From annabelledavid at hotmail.com Fri Feb 1 12:04:29 2002 From: annabelledavid at hotmail.com (Annabelle David) Date: Fri, 1 Feb 2002 12:04:29 +0000 Subject: French auxiliaries Message-ID: An HTML attachment was scrubbed... URL: From rchumak at acs.ryerson.ca Fri Feb 1 20:44:23 2002 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Fri, 1 Feb 2002 12:44:23 -0800 Subject: new lang dev videos Message-ID: Dear colleagues, I am looking for recent videos dealing with (first) language development: stages, ages, prelinguistic, early language behavior etc. I will post repsonses. Thanx in advance. Roma Roma Chumak-Horbatch Ph.D. School of Early Childhood Education Ryerson University 350 Victoria Street Toronto, Ontario M5B 2K3 Canada From charles.watkins at wanadoo.fr Fri Feb 1 21:31:13 2002 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Fri, 1 Feb 2002 21:31:13 -0000 Subject: French auxiliaries Message-ID: Annabelle, Even amongst grammarians of English, there is disagreement about terminology: strictly speaking, BE and HAVE are auxiliaries - they conjugate for person and tense - and CAN, WILL (of which 'could' and 'would' are merely past tense forms) are modals - they don't conjugate for person. If you are French, which from your name and research interest - if not form your address - I guess you might be, try any French grammar of either language. Particularly Grammaire Explicative de l'Anglais (Paul Larreya), Le Français Déchiffré and Grammaire Linguistique de l'Anglais (Henri Adamzewski). The latter two are good on thought-provoking theorisation, but Larreya is less counter-intuitive as well as being strong on taxonomy and the best possible common sense. For an interesting eighteenth century English view demonstrating that 20th century French theoreticians have invented nothing new, see Tristram Shandy ( I forget which chapter, but if you're interested I'll look it up). In my own research on deixis in the two languages, I have come to the conclusion the only solution is to define the terms yourself. Charles Watkins Khâgne & Hypokhâgne, Lycée Molière, Paris -----Message d'origine----- De : Annabelle David À : info-childes at mail.talkbank.org Date : vendredi 1 février 2002 12:04 Objet : French auxiliaries Dear all, I am trying to classify verbs in French but I cam across a problem. What do i count as auxiliaries?? In English, it is fairly easy can, could, would.... but in French the only real ones are etre and avoir in compound tense forms. But I have seen pouvoir, vouloir and others considered as such as well. And what about faire and aller?? I am working with bilingual French/English children. Where can I find help for this topic?? There seem to be a lot of very different opinions out there. Annabelle ---------------------------------------------------------------------------- Annabelle David Department of Speech University of Newcastle King George VI Building Queen Victoria Road Newcastle upon Tyne NE1 7RU U.K. ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- Join the world’s largest e-mail service with MSN Hotmail. Click Here -------------- next part -------------- An HTML attachment was scrubbed... URL: From kenny at UDel.Edu Sat Feb 2 14:37:36 2002 From: kenny at UDel.Edu (Kenneth Allen Hyde) Date: Sat, 2 Feb 2002 09:37:36 -0500 Subject: French auxiliaries In-Reply-To: <000201c1abce$e541ec40$25faf8c1@sylviewa> Message-ID: On Friday, 1 february, 2002, Annabelle David wrote: > Dear all, > > I am trying to classify verbs in French but I cam across a problem. What > do i count as auxiliaries?? In English, it is fairly easy can, could, > would.... but in French the only real ones are etre and avoir in > compound tense forms. But I have seen pouvoir, vouloir and others > considered as such as well. And what about faire and aller?? There are some articles in the morphological literature on this topic. Michael Jones presents evidence (in "Foundations of French Syntax") that "avoir" and "etre" are the only auxiliaries in French. He cites work by Benveniste (1966), Gueron (1986), and Kayne (1993) on this topic. Based on various tests, he claims that "pouvoir" and "devoir" are in different clauses than the verbs they dominate. Benveniste, E. (1966) Problemes de linguistique generale I, Paris, Gallimard. Gueron, J. (1986) 'Le verbe avoir', Recherches linguisitiques de Vincennes 14-15: 155-88. Jones, Michael Allan. (1996) Foundations of French Syntax, Cambridge UK, Cambridge University Press. Kayne, R. (1993) 'Toward a modular theory of auxiliary selection', Studia Linguistica 47:3-31. Ken Kenneth Allen Hyde | No matter how subtle the wizard, a knife Univ. of Delaware | between the shoulder blades will seriously Dept. of Linguistics | cramp his style -- Old Jhereg proverb kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me //www.ling.udel.edu/hyde/prof/ From pereira at usc.es Mon Feb 4 09:33:24 2002 From: pereira at usc.es (Miguel Perez Pereira) Date: Mon, 4 Feb 2002 10:33:24 +0100 Subject: adult native frog stories Message-ID: Dear Maja, Eugenia Sebastian has conducted a research on narratives with Spanish speaking children. She used the frog story to elicit narratives and publised a few papers on the topic, one of them with Dan Slobin in Berman and Slobin's book on narratives. She is at the Department of Developmental and Educational Psychology. Universidad Autonoma de Madrid. Her e-mail is eugenia.sebatian at uam.es In my Department 2 doctoral dissertations on the topic were presented a few years ago. However, in our case, children´s narratives were in Galician (a minority Romance language very close to Spanish which is spoken in our region). Best wishes. ----- Mensaje original ----- De: MAJA VINTHER DYRBY Para: info-childes Enviado: miércoles, 30 de enero de 2002 11:05 Asunto: adult native frog stories Dear all, I have just joined info-childes and already I need help. I am a student of linguistics at the university of Copenhagen and would like to compare Danish frog stories with English and Spanish data for my BA project. More specifically I hope to find out whether Danish narrators use a more static, locative description when introducing new referents. However, i'm in need of oral adult frog stories in native Spanish and English. As far as I can tell there are some English ones among the data in Childes, but I could probably need some more. As for Spanish ones I haven't found any. I read in the archives a message of some years ago from a Rosa Graciela Montes, saying that she had some Spanish stories, but my e-mail to the given address was returned. So, are you out there sra. Montes? Or does anybody else have a current contact e-mail address for her? I would highly appreciate the help. Alternatively, has someone got such data themselves - that they wouldn't mind sharing? I hope that I'll be able to contribute something myself on a later occasion. Thank you and kind regards, Maja Vinther Dyrby majdyr at get2net.dk -------------- next part -------------- An HTML attachment was scrubbed... URL: From DaleP at health.missouri.edu Tue Feb 5 15:30:39 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 5 Feb 2002 09:30:39 -0600 Subject: Research utilizing the MCDI Message-ID: The MacArthur Communicative Development Inventories research group (http://www.sci.sdsu.edu/cdi/) is preparing a revised, updated, and expanded "User's Guide and Technical Manual" for these instruments. We are especially interested in providing updated information on the reliability and validity of the measures, as well as examples of research and clinical applications. We would be very grateful for copies of published and in-press publications which have used any of the measures, including the original full forms (the MCDI:Words & Gestures and the MCDI-Words & Sentences), the short forms (Level I and Level II), and the CDI-III. Conference presentations are also welcome if the authors are comfortable with having them cited. If space permits in the revised manual, we hope to include a full bibliography along with the selected citations in the text. For this project, we are seeking reports of research with the English versions only. Thank you for your help on this. Please send the material to the address below. 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 simackov at ffnw.upol.cz Tue Feb 5 16:07:06 2002 From: simackov at ffnw.upol.cz (Simackova Sarka) Date: Tue, 5 Feb 2002 17:07:06 +0100 Subject: rhoticizm Message-ID: Dear list members, I am writing a paper about a nonstandard pronunciation of apical trill in Czech. It involves retracted articulation resulting in a French-sounding 'r'. Retracted pronunciation is perceived as defective and is treated by speech therapists. It is a relatively frequent defect, which even has its folk name. According to some older sources, approximately 22% of reported speech defects among Czech school children concern rhotacizms. From informal reports I learned that retracted pronunciation of tongue tip trill is quite common across languages (Italian, Finnish, Bulgarian, Russian, Polish, and Indonesian). I am looking for crosslinguistic information about acquisition of apical trill. I have the following questions: 1. Czech speech therapists say that children who substitute a non-rhotic sound for /r/ are more likely to get rid of the substitution. On the other hand, children who substitute a back rhotic often keep this pronunciation till adulthood. Could anyone confirm this for another language (other languages)? 2. /r/ is a difficult sound to acquire and children use all sorts of substitutes before they can produce it properly around the age 4. Prototypical variants are [j], [v], [w], [h], and in the later stage most frequently [l]. It seems to me that children who grow up to speak without an apparent defect rarely substitute a back trill. There are not many longitudinal studies of phonological development of Czech children, which I could use to verify this idea. I wonder whether anyone might know about relevant data from e.g. Italian, Spanish, Finnish, etc. 3. The defective pronunciation of /r/ in Czech is often characterized by excessive trilling. Is this the case in other languages? 4. Speech pathologists, who recognize several types of rhotacizm, describe the retracted /r/ as a velar trill (the rear edges of the velum are vibrating or the edges of the back of the tongue). They point out that velar trill is the most frequent type of rhotacizm in Czech and that it is different from the uvular trill which is quite rare. I wonder whether the velar variant of the trill is also described in other languages. 5. Do children acquiring French or German have a hard time with the uvular 'r'? Do speech therapists have to pay special attention to 'r'? Is rhotacizm a common speech defect? I will be glad to make a summary of your responses and send them to the list. Thank you for your help. Sarka Simackova Dept. of English and American Studies Palacky University Olomouc Krizkovskeho 10 772 00 Olomouc From m.vihman at bangor.ac.uk Tue Feb 5 15:44:26 2002 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Tue, 5 Feb 2002 16:44:26 +0100 Subject: rhoticizm In-Reply-To: <200202051611.RAA30364@raven.upol.cz> Message-ID: I can offer a few comments on the acquisition of trilled /r/ - Estonian also has a trilled /r/, both long and 'extra-long', as well as a single tap-r (like the two-r pair in Spanish). I can say anecdotally that some Estonians have a speech defect consisting of uvular r production instead of the expected apical trill; I knew a father and son who shared this defect, and i have very occasionally heard it in others. Of my two children, who grew up bilingual in Estonian and English, my daughter was trilling her r's quite appropriately before she was three (I remember her nursery school teacher trying in vain to imitate this feat!), while my son was first able to produce a trilled r just short of his 5th birthday. He substituted the American English glide-r for a while, but mainly [l]. The other Estonian children I have seen described, and the one other child I followed in California (Stanford Papers and Reports in Child Language Development, 3, 1971), also typically substitute [j] or [l]. I know of no cases of [w] being substituted for either Est. [r] or [l]. I don't kow of any cases of [v] or [h] either. -marilyn vihman > > >I am writing a paper about a nonstandard pronunciation of apical trill >in Czech. It involves retracted articulation resulting in a >French-sounding 'r'. Retracted pronunciation is perceived as defective >and is treated by speech therapists. It is a relatively frequent >defect, which even has its folk name. According to some >older sources, approximately 22% of reported speech defects among >Czech school children concern rhotacizms. From informal reports I >learned that retracted pronunciation of tongue tip trill is quite >common across languages (Italian, Finnish, Bulgarian, Russian, Polish, >and Indonesian). I am looking for crosslinguistic information about >acquisition of apical trill. I have the following questions: > >1. Czech speech therapists say that children who substitute a >non-rhotic sound for /r/ are more likely to get rid of the >substitution. On the other hand, children who substitute a back rhotic >often keep this pronunciation till adulthood. Could anyone confirm >this for another language (other languages)? >2. /r/ is a difficult sound to acquire and children use all sorts of >substitutes before they can produce it properly around the age 4. >Prototypical variants are [j], [v], [w], [h], and in the later stage >most frequently [l]. It seems to me that children who grow up to >speak without an apparent defect rarely substitute a back trill. >There are not many longitudinal studies of phonological development of >Czech children, which I could use to verify this idea. I wonder >whether anyone might know about relevant data from e.g. Italian, >Spanish, Finnish, etc. >3. The defective pronunciation of /r/ in Czech is often characterized >by excessive trilling. Is this the case in other languages? >4. Speech pathologists, who recognize several types of rhotacizm, >describe the retracted /r/ as a velar trill (the rear edges of the >velum are vibrating or the edges of the back of the tongue). They >point out that velar trill is the most frequent type of rhotacizm in >Czech and that it is different from the uvular trill which is quite >rare. I wonder whether the velar variant of the trill is also >described in other languages. >5. Do children acquiring French or German have a hard time with the >uvular 'r'? Do speech therapists have to pay special attention to >'r'? Is rhotacizm a common speech defect? > >I will be glad to make a summary of your responses and send them to >the list. Thank you for your help. > >Sarka Simackova >Dept. of English and American Studies >Palacky University Olomouc >Krizkovskeho 10 >772 00 Olomouc -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From deepsea at cds.ne.jp Thu Feb 7 05:38:06 2002 From: deepsea at cds.ne.jp (koma) Date: Thu, 7 Feb 2002 14:38:06 +0900 Subject: TCP 2002 Program Message-ID: Dear Colleague, Institute of Cultural and Linguistic Studies of Keio University is going to hold the third Tokyo Conference on Psycholinguistics(TCP2002) on March 15 and 16, 2002. The invited speakers are Prof. Angelika Kratzer(University of Massachusetts/Amherst) and Prof. William Snyder(University of Connecticut). Folloing is the program of the Conference. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ Hitomi Murata hitomi-murata at mri.biglobe.ne.jp Associate Director, TCP 2002 Keio University [Program] Day 1 (March 15,2002) 10:00-10:10 Opening Yukio Otsu(Keio University) 10:10-11:10 Tutorial Deirdre Wilson (University College London) "Relevance Theory" Chair: Yukio Otsu (Keio University)  11:15-12:00 Paper Presentation Masakazu Kuno(University of Tokyo) "How Large Can Small Clauses Be?" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:00-13:45 Paper Presentation Hirohisa Kiguchi and Rosalind Thornton (University of Maryland at College Park) "Children's Knowledge of the Interaction between Binding Principles and QR" Chair: Tetsuya Sano (Meiji Gakuin University) 13:50-14:35 Paper Presentation Miwa Isobe (Keio University) "Early Acquisition of Head-Internal Relative Clauses in Japanese" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Paper Presentation Cecile van der Weert (University of Reading) "Information Structures and Innate Knowledge of Linguistic Principles" Chair: Roger Martin (Yokohama National University) 15:40-16:25 Paper Presentation Shinichiro Ishihara (MIT) "Invisible but Audible Movement: Syntax-Phonology Interface of Wh-Question in Japanese" Chair: Roger Martin (Yokohama National University) 16:35-17:35 Invited Lecture Angelika Kratzer (University of Massachusetts at Amherst "Indeterminate Pronouns: The view from Japanese" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 16,2002) 10:00-10:45 Paper Presentation Haruka Fukazawa (Kyushu Institute of Technology), Mafuyu Kitahara (Yamaguchi University) and Mitsuhiko Ota (University of Edinburgh) "Acquisition of Phonological Sub-lexica in Japanese: An OT Account" Chair: Yasuo Ishii (Kanda University of International Studies) 10:50-11:35 Paper Presentation Keiko Matsunaga "Transfer of L1 Causatives in L2 Acquisition of English by Spanish, Chinese and Japanese Speakers" Chair: Yasuo Ishii (Kanda University of International Studies) 11:40-12:25 Paper Presentation Galina Gordishevky (Ben-GurionUniv. Of the Negev) "On Null Subjects in Child Russian" Chair: Yasuo Ishii (Kanda University of International Studies) 14:00-14:45 Paper Presentation Hajime Ono (University of California, Irvine) "An Emphatic Particle DA and Exclamatory Sentences in Japanese" Chair: Mari Takahashi (Kyoto Sangyo University) 14:50-15:35 Paper Presentation Koji Sugisaki (University of Connecticut) "Parameter Setting in the Acquisition of Japanese: The Case of Multiple Nominative Construction and Multiple Scrambling" Chair: Mari Takahashi (Kyoto Sangyo University) 15:50-16:35 Paper Presentation Stephen Crain, Amanda Gardner, Andrea Gualmini and Beth Rabbin (University of Maryland at College Park) "C-Command Matters in Downward Entailment" Chair: Mari Takahashi (Kyoto Sangyo University) 16:45-17:45 Invited Lecture William Snyder (University of Connecticut) "Parameters: The View from Child Language" Chair: Yukio Otsu (Keio University) Alternates: Ken Hiraiwa (MIT) "Remarks on Case in Japanese: Agree and Spell-Out" Motoki Nakajima (University of Tokyo) "Experimental Studies on the Acquisition of Japanese No" Takuya Gouro (Sophia University) "Affectee/Patient Splitting and the Structures of Japanese Passives" For inquires, contact: TCP Committee Otsu Lab/Institute of Cultural and Linguistic Studies  Keio University 2-14-45 Mita, Minato-ku, Tokyo 108-8345 E-mail address: tcp at otsu.icl.keio.ac.jp From morgen at idf.ext.jussieu.fr Thu Feb 7 10:37:10 2002 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Thu, 7 Feb 2002 11:37:10 +0100 Subject: Landau-Kleffner Syndrome Message-ID: Dear info-childes members, Has any of you recently worked (or do you know of recent work) on the Laudau-Kleffner Syndrome? I am trying to gather as much information as possible to help neurologists with the language disorder aspect of the syndrome (AEA acquired epileptiform aphasia in children). I was given medical articles up to 1991 but do not know of very recent work neither in the medical field nor in the psycholinguistic field since I mostly work in acquisition. In 1991 AEA was beginning to be considered as carrying the concept that prolonged cognitive (and especially language) disorders could be epileptic manifestations. And therefore that cognitive symptoms could be the only manifestations of certain kinds of epilepsies. Is that possibility taken into consideration when children present mysterious language disorders (mostly due to auditive agnosia) and are EEG (prescribed in such cases? Thank you for your help! Best regards, Aliyah Morgenstern LEAPLE CNRS-Université Paris V From a.karmiloff-smith at ich.ucl.ac.uk Thu Feb 7 17:28:34 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 7 Feb 2002 17:28:34 +0000 Subject: request please re child pragmatics Message-ID: >Can people out there please suggest good books/articles on how >children use language to get what they want and how they use it to resolve conflict/disagreement. - for intelligent but non-psycholinguist ? >Many thanks 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 gary.marcus at nyu.edu Thu Feb 7 20:11:08 2002 From: gary.marcus at nyu.edu (Gary Marcus) Date: Thu, 7 Feb 2002 12:11:08 -0800 Subject: Sources on Syndromes In-Reply-To: <20020207103917.4EB6C185@postfix2-1.free.fr> Message-ID: At 11:37 AM +0100 2/7/02, Aliyah MORGENSTERN wrote: >Dear info-childes members, >Has any of you recently worked (or do you know of recent work) on the >Laudau-Kleffner Syndrome? >I am trying to gather as much information as possible to help neurologists >with the language disorder aspect of the syndrome (AEA acquired epileptiform >aphasia in children). I was given medical articles up to 1991 but do not >know of very recent work neither in the medical field nor in the >psycholinguistic field since I mostly work in acquisition. Dear Aliyah, and INFO-CHILDES, I'm not at all an expert on Landau-Kleffner but wanted to alert you and other readers to two excellent sources for information on virtually all disorders. For a general, readable overview of almost any disorder, you can consult The Online Mendelian Inheritance in Man website: http://www3.ncbi.nlm.nih.gov/htbin-post/Omim/dispmim?245570 To get an up-to-minute list of scientific articles, you can search the PubMed database. For example, a quick search through PubMed for the term Landau-Kleffner reveals 220 articles, many quite recent: http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?db=PubMed. And then there's google.com..... -- Gary Marcus -- Department of Psychology New York University 6 Washington Place New York NY 10003 tel: 212-998-3551 fax: 212-995-4866 http://www.psych.nyu.edu/gary/ From morgen at idf.ext.jussieu.fr Thu Feb 7 22:33:23 2002 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Thu, 7 Feb 2002 23:33:23 +0100 Subject: Landau-Kleffner Syndrome Message-ID: I thank all the people who have responded to my query and now have up to date descriptions of the syndrome and its effects thanks to the abstracts in Pubmed and the Online Mendelian Inheritance in man website. I still don't know if psychologists, linguists, speech therapists are very aware of that syndrome, and if in the case of heavy language disorders linked to auditory agnosia, children are sent to hospitals for EEGs. I am wondering because I have worked with children who might correspond to the description given in the medical articles and noone has evoked the L-K syndrome or asked for EEGs... Thanks again for your help, Aliyah Morgenstern. From donovanb at tcd.ie Fri Feb 8 09:37:36 2002 From: donovanb at tcd.ie (donovanb) Date: Fri, 8 Feb 2002 09:37:36 +0000 Subject: request please re child pragmatics Message-ID: Hi, Annette. You might also want to send this query to the Systemic Functional Linguistics list as there are good number of people looking at functions and what you seem to be looking at are functions. Try: sysfling at lists.ed.ac.uk ...best of luck, Brian Donovan School of Education, Trinity College, Dublin 2, Ireland. e-mail: donovanb at tcd.ie >===== Original Message From Annette Karmiloff-Smith ===== >>Can people out there please suggest good books/articles on how >>children use language to get what they want and how they use it to resolve >conflict/disagreement. - for intelligent but non-psycholinguist ? >>Many thanks >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 Jean-Pierre.Chevrot at u-grenoble3.fr Fri Feb 8 15:46:59 2002 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Fri, 8 Feb 2002 16:46:59 +0100 Subject: call for papers Message-ID: APPEL A COMMUNICATION / CALL FOR PAPERS 4èmes JOURNÉES INTERNATIONALES DU GDR " PHONOLOGIE " 4th INTERNATIONAL PHONOLOGY MEETING OF THE GDR 1954 GRENOBLE, FRANCE 6-8juin 2002, / 2002 June 6-8th Maison des Langues et des Cultures Domaine Universitaire, Saint Martin d'Hères. Le Groupe de Recherche en Phonologie (GDR 1954) du C.N.R.S.organise ses 4èmes Journées Internationales à Grenoble. Vous êtes invités à proposer des contributions (30 min. de présentation discussion comprise ) reliées aux thèmatiques suivantes : The Research Group (GDR) in Phonology of the French National Center for Scientific Research (C.N.R.S.) invites submissions for its 4th International Phonology Meeting (30 min. discussion included ). The topics should be related to one of the following themes : Phonologie prosodique/Prosody and phonology De la phonologie à la production/ From phonology to speech production Modèles actuels en phonologie : le statut des contraintes/ Current Models in Phonology: The status of constraints Les primitives phonologiques/Phonological primitives Typologies phonologiques et syllabiques : Universaux et ontogenèse/Phonological and syllable typologies: Universals and ontogenesis Tonologie/Tonology Phonologie et cognition/Phonology and cognition Gabarits/Templates Phonologie des langues de signes/Sign language phonology La phonologie du français contemporain : usages, variétés et structures/Contemporary French phonology: usages, varieties and structures Histoire de l'épistémologie et de la phonologie/History and epistemology of phonology Acquisition, apprentissage/Acquisition, learning Les auteurs sont invités à soumettre un résumé anonyme (2 pages A4 maximum par courrier électronique : GDRphono at icp.inpg.fr). Sur une page à part devront figurer le titre, les noms et adresses des auteurs. Les résumés soumis seront expertisés par les membres du Comité Scientifique. Authors are invited to submit an anonymised abstract 2 A4 or US quarto pages maximum. Only electronic submissions will be accepted (address : GDRphono at icp.inpg.fr). The title, authors’ names and addresses should be sent on a separate page. The abstracts will be refereed by the members of the Scientific Committee. LANGUES / WORKING LANGUAGES : français et anglais / English and French DATES A RETENIR / IMPORTANT DATES : Date limite de soumission / Deadline for submission : 22 mars 2002 / 22 March 2002 Notification des acceptations et des refus / Notification of acceptance or rejection : 2 mai 2002 / 2 May 2002 COMITE SCIENTIFIQUE / SCIENTIFIC COMMITTEE J.P. ANGOUJARD (Université de Nantes) V. AUBERGÉ (CNRS, Grenoble) G. BERGOUNIOUX (Université d'Orléans) J.P. CHEVROT (Université de Grenoble 3) N. CLEMENTS (CNRS, Paris) J. DURAND (Université de Toulouse Le Mirail) J. GOLDSMITH (University of Chicago) E. HUME (Ohio State University) M. KLEIN (Université Paris 10) B. LAKS (Université Paris 10) J. LOWENSTAMM (Université Paris 7) M. PLÉNAT (CNRS, Toulouse) P. SEGERAL (Université Paris 7) P. SAUZET (Université Paris 8) H. VAN DER ULST (University of Leiden) N. VALLÉE (CNRS, Grenoble) COMITE D'ORGANISATION / ORGANIZATION Nathalie Vallée, Institut de la Communication Parlée (ICP) vallee at icp.inpg.fr Jean-Pierre Chevrot, LIDILEM Laboratoire Linguistique et Didactique des Langues Etrangères et Maternelles Jean-Pierre.Chevrot at u-grenoble3.fr Marie-Thé Delfarguiel et Isabelle Rousset (secrétariat du colloque) Les propositions de communications doivent être envoyées par courrier électronique à l'adressse GDRphono at icp.inpg.fr Please send electronic submissions to GDRphono at icp.inpg.fr Des informations relatives à l'hébergement et à l'accès vous seront fournies plus tard. Further details about accommodation will follow later. Aux jeunes chercheurs, une aide financière pourra être accordée sur demande (hébergement, déplacements en France), demande à adresser par mail au secrétariat du colloque GDRphono at icp.inpg.fr en complément du financement obtenu ou en substitut de refus de financement. Les demandes devront faire apparaître que les autres voies de financement ont été demandées et épuisées, il faudra fournir le justificatif. Research students residing in France : Financial help may be available on request (accommodation and travel within France). Please send your application to the meeting organisers. GDRphono at icp.inpg.fr. Financial help will only be considered in cases where your university is unable to sponsor you or can only cover part of the cost of the conference. We require written evidence from your supervisor that you have submitted an unsuccessful application within your own university . Droits d'inscription : 30 euros (15 euros étudiants) Registration fee: 30 euros (15 euros students) __________________________________________________ Nathalie Vallee Institut de la Communication Parlee, UMR CNRS 5009 INPG/Universite Stendhal BP 25 - 38040 GRENOBLE Cedex 9 - FRANCE Tel: (33) 04 76 82 41 19 Fax: (33) 04 76 82 43 35 Jean-Pierre Chevrot Lidilem, Université Stendhal BP 25 - 38040 GRENOBLE Cedex 9 - FRANCE. Marie-Thé Delfarguiel Institut de la Communication Parlée UMR 5009 Université Stendhal DU, 1180 Av Centrale BP 25 F-38040 Grenoble Cedex 09 Tel : +33 (0)4.76.82.41.27 Fax: +33 (0)4.76.82.43.35 Mél: delfar at icp.inpg.fr ouweb : http://www.icp.inpg.fr/~delfar -------------- next part -------------- An HTML attachment was scrubbed... URL: From liliana at lingua.fil.ub.es Fri Feb 8 19:22:20 2002 From: liliana at lingua.fil.ub.es (Liliana Tolchinsky) Date: Fri, 8 Feb 2002 20:22:20 +0100 Subject: Studies on lying Message-ID: Dear colleagues, I am looking for studies/articles/books on the ability (?) to tell lies both in children and adults. Can you help me? I will post a summary. Thanks a lot Liliana Tolchinsky Linguistics-Univ. of Barcelona -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Fri Feb 8 21:02:52 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 8 Feb 2002 21:02:52 +0000 Subject: Studies on lying In-Reply-To: <01ef01c1b0d7$4f94e5e0$d617ae3e@oemcomputer> Message-ID: There's quite a lot on this in the 'theory of mind' literature, e.g.: M. Chandler, A. Fritz and S. Hala: Small-scale deceit: deception as a marker of 2-year-olds', 3-year-olds' and 4-year-olds' early theories of mind; Child Development, 1989, 60, 1263-1277 K. Cole and P. Mitchell: Family background in relation to deceptive ability and understanding of the mind; Social Development, 1998, 7, 181-197 S. Hala, M. Chandler and A. Fritz: Fledgling theories of mind: deception as a marker of 3-year-olds' understanding of false belief; Child Development, 1991, 62, 83-97 M. Lewis, C. Stanger and M. Sullivan: Deception in 3-year-olds; Developmental Psychology, 1989, 25, 439-443 P. Newton, V. Reddy and R. Bull: Children's everyday deception and performance on false belief tasks; British Journal of Developmental Psychology, 2000, 18, 297-313 A. Polak and P.L. Harris: Deception by young children following non-compliance; Developmental Psychology, 1999,, 35, 561-568 S. Ritblatt: Children's level of performance in a false belief task; Journal of Genetic Psychology, 2000, 161, 53-64 R. Saltmarsh and P. Mitchell: Young children's difficulties acknowledging false belief: realism and deception; Journal of Experimental Child Psychology, 1998, 69, 3-21 A. Sinclair: Young children's practical deceptions and their understanding of false belief; New Ideas in Psychology, 1996, 14, 157-173. I hope this is helpful, Ann On Fri, 8 Feb 2002, Liliana Tolchinsky wrote: > Dear colleagues, > I am looking for studies/articles/books on the ability (?) to tell lies both in children and adults. > Can you help me? I will post a summary. > Thanks a lot > Liliana Tolchinsky > Linguistics-Univ. of Barcelona > > From jon.machtynger at uk.ibm.com Sat Feb 9 13:19:33 2002 From: jon.machtynger at uk.ibm.com (Jon Machtynger) Date: Sat, 9 Feb 2002 13:19:33 +0000 Subject: Studies on lying Message-ID: Return Receipt Your Studies on lying document : was Jon Machtynger/UK/IBM received by: at: 09/02/2002 13:19:33 From rmontes at siu.buap.mx Sat Feb 9 23:14:42 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Sat, 9 Feb 2002 17:14:42 -0600 Subject: rhoticizm In-Reply-To: <200202051611.RAA30364@raven.upol.cz> Message-ID: On Tue, 5 Feb 2002, Simackova Sarka wrote: > I am looking for crosslinguistic information about > acquisition of apical trill. I have the following questions: > > 1. Czech speech therapists say that children who substitute a > non-rhotic sound for /r/ are more likely to get rid of the > substitution. On the other hand, children who substitute a back rhotic > often keep this pronunciation till adulthood. Could anyone confirm > this for another language (other languages)? I have noticed the pronunciation you describe [uvular r] among adult speakers of Spanish in the Puebla region of Mexico. I only have anecdotal observations but it seems to be fairly frequent in certain localities (e.g. Atlixco). The trilled sound seems to be one of the last sounds to be acquired by Spanish speaking children [3 to 4 years] and they have a lot of intermediate substitutions along the way: [r], [y], [l], [d], so that "perrito" might become [perito], [pelito], [peyito], [pedito]. The children I've looked at had all four at some point, but didn't have the uvular. This summer I observed a strategy used by my little niece (3). Her spontaneous replacement for trilled r's was [r]. But when she self-corrected or monitored her speech she would insert a consonant before the 'r': pedrito for "perrito". As a summary, with respect to Spanish: The early pronunciations for 'r' don't survive into adulthood. I don't know, however, how uvular 'r' started out, for those speakers that maintain it in adult speech. -Rosa Graciela Montes (UAP, Mexico) From h.g.simonsen at ilf.uio.no Tue Feb 12 08:54:23 2002 From: h.g.simonsen at ilf.uio.no (Hanne Gram Simonsen) Date: Tue, 12 Feb 2002 09:54:23 +0100 Subject: rhoticizm In-Reply-To: Message-ID: Some more crosslinguistic info on /r/ acquisition - from Norwegian: Norwegian has both apical and dorsal /r/, depending on dialect. The apical /r/s are most often not trilled, but rather produced as a tap. For Norwegian children, /r/ is recognised as a problematic sound, but it is only the apical /r/ which causes problems even up to 4 and beyond (being typically substituted with [l], [j], [], but never with [w]). For some, the (apical) /r/ problem persists into adulthood. The dorsal /r/ does not cause the same problems and is acquired earlier. It is not uncommon for speech therapists to teach children from "apical r dialects" to produce a dorsal /r/ instead of an apical one when they have /r/ problems. This functions well, also because the dorsal /r/ is acceptable and occasionally found in speakers with "apical r dialects" as a result of contact with "dorsal r dialects", and then not at all considered a speech defect, but normal (and even rather posh). Hanne Gram Simonsen ************************* Hanne Gram Simonsen Professor, Department of Linguistics, University of Oslo P.O.Box 1102, Blindern, 0317 Oslo - Norway tel: (47) 22 85 41 82; fax: (47) 22 85 69 19 e-mail: h.g.simonsen at ilf.uio.no From mluisa at bp.lnf.it Tue Feb 12 12:02:41 2002 From: mluisa at bp.lnf.it (Maria Luisa Lorusso) Date: Tue, 12 Feb 2002 13:02:41 +0100 Subject: dyslexics subgroups Message-ID: Dear collegues, do you know of any work that has compared dyslexic children who are quicker/more accurate in reading texts versus word lists, looking for different profiles in cognitive or linguistic functions? My co-workers and I were not able to find much in the literature, although the topics intuitively seems to be an obvious one to look at... Thanks in advance for any help Maria Luisa Lorusso Maria Luisa Lorusso Psicologa Settore di Psicologia e Neuropsicologia Cognitiva Raggruppamento di Neuroriabilitazione II IRCCS "E. Medea" Bosisio Parini (LC) - Italy Tel. 0039-(0)31-877111 Fax 0039-(0)31-877499 E-mail: mluisa at bp.lnf.it From ann.dowker at psy.ox.ac.uk Tue Feb 12 13:13:55 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 12 Feb 2002 13:13:55 +0000 Subject: dyslexics subgroups In-Reply-To: <5.0.2.1.1.20020212122642.00a37ec0@nic2> Message-ID: You may be interested in the following paper: S. Stodhart and C. Hulme: A comparison of phonological skills in children with reading comprehension difficulties and children with word decoding difficulties; Journal of Child Psychology and Psychiatry, 1995, 36, 399-408. There are also papers by Jane Oakhill and by Kate Nation that may be of interest. Ann On Tue, 12 Feb 2002, Maria Luisa Lorusso wrote: > Dear collegues, > do you know of any work that has compared dyslexic children who are > quicker/more accurate in reading texts versus word lists, looking for > different profiles in cognitive or linguistic functions? My co-workers and > I were not able to find much in the literature, although the topics > intuitively seems to be an obvious one to look at... > Thanks in advance for any help > Maria Luisa Lorusso > Maria Luisa Lorusso > Psicologa > Settore di Psicologia e Neuropsicologia Cognitiva > Raggruppamento di Neuroriabilitazione II > IRCCS "E. Medea" > Bosisio Parini (LC) - Italy > Tel. 0039-(0)31-877111 > Fax 0039-(0)31-877499 > E-mail: mluisa at bp.lnf.it > > > From jwerker at cortex.psych.ubc.ca Tue Feb 12 14:59:50 2002 From: jwerker at cortex.psych.ubc.ca (Janet Werker) Date: Tue, 12 Feb 2002 06:59:50 -0800 Subject: sad news Message-ID: Dear everyone, We have lost a remarkable member of our larger community. Jerrold J. Katz, semanticist and philosopher, died in Manhattan on 7 February 2002 at age 69. He is survived by Virginia Valian, Seth Katz, and Jesse Katz. Sadly, Janet From jwerker at cortex.psych.ubc.ca Tue Feb 12 15:22:22 2002 From: jwerker at cortex.psych.ubc.ca (Janet Werker) Date: Tue, 12 Feb 2002 07:22:22 -0800 Subject: addendum Message-ID: Dear all, I omitted a line from my last email. It is below. Janet Jerrold J. Katz, semanticist and philosopher, died in Manhattan on 7 February 2002 at age 69. He is survived by Virginia Valian, Seth Katz, and Jesse Katz. A memorial service is planned for the future. From vhouwer at uia.ua.ac.be Tue Feb 12 20:06:41 2002 From: vhouwer at uia.ua.ac.be (vhouwer) Date: Tue, 12 Feb 2002 21:06:41 +0100 Subject: Fwd: Re: rhoticizm Message-ID: Dear all, Much the same as described for Norwegian is happening with Dutch as spoken in Flanders, Belgium, with the more dorsal /r/ rapidly gaining ground, and heard much more frequently on the spoken mass media than even 10 years ago. Many older speakers in Flanders consider the 'French r' (but it is decidely not a real French r) to be a 'speech defect', but that view is on the way out as more and more people use this variant. Dorsal /r/ now seems to run in families, but mainly among the children in the families. An anecdote from my own daughter, who until age 3 heard no other children speak Dutch (she lived in the US) and had been substituting /r/ by /j/ when she spoke Dutch (I myself and other adults in my family, i.e., my daughter's models, use the apical /r/, not the dorsal): the very day that she met up with another Dutch-speaking three- year-old, who happened to use the dorsal r, my daughter started using the dorsal /r/ herself and stopped substituting /r/ by /j/ altogether. I must confess I did not like her use of dorsal /r/ (didn't fit my own sociolinguistic iden- tity...) - when at the age of 5 my daughter was still using the dorsal /r/ I decided perhaps I'd try to teach her the apical /r/ while we were away from Belgium (and continued exposure to dorsal /r/ from other children and some adults), and after an hour or so in the car of having her repeat briefly trilled /r/'s in all manner of words and song snippets my daughter proudly said words with apical r's, and she never went back to the dorsal /r/. But now at age 13 she tells me it was silly of me to try and get her off the dorsal /r/. She's probably right... --Annick De Houwer > Some more crosslinguistic info on /r/ acquisition - from Norwegian: > > Norwegian has both apical and dorsal /r/, depending on dialect. The > apical /r/s are most often not trilled, but rather produced as a tap. > > For Norwegian children, /r/ is recognised as a problematic sound, but > it is only the apical /r/ which causes problems even up to 4 and > beyond (being typically substituted with [l], [j], [], but never with > [w]). For some, the (apical) /r/ problem persists into adulthood. The > dorsal /r/ does not cause the same problems and is acquired earlier. > It is not uncommon for speech therapists to teach children from > "apical r dialects" to produce a dorsal /r/ instead of an apical one > when they have /r/ problems. This functions well, also because the > dorsal /r/ is acceptable and occasionally found in speakers with > "apical r dialects" as a result of contact with "dorsal r dialects", > and then not at all considered a speech defect, but normal (and even > rather posh). > Hanne Gram Simonsen > > > ************************* > Hanne Gram Simonsen > Professor, Department of Linguistics, University of Oslo > P.O.Box 1102, Blindern, 0317 Oslo - Norway > tel: (47) 22 85 41 82; fax: (47) 22 85 69 19 > e-mail: h.g.simonsen at ilf.uio.no > > > From macw at cmu.edu Thu Feb 14 00:25:38 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 13 Feb 2002 19:25:38 -0500 Subject: Estonian corpora Message-ID: Dear Info-CHILDES, We now have three very nice corpora on the acquisition of Estonian. The corpora from Reili Argu at Tallinn and Maigi Viga at Tartu are both case studies. Reili's data are fro Hendrik between 1;8 and 2;5. Maigi's are from Andreas (Antsu) between 1;7 and 3;0. In addition we have data from Kaja Kohler, now at Potsdam from eight children. Thanks to Reili, Maigi, and Kaja for these data, which are now the best we have on a Finno-Ugric language. Thanks also to Marilyn Vihman and Juergen Weissenborn who have advised Maigi and Kaja in this work. Here is the read-me file from Kaja Kohler: Kaja Kohler collected these data from eight Estonian-speaking children in Tartu for her dissertation on verb morphology in Estonian children at the University of Potsdam under the supervision of Jürgen Weissenborn. The investigator was born in 1974 in Tartu and studied German language at Tartu and Griefswald from 1992 to 1999, before entering Potsdam in 2000. All eight children in the study are monolingual and are growing up in families with both parents. The material consists of 61 recordings, about 20-40 minutes each, covering an age range of 0;11-2;8 years. The recordings were normally make in the children's homes, and the child was usually talking with his parents and with the investigator. And here is the read-me file from Maigi Vija. This corpus contains 74 files with 30911 child utterances, recorded between ages 1;7 and 3;1.13. Sixty of these files (2;0.1-2;1.12 and 3;0.0-3;1.13) were recorded and transcribed with support from the Max Planck Institute in Leipzig. Andreas (also called Antsu) is a firstborn Estonian-speaking child growing up in Tartu, Estonia. He was born on February 26, 1998. He can be called an early talker. Antsu is a very talkative and active boy. His father was working in construction materials supply and his mother was a student of linguistics. Andreas started to attend nursery school before the period of data collection, at the age of 1;6. The recordings were mainly carried out at home, where the child was playing with his mother and/or father. Meal time and other home activities were included. The recording sessions lasted 45-60 minutes each. --Brian MacWhinney -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Thu Feb 14 19:04:36 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 14 Feb 2002 19:04:36 +0000 Subject: Fwd: International Congress for the study of child language Message-ID: >Would someone like to take this up? >From: Alison Carslaw >To: "'a.karmiloff-smith at ich.ucl.ac.uk'" >Subject: International Congress for the study of child language >Date: Thu, 14 Feb 2002 16:29:58 -0000 > >Dear Annette Karmiloff-Smith > >INTERNATIONAL CONGRESS for the study of child language > >I am writing on behalf of the Edinburgh Convention Bureau, the Business >Tourism Division of the Edinburgh & Lothians Tourist Board. We work closely >with national associations and professional staff in Scotland and the UK to >provide support in bringing prestigious events to the city. We provide our >services and support free of charge. > >Further to our research, we are aware that the International Congress for >the study of child language is held every 3 years. We understand form our >research that the bids for the 2005 and 2008 events have been successful. >We are keen to put forward Scotland's capital city, Edinburgh as a potential >host city for this prestigious event for a future date/2011. > >I would be very interested to learn of your views on this matter and I >should be grateful if you would let me know if you would be interested in >bringing the above event to Edinburgh. Alternatively, could you suggest a >colleague who I could approach who may be interested in this event? > >I would be delighted to forward some information regarding the city of >Edinburgh and what it has to offer as a top conference destination (ranked >12th most popular destination in the world to hold an international >association meeting by ICCA ) if this would be appropriate at this at stage. >If you have any queries regarding our city or the work of the Edinburgh >Convention Bureau, please do not hesitate to contact me or my colleague >within the Bureau, Ellen Colingsworth. > >I look forward to hearing from you. > >Kind Regards and many thanks for your time > >Alison Carslaw >a.carslaw at eltb.org >www.edinburgh.org/conference >0131 473 3666 From macw at cmu.edu Thu Feb 14 19:33:16 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 14 Feb 2002 14:33:16 -0500 Subject: Edinburgh Message-ID: Dear Info-CHILDES and Annette, Annette, thanks for posting that note from the Edinburgh Tourist Bureau. I had received a similar note from them earlier, as well as parallel notes from bureaus in Switzerland and Malta. It seems to me that Edinburgh would be a great site for the IASCL meeting in 2008. I know that people who attended the Cognitive Science meeting there last year said it was a great place to hold the meeting. However, we have no child language researchers at Edinburgh who have yet volunteered to host the event and that would be a sticking point. Another problem might be the issue of the cost of facilities. If anyone in Edinburgh or at least the UK thinks it is possible to organize a meeting there, please tell me and perhaps we and the IASCL executive committee can pursue this further. In general, we may indeed want to try to use the opportunity of the upcoming meeting in Madison to do at least some initial planning for the meeting in 2008, although I am sure all of us think of 2008 as a lifetime away. --Brian MacWhinney From mminami at sfsu.edu Sun Feb 17 02:14:52 2002 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Sat, 16 Feb 2002 18:14:52 -0800 Subject: ICPLJ Announcement Message-ID: The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) March 22 & 23, 2002 San Francisco State University Keynote Speaker: Wesley M. Jacobsen, Harvard University The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) will be held on March 22-23, 2002 (Friday and Saturday) at San Francisco State University (Humanities Auditorium). This conference is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is applicable to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. The invited keynote speaker is Prof. Wesley M. Jacobsen (Harvard University). The Third ICPLJ program is shown below. For details, visit our web sites: http://www.sfsu.edu/~japanese/conference/ http://www.sfsu.edu/~japanese/conference/ConfProgram.html Masahiko Minami, Conference Chair San Francisco State University icplj at sfsu.edu [Program] Day 1 (March 22, 2002) 9:00 A.M. - 9:20 A.M. Opening Address Masahiko Minami (San Francisco State University) Phonology 9:20 A.M. - 9:50 A.M. Inritsu on'inron kara mita 'nagai' fukugoo-meishi no "rhythm" to "accent" Seiichiro Inaba (San Jose State University) 9:50 A.M. - 10:20 A.M. Prosodic phonology in second language acquisition: An analysis of Japanese production from a Japanese language game Miwako Hisagi (Case Western Reserve University) Pragmatics 10:30 A.M. -11:00 A.M. Subject/object asymmetry in non-case-marking in spoken Japanese Kiri Lee (Lehigh University) 11:00 A.M. -11:30 A.M. Forms and functions of Japanese hedging in friend-friend discourse Miharu Nittono (Columbia University) 11:30 A.M. -12:00 P.M. 'Iimasen' to shika boku wa iwanai desu: Kaiwa ni okeru teineitai hiteiji no 2 keishiki Etsuko Fukushima & Satoshi Uehara (Tohoku University) 1:00 P.M. - 2:00 P.M. Poster Session Computer-Assisted Language Learning (CALL) 2:30 P.M. - 3:00 P.M. Phrase structure rules applied to intelligent Japanese tutoring software Noriko Nagata (University of San Francisco) 3:00 P.M. - 3:30 P.M. Analysis of Japanese zero anaphora and its application Miho Fujiwara (Willamette University) & Mitsuko Yamura-Takei (Hiroshima City University) 3:30 P.M. - 4:00 P.M. Internet joo no onseidokkai renshuu program sakusei no kokoromi to seika Yuka Tachibana (University of Montana) Discourse 4:10 P.M. - 4:40 P.M. Developmental patterns in topic maintenance strategies in L2 Japanese oral narratives Yuko Nakahama (Nagoya University) 4:40 P.M. - 5:10 P.M. 'Conditionals,' rules, and 'competing' forms: Evidence from conversation Kimberly Jones & Tsuyoshi Ono (University of Arizona) Day 2 (March 23, 2002) L2 Acquisition & Learning I 9:00 A.M. - 9:30 A.M. Degree of L1 transfer in argument distribution Natsuko Tsujimura & Caitlin Dillon (Indiana University) 9:30 A.M. - 10:00 A.M. Kizuki to sentaku: Shakai-gengogaku teki nooryoku no yoosei o mezasu nihongo kyooiku no igi Yoshiko Matsumoto, Takafumi Shimizu, Momoyo Kubo Lowdermilk, & Hisayo Okano Lipton (Stanford University) 10:00 A.M. - 10:30 A.M. Nihongo gakushuusha no joshi "ni" to "kara" no goyoo: tadoosei to prototype ni yoru gakushuusha no kasetsu koochiku Noriko Iwasaki (University of Massachusetts) L2 Acquisition & Learning II 10:40 A.M. - 11:10 A.M. Nihongo no "shiten" no shuutoku: Eigo, Kankokugo, Chuugokugo, Indonesiago, Maleygo washa o taishoo ni Mari Tanaka (University of Electro-Communications) 11:10 A.M. - 11:40 A.M. Nihongo gakushuusha no basho-kaku ni kansuru chuukangengo kenkyuu: Taimen hatsuwa choosa to eigo intabyuu kara wakatta koto Kyoko Masuda (University of Arizona) 11:40 A.M. - 12:10 P.M. Doing "good listener" in Japanese: Examination of learner performance of listener response Keiko Ikeda (University of Hawai'i at Manoa) 12:40 P.M. - 1:40 P.M. Poster Session 1:50 P.M. - 2:50 P.M. Invited Lecture Linguistic theory and practice in the teaching of Japanese: How can linguists and language teachers serve each other better? Wesley M. Jacobsen (Harvard University) Syntax/Semantics 3:00 P.M. - 3:30 P.M. A re-examination of the negative suffix nai and the aspectual form te-iru: Behavior in the uchi ni construction Yuki Johnson (University of British Columbia) 3:30 P.M. - 4:00 P.M. The semantics of -teiru in conversation: An examination of the two-component theory of aspect Yumiko Nishi & Yasuhiro Shirai (Cornell University) 4:10 P.M. - 4:50 P.M. All-Participant Panel Discussion with the Audience 4:50 P.M. - 5:00 P.M. Closing Masahiko Minami (San Francisco State University) For further information, contact: Dr. Masahiko Minami, Conference Chair Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: icplj at sfsu.edu -- ********************************** Dr. Masahiko Minami Department of Foreign Languages San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://userwww.sfsu.edu/~mminami/ ********************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From plahey at mindspring.com Sun Feb 17 20:08:04 2002 From: plahey at mindspring.com (Peg Lahey) Date: Sun, 17 Feb 2002 15:08:04 -0500 Subject: Bamford-Lahey Children's Foundation Grant Awards Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION FUNDS TWO GRANT PROPOSALS IN 2001 The Bamford-Lahey Children's Foundation through its Grants Program has made its first Grant Awards. During 2001, the Foundation reviewed a large number of letters-of-inquiry and invited a smaller number of applicants to submit complete proposals. Based on reviews of the completed applications by at least three colleagues and on a reading of the application by the Foundation itself, two proposals were selected for funding of $20,000 each. One of the grants was awarded to Drs. Hossein Sadrzadeh and Elena Plante from the University of Arizona. Their project is entitled "Role of oxidative stress in pathogenesis of developmental language disorders." The second grant was awarded to Dr. Lori Swanson from the University of Tennessee and Dr. Marc Fey from the University of Kansas. The title of their project is "Use of story retelling and story generation to facilitate the syntactic and narrative skills of children with specific language impairment." Abstracts of both studies can be found on our website at www.bamford-lahey.org/funded.html. The Foundation is currently completing the processing of additional completed applications and by mid year should have an announcement of one or two more awards. Inquiries about receiving a grant award should be in the form of a letter-of-inquiry following the procedures outlined on our website www.bamford-lahey.org. Before submitting an inquiry, applicants for future awards are requested to carefully read the sections Objectives, Orientation, and Grants on the website. Consideration is only given to projects that are related to developmental language disorders in children and can be completed in one year with maximum funds of $20,000. Applications for either research or development projects will be considered. However, projects whose results are limited to particular children or particular clinics are not eligible. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mark_mitchell at kmug.org Tue Feb 19 07:10:39 2002 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Tue, 19 Feb 2002 16:10:39 +0900 Subject: Rhotacism Message-ID: >>H.G. Simonsen writes: >Norwegian has both apical and dorsal /r/, depending on dialect. The apical >/r/s are most often not trilled, but rather produced as a tap. > >=46or Norwegian children, /r/ is recognised as a problematic sound, but it i= >s only the apical /r/ which causes problems even up to 4 and beyond (being typically substituted with [l], [j], [=8F], but never with [w]). For some, the (apical) /r/ problem persists into adulthood. A general question: Does anyone know of any evidence that such 'problematic' phonemes effect L1 lexical aquisition? Are words containing such phonemes (particularly at the beginning or end) more difficult for children to learn? Or do they just happily substitute an easier phoneme and slowly correct this as they get older? Thanks, mark mitchell From m.vihman at bangor.ac.uk Tue Feb 19 07:48:42 2002 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Tue, 19 Feb 2002 08:48:42 +0100 Subject: Rhotacism In-Reply-To: Message-ID: Mark - A great many children avoid words with such phonemes for quite a while. Estonian children rarely attempt words with trilled /r/ among their first 50 or even 100 words - but there are always exceptions: I have just been looking at the 1st 50 words of an Estonian child described in an undergraduate thesis at Tartu University (Eeriku, in Salo, 1993); this child not only did not avoid /r/ but actually seemed to seekit out, producing syllabic trilled r (toru 'pipe', terita 'sharpen' both > [trr] and clusters with r (traktor 'tractor' > trar, orav 'squirrel' > orr), such that out of the 49 words listed, 13 have /r/ in both target and child form! Of course to fully support the idea that /r/ words are avoided BECAUSE they include /r/ one needs an analysis of the input lexicon, which I don't have to offer at the moment - but this may have been done for some language(s) already, or could easily be done. In English, among the hardest phones to produce are the interdentals. When they do come in, typically around age 4, I believe, 'theta' may be overgeneralized to words which should have /f/, presumably due to misperception in the period of non-production: See my note in JChLg 1982. (I don't know how common words with theta are in early English vocabularies - but probably not very. This again is common: The child may not have to avoid many high frequency words due to phonological problems, as the most common words may well be structured in a more phonologically friendly way, as claimed by John Locke (1983). -marilyn vihman >A general question: Does anyone know of any evidence that such 'problematic' >phonemes effect L1 lexical aquisition? Are words containing such >phonemes (particularly >at the beginning or end) more difficult for children to learn? Or >do they just >happily substitute an easier phoneme and slowly correct this as they >get older? > >Thanks, >mark mitchell -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From genesee at ego.psych.mcgill.ca Tue Feb 19 16:01:34 2002 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 19 Feb 2002 11:01:34 -0500 Subject: McGill Job Announcement Message-ID: McGill University Department of Psychology Canada Research Chair in Psychology of Language The Department of Psychology of McGill University invites applications from exceptional candidates for a Tier II Canada Research Chair in Psychology of Language. The successful applicant will have a tenure-track appointment at the Assistant or junior Associate Professor level. Consideration will be given to candidates with interests in any domain of scientific language research including, acquisition, speech and language perception and processing, neural representation, and language disorders. The Department has excellent facilities for interdisciplinary research through the Centre for Language, Mind, and Brain which links researchers in related academic units at McGill University (Linguistics, Communication Sciences and Disorders, and Education), the Montreal Neurological Institute, and other universities in Montreal. Applicants are expected to have a doctorate in psychology or a closely related field, a record of significant, externally-funded research, an aptitude for undergraduate and graduate teaching and the ability and interest to work collaboratively in an interdisciplinary research environment. Consideration of applications will begin March 1 and continue until suitable candidates have been identified. Applicants should submit a curriculum vitae, a description of research interests and philosophy, a statement of teaching interests and philosophy, selected reprints of publications, and should arrange for three confidential letters of recommendation to be sent to Chair, Psychology of Language Search Committee Department of Psychology McGill University 1205 Dr. Penfield Avenue Montreal, Quebec, Canada H3A 1B1. All qualified candidates are encouraged to apply, however Canadians and permanent residents will be given priority. Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From macw at cmu.edu Sat Feb 23 19:00:08 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 23 Feb 2002 14:00:08 -0500 Subject: Audio data Message-ID: Dear Info-CHILDES, It appears that Kelley Sacco has now digitized all of the audio data for English corpora that she and I have been able to obtain. In a few cases, the tapes are still out there, but in many cases they have been lost. So, I think it is now time for us to move on to the digitization of non-English corpora, assuming that we have done the best we can with English. If you look at the corpora at http://childes.psy.cmu.edu/media/ you will find that most of the corpora are linked to the audio. However, the corpora for Florianopolis and Gleason are not yet linked. We also have about 8 other unlinked English corpora that we are not mounting on the web, but are holding back until they are requested or until they are linked. Please note that it is also possible to specify that some audio corpora cannot be made accessible over the web if there are problems with confidentiality. However, currently no corpora have been restricted on these grounds. Susanne Miyata, Leonor Scliar-Cabral, Therese LeNormand, and Virginia Yip and Steven Matthews, have contributed audio data for their transcripts from Japanese, Portuguese, French (language disorders), and Cantonese. However, we have no audio yet for languages like Dutch, German, and Spanish, despite the fact that we have many huge corpora. So, I think it is now time to move on to this next important step. In the ideal world, some of you may have already created digitized audio files from your audiotapes. However, in the real world, we (actually Kelley with my input) are willing to do this digitization work at CMU. We have taperecorders that can play all manner of reel-to-reel, DAT, and cassette formats. The only format I would like to avoid for now is trying to extract audio from videotapes. Over the next months, I may begin to contact contributors individually. However, it would be easier if you could think about this already and even write to me before I contact you. The CHILDES grant can pay the costs of shipping the audiotapes. It will also often be necessary to make a copy, just to guard against the possibility that the tapes would get lost in the mail, although this has never yet happened. Many thanks. --Brian MacWhinney From mewssls2 at fs1.ed.man.ac.uk Tue Feb 26 14:55:39 2002 From: mewssls2 at fs1.ed.man.ac.uk (Ludovica Serratrice) Date: Tue, 26 Feb 2002 14:55:39 GMT Subject: input Message-ID: Dear All, is anyone aware of any research in lexical, syntactic, and pragmatic differences between the speech addressed to English-speaking 4-, 5-, and 6-year-olds by their primary school teachers? I would be very grateful for any useful pointers. Thanks in advance. Ludovica Serratrice Dr Ludovica Serratrice ESRC Fellow The University of Manchester School of Education Human Communication and Deafness Oxford Road, Manchester M13 9PL Tel: 0161-275 3405 Fax: 0161-275 3932 email: Serratrice at man.ac.uk www: http://www.hcd.man.ac.uk/homepages/lserratrice.htm From barcroft at artsci.wustl.edu Tue Feb 26 17:34:23 2002 From: barcroft at artsci.wustl.edu (Joe Barcroft) Date: Tue, 26 Feb 2002 09:34:23 -0800 Subject: reference request: ESL learner errors In-Reply-To: Message-ID: Dear Colleagues: Is anyone aware of research focused on identifying the most frequent/persistent types of grammatical errors of generally proficient (intermediate, high-intermediate, advanced) learners of English as a second language? Any references on this issue would be greatly appreciated. Please reply to me directly. Best, Joe Barcroft Washington University From ldt207 at nyu.edu Tue Feb 26 15:57:05 2002 From: ldt207 at nyu.edu (Lisa D Tafuro) Date: Tue, 26 Feb 2002 10:57:05 -0500 Subject: china adoptees Message-ID: Hello All, I'm interested in learning more about the potential language disorders observed in young adopteees of The People's Rupublic of China by English speaking families. Several anectodal reports suggest widespread difficulty with morphological acquisiton, varying with age of adoption, etc. I would appreciate any information or references that you may be aware of. Fondly, Lisa D. Tafuro Dept of Speech Pathology & Audiology School of Education New York University 212.998.5695 From ks7t at andrew.cmu.edu Tue Feb 26 16:20:28 2002 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 26 Feb 2002 11:20:28 -0500 Subject: test Message-ID: This is just a server test. Please ignore this message. Thank you, Kelley From barcroft at artsci.wustl.edu Tue Feb 26 19:15:15 2002 From: barcroft at artsci.wustl.edu (Joe Barcroft) Date: Tue, 26 Feb 2002 11:15:15 -0800 Subject: clarification Message-ID: Dear Colleagues: Regarding the earlier request for research on ESL learner errors, we would be interested in studies on ESL learners from any single L1 as well as studies that systematically look at ESL learners from different L1s. Thank you, Joe Barcroft Washington University From macw at cmu.edu Wed Feb 27 00:46:20 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 26 Feb 2002 19:46:20 -0500 Subject: Stanford Child Language Research Forum 2002 Message-ID: April 12-13, 2002 (Friday evening-Saturday) STANFORD CHILD LANGUAGE RESEARCH FORUM "SPACE IN LANGUAGE - LOCATION, MOTION, PATH, AND MANNER" See the 2002 program at: www-csli.stanford.edu/~clrf (also maps, transportation, and hotel information) REGISTER soon for this year's CLRF meeting: 1. Preregistration: $50 for non-students, $20 for students. Send cheque made out to "CLRF-2002" by March 20th, 2002, to: CLRF-2002, Department of Linguistics, Stanford University, Stanford, CA 94305-2150, USA Please include your name and affiliation. 2. Walk-in registration: $60 for non-students, $30 for students. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Eve V. Clark Professor of Linguistics & Symbolic Systems Department of Linguistics Stanford University Stanford, CA 94305-2150 USA Tel. 650 / 723-4284 (725-1563) Fax. 650 / 723-5666 EM: eclark at psych.stanford.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From hualin at usc.edu Wed Feb 27 06:21:46 2002 From: hualin at usc.edu (Hua Lin) Date: Tue, 26 Feb 2002 22:21:46 -0800 Subject: Ask for references Message-ID: Hello, my name is Lin and I am a graduate student of Linguistics in USC (university of southern California). I am currently taking a course of child language acquisition and trying to do some research. I am interested in acquisition of resultative verb compound, BA-construction and causative constructions in Chinese. I am wondering if anyone could give me some reference/ previous studies on this area. Thank you very much. Best, Hua Lin hualin at usc.edu From rlhtlee at moscow.cityu.edu.hk Wed Feb 27 15:17:34 2002 From: rlhtlee at moscow.cityu.edu.hk (Thomas Hun-tak Lee) Date: Wed, 27 Feb 2002 23:17:34 +0800 Subject: Ask for references Message-ID: Dear Lin, Below are some references i'm aware of on Ba sentences: Cheung, Hintat (1992) The Acquisition of BA in Mandarin. Doctoral dissertation. University of Kansas. Li, Ping (1991) 'zai and ba constructions in child Mandarin', CRL Newsletter (vol 5, no. 5) San Diego, CA: University of California, San Diego. The following are related to verb causativity and result: Cheung, Hintat and Li Hsieh (1997) "Learning a new verb in Mandarin chinese: the effects of affectness condition and phonological shape", Journal of Chinese Linguistics vol. 25, no. 1 Cheung, Sik Lee (1990) "The acquisition of locative constructions in Cantonese" Papers and Reports in Child Language Development 29. Cheung, Sik Lee (1991) "The notion of result in Cantonese children" Papers and Reports in Child Language Development 30. Cheung, Sik Lee (1998) "Causative verbs in child Cantonese"(?) in Eve Clark (ed) Proceedings of the 29th Child Language Research Forum. Stanford: CSLI. Hope this information will be of help. best, thomas lee ----- Original Message ----- From: Hua Lin To: Sent: Wednesday, February 27, 2002 2:21 PM Subject: Ask for references Hello, my name is Lin and I am a graduate student of Linguistics in USC (university of southern California). I am currently taking a course of child language acquisition and trying to do some research. I am interested in acquisition of resultative verb compound, BA-construction and causative constructions in Chinese. I am wondering if anyone could give me some reference/ previous studies on this area. Thank you very much. Best, Hua Lin hualin at usc.edu From pli at richmond.edu Wed Feb 27 15:24:53 2002 From: pli at richmond.edu (Ping Li) Date: Wed, 27 Feb 2002 10:24:53 -0500 Subject: Ask for references Message-ID: Hi Lin, The Li (1991) article that Thomas Lee mentioned was revised and appeared in: Li, P. (1993). The acquisition of the ZAI and BA constructions in Mandarin Chinese. In: J.C.P. Liang & R.P.E. Sybesma (eds.) From classical 'Fú' to 'Three inches high': Studies on Chinese in honor of Erik Zürcher. Leuven/Apeldoorn: Garant Publishers, 103-120. The following articles/book might also be interesting to you regarding the acquisition of resultative verb compounds: Li, P. & Bowerman, M. (1998). The acquisition of grammatical and lexical aspect in Chinese. First Language, 18, 311-350. Klein, W., Li, P., & Hendriks, H. (2000). Aspect and assertion in Mandarin Chinese. Natural Language and Linguistic Theory, 18, 723-770. Li, P., & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect. Berlin & New York: Mouton de Gruyter. Some of the articles can be requested through our website: http://cogsci.richmond.edu/ Good luck! Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- >Dear Lin, > >Below are some references i'm aware of on Ba sentences: > >Cheung, Hintat (1992) The Acquisition of BA in Mandarin. Doctoral >dissertation. University of >Kansas. > >Li, Ping (1991) 'zai and ba constructions in child Mandarin', CRL >Newsletter (vol 5, no. 5) > San Diego, CA: University of California, San Diego. > >The following are related to verb causativity and result: > >Cheung, Hintat and Li Hsieh (1997) "Learning a new verb in Mandarin chinese: >the effects of affectness condition and phonological shape", Journal >of Chinese Linguistics vol. 25, >no. 1 > >Cheung, Sik Lee (1990) "The acquisition of locative constructions in >Cantonese" > Papers and Reports in Child Language Development 29. > >Cheung, Sik Lee (1991) "The notion of result in Cantonese children" > Papers and Reports in Child Language Development 30. > >Cheung, Sik Lee (1998) "Causative verbs in child Cantonese"(?) in >Eve Clark (ed) >Proceedings of the 29th Child Language Research Forum. Stanford: CSLI. > >Hope this information will be of help. > >best, thomas lee > > >----- Original Message ----- >From: Hua Lin >To: >Sent: Wednesday, February 27, 2002 2:21 PM >Subject: Ask for references > > >Hello, my name is Lin and I am a graduate student of Linguistics in USC >(university of southern California). >I am currently taking a course of child language acquisition and trying to >do some research. I am interested in acquisition of resultative verb >compound, BA-construction and causative constructions in Chinese. I am >wondering if anyone could give me some reference/ previous studies on this >area. >Thank you very much. > > >Best, >Hua Lin >hualin at usc.edu From annabelledavid at hotmail.com Fri Feb 1 12:04:29 2002 From: annabelledavid at hotmail.com (Annabelle David) Date: Fri, 1 Feb 2002 12:04:29 +0000 Subject: French auxiliaries Message-ID: An HTML attachment was scrubbed... URL: From rchumak at acs.ryerson.ca Fri Feb 1 20:44:23 2002 From: rchumak at acs.ryerson.ca (Roma Horbatsch) Date: Fri, 1 Feb 2002 12:44:23 -0800 Subject: new lang dev videos Message-ID: Dear colleagues, I am looking for recent videos dealing with (first) language development: stages, ages, prelinguistic, early language behavior etc. I will post repsonses. Thanx in advance. Roma Roma Chumak-Horbatch Ph.D. School of Early Childhood Education Ryerson University 350 Victoria Street Toronto, Ontario M5B 2K3 Canada From charles.watkins at wanadoo.fr Fri Feb 1 21:31:13 2002 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Fri, 1 Feb 2002 21:31:13 -0000 Subject: French auxiliaries Message-ID: Annabelle, Even amongst grammarians of English, there is disagreement about terminology: strictly speaking, BE and HAVE are auxiliaries - they conjugate for person and tense - and CAN, WILL (of which 'could' and 'would' are merely past tense forms) are modals - they don't conjugate for person. If you are French, which from your name and research interest - if not form your address - I guess you might be, try any French grammar of either language. Particularly Grammaire Explicative de l'Anglais (Paul Larreya), Le Fran?ais D?chiffr? and Grammaire Linguistique de l'Anglais (Henri Adamzewski). The latter two are good on thought-provoking theorisation, but Larreya is less counter-intuitive as well as being strong on taxonomy and the best possible common sense. For an interesting eighteenth century English view demonstrating that 20th century French theoreticians have invented nothing new, see Tristram Shandy ( I forget which chapter, but if you're interested I'll look it up). In my own research on deixis in the two languages, I have come to the conclusion the only solution is to define the terms yourself. Charles Watkins Kh?gne & Hypokh?gne, Lyc?e Moli?re, Paris -----Message d'origine----- De : Annabelle David ? : info-childes at mail.talkbank.org Date : vendredi 1 f?vrier 2002 12:04 Objet : French auxiliaries Dear all, I am trying to classify verbs in French but I cam across a problem. What do i count as auxiliaries?? In English, it is fairly easy can, could, would.... but in French the only real ones are etre and avoir in compound tense forms. But I have seen pouvoir, vouloir and others considered as such as well. And what about faire and aller?? I am working with bilingual French/English children. Where can I find help for this topic?? There seem to be a lot of very different opinions out there. Annabelle ---------------------------------------------------------------------------- Annabelle David Department of Speech University of Newcastle King George VI Building Queen Victoria Road Newcastle upon Tyne NE1 7RU U.K. ---------------------------------------------------------------------------- ---------------------------------------------------------------------------- Join the world?s largest e-mail service with MSN Hotmail. Click Here -------------- next part -------------- An HTML attachment was scrubbed... URL: From kenny at UDel.Edu Sat Feb 2 14:37:36 2002 From: kenny at UDel.Edu (Kenneth Allen Hyde) Date: Sat, 2 Feb 2002 09:37:36 -0500 Subject: French auxiliaries In-Reply-To: <000201c1abce$e541ec40$25faf8c1@sylviewa> Message-ID: On Friday, 1 february, 2002, Annabelle David wrote: > Dear all, > > I am trying to classify verbs in French but I cam across a problem. What > do i count as auxiliaries?? In English, it is fairly easy can, could, > would.... but in French the only real ones are etre and avoir in > compound tense forms. But I have seen pouvoir, vouloir and others > considered as such as well. And what about faire and aller?? There are some articles in the morphological literature on this topic. Michael Jones presents evidence (in "Foundations of French Syntax") that "avoir" and "etre" are the only auxiliaries in French. He cites work by Benveniste (1966), Gueron (1986), and Kayne (1993) on this topic. Based on various tests, he claims that "pouvoir" and "devoir" are in different clauses than the verbs they dominate. Benveniste, E. (1966) Problemes de linguistique generale I, Paris, Gallimard. Gueron, J. (1986) 'Le verbe avoir', Recherches linguisitiques de Vincennes 14-15: 155-88. Jones, Michael Allan. (1996) Foundations of French Syntax, Cambridge UK, Cambridge University Press. Kayne, R. (1993) 'Toward a modular theory of auxiliary selection', Studia Linguistica 47:3-31. Ken Kenneth Allen Hyde | No matter how subtle the wizard, a knife Univ. of Delaware | between the shoulder blades will seriously Dept. of Linguistics | cramp his style -- Old Jhereg proverb kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me //www.ling.udel.edu/hyde/prof/ From pereira at usc.es Mon Feb 4 09:33:24 2002 From: pereira at usc.es (Miguel Perez Pereira) Date: Mon, 4 Feb 2002 10:33:24 +0100 Subject: adult native frog stories Message-ID: Dear Maja, Eugenia Sebastian has conducted a research on narratives with Spanish speaking children. She used the frog story to elicit narratives and publised a few papers on the topic, one of them with Dan Slobin in Berman and Slobin's book on narratives. She is at the Department of Developmental and Educational Psychology. Universidad Autonoma de Madrid. Her e-mail is eugenia.sebatian at uam.es In my Department 2 doctoral dissertations on the topic were presented a few years ago. However, in our case, children?s narratives were in Galician (a minority Romance language very close to Spanish which is spoken in our region). Best wishes. ----- Mensaje original ----- De: MAJA VINTHER DYRBY Para: info-childes Enviado: mi?rcoles, 30 de enero de 2002 11:05 Asunto: adult native frog stories Dear all, I have just joined info-childes and already I need help. I am a student of linguistics at the university of Copenhagen and would like to compare Danish frog stories with English and Spanish data for my BA project. More specifically I hope to find out whether Danish narrators use a more static, locative description when introducing new referents. However, i'm in need of oral adult frog stories in native Spanish and English. As far as I can tell there are some English ones among the data in Childes, but I could probably need some more. As for Spanish ones I haven't found any. I read in the archives a message of some years ago from a Rosa Graciela Montes, saying that she had some Spanish stories, but my e-mail to the given address was returned. So, are you out there sra. Montes? Or does anybody else have a current contact e-mail address for her? I would highly appreciate the help. Alternatively, has someone got such data themselves - that they wouldn't mind sharing? I hope that I'll be able to contribute something myself on a later occasion. Thank you and kind regards, Maja Vinther Dyrby majdyr at get2net.dk -------------- next part -------------- An HTML attachment was scrubbed... URL: From DaleP at health.missouri.edu Tue Feb 5 15:30:39 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 5 Feb 2002 09:30:39 -0600 Subject: Research utilizing the MCDI Message-ID: The MacArthur Communicative Development Inventories research group (http://www.sci.sdsu.edu/cdi/) is preparing a revised, updated, and expanded "User's Guide and Technical Manual" for these instruments. We are especially interested in providing updated information on the reliability and validity of the measures, as well as examples of research and clinical applications. We would be very grateful for copies of published and in-press publications which have used any of the measures, including the original full forms (the MCDI:Words & Gestures and the MCDI-Words & Sentences), the short forms (Level I and Level II), and the CDI-III. Conference presentations are also welcome if the authors are comfortable with having them cited. If space permits in the revised manual, we hope to include a full bibliography along with the selected citations in the text. For this project, we are seeking reports of research with the English versions only. Thank you for your help on this. Please send the material to the address below. 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 simackov at ffnw.upol.cz Tue Feb 5 16:07:06 2002 From: simackov at ffnw.upol.cz (Simackova Sarka) Date: Tue, 5 Feb 2002 17:07:06 +0100 Subject: rhoticizm Message-ID: Dear list members, I am writing a paper about a nonstandard pronunciation of apical trill in Czech. It involves retracted articulation resulting in a French-sounding 'r'. Retracted pronunciation is perceived as defective and is treated by speech therapists. It is a relatively frequent defect, which even has its folk name. According to some older sources, approximately 22% of reported speech defects among Czech school children concern rhotacizms. From informal reports I learned that retracted pronunciation of tongue tip trill is quite common across languages (Italian, Finnish, Bulgarian, Russian, Polish, and Indonesian). I am looking for crosslinguistic information about acquisition of apical trill. I have the following questions: 1. Czech speech therapists say that children who substitute a non-rhotic sound for /r/ are more likely to get rid of the substitution. On the other hand, children who substitute a back rhotic often keep this pronunciation till adulthood. Could anyone confirm this for another language (other languages)? 2. /r/ is a difficult sound to acquire and children use all sorts of substitutes before they can produce it properly around the age 4. Prototypical variants are [j], [v], [w], [h], and in the later stage most frequently [l]. It seems to me that children who grow up to speak without an apparent defect rarely substitute a back trill. There are not many longitudinal studies of phonological development of Czech children, which I could use to verify this idea. I wonder whether anyone might know about relevant data from e.g. Italian, Spanish, Finnish, etc. 3. The defective pronunciation of /r/ in Czech is often characterized by excessive trilling. Is this the case in other languages? 4. Speech pathologists, who recognize several types of rhotacizm, describe the retracted /r/ as a velar trill (the rear edges of the velum are vibrating or the edges of the back of the tongue). They point out that velar trill is the most frequent type of rhotacizm in Czech and that it is different from the uvular trill which is quite rare. I wonder whether the velar variant of the trill is also described in other languages. 5. Do children acquiring French or German have a hard time with the uvular 'r'? Do speech therapists have to pay special attention to 'r'? Is rhotacizm a common speech defect? I will be glad to make a summary of your responses and send them to the list. Thank you for your help. Sarka Simackova Dept. of English and American Studies Palacky University Olomouc Krizkovskeho 10 772 00 Olomouc From m.vihman at bangor.ac.uk Tue Feb 5 15:44:26 2002 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Tue, 5 Feb 2002 16:44:26 +0100 Subject: rhoticizm In-Reply-To: <200202051611.RAA30364@raven.upol.cz> Message-ID: I can offer a few comments on the acquisition of trilled /r/ - Estonian also has a trilled /r/, both long and 'extra-long', as well as a single tap-r (like the two-r pair in Spanish). I can say anecdotally that some Estonians have a speech defect consisting of uvular r production instead of the expected apical trill; I knew a father and son who shared this defect, and i have very occasionally heard it in others. Of my two children, who grew up bilingual in Estonian and English, my daughter was trilling her r's quite appropriately before she was three (I remember her nursery school teacher trying in vain to imitate this feat!), while my son was first able to produce a trilled r just short of his 5th birthday. He substituted the American English glide-r for a while, but mainly [l]. The other Estonian children I have seen described, and the one other child I followed in California (Stanford Papers and Reports in Child Language Development, 3, 1971), also typically substitute [j] or [l]. I know of no cases of [w] being substituted for either Est. [r] or [l]. I don't kow of any cases of [v] or [h] either. -marilyn vihman > > >I am writing a paper about a nonstandard pronunciation of apical trill >in Czech. It involves retracted articulation resulting in a >French-sounding 'r'. Retracted pronunciation is perceived as defective >and is treated by speech therapists. It is a relatively frequent >defect, which even has its folk name. According to some >older sources, approximately 22% of reported speech defects among >Czech school children concern rhotacizms. From informal reports I >learned that retracted pronunciation of tongue tip trill is quite >common across languages (Italian, Finnish, Bulgarian, Russian, Polish, >and Indonesian). I am looking for crosslinguistic information about >acquisition of apical trill. I have the following questions: > >1. Czech speech therapists say that children who substitute a >non-rhotic sound for /r/ are more likely to get rid of the >substitution. On the other hand, children who substitute a back rhotic >often keep this pronunciation till adulthood. Could anyone confirm >this for another language (other languages)? >2. /r/ is a difficult sound to acquire and children use all sorts of >substitutes before they can produce it properly around the age 4. >Prototypical variants are [j], [v], [w], [h], and in the later stage >most frequently [l]. It seems to me that children who grow up to >speak without an apparent defect rarely substitute a back trill. >There are not many longitudinal studies of phonological development of >Czech children, which I could use to verify this idea. I wonder >whether anyone might know about relevant data from e.g. Italian, >Spanish, Finnish, etc. >3. The defective pronunciation of /r/ in Czech is often characterized >by excessive trilling. Is this the case in other languages? >4. Speech pathologists, who recognize several types of rhotacizm, >describe the retracted /r/ as a velar trill (the rear edges of the >velum are vibrating or the edges of the back of the tongue). They >point out that velar trill is the most frequent type of rhotacizm in >Czech and that it is different from the uvular trill which is quite >rare. I wonder whether the velar variant of the trill is also >described in other languages. >5. Do children acquiring French or German have a hard time with the >uvular 'r'? Do speech therapists have to pay special attention to >'r'? Is rhotacizm a common speech defect? > >I will be glad to make a summary of your responses and send them to >the list. Thank you for your help. > >Sarka Simackova >Dept. of English and American Studies >Palacky University Olomouc >Krizkovskeho 10 >772 00 Olomouc -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From deepsea at cds.ne.jp Thu Feb 7 05:38:06 2002 From: deepsea at cds.ne.jp (koma) Date: Thu, 7 Feb 2002 14:38:06 +0900 Subject: TCP 2002 Program Message-ID: Dear Colleague, Institute of Cultural and Linguistic Studies of Keio University is going to hold the third Tokyo Conference on Psycholinguistics(TCP2002) on March 15 and 16, 2002. The invited speakers are Prof. Angelika Kratzer(University of Massachusetts/Amherst) and Prof. William Snyder(University of Connecticut). Folloing is the program of the Conference. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ Hitomi Murata hitomi-murata at mri.biglobe.ne.jp Associate Director, TCP 2002 Keio University [Program] Day 1 (March 15?2002) 10:00-10:10 Opening Yukio Otsu?Keio University? 10:10-11:10 Tutorial Deirdre Wilson (University College London) "Relevance Theory" Chair: Yukio Otsu (Keio University)? 11:15-12:00 Paper Presentation Masakazu Kuno?University of Tokyo? "How Large Can Small Clauses Be?" Chair: Takeru Suzuki (Tokyo Gakugei University) 13:00-13:45 Paper Presentation Hirohisa Kiguchi and Rosalind Thornton (University of Maryland at College Park) "Children's Knowledge of the Interaction between Binding Principles and QR" Chair: Tetsuya Sano (Meiji Gakuin University) 13:50-14:35 Paper Presentation Miwa Isobe (Keio University) "Early Acquisition of Head-Internal Relative Clauses in Japanese" Chair: Tetsuya Sano (Meiji Gakuin University) 14:50-15:35 Paper Presentation Cecile van der Weert (University of Reading) "Information Structures and Innate Knowledge of Linguistic Principles" Chair: Roger Martin (Yokohama National University) 15:40-16:25 Paper Presentation Shinichiro Ishihara (MIT) "Invisible but Audible Movement: Syntax-Phonology Interface of Wh-Question in Japanese" Chair: Roger Martin (Yokohama National University) 16:35-17:35 Invited Lecture Angelika Kratzer (University of Massachusetts at Amherst "Indeterminate Pronouns: The view from Japanese" Chair: Akira Watanabe (University of Tokyo) Day 2 (March 16?2002) 10:00-10:45 Paper Presentation Haruka Fukazawa (Kyushu Institute of Technology), Mafuyu Kitahara (Yamaguchi University) and Mitsuhiko Ota (University of Edinburgh) "Acquisition of Phonological Sub-lexica in Japanese: An OT Account" Chair: Yasuo Ishii (Kanda University of International Studies) 10:50-11:35 Paper Presentation Keiko Matsunaga "Transfer of L1 Causatives in L2 Acquisition of English by Spanish, Chinese and Japanese Speakers" Chair: Yasuo Ishii (Kanda University of International Studies) 11:40-12:25 Paper Presentation Galina Gordishevky (Ben-GurionUniv. Of the Negev) "On Null Subjects in Child Russian" Chair: Yasuo Ishii (Kanda University of International Studies) 14:00-14:45 Paper Presentation Hajime Ono (University of California, Irvine) "An Emphatic Particle DA and Exclamatory Sentences in Japanese" Chair: Mari Takahashi (Kyoto Sangyo University) 14:50-15:35 Paper Presentation Koji Sugisaki (University of Connecticut) "Parameter Setting in the Acquisition of Japanese: The Case of Multiple Nominative Construction and Multiple Scrambling" Chair: Mari Takahashi (Kyoto Sangyo University) 15:50-16:35 Paper Presentation Stephen Crain, Amanda Gardner, Andrea Gualmini and Beth Rabbin (University of Maryland at College Park) "C-Command Matters in Downward Entailment" Chair: Mari Takahashi (Kyoto Sangyo University) 16:45-17:45 Invited Lecture William Snyder (University of Connecticut) "Parameters: The View from Child Language" Chair: Yukio Otsu (Keio University) Alternates: Ken Hiraiwa (MIT) "Remarks on Case in Japanese: Agree and Spell-Out" Motoki Nakajima (University of Tokyo) "Experimental Studies on the Acquisition of Japanese No" Takuya Gouro (Sophia University) "Affectee/Patient Splitting and the Structures of Japanese Passives" For inquires, contact: TCP Committee Otsu Lab/Institute of Cultural and Linguistic Studies? Keio University 2-14-45 Mita, Minato-ku, Tokyo 108-8345 E-mail address: tcp at otsu.icl.keio.ac.jp From morgen at idf.ext.jussieu.fr Thu Feb 7 10:37:10 2002 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Thu, 7 Feb 2002 11:37:10 +0100 Subject: Landau-Kleffner Syndrome Message-ID: Dear info-childes members, Has any of you recently worked (or do you know of recent work) on the Laudau-Kleffner Syndrome? I am trying to gather as much information as possible to help neurologists with the language disorder aspect of the syndrome (AEA acquired epileptiform aphasia in children). I was given medical articles up to 1991 but do not know of very recent work neither in the medical field nor in the psycholinguistic field since I mostly work in acquisition. In 1991 AEA was beginning to be considered as carrying the concept that prolonged cognitive (and especially language) disorders could be epileptic manifestations. And therefore that cognitive symptoms could be the only manifestations of certain kinds of epilepsies. Is that possibility taken into consideration when children present mysterious language disorders (mostly due to auditive agnosia) and are EEG (prescribed in such cases? Thank you for your help! Best regards, Aliyah Morgenstern LEAPLE CNRS-Universit? Paris V From a.karmiloff-smith at ich.ucl.ac.uk Thu Feb 7 17:28:34 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 7 Feb 2002 17:28:34 +0000 Subject: request please re child pragmatics Message-ID: >Can people out there please suggest good books/articles on how >children use language to get what they want and how they use it to resolve conflict/disagreement. - for intelligent but non-psycholinguist ? >Many thanks 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 gary.marcus at nyu.edu Thu Feb 7 20:11:08 2002 From: gary.marcus at nyu.edu (Gary Marcus) Date: Thu, 7 Feb 2002 12:11:08 -0800 Subject: Sources on Syndromes In-Reply-To: <20020207103917.4EB6C185@postfix2-1.free.fr> Message-ID: At 11:37 AM +0100 2/7/02, Aliyah MORGENSTERN wrote: >Dear info-childes members, >Has any of you recently worked (or do you know of recent work) on the >Laudau-Kleffner Syndrome? >I am trying to gather as much information as possible to help neurologists >with the language disorder aspect of the syndrome (AEA acquired epileptiform >aphasia in children). I was given medical articles up to 1991 but do not >know of very recent work neither in the medical field nor in the >psycholinguistic field since I mostly work in acquisition. Dear Aliyah, and INFO-CHILDES, I'm not at all an expert on Landau-Kleffner but wanted to alert you and other readers to two excellent sources for information on virtually all disorders. For a general, readable overview of almost any disorder, you can consult The Online Mendelian Inheritance in Man website: http://www3.ncbi.nlm.nih.gov/htbin-post/Omim/dispmim?245570 To get an up-to-minute list of scientific articles, you can search the PubMed database. For example, a quick search through PubMed for the term Landau-Kleffner reveals 220 articles, many quite recent: http://www.ncbi.nlm.nih.gov:80/entrez/query.fcgi?db=PubMed. And then there's google.com..... -- Gary Marcus -- Department of Psychology New York University 6 Washington Place New York NY 10003 tel: 212-998-3551 fax: 212-995-4866 http://www.psych.nyu.edu/gary/ From morgen at idf.ext.jussieu.fr Thu Feb 7 22:33:23 2002 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Thu, 7 Feb 2002 23:33:23 +0100 Subject: Landau-Kleffner Syndrome Message-ID: I thank all the people who have responded to my query and now have up to date descriptions of the syndrome and its effects thanks to the abstracts in Pubmed and the Online Mendelian Inheritance in man website. I still don't know if psychologists, linguists, speech therapists are very aware of that syndrome, and if in the case of heavy language disorders linked to auditory agnosia, children are sent to hospitals for EEGs. I am wondering because I have worked with children who might correspond to the description given in the medical articles and noone has evoked the L-K syndrome or asked for EEGs... Thanks again for your help, Aliyah Morgenstern. From donovanb at tcd.ie Fri Feb 8 09:37:36 2002 From: donovanb at tcd.ie (donovanb) Date: Fri, 8 Feb 2002 09:37:36 +0000 Subject: request please re child pragmatics Message-ID: Hi, Annette. You might also want to send this query to the Systemic Functional Linguistics list as there are good number of people looking at functions and what you seem to be looking at are functions. Try: sysfling at lists.ed.ac.uk ...best of luck, Brian Donovan School of Education, Trinity College, Dublin 2, Ireland. e-mail: donovanb at tcd.ie >===== Original Message From Annette Karmiloff-Smith ===== >>Can people out there please suggest good books/articles on how >>children use language to get what they want and how they use it to resolve >conflict/disagreement. - for intelligent but non-psycholinguist ? >>Many thanks >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 Jean-Pierre.Chevrot at u-grenoble3.fr Fri Feb 8 15:46:59 2002 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Fri, 8 Feb 2002 16:46:59 +0100 Subject: call for papers Message-ID: APPEL A COMMUNICATION / CALL FOR PAPERS 4?mes JOURN?ES INTERNATIONALES DU GDR " PHONOLOGIE " 4th INTERNATIONAL PHONOLOGY MEETING OF THE GDR 1954 GRENOBLE, FRANCE 6-8juin 2002, / 2002 June 6-8th Maison des Langues et des Cultures Domaine Universitaire, Saint Martin d'H?res. Le Groupe de Recherche en Phonologie (GDR 1954) du C.N.R.S.organise ses 4?mes Journ?es Internationales ? Grenoble. Vous ?tes invit?s ? proposer des contributions (30 min. de pr?sentation discussion comprise ) reli?es aux th?matiques suivantes : The Research Group (GDR) in Phonology of the French National Center for Scientific Research (C.N.R.S.) invites submissions for its 4th International Phonology Meeting (30 min. discussion included ). The topics should be related to one of the following themes : Phonologie prosodique/Prosody and phonology De la phonologie ? la production/ From phonology to speech production Mod?les actuels en phonologie : le statut des contraintes/ Current Models in Phonology: The status of constraints Les primitives phonologiques/Phonological primitives Typologies phonologiques et syllabiques : Universaux et ontogen?se/Phonological and syllable typologies: Universals and ontogenesis Tonologie/Tonology Phonologie et cognition/Phonology and cognition Gabarits/Templates Phonologie des langues de signes/Sign language phonology La phonologie du fran?ais contemporain : usages, vari?t?s et structures/Contemporary French phonology: usages, varieties and structures Histoire de l'?pist?mologie et de la phonologie/History and epistemology of phonology Acquisition, apprentissage/Acquisition, learning Les auteurs sont invit?s ? soumettre un r?sum? anonyme (2 pages A4 maximum par courrier ?lectronique : GDRphono at icp.inpg.fr). Sur une page ? part devront figurer le titre, les noms et adresses des auteurs. Les r?sum?s soumis seront expertis?s par les membres du Comit? Scientifique. Authors are invited to submit an anonymised abstract 2 A4 or US quarto pages maximum. Only electronic submissions will be accepted (address : GDRphono at icp.inpg.fr). The title, authors? names and addresses should be sent on a separate page. The abstracts will be refereed by the members of the Scientific Committee. LANGUES / WORKING LANGUAGES : fran?ais et anglais / English and French DATES A RETENIR / IMPORTANT DATES : Date limite de soumission / Deadline for submission : 22 mars 2002 / 22 March 2002 Notification des acceptations et des refus / Notification of acceptance or rejection : 2 mai 2002 / 2 May 2002 COMITE SCIENTIFIQUE / SCIENTIFIC COMMITTEE J.P. ANGOUJARD (Universit? de Nantes) V. AUBERG? (CNRS, Grenoble) G. BERGOUNIOUX (Universit? d'Orl?ans) J.P. CHEVROT (Universit? de Grenoble 3) N. CLEMENTS (CNRS, Paris) J. DURAND (Universit? de Toulouse Le Mirail) J. GOLDSMITH (University of Chicago) E. HUME (Ohio State University) M. KLEIN (Universit? Paris 10) B. LAKS (Universit? Paris 10) J. LOWENSTAMM (Universit? Paris 7) M. PL?NAT (CNRS, Toulouse) P. SEGERAL (Universit? Paris 7) P. SAUZET (Universit? Paris 8) H. VAN DER ULST (University of Leiden) N. VALL?E (CNRS, Grenoble) COMITE D'ORGANISATION / ORGANIZATION Nathalie Vall?e, Institut de la Communication Parl?e (ICP) vallee at icp.inpg.fr Jean-Pierre Chevrot, LIDILEM Laboratoire Linguistique et Didactique des Langues Etrang?res et Maternelles Jean-Pierre.Chevrot at u-grenoble3.fr Marie-Th? Delfarguiel et Isabelle Rousset (secr?tariat du colloque) Les propositions de communications doivent ?tre envoy?es par courrier ?lectronique ? l'adressse GDRphono at icp.inpg.fr Please send electronic submissions to GDRphono at icp.inpg.fr Des informations relatives ? l'h?bergement et ? l'acc?s vous seront fournies plus tard. Further details about accommodation will follow later. Aux jeunes chercheurs, une aide financi?re pourra ?tre accord?e sur demande (h?bergement, d?placements en France), demande ? adresser par mail au secr?tariat du colloque GDRphono at icp.inpg.fr en compl?ment du financement obtenu ou en substitut de refus de financement. Les demandes devront faire appara?tre que les autres voies de financement ont ?t? demand?es et ?puis?es, il faudra fournir le justificatif. Research students residing in France : Financial help may be available on request (accommodation and travel within France). Please send your application to the meeting organisers. GDRphono at icp.inpg.fr. Financial help will only be considered in cases where your university is unable to sponsor you or can only cover part of the cost of the conference. We require written evidence from your supervisor that you have submitted an unsuccessful application within your own university . Droits d'inscription : 30 euros (15 euros ?tudiants) Registration fee: 30 euros (15 euros students) __________________________________________________ Nathalie Vallee Institut de la Communication Parlee, UMR CNRS 5009 INPG/Universite Stendhal BP 25 - 38040 GRENOBLE Cedex 9 - FRANCE Tel: (33) 04 76 82 41 19 Fax: (33) 04 76 82 43 35 Jean-Pierre Chevrot Lidilem, Universit? Stendhal BP 25 - 38040 GRENOBLE Cedex 9 - FRANCE. Marie-Th? Delfarguiel Institut de la Communication Parl?e UMR 5009 Universit? Stendhal DU, 1180 Av Centrale BP 25 F-38040 Grenoble Cedex 09 Tel : +33 (0)4.76.82.41.27 Fax: +33 (0)4.76.82.43.35 M?l: delfar at icp.inpg.fr ouweb : http://www.icp.inpg.fr/~delfar -------------- next part -------------- An HTML attachment was scrubbed... URL: From liliana at lingua.fil.ub.es Fri Feb 8 19:22:20 2002 From: liliana at lingua.fil.ub.es (Liliana Tolchinsky) Date: Fri, 8 Feb 2002 20:22:20 +0100 Subject: Studies on lying Message-ID: Dear colleagues, I am looking for studies/articles/books on the ability (?) to tell lies both in children and adults. Can you help me? I will post a summary. Thanks a lot Liliana Tolchinsky Linguistics-Univ. of Barcelona -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Fri Feb 8 21:02:52 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 8 Feb 2002 21:02:52 +0000 Subject: Studies on lying In-Reply-To: <01ef01c1b0d7$4f94e5e0$d617ae3e@oemcomputer> Message-ID: There's quite a lot on this in the 'theory of mind' literature, e.g.: M. Chandler, A. Fritz and S. Hala: Small-scale deceit: deception as a marker of 2-year-olds', 3-year-olds' and 4-year-olds' early theories of mind; Child Development, 1989, 60, 1263-1277 K. Cole and P. Mitchell: Family background in relation to deceptive ability and understanding of the mind; Social Development, 1998, 7, 181-197 S. Hala, M. Chandler and A. Fritz: Fledgling theories of mind: deception as a marker of 3-year-olds' understanding of false belief; Child Development, 1991, 62, 83-97 M. Lewis, C. Stanger and M. Sullivan: Deception in 3-year-olds; Developmental Psychology, 1989, 25, 439-443 P. Newton, V. Reddy and R. Bull: Children's everyday deception and performance on false belief tasks; British Journal of Developmental Psychology, 2000, 18, 297-313 A. Polak and P.L. Harris: Deception by young children following non-compliance; Developmental Psychology, 1999,, 35, 561-568 S. Ritblatt: Children's level of performance in a false belief task; Journal of Genetic Psychology, 2000, 161, 53-64 R. Saltmarsh and P. Mitchell: Young children's difficulties acknowledging false belief: realism and deception; Journal of Experimental Child Psychology, 1998, 69, 3-21 A. Sinclair: Young children's practical deceptions and their understanding of false belief; New Ideas in Psychology, 1996, 14, 157-173. I hope this is helpful, Ann On Fri, 8 Feb 2002, Liliana Tolchinsky wrote: > Dear colleagues, > I am looking for studies/articles/books on the ability (?) to tell lies both in children and adults. > Can you help me? I will post a summary. > Thanks a lot > Liliana Tolchinsky > Linguistics-Univ. of Barcelona > > From jon.machtynger at uk.ibm.com Sat Feb 9 13:19:33 2002 From: jon.machtynger at uk.ibm.com (Jon Machtynger) Date: Sat, 9 Feb 2002 13:19:33 +0000 Subject: Studies on lying Message-ID: Return Receipt Your Studies on lying document : was Jon Machtynger/UK/IBM received by: at: 09/02/2002 13:19:33 From rmontes at siu.buap.mx Sat Feb 9 23:14:42 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Sat, 9 Feb 2002 17:14:42 -0600 Subject: rhoticizm In-Reply-To: <200202051611.RAA30364@raven.upol.cz> Message-ID: On Tue, 5 Feb 2002, Simackova Sarka wrote: > I am looking for crosslinguistic information about > acquisition of apical trill. I have the following questions: > > 1. Czech speech therapists say that children who substitute a > non-rhotic sound for /r/ are more likely to get rid of the > substitution. On the other hand, children who substitute a back rhotic > often keep this pronunciation till adulthood. Could anyone confirm > this for another language (other languages)? I have noticed the pronunciation you describe [uvular r] among adult speakers of Spanish in the Puebla region of Mexico. I only have anecdotal observations but it seems to be fairly frequent in certain localities (e.g. Atlixco). The trilled sound seems to be one of the last sounds to be acquired by Spanish speaking children [3 to 4 years] and they have a lot of intermediate substitutions along the way: [r], [y], [l], [d], so that "perrito" might become [perito], [pelito], [peyito], [pedito]. The children I've looked at had all four at some point, but didn't have the uvular. This summer I observed a strategy used by my little niece (3). Her spontaneous replacement for trilled r's was [r]. But when she self-corrected or monitored her speech she would insert a consonant before the 'r': pedrito for "perrito". As a summary, with respect to Spanish: The early pronunciations for 'r' don't survive into adulthood. I don't know, however, how uvular 'r' started out, for those speakers that maintain it in adult speech. -Rosa Graciela Montes (UAP, Mexico) From h.g.simonsen at ilf.uio.no Tue Feb 12 08:54:23 2002 From: h.g.simonsen at ilf.uio.no (Hanne Gram Simonsen) Date: Tue, 12 Feb 2002 09:54:23 +0100 Subject: rhoticizm In-Reply-To: Message-ID: Some more crosslinguistic info on /r/ acquisition - from Norwegian: Norwegian has both apical and dorsal /r/, depending on dialect. The apical /r/s are most often not trilled, but rather produced as a tap. For Norwegian children, /r/ is recognised as a problematic sound, but it is only the apical /r/ which causes problems even up to 4 and beyond (being typically substituted with [l], [j], [?], but never with [w]). For some, the (apical) /r/ problem persists into adulthood. The dorsal /r/ does not cause the same problems and is acquired earlier. It is not uncommon for speech therapists to teach children from "apical r dialects" to produce a dorsal /r/ instead of an apical one when they have /r/ problems. This functions well, also because the dorsal /r/ is acceptable and occasionally found in speakers with "apical r dialects" as a result of contact with "dorsal r dialects", and then not at all considered a speech defect, but normal (and even rather posh). Hanne Gram Simonsen ************************* Hanne Gram Simonsen Professor, Department of Linguistics, University of Oslo P.O.Box 1102, Blindern, 0317 Oslo - Norway tel: (47) 22 85 41 82; fax: (47) 22 85 69 19 e-mail: h.g.simonsen at ilf.uio.no From mluisa at bp.lnf.it Tue Feb 12 12:02:41 2002 From: mluisa at bp.lnf.it (Maria Luisa Lorusso) Date: Tue, 12 Feb 2002 13:02:41 +0100 Subject: dyslexics subgroups Message-ID: Dear collegues, do you know of any work that has compared dyslexic children who are quicker/more accurate in reading texts versus word lists, looking for different profiles in cognitive or linguistic functions? My co-workers and I were not able to find much in the literature, although the topics intuitively seems to be an obvious one to look at... Thanks in advance for any help Maria Luisa Lorusso Maria Luisa Lorusso Psicologa Settore di Psicologia e Neuropsicologia Cognitiva Raggruppamento di Neuroriabilitazione II IRCCS "E. Medea" Bosisio Parini (LC) - Italy Tel. 0039-(0)31-877111 Fax 0039-(0)31-877499 E-mail: mluisa at bp.lnf.it From ann.dowker at psy.ox.ac.uk Tue Feb 12 13:13:55 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 12 Feb 2002 13:13:55 +0000 Subject: dyslexics subgroups In-Reply-To: <5.0.2.1.1.20020212122642.00a37ec0@nic2> Message-ID: You may be interested in the following paper: S. Stodhart and C. Hulme: A comparison of phonological skills in children with reading comprehension difficulties and children with word decoding difficulties; Journal of Child Psychology and Psychiatry, 1995, 36, 399-408. There are also papers by Jane Oakhill and by Kate Nation that may be of interest. Ann On Tue, 12 Feb 2002, Maria Luisa Lorusso wrote: > Dear collegues, > do you know of any work that has compared dyslexic children who are > quicker/more accurate in reading texts versus word lists, looking for > different profiles in cognitive or linguistic functions? My co-workers and > I were not able to find much in the literature, although the topics > intuitively seems to be an obvious one to look at... > Thanks in advance for any help > Maria Luisa Lorusso > Maria Luisa Lorusso > Psicologa > Settore di Psicologia e Neuropsicologia Cognitiva > Raggruppamento di Neuroriabilitazione II > IRCCS "E. Medea" > Bosisio Parini (LC) - Italy > Tel. 0039-(0)31-877111 > Fax 0039-(0)31-877499 > E-mail: mluisa at bp.lnf.it > > > From jwerker at cortex.psych.ubc.ca Tue Feb 12 14:59:50 2002 From: jwerker at cortex.psych.ubc.ca (Janet Werker) Date: Tue, 12 Feb 2002 06:59:50 -0800 Subject: sad news Message-ID: Dear everyone, We have lost a remarkable member of our larger community. Jerrold J. Katz, semanticist and philosopher, died in Manhattan on 7 February 2002 at age 69. He is survived by Virginia Valian, Seth Katz, and Jesse Katz. Sadly, Janet From jwerker at cortex.psych.ubc.ca Tue Feb 12 15:22:22 2002 From: jwerker at cortex.psych.ubc.ca (Janet Werker) Date: Tue, 12 Feb 2002 07:22:22 -0800 Subject: addendum Message-ID: Dear all, I omitted a line from my last email. It is below. Janet Jerrold J. Katz, semanticist and philosopher, died in Manhattan on 7 February 2002 at age 69. He is survived by Virginia Valian, Seth Katz, and Jesse Katz. A memorial service is planned for the future. From vhouwer at uia.ua.ac.be Tue Feb 12 20:06:41 2002 From: vhouwer at uia.ua.ac.be (vhouwer) Date: Tue, 12 Feb 2002 21:06:41 +0100 Subject: Fwd: Re: rhoticizm Message-ID: Dear all, Much the same as described for Norwegian is happening with Dutch as spoken in Flanders, Belgium, with the more dorsal /r/ rapidly gaining ground, and heard much more frequently on the spoken mass media than even 10 years ago. Many older speakers in Flanders consider the 'French r' (but it is decidely not a real French r) to be a 'speech defect', but that view is on the way out as more and more people use this variant. Dorsal /r/ now seems to run in families, but mainly among the children in the families. An anecdote from my own daughter, who until age 3 heard no other children speak Dutch (she lived in the US) and had been substituting /r/ by /j/ when she spoke Dutch (I myself and other adults in my family, i.e., my daughter's models, use the apical /r/, not the dorsal): the very day that she met up with another Dutch-speaking three- year-old, who happened to use the dorsal r, my daughter started using the dorsal /r/ herself and stopped substituting /r/ by /j/ altogether. I must confess I did not like her use of dorsal /r/ (didn't fit my own sociolinguistic iden- tity...) - when at the age of 5 my daughter was still using the dorsal /r/ I decided perhaps I'd try to teach her the apical /r/ while we were away from Belgium (and continued exposure to dorsal /r/ from other children and some adults), and after an hour or so in the car of having her repeat briefly trilled /r/'s in all manner of words and song snippets my daughter proudly said words with apical r's, and she never went back to the dorsal /r/. But now at age 13 she tells me it was silly of me to try and get her off the dorsal /r/. She's probably right... --Annick De Houwer > Some more crosslinguistic info on /r/ acquisition - from Norwegian: > > Norwegian has both apical and dorsal /r/, depending on dialect. The > apical /r/s are most often not trilled, but rather produced as a tap. > > For Norwegian children, /r/ is recognised as a problematic sound, but > it is only the apical /r/ which causes problems even up to 4 and > beyond (being typically substituted with [l], [j], [?], but never with > [w]). For some, the (apical) /r/ problem persists into adulthood. The > dorsal /r/ does not cause the same problems and is acquired earlier. > It is not uncommon for speech therapists to teach children from > "apical r dialects" to produce a dorsal /r/ instead of an apical one > when they have /r/ problems. This functions well, also because the > dorsal /r/ is acceptable and occasionally found in speakers with > "apical r dialects" as a result of contact with "dorsal r dialects", > and then not at all considered a speech defect, but normal (and even > rather posh). > Hanne Gram Simonsen > > > ************************* > Hanne Gram Simonsen > Professor, Department of Linguistics, University of Oslo > P.O.Box 1102, Blindern, 0317 Oslo - Norway > tel: (47) 22 85 41 82; fax: (47) 22 85 69 19 > e-mail: h.g.simonsen at ilf.uio.no > > > From macw at cmu.edu Thu Feb 14 00:25:38 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 13 Feb 2002 19:25:38 -0500 Subject: Estonian corpora Message-ID: Dear Info-CHILDES, We now have three very nice corpora on the acquisition of Estonian. The corpora from Reili Argu at Tallinn and Maigi Viga at Tartu are both case studies. Reili's data are fro Hendrik between 1;8 and 2;5. Maigi's are from Andreas (Antsu) between 1;7 and 3;0. In addition we have data from Kaja Kohler, now at Potsdam from eight children. Thanks to Reili, Maigi, and Kaja for these data, which are now the best we have on a Finno-Ugric language. Thanks also to Marilyn Vihman and Juergen Weissenborn who have advised Maigi and Kaja in this work. Here is the read-me file from Kaja Kohler: Kaja Kohler collected these data from eight Estonian-speaking children in Tartu for her dissertation on verb morphology in Estonian children at the University of Potsdam under the supervision of J?rgen Weissenborn. The investigator was born in 1974 in Tartu and studied German language at Tartu and Griefswald from 1992 to 1999, before entering Potsdam in 2000. All eight children in the study are monolingual and are growing up in families with both parents. The material consists of 61 recordings, about 20-40 minutes each, covering an age range of 0;11-2;8 years. The recordings were normally make in the children's homes, and the child was usually talking with his parents and with the investigator. And here is the read-me file from Maigi Vija. This corpus contains 74 files with 30911 child utterances, recorded between ages 1;7 and 3;1.13. Sixty of these files (2;0.1-2;1.12 and 3;0.0-3;1.13) were recorded and transcribed with support from the Max Planck Institute in Leipzig. Andreas (also called Antsu) is a firstborn Estonian-speaking child growing up in Tartu, Estonia. He was born on February 26, 1998. He can be called an early talker. Antsu is a very talkative and active boy. His father was working in construction materials supply and his mother was a student of linguistics. Andreas started to attend nursery school before the period of data collection, at the age of 1;6. The recordings were mainly carried out at home, where the child was playing with his mother and/or father. Meal time and other home activities were included. The recording sessions lasted 45-60 minutes each. --Brian MacWhinney -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Thu Feb 14 19:04:36 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Thu, 14 Feb 2002 19:04:36 +0000 Subject: Fwd: International Congress for the study of child language Message-ID: >Would someone like to take this up? >From: Alison Carslaw >To: "'a.karmiloff-smith at ich.ucl.ac.uk'" >Subject: International Congress for the study of child language >Date: Thu, 14 Feb 2002 16:29:58 -0000 > >Dear Annette Karmiloff-Smith > >INTERNATIONAL CONGRESS for the study of child language > >I am writing on behalf of the Edinburgh Convention Bureau, the Business >Tourism Division of the Edinburgh & Lothians Tourist Board. We work closely >with national associations and professional staff in Scotland and the UK to >provide support in bringing prestigious events to the city. We provide our >services and support free of charge. > >Further to our research, we are aware that the International Congress for >the study of child language is held every 3 years. We understand form our >research that the bids for the 2005 and 2008 events have been successful. >We are keen to put forward Scotland's capital city, Edinburgh as a potential >host city for this prestigious event for a future date/2011. > >I would be very interested to learn of your views on this matter and I >should be grateful if you would let me know if you would be interested in >bringing the above event to Edinburgh. Alternatively, could you suggest a >colleague who I could approach who may be interested in this event? > >I would be delighted to forward some information regarding the city of >Edinburgh and what it has to offer as a top conference destination (ranked >12th most popular destination in the world to hold an international >association meeting by ICCA ) if this would be appropriate at this at stage. >If you have any queries regarding our city or the work of the Edinburgh >Convention Bureau, please do not hesitate to contact me or my colleague >within the Bureau, Ellen Colingsworth. > >I look forward to hearing from you. > >Kind Regards and many thanks for your time > >Alison Carslaw >a.carslaw at eltb.org >www.edinburgh.org/conference >0131 473 3666 From macw at cmu.edu Thu Feb 14 19:33:16 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 14 Feb 2002 14:33:16 -0500 Subject: Edinburgh Message-ID: Dear Info-CHILDES and Annette, Annette, thanks for posting that note from the Edinburgh Tourist Bureau. I had received a similar note from them earlier, as well as parallel notes from bureaus in Switzerland and Malta. It seems to me that Edinburgh would be a great site for the IASCL meeting in 2008. I know that people who attended the Cognitive Science meeting there last year said it was a great place to hold the meeting. However, we have no child language researchers at Edinburgh who have yet volunteered to host the event and that would be a sticking point. Another problem might be the issue of the cost of facilities. If anyone in Edinburgh or at least the UK thinks it is possible to organize a meeting there, please tell me and perhaps we and the IASCL executive committee can pursue this further. In general, we may indeed want to try to use the opportunity of the upcoming meeting in Madison to do at least some initial planning for the meeting in 2008, although I am sure all of us think of 2008 as a lifetime away. --Brian MacWhinney From mminami at sfsu.edu Sun Feb 17 02:14:52 2002 From: mminami at sfsu.edu (mminami at sfsu.edu) Date: Sat, 16 Feb 2002 18:14:52 -0800 Subject: ICPLJ Announcement Message-ID: The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) March 22 & 23, 2002 San Francisco State University Keynote Speaker: Wesley M. Jacobsen, Harvard University The Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) will be held on March 22-23, 2002 (Friday and Saturday) at San Francisco State University (Humanities Auditorium). This conference is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is applicable to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. The invited keynote speaker is Prof. Wesley M. Jacobsen (Harvard University). The Third ICPLJ program is shown below. For details, visit our web sites: http://www.sfsu.edu/~japanese/conference/ http://www.sfsu.edu/~japanese/conference/ConfProgram.html Masahiko Minami, Conference Chair San Francisco State University icplj at sfsu.edu [Program] Day 1 (March 22, 2002) 9:00 A.M. - 9:20 A.M. Opening Address Masahiko Minami (San Francisco State University) Phonology 9:20 A.M. - 9:50 A.M. Inritsu on'inron kara mita 'nagai' fukugoo-meishi no "rhythm" to "accent" Seiichiro Inaba (San Jose State University) 9:50 A.M. - 10:20 A.M. Prosodic phonology in second language acquisition: An analysis of Japanese production from a Japanese language game Miwako Hisagi (Case Western Reserve University) Pragmatics 10:30 A.M. -11:00 A.M. Subject/object asymmetry in non-case-marking in spoken Japanese Kiri Lee (Lehigh University) 11:00 A.M. -11:30 A.M. Forms and functions of Japanese hedging in friend-friend discourse Miharu Nittono (Columbia University) 11:30 A.M. -12:00 P.M. 'Iimasen' to shika boku wa iwanai desu: Kaiwa ni okeru teineitai hiteiji no 2 keishiki Etsuko Fukushima & Satoshi Uehara (Tohoku University) 1:00 P.M. - 2:00 P.M. Poster Session Computer-Assisted Language Learning (CALL) 2:30 P.M. - 3:00 P.M. Phrase structure rules applied to intelligent Japanese tutoring software Noriko Nagata (University of San Francisco) 3:00 P.M. - 3:30 P.M. Analysis of Japanese zero anaphora and its application Miho Fujiwara (Willamette University) & Mitsuko Yamura-Takei (Hiroshima City University) 3:30 P.M. - 4:00 P.M. Internet joo no onseidokkai renshuu program sakusei no kokoromi to seika Yuka Tachibana (University of Montana) Discourse 4:10 P.M. - 4:40 P.M. Developmental patterns in topic maintenance strategies in L2 Japanese oral narratives Yuko Nakahama (Nagoya University) 4:40 P.M. - 5:10 P.M. 'Conditionals,' rules, and 'competing' forms: Evidence from conversation Kimberly Jones & Tsuyoshi Ono (University of Arizona) Day 2 (March 23, 2002) L2 Acquisition & Learning I 9:00 A.M. - 9:30 A.M. Degree of L1 transfer in argument distribution Natsuko Tsujimura & Caitlin Dillon (Indiana University) 9:30 A.M. - 10:00 A.M. Kizuki to sentaku: Shakai-gengogaku teki nooryoku no yoosei o mezasu nihongo kyooiku no igi Yoshiko Matsumoto, Takafumi Shimizu, Momoyo Kubo Lowdermilk, & Hisayo Okano Lipton (Stanford University) 10:00 A.M. - 10:30 A.M. Nihongo gakushuusha no joshi "ni" to "kara" no goyoo: tadoosei to prototype ni yoru gakushuusha no kasetsu koochiku Noriko Iwasaki (University of Massachusetts) L2 Acquisition & Learning II 10:40 A.M. - 11:10 A.M. Nihongo no "shiten" no shuutoku: Eigo, Kankokugo, Chuugokugo, Indonesiago, Maleygo washa o taishoo ni Mari Tanaka (University of Electro-Communications) 11:10 A.M. - 11:40 A.M. Nihongo gakushuusha no basho-kaku ni kansuru chuukangengo kenkyuu: Taimen hatsuwa choosa to eigo intabyuu kara wakatta koto Kyoko Masuda (University of Arizona) 11:40 A.M. - 12:10 P.M. Doing "good listener" in Japanese: Examination of learner performance of listener response Keiko Ikeda (University of Hawai'i at Manoa) 12:40 P.M. - 1:40 P.M. Poster Session 1:50 P.M. - 2:50 P.M. Invited Lecture Linguistic theory and practice in the teaching of Japanese: How can linguists and language teachers serve each other better? Wesley M. Jacobsen (Harvard University) Syntax/Semantics 3:00 P.M. - 3:30 P.M. A re-examination of the negative suffix nai and the aspectual form te-iru: Behavior in the uchi ni construction Yuki Johnson (University of British Columbia) 3:30 P.M. - 4:00 P.M. The semantics of -teiru in conversation: An examination of the two-component theory of aspect Yumiko Nishi & Yasuhiro Shirai (Cornell University) 4:10 P.M. - 4:50 P.M. All-Participant Panel Discussion with the Audience 4:50 P.M. - 5:00 P.M. Closing Masahiko Minami (San Francisco State University) For further information, contact: Dr. Masahiko Minami, Conference Chair Third Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: icplj at sfsu.edu -- ********************************** Dr. Masahiko Minami Department of Foreign Languages San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 (415) 338-7451 http://userwww.sfsu.edu/~mminami/ ********************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From plahey at mindspring.com Sun Feb 17 20:08:04 2002 From: plahey at mindspring.com (Peg Lahey) Date: Sun, 17 Feb 2002 15:08:04 -0500 Subject: Bamford-Lahey Children's Foundation Grant Awards Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION FUNDS TWO GRANT PROPOSALS IN 2001 The Bamford-Lahey Children's Foundation through its Grants Program has made its first Grant Awards. During 2001, the Foundation reviewed a large number of letters-of-inquiry and invited a smaller number of applicants to submit complete proposals. Based on reviews of the completed applications by at least three colleagues and on a reading of the application by the Foundation itself, two proposals were selected for funding of $20,000 each. One of the grants was awarded to Drs. Hossein Sadrzadeh and Elena Plante from the University of Arizona. Their project is entitled "Role of oxidative stress in pathogenesis of developmental language disorders." The second grant was awarded to Dr. Lori Swanson from the University of Tennessee and Dr. Marc Fey from the University of Kansas. The title of their project is "Use of story retelling and story generation to facilitate the syntactic and narrative skills of children with specific language impairment." Abstracts of both studies can be found on our website at www.bamford-lahey.org/funded.html. The Foundation is currently completing the processing of additional completed applications and by mid year should have an announcement of one or two more awards. Inquiries about receiving a grant award should be in the form of a letter-of-inquiry following the procedures outlined on our website www.bamford-lahey.org. Before submitting an inquiry, applicants for future awards are requested to carefully read the sections Objectives, Orientation, and Grants on the website. Consideration is only given to projects that are related to developmental language disorders in children and can be completed in one year with maximum funds of $20,000. Applications for either research or development projects will be considered. However, projects whose results are limited to particular children or particular clinics are not eligible. -------------- next part -------------- An HTML attachment was scrubbed... URL: From mark_mitchell at kmug.org Tue Feb 19 07:10:39 2002 From: mark_mitchell at kmug.org (Mark Mitchell) Date: Tue, 19 Feb 2002 16:10:39 +0900 Subject: Rhotacism Message-ID: >>H.G. Simonsen writes: >Norwegian has both apical and dorsal /r/, depending on dialect. The apical >/r/s are most often not trilled, but rather produced as a tap. > >=46or Norwegian children, /r/ is recognised as a problematic sound, but it i= >s only the apical /r/ which causes problems even up to 4 and beyond (being typically substituted with [l], [j], [=8F], but never with [w]). For some, the (apical) /r/ problem persists into adulthood. A general question: Does anyone know of any evidence that such 'problematic' phonemes effect L1 lexical aquisition? Are words containing such phonemes (particularly at the beginning or end) more difficult for children to learn? Or do they just happily substitute an easier phoneme and slowly correct this as they get older? Thanks, mark mitchell From m.vihman at bangor.ac.uk Tue Feb 19 07:48:42 2002 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Tue, 19 Feb 2002 08:48:42 +0100 Subject: Rhotacism In-Reply-To: Message-ID: Mark - A great many children avoid words with such phonemes for quite a while. Estonian children rarely attempt words with trilled /r/ among their first 50 or even 100 words - but there are always exceptions: I have just been looking at the 1st 50 words of an Estonian child described in an undergraduate thesis at Tartu University (Eeriku, in Salo, 1993); this child not only did not avoid /r/ but actually seemed to seekit out, producing syllabic trilled r (toru 'pipe', terita 'sharpen' both > [trr] and clusters with r (traktor 'tractor' > trar, orav 'squirrel' > orr), such that out of the 49 words listed, 13 have /r/ in both target and child form! Of course to fully support the idea that /r/ words are avoided BECAUSE they include /r/ one needs an analysis of the input lexicon, which I don't have to offer at the moment - but this may have been done for some language(s) already, or could easily be done. In English, among the hardest phones to produce are the interdentals. When they do come in, typically around age 4, I believe, 'theta' may be overgeneralized to words which should have /f/, presumably due to misperception in the period of non-production: See my note in JChLg 1982. (I don't know how common words with theta are in early English vocabularies - but probably not very. This again is common: The child may not have to avoid many high frequency words due to phonological problems, as the most common words may well be structured in a more phonologically friendly way, as claimed by John Locke (1983). -marilyn vihman >A general question: Does anyone know of any evidence that such 'problematic' >phonemes effect L1 lexical aquisition? Are words containing such >phonemes (particularly >at the beginning or end) more difficult for children to learn? Or >do they just >happily substitute an easier phoneme and slowly correct this as they >get older? > >Thanks, >mark mitchell -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From genesee at ego.psych.mcgill.ca Tue Feb 19 16:01:34 2002 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 19 Feb 2002 11:01:34 -0500 Subject: McGill Job Announcement Message-ID: McGill University Department of Psychology Canada Research Chair in Psychology of Language The Department of Psychology of McGill University invites applications from exceptional candidates for a Tier II Canada Research Chair in Psychology of Language. The successful applicant will have a tenure-track appointment at the Assistant or junior Associate Professor level. Consideration will be given to candidates with interests in any domain of scientific language research including, acquisition, speech and language perception and processing, neural representation, and language disorders. The Department has excellent facilities for interdisciplinary research through the Centre for Language, Mind, and Brain which links researchers in related academic units at McGill University (Linguistics, Communication Sciences and Disorders, and Education), the Montreal Neurological Institute, and other universities in Montreal. Applicants are expected to have a doctorate in psychology or a closely related field, a record of significant, externally-funded research, an aptitude for undergraduate and graduate teaching and the ability and interest to work collaboratively in an interdisciplinary research environment. Consideration of applications will begin March 1 and continue until suitable candidates have been identified. Applicants should submit a curriculum vitae, a description of research interests and philosophy, a statement of teaching interests and philosophy, selected reprints of publications, and should arrange for three confidential letters of recommendation to be sent to Chair, Psychology of Language Search Committee Department of Psychology McGill University 1205 Dr. Penfield Avenue Montreal, Quebec, Canada H3A 1B1. All qualified candidates are encouraged to apply, however Canadians and permanent residents will be given priority. Psychology Department phone: (514) 398-6022 McGill University fax: (514) 398-4896 1205 Docteur Penfield Ave. Montreal, Quebec Canada H3A 1B1 From macw at cmu.edu Sat Feb 23 19:00:08 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 23 Feb 2002 14:00:08 -0500 Subject: Audio data Message-ID: Dear Info-CHILDES, It appears that Kelley Sacco has now digitized all of the audio data for English corpora that she and I have been able to obtain. In a few cases, the tapes are still out there, but in many cases they have been lost. So, I think it is now time for us to move on to the digitization of non-English corpora, assuming that we have done the best we can with English. If you look at the corpora at http://childes.psy.cmu.edu/media/ you will find that most of the corpora are linked to the audio. However, the corpora for Florianopolis and Gleason are not yet linked. We also have about 8 other unlinked English corpora that we are not mounting on the web, but are holding back until they are requested or until they are linked. Please note that it is also possible to specify that some audio corpora cannot be made accessible over the web if there are problems with confidentiality. However, currently no corpora have been restricted on these grounds. Susanne Miyata, Leonor Scliar-Cabral, Therese LeNormand, and Virginia Yip and Steven Matthews, have contributed audio data for their transcripts from Japanese, Portuguese, French (language disorders), and Cantonese. However, we have no audio yet for languages like Dutch, German, and Spanish, despite the fact that we have many huge corpora. So, I think it is now time to move on to this next important step. In the ideal world, some of you may have already created digitized audio files from your audiotapes. However, in the real world, we (actually Kelley with my input) are willing to do this digitization work at CMU. We have taperecorders that can play all manner of reel-to-reel, DAT, and cassette formats. The only format I would like to avoid for now is trying to extract audio from videotapes. Over the next months, I may begin to contact contributors individually. However, it would be easier if you could think about this already and even write to me before I contact you. The CHILDES grant can pay the costs of shipping the audiotapes. It will also often be necessary to make a copy, just to guard against the possibility that the tapes would get lost in the mail, although this has never yet happened. Many thanks. --Brian MacWhinney From mewssls2 at fs1.ed.man.ac.uk Tue Feb 26 14:55:39 2002 From: mewssls2 at fs1.ed.man.ac.uk (Ludovica Serratrice) Date: Tue, 26 Feb 2002 14:55:39 GMT Subject: input Message-ID: Dear All, is anyone aware of any research in lexical, syntactic, and pragmatic differences between the speech addressed to English-speaking 4-, 5-, and 6-year-olds by their primary school teachers? I would be very grateful for any useful pointers. Thanks in advance. Ludovica Serratrice Dr Ludovica Serratrice ESRC Fellow The University of Manchester School of Education Human Communication and Deafness Oxford Road, Manchester M13 9PL Tel: 0161-275 3405 Fax: 0161-275 3932 email: Serratrice at man.ac.uk www: http://www.hcd.man.ac.uk/homepages/lserratrice.htm From barcroft at artsci.wustl.edu Tue Feb 26 17:34:23 2002 From: barcroft at artsci.wustl.edu (Joe Barcroft) Date: Tue, 26 Feb 2002 09:34:23 -0800 Subject: reference request: ESL learner errors In-Reply-To: Message-ID: Dear Colleagues: Is anyone aware of research focused on identifying the most frequent/persistent types of grammatical errors of generally proficient (intermediate, high-intermediate, advanced) learners of English as a second language? Any references on this issue would be greatly appreciated. Please reply to me directly. Best, Joe Barcroft Washington University From ldt207 at nyu.edu Tue Feb 26 15:57:05 2002 From: ldt207 at nyu.edu (Lisa D Tafuro) Date: Tue, 26 Feb 2002 10:57:05 -0500 Subject: china adoptees Message-ID: Hello All, I'm interested in learning more about the potential language disorders observed in young adopteees of The People's Rupublic of China by English speaking families. Several anectodal reports suggest widespread difficulty with morphological acquisiton, varying with age of adoption, etc. I would appreciate any information or references that you may be aware of. Fondly, Lisa D. Tafuro Dept of Speech Pathology & Audiology School of Education New York University 212.998.5695 From ks7t at andrew.cmu.edu Tue Feb 26 16:20:28 2002 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 26 Feb 2002 11:20:28 -0500 Subject: test Message-ID: This is just a server test. Please ignore this message. Thank you, Kelley From barcroft at artsci.wustl.edu Tue Feb 26 19:15:15 2002 From: barcroft at artsci.wustl.edu (Joe Barcroft) Date: Tue, 26 Feb 2002 11:15:15 -0800 Subject: clarification Message-ID: Dear Colleagues: Regarding the earlier request for research on ESL learner errors, we would be interested in studies on ESL learners from any single L1 as well as studies that systematically look at ESL learners from different L1s. Thank you, Joe Barcroft Washington University From macw at cmu.edu Wed Feb 27 00:46:20 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 26 Feb 2002 19:46:20 -0500 Subject: Stanford Child Language Research Forum 2002 Message-ID: April 12-13, 2002 (Friday evening-Saturday) STANFORD CHILD LANGUAGE RESEARCH FORUM "SPACE IN LANGUAGE - LOCATION, MOTION, PATH, AND MANNER" See the 2002 program at: www-csli.stanford.edu/~clrf (also maps, transportation, and hotel information) REGISTER soon for this year's CLRF meeting: 1. Preregistration: $50 for non-students, $20 for students. Send cheque made out to "CLRF-2002" by March 20th, 2002, to: CLRF-2002, Department of Linguistics, Stanford University, Stanford, CA 94305-2150, USA Please include your name and affiliation. 2. Walk-in registration: $60 for non-students, $30 for students. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Eve V. Clark Professor of Linguistics & Symbolic Systems Department of Linguistics Stanford University Stanford, CA 94305-2150 USA Tel. 650 / 723-4284 (725-1563) Fax. 650 / 723-5666 EM: eclark at psych.stanford.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From hualin at usc.edu Wed Feb 27 06:21:46 2002 From: hualin at usc.edu (Hua Lin) Date: Tue, 26 Feb 2002 22:21:46 -0800 Subject: Ask for references Message-ID: Hello, my name is Lin and I am a graduate student of Linguistics in USC (university of southern California). I am currently taking a course of child language acquisition and trying to do some research. I am interested in acquisition of resultative verb compound, BA-construction and causative constructions in Chinese. I am wondering if anyone could give me some reference/ previous studies on this area. Thank you very much. Best, Hua Lin hualin at usc.edu From rlhtlee at moscow.cityu.edu.hk Wed Feb 27 15:17:34 2002 From: rlhtlee at moscow.cityu.edu.hk (Thomas Hun-tak Lee) Date: Wed, 27 Feb 2002 23:17:34 +0800 Subject: Ask for references Message-ID: Dear Lin, Below are some references i'm aware of on Ba sentences: Cheung, Hintat (1992) The Acquisition of BA in Mandarin. Doctoral dissertation. University of Kansas. Li, Ping (1991) 'zai and ba constructions in child Mandarin', CRL Newsletter (vol 5, no. 5) San Diego, CA: University of California, San Diego. The following are related to verb causativity and result: Cheung, Hintat and Li Hsieh (1997) "Learning a new verb in Mandarin chinese: the effects of affectness condition and phonological shape", Journal of Chinese Linguistics vol. 25, no. 1 Cheung, Sik Lee (1990) "The acquisition of locative constructions in Cantonese" Papers and Reports in Child Language Development 29. Cheung, Sik Lee (1991) "The notion of result in Cantonese children" Papers and Reports in Child Language Development 30. Cheung, Sik Lee (1998) "Causative verbs in child Cantonese"(?) in Eve Clark (ed) Proceedings of the 29th Child Language Research Forum. Stanford: CSLI. Hope this information will be of help. best, thomas lee ----- Original Message ----- From: Hua Lin To: Sent: Wednesday, February 27, 2002 2:21 PM Subject: Ask for references Hello, my name is Lin and I am a graduate student of Linguistics in USC (university of southern California). I am currently taking a course of child language acquisition and trying to do some research. I am interested in acquisition of resultative verb compound, BA-construction and causative constructions in Chinese. I am wondering if anyone could give me some reference/ previous studies on this area. Thank you very much. Best, Hua Lin hualin at usc.edu From pli at richmond.edu Wed Feb 27 15:24:53 2002 From: pli at richmond.edu (Ping Li) Date: Wed, 27 Feb 2002 10:24:53 -0500 Subject: Ask for references Message-ID: Hi Lin, The Li (1991) article that Thomas Lee mentioned was revised and appeared in: Li, P. (1993). The acquisition of the ZAI and BA constructions in Mandarin Chinese. In: J.C.P. Liang & R.P.E. Sybesma (eds.) From classical 'F?' to 'Three inches high': Studies on Chinese in honor of Erik Z?rcher. Leuven/Apeldoorn: Garant Publishers, 103-120. The following articles/book might also be interesting to you regarding the acquisition of resultative verb compounds: Li, P. & Bowerman, M. (1998). The acquisition of grammatical and lexical aspect in Chinese. First Language, 18, 311-350. Klein, W., Li, P., & Hendriks, H. (2000). Aspect and assertion in Mandarin Chinese. Natural Language and Linguistic Theory, 18, 723-770. Li, P., & Shirai, Y. (2000). The acquisition of lexical and grammatical aspect. Berlin & New York: Mouton de Gruyter. Some of the articles can be requested through our website: http://cogsci.richmond.edu/ Good luck! Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- >Dear Lin, > >Below are some references i'm aware of on Ba sentences: > >Cheung, Hintat (1992) The Acquisition of BA in Mandarin. Doctoral >dissertation. University of >Kansas. > >Li, Ping (1991) 'zai and ba constructions in child Mandarin', CRL >Newsletter (vol 5, no. 5) > San Diego, CA: University of California, San Diego. > >The following are related to verb causativity and result: > >Cheung, Hintat and Li Hsieh (1997) "Learning a new verb in Mandarin chinese: >the effects of affectness condition and phonological shape", Journal >of Chinese Linguistics vol. 25, >no. 1 > >Cheung, Sik Lee (1990) "The acquisition of locative constructions in >Cantonese" > Papers and Reports in Child Language Development 29. > >Cheung, Sik Lee (1991) "The notion of result in Cantonese children" > Papers and Reports in Child Language Development 30. > >Cheung, Sik Lee (1998) "Causative verbs in child Cantonese"(?) in >Eve Clark (ed) >Proceedings of the 29th Child Language Research Forum. Stanford: CSLI. > >Hope this information will be of help. > >best, thomas lee > > >----- Original Message ----- >From: Hua Lin >To: >Sent: Wednesday, February 27, 2002 2:21 PM >Subject: Ask for references > > >Hello, my name is Lin and I am a graduate student of Linguistics in USC >(university of southern California). >I am currently taking a course of child language acquisition and trying to >do some research. I am interested in acquisition of resultative verb >compound, BA-construction and causative constructions in Chinese. I am >wondering if anyone could give me some reference/ previous studies on this >area. >Thank you very much. > > >Best, >Hua Lin >hualin at usc.edu