From macw at cmu.edu Tue Jan 2 01:30:06 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Jan 2001 09:30:06 +0800 Subject: Address correction Message-ID: Dear Info-CHILDES, I would like to correct the email address that I gave for Jordan Zlatev in the posting regarding his contribution of Thai Frog Story data. The correct address at Lund University is jordan.zlatev at lucs.lu.se Also, I should note that the Thai orthography in these files can be read using either the Windows Cordia font or any UniCode font. --Brian MacWhinney From jhall at peachnet.campuscwix.net Tue Jan 2 14:05:17 2001 From: jhall at peachnet.campuscwix.net (Joan Kelly Hall) Date: Tue, 2 Jan 2001 09:05:17 -0500 Subject: position announcement Message-ID: To Info-CHILDES members, A group of researchers here at UGA recently received funding to establish a state-of-the art digital language research laboratory. In order to help establish and maintain the laboratory, we are looking to hire a Research Associate. I've included a copy of the position announcement below. I'd be happy to answer any questions or provide additional info to interested parties. My email address is included in the announcement. Thanks. Joan Kelly Hall University of Georgia POSITION ANNOUNCEMENT The University of Georgia Working Group for the Study of Languages, Discourse, and Communicative Practices Position: The interdisciplinary Working Group for the Study of Languages, Discourse, and Communicative Practices, sponsored by the Institute for Behavioral Research at the University of Georgia, seeks to hire a Research Associate to manage a newly funded digital language research laboratory. The position is a 12-month appointment, renewable for up to three years, to begin July 2001. Salary is competitive and commensurate with qualifications and experience. Qualifications: A doctorate or ABD in applied linguistics, communication sciences, new media production or related field by July 2001 is required. Also required is expertise in using digital audio and video technological tools for conducting research on language as well as a potential for or record of success in publishing scholarship and obtaining external funding for research. Responsibilities: Duties include managing the research laboratory, conducting regular training sessions for faculty and students, developing a clearinghouse of technology-based resources, maintaining a language data bank, coordinating the Invited Speaker Seminar Series, and identifying and securing extramural funding to support laboratory activities and faculty research. Procedure: Submit a letter of application, a curriculum vita, transcripts, and 3 reference letters to the address below. Applications received by February 15, 2001 are assured of full consideration. Dr. Joan Kelly Hall Chair, Search Committee Department of Language Education 125 Aderhold Hall Athens, GA 30602 e-mail: jkhall at arches.uga.edu Fax: 706-542-4509 The University of Georgia is an Equal Opportunity/Affirmative Action Institution. From tommy.wingren.755 at student.lu.se Wed Jan 3 00:56:29 2001 From: tommy.wingren.755 at student.lu.se (Tommy Wingren) Date: Tue, 2 Jan 2001 16:56:29 -0800 Subject: Thanks for all help Message-ID: Hi, Happy New Year all and thanks for all your help on the subject: Dyslexia and phonology for several months ago. Thanks! Tommy Wingren Department of Scandinavian Languages Lund University Helgonabacken 14 S-223 62 Lund Sweden -------------- next part -------------- An HTML attachment was scrubbed... URL: From naigles at UCONNVM.UConn.Edu Thu Jan 4 13:27:52 2001 From: naigles at UCONNVM.UConn.Edu (Letitia Naigles) Date: Thu, 4 Jan 2001 08:27:52 EST Subject: No subject Message-ID: howdy and happy new year, i'm looking for a reference for word frequency counts in FRENCH, and would appr eciate any information and/or directions you-all can give me! thanks very much, letty naigles From macw at cmu.edu Fri Jan 5 07:17:37 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Jan 2001 15:17:37 +0800 Subject: New German corpus Message-ID: Dear Info-CHILDES, I am happy to announce the availability of a new corpus of German child language data from Gisela Szagun at Oldenburg. As the following readme file indicates, this large corpus includes data from both normally-hearing children and children with cochlear implants. The data are currently only available directly from Dr. Szagun. --Brian MacWhinney German - Szagun Prof. Dr. Gisela Szagun Fb 5, Institut fuer Kognitionsforschung Carl-von-Ossietzky Universität Oldenburg Postfach 2503, Gebäude A6 D-26111 Oldenburg Germany gisela.szagun at uni-oldenburg.de This large corpus of German child language includes speech from normally-hearing (NH) children, as well as children with cochlear implants (CI). The title of the project is ³Language acquisition in children with cochlear implants and with normal hearing.² It was funded by the Deutsche Forschungsgemeinschaft (DFG) grants Sz 41/5-1 (1996-98) and Sz 41/5-2 (1999-2000). In addition to documenting language development in these two groups, this corpus is the first comprehensive data collection of child directed adult speech in German. Each of the 426 data files is a transcript from a two-hour session. Researchers contributing to the project include The people Sonja Arnhold-Kerri, Tanja Hampf, Elfrun Klauke, Stefanie Kraft, Dorit Pefferkorn, Dagmar Roesner, Claudia Steinbrink, Gisela Szagun, Bettina Timmermann, and Sylke Wilken. These data are currently only available directly from Gisela Szagun. For the NH children, there are 6 children with 22 data points each (ann, eme, fal, lis, rah, soe) for a total of 132 files. For these 6 children, recordings are taken every 5-6 weeks from ages 1;4 to 3;8. For the other 16 children, there are only five data points between 1;4 and 2;10 for a total of 80 files. The 22 NH children and the 22 CI children were matched for initial language level at an MLU of 1.25. The 22 CI subjects (12 male, 10 female) were all deaf before implantation. The mean age at implantation was 2;5 with a SD of 0;9 and a range of 1;2 to 3;10. Each of the CI subjects is given a tune-up age, which is the time since the first fitting of the device to the child¹s comfortable level of hearing. In this group, all 22 children were recorded every 4 months between 5 and 44 months after implantation, i.e. up to the first 2 years 8 months after implantation. In addition 9 children were recorded more frequently within this time span. At 4 data points at least 600 utterances of child-directed speech were transcribed. The data points for normally hearing children are1;4, 1,8, 2;1, and 2;5. For CI children, the corresponding tune-up ages are 0;5, 0;9, 1;2, and 1;6 There are between 2000 and 2400 utterances per adult. Transcription conventions includes: 1. Nouns are placed in lower case, except for proper nouns and family forms such as Papa, Mama, Oma, and Opa. 2. In accord with CHAT style, initial words are not capitalized unless they are proper nouns. 3. Comma use is avoided. 4. German ß is written as ss. 5. Schwa is written as 6. 6. The word ³nein² is represented as ³mm² and ³66². The word ³ja² is represented as ³mhm² and ³hm.² 7. Vowel length is represented by adding ³h² as in &eh. 8. The forms ³kuck ma² and ³kuck mal² are transcribed as ³guck mal.² 9. Animal sounds are coded with ampersand, as in &miau, &muh, &wuf, &quak, &gronk, or &gack. 10. Interjections found in Duden are given in word form, as in aua (hurt), uih, oh, oi (surprise), aha (insight), etc. 11. Shortening are not transcribed in CHAT parenthesis form, instead they are transcribed directly, so that shortened ³ist² is ³is² rather than CHAT ³is(t)². Similarly, for nich(t), jetz(t), (e)¹s, and un(d). 12. Similarly, verb suffix deletion is marked by an apostrophe, as in kommst du komms' du kommt der komm' der geht dein geh' dein sind die sin' die passt da pass' da kommt denn komm' denn oder kommt' nn geht doch geh' doch hat es hat¹s 13. Even strong contractions occur with ³du² as in full Form: shortened Form: even shorter Form: willst du willst 'e wills' 'e hast du hast 'e has' 'e bist du bist 'e bis' 'e hörst du hörst 'e hörs' 'e 14. Contracted nominal endings are: ein 'n eine 'ne einen ein'n 'nen 'n einem ei'm 'nem 'm einer 'ner deinen dein'n deinem dei'm meinen mein'n meinemmei'm seinen sein'n in den in'n in'n kindergarten mit der mit'er mit'er schale auf den auf'n auf'n tisch auf dem auf'm auf'm tisch für das für's auf's bett mit dem mit'm mit'm schuh den kleinen elefant den klein'n elefant die kleinen löwen die klein'n löwen 15. Other contractions include: nehmen nehm¹n etc for some infinitives blumen blum¹n for ­en in some plurals 16. Eye-dialect is used for: haben ý ham, du ý de, wir ý wa. The transcript also markwhether the mothers used hyperclarity in their speech. Hyperclarity includes stressed pronunciation of -en, -em, -el, -er, -e at the ends of words as well as other syllable stressings. Another form of hyperclarity involves the drawling of vowels and nasals, which is marked in the standard CHAT format with a colon. Postcodes: Fillers, interjections, exclamations: [+ F] Routines: [+ R] One-word answers to Yes/No questions: [+ Q] Partially unintelligible: [+ PI] Isolated onomatopoeic: [+ O] Isolated Vocalizations [+ V] Imitations: [+ I] Elicited Imitations. [+ EI] Speech Samples for CI Children CHILD sex Samples in Set 1 Samples in Set 2 Total Adriane f 7 1 8 Anne f 7 2 9 Claudia f 10 1 11 Daniel m 10 10 Eileen f 11 1 11 Erik m 10 10 Finn m 11 11 Finn-Hendrick m 7 7 Lara f 8 2 10 Laura f 8 1 9 Lena f 11 1 12 Maik m 6 1 7 Marco m 7 7 Marius m 7 1 8 Michelle f 6 6 Mike m 6 2 8 Nancy f 10 4 14 Philipp m 9 9 Ricardo m 6 1 7 Sara f 11 11 Sarah-M f 11 2 13 Silja f 10 2 12 Speech Samples for ND Children Child Sex Samples in Set 1 Samples in Set 2 Total Anna f 15 7 22 Emely f 15 7 22 Falko m 15 7 22 Lisa f 15 7 22 Rahel f 15 7 22 Soeren m 15 7 22 Celina f 5 5 Emely S f 5 5 Finn G m 5 5 Ina f 5 5 Isabel f 5 5 Jores m 5 5 Konstantin m 5 5 Leo m 5 5 Leon m 5 5 Luisa f 5 5 Mario m 5 5 Marlou f 5 5 Martin m 5 5 Neele f 5 5 Sina f 5 5 Sino m 5 5 The following manual provides codings of MLU, morphology, syntax and mothers¹s speech acts: Szagun, G. (1999b). Rules for transcribing and analyzing German child language. Institut für Kognitionsforschung, University of Oldenburg, Germany. Articles based on these data should cite one or more of these sources: Szagun, G. (1998). Spracherwerb bei Kindern mit Cochlea-Implantat: Erste Ergebnisse einer entwicklungspsycholinguistischen Studie. Sprache - Stimme -Gehör, 22, 133-138. Szagun, G. (2000). The acquisition of grammatical and lexical structures in children with cochlear implants: A developmental psycholinguistic approach. Audiology & Neuro-Otology, 5, 39-47. Szagun, G. (in press). Learning the h(e)ard way: The acquisition of grammar in young German-speaking children with cochlear implants and with normal hearing. In Windsor, F., Kelly, L. & Newlett, N. (Eds.), Themes in Clinical Phonetics and Linguistics. Mahwah, New Jersey: Erlbaum. Steinbrink, C. & Szagun, G. (1999). Der Einfluß überdeutlichen Sprechens auf den Spracherwerb von Kindern mit Cochlea Implantat. Sprache - Stimme - Gehör, 23, 213-217. From smiyata at asu.aasa.ac.jp Fri Jan 5 09:31:50 2001 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Fri, 5 Jan 2001 18:31:50 +0900 Subject: JSLS 2001 2nd CFP Message-ID: ------------------------------------------------------------ http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html ------------------------------------------------------------       The Third Annual Conference of the Japanese Society for Language Sciences (JSLS 2001) June 23 (Sat.)- 24 (Sun.), 2001      Japan Women's University        ** Second Call for Papers ** Conference Dates/ Location The Third Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 23 (Sat.)- 24 (Sun.), 2001 (2) Japan Women's University, Nishi-Ikuta Campus Kawasaki-City [30 minutes by train from downtown Tokyo] Plenary Lecture Dr. William O'Grady (University of Hawai'i at Manoa) will deliver a plenary lecture titled "Language Acquisition and Language Deficits" (tentative title). Submissions We would like to encourage submissions on research pertaining to language sciences, including topics such as language acqui- sition, psycholinguistics, psychology of language, language dis- orders, discourse, analysis, conversational analysis, and socio- linguistics. Our main purpose is to highlight research which focuses on Japanese language and the language acquisition of Japanese speakers (L1, L2), however, we also encourage submissions on other language-related topics, from diverse theoretical per- spectives and on different languages. Furthermore, we would like to invite submissions pertaining to the development of computer research tools for language research. Symposium We are planning a symposium for the second day (June, 24) of the conference. We would like interested individuals to submit proposals for the symposium by February 15, 2001. The symposium will be selected from among the submitted symposium proposals by the planning committee. Individuals submitting symposium pro- posals will be contacted regarding acceptance or non-acceptance by April 10, 2001. Qualifications for Presenters All presenters must be members of JSLS by the first day of the conference (June 23, 2001). (This applies only to the person giving the presentation. This does not apply to co-authors.). Please refer to the following website for membership informa- tion: . All presenters must pre-register for the JSLS 2001 conference by June 1, 2001. Papers which have been presented at other conferences or which have been published previously may not be submitted. You may only submit one abstract as first author. The length of each paper presentation will be thirty minutes (20 minutes for paper presentation, 10 minutes for questions). Paper presentations may be given in Japanese or English. Submission Deadline & Review Process All submissions should be mailed and postmarked by February 15, 2001 (Thu). Please send the following to the review committee chairperson, Masatoshi Sugiura. ** Paper Presentation (1) Presentation title, name of author(s), affiliation, mailing address, email address, telephone number on A4 or letter- size paper (Please use Form #2) (2) 3 copies of abstract (on A4 or letter-size paper, in 12 pt, double-spaced,maximum 4 pages, including title, tables, figures, & references). Do not include information which may reveal your identity. Abstracts will be accepted in Japanese or English. If the language in which you would like to give your presentation differs from the language of your written abstract, please let us know. (3) 2 self-addressed mailing labels (with your name, address) [This is unnecessary for those submitting abstracts by email.] Please mail your submissions to the following address (please write "JSLS paper" in red ink on the envelope): Masatoshi Sugiura JSLS2001 Review Committee Chair Graduate School of International Development Nagoya University Furo-cho, Chikusa-ku Nagoya 464-8601 JAPAN We will also accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Paper Submission). (a) save the file as "text file" or "pdf file". Please note that other formats will not be accepted. (b) save your file under your own name (ex.: miyata-susanne.pdf). Each abstract will be reviewed anonymously by several reviewers. Individuals submitting abstracts will be notified of acceptance/ non-acceptance by April 10. Individuals whose abstracts are accepted will be requested to send in a copy of their papers (6 pages maximum) by May 20, 2001, to appear in the Conference Handbook. Selected papers will be published in the conference proceedings as "Studies in Language Sciences 3" (in English) following the conference. ** Symposium (1) symposium title, name of the organizer(s), affiliation(s), mailing address, telephone number, name and affiliations of symposium participants (please use Form #3) (2) a detailed abstract of 800 to 1600 words in English or 3000to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper). The time slot for the symposium will be three hours. The discus- sion language should be English. We will only accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Symposium Proposal) by February 15, 2001. Please send your abstract in text or pdf file format. Fees Domestic participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) 3,500 yen 5,500 yen Late registration/on-site 5,000 yen 7,000 yen registration (after June 2, 2001) Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen Overseas participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) US$30.00 US$50.00 Late registration/on-site US$45.00 US$60.00 registration (after June 2, 2001) Conference handbook US$17.00 US$25.00 Reception US$25.00 US$25.00 Individuals who apply for membership on the first day of the conference will be considered to be JSLS members. Individuals giving paper presentations who will be attending from overseas may apply for a registration fee waiver (US$30.00). Please indicate if you would like to be considered for this waiver on your submissions form. The reception has been scheduled for the evening of June 23, Saturday, 2001. We strongly encourage you to purchase the conference handbook, as it will contain copies of each paper which will be given at the conference, with tables, figures and references. Additional handouts will not be distributed at the conference, unless prepared by individual presenters. Payment Conference registration fees, conference program & reception participation fees should be paid like following: Postal deposit: Name of account: JSLS 2001 Account number: 00800-6-76832 Bank deposit: Name of account: JSLS 2001 Daihyoo: Miyata Susanne Account type/number: Futsuu 1104933 Account branch: Kamiyashiro branch (Branch number: 231) Bank name: Chukyo Bank Overseas participants: Please either (1) pay your registration fee at the conference site on the day of the conference, or (2) send a check to S. Miyata, Re: JSLS 2001 Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 We can only accept checks in US dollars. Please send a check for the appropriate sum, with a copy of your registration form (Form #1). Those who choose on-site registration will be charged the full registration fee. Those who pre-register and deposit registration fees by June 1, 2001 will qualify for the discounted registration fee. Conference Program Conference programs and handbooks will not be mailed in advance. The conference program will be sent out through the JSLS mailing list and through the JSLS homepage. The contents of the conference handbook will also be made available through the JSLS website. http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html Student Volunteers We are currently recruiting 10 student volunteers to help at the reception desk and manage the audiovisual equipment. Each student volunteer will be expected to work approximately 5 hours. Student volunteers will be free to attend conference presentations during other hours. Student volunteers will not have to pay the registration fee, and will also receive a free copy of the conference handbook. Conditions will be the same for student volunteers who are scheduled to give paper presentations. All volunteers must be student members or student non-members. Those interested in being a student volunteer must apply to the following address by May 1, 2001: S. Miyata Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 Subj: JSLS 2001 student volunteer When applying, please specify what languages you are capable of communicating in. We particularly need volunteers with fluency in English and Japanese. We will inform you of your status (acceptance/ non-acceptance) by May 15, 2001. All questions regarding the JSLS 2001 conference should be addressed to: Susanne Miyata JSLS2001 Conference Chair Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 (please address to S.Miyata) (Inquiries by phone will not be accepted. ) -------------------------------------------------- Application Forms -------------------------------------------------- Form #1: Registration Form Note: (1) Conference presenters also need to submit this form. (2) If you are applying by email, please list "JSLS Registration" in the subject header and address it to I would like to register for the Second Conference of JSLS. Name: Affiliation: Mailing address (please choose one): home work Mailing address, with zip code: Telephone number: Email address: Conference handbook (please select one): Yes, I would like a conference handbook. No, I would not like a conference handbook. Reception (please select one): Yes, I would like to attend the reception. No, I do not plan to attend the reception. Amount deposited, with relevant sums: (e.g., total: 8,000 yen, registration fee: 3,000 yen, conference handbook: 3,000 yen; reception fee: 3,000 yen) Overseas participants, please indicate the method by which you will be paying your registration fee: On-site registration I will mail a check to S. Miyata If you are an overseas presenter, please indicate if you would like to apply for a registration fee waiver: Yes, I would like a waiver. No, I do not need a waiver. -------------------------------------------------- Form #2: Application form for submissions Note: If you are applying by email, please list "JSLS Submission" in the subject header and address it to . Title (Japanese): Title (English): Name of first author: Name of co-author (1): Name of co-author (2): Name of co-author (3): If the number of authors exceeds 4, please add the necessary information). Affiliation of first author: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during paper presentation: English Japanese (please choose one) JSLS membership status (please choose one): Already have applied for membership Will apply for membership by June 23, 2001 -------------------------------------------------- Form #3: Application for symposium Note: If you are applying by email, please list "symposium proposal" in the subject header and address it to . Title (Japanese): Title (English): Name of symposium organizer/representative: Affiliation of symposium organizer: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during presentation: English Japanese (please choose one) Symposium abstract: Please include the names and affiliations of your panelists, with a a detailed abstract of 800 to 1600 words in English or 3000 to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper) including the purpose and goals of your symposium. Please send your abstract in text or pdf file format. Please also indicate if you already have the commitment of your panelists, and whether (in the case that they are non-members) they would like to be considered for travel funding. ------------------------------------------------------------ http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html ------------------------------------------------------------ From edwards.212 at osu.edu Fri Jan 5 14:34:02 2001 From: edwards.212 at osu.edu (Jan Edwards) Date: Fri, 5 Jan 2001 09:34:02 -0500 Subject: phoneme order of acquisition Message-ID: Hi everyone, Can anyone point me to some references on order of phoneme acquisition in French, Dutch, and German? I'm particularly interested in work with an N greater than 1 (that is, other than diary studies). Thanks very much. I'll post a summary if others are interested. Yours, Jan Edwards From vujovic1 at jet2.net Sat Jan 6 17:06:15 2001 From: vujovic1 at jet2.net (Sara Vujovich) Date: Sat, 6 Jan 2001 12:06:15 -0500 Subject: Thesis topic Message-ID: I am a graduate student and am trying to narrow down my thesis topic. I am interested in something to do with mental health and communication in children, or stuttering and adults. Any suggestions would be very much appreciated. Thank you, Sara Vujovich From armonls at mail.biu.ac.il Tue Jan 9 07:47:58 2001 From: armonls at mail.biu.ac.il (Sharon Armon Lotem) Date: Tue, 9 Jan 2001 09:47:58 +0200 Subject: Onomatopoeic words in early vocabulary Message-ID: Hi, I'm posting the following question for one of our students. Please send your answers directly to her at amtal at bezeqint.net Under the assumption that children's early vocabulary consists mainly of nouns, and that there's a preference (for children) to use onomatopoeic words, especially for animals: (1) Is there any evidence that when a child is given both the animal's name and the sound it produces, she will show preference for one of them? (2) What happens iif the child is given only names of animals? (3) Would children use first animal names for which the know the onomatopoeic sound? Any information of the above topic is welcome. Thank you Tali Peshim From bates at crl.ucsd.edu Tue Jan 9 15:59:16 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Tue, 9 Jan 2001 07:59:16 -0800 Subject: Onomatopoeic words in early vocabulary Message-ID: Children tend to start out with the onomatopoeic sounds, which dominate over animal names in the first 10-50 words or so, and are eventually replaced. There are reasons to believe that these first sounds aren't as productive over contexts as the animal names that come in later. that is, they are a kind of hybrid or transitional form of speech that stand somewhere in between 'routines' (like saying/waving bye-bye) or performatives (something you do, rather than a categorical term in the usual sense) and 'true names' (used to indicate the presence or existence of a member of a class, in multiple linguistic and non-linguistic contexts). The animal sounds tend to show up in contexts like "How does the doggie go?", and then are gradually used in a more and more categorical fashion. What if children never heard the onomatopoeic sounds? Good question. My guess is that they would go through a similar transition of word use with the animal names themselves, but it would be harder to detect the transition in this case than it is when there is a passage from one kind of word to another. -liz bates From gisela.szagun at uni-oldenburg.de Tue Jan 9 17:02:35 2001 From: gisela.szagun at uni-oldenburg.de (Gisela Szagun) Date: Tue, 9 Jan 2001 18:02:35 +0100 Subject: Onomatopoeic words in early vocabulary In-Reply-To: Message-ID: Our German data were similar in many respects to what Liz Bates wrote: children started out with onomatopoeic sounds which were more frequent than animal names. Gradually animal names became more frequent. Sometimes it was very hard to tell if a child was referring to the animal or the sound. But in German, children also use articles with the onomatopoeic word, and in this case it is clear that the word is treated as a noun. > > (1) Is there any evidence that when a child is given both the animal's > name and the sound it produces, she will show preference for one of them? Apart from onomatopoeic sounds being transitional I think there may be a preference which has to do with how easy it is to pronounce a particular animal name. For instance, in German "hund" (dog) is more difficult to pronounce than "wauwau" - which is the onomatopoeic equivalent. The same may go for "katze" (cat), where children may find "meouw" easier to say. > > (2) What happens iif the child is given only names of animals? It might prove difficult to create that situation. Parents seem to enjoy producing onomatopoeic sounds for children. Gisela Szagun ____________________________________________ Prof. Dr. Gisela Szagun Institut fuer Kognitionsforschung Fb 5, Psychologie, A 6 Carl-von-Ossietzky Universitaet Oldenburg Postfach 2503 D-26111 Oldenburg Germany _________________________________________ tel: + (0)441 798 5146 fax: + (0)441 798 5170 From DaleP at health.missouri.edu Tue Jan 9 16:56:21 2001 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 9 Jan 2001 10:56:21 -0600 Subject: Onomatopoeic words in early vocabulary Message-ID: It's also important to keep in mind substantial linguistic/cultural differences here. In Japanese, for example, there is a much larger inventory of onomatopoeic words, and they are used more extensively and longer by both parents and children. This is well documented in a number of studies, but most extensively by Ogura in her work developing and norming the Japanese Early Communicative Inventory. Philip Dale > -----Original Message----- > From: Elizabeth Bates [mailto:bates at crl.ucsd.edu] > Sent: Tuesday, January 09, 2001 9:59 AM > To: armonls at mail.biu.ac.il; info-childes at mail.talkbank.org > Subject: Re: Onomatopoeic words in early vocabulary > > > Children tend to start out with the onomatopoeic sounds, > which dominate > over animal names in the first 10-50 words or so, and are eventually > replaced. There are reasons to believe that these first sounds aren't > as productive over contexts as the animal names that come in later. > that is, they are a kind of hybrid or transitional form of speech > that stand somewhere in between 'routines' (like > saying/waving bye-bye) > or performatives (something you do, rather than a categorical term > in the usual sense) and 'true names' (used to indicate the presence or > existence of a member of a class, in multiple linguistic and > non-linguistic > contexts). The animal sounds tend to show up in contexts > like "How does > the doggie go?", and then are gradually used in a more and more > categorical fashion. What if children never heard the > onomatopoeic sounds? > Good question. My guess is that they would go through a similar > transition of word use with the animal names themselves, but it would > be harder to detect the transition in this case than it is when there > is a passage from one kind of word to another. -liz bates > From roberts at mail.fpg.unc.edu Tue Jan 9 20:09:52 2001 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Tue, 9 Jan 2001 15:09:52 -0500 Subject: Postdoctoral Research position Message-ID: The University of North Carolina Neurodevelopmental Disorders Research Center (UNC NDRC) is seeking fellows for a Postdoctoral Research Training Program in Neurodevelopmental Disorders. This post doctoral research training program, funded by the National Institute of Child Health and Human Development (NICHD), emphasizes research training in both the biological basis and clinical manifestations of neurodevelopmental disorders. Both clinical and basic science research opportunities are available. ***Please see our full-color flyer at http://www.fpg.unc.edu/~depot/pages/postdoc3.html - please feel free to print and post.*** The anticipated start date is July 1, 2001, pending final NICHD approval. Ph.D. (basic science or clinical) or M.D. level trainees are encouraged to apply. For more information, please contact Dr. Joseph Piven at jpiven at css.unc.edu or 919-843-8641. The University of North Carolina is an Equal Opportunity Employer. >Lee Chaix Katz >Neurodevelopmental Disorders Research Center >843-6206 (phone) 966-1844 (fax) >lee.katz at css.unc.edu -- Joanne Roberts, Ph.D. Frank Porter Graham Child Development Center, CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From glh33 at zahav.net.il Wed Jan 10 08:50:26 2001 From: glh33 at zahav.net.il (Gedalyovich Chaim and Leah) Date: Wed, 10 Jan 2001 10:50:26 +0200 Subject: No subject Message-ID: Dear all, Does anyone know of any neural reponse studies (EEG or MEG)on any aspect of language (syntax, semantics, lexicon, phonology....)with infants as subjects? Thanx for your help, Leah From bates at crl.ucsd.edu Wed Jan 10 16:50:25 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Wed, 10 Jan 2001 08:50:25 -0800 Subject: No subject Message-ID: There's actually a fairly large body of event-related brain potential research on infant response to linguistic stimuli. The pioneers in this area include Dennis Molfese (University of Louisville, Psychology), Debra Mills (Center for Research in Language, University of California, San Diego), Helen Neville (University of Oregon, Psychology). Patricia Kuhl (University of Washington, Seattle) has started doing work in this area as well. I'm sure I'm missing quite a few other people as well (including their students), but these names would be a very good place to start a search. -liz bates From cchaney at sfsu.edu Thu Jan 11 00:21:49 2001 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Wed, 10 Jan 2001 16:21:49 -0800 Subject: teacher(s) needed for 2001-2 Message-ID: Wanted: Teacher of Applied Linguistics The Speech and Communication Studies Department at San Francisco State University is seeking teachers for several upper division courses in applied linguistics for the 2001-2002 academic year. M. A. or Ph. D. required To apply for one or more of these teaching assignments, please send a vita (including teaching experience) and names of three references we may contact to: Dr. Gust Yep, Chair of the Hiring Committee College of Humanities, SFSU 1900 Holloway Avenue San Francisco, CA 94132 Courses to be Taught American Phonetics: Instruction and practice in use of the International Phonetic Alphabet for transcribing segmental and supra-segmental features of American English. Theoretical descriptions of the phonological system, including articulatory phonetics, phonotactic structure, allophonic variation. Applications to communication disorders, ESL, elementary education, theatre, etc. Verbal and Nonverbal Symbols: A survey course in applied linguistics for communication majors, including introductions to phonology, morphology, syntax, semantics, and pragmatics. Additional topics include: variation in language use due to dialect and gender, nonverbal communication, sign languages, animal communication. Children's Communication: An overview of language acquisition, including basic information in the development of phonology, morphology/syntax, and semantics/lexicon. The second half of the course focuses on pragmatics and the acquisition of communication acts, including informing, persuading/controlling, expressing feelings, ritualizing, and imagining/play. Spoken English: Theory and practice in pronunciation and rhythm patterns of spoken American English. Emphasis on accent reduction and skill improvement for non-native speakers and occasional native speakers who wish to modify regional or nonstandard accents. Voice and Articulation: Theory and Practice: Skills in articulation and vocal expressiveness are learned through understanding theory (i.e. how the vocal mechanism works to produce sound) and practice (i.e. maximizing the quality of the speaker's natural articulation and voice in class exercises and public presentations). Because students taking this class vary in their backgrounds and needs, each student meets at least once with the teacher to establish individualized course goals and then is evaluated based upon individualized progress. Application Deadline: April 20, 2001 From macw at cmu.edu Thu Jan 11 09:01:38 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 11 Jan 2001 17:01:38 +0800 Subject: New volume Message-ID: NEW VOLUME! NEW VOLUME! NEW VOLUME! NEW VOLUME! NEW VOLUME! ----------------------------------------------------------- LANGUAGE DEVELOPMENT AND BREAKDOWN 1 Edited by JILL GILKERSON, MISHA BECKER AND NINA HYAMS The UCLA Department of Linguistics announces the publication of Language Development and Breakdown 1 as part of the ongoing UCLA Working Papers in Linguistics series. This volume is the first in what we hope will be a series of working papers devoted to issues in language acquisition, neurolinguistics, and language processing. The papers represent work in progress by scholars affiliated with UCLA. The contents of Language Development and Breakdown 1 include: TABLE OF CONTENTS LISA MATTHEWSON AND JEANNETTE SCHAEFFER Grammar and Pragmatics in the Acquisition of Article Systems IVANO CAPONIGRO Is Essere Not To Be? Evidence from Acquisition MISHA BECKER Children's Acquisition of Function Morphemes: Syntactic and Prosodic Influences SUSAN CURTISS, STELLA DE BODE, AND DONALD SHIELDS Language After Hemispherectomy HAROLD TORRENCE A Note on the Inflection of Stative and Eventive Verbs in Child English NINA HYAMS Finiteness, Aspect and Mood in Early Grammar: A Cross-Linguistic Perspective For detailed information on ordering Language Development and Breakdown 1, and the contents of the volumes previously published in UCLA WPL series, please visit the website: http://www.linguistics.ucla.edu/faciliti/wpl For all other questions/inquiries e-mail us at: uclawpl at humnet.ucla.edu From gleason at bu.edu Thu Jan 11 18:52:23 2001 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 11 Jan 2001 13:52:23 -0500 Subject: Sad news from Hungary Message-ID: It is with immense sadness that I report the sudden death of Zita Reger in Budapest some time during the first week of January. I had a warm New Year's greeting from her on the third of January. From what I have heard from friends in Hungary, a day or two after that she had plans to meet with her sisters, and when she failed to appear they went to her apartment and found her lifeless in the kitchen, where she had been preparing a meal. Plans in Hungary are incomplete, but I am sure that the child language community will want to do something to remember Zita, who, among other things, organized the Budapest meeting of the IASCL and sent us all on a memorable evening cruise down the Danube, under the lighted bridges of the city. -- Jean Berko Gleason From dromi at post.tau.ac.il Fri Jan 12 07:19:20 2001 From: dromi at post.tau.ac.il (Esther Dromi) Date: Fri, 12 Jan 2001 09:19:20 +0200 Subject: Onomatopoeic words in early vocabulary In-Reply-To: <3.0.1.32.20010110080449.006a8620@mail.netvision.net.il> Message-ID: Dear Sharon and her student??? In my CUP book on early lexical development I discussed all your questions. I am going to anyway to shortly respond to them again , hoping that it will encourage you to read this book which has examples in Hebrew. The data of course is naturalistic.( what I can not do here is to discuss the theoretical most interesting directions that are relevant to these findings). >>(1) Is there any evidence that when a child is given both the animal's >>name and the sound it produces, she will show preference for one of them? >During the pre-spurt phase children tend to pick the sound when words and sounds are prestented to them. They stick with it for a long time sometimes even for a few months despite the fact that parents consistently produce the adult animal name only. I, as a mother, responded to animal sounds as if they were true words but I never used them in isolation to refer to the referent without coupling it with the conventional name. You can consider some experiments that were done by Smith and by Woodword on this issue. >>(2) What happens if the child is given only names of animals? >> Children need to get the sounds in the input in order to map them with their referents. Children do not make the sounds from no where. The evidence comes from cross-linguistic differences in the way children refer by sounds to animals. In my data I had some baby nonconventional forms that were originated from YIDDISH. The source for those words was the caretaker who used them in interactions with the child. ( Ham, Hita etc...) >>(3) Would children use first animal names for which they know the >>onomatopoeic sound? >> >>This is the most interesting question. Only towards the end of the one-word stage( during the last eight weeks of study) Keren replaced old forms ( non-conventional) with new words ( conventional).Initially she always produced the conventional word together with the sound or baby form that she had. Thus, while looking at a picture of a horse she would say dio-sus, or sus-dio and never each of them alone...In my 1993 chapter in an edited volume by Ablex, I discussed the theoretical implications of this finding. It is highly relevant to my claim that non-categorical meanings characterize the first half of the one word stage, but disappear when children realize through linguistic experience that words name categories.It is ofcourse also related to the understanding that language is conventional. See on the Golinkoff, Mervis and Hirshpasek wonderful 1994 JCL publlication. Etti Prof. Esther Dromi Chairperson, Human Development and Education School of Education Tel Aviv University Ramat Aviv , Tel Aviv Israel 69978 email: dromi at post.tau.ac.il Fax: 972-3-640-6294 From macw at cmu.edu Sun Jan 14 08:08:04 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 14 Jan 2001 16:08:04 +0800 Subject: Misformatted table Message-ID: Dear Info-CHILDES, It appears that Table 52 in the Third Edition of the CHILDES Manual is misformatted. The categories there were supposed to be in alphabetical order, as in earlier versions of the manual, but somehow I destroyed the correct alphabetization during reformatting. A corrected version of the table in Word format can be downloaded from http://childes.psy.cmu.edu/html/morcats.doc. Thanks to Ursula Stephany for noting the problem and providing the corrected table. My apologies for the error. If need this table for your work and have any trouble downloading it, please send me a note and I will send it to you as an email attachment. Please note that the table is correct in the two earlier versions of the manual and the contents of this particular table have not changed since the first edition. --Brian MacWhinney From mark_mitchell at kmug.org Sun Jan 14 14:25:03 2001 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Sun, 14 Jan 2001 23:25:03 +0900 Subject: 'do' and 'copula' confounding? Message-ID: Greetings all. I am writing a thesis in applied psycho-ling and I was wondering if some list-members might be able to answer some nagging questions. Does one ever see a confounding of 'do' and copula in English L1 acquisition ( e.g. "It don't big" or "It isn't run" ? These are exceedingly common errors in English L2 acquisition). Pinker refers to the "meaninglessness of 'do'" as an explanation for over-tensing errors (e.g. "Does it goes?") but also postulates that children may learn to associate 'do' with infinitival verbs. Thus, 'do' may have a kind of implicit meaning for the child, as a verb marker (there is some evidence that 'ing' sometimes plays a similar role, as a verb marker, in English L2 acquisition.) The underlying central question here is: "Do children ever really utter something (productively, generatively) that does not yet carry some meaning (however implicit) for them? I am aware of research showing very early stage children can already perceive the semantic difference between indefinite and definite determiners. And philosophers from Aquinas to Kant have written about the meaning of the copula (which I have failed to really understand) but Langacker, in his cognitive grammar presents a more accessible gloss, wherein the addition of a copula can profile the extension of some relationship through a span of conceived time. Thus, "the cat on the table" differs from "the cat IS on the table" in its semantics. May not even a fairly early stage child perceive such a semantic distinction? If both copula and 'do' already have some kind of meaning for the child, prior to their productive use, then I would not expect to see confounding errors. Much obliged to all in advance. mark mitchell From Ioana.Marian at ucd.ie Mon Jan 15 12:25:22 2001 From: Ioana.Marian at ucd.ie (Ioana Marian) Date: Mon, 15 Jan 2001 12:25:22 +0000 Subject: Solidaridad con Brian Message-ID: ----- Original Message ----- From: Philippe ANGELELLI To: Fondation Genoyer ; Isabelle MEYNARD ; jeune chambre economique ; Nathalie DAVID Sent: Monday, January 08, 2001 1:24 PM Subject: TR: Solidaridad con Brian -----Message d'origine----- De : Eleonore Turcat [eturcat at hotmail.com] Envoyé : lundi 8 janvier 2001 09:00 À : Philippe Angelelli; Monique Fabisch; Marleen Gabriels; Marianne Colonna; Marc Poulliot; Chantal DUBOIS > Objet : Solidaridad con Brian Importance : Haute Il s'agit d'un petit garçon, Brian, à Buenos Aires. Brian souffre d'une déformation du muscle cardiaque et a besoin d'une transplantation. L'opération coûte 115 200 $. L'ISP (Internet Service Purvoyer) s'engage a verser 0,01 $ pour chaque mail, qui concerne cet enfant, portant le titre "Solidaridad con Brian" et va sur le Net. Il est donc nécessaire d'agir rapidement. On a installe près de Brian à l'hôpital un modem pour compter... >>11,5 millions de mails sont nécessaires pour pouvoir financer l'opération. >> >>Pouvez-vous, dans la mesure du possible, prendre deux minutes pour envoyer >>ce message a tous ceux dont vous connaissez l'adresse Internet ? N'oubliez >>pas le titre "Solidaridad con Brian" qui permet a l'ISP de contrôler. >>Merci >>mille fois. >> >>PS: Soyez cool d'aider ce petit garçon qui a besoin de vous, de nous... >>ça >>ne prendra qu'une minute de votre vie juste pour sauver la sienne... Je vous fais confiance, envoyez le au plus de monde possible Merci..............pour LUI From CMartinot at aol.com Tue Jan 16 09:16:08 2001 From: CMartinot at aol.com (CMartinot at aol.com) Date: Tue, 16 Jan 2001 04:16:08 EST Subject: Thanks to Info-Childes to keep this message for Yesim Kesli Message-ID: Dear Yesim Kesli I have received all your messages concerning the symposium in Paris about Acquisition and the construction of meaning in a crosslinguistics perspective, but all my responses are being returned to me, so if you read this message, give me another e-mail adress, or give me your postal adress so that I could send to you the research design and the story (-in english or in french, as you like), I hope you can read this message, Claire Martinot, From vickyjanssen at hotmail.com Tue Jan 16 17:16:08 2001 From: vickyjanssen at hotmail.com (vicky janssen) Date: Tue, 16 Jan 2001 17:16:08 -0000 Subject: Imitations, vocalisation, gestures and eyecontact in young children Message-ID: Hello, A few weeks ago I sended a question concerning turntaking and autonomy in young children, and I wanted to thank you all for the help you gave me. I also wish you all the best in this new millennium (better late wishes than no wishes). If possible, I'd like some more help, and this time it concerns imitations, vocalisation, gestures and eyecontact in normally hearing children from the age of 1-3. I find a lot of information in the literature concerning these topics, but the problem is the definitions of the topics must be exactly the same as the ones I use in my work. So I hope I can rely again on your knowledge and concern. Best regards Vicky Janssen Student in Speech and Language Pathology _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From aauza at prodigy.net.mx Tue Jan 16 19:00:47 2001 From: aauza at prodigy.net.mx (Alejandra Auza) Date: Tue, 16 Jan 2001 13:00:47 -0600 Subject: references Message-ID: Hi: I´m studying the acquisition and categorization of an occupational agency class in Spanish, with 90 children between 3 and 7 years. I was wondering if some of the info-childes members might be able to recommend me some recent literature about semantic overextensions. Thank you, Alejandra Auza. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edwards.212 at osu.edu Tue Jan 16 21:14:38 2001 From: edwards.212 at osu.edu (Jan Edwards) Date: Tue, 16 Jan 2001 16:14:38 -0500 Subject: cross-linguistic phoneme acquisition - references Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1348 bytes Desc: not available URL: From pclancy at humanitas.ucsb.edu Fri Jan 19 19:20:26 2001 From: pclancy at humanitas.ucsb.edu (Patricia M. Clancy) Date: Fri, 19 Jan 2001 11:20:26 -0800 Subject: Japanese/Korean Conference Call for Papers Message-ID: FIRST CALL FOR PAPERS The 11th Japanese/Korean Linguistics Conference University of California at Santa Barbara June 29-July 1, 2001 Deadline for Abstract Submission: March 12, 2001 Note: This year abstracts are to be submitted ONLY by e-mail. ======================================= INVITED SPEAKERS Soonja Choi (San Diego State University, USA) Taro Kageyama (Kwansei Gakuin University, Japan) Satoshi Kinsui (Osaka University, Japan) James Yoon (University of Illinois, USA) ======================================= This year, the Japanese/Korean Linguistics Conference will be held during the 2001 LSA Linguistic Institute at the University of California at Santa Barbara. The Institute, with its dual themes of linguistic diversity (how and why languages differ) and Pacific Rim languages (synchronic and diachronic aspects of major Pacific Rim languages), will be an especially appropriate site for the conference. This conference aims to provide a forum for presenting research in Japanese and Korean linguistics, thereby facilitating efforts to deepen our understanding of these two languages, which have striking typological similarities. We especially encourage presentations which investigate both languages. Potential topics include, but are not limited to, syntax, semantics, pragmatics, discourse, typology, grammaticalization, historical linguistics, phonology, morphology, language acquisition, psycholinguistics, and sociolinguistics. Presentations, except for those by invited speakers, will be 20 minutes long, and will be followed by a 10-minute question-answer period. =================================== The address for submission of your abstract for the 11th Japanese/Korean Linguistics Conference is: pclancy at humanitas.ucsb.edu. In submitting your abstract, it is essential that you follow the instructions below: E-MAIL SUBJECT HEADER: Decide whether your abstract is primarily formal or functional, and which area of linguistics is its main focus, e.g. phonology, historical, pragmatics. Then use the following subject header for your e-mail: "JK11, Last name, First initial, Formal or Functional/ Area. For example: "JK11, Nagashima, S., Formal/Phonology". Please be aware that without this header, your message may not receive proper handling. In the body of your e-mail message, include the following: TITLE: The first line of your e-mail message should be the title of your paper. ABSTRACT: Your abstract should be a maximum of 500 words long. Be sure to COUNT THE WORDS in your abstract, and indicate the number of words in parentheses following your title. Your abstract will be returned to you if the 500-word limit is exceeded. Additional words may be used ONLY for examples and citing references. In addition to pasting your abstract in the body of your e-mail message, send your abstract as an ATTACHMENT. This is necessary for further processing of your abstract. Please send your attached file as a Microsoft Word document in RTF format. Be sure to include any non-standard fonts that you use, and allow extra time for processing attachments not in Word format. (Please do not use webmail unless you are certain that you can send your abstract as an attachment.) You will be notified by e-mail when your abstract has been received and successfully opened. AUTHOR INFORMATION: Do not include any author information in the body of your abstract. Following your abstract , include the following information, which will be removed before your abstract is sent out for review. 1. Name(s) and affiliation(s) of the author(s) 2. Address 3. Phone number 4. E-mail address of the primary author. 5. If your address, phone number or e-mail address will be different during the spring or summer, be sure to include this information. Please note that only one abstract from each individual can be considered for acceptance. One individual abstract and one jointly authored abstract may be submitted. ===================================== The proceedings of this conference will be published as Japanese/Korean Linguistics 11 by CSLI and distributed by Cambridge University Press. The conference website is being set up, and the address will be announced in the Second Call for Papers. Patricia M. Clancy Dept. of Linguistics UCSB Santa Barbara, CA 93106 (805) 893-8658 (office) (805) 893-3776 (Ling. Dept. office) (805) 893-7769 (Ling. Dept. FAX) From nisisawa at tokiwa.ac.jp Sat Jan 20 07:10:22 2001 From: nisisawa at tokiwa.ac.jp (nisisawa at tokiwa.ac.jp) Date: Sat, 20 Jan 2001 16:10:22 +0900 Subject: JSLS 2001 2nd CFP (English version) Message-ID:       The Third Annual Conference of the Japanese Society for Language Sciences (JSLS 2001) June 23 (Sat.)- 24 (Sun.), 2001      Japan Women's University        ** Second Call for Papers ** Conference Dates/ Location The Third Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 23 (Sat.)- 24 (Sun.), 2001 (2) Japan Women's University, Nishi-Ikuta Campus Kawasaki-City [30 minutes by train from downtown Tokyo] Plenary Lecture Dr. William O'Grady (University of Hawai'i at Manoa) will deliver a plenary lecture titled "Language Acquisition and Language Deficits" (tentative title). Submissions We would like to encourage submissions on research pertaining to language sciences, including topics such as language acqui- sition, psycholinguistics, psychology of language, language dis- orders, discourse, analysis, conversational analysis, and socio- linguistics. Our main purpose is to highlight research which focuses on Japanese language and the language acquisition of Japanese speakers (L1, L2), however, we also encourage submissions on other language-related topics, from diverse theoretical per- spectives and on different languages. Furthermore, we would like to invite submissions pertaining to the development of computer research tools for language research. Symposium We are planning a symposium for the second day (June, 24) of the conference. We would like interested individuals to submit proposals for the symposium by February 15, 2001. The symposium will be selected from among the submitted symposium proposals by the planning committee. Individuals submitting symposium pro- posals will be contacted regarding acceptance or non-acceptance by April 10, 2001. Qualifications for Presenters All presenters must be members of JSLS by the first day of the conference (June 23, 2001). (This applies only to the person giving the presentation. This does not apply to co-authors.). Please refer to the following website for membership informa- tion: . All presenters must pre-register for the JSLS 2001 conference by June 1, 2001. Papers which have been presented at other conferences or which have been published previously may not be submitted. You may only submit one abstract as first author. The length of each paper presentation will be thirty minutes (20 minutes for paper presentation, 10 minutes for questions). Paper presentations may be given in Japanese or English. Submission Deadline & Review Process All submissions should be mailed and postmarked by February 15, 2001 (Thu). Please send the following to the review committee chairperson, Masatoshi Sugiura. ** Paper Presentation (1) Presentation title, name of author(s), affiliation, mailing address, email address, telephone number on A4 or letter- size paper (Please use Form #2) (2) 3 copies of abstract (on A4 or letter-size paper, in 12 pt, double-spaced,maximum 4 pages, including title, tables, figures, & references). Do not include information which may reveal your identity. Abstracts will be accepted in Japanese or English. If the language in which you would like to give your presentation differs from the language of your written abstract, please let us know. (3) 2 self-addressed mailing labels (with your name, address) [This is unnecessary for those submitting abstracts by email.] Please mail your submissions to the following address (please write "JSLS paper" in red ink on the envelope): Masatoshi Sugiura JSLS2001 Review Committee Chair Graduate School of International Development Nagoya University Furo-cho, Chikusa-ku Nagoya 464-8601 JAPAN We will also accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Paper Submission). (a) save the file as "text file" or "pdf file". Please note that other formats will not be accepted. (b) save your file under your own name (ex.: miyata-susanne.pdf). Each abstract will be reviewed anonymously by several reviewers. Individuals submitting abstracts will be notified of acceptance/ non-acceptance by April 10. Individuals whose abstracts are accepted will be requested to send in a copy of their papers (6 pages maximum) by May 20, 2001, to appear in the Conference Handbook. Selected papers will be published in the conference proceedings as "Studies in Language Sciences 3" (in English) following the conference. ** Symposium (1) symposium title, name of the organizer(s), affiliation(s), mailing address, telephone number, name and affiliations of symposium participants (please use Form #3) (2) a detailed abstract of 800 to 1600 words in English or 3000to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper). The time slot for the symposium will be three hours. The discus- sion language should be English. We will only accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Symposium Proposal) by February 15, 2001. Please send your abstract in text or pdf file format. Fees Domestic participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) 3,500 yen 5,500 yen Late registration/on-site 5,000 yen 7,000 yen registration (after June 2, 2001) Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen Overseas participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) US$30.00 US$50.00 Late registration/on-site US$45.00 US$60.00 registration (after June 2, 2001) Conference handbook US$17.00 US$25.00 Reception US$25.00 US$25.00 Individuals who apply for membership on the first day of the conference will be considered to be JSLS members. Individuals giving paper presentations who will be attending from overseas may apply for a registration fee waiver (US$30.00). Please indicate if you would like to be considered for this waiver on your submissions form. The reception has been scheduled for the evening of June 23, Saturday, 2001. We strongly encourage you to purchase the conference handbook, as it will contain copies of each paper which will be given at the conference, with tables, figures and references. Additional handouts will not be distributed at the conference, unless prepared by individual presenters. Payment Conference registration fees, conference program & reception participation fees should be paid like following: Postal deposit: Name of account: JSLS 2001 Account number: 00800-6-76832 Bank deposit: Name of account: JSLS 2001 Daihyoo: Miyata Susanne Account type/number: Futsuu 1104933 Account branch: Kamiyashiro branch (Branch number: 231) Bank name: Chukyo Bank Overseas participants: Please either (1) pay your registration fee at the conference site on the day of the conference, or (2) send a check to S. Miyata, Re: JSLS 2001 Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 We can only accept checks in US dollars. Please send a check for the appropriate sum, with a copy of your registration form (Form #1). Those who choose on-site registration will be charged the full registration fee. Those who pre-register and deposit registration fees by June 1, 2001 will qualify for the discounted registration fee. Conference Program Conference programs and handbooks will not be mailed in advance. The conference program will be sent out through the JSLS mailing list and through the JSLS homepage. The contents of the conference handbook will also be made available through the JSLS website. http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html Student Volunteers We are currently recruiting 10 student volunteers to help at the reception desk and manage the audiovisual equipment. Each student volunteer will be expected to work approximately 5 hours. Student volunteers will be free to attend conference presentations during other hours. Student volunteers will not have to pay the registration fee, and will also receive a free copy of the conference handbook. Conditions will be the same for student volunteers who are scheduled to give paper presentations. All volunteers must be student members or student non-members. Those interested in being a student volunteer must apply to the following address by May 1, 2001: S. Miyata Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 Subj: JSLS 2001 student volunteer When applying, please specify what languages you are capable of communicating in. We particularly need volunteers with fluency in English and Japanese. We will inform you of your status (acceptance/ non-acceptance) by May 15, 2001. All questions regarding the JSLS 2001 conference should be addressed to: Susanne Miyata JSLS2001 Conference Chair Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 (please address to S.Miyata) (Inquiries by phone will not be accepted. ) -------------------------------------------------- Application Forms -------------------------------------------------- Form #1: Registration Form Note: (1) Conference presenters also need to submit this form. (2) If you are applying by email, please list "JSLS Registration" in the subject header and address it to I would like to register for the Second Conference of JSLS. Name: Affiliation: Mailing address (please choose one): home work Mailing address, with zip code: Telephone number: Email address: Conference handbook (please select one): Yes, I would like a conference handbook. No, I would not like a conference handbook. Reception (please select one): Yes, I would like to attend the reception. No, I do not plan to attend the reception. Amount deposited, with relevant sums: (e.g., total: 8,000 yen, registration fee: 3,000 yen, conference handbook: 3,000 yen; reception fee: 3,000 yen) Overseas participants, please indicate the method by which you will be paying your registration fee: On-site registration I will mail a check to S. Miyata If you are an overseas presenter, please indicate if you would like to apply for a registration fee waiver: Yes, I would like a waiver. No, I do not need a waiver. -------------------------------------------------- Form #2: Application form for submissions Note: If you are applying by email, please list "JSLS Submission" in the subject header and address it to . Title (Japanese): Title (English): Name of first author: Name of co-author (1): Name of co-author (2): Name of co-author (3): If the number of authors exceeds 4, please add the necessary information). Affiliation of first author: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during paper presentation: English Japanese (please choose one) JSLS membership status (please choose one): Already have applied for membership Will apply for membership by June 23, 2001 -------------------------------------------------- Form #3: Application for symposium Note: If you are applying by email, please list "symposium proposal" in the subject header and address it to . Title (Japanese): Title (English): Name of symposium organizer/representative: Affiliation of symposium organizer: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during presentation: English Japanese (please choose one) Symposium abstract: Please include the names and affiliations of your panelists, with a a detailed abstract of 800 to 1600 words in English or 3000 to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper) including the purpose and goals of your symposium. Please send your abstract in text or pdf file format. Please also indicate if you already have the commitment of your panelists, and whether (in the case that they are non-members) they would like to be considered for travel funding. ------------------------------------------------------------ http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html ------------------------------------------------------------ From annkiddy at hotmail.com Sat Jan 20 19:55:59 2001 From: annkiddy at hotmail.com (Kim DesBarres) Date: Sat, 20 Jan 2001 13:55:59 -0600 Subject: No subject Message-ID: An HTML attachment was scrubbed... URL: From jshguo at csuhayward.edu Sun Jan 21 19:13:38 2001 From: jshguo at csuhayward.edu (Jiansheng Guo) Date: Sun, 21 Jan 2001 11:13:38 -0800 Subject: Job Opening: Asst Prof., Child Development, California State U., Hayward Message-ID: CALIFORNIA STATE UNIVERSITY, HAYWARD Position Openings for 2001-2002: Assistant Professor, child development Inquiries regarding application deadline and application package should be addressed to the department noted, at the following address: California State University, Hayward, 25800 Carlos Bee Blvd., Hayward, CA 94542. http://www.csuhayward.edu Discipline: Social Sciences Assistant Professor, child development, Dept. of Human Development: 01-02 HDEV-CHILDDEVELOP-TT. Duties: The successful candidate will teach existing courses on child development and the child in the family and community. S/he will work to strengthen the department's Child Development Option by revising, updating, and integrating the child development curriculum, and creating and teaching new courses. In addition, s/he will participate in interdisciplinary team-teaching in the Human Development core program. Qualifications: Ph.D. or equivalent terminal degree in an appropriate discipline. The successful candidate will have expertise in the socialization, enculturation, or social development of children. S/he will have demonstrated research interests and scholarly achievement in the study of African-American, Hispanic, Native-American, and/or Asian-American children. S/he must also demonstrate a strong commitment to team-teaching, interdisciplinary dialogue, and working with adult students of all ages and diverse cultural and educational backgrounds. S/he must show a record of successful teaching, preferably including the use of collaborative learning and small-group dynamics. Applicants with expertise in the use of emerging instructional technologies will receive special consideration. THE UNIVERSITY: California State University, Hayward occupies 342 acres in the Hayward hills, affording a panoramic view of nearly the entire San Francisco Bay Area. Cal State Hayward's proximity to the major Bay Area cities provides unique cultural opportunities including museums, art galleries, aquariums, planetariums, plays, musicals, sports events, and concerts. Its nearness to the Pacific Ocean and Sierra Nevada Mountains offers recreational diversion as well as excellent laboratories for educational studies. The nine major buildings contain 150 classrooms and teaching laboratories, 177 specialized instructional rooms, numerous student oriented computer labs and a library which contains a collection of over one million items accessible through HAYSTAC, its on-line catalog. The University has an enrollment of approximately 13,000 students with 600 faculty. CSUH is organized into four schools: Arts, Letters, and Social Sciences; Business and Economics; Education and Allied Studies; and Science. The University offers bachelor's degrees in 41 fields and master's degrees in 28 (in addition to Special Majors). Other programs lead to teaching, specialist, pupil personnel services, and administrative services credentials. CSUH also operates the Contra Costa Campus, a branch center in Concord, which provides full instructional support for over 1,600 upper division and graduate students. From ketrez at usc.edu Tue Jan 23 10:35:14 2001 From: ketrez at usc.edu (Nihan Ketrez) Date: Tue, 23 Jan 2001 02:35:14 -0800 Subject: acquistion of vowel harmony In-Reply-To: <3A68937A.801E7721@humanitas.ucsb.edu> Message-ID: Dear list members, I am looking for studies on the acquisition of vowel harmony (in languages such as Finnish and Turkish). I am especially interested in the role of vowel harmony on word learning/recognition. Any reference will be more than welcome. Thank you in advance. Nihan Ketrez Linguistics Department University of Southern California From roberts at mail.fpg.unc.edu Tue Jan 23 21:02:50 2001 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Tue, 23 Jan 2001 16:02:50 -0500 Subject: post-doc in neurodevelopmental disorders Message-ID: Could you please post? thanks The University of North Carolina Neurodevelopmental Disorders Research Center (UNC NDRC) is seeking fellows for a Postdoctoral Research Training Program in Neurodevelopmental Disorders. This post doctoral research training program, funded by the National Institute of Child Health and Human Development (NICHD), emphasizes research training in both the biological basis and clinical manifestations of neurodevelopmental disorders. Both clinical and basic science research opportunities are available. The anticipated start date is July 1, 2001, pending final NICHD approval. Ph.D. (basic science or clinical) or M.D. level trainees are encouraged to apply. For more information, contact: www.ndrc.unc.edu (see training grant) and see our full-color flyer at: www.fpg.unc.edu/~depot/pages/postdoc3.html. Also you can contact: Dr. Joseph Piven at jpiven at css.unc.edu (919-843-8641) or Dr. Joanne Roberts at joanne-Roberts at unc.edu 919-966-7164). The University of North Carolina is an Equal Opportunity Employer. - J From Geraldine.Hilaire at ish-lyon.cnrs.fr Tue Jan 23 15:12:33 2001 From: Geraldine.Hilaire at ish-lyon.cnrs.fr (=?iso-8859-1?Q?G=E9raldine?= Hilaire) Date: Tue, 23 Jan 2001 16:12:33 +0100 Subject: ELA 2001 Message-ID: Dear colleagues, we are pleased to inform you about the second annoucement and call for papers of ELA 2001, international symposium named "Early lexicon acquisition: normal and pathological development", which will be held in Lyon, France, from 5th to 8th december 2001. Thank you in advance for distributing this information as largely as possible. Organizing comittee --------------- ELA 2001 Early lexicon acquisition: normal and pathological development Lyon, December -5-8, 2001 Second announcement and call for papers (English version first - la version française se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Barbara Davis Michele Guidetti Jean-Adolphe Rondal Marc Bornstein Eva Berglund / Marten Eriksson ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early lexicon acquisition. It is generally assumed in the field that the first child's years of life are particularly crucial, even sometimes considered predictive for the emerging linguistic system. The aim of this conference is to bring together researchers working on early lexical acquisition, from the child's first lexical acquisitions until age 2 (chronological or mental age). Early acquisition will be considered from different perspectives : phonetics/phonology, semantics, pragmatics, concerning both aspects of language : comprehension and production. For a long time, early comprehension has been given little attention in terms of the quantity of studies devoted to it, but because of important methodological progress, an increasing body of research addresses this issue. As a consequence, studies on the development of lexical comprehension or comparing comprehension and production will be encouraged. A special interest will also be given to methodological concerns. Traditionally, the first stages of language acquisition were observed on the basis of diary studies, or on the basis of spontaneous data collected in a home context. Progressively, new data collection methods, namely more experimental methods or parental reports, emerged. This methodological diversity leads to heterogeneous results, and requires this issue to be discussed in greater detail. The third encouraged field will concern the comparison between normal and pathological or atypical development in " special " populations. A better description of the strategies involved in normal development can validate or, on the contrary, invalidate general theories of language acquisition, in addition to explaining deviant behaviors : The observation of populations displaying different behaviors can provide important information concerning the underlying mechanisms involved in language acquisition, such as the interactions between the different linguistic components. Topics o language development before age 2 (chronological or mental or linguistic age), o lexicon acquisition from different perspectives (phonetics, phonology, lexical semantics, pragmatics), o lexicon in production and comprehension, o comparisons between normal and pathological development, o crosslinguistic comparisons, o comparisons between different methodologies, o communicative gestures *********************************************************** ORGANIZING COMITTEE Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Frederique Gayraud Sophie Gonnand Geraldine Hilaire Sophie Kern Anetta Kopecka Anne Viguie *********************************************************** SCIENTIFIC COMITTEE Eve Clark Frederique Gayraud Harriet Jisa Maryline Legaegere Judy Reilly Inge Zink *********************************************************** DEADLINES o March, 1: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comité d'organisation du colloque "Lexique précoce" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2001 at ddl.ish-lyon.cnrs.fr o June, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. o September, 1: Deadline for submission of papers (further information will be posted later) *********************************************************** REGISTRATION Before June, 30 - Non-Students : 800 French francs (121,95 euros) - Students : 400 FF (60,97 euros) Late registration - Non-Students : 1000 FF (152,6 euros) - Students : 500FF (76,33 euros) Registration fees include: conference participation, conference program, CD-rom of the proceedings, coffee breaks and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more informations on the conference: Colloque ELA2001 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2001 at ddl.ish-lyon.cnrs.fr internet : www.ddl.ela2001.ish-lyon.cnrs.fr ****************************************************** VERSION FRANÇAISE CONFÉRENCIERS INVITÉS: Barbara Davis Michele Guidetti Jean-Adolphe Rondal Marc Bornstein Eva Berglund / Marten Eriksson ****************************************************** LANGUE DE LA CONFÉRENCE : français/anglais ****************************************************** Le thème général de ce colloque est l'acquisition précoce du lexique chez l'enfant. Il en effet généralement admis par la communauté scientifique engagée dans ce domaine que les premières années de vie d'un nourrisson sont particulièrement décisives pour le développement ultérieur du système linguistique, certains allant jusqu'à leur attribuer un caractère prédictif. Cette rencontre se propose donc de réunir des chercheurs travaillant sur les premières acquisitions lexicales de l'enfant depuis leurs premières manifestations jusqu'à l'âge de 2 ans (âge chronologique ou mental) environ. Les premières acquisitions seront traitées de différents points de vue : phonétique/phonologique, sémantique mais également pragmatique ; et ce, pour les deux versants du langage, à savoir la production et la compréhension. En effet, grâce à d'importantes avancées méthodologiques, la compréhension précoce longtemps considérée comme le parent pauvre en termes de nombre d'études lui étant dédiées, connaît un regain d'intérêt non négligeable. Par conséquent, seront encouragés les recherches portant sur le développement de la compréhension lexicale chez le très jeune enfant, ou à défaut celles qui comparent le versant réceptif au versant productif. Seront également encouragés des résultats obtenus par le biais de méthodologies différentes. Traditionnellement, les premières étapes de l'acquisition du langage sont décrites à partir de journaux d'apprenants ainsi que par le biais de données spontanées collectées en contexte familier. Progressivement l'éventail des méthodologies s'est diversifié avec l'ajout de méthodes expérimentales et de compte-rendus parentaux. Cette diversité méthodologique a pour conséquence une grande hétérogénéité des résultats qu'il serait souhaitable de discuter avec précision. Enfin, le dernier axe favorisé dans cette rencontre est celui de la comparaison entre le développement normal et le développement pathologique ou atypique des populations qualifiées de "spéciales ". Il va de soi qu'une meilleure description des stratégies acquisitionnelles de l'enfant à développement normal sert à valider ou au contraire à infirmer les théories générales de l'acquisition du langage actuelles ainsi qu'à expliciter les comportements déviants. Mais l'inverse est vrai, puisque l'observation de population à comportements différents apportera des informations non négligeables sur les mécanismes sous-jacents à l'acquisition du langage, comme par exemple sur la façon dont les différentes composantes traditionnellement distinguées en linguistique interagissent. Thèmes o développement langagier avant l'âge de 2 ans (âge chronologique, mental ou linguistique), o acquisition du lexique de différents points de vue (phonétique, phonologique, sémantique lexicale, pragmatique), o lexique en compréhension et en production o comparaisons entre développement normal et pathologique o comparaisons translinguistiques, o comparaisons entre différentes méthodologies o gestes communicatifs *********************************************************** COMITÉ D'ORGANISATION Laboratoire Dynamique du Langage UMR 5596 (CNRS & Université Lyon2) Frédérique Gayraud Sophie Gonnand Géraldine Hilaire Sophie Kern Anetta Kopecka Anne Viguie *********************************************************** COMITÉ SCIENTIFIQUE Eve Clark Frédérique Gayraud Harriet Jisa Maryline Lejaegere Judy Reilly Inge Zink *********************************************************** CALENDRIER o 1er Mars 2001 : date limite de l'envoi des résumés Les participants intéressés sont invités à envoyer en 3 exemplaires : 1) - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées électroniques - 3 mots-clés - un résumé en deux pages maximum (références incluses) 2) un document séparé comprenant : - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées postales et électroniques - type de materiel souhaitée pour la présentation orale : vidéoprojecteur, rétroprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comité d'organisation du colloque "Lexique précoce" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent également être adressés par e-mail à : ddl-ela2001 at ddl.ish-lyon.cnrs.fr o 1 juin 2001 : réception de la notification de l'acceptation de la communication. En fonction de la structure du programme, la communication sera acceptée en tant que présentation orale (20 minutes + 10 minutes de question) ou en tant que communication affichée. o 1 septembre 2001 : date limite d'envoi des textes de la communication (des informations complémentaires seront données ultérieurement). *********************************************************** INSCRIPTIONS Avant 30 juin 2001 Chercheurs, enseignants/chercheurs : 800 francs (121.95 _) Etudiants : 400 francs (60,97 _) Après 30 juin 2001 Chercheurs, enseignants/chercheurs : 1000 francs (152.6 _) Etudiants : 500 francs (76,33 _) Les droits d'inscription comprennent : l'accès au colloque, le programme, le CD-rom des actes, les pauses cafés, la visite de Lyon. (le mode de paiement sera spécifié dans une troisième circulaire aux conférenciers retenus) *********************************************************** Pour toutes informations complémentaires : Colloque ELA2001 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2001 at ddl.ish-lyon.cnrs.fr internet : www.ddl.ela2001.ish-lyon.cnrs.fr _________________________________________ Géraldine Hilaire Institut des Sciences de l'Homme (ISH) Dynamique du Langage (DDL) 14, avenue Berthelot 69363 Lyon Cedex - FRANCE Phone: - +33 4 72 72 64 32 Fax: +33 4 72 72 65 90 E-Mail: Geraldine.Hilaire at ish-lyon.cnrs.fr Institut de Psychologie Laboratoire Cognition et Développement 71 avenue Edouart Vaillant 92774 Boulogne Cedex E-Mail: Geraldine.Hilaire at psycho.univ-paris5.fr _________________________________________ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 14902 bytes Desc: not available URL: From macwhinn at hku.hk Thu Jan 25 03:35:48 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Thu, 25 Jan 2001 11:35:48 +0800 Subject: CHILDES bib access errors Message-ID: Dear Info-CHILDES, It appears that a few people were having trouble running searches on the on-line version of the CHILDES bibliography. The server would report an error generating the "top of the list." On further testing it appears that these errors were most common when using Internet Explorer on the Mac as the browser. We changed a setting in the server software and this problem now seems to have largely gone away, although not totally. If you experience any problems with using the on-line CHILDES bib, please tell me, including the browser you are using and the operating system. Many thanks. --Brian MacWhinney From david.barner at mcgill.ca Thu Jan 25 09:55:37 2001 From: david.barner at mcgill.ca (David Barner) Date: Thu, 25 Jan 2001 09:55:37 +0000 Subject: Light verbs In-Reply-To: Message-ID: Dear info-CHILDES members, I¹m currently working on a project investigating, in part, the acquisition of so-called ³light verbs², such as have, do, give, take, etc. The acquisition of such verbs has been studied by Eve Clark, for their ³general purpose² qualities in early communication. I wonder if list members can suggest any additional acquisition studies on these particular verbs and/or the constructions in which they occur? Studies of non-English speaking children would also be of interest. Thanks for your suggestions. David Barner McGill University -------------- next part -------------- An HTML attachment was scrubbed... URL: From macwhinn at hku.hk Fri Jan 26 08:30:04 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Fri, 26 Jan 2001 16:30:04 +0800 Subject: CHILDES manual Message-ID: Dear Info-CHILDES, When the 2000 version (third edition) of the CHILDES manual was first published, it was marketed in a variety of confusing formats, many of which did not include the CD-ROM. Now it is being marketed in only one format, which is two volumes with a CD-ROM. Lawrence Erlbaum has now corrected this in their ordering systems and has also corrected it at amazon.com for people in the United States and at www.eurospan.co.uk for people in Europe. It is not yet fully corrected at www.barnesnoble.com, but it will be soon. I hope this eliminates the confusion that some people experienced in the past. --Brian MacWhinney From rchumak at acs.ryerson.ca Fri Jan 26 20:13:56 2001 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Fri, 26 Jan 2001 12:13:56 -0800 Subject: research guidelines Message-ID: I am looking for a basic guidebook to use with my undergraduate child language research group. They are starting from square one and I would like to direct them to readings dealing with the "how" of the trade. Will post results and thank you. Roma Chumak-Horbatsch From david.barner at mcgill.ca Sat Jan 27 14:45:39 2001 From: david.barner at mcgill.ca (David Barner) Date: Sat, 27 Jan 2001 14:45:39 +0000 Subject: Light verb summary Message-ID: Dear info-CHILDES list members, A huge thankyou to all those who so generously offered references, and resources for locating others (on light/general purpose verbs and their acquisition). Below is a compilation of suggestions to date, listed by contributor. My apologies if I missed anyone. Thanks once more, David Barner School of Communication Sciences and Disorders, McGill University http://www.psych.mcgill.ca/misc/tungs/ P.S. Any additional references would of course be appreciated! --DB Lorraine McCune: Ninio, A. (1999). Journal of Child language 26, 619-653. Lois Bloom: Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the development of verb inflection in child language. Language, 56, 386-412. Bloom, L., Merkin, W., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. Bloom, L., Tackeff, J., & Lahey, M. (1983). Learning to in complement constructions. Journal of Child Language, 10, 391-406. Shanley Allen See work of Angeliek van Hout, now at Rijksuniversiteit Groningen Laura Boynton Hauerwas Boynton Hauerwas, L. (1998) The role of general-all-purpose verbs in language acquisition: a comparison of children with specific language impairments and their language matched peers. Unpublished Disseration Northwestern University. Mela Sarkar Giry-Schneider, Jacqueline. (1978). Les nominalisations en français: L'opérateur faire dans le lexique. Genève: Droz. Ibrahim, A. H. (1996). La forme d'une théorie du langage axée sur les termes supports. Langages, 121, 99-119. Martinot, C. (1996). Prédicats et supports chez un enfant de 3 ans. Langages, 121, 73-90. Martinot, C. (1998). Développement de la construction argumentale de trois verbes essentiels: mettre, prendre, donner. Langue française, 118, 61-83. Claire Martinot Prédicats et supports chez un enfant de 3 ans, in Langages 121, mars 1996, Paris, Larousse (verbe : mettre) Les verbes supports dans l'acquisition de la syntaxe, in Actes du Colloque International de Besançon sur l'acquisition de la syntaxe en langue maternelle et en langue étrangère, Les Belles Lettres, Paris, 1997 (n°631 des Annales littéraires de l'Université de Franche-Comté) (Eve Clark was invited in this symposium I had organized) Développement de la construction argumentale de trois verbes essentiels : mettre, prendre, donner, in Langue française 118 , mai 1998. Susan Foster-Cohen In my own work on Navajo bilingualism, I touched on them [light verbs] in relation to the role they can play in code-switched utterances by children where they function as semantically bled main verbs with the complement in the other language. So you get things like [dump-tray] you-do-it. (= you dump your tray (at the school cantine)) where the [dump tray] part is in English and the verb is in Navajo. Shula Chiat Watkins, R.V., Rice, M.L. & Moltz, C.C. (1993). Verb use by language-impaired and normally developing children First Language 13, 133-43. Conti-Ramsden, G. & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech, Language and Hearing Research 40, 1298-313. Chiat, S. (2000). Understanding children with language problems. Cambridge: CUP. (Part II on verb processing). Yasuhiro Shirai Morimoto, Yukiko. 1996. The acquisition of verb constructions in Japanese. Qualifying paper, Department of Linguistics, Stanford University. Miquel Serra Monica Sanza in her M. thesis has wroked this topic and has found for normal developing children at 2,5 (n=7) 51% of lights verbs and at 3,3 years (n=5) 46%. If you want more information about her work you can contact her: monicast at psi.ub.es Anat Ninio Ninio, A. (1999). Pathbreaking verbs. Journal of Child Language, 29, 619-653. Another paper with an emphasis on intransitive verbs is: Ninio, A. (1999). Model learning. International Journal of Bilingualism, 3, 111-131. Sigal Uziel-Karl Steve Pinker has work on light verbs in English, Angelique van Hoot on light verbs in Dutch, Ruth Berman and Anat Ninio have papers on these verbs in Hebrew, and I have just completed a dissertation in which I discuss the role of these verbs in Hebrew child-language. Berman, R. A. 1993a. Developmental perspectives on transitivity: A confluence of cues. In Y. Levy (ed.), Other Children Other Languages: Issues in the Theory of Language Acquisition. Erlbaum, pp. 189-241. Berman, R. A. & S. Armon-Lotem. 1996. How grammatical are early verbs? In C. Martinot (ed.), Actes du Colloque International sur L¹acquisition de la Syntaxe en Langue Maternelle et en Langue Etrangere. Universite de France-Comte, Besancon. Paris: Les Belles Lettres, pp. 17-59. Clark, E. V. 1978. How children describe time and order. In C. A. Ferguson and D. I. Slobin (eds.), Studies of Child Language Development. New York: Holt, Rinehart and Winston, pp. 585-606. Clark, E. V. 1993. The Lexicon in Acquisition. Cambridge University Press. Hollebrandse, B. & A. van Hoot. 1995. Light verb learning in Dutch. Paper presented at the TINdag, Utrecht, pp. 65-89. Hollebranse, B. & A. van Hoot. 1996. Light verb learning is light verb learning. In M. Dickey and S. Tunstall (eds.), Experimental Linguistics. University of Massachusetts Occasional Papers 19. Amherst: GLSA, pp. 261-288. Hollebranse, B. & A. van Hoot. 1998. Aspectual bootstrapping via light verbs. In N. Dittmar and Z. Penner (eds.), Issues in the Theory of Language Acquisition. Bern: Peterlang, pp. 113-134. Ninio, A. 1999. Pathbreaking verbs in syntactic development and the question of prototypical transitivity. Journal of Child Language 26, 619-653. Pinker, S. 1989. Learnability and Cognition: The Acquisition of Argument Structure. Cambridge, MA: MIT Press/Bradford Books. Uziel-Karl, S. 1999. Children¹s verb lexicon. Proceedings of the 30th Child Language Research Forum, pp. 41-49. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vickyjanssen at hotmail.com Sun Jan 28 11:40:39 2001 From: vickyjanssen at hotmail.com (vicky janssen) Date: Sun, 28 Jan 2001 11:40:39 -0000 Subject: Thanks Message-ID: Thank you folks for all of your help! Vicky Janssen Student in speech and language pathology. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From annkiddy at hotmail.com Sun Jan 28 16:57:06 2001 From: annkiddy at hotmail.com (Kim DesBarres) Date: Sun, 28 Jan 2001 10:57:06 -0600 Subject: book-sharing and preschool children with language impairments Message-ID: Dear Info-Childes members, First, a thank you to those who responded to my inquiry about book-sharing and preschool children with language impairments. I received valuable references from Judith Vander Woude, Diane Pesco, Mary Ann Evans, Natacha Trudeau, and Roma Chumak-Horbatsch. Below, you will find the references I've gathered: Armstrong, M., & Pruett, A. (2000). Shared reading: A comparison of children with language impairment and normal language abilities. Paper presented at the American Speech-Language-Hearing Association Convention, Washington, DC. Bradshaw, M. L., Hoffman, P. R., & Norris, J. A. (1998). Efficacy of expansions and cloze procedures in the development of interpretations by preschool children exhibiting delayed language development. Language, Speech & Hearing Services in the Schools, 29(2), 85-95. Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39. Crowe, L. K. (2000). Reading behaviors of mothers and their children with language impairment during repeated storybook reading. Journal of Communication Disorders, 33, 503-524. Dale, P. S., Crain Thoreson, C., Notari Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16(2), Special-Education. Evans, M. A., & Schmidt, F. (1991). Repeated maternal book reading with two children: Language-normal and language-impaired. First Language, 11, 269-287. Ezell, H., & Justice, L. (1998). A pilot investigation of parents' questions about print and pictures to preschoolers with language delay. Child Language Teaching & Therapy, 14(3), 273-278. Fey, M. E., Cleave, P. L., Ravida, A. I., Long, S. H., DeJemel, A. E., & Easton, D. L. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech & Hearing Research, 36(1), 141-157. Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 15-90. Hoffman, P. R. (1997). Phonological intervention within storybook reading. Topics in Language Disorders, 17(2), 69-88. Kaderavek, J., & Sulzby, E. (1991). Issues in emergent literacy for children with language impairments (CIERA Report #2-002): National Institute on Early Childhood Development and Education. (can be downloaded at www.ciera.org.) Kaderavek, J., & Sulzby, E. (1997). Oral narratives and emergent bookreadings of typically developing and language impaired children. Paper presented at the Annual Meeting of the National Reading Conference, Scottsdale, AZ. Kirchner, D. M. (1991). Reciprocal book reading: A discourse-based intervention strategy for the child with atypical language development. In T.M.Gallagher & N. Rees (Eds.), Pragmatics of language: Clinical practice issues. San Diego, CA: Singular Group. Mogford-Bevan, K. P., & Summersall, J. (1997). Emerging literacy in children with delayed speech and language development: Assessment and intervention. Child Language Teaching & Therapy, 13(2), 143-159. Paul, R., & Smith, R. L. (1993). Narrative skills in 4 year-olds with normal, impaired, and late-developing language. Journal of Speech and Hearing Research, 36, 592-598. Pelligrini, A., Brody, G. H., & Sigel, I. E. (1985). Parents' teaching strategies with their children: The effects of parental and child status variables. Journal of Psycholinguistic Research, 14(6), 509-521. Ratner, N. B., Parker, B., & Garner, P. (1993). Joint book reading as a language scaffolding activity for communicatively impaired children. Seminars in Speech and Language, 14(4), 296-313. Scheffel, D. L. (1985). An investigation of discourse features of mother-child verbal interaction with normal and language impaired children in the context of story reading. Northwestern U. Schneider, P., & Hecht, B. F. (1995). Interaction between children with developmental delays and their mothers during a book-sharing activity. International Journal of Disability, Development & Education, 42(1), 41-56. Tyler, A. A., & Sandoval, K. T. (1994). Preschoolers with phonological and language disorders: Treating different linguistic domains. Language, Speech, and Hearing Services in Schools, 25, 215-234. van Kleeck, A., & Vander Woude, J. (1999). Conversations between parents and children with delayed language during book sharing. Paper presented at the American Speech-Language-Hearing Association Annual Convention, San Francisco. Vander Woude, J., & Barton, E. (in press). Specialized Corrective Repair Sequences: Shared Book Reading with Children with Histories of Specific Language Impairment. Wagner, C. R., Nettelbladt, U., Sahlen, B., & Nilholm, C. (2000). Conversation versus narration in pre-school children with language impairment. International Journal of Language and Communication Disorders, 35(1), 83-93. Yoder, P. J., Spruytenburg, H., Edwards, A., & Davis, B. (1995). Effect of verbal routine contexts and expansions on gains in the mean length of utterance in children with developmental delays. Language, Speech, and Hearing Services in Schools, 26, 21-32. Kim M. DesBarres, M.S., CCC-SLP Doctoral Student Child Language Development and Disorders School of Human Development and Communication Sciences University of Texas at Dallas _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com From annkiddy at hotmail.com Sun Jan 28 19:31:37 2001 From: annkiddy at hotmail.com (Kim DesBarres) Date: Sun, 28 Jan 2001 13:31:37 -0600 Subject: book-sharing and children with language impairments Message-ID: Dear Info-Childes, A couple of corrections to the references I sent out earlier today: The Dale, et al. (1996) article's page numbers are 213-235. The Kirchner (1991) chapter is in a book edited by T.M. Gallagher only (Rees wrote a preface to the book). The page numbers are 307-332. Thanks to Sandy Friel-Patti for bringing these errors to my attention. Kim M. DesBarres, M.S., CCC-SLP Doctoral Student Child Language Development and Disorders School of Human Development and Communication Disorders University of Texas at Dallas _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com From asanord at ling.gu.se Mon Jan 29 15:37:04 2001 From: asanord at ling.gu.se (Asa Nordqvist) Date: Mon, 29 Jan 2001 16:37:04 +0100 Subject: new list on CI research! Message-ID: Dear colleagues, Some time ago we sent out a request for research on language development in children with Cochlear Impants. We received quite a lot of responses, and we thank you for that. If anyone is interested in a summary, please feel free to contact me and I will provide that. In addition, as a response to the feedback we received, and since we feel that it would be fruitful to have a place where CI researchers can share results, questions and experiences, we have just started a new e-mail list: ci-langdev at ling.gu.se. If you are interested in subscribing, please follow these instructions: Send an e-mail to and write: subscribe in the body text (NOT on Subject line) (In case you want to be deleted, do the same procedure but write 'unsubscribe'.) If you know of other people who might be interested, please feel free to forward this message. Best wishes, Åsa Nordqvist and Kerstin Nelfelt, Göteborg University, Sweden ********************************************************************* AAsa Nordqvist PhD-student Dept of Linguistics phone: +46-31-7734627 Goeteborg University fax: +46-31-7734853 Box 200 e-mail: asanord at ling.gu.se SE-405 30 Goeteborg http://www.ling.gu.se/~asanord/ Sweden ********************************************************************* From lieven at eva.mpg.de Tue Jan 30 11:13:34 2001 From: lieven at eva.mpg.de (Elena Lieven) Date: Tue, 30 Jan 2001 12:13:34 +0100 Subject: ph.d studentships Message-ID: Ph.D. studentships for the study of language development Applications are invited for two funded Ph.D. studentships. Students will be attached to the Max Planck Child Study Centre and registered for degrees in the Department of Psychology at the University of Manchester. The Centre is run by Dr. Elena Lieven and is funded by the Department of Comparative Psychology (Director: Professor Michael Tomasello) at the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. Tomasello and Lieven's research in the Centre focuses on the development of language (especially grammar) and consists in the collection and analysis of naturalistic and experimental data for both English and German-speaking children. You must have or expect to attain this summer, a good honours degree in Psychology, Linguistics or an associated discipline. Funding will consist of 21.600DM per annum plus support for travel and equipment. The Home/EC rate for fees will be paid by the MPI. Non-EC students will normally have to find the difference between the EC fee and the Overseas fee themselves (about £6500). Applications must be made on University of Manchester postgraduate application forms, which can be obtained from Ms. Sylvia Lavelle, Department of Psychology, The University of Manchester, M13 9PL, UK (email: lavelle at fs4.psy.man.ac.uk) and completed applications must reach Ms. Lavelle by 16th February 2001 at the latest. Interviews for UK-based candidates are expected to take place on March 1st 2001. -- Elena Lieven Max Planck Institute for Evolutionary Anthropology Inselstrasse 22 D-04103, Leipzig, Germany Tel: 00 49 341 99 52 404 (secretary: Henriette Zeidler: 400) Email: lieven at eva.mpg.de From jmm at uni-hamburg.de Tue Jan 30 14:55:52 2001 From: jmm at uni-hamburg.de (=?iso-8859-1?Q?=22J=FCrgen_M=2E_Meisel=22?=) Date: Tue, 30 Jan 2001 15:55:52 +0100 Subject: Job opportunity, University of Hamburg Message-ID: University of Hamburg Collaborative Research Center on Multilingualism Max Brauer-Allee 60 D-22765 Hamburg sfb538 at uni-hamburg.de Job opportunities as of April 1st, 2001 1 post-doctoral researcher (full position) or 2 post-graduate researchers (half positions) in a research project on "Simultaneous and Successive Acquisition of Bilingualism" (Principal investigator: J. M. Meisel). This project investigates similarities and differences in grammatical development between bilingual first language acquisition, monolingual first language acquisition, and adult second language acquisition. It is one of 13 projects of the Collaborative Research Center on Multilingualism funded by the DFG (Deutsche Forschungsgemeinschaft, German Research Foundation) established at the University of Hamburg in 1999. All positions begin April 1st 2001 and will extend until at least June 30, 2002, the end of the current funding period. They can be further extended for a total of five years, in accordance with § 57b Hochschulrahmengesetz. The salary of the post-doctoral researcher corresponds to that of a lecturer in German universities (BAT IIa); the weekly work load amounts to 38 hours. The post-graduate researchers must hold an M.A. (or equivalent). He or she will receive approximately half of the BAT IIa salary for a work load of 19,5 hours per week and will be expected to complete a doctoral dissertation on a topic related to the theme of the research project. The post-doctoral candidate will be expected to co-direct this research group together with J.M. Meisel. Research results obtained during the work on this projects may be included in the dissertation. Requirements are: good knowledge of syntactic theory (Principles and Parameters Theory and/or the Minimalist Program), experience with language acquisition research, and good knowledge of at least two of the following languages: German, French, Spanish, Portuguese, Basque. Also desirable would be experience with corpus analysis and/or computer skills. The University of Hamburg wishes to increase the number of women among their academic staff and therefore encourages women to apply. In accordance with Hamburg law (Gleichstellungsgesetz), female candidates will be given priority in case of equal qualifications with male applicants. Handicapped applicants will be given priority over other candidates, in case of equal qualifications. Send application (including CV, list of publications, names of two referees) by February 24th, 2001 to Prof. J. M. Meisel at the above address; for further inquiries contact J.M. Meisel at jmm at uni-hamburg.de or visit our homepage at http://www.rrz.uni-hamburg.de/SFB538/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Jan 2 01:30:06 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Jan 2001 09:30:06 +0800 Subject: Address correction Message-ID: Dear Info-CHILDES, I would like to correct the email address that I gave for Jordan Zlatev in the posting regarding his contribution of Thai Frog Story data. The correct address at Lund University is jordan.zlatev at lucs.lu.se Also, I should note that the Thai orthography in these files can be read using either the Windows Cordia font or any UniCode font. --Brian MacWhinney From jhall at peachnet.campuscwix.net Tue Jan 2 14:05:17 2001 From: jhall at peachnet.campuscwix.net (Joan Kelly Hall) Date: Tue, 2 Jan 2001 09:05:17 -0500 Subject: position announcement Message-ID: To Info-CHILDES members, A group of researchers here at UGA recently received funding to establish a state-of-the art digital language research laboratory. In order to help establish and maintain the laboratory, we are looking to hire a Research Associate. I've included a copy of the position announcement below. I'd be happy to answer any questions or provide additional info to interested parties. My email address is included in the announcement. Thanks. Joan Kelly Hall University of Georgia POSITION ANNOUNCEMENT The University of Georgia Working Group for the Study of Languages, Discourse, and Communicative Practices Position: The interdisciplinary Working Group for the Study of Languages, Discourse, and Communicative Practices, sponsored by the Institute for Behavioral Research at the University of Georgia, seeks to hire a Research Associate to manage a newly funded digital language research laboratory. The position is a 12-month appointment, renewable for up to three years, to begin July 2001. Salary is competitive and commensurate with qualifications and experience. Qualifications: A doctorate or ABD in applied linguistics, communication sciences, new media production or related field by July 2001 is required. Also required is expertise in using digital audio and video technological tools for conducting research on language as well as a potential for or record of success in publishing scholarship and obtaining external funding for research. Responsibilities: Duties include managing the research laboratory, conducting regular training sessions for faculty and students, developing a clearinghouse of technology-based resources, maintaining a language data bank, coordinating the Invited Speaker Seminar Series, and identifying and securing extramural funding to support laboratory activities and faculty research. Procedure: Submit a letter of application, a curriculum vita, transcripts, and 3 reference letters to the address below. Applications received by February 15, 2001 are assured of full consideration. Dr. Joan Kelly Hall Chair, Search Committee Department of Language Education 125 Aderhold Hall Athens, GA 30602 e-mail: jkhall at arches.uga.edu Fax: 706-542-4509 The University of Georgia is an Equal Opportunity/Affirmative Action Institution. From tommy.wingren.755 at student.lu.se Wed Jan 3 00:56:29 2001 From: tommy.wingren.755 at student.lu.se (Tommy Wingren) Date: Tue, 2 Jan 2001 16:56:29 -0800 Subject: Thanks for all help Message-ID: Hi, Happy New Year all and thanks for all your help on the subject: Dyslexia and phonology for several months ago. Thanks! Tommy Wingren Department of Scandinavian Languages Lund University Helgonabacken 14 S-223 62 Lund Sweden -------------- next part -------------- An HTML attachment was scrubbed... URL: From naigles at UCONNVM.UConn.Edu Thu Jan 4 13:27:52 2001 From: naigles at UCONNVM.UConn.Edu (Letitia Naigles) Date: Thu, 4 Jan 2001 08:27:52 EST Subject: No subject Message-ID: howdy and happy new year, i'm looking for a reference for word frequency counts in FRENCH, and would appr eciate any information and/or directions you-all can give me! thanks very much, letty naigles From macw at cmu.edu Fri Jan 5 07:17:37 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 5 Jan 2001 15:17:37 +0800 Subject: New German corpus Message-ID: Dear Info-CHILDES, I am happy to announce the availability of a new corpus of German child language data from Gisela Szagun at Oldenburg. As the following readme file indicates, this large corpus includes data from both normally-hearing children and children with cochlear implants. The data are currently only available directly from Dr. Szagun. --Brian MacWhinney German - Szagun Prof. Dr. Gisela Szagun Fb 5, Institut fuer Kognitionsforschung Carl-von-Ossietzky Universit?t Oldenburg Postfach 2503, Geb?ude A6 D-26111 Oldenburg Germany gisela.szagun at uni-oldenburg.de This large corpus of German child language includes speech from normally-hearing (NH) children, as well as children with cochlear implants (CI). The title of the project is ?Language acquisition in children with cochlear implants and with normal hearing.? It was funded by the Deutsche Forschungsgemeinschaft (DFG) grants Sz 41/5-1 (1996-98) and Sz 41/5-2 (1999-2000). In addition to documenting language development in these two groups, this corpus is the first comprehensive data collection of child directed adult speech in German. Each of the 426 data files is a transcript from a two-hour session. Researchers contributing to the project include The people Sonja Arnhold-Kerri, Tanja Hampf, Elfrun Klauke, Stefanie Kraft, Dorit Pefferkorn, Dagmar Roesner, Claudia Steinbrink, Gisela Szagun, Bettina Timmermann, and Sylke Wilken. These data are currently only available directly from Gisela Szagun. For the NH children, there are 6 children with 22 data points each (ann, eme, fal, lis, rah, soe) for a total of 132 files. For these 6 children, recordings are taken every 5-6 weeks from ages 1;4 to 3;8. For the other 16 children, there are only five data points between 1;4 and 2;10 for a total of 80 files. The 22 NH children and the 22 CI children were matched for initial language level at an MLU of 1.25. The 22 CI subjects (12 male, 10 female) were all deaf before implantation. The mean age at implantation was 2;5 with a SD of 0;9 and a range of 1;2 to 3;10. Each of the CI subjects is given a tune-up age, which is the time since the first fitting of the device to the child?s comfortable level of hearing. In this group, all 22 children were recorded every 4 months between 5 and 44 months after implantation, i.e. up to the first 2 years 8 months after implantation. In addition 9 children were recorded more frequently within this time span. At 4 data points at least 600 utterances of child-directed speech were transcribed. The data points for normally hearing children are1;4, 1,8, 2;1, and 2;5. For CI children, the corresponding tune-up ages are 0;5, 0;9, 1;2, and 1;6 There are between 2000 and 2400 utterances per adult. Transcription conventions includes: 1. Nouns are placed in lower case, except for proper nouns and family forms such as Papa, Mama, Oma, and Opa. 2. In accord with CHAT style, initial words are not capitalized unless they are proper nouns. 3. Comma use is avoided. 4. German ? is written as ss. 5. Schwa is written as 6. 6. The word ?nein? is represented as ?mm? and ?66?. The word ?ja? is represented as ?mhm? and ?hm.? 7. Vowel length is represented by adding ?h? as in &eh. 8. The forms ?kuck ma? and ?kuck mal? are transcribed as ?guck mal.? 9. Animal sounds are coded with ampersand, as in &miau, &muh, &wuf, &quak, &gronk, or &gack. 10. Interjections found in Duden are given in word form, as in aua (hurt), uih, oh, oi (surprise), aha (insight), etc. 11. Shortening are not transcribed in CHAT parenthesis form, instead they are transcribed directly, so that shortened ?ist? is ?is? rather than CHAT ?is(t)?. Similarly, for nich(t), jetz(t), (e)?s, and un(d). 12. Similarly, verb suffix deletion is marked by an apostrophe, as in kommst du komms' du kommt der komm' der geht dein geh' dein sind die sin' die passt da pass' da kommt denn komm' denn oder kommt' nn geht doch geh' doch hat es hat?s 13. Even strong contractions occur with ?du? as in full Form: shortened Form: even shorter Form: willst du willst 'e wills' 'e hast du hast 'e has' 'e bist du bist 'e bis' 'e h?rst du h?rst 'e h?rs' 'e 14. Contracted nominal endings are: ein 'n eine 'ne einen ein'n 'nen 'n einem ei'm 'nem 'm einer 'ner deinen dein'n deinem dei'm meinen mein'n meinemmei'm seinen sein'n in den in'n in'n kindergarten mit der mit'er mit'er schale auf den auf'n auf'n tisch auf dem auf'm auf'm tisch f?r das f?r's auf's bett mit dem mit'm mit'm schuh den kleinen elefant den klein'n elefant die kleinen l?wen die klein'n l?wen 15. Other contractions include: nehmen nehm?n etc for some infinitives blumen blum?n for ?en in some plurals 16. Eye-dialect is used for: haben ? ham, du ? de, wir ? wa. The transcript also markwhether the mothers used hyperclarity in their speech. Hyperclarity includes stressed pronunciation of -en, -em, -el, -er, -e at the ends of words as well as other syllable stressings. Another form of hyperclarity involves the drawling of vowels and nasals, which is marked in the standard CHAT format with a colon. Postcodes: Fillers, interjections, exclamations: [+ F] Routines: [+ R] One-word answers to Yes/No questions: [+ Q] Partially unintelligible: [+ PI] Isolated onomatopoeic: [+ O] Isolated Vocalizations [+ V] Imitations: [+ I] Elicited Imitations. [+ EI] Speech Samples for CI Children CHILD sex Samples in Set 1 Samples in Set 2 Total Adriane f 7 1 8 Anne f 7 2 9 Claudia f 10 1 11 Daniel m 10 10 Eileen f 11 1 11 Erik m 10 10 Finn m 11 11 Finn-Hendrick m 7 7 Lara f 8 2 10 Laura f 8 1 9 Lena f 11 1 12 Maik m 6 1 7 Marco m 7 7 Marius m 7 1 8 Michelle f 6 6 Mike m 6 2 8 Nancy f 10 4 14 Philipp m 9 9 Ricardo m 6 1 7 Sara f 11 11 Sarah-M f 11 2 13 Silja f 10 2 12 Speech Samples for ND Children Child Sex Samples in Set 1 Samples in Set 2 Total Anna f 15 7 22 Emely f 15 7 22 Falko m 15 7 22 Lisa f 15 7 22 Rahel f 15 7 22 Soeren m 15 7 22 Celina f 5 5 Emely S f 5 5 Finn G m 5 5 Ina f 5 5 Isabel f 5 5 Jores m 5 5 Konstantin m 5 5 Leo m 5 5 Leon m 5 5 Luisa f 5 5 Mario m 5 5 Marlou f 5 5 Martin m 5 5 Neele f 5 5 Sina f 5 5 Sino m 5 5 The following manual provides codings of MLU, morphology, syntax and mothers?s speech acts: Szagun, G. (1999b). Rules for transcribing and analyzing German child language. Institut f?r Kognitionsforschung, University of Oldenburg, Germany. Articles based on these data should cite one or more of these sources: Szagun, G. (1998). Spracherwerb bei Kindern mit Cochlea-Implantat: Erste Ergebnisse einer entwicklungspsycholinguistischen Studie. Sprache - Stimme -Geh?r, 22, 133-138. Szagun, G. (2000). The acquisition of grammatical and lexical structures in children with cochlear implants: A developmental psycholinguistic approach. Audiology & Neuro-Otology, 5, 39-47. Szagun, G. (in press). Learning the h(e)ard way: The acquisition of grammar in young German-speaking children with cochlear implants and with normal hearing. In Windsor, F., Kelly, L. & Newlett, N. (Eds.), Themes in Clinical Phonetics and Linguistics. Mahwah, New Jersey: Erlbaum. Steinbrink, C. & Szagun, G. (1999). Der Einflu? ?berdeutlichen Sprechens auf den Spracherwerb von Kindern mit Cochlea Implantat. Sprache - Stimme - Geh?r, 23, 213-217. From smiyata at asu.aasa.ac.jp Fri Jan 5 09:31:50 2001 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Fri, 5 Jan 2001 18:31:50 +0900 Subject: JSLS 2001 2nd CFP Message-ID: ------------------------------------------------------------ http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html ------------------------------------------------------------ ????? The Third Annual Conference of the Japanese Society for Language Sciences (JSLS 2001) June 23 (Sat.)- 24 (Sun.), 2001 ???? Japan Women's University ?????? ** Second Call for Papers ** Conference Dates/ Location The Third Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 23 (Sat.)- 24 (Sun.), 2001 (2) Japan Women's University, Nishi-Ikuta Campus Kawasaki-City [30 minutes by train from downtown Tokyo] Plenary Lecture Dr. William O'Grady (University of Hawai'i at Manoa) will deliver a plenary lecture titled "Language Acquisition and Language Deficits" (tentative title). Submissions We would like to encourage submissions on research pertaining to language sciences, including topics such as language acqui- sition, psycholinguistics, psychology of language, language dis- orders, discourse, analysis, conversational analysis, and socio- linguistics. Our main purpose is to highlight research which focuses on Japanese language and the language acquisition of Japanese speakers (L1, L2), however, we also encourage submissions on other language-related topics, from diverse theoretical per- spectives and on different languages. Furthermore, we would like to invite submissions pertaining to the development of computer research tools for language research. Symposium We are planning a symposium for the second day (June, 24) of the conference. We would like interested individuals to submit proposals for the symposium by February 15, 2001. The symposium will be selected from among the submitted symposium proposals by the planning committee. Individuals submitting symposium pro- posals will be contacted regarding acceptance or non-acceptance by April 10, 2001. Qualifications for Presenters All presenters must be members of JSLS by the first day of the conference (June 23, 2001). (This applies only to the person giving the presentation. This does not apply to co-authors.). Please refer to the following website for membership informa- tion: . All presenters must pre-register for the JSLS 2001 conference by June 1, 2001. Papers which have been presented at other conferences or which have been published previously may not be submitted. You may only submit one abstract as first author. The length of each paper presentation will be thirty minutes (20 minutes for paper presentation, 10 minutes for questions). Paper presentations may be given in Japanese or English. Submission Deadline & Review Process All submissions should be mailed and postmarked by February 15, 2001 (Thu). Please send the following to the review committee chairperson, Masatoshi Sugiura. ** Paper Presentation (1) Presentation title, name of author(s), affiliation, mailing address, email address, telephone number on A4 or letter- size paper (Please use Form #2) (2) 3 copies of abstract (on A4 or letter-size paper, in 12 pt, double-spaced,maximum 4 pages, including title, tables, figures, & references). Do not include information which may reveal your identity. Abstracts will be accepted in Japanese or English. If the language in which you would like to give your presentation differs from the language of your written abstract, please let us know. (3) 2 self-addressed mailing labels (with your name, address) [This is unnecessary for those submitting abstracts by email.] Please mail your submissions to the following address (please write "JSLS paper" in red ink on the envelope): Masatoshi Sugiura JSLS2001 Review Committee Chair Graduate School of International Development Nagoya University Furo-cho, Chikusa-ku Nagoya 464-8601 JAPAN We will also accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Paper Submission). (a) save the file as "text file" or "pdf file". Please note that other formats will not be accepted. (b) save your file under your own name (ex.: miyata-susanne.pdf). Each abstract will be reviewed anonymously by several reviewers. Individuals submitting abstracts will be notified of acceptance/ non-acceptance by April 10. Individuals whose abstracts are accepted will be requested to send in a copy of their papers (6 pages maximum) by May 20, 2001, to appear in the Conference Handbook. Selected papers will be published in the conference proceedings as "Studies in Language Sciences 3" (in English) following the conference. ** Symposium (1) symposium title, name of the organizer(s), affiliation(s), mailing address, telephone number, name and affiliations of symposium participants (please use Form #3) (2) a detailed abstract of 800 to 1600 words in English or 3000to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper). The time slot for the symposium will be three hours. The discus- sion language should be English. We will only accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Symposium Proposal) by February 15, 2001. Please send your abstract in text or pdf file format. Fees Domestic participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) 3,500 yen 5,500 yen Late registration/on-site 5,000 yen 7,000 yen registration (after June 2, 2001) Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen Overseas participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) US$30.00 US$50.00 Late registration/on-site US$45.00 US$60.00 registration (after June 2, 2001) Conference handbook US$17.00 US$25.00 Reception US$25.00 US$25.00 Individuals who apply for membership on the first day of the conference will be considered to be JSLS members. Individuals giving paper presentations who will be attending from overseas may apply for a registration fee waiver (US$30.00). Please indicate if you would like to be considered for this waiver on your submissions form. The reception has been scheduled for the evening of June 23, Saturday, 2001. We strongly encourage you to purchase the conference handbook, as it will contain copies of each paper which will be given at the conference, with tables, figures and references. Additional handouts will not be distributed at the conference, unless prepared by individual presenters. Payment Conference registration fees, conference program & reception participation fees should be paid like following: Postal deposit: Name of account: JSLS 2001 Account number: 00800-6-76832 Bank deposit: Name of account: JSLS 2001 Daihyoo: Miyata Susanne Account type/number: Futsuu 1104933 Account branch: Kamiyashiro branch (Branch number: 231) Bank name: Chukyo Bank Overseas participants: Please either (1) pay your registration fee at the conference site on the day of the conference, or (2) send a check to S. Miyata, Re: JSLS 2001 Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 We can only accept checks in US dollars. Please send a check for the appropriate sum, with a copy of your registration form (Form #1). Those who choose on-site registration will be charged the full registration fee. Those who pre-register and deposit registration fees by June 1, 2001 will qualify for the discounted registration fee. Conference Program Conference programs and handbooks will not be mailed in advance. The conference program will be sent out through the JSLS mailing list and through the JSLS homepage. The contents of the conference handbook will also be made available through the JSLS website. http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html Student Volunteers We are currently recruiting 10 student volunteers to help at the reception desk and manage the audiovisual equipment. Each student volunteer will be expected to work approximately 5 hours. Student volunteers will be free to attend conference presentations during other hours. Student volunteers will not have to pay the registration fee, and will also receive a free copy of the conference handbook. Conditions will be the same for student volunteers who are scheduled to give paper presentations. All volunteers must be student members or student non-members. Those interested in being a student volunteer must apply to the following address by May 1, 2001: S. Miyata Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 Subj: JSLS 2001 student volunteer When applying, please specify what languages you are capable of communicating in. We particularly need volunteers with fluency in English and Japanese. We will inform you of your status (acceptance/ non-acceptance) by May 15, 2001. All questions regarding the JSLS 2001 conference should be addressed to: Susanne Miyata JSLS2001 Conference Chair Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 (please address to S.Miyata) (Inquiries by phone will not be accepted. ) -------------------------------------------------- Application Forms -------------------------------------------------- Form #1: Registration Form Note: (1) Conference presenters also need to submit this form. (2) If you are applying by email, please list "JSLS Registration" in the subject header and address it to I would like to register for the Second Conference of JSLS. Name: Affiliation: Mailing address (please choose one): home work Mailing address, with zip code: Telephone number: Email address: Conference handbook (please select one): Yes, I would like a conference handbook. No, I would not like a conference handbook. Reception (please select one): Yes, I would like to attend the reception. No, I do not plan to attend the reception. Amount deposited, with relevant sums: (e.g., total: 8,000 yen, registration fee: 3,000 yen, conference handbook: 3,000 yen; reception fee: 3,000 yen) Overseas participants, please indicate the method by which you will be paying your registration fee: On-site registration I will mail a check to S. Miyata If you are an overseas presenter, please indicate if you would like to apply for a registration fee waiver: Yes, I would like a waiver. No, I do not need a waiver. -------------------------------------------------- Form #2: Application form for submissions Note: If you are applying by email, please list "JSLS Submission" in the subject header and address it to . Title (Japanese): Title (English): Name of first author: Name of co-author (1): Name of co-author (2): Name of co-author (3): If the number of authors exceeds 4, please add the necessary information). Affiliation of first author: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during paper presentation: English Japanese (please choose one) JSLS membership status (please choose one): Already have applied for membership Will apply for membership by June 23, 2001 -------------------------------------------------- Form #3: Application for symposium Note: If you are applying by email, please list "symposium proposal" in the subject header and address it to . Title (Japanese): Title (English): Name of symposium organizer/representative: Affiliation of symposium organizer: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during presentation: English Japanese (please choose one) Symposium abstract: Please include the names and affiliations of your panelists, with a a detailed abstract of 800 to 1600 words in English or 3000 to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper) including the purpose and goals of your symposium. Please send your abstract in text or pdf file format. Please also indicate if you already have the commitment of your panelists, and whether (in the case that they are non-members) they would like to be considered for travel funding. ------------------------------------------------------------ http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html ------------------------------------------------------------ From edwards.212 at osu.edu Fri Jan 5 14:34:02 2001 From: edwards.212 at osu.edu (Jan Edwards) Date: Fri, 5 Jan 2001 09:34:02 -0500 Subject: phoneme order of acquisition Message-ID: Hi everyone, Can anyone point me to some references on order of phoneme acquisition in French, Dutch, and German? I'm particularly interested in work with an N greater than 1 (that is, other than diary studies). Thanks very much. I'll post a summary if others are interested. Yours, Jan Edwards From vujovic1 at jet2.net Sat Jan 6 17:06:15 2001 From: vujovic1 at jet2.net (Sara Vujovich) Date: Sat, 6 Jan 2001 12:06:15 -0500 Subject: Thesis topic Message-ID: I am a graduate student and am trying to narrow down my thesis topic. I am interested in something to do with mental health and communication in children, or stuttering and adults. Any suggestions would be very much appreciated. Thank you, Sara Vujovich From armonls at mail.biu.ac.il Tue Jan 9 07:47:58 2001 From: armonls at mail.biu.ac.il (Sharon Armon Lotem) Date: Tue, 9 Jan 2001 09:47:58 +0200 Subject: Onomatopoeic words in early vocabulary Message-ID: Hi, I'm posting the following question for one of our students. Please send your answers directly to her at amtal at bezeqint.net Under the assumption that children's early vocabulary consists mainly of nouns, and that there's a preference (for children) to use onomatopoeic words, especially for animals: (1) Is there any evidence that when a child is given both the animal's name and the sound it produces, she will show preference for one of them? (2) What happens iif the child is given only names of animals? (3) Would children use first animal names for which the know the onomatopoeic sound? Any information of the above topic is welcome. Thank you Tali Peshim From bates at crl.ucsd.edu Tue Jan 9 15:59:16 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Tue, 9 Jan 2001 07:59:16 -0800 Subject: Onomatopoeic words in early vocabulary Message-ID: Children tend to start out with the onomatopoeic sounds, which dominate over animal names in the first 10-50 words or so, and are eventually replaced. There are reasons to believe that these first sounds aren't as productive over contexts as the animal names that come in later. that is, they are a kind of hybrid or transitional form of speech that stand somewhere in between 'routines' (like saying/waving bye-bye) or performatives (something you do, rather than a categorical term in the usual sense) and 'true names' (used to indicate the presence or existence of a member of a class, in multiple linguistic and non-linguistic contexts). The animal sounds tend to show up in contexts like "How does the doggie go?", and then are gradually used in a more and more categorical fashion. What if children never heard the onomatopoeic sounds? Good question. My guess is that they would go through a similar transition of word use with the animal names themselves, but it would be harder to detect the transition in this case than it is when there is a passage from one kind of word to another. -liz bates From gisela.szagun at uni-oldenburg.de Tue Jan 9 17:02:35 2001 From: gisela.szagun at uni-oldenburg.de (Gisela Szagun) Date: Tue, 9 Jan 2001 18:02:35 +0100 Subject: Onomatopoeic words in early vocabulary In-Reply-To: Message-ID: Our German data were similar in many respects to what Liz Bates wrote: children started out with onomatopoeic sounds which were more frequent than animal names. Gradually animal names became more frequent. Sometimes it was very hard to tell if a child was referring to the animal or the sound. But in German, children also use articles with the onomatopoeic word, and in this case it is clear that the word is treated as a noun. > > (1) Is there any evidence that when a child is given both the animal's > name and the sound it produces, she will show preference for one of them? Apart from onomatopoeic sounds being transitional I think there may be a preference which has to do with how easy it is to pronounce a particular animal name. For instance, in German "hund" (dog) is more difficult to pronounce than "wauwau" - which is the onomatopoeic equivalent. The same may go for "katze" (cat), where children may find "meouw" easier to say. > > (2) What happens iif the child is given only names of animals? It might prove difficult to create that situation. Parents seem to enjoy producing onomatopoeic sounds for children. Gisela Szagun ____________________________________________ Prof. Dr. Gisela Szagun Institut fuer Kognitionsforschung Fb 5, Psychologie, A 6 Carl-von-Ossietzky Universitaet Oldenburg Postfach 2503 D-26111 Oldenburg Germany _________________________________________ tel: + (0)441 798 5146 fax: + (0)441 798 5170 From DaleP at health.missouri.edu Tue Jan 9 16:56:21 2001 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 9 Jan 2001 10:56:21 -0600 Subject: Onomatopoeic words in early vocabulary Message-ID: It's also important to keep in mind substantial linguistic/cultural differences here. In Japanese, for example, there is a much larger inventory of onomatopoeic words, and they are used more extensively and longer by both parents and children. This is well documented in a number of studies, but most extensively by Ogura in her work developing and norming the Japanese Early Communicative Inventory. Philip Dale > -----Original Message----- > From: Elizabeth Bates [mailto:bates at crl.ucsd.edu] > Sent: Tuesday, January 09, 2001 9:59 AM > To: armonls at mail.biu.ac.il; info-childes at mail.talkbank.org > Subject: Re: Onomatopoeic words in early vocabulary > > > Children tend to start out with the onomatopoeic sounds, > which dominate > over animal names in the first 10-50 words or so, and are eventually > replaced. There are reasons to believe that these first sounds aren't > as productive over contexts as the animal names that come in later. > that is, they are a kind of hybrid or transitional form of speech > that stand somewhere in between 'routines' (like > saying/waving bye-bye) > or performatives (something you do, rather than a categorical term > in the usual sense) and 'true names' (used to indicate the presence or > existence of a member of a class, in multiple linguistic and > non-linguistic > contexts). The animal sounds tend to show up in contexts > like "How does > the doggie go?", and then are gradually used in a more and more > categorical fashion. What if children never heard the > onomatopoeic sounds? > Good question. My guess is that they would go through a similar > transition of word use with the animal names themselves, but it would > be harder to detect the transition in this case than it is when there > is a passage from one kind of word to another. -liz bates > From roberts at mail.fpg.unc.edu Tue Jan 9 20:09:52 2001 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Tue, 9 Jan 2001 15:09:52 -0500 Subject: Postdoctoral Research position Message-ID: The University of North Carolina Neurodevelopmental Disorders Research Center (UNC NDRC) is seeking fellows for a Postdoctoral Research Training Program in Neurodevelopmental Disorders. This post doctoral research training program, funded by the National Institute of Child Health and Human Development (NICHD), emphasizes research training in both the biological basis and clinical manifestations of neurodevelopmental disorders. Both clinical and basic science research opportunities are available. ***Please see our full-color flyer at http://www.fpg.unc.edu/~depot/pages/postdoc3.html - please feel free to print and post.*** The anticipated start date is July 1, 2001, pending final NICHD approval. Ph.D. (basic science or clinical) or M.D. level trainees are encouraged to apply. For more information, please contact Dr. Joseph Piven at jpiven at css.unc.edu or 919-843-8641. The University of North Carolina is an Equal Opportunity Employer. >Lee Chaix Katz >Neurodevelopmental Disorders Research Center >843-6206 (phone) 966-1844 (fax) >lee.katz at css.unc.edu -- Joanne Roberts, Ph.D. Frank Porter Graham Child Development Center, CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From glh33 at zahav.net.il Wed Jan 10 08:50:26 2001 From: glh33 at zahav.net.il (Gedalyovich Chaim and Leah) Date: Wed, 10 Jan 2001 10:50:26 +0200 Subject: No subject Message-ID: Dear all, Does anyone know of any neural reponse studies (EEG or MEG)on any aspect of language (syntax, semantics, lexicon, phonology....)with infants as subjects? Thanx for your help, Leah From bates at crl.ucsd.edu Wed Jan 10 16:50:25 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Wed, 10 Jan 2001 08:50:25 -0800 Subject: No subject Message-ID: There's actually a fairly large body of event-related brain potential research on infant response to linguistic stimuli. The pioneers in this area include Dennis Molfese (University of Louisville, Psychology), Debra Mills (Center for Research in Language, University of California, San Diego), Helen Neville (University of Oregon, Psychology). Patricia Kuhl (University of Washington, Seattle) has started doing work in this area as well. I'm sure I'm missing quite a few other people as well (including their students), but these names would be a very good place to start a search. -liz bates From cchaney at sfsu.edu Thu Jan 11 00:21:49 2001 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Wed, 10 Jan 2001 16:21:49 -0800 Subject: teacher(s) needed for 2001-2 Message-ID: Wanted: Teacher of Applied Linguistics The Speech and Communication Studies Department at San Francisco State University is seeking teachers for several upper division courses in applied linguistics for the 2001-2002 academic year. M. A. or Ph. D. required To apply for one or more of these teaching assignments, please send a vita (including teaching experience) and names of three references we may contact to: Dr. Gust Yep, Chair of the Hiring Committee College of Humanities, SFSU 1900 Holloway Avenue San Francisco, CA 94132 Courses to be Taught American Phonetics: Instruction and practice in use of the International Phonetic Alphabet for transcribing segmental and supra-segmental features of American English. Theoretical descriptions of the phonological system, including articulatory phonetics, phonotactic structure, allophonic variation. Applications to communication disorders, ESL, elementary education, theatre, etc. Verbal and Nonverbal Symbols: A survey course in applied linguistics for communication majors, including introductions to phonology, morphology, syntax, semantics, and pragmatics. Additional topics include: variation in language use due to dialect and gender, nonverbal communication, sign languages, animal communication. Children's Communication: An overview of language acquisition, including basic information in the development of phonology, morphology/syntax, and semantics/lexicon. The second half of the course focuses on pragmatics and the acquisition of communication acts, including informing, persuading/controlling, expressing feelings, ritualizing, and imagining/play. Spoken English: Theory and practice in pronunciation and rhythm patterns of spoken American English. Emphasis on accent reduction and skill improvement for non-native speakers and occasional native speakers who wish to modify regional or nonstandard accents. Voice and Articulation: Theory and Practice: Skills in articulation and vocal expressiveness are learned through understanding theory (i.e. how the vocal mechanism works to produce sound) and practice (i.e. maximizing the quality of the speaker's natural articulation and voice in class exercises and public presentations). Because students taking this class vary in their backgrounds and needs, each student meets at least once with the teacher to establish individualized course goals and then is evaluated based upon individualized progress. Application Deadline: April 20, 2001 From macw at cmu.edu Thu Jan 11 09:01:38 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 11 Jan 2001 17:01:38 +0800 Subject: New volume Message-ID: NEW VOLUME! NEW VOLUME! NEW VOLUME! NEW VOLUME! NEW VOLUME! ----------------------------------------------------------- LANGUAGE DEVELOPMENT AND BREAKDOWN 1 Edited by JILL GILKERSON, MISHA BECKER AND NINA HYAMS The UCLA Department of Linguistics announces the publication of Language Development and Breakdown 1 as part of the ongoing UCLA Working Papers in Linguistics series. This volume is the first in what we hope will be a series of working papers devoted to issues in language acquisition, neurolinguistics, and language processing. The papers represent work in progress by scholars affiliated with UCLA. The contents of Language Development and Breakdown 1 include: TABLE OF CONTENTS LISA MATTHEWSON AND JEANNETTE SCHAEFFER Grammar and Pragmatics in the Acquisition of Article Systems IVANO CAPONIGRO Is Essere Not To Be? Evidence from Acquisition MISHA BECKER Children's Acquisition of Function Morphemes: Syntactic and Prosodic Influences SUSAN CURTISS, STELLA DE BODE, AND DONALD SHIELDS Language After Hemispherectomy HAROLD TORRENCE A Note on the Inflection of Stative and Eventive Verbs in Child English NINA HYAMS Finiteness, Aspect and Mood in Early Grammar: A Cross-Linguistic Perspective For detailed information on ordering Language Development and Breakdown 1, and the contents of the volumes previously published in UCLA WPL series, please visit the website: http://www.linguistics.ucla.edu/faciliti/wpl For all other questions/inquiries e-mail us at: uclawpl at humnet.ucla.edu From gleason at bu.edu Thu Jan 11 18:52:23 2001 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 11 Jan 2001 13:52:23 -0500 Subject: Sad news from Hungary Message-ID: It is with immense sadness that I report the sudden death of Zita Reger in Budapest some time during the first week of January. I had a warm New Year's greeting from her on the third of January. From what I have heard from friends in Hungary, a day or two after that she had plans to meet with her sisters, and when she failed to appear they went to her apartment and found her lifeless in the kitchen, where she had been preparing a meal. Plans in Hungary are incomplete, but I am sure that the child language community will want to do something to remember Zita, who, among other things, organized the Budapest meeting of the IASCL and sent us all on a memorable evening cruise down the Danube, under the lighted bridges of the city. -- Jean Berko Gleason From dromi at post.tau.ac.il Fri Jan 12 07:19:20 2001 From: dromi at post.tau.ac.il (Esther Dromi) Date: Fri, 12 Jan 2001 09:19:20 +0200 Subject: Onomatopoeic words in early vocabulary In-Reply-To: <3.0.1.32.20010110080449.006a8620@mail.netvision.net.il> Message-ID: Dear Sharon and her student??? In my CUP book on early lexical development I discussed all your questions. I am going to anyway to shortly respond to them again , hoping that it will encourage you to read this book which has examples in Hebrew. The data of course is naturalistic.( what I can not do here is to discuss the theoretical most interesting directions that are relevant to these findings). >>(1) Is there any evidence that when a child is given both the animal's >>name and the sound it produces, she will show preference for one of them? >During the pre-spurt phase children tend to pick the sound when words and sounds are prestented to them. They stick with it for a long time sometimes even for a few months despite the fact that parents consistently produce the adult animal name only. I, as a mother, responded to animal sounds as if they were true words but I never used them in isolation to refer to the referent without coupling it with the conventional name. You can consider some experiments that were done by Smith and by Woodword on this issue. >>(2) What happens if the child is given only names of animals? >> Children need to get the sounds in the input in order to map them with their referents. Children do not make the sounds from no where. The evidence comes from cross-linguistic differences in the way children refer by sounds to animals. In my data I had some baby nonconventional forms that were originated from YIDDISH. The source for those words was the caretaker who used them in interactions with the child. ( Ham, Hita etc...) >>(3) Would children use first animal names for which they know the >>onomatopoeic sound? >> >>This is the most interesting question. Only towards the end of the one-word stage( during the last eight weeks of study) Keren replaced old forms ( non-conventional) with new words ( conventional).Initially she always produced the conventional word together with the sound or baby form that she had. Thus, while looking at a picture of a horse she would say dio-sus, or sus-dio and never each of them alone...In my 1993 chapter in an edited volume by Ablex, I discussed the theoretical implications of this finding. It is highly relevant to my claim that non-categorical meanings characterize the first half of the one word stage, but disappear when children realize through linguistic experience that words name categories.It is ofcourse also related to the understanding that language is conventional. See on the Golinkoff, Mervis and Hirshpasek wonderful 1994 JCL publlication. Etti Prof. Esther Dromi Chairperson, Human Development and Education School of Education Tel Aviv University Ramat Aviv , Tel Aviv Israel 69978 email: dromi at post.tau.ac.il Fax: 972-3-640-6294 From macw at cmu.edu Sun Jan 14 08:08:04 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 14 Jan 2001 16:08:04 +0800 Subject: Misformatted table Message-ID: Dear Info-CHILDES, It appears that Table 52 in the Third Edition of the CHILDES Manual is misformatted. The categories there were supposed to be in alphabetical order, as in earlier versions of the manual, but somehow I destroyed the correct alphabetization during reformatting. A corrected version of the table in Word format can be downloaded from http://childes.psy.cmu.edu/html/morcats.doc. Thanks to Ursula Stephany for noting the problem and providing the corrected table. My apologies for the error. If need this table for your work and have any trouble downloading it, please send me a note and I will send it to you as an email attachment. Please note that the table is correct in the two earlier versions of the manual and the contents of this particular table have not changed since the first edition. --Brian MacWhinney From mark_mitchell at kmug.org Sun Jan 14 14:25:03 2001 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Sun, 14 Jan 2001 23:25:03 +0900 Subject: 'do' and 'copula' confounding? Message-ID: Greetings all. I am writing a thesis in applied psycho-ling and I was wondering if some list-members might be able to answer some nagging questions. Does one ever see a confounding of 'do' and copula in English L1 acquisition ( e.g. "It don't big" or "It isn't run" ? These are exceedingly common errors in English L2 acquisition). Pinker refers to the "meaninglessness of 'do'" as an explanation for over-tensing errors (e.g. "Does it goes?") but also postulates that children may learn to associate 'do' with infinitival verbs. Thus, 'do' may have a kind of implicit meaning for the child, as a verb marker (there is some evidence that 'ing' sometimes plays a similar role, as a verb marker, in English L2 acquisition.) The underlying central question here is: "Do children ever really utter something (productively, generatively) that does not yet carry some meaning (however implicit) for them? I am aware of research showing very early stage children can already perceive the semantic difference between indefinite and definite determiners. And philosophers from Aquinas to Kant have written about the meaning of the copula (which I have failed to really understand) but Langacker, in his cognitive grammar presents a more accessible gloss, wherein the addition of a copula can profile the extension of some relationship through a span of conceived time. Thus, "the cat on the table" differs from "the cat IS on the table" in its semantics. May not even a fairly early stage child perceive such a semantic distinction? If both copula and 'do' already have some kind of meaning for the child, prior to their productive use, then I would not expect to see confounding errors. Much obliged to all in advance. mark mitchell From Ioana.Marian at ucd.ie Mon Jan 15 12:25:22 2001 From: Ioana.Marian at ucd.ie (Ioana Marian) Date: Mon, 15 Jan 2001 12:25:22 +0000 Subject: Solidaridad con Brian Message-ID: ----- Original Message ----- From: Philippe ANGELELLI To: Fondation Genoyer ; Isabelle MEYNARD ; jeune chambre economique ; Nathalie DAVID Sent: Monday, January 08, 2001 1:24 PM Subject: TR: Solidaridad con Brian -----Message d'origine----- De : Eleonore Turcat [eturcat at hotmail.com] Envoy? : lundi 8 janvier 2001 09:00 ? : Philippe Angelelli; Monique Fabisch; Marleen Gabriels; Marianne Colonna; Marc Poulliot; Chantal DUBOIS > Objet : Solidaridad con Brian Importance : Haute Il s'agit d'un petit gar?on, Brian, ? Buenos Aires. Brian souffre d'une d?formation du muscle cardiaque et a besoin d'une transplantation. L'op?ration co?te 115 200 $. L'ISP (Internet Service Purvoyer) s'engage a verser 0,01 $ pour chaque mail, qui concerne cet enfant, portant le titre "Solidaridad con Brian" et va sur le Net. Il est donc n?cessaire d'agir rapidement. On a installe pr?s de Brian ? l'h?pital un modem pour compter... >>11,5 millions de mails sont n?cessaires pour pouvoir financer l'op?ration. >> >>Pouvez-vous, dans la mesure du possible, prendre deux minutes pour envoyer >>ce message a tous ceux dont vous connaissez l'adresse Internet ? N'oubliez >>pas le titre "Solidaridad con Brian" qui permet a l'ISP de contr?ler. >>Merci >>mille fois. >> >>PS: Soyez cool d'aider ce petit gar?on qui a besoin de vous, de nous... >>?a >>ne prendra qu'une minute de votre vie juste pour sauver la sienne... Je vous fais confiance, envoyez le au plus de monde possible Merci..............pour LUI From CMartinot at aol.com Tue Jan 16 09:16:08 2001 From: CMartinot at aol.com (CMartinot at aol.com) Date: Tue, 16 Jan 2001 04:16:08 EST Subject: Thanks to Info-Childes to keep this message for Yesim Kesli Message-ID: Dear Yesim Kesli I have received all your messages concerning the symposium in Paris about Acquisition and the construction of meaning in a crosslinguistics perspective, but all my responses are being returned to me, so if you read this message, give me another e-mail adress, or give me your postal adress so that I could send to you the research design and the story (-in english or in french, as you like), I hope you can read this message, Claire Martinot, From vickyjanssen at hotmail.com Tue Jan 16 17:16:08 2001 From: vickyjanssen at hotmail.com (vicky janssen) Date: Tue, 16 Jan 2001 17:16:08 -0000 Subject: Imitations, vocalisation, gestures and eyecontact in young children Message-ID: Hello, A few weeks ago I sended a question concerning turntaking and autonomy in young children, and I wanted to thank you all for the help you gave me. I also wish you all the best in this new millennium (better late wishes than no wishes). If possible, I'd like some more help, and this time it concerns imitations, vocalisation, gestures and eyecontact in normally hearing children from the age of 1-3. I find a lot of information in the literature concerning these topics, but the problem is the definitions of the topics must be exactly the same as the ones I use in my work. So I hope I can rely again on your knowledge and concern. Best regards Vicky Janssen Student in Speech and Language Pathology _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From aauza at prodigy.net.mx Tue Jan 16 19:00:47 2001 From: aauza at prodigy.net.mx (Alejandra Auza) Date: Tue, 16 Jan 2001 13:00:47 -0600 Subject: references Message-ID: Hi: I?m studying the acquisition and categorization of an occupational agency class in Spanish, with 90 children between 3 and 7 years. I was wondering if some of the info-childes members might be able to recommend me some recent literature about semantic overextensions. Thank you, Alejandra Auza. -------------- next part -------------- An HTML attachment was scrubbed... URL: From edwards.212 at osu.edu Tue Jan 16 21:14:38 2001 From: edwards.212 at osu.edu (Jan Edwards) Date: Tue, 16 Jan 2001 16:14:38 -0500 Subject: cross-linguistic phoneme acquisition - references Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1348 bytes Desc: not available URL: From pclancy at humanitas.ucsb.edu Fri Jan 19 19:20:26 2001 From: pclancy at humanitas.ucsb.edu (Patricia M. Clancy) Date: Fri, 19 Jan 2001 11:20:26 -0800 Subject: Japanese/Korean Conference Call for Papers Message-ID: FIRST CALL FOR PAPERS The 11th Japanese/Korean Linguistics Conference University of California at Santa Barbara June 29-July 1, 2001 Deadline for Abstract Submission: March 12, 2001 Note: This year abstracts are to be submitted ONLY by e-mail. ======================================= INVITED SPEAKERS Soonja Choi (San Diego State University, USA) Taro Kageyama (Kwansei Gakuin University, Japan) Satoshi Kinsui (Osaka University, Japan) James Yoon (University of Illinois, USA) ======================================= This year, the Japanese/Korean Linguistics Conference will be held during the 2001 LSA Linguistic Institute at the University of California at Santa Barbara. The Institute, with its dual themes of linguistic diversity (how and why languages differ) and Pacific Rim languages (synchronic and diachronic aspects of major Pacific Rim languages), will be an especially appropriate site for the conference. This conference aims to provide a forum for presenting research in Japanese and Korean linguistics, thereby facilitating efforts to deepen our understanding of these two languages, which have striking typological similarities. We especially encourage presentations which investigate both languages. Potential topics include, but are not limited to, syntax, semantics, pragmatics, discourse, typology, grammaticalization, historical linguistics, phonology, morphology, language acquisition, psycholinguistics, and sociolinguistics. Presentations, except for those by invited speakers, will be 20 minutes long, and will be followed by a 10-minute question-answer period. =================================== The address for submission of your abstract for the 11th Japanese/Korean Linguistics Conference is: pclancy at humanitas.ucsb.edu. In submitting your abstract, it is essential that you follow the instructions below: E-MAIL SUBJECT HEADER: Decide whether your abstract is primarily formal or functional, and which area of linguistics is its main focus, e.g. phonology, historical, pragmatics. Then use the following subject header for your e-mail: "JK11, Last name, First initial, Formal or Functional/ Area. For example: "JK11, Nagashima, S., Formal/Phonology". Please be aware that without this header, your message may not receive proper handling. In the body of your e-mail message, include the following: TITLE: The first line of your e-mail message should be the title of your paper. ABSTRACT: Your abstract should be a maximum of 500 words long. Be sure to COUNT THE WORDS in your abstract, and indicate the number of words in parentheses following your title. Your abstract will be returned to you if the 500-word limit is exceeded. Additional words may be used ONLY for examples and citing references. In addition to pasting your abstract in the body of your e-mail message, send your abstract as an ATTACHMENT. This is necessary for further processing of your abstract. Please send your attached file as a Microsoft Word document in RTF format. Be sure to include any non-standard fonts that you use, and allow extra time for processing attachments not in Word format. (Please do not use webmail unless you are certain that you can send your abstract as an attachment.) You will be notified by e-mail when your abstract has been received and successfully opened. AUTHOR INFORMATION: Do not include any author information in the body of your abstract. Following your abstract , include the following information, which will be removed before your abstract is sent out for review. 1. Name(s) and affiliation(s) of the author(s) 2. Address 3. Phone number 4. E-mail address of the primary author. 5. If your address, phone number or e-mail address will be different during the spring or summer, be sure to include this information. Please note that only one abstract from each individual can be considered for acceptance. One individual abstract and one jointly authored abstract may be submitted. ===================================== The proceedings of this conference will be published as Japanese/Korean Linguistics 11 by CSLI and distributed by Cambridge University Press. The conference website is being set up, and the address will be announced in the Second Call for Papers. Patricia M. Clancy Dept. of Linguistics UCSB Santa Barbara, CA 93106 (805) 893-8658 (office) (805) 893-3776 (Ling. Dept. office) (805) 893-7769 (Ling. Dept. FAX) From nisisawa at tokiwa.ac.jp Sat Jan 20 07:10:22 2001 From: nisisawa at tokiwa.ac.jp (nisisawa at tokiwa.ac.jp) Date: Sat, 20 Jan 2001 16:10:22 +0900 Subject: JSLS 2001 2nd CFP (English version) Message-ID: ????? The Third Annual Conference of the Japanese Society for Language Sciences (JSLS 2001) June 23 (Sat.)- 24 (Sun.), 2001 ???? Japan Women's University ?????? ** Second Call for Papers ** Conference Dates/ Location The Third Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 23 (Sat.)- 24 (Sun.), 2001 (2) Japan Women's University, Nishi-Ikuta Campus Kawasaki-City [30 minutes by train from downtown Tokyo] Plenary Lecture Dr. William O'Grady (University of Hawai'i at Manoa) will deliver a plenary lecture titled "Language Acquisition and Language Deficits" (tentative title). Submissions We would like to encourage submissions on research pertaining to language sciences, including topics such as language acqui- sition, psycholinguistics, psychology of language, language dis- orders, discourse, analysis, conversational analysis, and socio- linguistics. Our main purpose is to highlight research which focuses on Japanese language and the language acquisition of Japanese speakers (L1, L2), however, we also encourage submissions on other language-related topics, from diverse theoretical per- spectives and on different languages. Furthermore, we would like to invite submissions pertaining to the development of computer research tools for language research. Symposium We are planning a symposium for the second day (June, 24) of the conference. We would like interested individuals to submit proposals for the symposium by February 15, 2001. The symposium will be selected from among the submitted symposium proposals by the planning committee. Individuals submitting symposium pro- posals will be contacted regarding acceptance or non-acceptance by April 10, 2001. Qualifications for Presenters All presenters must be members of JSLS by the first day of the conference (June 23, 2001). (This applies only to the person giving the presentation. This does not apply to co-authors.). Please refer to the following website for membership informa- tion: . All presenters must pre-register for the JSLS 2001 conference by June 1, 2001. Papers which have been presented at other conferences or which have been published previously may not be submitted. You may only submit one abstract as first author. The length of each paper presentation will be thirty minutes (20 minutes for paper presentation, 10 minutes for questions). Paper presentations may be given in Japanese or English. Submission Deadline & Review Process All submissions should be mailed and postmarked by February 15, 2001 (Thu). Please send the following to the review committee chairperson, Masatoshi Sugiura. ** Paper Presentation (1) Presentation title, name of author(s), affiliation, mailing address, email address, telephone number on A4 or letter- size paper (Please use Form #2) (2) 3 copies of abstract (on A4 or letter-size paper, in 12 pt, double-spaced,maximum 4 pages, including title, tables, figures, & references). Do not include information which may reveal your identity. Abstracts will be accepted in Japanese or English. If the language in which you would like to give your presentation differs from the language of your written abstract, please let us know. (3) 2 self-addressed mailing labels (with your name, address) [This is unnecessary for those submitting abstracts by email.] Please mail your submissions to the following address (please write "JSLS paper" in red ink on the envelope): Masatoshi Sugiura JSLS2001 Review Committee Chair Graduate School of International Development Nagoya University Furo-cho, Chikusa-ku Nagoya 464-8601 JAPAN We will also accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Paper Submission). (a) save the file as "text file" or "pdf file". Please note that other formats will not be accepted. (b) save your file under your own name (ex.: miyata-susanne.pdf). Each abstract will be reviewed anonymously by several reviewers. Individuals submitting abstracts will be notified of acceptance/ non-acceptance by April 10. Individuals whose abstracts are accepted will be requested to send in a copy of their papers (6 pages maximum) by May 20, 2001, to appear in the Conference Handbook. Selected papers will be published in the conference proceedings as "Studies in Language Sciences 3" (in English) following the conference. ** Symposium (1) symposium title, name of the organizer(s), affiliation(s), mailing address, telephone number, name and affiliations of symposium participants (please use Form #3) (2) a detailed abstract of 800 to 1600 words in English or 3000to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper). The time slot for the symposium will be three hours. The discus- sion language should be English. We will only accept submissions made by email. Please address email submissions to the following address, in the following manner: (Subject: Symposium Proposal) by February 15, 2001. Please send your abstract in text or pdf file format. Fees Domestic participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) 3,500 yen 5,500 yen Late registration/on-site 5,000 yen 7,000 yen registration (after June 2, 2001) Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen Overseas participants: Registration fee Member Non-member Pre-registration (paid in full by June 1, 2001) US$30.00 US$50.00 Late registration/on-site US$45.00 US$60.00 registration (after June 2, 2001) Conference handbook US$17.00 US$25.00 Reception US$25.00 US$25.00 Individuals who apply for membership on the first day of the conference will be considered to be JSLS members. Individuals giving paper presentations who will be attending from overseas may apply for a registration fee waiver (US$30.00). Please indicate if you would like to be considered for this waiver on your submissions form. The reception has been scheduled for the evening of June 23, Saturday, 2001. We strongly encourage you to purchase the conference handbook, as it will contain copies of each paper which will be given at the conference, with tables, figures and references. Additional handouts will not be distributed at the conference, unless prepared by individual presenters. Payment Conference registration fees, conference program & reception participation fees should be paid like following: Postal deposit: Name of account: JSLS 2001 Account number: 00800-6-76832 Bank deposit: Name of account: JSLS 2001 Daihyoo: Miyata Susanne Account type/number: Futsuu 1104933 Account branch: Kamiyashiro branch (Branch number: 231) Bank name: Chukyo Bank Overseas participants: Please either (1) pay your registration fee at the conference site on the day of the conference, or (2) send a check to S. Miyata, Re: JSLS 2001 Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 We can only accept checks in US dollars. Please send a check for the appropriate sum, with a copy of your registration form (Form #1). Those who choose on-site registration will be charged the full registration fee. Those who pre-register and deposit registration fees by June 1, 2001 will qualify for the discounted registration fee. Conference Program Conference programs and handbooks will not be mailed in advance. The conference program will be sent out through the JSLS mailing list and through the JSLS homepage. The contents of the conference handbook will also be made available through the JSLS website. http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html Student Volunteers We are currently recruiting 10 student volunteers to help at the reception desk and manage the audiovisual equipment. Each student volunteer will be expected to work approximately 5 hours. Student volunteers will be free to attend conference presentations during other hours. Student volunteers will not have to pay the registration fee, and will also receive a free copy of the conference handbook. Conditions will be the same for student volunteers who are scheduled to give paper presentations. All volunteers must be student members or student non-members. Those interested in being a student volunteer must apply to the following address by May 1, 2001: S. Miyata Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 Subj: JSLS 2001 student volunteer When applying, please specify what languages you are capable of communicating in. We particularly need volunteers with fluency in English and Japanese. We will inform you of your status (acceptance/ non-acceptance) by May 15, 2001. All questions regarding the JSLS 2001 conference should be addressed to: Susanne Miyata JSLS2001 Conference Chair Faculty of Creativity and Culture Aichi Shukutoku University Sakuragaoka 23, Chikusa-ku Nagoya, Japan 464-8671 email: jsls2001-info at oscar.lang.nagoya-u.ac.jp Fax number: +81-52-781-7053 (please address to S.Miyata) (Inquiries by phone will not be accepted. ) -------------------------------------------------- Application Forms -------------------------------------------------- Form #1: Registration Form Note: (1) Conference presenters also need to submit this form. (2) If you are applying by email, please list "JSLS Registration" in the subject header and address it to I would like to register for the Second Conference of JSLS. Name: Affiliation: Mailing address (please choose one): home work Mailing address, with zip code: Telephone number: Email address: Conference handbook (please select one): Yes, I would like a conference handbook. No, I would not like a conference handbook. Reception (please select one): Yes, I would like to attend the reception. No, I do not plan to attend the reception. Amount deposited, with relevant sums: (e.g., total: 8,000 yen, registration fee: 3,000 yen, conference handbook: 3,000 yen; reception fee: 3,000 yen) Overseas participants, please indicate the method by which you will be paying your registration fee: On-site registration I will mail a check to S. Miyata If you are an overseas presenter, please indicate if you would like to apply for a registration fee waiver: Yes, I would like a waiver. No, I do not need a waiver. -------------------------------------------------- Form #2: Application form for submissions Note: If you are applying by email, please list "JSLS Submission" in the subject header and address it to . Title (Japanese): Title (English): Name of first author: Name of co-author (1): Name of co-author (2): Name of co-author (3): If the number of authors exceeds 4, please add the necessary information). Affiliation of first author: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during paper presentation: English Japanese (please choose one) JSLS membership status (please choose one): Already have applied for membership Will apply for membership by June 23, 2001 -------------------------------------------------- Form #3: Application for symposium Note: If you are applying by email, please list "symposium proposal" in the subject header and address it to . Title (Japanese): Title (English): Name of symposium organizer/representative: Affiliation of symposium organizer: Mailing address: home work (please indicate which) Mailing address, with zip code: Telephone number: Email address: Language to be used during presentation: English Japanese (please choose one) Symposium abstract: Please include the names and affiliations of your panelists, with a a detailed abstract of 800 to 1600 words in English or 3000 to 6000 characters (moji) in Japanese (equivalent to 2-4 pages A4 or letter-size paper) including the purpose and goals of your symposium. Please send your abstract in text or pdf file format. Please also indicate if you already have the commitment of your panelists, and whether (in the case that they are non-members) they would like to be considered for travel funding. ------------------------------------------------------------ http://oscar.lang.nagoya-u.ac.jp/project/JSLS2001/index-e.html ------------------------------------------------------------ From annkiddy at hotmail.com Sat Jan 20 19:55:59 2001 From: annkiddy at hotmail.com (Kim DesBarres) Date: Sat, 20 Jan 2001 13:55:59 -0600 Subject: No subject Message-ID: An HTML attachment was scrubbed... URL: From jshguo at csuhayward.edu Sun Jan 21 19:13:38 2001 From: jshguo at csuhayward.edu (Jiansheng Guo) Date: Sun, 21 Jan 2001 11:13:38 -0800 Subject: Job Opening: Asst Prof., Child Development, California State U., Hayward Message-ID: CALIFORNIA STATE UNIVERSITY, HAYWARD Position Openings for 2001-2002: Assistant Professor, child development Inquiries regarding application deadline and application package should be addressed to the department noted, at the following address: California State University, Hayward, 25800 Carlos Bee Blvd., Hayward, CA 94542. http://www.csuhayward.edu Discipline: Social Sciences Assistant Professor, child development, Dept. of Human Development: 01-02 HDEV-CHILDDEVELOP-TT. Duties: The successful candidate will teach existing courses on child development and the child in the family and community. S/he will work to strengthen the department's Child Development Option by revising, updating, and integrating the child development curriculum, and creating and teaching new courses. In addition, s/he will participate in interdisciplinary team-teaching in the Human Development core program. Qualifications: Ph.D. or equivalent terminal degree in an appropriate discipline. The successful candidate will have expertise in the socialization, enculturation, or social development of children. S/he will have demonstrated research interests and scholarly achievement in the study of African-American, Hispanic, Native-American, and/or Asian-American children. S/he must also demonstrate a strong commitment to team-teaching, interdisciplinary dialogue, and working with adult students of all ages and diverse cultural and educational backgrounds. S/he must show a record of successful teaching, preferably including the use of collaborative learning and small-group dynamics. Applicants with expertise in the use of emerging instructional technologies will receive special consideration. THE UNIVERSITY: California State University, Hayward occupies 342 acres in the Hayward hills, affording a panoramic view of nearly the entire San Francisco Bay Area. Cal State Hayward's proximity to the major Bay Area cities provides unique cultural opportunities including museums, art galleries, aquariums, planetariums, plays, musicals, sports events, and concerts. Its nearness to the Pacific Ocean and Sierra Nevada Mountains offers recreational diversion as well as excellent laboratories for educational studies. The nine major buildings contain 150 classrooms and teaching laboratories, 177 specialized instructional rooms, numerous student oriented computer labs and a library which contains a collection of over one million items accessible through HAYSTAC, its on-line catalog. The University has an enrollment of approximately 13,000 students with 600 faculty. CSUH is organized into four schools: Arts, Letters, and Social Sciences; Business and Economics; Education and Allied Studies; and Science. The University offers bachelor's degrees in 41 fields and master's degrees in 28 (in addition to Special Majors). Other programs lead to teaching, specialist, pupil personnel services, and administrative services credentials. CSUH also operates the Contra Costa Campus, a branch center in Concord, which provides full instructional support for over 1,600 upper division and graduate students. From ketrez at usc.edu Tue Jan 23 10:35:14 2001 From: ketrez at usc.edu (Nihan Ketrez) Date: Tue, 23 Jan 2001 02:35:14 -0800 Subject: acquistion of vowel harmony In-Reply-To: <3A68937A.801E7721@humanitas.ucsb.edu> Message-ID: Dear list members, I am looking for studies on the acquisition of vowel harmony (in languages such as Finnish and Turkish). I am especially interested in the role of vowel harmony on word learning/recognition. Any reference will be more than welcome. Thank you in advance. Nihan Ketrez Linguistics Department University of Southern California From roberts at mail.fpg.unc.edu Tue Jan 23 21:02:50 2001 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Tue, 23 Jan 2001 16:02:50 -0500 Subject: post-doc in neurodevelopmental disorders Message-ID: Could you please post? thanks The University of North Carolina Neurodevelopmental Disorders Research Center (UNC NDRC) is seeking fellows for a Postdoctoral Research Training Program in Neurodevelopmental Disorders. This post doctoral research training program, funded by the National Institute of Child Health and Human Development (NICHD), emphasizes research training in both the biological basis and clinical manifestations of neurodevelopmental disorders. Both clinical and basic science research opportunities are available. The anticipated start date is July 1, 2001, pending final NICHD approval. Ph.D. (basic science or clinical) or M.D. level trainees are encouraged to apply. For more information, contact: www.ndrc.unc.edu (see training grant) and see our full-color flyer at: www.fpg.unc.edu/~depot/pages/postdoc3.html. Also you can contact: Dr. Joseph Piven at jpiven at css.unc.edu (919-843-8641) or Dr. Joanne Roberts at joanne-Roberts at unc.edu 919-966-7164). The University of North Carolina is an Equal Opportunity Employer. - J From Geraldine.Hilaire at ish-lyon.cnrs.fr Tue Jan 23 15:12:33 2001 From: Geraldine.Hilaire at ish-lyon.cnrs.fr (=?iso-8859-1?Q?G=E9raldine?= Hilaire) Date: Tue, 23 Jan 2001 16:12:33 +0100 Subject: ELA 2001 Message-ID: Dear colleagues, we are pleased to inform you about the second annoucement and call for papers of ELA 2001, international symposium named "Early lexicon acquisition: normal and pathological development", which will be held in Lyon, France, from 5th to 8th december 2001. Thank you in advance for distributing this information as largely as possible. Organizing comittee --------------- ELA 2001 Early lexicon acquisition: normal and pathological development Lyon, December -5-8, 2001 Second announcement and call for papers (English version first - la version fran?aise se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Barbara Davis Michele Guidetti Jean-Adolphe Rondal Marc Bornstein Eva Berglund / Marten Eriksson ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early lexicon acquisition. It is generally assumed in the field that the first child's years of life are particularly crucial, even sometimes considered predictive for the emerging linguistic system. The aim of this conference is to bring together researchers working on early lexical acquisition, from the child's first lexical acquisitions until age 2 (chronological or mental age). Early acquisition will be considered from different perspectives : phonetics/phonology, semantics, pragmatics, concerning both aspects of language : comprehension and production. For a long time, early comprehension has been given little attention in terms of the quantity of studies devoted to it, but because of important methodological progress, an increasing body of research addresses this issue. As a consequence, studies on the development of lexical comprehension or comparing comprehension and production will be encouraged. A special interest will also be given to methodological concerns. Traditionally, the first stages of language acquisition were observed on the basis of diary studies, or on the basis of spontaneous data collected in a home context. Progressively, new data collection methods, namely more experimental methods or parental reports, emerged. This methodological diversity leads to heterogeneous results, and requires this issue to be discussed in greater detail. The third encouraged field will concern the comparison between normal and pathological or atypical development in " special " populations. A better description of the strategies involved in normal development can validate or, on the contrary, invalidate general theories of language acquisition, in addition to explaining deviant behaviors : The observation of populations displaying different behaviors can provide important information concerning the underlying mechanisms involved in language acquisition, such as the interactions between the different linguistic components. Topics o language development before age 2 (chronological or mental or linguistic age), o lexicon acquisition from different perspectives (phonetics, phonology, lexical semantics, pragmatics), o lexicon in production and comprehension, o comparisons between normal and pathological development, o crosslinguistic comparisons, o comparisons between different methodologies, o communicative gestures *********************************************************** ORGANIZING COMITTEE Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Frederique Gayraud Sophie Gonnand Geraldine Hilaire Sophie Kern Anetta Kopecka Anne Viguie *********************************************************** SCIENTIFIC COMITTEE Eve Clark Frederique Gayraud Harriet Jisa Maryline Legaegere Judy Reilly Inge Zink *********************************************************** DEADLINES o March, 1: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comit? d'organisation du colloque "Lexique pr?coce" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2001 at ddl.ish-lyon.cnrs.fr o June, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. o September, 1: Deadline for submission of papers (further information will be posted later) *********************************************************** REGISTRATION Before June, 30 - Non-Students : 800 French francs (121,95 euros) - Students : 400 FF (60,97 euros) Late registration - Non-Students : 1000 FF (152,6 euros) - Students : 500FF (76,33 euros) Registration fees include: conference participation, conference program, CD-rom of the proceedings, coffee breaks and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more informations on the conference: Colloque ELA2001 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2001 at ddl.ish-lyon.cnrs.fr internet : www.ddl.ela2001.ish-lyon.cnrs.fr ****************************************************** VERSION FRAN?AISE CONF?RENCIERS INVIT?S: Barbara Davis Michele Guidetti Jean-Adolphe Rondal Marc Bornstein Eva Berglund / Marten Eriksson ****************************************************** LANGUE DE LA CONF?RENCE : fran?ais/anglais ****************************************************** Le th?me g?n?ral de ce colloque est l'acquisition pr?coce du lexique chez l'enfant. Il en effet g?n?ralement admis par la communaut? scientifique engag?e dans ce domaine que les premi?res ann?es de vie d'un nourrisson sont particuli?rement d?cisives pour le d?veloppement ult?rieur du syst?me linguistique, certains allant jusqu'? leur attribuer un caract?re pr?dictif. Cette rencontre se propose donc de r?unir des chercheurs travaillant sur les premi?res acquisitions lexicales de l'enfant depuis leurs premi?res manifestations jusqu'? l'?ge de 2 ans (?ge chronologique ou mental) environ. Les premi?res acquisitions seront trait?es de diff?rents points de vue : phon?tique/phonologique, s?mantique mais ?galement pragmatique ; et ce, pour les deux versants du langage, ? savoir la production et la compr?hension. En effet, gr?ce ? d'importantes avanc?es m?thodologiques, la compr?hension pr?coce longtemps consid?r?e comme le parent pauvre en termes de nombre d'?tudes lui ?tant d?di?es, conna?t un regain d'int?r?t non n?gligeable. Par cons?quent, seront encourag?s les recherches portant sur le d?veloppement de la compr?hension lexicale chez le tr?s jeune enfant, ou ? d?faut celles qui comparent le versant r?ceptif au versant productif. Seront ?galement encourag?s des r?sultats obtenus par le biais de m?thodologies diff?rentes. Traditionnellement, les premi?res ?tapes de l'acquisition du langage sont d?crites ? partir de journaux d'apprenants ainsi que par le biais de donn?es spontan?es collect?es en contexte familier. Progressivement l'?ventail des m?thodologies s'est diversifi? avec l'ajout de m?thodes exp?rimentales et de compte-rendus parentaux. Cette diversit? m?thodologique a pour cons?quence une grande h?t?rog?n?it? des r?sultats qu'il serait souhaitable de discuter avec pr?cision. Enfin, le dernier axe favoris? dans cette rencontre est celui de la comparaison entre le d?veloppement normal et le d?veloppement pathologique ou atypique des populations qualifi?es de "sp?ciales ". Il va de soi qu'une meilleure description des strat?gies acquisitionnelles de l'enfant ? d?veloppement normal sert ? valider ou au contraire ? infirmer les th?ories g?n?rales de l'acquisition du langage actuelles ainsi qu'? expliciter les comportements d?viants. Mais l'inverse est vrai, puisque l'observation de population ? comportements diff?rents apportera des informations non n?gligeables sur les m?canismes sous-jacents ? l'acquisition du langage, comme par exemple sur la fa?on dont les diff?rentes composantes traditionnellement distingu?es en linguistique interagissent. Th?mes o d?veloppement langagier avant l'?ge de 2 ans (?ge chronologique, mental ou linguistique), o acquisition du lexique de diff?rents points de vue (phon?tique, phonologique, s?mantique lexicale, pragmatique), o lexique en compr?hension et en production o comparaisons entre d?veloppement normal et pathologique o comparaisons translinguistiques, o comparaisons entre diff?rentes m?thodologies o gestes communicatifs *********************************************************** COMIT? D'ORGANISATION Laboratoire Dynamique du Langage UMR 5596 (CNRS & Universit? Lyon2) Fr?d?rique Gayraud Sophie Gonnand G?raldine Hilaire Sophie Kern Anetta Kopecka Anne Viguie *********************************************************** COMIT? SCIENTIFIQUE Eve Clark Fr?d?rique Gayraud Harriet Jisa Maryline Lejaegere Judy Reilly Inge Zink *********************************************************** CALENDRIER o 1er Mars 2001 : date limite de l'envoi des r?sum?s Les participants int?ress?s sont invit?s ? envoyer en 3 exemplaires : 1) - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es ?lectroniques - 3 mots-cl?s - un r?sum? en deux pages maximum (r?f?rences incluses) 2) un document s?par? comprenant : - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es postales et ?lectroniques - type de materiel souhait?e pour la pr?sentation orale : vid?oprojecteur, r?troprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comit? d'organisation du colloque "Lexique pr?coce" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent ?galement ?tre adress?s par e-mail ? : ddl-ela2001 at ddl.ish-lyon.cnrs.fr o 1 juin 2001 : r?ception de la notification de l'acceptation de la communication. En fonction de la structure du programme, la communication sera accept?e en tant que pr?sentation orale (20 minutes + 10 minutes de question) ou en tant que communication affich?e. o 1 septembre 2001 : date limite d'envoi des textes de la communication (des informations compl?mentaires seront donn?es ult?rieurement). *********************************************************** INSCRIPTIONS Avant 30 juin 2001 Chercheurs, enseignants/chercheurs : 800 francs (121.95 _) Etudiants : 400 francs (60,97 _) Apr?s 30 juin 2001 Chercheurs, enseignants/chercheurs : 1000 francs (152.6 _) Etudiants : 500 francs (76,33 _) Les droits d'inscription comprennent : l'acc?s au colloque, le programme, le CD-rom des actes, les pauses caf?s, la visite de Lyon. (le mode de paiement sera sp?cifi? dans une troisi?me circulaire aux conf?renciers retenus) *********************************************************** Pour toutes informations compl?mentaires : Colloque ELA2001 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2001 at ddl.ish-lyon.cnrs.fr internet : www.ddl.ela2001.ish-lyon.cnrs.fr _________________________________________ G?raldine Hilaire Institut des Sciences de l'Homme (ISH) Dynamique du Langage (DDL) 14, avenue Berthelot 69363 Lyon Cedex - FRANCE Phone: - +33 4 72 72 64 32 Fax: +33 4 72 72 65 90 E-Mail: Geraldine.Hilaire at ish-lyon.cnrs.fr Institut de Psychologie Laboratoire Cognition et D?veloppement 71 avenue Edouart Vaillant 92774 Boulogne Cedex E-Mail: Geraldine.Hilaire at psycho.univ-paris5.fr _________________________________________ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 14902 bytes Desc: not available URL: From macwhinn at hku.hk Thu Jan 25 03:35:48 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Thu, 25 Jan 2001 11:35:48 +0800 Subject: CHILDES bib access errors Message-ID: Dear Info-CHILDES, It appears that a few people were having trouble running searches on the on-line version of the CHILDES bibliography. The server would report an error generating the "top of the list." On further testing it appears that these errors were most common when using Internet Explorer on the Mac as the browser. We changed a setting in the server software and this problem now seems to have largely gone away, although not totally. If you experience any problems with using the on-line CHILDES bib, please tell me, including the browser you are using and the operating system. Many thanks. --Brian MacWhinney From david.barner at mcgill.ca Thu Jan 25 09:55:37 2001 From: david.barner at mcgill.ca (David Barner) Date: Thu, 25 Jan 2001 09:55:37 +0000 Subject: Light verbs In-Reply-To: Message-ID: Dear info-CHILDES members, I?m currently working on a project investigating, in part, the acquisition of so-called ?light verbs?, such as have, do, give, take, etc. The acquisition of such verbs has been studied by Eve Clark, for their ?general purpose? qualities in early communication. I wonder if list members can suggest any additional acquisition studies on these particular verbs and/or the constructions in which they occur? Studies of non-English speaking children would also be of interest. Thanks for your suggestions. David Barner McGill University -------------- next part -------------- An HTML attachment was scrubbed... URL: From macwhinn at hku.hk Fri Jan 26 08:30:04 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Fri, 26 Jan 2001 16:30:04 +0800 Subject: CHILDES manual Message-ID: Dear Info-CHILDES, When the 2000 version (third edition) of the CHILDES manual was first published, it was marketed in a variety of confusing formats, many of which did not include the CD-ROM. Now it is being marketed in only one format, which is two volumes with a CD-ROM. Lawrence Erlbaum has now corrected this in their ordering systems and has also corrected it at amazon.com for people in the United States and at www.eurospan.co.uk for people in Europe. It is not yet fully corrected at www.barnesnoble.com, but it will be soon. I hope this eliminates the confusion that some people experienced in the past. --Brian MacWhinney From rchumak at acs.ryerson.ca Fri Jan 26 20:13:56 2001 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Fri, 26 Jan 2001 12:13:56 -0800 Subject: research guidelines Message-ID: I am looking for a basic guidebook to use with my undergraduate child language research group. They are starting from square one and I would like to direct them to readings dealing with the "how" of the trade. Will post results and thank you. Roma Chumak-Horbatsch From david.barner at mcgill.ca Sat Jan 27 14:45:39 2001 From: david.barner at mcgill.ca (David Barner) Date: Sat, 27 Jan 2001 14:45:39 +0000 Subject: Light verb summary Message-ID: Dear info-CHILDES list members, A huge thankyou to all those who so generously offered references, and resources for locating others (on light/general purpose verbs and their acquisition). Below is a compilation of suggestions to date, listed by contributor. My apologies if I missed anyone. Thanks once more, David Barner School of Communication Sciences and Disorders, McGill University http://www.psych.mcgill.ca/misc/tungs/ P.S. Any additional references would of course be appreciated! --DB Lorraine McCune: Ninio, A. (1999). Journal of Child language 26, 619-653. Lois Bloom: Bloom, L., Lifter, K., & Hafitz, J. (1980). Semantics of verbs and the development of verb inflection in child language. Language, 56, 386-412. Bloom, L., Merkin, W., & Wootten, J. (1982). Wh-questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. Bloom, L., Rispoli, M., Gartner, B., & Hafitz, J. (1989). Acquisition of complementation. Journal of Child Language, 16, 101-120. Bloom, L., Tackeff, J., & Lahey, M. (1983). Learning to in complement constructions. Journal of Child Language, 10, 391-406. Shanley Allen See work of Angeliek van Hout, now at Rijksuniversiteit Groningen Laura Boynton Hauerwas Boynton Hauerwas, L. (1998) The role of general-all-purpose verbs in language acquisition: a comparison of children with specific language impairments and their language matched peers. Unpublished Disseration Northwestern University. Mela Sarkar Giry-Schneider, Jacqueline. (1978). Les nominalisations en fran?ais: L'op?rateur faire dans le lexique. Gen?ve: Droz. Ibrahim, A. H. (1996). La forme d'une th?orie du langage ax?e sur les termes supports. Langages, 121, 99-119. Martinot, C. (1996). Pr?dicats et supports chez un enfant de 3 ans. Langages, 121, 73-90. Martinot, C. (1998). D?veloppement de la construction argumentale de trois verbes essentiels: mettre, prendre, donner. Langue fran?aise, 118, 61-83. Claire Martinot Pr?dicats et supports chez un enfant de 3 ans, in Langages 121, mars 1996, Paris, Larousse (verbe : mettre) Les verbes supports dans l'acquisition de la syntaxe, in Actes du Colloque International de Besan?on sur l'acquisition de la syntaxe en langue maternelle et en langue ?trang?re, Les Belles Lettres, Paris, 1997 (n?631 des Annales litt?raires de l'Universit? de Franche-Comt?) (Eve Clark was invited in this symposium I had organized) D?veloppement de la construction argumentale de trois verbes essentiels : mettre, prendre, donner, in Langue fran?aise 118 , mai 1998. Susan Foster-Cohen In my own work on Navajo bilingualism, I touched on them [light verbs] in relation to the role they can play in code-switched utterances by children where they function as semantically bled main verbs with the complement in the other language. So you get things like [dump-tray] you-do-it. (= you dump your tray (at the school cantine)) where the [dump tray] part is in English and the verb is in Navajo. Shula Chiat Watkins, R.V., Rice, M.L. & Moltz, C.C. (1993). Verb use by language-impaired and normally developing children First Language 13, 133-43. Conti-Ramsden, G. & Jones, M. (1997). Verb use in specific language impairment. Journal of Speech, Language and Hearing Research 40, 1298-313. Chiat, S. (2000). Understanding children with language problems. Cambridge: CUP. (Part II on verb processing). Yasuhiro Shirai Morimoto, Yukiko. 1996. The acquisition of verb constructions in Japanese. Qualifying paper, Department of Linguistics, Stanford University. Miquel Serra Monica Sanza in her M. thesis has wroked this topic and has found for normal developing children at 2,5 (n=7) 51% of lights verbs and at 3,3 years (n=5) 46%. If you want more information about her work you can contact her: monicast at psi.ub.es Anat Ninio Ninio, A. (1999). Pathbreaking verbs. Journal of Child Language, 29, 619-653. Another paper with an emphasis on intransitive verbs is: Ninio, A. (1999). Model learning. International Journal of Bilingualism, 3, 111-131. Sigal Uziel-Karl Steve Pinker has work on light verbs in English, Angelique van Hoot on light verbs in Dutch, Ruth Berman and Anat Ninio have papers on these verbs in Hebrew, and I have just completed a dissertation in which I discuss the role of these verbs in Hebrew child-language. Berman, R. A. 1993a. Developmental perspectives on transitivity: A confluence of cues. In Y. Levy (ed.), Other Children Other Languages: Issues in the Theory of Language Acquisition. Erlbaum, pp. 189-241. Berman, R. A. & S. Armon-Lotem. 1996. How grammatical are early verbs? In C. Martinot (ed.), Actes du Colloque International sur L?acquisition de la Syntaxe en Langue Maternelle et en Langue Etrangere. Universite de France-Comte, Besancon. Paris: Les Belles Lettres, pp. 17-59. Clark, E. V. 1978. How children describe time and order. In C. A. Ferguson and D. I. Slobin (eds.), Studies of Child Language Development. New York: Holt, Rinehart and Winston, pp. 585-606. Clark, E. V. 1993. The Lexicon in Acquisition. Cambridge University Press. Hollebrandse, B. & A. van Hoot. 1995. Light verb learning in Dutch. Paper presented at the TINdag, Utrecht, pp. 65-89. Hollebranse, B. & A. van Hoot. 1996. Light verb learning is light verb learning. In M. Dickey and S. Tunstall (eds.), Experimental Linguistics. University of Massachusetts Occasional Papers 19. Amherst: GLSA, pp. 261-288. Hollebranse, B. & A. van Hoot. 1998. Aspectual bootstrapping via light verbs. In N. Dittmar and Z. Penner (eds.), Issues in the Theory of Language Acquisition. Bern: Peterlang, pp. 113-134. Ninio, A. 1999. Pathbreaking verbs in syntactic development and the question of prototypical transitivity. Journal of Child Language 26, 619-653. Pinker, S. 1989. Learnability and Cognition: The Acquisition of Argument Structure. Cambridge, MA: MIT Press/Bradford Books. Uziel-Karl, S. 1999. Children?s verb lexicon. Proceedings of the 30th Child Language Research Forum, pp. 41-49. -------------- next part -------------- An HTML attachment was scrubbed... URL: From vickyjanssen at hotmail.com Sun Jan 28 11:40:39 2001 From: vickyjanssen at hotmail.com (vicky janssen) Date: Sun, 28 Jan 2001 11:40:39 -0000 Subject: Thanks Message-ID: Thank you folks for all of your help! Vicky Janssen Student in speech and language pathology. _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From annkiddy at hotmail.com Sun Jan 28 16:57:06 2001 From: annkiddy at hotmail.com (Kim DesBarres) Date: Sun, 28 Jan 2001 10:57:06 -0600 Subject: book-sharing and preschool children with language impairments Message-ID: Dear Info-Childes members, First, a thank you to those who responded to my inquiry about book-sharing and preschool children with language impairments. I received valuable references from Judith Vander Woude, Diane Pesco, Mary Ann Evans, Natacha Trudeau, and Roma Chumak-Horbatsch. Below, you will find the references I've gathered: Armstrong, M., & Pruett, A. (2000). Shared reading: A comparison of children with language impairment and normal language abilities. Paper presented at the American Speech-Language-Hearing Association Convention, Washington, DC. Bradshaw, M. L., Hoffman, P. R., & Norris, J. A. (1998). Efficacy of expansions and cloze procedures in the development of interpretations by preschool children exhibiting delayed language development. Language, Speech & Hearing Services in the Schools, 29(2), 85-95. Crain-Thoreson, C., & Dale, P. S. (1999). Enhancing linguistic performance: Parents and teachers as book reading partners for children with language delays. Topics in Early Childhood Special Education, 19(1), 28-39. Crowe, L. K. (2000). Reading behaviors of mothers and their children with language impairment during repeated storybook reading. Journal of Communication Disorders, 33, 503-524. Dale, P. S., Crain Thoreson, C., Notari Syverson, A., & Cole, K. (1996). Parent-child book reading as an intervention technique for young children with language delays. Topics in Early Childhood Special Education, 16(2), Special-Education. Evans, M. A., & Schmidt, F. (1991). Repeated maternal book reading with two children: Language-normal and language-impaired. First Language, 11, 269-287. Ezell, H., & Justice, L. (1998). A pilot investigation of parents' questions about print and pictures to preschoolers with language delay. Child Language Teaching & Therapy, 14(3), 273-278. Fey, M. E., Cleave, P. L., Ravida, A. I., Long, S. H., DeJemel, A. E., & Easton, D. L. (1993). Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. Journal of Speech & Hearing Research, 36(1), 141-157. Hargrave, A. C., & Senechal, M. (2000). A book reading intervention with preschool children who have limited vocabularies: The benefits of regular reading and dialogic reading. Early Childhood Research Quarterly, 15(1), 15-90. Hoffman, P. R. (1997). Phonological intervention within storybook reading. Topics in Language Disorders, 17(2), 69-88. Kaderavek, J., & Sulzby, E. (1991). Issues in emergent literacy for children with language impairments (CIERA Report #2-002): National Institute on Early Childhood Development and Education. (can be downloaded at www.ciera.org.) Kaderavek, J., & Sulzby, E. (1997). Oral narratives and emergent bookreadings of typically developing and language impaired children. Paper presented at the Annual Meeting of the National Reading Conference, Scottsdale, AZ. Kirchner, D. M. (1991). Reciprocal book reading: A discourse-based intervention strategy for the child with atypical language development. In T.M.Gallagher & N. Rees (Eds.), Pragmatics of language: Clinical practice issues. San Diego, CA: Singular Group. Mogford-Bevan, K. P., & Summersall, J. (1997). Emerging literacy in children with delayed speech and language development: Assessment and intervention. Child Language Teaching & Therapy, 13(2), 143-159. Paul, R., & Smith, R. L. (1993). Narrative skills in 4 year-olds with normal, impaired, and late-developing language. Journal of Speech and Hearing Research, 36, 592-598. Pelligrini, A., Brody, G. H., & Sigel, I. E. (1985). Parents' teaching strategies with their children: The effects of parental and child status variables. Journal of Psycholinguistic Research, 14(6), 509-521. Ratner, N. B., Parker, B., & Garner, P. (1993). Joint book reading as a language scaffolding activity for communicatively impaired children. Seminars in Speech and Language, 14(4), 296-313. Scheffel, D. L. (1985). An investigation of discourse features of mother-child verbal interaction with normal and language impaired children in the context of story reading. Northwestern U. Schneider, P., & Hecht, B. F. (1995). Interaction between children with developmental delays and their mothers during a book-sharing activity. International Journal of Disability, Development & Education, 42(1), 41-56. Tyler, A. A., & Sandoval, K. T. (1994). Preschoolers with phonological and language disorders: Treating different linguistic domains. Language, Speech, and Hearing Services in Schools, 25, 215-234. van Kleeck, A., & Vander Woude, J. (1999). Conversations between parents and children with delayed language during book sharing. Paper presented at the American Speech-Language-Hearing Association Annual Convention, San Francisco. Vander Woude, J., & Barton, E. (in press). Specialized Corrective Repair Sequences: Shared Book Reading with Children with Histories of Specific Language Impairment. Wagner, C. R., Nettelbladt, U., Sahlen, B., & Nilholm, C. (2000). Conversation versus narration in pre-school children with language impairment. International Journal of Language and Communication Disorders, 35(1), 83-93. Yoder, P. J., Spruytenburg, H., Edwards, A., & Davis, B. (1995). Effect of verbal routine contexts and expansions on gains in the mean length of utterance in children with developmental delays. Language, Speech, and Hearing Services in Schools, 26, 21-32. Kim M. DesBarres, M.S., CCC-SLP Doctoral Student Child Language Development and Disorders School of Human Development and Communication Sciences University of Texas at Dallas _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com From annkiddy at hotmail.com Sun Jan 28 19:31:37 2001 From: annkiddy at hotmail.com (Kim DesBarres) Date: Sun, 28 Jan 2001 13:31:37 -0600 Subject: book-sharing and children with language impairments Message-ID: Dear Info-Childes, A couple of corrections to the references I sent out earlier today: The Dale, et al. (1996) article's page numbers are 213-235. The Kirchner (1991) chapter is in a book edited by T.M. Gallagher only (Rees wrote a preface to the book). The page numbers are 307-332. Thanks to Sandy Friel-Patti for bringing these errors to my attention. Kim M. DesBarres, M.S., CCC-SLP Doctoral Student Child Language Development and Disorders School of Human Development and Communication Disorders University of Texas at Dallas _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com From asanord at ling.gu.se Mon Jan 29 15:37:04 2001 From: asanord at ling.gu.se (Asa Nordqvist) Date: Mon, 29 Jan 2001 16:37:04 +0100 Subject: new list on CI research! Message-ID: Dear colleagues, Some time ago we sent out a request for research on language development in children with Cochlear Impants. We received quite a lot of responses, and we thank you for that. If anyone is interested in a summary, please feel free to contact me and I will provide that. In addition, as a response to the feedback we received, and since we feel that it would be fruitful to have a place where CI researchers can share results, questions and experiences, we have just started a new e-mail list: ci-langdev at ling.gu.se. If you are interested in subscribing, please follow these instructions: Send an e-mail to and write: subscribe in the body text (NOT on Subject line) (In case you want to be deleted, do the same procedure but write 'unsubscribe'.) If you know of other people who might be interested, please feel free to forward this message. Best wishes, ?sa Nordqvist and Kerstin Nelfelt, G?teborg University, Sweden ********************************************************************* AAsa Nordqvist PhD-student Dept of Linguistics phone: +46-31-7734627 Goeteborg University fax: +46-31-7734853 Box 200 e-mail: asanord at ling.gu.se SE-405 30 Goeteborg http://www.ling.gu.se/~asanord/ Sweden ********************************************************************* From lieven at eva.mpg.de Tue Jan 30 11:13:34 2001 From: lieven at eva.mpg.de (Elena Lieven) Date: Tue, 30 Jan 2001 12:13:34 +0100 Subject: ph.d studentships Message-ID: Ph.D. studentships for the study of language development Applications are invited for two funded Ph.D. studentships. Students will be attached to the Max Planck Child Study Centre and registered for degrees in the Department of Psychology at the University of Manchester. The Centre is run by Dr. Elena Lieven and is funded by the Department of Comparative Psychology (Director: Professor Michael Tomasello) at the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. Tomasello and Lieven's research in the Centre focuses on the development of language (especially grammar) and consists in the collection and analysis of naturalistic and experimental data for both English and German-speaking children. You must have or expect to attain this summer, a good honours degree in Psychology, Linguistics or an associated discipline. Funding will consist of 21.600DM per annum plus support for travel and equipment. The Home/EC rate for fees will be paid by the MPI. Non-EC students will normally have to find the difference between the EC fee and the Overseas fee themselves (about ?6500). Applications must be made on University of Manchester postgraduate application forms, which can be obtained from Ms. Sylvia Lavelle, Department of Psychology, The University of Manchester, M13 9PL, UK (email: lavelle at fs4.psy.man.ac.uk) and completed applications must reach Ms. Lavelle by 16th February 2001 at the latest. Interviews for UK-based candidates are expected to take place on March 1st 2001. -- Elena Lieven Max Planck Institute for Evolutionary Anthropology Inselstrasse 22 D-04103, Leipzig, Germany Tel: 00 49 341 99 52 404 (secretary: Henriette Zeidler: 400) Email: lieven at eva.mpg.de From jmm at uni-hamburg.de Tue Jan 30 14:55:52 2001 From: jmm at uni-hamburg.de (=?iso-8859-1?Q?=22J=FCrgen_M=2E_Meisel=22?=) Date: Tue, 30 Jan 2001 15:55:52 +0100 Subject: Job opportunity, University of Hamburg Message-ID: University of Hamburg Collaborative Research Center on Multilingualism Max Brauer-Allee 60 D-22765 Hamburg sfb538 at uni-hamburg.de Job opportunities as of April 1st, 2001 1 post-doctoral researcher (full position) or 2 post-graduate researchers (half positions) in a research project on "Simultaneous and Successive Acquisition of Bilingualism" (Principal investigator: J. M. Meisel). This project investigates similarities and differences in grammatical development between bilingual first language acquisition, monolingual first language acquisition, and adult second language acquisition. It is one of 13 projects of the Collaborative Research Center on Multilingualism funded by the DFG (Deutsche Forschungsgemeinschaft, German Research Foundation) established at the University of Hamburg in 1999. All positions begin April 1st 2001 and will extend until at least June 30, 2002, the end of the current funding period. They can be further extended for a total of five years, in accordance with ? 57b Hochschulrahmengesetz. The salary of the post-doctoral researcher corresponds to that of a lecturer in German universities (BAT IIa); the weekly work load amounts to 38 hours. The post-graduate researchers must hold an M.A. (or equivalent). He or she will receive approximately half of the BAT IIa salary for a work load of 19,5 hours per week and will be expected to complete a doctoral dissertation on a topic related to the theme of the research project. The post-doctoral candidate will be expected to co-direct this research group together with J.M. Meisel. Research results obtained during the work on this projects may be included in the dissertation. Requirements are: good knowledge of syntactic theory (Principles and Parameters Theory and/or the Minimalist Program), experience with language acquisition research, and good knowledge of at least two of the following languages: German, French, Spanish, Portuguese, Basque. Also desirable would be experience with corpus analysis and/or computer skills. The University of Hamburg wishes to increase the number of women among their academic staff and therefore encourages women to apply. In accordance with Hamburg law (Gleichstellungsgesetz), female candidates will be given priority in case of equal qualifications with male applicants. Handicapped applicants will be given priority over other candidates, in case of equal qualifications. Send application (including CV, list of publications, names of two referees) by February 24th, 2001 to Prof. J. M. Meisel at the above address; for further inquiries contact J.M. Meisel at jmm at uni-hamburg.de or visit our homepage at http://www.rrz.uni-hamburg.de/SFB538/ -------------- next part -------------- An HTML attachment was scrubbed... URL: