From macw at cmu.edu Tue Jul 2 23:02:46 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Jul 2002 19:02:46 -0400 Subject: what better time Message-ID: Dear Info-CHILDES, As we move into the "dog days" of summer, what better time to think about donating those beautiful data files you have been polishing and perfecting for years on end to the CHILDES database. Lest you be bothered by little elves running around at the Madison child language meeting repeatedly asking [: nagging] you to contribute data, maybe you can get a jump on the elves and send off the data now. If interested, you can send your checked data to me using FTP to monkey.psy.cmu.edu with username guest and password guest. Many thanks. --Brian MacWhinney From behrens at eva.mpg.de Thu Jul 4 14:14:58 2002 From: behrens at eva.mpg.de (Heike Behrens) Date: Thu, 4 Jul 2002 16:14:58 +0200 Subject: DGFS 2003: Workshop on Language Development Message-ID: CALL FOR PAPERS Workshop "Linguistic Knowledge in Language Acquisition" at the 25th Annual Meeting of the German Linguistics Society (Deutsche Gesellschaft für Sprachwissenschaft) in Munich (February 26-28, 2003) WORKSHOP DESCRIPTION The way in which linguistic knowledge is conceptualised is of critical importance for any acquisition theory. Both nativist and constructivist theories have to provide a characterization of the kind of linguistic knowledge which is activiated or acquired in the acquisition process. Furthermore, the cognitive processes which contribute to and interact in language development need to be assessed. Such interactions could take place with respect to language internal processes, or general cognitive categorization and pattern abstraction processes, or even auditive and visual abilities. A central aspect of language acquisition is the analysis of input structures. This workshop focuses on the relationship between language internal and language external knowledge. The contributions should provide empiral approaches to characterize the representational and procedural knowledge which is active in a given stage of development. In particular, we would like to focus on questions such as: (A) Which are the "general" cognitive abilities relevant for the acquisition of linguistic knowledge, and how do they contribute to the acquisition of linguistic knowledge? (B) Are there necessary interactions between different structural domains? (C) Do linguistic representations stay the same over time or do they change? If they change, how can we demonstrate that recoding processes take place? (D) Which learning contexts and processes lead to the establisment of explicit, meta-linguistic knowledge? We welcome abstracts addressing both unimpaired and impaired language development. If the number of abstracts submitted exceeds the number of available presentation slots, we will give preference to constributions which provide empirical tests for their claims or propose new methodologies (corpus, experimental, computational) to address these issues. SUBMISSION We invite abstracts (in German or English) for a 30 minute presentation. Abstracts should not exceed one page (max.of 400 words) and should be sent to the workshop organizers electronically or by regular mail. IMPORTANT DATES deadline for abstract submission: August 15, 2002 notification of acceptance: September 1, 2002 program announcement: September 15, 2002 workshop: February 26-28, 2003 WORKSHOP ORGANIZERS Heike Behrens email: behrens at eva.mpg.de Max Planck Institut für evolutionaere Anthropologie Inselstrasse 22 04103 Leipzig, Germany Dagmar Bittner email: anbitt at t-online.de Institut fuer Linguistik Universitaet Potsdam Postfach 601553 14415 Potsdam, Germany From energin at wp.pl Sat Jul 6 06:29:26 2002 From: energin at wp.pl (Energin) Date: Sat, 6 Jul 2002 08:29:26 +0200 Subject: subscription Message-ID: I would like to subscribe info0childes. Greetings Barbara -------------- next part -------------- An HTML attachment was scrubbed... URL: From jorge_nasser at ciudad.com.ar Sat Jul 6 15:09:57 2002 From: jorge_nasser at ciudad.com.ar (Jorge Nasser) Date: Sat, 6 Jul 2002 12:09:57 -0300 Subject: unsubscription Message-ID: I would like to unsubscribe infochildes. Thanks Jorge. -------------- next part -------------- An HTML attachment was scrubbed... URL: From JeremyShorr at msn.com Sat Jul 6 18:11:39 2002 From: JeremyShorr at msn.com (Jeremy Shorr) Date: Sat, 6 Jul 2002 14:11:39 -0400 Subject: overextension Message-ID: I am in dire need of raw data of first language overextension -- preferably in English -- to analyze for a research paper. I have looked through CHILDES, but I'm having trouble finding some in there.... JeremyGet more from the Web. FREE MSN Explorer download : http://explorer.msn.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Jul 6 18:15:44 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 6 Jul 2002 14:15:44 -0400 Subject: summer time Message-ID: Dear Info-CHILDES, Summer seems to be the time when "unsubscribe" messages pop up on mailing lists, because people are moving from one institution to the next. Please do not post unsubscribe messages to the list. Please send UNSUBSCRIBE messages either to me (macw at cmu.edu) or better yet to requests at mail.talkbank.org with the message "unsubscribe info-childes" Many thanks. --Brian MacWhinney From macw at cmu.edu Sat Jul 6 18:26:34 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 6 Jul 2002 14:26:34 -0400 Subject: IASCL 2008, business meeting Message-ID: Dear Info-CHILDES, Antonella Sorace and her colleagues at Edinburgh with the support of advisors from throughout the UK have submitted a proposal to host the IASCL meeting in Edinburgh in 2008. You can read the text of the proposal at http://childes.psy.cmu.edu/html/edinburgh.htm I think that most people will find this an excellent proposal. I am hoping that we can act on this proposal at the IASCL business meeting on July 19th at Madison (4:30-6:00), so please take a look at the proposal, if you can. We will also have some printed copies available, but please try to read the proposal now and send me questions in advance if you have any, in the interests of saving meeting time. I am not currently aware of any other proposals for sites for 2008. The other topics on the agenda will include: Election of new Officers Election of a new Nominating Committee Treasurer report Publications report Report on plans for IASCL 2005 in Berlin In addition, there may be particular issues that individual members would like to include on the agenda. If so, please send me a note regarding these issues so we can include them. Many thanks. --Brian MacWhinney, IASCL President From macw at cmu.edu Sun Jul 7 23:01:59 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 7 Jul 2002 19:01:59 -0400 Subject: tagged corpora Message-ID: Dear Info-CHILDES, In the context of some work I am doing, I ran the MOR program over the entire normally-developing English CHILDES database and disambiguated the resulting %mor line using POST. The resultant files are on the web now at http://childes.psy.cmu.edu/english.sit There is a link called "tagged-English" on the home page that points to that file. It is 32 MB in size and becomes 180 MB when expanded (that's a new record for compression ratio, isn't it?), so be patient in downloading. My estimate is that the MOR line in these files is about 90% accurate. We have reached 95% accuracy for POST disambiguation in well-cleaned files. Other files will surely have a lower level, but 90% is a reasonable guess. This means that these data should only be used for analyses that are robust against a certain level of tagging error. --Brian MacWhinney From L.Onnis at warwick.ac.uk Mon Jul 8 07:52:48 2002 From: L.Onnis at warwick.ac.uk (Luca Onnis) Date: Mon, 8 Jul 2002 08:52:48 +0100 Subject: CHILDES workshop at Warwick University: Second call Message-ID: Dear all, This message is a reminder that a Workshop on the CHILDES Database will take place at the University of Warwick, Coventry, England, Tuesday 17th - Thursday 18th September 2002. The workshop is sponsored by the British Psychological Society. The overall purpose of the seminars is to provide practical hands-on experience of the database. In particular, we aim: a.to introduce researchers unfamiliar with CHILDES, but planning to do empirical psycholinguistic work, to the basics of transcriptionand coding of new material to include in the database; b.to teach researchers who have already started collecting data but are unfamiliar with the coding practices of CHILDES; c.to teach researchers who have a basic or good knowledge of the database but want an advanced course and need help in addressing specific research questions within CHILDES. The workshop will be run by the following CHILDES experts: Prof. Stephen Gillis (University of Antwerp) Dr. Caroline Rowland (University of Liverpool) Dr. Anna Theakston (University of Manchester) Dr. Gary Jones (University of Derby) Dr. Fernand Gobet (University of Nottingham) Kate Joseph (University of Manchester) The course is limited to 20-25 people. Researchers and graduate students are welcome to apply. The course will be taught in English, but non-UK applicants are welcome. Also a number of grants covering partial expenses will be made available for postgraduate students. Deadline for application is July 19th. We have received a substantial number of applications and have a limited number f places available left. For more information you can visit our website www.warwick.ac.uk/fac/sci/Psychology/institute/index.html or send any queries and/or a request of participation to: Luca Onnis (local organiser) Department of Psychology University of Warwick Coventry CV4 7AL England Email:l.onnis at warwick.ac.uk From josie.bernicot at mshs.univ-poitiers.fr Mon Jul 8 11:38:45 2002 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Mon, 8 Jul 2002 13:38:45 +0200 Subject: Pragmatics: a new book in French Message-ID: PRAGMATIQUE ET PSYCHOLOGIE Josie Bernicot, Alain Trognon, Michèle Guidetti et Michel Musiol POUR COMMANDER - par mail : sandrine.laurain at univ-nancy2.fr - par fax : 33 (0)3 83 96 84 39 - par courrier :Presses Universitaires de Nancy, 42-44 avenue de la Libération BP 3347 54014 Nancy Cedex.- France PRIX : 36 euros + 3.35 euros frais d'envoi (paiement par chèque) L'objectif de l'ouvrage est de montrer l'importance de l'étude des fonctions sociales du langage tant pour la recherche fondamentale que pour ses applications dans la vie quotidienne. Comment utilise-t-on le langage pour résoudre des problèmes ou simplement communiquer à l'école, sur son lieu de travail ? Quelles sont les particularités de l'utilisation du langage par l'enfant ou par les personnes atteintes de certaines pathologies (par exemple lésions cérébrales ou schizophrénie) ? Ces questions sont l'objet de la pragmatique, définie comme l'usage du langage dans des contextes sociaux. Il a été fait appel aux meilleurs spécialistes internationaux du domaine pour répondre à ces interrogations qui sont au carrefour de plusieurs disciplines : la philosophie, la psychologie, la psychiatrie, la linguistique ou encore l' anthropologie. Leurs contributions ont été regroupées en quatre grands thèmes abordés tant du point de vue de la recherche fondamentale que des applications : les perspectives actuelles de la pragmatique, le raisonnement, le développement de l'enfant et les pathologies. Ceci permet de dresser un bilan et de dégager des directions d'avenir pour l'étude du langage, non plus uniquement comme une grammaire, mais comme un moyen de réaliser des actes sociaux. Cet ouvrage s'adresse aux étudiants de second et de troisième cycle des disciplines des sciences humaines, médicales et sociales ainsi qu'à tous les enseignants et chercheurs qui s'intéressent au fonctionnement humain en contexte social. Il apportera également des compléments de connaissance à tous les professionnels en formation ou en exercice des secteurs du langage et de la communication. Un CD ROM accompagne ce livre, il reproduit pour certaines contributions un extrait videoscopé et constitue ainsi un outil supplémentaire de réflexion et d'information. SOMMAIRE PREMIERE PARTIE - PERSPECTIVES PRAGMATIQUES -le tournant pragmatique en psychologie, Josie Bernicot et Alain Trognon -logique illocutoire, grammaire universelle et pragmatique du discours, Daniel Vanderveken -notes on the role of metapragmatic awareness in language use, Jef Verschueren -les évènements psycho-sociaux étudies sous l'angle de la pragmatique, Marcel Bromberg, Patrice Georget et Laurence Masse DEUXIEME PARTIE - PRAGMATIQUE ET RAISONNEMENT -le raisonnement et la pragmatique, Ira Noveck et Guy Politzer -la co-élaboration des notions scientifiques dans les dialogues entre apprenants : le cas des interactions médiatisées par ordinateur, Michael Baker, Daniel Brixhe et Matthieu Quignard -l'entretien clinique : une conversation ordinaire ?, Michèle Grossen et Alain Trognon -analyse des raisonnements en situation de travail : le cas des apprentis facteurs de la poste, Katia Kostulski et Patrick Mayen TROISIEME PARTIE - PRAGMATIQUE ET DEVELOPPEMENT DE L'ENFANT -developmental pragmatics : state of art and perspectives, Susan Ervin-Tripp -organisation du discours, actes de langage et langage non littéral chez l' enfant: questions méthodologiques, Josie Bernicot, Virginie Laval et Susan Ervin-Tripp -développement des compétences pragmatiques et théories de l'esprit chez l' enfant: le cas de l'explication, Edy Veneziano et Christian Hudelot -organisation du discours chez le jeune enfant : émergence et aspects interculturels, Haydée Marcos, Jacqueline Rabain-Jamin et Anne Salazar-Orvig -pragmatique et acquisitions tardives chez l'enfant : langage oral et langage écrit, Harriet Jisa et Sven Stromqvist QUATRIEME PARTIE - PRAGMATIQUE ET PATHOLOGIES -lobe frontal et régulation du comportement, Bruno Dubois -discours et conversation chez les traumatises crânio-cérébraux, Claire Peter-Favre -outils d'évaluation des troubles de la pragmatique en neuropsychologie, Claire Peter-Favre et Renate Drechsler -symptomatologie des psychoses : décidabilité des critères, spécificité des processus psychobiologiques et psychocognitifs associes aux marqueurs pragmatiques des psychoses, Bertrand Claudel et Michel Musiol -sur les traces langagières des troubles, Alain Blanchet ---------------------------------------------------------------------- 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) www.mshs.univ-poitiers.fr/laco/index.htm www.sha.univ-poitiers.fr/compsy/ www.atega.com/pergame ---------------------------------------------------------------------- From k.j.alcock at city.ac.uk Wed Jul 10 09:20:05 2002 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Wed, 10 Jul 2002 10:20:05 +0100 Subject: Productivity in acquisition of grammar Message-ID: Sorry for mass cross-posting - thought I might get more replies this way I'm just looking at some spontaneous speech data from a few 2 and 3 year olds. I am wondering what criteria people would use for productive use of a particular grammatical construction. Would it be: a) use of that construction with more than one root morpheme/ main word e.g. productive use of past tense would be saying walked AND finished, for example or b) use of the same root morpheme with more than one construction e.g. productive use of past tense being saying walk AND walked? or c) use of the construction in a variety of circumstances correctly/contrastively? e.g. I finished milk but Daddy drive work. Or would you say more than two uses, and in how many utterances? I have 100 to 200 utterances from each of about 4 or 5 children (but many of the utterances are just Yes or No or Mama). The slight problem is that they are in two previously undescribed languages so I don't know what the norm for each construction should be! thanks Katie Alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Wed Jul 10 13:16:02 2002 From: shanley at bu.edu (Shanley Allen) Date: Wed, 10 Jul 2002 09:16:02 -0400 Subject: Productivity in acquisition of grammar In-Reply-To: Message-ID: Hi Katie, I've done similar work in Inuktitut, and used your (a) and (b) as indicators as well some other things. The most obvious indicator of productivity is overregularization (e.g. runned, falled), but this doesn't occur very often. You can look at my indicators of productivity in the second chapter of my book (Allen, S. 1996. Aspects of Argument Structure Acquisition in Inuktitut. Amsterdam: Benjamins), or pretty much the same ones appear in my JCL article (Allen, S. & Crago, M. 1996. The acquisition of the passive in Inuktitut. Journal of Child Language. - the title isn't exact and I forget the volume and page numbers). Work by Julian Pine, Elena Lieven, Mike Tomasello among others indicates that your (c) would not be a good measure of productivity. Children may well learn individual verbs in fixed forms at early ages, acquiring one tense for each verb, for instance, and so may not be productively applying morphology even though they are producing forms with the correct morphemes. You need evidence from one verb with or without the morpheme to tease this apart. This research also shows why your criterion (b) is weaker than (a). Good luck, and don't hesitate to write with further questions. Best, Shanley Allen. On Wed, 10 Jul 2002, Alcock, Katie wrote: > Sorry for mass cross-posting - thought I might get more replies this way > > I'm just looking at some spontaneous speech data from a few 2 and 3 year > olds. I am wondering what criteria people would use for productive use of a > particular grammatical construction. Would it be: > > a) use of that construction with more than one root morpheme/ main word e.g. > productive use of past tense would be saying walked AND finished, for > example > > or b) use of the same root morpheme with more than one construction e.g. > productive use of past tense being saying walk AND walked? > > or c) use of the construction in a variety of circumstances > correctly/contrastively? e.g. I finished milk but Daddy drive work. > > Or would you say more than two uses, and in how many utterances? I have 100 > to 200 utterances from each of about 4 or 5 children (but many of the > utterances are just Yes or No or Mama). The slight problem is that they are > in two previously undescribed languages so I don't know what the norm for > each construction should be! > > thanks > > Katie Alcock > From bates at crl.ucsd.edu Wed Jul 10 16:26:25 2002 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Wed, 10 Jul 2002 09:26:25 -0700 Subject: Productivity in acquisition of grammar Message-ID: In "From first words to grammar" we actually had a horse race of sorts among different criteria for calculating productivity, to see how they correlated with one another, and with other language measures in our longitudinal data set. The criteria were applied at 28 months. Data were available at 10, 13 and 20 months as well. Quantity-based criteria that rely on numbers of cases of a construction were relatively unreliable within this data set (we had 27 children, but speech samples were relatively short), and did not show high correlations with other measures. More qualitative criteria (relying on appearance of over-regularizations; or same verb/noun appears in more than one morphological form) showed substantially larger correlations with other variables, and seemed to line up with a more 'analytic' stream of measures in factor analyses. There is a chapter dedicated to these analyses in the book (Cambridge University Press, 1988). -liz bates From macw at cmu.edu Thu Jul 11 17:28:57 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 11 Jul 2002 13:28:57 -0400 Subject: IASCL 2005 Message-ID: Dear Info-CHILDES, There is now a nice new home page for the meeting of the IASCL in Berlin in 2005 at http://www.zas.gwz-berlin.de/events/iascl/ Thanks to the Berlin group for getting this up so much in advance of the meeting. If you forget this URL, there will be links to it from the CHILDES and IASCL pages too. --Brian MacWhinney From k.j.alcock at city.ac.uk Fri Jul 12 06:24:31 2002 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Fri, 12 Jul 2002 07:24:31 +0100 Subject: summary of productivity (quite long) Message-ID: I've had quite a few interesting replies on this and have been asked to summarise them. Firstly I should say a couple of things which I didn't say before: I'm not working on English, but on two languages that have previously not been studied wrt language acquisition - Kiswahili, and Kigirama, a related language spoken also in coastal Kenya. Also, I am currently in coastal Kenya with no access to a library (beyond about 3 books which I have with me) and the postal service is very slow and unreliable. So thanks to everyone who suggested books and/or offered to mail me stuff... forgive me if I appear rude! But if anyone wants to send me stuff electronically I'm really happy to get it. I'm currently just collecting pilot data with a view to getting a larger grant to fully characterise acquisition in these languages. So I have 100-200 utterances each from about 5 children all in the 2-3 year age range. Some people have used my indicators a) [walk + walked] and b)[walked + kissed] as measures of productivity. However various people pointed out quite correctly that my indicator c) [drives + finished] would not be a good measure, especially considering work by Tomasello and others on frozen forms. Various people pointed me to Roger Brown's book A First language (sadly not in the collection I have here) and pointed out that the absence of a contstruction in an obligatory context was a good indicator of non-productivity. This might be quite useful given the data I have. Some people suggested a nonword elicitation task (wug - wugs). Nice for the future I think but not a first step with an undescribed language possibly - also difficult given the characteristics of the children - none have been to nursery school and none would be used to any kind of formal testing or teaching situation. A couple of people also said that the only way to be sure of productivity is overregularisation. Nice if you have a language with many irregularities but I can count the irregularities in Kiswahili on the fingers of one hand for the verbs [the present tense of the verb "to be" and the imperative of the verb "to come"] and one for the nouns... [salt, sickness, tea]. However one of these children overregularised "come here" so maybe he knows how to do imperative... -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Fri Jul 12 06:36:57 2002 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Fri, 12 Jul 2002 07:36:57 +0100 Subject: productivity continued Message-ID: I accidentally pressed "send" instead of "save" on the last one... sorry about that... there was more and here it is. Some people thought that using a) PLUS b) might work, rather than one or the other. It was also pointed out that other types of errors (including but not limited to omissions, so I'm assuming things like using past tense when it is not the appropriate tense, rather than on a verb that doesn't take the past tense?) might reveal productivity. Liz Bates' message did go to the whole list but I'll just summarise: in one of the few studies to compare different types of measures they found that number of uses of a construction were not particularly valid i.e. didn't correlate with other language measures, especially for small speech samples from each child, but qualitatitive (over-regularisations or uses of the same word in more than one form) were more valid. Finally a couple of people have said "in small samples like yours...". I know we don't have very many children and it is only a pilot study but it feels quite large already! How large is large? Katie Alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From hitomi-murata at mri.biglobe.ne.jp Fri Jul 12 11:06:51 2002 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Fri, 12 Jul 2002 20:06:51 +0900 Subject: Tokyo Conference on Psycholinguistics 2003(TCP 2003) Message-ID: Dear Colleague, Institute of Cultural and Linguistic Studies of Keio University is going to hold the fourth Tokyo Conference on Psycholinguistics(TCP2003) on March 14 and 15, 2003. The invited speakers are Prof. Mark Baker(Rutgers University) and Prof. Maria Teresa Guasti(University of Milan-Bicocca) We solicit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ [ Call for Papers ] The Fourth Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 14th and 15th, 2003 Tokyo Conference on Psycholinguistics welcomes applications for paper presentations at its fourth conference. It accepts papers that represent any scientific endeavor that addresses itself to "Plato's problem" concerning language acquisition: “How can we gain rich linguistic system given our fragmentary and impoverished experience?” Its scope thus includes linguistic theory (phonology, morphology, syntax, and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among others. Each presentation will be 30 minutes, and 15 minutes will be devoted for discussion. Please send an abstract in accordance with the following guidelines: 1. An abstract in English (including bibliography) no more than 2 single- spaced A4 or letter-size pages. 2. Do not put your name on the abstract. 3. Put the title on the top of the first page. 4. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margin have ample room. 5. Clearly state the nature of the problem that you are addressing. 6. Cite sufficient data, and explain why and how they support your argument. 7. Avoid vague promissory notes such as "A solution will be presented". 8. Submit 5 copies. 9. Attach a separate information page to the top of your abstracts, indicating your (if you are coauthor, you all) (a) name, (b) affiliation, (c) paper's title, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). 10. In submission by e-mail, please note the following guidelines: The abstract file should be attached and e-mail subject should be "abstract", and all the author information (listed in 9) should be included in the body of the e-mail. The acceptable format is PDF only. For any fonts used, the font file should be attached. Send the information page and the five copies of your abstract to: 　　 TCP Committee 　　 Institute of Cultural and Linguistic Studies 　 Keio University 　　 2-15-45 Mita , Minato-ku, Tokyo 　　108-8345 JAPAN or, send via e-mail with the abstract file and font file(s) attached to: 　　 TCP Committee tcpabst at otsu.icl.keio.ac.jp The abstract must be received by November 30, 2002 by 11:59 pm JST (Japan Standard Time) by postal mail, FedEx (or the like), or e-mail. Submission by fax will not be accepted. Late submissions will be returned unopened. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 10, 2003. 　 We are planning to publish a volume of conference proceedings. If your abstract is accepted, we will inform you of details regarding this matter later. Most likely, you will be asked to submit a photo-ready copy of your contribution by mid-May 2003. 　 Unfortunately, TCP has no fund for financial assistance. Participants are also expected to make their travel arrangement through their own travel agents. For inquires, contact: 　　 Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-14-45 Mita, Minato-ku, Tokyo 108-8345 or, send e-mail messages to: 　　tcp at otsu.icl.keio.ac.jp From reciprocals at yahoo.co.jp Sat Jul 13 10:19:40 2002 From: reciprocals at yahoo.co.jp (Masayuki Komachi) Date: Sat, 13 Jul 2002 19:19:40 +0900 Subject: TCP: Call for Papers Message-ID: Dear Colleague, There were some errors in the previous posting of the TCP (Tokyo Conference on Psycholinguistics) Call for Papers. The following is the correct one. Sorry for the confusion. Thank you. Masa Komachi TCP Committee Keio University koma at otsu.icl.keio.ac.jp ################# The Institute of Cultural and Linguistic Studies at Keio University will be holding the fourth Tokyo Conference on Psycholinguistics (TCP2003) on March 14 and 15, 2003. The invited speakers are Prof. Mark Baker (Rutgers University) and Prof. Maria Teresa Guasti (University of Milan-Bicocca). We encourage you to submit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ [ Call for Papers ] The Fourth Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 14th and 15th, 2003 The Tokyo Conference on Psycholinguistics welcomes submissions for paper presentations at its fourth conference. It accepts papers that represent any scientific endeavor that addresses itself to "Plato's problem" concerning language acquisition: “How can we gain a rich linguistic system given our fragmentary and impoverished experience?” Its scope thus includes linguistic theory (phonology, morphology, syntax, and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among others. Each presentation will be 30 minutes, and 15 minutes will be devoted to discussion. Please send an abstract following the following guidelines: 1. An abstract in English (including bibliography) of no more than 2 single-spaced A4 or letter-size pages. 2. Do not put your name on the abstract. 3. Put the title on the top of the first page. 4. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 5. Clearly state the nature of the problem that you are addressing. 6. Cite sufficient data, and explain why and how they support your argument. 7. Avoid vague promissory notes such as "A solution will be presented". 8. Submit 5 copies. 9. Attach a separate information page on the top of your abstracts, indicating your: (a) name, (b) affiliation, (c) paper's title, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). If your paper has multiple authors, please provide information regarding all of the co-authors. 10. In email submissions, please note the following guidelines: The abstract file should be attached and the subject should be "abstract". All the author information (listed in 9) should be included in the body of the e-mail. The only acceptable format is PDF. For any fonts used, a font file should be attached. Send the information page and five copies of your abstract to: 　　 TCP Committee Institute of Cultural and Linguistic Studies Keio University 2-15-45 Mita , Minato-ku, Tokyo 108-8345 JAPAN or, submit via e-mail with the abstract file and font file(s) attached to: TCP Committee: tcpabst at otsu.icl.keio.ac.jp The abstract must be received by November 30, 2002 by 11:59 pm JST (Japan Standard Time) by postal mail, FedEx (or the like), or e-mail. Submissions by fax will not be accepted. Late submissions will be returned unopened. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 10, 2003. In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of details regarding this matter later. Most likely, you will be asked to submit a photo-ready copy of your contribution by mid-May 2003. Unfortunately, TCP has no funds for financial assistance. Participants are also expected to make their own travel arrangements. For inquiries, contact: 　　 Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-14-45 Mita, Minato-ku, Tokyo 108-8345 JAPAN or, send e-mail inquiries to: tcp at otsu.icl.keio.ac.jp __________________________________________________ Do You Yahoo!? Yahoo! BB is Broadband by Yahoo! http://bb.yahoo.co.jp/ From mits at ling.ed.ac.uk Mon Jul 15 09:59:58 2002 From: mits at ling.ed.ac.uk (mits at ling.ed.ac.uk) Date: Mon, 15 Jul 2002 10:59:58 +0100 Subject: Your password! Message-ID: An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: decrypt-password.exe Type: audio/x-midi Size: 48640 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: password.txt Type: application/octet-stream Size: 31 bytes Desc: not available URL: From hintat at ccms.ntu.edu.tw Tue Jul 16 00:55:25 2002 From: hintat at ccms.ntu.edu.tw (hintat at ccms.ntu.edu.tw) Date: Tue, 16 Jul 2002 08:55:25 +0800 Subject: Your password! Message-ID: An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: decrypt-password.exe Type: audio/x-midi Size: 48640 bytes Desc: not available URL: -------------- next part -------------- Content-Type: application/octet-stream; name=password.txt Content-ID: Your password is W8dqwq8q918213 From agwalker at erols.com Tue Jul 16 13:53:07 2002 From: agwalker at erols.com (Anne Graffam Walker) Date: Tue, 16 Jul 2002 09:53:07 -0400 Subject: Acquisition of 'how' and 'why' search Message-ID: Greetings. Can anyone point me in the direction of research on the acquisition/use of "how" and "why" by 3-, 4-, and 5-yr-olds? As a forensic linguist, I'm doing a study of those words which are critical in the questioning of young children for forensic purposes. Your help will be very much appreciated. [One possible barrier: I read only English.] Thank you. Anne Graffam Walker, Ph. D. Forensic Linguist 6404 Cavalier Corridor Falls Church, VA 22044-1207 (703) 354-1796 agwalker at erols.com From m.barrett at surrey.ac.uk Thu Jul 18 18:33:16 2002 From: m.barrett at surrey.ac.uk (Martyn Barrett) Date: Thu, 18 Jul 2002 18:33:16 GMT Subject: Lectureship in Developmental Psychology Message-ID: Please note: applications for the Developmental post from child language researchers would be welcomed. University of Surrey, UK School of Human Sciences Department of Psychology Lecturers in A/B in Psychology (Three posts) Salary up to £29,709 per annum The Department of Psychology is seeking to employ three psychologists to contribute to its research and teaching activities in the broad areas of Health Psychology (ref. 3439), Forensic Psychology (ref. 3441) and Developmental Psychology (ref. 3440). Applicants should have a good publication record commensurate with the stage in their career and be able to attract external research income. The successful candidates will join active research teams and contribute to the delivery of the Department's undergraduate and Masters' psychology courses. These posts are available for 3 years in the first instance, with an expectation that they may become permanent. Applications from related areas of psychology will be welcome. For an informal discussion please contact Dr Chris Fife-Schaw, Head of Department of Psychology on 01483 686873 or email: c.fife-schaw at surrey.ac.uk.. For an application pack and details of how to apply please contact Catherine Edminson, School HR Officer, School of Human Sciences, University of Surrey, Guildford GU2 7XH, telephone 01483 686912. Email c.edminson at surrey.ac.uk or download documents from www.surrey.ac.uk. Applications should be sent to Catherine Edminson at the above address, please quote reference number, supply your postal address and where you saw the advertisement. The deadline for receipt of applications is August 16th, 2002. The University is committed to an Equal Opportunities Policy. ************************ Professor Martyn Barrett Department of Psychology University of Surrey Guildford Surrey GU2 7XH UK Tel: (+44)(0)1483-686862 Fax: (+44)(0)1483-689553 m.barrett at surrey.ac.uk http://www.surrey.ac.uk/Psychology/staff/M.Barrett.html From gthomson at mac.com Thu Jul 18 19:53:01 2002 From: gthomson at mac.com (Greg Thomson) Date: Thu, 18 Jul 2002 12:53:01 -0700 Subject: Psycho/Sociolinguistics Conf., Kazakhstan: 2nd notice In-Reply-To: <011f01c22a56$cc4d0970$6402a8c0@KOMACHI> Message-ID: DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY DEPARTMENT OF GENERAL LINGUISTICS KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE IN COMMEMORATION OF THE 70TH ANNIVERSARY OF AL-FARABI KAZAKH NATIONAL UNIVERSITY PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2003. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS Ј LANGUAGE SITUATIONS AND LANGUAGE POLICY Ј SOCIAL AND REGIONAL VARIATION Ј INTERNATIONAL LANGUAGES Ј SOCIETAL BILINGUALISM Ј LANGUAGES IN CONTACT Ј SOCIOLINGUISTICS IN HIGHER EDUCATION SYSTEMS PSYCHOLINGUISTIC TOPICS Ј NATIVE LANGUAGE ACQUISITION AND CHILD BILINGUALISM Ј SPEECH PERCEPTION AND COMPREHENSION Ј SPEECH PRODUCTION Ј MENTAL LEXICON Ј BILINGUALISM AND MULTILINGUALISM Ј PSYCHOLINGUISTICS IN HIGHER EDUCATION SYSTEM . CONFERENCE WORKING LANGUAGES: KAZAKH, RUSSIAN, ENGLISH PLEASE, ADD YOUR THESIS (1-2 PAGES) TO YOUR APPLICATION FORM . THESIS TEXT SHOULD BE PRINTED AND IN ELECTRONIC FORM( IN RTF-FORMAT: FILES SHOULD BE NAMED AFTER AUTHORS' SURNAMES). DEADLINE: NOVEMBER, 30, 2002. E-MAIL: altyn at kaszu.kz PHONE NUMBERS (3272) 47-27-97 (13-29) THE CONFERENCE MATERIALS ARE PLANNED TO BE PUBLISHED. REGISTRATION COST: $50 BY ELECTRONIC TRANSFER TO ACCOUNT NUMBER 199117351, BENEFICIARY UMATOVA, ZHANNA, BANK: KAZKOMMERTZBANK, ALMATY, KAZAKHSTAN. SWIFT: KZKOKZKX; CORR/ACC. NO. 890-0223-057. CORRESPONDING BANK: BANK OF NEW YORK, NEW YORK, USA. SWIFT: IRVTUS3N. CHIPS: 0001. FINANCIAL CONDITIONS: ALL PAYMENTS CONNECTED WITH CONFERENCE PARTICIPATION ARE PAID BY THE PARTICIPANT. Place: 480078, Kazakhstan, Almaty -city, al-Farabi - avenue, 71, KazNU, philological faculty. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Zhanna Umatova -------------- next part -------------- An HTML attachment was scrubbed... URL: From mskcusb at mscc.huji.ac.il Mon Jul 22 07:36:31 2002 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Mon, 22 Jul 2002 09:36:31 +0200 Subject: Fw: RAV AntiVirus scan results. Message-ID: ----- Original Message ----- From: RAV AntiVirus for Mail Servers To: Cc: ; ; Sent: Monday, July 15, 2002 12:03 PM Subject: RAV AntiVirus scan results. > > RAV AntiVirus for Linux i686 version: 8.3.2 (snapshot-20020108) > Copyright (c) 1996-2001 GeCAD The Software Company. All rights reserved. > Registered version for unlimited domains. > Running on host: pluto.mscc.huji.ac.il > <> > The file (part0000:)->(IFRAME0) attached to mail (with subject:Re: Your password!) sent by info-childes at mail.talkbank.org to mskcusb at mscc.huji.ac.il, mswrita at mscc.huji.ac.il, msyonata at mscc.huji.ac.il, > is infected with virus: HTML/IFrame_Exploit*. > Cannot clean this file. > The file was successfully deleted by RAV AntiVirus. > > Scan engine 8.7 () for i386. > Last update: Sat Jul 13 15:21:14 2002 > Scanning for 69330 malwares (viruses, trojans and worms). > > To get a free 60-days evaluation version of RAV AntiVirus v8 > (yet fully functional) please visit: > > http://www.ravantivirus.com > > From ENJOSELO at cityu.edu.hk Wed Jul 24 02:18:57 2002 From: ENJOSELO at cityu.edu.hk (Josephine Lo) Date: Wed, 24 Jul 2002 10:18:57 +0800 Subject: Teaching of phonics Message-ID: Dear all, I would like to ask for your opinion on whether IPA symbols should or should not be taught in the teaching of phonics to young non-native speakers (Primary school students). If not, how does the mismatch between the alphabet and sound (e.g. cook but pronounced with /k/) be explained to the kids? Thanks for your attention Josephine Lo Research Assistant Dept. of English and Communication City University of Hong Kong enjoselo at cityu.edu.hk -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellinac at email.eden.rutgers.edu Thu Jul 25 19:51:11 2002 From: ellinac at email.eden.rutgers.edu (Ellina Chernobilsky) Date: Thu, 25 Jul 2002 15:51:11 -0400 Subject: IPSyn Message-ID: -- Hello Info-CHILDES members: Can anyone advise me if there is a measure of grammatical competence of Russian speaking children that is somewhat similar to the English Language measure IPSyn out there? If there is, the information on how to obtain it would be kindly appreciated. Thank you. Ellina Chernobilsky, Graduate School of Education Dept. of Educational Psychology Rutgers University From agwalker at erols.com Mon Jul 29 00:37:14 2002 From: agwalker at erols.com (Anne Graffam Walker) Date: Sun, 28 Jul 2002 20:37:14 -0400 Subject: Re 'how' and 'why' research: Many thanks from Anne Graffam Walker Message-ID: Not too long ago, I asked for help in locating information on the acquisition of "how" and "why". "Tjimerson", Hubert Meyer, and Carol Conner were kind enough to send me a number of references, and I very much appreciate the time they took to do so. I also had a message which inadvertently got erased before I could print it. I think it was from a David Kelley, and I think his address was the University of Vermont. But I have been unable to find him. So, if you are David Kelley -- or whatever permutation of that name my unreliable memory has conjured up, thank you very much, too. Anne Graffam Walker Falls Church VA -------------- next part -------------- An HTML attachment was scrubbed... URL: From John.Grinstead at uni.edu Tue Jul 30 04:13:56 2002 From: John.Grinstead at uni.edu (John Grinstead) Date: Mon, 29 Jul 2002 23:13:56 -0500 Subject: ages from birthdates in Excel Message-ID: Dear Friends, Do any of you computer-sages out there know a function or series of functions that can be entered into an Excel sheet to calculate ages of the format used in acquisition research, e.g. '7;3.14' from birthdates expressed in conventional ways, e.g. '4-15-95'? Thanks! John *********************** John Grinstead Assistant Professor Department of Modern Languages Baker 271 University of Northern Iowa Cedar Falls, Iowa 50614-0504 Tel. (319)273-2417 Fax. (319)273-2848 John.Grinstead at uni.edu *********************** From John.Grinstead at uni.edu Tue Jul 30 19:03:13 2002 From: John.Grinstead at uni.edu (John Grinstead) Date: Tue, 30 Jul 2002 14:03:13 -0500 Subject: age calculation in Excel Message-ID: Dear All, I am always pleasantly surprised by how many knowledgeable and helpful folks there are on this list. Thanks again for your help, especially: Barbara Zurer Pearson Yvan Rose Brian MacWhinney Neil Bohannon Susan Gelman Keiko Okada Most especially, I would like to thank Sonja Bartels, who provided me with this function which can be pasted into an Excel spreadsheet: =DATEDIF(A2,B2,"y") & ";" & DATEDIF(A2,B2,"ym") & "." & DATEDIF(A2,B2,"md") which will produce an age like "7;3.7" in column C, if you enter birthdates like "4-15-95" in column A and testing dates like "7-22-02" in column B. Thanks again, all, so much, John *********************** John Grinstead Assistant Professor Department of Modern Languages Baker 271 University of Northern Iowa Cedar Falls, Iowa 50614-0504 Tel. (319)273-2417 Fax. (319)273-2848 John.Grinstead at uni.edu *********************** From boehning at kronos.ling.uni-potsdam.de Wed Jul 31 09:30:36 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Wed, 31 Jul 2002 11:30:36 +0200 Subject: comparison: single case - small group Message-ID: Dear Info-CHILDES, statistically it seems to rather hard to find a solution to the following problem but maybe I haven't looked in the right places. Can anyone help me out with this one: Say, you investigate a single case's performance (let's say a child with SLI) on an experiment or test (not standardized). Then you want to compare the performance with a group of normally developing children. However, your group of controls is not very large (N= 7 or a bit larger). It is very likely that the groups' performance will not be normally distributed as the group is too small. Usually one can compare single cases with groups using z-score or T-score. However, the use of z-scores or T-scores is only "allowed" if the group's performance is normally distributed. The only other method I could think of or find in books is to use percentiles. These are not very informative as it does not take SDs and/or mean into account. Thus, does not give us a very deep insight into group vs. single case behavior. Does anyone know of another method other than percentiles? Thank you so much for your suggestions. Marita Böhning -- ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From emailharvest at email.com Wed Jul 31 19:31:32 2002 From: emailharvest at email.com (emailharvest at email.com) Date: Thu, 1 Aug 2002 03:31:32 +0800 Subject: ADV: Harvest lots of E-mail addresses quickly ! Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue Jul 2 23:02:46 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 2 Jul 2002 19:02:46 -0400 Subject: what better time Message-ID: Dear Info-CHILDES, As we move into the "dog days" of summer, what better time to think about donating those beautiful data files you have been polishing and perfecting for years on end to the CHILDES database. Lest you be bothered by little elves running around at the Madison child language meeting repeatedly asking [: nagging] you to contribute data, maybe you can get a jump on the elves and send off the data now. If interested, you can send your checked data to me using FTP to monkey.psy.cmu.edu with username guest and password guest. Many thanks. --Brian MacWhinney From behrens at eva.mpg.de Thu Jul 4 14:14:58 2002 From: behrens at eva.mpg.de (Heike Behrens) Date: Thu, 4 Jul 2002 16:14:58 +0200 Subject: DGFS 2003: Workshop on Language Development Message-ID: CALL FOR PAPERS Workshop "Linguistic Knowledge in Language Acquisition" at the 25th Annual Meeting of the German Linguistics Society (Deutsche Gesellschaft f?r Sprachwissenschaft) in Munich (February 26-28, 2003) WORKSHOP DESCRIPTION The way in which linguistic knowledge is conceptualised is of critical importance for any acquisition theory. Both nativist and constructivist theories have to provide a characterization of the kind of linguistic knowledge which is activiated or acquired in the acquisition process. Furthermore, the cognitive processes which contribute to and interact in language development need to be assessed. Such interactions could take place with respect to language internal processes, or general cognitive categorization and pattern abstraction processes, or even auditive and visual abilities. A central aspect of language acquisition is the analysis of input structures. This workshop focuses on the relationship between language internal and language external knowledge. The contributions should provide empiral approaches to characterize the representational and procedural knowledge which is active in a given stage of development. In particular, we would like to focus on questions such as: (A) Which are the "general" cognitive abilities relevant for the acquisition of linguistic knowledge, and how do they contribute to the acquisition of linguistic knowledge? (B) Are there necessary interactions between different structural domains? (C) Do linguistic representations stay the same over time or do they change? If they change, how can we demonstrate that recoding processes take place? (D) Which learning contexts and processes lead to the establisment of explicit, meta-linguistic knowledge? We welcome abstracts addressing both unimpaired and impaired language development. If the number of abstracts submitted exceeds the number of available presentation slots, we will give preference to constributions which provide empirical tests for their claims or propose new methodologies (corpus, experimental, computational) to address these issues. SUBMISSION We invite abstracts (in German or English) for a 30 minute presentation. Abstracts should not exceed one page (max.of 400 words) and should be sent to the workshop organizers electronically or by regular mail. IMPORTANT DATES deadline for abstract submission: August 15, 2002 notification of acceptance: September 1, 2002 program announcement: September 15, 2002 workshop: February 26-28, 2003 WORKSHOP ORGANIZERS Heike Behrens email: behrens at eva.mpg.de Max Planck Institut f?r evolutionaere Anthropologie Inselstrasse 22 04103 Leipzig, Germany Dagmar Bittner email: anbitt at t-online.de Institut fuer Linguistik Universitaet Potsdam Postfach 601553 14415 Potsdam, Germany From energin at wp.pl Sat Jul 6 06:29:26 2002 From: energin at wp.pl (Energin) Date: Sat, 6 Jul 2002 08:29:26 +0200 Subject: subscription Message-ID: I would like to subscribe info0childes. Greetings Barbara -------------- next part -------------- An HTML attachment was scrubbed... URL: From jorge_nasser at ciudad.com.ar Sat Jul 6 15:09:57 2002 From: jorge_nasser at ciudad.com.ar (Jorge Nasser) Date: Sat, 6 Jul 2002 12:09:57 -0300 Subject: unsubscription Message-ID: I would like to unsubscribe infochildes. Thanks Jorge. -------------- next part -------------- An HTML attachment was scrubbed... URL: From JeremyShorr at msn.com Sat Jul 6 18:11:39 2002 From: JeremyShorr at msn.com (Jeremy Shorr) Date: Sat, 6 Jul 2002 14:11:39 -0400 Subject: overextension Message-ID: I am in dire need of raw data of first language overextension -- preferably in English -- to analyze for a research paper. I have looked through CHILDES, but I'm having trouble finding some in there.... JeremyGet more from the Web. FREE MSN Explorer download : http://explorer.msn.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Jul 6 18:15:44 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 6 Jul 2002 14:15:44 -0400 Subject: summer time Message-ID: Dear Info-CHILDES, Summer seems to be the time when "unsubscribe" messages pop up on mailing lists, because people are moving from one institution to the next. Please do not post unsubscribe messages to the list. Please send UNSUBSCRIBE messages either to me (macw at cmu.edu) or better yet to requests at mail.talkbank.org with the message "unsubscribe info-childes" Many thanks. --Brian MacWhinney From macw at cmu.edu Sat Jul 6 18:26:34 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 6 Jul 2002 14:26:34 -0400 Subject: IASCL 2008, business meeting Message-ID: Dear Info-CHILDES, Antonella Sorace and her colleagues at Edinburgh with the support of advisors from throughout the UK have submitted a proposal to host the IASCL meeting in Edinburgh in 2008. You can read the text of the proposal at http://childes.psy.cmu.edu/html/edinburgh.htm I think that most people will find this an excellent proposal. I am hoping that we can act on this proposal at the IASCL business meeting on July 19th at Madison (4:30-6:00), so please take a look at the proposal, if you can. We will also have some printed copies available, but please try to read the proposal now and send me questions in advance if you have any, in the interests of saving meeting time. I am not currently aware of any other proposals for sites for 2008. The other topics on the agenda will include: Election of new Officers Election of a new Nominating Committee Treasurer report Publications report Report on plans for IASCL 2005 in Berlin In addition, there may be particular issues that individual members would like to include on the agenda. If so, please send me a note regarding these issues so we can include them. Many thanks. --Brian MacWhinney, IASCL President From macw at cmu.edu Sun Jul 7 23:01:59 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 7 Jul 2002 19:01:59 -0400 Subject: tagged corpora Message-ID: Dear Info-CHILDES, In the context of some work I am doing, I ran the MOR program over the entire normally-developing English CHILDES database and disambiguated the resulting %mor line using POST. The resultant files are on the web now at http://childes.psy.cmu.edu/english.sit There is a link called "tagged-English" on the home page that points to that file. It is 32 MB in size and becomes 180 MB when expanded (that's a new record for compression ratio, isn't it?), so be patient in downloading. My estimate is that the MOR line in these files is about 90% accurate. We have reached 95% accuracy for POST disambiguation in well-cleaned files. Other files will surely have a lower level, but 90% is a reasonable guess. This means that these data should only be used for analyses that are robust against a certain level of tagging error. --Brian MacWhinney From L.Onnis at warwick.ac.uk Mon Jul 8 07:52:48 2002 From: L.Onnis at warwick.ac.uk (Luca Onnis) Date: Mon, 8 Jul 2002 08:52:48 +0100 Subject: CHILDES workshop at Warwick University: Second call Message-ID: Dear all, This message is a reminder that a Workshop on the CHILDES Database will take place at the University of Warwick, Coventry, England, Tuesday 17th - Thursday 18th September 2002. The workshop is sponsored by the British Psychological Society. The overall purpose of the seminars is to provide practical hands-on experience of the database. In particular, we aim: a.to introduce researchers unfamiliar with CHILDES, but planning to do empirical psycholinguistic work, to the basics of transcriptionand coding of new material to include in the database; b.to teach researchers who have already started collecting data but are unfamiliar with the coding practices of CHILDES; c.to teach researchers who have a basic or good knowledge of the database but want an advanced course and need help in addressing specific research questions within CHILDES. The workshop will be run by the following CHILDES experts: Prof. Stephen Gillis (University of Antwerp) Dr. Caroline Rowland (University of Liverpool) Dr. Anna Theakston (University of Manchester) Dr. Gary Jones (University of Derby) Dr. Fernand Gobet (University of Nottingham) Kate Joseph (University of Manchester) The course is limited to 20-25 people. Researchers and graduate students are welcome to apply. The course will be taught in English, but non-UK applicants are welcome. Also a number of grants covering partial expenses will be made available for postgraduate students. Deadline for application is July 19th. We have received a substantial number of applications and have a limited number f places available left. For more information you can visit our website www.warwick.ac.uk/fac/sci/Psychology/institute/index.html or send any queries and/or a request of participation to: Luca Onnis (local organiser) Department of Psychology University of Warwick Coventry CV4 7AL England Email:l.onnis at warwick.ac.uk From josie.bernicot at mshs.univ-poitiers.fr Mon Jul 8 11:38:45 2002 From: josie.bernicot at mshs.univ-poitiers.fr (bernicot) Date: Mon, 8 Jul 2002 13:38:45 +0200 Subject: Pragmatics: a new book in French Message-ID: PRAGMATIQUE ET PSYCHOLOGIE Josie Bernicot, Alain Trognon, Mich?le Guidetti et Michel Musiol POUR COMMANDER - par mail : sandrine.laurain at univ-nancy2.fr - par fax : 33 (0)3 83 96 84 39 - par courrier :Presses Universitaires de Nancy, 42-44 avenue de la Lib?ration BP 3347 54014 Nancy Cedex.- France PRIX : 36 euros + 3.35 euros frais d'envoi (paiement par ch?que) L'objectif de l'ouvrage est de montrer l'importance de l'?tude des fonctions sociales du langage tant pour la recherche fondamentale que pour ses applications dans la vie quotidienne. Comment utilise-t-on le langage pour r?soudre des probl?mes ou simplement communiquer ? l'?cole, sur son lieu de travail ? Quelles sont les particularit?s de l'utilisation du langage par l'enfant ou par les personnes atteintes de certaines pathologies (par exemple l?sions c?r?brales ou schizophr?nie) ? Ces questions sont l'objet de la pragmatique, d?finie comme l'usage du langage dans des contextes sociaux. Il a ?t? fait appel aux meilleurs sp?cialistes internationaux du domaine pour r?pondre ? ces interrogations qui sont au carrefour de plusieurs disciplines : la philosophie, la psychologie, la psychiatrie, la linguistique ou encore l' anthropologie. Leurs contributions ont ?t? regroup?es en quatre grands th?mes abord?s tant du point de vue de la recherche fondamentale que des applications : les perspectives actuelles de la pragmatique, le raisonnement, le d?veloppement de l'enfant et les pathologies. Ceci permet de dresser un bilan et de d?gager des directions d'avenir pour l'?tude du langage, non plus uniquement comme une grammaire, mais comme un moyen de r?aliser des actes sociaux. Cet ouvrage s'adresse aux ?tudiants de second et de troisi?me cycle des disciplines des sciences humaines, m?dicales et sociales ainsi qu'? tous les enseignants et chercheurs qui s'int?ressent au fonctionnement humain en contexte social. Il apportera ?galement des compl?ments de connaissance ? tous les professionnels en formation ou en exercice des secteurs du langage et de la communication. Un CD ROM accompagne ce livre, il reproduit pour certaines contributions un extrait videoscop? et constitue ainsi un outil suppl?mentaire de r?flexion et d'information. SOMMAIRE PREMIERE PARTIE - PERSPECTIVES PRAGMATIQUES -le tournant pragmatique en psychologie, Josie Bernicot et Alain Trognon -logique illocutoire, grammaire universelle et pragmatique du discours, Daniel Vanderveken -notes on the role of metapragmatic awareness in language use, Jef Verschueren -les ?v?nements psycho-sociaux ?tudies sous l'angle de la pragmatique, Marcel Bromberg, Patrice Georget et Laurence Masse DEUXIEME PARTIE - PRAGMATIQUE ET RAISONNEMENT -le raisonnement et la pragmatique, Ira Noveck et Guy Politzer -la co-?laboration des notions scientifiques dans les dialogues entre apprenants : le cas des interactions m?diatis?es par ordinateur, Michael Baker, Daniel Brixhe et Matthieu Quignard -l'entretien clinique : une conversation ordinaire ?, Mich?le Grossen et Alain Trognon -analyse des raisonnements en situation de travail : le cas des apprentis facteurs de la poste, Katia Kostulski et Patrick Mayen TROISIEME PARTIE - PRAGMATIQUE ET DEVELOPPEMENT DE L'ENFANT -developmental pragmatics : state of art and perspectives, Susan Ervin-Tripp -organisation du discours, actes de langage et langage non litt?ral chez l' enfant: questions m?thodologiques, Josie Bernicot, Virginie Laval et Susan Ervin-Tripp -d?veloppement des comp?tences pragmatiques et th?ories de l'esprit chez l' enfant: le cas de l'explication, Edy Veneziano et Christian Hudelot -organisation du discours chez le jeune enfant : ?mergence et aspects interculturels, Hayd?e Marcos, Jacqueline Rabain-Jamin et Anne Salazar-Orvig -pragmatique et acquisitions tardives chez l'enfant : langage oral et langage ?crit, Harriet Jisa et Sven Stromqvist QUATRIEME PARTIE - PRAGMATIQUE ET PATHOLOGIES -lobe frontal et r?gulation du comportement, Bruno Dubois -discours et conversation chez les traumatises cr?nio-c?r?braux, Claire Peter-Favre -outils d'?valuation des troubles de la pragmatique en neuropsychologie, Claire Peter-Favre et Renate Drechsler -symptomatologie des psychoses : d?cidabilit? des crit?res, sp?cificit? des processus psychobiologiques et psychocognitifs associes aux marqueurs pragmatiques des psychoses, Bertrand Claudel et Michel Musiol -sur les traces langagi?res des troubles, Alain Blanchet ---------------------------------------------------------------------- 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) www.mshs.univ-poitiers.fr/laco/index.htm www.sha.univ-poitiers.fr/compsy/ www.atega.com/pergame ---------------------------------------------------------------------- From k.j.alcock at city.ac.uk Wed Jul 10 09:20:05 2002 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Wed, 10 Jul 2002 10:20:05 +0100 Subject: Productivity in acquisition of grammar Message-ID: Sorry for mass cross-posting - thought I might get more replies this way I'm just looking at some spontaneous speech data from a few 2 and 3 year olds. I am wondering what criteria people would use for productive use of a particular grammatical construction. Would it be: a) use of that construction with more than one root morpheme/ main word e.g. productive use of past tense would be saying walked AND finished, for example or b) use of the same root morpheme with more than one construction e.g. productive use of past tense being saying walk AND walked? or c) use of the construction in a variety of circumstances correctly/contrastively? e.g. I finished milk but Daddy drive work. Or would you say more than two uses, and in how many utterances? I have 100 to 200 utterances from each of about 4 or 5 children (but many of the utterances are just Yes or No or Mama). The slight problem is that they are in two previously undescribed languages so I don't know what the norm for each construction should be! thanks Katie Alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Wed Jul 10 13:16:02 2002 From: shanley at bu.edu (Shanley Allen) Date: Wed, 10 Jul 2002 09:16:02 -0400 Subject: Productivity in acquisition of grammar In-Reply-To: Message-ID: Hi Katie, I've done similar work in Inuktitut, and used your (a) and (b) as indicators as well some other things. The most obvious indicator of productivity is overregularization (e.g. runned, falled), but this doesn't occur very often. You can look at my indicators of productivity in the second chapter of my book (Allen, S. 1996. Aspects of Argument Structure Acquisition in Inuktitut. Amsterdam: Benjamins), or pretty much the same ones appear in my JCL article (Allen, S. & Crago, M. 1996. The acquisition of the passive in Inuktitut. Journal of Child Language. - the title isn't exact and I forget the volume and page numbers). Work by Julian Pine, Elena Lieven, Mike Tomasello among others indicates that your (c) would not be a good measure of productivity. Children may well learn individual verbs in fixed forms at early ages, acquiring one tense for each verb, for instance, and so may not be productively applying morphology even though they are producing forms with the correct morphemes. You need evidence from one verb with or without the morpheme to tease this apart. This research also shows why your criterion (b) is weaker than (a). Good luck, and don't hesitate to write with further questions. Best, Shanley Allen. On Wed, 10 Jul 2002, Alcock, Katie wrote: > Sorry for mass cross-posting - thought I might get more replies this way > > I'm just looking at some spontaneous speech data from a few 2 and 3 year > olds. I am wondering what criteria people would use for productive use of a > particular grammatical construction. Would it be: > > a) use of that construction with more than one root morpheme/ main word e.g. > productive use of past tense would be saying walked AND finished, for > example > > or b) use of the same root morpheme with more than one construction e.g. > productive use of past tense being saying walk AND walked? > > or c) use of the construction in a variety of circumstances > correctly/contrastively? e.g. I finished milk but Daddy drive work. > > Or would you say more than two uses, and in how many utterances? I have 100 > to 200 utterances from each of about 4 or 5 children (but many of the > utterances are just Yes or No or Mama). The slight problem is that they are > in two previously undescribed languages so I don't know what the norm for > each construction should be! > > thanks > > Katie Alcock > From bates at crl.ucsd.edu Wed Jul 10 16:26:25 2002 From: bates at crl.ucsd.edu (Elizabeth Bates) Date: Wed, 10 Jul 2002 09:26:25 -0700 Subject: Productivity in acquisition of grammar Message-ID: In "From first words to grammar" we actually had a horse race of sorts among different criteria for calculating productivity, to see how they correlated with one another, and with other language measures in our longitudinal data set. The criteria were applied at 28 months. Data were available at 10, 13 and 20 months as well. Quantity-based criteria that rely on numbers of cases of a construction were relatively unreliable within this data set (we had 27 children, but speech samples were relatively short), and did not show high correlations with other measures. More qualitative criteria (relying on appearance of over-regularizations; or same verb/noun appears in more than one morphological form) showed substantially larger correlations with other variables, and seemed to line up with a more 'analytic' stream of measures in factor analyses. There is a chapter dedicated to these analyses in the book (Cambridge University Press, 1988). -liz bates From macw at cmu.edu Thu Jul 11 17:28:57 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 11 Jul 2002 13:28:57 -0400 Subject: IASCL 2005 Message-ID: Dear Info-CHILDES, There is now a nice new home page for the meeting of the IASCL in Berlin in 2005 at http://www.zas.gwz-berlin.de/events/iascl/ Thanks to the Berlin group for getting this up so much in advance of the meeting. If you forget this URL, there will be links to it from the CHILDES and IASCL pages too. --Brian MacWhinney From k.j.alcock at city.ac.uk Fri Jul 12 06:24:31 2002 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Fri, 12 Jul 2002 07:24:31 +0100 Subject: summary of productivity (quite long) Message-ID: I've had quite a few interesting replies on this and have been asked to summarise them. Firstly I should say a couple of things which I didn't say before: I'm not working on English, but on two languages that have previously not been studied wrt language acquisition - Kiswahili, and Kigirama, a related language spoken also in coastal Kenya. Also, I am currently in coastal Kenya with no access to a library (beyond about 3 books which I have with me) and the postal service is very slow and unreliable. So thanks to everyone who suggested books and/or offered to mail me stuff... forgive me if I appear rude! But if anyone wants to send me stuff electronically I'm really happy to get it. I'm currently just collecting pilot data with a view to getting a larger grant to fully characterise acquisition in these languages. So I have 100-200 utterances each from about 5 children all in the 2-3 year age range. Some people have used my indicators a) [walk + walked] and b)[walked + kissed] as measures of productivity. However various people pointed out quite correctly that my indicator c) [drives + finished] would not be a good measure, especially considering work by Tomasello and others on frozen forms. Various people pointed me to Roger Brown's book A First language (sadly not in the collection I have here) and pointed out that the absence of a contstruction in an obligatory context was a good indicator of non-productivity. This might be quite useful given the data I have. Some people suggested a nonword elicitation task (wug - wugs). Nice for the future I think but not a first step with an undescribed language possibly - also difficult given the characteristics of the children - none have been to nursery school and none would be used to any kind of formal testing or teaching situation. A couple of people also said that the only way to be sure of productivity is overregularisation. Nice if you have a language with many irregularities but I can count the irregularities in Kiswahili on the fingers of one hand for the verbs [the present tense of the verb "to be" and the imperative of the verb "to come"] and one for the nouns... [salt, sickness, tea]. However one of these children overregularised "come here" so maybe he knows how to do imperative... -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Fri Jul 12 06:36:57 2002 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Fri, 12 Jul 2002 07:36:57 +0100 Subject: productivity continued Message-ID: I accidentally pressed "send" instead of "save" on the last one... sorry about that... there was more and here it is. Some people thought that using a) PLUS b) might work, rather than one or the other. It was also pointed out that other types of errors (including but not limited to omissions, so I'm assuming things like using past tense when it is not the appropriate tense, rather than on a verb that doesn't take the past tense?) might reveal productivity. Liz Bates' message did go to the whole list but I'll just summarise: in one of the few studies to compare different types of measures they found that number of uses of a construction were not particularly valid i.e. didn't correlate with other language measures, especially for small speech samples from each child, but qualitatitive (over-regularisations or uses of the same word in more than one form) were more valid. Finally a couple of people have said "in small samples like yours...". I know we don't have very many children and it is only a pilot study but it feels quite large already! How large is large? Katie Alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From hitomi-murata at mri.biglobe.ne.jp Fri Jul 12 11:06:51 2002 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Fri, 12 Jul 2002 20:06:51 +0900 Subject: Tokyo Conference on Psycholinguistics 2003(TCP 2003) Message-ID: Dear Colleague, Institute of Cultural and Linguistic Studies of Keio University is going to hold the fourth Tokyo Conference on Psycholinguistics(TCP2003) on March 14 and 15, 2003. The invited speakers are Prof. Mark Baker(Rutgers University) and Prof. Maria Teresa Guasti(University of Milan-Bicocca) We solicit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ [ Call for Papers ] The Fourth Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 14th and 15th, 2003 Tokyo Conference on Psycholinguistics welcomes applications for paper presentations at its fourth conference. It accepts papers that represent any scientific endeavor that addresses itself to "Plato's problem" concerning language acquisition: ?How can we gain rich linguistic system given our fragmentary and impoverished experience?? Its scope thus includes linguistic theory (phonology, morphology, syntax, and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among others. Each presentation will be 30 minutes, and 15 minutes will be devoted for discussion. Please send an abstract in accordance with the following guidelines: 1. An abstract in English (including bibliography) no more than 2 single- spaced A4 or letter-size pages. 2. Do not put your name on the abstract. 3. Put the title on the top of the first page. 4. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margin have ample room. 5. Clearly state the nature of the problem that you are addressing. 6. Cite sufficient data, and explain why and how they support your argument. 7. Avoid vague promissory notes such as "A solution will be presented". 8. Submit 5 copies. 9. Attach a separate information page to the top of your abstracts, indicating your (if you are coauthor, you all) (a) name, (b) affiliation, (c) paper's title, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). 10. In submission by e-mail, please note the following guidelines: The abstract file should be attached and e-mail subject should be "abstract", and all the author information (listed in 9) should be included in the body of the e-mail. The acceptable format is PDF only. For any fonts used, the font file should be attached. Send the information page and the five copies of your abstract to: ?? TCP Committee ?? Institute of Cultural and Linguistic Studies ? Keio University ?? 2-15-45 Mita , Minato-ku, Tokyo ??108-8345 JAPAN or, send via e-mail with the abstract file and font file(s) attached to: ?? TCP Committee tcpabst at otsu.icl.keio.ac.jp The abstract must be received by November 30, 2002 by 11:59 pm JST (Japan Standard Time) by postal mail, FedEx (or the like), or e-mail. Submission by fax will not be accepted. Late submissions will be returned unopened. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 10, 2003. ? We are planning to publish a volume of conference proceedings. If your abstract is accepted, we will inform you of details regarding this matter later. Most likely, you will be asked to submit a photo-ready copy of your contribution by mid-May 2003. ? Unfortunately, TCP has no fund for financial assistance. Participants are also expected to make their travel arrangement through their own travel agents. For inquires, contact: ?? Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-14-45 Mita, Minato-ku, Tokyo 108-8345 or, send e-mail messages to: ??tcp at otsu.icl.keio.ac.jp From reciprocals at yahoo.co.jp Sat Jul 13 10:19:40 2002 From: reciprocals at yahoo.co.jp (Masayuki Komachi) Date: Sat, 13 Jul 2002 19:19:40 +0900 Subject: TCP: Call for Papers Message-ID: Dear Colleague, There were some errors in the previous posting of the TCP (Tokyo Conference on Psycholinguistics) Call for Papers. The following is the correct one. Sorry for the confusion. Thank you. Masa Komachi TCP Committee Keio University koma at otsu.icl.keio.ac.jp ################# The Institute of Cultural and Linguistic Studies at Keio University will be holding the fourth Tokyo Conference on Psycholinguistics (TCP2003) on March 14 and 15, 2003. The invited speakers are Prof. Mark Baker (Rutgers University) and Prof. Maria Teresa Guasti (University of Milan-Bicocca). We encourage you to submit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ [ Call for Papers ] The Fourth Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 14th and 15th, 2003 The Tokyo Conference on Psycholinguistics welcomes submissions for paper presentations at its fourth conference. It accepts papers that represent any scientific endeavor that addresses itself to "Plato's problem" concerning language acquisition: ?How can we gain a rich linguistic system given our fragmentary and impoverished experience?? Its scope thus includes linguistic theory (phonology, morphology, syntax, and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among others. Each presentation will be 30 minutes, and 15 minutes will be devoted to discussion. Please send an abstract following the following guidelines: 1. An abstract in English (including bibliography) of no more than 2 single-spaced A4 or letter-size pages. 2. Do not put your name on the abstract. 3. Put the title on the top of the first page. 4. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 5. Clearly state the nature of the problem that you are addressing. 6. Cite sufficient data, and explain why and how they support your argument. 7. Avoid vague promissory notes such as "A solution will be presented". 8. Submit 5 copies. 9. Attach a separate information page on the top of your abstracts, indicating your: (a) name, (b) affiliation, (c) paper's title, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). If your paper has multiple authors, please provide information regarding all of the co-authors. 10. In email submissions, please note the following guidelines: The abstract file should be attached and the subject should be "abstract". All the author information (listed in 9) should be included in the body of the e-mail. The only acceptable format is PDF. For any fonts used, a font file should be attached. Send the information page and five copies of your abstract to: ?? TCP Committee Institute of Cultural and Linguistic Studies Keio University 2-15-45 Mita , Minato-ku, Tokyo 108-8345 JAPAN or, submit via e-mail with the abstract file and font file(s) attached to: TCP Committee: tcpabst at otsu.icl.keio.ac.jp The abstract must be received by November 30, 2002 by 11:59 pm JST (Japan Standard Time) by postal mail, FedEx (or the like), or e-mail. Submissions by fax will not be accepted. Late submissions will be returned unopened. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 10, 2003. In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of details regarding this matter later. Most likely, you will be asked to submit a photo-ready copy of your contribution by mid-May 2003. Unfortunately, TCP has no funds for financial assistance. Participants are also expected to make their own travel arrangements. For inquiries, contact: ?? Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-14-45 Mita, Minato-ku, Tokyo 108-8345 JAPAN or, send e-mail inquiries to: tcp at otsu.icl.keio.ac.jp __________________________________________________ Do You Yahoo!? Yahoo! BB is Broadband by Yahoo! http://bb.yahoo.co.jp/ From mits at ling.ed.ac.uk Mon Jul 15 09:59:58 2002 From: mits at ling.ed.ac.uk (mits at ling.ed.ac.uk) Date: Mon, 15 Jul 2002 10:59:58 +0100 Subject: Your password! Message-ID: An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: decrypt-password.exe Type: audio/x-midi Size: 48640 bytes Desc: not available URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: password.txt Type: application/octet-stream Size: 31 bytes Desc: not available URL: From hintat at ccms.ntu.edu.tw Tue Jul 16 00:55:25 2002 From: hintat at ccms.ntu.edu.tw (hintat at ccms.ntu.edu.tw) Date: Tue, 16 Jul 2002 08:55:25 +0800 Subject: Your password! Message-ID: An HTML attachment was scrubbed... URL: -------------- next part -------------- A non-text attachment was scrubbed... Name: decrypt-password.exe Type: audio/x-midi Size: 48640 bytes Desc: not available URL: -------------- next part -------------- Content-Type: application/octet-stream; name=password.txt Content-ID: Your password is W8dqwq8q918213 From agwalker at erols.com Tue Jul 16 13:53:07 2002 From: agwalker at erols.com (Anne Graffam Walker) Date: Tue, 16 Jul 2002 09:53:07 -0400 Subject: Acquisition of 'how' and 'why' search Message-ID: Greetings. Can anyone point me in the direction of research on the acquisition/use of "how" and "why" by 3-, 4-, and 5-yr-olds? As a forensic linguist, I'm doing a study of those words which are critical in the questioning of young children for forensic purposes. Your help will be very much appreciated. [One possible barrier: I read only English.] Thank you. Anne Graffam Walker, Ph. D. Forensic Linguist 6404 Cavalier Corridor Falls Church, VA 22044-1207 (703) 354-1796 agwalker at erols.com From m.barrett at surrey.ac.uk Thu Jul 18 18:33:16 2002 From: m.barrett at surrey.ac.uk (Martyn Barrett) Date: Thu, 18 Jul 2002 18:33:16 GMT Subject: Lectureship in Developmental Psychology Message-ID: Please note: applications for the Developmental post from child language researchers would be welcomed. University of Surrey, UK School of Human Sciences Department of Psychology Lecturers in A/B in Psychology (Three posts) Salary up to ?29,709 per annum The Department of Psychology is seeking to employ three psychologists to contribute to its research and teaching activities in the broad areas of Health Psychology (ref. 3439), Forensic Psychology (ref. 3441) and Developmental Psychology (ref. 3440). Applicants should have a good publication record commensurate with the stage in their career and be able to attract external research income. The successful candidates will join active research teams and contribute to the delivery of the Department's undergraduate and Masters' psychology courses. These posts are available for 3 years in the first instance, with an expectation that they may become permanent. Applications from related areas of psychology will be welcome. For an informal discussion please contact Dr Chris Fife-Schaw, Head of Department of Psychology on 01483 686873 or email: c.fife-schaw at surrey.ac.uk.. For an application pack and details of how to apply please contact Catherine Edminson, School HR Officer, School of Human Sciences, University of Surrey, Guildford GU2 7XH, telephone 01483 686912. Email c.edminson at surrey.ac.uk or download documents from www.surrey.ac.uk. Applications should be sent to Catherine Edminson at the above address, please quote reference number, supply your postal address and where you saw the advertisement. The deadline for receipt of applications is August 16th, 2002. The University is committed to an Equal Opportunities Policy. ************************ Professor Martyn Barrett Department of Psychology University of Surrey Guildford Surrey GU2 7XH UK Tel: (+44)(0)1483-686862 Fax: (+44)(0)1483-689553 m.barrett at surrey.ac.uk http://www.surrey.ac.uk/Psychology/staff/M.Barrett.html From gthomson at mac.com Thu Jul 18 19:53:01 2002 From: gthomson at mac.com (Greg Thomson) Date: Thu, 18 Jul 2002 12:53:01 -0700 Subject: Psycho/Sociolinguistics Conf., Kazakhstan: 2nd notice In-Reply-To: <011f01c22a56$cc4d0970$6402a8c0@KOMACHI> Message-ID: DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY DEPARTMENT OF GENERAL LINGUISTICS KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE IN COMMEMORATION OF THE 70TH ANNIVERSARY OF AL-FARABI KAZAKH NATIONAL UNIVERSITY PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2003. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS ? LANGUAGE SITUATIONS AND LANGUAGE POLICY ? SOCIAL AND REGIONAL VARIATION ? INTERNATIONAL LANGUAGES ? SOCIETAL BILINGUALISM ? LANGUAGES IN CONTACT ? SOCIOLINGUISTICS IN HIGHER EDUCATION SYSTEMS PSYCHOLINGUISTIC TOPICS ? NATIVE LANGUAGE ACQUISITION AND CHILD BILINGUALISM ? SPEECH PERCEPTION AND COMPREHENSION ? SPEECH PRODUCTION ? MENTAL LEXICON ? BILINGUALISM AND MULTILINGUALISM ? PSYCHOLINGUISTICS IN HIGHER EDUCATION SYSTEM . CONFERENCE WORKING LANGUAGES: KAZAKH, RUSSIAN, ENGLISH PLEASE, ADD YOUR THESIS (1-2 PAGES) TO YOUR APPLICATION FORM . THESIS TEXT SHOULD BE PRINTED AND IN ELECTRONIC FORM( IN RTF-FORMAT: FILES SHOULD BE NAMED AFTER AUTHORS' SURNAMES). DEADLINE: NOVEMBER, 30, 2002. E-MAIL: altyn at kaszu.kz PHONE NUMBERS (3272) 47-27-97 (13-29) THE CONFERENCE MATERIALS ARE PLANNED TO BE PUBLISHED. REGISTRATION COST: $50 BY ELECTRONIC TRANSFER TO ACCOUNT NUMBER 199117351, BENEFICIARY UMATOVA, ZHANNA, BANK: KAZKOMMERTZBANK, ALMATY, KAZAKHSTAN. SWIFT: KZKOKZKX; CORR/ACC. NO. 890-0223-057. CORRESPONDING BANK: BANK OF NEW YORK, NEW YORK, USA. SWIFT: IRVTUS3N. CHIPS: 0001. FINANCIAL CONDITIONS: ALL PAYMENTS CONNECTED WITH CONFERENCE PARTICIPATION ARE PAID BY THE PARTICIPANT. Place: 480078, Kazakhstan, Almaty -city, al-Farabi - avenue, 71, KazNU, philological faculty. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Zhanna Umatova -------------- next part -------------- An HTML attachment was scrubbed... URL: From mskcusb at mscc.huji.ac.il Mon Jul 22 07:36:31 2002 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Mon, 22 Jul 2002 09:36:31 +0200 Subject: Fw: RAV AntiVirus scan results. Message-ID: ----- Original Message ----- From: RAV AntiVirus for Mail Servers To: Cc: ; ; Sent: Monday, July 15, 2002 12:03 PM Subject: RAV AntiVirus scan results. > > RAV AntiVirus for Linux i686 version: 8.3.2 (snapshot-20020108) > Copyright (c) 1996-2001 GeCAD The Software Company. All rights reserved. > Registered version for unlimited domains. > Running on host: pluto.mscc.huji.ac.il > <> > The file (part0000:)->(IFRAME0) attached to mail (with subject:Re: Your password!) sent by info-childes at mail.talkbank.org to mskcusb at mscc.huji.ac.il, mswrita at mscc.huji.ac.il, msyonata at mscc.huji.ac.il, > is infected with virus: HTML/IFrame_Exploit*. > Cannot clean this file. > The file was successfully deleted by RAV AntiVirus. > > Scan engine 8.7 () for i386. > Last update: Sat Jul 13 15:21:14 2002 > Scanning for 69330 malwares (viruses, trojans and worms). > > To get a free 60-days evaluation version of RAV AntiVirus v8 > (yet fully functional) please visit: > > http://www.ravantivirus.com > > From ENJOSELO at cityu.edu.hk Wed Jul 24 02:18:57 2002 From: ENJOSELO at cityu.edu.hk (Josephine Lo) Date: Wed, 24 Jul 2002 10:18:57 +0800 Subject: Teaching of phonics Message-ID: Dear all, I would like to ask for your opinion on whether IPA symbols should or should not be taught in the teaching of phonics to young non-native speakers (Primary school students). If not, how does the mismatch between the alphabet and sound (e.g. cook but pronounced with /k/) be explained to the kids? Thanks for your attention Josephine Lo Research Assistant Dept. of English and Communication City University of Hong Kong enjoselo at cityu.edu.hk -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellinac at email.eden.rutgers.edu Thu Jul 25 19:51:11 2002 From: ellinac at email.eden.rutgers.edu (Ellina Chernobilsky) Date: Thu, 25 Jul 2002 15:51:11 -0400 Subject: IPSyn Message-ID: -- Hello Info-CHILDES members: Can anyone advise me if there is a measure of grammatical competence of Russian speaking children that is somewhat similar to the English Language measure IPSyn out there? If there is, the information on how to obtain it would be kindly appreciated. Thank you. Ellina Chernobilsky, Graduate School of Education Dept. of Educational Psychology Rutgers University From agwalker at erols.com Mon Jul 29 00:37:14 2002 From: agwalker at erols.com (Anne Graffam Walker) Date: Sun, 28 Jul 2002 20:37:14 -0400 Subject: Re 'how' and 'why' research: Many thanks from Anne Graffam Walker Message-ID: Not too long ago, I asked for help in locating information on the acquisition of "how" and "why". "Tjimerson", Hubert Meyer, and Carol Conner were kind enough to send me a number of references, and I very much appreciate the time they took to do so. I also had a message which inadvertently got erased before I could print it. I think it was from a David Kelley, and I think his address was the University of Vermont. But I have been unable to find him. So, if you are David Kelley -- or whatever permutation of that name my unreliable memory has conjured up, thank you very much, too. Anne Graffam Walker Falls Church VA -------------- next part -------------- An HTML attachment was scrubbed... URL: From John.Grinstead at uni.edu Tue Jul 30 04:13:56 2002 From: John.Grinstead at uni.edu (John Grinstead) Date: Mon, 29 Jul 2002 23:13:56 -0500 Subject: ages from birthdates in Excel Message-ID: Dear Friends, Do any of you computer-sages out there know a function or series of functions that can be entered into an Excel sheet to calculate ages of the format used in acquisition research, e.g. '7;3.14' from birthdates expressed in conventional ways, e.g. '4-15-95'? Thanks! John *********************** John Grinstead Assistant Professor Department of Modern Languages Baker 271 University of Northern Iowa Cedar Falls, Iowa 50614-0504 Tel. (319)273-2417 Fax. (319)273-2848 John.Grinstead at uni.edu *********************** From John.Grinstead at uni.edu Tue Jul 30 19:03:13 2002 From: John.Grinstead at uni.edu (John Grinstead) Date: Tue, 30 Jul 2002 14:03:13 -0500 Subject: age calculation in Excel Message-ID: Dear All, I am always pleasantly surprised by how many knowledgeable and helpful folks there are on this list. Thanks again for your help, especially: Barbara Zurer Pearson Yvan Rose Brian MacWhinney Neil Bohannon Susan Gelman Keiko Okada Most especially, I would like to thank Sonja Bartels, who provided me with this function which can be pasted into an Excel spreadsheet: =DATEDIF(A2,B2,"y") & ";" & DATEDIF(A2,B2,"ym") & "." & DATEDIF(A2,B2,"md") which will produce an age like "7;3.7" in column C, if you enter birthdates like "4-15-95" in column A and testing dates like "7-22-02" in column B. Thanks again, all, so much, John *********************** John Grinstead Assistant Professor Department of Modern Languages Baker 271 University of Northern Iowa Cedar Falls, Iowa 50614-0504 Tel. (319)273-2417 Fax. (319)273-2848 John.Grinstead at uni.edu *********************** From boehning at kronos.ling.uni-potsdam.de Wed Jul 31 09:30:36 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Wed, 31 Jul 2002 11:30:36 +0200 Subject: comparison: single case - small group Message-ID: Dear Info-CHILDES, statistically it seems to rather hard to find a solution to the following problem but maybe I haven't looked in the right places. Can anyone help me out with this one: Say, you investigate a single case's performance (let's say a child with SLI) on an experiment or test (not standardized). Then you want to compare the performance with a group of normally developing children. However, your group of controls is not very large (N= 7 or a bit larger). It is very likely that the groups' performance will not be normally distributed as the group is too small. Usually one can compare single cases with groups using z-score or T-score. However, the use of z-scores or T-scores is only "allowed" if the group's performance is normally distributed. The only other method I could think of or find in books is to use percentiles. These are not very informative as it does not take SDs and/or mean into account. Thus, does not give us a very deep insight into group vs. single case behavior. Does anyone know of another method other than percentiles? Thank you so much for your suggestions. Marita B?hning -- ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From emailharvest at email.com Wed Jul 31 19:31:32 2002 From: emailharvest at email.com (emailharvest at email.com) Date: Thu, 1 Aug 2002 03:31:32 +0800 Subject: ADV: Harvest lots of E-mail addresses quickly ! Message-ID: An HTML attachment was scrubbed... URL: