From macwhinn at hku.hk Thu Mar 1 03:33:54 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Thu, 1 Mar 2001 11:33:54 +0800 Subject: addition to Shiro documentation Message-ID: Dear Info-CHILDES, Martha Shiro asked me to add this additional clarificatory information regarding her corpus of narratives from Venezuelan children: The narratives in this data were collected from 113 Venezuelan children by Martha Shiro of Universidad Central de Venezuela for a doctoral thesis under the direction of Catherine Snow, Lowry Hemphill, and Victoria Purcell-Gates of the Harvard Graduate School of Education. --Brian MacWhinney From Frank.Wijnen at let.uu.nl Mon Mar 5 09:14:00 2001 From: Frank.Wijnen at let.uu.nl (Wijnen, Frank) Date: Mon, 5 Mar 2001 10:14:00 +0100 Subject: Annual Review of Language Acquisition #2 Message-ID: CALL FOR PAPERS John Benjamins Publishing Company invites submissions for THE ANNUAL REVIEW OF LANGUAGE ACQUISITION, VOL. 2 (2002) Editors: Lynn Santelmann, Portland State University Maaike Verrips, Utrecht University Frank Wijnen, Utrecht University The Annual Review is devoted to research in the domain of first language acquisition, i.e., the process of acquiring command of a first language. It focuses on research which has been reported in recently defended Ph.D. theses. The major share of contributions to the yearbook consist of 10.000 word (approximately) excerpts from, or edited summaries of, dissertations addressing issues in first language acquisition, including bilingual first language acquisition. These papers should be written by the original author of the dissertation, conform to the format of a journal article, and thus be comprehensible without reference to the source text. The Annual Review publishes reports of original research pertaining to various approaches to first language and bilingual first language acquisition, be it experimental, observational, computational, clinical or theoretical, provided that the work is of high quality. The Annual Review also welcomes studies in which first language acquisition is compared to second language acquisition, as well as studies on language acquisition under abnormal conditions. In all of the areas covered, the Annual Review of Language Acquisition is dedicated to creative and groundbreaking research. The yearbook, in its printed form, will be supplemented by an attractive website. The website will give access to electronic copies of the printed papers, but, more importantly, will also present background materials such as a resume for the author, excerpts of audio or video materials related to the reported research, tips for further reading, and links to relevant websites. Any student who has a dissertation completed between October 1999 and December 2000 is invited to submit a manuscript based on this work. In order to be eligible for publication, the manuscript should be of outstanding quality. Particularly, contributions are sought which excel with regard to the integration of behavioral data and (psycho)linguistic theorizing. More specifically, the Annual Review solicits papers which: · develop new theoretical ideas to account for a set of facts; · open up a new empirical domain or new set of data, e.g. explore a relatively unknown language, or apply a new or unknown experimental approach; · report findings that are considered important for pertinent debates in the field. Submitted papers will be thoroughly reviewed by at least two members of the editiorial board and/or external advisers. In addition to the research reports sketched above, each issue of the Annual Review will contain one critical review of the state-of-the-art in a subdomain of first language acquisition research. This paper will be commissioned by the editors. Deadline for submissions to the 2002 issue (Vol. 2): April 1, 2001 Address for correspondence: Editors of ARLA UIL-OTS, Utrecht University Trans 10 3512 JK Utrecht The Netherlands For further information, write to: ARLA at let.uu.nl ARLA Editorial Board Peter Culicover, The Ohio State University Katherine Demuth, Brown University Jeff Elman, UCSD Louann Gerken, University of Arizona Marco Haverkort, Rijksuniversiteit Groningen Jack Hoeksema, Rijksuniversiteit Groningen Angeliek van Hout, Rijksuniversiteit Groningen Nina Hyams, UCLA Claartje Levelt, Vrije Universiteit Amsterdam Laurence B. Leonard, Purdue University Natascha Müller, Universität Hamburg Johanne Paradis, University of Alberta William Philip, Universiteit Utrecht Susan Powers, Universität Potsdam Thomas Roeper, University of Massachusetts, Amherst Petra Schulz, Universität Konstanz Ann Senghas, Barnard College William Snyder, University of Connecticut Daniel Swingley, Max Planck Institute for Psycholinguistics Karin Stromswold, Rutgers University Jill de Villiers, Smith College From A.Monshouwer at ped.kun.nl Mon Mar 5 05:06:50 2001 From: A.Monshouwer at ped.kun.nl (Anton Monshouwer) Date: Mon, 5 Mar 2001 13:06:50 +0800 Subject: NEW BOOK on moral development and education Message-ID: Has appeared: Wouter van Haaften, Thomas Wren, and Agnes Tellings (Eds.), MORAL SENSIBILITIES AND EDUCATION I: The preschool child Bemmel-London-Paris: Concorde Publishing House ISBN 90-76230-04-8; Pb; 152 p.; price Dfl. (NLG) 35.- (= about 17.50 US$) Keywords: Moral Education; child development; the preschool child For more information see http://www.concorde-publisher.com CONTENTS INTRODUCTION 1. Sharon Lamb: THE PAST, PRESENT, AND FUTURE OF EARLY MORAL DEVELOPMENT 2. Carolyn Zahn-Waxler & Paul D. Hastings: DEVELOPMENT OF EMPATHY: ADAPTIVE AND MALADAPTIVE PATTERNS 3. Jacqueline Goodnow: MORAL DEVELOPMENT: ISSUES AND APPROACHES 4. Bill Puka: CHARACTER EDUCATION AND THE YOUNG CHILD 5. Robert L. Campbell: PIAGET'S MORAL PSYCHOLOGY IN POST-KOHLBERGIAN PERSPECTIVE 6. Thomas E. Wren: THINKING ABOUT MORAL PSYCHOLOGY IN THREE DIMENSIONS ABOUT THE AUTHORS For order forms, methods of payment, and a picture of the book see http://www.concorde-publisher.com For more information please contact mailto:concorde at bigfoot.com Dr. Anton Monshouwer, University of Nijmegen, The Netherlands -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Tue Mar 6 09:41:38 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Tue, 6 Mar 2001 09:41:38 +0000 Subject: NEW BOOK Message-ID: Dear info-childes, May I take the opportunity of announcing the publication this month of a new book on language acquisition: Kyra Karmiloff and Annette Karmiloff-Smith (2001) "Pathways to Language: From fetus to adolescent" Developing Child Series, Harvard University Press. Contents Preface Chapter 1 - What is language acquisition? Chapter 2 - Experimental paradigms for studying language acquisition Chapter 3 - Speech perception in and out of the womb Chapter 4 - Learning about the meaning of words Chapter 5 - Becoming a grammatical being Chapter 6 - Beyond the sentence Chapter 7 - Atypical language development Chapter 8 - Rethinking the Nature/Nurture debate References Index From the cover: "A timely, clear, and valuable book, which offers a masterful overview of the many passionately held positions on the origins and development of language" - Dan Slobin, University of California, Berkeley "....emphasis on the way that many factors move development forward. With its graceful, lucid style, Pathways to Language takes the reader on a journey, vividly conveying the excitement of all the new discoveries of recent years that have so deeply changed our understanding of what it means to "learn language" - Roberta Golinkoff, University of Delaware. The journey to language begins before birth, as babies in the womb hear clearly enough to distinguish their mother's voice. Canvassing a broad span of experimental and theoretical approaches, this book introduces new ways of looking at language development. A remarkable mother-daughter collaboration, Pathways to Language balances the respected views of a well-known scholar with the fresh perspective of a younger colleague prepared to challenge current popular positions in these debates. The result is an unusually subtle, even-handed, and comprehensive overview of the theory and practice of language acquisition, from fetal speech processing to the development of child grammar to the sophisticated linguistic accomplishments of adolescence, such as engaging in conversation and telling a story. With examples from the real world as well as from the psychology laboratory, Kyra Karmiloff and Annette Karmiloff-Smith look in detail at the way language users appropriate words and grammar. They present in-depth evaluations of different theories of language acquisition. They show how adolescent usage has changed the meaning of certain phrases, and how modern living has led to alterations in the lexicon. They also consider the phenomenon of atypical language development, as well as theoretical issues of nativism and empiricism and the specificity of human language. Their nuanced and open-minded approach allows readers to survey the complexity and breadth of the fascinating pathways to language acquisition. From a.karmiloff-smith at ich.ucl.ac.uk Wed Mar 7 09:16:12 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 7 Mar 2001 09:16:12 +0000 Subject: au secours svp! Message-ID: Does anyone know how to say "social referencing" in French please. also "in the normal range" merci d'avance Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From deepsea at cds.ne.jp Mon Mar 12 16:31:24 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Tue, 13 Mar 2001 01:31:24 +0900 Subject: TCP 2001 program Message-ID: Dear colleagues, This is the final announcement on the second Tokyo Conference on Psycholinguistics (TCP 2001). TCP 2001 will be held at Keio University (Mita Campus) on March 16-17, 2001. No preregistration is necessary. Conference participants will be asked to pay 500 yen for the conference handbook at the registration desk. For more information, please visit our site.(http://www.otsu.icl.keio.ac.jp/tcp/ ) Information about proceedings of the previous conference can also be seen there. Masayuki Komachi TCP Committee tcp at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Washington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaeffer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Women's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From aniaxs at go2.pl Tue Mar 13 07:44:49 2001 From: aniaxs at go2.pl (Anna Szymanska) Date: Tue, 13 Mar 2001 08:44:49 +0100 Subject: phonostylistic processes Message-ID: I would like to know when phonostylistic processes start to develop. Does anyone can tell me something about it? Thank you in advance. Anna From aniaxs at go2.pl Tue Mar 13 08:03:19 2001 From: aniaxs at go2.pl (Anna Szymanska) Date: Tue, 13 Mar 2001 09:03:19 +0100 Subject: phonological processes Message-ID: I'd like to find out when phonostylistic processes start to develop. Does anyone know of any references? Anna Szymanska From lise.menn at colorado.edu Tue Mar 13 16:46:12 2001 From: lise.menn at colorado.edu (Lise Menn) Date: Tue, 13 Mar 2001 09:46:12 -0700 Subject: phonostylistic processes In-Reply-To: <003501c0ab91$7c86f1c0$b0484cd5@y7q4n6> Message-ID: >I would like to know when phonostylistic processes start to develop. Does >anyone can tell me something about it? > >Thank you in advance. > >Anna I don't know if I ever mentioned this in print anywhere, but my dissertation subject Jacob (Menn 1979) did a very creditable imitation of his father's emphatic negation 'no way!' (general emphasis, extra length on vowel) before 18 months. More generally, I think that this is like the question 'when do children begin to acquire their dialect?' They do so from the beginning of language - they don't start with a 'neutral' or 'unmarked' form and then develop specific variants, but rather they start from examples and attempt to match ones that attract them. Frequency, match to existing phonetic (including babble) repertoire, emotional/cognitive interest, and suprasegmental properties all play a role in the selection of targets. Mastery of what different stylistic variants mean to different hearers is, on the other hand, developed over a lifetime (there are still times when I fail to detect sarcasm). Lise Menn Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor home fax 303-413-0017 Department of Linguistics UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf From aniaxs at go2.pl Wed Mar 14 08:41:54 2001 From: aniaxs at go2.pl (Anna Szymanska) Date: Wed, 14 Mar 2001 09:41:54 +0100 Subject: phonological processes Message-ID: ----- Original Message ----- From: Anna Szymanska To: Sent: Tuesday, March 13, 2001 9:03 AM Subject: phonological processes > I'd like to find out when phonostylistic processes start to develop. > Does anyone know of any references? > > Anna Szymanska > > > From mary at adams-eisenberg.com Wed Mar 14 20:17:30 2001 From: mary at adams-eisenberg.com (M Eisenberg) Date: Wed, 14 Mar 2001 15:17:30 -0500 Subject: request for information Message-ID: To the INFO-CHILDES listserve: I am a graduate student looking at the literature on Requests in Child Language Development. I am interested in this topic especially from a developmental and pragmatics perspective. I have found quite a lot on this topic from the 70s and 80s, but much less from the 90s, and very few studies that address this aspect of child language development in urban populations and among people of color. If anyone can provide me with information about research on this topic, I would be most grateful. You may reply to me at either of the following addresses: OR Thank you for any suggestions of literature or studies on ths topic. Sincerely, Mary Eisenberg From cotel at cfr.nichd.nih.gov Fri Mar 16 13:23:01 2001 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Fri, 16 Mar 2001 08:23:01 -0500 Subject: world languages Message-ID: Does anyone know of a comprehensive book on languages of the world? Etiology, similarities and differences in grammar, word categories, etc.? I checked PsychInfo but came up with very little. Thanks! Linda Linda R. Cote, Ph.D. Child & Family Research National Institute of Child Health & Human Development, NIH Suite 8030 6705 Rockledge Drive Bethesda, MD 20892-7971 e-mail: lc140v at nih.gov phone: 301-496-6832 fax: 301-496-2766 From cotel at cfr.nichd.nih.gov Fri Mar 16 13:54:38 2001 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Fri, 16 Mar 2001 08:54:38 -0500 Subject: thank you Message-ID: I have received a number of e-mails that all recommend the same book: Comrie, B. (1990). The World's Major Languages. New York: Oxford University Press. Thanks so much! Linda Linda R. Cote, Ph.D. Child & Family Research National Institute of Child Health & Human Development, NIH Suite 8030 6705 Rockledge Drive Bethesda, MD 20892-7971 e-mail: lc140v at nih.gov phone: 301-496-6832 fax: 301-496-2766 From bates at crl.ucsd.edu Fri Mar 16 15:31:59 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Fri, 16 Mar 2001 07:31:59 -0800 Subject: world languages Message-ID: Maria Polinsky (chair of Linguistics at UCSD) has a general-purpose book on languages of the world -- sorry I don't have the reference at my fingertips. -liz bates From joshua_thompson at juno.com Fri Mar 16 18:18:37 2001 From: joshua_thompson at juno.com (Joshua Thompson) Date: Fri, 16 Mar 2001 12:18:37 -0600 Subject: world languages Message-ID: Grimes, B. F. (editor) (2000). ETHNOLOGUE: Languages of the World. (Fourteenth Edition). Consulting Editors: Richard S. Pittman & Joseph E. Grimes. SIL International. http://www.sil.org/ethnologue/ On Fri, 16 Mar 2001 08:23:01 -0500 "Cote, Linda (NICHD)" writes: > Does anyone know of a comprehensive book on languages of the world? > Etiology, similarities and differences in grammar, word categories, > etc.? I > checked PsychInfo but came up with very little. > Thanks! > > Linda > > Linda R. Cote, Ph.D. > Child & Family Research > National Institute of Child Health & Human Development, NIH > Suite 8030 > 6705 Rockledge Drive > Bethesda, MD 20892-7971 > e-mail: lc140v at nih.gov > phone: 301-496-6832 > fax: 301-496-2766 > > > Joshua_Thompson at JUNO.com Cedar Hill, Texas get the big picture http://antwrp.gsfc.nasa.gov/apod/image/0011/earthlights_dmsp_big.jpg -------------- next part -------------- An HTML attachment was scrubbed... URL: From flanigan at oak.cats.ohiou.edu Fri Mar 16 20:25:46 2001 From: flanigan at oak.cats.ohiou.edu (Beverly Flanigan) Date: Fri, 16 Mar 2001 15:25:46 -0500 Subject: world languages In-Reply-To: <20010316.123351.-3795637.2.Joshua_Thompson@juno.com> Message-ID: And one more: Anatole Lyovin, _An Introduction to the Languages of the World_ (Oxford UP, 1997). At 12:18 PM 3/16/01 -0600, you wrote: >Grimes, B. F. (editor) (2000). ETHNOLOGUE: Languages of the World. >(Fourteenth Edition). Consulting Editors: Richard S. Pittman & Joseph E. >Grimes. SIL International. > >http://www.sil.org/ethnologue/ > >On Fri, 16 Mar 2001 08:23:01 -0500 "Cote, Linda (NICHD)" ><cotel at cfr.nichd.nih.gov> writes: > > Does anyone know of a comprehensive book on languages of the world? > > Etiology, similarities and differences in grammar, word categories, > > etc.? I > > checked PsychInfo but came up with very little. > > Thanks! > > > > Linda > > > > Linda R. Cote, Ph.D. > > Child & Family Research > > National Institute of Child Health & Human Development, NIH > > Suite 8030 > > 6705 Rockledge Drive > > Bethesda, MD 20892-7971 > > e-mail: lc140v at nih.gov > > phone: 301-496-6832 > > fax: 301-496-2766 > > > > > > > > >Joshua_Thompson at JUNO.com >Cedar Hill, Texas >get the big picture >http: >//antwrp.gsfc.nasa.gov/apod/image/0011/earthlights_dmsp_big.jpg _____________________________________________ Beverly Olson Flanigan Department of Linguistics Ohio University Athens, OH 45701 Ph.: (740) 593-4568 Fax: (740) 593-2967 http://www.cats.ohiou.edu/linguistics/dept/flanigan.htm From flanigan at oak.cats.ohiou.edu Fri Mar 16 21:09:45 2001 From: flanigan at oak.cats.ohiou.edu (Beverly Flanigan) Date: Fri, 16 Mar 2001 16:09:45 -0500 Subject: request Message-ID: I have an undergraduate student who is looking at overextension of lexical terms in young children (18 mos.-30 mos. or so), such as 'doggy' for all four-legged critters or 'ball' for all round things. He has the standard textbook and journal references, but he'd like to know if anyone has done, or knows of, more recent research in this area. I'll pass your references on to him, or you can write to him at the cc'ed address above. Thanks in advance! _____________________________________________ Beverly Olson Flanigan Department of Linguistics Ohio University Athens, OH 45701 Ph.: (740) 593-4568 Fax: (740) 593-2967 http://www.cats.ohiou.edu/linguistics/dept/flanigan.htm From jliceras at uottawa.ca Sat Mar 17 17:23:08 2001 From: jliceras at uottawa.ca (Juana Liceras) Date: Sat, 17 Mar 2001 12:23:08 -0500 Subject: GASLA 2002 CALL FOR PAPERS Message-ID: CALL FOR PAPERS GASLA 2002 The 6th biannual Generative Approaches to Second Language Acquisition Conference is inviting abstracts for its meeting, to be held at the University of Ottawa, April 26-28. The theme for the conference is L2 LINKS: second language acquisition and its ties to allied disciplines, e.g., L1A, linguistic theory, psycholinguistics, impaired language development, cognitive modeling, etc. The following scholars have agreed to give plenary talks: Harald Clahsen, University of Essex David Pesetsky, MIT Mabel Rice, University of Kansas Lisa Travis, McGill University Proposals for papers or posters are solicited. Paper presentations will be 20 minutes long with 10 minutes for questions. Please indicate on your abstract whether you wish your submission to be considered for one category only (please, specify) or for both categories. Posters and papers will receive equal consideration for inclusion in the conference proceedings and in a volume of selected papers. The proceedings will appear in Cahiers linguistiques d¹ Ottawa. A commercial publisher will be approached for the publication of selected papers. Abstracts should not exceed 450 words. If possible, please submit your abstract as an e-mail attachment (MS Word or RTF format) to the following address: gasla6 at uottawa.ca. Otherwise, please send 4 copies by regular mail. Include your name(s), affiliation(s) and full address(es) at the top of the abstract; this will be removed for blind evaluation. If you are submitting abstracts by mail, please include one copy with the afore-mentioned information and 3 copies with no author details. The deadline for submission of abstracts is September 15, 2001. Notification about acceptance will go out by December 1, 2001. Please visit the GASLA-6 (2002) website for upcoming information regarding hotel accommodations and registration. Queries can be directed to: Department of Modern Languages / Department of Linguistics PO 450 Stn A, Ottawa ON. K1N 6N5, CANADA Telephone: (613) 562-5800 poste/ext. 3742 Telefax: (613) 562-5138 E-mail: gasla6 at uottawa.ca Website: http://aix1.uottawa.ca/~gasla6/ The Organizing Committee, Juana Liceras, Department of Modern Languages, University of Ottawa Helmut Zobl, The School of Linguistics and Applied Language Studies, Carleton University Helen Goodluck, Department of Linguistics, University of Ottawa From psrcm at dredd.csv.warwick.ac.uk Mon Mar 19 13:29:54 2001 From: psrcm at dredd.csv.warwick.ac.uk (Mr L Onnis) Date: Mon, 19 Mar 2001 13:29:54 -0000 Subject: CHILDES workshops? Message-ID: Hallo, I am interested in learning to use CHILDES in order to extract co- occurrence statistics of syntactic patterns that involve Parts of Speech (e.g. ADJ + that). Does anybody know of CHILDES workshops to be held in the UK in the near future or CHILDES experts willing to help out? In addition, which program is best suited for the above kind of query? Thank you, Luca Onnis ---------------------------------------------------------- Luca Onnis Department of Psychology University of Warwick Coventry CV4 7AL UK Phone (office): ++44 24 765 23613 Phone (home): ++44 24 76 220695 E-mail: L.Onnis at warwick.ac.uk From macwhinn at hku.hk Mon Mar 19 15:21:42 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Mon, 19 Mar 2001 23:21:42 +0800 Subject: CHILDES workshops? In-Reply-To: <200103191330.f2JDUHg16679@snowdrop.csv.warwick.ac.uk> Message-ID: Dear Luca, Sorry, we have not been very active of late in terms of organizing CHILDES workshops, hoping instead that people will pick up use of the programs from the manuals and other users. Perhaps next year. But, in the meantime, let me suggest the best approach to your work with parts-of-speech. If you want to do this really thoroughly, you should learn to use the MOR program. You need to download the English MOR grammar, if you want to focus on English. We also have a MOR grammar for Italian, by the way. Unfortunately, we still have only a modest amount of Italian data in the database. Anyway, once you have learned to use MOR and have run it on the corpora you are studying, you then use COMBO with the +t%mor switch to track your various part-of-speech patterns. If you want to have a fully disambiguated %mor line, then you also need to download the post.db database and run the POST disambiguator. It works well, but for a totally new corpus, you can only expect about 90% disambiguation accuracy without some further tweaking. Good luck on this. If you need the names of child language people in the UK who know CHILDES, please tell me. --Brian MacWhinney From gagarina at zas.gwz-berlin.de Mon Mar 19 17:52:46 2001 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Mon, 19 Mar 2001 18:52:46 +0100 Subject: Acquisition of Verb Grammar and Verb Arguments Message-ID: Call for papers CONFERENCE ON THE ACQUISITION OF VERB GRAMMAR AND VERB ARGUMENTS Zentrum für Allgemeine Sprachwissenschaft, Universalienforschung und Typologie (Centre of General Linguistics), Berlin 15-17 November 2001 Organizers: Dagmar Bittner, Natalia Gagarina, Insa Guelzow It has often been proposed that children begin the process of language acquisition with a special emphasis on the verb or on verb-like structures. Whether or not this could be proved cross-linguistically in detail it could be assumed that the acquisition of the verb and of its grammar plays a central role in early language acquisition. In this conference we hope to bring together researchers with an interest in one of the following aspects which we regard as related to the acquisition of the grammar of the verb: - finiteness - verb inflection - word order of the verb and verbal arguments - subjects and objects - argument structure - case inflection Cross-linguistic analysis of these processes will help to draw attention on the details of the single processes and shed light on their interrelatedness in early language acquisition. Furthermore they should provide insight into the impact of particular target languages on these processes while at the same time leading to a better understanding of the general cognitive aspects of the acquisition of the basic grammatical structure of utterances. Papers on any of the topics mentioned above dealing with first language acquisition in mono- and bilingual children between 1 to 3 years of age are welcome. Papers focussing on interrelations among some of these aspects are especially encouraged. Abstracts should be up to 500 words in length and should outline the research question as well as the language(s) and the age range of children studied. Three copies of abstracts, two anonymous, should be sent by electronic or regular mail to Insa Guelzow or Natalia Gagarina by June 30st, 2001. If you submitting electronically, please include the abstract in the body of the message (do not send attachments!). You will be informed by the mid of July of acceptance. Please send your abstracts to: Insa Guelzow: guelzow at zas.gwz-berlin.de Natalia Gagarina: gagarina at zas.gwz-berlin.de Zentrum für Allgemeine Sprachwissenschaft, Universalienforschung und Typologie Jägerstr. 10/11 D-10117 Berlin Germany A second circular will be sent out in September with information concerning travel and accommodation. Presentations of 40 minutes in length (25 min presentation + 15 min discussion) will be given at a plenary session. Conference languages are English and German. We plan to publish a book of the papers dealing with the impact of verb acquisition on other acquisitional processes. Texts to be included in this volume will be reviewed by outside readers. Scientific Committee: Jürgen Weissenborn Klaus-Michael Köpcke Dagmar Bittner Coordinators to be consulted on practical and academic matters: Dagmar Bittner Universität Potsdam Institut für Linguistik Patholinguistik PO Box 60 15 53 D-14415 Potsdam Germany dabitt at zas.gwz-berlin.de Natalia Gagarina ZAS, Jägerstr. 10/11 D-10117 Berlin Germany gagarina at zas.gwz-berlin.de From ks7t at andrew.cmu.edu Mon Mar 19 20:21:18 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 19 Mar 2001 15:21:18 -0500 Subject: The Genetics of Language Workshop Message-ID: The Genetics of Language The Linguistcs Dept. of Tilburg University is proud to announce a week of seminars and workshops devoted to the Genetics of Language: *****May 28 - June ***** 1. There will be a series of lectures and forum discussions on Wednesday and Thursday, preceded by a two day seminar "Neurolinguistics" given by Prof. Alec Marantz (Linguistics & Philosophy, M.I.T.), and followed by a one day seminar "Language and the Brain" given by Prof. Laurence B. Leonard (Audiology & Speech Sciences, Purdue). Website: http://cwis.kub.nl/~fdl/research/gm/genconf The sections and speakers are: * Language & cognitive neuroscience Sergey Avrutin (UiL-OTS, Utrecht Univ.) Alfonso Caramazza (Psychology, Harvard) Peter Hagoort (Nijmegen Inst. for Cognition and Information) Colin Phillips (Linguistics, U. of Maryland) Discussant: Bea de Gelder (Social & Behavioural Sciences, U. Tilburg) * Selective impairment of language and cognition Yosef Grodzinsky (Psychology, U. Tel Aviv University & Neurology, Boston Univ. School of Medicine) Heather van der Lely (Human Communication Science, University College, London) Laurence B. Leonard (Audiology & Speech Sciences, Purdue) Faraneh Vargha-Khadem (Development Cognitive Neuroscience, UniversityCollege, London) Discussant: Hubert Haider (Inst. fuer Sprachwissenschaft, Univ. Salzburg) * Origins of language & its diversification Isabelle Dupanloup (Dipartimento di Biologia, Univ. di Ferrara) Riny Huybregts (Models of Grammar Group, U. Tilburg) Marta M. Lahr & Robert Foley (Biological Anthropology, Univ. of Cambridge) Johanna Nichols (Slavic Languages and Literatures, UC Berkeley) Discussant: David Gil (Max Planck Inst. fuer evolutionaere Anthropologie, Leipzig) * Mind/brain: the unification problem Lyle Jenkins (Biolinguistics Institute, Cambridge, MA) Massimo Piattelli-Palmarini (Cognitive Science Program, U. Arizona) Discussant: Michael Brody (Phonetics and Linguistics, University College, London) * Forum Discussion Neil V. Smith (Phonetics and Linguistics, University College London) Further details, including abstracts and an an on-line registration form, can be found at our web site: http://cwis.kub.nl/~fdl/research/gm/genconf From m.barrett at surrey.ac.uk Tue Mar 20 10:50:54 2001 From: m.barrett at surrey.ac.uk (Martyn Barrett) Date: Tue, 20 Mar 2001 10:50:54 GMT Subject: Job notice Message-ID: JOB NOTICE (Apologies for cross-posting) Lecturer A/B in Developmental Psychology Department of Psychology School of Human Sciences University of Surrey UK Salary: £21,435 - £30,967 per annum The Department is seeking to employ a psychologist to contribute to its research and teaching activities in the broad area of developmental psychology. Applicants should have a good publication record commensurate with the stage in their career and be able to attract external research income. The successful candidate will join an active developmental research team and contribute to the delivery of its undergraduate developmental psychology and research methods courses. Applications from related areas of psychology will be welcome. For an informal discussion please contact Dr Chris Fife-Schaw, Head of Department of Psychology on ++44-1483-876873 or email: c.fife-schaw at surrey.ac.uk . For an application pack please contact Mrs LF Allen , University of Surrey, Guildford, Surrey, GU2 7XH. Telephone ++44-1483-879279 (24 hours). Email: l.allen at surrey.ac.uk or download application documents from www.surrey.ac.uk 'Employment Opportunities'. Please quote Reference number 2813, supply your postal address and where you saw the advertisement. Closing date for applications is 30/03/01. The University is committed to an Equal Opportunities Policy. Further details ************************ Professor Martyn Barrett Department of Psychology University of Surrey Guildford Surrey GU2 7XH UK Tel: (+44)(0)1483-876862 Fax: (+44)(0)1483-879553 m.barrett at surrey.ac.uk http://www.surrey.ac.uk/Psychology/staff/m.barrett.html From mskcusb at mscc.huji.ac.il Tue Mar 20 15:53:17 2001 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Tue, 20 Mar 2001 17:53:17 +0200 Subject: Fw: thesis Message-ID: Could someone help Sukran? Since I am not an expert in her field, I think her message is better placed here. Thanks to all, Shoshana Blum-Kulka ----- Original Message ----- From: ÞÜKRAN KILIÇ To: Sent: Tuesday, March 20, 2001 12:16 AM Subject: thesis > Dr (Prof)Blum-Kulka > > My name's Sukran KILIC. I'm a student in Middle East > Technical University. Because of my thesis I > interested in the child language development. The > syntactic and semantic development of plurals, > negation and adverbs are my main topics. However, I > could not reach enough sources and articles about my > subject. In libraries most of the journals and journal > volumes are absent so my research process is going > very slowly > If you send to me some articles about these subjects > to me I will so glad. > Your sincerely > > > My Postal adress: > Sukran KILIC > UMIT MAH. 30. SOKAK > DEFNE SITESI 4/52 no:24 > UMITKOY > ANKARA > TURKEY > > > > __________________________________________________ > Do You Yahoo!? > Get email at your own domain with Yahoo! Mail. > http://personal.mail.yahoo.com/ > From kristinebentzen at hotmail.com Tue Mar 20 18:47:47 2001 From: kristinebentzen at hotmail.com (Kristine Bentzen) Date: Tue, 20 Mar 2001 13:47:47 -0500 Subject: Bilingual acquisition Message-ID: Dear all - I'm planning to do a PhD on language mixing in bilingual first language acquisition (BFLA), and I'm currently looking for literature on English/Norwegian BFLA. I'm aware of the work done by Elizabeth Lanza, but could anyone direct me to any other sources that I should check out? I'm also interested in work done on monolingual first language acquisition of Norwegian, especially focusing on the acquisition of verb placement. I know of some studies done on the acquisition of verb placement in Swedish (Lynn Santelmann, Christer Platzack), but what about Norwegian? I would be most grateful for any responses! Best, Kristine Bentzen English Department University of Tromsoe Norway _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From plahey at mindspring.com Wed Mar 21 01:46:20 2001 From: plahey at mindspring.com (Peg Lahey) Date: Tue, 20 Mar 2001 20:46:20 -0500 Subject: Fw: Scholarship Funds to $10,000 Available Message-ID: Please pass this notice on to anyone who might be interested-- Thanks, ML Scholarship Money of up to $10,000 Available for Doctoral Students Majoring in Children's Language Disorders. The Bamford-Lahey Children's Foundation is pleased to announce the availability of scholarship funds of up to $10,000 per year for doctoral students majoring in children's language disorders. By supporting doctoral study, the Foundation hopes to encourage professionals to continue their education and to pursue careers in academia with a focus on children's language disorders. Monies will be available for the 2001-2001 academic year and students may reapply for further aid in future years. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. The Foundation will evaluate the applicant's ability to complete the doctoral program and the potential promise of the candidate to become a teacher-investigator who will contribute to both educating future clinicians and to our knowledge about helping children with developmental language disorders. Consideration will also be given to how well the applicant's program and career goals relate to the Foundation's objectives and orientation (see www.Bamford-Lahey.org). Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic is related to the objectives of the foundation. The scholarships are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicant may request any amount of funds up to $10,000. In order to apply, applicants should: a.. Be accepted in a doctoral program at an accredited university that offers a major in children's language disorders including an emphasis on research skills b.. Be able to demonstrate the ability to complete such a program c.. Plan to major in children's language disorders d.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university e.. Hold CCC-SLP from ASHLA Application forms can be obtained by email from scholarship at Bamford-Lahey.org . Deadline for reception of applications that request funding for the fall semester of 2001 is May 25, 2001. For further information about the Bamford-Lahey Children's Foundation and for information about opportunities for funding of research projects in developmental children's language disorders, please check our web site http://www.Bamford-Lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From akuntay at KU.EDU.TR Wed Mar 21 16:26:02 2001 From: akuntay at KU.EDU.TR (AYLIN KUNTAY) Date: Wed, 21 Mar 2001 18:26:02 +0200 Subject: demonstrative pronouns Message-ID: Dear Child Language Researchers: We are doing a study of the naturalistic use of demonstrative pronouns in preschool peer-to-peer conversations in Turkish. (Turkish has a three-way demonstrative pronoun system (bu/su/o)). We would like to find out about other studies that examine the use of demonstrative pronouns and deixis in child language. Thanks! Aylin Kuntay Asli Ozyurek Department of Psychology, Koc University, Istanbul From zweizman at hkucc.hku.hk Wed Mar 21 23:52:31 2001 From: zweizman at hkucc.hku.hk (Zehava Weizman) Date: Thu, 22 Mar 2001 07:52:31 +0800 Subject: Vocabulary input and output Message-ID: Dear All, I'm interested in work done on vocabulary input and output, especially focusing on the words preschoolers (age 3-6) hear and use at home and/or at school during spontaneous adult-child conversational interactions and how it effects their vocabulary growth and literacy development. I know of some studies of either maternal lexical input or child vocabulary output/production but not about the nature and relationship of the two. Thanks, Zehava Weizman -- _____________________________________________ Dr. Zehava Oz Weizman Research Assistant Professor Faculty of Education The University of Hong Kong 5/F Prince Philip Dental Hospital, Hong Kong SAR, China Tel: (852) 2859 0567 (O) (852) 2812 0993 (H) email: zweizman at hkucc.hku.hk _____________________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: From HDungo at aol.com Thu Mar 22 10:42:26 2001 From: HDungo at aol.com (HDungo at aol.com) Date: Thu, 22 Mar 2001 05:42:26 EST Subject: BIDS Uncover Message-ID: Dear Sukran and info-childers, There is a service for getting hold of back numbers of journals and looking for articles by author or key word which may be of use to you. You can get a particular article faxed to you for a small fee. It's called BIDS Uncover and the service is on telnet telnet://bids.ac.uk/ There is an internet address too http://uncweb.carl.org I hope that helps, Harriet. Harriet Dunbar 20 Avenue Dewoitine 31200 Toulouse. France. (33) 5 61 13 05 20. -------------- next part -------------- An HTML attachment was scrubbed... URL: From K.J.Alcock at city.ac.uk Thu Mar 22 11:04:18 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Thu, 22 Mar 2001 11:04:18 -0000 Subject: BIDS Uncover In-Reply-To: <14.115e5036.27eb3112@aol.com> Message-ID: This is a pretty expensive service. It is $18.25 for a Science article and $24 for one from Behavioral and Brain Sciences. I don't know how much inter library loans cost elsewhere but here they are £1. It's also much cheaper to send a reprint request card - if it's an older article and you suspect the author may have no more reprints, you could add a little plea that it's not available in your institution or indeed country, if they are feeling kind they might photocopy it again for you. This is a big problem though, the difficulty of even finding out about other people's research let alone doing your own in underfunded countries. Having tried to do research in a country that is far less well funded than Turkey I know the difficulties. The internet should theoretically make the playing field a bit more level. Internet access is now less than $1 for half an hour in many African capitals. This isn't the whole story though, as the prices above show. It would be really nice if people would, as a matter of course, put their articles on the web as pdf files - in my department in London we've only just gained the capability to do this as we didn't have the Acrobat program that saves the files till recently, but I will do my best! It would also be helpful if Psycinfo, like Medline, was freely available - my colleagues in East Africa can't even do literature searches on behaviour as they can't access Psycinfo - although their medical counterparts can do this. Katie On 22 Mar 01, at 5:42, HDungo at aol.com wrote: > Dear Sukran and info-childers, > There is a service for getting hold of back numbers of journals and > looking for articles by author or key word which may be of use to you. You > can get a particular article faxed to you for a small fee. It's called > BIDS Uncover and the service is on telnet telnet://bids.ac.uk/ There is an > internet address too http://uncweb.carl.org I hope that helps, Harriet. > > > > Harriet Dunbar > 20 Avenue Dewoitine > 31200 Toulouse. > France. > (33) 5 61 13 05 20. > ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From anne.kolatsis at mailbox.uq.edu.au Fri Mar 23 02:48:30 2001 From: anne.kolatsis at mailbox.uq.edu.au (Anne Kolatsis) Date: Fri, 23 Mar 2001 12:48:30 +1000 Subject: : Re: Vocabulary input and output Message-ID: Zehava, I have found the following useful: Girolametto, L. Weitzman, E., Wiigs, M. & Pearce, P.S. (1999). The relationship between maternal language measures and language development in toddlers with expressive language delays. American Journal of Speech Language Pathology, 8 (4), 364-374. I have used this extensively in my research on the relationship between maternal child-directed speech and vocabulary outcomes for toddlers. I would be interested to see a list of the replies you receive. Hope this helps! Anne Kolatsis PhD Candidate The School of Education The University of Queensland St Lucia, 4072 Australia At 07:52 AM 22/03/01 +0800, you wrote: >zweizman at hkucc.hku.hk Dear All, I'm interested in work done on vocabulary input and output, especially focusing on the words preschoolers (age 3-6) hear and use at home and/or at school during spontaneous adult-child conversational interactions and how it effects their vocabulary growth and literacy development. I know of some studies of either maternal lexical input or child vocabulary output/production but not about the nature and relationship of the two. Thanks, Zehava Weizman -- _____________________________________________ Dr. Zehava Oz Weizman Research Assistant Professor Faculty of Education The University of Hong Kong 5/F Prince Philip Dental Hospital, Hong Kong SAR, China Tel: (852) 2859 0567 (O) (852) 2812 0993 (H) email: zweizman at hkucc.hku.hk _____________________________________________ Anne Kolatsis PhD Candidate The School of Education The University of Queensland St Lucia, 4072 Australia -------------- next part -------------- An HTML attachment was scrubbed... URL: From gut at spectrum.uni-bielefeld.de Fri Mar 23 08:18:54 2001 From: gut at spectrum.uni-bielefeld.de (Ulrike Gut) Date: Fri, 23 Mar 2001 09:18:54 +0100 Subject: L2 acquisition of prosody Message-ID: Hi, I am about to begin a two-year project on the acquisition of prosody (sentence intonation, rhythm, phrasal stress) by L2 learners of German and English and would be happy to know whether there is someone who is/has been doing something similar and would be interested in exchanging ideas, data etc. Thanks! Ulrike -- Dr Ulrike Gut Tel. +49-521-106-3511 Universität Bielefeld Fax. +49-521-106-6008 From cschutze at protos.lifesci.ucla.edu Sat Mar 24 00:14:40 2001 From: cschutze at protos.lifesci.ucla.edu (Carson T Schutze) Date: Fri, 23 Mar 2001 16:14:40 -0800 Subject: new squibs section in Language Acquisition Message-ID: New Squibs and Replies Section in the journal Language Acquisition The editors announce the creation of a Squibs and Replies section of Language Acquisition. This section is intended for short articles (no longer than 12 double-spaced manuscript pages) and may include the following: (i) Acquisition analyses that are fairly circumscribed and hence not appropriate for lengthier journal articles. These analyses may be on specific acquisition phenomena, or adult grammar with a clear relevance to a particular issue in acquisition. (ii) Replies to articles published in Language Acquisition. Note that the original authors will have the final word. (iii) Observation of interesting data (experimental or naturalistic) which are relevant to a particular acquisition theory or analysis. We do not encourage compressed presentation of more elaborate analyses such as may appear in conference proceedings, or articles which simply present data without discussing their relevance to a particular theory or analysis. Appropriate topics include first and second language acquisition as well as developmental language disorders such as Specific Language Impairment. Submission of squibs and replies should in general conform to the same requirements as a regular journal article with the following exceptions. The manuscript should not exceed 12 double-spaced pages including footnotes and references, and excluding figures and tables. No abstract is required. Submit three manuscript copies to Editors, Nina Hyams and Carson Schutze, Squibs and Replies, UCLA, Department of Linguistics, 3125 Campbell Hall, Box 951543, Los Angeles, CA 90095. From mewssls2 at fs1.ed.man.ac.uk Tue Mar 27 11:23:25 2001 From: mewssls2 at fs1.ed.man.ac.uk (Ludovica Serratrice) Date: Tue, 27 Mar 2001 11:23:25 GMT Subject: morphological productivity Message-ID: Hi, is anyone aware of experimental studies on morphological productivity in English or other languages, apart from the work by Tomasello and colleagues? I would be very grateful for any references, and I promise to post a summary! Thanks in advance. Ludovica Serratrice Dr Ludovica Serratrice Research Associate Human Communication and Deafness School of Education The University of Manchester Oxford Road, Manchester M13 9PL Tel: 0161-275 3405 Fax: 0161-275 3932 email: Serratrice at man.ac.uk www: http://www.hcd.man.ac.uk/homepages/lserratrice.htm From K.J.Alcock at city.ac.uk Wed Mar 28 13:20:19 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 28 Mar 2001 14:20:19 +0100 Subject: Lack of motherese Message-ID: It's a bit difficult to find references on a lack of something! Does anyone have any references on cultures that appear to lack the typical features of motherese (altered intonation, simplified grammar) in adult-infant interactions? Or that appear to lack this type of communication altogether? Have any of these references subsequently proved to be unreliable? I seem to remember some such claims. Are others a little over- interpreted - for example though I can't remember where it was from I think I read some idea that babies who are carried on the back/hip are not talked to - whereas both these features are common in sub- Saharan African cultures. Thanks Katie Alcock ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From K.J.Alcock at city.ac.uk Wed Mar 28 16:18:12 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 28 Mar 2001 17:18:12 +0100 Subject: (Fwd) Lack of motherese Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 532 bytes Desc: not available URL: From K.J.Alcock at city.ac.uk Wed Mar 28 16:48:00 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 28 Mar 2001 17:48:00 +0100 Subject: motherese or lack thereof Message-ID: OKAY! I will provide a summary - about 20 people have asked me for one - if anyone else has any references send them along and I'll do the decent thing thanks Katie ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From K.J.Alcock at city.ac.uk Thu Mar 29 14:02:10 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Thu, 29 Mar 2001 15:02:10 +0100 Subject: references on motherese Message-ID: here you go. I have not read any of these (having only collected them since yesterday!) - so no responsibility will be taken by the management for the relevance or otherwise of these references. However a couple of people have said that the more usual term currently is "child directed speech". I think I was trying to draw a distinction between motherese - having especially prosodic, but also grammatical and semantic features that are distinct from normal adult conversation and also being directed at babies - and any speech directed at children. It is possible to have the latter in a society without it being the former - but it is also possible not to have the latter in a society. It is difficult to see how you could have motherese characteristics of speech without having it be child- directed but I'm sure if we used our imaginations a bit we could come up with a scenario! Katie References Bavin, E.L. (1991). Socialisation and the acquisition of Warlpiri kin terms. Papers in Pragmatics 1 (3), 319-344. Bavin, E.L. (1992). The acquisition of Warlpiri. In D.I. Slobin (Ed.) Crosslinguistic study of language acquisition, vol. 3, pp 309-371. Hillsdale, N.J: Lawrence Erlbaum Associates. Bavin, E.L. (1993). Language acquisition in an Aboriginal context. In C.Yallop. & M. Walsh (Eds.) Language and culture in Aboriginal Australia, , pp 85-96. Canberra: Aboriginal Studies Press. Bavin. E.L. (1995). Language acquisition in crosslinguistic perspective. Annual Review of Anthropology 24, 373-396. Crago, M., S. Allen & W. Hough-Eyamie (1997), "Exploring innateness through cultural and linguistic variation", in M. Gopnik (ed.), The inheritance and innateness of grammars, New York & Oxford, Oxford University Press, 70-90 Fernald, A., Taeschner, T., Dunn, J., Papousek, M., de Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers’ and fathers’ speech to preverbal infants. Journal of Child Language 16, 477-501. Gallaway and Richards' Input and Interaction in Language Acquisition. (Cambridge 1994). Chapter 3 pp56-72 Cross linguistic and crosscultural aspects of language addressed to children, by EVM Lieven Gallway C (Ed.) (1994). Input and interaction in language acquisition. Cambridge: Cambridge University Press. Gleitman, L. R., Newport, E. L., & Gleitman, H. (1984). The current status of the motherese hypothesis. Journal of Child Language 11, 43-79. Grieser, D. L. & Kuhl, P. K. (1988). Maternal speech to infants in a tonal language: Support for universal prosodic features in motherese. Developmental Psychology 24, 14-20. Heath, S. B. (1983). Ways with words. Cambridge: Cambridge University Press. Kuhl, P. K., Andruski, J. E., Chistovich, I. A., Chistovich, L. A., Kozhevnikova, E. V., Ryskina, V. L., Stolyarova, E. I., Sundberg, U., & Lacerda, F. (1997). Cross-language analysis of phonetic units in language addressed to infants. Science 277, 684-686. Lieven, E. (1994), "Crosslinguistic and crosscultural aspects of language addressed to children", in Gallaway & Richards (eds.), Input and interaction in language acquisition, New York, Cambridge University Press, 56-73. Lieven, E. (1997). Variation in a crosslinguistic context. In D. I. Slobin (Ed.). The Crosslinguistic Study of Language Acquisition, Vol , Hillsdale, N.J: Lawrence Erlbaum. pps 199-263. Ochs, E., & Schieffelin, B. (1984). Language acquisition and socialization: Three developmental stories. In R. Schweder & R. LeVine (Eds.), Culture theory: Essays on mind, self and emotion (pp. 276-320). Cambridge: Cambridge University Press. Peters, A. (1983), The units of language acquisition, Cambridge, Cambridge University Press. Ratner, N. B. & Pye, C. (1984). Higher pitch in BT is not universal: Acoustic evidence from Quiche Mayan. Journal of Child Language 11, 512-522. Schieffelin, B. B. (1979). Getting it together: An ethnographic approach to the study of the development of communicative competence. In E. Ochs & B. B. Schieffelin (eds.), Developmental pragmatics, New York: Academic Press. Schieffelin, B. B. (1986). The acquisition of Kaluli. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (Vol. 1, ). Hillsdale, NJ: Erlbaum. Schieffelin, Bambi, & Eleanor Ochs (1986) Language socialization. _Annual Review of Anthropology_ 15: 163-191. ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From pawlowsm at purdue.edu Thu Mar 29 22:35:49 2001 From: pawlowsm at purdue.edu (Monika Pawlowska) Date: Thu, 29 Mar 2001 16:35:49 -0600 Subject: delayed speech in bilingual children? Message-ID: Dear Info-CHILDES, I am looking for information about the following two questions: 1. When do children raised in a bilingual home start producing their first words and how do they compare to children raised in monolingual families? 2. Is there any way to tell whether delayed speech is caused by being exposed to two languages at the same time, or whether it is a sign of a deeper problem? I would appreciate references to any relevant studies. Thank you Monika Pawlowska From genesee at ego.psych.mcgill.ca Fri Mar 30 14:52:02 2001 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Fri, 30 Mar 2001 09:52:02 -0500 Subject: delayed speech in bilingual children? In-Reply-To: <3AC3B8C5.9020304@purdue.edu> Message-ID: Monika: The cumulative evidence culled from a number of studies which have looked at early developmental milestones in children acquiring two languages simultaneously indicates that first words appear in bilingual children within the same age range as found for children learning the respective languages monolingually. Viewed differently, there is no evidence that bilingual children produce first words later than monolingual children. All of this evidence comes from single case studies or small sample sizes and, thus, cannot be taken as normative, strictly speaking. The one exception may be research by Barabara Pearson who examined a relatively large group of Spanish-English bilinguals in Florida. Research in our lab, and in other's, has also found that basic syntactic patterns emerge in bilingual children at the same time (or within the same age range) as that found for monolingual comparison children, supporting the notion that exposure to two languages does not retard the emergence of critical milestones in acquisition. I recently did a summary of research that mentions the emergence of major milestones in the acquisition of bilingual children --I would be happy to send you a copy of this chapter if you are interested. With respect to your second question, this is much more complex, and I am not aware of research that addresses this question directly. Nor, am I aware of how you could actually address it directly. There is some evidence that is relevant to this issue and it suggests that bilingual children who experience delays or other difficulties with language do so for underlying reasons that are not related to bilingual exposure. For example, Johanne Paradis, Martha Crago and I reported data at last year's BU conference showing that bilingual English-French children with SLI demonstrate the same pattern of impairment as monolingual children with SLI learning the same languages and, of particular relevance to your question, the extent of their impairment is the same as that of monolingual comparison children; in other words, it does not appear that their bilingualism has exacerbated their impairment, suggesting that it is not their bilingualism that is the problem Rather, it follows from these data that there is some fundamental impairment in the "language acquisition device" and this impacts the acquisition of any language (be it one or two). Of course, bilingual children can have very different patterns of exposure to their respective languages -- with some children getting equal and consistent exposure to both languages and others getting consistent and rich exposure to one but inconsistent and thus somewhat reduced exposure to the other. In such cases, one might well imagine a delay in the emergence of first words in the language with reduced, inconsistent exposure. Anecdotally, we have found that young bilingual children who experience such input do not appear to be developing bilingually; often we have had to drop these children from our study because they did not give sufficient evidence in one of their languages that it was, in fact, developing beyond some basic comprehension skills; their production skills were minimal. But, this is the exception and is invariably linked to unusual exposure to one of their languages. You could say that it is their bilingualism that is causing the delay; but, this is trur only in the limited sense that bilingual exposure that is irregular and infrequent causes delay. In principle, this is true for monolingual children as well. It is probably the case that monolingual children get far more input than they need in order to exhibit normal patterns of acquisition (including the emergence of fundamental milestones). Neverthelesss, there is undoubtedly some level of exposure below which "normal" patterns of development will not occur even in monolingual children. In other words, a significant reduction in exposure to language in the case of monolingual children (below some critical level) is also likely to lead to delayed development. While we are a long way from fully understanding bilingual acquisition, the picture that is emerging is that acquisition of two languages is just as normal as the acquisition of one, given appropriate exposure. Bilingual demonstrate the same patterns of acquisition at the same time as monolinguals. There are of course differences between monolingual and bilingual children -- such as code-mixing and perhaps interactions between their developing grammatical systems and these are the topic of current work in the field. Fred Genesee At 04:35 PM 3/29/01 -0600, Monika Pawlowska wrote: >Dear Info-CHILDES, > >I am looking for information about the following two questions: > >1. When do children raised in a bilingual home start producing their >first words and how do they compare to children raised in monolingual >families? > >2. Is there any way to tell whether delayed speech is caused by being >exposed to two languages at the same time, or whether it is a sign of a >deeper problem? > >I would appreciate references to any relevant studies. > >Thank you > >Monika Pawlowska > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From ks7t at andrew.cmu.edu Fri Mar 30 15:31:33 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 30 Mar 2001 10:31:33 -0500 Subject: delayed speech in bilingual children? Message-ID: ---------- Forwarded Message ---------- Date: Friday, March 30, 2001 4:05 PM +0100 From: Annick De Houwer To: Kelley Sacco Subject: please help! Van: Annick De Houwer Datum: Fri, 30 Mar 2001 13:56:04 +0100 Aan: Monika Pawlowska , Onderwerp: Re: delayed speech in bilingual children? Dear Monika, 1. A really valid answer to your first question is not quite possible since as far as I know there have not been any studies with large groups of children comparing onset of first words in bilingual (any language combination) vs. in monolingual (any language) families. From the few studies that are available on very young children raised bilingually we do know that production of first words can occur at quite a young age. My *impression* from the literature (and from knowing about lots of young bilingual children) is that so far there are no real signs of differences. As I've stated several times in literature overviews (see below), the variation in language use (not only in timing of first words) seen in monolingual children seems to be present in bilingual children as well. Currently I'm working on a project (with Marc Bornstein) that compares (amongst others) vocabulary development in monolingual and bilingual infants raised in comparable social settings and I hope that soon we'll have some better idea of an answer to your first question. In any case, comparing bilingual children to monolingual children as if the latter were the desired norm is not a good idea. Barbara Pearson has done an admirable job at discussing the methodological and conceptual difficulties involved: see Pearson, B., 1998, Assessing lexical development in bilingual babies and toddlers, International Journal of Bilingualism 2(3), pp. 347-372. 2. The surest way to know whether a child RAISED WITH 2 LANGUAGES FROM BIRTH (as opposed to exposure to a second language at a later age) has an underlying language learning problem is to test BOTH languages. Only if the child is showing problems in BOTH these languages can one infer an underlying language learning problem. (I wrote articles in Dutch on this so the reference won't be of much use to you - but you may want to refer to an article in the Bilingual Family Newsletter by Li Wei, Nick Miller and Barbara Dodd, 1997, Distinguishing communicative difference from language disorder in bilingual children). Again here the issue of what norm to use for comparison is important. overviews: De Houwer, A., 1995. Bilingual Acquisition, in the Handbook of Child Language, Paul Fletcher & Brian MacWhinney, eds., Blackwell. De Houwer, A., 1999. Language acquisition in children raised with two languages from birth: an update, Revue Parole 9-10, 63-87. Hope this helps. Best regards, Annick De Houwer **************** Annick De Houwer, PhD Associate Professor UIA-PSW University of Antwerp Universiteitsplein 1 B2610-Antwerpen Belgium tel +32-3_8202863 fax +32-3-8202882 email annick.dehouwer at ua.ac.be > Van: Monika Pawlowska > Datum: Thu, 29 Mar 2001 16:35:49 -0600 > Aan: info-childes at mail.talkbank.org > Onderwerp: delayed speech in bilingual children? > > Dear Info-CHILDES, > > I am looking for information about the following two questions: > > 1. When do children raised in a bilingual home start producing their > first words and how do they compare to children raised in monolingual > families? > > 2. Is there any way to tell whether delayed speech is caused by being > exposed to two languages at the same time, or whether it is a sign of a > deeper problem? > > I would appreciate references to any relevant studies. > > Thank you > > Monika Pawlowska > > ---------- End Forwarded Message ---------- From miller at waisman.wisc.edu Fri Mar 30 16:44:54 2001 From: miller at waisman.wisc.edu (Jon Miller) Date: Fri, 30 Mar 2001 10:44:54 -0600 Subject: IASCL/SRCLD 2nd Call Message-ID: An HTML attachment was scrubbed... URL: From macwhinn at hku.hk Thu Mar 1 03:33:54 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Thu, 1 Mar 2001 11:33:54 +0800 Subject: addition to Shiro documentation Message-ID: Dear Info-CHILDES, Martha Shiro asked me to add this additional clarificatory information regarding her corpus of narratives from Venezuelan children: The narratives in this data were collected from 113 Venezuelan children by Martha Shiro of Universidad Central de Venezuela for a doctoral thesis under the direction of Catherine Snow, Lowry Hemphill, and Victoria Purcell-Gates of the Harvard Graduate School of Education. --Brian MacWhinney From Frank.Wijnen at let.uu.nl Mon Mar 5 09:14:00 2001 From: Frank.Wijnen at let.uu.nl (Wijnen, Frank) Date: Mon, 5 Mar 2001 10:14:00 +0100 Subject: Annual Review of Language Acquisition #2 Message-ID: CALL FOR PAPERS John Benjamins Publishing Company invites submissions for THE ANNUAL REVIEW OF LANGUAGE ACQUISITION, VOL. 2 (2002) Editors: Lynn Santelmann, Portland State University Maaike Verrips, Utrecht University Frank Wijnen, Utrecht University The Annual Review is devoted to research in the domain of first language acquisition, i.e., the process of acquiring command of a first language. It focuses on research which has been reported in recently defended Ph.D. theses. The major share of contributions to the yearbook consist of 10.000 word (approximately) excerpts from, or edited summaries of, dissertations addressing issues in first language acquisition, including bilingual first language acquisition. These papers should be written by the original author of the dissertation, conform to the format of a journal article, and thus be comprehensible without reference to the source text. The Annual Review publishes reports of original research pertaining to various approaches to first language and bilingual first language acquisition, be it experimental, observational, computational, clinical or theoretical, provided that the work is of high quality. The Annual Review also welcomes studies in which first language acquisition is compared to second language acquisition, as well as studies on language acquisition under abnormal conditions. In all of the areas covered, the Annual Review of Language Acquisition is dedicated to creative and groundbreaking research. The yearbook, in its printed form, will be supplemented by an attractive website. The website will give access to electronic copies of the printed papers, but, more importantly, will also present background materials such as a resume for the author, excerpts of audio or video materials related to the reported research, tips for further reading, and links to relevant websites. Any student who has a dissertation completed between October 1999 and December 2000 is invited to submit a manuscript based on this work. In order to be eligible for publication, the manuscript should be of outstanding quality. Particularly, contributions are sought which excel with regard to the integration of behavioral data and (psycho)linguistic theorizing. More specifically, the Annual Review solicits papers which: ? develop new theoretical ideas to account for a set of facts; ? open up a new empirical domain or new set of data, e.g. explore a relatively unknown language, or apply a new or unknown experimental approach; ? report findings that are considered important for pertinent debates in the field. Submitted papers will be thoroughly reviewed by at least two members of the editiorial board and/or external advisers. In addition to the research reports sketched above, each issue of the Annual Review will contain one critical review of the state-of-the-art in a subdomain of first language acquisition research. This paper will be commissioned by the editors. Deadline for submissions to the 2002 issue (Vol. 2): April 1, 2001 Address for correspondence: Editors of ARLA UIL-OTS, Utrecht University Trans 10 3512 JK Utrecht The Netherlands For further information, write to: ARLA at let.uu.nl ARLA Editorial Board Peter Culicover, The Ohio State University Katherine Demuth, Brown University Jeff Elman, UCSD Louann Gerken, University of Arizona Marco Haverkort, Rijksuniversiteit Groningen Jack Hoeksema, Rijksuniversiteit Groningen Angeliek van Hout, Rijksuniversiteit Groningen Nina Hyams, UCLA Claartje Levelt, Vrije Universiteit Amsterdam Laurence B. Leonard, Purdue University Natascha M?ller, Universit?t Hamburg Johanne Paradis, University of Alberta William Philip, Universiteit Utrecht Susan Powers, Universit?t Potsdam Thomas Roeper, University of Massachusetts, Amherst Petra Schulz, Universit?t Konstanz Ann Senghas, Barnard College William Snyder, University of Connecticut Daniel Swingley, Max Planck Institute for Psycholinguistics Karin Stromswold, Rutgers University Jill de Villiers, Smith College From A.Monshouwer at ped.kun.nl Mon Mar 5 05:06:50 2001 From: A.Monshouwer at ped.kun.nl (Anton Monshouwer) Date: Mon, 5 Mar 2001 13:06:50 +0800 Subject: NEW BOOK on moral development and education Message-ID: Has appeared: Wouter van Haaften, Thomas Wren, and Agnes Tellings (Eds.), MORAL SENSIBILITIES AND EDUCATION I: The preschool child Bemmel-London-Paris: Concorde Publishing House ISBN 90-76230-04-8; Pb; 152 p.; price Dfl. (NLG) 35.- (= about 17.50 US$) Keywords: Moral Education; child development; the preschool child For more information see http://www.concorde-publisher.com CONTENTS INTRODUCTION 1. Sharon Lamb: THE PAST, PRESENT, AND FUTURE OF EARLY MORAL DEVELOPMENT 2. Carolyn Zahn-Waxler & Paul D. Hastings: DEVELOPMENT OF EMPATHY: ADAPTIVE AND MALADAPTIVE PATTERNS 3. Jacqueline Goodnow: MORAL DEVELOPMENT: ISSUES AND APPROACHES 4. Bill Puka: CHARACTER EDUCATION AND THE YOUNG CHILD 5. Robert L. Campbell: PIAGET'S MORAL PSYCHOLOGY IN POST-KOHLBERGIAN PERSPECTIVE 6. Thomas E. Wren: THINKING ABOUT MORAL PSYCHOLOGY IN THREE DIMENSIONS ABOUT THE AUTHORS For order forms, methods of payment, and a picture of the book see http://www.concorde-publisher.com For more information please contact mailto:concorde at bigfoot.com Dr. Anton Monshouwer, University of Nijmegen, The Netherlands -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Tue Mar 6 09:41:38 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Tue, 6 Mar 2001 09:41:38 +0000 Subject: NEW BOOK Message-ID: Dear info-childes, May I take the opportunity of announcing the publication this month of a new book on language acquisition: Kyra Karmiloff and Annette Karmiloff-Smith (2001) "Pathways to Language: From fetus to adolescent" Developing Child Series, Harvard University Press. Contents Preface Chapter 1 - What is language acquisition? Chapter 2 - Experimental paradigms for studying language acquisition Chapter 3 - Speech perception in and out of the womb Chapter 4 - Learning about the meaning of words Chapter 5 - Becoming a grammatical being Chapter 6 - Beyond the sentence Chapter 7 - Atypical language development Chapter 8 - Rethinking the Nature/Nurture debate References Index From the cover: "A timely, clear, and valuable book, which offers a masterful overview of the many passionately held positions on the origins and development of language" - Dan Slobin, University of California, Berkeley "....emphasis on the way that many factors move development forward. With its graceful, lucid style, Pathways to Language takes the reader on a journey, vividly conveying the excitement of all the new discoveries of recent years that have so deeply changed our understanding of what it means to "learn language" - Roberta Golinkoff, University of Delaware. The journey to language begins before birth, as babies in the womb hear clearly enough to distinguish their mother's voice. Canvassing a broad span of experimental and theoretical approaches, this book introduces new ways of looking at language development. A remarkable mother-daughter collaboration, Pathways to Language balances the respected views of a well-known scholar with the fresh perspective of a younger colleague prepared to challenge current popular positions in these debates. The result is an unusually subtle, even-handed, and comprehensive overview of the theory and practice of language acquisition, from fetal speech processing to the development of child grammar to the sophisticated linguistic accomplishments of adolescence, such as engaging in conversation and telling a story. With examples from the real world as well as from the psychology laboratory, Kyra Karmiloff and Annette Karmiloff-Smith look in detail at the way language users appropriate words and grammar. They present in-depth evaluations of different theories of language acquisition. They show how adolescent usage has changed the meaning of certain phrases, and how modern living has led to alterations in the lexicon. They also consider the phenomenon of atypical language development, as well as theoretical issues of nativism and empiricism and the specificity of human language. Their nuanced and open-minded approach allows readers to survey the complexity and breadth of the fascinating pathways to language acquisition. From a.karmiloff-smith at ich.ucl.ac.uk Wed Mar 7 09:16:12 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 7 Mar 2001 09:16:12 +0000 Subject: au secours svp! Message-ID: Does anyone know how to say "social referencing" in French please. also "in the normal range" merci d'avance Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From deepsea at cds.ne.jp Mon Mar 12 16:31:24 2001 From: deepsea at cds.ne.jp (Masayuki Komachi) Date: Tue, 13 Mar 2001 01:31:24 +0900 Subject: TCP 2001 program Message-ID: Dear colleagues, This is the final announcement on the second Tokyo Conference on Psycholinguistics (TCP 2001). TCP 2001 will be held at Keio University (Mita Campus) on March 16-17, 2001. No preregistration is necessary. Conference participants will be asked to pay 500 yen for the conference handbook at the registration desk. For more information, please visit our site.(http://www.otsu.icl.keio.ac.jp/tcp/ ) Information about proceedings of the previous conference can also be seen there. Masayuki Komachi TCP Committee tcp at otsu.icl.keio.ac.jp ######################### TCP 2001 Program Day 1 (March 16, 2001) 10:50-11:00 Opening Yukio Otsu (Keio University) 11:00-12:00 Tutorial Mabel L. Rice (University of Kansas) "Children with Specific Language Impairment: Recent Findings and Implications for Models of Language Acquisition" Chair: Yukio Otsu (Keio University) 13:00-13:45 Rosalind Thornton (University of Maryland at College Park) "A-Movement in Early English" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:50-14:35 Masakazu Kuno (University of Tokyo) "Why Does Movement Sometimes Leave a Trace and Sometimes Not?" Chair: Takeru Suzuki (Tokyo Gakugei University) 14:50-15:35 Stephen Crain (University of Maryland at College Park), Luisa Meroni (University of Maryland at College Park), Gennaro Chierchia (Universita' di Milano), Maria Teresa Guasti (Universita' di Milano), and Andrea Gualmini (University of Maryland at College Park) "When Scalar Implicatures Fail to Arise for Any Child or Adult" Chair: Mari Takahashi (Kyoto Sangyo University) 15:40-16:25 Koji Sugisaki (University of Connecticut) and Miwa Isobe (Keio University) "Some Asymmetries in Child Japanese and Their Theoretical Implications" Chair: Mari Takahashi (Kyoto Sangyo University) 16:35-17:35 Invited Lecture Mamoru Saito (Nanzan University) "Movement and Theta-Roles: A Case Study with Resultatives" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 17, 2001) 10:00-10-45 Thomas Hun-tak Lee (City University of Hong Kong) "The Acquisition of Additive and Restrictive Focus in Cantonese" Chair: Makiko Hirakawa (Tokyo International University) 10:50-11:35 Julia Herschensohn (University of Washington) "Wealth of the Stimulus? L2 Acquisition of French Object Clitics" Chair: Makiko Hirakawa (Tokyo International University) 11:40-12:25 Hironobu Kasai (University of California, Irvine) and Shoichi Takahashi (Kanda University of International Studies) "Coordination without Coordinator" Chair: Makiko Hirakawa (Tokyo International University) 14:00-14:45 Koji Sugisaki (University of Connecticut) and William Snyder (University of Connecticut) "Preposition Stranding and Double Objects in the Acquisition of English" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Jeannette Schaeffer (Ben Gurion University of the Negev) and Dorit Ben-Shalom (Ben Gurion University of the Negev) "Root Infinitives in Child Hebrew and the Acquisition of Deictic Anchoring" Chair: Tetsuya Sano (Meiji Gakuin University) 15:40-16:25 Takuya Gouro (Sophia University), Hanae Norita, Motoki Nakajima (University of Tokyo), and Kenichi Ariji (Sophia University) "Children's Interpretation of Universal Quantifier and Pragmatic Interference" Chair: Tetsuya Sano (Meiji Gakuin University) 16:35-17:35 Invited Lecture Stephen Crain (University of Maryland) "Three Years of Continuous Acquisition" Chair: Yukio Otsu (Keio University) Alternates 1. Cecile van der Weert (University of Reading) "Native Elements of Discourse Knowledge: Inter-Sentential Reference" 2. Shigeko Matsufuji (Ochanomizu University) "Quantificational Expressions" 3. Maki Yamane (Niigata Women's College) "Grammaticality Judgment Patterns of Japanese Adult L2 English Learners Left Branch Violations in English" From aniaxs at go2.pl Tue Mar 13 07:44:49 2001 From: aniaxs at go2.pl (Anna Szymanska) Date: Tue, 13 Mar 2001 08:44:49 +0100 Subject: phonostylistic processes Message-ID: I would like to know when phonostylistic processes start to develop. Does anyone can tell me something about it? Thank you in advance. Anna From aniaxs at go2.pl Tue Mar 13 08:03:19 2001 From: aniaxs at go2.pl (Anna Szymanska) Date: Tue, 13 Mar 2001 09:03:19 +0100 Subject: phonological processes Message-ID: I'd like to find out when phonostylistic processes start to develop. Does anyone know of any references? Anna Szymanska From lise.menn at colorado.edu Tue Mar 13 16:46:12 2001 From: lise.menn at colorado.edu (Lise Menn) Date: Tue, 13 Mar 2001 09:46:12 -0700 Subject: phonostylistic processes In-Reply-To: <003501c0ab91$7c86f1c0$b0484cd5@y7q4n6> Message-ID: >I would like to know when phonostylistic processes start to develop. Does >anyone can tell me something about it? > >Thank you in advance. > >Anna I don't know if I ever mentioned this in print anywhere, but my dissertation subject Jacob (Menn 1979) did a very creditable imitation of his father's emphatic negation 'no way!' (general emphasis, extra length on vowel) before 18 months. More generally, I think that this is like the question 'when do children begin to acquire their dialect?' They do so from the beginning of language - they don't start with a 'neutral' or 'unmarked' form and then develop specific variants, but rather they start from examples and attempt to match ones that attract them. Frequency, match to existing phonetic (including babble) repertoire, emotional/cognitive interest, and suprasegmental properties all play a role in the selection of targets. Mastery of what different stylistic variants mean to different hearers is, on the other hand, developed over a lifetime (there are still times when I fail to detect sarcasm). Lise Menn Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor home fax 303-413-0017 Department of Linguistics UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf From aniaxs at go2.pl Wed Mar 14 08:41:54 2001 From: aniaxs at go2.pl (Anna Szymanska) Date: Wed, 14 Mar 2001 09:41:54 +0100 Subject: phonological processes Message-ID: ----- Original Message ----- From: Anna Szymanska To: Sent: Tuesday, March 13, 2001 9:03 AM Subject: phonological processes > I'd like to find out when phonostylistic processes start to develop. > Does anyone know of any references? > > Anna Szymanska > > > From mary at adams-eisenberg.com Wed Mar 14 20:17:30 2001 From: mary at adams-eisenberg.com (M Eisenberg) Date: Wed, 14 Mar 2001 15:17:30 -0500 Subject: request for information Message-ID: To the INFO-CHILDES listserve: I am a graduate student looking at the literature on Requests in Child Language Development. I am interested in this topic especially from a developmental and pragmatics perspective. I have found quite a lot on this topic from the 70s and 80s, but much less from the 90s, and very few studies that address this aspect of child language development in urban populations and among people of color. If anyone can provide me with information about research on this topic, I would be most grateful. You may reply to me at either of the following addresses: OR Thank you for any suggestions of literature or studies on ths topic. Sincerely, Mary Eisenberg From cotel at cfr.nichd.nih.gov Fri Mar 16 13:23:01 2001 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Fri, 16 Mar 2001 08:23:01 -0500 Subject: world languages Message-ID: Does anyone know of a comprehensive book on languages of the world? Etiology, similarities and differences in grammar, word categories, etc.? I checked PsychInfo but came up with very little. Thanks! Linda Linda R. Cote, Ph.D. Child & Family Research National Institute of Child Health & Human Development, NIH Suite 8030 6705 Rockledge Drive Bethesda, MD 20892-7971 e-mail: lc140v at nih.gov phone: 301-496-6832 fax: 301-496-2766 From cotel at cfr.nichd.nih.gov Fri Mar 16 13:54:38 2001 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NICHD)) Date: Fri, 16 Mar 2001 08:54:38 -0500 Subject: thank you Message-ID: I have received a number of e-mails that all recommend the same book: Comrie, B. (1990). The World's Major Languages. New York: Oxford University Press. Thanks so much! Linda Linda R. Cote, Ph.D. Child & Family Research National Institute of Child Health & Human Development, NIH Suite 8030 6705 Rockledge Drive Bethesda, MD 20892-7971 e-mail: lc140v at nih.gov phone: 301-496-6832 fax: 301-496-2766 From bates at crl.ucsd.edu Fri Mar 16 15:31:59 2001 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Fri, 16 Mar 2001 07:31:59 -0800 Subject: world languages Message-ID: Maria Polinsky (chair of Linguistics at UCSD) has a general-purpose book on languages of the world -- sorry I don't have the reference at my fingertips. -liz bates From joshua_thompson at juno.com Fri Mar 16 18:18:37 2001 From: joshua_thompson at juno.com (Joshua Thompson) Date: Fri, 16 Mar 2001 12:18:37 -0600 Subject: world languages Message-ID: Grimes, B. F. (editor) (2000). ETHNOLOGUE: Languages of the World. (Fourteenth Edition). Consulting Editors: Richard S. Pittman & Joseph E. Grimes. SIL International. http://www.sil.org/ethnologue/ On Fri, 16 Mar 2001 08:23:01 -0500 "Cote, Linda (NICHD)" writes: > Does anyone know of a comprehensive book on languages of the world? > Etiology, similarities and differences in grammar, word categories, > etc.? I > checked PsychInfo but came up with very little. > Thanks! > > Linda > > Linda R. Cote, Ph.D. > Child & Family Research > National Institute of Child Health & Human Development, NIH > Suite 8030 > 6705 Rockledge Drive > Bethesda, MD 20892-7971 > e-mail: lc140v at nih.gov > phone: 301-496-6832 > fax: 301-496-2766 > > > Joshua_Thompson at JUNO.com Cedar Hill, Texas get the big picture http://antwrp.gsfc.nasa.gov/apod/image/0011/earthlights_dmsp_big.jpg -------------- next part -------------- An HTML attachment was scrubbed... URL: From flanigan at oak.cats.ohiou.edu Fri Mar 16 20:25:46 2001 From: flanigan at oak.cats.ohiou.edu (Beverly Flanigan) Date: Fri, 16 Mar 2001 15:25:46 -0500 Subject: world languages In-Reply-To: <20010316.123351.-3795637.2.Joshua_Thompson@juno.com> Message-ID: And one more: Anatole Lyovin, _An Introduction to the Languages of the World_ (Oxford UP, 1997). At 12:18 PM 3/16/01 -0600, you wrote: >Grimes, B. F. (editor) (2000). ETHNOLOGUE: Languages of the World. >(Fourteenth Edition). Consulting Editors: Richard S. Pittman & Joseph E. >Grimes. SIL International. > >http://www.sil.org/ethnologue/ > >On Fri, 16 Mar 2001 08:23:01 -0500 "Cote, Linda (NICHD)" ><cotel at cfr.nichd.nih.gov> writes: > > Does anyone know of a comprehensive book on languages of the world? > > Etiology, similarities and differences in grammar, word categories, > > etc.? I > > checked PsychInfo but came up with very little. > > Thanks! > > > > Linda > > > > Linda R. Cote, Ph.D. > > Child & Family Research > > National Institute of Child Health & Human Development, NIH > > Suite 8030 > > 6705 Rockledge Drive > > Bethesda, MD 20892-7971 > > e-mail: lc140v at nih.gov > > phone: 301-496-6832 > > fax: 301-496-2766 > > > > > > > > >Joshua_Thompson at JUNO.com >Cedar Hill, Texas >get the big picture >http: >//antwrp.gsfc.nasa.gov/apod/image/0011/earthlights_dmsp_big.jpg _____________________________________________ Beverly Olson Flanigan Department of Linguistics Ohio University Athens, OH 45701 Ph.: (740) 593-4568 Fax: (740) 593-2967 http://www.cats.ohiou.edu/linguistics/dept/flanigan.htm From flanigan at oak.cats.ohiou.edu Fri Mar 16 21:09:45 2001 From: flanigan at oak.cats.ohiou.edu (Beverly Flanigan) Date: Fri, 16 Mar 2001 16:09:45 -0500 Subject: request Message-ID: I have an undergraduate student who is looking at overextension of lexical terms in young children (18 mos.-30 mos. or so), such as 'doggy' for all four-legged critters or 'ball' for all round things. He has the standard textbook and journal references, but he'd like to know if anyone has done, or knows of, more recent research in this area. I'll pass your references on to him, or you can write to him at the cc'ed address above. Thanks in advance! _____________________________________________ Beverly Olson Flanigan Department of Linguistics Ohio University Athens, OH 45701 Ph.: (740) 593-4568 Fax: (740) 593-2967 http://www.cats.ohiou.edu/linguistics/dept/flanigan.htm From jliceras at uottawa.ca Sat Mar 17 17:23:08 2001 From: jliceras at uottawa.ca (Juana Liceras) Date: Sat, 17 Mar 2001 12:23:08 -0500 Subject: GASLA 2002 CALL FOR PAPERS Message-ID: CALL FOR PAPERS GASLA 2002 The 6th biannual Generative Approaches to Second Language Acquisition Conference is inviting abstracts for its meeting, to be held at the University of Ottawa, April 26-28. The theme for the conference is L2 LINKS: second language acquisition and its ties to allied disciplines, e.g., L1A, linguistic theory, psycholinguistics, impaired language development, cognitive modeling, etc. The following scholars have agreed to give plenary talks: Harald Clahsen, University of Essex David Pesetsky, MIT Mabel Rice, University of Kansas Lisa Travis, McGill University Proposals for papers or posters are solicited. Paper presentations will be 20 minutes long with 10 minutes for questions. Please indicate on your abstract whether you wish your submission to be considered for one category only (please, specify) or for both categories. Posters and papers will receive equal consideration for inclusion in the conference proceedings and in a volume of selected papers. The proceedings will appear in Cahiers linguistiques d? Ottawa. A commercial publisher will be approached for the publication of selected papers. Abstracts should not exceed 450 words. If possible, please submit your abstract as an e-mail attachment (MS Word or RTF format) to the following address: gasla6 at uottawa.ca. Otherwise, please send 4 copies by regular mail. Include your name(s), affiliation(s) and full address(es) at the top of the abstract; this will be removed for blind evaluation. If you are submitting abstracts by mail, please include one copy with the afore-mentioned information and 3 copies with no author details. The deadline for submission of abstracts is September 15, 2001. Notification about acceptance will go out by December 1, 2001. Please visit the GASLA-6 (2002) website for upcoming information regarding hotel accommodations and registration. Queries can be directed to: Department of Modern Languages / Department of Linguistics PO 450 Stn A, Ottawa ON. K1N 6N5, CANADA Telephone: (613) 562-5800 poste/ext. 3742 Telefax: (613) 562-5138 E-mail: gasla6 at uottawa.ca Website: http://aix1.uottawa.ca/~gasla6/ The Organizing Committee, Juana Liceras, Department of Modern Languages, University of Ottawa Helmut Zobl, The School of Linguistics and Applied Language Studies, Carleton University Helen Goodluck, Department of Linguistics, University of Ottawa From psrcm at dredd.csv.warwick.ac.uk Mon Mar 19 13:29:54 2001 From: psrcm at dredd.csv.warwick.ac.uk (Mr L Onnis) Date: Mon, 19 Mar 2001 13:29:54 -0000 Subject: CHILDES workshops? Message-ID: Hallo, I am interested in learning to use CHILDES in order to extract co- occurrence statistics of syntactic patterns that involve Parts of Speech (e.g. ADJ + that). Does anybody know of CHILDES workshops to be held in the UK in the near future or CHILDES experts willing to help out? In addition, which program is best suited for the above kind of query? Thank you, Luca Onnis ---------------------------------------------------------- Luca Onnis Department of Psychology University of Warwick Coventry CV4 7AL UK Phone (office): ++44 24 765 23613 Phone (home): ++44 24 76 220695 E-mail: L.Onnis at warwick.ac.uk From macwhinn at hku.hk Mon Mar 19 15:21:42 2001 From: macwhinn at hku.hk (Brian MacWhinney) Date: Mon, 19 Mar 2001 23:21:42 +0800 Subject: CHILDES workshops? In-Reply-To: <200103191330.f2JDUHg16679@snowdrop.csv.warwick.ac.uk> Message-ID: Dear Luca, Sorry, we have not been very active of late in terms of organizing CHILDES workshops, hoping instead that people will pick up use of the programs from the manuals and other users. Perhaps next year. But, in the meantime, let me suggest the best approach to your work with parts-of-speech. If you want to do this really thoroughly, you should learn to use the MOR program. You need to download the English MOR grammar, if you want to focus on English. We also have a MOR grammar for Italian, by the way. Unfortunately, we still have only a modest amount of Italian data in the database. Anyway, once you have learned to use MOR and have run it on the corpora you are studying, you then use COMBO with the +t%mor switch to track your various part-of-speech patterns. If you want to have a fully disambiguated %mor line, then you also need to download the post.db database and run the POST disambiguator. It works well, but for a totally new corpus, you can only expect about 90% disambiguation accuracy without some further tweaking. Good luck on this. If you need the names of child language people in the UK who know CHILDES, please tell me. --Brian MacWhinney From gagarina at zas.gwz-berlin.de Mon Mar 19 17:52:46 2001 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Mon, 19 Mar 2001 18:52:46 +0100 Subject: Acquisition of Verb Grammar and Verb Arguments Message-ID: Call for papers CONFERENCE ON THE ACQUISITION OF VERB GRAMMAR AND VERB ARGUMENTS Zentrum f?r Allgemeine Sprachwissenschaft, Universalienforschung und Typologie (Centre of General Linguistics), Berlin 15-17 November 2001 Organizers: Dagmar Bittner, Natalia Gagarina, Insa Guelzow It has often been proposed that children begin the process of language acquisition with a special emphasis on the verb or on verb-like structures. Whether or not this could be proved cross-linguistically in detail it could be assumed that the acquisition of the verb and of its grammar plays a central role in early language acquisition. In this conference we hope to bring together researchers with an interest in one of the following aspects which we regard as related to the acquisition of the grammar of the verb: - finiteness - verb inflection - word order of the verb and verbal arguments - subjects and objects - argument structure - case inflection Cross-linguistic analysis of these processes will help to draw attention on the details of the single processes and shed light on their interrelatedness in early language acquisition. Furthermore they should provide insight into the impact of particular target languages on these processes while at the same time leading to a better understanding of the general cognitive aspects of the acquisition of the basic grammatical structure of utterances. Papers on any of the topics mentioned above dealing with first language acquisition in mono- and bilingual children between 1 to 3 years of age are welcome. Papers focussing on interrelations among some of these aspects are especially encouraged. Abstracts should be up to 500 words in length and should outline the research question as well as the language(s) and the age range of children studied. Three copies of abstracts, two anonymous, should be sent by electronic or regular mail to Insa Guelzow or Natalia Gagarina by June 30st, 2001. If you submitting electronically, please include the abstract in the body of the message (do not send attachments!). You will be informed by the mid of July of acceptance. Please send your abstracts to: Insa Guelzow: guelzow at zas.gwz-berlin.de Natalia Gagarina: gagarina at zas.gwz-berlin.de Zentrum f?r Allgemeine Sprachwissenschaft, Universalienforschung und Typologie J?gerstr. 10/11 D-10117 Berlin Germany A second circular will be sent out in September with information concerning travel and accommodation. Presentations of 40 minutes in length (25 min presentation + 15 min discussion) will be given at a plenary session. Conference languages are English and German. We plan to publish a book of the papers dealing with the impact of verb acquisition on other acquisitional processes. Texts to be included in this volume will be reviewed by outside readers. Scientific Committee: J?rgen Weissenborn Klaus-Michael K?pcke Dagmar Bittner Coordinators to be consulted on practical and academic matters: Dagmar Bittner Universit?t Potsdam Institut f?r Linguistik Patholinguistik PO Box 60 15 53 D-14415 Potsdam Germany dabitt at zas.gwz-berlin.de Natalia Gagarina ZAS, J?gerstr. 10/11 D-10117 Berlin Germany gagarina at zas.gwz-berlin.de From ks7t at andrew.cmu.edu Mon Mar 19 20:21:18 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 19 Mar 2001 15:21:18 -0500 Subject: The Genetics of Language Workshop Message-ID: The Genetics of Language The Linguistcs Dept. of Tilburg University is proud to announce a week of seminars and workshops devoted to the Genetics of Language: *****May 28 - June ***** 1. There will be a series of lectures and forum discussions on Wednesday and Thursday, preceded by a two day seminar "Neurolinguistics" given by Prof. Alec Marantz (Linguistics & Philosophy, M.I.T.), and followed by a one day seminar "Language and the Brain" given by Prof. Laurence B. Leonard (Audiology & Speech Sciences, Purdue). Website: http://cwis.kub.nl/~fdl/research/gm/genconf The sections and speakers are: * Language & cognitive neuroscience Sergey Avrutin (UiL-OTS, Utrecht Univ.) Alfonso Caramazza (Psychology, Harvard) Peter Hagoort (Nijmegen Inst. for Cognition and Information) Colin Phillips (Linguistics, U. of Maryland) Discussant: Bea de Gelder (Social & Behavioural Sciences, U. Tilburg) * Selective impairment of language and cognition Yosef Grodzinsky (Psychology, U. Tel Aviv University & Neurology, Boston Univ. School of Medicine) Heather van der Lely (Human Communication Science, University College, London) Laurence B. Leonard (Audiology & Speech Sciences, Purdue) Faraneh Vargha-Khadem (Development Cognitive Neuroscience, UniversityCollege, London) Discussant: Hubert Haider (Inst. fuer Sprachwissenschaft, Univ. Salzburg) * Origins of language & its diversification Isabelle Dupanloup (Dipartimento di Biologia, Univ. di Ferrara) Riny Huybregts (Models of Grammar Group, U. Tilburg) Marta M. Lahr & Robert Foley (Biological Anthropology, Univ. of Cambridge) Johanna Nichols (Slavic Languages and Literatures, UC Berkeley) Discussant: David Gil (Max Planck Inst. fuer evolutionaere Anthropologie, Leipzig) * Mind/brain: the unification problem Lyle Jenkins (Biolinguistics Institute, Cambridge, MA) Massimo Piattelli-Palmarini (Cognitive Science Program, U. Arizona) Discussant: Michael Brody (Phonetics and Linguistics, University College, London) * Forum Discussion Neil V. Smith (Phonetics and Linguistics, University College London) Further details, including abstracts and an an on-line registration form, can be found at our web site: http://cwis.kub.nl/~fdl/research/gm/genconf From m.barrett at surrey.ac.uk Tue Mar 20 10:50:54 2001 From: m.barrett at surrey.ac.uk (Martyn Barrett) Date: Tue, 20 Mar 2001 10:50:54 GMT Subject: Job notice Message-ID: JOB NOTICE (Apologies for cross-posting) Lecturer A/B in Developmental Psychology Department of Psychology School of Human Sciences University of Surrey UK Salary: ?21,435 - ?30,967 per annum The Department is seeking to employ a psychologist to contribute to its research and teaching activities in the broad area of developmental psychology. Applicants should have a good publication record commensurate with the stage in their career and be able to attract external research income. The successful candidate will join an active developmental research team and contribute to the delivery of its undergraduate developmental psychology and research methods courses. Applications from related areas of psychology will be welcome. For an informal discussion please contact Dr Chris Fife-Schaw, Head of Department of Psychology on ++44-1483-876873 or email: c.fife-schaw at surrey.ac.uk . For an application pack please contact Mrs LF Allen , University of Surrey, Guildford, Surrey, GU2 7XH. Telephone ++44-1483-879279 (24 hours). Email: l.allen at surrey.ac.uk or download application documents from www.surrey.ac.uk 'Employment Opportunities'. Please quote Reference number 2813, supply your postal address and where you saw the advertisement. Closing date for applications is 30/03/01. The University is committed to an Equal Opportunities Policy. Further details ************************ Professor Martyn Barrett Department of Psychology University of Surrey Guildford Surrey GU2 7XH UK Tel: (+44)(0)1483-876862 Fax: (+44)(0)1483-879553 m.barrett at surrey.ac.uk http://www.surrey.ac.uk/Psychology/staff/m.barrett.html From mskcusb at mscc.huji.ac.il Tue Mar 20 15:53:17 2001 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Tue, 20 Mar 2001 17:53:17 +0200 Subject: Fw: thesis Message-ID: Could someone help Sukran? Since I am not an expert in her field, I think her message is better placed here. Thanks to all, Shoshana Blum-Kulka ----- Original Message ----- From: ??KRAN KILI? To: Sent: Tuesday, March 20, 2001 12:16 AM Subject: thesis > Dr (Prof)Blum-Kulka > > My name's Sukran KILIC. I'm a student in Middle East > Technical University. Because of my thesis I > interested in the child language development. The > syntactic and semantic development of plurals, > negation and adverbs are my main topics. However, I > could not reach enough sources and articles about my > subject. In libraries most of the journals and journal > volumes are absent so my research process is going > very slowly > If you send to me some articles about these subjects > to me I will so glad. > Your sincerely > > > My Postal adress: > Sukran KILIC > UMIT MAH. 30. SOKAK > DEFNE SITESI 4/52 no:24 > UMITKOY > ANKARA > TURKEY > > > > __________________________________________________ > Do You Yahoo!? > Get email at your own domain with Yahoo! Mail. > http://personal.mail.yahoo.com/ > From kristinebentzen at hotmail.com Tue Mar 20 18:47:47 2001 From: kristinebentzen at hotmail.com (Kristine Bentzen) Date: Tue, 20 Mar 2001 13:47:47 -0500 Subject: Bilingual acquisition Message-ID: Dear all - I'm planning to do a PhD on language mixing in bilingual first language acquisition (BFLA), and I'm currently looking for literature on English/Norwegian BFLA. I'm aware of the work done by Elizabeth Lanza, but could anyone direct me to any other sources that I should check out? I'm also interested in work done on monolingual first language acquisition of Norwegian, especially focusing on the acquisition of verb placement. I know of some studies done on the acquisition of verb placement in Swedish (Lynn Santelmann, Christer Platzack), but what about Norwegian? I would be most grateful for any responses! Best, Kristine Bentzen English Department University of Tromsoe Norway _________________________________________________________________________ Get Your Private, Free E-mail from MSN Hotmail at http://www.hotmail.com. From plahey at mindspring.com Wed Mar 21 01:46:20 2001 From: plahey at mindspring.com (Peg Lahey) Date: Tue, 20 Mar 2001 20:46:20 -0500 Subject: Fw: Scholarship Funds to $10,000 Available Message-ID: Please pass this notice on to anyone who might be interested-- Thanks, ML Scholarship Money of up to $10,000 Available for Doctoral Students Majoring in Children's Language Disorders. The Bamford-Lahey Children's Foundation is pleased to announce the availability of scholarship funds of up to $10,000 per year for doctoral students majoring in children's language disorders. By supporting doctoral study, the Foundation hopes to encourage professionals to continue their education and to pursue careers in academia with a focus on children's language disorders. Monies will be available for the 2001-2001 academic year and students may reapply for further aid in future years. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. The Foundation will evaluate the applicant's ability to complete the doctoral program and the potential promise of the candidate to become a teacher-investigator who will contribute to both educating future clinicians and to our knowledge about helping children with developmental language disorders. Consideration will also be given to how well the applicant's program and career goals relate to the Foundation's objectives and orientation (see www.Bamford-Lahey.org). Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic is related to the objectives of the foundation. The scholarships are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicant may request any amount of funds up to $10,000. In order to apply, applicants should: a.. Be accepted in a doctoral program at an accredited university that offers a major in children's language disorders including an emphasis on research skills b.. Be able to demonstrate the ability to complete such a program c.. Plan to major in children's language disorders d.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university e.. Hold CCC-SLP from ASHLA Application forms can be obtained by email from scholarship at Bamford-Lahey.org . Deadline for reception of applications that request funding for the fall semester of 2001 is May 25, 2001. For further information about the Bamford-Lahey Children's Foundation and for information about opportunities for funding of research projects in developmental children's language disorders, please check our web site http://www.Bamford-Lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From akuntay at KU.EDU.TR Wed Mar 21 16:26:02 2001 From: akuntay at KU.EDU.TR (AYLIN KUNTAY) Date: Wed, 21 Mar 2001 18:26:02 +0200 Subject: demonstrative pronouns Message-ID: Dear Child Language Researchers: We are doing a study of the naturalistic use of demonstrative pronouns in preschool peer-to-peer conversations in Turkish. (Turkish has a three-way demonstrative pronoun system (bu/su/o)). We would like to find out about other studies that examine the use of demonstrative pronouns and deixis in child language. Thanks! Aylin Kuntay Asli Ozyurek Department of Psychology, Koc University, Istanbul From zweizman at hkucc.hku.hk Wed Mar 21 23:52:31 2001 From: zweizman at hkucc.hku.hk (Zehava Weizman) Date: Thu, 22 Mar 2001 07:52:31 +0800 Subject: Vocabulary input and output Message-ID: Dear All, I'm interested in work done on vocabulary input and output, especially focusing on the words preschoolers (age 3-6) hear and use at home and/or at school during spontaneous adult-child conversational interactions and how it effects their vocabulary growth and literacy development. I know of some studies of either maternal lexical input or child vocabulary output/production but not about the nature and relationship of the two. Thanks, Zehava Weizman -- _____________________________________________ Dr. Zehava Oz Weizman Research Assistant Professor Faculty of Education The University of Hong Kong 5/F Prince Philip Dental Hospital, Hong Kong SAR, China Tel: (852) 2859 0567 (O) (852) 2812 0993 (H) email: zweizman at hkucc.hku.hk _____________________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: From HDungo at aol.com Thu Mar 22 10:42:26 2001 From: HDungo at aol.com (HDungo at aol.com) Date: Thu, 22 Mar 2001 05:42:26 EST Subject: BIDS Uncover Message-ID: Dear Sukran and info-childers, There is a service for getting hold of back numbers of journals and looking for articles by author or key word which may be of use to you. You can get a particular article faxed to you for a small fee. It's called BIDS Uncover and the service is on telnet telnet://bids.ac.uk/ There is an internet address too http://uncweb.carl.org I hope that helps, Harriet. Harriet Dunbar 20 Avenue Dewoitine 31200 Toulouse. France. (33) 5 61 13 05 20. -------------- next part -------------- An HTML attachment was scrubbed... URL: From K.J.Alcock at city.ac.uk Thu Mar 22 11:04:18 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Thu, 22 Mar 2001 11:04:18 -0000 Subject: BIDS Uncover In-Reply-To: <14.115e5036.27eb3112@aol.com> Message-ID: This is a pretty expensive service. It is $18.25 for a Science article and $24 for one from Behavioral and Brain Sciences. I don't know how much inter library loans cost elsewhere but here they are ?1. It's also much cheaper to send a reprint request card - if it's an older article and you suspect the author may have no more reprints, you could add a little plea that it's not available in your institution or indeed country, if they are feeling kind they might photocopy it again for you. This is a big problem though, the difficulty of even finding out about other people's research let alone doing your own in underfunded countries. Having tried to do research in a country that is far less well funded than Turkey I know the difficulties. The internet should theoretically make the playing field a bit more level. Internet access is now less than $1 for half an hour in many African capitals. This isn't the whole story though, as the prices above show. It would be really nice if people would, as a matter of course, put their articles on the web as pdf files - in my department in London we've only just gained the capability to do this as we didn't have the Acrobat program that saves the files till recently, but I will do my best! It would also be helpful if Psycinfo, like Medline, was freely available - my colleagues in East Africa can't even do literature searches on behaviour as they can't access Psycinfo - although their medical counterparts can do this. Katie On 22 Mar 01, at 5:42, HDungo at aol.com wrote: > Dear Sukran and info-childers, > There is a service for getting hold of back numbers of journals and > looking for articles by author or key word which may be of use to you. You > can get a particular article faxed to you for a small fee. It's called > BIDS Uncover and the service is on telnet telnet://bids.ac.uk/ There is an > internet address too http://uncweb.carl.org I hope that helps, Harriet. > > > > Harriet Dunbar > 20 Avenue Dewoitine > 31200 Toulouse. > France. > (33) 5 61 13 05 20. > ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From anne.kolatsis at mailbox.uq.edu.au Fri Mar 23 02:48:30 2001 From: anne.kolatsis at mailbox.uq.edu.au (Anne Kolatsis) Date: Fri, 23 Mar 2001 12:48:30 +1000 Subject: : Re: Vocabulary input and output Message-ID: Zehava, I have found the following useful: Girolametto, L. Weitzman, E., Wiigs, M. & Pearce, P.S. (1999). The relationship between maternal language measures and language development in toddlers with expressive language delays. American Journal of Speech Language Pathology, 8 (4), 364-374. I have used this extensively in my research on the relationship between maternal child-directed speech and vocabulary outcomes for toddlers. I would be interested to see a list of the replies you receive. Hope this helps! Anne Kolatsis PhD Candidate The School of Education The University of Queensland St Lucia, 4072 Australia At 07:52 AM 22/03/01 +0800, you wrote: >zweizman at hkucc.hku.hk Dear All, I'm interested in work done on vocabulary input and output, especially focusing on the words preschoolers (age 3-6) hear and use at home and/or at school during spontaneous adult-child conversational interactions and how it effects their vocabulary growth and literacy development. I know of some studies of either maternal lexical input or child vocabulary output/production but not about the nature and relationship of the two. Thanks, Zehava Weizman -- _____________________________________________ Dr. Zehava Oz Weizman Research Assistant Professor Faculty of Education The University of Hong Kong 5/F Prince Philip Dental Hospital, Hong Kong SAR, China Tel: (852) 2859 0567 (O) (852) 2812 0993 (H) email: zweizman at hkucc.hku.hk _____________________________________________ Anne Kolatsis PhD Candidate The School of Education The University of Queensland St Lucia, 4072 Australia -------------- next part -------------- An HTML attachment was scrubbed... URL: From gut at spectrum.uni-bielefeld.de Fri Mar 23 08:18:54 2001 From: gut at spectrum.uni-bielefeld.de (Ulrike Gut) Date: Fri, 23 Mar 2001 09:18:54 +0100 Subject: L2 acquisition of prosody Message-ID: Hi, I am about to begin a two-year project on the acquisition of prosody (sentence intonation, rhythm, phrasal stress) by L2 learners of German and English and would be happy to know whether there is someone who is/has been doing something similar and would be interested in exchanging ideas, data etc. Thanks! Ulrike -- Dr Ulrike Gut Tel. +49-521-106-3511 Universit?t Bielefeld Fax. +49-521-106-6008 From cschutze at protos.lifesci.ucla.edu Sat Mar 24 00:14:40 2001 From: cschutze at protos.lifesci.ucla.edu (Carson T Schutze) Date: Fri, 23 Mar 2001 16:14:40 -0800 Subject: new squibs section in Language Acquisition Message-ID: New Squibs and Replies Section in the journal Language Acquisition The editors announce the creation of a Squibs and Replies section of Language Acquisition. This section is intended for short articles (no longer than 12 double-spaced manuscript pages) and may include the following: (i) Acquisition analyses that are fairly circumscribed and hence not appropriate for lengthier journal articles. These analyses may be on specific acquisition phenomena, or adult grammar with a clear relevance to a particular issue in acquisition. (ii) Replies to articles published in Language Acquisition. Note that the original authors will have the final word. (iii) Observation of interesting data (experimental or naturalistic) which are relevant to a particular acquisition theory or analysis. We do not encourage compressed presentation of more elaborate analyses such as may appear in conference proceedings, or articles which simply present data without discussing their relevance to a particular theory or analysis. Appropriate topics include first and second language acquisition as well as developmental language disorders such as Specific Language Impairment. Submission of squibs and replies should in general conform to the same requirements as a regular journal article with the following exceptions. The manuscript should not exceed 12 double-spaced pages including footnotes and references, and excluding figures and tables. No abstract is required. Submit three manuscript copies to Editors, Nina Hyams and Carson Schutze, Squibs and Replies, UCLA, Department of Linguistics, 3125 Campbell Hall, Box 951543, Los Angeles, CA 90095. From mewssls2 at fs1.ed.man.ac.uk Tue Mar 27 11:23:25 2001 From: mewssls2 at fs1.ed.man.ac.uk (Ludovica Serratrice) Date: Tue, 27 Mar 2001 11:23:25 GMT Subject: morphological productivity Message-ID: Hi, is anyone aware of experimental studies on morphological productivity in English or other languages, apart from the work by Tomasello and colleagues? I would be very grateful for any references, and I promise to post a summary! Thanks in advance. Ludovica Serratrice Dr Ludovica Serratrice Research Associate Human Communication and Deafness School of Education The University of Manchester Oxford Road, Manchester M13 9PL Tel: 0161-275 3405 Fax: 0161-275 3932 email: Serratrice at man.ac.uk www: http://www.hcd.man.ac.uk/homepages/lserratrice.htm From K.J.Alcock at city.ac.uk Wed Mar 28 13:20:19 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 28 Mar 2001 14:20:19 +0100 Subject: Lack of motherese Message-ID: It's a bit difficult to find references on a lack of something! Does anyone have any references on cultures that appear to lack the typical features of motherese (altered intonation, simplified grammar) in adult-infant interactions? Or that appear to lack this type of communication altogether? Have any of these references subsequently proved to be unreliable? I seem to remember some such claims. Are others a little over- interpreted - for example though I can't remember where it was from I think I read some idea that babies who are carried on the back/hip are not talked to - whereas both these features are common in sub- Saharan African cultures. Thanks Katie Alcock ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From K.J.Alcock at city.ac.uk Wed Mar 28 16:18:12 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 28 Mar 2001 17:18:12 +0100 Subject: (Fwd) Lack of motherese Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 532 bytes Desc: not available URL: From K.J.Alcock at city.ac.uk Wed Mar 28 16:48:00 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Wed, 28 Mar 2001 17:48:00 +0100 Subject: motherese or lack thereof Message-ID: OKAY! I will provide a summary - about 20 people have asked me for one - if anyone else has any references send them along and I'll do the decent thing thanks Katie ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From K.J.Alcock at city.ac.uk Thu Mar 29 14:02:10 2001 From: K.J.Alcock at city.ac.uk (Katie Alcock) Date: Thu, 29 Mar 2001 15:02:10 +0100 Subject: references on motherese Message-ID: here you go. I have not read any of these (having only collected them since yesterday!) - so no responsibility will be taken by the management for the relevance or otherwise of these references. However a couple of people have said that the more usual term currently is "child directed speech". I think I was trying to draw a distinction between motherese - having especially prosodic, but also grammatical and semantic features that are distinct from normal adult conversation and also being directed at babies - and any speech directed at children. It is possible to have the latter in a society without it being the former - but it is also possible not to have the latter in a society. It is difficult to see how you could have motherese characteristics of speech without having it be child- directed but I'm sure if we used our imaginations a bit we could come up with a scenario! Katie References Bavin, E.L. (1991). Socialisation and the acquisition of Warlpiri kin terms. Papers in Pragmatics 1 (3), 319-344. Bavin, E.L. (1992). The acquisition of Warlpiri. In D.I. Slobin (Ed.) Crosslinguistic study of language acquisition, vol. 3, pp 309-371. Hillsdale, N.J: Lawrence Erlbaum Associates. Bavin, E.L. (1993). Language acquisition in an Aboriginal context. In C.Yallop. & M. Walsh (Eds.) Language and culture in Aboriginal Australia, , pp 85-96. Canberra: Aboriginal Studies Press. Bavin. E.L. (1995). Language acquisition in crosslinguistic perspective. Annual Review of Anthropology 24, 373-396. Crago, M., S. Allen & W. Hough-Eyamie (1997), "Exploring innateness through cultural and linguistic variation", in M. Gopnik (ed.), The inheritance and innateness of grammars, New York & Oxford, Oxford University Press, 70-90 Fernald, A., Taeschner, T., Dunn, J., Papousek, M., de Boysson-Bardies, B., & Fukui, I. (1989). A cross-language study of prosodic modifications in mothers? and fathers? speech to preverbal infants. Journal of Child Language 16, 477-501. Gallaway and Richards' Input and Interaction in Language Acquisition. (Cambridge 1994). Chapter 3 pp56-72 Cross linguistic and crosscultural aspects of language addressed to children, by EVM Lieven Gallway C (Ed.) (1994). Input and interaction in language acquisition. Cambridge: Cambridge University Press. Gleitman, L. R., Newport, E. L., & Gleitman, H. (1984). The current status of the motherese hypothesis. Journal of Child Language 11, 43-79. Grieser, D. L. & Kuhl, P. K. (1988). Maternal speech to infants in a tonal language: Support for universal prosodic features in motherese. Developmental Psychology 24, 14-20. Heath, S. B. (1983). Ways with words. Cambridge: Cambridge University Press. Kuhl, P. K., Andruski, J. E., Chistovich, I. A., Chistovich, L. A., Kozhevnikova, E. V., Ryskina, V. L., Stolyarova, E. I., Sundberg, U., & Lacerda, F. (1997). Cross-language analysis of phonetic units in language addressed to infants. Science 277, 684-686. Lieven, E. (1994), "Crosslinguistic and crosscultural aspects of language addressed to children", in Gallaway & Richards (eds.), Input and interaction in language acquisition, New York, Cambridge University Press, 56-73. Lieven, E. (1997). Variation in a crosslinguistic context. In D. I. Slobin (Ed.). The Crosslinguistic Study of Language Acquisition, Vol , Hillsdale, N.J: Lawrence Erlbaum. pps 199-263. Ochs, E., & Schieffelin, B. (1984). Language acquisition and socialization: Three developmental stories. In R. Schweder & R. LeVine (Eds.), Culture theory: Essays on mind, self and emotion (pp. 276-320). Cambridge: Cambridge University Press. Peters, A. (1983), The units of language acquisition, Cambridge, Cambridge University Press. Ratner, N. B. & Pye, C. (1984). Higher pitch in BT is not universal: Acoustic evidence from Quiche Mayan. Journal of Child Language 11, 512-522. Schieffelin, B. B. (1979). Getting it together: An ethnographic approach to the study of the development of communicative competence. In E. Ochs & B. B. Schieffelin (eds.), Developmental pragmatics, New York: Academic Press. Schieffelin, B. B. (1986). The acquisition of Kaluli. In D. I. Slobin (Ed.), The crosslinguistic study of language acquisition (Vol. 1, ). Hillsdale, NJ: Erlbaum. Schieffelin, Bambi, & Eleanor Ochs (1986) Language socialization. _Annual Review of Anthropology_ 15: 163-191. ----------- Katie Alcock Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Tel (+44) (0)20 7477 0167 Fax (+44) (0)20 7477 8581 http://www.staff.city.ac.uk/k.j.alcock From pawlowsm at purdue.edu Thu Mar 29 22:35:49 2001 From: pawlowsm at purdue.edu (Monika Pawlowska) Date: Thu, 29 Mar 2001 16:35:49 -0600 Subject: delayed speech in bilingual children? Message-ID: Dear Info-CHILDES, I am looking for information about the following two questions: 1. When do children raised in a bilingual home start producing their first words and how do they compare to children raised in monolingual families? 2. Is there any way to tell whether delayed speech is caused by being exposed to two languages at the same time, or whether it is a sign of a deeper problem? I would appreciate references to any relevant studies. Thank you Monika Pawlowska From genesee at ego.psych.mcgill.ca Fri Mar 30 14:52:02 2001 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Fri, 30 Mar 2001 09:52:02 -0500 Subject: delayed speech in bilingual children? In-Reply-To: <3AC3B8C5.9020304@purdue.edu> Message-ID: Monika: The cumulative evidence culled from a number of studies which have looked at early developmental milestones in children acquiring two languages simultaneously indicates that first words appear in bilingual children within the same age range as found for children learning the respective languages monolingually. Viewed differently, there is no evidence that bilingual children produce first words later than monolingual children. All of this evidence comes from single case studies or small sample sizes and, thus, cannot be taken as normative, strictly speaking. The one exception may be research by Barabara Pearson who examined a relatively large group of Spanish-English bilinguals in Florida. Research in our lab, and in other's, has also found that basic syntactic patterns emerge in bilingual children at the same time (or within the same age range) as that found for monolingual comparison children, supporting the notion that exposure to two languages does not retard the emergence of critical milestones in acquisition. I recently did a summary of research that mentions the emergence of major milestones in the acquisition of bilingual children --I would be happy to send you a copy of this chapter if you are interested. With respect to your second question, this is much more complex, and I am not aware of research that addresses this question directly. Nor, am I aware of how you could actually address it directly. There is some evidence that is relevant to this issue and it suggests that bilingual children who experience delays or other difficulties with language do so for underlying reasons that are not related to bilingual exposure. For example, Johanne Paradis, Martha Crago and I reported data at last year's BU conference showing that bilingual English-French children with SLI demonstrate the same pattern of impairment as monolingual children with SLI learning the same languages and, of particular relevance to your question, the extent of their impairment is the same as that of monolingual comparison children; in other words, it does not appear that their bilingualism has exacerbated their impairment, suggesting that it is not their bilingualism that is the problem Rather, it follows from these data that there is some fundamental impairment in the "language acquisition device" and this impacts the acquisition of any language (be it one or two). Of course, bilingual children can have very different patterns of exposure to their respective languages -- with some children getting equal and consistent exposure to both languages and others getting consistent and rich exposure to one but inconsistent and thus somewhat reduced exposure to the other. In such cases, one might well imagine a delay in the emergence of first words in the language with reduced, inconsistent exposure. Anecdotally, we have found that young bilingual children who experience such input do not appear to be developing bilingually; often we have had to drop these children from our study because they did not give sufficient evidence in one of their languages that it was, in fact, developing beyond some basic comprehension skills; their production skills were minimal. But, this is the exception and is invariably linked to unusual exposure to one of their languages. You could say that it is their bilingualism that is causing the delay; but, this is trur only in the limited sense that bilingual exposure that is irregular and infrequent causes delay. In principle, this is true for monolingual children as well. It is probably the case that monolingual children get far more input than they need in order to exhibit normal patterns of acquisition (including the emergence of fundamental milestones). Neverthelesss, there is undoubtedly some level of exposure below which "normal" patterns of development will not occur even in monolingual children. In other words, a significant reduction in exposure to language in the case of monolingual children (below some critical level) is also likely to lead to delayed development. While we are a long way from fully understanding bilingual acquisition, the picture that is emerging is that acquisition of two languages is just as normal as the acquisition of one, given appropriate exposure. Bilingual demonstrate the same patterns of acquisition at the same time as monolinguals. There are of course differences between monolingual and bilingual children -- such as code-mixing and perhaps interactions between their developing grammatical systems and these are the topic of current work in the field. Fred Genesee At 04:35 PM 3/29/01 -0600, Monika Pawlowska wrote: >Dear Info-CHILDES, > >I am looking for information about the following two questions: > >1. When do children raised in a bilingual home start producing their >first words and how do they compare to children raised in monolingual >families? > >2. Is there any way to tell whether delayed speech is caused by being >exposed to two languages at the same time, or whether it is a sign of a >deeper problem? > >I would appreciate references to any relevant studies. > >Thank you > >Monika Pawlowska > Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From ks7t at andrew.cmu.edu Fri Mar 30 15:31:33 2001 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 30 Mar 2001 10:31:33 -0500 Subject: delayed speech in bilingual children? Message-ID: ---------- Forwarded Message ---------- Date: Friday, March 30, 2001 4:05 PM +0100 From: Annick De Houwer To: Kelley Sacco Subject: please help! Van: Annick De Houwer Datum: Fri, 30 Mar 2001 13:56:04 +0100 Aan: Monika Pawlowska , Onderwerp: Re: delayed speech in bilingual children? Dear Monika, 1. A really valid answer to your first question is not quite possible since as far as I know there have not been any studies with large groups of children comparing onset of first words in bilingual (any language combination) vs. in monolingual (any language) families. From the few studies that are available on very young children raised bilingually we do know that production of first words can occur at quite a young age. My *impression* from the literature (and from knowing about lots of young bilingual children) is that so far there are no real signs of differences. As I've stated several times in literature overviews (see below), the variation in language use (not only in timing of first words) seen in monolingual children seems to be present in bilingual children as well. Currently I'm working on a project (with Marc Bornstein) that compares (amongst others) vocabulary development in monolingual and bilingual infants raised in comparable social settings and I hope that soon we'll have some better idea of an answer to your first question. In any case, comparing bilingual children to monolingual children as if the latter were the desired norm is not a good idea. Barbara Pearson has done an admirable job at discussing the methodological and conceptual difficulties involved: see Pearson, B., 1998, Assessing lexical development in bilingual babies and toddlers, International Journal of Bilingualism 2(3), pp. 347-372. 2. The surest way to know whether a child RAISED WITH 2 LANGUAGES FROM BIRTH (as opposed to exposure to a second language at a later age) has an underlying language learning problem is to test BOTH languages. Only if the child is showing problems in BOTH these languages can one infer an underlying language learning problem. (I wrote articles in Dutch on this so the reference won't be of much use to you - but you may want to refer to an article in the Bilingual Family Newsletter by Li Wei, Nick Miller and Barbara Dodd, 1997, Distinguishing communicative difference from language disorder in bilingual children). Again here the issue of what norm to use for comparison is important. overviews: De Houwer, A., 1995. Bilingual Acquisition, in the Handbook of Child Language, Paul Fletcher & Brian MacWhinney, eds., Blackwell. De Houwer, A., 1999. Language acquisition in children raised with two languages from birth: an update, Revue Parole 9-10, 63-87. Hope this helps. Best regards, Annick De Houwer **************** Annick De Houwer, PhD Associate Professor UIA-PSW University of Antwerp Universiteitsplein 1 B2610-Antwerpen Belgium tel +32-3_8202863 fax +32-3-8202882 email annick.dehouwer at ua.ac.be > Van: Monika Pawlowska > Datum: Thu, 29 Mar 2001 16:35:49 -0600 > Aan: info-childes at mail.talkbank.org > Onderwerp: delayed speech in bilingual children? > > Dear Info-CHILDES, > > I am looking for information about the following two questions: > > 1. When do children raised in a bilingual home start producing their > first words and how do they compare to children raised in monolingual > families? > > 2. Is there any way to tell whether delayed speech is caused by being > exposed to two languages at the same time, or whether it is a sign of a > deeper problem? > > I would appreciate references to any relevant studies. > > Thank you > > Monika Pawlowska > > ---------- End Forwarded Message ---------- From miller at waisman.wisc.edu Fri Mar 30 16:44:54 2001 From: miller at waisman.wisc.edu (Jon Miller) Date: Fri, 30 Mar 2001 10:44:54 -0600 Subject: IASCL/SRCLD 2nd Call Message-ID: An HTML attachment was scrubbed... URL: