From a.karmiloff-smith at ich.ucl.ac.uk Thu Oct 4 14:26:27 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 4 Oct 2001 15:26:27 +0100 Subject: Fwd: can you help? Message-ID: >Professor Henry Plotkin sent me the following question. May I ask >those who know of good sources to reply directly to Henry (and cc me >because I am interested). Many thanks, Annette > >X-Sender: ucjtshp at pop-server.bcc.ac.uk >Date: Thu, 04 Oct 2001 14:00:02 +0100 >To: a.karmiloff-smith at ich.ucl.ac.uk >From: Henry Plotkin >Subject: can you help? >Annette, can you direct me to a source, based on the best and most recent >evidence of the kind people like you experiment on and publish about, on >the most advantageous kinds of environments infants and very young children >should be exposed to which will most help their cognitive development? Or >does no such source exist? Thanks for your help. > >Henry Plotkin >Professor Henry Plotkin >Department of Psychology, >University College London, >London WC1E 6BT, U.K. >Telephone no. 020 7679 7573 >Fax No. 020 7436 4276 >e-mail h.plotkin at ucl.ac.uk From mminami at sfsu.edu Thu Oct 4 20:52:47 2001 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Thu, 4 Oct 2001 13:52:47 -0700 Subject: ICPLJ New Deadline Message-ID: We understand that because of the current situation in which, due to security reasons, it takes more than 7 days for documents to get to the U.S. from overseas. We have therefore decided to set the following new deadline for The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ): October 31, 2001. If you are interested in submitting your proposal, also please visit: http://www.sfsu.edu/~japanese/Special/Special.html and http://www.sfsu.edu/~japanese/conference/ICPLJ.htm. The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Final Call for Papers March 22 & 23, 2002 San Francisco State University Keynote Speaker: Wesley M. Jacobsen, Harvard University ************************************************************************ Aims and Scope * ICPLJ is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is useful to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. * All topics in linguistics will be fully considered, including: phonology, morphology, syntax, semantics, lexicon, pragmatics (discourse analysis), second language acquisition (bilingualism). * Abstracts submitted must represent original, unpublished research. Publication A book of selected papers presented at the conference will be published by Kurosio Publishers, Japan. The publication of the papers enables the ideas from the conference to reach an even larger audience around the world, further benefiting countless researchers, teachers, and their students. Conference Language The length of each presentation will be thirty minutes (20 minutes for exposition, 10 minutes for questions). Presentations may be in either English or Japanese. Submission Guidelines All submissions should be mailed and postmarked by October 31, 2001. (We regret that we cannot accept submissions by fax or e-mail.) * Three copies of a clearly titled one-page summary, on which the author is not identified (on A4 or letter-size paper, in 12 point type, with at least 1.25 inch [approximately 3 cm] margins on all sides). This summary will be used for review, as well as for inclusion in the conference program book if your abstract is accepted. Examples, figures, tables, and references may be given on a second page. Please note the following: (1) All conference papers will be selected on the basis of summaries submitted. (2) Any information that may reveal your identity should not be included in the summary. (3) Summaries will be accepted in Japanese or English. (4) If the language in which you would like to give your presentation differs from the language of your written summary, please let us know. (5) No changes in the title or the authors' names will be possible after acceptance. (6) You may be requested to send in a copy of your summary (in MS-Word format) on a PC or MAC formatted disk. * For each author, please attach one copy of the information form printed at the bottom of this sheet Deadline All submissions must be received by October 31, 2001. (Please do not send summaries by e-mail or fax. Information regarding the previous conference may be accessed at: http://www.sfsu.edu/~japanese/conference/.) Of interest to researchers and teachers of the Japanese language! Feel free to forward this message to interested colleagues! Send submissions to: Dr. Masahiko Minami, Conference Chair Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: mminami at sfsu.edu ************************************************************************ Author Information Form (fill out one form completely for each author) Paper Title: Topic area: Audiovisual requests: Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) * To accommodate as many papers as possible, we reserve the right to limit each submitter to one paper in any authorship status. * If your paper is not one of those initially selected for oral presentation, please indicate whether you would be willing to have it considered as an alternate or for poster presentation: _____ Yes, consider me as an alternate if necessary. _____ Yes, consider me for poster presentation if necessary. _____ No, please do not consider me either as an alternate or for poster presentation. From macswan at asu.edu Mon Oct 8 21:00:43 2001 From: macswan at asu.edu (Jeff MacSwan) Date: Mon, 8 Oct 2001 14:00:43 -0700 Subject: Position Announcement: Second Language Acq and/or Bilingualism, Arizona State University, College of Education Message-ID: Assistant/Associate/Full Professor Second Language Acquisition and/or Bilingualism College of Education Arizona State University Arizona State University is a Research I institution. The College of Education is consistently ranked in the top tier of Graduate Schools of Education by U.S. News and World Report. The College of Education provides a stimulating, challenging forum for scholars and practitioners to engage in the discovery and transmission of educational knowledge. The College of Education at Arizona State University seeks to fill two positions, one at the junior level and one at the senior level, specializing in Second Language Acquisition, Second Language Literacy, and/or Bilingualism, pending budgetary approval. The individuals selected for the positions will be affiliated with an interdisciplinary group focused on language and literacy, and will be expected to teach undergraduate and graduate courses focusing on Second Language Acquisition, Second Language Literacy, and/or Bilingualism in teacher certification programs, master's programs, and an interdisciplinary Ph.D. program in Language and Literacy. Applications are invited from a broad range of disciplinary perspectives focusing on the education of language minority students in urban schools. Required qualifications are as follows: a) Must hold earned doctorate in Education or in a field related to the study of Second Language Acquisition, Second Language Literacy, and/or Bilingualism; b) Demonstrate a record of scholarly productivity in Second Language Acquisition, Second Language Literacy, and/or Bilingualism appropriate to rank; c) Successful experience in teaching and advising appropriate to rank. Desired qualifications include: a) Experience chairing doctoral dissertations appropriate to rank; b) Experience teaching and/or working with teachers in urban school settings; c) Knowledge of and/or experience working with language minority children; d) Proficiency in a language other than English. Candidates must send a letter of application addressing the position qualifications described above and specifying the rank of the position for which they are applying, a current vita, a sample of scholarly work and contact information for three references. All application material must be sent to: Professor M. Beatriz Arias, Chair Search Committee College of Education P.O. Box 871411 Tempe, Arizona 85287-1411 FAX: (480) 727-7991 bea at asu.edu The application and supporting materials will be reviewed beginning December 1, 2001 or every two (2) weeks thereafter until the positions are filled.(Finalists will be notified before the references are contracted.) Arizona State University is an Equal Opportunity/Affirmative Action Employer. More information about the College can be found on our website at http://www.coe.asu.edu. The College of Education is dedicated to increasing the diversity of its campus community. From Alison.Mayne at Colorado.EDU Tue Oct 9 18:22:03 2001 From: Alison.Mayne at Colorado.EDU (Alison.Mayne at Colorado.EDU) Date: Tue, 9 Oct 2001 12:22:03 -0600 Subject: questions & CHAINS Message-ID: I am interested in finding literature that addresses question-asking sequences during adult-child interactions. Specifically, I am looking for studies that have examined the types of questions adults ask their young children, as well as how adults modify their questions if their children fail to respond or respond incorrectly. I am also interested in reading publications that have used the CHAINS CLAN command. I greatly appreciate any of your suggestions. Thank you, Alison VanLeeuwen From cchan at conncoll.edu Tue Oct 9 20:42:15 2001 From: cchan at conncoll.edu (Camille Hanlon) Date: Tue, 9 Oct 2001 16:42:15 -0400 Subject: Quantifiers Message-ID: > Dear Mr. Onnis: > > Some years ago I completed several studies of children's acquisition of > set-relational quantifiers in English. A short report is available in the > following book: > > Hanlon, C. (1988). The emergence of set-relational quantifiers in > early childhood. In F. Kessel (Ed.), The development of language and > language researchers. Hillsdale, N.J.: Erlbaum. > > This summary provides references to the original referreed research > papers, including a Genetic Psychology Monograph, which reports the > theoretical and methodological details of greatest interest to other > researchers. I have done some shorter, more speculative papers on the > semantic/pragmatic development since then, but the above paper will give > you the best idea of my work. > > Best wishes, > > Camille Hanlon > Professor Emeritus > Connecticut College > From macw at cmu.edu Wed Oct 10 21:33:49 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Oct 2001 17:33:49 -0400 Subject: book notice Message-ID: Dear Info-CHILDES, I thought people might be interested in this book notice. --Brian MacWhinney The Algebraic Mind Integrating Connectionism and Cognitive Science Gary F. Marcus In The Algebraic Mind, Gary F. Marcus integrates two competing theories about how the mind works, one which says that the mind is a computer-like manipulator of symbols, and another which says that the mind is a large network of neurons working together in parallel. Refuting the conventional wisdom that says that if the mind is a large neural network it cannot simultaneously be a manipulator of symbols, Marcus shows how neural systems could be organized so as to manipulate symbols, why such systems explain language and cognition better than systems that eschew symbols, how such system could evolve, and how they might unfold developmentally within the womb. The Algebraic Mind revamps our understanding of models in cognitive neuroscience and helps to set a new agenda for the field. Gary F. Marcus is Associate Professor of Psychology at New York University. 6 x 9, 225 pp., 48 illus., cloth ISBN 0-262-13379-2 Learning, Development, and Conceptual Change series A Bradford Book For more information please visit http://mitpress.mit.edu/0262133792 From mboehning at yahoo.de Thu Oct 11 12:06:22 2001 From: mboehning at yahoo.de (=?iso-8859-1?q?Marita=20Boehning?=) Date: Thu, 11 Oct 2001 14:06:22 +0200 Subject: Uchida, N. & Imai, M.: email addresses? Message-ID: Dear all, does anybody have the email addresses of the authors who wrote the following article: Uchida, N. & Imai, M. (1999) Lexical acquisition: The nature of constraints on word learning. Japanese Psychological Research, 41,1, p.1-4 They worked at Ochanomizu University and Keio University at Shonan-Fujisawa Campus (at least in 1999). Thank you for any information! Regards, Marita Boehning University of Potsdam Institute of Linguistics Germany __________________________________________________________________ Es ist soweit: das Nokia Game beginnt. Sei bereit für das multimediale Abenteuer. Melde dich bis zum 3. November bei http://de.promotions.yahoo.com/info/nokiagame an! From cam47 at psu.edu Thu Oct 11 12:20:09 2001 From: cam47 at psu.edu (Carol Miller) Date: Thu, 11 Oct 2001 08:20:09 -0400 Subject: POSITION ANNOUNCEMENT Message-ID: NOTICE OF POSITION VACANCY POSITION: Assistant/Associate Professor of Communication Disorders. Full-time (9-month), Continuous, Tenure Track Appointment. QUALIFICATIONS: Ph.D. in communication sciences and disorders, child development, psychology, education, linguistics, or a related field with an emphasis in multicultural issues relating to language and literacy development in the context of family and society. A demonstrated record of scholarship and promise of external funding. RESPONSIBILITIES: Develop a research program that will strengthen the links between research and practice in the areas of language and literacy development and disorders currently targeted in the Department of Communication Disorders and in the interdisciplinary initiatives of Penn State's Children, Youth, and Families Consortium. Commitment to graduate and undergraduate education through teaching graduate/undergraduate courses; supervising undergraduate/graduate (M.S./Ph.D.) research and service to the Department, College, and University. The Department is committed to diversity and seeks to supplement and expand upon current faculty's expertise in multicultural issues. STARTING DATE: Fall Semester, 2002 SALARY: Commensurate with qualifications and experience. DEADLINE: Review of credentials will begin immediately and continue until the position is filled. To receive full consideration, materials should be received prior to January 1, 2002. APPLICATION PROCEDURE: Submit letter of application, current vitae, official transcripts of terminal degree, recent publications, and three letters of reference to: Adele W. Miccio, Ph.D. Search Committee Chair Department of Communication Disorders The Pennsylvania State University 110 Moore Building University Park, PA 16802 Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. ++++++++++++++++++++++++++++ Carol Miller Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.m.camarata at vanderbilt.edu Thu Oct 11 15:29:42 2001 From: stephen.m.camarata at vanderbilt.edu (Stephen M. Camarata) Date: Thu, 11 Oct 2001 08:29:42 -0700 Subject: Faculty Position Available Message-ID: Child Language Faculty Position Assistant/Associate Professor. The Department of Hearing & Speech Sciences at Vanderbilt University School of Medicine is pleased to announce a newly created tenure line faculty position in the to begin in Fall, 2002. Candidates' teaching and research interests should focus on child language acquisition and disorders. Specialization can include, but is not limited to: autism, developmental disabilities, specific language impairment, neurological processes of language development and/or disorders. Responsibilities include limited teaching duties and development of research program in area of specialization. Applicants should have a background in child language and an earned doctorate in Psychology, Linguistics, Speech Pathology, Special Education or Related Discipline. Although CCC-SLP is desirable, certification is not required and no clinical supervision is expected. The Department of Hearing & Speech Sciences is housed in the Vanderbilt Bill Wilkerson Center, a nationally recognized rehabilitation clinic and research center. The successful candidate will have an opportunity to collaborate with colleagues in Pediatrics, Psychology, Special Education, and Human Development studying child language development and disorders and will be eligible for appointment as an Investigator in the John F. Kennedy Center for Research on Human Development. Salary and benefits will be competitive and commensurate with qualifications, a generous start up package will be available. Vanderbilt University is committed to faculty diversity and all qualified candidates, regardless of race, religion, or gender are encouraged to apply. Vanderbilt University is an Equal Employment Opportunity/Affirmative action University. Review of applications will begin on December 15, 2000 and continue until the position is filled. To make application, a letter of intent include areas of research interest, a CV, and three letters of reference should be forwarded to: Stephen Camarata, PhD, Acting Director, John F. Kennedy Center for Research on Human Development, Chair, Search Committee, Department of Hearing & Speech Sciences, Station 17, Vanderbilt University School of Medicine, Nashville Tennessee 37232. Dr. Camarata can also be contacted at 615-322-8242 or at stephen.m.camarata at vanderbilt.edu. Stephen M. Camarata, PhD Acting Director John F. Kennedy Center for Research on Human Development Vanderbilt University School of Medicine Nashville, Tennessee 37232 615-322-8242 From lsc at th.com.br Thu Oct 11 13:40:34 2001 From: lsc at th.com.br (Leonor S. Cabral) Date: Thu, 11 Oct 2001 10:40:34 -0300 Subject: book notice Message-ID: Dear Colleagues, Could you be so kind and inform which are the recent publications ob Katherine Nelson and Eve Clark? Thank you, Leonor Scliar-Cabral ----- Original Message ----- From: "Brian MacWhinney" To: Cc: "Jud Wolfskill" Sent: Wednesday, October 10, 2001 6:33 PM Subject: book notice > Dear Info-CHILDES, > > I thought people might be interested in this book notice. > > --Brian MacWhinney > > > > The Algebraic Mind > Integrating Connectionism and Cognitive Science > Gary F. Marcus > > In The Algebraic Mind, Gary F. Marcus integrates two competing theories > about how the mind works, one which says that the mind is a computer-like > manipulator of symbols, and another which says that the mind is a large > network of neurons working together in parallel. Refuting the conventional > wisdom that says that if the mind is a large neural network it cannot > simultaneously be a manipulator of symbols, Marcus shows how neural systems > could be organized so as to manipulate symbols, why such systems explain > language and cognition better than systems that eschew symbols, how such > system could evolve, and how they might unfold developmentally within the > womb. The Algebraic Mind revamps our understanding of models in cognitive > neuroscience and helps to set a new agenda for the field. > > Gary F. Marcus is Associate Professor of Psychology at New York University. > > 6 x 9, 225 pp., 48 illus., cloth ISBN 0-262-13379-2 > > Learning, Development, and Conceptual Change series > A Bradford Book > > For more information please visit http://mitpress.mit.edu/0262133792 > From Sean.Redmond at health.utah.edu Thu Oct 11 17:06:12 2001 From: Sean.Redmond at health.utah.edu (Sean Redmond) Date: Thu, 11 Oct 2001 11:06:12 -0600 Subject: Position Available Message-ID: Chair of Communication Disorders College of Health, University of Utah The University of Utah is a Carnegie Doctoral/Research University-Extensive institution located in Salt Lake City at the foothills of the Wasatch Mountains. Position: Department Chair, Associate/Full Professor, full-time (10-12 months), tenure-track position. Qualifications: Ph.D. in Communication Sciences/Disorders preferred, strong research background with a record of externally funded research, administrative experience preferred. University/Program: The Department of CMDIS, in the College of Health, has undergraduate, master's, and doctoral programs. There is potential for research and clinical work in the in-house clinic and the University of Utah Medical Center. For more information, see the departmental web-site at www.med.utah.edu/cmdis. Community Information: Salt Lake City is a beautiful city of 250,000 nestled in the foothills of the Wasatch Mountains (total population along the Wasatch Front exceeds 1 million). Utah's great outdoors makes discovery a new adventure, from world class skiing to exploration and river running in the spectacular red-rock canyons close-by. The city is cosmopolitan, but easy to live in with convenient access to the arts, sports, and nightlife. Finally, Salt Lake City will host the 2002 Winter Olympics. Application: Submit current CV, letter of application, and three letters of reference. Review of candidates begins Jan. 8th, 2002 and will continue until vacancy is filled. Contact Kathy Chapman, Ph.D. or Julie Wambaugh, Ph.D., Chairs, Search Committee. kathy.chapman at health.utah.edu 801-587-9076 julie.wambaugh at health.utah.edu 801-585-6164 Informal interviews will be available at the ASHA Convention in New Orleans upon request. The University of Utah is an Equal Opportunity/Affirmative Action Employer and encourages applications from women and minorities, and provides reasonable accommodation to known disabilities of applications and employees. From mboehning at yahoo.de Fri Oct 12 15:39:12 2001 From: mboehning at yahoo.de (=?iso-8859-1?q?Marita=20Boehning?=) Date: Fri, 12 Oct 2001 17:39:12 +0200 Subject: Thanks for email addresses of N. Uchida & M. Imai Message-ID: Thank you to everybody who provided me with the email addresses of N. Uchida & M. Imai! Best wishes, Marita Boehning __________________________________________________________________ Es ist soweit: das Nokia Game beginnt. Sei bereit für das multimediale Abenteuer. Melde dich bis zum 3. November bei http://de.promotions.yahoo.com/info/nokiagame an! From macw at cmu.edu Mon Oct 15 01:02:59 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 14 Oct 2001 21:02:59 -0400 Subject: childes server Message-ID: Dear Info-CHILDES, There are currently some network configuration problems at Carnegie Mellon that are making it difficult to reach the childes.psy.cmu.edu server using its standard name. While these problems are being resolved, it can still be reached at http://128.2.60.181 --Brian MacWhinney From carmel.houston-price at psy.ox.ac.uk Mon Oct 15 15:40:04 2001 From: carmel.houston-price at psy.ox.ac.uk (Carmel Houston-Price) Date: Mon, 15 Oct 2001 15:40:04 GMT Subject: RA position, Oxford BabyLab Message-ID: University of Oxford Department of Experimental Psychology Research Assistant Academic-Related Research Staff Grade 1A/1B: Salary ,15,451-,22,299 An immediate vacancy exists for a research assistant to work on a project concerning first language acquisition. The research assistant will be working with the Oxford BabyLab team and will be testing children between 6 and 36 months using the Intermodal Preferential Looking Paradigm. The post involves contacting parents, scheduling, preparation of visual and auditory stimulus materials, testing of children and adults, and data analysis. Competence with Excel, SPSS and Word would be an advantage. Experience in working with young children, preferably of the above age group is essential. The post is funded in the first instance for 11 months by a grant from the Economic and Social Research Council. The appointee should be able to take up the post as soon as possible, and certainly not later than 1st February 2002. Informal enquiries about the research can be made to Professor Plunkett (kim.plunkett at psy.ox.ac.uk). Before submitting an application candidates should obtain further particulars from the Administrator, Department of Experimental Psychology, South Parks Road, Oxford OX1 3UD. (Email: applications at psy.ox.ac.uk) or telephone 01865 271399 quoting reference: CQ/kpl/027. The closing date for applications is Friday 26 October 2001. Interviews are planned for Thursday 8th November. Further information on the department can be found on the web-site http://www.psych.ox.ac.uk Oxford Babylab FREEPOST Dept. of Experimental Psychology Oxford University South Parks Rd Oxford OX1 3YZ 01865 271384 babylab at psy.ox.ac.uk http://epwww.psych.ox.ac.uk/babylab From tomasello at eva.mpg.de Wed Oct 17 03:33:34 2001 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Tue, 16 Oct 2001 20:33:34 -0700 Subject: Book Notice Message-ID: ************************************************************* Book Notice ************************************************************* Language Development: The Essential Readings Blackwell, $39.95 US paperback Michael Tomasello & Elizabeth Bates (Eds) Language development is an extraordinarily active subfield in the cognitive sciences, with a long history and a bright future. Research on child language is an interdisciplinary enterprise, uniting the efforts of psychologists, linguists, computer scientists, educators, neuroscientists and health practicioners. Selection of representative readings from such a large and well-established field is no easy matter. To respond to this challenge, Tomasello & Bates have emphasized recent papers (including some that were updated or commissioned for this volume) that illustrate the contribution of child language research to developmental cognitive science. Essential works on the major milestones of language development are provided (on speech perception in the first year, vocabulary development in the second and third year, and the full flowering of grammar), followed by tutorials that emphasize the neural substrates of language development, computational models of language learning, and the proper interpretation of genetic contributions to developmental language disorders. Although the authors of the papers chosen for this volume represent a broad spectrum of theoretical perspectives, there is a deliberate bias in favor of an interactive approach. The volume is designed to avoid jargon and in-group technicalities, and should be accessible to advanced undergraduates, graduate students and research scientists within the many disciplines that participate in cognitive science. 0. General Introduction 1. Introduction to Speech Perception 1.0 Introduction 1.1. Peter W. Jusczyk. Finding and Remembering Words: Some Beginnings by English-Learning Infants. Current Directions in Psychological Science, 1997, Volume 6, 170-174 1.2. Janet F. Werker and Renée N. Desjardins. Listening to Speech in the 1st Year of Life: Experiential Influences on Phoneme Perception. Current Directions in Psychological Science, 1995, Volume 4, 76-81. 1.3. Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris, Jacques Mehler. Language Discrimination by Human Newborns and by Coton-Top Tamarin Monkeys. Science, 2000, Volume 288, 349-351 1.4. R. L. Gómez and L. A. Gerken. Infant artificial language learning and language acquisition. Trends in Cognitive Sciences, 2000, 4, 178.186 1.5. Anne Fernald, John P. Pinto, Daniel Swingley, Amy Weinberg, and Gerald W. McRoberts. Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year. Psychological Science, 1998, Volume 9, 228-231 2. Inrroduction to Word Learning 2.0. Introduction 2.1. Helen I. Shwe and Ellen M. Markman. Young ChildrenÂ’s Appreciation of the Mental Impact of Their Communicative Signals. Developmental Psychology, 1997, Volume 33, 630-636 2.2. Maria Cristina Caselli et al. Lexical Development in English and Italian. Cognitive Development, 1995 2.3. Michael Tomasello. Perceiving Intentions an Learning Words in the Second Year of Life. In: M.Bowerman and S. Levinson (Eds.), Language Acquisition and Conceptual Development, 2000, Cambridge University Press 2.4. Lori Markson and Paul Bloom. Evidence Against a Dedicated System for Word Learning in Children. Nature, 1997, Volume 385, 813-815 2.5. Elizabeth Bates, Judith C. Goodman. On the Inseparability of Grammar and the Lexicon: Evidence from Acquisition, Aphasia and Real-Time Processing. Language and Cognitive Processes, 1997, 507-584 3. Introduction to Grammtical Development 3.0. Introduction 3.1. Michael Tomasello. The Item-Based Nature of ChildrenÂ’s Early Syntactic Development.. Trends in Cognitive Sciences, 2000, Volume 4, 156-163 3.2. Nameera Akhtar. Acquiring Basic Word Order: Evidence for Data-Driven Learning of Syntactic Structure. Journal of Child Language, 1999, Volume 26, 339-356 3.3. Klaus-Michael Koepcke. The Acquisition of Plural Marking in English and German Revisited: Schemata Versus Rules. Journal of Child Language, 1998, Volume 25, 293-319 3.4. Nancy Budwig. An Exploration Into ChildrenÂ’s Use of Passives. Linguistics, 1990, Volume 28, 1221-1252 3.5. Lois Bloom, Matthew Rispoli, Barbara Gartner, and Jeremie Hafitz. Acquisition of Complementation. Journal of Child Language, 1989, Volume 16, 101-120 3.6. Dan I. Slobin. Form/Function Relations: How Do Children Find Out What They Are?. In: M.Bowerman and S. Levinson (Eds.), Language Acquisition and Conceptual Development, 2000, Cambridge University Press 4. Brain, Genes, & Computation in Language Development 4.0. Introduction 4.1. Jeffrey. L. Elman. Connectionism and Language Acquisition. 4.2. Barbara Clancy and Barbara Finlay. Neural Correlelates of Early Language Learning. Excerpted from: E. Bates, D. Thal, B.L. Finlay, and B. Clancy. Early Language Development and its Neural Correlates (in press) Early Language Development and its Neural Correlates To appear in I. Rapin and S. Segalowitz (Eds.), Handbook of Neuropsychology, Volume 6, Child Neurology (2nd edition). Amsterdam: Elsevier 4.3. Annette Karmiloff-Smith. Development Itself Is the Key to Understanding Developmental Disorders. Trends in Cognitive Sciences, 1998, Volume 2, 389-398 From Edy.Veneziano at clsh.univ-nancy2.fr Wed Oct 17 09:00:28 2001 From: Edy.Veneziano at clsh.univ-nancy2.fr (Edy Veneziano) Date: Wed, 17 Oct 2001 11:00:28 +0200 Subject: Programme - Colloque explication Message-ID: !!!!! THE FOLLOWING MESSAGE IS IN FRENCH !!!!!!! please forgive multiple diffusions We thank you in advance for passing this information to anyone likely to be interested in the event . The program and the registration form can be accessed at the Website of the Colloque : www.vjf.cnrs.fr/umr8606/index.htm *************VEUILLEZ excuser les multiples diffusions****************** Veuillez trouver ci-joints le programme et la fiche d'inscription relatifs au Colloque "L'Explication : enjeux cognitifs et communicationnels" qui se tiendra a Paris les 30 novembre et 1er decembre prochains. Nous vous remercions d'avance de diffuser cette information à toute personne susceptible de s'y intéresser. Avec nos meilleures salutations Christian Hudelot, Anna Salazar Orvig, Edy Veneziano Le programme peut etre consulte sur le site Web du Colloque on y trouve egalement la fiche d'inscription www.vjf.cnrs.fr/umr8606/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From weissenb at rz.uni-potsdam.de Wed Oct 17 21:37:00 2001 From: weissenb at rz.uni-potsdam.de (Juergen Weissenborn) Date: Wed, 17 Oct 2001 23:37:00 +0200 Subject: Book Notice Message-ID: Book Notice Approaches to Bootstrapping. Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition. Juergen Weissenborn and Barbara Hoehle (Eds) Vol. 1 (Language Acquisition and Language Disorders, 23) 2001, Hb viii, 294 pp. + index 90 272 2491 9 NLG 190.00 1 55619 992 9 USD 86.00 Vol. 2 (Language Acquisition and Language Disorders, 24) 2001, Hb vi, 331 pp. + index 90 272 2492 7 NLG 200.00/EUR 90.76 1 55619 993 7 USD 91.00 For ordering: John Benjamins North America. P.O.Box 27519. Philadelpha PA 19118-0519. USA Tel. 215-836-1200. Fax 215-836-1204. Toll-free ordering 1-800-562-5666. E-mail: service at benjamins.com www.benjamins.com/jbp JOHN BENJAMINS PUBLISHING COMPANY P.O.Box 36224, 1020 ME Amsterdam, Netherlands & P.O.Box 27519. Philadelphia PA 19118-0519, USA Volume 1 of Approaches to Bootstrapping focuses on early word learning and syntactic development with special emphasis on the bootstrapping mechanisms by which the child using properties of the speech input enters the native linguistic system. Topics discussed in the area of lexical acquisition are: cues and mechanisms for isolating words in the input; special features of motherese and their role for early word learning; the determination of first word meanings; memory and related processing capacities in early word learning and understanding; and lexical representation and lexical access in early language production. The papers on syntactic development deal with the acquisition of grammatical prosodic features for learning language specific syntactic regularities. Volume 2 of Approaches to Bootstrapping focuses on the interaction between the development of prosodic and morphosyntactic knowledge as evidenced in the early speech of Dutch,English, German, Portugese, Spanish, Danish, Islandic, and Swedish children sheding new light on the relation between universal and language specific aspects of language acquisition. Another section of this volume deals with new approaches to language acquisition using ERP- techniques. The papers discuss in detail the relation between the development of language skills and changes in neurophysiological aspects of the brain. The potentials of these techniques for the development of new tools for an early diagnosis of children who are at risque for developmental language disorders are also pointed out. The closing section contains a synopsis of interactionist approaches to language acquisition, a discussion of the genetic and experiential origin of primitive linguistic elements in acquisition, and a discussion of structural and developmental aspects of bird song in comparison to human language. The two volumes making up Approaches to Bootstrapping present a state-of-the art interdisciplinary and cross-linguistic overview of recent developments in first language acquisition research. Table of Contents Introduction vii PART I Early Word Learning and its Prerequisites Bootstrapping from the Signal: Some further directions. Peter W. Jusczyk 3 Contributions of Prosody to Infants' Segmentation and Representation of Speech. Catharine H. Echols 25 Implicit Memory Support for Language Acquisition. Cynthia Fisher & Barbara A. Church 47 How Accessible is the Lexicon in Motherese? Nan Bernstein Ratner & Becky Rooney 71 Bootstrapping a First Vocabulary. Lila Gleitman & Henry Gleitman 79 Infants' Developing Competence in Recognizing and Understanding Words in Fluent Speech. Anne Fernald, Gerald W. McRoberts & Daniel Swingley 97 Lemma Structure in Language Learning: Comments on representation and realization. Cecile McKee & Noriko Iwasaki 125 PART II >From Input Cues to Syntactic Knowledge Signal to Syntax: Building a bridge. LouAnn Gerken 147 A Reappraisal of Young Children's Knowledge of Grammatical Morphemes. Roberta Michnick Golinkoff, Kathy Hirsh-Pasek & Melissa A. Schweisguth 167 Predicting Grammatical Classes from Phonological Cues: An empirical test. Gert Durieux & Steven Gillis 189 Pre-lexical Setting of the Head-Complement parameter through prosody. Maria Teresa Guasti, Anne Christophe, Brit van Ooyen & Marina Nespor 231 Discovering Word Order Regularities: The role of prosodic information for early parameter setting. Barbara Hoehle, Juergen Weissenborn, Michaela Schmitz & Anja Ischebeck 249 On the Prosody/Lexicon Interface in Leaming Word Order: A study of normally developing and language-impaired children. Zvi Penner, Karin Wymann & Juergen Weissenborn 267 Index 295 PART III Interactions of Prosodic and Morphosyntactic Knowledge in Early Language Production Prosodic Constraints on Morphological Development. Katherine Demuth 3 The Interface of Phonology and Syntax: The emergence of the article in the early acquisition of Spanish and German. Conxita Lleo 23 Interaction between Prosody and Morphosyntax: Plurals within codas in the acquisition of European Portuguese. M. Joao Freitas, Matilde Miguel & Isabel Hub Faria 45 Compounds Triggering Prosodic Development. Paula Fikkert 59 Prosodic Form, Syntactic Form, Phonological Bootstrapping, and Telegraphic Speech. David Lebeaux 87 >From Prosody to Grammar in English: The differentiation of catenatives, modals, and auxiliaries from a single protomorpheme. Ann M. Peters 121 Input and production in the early development of function words. Sven Stroemqvist, Hrafnhildur Ragnarsdottir & Ulla Richthoff 157 PART IV Neurophysiological Aspects of Language Acquisition Language Development during Infancy and Early Childhood: Electrophysiological correlates. Dennis L. Molfese, Dana B. Narte, Amy J. Van Matre,Michelle R. Ellefson & Arlene Modglin 181 Development Patterns of Brain Activity: Reflecting semantic and syntactic processes. Angela D. Friederici & Anja Hahne 231 Electrophysiological Studies of Language Development. Marie St. George & Debra L. Mills 247 PART V Additional Perspectives on Language Acquisition Interactionist Approaches to Early Language Acquisition. Kim Plunkett 263 Repertoires of Primitive Elements: Prerequisite or result of acquisition? Manfred Bierwisch 281 Developmental Trajectories of Complex Signal Systems in Animals: The model of bird song. Henrike Hultsch & Dietmar Todt 309 Index 333 Juergen Weissenborn University of Potsdam Department of Linguistics PO Box 60 15 53 D-14415 Potsdam Germany Tel. +49-331-977-2932 Fax +49-331-977-2095 From oyukio at sfc.keio.ac.jp Mon Oct 22 02:47:40 2001 From: oyukio at sfc.keio.ac.jp (Yukio Otsu) Date: Mon, 22 Oct 2001 11:47:40 +0900 Subject: unlearning foreign accent Message-ID: Dear friends, I am looking for a study that explores how difficult (or how easy, for that matter) it is to unlearn incorrect phonology/morphology/grammar. If you are aware of any, please let me know. Thank you. Yukio Otsu -------------------------------------------- Yukio Otsu Institute of Cultural and Linguistic Studies Keio University +81-3-5427-1455 http://www.otsu.icl.keio.ac.jp Tokyo Conference on Psycholinguistics (TCP) 2002 March 15th and 16th, 2002 Japanese Society for Language Sciences (JSLS) July 6th and 7th, 2002 -------------------------------------------- From a.karmiloff-smith at ich.ucl.ac.uk Mon Oct 22 06:49:54 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 22 Oct 2001 07:49:54 +0100 Subject: unlearning foreign accent In-Reply-To: <4.2.0.58.J.20011022114409.00b41760@mail.sfc.keio.ac.jp> Message-ID: Neil Smith reports a study like this with his study of a so-called savant linguist. It is reported in his book with Tsimpli - I think it's called the Mind of a Savant and is (again, I think) with Blackwell. Annette K-S At 11:47 am +0900 22/10/01, Yukio Otsu wrote: >Dear friends, > >I am looking for a study that explores how difficult (or how easy, for >that matter) it is to unlearn incorrect phonology/morphology/grammar. >If you are aware of any, please let me know. > >Thank you. > >Yukio Otsu >-------------------------------------------- >Yukio Otsu >Institute of Cultural and Linguistic Studies >Keio University >+81-3-5427-1455 >http://www.otsu.icl.keio.ac.jp > >Tokyo Conference on Psycholinguistics (TCP) 2002 >March 15th and 16th, 2002 > >Japanese Society for Language Sciences (JSLS) >July 6th and 7th, 2002 >-------------------------------------------- -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. 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 a.karmiloff-smith at ich.ucl.ac.uk Mon Oct 22 06:58:46 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 22 Oct 2001 07:58:46 +0100 Subject: unlearning foreign accent In-Reply-To: Message-ID: Now that I got my own answer, I see that I read your question too quickly. Neil reports a study trying to teach an unlearnable language that violates Chomskyan principles. Not exactly what you are looking for. I just saw unlearn and grammar and jumped to conclusions, sorry! Annette At 7:49 am +0100 22/10/01, Annette Karmiloff-Smith wrote: >Neil Smith reports a study like this with his study of a so-called >savant linguist. It is reported in his book with Tsimpli - I think >it's called the Mind of a Savant and is (again, I think) with >Blackwell. >Annette K-S >At 11:47 am +0900 22/10/01, Yukio Otsu wrote: >>Dear friends, >> >>I am looking for a study that explores how difficult (or how easy, for >>that matter) it is to unlearn incorrect phonology/morphology/grammar. >>If you are aware of any, please let me know. >> >>Thank you. >> >>Yukio Otsu >>-------------------------------------------- >>Yukio Otsu >>Institute of Cultural and Linguistic Studies >>Keio University >>+81-3-5427-1455 >>http://www.otsu.icl.keio.ac.jp >> >>Tokyo Conference on Psycholinguistics (TCP) 2002 >>March 15th and 16th, 2002 >> >>Japanese Society for Language Sciences (JSLS) >>July 6th and 7th, 2002 >>-------------------------------------------- > >-- >________________________________________________________________ >Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >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 gleason at bu.edu Mon Oct 22 16:01:46 2001 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 22 Oct 2001 12:01:46 -0400 Subject: unlearning foreign accent Message-ID: Yukio Otsu wrote: > > Dear friends, > > I am looking for a study that explores how difficult (or how easy, for > that matter) it is to unlearn incorrect phonology/morphology/grammar. > If you are aware of any, please let me know. > Hi That's probably too big a question....there are a number of commercial enterprises in the US that concentrate on accent reduction (e.g., The Speech Company in Boston), but I don't know if they use research-based techniques. I believe that the Center for Applied Linguistics also has programs aimed at accent reduction, particularly in the workplace, and they may have some studies to cite (www.cal.org). There's also a literature on narrower topics--for instance, for his PhD thesis at Boston University last year Jilani Warsi successfully taught adult Japanese speakers to distinguish between English /l/ and /r/ (he can be reached at jsabra at bu.edu) -- Jean Berko Gleason From angelwschan at hotmail.com Tue Oct 23 03:23:53 2001 From: angelwschan at hotmail.com (Angel Chan) Date: Tue, 23 Oct 2001 11:23:53 +0800 Subject: unlearning of non-target word order use in children¡¦s language Message-ID: An HTML attachment was scrubbed... URL: From plaut at cmu.edu Tue Oct 23 18:39:50 2001 From: plaut at cmu.edu (David Plaut) Date: Tue, 23 Oct 2001 14:39:50 -0400 Subject: Post-Doctoral Positions in Connectionist Modeling of Reading and Language Message-ID: Post-Doctoral Positions in Connectionist Modeling of Reading and Language Center for the Neural Basis of Cognition and the Department of Psychology, Carnegie Mellon University Two postdoctoral research positions are available in the area of connectionist/neural-network modeling of normal and impaired cognitive processes in reading and language. Topics of particular interest include phonological and lexical development, reading acquisition and developmental and acquired dyslexia, cross-linguistic differences in morphological processing, and neuropsychological impairments of lexical semantic knowledge. Applicants should have expertise in connectionist modeling or in empirical investigation of language-related processes combined with some experience in modeling. The positions are for 2-3 years, with salary commensurate with experience, and are affiliated with the Center for the Neural Basis of Cognition (http://www.cnbc.cmu.edu) and the Department of Psychology (http://www.psy.cmu.edu) at Carnegie Mellon. Please send CV, a description of research experience and interests, copies of representative publications, and three letters of reference by January 1, 2002 to Dr. David Plaut, Center for the Neural Basis of Cognition, Mellon Institute 115, 4400 Fifth Avenue, Pittsburgh PA 15213-2683, USA. Carnegie Mellon is an AA/EEO employer. From m.perkins at sheffield.ac.uk Wed Oct 24 09:02:27 2001 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Wed, 24 Oct 2001 10:02:27 +0100 Subject: Lectureship opportunity Message-ID: Applications are invited for a Lectureship in Human Communication Sciences/Speech and Language Therapy Department of Human Communication Sciences, University of Sheffield, UK. We are looking for a registered speech and language therapist who has specialised in the developmental/education field and who has a postgraduate qualification or equivalent research experience. MPhil/PhD opportunities available with this post as appropriate. Jobshare/part-time applications will be considered. Main Duties Research Develop and carry out a research programme in the field of human communication sciences. Supervise research projects at undergraduate and postgraduate levels as appropriate. Teaching Provide teaching in: 1. developmental communication difficulties; 2. special needs/education; 3. clinical and professional skills 4. other teaching as required and according to knowledge, skills and experience. For informal discussion, contact Professor J Stackhouse, Head of Department, tel: (0114) 222 2401/2455 or Dr Mick Perkins, Deputy Head of Department, tel: (0114) 222 2408. It is expected that interviews will be held in the week of 26 November 2001. Salary: £20,267 - £24,193 per annum (pro rata if part-time) Closing date: 16 November 2001 Reference Number: RW2455 For further details click here: www.sheffield.ac.uk/jobs/acadjobs/acadjobs.html Click here for information on how to apply -------------- next part -------------- An HTML attachment was scrubbed... URL: From henri.cohen at uqam.ca Thu Oct 25 11:54:01 2001 From: henri.cohen at uqam.ca (enri Cohen) Date: Thu, 25 Oct 2001 07:54:01 -0400 Subject: TENNET XIII: Call for papers Message-ID: CALL FOR PAPERS THEORETICAL AND EXPERIMENTAL NEUROPSYCHOLOGY (TENNET XIII) Montreal, Canada, June 20-22, 2002 ------------------------------------------------------------------------------------ The 13th Annual conference on Theoretical and Experimental Neuropsychology, TENNET XIII, will be held in June 2002 in Montreal, Quebec, Canada at Université du Québec, Montreal. The basic conference structure is (a) two invited thematic symposia of 3 hours, each day, followed by (b) refereed poster papers. The poster papers are discussed after the second symposium, each afternoon. The conference is APA approved for 24 hours CPE. Participants may submit papers for consideration. Because these are refereed submissions, accepted poster papers will be published as refereed articles in Brain and Cognition. We have recently negotiated with Academic Press to handle TENNET submissions as individual submissions, which means that, as of next year, it will also be possible to access individual authors and their papers on the web. The deadline for refereed submissions, via e-mail only, is January 4 , 2002. -----Information for refereed submissions-------------- Poster presentations should deal with a well-defined topic or problem in any domain of experimental, clinical or theoretical neuropsychology, including neurolinguistics, development and history. The title of the presentation, the full name(s) of author(s) (and complete mailing address, with institutional affiliation, if any, telephone number and e-mail) and acknowledgments should appear on the first page of the submission. This information is needed to properly prepare the program if your paper is accepted. A 100- to 150-word abstract is on the second page, followed by a detailed description of the paper. If applicable, the description should include an Introduction, Methods, Results, Discussion, and Full references (APA style) sections. Up to two (2) tables or graphs can also be added. It is also possible to submit an abstract only (up to 200 words) for consideration. In this latter case, only the abstract will appear in Brain and Cognition. Your submission should be sent by e-mail to arrive by the January 4 deadline to the chair of the program committee. Submissions received early will be sent for review as soon as they come in. IMPORTANT: Please check your submission with an updated general-purpose antivirus application before sending it by e-mail. Attached files should be in MS Word or RTF. Submissions should be sent to: tennet at uqam.ca -------------------------------------------------------------------------------------------- Further information about accommodation, registration, preliminary program and past conferences can be found at the following web site: http://www.uqam.ca/tennet Cheers. Henri Cohen, Ph.D. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annahdo at bu.edu Fri Oct 26 15:04:38 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 26 Oct 2001 11:04:38 -0400 Subject: Boston University Conference on Language Development Message-ID: * * * * * * * * * * * * * * * * * * * * * * * * F I N A L A N N O U N C E M E N T 26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 2, 3 and 4, 2001 We are pleased to announce the final schedule for the 26th Annual Boston University Conference on Language Development. We also wish to highlight the keynote and plenary addresses, the memorial tribute to Peter Jusczyk, and the lunchtime funding symposium. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: Tribute to Peter Jusczyk Speakers: Richard Aslin, Paul Luce, James Morgan, Lila Gleitman Friday, November 2nd, 12:30PM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Lunchtime Symposium: Peggy McCardle (NICHD) and Cecile McKee (NSF) Federal funding: What's hot and how to apply Saturday, November 3rd, 12:45 PM * * * * * * * * * * * * * * * * * * * * * * * * Keynote Speaker: Susan Carey, Harvard University Language and mind: Language learning and the prelinguistic conceptual repertoire Friday, November 2nd, 8:00 PM * * * * * * * * * * * * * * * * * * * * * * * * Plenary Speaker: Daniel Dinnsen, Indiana University A reconsideration of children's phonological representations Saturday, November 3rd, 5:00 PM. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The full conference program as well as general and travel information are available on our web page at http://web.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail at langconf at bu.edu if you have any questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annahdo at bu.edu Fri Oct 26 15:24:07 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 26 Oct 2001 11:24:07 -0400 Subject: Boston University Conference on Language Development Message-ID: * * * * * * * * * * * * * * * * * * * * * * * * F I N A L A N N O U N C E M E N T 26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 2, 3 and 4, 2001 We are pleased to announce the final schedule for the 26th Annual Boston University Conference on Language Development. We also wish to highlight the keynote and plenary addresses, the memorial tribute to Peter Jusczyk, and the lunchtime funding symposium. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: Tribute to Peter Jusczyk Speakers: Richard Aslin, Paul Luce, James Morgan, Lila Gleitman Friday, November 2nd, 12:30PM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Lunchtime Symposium: Peggy McCardle (NICHD) and Cecile McKee (NSF) Federal funding: What's hot and how to apply Saturday, November 3rd, 12:45 PM * * * * * * * * * * * * * * * * * * * * * * * * Keynote Speaker: Susan Carey, Harvard University Language and mind: Language learning and the prelinguistic conceptual repertoire Friday, November 2nd, 8:00 PM * * * * * * * * * * * * * * * * * * * * * * * * Plenary Speaker: Daniel Dinnsen, Indiana University A reconsideration of children's phonological representations Saturday, November 3rd, 5:30 PM. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The full conference program as well as general and travel information are available on our web page at http://web.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail at langconf at bu.edu if you have any questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annabelledavid at hotmail.com Wed Oct 31 15:19:38 2001 From: annabelledavid at hotmail.com (Annabelle David) Date: Wed, 31 Oct 2001 15:19:38 +0000 Subject: French acquisition Message-ID: Hello I am looking for studies that would have looked at the most common errors young children make while acquiring French as their first language. These errors are often sign of language development, for example overregularization: 'tiender' for 'tenir'. There is a lot on english acquisition but I can't find any recent study regarding French. Does anybody have any suggestion? *********************************************** Annabelle David, MA Department of Speech University of Newcastle King George VI Building Queen Victoria Road Newcastle upon Tyne NE1 7RU U.K. *********************************************** _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp From ann.dowker at psy.ox.ac.uk Wed Oct 31 15:24:27 2001 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 31 Oct 2001 15:24:27 +0000 Subject: French acquisition In-Reply-To: Message-ID: It's not particularly recent, but there's some good stuff by Paule Aimard; e.g. in "Les Jeux de Mots de l'Enfant", published in 1981. Ann On Wed, 31 Oct 2001, Annabelle David wrote: > Hello > > I am looking for studies that would have looked at the most common errors > young children make while acquiring French as their first language. These > errors are often sign of language development, for example > overregularization: > 'tiender' for 'tenir'. > There is a lot on english acquisition but I can't find any recent study > regarding French. > > Does anybody have any suggestion? > > > *********************************************** > Annabelle David, MA > Department of Speech > University of Newcastle > King George VI Building > Queen Victoria Road > Newcastle upon Tyne > NE1 7RU > U.K. > *********************************************** > > > _________________________________________________________________ > Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp > > > From Johanne.Paradis at ualberta.ca Wed Oct 31 16:48:20 2001 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Wed, 31 Oct 2001 10:48:20 -0600 Subject: French acquisition In-Reply-To: Message-ID: Dear Annabelle: Here are some references on bilingual and monolingual French L1 morphosyntactic development: Clark, E. (1986). The acquisition of Romance with special reference to French. In Slobin (Ed) The crosslinguistic study of language acquistion, vol 7. Hillsdale, NJ: Erlbaum Ferdinand, A. (1996). The development of functional categories. The acquisition of the subject in French. Dordrecht: ICG Printing. Meisel, J, (1994). Bilingual First Language Acquisition: French and German grammatical development. Amsterdam: Benjamins. Pierce, A. (1992). Language acquisition and syntactic theory. Dordrecht: Kluwer (crosslinguistic comparasion of English and French) Paradis, J. & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or interdependent? SSLA 18, 1-25. Paradis, J. & Genesee, F. (1997). On continuity and the acquisiiton of functional categories in Bilingual First Language Acquisition. Language Acquisition, 6(2), 91-124. You should also check out work by Aafke Hulk at the University of Amsterdam - I don't have her refs handy. Hope this helps, Johanne >Hello > >I am looking for studies that would have looked at the most common errors >young children make while acquiring French as their first language. These >errors are often sign of language development, for example >overregularization: >'tiender' for 'tenir'. >There is a lot on english acquisition but I can't find any recent study >regarding French. > >Does anybody have any suggestion? > > >*********************************************** >Annabelle David, MA >Department of Speech >University of Newcastle >King George VI Building >Queen Victoria Road >Newcastle upon Tyne >NE1 7RU >U.K. >*********************************************** > > >_________________________________________________________________ >Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From macw at cmu.edu Wed Oct 31 22:19:22 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 31 Oct 2001 17:19:22 -0500 Subject: new German references Message-ID: Dear Info-CHILDES, Angelika Wittek has contributed a collection of 500 references on the acquisition of German which have now been added to the CHILDES bibliography which is on the web. In collecting these references she received the help of Gisela Lausberg and Daniela Neumann of the library at the Max-Planck in Leipzig. Many thanks to Angelika, Gisela and Daniela for this contribution. These new references all have "German" in the Keyword field. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Thu Oct 4 14:26:27 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 4 Oct 2001 15:26:27 +0100 Subject: Fwd: can you help? Message-ID: >Professor Henry Plotkin sent me the following question. May I ask >those who know of good sources to reply directly to Henry (and cc me >because I am interested). Many thanks, Annette > >X-Sender: ucjtshp at pop-server.bcc.ac.uk >Date: Thu, 04 Oct 2001 14:00:02 +0100 >To: a.karmiloff-smith at ich.ucl.ac.uk >From: Henry Plotkin >Subject: can you help? >Annette, can you direct me to a source, based on the best and most recent >evidence of the kind people like you experiment on and publish about, on >the most advantageous kinds of environments infants and very young children >should be exposed to which will most help their cognitive development? Or >does no such source exist? Thanks for your help. > >Henry Plotkin >Professor Henry Plotkin >Department of Psychology, >University College London, >London WC1E 6BT, U.K. >Telephone no. 020 7679 7573 >Fax No. 020 7436 4276 >e-mail h.plotkin at ucl.ac.uk From mminami at sfsu.edu Thu Oct 4 20:52:47 2001 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Thu, 4 Oct 2001 13:52:47 -0700 Subject: ICPLJ New Deadline Message-ID: We understand that because of the current situation in which, due to security reasons, it takes more than 7 days for documents to get to the U.S. from overseas. We have therefore decided to set the following new deadline for The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ): October 31, 2001. If you are interested in submitting your proposal, also please visit: http://www.sfsu.edu/~japanese/Special/Special.html and http://www.sfsu.edu/~japanese/conference/ICPLJ.htm. The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Final Call for Papers March 22 & 23, 2002 San Francisco State University Keynote Speaker: Wesley M. Jacobsen, Harvard University ************************************************************************ Aims and Scope * ICPLJ is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is useful to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. * All topics in linguistics will be fully considered, including: phonology, morphology, syntax, semantics, lexicon, pragmatics (discourse analysis), second language acquisition (bilingualism). * Abstracts submitted must represent original, unpublished research. Publication A book of selected papers presented at the conference will be published by Kurosio Publishers, Japan. The publication of the papers enables the ideas from the conference to reach an even larger audience around the world, further benefiting countless researchers, teachers, and their students. Conference Language The length of each presentation will be thirty minutes (20 minutes for exposition, 10 minutes for questions). Presentations may be in either English or Japanese. Submission Guidelines All submissions should be mailed and postmarked by October 31, 2001. (We regret that we cannot accept submissions by fax or e-mail.) * Three copies of a clearly titled one-page summary, on which the author is not identified (on A4 or letter-size paper, in 12 point type, with at least 1.25 inch [approximately 3 cm] margins on all sides). This summary will be used for review, as well as for inclusion in the conference program book if your abstract is accepted. Examples, figures, tables, and references may be given on a second page. Please note the following: (1) All conference papers will be selected on the basis of summaries submitted. (2) Any information that may reveal your identity should not be included in the summary. (3) Summaries will be accepted in Japanese or English. (4) If the language in which you would like to give your presentation differs from the language of your written summary, please let us know. (5) No changes in the title or the authors' names will be possible after acceptance. (6) You may be requested to send in a copy of your summary (in MS-Word format) on a PC or MAC formatted disk. * For each author, please attach one copy of the information form printed at the bottom of this sheet Deadline All submissions must be received by October 31, 2001. (Please do not send summaries by e-mail or fax. Information regarding the previous conference may be accessed at: http://www.sfsu.edu/~japanese/conference/.) Of interest to researchers and teachers of the Japanese language! Feel free to forward this message to interested colleagues! Send submissions to: Dr. Masahiko Minami, Conference Chair Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: mminami at sfsu.edu ************************************************************************ Author Information Form (fill out one form completely for each author) Paper Title: Topic area: Audiovisual requests: Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) * To accommodate as many papers as possible, we reserve the right to limit each submitter to one paper in any authorship status. * If your paper is not one of those initially selected for oral presentation, please indicate whether you would be willing to have it considered as an alternate or for poster presentation: _____ Yes, consider me as an alternate if necessary. _____ Yes, consider me for poster presentation if necessary. _____ No, please do not consider me either as an alternate or for poster presentation. From macswan at asu.edu Mon Oct 8 21:00:43 2001 From: macswan at asu.edu (Jeff MacSwan) Date: Mon, 8 Oct 2001 14:00:43 -0700 Subject: Position Announcement: Second Language Acq and/or Bilingualism, Arizona State University, College of Education Message-ID: Assistant/Associate/Full Professor Second Language Acquisition and/or Bilingualism College of Education Arizona State University Arizona State University is a Research I institution. The College of Education is consistently ranked in the top tier of Graduate Schools of Education by U.S. News and World Report. The College of Education provides a stimulating, challenging forum for scholars and practitioners to engage in the discovery and transmission of educational knowledge. The College of Education at Arizona State University seeks to fill two positions, one at the junior level and one at the senior level, specializing in Second Language Acquisition, Second Language Literacy, and/or Bilingualism, pending budgetary approval. The individuals selected for the positions will be affiliated with an interdisciplinary group focused on language and literacy, and will be expected to teach undergraduate and graduate courses focusing on Second Language Acquisition, Second Language Literacy, and/or Bilingualism in teacher certification programs, master's programs, and an interdisciplinary Ph.D. program in Language and Literacy. Applications are invited from a broad range of disciplinary perspectives focusing on the education of language minority students in urban schools. Required qualifications are as follows: a) Must hold earned doctorate in Education or in a field related to the study of Second Language Acquisition, Second Language Literacy, and/or Bilingualism; b) Demonstrate a record of scholarly productivity in Second Language Acquisition, Second Language Literacy, and/or Bilingualism appropriate to rank; c) Successful experience in teaching and advising appropriate to rank. Desired qualifications include: a) Experience chairing doctoral dissertations appropriate to rank; b) Experience teaching and/or working with teachers in urban school settings; c) Knowledge of and/or experience working with language minority children; d) Proficiency in a language other than English. Candidates must send a letter of application addressing the position qualifications described above and specifying the rank of the position for which they are applying, a current vita, a sample of scholarly work and contact information for three references. All application material must be sent to: Professor M. Beatriz Arias, Chair Search Committee College of Education P.O. Box 871411 Tempe, Arizona 85287-1411 FAX: (480) 727-7991 bea at asu.edu The application and supporting materials will be reviewed beginning December 1, 2001 or every two (2) weeks thereafter until the positions are filled.(Finalists will be notified before the references are contracted.) Arizona State University is an Equal Opportunity/Affirmative Action Employer. More information about the College can be found on our website at http://www.coe.asu.edu. The College of Education is dedicated to increasing the diversity of its campus community. From Alison.Mayne at Colorado.EDU Tue Oct 9 18:22:03 2001 From: Alison.Mayne at Colorado.EDU (Alison.Mayne at Colorado.EDU) Date: Tue, 9 Oct 2001 12:22:03 -0600 Subject: questions & CHAINS Message-ID: I am interested in finding literature that addresses question-asking sequences during adult-child interactions. Specifically, I am looking for studies that have examined the types of questions adults ask their young children, as well as how adults modify their questions if their children fail to respond or respond incorrectly. I am also interested in reading publications that have used the CHAINS CLAN command. I greatly appreciate any of your suggestions. Thank you, Alison VanLeeuwen From cchan at conncoll.edu Tue Oct 9 20:42:15 2001 From: cchan at conncoll.edu (Camille Hanlon) Date: Tue, 9 Oct 2001 16:42:15 -0400 Subject: Quantifiers Message-ID: > Dear Mr. Onnis: > > Some years ago I completed several studies of children's acquisition of > set-relational quantifiers in English. A short report is available in the > following book: > > Hanlon, C. (1988). The emergence of set-relational quantifiers in > early childhood. In F. Kessel (Ed.), The development of language and > language researchers. Hillsdale, N.J.: Erlbaum. > > This summary provides references to the original referreed research > papers, including a Genetic Psychology Monograph, which reports the > theoretical and methodological details of greatest interest to other > researchers. I have done some shorter, more speculative papers on the > semantic/pragmatic development since then, but the above paper will give > you the best idea of my work. > > Best wishes, > > Camille Hanlon > Professor Emeritus > Connecticut College > From macw at cmu.edu Wed Oct 10 21:33:49 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Oct 2001 17:33:49 -0400 Subject: book notice Message-ID: Dear Info-CHILDES, I thought people might be interested in this book notice. --Brian MacWhinney The Algebraic Mind Integrating Connectionism and Cognitive Science Gary F. Marcus In The Algebraic Mind, Gary F. Marcus integrates two competing theories about how the mind works, one which says that the mind is a computer-like manipulator of symbols, and another which says that the mind is a large network of neurons working together in parallel. Refuting the conventional wisdom that says that if the mind is a large neural network it cannot simultaneously be a manipulator of symbols, Marcus shows how neural systems could be organized so as to manipulate symbols, why such systems explain language and cognition better than systems that eschew symbols, how such system could evolve, and how they might unfold developmentally within the womb. The Algebraic Mind revamps our understanding of models in cognitive neuroscience and helps to set a new agenda for the field. Gary F. Marcus is Associate Professor of Psychology at New York University. 6 x 9, 225 pp., 48 illus., cloth ISBN 0-262-13379-2 Learning, Development, and Conceptual Change series A Bradford Book For more information please visit http://mitpress.mit.edu/0262133792 From mboehning at yahoo.de Thu Oct 11 12:06:22 2001 From: mboehning at yahoo.de (=?iso-8859-1?q?Marita=20Boehning?=) Date: Thu, 11 Oct 2001 14:06:22 +0200 Subject: Uchida, N. & Imai, M.: email addresses? Message-ID: Dear all, does anybody have the email addresses of the authors who wrote the following article: Uchida, N. & Imai, M. (1999) Lexical acquisition: The nature of constraints on word learning. Japanese Psychological Research, 41,1, p.1-4 They worked at Ochanomizu University and Keio University at Shonan-Fujisawa Campus (at least in 1999). Thank you for any information! Regards, Marita Boehning University of Potsdam Institute of Linguistics Germany __________________________________________________________________ Es ist soweit: das Nokia Game beginnt. Sei bereit f?r das multimediale Abenteuer. Melde dich bis zum 3. November bei http://de.promotions.yahoo.com/info/nokiagame an! From cam47 at psu.edu Thu Oct 11 12:20:09 2001 From: cam47 at psu.edu (Carol Miller) Date: Thu, 11 Oct 2001 08:20:09 -0400 Subject: POSITION ANNOUNCEMENT Message-ID: NOTICE OF POSITION VACANCY POSITION: Assistant/Associate Professor of Communication Disorders. Full-time (9-month), Continuous, Tenure Track Appointment. QUALIFICATIONS: Ph.D. in communication sciences and disorders, child development, psychology, education, linguistics, or a related field with an emphasis in multicultural issues relating to language and literacy development in the context of family and society. A demonstrated record of scholarship and promise of external funding. RESPONSIBILITIES: Develop a research program that will strengthen the links between research and practice in the areas of language and literacy development and disorders currently targeted in the Department of Communication Disorders and in the interdisciplinary initiatives of Penn State's Children, Youth, and Families Consortium. Commitment to graduate and undergraduate education through teaching graduate/undergraduate courses; supervising undergraduate/graduate (M.S./Ph.D.) research and service to the Department, College, and University. The Department is committed to diversity and seeks to supplement and expand upon current faculty's expertise in multicultural issues. STARTING DATE: Fall Semester, 2002 SALARY: Commensurate with qualifications and experience. DEADLINE: Review of credentials will begin immediately and continue until the position is filled. To receive full consideration, materials should be received prior to January 1, 2002. APPLICATION PROCEDURE: Submit letter of application, current vitae, official transcripts of terminal degree, recent publications, and three letters of reference to: Adele W. Miccio, Ph.D. Search Committee Chair Department of Communication Disorders The Pennsylvania State University 110 Moore Building University Park, PA 16802 Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. ++++++++++++++++++++++++++++ Carol Miller Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.m.camarata at vanderbilt.edu Thu Oct 11 15:29:42 2001 From: stephen.m.camarata at vanderbilt.edu (Stephen M. Camarata) Date: Thu, 11 Oct 2001 08:29:42 -0700 Subject: Faculty Position Available Message-ID: Child Language Faculty Position Assistant/Associate Professor. The Department of Hearing & Speech Sciences at Vanderbilt University School of Medicine is pleased to announce a newly created tenure line faculty position in the to begin in Fall, 2002. Candidates' teaching and research interests should focus on child language acquisition and disorders. Specialization can include, but is not limited to: autism, developmental disabilities, specific language impairment, neurological processes of language development and/or disorders. Responsibilities include limited teaching duties and development of research program in area of specialization. Applicants should have a background in child language and an earned doctorate in Psychology, Linguistics, Speech Pathology, Special Education or Related Discipline. Although CCC-SLP is desirable, certification is not required and no clinical supervision is expected. The Department of Hearing & Speech Sciences is housed in the Vanderbilt Bill Wilkerson Center, a nationally recognized rehabilitation clinic and research center. The successful candidate will have an opportunity to collaborate with colleagues in Pediatrics, Psychology, Special Education, and Human Development studying child language development and disorders and will be eligible for appointment as an Investigator in the John F. Kennedy Center for Research on Human Development. Salary and benefits will be competitive and commensurate with qualifications, a generous start up package will be available. Vanderbilt University is committed to faculty diversity and all qualified candidates, regardless of race, religion, or gender are encouraged to apply. Vanderbilt University is an Equal Employment Opportunity/Affirmative action University. Review of applications will begin on December 15, 2000 and continue until the position is filled. To make application, a letter of intent include areas of research interest, a CV, and three letters of reference should be forwarded to: Stephen Camarata, PhD, Acting Director, John F. Kennedy Center for Research on Human Development, Chair, Search Committee, Department of Hearing & Speech Sciences, Station 17, Vanderbilt University School of Medicine, Nashville Tennessee 37232. Dr. Camarata can also be contacted at 615-322-8242 or at stephen.m.camarata at vanderbilt.edu. Stephen M. Camarata, PhD Acting Director John F. Kennedy Center for Research on Human Development Vanderbilt University School of Medicine Nashville, Tennessee 37232 615-322-8242 From lsc at th.com.br Thu Oct 11 13:40:34 2001 From: lsc at th.com.br (Leonor S. Cabral) Date: Thu, 11 Oct 2001 10:40:34 -0300 Subject: book notice Message-ID: Dear Colleagues, Could you be so kind and inform which are the recent publications ob Katherine Nelson and Eve Clark? Thank you, Leonor Scliar-Cabral ----- Original Message ----- From: "Brian MacWhinney" To: Cc: "Jud Wolfskill" Sent: Wednesday, October 10, 2001 6:33 PM Subject: book notice > Dear Info-CHILDES, > > I thought people might be interested in this book notice. > > --Brian MacWhinney > > > > The Algebraic Mind > Integrating Connectionism and Cognitive Science > Gary F. Marcus > > In The Algebraic Mind, Gary F. Marcus integrates two competing theories > about how the mind works, one which says that the mind is a computer-like > manipulator of symbols, and another which says that the mind is a large > network of neurons working together in parallel. Refuting the conventional > wisdom that says that if the mind is a large neural network it cannot > simultaneously be a manipulator of symbols, Marcus shows how neural systems > could be organized so as to manipulate symbols, why such systems explain > language and cognition better than systems that eschew symbols, how such > system could evolve, and how they might unfold developmentally within the > womb. The Algebraic Mind revamps our understanding of models in cognitive > neuroscience and helps to set a new agenda for the field. > > Gary F. Marcus is Associate Professor of Psychology at New York University. > > 6 x 9, 225 pp., 48 illus., cloth ISBN 0-262-13379-2 > > Learning, Development, and Conceptual Change series > A Bradford Book > > For more information please visit http://mitpress.mit.edu/0262133792 > From Sean.Redmond at health.utah.edu Thu Oct 11 17:06:12 2001 From: Sean.Redmond at health.utah.edu (Sean Redmond) Date: Thu, 11 Oct 2001 11:06:12 -0600 Subject: Position Available Message-ID: Chair of Communication Disorders College of Health, University of Utah The University of Utah is a Carnegie Doctoral/Research University-Extensive institution located in Salt Lake City at the foothills of the Wasatch Mountains. Position: Department Chair, Associate/Full Professor, full-time (10-12 months), tenure-track position. Qualifications: Ph.D. in Communication Sciences/Disorders preferred, strong research background with a record of externally funded research, administrative experience preferred. University/Program: The Department of CMDIS, in the College of Health, has undergraduate, master's, and doctoral programs. There is potential for research and clinical work in the in-house clinic and the University of Utah Medical Center. For more information, see the departmental web-site at www.med.utah.edu/cmdis. Community Information: Salt Lake City is a beautiful city of 250,000 nestled in the foothills of the Wasatch Mountains (total population along the Wasatch Front exceeds 1 million). Utah's great outdoors makes discovery a new adventure, from world class skiing to exploration and river running in the spectacular red-rock canyons close-by. The city is cosmopolitan, but easy to live in with convenient access to the arts, sports, and nightlife. Finally, Salt Lake City will host the 2002 Winter Olympics. Application: Submit current CV, letter of application, and three letters of reference. Review of candidates begins Jan. 8th, 2002 and will continue until vacancy is filled. Contact Kathy Chapman, Ph.D. or Julie Wambaugh, Ph.D., Chairs, Search Committee. kathy.chapman at health.utah.edu 801-587-9076 julie.wambaugh at health.utah.edu 801-585-6164 Informal interviews will be available at the ASHA Convention in New Orleans upon request. The University of Utah is an Equal Opportunity/Affirmative Action Employer and encourages applications from women and minorities, and provides reasonable accommodation to known disabilities of applications and employees. From mboehning at yahoo.de Fri Oct 12 15:39:12 2001 From: mboehning at yahoo.de (=?iso-8859-1?q?Marita=20Boehning?=) Date: Fri, 12 Oct 2001 17:39:12 +0200 Subject: Thanks for email addresses of N. Uchida & M. Imai Message-ID: Thank you to everybody who provided me with the email addresses of N. Uchida & M. Imai! Best wishes, Marita Boehning __________________________________________________________________ Es ist soweit: das Nokia Game beginnt. Sei bereit f?r das multimediale Abenteuer. Melde dich bis zum 3. November bei http://de.promotions.yahoo.com/info/nokiagame an! From macw at cmu.edu Mon Oct 15 01:02:59 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 14 Oct 2001 21:02:59 -0400 Subject: childes server Message-ID: Dear Info-CHILDES, There are currently some network configuration problems at Carnegie Mellon that are making it difficult to reach the childes.psy.cmu.edu server using its standard name. While these problems are being resolved, it can still be reached at http://128.2.60.181 --Brian MacWhinney From carmel.houston-price at psy.ox.ac.uk Mon Oct 15 15:40:04 2001 From: carmel.houston-price at psy.ox.ac.uk (Carmel Houston-Price) Date: Mon, 15 Oct 2001 15:40:04 GMT Subject: RA position, Oxford BabyLab Message-ID: University of Oxford Department of Experimental Psychology Research Assistant Academic-Related Research Staff Grade 1A/1B: Salary ,15,451-,22,299 An immediate vacancy exists for a research assistant to work on a project concerning first language acquisition. The research assistant will be working with the Oxford BabyLab team and will be testing children between 6 and 36 months using the Intermodal Preferential Looking Paradigm. The post involves contacting parents, scheduling, preparation of visual and auditory stimulus materials, testing of children and adults, and data analysis. Competence with Excel, SPSS and Word would be an advantage. Experience in working with young children, preferably of the above age group is essential. The post is funded in the first instance for 11 months by a grant from the Economic and Social Research Council. The appointee should be able to take up the post as soon as possible, and certainly not later than 1st February 2002. Informal enquiries about the research can be made to Professor Plunkett (kim.plunkett at psy.ox.ac.uk). Before submitting an application candidates should obtain further particulars from the Administrator, Department of Experimental Psychology, South Parks Road, Oxford OX1 3UD. (Email: applications at psy.ox.ac.uk) or telephone 01865 271399 quoting reference: CQ/kpl/027. The closing date for applications is Friday 26 October 2001. Interviews are planned for Thursday 8th November. Further information on the department can be found on the web-site http://www.psych.ox.ac.uk Oxford Babylab FREEPOST Dept. of Experimental Psychology Oxford University South Parks Rd Oxford OX1 3YZ 01865 271384 babylab at psy.ox.ac.uk http://epwww.psych.ox.ac.uk/babylab From tomasello at eva.mpg.de Wed Oct 17 03:33:34 2001 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Tue, 16 Oct 2001 20:33:34 -0700 Subject: Book Notice Message-ID: ************************************************************* Book Notice ************************************************************* Language Development: The Essential Readings Blackwell, $39.95 US paperback Michael Tomasello & Elizabeth Bates (Eds) Language development is an extraordinarily active subfield in the cognitive sciences, with a long history and a bright future. Research on child language is an interdisciplinary enterprise, uniting the efforts of psychologists, linguists, computer scientists, educators, neuroscientists and health practicioners. Selection of representative readings from such a large and well-established field is no easy matter. To respond to this challenge, Tomasello & Bates have emphasized recent papers (including some that were updated or commissioned for this volume) that illustrate the contribution of child language research to developmental cognitive science. Essential works on the major milestones of language development are provided (on speech perception in the first year, vocabulary development in the second and third year, and the full flowering of grammar), followed by tutorials that emphasize the neural substrates of language development, computational models of language learning, and the proper interpretation of genetic contributions to developmental language disorders. Although the authors of the papers chosen for this volume represent a broad spectrum of theoretical perspectives, there is a deliberate bias in favor of an interactive approach. The volume is designed to avoid jargon and in-group technicalities, and should be accessible to advanced undergraduates, graduate students and research scientists within the many disciplines that participate in cognitive science. 0. General Introduction 1. Introduction to Speech Perception 1.0 Introduction 1.1. Peter W. Jusczyk. Finding and Remembering Words: Some Beginnings by English-Learning Infants. Current Directions in Psychological Science, 1997, Volume 6, 170-174 1.2. Janet F. Werker and Ren?e N. Desjardins. Listening to Speech in the 1st Year of Life: Experiential Influences on Phoneme Perception. Current Directions in Psychological Science, 1995, Volume 4, 76-81. 1.3. Franck Ramus, Marc D. Hauser, Cory Miller, Dylan Morris, Jacques Mehler. Language Discrimination by Human Newborns and by Coton-Top Tamarin Monkeys. Science, 2000, Volume 288, 349-351 1.4. R. L. G?mez and L. A. Gerken. Infant artificial language learning and language acquisition. Trends in Cognitive Sciences, 2000, 4, 178.186 1.5. Anne Fernald, John P. Pinto, Daniel Swingley, Amy Weinberg, and Gerald W. McRoberts. Rapid Gains in Speed of Verbal Processing by Infants in the 2nd Year. Psychological Science, 1998, Volume 9, 228-231 2. Inrroduction to Word Learning 2.0. Introduction 2.1. Helen I. Shwe and Ellen M. Markman. Young Children?s Appreciation of the Mental Impact of Their Communicative Signals. Developmental Psychology, 1997, Volume 33, 630-636 2.2. Maria Cristina Caselli et al. Lexical Development in English and Italian. Cognitive Development, 1995 2.3. Michael Tomasello. Perceiving Intentions an Learning Words in the Second Year of Life. In: M.Bowerman and S. Levinson (Eds.), Language Acquisition and Conceptual Development, 2000, Cambridge University Press 2.4. Lori Markson and Paul Bloom. Evidence Against a Dedicated System for Word Learning in Children. Nature, 1997, Volume 385, 813-815 2.5. Elizabeth Bates, Judith C. Goodman. On the Inseparability of Grammar and the Lexicon: Evidence from Acquisition, Aphasia and Real-Time Processing. Language and Cognitive Processes, 1997, 507-584 3. Introduction to Grammtical Development 3.0. Introduction 3.1. Michael Tomasello. The Item-Based Nature of Children?s Early Syntactic Development.. Trends in Cognitive Sciences, 2000, Volume 4, 156-163 3.2. Nameera Akhtar. Acquiring Basic Word Order: Evidence for Data-Driven Learning of Syntactic Structure. Journal of Child Language, 1999, Volume 26, 339-356 3.3. Klaus-Michael Koepcke. The Acquisition of Plural Marking in English and German Revisited: Schemata Versus Rules. Journal of Child Language, 1998, Volume 25, 293-319 3.4. Nancy Budwig. An Exploration Into Children?s Use of Passives. Linguistics, 1990, Volume 28, 1221-1252 3.5. Lois Bloom, Matthew Rispoli, Barbara Gartner, and Jeremie Hafitz. Acquisition of Complementation. Journal of Child Language, 1989, Volume 16, 101-120 3.6. Dan I. Slobin. Form/Function Relations: How Do Children Find Out What They Are?. In: M.Bowerman and S. Levinson (Eds.), Language Acquisition and Conceptual Development, 2000, Cambridge University Press 4. Brain, Genes, & Computation in Language Development 4.0. Introduction 4.1. Jeffrey. L. Elman. Connectionism and Language Acquisition. 4.2. Barbara Clancy and Barbara Finlay. Neural Correlelates of Early Language Learning. Excerpted from: E. Bates, D. Thal, B.L. Finlay, and B. Clancy. Early Language Development and its Neural Correlates (in press) Early Language Development and its Neural Correlates To appear in I. Rapin and S. Segalowitz (Eds.), Handbook of Neuropsychology, Volume 6, Child Neurology (2nd edition). Amsterdam: Elsevier 4.3. Annette Karmiloff-Smith. Development Itself Is the Key to Understanding Developmental Disorders. Trends in Cognitive Sciences, 1998, Volume 2, 389-398 From Edy.Veneziano at clsh.univ-nancy2.fr Wed Oct 17 09:00:28 2001 From: Edy.Veneziano at clsh.univ-nancy2.fr (Edy Veneziano) Date: Wed, 17 Oct 2001 11:00:28 +0200 Subject: Programme - Colloque explication Message-ID: !!!!! THE FOLLOWING MESSAGE IS IN FRENCH !!!!!!! please forgive multiple diffusions We thank you in advance for passing this information to anyone likely to be interested in the event . The program and the registration form can be accessed at the Website of the Colloque : www.vjf.cnrs.fr/umr8606/index.htm *************VEUILLEZ excuser les multiples diffusions****************** Veuillez trouver ci-joints le programme et la fiche d'inscription relatifs au Colloque "L'Explication : enjeux cognitifs et communicationnels" qui se tiendra a Paris les 30 novembre et 1er decembre prochains. Nous vous remercions d'avance de diffuser cette information ? toute personne susceptible de s'y int?resser. Avec nos meilleures salutations Christian Hudelot, Anna Salazar Orvig, Edy Veneziano Le programme peut etre consulte sur le site Web du Colloque on y trouve egalement la fiche d'inscription www.vjf.cnrs.fr/umr8606/index.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From weissenb at rz.uni-potsdam.de Wed Oct 17 21:37:00 2001 From: weissenb at rz.uni-potsdam.de (Juergen Weissenborn) Date: Wed, 17 Oct 2001 23:37:00 +0200 Subject: Book Notice Message-ID: Book Notice Approaches to Bootstrapping. Phonological, lexical, syntactic and neurophysiological aspects of early language acquisition. Juergen Weissenborn and Barbara Hoehle (Eds) Vol. 1 (Language Acquisition and Language Disorders, 23) 2001, Hb viii, 294 pp. + index 90 272 2491 9 NLG 190.00 1 55619 992 9 USD 86.00 Vol. 2 (Language Acquisition and Language Disorders, 24) 2001, Hb vi, 331 pp. + index 90 272 2492 7 NLG 200.00/EUR 90.76 1 55619 993 7 USD 91.00 For ordering: John Benjamins North America. P.O.Box 27519. Philadelpha PA 19118-0519. USA Tel. 215-836-1200. Fax 215-836-1204. Toll-free ordering 1-800-562-5666. E-mail: service at benjamins.com www.benjamins.com/jbp JOHN BENJAMINS PUBLISHING COMPANY P.O.Box 36224, 1020 ME Amsterdam, Netherlands & P.O.Box 27519. Philadelphia PA 19118-0519, USA Volume 1 of Approaches to Bootstrapping focuses on early word learning and syntactic development with special emphasis on the bootstrapping mechanisms by which the child using properties of the speech input enters the native linguistic system. Topics discussed in the area of lexical acquisition are: cues and mechanisms for isolating words in the input; special features of motherese and their role for early word learning; the determination of first word meanings; memory and related processing capacities in early word learning and understanding; and lexical representation and lexical access in early language production. The papers on syntactic development deal with the acquisition of grammatical prosodic features for learning language specific syntactic regularities. Volume 2 of Approaches to Bootstrapping focuses on the interaction between the development of prosodic and morphosyntactic knowledge as evidenced in the early speech of Dutch,English, German, Portugese, Spanish, Danish, Islandic, and Swedish children sheding new light on the relation between universal and language specific aspects of language acquisition. Another section of this volume deals with new approaches to language acquisition using ERP- techniques. The papers discuss in detail the relation between the development of language skills and changes in neurophysiological aspects of the brain. The potentials of these techniques for the development of new tools for an early diagnosis of children who are at risque for developmental language disorders are also pointed out. The closing section contains a synopsis of interactionist approaches to language acquisition, a discussion of the genetic and experiential origin of primitive linguistic elements in acquisition, and a discussion of structural and developmental aspects of bird song in comparison to human language. The two volumes making up Approaches to Bootstrapping present a state-of-the art interdisciplinary and cross-linguistic overview of recent developments in first language acquisition research. Table of Contents Introduction vii PART I Early Word Learning and its Prerequisites Bootstrapping from the Signal: Some further directions. Peter W. Jusczyk 3 Contributions of Prosody to Infants' Segmentation and Representation of Speech. Catharine H. Echols 25 Implicit Memory Support for Language Acquisition. Cynthia Fisher & Barbara A. Church 47 How Accessible is the Lexicon in Motherese? Nan Bernstein Ratner & Becky Rooney 71 Bootstrapping a First Vocabulary. Lila Gleitman & Henry Gleitman 79 Infants' Developing Competence in Recognizing and Understanding Words in Fluent Speech. Anne Fernald, Gerald W. McRoberts & Daniel Swingley 97 Lemma Structure in Language Learning: Comments on representation and realization. Cecile McKee & Noriko Iwasaki 125 PART II >From Input Cues to Syntactic Knowledge Signal to Syntax: Building a bridge. LouAnn Gerken 147 A Reappraisal of Young Children's Knowledge of Grammatical Morphemes. Roberta Michnick Golinkoff, Kathy Hirsh-Pasek & Melissa A. Schweisguth 167 Predicting Grammatical Classes from Phonological Cues: An empirical test. Gert Durieux & Steven Gillis 189 Pre-lexical Setting of the Head-Complement parameter through prosody. Maria Teresa Guasti, Anne Christophe, Brit van Ooyen & Marina Nespor 231 Discovering Word Order Regularities: The role of prosodic information for early parameter setting. Barbara Hoehle, Juergen Weissenborn, Michaela Schmitz & Anja Ischebeck 249 On the Prosody/Lexicon Interface in Leaming Word Order: A study of normally developing and language-impaired children. Zvi Penner, Karin Wymann & Juergen Weissenborn 267 Index 295 PART III Interactions of Prosodic and Morphosyntactic Knowledge in Early Language Production Prosodic Constraints on Morphological Development. Katherine Demuth 3 The Interface of Phonology and Syntax: The emergence of the article in the early acquisition of Spanish and German. Conxita Lleo 23 Interaction between Prosody and Morphosyntax: Plurals within codas in the acquisition of European Portuguese. M. Joao Freitas, Matilde Miguel & Isabel Hub Faria 45 Compounds Triggering Prosodic Development. Paula Fikkert 59 Prosodic Form, Syntactic Form, Phonological Bootstrapping, and Telegraphic Speech. David Lebeaux 87 >From Prosody to Grammar in English: The differentiation of catenatives, modals, and auxiliaries from a single protomorpheme. Ann M. Peters 121 Input and production in the early development of function words. Sven Stroemqvist, Hrafnhildur Ragnarsdottir & Ulla Richthoff 157 PART IV Neurophysiological Aspects of Language Acquisition Language Development during Infancy and Early Childhood: Electrophysiological correlates. Dennis L. Molfese, Dana B. Narte, Amy J. Van Matre,Michelle R. Ellefson & Arlene Modglin 181 Development Patterns of Brain Activity: Reflecting semantic and syntactic processes. Angela D. Friederici & Anja Hahne 231 Electrophysiological Studies of Language Development. Marie St. George & Debra L. Mills 247 PART V Additional Perspectives on Language Acquisition Interactionist Approaches to Early Language Acquisition. Kim Plunkett 263 Repertoires of Primitive Elements: Prerequisite or result of acquisition? Manfred Bierwisch 281 Developmental Trajectories of Complex Signal Systems in Animals: The model of bird song. Henrike Hultsch & Dietmar Todt 309 Index 333 Juergen Weissenborn University of Potsdam Department of Linguistics PO Box 60 15 53 D-14415 Potsdam Germany Tel. +49-331-977-2932 Fax +49-331-977-2095 From oyukio at sfc.keio.ac.jp Mon Oct 22 02:47:40 2001 From: oyukio at sfc.keio.ac.jp (Yukio Otsu) Date: Mon, 22 Oct 2001 11:47:40 +0900 Subject: unlearning foreign accent Message-ID: Dear friends, I am looking for a study that explores how difficult (or how easy, for that matter) it is to unlearn incorrect phonology/morphology/grammar. If you are aware of any, please let me know. Thank you. Yukio Otsu -------------------------------------------- Yukio Otsu Institute of Cultural and Linguistic Studies Keio University +81-3-5427-1455 http://www.otsu.icl.keio.ac.jp Tokyo Conference on Psycholinguistics (TCP) 2002 March 15th and 16th, 2002 Japanese Society for Language Sciences (JSLS) July 6th and 7th, 2002 -------------------------------------------- From a.karmiloff-smith at ich.ucl.ac.uk Mon Oct 22 06:49:54 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 22 Oct 2001 07:49:54 +0100 Subject: unlearning foreign accent In-Reply-To: <4.2.0.58.J.20011022114409.00b41760@mail.sfc.keio.ac.jp> Message-ID: Neil Smith reports a study like this with his study of a so-called savant linguist. It is reported in his book with Tsimpli - I think it's called the Mind of a Savant and is (again, I think) with Blackwell. Annette K-S At 11:47 am +0900 22/10/01, Yukio Otsu wrote: >Dear friends, > >I am looking for a study that explores how difficult (or how easy, for >that matter) it is to unlearn incorrect phonology/morphology/grammar. >If you are aware of any, please let me know. > >Thank you. > >Yukio Otsu >-------------------------------------------- >Yukio Otsu >Institute of Cultural and Linguistic Studies >Keio University >+81-3-5427-1455 >http://www.otsu.icl.keio.ac.jp > >Tokyo Conference on Psycholinguistics (TCP) 2002 >March 15th and 16th, 2002 > >Japanese Society for Language Sciences (JSLS) >July 6th and 7th, 2002 >-------------------------------------------- -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. 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 a.karmiloff-smith at ich.ucl.ac.uk Mon Oct 22 06:58:46 2001 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 22 Oct 2001 07:58:46 +0100 Subject: unlearning foreign accent In-Reply-To: Message-ID: Now that I got my own answer, I see that I read your question too quickly. Neil reports a study trying to teach an unlearnable language that violates Chomskyan principles. Not exactly what you are looking for. I just saw unlearn and grammar and jumped to conclusions, sorry! Annette At 7:49 am +0100 22/10/01, Annette Karmiloff-Smith wrote: >Neil Smith reports a study like this with his study of a so-called >savant linguist. It is reported in his book with Tsimpli - I think >it's called the Mind of a Savant and is (again, I think) with >Blackwell. >Annette K-S >At 11:47 am +0900 22/10/01, Yukio Otsu wrote: >>Dear friends, >> >>I am looking for a study that explores how difficult (or how easy, for >>that matter) it is to unlearn incorrect phonology/morphology/grammar. >>If you are aware of any, please let me know. >> >>Thank you. >> >>Yukio Otsu >>-------------------------------------------- >>Yukio Otsu >>Institute of Cultural and Linguistic Studies >>Keio University >>+81-3-5427-1455 >>http://www.otsu.icl.keio.ac.jp >> >>Tokyo Conference on Psycholinguistics (TCP) 2002 >>March 15th and 16th, 2002 >> >>Japanese Society for Language Sciences (JSLS) >>July 6th and 7th, 2002 >>-------------------------------------------- > >-- >________________________________________________________________ >Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >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 gleason at bu.edu Mon Oct 22 16:01:46 2001 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 22 Oct 2001 12:01:46 -0400 Subject: unlearning foreign accent Message-ID: Yukio Otsu wrote: > > Dear friends, > > I am looking for a study that explores how difficult (or how easy, for > that matter) it is to unlearn incorrect phonology/morphology/grammar. > If you are aware of any, please let me know. > Hi That's probably too big a question....there are a number of commercial enterprises in the US that concentrate on accent reduction (e.g., The Speech Company in Boston), but I don't know if they use research-based techniques. I believe that the Center for Applied Linguistics also has programs aimed at accent reduction, particularly in the workplace, and they may have some studies to cite (www.cal.org). There's also a literature on narrower topics--for instance, for his PhD thesis at Boston University last year Jilani Warsi successfully taught adult Japanese speakers to distinguish between English /l/ and /r/ (he can be reached at jsabra at bu.edu) -- Jean Berko Gleason From angelwschan at hotmail.com Tue Oct 23 03:23:53 2001 From: angelwschan at hotmail.com (Angel Chan) Date: Tue, 23 Oct 2001 11:23:53 +0800 Subject: unlearning of non-target word order use in children¡¦s language Message-ID: An HTML attachment was scrubbed... URL: From plaut at cmu.edu Tue Oct 23 18:39:50 2001 From: plaut at cmu.edu (David Plaut) Date: Tue, 23 Oct 2001 14:39:50 -0400 Subject: Post-Doctoral Positions in Connectionist Modeling of Reading and Language Message-ID: Post-Doctoral Positions in Connectionist Modeling of Reading and Language Center for the Neural Basis of Cognition and the Department of Psychology, Carnegie Mellon University Two postdoctoral research positions are available in the area of connectionist/neural-network modeling of normal and impaired cognitive processes in reading and language. Topics of particular interest include phonological and lexical development, reading acquisition and developmental and acquired dyslexia, cross-linguistic differences in morphological processing, and neuropsychological impairments of lexical semantic knowledge. Applicants should have expertise in connectionist modeling or in empirical investigation of language-related processes combined with some experience in modeling. The positions are for 2-3 years, with salary commensurate with experience, and are affiliated with the Center for the Neural Basis of Cognition (http://www.cnbc.cmu.edu) and the Department of Psychology (http://www.psy.cmu.edu) at Carnegie Mellon. Please send CV, a description of research experience and interests, copies of representative publications, and three letters of reference by January 1, 2002 to Dr. David Plaut, Center for the Neural Basis of Cognition, Mellon Institute 115, 4400 Fifth Avenue, Pittsburgh PA 15213-2683, USA. Carnegie Mellon is an AA/EEO employer. From m.perkins at sheffield.ac.uk Wed Oct 24 09:02:27 2001 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Wed, 24 Oct 2001 10:02:27 +0100 Subject: Lectureship opportunity Message-ID: Applications are invited for a Lectureship in Human Communication Sciences/Speech and Language Therapy Department of Human Communication Sciences, University of Sheffield, UK. We are looking for a registered speech and language therapist who has specialised in the developmental/education field and who has a postgraduate qualification or equivalent research experience. MPhil/PhD opportunities available with this post as appropriate. Jobshare/part-time applications will be considered. Main Duties Research Develop and carry out a research programme in the field of human communication sciences. Supervise research projects at undergraduate and postgraduate levels as appropriate. Teaching Provide teaching in: 1. developmental communication difficulties; 2. special needs/education; 3. clinical and professional skills 4. other teaching as required and according to knowledge, skills and experience. For informal discussion, contact Professor J Stackhouse, Head of Department, tel: (0114) 222 2401/2455 or Dr Mick Perkins, Deputy Head of Department, tel: (0114) 222 2408. It is expected that interviews will be held in the week of 26 November 2001. Salary: ?20,267 - ?24,193 per annum (pro rata if part-time) Closing date: 16 November 2001 Reference Number: RW2455 For further details click here: www.sheffield.ac.uk/jobs/acadjobs/acadjobs.html Click here for information on how to apply -------------- next part -------------- An HTML attachment was scrubbed... URL: From henri.cohen at uqam.ca Thu Oct 25 11:54:01 2001 From: henri.cohen at uqam.ca (enri Cohen) Date: Thu, 25 Oct 2001 07:54:01 -0400 Subject: TENNET XIII: Call for papers Message-ID: CALL FOR PAPERS THEORETICAL AND EXPERIMENTAL NEUROPSYCHOLOGY (TENNET XIII) Montreal, Canada, June 20-22, 2002 ------------------------------------------------------------------------------------ The 13th Annual conference on Theoretical and Experimental Neuropsychology, TENNET XIII, will be held in June 2002 in Montreal, Quebec, Canada at Universit? du Qu?bec, Montreal. The basic conference structure is (a) two invited thematic symposia of 3 hours, each day, followed by (b) refereed poster papers. The poster papers are discussed after the second symposium, each afternoon. The conference is APA approved for 24 hours CPE. Participants may submit papers for consideration. Because these are refereed submissions, accepted poster papers will be published as refereed articles in Brain and Cognition. We have recently negotiated with Academic Press to handle TENNET submissions as individual submissions, which means that, as of next year, it will also be possible to access individual authors and their papers on the web. The deadline for refereed submissions, via e-mail only, is January 4 , 2002. -----Information for refereed submissions-------------- Poster presentations should deal with a well-defined topic or problem in any domain of experimental, clinical or theoretical neuropsychology, including neurolinguistics, development and history. The title of the presentation, the full name(s) of author(s) (and complete mailing address, with institutional affiliation, if any, telephone number and e-mail) and acknowledgments should appear on the first page of the submission. This information is needed to properly prepare the program if your paper is accepted. A 100- to 150-word abstract is on the second page, followed by a detailed description of the paper. If applicable, the description should include an Introduction, Methods, Results, Discussion, and Full references (APA style) sections. Up to two (2) tables or graphs can also be added. It is also possible to submit an abstract only (up to 200 words) for consideration. In this latter case, only the abstract will appear in Brain and Cognition. Your submission should be sent by e-mail to arrive by the January 4 deadline to the chair of the program committee. Submissions received early will be sent for review as soon as they come in. IMPORTANT: Please check your submission with an updated general-purpose antivirus application before sending it by e-mail. Attached files should be in MS Word or RTF. Submissions should be sent to: tennet at uqam.ca -------------------------------------------------------------------------------------------- Further information about accommodation, registration, preliminary program and past conferences can be found at the following web site: http://www.uqam.ca/tennet Cheers. Henri Cohen, Ph.D. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annahdo at bu.edu Fri Oct 26 15:04:38 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 26 Oct 2001 11:04:38 -0400 Subject: Boston University Conference on Language Development Message-ID: * * * * * * * * * * * * * * * * * * * * * * * * F I N A L A N N O U N C E M E N T 26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 2, 3 and 4, 2001 We are pleased to announce the final schedule for the 26th Annual Boston University Conference on Language Development. We also wish to highlight the keynote and plenary addresses, the memorial tribute to Peter Jusczyk, and the lunchtime funding symposium. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: Tribute to Peter Jusczyk Speakers: Richard Aslin, Paul Luce, James Morgan, Lila Gleitman Friday, November 2nd, 12:30PM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Lunchtime Symposium: Peggy McCardle (NICHD) and Cecile McKee (NSF) Federal funding: What's hot and how to apply Saturday, November 3rd, 12:45 PM * * * * * * * * * * * * * * * * * * * * * * * * Keynote Speaker: Susan Carey, Harvard University Language and mind: Language learning and the prelinguistic conceptual repertoire Friday, November 2nd, 8:00 PM * * * * * * * * * * * * * * * * * * * * * * * * Plenary Speaker: Daniel Dinnsen, Indiana University A reconsideration of children's phonological representations Saturday, November 3rd, 5:00 PM. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The full conference program as well as general and travel information are available on our web page at http://web.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail at langconf at bu.edu if you have any questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annahdo at bu.edu Fri Oct 26 15:24:07 2001 From: annahdo at bu.edu (Anna H-J Do) Date: Fri, 26 Oct 2001 11:24:07 -0400 Subject: Boston University Conference on Language Development Message-ID: * * * * * * * * * * * * * * * * * * * * * * * * F I N A L A N N O U N C E M E N T 26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 2, 3 and 4, 2001 We are pleased to announce the final schedule for the 26th Annual Boston University Conference on Language Development. We also wish to highlight the keynote and plenary addresses, the memorial tribute to Peter Jusczyk, and the lunchtime funding symposium. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: Tribute to Peter Jusczyk Speakers: Richard Aslin, Paul Luce, James Morgan, Lila Gleitman Friday, November 2nd, 12:30PM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Lunchtime Symposium: Peggy McCardle (NICHD) and Cecile McKee (NSF) Federal funding: What's hot and how to apply Saturday, November 3rd, 12:45 PM * * * * * * * * * * * * * * * * * * * * * * * * Keynote Speaker: Susan Carey, Harvard University Language and mind: Language learning and the prelinguistic conceptual repertoire Friday, November 2nd, 8:00 PM * * * * * * * * * * * * * * * * * * * * * * * * Plenary Speaker: Daniel Dinnsen, Indiana University A reconsideration of children's phonological representations Saturday, November 3rd, 5:30 PM. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The full conference program as well as general and travel information are available on our web page at http://web.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail at langconf at bu.edu if you have any questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From annabelledavid at hotmail.com Wed Oct 31 15:19:38 2001 From: annabelledavid at hotmail.com (Annabelle David) Date: Wed, 31 Oct 2001 15:19:38 +0000 Subject: French acquisition Message-ID: Hello I am looking for studies that would have looked at the most common errors young children make while acquiring French as their first language. These errors are often sign of language development, for example overregularization: 'tiender' for 'tenir'. There is a lot on english acquisition but I can't find any recent study regarding French. Does anybody have any suggestion? *********************************************** Annabelle David, MA Department of Speech University of Newcastle King George VI Building Queen Victoria Road Newcastle upon Tyne NE1 7RU U.K. *********************************************** _________________________________________________________________ Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp From ann.dowker at psy.ox.ac.uk Wed Oct 31 15:24:27 2001 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 31 Oct 2001 15:24:27 +0000 Subject: French acquisition In-Reply-To: Message-ID: It's not particularly recent, but there's some good stuff by Paule Aimard; e.g. in "Les Jeux de Mots de l'Enfant", published in 1981. Ann On Wed, 31 Oct 2001, Annabelle David wrote: > Hello > > I am looking for studies that would have looked at the most common errors > young children make while acquiring French as their first language. These > errors are often sign of language development, for example > overregularization: > 'tiender' for 'tenir'. > There is a lot on english acquisition but I can't find any recent study > regarding French. > > Does anybody have any suggestion? > > > *********************************************** > Annabelle David, MA > Department of Speech > University of Newcastle > King George VI Building > Queen Victoria Road > Newcastle upon Tyne > NE1 7RU > U.K. > *********************************************** > > > _________________________________________________________________ > Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp > > > From Johanne.Paradis at ualberta.ca Wed Oct 31 16:48:20 2001 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Wed, 31 Oct 2001 10:48:20 -0600 Subject: French acquisition In-Reply-To: Message-ID: Dear Annabelle: Here are some references on bilingual and monolingual French L1 morphosyntactic development: Clark, E. (1986). The acquisition of Romance with special reference to French. In Slobin (Ed) The crosslinguistic study of language acquistion, vol 7. Hillsdale, NJ: Erlbaum Ferdinand, A. (1996). The development of functional categories. The acquisition of the subject in French. Dordrecht: ICG Printing. Meisel, J, (1994). Bilingual First Language Acquisition: French and German grammatical development. Amsterdam: Benjamins. Pierce, A. (1992). Language acquisition and syntactic theory. Dordrecht: Kluwer (crosslinguistic comparasion of English and French) Paradis, J. & Genesee, F. (1996). Syntactic acquisition in bilingual children: Autonomous or interdependent? SSLA 18, 1-25. Paradis, J. & Genesee, F. (1997). On continuity and the acquisiiton of functional categories in Bilingual First Language Acquisition. Language Acquisition, 6(2), 91-124. You should also check out work by Aafke Hulk at the University of Amsterdam - I don't have her refs handy. Hope this helps, Johanne >Hello > >I am looking for studies that would have looked at the most common errors >young children make while acquiring French as their first language. These >errors are often sign of language development, for example >overregularization: >'tiender' for 'tenir'. >There is a lot on english acquisition but I can't find any recent study >regarding French. > >Does anybody have any suggestion? > > >*********************************************** >Annabelle David, MA >Department of Speech >University of Newcastle >King George VI Building >Queen Victoria Road >Newcastle upon Tyne >NE1 7RU >U.K. >*********************************************** > > >_________________________________________________________________ >Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From macw at cmu.edu Wed Oct 31 22:19:22 2001 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 31 Oct 2001 17:19:22 -0500 Subject: new German references Message-ID: Dear Info-CHILDES, Angelika Wittek has contributed a collection of 500 references on the acquisition of German which have now been added to the CHILDES bibliography which is on the web. In collecting these references she received the help of Gisela Lausberg and Daniela Neumann of the library at the Max-Planck in Leipzig. Many thanks to Angelika, Gisela and Daniela for this contribution. These new references all have "German" in the Keyword field. --Brian MacWhinney