From josie.bernicot at mshs.univ-poitiers.fr Tue Apr 2 07:05:16 2002 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Tue, 2 Apr 2002 09:05:16 +0200 Subject: Position in France-Last anouncement Message-ID: LAST ANNOUNCEMENT POSITION FOR FRENCH-SPEAKING PEOPLE > > > > L'Université de Poitiers dispose d'un poste d'enseignant-chercheur > associé. > > > > Grade: Professeur ou Maître de Conférence (pour ce poste l'Université > > souhaite recruter un(e) collègue n'ayant pas la nationalité française) > > > > Période: Septembre 2002-Août 2003 (éventuellement renouvelable 1 an) > > > > Discipline: Psychologie du développement > > > > Activité d'enseignement: entre 150h et 192h annuelles à tous les niveaux > > d'enseignement (Deug, Licence, Maîtrise, DEA et DESS). Le/la collègue > > recruté(e) > > doit être capable d'enseigner en langue française. > > > > Activité de recherche: il est souhaité que le/la collègue recruté(e) > puisse > > collaborer à des programmes de recherche de l'Université de Poitiers. > > > > Salaire mensuel net : > > Professeur associé: environ 4000 euros par mois > > Maître de Conférence associé: entre 2000 et 3000 euros par mois selon > > l'expérience > > > > Date du concours: entre Mars 2002 et Juin 2002 > > > > Renseignements et candidatures: contacter > > Pr. Josie Bernicot > > Laboratoire de Psychologie Langage et Cognition (LaCo) - > > Universite de Poitiers - UMR CNRS 6096 > > MSHS - 99, avenue du Recteur Pineau > > F-86022 POITIERS CEDEX - France > > email: josie.bernicot at mshs.univ-poitiers.fr > > Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 > > Fax: +33 (0)5.49.45.46.16 > > (from abroad : Dial 5 instead of 05) From DaleP at health.missouri.edu Tue Apr 2 20:11:28 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 2 Apr 2002 14:11:28 -0600 Subject: roommate for Madison? Message-ID: (I hope this is a legitimate purpose for the info-childes bulletin board!) I am looking for someone to share a room with for the IASCL Congress this July in Madison. I'd prefer to stay at the Hilton next to the Convention Center. Philip S. Dale, Professor & Chair Communication Sciences & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 voice: (573) 882-1934 fax: (573) 884-8686 From macw at cmu.edu Wed Apr 3 16:45:23 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Apr 2002 11:45:23 -0500 Subject: Jusczyk memorial gift (from Dick Aslin) Message-ID: Dear friends and colleagues of Peter Jusczyk: As you know, Peter passed away in late August of 2001 and many of us wanted to establish a memorial to his life, his work, and his family. To that end, with the encouragement of Ann Marie and his children Karla and Tad, the members of his lab suggested that a bench be placed along one of Peter's favorite bike trails. The trail is located on Cape Cod and the bench, made of granite with the inscription "To Ann Marie, Karla, and Tad in memory of Peter W. Jusczyk" will be permanently sited in Nickerson State Park. The total cost of the bench, including fabrication, delivery, and installation is nearly $3,000. We have already raised slightly more than $1,000 and ask that anyone who wishes to make a donation please send it to me at the address below. Any contribution to this project, even $10-20, is welcome. Please make your check out to me, Richard N. Aslin, and indicate on the check that it is for the Jusczyk memorial fund. I have looked into tax deductibility, but unfortunately these donations do not qualify. Thank you for your support of this effort on behalf of the Jusczyk family. Sincerely, Dick Aslin -------------------------------------------------------- Richard N. Aslin Department of Brain and Cognitive Sciences Meliora Hall University of Rochester Rochester, NY 14627 email: aslin at cvs.rochester.edu phone: (716) 275-8687 FAX: (716) 442-9216 http://www.cvs.rochester.edu/people/r_aslin/r_aslin.html From a.karmiloff-smith at ich.ucl.ac.uk Wed Apr 3 17:19:31 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 3 Apr 2002 18:19:31 +0100 Subject: a query Message-ID: In British English it is becoming increasingly apparent that semantic representations can at times override syntactic constraints with respect to singular nouns denoting groups. For example, one frequently hears: the public are............. the government are.... the country are........... the royal family are.... This one hears not only in everyday conversation but also on BBC radio etc. and in written documents. Query: Is this peculiar to British English or also found in American English? Do other languages use a plural verb with singular noun? I am almost certain French, Spanish and German never do. If this only occurs in English, is it because this language lacks grammatical gender and nominative case? Or other causes? Just curious! Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From macw at cmu.edu Wed Apr 3 20:08:22 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Apr 2002 15:08:22 -0500 Subject: a query In-Reply-To: Message-ID: On 4/3/02 12:19 PM, "Annette Karmiloff-Smith" wrote: > In British English it is becoming increasingly apparent that semantic > representations can at times override syntactic constraints with > respect to singular nouns denoting groups. > For example, one frequently hears: > > the public are............. > the government are.... > the country are........... > the royal family are.... > > This one hears not only in everyday conversation but also on BBC > radio etc. and in written documents. > > Query: Is this peculiar to British English or also found in > American English? > Do other languages use a plural verb with singular noun? I > am almost certain French, > Spanish and German never do. > If this only occurs in English, is it because this language > lacks grammatical gender and > nominative case? Or other causes? > > Just curious! > Annette > Dear Annette, This is a well-documented difference between British and American varieties of English. For example, "A Comprehensive Grammar of the English Language" by Quirk et al discusses this in sections 10.34 and 10.35 with many examples. Researchers like Bock and Vigliocco have studied the general issue of semantic motivation for number assignment in subject-verb agreement, as opposed to syntactic or formal assignment. And there are many linguistic analyses of these two dimensions of motivation. Italian, for example, has nouns that are not clearly marked for number on the noun itself, but usually the article gives away the number. This is what is lacking in English and why perhaps we can get away with this. If you either don't have additional number marking or perhaps have your number marking on articles and modifiers neutralized as in German feminine and various parts of the Slavic paradigm, then you should get this there too, I would say. In Hungarian, you say "two dog" instead of "two dogs" and then the verb is supposed to be singular too. However, children at first make some mistakes on this and even adults will waffle when the technically singular (but conceptually plural) antecedent is several clauses back. Note that one has to treat this as a fairly squishy semantic/pragmatic/syntactic conflict, rather than as a case of tight determination, since the actual grammars of American and British varieties are not that different. Rather this seems like more of an expressive difference, somewhat as in the Hungarian case. This would be a good question for the FUNKNET bboard too, by the way. --Brian MacWhinney From genesee at ego.psych.mcgill.ca Thu Apr 4 17:33:39 2002 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Thu, 4 Apr 2002 12:33:39 -0500 Subject: post-doc position Message-ID: POST-DOCTORAL POSITION AVAILABLE to study the neural bases of speech and language processing. A post-doctoral fellow is sought to work in the laboratory of Dr. Shari Baum in the School of Communication Sciences & Disorders at McGill University. The research focuses on the neural bases of speech production and perception, as well as word recognition and lexical access. Investigations involving individuals with focal brain lesions, as well as normal individuals are underway. Projects currently being planned include the use of newly-acquired ERP and TMS systems. The selected candidate will actively participate in the recently-established multidisciplinary Centre for Research on Language, Mind and Brain, providing access to a large number of investigators throughout Montreal. Background in neurolinguistics, neuropsychology, and/or speech science will be most useful. Salary will be commensurate with CIHR scales (minimum: $35,000CDN per annum). Please send a letter of interest and current CV to Shari Baum at the coordinates below (or by e-mail: shari.baum at mcgill.ca). Deadline for applications is 15 May 2002 for a start date of summer or fall 2002. Shari R. Baum, Ph.D. Director, Centre for Research on Language, Mind & Brain School of Communication Sciences & Disorders McGill University 1266 Pine Avenue West Montreal, QC H3G 1A8 Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From Johanne.Paradis at ualberta.ca Fri Apr 5 08:13:29 2002 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Fri, 5 Apr 2002 02:13:29 -0600 Subject: PHD studentship Message-ID: PHD Student Assistantship in Language Acquisition The Department of Linguistics at the University of Alberta is inviting applications for a PhD student assistantship position, beginning September 2002, on a SSHRC-funded research programme on second language acquisition and specific language impairment in children. The student would be expected to particpate fully in designing studies and collecting and analysing data from young children. Details on the project are available at http://www.ualberta.ca/~jparadis This assistantship is designed to provide talented PhD student applicants with stable funding for the duration of their studies and to facilitate their involvement as junior colleagues in the academic life of the Department. Students will have the opportunity to present the results of individual research at conferences and, where appropriate, will be encouraged to publish their results in professional venues. The assistantship will be at the rate of $11,000 CDN per academic year (September to April). There will also be a possibilty of funding from May to August. Candidates will be required to meet the entrance requirements for the PhD programme in linguistics and will be assessed the normal PhD tuition fees which are currently $3,200 CDN per academic year for Canadian students and $5,900 CDN for non-Canadian students. Preference will be given to applicants with a strong background in linguistics and /or communication disorders, preferably at the graduate level. Experience working with young children either in an experimental, educational or clinical context would be an asset. Fluency in French would also be an asset. The deadline for application for this assistantship is May 31, 2002. Taking up this position is contingent upon admission to the PhD Programme in Linguistics; applicants should meet Departmental requirements for applications, as outlined on the UofA Linguistics Website at http://www.arts.ualberta.ca/~linguist/graduate.htm. The application package should include: a) a letter that summarizes past experience and outlines the candidate's research interests and proposed area of study, b) unofficial university transcripts, c) an academic writing sample (a recent paper, thesis chapter, or article), and d) the names and email addresses of three referees. Applications should be sent to: Johanne Paradis Department of Linguistics University of Alberta Edmonton, AB, T6G 2E7 Canada phone: 780-492-0805 fax: 780-492-0806 email: johanne.paradis at ualberta.ca Final Date of Application: May 31, 2002 ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From toivaine at mail.utu.fi Mon Apr 8 08:21:01 2002 From: toivaine at mail.utu.fi (Jorma Toivainen) Date: Mon, 8 Apr 2002 11:21:01 +0300 Subject: Call for papers in Finnish Message-ID: KIRJOITTAJAKUULUTUS Puhe ja kieli kokoaa vuoden loppuun mennessä teemanumeron LAPSEN KIELEN KEHITYKSESTÄ. Artikkelien hyväksymisessä noudatetaan aikakauslehden yleisiä refereepohjaisia käytänteitä. Aihepiiriä tai näkökulmaa ei rajata: fonologia ja morfologia käyvät siinä kuin syntaksi, semantiikka ja pragmatiikka tai hoivakieli ja kerronta; samoin muun tutkimuksen kuin kielitieteen aiheet. Kokeeksi voi pohtia myös kysymystä, miten ja millä ehdoin suomi on lapsen kielen omaksumisen kannalta erilainen ja parempi kieli kuin muut. Kirjoitusohjeet ovat lehden kotisivulla osoitteessa http://users.utu.fi/jyrtuoma/puhejakieli/artikkeli.html. Muun kuin suomen kielen käytöstä pyydetään sopimaan toimituksen kanssa. Määräpäivä on 1.10.2002. Osoitteet: Jorma Toivainen (Suomen kieli, Fennicum, 20014 Turun yliopisto); jorma.toivainen at utu.fi Jyrki Tuomainen, (Fonetiikka, Juslenia, 20014 Turun yliopisto); jyrki.tuomainen at utu.fi - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Prof. Jorma Toivainen, PhD (Helsinki) Finnish Language Department of Finnish and General Linguistics University of Turku Didacticum 104 20014 TURUN YLIOPISTO Finland Tel. +358 2 333 5281 Mobil +358 50 5937 038 Fax +358 2 333 5282 E-mail toivaine at utu.fi From annalee at graduate.hku.hk Mon Apr 8 09:05:40 2002 From: annalee at graduate.hku.hk (annalee) Date: Mon, 8 Apr 2002 17:05:40 +0800 Subject: quesiton on CLAN Message-ID: Question on CLAN I'd like to ask if CLAN is able to list out all the utterances that MLU count is based on? if yes, what is the command? thanks Anna Lee, Department of Speech & Hearing Sciences, HKU. From angelwschan at hotmail.com Mon Apr 8 09:58:28 2002 From: angelwschan at hotmail.com (Angel Chan) Date: Mon, 8 Apr 2002 17:58:28 +0800 Subject: quesiton on CLAN Message-ID: An HTML attachment was scrubbed... URL: From voulag at otenet.gr Mon Apr 8 19:04:31 2002 From: voulag at otenet.gr (Voula Georgopoulos) Date: Mon, 8 Apr 2002 22:04:31 +0300 Subject: Assistant Professor Positions available in Greece Message-ID: The Department of Speech and Language Therapy of the Technological Educational Institute of Patras is one of only two accredited institutes of highest learning in Greece that offer a Bachelor's Degree in Speech Therapy. Due to the European system in effect the students are required to complete a minimum of 40 courses of which 23 are in the field of communication disorders whereas the remaining are required background courses in Linguistics, Medical Sciences and Psychology, etc. Additionally, all students must complete 900 hours of supervised clinical training and a bachelor's thesis. The department has openings for two tenure-track as follows: 1)Assistant Professor in the field of Phonological Disorders. 2)Assistant Professor in the field of Developmental Disorders. The requirements are a Ph.D. in the field from an accredited university, at least 3 journal publications and a minimum of 4 years experience in the field of speech pathology, two of which may be teaching. Of course the candidate must be fluent in Greek. The deadline for receipt of all required materials is May 8th. For complete information and application materials, please contact Voula C. Georgopoulos, Ph.D. Professor and Chair Dept. of Speech and Language Therapy Technological Educational Institute of Patras. Koukouli 26334 Patras Greece tel. +30610319307 or +30610437362 or +30972790344 email: voulag at otenet.gr -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jussi.Niemi at Joensuu.FI Tue Apr 9 10:25:46 2002 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Tue, 9 Apr 2002 13:25:46 +0300 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Dear Recipients of the Info-Childes List: An old "wisdom" claims that children with a relatively early onset (and subsequent fast pace?) of L1 acquisition are less skilled in their bodily motor functions (e.g. in standing upright, walking) than children with a more balanced language and motor path of development, not to speak of the mirror images of these "early talkers", viz., the "early walkers", who are claimed to be linguistically delayed. This type of "dissociation" would -- I think -- run counter to Piagetian views of language development in ontogeny, but this type of thinking does prevail outside the academic world. In order to say anything more definite about this to the person who specifically asked me about this asymmetry, do any of the members of the Info-Childes List know a systematic study of this topic? (if not, somebody should check the files of the infant and maternity care clinics in countries where pregnant women and their eventual offspring have for decades been systematically monitored for these variables, e.g. in the Nordic Countries). I would be grateful for any hint of a study on this issue, and I will post on our List -- as is the custom -- the synopsis of the results of my inquiry. --Jussi Niemi jussi.niemi at joensuu.fi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (home mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From htagerf at bu.edu Tue Apr 9 12:43:58 2002 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 9 Apr 2002 08:43:58 -0400 Subject: Job Openings Message-ID: Please bring the following notice to the attention of your students! RESEARCH ASSISTANT POSITIONS Laboratory of Developmental Cognitive Neuroscience AVAILABLE SUMMER 2002 Positions available on projects that focus on children with neurodevelopmental disorders (autism, Williams syndrome, specific language impairment) with special emphasis on face processing, theory of mind/social cognition and language. Requirements include: background in Psychology or related field with Bachelors degree; research experience; strong organizational, interpersonal and computer skills (Windows 2000; Microsoft Office) required. Interest and coursework in cognitive science, neuroscience, developmental and/or clinical research a plus. Responsibilities include recruiting and testing children and adults, parent interviews, coding and analyzing data, preparation of literature reviews, maintaining files, and preparation of testing reports. We are seeking mature, responsible, and highly motivated people with strong interests in the areas of the research program who would enjoy the experience of being involved in a large and active research lab. For more information, please send a cover letter, resume, and names of 3 references to: Helen Tager-Flusberg, Ph.D. Director, Laboratory of Developmental Cognitive Neuroscience, Department of Anatomy & Neurobiology, Boston University School of Medicine, 715 Albany Street L-814 Boston, MA 02118-2526 Tel: 617-414-1300, Fax: 617-414-1301, email: htagerf at bu.edu Please also send your application to: Boston University Medical Campus Office of Personnel and Administrative Services Nancy Kraybill, Manager of Employment 560 Harrison Avenue, 4th floor Boston, MA 02118 Mark the application: 8595-RESEARCH ASSISTANT-Department of Anatomy and Neurobiology _______________________________________________ Helen Tager-Flusberg, Ph.D. Director, Lab of Developmental Cognitive Neuroscience Boston University School of Medicine 715 Albany Street L-814 Boston MA 02118-2526 -------------- next part -------------- An HTML attachment was scrubbed... URL: From morgen at idf.ext.jussieu.fr Tue Apr 9 14:09:56 2002 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Tue, 9 Apr 2002 16:09:56 +0200 Subject: Correct/incorrect use In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: Dear info-childes members, I find many articles on language acquisition which mention "correct" and "incorrect" uses (or expressions such as "incorrect determinerless nouns"). I am not very comfortable with such expressions. I personnaly do not find that they could be applied to child language but I don't want to be critical, it is not always easy to find the right way to express what we mean ("adulte use"?). Could those of you who have the time and patience to do so tell me what you think of the use of "correct" and "incorrect" applied to child language? Do you know of any work that discusses that issue? Thank you very much! Aliyah Morgenstern Maître de Conférences Université Paris III LEAPLE CNRS-Paris V From jdb5b at j.mail.virginia.edu Tue Apr 9 14:59:45 2002 From: jdb5b at j.mail.virginia.edu (John D. Bonvillian) Date: Tue, 9 Apr 2002 10:59:45 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: Dear Jussi Niemi, This information may not be precisely what you need, but I have examined the onset of language and motor milestones in children (hearing and deaf)learning American Sign Language as their first language from their deaf parents. In general, those children who achieved early language milestones at a younger age were those children who attained subsequent milestones at a younger age. Similarly, those children who attained early motor milestones at a younger age typically were those children who achieved subsequent motor milestones at a younger age. There was no discernible relationship between achievement of motor milestones and attainment of language milestones. Thus, early language development predicted later language development and early motor development predicted subsequent motor development, but motor and language development were not related. If you will send me your address, I will be happy to send you a copy of this paper. Sincerely, John Bonvillian On Tue, 09 Apr 2002 13:25:46 +0300 Jussi Niemi wrote: > > Dear Recipients of the Info-Childes List: > > An old "wisdom" claims that children with a relatively early onset (and > subsequent fast pace?) of L1 acquisition are less skilled in their bodily > motor functions (e.g. in standing upright, walking) than children with a > more balanced language and motor path of development, not to speak of the > mirror images of these "early talkers", viz., the "early walkers", who are > claimed to be linguistically delayed. This type of "dissociation" would -- > I think -- run counter to Piagetian views of language development in > ontogeny, but this type of thinking does prevail outside the academic world. > > In order to say anything more definite about this to the person who > specifically asked me about this asymmetry, do any of the members of the > Info-Childes List know a systematic study of this topic? (if not, somebody > should check the files of the infant and maternity care clinics in > countries where pregnant women and their eventual offspring have for > decades been systematically monitored for these variables, e.g. in the > Nordic Countries). > > I would be grateful for any hint of a study on this issue, and I will post > on our List -- as is the custom -- the synopsis of the results of my inquiry. > > > --Jussi Niemi > > jussi.niemi at joensuu.fi > > > Jussi Niemi, PhD > Professor > Linguistics > University of Joensuu > FIN-80101 Joensuu, Finland > Phones: +358-13-251 4306 (office) > +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) > +358-13-228723 (home), +358-40-5477382 (home mobile) > Fax: +358-13-251 4211 > jussi.niemi at joensuu.fi > http://cc.joensuu.fi/linguistics > > From bates at crl.ucsd.edu Tue Apr 9 15:46:15 2002 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Tue, 9 Apr 2002 08:46:15 -0700 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Back in 1979, our group did a longitudinal study of The Emergence of Symbols from 9-13 months, and within each age level found no correlation between major motor milestones and language milestones (positive or negative). Note, however, that there is a strong positive correlation reported in multiple laboratories between the onset of 'hand banging' and reduplicative babble around 6 months. and of course various positive correlations between language and hand gestures later on (in hearing children). so there does seem to be a positive link (though complex) between hand gestures and language milestones, but as far as I know Eric Lenneberg's predicted links between major motor milestones and language (we are talking here about crawling, sitting up, walking, etc.) have not held up. There are good neuroanatomical reasons for expecting positive correlations between oral-motor and manual fine-motor developments but not with trunk movements. -liz bates From gleason at bu.edu Tue Apr 9 16:22:05 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 9 Apr 2002 12:22:05 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Another, and related, claim I've seen is that children who are just learning to walk may pause in their language development and not make much progress for a while as they concentrate on their feet, so to speak. Any thoughts or evidence on that? -- Jean Berko Gleason From lmb32 at columbia.edu Tue Apr 9 16:54:17 2002 From: lmb32 at columbia.edu (Lois Bloom) Date: Tue, 9 Apr 2002 12:54:17 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: In response to your query, the following summarizes some relevant findings from my longitudinal study of 14 infants (beginning at 9 months until after the emergence of syntax at 2 years on average). "We used two measures of general maturation: age of walking and block building (stacking 1-in. cubes to form a tower). On both measures, the children developed within normal limits [according to published 'norms']. The mean age of walking (2 independent steps unaided) was 12.6 months, and the range was from 10 to 14 months. The block building task was administered at home every 3 months. Of the 11 children who were presented with the task, none succeeded in building a tower of six blocks without direct help at 18 months; 7 succeeded at 21 months and the 4 others succeeded subsequently. The important finding was that both progress in walking and the ability to stack the 1-in. cubes were unrelated to any other developments in language, affect expression, or play with objects, as will be shown in the later chapters. We have interpreted these results to mean that the developmental interactions we observed among language, affect expression, and object play were a function of fundamental underlying cognitive processes and not simply attributable to maturation" (Bloom, 1993, p. 118). --Lois Bloom From k1n at email.psu.edu Tue Apr 9 17:05:21 2002 From: k1n at email.psu.edu (keith nelson) Date: Tue, 9 Apr 2002 13:05:21 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: I would certainly invite Esther Thelen to comment, and she's copied on this email. Best, Keith Nelson >Dear Recipients of the Info-Childes List: > >An old "wisdom" claims that children with a relatively early onset (and >subsequent fast pace?) of L1 acquisition are less skilled in their bodily >motor functions (e.g. in standing upright, walking) than children with a >more balanced language and motor path of development, not to speak of the >mirror images of these "early talkers", viz., the "early walkers", who are >claimed to be linguistically delayed. This type of "dissociation" would -- >I think -- run counter to Piagetian views of language development in >ontogeny, but this type of thinking does prevail outside the academic world. > >In order to say anything more definite about this to the person who >specifically asked me about this asymmetry, do any of the members of the >Info-Childes List know a systematic study of this topic? (if not, somebody >should check the files of the infant and maternity care clinics in >countries where pregnant women and their eventual offspring have for >decades been systematically monitored for these variables, e.g. in the >Nordic Countries). > >I would be grateful for any hint of a study on this issue, and I will post >on our List -- as is the custom -- the synopsis of the results of my inquiry. > > >--Jussi Niemi > >jussi.niemi at joensuu.fi > > >Jussi Niemi, PhD >Professor >Linguistics >University of Joensuu >FIN-80101 Joensuu, Finland >Phones: +358-13-251 4306 (office) > +358-13-251 3198 (Linguistics Lab), +358-50-3034337 >(Linguistics mobile) > +358-13-228723 (home), +358-40-5477382 (home mobile) >Fax: +358-13-251 4211 >jussi.niemi at joensuu.fi >http://cc.joensuu.fi/linguistics -- From Joanne.Volden at ualberta.ca Tue Apr 9 17:22:22 2002 From: Joanne.Volden at ualberta.ca (VOLDEN Joanne) Date: Tue, 9 Apr 2002 11:22:22 -0600 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Three of my colleagues (Darrah, Hodge & Magill-Evans) recently completed a study on this question. Their longitudinal study with 102 infants showed no correlation between communication and gross motor abilities at 9, 11, 13, 16 and 21 months of age. Joanne Volden -----Original Message----- From: Jussi Niemi [mailto:Jussi.Niemi at joensuu.fi] Sent: Tuesday, April 09, 2002 4:26 AM To: info-childes at mail.talkbank.org Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Dear Recipients of the Info-Childes List: An old "wisdom" claims that children with a relatively early onset (and subsequent fast pace?) of L1 acquisition are less skilled in their bodily motor functions (e.g. in standing upright, walking) than children with a more balanced language and motor path of development, not to speak of the mirror images of these "early talkers", viz., the "early walkers", who are claimed to be linguistically delayed. This type of "dissociation" would -- I think -- run counter to Piagetian views of language development in ontogeny, but this type of thinking does prevail outside the academic world. In order to say anything more definite about this to the person who specifically asked me about this asymmetry, do any of the members of the Info-Childes List know a systematic study of this topic? (if not, somebody should check the files of the infant and maternity care clinics in countries where pregnant women and their eventual offspring have for decades been systematically monitored for these variables, e.g. in the Nordic Countries). I would be grateful for any hint of a study on this issue, and I will post on our List -- as is the custom -- the synopsis of the results of my inquiry. --Jussi Niemi jussi.niemi at joensuu.fi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (home mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From ann at hawaii.edu Tue Apr 9 20:58:09 2002 From: ann at hawaii.edu (Ann Peters) Date: Tue, 9 Apr 2002 10:58:09 -1000 Subject: "correct" usage Message-ID: Dear Aliyah, This is an issue that has bothered me ever since I started working in the area of language acquisition! I'm glad it bothers you, too. One place where I have attempted to come to grips with the problem of the "adult view" vs. the "child's view" was in my 1983 monograph, The Units of Language Acquisition (Cambridge Press). In the first chapter I try to disentangle "Units From The Adult's Point Of View", "Units From The Child's Point Of View", and "Units From The Linguist's Point Of View". Unfortunately this book has been out of print for a while, but I did make sure to retrieve the copyright from CUP and if you are interested and can't find it I can send you an electronic copy. Ann Peters **************************** 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 centenoj at stjohns.edu Wed Apr 10 02:30:47 2002 From: centenoj at stjohns.edu (Jose G. Centeno) Date: Tue, 9 Apr 2002 22:30:47 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: I'd love to get the actual references for these studies. Thanks! Jose >===== Original Message From VOLDEN Joanne ===== >Three of my colleagues (Darrah, Hodge & Magill-Evans) recently completed a >study on this question. Their longitudinal study with 102 infants showed no >correlation between communication and gross motor abilities at 9, 11, 13, 16 >and 21 months of age. > >Joanne Volden > >-----Original Message----- >From: Jussi Niemi [mailto:Jussi.Niemi at joensuu.fi] >Sent: Tuesday, April 09, 2002 4:26 AM >To: info-childes at mail.talkbank.org >Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? > > > >Dear Recipients of the Info-Childes List: > >An old "wisdom" claims that children with a relatively early onset (and >subsequent fast pace?) of L1 acquisition are less skilled in their bodily >motor functions (e.g. in standing upright, walking) than children with a >more balanced language and motor path of development, not to speak of the >mirror images of these "early talkers", viz., the "early walkers", who are >claimed to be linguistically delayed. This type of "dissociation" would -- >I think -- run counter to Piagetian views of language development in >ontogeny, but this type of thinking does prevail outside the academic world. > >In order to say anything more definite about this to the person who >specifically asked me about this asymmetry, do any of the members of the >Info-Childes List know a systematic study of this topic? (if not, somebody >should check the files of the infant and maternity care clinics in >countries where pregnant women and their eventual offspring have for >decades been systematically monitored for these variables, e.g. in the >Nordic Countries). > >I would be grateful for any hint of a study on this issue, and I will post >on our List -- as is the custom -- the synopsis of the results of my >inquiry. > > >--Jussi Niemi > >jussi.niemi at joensuu.fi > > >Jussi Niemi, PhD >Professor >Linguistics >University of Joensuu >FIN-80101 Joensuu, Finland >Phones: +358-13-251 4306 (office) > +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics >mobile) > +358-13-228723 (home), +358-40-5477382 (home mobile) >Fax: +358-13-251 4211 >jussi.niemi at joensuu.fi >http://cc.joensuu.fi/linguistics ___________________________________________________ Jose G. Centeno, Ph.D., CCC-SLP Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629, 6452 Fax: 718-990-2435 www.stjohns.edu ___________________________________________________ From bpearson at comdis.umass.edu Wed Apr 10 11:56:15 2002 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Wed, 10 Apr 2002 07:56:15 -0400 Subject: "correct" usage In-Reply-To: Message-ID: Dear All, I'm sorry to move this (slightly) away from Aliyah's original query, but the notion of "correct/incorrect," or can we say "error"--is doubly a problem when talking about bilingual child speech. There *is* a reasonable sense of something which is NOT part of a given target language, but it gets really fuzzy because many bilinguals live in places where there is a contact variety spoken, and so many elements of their target language(s) are stigmatized, too. What is immaturity? What is dialect? What is L2? What is OK!!?? I have tried, never to the point of getting something near publishable, to sort out some of these questions for the speech of children 4 to 10, learning two languages at various degrees of proficiency (and low status). I generally have tried to make reference to a concept of Eleanor Ochs' about "expressions which would draw sanction from the interlocutor" ( because of their form, not content). It feels pretty "neutral" and non-judgmental (that is, it displaces the judgment to someone else in a conceivably observable behavior), but of course it's not neutral. I wonder if Ann Peter's notion of units from the linguist's view would help here, or not. On the one hand, there is a sense of system one can refer to to say that something doesn't follow it, but so many "incorrect" forms are at a level of usage beyond "rules and exceptions." I have fallen back on a term I don't much like, "morphosyntactic accuracy," but it has the advantage that people usually know what you're talking about. To use Aliyah's example of "incorrect determinerless nouns," there is a definite sense that a count noun in English without a determiner sounds like Tarzan-speak (or just L2). *"Leg go(es) here." But in a language that lets people move words back and forth across the count/mass line, we could all make a context for "leg" as in the kind of thing Victorian ladies didn't show. The detective novel I'm reading just now said, "My eyes were full of gun." One of my favorite "morpho- or syntactically inaccurate" forms was in the frog story, where the "boy got hopped onto a deer." What would *you* call it? Barbara At 10:58 AM 4/9/2002 -1000, Ann Peters wrote: >Dear Aliyah, >This is an issue that has bothered me ever since I started working in the >area of language acquisition! I'm glad it bothers you, too. >One place where I have attempted to come to grips with the problem of the >"adult view" vs. the "child's view" was in my 1983 monograph, The Units of >Language Acquisition (Cambridge Press). In the first chapter I try to >disentangle "Units From The Adult's Point Of View", "Units From The >Child's Point Of View", and "Units From The Linguist's Point Of View". >Unfortunately this book has been out of print for a while, but I did make >sure to retrieve the copyright from CUP and if you are interested and >can't find it I can send you an electronic copy. >Ann Peters > > >**************************** >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 asma.siddiki at psy.ox.ac.uk Wed Apr 10 14:23:37 2002 From: asma.siddiki at psy.ox.ac.uk (Asma Siddiki) Date: Wed, 10 Apr 2002 15:23:37 +0100 Subject: Ref: Bybee and Newman - affixes and stem changes... In-Reply-To: Message-ID: Hello everyone, Bybee and Newman (1994) Are stem changes as natural as affixes? Linguistics 32, 33-34 and Bybee, Joan and Jean Newman. 1995. Are affixes more natural than stem changes? Linguistics 33.633-654. At least one of these two references should be correct, but Linguistics 32 and 33 are actually very very old volumes! Could someone please point out exactly where the confusion is and why I can't seem to be able to find these papers? I would greatly appreciate it. Thanks asma siddiki From menyuk at acs-pop.bu.edu Wed Apr 10 03:38:27 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Wed, 10 Apr 2002 11:38:27 +0800 Subject: Vis a vis early talkers , early walkers Message-ID: I thought I'd join in given our longitudinal study data in Early Language Development in Full-term and Premature Infants ( Erlbaum, 1995 ).We found no relation or non-relation between early walking and talking. We did find a speech development chain. The rate at which the children shifted from vocalization to true babbling related to the rate at which they achieved articulation mastery of consonantal sounds. Paula Menyuk. From macw at cmu.edu Wed Apr 10 16:49:20 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Apr 2002 12:49:20 -0400 Subject: Working on one thing at a time Message-ID: Dear Info-CHILDES, So far, it appears that the evidence for a dissociation between walking and talking is not panning out. However, before concluding this discussion on that note, let me throw in one other pointer and one reflection. First the pointer. Moshe Anisfeld at Yeshiva began working on this about 15 years ago. He believed that, using more microgenetic methods, one could discern some tendency for the child to focus on a single skill at a time. Although I read several initial papers from Anisfeld on this, I never saw anything very definitive in published form. Moreover, I find nothing in the CHILDES online bibliography from Anisfeld on this issue. So perhaps he never found anything. At the least, it seems to me, he was taking a close look at this. If, after taking such a close look, one finds nothing, then perhaps one can indeed conclude that there is nothing there. The other side of this matter is the fact that it seems to me that there is a group of people that ought to be at least a bit worried about the absence of this effect. This group is composed of people who believe in the modularity of mind along with limits on cognitive processing. If the mind is modular and if the resources for cognitive processing are at least somewhat limited, shouldn't the attainment of rapid advances in one area come at the expense of advances in another? For example, if I am taking a load of three courses at college, shouldn't I do better at these three courses (ceteris paribus), than if I overload with six courses? Wouldn't this be the same for the infant? The clear alternative here is that progress in one of these domains actually supports progress in another. In this sense, the mind would have at most some weak level of permeable modularity. If the child can walk about more, they can grasp more things and learn their names. If they can learn the names for things, they can activate their images and have greater desire to grab them and walk and crawl about with them. --Brian MacWhinney From macw at cmu.edu Wed Apr 10 16:50:17 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Apr 2002 12:50:17 -0400 Subject: Walking and talking Message-ID: Dear Info-CHILDES, So far, it appears that the evidence for a dissociation between walking (and other motor development) and talking is not panning out. However, before concluding this discussion on that note, let me throw in one other pointer and one reflection. First the pointer. Moshe Anisfeld at Yeshiva began working on this about 15 years ago. He believed that, using more microgenetic methods, one could discern some tendency for the child to focus on a single skill at a time. Although I read several initial papers from Anisfeld on this, I never saw anything very definitive in published form. Moreover, I find nothing in the CHILDES online bibliography from Anisfeld on this issue. So perhaps he never found anything. At the least, it seems to me, he was taking a close look at this. If, after taking such a close look, one finds nothing, then perhaps one can indeed conclude that there is nothing there. The other side of this matter is the fact that it seems to me that there is a group of people that ought to be at least a bit worried about the absence of this effect. This group is composed of people who believe in the modularity of mind along with limits on cognitive processing. If the mind is modular and if the resources for cognitive processing are at least somewhat limited, shouldn't the attainment of rapid advances in one area come at the expense of advances in another? For example, if I am taking a load of three courses at college, shouldn't I do better at these three courses (ceteris paribus), than if I overload with six courses? Wouldn't this be the same for the infant? The clear alternative here is that progress in one of these domains actually supports progress in another. In this sense, the mind would have at most some weak level of permeable modularity. If the child can walk about more, they can grasp more things and learn their names. If they can learn the names for things, they can activate their images and have greater desire to grab them and walk and crawl about with them. --Brian MacWhinney From john.limber at unh.edu Wed Apr 10 18:37:02 2002 From: john.limber at unh.edu (John Limber) Date: Wed, 10 Apr 2002 14:37:02 -0400 Subject: Walking and talking In-Reply-To: Message-ID: > From: Brian MacWhinney > Date: Wed, 10 Apr 2002 12:50:17 -0400 > To: > Subject: Walking and talking > > Dear Info-CHILDES, > So far, it appears that the evidence for a dissociation between walking > (and other motor development) and talking is not panning out. However, > before concluding this discussion on that note, let me throw in one other > pointer and one reflection. First the pointer. Moshe Anisfeld at Yeshiva > began working on this about 15 years ago. He believed that, using more > microgenetic methods, one could discern some tendency for the child to focus > on a single skill at a time. This was the implication of one of my all-time favorite language acquisition papers by Clark Hull and spouse that I try to cite as often as possible: "That walking interferes with talking has been observed repeatedly. It is possible that learning to talk has in this case interfered with the acquisition of voluntary control of the bladder..." Hull, C. L., & Hull, B. I. (1919). Parallel learning curves of an infant in vocabulary and in voluntary control of the bladder. Pedagogical Seminary, 26, 272-283. > Although I read several initial papers from > Anisfeld on this, I never saw anything very definitive in published form. > Moreover, I find nothing in the CHILDES online bibliography from Anisfeld on > this issue. So perhaps he never found anything. At the least, it seems to > me, he was taking a close look at this. If, after taking such a close look, > one finds nothing, then perhaps one can indeed conclude that there is > nothing there. > The other side of this matter is the fact that it seems to me that there > is a group of people that ought to be at least a bit worried about the > absence of this effect. This group is composed of people who believe in the > modularity of mind along with limits on cognitive processing. Funny thing, I was just thinking the opposite -- "modularity" as I understand it, is about independence of information processing and exchange. If walking and talking have little information exchange between them, one should have little impact on the other. This of course does not mean they are totally independent, e.g. dropping little Willie on his head may affect both walking and talking. "Modularity" only makes sense at all on local processes that can be "encapsulated" and in many of the most interesting aspects of the mind, this isn't plausible. (See Fodor, J. A. (2000). The Mind Doesn't Work That Way. Cambridge: MIT Press.). Moreover, in agreement I think with your suggestions above and below, even if independent "modules" exist for --say -- visual, syntactic, and/or locomotive processes, there should be no bio-developmental expectation these are constructed simultaneously or sequentially. Nor is there any reason to suppose that the output of these putative modules once constructed would not interact for the betterment of the non-modular mind. > If the mind > is modular and if the resources for cognitive processing are at least > somewhat limited, shouldn't the attainment of rapid advances in one area > come at the expense of advances in another? For example, if I am taking a > load of three courses at college, shouldn't I do better at these three > courses (ceteris paribus), than if I overload with six courses? Wouldn't > this be the same for the infant? > The clear alternative here is that progress in one of these domains > actually supports progress in another. In this sense, the mind would have > at most some weak level of permeable modularity. If the child can walk > about more, they can grasp more things and learn their names. If they can > learn the names for things, they can activate their images and have greater > desire to grab them and walk and crawl about with them. > > --Brian MacWhinney > -- John Limber Department of Psychology Conant Hall, 10 Library Way University of New Hampshire, Durham NH 03824-3567, USA john.limber at unh.edu 603-862-2960 FAX (603)-862-4986 http://pubpages.unh.edu/~jel From ann at hawaii.edu Wed Apr 10 19:03:16 2002 From: ann at hawaii.edu (Ann Peters) Date: Wed, 10 Apr 2002 09:03:16 -1000 Subject: e-copies of my monograph Message-ID: Since I have had several requests for copies of my 1983 monograph (The Units of Language Acquisition), I had better do a little explaining and maybe ask for some help. First, I am happy to send it to anybody. The problems are as follows: 1. it is kind of big to send as an attachment: 2.4 Meg (7 files). I guess I could compress it. but I am not "techie" enough to know how to do that, and recipients would have to be able to uncompress it. Any suggestions? 2. After I retrieved the copyright from CUP I had it scanned in to a computer. I have done some reformatting and also run a spellcheck to look for scanner errors, but there may still be some. Also, since the pagination is not the same, the indexes are not accurate, so they are not included. If anyone can help solve the transmission problem I am still ready to send it out. ann **************************** 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 seunghee at umich.edu Wed Apr 10 19:18:45 2002 From: seunghee at umich.edu (Claire Son) Date: Wed, 10 Apr 2002 15:18:45 -0400 Subject: Walking and talking -- motor and reading? In-Reply-To: Message-ID: Dear Info-CHILDES, I think this discussion is really interesting. I'm in the field of early childhood education and thinking about the relation between motor and early cognitive achievement. Some school readiness tests include motor assessment -- the use of motor test seems to be based on the assumption that having information about motor development as well as language and cognitive development adds additional power in explaining their readiness or predicting their future achievement (usually reading) in school. How do you think about motor and early reading development in this sense? And can the rationale for (or predictive validity of) using motor items in readiness test be on correlation or cause-and-effect do you think? Well, my position is that motor items should be included in early assessment which reveal more information about the whole child, but not so sure that where I can find theoretical justifications about motor and reading (or math). Thank you in advance for your comments. best, Claire Son -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1036 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at colorado.edu Wed Apr 10 21:46:51 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 10 Apr 2002 15:46:51 -0600 Subject: bybee & newman Message-ID: >Date: Wed, 10 Apr 2002 10:14:45 -0600 >To: Lise Menn >From: william bright >Subject: Re: Ref: Bybee and Newman - affixes and stem changes... >Status: > >the problem here is that the journal *linguistics* has had 2 systems of >numbering. in its earlier years, each *issue* was numbered serially; then >in later years, they switched over to the more usual system of numbering >*volumes*, each of which contained several issues. > >for these dates in 1994-95, the numbers "32" & "33" refer to *volumes*, not >to issues. > >the moral is that, when trying to find references in this journal, it's >better to look for them by *year*, rather than by "issue" or "volume" >number. > >cheers; bill > > >>Date: Wed, 10 Apr 2002 15:23:37 +0100 (BST) > >>From: Asma Siddiki >>>X-Sender: orie0482 at ermine.ox.ac.uk > >>To: info-childes at mail.talkbank.org > >>Subject: Ref: Bybee and Newman - affixes and stem changes... > >> >>> Hello everyone, >>> >>> Bybee and Newman (1994) Are stem changes as natural as >>> affixes? Linguistics 32, 33-34 >>> >>> and >>> >>> Bybee, Joan and Jean Newman. 1995. Are affixes more natural than stem >>> changes? Linguistics 33.633-654. >>> >>> >>> At least one of these two references should be correct, but Linguistics >>> 32 and 33 are actually very very old volumes! Could someone please point >>> out exactly where the confusion is and why I can't seem to be able to find >>> these papers? I would greatly appreciate it. >>> >>> Thanks >>> asma siddiki > >> > >-- >William Bright >Professor Emeritus of Linguistics & Anthropology, UCLA >Professor Adjoint of Linguistics, University of Colorado, Boulder >Editor, Written Language and Literacy >Editor, Native American Placenames of the United States >1625 Mariposa Avenue, Boulder, CO 80302 >Tel. 303-444-4274 >FAX 303-413-0017 >Email william.bright at colorado.edu > >William Bright's website: http://www.ncidc.org/bright -- Lise Menn 303-492-1609 Professor Department of Linguistics, University of Colorado 295 UCB, Boulder, CO 80309 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version: http://www.bayget.com/inpaku/kinen9.htm From macw at cmu.edu Wed Apr 10 23:30:18 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Apr 2002 19:30:18 -0400 Subject: Walking and talking In-Reply-To: Message-ID: John, Clare, and Info-CHILDES, First let me reply to John Limber that he is right to question my knee-jerk invocation of modularity for this issue. As Phil Dale also noted in a note to me, it is really the resource competition issue that is central here and not the modularity issue. Let me try to rephrase what I meant here. What I meant was that, if the infant or the developmental process can control the skills of walking and talking to some degree separately, then they must be at least partially modular. They don't have to be totally encapsulated and all of that, just weakly modular. Then, if there is resource competition and if one of these developmental processes gets all of the developmental, attentional, and processing resources, the other would presumably suffer. This is what Hull and Hull were thinking when they brought up the amusing example of talking interfering with bladder control. (It seems as if the young child is somehow suffering stage fright.) Now, it is certainly also true that, as Phil Dale points out, a positive relation between walking and talking (as opposed to no relation) would be consistent with any theory, modular or not. However, if there is a positive relation that is promoted by mutual positive interactions, then you have to have a theory of how those positive relations work. For example, Tina Bennett pointed out to me that one could expect a positive relation between walking and talking if you view both as expressions of a growing independence on the part of the child and the attendant separation from the mother. Various writers have made this point over the years and it seems interesting and possibly testable. I'm not at all suggesting that the data support any of these positions, just noting that there are lots of interesting possibilities. I might also suggest that the fact that no negative relation of the type noted by Hull and Hull has been detected in recent work might well be due to our tendency to rely on group data which might well mush together some kids that have a negative relation with others that show a positive relation. I am sure that other readers of this list are better able to address Clare's interesting question about cognitive-motor relations than I. However, I might at least point to the prevalence of motor items on infant tests such as the Bailey, along with the fact that the items that are most predictive of later IQ are not the motor items, but rather the language items. --Brian MacWhinney From ann at hawaii.edu Thu Apr 11 00:15:06 2002 From: ann at hawaii.edu (Ann Peters) Date: Wed, 10 Apr 2002 14:15:06 -1000 Subject: e-copies of UNITS Message-ID: Sorry to trouble those who aren't interested in this. A more technologically knowledgeable colleague has helped me convert the whole thing to PDF (Acrobat) and is putting it on my web page (see URL at bottom of this message). If you want a copy and have problems retrieving it, I can send you a pdf version. (You can download an Acrobat reader via the Childes web page). ann **************************** 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 lmb32 at columbia.edu Thu Apr 11 14:37:58 2002 From: lmb32 at columbia.edu (Lois Bloom) Date: Thu, 11 Apr 2002 10:37:58 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: There are, indeed, complementary effects in development, both competitive and collaborative, and these occur at both the molar and the molecular levels. For an example of large developmental effects over longitudinal time between progress in language (first words and a vocabulary spurt), and object play (specifically, constructing thematic relations between objects) (result: developments in the two occur together), see: Lifter, K., & Bloom, L. (1989). Object play and the emergence of language. Infant Behavior and Development, 12, 395-423. And between these same achievements in language and emotional expression (result: the two compete with each other developmentally), see: Bloom, L., & Capatides, J. (1987). Expression of affect and the emergence of language. Child Development, 58, 1513-1522. And between emotional expression and the emergence of syntax, see: Bloom, L. & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66 (4, Serial No. 267). However, the question that began the present discussion in Childes had to do with such molar developments in language and walking and, so far, I have seen no report of such effects one way or the other. We didn't find them. However, I would not be surprised to find more molecular effects in the microgenetic unfolding of such actions. I suspect, for example, that the one-year-olds we studied were not saying words, much less phrases and simple sentences (or expressing emotion), while trying to stack the 1-in. cubes to make a tower, or while taking their first steps. Those are empirical questions, but we didn't ask them. However, we did find such microgenetic effects in real time between language and emotional expression, see: Bloom, L., & Beckwith, R. (1989), Talking with feeling: Integrating affective and linguistic expression in early language development. Cognition and emotion, 3, 313-342. Reprinted in C. Izard (Ed.), Development of emotion-cognition relations (pp. 313-342). Hillsdale, NJ: Erlbaum. And between language (child and mother speech), emotional expression, and object play; see Bloom & Tinker (2001). For a vintage study showing competition as well as collaboration *within* the domain of language (lexicon, syntax, and discourse), see: Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in language development. In A. Pick (Ed.), Minnesota Symposia on Child Psychology, (Vol. 9, pp 3-55). Minneapolis MN: University of Minnesota Press. Reprinted in L. Bloom (1991). Language development from two to three (pp. 86-142). Cambridge: Cambridge University Press. Effects such as these may or may not have to do with questions of modularity. But there are other ways of looking at them (e.g., Bloom & Tinker, 2001; Bloom, 1993). --Lois Bloom From ann at hawaii.edu Thu Apr 11 19:35:28 2002 From: ann at hawaii.edu (Ann Peters) Date: Thu, 11 Apr 2002 09:35:28 -1000 Subject: new web page address Message-ID: Dear friends, It seems I have a new web page address! http://www.ling.hawaii.edu/faculty/ann/ At this address you will find a pdf version of UNITS. If you have trouble downloading it, please let me know. ann **************************** 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://www.ling.hawaii.edu/faculty/ann/ From h.vanderlely at ucl.ac.uk Fri Apr 12 09:47:51 2002 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Fri, 12 Apr 2002 10:47:51 +0100 Subject: POSTDOCTORAL RESEARCH POSITION Message-ID: An HTML attachment was scrubbed... URL: From Johanne.Paradis at ualberta.ca Sat Apr 13 06:19:31 2002 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Sat, 13 Apr 2002 00:19:31 -0600 Subject: Studentship in Acquisition of an Indigenous Language Message-ID: PhD Student Assistantship in the Acquisition of an Indigenous Language The Department of Linguistics at the University of Alberta is inviting applications for a PhD student assistantship position, beginning September 2002, on a field project documenting children's acquisition of an endangered Mexican indigenous language, Upper Necaxa Totonac. The student will have the opportunity to work in an indigenous community in Mexico, as part of a larger research project on this language (http://www.ualberta.ca/~dbeck/UNTProj.html). This assistantship is designed to provide talented PhD student applicants with stable funding for the duration of their studies and to facilitate their involvement as junior colleagues in the academic life of the Department. Students will have the opportunity to present the results of individual research at conferences and, where appropriate, will be encouraged to publish their results in professional venues. The assistantship will be at the rate of $11,000 CDN per academic year (September to April). There will also be a possibilty of additional funding for the months of May to August. Candidates will be required to meet the entrance requirements for the PhD programme in linguistics and will be assessed the normal PhD tuition fees which are currently $3,200 CDN per academic year for Canadian students and $5,900 CDN for non-Canadian students. The student must be a competent speaker of Spanish. Preference will be given to applicants with a strong background in linguistics, preferably at the graduate level. Experience working with young children either in an experimental, educational, or clinical context would be an asset. Experience using the the CHILDES database, transcription and coding systems would also be an asset. The deadline for application for this assistantship is May 31, 2002. Taking up this position is contingent upon admission to the PhD Programme in Linguistics; applicants should meet Departmental requirements for applications, as outlined on the University ofAlberta Linguistics Website at http://www.arts.ualberta.ca/~linguist/graduate.htm. The application package should include: a) a letter that summarizes past experience and outlines the candidate's research interests and proposed area of study, b) unofficial university transcripts, c) an academic writing sample (a recent paper, thesis chapter, or article), and d) the names and email addresses of three referees. Applications should be sent to: Johanne Paradis Department of Linguistics University of Alberta Edmonton, AB, T6G 2E7 Canada phone: 780-492-0805 fax: 780-492-0806 email: johanne.paradis at ualberta.ca Final Date of Application: May 31, 2002 ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From mark_mitchell at kmug.org Mon Apr 15 14:36:20 2002 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Mon, 15 Apr 2002 23:36:20 +0900 Subject: PDF and availability of research Message-ID: Ann Peters writes: Sorry to trouble those who aren't interested in this. A more technologically knowledgeable colleague has helped me convert the whole thing to PDF (Acrobat) and is putting it on my web page (see URL at bottom of this message). http://www.ling.hawaii.edu/faculty/ann/ As a general note, PDF is already a kind of 'compression' and is universally readable on most all platforms. Furthermore, Macintosh users with OSX have built-in conversion to PDF ability (just check your 'help' for instructions). Windows users may have similar functionality? If possible, please do make your research available as PDF files (instead of the dreaded msword). Science will be far the better for it (and you'll get more references to your work!). Nice web-site, Dr. Peters! mark mitchell Japan From marit.r.westergaard at hum.uit.no Tue Apr 16 14:03:00 2002 From: marit.r.westergaard at hum.uit.no (Marit R. Westergaard) Date: Tue, 16 Apr 2002 16:03:00 +0200 Subject: Q: Limiting a search in CLAN Message-ID: Is there anyone out there who could help me find a command that will give me all the utterances that are three words or longer? I have tried various things with both KWAL and COMBO, but I cannot find anything that will exclude one- and two word utterances. (Actually, if I could only exclude one-word utterances, that would already be a great help). Thank you. Best, Marit R. Westergaard University of Tromsø From boehning at kronos.ling.uni-potsdam.de Wed Apr 17 13:03:17 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Wed, 17 Apr 2002 15:03:17 +0200 Subject: Q: child directed speech: Blind Children Message-ID: Dear Info-Childes members, I am currently looking for publications or transcripts (German or English) that deal with child directed speech with/to blind children. I am interested in their vocabulary acquisition and was wondering if child directed speech differs a lot in comparison to children that are not blind. There does not seem to be any transcripts of this kind in the database. Can anyone help? Thank you! Marita ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From macw at cmu.edu Wed Apr 17 20:10:47 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Apr 2002 16:10:47 -0400 Subject: limiting a search in CLAn Message-ID: Dear Marit Westergaard, You wanted to work only on sentences with three or more words. We had to change the CLAN MAXWD program to do what you wanted. The new Macintosh version on the web now includes the changes. The Windows version will be updated for the changes by the end of the week. The command you need to use is maxwd -x3 +g2 +c0 +d1 +o% filename.cha The -x3 tells the program you want to exclude sentences under three words in length. The +g2 says to count words. The +c0 says to output any amount of matching sentences. In effect zero is the same as infinity here. The +d1 means to preserve CHAT format. The +o% says to include the dependent tiers in the output. You may not actually want this. The new feature here is the +c0. I will add this info to the manual. Good luck. --Brian From Phyllis.Schneider at ualberta.ca Wed Apr 17 20:46:34 2002 From: Phyllis.Schneider at ualberta.ca (SCHNEIDER Phyllis) Date: Wed, 17 Apr 2002 14:46:34 -0600 Subject: counting words Message-ID: Since the issue of counting words has come up: Is there any way to limit analyses to a certain number of words? Thomas Klee in an article on sample analyses recommended calculating type-token ratio based on word limits rather than utterance limits -- 100, 200, or 400 word samples. I can't see any way to do this with CLAN other than counting the words by hand. Thanks-- Phyllis Schneider From gleason at bu.edu Wed Apr 17 21:31:26 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Wed, 17 Apr 2002 17:31:26 -0400 Subject: Q: child directed speech: Blind Children Message-ID: Marita Boehning wrote: > > Dear Info-Childes members, > > I am currently looking for publications or transcripts (German or > English) that deal with child directed speech with/to blind children. I > am interested in their vocabulary acquisition and was wondering if child > directed speech differs a lot in comparison to children that are not > blind. > There does not seem to be any transcripts of this kind in the database. > Can anyone help? I think that both Elaine Andersen (at USC) and Carolyn Johnson (at UBC) have done work that is relevant to your question. I don't have their pubs list handy, though. jean From macw at cmu.edu Wed Apr 17 23:21:45 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Apr 2002 19:21:45 -0400 Subject: new corpus on hearing impairment Message-ID: Dear Info-CHILDES, I am happy to announce the inclusion in the CHILDES database of a new corpus comparing language in children with hearing impairment and children with normal hearing. The corpus has been contributed by Johanna Nicholas of the Central Institute for the Deaf in St. Louis (jnicholas at cid.wustl.edu). Many thanks to Johanna for contributing the first CHILDES corpus of oral language from children with hearing impairment. The readme file for the corpus follows. The data can be found in nicholas.sit in /clinical --Brian MacWhinney These transcripts were created for study of the verbal and nonverbal communicative behavior of both typically-developing, normally-hearing children and those with a severe-profound hearing loss. All of the children with hearing loss were enrolled in an auditory-oral educational program and therefore what is transcribed is primarily spoken English. The study is composed of two sections: a cross-sectional study and a 36-month study. The cross-sectional study examined children at 12, 18, 24, 30, 36, 42, 48, and 54 months. There were 96 normally-hearing participants located through local birth records and 43 children with hearing loss. In the 36 month study, there were 18 normally-hearing participants located through local birth records and 18 children with hearing loss. Important note: 15 of the 18 deaf children did not have a cochlear implant at the time of this study. Therefore, the language contained in these transcripts is representative of children with these characteristics in the days before cochlear implantation and may be significantly different from otherwise comparable children who received a cochlear implant at a young age along with intensive auditory-oral instruction. Specific audiological information is available from the researcher donating the transcripts. These transcripts were created from videotaped play with a parent. Each session was approximately 30 minutes in length and time codes are interspersed throughout. The child-parent dyad were provided with 4 successive sets of toys during the 30 minutes and asked to play naturally, using whatever toys were of interest to the child. Parents were encouraged to use the time to have fun with their child and not to use the session as a ³teaching session². A few of the children in this study had been exposed to signed English, either informally or formally before beginning their auditory-oral education and therefore there are some instances in which informal or formal signs appear in the transcripts. These are marked on the transcript and a key to these is available from the donating researcher. All transcripts were created by trained graduate students in the field of speech and hearing and were verified by certified Teachers of the Deaf. The sessions were transcribed at the word level (not ³morphemicized²). They were later coded for communicative function but those codes are not included in these files. Ref: Nicholas, J. G. and Geers, A. E. (1997). Communication of oral deaf and normally hearing children at 36 months of age. Journal of Speech, Language, and Hearing Research, 40, 1314-1327. Research supported by the NIDCD. From zweizman at post.harvard.edu Thu Apr 18 05:35:14 2002 From: zweizman at post.harvard.edu (Zehava Weizman) Date: Thu, 18 Apr 2002 13:35:14 +0800 Subject: counting words Message-ID: Phillis, To limit the analysis to certain number of words spoken by the child for example, the command is: freq +t*CHI +z100w filename.cha => analyze the first 100 words only freq +t*CHI +z200w filename.cha => analyze the first 200 words only freq +t*CHI +z400w filename.cha => analyze the first 400 words only => it generates an alphabetical list of the first 100 words used by the target child along with the frequency with which these words occur in the transcript (filename.cha). Hope this is helpful. Zehava Weizman >From: SCHNEIDER Phyllis >To: "'info-childes at mail.talkbank.org'" >Subject: counting words >Date: Wed, 17 Apr 2002 14:46:34 -0600 > > >Since the issue of counting words has come up: Is there any way to limit >analyses to a certain number of words? Thomas Klee in an article on sample >analyses recommended calculating type-token ratio based on word limits >rather than utterance limits -- 100, 200, or 400 word samples. I can't see >any way to do this with CLAN other than counting the words by hand. > >Thanks-- >Phyllis Schneider -------------- next part -------------- An HTML attachment was scrubbed... URL: From lpxao at psyc.nott.ac.uk Thu Apr 18 09:27:17 2002 From: lpxao at psyc.nott.ac.uk (Javier) Date: Thu, 18 Apr 2002 10:27:17 +0100 Subject: sampling the sample Message-ID: Following the recent comments on limiting a search and counting words, I would appreciate if someone knows a simple way to extract a random set of utterances (not just words) from a given CHAT file. For instance: (1) we have an original sample of 1234 child utterances (2) we get rid of 234 utterances -randomly!-, and (3) we end with a sample of exactly 1000 utterances (ideally preserving CHAT format for ulterior analyses). This would be helpful for some reasons (i.e., equalizing different samples in size). It seems an easy process, but I don't know about an easy tool to solve the problem (included in CLAN or not). Thanks, Javier Javier Aguado Orea = . . = School of Psychology , University of Nottingham UK -- __ From boehning at kronos.ling.uni-potsdam.de Thu Apr 18 12:19:33 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Thu, 18 Apr 2002 14:19:33 +0200 Subject: high versus low frequency words Message-ID: Dear Info-Childes members, does anyone know advice to the following problem? I have generated a word list (from CELEX database, German words) for which frequency counts are given. I need these words to use them in an experiment I want to conduct. I need to choose a certain amount of "low" and a certain amount of "high freuquency" words. Is there a kind of "rule" for a cut off criterion so that one can decide: these words belong to my high frequency category and these blong to my low frequency category? One way I thought of is to look at the distribution and take the lowest x% and the highest x% of the distribution (i.e. the very high frequent words and the very low frequent words) and leave out all words in the middle. This causes the problem that I would "loose" a lot of possible items for my experiment as these "middle frequency words" would neither fit into high frequency category nor into low frequency category. A big problem of the word list is that there are many words of rather a similarly medium/low frequency and only a few with really high frequency. Any suggestions or publications that had to deal with same problem? Thank you! Marita Böhning ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From alleng at pilot.msu.edu Thu Apr 18 12:15:18 2002 From: alleng at pilot.msu.edu (George D. Allen) Date: Thu, 18 Apr 2002 08:15:18 -0400 Subject: random sampling In-Reply-To: Message-ID: In response to Javier's email, I just wanted to bring to your attention, if you don't already know of it, a handy web site for generating random sequences. Some of my students used it recently to select a random sample of 1000 survey recipients from our campus phone book. They generated 2 sequences of 1000 random numbers, the first bounded by the first and last page numbers of the phone listings (41 - 362), the other bounded by 1 and whatever they decided was a reasonable estimate of the number of names on a page. The generator returned the first list sorted from low to high, so they didn't have to go back and forth in the book; the second list remained in its original order. Took about 2 minutes. www.randomizer.org -- George D. Allen Michigan State University College of Nursing A230 Life Sciences Bldg., E Lansing, MI 48824-1317 Voice: (517) 353-5976; Fax: (517) 353-9553 "We already have distance learning in most university science courses; it's called the lecture." -- Donald Kennedy, "Science," Vol 293, p. 1557. From gleason at bu.edu Fri Apr 19 02:54:33 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 18 Apr 2002 22:54:33 -0400 Subject: Memorial service for Harold Goodglass Message-ID: A memorial service for Harold Goodglass has been set for Sunday, 19 May, at 1 pm. It will be held at Temple Ohabei Shalom, which is at 1187 Beacon Street in Brookline, Massachusetts From zwe at att.net Fri Apr 19 15:50:13 2002 From: zwe at att.net (Zena Eisenberg) Date: Fri, 19 Apr 2002 11:50:13 -0400 Subject: question on methdology In-Reply-To: Message-ID: Hi, I am collecting data for my research on parents and their children talking about past and future events. I was wondering if anyone knows of previous works analyzing parent-child (3-5 year olds) talk in terms of achieving shared meaning when there is such discrepancy in their conceptual as well as linguistic knowledge. More specifically, i am looking for a methdology for analyzing the conversations. Thank you, Zena Eisenberg Developmental Psychology The Graduate Center The City University of New York 365 Fifth Avenue New York, NY 10016-4039 From L.Onnis at warwick.ac.uk Fri Apr 19 16:20:10 2002 From: L.Onnis at warwick.ac.uk (Luca Onnis) Date: Fri, 19 Apr 2002 17:20:10 +0100 Subject: Childes workshop in the UK - announcement Message-ID: Dear info-childes members, Please circulate the following: I am glad to advertise the Warwick CHILDES Workshop, which will take place at the University of Warwick, UK, Tuesday 17th - Thursday 18th September 2002. The workshop is sponsored by the British Psychological Society. The overall purpose of the seminars is to provide practical hands-on experience of the database. In particular, we aim: a) to introduce researchers unfamiliar with CHILDES, but planning to do empirical psycholinguistic work, to the basics of transcription and coding of new material to include in the database; b) to teach researchers who have already started collecting data but are unfamiliar with the coding practices of CHILDES; c) to teach researchers who have a basic knowledge of the database but want an advanced course and need help in addressing specific research questions within CHILDES. The seminars will be taught by the following CHILDES experts: Prof. Stephen Gillis (University of Antwerp) Dr. Caroline Rowland (University of Liverpool) Dr. Gary Jones (University of Derby) Dr. Fernand Gobet (University of Nottingham) Dr. Anna Theakston (University of Manchester) Dr. Kate Joseph (University of Manchester) The course is limited to 20-25 people. Researchers and graduate students are welcome to apply. A more detailed program will be circulated soon. Also a number of grants will be made available for postgraduate students. Please send any queries and/or a request of participation to: Luca Onnis (local organiser) Dpt. Of Psychology University of Warwick CV4 7AL, Coventry, England Email: l.onnis at warwick.ac.uk If you would like to come please indicate whether you are new to the CHILDES database or are already familiar with it. In the latter case, please indicate what is your area of research (syntactic development, pragmatics, etc.). We will try to make the workshop as tailored as possible to participants` needs. Regards, Luca Onnis ---------------------------------------------------------------- Luca Onnis Graduate Research Assistant Department of Psychology University of Warwick CV4 7AL, Coventry UK From sharon.unsworth at let.uu.nl Wed Apr 24 11:24:35 2002 From: sharon.unsworth at let.uu.nl (Sharon Unsworth) Date: Wed, 24 Apr 2002 13:24:35 +0200 Subject: transcription query Message-ID: Dear all, In my transcription of an L2 picture description task I would like to do the following, but I'm not sure whether this is possible with CLAN/CHAT: Subject: there's a dog and a boy and the boy is +... [The subject doesn't know the word in his L2 English so the experimenter tells her.] Experimenter: crying. Subject: crying. What I want to do is transcribe this in such a way as to show that the subject's second utterance follows on from her first so that the two utterances will be counted as one utterance for the purposes of MLU. I started using the overlap signs, [<] and [>], but this isn't an overlap (they're not talking at the same time); I could use the other-completion sign ++ for the experimenter's utterance but that doesn't really solve the problem. Is there a way of doing this that I can't find in the manual!? Thanks in advance, Sharon Unsworth *-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* Sharon Unsworth Utrecht Institute of Linguistics UiL-OTS Trans 10 3512 JK Utrecht The Netherlands tel. +31 (0) 30 253 8099 From lpxao at psyc.nott.ac.uk Wed Apr 24 14:42:19 2002 From: lpxao at psyc.nott.ac.uk (Javier) Date: Wed, 24 Apr 2002 15:42:19 +0100 Subject: transcription query Message-ID: Sharon, You could use suffixes of the type: word at code For instance: Subject: ther's a dog and a boy and the boy is crying at cont . Experimenter: crying at real . Subject: crying at false . Afterwards, you have to exclude that suffix with the -s option: e.g.: MLU -s"*@cont" *.cha would not consider "crying at cont" Use the "word at real" or "word at false" suffixes if you want to do something else with continuations, but they are not required for your MLU purposes. Perhaps you also want to mark the actual place where the sentence was finished by the speaker. You can add something like 00MARK . These codes will not be included in the MLU, but you could select and pool out these utterances with a "kwal" or "combo" command. e.g.: Subject: ther's a dog and a boy and the boy is 00MARK crying at cont . Hope this helps, Javier Aguado Orea = . . = School of Psychology , University of Nottingham UK -- __ From judif at crl.ucsd.edu Wed Apr 24 15:29:15 2002 From: judif at crl.ucsd.edu (Judi Fenson) Date: Wed, 24 Apr 2002 08:29:15 -0700 Subject: transcription query In-Reply-To: <3.0.6.32.20020424132435.00a376f8@pop.let.uu.nl> Message-ID: Dear Sharon, To count an interrupted utterance as one you do the following: Subject: there's a dog and a boy and the boy is +/. Experimenter: crying. Subject: +, crying. +/. followed by +, makes it count as one utterance. --Judi Fenson > At 01:24 PM 4/24/02 +0200, you wrote: >Dear all, > >In my transcription of an L2 picture description task I would like to do >the following, but I'm not sure whether this is possible with CLAN/CHAT: > >>What I want to do is transcribe this in such a way as to show that the >subject's second utterance follows on from her first so that the two >utterances will be counted as one utterance for the purposes of MLU. I >started using the overlap signs, [<] and [>], but this isn't an overlap >(they're not talking at the same time); I could use the other-completion >sign ++ for the experimenter's utterance but that doesn't really solve the >problem. > >Is there a way of doing this that I can't find in the manual!? > >Thanks in advance, >Sharon Unsworth > > >*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* >Sharon Unsworth >Utrecht Institute of Linguistics UiL-OTS >Trans 10 >3512 JK Utrecht >The Netherlands >tel. +31 (0) 30 253 8099 > > > From stioan at hol.gr Fri Apr 26 09:05:16 2002 From: stioan at hol.gr (demetra kati) Date: Fri, 26 Apr 2002 12:05:16 +0300 Subject: Virus warning! Message-ID: Please note, I have received a message concerning a recent virus that gets itself automatically transmitted through the address lists of e-mails. The instructions for finding & deleting are the following: 1) Find it by the name: jdbgmgr.exe, usually in C:WINDOWS. SYSTEM (run a search). It has a bear as a sign as well. 2) Delete it both from the address you find it in as well as the deleted Trash files. D. Katis -------------- next part -------------- An HTML attachment was scrubbed... URL: From mthomas at ich.ucl.ac.uk Fri Apr 26 09:16:41 2002 From: mthomas at ich.ucl.ac.uk (Michael Thomas) Date: Fri, 26 Apr 2002 10:16:41 +0100 Subject: Hoax virus warning In-Reply-To: <004e01c1ed01$bc286a40$297661c3@Standard> Message-ID: > I have received a message concerning a recent virus > 1) Find it by the name: jdbgmgr.exe, usually in C:WINDOWS. SYSTEM (run > a search). The jdbgmgr.exe virus warning is a hoax. Please consult http://www.symantec.com/avcenter/venc/data/jdbgmgr.exe.file.hoax.html Thanks for your concern, however! From sugiura at lang.nagoya-u.ac.jp Sat Apr 27 11:39:20 2002 From: sugiura at lang.nagoya-u.ac.jp (SUGIURA Masatoshi) Date: Sat, 27 Apr 2002 20:39:20 +0900 Subject: JSLS2002 Call for participation Message-ID: ------------------------------------------------------------------- http://cow.lang.nagoya-u.ac.jp/jsls/2002/ ------------------------------------------------------------------- The Fourth Annual Conference of The Japanese Society for Language Sciences (JSLS2002) July 6 (Sat.)- 7 (Sun.), 2002 Japan Women's University (Nishi-Ikuta Campus) * * * * * * * * Call for Participation * * * * * * * * * * * Invited Speaker: Andrew Radford (University of Essex) "On the Nature of the Grammatical Deficit in Children with Specific Language Impairment: Evidence from English" * Special Speaker: Yukio Tono (Meikai University) "EFL Learner Corpus Research: State of the Art and Applications in SLA Research" * Invited Symposium [in Japanese] "Preadaptations to Language: Perspectives from Animal Cognition" Organizers: Kazuo Okanoya (Chiba U.) and Shoji Itakura (Kyoto U.) * Symposium [in Japanese] "What do children learn in the context of picture-book reading?" Organizer: Etsuko Haryu (Aoyama Gakuin U.) Chair: Nobuko Uchida (Ochanomizu U.) * Accepted Presentations (10 papers) -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- How to Participate in the Conference 1) Fill in the Registration Form (at the end of this message), and send it to: jsls2002registration at oscar.lang.nagoya-u.ac.jp 2) Pay the fee Note: Until you pay the fee, your registration is not complete. 3) Once we register you to the conference, we'll send you a confirmation message by e-mail. Note: If you don't receive the message before the conference, please send us a confirmation request by e-mail to the same address. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- CONFERENCE FEES Domestic participants: ---------------------- Registration fee Member Non-member(*) Pre-registration (paid in full by June 1, 2002) 3,500 yen 5,500 yen Late registration/on-site 5,000 yen 7,000 yen registration (after June 2, 2002) Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen Overseas participants: ---------------------- Registration fee Member Non-member(*) Pre-registration (paid in full by June 1, 2002) US$30.00 US$50.00 Late registration/on-site US$45.00 US$60.00 registration (after June 2, 2002) Conference handbook US$17.00 US$25.00 Reception US$25.00 US$25.00 NOTE: ==== (*) If you would like to become a member of JSLS, please apply at: http://jchat.sccs.chukyo-u.ac.jp/JSLS/proposal.html 1) Individuals who apply for membership on the first day of the conference will be considered to be JSLS members. 2) Presenters from overseas may apply for a registration fee waiver. Please indicate this in your registration form. 3) The reception is scheduled for the evening of Saturday, July 6. 4) We strongly encourage you to purchase the conference handbook, as it will contain copies of each paper to be given at the conference, with tables, figures and references. Additional handouts will not be distributed at the conference, unless prepared by individual presenters. 5) All presenters MUST pre-register before June 1. PAYMENT ======= Domestic: Postal deposit (Yuubin Furikae) Account number 00150-9-161412 Name of Account JSLS 2002 Overseas: For the pre-registration, please use an "International Postal Money Order" available at your local Post Office. Send it to the address below along with a copy of your registration form: (Postmarked no later than June 1, 2002, please.) Recipient: Scott Saft Address: Institute of Modern Languages and Modern Cultures University of Tsukuba 1-1-1 Tenoodai, Tsukuba-city 305-8571 JAPAN For on-site registration, please pay by cash in Japanese Yen. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- * Conference Program -------------------- Conference programs and handbooks will NOT be mailed in advance. The conference program will be posted to the JSLS mailing list and on the JSLS2002 web site: http://cow.lang.nagoya-u.ac.jp/jsls/2002/ * Student Volunteers -------------------- 1) We need 10 student volunteers for the conference on site. 2) Each student volunteer will be expected to work approximately 5 hours during the conference. 3) Student volunteers will be given a registration fee waiver and a copy of the conference handbook. 4) Those who are interested, please send an e-mail message including name, affiliation, year, phone number, and the language(s) you can speak to the address below no later than May 8, 2002: jsls2002info at oscar.lang.nagoya-u.ac.jp with the subject "JSLS2002 Student Volunteer" 5) We will inform every applicant of the result by May 15, 2002. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- All questions regarding the JSLS 2002 conference should be addressed to: SUGIURA Masatoshi JSLS2002 Conference Coordinator Graduate School of International Development Nagoya University Furo-cho, Chikusa-ku Nagoya, Aichi 464-8601 JAPAN e-mail: jsls2002info at oscar.lang.nagoya-u.ac.jp -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- JSLS2002 Registration Form Send this to: jsls2002registration at oscar.lang.nagoya-u.ac.jp --------------------------------------------------------------------- Note: 1) All presenters should also submit this form. 2) e-mail subject should be "JSLS2002 Registration." 3) Send this form in the body of e-mail message, NOT as an attachement. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- NAME: AFFILIATION: ADDRESS: ZIP CODE: COUNTRY: PHONE: E-MAIL: Are you a member of JSLS?: YES / NO PAYMENT (Please type in) REGISTRATION: US$______ CONFERENCE HANDBOOK:US$______ RECEPTION: US$______ ------------------------------ TOTAL: US$______ If you are . . . . . . . . . . . . . . . . . . . . . . . . . . . (Select each one.) 1) participants from overseas, you will a) send International Postal Money Order, or b) pay on site. 2) presenters from overseas, do you need a registration fee waiver? a) Yes. b) No. 3) students, would you like be a student volunteer? (Application should be no later than May 8, 2002.) a) Yes. b) No. ------------------------------------------------------------ http://cow.lang.nagoya-u.ac.jp/jsls/2002/ ------------------------------------------------------------ From ervintrp at socrates.Berkeley.EDU Sat Apr 27 17:46:07 2002 From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp) Date: Sat, 27 Apr 2002 10:46:07 -0700 Subject: Madison program Message-ID: I have been looking regularly at the fancy website for the IASCL program in Madison in July, in the hopes of finding an on-line program such as other organizations use. Such a program can be set up whenever papers are accepted. I can find neither a program, which would help participants select their travel schedule in terms of which papers they want to hear, or even an online feedback address to express this concern. Hence this broadcast complaint. It is getting late. Susan Ervin-Tripp From msyonata at mscc.huji.ac.il Sat Apr 27 20:50:20 2002 From: msyonata at mscc.huji.ac.il (Yonata Levy) Date: Sat, 27 Apr 2002 22:50:20 +0200 Subject: Madison program Message-ID: Well, have there been notices of acceptance of presentations for LASCL?? Yonata. ----- Original Message ----- From: "Susan Ervin-Tripp" To: Sent: Saturday, April 27, 2002 7:46 PM Subject: Madison program > I have been looking regularly at the fancy website for the > IASCL program in Madison in July, in the hopes of finding an > on-line program such as other organizations use. Such a program > can be set up whenever papers are accepted. I can find > neither a program, which would help participants select their > travel schedule in terms of which papers they want to hear, > or even an online feedback address to express this concern. > Hence this broadcast complaint. It is getting late. > > Susan Ervin-Tripp > From santelmannl at pdx.edu Sun Apr 28 18:00:16 2002 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Sun, 28 Apr 2002 11:00:16 -0700 Subject: Madison program In-Reply-To: Message-ID: May I suggest that this query be directed at the organizers? Since it's being held jointly with SRCLD I would contact: srcld at waisman.wisc.edu Lynn Santelmann At 10:46 AM 4/27/2002 -0700, Susan Ervin-Tripp wrote: >I have been looking regularly at the fancy website for the >IASCL program in Madison in July, in the hopes of finding an >on-line program such as other organizations use. Such a program >can be set up whenever papers are accepted. I can find >neither a program, which would help participants select their >travel schedule in terms of which papers they want to hear, >or even an online feedback address to express this concern. >Hence this broadcast complaint. It is getting late. > >Susan Ervin-Tripp > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hhzainab at hotmail.com Sun Apr 28 21:55:58 2002 From: hhzainab at hotmail.com (zainab h.hussein) Date: Sun, 28 Apr 2002 21:55:58 +0000 Subject: Hoax virus warning Message-ID: An HTML attachment was scrubbed... URL: From h.g.simonsen at ilf.uio.no Sun Apr 28 22:00:55 2002 From: h.g.simonsen at ilf.uio.no (h.g.simonsen at ilf.uio.no) Date: Mon, 29 Apr 2002 00:00:55 +0200 Subject: info-childes Digest - 04/28/02 In-Reply-To: Message-ID: Dear This is an automatic reply. Feel free to send additional mail, as only this one notice will be generated. The following is a prerecorded message, sent for hannegs at ilf.uio.no: ==================================================== Hanne Gram Simonsen is away from her office until May 6. From hhzainab at hotmail.com Sun Apr 28 22:04:35 2002 From: hhzainab at hotmail.com (zainab h.hussein) Date: Sun, 28 Apr 2002 22:04:35 +0000 Subject: Hoax virus warning Message-ID: An HTML attachment was scrubbed... URL: From miller at waisman.wisc.edu Mon Apr 29 16:21:34 2002 From: miller at waisman.wisc.edu (Jon Miller) Date: Mon, 29 Apr 2002 11:21:34 -0500 Subject: Madison program In-Reply-To: Message-ID: Susan, The program will be posted by the end of the week, baring any unforeseen problems. Due to the excellent response to the call for papers, this process has taken us a bit longer than expected. There will be almost 600 papers and posters on the program and more than 40 symposia, plus plenary talks each day. The program will be listed by time and topic to aid in your review. The Web site does have contact information, under the "Who are we" button, select "contact us". Everyone should have heard from us about your submissions, if not, please contact us immediately. We are looking forward to seeing you in Madison for a very exciting meeting. Cheers,jon At 10:46 AM 4/27/2002 -0700, Susan Ervin-Tripp wrote: >I have been looking regularly at the fancy website for the >IASCL program in Madison in July, in the hopes of finding an >on-line program such as other organizations use. Such a program >can be set up whenever papers are accepted. I can find >neither a program, which would help participants select their >travel schedule in terms of which papers they want to hear, >or even an online feedback address to express this concern. >Hence this broadcast complaint. It is getting late. > >Susan Ervin-Tripp Jon F. Miller, Ph.D. Professor Department of Communicative Disorders University of Wisconsin - Madison 1975 Willow Drive Madison, WI 53706 (608) 262-6461 FAX (608) 262-6466 From voulag at otenet.gr Mon Apr 29 19:05:05 2002 From: voulag at otenet.gr (Voula Georgopoulos) Date: Mon, 29 Apr 2002 22:05:05 +0300 Subject: Token test for Children Message-ID: I was asked by students in my department who are conducting some research with a colleague of mine to post the following: We have some questions concerning the "The Token Test for Children" by Frank DiSimoni. My apologies if this is not the forum for these questions. Your help is greatly appreciated. 1. What is the basal ceiling of the test? How many wrong items (specific number) do we count before we stop the test in Part 1 during its administration? 2. Why did the author choose to design this test for a wide range of ages (3.0-12.5)? The majority of commands are very difficult for 3.0-4.0 year-old groups to cope with, while they are too easy for 11.0-12.5 year-old groups. 3. As far as the design of Part 5 is concerned: o Is there a certain pattern on the design of the commands and their arrangement in the test? o Your suggestions about the syntax of the sentences and the variety of their complexity. 4. Is anyone aware of any articles regarding the Token Test for Children and especially its standardization in other countries and any information on the first version of the Token Test for aphasics by DeRenzi &Vignolo (1962) in Italy (especially with respect to its standardization into English) . We thank you in advance. ************************************ Voula C. Georgopoulos, Ph.D. Professor and Chair Dept. of Speech and Language Therapy Technological Educational Institute of Patras. Koukouli 26334 Patras Greece tel. +30610319307 email: voulag at otenet.gr -------------- next part -------------- An HTML attachment was scrubbed... URL: From josie.bernicot at mshs.univ-poitiers.fr Tue Apr 2 07:05:16 2002 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Tue, 2 Apr 2002 09:05:16 +0200 Subject: Position in France-Last anouncement Message-ID: LAST ANNOUNCEMENT POSITION FOR FRENCH-SPEAKING PEOPLE > > > > L'Universit? de Poitiers dispose d'un poste d'enseignant-chercheur > associ?. > > > > Grade: Professeur ou Ma?tre de Conf?rence (pour ce poste l'Universit? > > souhaite recruter un(e) coll?gue n'ayant pas la nationalit? fran?aise) > > > > P?riode: Septembre 2002-Ao?t 2003 (?ventuellement renouvelable 1 an) > > > > Discipline: Psychologie du d?veloppement > > > > Activit? d'enseignement: entre 150h et 192h annuelles ? tous les niveaux > > d'enseignement (Deug, Licence, Ma?trise, DEA et DESS). Le/la coll?gue > > recrut?(e) > > doit ?tre capable d'enseigner en langue fran?aise. > > > > Activit? de recherche: il est souhait? que le/la coll?gue recrut?(e) > puisse > > collaborer ? des programmes de recherche de l'Universit? de Poitiers. > > > > Salaire mensuel net : > > Professeur associ?: environ 4000 euros par mois > > Ma?tre de Conf?rence associ?: entre 2000 et 3000 euros par mois selon > > l'exp?rience > > > > Date du concours: entre Mars 2002 et Juin 2002 > > > > Renseignements et candidatures: contacter > > Pr. Josie Bernicot > > Laboratoire de Psychologie Langage et Cognition (LaCo) - > > Universite de Poitiers - UMR CNRS 6096 > > MSHS - 99, avenue du Recteur Pineau > > F-86022 POITIERS CEDEX - France > > email: josie.bernicot at mshs.univ-poitiers.fr > > Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 > > Fax: +33 (0)5.49.45.46.16 > > (from abroad : Dial 5 instead of 05) From DaleP at health.missouri.edu Tue Apr 2 20:11:28 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 2 Apr 2002 14:11:28 -0600 Subject: roommate for Madison? Message-ID: (I hope this is a legitimate purpose for the info-childes bulletin board!) I am looking for someone to share a room with for the IASCL Congress this July in Madison. I'd prefer to stay at the Hilton next to the Convention Center. Philip S. Dale, Professor & Chair Communication Sciences & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 voice: (573) 882-1934 fax: (573) 884-8686 From macw at cmu.edu Wed Apr 3 16:45:23 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Apr 2002 11:45:23 -0500 Subject: Jusczyk memorial gift (from Dick Aslin) Message-ID: Dear friends and colleagues of Peter Jusczyk: As you know, Peter passed away in late August of 2001 and many of us wanted to establish a memorial to his life, his work, and his family. To that end, with the encouragement of Ann Marie and his children Karla and Tad, the members of his lab suggested that a bench be placed along one of Peter's favorite bike trails. The trail is located on Cape Cod and the bench, made of granite with the inscription "To Ann Marie, Karla, and Tad in memory of Peter W. Jusczyk" will be permanently sited in Nickerson State Park. The total cost of the bench, including fabrication, delivery, and installation is nearly $3,000. We have already raised slightly more than $1,000 and ask that anyone who wishes to make a donation please send it to me at the address below. Any contribution to this project, even $10-20, is welcome. Please make your check out to me, Richard N. Aslin, and indicate on the check that it is for the Jusczyk memorial fund. I have looked into tax deductibility, but unfortunately these donations do not qualify. Thank you for your support of this effort on behalf of the Jusczyk family. Sincerely, Dick Aslin -------------------------------------------------------- Richard N. Aslin Department of Brain and Cognitive Sciences Meliora Hall University of Rochester Rochester, NY 14627 email: aslin at cvs.rochester.edu phone: (716) 275-8687 FAX: (716) 442-9216 http://www.cvs.rochester.edu/people/r_aslin/r_aslin.html From a.karmiloff-smith at ich.ucl.ac.uk Wed Apr 3 17:19:31 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 3 Apr 2002 18:19:31 +0100 Subject: a query Message-ID: In British English it is becoming increasingly apparent that semantic representations can at times override syntactic constraints with respect to singular nouns denoting groups. For example, one frequently hears: the public are............. the government are.... the country are........... the royal family are.... This one hears not only in everyday conversation but also on BBC radio etc. and in written documents. Query: Is this peculiar to British English or also found in American English? Do other languages use a plural verb with singular noun? I am almost certain French, Spanish and German never do. If this only occurs in English, is it because this language lacks grammatical gender and nominative case? Or other causes? Just curious! Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From macw at cmu.edu Wed Apr 3 20:08:22 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 3 Apr 2002 15:08:22 -0500 Subject: a query In-Reply-To: Message-ID: On 4/3/02 12:19 PM, "Annette Karmiloff-Smith" wrote: > In British English it is becoming increasingly apparent that semantic > representations can at times override syntactic constraints with > respect to singular nouns denoting groups. > For example, one frequently hears: > > the public are............. > the government are.... > the country are........... > the royal family are.... > > This one hears not only in everyday conversation but also on BBC > radio etc. and in written documents. > > Query: Is this peculiar to British English or also found in > American English? > Do other languages use a plural verb with singular noun? I > am almost certain French, > Spanish and German never do. > If this only occurs in English, is it because this language > lacks grammatical gender and > nominative case? Or other causes? > > Just curious! > Annette > Dear Annette, This is a well-documented difference between British and American varieties of English. For example, "A Comprehensive Grammar of the English Language" by Quirk et al discusses this in sections 10.34 and 10.35 with many examples. Researchers like Bock and Vigliocco have studied the general issue of semantic motivation for number assignment in subject-verb agreement, as opposed to syntactic or formal assignment. And there are many linguistic analyses of these two dimensions of motivation. Italian, for example, has nouns that are not clearly marked for number on the noun itself, but usually the article gives away the number. This is what is lacking in English and why perhaps we can get away with this. If you either don't have additional number marking or perhaps have your number marking on articles and modifiers neutralized as in German feminine and various parts of the Slavic paradigm, then you should get this there too, I would say. In Hungarian, you say "two dog" instead of "two dogs" and then the verb is supposed to be singular too. However, children at first make some mistakes on this and even adults will waffle when the technically singular (but conceptually plural) antecedent is several clauses back. Note that one has to treat this as a fairly squishy semantic/pragmatic/syntactic conflict, rather than as a case of tight determination, since the actual grammars of American and British varieties are not that different. Rather this seems like more of an expressive difference, somewhat as in the Hungarian case. This would be a good question for the FUNKNET bboard too, by the way. --Brian MacWhinney From genesee at ego.psych.mcgill.ca Thu Apr 4 17:33:39 2002 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Thu, 4 Apr 2002 12:33:39 -0500 Subject: post-doc position Message-ID: POST-DOCTORAL POSITION AVAILABLE to study the neural bases of speech and language processing. A post-doctoral fellow is sought to work in the laboratory of Dr. Shari Baum in the School of Communication Sciences & Disorders at McGill University. The research focuses on the neural bases of speech production and perception, as well as word recognition and lexical access. Investigations involving individuals with focal brain lesions, as well as normal individuals are underway. Projects currently being planned include the use of newly-acquired ERP and TMS systems. The selected candidate will actively participate in the recently-established multidisciplinary Centre for Research on Language, Mind and Brain, providing access to a large number of investigators throughout Montreal. Background in neurolinguistics, neuropsychology, and/or speech science will be most useful. Salary will be commensurate with CIHR scales (minimum: $35,000CDN per annum). Please send a letter of interest and current CV to Shari Baum at the coordinates below (or by e-mail: shari.baum at mcgill.ca). Deadline for applications is 15 May 2002 for a start date of summer or fall 2002. Shari R. Baum, Ph.D. Director, Centre for Research on Language, Mind & Brain School of Communication Sciences & Disorders McGill University 1266 Pine Avenue West Montreal, QC H3G 1A8 Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From Johanne.Paradis at ualberta.ca Fri Apr 5 08:13:29 2002 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Fri, 5 Apr 2002 02:13:29 -0600 Subject: PHD studentship Message-ID: PHD Student Assistantship in Language Acquisition The Department of Linguistics at the University of Alberta is inviting applications for a PhD student assistantship position, beginning September 2002, on a SSHRC-funded research programme on second language acquisition and specific language impairment in children. The student would be expected to particpate fully in designing studies and collecting and analysing data from young children. Details on the project are available at http://www.ualberta.ca/~jparadis This assistantship is designed to provide talented PhD student applicants with stable funding for the duration of their studies and to facilitate their involvement as junior colleagues in the academic life of the Department. Students will have the opportunity to present the results of individual research at conferences and, where appropriate, will be encouraged to publish their results in professional venues. The assistantship will be at the rate of $11,000 CDN per academic year (September to April). There will also be a possibilty of funding from May to August. Candidates will be required to meet the entrance requirements for the PhD programme in linguistics and will be assessed the normal PhD tuition fees which are currently $3,200 CDN per academic year for Canadian students and $5,900 CDN for non-Canadian students. Preference will be given to applicants with a strong background in linguistics and /or communication disorders, preferably at the graduate level. Experience working with young children either in an experimental, educational or clinical context would be an asset. Fluency in French would also be an asset. The deadline for application for this assistantship is May 31, 2002. Taking up this position is contingent upon admission to the PhD Programme in Linguistics; applicants should meet Departmental requirements for applications, as outlined on the UofA Linguistics Website at http://www.arts.ualberta.ca/~linguist/graduate.htm. The application package should include: a) a letter that summarizes past experience and outlines the candidate's research interests and proposed area of study, b) unofficial university transcripts, c) an academic writing sample (a recent paper, thesis chapter, or article), and d) the names and email addresses of three referees. Applications should be sent to: Johanne Paradis Department of Linguistics University of Alberta Edmonton, AB, T6G 2E7 Canada phone: 780-492-0805 fax: 780-492-0806 email: johanne.paradis at ualberta.ca Final Date of Application: May 31, 2002 ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From toivaine at mail.utu.fi Mon Apr 8 08:21:01 2002 From: toivaine at mail.utu.fi (Jorma Toivainen) Date: Mon, 8 Apr 2002 11:21:01 +0300 Subject: Call for papers in Finnish Message-ID: KIRJOITTAJAKUULUTUS Puhe ja kieli kokoaa vuoden loppuun menness? teemanumeron LAPSEN KIELEN KEHITYKSEST?. Artikkelien hyv?ksymisess? noudatetaan aikakauslehden yleisi? refereepohjaisia k?yt?nteit?. Aihepiiri? tai n?k?kulmaa ei rajata: fonologia ja morfologia k?yv?t siin? kuin syntaksi, semantiikka ja pragmatiikka tai hoivakieli ja kerronta; samoin muun tutkimuksen kuin kielitieteen aiheet. Kokeeksi voi pohtia my?s kysymyst?, miten ja mill? ehdoin suomi on lapsen kielen omaksumisen kannalta erilainen ja parempi kieli kuin muut. Kirjoitusohjeet ovat lehden kotisivulla osoitteessa http://users.utu.fi/jyrtuoma/puhejakieli/artikkeli.html. Muun kuin suomen kielen k?yt?st? pyydet??n sopimaan toimituksen kanssa. M??r?p?iv? on 1.10.2002. Osoitteet: Jorma Toivainen (Suomen kieli, Fennicum, 20014 Turun yliopisto); jorma.toivainen at utu.fi Jyrki Tuomainen, (Fonetiikka, Juslenia, 20014 Turun yliopisto); jyrki.tuomainen at utu.fi - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Prof. Jorma Toivainen, PhD (Helsinki) Finnish Language Department of Finnish and General Linguistics University of Turku Didacticum 104 20014 TURUN YLIOPISTO Finland Tel. +358 2 333 5281 Mobil +358 50 5937 038 Fax +358 2 333 5282 E-mail toivaine at utu.fi From annalee at graduate.hku.hk Mon Apr 8 09:05:40 2002 From: annalee at graduate.hku.hk (annalee) Date: Mon, 8 Apr 2002 17:05:40 +0800 Subject: quesiton on CLAN Message-ID: Question on CLAN I'd like to ask if CLAN is able to list out all the utterances that MLU count is based on? if yes, what is the command? thanks Anna Lee, Department of Speech & Hearing Sciences, HKU. From angelwschan at hotmail.com Mon Apr 8 09:58:28 2002 From: angelwschan at hotmail.com (Angel Chan) Date: Mon, 8 Apr 2002 17:58:28 +0800 Subject: quesiton on CLAN Message-ID: An HTML attachment was scrubbed... URL: From voulag at otenet.gr Mon Apr 8 19:04:31 2002 From: voulag at otenet.gr (Voula Georgopoulos) Date: Mon, 8 Apr 2002 22:04:31 +0300 Subject: Assistant Professor Positions available in Greece Message-ID: The Department of Speech and Language Therapy of the Technological Educational Institute of Patras is one of only two accredited institutes of highest learning in Greece that offer a Bachelor's Degree in Speech Therapy. Due to the European system in effect the students are required to complete a minimum of 40 courses of which 23 are in the field of communication disorders whereas the remaining are required background courses in Linguistics, Medical Sciences and Psychology, etc. Additionally, all students must complete 900 hours of supervised clinical training and a bachelor's thesis. The department has openings for two tenure-track as follows: 1)Assistant Professor in the field of Phonological Disorders. 2)Assistant Professor in the field of Developmental Disorders. The requirements are a Ph.D. in the field from an accredited university, at least 3 journal publications and a minimum of 4 years experience in the field of speech pathology, two of which may be teaching. Of course the candidate must be fluent in Greek. The deadline for receipt of all required materials is May 8th. For complete information and application materials, please contact Voula C. Georgopoulos, Ph.D. Professor and Chair Dept. of Speech and Language Therapy Technological Educational Institute of Patras. Koukouli 26334 Patras Greece tel. +30610319307 or +30610437362 or +30972790344 email: voulag at otenet.gr -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jussi.Niemi at Joensuu.FI Tue Apr 9 10:25:46 2002 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Tue, 9 Apr 2002 13:25:46 +0300 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Dear Recipients of the Info-Childes List: An old "wisdom" claims that children with a relatively early onset (and subsequent fast pace?) of L1 acquisition are less skilled in their bodily motor functions (e.g. in standing upright, walking) than children with a more balanced language and motor path of development, not to speak of the mirror images of these "early talkers", viz., the "early walkers", who are claimed to be linguistically delayed. This type of "dissociation" would -- I think -- run counter to Piagetian views of language development in ontogeny, but this type of thinking does prevail outside the academic world. In order to say anything more definite about this to the person who specifically asked me about this asymmetry, do any of the members of the Info-Childes List know a systematic study of this topic? (if not, somebody should check the files of the infant and maternity care clinics in countries where pregnant women and their eventual offspring have for decades been systematically monitored for these variables, e.g. in the Nordic Countries). I would be grateful for any hint of a study on this issue, and I will post on our List -- as is the custom -- the synopsis of the results of my inquiry. --Jussi Niemi jussi.niemi at joensuu.fi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (home mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From htagerf at bu.edu Tue Apr 9 12:43:58 2002 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 9 Apr 2002 08:43:58 -0400 Subject: Job Openings Message-ID: Please bring the following notice to the attention of your students! RESEARCH ASSISTANT POSITIONS Laboratory of Developmental Cognitive Neuroscience AVAILABLE SUMMER 2002 Positions available on projects that focus on children with neurodevelopmental disorders (autism, Williams syndrome, specific language impairment) with special emphasis on face processing, theory of mind/social cognition and language. Requirements include: background in Psychology or related field with Bachelors degree; research experience; strong organizational, interpersonal and computer skills (Windows 2000; Microsoft Office) required. Interest and coursework in cognitive science, neuroscience, developmental and/or clinical research a plus. Responsibilities include recruiting and testing children and adults, parent interviews, coding and analyzing data, preparation of literature reviews, maintaining files, and preparation of testing reports. We are seeking mature, responsible, and highly motivated people with strong interests in the areas of the research program who would enjoy the experience of being involved in a large and active research lab. For more information, please send a cover letter, resume, and names of 3 references to: Helen Tager-Flusberg, Ph.D. Director, Laboratory of Developmental Cognitive Neuroscience, Department of Anatomy & Neurobiology, Boston University School of Medicine, 715 Albany Street L-814 Boston, MA 02118-2526 Tel: 617-414-1300, Fax: 617-414-1301, email: htagerf at bu.edu Please also send your application to: Boston University Medical Campus Office of Personnel and Administrative Services Nancy Kraybill, Manager of Employment 560 Harrison Avenue, 4th floor Boston, MA 02118 Mark the application: 8595-RESEARCH ASSISTANT-Department of Anatomy and Neurobiology _______________________________________________ Helen Tager-Flusberg, Ph.D. Director, Lab of Developmental Cognitive Neuroscience Boston University School of Medicine 715 Albany Street L-814 Boston MA 02118-2526 -------------- next part -------------- An HTML attachment was scrubbed... URL: From morgen at idf.ext.jussieu.fr Tue Apr 9 14:09:56 2002 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Tue, 9 Apr 2002 16:09:56 +0200 Subject: Correct/incorrect use In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: Dear info-childes members, I find many articles on language acquisition which mention "correct" and "incorrect" uses (or expressions such as "incorrect determinerless nouns"). I am not very comfortable with such expressions. I personnaly do not find that they could be applied to child language but I don't want to be critical, it is not always easy to find the right way to express what we mean ("adulte use"?). Could those of you who have the time and patience to do so tell me what you think of the use of "correct" and "incorrect" applied to child language? Do you know of any work that discusses that issue? Thank you very much! Aliyah Morgenstern Ma?tre de Conf?rences Universit? Paris III LEAPLE CNRS-Paris V From jdb5b at j.mail.virginia.edu Tue Apr 9 14:59:45 2002 From: jdb5b at j.mail.virginia.edu (John D. Bonvillian) Date: Tue, 9 Apr 2002 10:59:45 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: Dear Jussi Niemi, This information may not be precisely what you need, but I have examined the onset of language and motor milestones in children (hearing and deaf)learning American Sign Language as their first language from their deaf parents. In general, those children who achieved early language milestones at a younger age were those children who attained subsequent milestones at a younger age. Similarly, those children who attained early motor milestones at a younger age typically were those children who achieved subsequent motor milestones at a younger age. There was no discernible relationship between achievement of motor milestones and attainment of language milestones. Thus, early language development predicted later language development and early motor development predicted subsequent motor development, but motor and language development were not related. If you will send me your address, I will be happy to send you a copy of this paper. Sincerely, John Bonvillian On Tue, 09 Apr 2002 13:25:46 +0300 Jussi Niemi wrote: > > Dear Recipients of the Info-Childes List: > > An old "wisdom" claims that children with a relatively early onset (and > subsequent fast pace?) of L1 acquisition are less skilled in their bodily > motor functions (e.g. in standing upright, walking) than children with a > more balanced language and motor path of development, not to speak of the > mirror images of these "early talkers", viz., the "early walkers", who are > claimed to be linguistically delayed. This type of "dissociation" would -- > I think -- run counter to Piagetian views of language development in > ontogeny, but this type of thinking does prevail outside the academic world. > > In order to say anything more definite about this to the person who > specifically asked me about this asymmetry, do any of the members of the > Info-Childes List know a systematic study of this topic? (if not, somebody > should check the files of the infant and maternity care clinics in > countries where pregnant women and their eventual offspring have for > decades been systematically monitored for these variables, e.g. in the > Nordic Countries). > > I would be grateful for any hint of a study on this issue, and I will post > on our List -- as is the custom -- the synopsis of the results of my inquiry. > > > --Jussi Niemi > > jussi.niemi at joensuu.fi > > > Jussi Niemi, PhD > Professor > Linguistics > University of Joensuu > FIN-80101 Joensuu, Finland > Phones: +358-13-251 4306 (office) > +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) > +358-13-228723 (home), +358-40-5477382 (home mobile) > Fax: +358-13-251 4211 > jussi.niemi at joensuu.fi > http://cc.joensuu.fi/linguistics > > From bates at crl.ucsd.edu Tue Apr 9 15:46:15 2002 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Tue, 9 Apr 2002 08:46:15 -0700 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Back in 1979, our group did a longitudinal study of The Emergence of Symbols from 9-13 months, and within each age level found no correlation between major motor milestones and language milestones (positive or negative). Note, however, that there is a strong positive correlation reported in multiple laboratories between the onset of 'hand banging' and reduplicative babble around 6 months. and of course various positive correlations between language and hand gestures later on (in hearing children). so there does seem to be a positive link (though complex) between hand gestures and language milestones, but as far as I know Eric Lenneberg's predicted links between major motor milestones and language (we are talking here about crawling, sitting up, walking, etc.) have not held up. There are good neuroanatomical reasons for expecting positive correlations between oral-motor and manual fine-motor developments but not with trunk movements. -liz bates From gleason at bu.edu Tue Apr 9 16:22:05 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 9 Apr 2002 12:22:05 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Another, and related, claim I've seen is that children who are just learning to walk may pause in their language development and not make much progress for a while as they concentrate on their feet, so to speak. Any thoughts or evidence on that? -- Jean Berko Gleason From lmb32 at columbia.edu Tue Apr 9 16:54:17 2002 From: lmb32 at columbia.edu (Lois Bloom) Date: Tue, 9 Apr 2002 12:54:17 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: In response to your query, the following summarizes some relevant findings from my longitudinal study of 14 infants (beginning at 9 months until after the emergence of syntax at 2 years on average). "We used two measures of general maturation: age of walking and block building (stacking 1-in. cubes to form a tower). On both measures, the children developed within normal limits [according to published 'norms']. The mean age of walking (2 independent steps unaided) was 12.6 months, and the range was from 10 to 14 months. The block building task was administered at home every 3 months. Of the 11 children who were presented with the task, none succeeded in building a tower of six blocks without direct help at 18 months; 7 succeeded at 21 months and the 4 others succeeded subsequently. The important finding was that both progress in walking and the ability to stack the 1-in. cubes were unrelated to any other developments in language, affect expression, or play with objects, as will be shown in the later chapters. We have interpreted these results to mean that the developmental interactions we observed among language, affect expression, and object play were a function of fundamental underlying cognitive processes and not simply attributable to maturation" (Bloom, 1993, p. 118). --Lois Bloom From k1n at email.psu.edu Tue Apr 9 17:05:21 2002 From: k1n at email.psu.edu (keith nelson) Date: Tue, 9 Apr 2002 13:05:21 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: I would certainly invite Esther Thelen to comment, and she's copied on this email. Best, Keith Nelson >Dear Recipients of the Info-Childes List: > >An old "wisdom" claims that children with a relatively early onset (and >subsequent fast pace?) of L1 acquisition are less skilled in their bodily >motor functions (e.g. in standing upright, walking) than children with a >more balanced language and motor path of development, not to speak of the >mirror images of these "early talkers", viz., the "early walkers", who are >claimed to be linguistically delayed. This type of "dissociation" would -- >I think -- run counter to Piagetian views of language development in >ontogeny, but this type of thinking does prevail outside the academic world. > >In order to say anything more definite about this to the person who >specifically asked me about this asymmetry, do any of the members of the >Info-Childes List know a systematic study of this topic? (if not, somebody >should check the files of the infant and maternity care clinics in >countries where pregnant women and their eventual offspring have for >decades been systematically monitored for these variables, e.g. in the >Nordic Countries). > >I would be grateful for any hint of a study on this issue, and I will post >on our List -- as is the custom -- the synopsis of the results of my inquiry. > > >--Jussi Niemi > >jussi.niemi at joensuu.fi > > >Jussi Niemi, PhD >Professor >Linguistics >University of Joensuu >FIN-80101 Joensuu, Finland >Phones: +358-13-251 4306 (office) > +358-13-251 3198 (Linguistics Lab), +358-50-3034337 >(Linguistics mobile) > +358-13-228723 (home), +358-40-5477382 (home mobile) >Fax: +358-13-251 4211 >jussi.niemi at joensuu.fi >http://cc.joensuu.fi/linguistics -- From Joanne.Volden at ualberta.ca Tue Apr 9 17:22:22 2002 From: Joanne.Volden at ualberta.ca (VOLDEN Joanne) Date: Tue, 9 Apr 2002 11:22:22 -0600 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: Three of my colleagues (Darrah, Hodge & Magill-Evans) recently completed a study on this question. Their longitudinal study with 102 infants showed no correlation between communication and gross motor abilities at 9, 11, 13, 16 and 21 months of age. Joanne Volden -----Original Message----- From: Jussi Niemi [mailto:Jussi.Niemi at joensuu.fi] Sent: Tuesday, April 09, 2002 4:26 AM To: info-childes at mail.talkbank.org Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Dear Recipients of the Info-Childes List: An old "wisdom" claims that children with a relatively early onset (and subsequent fast pace?) of L1 acquisition are less skilled in their bodily motor functions (e.g. in standing upright, walking) than children with a more balanced language and motor path of development, not to speak of the mirror images of these "early talkers", viz., the "early walkers", who are claimed to be linguistically delayed. This type of "dissociation" would -- I think -- run counter to Piagetian views of language development in ontogeny, but this type of thinking does prevail outside the academic world. In order to say anything more definite about this to the person who specifically asked me about this asymmetry, do any of the members of the Info-Childes List know a systematic study of this topic? (if not, somebody should check the files of the infant and maternity care clinics in countries where pregnant women and their eventual offspring have for decades been systematically monitored for these variables, e.g. in the Nordic Countries). I would be grateful for any hint of a study on this issue, and I will post on our List -- as is the custom -- the synopsis of the results of my inquiry. --Jussi Niemi jussi.niemi at joensuu.fi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (home mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From ann at hawaii.edu Tue Apr 9 20:58:09 2002 From: ann at hawaii.edu (Ann Peters) Date: Tue, 9 Apr 2002 10:58:09 -1000 Subject: "correct" usage Message-ID: Dear Aliyah, This is an issue that has bothered me ever since I started working in the area of language acquisition! I'm glad it bothers you, too. One place where I have attempted to come to grips with the problem of the "adult view" vs. the "child's view" was in my 1983 monograph, The Units of Language Acquisition (Cambridge Press). In the first chapter I try to disentangle "Units From The Adult's Point Of View", "Units From The Child's Point Of View", and "Units From The Linguist's Point Of View". Unfortunately this book has been out of print for a while, but I did make sure to retrieve the copyright from CUP and if you are interested and can't find it I can send you an electronic copy. Ann Peters **************************** 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 centenoj at stjohns.edu Wed Apr 10 02:30:47 2002 From: centenoj at stjohns.edu (Jose G. Centeno) Date: Tue, 9 Apr 2002 22:30:47 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? Message-ID: I'd love to get the actual references for these studies. Thanks! Jose >===== Original Message From VOLDEN Joanne ===== >Three of my colleagues (Darrah, Hodge & Magill-Evans) recently completed a >study on this question. Their longitudinal study with 102 infants showed no >correlation between communication and gross motor abilities at 9, 11, 13, 16 >and 21 months of age. > >Joanne Volden > >-----Original Message----- >From: Jussi Niemi [mailto:Jussi.Niemi at joensuu.fi] >Sent: Tuesday, April 09, 2002 4:26 AM >To: info-childes at mail.talkbank.org >Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? > > > >Dear Recipients of the Info-Childes List: > >An old "wisdom" claims that children with a relatively early onset (and >subsequent fast pace?) of L1 acquisition are less skilled in their bodily >motor functions (e.g. in standing upright, walking) than children with a >more balanced language and motor path of development, not to speak of the >mirror images of these "early talkers", viz., the "early walkers", who are >claimed to be linguistically delayed. This type of "dissociation" would -- >I think -- run counter to Piagetian views of language development in >ontogeny, but this type of thinking does prevail outside the academic world. > >In order to say anything more definite about this to the person who >specifically asked me about this asymmetry, do any of the members of the >Info-Childes List know a systematic study of this topic? (if not, somebody >should check the files of the infant and maternity care clinics in >countries where pregnant women and their eventual offspring have for >decades been systematically monitored for these variables, e.g. in the >Nordic Countries). > >I would be grateful for any hint of a study on this issue, and I will post >on our List -- as is the custom -- the synopsis of the results of my >inquiry. > > >--Jussi Niemi > >jussi.niemi at joensuu.fi > > >Jussi Niemi, PhD >Professor >Linguistics >University of Joensuu >FIN-80101 Joensuu, Finland >Phones: +358-13-251 4306 (office) > +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics >mobile) > +358-13-228723 (home), +358-40-5477382 (home mobile) >Fax: +358-13-251 4211 >jussi.niemi at joensuu.fi >http://cc.joensuu.fi/linguistics ___________________________________________________ Jose G. Centeno, Ph.D., CCC-SLP Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629, 6452 Fax: 718-990-2435 www.stjohns.edu ___________________________________________________ From bpearson at comdis.umass.edu Wed Apr 10 11:56:15 2002 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Wed, 10 Apr 2002 07:56:15 -0400 Subject: "correct" usage In-Reply-To: Message-ID: Dear All, I'm sorry to move this (slightly) away from Aliyah's original query, but the notion of "correct/incorrect," or can we say "error"--is doubly a problem when talking about bilingual child speech. There *is* a reasonable sense of something which is NOT part of a given target language, but it gets really fuzzy because many bilinguals live in places where there is a contact variety spoken, and so many elements of their target language(s) are stigmatized, too. What is immaturity? What is dialect? What is L2? What is OK!!?? I have tried, never to the point of getting something near publishable, to sort out some of these questions for the speech of children 4 to 10, learning two languages at various degrees of proficiency (and low status). I generally have tried to make reference to a concept of Eleanor Ochs' about "expressions which would draw sanction from the interlocutor" ( because of their form, not content). It feels pretty "neutral" and non-judgmental (that is, it displaces the judgment to someone else in a conceivably observable behavior), but of course it's not neutral. I wonder if Ann Peter's notion of units from the linguist's view would help here, or not. On the one hand, there is a sense of system one can refer to to say that something doesn't follow it, but so many "incorrect" forms are at a level of usage beyond "rules and exceptions." I have fallen back on a term I don't much like, "morphosyntactic accuracy," but it has the advantage that people usually know what you're talking about. To use Aliyah's example of "incorrect determinerless nouns," there is a definite sense that a count noun in English without a determiner sounds like Tarzan-speak (or just L2). *"Leg go(es) here." But in a language that lets people move words back and forth across the count/mass line, we could all make a context for "leg" as in the kind of thing Victorian ladies didn't show. The detective novel I'm reading just now said, "My eyes were full of gun." One of my favorite "morpho- or syntactically inaccurate" forms was in the frog story, where the "boy got hopped onto a deer." What would *you* call it? Barbara At 10:58 AM 4/9/2002 -1000, Ann Peters wrote: >Dear Aliyah, >This is an issue that has bothered me ever since I started working in the >area of language acquisition! I'm glad it bothers you, too. >One place where I have attempted to come to grips with the problem of the >"adult view" vs. the "child's view" was in my 1983 monograph, The Units of >Language Acquisition (Cambridge Press). In the first chapter I try to >disentangle "Units From The Adult's Point Of View", "Units From The >Child's Point Of View", and "Units From The Linguist's Point Of View". >Unfortunately this book has been out of print for a while, but I did make >sure to retrieve the copyright from CUP and if you are interested and >can't find it I can send you an electronic copy. >Ann Peters > > >**************************** >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 asma.siddiki at psy.ox.ac.uk Wed Apr 10 14:23:37 2002 From: asma.siddiki at psy.ox.ac.uk (Asma Siddiki) Date: Wed, 10 Apr 2002 15:23:37 +0100 Subject: Ref: Bybee and Newman - affixes and stem changes... In-Reply-To: Message-ID: Hello everyone, Bybee and Newman (1994) Are stem changes as natural as affixes? Linguistics 32, 33-34 and Bybee, Joan and Jean Newman. 1995. Are affixes more natural than stem changes? Linguistics 33.633-654. At least one of these two references should be correct, but Linguistics 32 and 33 are actually very very old volumes! Could someone please point out exactly where the confusion is and why I can't seem to be able to find these papers? I would greatly appreciate it. Thanks asma siddiki From menyuk at acs-pop.bu.edu Wed Apr 10 03:38:27 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Wed, 10 Apr 2002 11:38:27 +0800 Subject: Vis a vis early talkers , early walkers Message-ID: I thought I'd join in given our longitudinal study data in Early Language Development in Full-term and Premature Infants ( Erlbaum, 1995 ).We found no relation or non-relation between early walking and talking. We did find a speech development chain. The rate at which the children shifted from vocalization to true babbling related to the rate at which they achieved articulation mastery of consonantal sounds. Paula Menyuk. From macw at cmu.edu Wed Apr 10 16:49:20 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Apr 2002 12:49:20 -0400 Subject: Working on one thing at a time Message-ID: Dear Info-CHILDES, So far, it appears that the evidence for a dissociation between walking and talking is not panning out. However, before concluding this discussion on that note, let me throw in one other pointer and one reflection. First the pointer. Moshe Anisfeld at Yeshiva began working on this about 15 years ago. He believed that, using more microgenetic methods, one could discern some tendency for the child to focus on a single skill at a time. Although I read several initial papers from Anisfeld on this, I never saw anything very definitive in published form. Moreover, I find nothing in the CHILDES online bibliography from Anisfeld on this issue. So perhaps he never found anything. At the least, it seems to me, he was taking a close look at this. If, after taking such a close look, one finds nothing, then perhaps one can indeed conclude that there is nothing there. The other side of this matter is the fact that it seems to me that there is a group of people that ought to be at least a bit worried about the absence of this effect. This group is composed of people who believe in the modularity of mind along with limits on cognitive processing. If the mind is modular and if the resources for cognitive processing are at least somewhat limited, shouldn't the attainment of rapid advances in one area come at the expense of advances in another? For example, if I am taking a load of three courses at college, shouldn't I do better at these three courses (ceteris paribus), than if I overload with six courses? Wouldn't this be the same for the infant? The clear alternative here is that progress in one of these domains actually supports progress in another. In this sense, the mind would have at most some weak level of permeable modularity. If the child can walk about more, they can grasp more things and learn their names. If they can learn the names for things, they can activate their images and have greater desire to grab them and walk and crawl about with them. --Brian MacWhinney From macw at cmu.edu Wed Apr 10 16:50:17 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Apr 2002 12:50:17 -0400 Subject: Walking and talking Message-ID: Dear Info-CHILDES, So far, it appears that the evidence for a dissociation between walking (and other motor development) and talking is not panning out. However, before concluding this discussion on that note, let me throw in one other pointer and one reflection. First the pointer. Moshe Anisfeld at Yeshiva began working on this about 15 years ago. He believed that, using more microgenetic methods, one could discern some tendency for the child to focus on a single skill at a time. Although I read several initial papers from Anisfeld on this, I never saw anything very definitive in published form. Moreover, I find nothing in the CHILDES online bibliography from Anisfeld on this issue. So perhaps he never found anything. At the least, it seems to me, he was taking a close look at this. If, after taking such a close look, one finds nothing, then perhaps one can indeed conclude that there is nothing there. The other side of this matter is the fact that it seems to me that there is a group of people that ought to be at least a bit worried about the absence of this effect. This group is composed of people who believe in the modularity of mind along with limits on cognitive processing. If the mind is modular and if the resources for cognitive processing are at least somewhat limited, shouldn't the attainment of rapid advances in one area come at the expense of advances in another? For example, if I am taking a load of three courses at college, shouldn't I do better at these three courses (ceteris paribus), than if I overload with six courses? Wouldn't this be the same for the infant? The clear alternative here is that progress in one of these domains actually supports progress in another. In this sense, the mind would have at most some weak level of permeable modularity. If the child can walk about more, they can grasp more things and learn their names. If they can learn the names for things, they can activate their images and have greater desire to grab them and walk and crawl about with them. --Brian MacWhinney From john.limber at unh.edu Wed Apr 10 18:37:02 2002 From: john.limber at unh.edu (John Limber) Date: Wed, 10 Apr 2002 14:37:02 -0400 Subject: Walking and talking In-Reply-To: Message-ID: > From: Brian MacWhinney > Date: Wed, 10 Apr 2002 12:50:17 -0400 > To: > Subject: Walking and talking > > Dear Info-CHILDES, > So far, it appears that the evidence for a dissociation between walking > (and other motor development) and talking is not panning out. However, > before concluding this discussion on that note, let me throw in one other > pointer and one reflection. First the pointer. Moshe Anisfeld at Yeshiva > began working on this about 15 years ago. He believed that, using more > microgenetic methods, one could discern some tendency for the child to focus > on a single skill at a time. This was the implication of one of my all-time favorite language acquisition papers by Clark Hull and spouse that I try to cite as often as possible: "That walking interferes with talking has been observed repeatedly. It is possible that learning to talk has in this case interfered with the acquisition of voluntary control of the bladder..." Hull, C. L., & Hull, B. I. (1919). Parallel learning curves of an infant in vocabulary and in voluntary control of the bladder. Pedagogical Seminary, 26, 272-283. > Although I read several initial papers from > Anisfeld on this, I never saw anything very definitive in published form. > Moreover, I find nothing in the CHILDES online bibliography from Anisfeld on > this issue. So perhaps he never found anything. At the least, it seems to > me, he was taking a close look at this. If, after taking such a close look, > one finds nothing, then perhaps one can indeed conclude that there is > nothing there. > The other side of this matter is the fact that it seems to me that there > is a group of people that ought to be at least a bit worried about the > absence of this effect. This group is composed of people who believe in the > modularity of mind along with limits on cognitive processing. Funny thing, I was just thinking the opposite -- "modularity" as I understand it, is about independence of information processing and exchange. If walking and talking have little information exchange between them, one should have little impact on the other. This of course does not mean they are totally independent, e.g. dropping little Willie on his head may affect both walking and talking. "Modularity" only makes sense at all on local processes that can be "encapsulated" and in many of the most interesting aspects of the mind, this isn't plausible. (See Fodor, J. A. (2000). The Mind Doesn't Work That Way. Cambridge: MIT Press.). Moreover, in agreement I think with your suggestions above and below, even if independent "modules" exist for --say -- visual, syntactic, and/or locomotive processes, there should be no bio-developmental expectation these are constructed simultaneously or sequentially. Nor is there any reason to suppose that the output of these putative modules once constructed would not interact for the betterment of the non-modular mind. > If the mind > is modular and if the resources for cognitive processing are at least > somewhat limited, shouldn't the attainment of rapid advances in one area > come at the expense of advances in another? For example, if I am taking a > load of three courses at college, shouldn't I do better at these three > courses (ceteris paribus), than if I overload with six courses? Wouldn't > this be the same for the infant? > The clear alternative here is that progress in one of these domains > actually supports progress in another. In this sense, the mind would have > at most some weak level of permeable modularity. If the child can walk > about more, they can grasp more things and learn their names. If they can > learn the names for things, they can activate their images and have greater > desire to grab them and walk and crawl about with them. > > --Brian MacWhinney > -- John Limber Department of Psychology Conant Hall, 10 Library Way University of New Hampshire, Durham NH 03824-3567, USA john.limber at unh.edu 603-862-2960 FAX (603)-862-4986 http://pubpages.unh.edu/~jel From ann at hawaii.edu Wed Apr 10 19:03:16 2002 From: ann at hawaii.edu (Ann Peters) Date: Wed, 10 Apr 2002 09:03:16 -1000 Subject: e-copies of my monograph Message-ID: Since I have had several requests for copies of my 1983 monograph (The Units of Language Acquisition), I had better do a little explaining and maybe ask for some help. First, I am happy to send it to anybody. The problems are as follows: 1. it is kind of big to send as an attachment: 2.4 Meg (7 files). I guess I could compress it. but I am not "techie" enough to know how to do that, and recipients would have to be able to uncompress it. Any suggestions? 2. After I retrieved the copyright from CUP I had it scanned in to a computer. I have done some reformatting and also run a spellcheck to look for scanner errors, but there may still be some. Also, since the pagination is not the same, the indexes are not accurate, so they are not included. If anyone can help solve the transmission problem I am still ready to send it out. ann **************************** 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 seunghee at umich.edu Wed Apr 10 19:18:45 2002 From: seunghee at umich.edu (Claire Son) Date: Wed, 10 Apr 2002 15:18:45 -0400 Subject: Walking and talking -- motor and reading? In-Reply-To: Message-ID: Dear Info-CHILDES, I think this discussion is really interesting. I'm in the field of early childhood education and thinking about the relation between motor and early cognitive achievement. Some school readiness tests include motor assessment -- the use of motor test seems to be based on the assumption that having information about motor development as well as language and cognitive development adds additional power in explaining their readiness or predicting their future achievement (usually reading) in school. How do you think about motor and early reading development in this sense? And can the rationale for (or predictive validity of) using motor items in readiness test be on correlation or cause-and-effect do you think? Well, my position is that motor items should be included in early assessment which reveal more information about the whole child, but not so sure that where I can find theoretical justifications about motor and reading (or math). Thank you in advance for your comments. best, Claire Son -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1036 bytes Desc: not available URL: -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at colorado.edu Wed Apr 10 21:46:51 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 10 Apr 2002 15:46:51 -0600 Subject: bybee & newman Message-ID: >Date: Wed, 10 Apr 2002 10:14:45 -0600 >To: Lise Menn >From: william bright >Subject: Re: Ref: Bybee and Newman - affixes and stem changes... >Status: > >the problem here is that the journal *linguistics* has had 2 systems of >numbering. in its earlier years, each *issue* was numbered serially; then >in later years, they switched over to the more usual system of numbering >*volumes*, each of which contained several issues. > >for these dates in 1994-95, the numbers "32" & "33" refer to *volumes*, not >to issues. > >the moral is that, when trying to find references in this journal, it's >better to look for them by *year*, rather than by "issue" or "volume" >number. > >cheers; bill > > >>Date: Wed, 10 Apr 2002 15:23:37 +0100 (BST) > >>From: Asma Siddiki >>>X-Sender: orie0482 at ermine.ox.ac.uk > >>To: info-childes at mail.talkbank.org > >>Subject: Ref: Bybee and Newman - affixes and stem changes... > >> >>> Hello everyone, >>> >>> Bybee and Newman (1994) Are stem changes as natural as >>> affixes? Linguistics 32, 33-34 >>> >>> and >>> >>> Bybee, Joan and Jean Newman. 1995. Are affixes more natural than stem >>> changes? Linguistics 33.633-654. >>> >>> >>> At least one of these two references should be correct, but Linguistics >>> 32 and 33 are actually very very old volumes! Could someone please point >>> out exactly where the confusion is and why I can't seem to be able to find >>> these papers? I would greatly appreciate it. >>> >>> Thanks >>> asma siddiki > >> > >-- >William Bright >Professor Emeritus of Linguistics & Anthropology, UCLA >Professor Adjoint of Linguistics, University of Colorado, Boulder >Editor, Written Language and Literacy >Editor, Native American Placenames of the United States >1625 Mariposa Avenue, Boulder, CO 80302 >Tel. 303-444-4274 >FAX 303-413-0017 >Email william.bright at colorado.edu > >William Bright's website: http://www.ncidc.org/bright -- Lise Menn 303-492-1609 Professor Department of Linguistics, University of Colorado 295 UCB, Boulder, CO 80309 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version: http://www.bayget.com/inpaku/kinen9.htm From macw at cmu.edu Wed Apr 10 23:30:18 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 10 Apr 2002 19:30:18 -0400 Subject: Walking and talking In-Reply-To: Message-ID: John, Clare, and Info-CHILDES, First let me reply to John Limber that he is right to question my knee-jerk invocation of modularity for this issue. As Phil Dale also noted in a note to me, it is really the resource competition issue that is central here and not the modularity issue. Let me try to rephrase what I meant here. What I meant was that, if the infant or the developmental process can control the skills of walking and talking to some degree separately, then they must be at least partially modular. They don't have to be totally encapsulated and all of that, just weakly modular. Then, if there is resource competition and if one of these developmental processes gets all of the developmental, attentional, and processing resources, the other would presumably suffer. This is what Hull and Hull were thinking when they brought up the amusing example of talking interfering with bladder control. (It seems as if the young child is somehow suffering stage fright.) Now, it is certainly also true that, as Phil Dale points out, a positive relation between walking and talking (as opposed to no relation) would be consistent with any theory, modular or not. However, if there is a positive relation that is promoted by mutual positive interactions, then you have to have a theory of how those positive relations work. For example, Tina Bennett pointed out to me that one could expect a positive relation between walking and talking if you view both as expressions of a growing independence on the part of the child and the attendant separation from the mother. Various writers have made this point over the years and it seems interesting and possibly testable. I'm not at all suggesting that the data support any of these positions, just noting that there are lots of interesting possibilities. I might also suggest that the fact that no negative relation of the type noted by Hull and Hull has been detected in recent work might well be due to our tendency to rely on group data which might well mush together some kids that have a negative relation with others that show a positive relation. I am sure that other readers of this list are better able to address Clare's interesting question about cognitive-motor relations than I. However, I might at least point to the prevalence of motor items on infant tests such as the Bailey, along with the fact that the items that are most predictive of later IQ are not the motor items, but rather the language items. --Brian MacWhinney From ann at hawaii.edu Thu Apr 11 00:15:06 2002 From: ann at hawaii.edu (Ann Peters) Date: Wed, 10 Apr 2002 14:15:06 -1000 Subject: e-copies of UNITS Message-ID: Sorry to trouble those who aren't interested in this. A more technologically knowledgeable colleague has helped me convert the whole thing to PDF (Acrobat) and is putting it on my web page (see URL at bottom of this message). If you want a copy and have problems retrieving it, I can send you a pdf version. (You can download an Acrobat reader via the Childes web page). ann **************************** 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 lmb32 at columbia.edu Thu Apr 11 14:37:58 2002 From: lmb32 at columbia.edu (Lois Bloom) Date: Thu, 11 Apr 2002 10:37:58 -0400 Subject: Inquiry: Are Late Talkers Early Walkers (& vice versa)? In-Reply-To: <3.0.3.32.20020409132546.00dc2bc0@joyx.joensuu.fi> Message-ID: There are, indeed, complementary effects in development, both competitive and collaborative, and these occur at both the molar and the molecular levels. For an example of large developmental effects over longitudinal time between progress in language (first words and a vocabulary spurt), and object play (specifically, constructing thematic relations between objects) (result: developments in the two occur together), see: Lifter, K., & Bloom, L. (1989). Object play and the emergence of language. Infant Behavior and Development, 12, 395-423. And between these same achievements in language and emotional expression (result: the two compete with each other developmentally), see: Bloom, L., & Capatides, J. (1987). Expression of affect and the emergence of language. Child Development, 58, 1513-1522. And between emotional expression and the emergence of syntax, see: Bloom, L. & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66 (4, Serial No. 267). However, the question that began the present discussion in Childes had to do with such molar developments in language and walking and, so far, I have seen no report of such effects one way or the other. We didn't find them. However, I would not be surprised to find more molecular effects in the microgenetic unfolding of such actions. I suspect, for example, that the one-year-olds we studied were not saying words, much less phrases and simple sentences (or expressing emotion), while trying to stack the 1-in. cubes to make a tower, or while taking their first steps. Those are empirical questions, but we didn't ask them. However, we did find such microgenetic effects in real time between language and emotional expression, see: Bloom, L., & Beckwith, R. (1989), Talking with feeling: Integrating affective and linguistic expression in early language development. Cognition and emotion, 3, 313-342. Reprinted in C. Izard (Ed.), Development of emotion-cognition relations (pp. 313-342). Hillsdale, NJ: Erlbaum. And between language (child and mother speech), emotional expression, and object play; see Bloom & Tinker (2001). For a vintage study showing competition as well as collaboration *within* the domain of language (lexicon, syntax, and discourse), see: Bloom, L., Miller, P., & Hood, L. (1975). Variation and reduction as aspects of competence in language development. In A. Pick (Ed.), Minnesota Symposia on Child Psychology, (Vol. 9, pp 3-55). Minneapolis MN: University of Minnesota Press. Reprinted in L. Bloom (1991). Language development from two to three (pp. 86-142). Cambridge: Cambridge University Press. Effects such as these may or may not have to do with questions of modularity. But there are other ways of looking at them (e.g., Bloom & Tinker, 2001; Bloom, 1993). --Lois Bloom From ann at hawaii.edu Thu Apr 11 19:35:28 2002 From: ann at hawaii.edu (Ann Peters) Date: Thu, 11 Apr 2002 09:35:28 -1000 Subject: new web page address Message-ID: Dear friends, It seems I have a new web page address! http://www.ling.hawaii.edu/faculty/ann/ At this address you will find a pdf version of UNITS. If you have trouble downloading it, please let me know. ann **************************** 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://www.ling.hawaii.edu/faculty/ann/ From h.vanderlely at ucl.ac.uk Fri Apr 12 09:47:51 2002 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Fri, 12 Apr 2002 10:47:51 +0100 Subject: POSTDOCTORAL RESEARCH POSITION Message-ID: An HTML attachment was scrubbed... URL: From Johanne.Paradis at ualberta.ca Sat Apr 13 06:19:31 2002 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Sat, 13 Apr 2002 00:19:31 -0600 Subject: Studentship in Acquisition of an Indigenous Language Message-ID: PhD Student Assistantship in the Acquisition of an Indigenous Language The Department of Linguistics at the University of Alberta is inviting applications for a PhD student assistantship position, beginning September 2002, on a field project documenting children's acquisition of an endangered Mexican indigenous language, Upper Necaxa Totonac. The student will have the opportunity to work in an indigenous community in Mexico, as part of a larger research project on this language (http://www.ualberta.ca/~dbeck/UNTProj.html). This assistantship is designed to provide talented PhD student applicants with stable funding for the duration of their studies and to facilitate their involvement as junior colleagues in the academic life of the Department. Students will have the opportunity to present the results of individual research at conferences and, where appropriate, will be encouraged to publish their results in professional venues. The assistantship will be at the rate of $11,000 CDN per academic year (September to April). There will also be a possibilty of additional funding for the months of May to August. Candidates will be required to meet the entrance requirements for the PhD programme in linguistics and will be assessed the normal PhD tuition fees which are currently $3,200 CDN per academic year for Canadian students and $5,900 CDN for non-Canadian students. The student must be a competent speaker of Spanish. Preference will be given to applicants with a strong background in linguistics, preferably at the graduate level. Experience working with young children either in an experimental, educational, or clinical context would be an asset. Experience using the the CHILDES database, transcription and coding systems would also be an asset. The deadline for application for this assistantship is May 31, 2002. Taking up this position is contingent upon admission to the PhD Programme in Linguistics; applicants should meet Departmental requirements for applications, as outlined on the University ofAlberta Linguistics Website at http://www.arts.ualberta.ca/~linguist/graduate.htm. The application package should include: a) a letter that summarizes past experience and outlines the candidate's research interests and proposed area of study, b) unofficial university transcripts, c) an academic writing sample (a recent paper, thesis chapter, or article), and d) the names and email addresses of three referees. Applications should be sent to: Johanne Paradis Department of Linguistics University of Alberta Edmonton, AB, T6G 2E7 Canada phone: 780-492-0805 fax: 780-492-0806 email: johanne.paradis at ualberta.ca Final Date of Application: May 31, 2002 ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From mark_mitchell at kmug.org Mon Apr 15 14:36:20 2002 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Mon, 15 Apr 2002 23:36:20 +0900 Subject: PDF and availability of research Message-ID: Ann Peters writes: Sorry to trouble those who aren't interested in this. A more technologically knowledgeable colleague has helped me convert the whole thing to PDF (Acrobat) and is putting it on my web page (see URL at bottom of this message). http://www.ling.hawaii.edu/faculty/ann/ As a general note, PDF is already a kind of 'compression' and is universally readable on most all platforms. Furthermore, Macintosh users with OSX have built-in conversion to PDF ability (just check your 'help' for instructions). Windows users may have similar functionality? If possible, please do make your research available as PDF files (instead of the dreaded msword). Science will be far the better for it (and you'll get more references to your work!). Nice web-site, Dr. Peters! mark mitchell Japan From marit.r.westergaard at hum.uit.no Tue Apr 16 14:03:00 2002 From: marit.r.westergaard at hum.uit.no (Marit R. Westergaard) Date: Tue, 16 Apr 2002 16:03:00 +0200 Subject: Q: Limiting a search in CLAN Message-ID: Is there anyone out there who could help me find a command that will give me all the utterances that are three words or longer? I have tried various things with both KWAL and COMBO, but I cannot find anything that will exclude one- and two word utterances. (Actually, if I could only exclude one-word utterances, that would already be a great help). Thank you. Best, Marit R. Westergaard University of Troms? From boehning at kronos.ling.uni-potsdam.de Wed Apr 17 13:03:17 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Wed, 17 Apr 2002 15:03:17 +0200 Subject: Q: child directed speech: Blind Children Message-ID: Dear Info-Childes members, I am currently looking for publications or transcripts (German or English) that deal with child directed speech with/to blind children. I am interested in their vocabulary acquisition and was wondering if child directed speech differs a lot in comparison to children that are not blind. There does not seem to be any transcripts of this kind in the database. Can anyone help? Thank you! Marita ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From macw at cmu.edu Wed Apr 17 20:10:47 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Apr 2002 16:10:47 -0400 Subject: limiting a search in CLAn Message-ID: Dear Marit Westergaard, You wanted to work only on sentences with three or more words. We had to change the CLAN MAXWD program to do what you wanted. The new Macintosh version on the web now includes the changes. The Windows version will be updated for the changes by the end of the week. The command you need to use is maxwd -x3 +g2 +c0 +d1 +o% filename.cha The -x3 tells the program you want to exclude sentences under three words in length. The +g2 says to count words. The +c0 says to output any amount of matching sentences. In effect zero is the same as infinity here. The +d1 means to preserve CHAT format. The +o% says to include the dependent tiers in the output. You may not actually want this. The new feature here is the +c0. I will add this info to the manual. Good luck. --Brian From Phyllis.Schneider at ualberta.ca Wed Apr 17 20:46:34 2002 From: Phyllis.Schneider at ualberta.ca (SCHNEIDER Phyllis) Date: Wed, 17 Apr 2002 14:46:34 -0600 Subject: counting words Message-ID: Since the issue of counting words has come up: Is there any way to limit analyses to a certain number of words? Thomas Klee in an article on sample analyses recommended calculating type-token ratio based on word limits rather than utterance limits -- 100, 200, or 400 word samples. I can't see any way to do this with CLAN other than counting the words by hand. Thanks-- Phyllis Schneider From gleason at bu.edu Wed Apr 17 21:31:26 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Wed, 17 Apr 2002 17:31:26 -0400 Subject: Q: child directed speech: Blind Children Message-ID: Marita Boehning wrote: > > Dear Info-Childes members, > > I am currently looking for publications or transcripts (German or > English) that deal with child directed speech with/to blind children. I > am interested in their vocabulary acquisition and was wondering if child > directed speech differs a lot in comparison to children that are not > blind. > There does not seem to be any transcripts of this kind in the database. > Can anyone help? I think that both Elaine Andersen (at USC) and Carolyn Johnson (at UBC) have done work that is relevant to your question. I don't have their pubs list handy, though. jean From macw at cmu.edu Wed Apr 17 23:21:45 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 17 Apr 2002 19:21:45 -0400 Subject: new corpus on hearing impairment Message-ID: Dear Info-CHILDES, I am happy to announce the inclusion in the CHILDES database of a new corpus comparing language in children with hearing impairment and children with normal hearing. The corpus has been contributed by Johanna Nicholas of the Central Institute for the Deaf in St. Louis (jnicholas at cid.wustl.edu). Many thanks to Johanna for contributing the first CHILDES corpus of oral language from children with hearing impairment. The readme file for the corpus follows. The data can be found in nicholas.sit in /clinical --Brian MacWhinney These transcripts were created for study of the verbal and nonverbal communicative behavior of both typically-developing, normally-hearing children and those with a severe-profound hearing loss. All of the children with hearing loss were enrolled in an auditory-oral educational program and therefore what is transcribed is primarily spoken English. The study is composed of two sections: a cross-sectional study and a 36-month study. The cross-sectional study examined children at 12, 18, 24, 30, 36, 42, 48, and 54 months. There were 96 normally-hearing participants located through local birth records and 43 children with hearing loss. In the 36 month study, there were 18 normally-hearing participants located through local birth records and 18 children with hearing loss. Important note: 15 of the 18 deaf children did not have a cochlear implant at the time of this study. Therefore, the language contained in these transcripts is representative of children with these characteristics in the days before cochlear implantation and may be significantly different from otherwise comparable children who received a cochlear implant at a young age along with intensive auditory-oral instruction. Specific audiological information is available from the researcher donating the transcripts. These transcripts were created from videotaped play with a parent. Each session was approximately 30 minutes in length and time codes are interspersed throughout. The child-parent dyad were provided with 4 successive sets of toys during the 30 minutes and asked to play naturally, using whatever toys were of interest to the child. Parents were encouraged to use the time to have fun with their child and not to use the session as a ?teaching session?. A few of the children in this study had been exposed to signed English, either informally or formally before beginning their auditory-oral education and therefore there are some instances in which informal or formal signs appear in the transcripts. These are marked on the transcript and a key to these is available from the donating researcher. All transcripts were created by trained graduate students in the field of speech and hearing and were verified by certified Teachers of the Deaf. The sessions were transcribed at the word level (not ?morphemicized?). They were later coded for communicative function but those codes are not included in these files. Ref: Nicholas, J. G. and Geers, A. E. (1997). Communication of oral deaf and normally hearing children at 36 months of age. Journal of Speech, Language, and Hearing Research, 40, 1314-1327. Research supported by the NIDCD. From zweizman at post.harvard.edu Thu Apr 18 05:35:14 2002 From: zweizman at post.harvard.edu (Zehava Weizman) Date: Thu, 18 Apr 2002 13:35:14 +0800 Subject: counting words Message-ID: Phillis, To limit the analysis to certain number of words spoken by the child for example, the command is: freq +t*CHI +z100w filename.cha => analyze the first 100 words only freq +t*CHI +z200w filename.cha => analyze the first 200 words only freq +t*CHI +z400w filename.cha => analyze the first 400 words only => it generates an alphabetical list of the first 100 words used by the target child along with the frequency with which these words occur in the transcript (filename.cha). Hope this is helpful. Zehava Weizman >From: SCHNEIDER Phyllis >To: "'info-childes at mail.talkbank.org'" >Subject: counting words >Date: Wed, 17 Apr 2002 14:46:34 -0600 > > >Since the issue of counting words has come up: Is there any way to limit >analyses to a certain number of words? Thomas Klee in an article on sample >analyses recommended calculating type-token ratio based on word limits >rather than utterance limits -- 100, 200, or 400 word samples. I can't see >any way to do this with CLAN other than counting the words by hand. > >Thanks-- >Phyllis Schneider -------------- next part -------------- An HTML attachment was scrubbed... URL: From lpxao at psyc.nott.ac.uk Thu Apr 18 09:27:17 2002 From: lpxao at psyc.nott.ac.uk (Javier) Date: Thu, 18 Apr 2002 10:27:17 +0100 Subject: sampling the sample Message-ID: Following the recent comments on limiting a search and counting words, I would appreciate if someone knows a simple way to extract a random set of utterances (not just words) from a given CHAT file. For instance: (1) we have an original sample of 1234 child utterances (2) we get rid of 234 utterances -randomly!-, and (3) we end with a sample of exactly 1000 utterances (ideally preserving CHAT format for ulterior analyses). This would be helpful for some reasons (i.e., equalizing different samples in size). It seems an easy process, but I don't know about an easy tool to solve the problem (included in CLAN or not). Thanks, Javier Javier Aguado Orea = . . = School of Psychology , University of Nottingham UK -- __ From boehning at kronos.ling.uni-potsdam.de Thu Apr 18 12:19:33 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Thu, 18 Apr 2002 14:19:33 +0200 Subject: high versus low frequency words Message-ID: Dear Info-Childes members, does anyone know advice to the following problem? I have generated a word list (from CELEX database, German words) for which frequency counts are given. I need these words to use them in an experiment I want to conduct. I need to choose a certain amount of "low" and a certain amount of "high freuquency" words. Is there a kind of "rule" for a cut off criterion so that one can decide: these words belong to my high frequency category and these blong to my low frequency category? One way I thought of is to look at the distribution and take the lowest x% and the highest x% of the distribution (i.e. the very high frequent words and the very low frequent words) and leave out all words in the middle. This causes the problem that I would "loose" a lot of possible items for my experiment as these "middle frequency words" would neither fit into high frequency category nor into low frequency category. A big problem of the word list is that there are many words of rather a similarly medium/low frequency and only a few with really high frequency. Any suggestions or publications that had to deal with same problem? Thank you! Marita B?hning ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From alleng at pilot.msu.edu Thu Apr 18 12:15:18 2002 From: alleng at pilot.msu.edu (George D. Allen) Date: Thu, 18 Apr 2002 08:15:18 -0400 Subject: random sampling In-Reply-To: Message-ID: In response to Javier's email, I just wanted to bring to your attention, if you don't already know of it, a handy web site for generating random sequences. Some of my students used it recently to select a random sample of 1000 survey recipients from our campus phone book. They generated 2 sequences of 1000 random numbers, the first bounded by the first and last page numbers of the phone listings (41 - 362), the other bounded by 1 and whatever they decided was a reasonable estimate of the number of names on a page. The generator returned the first list sorted from low to high, so they didn't have to go back and forth in the book; the second list remained in its original order. Took about 2 minutes. www.randomizer.org -- George D. Allen Michigan State University College of Nursing A230 Life Sciences Bldg., E Lansing, MI 48824-1317 Voice: (517) 353-5976; Fax: (517) 353-9553 "We already have distance learning in most university science courses; it's called the lecture." -- Donald Kennedy, "Science," Vol 293, p. 1557. From gleason at bu.edu Fri Apr 19 02:54:33 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 18 Apr 2002 22:54:33 -0400 Subject: Memorial service for Harold Goodglass Message-ID: A memorial service for Harold Goodglass has been set for Sunday, 19 May, at 1 pm. It will be held at Temple Ohabei Shalom, which is at 1187 Beacon Street in Brookline, Massachusetts From zwe at att.net Fri Apr 19 15:50:13 2002 From: zwe at att.net (Zena Eisenberg) Date: Fri, 19 Apr 2002 11:50:13 -0400 Subject: question on methdology In-Reply-To: Message-ID: Hi, I am collecting data for my research on parents and their children talking about past and future events. I was wondering if anyone knows of previous works analyzing parent-child (3-5 year olds) talk in terms of achieving shared meaning when there is such discrepancy in their conceptual as well as linguistic knowledge. More specifically, i am looking for a methdology for analyzing the conversations. Thank you, Zena Eisenberg Developmental Psychology The Graduate Center The City University of New York 365 Fifth Avenue New York, NY 10016-4039 From L.Onnis at warwick.ac.uk Fri Apr 19 16:20:10 2002 From: L.Onnis at warwick.ac.uk (Luca Onnis) Date: Fri, 19 Apr 2002 17:20:10 +0100 Subject: Childes workshop in the UK - announcement Message-ID: Dear info-childes members, Please circulate the following: I am glad to advertise the Warwick CHILDES Workshop, which will take place at the University of Warwick, UK, Tuesday 17th - Thursday 18th September 2002. The workshop is sponsored by the British Psychological Society. The overall purpose of the seminars is to provide practical hands-on experience of the database. In particular, we aim: a) to introduce researchers unfamiliar with CHILDES, but planning to do empirical psycholinguistic work, to the basics of transcription and coding of new material to include in the database; b) to teach researchers who have already started collecting data but are unfamiliar with the coding practices of CHILDES; c) to teach researchers who have a basic knowledge of the database but want an advanced course and need help in addressing specific research questions within CHILDES. The seminars will be taught by the following CHILDES experts: Prof. Stephen Gillis (University of Antwerp) Dr. Caroline Rowland (University of Liverpool) Dr. Gary Jones (University of Derby) Dr. Fernand Gobet (University of Nottingham) Dr. Anna Theakston (University of Manchester) Dr. Kate Joseph (University of Manchester) The course is limited to 20-25 people. Researchers and graduate students are welcome to apply. A more detailed program will be circulated soon. Also a number of grants will be made available for postgraduate students. Please send any queries and/or a request of participation to: Luca Onnis (local organiser) Dpt. Of Psychology University of Warwick CV4 7AL, Coventry, England Email: l.onnis at warwick.ac.uk If you would like to come please indicate whether you are new to the CHILDES database or are already familiar with it. In the latter case, please indicate what is your area of research (syntactic development, pragmatics, etc.). We will try to make the workshop as tailored as possible to participants` needs. Regards, Luca Onnis ---------------------------------------------------------------- Luca Onnis Graduate Research Assistant Department of Psychology University of Warwick CV4 7AL, Coventry UK From sharon.unsworth at let.uu.nl Wed Apr 24 11:24:35 2002 From: sharon.unsworth at let.uu.nl (Sharon Unsworth) Date: Wed, 24 Apr 2002 13:24:35 +0200 Subject: transcription query Message-ID: Dear all, In my transcription of an L2 picture description task I would like to do the following, but I'm not sure whether this is possible with CLAN/CHAT: Subject: there's a dog and a boy and the boy is +... [The subject doesn't know the word in his L2 English so the experimenter tells her.] Experimenter: crying. Subject: crying. What I want to do is transcribe this in such a way as to show that the subject's second utterance follows on from her first so that the two utterances will be counted as one utterance for the purposes of MLU. I started using the overlap signs, [<] and [>], but this isn't an overlap (they're not talking at the same time); I could use the other-completion sign ++ for the experimenter's utterance but that doesn't really solve the problem. Is there a way of doing this that I can't find in the manual!? Thanks in advance, Sharon Unsworth *-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* Sharon Unsworth Utrecht Institute of Linguistics UiL-OTS Trans 10 3512 JK Utrecht The Netherlands tel. +31 (0) 30 253 8099 From lpxao at psyc.nott.ac.uk Wed Apr 24 14:42:19 2002 From: lpxao at psyc.nott.ac.uk (Javier) Date: Wed, 24 Apr 2002 15:42:19 +0100 Subject: transcription query Message-ID: Sharon, You could use suffixes of the type: word at code For instance: Subject: ther's a dog and a boy and the boy is crying at cont . Experimenter: crying at real . Subject: crying at false . Afterwards, you have to exclude that suffix with the -s option: e.g.: MLU -s"*@cont" *.cha would not consider "crying at cont" Use the "word at real" or "word at false" suffixes if you want to do something else with continuations, but they are not required for your MLU purposes. Perhaps you also want to mark the actual place where the sentence was finished by the speaker. You can add something like 00MARK . These codes will not be included in the MLU, but you could select and pool out these utterances with a "kwal" or "combo" command. e.g.: Subject: ther's a dog and a boy and the boy is 00MARK crying at cont . Hope this helps, Javier Aguado Orea = . . = School of Psychology , University of Nottingham UK -- __ From judif at crl.ucsd.edu Wed Apr 24 15:29:15 2002 From: judif at crl.ucsd.edu (Judi Fenson) Date: Wed, 24 Apr 2002 08:29:15 -0700 Subject: transcription query In-Reply-To: <3.0.6.32.20020424132435.00a376f8@pop.let.uu.nl> Message-ID: Dear Sharon, To count an interrupted utterance as one you do the following: Subject: there's a dog and a boy and the boy is +/. Experimenter: crying. Subject: +, crying. +/. followed by +, makes it count as one utterance. --Judi Fenson > At 01:24 PM 4/24/02 +0200, you wrote: >Dear all, > >In my transcription of an L2 picture description task I would like to do >the following, but I'm not sure whether this is possible with CLAN/CHAT: > >>What I want to do is transcribe this in such a way as to show that the >subject's second utterance follows on from her first so that the two >utterances will be counted as one utterance for the purposes of MLU. I >started using the overlap signs, [<] and [>], but this isn't an overlap >(they're not talking at the same time); I could use the other-completion >sign ++ for the experimenter's utterance but that doesn't really solve the >problem. > >Is there a way of doing this that I can't find in the manual!? > >Thanks in advance, >Sharon Unsworth > > >*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-*-* >Sharon Unsworth >Utrecht Institute of Linguistics UiL-OTS >Trans 10 >3512 JK Utrecht >The Netherlands >tel. +31 (0) 30 253 8099 > > > From stioan at hol.gr Fri Apr 26 09:05:16 2002 From: stioan at hol.gr (demetra kati) Date: Fri, 26 Apr 2002 12:05:16 +0300 Subject: Virus warning! Message-ID: Please note, I have received a message concerning a recent virus that gets itself automatically transmitted through the address lists of e-mails. The instructions for finding & deleting are the following: 1) Find it by the name: jdbgmgr.exe, usually in C:WINDOWS. SYSTEM (run a search). It has a bear as a sign as well. 2) Delete it both from the address you find it in as well as the deleted Trash files. D. Katis -------------- next part -------------- An HTML attachment was scrubbed... URL: From mthomas at ich.ucl.ac.uk Fri Apr 26 09:16:41 2002 From: mthomas at ich.ucl.ac.uk (Michael Thomas) Date: Fri, 26 Apr 2002 10:16:41 +0100 Subject: Hoax virus warning In-Reply-To: <004e01c1ed01$bc286a40$297661c3@Standard> Message-ID: > I have received a message concerning a recent virus > 1) Find it by the name: jdbgmgr.exe, usually in C:WINDOWS. SYSTEM (run > a search). The jdbgmgr.exe virus warning is a hoax. Please consult http://www.symantec.com/avcenter/venc/data/jdbgmgr.exe.file.hoax.html Thanks for your concern, however! From sugiura at lang.nagoya-u.ac.jp Sat Apr 27 11:39:20 2002 From: sugiura at lang.nagoya-u.ac.jp (SUGIURA Masatoshi) Date: Sat, 27 Apr 2002 20:39:20 +0900 Subject: JSLS2002 Call for participation Message-ID: ------------------------------------------------------------------- http://cow.lang.nagoya-u.ac.jp/jsls/2002/ ------------------------------------------------------------------- The Fourth Annual Conference of The Japanese Society for Language Sciences (JSLS2002) July 6 (Sat.)- 7 (Sun.), 2002 Japan Women's University (Nishi-Ikuta Campus) * * * * * * * * Call for Participation * * * * * * * * * * * Invited Speaker: Andrew Radford (University of Essex) "On the Nature of the Grammatical Deficit in Children with Specific Language Impairment: Evidence from English" * Special Speaker: Yukio Tono (Meikai University) "EFL Learner Corpus Research: State of the Art and Applications in SLA Research" * Invited Symposium [in Japanese] "Preadaptations to Language: Perspectives from Animal Cognition" Organizers: Kazuo Okanoya (Chiba U.) and Shoji Itakura (Kyoto U.) * Symposium [in Japanese] "What do children learn in the context of picture-book reading?" Organizer: Etsuko Haryu (Aoyama Gakuin U.) Chair: Nobuko Uchida (Ochanomizu U.) * Accepted Presentations (10 papers) -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- How to Participate in the Conference 1) Fill in the Registration Form (at the end of this message), and send it to: jsls2002registration at oscar.lang.nagoya-u.ac.jp 2) Pay the fee Note: Until you pay the fee, your registration is not complete. 3) Once we register you to the conference, we'll send you a confirmation message by e-mail. Note: If you don't receive the message before the conference, please send us a confirmation request by e-mail to the same address. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- CONFERENCE FEES Domestic participants: ---------------------- Registration fee Member Non-member(*) Pre-registration (paid in full by June 1, 2002) 3,500 yen 5,500 yen Late registration/on-site 5,000 yen 7,000 yen registration (after June 2, 2002) Conference handbook 2,000 yen 3,000 yen Reception 3,000 yen 3,000 yen Overseas participants: ---------------------- Registration fee Member Non-member(*) Pre-registration (paid in full by June 1, 2002) US$30.00 US$50.00 Late registration/on-site US$45.00 US$60.00 registration (after June 2, 2002) Conference handbook US$17.00 US$25.00 Reception US$25.00 US$25.00 NOTE: ==== (*) If you would like to become a member of JSLS, please apply at: http://jchat.sccs.chukyo-u.ac.jp/JSLS/proposal.html 1) Individuals who apply for membership on the first day of the conference will be considered to be JSLS members. 2) Presenters from overseas may apply for a registration fee waiver. Please indicate this in your registration form. 3) The reception is scheduled for the evening of Saturday, July 6. 4) We strongly encourage you to purchase the conference handbook, as it will contain copies of each paper to be given at the conference, with tables, figures and references. Additional handouts will not be distributed at the conference, unless prepared by individual presenters. 5) All presenters MUST pre-register before June 1. PAYMENT ======= Domestic: Postal deposit (Yuubin Furikae) Account number 00150-9-161412 Name of Account JSLS 2002 Overseas: For the pre-registration, please use an "International Postal Money Order" available at your local Post Office. Send it to the address below along with a copy of your registration form: (Postmarked no later than June 1, 2002, please.) Recipient: Scott Saft Address: Institute of Modern Languages and Modern Cultures University of Tsukuba 1-1-1 Tenoodai, Tsukuba-city 305-8571 JAPAN For on-site registration, please pay by cash in Japanese Yen. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- * Conference Program -------------------- Conference programs and handbooks will NOT be mailed in advance. The conference program will be posted to the JSLS mailing list and on the JSLS2002 web site: http://cow.lang.nagoya-u.ac.jp/jsls/2002/ * Student Volunteers -------------------- 1) We need 10 student volunteers for the conference on site. 2) Each student volunteer will be expected to work approximately 5 hours during the conference. 3) Student volunteers will be given a registration fee waiver and a copy of the conference handbook. 4) Those who are interested, please send an e-mail message including name, affiliation, year, phone number, and the language(s) you can speak to the address below no later than May 8, 2002: jsls2002info at oscar.lang.nagoya-u.ac.jp with the subject "JSLS2002 Student Volunteer" 5) We will inform every applicant of the result by May 15, 2002. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- All questions regarding the JSLS 2002 conference should be addressed to: SUGIURA Masatoshi JSLS2002 Conference Coordinator Graduate School of International Development Nagoya University Furo-cho, Chikusa-ku Nagoya, Aichi 464-8601 JAPAN e-mail: jsls2002info at oscar.lang.nagoya-u.ac.jp -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- JSLS2002 Registration Form Send this to: jsls2002registration at oscar.lang.nagoya-u.ac.jp --------------------------------------------------------------------- Note: 1) All presenters should also submit this form. 2) e-mail subject should be "JSLS2002 Registration." 3) Send this form in the body of e-mail message, NOT as an attachement. -=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=-=- NAME: AFFILIATION: ADDRESS: ZIP CODE: COUNTRY: PHONE: E-MAIL: Are you a member of JSLS?: YES / NO PAYMENT (Please type in) REGISTRATION: US$______ CONFERENCE HANDBOOK:US$______ RECEPTION: US$______ ------------------------------ TOTAL: US$______ If you are . . . . . . . . . . . . . . . . . . . . . . . . . . . (Select each one.) 1) participants from overseas, you will a) send International Postal Money Order, or b) pay on site. 2) presenters from overseas, do you need a registration fee waiver? a) Yes. b) No. 3) students, would you like be a student volunteer? (Application should be no later than May 8, 2002.) a) Yes. b) No. ------------------------------------------------------------ http://cow.lang.nagoya-u.ac.jp/jsls/2002/ ------------------------------------------------------------ From ervintrp at socrates.Berkeley.EDU Sat Apr 27 17:46:07 2002 From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp) Date: Sat, 27 Apr 2002 10:46:07 -0700 Subject: Madison program Message-ID: I have been looking regularly at the fancy website for the IASCL program in Madison in July, in the hopes of finding an on-line program such as other organizations use. Such a program can be set up whenever papers are accepted. I can find neither a program, which would help participants select their travel schedule in terms of which papers they want to hear, or even an online feedback address to express this concern. Hence this broadcast complaint. It is getting late. Susan Ervin-Tripp From msyonata at mscc.huji.ac.il Sat Apr 27 20:50:20 2002 From: msyonata at mscc.huji.ac.il (Yonata Levy) Date: Sat, 27 Apr 2002 22:50:20 +0200 Subject: Madison program Message-ID: Well, have there been notices of acceptance of presentations for LASCL?? Yonata. ----- Original Message ----- From: "Susan Ervin-Tripp" To: Sent: Saturday, April 27, 2002 7:46 PM Subject: Madison program > I have been looking regularly at the fancy website for the > IASCL program in Madison in July, in the hopes of finding an > on-line program such as other organizations use. Such a program > can be set up whenever papers are accepted. I can find > neither a program, which would help participants select their > travel schedule in terms of which papers they want to hear, > or even an online feedback address to express this concern. > Hence this broadcast complaint. It is getting late. > > Susan Ervin-Tripp > From santelmannl at pdx.edu Sun Apr 28 18:00:16 2002 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Sun, 28 Apr 2002 11:00:16 -0700 Subject: Madison program In-Reply-To: Message-ID: May I suggest that this query be directed at the organizers? Since it's being held jointly with SRCLD I would contact: srcld at waisman.wisc.edu Lynn Santelmann At 10:46 AM 4/27/2002 -0700, Susan Ervin-Tripp wrote: >I have been looking regularly at the fancy website for the >IASCL program in Madison in July, in the hopes of finding an >on-line program such as other organizations use. Such a program >can be set up whenever papers are accepted. I can find >neither a program, which would help participants select their >travel schedule in terms of which papers they want to hear, >or even an online feedback address to express this concern. >Hence this broadcast complaint. It is getting late. > >Susan Ervin-Tripp > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hhzainab at hotmail.com Sun Apr 28 21:55:58 2002 From: hhzainab at hotmail.com (zainab h.hussein) Date: Sun, 28 Apr 2002 21:55:58 +0000 Subject: Hoax virus warning Message-ID: An HTML attachment was scrubbed... URL: From h.g.simonsen at ilf.uio.no Sun Apr 28 22:00:55 2002 From: h.g.simonsen at ilf.uio.no (h.g.simonsen at ilf.uio.no) Date: Mon, 29 Apr 2002 00:00:55 +0200 Subject: info-childes Digest - 04/28/02 In-Reply-To: Message-ID: Dear This is an automatic reply. Feel free to send additional mail, as only this one notice will be generated. The following is a prerecorded message, sent for hannegs at ilf.uio.no: ==================================================== Hanne Gram Simonsen is away from her office until May 6. From hhzainab at hotmail.com Sun Apr 28 22:04:35 2002 From: hhzainab at hotmail.com (zainab h.hussein) Date: Sun, 28 Apr 2002 22:04:35 +0000 Subject: Hoax virus warning Message-ID: An HTML attachment was scrubbed... URL: From miller at waisman.wisc.edu Mon Apr 29 16:21:34 2002 From: miller at waisman.wisc.edu (Jon Miller) Date: Mon, 29 Apr 2002 11:21:34 -0500 Subject: Madison program In-Reply-To: Message-ID: Susan, The program will be posted by the end of the week, baring any unforeseen problems. Due to the excellent response to the call for papers, this process has taken us a bit longer than expected. There will be almost 600 papers and posters on the program and more than 40 symposia, plus plenary talks each day. The program will be listed by time and topic to aid in your review. The Web site does have contact information, under the "Who are we" button, select "contact us". Everyone should have heard from us about your submissions, if not, please contact us immediately. We are looking forward to seeing you in Madison for a very exciting meeting. Cheers,jon At 10:46 AM 4/27/2002 -0700, Susan Ervin-Tripp wrote: >I have been looking regularly at the fancy website for the >IASCL program in Madison in July, in the hopes of finding an >on-line program such as other organizations use. Such a program >can be set up whenever papers are accepted. I can find >neither a program, which would help participants select their >travel schedule in terms of which papers they want to hear, >or even an online feedback address to express this concern. >Hence this broadcast complaint. It is getting late. > >Susan Ervin-Tripp Jon F. Miller, Ph.D. Professor Department of Communicative Disorders University of Wisconsin - Madison 1975 Willow Drive Madison, WI 53706 (608) 262-6461 FAX (608) 262-6466 From voulag at otenet.gr Mon Apr 29 19:05:05 2002 From: voulag at otenet.gr (Voula Georgopoulos) Date: Mon, 29 Apr 2002 22:05:05 +0300 Subject: Token test for Children Message-ID: I was asked by students in my department who are conducting some research with a colleague of mine to post the following: We have some questions concerning the "The Token Test for Children" by Frank DiSimoni. My apologies if this is not the forum for these questions. Your help is greatly appreciated. 1. What is the basal ceiling of the test? How many wrong items (specific number) do we count before we stop the test in Part 1 during its administration? 2. Why did the author choose to design this test for a wide range of ages (3.0-12.5)? The majority of commands are very difficult for 3.0-4.0 year-old groups to cope with, while they are too easy for 11.0-12.5 year-old groups. 3. As far as the design of Part 5 is concerned: o Is there a certain pattern on the design of the commands and their arrangement in the test? o Your suggestions about the syntax of the sentences and the variety of their complexity. 4. Is anyone aware of any articles regarding the Token Test for Children and especially its standardization in other countries and any information on the first version of the Token Test for aphasics by DeRenzi &Vignolo (1962) in Italy (especially with respect to its standardization into English) . We thank you in advance. ************************************ Voula C. Georgopoulos, Ph.D. Professor and Chair Dept. of Speech and Language Therapy Technological Educational Institute of Patras. Koukouli 26334 Patras Greece tel. +30610319307 email: voulag at otenet.gr -------------- next part -------------- An HTML attachment was scrubbed... URL: