From josie.bernicot at mshs.univ-poitiers.fr Mon Jan 7 08:12:54 2002 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Mon, 7 Jan 2002 09:12:54 +0100 Subject: Position for French-speaking people Message-ID: ANNOUNCEMENT POSITION FOR FRENCH-SPEAKING PEOPLE L'Université de Poitiers dispose d'un poste d'enseignant-chercheur associé. Grade: Professeur ou Maître de Conférence (pour ce poste l'Université souhaite recruter un(e) collègue n'ayant pas la nationalité française) Période: Septembre 2002-Août 2003 (éventuellement renouvelable 1 an) Discipline: Psychologie du développement Activité d'enseignement: entre 150h et 192h annuelles à tous les niveaux d'enseignement (Deug, Licence, Maîtrise, DEA et DESS). Le/la collègue recruté(e) doit être capable d'enseigner en langue française. Activité de recherche: il est souhaité que le/la collègue recruté(e) puisse collaborer à des programmes de recherche de l'Université de Poitiers. Salaire mensuel (assurances sociales comprises): Professeur associé: environ 4000 euros par mois Maître de Conférence associé: entre 2000 et 3000 euros par mois selon l'expérience Date du concours: entre Mars 2002 et Juin 2002 Renseignements et candidatures: contacter Pr. Josie Bernicot Laboratoire de Psychologie Langage et Cognition (LaCo) - Universite de Poitiers - UMR CNRS 6096 MSHS - 99, avenue du Recteur Pineau F-86022 POITIERS CEDEX - France email: josie.bernicot at mshs.univ-poitiers.fr Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 Fax: +33 (0)5.49.45.46.16 (from abroad : Dial 5 instead of 05) From h.vanderlely at ucl.ac.uk Mon Jan 7 10:09:47 2002 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 7 Jan 2002 10:09:47 +0000 Subject: Post-Doctoral opening Message-ID: An HTML attachment was scrubbed... URL: From Jean-Pierre.Chevrot at u-grenoble3.fr Mon Jan 7 10:46:57 2002 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Mon, 7 Jan 2002 11:46:57 +0100 Subject: Past tense in L2 acquisition Message-ID: Dear all One of my students is interested in the learning of the past tense in English as second language (by French learners). One of her goals is to consider the effect of the school learning of the rule on the patterns of regularization. She has tried to get some references but she only managed to obtain the papers related to the acquisition of the past tense in English as first language. Please, do you know some references about the learning of past tense *in second language acquisition* ? Thanks for your help. Jean-Pierre Chevrot Jean-Pierre Chevrot, Université Stendhal-Grenoble 3, BP 25, 38 240 Grenoble Cedex, France. From vhouwer at uia.ac.be Mon Jan 7 10:18:33 2002 From: vhouwer at uia.ac.be (Annick.DeHouwer) Date: Mon, 7 Jan 2002 12:18:33 +0200 Subject: Past tense in L2 acquisition Message-ID: Dear Jean-Pierre, Suzanne Schlyter at Lund University has done some work on aspect/tense acquisition in Swedish-French bilingual children. Perhaps that could be a start. see: Schlyter, Suzanne, 1990. 'The acquisition of tense and aspect'. In: Meisel, ed., 1990, pp. 87-122. (Meisel, Jürgen, ed., 1990. Two First Languages - Early Grammatical Development in Bilingual Children, Dordrecht: Foris publications.) Schlyter, Suzanne, 1995. Formes verbales du passé dans des interactions en langue forte et en langue faible. AILE (Acquisition et Interaction en Langue Etrangère) 6: 129-152. Best regards, Annick De Houwer At 11:46 7/1/02 +0100, Jean Pierre Chevrot wrote: >Dear all >One of my students is interested in the learning of the past tense in >English as second language (by French learners). One of her goals is to >consider the effect of the school learning of the rule on the patterns of >regularization. She has tried to get some references >but she only managed to obtain the papers related to the acquisition of the >past tense in English as first language. >Please, do you know some references about the learning of past tense *in >second language acquisition* ? >Thanks for your help. >Jean-Pierre Chevrot > >Jean-Pierre Chevrot, Université Stendhal-Grenoble 3, BP 25, 38 240 Grenoble >Cedex, France. ............................................................................. Annick De Houwer, PhD Associate Professor Faculty of Political and Social Sciences PSW University of Antwerp UIA Universiteitsplein 1 B2610-Antwerpen Belgium tel ++32-3-8202863 fax ++32-3-8202882 annick.dehouwer at ua.ac.be ............................................................................ From jschaef at bgumail.bgu.ac.il Mon Jan 7 12:53:54 2002 From: jschaef at bgumail.bgu.ac.il (Jeannette Schaeffer) Date: Mon, 7 Jan 2002 14:53:54 +0200 Subject: ACQUISITION OF ADJECTIVES Message-ID: Dear colleagues, I am supposed to teach a course on the (first language) acquisition of adjectives within a generative framework next semester. It's a course for 2nd and 3rd year undergraduate students. Do you have any suggestions as to which papers/articles I could/should discuss? Thank you very much in advance! Jeannette Schaeffer ----------------------------------------------------------------------------- Jeannette Schaeffer, Ph.D. Department of Foreign Literatures and Linguistics Ben-Gurion University of the Negev P.O. Box 653 Be'er Sheva 84105 ISRAEL Phone: +972-8-646 1118 Fax: +972-8-647 2907 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wsnyder at uconnvm.uconn.edu Mon Jan 7 13:59:51 2002 From: wsnyder at uconnvm.uconn.edu (William B. Snyder) Date: Mon, 7 Jan 2002 08:59:51 -0500 Subject: ACQUISITION OF ADJECTIVES In-Reply-To: <007c01c1977a$5d18df80$1f464884@bgu.ac.il> Message-ID: Dear Jeannette, I have a (co-authored) paper that's about to appear in _Language Acquisition_, and might be suitable for your class: Snyder, William, Ann Senghas, and Kelly Inman (in press) Agreement morphology and the acquisition of noun-drop in Spanish. _Language Acquisition_. The paper concerns the idea (promoted by Borer 1986, and still popular in the Generative literature) that syntactic variation can be reduced to variation in overt morphological paradigms. We argue against this idea in the particular case of Spanish "noun-drop" (e.g. _el rojo_ 'the red', for English _the red one_). In a case study of a Spanish-learning child, we show that the potentially relevant morphological paradigms (gender- and number-marking on the adjective and determiner) are all mastered significantly earlier (by binomial test) than noun-drop. For a period of about four months, the child consistently supplies an overt noun, where an adult (or she herself, slightly later) would omit the noun most of the time. Hence, rich agreement morphology on adjectives/determiners *isn't* sufficient to make noun-drop grammatical in the language. Anyhow, I'll be happy to pass along a preprint if you're interested. Best wishes, William Prof. William B. Snyder Department of Linguistics University of Connecticut On Mon, 7 Jan 2002, Jeannette Schaeffer wrote: > Dear colleagues, > > I am supposed to teach a course on the (first language) acquisition of > adjectives within a generative framework next semester. It's a course > for 2nd and 3rd year undergraduate students. Do you have any > suggestions as to which papers/articles I could/should discuss? > > Thank you very much in advance! > > Jeannette Schaeffer > > ----------------------------------------------------------------------------- > Jeannette Schaeffer, Ph.D. > Department of Foreign Literatures and Linguistics > Ben-Gurion University of the Negev > P.O. Box 653 > Be'er Sheva 84105 > ISRAEL > Phone: +972-8-646 1118 > Fax: +972-8-647 2907 From ahousen at vub.ac.be Mon Jan 7 15:39:42 2002 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 7 Jan 2002 16:39:42 +0100 Subject: Past tense in L2 acquisition Message-ID: General overviews of the development of past and other verb tenses in L2 acquisition can be found in: Andersen, R. & Shirai, Y. 1996. "The primacy of aspect in first and second language acquisition: The pidgin-creole connection". In Handbook of Second Language Acquisition, W. Ritchie & T. Bhatia, 527-570. London, Academic Press. Bardovi-Harlig, K. (1999)." From morpheme studies to temporal semantics: Tense-aspect research in SLA: The state of the art". Studies in Second-Language Acquisition, 21. Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell. Recent publications (including some of my own) dealing with the L2 acquisition of past tense in English in a school context include: Salaberry, R. (2000). "The acquisition of English Past tense in an instructional setting: Irregular and frequent morphology". System, 28(1), 135-152. Housen, A. (1998) "Le processus de grammaticalisation dans le domaine de la temporalité et le développement de l'interlangue", Travaux de Linguistique, 36, pp. 209-222. Housen, A. (2000) "Verb semantics and the acquisition of Tense-Aspect Morphology in English", Studia Linguistica, 54, 2, 249-259. Housen, A. (2002). "A corpus-based study of the L2-acquisition of the English verb system", in Computer Learner Corpora, Second Language Acquisition and Foreign Language Learning, S. Granger, J. Hung & S. Petch-Tyson (eds). London: John Benjamins. Best wishes, Alex Housen >Dear all >One of my students is interested in the learning of the past tense in >English as second language (by French learners). One of her goals is to >consider the effect of the school learning of the rule on the patterns of >regularization. She has tried to get some references >but she only managed to obtain the papers related to the acquisition of the >past tense in English as first language. >Please, do you know some references about the learning of past tense *in >second language acquisition* ? >Thanks for your help. >Jean-Pierre Chevrot > >Jean-Pierre Chevrot, Université Stendhal-Grenoble 3, BP 25, 38 240 >Grenoble Cedex, France. -- -- Alex HOUSEN Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Pleinlaan 2, B-1050 Brussel, Belgium Tel: +32-(0)2-629.38.84 -------------- next part -------------- An HTML attachment was scrubbed... URL: From plahey at mindspring.com Mon Jan 7 17:13:33 2002 From: plahey at mindspring.com (Peg Lahey) Date: Mon, 7 Jan 2002 12:13:33 -0500 Subject: Scholarships Available Message-ID: Please pass on the following information to eligible students and to other colleagues working with doctoral students in children's language disorders. Last year we funded eight Bamford-Lahey Scholars from a large pool of excellent candidates; we look forward to hearing from many promising candidates this year. Thanks for your help. Peg Lahey BAMFORD-LAHEY SCHOLAR AWARDS OF UP TO $10,000 AVAILABLE FOR 2002-2003: APPLICATIONS DUE APRIL 1, 2002 The Bamford-Lahey Children's Foundation is again pleased to announce the availability of scholarship funds of up to $10,000 a year per recipient for doctoral students specializing in children's language disorders. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. Criteria for selecting scholars will include an evaluation of the applicant's ability to complete the doctoral program and the potential promise of the candidate as a teacher-investigator who will contribute to both educating clinicians and to our knowledge of the field of children's language disorders. Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic of the dissertation is related to the objectives of the foundation. The scholarship funds are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicants may request any amount of funds up to $10,000. In order to apply, applicants should: Be accepted in a doctoral program at an accredited university that offers a major in children's language disorders including an emphasis on research skills a.. Be able to demonstrate the ability to complete such a program b.. Plan to specialize in children's language disorders during their study c.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university d.. Hold CCC-SLP from ASHA or comparable certification from another country. Students who are thinking of applying should immediately request sealed copies of official transcripts from colleges attended so the transcripts will be received in time to include with their application. Further information and instructions can be found on the Foundation Website www.bamford-lahey.org. Applications can be downloaded from the same site. There are some changes in application and instructions from those posted for last year's awards. Deadline for reception of completed applications (including transcripts and recommendations) is April 1, 2002 Margaret Lahey, President Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at giccs.georgetown.edu Mon Jan 7 17:51:18 2002 From: michael at giccs.georgetown.edu (Michael Ullman) Date: Mon, 7 Jan 2002 12:51:18 -0500 Subject: Past tense in L2 acquisition In-Reply-To: <4.2.0.58.20020107114118.0098f2b0@pop.u-grenoble3.fr> Message-ID: At 11:46 AM +0100 1/7/02, Jean Pierre Chevrot wrote: >Dear all >One of my students is interested in the learning of the past tense in >English as second language (by French learners). One of her goals is to >consider the effect of the school learning of the rule on the patterns of >regularization. She has tried to get some references >but she only managed to obtain the papers related to the acquisition of the >past tense in English as first language. >Please, do you know some references about the learning of past tense *in >second language acquisition* ? >Thanks for your help. >Jean-Pierre Chevrot > >Jean-Pierre Chevrot, Université Stendhal-Grenoble 3, BP 25, 38 240 >Grenoble Cedex, France. Claudia Brovetto, a graduate student in my lab, and I recently examined regular and irregular past-tense and plural English morphology (morpho-phonology) in late Spanish and Chinese learners of English. We had hypothesized, and we found, that whereas L1 English speakers would show past-tense frequency effects for irregular but not regular forms, L2 English speakers would show frequency effects for both past tense types. We take these data as support for the dual-system view that in L1 regular past-tense forms are real-time rule-products and irregular past-tense representations are memory-retrieved, whereas in L2 representations of both types of past-tenses are memorized - because of a critical/sensitive-period related difficulty at learning rules, forcing learners to rely on memorization. Below are two references, one related to this study, and the other a theory paper discussing the issues. I would be happy to email them (as pdfs) to anyone who is interested. Brovetto, C., & Ullman, M. T. (2001). First vs. second language: A differential reliance on grammatical computations and lexical memory, Proceedings of the Fourteenth Annual CUNY Conference on Human Sentence Processing (Vol. 14). Philadelphia, PA: CUNY Graduate School and University Center. Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism: Language and Cognition, 4(1), 105-122. Best, Michael Ullman ********************************************************** PLEASE NOTE MY NEW EMAIL ADDRESS: MICHAEL at GEORGETOWN.EDU Michael Ullman, PhD Assistant Professor Director, Brain and Language Laboratory Department of Neuroscience and Departments of Linguistics, Psychology and Neurology Georgetown University Mailing Address: Department of Neuroscience New Research Building 3900 Reservoir Rd, NW Georgetown University Washington DC 20007 Email: michael at georgetown.edu Tel: Office: 202-687-6064 Lab: 202-687-6896 Fax: 202-687-6914 Brain and Language Lab Home Page: http://www.giccs.georgetown.edu/labs/ullman/ ********************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve at psyche.mit.edu Tue Jan 8 01:34:53 2002 From: steve at psyche.mit.edu (Steven Pinker) Date: Mon, 7 Jan 2002 20:34:53 -0500 Subject: Past tense in L2 acquisition In-Reply-To: <4.2.0.58.20020107114118.0098f2b0@pop.u-grenoble3.fr> Message-ID: In addition to Michael Ullman's study, David Birdsong and Jim Flege have investigated the question: Birdsong, D. & Flege, J. E. (2001) Regular-irregular dissociations in the acquisition of English as a second language. In BUCLD 25: Proceedings of the 25th Annual Boston University Conference on Language Development (pp. 123-132). Boston, MA: Cascadilla Press. From sqb4972 at nyu.edu Tue Jan 8 04:28:43 2002 From: sqb4972 at nyu.edu (Shoba Bandi-Rao) Date: Mon, 7 Jan 2002 23:28:43 -0500 Subject: Past tense in L2 acquisition Message-ID: SOME MORE ADDITIONS TO YOUR LIST... BECK'S STUDY DOES NOT FOCUS ON FRENCH L2 LEARNERS BUT DOES ADDRESS THE INFLUENCE OF CLASSROOM LEARNING ON THE FREQUENCY EFFECTS ON IRREGULAR VERBS. Beck, M. L. (1997). Regular verbs, past tense and frequency: tracking down a potential source of NS/NNS competence differences. Second Language Research, 13(2), 93-115. BORDEN'S AND MY OWN STUDY ADDRESS THE ACQUISITION OF THE PAST TENSE IN L2. Borden, D. S. (1994). Non-native speakers of English and denominal regularization. Ph. D Thesis. University of Texas, Denton. Bandi-Rao, S. (2001). Inflecting denominal verbs: The role of semantics. Paper presented at the Twenty-Sixth Annual BUCLD, Boston, November 3. FROM A DISCOURSE PERSPECTIVE, HERE ARE THE FOLLOWING... Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20. Wolfram, W. (1985). Variability in tense marking: A case for the obvious. Language Learning, 35(2), 229-253. PART OF THIS STUDY ADDRESSES THE SIMPLE PAST TENSE IN L2 AS WELL. Bailey, N. (1987). The importance of meaning over form in L2 system building: An unresolved issue. Ph. D. Thesis. Graduate Center, City University of New York. Best, Shoba ************************************************************ Shoba Bandi Rao Doctoral Student/ Applied Linguistics New York University Work: (212) 998-5685 http://pages.nyu.edu/~sqb4972 ************************************************* ----- Original Message ----- From: Jean Pierre Chevrot Date: Monday, January 7, 2002 5:46 am Subject: Past tense in L2 acquisition > Dear all > One of my students is interested in the learning of the past tense in > English as second language (by French learners). One of her goals > is to > consider the effect of the school learning of the rule on the > patterns of > regularization. She has tried to get some references > but she only managed to obtain the papers related to the > acquisition of the > past tense in English as first language. > Please, do you know some references about the learning of past > tense *in > second language acquisition* ? > Thanks for your help. > Jean-Pierre Chevrot > > Jean-Pierre Chevrot, Université Stendhal-Grenoble 3, BP 25, 38 240 > Grenoble > Cedex, France. > > > > From Jussi.Niemi at Joensuu.FI Tue Jan 8 09:19:29 2002 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Tue, 8 Jan 2002 11:19:29 +0200 Subject: Past tense in L2 acquisition In-Reply-To: Message-ID: A Fenno-Ugrian perspective on past tense acquisition in L2 is given by: H. Riionheimo: Morphological attrition and interference in language contact: Sketching a framework. In: J. Niemi, T. Odlin and J. Heikkinen (1998, eds.), Language Contact, Variation, and Change. Studies in Languages 32, University of Joensuu (Pp. 246-268.) (see my webpage for further information on the series). -- Jussi Niemi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (personal mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From E.J.MARSDEN at soton.ac.uk Tue Jan 8 14:39:44 2002 From: E.J.MARSDEN at soton.ac.uk (Emma Marsden) Date: Tue, 8 Jan 2002 14:39:44 +0000 Subject: contacts Message-ID: Could anybody point us in the direction of researchers who have used CHAT / CLAN specifically for FRENCH SECOND language acquisition, and preferably (though not necessarily) for learners aged 11/12+. We would be very grateful for any pointers. (trawling through names from the website list was proving too laborious...) Thank you very much Regards Emma ---------------------- Emma Marsden Research and Graduate School of Education Building 34 Faculty of Social Sciences University of Southampton Highfield Southampton SO17 1BJ tel: 02380 593768 ejm2 at soton.ac.uk From weist at fredonia.edu Tue Jan 8 20:41:06 2002 From: weist at fredonia.edu (Richard M. Weist) Date: Tue, 8 Jan 2002 15:41:06 -0500 Subject: Past tense in L2 acquisition Message-ID: Dear Jean Pierre, One of the most extensive studies of temporal reference in L2 was published as part of the Studies in Bilingualism. The reference is as follows: Deitrich, R., Klein, W., & Noyau, C. (1995). The acquisition of temporality in a second language. Amsterdam: John Benjamins. This book contains considerable cross-linguistic perspective including the acquisition of French. The second book that I recommend is now in press. The reference is as follows: Salaberry, R. & Shirai, Y. (in press). Tense-aspect morphology in L2 acquisition. Amsterdam: John Benjamins. Regards, Richard M. Weist SUNY Fredonia Jean Pierre Chevrot wrote: > Dear all > One of my students is interested in the learning of the past tense in > English as second language (by French learners). One of her goals is to > consider the effect of the school learning of the rule on the patterns of > regularization. She has tried to get some references > but she only managed to obtain the papers related to the acquisition of the > past tense in English as first language. > Please, do you know some references about the learning of past tense *in > second language acquisition* ? > Thanks for your help. > Jean-Pierre Chevrot > > Jean-Pierre Chevrot, Université Stendhal-Grenoble 3, BP 25, 38 240 Grenoble > Cedex, France. From cchaney at sfsu.edu Tue Jan 8 21:56:17 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 8 Jan 2002 13:56:17 -0800 Subject: Instructor needed for spring semester Message-ID: Wanted: Teacher of Applied Linguistics The Speech and Communication Studies Department at San Francisco State University is seeking a teacher of applied linguistics for the spring semester, beginning January 21, 2002. M. A. or Ph.D. required. To apply, please send a vita (including teaching experience) and names of three references we may contact to: Dr. Joe Tuman, Chair of the Hiring Committee College of Humanities, SFSU 1600 Holloway Avenue San Francisco, CA 94132 fax: 415-338-7030 Course to be Taught: SPCH 331. Verbal and Nonverbal Symbols A survey course in applied linguistics for communication majors, including introductions to phonology, morphology, syntax, semantics, and pragmatics. Additional topics include: variation in language use due to dialect and gender, nonverbal communication, sign languages, animal communication. For additional info, e-mail Carolyn Chaney. (cchaney at sfsu.edu) From cchaney at sfsu.edu Tue Jan 8 21:57:43 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 8 Jan 2002 13:57:43 -0800 Subject: Keli Yerian Message-ID: I've lost touch with Keli Yerian...does anyone have her current e-mail address or phone number? Carolyn Chaney cchaney at sfsu.edu From C.C.Levelt at let.leidenuniv.nl Thu Jan 10 08:47:03 2002 From: C.C.Levelt at let.leidenuniv.nl (C.C. Levelt) Date: Thu, 10 Jan 2002 09:47:03 +0100 Subject: post-doc position Message-ID: We are looking for somebody who would be interested in a 16-month post-doc position at the Free University of Amsterdam, starting as soon as possible. The research project is on Optimality Theory and child language phonology. The applicant should preferably have a background in both areas. Claartje Levelt, Leiden University Geert Booij, Free University of Amsterdam For more information please contact Claartje Levelt e-mail: c.c.levelt at let.leidenuniv.nl phone: #31-71-5272103 From olivier.crouzet at free.fr Thu Jan 10 16:01:30 2002 From: olivier.crouzet at free.fr (Olivier Crouzet) Date: Thu, 10 Jan 2002 16:01:30 +0000 Subject: Looking for French CHILDES recordings desperately Message-ID: Dear all, As part of an ongoing HFSP project entitled 'Multiple-Cue Integration in Language Acquisition: Mechanisms and Neural Correlates' (http://cnl.psych.cornell.edu/mcila) directed by Morten Christiansen (USA) and including teams from the UK (Nick Chater), Japan (Mieko Ogura) and France (Peter Ford Dominey), we are looking for recordings of the French corpora available in the CHILDES database. Our aim is to perform phonemic transcriptions of the adult speech along with temporal alignment of markers and acoustic signal analyses (duration, intonation, ...). We are interested in the monolingual French corpora (Leveille, Champaud, Rondal, Montreal). We are looking for any type of available recordings (audio or video tapes, analogic or digital format) and could do with sparse data. If someone has got any information with respect to where these may be accessed, please let us know. Thanking you in advance for your help. Yours sincerely. Olivier Crouzet -- Olivier Crouzet, Ph.D. Institut des Sciences Cognitives UMR 5015 CNRS-Université Claude Bernard Lyon 1 67, boulevard Pinel 69675 BRON cedex France phone: (+33) 04 37 91 12 13 fax: (+33) 04 37 91 12 10 e-mail: olivier.crouzet at isc.cnrs.fr http://www.isc.cnrs.fr http://olivier.crouzet.free.fr From Johanne.Paradis at ualberta.ca Thu Jan 10 16:11:34 2002 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Thu, 10 Jan 2002 10:11:34 -0600 Subject: position announcement Message-ID: FACULTY OF ARTS University of Alberta Chair, Department of Linguistics The Faculty of Arts, University of Alberta, invites applications and nominations for the position of Chair of the Department of Linguistics. This tenured appointment will be made at the rank of senior Associate or full Professor, and will normally be for a five-year term, effective on or after July 1, 2002. The floor of the 2001-02 salary scale for the rank of Professor is $70,183. Applicants should have a distinguished record of scholarship and professional achievement in experimental or theoretical linguistics. Full consideration will be given to all candidates with specializations compatible with, or complementary to, any of the continuing research strengths of the department. The successful candidate will also possess strong teaching, administrative and leadership abilities. The Department of Linguistics has been recognized as one of the University's emerging areas of research excellence. Extensive collaboration exists among researchers pursuing experimentation, fieldwork, and linguistic theory, as well as collaboration with allied fields in the cognitive science domain. Department members are engaged in ongoing research, much of it grant-funded, in experimental phonetics; phonology; syntax and semantics; fieldwork in aboriginal languages; language acquisition; and psycholinguistic study of the mental lexicon. The Department offers both graduate (PhD and MSc) and undergraduate degrees, and values its reputation for excellence in teaching and graduate training. The Faculty of Arts is one of Canada's largest and most successful liberal arts teaching and research centres, with leading graduate programs in many areas. The Faculty is completing an extensive period of renewal and is committed to ensuring that its many new and projected hires reinforce the Faculty's lively and productive intellectual environment. To learn more about the Department of Linguistics and the Faculty of Arts, please visit our websites at www.arts.ualberta.ca/~linguist and www.humanities.ualberta.ca/arts. As part of the application, candidates should submit a current curriculum vitae, a brief outline of teaching and research interests, and should arrange for three letters of recommendation to be sent confidentially to: Linguistics Chair Selection Committee, Faculty of Arts, University of Alberta, Edmonton, AB, Canada T6G 2E5. Applications are encouraged from Canadians, Permanent Residents of Canada and non-Canadians and will be considered beginning January 31, 2002. The competition will remain open until a candidate is selected. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. The records arising from this competition will be managed in accordance with provisions of the Alberta Freedom of Information and Protection of Privacy Act (FOIPP). ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From pli at richmond.edu Thu Jan 10 20:16:37 2002 From: pli at richmond.edu (Ping Li) Date: Thu, 10 Jan 2002 15:16:37 -0500 Subject: positions in cognitive neuroscience of language Message-ID: Dear Colleagues, I am posting the following info for a colleague who is not on the list. Please address all inquiries to tanlh at hkucc.hku.hk. Thanks. 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/ ---------------------------------------------------------------------- Research Assistant Professorship and Post-doctoral Fellowships in Cognitive Neuroscience of Language Applications are invited for a research assistant professorship and two post-doctoral fellowships in Cognitive Neuroscience of Language, attached to the Laboratory for Language and Cognitive Neuroscience in the Department of Linguistics, tenable from as soon as possible, but in any case no later than 1 August, 2002. The appointments will be made on a 2-3 year fixed-term basis. The successful applicants will join our interdisciplinary group that employs state-of-the-art fMRI recording and analysis techniques as well as computational modeling to study topics in cognitive neuroscience of language processes. In addition to our resources and well developed plans for fMRI research at the University of Hong Kong, we are engaged in long-term collaborations with colleagues at Research Imaging Center at San Antonio, National Institutes of Health, University of Pittsburgh and the Key Laboratory of Cognitive Science and Learning of the Ministry of Education of China. Ample scanner time and training in fMRI techniques will be provided. The University of Hong Kong runs an active Cognitive Science undergraduate degree. The successful applicants may have the opportunity to contribute to the teaching of Linguistics and Cognitive Science at this university. Applicants should have a PhD in cognitive psychology, cognitive neuroscience, linguistics, or related fields. The appointments will be made usually on the first point of the 4-point salary scale: HK$542,520 - 660,240 per annum for the research assistant professor post and HK$378,240 - 497,580 per annum for the post-doctoral fellow post. For the research assistant professor post, a taxable financial subsidy fixed at HK$7,000 per month towards rented accommodation may be provided, subject to the Prevention of Double Housing Benefits Rules. At current rates, salaries tax will not exceed 15% of gross income. The appointments carry leave and medical benefits. Application forms (41/1000) can be obtained at https://extranet.hku.hk/apptunit/; or from the Appointments Unit (Senior), Registry, The University of Hong Kong, Hong Kong (Fax: (852) 2540 6735 or 2559 2058; E-mail: apptunit at reg.hku.hk). Applicants should submit cover letter, resume, and application form by March 30, 2002 to: Dr. Li-Hai Tan, Director, Laboratory for Language and Cognitive Neuroscience, Department of Linguistics and Cognitive Science Programme, University of Hong Kong, Hong Kong (email: tanlh at hku.hk). From elmodi72 at hotmail.com Fri Jan 11 18:15:23 2002 From: elmodi72 at hotmail.com (Sergio Enmanuel Cabrera Carrete) Date: Fri, 11 Jan 2002 19:15:23 +0100 Subject: I need information about prelocutive deafness and dementia Message-ID: Dear colleagues; my name is Sergio E. Cabrera, and i´m an educative psychologist from Spain. My speciality is deafness and aging. Now my partner and me are working in a specific program, cognitive stimulation or memories programs with deaf people( more than 70 years old). But we have a lot of problems because we haven´t information about dementia and the relation with deaf people. We want general information about memories programs, cognitive stimulation, Alzheimer, Pick etc. Thank you very much, and my e-mail is : elmodi72 at hotmail.com. _________________________________________________________________ MSN Photos es la manera más sencilla de compartir e imprimir sus fotos: http://photos.latam.msn.com/Support/WorldWide.aspx From macw at cmu.edu Sat Jan 12 02:33:48 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 11 Jan 2002 21:33:48 -0500 Subject: Paper deadline for IASCL 2002 in Madison Message-ID: Dear Info-CHILDES, Just a friendly reminder about the upcoming deadline for submission of papers to the joint IASCL (International Association for the Study of Child Language) and SRCLD (Society for Research in Child Language Development) meeting in Madison in July. The bad news is that the deadline is January 15 which is not too far away. The good news is that you only need to write up a 600 word summary. Please go to this homepage for an overview: http://www.waisman.wisc.edu/srcld/index.htm The details about the paper submission process are at: http://www.waisman.wisc.edu/srcld/pages/callforpapers1.htm You can also see the initial sketch of the program at http://www.waisman.wisc.edu/srcld/pages/program/papers.htm By browsing these abstracts, you can see that this will be a truly top-rate meeting with new data and ideas aboutmany of the core issues in language acquisition from radical Construction Grammar to stuttering, conflict talk, gestures, and liquids. If you anticipate any problems in making the January 15th abstract submission deadline, just send a note to jamie at srcld.waisman.wisc.edu Happy abstract writing, Brian MacWhinney (for IASCL) Jon Miller (for SRCLD) From macw at cmu.edu Sat Jan 12 02:53:32 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 11 Jan 2002 21:53:32 -0500 Subject: @ Message-ID: Dear Info-CHILDES, In my last message, I mentioned that anyone who had trouble with meeting the deadline should send mail to: jamie at srcld.waisman.wisc.edu I realize now that this is incorrect. The correct procedure is to send mail to "Jamie" at: srcld at waisman.wisc.edu Sorry about the confusion regarding the meaning of "at/@". --Brian MacWhinney From h.g.simonsen at ilf.uio.no Tue Jan 15 15:42:43 2002 From: h.g.simonsen at ilf.uio.no (Hanne Gram Simonsen) Date: Tue, 15 Jan 2002 16:42:43 +0100 Subject: Past Tense in L2 Acquisition In-Reply-To: Message-ID: Dear Jean-Pierre, Tatiana Chernigovskaya at St Petersburg University has done some work on L2 acquisition of Russian past tense by American learners. See f.ex. Tatiana Chernigvskaya & Kira Gor 2000: The complexity of paradigm and input frequency in native and second language verbal processing: Evidence from Russian. Language and Language Behavior 3-2, 2000, pp 20-37 Best wishes 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 Coreda at aol.com Mon Jan 14 18:05:35 2002 From: Coreda at aol.com (Coreda at aol.com) Date: Mon, 14 Jan 2002 13:05:35 EST Subject: Stackhouse - Address? Message-ID: Hello - I am looking for a current e-mail address for Joy Stackhouse. Can someone help me with this? Thank you. Cynthia Core -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Fri Jan 18 17:28:12 2002 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 18 Jan 2002 12:28:12 -0500 Subject: Linguistic criteria for diagnosing Turkish children with SLI Message-ID: ------- Forwarded Message Follows ------- From: info-childes at mail.talkbank.org To: Subject: Re: Linguistic criteria for diagnosing Turkish children with SLI Date: Thu, 17 Jan 2002 10:40:33 -0500 >Dear Colleagues, > >in Germany preschools for children with SLI are taking in more and >more bilingual children who learn German as their second language. >In order to find out whether these children also have a problem with >their first language we ask native speakers for an evaluation of >children's linguistic skills. Unfortunately, most of these native >speakers - the majority is studying linguistics - have not (yet) had >any experience in doing diagnostics in their mother tongue. > >Currently we are looking for a list of linguistic criteria to diagnose >Turkish children, in particular a list of typical errors of Turkish-speaking >children with SLI ? > >Any suggestion is greatly appreciated. We will, of course, share all >information with you. > >Katrin Lindner > > >Dr. Katrin Lindner >Institut fuer Deutsche Philologie >Universitaet Muenchen >Schellingstr. 3 >D 80799 Muenchen >Germany > >Tel. 0049 89 2180 2917 (office) >Fax 0049 89 2180 3871 >Tel 0049 89 438562 (home) From Jean-Pierre.Chevrot at u-grenoble3.fr Thu Jan 24 12:19:15 2002 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Thu, 24 Jan 2002 13:19:15 +0100 Subject: Past tense in SLA Message-ID: Dear all, Thank you for your help and answers to our request for references concerning the acquisition of English past tenses in L2. This will help us to organize our work properly.You will find below a list of the references that we have received. Jean-Pierre Chevrot and Carolyne Petit. ***** List of references ************* Andersen, R. & Shirai, Y. 1996. "The primacy of aspect in first and second language acquisition: The pidgin-creole connection". In Handbook of Second Language Acquisition, W. Ritchie & T. Bhatia, 527-570. London, Academic Press. Bailey, N. (1987). The importance of meaning over form in L2 system building: An unresolved issue. Ph. D. Thesis. Graduate Center, City University of New York. Bardovi-Harlig, K. (1999)." From morpheme studies to temporal semantics: Tense-aspect research in SLA: The state of the art". Studies in Second-Language Acquisition, 21. Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell (one chapter on the influence of instruction). Beck, M. L. (1997). Regular verbs, past tense and frequency: tracking down a potential source of NS/NNS competence differences. Second Language Research, 13(2), 93-115 (influence of classroom learning on the frequency effects on irregular verbs) Birdsong, D. & Flege, J. E. (2001) Regular-irregular dissociations in the acquisition of English as a second language. In BUCLD 25: Proceedings of the 25th Annual Boston University Conference on Language development (pp. 123-132). Boston, MA: Cascadilla Press. Borden, D. S. (1994). Non-native speakers of English and denominal regularization. Ph. D Thesis. University of Texas, Denton. Brovetto, C., & Ullman, M. T. (2001). First vs. second language: A differential reliance on grammatical computations and lexical memory, Proceedings of the Fourteenth Annual CUNY Conference on Human Sentence Processing (Vol. 14). Philadelphia, PA: CUNY Graduate School and University Center. Deitrich, R., Klein, W., & Noyau, C. (1995). The acquisition of temporality in a second language. Amsterdam: John Benjamins. Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20. H. Riionheimo: Morphological attrition and interference in language contact: Sketching a framework. In: J. Niemi, T. Odlin and J. Heikkinen (1998, eds.), Language Contact, Variation, and Change. Studies in Languages 32, University of Joensuu (Pp. 246-268.) (see my webpage for further information on the series). Housen, A. (1998) "Le processus de grammaticalisation dans le domaine de la temporalité et le développement de l'interlangue", Travaux de Linguistique, 36, pp. 209-222. Housen, A. (2000) "Verb semantics and the acquisition of Tense-Aspect Morphology in English", Studia Linguistica, 54, 2, 249-259. Housen, A. (2002). "A corpus-based study of the L2-acquisition of the English verb system", in Computer Learner Corpora, Second Language Acquisition and Foreign Language Learning, S. Granger, J. Hung & S. Petch-Tyson (eds). London: John Benjamins. Randi-Rao, S. (2001). Inflecting denominal verbs: The role of semantics. Paper presented at the Twenty-Sixth Annual BUCLD, Boston, November 3. Salaberry, R. & Shirai, Y. (in press). Tense-aspect morphology in L2 acquisition. Amsterdam: John Benjamins. Salaberry, R. (2000). "The acquisition of English Past tense in an instructional setting: Irregular and frequent morphology". System, 28(1), 35-152. Schlyter, Suzanne, 1990. 'The acquisition of tense and aspect'. In: Meisel, ed., 1990, pp. 87-122. (Meisel, Jürgen, ed., 1990. Two First Languages - Early Grammatical Development in Bilingual Children, Dordrecht: Foris publications.) (aspect/tense acquisition in Swedish-French bilingual children) Schlyter, Suzanne, 1995. Formes verbales du passé dans des interactions en langue forte et en langue faible. AILE (Acquisition et Interaction en Langue Etrangère) 6: 129-152 () Tatiana Chernigvskaya & Kira Gor 2000: The complexity of paradigm and input frequency in native and second language verbal processing: Evidence from Russian. Language and Language Behavior 3-2, 2000, pp 20-37. Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism: Language and Cognition, 4(1), 105-122. Wolfram, W. (1985). Variability in tense marking: A case for the obvious Language Learning, 35(2), 229-253. *********************************************************************** Jean-Pierre Chevrot UFR SCL, Université Stendhal, BP 25, 38040, Grenoble cedex, France tel : (0)4 76 41 90 46 *********************************************************************** From smorgan at tkk.att.ne.jp Mon Jan 28 08:50:51 2002 From: smorgan at tkk.att.ne.jp (Steven Morgan) Date: Mon, 28 Jan 2002 17:50:51 +0900 Subject: Testing instruments query Message-ID: Dear All, I wonder if anyone has had experience with either of the following tests: (1) Tennessee Test of Rhythm and Intonation Patterns (T-TRIP) (2) Children's Speech Intelligibility Measure (CSIM) I have contacted the authors of both tests to find out if they knew of any research that used these tests with normal ESL or EFL students. They are supportive of the idea, but unaware of any such studies that have used their tests. I am interested in finding testing instruments to use for pre- and post-tests in a research project on the early assimilation of speech rhythm and intonation of third-grade ESL students in Tokyo. If anyone has had experience with any other testing instruments along these lines, please drop me a note. Thanks. Steven Morgan Keio Yochisha Elementary School Tokyo, Japan From v.c.gathercole at bangor.ac.uk Mon Jan 28 09:07:41 2002 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Mon, 28 Jan 2002 09:07:41 +0000 Subject: faculty position Message-ID: Apologies for cross-posting Please help us in our search by bringing this position to the consideration of developmental researchers who may find this of interest. UNIVERSITY OF WALES, BANGOR SCHOOL OF PSYCHOLOGY APPOINTMENT IN DEVELOPMENTAL PSYCHOLOGY Lecturer / Senior Lecturer / Reader in Developmental Psychology (Equivalent to Assistant, Associate or Full Professor within the US system) £20,267 - £32,215 p.a / £33,820 - £38,221 p.a. / £33,820 - £38,221 p.a. Applications are invited for a post at the Lecturer level or higher (equivalent to Assistant, Associate or Full Professor within the US system) in developmental psychology. We are looking for somebody who defines themselves as a developmentalist and who will take a lead role in defining this specialism in our School. The ideal candidate would be a strong developmentalist with expertise in an area that complements and strengthens our existing specialisms of cognitive neuroscience, social development, language, or a related area. Applicants will be expected to have a Ph.D. and teaching and research experience appropriate to the level of appointment in a relevant field. University Of Wales, Bangor, School Of Psychology is one of the leading research departments in UK psychology. The School, which has recently established a Centre for Cognitive Neuroscience with facilities for fMRI and ERP, has an outstanding record of success in both teaching and research. In the most recent national assessments we achieved the highest possible research rating for a psychology department in the UK (5*A on a scale of 1-5*) and the highest possible rating for Teaching Quality. For information about the position and the School, applicants are invited to contact Professor Marilyn M. Vihman, email: m.vihman at bangor.ac.uk, Professor Nick Ellis, email: n.ellis at bangor.ac.uk, or Doctor Virginia Gathercole, email: v.c.gathercole at bangor.ac.uk, and to consult our web site: www.psych.bangor.ac.uk. Applications must be made through Personnel Services, University of Wales, Bangor, Gwynedd, LL57 2DG , from whom application forms and further particulars can be obtained, tel: 01248-382926. e-mail: pos020 at bangor.ac.uk. Applicants are required to state clearly the level of appointment for which they wish to be considered. Closing date for applications: 22 March 2002 -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From ilaria309 at supereva.it Mon Jan 28 17:35:36 2002 From: ilaria309 at supereva.it (ilaria309 at supereva.it) Date: Mon, 28 Jan 2002 17:35:36 -0000 Subject: BILINGUAL NARRATIVE ABILITIES Message-ID: Dear friends, I urgently need something ( book titles. articoles, web sites) dealing with bilingual-narrative-abilities; how does a language interfere with another in the narrative of "Frog where are you?" of bilingual children, aged 3-5-9? What's the difference between bilingual and monolingual narrative abilities?etc Thanks a lot Ilaria Beretta Universit� IULM Milan ITALY ----------------------------------------------------- messaggio inviato con Freemail by superEva http://www.supereva.it ----------------------------------------------------- From kmainess at sahp.llu.edu Mon Jan 28 18:05:23 2002 From: kmainess at sahp.llu.edu (Karen Mainess) Date: Mon, 28 Jan 2002 10:05:23 -0800 Subject: Speech-Language Pathology Course on Bilingual-Bicultural Considerations in Service Provision Message-ID: Dear Readers: Are there any speech-language pathologists among you who currently or formerly have taught an undergraduate course on Multicultural-Bilingual-Bicultural Issues in Assessment and Treatment of Communication Disorders? I would be interested in knowing what textbooks you would recommend and what your course outlines looks like. What kind of interactive activities did you use to engage your students? Did you require projects? What kind? Thank you in advance for you information. Karen Mainess Loma Linda University School of Allied Health Professions Department of Speech-Language Pathology and Audiology From bpearson at comdis.umass.edu Mon Jan 28 18:24:04 2002 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 28 Jan 2002 13:24:04 -0500 Subject: Fwd: BILINGUAL NARRATIVE ABILITIES Message-ID: Dear Info-friends, I hesitate to say it in public (because Ruth Berman will ask what took me so long in sending it), but I just today sent my galleys back to the editor for a chapter on just the topic Ilaria Berretta asks about. The book is already on the Multilingual Matters website for a March 2002 publication. It is called Language and Literacy in Bilingual Children, DK Oller and RE Eilers, Eds. The book has the results of a large multifactor study of bilingual children's performance on a series of standardized and non-standardized tests that we did in Miami from 1994-1997 (Oller, Pearson, Umbel, Cobo-Lewis, Gathercole, and Eilers, mostly--and a cast of well, one thousand, if not "thousands.") My sole-authored chapter is on narratives, comparing them to the monolingual controls, and I used "Frog Where Are You?", which I liken to the "compulsory routine" for story-telling children around the world. (It will not be a surprise that my short answer to Ilaria is that we did not find interference per se, but also that the answer is not so short.) The stories, themselves, are on CHILDES and in SALT (all 400+ of them). I think Infochildes members will be most interested in what we called our "probe" studies: Ginny Gathercole did a series of grammaticality judgment experiments with gender, the mass/count distinction, and that-trace movement in the two languages; and Kim Oller did a "phonological translation" study, a form of phonological awareness. That's not to say that the factor analysis of the standardized results is not super interesting, too. We all look forward to the actual publication, and the opportunity to get feedback from the wider community of people working on these topics. Cheers, Barbara >X-From_: info-childes at mail.talkbank.org Mon Jan 28 12:36:19 2002 >Date: Mon, 28 Jan 2002 17:35:36 +0000 >From: ilaria309 at supereva.it () >Subject: BILINGUAL NARRATIVE ABILITIES >Sender: info-childes at mail.talkbank.org >To: info-childes at mail.talkbank.org >Reply-to: ilaria309 at supereva.it >X-Originating-IP: [62.211.7.80] >List-Subscribe: >List-Digest: >List-Unsubscribe: > > >Dear friends, >I urgently need something ( book titles. articoles, web sites) >dealing with bilingual-narrative-abilities; how does a language >interfere with another in the narrative of "Frog where are you?" of >bilingual children, aged 3-5-9? >What's the difference between bilingual and monolingual narrative >abilities?etc >Thanks a lot > >Ilaria Beretta >Università IULM >Milan ITALY > >----------------------------------------------------- > >messaggio inviato con Freemail by superEva >http://www.supereva.it > >----------------------------------------------------- -- *********************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax:545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From cslater at alma.edu Mon Jan 28 19:38:57 2002 From: cslater at alma.edu (Carol Slater) Date: Mon, 28 Jan 2002 15:38:57 -0400 Subject: PRAAT & motherese Message-ID: Dear All-- May I ask for your assistance again ? One of my students is carrying out a senior thesis on the nature of language directed at disabled individuals. In one condition, she expects to observe something that looks (well, sounds) like motherese, in another, not. A while back, it was suggested that PRAAT would be the means of choice to carry out this sort of analysis but the PRAAT folk tell us that they themselves have no experience with it and even with their all-purpose helpful comments, it is by no means obvious how to get started. Has anyone had experience doing this sort of thing with PRAAT? We would be very grateful for any counsel. Carol Slater Department of Psychology Alma College Alma MI 48801 P.S. Hope you all saw the nice discussion of CHILDES in Gopnik, Meltzoff & Kuhl's Scientist in the Crib. -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at giccs.georgetown.edu Mon Jan 28 21:17:21 2002 From: michael at giccs.georgetown.edu (Michael Ullman) Date: Mon, 28 Jan 2002 16:17:21 -0500 Subject: tenure-track faculty positions: cognitive neuroscience Message-ID: TENURE-TRACK FACULTY POSITIONS IN COGNITIVE NEUROSCIENCE Georgetown University The Department of Neuroscience is recruiting two new tenure track faculty at the rank of Assistant or Associate Professor. We seek outstanding candidates with research in molecular or developmental neurobiology, neurophysiology, or cognitive, computational or systems neuroscience. We have state-of-the-art core facilities in cellular neurobiology, neuroanatomy, EEG/ERP, as well as animal (7T) and human magnetic resonance (fMRI). We offer an outstanding intellectual and collaborative environment with highly competitive salary and start-up packages. Successful candidates must have a Ph.D. or equivalent, evidence of productivity and innovation, and the potential to establish an independently funded research program. Applications are encouraged from women and underrepresented minorities. To apply send a detailed CV, a two-page statement of research and teaching interests specifying one or more of the research areas noted above, and names of at least three referees to the following address: Neuroscience Search Committee Attn: Janet Bordeaux Department of Neuroscience 3900 Reservoir Road, NW Washington DC 20007 http://neuro.georgetown.edu Application review will begin immediately and will continue until positions are filled. Georgetown University is an Equal Opportunity, Affirmation Action Employer. Qualified candidates will receive employment consideration without regard to race, sex, sexual orientations, age, religion, national origin, marital status, veteran status or disability. We are committed to diversity in the workplace. From pli at richmond.edu Tue Jan 29 22:46:04 2002 From: pli at richmond.edu (Ping Li) Date: Tue, 29 Jan 2002 17:46:04 -0500 Subject: amusia and tone perception Message-ID: Dear Colleagues, Have you had a chance to work with anyone who suffers from amusia in tonal languages? Or if you know of such work? I was intrigued by an NPR program on Isabelle Peretz's research on amusia in normal healthy adults. It's an intriguing problem! Best wishes, 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/ ---------------------------------------------------------------------- P.S. message from Peretz enclosed here with her permission. > >Dear Dr. Peretz, > >Thanks a lot for your prompt response! > >The situation in Chinese is much worse than in any other language. I >wonder if anyone with amusia can get around this problem in Chinese: > >4 lexical tones >400 syllables >4,000 monosyllable words (at least) > >Each syllable carries one of the 4 tones to differentiate meaning, >resulting in about 1,600 unique phonological patterns. Still, many >monosyllables that differ in meaning would be homophonous, but >context may help there. > >Chinese linguists describe the lexical tones on a 5-point scale, >with duration indicated by two digits: > >Tone 1 --> 5 5 >Tone 2 --> 3 5 >Tone 3 --> 213 >Tone 4 --> 5 1 > >The other side of the story may be: because the language relies so >heavily on tones, people really have to develop abilities in >differentiating them for "survival". Thus, we would hypothesize that >one would find fewer people suffering amusia in China. My colleague >Joan Sereno has done work on training native English speakers to >perceive tones, and she got some interesting results with >neuroimaging measures (I am copying this message to her). > >It's just intriguing to think of the fact that a Chinese speaker >cannot differentiate tones! > >Best wishes, > >Ping > > > >>Dear Dr. Ping Li, >>I am pleased that you wrote to me. I suppose that there are as many >>amusic individuals in China as everywhere else. This is of course >>an empirical issue. And these cases may have difficulties with tone >>languages in general, including Chinese. I met one such case. >>However, she claimed that she got around that problem by using >>context and pragmatics. Again, I have not studied her formally. >>The key question is how large are the intervals used in tone >>languages; do you have any idea ? In English intonation patterns, >>the changes are quite large compared to music. Even a defective >>pitch analysis system could handle these changes. >>To my knowledge, there is no published study on this particular question. >>Best wishes, >>Isabelle Peretz >> >> >>>Dear Dr. Peretz, >>> >>>I was very intrigued by the NPR program on amusia in normal >>>healthy adults (1.16.2002). As a psycholinguist and a native >>>speaker of Chinese - a language that employs tones to different >>>lexical meanings, I was wondering if amusia is a common problem >>>among some Chinese people -- if so, that implies that these people >>>cannot speak properly or understand anything! >>> >>>Do you know of any research in this area? >>> >>>Thanks. >>> >>>Sincerely >>> >>>Ping Li From boehning at kronos.ling.uni-potsdam.de Wed Jan 30 14:48:31 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Wed, 30 Jan 2002 15:48:31 +0100 Subject: JOB ANNOUNCEMENT: CHAIR IN PSYCHOLINGUISTICS Message-ID: The Department of Linguistics (Faculty of Human Sciences) of the University of Potsdam, Germany, announces the following position vacancy: Chair (C4) in Psycholinguistics (Impaired and Unimpaired Language Acquisition) Candidates must be willing to cooperate with the patholinguistics program in research and teaching. The patholinguistics program focuses from a linguistic perspective on first language acquisition and its disorders, on normal language processing and on acquired language disorders. Given the practical and interdisciplinary nature of the curriculum, experience in clinical work and readiness to cooperate with pediatric doctors, speech and language therapists and clinical psychologists is desirable. Graduates from this program find employment as speech and language therapists or as researchers in psycho- and neurolinguistics. Deadline for application is February 28, 2002. A curriculum vitae, letter of application, selected publications, statement of teaching experience and research interests should be sent to University of Potsdam The President P.O. Box 60 15 53 14415 Potsdam Germany Please inform colleagues who could be interested in the position. ****************************************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ****************************************************** From macw at cmu.edu Thu Jan 31 01:58:03 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Jan 2002 20:58:03 -0500 Subject: New SIL Unicode IPA font and input method Message-ID: Dear Info-CHILDES, It is now possible to enter Unicode IPA in CLAN using the newly developed SILIPA Unicode font from the Summer Institute of Linguistics. The current restrictions are: 1. This only works on Windows 2000/NT. It might work on XP. 2. The input method only works in Word or Wordpad, not yet with CLAN. So you have to edit in Word and then output to CHAT format. 3. Files must be saved as UTF-8 to work in CLAN. The instructions explain this. 4. The CLAN Output window will display Unicode, but the Commands window will look funny for +s strings. However, they will work. 5. The current input method is a bit crude. Peter Constable at SIL is now implementing the nice IPAPhon input method from Hank Rogers at Toronto. I will include this in the package once it is available. The materials can be downloaded from the SILIPA link at http://childes.psy.cmu.edu/html/wintools.html This set-up will improve in the next months, but it is now basically useable. Good luck. --Brian MacWhinney From jpearl at umail.ucsb.edu Thu Jan 31 04:31:56 2002 From: jpearl at umail.ucsb.edu (Jonathan Pearl) Date: Wed, 30 Jan 2002 20:31:56 -0800 Subject: amusia and tone perception In-Reply-To: Message-ID: Dear Colleagues: I was pleased to find Ping Li's message and Isabelle Peretz' reply while searching the CHILDES archive. I have now joined the list, and wish to add my comment. I have an annotated bibliography of relevant research posted at http://www.music.ucsb.edu/projects/cism/SSB.pdf. I draw your attention in particular to items 30, 32, and 39, which deal with cases not of amusia but aprosodia in tone-language speakers. A disconnect is noted between lexical tone and affective tone, which complicates the situation a bit. It is quite possible as well that a native tone-language speaker might acquire amusia without apparent deficit to lexical tone. The common assumption is that musical melody is more akin to affective prosody (though this relationship needs more fleshing out). What becomes increasingly apparent is that the function to which we put a cognitive process (such as pitch or melodic contour perception) is the crucial element rather than the sorts of information being processed. The degree to which certain elements of vocal sound production are foregrounded or backgrounded (i.e. automatized) has a lot to do with functioning under cognitive damage or stress. Otherwise, we might wonder why there are not separate cochlea for music and language, since they seem to utilize the same basic elements but in different ways, and neurological evidence suggests that they may break down independently (cf. Patel, et al. 1998. "Processing prosodic and musical patterns: a neuropsychological investigation." Brain and Language 61: 123-144.) The relationship between singing and speech prosody is a fascinating area of research, and one about which little is currently known. How does an infant, exposed to both speaking and singing, acquire the distinction between music and language that we find so self-evident as adults? Enjoy, Jonathan _____________________________________________ JONATHAN G SECORA PEARL PhD Student, Musicology, Department of Music Assistant Director, Center for the Interdisciplinary Study of Music University of California, Santa Barbara email: jpearl at umail.ucsb.edu homepage: http://uweb.ucsb.edu/~jpearl From majdyr at get2net.dk Wed Jan 30 10:05:40 2002 From: majdyr at get2net.dk (MAJA VINTHER DYRBY) Date: Wed, 30 Jan 2002 11:05:40 +0100 Subject: adult native frog stories Message-ID: 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 macw at cmu.edu Thu Jan 31 15:25:47 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 31 Jan 2002 10:25:47 -0500 Subject: adult native frog stories In-Reply-To: <000201c1aa51$0c0658e0$2ed752c3@oemcomputer> Message-ID: Dear Maja and Info-CHILDES, Yes, there are some frog story data for Spanish adults. If you go to http://childes.psy.cmu.edu/pdf/data.html you will see a new index to the descriptions for the holdings in the CHILDES database. If you then download the 5narrative.pdf file and click on the link that takes you to Table 1 you will see that the Sebastian corpus has data from adults. They are indicated as age ³20² for convenience. Typically, the adults in the frog story corpora are college students. Hopefully you or others will be able to add some adult data for Danish. --Brian MacWhinney -------------- next part -------------- An HTML attachment was scrubbed... URL: From rmontes at siu.buap.mx Thu Jan 31 15:26:48 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Thu, 31 Jan 2002 09:26:48 -0600 Subject: adult native frog stories In-Reply-To: <000201c1aa51$0c0658e0$2ed752c3@oemcomputer> Message-ID: Hi Maja, Our server changed some of its specifications so that in the case of messages using the older "address", some get through and some are bounced back. However, the address I am replying from should be OK and if there are occasional bounces they should be transient not fatal errors. As to my frog stories: the children's corpus is not complete. Right now it's in the hands of a student who is using it for his BA thesis. We also have a group of about 12 or so adult WRITTEN stories. The writers were university students who participated in the language acquisition class. I had one student who was looking at evaluations but has lately dropped from sight. She was the one who had transcribed the data. All I have is the actual handwritten stories. Just an update on what I have. Doesn't seem to be of much help to what you need, though. Sorry. Rosa Graciela Montes Universidad Autonma de Puebla MEXICO From Edy.Veneziano at univ-nancy2.fr Thu Jan 31 16:29:13 2002 From: Edy.Veneziano at univ-nancy2.fr (Edy Veneziano) Date: Thu, 31 Jan 2002 17:29:13 +0100 Subject: Sound therapy Message-ID: Cathy Grant wrote: > I have been contacted by parent who is trying to decide whether or not to use sound therapy with her son who has dyslexia/ attentional difficulties. I would be most grateful to anybody who could suggest a good review paper and let me know if there is any work that evaluates it's effectiveness? > > Thanks, > > Cathy Grant > > Dr Cathy Grant > Developmental Psychiatry > Floor E, South Block > Queen's Medical Centre > Nottingham NG7 2UH From kmainess at sahp.llu.edu Thu Jan 31 23:13:01 2002 From: kmainess at sahp.llu.edu (Karen Mainess) Date: Thu, 31 Jan 2002 15:13:01 -0800 Subject: Speech-Language Pathology Course on Multicultural Issues Message-ID: Dear Readers, Thank you for your suggestions regarding my proposed course. However, most of the information I got concerned only one linguistic group (Spanish). And I need to develop the course around several different languages and culturals represented in the U.S. I am about to put in a textbook order for "Clinical Management of Communication Disorders in Culturally Diverse Children" by Thalia Coleman. Has anyone taught a similar course? Would you recommend this book or do you know of another book that you prefer? Thanks for all of your input! Sincerely, Karen Mainess Loma Linda University School of Allied Health Professions Department of Speech-Language Pathology and Audiology From josie.bernicot at mshs.univ-poitiers.fr Mon Jan 7 08:12:54 2002 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Mon, 7 Jan 2002 09:12:54 +0100 Subject: Position for French-speaking people Message-ID: ANNOUNCEMENT POSITION FOR FRENCH-SPEAKING PEOPLE L'Universit? de Poitiers dispose d'un poste d'enseignant-chercheur associ?. Grade: Professeur ou Ma?tre de Conf?rence (pour ce poste l'Universit? souhaite recruter un(e) coll?gue n'ayant pas la nationalit? fran?aise) P?riode: Septembre 2002-Ao?t 2003 (?ventuellement renouvelable 1 an) Discipline: Psychologie du d?veloppement Activit? d'enseignement: entre 150h et 192h annuelles ? tous les niveaux d'enseignement (Deug, Licence, Ma?trise, DEA et DESS). Le/la coll?gue recrut?(e) doit ?tre capable d'enseigner en langue fran?aise. Activit? de recherche: il est souhait? que le/la coll?gue recrut?(e) puisse collaborer ? des programmes de recherche de l'Universit? de Poitiers. Salaire mensuel (assurances sociales comprises): Professeur associ?: environ 4000 euros par mois Ma?tre de Conf?rence associ?: entre 2000 et 3000 euros par mois selon l'exp?rience Date du concours: entre Mars 2002 et Juin 2002 Renseignements et candidatures: contacter Pr. Josie Bernicot Laboratoire de Psychologie Langage et Cognition (LaCo) - Universite de Poitiers - UMR CNRS 6096 MSHS - 99, avenue du Recteur Pineau F-86022 POITIERS CEDEX - France email: josie.bernicot at mshs.univ-poitiers.fr Tel: +33 (0)5.49.45.32.44 or +33 (0)5.49.45.46.10 Fax: +33 (0)5.49.45.46.16 (from abroad : Dial 5 instead of 05) From h.vanderlely at ucl.ac.uk Mon Jan 7 10:09:47 2002 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 7 Jan 2002 10:09:47 +0000 Subject: Post-Doctoral opening Message-ID: An HTML attachment was scrubbed... URL: From Jean-Pierre.Chevrot at u-grenoble3.fr Mon Jan 7 10:46:57 2002 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Mon, 7 Jan 2002 11:46:57 +0100 Subject: Past tense in L2 acquisition Message-ID: Dear all One of my students is interested in the learning of the past tense in English as second language (by French learners). One of her goals is to consider the effect of the school learning of the rule on the patterns of regularization. She has tried to get some references but she only managed to obtain the papers related to the acquisition of the past tense in English as first language. Please, do you know some references about the learning of past tense *in second language acquisition* ? Thanks for your help. Jean-Pierre Chevrot Jean-Pierre Chevrot, Universit? Stendhal-Grenoble 3, BP 25, 38 240 Grenoble Cedex, France. From vhouwer at uia.ac.be Mon Jan 7 10:18:33 2002 From: vhouwer at uia.ac.be (Annick.DeHouwer) Date: Mon, 7 Jan 2002 12:18:33 +0200 Subject: Past tense in L2 acquisition Message-ID: Dear Jean-Pierre, Suzanne Schlyter at Lund University has done some work on aspect/tense acquisition in Swedish-French bilingual children. Perhaps that could be a start. see: Schlyter, Suzanne, 1990. 'The acquisition of tense and aspect'. In: Meisel, ed., 1990, pp. 87-122. (Meisel, J?rgen, ed., 1990. Two First Languages - Early Grammatical Development in Bilingual Children, Dordrecht: Foris publications.) Schlyter, Suzanne, 1995. Formes verbales du pass? dans des interactions en langue forte et en langue faible. AILE (Acquisition et Interaction en Langue Etrang?re) 6: 129-152. Best regards, Annick De Houwer At 11:46 7/1/02 +0100, Jean Pierre Chevrot wrote: >Dear all >One of my students is interested in the learning of the past tense in >English as second language (by French learners). One of her goals is to >consider the effect of the school learning of the rule on the patterns of >regularization. She has tried to get some references >but she only managed to obtain the papers related to the acquisition of the >past tense in English as first language. >Please, do you know some references about the learning of past tense *in >second language acquisition* ? >Thanks for your help. >Jean-Pierre Chevrot > >Jean-Pierre Chevrot, Universit? Stendhal-Grenoble 3, BP 25, 38 240 Grenoble >Cedex, France. ............................................................................. Annick De Houwer, PhD Associate Professor Faculty of Political and Social Sciences PSW University of Antwerp UIA Universiteitsplein 1 B2610-Antwerpen Belgium tel ++32-3-8202863 fax ++32-3-8202882 annick.dehouwer at ua.ac.be ............................................................................ From jschaef at bgumail.bgu.ac.il Mon Jan 7 12:53:54 2002 From: jschaef at bgumail.bgu.ac.il (Jeannette Schaeffer) Date: Mon, 7 Jan 2002 14:53:54 +0200 Subject: ACQUISITION OF ADJECTIVES Message-ID: Dear colleagues, I am supposed to teach a course on the (first language) acquisition of adjectives within a generative framework next semester. It's a course for 2nd and 3rd year undergraduate students. Do you have any suggestions as to which papers/articles I could/should discuss? Thank you very much in advance! Jeannette Schaeffer ----------------------------------------------------------------------------- Jeannette Schaeffer, Ph.D. Department of Foreign Literatures and Linguistics Ben-Gurion University of the Negev P.O. Box 653 Be'er Sheva 84105 ISRAEL Phone: +972-8-646 1118 Fax: +972-8-647 2907 -------------- next part -------------- An HTML attachment was scrubbed... URL: From wsnyder at uconnvm.uconn.edu Mon Jan 7 13:59:51 2002 From: wsnyder at uconnvm.uconn.edu (William B. Snyder) Date: Mon, 7 Jan 2002 08:59:51 -0500 Subject: ACQUISITION OF ADJECTIVES In-Reply-To: <007c01c1977a$5d18df80$1f464884@bgu.ac.il> Message-ID: Dear Jeannette, I have a (co-authored) paper that's about to appear in _Language Acquisition_, and might be suitable for your class: Snyder, William, Ann Senghas, and Kelly Inman (in press) Agreement morphology and the acquisition of noun-drop in Spanish. _Language Acquisition_. The paper concerns the idea (promoted by Borer 1986, and still popular in the Generative literature) that syntactic variation can be reduced to variation in overt morphological paradigms. We argue against this idea in the particular case of Spanish "noun-drop" (e.g. _el rojo_ 'the red', for English _the red one_). In a case study of a Spanish-learning child, we show that the potentially relevant morphological paradigms (gender- and number-marking on the adjective and determiner) are all mastered significantly earlier (by binomial test) than noun-drop. For a period of about four months, the child consistently supplies an overt noun, where an adult (or she herself, slightly later) would omit the noun most of the time. Hence, rich agreement morphology on adjectives/determiners *isn't* sufficient to make noun-drop grammatical in the language. Anyhow, I'll be happy to pass along a preprint if you're interested. Best wishes, William Prof. William B. Snyder Department of Linguistics University of Connecticut On Mon, 7 Jan 2002, Jeannette Schaeffer wrote: > Dear colleagues, > > I am supposed to teach a course on the (first language) acquisition of > adjectives within a generative framework next semester. It's a course > for 2nd and 3rd year undergraduate students. Do you have any > suggestions as to which papers/articles I could/should discuss? > > Thank you very much in advance! > > Jeannette Schaeffer > > ----------------------------------------------------------------------------- > Jeannette Schaeffer, Ph.D. > Department of Foreign Literatures and Linguistics > Ben-Gurion University of the Negev > P.O. Box 653 > Be'er Sheva 84105 > ISRAEL > Phone: +972-8-646 1118 > Fax: +972-8-647 2907 From ahousen at vub.ac.be Mon Jan 7 15:39:42 2002 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 7 Jan 2002 16:39:42 +0100 Subject: Past tense in L2 acquisition Message-ID: General overviews of the development of past and other verb tenses in L2 acquisition can be found in: Andersen, R. & Shirai, Y. 1996. "The primacy of aspect in first and second language acquisition: The pidgin-creole connection". In Handbook of Second Language Acquisition, W. Ritchie & T. Bhatia, 527-570. London, Academic Press. Bardovi-Harlig, K. (1999)." From morpheme studies to temporal semantics: Tense-aspect research in SLA: The state of the art". Studies in Second-Language Acquisition, 21. Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell. Recent publications (including some of my own) dealing with the L2 acquisition of past tense in English in a school context include: Salaberry, R. (2000). "The acquisition of English Past tense in an instructional setting: Irregular and frequent morphology". System, 28(1), 135-152. Housen, A. (1998) "Le processus de grammaticalisation dans le domaine de la temporalit? et le d?veloppement de l'interlangue", Travaux de Linguistique, 36, pp. 209-222. Housen, A. (2000) "Verb semantics and the acquisition of Tense-Aspect Morphology in English", Studia Linguistica, 54, 2, 249-259. Housen, A. (2002). "A corpus-based study of the L2-acquisition of the English verb system", in Computer Learner Corpora, Second Language Acquisition and Foreign Language Learning, S. Granger, J. Hung & S. Petch-Tyson (eds). London: John Benjamins. Best wishes, Alex Housen >Dear all >One of my students is interested in the learning of the past tense in >English as second language (by French learners). One of her goals is to >consider the effect of the school learning of the rule on the patterns of >regularization. She has tried to get some references >but she only managed to obtain the papers related to the acquisition of the >past tense in English as first language. >Please, do you know some references about the learning of past tense *in >second language acquisition* ? >Thanks for your help. >Jean-Pierre Chevrot > >Jean-Pierre Chevrot, Universit? Stendhal-Grenoble 3, BP 25, 38 240 >Grenoble Cedex, France. -- -- Alex HOUSEN Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Pleinlaan 2, B-1050 Brussel, Belgium Tel: +32-(0)2-629.38.84 -------------- next part -------------- An HTML attachment was scrubbed... URL: From plahey at mindspring.com Mon Jan 7 17:13:33 2002 From: plahey at mindspring.com (Peg Lahey) Date: Mon, 7 Jan 2002 12:13:33 -0500 Subject: Scholarships Available Message-ID: Please pass on the following information to eligible students and to other colleagues working with doctoral students in children's language disorders. Last year we funded eight Bamford-Lahey Scholars from a large pool of excellent candidates; we look forward to hearing from many promising candidates this year. Thanks for your help. Peg Lahey BAMFORD-LAHEY SCHOLAR AWARDS OF UP TO $10,000 AVAILABLE FOR 2002-2003: APPLICATIONS DUE APRIL 1, 2002 The Bamford-Lahey Children's Foundation is again pleased to announce the availability of scholarship funds of up to $10,000 a year per recipient for doctoral students specializing in children's language disorders. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. Criteria for selecting scholars will include an evaluation of the applicant's ability to complete the doctoral program and the potential promise of the candidate as a teacher-investigator who will contribute to both educating clinicians and to our knowledge of the field of children's language disorders. Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic of the dissertation is related to the objectives of the foundation. The scholarship funds are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicants may request any amount of funds up to $10,000. In order to apply, applicants should: Be accepted in a doctoral program at an accredited university that offers a major in children's language disorders including an emphasis on research skills a.. Be able to demonstrate the ability to complete such a program b.. Plan to specialize in children's language disorders during their study c.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university d.. Hold CCC-SLP from ASHA or comparable certification from another country. Students who are thinking of applying should immediately request sealed copies of official transcripts from colleges attended so the transcripts will be received in time to include with their application. Further information and instructions can be found on the Foundation Website www.bamford-lahey.org. Applications can be downloaded from the same site. There are some changes in application and instructions from those posted for last year's awards. Deadline for reception of completed applications (including transcripts and recommendations) is April 1, 2002 Margaret Lahey, President Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at giccs.georgetown.edu Mon Jan 7 17:51:18 2002 From: michael at giccs.georgetown.edu (Michael Ullman) Date: Mon, 7 Jan 2002 12:51:18 -0500 Subject: Past tense in L2 acquisition In-Reply-To: <4.2.0.58.20020107114118.0098f2b0@pop.u-grenoble3.fr> Message-ID: At 11:46 AM +0100 1/7/02, Jean Pierre Chevrot wrote: >Dear all >One of my students is interested in the learning of the past tense in >English as second language (by French learners). One of her goals is to >consider the effect of the school learning of the rule on the patterns of >regularization. She has tried to get some references >but she only managed to obtain the papers related to the acquisition of the >past tense in English as first language. >Please, do you know some references about the learning of past tense *in >second language acquisition* ? >Thanks for your help. >Jean-Pierre Chevrot > >Jean-Pierre Chevrot, Universit? Stendhal-Grenoble 3, BP 25, 38 240 >Grenoble Cedex, France. Claudia Brovetto, a graduate student in my lab, and I recently examined regular and irregular past-tense and plural English morphology (morpho-phonology) in late Spanish and Chinese learners of English. We had hypothesized, and we found, that whereas L1 English speakers would show past-tense frequency effects for irregular but not regular forms, L2 English speakers would show frequency effects for both past tense types. We take these data as support for the dual-system view that in L1 regular past-tense forms are real-time rule-products and irregular past-tense representations are memory-retrieved, whereas in L2 representations of both types of past-tenses are memorized - because of a critical/sensitive-period related difficulty at learning rules, forcing learners to rely on memorization. Below are two references, one related to this study, and the other a theory paper discussing the issues. I would be happy to email them (as pdfs) to anyone who is interested. Brovetto, C., & Ullman, M. T. (2001). First vs. second language: A differential reliance on grammatical computations and lexical memory, Proceedings of the Fourteenth Annual CUNY Conference on Human Sentence Processing (Vol. 14). Philadelphia, PA: CUNY Graduate School and University Center. Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism: Language and Cognition, 4(1), 105-122. Best, Michael Ullman ********************************************************** PLEASE NOTE MY NEW EMAIL ADDRESS: MICHAEL at GEORGETOWN.EDU Michael Ullman, PhD Assistant Professor Director, Brain and Language Laboratory Department of Neuroscience and Departments of Linguistics, Psychology and Neurology Georgetown University Mailing Address: Department of Neuroscience New Research Building 3900 Reservoir Rd, NW Georgetown University Washington DC 20007 Email: michael at georgetown.edu Tel: Office: 202-687-6064 Lab: 202-687-6896 Fax: 202-687-6914 Brain and Language Lab Home Page: http://www.giccs.georgetown.edu/labs/ullman/ ********************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From steve at psyche.mit.edu Tue Jan 8 01:34:53 2002 From: steve at psyche.mit.edu (Steven Pinker) Date: Mon, 7 Jan 2002 20:34:53 -0500 Subject: Past tense in L2 acquisition In-Reply-To: <4.2.0.58.20020107114118.0098f2b0@pop.u-grenoble3.fr> Message-ID: In addition to Michael Ullman's study, David Birdsong and Jim Flege have investigated the question: Birdsong, D. & Flege, J. E. (2001) Regular-irregular dissociations in the acquisition of English as a second language. In BUCLD 25: Proceedings of the 25th Annual Boston University Conference on Language Development (pp. 123-132). Boston, MA: Cascadilla Press. From sqb4972 at nyu.edu Tue Jan 8 04:28:43 2002 From: sqb4972 at nyu.edu (Shoba Bandi-Rao) Date: Mon, 7 Jan 2002 23:28:43 -0500 Subject: Past tense in L2 acquisition Message-ID: SOME MORE ADDITIONS TO YOUR LIST... BECK'S STUDY DOES NOT FOCUS ON FRENCH L2 LEARNERS BUT DOES ADDRESS THE INFLUENCE OF CLASSROOM LEARNING ON THE FREQUENCY EFFECTS ON IRREGULAR VERBS. Beck, M. L. (1997). Regular verbs, past tense and frequency: tracking down a potential source of NS/NNS competence differences. Second Language Research, 13(2), 93-115. BORDEN'S AND MY OWN STUDY ADDRESS THE ACQUISITION OF THE PAST TENSE IN L2. Borden, D. S. (1994). Non-native speakers of English and denominal regularization. Ph. D Thesis. University of Texas, Denton. Bandi-Rao, S. (2001). Inflecting denominal verbs: The role of semantics. Paper presented at the Twenty-Sixth Annual BUCLD, Boston, November 3. FROM A DISCOURSE PERSPECTIVE, HERE ARE THE FOLLOWING... Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20. Wolfram, W. (1985). Variability in tense marking: A case for the obvious. Language Learning, 35(2), 229-253. PART OF THIS STUDY ADDRESSES THE SIMPLE PAST TENSE IN L2 AS WELL. Bailey, N. (1987). The importance of meaning over form in L2 system building: An unresolved issue. Ph. D. Thesis. Graduate Center, City University of New York. Best, Shoba ************************************************************ Shoba Bandi Rao Doctoral Student/ Applied Linguistics New York University Work: (212) 998-5685 http://pages.nyu.edu/~sqb4972 ************************************************* ----- Original Message ----- From: Jean Pierre Chevrot Date: Monday, January 7, 2002 5:46 am Subject: Past tense in L2 acquisition > Dear all > One of my students is interested in the learning of the past tense in > English as second language (by French learners). One of her goals > is to > consider the effect of the school learning of the rule on the > patterns of > regularization. She has tried to get some references > but she only managed to obtain the papers related to the > acquisition of the > past tense in English as first language. > Please, do you know some references about the learning of past > tense *in > second language acquisition* ? > Thanks for your help. > Jean-Pierre Chevrot > > Jean-Pierre Chevrot, Universit? Stendhal-Grenoble 3, BP 25, 38 240 > Grenoble > Cedex, France. > > > > From Jussi.Niemi at Joensuu.FI Tue Jan 8 09:19:29 2002 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Tue, 8 Jan 2002 11:19:29 +0200 Subject: Past tense in L2 acquisition In-Reply-To: Message-ID: A Fenno-Ugrian perspective on past tense acquisition in L2 is given by: H. Riionheimo: Morphological attrition and interference in language contact: Sketching a framework. In: J. Niemi, T. Odlin and J. Heikkinen (1998, eds.), Language Contact, Variation, and Change. Studies in Languages 32, University of Joensuu (Pp. 246-268.) (see my webpage for further information on the series). -- Jussi Niemi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (personal mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From E.J.MARSDEN at soton.ac.uk Tue Jan 8 14:39:44 2002 From: E.J.MARSDEN at soton.ac.uk (Emma Marsden) Date: Tue, 8 Jan 2002 14:39:44 +0000 Subject: contacts Message-ID: Could anybody point us in the direction of researchers who have used CHAT / CLAN specifically for FRENCH SECOND language acquisition, and preferably (though not necessarily) for learners aged 11/12+. We would be very grateful for any pointers. (trawling through names from the website list was proving too laborious...) Thank you very much Regards Emma ---------------------- Emma Marsden Research and Graduate School of Education Building 34 Faculty of Social Sciences University of Southampton Highfield Southampton SO17 1BJ tel: 02380 593768 ejm2 at soton.ac.uk From weist at fredonia.edu Tue Jan 8 20:41:06 2002 From: weist at fredonia.edu (Richard M. Weist) Date: Tue, 8 Jan 2002 15:41:06 -0500 Subject: Past tense in L2 acquisition Message-ID: Dear Jean Pierre, One of the most extensive studies of temporal reference in L2 was published as part of the Studies in Bilingualism. The reference is as follows: Deitrich, R., Klein, W., & Noyau, C. (1995). The acquisition of temporality in a second language. Amsterdam: John Benjamins. This book contains considerable cross-linguistic perspective including the acquisition of French. The second book that I recommend is now in press. The reference is as follows: Salaberry, R. & Shirai, Y. (in press). Tense-aspect morphology in L2 acquisition. Amsterdam: John Benjamins. Regards, Richard M. Weist SUNY Fredonia Jean Pierre Chevrot wrote: > Dear all > One of my students is interested in the learning of the past tense in > English as second language (by French learners). One of her goals is to > consider the effect of the school learning of the rule on the patterns of > regularization. She has tried to get some references > but she only managed to obtain the papers related to the acquisition of the > past tense in English as first language. > Please, do you know some references about the learning of past tense *in > second language acquisition* ? > Thanks for your help. > Jean-Pierre Chevrot > > Jean-Pierre Chevrot, Universit? Stendhal-Grenoble 3, BP 25, 38 240 Grenoble > Cedex, France. From cchaney at sfsu.edu Tue Jan 8 21:56:17 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 8 Jan 2002 13:56:17 -0800 Subject: Instructor needed for spring semester Message-ID: Wanted: Teacher of Applied Linguistics The Speech and Communication Studies Department at San Francisco State University is seeking a teacher of applied linguistics for the spring semester, beginning January 21, 2002. M. A. or Ph.D. required. To apply, please send a vita (including teaching experience) and names of three references we may contact to: Dr. Joe Tuman, Chair of the Hiring Committee College of Humanities, SFSU 1600 Holloway Avenue San Francisco, CA 94132 fax: 415-338-7030 Course to be Taught: SPCH 331. Verbal and Nonverbal Symbols A survey course in applied linguistics for communication majors, including introductions to phonology, morphology, syntax, semantics, and pragmatics. Additional topics include: variation in language use due to dialect and gender, nonverbal communication, sign languages, animal communication. For additional info, e-mail Carolyn Chaney. (cchaney at sfsu.edu) From cchaney at sfsu.edu Tue Jan 8 21:57:43 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 8 Jan 2002 13:57:43 -0800 Subject: Keli Yerian Message-ID: I've lost touch with Keli Yerian...does anyone have her current e-mail address or phone number? Carolyn Chaney cchaney at sfsu.edu From C.C.Levelt at let.leidenuniv.nl Thu Jan 10 08:47:03 2002 From: C.C.Levelt at let.leidenuniv.nl (C.C. Levelt) Date: Thu, 10 Jan 2002 09:47:03 +0100 Subject: post-doc position Message-ID: We are looking for somebody who would be interested in a 16-month post-doc position at the Free University of Amsterdam, starting as soon as possible. The research project is on Optimality Theory and child language phonology. The applicant should preferably have a background in both areas. Claartje Levelt, Leiden University Geert Booij, Free University of Amsterdam For more information please contact Claartje Levelt e-mail: c.c.levelt at let.leidenuniv.nl phone: #31-71-5272103 From olivier.crouzet at free.fr Thu Jan 10 16:01:30 2002 From: olivier.crouzet at free.fr (Olivier Crouzet) Date: Thu, 10 Jan 2002 16:01:30 +0000 Subject: Looking for French CHILDES recordings desperately Message-ID: Dear all, As part of an ongoing HFSP project entitled 'Multiple-Cue Integration in Language Acquisition: Mechanisms and Neural Correlates' (http://cnl.psych.cornell.edu/mcila) directed by Morten Christiansen (USA) and including teams from the UK (Nick Chater), Japan (Mieko Ogura) and France (Peter Ford Dominey), we are looking for recordings of the French corpora available in the CHILDES database. Our aim is to perform phonemic transcriptions of the adult speech along with temporal alignment of markers and acoustic signal analyses (duration, intonation, ...). We are interested in the monolingual French corpora (Leveille, Champaud, Rondal, Montreal). We are looking for any type of available recordings (audio or video tapes, analogic or digital format) and could do with sparse data. If someone has got any information with respect to where these may be accessed, please let us know. Thanking you in advance for your help. Yours sincerely. Olivier Crouzet -- Olivier Crouzet, Ph.D. Institut des Sciences Cognitives UMR 5015 CNRS-Universit? Claude Bernard Lyon 1 67, boulevard Pinel 69675 BRON cedex France phone: (+33) 04 37 91 12 13 fax: (+33) 04 37 91 12 10 e-mail: olivier.crouzet at isc.cnrs.fr http://www.isc.cnrs.fr http://olivier.crouzet.free.fr From Johanne.Paradis at ualberta.ca Thu Jan 10 16:11:34 2002 From: Johanne.Paradis at ualberta.ca (Johanne Paradis) Date: Thu, 10 Jan 2002 10:11:34 -0600 Subject: position announcement Message-ID: FACULTY OF ARTS University of Alberta Chair, Department of Linguistics The Faculty of Arts, University of Alberta, invites applications and nominations for the position of Chair of the Department of Linguistics. This tenured appointment will be made at the rank of senior Associate or full Professor, and will normally be for a five-year term, effective on or after July 1, 2002. The floor of the 2001-02 salary scale for the rank of Professor is $70,183. Applicants should have a distinguished record of scholarship and professional achievement in experimental or theoretical linguistics. Full consideration will be given to all candidates with specializations compatible with, or complementary to, any of the continuing research strengths of the department. The successful candidate will also possess strong teaching, administrative and leadership abilities. The Department of Linguistics has been recognized as one of the University's emerging areas of research excellence. Extensive collaboration exists among researchers pursuing experimentation, fieldwork, and linguistic theory, as well as collaboration with allied fields in the cognitive science domain. Department members are engaged in ongoing research, much of it grant-funded, in experimental phonetics; phonology; syntax and semantics; fieldwork in aboriginal languages; language acquisition; and psycholinguistic study of the mental lexicon. The Department offers both graduate (PhD and MSc) and undergraduate degrees, and values its reputation for excellence in teaching and graduate training. The Faculty of Arts is one of Canada's largest and most successful liberal arts teaching and research centres, with leading graduate programs in many areas. The Faculty is completing an extensive period of renewal and is committed to ensuring that its many new and projected hires reinforce the Faculty's lively and productive intellectual environment. To learn more about the Department of Linguistics and the Faculty of Arts, please visit our websites at www.arts.ualberta.ca/~linguist and www.humanities.ualberta.ca/arts. As part of the application, candidates should submit a current curriculum vitae, a brief outline of teaching and research interests, and should arrange for three letters of recommendation to be sent confidentially to: Linguistics Chair Selection Committee, Faculty of Arts, University of Alberta, Edmonton, AB, Canada T6G 2E5. Applications are encouraged from Canadians, Permanent Residents of Canada and non-Canadians and will be considered beginning January 31, 2002. The competition will remain open until a candidate is selected. The University of Alberta hires on the basis of merit. We are committed to the principle of equity in employment. We welcome diversity and encourage applications from all qualified women and men, including persons with disabilities, members of visible minorities, and Aboriginal persons. The records arising from this competition will be managed in accordance with provisions of the Alberta Freedom of Information and Protection of Privacy Act (FOIPP). ****************** Johanne Paradis, Ph.D. Assistant Professor Department of Linguistics University of Alberta 4-46 Assiniboia Hall Edmonton AB T6G 2E7 Canada phone: (780) 492-0805 fax: (780) 492-0806 email: johanne.paradis at ualberta.ca From pli at richmond.edu Thu Jan 10 20:16:37 2002 From: pli at richmond.edu (Ping Li) Date: Thu, 10 Jan 2002 15:16:37 -0500 Subject: positions in cognitive neuroscience of language Message-ID: Dear Colleagues, I am posting the following info for a colleague who is not on the list. Please address all inquiries to tanlh at hkucc.hku.hk. Thanks. 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/ ---------------------------------------------------------------------- Research Assistant Professorship and Post-doctoral Fellowships in Cognitive Neuroscience of Language Applications are invited for a research assistant professorship and two post-doctoral fellowships in Cognitive Neuroscience of Language, attached to the Laboratory for Language and Cognitive Neuroscience in the Department of Linguistics, tenable from as soon as possible, but in any case no later than 1 August, 2002. The appointments will be made on a 2-3 year fixed-term basis. The successful applicants will join our interdisciplinary group that employs state-of-the-art fMRI recording and analysis techniques as well as computational modeling to study topics in cognitive neuroscience of language processes. In addition to our resources and well developed plans for fMRI research at the University of Hong Kong, we are engaged in long-term collaborations with colleagues at Research Imaging Center at San Antonio, National Institutes of Health, University of Pittsburgh and the Key Laboratory of Cognitive Science and Learning of the Ministry of Education of China. Ample scanner time and training in fMRI techniques will be provided. The University of Hong Kong runs an active Cognitive Science undergraduate degree. The successful applicants may have the opportunity to contribute to the teaching of Linguistics and Cognitive Science at this university. Applicants should have a PhD in cognitive psychology, cognitive neuroscience, linguistics, or related fields. The appointments will be made usually on the first point of the 4-point salary scale: HK$542,520 - 660,240 per annum for the research assistant professor post and HK$378,240 - 497,580 per annum for the post-doctoral fellow post. For the research assistant professor post, a taxable financial subsidy fixed at HK$7,000 per month towards rented accommodation may be provided, subject to the Prevention of Double Housing Benefits Rules. At current rates, salaries tax will not exceed 15% of gross income. The appointments carry leave and medical benefits. Application forms (41/1000) can be obtained at https://extranet.hku.hk/apptunit/; or from the Appointments Unit (Senior), Registry, The University of Hong Kong, Hong Kong (Fax: (852) 2540 6735 or 2559 2058; E-mail: apptunit at reg.hku.hk). Applicants should submit cover letter, resume, and application form by March 30, 2002 to: Dr. Li-Hai Tan, Director, Laboratory for Language and Cognitive Neuroscience, Department of Linguistics and Cognitive Science Programme, University of Hong Kong, Hong Kong (email: tanlh at hku.hk). From elmodi72 at hotmail.com Fri Jan 11 18:15:23 2002 From: elmodi72 at hotmail.com (Sergio Enmanuel Cabrera Carrete) Date: Fri, 11 Jan 2002 19:15:23 +0100 Subject: I need information about prelocutive deafness and dementia Message-ID: Dear colleagues; my name is Sergio E. Cabrera, and i?m an educative psychologist from Spain. My speciality is deafness and aging. Now my partner and me are working in a specific program, cognitive stimulation or memories programs with deaf people( more than 70 years old). But we have a lot of problems because we haven?t information about dementia and the relation with deaf people. We want general information about memories programs, cognitive stimulation, Alzheimer, Pick etc. Thank you very much, and my e-mail is : elmodi72 at hotmail.com. _________________________________________________________________ MSN Photos es la manera m?s sencilla de compartir e imprimir sus fotos: http://photos.latam.msn.com/Support/WorldWide.aspx From macw at cmu.edu Sat Jan 12 02:33:48 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 11 Jan 2002 21:33:48 -0500 Subject: Paper deadline for IASCL 2002 in Madison Message-ID: Dear Info-CHILDES, Just a friendly reminder about the upcoming deadline for submission of papers to the joint IASCL (International Association for the Study of Child Language) and SRCLD (Society for Research in Child Language Development) meeting in Madison in July. The bad news is that the deadline is January 15 which is not too far away. The good news is that you only need to write up a 600 word summary. Please go to this homepage for an overview: http://www.waisman.wisc.edu/srcld/index.htm The details about the paper submission process are at: http://www.waisman.wisc.edu/srcld/pages/callforpapers1.htm You can also see the initial sketch of the program at http://www.waisman.wisc.edu/srcld/pages/program/papers.htm By browsing these abstracts, you can see that this will be a truly top-rate meeting with new data and ideas aboutmany of the core issues in language acquisition from radical Construction Grammar to stuttering, conflict talk, gestures, and liquids. If you anticipate any problems in making the January 15th abstract submission deadline, just send a note to jamie at srcld.waisman.wisc.edu Happy abstract writing, Brian MacWhinney (for IASCL) Jon Miller (for SRCLD) From macw at cmu.edu Sat Jan 12 02:53:32 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 11 Jan 2002 21:53:32 -0500 Subject: @ Message-ID: Dear Info-CHILDES, In my last message, I mentioned that anyone who had trouble with meeting the deadline should send mail to: jamie at srcld.waisman.wisc.edu I realize now that this is incorrect. The correct procedure is to send mail to "Jamie" at: srcld at waisman.wisc.edu Sorry about the confusion regarding the meaning of "at/@". --Brian MacWhinney From h.g.simonsen at ilf.uio.no Tue Jan 15 15:42:43 2002 From: h.g.simonsen at ilf.uio.no (Hanne Gram Simonsen) Date: Tue, 15 Jan 2002 16:42:43 +0100 Subject: Past Tense in L2 Acquisition In-Reply-To: Message-ID: Dear Jean-Pierre, Tatiana Chernigovskaya at St Petersburg University has done some work on L2 acquisition of Russian past tense by American learners. See f.ex. Tatiana Chernigvskaya & Kira Gor 2000: The complexity of paradigm and input frequency in native and second language verbal processing: Evidence from Russian. Language and Language Behavior 3-2, 2000, pp 20-37 Best wishes 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 Coreda at aol.com Mon Jan 14 18:05:35 2002 From: Coreda at aol.com (Coreda at aol.com) Date: Mon, 14 Jan 2002 13:05:35 EST Subject: Stackhouse - Address? Message-ID: Hello - I am looking for a current e-mail address for Joy Stackhouse. Can someone help me with this? Thank you. Cynthia Core -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Fri Jan 18 17:28:12 2002 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 18 Jan 2002 12:28:12 -0500 Subject: Linguistic criteria for diagnosing Turkish children with SLI Message-ID: ------- Forwarded Message Follows ------- From: info-childes at mail.talkbank.org To: Subject: Re: Linguistic criteria for diagnosing Turkish children with SLI Date: Thu, 17 Jan 2002 10:40:33 -0500 >Dear Colleagues, > >in Germany preschools for children with SLI are taking in more and >more bilingual children who learn German as their second language. >In order to find out whether these children also have a problem with >their first language we ask native speakers for an evaluation of >children's linguistic skills. Unfortunately, most of these native >speakers - the majority is studying linguistics - have not (yet) had >any experience in doing diagnostics in their mother tongue. > >Currently we are looking for a list of linguistic criteria to diagnose >Turkish children, in particular a list of typical errors of Turkish-speaking >children with SLI ? > >Any suggestion is greatly appreciated. We will, of course, share all >information with you. > >Katrin Lindner > > >Dr. Katrin Lindner >Institut fuer Deutsche Philologie >Universitaet Muenchen >Schellingstr. 3 >D 80799 Muenchen >Germany > >Tel. 0049 89 2180 2917 (office) >Fax 0049 89 2180 3871 >Tel 0049 89 438562 (home) From Jean-Pierre.Chevrot at u-grenoble3.fr Thu Jan 24 12:19:15 2002 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Thu, 24 Jan 2002 13:19:15 +0100 Subject: Past tense in SLA Message-ID: Dear all, Thank you for your help and answers to our request for references concerning the acquisition of English past tenses in L2. This will help us to organize our work properly.You will find below a list of the references that we have received. Jean-Pierre Chevrot and Carolyne Petit. ***** List of references ************* Andersen, R. & Shirai, Y. 1996. "The primacy of aspect in first and second language acquisition: The pidgin-creole connection". In Handbook of Second Language Acquisition, W. Ritchie & T. Bhatia, 527-570. London, Academic Press. Bailey, N. (1987). The importance of meaning over form in L2 system building: An unresolved issue. Ph. D. Thesis. Graduate Center, City University of New York. Bardovi-Harlig, K. (1999)." From morpheme studies to temporal semantics: Tense-aspect research in SLA: The state of the art". Studies in Second-Language Acquisition, 21. Bardovi-Harlig, K. (2000). Tense and Aspect in Second Language Acquisition: Form, Meaning, and Use. Oxford: Blackwell (one chapter on the influence of instruction). Beck, M. L. (1997). Regular verbs, past tense and frequency: tracking down a potential source of NS/NNS competence differences. Second Language Research, 13(2), 93-115 (influence of classroom learning on the frequency effects on irregular verbs) Birdsong, D. & Flege, J. E. (2001) Regular-irregular dissociations in the acquisition of English as a second language. In BUCLD 25: Proceedings of the 25th Annual Boston University Conference on Language development (pp. 123-132). Boston, MA: Cascadilla Press. Borden, D. S. (1994). Non-native speakers of English and denominal regularization. Ph. D Thesis. University of Texas, Denton. Brovetto, C., & Ullman, M. T. (2001). First vs. second language: A differential reliance on grammatical computations and lexical memory, Proceedings of the Fourteenth Annual CUNY Conference on Human Sentence Processing (Vol. 14). Philadelphia, PA: CUNY Graduate School and University Center. Deitrich, R., Klein, W., & Noyau, C. (1995). The acquisition of temporality in a second language. Amsterdam: John Benjamins. Ellis, R. (1987). Interlanguage variability in narrative discourse: Style shifting in the use of the past tense. Studies in Second Language Acquisition, 9, 1-20. H. Riionheimo: Morphological attrition and interference in language contact: Sketching a framework. In: J. Niemi, T. Odlin and J. Heikkinen (1998, eds.), Language Contact, Variation, and Change. Studies in Languages 32, University of Joensuu (Pp. 246-268.) (see my webpage for further information on the series). Housen, A. (1998) "Le processus de grammaticalisation dans le domaine de la temporalit? et le d?veloppement de l'interlangue", Travaux de Linguistique, 36, pp. 209-222. Housen, A. (2000) "Verb semantics and the acquisition of Tense-Aspect Morphology in English", Studia Linguistica, 54, 2, 249-259. Housen, A. (2002). "A corpus-based study of the L2-acquisition of the English verb system", in Computer Learner Corpora, Second Language Acquisition and Foreign Language Learning, S. Granger, J. Hung & S. Petch-Tyson (eds). London: John Benjamins. Randi-Rao, S. (2001). Inflecting denominal verbs: The role of semantics. Paper presented at the Twenty-Sixth Annual BUCLD, Boston, November 3. Salaberry, R. & Shirai, Y. (in press). Tense-aspect morphology in L2 acquisition. Amsterdam: John Benjamins. Salaberry, R. (2000). "The acquisition of English Past tense in an instructional setting: Irregular and frequent morphology". System, 28(1), 35-152. Schlyter, Suzanne, 1990. 'The acquisition of tense and aspect'. In: Meisel, ed., 1990, pp. 87-122. (Meisel, J?rgen, ed., 1990. Two First Languages - Early Grammatical Development in Bilingual Children, Dordrecht: Foris publications.) (aspect/tense acquisition in Swedish-French bilingual children) Schlyter, Suzanne, 1995. Formes verbales du pass? dans des interactions en langue forte et en langue faible. AILE (Acquisition et Interaction en Langue Etrang?re) 6: 129-152 () Tatiana Chernigvskaya & Kira Gor 2000: The complexity of paradigm and input frequency in native and second language verbal processing: Evidence from Russian. Language and Language Behavior 3-2, 2000, pp 20-37. Ullman, M. T. (2001). The neural basis of lexicon and grammar in first and second language: The declarative/procedural model. Bilingualism: Language and Cognition, 4(1), 105-122. Wolfram, W. (1985). Variability in tense marking: A case for the obvious Language Learning, 35(2), 229-253. *********************************************************************** Jean-Pierre Chevrot UFR SCL, Universit? Stendhal, BP 25, 38040, Grenoble cedex, France tel : (0)4 76 41 90 46 *********************************************************************** From smorgan at tkk.att.ne.jp Mon Jan 28 08:50:51 2002 From: smorgan at tkk.att.ne.jp (Steven Morgan) Date: Mon, 28 Jan 2002 17:50:51 +0900 Subject: Testing instruments query Message-ID: Dear All, I wonder if anyone has had experience with either of the following tests: (1) Tennessee Test of Rhythm and Intonation Patterns (T-TRIP) (2) Children's Speech Intelligibility Measure (CSIM) I have contacted the authors of both tests to find out if they knew of any research that used these tests with normal ESL or EFL students. They are supportive of the idea, but unaware of any such studies that have used their tests. I am interested in finding testing instruments to use for pre- and post-tests in a research project on the early assimilation of speech rhythm and intonation of third-grade ESL students in Tokyo. If anyone has had experience with any other testing instruments along these lines, please drop me a note. Thanks. Steven Morgan Keio Yochisha Elementary School Tokyo, Japan From v.c.gathercole at bangor.ac.uk Mon Jan 28 09:07:41 2002 From: v.c.gathercole at bangor.ac.uk (Ginny Mueller Gathercole) Date: Mon, 28 Jan 2002 09:07:41 +0000 Subject: faculty position Message-ID: Apologies for cross-posting Please help us in our search by bringing this position to the consideration of developmental researchers who may find this of interest. UNIVERSITY OF WALES, BANGOR SCHOOL OF PSYCHOLOGY APPOINTMENT IN DEVELOPMENTAL PSYCHOLOGY Lecturer / Senior Lecturer / Reader in Developmental Psychology (Equivalent to Assistant, Associate or Full Professor within the US system) ?20,267 - ?32,215 p.a / ?33,820 - ?38,221 p.a. / ?33,820 - ?38,221 p.a. Applications are invited for a post at the Lecturer level or higher (equivalent to Assistant, Associate or Full Professor within the US system) in developmental psychology. We are looking for somebody who defines themselves as a developmentalist and who will take a lead role in defining this specialism in our School. The ideal candidate would be a strong developmentalist with expertise in an area that complements and strengthens our existing specialisms of cognitive neuroscience, social development, language, or a related area. Applicants will be expected to have a Ph.D. and teaching and research experience appropriate to the level of appointment in a relevant field. University Of Wales, Bangor, School Of Psychology is one of the leading research departments in UK psychology. The School, which has recently established a Centre for Cognitive Neuroscience with facilities for fMRI and ERP, has an outstanding record of success in both teaching and research. In the most recent national assessments we achieved the highest possible research rating for a psychology department in the UK (5*A on a scale of 1-5*) and the highest possible rating for Teaching Quality. For information about the position and the School, applicants are invited to contact Professor Marilyn M. Vihman, email: m.vihman at bangor.ac.uk, Professor Nick Ellis, email: n.ellis at bangor.ac.uk, or Doctor Virginia Gathercole, email: v.c.gathercole at bangor.ac.uk, and to consult our web site: www.psych.bangor.ac.uk. Applications must be made through Personnel Services, University of Wales, Bangor, Gwynedd, LL57 2DG , from whom application forms and further particulars can be obtained, tel: 01248-382926. e-mail: pos020 at bangor.ac.uk. Applicants are required to state clearly the level of appointment for which they wish to be considered. Closing date for applications: 22 March 2002 -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From ilaria309 at supereva.it Mon Jan 28 17:35:36 2002 From: ilaria309 at supereva.it (ilaria309 at supereva.it) Date: Mon, 28 Jan 2002 17:35:36 -0000 Subject: BILINGUAL NARRATIVE ABILITIES Message-ID: Dear friends, I urgently need something ( book titles. articoles, web sites) dealing with bilingual-narrative-abilities; how does a language interfere with another in the narrative of "Frog where are you?" of bilingual children, aged 3-5-9? What's the difference between bilingual and monolingual narrative abilities?etc Thanks a lot Ilaria Beretta Universit? IULM Milan ITALY ----------------------------------------------------- messaggio inviato con Freemail by superEva http://www.supereva.it ----------------------------------------------------- From kmainess at sahp.llu.edu Mon Jan 28 18:05:23 2002 From: kmainess at sahp.llu.edu (Karen Mainess) Date: Mon, 28 Jan 2002 10:05:23 -0800 Subject: Speech-Language Pathology Course on Bilingual-Bicultural Considerations in Service Provision Message-ID: Dear Readers: Are there any speech-language pathologists among you who currently or formerly have taught an undergraduate course on Multicultural-Bilingual-Bicultural Issues in Assessment and Treatment of Communication Disorders? I would be interested in knowing what textbooks you would recommend and what your course outlines looks like. What kind of interactive activities did you use to engage your students? Did you require projects? What kind? Thank you in advance for you information. Karen Mainess Loma Linda University School of Allied Health Professions Department of Speech-Language Pathology and Audiology From bpearson at comdis.umass.edu Mon Jan 28 18:24:04 2002 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 28 Jan 2002 13:24:04 -0500 Subject: Fwd: BILINGUAL NARRATIVE ABILITIES Message-ID: Dear Info-friends, I hesitate to say it in public (because Ruth Berman will ask what took me so long in sending it), but I just today sent my galleys back to the editor for a chapter on just the topic Ilaria Berretta asks about. The book is already on the Multilingual Matters website for a March 2002 publication. It is called Language and Literacy in Bilingual Children, DK Oller and RE Eilers, Eds. The book has the results of a large multifactor study of bilingual children's performance on a series of standardized and non-standardized tests that we did in Miami from 1994-1997 (Oller, Pearson, Umbel, Cobo-Lewis, Gathercole, and Eilers, mostly--and a cast of well, one thousand, if not "thousands.") My sole-authored chapter is on narratives, comparing them to the monolingual controls, and I used "Frog Where Are You?", which I liken to the "compulsory routine" for story-telling children around the world. (It will not be a surprise that my short answer to Ilaria is that we did not find interference per se, but also that the answer is not so short.) The stories, themselves, are on CHILDES and in SALT (all 400+ of them). I think Infochildes members will be most interested in what we called our "probe" studies: Ginny Gathercole did a series of grammaticality judgment experiments with gender, the mass/count distinction, and that-trace movement in the two languages; and Kim Oller did a "phonological translation" study, a form of phonological awareness. That's not to say that the factor analysis of the standardized results is not super interesting, too. We all look forward to the actual publication, and the opportunity to get feedback from the wider community of people working on these topics. Cheers, Barbara >X-From_: info-childes at mail.talkbank.org Mon Jan 28 12:36:19 2002 >Date: Mon, 28 Jan 2002 17:35:36 +0000 >From: ilaria309 at supereva.it () >Subject: BILINGUAL NARRATIVE ABILITIES >Sender: info-childes at mail.talkbank.org >To: info-childes at mail.talkbank.org >Reply-to: ilaria309 at supereva.it >X-Originating-IP: [62.211.7.80] >List-Subscribe: >List-Digest: >List-Unsubscribe: > > >Dear friends, >I urgently need something ( book titles. articoles, web sites) >dealing with bilingual-narrative-abilities; how does a language >interfere with another in the narrative of "Frog where are you?" of >bilingual children, aged 3-5-9? >What's the difference between bilingual and monolingual narrative >abilities?etc >Thanks a lot > >Ilaria Beretta >Universit? IULM >Milan ITALY > >----------------------------------------------------- > >messaggio inviato con Freemail by superEva >http://www.supereva.it > >----------------------------------------------------- -- *********************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax:545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From cslater at alma.edu Mon Jan 28 19:38:57 2002 From: cslater at alma.edu (Carol Slater) Date: Mon, 28 Jan 2002 15:38:57 -0400 Subject: PRAAT & motherese Message-ID: Dear All-- May I ask for your assistance again ? One of my students is carrying out a senior thesis on the nature of language directed at disabled individuals. In one condition, she expects to observe something that looks (well, sounds) like motherese, in another, not. A while back, it was suggested that PRAAT would be the means of choice to carry out this sort of analysis but the PRAAT folk tell us that they themselves have no experience with it and even with their all-purpose helpful comments, it is by no means obvious how to get started. Has anyone had experience doing this sort of thing with PRAAT? We would be very grateful for any counsel. Carol Slater Department of Psychology Alma College Alma MI 48801 P.S. Hope you all saw the nice discussion of CHILDES in Gopnik, Meltzoff & Kuhl's Scientist in the Crib. -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at giccs.georgetown.edu Mon Jan 28 21:17:21 2002 From: michael at giccs.georgetown.edu (Michael Ullman) Date: Mon, 28 Jan 2002 16:17:21 -0500 Subject: tenure-track faculty positions: cognitive neuroscience Message-ID: TENURE-TRACK FACULTY POSITIONS IN COGNITIVE NEUROSCIENCE Georgetown University The Department of Neuroscience is recruiting two new tenure track faculty at the rank of Assistant or Associate Professor. We seek outstanding candidates with research in molecular or developmental neurobiology, neurophysiology, or cognitive, computational or systems neuroscience. We have state-of-the-art core facilities in cellular neurobiology, neuroanatomy, EEG/ERP, as well as animal (7T) and human magnetic resonance (fMRI). We offer an outstanding intellectual and collaborative environment with highly competitive salary and start-up packages. Successful candidates must have a Ph.D. or equivalent, evidence of productivity and innovation, and the potential to establish an independently funded research program. Applications are encouraged from women and underrepresented minorities. To apply send a detailed CV, a two-page statement of research and teaching interests specifying one or more of the research areas noted above, and names of at least three referees to the following address: Neuroscience Search Committee Attn: Janet Bordeaux Department of Neuroscience 3900 Reservoir Road, NW Washington DC 20007 http://neuro.georgetown.edu Application review will begin immediately and will continue until positions are filled. Georgetown University is an Equal Opportunity, Affirmation Action Employer. Qualified candidates will receive employment consideration without regard to race, sex, sexual orientations, age, religion, national origin, marital status, veteran status or disability. We are committed to diversity in the workplace. From pli at richmond.edu Tue Jan 29 22:46:04 2002 From: pli at richmond.edu (Ping Li) Date: Tue, 29 Jan 2002 17:46:04 -0500 Subject: amusia and tone perception Message-ID: Dear Colleagues, Have you had a chance to work with anyone who suffers from amusia in tonal languages? Or if you know of such work? I was intrigued by an NPR program on Isabelle Peretz's research on amusia in normal healthy adults. It's an intriguing problem! Best wishes, 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/ ---------------------------------------------------------------------- P.S. message from Peretz enclosed here with her permission. > >Dear Dr. Peretz, > >Thanks a lot for your prompt response! > >The situation in Chinese is much worse than in any other language. I >wonder if anyone with amusia can get around this problem in Chinese: > >4 lexical tones >400 syllables >4,000 monosyllable words (at least) > >Each syllable carries one of the 4 tones to differentiate meaning, >resulting in about 1,600 unique phonological patterns. Still, many >monosyllables that differ in meaning would be homophonous, but >context may help there. > >Chinese linguists describe the lexical tones on a 5-point scale, >with duration indicated by two digits: > >Tone 1 --> 5 5 >Tone 2 --> 3 5 >Tone 3 --> 213 >Tone 4 --> 5 1 > >The other side of the story may be: because the language relies so >heavily on tones, people really have to develop abilities in >differentiating them for "survival". Thus, we would hypothesize that >one would find fewer people suffering amusia in China. My colleague >Joan Sereno has done work on training native English speakers to >perceive tones, and she got some interesting results with >neuroimaging measures (I am copying this message to her). > >It's just intriguing to think of the fact that a Chinese speaker >cannot differentiate tones! > >Best wishes, > >Ping > > > >>Dear Dr. Ping Li, >>I am pleased that you wrote to me. I suppose that there are as many >>amusic individuals in China as everywhere else. This is of course >>an empirical issue. And these cases may have difficulties with tone >>languages in general, including Chinese. I met one such case. >>However, she claimed that she got around that problem by using >>context and pragmatics. Again, I have not studied her formally. >>The key question is how large are the intervals used in tone >>languages; do you have any idea ? In English intonation patterns, >>the changes are quite large compared to music. Even a defective >>pitch analysis system could handle these changes. >>To my knowledge, there is no published study on this particular question. >>Best wishes, >>Isabelle Peretz >> >> >>>Dear Dr. Peretz, >>> >>>I was very intrigued by the NPR program on amusia in normal >>>healthy adults (1.16.2002). As a psycholinguist and a native >>>speaker of Chinese - a language that employs tones to different >>>lexical meanings, I was wondering if amusia is a common problem >>>among some Chinese people -- if so, that implies that these people >>>cannot speak properly or understand anything! >>> >>>Do you know of any research in this area? >>> >>>Thanks. >>> >>>Sincerely >>> >>>Ping Li From boehning at kronos.ling.uni-potsdam.de Wed Jan 30 14:48:31 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Wed, 30 Jan 2002 15:48:31 +0100 Subject: JOB ANNOUNCEMENT: CHAIR IN PSYCHOLINGUISTICS Message-ID: The Department of Linguistics (Faculty of Human Sciences) of the University of Potsdam, Germany, announces the following position vacancy: Chair (C4) in Psycholinguistics (Impaired and Unimpaired Language Acquisition) Candidates must be willing to cooperate with the patholinguistics program in research and teaching. The patholinguistics program focuses from a linguistic perspective on first language acquisition and its disorders, on normal language processing and on acquired language disorders. Given the practical and interdisciplinary nature of the curriculum, experience in clinical work and readiness to cooperate with pediatric doctors, speech and language therapists and clinical psychologists is desirable. Graduates from this program find employment as speech and language therapists or as researchers in psycho- and neurolinguistics. Deadline for application is February 28, 2002. A curriculum vitae, letter of application, selected publications, statement of teaching experience and research interests should be sent to University of Potsdam The President P.O. Box 60 15 53 14415 Potsdam Germany Please inform colleagues who could be interested in the position. ****************************************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ****************************************************** From macw at cmu.edu Thu Jan 31 01:58:03 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Jan 2002 20:58:03 -0500 Subject: New SIL Unicode IPA font and input method Message-ID: Dear Info-CHILDES, It is now possible to enter Unicode IPA in CLAN using the newly developed SILIPA Unicode font from the Summer Institute of Linguistics. The current restrictions are: 1. This only works on Windows 2000/NT. It might work on XP. 2. The input method only works in Word or Wordpad, not yet with CLAN. So you have to edit in Word and then output to CHAT format. 3. Files must be saved as UTF-8 to work in CLAN. The instructions explain this. 4. The CLAN Output window will display Unicode, but the Commands window will look funny for +s strings. However, they will work. 5. The current input method is a bit crude. Peter Constable at SIL is now implementing the nice IPAPhon input method from Hank Rogers at Toronto. I will include this in the package once it is available. The materials can be downloaded from the SILIPA link at http://childes.psy.cmu.edu/html/wintools.html This set-up will improve in the next months, but it is now basically useable. Good luck. --Brian MacWhinney From jpearl at umail.ucsb.edu Thu Jan 31 04:31:56 2002 From: jpearl at umail.ucsb.edu (Jonathan Pearl) Date: Wed, 30 Jan 2002 20:31:56 -0800 Subject: amusia and tone perception In-Reply-To: Message-ID: Dear Colleagues: I was pleased to find Ping Li's message and Isabelle Peretz' reply while searching the CHILDES archive. I have now joined the list, and wish to add my comment. I have an annotated bibliography of relevant research posted at http://www.music.ucsb.edu/projects/cism/SSB.pdf. I draw your attention in particular to items 30, 32, and 39, which deal with cases not of amusia but aprosodia in tone-language speakers. A disconnect is noted between lexical tone and affective tone, which complicates the situation a bit. It is quite possible as well that a native tone-language speaker might acquire amusia without apparent deficit to lexical tone. The common assumption is that musical melody is more akin to affective prosody (though this relationship needs more fleshing out). What becomes increasingly apparent is that the function to which we put a cognitive process (such as pitch or melodic contour perception) is the crucial element rather than the sorts of information being processed. The degree to which certain elements of vocal sound production are foregrounded or backgrounded (i.e. automatized) has a lot to do with functioning under cognitive damage or stress. Otherwise, we might wonder why there are not separate cochlea for music and language, since they seem to utilize the same basic elements but in different ways, and neurological evidence suggests that they may break down independently (cf. Patel, et al. 1998. "Processing prosodic and musical patterns: a neuropsychological investigation." Brain and Language 61: 123-144.) The relationship between singing and speech prosody is a fascinating area of research, and one about which little is currently known. How does an infant, exposed to both speaking and singing, acquire the distinction between music and language that we find so self-evident as adults? Enjoy, Jonathan _____________________________________________ JONATHAN G SECORA PEARL PhD Student, Musicology, Department of Music Assistant Director, Center for the Interdisciplinary Study of Music University of California, Santa Barbara email: jpearl at umail.ucsb.edu homepage: http://uweb.ucsb.edu/~jpearl From majdyr at get2net.dk Wed Jan 30 10:05:40 2002 From: majdyr at get2net.dk (MAJA VINTHER DYRBY) Date: Wed, 30 Jan 2002 11:05:40 +0100 Subject: adult native frog stories Message-ID: 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 macw at cmu.edu Thu Jan 31 15:25:47 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 31 Jan 2002 10:25:47 -0500 Subject: adult native frog stories In-Reply-To: <000201c1aa51$0c0658e0$2ed752c3@oemcomputer> Message-ID: Dear Maja and Info-CHILDES, Yes, there are some frog story data for Spanish adults. If you go to http://childes.psy.cmu.edu/pdf/data.html you will see a new index to the descriptions for the holdings in the CHILDES database. If you then download the 5narrative.pdf file and click on the link that takes you to Table 1 you will see that the Sebastian corpus has data from adults. They are indicated as age ?20? for convenience. Typically, the adults in the frog story corpora are college students. Hopefully you or others will be able to add some adult data for Danish. --Brian MacWhinney -------------- next part -------------- An HTML attachment was scrubbed... URL: From rmontes at siu.buap.mx Thu Jan 31 15:26:48 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Thu, 31 Jan 2002 09:26:48 -0600 Subject: adult native frog stories In-Reply-To: <000201c1aa51$0c0658e0$2ed752c3@oemcomputer> Message-ID: Hi Maja, Our server changed some of its specifications so that in the case of messages using the older "address", some get through and some are bounced back. However, the address I am replying from should be OK and if there are occasional bounces they should be transient not fatal errors. As to my frog stories: the children's corpus is not complete. Right now it's in the hands of a student who is using it for his BA thesis. We also have a group of about 12 or so adult WRITTEN stories. The writers were university students who participated in the language acquisition class. I had one student who was looking at evaluations but has lately dropped from sight. She was the one who had transcribed the data. All I have is the actual handwritten stories. Just an update on what I have. Doesn't seem to be of much help to what you need, though. Sorry. Rosa Graciela Montes Universidad Autonma de Puebla MEXICO From Edy.Veneziano at univ-nancy2.fr Thu Jan 31 16:29:13 2002 From: Edy.Veneziano at univ-nancy2.fr (Edy Veneziano) Date: Thu, 31 Jan 2002 17:29:13 +0100 Subject: Sound therapy Message-ID: Cathy Grant wrote: > I have been contacted by parent who is trying to decide whether or not to use sound therapy with her son who has dyslexia/ attentional difficulties. I would be most grateful to anybody who could suggest a good review paper and let me know if there is any work that evaluates it's effectiveness? > > Thanks, > > Cathy Grant > > Dr Cathy Grant > Developmental Psychiatry > Floor E, South Block > Queen's Medical Centre > Nottingham NG7 2UH From kmainess at sahp.llu.edu Thu Jan 31 23:13:01 2002 From: kmainess at sahp.llu.edu (Karen Mainess) Date: Thu, 31 Jan 2002 15:13:01 -0800 Subject: Speech-Language Pathology Course on Multicultural Issues Message-ID: Dear Readers, Thank you for your suggestions regarding my proposed course. However, most of the information I got concerned only one linguistic group (Spanish). And I need to develop the course around several different languages and culturals represented in the U.S. I am about to put in a textbook order for "Clinical Management of Communication Disorders in Culturally Diverse Children" by Thalia Coleman. Has anyone taught a similar course? Would you recommend this book or do you know of another book that you prefer? Thanks for all of your input! Sincerely, Karen Mainess Loma Linda University School of Allied Health Professions Department of Speech-Language Pathology and Audiology