From lise.menn at colorado.edu Sat Jun 1 03:27:37 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Fri, 31 May 2002 21:27:37 -0600 Subject: Phonology of Hearing Impaired children In-Reply-To: <000001c208e5$6b5e9990$ceb4fea9@homepc> Message-ID: Dear Adi-Bensaid Limor For hard of hearing and deaf children without implants but receiving clinical intervention, you might get some useful information from the following references: Obenchain, Patrick, Lise Menn, and Christine Yoshinaga-Itano. 2000. Can speech development at thirty-six months in children with hearing loss be predicted from information available in the second year of life? In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. Wallace, Valerie, Lise Menn, and Christine Yoshinaga-Itano. 2000. Is babble the gateway to speech for all children? A longitudinal study of deaf and hard-of-hearing infants. In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. >Dear fellow researchers, > >I am a PhD student and I am interested in phonology of hearing impaired >children. >It is a longitudinal research and we intend to compare the prosodic >development of children during their first stages of language acquisition. >The emphasis is on deaf children with a cochlear implant. >I am interested in the prosodic theory and also in the optimality theory. >I have two requests: >1. Do you know bibliography on this topic which might help me? >2. Do you know a program for analyzing the data (number of syllables, >complexity of syllables, >Stress, onset, coda acquisition etc.)? >Thank you by advanced >Adi-Bensaid Limor Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor home fax 303-413-0017 Department of Linguistics UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm From gthomson at mac.com Sat Jun 1 09:14:38 2002 From: gthomson at mac.com (Greg Thomson) Date: Sat, 1 Jun 2002 15:14:38 +0600 Subject: Conference announcement Message-ID: DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2002. Place: 480071, Kazakhstan, Almaty -city, al-Farabi - avenue,71, KazNU, philological faculty. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS � LANGUAGE SITUATIONS AND LANGUAGE POLICY � SOCIAL AND REGIONAL LANGUAGE 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 SYSTEMS . 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 YOUR SURNAMES). DEADLINE: NOVEMBER, 30, 2002. E-MAIL: altyn at kaszu.kz asjan 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. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Umatova Zhanna -------------- next part -------------- An HTML attachment was scrubbed... URL: From gthomson at mac.com Sat Jun 1 15:41:15 2002 From: gthomson at mac.com (Greg Thomson) Date: Sat, 1 Jun 2002 21:41:15 +0600 Subject: Conference announcement-corrected date Message-ID: DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2003. Place: 480071, Kazakhstan, Almaty -city, al-Farabi - avenue,71, KazNU, philological faculty. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS � LANGUAGE SITUATIONS AND LANGUAGE POLICY � SOCIAL AND REGIONAL LANGUAGE 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 SYSTEMS . 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 YOUR SURNAMES). DEADLINE: NOVEMBER, 30, 2002. E-MAIL: altyn at kaszu.kz asjan 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. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Umatova Zhanna -------------- next part -------------- An HTML attachment was scrubbed... URL: From jschaef at bgumail.bgu.ac.il Mon Jun 3 07:38:18 2002 From: jschaef at bgumail.bgu.ac.il (Jeannette Schaeffer) Date: Mon, 3 Jun 2002 09:38:18 +0200 Subject: BRAIN AND LANGUAGE WORKSHOP Message-ID: The 18th annual conference organized by the Israel Association for Theoretical Linguistics (June 24/25) will have a satellite workshop on June 23, titled: Brain and Language: Language Acquisition in Special Populations For more information, please click on: http://atar.mscc.huji.ac.il/~english/IATL/IATL18.html ----------------------------------------------------------------------------- Jeannette Schaeffer, Ph.D. Department of Foreign Literatures and Linguistics Ben-Gurion University of the Negev P.O. Box 653 Be'er Sheva 84105 ISRAEL Phone: +972-8-646 1118 Fax: +972-8-647 2907 -------------- next part -------------- An HTML attachment was scrubbed... URL: From silliman at chuma1.cas.usf.edu Mon Jun 3 22:29:07 2002 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Mon, 3 Jun 2002 18:29:07 -0400 Subject: Phonology of Hearing Impaired children Message-ID: The journal, Language, Speech, and Hearing Services in Schools (LSHSS) will have a Forum coming up in its next issue (July 2002) entitled Children with Cochlear Implants: Challenges in Optimizing Oral Communication. The following articles will appear in that issue: 1) AN INTRODUCTION TO COCHLEAR IMPLANT TECHNOLOGY, ACTIVATION, AND PROGRAMMING (Moore & Teagle) 2) SCHOOL-BASED SERVICES FOR CHILDREN WHO RECEIVE COCHLEAR IMPLANTS (Teagle & Moore) 3) EFFECTS OF EDUCATIONAL CHOICES ON SPEECH AND LANGUAGE DEVELOPMENT OF CHILDREN IMPLANTED BEFORE AGE FIVE (Geers) 4) VOCAL DEVELOPMENT IN YOUNG CHILDREN WITH COCHLEAR IMPLANTS: PROFILES AND IMPLICATIONS FOR INTERVENTION (Ertmer et al.) 5) INTRODUCING YOUNG CHILDREN WHO ARE DEAF AND HARD OF HEARING TO SPOKEN LANGUAGE: CHILD'S VOICE, AN ORAL SCHOOL (Wilkins & Ertmer) 6) COMMUNICATION INTERVENTION FOR CHILDREN WITH COCHLEAR IMPLANTS: TWO CASE STUDIES (Ertmer, Leonard, & Pachuilo). Also, LSHSS has also just published two Clinical Forums on Advances in Phonology in Optimality Theory . There is one article in particular that may be of interest and it is by Stephen Chin entitled "Aspects of stop consonant production by pediatric users of cochlear implants" (LSHSS, Vol. 33(1)). In addition, there is a paper by Margaret Kehoe (LSHSS, Vol. 32 (4)) about assessing prosody entitled, "Prosodic Patterns in Children's Multisyllabic Word Productions". For further information on this July 2002 Forum or related articles, contact the Editor, Ruth Huntley Bahr, at: lshss at chuma1.cas.usf.edu Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences University of South Florida PCD 4021C Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822; (813) 974-8421 E-mail: silliman at chuma1.cas.usf.edu -----Original Message----- From: Lise Menn [mailto:lise.menn at colorado.edu] Sent: Friday, May 31, 2002 11:28 PM To: Gerald & Limor Cc: yoshinag at spot.colorado.edu; info-childes at mail.talkbank.org Subject: Re: Phonology of Hearing Impaired children Dear Adi-Bensaid Limor For hard of hearing and deaf children without implants but receiving clinical intervention, you might get some useful information from the following references: Obenchain, Patrick, Lise Menn, and Christine Yoshinaga-Itano. 2000. Can speech development at thirty-six months in children with hearing loss be predicted from information available in the second year of life? In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. Wallace, Valerie, Lise Menn, and Christine Yoshinaga-Itano. 2000. Is babble the gateway to speech for all children? A longitudinal study of deaf and hard-of-hearing infants. In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. >Dear fellow researchers, > >I am a PhD student and I am interested in phonology of hearing impaired >children. >It is a longitudinal research and we intend to compare the prosodic >development of children during their first stages of language acquisition. >The emphasis is on deaf children with a cochlear implant. >I am interested in the prosodic theory and also in the optimality theory. >I have two requests: >1. Do you know bibliography on this topic which might help me? >2. Do you know a program for analyzing the data (number of syllables, >complexity of syllables, >Stress, onset, coda acquisition etc.)? >Thank you by advanced >Adi-Bensaid Limor Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor home fax 303-413-0017 Department of Linguistics UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm From Nickhimali at aol.com Tue Jun 4 09:27:47 2002 From: Nickhimali at aol.com (Nickhimali at aol.com) Date: Tue, 4 Jun 2002 05:27:47 EDT Subject: Query - Persian Language structure Message-ID: If anyone knows the answer to the following, please kindly respond, 1. Is it a SOV language? 2. Is word-order mandatory? 3. Are the nouns inflected, assigning who's doing what to whom? 4. Does it have prepositions or is it implicated in the verb? 5. Any reference a language database? Many thanks. Himali Clarke From tionin at MIT.EDU Wed Jun 5 23:32:31 2002 From: tionin at MIT.EDU (Tania R Ionin) Date: Wed, 5 Jun 2002 19:32:31 -0400 Subject: NELS 33 - Second Call for Papers Message-ID: NELS 33 Conference of the North East Linguistic Society November 8-10, 2002 Massachusetts Institute of Technology, Cambridge, MA INVITED SPEAKERS: Arnim von Stechow (T�bingen) Donca Steriade (MIT) The conference will also include an invited SPECIAL SESSION on non-configurationality in memory of Ken Hale with the following speakers: Judith Aissen (UC Santa Cruz) Mark Baker (Rutgers) Mamoru Saito (Nanzan University) SECOND CALL FOR PAPERS: Abstracts are invited for 20-minute presentations (plus 10 minutes of discussion) on any aspects of theoretical linguistics. Abstracts are also invited for a poster session (please specify if you want your abstract to be considered for either the poster session or talk only). No abstracts will be accepted for the special session. Submissions are limited to one individual and one joint abstract per author. All abstracts should be submitted electronically online at http://linguistics-philosophy.mit.edu/nels/submit.php or sent by e-mail as attachments to nels-cfp at mit.edu, specifying 'Abstract' in the subject line, and including the following information in the body of the message: - author's name(s) - title of abstract - area of linguistics (syntax, phonology, etc.) - affiliation - e-mail address and contact during the summer (if different) - whether the abstract is to be considered for the poster session/talk only (If, for any reason, you are unable to submit the abstract online or electronically, please contact the organizers.) Abstracts should be anonymous and be either in .txt (preferable) or .pdf formats. For help with converting documents to .pdf formats, please consult the submissions website. The organizers cannot be held responsible for problems arising from clashes of hardware and software; please embed fonts in any files you send and/or avoid the use of non-standard fonts. Abstracts should be limited to one page (using 1" margins on all sides and 11pt font size) with an optional additional page containing examples and references. The deadline for submission of abstracts is July 1, 2002. - SUBMISSION DEADLINE: July 1, 2002 - NOTIFICATION OF ACCEPTANCE: August 31, 2002 Electronic submissions should be sent to: nels-cfp at mit.edu For more information, please visit http://linguistics-philosophy.mit.edu/nels or contact the organizers at nels33 at mit.edu From alleng at msu.edu Thu Jun 6 13:37:32 2002 From: alleng at msu.edu (George Allen) Date: Thu, 6 Jun 2002 09:37:32 -0400 Subject: Language development, mealtime, and school readiness Message-ID: Dear Colleagues, A nurse colleague of mine is PI on an NIH-funded project looking at how appropriate mealtime interactions can improve children's nutrition. She and her project administrator agree that it might be good to look at whether this relatively complex situation can be used to aid in both language and social development and thereby improve readiness for school. Does any of you know of any projects currently under way that are looking at the linguistic and/or social aspects of preschool children's mealtimes? Thanks very much for your assistance with this question. /George Allen George D. Allen Michigan State University College of Nursing A230 Life Sciences Bldg., E. Lansing MI 48824-1317 Voice: (517) 353-5976; Fax: (517) 353-9553 "We already have distance learning in most university science courses; it's called the lecture." -- Donald Kennedy, "Science," August 31, 2001, p. 1557. From majdyr at get2net.dk Fri Jun 7 08:39:51 2002 From: majdyr at get2net.dk (maja vinther dyrby) Date: Fri, 7 Jun 2002 10:39:51 +0200 Subject: CHAT transcription Message-ID: Hi, I'm working with some of the frog stories from the Childes database, but there's some of the transcription I can't figure out what means. Can anybody tell me what [%mov: ...] in e.g. [%mov: be # because he got bit by ] [% /?] # looks like he got bit by a gopher . means, and especially if the text is to be taken as part of the utterance. Also what about text in < >? Thanks, maja -------------- next part -------------- An HTML attachment was scrubbed... URL: From amykhasky at hotmail.com Fri Jun 7 23:10:00 2002 From: amykhasky at hotmail.com (amy khasky) Date: Fri, 7 Jun 2002 23:10:00 +0000 Subject: No subject Message-ID: Hello, I am a doctoral student at the University of London Royal Holloway, studying under the supervision of Dr. Matthew Saxton. We are investigating children's grammatical intuitions. Recently, we developed a web survey for adult participants. We would greatly appreciate your help in drawing participants/students/colleagues/friends to our web site: http://www-rohan.sdsu.edu/~khasky The study only takes about 15 minutes to complete and is anonymous: we do not request your name or address. Since this is a study on grammatical intuitions, linguists and child language researchers should not participate themselves. Please direct inquiries to M.Saxton at wmin.ac.uk or to amykhasky at hotmail.com Sincerely, Amy Khasky, University of London, Royal Holloway _________________________________________________________________ Chat with friends online, try MSN Messenger: http://messenger.msn.com From e.kidd at latrobe.edu.au Sun Jun 9 23:39:55 2002 From: e.kidd at latrobe.edu.au (Evan Kidd) Date: Mon, 10 Jun 2002 09:39:55 +1000 Subject: polysemy of 'with' Message-ID: Dear info-childes, Can anyone help me with references on the polysemy of 'with'. I'm specifically looking for linguistic analyses, but if there has been any acquisition work done than that would be a bonus. Best Regards, Evan ************************************* Evan Kidd School of Psychological Science La Trobe University Bundoora,Victoria Australia 3086 Ph: +61 3 9479 2257 Fax: +61 3 9479 1956 ************************************** From vamarch at utdallas.edu Tue Jun 11 17:13:50 2002 From: vamarch at utdallas.edu (Marchman, Virginia A) Date: Tue, 11 Jun 2002 12:13:50 -0500 Subject: Request for English CDI (long form) data Message-ID: Dear Info-Childes Members, The CDI Advisory Board is currently involved in a renorming effort of the long forms of the MacArthur Communicative Development Inventories (CDIs). As many of you know, the MacArthur CDIs consist of two full-scale parent report instruments which assess a variety of language milestones that are appropriate for typically-developing English-speaking children between 8-16 months (Words & Gestures) and 16-30 months (Words & Sentences). (See Fenson et al., 1993, User's guide & technical manual.) In addition to increasing the overall size of the norming database, the renorming effort would like to: (1) Extend the upper-age of the norming information for the CDI: Words & Gestures from 16 to 18 months; (2) Increase the representation of families from non-Caucasian ethnic backgrounds; (3) Increase the representation of families with mothers who have 12 or fewer years of education (i.e., high school grad or less). While our internal efforts have made considerable progress, we would like to ask the Child Language community for additional help. We know that many of you have targeted families that meet the above criteria and have used the CDIs (Words & Gestures or Words & Sentences long forms) in your research with those families. In the spirit of the Child Language Data Exchange System, we would like to ask our fellow Child Language researchers to contribute their data to our renorming effort. Although we cannot offer any monetary compensation beyond covering any mailing expenses that you might incur, any contributions will be warmly and gratefully acknowledged in the next edition of the CDI User's Guide! We are looking for HARD COPIES** (or a soft data file format with all of the item responses) of: (1) MacArthur CDIs for (American) English-speaking children between 8-18 months (Words & Gestures) or 16-30 months (Words & Sentences); (2) First time administrations (i.e., the parent had not completed a CDI before); AND (3) reported mother's years of education = 12 years or under (i.e., high school grad or less); OR (4) reported ethnicity of the families: Hispanic, African American, Asian, Native American, Mixed, or Other non-White The following information must also be available: (1) Date of Birth and Date of CDI (or age of CDI); (2) Gender of child; (3) Birth order. Exclusionary Criteria: (1) prematurity: less than 37 weeks gestation AND birthweight less than 5 lbs; 5oz (5000 grams); (2) substantive birth complications (e.g., extended stay in ICU); (3) diagnosed developmental disability (e.g., Downs syndrome, CP); (4) diagnosed or suspected hearing loss; (5) substantive exposure to a language other than English (more than 7 hours per week). DON'T SEND ANYTHING YET! IF YOU ARE WILLING TO CONTRIBUTE, PLEASE CONTACT: Virginia Marchman (vamarch at utdallas.edu ) for additional information and mailing instructions. We will be accepting data contributions until JULY 31, 2002. THANK YOU! **WE WILL RETURN THE HARD COPIES OF YOUR DATA TO YOU! PLEASE REMOVE ANY IDENTIFYING PARTICIPANT INFORMATION. ******************************************* Virginia A. Marchman, Ph.D. Associate Professor of Psychology School of Human Development P.O. Box 830688 The University of Texas at Dallas Richardson, TX 75083-0688 ph: 972-883-6430 fax: 972-883-2491 vamarch at utdallas.edu ****************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Thu Jun 13 17:00:07 2002 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 13 Jun 2002 13:00:07 -0400 Subject: Frog Story Message-ID: Dear frog story researcher, a follow-up volume to Berman and Slobin's 1994 "Relating events in narrative" is under way. The 1994 volume had an appendix describing work and on-going projects based on the frog story. In order to update that appendix, we are now circulating the below questionnaire. Please describe your project/data with respect to the following categories. Please start writing immediately after the underscore (the underscore and the preceding tab makes it easier for us to paste your questionnaire onto a spread sheet and create a database). Immediately following the questionnaire/form, there is an example of how it is to be filled in. Please fill in the below form and send it to sven.stromqvist at ling.lu.se before July 10 2002 Thanks for your cooperation! Sven Stromqvist FROG STORY QUESTIONNAIRE 2002 (please fill in and send to sven.stromqvist at ling.lu.se) Language(s) First lg acq _ Second lg acq/Bilingualism _ Lg/Dev impairment _ Other (specify what) _ Age range _ Registration technique (audio, video, computer-logged writing, eyetrackingŠ) _ Project title _ Principal investigator _ Co-researchers _ Contact person (address and email) _ Project related publications _ Accessibility of data (e.g., childes archive, transcripts on request, etc) _ AN EXAMPLE Language(s) _Thai First lg acq _Yes Second lg acq/Bilingualism _No Lg/Dev impairment _No Other (specify what) _ Age range _4, 6, 9, 11, adults (10 stories each) Registration technique (audio, video, computer-logged writing, eyetrackingŠ) _audio Project title _First Language Acquisition of Thai Principal investigator _Jordan Zlatev Co-researchers _Peerapat Yangklang Contact person (address and email) _Jordan Zlatev, Department of Linguistics and Phonetics, Lund University, SE-223 62 Lund, Sweden, jordan.zlatev at ling.lu.se Project related publications _(a) Zlatev, J. and P. Yangklang (in press). A Third Way to Travel:The Place of Thai (and Other Serial Verb Languages) in Motion Event Typology, (b) Zlatev, J. and P. Yangklang (forthcoming). The Thai Frog Story Corpus: Transcription and Computerized Analysis of 50 Thai Narratives from 5 Age Groups Accessibility of data (e.g., childes archive, transcripts on request, etc): _ CHILDES From dominey at isc.cnrs.fr Thu Jun 20 14:55:49 2002 From: dominey at isc.cnrs.fr (Peter Ford Dominey) Date: Thu, 20 Jun 2002 16:55:49 +0200 Subject: POSTDOCTORAL POSITION IN COGNITIVE SCIENCE OF LANGUAGE Message-ID: POSTDOCTORAL POSITION IN COGNITIVE SCIENCE OF LANGUAGE A postdoctoral research opportunity in the Sequential Cognition and Language group (directed by Peter F. Dominey) at the Institut des Sciences Cognitives (Lyon France) is available immediately, to investigate the role of multiple-cue integration in language acquisition across different languages. The project (http://cnl.psych.cornell.edu/mcila) is funded by the Human Frontiers Science Program and involves four closely interacting research teams in France (Peter Dominey, Institut des Sciences Cognitives), the US (Morten Christiansen, Cornell University), the UK (Nick Chater, University of Warwick), and Japan (Mieko Ogura, Tsurumi University). MULTIPLE-CUE INTEGRATION IN LANGUAGE ACQUISITION: MECHANISMS AND NEURAL CORRELATES How do children acquire the subtle and complex structure of their native language with such remarkable speed and reliability, and with little direct instruction? Recent computational and acoustic analyses of language addressed to children indicate that there are rich cues to linguistic structure available in the child's input. Moreover, evidence from developmental psycholinguistics shows that infants are sensitive to many sound-based (phonological) and intonational (prosodic) cues in the input - cues that may facilitate language acquisition. Although this research indicates that linguistic input is rich with possible cues to linguistic structure, there is an important caveat: the cues are only partially reliable and none considered alone provide an infallible bootstrap into language. To acquire language successfully, it seems that the child needs to integrate a great diversity of multiple probabilistic cues to linguistic structure in an effective way. Our research program aims to provide a rigorous cross-linguistic test of the hypothesis that multiple-cue integration is crucial for the acquisition of syntactic structure. The research has four interrelated strands: 1) Computational and acoustic analyses of child-directed speech. 2) Psycholinguistic and artificial language learning experiments. 3) Computational modeling using neural networks and statistical learning methods. 4) Event-related potential (ERP) studies. Specifics for the Lyon Post-Doctoral Position: The selected researcher will participate in this HFSP funded project addressing aspects of language acquisition through simulation, behavioral and brain imagery (ERP) studies. The position will involve: 1. Statistical and acoustic analysis of natural language corpora 2. Participation in neural network simulation of language acquisition processes based on the preceding analysis. An example of a this type of approach can be found in: Dominey PF, Ramus F (2000) Neural network processing of natural language: I. Sensitivity to serial, temporal and abstract structure of language in the infant. Language and Cognitive Processes, 15(1) 87-127 3. Testing of human subjects in artificial language learning experiments. The ideal candidate will have the following qualifications, though candidates with a subset of these will also be considered: 1. A PhD in a related discipline (linguistics/psycholinguistics, computer science, computational neuroscience, cognitive science). 2. Familiarity with the Childes language database and associated analysis tools, and/or experience/interest in computational aspects of language acquisition. 3. Native French, and fluent English. 4. Some computational background, with experience in the Linux/Unix C environment, and in cognitive neuroscience simulation. Interested candidates should send a letter of intention, a CV and three letters of recommendation to Peter F. Dominey at the address below. Applications will continue to be accepted until the position is filled. The position is for one to two years. In addition to salary, funds are available for travel to conferences and meetings between research teams. The position does not carry any special citizen requirements. Peter Ford Dominey, Ph.D. Institut des Sciences Cognitives CNRS UMR 5015 67, Boulevard Pinel 69675 BRON Cedex FRANCE Telephone: 04 37 91 12 12 Direct line: 04 37 91 12 66 FAX: 04 37 91 12 10 email: dominey at isc.cnrs.fr WEB: http://www.isc.cnrs.fr/dom/dommenu.htm From salasoo at ozemail.com.au Thu Jun 20 13:57:15 2002 From: salasoo at ozemail.com.au (Tiiu Salasoo) Date: Thu, 20 Jun 2002 23:57:15 +1000 Subject: Conference help needed Message-ID: > Is there anyone going to the IX International Congress of Child Language in > Madison on 16-21.7.02, who might be willing to pin up a poster for someone > whose back has become so bad, that airtravel is impossible? > Please reply direct to salasoo at ozemail.com.au. > Tiiu Salasoo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Jun 21 17:52:57 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 21 Jun 2002 13:52:57 -0400 Subject: IASCL business meeting Message-ID: Dear Colleagues, I would like to ask those of you who are planning on attending the IASCL/SRCLD meeting in Madison to reserve the time from 5:00-6:30 in the evening on Friday July 19th for attending the IASCL business meeting. We will take a look at the budget, elect a new set officers, review plans for meetings in 2005 and 2008, and discuss new initiatives. This time slot is not yet indicated on the web pages at http://www.waisman.wisc.edu/srcld/pages/program/schedule.htm but it will be added there soon. Many thanks, Brian MacWhinney From salasoo at ozemail.com.au Sun Jun 23 08:45:52 2002 From: salasoo at ozemail.com.au (Tiiu Salasoo) Date: Sun, 23 Jun 2002 18:45:52 +1000 Subject: Message-ID: 23.6.2002. Dear Colleagues! Thank you, all kind people, who responded so promptly to my plea for help about pinning up my poster. I have accepted in the first instance an offer for me to E-mail my text to a participant. If this does not work out, I may have to turn to another prospective helper. I hope I can at another time be of assistance to someone else. Gratefully, Tiiu Salasoo -------------- next part -------------- An HTML attachment was scrubbed... URL: From gerald at netmedia.net.il Sun Jun 23 20:25:48 2002 From: gerald at netmedia.net.il (Gerald & Limor) Date: Sun, 23 Jun 2002 22:25:48 +0200 Subject: Thanks Message-ID: Dear colleges, I would like to thank all the members that gave me very fruitful advices Concerning references of cochlear Implant and phonology and also About program for analyzing the data. I am very grateful to L. Menn, P. Fikkert, J. Pater, Silliman, Z. S. Bond Sincerely Limor Adi-Bensaid -------------- next part -------------- An HTML attachment was scrubbed... URL: From jhkrupa at mindspring.com Sun Jun 23 19:43:08 2002 From: jhkrupa at mindspring.com (Julie Krupa) Date: Sun, 23 Jun 2002 15:43:08 -0400 Subject: No subject Message-ID: subscribe -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.perkins at sheffield.ac.uk Tue Jun 25 14:08:45 2002 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Tue, 25 Jun 2002 15:08:45 +0100 Subject: Studentship/Teaching Assistantship Message-ID: DEPARTMENT OF HUMAN COMMUNICATION SCIENCES STUDENTSHIP/TEACHING ASSISTANTSHIP IN LINGUISTICS The Department of Human Communication Sciences at Sheffield is one of the largest UK centres for education and research in communication disorders, offering undergraduate and postgraduate degree courses. It has ESRC +3 and CASE recognition for research training in applied linguistics. A graduate in linguistics, speech and language therapy, or related subjects, is sought, to pursue research into an area of human communication sciences for which supervision is available. The department has strong research interests in instrumental, perceptual and acoustic phonetics; phonological (including prosodic) development and disorders; clinical pragmatics; conversation analysis; cognitive neuroscience of speech and language. For details of staff research interests, see the departmental web page: http://www.shef.ac.uk/uni/academic/R-Z/spsu/ or the Human Communication Sciences Graduate Prospectus, obtainable from the address below. The successful candidate will register initially for MPhil, with the possibility of transferring to PhD after one year. In addition, s/he will undertake tutorial duties up to 6 hours per week during term-time, with associated preparation and marking. This will involve backing up lectures in linguistics and phonetics on various degree courses offered in the department (i.e. the BMedSci Speech and MMedSci in Clinical Communication Studies leading towards qualification as a speech and language therapist, and the non-clinical BSc in Human Communication Sciences and MSc/Diploma in Language and Communication Impairment in Children). Applicants should have a bachelor's (1st or 2.1) or masters degree in linguistics, speech and language therapy, or related subjects, with a sound background in theoretical and descriptive linguistics. The studentship is for 3 years, subject to an annual progress review. The stipend, which does not attract UK income tax, is £11,000 p.a. plus MPhil/PhD fees (home rate). In addition, monies will be available for the purchase of equipment relevant to the area of research. Applicants should submit a c.v. including details of relevant courses taken in previous degrees; an abstract of any research project(s) already undertaken; details of any relevant teaching experience; and description of possible PhD research topic (up to 1 side of A4). For informal discussion you may contact Professor Bill Wells on 0114-222-2429 or Dr Mick Perkins on 0114-222-2408. Applications should be sent in duplicate, with the names of three referees, together with a completed Equal Opportunities Monitoring Form to: The Staff Recruitment Service Department of Human Resources - Personnel Services The University of Sheffield Western Bank SHEFFIELD S10 2TN Closing date for applications is Tuesday 23rd July 2002, with interviews likely to take place during week commencing 29th July 2002. Dr Mick Perkins Reader in Clinical Linguistics Department of Human Communication Sciences University of Sheffield Sheffield S10 2TN UK Tel: (+44) (0)114 2222408 Fax: (+44) (0)114 2730547 http://www.shef.ac.uk/uni/academic/R-Z/spsu/academics/perkins_mick.html From macw at cmu.edu Thu Jun 27 15:50:56 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 27 Jun 2002 11:50:56 -0400 Subject: book announcement Message-ID: NEW PUBLICATION FROM MOUTON DE GRUYTER >From the series Studies on Language Acquisition Series Editor: Peter Jordens Wittek, Angelika LEARNING THE MEANING OF CHANGE-OF-STATE VERBS A CASE STUDY OF GERMAN CHILD LANGUAGE 2002. 23 x 15,5 cm. VIII, 233 pages. Cloth. Approx. EUR 88,- /sFr 141,- /approx. US$ 88.00 ISBN 3-11-017304-2 (Studies on Language Acquisition 17) MOUTON DE GRUYTER Causative change-of-state verbs like 'to open', 'to fill', and 'to wake' are central to both recent theories of grammatical development and theories of lexical structure. This book focuses on how German-speaking children learn the meaning of change-of-state verbs. It offers a thorough characterization of the acquisition of German, embedded in a crosslinguistic perspective. The author provides a comprehensive review of the acquisition literature on that topic and introduces a new account as to how the meaning of these verbs can be learned. The empirical backbone of the investigation are a set of carefully designed experimental studies. >From the Contents: Chapter I Introduction 1. What does it take to learn the meaning of a verb? 1.1. Why learning the meaning of verbs is difficult 1.1.1. The problem of determining verb meaning by observation 1.1.2. The problem of complexity of verb meaning 1.2. Why learning the meaning of change-of-state verbs should be easy,but it isn't - previewing the learning paradox 2. Goals and organization of this study Chapter II A paradox: Learning the meaning of change-of-state verbs should be easy, but it isn't 1. Children are sensitive to state changes from early on 2. The learning problem: Children neglect the endstate in interpreting change-of-state verbs 2.1. Evidence for children's neglect of the endstate 2.2. Why would children neglect the endstate? 2.3. How to test the scope of the neglect of endstate: The Transparent Endstate Hypothesis 3. Conclusion Chapter III Is the learning problem due to mapping problems? Testing the Transparent Endstate Hypothesis 1. How causal state changes are lexicalized in German 2. Experiment 1: Transparent endstates (Type: wachmachen 'awake-make') 2.1. Method 2.2. Experimental predictions 2.3. Results 2.4. A tree-based modeling analysis of the data 2.5. Discussion 3. Experiment 2: Transparent endstates (Type: wachklingeln 'awake-ring') 3.1. Method 3.2.Experimental predictions 3.3. Results 3.4. Discussion 4. Experiment 3: Transparent endstates made salient (Type: wachmachen 'awake-make') 4.1. Method 4.2. Experimental predictions 4.3. Results 4.4. A tree-based modeling analysis of the data 4.5. Discussion 5.General Discussion 6. Conclusion Chapter IV A subtle learning problem: The Weak Endstate 1. The resolution of the paradox? 1.1. Characterizing children's interpretation of change-of-state verbs: The Weak Endstate 1.2. "Weak" endstates in the adult language 1.3. Change-of-state verbs in a broader crosslinguistic perspective 1.4. The learning problem is more subtle than we thought 2. How does the child correct inappropriate Weak Endstate interpretations? 2.1. The Syntactic Bootstrapping Hypothesis 2.2. A related proposal: Morphological Bootstrapping 2.3. The Semantic Structure Hypothesis Testing Hypothesis 3. Conclusion Chapter V Modifiers as cues to verb meaning 1. How could the learner use modifiers as cues to verb meaning? 1.1. What do modifiers do? 1.2. The Adverbial Modification Cue Hypothesis 2. A candidate solution to the Weak Endstate problem: wieder 'again' 2.1. The properties of again 2.2. Restitutive again as an Adverbial Modification Cue 3. Do children have knowledge of restitutive wieder 'again',and do caretakers use it in their speech? 3.1. Evidence from previous studies 3.2. A CHILDES search 4. Children's and adults' use of restitutive wieder 'again' with morphologically complex vs. simple change-of-state verbs: An exploratory study 4.1. Method 4.2. Predictions 4.3. Results 4.4. Discussion 5. Conclusion Chapter VI Testing the Adverbial Modification Cue Hypothesis 1. Developing an experimental design to test restitutive wieder 'again' as an Adverbial Modification Cue 2. Experiment 4: Testing restitutive wieder 'again' as a cue that a verb entails an endstate 2.1. Method 2.2. Experimental prediction 2.3. Results 2.4. Discussion 3. Experiment 5 (control experiment) 3.1. Method 3.2. Experimental prediction 3.3. Results 3.4. Discussion 4. General Discussion: A broader perspective on the Adverbial Modification Cue Hypothesis 5. Conclusion Chapter VII Summary: The status of the endstate in children's semantic representations of change-of-state verbs Appendices Notes References Subject Index Author Index For more information please contact the publisher: Mouton de Gruyter Genthiner Str. 13 10785 Berlin, Germany Fax: +49 30 26005 222 e-mail: orders at degruyter.de Please visit our website for other publications by Mouton de Gruyter http://www.degruyter.com From macw at cmu.edu Fri Jun 28 16:29:35 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Jun 2002 12:29:35 -0400 Subject: second TILAR volume Message-ID: Dear Info-CHILDES, John Benjamins has now released the second volume of the TILAR series, sponsored by the International Association for the Study of Child Language (IASCL) with Steven Gillis and Annick DeHouwer as series editors. This volume will be available to IASCL members at a highly reduced price and will be available at the upcoming IASCL meeting in Madison. The announcement follows. --Brian MacWhinney NEW PUBLICATION FROM JOHN BENJAMINS Directions in Sign Language Acquisition Edited by Gary Morgan and Bencie Woll City University London As the first book of its kind, this volume with contributions from many well known scholars brings together some of the most recent original work on sign language acquisition in children learning a variety of different signed languages (i.e., Brazilian Sign Language, American SL, SL of the Netherlands, British SL, SL of Nicaragua, and Italian SL). In addition, the volume addresses methodological and theoretical issues in both sign language research and child language development in general. The book includes both overview chapters addressing matters of general concern in the study of sign language acquisition and chapters related to more specific topics such as sign language phonology, complex sentence structure and verb phrase development. This book will be of interest to sign language researchers, child language specialists and communication disorders professionals alike. The material is presented in such a way that also novices to the area of sign language study will find the text accessible. Table of Contents Preface Introduction Gary Morgan and Bencie Woll Foundations of communication and the emergence of language in deaf children Marc Marschark Phonology acquisition in Brazilian Sign Language Lodenir Becker Karnopp Transcription as a tool for understanding:The BerkeleyTranscription System for sign language research(BTS) Nini Hoiting and Dan I.Slobin The development of Italian Sign Language (LIS)in deaf preschoolers Elena Pizzuto The acquisition of verb agreement:Pointing out arguments for the linguistic status of agreement in signed languages Richard P.Meier The expression of grammatical relations by deaf toddlers learning ASL Brenda Schick FACES:The acquisition of non-manual morphology in ASL Judy Reilly and Diane Anderson Are young deaf children bilingual? Beppie van den Bogaerde and Anne E.Baker Language emergence in a language-ready brain:Acquisition Judy Kegl The development of complex sentences in British Sign Language Gary Morgan and Bencie Woll Afterword:A view from researchon spoken language development Elena V.M.Lieven Conclusions and directions for future research Bencie Woll and Gary Morgan Glossary Bibliography Index Trends in Language Acquisition Research, 2 2002. Hb xx, 339 pp. 90 272 3472 8 EUR 60.00 2002. Hb xx, 339 pp. 1 58811 235 7 USD 55.00 FOR IASCL MEMBERS SPECIAL DISCOUNT PRICE: USD 25.00 Visit the John Benjamins stand at the IASCL/SRCLD conference in Madison, 16-22 July 2002 to buy your copy of Directions in Sign Language Acquisition (TiLAR 2) and Trends in Bilingual Acquisition (TiLAR 1), ed. by Jasone Cenoz and Fred Gensee. The Trends in Language Acquisition Research series (TiLAR) is an official publication of the International Association for the Study of Child Language (IASCL). Series Editors of TilAR are Annick De Houwer (University of Antwerp/UIA) and Steven Gillis (University of Antwerp/UIA). For more information contact the publisher: John Benjamins Publishing Co. P.O. Box 36224 1020 ME Amsterdam The Netherlands Tel: +31-20-6304747 Fax:+31-20-6739773 customer.services at benjamins.nl www.benjamins.com/jbp for US, Canada & Mexico: John Benjamins North America P.O. Box 27519 Philadelphia PA 19118-0519 USA Tel: 215 836 1200 Fax:215 836 1204 San:219-7677 service at benjamins.com www.benjamins.com/jbp From G.Morgan at city.ac.uk Sun Jun 30 22:06:07 2002 From: G.Morgan at city.ac.uk (Dr Morgan G) Date: Sun, 30 Jun 2002 23:06:07 +0100 Subject: Your Message to "info-childes " In-Reply-To: <200206302159.WAA29916@holtz.phon.ucl.ac.uk> Message-ID: Re Your Message: info-childes Digest - 06/30/02 ------------ I am away from the University until 22nd July. Please contact Michael Nelson tel: 0207 040 8804 for any urgent enquiry. I will be at the IASCL conference in Madison 15th - 20th. G. Morgan, PhD Dept. of Language & Communication Science City University, Northampton Square London, EC1V 0HB Tel: 0207 040 8291 Fax: 0207 040 8577,lab: 0207 040 8979 g.morgan at city.ac.uk, http://www.city.ac.uk/lcs From lise.menn at colorado.edu Sat Jun 1 03:27:37 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Fri, 31 May 2002 21:27:37 -0600 Subject: Phonology of Hearing Impaired children In-Reply-To: <000001c208e5$6b5e9990$ceb4fea9@homepc> Message-ID: Dear Adi-Bensaid Limor For hard of hearing and deaf children without implants but receiving clinical intervention, you might get some useful information from the following references: Obenchain, Patrick, Lise Menn, and Christine Yoshinaga-Itano. 2000. Can speech development at thirty-six months in children with hearing loss be predicted from information available in the second year of life? In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. Wallace, Valerie, Lise Menn, and Christine Yoshinaga-Itano. 2000. Is babble the gateway to speech for all children? A longitudinal study of deaf and hard-of-hearing infants. In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. >Dear fellow researchers, > >I am a PhD student and I am interested in phonology of hearing impaired >children. >It is a longitudinal research and we intend to compare the prosodic >development of children during their first stages of language acquisition. >The emphasis is on deaf children with a cochlear implant. >I am interested in the prosodic theory and also in the optimality theory. >I have two requests: >1. Do you know bibliography on this topic which might help me? >2. Do you know a program for analyzing the data (number of syllables, >complexity of syllables, >Stress, onset, coda acquisition etc.)? >Thank you by advanced >Adi-Bensaid Limor Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor home fax 303-413-0017 Department of Linguistics UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm From gthomson at mac.com Sat Jun 1 09:14:38 2002 From: gthomson at mac.com (Greg Thomson) Date: Sat, 1 Jun 2002 15:14:38 +0600 Subject: Conference announcement Message-ID: DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2002. Place: 480071, Kazakhstan, Almaty -city, al-Farabi - avenue,71, KazNU, philological faculty. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS ? LANGUAGE SITUATIONS AND LANGUAGE POLICY ? SOCIAL AND REGIONAL LANGUAGE 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 SYSTEMS . 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 YOUR SURNAMES). DEADLINE: NOVEMBER, 30, 2002. E-MAIL: altyn at kaszu.kz asjan 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. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Umatova Zhanna -------------- next part -------------- An HTML attachment was scrubbed... URL: From gthomson at mac.com Sat Jun 1 15:41:15 2002 From: gthomson at mac.com (Greg Thomson) Date: Sat, 1 Jun 2002 21:41:15 +0600 Subject: Conference announcement-corrected date Message-ID: DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2003. Place: 480071, Kazakhstan, Almaty -city, al-Farabi - avenue,71, KazNU, philological faculty. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS ? LANGUAGE SITUATIONS AND LANGUAGE POLICY ? SOCIAL AND REGIONAL LANGUAGE 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 SYSTEMS . 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 YOUR SURNAMES). DEADLINE: NOVEMBER, 30, 2002. E-MAIL: altyn at kaszu.kz asjan 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. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Umatova Zhanna -------------- next part -------------- An HTML attachment was scrubbed... URL: From jschaef at bgumail.bgu.ac.il Mon Jun 3 07:38:18 2002 From: jschaef at bgumail.bgu.ac.il (Jeannette Schaeffer) Date: Mon, 3 Jun 2002 09:38:18 +0200 Subject: BRAIN AND LANGUAGE WORKSHOP Message-ID: The 18th annual conference organized by the Israel Association for Theoretical Linguistics (June 24/25) will have a satellite workshop on June 23, titled: Brain and Language: Language Acquisition in Special Populations For more information, please click on: http://atar.mscc.huji.ac.il/~english/IATL/IATL18.html ----------------------------------------------------------------------------- Jeannette Schaeffer, Ph.D. Department of Foreign Literatures and Linguistics Ben-Gurion University of the Negev P.O. Box 653 Be'er Sheva 84105 ISRAEL Phone: +972-8-646 1118 Fax: +972-8-647 2907 -------------- next part -------------- An HTML attachment was scrubbed... URL: From silliman at chuma1.cas.usf.edu Mon Jun 3 22:29:07 2002 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Mon, 3 Jun 2002 18:29:07 -0400 Subject: Phonology of Hearing Impaired children Message-ID: The journal, Language, Speech, and Hearing Services in Schools (LSHSS) will have a Forum coming up in its next issue (July 2002) entitled Children with Cochlear Implants: Challenges in Optimizing Oral Communication. The following articles will appear in that issue: 1) AN INTRODUCTION TO COCHLEAR IMPLANT TECHNOLOGY, ACTIVATION, AND PROGRAMMING (Moore & Teagle) 2) SCHOOL-BASED SERVICES FOR CHILDREN WHO RECEIVE COCHLEAR IMPLANTS (Teagle & Moore) 3) EFFECTS OF EDUCATIONAL CHOICES ON SPEECH AND LANGUAGE DEVELOPMENT OF CHILDREN IMPLANTED BEFORE AGE FIVE (Geers) 4) VOCAL DEVELOPMENT IN YOUNG CHILDREN WITH COCHLEAR IMPLANTS: PROFILES AND IMPLICATIONS FOR INTERVENTION (Ertmer et al.) 5) INTRODUCING YOUNG CHILDREN WHO ARE DEAF AND HARD OF HEARING TO SPOKEN LANGUAGE: CHILD'S VOICE, AN ORAL SCHOOL (Wilkins & Ertmer) 6) COMMUNICATION INTERVENTION FOR CHILDREN WITH COCHLEAR IMPLANTS: TWO CASE STUDIES (Ertmer, Leonard, & Pachuilo). Also, LSHSS has also just published two Clinical Forums on Advances in Phonology in Optimality Theory . There is one article in particular that may be of interest and it is by Stephen Chin entitled "Aspects of stop consonant production by pediatric users of cochlear implants" (LSHSS, Vol. 33(1)). In addition, there is a paper by Margaret Kehoe (LSHSS, Vol. 32 (4)) about assessing prosody entitled, "Prosodic Patterns in Children's Multisyllabic Word Productions". For further information on this July 2002 Forum or related articles, contact the Editor, Ruth Huntley Bahr, at: lshss at chuma1.cas.usf.edu Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences University of South Florida PCD 4021C Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822; (813) 974-8421 E-mail: silliman at chuma1.cas.usf.edu -----Original Message----- From: Lise Menn [mailto:lise.menn at colorado.edu] Sent: Friday, May 31, 2002 11:28 PM To: Gerald & Limor Cc: yoshinag at spot.colorado.edu; info-childes at mail.talkbank.org Subject: Re: Phonology of Hearing Impaired children Dear Adi-Bensaid Limor For hard of hearing and deaf children without implants but receiving clinical intervention, you might get some useful information from the following references: Obenchain, Patrick, Lise Menn, and Christine Yoshinaga-Itano. 2000. Can speech development at thirty-six months in children with hearing loss be predicted from information available in the second year of life? In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. Wallace, Valerie, Lise Menn, and Christine Yoshinaga-Itano. 2000. Is babble the gateway to speech for all children? A longitudinal study of deaf and hard-of-hearing infants. In C. Yoshinaga-Itano and A. Sedey (eds.) Language, Speech, and Social-Emotional Development of Deaf and Hard-of-Hearing Children: The Early Years. Volta Review Research Monograph. >Dear fellow researchers, > >I am a PhD student and I am interested in phonology of hearing impaired >children. >It is a longitudinal research and we intend to compare the prosodic >development of children during their first stages of language acquisition. >The emphasis is on deaf children with a cochlear implant. >I am interested in the prosodic theory and also in the optimality theory. >I have two requests: >1. Do you know bibliography on this topic which might help me? >2. Do you know a program for analyzing the data (number of syllables, >complexity of syllables, >Stress, onset, coda acquisition etc.)? >Thank you by advanced >Adi-Bensaid Limor Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor home fax 303-413-0017 Department of Linguistics UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm From Nickhimali at aol.com Tue Jun 4 09:27:47 2002 From: Nickhimali at aol.com (Nickhimali at aol.com) Date: Tue, 4 Jun 2002 05:27:47 EDT Subject: Query - Persian Language structure Message-ID: If anyone knows the answer to the following, please kindly respond, 1. Is it a SOV language? 2. Is word-order mandatory? 3. Are the nouns inflected, assigning who's doing what to whom? 4. Does it have prepositions or is it implicated in the verb? 5. Any reference a language database? Many thanks. Himali Clarke From tionin at MIT.EDU Wed Jun 5 23:32:31 2002 From: tionin at MIT.EDU (Tania R Ionin) Date: Wed, 5 Jun 2002 19:32:31 -0400 Subject: NELS 33 - Second Call for Papers Message-ID: NELS 33 Conference of the North East Linguistic Society November 8-10, 2002 Massachusetts Institute of Technology, Cambridge, MA INVITED SPEAKERS: Arnim von Stechow (T?bingen) Donca Steriade (MIT) The conference will also include an invited SPECIAL SESSION on non-configurationality in memory of Ken Hale with the following speakers: Judith Aissen (UC Santa Cruz) Mark Baker (Rutgers) Mamoru Saito (Nanzan University) SECOND CALL FOR PAPERS: Abstracts are invited for 20-minute presentations (plus 10 minutes of discussion) on any aspects of theoretical linguistics. Abstracts are also invited for a poster session (please specify if you want your abstract to be considered for either the poster session or talk only). No abstracts will be accepted for the special session. Submissions are limited to one individual and one joint abstract per author. All abstracts should be submitted electronically online at http://linguistics-philosophy.mit.edu/nels/submit.php or sent by e-mail as attachments to nels-cfp at mit.edu, specifying 'Abstract' in the subject line, and including the following information in the body of the message: - author's name(s) - title of abstract - area of linguistics (syntax, phonology, etc.) - affiliation - e-mail address and contact during the summer (if different) - whether the abstract is to be considered for the poster session/talk only (If, for any reason, you are unable to submit the abstract online or electronically, please contact the organizers.) Abstracts should be anonymous and be either in .txt (preferable) or .pdf formats. For help with converting documents to .pdf formats, please consult the submissions website. The organizers cannot be held responsible for problems arising from clashes of hardware and software; please embed fonts in any files you send and/or avoid the use of non-standard fonts. Abstracts should be limited to one page (using 1" margins on all sides and 11pt font size) with an optional additional page containing examples and references. The deadline for submission of abstracts is July 1, 2002. - SUBMISSION DEADLINE: July 1, 2002 - NOTIFICATION OF ACCEPTANCE: August 31, 2002 Electronic submissions should be sent to: nels-cfp at mit.edu For more information, please visit http://linguistics-philosophy.mit.edu/nels or contact the organizers at nels33 at mit.edu From alleng at msu.edu Thu Jun 6 13:37:32 2002 From: alleng at msu.edu (George Allen) Date: Thu, 6 Jun 2002 09:37:32 -0400 Subject: Language development, mealtime, and school readiness Message-ID: Dear Colleagues, A nurse colleague of mine is PI on an NIH-funded project looking at how appropriate mealtime interactions can improve children's nutrition. She and her project administrator agree that it might be good to look at whether this relatively complex situation can be used to aid in both language and social development and thereby improve readiness for school. Does any of you know of any projects currently under way that are looking at the linguistic and/or social aspects of preschool children's mealtimes? Thanks very much for your assistance with this question. /George Allen George D. Allen Michigan State University College of Nursing A230 Life Sciences Bldg., E. Lansing MI 48824-1317 Voice: (517) 353-5976; Fax: (517) 353-9553 "We already have distance learning in most university science courses; it's called the lecture." -- Donald Kennedy, "Science," August 31, 2001, p. 1557. From majdyr at get2net.dk Fri Jun 7 08:39:51 2002 From: majdyr at get2net.dk (maja vinther dyrby) Date: Fri, 7 Jun 2002 10:39:51 +0200 Subject: CHAT transcription Message-ID: Hi, I'm working with some of the frog stories from the Childes database, but there's some of the transcription I can't figure out what means. Can anybody tell me what [%mov: ...] in e.g. [%mov: be # because he got bit by ] [% /?] # looks like he got bit by a gopher . means, and especially if the text is to be taken as part of the utterance. Also what about text in < >? Thanks, maja -------------- next part -------------- An HTML attachment was scrubbed... URL: From amykhasky at hotmail.com Fri Jun 7 23:10:00 2002 From: amykhasky at hotmail.com (amy khasky) Date: Fri, 7 Jun 2002 23:10:00 +0000 Subject: No subject Message-ID: Hello, I am a doctoral student at the University of London Royal Holloway, studying under the supervision of Dr. Matthew Saxton. We are investigating children's grammatical intuitions. Recently, we developed a web survey for adult participants. We would greatly appreciate your help in drawing participants/students/colleagues/friends to our web site: http://www-rohan.sdsu.edu/~khasky The study only takes about 15 minutes to complete and is anonymous: we do not request your name or address. Since this is a study on grammatical intuitions, linguists and child language researchers should not participate themselves. Please direct inquiries to M.Saxton at wmin.ac.uk or to amykhasky at hotmail.com Sincerely, Amy Khasky, University of London, Royal Holloway _________________________________________________________________ Chat with friends online, try MSN Messenger: http://messenger.msn.com From e.kidd at latrobe.edu.au Sun Jun 9 23:39:55 2002 From: e.kidd at latrobe.edu.au (Evan Kidd) Date: Mon, 10 Jun 2002 09:39:55 +1000 Subject: polysemy of 'with' Message-ID: Dear info-childes, Can anyone help me with references on the polysemy of 'with'. I'm specifically looking for linguistic analyses, but if there has been any acquisition work done than that would be a bonus. Best Regards, Evan ************************************* Evan Kidd School of Psychological Science La Trobe University Bundoora,Victoria Australia 3086 Ph: +61 3 9479 2257 Fax: +61 3 9479 1956 ************************************** From vamarch at utdallas.edu Tue Jun 11 17:13:50 2002 From: vamarch at utdallas.edu (Marchman, Virginia A) Date: Tue, 11 Jun 2002 12:13:50 -0500 Subject: Request for English CDI (long form) data Message-ID: Dear Info-Childes Members, The CDI Advisory Board is currently involved in a renorming effort of the long forms of the MacArthur Communicative Development Inventories (CDIs). As many of you know, the MacArthur CDIs consist of two full-scale parent report instruments which assess a variety of language milestones that are appropriate for typically-developing English-speaking children between 8-16 months (Words & Gestures) and 16-30 months (Words & Sentences). (See Fenson et al., 1993, User's guide & technical manual.) In addition to increasing the overall size of the norming database, the renorming effort would like to: (1) Extend the upper-age of the norming information for the CDI: Words & Gestures from 16 to 18 months; (2) Increase the representation of families from non-Caucasian ethnic backgrounds; (3) Increase the representation of families with mothers who have 12 or fewer years of education (i.e., high school grad or less). While our internal efforts have made considerable progress, we would like to ask the Child Language community for additional help. We know that many of you have targeted families that meet the above criteria and have used the CDIs (Words & Gestures or Words & Sentences long forms) in your research with those families. In the spirit of the Child Language Data Exchange System, we would like to ask our fellow Child Language researchers to contribute their data to our renorming effort. Although we cannot offer any monetary compensation beyond covering any mailing expenses that you might incur, any contributions will be warmly and gratefully acknowledged in the next edition of the CDI User's Guide! We are looking for HARD COPIES** (or a soft data file format with all of the item responses) of: (1) MacArthur CDIs for (American) English-speaking children between 8-18 months (Words & Gestures) or 16-30 months (Words & Sentences); (2) First time administrations (i.e., the parent had not completed a CDI before); AND (3) reported mother's years of education = 12 years or under (i.e., high school grad or less); OR (4) reported ethnicity of the families: Hispanic, African American, Asian, Native American, Mixed, or Other non-White The following information must also be available: (1) Date of Birth and Date of CDI (or age of CDI); (2) Gender of child; (3) Birth order. Exclusionary Criteria: (1) prematurity: less than 37 weeks gestation AND birthweight less than 5 lbs; 5oz (5000 grams); (2) substantive birth complications (e.g., extended stay in ICU); (3) diagnosed developmental disability (e.g., Downs syndrome, CP); (4) diagnosed or suspected hearing loss; (5) substantive exposure to a language other than English (more than 7 hours per week). DON'T SEND ANYTHING YET! IF YOU ARE WILLING TO CONTRIBUTE, PLEASE CONTACT: Virginia Marchman (vamarch at utdallas.edu ) for additional information and mailing instructions. We will be accepting data contributions until JULY 31, 2002. THANK YOU! **WE WILL RETURN THE HARD COPIES OF YOUR DATA TO YOU! PLEASE REMOVE ANY IDENTIFYING PARTICIPANT INFORMATION. ******************************************* Virginia A. Marchman, Ph.D. Associate Professor of Psychology School of Human Development P.O. Box 830688 The University of Texas at Dallas Richardson, TX 75083-0688 ph: 972-883-6430 fax: 972-883-2491 vamarch at utdallas.edu ****************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Thu Jun 13 17:00:07 2002 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 13 Jun 2002 13:00:07 -0400 Subject: Frog Story Message-ID: Dear frog story researcher, a follow-up volume to Berman and Slobin's 1994 "Relating events in narrative" is under way. The 1994 volume had an appendix describing work and on-going projects based on the frog story. In order to update that appendix, we are now circulating the below questionnaire. Please describe your project/data with respect to the following categories. Please start writing immediately after the underscore (the underscore and the preceding tab makes it easier for us to paste your questionnaire onto a spread sheet and create a database). Immediately following the questionnaire/form, there is an example of how it is to be filled in. Please fill in the below form and send it to sven.stromqvist at ling.lu.se before July 10 2002 Thanks for your cooperation! Sven Stromqvist FROG STORY QUESTIONNAIRE 2002 (please fill in and send to sven.stromqvist at ling.lu.se) Language(s) First lg acq _ Second lg acq/Bilingualism _ Lg/Dev impairment _ Other (specify what) _ Age range _ Registration technique (audio, video, computer-logged writing, eyetracking?) _ Project title _ Principal investigator _ Co-researchers _ Contact person (address and email) _ Project related publications _ Accessibility of data (e.g., childes archive, transcripts on request, etc) _ AN EXAMPLE Language(s) _Thai First lg acq _Yes Second lg acq/Bilingualism _No Lg/Dev impairment _No Other (specify what) _ Age range _4, 6, 9, 11, adults (10 stories each) Registration technique (audio, video, computer-logged writing, eyetracking?) _audio Project title _First Language Acquisition of Thai Principal investigator _Jordan Zlatev Co-researchers _Peerapat Yangklang Contact person (address and email) _Jordan Zlatev, Department of Linguistics and Phonetics, Lund University, SE-223 62 Lund, Sweden, jordan.zlatev at ling.lu.se Project related publications _(a) Zlatev, J. and P. Yangklang (in press). A Third Way to Travel:The Place of Thai (and Other Serial Verb Languages) in Motion Event Typology, (b) Zlatev, J. and P. Yangklang (forthcoming). The Thai Frog Story Corpus: Transcription and Computerized Analysis of 50 Thai Narratives from 5 Age Groups Accessibility of data (e.g., childes archive, transcripts on request, etc): _ CHILDES From dominey at isc.cnrs.fr Thu Jun 20 14:55:49 2002 From: dominey at isc.cnrs.fr (Peter Ford Dominey) Date: Thu, 20 Jun 2002 16:55:49 +0200 Subject: POSTDOCTORAL POSITION IN COGNITIVE SCIENCE OF LANGUAGE Message-ID: POSTDOCTORAL POSITION IN COGNITIVE SCIENCE OF LANGUAGE A postdoctoral research opportunity in the Sequential Cognition and Language group (directed by Peter F. Dominey) at the Institut des Sciences Cognitives (Lyon France) is available immediately, to investigate the role of multiple-cue integration in language acquisition across different languages. The project (http://cnl.psych.cornell.edu/mcila) is funded by the Human Frontiers Science Program and involves four closely interacting research teams in France (Peter Dominey, Institut des Sciences Cognitives), the US (Morten Christiansen, Cornell University), the UK (Nick Chater, University of Warwick), and Japan (Mieko Ogura, Tsurumi University). MULTIPLE-CUE INTEGRATION IN LANGUAGE ACQUISITION: MECHANISMS AND NEURAL CORRELATES How do children acquire the subtle and complex structure of their native language with such remarkable speed and reliability, and with little direct instruction? Recent computational and acoustic analyses of language addressed to children indicate that there are rich cues to linguistic structure available in the child's input. Moreover, evidence from developmental psycholinguistics shows that infants are sensitive to many sound-based (phonological) and intonational (prosodic) cues in the input - cues that may facilitate language acquisition. Although this research indicates that linguistic input is rich with possible cues to linguistic structure, there is an important caveat: the cues are only partially reliable and none considered alone provide an infallible bootstrap into language. To acquire language successfully, it seems that the child needs to integrate a great diversity of multiple probabilistic cues to linguistic structure in an effective way. Our research program aims to provide a rigorous cross-linguistic test of the hypothesis that multiple-cue integration is crucial for the acquisition of syntactic structure. The research has four interrelated strands: 1) Computational and acoustic analyses of child-directed speech. 2) Psycholinguistic and artificial language learning experiments. 3) Computational modeling using neural networks and statistical learning methods. 4) Event-related potential (ERP) studies. Specifics for the Lyon Post-Doctoral Position: The selected researcher will participate in this HFSP funded project addressing aspects of language acquisition through simulation, behavioral and brain imagery (ERP) studies. The position will involve: 1. Statistical and acoustic analysis of natural language corpora 2. Participation in neural network simulation of language acquisition processes based on the preceding analysis. An example of a this type of approach can be found in: Dominey PF, Ramus F (2000) Neural network processing of natural language: I. Sensitivity to serial, temporal and abstract structure of language in the infant. Language and Cognitive Processes, 15(1) 87-127 3. Testing of human subjects in artificial language learning experiments. The ideal candidate will have the following qualifications, though candidates with a subset of these will also be considered: 1. A PhD in a related discipline (linguistics/psycholinguistics, computer science, computational neuroscience, cognitive science). 2. Familiarity with the Childes language database and associated analysis tools, and/or experience/interest in computational aspects of language acquisition. 3. Native French, and fluent English. 4. Some computational background, with experience in the Linux/Unix C environment, and in cognitive neuroscience simulation. Interested candidates should send a letter of intention, a CV and three letters of recommendation to Peter F. Dominey at the address below. Applications will continue to be accepted until the position is filled. The position is for one to two years. In addition to salary, funds are available for travel to conferences and meetings between research teams. The position does not carry any special citizen requirements. Peter Ford Dominey, Ph.D. Institut des Sciences Cognitives CNRS UMR 5015 67, Boulevard Pinel 69675 BRON Cedex FRANCE Telephone: 04 37 91 12 12 Direct line: 04 37 91 12 66 FAX: 04 37 91 12 10 email: dominey at isc.cnrs.fr WEB: http://www.isc.cnrs.fr/dom/dommenu.htm From salasoo at ozemail.com.au Thu Jun 20 13:57:15 2002 From: salasoo at ozemail.com.au (Tiiu Salasoo) Date: Thu, 20 Jun 2002 23:57:15 +1000 Subject: Conference help needed Message-ID: > Is there anyone going to the IX International Congress of Child Language in > Madison on 16-21.7.02, who might be willing to pin up a poster for someone > whose back has become so bad, that airtravel is impossible? > Please reply direct to salasoo at ozemail.com.au. > Tiiu Salasoo. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Fri Jun 21 17:52:57 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 21 Jun 2002 13:52:57 -0400 Subject: IASCL business meeting Message-ID: Dear Colleagues, I would like to ask those of you who are planning on attending the IASCL/SRCLD meeting in Madison to reserve the time from 5:00-6:30 in the evening on Friday July 19th for attending the IASCL business meeting. We will take a look at the budget, elect a new set officers, review plans for meetings in 2005 and 2008, and discuss new initiatives. This time slot is not yet indicated on the web pages at http://www.waisman.wisc.edu/srcld/pages/program/schedule.htm but it will be added there soon. Many thanks, Brian MacWhinney From salasoo at ozemail.com.au Sun Jun 23 08:45:52 2002 From: salasoo at ozemail.com.au (Tiiu Salasoo) Date: Sun, 23 Jun 2002 18:45:52 +1000 Subject: Message-ID: 23.6.2002. Dear Colleagues! Thank you, all kind people, who responded so promptly to my plea for help about pinning up my poster. I have accepted in the first instance an offer for me to E-mail my text to a participant. If this does not work out, I may have to turn to another prospective helper. I hope I can at another time be of assistance to someone else. Gratefully, Tiiu Salasoo -------------- next part -------------- An HTML attachment was scrubbed... URL: From gerald at netmedia.net.il Sun Jun 23 20:25:48 2002 From: gerald at netmedia.net.il (Gerald & Limor) Date: Sun, 23 Jun 2002 22:25:48 +0200 Subject: Thanks Message-ID: Dear colleges, I would like to thank all the members that gave me very fruitful advices Concerning references of cochlear Implant and phonology and also About program for analyzing the data. I am very grateful to L. Menn, P. Fikkert, J. Pater, Silliman, Z. S. Bond Sincerely Limor Adi-Bensaid -------------- next part -------------- An HTML attachment was scrubbed... URL: From jhkrupa at mindspring.com Sun Jun 23 19:43:08 2002 From: jhkrupa at mindspring.com (Julie Krupa) Date: Sun, 23 Jun 2002 15:43:08 -0400 Subject: No subject Message-ID: subscribe -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.perkins at sheffield.ac.uk Tue Jun 25 14:08:45 2002 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Tue, 25 Jun 2002 15:08:45 +0100 Subject: Studentship/Teaching Assistantship Message-ID: DEPARTMENT OF HUMAN COMMUNICATION SCIENCES STUDENTSHIP/TEACHING ASSISTANTSHIP IN LINGUISTICS The Department of Human Communication Sciences at Sheffield is one of the largest UK centres for education and research in communication disorders, offering undergraduate and postgraduate degree courses. It has ESRC +3 and CASE recognition for research training in applied linguistics. A graduate in linguistics, speech and language therapy, or related subjects, is sought, to pursue research into an area of human communication sciences for which supervision is available. The department has strong research interests in instrumental, perceptual and acoustic phonetics; phonological (including prosodic) development and disorders; clinical pragmatics; conversation analysis; cognitive neuroscience of speech and language. For details of staff research interests, see the departmental web page: http://www.shef.ac.uk/uni/academic/R-Z/spsu/ or the Human Communication Sciences Graduate Prospectus, obtainable from the address below. The successful candidate will register initially for MPhil, with the possibility of transferring to PhD after one year. In addition, s/he will undertake tutorial duties up to 6 hours per week during term-time, with associated preparation and marking. This will involve backing up lectures in linguistics and phonetics on various degree courses offered in the department (i.e. the BMedSci Speech and MMedSci in Clinical Communication Studies leading towards qualification as a speech and language therapist, and the non-clinical BSc in Human Communication Sciences and MSc/Diploma in Language and Communication Impairment in Children). Applicants should have a bachelor's (1st or 2.1) or masters degree in linguistics, speech and language therapy, or related subjects, with a sound background in theoretical and descriptive linguistics. The studentship is for 3 years, subject to an annual progress review. The stipend, which does not attract UK income tax, is ?11,000 p.a. plus MPhil/PhD fees (home rate). In addition, monies will be available for the purchase of equipment relevant to the area of research. Applicants should submit a c.v. including details of relevant courses taken in previous degrees; an abstract of any research project(s) already undertaken; details of any relevant teaching experience; and description of possible PhD research topic (up to 1 side of A4). For informal discussion you may contact Professor Bill Wells on 0114-222-2429 or Dr Mick Perkins on 0114-222-2408. Applications should be sent in duplicate, with the names of three referees, together with a completed Equal Opportunities Monitoring Form to: The Staff Recruitment Service Department of Human Resources - Personnel Services The University of Sheffield Western Bank SHEFFIELD S10 2TN Closing date for applications is Tuesday 23rd July 2002, with interviews likely to take place during week commencing 29th July 2002. Dr Mick Perkins Reader in Clinical Linguistics Department of Human Communication Sciences University of Sheffield Sheffield S10 2TN UK Tel: (+44) (0)114 2222408 Fax: (+44) (0)114 2730547 http://www.shef.ac.uk/uni/academic/R-Z/spsu/academics/perkins_mick.html From macw at cmu.edu Thu Jun 27 15:50:56 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 27 Jun 2002 11:50:56 -0400 Subject: book announcement Message-ID: NEW PUBLICATION FROM MOUTON DE GRUYTER >From the series Studies on Language Acquisition Series Editor: Peter Jordens Wittek, Angelika LEARNING THE MEANING OF CHANGE-OF-STATE VERBS A CASE STUDY OF GERMAN CHILD LANGUAGE 2002. 23 x 15,5 cm. VIII, 233 pages. Cloth. Approx. EUR 88,- /sFr 141,- /approx. US$ 88.00 ISBN 3-11-017304-2 (Studies on Language Acquisition 17) MOUTON DE GRUYTER Causative change-of-state verbs like 'to open', 'to fill', and 'to wake' are central to both recent theories of grammatical development and theories of lexical structure. This book focuses on how German-speaking children learn the meaning of change-of-state verbs. It offers a thorough characterization of the acquisition of German, embedded in a crosslinguistic perspective. The author provides a comprehensive review of the acquisition literature on that topic and introduces a new account as to how the meaning of these verbs can be learned. The empirical backbone of the investigation are a set of carefully designed experimental studies. >From the Contents: Chapter I Introduction 1. What does it take to learn the meaning of a verb? 1.1. Why learning the meaning of verbs is difficult 1.1.1. The problem of determining verb meaning by observation 1.1.2. The problem of complexity of verb meaning 1.2. Why learning the meaning of change-of-state verbs should be easy,but it isn't - previewing the learning paradox 2. Goals and organization of this study Chapter II A paradox: Learning the meaning of change-of-state verbs should be easy, but it isn't 1. Children are sensitive to state changes from early on 2. The learning problem: Children neglect the endstate in interpreting change-of-state verbs 2.1. Evidence for children's neglect of the endstate 2.2. Why would children neglect the endstate? 2.3. How to test the scope of the neglect of endstate: The Transparent Endstate Hypothesis 3. Conclusion Chapter III Is the learning problem due to mapping problems? Testing the Transparent Endstate Hypothesis 1. How causal state changes are lexicalized in German 2. Experiment 1: Transparent endstates (Type: wachmachen 'awake-make') 2.1. Method 2.2. Experimental predictions 2.3. Results 2.4. A tree-based modeling analysis of the data 2.5. Discussion 3. Experiment 2: Transparent endstates (Type: wachklingeln 'awake-ring') 3.1. Method 3.2.Experimental predictions 3.3. Results 3.4. Discussion 4. Experiment 3: Transparent endstates made salient (Type: wachmachen 'awake-make') 4.1. Method 4.2. Experimental predictions 4.3. Results 4.4. A tree-based modeling analysis of the data 4.5. Discussion 5.General Discussion 6. Conclusion Chapter IV A subtle learning problem: The Weak Endstate 1. The resolution of the paradox? 1.1. Characterizing children's interpretation of change-of-state verbs: The Weak Endstate 1.2. "Weak" endstates in the adult language 1.3. Change-of-state verbs in a broader crosslinguistic perspective 1.4. The learning problem is more subtle than we thought 2. How does the child correct inappropriate Weak Endstate interpretations? 2.1. The Syntactic Bootstrapping Hypothesis 2.2. A related proposal: Morphological Bootstrapping 2.3. The Semantic Structure Hypothesis Testing Hypothesis 3. Conclusion Chapter V Modifiers as cues to verb meaning 1. How could the learner use modifiers as cues to verb meaning? 1.1. What do modifiers do? 1.2. The Adverbial Modification Cue Hypothesis 2. A candidate solution to the Weak Endstate problem: wieder 'again' 2.1. The properties of again 2.2. Restitutive again as an Adverbial Modification Cue 3. Do children have knowledge of restitutive wieder 'again',and do caretakers use it in their speech? 3.1. Evidence from previous studies 3.2. A CHILDES search 4. Children's and adults' use of restitutive wieder 'again' with morphologically complex vs. simple change-of-state verbs: An exploratory study 4.1. Method 4.2. Predictions 4.3. Results 4.4. Discussion 5. Conclusion Chapter VI Testing the Adverbial Modification Cue Hypothesis 1. Developing an experimental design to test restitutive wieder 'again' as an Adverbial Modification Cue 2. Experiment 4: Testing restitutive wieder 'again' as a cue that a verb entails an endstate 2.1. Method 2.2. Experimental prediction 2.3. Results 2.4. Discussion 3. Experiment 5 (control experiment) 3.1. Method 3.2. Experimental prediction 3.3. Results 3.4. Discussion 4. General Discussion: A broader perspective on the Adverbial Modification Cue Hypothesis 5. Conclusion Chapter VII Summary: The status of the endstate in children's semantic representations of change-of-state verbs Appendices Notes References Subject Index Author Index For more information please contact the publisher: Mouton de Gruyter Genthiner Str. 13 10785 Berlin, Germany Fax: +49 30 26005 222 e-mail: orders at degruyter.de Please visit our website for other publications by Mouton de Gruyter http://www.degruyter.com From macw at cmu.edu Fri Jun 28 16:29:35 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 28 Jun 2002 12:29:35 -0400 Subject: second TILAR volume Message-ID: Dear Info-CHILDES, John Benjamins has now released the second volume of the TILAR series, sponsored by the International Association for the Study of Child Language (IASCL) with Steven Gillis and Annick DeHouwer as series editors. This volume will be available to IASCL members at a highly reduced price and will be available at the upcoming IASCL meeting in Madison. The announcement follows. --Brian MacWhinney NEW PUBLICATION FROM JOHN BENJAMINS Directions in Sign Language Acquisition Edited by Gary Morgan and Bencie Woll City University London As the first book of its kind, this volume with contributions from many well known scholars brings together some of the most recent original work on sign language acquisition in children learning a variety of different signed languages (i.e., Brazilian Sign Language, American SL, SL of the Netherlands, British SL, SL of Nicaragua, and Italian SL). In addition, the volume addresses methodological and theoretical issues in both sign language research and child language development in general. The book includes both overview chapters addressing matters of general concern in the study of sign language acquisition and chapters related to more specific topics such as sign language phonology, complex sentence structure and verb phrase development. This book will be of interest to sign language researchers, child language specialists and communication disorders professionals alike. The material is presented in such a way that also novices to the area of sign language study will find the text accessible. Table of Contents Preface Introduction Gary Morgan and Bencie Woll Foundations of communication and the emergence of language in deaf children Marc Marschark Phonology acquisition in Brazilian Sign Language Lodenir Becker Karnopp Transcription as a tool for understanding:The BerkeleyTranscription System for sign language research(BTS) Nini Hoiting and Dan I.Slobin The development of Italian Sign Language (LIS)in deaf preschoolers Elena Pizzuto The acquisition of verb agreement:Pointing out arguments for the linguistic status of agreement in signed languages Richard P.Meier The expression of grammatical relations by deaf toddlers learning ASL Brenda Schick FACES:The acquisition of non-manual morphology in ASL Judy Reilly and Diane Anderson Are young deaf children bilingual? Beppie van den Bogaerde and Anne E.Baker Language emergence in a language-ready brain:Acquisition Judy Kegl The development of complex sentences in British Sign Language Gary Morgan and Bencie Woll Afterword:A view from researchon spoken language development Elena V.M.Lieven Conclusions and directions for future research Bencie Woll and Gary Morgan Glossary Bibliography Index Trends in Language Acquisition Research, 2 2002. Hb xx, 339 pp. 90 272 3472 8 EUR 60.00 2002. Hb xx, 339 pp. 1 58811 235 7 USD 55.00 FOR IASCL MEMBERS SPECIAL DISCOUNT PRICE: USD 25.00 Visit the John Benjamins stand at the IASCL/SRCLD conference in Madison, 16-22 July 2002 to buy your copy of Directions in Sign Language Acquisition (TiLAR 2) and Trends in Bilingual Acquisition (TiLAR 1), ed. by Jasone Cenoz and Fred Gensee. The Trends in Language Acquisition Research series (TiLAR) is an official publication of the International Association for the Study of Child Language (IASCL). Series Editors of TilAR are Annick De Houwer (University of Antwerp/UIA) and Steven Gillis (University of Antwerp/UIA). For more information contact the publisher: John Benjamins Publishing Co. P.O. Box 36224 1020 ME Amsterdam The Netherlands Tel: +31-20-6304747 Fax:+31-20-6739773 customer.services at benjamins.nl www.benjamins.com/jbp for US, Canada & Mexico: John Benjamins North America P.O. Box 27519 Philadelphia PA 19118-0519 USA Tel: 215 836 1200 Fax:215 836 1204 San:219-7677 service at benjamins.com www.benjamins.com/jbp From G.Morgan at city.ac.uk Sun Jun 30 22:06:07 2002 From: G.Morgan at city.ac.uk (Dr Morgan G) Date: Sun, 30 Jun 2002 23:06:07 +0100 Subject: Your Message to "info-childes " In-Reply-To: <200206302159.WAA29916@holtz.phon.ucl.ac.uk> Message-ID: Re Your Message: info-childes Digest - 06/30/02 ------------ I am away from the University until 22nd July. Please contact Michael Nelson tel: 0207 040 8804 for any urgent enquiry. I will be at the IASCL conference in Madison 15th - 20th. G. Morgan, PhD Dept. of Language & Communication Science City University, Northampton Square London, EC1V 0HB Tel: 0207 040 8291 Fax: 0207 040 8577,lab: 0207 040 8979 g.morgan at city.ac.uk, http://www.city.ac.uk/lcs