From hualin at usc.edu Fri Mar 1 07:46:14 2002 From: hualin at usc.edu (Hua Lin) Date: Thu, 28 Feb 2002 23:46:14 -0800 Subject: Thank you. Message-ID: Hi. I sent a request for reference of Chinese Ba-construction, causation and verb compound a coup of days ago. Here I just want to say thank you to those who gave me a lot of helpful information. I also post the references I got, in case someone will be interested in too: ******************** Li, P. (1993). The acquisition of the ZAI and BA constructions in Mandarin Chinese. In: J.C.P. Liang & R.P.E. Sybesma (eds.) From classical 'Fu' to 'Three inches high': Studies on Chinese in honor of Erik Zurcher. Leuven/Apeldoorn: Garant Publishers, 103-120. Li, Ping (1991) 'zai and ba constructions in child Mandarin', CRL Newsletter (vol 5, no. 5) San Diego, CA: University of California, San Diego. Cheung, Hintat (1992) The Acquisition of BA in Mandarin. Doctoral dissertation. University of Kansas. Cheung, Hintat and Li Hsieh (1997) "Learning a new verb in Mandarin chinese: the effects of affectness condition and phonological shape", Journal of Chinese Linguistics vol. 25, no. 1 Cheung, Sik Lee (1990) "The acquisition of locative constructions in Cantonese" Papers and Reports in Child Language Development 29. Cheung, Sik Lee (1991) "The notion of result in Cantonese children" Papers and Reports in Child Language Development 30. Cheung, Sik Lee (1998) "Causative verbs in child Cantonese"(?) in Eve Clark (ed) Proceedings of the 29th Child Language Research Forum. Stanford: CSLI. Ingham, R., Fletcher, P., Schelleter, C., & Sinka, I. (1998). Resultative VPs and Specific Language Impairment. Language Acquisition 7, 87-111 Lee, T. H-T. (1996). Theoretical issues in language development and chinese child language. In Huang, C-T., James & Li, Y-H. Audrey (ed.). New horizons in Chinese Linguistics. ************************** Best, Hua Lin hualin at usc.edu From jwerker at cortex.psych.ubc.ca Fri Mar 1 14:40:04 2002 From: jwerker at cortex.psych.ubc.ca (Janet Werker) Date: Fri, 1 Mar 2002 06:40:04 -0800 Subject: Jerry Katz's obituary Message-ID: Dear Everyone, Just sharing what was in the NY Times. Janet February 26, 2002 Jerrold J. Katz, 69, Linguistics Expert and CUNY Professor STUART LAVIETES errold J. Katz, a philosopher of language who helped establish the reputation of the graduate philosophy program of the City University of New York, died on Feb. 7 at Memorial Sloan-Kettering Cancer Center in Manhattan. He was 69. The cause was bladder cancer, the university announced. Dr. Katz, a professor of linguistics and philosophy at the Graduate Center of CUNY, began his teaching career at M.I.T. in 1963. He contributed to the development of a contemporary philosophy of language introduced by his colleague at the institute, Noam Chomsky. In his book "Semantic Theory" (Harper & Row, 1972), he helped define the relationship between syntax (word arrangement) and semantics (meaning). He later rejected the Chomskyan approach, which treated linguistics as a branch of psychology. In books like "Language and Other Abstract Objects" (Rowan & Littlefield, 1981), he explored the analogy between linguistics and mathematics and worked to establish a scientific approach to meaning. Jerrold Jacob Katz was born July 14, 1932, in Washington. In 1954, he got his bachelor's degree from George Washington University. After serving in the Army Counterintelligence Corps from 1954 to 1956, he earned his Ph.D. from Princeton in 1960. His career at CUNY began in 1975. He is survived by his wife, Virginia Valian, a professor of psychology and linguistics at Hunter College and the Graduate Center, and two children from an earlier marriage, Seth and Jesse Katz. Dr. Katz's final book, "Sense, Reference and Philosophy," will be published posthumously by the Oxford University Press. Dr. Katz signed the contract with the publisher the day before his eath. From g.morgan at city.ac.uk Fri Mar 1 17:30:38 2002 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 1 Mar 2002 17:30:38 -0000 Subject: bilingualism and impairment Message-ID: Dear colleagues do you know of any references on bi(multi)lingual children who are diagnosed as language delayed / impaired / SLI and studies of their language development I will post a summary to the list as usual Gary ------------------- G. Morgan, PhD Dept. of Language & Communication Science City University, Northampton Square London, EC1V 0HB Tel: 0207 477 8291 Fax: 0207 477 8577,lab: 0207 477 8979 g.morgan at city.ac.uk, http://www.city.ac.uk/lcs -------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Fri Mar 1 21:40:54 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 1 Mar 2002 21:40:54 +0000 Subject: bilingualism and impairment In-Reply-To: <00e401c1c146$ce052640$a689288a@city.ac.uk> Message-ID: Dear Gary, The following may be of use: A. Crutchley: Bilingual children in language units. International Journal of Language and Communication Disorders, 2000, 35, 65-81. A. Crutchley, N. Botting and G. Conti-Ramsden: Bilingualism and SLI in children attending language units. Europaean Journal of Disorders of Communication, 1997, 32, 267-276 H. Jordaan et al: Cognitive and linguistic profiles of SLI and semantic pragmatic disorder in bilinguals. Folia Phoniatrica et Logopaedica, 2001, 53, 153-165 M.A. Restrepo: Identifiers of predominantly Spanish speaking children with language impairment. Journal of Speech and Hearing Research, 1998, 41, 1398-1411 Hope this helps, Ann On Fri, 1 Mar 2002, Gary Morgan wrote: > Dear colleagues do you know of any references on bi(multi)lingual > children who are diagnosed as language delayed / impaired / SLI > and studies of their language development > > I will post a summary to the list as usual > > Gary > > > ------------------- > G. Morgan, PhD > Dept. of Language & Communication Science > City University, Northampton Square > London, EC1V 0HB > Tel: 0207 477 8291 > Fax: 0207 477 8577,lab: 0207 477 8979 > g.morgan at city.ac.uk, http://www.city.ac.uk/lcs > -------------------------- > > From macw at cmu.edu Fri Mar 1 21:44:59 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 1 Mar 2002 16:44:59 -0500 Subject: Data-sharing Message-ID: Dear Info-CHILDES, The key tenet underlying the formation and development of the CHILDES system, as well as the new TalkBank system, has been the importance of data-sharing as a method for contributing to scientific progress. Over the last 10 years, the principle of data-sharing has gained more and more adherents in the scientific community. Today NIH announced a draft of a new policy for linking funding to obligatory data-sharing. Personally, I found the NIH statement pretty solid and helpful. They tend to focus rather heavily on survey and biomedical data and not much is said in the documents about naturalistic observations, but the basic drift of the policy seems right to me. However, each of you may wish to read the documents and provide input to NIH on the issue. You will see that you can mail your comments to dder at nih.gov. I am appending the announcement. --Brian MacWhinney NIH ANNOUNCES DRAFT STATEMENT ON SHARING RESEARCH DATA Release Date: March 1, 2002 NOTICE: NOT-OD-02-035 National Institutes of Health Data sharing promotes many goals of the National Institutes of Health's (NIH) research endeavor. It is particularly important for unique data that cannot be readily replicated. Data sharing allows scientists to expedite the translation of research results into knowledge, products, and procedures to improve human health. THE NIH IS DEVELOPING A STATEMENT ON DATA SHARING THAT EXPECTS AND SUPPORTS THE TIMELY RELEASE AND SHARING OF FINAL RESEARCH DATA FROM NIH-SUPPORTED STUDIES FOR USE BY OTHER RESEARCHERS. INVESTIGATORS SUBMITTING AN NIH APPLICATION WILL BE REQUIRED TO INCLUDE A PLAN FOR DATA SHARING OR TO STATE WHY DATA SHARING IS NOT POSSIBLE. This statement will apply to extramural scientists seeking grants, cooperative agreements, and contracts as well as intramural investigators. Institutions and individuals are invited to comment on the draft policy. Additional information is available online on the NIH web site at: http://grants.nih.gov/grants/policy/data_sharing/index.htm Comments must be received no later than June 1, 2002. They should be sent to the Office of Extramural Research, 1 Center Drive, MSC 0152, Building 1, Room 150, Bethesda, MD 20817 or by email to dder at nih.gov Following consideration of public comments and appropriate revisions, it is expected that the new policy will be announced on August 1, 2002 with a proposed effective date of January 1, 2003. Background Information There are many reasons to share data from NIH-supported studies. Sharing data reinforces open scientific inquiry, encourages diversity of analysis and opinion, promotes new research, makes possible the testing of new or alternative hypotheses and methods of analysis, supports studies on data collection methods and measurement, facilitates the education of new researchers, enables the exploration of topics not envisioned by the initial investigators, and permits the creation of new data sets when data from multiple sources are combined. By avoiding the duplication of expensive data collection activities, the NIH is able to support more investigators than it could if similar data had to be collected de novo by each applicant. NIH-supported basic research, clinical studies, surveys, and other types of research produce data that may be shared. However, NIH recognizes that sharing data about human research subjects presents special challenges. The rights and privacy of people who participate in NIH-sponsored research must be protected at all times. Thus, data intended for broader use should be free of identifiers that would permit linkages to individual research participants and variables that could lead to deductive disclosure of individual subjects. Similarly, NIH recognizes the need to protect patentable and other proprietary data and the restriction on data sharing that may be imposed by agreements with third parties. It is not the intent of this statement to discourage, impede, or prohibit the development of commercial products from federally funded research. There are many ways to share data. Sometimes data are included in publications. Investigators may distribute data under their own auspices. Some investigators have placed data sets in public archives while others have put data on a web site, building in protections for privacy through the software while allowing analysis of the data. Restricted access data centers or data enclaves facilitate analyses of data too sensitive to share through other means. All of these options achieve the goals of data sharing. However, the NIH also recognizes that in some particular instances sharing data may not be feasible. For example, studies with very small samples or those collecting particularly sensitive data should be shared only if stringent safeguards exist to ensure confidentiality and protect the identity of subjects. The NIH will expect investigators supported by NIH funding to make their research data available to the scientific community for subsequent analyses. Consequently, the NIH will require that data sharing be addressed in grant applications (e.g., in sections related to significance, budget, and the end of the research plan) and in the review of applications. Funds for sharing or archiving data may be requested in the original grant application or as a supplement to an existing grant. Investigators who incorporate data sharing in the initial design of the study can more readily and economically establish adequate procedures for protecting the identities of participants and provide a useful data set with appropriate documentation. Applicants whose research will produce data that are not amenable to sharing should include in the application reasons for not making the data available. NIH encourages investigators to consult with an NIH Program Administrator prior to submitting an application to determine the appropriateness of data sharing and a suitable mechanism to disseminate the data. This statement on data sharing is an extension of NIH policy regarding sharing research resources, which expects that recipients of NIH support will provide prompt and effective access to research tools. (See NIH Grants Policy, Part II Subpart A, Availability of Research Results: Publications, Intellectual Property Rights, and Sharing Biomedical Research Resources (http://grants.nih.gov/grants/policy/nihgps_2001/nihgps_2001.pdf ) This statement is also an extension of the PHS policy relating to the distribution of unique research resources produced with PHS funding (see http://grants.nih.gov/grants/guide/notice-files/not96-184.html ) Principles and guidelines for sharing biomedical research resources can be found in online NIH reports at http://www.nih.gov/science/models/sharing.html and http://www.nih.gov/news/researchtools/index.htm . Moreover, this statement on data sharing is consistent with the policies of many scientific journals publishing the findings of NIH-supported research. From centenoj at stjohns.edu Fri Mar 1 22:17:02 2002 From: centenoj at stjohns.edu (Jose G. Centeno) Date: Fri, 1 Mar 2002 17:17:02 -0500 Subject: bilingualism and impairment Message-ID: Here's another ref: Restrepo, M. A., & Kruth, K. (2000). Grammatical characteristics of a Spanish-English bilingual child with specific lang impairment. Communication Disorders Quarterly, 21, 66-76. Jose >===== Original Message From Ann Dowker ===== >Dear Gary, > >The following may be of use: > >A. Crutchley: Bilingual children in language units. International Journal >of Language and Communication Disorders, 2000, 35, 65-81. > >A. Crutchley, N. Botting and G. Conti-Ramsden: Bilingualism and SLI in >children attending language units. Europaean Journal of Disorders of >Communication, 1997, 32, 267-276 > >H. Jordaan et al: Cognitive and linguistic profiles of SLI and semantic >pragmatic disorder in bilinguals. Folia Phoniatrica et Logopaedica, 2001, >53, 153-165 > >M.A. Restrepo: Identifiers of predominantly Spanish speaking children with >language impairment. Journal of Speech and Hearing Research, 1998, 41, >1398-1411 > > >Hope this helps, > >Ann > > >On Fri, 1 Mar 2002, Gary Morgan wrote: > >> Dear colleagues do you know of any references on bi(multi)lingual >> children who are diagnosed as language delayed / impaired / SLI >> and studies of their language development >> >> I will post a summary to the list as usual >> >> Gary >> >> >> ------------------- >> G. Morgan, PhD >> Dept. of Language & Communication Science >> City University, Northampton Square >> London, EC1V 0HB >> Tel: 0207 477 8291 >> Fax: 0207 477 8577,lab: 0207 477 8979 >> g.morgan at city.ac.uk, http://www.city.ac.uk/lcs >> -------------------------- >> >> ___________________________________________________ Jose G. Centeno, Ph.D., CCC-SLP Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629, 6452 Fax: 718-990-5878 www.stjohns.edu ___________________________________________________ From langconf at bu.edu Sat Mar 2 20:46:32 2002 From: langconf at bu.edu (BU Conference on Language Development) Date: Sat, 2 Mar 2002 15:46:32 -0500 Subject: BUCLD Call for Papers Message-ID: *************************************************************************** CALL FOR PAPERS THE 27th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 1, 2, & 3, 2002 Keynote Speaker: Susan Goldin-Meadow, University of Chicago Plenary Speaker: Bonnie Schwartz, University of Hawai'i *************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long followed by a question period. PLEASE SUBMIT: 1) Ten copies of an anonymous, clearly titled 450-word summary for review. Summaries longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the summary. 2) One copy of a 150-word abstract including title, author(s)and affiliation(s). If your paper is accepted, this abstract will be scanned into the conference handbook. 3) The author information requested below, for EACH author. Although each author may submit as many abstracts as desired, we will accept for presentation by each submitter: (a) a maximum of 1 first authored paper, and (b) a maximum of 2 papers in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by US mail. Pre-registration materials and preliminary schedule will be available in late August, 2002. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2003. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2002. Late abstracts will not be considered, whatever the reason for the delay. Send submissions to: Boston University Conference on Language Development 96 Cummington Street, Suite 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html **************************************************************************** AUTHOR INFORMATION (Please include a typed sheet containing the following information for EACH author) Title: Full name: Affiliation: Current work address (for publication in handbook) Current e-mail (required): Current phone number (required): Summer address if different, and dates: Summer e-mail (required): Summer phone (required): Please indicate whether, if your paper is not one of the 90 initially selected for presentation, you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate From macw at cmu.edu Sun Mar 3 00:44:51 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 2 Mar 2002 19:44:51 -0500 Subject: Update on making video clips Message-ID: Dear Info-CHILDES, There seems to be a growing interest in creating digital video of communicative interactions. So, I have continued to explore new software and hardware for doing this on both Windows and Mac. Here is what I have learned: 1. It is now possible to do really nice MPEG-2 encoding on Windows in real time. This uses the ATI AIW (All-in-Wonder) board which costs $330 and comes packaged with Ulead VideoStudio 6 which runs the Ligos LSX-MPEG compressor. It is the Ligos compressor that performs the magic. The details about this are at http://talkbank.org/digitalvideo/equipment.html To be honest, this is really twice real time, since one has to first capture in real time and then compress in real time. But it is very fast compared to the alternatives. 2. MPEG-2 gives a better and larger picture than MPEG-1 and can be edited on a frame-by-frame basis. This can be crucial for gestural analysis. It doesn't take any longer to compress and it only occupies about 70% more space in terms of file size over MPEG-1. Sorensen QuickTime is still a nice format, but MPEG-2 compresses faster and seems like a better option. CLAN works fine with MPEG-2. 3. Steve Jobs announced that the next version of Quicktime will include an MPEG-2 player. Hopefully, this means that the Ligos LSX-MPEG encoder will also soon work on Mac OS X. 4. Given all this, it seems to me that working with this ATI package and Ulead is a better option for the type of work we are doing than using Media Cleaner, which has changed companies a couple of times in the last months anyway. Also, VideoStudio is not as powerful as Premiere and Final Cut, but having the Ligos compressor is such a great advantage that the differences in the editors are secondary. 5. Finally, I revised some other material at http://talkbank.org/digitalvideo/ to correspond to these new evaluations. Thanks for your attention, Brian MacWhinney P.S. Disclaimer: I have no monetary interests in any of these products :) From Hua.Zhu at newcastle.ac.uk Mon Mar 4 15:23:15 2002 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Mon, 4 Mar 2002 15:23:15 GMT0BST Subject: bilingualism and impairment In-Reply-To: Message-ID: Here is some references for bilingualism and impairment: Dodd, B., Holm, A., & Li Wei (1997). Speech disorder in preschool children exposed to Cantonese and English. Clinical Linguistics and Phonetics, 11, 229-243. Holm, A., Ozanne, A., & Dodd, B. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of bilingualism, 1, 55-69 Holm, A. (1998). Speech development and disorder in bilingual children. Phd thesis, University of Newcastle upon Tyne. Winter, K. (2001). Numbers of bilingual children in speech and langugage therapy: theory and practice of measuring their representation. Vol 5. Zhu Hua, PhD Sir James Knott Fellow Department of Speech University of Newcastle upon Tyne NE1 7RU, UK Fax: +44 (0)191 222 6518 Telephone: +44 (0)191 222 5210 http://www.ncl.ac.uk/speech/staff/zhu_hua.htm From ahousen at vub.ac.be Mon Mar 4 18:13:40 2002 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 4 Mar 2002 19:13:40 +0100 Subject: Infants reacting to their given name Message-ID: Dear colleagues, This is a request on behalf of a friend and colleague, who is a neuro-surgeon. He and his team are measuring the brain activity of comatose, minimally conscious and locked-in patients by exposing them to their given names (as opposed to other first names). The aim is to develop a diagnostic for level of consciousness and a prognosis procedure for recovery. My colleague's assumption is that a person's given name is the most 'ingrained' of all linguistic stimuli. He has references indicating that the given name is retained the longest in the case of dementia, and that it is the first stimulus to which patients react after total anesthesia. He is now looking for references that show (or suggest) that the given name is the first specific 'word' or self-contained linguistic unit which infants recognize or somehow react to. He suspects that this capacity develops before the age of 7 months. Please send any references or comments to me. I will pass them on and summarize for the list. Thanks for your help. -- Alex HOUSEN Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Alex.Housen at vub.ac.be From m.vihman at bangor.ac.uk Mon Mar 4 17:41:54 2002 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Mon, 4 Mar 2002 18:41:54 +0100 Subject: Infants reacting to their given name In-Reply-To: Message-ID: >Dear colleagues, > >This is a request on behalf of a friend and colleague, who is a neuro-surgeon. > >He and his team are measuring the brain activity of comatose, >minimally conscious and locked-in patients by exposing them to their >given names (as opposed to other first names). The aim is to >develop a diagnostic for level of consciousness and a prognosis >procedure for recovery. >My colleague's assumption is that a person's given name is the most >'ingrained' of all linguistic stimuli. He has references indicating >that the given name is retained the longest in the case of dementia, >and that it is the first stimulus to which patients react after >total anesthesia. >He is now looking for references that show (or suggest) that the >given name is the first specific 'word' or self-contained linguistic >unit which infants recognize or somehow react to. He suspects that >this capacity develops before the age of 7 months. > >Please send any references or comments to me. I will pass them on >and summarize for the list. > >Thanks for your help. > >-- >Alex HOUSEN >Germanic Languages Dept. & Centre for Linguistics >Vrije Universiteit Brussel >Alex.Housen at vub.ac.be The reference you need is >Mandel, D. R., Jusczyk, P. W. & Pisoni, D. B. (1995). Infants' >recognition of the sound pattern of their own names. Psychological >Science, 6, 315-318. I don't know of any other studies of this issue, but there are some good papers about the 'cocktail party phenomenon', in which a person hears their own name preferentially in unattended speech. The most recent one I know of, with refs to older lit., is Wood, N. & Cowan, N. (1995). The cocktail party phenomenon revisited: How frequent are attention shifts to one's name in an irrelevant auditory channel? J.of Exp. Psych.: Learn., Mem & Cog, 21, 255-260. -marilyn vihman -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jean-Marc.Colletta at u-grenoble3.fr Tue Mar 5 13:02:51 2002 From: Jean-Marc.Colletta at u-grenoble3.fr (Jean Marc Colletta) Date: Tue, 5 Mar 2002 14:02:51 +0100 Subject: russian professor Message-ID: "Help" >we are looking for a russian professor interested in french and russian >proosdy acquisition, to organize a joint PhD. >Help, it's urgent. >Many thanks. From macswan at asu.edu Wed Mar 6 23:15:44 2002 From: macswan at asu.edu (Jeff MacSwan) Date: Wed, 6 Mar 2002 16:15:44 -0700 Subject: Call for Proposals: Fourth International Symposium on Bilingualism, Arizona State University, April 30-May 3, 2003 Message-ID: FIRST ANNOUNCEMENT The 4th International Symposium on Bilingualism, Arizona State University April 30-May 3, 2003 Arizona State University will host the 4th International Symposium on Bilingualism (ISB4) from April 30 through May 3, 2003. ISB welcomes proposals concerning any aspect of research on bilingualism. In previous years, ISB1 and ISB2 were held at the University of Newcastle upon Tyne in 1997 and 1999. The third meeting was held at the University of the West of England - Bristol in 2001. In 2003, the event will take place in the United States for the first time, at Arizona State University. We are pleased to announce that keynote speakers for ISB4 will include Fred Genesee, Loraine K. Obler, Bernard Spolsky, and Ana Celia Zentella. Call for Proposals The deadline to submit proposals is September 1, 2002. The 4th International Symposium on Bilingualism invites proposals for presentations in any aspect of research on bilingualism. In the past, topics have included grammatical development in bilingual children, sociolinguistic and grammatical studies of codeswitching, bilingual speech processing, language impairments in bilinguals, sociolinguistic studies of bilingual communities and migration, child/adult second language acquisition, language policy and ideology, language shift, language attrition/forgetting, and bilingualism in school settings. Proposals regarding original, previously unpublished research on bilingualism are invited in three formats: Colloquia, individual papers, and posters. Proposals for colloquia. Colloquia are collections of paper presentations which relate to a narrowly defined topic of interest, and are offered in either 2-hour or 3-hour time blocks. Proposals for colloquia are limited to 700 words, and should include brief summaries of each of the papers to be included, along with paper titles and individual authors' names. Sufficient detail should be provided to allow peer reviewers to judge the scientific merit of the proposal. A chair for the session must also be identified. It is the responsibility of the person submitting a proposal for a colloquium to secure the permission and cooperation of all participants before the proposal is submitted. Proposals for colloquia must indicate whether a 2-hour or 3-hour time block is requested. Typically, each paper presentation within a colloquium should be scheduled for 30 minutes, including time for discussion. Proposals for individual papers or posters. Please submit an abstract of no more than 700 words. The abstract should include enough detail to allow reviewers to judge the scientific merits of the proposal. Abstracts for paper/poster presentations will be double-blind peer-reviewed. Authors will be asked to specify a format for the proposal at the time the work is submitted. How to submit proposals Proposals may be submitted electronically at isb4.asu.edu. In cases where electronic submission is not possible, accommodations may be made on an individual basis; please inquire at isb4 at asu.edu (email) or write to 4th International Symposium on Bilingualism, Arizona State University, PO Box 870211, Tempe, AZ 85287-0211, USA. Proceedings Accepted papers will be included in the Proceedings of the 4th International Symposium on Bilingualism, to be published by Cascadilla Press and distributed on CD ROM. All registered attendees will receive a copy of the proceedings. Further Information Further details regarding ISB4 are available at the conference website, at isb4.asu.edu. Please visit the website periodically for continuing updates. If you are interested in receiving notices of new developments regarding ISB4, you may like to subscribe to isb4com, an announcement-only listserv that will be used by ISB4 staff and organizers to send out periodic updates. To subscribe, visit lists.asu.edu/archives/isb4com.html and enter your email address and full name. Conference organizers can be reached by email at isb4 at asu.edu, by telephone at (480) 727-6877, by fax at (480) 727-6875, or by surface mail at 4th International Symposium on Bilingualism, Arizona State University, PO Box 870211, Tempe, AZ 85287-0211, USA. Conference Staff James Cohen, ISB4 Conference Coordinator Anju Kuriakose, ISB4 Technology Developer Organizing Committee Jeff MacSwan, Chair, Arizona State University Dawn Bates, Arizona State University Holly Cashman, Arizona State University Elly van Gelderen, Arizona State University David Ingram, Arizona State University Nicholas Miller, University of Newcastle upon Tyne Melissa Greer Moyer, Universitat Autonoma de Barcelona Kellie Rolstad, Arizona State University Jeanine Treffers-Daller, University of the West of England - Bristol Li Wei, University of Newcastle upon Tyne From V.A.Murphy at herts.ac.uk Thu Mar 7 11:36:50 2002 From: V.A.Murphy at herts.ac.uk (Victoria Murphy) Date: Thu, 7 Mar 2002 11:36:50 +0000 Subject: FW: Research Studentships In-Reply-To: Message-ID: Please post the following notice about Research Studentships. Thank You. Victoria Murphy *************************************************** Research Studentships Organisation: University of Hertfordshire Location: South-east England Date posted: 4 March 2002 Deadline: 21 March 2002 Salary: ca. £8200 + fees University of Hertfordshire: Department of Psychology Research Studentships ca. £8200 + fees The University of Hertfordshire, Department of Psychology invites applications for at least two University Research Studentships to commence in the Autumn term 2002. The Department has an international reputation for its research excellence in selected areas and has been one of the top New Universities in the last three Research Assessment Exercises, achieving a score of 4 in 2001. Two of the possible areas for a research studentship are in Bilingualism and Second Language Acquisition. The department is recognised by ESRC for '1+3' Research Studentships. All eligible applicants will be expected to apply also for appropriate ESRC or other studentships and to accept them if awarded. A list of staff currently soliciting research students and their research areas can be found at our website www.psy.herts.ac.uk. Applications should be received by Thursday, 21 March 2002 and must specify proposed supervisor. Further information and application forms can be obtained either online (www.psy.herts.ac.uk) or from Postgraduate Secretary, Psychology Department, University of Hertfordshire, College Lane, Hatfield, Herts, AL10 9AB; phone: 01707 28 6336. -- ***************************************** Victoria A. Murphy, Ph.D. Senior Lecturer in Psychology/Cognitive Science Department of Psychology University of Hertfordshire Hatfield, HERTS AL10 9AB UK Tel: +11 44 (0)1707 284613 Fax: +11 44 (0)1707 285073 -------------- next part -------------- An HTML attachment was scrubbed... URL: From g.morgan at city.ac.uk Fri Mar 8 18:11:54 2002 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 8 Mar 2002 18:11:54 -0000 Subject: summary of references on bilingualism and language impairment Message-ID: Dear colleageus, thank you to all those who responded to my question on bilingual children with language impairment A summary of references follows Gary Morgan ------------------------- G. Morgan, PhD Dept. of Language & Communication Science City University, Northampton Square London, EC1V 0HB Tel: 0207 477 8291 Fax: 0207 477 8577,lab: 0207 477 8979 g.morgan at city.ac.uk, http://www.city.ac.uk/lcs -------------------------- Bedore, L. M. & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905-924. Crutchley, A (2000). Bilingual children in language units. International Journal of Language and Communication Disorders, 35, 65-81. Crutchley, A., Botting, N., Conti-Ramsden, G. (1997). Bilingualism and SLI in children attending language units. European Journal of Disorders of Communication, 32, 267-276. Dodd, B. Holm, A., & Li Wei (1997). Speech disorder in preschool children exposed to Cantonese and English. Clinical Linguistics and phonetics, 11, 229-243. Paradis, J. Crago, M. Genesee, F. & Rice, M. (manuscipt submitted) French-English bilingual children with SLI: How do they compare with their monolingual peers? Gutierrez-Clellen, V.F. (1996). Language diversity: Implications for assessment. In K.N. Cole, P.S. Dale, D.J. Thal (Eds.), Assessment of communication and language (pp. 29-56). Baltimore: Paul H. Brookes. Gutierrez-Clellen, V.F. (1998). Syntactic skills of Spanish-speaking children with low school achievement. Language, Speech, and Hearing Services in Schools, 29 (4), 207-215. Gutierrez-Clellen, V.F. (1999 a). Mediating literacy skills in Spanish-speaking children with special needs. Language, Speech, and Hearing Services in Schools, 30, 285-292. Gutierrez-Clellen, V. F. (1999 b). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8(4), 291-302. Gutierrez-Clellen, V. F. (in press). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education. Gutierrez-Clellen, V. F. & DeCurtis, L. (1999). Word definitions skills in Spanish-speaking children with language impairment. Communications Disorders Quarterly, 21(1), 23-31). Gutierrez-Clellen, V., & Iglesias, A. (1992). Causal coherence in the oral narratives of Spanish-speaking children. Journal of Speech and Hearing Research, 35, 363-372. Gutierrez-Clellen, V., & Heinrichs-Ramos, L. (1993). Referential cohesion in the narratives of Spanish-speaking children: A developmental study. Journal of Speech and Hearing Research, 36, 559-567. Gutierrez-Clellen, V., & Hofstetter, R. (1994). Syntactic complexity in Spanish narratives: A developmental study. Journal of Speech and Hearing Research, 37, 645-654. Gutierrez-Clellen, V.F., Restrepo, A., Bedore, L., Peña, E., & Anderson, R. (2000). Language sample analysis in Spanish-speaking children: Methodological considerations. Language, Speech, and Hearing Services in Schools, 31, 88-98. Holm, A., Ozanne, A., & Dodd, B. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of Bilingualism, 1, 55-69. Jordaan, H. et al. (2001). Cognitive and linguistic profiles of SLI and semantic pragmatic disorder in bilinguals. Folia Phoniatrica et Logopaedica, 53, 153-165. Quiroga, T., Lemos-Britton, Z., Mostafappour, E., Abbot, R.D., &Berninger, V.W. (2002). Phonological awareness and beginning reading in Spanish speaking ESL first graders: Research into practice, Journal of School Psychology 40 (1), 85-111. Restrepo, M.A. (1998). Identifiers of predominantly Spanish speaking children with language impairment. Journal of Speech and Hearing research, 41, 1398-1411. Restrepo, M. A. & Gutierrez-Clellen, V. F. (2001). Article use in Spanish-speaking children with SLI. Journal of Child Language, 28, 433-452. Winter, K. (2001). Numbers of bilingual children in speech and language therapy: Theory and practice of measuring their representation. Vol 5. (sic) -------------- next part -------------- An HTML attachment was scrubbed... URL: From tincoff at wjh.harvard.edu Fri Mar 8 19:39:46 2002 From: tincoff at wjh.harvard.edu (Ruth Tincoff) Date: Fri, 8 Mar 2002 14:39:46 -0500 Subject: conference notice: Evolution of Language Message-ID: We apologize if you receive multiple notices of this conference: **4th International Conference on the EVOLUTION OF LANGUAGE** March 27-30 at the Harvard University Science Center A major four-day conference on the evolution of language will be held at Harvard University March 27-30. This important intellectual event will feature an unprecedented intersection of disciplines. World-renowned leaders in linguistics (Noam Chomsky, Ray Jackendoff), evolutionary biology (Marc Hauser, Amotz Zahavi), neuroscience (David Caplan), speech science (Philip Lieberman, Michael Studdert-Kennedy), computer modeling (Martin Nowak, Partha Niyogi) and anthropology (Leslie Aiello) will present their views on the evolution of the most fundamental and unusual trait of our species: spoken language. A special one-day session on the evolution of costly signaling and honest communication will focus on difficulties posed for evolutionary biology by human language (Mar 29). The conference will culminate in a roundtable discussion between Noam Chomsky, Marc Hauser and Michael Studdert-Kennedy concerning the future integration of biology and linguistics (Saturday Mar 30). The conference is open to registered participants only, but any interested parties can register. Pre-registration is necessary to ensure receiving the conference proceedings, although payment can be accepted upon arrival. Discounts on travel to Boston and on housing in Harvard Square are available. For more information and a complete schedule, see the web site at: http://www.ling.ed.ac.uk/evolang2002 (or do a Google search on "evolution of language") The local organizer of the conference is Tecumseh Fitch, Dept. of Psychology, Harvard University. From macw at cmu.edu Sat Mar 9 02:54:51 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 8 Mar 2002 21:54:51 -0500 Subject: CLAN for OS X and Unix Message-ID: Dear Info-CHILDES, CLAN is now available at childes.psy.cmu.edu in a couple of new flavors. One is the "carbonized" form for Macintosh OS X. There are still a few rough edges here and there in this version, but I have been using it for a week now without too many problems. OS X users may also be interested in noting that Praat is also available now for OS X. The second "new" form is for Unix. About 6 years ago, we distributed CLAN regularly in Unix source code form. Now, with the increasing use of Linux and BSD under OS X, we are making it available again. A Linux makefile is included, but you will need to make your own makefile for other versions of Unix. -- Brian MacWhinney From roberts at mail.fpg.unc.edu Mon Mar 11 17:46:40 2002 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Mon, 11 Mar 2002 12:46:40 -0500 Subject: otitis media language conference Message-ID: Otitis Media &Language Learning Sequelae Conference: Controversies & Current Research This interdisciplinary conference will use an evidence-based model to address current research and controversies on the linkage of otitis media in early childhood to hearing, speech and language development. The conference will be held May 1-2, 2002 in Arlington, VA. The conference is supported by the National Institute of Deafness and Other Communication Disorders, The National Institute of Child Health and Human Development, the Agency for Healthcare Research and Quality, the Maternal and Child Health Bureau and the Deafness Research Foundation. Presenters include: Christine Dollaghan, Ph.D., Judith Gravel, Ph.D., Lisa Hunter, Ph.D. (co-chair), Jack Paradise, M.D., Joanne Roberts, Ph.D. (chair), Richard Rosenfeld, M.D., Stephen Berman, M.D., Thomas Campbell, Ph.D., Mark Haggard, Ph.D., Joseph Hall, Ph.D., Lynne Haverkos, M.D., Carole Lannon, M.D., David Moore, Ph.D., Lynne Vernon-Feagans, Ph.D. The target audience includes pediatricians, nurses, audiologists, speech-language pathologists, otolaryngologists and psychologists and will be of interest to both researchers and practitioners. The conference is sponsored by the University of North Carolina at Chapel Hill Office of Continuing Medical Education and supported by the Frank Porter Graham Child Development Institute. The registration fee is $105. For more information and registration please call UNC CME at 919-962-2118 or www. med.unc.edu/cme (click on Upcoming CME events) -- Joanne Roberts, Ph.D. Frank Porter Graham Child Development Center, CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From Thomas.Klee at newcastle.ac.uk Tue Mar 12 16:18:29 2002 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Tue, 12 Mar 2002 16:18:29 GMT0BST Subject: Research studentships at University of Newcastle upon Tyne Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1539 bytes Desc: not available URL: From ahousen at vub.ac.be Thu Mar 14 10:47:13 2002 From: ahousen at vub.ac.be (Alex Housen) Date: Thu, 14 Mar 2002 11:47:13 +0100 Subject: Summary: Infants reacting to their given name Message-ID: Dear colleageus, Thank you to all those who responded to my query (on behalf of a colleague) on whether the given name is the first self-contained linguistic unit which infants recognize or somehow react to. The relevant references are: Mandel-Emer, Densie Roberta.(1997) Names as early lexical candidates: Helpful in language processing? Dissertation Abstracts International: Section B: the Sciences & Engineering. Vol 57(9-B), Mar 1997, 5947, US: Univ. Microfilms International. Mandel, Denise R; Jusczyk, Peter W; Pisoni, David B. Infants' recognition of the sound patterns of their own names. Psychological Science. Vol 6(5), Sep 1995, 314-317. Blackwell Publishers. Abstract: Examined whether 4.5 mo old infants preferred to listen to their own names over foils that were either matched or mismatched for stress pattern. 11 Ss were presented with repetitions of 4 different names, his or her own name and 3 foils. Each name was repeated 15 times to create a stimulus file for testing. Using a modified version of the head-turn preference procedure the Ss' preference to listen to their own names over foils that were either stress-matched or mismatched were measured. Results indicate that by 4.5 mo of age Ss listen longer to their own names than to other Ss' name. Infants demonstrated significant preferences for their own names compared with foils with opposite patterns. These findings suggest that infants have a detailed representation of the sound patterns of their names. The basic finding is that infants respond to their own names as early as 4.5 months (in isolation) and as early as 6 months in running speech (with priming). Since word recognition in general is argued to begin around 7-9 months, one could conclude that one's own name is probably one of the first words learned. However, one respondent (Gedeon Deák, ) pointed out "that evidence that the child's own name is differentiated from stress-pattern matched names as early as 4 months does not mean that the infant recognizes it, or knows that it refers to self. It merely indicates that the sound-pattern, or a rough approximation of the sound pattern, has started to take on some discriminant status in recognition memory". James Morgan () refers to a recent study in which he and his colleagues found that : When 5.5-month-olds hear one word consistently paired with their name across several sentences (e.g., "There's Sally's bike. Sally's bike has big wheels") and another word consistently paired with another phonologically similar name (e.g., "That's Hannah's cup. Hannah's cup has red flowers."), and are later tested for their preferences for the words in isolation, infants (1) listen longer to the word paired with their own name and (2) listen no longer to the word paired with the foil name than to words with which they had not been familiarized. That is, it may be inferred that infants can recognize the word paired with their name in fluent speech. Previous studies have indicated that infants fail to recognize words in fluent speech until about 7.5 months. We are presently conducting a follow-up study pitting words paired with "Mommy" or "Mama" (whichever the infant is regularly exposed to) versus "Lola" or "Lollie". Preliminary results from this study suggest that 5.5-month-olds do not recognize the words paired with either name. Taken together, these results suggest that infants do indeed recognize the sounds of their given names very early in development and that their names very quickly assume a special status in fluent speech processing. (the citation for this is: Heather Bortfeld, Karen Rathbun, Roberta Golinkoff, James Morgan, and Jennifer Sootsman, "Name recognition and speech segmentation"). Finally, Marilyn Vihman () referred to the related issue of the 'cocktail party phenomenon', in which a person hears their own name preferentially in unattended speech. More information on this can be found in: Wood, N. & Cowan, N. (1995). The cocktail party phenomenon revisited: How frequent are attention shifts to one's name in an irrelevant auditory channel? J.of Exp. Psych.: Learn., Mem & Cog, 21, 255-260. -- Alex HOUSEN Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Pleinlaan 2, B-1050 Brussel, Belgium Tel: +32-(0)2-629.38.84 -------------- next part -------------- An HTML attachment was scrubbed... URL: From nippold at OREGON.UOREGON.EDU Thu Mar 14 23:39:31 2002 From: nippold at OREGON.UOREGON.EDU (Marilyn Nippold) Date: Thu, 14 Mar 2002 15:39:31 -0800 Subject: Doctoral student fellowships: School-age language Message-ID: Funding is now available for the doctoral program in School-Age Language Development and Disorders at the University of Oregon, to begin September 2002. Applicants must have a Master's degree in the field of speech-language pathology and their ASHA Certificate of Clinical Competence. All applications must be submitted by May 1, 2002. Additional information and application forms are available online at the Communication Disorders & Sciences website at the following address: http://interact.uoregon.edu/cds/ You may also contact the Graduate Secretary by phone (541-346-2480) or email cds at oregon.uoregon.edu, or Professor Marilyn Nippold (nippold at oregon.uoregon.edu). From ervintrp at socrates.Berkeley.EDU Fri Mar 15 00:23:10 2002 From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp) Date: Thu, 14 Mar 2002 16:23:10 -0800 Subject: Gender/ethnicity in language development Message-ID: This is a forwarded message. Please reply to nnsrt01 at aol.com I am a graduate student at Hampton University in VA. I am researching the role of gender in language development of 4 year old african american children. I haven't found much in the literature about this topic. If you have any information or would be willing to give me any suggestions I would be so very thankful. Thank you taking the time to read this e-mail. Sincerely, Tammy Sharpe Cook nnsrt01 at aol.com From macw at cmu.edu Sun Mar 17 21:22:03 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 17 Mar 2002 16:22:03 -0500 Subject: Posting from Lise Menn Message-ID: The following is a letter to Paul Smolensky from Lise Menn that discusses the certain concerns about the components of UG. Lise's email is lise.menn at colorado.edu ************* Dear Paul, At the LSA meeting in January, during the question period after your talk on how the constraints of optimality might hypothetically be represented in the genome, I tried to formulate an issue for you to consider: which constraints are good candidates for an innate mental grammar and which are not? I promised you that I would e-mail you a fuller statement of what I had in mind by my question, since the issue is a complex one and raises points that you have probably not considered. Several colleagues in the audience that day, including Shelley Velleman, John and Manjari Ohala, and Diana Ohala, were also interested in the issue and encouraged me to attempt a fairly formal exposition of my point, which is: 1. that many universals of phonology are physiologically based, 2. so that while these are represented in the mind, 3. they are not good candidates for representation in an innate mental grammar, should there in fact be such an object. As always, I remain your genial and loyal opposition, with sincere hopes of seeing Optimality develop to a level where I can't find anything to complain about. Lise Below is my full statement, with lecture notes by John Ohala to make some of the aerodynamic arguments explicit. It would be better as an attachment, since it is so long, but network constraints make that problematic. Anyone who would like either my statement or the PowerPoint version of John's lecture notes is welcome to e-mail me for them. (lise.menn at colorado.edu) ***************************************************************** Phonetic manifesto: Cave fish are blind, or, Why many innate universals of language are not candidates for inclusion in an innate grammar Lise Menn, with Shelley Velleman & John Ohala References and acoustic physics argument provided by John Ohala Assuming (only for the sake of argument!) that some parts of phonology are determined by a genetically-controlled universal grammar (innate UG), and that 'grammar' refers to a mental language-data processing mechanism, we argue that EVEN THOUGH CERTAIN CHARACTERISTICS OF PHONOLOGY ARE UNIVERSAL, they are poor candidates for inclusion in such an innate UG. We use optimality theory as a basis for exposition. Cave fish are blind. If natural selection maintains properties of an organism, they are either useful to survival in some way, or byproducts of something else that is useful. Natural selection typically fails to maintain characteristics that are either useless (eyes in a cave) or redundant. (Another putative example is the ability to synthesize vitamin C in primates who have good access to fruit and other sources; see article on Vitamin C in The Cambridge World History of Food.) Useless or redundant characteristics of course MAY be maintained because they are accidental by-products of some other capacity (the appendix in the human gastro-intestinal tract; 'spandrels', in a popular metaphor). If a property of language is a consequence of human (vocal tract) anatomy, auditory processing, or other non-mental circumstances, it does not need also to be part of a MENTAL grammar. For example, the constraint strongly disfavoring speech sounds made with ingressive pulmonic airflow (as in gasping, or sucking air in through the teeth) presumably is due to something about human breath control, the fact that dry air is bad for the mucous membranes of the mouth and larynx, etc. Furthermore, speakers making such sounds quickly discover the discomfort and the effort that they cause, through ordinary sensory feedback circuits, so there is no need for a pre-wired mental counterpart to the physical facts. Many violable constraints are demonstrably based on anatomy, muscle control, and other physical properties of the vocal tract. Some are rather strong, like the constraint against nasal fricatives (which demand a lot of airflow); some are very weak, like those against specific consonants - */p/, */g/, */h/, which are very common yet occasionally absent. See the appended adaptation of an Ohala power-point lecture on airflow requirements for fricatives and voicing. These constraints are indeed as innate as having a nose and mouth. But they are not MENTAL constraints, they are PHYSIOLOGICAL constraints. So the genes which control them must be genes that structure the body, not the mind. Speakers subconsciously know the constraints of their grammar, regardless of the source of the constraint. Consider the Jusczyk et al. experiments showing that infants recognize native vs. unfamiliar phonotactic patterns, not to mention the common experiences of second language learners who try to overcome their native language production patterns. In phonology, to describe language patterns as well as individual speakers' knowledge, all constraints must be represented, regardless of whether their source is transparently physiological, or perceptual, or based on general human cognitive properties, or indeed based on language-specific mental properties. Under the assumptions that some constraints might be genetically encoded as part of a mental grammar; and no constraint will be directly selected for as part of an innate mental grammar if it is redundantly a consequence of physiology & physics, and therefore both internal to and learnable by a physiologically intact child trying to make sounds, Šwhich constraints, if any, are good candidates for representation in a innate mental grammar? According to the argument above, the poor candidates include all constraints that are demonstrably physiological in origin (and therefore genetically encoded, but not in the mind). I think this includes at least the majority of common constraints. Indeed, anything that takes the tongue away from resting position would be easier not to do, from the speaker's point of view. [We also know that many constraints can demonstrably be learned by exposure to the ambient language (cf. the work of Jusczyk and colleagues, Aslin & colleagues). They would also be redundant in an innate grammar and therefore poor candidates for membership in a UG - but I suppose it could be counter-argued that the reason that children can learn them is that they are part of UG. I am not sure how to reach a testable hypothesis in this area.] Ohala Lecture notes (edited by LM from the original PowerPoint version) 1. For a fixed mass of air, pressure varies inversely with volume. (Boyle-Mariotte's Law)*; e.g., in a hand bicycle pump one pushes a plunger to reduce the volume of the air and thus increase the pressure. Pressure times Volume is constant for a fixed mass of air; P1V1 = P2V2. For a given volume, pressure varies directly with the mass of air inside. E.g., inflating or stiffening a car tire by pumping air into it. (We neglect the effects of temperature; we assume adiabatic conditions.) 2. The quantity of air passing through a channel varies proportionally with the diameter of the channel, and is positively correlated with the magnitude of the pressure differential across the channel. (Coffee flows from a large coffee urn in greater volume as (a) the tap is more open and (b) the greater the amount of coffee in the urn.) U = A (P at entrance - P at exit) to the a power, times C U is 'volume velocity', the quantity of air per unit time, typically, cm3/sec; A is the channel diameter; a varies between 0.5 and 1.0; c is a constant. 3. Air speed (particle velocity) varies directly with quantity of flow (volume velocity) and inversely with channel cross-dimension. (This is the principle exploited in carburetors.) This principle is relevant because the degree of turbulence and thus the noise produced during fricatives is dependent in part on how fast the air is moving past a constriction. The intensity and center frequency* of frication noise vary monotonically with particle velocity of the air flow. (When a strong wind is blowing around one's house, one can get an impression of its intensity by listening to the loudness.* But these parameters can also be affected by the resonances of the vocal tract of the noise and its "pitch".) The Bernoulli* effect: The pressure at right angles to flowing air is inversely correlated with the velocity of the air flow. This principle is important for understanding How airplanes fly Perfume atomizers Carburetors 4. The Aerodynamic Voicing Constraint Voicing requires: Vocal cords adducted (lightly approximated at the midline) Air flowing through the vocal cords. Certain articulations impact on airflow. Note: similar principles apply to trills Obstruents block or reduce the flow of air out of the oral cavity (by aerodynamic principle #3). Therefore, the air accumulates in the oral cavity and, by aerodynamic principle #2, the pressure behind the constriction increases. This reduces the pressure drop (DP = [P at entrance - P at exit]) across the vocal cords If DP goes below a certain minimum value (~ 1 or 2 cm H2O), the air flow falls below the level needed to maintain voicing and thus voicing will be extinguished. 5. Factors favoring voicing during supraglottal sounds: i) Shorter duration of the consonantal closure, since there is less time for Po (the oral cavity air pressure) to build up to a level that reduces DP below the critical level ii) Larger oral cavity (= more front place of articulation), since a larger cavity means more surface area to passively expand and thus accommodate more of the air accumulating in the oral cavity. iii) Active expansion of the oral cavity by larynx lowering, jaw lowering, augmenting velum elevation -- again, to accommodate more air accumulating in the oral cavity. iv) Velic leakage Related to the difficulty of maintaining voicing on back-articulated stops are the following: Even in languages that have /g/, the incidence of this phoneme -- both in the dictionary and in connected speech -- is often statistically much lower than for /b/ (Gamkrelidze; Wang & Crawford). Phonetically /g/ is often less voiced than /d/ and /b/. E.g., my English /g/ is commonly voiceless even intervocalically. The absolute absence of /g/ in some languages, the statistical infrequency of it in others, and its phonetic devoicing in others are all manifestations of the same basic universal factor. There is a "bias" among obstruents to be voiceless. Incidence of [voice] on obstruents in 706 segment inventories surveyed by Ruhlen. (For similar data, see Maddieson 1984.) Back-articulated voiced stops are more likely to be missing from languages with a voicing contrast among obstruents. Incidence of stop gaps by place and ±voice in 87 languages surveyed by Sherman 1975 (see similar data by Maddieson 1984). Labial Apical Velar Voiceless 34 0 0 Voiced 2 21 40 Familiar examples: Thai, Dutch, Czech (in native vocabulary) Fricatives have a greater bias against voicing than do stops. For optimal voicing, Po must be as low as possible (to keep DP high). For optimal voicing, Po must be as low as possible (to keep DP high). Both of these actions on Po cannot be done simultaneously. The result is that voiced fricatives with strong frication (e.g., [ z, 'ezh'] have a tendency to devoice; those with strong voicing (e.g., [v 'eth' Ÿ ] tend to have weak, if any, frication. Definition: an obstruent is a sound that substantially impedes the flow of air out of the vocal tract; everything else is a sonorant.* Default: Sonorants are voiced Obstruents are voiceless *Note: these may not always be dichotomous categories; there can be a continuum according to the degree of obstruction of the air flow. However, in a great many languages, there may be a contrast in voicing in obstruents, and in a small number of languages there may be voicing contrasts on sonorants. Moreover, in many cases the voicing contrast on obstruents hinges on the relative timing of the voicing with respect to the timing of the consonantal constriction. Also, the perceptual cues for these contrasts (as with many phonetic contrasts) are multiple and frequently involve phonetic features other than simple [ ± voice]. Although there are some general tendencies, the facts must be determined for each individual language. ********************* For an attachment with a power-point version of this Ohala lecture, please e-mail him or me. 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 macw at cmu.edu Mon Mar 18 03:31:42 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 17 Mar 2002 22:31:42 -0500 Subject: Survey on video analysis Message-ID: Dear Info-CHILDES, I am conducting a survey of projects that are using video to analyze child language learning, as well as classroom interactions. If you have started using video for this, could you please drop me a note with a general description of your project, your hypotheses, and why video is important. I will summarize the results and repost them to the web. Don't worry, I wont twist you arm to contribute the data to CHILDES. I'm just trying to get a sense of what is going on in this area. Many thanks. --Brian MacWhinney From kathryn at multilingual-matters.com Mon Mar 18 14:43:54 2002 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 18 Mar 2002 14:43:54 +0000 Subject: New book from Multilingual Matters Message-ID: CULTURE-SPECIFIC LANGUAGE STYLES The Development of Oral Narrative and Literacy Masahiko Minami (San Francisco State University) Communication skills are considered extremely important for the development, preservation, and transmission of culture to future generations, and incorporate the complicated relationship between language and culture. This book focuses on an analysis of personal narratives by Japanese pre-school children. The book also analyzes mother-child narratives and joint book-reading activities. Contents: Preface 1. Introduction 2. Literature Review 3. Research Design: Methodology and Basic Concepts 4. Monologic Narrative: Narrative Development 5. Monologic Narrative Structure in Japanese 6. Parental Narrative Elicitation Styles 7. Cross-Cultural Comparison of Parental Narrative Elicitation 8. Styles of Parent-Child Book Reading in Japanese Families 9. Conclusion and Implications References/ Index Dr. Masahiko Minami has written extensively on psycho/sociolinguistics with a particular emphasis on cross-cultural comparisons of language development and narrative/discourse structure. He has published significant contributions to works covering cultural constructions of meaning, childcare quality in Japan, and East Asian students' experiences in U.S. classrooms. Child Language and Child Development No 1 March 2002 Format: 210 x 148mm 316pp Hbk ISBN 1-85359-574-8 £49.95/ US$74.95/ CAN$99.95 Pbk ISBN 1-85359-573-X £24.95/ US$36.95/ CAN$49.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers free shipping to any address in the world, airmail where appropriate. Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. -- Kathryn King Multilingual Matters Ltd Frankfurt Lodge, Clevedon Hall Victoria Road, Clevedon, North Somerset BS21 7HH, UK Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673 Email: kathryn at multilingual-matters.com www.multilingual-matters.com From kathryn at multilingual-matters.com Mon Mar 18 14:45:06 2002 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 18 Mar 2002 14:45:06 +0000 Subject: Another new book from Multilingual Matters Message-ID: LANGUAGE AND LITERACY IN BILINGUAL CHILDREN Edited by D. Kimbrough Oller and Rebecca E. Eilers (University of Maine) DESCRIPTION This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come. CONTENTS Section A: Background 1. Assessing the Effects of Bilingualism D. K. Oller& B.Z. Pearson; 2. An Integrated Approach to Evaluating Effects of Bilingualism in Miami School Children D. K. Oller & R. E. Eilers. Section B: Overall Results on Language use and Standardized Test Performance 3. Bilingualism and Cultural Assimilation in Miami Hispanic Children R. E. Eilers, D. K. Oller & A. B. Cobo-Lewis; 4. Effects of Bilingualism and Bilingual Education on Oral and Written English Skills A. B. Cobo-Lewis, B. Z. Pearson, R. E. Eilers & V. C. Umbel; 5. Effects of Bilingualism and Bilingual Education on Oral and Written Spanish Skills A. B. Cobo-Lewis, B. Z. Pearson, R. E. Eilers & V. C. Umbel; 6. Interdependence of Spanish and English Knowledge in Language and Literacy among Bilingual Children A. B. Cobo-Lewis, R. E. Eilers, B Z Pearson & V. C. Umbel. Section C: Probe Studies on Complex Language Capabilities 7. Narrative Competence among Monolingual and Bilingual School Children in Miami B. Z. Pearson; 8. Command of the Mass/count Distinction in Bilingual and Monolingual Children V. C. Mueller Gathercole; 9. Grammatical Gender in Bilingual and Monolingual Children V. C. Mueller Gathercole; 10. Monolingual and Bilingual Acquisition V. C. Mueller Gathercole; 11. The Ability of Bilingual and Monolingual Children to Perform Phonological Translation D. K. Oller & A. B. Cobo-Lewis. Section D: A Retrospective View of the Research 12. Balancing Interpretations Regarding Effects of Bilingualism D. K. Oller & R. E. Eilers EDITOR INFORMATION D. Kimbrough Oller, Professor and Chair of the Department of Communication Sciences and Disorders at the University of Maine, is an international authority in language learning. His research on English and Spanish-learning children as well as bilingual children is widely published, and his earlier book The Emergence of the Speech Capacity brings together results of his research of thirty years. Rebecca E. Eilers is Professor of Psychology and Dean of the College of Liberal Arts and Sciences at the University of Maine. For nearly thirty years she has been a leading figure in infant speech perception and young child language as the primary author of a substantial literature on development of linguistic capabilities in children with Spanish and/or English in the home. Child Language and Child Development No.2 March 2002 Format: 210 x 148mm 312pp Hbk ISBN 1-85359-571-3 £49.95/ US$74.95/ CAN$99.95 Pbk ISBN 1-85359-570-5 £19.95/ US$29.95/ CAN$39.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers free shipping to any address in the world, airmail where appropriate. Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. -- Kathryn King Multilingual Matters Ltd Frankfurt Lodge, Clevedon Hall Victoria Road, Clevedon, North Somerset BS21 7HH, UK Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673 Email: kathryn at multilingual-matters.com www.multilingual-matters.com From F.J.Myles at soton.ac.uk Mon Mar 18 16:05:30 2002 From: F.J.Myles at soton.ac.uk (Florence Myles) Date: Mon, 18 Mar 2002 16:05:30 -0000 Subject: French SLA: Call for papers Message-ID: BRITISH ASSOCIATION FOR APPLIED LINGUISTICS B.A.A.L. / C.U.P. SEMINAR PROGRAMME 2002 WITH THE SUPPORT OF THE ASSOCIATION FOR FRENCH LANGUAGE STUDIES (AFLS) LINGUISTIC DEVELOPMENT IN FRENCH L2 18-19 JULY 2002 UNIVERSITY OF SOUTHAMPTON, UK Seminar Coordinators: Florence Myles, Ros Mitchell, Sarah Rule, Emma Marsden, University of Southampton CALL FOR PAPERS Proposals for papers (30 minutes) are invited for this two-day seminar on French SLA. The aim of the seminar is three-fold: 1. To document linguistic progression in learners of French. Papers are invited which aim to further our understanding of developmental stages in French, by documenting and analysing the development of a range of morphosyntactic structures, such as sentence structure, verbal morphology, gender, interrogation, negation, embedding, pronominal reference etc... 2. To inform current theoretical debates The seminar will aim to inform current theoretical debates about linguistic development in second language learners, in terms of the different learning mechanisms available to classroom learners (e.g. innate or learnt), and in terms of the impact of classroom instruction on development (comparison with naturalistic learners; role of formulaic language). Papers are also invited in this context. 3. To define a research agenda for French SLA A final objective of the seminar will be to discuss a research agenda for the study of French SLA. This will be achieved through a round-table at the end of the seminar. Plenary speakers: Roger Hawkins (Essex), and Daniel Véronique (Paris) Deadline for abstracts: 8April 2002 Further information and abstracts to: Florence Myles (fjm at soton.ac.uk) or Sarah Rule (sjr1 at soton.ac.uk) Dr Florence Myles Senior Lecturer in French and Linguistics School of Modern Languages University of Southampton Southampton SO17 1BJ UK tel (0)23 80 592269 fax (0)23 80 593288 e-mail: fjm at soton.ac.uk From stemberg at interchange.ubc.ca Mon Mar 18 17:04:53 2002 From: stemberg at interchange.ubc.ca (Joseph Stemberger) Date: Mon, 18 Mar 2002 09:04:53 -0800 Subject: nativism and OT constraints Message-ID: For some (albeit too brief) discussion of nativism, OT constraints, and phonetic grounding, interested people might want to look at: 1) Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. esp. pp.62-65, but also the whole section on innateness (pp.55-66) 2) Stemberger, J. P., & Bernhardt, B. H. (1999). The emergence of faithfulness. In B. MacWhinney (Ed.), The emergence of language (pp. 417-446). Mahweh, NJ: Erlbaum. esp. pp. 430-432 One of the issues that we raise there is how any universal constraint or UNIVERSAL CONSTRAINT RANKING that is functionally based could get to be innate. We argue that it is extremely unlikely and would most likely involve the rather horrific assumption that any language with e.g. voiceless vowels leads to a decrease in evolutionary fitness. But we also invite anyone who wishes to take such a nativist point of view to work out a plausible evolutionary scenario for it. ---Joe Stemberger Linguistics UBC From gleason at bu.edu Mon Mar 18 20:22:31 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 18 Mar 2002 15:22:31 -0500 Subject: sad news re Harold Goodglass Message-ID: I am very sorry to report the death of our friend and colleague Harold Goodglass, in Boston this morning. Below is the statement issued by the Boston University School of Medicine. ------------------------------------------------------------- Harold Goodglass, PhD, Professor of Neurology and Director of the Boston University Aphasia Research Center, 1969-1996, died this morning of complications of a fall last week. He was 82. Dr. Goodglass was born in New York City August 18, 1920, graduated from Townsend Harris High School in 1935, and received a BA from City College of New York in 1939. He served in the Army Air Force from 1942 to 1946, and was discharged as a Captain. He then attended New York University, receiving an MA in Psychology in 1948 and received a Ph.D. degree in Clinical Psychology from the University of Cincinnati in 1951. Dr. Goodglass developed a special interest in aphasia early in his career and with the research support of the Veterans Administration and the National Institutes of Health he published research articles on disorders of naming in aphasia, on category specific disorders of lexical comprehension and production, on the comprehension of syntax and on the syndrome of agrammatism. He also carried out a program of studies on cerebral dominance. Among his many collaborators were Fred Quadfasel, Jean Berko Gleason, Edith Kaplan, Martin Albert, Marlene Oscar Berman, Sheila Blumstein, Nelson Butters, Norman Geschwind, Joan Borod, Arthur Wingfield, and Kim Lindfield. Dr. Goodglass became director of the Boston University Aphasia Research Center in 1969, and remained in that post until 1996. He was Professor of Neurology at Boston University School of Medicine. He was the author of over 130 research articles, and of the books Psycholinguistics and Aphasia (with Sheila Blumstein), The assessment of Aphasia and Related Disorders and the Boston Diagnostic Aphasia Examination (with Edith Kaplan), Understanding Aphasia, and Anomia (with Arthur Wingfield). He received the 1997 Gold Medal Award for Contributions to the Application of Psychology from the American Psychological Foundation. He was recently awarded a five year grant from NIH to continue his studies of aphasia. He is survived by his wife Dr. Helen Denison of Newton, his daughter Caroline of California, his son Larry of Maine, and his grandchildren. A short service will be held in the Chapel of the Jamaica Plain VA at 10:30 AM on Thursday, March 21. A memorial service will be announced at a later time. From gleason at bu.edu Tue Mar 19 17:19:47 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 19 Mar 2002 12:19:47 -0500 Subject: Correction: re Harold Goodglass service Message-ID: Apparently the brief Thursday service for Harold Goodglass that was mentioned in the BU School of Medicine announcement that I forwarded yesterday will NOT be held. A formal memorial service is being planned. -- From VVVHC at CUNYVM.CUNY.EDU Tue Mar 19 23:16:50 2002 From: VVVHC at CUNYVM.CUNY.EDU (Virginia Valian) Date: Tue, 19 Mar 2002 18:16:50 EST Subject: research assistantships available beginning 1 June 2002 Message-ID: Dear Colleagues, I have appended a job description for two full-time (or one full-time and two part-time) research assistantships in my laboratory. Forgive the formal language, which is necessary for our posting at CUNY. Please bring these positions to the attention of students and former students who might be interested. Inquiries can be sent to me at a different email address: psyhc at cunyvm.cuny.edu [NOT psych] Please do not send attachments. Sincerely, Virginia Valian Professor of Psychology and Linguistics Hunter College, 695 Park Avenue, NY, NY 10021 email: psyhc at cunyvm.cuny.edu [NOT psych] fax: 212/ 650-3247 Research Assistants in Language Acquisition and Cognitive Psychology (2 full-time or 1 full-time and 2 part-time) Department: Psychology Location: Hunter College Director: Dr Virginia Valian Duties and Responsibilities: Two full-time (or one full-time and two part-time) research assistant positions are available beginning June 2002. Assistants will work on the Language Acquisition Research Project and the Cognition and Gender Project. LARP investigates first and second language acquisition in young children and adults, as well as artificial language learning, concept learning, and language use. We use a wide variety of techniques and materials to answer basic questions about syntactic competence and performance. CGP investigates sex differences in cognitive processes, including mathematics and mental rotation. A minimum of one year is expected; funding is anticipated for five years. Assistants on the project: * record, transcribe, and analyze learners' spontaneous speech * develop materials for use in production and comprehension tasks * perform experiments with child and adult participants * analyze spontaneous speech data and experimental data * recruit child and adult participants * supervise students and interns working on the projects * keep the laboratory running smoothly The project involves constant contact with children, parents and other caregivers, adolescent and adult participants; it also requires the coordination of many different activities. Assistants' patience, courtesy, and maturity are thus important. Assistants must work well with children, adolescents, and adults; understand and accommodate the concerns and needs of children and caregivers; and be highly organized, reliable, and punctual. Qualifications: * BA required * preferred major: psychology or cognitive science * preferred course background: cognitive psychology, experimental psychology, statistics, developmental psychology, basic syntax, cognitive science, language acquisition * preferred research experience: previous laboratory research, if possible including transcribing speech; work with two- year-olds * preferred computer skills: basic word-processing skills, database management, graph and slide presentation * preferred statistical skills: knowledge of computer packages such as SPSS Salary: $22,500 - $27,500 for full-time; 19 hours per week at $12-16/hour for part-time Description and instructions on how to apply for the vacancy: Review of candidates will begin immediately and continue until the positions are filled. To apply, submit by mail: a cover letter which summarizes your qualifications; a transcript (unofficial is acceptable); a summary list of relevant courses; a description of previous work with young children; a description of computer skills and research experience; SAT or GRE scores. Ask two faculty for a letter of recommendation that will address your research skills or promise. Include those letters in sealed envelopes along with your application. Address: Dr. Virginia Valian, Department of Psychology, Hunter College, 695 Park Avenue, New York, NY 10021 Voice: 212/ 772-5557 Fax: 212/ 650-3247 From michael at giccs.georgetown.edu Wed Mar 20 19:44:53 2002 From: michael at giccs.georgetown.edu (Michael Ullman) Date: Wed, 20 Mar 2002 14:44:53 -0500 Subject: Research Assistant position Message-ID: RESEARCH ASSISTANT BRAIN AND LANGUAGE LAB, GEORGETOWN UNIVERSITY. We are seeking a full-time Research Assistant in the Brain and Language Lab. The lab is at Georgetown University, and is affiliated with the Departments of Neuroscience, Linguistics, Psychology and Neurology. The members of the lab carry out research on the neural, computational and psychological bases of language, including morphology, syntax and both conceptual and compositional semantics. We examine these domains in several languages, including English, Spanish, Italian, Russian and Japanese. We also probe the relation between these language domains and specific non-language domains, in particular memory and motor functions - focusing on declarative and procedural memory - and their neural correlates. We additionally investigate sex differences in language, second language learning and processing, the recovery of language following neural damage, and the neuro-pharmacological bases of language. We use multiple complementary methodological approaches to test our hypotheses, with the goal of obtaining converging evidence: (1) psycholinguistic studies of cognitively unimpaired adults (e.g., probing working memory); (2) developmental investigations of normal children and of children and adults with developmental disorders (Specific Language Impairment, Williams syndrome, phenylketonuria, and autism); (3) neurological studies of patients with adult-onset brain damage (Alzheimer's, Parkinson's, or Huntington's disease, cerebellar damage, or aphasia); (4) neuroimaging studies of normal and cognitively impaired subjects, using electroencephalography / Event-Related Potentials (EEG/ERPs), magnetoencephalography (MEG), and functional Magnetic Resonance Imaging (fMRI); (5) pharmacological experiments of normal and cognitively impaired subjects (e.g., manipulating acetylcholine or estrogen). The lab has a high-end 96-channel EEG/ERP system. fMRI is also performed at Georgetown, on either a 1.5T or 3T magnet. MEG can be carried out at a nearby institution. The members of the lab have expertise in a variety of disciplines, including several areas of theoretical linguistics, psycholinguistics, cognitive psychology, cognitive neuroscience, neuroimaging and neuro-pharmacology. We collaborate intensively with other groups at Georgetown University (particularly in Linguistics and Neurology), and at other institutions in the US and in other countries (Canada, UK, Italy, Germany). The successful candidate will have the opportunity to be involved in a number of these projects, and to carry out her/his own study(ies). S/he will have responsibility for multiple aspects of laboratory management and organization, including overseeing undergraduate work-study students, and working with other lab members in preparing and managing grants, creating experimental stimuli, and setting up and running experiments. Minimum requirements for the position include a B.A. or B.S., and at least some research experience, in language, cognition, neuroscience, or a related field. Competence with Macintosh, Windows, or UNIX is highly desirable, as is some background in statistics. A car is preferable because subject testing is conducted at multiple sites. The candidate must be extremely energetic, hard-working, organized and responsible, and be able to work with a diverse group of people. To ensure that the candidate has sufficient time to learn and to be productive, s/he should be available to work for at least two years. The start date must be not later than late spring or early summer 2002. Interested candidates should email Michael Ullman a resume, with the names of two references. Georgetown University is an Affirmative Action/Equal Opportunity employer. The position includes health and dental benefits. Michael Ullman Director, Brain and Language Laboratory Assistant Professor Departments of Neuroscience, Linguistics, Psychology and Neurology Georgetown University Washington, DC Email: michael at georgetown.edu From boehning at kronos.ling.uni-potsdam.de Thu Mar 21 13:22:16 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Thu, 21 Mar 2002 14:22:16 +0100 Subject: New Application deadline: CHAIR IN PSYCHOLINGUISTICS Message-ID: Attention! New application deadline is 14 April 2002. The Department of Linguistics (Faculty of Human Sciences) of the University of Potsdam, Germany, announces the following position vacancy: Chair (C4) in Psycholinguistics (Impaired and Unimpaired Language Acquisition) Candidates must be willing to cooperate with the patholinguistics program in research and teaching. The patholinguistics program focuses from a linguistic perspective on first language acquisition and its disorders, on normal language processing and on acquired language disorders. Given the practical and interdisciplinary nature of the curriculum, experience in clinical work and readiness to cooperate with pediatric doctors, speech and language therapists and clinical psychologists is desirable. Graduates from this program find employment as speech and language therapists or as researchers in psycho- and neurolinguistics. The deadline for applications is April 15, 2002. A curriculum vitae, letter of application, selected publications, statement of teaching experience and research interests should be sent to University of Potsdam The President Am Neuen Palais 10 / P.O. Box 601553 14469 Potsdam / 14415 Potsdam Germany Please also inform colleagues who could be interested in the position. ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From onos at asu.aasa.ac.jp Fri Mar 22 08:10:27 2002 From: onos at asu.aasa.ac.jp (Seiko Ono) Date: Fri, 22 Mar 2002 17:10:27 +0900 Subject: JBIB Search In-Reply-To: <3C99DE88.65DD5AEC@kronos.ling.uni-potsdam.de> Message-ID: 2002/03/22 Dera all, If it is possible for you to handle Japanese language at your terminal, please visit the following site: 　　http://cow.lang.nagoya-u.ac.jp/jbib/jbibsearch.html We would be very happy if you could leave your requests in Japanese or English at the following: 　　http://cow.lang.nagoya-u.ac.jp/cgi-bin/bbs/customboard.cgi? Please cite the following when you use it in writing your papers: Ono, Seiko, Kiyoshi Ohtomo, Harumi Kobayashi, Hidetoshi Sirai, Junko Sirai, 　　Masatoshi Sugiura, Makiko Hirakawa, Yahiro Hirakawa, Emiko Yukawa, 　　Shigenori Wakabayashi (Eds.). 2001. JBIB Search. 　　(http://cow.lang.nagoya-u.ac.jp/jbib/) Thanks in advance. SEIKO ONO (Mr.) Aichi Shukutoku University, NAGOYA, 464-8671, JAPAN From macw at cmu.edu Mon Mar 25 23:07:41 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 25 Mar 2002 18:07:41 -0500 Subject: IASCL 2008 Message-ID: Dear Colleagues, The International Association for the Study of Child Language (IASCL) would like to issue a Request for Proposals (RFP) for sites that might be interested in hosting our meeting in 2008. The full text of this RFP is located at http://childes.psy.cmu.edu/html/rfp.html. We will be meeting in Madison this year and in Berlin in 2005. Making this RFP at this time reflects our interest in planning meetings well in advance to allow organizers time to settle out local details, as well as our interest in allowing members to evaluate alternative proposals during our business meetings which only occur each third year. Proposals are due by July 1 this year and should be sent to me at macw at cmu.edu. Proposals submitted by this time will be presented to the business meeting at Madison. Please send any questions directly to me at macw at cmu.edu. Best wishes, Brian MacWhinney, IASCL From macw at cmu.edu Fri Mar 29 22:09:37 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 29 Mar 2002 17:09:37 -0500 Subject: Video usage Message-ID: Dear Info-CHILDES, I received about 20 responses to my query about video resources. Unfortunately, due to a mail glitch, I lost about five of the replies, but I can reconstruct most of the ones I missed. It appears that virtually all new data collection uses digital video, whereas older video is either VHS or reel-to-reel. People often mentioned their willingness and intention to contribute these data to CHILDES, even without my prodding, so it is clear that we are going to have a lot of video data soon. The barrier will be finding out a good fast way to get this all digitized and then figuring out a proper way of distributing pieces of the video database to interested people. So far, this is looking quite good. Here is a summary of the replies. Sign Language: (People studying this noted that everyone studying sign language has to use video, so it was a bit misleading to ask about whether video is used in this case. Despite this, it is interesting to note that not everyone in this area is using digital video.) 1. Gary Morgan (City University - London) is using video in his studies of sign language acquisition. 2. Bruce Tomblin (Iowa) is studying the effects of cochlear implants, but needs to track both verbal and manual communication. 3. Amy Weinberg (Berkeley) is studying deaf children aged 18 to 42 months with an emphasis on the acquisition of attention-getting devices. Social mechanisms of early language development: 1. Pam Rollins (UTDallas) is investigating attunement and the communication of intention during the period of 6 to 12 months. 2. Manuela Wagner (Harvard, Graz, and MPI-Frankfurt) has studied several groups of German infants and their mothers to understand the development of intentionality in communication in normally developing and atypical children. These data are currently in CHILDES, but will be under restricted usage conditions for a year or two. 3. Mike Forrester (Nottingham) has done CA analysis of interactions with his daughter. One of these is in CHILDES. 4. Takeo Ishii (Kyoto) has a large video database of his interactions with his son that he has contributed to CHILDES. 5. Virginia Yip and Steven Matthews have an ongoing project using video to study bilingual Cantonese-English development. The first files from this project are already in CHILDES. 6. Masahiko Minami (SFSU) has used video to study communication in Japanese preschools in Japan and the Bay Area. Second language acquisition: 1. Kanae Igarashi (CMU) is studying English children learning Japanese in elementary school. She is mostly using the video as a contextual backup. 2. Mela Sarkar (McGill) is studying 18 immigrant children aged 5-6 learning French in inner-city Montreal. Topics include teacher scaffolding, nonverbal behavior, teaching practices, classroom dynamics, and growth in learner competence. She plans to contribute these data to CHILDES. 3. Katerina Marshfield (Braunschweig) is organizing data analysis for a project known as FFS Saxony which studies the learning of English, French, and Czech by 7-8 year olds at seven primary schools in Saxony. Data are collected using a second of three interview tasks The focus is on collecting speech with minidisk, but digital video is used as a supplement to the transcript analysis. The data will be contributed to CHILDES. Existing video databases: 1. Lorraine McCune's (Rutgers) cross-sectional and longitudinal studies from the early 1980s, which we hope to digitize and include in CHILDES beginning in May. 2. Edy Veneziano (Geneva) has video material on 12 French-learning children who were followed longitudinally. There are also separate audio recordings for many of these children. 3. Marilyn Vihman (Bangor) has used video since 1980 to identify words and other communicative behaviors during the period of the first words in English, French, Japanese, Swedish, and Welsh. The emphasis has been on the use of video to clarify aspects of phonological and prosodic analysis. 4. Eve Clark (Stanford) has been collecting video in conjunction with several studies over recent years. Unfortunately, I lost the message that detailed the shape of these data. 5. Elizabeth Bates (UCSD) has a full set of video data to accompany the audio files of the Bates corpus now in CHILDES. She will contribute these data to CHILDES. 6. Susana Ornat (Madrid) has video to accompany the Ornat corpus now in CHILDES. She will contribute these data to CHILDES soon. New video corpora: 1. Elena Lieven (MPI-Leipzig, Manchester) is collecting new densely sampled corpora with five hours of speech from each subject per week. Of these five hours, one hour will include video. 2. Jordan Zlatev and Sudaporn Luksaaneeyanawin are constructing a new video corpus of children learning Thai with an emphasis on parentese, early words, and the communication of intentionality and emotion. 3. Virginia Yip and Steven Matthews are continuing the study mentioned above. Turning outside the domain of child language acquisition, there are huge collections of video of classroom interaction at Vanderbilt, Wisconsin, and the LRDC in Pittsburgh. There also appears to be a group of sociolinguists studying peer group interactions in older children. These additional emphases often fit in well with some interests of child language researchers. --Brian MacWhinney From tionin at MIT.EDU Sat Mar 30 01:36:58 2002 From: tionin at MIT.EDU (Tania R Ionin) Date: Fri, 29 Mar 2002 20:36:58 -0500 Subject: North East Linguistic Society 33 - 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 (Tubingen) 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 (Nanzen University) 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/call.html 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 plain text (preferable) or PDF formats. 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 hualin at usc.edu Fri Mar 1 07:46:14 2002 From: hualin at usc.edu (Hua Lin) Date: Thu, 28 Feb 2002 23:46:14 -0800 Subject: Thank you. Message-ID: Hi. I sent a request for reference of Chinese Ba-construction, causation and verb compound a coup of days ago. Here I just want to say thank you to those who gave me a lot of helpful information. I also post the references I got, in case someone will be interested in too: ******************** Li, P. (1993). The acquisition of the ZAI and BA constructions in Mandarin Chinese. In: J.C.P. Liang & R.P.E. Sybesma (eds.) From classical 'Fu' to 'Three inches high': Studies on Chinese in honor of Erik Zurcher. Leuven/Apeldoorn: Garant Publishers, 103-120. Li, Ping (1991) 'zai and ba constructions in child Mandarin', CRL Newsletter (vol 5, no. 5) San Diego, CA: University of California, San Diego. Cheung, Hintat (1992) The Acquisition of BA in Mandarin. Doctoral dissertation. University of Kansas. Cheung, Hintat and Li Hsieh (1997) "Learning a new verb in Mandarin chinese: the effects of affectness condition and phonological shape", Journal of Chinese Linguistics vol. 25, no. 1 Cheung, Sik Lee (1990) "The acquisition of locative constructions in Cantonese" Papers and Reports in Child Language Development 29. Cheung, Sik Lee (1991) "The notion of result in Cantonese children" Papers and Reports in Child Language Development 30. Cheung, Sik Lee (1998) "Causative verbs in child Cantonese"(?) in Eve Clark (ed) Proceedings of the 29th Child Language Research Forum. Stanford: CSLI. Ingham, R., Fletcher, P., Schelleter, C., & Sinka, I. (1998). Resultative VPs and Specific Language Impairment. Language Acquisition 7, 87-111 Lee, T. H-T. (1996). Theoretical issues in language development and chinese child language. In Huang, C-T., James & Li, Y-H. Audrey (ed.). New horizons in Chinese Linguistics. ************************** Best, Hua Lin hualin at usc.edu From jwerker at cortex.psych.ubc.ca Fri Mar 1 14:40:04 2002 From: jwerker at cortex.psych.ubc.ca (Janet Werker) Date: Fri, 1 Mar 2002 06:40:04 -0800 Subject: Jerry Katz's obituary Message-ID: Dear Everyone, Just sharing what was in the NY Times. Janet February 26, 2002 Jerrold J. Katz, 69, Linguistics Expert and CUNY Professor STUART LAVIETES errold J. Katz, a philosopher of language who helped establish the reputation of the graduate philosophy program of the City University of New York, died on Feb. 7 at Memorial Sloan-Kettering Cancer Center in Manhattan. He was 69. The cause was bladder cancer, the university announced. Dr. Katz, a professor of linguistics and philosophy at the Graduate Center of CUNY, began his teaching career at M.I.T. in 1963. He contributed to the development of a contemporary philosophy of language introduced by his colleague at the institute, Noam Chomsky. In his book "Semantic Theory" (Harper & Row, 1972), he helped define the relationship between syntax (word arrangement) and semantics (meaning). He later rejected the Chomskyan approach, which treated linguistics as a branch of psychology. In books like "Language and Other Abstract Objects" (Rowan & Littlefield, 1981), he explored the analogy between linguistics and mathematics and worked to establish a scientific approach to meaning. Jerrold Jacob Katz was born July 14, 1932, in Washington. In 1954, he got his bachelor's degree from George Washington University. After serving in the Army Counterintelligence Corps from 1954 to 1956, he earned his Ph.D. from Princeton in 1960. His career at CUNY began in 1975. He is survived by his wife, Virginia Valian, a professor of psychology and linguistics at Hunter College and the Graduate Center, and two children from an earlier marriage, Seth and Jesse Katz. Dr. Katz's final book, "Sense, Reference and Philosophy," will be published posthumously by the Oxford University Press. Dr. Katz signed the contract with the publisher the day before his eath. From g.morgan at city.ac.uk Fri Mar 1 17:30:38 2002 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 1 Mar 2002 17:30:38 -0000 Subject: bilingualism and impairment Message-ID: Dear colleagues do you know of any references on bi(multi)lingual children who are diagnosed as language delayed / impaired / SLI and studies of their language development I will post a summary to the list as usual Gary ------------------- G. Morgan, PhD Dept. of Language & Communication Science City University, Northampton Square London, EC1V 0HB Tel: 0207 477 8291 Fax: 0207 477 8577,lab: 0207 477 8979 g.morgan at city.ac.uk, http://www.city.ac.uk/lcs -------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Fri Mar 1 21:40:54 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 1 Mar 2002 21:40:54 +0000 Subject: bilingualism and impairment In-Reply-To: <00e401c1c146$ce052640$a689288a@city.ac.uk> Message-ID: Dear Gary, The following may be of use: A. Crutchley: Bilingual children in language units. International Journal of Language and Communication Disorders, 2000, 35, 65-81. A. Crutchley, N. Botting and G. Conti-Ramsden: Bilingualism and SLI in children attending language units. Europaean Journal of Disorders of Communication, 1997, 32, 267-276 H. Jordaan et al: Cognitive and linguistic profiles of SLI and semantic pragmatic disorder in bilinguals. Folia Phoniatrica et Logopaedica, 2001, 53, 153-165 M.A. Restrepo: Identifiers of predominantly Spanish speaking children with language impairment. Journal of Speech and Hearing Research, 1998, 41, 1398-1411 Hope this helps, Ann On Fri, 1 Mar 2002, Gary Morgan wrote: > Dear colleagues do you know of any references on bi(multi)lingual > children who are diagnosed as language delayed / impaired / SLI > and studies of their language development > > I will post a summary to the list as usual > > Gary > > > ------------------- > G. Morgan, PhD > Dept. of Language & Communication Science > City University, Northampton Square > London, EC1V 0HB > Tel: 0207 477 8291 > Fax: 0207 477 8577,lab: 0207 477 8979 > g.morgan at city.ac.uk, http://www.city.ac.uk/lcs > -------------------------- > > From macw at cmu.edu Fri Mar 1 21:44:59 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 1 Mar 2002 16:44:59 -0500 Subject: Data-sharing Message-ID: Dear Info-CHILDES, The key tenet underlying the formation and development of the CHILDES system, as well as the new TalkBank system, has been the importance of data-sharing as a method for contributing to scientific progress. Over the last 10 years, the principle of data-sharing has gained more and more adherents in the scientific community. Today NIH announced a draft of a new policy for linking funding to obligatory data-sharing. Personally, I found the NIH statement pretty solid and helpful. They tend to focus rather heavily on survey and biomedical data and not much is said in the documents about naturalistic observations, but the basic drift of the policy seems right to me. However, each of you may wish to read the documents and provide input to NIH on the issue. You will see that you can mail your comments to dder at nih.gov. I am appending the announcement. --Brian MacWhinney NIH ANNOUNCES DRAFT STATEMENT ON SHARING RESEARCH DATA Release Date: March 1, 2002 NOTICE: NOT-OD-02-035 National Institutes of Health Data sharing promotes many goals of the National Institutes of Health's (NIH) research endeavor. It is particularly important for unique data that cannot be readily replicated. Data sharing allows scientists to expedite the translation of research results into knowledge, products, and procedures to improve human health. THE NIH IS DEVELOPING A STATEMENT ON DATA SHARING THAT EXPECTS AND SUPPORTS THE TIMELY RELEASE AND SHARING OF FINAL RESEARCH DATA FROM NIH-SUPPORTED STUDIES FOR USE BY OTHER RESEARCHERS. INVESTIGATORS SUBMITTING AN NIH APPLICATION WILL BE REQUIRED TO INCLUDE A PLAN FOR DATA SHARING OR TO STATE WHY DATA SHARING IS NOT POSSIBLE. This statement will apply to extramural scientists seeking grants, cooperative agreements, and contracts as well as intramural investigators. Institutions and individuals are invited to comment on the draft policy. Additional information is available online on the NIH web site at: http://grants.nih.gov/grants/policy/data_sharing/index.htm Comments must be received no later than June 1, 2002. They should be sent to the Office of Extramural Research, 1 Center Drive, MSC 0152, Building 1, Room 150, Bethesda, MD 20817 or by email to dder at nih.gov Following consideration of public comments and appropriate revisions, it is expected that the new policy will be announced on August 1, 2002 with a proposed effective date of January 1, 2003. Background Information There are many reasons to share data from NIH-supported studies. Sharing data reinforces open scientific inquiry, encourages diversity of analysis and opinion, promotes new research, makes possible the testing of new or alternative hypotheses and methods of analysis, supports studies on data collection methods and measurement, facilitates the education of new researchers, enables the exploration of topics not envisioned by the initial investigators, and permits the creation of new data sets when data from multiple sources are combined. By avoiding the duplication of expensive data collection activities, the NIH is able to support more investigators than it could if similar data had to be collected de novo by each applicant. NIH-supported basic research, clinical studies, surveys, and other types of research produce data that may be shared. However, NIH recognizes that sharing data about human research subjects presents special challenges. The rights and privacy of people who participate in NIH-sponsored research must be protected at all times. Thus, data intended for broader use should be free of identifiers that would permit linkages to individual research participants and variables that could lead to deductive disclosure of individual subjects. Similarly, NIH recognizes the need to protect patentable and other proprietary data and the restriction on data sharing that may be imposed by agreements with third parties. It is not the intent of this statement to discourage, impede, or prohibit the development of commercial products from federally funded research. There are many ways to share data. Sometimes data are included in publications. Investigators may distribute data under their own auspices. Some investigators have placed data sets in public archives while others have put data on a web site, building in protections for privacy through the software while allowing analysis of the data. Restricted access data centers or data enclaves facilitate analyses of data too sensitive to share through other means. All of these options achieve the goals of data sharing. However, the NIH also recognizes that in some particular instances sharing data may not be feasible. For example, studies with very small samples or those collecting particularly sensitive data should be shared only if stringent safeguards exist to ensure confidentiality and protect the identity of subjects. The NIH will expect investigators supported by NIH funding to make their research data available to the scientific community for subsequent analyses. Consequently, the NIH will require that data sharing be addressed in grant applications (e.g., in sections related to significance, budget, and the end of the research plan) and in the review of applications. Funds for sharing or archiving data may be requested in the original grant application or as a supplement to an existing grant. Investigators who incorporate data sharing in the initial design of the study can more readily and economically establish adequate procedures for protecting the identities of participants and provide a useful data set with appropriate documentation. Applicants whose research will produce data that are not amenable to sharing should include in the application reasons for not making the data available. NIH encourages investigators to consult with an NIH Program Administrator prior to submitting an application to determine the appropriateness of data sharing and a suitable mechanism to disseminate the data. This statement on data sharing is an extension of NIH policy regarding sharing research resources, which expects that recipients of NIH support will provide prompt and effective access to research tools. (See NIH Grants Policy, Part II Subpart A, Availability of Research Results: Publications, Intellectual Property Rights, and Sharing Biomedical Research Resources (http://grants.nih.gov/grants/policy/nihgps_2001/nihgps_2001.pdf ) This statement is also an extension of the PHS policy relating to the distribution of unique research resources produced with PHS funding (see http://grants.nih.gov/grants/guide/notice-files/not96-184.html ) Principles and guidelines for sharing biomedical research resources can be found in online NIH reports at http://www.nih.gov/science/models/sharing.html and http://www.nih.gov/news/researchtools/index.htm . Moreover, this statement on data sharing is consistent with the policies of many scientific journals publishing the findings of NIH-supported research. From centenoj at stjohns.edu Fri Mar 1 22:17:02 2002 From: centenoj at stjohns.edu (Jose G. Centeno) Date: Fri, 1 Mar 2002 17:17:02 -0500 Subject: bilingualism and impairment Message-ID: Here's another ref: Restrepo, M. A., & Kruth, K. (2000). Grammatical characteristics of a Spanish-English bilingual child with specific lang impairment. Communication Disorders Quarterly, 21, 66-76. Jose >===== Original Message From Ann Dowker ===== >Dear Gary, > >The following may be of use: > >A. Crutchley: Bilingual children in language units. International Journal >of Language and Communication Disorders, 2000, 35, 65-81. > >A. Crutchley, N. Botting and G. Conti-Ramsden: Bilingualism and SLI in >children attending language units. Europaean Journal of Disorders of >Communication, 1997, 32, 267-276 > >H. Jordaan et al: Cognitive and linguistic profiles of SLI and semantic >pragmatic disorder in bilinguals. Folia Phoniatrica et Logopaedica, 2001, >53, 153-165 > >M.A. Restrepo: Identifiers of predominantly Spanish speaking children with >language impairment. Journal of Speech and Hearing Research, 1998, 41, >1398-1411 > > >Hope this helps, > >Ann > > >On Fri, 1 Mar 2002, Gary Morgan wrote: > >> Dear colleagues do you know of any references on bi(multi)lingual >> children who are diagnosed as language delayed / impaired / SLI >> and studies of their language development >> >> I will post a summary to the list as usual >> >> Gary >> >> >> ------------------- >> G. Morgan, PhD >> Dept. of Language & Communication Science >> City University, Northampton Square >> London, EC1V 0HB >> Tel: 0207 477 8291 >> Fax: 0207 477 8577,lab: 0207 477 8979 >> g.morgan at city.ac.uk, http://www.city.ac.uk/lcs >> -------------------------- >> >> ___________________________________________________ Jose G. Centeno, Ph.D., CCC-SLP Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629, 6452 Fax: 718-990-5878 www.stjohns.edu ___________________________________________________ From langconf at bu.edu Sat Mar 2 20:46:32 2002 From: langconf at bu.edu (BU Conference on Language Development) Date: Sat, 2 Mar 2002 15:46:32 -0500 Subject: BUCLD Call for Papers Message-ID: *************************************************************************** CALL FOR PAPERS THE 27th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 1, 2, & 3, 2002 Keynote Speaker: Susan Goldin-Meadow, University of Chicago Plenary Speaker: Bonnie Schwartz, University of Hawai'i *************************************************************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Abstracts submitted must represent original, unpublished research. Presentations will be 20 minutes long followed by a question period. PLEASE SUBMIT: 1) Ten copies of an anonymous, clearly titled 450-word summary for review. Summaries longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the summary. 2) One copy of a 150-word abstract including title, author(s)and affiliation(s). If your paper is accepted, this abstract will be scanned into the conference handbook. 3) The author information requested below, for EACH author. Although each author may submit as many abstracts as desired, we will accept for presentation by each submitter: (a) a maximum of 1 first authored paper, and (b) a maximum of 2 papers in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by US mail. Pre-registration materials and preliminary schedule will be available in late August, 2002. All authors who present papers at the conference will be invited to contribute their papers to the Proceedings volumes. Those papers will be due in January, 2003. Note: All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. DEADLINE: All submissions must be received by May 15, 2002. Late abstracts will not be considered, whatever the reason for the delay. Send submissions to: Boston University Conference on Language Development 96 Cummington Street, Suite 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 e-mail: langconf at bu.edu (We regret that we cannot accept abstract submissions by fax or e-mail.) Information regarding the conference may be accessed at http://web.bu.edu/LINGUISTICS/APPLIED/conference.html **************************************************************************** AUTHOR INFORMATION (Please include a typed sheet containing the following information for EACH author) Title: Full name: Affiliation: Current work address (for publication in handbook) Current e-mail (required): Current phone number (required): Summer address if different, and dates: Summer e-mail (required): Summer phone (required): Please indicate whether, if your paper is not one of the 90 initially selected for presentation, you would be willing to be considered as an alternate. (If you indicate that you are willing to be considered, this does not commit you to accepting alternate status if it should be offered to you.) _____ Yes, consider me as an alternate if necessary _____ No, please do not consider me as an alternate From macw at cmu.edu Sun Mar 3 00:44:51 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 2 Mar 2002 19:44:51 -0500 Subject: Update on making video clips Message-ID: Dear Info-CHILDES, There seems to be a growing interest in creating digital video of communicative interactions. So, I have continued to explore new software and hardware for doing this on both Windows and Mac. Here is what I have learned: 1. It is now possible to do really nice MPEG-2 encoding on Windows in real time. This uses the ATI AIW (All-in-Wonder) board which costs $330 and comes packaged with Ulead VideoStudio 6 which runs the Ligos LSX-MPEG compressor. It is the Ligos compressor that performs the magic. The details about this are at http://talkbank.org/digitalvideo/equipment.html To be honest, this is really twice real time, since one has to first capture in real time and then compress in real time. But it is very fast compared to the alternatives. 2. MPEG-2 gives a better and larger picture than MPEG-1 and can be edited on a frame-by-frame basis. This can be crucial for gestural analysis. It doesn't take any longer to compress and it only occupies about 70% more space in terms of file size over MPEG-1. Sorensen QuickTime is still a nice format, but MPEG-2 compresses faster and seems like a better option. CLAN works fine with MPEG-2. 3. Steve Jobs announced that the next version of Quicktime will include an MPEG-2 player. Hopefully, this means that the Ligos LSX-MPEG encoder will also soon work on Mac OS X. 4. Given all this, it seems to me that working with this ATI package and Ulead is a better option for the type of work we are doing than using Media Cleaner, which has changed companies a couple of times in the last months anyway. Also, VideoStudio is not as powerful as Premiere and Final Cut, but having the Ligos compressor is such a great advantage that the differences in the editors are secondary. 5. Finally, I revised some other material at http://talkbank.org/digitalvideo/ to correspond to these new evaluations. Thanks for your attention, Brian MacWhinney P.S. Disclaimer: I have no monetary interests in any of these products :) From Hua.Zhu at newcastle.ac.uk Mon Mar 4 15:23:15 2002 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Mon, 4 Mar 2002 15:23:15 GMT0BST Subject: bilingualism and impairment In-Reply-To: Message-ID: Here is some references for bilingualism and impairment: Dodd, B., Holm, A., & Li Wei (1997). Speech disorder in preschool children exposed to Cantonese and English. Clinical Linguistics and Phonetics, 11, 229-243. Holm, A., Ozanne, A., & Dodd, B. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of bilingualism, 1, 55-69 Holm, A. (1998). Speech development and disorder in bilingual children. Phd thesis, University of Newcastle upon Tyne. Winter, K. (2001). Numbers of bilingual children in speech and langugage therapy: theory and practice of measuring their representation. Vol 5. Zhu Hua, PhD Sir James Knott Fellow Department of Speech University of Newcastle upon Tyne NE1 7RU, UK Fax: +44 (0)191 222 6518 Telephone: +44 (0)191 222 5210 http://www.ncl.ac.uk/speech/staff/zhu_hua.htm From ahousen at vub.ac.be Mon Mar 4 18:13:40 2002 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 4 Mar 2002 19:13:40 +0100 Subject: Infants reacting to their given name Message-ID: Dear colleagues, This is a request on behalf of a friend and colleague, who is a neuro-surgeon. He and his team are measuring the brain activity of comatose, minimally conscious and locked-in patients by exposing them to their given names (as opposed to other first names). The aim is to develop a diagnostic for level of consciousness and a prognosis procedure for recovery. My colleague's assumption is that a person's given name is the most 'ingrained' of all linguistic stimuli. He has references indicating that the given name is retained the longest in the case of dementia, and that it is the first stimulus to which patients react after total anesthesia. He is now looking for references that show (or suggest) that the given name is the first specific 'word' or self-contained linguistic unit which infants recognize or somehow react to. He suspects that this capacity develops before the age of 7 months. Please send any references or comments to me. I will pass them on and summarize for the list. Thanks for your help. -- Alex HOUSEN Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Alex.Housen at vub.ac.be From m.vihman at bangor.ac.uk Mon Mar 4 17:41:54 2002 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Mon, 4 Mar 2002 18:41:54 +0100 Subject: Infants reacting to their given name In-Reply-To: Message-ID: >Dear colleagues, > >This is a request on behalf of a friend and colleague, who is a neuro-surgeon. > >He and his team are measuring the brain activity of comatose, >minimally conscious and locked-in patients by exposing them to their >given names (as opposed to other first names). The aim is to >develop a diagnostic for level of consciousness and a prognosis >procedure for recovery. >My colleague's assumption is that a person's given name is the most >'ingrained' of all linguistic stimuli. He has references indicating >that the given name is retained the longest in the case of dementia, >and that it is the first stimulus to which patients react after >total anesthesia. >He is now looking for references that show (or suggest) that the >given name is the first specific 'word' or self-contained linguistic >unit which infants recognize or somehow react to. He suspects that >this capacity develops before the age of 7 months. > >Please send any references or comments to me. I will pass them on >and summarize for the list. > >Thanks for your help. > >-- >Alex HOUSEN >Germanic Languages Dept. & Centre for Linguistics >Vrije Universiteit Brussel >Alex.Housen at vub.ac.be The reference you need is >Mandel, D. R., Jusczyk, P. W. & Pisoni, D. B. (1995). Infants' >recognition of the sound pattern of their own names. Psychological >Science, 6, 315-318. I don't know of any other studies of this issue, but there are some good papers about the 'cocktail party phenomenon', in which a person hears their own name preferentially in unattended speech. The most recent one I know of, with refs to older lit., is Wood, N. & Cowan, N. (1995). The cocktail party phenomenon revisited: How frequent are attention shifts to one's name in an irrelevant auditory channel? J.of Exp. Psych.: Learn., Mem & Cog, 21, 255-260. -marilyn vihman -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From Jean-Marc.Colletta at u-grenoble3.fr Tue Mar 5 13:02:51 2002 From: Jean-Marc.Colletta at u-grenoble3.fr (Jean Marc Colletta) Date: Tue, 5 Mar 2002 14:02:51 +0100 Subject: russian professor Message-ID: "Help" >we are looking for a russian professor interested in french and russian >proosdy acquisition, to organize a joint PhD. >Help, it's urgent. >Many thanks. From macswan at asu.edu Wed Mar 6 23:15:44 2002 From: macswan at asu.edu (Jeff MacSwan) Date: Wed, 6 Mar 2002 16:15:44 -0700 Subject: Call for Proposals: Fourth International Symposium on Bilingualism, Arizona State University, April 30-May 3, 2003 Message-ID: FIRST ANNOUNCEMENT The 4th International Symposium on Bilingualism, Arizona State University April 30-May 3, 2003 Arizona State University will host the 4th International Symposium on Bilingualism (ISB4) from April 30 through May 3, 2003. ISB welcomes proposals concerning any aspect of research on bilingualism. In previous years, ISB1 and ISB2 were held at the University of Newcastle upon Tyne in 1997 and 1999. The third meeting was held at the University of the West of England - Bristol in 2001. In 2003, the event will take place in the United States for the first time, at Arizona State University. We are pleased to announce that keynote speakers for ISB4 will include Fred Genesee, Loraine K. Obler, Bernard Spolsky, and Ana Celia Zentella. Call for Proposals The deadline to submit proposals is September 1, 2002. The 4th International Symposium on Bilingualism invites proposals for presentations in any aspect of research on bilingualism. In the past, topics have included grammatical development in bilingual children, sociolinguistic and grammatical studies of codeswitching, bilingual speech processing, language impairments in bilinguals, sociolinguistic studies of bilingual communities and migration, child/adult second language acquisition, language policy and ideology, language shift, language attrition/forgetting, and bilingualism in school settings. Proposals regarding original, previously unpublished research on bilingualism are invited in three formats: Colloquia, individual papers, and posters. Proposals for colloquia. Colloquia are collections of paper presentations which relate to a narrowly defined topic of interest, and are offered in either 2-hour or 3-hour time blocks. Proposals for colloquia are limited to 700 words, and should include brief summaries of each of the papers to be included, along with paper titles and individual authors' names. Sufficient detail should be provided to allow peer reviewers to judge the scientific merit of the proposal. A chair for the session must also be identified. It is the responsibility of the person submitting a proposal for a colloquium to secure the permission and cooperation of all participants before the proposal is submitted. Proposals for colloquia must indicate whether a 2-hour or 3-hour time block is requested. Typically, each paper presentation within a colloquium should be scheduled for 30 minutes, including time for discussion. Proposals for individual papers or posters. Please submit an abstract of no more than 700 words. The abstract should include enough detail to allow reviewers to judge the scientific merits of the proposal. Abstracts for paper/poster presentations will be double-blind peer-reviewed. Authors will be asked to specify a format for the proposal at the time the work is submitted. How to submit proposals Proposals may be submitted electronically at isb4.asu.edu. In cases where electronic submission is not possible, accommodations may be made on an individual basis; please inquire at isb4 at asu.edu (email) or write to 4th International Symposium on Bilingualism, Arizona State University, PO Box 870211, Tempe, AZ 85287-0211, USA. Proceedings Accepted papers will be included in the Proceedings of the 4th International Symposium on Bilingualism, to be published by Cascadilla Press and distributed on CD ROM. All registered attendees will receive a copy of the proceedings. Further Information Further details regarding ISB4 are available at the conference website, at isb4.asu.edu. Please visit the website periodically for continuing updates. If you are interested in receiving notices of new developments regarding ISB4, you may like to subscribe to isb4com, an announcement-only listserv that will be used by ISB4 staff and organizers to send out periodic updates. To subscribe, visit lists.asu.edu/archives/isb4com.html and enter your email address and full name. Conference organizers can be reached by email at isb4 at asu.edu, by telephone at (480) 727-6877, by fax at (480) 727-6875, or by surface mail at 4th International Symposium on Bilingualism, Arizona State University, PO Box 870211, Tempe, AZ 85287-0211, USA. Conference Staff James Cohen, ISB4 Conference Coordinator Anju Kuriakose, ISB4 Technology Developer Organizing Committee Jeff MacSwan, Chair, Arizona State University Dawn Bates, Arizona State University Holly Cashman, Arizona State University Elly van Gelderen, Arizona State University David Ingram, Arizona State University Nicholas Miller, University of Newcastle upon Tyne Melissa Greer Moyer, Universitat Autonoma de Barcelona Kellie Rolstad, Arizona State University Jeanine Treffers-Daller, University of the West of England - Bristol Li Wei, University of Newcastle upon Tyne From V.A.Murphy at herts.ac.uk Thu Mar 7 11:36:50 2002 From: V.A.Murphy at herts.ac.uk (Victoria Murphy) Date: Thu, 7 Mar 2002 11:36:50 +0000 Subject: FW: Research Studentships In-Reply-To: Message-ID: Please post the following notice about Research Studentships. Thank You. Victoria Murphy *************************************************** Research Studentships Organisation: University of Hertfordshire Location: South-east England Date posted: 4 March 2002 Deadline: 21 March 2002 Salary: ca. ?8200 + fees University of Hertfordshire: Department of Psychology Research Studentships ca. ?8200 + fees The University of Hertfordshire, Department of Psychology invites applications for at least two University Research Studentships to commence in the Autumn term 2002. The Department has an international reputation for its research excellence in selected areas and has been one of the top New Universities in the last three Research Assessment Exercises, achieving a score of 4 in 2001. Two of the possible areas for a research studentship are in Bilingualism and Second Language Acquisition. The department is recognised by ESRC for '1+3' Research Studentships. All eligible applicants will be expected to apply also for appropriate ESRC or other studentships and to accept them if awarded. A list of staff currently soliciting research students and their research areas can be found at our website www.psy.herts.ac.uk. Applications should be received by Thursday, 21 March 2002 and must specify proposed supervisor. Further information and application forms can be obtained either online (www.psy.herts.ac.uk) or from Postgraduate Secretary, Psychology Department, University of Hertfordshire, College Lane, Hatfield, Herts, AL10 9AB; phone: 01707 28 6336. -- ***************************************** Victoria A. Murphy, Ph.D. Senior Lecturer in Psychology/Cognitive Science Department of Psychology University of Hertfordshire Hatfield, HERTS AL10 9AB UK Tel: +11 44 (0)1707 284613 Fax: +11 44 (0)1707 285073 -------------- next part -------------- An HTML attachment was scrubbed... URL: From g.morgan at city.ac.uk Fri Mar 8 18:11:54 2002 From: g.morgan at city.ac.uk (Gary Morgan) Date: Fri, 8 Mar 2002 18:11:54 -0000 Subject: summary of references on bilingualism and language impairment Message-ID: Dear colleageus, thank you to all those who responded to my question on bilingual children with language impairment A summary of references follows Gary Morgan ------------------------- G. Morgan, PhD Dept. of Language & Communication Science City University, Northampton Square London, EC1V 0HB Tel: 0207 477 8291 Fax: 0207 477 8577,lab: 0207 477 8979 g.morgan at city.ac.uk, http://www.city.ac.uk/lcs -------------------------- Bedore, L. M. & Leonard, L. B. (2001). Grammatical morphology deficits in Spanish-speaking children with specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 905-924. Crutchley, A (2000). Bilingual children in language units. International Journal of Language and Communication Disorders, 35, 65-81. Crutchley, A., Botting, N., Conti-Ramsden, G. (1997). Bilingualism and SLI in children attending language units. European Journal of Disorders of Communication, 32, 267-276. Dodd, B. Holm, A., & Li Wei (1997). Speech disorder in preschool children exposed to Cantonese and English. Clinical Linguistics and phonetics, 11, 229-243. Paradis, J. Crago, M. Genesee, F. & Rice, M. (manuscipt submitted) French-English bilingual children with SLI: How do they compare with their monolingual peers? Gutierrez-Clellen, V.F. (1996). Language diversity: Implications for assessment. In K.N. Cole, P.S. Dale, D.J. Thal (Eds.), Assessment of communication and language (pp. 29-56). Baltimore: Paul H. Brookes. Gutierrez-Clellen, V.F. (1998). Syntactic skills of Spanish-speaking children with low school achievement. Language, Speech, and Hearing Services in Schools, 29 (4), 207-215. Gutierrez-Clellen, V.F. (1999 a). Mediating literacy skills in Spanish-speaking children with special needs. Language, Speech, and Hearing Services in Schools, 30, 285-292. Gutierrez-Clellen, V. F. (1999 b). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8(4), 291-302. Gutierrez-Clellen, V. F. (in press). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education. Gutierrez-Clellen, V. F. & DeCurtis, L. (1999). Word definitions skills in Spanish-speaking children with language impairment. Communications Disorders Quarterly, 21(1), 23-31). Gutierrez-Clellen, V., & Iglesias, A. (1992). Causal coherence in the oral narratives of Spanish-speaking children. Journal of Speech and Hearing Research, 35, 363-372. Gutierrez-Clellen, V., & Heinrichs-Ramos, L. (1993). Referential cohesion in the narratives of Spanish-speaking children: A developmental study. Journal of Speech and Hearing Research, 36, 559-567. Gutierrez-Clellen, V., & Hofstetter, R. (1994). Syntactic complexity in Spanish narratives: A developmental study. Journal of Speech and Hearing Research, 37, 645-654. Gutierrez-Clellen, V.F., Restrepo, A., Bedore, L., Pe?a, E., & Anderson, R. (2000). Language sample analysis in Spanish-speaking children: Methodological considerations. Language, Speech, and Hearing Services in Schools, 31, 88-98. Holm, A., Ozanne, A., & Dodd, B. (1997). Efficacy of intervention for a bilingual child making articulation and phonological errors. International Journal of Bilingualism, 1, 55-69. Jordaan, H. et al. (2001). Cognitive and linguistic profiles of SLI and semantic pragmatic disorder in bilinguals. Folia Phoniatrica et Logopaedica, 53, 153-165. Quiroga, T., Lemos-Britton, Z., Mostafappour, E., Abbot, R.D., &Berninger, V.W. (2002). Phonological awareness and beginning reading in Spanish speaking ESL first graders: Research into practice, Journal of School Psychology 40 (1), 85-111. Restrepo, M.A. (1998). Identifiers of predominantly Spanish speaking children with language impairment. Journal of Speech and Hearing research, 41, 1398-1411. Restrepo, M. A. & Gutierrez-Clellen, V. F. (2001). Article use in Spanish-speaking children with SLI. Journal of Child Language, 28, 433-452. Winter, K. (2001). Numbers of bilingual children in speech and language therapy: Theory and practice of measuring their representation. Vol 5. (sic) -------------- next part -------------- An HTML attachment was scrubbed... URL: From tincoff at wjh.harvard.edu Fri Mar 8 19:39:46 2002 From: tincoff at wjh.harvard.edu (Ruth Tincoff) Date: Fri, 8 Mar 2002 14:39:46 -0500 Subject: conference notice: Evolution of Language Message-ID: We apologize if you receive multiple notices of this conference: **4th International Conference on the EVOLUTION OF LANGUAGE** March 27-30 at the Harvard University Science Center A major four-day conference on the evolution of language will be held at Harvard University March 27-30. This important intellectual event will feature an unprecedented intersection of disciplines. World-renowned leaders in linguistics (Noam Chomsky, Ray Jackendoff), evolutionary biology (Marc Hauser, Amotz Zahavi), neuroscience (David Caplan), speech science (Philip Lieberman, Michael Studdert-Kennedy), computer modeling (Martin Nowak, Partha Niyogi) and anthropology (Leslie Aiello) will present their views on the evolution of the most fundamental and unusual trait of our species: spoken language. A special one-day session on the evolution of costly signaling and honest communication will focus on difficulties posed for evolutionary biology by human language (Mar 29). The conference will culminate in a roundtable discussion between Noam Chomsky, Marc Hauser and Michael Studdert-Kennedy concerning the future integration of biology and linguistics (Saturday Mar 30). The conference is open to registered participants only, but any interested parties can register. Pre-registration is necessary to ensure receiving the conference proceedings, although payment can be accepted upon arrival. Discounts on travel to Boston and on housing in Harvard Square are available. For more information and a complete schedule, see the web site at: http://www.ling.ed.ac.uk/evolang2002 (or do a Google search on "evolution of language") The local organizer of the conference is Tecumseh Fitch, Dept. of Psychology, Harvard University. From macw at cmu.edu Sat Mar 9 02:54:51 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 8 Mar 2002 21:54:51 -0500 Subject: CLAN for OS X and Unix Message-ID: Dear Info-CHILDES, CLAN is now available at childes.psy.cmu.edu in a couple of new flavors. One is the "carbonized" form for Macintosh OS X. There are still a few rough edges here and there in this version, but I have been using it for a week now without too many problems. OS X users may also be interested in noting that Praat is also available now for OS X. The second "new" form is for Unix. About 6 years ago, we distributed CLAN regularly in Unix source code form. Now, with the increasing use of Linux and BSD under OS X, we are making it available again. A Linux makefile is included, but you will need to make your own makefile for other versions of Unix. -- Brian MacWhinney From roberts at mail.fpg.unc.edu Mon Mar 11 17:46:40 2002 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Mon, 11 Mar 2002 12:46:40 -0500 Subject: otitis media language conference Message-ID: Otitis Media &Language Learning Sequelae Conference: Controversies & Current Research This interdisciplinary conference will use an evidence-based model to address current research and controversies on the linkage of otitis media in early childhood to hearing, speech and language development. The conference will be held May 1-2, 2002 in Arlington, VA. The conference is supported by the National Institute of Deafness and Other Communication Disorders, The National Institute of Child Health and Human Development, the Agency for Healthcare Research and Quality, the Maternal and Child Health Bureau and the Deafness Research Foundation. Presenters include: Christine Dollaghan, Ph.D., Judith Gravel, Ph.D., Lisa Hunter, Ph.D. (co-chair), Jack Paradise, M.D., Joanne Roberts, Ph.D. (chair), Richard Rosenfeld, M.D., Stephen Berman, M.D., Thomas Campbell, Ph.D., Mark Haggard, Ph.D., Joseph Hall, Ph.D., Lynne Haverkos, M.D., Carole Lannon, M.D., David Moore, Ph.D., Lynne Vernon-Feagans, Ph.D. The target audience includes pediatricians, nurses, audiologists, speech-language pathologists, otolaryngologists and psychologists and will be of interest to both researchers and practitioners. The conference is sponsored by the University of North Carolina at Chapel Hill Office of Continuing Medical Education and supported by the Frank Porter Graham Child Development Institute. The registration fee is $105. For more information and registration please call UNC CME at 919-962-2118 or www. med.unc.edu/cme (click on Upcoming CME events) -- Joanne Roberts, Ph.D. Frank Porter Graham Child Development Center, CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From Thomas.Klee at newcastle.ac.uk Tue Mar 12 16:18:29 2002 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Tue, 12 Mar 2002 16:18:29 GMT0BST Subject: Research studentships at University of Newcastle upon Tyne Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1539 bytes Desc: not available URL: From ahousen at vub.ac.be Thu Mar 14 10:47:13 2002 From: ahousen at vub.ac.be (Alex Housen) Date: Thu, 14 Mar 2002 11:47:13 +0100 Subject: Summary: Infants reacting to their given name Message-ID: Dear colleageus, Thank you to all those who responded to my query (on behalf of a colleague) on whether the given name is the first self-contained linguistic unit which infants recognize or somehow react to. The relevant references are: Mandel-Emer, Densie Roberta.(1997) Names as early lexical candidates: Helpful in language processing? Dissertation Abstracts International: Section B: the Sciences & Engineering. Vol 57(9-B), Mar 1997, 5947, US: Univ. Microfilms International. Mandel, Denise R; Jusczyk, Peter W; Pisoni, David B. Infants' recognition of the sound patterns of their own names. Psychological Science. Vol 6(5), Sep 1995, 314-317. Blackwell Publishers. Abstract: Examined whether 4.5 mo old infants preferred to listen to their own names over foils that were either matched or mismatched for stress pattern. 11 Ss were presented with repetitions of 4 different names, his or her own name and 3 foils. Each name was repeated 15 times to create a stimulus file for testing. Using a modified version of the head-turn preference procedure the Ss' preference to listen to their own names over foils that were either stress-matched or mismatched were measured. Results indicate that by 4.5 mo of age Ss listen longer to their own names than to other Ss' name. Infants demonstrated significant preferences for their own names compared with foils with opposite patterns. These findings suggest that infants have a detailed representation of the sound patterns of their names. The basic finding is that infants respond to their own names as early as 4.5 months (in isolation) and as early as 6 months in running speech (with priming). Since word recognition in general is argued to begin around 7-9 months, one could conclude that one's own name is probably one of the first words learned. However, one respondent (Gedeon De?k, ) pointed out "that evidence that the child's own name is differentiated from stress-pattern matched names as early as 4 months does not mean that the infant recognizes it, or knows that it refers to self. It merely indicates that the sound-pattern, or a rough approximation of the sound pattern, has started to take on some discriminant status in recognition memory". James Morgan () refers to a recent study in which he and his colleagues found that : When 5.5-month-olds hear one word consistently paired with their name across several sentences (e.g., "There's Sally's bike. Sally's bike has big wheels") and another word consistently paired with another phonologically similar name (e.g., "That's Hannah's cup. Hannah's cup has red flowers."), and are later tested for their preferences for the words in isolation, infants (1) listen longer to the word paired with their own name and (2) listen no longer to the word paired with the foil name than to words with which they had not been familiarized. That is, it may be inferred that infants can recognize the word paired with their name in fluent speech. Previous studies have indicated that infants fail to recognize words in fluent speech until about 7.5 months. We are presently conducting a follow-up study pitting words paired with "Mommy" or "Mama" (whichever the infant is regularly exposed to) versus "Lola" or "Lollie". Preliminary results from this study suggest that 5.5-month-olds do not recognize the words paired with either name. Taken together, these results suggest that infants do indeed recognize the sounds of their given names very early in development and that their names very quickly assume a special status in fluent speech processing. (the citation for this is: Heather Bortfeld, Karen Rathbun, Roberta Golinkoff, James Morgan, and Jennifer Sootsman, "Name recognition and speech segmentation"). Finally, Marilyn Vihman () referred to the related issue of the 'cocktail party phenomenon', in which a person hears their own name preferentially in unattended speech. More information on this can be found in: Wood, N. & Cowan, N. (1995). The cocktail party phenomenon revisited: How frequent are attention shifts to one's name in an irrelevant auditory channel? J.of Exp. Psych.: Learn., Mem & Cog, 21, 255-260. -- Alex HOUSEN Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Pleinlaan 2, B-1050 Brussel, Belgium Tel: +32-(0)2-629.38.84 -------------- next part -------------- An HTML attachment was scrubbed... URL: From nippold at OREGON.UOREGON.EDU Thu Mar 14 23:39:31 2002 From: nippold at OREGON.UOREGON.EDU (Marilyn Nippold) Date: Thu, 14 Mar 2002 15:39:31 -0800 Subject: Doctoral student fellowships: School-age language Message-ID: Funding is now available for the doctoral program in School-Age Language Development and Disorders at the University of Oregon, to begin September 2002. Applicants must have a Master's degree in the field of speech-language pathology and their ASHA Certificate of Clinical Competence. All applications must be submitted by May 1, 2002. Additional information and application forms are available online at the Communication Disorders & Sciences website at the following address: http://interact.uoregon.edu/cds/ You may also contact the Graduate Secretary by phone (541-346-2480) or email cds at oregon.uoregon.edu, or Professor Marilyn Nippold (nippold at oregon.uoregon.edu). From ervintrp at socrates.Berkeley.EDU Fri Mar 15 00:23:10 2002 From: ervintrp at socrates.Berkeley.EDU (Susan Ervin-Tripp) Date: Thu, 14 Mar 2002 16:23:10 -0800 Subject: Gender/ethnicity in language development Message-ID: This is a forwarded message. Please reply to nnsrt01 at aol.com I am a graduate student at Hampton University in VA. I am researching the role of gender in language development of 4 year old african american children. I haven't found much in the literature about this topic. If you have any information or would be willing to give me any suggestions I would be so very thankful. Thank you taking the time to read this e-mail. Sincerely, Tammy Sharpe Cook nnsrt01 at aol.com From macw at cmu.edu Sun Mar 17 21:22:03 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 17 Mar 2002 16:22:03 -0500 Subject: Posting from Lise Menn Message-ID: The following is a letter to Paul Smolensky from Lise Menn that discusses the certain concerns about the components of UG. Lise's email is lise.menn at colorado.edu ************* Dear Paul, At the LSA meeting in January, during the question period after your talk on how the constraints of optimality might hypothetically be represented in the genome, I tried to formulate an issue for you to consider: which constraints are good candidates for an innate mental grammar and which are not? I promised you that I would e-mail you a fuller statement of what I had in mind by my question, since the issue is a complex one and raises points that you have probably not considered. Several colleagues in the audience that day, including Shelley Velleman, John and Manjari Ohala, and Diana Ohala, were also interested in the issue and encouraged me to attempt a fairly formal exposition of my point, which is: 1. that many universals of phonology are physiologically based, 2. so that while these are represented in the mind, 3. they are not good candidates for representation in an innate mental grammar, should there in fact be such an object. As always, I remain your genial and loyal opposition, with sincere hopes of seeing Optimality develop to a level where I can't find anything to complain about. Lise Below is my full statement, with lecture notes by John Ohala to make some of the aerodynamic arguments explicit. It would be better as an attachment, since it is so long, but network constraints make that problematic. Anyone who would like either my statement or the PowerPoint version of John's lecture notes is welcome to e-mail me for them. (lise.menn at colorado.edu) ***************************************************************** Phonetic manifesto: Cave fish are blind, or, Why many innate universals of language are not candidates for inclusion in an innate grammar Lise Menn, with Shelley Velleman & John Ohala References and acoustic physics argument provided by John Ohala Assuming (only for the sake of argument!) that some parts of phonology are determined by a genetically-controlled universal grammar (innate UG), and that 'grammar' refers to a mental language-data processing mechanism, we argue that EVEN THOUGH CERTAIN CHARACTERISTICS OF PHONOLOGY ARE UNIVERSAL, they are poor candidates for inclusion in such an innate UG. We use optimality theory as a basis for exposition. Cave fish are blind. If natural selection maintains properties of an organism, they are either useful to survival in some way, or byproducts of something else that is useful. Natural selection typically fails to maintain characteristics that are either useless (eyes in a cave) or redundant. (Another putative example is the ability to synthesize vitamin C in primates who have good access to fruit and other sources; see article on Vitamin C in The Cambridge World History of Food.) Useless or redundant characteristics of course MAY be maintained because they are accidental by-products of some other capacity (the appendix in the human gastro-intestinal tract; 'spandrels', in a popular metaphor). If a property of language is a consequence of human (vocal tract) anatomy, auditory processing, or other non-mental circumstances, it does not need also to be part of a MENTAL grammar. For example, the constraint strongly disfavoring speech sounds made with ingressive pulmonic airflow (as in gasping, or sucking air in through the teeth) presumably is due to something about human breath control, the fact that dry air is bad for the mucous membranes of the mouth and larynx, etc. Furthermore, speakers making such sounds quickly discover the discomfort and the effort that they cause, through ordinary sensory feedback circuits, so there is no need for a pre-wired mental counterpart to the physical facts. Many violable constraints are demonstrably based on anatomy, muscle control, and other physical properties of the vocal tract. Some are rather strong, like the constraint against nasal fricatives (which demand a lot of airflow); some are very weak, like those against specific consonants - */p/, */g/, */h/, which are very common yet occasionally absent. See the appended adaptation of an Ohala power-point lecture on airflow requirements for fricatives and voicing. These constraints are indeed as innate as having a nose and mouth. But they are not MENTAL constraints, they are PHYSIOLOGICAL constraints. So the genes which control them must be genes that structure the body, not the mind. Speakers subconsciously know the constraints of their grammar, regardless of the source of the constraint. Consider the Jusczyk et al. experiments showing that infants recognize native vs. unfamiliar phonotactic patterns, not to mention the common experiences of second language learners who try to overcome their native language production patterns. In phonology, to describe language patterns as well as individual speakers' knowledge, all constraints must be represented, regardless of whether their source is transparently physiological, or perceptual, or based on general human cognitive properties, or indeed based on language-specific mental properties. Under the assumptions that some constraints might be genetically encoded as part of a mental grammar; and no constraint will be directly selected for as part of an innate mental grammar if it is redundantly a consequence of physiology & physics, and therefore both internal to and learnable by a physiologically intact child trying to make sounds, ?which constraints, if any, are good candidates for representation in a innate mental grammar? According to the argument above, the poor candidates include all constraints that are demonstrably physiological in origin (and therefore genetically encoded, but not in the mind). I think this includes at least the majority of common constraints. Indeed, anything that takes the tongue away from resting position would be easier not to do, from the speaker's point of view. [We also know that many constraints can demonstrably be learned by exposure to the ambient language (cf. the work of Jusczyk and colleagues, Aslin & colleagues). They would also be redundant in an innate grammar and therefore poor candidates for membership in a UG - but I suppose it could be counter-argued that the reason that children can learn them is that they are part of UG. I am not sure how to reach a testable hypothesis in this area.] Ohala Lecture notes (edited by LM from the original PowerPoint version) 1. For a fixed mass of air, pressure varies inversely with volume. (Boyle-Mariotte's Law)*; e.g., in a hand bicycle pump one pushes a plunger to reduce the volume of the air and thus increase the pressure. Pressure times Volume is constant for a fixed mass of air; P1V1 = P2V2. For a given volume, pressure varies directly with the mass of air inside. E.g., inflating or stiffening a car tire by pumping air into it. (We neglect the effects of temperature; we assume adiabatic conditions.) 2. The quantity of air passing through a channel varies proportionally with the diameter of the channel, and is positively correlated with the magnitude of the pressure differential across the channel. (Coffee flows from a large coffee urn in greater volume as (a) the tap is more open and (b) the greater the amount of coffee in the urn.) U = A (P at entrance - P at exit) to the a power, times C U is 'volume velocity', the quantity of air per unit time, typically, cm3/sec; A is the channel diameter; a varies between 0.5 and 1.0; c is a constant. 3. Air speed (particle velocity) varies directly with quantity of flow (volume velocity) and inversely with channel cross-dimension. (This is the principle exploited in carburetors.) This principle is relevant because the degree of turbulence and thus the noise produced during fricatives is dependent in part on how fast the air is moving past a constriction. The intensity and center frequency* of frication noise vary monotonically with particle velocity of the air flow. (When a strong wind is blowing around one's house, one can get an impression of its intensity by listening to the loudness.* But these parameters can also be affected by the resonances of the vocal tract of the noise and its "pitch".) The Bernoulli* effect: The pressure at right angles to flowing air is inversely correlated with the velocity of the air flow. This principle is important for understanding How airplanes fly Perfume atomizers Carburetors 4. The Aerodynamic Voicing Constraint Voicing requires: Vocal cords adducted (lightly approximated at the midline) Air flowing through the vocal cords. Certain articulations impact on airflow. Note: similar principles apply to trills Obstruents block or reduce the flow of air out of the oral cavity (by aerodynamic principle #3). Therefore, the air accumulates in the oral cavity and, by aerodynamic principle #2, the pressure behind the constriction increases. This reduces the pressure drop (DP = [P at entrance - P at exit]) across the vocal cords If DP goes below a certain minimum value (~ 1 or 2 cm H2O), the air flow falls below the level needed to maintain voicing and thus voicing will be extinguished. 5. Factors favoring voicing during supraglottal sounds: i) Shorter duration of the consonantal closure, since there is less time for Po (the oral cavity air pressure) to build up to a level that reduces DP below the critical level ii) Larger oral cavity (= more front place of articulation), since a larger cavity means more surface area to passively expand and thus accommodate more of the air accumulating in the oral cavity. iii) Active expansion of the oral cavity by larynx lowering, jaw lowering, augmenting velum elevation -- again, to accommodate more air accumulating in the oral cavity. iv) Velic leakage Related to the difficulty of maintaining voicing on back-articulated stops are the following: Even in languages that have /g/, the incidence of this phoneme -- both in the dictionary and in connected speech -- is often statistically much lower than for /b/ (Gamkrelidze; Wang & Crawford). Phonetically /g/ is often less voiced than /d/ and /b/. E.g., my English /g/ is commonly voiceless even intervocalically. The absolute absence of /g/ in some languages, the statistical infrequency of it in others, and its phonetic devoicing in others are all manifestations of the same basic universal factor. There is a "bias" among obstruents to be voiceless. Incidence of [voice] on obstruents in 706 segment inventories surveyed by Ruhlen. (For similar data, see Maddieson 1984.) Back-articulated voiced stops are more likely to be missing from languages with a voicing contrast among obstruents. Incidence of stop gaps by place and ?voice in 87 languages surveyed by Sherman 1975 (see similar data by Maddieson 1984). Labial Apical Velar Voiceless 34 0 0 Voiced 2 21 40 Familiar examples: Thai, Dutch, Czech (in native vocabulary) Fricatives have a greater bias against voicing than do stops. For optimal voicing, Po must be as low as possible (to keep DP high). For optimal voicing, Po must be as low as possible (to keep DP high). Both of these actions on Po cannot be done simultaneously. The result is that voiced fricatives with strong frication (e.g., [ z, 'ezh'] have a tendency to devoice; those with strong voicing (e.g., [v 'eth' ? ] tend to have weak, if any, frication. Definition: an obstruent is a sound that substantially impedes the flow of air out of the vocal tract; everything else is a sonorant.* Default: Sonorants are voiced Obstruents are voiceless *Note: these may not always be dichotomous categories; there can be a continuum according to the degree of obstruction of the air flow. However, in a great many languages, there may be a contrast in voicing in obstruents, and in a small number of languages there may be voicing contrasts on sonorants. Moreover, in many cases the voicing contrast on obstruents hinges on the relative timing of the voicing with respect to the timing of the consonantal constriction. Also, the perceptual cues for these contrasts (as with many phonetic contrasts) are multiple and frequently involve phonetic features other than simple [ ? voice]. Although there are some general tendencies, the facts must be determined for each individual language. ********************* For an attachment with a power-point version of this Ohala lecture, please e-mail him or me. 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 macw at cmu.edu Mon Mar 18 03:31:42 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 17 Mar 2002 22:31:42 -0500 Subject: Survey on video analysis Message-ID: Dear Info-CHILDES, I am conducting a survey of projects that are using video to analyze child language learning, as well as classroom interactions. If you have started using video for this, could you please drop me a note with a general description of your project, your hypotheses, and why video is important. I will summarize the results and repost them to the web. Don't worry, I wont twist you arm to contribute the data to CHILDES. I'm just trying to get a sense of what is going on in this area. Many thanks. --Brian MacWhinney From kathryn at multilingual-matters.com Mon Mar 18 14:43:54 2002 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 18 Mar 2002 14:43:54 +0000 Subject: New book from Multilingual Matters Message-ID: CULTURE-SPECIFIC LANGUAGE STYLES The Development of Oral Narrative and Literacy Masahiko Minami (San Francisco State University) Communication skills are considered extremely important for the development, preservation, and transmission of culture to future generations, and incorporate the complicated relationship between language and culture. This book focuses on an analysis of personal narratives by Japanese pre-school children. The book also analyzes mother-child narratives and joint book-reading activities. Contents: Preface 1. Introduction 2. Literature Review 3. Research Design: Methodology and Basic Concepts 4. Monologic Narrative: Narrative Development 5. Monologic Narrative Structure in Japanese 6. Parental Narrative Elicitation Styles 7. Cross-Cultural Comparison of Parental Narrative Elicitation 8. Styles of Parent-Child Book Reading in Japanese Families 9. Conclusion and Implications References/ Index Dr. Masahiko Minami has written extensively on psycho/sociolinguistics with a particular emphasis on cross-cultural comparisons of language development and narrative/discourse structure. He has published significant contributions to works covering cultural constructions of meaning, childcare quality in Japan, and East Asian students' experiences in U.S. classrooms. Child Language and Child Development No 1 March 2002 Format: 210 x 148mm 316pp Hbk ISBN 1-85359-574-8 ?49.95/ US$74.95/ CAN$99.95 Pbk ISBN 1-85359-573-X ?24.95/ US$36.95/ CAN$49.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers free shipping to any address in the world, airmail where appropriate. Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. -- Kathryn King Multilingual Matters Ltd Frankfurt Lodge, Clevedon Hall Victoria Road, Clevedon, North Somerset BS21 7HH, UK Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673 Email: kathryn at multilingual-matters.com www.multilingual-matters.com From kathryn at multilingual-matters.com Mon Mar 18 14:45:06 2002 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 18 Mar 2002 14:45:06 +0000 Subject: Another new book from Multilingual Matters Message-ID: LANGUAGE AND LITERACY IN BILINGUAL CHILDREN Edited by D. Kimbrough Oller and Rebecca E. Eilers (University of Maine) DESCRIPTION This book sets a high standard for rigor and scientific approach to the study of bilingualism and provides new insights regarding the critical issues of theory and practice, including the interdependence of linguistic knowledge in bilinguals, the role of socioeconomic status, the effect of different language usage patterns in the home, and the role of schooling by single-language immersion as opposed to systematic training in both home and target languages. The rich landscape of outcomes reported in the volume will provide a frame for interpretation and understanding of effects of bilingualism for years to come. CONTENTS Section A: Background 1. Assessing the Effects of Bilingualism D. K. Oller& B.Z. Pearson; 2. An Integrated Approach to Evaluating Effects of Bilingualism in Miami School Children D. K. Oller & R. E. Eilers. Section B: Overall Results on Language use and Standardized Test Performance 3. Bilingualism and Cultural Assimilation in Miami Hispanic Children R. E. Eilers, D. K. Oller & A. B. Cobo-Lewis; 4. Effects of Bilingualism and Bilingual Education on Oral and Written English Skills A. B. Cobo-Lewis, B. Z. Pearson, R. E. Eilers & V. C. Umbel; 5. Effects of Bilingualism and Bilingual Education on Oral and Written Spanish Skills A. B. Cobo-Lewis, B. Z. Pearson, R. E. Eilers & V. C. Umbel; 6. Interdependence of Spanish and English Knowledge in Language and Literacy among Bilingual Children A. B. Cobo-Lewis, R. E. Eilers, B Z Pearson & V. C. Umbel. Section C: Probe Studies on Complex Language Capabilities 7. Narrative Competence among Monolingual and Bilingual School Children in Miami B. Z. Pearson; 8. Command of the Mass/count Distinction in Bilingual and Monolingual Children V. C. Mueller Gathercole; 9. Grammatical Gender in Bilingual and Monolingual Children V. C. Mueller Gathercole; 10. Monolingual and Bilingual Acquisition V. C. Mueller Gathercole; 11. The Ability of Bilingual and Monolingual Children to Perform Phonological Translation D. K. Oller & A. B. Cobo-Lewis. Section D: A Retrospective View of the Research 12. Balancing Interpretations Regarding Effects of Bilingualism D. K. Oller & R. E. Eilers EDITOR INFORMATION D. Kimbrough Oller, Professor and Chair of the Department of Communication Sciences and Disorders at the University of Maine, is an international authority in language learning. His research on English and Spanish-learning children as well as bilingual children is widely published, and his earlier book The Emergence of the Speech Capacity brings together results of his research of thirty years. Rebecca E. Eilers is Professor of Psychology and Dean of the College of Liberal Arts and Sciences at the University of Maine. For nearly thirty years she has been a leading figure in infant speech perception and young child language as the primary author of a substantial literature on development of linguistic capabilities in children with Spanish and/or English in the home. Child Language and Child Development No.2 March 2002 Format: 210 x 148mm 312pp Hbk ISBN 1-85359-571-3 ?49.95/ US$74.95/ CAN$99.95 Pbk ISBN 1-85359-570-5 ?19.95/ US$29.95/ CAN$39.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers free shipping to any address in the world, airmail where appropriate. Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. -- Kathryn King Multilingual Matters Ltd Frankfurt Lodge, Clevedon Hall Victoria Road, Clevedon, North Somerset BS21 7HH, UK Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673 Email: kathryn at multilingual-matters.com www.multilingual-matters.com From F.J.Myles at soton.ac.uk Mon Mar 18 16:05:30 2002 From: F.J.Myles at soton.ac.uk (Florence Myles) Date: Mon, 18 Mar 2002 16:05:30 -0000 Subject: French SLA: Call for papers Message-ID: BRITISH ASSOCIATION FOR APPLIED LINGUISTICS B.A.A.L. / C.U.P. SEMINAR PROGRAMME 2002 WITH THE SUPPORT OF THE ASSOCIATION FOR FRENCH LANGUAGE STUDIES (AFLS) LINGUISTIC DEVELOPMENT IN FRENCH L2 18-19 JULY 2002 UNIVERSITY OF SOUTHAMPTON, UK Seminar Coordinators: Florence Myles, Ros Mitchell, Sarah Rule, Emma Marsden, University of Southampton CALL FOR PAPERS Proposals for papers (30 minutes) are invited for this two-day seminar on French SLA. The aim of the seminar is three-fold: 1. To document linguistic progression in learners of French. Papers are invited which aim to further our understanding of developmental stages in French, by documenting and analysing the development of a range of morphosyntactic structures, such as sentence structure, verbal morphology, gender, interrogation, negation, embedding, pronominal reference etc... 2. To inform current theoretical debates The seminar will aim to inform current theoretical debates about linguistic development in second language learners, in terms of the different learning mechanisms available to classroom learners (e.g. innate or learnt), and in terms of the impact of classroom instruction on development (comparison with naturalistic learners; role of formulaic language). Papers are also invited in this context. 3. To define a research agenda for French SLA A final objective of the seminar will be to discuss a research agenda for the study of French SLA. This will be achieved through a round-table at the end of the seminar. Plenary speakers: Roger Hawkins (Essex), and Daniel V?ronique (Paris) Deadline for abstracts: 8April 2002 Further information and abstracts to: Florence Myles (fjm at soton.ac.uk) or Sarah Rule (sjr1 at soton.ac.uk) Dr Florence Myles Senior Lecturer in French and Linguistics School of Modern Languages University of Southampton Southampton SO17 1BJ UK tel (0)23 80 592269 fax (0)23 80 593288 e-mail: fjm at soton.ac.uk From stemberg at interchange.ubc.ca Mon Mar 18 17:04:53 2002 From: stemberg at interchange.ubc.ca (Joseph Stemberger) Date: Mon, 18 Mar 2002 09:04:53 -0800 Subject: nativism and OT constraints Message-ID: For some (albeit too brief) discussion of nativism, OT constraints, and phonetic grounding, interested people might want to look at: 1) Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. esp. pp.62-65, but also the whole section on innateness (pp.55-66) 2) Stemberger, J. P., & Bernhardt, B. H. (1999). The emergence of faithfulness. In B. MacWhinney (Ed.), The emergence of language (pp. 417-446). Mahweh, NJ: Erlbaum. esp. pp. 430-432 One of the issues that we raise there is how any universal constraint or UNIVERSAL CONSTRAINT RANKING that is functionally based could get to be innate. We argue that it is extremely unlikely and would most likely involve the rather horrific assumption that any language with e.g. voiceless vowels leads to a decrease in evolutionary fitness. But we also invite anyone who wishes to take such a nativist point of view to work out a plausible evolutionary scenario for it. ---Joe Stemberger Linguistics UBC From gleason at bu.edu Mon Mar 18 20:22:31 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 18 Mar 2002 15:22:31 -0500 Subject: sad news re Harold Goodglass Message-ID: I am very sorry to report the death of our friend and colleague Harold Goodglass, in Boston this morning. Below is the statement issued by the Boston University School of Medicine. ------------------------------------------------------------- Harold Goodglass, PhD, Professor of Neurology and Director of the Boston University Aphasia Research Center, 1969-1996, died this morning of complications of a fall last week. He was 82. Dr. Goodglass was born in New York City August 18, 1920, graduated from Townsend Harris High School in 1935, and received a BA from City College of New York in 1939. He served in the Army Air Force from 1942 to 1946, and was discharged as a Captain. He then attended New York University, receiving an MA in Psychology in 1948 and received a Ph.D. degree in Clinical Psychology from the University of Cincinnati in 1951. Dr. Goodglass developed a special interest in aphasia early in his career and with the research support of the Veterans Administration and the National Institutes of Health he published research articles on disorders of naming in aphasia, on category specific disorders of lexical comprehension and production, on the comprehension of syntax and on the syndrome of agrammatism. He also carried out a program of studies on cerebral dominance. Among his many collaborators were Fred Quadfasel, Jean Berko Gleason, Edith Kaplan, Martin Albert, Marlene Oscar Berman, Sheila Blumstein, Nelson Butters, Norman Geschwind, Joan Borod, Arthur Wingfield, and Kim Lindfield. Dr. Goodglass became director of the Boston University Aphasia Research Center in 1969, and remained in that post until 1996. He was Professor of Neurology at Boston University School of Medicine. He was the author of over 130 research articles, and of the books Psycholinguistics and Aphasia (with Sheila Blumstein), The assessment of Aphasia and Related Disorders and the Boston Diagnostic Aphasia Examination (with Edith Kaplan), Understanding Aphasia, and Anomia (with Arthur Wingfield). He received the 1997 Gold Medal Award for Contributions to the Application of Psychology from the American Psychological Foundation. He was recently awarded a five year grant from NIH to continue his studies of aphasia. He is survived by his wife Dr. Helen Denison of Newton, his daughter Caroline of California, his son Larry of Maine, and his grandchildren. A short service will be held in the Chapel of the Jamaica Plain VA at 10:30 AM on Thursday, March 21. A memorial service will be announced at a later time. From gleason at bu.edu Tue Mar 19 17:19:47 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 19 Mar 2002 12:19:47 -0500 Subject: Correction: re Harold Goodglass service Message-ID: Apparently the brief Thursday service for Harold Goodglass that was mentioned in the BU School of Medicine announcement that I forwarded yesterday will NOT be held. A formal memorial service is being planned. -- From VVVHC at CUNYVM.CUNY.EDU Tue Mar 19 23:16:50 2002 From: VVVHC at CUNYVM.CUNY.EDU (Virginia Valian) Date: Tue, 19 Mar 2002 18:16:50 EST Subject: research assistantships available beginning 1 June 2002 Message-ID: Dear Colleagues, I have appended a job description for two full-time (or one full-time and two part-time) research assistantships in my laboratory. Forgive the formal language, which is necessary for our posting at CUNY. Please bring these positions to the attention of students and former students who might be interested. Inquiries can be sent to me at a different email address: psyhc at cunyvm.cuny.edu [NOT psych] Please do not send attachments. Sincerely, Virginia Valian Professor of Psychology and Linguistics Hunter College, 695 Park Avenue, NY, NY 10021 email: psyhc at cunyvm.cuny.edu [NOT psych] fax: 212/ 650-3247 Research Assistants in Language Acquisition and Cognitive Psychology (2 full-time or 1 full-time and 2 part-time) Department: Psychology Location: Hunter College Director: Dr Virginia Valian Duties and Responsibilities: Two full-time (or one full-time and two part-time) research assistant positions are available beginning June 2002. Assistants will work on the Language Acquisition Research Project and the Cognition and Gender Project. LARP investigates first and second language acquisition in young children and adults, as well as artificial language learning, concept learning, and language use. We use a wide variety of techniques and materials to answer basic questions about syntactic competence and performance. CGP investigates sex differences in cognitive processes, including mathematics and mental rotation. A minimum of one year is expected; funding is anticipated for five years. Assistants on the project: * record, transcribe, and analyze learners' spontaneous speech * develop materials for use in production and comprehension tasks * perform experiments with child and adult participants * analyze spontaneous speech data and experimental data * recruit child and adult participants * supervise students and interns working on the projects * keep the laboratory running smoothly The project involves constant contact with children, parents and other caregivers, adolescent and adult participants; it also requires the coordination of many different activities. Assistants' patience, courtesy, and maturity are thus important. Assistants must work well with children, adolescents, and adults; understand and accommodate the concerns and needs of children and caregivers; and be highly organized, reliable, and punctual. Qualifications: * BA required * preferred major: psychology or cognitive science * preferred course background: cognitive psychology, experimental psychology, statistics, developmental psychology, basic syntax, cognitive science, language acquisition * preferred research experience: previous laboratory research, if possible including transcribing speech; work with two- year-olds * preferred computer skills: basic word-processing skills, database management, graph and slide presentation * preferred statistical skills: knowledge of computer packages such as SPSS Salary: $22,500 - $27,500 for full-time; 19 hours per week at $12-16/hour for part-time Description and instructions on how to apply for the vacancy: Review of candidates will begin immediately and continue until the positions are filled. To apply, submit by mail: a cover letter which summarizes your qualifications; a transcript (unofficial is acceptable); a summary list of relevant courses; a description of previous work with young children; a description of computer skills and research experience; SAT or GRE scores. Ask two faculty for a letter of recommendation that will address your research skills or promise. Include those letters in sealed envelopes along with your application. Address: Dr. Virginia Valian, Department of Psychology, Hunter College, 695 Park Avenue, New York, NY 10021 Voice: 212/ 772-5557 Fax: 212/ 650-3247 From michael at giccs.georgetown.edu Wed Mar 20 19:44:53 2002 From: michael at giccs.georgetown.edu (Michael Ullman) Date: Wed, 20 Mar 2002 14:44:53 -0500 Subject: Research Assistant position Message-ID: RESEARCH ASSISTANT BRAIN AND LANGUAGE LAB, GEORGETOWN UNIVERSITY. We are seeking a full-time Research Assistant in the Brain and Language Lab. The lab is at Georgetown University, and is affiliated with the Departments of Neuroscience, Linguistics, Psychology and Neurology. The members of the lab carry out research on the neural, computational and psychological bases of language, including morphology, syntax and both conceptual and compositional semantics. We examine these domains in several languages, including English, Spanish, Italian, Russian and Japanese. We also probe the relation between these language domains and specific non-language domains, in particular memory and motor functions - focusing on declarative and procedural memory - and their neural correlates. We additionally investigate sex differences in language, second language learning and processing, the recovery of language following neural damage, and the neuro-pharmacological bases of language. We use multiple complementary methodological approaches to test our hypotheses, with the goal of obtaining converging evidence: (1) psycholinguistic studies of cognitively unimpaired adults (e.g., probing working memory); (2) developmental investigations of normal children and of children and adults with developmental disorders (Specific Language Impairment, Williams syndrome, phenylketonuria, and autism); (3) neurological studies of patients with adult-onset brain damage (Alzheimer's, Parkinson's, or Huntington's disease, cerebellar damage, or aphasia); (4) neuroimaging studies of normal and cognitively impaired subjects, using electroencephalography / Event-Related Potentials (EEG/ERPs), magnetoencephalography (MEG), and functional Magnetic Resonance Imaging (fMRI); (5) pharmacological experiments of normal and cognitively impaired subjects (e.g., manipulating acetylcholine or estrogen). The lab has a high-end 96-channel EEG/ERP system. fMRI is also performed at Georgetown, on either a 1.5T or 3T magnet. MEG can be carried out at a nearby institution. The members of the lab have expertise in a variety of disciplines, including several areas of theoretical linguistics, psycholinguistics, cognitive psychology, cognitive neuroscience, neuroimaging and neuro-pharmacology. We collaborate intensively with other groups at Georgetown University (particularly in Linguistics and Neurology), and at other institutions in the US and in other countries (Canada, UK, Italy, Germany). The successful candidate will have the opportunity to be involved in a number of these projects, and to carry out her/his own study(ies). S/he will have responsibility for multiple aspects of laboratory management and organization, including overseeing undergraduate work-study students, and working with other lab members in preparing and managing grants, creating experimental stimuli, and setting up and running experiments. Minimum requirements for the position include a B.A. or B.S., and at least some research experience, in language, cognition, neuroscience, or a related field. Competence with Macintosh, Windows, or UNIX is highly desirable, as is some background in statistics. A car is preferable because subject testing is conducted at multiple sites. The candidate must be extremely energetic, hard-working, organized and responsible, and be able to work with a diverse group of people. To ensure that the candidate has sufficient time to learn and to be productive, s/he should be available to work for at least two years. The start date must be not later than late spring or early summer 2002. Interested candidates should email Michael Ullman a resume, with the names of two references. Georgetown University is an Affirmative Action/Equal Opportunity employer. The position includes health and dental benefits. Michael Ullman Director, Brain and Language Laboratory Assistant Professor Departments of Neuroscience, Linguistics, Psychology and Neurology Georgetown University Washington, DC Email: michael at georgetown.edu From boehning at kronos.ling.uni-potsdam.de Thu Mar 21 13:22:16 2002 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Thu, 21 Mar 2002 14:22:16 +0100 Subject: New Application deadline: CHAIR IN PSYCHOLINGUISTICS Message-ID: Attention! New application deadline is 14 April 2002. The Department of Linguistics (Faculty of Human Sciences) of the University of Potsdam, Germany, announces the following position vacancy: Chair (C4) in Psycholinguistics (Impaired and Unimpaired Language Acquisition) Candidates must be willing to cooperate with the patholinguistics program in research and teaching. The patholinguistics program focuses from a linguistic perspective on first language acquisition and its disorders, on normal language processing and on acquired language disorders. Given the practical and interdisciplinary nature of the curriculum, experience in clinical work and readiness to cooperate with pediatric doctors, speech and language therapists and clinical psychologists is desirable. Graduates from this program find employment as speech and language therapists or as researchers in psycho- and neurolinguistics. The deadline for applications is April 15, 2002. A curriculum vitae, letter of application, selected publications, statement of teaching experience and research interests should be sent to University of Potsdam The President Am Neuen Palais 10 / P.O. Box 601553 14469 Potsdam / 14415 Potsdam Germany Please also inform colleagues who could be interested in the position. ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From onos at asu.aasa.ac.jp Fri Mar 22 08:10:27 2002 From: onos at asu.aasa.ac.jp (Seiko Ono) Date: Fri, 22 Mar 2002 17:10:27 +0900 Subject: JBIB Search In-Reply-To: <3C99DE88.65DD5AEC@kronos.ling.uni-potsdam.de> Message-ID: 2002/03/22 Dera all, If it is possible for you to handle Japanese language at your terminal, please visit the following site: ??http://cow.lang.nagoya-u.ac.jp/jbib/jbibsearch.html We would be very happy if you could leave your requests in Japanese or English at the following: ??http://cow.lang.nagoya-u.ac.jp/cgi-bin/bbs/customboard.cgi? Please cite the following when you use it in writing your papers: Ono, Seiko, Kiyoshi Ohtomo, Harumi Kobayashi, Hidetoshi Sirai, Junko Sirai, ??Masatoshi Sugiura, Makiko Hirakawa, Yahiro Hirakawa, Emiko Yukawa, ??Shigenori Wakabayashi (Eds.). 2001. JBIB Search. ??(http://cow.lang.nagoya-u.ac.jp/jbib/) Thanks in advance. SEIKO ONO (Mr.) Aichi Shukutoku University, NAGOYA, 464-8671, JAPAN From macw at cmu.edu Mon Mar 25 23:07:41 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 25 Mar 2002 18:07:41 -0500 Subject: IASCL 2008 Message-ID: Dear Colleagues, The International Association for the Study of Child Language (IASCL) would like to issue a Request for Proposals (RFP) for sites that might be interested in hosting our meeting in 2008. The full text of this RFP is located at http://childes.psy.cmu.edu/html/rfp.html. We will be meeting in Madison this year and in Berlin in 2005. Making this RFP at this time reflects our interest in planning meetings well in advance to allow organizers time to settle out local details, as well as our interest in allowing members to evaluate alternative proposals during our business meetings which only occur each third year. Proposals are due by July 1 this year and should be sent to me at macw at cmu.edu. Proposals submitted by this time will be presented to the business meeting at Madison. Please send any questions directly to me at macw at cmu.edu. Best wishes, Brian MacWhinney, IASCL From macw at cmu.edu Fri Mar 29 22:09:37 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 29 Mar 2002 17:09:37 -0500 Subject: Video usage Message-ID: Dear Info-CHILDES, I received about 20 responses to my query about video resources. Unfortunately, due to a mail glitch, I lost about five of the replies, but I can reconstruct most of the ones I missed. It appears that virtually all new data collection uses digital video, whereas older video is either VHS or reel-to-reel. People often mentioned their willingness and intention to contribute these data to CHILDES, even without my prodding, so it is clear that we are going to have a lot of video data soon. The barrier will be finding out a good fast way to get this all digitized and then figuring out a proper way of distributing pieces of the video database to interested people. So far, this is looking quite good. Here is a summary of the replies. Sign Language: (People studying this noted that everyone studying sign language has to use video, so it was a bit misleading to ask about whether video is used in this case. Despite this, it is interesting to note that not everyone in this area is using digital video.) 1. Gary Morgan (City University - London) is using video in his studies of sign language acquisition. 2. Bruce Tomblin (Iowa) is studying the effects of cochlear implants, but needs to track both verbal and manual communication. 3. Amy Weinberg (Berkeley) is studying deaf children aged 18 to 42 months with an emphasis on the acquisition of attention-getting devices. Social mechanisms of early language development: 1. Pam Rollins (UTDallas) is investigating attunement and the communication of intention during the period of 6 to 12 months. 2. Manuela Wagner (Harvard, Graz, and MPI-Frankfurt) has studied several groups of German infants and their mothers to understand the development of intentionality in communication in normally developing and atypical children. These data are currently in CHILDES, but will be under restricted usage conditions for a year or two. 3. Mike Forrester (Nottingham) has done CA analysis of interactions with his daughter. One of these is in CHILDES. 4. Takeo Ishii (Kyoto) has a large video database of his interactions with his son that he has contributed to CHILDES. 5. Virginia Yip and Steven Matthews have an ongoing project using video to study bilingual Cantonese-English development. The first files from this project are already in CHILDES. 6. Masahiko Minami (SFSU) has used video to study communication in Japanese preschools in Japan and the Bay Area. Second language acquisition: 1. Kanae Igarashi (CMU) is studying English children learning Japanese in elementary school. She is mostly using the video as a contextual backup. 2. Mela Sarkar (McGill) is studying 18 immigrant children aged 5-6 learning French in inner-city Montreal. Topics include teacher scaffolding, nonverbal behavior, teaching practices, classroom dynamics, and growth in learner competence. She plans to contribute these data to CHILDES. 3. Katerina Marshfield (Braunschweig) is organizing data analysis for a project known as FFS Saxony which studies the learning of English, French, and Czech by 7-8 year olds at seven primary schools in Saxony. Data are collected using a second of three interview tasks The focus is on collecting speech with minidisk, but digital video is used as a supplement to the transcript analysis. The data will be contributed to CHILDES. Existing video databases: 1. Lorraine McCune's (Rutgers) cross-sectional and longitudinal studies from the early 1980s, which we hope to digitize and include in CHILDES beginning in May. 2. Edy Veneziano (Geneva) has video material on 12 French-learning children who were followed longitudinally. There are also separate audio recordings for many of these children. 3. Marilyn Vihman (Bangor) has used video since 1980 to identify words and other communicative behaviors during the period of the first words in English, French, Japanese, Swedish, and Welsh. The emphasis has been on the use of video to clarify aspects of phonological and prosodic analysis. 4. Eve Clark (Stanford) has been collecting video in conjunction with several studies over recent years. Unfortunately, I lost the message that detailed the shape of these data. 5. Elizabeth Bates (UCSD) has a full set of video data to accompany the audio files of the Bates corpus now in CHILDES. She will contribute these data to CHILDES. 6. Susana Ornat (Madrid) has video to accompany the Ornat corpus now in CHILDES. She will contribute these data to CHILDES soon. New video corpora: 1. Elena Lieven (MPI-Leipzig, Manchester) is collecting new densely sampled corpora with five hours of speech from each subject per week. Of these five hours, one hour will include video. 2. Jordan Zlatev and Sudaporn Luksaaneeyanawin are constructing a new video corpus of children learning Thai with an emphasis on parentese, early words, and the communication of intentionality and emotion. 3. Virginia Yip and Steven Matthews are continuing the study mentioned above. Turning outside the domain of child language acquisition, there are huge collections of video of classroom interaction at Vanderbilt, Wisconsin, and the LRDC in Pittsburgh. There also appears to be a group of sociolinguists studying peer group interactions in older children. These additional emphases often fit in well with some interests of child language researchers. --Brian MacWhinney From tionin at MIT.EDU Sat Mar 30 01:36:58 2002 From: tionin at MIT.EDU (Tania R Ionin) Date: Fri, 29 Mar 2002 20:36:58 -0500 Subject: North East Linguistic Society 33 - 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 (Tubingen) 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 (Nanzen University) 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/call.html 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 plain text (preferable) or PDF formats. 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