From alleng at pilot.msu.edu  Sun Sep  2 23:48:19 2001
From: alleng at pilot.msu.edu (George Allen)
Date: Sun, 2 Sep 2001 19:48:19 -0400
Subject: Nellish
Message-ID: <SUN.2.SEP.2001.194819.0400.ALLENG@PILOT.MSU.EDU>

Dear Colleagues,

In my phonetics class I would like to refer to Nellish, the language
invented by Jodie Foster and her screenwriter for her character in the 1994
movie "Nell".  Has there been a serious treatment of Nellish in the
literature?  I could find nothing in the linguistlist archives and very
little even in a full Google web search.

Thanks very much for any information you can point me to.

George D. Allen <alleng at msu.edu>
Michigan State University College of Nursing
A230 Life Sciences Bldg., E. Lansing MI 48824-1317
Voice: (517) 353-5976; Fax: (517) 353-9553

"What am I on? I'm on my bike six hours a day.
  What are you on?"  -- Lance Armstrong


From macw at cmu.edu  Mon Sep  3 02:37:40 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sun, 2 Sep 2001 22:37:40 -0400
Subject: Peter Jusczyk's death
In-Reply-To: <sb8f6074.066@mail.bsos.umd.edu>
Message-ID: <SUN.2.SEP.2001.223740.0400.MACW@CMU.EDU>

Dear Info-CHILDES,

I thought that people would find the following article helpful as a summary
of some of the aspects of Peter Jusczyk's many contributions to our field.

--Brian MacWhinney



                      Copyright 2001 / Los Angeles Times

                                Los Angeles Times

                      August 30, 2001 Thursday  Home Edition


 Peter Jusczyk; Showed How Babies Develop Language

 BYLINE: ELAINE WOO, TIMES STAFF WRITER

 BODY:

    Peter W. Jusczyk, a Johns Hopkins University researcher whose
    pioneering studies advanced scientists' understanding of how and when
 babies develop language, has died. He was 53.

    Jusczyk died of a heart attack Aug. 23 while attending a conference in
 Pacific Grove, Calif., according to a spokesman for Johns Hopkins in
 Baltimore.

    He headed the Infant Language Research Laboratory at the university,
    where he also taught psychology and cognitive science.

    Through sophisticated experiments that gauged babies' responses to
    verbal cues, Jusczyk showed that infants have the ability to recognize
 sound patterns and match them to their meanings long before they begin to
babble.

    He made one of his most significant findings while attending Brown
    University in the early 1970s. He co-wrote, with Peter Eimas, an
 influential study that used sucking responses to show that month-old
 babies can perceive subtle differences in sounds, such as between "pa"
 and "ba."

    Published in the journal Science in 1971, the study provided some of
    the first hard evidence supporting theories by linguist Noam Chomsky
 that language ability is hard-wired in the human brain.

    It also altered another long-held belief: that babies learn speech by
    making sounds themselves. Babies apparently "don't need to babble
 before they can tell the difference between sounds," Jusczyk told an
 interviewer in 1998.

    This early research by Jusczyk and Eimas reinvigorated a field of
 investigation that had its roots in the work of 19th century evolutionist
 Charles Darwin. It enticed other researchers to study infants' language
 perception and development. Others subsequently found that babies can
 differentiate between sounds even at birth.

    Jusczyk's work "got explosive over the years," said Barbara Landau, a
 professor of cognitive science at Hopkins who studies toddlers and
 children. She  called him one of the most prolific and energetic
researchers in the field, whose work illuminated "just how rich the
underlying capacities for speech are."

    In another important study, Jusczyk found that babies as young as 6
    months could associate words with their meanings.

    He and colleague Ruth Tincoff showed two dozen 6-month-olds videotapes
of their parents on two monitors. When a synthesized voice spoke the word
"mommy" or "daddy," the researchers found that the infants looked at the
video image of the correct parent significantly more often than would  have
been expected by chance.

    To rule out the possibility that the babies might associate "mommy"
    with any woman and "daddy" with any man, Jusczyk exposed another set of
6-month-olds to videos of other mothers and fathers, but hearing the words
did not trigger an association. That told Jusczyk that the infants
 had an explicit understanding of "mommy" as "my mommy" and "daddy" as "my
daddy."

    "Six months is the youngest age anyone has been able to show that
    children seem to pair sounds with a specific meaning," Jusczyk said in
 an interview after the findings were published in the March 1999 issue of
 the journal Psychological Science. In previous studies, 8 or 10 months
 was the youngest age at which babies were thought to have that capacity.

    In other experiments Jusczyk found that babies as young as 4 1/2
    months could recognize familiar sounds, such as their names. By 8 1/2
 months, Jusczyk and colleague Sven Mattys found, babies can tell where
 words begin and end.

    Over the years, Jusczyk developed some ingenious methods for working
with babies, who are notoriously difficult test subjects.
To gauge the memory of 8-month-olds, for instance, he and his
 colleagues played tape-recorded stories for a group of babies once a
 day for 10 days. Two weeks later, the children were brought into his lab
 at Hopkins. Perched on a parent's lap, each child was positioned between
 two speakers, each topped with an eye-catching light. The researchers
 then measured the amount of time the babies looked at the speaker when it
emitted a key word from the stories.

 The babies listened significantly longer to words from the
  stories--even unfamiliar words like "python," "peccaries" and
 "hornbill." Their remarkably early ability to retain language might
 account for the sudden vocabulary explosions that occur between 6 and 9
months and again at about 18 months, Jusczyk speculated.

    Although his research shone a bright light on the language sensitivity
    of the very youngest, Jusczyk discouraged the "super-baby" syndrome.
 He warned that just because a 4-month-old might gurgle with delight at
 the sound of her own name did not mean it was time for flashcards.

    "That's the worst thing you can do," he told the Baltimore Sun in a
    1998 interview. "You ought to do what's natural, what's fun for the
 child. There's no room for drill at that age."

    Jusczyk taught for six years at the State University of New York at
    Buffalo before joining the Johns Hopkins faculty in 1996. He also
 taught at several  other institutions, including the University of Oregon
and Dalhousie University in Halifax, Nova Scotia.

    Born in Providence, R.I., he graduated from Brown University in 1970.
    He earned a master's degree in 1971 and a PhD in psychology in 1975
 from the University of Pennsylvania.

    He wrote "The Discovery of Spoken Language," published in 1997, which
examined the acquisition of language in the first year of life.

    Jusczyk is survived by his wife, Ann Marie, who ran the Infant Language
Research Laboratory at Hopkins with him; two children, Karla and Thaddeus;
his mother; and a brother and sister.
>
> GRAPHIC: PHOTO: PETER JUSCZYK, He demonstrated infants' ability to
> recognize language.

Additional information:
Peter's funeral was held Wednesday, August 29, 2001, at
St. Ignatius RC Church in Baltimore, MD.

The family has requested donations in lieu of flowers to be sent to:

Jusczyk Scholarship Fund
c/o Brown University
Box 1893
Providence, RI 02912


The Jusczyk home address (for cards and letters) is:

301 Northway
Baltimore, MD 21218


From macw at cmu.edu  Mon Sep  3 02:49:45 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sun, 2 Sep 2001 22:49:45 -0400
Subject: new Cantonese corpus
Message-ID: <SUN.2.SEP.2001.224945.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  I am happy to announce the addition to CHILDES of a particularly
fascinating new corpus on the acquisition of Cantonese and English from
Virginia Yip and Stephen Matthews of the Chinese University of Hong Kong and
Hong Kong University.  This corpus is the second part of a pair of sample
files on Cantonese-English bilingual acquisition.  The first set from Timmy,
was contributed about three months ago and features audio linked to
transcripts which can be found at
http://childes.psy.cmu.edu/audio/HongKong/timmy/

The new corpus is from Timmy's younger sister Sophie and includes both audio
and video linked to transcripts.  For Sophie, there are two audio files in
Cantonese and one in English.  One of the Cantonese files is linked to an
MPEG video and the English file is linked to a QuickTime video.

The study is particularly interesting both for the quality of the audio and
video and for the insights it provides on bilingual acquisition.  Here is
the readme file for the new Sophie transcript.

Thanks to Virginia, Stephen, Timmy, and Sophie for this contribution.
Additional data will be added to both the Timmy and Sophie corpora over the
next year.

--Brian MacWhinney




The Hong Kong Bilingual Child Language Corpus: Longitudinal data for Sophie
(1;06.00-3;00.09)

Virginia Yip & Stephen Matthews
Chinese University of Hong Kong &University of Hong Kong

The corpus of Sophie¹s bilingual development is the second installment of
the Hong Kong Bilingual Child Language Corpus. Born on 28 February 1996,
Sophie is the younger sister of Timmy, the first bilingual subject to be
included in the Hong Kong bilingual corpus, born two years and nine months
earlier (a younger sister was born when she was 4;03). Sophie's mother is a
native speaker of Hong Kong Cantonese and her father of British English, and
her exposure to Cantonese and English started from birth. The one parent-one
language principle was adopted in principle, especially when addressing the
child, but code-mixing occurred when the parents conversed with each other,
which formed part of the child¹s input. Apart from parental input,
interaction with her brother took place in both Cantonese and English. She
was regularly video-taped and audio-taped by two research assistants in each
recording session, one responsible for each language, from 28 August 1997 to
28 February 2000 (1;06 - 4;00) on a weekly basis. In each recording session
one research assistant interacted with the child for approximately half an
hour in English and the other for half an hour in Cantonese.

The corpus as initially released covers transcriptions of her data from age
1;06 up to 3;00.09, on an approximately biweekly basis. Pictures chronicling
Sophie and Timmy at different stages from infancy to primary school can be
viewed at  http://www.cuhk.edu.hk/ils/home/bilingual.htm

Sophie lived in Hong Kong continuously throughout the period of recording.
She did not take her first trip abroad (to Australia) until 4;04. She was
cared for primarily by her maternal grandmother who spoke Cantonese and
ChiuChow and a Filipino domestic helper, Belma, who spoke English and some
Cantonese. She started attending a local Chinese kindergarten at 2;6 in the
morning and in addition, attended an English-speaking kindergarten in the
afternoon from 3;02. She continued to attend both schools until 5;01. The
kindergartens were each monolingual in the respective language.

While the circumstances are similar overall to those prevailing in Timmy's
case, Sophie¹s different personality and character lead to differences in
the data. While her brother was reserved and passive, she was typically
lively and talkative in recording sessions, even becoming argumentative as
she grew older. In addition, being cared for primarily by her grandmother
and remaining in Hong Kong exclusively during her preschool years means that
the predominance of Cantonese input is even greater in her case than in
Timmy's. This is reflected in the fact that while recordings eliciting both
languages are available from age 1;06.00, these early recordings are
dominated by Cantonese with occasional English words, and she only began to
produce English sentences after age 2. While in many respects her
development recapitulates that described for Timmy (such as wh in situ, null
objects and prenominal relative clauses: see Yip & Matthews 2000), her
English also shows some forms of transfer which are not evident in Timmy,
such as extension of the verb give to permissive and even passive usages.

Since her grandmother speaks Chaoyang (Chaozhou) dialect as well as
Cantonese, Sophie developed some passive knowledge of this dialect. She
learnt that producing occasional phrases in Chaozhou was a source of
amusement, but did not produce full sentences. There is also the possibility
of syntactic influence from Chaozhou, for example in the ordering of double
objects.

The parents kept a diary of Sophie¹s utterances to supplement the audio and
video-recording data. The diary continued beyond age 4, when regular
recording ceased, in order to follow up some of the features.

The format of the English and Cantonese data is as described for Timmy in
the first installment of the Hong Kong corpus: the grammatical category
labels for the English corpus are based on the MOR grammars for English in
the CHILDES Windows Tools, while the Cantonese data were tagged using a
program developed by Lawrence Cheung on the basis of the grammatical
categories used in the Hong Kong Cantonese child language corpus (Cancorp)
created by Lee et. al. (1996), which contains eight monolingual Cantonese
speaking children¹s data from 1;5 ­ 3;8. There are three tiers with the main
tier showing Cantonese in the JyutPing romanization, and Cantonese
characters and grammatical categories shown on separate tiers. The
thirty-three grammatical categories used for tagging the corpus are listed
below in Table 1. Details of the Morpheme tier (%mor) and Cantonese tier
(%can) as well as instructions for downloading and viewing the Cantonese
characters can be found in the readme file accompanying the data for Timmy.


(table goes here -omitted here and included in the next message)

Together with this corpus, a total of three sample audio-linked transcripts
and two video-linked transcripts are available for access. The three
audio-linked transcripts feature Cantonese and English as well as some
Cantonese-English code-switching. Two of the audio-linked transcripts have
video-linked counterparts. The shorter of these transcripts has a
video-linked counterpart, with a sound track that is less clear than in the
audio-linked one. In the shorter video excerpt (3:00) sound quality may be
improved by adjusting the balance to turn down the right channel. The
video-linked files feature each language respectively as the base language
as well as code-switching in the longer one (4:13).

Acknowledgments

Investigation of Sophie's bilingual development was undertaken as part of
the project "A Cantonese-English Bilingual Child Language Corpus" funded by
a grant from the Research Grants Council (RGC ref. no. CUHK4002/97H) to
Virginia Yip (Chinese University of Hong Kong and Stephen Matthews
(University of Hong Kong). We gratefully acknowledge the support and help of
the colleagues and students who have been friends and supporters of our work
over the years. Among them, special thanks are due to Huang Yue Yuan, Linda
Peng Ling Ling, Bella Leung, Lawrence Cheung, Simon Huang, Gene Chu, Betty
Chan, Chen Ee San, Shirley Sung, Emily Ma, Uta Lam, Richard Wong and Angel
Chan: a dedicated team who became part of the family and friends of the
children. Brian MacWhinney's impressive technical know-how and practical
tips have greatly facilitated the completion of the corpus and production of
the audio and video clips. His sabbatical in Hong Kong during 2000-2001 has
made all the difference to every aspect of the corpus.

Please cite:
Matthews, S.& V. Yip. (Forthcoming) Relative clauses in early bilingual
development: transfer and universals. In Giacalone, A. (ed.) Typology and
Second Language Acquisition. Mouton de Gruyter.

For this release, there is a total of 80 files, half in Cantonese and half
in English and there are two files for the same date since they were
recorded on the same day. Though there seems to be a perfect symmetry in
terms of the files in each language, it should be noted that in the early
English files before Sophie turned 2, she did not yet speak English fluently
despite the investigators¹ elicitation in English. The file name is made up
of Sophie¹s initial S, followed by the initial that stands for the language,
either c for Cantonese or e for English, followed by the year, month and
date of recording.e.g. Sc970828 refers to the Cantonese file containing the
recording made in the year 1997, August 28 and Se970828 refers to the
English file for the recording made on the same date. Thus each of the 80
files has a unique file name.

Inventory of Sophie's files

File no.    File name (Scyymmdd)    File no.    File name (Seyymmdd)    Age
of CHI
1.     Sc970828    41.    Se970828    1;06.00
2.     Sc970911    42.    Se970911    1;06.14
3.     Sc970925    43.    Se970925    1;06.28
4.     Sc971016    44.    Se971016    1;07.18
5.     Sc971030    45.    Se971030    1;08.02
6.     Sc971113    46.    Se971113    1;08.16
7.     Sc971127    47.    Se971127    1;08.30
8.     Sc971218    48.    Se971218    1;09.20
9.     Sc971230    49.    Se971230    1;10.02
10.     Sc980114    50.    Se980114    1;10.17
11.     Sc980205    51.    Se980205    1;11.08
12.     Sc980219    52.    Se980219    1;11.22
13.     Sc980305    53.    Se980305    2;00.07
14.     Sc980318    54.    Se980318    2;00.20
15.     Sc980403    55.    Se980403    2;01.06
16.     Sc980417    56.    Se980417    2;01.20
17.     Sc980501    57.    Se980501    2;02.01
18.     Sc980514    58.    Se980514    2;02.14
19.     Sc980529    59.    Se980529    2;03.01
20.     Sc980611    60.    Se980611    2;03.13
21.     Sc980622    61.    Se980622    2;03.24
22.     Sc980716    62.    Se980716    2;04.18
23.     Sc980724    63.    Se980724    2;04.26
24.     Sc980730    64.    Se980730    2;05.02
25.     Sc980813    65.    Se980813    2;05.16
26.     Sc980827    66.    Se980827    2;05.30
27.     Sc980909    67.    Se980909    2;06.12
28.     Sc980929    68.    Se980929    2;07.01
29.     Sc981008    69.    Se981008    2;07.10
30.     Sc981022    70.    Se981022    2;07.24
31.     Sc981105    71.    Se981105    2;08.07
32.     Sc981119    72.    Se981119    2;08.21
33.     Sc981203    73.    Se981203    2;09.05
34.     Sc981222    74.    Se981222    2;09.24
35.     Sc990107    75.    Se990107    2;10.10
36.     Sc990121    76.    Se990121    2;10.24
37.     Sc990202    77.    Se990202    2;11.05
38.     Sc990215    78.    Se990215    2;11.18
39.     Sc990302    79.    Se990302    3;00.02
40.     Sc990309    80.    Se990309    3;00.09


From macw at cmu.edu  Mon Sep  3 02:51:44 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sun, 2 Sep 2001 22:51:44 -0400
Subject: table for Sophie
Message-ID: <SUN.2.SEP.2001.225144.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  In order to make sure that the previous message on the Hong Kong corpus
went through OK for all mailers, I cut out the table of Cantonese
grammatical categories that had Chinese characters.  However, if your mailer
can read them, here is that table.

--Brian MacWhinney

Table 1 Grammatical categories for the Cantonese corpus
Syntactic categories    Examples
1. adj    adjective
    sau3ΩG, leng3Ë∞, faai3ß÷, hou2teng1¶n≈•
thin, pretty, fast, good to listen to
2. advf    focus adverb    dou1≥£, sin1•˝, jau6§S, zung6•Ú
also, first, again, still
3. advi    adverb of intensity    gam3À›, hou2¶n, taai3§”, zeoi3≥Ã
so, very, too, most
4. advm    adverb of manner    gwaai1gwaai1dei2®ƒ®ƒ¶a, maan6maan2∫C∫C
obediently, slowly
5. advs    sentential adverb    jan1wai6¶]¨∞, so2ji5©“•H, bat1jyu4§£¶p
because, therefore, how about
6. asp    aspectual marker    zo2_, gwo3πL, gan2∫Ú, hoi1∂}, haa5_
PFV, EXP, PROG, HAB, DEL
7. aux    auxiliary/modal verb    jing1goi1¿≥∏”, wui5∑|, m4hou2≠¯¶n
should, would, don't
8. cl    classifier    bun2 •ª, go3 ≠”, gaa3_, tiu4±¯
CL
9. com    comparative morpheme    di1_as in leng3 di1Ë∞_, gwo3 πLas in leng3
gwo3 keoi5 Ë∞πL \ 
more beautiful, prettier than her
10. conj    connective    ding6hai6©w´Y, tung4maai4¶PÆI, waak6ze2©Œ™Ãor,
and, or
11. corr    correlative    jat1lou6§@∏Ù…jat1lou6§@∏Ù, jyut6∂V…jyut6∂Vwhile,
the more…the more
12. det    determiner    li1©O, go2_, dai6≤ƒ
this, that, number
13. dir    directional verb    lei4/lai4_, heoi3•h, ceot1•X, jap6§J,
soeng5§W, lok6∏®
come, go, out, in, go up, go down
14. ex    expressive utterance    ai1jaa3´u_, e3, m4goi≠¯∏”
oops, well, please/thanks
15. gen    genitive marker    ge3 _as in Timmy ge3 pang4jau5 Timmy_™B§Õ
Timmy's friends
16. ins    emphatic inserted marker    gwai2∞≠as in gam3 gwai2 lyun6À›∞≠∂√
what a mess!
17. loc    localizer    dou6 ´◊as in zoeng1 toi2 dou6 ±i¬i´◊, soeng6min6
§W≠±on the table, up there
18. nn    noun    ce1®Æ, wun6geoi6 ™±®„, sing1sing1 ¨P¨P, kau3fu2∏§§˜
car, toy, star, uncle
19. nnpr    pronoun    Ngo5ß⁄, lei5ßA, keoi5 \, ngo5dei6ß⁄_ , lei5dei6ßA_,
keoi5dei6 \_ 
I/me, you, s/he, we/us, you(pl), they/them
20. nnpp    proper noun    ciu1jan4 ∂W§H, je4sou1≠Cøq, jing1gwok3≠^∞Í
Superman, Jesus, Britain
21. neg    negative morpheme    m4≠¯, mai6´}, mou5…N
not, not, not have
22. onoma    onomatopoeic expression    wou1wou1, baang4_, gok6go6k´£´£
ONOMA
23. prt    (postverbal) particle    dak1±o, dou3®Ï, saai3´{, maai4ÆI,
jyun4ßπ
can, until, all, as well, finish
24. prep    preposition    hai2_ , bei2≠⁄
at, for
25. q    quantifier    jat1§@, sap6saam1§Q§T, mui5®C
one, thirteen, each
26. rfl    reflexive pronoun    zi6gei2¶€§v
self
27. sfp    sentence-final particle    aa3ßr, laa1∞’, gaa3_, ho2®˛
SFP
28. vd    ditransitive verb    bei2≠⁄, sung3∞e
give, give (as a gift)
29. verg    ergative (unaccusative) verb    dit3∂^, tyun5¬_
fall, break
30. vf    function verb    hai6´Y, jau5¶≥
be, have
31. vi    intransitive verb    siu3Ø∫, jau1sik1•Æß, kei4tou2¨Ë√´
smile, rest, pray
32. vt    transitive verb    sik6 ≠π, gong2 ¡ø, zi1dou3™æπD
eat, say, know
33. wh    wh phrases    bin1go3 √‰≠”, mat1je5 …A_ (me1), bin1dou6 √‰´◊,
dim2gaai2 ¬I∏—
who, what, where, why


From mminami at sfsu.edu  Tue Sep  4 01:11:01 2001
From: mminami at sfsu.edu (mminami at sfsu.edu)
Date: Mon, 3 Sep 2001 18:11:01 -0700
Subject: Call for Papers
Message-ID: <MON.3.SEP.2001.181101.0700.>

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 15, 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 15, 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 macw at cmu.edu  Tue Sep  4 14:53:28 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 4 Sep 2001 10:53:28 -0400
Subject: Memorials for Peter Jusczyk
Message-ID: <TUE.4.SEP.2001.105328.0400.MACW@CMU.EDU>

Dear Colleagues,
 I am sending this message both to info-childes and to a list of 201 other
language researchers in the cc: field.  My apologies to those of you who
receive double copies.
  Since posting the L.A. Times obituary for Peter Jusczyk yesterday, I have
received several requests to help organize a more complete dedication for
Peter. We would send this dedication in hard copy to his wife Ann Marie and
we would publish it in the next issue of the newsletter of the International
Association for the Study of Child Language.  In particular, I would like to
ask people who knew Peter well or who were particularly influenced by his
work to compose statements, summaries, or anecdotes which they could send to
me through email.  I will collect these and send them to Jasone Cenoz for
publication in the newsletter and to Roberta Golinkoff (and perhaps others)
to send to Ann Marie.
  Please try to send me any of these materials within the next week.  Many
thanks.

--Brian MacWhinney


From macw at cmu.edu  Tue Sep  4 17:58:03 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 4 Sep 2001 13:58:03 -0400
Subject: memorial for Peter Jusczyk
Message-ID: <TUE.4.SEP.2001.135803.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  It appears that Karla Jusczyk has already created a compilation of
dedications to Peter


From macw at cmu.edu  Tue Sep  4 19:33:54 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 4 Sep 2001 15:33:54 -0400
Subject: oops
Message-ID: <TUE.4.SEP.2001.153354.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  It appears that I accidentally hit the send button in the middle of
composing my last message without finishing the message.  The message was
intended just to say that Karla Jusczyk, Peter's daughter, had compiled a
set of memorials to Peter that she presented at the funeral. I will attempt
to contact her to see if parts of them should be included in the IASCL
newsletter.  Also, Les Cohen tells me that may be a special issue of
Cognition dedicated to Peter, as well as an article in JML.

--Brian MacWhinney


From h.vanderlely at ucl.ac.uk  Thu Sep  6 15:05:12 2001
From: h.vanderlely at ucl.ac.uk (Heather van der Lely)
Date: Thu, 6 Sep 2001 16:05:12 +0100
Subject: Job advertisement
Message-ID: <THU.6.SEP.2001.160512.0100.H.VANDERLELY@UCL.AC.UK>

An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20010906/7da0fab6/attachment.html>

From meiyun.chang-smith at anu.edu.au  Sun Sep  9 15:02:43 2001
From: meiyun.chang-smith at anu.edu.au (Meiyun Chang-Smith)
Date: Mon, 10 Sep 2001 01:02:43 +1000
Subject: DVD camera
Message-ID: <MON.10.SEP.2001.010243.1000.MEIYUN.CHANGSMITH@ANU.EDU.AU>

Dear Info-CHILDES,

About a year ago I saw some messages from Seiko Ono and Brian MacWhinney
regarding the Hitachi DVD camcorder. Recently I have been thinking about
buying a digital video camera. I asked in a camera store about the DVD
camera and was told that Hitachi is still the only producer of this
product, but that they (i.e., the store) did not stock it because they
could not see any significant advantage over the more popular models
which use mini-cassettes for storage. At this stage I don't know too
much, but I am supposing that uploading video from any digital camcorder
to the PC would then enable one to store and/or write it to CD or DVD in
a range of formats, depending on the software one is using.

Is there a significant advantage to the DVD camcorder over other models
which use cassette?

Many thanks in advance for any advice,
Meiyun Chang-Smith.


****************************************
Meiyun Chang-Smith
Graduate Program in Linguistics
School of Language Studies
The Australian National University
Canberra ACT 0200
Australia

Facsimile:	61-2-62493252 (o)
Phone:		61-2-62798231 (o)
Web:		http://www.anu.edu.au/~a100305/
*****************************************


From macw at cmu.edu  Mon Sep 10 14:02:39 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 10 Sep 2001 10:02:39 -0400
Subject: DVD camcorder
Message-ID: <MON.10.SEP.2001.100239.0400.MACW@CMU.EDU>

Dear Meiyun,
  Your salesman's assessment on the Hitachi DVD camcorder was basically the
same as mine.  As I stated in my message from several months back, I don't
see any advantages to this format over the cassette-based models.

--Brian MacWhinney


From ks7t at andrew.cmu.edu  Mon Sep 10 17:01:41 2001
From: ks7t at andrew.cmu.edu (Kelley Sacco)
Date: Mon, 10 Sep 2001 13:01:41 -0400
Subject: Call for Papers GASLA 2002
Message-ID: <MON.10.SEP.2001.130141.0400.KS7T@ANDREW.CMU.EDU>

---------- Forwarded Message ----------
Date: Monday, September 10, 2001 12:17 AM -0400
From: juana liceras <juana.liceras at sympatico.ca>
To: ks7t at andrew.cmu.edu
Subject: QUESTION


CALL FOR PAPERS

GASLA 2002

The 6th biannual Generative Approaches to Second Language Acquisition
Conference is inviting abstracts for its meeting, to be held at the
University of Ottawa, April 26-28. The theme for the conference is L2 LINKS:
second language acquisition and its ties to allied disciplines, e.g., L1A,
linguistic theory, psycholinguistics, impaired language development,
cognitive modeling, etc.

The following scholars have agreed to give plenary talks:

Harald Clahsen, University of Essex
David Pesetsky, MIT
Mabel Rice, University of Kansas
Lisa Travis, McGill University

Proposals for papers or posters are solicited. Paper presentations will be
20 minutes long with 10 minutes for questions. Please indicate on your
abstract whether you wish your submission to be considered for one category
only (please, specify) or for both categories. Posters and papers will
receive equal consideration for inclusion in the conference proceedings and
in a volume of selected papers.

The proceedings will appear in Cahiers linguistiques d? Ottawa. A commercial
publisher will be approached for the publication of selected papers.

Abstracts should not exceed 450 words.  If possible, please submit your
abstract as an e-mail attachment (MS Word or RTF format) to the following
address: gasla6 at uottawa.ca. Otherwise, please send 4 copies by regular mail.
Include your name(s), affiliation(s) and full address(es) at the top of the
abstract; this will be removed for blind evaluation. If you are submitting
abstracts by mail, please include one copy with the afore-mentioned
information and 3 copies with no author details. The deadline for submission
of abstracts is September 30, 2001. Notification about acceptance will go
out by December 1, 2001.

Please visit the GASLA-6 (2002) website for upcoming information regarding
hotel accommodations and registration.

Queries can be directed to:

Department of Modern Languages  /  Department of Linguistics
    PO 450 Stn A, Ottawa ON. K1N 6N5, CANADA
Telephone: (613) 562-5800 poste/ext. 3742
Telefax: (613) 562-5138
E-mail: gasla6 at uottawa.ca
Website: http://aix1.uottawa.ca/~gasla6/

The Organizing Committee,
Juana Liceras, Department of Modern Languages, University of Ottawa
Helmut Zobl, The School of Linguistics and Applied Language Studies,
Carleton University
Helen Goodluck, Department of Linguistics, University of Ottawa
























---------- End Forwarded Message ----------


From annahdo at bu.edu  Wed Sep 12 03:24:26 2001
From: annahdo at bu.edu (Anna H-J Do)
Date: Tue, 11 Sep 2001 23:24:26 -0400
Subject: BU Conference on Language Development
Message-ID: <TUE.11.SEP.2001.232426.0400.ANNAHDO@BU.EDU>

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT

November 2, 3 and 4, 2001

Boston University is pleased to announce the 26th Annual Boston University
Conference on Language Development.  This announcement includes the
preliminary conference program and electronic registration materials.
These materials and 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.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
PRELIMINARY CONFERENCE SCHEDULE

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=
Session A: 9:00-12:30, Friday

S. WAXMAN: Not by perception alone: Conceptual and semantic factors
underlying children's extension of novel adjectives

E. COLUNGA, M. GASSER: Attention to different cues in noun learning: The
effect of English vs. Spanish mass/count syntax

F. XU: How powerful are words in changing infants' object concepts?

A. SENGHAS: The emergence of grammatical devices for indicating location
and orientation in Nicaraguan Sign Language

E. MUNNICH, B. LANDAU: Input and maturation in L2 spatial semantics

P. LI, L. GLEITMAN, B. LANDAU, H. GLEITMAN: A cross-linguistic study of
spatial categorization

Session B: 9:00-12:30, Friday

Y. LEVY: A naturalistic, longitudinal study of language development in
children with Williams syndrome

S. NIEDEGGEN-BARTKE: The default rule, sub-regularities, and irregulars in
the morphology of German Williams syndrome

A. ZUKOWSKI: Relative clauses reflect grammatical competence in Williams
syndrome

W. SNYDER, S. FELBER, B. KANG, D. LILLO-MARTIN: Path phrases and compounds
in the acquisition of English

S. ZUCKERMAN, N. VASIC, D. MANZONI, S. AVRUTIN: The syntax-discourse
interface and the interpretation of pronominals by Dutch-speaking children

P. SCHULZ: The interaction of lexical-semantics, syntax and discourse in
the acquisition of factivity


Session C: 9:00-12:30, Friday

S. OH: Cross-language blending of /l/ gestures by bilingual Korean-English
children

L. POLKA, M. SUNDARA, F. GENESEE, C. MARCOUX, L. CAMPISI: The role of
language experience in the perception of /d/ vs. /dh/: A comparison of
French, English and English-French bilingual 4 year olds

J. BARLOW: Error patterns and transfer in Spanish-English bilingual
phonological development

B. GOLDFIELD: When comprehension meets production

B. RICHARDS, P. DURAN, D. MALVERN: Age and lexical diversity: Trends and
correlates

M. RISPOLI, M. MENGE: From stall to revision: Changes in the nature of
sentence production during the period of grammatical development

Session A: 2:00- 5:30, Friday

H. STORKEL, J. GIERUT: Lexical influences on interword variation

G. HOLLICH, P. LUCE: Lexical neighborhood effects in 17-month-old word
learning

L. SINGH, H. BORTFELD, J. MORGAN: Evidence for episodic encoding in infant
word recognition

M. RICE, K. WEXLER, J. FRANCOIS: SLI children's delayed acquisition of
passive

A. PEROVIC: Delay of principle A effect in Down syndrome

S. BAAUW, E. DE ROO, S. AVRUTIN: Determiner omission in language
acquisition and language impairment: Syntactic and discourse factors


Session B: 2:00- 5:30, Friday

B. SKARABELA, S. ALLEN: The role of joint attention in argument
realization in child Inuktitut

A. KUNTAY, A. OZYUREK: Development of the use of demonstrative pronouns in
Turkish

H. SONG, C. FISHER: Young children's sensitivity to discourse cues in
on-line pronoun interpretation

K. DEMUTH, M. MACHOBANE, F. MOLOI, C. ODATO: Frequency effects and surface
syntactic frames: Crosslinguistic contributions to learning the syntax of
verbs

E. LIEVEN, H. BEHRENS, M. TOMASELLO: Corpus-based studies of children's
development of verb-argument structures

L. NAIGLES, E. BAVIN, S. BROWN, K. FAIRWOOD, A. SHARILLO: Generalizing
novel verbs to different structures: Evidence for the importance of
understanding meaning

Session C: 2:00- 5:30. Friday

M. SALUSTRI: Simultaneous acquisition of German and Italian: A
longitudinal study of bilingual children in pre-scholar age

A. VAINIKKA, M. YOUNG-SCHOLTEN: Restructuring the CP in L2 German

N. DUFFIELD, A. MATSUO: How general is L2 learners' knowledge of English
ellipsis?

L. WHITE: Morphological variability in endstate L2 grammars: The question
of L1 influence

A. GUREL: First language attrition: The effects of second language

C. HARRIS, V. PARDALLIS, T. FRANGOU: Dominant grammatical cues (but not
weak) survive cross-language interference in early second language
acquisition


KEYNOTE ADDRESS: 8:00 PM  Susan Carey, Harvard University, Language and
mind: Language learning and the prelinguistic conceptual  repertoire

RECEPTION: 9:30 PM

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-=-=-=-=-=-=-=-=-=
Session A: 9:00- 12:30, Saturday

J. SNEDEKER, J. TRUESWELL: Unheeded cues: Prosody and syntactic ambiguity
in mother-child communication

J. MORGAN, L. SINGH, H. BORTFELD, K. RATHBUN, K. WHITE: Effects of speech
rate and sentence position on infant word recognition

E. NEWPORT, R. ASLIN, M. HAUSER: Learning at a distance: Statistical
learning of non-adjacent regularities in human infants and Tamarin monkeys

M. REDFORD, B. DAVIS: Distinctiveness of disyllables in the phrases of
spontaneous infant-directed speech

W. BAKER, P. TROFIMOVICH, M. MACK, J. FLEGE  : The effect of perceived
phonetic similarity on non-native sound learning by children and adults

J. OH, T. AU, S. JUN: Benefits of childhood language experience for adult
L2 learners' phonology

Session B: 9:00- 12:30, Saturday

R. OKABE, T. SANO: The acquisition of implicit arguments in Japanese and
related matters

K. SUGISAKI, W. SNYDER: Preposition stranding and the Compounding
Parameter: A developmental perspective

A. SEIDL, G. HOLLICH: Infants' and toddlers' comprehension of subject and
object WH-questions

A. HAMMOND, S. GOLDIN-MEADOW: Words in order: The robustness of
non-English sequences in created gesture systems

N. BATMAN-RATYOSYAN, K. STROMSWOLD: Morphosyntax is easy, discourse
pragmatics is hard

S. LEE: Argument/adjunct symmetry in English-speaking children's
acquisition of WH-questions and SUBJ-AUX inversion


Session C: 9:00- 12:30, Saturday

B. MANEVA, F. GENESEE: Language differentiation in a bilingual infant:
Evidence from babbling

H. DU: Intra-phrasal code-switching: Evidence for parallel systems in a
child learning Chinese and English

E. NICOLADIS, H. YIN: Acquisition of Chinese and English compounds by
bilingual children

M. HODGSON: The acquisition of Spanish reflexive "se" in transitive
verb-argument structures and singularity

A. VAN HOUT, S. VAN DER FEEST: Tense in early Dutch marks temporality, not
aspect

L. WAGNER, X. ACEVEDO: Counting the outcomes: The effects of telicity on
event construal


LUNCH SYMPOSIUM: 12:30 Peggy McArdle, NICHD, Funding (NSF/NIH)

Session A: 2:00 -5:00, Saturday

M. BRENT, E. KEIBLER, J. SNEDEKER: Looking under the lamppost: The rise of
an object bias in a model of adaptive word learning

J. LEWIS, J. ELMAN: Learnability and the statistical structure of
language: Poverty of stimulus arguments revisited

M. CHRISTIANSEN, R. DALE: Integrating distributional, prosodic, and
phonological information in syntax acquisition: A connectionist model

J. GUO: Crosscultural differences in children's development of emotive
expressions in narratives by Mandarin Chinese and English speakers

A. PAPAFRAGOU, P. LI: Evidential morphology and theory of mind


Session B: 2:00-5:00, Saturday

J. GIERUT, H. STORKEL, M. MORRISSETTE: Phonological masquerade: Similarity
of structure can be different

J. MAYE, J. WERKER, L. GERKEN, K. KAUN: Infant sensitivity to
distributional information can affect phonetic discrimination

P. ESCUDERO, P. BOERSMA: One-to-multiple mapping in the perception of
Dutch learners of Spanish

D. DUCHARME, R. MAYBERRY: Learning to read French: When does phonological
decoding matter?

K. REEDER, M. BOURNOT-TRITES: Biliterate and mathematical performance in
an intensified French immersion education program: Some evidence for the
interdependence hypothesis

Session C: 2:00-5:00, Saturday

G. SUNDERMAN, J. KROLL: Development of lexical processing for words in a
second language

S. BANDI-RAO: Inflecting denominal verbs: The role of semantics

A. OZYUREK: Speech-gesture synchrony in typologically different languages
and second language acquisition

S. UZIEL-KARL: Acquisition of verb argument structure: Canonical mapping
or verb by verb?

R. MEIER, A. CHEEK, C. MORELAND: Iconic versus motoric determinants of the
form of children's early signs


PLENARY ADDRESS: 5:00  Daniel Dinnsen: A reconsideration of children's
phonological representations

RECEPTION: 6:30

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Session A: 9:00-1:00, Sunday

M. MAGUIRE, E. HENNON, K. HIRSH-PASEK, R. GOLINKOFF, C. SLUTZKY, J.
SOOTSMAN: Mapping words to actions and events: How do 18-month-olds learn
a verb?

C. SORRENTINO: Examining the animal bias in proper name representation

E. KAKO, L. GLEITMAN, K. LA MONT: Epiphany points: The role of highly
informative exposures in word learning

M. LUECK, A. HAHNE: Developing brain potentials in children: An ERP study
of German noun plurals

H. BEHRENS: The acquisition of the German plural revisited

J. DE VILLIERS, V. JOHNSON: The case of the disappearing 3rd person /s/

C. HUDSON, E. NEWPORT: Regularization during creolization: The learning of
inconsistent linguistic input


Session B: 9:00-1:00, Sunday

K. UD DEEN, N. HYAMS,: The form and interpretation of non-finite verbs in
Swahili

M. SWIFT, S. ALLEN: Contexts of verbal inflection dropping in Inuktitut
child speech

M. SODERSTROM, P. JUSCZYK, K. WEXLER: English-learning toddlers'
sensitivity to agreement morphology in receptive grammar

G. PERRY, C. HARRIS: Are there different sensitive periods for syntax,
phonology and regular/irregular morphology

J. MORTIMER: WH-movement in early and late childhood second language
acquisition

J. BRUHN DE GARAVITO: Verb raising in Spanish: A comparison of early and
late bilinguals

E. VALENZUELA: The acquisition of topic constructions in L2 Spanish

Session C: 9:00-1:00, Sunday

J. PATER, J. BARLOW: A typology of cluster reduction: Conflicts with
sonority

H. GOAD, Y. ROSE: A structural account of onset cluster reduction

S. CURTIN,  K. ZURAW,: Explaining constraint demotion in a developing
system

J. MUSOLINO, J. LIDZ: Preschool logic: Truth and felicity in the
acquisition of quantification

K. YAMAKOSHI: The acquisition of WH/every interaction in English

A. GUALMINI, S. CRAIN: Why no child or adult must learn De Morgan's Laws

I. NOVECK, F. CHEVAUX: Pragmatic development of  "and"


* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
GENERAL PREREGISTRATION FORM

Please note that presenters and reviewers should not use the following
form. They should use presenters/reviewers form which they will be
receiving by the end of September, as they receive different rates.

****Conference Registration/Fees
For preregistration, this form accompanied by a check in U.S. dollars
(drawn on a U.S. bank) must be received by October 18, 2001. If you are
registering from a country other than the U.S., please send a U.S. money
order as we are not able to accept personal checks drawn on foreign banks
(or, if you do not have access to U.S. funds,  only participants from
outside the U.S. may register by credit card with the enclosed form). All
prices reflect a discount for preregistration.

** 3-day Registration
The fees include entrance to all sessions and talks, publishers' exhibits
on Saturday and Sunday, refreshments, and a copy of the Conference
handbook.  Please indicate:
           O Regular $70	O Student $25
           [on-site fee $90]	[on-site fee $40]

**One-day Registration
The fees include entrance to all sessions and Conference events on the day
indicated only; a copy of the Conference handbook is also included.  Note
that if you will be attending for more than one day, you should register
for the full 3 days.  Please indicate:
           Friday 	O Regular $35	O Student $12
                      [on-site fee $45]	[on-site fee $18]

           Saturday 	O Regular $35	O Student $12
                      [on-site fee $45]	[on-site fee $18]

           Sunday 	O Regular $35	O Student $12
                      [on-site fee $45]	[on-site fee $18]

**Keynote Address/Reception Registration
It is possible to register for only the keynote address and reception on
Friday; please note that the fees are for only the keynote and reception.
Please indicate:
                       O Regular $18	O Student $8
                      [on-site fee $22]	[on-site fee $10]

**Conference Handbook
A handbook containing abstracts of all the talks is provided to each
person who registers for one day or for the full Conference.  Additional
copies of the handbook are available at a cost of $8.00 plus $3 per
handbook for air mail postage outside of North America.  Handbooks will be
mailed immediately after the Conference.

 ________ handbooks at $8.00 (plus $_______ postage)

**Conference Proceedings
Free surface shipping for any conference proceedings you order on this
form.

O BUCLD 19 (2 volumes), $42
O BUCLD 20 (2 volumes), $50
O BUCLD 21 (2 volumes), $50
O BUCLD 22 (2 volumes), $50
O BUCLD 23 (2 volumes), $50
O BUCLD 24 (2 volumes), $50
O BUCLD 25 (2 volumes), $50
O BUCLD 26 (2 volumes)  $40 (20% prepublication discount)

The BUCLD 26 Proceedings will be published in March 2002.

O Ship books to home    O Ship books to work        O Pick up at
conference

Complete tables of contents are available at:

http://www.cascadilla.com/bucld.html.

Total amount enclosed:  __________________

NAME:  ___________________________________________________
AFFILIATION:  ______________________________________________
HOME ADDRESS:	                WORK ADDRESS:
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___________________________	___________________________
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Tel:  ______________________	Tel:  ______________________

E-MAIL ADDRESS (REQUIRED):  _________________________

Preferred mailing address:  Home _____  Work _____

Please send this form and payment to:

Boston University Conference on Language Development
64 Cummington Street
Boston, MA 02215           U.S.A

*  * *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *
Credit Card Form (International Pre-registration only)

For credit card payment, please fill out this form and return by regular
mail along with your preregistration form. We cannot accept this form by
e-mail, because we MUST have your signature in order for payment to go
through.

Payment Method (please circle):		MasterCard	Visa

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card.

Signature: ______________________ Date: ________________


From rberman at post.tau.ac.il  Thu Sep 13 12:53:39 2001
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Thu, 13 Sep 2001 14:53:39 +0200
Subject: Barbara Pearson
Message-ID: <THU.13.SEP.2001.145339.0200.RBERMAN@POST.TAU.AC.IL>

I am looking for the current e-mail address of Barbara Pearson -- would
appreciate being put in touch with her.

thanks
Ruth Berman


From gagarina at zas.gwz-berlin.de  Fri Sep 14 08:29:12 2001
From: gagarina at zas.gwz-berlin.de (Natalia Gagarina)
Date: Fri, 14 Sep 2001 10:29:12 +0200
Subject: Acquisition of Verb Grammar and Verb Arguments
Message-ID: <FRI.14.SEP.2001.102912.0200.GAGARINA@ZAS.GWZBERLIN.DE>

Dear Colleague,

		Conference on
Acquisition of Verb Grammar and Verb Arguments
is organized by the project ‘Syntactic Consequences
of the Acquisition of Morphology’ and hosted by ZAS,
Berlin, 15. - 17. November 2001

Information (including abstracts of the presentations):
http://www.zas.gwz-berlin.de/events/aquis/index.html

In order to plan the discussion and evening reception we would like you to let us
know as soon as possible (at one of the following e-mail addresses) if you plan to attend
our conference: <dabitt at zas.gwz-berlin.de>, <gagarina at zas.gwz-berlin.de>,
<guelzow at zas.gwz-berlin.de>

No registration fees.

The Program

Thursday, 15.11.01
13.00 - 13.30	Opening
13.30 - 14.10	Richard Weist  (SUNY College at Fredonia) / Aleksandra
Pawlack (Poznan)
	The role of verb morphology in the construction of grammar
14.10 - 14.50	Heike Behrens  (MPI fuer evolutionaere Anthropolgie,
Leipzig)
	The relationship between verb placement and inflection in the acquisition
	of  German

Break
15.10 - 15.50	Sabine Klampfer/Wolfgang U. Dressler  (University of Vienna)
	Building up verb paradigms: from roote-learnig to morphological system
	building  in three austrian children
15.50 - 16.30	Magdalena Smoczynska  (Jagellonian University, Krakow)
	From first emergences of isolated forms to verb morphology systems

Break
16.50 - 17.30	Habibeh Samadi  (Kerman University of Medical Sciences)
	The acquisition of verbs in Persian
17.30 - 18.10	David Ingram/Anne Welti  (Arizona State University, Tempe)
	The early acquisition of verbs and verb paradigms in English

Wine Reception

Friday, 16.11.01
09.00 - 09.40	Dorota Kiebzak-Mandera  (Jagellonian University, Krakow)
	Person and gender in child Russian
09.40 - 10.20	David Gil  (MPI fuer evolutionaere Anthropologie, Leipzig)
	The acquisition of voice morphology in Jakarta Indonesian
10.20 - 11.00	Kirsten Abbot-Smith/ Heike Behrens  (MPI fuer evolutionaere
Anthropolgie,  Leipzig)
	'Der muss auch noch gereift werden': The acquisition of passive
	constructions by  a German-speaking boy

Break
11.20- 12.00	Elisabet Serrat  (University of Girona) / Mònica Sanz-Torrent
(University of  Barcelona) / Aurora Bel  (University Pompeu Fabra of Barcelona)
	Verb acquisition in Catalan and Spanish speaking children: lexical,
	morphological  and syntactic aspects
12.00 - 12.40	Christine Dimroth  (MPI Nijmegen) / Peter Jordens  (Vrije
Universiteit, Amsterdam)
	Finiteness in first and second language acquisition of Dutch

Lunch
14.30- 15.10	Christine Czinglar / Katharina Koehler  (University
of Vienna) / Chris Schaner- Wolles (University of Vienna/Austrian
Academy of Sciences)
      The Early Placement of Subjects and Predicates in the German Copular
	Construction

15.10 - 15.50	Sharon Armon-Lotem  (Bar-Ilan University, Ramat Gan)
	Subject use and the acquisition of verbal agreement in Hebrew

Break
16.10 - 16.50	Erica Thrift  (ACLC/University of Amsterdam)
	Left out: object drop with particle verbs in child Dutch and English
16.50 - 17.30	Lorraine McCune / Ellen Herr-Israel  (Rutgers University)
	Relational words, motion events and the transition to verb meanings


Saturday, 17.11.01
09.00 - 09.40	Natsuko Tsujimura  (Indiana University)
	Why not all verbs are learned equally
09.40 - 10.20	Susanne Gahl  (ICSI, Berkeley)
	Effects of lexical biases on children's acquisition of transitive and
	intransitive  frames
10.20- 11.00	Ceytlin Stella  (Herzen State Pedagogical University of
Russia, S.-Petersburg)
	Giving and taking situations: acquisition by Russian children

Break
11.20 - 12.00	Claire Martinot  (Université René Descartes, Paris)
	Verb role in the grammar emergence in French
12.00 - 12.40	Maigi Vija / Marilyn Vihman  (University of Wales, Bangor)
	Verbs in first word combinations in Estonian
12.40 - 13.20	Sigal Uziel-Karl  (School of Cultural Studies, Tel Aviv
University)
	A developmental model for the acquisition of verb argument structures

Accomodation and Other practical information:
 http://www.zas.gwz-berlin.de/guests_info_pract.html
Weather in Berlin:
 http://www.wetter.com/home/extern/location.php?type=WMO&id=367

Looking forward to seeing you in Berlin,

The Conference Organizers
Dagmar Bittner
Natalia Gagarina
Insa Gülzow


From ks7t at andrew.cmu.edu  Fri Sep 14 15:21:48 2001
From: ks7t at andrew.cmu.edu (Kelley Sacco)
Date: Fri, 14 Sep 2001 11:21:48 -0400
Subject: PhD Scholarship - Language Acquisition Group
Message-ID: <FRI.14.SEP.2001.112148.0400.KS7T@ANDREW.CMU.EDU>

MAX PLANCK INSTITUTE FOR PSYCHOLINGUISTICS
Nijmegen, The Netherlands

PhD Scholarship - Language Acquisition Group

The Max Planck Institute for Psycholinguistics solicits applications for
a position as a Ph.D student in the field of First Language
Acquisition.  The student will participate in the Event Representation
Project of the Institute (see below). The position will run for three
years and is available immediately.

Applicants should have completed a B.A. or a Master's degree or
equivalent in linguistics, psychology, or a related field, and they
should have an interest in how languages encode events and their
participants, and how children acquire these structures in the course of
language development.  The successful applicant will develop a
dissertation project of his or her own choosing that can contribute to
the overall goals of the Event Representation Project.  Specific focuses
could range from traditional argument structure concerns (e.g., event
types, predicate semantics and predicate classes, marking of
participants, argument linking, argument ellipsis) to interdisciplinary
issues to do with how events are perceived and apprehended, and how
different languages represent "the same" event in different ways (e.g.,
with a single-verb clause, a serial-verb clause, multiple clauses,  or
with different patterns for packaging given types of meaning into
lexical items). Applicants may work with children learning any language
or languages, but preference may be given to applicants working on the
acquisition of lesser-known languages.

Applications should include a curriculum vitae, a description of
previous related studies and research, a sample of written work, names
and addresses of two referees, and a characterization of plans or
interests for the Ph.D research.  Candidates must also already have, or
be prepared to find, a suitable university affiliation. (This can
perhaps be arranged through MPI staff if necessary.)  Payment is
regulated according to the scale of the Max Planck Society (one half of
the scale II a BAT -  (Bundesangestelltentarifvertrag, The Tariff
Agreemennt for the German Federal Employees).
Please send applications via regular mail for arrival by Oct. 15, 2001
to:

Prof. Melissa Bowerman
Max Planck Institute for Psycholinguistics
Postbus 310
6500 AH Nijmegen
The Netherlands

E-mail inquiries concerning the position may be made to Melissa Bowerman
(melissa.bowerman at mpi.nl) or Penelope Brown (pbrown at mpi.nl).

The Event Representation Project includes participants from both the
language acquisition and the Language and Cognition departments of the
Institute.  As a continuation and expansion of the former Argument
Structure Project, this project is dedicated to the cross-linguistic
study of how events are construed for purposes of linguistic encoding,
and how children acquire the lexical items and morphosyntactic
structures and patterns that allow them to linguistically represent
events in the ways characteristic of their language/language community.
An additional focus is the relationship between the linguistic encoding
of events and the nonlinguistic (perceptual and cognitive) apprehension
of events.


From TUkraine at uwyo.edu  Fri Sep 14 15:41:32 2001
From: TUkraine at uwyo.edu (Teresa A. Ukrainetz)
Date: Fri, 14 Sep 2001 09:41:32 -0600
Subject: child language position
Message-ID: <FRI.14.SEP.2001.094132.0600.TUKRAINE@UWYO.EDU>

Assistant Professor, Division of Communication Disorders, University of
Wyoming.  The Division of Communication Disorders offers an
undergraduate degree in speech-language-hearing sciences and ASHA
accredited graduate programs in speech-language pathology and audiology.
This is a full-time, 9 month, tenure-track position with opportunities
for summer research and teaching.  The typical teaching load is two
courses per semester with no clinical supervision duties.  Primary
Responsibilities: Teach undergraduate and graduate courses; develop a
strong research program in  communication sciences and disorders;
supervise graduate student research; and participate in distance
education.  Minimum qualifications: Ph.D. or Ed.D.  Research and
clinical expertise in early childhood language or developmental
disabilities preferred, but other areas will be considered. The
University of Wyoming is located in Laramie, offering small town life
and myriad outdoor recreation opportunities only 2.5 hours from Denver,
Colorado.  Application: Send letter of interest, curriculum vita, three
letters of reference, and terminal degree transcript to Teresa
Ukrainetz, Ph.D., Search Chair, Division of Communication Disorders,
University of Wyoming, P.O. Box 3311, Laramie, WY, 82071-3311.  For
further information, contact Teresa at (307) 766-5576 or
tukraine at uwyo.edu, or check the university website at
http://www.uwyo.edu. Application review will begin January 28, 2002, and
will continue until the position is filled.  The University of Wyoming
is an AA/EEO employer.  

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From rberman at post.tau.ac.il  Sun Sep 16 12:04:47 2001
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Sun, 16 Sep 2001 14:04:47 +0200
Subject: thanks for information
Message-ID: <SUN.16.SEP.2001.140447.0200.RBERMAN@POST.TAU.AC.IL>

Sincere thanks for the many responses to my request for Barbara Pearson
Zurer's current e-mail.   It was good to be back in touch with her and
other colleagues and friends at UMass and around different places in the
US and Europe

Let us hope the new year (which starts tomorrow night on the Hebrew
calendar) will proceed better for the world than the one which just
ended.

Ruth Berman


From cech at louisiana.edu  Mon Sep 17 13:23:10 2001
From: cech at louisiana.edu (Claude G. Cech)
Date: Mon, 17 Sep 2001 08:23:10 -0500
Subject: job announcement
Message-ID: <MON.17.SEP.2001.082310.0500.>

FACULTY POSITION IN THE INSTITUTE OF COGNITIVE SCIENCE.  The Institute
of Cognitive Science at the University of Louisiana at Lafayette invites
applications for a tenure-track faculty appointment for the Fall of
2002. The appointment will be made at the associate professor or senior
assistant professor level. The Institute of Cognitive Science is a
graduate unit offering a Ph.D. program in cognitive science. Focus areas
of the program are in cognitive processes, comparative cognition,
cognitive development, computational models of mind, cognitive
neuroscience, and linguistic/psycholinguistic processes. Applicants
should hold a Ph.D. in cognitive science, psychology, or a related
discipline, and must exhibit evidence of a productive research program.
Please send a curriculum vitae, selected reprints, and at least three
letters of reference to Subrata Dasgupta, Institute of Cognitive
Science, University of Louisiana at Lafayette, P.O. Drawer 43772,
Lafayette, LA 70504-3772. Formal review of applications will commence
December 1, 2001, but applications will be accepted until the position
is filled. The University of Louisiana at Lafayette is an equal
opportunity/affirmative action employee.
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From annahdo at bu.edu  Mon Sep 17 21:17:08 2001
From: annahdo at bu.edu (Anna H-J Do)
Date: Mon, 17 Sep 2001 17:17:08 -0400
Subject: Changes for 2001 Boston University Conference on Lang Development
Message-ID: <MON.17.SEP.2001.171708.0400.ANNAHDO@BU.EDU>

Changes for 2001 Boston University Conference on Language Development
November 2, 3, and 4, 2001


Greetings to all,

Following up the earlier announcement of the Boston University Conference
on Language Development, this message is to highlight some changes that
have been made this year.

1) On all three days, all sessions start at 9:00 AM (rather than 9:30AM)
On Sunday, all sessions end at 1:00 PM (rather than 1:30PM) to accommodate
people who need to leave early.

2) Our conference web site has been updated. Its address is:

http://web.bu.edu/linguistics/APPLIED/BUCLD/

Please check out this site. To get a discount rate, you can print out a
preregistration form and send it along with a check, and you can also find
a match for crash place.

3) Our conference office has been relocated. Its new mailing address is:

BUCLD
64 Cummington St.
Boston, MA 02215

4) Our conference e-mail server has been changed from 'louis-xiv' to
'acs.' Our new e-mail address is langconf at bu.edu ('acs' can be omitted).
If you e-mailed us at langconf at louis-xiv.bu.edu between May and August,
and haven't heard from us, our failure to reply was due to a breakdown of
our forwarding system. We apologize if you haven't heard from us. In that
case, please write to us at our new e-mail address. We are very sorry for
the inconvenience.


Sincerely,


Anna H-J Do, Sarah Fish, Barbora Skarabela
BUCLD 2001 Organizers
Boston University
64 Cummington St.
Boston, MA 02215

e-mail: langconf at bu.edu
tel.: 617-353-3085
http://web.bu.edu/linguistics/APPLIED/BUCLD/


From macw at cmu.edu  Wed Sep 19 03:00:26 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 18 Sep 2001 23:00:26 -0400
Subject: Spanish MOR
Message-ID: <TUE.18.SEP.2001.230026.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  I have placed versions of four Spanish corpora that have been successfully
tagged by the MOR program on the CHILDES server at
http://childes.psy.cmu.edu/mac/romance/spanmor/  and
http://childes.psy.cmu.edu/win/romance/spanmor/
The files for Col_Mex, Linaza, and Marrero have no unrecognized words.  The
files for Ornat still have several hundred unrecognized words, so please use
those with caution.  These files have not been disambiguated, since we do
not yet have a hand-disambiguated corpus for training POST.  Once we do, we
will disambiguated them, as for English and French.

--Brian MacWhinney


From fletcher at hkusua.hku.hk  Thu Sep 20 17:11:52 2001
From: fletcher at hkusua.hku.hk (Paul Fletcher)
Date: Thu, 20 Sep 2001 10:11:52 -0700
Subject: Conference Announcement
Message-ID: <THU.20.SEP.2001.101152.0700.FLETCHER@HKUSUA.HKU.HK>

------------------------------------------------------------------------------------------
The 9th Meeting of the International Clinical Phonetics and Linguistics
Association (ICPLA) will be held in Hong Kong from 1-4 May 2002.
------------------------------------------------------------------------------

The ICPLA conference is held every two years and this time, it will
be held in Hong Kong during the spring season. We have received many
inquiries since our first call for paper showing interest in
attending the 9th ICPLA Conference. If you haven't received our last
announcement, we would like to take this opportunity to invite you to
attend this international meeting.

The conference will cover topics on the application of any
conventional areas of linguistics (phonetics, phonetics, syntax,
semantics and pragmatics) to the analysis of disordered speech and
language. To reflect the location of the conference in Hong Kong,
papers on a cross-linguistic or cross-cultural focus are particularly
welcomed.

The invited plenary speakers for the conference are Raymond Kent
(University of Wisconsin-Madison), Laurence Leonard (Purdue
University) and Leonard LaPointe (Florida State University).

As we are approaching a few important dates for deadlines for
abstract submission and registration, we would like to take this
opportunity to remind you about them. We would also like to remind
you who plan to submit an abstract but have not done so yet, our
deadline for submitting an abstract will be 1st Nov 2001. Details
regarding abstract submission can be found on our web site. For other
details, please also visit our web site:

http://www.hku.hk/speech/icpla/.


For inquiries, please email to the conference secretary.
Annie Poon
Email: icplahk at hku.hk


From sabahsafi at hotmail.com  Thu Sep 20 05:46:32 2001
From: sabahsafi at hotmail.com (Sabah Safi)
Date: Thu, 20 Sep 2001 01:46:32 -0400
Subject: Edward Saeed
Message-ID: <THU.20.SEP.2001.014632.0400.SABAHSAFI@HOTMAIL.COM>

Dear Colleagues:

I would like to share with you some write ups and letters I have received
regarding this horrible attack on the States. You may not have access to
them through your local media ... praying for all the innocent people who
have paid the price of the madness of -- just a few.





Edward Sa'eed
Sunday September 16, 2001
The Observer

Spectacular horror of the sort that struck New York (and to a lesser
Degree Washington) has ushered in a new world of unseen, unknown assailants,
terror missions without political message, senseless destruction.
For the residents of this wounded city, the consternation, fear, and
sustained sense of outrage and shock will certainly continue for a long
time, as will the genuine sorrow and affliction that so much carnage has so
cruelly imposed on so many.
New Yorkers have been fortunate that Mayor Rudy Giuliani, a normally
rebarbative and unpleasantly combative, even retrograde figure, has rapidly
attained Churchillian status. Calmly, unsentimentally, and with
extraordinary compassion, he has marshalled the city's heroic police, fire
and emergency services to admirable effect and, alas, with huge loss of
life. Giuliani's was the first voice of caution against panic and jingoistic
attacks on the city's large Arab and Muslim communities, the first to
express the commonsense of anguish, the first to press everyone to try to
resume life after the shattering blows. Would that that were all. The
national television reporting has of course brought the horror of those
dreadful winged juggernauts into every household, unremittingly,
insistently, not always edifyingly. Most commentary has stressed, indeed
magnified, the expected and the predictable in what most Americans feel:
terrible loss, anger, outrage, a sense of violated vulnerability, a desire
for vengeance and un-restrained retribution. Beyond formulaic expressions of
grief and patriotism, every politician and accredited pundit or expert has
dutifully repeated how we shall not be defeated, not be deterred, not stop
until terrorism is exterminated. This is a war against terrorism, everyone
says, but where, on what fronts, for what concrete ends? No answers are
provided, except the vague suggestion that the Middle East and Islam are
what 'we' are up against, and that terrorism must be destroyed.
What is most depressing, however, is how little time is spent trying to
understand America's role in the world, and its direct involvement in the
complex reality beyond the two coasts that have for so long kept the rest of
the world extremely distant and virtually out of the average American's
mind. You'd think that 'America' was a sleeping giant rather than a
superpower almost constantly at war, or in some sort of conflict, all over
the Islamic domains. Osama bin Laden's name and face have become so
numbingly familiar to Americans as in effect to obliterate any history he
and his shadowy followers might have had before they became stock symbols of
everything loathsome and hateful to the collective imagination.
Inevitably, then, collective passions are being funnelled into a drive for
war that uncannily resembles Captain Ahab in pursuit of Moby Dick, rather
than what is going on, an imperial power injured at home for the first time,
pursuing its interests systematically in what has become a suddenly
reconfigured geography of conflict, without clear borders, or visible
actors.
Manichaean symbols and apocalyptic scenarios are bandied about with future
consequences and rhetorical restraint thrown to the winds.
Rational understanding of the situation is what is needed now, not more
drum-beating. George Bush and his team clearly want the latter, not the
former. Yet to most people in the Islamic and Arab worlds the official US is
synonymous with arrogant power, known for its sanctimoniously munificent
support not only of Israel but of numerous repressive Arab regimes, and its
inattentiveness even to the possibility of dialogue with secular movements
and people who have real grievances. Anti-Americanism in this context is not
based on a hatred of modernity or technology-envy: it is based on a
narrative of concrete interventions, specific depredations and, in the cases
of the Iraqi people's suffering under US-imposed sanctions and US support
for the 34-year-old Israeli occupation of Palestinian territories. Israel is
now cynically exploiting the American catastrophe by intensifying its
military occupation and oppression of the Palestinians. Political rhetoric
in the US has overridden these things by flinging about words like
'terrorism' and 'freedom' whereas, of course, such large abstractions have
mostly hidden sordid material interests, the influence of the oil, defence
and Zionist lobbies now consolidating their hold on the entire Middle East,
and an age-old religious hostility to (and ignorance of) 'Islam' that takes
new forms every day.
Intellectual responsibility, however, requires a still more critical Sense
of the actuality. There has been terror of course, and nearly every
struggling modern movement at some stage has relied on terror. This was as
true of Mandela's ANC as it was of all the others, Zionism included. And yet
bombing defenceless civilians with F-16s and helicopter gunships has the
same structure and effect as more conventional nationalist terror. What is
bad about all terror is when it is attached to religious and political
abstractions and reductive myths that keep veering away from history and
sense. This is where the secular consciousness has to try to make itself
felt, whether in the US or in the Middle East. No cause, no God, no abstract
idea can justify the mass slaughter of innocents, most particularly when
only a small group of people are in charge of such actions and feel
themselves to represent the cause without having a real mandate to do so.
Besides, much as it has been quarrelled over by Muslims, there isn't a
single Islam: there are Islams, just as there are Americas. This diversity
is true of all traditions, religions or nations even though some of their
adherents have futiley tried to draw boundaries around themselves and pin
their creeds down neatly. Yet history is far more complex and contradictory
than to be represented by demagogues who are much less representative than
either their followers or opponents claim. The trouble with religious or
moral fundamentalists is that today their primitive ideas of revolution and
resistance, including a willingness to kill and be killed, seem all too
easily attached to technological sophistication and what appear to be
gratifying acts of horrifying retaliation. The New York and Washington
suicide bombers seem to have been middle-class, educated men, not poor
refugees. Instead of getting a wise leadership that stresses education, mass
mobilisation and patient organisation in the service of a cause, the poor
and the desperate are often conned into the magical thinking and quick
bloody solutions that such appalling models provide, wrapped in lying
religious claptrap.
On the other hand, immense military and economic power are no guarantee of
wisdom or moral vision. Sceptical and humane voices have been largely
unheard in the present crisis, as 'America' girds itself for a long war to
be fought somewhere out there, along with allies who have been pressed into
service on very uncertain grounds and for imprecise ends. We need to step
back from the imaginary thresholds that separate people from each other and
re-examine the labels, reconsider the limited resources available, decide to
share our fates with each other as cultures mostly have done, despite the
bellicose cries and creeds.
'Islam' and 'the West' are simply inadequate as banners to follow blindly.
Some will run behind them, but for future generations to condemn themselves
to prolonged war and suffering without so much as a critical pause, without
looking at interdependent histories of injustice and oppression, without
trying for common emancipation and mutual enlightenment seems far more
wilful than necessary. Demonisation of the Other is not a sufficient basis
for any kind of decent politics, certainly not now when the roots of terror
in injustice can be addressed, and the terrorists isolated, deterred or put
out of business. It takes patience and education, but is more worth the
investment than still greater levels of large-scale violence and suffering.

*******************


Sabah M. Safi
Associate Professor of Linguistics
King Abdulaziz University
P.O. Box 15236
Jeddah 21444
Saudi Arabia


_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp


From sabahsafi at hotmail.com  Thu Sep 20 05:55:47 2001
From: sabahsafi at hotmail.com (Sabah Safi)
Date: Thu, 20 Sep 2001 01:55:47 -0400
Subject: Noam Chomsky
Message-ID: <THU.20.SEP.2001.015547.0400.SABAHSAFI@HOTMAIL.COM>

On the Bombings

Noam Chomsky

The terrorist attacks were major atrocities. In scale they may not reach the
level of many others, for example, Clinton's bombing of the Sudan with no
credible pretext, destroying half its pharmaceutical supplies and killing
unknown numbers of people (no one knows, because the US blocked an inquiry
at the UN and no one cares to pursue it). Not to speak of much worse cases,
which easily come to mind. But that this was a horrendous crime is not in
doubt. The primary victims, as usual, were working people: janitors,
secretaries, firemen, etc. It is likely to prove to be a crushing blow to
Palestinians and other poor and oppressed people. It is also likely to lead
to harsh security controls, with many possible ramifications for undermining
civil liberties and internal freedom.

The events reveal, dramatically, the foolishness of the project of "missile
defense." As has been obvious all along, and pointed out repeatedly by
strategic analysts, if anyone wants to cause immense damage in the US,
including weapons of mass destruction, they are highly unlikely to launch a
missile attack, thus guaranteeing their immediate destruction. There are
innumerable easier ways that are basically unstoppable. But today's events
will, very likely, be exploited to increase the pressure to develop these
systems and put them into place. "Defense" is a thin cover for plans for
militarization of space, and with good PR, even the flimsiest arguments will
carry some weight among a frightened public.

In short, the crime is a gift to the hard jingoist right, those who hope to
use force to control their domains. That is even putting aside the likely US
actions, and what they will trigger -- possibly more attacks like this one,
or worse. The prospects ahead are even more ominous than they appeared to be
before the latest atrocities.

As to how to react, we have a choice. We can express justified horror; we
can seek to understand what may have led to the crimes, which means making
an effort to enter the minds of the likely perpetrators. If we choose the
latter course, we can do no better, I think, than to listen to the words of
Robert Fisk, whose direct knowledge and insight into affairs of the region
is unmatched after many years of distinguished reporting. Describing "The
wickedness and awesome cruelty of a crushed and humiliated people," he
writes that "this is not the war of democracy versus terror that the world
will be asked to believe in the coming days. It is also about American
missiles smashing into Palestinian homes and US helicopters firing missiles
into a Lebanese ambulance in 1996 and American shells crashing into a
village called Qana and about a Lebanese militia - paid and uniformed by
America's Israeli ally - hacking and raping and murdering their way through
refugee camps." And much more. Again, we have a choice: we may try to
understand, or refuse to do so, contributing to the likelihood that much
worse lies ahead.


Sabah M. Safi
Associate Professor of Linguistics
King Abdulaziz University
P.O. Box 15236
Jeddah 21444
Saudi Arabia


_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp


From plahey at mindspring.com  Mon Sep 24 15:26:23 2001
From: plahey at mindspring.com (Peg Lahey)
Date: Mon, 24 Sep 2001 11:26:23 -0400
Subject: Bamford-Lahey Scholars Announced
Message-ID: <MON.24.SEP.2001.112623.0400.PLAHEY@MINDSPRING.COM>

  BAMFORD-LAHEY SCHOLARS FOR 2001 ANNOUNCED
The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children.  Its current focus is on developmental language disorders of children. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders.  To help accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program, and who intend to specialize in children's language disorders.  All applicants are required to hold the Certificate of Clinical Competence in Speech/Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.  Materials and information about applying for a future scholarship are now available on our website www.Bamford-Lahey.org/scholarships/html. 

         The Bamford-Lahey Children's Foundation is proud to announce the Bamford-Lahey Scholars of 2001.  The winners, who were selected from a pool of highly qualified applicants, are:  


Barbara Conboy, San Diego State/University of CA @ San Diego

Amy Costanza-Smith, University of Washington

Celeste Duder, Vanderbilt University

Amy L. Donaldson, University of Washington

Joan E. Furey, University of Illinois

Andrea McDuffie, Vanderbilt University

Janis Oram, McGill University

Behroze Vaccha, University of Texas @ Dallas

 Further information about each of the Scholars can be found at www.bamford-lahey.org/scholars/html.   Our congratulations to each of them; we look forward to their future contributions. 

Margaret Lahey, President
Bamford-Lahey Children's Foundation
www.Bamford-Lahey.org
mlahey at bamford-lahey.org


 

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From plahey at mindspring.com  Mon Sep 24 15:41:56 2001
From: plahey at mindspring.com (Peg Lahey)
Date: Mon, 24 Sep 2001 11:41:56 -0400
Subject: Fw: Bamford-Lahey Scholars Announced--CORRECTION
Message-ID: <MON.24.SEP.2001.114156.0400.PLAHEY@MINDSPRING.COM>

Sorry, links below should read as follows.  Peg

www.Bamford-Lahey.org/scholarships.html. www.bamford-lahey.org/scholars.html

----- Original Message ----- 
From: Peg Lahey 
To: info-childes at mail.talkbank.org 
Sent: Monday, September 24, 2001 11:26 AM
Subject: Bamford-Lahey Scholars Announced


  BAMFORD-LAHEY SCHOLARS FOR 2001 ANNOUNCED
The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children.  Its current focus is on developmental language disorders of children. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders.  To help accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program, and who intend to specialize in children's language disorders.  All applicants are required to hold the Certificate of Clinical Competence in Speech/Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.  Materials and information about applying for a future scholarship are now available on our website www.Bamford-Lahey.org/scholarships/html. 

         The Bamford-Lahey Children's Foundation is proud to announce the Bamford-Lahey Scholars of 2001.  The winners, who were selected from a pool of highly qualified applicants, are:  


Barbara Conboy, San Diego State/University of CA @ San Diego

Amy Costanza-Smith, University of Washington

Celeste Duder, Vanderbilt University

Amy L. Donaldson, University of Washington

Joan E. Furey, University of Illinois

Andrea McDuffie, Vanderbilt University

Janis Oram, McGill University

Behroze Vaccha, University of Texas @ Dallas

 Further information about each of the Scholars can be found at www.bamford-lahey.org/scholars/html.   Our congratulations to each of them; we look forward to their future contributions. 

Margaret Lahey, President
Bamford-Lahey Children's Foundation
www.Bamford-Lahey.org
mlahey at bamford-lahey.org


 

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From wulfeck at crl.ucsd.edu  Mon Sep 24 16:25:15 2001
From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck)
Date: Mon, 24 Sep 2001 09:25:15 -0700
Subject: 2002 DOCTORAL PROGRAM ANNOUNCEMENT
Message-ID: <MON.24.SEP.2001.092515.0700.WULFECK@CRL.UCSD.EDU>

		SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO
		JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS

		Beverly Wulfeck (SDSU) and Elizabeth Bates & David Swinney (UCSD)
						Program Directors

		APPLICATION DEADLINE for FALL, 2002:  JANUARY 20, 2002

AIMS AND OBJECTIVES:

The JDP in Language and Communicative Disorders is designed to educate a new
generation of scientists who are interested in applying research skills to
the disorders.  This interdisciplinary program will provide training in
normal (spoken and signed) and abnormal language, and in the neural bases of
language learning, use and loss.

While this is a research Ph.D. program, doctoral students wishing to obtain
academic preparation for the Certificate of Clinical Competence in
Speech-Language Pathology from the American Speech-Language-Hearing
Association and for licensure from the State of California may do so
concurrently with their doctoral studies.

GOALS:

To provide doctoral training in the study of language and communicative
behavior with an interdisciplinary focus that integrates state-of-the-art
knowledge from the fields of communicative disorders, cognitive sciences,
neurosciences, psychology and linguistics represented by the expertise of
core faculty from SDSU and UCSD.

To prepare professionals, educated in the interface between behavioral and
cognitive neuroscience methodologies, who will provide critical leadership
in research and health services.

To prepare Ph.D. level scientists in the field of language and communicative
disorders to serve as faculty in university programs and scientists in a
variety of settings to carry out much-needed research on the processes of
language development, disorders, assessment and intervention.

To prepare researchers to carry out much-needed research in communicative
behavior and disorders in bilingualism and multiculturalism.


For information or an application for Fall 2002, call, email or write to:

	SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders
				San Diego State University
				5500 Campanile Drive
				San Diego, California 92182-1518

				Telephone: (619) 594-6775
				phdlancd at mail.sdsu.edu
		www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html


From zwe at att.net  Mon Sep 24 18:26:33 2001
From: zwe at att.net (Zena Eisenberg)
Date: Mon, 24 Sep 2001 14:26:33 -0400
Subject: Don't Fight Terror With Terror
Message-ID: <MON.24.SEP.2001.142633.0400.>

In the United States and around the world, our hearts ache for the more than
five thousand people murdered when hijackers crashed four airplanes,
destroying the World Trade Center and part of the Pentagon. As their friends
and family, and even as strangers, we feel helplessness and rage at this
attack. As New Yorkers, we feel intense gratitude and admiration for the
thousands of volunteers and rescue workers who have come together to aid us
in this time of great sadness. Our spirits are buoyed by the overwhelming
international expression of grief and support.

The terrorists who planned and executed these acts are criminals who must be
brought to justice. To that end, President Bush and Congress are in the
process of launching a war against terrorism and the nations that support
terrorist activity.

But war is no friend of justice.

When an American citizen was identified as a prime suspect in the Oklahoma
City bombing, did we destroy his neighborhood? Of course not. The justice we
pursue abroad should be no different from the justice we seek at home;
civil, NOT military, action must be the center of our response.

We know very well that in any military action, ordinary people suffer
immensely. After 20 years of war and three years of drought, a large part of
Afghanistan's population lacks adequate food, clothing, housing, and medical
care. Many suffer atrocities at the hands of the Taliban. At home we face
the probability of further violence by terrorists who will feel compelled to
respond to our war. Pakistanis face national destabilization. The world
faces potential escalation into international conflict.

Is this how we honor our fallen?

President Bush recently has been prefacing his sentences with, "Make no
mistake...." Indeed, make no mistake. Cooperate as a member of the
international community to try, convict, and punish the criminals
responsible for this and other terrorist acts. But do not answer terror with
terror by inflicting violence upon the guilty and innocent alike. Military
action can only lead to continuing cycles of retribution.

The goal of this letter is to gather the voices of people around the world
behind a common statement arguing that civil action, not war is the
appropriate response to terrorist acts of this nature. Please add your voice
by visiting our website at

http://www.EnoughTragedy.com (or http://208.56.16.80/)

and signing our statement. We will submit the statement along with your
names to President Bush, Vice President Cheney, members of the U.S.
Congress, and other international leaders.


From mcginnis at ucalgary.ca  Mon Sep 24 18:49:24 2001
From: mcginnis at ucalgary.ca (Martha McGinnis)
Date: Mon, 24 Sep 2001 12:49:24 -0600
Subject: request
Message-ID: <MON.24.SEP.2001.124924.0600.MCGINNIS@UCALGARY.CA>

Dear Info-Childes members,

The attacks on the US and subsequent events are of course of great
interest to us all.  I am personally receiving almost more daily mail
on these issues than I can read, and I'm sure many other subscribers
are in the same position.  However, I hope people will understand
that the Info-Childes list is not meant for this purpose.  There are
many discussion lists devoted to these current events, and I
encourage interested parties to seek them out.

_________________________________________________________
Dr. Martha McGinnis, Assistant Professor
Linguistics Department, SS 820 University of Calgary
2500 University Dr. NW, Calgary, AB T2N 1N4 CANADA
phone: (403) 220-6119, fax: (403) 282-3880
http://www.ucalgary.ca/~mcginnis/
_________________________________________________________


From glh33 at zahav.net.il  Tue Sep 25 08:10:42 2001
From: glh33 at zahav.net.il (chaim and leah gedalyovich)
Date: Tue, 25 Sep 2001 10:10:42 +0200
Subject: an incredibly late summary
Message-ID: <TUE.25.SEP.2001.101042.0200.GLH33@ZAHAV.NET.IL>

Dear all,

A while back I posted a request for information on neural activity studies with infants. I have finally got myself organized to post a summary. I thank Margaret Friend, Elisabeth Bates, John Bohannon,Janet Werker, and Sylvia Ashwell for their kind responses.

So here it is:

Jusczyk, Peter W. 1997. The discovery of spoken language.

Mills, Debra L., Coffey-Corina, Sharon, Neville, Helen J. Langauge comprehension and cerebral specialization from 13 to 20 months. Developmental Neuropsychology. Vol.13(3), 1997, 397-445.

Work by Dennis Molfese (University of Louisville, Psychology) (speech)
             Patricia Kuhl (University of Washington, Seattle)
             Marie Cheour, Aaltonen, Naatanen (speech)
             Maritza RIvera-Gaxiola, Mark Johnson, Annette Karmiloff-smith (speech)
             Ghisleane Dehaene (Dehaene-Lambrertz) (phonetics, phonology)
Best,             
Leah
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From ervintrp at socrates.Berkeley.EDU  Tue Sep 25 03:52:42 2001
From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp)
Date: Mon, 24 Sep 2001 20:52:42 -0700
Subject: petition
Message-ID: <MON.24.SEP.2001.205242.0700.ERVINTRP@SOCRATES.BERKELEY.EDU>

Thanks Zena Eisenberg for sending the important note, relevant
to all of us who work with children.  I do not agree with the idea of
compartmentalizing our lives when so much is at stake.

Susan Ervin-Tripp


From ervintrp at socrates.Berkeley.EDU  Wed Sep 26 01:02:59 2001
From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp)
Date: Tue, 25 Sep 2001 18:02:59 -0700
Subject: IASCL on the web
Message-ID: <TUE.25.SEP.2001.180259.0700.ERVINTRP@SOCRATES.BERKELEY.EDU>

Will whoever manages the IASCL website do something, please,
about the fact that when you look it up on the best
search engines, such as google, you get a dead-end address?
Is it possible to set up a new website, or put a transfer message in
the old one?

This is the one you get from google:
iascl.uia.ac.be/IASCL/inhoud.html
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Susan M. Ervin-Tripp                     tel (510) 642-5292
Professor Emeritus                       FAX (510) 642-5293
Psychology Department                 ervintrp at socrates.berkeley.edu

University of California
http://socrates.berkeley.edu/~ervintrp/
  Berkeley CA 94720
*****************************************


From ann at hawaii.edu  Wed Sep 26 02:19:13 2001
From: ann at hawaii.edu (Ann Peters)
Date: Tue, 25 Sep 2001 16:19:13 -1000
Subject: job announcement
Message-ID: <TUE.25.SEP.2001.161913.1000.ANN@HAWAII.EDU>

The Department of Linguistics of the University of Hawai'i announces the
following position vacancy:

ASSISTANT OR ASSOCIATE PROFESSOR OF LINGUISTICS: The Department of
Linguistics at the University of Hawai'i invites applications for a
full-time tenure-track position (position no. 83119), to begin August 1,
2002, pending availability of position and funding.

The Linguistics Department of the University of Hawai'i, Manoa, has a
long-standing commitment to the study of Pacific and Asian languages,
creoles and pidgins, typological and functional approaches to linguistics,
and language acquisition. Typical teaching arrangements are two courses,
either graduate or undergraduate, per semester, with time for research.

MINIMUM QUALIFICATIONS: Ph.D. in linguistics or a related area (applicants
presently pursuing a Ph.D. must offer evidence that the all degree
requirements will have been completed before date of hire).  Applicants
will be expected to have produced high quality research on the development
of language, and be able to teach (1) undergraduate courses covering the
basics of language acquisition both for students with a considerable
background in linguistics and for undergraduates with no linguistics
background; (2) graduate courses on selected topics in the field.

DESIRABLE QUALIFICATIONS:  Focus on early development of language,
including morphosyntax and phonology; interest in ethnographic and
longitudinal methods; ability to use and teach the CHILDES system and
associated analysis programs; ability to teach introductory
neurolinguistics; interest in collaborating on obtaining research grants
with faculty in Linguistics and/or Psychology and in creating
opportunities for research by undergraduates.  We are especially
interested in applicants who are willing and able to collaborate with
existing cross-disciplinary programs in Developmental Psychology and
Cognitive Science.

MINIMUM SALARY: Assistant Professor: $42,000; Associate Professor: $51,000
(currently under negotiation).

TO APPLY: send letter of application, copies of key publications, and
three letters of reference to Chair, Department Personnel Committee,
Department of Linguistics, University of Hawai'i, 1890 East-West Road,
Honolulu, HI 96822, USA.

CLOSING DATE: We will begin to evaluate applications and supporting
materials by December 15, 2001. Decision-making will begin shortly
thereafter.

INQUIRIES: Same address as applications. We regret that we cannot accept
applications by fax. E-mailed applications must be followed by hard copy
postmarked (priority mail) by December 15, 2001. (E-mail address:
linguist at hawaii.edu). Please note that we cannot ensure that all e-mail or
fax communications in regard to this position will be answered.

Telephone:  (808) 956-8602 ; Facsimile:  (808) 956-9166


****************************
Dr. Ann M. Peters, Professor
Department of Linguistics
University of Hawai`i               email: ann at hawaii.edu
1890 East West Road, Rm 569         phone: 808 956-3241
Honolulu, HI  96822                 fax:   808 956-9166
http://www2.hawaii.edu/~ann/


From gaby at UDel.Edu  Wed Sep 26 18:10:53 2001
From: gaby at UDel.Edu (Gabriella Hermon)
Date: Wed, 26 Sep 2001 14:10:53 -0400
Subject: Two positions in Linguistics at the University of Delaware
In-Reply-To: <200109261750.NAA05368@copland.udel.edu>
Message-ID: <WED.26.SEP.2001.141053.0400.GABY@UDEL.EDU>

UNIVERSITY OF DELAWARE
Department of Linguistics
The Department of Linguistics and the Program in Cognitive Science at
the University of Delaware invite applications for two positions in
linguistics. Both positions are tenure-track:  one is open rank and
may be tenured; the other is at the rank of Assistant Professor.  The
Department is the academic home for the interdisciplinary Program in
Cognitive Science.  Members are expected to have an interest in
linguistics viewed as a branch of cognitive science.  An M.A. and
Ph.D. in Linguistics (40 students), undergraduate minors in Cognitive
Science and Linguistics, and undergraduate service courses in
Cognitive Science and Linguistics are offered.  Successful candidates
are expected to teach both graduate and undergraduate courses and to
take an active role in mentoring graduate students.

Position 02F021 is in psycholinguistics/neurolinguistics/cognitive
neuroscience.  The ideal candidate for this position has a record of
applying experimental methods to issues in theoretical linguistics.
Position 02F022 is in formal syntax or phonology. In addition to
theoretical interests, research on a non-Indo European language is
desirable.

Requirements:  Ph.D. at time of assumption of duties.  A
well-articulated research program and publications appropriate for
the rank applied for is expected. Applicants for appointment at the
rank of Professor should have a distinguished international
reputation in research and teaching.  Salary and startup will be
competitive and commensurate with rank.  For further information
about the department, see the departmental website
www.ling.udel.edu/ling/index.html, or contact Peter Cole
(pcole at udel.edu), the chair of the search committee.

CONTACT:  Send a letter of interest, curriculum vitae, copies of
publications, and at least three letters of reference to

Search Committee in Linguistics
Department of Linguistics
46 E. Delaware Ave.
Newark, DE  19716, USA.

Evaluation of applications will begin November 1, 2001 and fullest
consideration will be given to applications received by that date.
The curriculum vitae and letters of reference will be shared with
departmental faculty. The UNIVERSITY OF DELAWARE is an Equal
Opportunity Employer which encourages
applications from minority group members and women.

Gabriella Hermon
Linguistics
University of Delaware
NEWARK, DE 19716, USA

(302) 831-1642
FAX: (302) 831-4110


From santelmannl at pdx.edu  Thu Sep 27 04:07:06 2001
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Wed, 26 Sep 2001 21:07:06 -0700
Subject: Fwd: China Adopt & Delayed Speech
Message-ID: <WED.26.SEP.2001.210706.0700.SANTELMANNL@PDX.EDU>

This spring I posted a query from a colleague who was concerned that her
2-year-old daughter from China was not saying much at all. We received many
helpful responses from people on the list-serve, and so I thought I would
share with you (with her permission) this update that I just received. It's
nice to know that the information we provided was helpful and reassuring.

Lynn Santelmann

>From: "Cheyenne Chapman" <cheyenne at owt.org>
>To: "Lynn Santelmann" <santelmannl at pdx.edu>
>Subject: China Adopt & Delayed Speech
>Date: Tue, 25 Sep 2001 11:57:22 -0700
>
>Lynn - I wanted to touch base with you to let you know how Liandra is doing.
>I contacted you about six months ago, when Liandra was about two years old,
>with questions about when internationally adopted children start to talk. I
>would like to thank you and all of your colleagues who responded to my
>inquiry. The information was interesting, helpful and for the most part
>reassuring - and there certainly were a variety of views on this topic.
>
>Now that Liandra is two and a half, her expressive language has blossomed -
>her vocabulary is soaring (one day nothing, and over the course of about
>three days - counting from one to ten, naming half a dozen letters of the
>alphabet, calling out several colors); she is using two word phrases
>including nouns and verbs and more (baby and mama; baby walking, mama
>walking); and she is singing goodly portions of the alphabet song, being
>especially fond of the 'now I know my abc's' part). After about a week of
>using both English and Mandarin for numbers one through ten, she has settled
>on English - and counts everything in sight.
>
>After first contacting you, I took Liandra to an audiologist, and her
>hearing tested normally. I also spoke with a speech therapist over the
>phone, who asked quite a few diagnostic type questions (can she chew
>normally, what sounds can she say, etc.) and recommended I wait a few weeks
>before scheduling a session - everything sounded normal except for the
>expressive language part of her development. The speech therapist also
>shared a couple of helpful suggestions - talk to her a lot with brief,
>descriptive and repetitive phrases; don't ask her questions all the time
>(what's that? can you say? Once I started listening to myself and others, I
>realized that we were bombarding Liandra with questions rather than simply
>telling her about the world).
>
>The speech therapist recommended thinking about the process as one of just
>"putting language in" - and not trying to "get words back out." She noted
>that even little children can have "performance anxiety." I think this might
>have been true - several times during Liandra's "quiet" period of many weeks
>she engaged in extensive 'conversations' with other babbling wobblers; I
>found her more than once on the back porch 'lecturing' the dog Snugglebunny
>at great length (the dog appeared quite attentive and even appreciative, and
>didn't ask any questions); sometimes she 'talked' to herself when she was
>playing alone in her room - all the while speaking hardly a word to me or
>other adults (except "whaddat?" and "dit", apparently her all-purpose naming
>word for many weeks).
>
>Several people wrote about children in circumstances similar to my daughter,
>and noted that such children seem to go through a "quiet time" - they may be
>absorbing everything and processing it internally, but not expressing much
>through the spoken word. I have wondered whether Liandra might have been
>thinking about the advisibility of starting to speak - after all, the first
>time she started to talk, at the age of 16 months in an orphanage in China,
>she was suddenly whisked away into an entirely unfamiliar world where
>everything sounded entirely different and nothing made sense. In any case,
>Liandra's "quiet time" has definitely ended; the transition to expressive
>language was dramatically sudden; and I am delighted to find myself
>wondering sometimes whether she will ever quiet down.
>
>I have spoken with quite a few other adoptive families and have found that
>quite a few parents have questions similar to mine, though every child and
>family is different of course. In any event I wanted to thank you and your
>colleagues for sharing information with me and helping us  through this part
>of Liandra's growth and development, and in return share our experience with
>you. Thanks again.
>
>Cheyenne Chapman
>Development Director
>Oregon Water Trust
>111 SW Naito Parkway, Ste. 404
>Portland, OR  97204
>phone (503) 227-4464
>fax (503) 226-3480
>email cheyenne at owt.org
>
>visit our website at www.owt.org

**********************************************************************
Lynn Santelmann
Assistant Professor
Department of Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
Phone: 503-725-4140
Fax: 503-725-4139
e-mail: santelmannl at pdx.edu (last name + first initial)
web: www.web.pdx.edu/~dbls
**********************************************************************


From psrcm at dredd.csv.warwick.ac.uk  Thu Sep 27 11:41:22 2001
From: psrcm at dredd.csv.warwick.ac.uk (Mr L Onnis)
Date: Thu, 27 Sep 2001 12:41:22 +0100
Subject: quantifiers
Message-ID: <THU.27.SEP.2001.124122.0100.PSRCM@DREDD.CSV.WARWICK.AC.UK>

Dear all,

I am collecting literature on quantifiers used by children, especially
how the semantic interpretation of quantifiers develops with age. I
would be grateful if someone could send me some references. I will
be circulating the results of my query on this mailing list.

Luca
----------------------------------------------------------
Luca Onnis
Graduate Research Assistant
Department of Psychology
University of Warwick
Coventry CV4 7AL
UK

Phone (office): ++44 24 765 23613
(home): ++44 1926 408308


E-mail: L.Onnis at warwick.ac.uk


From alleng at pilot.msu.edu  Sun Sep  2 23:48:19 2001
From: alleng at pilot.msu.edu (George Allen)
Date: Sun, 2 Sep 2001 19:48:19 -0400
Subject: Nellish
Message-ID: <SUN.2.SEP.2001.194819.0400.ALLENG@PILOT.MSU.EDU>

Dear Colleagues,

In my phonetics class I would like to refer to Nellish, the language
invented by Jodie Foster and her screenwriter for her character in the 1994
movie "Nell".  Has there been a serious treatment of Nellish in the
literature?  I could find nothing in the linguistlist archives and very
little even in a full Google web search.

Thanks very much for any information you can point me to.

George D. Allen <alleng at msu.edu>
Michigan State University College of Nursing
A230 Life Sciences Bldg., E. Lansing MI 48824-1317
Voice: (517) 353-5976; Fax: (517) 353-9553

"What am I on? I'm on my bike six hours a day.
  What are you on?"  -- Lance Armstrong


From macw at cmu.edu  Mon Sep  3 02:37:40 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sun, 2 Sep 2001 22:37:40 -0400
Subject: Peter Jusczyk's death
In-Reply-To: <sb8f6074.066@mail.bsos.umd.edu>
Message-ID: <SUN.2.SEP.2001.223740.0400.MACW@CMU.EDU>

Dear Info-CHILDES,

I thought that people would find the following article helpful as a summary
of some of the aspects of Peter Jusczyk's many contributions to our field.

--Brian MacWhinney



                      Copyright 2001 / Los Angeles Times

                                Los Angeles Times

                      August 30, 2001 Thursday  Home Edition


 Peter Jusczyk; Showed How Babies Develop Language

 BYLINE: ELAINE WOO, TIMES STAFF WRITER

 BODY:

    Peter W. Jusczyk, a Johns Hopkins University researcher whose
    pioneering studies advanced scientists' understanding of how and when
 babies develop language, has died. He was 53.

    Jusczyk died of a heart attack Aug. 23 while attending a conference in
 Pacific Grove, Calif., according to a spokesman for Johns Hopkins in
 Baltimore.

    He headed the Infant Language Research Laboratory at the university,
    where he also taught psychology and cognitive science.

    Through sophisticated experiments that gauged babies' responses to
    verbal cues, Jusczyk showed that infants have the ability to recognize
 sound patterns and match them to their meanings long before they begin to
babble.

    He made one of his most significant findings while attending Brown
    University in the early 1970s. He co-wrote, with Peter Eimas, an
 influential study that used sucking responses to show that month-old
 babies can perceive subtle differences in sounds, such as between "pa"
 and "ba."

    Published in the journal Science in 1971, the study provided some of
    the first hard evidence supporting theories by linguist Noam Chomsky
 that language ability is hard-wired in the human brain.

    It also altered another long-held belief: that babies learn speech by
    making sounds themselves. Babies apparently "don't need to babble
 before they can tell the difference between sounds," Jusczyk told an
 interviewer in 1998.

    This early research by Jusczyk and Eimas reinvigorated a field of
 investigation that had its roots in the work of 19th century evolutionist
 Charles Darwin. It enticed other researchers to study infants' language
 perception and development. Others subsequently found that babies can
 differentiate between sounds even at birth.

    Jusczyk's work "got explosive over the years," said Barbara Landau, a
 professor of cognitive science at Hopkins who studies toddlers and
 children. She  called him one of the most prolific and energetic
researchers in the field, whose work illuminated "just how rich the
underlying capacities for speech are."

    In another important study, Jusczyk found that babies as young as 6
    months could associate words with their meanings.

    He and colleague Ruth Tincoff showed two dozen 6-month-olds videotapes
of their parents on two monitors. When a synthesized voice spoke the word
"mommy" or "daddy," the researchers found that the infants looked at the
video image of the correct parent significantly more often than would  have
been expected by chance.

    To rule out the possibility that the babies might associate "mommy"
    with any woman and "daddy" with any man, Jusczyk exposed another set of
6-month-olds to videos of other mothers and fathers, but hearing the words
did not trigger an association. That told Jusczyk that the infants
 had an explicit understanding of "mommy" as "my mommy" and "daddy" as "my
daddy."

    "Six months is the youngest age anyone has been able to show that
    children seem to pair sounds with a specific meaning," Jusczyk said in
 an interview after the findings were published in the March 1999 issue of
 the journal Psychological Science. In previous studies, 8 or 10 months
 was the youngest age at which babies were thought to have that capacity.

    In other experiments Jusczyk found that babies as young as 4 1/2
    months could recognize familiar sounds, such as their names. By 8 1/2
 months, Jusczyk and colleague Sven Mattys found, babies can tell where
 words begin and end.

    Over the years, Jusczyk developed some ingenious methods for working
with babies, who are notoriously difficult test subjects.
To gauge the memory of 8-month-olds, for instance, he and his
 colleagues played tape-recorded stories for a group of babies once a
 day for 10 days. Two weeks later, the children were brought into his lab
 at Hopkins. Perched on a parent's lap, each child was positioned between
 two speakers, each topped with an eye-catching light. The researchers
 then measured the amount of time the babies looked at the speaker when it
emitted a key word from the stories.

 The babies listened significantly longer to words from the
  stories--even unfamiliar words like "python," "peccaries" and
 "hornbill." Their remarkably early ability to retain language might
 account for the sudden vocabulary explosions that occur between 6 and 9
months and again at about 18 months, Jusczyk speculated.

    Although his research shone a bright light on the language sensitivity
    of the very youngest, Jusczyk discouraged the "super-baby" syndrome.
 He warned that just because a 4-month-old might gurgle with delight at
 the sound of her own name did not mean it was time for flashcards.

    "That's the worst thing you can do," he told the Baltimore Sun in a
    1998 interview. "You ought to do what's natural, what's fun for the
 child. There's no room for drill at that age."

    Jusczyk taught for six years at the State University of New York at
    Buffalo before joining the Johns Hopkins faculty in 1996. He also
 taught at several  other institutions, including the University of Oregon
and Dalhousie University in Halifax, Nova Scotia.

    Born in Providence, R.I., he graduated from Brown University in 1970.
    He earned a master's degree in 1971 and a PhD in psychology in 1975
 from the University of Pennsylvania.

    He wrote "The Discovery of Spoken Language," published in 1997, which
examined the acquisition of language in the first year of life.

    Jusczyk is survived by his wife, Ann Marie, who ran the Infant Language
Research Laboratory at Hopkins with him; two children, Karla and Thaddeus;
his mother; and a brother and sister.
>
> GRAPHIC: PHOTO: PETER JUSCZYK, He demonstrated infants' ability to
> recognize language.

Additional information:
Peter's funeral was held Wednesday, August 29, 2001, at
St. Ignatius RC Church in Baltimore, MD.

The family has requested donations in lieu of flowers to be sent to:

Jusczyk Scholarship Fund
c/o Brown University
Box 1893
Providence, RI 02912


The Jusczyk home address (for cards and letters) is:

301 Northway
Baltimore, MD 21218


From macw at cmu.edu  Mon Sep  3 02:49:45 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sun, 2 Sep 2001 22:49:45 -0400
Subject: new Cantonese corpus
Message-ID: <SUN.2.SEP.2001.224945.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  I am happy to announce the addition to CHILDES of a particularly
fascinating new corpus on the acquisition of Cantonese and English from
Virginia Yip and Stephen Matthews of the Chinese University of Hong Kong and
Hong Kong University.  This corpus is the second part of a pair of sample
files on Cantonese-English bilingual acquisition.  The first set from Timmy,
was contributed about three months ago and features audio linked to
transcripts which can be found at
http://childes.psy.cmu.edu/audio/HongKong/timmy/

The new corpus is from Timmy's younger sister Sophie and includes both audio
and video linked to transcripts.  For Sophie, there are two audio files in
Cantonese and one in English.  One of the Cantonese files is linked to an
MPEG video and the English file is linked to a QuickTime video.

The study is particularly interesting both for the quality of the audio and
video and for the insights it provides on bilingual acquisition.  Here is
the readme file for the new Sophie transcript.

Thanks to Virginia, Stephen, Timmy, and Sophie for this contribution.
Additional data will be added to both the Timmy and Sophie corpora over the
next year.

--Brian MacWhinney




The Hong Kong Bilingual Child Language Corpus: Longitudinal data for Sophie
(1;06.00-3;00.09)

Virginia Yip & Stephen Matthews
Chinese University of Hong Kong &University of Hong Kong

The corpus of Sophie?s bilingual development is the second installment of
the Hong Kong Bilingual Child Language Corpus. Born on 28 February 1996,
Sophie is the younger sister of Timmy, the first bilingual subject to be
included in the Hong Kong bilingual corpus, born two years and nine months
earlier (a younger sister was born when she was 4;03). Sophie's mother is a
native speaker of Hong Kong Cantonese and her father of British English, and
her exposure to Cantonese and English started from birth. The one parent-one
language principle was adopted in principle, especially when addressing the
child, but code-mixing occurred when the parents conversed with each other,
which formed part of the child?s input. Apart from parental input,
interaction with her brother took place in both Cantonese and English. She
was regularly video-taped and audio-taped by two research assistants in each
recording session, one responsible for each language, from 28 August 1997 to
28 February 2000 (1;06 - 4;00) on a weekly basis. In each recording session
one research assistant interacted with the child for approximately half an
hour in English and the other for half an hour in Cantonese.

The corpus as initially released covers transcriptions of her data from age
1;06 up to 3;00.09, on an approximately biweekly basis. Pictures chronicling
Sophie and Timmy at different stages from infancy to primary school can be
viewed at  http://www.cuhk.edu.hk/ils/home/bilingual.htm

Sophie lived in Hong Kong continuously throughout the period of recording.
She did not take her first trip abroad (to Australia) until 4;04. She was
cared for primarily by her maternal grandmother who spoke Cantonese and
ChiuChow and a Filipino domestic helper, Belma, who spoke English and some
Cantonese. She started attending a local Chinese kindergarten at 2;6 in the
morning and in addition, attended an English-speaking kindergarten in the
afternoon from 3;02. She continued to attend both schools until 5;01. The
kindergartens were each monolingual in the respective language.

While the circumstances are similar overall to those prevailing in Timmy's
case, Sophie?s different personality and character lead to differences in
the data. While her brother was reserved and passive, she was typically
lively and talkative in recording sessions, even becoming argumentative as
she grew older. In addition, being cared for primarily by her grandmother
and remaining in Hong Kong exclusively during her preschool years means that
the predominance of Cantonese input is even greater in her case than in
Timmy's. This is reflected in the fact that while recordings eliciting both
languages are available from age 1;06.00, these early recordings are
dominated by Cantonese with occasional English words, and she only began to
produce English sentences after age 2. While in many respects her
development recapitulates that described for Timmy (such as wh in situ, null
objects and prenominal relative clauses: see Yip & Matthews 2000), her
English also shows some forms of transfer which are not evident in Timmy,
such as extension of the verb give to permissive and even passive usages.

Since her grandmother speaks Chaoyang (Chaozhou) dialect as well as
Cantonese, Sophie developed some passive knowledge of this dialect. She
learnt that producing occasional phrases in Chaozhou was a source of
amusement, but did not produce full sentences. There is also the possibility
of syntactic influence from Chaozhou, for example in the ordering of double
objects.

The parents kept a diary of Sophie?s utterances to supplement the audio and
video-recording data. The diary continued beyond age 4, when regular
recording ceased, in order to follow up some of the features.

The format of the English and Cantonese data is as described for Timmy in
the first installment of the Hong Kong corpus: the grammatical category
labels for the English corpus are based on the MOR grammars for English in
the CHILDES Windows Tools, while the Cantonese data were tagged using a
program developed by Lawrence Cheung on the basis of the grammatical
categories used in the Hong Kong Cantonese child language corpus (Cancorp)
created by Lee et. al. (1996), which contains eight monolingual Cantonese
speaking children?s data from 1;5 ? 3;8. There are three tiers with the main
tier showing Cantonese in the JyutPing romanization, and Cantonese
characters and grammatical categories shown on separate tiers. The
thirty-three grammatical categories used for tagging the corpus are listed
below in Table 1. Details of the Morpheme tier (%mor) and Cantonese tier
(%can) as well as instructions for downloading and viewing the Cantonese
characters can be found in the readme file accompanying the data for Timmy.


(table goes here -omitted here and included in the next message)

Together with this corpus, a total of three sample audio-linked transcripts
and two video-linked transcripts are available for access. The three
audio-linked transcripts feature Cantonese and English as well as some
Cantonese-English code-switching. Two of the audio-linked transcripts have
video-linked counterparts. The shorter of these transcripts has a
video-linked counterpart, with a sound track that is less clear than in the
audio-linked one. In the shorter video excerpt (3:00) sound quality may be
improved by adjusting the balance to turn down the right channel. The
video-linked files feature each language respectively as the base language
as well as code-switching in the longer one (4:13).

Acknowledgments

Investigation of Sophie's bilingual development was undertaken as part of
the project "A Cantonese-English Bilingual Child Language Corpus" funded by
a grant from the Research Grants Council (RGC ref. no. CUHK4002/97H) to
Virginia Yip (Chinese University of Hong Kong and Stephen Matthews
(University of Hong Kong). We gratefully acknowledge the support and help of
the colleagues and students who have been friends and supporters of our work
over the years. Among them, special thanks are due to Huang Yue Yuan, Linda
Peng Ling Ling, Bella Leung, Lawrence Cheung, Simon Huang, Gene Chu, Betty
Chan, Chen Ee San, Shirley Sung, Emily Ma, Uta Lam, Richard Wong and Angel
Chan: a dedicated team who became part of the family and friends of the
children. Brian MacWhinney's impressive technical know-how and practical
tips have greatly facilitated the completion of the corpus and production of
the audio and video clips. His sabbatical in Hong Kong during 2000-2001 has
made all the difference to every aspect of the corpus.

Please cite:
Matthews, S.& V. Yip. (Forthcoming) Relative clauses in early bilingual
development: transfer and universals. In Giacalone, A. (ed.) Typology and
Second Language Acquisition. Mouton de Gruyter.

For this release, there is a total of 80 files, half in Cantonese and half
in English and there are two files for the same date since they were
recorded on the same day. Though there seems to be a perfect symmetry in
terms of the files in each language, it should be noted that in the early
English files before Sophie turned 2, she did not yet speak English fluently
despite the investigators? elicitation in English. The file name is made up
of Sophie?s initial S, followed by the initial that stands for the language,
either c for Cantonese or e for English, followed by the year, month and
date of recording.e.g. Sc970828 refers to the Cantonese file containing the
recording made in the year 1997, August 28 and Se970828 refers to the
English file for the recording made on the same date. Thus each of the 80
files has a unique file name.

Inventory of Sophie's files

File no.    File name (Scyymmdd)    File no.    File name (Seyymmdd)    Age
of CHI
1.     Sc970828    41.    Se970828    1;06.00
2.     Sc970911    42.    Se970911    1;06.14
3.     Sc970925    43.    Se970925    1;06.28
4.     Sc971016    44.    Se971016    1;07.18
5.     Sc971030    45.    Se971030    1;08.02
6.     Sc971113    46.    Se971113    1;08.16
7.     Sc971127    47.    Se971127    1;08.30
8.     Sc971218    48.    Se971218    1;09.20
9.     Sc971230    49.    Se971230    1;10.02
10.     Sc980114    50.    Se980114    1;10.17
11.     Sc980205    51.    Se980205    1;11.08
12.     Sc980219    52.    Se980219    1;11.22
13.     Sc980305    53.    Se980305    2;00.07
14.     Sc980318    54.    Se980318    2;00.20
15.     Sc980403    55.    Se980403    2;01.06
16.     Sc980417    56.    Se980417    2;01.20
17.     Sc980501    57.    Se980501    2;02.01
18.     Sc980514    58.    Se980514    2;02.14
19.     Sc980529    59.    Se980529    2;03.01
20.     Sc980611    60.    Se980611    2;03.13
21.     Sc980622    61.    Se980622    2;03.24
22.     Sc980716    62.    Se980716    2;04.18
23.     Sc980724    63.    Se980724    2;04.26
24.     Sc980730    64.    Se980730    2;05.02
25.     Sc980813    65.    Se980813    2;05.16
26.     Sc980827    66.    Se980827    2;05.30
27.     Sc980909    67.    Se980909    2;06.12
28.     Sc980929    68.    Se980929    2;07.01
29.     Sc981008    69.    Se981008    2;07.10
30.     Sc981022    70.    Se981022    2;07.24
31.     Sc981105    71.    Se981105    2;08.07
32.     Sc981119    72.    Se981119    2;08.21
33.     Sc981203    73.    Se981203    2;09.05
34.     Sc981222    74.    Se981222    2;09.24
35.     Sc990107    75.    Se990107    2;10.10
36.     Sc990121    76.    Se990121    2;10.24
37.     Sc990202    77.    Se990202    2;11.05
38.     Sc990215    78.    Se990215    2;11.18
39.     Sc990302    79.    Se990302    3;00.02
40.     Sc990309    80.    Se990309    3;00.09


From macw at cmu.edu  Mon Sep  3 02:51:44 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Sun, 2 Sep 2001 22:51:44 -0400
Subject: table for Sophie
Message-ID: <SUN.2.SEP.2001.225144.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  In order to make sure that the previous message on the Hong Kong corpus
went through OK for all mailers, I cut out the table of Cantonese
grammatical categories that had Chinese characters.  However, if your mailer
can read them, here is that table.

--Brian MacWhinney

Table 1 Grammatical categories for the Cantonese corpus
Syntactic categories    Examples
1. adj    adjective
    sau3?G, leng3??, faai3??, hou2teng1?n??
thin, pretty, fast, good to listen to
2. advf    focus adverb    dou1??, sin1??, jau6?S, zung6??
also, first, again, still
3. advi    adverb of intensity    gam3??, hou2?n, taai3??, zeoi3??
so, very, too, most
4. advm    adverb of manner    gwaai1gwaai1dei2?????a, maan6maan2?C?C
obediently, slowly
5. advs    sentential adverb    jan1wai6?]??, so2ji5???H, bat1jyu4???p
because, therefore, how about
6. asp    aspectual marker    zo2_, gwo3?L, gan2??, hoi1?}, haa5_
PFV, EXP, PROG, HAB, DEL
7. aux    auxiliary/modal verb    jing1goi1????, wui5?|, m4hou2???n
should, would, don't
8. cl    classifier    bun2 ??, go3 ??, gaa3_, tiu4??
CL
9. com    comparative morpheme    di1_as in leng3 di1??_, gwo3 ?Las in leng3
gwo3 keoi5 ???L?\ 
more beautiful, prettier than her
10. conj    connective    ding6hai6?w?Y, tung4maai4?P?I, waak6ze2????or,
and, or
11. corr    correlative    jat1lou6?@???jat1lou6?@??, jyut6?V?jyut6?Vwhile,
the more?the more
12. det    determiner    li1?O, go2_, dai6??
this, that, number
13. dir    directional verb    lei4/lai4_, heoi3?h, ceot1?X, jap6?J,
soeng5?W, lok6??
come, go, out, in, go up, go down
14. ex    expressive utterance    ai1jaa3?u_, e3, m4goi????
oops, well, please/thanks
15. gen    genitive marker    ge3 _as in Timmy ge3 pang4jau5 Timmy_?B??
Timmy's friends
16. ins    emphatic inserted marker    gwai2??as in gam3 gwai2 lyun6??????
what a mess!
17. loc    localizer    dou6 ??as in zoeng1 toi2 dou6 ?i?i??, soeng6min6
?W??on the table, up there
18. nn    noun    ce1??, wun6geoi6 ????, sing1sing1 ?P?P, kau3fu2????
car, toy, star, uncle
19. nnpr    pronoun    Ngo5??, lei5?A, keoi5?\, ngo5dei6??_ , lei5dei6?A_,
keoi5dei6?\_ 
I/me, you, s/he, we/us, you(pl), they/them
20. nnpp    proper noun    ciu1jan4 ?W?H, je4sou1?C?q, jing1gwok3?^??
Superman, Jesus, Britain
21. neg    negative morpheme    m4??, mai6?}, mou5?N
not, not, not have
22. onoma    onomatopoeic expression    wou1wou1, baang4_, gok6go6k????
ONOMA
23. prt    (postverbal) particle    dak1?o, dou3??, saai3?{, maai4?I,
jyun4??
can, until, all, as well, finish
24. prep    preposition    hai2_ , bei2??
at, for
25. q    quantifier    jat1?@, sap6saam1?Q?T, mui5?C
one, thirteen, each
26. rfl    reflexive pronoun    zi6gei2???v
self
27. sfp    sentence-final particle    aa3?r, laa1??, gaa3_, ho2??
SFP
28. vd    ditransitive verb    bei2??, sung3?e
give, give (as a gift)
29. verg    ergative (unaccusative) verb    dit3?^, tyun5?_
fall, break
30. vf    function verb    hai6?Y, jau5??
be, have
31. vi    intransitive verb    siu3??, jau1sik1????, kei4tou2????
smile, rest, pray
32. vt    transitive verb    sik6 ??, gong2 ??, zi1dou3???D
eat, say, know
33. wh    wh phrases    bin1go3 ????, mat1je5 ?A_ (me1), bin1dou6 ????,
dim2gaai2 ?I??
who, what, where, why


From mminami at sfsu.edu  Tue Sep  4 01:11:01 2001
From: mminami at sfsu.edu (mminami at sfsu.edu)
Date: Mon, 3 Sep 2001 18:11:01 -0700
Subject: Call for Papers
Message-ID: <MON.3.SEP.2001.181101.0700.>

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 15, 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 15, 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 macw at cmu.edu  Tue Sep  4 14:53:28 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 4 Sep 2001 10:53:28 -0400
Subject: Memorials for Peter Jusczyk
Message-ID: <TUE.4.SEP.2001.105328.0400.MACW@CMU.EDU>

Dear Colleagues,
 I am sending this message both to info-childes and to a list of 201 other
language researchers in the cc: field.  My apologies to those of you who
receive double copies.
  Since posting the L.A. Times obituary for Peter Jusczyk yesterday, I have
received several requests to help organize a more complete dedication for
Peter. We would send this dedication in hard copy to his wife Ann Marie and
we would publish it in the next issue of the newsletter of the International
Association for the Study of Child Language.  In particular, I would like to
ask people who knew Peter well or who were particularly influenced by his
work to compose statements, summaries, or anecdotes which they could send to
me through email.  I will collect these and send them to Jasone Cenoz for
publication in the newsletter and to Roberta Golinkoff (and perhaps others)
to send to Ann Marie.
  Please try to send me any of these materials within the next week.  Many
thanks.

--Brian MacWhinney


From macw at cmu.edu  Tue Sep  4 17:58:03 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 4 Sep 2001 13:58:03 -0400
Subject: memorial for Peter Jusczyk
Message-ID: <TUE.4.SEP.2001.135803.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  It appears that Karla Jusczyk has already created a compilation of
dedications to Peter


From macw at cmu.edu  Tue Sep  4 19:33:54 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 4 Sep 2001 15:33:54 -0400
Subject: oops
Message-ID: <TUE.4.SEP.2001.153354.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  It appears that I accidentally hit the send button in the middle of
composing my last message without finishing the message.  The message was
intended just to say that Karla Jusczyk, Peter's daughter, had compiled a
set of memorials to Peter that she presented at the funeral. I will attempt
to contact her to see if parts of them should be included in the IASCL
newsletter.  Also, Les Cohen tells me that may be a special issue of
Cognition dedicated to Peter, as well as an article in JML.

--Brian MacWhinney


From h.vanderlely at ucl.ac.uk  Thu Sep  6 15:05:12 2001
From: h.vanderlely at ucl.ac.uk (Heather van der Lely)
Date: Thu, 6 Sep 2001 16:05:12 +0100
Subject: Job advertisement
Message-ID: <THU.6.SEP.2001.160512.0100.H.VANDERLELY@UCL.AC.UK>

An HTML attachment was scrubbed...
URL: <http://listserv.linguistlist.org/pipermail/info-childes/attachments/20010906/7da0fab6/attachment.htm>

From meiyun.chang-smith at anu.edu.au  Sun Sep  9 15:02:43 2001
From: meiyun.chang-smith at anu.edu.au (Meiyun Chang-Smith)
Date: Mon, 10 Sep 2001 01:02:43 +1000
Subject: DVD camera
Message-ID: <MON.10.SEP.2001.010243.1000.MEIYUN.CHANGSMITH@ANU.EDU.AU>

Dear Info-CHILDES,

About a year ago I saw some messages from Seiko Ono and Brian MacWhinney
regarding the Hitachi DVD camcorder. Recently I have been thinking about
buying a digital video camera. I asked in a camera store about the DVD
camera and was told that Hitachi is still the only producer of this
product, but that they (i.e., the store) did not stock it because they
could not see any significant advantage over the more popular models
which use mini-cassettes for storage. At this stage I don't know too
much, but I am supposing that uploading video from any digital camcorder
to the PC would then enable one to store and/or write it to CD or DVD in
a range of formats, depending on the software one is using.

Is there a significant advantage to the DVD camcorder over other models
which use cassette?

Many thanks in advance for any advice,
Meiyun Chang-Smith.


****************************************
Meiyun Chang-Smith
Graduate Program in Linguistics
School of Language Studies
The Australian National University
Canberra ACT 0200
Australia

Facsimile:	61-2-62493252 (o)
Phone:		61-2-62798231 (o)
Web:		http://www.anu.edu.au/~a100305/
*****************************************


From macw at cmu.edu  Mon Sep 10 14:02:39 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Mon, 10 Sep 2001 10:02:39 -0400
Subject: DVD camcorder
Message-ID: <MON.10.SEP.2001.100239.0400.MACW@CMU.EDU>

Dear Meiyun,
  Your salesman's assessment on the Hitachi DVD camcorder was basically the
same as mine.  As I stated in my message from several months back, I don't
see any advantages to this format over the cassette-based models.

--Brian MacWhinney


From ks7t at andrew.cmu.edu  Mon Sep 10 17:01:41 2001
From: ks7t at andrew.cmu.edu (Kelley Sacco)
Date: Mon, 10 Sep 2001 13:01:41 -0400
Subject: Call for Papers GASLA 2002
Message-ID: <MON.10.SEP.2001.130141.0400.KS7T@ANDREW.CMU.EDU>

---------- Forwarded Message ----------
Date: Monday, September 10, 2001 12:17 AM -0400
From: juana liceras <juana.liceras at sympatico.ca>
To: ks7t at andrew.cmu.edu
Subject: QUESTION


CALL FOR PAPERS

GASLA 2002

The 6th biannual Generative Approaches to Second Language Acquisition
Conference is inviting abstracts for its meeting, to be held at the
University of Ottawa, April 26-28. The theme for the conference is L2 LINKS:
second language acquisition and its ties to allied disciplines, e.g., L1A,
linguistic theory, psycholinguistics, impaired language development,
cognitive modeling, etc.

The following scholars have agreed to give plenary talks:

Harald Clahsen, University of Essex
David Pesetsky, MIT
Mabel Rice, University of Kansas
Lisa Travis, McGill University

Proposals for papers or posters are solicited. Paper presentations will be
20 minutes long with 10 minutes for questions. Please indicate on your
abstract whether you wish your submission to be considered for one category
only (please, specify) or for both categories. Posters and papers will
receive equal consideration for inclusion in the conference proceedings and
in a volume of selected papers.

The proceedings will appear in Cahiers linguistiques d? Ottawa. A commercial
publisher will be approached for the publication of selected papers.

Abstracts should not exceed 450 words.  If possible, please submit your
abstract as an e-mail attachment (MS Word or RTF format) to the following
address: gasla6 at uottawa.ca. Otherwise, please send 4 copies by regular mail.
Include your name(s), affiliation(s) and full address(es) at the top of the
abstract; this will be removed for blind evaluation. If you are submitting
abstracts by mail, please include one copy with the afore-mentioned
information and 3 copies with no author details. The deadline for submission
of abstracts is September 30, 2001. Notification about acceptance will go
out by December 1, 2001.

Please visit the GASLA-6 (2002) website for upcoming information regarding
hotel accommodations and registration.

Queries can be directed to:

Department of Modern Languages  /  Department of Linguistics
    PO 450 Stn A, Ottawa ON. K1N 6N5, CANADA
Telephone: (613) 562-5800 poste/ext. 3742
Telefax: (613) 562-5138
E-mail: gasla6 at uottawa.ca
Website: http://aix1.uottawa.ca/~gasla6/

The Organizing Committee,
Juana Liceras, Department of Modern Languages, University of Ottawa
Helmut Zobl, The School of Linguistics and Applied Language Studies,
Carleton University
Helen Goodluck, Department of Linguistics, University of Ottawa
























---------- End Forwarded Message ----------


From annahdo at bu.edu  Wed Sep 12 03:24:26 2001
From: annahdo at bu.edu (Anna H-J Do)
Date: Tue, 11 Sep 2001 23:24:26 -0400
Subject: BU Conference on Language Development
Message-ID: <TUE.11.SEP.2001.232426.0400.ANNAHDO@BU.EDU>

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
26TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT

November 2, 3 and 4, 2001

Boston University is pleased to announce the 26th Annual Boston University
Conference on Language Development.  This announcement includes the
preliminary conference program and electronic registration materials.
These materials and 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.

* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
PRELIMINARY CONFERENCE SCHEDULE

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=
Session A: 9:00-12:30, Friday

S. WAXMAN: Not by perception alone: Conceptual and semantic factors
underlying children's extension of novel adjectives

E. COLUNGA, M. GASSER: Attention to different cues in noun learning: The
effect of English vs. Spanish mass/count syntax

F. XU: How powerful are words in changing infants' object concepts?

A. SENGHAS: The emergence of grammatical devices for indicating location
and orientation in Nicaraguan Sign Language

E. MUNNICH, B. LANDAU: Input and maturation in L2 spatial semantics

P. LI, L. GLEITMAN, B. LANDAU, H. GLEITMAN: A cross-linguistic study of
spatial categorization

Session B: 9:00-12:30, Friday

Y. LEVY: A naturalistic, longitudinal study of language development in
children with Williams syndrome

S. NIEDEGGEN-BARTKE: The default rule, sub-regularities, and irregulars in
the morphology of German Williams syndrome

A. ZUKOWSKI: Relative clauses reflect grammatical competence in Williams
syndrome

W. SNYDER, S. FELBER, B. KANG, D. LILLO-MARTIN: Path phrases and compounds
in the acquisition of English

S. ZUCKERMAN, N. VASIC, D. MANZONI, S. AVRUTIN: The syntax-discourse
interface and the interpretation of pronominals by Dutch-speaking children

P. SCHULZ: The interaction of lexical-semantics, syntax and discourse in
the acquisition of factivity


Session C: 9:00-12:30, Friday

S. OH: Cross-language blending of /l/ gestures by bilingual Korean-English
children

L. POLKA, M. SUNDARA, F. GENESEE, C. MARCOUX, L. CAMPISI: The role of
language experience in the perception of /d/ vs. /dh/: A comparison of
French, English and English-French bilingual 4 year olds

J. BARLOW: Error patterns and transfer in Spanish-English bilingual
phonological development

B. GOLDFIELD: When comprehension meets production

B. RICHARDS, P. DURAN, D. MALVERN: Age and lexical diversity: Trends and
correlates

M. RISPOLI, M. MENGE: From stall to revision: Changes in the nature of
sentence production during the period of grammatical development

Session A: 2:00- 5:30, Friday

H. STORKEL, J. GIERUT: Lexical influences on interword variation

G. HOLLICH, P. LUCE: Lexical neighborhood effects in 17-month-old word
learning

L. SINGH, H. BORTFELD, J. MORGAN: Evidence for episodic encoding in infant
word recognition

M. RICE, K. WEXLER, J. FRANCOIS: SLI children's delayed acquisition of
passive

A. PEROVIC: Delay of principle A effect in Down syndrome

S. BAAUW, E. DE ROO, S. AVRUTIN: Determiner omission in language
acquisition and language impairment: Syntactic and discourse factors


Session B: 2:00- 5:30, Friday

B. SKARABELA, S. ALLEN: The role of joint attention in argument
realization in child Inuktitut

A. KUNTAY, A. OZYUREK: Development of the use of demonstrative pronouns in
Turkish

H. SONG, C. FISHER: Young children's sensitivity to discourse cues in
on-line pronoun interpretation

K. DEMUTH, M. MACHOBANE, F. MOLOI, C. ODATO: Frequency effects and surface
syntactic frames: Crosslinguistic contributions to learning the syntax of
verbs

E. LIEVEN, H. BEHRENS, M. TOMASELLO: Corpus-based studies of children's
development of verb-argument structures

L. NAIGLES, E. BAVIN, S. BROWN, K. FAIRWOOD, A. SHARILLO: Generalizing
novel verbs to different structures: Evidence for the importance of
understanding meaning

Session C: 2:00- 5:30. Friday

M. SALUSTRI: Simultaneous acquisition of German and Italian: A
longitudinal study of bilingual children in pre-scholar age

A. VAINIKKA, M. YOUNG-SCHOLTEN: Restructuring the CP in L2 German

N. DUFFIELD, A. MATSUO: How general is L2 learners' knowledge of English
ellipsis?

L. WHITE: Morphological variability in endstate L2 grammars: The question
of L1 influence

A. GUREL: First language attrition: The effects of second language

C. HARRIS, V. PARDALLIS, T. FRANGOU: Dominant grammatical cues (but not
weak) survive cross-language interference in early second language
acquisition


KEYNOTE ADDRESS: 8:00 PM  Susan Carey, Harvard University, Language and
mind: Language learning and the prelinguistic conceptual  repertoire

RECEPTION: 9:30 PM

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-==-=-=-=-=-=-=-=-=-=-=-=
Session A: 9:00- 12:30, Saturday

J. SNEDEKER, J. TRUESWELL: Unheeded cues: Prosody and syntactic ambiguity
in mother-child communication

J. MORGAN, L. SINGH, H. BORTFELD, K. RATHBUN, K. WHITE: Effects of speech
rate and sentence position on infant word recognition

E. NEWPORT, R. ASLIN, M. HAUSER: Learning at a distance: Statistical
learning of non-adjacent regularities in human infants and Tamarin monkeys

M. REDFORD, B. DAVIS: Distinctiveness of disyllables in the phrases of
spontaneous infant-directed speech

W. BAKER, P. TROFIMOVICH, M. MACK, J. FLEGE  : The effect of perceived
phonetic similarity on non-native sound learning by children and adults

J. OH, T. AU, S. JUN: Benefits of childhood language experience for adult
L2 learners' phonology

Session B: 9:00- 12:30, Saturday

R. OKABE, T. SANO: The acquisition of implicit arguments in Japanese and
related matters

K. SUGISAKI, W. SNYDER: Preposition stranding and the Compounding
Parameter: A developmental perspective

A. SEIDL, G. HOLLICH: Infants' and toddlers' comprehension of subject and
object WH-questions

A. HAMMOND, S. GOLDIN-MEADOW: Words in order: The robustness of
non-English sequences in created gesture systems

N. BATMAN-RATYOSYAN, K. STROMSWOLD: Morphosyntax is easy, discourse
pragmatics is hard

S. LEE: Argument/adjunct symmetry in English-speaking children's
acquisition of WH-questions and SUBJ-AUX inversion


Session C: 9:00- 12:30, Saturday

B. MANEVA, F. GENESEE: Language differentiation in a bilingual infant:
Evidence from babbling

H. DU: Intra-phrasal code-switching: Evidence for parallel systems in a
child learning Chinese and English

E. NICOLADIS, H. YIN: Acquisition of Chinese and English compounds by
bilingual children

M. HODGSON: The acquisition of Spanish reflexive "se" in transitive
verb-argument structures and singularity

A. VAN HOUT, S. VAN DER FEEST: Tense in early Dutch marks temporality, not
aspect

L. WAGNER, X. ACEVEDO: Counting the outcomes: The effects of telicity on
event construal


LUNCH SYMPOSIUM: 12:30 Peggy McArdle, NICHD, Funding (NSF/NIH)

Session A: 2:00 -5:00, Saturday

M. BRENT, E. KEIBLER, J. SNEDEKER: Looking under the lamppost: The rise of
an object bias in a model of adaptive word learning

J. LEWIS, J. ELMAN: Learnability and the statistical structure of
language: Poverty of stimulus arguments revisited

M. CHRISTIANSEN, R. DALE: Integrating distributional, prosodic, and
phonological information in syntax acquisition: A connectionist model

J. GUO: Crosscultural differences in children's development of emotive
expressions in narratives by Mandarin Chinese and English speakers

A. PAPAFRAGOU, P. LI: Evidential morphology and theory of mind


Session B: 2:00-5:00, Saturday

J. GIERUT, H. STORKEL, M. MORRISSETTE: Phonological masquerade: Similarity
of structure can be different

J. MAYE, J. WERKER, L. GERKEN, K. KAUN: Infant sensitivity to
distributional information can affect phonetic discrimination

P. ESCUDERO, P. BOERSMA: One-to-multiple mapping in the perception of
Dutch learners of Spanish

D. DUCHARME, R. MAYBERRY: Learning to read French: When does phonological
decoding matter?

K. REEDER, M. BOURNOT-TRITES: Biliterate and mathematical performance in
an intensified French immersion education program: Some evidence for the
interdependence hypothesis

Session C: 2:00-5:00, Saturday

G. SUNDERMAN, J. KROLL: Development of lexical processing for words in a
second language

S. BANDI-RAO: Inflecting denominal verbs: The role of semantics

A. OZYUREK: Speech-gesture synchrony in typologically different languages
and second language acquisition

S. UZIEL-KARL: Acquisition of verb argument structure: Canonical mapping
or verb by verb?

R. MEIER, A. CHEEK, C. MORELAND: Iconic versus motoric determinants of the
form of children's early signs


PLENARY ADDRESS: 5:00  Daniel Dinnsen: A reconsideration of children's
phonological representations

RECEPTION: 6:30

-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=
Session A: 9:00-1:00, Sunday

M. MAGUIRE, E. HENNON, K. HIRSH-PASEK, R. GOLINKOFF, C. SLUTZKY, J.
SOOTSMAN: Mapping words to actions and events: How do 18-month-olds learn
a verb?

C. SORRENTINO: Examining the animal bias in proper name representation

E. KAKO, L. GLEITMAN, K. LA MONT: Epiphany points: The role of highly
informative exposures in word learning

M. LUECK, A. HAHNE: Developing brain potentials in children: An ERP study
of German noun plurals

H. BEHRENS: The acquisition of the German plural revisited

J. DE VILLIERS, V. JOHNSON: The case of the disappearing 3rd person /s/

C. HUDSON, E. NEWPORT: Regularization during creolization: The learning of
inconsistent linguistic input


Session B: 9:00-1:00, Sunday

K. UD DEEN, N. HYAMS,: The form and interpretation of non-finite verbs in
Swahili

M. SWIFT, S. ALLEN: Contexts of verbal inflection dropping in Inuktitut
child speech

M. SODERSTROM, P. JUSCZYK, K. WEXLER: English-learning toddlers'
sensitivity to agreement morphology in receptive grammar

G. PERRY, C. HARRIS: Are there different sensitive periods for syntax,
phonology and regular/irregular morphology

J. MORTIMER: WH-movement in early and late childhood second language
acquisition

J. BRUHN DE GARAVITO: Verb raising in Spanish: A comparison of early and
late bilinguals

E. VALENZUELA: The acquisition of topic constructions in L2 Spanish

Session C: 9:00-1:00, Sunday

J. PATER, J. BARLOW: A typology of cluster reduction: Conflicts with
sonority

H. GOAD, Y. ROSE: A structural account of onset cluster reduction

S. CURTIN,  K. ZURAW,: Explaining constraint demotion in a developing
system

J. MUSOLINO, J. LIDZ: Preschool logic: Truth and felicity in the
acquisition of quantification

K. YAMAKOSHI: The acquisition of WH/every interaction in English

A. GUALMINI, S. CRAIN: Why no child or adult must learn De Morgan's Laws

I. NOVECK, F. CHEVAUX: Pragmatic development of  "and"


* * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * *
GENERAL PREREGISTRATION FORM

Please note that presenters and reviewers should not use the following
form. They should use presenters/reviewers form which they will be
receiving by the end of September, as they receive different rates.

****Conference Registration/Fees
For preregistration, this form accompanied by a check in U.S. dollars
(drawn on a U.S. bank) must be received by October 18, 2001. If you are
registering from a country other than the U.S., please send a U.S. money
order as we are not able to accept personal checks drawn on foreign banks
(or, if you do not have access to U.S. funds,  only participants from
outside the U.S. may register by credit card with the enclosed form). All
prices reflect a discount for preregistration.

** 3-day Registration
The fees include entrance to all sessions and talks, publishers' exhibits
on Saturday and Sunday, refreshments, and a copy of the Conference
handbook.  Please indicate:
           O Regular $70	O Student $25
           [on-site fee $90]	[on-site fee $40]

**One-day Registration
The fees include entrance to all sessions and Conference events on the day
indicated only; a copy of the Conference handbook is also included.  Note
that if you will be attending for more than one day, you should register
for the full 3 days.  Please indicate:
           Friday 	O Regular $35	O Student $12
                      [on-site fee $45]	[on-site fee $18]

           Saturday 	O Regular $35	O Student $12
                      [on-site fee $45]	[on-site fee $18]

           Sunday 	O Regular $35	O Student $12
                      [on-site fee $45]	[on-site fee $18]

**Keynote Address/Reception Registration
It is possible to register for only the keynote address and reception on
Friday; please note that the fees are for only the keynote and reception.
Please indicate:
                       O Regular $18	O Student $8
                      [on-site fee $22]	[on-site fee $10]

**Conference Handbook
A handbook containing abstracts of all the talks is provided to each
person who registers for one day or for the full Conference.  Additional
copies of the handbook are available at a cost of $8.00 plus $3 per
handbook for air mail postage outside of North America.  Handbooks will be
mailed immediately after the Conference.

 ________ handbooks at $8.00 (plus $_______ postage)

**Conference Proceedings
Free surface shipping for any conference proceedings you order on this
form.

O BUCLD 19 (2 volumes), $42
O BUCLD 20 (2 volumes), $50
O BUCLD 21 (2 volumes), $50
O BUCLD 22 (2 volumes), $50
O BUCLD 23 (2 volumes), $50
O BUCLD 24 (2 volumes), $50
O BUCLD 25 (2 volumes), $50
O BUCLD 26 (2 volumes)  $40 (20% prepublication discount)

The BUCLD 26 Proceedings will be published in March 2002.

O Ship books to home    O Ship books to work        O Pick up at
conference

Complete tables of contents are available at:

http://www.cascadilla.com/bucld.html.

Total amount enclosed:  __________________

NAME:  ___________________________________________________
AFFILIATION:  ______________________________________________
HOME ADDRESS:	                WORK ADDRESS:
___________________________	___________________________
___________________________	___________________________
___________________________	___________________________
___________________________	___________________________
Tel:  ______________________	Tel:  ______________________

E-MAIL ADDRESS (REQUIRED):  _________________________

Preferred mailing address:  Home _____  Work _____

Please send this form and payment to:

Boston University Conference on Language Development
64 Cummington Street
Boston, MA 02215           U.S.A

*  * *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *  *
Credit Card Form (International Pre-registration only)

For credit card payment, please fill out this form and return by regular
mail along with your preregistration form. We cannot accept this form by
e-mail, because we MUST have your signature in order for payment to go
through.

Payment Method (please circle):		MasterCard	Visa

Name on Card: _____________________________________
Billing Address: _____________________________________
Bank/Agency of Issue: _________________________________
Account Number: ____________________________________
Expiration Date: ________________ Amount: ______________

I authorize Boston University to charge the above amount to my credit
card.

Signature: ______________________ Date: ________________


From rberman at post.tau.ac.il  Thu Sep 13 12:53:39 2001
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Thu, 13 Sep 2001 14:53:39 +0200
Subject: Barbara Pearson
Message-ID: <THU.13.SEP.2001.145339.0200.RBERMAN@POST.TAU.AC.IL>

I am looking for the current e-mail address of Barbara Pearson -- would
appreciate being put in touch with her.

thanks
Ruth Berman


From gagarina at zas.gwz-berlin.de  Fri Sep 14 08:29:12 2001
From: gagarina at zas.gwz-berlin.de (Natalia Gagarina)
Date: Fri, 14 Sep 2001 10:29:12 +0200
Subject: Acquisition of Verb Grammar and Verb Arguments
Message-ID: <FRI.14.SEP.2001.102912.0200.GAGARINA@ZAS.GWZBERLIN.DE>

Dear Colleague,

		Conference on
Acquisition of Verb Grammar and Verb Arguments
is organized by the project ?Syntactic Consequences
of the Acquisition of Morphology? and hosted by ZAS,
Berlin, 15. - 17. November 2001

Information (including abstracts of the presentations):
http://www.zas.gwz-berlin.de/events/aquis/index.html

In order to plan the discussion and evening reception we would like you to let us
know as soon as possible (at one of the following e-mail addresses) if you plan to attend
our conference: <dabitt at zas.gwz-berlin.de>, <gagarina at zas.gwz-berlin.de>,
<guelzow at zas.gwz-berlin.de>

No registration fees.

The Program

Thursday, 15.11.01
13.00 - 13.30	Opening
13.30 - 14.10	Richard Weist  (SUNY College at Fredonia) / Aleksandra
Pawlack (Poznan)
	The role of verb morphology in the construction of grammar
14.10 - 14.50	Heike Behrens  (MPI fuer evolutionaere Anthropolgie,
Leipzig)
	The relationship between verb placement and inflection in the acquisition
	of  German

Break
15.10 - 15.50	Sabine Klampfer/Wolfgang U. Dressler  (University of Vienna)
	Building up verb paradigms: from roote-learnig to morphological system
	building  in three austrian children
15.50 - 16.30	Magdalena Smoczynska  (Jagellonian University, Krakow)
	From first emergences of isolated forms to verb morphology systems

Break
16.50 - 17.30	Habibeh Samadi  (Kerman University of Medical Sciences)
	The acquisition of verbs in Persian
17.30 - 18.10	David Ingram/Anne Welti  (Arizona State University, Tempe)
	The early acquisition of verbs and verb paradigms in English

Wine Reception

Friday, 16.11.01
09.00 - 09.40	Dorota Kiebzak-Mandera  (Jagellonian University, Krakow)
	Person and gender in child Russian
09.40 - 10.20	David Gil  (MPI fuer evolutionaere Anthropologie, Leipzig)
	The acquisition of voice morphology in Jakarta Indonesian
10.20 - 11.00	Kirsten Abbot-Smith/ Heike Behrens  (MPI fuer evolutionaere
Anthropolgie,  Leipzig)
	'Der muss auch noch gereift werden': The acquisition of passive
	constructions by  a German-speaking boy

Break
11.20- 12.00	Elisabet Serrat  (University of Girona) / M?nica Sanz-Torrent
(University of  Barcelona) / Aurora Bel  (University Pompeu Fabra of Barcelona)
	Verb acquisition in Catalan and Spanish speaking children: lexical,
	morphological  and syntactic aspects
12.00 - 12.40	Christine Dimroth  (MPI Nijmegen) / Peter Jordens  (Vrije
Universiteit, Amsterdam)
	Finiteness in first and second language acquisition of Dutch

Lunch
14.30- 15.10	Christine Czinglar / Katharina Koehler  (University
of Vienna) / Chris Schaner- Wolles (University of Vienna/Austrian
Academy of Sciences)
      The Early Placement of Subjects and Predicates in the German Copular
	Construction

15.10 - 15.50	Sharon Armon-Lotem  (Bar-Ilan University, Ramat Gan)
	Subject use and the acquisition of verbal agreement in Hebrew

Break
16.10 - 16.50	Erica Thrift  (ACLC/University of Amsterdam)
	Left out: object drop with particle verbs in child Dutch and English
16.50 - 17.30	Lorraine McCune / Ellen Herr-Israel  (Rutgers University)
	Relational words, motion events and the transition to verb meanings


Saturday, 17.11.01
09.00 - 09.40	Natsuko Tsujimura  (Indiana University)
	Why not all verbs are learned equally
09.40 - 10.20	Susanne Gahl  (ICSI, Berkeley)
	Effects of lexical biases on children's acquisition of transitive and
	intransitive  frames
10.20- 11.00	Ceytlin Stella  (Herzen State Pedagogical University of
Russia, S.-Petersburg)
	Giving and taking situations: acquisition by Russian children

Break
11.20 - 12.00	Claire Martinot  (Universit? Ren? Descartes, Paris)
	Verb role in the grammar emergence in French
12.00 - 12.40	Maigi Vija / Marilyn Vihman  (University of Wales, Bangor)
	Verbs in first word combinations in Estonian
12.40 - 13.20	Sigal Uziel-Karl  (School of Cultural Studies, Tel Aviv
University)
	A developmental model for the acquisition of verb argument structures

Accomodation and Other practical information:
 http://www.zas.gwz-berlin.de/guests_info_pract.html
Weather in Berlin:
 http://www.wetter.com/home/extern/location.php?type=WMO&id=367

Looking forward to seeing you in Berlin,

The Conference Organizers
Dagmar Bittner
Natalia Gagarina
Insa G?lzow


From ks7t at andrew.cmu.edu  Fri Sep 14 15:21:48 2001
From: ks7t at andrew.cmu.edu (Kelley Sacco)
Date: Fri, 14 Sep 2001 11:21:48 -0400
Subject: PhD Scholarship - Language Acquisition Group
Message-ID: <FRI.14.SEP.2001.112148.0400.KS7T@ANDREW.CMU.EDU>

MAX PLANCK INSTITUTE FOR PSYCHOLINGUISTICS
Nijmegen, The Netherlands

PhD Scholarship - Language Acquisition Group

The Max Planck Institute for Psycholinguistics solicits applications for
a position as a Ph.D student in the field of First Language
Acquisition.  The student will participate in the Event Representation
Project of the Institute (see below). The position will run for three
years and is available immediately.

Applicants should have completed a B.A. or a Master's degree or
equivalent in linguistics, psychology, or a related field, and they
should have an interest in how languages encode events and their
participants, and how children acquire these structures in the course of
language development.  The successful applicant will develop a
dissertation project of his or her own choosing that can contribute to
the overall goals of the Event Representation Project.  Specific focuses
could range from traditional argument structure concerns (e.g., event
types, predicate semantics and predicate classes, marking of
participants, argument linking, argument ellipsis) to interdisciplinary
issues to do with how events are perceived and apprehended, and how
different languages represent "the same" event in different ways (e.g.,
with a single-verb clause, a serial-verb clause, multiple clauses,  or
with different patterns for packaging given types of meaning into
lexical items). Applicants may work with children learning any language
or languages, but preference may be given to applicants working on the
acquisition of lesser-known languages.

Applications should include a curriculum vitae, a description of
previous related studies and research, a sample of written work, names
and addresses of two referees, and a characterization of plans or
interests for the Ph.D research.  Candidates must also already have, or
be prepared to find, a suitable university affiliation. (This can
perhaps be arranged through MPI staff if necessary.)  Payment is
regulated according to the scale of the Max Planck Society (one half of
the scale II a BAT -  (Bundesangestelltentarifvertrag, The Tariff
Agreemennt for the German Federal Employees).
Please send applications via regular mail for arrival by Oct. 15, 2001
to:

Prof. Melissa Bowerman
Max Planck Institute for Psycholinguistics
Postbus 310
6500 AH Nijmegen
The Netherlands

E-mail inquiries concerning the position may be made to Melissa Bowerman
(melissa.bowerman at mpi.nl) or Penelope Brown (pbrown at mpi.nl).

The Event Representation Project includes participants from both the
language acquisition and the Language and Cognition departments of the
Institute.  As a continuation and expansion of the former Argument
Structure Project, this project is dedicated to the cross-linguistic
study of how events are construed for purposes of linguistic encoding,
and how children acquire the lexical items and morphosyntactic
structures and patterns that allow them to linguistically represent
events in the ways characteristic of their language/language community.
An additional focus is the relationship between the linguistic encoding
of events and the nonlinguistic (perceptual and cognitive) apprehension
of events.


From TUkraine at uwyo.edu  Fri Sep 14 15:41:32 2001
From: TUkraine at uwyo.edu (Teresa A. Ukrainetz)
Date: Fri, 14 Sep 2001 09:41:32 -0600
Subject: child language position
Message-ID: <FRI.14.SEP.2001.094132.0600.TUKRAINE@UWYO.EDU>

Assistant Professor, Division of Communication Disorders, University of
Wyoming.  The Division of Communication Disorders offers an
undergraduate degree in speech-language-hearing sciences and ASHA
accredited graduate programs in speech-language pathology and audiology.
This is a full-time, 9 month, tenure-track position with opportunities
for summer research and teaching.  The typical teaching load is two
courses per semester with no clinical supervision duties.  Primary
Responsibilities: Teach undergraduate and graduate courses; develop a
strong research program in  communication sciences and disorders;
supervise graduate student research; and participate in distance
education.  Minimum qualifications: Ph.D. or Ed.D.  Research and
clinical expertise in early childhood language or developmental
disabilities preferred, but other areas will be considered. The
University of Wyoming is located in Laramie, offering small town life
and myriad outdoor recreation opportunities only 2.5 hours from Denver,
Colorado.  Application: Send letter of interest, curriculum vita, three
letters of reference, and terminal degree transcript to Teresa
Ukrainetz, Ph.D., Search Chair, Division of Communication Disorders,
University of Wyoming, P.O. Box 3311, Laramie, WY, 82071-3311.  For
further information, contact Teresa at (307) 766-5576 or
tukraine at uwyo.edu, or check the university website at
http://www.uwyo.edu. Application review will begin January 28, 2002, and
will continue until the position is filled.  The University of Wyoming
is an AA/EEO employer.  

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From rberman at post.tau.ac.il  Sun Sep 16 12:04:47 2001
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Sun, 16 Sep 2001 14:04:47 +0200
Subject: thanks for information
Message-ID: <SUN.16.SEP.2001.140447.0200.RBERMAN@POST.TAU.AC.IL>

Sincere thanks for the many responses to my request for Barbara Pearson
Zurer's current e-mail.   It was good to be back in touch with her and
other colleagues and friends at UMass and around different places in the
US and Europe

Let us hope the new year (which starts tomorrow night on the Hebrew
calendar) will proceed better for the world than the one which just
ended.

Ruth Berman


From cech at louisiana.edu  Mon Sep 17 13:23:10 2001
From: cech at louisiana.edu (Claude G. Cech)
Date: Mon, 17 Sep 2001 08:23:10 -0500
Subject: job announcement
Message-ID: <MON.17.SEP.2001.082310.0500.>

FACULTY POSITION IN THE INSTITUTE OF COGNITIVE SCIENCE.  The Institute
of Cognitive Science at the University of Louisiana at Lafayette invites
applications for a tenure-track faculty appointment for the Fall of
2002. The appointment will be made at the associate professor or senior
assistant professor level. The Institute of Cognitive Science is a
graduate unit offering a Ph.D. program in cognitive science. Focus areas
of the program are in cognitive processes, comparative cognition,
cognitive development, computational models of mind, cognitive
neuroscience, and linguistic/psycholinguistic processes. Applicants
should hold a Ph.D. in cognitive science, psychology, or a related
discipline, and must exhibit evidence of a productive research program.
Please send a curriculum vitae, selected reprints, and at least three
letters of reference to Subrata Dasgupta, Institute of Cognitive
Science, University of Louisiana at Lafayette, P.O. Drawer 43772,
Lafayette, LA 70504-3772. Formal review of applications will commence
December 1, 2001, but applications will be accepted until the position
is filled. The University of Louisiana at Lafayette is an equal
opportunity/affirmative action employee.
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From annahdo at bu.edu  Mon Sep 17 21:17:08 2001
From: annahdo at bu.edu (Anna H-J Do)
Date: Mon, 17 Sep 2001 17:17:08 -0400
Subject: Changes for 2001 Boston University Conference on Lang Development
Message-ID: <MON.17.SEP.2001.171708.0400.ANNAHDO@BU.EDU>

Changes for 2001 Boston University Conference on Language Development
November 2, 3, and 4, 2001


Greetings to all,

Following up the earlier announcement of the Boston University Conference
on Language Development, this message is to highlight some changes that
have been made this year.

1) On all three days, all sessions start at 9:00 AM (rather than 9:30AM)
On Sunday, all sessions end at 1:00 PM (rather than 1:30PM) to accommodate
people who need to leave early.

2) Our conference web site has been updated. Its address is:

http://web.bu.edu/linguistics/APPLIED/BUCLD/

Please check out this site. To get a discount rate, you can print out a
preregistration form and send it along with a check, and you can also find
a match for crash place.

3) Our conference office has been relocated. Its new mailing address is:

BUCLD
64 Cummington St.
Boston, MA 02215

4) Our conference e-mail server has been changed from 'louis-xiv' to
'acs.' Our new e-mail address is langconf at bu.edu ('acs' can be omitted).
If you e-mailed us at langconf at louis-xiv.bu.edu between May and August,
and haven't heard from us, our failure to reply was due to a breakdown of
our forwarding system. We apologize if you haven't heard from us. In that
case, please write to us at our new e-mail address. We are very sorry for
the inconvenience.


Sincerely,


Anna H-J Do, Sarah Fish, Barbora Skarabela
BUCLD 2001 Organizers
Boston University
64 Cummington St.
Boston, MA 02215

e-mail: langconf at bu.edu
tel.: 617-353-3085
http://web.bu.edu/linguistics/APPLIED/BUCLD/


From macw at cmu.edu  Wed Sep 19 03:00:26 2001
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 18 Sep 2001 23:00:26 -0400
Subject: Spanish MOR
Message-ID: <TUE.18.SEP.2001.230026.0400.MACW@CMU.EDU>

Dear Info-CHILDES,
  I have placed versions of four Spanish corpora that have been successfully
tagged by the MOR program on the CHILDES server at
http://childes.psy.cmu.edu/mac/romance/spanmor/  and
http://childes.psy.cmu.edu/win/romance/spanmor/
The files for Col_Mex, Linaza, and Marrero have no unrecognized words.  The
files for Ornat still have several hundred unrecognized words, so please use
those with caution.  These files have not been disambiguated, since we do
not yet have a hand-disambiguated corpus for training POST.  Once we do, we
will disambiguated them, as for English and French.

--Brian MacWhinney


From fletcher at hkusua.hku.hk  Thu Sep 20 17:11:52 2001
From: fletcher at hkusua.hku.hk (Paul Fletcher)
Date: Thu, 20 Sep 2001 10:11:52 -0700
Subject: Conference Announcement
Message-ID: <THU.20.SEP.2001.101152.0700.FLETCHER@HKUSUA.HKU.HK>

------------------------------------------------------------------------------------------
The 9th Meeting of the International Clinical Phonetics and Linguistics
Association (ICPLA) will be held in Hong Kong from 1-4 May 2002.
------------------------------------------------------------------------------

The ICPLA conference is held every two years and this time, it will
be held in Hong Kong during the spring season. We have received many
inquiries since our first call for paper showing interest in
attending the 9th ICPLA Conference. If you haven't received our last
announcement, we would like to take this opportunity to invite you to
attend this international meeting.

The conference will cover topics on the application of any
conventional areas of linguistics (phonetics, phonetics, syntax,
semantics and pragmatics) to the analysis of disordered speech and
language. To reflect the location of the conference in Hong Kong,
papers on a cross-linguistic or cross-cultural focus are particularly
welcomed.

The invited plenary speakers for the conference are Raymond Kent
(University of Wisconsin-Madison), Laurence Leonard (Purdue
University) and Leonard LaPointe (Florida State University).

As we are approaching a few important dates for deadlines for
abstract submission and registration, we would like to take this
opportunity to remind you about them. We would also like to remind
you who plan to submit an abstract but have not done so yet, our
deadline for submitting an abstract will be 1st Nov 2001. Details
regarding abstract submission can be found on our web site. For other
details, please also visit our web site:

http://www.hku.hk/speech/icpla/.


For inquiries, please email to the conference secretary.
Annie Poon
Email: icplahk at hku.hk


From sabahsafi at hotmail.com  Thu Sep 20 05:46:32 2001
From: sabahsafi at hotmail.com (Sabah Safi)
Date: Thu, 20 Sep 2001 01:46:32 -0400
Subject: Edward Saeed
Message-ID: <THU.20.SEP.2001.014632.0400.SABAHSAFI@HOTMAIL.COM>

Dear Colleagues:

I would like to share with you some write ups and letters I have received
regarding this horrible attack on the States. You may not have access to
them through your local media ... praying for all the innocent people who
have paid the price of the madness of -- just a few.





Edward Sa'eed
Sunday September 16, 2001
The Observer

Spectacular horror of the sort that struck New York (and to a lesser
Degree Washington) has ushered in a new world of unseen, unknown assailants,
terror missions without political message, senseless destruction.
For the residents of this wounded city, the consternation, fear, and
sustained sense of outrage and shock will certainly continue for a long
time, as will the genuine sorrow and affliction that so much carnage has so
cruelly imposed on so many.
New Yorkers have been fortunate that Mayor Rudy Giuliani, a normally
rebarbative and unpleasantly combative, even retrograde figure, has rapidly
attained Churchillian status. Calmly, unsentimentally, and with
extraordinary compassion, he has marshalled the city's heroic police, fire
and emergency services to admirable effect and, alas, with huge loss of
life. Giuliani's was the first voice of caution against panic and jingoistic
attacks on the city's large Arab and Muslim communities, the first to
express the commonsense of anguish, the first to press everyone to try to
resume life after the shattering blows. Would that that were all. The
national television reporting has of course brought the horror of those
dreadful winged juggernauts into every household, unremittingly,
insistently, not always edifyingly. Most commentary has stressed, indeed
magnified, the expected and the predictable in what most Americans feel:
terrible loss, anger, outrage, a sense of violated vulnerability, a desire
for vengeance and un-restrained retribution. Beyond formulaic expressions of
grief and patriotism, every politician and accredited pundit or expert has
dutifully repeated how we shall not be defeated, not be deterred, not stop
until terrorism is exterminated. This is a war against terrorism, everyone
says, but where, on what fronts, for what concrete ends? No answers are
provided, except the vague suggestion that the Middle East and Islam are
what 'we' are up against, and that terrorism must be destroyed.
What is most depressing, however, is how little time is spent trying to
understand America's role in the world, and its direct involvement in the
complex reality beyond the two coasts that have for so long kept the rest of
the world extremely distant and virtually out of the average American's
mind. You'd think that 'America' was a sleeping giant rather than a
superpower almost constantly at war, or in some sort of conflict, all over
the Islamic domains. Osama bin Laden's name and face have become so
numbingly familiar to Americans as in effect to obliterate any history he
and his shadowy followers might have had before they became stock symbols of
everything loathsome and hateful to the collective imagination.
Inevitably, then, collective passions are being funnelled into a drive for
war that uncannily resembles Captain Ahab in pursuit of Moby Dick, rather
than what is going on, an imperial power injured at home for the first time,
pursuing its interests systematically in what has become a suddenly
reconfigured geography of conflict, without clear borders, or visible
actors.
Manichaean symbols and apocalyptic scenarios are bandied about with future
consequences and rhetorical restraint thrown to the winds.
Rational understanding of the situation is what is needed now, not more
drum-beating. George Bush and his team clearly want the latter, not the
former. Yet to most people in the Islamic and Arab worlds the official US is
synonymous with arrogant power, known for its sanctimoniously munificent
support not only of Israel but of numerous repressive Arab regimes, and its
inattentiveness even to the possibility of dialogue with secular movements
and people who have real grievances. Anti-Americanism in this context is not
based on a hatred of modernity or technology-envy: it is based on a
narrative of concrete interventions, specific depredations and, in the cases
of the Iraqi people's suffering under US-imposed sanctions and US support
for the 34-year-old Israeli occupation of Palestinian territories. Israel is
now cynically exploiting the American catastrophe by intensifying its
military occupation and oppression of the Palestinians. Political rhetoric
in the US has overridden these things by flinging about words like
'terrorism' and 'freedom' whereas, of course, such large abstractions have
mostly hidden sordid material interests, the influence of the oil, defence
and Zionist lobbies now consolidating their hold on the entire Middle East,
and an age-old religious hostility to (and ignorance of) 'Islam' that takes
new forms every day.
Intellectual responsibility, however, requires a still more critical Sense
of the actuality. There has been terror of course, and nearly every
struggling modern movement at some stage has relied on terror. This was as
true of Mandela's ANC as it was of all the others, Zionism included. And yet
bombing defenceless civilians with F-16s and helicopter gunships has the
same structure and effect as more conventional nationalist terror. What is
bad about all terror is when it is attached to religious and political
abstractions and reductive myths that keep veering away from history and
sense. This is where the secular consciousness has to try to make itself
felt, whether in the US or in the Middle East. No cause, no God, no abstract
idea can justify the mass slaughter of innocents, most particularly when
only a small group of people are in charge of such actions and feel
themselves to represent the cause without having a real mandate to do so.
Besides, much as it has been quarrelled over by Muslims, there isn't a
single Islam: there are Islams, just as there are Americas. This diversity
is true of all traditions, religions or nations even though some of their
adherents have futiley tried to draw boundaries around themselves and pin
their creeds down neatly. Yet history is far more complex and contradictory
than to be represented by demagogues who are much less representative than
either their followers or opponents claim. The trouble with religious or
moral fundamentalists is that today their primitive ideas of revolution and
resistance, including a willingness to kill and be killed, seem all too
easily attached to technological sophistication and what appear to be
gratifying acts of horrifying retaliation. The New York and Washington
suicide bombers seem to have been middle-class, educated men, not poor
refugees. Instead of getting a wise leadership that stresses education, mass
mobilisation and patient organisation in the service of a cause, the poor
and the desperate are often conned into the magical thinking and quick
bloody solutions that such appalling models provide, wrapped in lying
religious claptrap.
On the other hand, immense military and economic power are no guarantee of
wisdom or moral vision. Sceptical and humane voices have been largely
unheard in the present crisis, as 'America' girds itself for a long war to
be fought somewhere out there, along with allies who have been pressed into
service on very uncertain grounds and for imprecise ends. We need to step
back from the imaginary thresholds that separate people from each other and
re-examine the labels, reconsider the limited resources available, decide to
share our fates with each other as cultures mostly have done, despite the
bellicose cries and creeds.
'Islam' and 'the West' are simply inadequate as banners to follow blindly.
Some will run behind them, but for future generations to condemn themselves
to prolonged war and suffering without so much as a critical pause, without
looking at interdependent histories of injustice and oppression, without
trying for common emancipation and mutual enlightenment seems far more
wilful than necessary. Demonisation of the Other is not a sufficient basis
for any kind of decent politics, certainly not now when the roots of terror
in injustice can be addressed, and the terrorists isolated, deterred or put
out of business. It takes patience and education, but is more worth the
investment than still greater levels of large-scale violence and suffering.

*******************


Sabah M. Safi
Associate Professor of Linguistics
King Abdulaziz University
P.O. Box 15236
Jeddah 21444
Saudi Arabia


_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp


From sabahsafi at hotmail.com  Thu Sep 20 05:55:47 2001
From: sabahsafi at hotmail.com (Sabah Safi)
Date: Thu, 20 Sep 2001 01:55:47 -0400
Subject: Noam Chomsky
Message-ID: <THU.20.SEP.2001.015547.0400.SABAHSAFI@HOTMAIL.COM>

On the Bombings

Noam Chomsky

The terrorist attacks were major atrocities. In scale they may not reach the
level of many others, for example, Clinton's bombing of the Sudan with no
credible pretext, destroying half its pharmaceutical supplies and killing
unknown numbers of people (no one knows, because the US blocked an inquiry
at the UN and no one cares to pursue it). Not to speak of much worse cases,
which easily come to mind. But that this was a horrendous crime is not in
doubt. The primary victims, as usual, were working people: janitors,
secretaries, firemen, etc. It is likely to prove to be a crushing blow to
Palestinians and other poor and oppressed people. It is also likely to lead
to harsh security controls, with many possible ramifications for undermining
civil liberties and internal freedom.

The events reveal, dramatically, the foolishness of the project of "missile
defense." As has been obvious all along, and pointed out repeatedly by
strategic analysts, if anyone wants to cause immense damage in the US,
including weapons of mass destruction, they are highly unlikely to launch a
missile attack, thus guaranteeing their immediate destruction. There are
innumerable easier ways that are basically unstoppable. But today's events
will, very likely, be exploited to increase the pressure to develop these
systems and put them into place. "Defense" is a thin cover for plans for
militarization of space, and with good PR, even the flimsiest arguments will
carry some weight among a frightened public.

In short, the crime is a gift to the hard jingoist right, those who hope to
use force to control their domains. That is even putting aside the likely US
actions, and what they will trigger -- possibly more attacks like this one,
or worse. The prospects ahead are even more ominous than they appeared to be
before the latest atrocities.

As to how to react, we have a choice. We can express justified horror; we
can seek to understand what may have led to the crimes, which means making
an effort to enter the minds of the likely perpetrators. If we choose the
latter course, we can do no better, I think, than to listen to the words of
Robert Fisk, whose direct knowledge and insight into affairs of the region
is unmatched after many years of distinguished reporting. Describing "The
wickedness and awesome cruelty of a crushed and humiliated people," he
writes that "this is not the war of democracy versus terror that the world
will be asked to believe in the coming days. It is also about American
missiles smashing into Palestinian homes and US helicopters firing missiles
into a Lebanese ambulance in 1996 and American shells crashing into a
village called Qana and about a Lebanese militia - paid and uniformed by
America's Israeli ally - hacking and raping and murdering their way through
refugee camps." And much more. Again, we have a choice: we may try to
understand, or refuse to do so, contributing to the likelihood that much
worse lies ahead.


Sabah M. Safi
Associate Professor of Linguistics
King Abdulaziz University
P.O. Box 15236
Jeddah 21444
Saudi Arabia


_________________________________________________________________
Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp


From plahey at mindspring.com  Mon Sep 24 15:26:23 2001
From: plahey at mindspring.com (Peg Lahey)
Date: Mon, 24 Sep 2001 11:26:23 -0400
Subject: Bamford-Lahey Scholars Announced
Message-ID: <MON.24.SEP.2001.112623.0400.PLAHEY@MINDSPRING.COM>

  BAMFORD-LAHEY SCHOLARS FOR 2001 ANNOUNCED
The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children.  Its current focus is on developmental language disorders of children. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders.  To help accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program, and who intend to specialize in children's language disorders.  All applicants are required to hold the Certificate of Clinical Competence in Speech/Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.  Materials and information about applying for a future scholarship are now available on our website www.Bamford-Lahey.org/scholarships/html. 

         The Bamford-Lahey Children's Foundation is proud to announce the Bamford-Lahey Scholars of 2001.  The winners, who were selected from a pool of highly qualified applicants, are:  


Barbara Conboy, San Diego State/University of CA @ San Diego

Amy Costanza-Smith, University of Washington

Celeste Duder, Vanderbilt University

Amy L. Donaldson, University of Washington

Joan E. Furey, University of Illinois

Andrea McDuffie, Vanderbilt University

Janis Oram, McGill University

Behroze Vaccha, University of Texas @ Dallas

 Further information about each of the Scholars can be found at www.bamford-lahey.org/scholars/html.   Our congratulations to each of them; we look forward to their future contributions. 

Margaret Lahey, President
Bamford-Lahey Children's Foundation
www.Bamford-Lahey.org
mlahey at bamford-lahey.org


 

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From plahey at mindspring.com  Mon Sep 24 15:41:56 2001
From: plahey at mindspring.com (Peg Lahey)
Date: Mon, 24 Sep 2001 11:41:56 -0400
Subject: Fw: Bamford-Lahey Scholars Announced--CORRECTION
Message-ID: <MON.24.SEP.2001.114156.0400.PLAHEY@MINDSPRING.COM>

Sorry, links below should read as follows.  Peg

www.Bamford-Lahey.org/scholarships.html. www.bamford-lahey.org/scholars.html

----- Original Message ----- 
From: Peg Lahey 
To: info-childes at mail.talkbank.org 
Sent: Monday, September 24, 2001 11:26 AM
Subject: Bamford-Lahey Scholars Announced


  BAMFORD-LAHEY SCHOLARS FOR 2001 ANNOUNCED
The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children.  Its current focus is on developmental language disorders of children. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders.  To help accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program, and who intend to specialize in children's language disorders.  All applicants are required to hold the Certificate of Clinical Competence in Speech/Language Pathology (CCC-SLP) from the American Speech-Language-Hearing Association.  Materials and information about applying for a future scholarship are now available on our website www.Bamford-Lahey.org/scholarships/html. 

         The Bamford-Lahey Children's Foundation is proud to announce the Bamford-Lahey Scholars of 2001.  The winners, who were selected from a pool of highly qualified applicants, are:  


Barbara Conboy, San Diego State/University of CA @ San Diego

Amy Costanza-Smith, University of Washington

Celeste Duder, Vanderbilt University

Amy L. Donaldson, University of Washington

Joan E. Furey, University of Illinois

Andrea McDuffie, Vanderbilt University

Janis Oram, McGill University

Behroze Vaccha, University of Texas @ Dallas

 Further information about each of the Scholars can be found at www.bamford-lahey.org/scholars/html.   Our congratulations to each of them; we look forward to their future contributions. 

Margaret Lahey, President
Bamford-Lahey Children's Foundation
www.Bamford-Lahey.org
mlahey at bamford-lahey.org


 

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From wulfeck at crl.ucsd.edu  Mon Sep 24 16:25:15 2001
From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck)
Date: Mon, 24 Sep 2001 09:25:15 -0700
Subject: 2002 DOCTORAL PROGRAM ANNOUNCEMENT
Message-ID: <MON.24.SEP.2001.092515.0700.WULFECK@CRL.UCSD.EDU>

		SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO
		JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS

		Beverly Wulfeck (SDSU) and Elizabeth Bates & David Swinney (UCSD)
						Program Directors

		APPLICATION DEADLINE for FALL, 2002:  JANUARY 20, 2002

AIMS AND OBJECTIVES:

The JDP in Language and Communicative Disorders is designed to educate a new
generation of scientists who are interested in applying research skills to
the disorders.  This interdisciplinary program will provide training in
normal (spoken and signed) and abnormal language, and in the neural bases of
language learning, use and loss.

While this is a research Ph.D. program, doctoral students wishing to obtain
academic preparation for the Certificate of Clinical Competence in
Speech-Language Pathology from the American Speech-Language-Hearing
Association and for licensure from the State of California may do so
concurrently with their doctoral studies.

GOALS:

To provide doctoral training in the study of language and communicative
behavior with an interdisciplinary focus that integrates state-of-the-art
knowledge from the fields of communicative disorders, cognitive sciences,
neurosciences, psychology and linguistics represented by the expertise of
core faculty from SDSU and UCSD.

To prepare professionals, educated in the interface between behavioral and
cognitive neuroscience methodologies, who will provide critical leadership
in research and health services.

To prepare Ph.D. level scientists in the field of language and communicative
disorders to serve as faculty in university programs and scientists in a
variety of settings to carry out much-needed research on the processes of
language development, disorders, assessment and intervention.

To prepare researchers to carry out much-needed research in communicative
behavior and disorders in bilingualism and multiculturalism.


For information or an application for Fall 2002, call, email or write to:

	SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders
				San Diego State University
				5500 Campanile Drive
				San Diego, California 92182-1518

				Telephone: (619) 594-6775
				phdlancd at mail.sdsu.edu
		www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html


From zwe at att.net  Mon Sep 24 18:26:33 2001
From: zwe at att.net (Zena Eisenberg)
Date: Mon, 24 Sep 2001 14:26:33 -0400
Subject: Don't Fight Terror With Terror
Message-ID: <MON.24.SEP.2001.142633.0400.>

In the United States and around the world, our hearts ache for the more than
five thousand people murdered when hijackers crashed four airplanes,
destroying the World Trade Center and part of the Pentagon. As their friends
and family, and even as strangers, we feel helplessness and rage at this
attack. As New Yorkers, we feel intense gratitude and admiration for the
thousands of volunteers and rescue workers who have come together to aid us
in this time of great sadness. Our spirits are buoyed by the overwhelming
international expression of grief and support.

The terrorists who planned and executed these acts are criminals who must be
brought to justice. To that end, President Bush and Congress are in the
process of launching a war against terrorism and the nations that support
terrorist activity.

But war is no friend of justice.

When an American citizen was identified as a prime suspect in the Oklahoma
City bombing, did we destroy his neighborhood? Of course not. The justice we
pursue abroad should be no different from the justice we seek at home;
civil, NOT military, action must be the center of our response.

We know very well that in any military action, ordinary people suffer
immensely. After 20 years of war and three years of drought, a large part of
Afghanistan's population lacks adequate food, clothing, housing, and medical
care. Many suffer atrocities at the hands of the Taliban. At home we face
the probability of further violence by terrorists who will feel compelled to
respond to our war. Pakistanis face national destabilization. The world
faces potential escalation into international conflict.

Is this how we honor our fallen?

President Bush recently has been prefacing his sentences with, "Make no
mistake...." Indeed, make no mistake. Cooperate as a member of the
international community to try, convict, and punish the criminals
responsible for this and other terrorist acts. But do not answer terror with
terror by inflicting violence upon the guilty and innocent alike. Military
action can only lead to continuing cycles of retribution.

The goal of this letter is to gather the voices of people around the world
behind a common statement arguing that civil action, not war is the
appropriate response to terrorist acts of this nature. Please add your voice
by visiting our website at

http://www.EnoughTragedy.com (or http://208.56.16.80/)

and signing our statement. We will submit the statement along with your
names to President Bush, Vice President Cheney, members of the U.S.
Congress, and other international leaders.


From mcginnis at ucalgary.ca  Mon Sep 24 18:49:24 2001
From: mcginnis at ucalgary.ca (Martha McGinnis)
Date: Mon, 24 Sep 2001 12:49:24 -0600
Subject: request
Message-ID: <MON.24.SEP.2001.124924.0600.MCGINNIS@UCALGARY.CA>

Dear Info-Childes members,

The attacks on the US and subsequent events are of course of great
interest to us all.  I am personally receiving almost more daily mail
on these issues than I can read, and I'm sure many other subscribers
are in the same position.  However, I hope people will understand
that the Info-Childes list is not meant for this purpose.  There are
many discussion lists devoted to these current events, and I
encourage interested parties to seek them out.

_________________________________________________________
Dr. Martha McGinnis, Assistant Professor
Linguistics Department, SS 820 University of Calgary
2500 University Dr. NW, Calgary, AB T2N 1N4 CANADA
phone: (403) 220-6119, fax: (403) 282-3880
http://www.ucalgary.ca/~mcginnis/
_________________________________________________________


From glh33 at zahav.net.il  Tue Sep 25 08:10:42 2001
From: glh33 at zahav.net.il (chaim and leah gedalyovich)
Date: Tue, 25 Sep 2001 10:10:42 +0200
Subject: an incredibly late summary
Message-ID: <TUE.25.SEP.2001.101042.0200.GLH33@ZAHAV.NET.IL>

Dear all,

A while back I posted a request for information on neural activity studies with infants. I have finally got myself organized to post a summary. I thank Margaret Friend, Elisabeth Bates, John Bohannon,Janet Werker, and Sylvia Ashwell for their kind responses.

So here it is:

Jusczyk, Peter W. 1997. The discovery of spoken language.

Mills, Debra L., Coffey-Corina, Sharon, Neville, Helen J. Langauge comprehension and cerebral specialization from 13 to 20 months. Developmental Neuropsychology. Vol.13(3), 1997, 397-445.

Work by Dennis Molfese (University of Louisville, Psychology) (speech)
             Patricia Kuhl (University of Washington, Seattle)
             Marie Cheour, Aaltonen, Naatanen (speech)
             Maritza RIvera-Gaxiola, Mark Johnson, Annette Karmiloff-smith (speech)
             Ghisleane Dehaene (Dehaene-Lambrertz) (phonetics, phonology)
Best,             
Leah
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From ervintrp at socrates.Berkeley.EDU  Tue Sep 25 03:52:42 2001
From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp)
Date: Mon, 24 Sep 2001 20:52:42 -0700
Subject: petition
Message-ID: <MON.24.SEP.2001.205242.0700.ERVINTRP@SOCRATES.BERKELEY.EDU>

Thanks Zena Eisenberg for sending the important note, relevant
to all of us who work with children.  I do not agree with the idea of
compartmentalizing our lives when so much is at stake.

Susan Ervin-Tripp


From ervintrp at socrates.Berkeley.EDU  Wed Sep 26 01:02:59 2001
From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp)
Date: Tue, 25 Sep 2001 18:02:59 -0700
Subject: IASCL on the web
Message-ID: <TUE.25.SEP.2001.180259.0700.ERVINTRP@SOCRATES.BERKELEY.EDU>

Will whoever manages the IASCL website do something, please,
about the fact that when you look it up on the best
search engines, such as google, you get a dead-end address?
Is it possible to set up a new website, or put a transfer message in
the old one?

This is the one you get from google:
iascl.uia.ac.be/IASCL/inhoud.html
-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-
Susan M. Ervin-Tripp                     tel (510) 642-5292
Professor Emeritus                       FAX (510) 642-5293
Psychology Department                 ervintrp at socrates.berkeley.edu

University of California
http://socrates.berkeley.edu/~ervintrp/
  Berkeley CA 94720
*****************************************


From ann at hawaii.edu  Wed Sep 26 02:19:13 2001
From: ann at hawaii.edu (Ann Peters)
Date: Tue, 25 Sep 2001 16:19:13 -1000
Subject: job announcement
Message-ID: <TUE.25.SEP.2001.161913.1000.ANN@HAWAII.EDU>

The Department of Linguistics of the University of Hawai'i announces the
following position vacancy:

ASSISTANT OR ASSOCIATE PROFESSOR OF LINGUISTICS: The Department of
Linguistics at the University of Hawai'i invites applications for a
full-time tenure-track position (position no. 83119), to begin August 1,
2002, pending availability of position and funding.

The Linguistics Department of the University of Hawai'i, Manoa, has a
long-standing commitment to the study of Pacific and Asian languages,
creoles and pidgins, typological and functional approaches to linguistics,
and language acquisition. Typical teaching arrangements are two courses,
either graduate or undergraduate, per semester, with time for research.

MINIMUM QUALIFICATIONS: Ph.D. in linguistics or a related area (applicants
presently pursuing a Ph.D. must offer evidence that the all degree
requirements will have been completed before date of hire).  Applicants
will be expected to have produced high quality research on the development
of language, and be able to teach (1) undergraduate courses covering the
basics of language acquisition both for students with a considerable
background in linguistics and for undergraduates with no linguistics
background; (2) graduate courses on selected topics in the field.

DESIRABLE QUALIFICATIONS:  Focus on early development of language,
including morphosyntax and phonology; interest in ethnographic and
longitudinal methods; ability to use and teach the CHILDES system and
associated analysis programs; ability to teach introductory
neurolinguistics; interest in collaborating on obtaining research grants
with faculty in Linguistics and/or Psychology and in creating
opportunities for research by undergraduates.  We are especially
interested in applicants who are willing and able to collaborate with
existing cross-disciplinary programs in Developmental Psychology and
Cognitive Science.

MINIMUM SALARY: Assistant Professor: $42,000; Associate Professor: $51,000
(currently under negotiation).

TO APPLY: send letter of application, copies of key publications, and
three letters of reference to Chair, Department Personnel Committee,
Department of Linguistics, University of Hawai'i, 1890 East-West Road,
Honolulu, HI 96822, USA.

CLOSING DATE: We will begin to evaluate applications and supporting
materials by December 15, 2001. Decision-making will begin shortly
thereafter.

INQUIRIES: Same address as applications. We regret that we cannot accept
applications by fax. E-mailed applications must be followed by hard copy
postmarked (priority mail) by December 15, 2001. (E-mail address:
linguist at hawaii.edu). Please note that we cannot ensure that all e-mail or
fax communications in regard to this position will be answered.

Telephone:  (808) 956-8602 ; Facsimile:  (808) 956-9166


****************************
Dr. Ann M. Peters, Professor
Department of Linguistics
University of Hawai`i               email: ann at hawaii.edu
1890 East West Road, Rm 569         phone: 808 956-3241
Honolulu, HI  96822                 fax:   808 956-9166
http://www2.hawaii.edu/~ann/


From gaby at UDel.Edu  Wed Sep 26 18:10:53 2001
From: gaby at UDel.Edu (Gabriella Hermon)
Date: Wed, 26 Sep 2001 14:10:53 -0400
Subject: Two positions in Linguistics at the University of Delaware
In-Reply-To: <200109261750.NAA05368@copland.udel.edu>
Message-ID: <WED.26.SEP.2001.141053.0400.GABY@UDEL.EDU>

UNIVERSITY OF DELAWARE
Department of Linguistics
The Department of Linguistics and the Program in Cognitive Science at
the University of Delaware invite applications for two positions in
linguistics. Both positions are tenure-track:  one is open rank and
may be tenured; the other is at the rank of Assistant Professor.  The
Department is the academic home for the interdisciplinary Program in
Cognitive Science.  Members are expected to have an interest in
linguistics viewed as a branch of cognitive science.  An M.A. and
Ph.D. in Linguistics (40 students), undergraduate minors in Cognitive
Science and Linguistics, and undergraduate service courses in
Cognitive Science and Linguistics are offered.  Successful candidates
are expected to teach both graduate and undergraduate courses and to
take an active role in mentoring graduate students.

Position 02F021 is in psycholinguistics/neurolinguistics/cognitive
neuroscience.  The ideal candidate for this position has a record of
applying experimental methods to issues in theoretical linguistics.
Position 02F022 is in formal syntax or phonology. In addition to
theoretical interests, research on a non-Indo European language is
desirable.

Requirements:  Ph.D. at time of assumption of duties.  A
well-articulated research program and publications appropriate for
the rank applied for is expected. Applicants for appointment at the
rank of Professor should have a distinguished international
reputation in research and teaching.  Salary and startup will be
competitive and commensurate with rank.  For further information
about the department, see the departmental website
www.ling.udel.edu/ling/index.html, or contact Peter Cole
(pcole at udel.edu), the chair of the search committee.

CONTACT:  Send a letter of interest, curriculum vitae, copies of
publications, and at least three letters of reference to

Search Committee in Linguistics
Department of Linguistics
46 E. Delaware Ave.
Newark, DE  19716, USA.

Evaluation of applications will begin November 1, 2001 and fullest
consideration will be given to applications received by that date.
The curriculum vitae and letters of reference will be shared with
departmental faculty. The UNIVERSITY OF DELAWARE is an Equal
Opportunity Employer which encourages
applications from minority group members and women.

Gabriella Hermon
Linguistics
University of Delaware
NEWARK, DE 19716, USA

(302) 831-1642
FAX: (302) 831-4110


From santelmannl at pdx.edu  Thu Sep 27 04:07:06 2001
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Wed, 26 Sep 2001 21:07:06 -0700
Subject: Fwd: China Adopt & Delayed Speech
Message-ID: <WED.26.SEP.2001.210706.0700.SANTELMANNL@PDX.EDU>

This spring I posted a query from a colleague who was concerned that her
2-year-old daughter from China was not saying much at all. We received many
helpful responses from people on the list-serve, and so I thought I would
share with you (with her permission) this update that I just received. It's
nice to know that the information we provided was helpful and reassuring.

Lynn Santelmann

>From: "Cheyenne Chapman" <cheyenne at owt.org>
>To: "Lynn Santelmann" <santelmannl at pdx.edu>
>Subject: China Adopt & Delayed Speech
>Date: Tue, 25 Sep 2001 11:57:22 -0700
>
>Lynn - I wanted to touch base with you to let you know how Liandra is doing.
>I contacted you about six months ago, when Liandra was about two years old,
>with questions about when internationally adopted children start to talk. I
>would like to thank you and all of your colleagues who responded to my
>inquiry. The information was interesting, helpful and for the most part
>reassuring - and there certainly were a variety of views on this topic.
>
>Now that Liandra is two and a half, her expressive language has blossomed -
>her vocabulary is soaring (one day nothing, and over the course of about
>three days - counting from one to ten, naming half a dozen letters of the
>alphabet, calling out several colors); she is using two word phrases
>including nouns and verbs and more (baby and mama; baby walking, mama
>walking); and she is singing goodly portions of the alphabet song, being
>especially fond of the 'now I know my abc's' part). After about a week of
>using both English and Mandarin for numbers one through ten, she has settled
>on English - and counts everything in sight.
>
>After first contacting you, I took Liandra to an audiologist, and her
>hearing tested normally. I also spoke with a speech therapist over the
>phone, who asked quite a few diagnostic type questions (can she chew
>normally, what sounds can she say, etc.) and recommended I wait a few weeks
>before scheduling a session - everything sounded normal except for the
>expressive language part of her development. The speech therapist also
>shared a couple of helpful suggestions - talk to her a lot with brief,
>descriptive and repetitive phrases; don't ask her questions all the time
>(what's that? can you say? Once I started listening to myself and others, I
>realized that we were bombarding Liandra with questions rather than simply
>telling her about the world).
>
>The speech therapist recommended thinking about the process as one of just
>"putting language in" - and not trying to "get words back out." She noted
>that even little children can have "performance anxiety." I think this might
>have been true - several times during Liandra's "quiet" period of many weeks
>she engaged in extensive 'conversations' with other babbling wobblers; I
>found her more than once on the back porch 'lecturing' the dog Snugglebunny
>at great length (the dog appeared quite attentive and even appreciative, and
>didn't ask any questions); sometimes she 'talked' to herself when she was
>playing alone in her room - all the while speaking hardly a word to me or
>other adults (except "whaddat?" and "dit", apparently her all-purpose naming
>word for many weeks).
>
>Several people wrote about children in circumstances similar to my daughter,
>and noted that such children seem to go through a "quiet time" - they may be
>absorbing everything and processing it internally, but not expressing much
>through the spoken word. I have wondered whether Liandra might have been
>thinking about the advisibility of starting to speak - after all, the first
>time she started to talk, at the age of 16 months in an orphanage in China,
>she was suddenly whisked away into an entirely unfamiliar world where
>everything sounded entirely different and nothing made sense. In any case,
>Liandra's "quiet time" has definitely ended; the transition to expressive
>language was dramatically sudden; and I am delighted to find myself
>wondering sometimes whether she will ever quiet down.
>
>I have spoken with quite a few other adoptive families and have found that
>quite a few parents have questions similar to mine, though every child and
>family is different of course. In any event I wanted to thank you and your
>colleagues for sharing information with me and helping us  through this part
>of Liandra's growth and development, and in return share our experience with
>you. Thanks again.
>
>Cheyenne Chapman
>Development Director
>Oregon Water Trust
>111 SW Naito Parkway, Ste. 404
>Portland, OR  97204
>phone (503) 227-4464
>fax (503) 226-3480
>email cheyenne at owt.org
>
>visit our website at www.owt.org

**********************************************************************
Lynn Santelmann
Assistant Professor
Department of Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
Phone: 503-725-4140
Fax: 503-725-4139
e-mail: santelmannl at pdx.edu (last name + first initial)
web: www.web.pdx.edu/~dbls
**********************************************************************


From psrcm at dredd.csv.warwick.ac.uk  Thu Sep 27 11:41:22 2001
From: psrcm at dredd.csv.warwick.ac.uk (Mr L Onnis)
Date: Thu, 27 Sep 2001 12:41:22 +0100
Subject: quantifiers
Message-ID: <THU.27.SEP.2001.124122.0100.PSRCM@DREDD.CSV.WARWICK.AC.UK>

Dear all,

I am collecting literature on quantifiers used by children, especially
how the semantic interpretation of quantifiers develops with age. I
would be grateful if someone could send me some references. I will
be circulating the results of my query on this mailing list.

Luca
----------------------------------------------------------
Luca Onnis
Graduate Research Assistant
Department of Psychology
University of Warwick
Coventry CV4 7AL
UK

Phone (office): ++44 24 765 23613
(home): ++44 1926 408308


E-mail: L.Onnis at warwick.ac.uk