Keio University koma at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Wasgington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaeffer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Wemen's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From ks7t at andrew.cmu.edu Fri Feb 16 14:40:38 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 16 Feb 2001 09:40:38 -0500 Subject: ONE POSTDOCTORAL POSITION AND TWO PHD STUDENTSHIPS, NIJMEGEN/UTRECHT (THE NETHERLANDS) Message-ID: ONE POSTDOCTORAL POSITION AND TWO PHD STUDENTSHIPS, NIJMEGEN/UTRECHT (THE NETHERLANDS) Applications are invited for the above positions, funded by a Dutch Research Council (NWO) program grant. The program investigates the acquisition of phonological representations in the lexicon and the role of these representations in perception and production. It aims at tracking the development of the phonology of voicing (including its morphological alternations) in Dutch children ranging from infancy to the age of 5 years. The research involves perception and production experiments, and analyses of corpora of both children?s speech and infant-directed speech. The program includes three subprojects, each focusing on one developmental stage. The senior researchers involved in the project are Rene Kager (Utrecht) and Paula Fikkert, Anne Cutler and Daniel Swingley (Nijmegen). PROJECT I: a 3 year post-doc based at Nijmegen University, studying phonotactic knowledge in Dutch infants. The emphasis will be on the perception of voicing contrasts, word segmentation and the role of input in acquiring phonotactics. Research will identify phonotactic regularities concerning Dutch voicing which are available to infants, and will ascertain how much of this information infants actually acquire and use for word segmentation. The project involves (a) computational analyses of statistics of voicing regularities in the child's input, and (b) perceptual experiments with infants. Applicants for this position must have a completed PhD and preferably have given evidence of ability to publish research findings. The successful candidate will have a background in an experimental discipline, such as psycholinguistics, speech perception, language acquisition research, or laboratory phonology. In addition, experience with child language research (especially infant perception studies), experience with computational analyses of corpora, and knowledge of the Dutch language would be useful attributes. Salary: minimally NLG 5854 (monthly) and maximally NLG 8044, depending on the successful candidate?s qualifications. PROJECT II: a 4-year position funding study towards a PhD at Nijmegen University, investigating development of phonological contrasts in the lexicon by Dutch children aged between 1 and 3 years. The project involves perception and production experiments with young children, and acoustic and phonological analyses of children's speech. PROJECT III: a 4-year position funding study towards a PhD at Utrecht University, focussing on acquisition of morphophological alternations in Dutch children of ages 2;6 until early school age. Methods will include experimental elicitation of plurals, perception tests, and database research. Applicants for either of the two PhD positions must have native or near-native competence in Dutch, and must have completed undergraduate study in phonetics, phonology or psycholinguistics. Salary: minimally NLG 3055 (monthly) in the first year up to maximally NLG 4362 in the fourth year. The closing date for applications March 12, 2001. The starting date is as soon as possible within 2001. Applicants should send a full CV (and in the case of the postdoc position, supporting publications) and arrange for two letters of reference to be sent to: For projects I and II: Dr. Paula Fikkert Dutch Department Katholieke Universiteit Nijmegen Postbus 9103 6500 HD Nijmegen The Netherlands Refer to vacaturenummer 04.50.01 (position I) or 04.50.02 (position II) For project III: Dhr. Toon van Fulpen Faculteit der Letteren Kromme Nieuwegracht 46 3512 HJ Utrecht The Netherlands Refer to vacaturenummer 68105 Further information from: Rene Kager or Paula Fikkert kager at let.uu.nl p.fikkert at let.kun.nl René Kager Utrecht Institute of Linguistics/OTS Trans 10 3512 JK Utrecht The Netherlands phone: +31-30-2538064 fax: +31-30-2536000 http://www-uilots.let.uu.nl/~Rene.Kager/personal/ From padgett at cats.ucsc.edu Sat Feb 17 00:41:04 2001 From: padgett at cats.ucsc.edu (Jaye Padgett) Date: Fri, 16 Feb 2001 16:41:04 -0800 Subject: acquisition and language change Message-ID: Dear info-childes recipients, I'm thinking about some issues involving sound change and markedness, and I'm wondering how they might connect up with facts of phonological acquisition. I was hoping somone might be able to point me to some relevant research or data, if any exists. Proto-Slavic experienced velar palatalizations causing velars to front to palato-alveolars before front vowels and [j]. Specifically, k,g,x > tS, dZ, S, respectively (the initial sounds in 'cheese', 'judge', and 'shout'). The usual assumption is that the velars were already pronounced in a rather fronted, or palatal, manner before this change, just as they are in most or all languages. In fact, they may have been strongly palatalized, i.e., kj, gj, xj. This is a very common kind of sound change across languages. Something interesting about it is that it never happens in the other direction: tS --> (fronted) k is not an attested sound change in any language. There are various well known sound changes that are common and unidirectional in this sense. Yet the reason for the unidirectionality of this one isn't clear. What I'm wondering is whether we know about the sequence of acquisition by children of palato-alveolars on the one hand, and fronted or palatalized velars on the other. I'm wondering whether the directionality of this sound change might follow from fronted or palatalized velars being dispreferred in acquisition compared to palato-alveolars. (Note that the question here concerns specifically fronted or palatalized velars.) Do children pronounce words like 'keys' as 'cheese', or vice versa? Does anyone know of good literature or a source of data on this, or on the acquisition of Russian phonology, ones that might help me with these questions? I'd be grateful for any help. Jaye Padgett *********************** Jaye Padgett Department of Linguistics Stevenson College University of California, Santa Cruz Santa Cruz, CA 95064 (831) 459-3157 padgett at cats.ucsc.edu From ian.smythe at ukonline.co.uk Sat Feb 17 09:31:15 2001 From: ian.smythe at ukonline.co.uk (Ian Smythe) Date: Sat, 17 Feb 2001 09:31:15 +0000 Subject: acquisition and language change In-Reply-To: Message-ID: >Does anyone know >of good literature or a source of data on this, or on the acquisition >of Russian phonology, >ones that might help me with these questions? How good is your Russian? I have several books on the subject (in Russian) on my bookshelf (here in the UK) and friend in Moscow that could help. Regards, Ian Smythe University of Surrey UK From Chikako.Koizumi at mb3.seikyou.ne.jp Sat Feb 17 14:37:01 2001 From: Chikako.Koizumi at mb3.seikyou.ne.jp (Chikako Koizumi) Date: Sat, 17 Feb 2001 23:37:01 +0900 Subject: acquisition of tough constructions Message-ID: Dear info-CHILDES list members, I am studying the acquisition of English constructions that are reported to be acquired relatively late, such as purpose clauses and tough constructions. I am looking for recent studies on the acquisition of these constructions. I'd very much appreciate any information. Thank you, Chikako Koizumi From Zaretel at aol.com Sat Feb 17 22:30:56 2001 From: Zaretel at aol.com (Zaretel at aol.com) Date: Sat, 17 Feb 2001 17:30:56 EST Subject: reformulation Message-ID: Dear info members, I am interested in doing research that looks at the instances of reformulation, i.e., substitutions-rewordings, during story retelling. It is known that in the course of language acquisition children use these transformations that have an effect of a change in the original expression and are believed to constitute children's productive abilities. It is also assumed that across languages there should be differences in the way children reformulate because of the differences in the interrelations between grammar and lexicon of a given language. I am using bilingual Russian-English speakers in retelling the same story in different languages (Boston group), as well as Russian monolingual children who are retelling the same story in Russian only (Moscow cohort). The idea is to see if there is enough inherent structures in Russian that allow children who speak this language, as well as using an additional language retell in the same manner as monolinguals. Apparently, there isn't that much literature that addresses the issue of reformulation because it is relatively late stage of language acquisition. I have a work by C. Martinot, who's design I am using for my study, "Etude comparative des processus de reformulations chez desenfants de 5 a 11 ans", but not much else. Any suggestion would be greatly appreciated. I can be reached at zaretel at aol.com, or elezar at bu.edu Thank you all in advance, Elena Zaretsky BU Department of Psychology From annabelledavid at hotmail.com Sun Feb 18 17:15:32 2001 From: annabelledavid at hotmail.com (Annabelle David) Date: Sun, 18 Feb 2001 18:15:32 +0100 Subject: MacArthur CDI Message-ID: Hello Has anyone ever heard of the MacArthur CDI test being used on bilingual children? Thanks Annabelle David _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From bates at crl.ucsd.edu Sun Feb 18 18:04:42 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Sun, 18 Feb 2001 10:04:42 -0800 Subject: MacArthur CDI Message-ID: Donna Jackson-Maldonado, Virginia Marchman and Donna Thal have been developing a large body of data on Spanish-English bilinguals children using the CDI, compared with monolingual Spanish data (from Mexico) and the existing monolingual English norms. Barbara Pearson also did quite a bit of work with bilingual children using the CDI, again for Spanish-English communities. There are also some individual case studies out there, in multiple languages. -liz bates From deepsea at cds.ne.jp Mon Feb 19 14:41:04 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Mon, 19 Feb 2001 23:41:04 +0900 Subject: TCP 2001 program Message-ID: Dear colleagues, We are re-sending the TCP program which we mailed last week, as we discovered that we inadvertently mis-addressed the email. We apologize deeply for this incorrect selection of terms. Sincerely, Masayuki Komachi TCP Committee tcp at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Washington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaeffer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Women's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From derville at crisco.unicaen.fr Tue Feb 20 10:35:40 2001 From: derville at crisco.unicaen.fr (Bettina DERVILLE) Date: Tue, 20 Feb 2001 11:35:40 +0100 Subject: subordinate clause in French Message-ID: Dear info-CHILDES list members, I am looking for some data from french young native speaker so that I could extend my own corpus. In order to study the acquisition of subordination. I'd appreciate any information as to where I can find such corporas, waves and text of course, any data from 5 to 12 years old speakers. Thank you, Bettina Derville From sdevitt at tcd.ie Tue Feb 20 12:47:52 2001 From: sdevitt at tcd.ie (sdevitt) Date: Tue, 20 Feb 2001 12:47:52 +0000 Subject: Narratives by Japanese English bilinguals or natives of either Japanese or english Message-ID: Dear colleagues Some colleagues and I are studying written narrative data from Japanese english bilinguals and Japanese L1 and English L1 adult subjects. Does anyone have any references in the area of narratives by Japanese adults or children, specifically on temporality as it is expressed in narratives? Will publish the results Thanks to all who reply. Sean Devitt Dr. Seán Devitt Senior Lecturer in Education Education Department University of Dublin Trinity College Dublin From glh33 at zahav.net.il Tue Feb 20 13:54:13 2001 From: glh33 at zahav.net.il (Gedalyovich Chaim and Leah) Date: Tue, 20 Feb 2001 15:54:13 +0200 Subject: virus warning and apology Message-ID: dear all, my computer was infected by a virus which entered my address book and sent itself to everyone listed there. i hope that you were all smarter than i and deleted the message without opening the infected attachment! if not i certainly apologize if anyone's computer was damaged. unfortunately, i was unable to prevent the messages being sent and as my computer crashed on the day i received the virus (while i was trying to find out how to get rid of it!) i was unable to warn you until now. the radio reported that the originator of this paricular virus apologized. that's small comfort for us but it has given me great motivation for keeping my anti-virus very up to date! hope to be 'talking' to you about pleasanter things! leah gedalyovich From annahdo at bu.edu Fri Feb 23 05:08:35 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 23 Feb 2001 00:08:35 -0500 Subject: Call for Papers: BU Conf on Lang Develop Message-ID: ************************************************************************** THE 26th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT CALL FOR PAPERS November 2, 3 and 4, 2001 Keynote Speaker: Susan Carey, New York University Plenary Speaker: Daniel A. Dinnsen, Indiana University ************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Literacy & Narrative Cognition & Language Neurolinguistics Creoles & Pidgins Pragmatics Discourse Pre-linguistic Development Exceptional Language Signed Languages Input &Interaction Sociolinguistics Language Disorders Speech Perception & Production Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. PLEASE SUBMIT: 1) Ten copies of an anonymous, clearly titled 450-word summary for review; 2) One copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. 3) For EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent in early August, by US mail. Pre-registration materials and preliminary schedule will be available in late August, 2000. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2001. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2000. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at acs.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************** Author Information (Please include a typed sheet containing the following information for EACH author) Title: Full name: Affiliation: Current work address (for publication in handbook) Current e-mail (required): Current phone number (required): Summer address if different, and dates: Summer e-mail (required): Summer phone (required): To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. Please indicate whether, if your paper is not one of the 90 initially selected for presentation, you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you wish to receive the 2001 Call for Papers: ____e-mail/electronic ___surface mail ____ both From Edy.Veneziano at paris5.sorbonne.fr Fri Feb 23 11:18:19 2001 From: Edy.Veneziano at paris5.sorbonne.fr (Edy Veneziano) Date: Fri, 23 Feb 2001 12:18:19 +0100 Subject: NOT FRENCH-SPEAKING - DON'T BOTHER TO OPEN Message-ID: INTERNATIONAL SYMPOSIUM TO BE HELD IN FRENCH APPEL A COMMUNICATION CALL FOR PAPERS Le LEAPLE de líUniversité Paris V et le GRC de líUniversité Nancy 2 organisent un COLLOQUE INTERNATIONAL : INTERNATIONAL SYMPOSIUM L'explication: enjeux cognitifs et communicationnels The cognitive and communicative challenges of 'explaining' Les 30 novembre - 1 décembre 2001 à Paris Comité Scientifique M.S. Barbieri, R. Berman, J. Bernicot, M. Charolles, L. Danon-Boileau, R. Delamotte, M. Deleau, S. Ervin-Tripp,F. François, C. Hudelot, A. Salazar Orvig, A. Trognon, E. Veneziano, G. Vignaux, J. Vvier Quels que soient les objets sur lesquels elle porte, líexplication qui vise à fournir les causes, les raisons et les motivations (líexplication de type "pourquoi") pose à líactivité du sujet des problèmes à différents niveaux: par exemple comprendre ce qui peut poser problème à autrui, donner et/ou rendre manifeste une certaine cohérence entre événements, idées et/ou comportements, ou encore trouver les moyens pour communiquer cette cohérence en tenant compte des états internes de líinterlocuteur (intentionnels et de connaissance). La complexité du phénomène demande quíon líaborde de différents points de vue. L'étude de l'émergence et de la construction première des conduites explicatives, telles qu'elles apparaissent dans le fonctionnement ordinaire des sujets, sera le thème central de ce colloque. Articulées à ce thème central des questions plus spécifiques seront développées qui permettront, par des éclairages mutuels, de cerner de manière plus large le "fait explication" (de type "pourquoi"), et ce autant du point de vue purement théorique, que par le moyen d'autres approches empiriques. Seront abordés en particulier, les genres discursifs et les éventuels marquages linguistiques qui les manifestent, la diversité des objets díexplication, les circonstances et conditions de communication, les moyens sémiotiques et leurs interactions, les activités réflexives. Suite à une annonce préliminaire, et en tenant compte des nombreuses réponses des collègues que nous tenons à remercier, le colloque s'articulera autour des sept axes suivants : L'explication de type "pourquoi" et * acquisition en situation naturelle * états mentaux - théorie de líesprit * activités sociales * gestualité * genres et marquages linguistiques * résolution de problèmes * fonctionnements de type "méta" Le colloque sera organisé autour de conférences plénières, d'ateliers thématiques (maximum 3 en parallèle), et de sessions de posters (2 maximum). LES PROPOSITIONS DE COMMUNICATION (500 mots maximum) sont à envoyer en trois exemplaires dont deux sans information sur l'auteur (les auteurs) pour expertise anonyme. Le troisième doit par contre contenir les informations suivantes : Nom, affiliation, adresse, adresse électronique, numéro de téléphone et éventuellement de fax, en précisant s'il s'agit d'une communication orale ou affichée. Les propositions sont à envoyer, de préférence par courrier électronique, à : Edy.Veneziano at paris5.sorbonne.fr Autrement, par la poste, à : Anne Salazar Orvig - LEAPLE - Université Paris V - 12, Rue Cujas, 75005 Paris CALENDRIER 30 mars 2001 Date limite de réception de propositions à communication 15 mai 2001 Le Comité scientifique envoie les informations concernant l'acceptation des communications 30 mai 2001 Inscription définitive et envoi par les participants des résumés pour les pré-actes. Juin 2001 Deuxième circulaire avec programme provisoire et informations pratiques FRAIS D'INSCRIPTION 300FF et 100FF pour les étudiants Comité d'Organisation V. Fayolle, I. Gauthier, C. Hudelot, A. Lambert, M. Leclère, P. Muller, A. Salazar Orvig, E. Veneziano -------------- next part -------------- An HTML attachment was scrubbed... URL: From annahdo at bu.edu Fri Feb 23 16:05:13 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 23 Feb 2001 11:05:13 -0500 Subject: Revised Dates: BU Conf on Lang Develop Message-ID: ************************************************************************** THE 26th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT CALL FOR PAPERS November 2, 3 and 4, 2001 Keynote Speaker: Susan Carey, New York University Plenary Speaker: Daniel A. Dinnsen, Indiana University ************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Literacy & Narrative Cognition & Language Neurolinguistics Creoles & Pidgins Pragmatics Discourse Pre-linguistic Development Exceptional Language Signed Languages Input &Interaction Sociolinguistics Language Disorders Speech Perception & Production Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. PLEASE SUBMIT: 1) Ten copies of an anonymous, clearly titled 450-word summary for review; 2) One copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. 3) For EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent in early August, by US mail. Pre-registration materials and preliminary schedule will be available in late August, 2001. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2002. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2001. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at acs.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************** Author Information (Please include a typed sheet containing the following information for EACH author) Title: Full name: Affiliation: Current work address (for publication in handbook) Current e-mail (required): Current phone number (required): Summer address if different, and dates: Summer e-mail (required): Summer phone (required): To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. Please indicate whether, if your paper is not one of the 90 initially selected for presentation, you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you wish to receive the 2002 Call for Papers: ____e-mail/electronic ___surface mail ____ both From macwhinn at hku.hk Sat Feb 24 11:38:48 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Sat, 24 Feb 2001 19:38:48 +0800 Subject: new Spanish corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to the CHILDES database of a new corpus of spoken narrative data from 111 Venezuelan school-aged children collected by Martha Shiro in Caracas. I have now broken up the various Spanish corpora so that they can be retrieved separately over the web. This new corpus is shiro.zip and shiro.sit. The readme follows. Many thanks to Martha for this excellent contribution. Please note that audio data are also available. --Brian MacWhinney The narratives in this data were collected by Martha Shiro of Universidad Central de Venezuela. In this study, 113 Venezuelan children participated in 4 tasks which elicited 4 narrative types. The children, 56 first graders and 57 fourth graders, were selected from 3 public schools and 3 private schools. Due to the characteristics of the Venezuelan educational system, all 59 children interviewed in the 3 private schools come from high SES families, and all 54 children from the 3 public schools come from low SES families. The interviews consisted of an initial warming up conversation, where the child talked about his or her personal background, followed by 4 types of prompts which elicited 4 narrative types (the transcription is gemmed for the narratives produced in the interview). A total of 444 narratives were produced. The personal narratives were elicited with the following tasks: 1. PERSONAL NARRATIVE, OPEN-ENDED PROMPT: the child was asked to tell a story about a frightening experience (¿Te pasó algo que te haya dado un susto? Cuéntame.) 2. PERSONAL NARRATIVE, STRUCTURED PROMPT: The interviewer modeled a short personal anecdote and asked the child if something similar had ever happened to him or her. The following 3 prompts were used to make sure that the child would produce at least one story: a. El otro día subí al Ávila y se me atravesó una culebra. Me asusté y salí corriendo. ¿A ti te pasó algo parecido? b. Ayer estaba cortando el pan. El cuchillo estaba afilado y en vez de cortar el pan, me corté el dedo. Me salió mucha sangre y tuve que ir a la clínica para que me curen ¿A ti te pasó algo así? c. ¿Te llevaron alguna vez de emergencia al hospital? 3. FICTIONAL NARRATIVE, OPEN-ENDED PROMPT: The child was asked to tell the story of a favorite film, video or TV program. 4. FICTIONAL NARRATIVE, STRUCTURED PROMPT: The child was shown a wordless animated video (Picnic, Weston Woods, 1993) and asked to tell the story. The film was shown twice and the children retold the story after the second viewing to the researcher who was not present when the film was projected and pretended not to be familiar with the story. Each file has an ID that can be interpreted as follows: 111.SL.87.M=CHI 111= ID number SL= School initials (SL, PE, IGN stand for the 3 private schools, RG, LE, FR, stand for the 3 public schools). 87= age in months (7 years 3 months). M= male (F= female). Transcriptions follow the conventions of CHAT format and most of them are divided into clauses [c]. The Spanish spoken by the children is the Venezuelan variety (from the capital, Caracas) and only a few phonological deletions are signaled in the transcription (e.g. pa' which is used for the preposition para). Publications that make use of this corpus should cite any of the following: Shiro, M. 1997 Getting the story across: A discourse analysis approach to evaluative stance in Venezuelan children¹s narratives. Unpublished Doctoral Dissertation. Harvard University. Shiro, M. 2000a. Los pequeños cuentacuentos. Cuadernos de Lengua y Habla, 2, 319-337. Shiro, M. 2000b. Diferencias sociales en la construcción del yo y del otro: Expresiones evaluativas en las narraciones de niños caraqueños en edad escolar. In de Bustos Tovar et al. Lengua, discurso, texto, (Vol. 1, pp.1303-1318). Madrid: Universidad Complutense & Visor Libros. The recordings of the interviews have been digitalized on 37 CD¹s entitled Corpus del habla de niños caraqueños en edad escolar 1996, Instituto de Filología ³Andrés Bello², Universidad Central de Venezuela. Anyone interested in acquiring the audio portion of the transcripts should write to Martha Shiro (mshiro at reacciun.ve). From macwhinn at hku.hk Sun Feb 25 09:58:41 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Sun, 25 Feb 2001 17:58:41 +0800 Subject: new German corpus Message-ID: Dear Info-CHILDES, I am happy to announce the contribution to CHILDES of a new major longitudinal case study of German language acquisition. This is the Caroline corpus which studies a single child across the first two years of language learning. The corpus has been contributed by Wolfgang Klein of the Max Planck Institute in Nijmegen. The corpus does not yet have a documentation or "readme" file, but I hope that the investigators involved in the collection of these data can help create one over time. The corpus can be located in /germanic/german/caroline.zip. Thanks to Wolfgang for making this corpus available to us. --Brian MacWhinney From smc4u at virginia.edu Wed Feb 28 12:23:09 2001 From: smc4u at virginia.edu (Stephanie M. Curenton) Date: Wed, 28 Feb 2001 10:23:09 -0200 Subject: using CLAN to calculate type-token ratio Message-ID: Hello, everyone. I would like to calculate the proportion of different (i.e., non-repetitive) words in a sample of children's narratives that I have. Therefore, I need an analysis that tells me the number of total words per story, and one that tells me the number of different words per story. Can I do this using CLAN? Any advice anyone has would be greatly appreciated. Thank you, Stephanie Curenton From ks7t at andrew.cmu.edu Thu Feb 1 15:18:20 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 1 Feb 2001 10:18:20 -0500 Subject: The Neurological Basis of Language Conference Message-ID: ---------- Forwarded Message ---------- Date: Thursday, February 1, 2001 2:37 PM +0100 From: "Rienk G. Withaar" To: ks7t+ at andrew.cmu.edu Subject: Message Childes Mailing list !! Early Registration Deadline !! February 7, 2001 for The Neurological Basis of Language: An Interdisciplinary Conference on Aphasiological, Computational, and Neuroimaging Approaches July 9-11, 2001 Groningen, The Netherlands www: http://www.let.rug.nl/nbl/ E-mail: nbl at let.rug.nl --------------------------------------------------------------------- The deadline for early registration was formally set for January 31, 2001. Since we are sending this reminder a bit later than planned, the deadline has been extended until Feb. 7, 2001. Please register immediately! --------------------------------------------------------------------- The Neurological Basis of Language Conference (July, 9-11, 2001, Groningen, The Netherlands) aims to present an overview of how synthesis of aphasiological, computational, and neuroimaging approaches has advanced our understanding of the neurological basis of language. Proceedings will be published in a special issue of Brain and Language. All accepted abstracts will be included; selected papers will appear as full articles after an additional review process. Program ------- Keynote speakers for this conference are: * Angela Friederici * Michael Gazzaniga * David Plaut * Cathy Price * Laurie Stowe The titles of papers and posters can be viewed at our website. Fees ---- There are four different registration categories: Student Pre-registration: NLG 50 (EUR 22.69) Student Late Registration: NLG 75 (EUR 34.04) Staff Pre-registration: NLG 150 (EUR 68.08) Staff Late Registration: NLG 200 (EUR 90.76) To register, see our website for details and registration forms. Deadline for Early Registration ------------------------------- The registration deadline, February 7, is well ahead of the conference so that you will be able to make timely travel arrangements. The conference is organized in conjunction with the graduate summer school of the School of Behavioral and Cognitive Neurosciences, University of Groningen. The summer offers other advantages for the conference participants (no teaching, adding in a bit of vacation, etc.), but making plans ahead of time becomes necessary. Who are the Organizers? ----------------------- The conference is being organized by the PIONIER Research Group on The Neurological Basis of Language (Dept. of Linguistics, Faculty of Arts, School of Behavioral and Cognitive Neurosciences, University of Groningen) funded by the Dutch Organization for Scientific Research (NWO) together with our colleagues from the School of Behavioral and Cognitive Neurosciences. We look forward to seeing you at our conference in the pleasant environment of an old University town in the Northeast of the Netherlands. ---------- End Forwarded Message ---------- From ervintrp at socrates.Berkeley.EDU Thu Feb 1 22:57:20 2001 From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp) Date: Thu, 1 Feb 2001 14:57:20 -0800 Subject: special issue on gender Message-ID: There is a special issue this month of the journal Research on language and Social Interaction, on cross-cultural comparisons of gendered aspects of children's language use. Susan Ervin-Tripp UC Berkeley From miller at waisman.wisc.edu Fri Feb 2 16:46:42 2001 From: miller at waisman.wisc.edu (Jon Miller) Date: Fri, 2 Feb 2001 10:46:42 -0600 Subject: 2002 Joint Research Meeting Message-ID: An HTML attachment was scrubbed... URL: From Maagnetism at aol.com Fri Feb 2 15:35:08 2001 From: Maagnetism at aol.com (Maagnetism at aol.com) Date: Fri, 2 Feb 2001 10:35:08 EST Subject: word learning/vocabulary Message-ID: I'm looking for links between two areas of research that seem rather independent of each other in the literature: the developmental research on early word learning in toddlers and young children, and studies of vocabulary learning from reading and education research. (In the second category, some of the papers I have include White, Graves, & Slater, 1990; Anderson & Nagy, 1991; Beck & McKeown, 1991.) Does anyone know of theoretical papers or longitudinal studies that serve as a transition? I'm interested in vocabulary studies with kindergartners and early elementary students in which the studies have conceptual ties to the early word learning research. If you reply to me personally, I'll summarize and post the information. I'm a grad student at the University of Florida and would be grateful for suggestions. Lisa Maag maagnetism at aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From yoc at duke.edu Fri Feb 2 17:40:45 2001 From: yoc at duke.edu (yoc at duke.edu) Date: Fri, 2 Feb 2001 12:40:45 -0500 Subject: About digitization In-Reply-To: <4.1.20010202104143.00a2f920@waisman.wisc.edu> Message-ID: I'm a graduate student working on a natural recording study between mothers and babies. We have a lot of valuable data recorded on audio tapes and they are getting old. We'd like to digitize these tapes and save them onto CDs. We have CD-rewritable in our lab. However, we first need to record the sounds into the computer hard drive and make sound files and then move them onto CDs. It takes quite long time and labor, but all we need is to move all the data from audio tapes onto CD. Editing sounds is not necessary. So, we are wondering whether there is a way we can directly digitize sounds from audio tapes into CDs without going through saving them on a hard drive. Is there a way or a program that will allow us to do this? We'd very much appreciate any information regarding this. Thank you, Youngon From morgen at idf.ext.jussieu.fr Fri Feb 2 23:15:34 2001 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Sat, 3 Feb 2001 00:15:34 +0100 Subject: S. CHIAT Message-ID: I'm a French linguist in language acquisition now working a bit on the acquisition of personal pronouns, and "pronominal reversal" in particular. I'm VERY interested in Shulamut Chiat's work written in the 1980's, and have no idea what has become of her and if she has continued in the same field. Does anyone know where she is and if she is still doing research (on personal pronouns or anything else - I am in fact less familiar with her work on phonology). Thank you very much for any information and best regards to Shulamuth Chiat if anyone knows her... Aliyah Morgenstern From ann.dowker at psy.ox.ac.uk Sat Feb 3 20:48:38 2001 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 3 Feb 2001 20:48:38 +0000 Subject: S. CHIAT In-Reply-To: Message-ID: I don't know her personally, but I have come across a few recent papers of which she was one of the authors. There is one on pronominal reversal in autism: A. Lee, R. Hobson and S. Chiat: I, you, me and autism: an experimental study; Journal of Autism and Developmental Disorders, 1994, 24, 155-176 The most recent papers are on verb use in both children and aphasic patients: D. Ambalu, S. Chiat and T. Pring: When is it best to hear a verb? The effects of the timing and focus of verb models on children's learning of verbs; Journal of Child Language, 1997, 24, 25-34 J. Marshall, T. Pring and S. Chiat: Verb retrieval and semantic production in aphasia; Brain and Language, 1998, 63, 159-183 Her address given in the papers is the Department of Clinical Communication Studies, City of London University. Hope that helps, Ann On Sat, 3 Feb 2001, Aliyah MORGENSTERN wrote: > I'm a French linguist in language acquisition now working a bit on the > acquisition of personal pronouns, and "pronominal reversal" in particular. > I'm VERY interested in Shulamut Chiat's work written in the 1980's, and > have no idea what has become of her and if she has continued in the same > field. Does anyone know where she is and if she is still doing research (on > personal pronouns or anything else - I am in fact less familiar with her > work on phonology). > Thank you very much for any information and best regards to Shulamuth Chiat > if anyone knows her... > Aliyah Morgenstern > > > From slobin at cogsci.berkeley.edu Sun Feb 4 02:56:39 2001 From: slobin at cogsci.berkeley.edu (Dan I. SLOBIN) Date: Sat, 3 Feb 2001 18:56:39 -0800 Subject: I need help finding literature on Pragmatics !!! In-Reply-To: <409.432%harperb@earthlink.net> Message-ID: The frog story is not an urban legend. You can begin with Berman & Slobin (1994), follow that with the dozens of studies cited there, and contact the large group of frog-story researchers listed in the Appendix for more current work. It's all in: Berman, R. A.l, & Slobin, D. I. (1994). _Relating events in narrative: A crosslinguistic developmental study_. Lawrence Erlbaum Associates. Also, if you access CHILDES, you'll find a "frog" directory with texts of frog stories gathered from children and adults in a range of languages. Good luck in hunting for the frog! Dan Slobin Dept of Psychology University of California, Berkeley On Fri, 1 Jan 1904, Harper Bailey wrote: > Hello. My name is Harper Bailey and I am a predoc at CUNY department of > Developmental Psychology. I am trying to find some information about > pragmatics. > > 1) Are there any reports on developmental norms and pragmatic speech? > > 2) Could someone suggest a good receptive test of inference ability for a > younger population (5-8)? > > 3) I have been told about a narrative assessment test that includes the > retelling of a "Frog Story". I am interested in using this measure but > cannot find it. I am beginning to think that this frog story is a > research urban legend. Does anyone out there know where I might find > this elusive book? > > Thank you so much for reviewing my questions. I would greatly appreciate > any feedback that anyone could give me. > > --Harper Bailey > > From rchumak at acs.ryerson.ca Mon Feb 5 18:42:16 2001 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Mon, 5 Feb 2001 10:42:16 -0800 Subject: baby whisperer? Message-ID: Hello All, Has anyone had a chance to examine - read a new publication entitled: Secrets of the Baby Whisperer: "How to calm, connect and communicate with your baby." (by Tracy Hogg and Melinda Blau) NB. Chapter 3: "S.L.O.W. Down and Appreciate your baby's language." My schedule says I need to wait till end of term before I can have a look. I would appreciate a sneak preview. Thanx. Roma Chumak-Horbatsch From morgen at idf.ext.jussieu.fr Mon Feb 5 12:22:36 2001 From: morgen at idf.ext.jussieu.fr (Aliyah Morgenstern) Date: Mon, 5 Feb 2001 13:22:36 +0100 Subject: Shula Chiat Message-ID: I thank all the peole who gave me information on Shula Chiat and sent me addresses to track her down. It has worked and for those who seemed interested, the right e-mail address is shula.chiat at ucl.ac.uk. thanks again. Aliyah Morgenstern. From als at ip.pt Wed Feb 7 09:58:34 2001 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Wed, 7 Feb 2001 09:58:34 -0000 Subject: Generative Approaches to Language Acquisition - 2001 2nd call for papers Message-ID: Generative Approaches to Language Acquisition GALA 2001 September, 14-16, Palmela, Portugal Organization: Associacao Portuguesa de Lingu?stica Universidade Nova de Lisboa Universidade de Lisboa Invited speakers: Nina Hyams Paula Fikkert Maria Teresa Guasti Please visit the webpage for abstract submission information at http://www.fcsh.unl.pt/clunl/gala_index.htm Deadline for submission of abstracts: February 28 For further information, please contact gala2001 at netvisao.pt On behalf of the organizing committee M. Joao Freitas (Univ. Lisboa) Joao Costa (Univ. Nova Lisboa) P.S. Apologies for double mailing! -------------- next part -------------- An HTML attachment was scrubbed... URL: From V.A.Murphy at herts.ac.uk Wed Feb 7 15:35:46 2001 From: V.A.Murphy at herts.ac.uk (Victoria Murphy) Date: Wed, 7 Feb 2001 15:35:46 +0000 Subject: Child Language Seminar Message-ID: Please post the following Call for Papers: CHILD LANGUAGE SEMINAR 2001 9-11 July, revised dates, ------ University of Hertfordshire ------ FIRST ANNOUNCEMENT AND CALL FOR PAPERS The 2001 Child Language Seminar will be hosted by the Department of Psychology and the Linguistics Group at the University of Hertfordshire, UK. Proposals are invited for papers of 30 minutes duration and for posters on issues related to language acquisition in children. Further details will be circulated in due course. Keynote Speakers Julie Dockrell, Gary Marcus and Kim Plunkett HOW TO SUBMIT ABSTRACTS: Three copies are required. Further details to follow. Abstracts should be up to 250 words in length (excluding references) and may be submitted preferably by e-mail or e-mail attachment, alternatively by mail. Submissions should be received by 15 March 2001. At the top of the abstract please include Name(s) of Author(s), Institutional Affiliation, Full Address, E-Mail Address, Telephone and Fax Numbers, Paper or Poster, Equipment Requirements. Please leave several lines between this information and the title and body of the abstract so that the header information can be removed for anonymous review. FOR QUESTIONS OR MORE INFORMATION ON THE CONFERENCE CONTACT: CLS, Department of Psychology, University of Hertfordshire, Hatfield, HERTS, AL10 9AB UK. Email: P.Treacher at herts.ac.uk, Telephone: +11 44 (0)1707 285283. Web address: www.psy.herts.ac.uk/cls ***************************************** Victoria A. Murphy, PhD. Senior Lecturer in Psychology/Cognitive Science Department of Psychology University of Hertfordshire Hatfield, HERTS AL10 9AB UK Tel: +11 44 (0)1707 284613 Fax: +11 44 (0)1707 285073 -------------- next part -------------- An HTML attachment was scrubbed... URL: From zwe at att.net Wed Feb 7 18:11:35 2001 From: zwe at att.net (Zena Eisenberg) Date: Wed, 7 Feb 2001 13:11:35 -0500 Subject: literature Message-ID: Can anyone help me with literature on adult-child interaction in negotiating meaning in their daily conversations/or other situations? I am looking for literature on strategies used in those situations, as well as contexts that facilitate or hinder successful communication. To narrow it down, I am focusing on the negotiation of time concepts. Any ideas? Thank you. Zena Eisenberg Developmental Psychology Graduate Center - CUNY From macwhinn at hku.hk Thu Feb 8 09:59:54 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Thu, 8 Feb 2001 17:59:54 +0800 Subject: RFP for IASCL 2005 Message-ID: **** Request for Proposals to Host the 2005 IASCL Meeting *** (this information is also at http://childes.psy.cmu.edu/html/rfp.html) The next meeting of the International Association for the Study of Child Language (IASCL) will be held in Madison, Wisconsin in July 2002. However, we would now like to begin the process of deciding on a site for the meeting in 2005. Groups that are interested in hosting this meeting should submit a proposal to Brian MacWhinney (macw at cmu.edu) by April 15. These proposals should include the following information: 1. What is the proposed location of the conference in terms of buildings, conference halls and other locations. How much space is available for plenary sessions (ca. 600 people), parallel sessions (number and size of rooms available), poster sessions, and discussion sections? What is the available equipment in terms of overhead projectors, slide projectors, audio equipment, computer projection, Internet connections, and video projection? 2. What is the proposed date (or the available alternatives from which the IASCL Executive Committee can choose). Typical dates for the meeting are in late July. 3. What is the composition of the local organizing committee (adding a brief CV of the chief organizers), the composition of the conference committee, and the composition of the program committee. Have any of the organizers had prior experience in conference organization? 4. What will be the particular topic or theme of the conference? In addition to the general program, are there proposals for specific invited symposia or guest speakers in specific topic areas? 5. What costs are expected for the following major items: mailing of a call for papers, organization of a web site, compilation and printing of the program, transportation for invited speakers, rental of facilities, rental of equipment, and general support staff. 6. In some cases, it may make sense to consider using hotel facilities for meeting rooms rather than university rooms. In that case, what facilities are available and what are the costs involved? 7. In most cases, it is not a good idea to rely on commercial conference agencies, since the costs involved are too high. However, in some cases, this may make sense. If the proposal includes an arrangement to use a conference agency, have the costs been clearly stated and is there a need to sign a contract? Note that IASCL is not able to sign official contracts at this point in time. 8. To cover these various costs, how much can the organizers rely on either local resources at their universities or additional support from sources such as government funds, grants, or donors? 9. Are any funds available specifically to support participants from countries with severe currency restrictions? 10. In view of the costs and support estimates, what is the proposed registration fee, exclusive of the IASCL membership fee? Will the IASCL need to provide advance funding for conference-related expenses? 11. What are the prices of hotels? Where are the hotels located and what are the costs and times involved for transportation between the hotels and the conference site(s). 12. Are there inexpensive accommodations available at the university or elsewhere for students and others on limited budgets. 13. What is the proposed schedule for mailing circulars, the call for papers, the deadline for abstracts, meetings of the program committee, communication of the provisional program, and advertising the conference on electronic bulleting boards or in periodicals? 14. How will participants most easily arrive at the conference in terms of air, rail, and highway connections? 15. Will it be possible to organize tours to areas of touristic interest in the region? Will these tours be handled by travel agencies or by the organizing committee? Note that organization of additional tours is not a requirement for a proposal, but rather something that would be helpful, if available. 16. Are there facilities for childcare, sign language translation, or simultaneous translation? Please note that provision of these services is not a requisite for a proposal, but rather something that would be helpful, if available. 17. Please discuss any other aspects of the proposed conference site or activities that might be relevant. In regard to our expected number of participants, we can currently estimate 600. We had about 740 people at San Sebastian. Earlier meetings at Budapest, Istanbul, and Trieste had fewer than 400 participants. However, it would be best to plan for a possible range between 450 and 750. --Brian MacWhinney From rchumak at acs.ryerson.ca Sat Feb 10 23:29:58 2001 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Sat, 10 Feb 2001 15:29:58 -0800 Subject: research guidelines:summary Message-ID: Dear fellow researchers, Some weeks ago I requested help in locating guidelines for conducting child language research with undergraduates. I want to thank everyone who replied. My new (small but growing!) research group is now very busy! The suggestions are listed below. I also include references I found in my own search: 1. Lise Menn Methods for Studying Language Production 2000, (eds) Menn, L & Ratner, N. Hillsdale, Erlbaum NJ 2. Donna Bosworth Andrews, Peter Gordon, Lynn Santelmann Methods for Assessing Children's Syntax 1996, (eds) McDaniel, D., McKee, c., & Smith Cairns, H., MIT Press (*check the bibliography!) 3.Annette Karmiloff-Smith Pathways to Language: from Fetus to Adolescent Developing Child Series, (soon - 2001) (eds) Karmiloff-Smith, A., & Karmiloff, K. Harvard University Press 4. Kimary Shahin Procedures for the Phonological Analysis of Children's Language (1981) Ingram, D. University Park Press, Baltimore, MD 5. Linda Jarmulowicz (i) Assessing Language Production in Children (1981) Miller, Jon, University Park Press, Baltimore, MD (ii) Guide to Analysis of Language Transcripts, 2nd Edition (1993) Retherford, K. Thinking Publications 6. Roberta Golinkoff How Babies Talk (1999) Michnick Golinkoff, R. & Hirsch-Pasek, K. Plume- Penguin (* wonderful reading - undergrads love it - so do I!) 7. Carolyn Chaney Assessing the Pragmatic Abilities of Children (part II) Roth, F.P. & Spekman, N.J., (1984) Journal of Speech and Hearing Disorders 49, 12-17 8. Child Language: Language Workbooks Series (1994) Stilwell Peccei, J. Routledge, New York. 9.Corpora and crosslinguistic research: theory, method and case studies,(1998) (ed) Johansson, Stig & Oksefjell, Signe, Amsterdam, Atlanta, GA From a.karmiloff-smith at ich.ucl.ac.uk Sun Feb 11 12:15:54 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sun, 11 Feb 2001 12:15:54 +0000 Subject: research guidelines:summary In-Reply-To: <3A85CEF5.568BE663@acs.ryerson.ca> Message-ID: just a correction, the book my daughter, Kyra, and I are about to bring out is not an edited book nor am I first author. Chapter 3 is on methodology from foetus to adolescent. The book as should be: > Karmiloff, K. & Karmiloff-Smith, A. (Spring 2001) Pathways to >Language: from Fetus to Adolescent. Developing Child Series, >Harvard University Press Thanks, Roma, for sending all the info. Most useful. Annette At 3:29 pm -0800 10/2/01, Roma Horbatsch wrote: >Dear fellow researchers, > >Some weeks ago I requested help in locating guidelines for >conducting child language research with undergraduates. >I want to thank everyone who replied. My new (small but growing!) >research group is now very busy! The suggestions are listed below. >I also include references I found in my own search: > >1. Lise Menn >Methods for Studying Language Production >2000, (eds) Menn, L & Ratner, N. Hillsdale, Erlbaum NJ > >2. Donna Bosworth Andrews, >Peter Gordon, Lynn Santelmann >Methods for Assessing Children's Syntax >1996, (eds) McDaniel, D., McKee, c., & Smith Cairns, H., >MIT Press >(*check the bibliography!) > >3.Annette Karmiloff-Smith >Pathways to Language: from Fetus to Adolescent >Developing Child Series, (soon - 2001) (eds) Karmiloff-Smith, A., & >Karmiloff, K. >Harvard University Press > >4. Kimary Shahin >Procedures for the Phonological Analysis of Children's Language >(1981) Ingram, D. University Park Press, Baltimore, MD > >5. Linda Jarmulowicz >(i) Assessing Language Production in Children >(1981) Miller, Jon, University Park Press, Baltimore, MD > >(ii) Guide to Analysis of Language Transcripts, 2nd Edition >(1993) Retherford, K. Thinking Publications > >6. Roberta Golinkoff >How Babies Talk (1999) >Michnick Golinkoff, R. & Hirsch-Pasek, K. >Plume- Penguin >(* wonderful reading - undergrads love it >- so do I!) > >7. Carolyn Chaney >Assessing the Pragmatic Abilities of Children >(part II) Roth, F.P. & Spekman, N.J., (1984) >Journal of Speech and Hearing Disorders >49, 12-17 > >8. Child Language: Language Workbooks Series >(1994) Stilwell Peccei, J. Routledge, New York. > >9.Corpora and crosslinguistic research: theory, method and case >studies,(1998) (ed) Johansson, Stig & Oksefjell, Signe, >Amsterdam, Atlanta, GA -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From Frank.Wijnen at let.uu.nl Tue Feb 13 13:02:22 2001 From: Frank.Wijnen at let.uu.nl (Wijnen, Frank) Date: Tue, 13 Feb 2001 14:02:22 +0100 Subject: workshop announcement/call for papers Message-ID: To whom it may concern: would you please post the announcement/call below on your mailing list/web site. With many thanks, --Frank Wijnen. ---------------------------------------------------- CUT ------------------------------------------------------ Workshop FROM SENTENCE PROCESSING TO DISCOURSE INTERPRETATION: CROSSING THE BORDERS Utrecht University, Utrecht institute of Linguistics OTS Utrecht (The Netherlands), 2-3 July 2001 CALL FOR PAPERS The aim of this workshop is to foster the interaction of two areas in psycholinguistics that have traditionally been pursued quite independently of one another: sentence and discourse processing. Discourse processing research has dealt primarily with issues like relational and referential coherence - i.e. conceptual issues, whereas sentence processing has traditionally focused on the analysis of sentence structure. Recently, however, signs are noticed of a movement towards convergence. In sentence processing, issues pertaining to interpretation are gradually assuming a more prominent position on the research agenda. In the field of discourse processing, the conviction is gaining strength that detailed analyses of linguistic factors, including grammatical properties of sentences as "processing instructors", are necessary for the development of adequate models. It would seem then, that the traditional border between the discourse level and the sentence level is being crossed increasingly often from both sides. Researchers from the two traditions are beginning to recognize each other's contribu-tions to the field at large, as well as their interdependence. The workshop aims at and intends to stimulate and inspire researchers from both fields to share and discuss their ideas and empirical results. Particularly, the focus will be on issues that are at the interface of sentence and discourse processing. A few examples of the kinds of topics that would fit in the workshop are: ? Are processing operations at the level of discourse and sentence processing principally different, or does the same computation system subserve the two domains? ? Is Logical Form (the interface between syntax and the conceptual system in the generative framework) a psycholinguistically viable concept? ? Does discourse context always interfere with sentence parsing, or are there examples of genuinely autonomous sentence-level processes? ? How can linguistic characteristics of discourse (grammatical structure, connectives, anaphora) be further specified as processing instructions for discourse processing? Invited Speakers Jos van Berkum, University of Amsterdam Lyn Frazier, University of Massachusetts, Amherst Alan Garnham, University of Sussex Ted Gibson, MIT Leo Noordman, Tilburg University Tony Sanford, University of Glasgow Wietske Vonk, Max Planck Institute for Psycholinguistics Submission of Papers The programme of the workshop comprises 10 - 20 slots for oral (25 minutes, including discussion time) and poster presentations, which will be selected on the basis of abstracts submit-ted to the organizing committee. Your abstract should clearly summarize the aim of your study, its theoretical motivation and the principal results. Abstracts should not exceed one page (A4 or Letter) in length. Set linespacing to 1.5 (minimally), and use a 12-point font. Add your name, address, affiliation, e-mail address, and telephone number on a separate page. Send a soft copy of your abstract by electronic mail to: mailto:processing at let.uu.nl, and state "submission workshop" in the subject header. Deadline for submissions: March 30, 2001 Notification of acceptance: April 20, 2001 Organizing committee Ted Sanders, Frank Wijnen, Sergey Avrutin, Frank Jansen, Gerben Mulder, Iris Mulders, Eric Reuland (all UiL OTS) Utrecht University Utrecht institute of Linguistics OTS Trans 10 3512 JK UTRECHT, The Netherlands From deepsea at cds.ne.jp Fri Feb 16 04:43:13 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 16 Feb 2001 13:43:13 +0900 Subject: TCP 2001 program Message-ID: Dear Sirs, The Second Tokyo Conference on Psycholinguistics will be held at Keio University (Mita Campus) on March 16-17, 2001. No preregistration is necessary. Conference participants will be asked to pay \500 for the conference handbook at the registration desk. For more information, please visit our site.(http://www.otsu.icl.keio.ac.jp/tcp/ ) Information about proceedings of the previous conference can also be seen there. Masa Komachi TCP Committee, Keio University koma at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Wasgington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaefer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Wemen's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From deepsea at cds.ne.jp Fri Feb 16 05:54:00 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Fri, 16 Feb 2001 14:54:00 +0900 Subject: TCP 2001 program Message-ID: Dear All, This is the revised version of the TCP program. Thank you. TCP Committee ########### Dear Sirs, The Second Tokyo Conference on Psycholinguistics will be held at Keio University (Mita Campus) on March 16-17, 2001. No preregistration is necessary. Conference participants will be asked to pay \500 for the conference handbook at the registration desk. For more information, please visit our site.(http://www.otsu.icl.keio.ac.jp/tcp/ ) Information about proceedings of the previous conference can also be seen there. Masa Komachi TCP Committee, Keio University koma at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Wasgington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaeffer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Wemen's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From ks7t at andrew.cmu.edu Fri Feb 16 14:40:38 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 16 Feb 2001 09:40:38 -0500 Subject: ONE POSTDOCTORAL POSITION AND TWO PHD STUDENTSHIPS, NIJMEGEN/UTRECHT (THE NETHERLANDS) Message-ID: ONE POSTDOCTORAL POSITION AND TWO PHD STUDENTSHIPS, NIJMEGEN/UTRECHT (THE NETHERLANDS) Applications are invited for the above positions, funded by a Dutch Research Council (NWO) program grant. The program investigates the acquisition of phonological representations in the lexicon and the role of these representations in perception and production. It aims at tracking the development of the phonology of voicing (including its morphological alternations) in Dutch children ranging from infancy to the age of 5 years. The research involves perception and production experiments, and analyses of corpora of both children?s speech and infant-directed speech. The program includes three subprojects, each focusing on one developmental stage. The senior researchers involved in the project are Rene Kager (Utrecht) and Paula Fikkert, Anne Cutler and Daniel Swingley (Nijmegen). PROJECT I: a 3 year post-doc based at Nijmegen University, studying phonotactic knowledge in Dutch infants. The emphasis will be on the perception of voicing contrasts, word segmentation and the role of input in acquiring phonotactics. Research will identify phonotactic regularities concerning Dutch voicing which are available to infants, and will ascertain how much of this information infants actually acquire and use for word segmentation. The project involves (a) computational analyses of statistics of voicing regularities in the child's input, and (b) perceptual experiments with infants. Applicants for this position must have a completed PhD and preferably have given evidence of ability to publish research findings. The successful candidate will have a background in an experimental discipline, such as psycholinguistics, speech perception, language acquisition research, or laboratory phonology. In addition, experience with child language research (especially infant perception studies), experience with computational analyses of corpora, and knowledge of the Dutch language would be useful attributes. Salary: minimally NLG 5854 (monthly) and maximally NLG 8044, depending on the successful candidate?s qualifications. PROJECT II: a 4-year position funding study towards a PhD at Nijmegen University, investigating development of phonological contrasts in the lexicon by Dutch children aged between 1 and 3 years. The project involves perception and production experiments with young children, and acoustic and phonological analyses of children's speech. PROJECT III: a 4-year position funding study towards a PhD at Utrecht University, focussing on acquisition of morphophological alternations in Dutch children of ages 2;6 until early school age. Methods will include experimental elicitation of plurals, perception tests, and database research. Applicants for either of the two PhD positions must have native or near-native competence in Dutch, and must have completed undergraduate study in phonetics, phonology or psycholinguistics. Salary: minimally NLG 3055 (monthly) in the first year up to maximally NLG 4362 in the fourth year. The closing date for applications March 12, 2001. The starting date is as soon as possible within 2001. Applicants should send a full CV (and in the case of the postdoc position, supporting publications) and arrange for two letters of reference to be sent to: For projects I and II: Dr. Paula Fikkert Dutch Department Katholieke Universiteit Nijmegen Postbus 9103 6500 HD Nijmegen The Netherlands Refer to vacaturenummer 04.50.01 (position I) or 04.50.02 (position II) For project III: Dhr. Toon van Fulpen Faculteit der Letteren Kromme Nieuwegracht 46 3512 HJ Utrecht The Netherlands Refer to vacaturenummer 68105 Further information from: Rene Kager or Paula Fikkert kager at let.uu.nl p.fikkert at let.kun.nl Ren? Kager Utrecht Institute of Linguistics/OTS Trans 10 3512 JK Utrecht The Netherlands phone: +31-30-2538064 fax: +31-30-2536000 http://www-uilots.let.uu.nl/~Rene.Kager/personal/ From padgett at cats.ucsc.edu Sat Feb 17 00:41:04 2001 From: padgett at cats.ucsc.edu (Jaye Padgett) Date: Fri, 16 Feb 2001 16:41:04 -0800 Subject: acquisition and language change Message-ID: Dear info-childes recipients, I'm thinking about some issues involving sound change and markedness, and I'm wondering how they might connect up with facts of phonological acquisition. I was hoping somone might be able to point me to some relevant research or data, if any exists. Proto-Slavic experienced velar palatalizations causing velars to front to palato-alveolars before front vowels and [j]. Specifically, k,g,x > tS, dZ, S, respectively (the initial sounds in 'cheese', 'judge', and 'shout'). The usual assumption is that the velars were already pronounced in a rather fronted, or palatal, manner before this change, just as they are in most or all languages. In fact, they may have been strongly palatalized, i.e., kj, gj, xj. This is a very common kind of sound change across languages. Something interesting about it is that it never happens in the other direction: tS --> (fronted) k is not an attested sound change in any language. There are various well known sound changes that are common and unidirectional in this sense. Yet the reason for the unidirectionality of this one isn't clear. What I'm wondering is whether we know about the sequence of acquisition by children of palato-alveolars on the one hand, and fronted or palatalized velars on the other. I'm wondering whether the directionality of this sound change might follow from fronted or palatalized velars being dispreferred in acquisition compared to palato-alveolars. (Note that the question here concerns specifically fronted or palatalized velars.) Do children pronounce words like 'keys' as 'cheese', or vice versa? Does anyone know of good literature or a source of data on this, or on the acquisition of Russian phonology, ones that might help me with these questions? I'd be grateful for any help. Jaye Padgett *********************** Jaye Padgett Department of Linguistics Stevenson College University of California, Santa Cruz Santa Cruz, CA 95064 (831) 459-3157 padgett at cats.ucsc.edu From ian.smythe at ukonline.co.uk Sat Feb 17 09:31:15 2001 From: ian.smythe at ukonline.co.uk (Ian Smythe) Date: Sat, 17 Feb 2001 09:31:15 +0000 Subject: acquisition and language change In-Reply-To: Message-ID: >Does anyone know >of good literature or a source of data on this, or on the acquisition >of Russian phonology, >ones that might help me with these questions? How good is your Russian? I have several books on the subject (in Russian) on my bookshelf (here in the UK) and friend in Moscow that could help. Regards, Ian Smythe University of Surrey UK From Chikako.Koizumi at mb3.seikyou.ne.jp Sat Feb 17 14:37:01 2001 From: Chikako.Koizumi at mb3.seikyou.ne.jp (Chikako Koizumi) Date: Sat, 17 Feb 2001 23:37:01 +0900 Subject: acquisition of tough constructions Message-ID: Dear info-CHILDES list members, I am studying the acquisition of English constructions that are reported to be acquired relatively late, such as purpose clauses and tough constructions. I am looking for recent studies on the acquisition of these constructions. I'd very much appreciate any information. Thank you, Chikako Koizumi From Zaretel at aol.com Sat Feb 17 22:30:56 2001 From: Zaretel at aol.com (Zaretel at aol.com) Date: Sat, 17 Feb 2001 17:30:56 EST Subject: reformulation Message-ID: Dear info members, I am interested in doing research that looks at the instances of reformulation, i.e., substitutions-rewordings, during story retelling. It is known that in the course of language acquisition children use these transformations that have an effect of a change in the original expression and are believed to constitute children's productive abilities. It is also assumed that across languages there should be differences in the way children reformulate because of the differences in the interrelations between grammar and lexicon of a given language. I am using bilingual Russian-English speakers in retelling the same story in different languages (Boston group), as well as Russian monolingual children who are retelling the same story in Russian only (Moscow cohort). The idea is to see if there is enough inherent structures in Russian that allow children who speak this language, as well as using an additional language retell in the same manner as monolinguals. Apparently, there isn't that much literature that addresses the issue of reformulation because it is relatively late stage of language acquisition. I have a work by C. Martinot, who's design I am using for my study, "Etude comparative des processus de reformulations chez desenfants de 5 a 11 ans", but not much else. Any suggestion would be greatly appreciated. I can be reached at zaretel at aol.com, or elezar at bu.edu Thank you all in advance, Elena Zaretsky BU Department of Psychology From annabelledavid at hotmail.com Sun Feb 18 17:15:32 2001 From: annabelledavid at hotmail.com (Annabelle David) Date: Sun, 18 Feb 2001 18:15:32 +0100 Subject: MacArthur CDI Message-ID: Hello Has anyone ever heard of the MacArthur CDI test being used on bilingual children? Thanks Annabelle David _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From bates at crl.ucsd.edu Sun Feb 18 18:04:42 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Sun, 18 Feb 2001 10:04:42 -0800 Subject: MacArthur CDI Message-ID: Donna Jackson-Maldonado, Virginia Marchman and Donna Thal have been developing a large body of data on Spanish-English bilinguals children using the CDI, compared with monolingual Spanish data (from Mexico) and the existing monolingual English norms. Barbara Pearson also did quite a bit of work with bilingual children using the CDI, again for Spanish-English communities. There are also some individual case studies out there, in multiple languages. -liz bates From deepsea at cds.ne.jp Mon Feb 19 14:41:04 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Mon, 19 Feb 2001 23:41:04 +0900 Subject: TCP 2001 program Message-ID: Dear colleagues, We are re-sending the TCP program which we mailed last week, as we discovered that we inadvertently mis-addressed the email. We apologize deeply for this incorrect selection of terms. Sincerely, Masayuki Komachi TCP Committee tcp at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Washington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaeffer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Women's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From derville at crisco.unicaen.fr Tue Feb 20 10:35:40 2001 From: derville at crisco.unicaen.fr (Bettina DERVILLE) Date: Tue, 20 Feb 2001 11:35:40 +0100 Subject: subordinate clause in French Message-ID: Dear info-CHILDES list members, I am looking for some data from french young native speaker so that I could extend my own corpus. In order to study the acquisition of subordination. I'd appreciate any information as to where I can find such corporas, waves and text of course, any data from 5 to 12 years old speakers. Thank you, Bettina Derville From sdevitt at tcd.ie Tue Feb 20 12:47:52 2001 From: sdevitt at tcd.ie (sdevitt) Date: Tue, 20 Feb 2001 12:47:52 +0000 Subject: Narratives by Japanese English bilinguals or natives of either Japanese or english Message-ID: Dear colleagues Some colleagues and I are studying written narrative data from Japanese english bilinguals and Japanese L1 and English L1 adult subjects. Does anyone have any references in the area of narratives by Japanese adults or children, specifically on temporality as it is expressed in narratives? Will publish the results Thanks to all who reply. Sean Devitt Dr. Se?n Devitt Senior Lecturer in Education Education Department University of Dublin Trinity College Dublin From glh33 at zahav.net.il Tue Feb 20 13:54:13 2001 From: glh33 at zahav.net.il (Gedalyovich Chaim and Leah) Date: Tue, 20 Feb 2001 15:54:13 +0200 Subject: virus warning and apology Message-ID: dear all, my computer was infected by a virus which entered my address book and sent itself to everyone listed there. i hope that you were all smarter than i and deleted the message without opening the infected attachment! if not i certainly apologize if anyone's computer was damaged. unfortunately, i was unable to prevent the messages being sent and as my computer crashed on the day i received the virus (while i was trying to find out how to get rid of it!) i was unable to warn you until now. the radio reported that the originator of this paricular virus apologized. that's small comfort for us but it has given me great motivation for keeping my anti-virus very up to date! hope to be 'talking' to you about pleasanter things! leah gedalyovich From annahdo at bu.edu Fri Feb 23 05:08:35 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 23 Feb 2001 00:08:35 -0500 Subject: Call for Papers: BU Conf on Lang Develop Message-ID: ************************************************************************** THE 26th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT CALL FOR PAPERS November 2, 3 and 4, 2001 Keynote Speaker: Susan Carey, New York University Plenary Speaker: Daniel A. Dinnsen, Indiana University ************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Literacy & Narrative Cognition & Language Neurolinguistics Creoles & Pidgins Pragmatics Discourse Pre-linguistic Development Exceptional Language Signed Languages Input &Interaction Sociolinguistics Language Disorders Speech Perception & Production Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. PLEASE SUBMIT: 1) Ten copies of an anonymous, clearly titled 450-word summary for review; 2) One copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. 3) For EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent in early August, by US mail. Pre-registration materials and preliminary schedule will be available in late August, 2000. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2001. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2000. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at acs.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************** Author Information (Please include a typed sheet containing the following information for EACH author) Title: Full name: Affiliation: Current work address (for publication in handbook) Current e-mail (required): Current phone number (required): Summer address if different, and dates: Summer e-mail (required): Summer phone (required): To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. Please indicate whether, if your paper is not one of the 90 initially selected for presentation, you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you wish to receive the 2001 Call for Papers: ____e-mail/electronic ___surface mail ____ both From Edy.Veneziano at paris5.sorbonne.fr Fri Feb 23 11:18:19 2001 From: Edy.Veneziano at paris5.sorbonne.fr (Edy Veneziano) Date: Fri, 23 Feb 2001 12:18:19 +0100 Subject: NOT FRENCH-SPEAKING - DON'T BOTHER TO OPEN Message-ID: INTERNATIONAL SYMPOSIUM TO BE HELD IN FRENCH APPEL A COMMUNICATION CALL FOR PAPERS Le LEAPLE de l?Universit? Paris V et le GRC de l?Universit? Nancy 2 organisent un COLLOQUE INTERNATIONAL : INTERNATIONAL SYMPOSIUM L'explication: enjeux cognitifs et communicationnels The cognitive and communicative challenges of 'explaining' Les 30 novembre - 1 d?cembre 2001 ? Paris Comit? Scientifique M.S. Barbieri, R. Berman, J. Bernicot, M. Charolles, L. Danon-Boileau, R. Delamotte, M. Deleau, S. Ervin-Tripp,F. Fran?ois, C. Hudelot, A. Salazar Orvig, A. Trognon, E. Veneziano, G. Vignaux, J. Vvier Quels que soient les objets sur lesquels elle porte, l?explication qui vise ? fournir les causes, les raisons et les motivations (l?explication de type "pourquoi") pose ? l?activit? du sujet des probl?mes ? diff?rents niveaux: par exemple comprendre ce qui peut poser probl?me ? autrui, donner et/ou rendre manifeste une certaine coh?rence entre ?v?nements, id?es et/ou comportements, ou encore trouver les moyens pour communiquer cette coh?rence en tenant compte des ?tats internes de l?interlocuteur (intentionnels et de connaissance). La complexit? du ph?nom?ne demande qu?on l?aborde de diff?rents points de vue. L'?tude de l'?mergence et de la construction premi?re des conduites explicatives, telles qu'elles apparaissent dans le fonctionnement ordinaire des sujets, sera le th?me central de ce colloque. Articul?es ? ce th?me central des questions plus sp?cifiques seront d?velopp?es qui permettront, par des ?clairages mutuels, de cerner de mani?re plus large le "fait explication" (de type "pourquoi"), et ce autant du point de vue purement th?orique, que par le moyen d'autres approches empiriques. Seront abord?s en particulier, les genres discursifs et les ?ventuels marquages linguistiques qui les manifestent, la diversit? des objets d?explication, les circonstances et conditions de communication, les moyens s?miotiques et leurs interactions, les activit?s r?flexives. Suite ? une annonce pr?liminaire, et en tenant compte des nombreuses r?ponses des coll?gues que nous tenons ? remercier, le colloque s'articulera autour des sept axes suivants : L'explication de type "pourquoi" et * acquisition en situation naturelle * ?tats mentaux - th?orie de l?esprit * activit?s sociales * gestualit? * genres et marquages linguistiques * r?solution de probl?mes * fonctionnements de type "m?ta" Le colloque sera organis? autour de conf?rences pl?ni?res, d'ateliers th?matiques (maximum 3 en parall?le), et de sessions de posters (2 maximum). LES PROPOSITIONS DE COMMUNICATION (500 mots maximum) sont ? envoyer en trois exemplaires dont deux sans information sur l'auteur (les auteurs) pour expertise anonyme. Le troisi?me doit par contre contenir les informations suivantes : Nom, affiliation, adresse, adresse ?lectronique, num?ro de t?l?phone et ?ventuellement de fax, en pr?cisant s'il s'agit d'une communication orale ou affich?e. Les propositions sont ? envoyer, de pr?f?rence par courrier ?lectronique, ? : Edy.Veneziano at paris5.sorbonne.fr Autrement, par la poste, ? : Anne Salazar Orvig - LEAPLE - Universit? Paris V - 12, Rue Cujas, 75005 Paris CALENDRIER 30 mars 2001 Date limite de r?ception de propositions ? communication 15 mai 2001 Le Comit? scientifique envoie les informations concernant l'acceptation des communications 30 mai 2001 Inscription d?finitive et envoi par les participants des r?sum?s pour les pr?-actes. Juin 2001 Deuxi?me circulaire avec programme provisoire et informations pratiques FRAIS D'INSCRIPTION 300FF et 100FF pour les ?tudiants Comit? d'Organisation V. Fayolle, I. Gauthier, C. Hudelot, A. Lambert, M. Lecl?re, P. Muller, A. Salazar Orvig, E. Veneziano -------------- next part -------------- An HTML attachment was scrubbed... URL: From annahdo at bu.edu Fri Feb 23 16:05:13 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 23 Feb 2001 11:05:13 -0500 Subject: Revised Dates: BU Conf on Lang Develop Message-ID: ************************************************************************** THE 26th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT CALL FOR PAPERS November 2, 3 and 4, 2001 Keynote Speaker: Susan Carey, New York University Plenary Speaker: Daniel A. Dinnsen, Indiana University ************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Literacy & Narrative Cognition & Language Neurolinguistics Creoles & Pidgins Pragmatics Discourse Pre-linguistic Development Exceptional Language Signed Languages Input &Interaction Sociolinguistics Language Disorders Speech Perception & Production Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long, plus 10 minutes for questions. PLEASE SUBMIT: 1) Ten copies of an anonymous, clearly titled 450-word summary for review; 2) One copy of a 150-word abstract for use in the conference program book if your abstract is accepted. If your paper is accepted, this abstract will be scanned into the conference handbook. No changes in title or authors will be possible after acceptance. 3) For EACH author, one copy of the information form printed at the bottom of this sheet. Please include email address or a self-addressed, stamped postcard for acknowledgment of receipt. Notice of acceptance or rejection will be sent in early August, by US mail. Pre-registration materials and preliminary schedule will be available in late August, 2001. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2002. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2001. Send submissions to: Boston University Conference on Language Development 704 Commonwealth Ave., Suite 101 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at acs.bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html ************************************************************************** Author Information (Please include a typed sheet containing the following information for EACH author) Title: Full name: Affiliation: Current work address (for publication in handbook) Current e-mail (required): Current phone number (required): Summer address if different, and dates: Summer e-mail (required): Summer phone (required): To accommodate as many papers as possible, we reserve the right to limit each submitter to one first authorship and if circumstances warrant, to limit each submitter to two papers in any authorship status. Please indicate whether, if your paper is not one of the 90 initially selected for presentation, you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate Please indicate how you wish to receive the 2002 Call for Papers: ____e-mail/electronic ___surface mail ____ both From macwhinn at hku.hk Sat Feb 24 11:38:48 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Sat, 24 Feb 2001 19:38:48 +0800 Subject: new Spanish corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to the CHILDES database of a new corpus of spoken narrative data from 111 Venezuelan school-aged children collected by Martha Shiro in Caracas. I have now broken up the various Spanish corpora so that they can be retrieved separately over the web. This new corpus is shiro.zip and shiro.sit. The readme follows. Many thanks to Martha for this excellent contribution. Please note that audio data are also available. --Brian MacWhinney The narratives in this data were collected by Martha Shiro of Universidad Central de Venezuela. In this study, 113 Venezuelan children participated in 4 tasks which elicited 4 narrative types. The children, 56 first graders and 57 fourth graders, were selected from 3 public schools and 3 private schools. Due to the characteristics of the Venezuelan educational system, all 59 children interviewed in the 3 private schools come from high SES families, and all 54 children from the 3 public schools come from low SES families. The interviews consisted of an initial warming up conversation, where the child talked about his or her personal background, followed by 4 types of prompts which elicited 4 narrative types (the transcription is gemmed for the narratives produced in the interview). A total of 444 narratives were produced. The personal narratives were elicited with the following tasks: 1. PERSONAL NARRATIVE, OPEN-ENDED PROMPT: the child was asked to tell a story about a frightening experience (?Te pas? algo que te haya dado un susto? Cu?ntame.) 2. PERSONAL NARRATIVE, STRUCTURED PROMPT: The interviewer modeled a short personal anecdote and asked the child if something similar had ever happened to him or her. The following 3 prompts were used to make sure that the child would produce at least one story: a. El otro d?a sub? al ?vila y se me atraves? una culebra. Me asust? y sal? corriendo. ?A ti te pas? algo parecido? b. Ayer estaba cortando el pan. El cuchillo estaba afilado y en vez de cortar el pan, me cort? el dedo. Me sali? mucha sangre y tuve que ir a la cl?nica para que me curen ?A ti te pas? algo as?? c. ?Te llevaron alguna vez de emergencia al hospital? 3. FICTIONAL NARRATIVE, OPEN-ENDED PROMPT: The child was asked to tell the story of a favorite film, video or TV program. 4. FICTIONAL NARRATIVE, STRUCTURED PROMPT: The child was shown a wordless animated video (Picnic, Weston Woods, 1993) and asked to tell the story. The film was shown twice and the children retold the story after the second viewing to the researcher who was not present when the film was projected and pretended not to be familiar with the story. Each file has an ID that can be interpreted as follows: 111.SL.87.M=CHI 111= ID number SL= School initials (SL, PE, IGN stand for the 3 private schools, RG, LE, FR, stand for the 3 public schools). 87= age in months (7 years 3 months). M= male (F= female). Transcriptions follow the conventions of CHAT format and most of them are divided into clauses [c]. The Spanish spoken by the children is the Venezuelan variety (from the capital, Caracas) and only a few phonological deletions are signaled in the transcription (e.g. pa' which is used for the preposition para). Publications that make use of this corpus should cite any of the following: Shiro, M. 1997 Getting the story across: A discourse analysis approach to evaluative stance in Venezuelan children?s narratives. Unpublished Doctoral Dissertation. Harvard University. Shiro, M. 2000a. Los peque?os cuentacuentos. Cuadernos de Lengua y Habla, 2, 319-337. Shiro, M. 2000b. Diferencias sociales en la construcci?n del yo y del otro: Expresiones evaluativas en las narraciones de ni?os caraque?os en edad escolar. In de Bustos Tovar et al. Lengua, discurso, texto, (Vol. 1, pp.1303-1318). Madrid: Universidad Complutense & Visor Libros. The recordings of the interviews have been digitalized on 37 CD?s entitled Corpus del habla de ni?os caraque?os en edad escolar 1996, Instituto de Filolog?a ?Andr?s Bello?, Universidad Central de Venezuela. Anyone interested in acquiring the audio portion of the transcripts should write to Martha Shiro (mshiro at reacciun.ve). From macwhinn at hku.hk Sun Feb 25 09:58:41 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Sun, 25 Feb 2001 17:58:41 +0800 Subject: new German corpus Message-ID: Dear Info-CHILDES, I am happy to announce the contribution to CHILDES of a new major longitudinal case study of German language acquisition. This is the Caroline corpus which studies a single child across the first two years of language learning. The corpus has been contributed by Wolfgang Klein of the Max Planck Institute in Nijmegen. The corpus does not yet have a documentation or "readme" file, but I hope that the investigators involved in the collection of these data can help create one over time. The corpus can be located in /germanic/german/caroline.zip. Thanks to Wolfgang for making this corpus available to us. --Brian MacWhinney From smc4u at virginia.edu Wed Feb 28 12:23:09 2001 From: smc4u at virginia.edu (Stephanie M. Curenton) Date: Wed, 28 Feb 2001 10:23:09 -0200 Subject: using CLAN to calculate type-token ratio Message-ID: Hello, everyone. I would like to calculate the proportion of different (i.e., non-repetitive) words in a sample of children's narratives that I have. Therefore, I need an analysis that tells me the number of total words per story, and one that tells me the number of different words per story. Can I do this using CLAN? Any advice anyone has would be greatly appreciated. Thank you, Stephanie Curenton