From sues at xtra.co.nz  Mon Nov  4 09:23:10 2002
From: sues at xtra.co.nz (sues)
Date: Mon, 4 Nov 2002 22:23:10 +1300
Subject: jbgilbert address?
Message-ID: <MON.4.NOV.2002.222310.1300.SUES@XTRA.CO.NZ>

Dear List members

Does any know of Judy Gilbert's new email address?? Her old one no longer works - or comes back to me anyway. It was jbgilbert at compuserve.com.

Very grateful for your help

Sue Sullivan

Lecturer
School of English
Otago Polytechnic
Dunedin
New Zealand
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From santelmannl at pdx.edu  Mon Nov  4 18:42:05 2002
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Mon, 4 Nov 2002 10:42:05 -0800
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <B9E5BFEC.4548%macw@cmu.edu>
Message-ID: <MON.4.NOV.2002.104205.0800.SANTELMANNL@PDX.EDU>

A student of mine recently gave a presentation in our psycholinguistics
class on deafness and reading/word recognition. One of the questions that
came up during our discussion of the topic and the models for reading was
what happens when deaf individuals are learning to read logographic
languages (such as Chinese or Japanese kanji), since these languages may
require little (or no?) phonological processing.

I've done a preliminary search and haven't come up with much literature at
all in this area at all. I have found some research on reading in
Chinese/Japanese and dyslexia, but not with deaf individuals.

Does anyone know of research on learning to read in Chinese or Japanese (or
other logographic languages) by deaf individuals?

Thank you for your help, I will post a summary of replies.

***********************************************************************************
Lynn Santelmann
Assistant Professor
Department of Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
Phone: 503-725-4140
Fax: 503-725-4139
e-mail: santelmannl at pdx.edu (last name + first initial)
web: www.web.pdx.edu/~dbls
Tommy pictures:
  http://www.netinteraction.com/thomas/
*****************************************************************************************


From ellinac at email.eden.rutgers.edu  Mon Nov  4 19:00:35 2002
From: ellinac at email.eden.rutgers.edu (Ellina Chernobilsky)
Date: Mon, 4 Nov 2002 14:00:35 -0500
Subject: Question to the community
Message-ID: <MON.4.NOV.2002.140035.0500.ELLINAC@EMAIL.EDEN.RUTGERS.EDU>

--
Does anyone know if there are any good ways to establish language
dominance in bilinguals (esp. five and six year olds)? Any references
to the research on this topic or methodology for establishing the
language dominance will be greatly appreciated.
Thank you.
Ellina Chernobilsky
PhD Student
Rutgers University


From jdb5b at j.mail.virginia.edu  Tue Nov  5 14:53:52 2002
From: jdb5b at j.mail.virginia.edu (John D. Bonvillian)
Date: Tue, 5 Nov 2002 09:53:52 -0500
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <5.1.0.14.0.20021104103511.039cf860@pop3.norton.antivirus>
Message-ID: <TUE.5.NOV.2002.095352.0500.JDB5B@J.MAIL.VIRGINIA.EDU>

Dear Professor Santelmann,
	My memory is a little dim, but I recall that
Rosslyn Gaines of UCLA pursued the topic of reading skills
in Chinese deaf children back in the 1980s.  Basically,
I recall that she presented her findings at a couple of
conferences that I attended in the late 1980s.  I hope this
lead proves helpful.
                          Sincerely,
                          John Bonvillian
On Mon, 04 Nov 2002 10:42:05 -0800 Lynn Santelmann
<santelmannl at pdx.edu> wrote:
>
>
> A student of mine recently gave a presentation in our psycholinguistics
> class on deafness and reading/word recognition. One of the questions that
> came up during our discussion of the topic and the models for reading was
> what happens when deaf individuals are learning to read logographic
> languages (such as Chinese or Japanese kanji), since these languages may
> require little (or no?) phonological processing.
>
> I've done a preliminary search and haven't come up with much literature at
> all in this area at all. I have found some research on reading in
> Chinese/Japanese and dyslexia, but not with deaf individuals.
>
> Does anyone know of research on learning to read in Chinese or Japanese (or
> other logographic languages) by deaf individuals?
>
> Thank you for your help, I will post a summary of replies.
>
> ***********************************************************************************
> Lynn Santelmann
> Assistant Professor
> Department of Applied Linguistics
> Portland State University
> P.O. Box 751
> Portland, OR 97201-0751
> Phone: 503-725-4140
> Fax: 503-725-4139
> e-mail: santelmannl at pdx.edu (last name + first initial)
> web: www.web.pdx.edu/~dbls
> Tommy pictures:
>   http://www.netinteraction.com/thomas/
> *****************************************************************************************
>
>


From charles.watkins at wanadoo.fr  Tue Nov  5 08:30:56 2002
From: charles.watkins at wanadoo.fr (Charles Watkins)
Date: Mon, 4 Nov 2002 20:30:56 -1200
Subject: Question to the community
Message-ID: <MON.4.NOV.2002.203056.1200.CHARLES.WATKINS@WANADOO.FR>

I am pretty certain there is a mathematical formula suggested in "Raising
Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
published by Multilingual Matters (definitely). I can't lay my hands on the
book just at present, but if you don't know it already I'll try to get back
to you on this.

Charles Watkins
Professeur Agrégé en Première et Lettres Supérieures,
Lycée Molière, Paris, France.
-----Message d'origine-----
De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
Date : lundi 4 novembre 2002 07:08
Objet : Question to the community


>
>--
>Does anyone know if there are any good ways to establish language
>dominance in bilinguals (esp. five and six year olds)? Any references
>to the research on this topic or methodology for establishing the
>language dominance will be greatly appreciated.
>Thank you.
>Ellina Chernobilsky
>PhD Student
>Rutgers University
>
>
>


From a.karmiloff-smith at ich.ucl.ac.uk  Tue Nov  5 20:14:14 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Tue, 5 Nov 2002 20:14:14 +0000
Subject: Question to the community
In-Reply-To: <001801c28572$d445b7e0$b6bafac1@sylviewa>
Message-ID: <TUE.5.NOV.2002.201414.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

I, too, suggesting rapid counting or addition.  Anecdotally one
always falls back into one's mother tongue.  Not so for phone
numbers.  It seems to depend on where one learnt them, so my British
numbers I recalkl in English, but the Swiss ones I always first have
to say to myself in French.,  However, I *always* add in English.  I
don't know of any research in the area though.
Annette

At 8:30 PM -1200 4/11/02, Charles Watkins wrote:
>I am pretty certain there is a mathematical formula suggested in "Raising
>Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
>published by Multilingual Matters (definitely). I can't lay my hands on the
>book just at present, but if you don't know it already I'll try to get back
>to you on this.
>
>Charles Watkins
>Professeur Agrégé en Première et Lettres Supérieures,
>Lycée Molière, Paris, France.
>-----Message d'origine-----
>De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
>À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
>Date : lundi 4 novembre 2002 07:08
>Objet : Question to the community
>
>
>>
>>--
>>Does anyone know if there are any good ways to establish language
>>dominance in bilinguals (esp. five and six year olds)? Any references
>>to the research on this topic or methodology for establishing the
>>language dominance will be greatly appreciated.
>>Thank you.
>>Ellina Chernobilsky
>>PhD Student
>>Rutgers University
>>
>>
>>


From a.karmiloff-smith at ich.ucl.ac.uk  Tue Nov  5 20:11:28 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Tue, 5 Nov 2002 20:11:28 +0000
Subject: faces
Message-ID: <TUE.5.NOV.2002.201128.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

I know there is research showing that infants prefer "beautiful"
(symmetrical) faces over others, but is there research showing that
they prefer children's faces over adult ones, or female over male
etc.? Or other such preferences?  Idem with voices.  I know they can
discriminate, and believe that they prefer motherese over
adult-directed speech, but do they show preference for child voices
over adult, female over male, etc.?
All info most appreciated.
thanks
Annette


From tmintz at usc.edu  Tue Nov  5 20:53:04 2002
From: tmintz at usc.edu (Toby Mintz)
Date: Tue, 5 Nov 2002 12:53:04 -0800
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.125304.0800.TMINTZ@USC.EDU>

I believe Cutler, Mehler, Norris, & Segui (Limits on bilingualism, Nature Vol
340, Jul 1989, 229-230) rated dominance by asking subjects which language they
would prefer to keep if they were in a car accident and lost one of their
languages.  I'm vague on the details, so I recommend checking the original
source.

Toby Mintz


> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>




--
====================================
Toben H. Mintz
Assistant Professor                              Tel: (213) 740-2253
Dept. of Psychology                              Fax: (213) 746-9082
SGM 501                                          tmintz at usc.edu
University of Southern California
Los Angeles, CA 90089-1061


From lnpnwh at leeds.ac.uk  Tue Nov  5 21:15:24 2002
From: lnpnwh at leeds.ac.uk (lnpnwh)
Date: Tue, 5 Nov 2002 21:15:24 -0000
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.211524.0000.LNPNWH@LEEDS.AC.UK>

Counting might not necessarily give you a clear indication of language
dominance. Personally, I tend to count in English up to 20 and then switch
to German after that, i.e.

eighteen - nineteen - twenty - einundzwanzig (lit. one and twenty) -
zweiundzwanzig (lit. two and twenty)

Sums are probably better, however, I suspect you do your sums in the
language in which you were taught to do sums, which again is not necessarily
your most dominant language. (Although if you received most of your
schooling in that language, it is very likely to be the dominant one). So in
the end it's no different from the phone numbers.

Nicole

-----------------------------------------------
Nicole Whitworth
Dept. of Linguistics & Phonetics
University of Leeds
Leeds
LS2 9JT
UK

phone:   +44 (0)113 233 3550
email:     lnpnwh at leeds.ac.uk
---------------------------------------------


----- Original Message -----
From: "Annette Karmiloff-Smith" <a.karmiloff-smith at ich.ucl.ac.uk>
To: "Charles Watkins" <charles.watkins at wanadoo.fr>; "info-childes"
<info-childes at mail.talkbank.org>; "Ellina Chernobilsky"
<ellinac at email.eden.rutgers.edu>
Sent: Tuesday, November 05, 2002 8:14 PM
Subject: Re: Question to the community


> I, too, suggesting rapid counting or addition.  Anecdotally one
> always falls back into one's mother tongue.  Not so for phone
> numbers.  It seems to depend on where one learnt them, so my British
> numbers I recalkl in English, but the Swiss ones I always first have
> to say to myself in French.,  However, I *always* add in English.  I
> don't know of any research in the area though.
> Annette
>
> At 8:30 PM -1200 4/11/02, Charles Watkins wrote:
> >I am pretty certain there is a mathematical formula suggested in "Raising
> >Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
> >published by Multilingual Matters (definitely). I can't lay my hands on
the
> >book just at present, but if you don't know it already I'll try to get
back
> >to you on this.
> >
> >Charles Watkins
> >Professeur Agrégé en Première et Lettres Supérieures,
> >Lycée Molière, Paris, France.
> >-----Message d'origine-----
> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>
>
>


From ann.dowker at psy.ox.ac.uk  Tue Nov  5 21:14:51 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Tue, 5 Nov 2002 21:14:51 +0000
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <SIMEON.10211050952.A@bonvillian-p75.config.mail.virginia.edu>
Message-ID: <TUE.5.NOV.2002.211451.0000.ANN.DOWKER@PSY.OX.AC.UK>

There are some potentially relevant papers by Flaherty; e.g.

Flaherty, M. (2000). Memory in the deaf: a cross-cultural study in English
and Japanese. American Annals of the Deaf, 145, 237-244.

There could well be relevant papers in "Journal of Deaf Studies and Deaf
Education".

Ann


From ann.dowker at psy.ox.ac.uk  Tue Nov  5 21:19:54 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Tue, 5 Nov 2002 21:19:54 +0000
Subject: Question to the community
In-Reply-To: <p05100372b9edd6c30ab8@[194.82.244.221]>
Message-ID: <TUE.5.NOV.2002.211954.0000.ANN.DOWKER@PSY.OX.AC.UK>

Ellen Bialystok's work may be useful here; e.g.

Bialystok, E. (1988). Levels of bilingualism and levels of language
awareness. Developmental Psychology, 24, 560-567

and some later papers.

Best wishes,

Ann


> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>
> 
> 
> 


From TUkraine at uwyo.edu  Tue Nov  5 22:23:26 2002
From: TUkraine at uwyo.edu (Teresa A. Ukrainetz)
Date: Tue, 5 Nov 2002 15:23:26 -0700
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.152326.0700.TUKRAINE@UWYO.EDU>

Just a note to say that it is refreshing to hear reflections about bilingual dominance from personal knowledge.  Typical American educational conversations involve theoretical discussions and standardized testing.  
Teresa Ukrainetz


> ----------
> From: 	Ann Dowker
> Sent: 	Tuesday, November 5, 2002 2:19 PM
> Cc: 	info-childes; Ellina Chernobilsky
> Subject: 	Re: Question to the community
> 
> Ellen Bialystok's work may be useful here; e.g.
> 
> Bialystok, E. (1988). Levels of bilingualism and levels of language
> awareness. Developmental Psychology, 24, 560-567
> 
> and some later papers.
> 
> Best wishes,
> 
> Ann
> 
> 
> > >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> > >À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> > >Date : lundi 4 novembre 2002 07:08
> > >Objet : Question to the community
> > >
> > >
> > >>
> > >>--
> > >>Does anyone know if there are any good ways to establish language
> > >>dominance in bilinguals (esp. five and six year olds)? Any references
> > >>to the research on this topic or methodology for establishing the
> > >>language dominance will be greatly appreciated.
> > >>Thank you.
> > >>Ellina Chernobilsky
> > >>PhD Student
> > >>Rutgers University
> > >>
> > >>
> > >>
> > 
> > 
> > 
> 
> 
> 
> 
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From k.j.alcock at city.ac.uk  Tue Nov  5 22:40:29 2002
From: k.j.alcock at city.ac.uk (Alcock, Katie)
Date: Tue, 5 Nov 2002 22:40:29 -0000
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.224029.0000.K.J.ALCOCK@CITY.AC.UK>

Some slightly more objective work than the anecdotes suggested here (sorry,
I just have a hard time with the idea of asking someone to lose a language!)
has been done by Kathy Kohnert, particularly looking at naming skill and
speed as children who started schooling with one language go through school.
I can't recall the exact reference but I think it's in Brain and Language.

In summary if you start school at about 6 then you become equal in home and
school languages at about 8 and then cross over at 10 to become dominant in
school language.

Two of my undergraduates have replicated this - one only in 9 year olds
(they were English dominant or equal in the two languages, and ones who were
equal in the two knew more names of objects - if allowed to name in either
language - than English monolinguals, if I recall correctly).  The other
looked at development and roughly replicated Kathy's findings.

Her paper may be under Kohnert-Rice.

Katie
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From kawahata at hawaii.edu  Tue Nov  5 23:00:26 2002
From: kawahata at hawaii.edu (Catherine Kawahata)
Date: Tue, 5 Nov 2002 13:00:26 -1000
Subject: Question to the community
In-Reply-To: <B130143782CA2E4F962F486A09C897D1011AAFD6@exsvr01.city.ac.uk>
Message-ID: <TUE.5.NOV.2002.130026.1000.KAWAHATA@HAWAII.EDU>

Hi!

I'm not sure if this is the study Katie is referring to, but I think it
addresses the same questions and documents the crossover effect in this
particular population of children:

Kohnert, K. J., Bates, E., & Hernandez, A. E. (1999). Balancing
bilinguals:  Lexical semantic production and cognitive processing in
children learning Spanish and English. Journal of Speech, Language, and
Hearing Research, 42, 1400-1413.

Katie, I wonder if you remember which language pairs your students looked
at.  Also Spanish-English?  I'd be interested in hearing more.

I've lost the beginning of this thread, but to the person who asked the
original question (Ellina?), do you think the literature on bilingual
digit span would be helpful?  I've lent out my copy of the following
article, but if memory serves me, it might relate to your question of
establishing dominance.

Chincotta, D., & Underwood, G. (1998). Non temporal determinants of
bilingual memory capacity:  The role of long-term representations and
fluency. Bilingualism:  Language and Cognition, 1(2), 117-130.

I'm not that familiar with this type of work, but hope it helps.

Good luck!

Cathy

Catherine Kawahata
University of Hawai'i at Manoa
Department of Linguistics
1890 East-West Rd., Moore 569
Honolulu, Hawaii 96822


On Tue, 5 Nov 2002, Alcock, Katie wrote:

> Some slightly more objective work than the anecdotes suggested here (sorry,
> I just have a hard time with the idea of asking someone to lose a language!)
> has been done by Kathy Kohnert, particularly looking at naming skill and
> speed as children who started schooling with one language go through school.
> I can't recall the exact reference but I think it's in Brain and Language.
>
> In summary if you start school at about 6 then you become equal in home and
> school languages at about 8 and then cross over at 10 to become dominant in
> school language.
>
> Two of my undergraduates have replicated this - one only in 9 year olds
> (they were English dominant or equal in the two languages, and ones who were
> equal in the two knew more names of objects - if allowed to name in either
> language - than English monolinguals, if I recall correctly).  The other
> looked at development and roughly replicated Kathy's findings.
>
> Her paper may be under Kohnert-Rice.
>
> Katie
>


From kohne005 at umn.edu  Wed Nov  6 00:58:06 2002
From: kohne005 at umn.edu (Kathryn J. Kohnert)
Date: Tue, 5 Nov 2002 18:58:06 -0600
Subject: Question to the community
In-Reply-To: <Pine.GSO.4.33.0211051244380.28174-100000@uhunix2>
Message-ID: <TUE.5.NOV.2002.185806.0600.KOHNE005@UMN.EDU>

Good evening,
A couple of other studies which serve to further temper static notions of
language balance and dominance in developing bilinguals (in this case,
young second language learners) are provided below. It seems that what's
dominant varies as a question of what's measured (e.g., receptive vs.
expressive skills; processing efficiency vs. overall knowledge etc) as a
function of language and cognitive experience as well as individual
differences. Language dominance, like language proficiency, is very dynamic
in these young L2 learners, and the clinical utility of identifying a
dominant language at a certain point in time is unclear. Dominance is also
a relative notion--- using a within-child comparison--- so getting back to
the very interesting original post to the list, I feel that the critical
question underlying the method  for establishing dominance is the
rationale/motivation for doing so in a given population.
Kohnert, K. & Bates, E. (2002). Balancing Bilinguals II: Lexical
Comprehension and Cognitive Processing in Children Learning Spanish and
English. Journal of Speech, Language, and Hearing Research, 45, 347  359.

Kohnert, K. (2002). Picture Naming in Early Sequential Bilinguals: A 1-Year
Follow-up. Journal of Speech, Language, and Hearing Research, 45, 759  771.
            Kohnert, K. J., Hernandez, A. E., & Bates, E. (1998). Bilingual
performance on the Boston Naming Test: Preliminary      norms in Spanish
and English. Brain and Language, 65, 422-440.
In addition to the studies cited above, Pui Fong Kan, as part of her
graduate research at the UMN, has done work looking at preschoolers
learning a second language (Hmong-English bilinguals). Her lexical
production study was presented at SRCLD/IASCL,Madison WI (2002) [Kan &
Kohnert], and her receptive studies will be presented at ASHA in Nov 2002
in Atlanta (Kan & Kohnert).

Take care,
Kathryn
At 01:00 PM 11/5/02 -1000, Catherine Kawahata wrote:
>Hi!
>
>I'm not sure if this is the study Katie is referring to, but I think it
>addresses the same questions and documents the crossover effect in this
>particular population of children:
>
>Kohnert, K. J., Bates, E., & Hernandez, A. E. (1999). Balancing
>bilinguals:  Lexical semantic production and cognitive processing in
>children learning Spanish and English. Journal of Speech, Language, and
>Hearing Research, 42, 1400-1413.
>
>Katie, I wonder if you remember which language pairs your students looked
>at.  Also Spanish-English?  I'd be interested in hearing more.
>
>I've lost the beginning of this thread, but to the person who asked the
>original question (Ellina?), do you think the literature on bilingual
>digit span would be helpful?  I've lent out my copy of the following
>article, but if memory serves me, it might relate to your question of
>establishing dominance.
>
>Chincotta, D., & Underwood, G. (1998). Non temporal determinants of
>bilingual memory capacity:  The role of long-term representations and
>fluency. Bilingualism:  Language and Cognition, 1(2), 117-130.
>
>I'm not that familiar with this type of work, but hope it helps.
>
>Good luck!
>
>Cathy
>
>Catherine Kawahata
>University of Hawai'i at Manoa
>Department of Linguistics
>1890 East-West Rd., Moore 569
>Honolulu, Hawaii 96822
>
>
>On Tue, 5 Nov 2002, Alcock, Katie wrote:
>
> > Some slightly more objective work than the anecdotes suggested here (sorry,
> > I just have a hard time with the idea of asking someone to lose a
> language!)
> > has been done by Kathy Kohnert, particularly looking at naming skill and
> > speed as children who started schooling with one language go through
> school.
> > I can't recall the exact reference but I think it's in Brain and Language.
> >
> > In summary if you start school at about 6 then you become equal in home and
> > school languages at about 8 and then cross over at 10 to become dominant in
> > school language.
> >
> > Two of my undergraduates have replicated this - one only in 9 year olds
> > (they were English dominant or equal in the two languages, and ones who
> were
> > equal in the two knew more names of objects - if allowed to name in either
> > language - than English monolinguals, if I recall correctly).  The other
> > looked at development and roughly replicated Kathy's findings.
> >
> > Her paper may be under Kohnert-Rice.
> >
> > Katie
> >


From kathryn at multilingual-matters.com  Wed Nov  6 08:58:57 2002
From: kathryn at multilingual-matters.com (Kathryn King)
Date: Wed, 6 Nov 2002 08:58:57 +0000
Subject: Question to the community
In-Reply-To: <001801c28572$d445b7e0$b6bafac1@sylviewa>
Message-ID: <WED.6.NOV.2002.085857.0000.KATHRYN@MULTILINGUALMATTERS.COM>

As the publisher, I can confirm that the book is written by Leonore
Arnberg and can be ordered on our secure website www.multilingual-
matters.com.
Best wishes
Kathryn King
Marketing Manager

In message <001801c28572$d445b7e0$b6bafac1 at sylviewa>, Charles Watkins
<charles.watkins at wanadoo.fr> writes
>I am pretty certain there is a mathematical formula suggested in "Raising
>Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
>published by Multilingual Matters (definitely). I can't lay my hands on the
>book just at present, but if you don't know it already I'll try to get back
>to you on this.
>
>Charles Watkins
>Professeur Agrégé en Première et Lettres Supérieures,
>Lycée Molière, Paris, France.
>-----Message d'origine-----
>De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
>À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
>Date : lundi 4 novembre 2002 07:08
>Objet : Question to the community
>
>
>>
>>--
>>Does anyone know if there are any good ways to establish language
>>dominance in bilinguals (esp. five and six year olds)? Any references
>>to the research on this topic or methodology for establishing the
>>language dominance will be greatly appreciated.
>>Thank you.
>>Ellina Chernobilsky
>>PhD Student
>>Rutgers University
>>
>>
>>
>
>
>

-- 
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 a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 09:20:22 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 09:20:22 +0000
Subject: Question to the community
In-Reply-To: <B1726D83EA9CCA4F85A7E12B968FDC6E64D82F@PONYEXPRESS.uwyo.edu>
Message-ID: <WED.6.NOV.2002.092022.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

my view is that *both* are necessary.  One can go astray
theoretically on generalising from personal anecdotes, but if
empirical research is not also informed by experience, one can also
draw the wrong conclusions.
Annette

At 3:23 PM -0700 5/11/02, Teresa A. Ukrainetz wrote:
>Just a note to say that it is refreshing to hear reflections about
>bilingual dominance from personal knowledge.  Typical American
>educational conversations involve theoretical discussions and
>standardized testing.
>
>Teresa Ukrainetz
>
>
>----------
>From:   Ann Dowker
>Sent:   Tuesday, November 5, 2002 2:19 PM
>Cc:     info-childes; Ellina Chernobilsky
>Subject:        Re: Question to the community
>
>Ellen Bialystok's work may be useful here; e.g.
>
>Bialystok, E. (1988). Levels of bilingualism and levels of language
>awareness. Developmental Psychology, 24, 560-567
>
>and some later papers.
>
>Best wishes,
>
>Ann
>
>
>  > >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
>>  >À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
>>  >Date : lundi 4 novembre 2002 07:08
>>  >Objet : Question to the community
>>  >
>>  >
>>  >>
>>  >>--
>>  >>Does anyone know if there are any good ways to establish language
>>  >>dominance in bilinguals (esp. five and six year olds)? Any references
>>  >>to the research on this topic or methodology for establishing the
>>  >>language dominance will be greatly appreciated.
>>  >>Thank you.
>>  >>Ellina Chernobilsky
>>  >>PhD Student
>>  >>Rutgers University
>>  >>
>>  >>
>>  >>
>>
>>
>>
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From kei at aya.yale.edu  Wed Nov  6 09:42:47 2002
From: kei at aya.yale.edu (Kei Nakamura)
Date: Wed, 6 Nov 2002 18:42:47 +0900
Subject: The Fifth Annual Conference of the Japanese Society for Language
 Sciences (JSLS 2003) CFP
Message-ID: <WED.6.NOV.2002.184247.0900.KEI@AYA.YALE.EDU>

The Fifth Annual Conference of the Japanese Society for Language Sciences (JSLS 2003) 
July 5 (Saturday)- 6 (Sunday), 2003
Takigawa Memorial Hall, Kobe University 
--------------------------------------------------------------------------------
** First Call for Papers ** 
The Japanese Society for Language Sciences invites proposals for our Fifth Annual Conference, JSLS 2003. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Catherine E. Snow (Harvard Graduate School of Education) and Masayoshi Shibatani (Faculty of Letters, Kobe University). 
JSLS2003 Committee Chair Tamiko Ogura (Faculty of Letters, Kobe University) 


--------------------------------------------------------------------------------

Conference Dates/ Location
   The Fifth Annual Conference of the Japanese Society for Language
   Sciences will be held as follows:
   (1) July 5 (Saturday)- 6 (Sunday), 2003
   (2) Takigawa Memorial Hall, Kobe University 

Submissions
   We would like to encourage submissions on research pertaining to
   language sciences, including linguistics, psychology, education,
   computer science, brain science, and philosophy, among others. We
   will not commit ourselves to one or a few particular theoretical
   frameworks. We will respect any scientific endeavor that aims to
   contribute to a better understanding of the human mind and the 
   brain through language.

Symposium
   We are planning to have one symposium as a part of the conference.
   We will accept proposals for this symposium. The deadline for the
   symposium is due on February 1, 2003. Notification of acceptance
   will be made no later than April 1, 2003. The time slot for the
   symposium will be 2 hours and 30 minutes. 

Qualifications for Presenters
   All presenters should be members of JSLS by the first day of the
   conference (July 5, 2003). (It is not necessary for co-presenters
   to be members.)

   Please refer to the following website for membership information: 
   http://jchat.sccs.chukyo-u.ac.jp/JSLS/

   All presenters should pre-register for the JSLS 2003 conference by
   June 1, 2003. 

   Papers should be original and unpublished.

   We will accept multiple submissions from the same individual,
   however, you can only be the single or first author of one paper.   

   Each presentation will be 25 minutes long.
   (20 minutes for presentation and 5 minutes for Q&A).

   The language of presentations may be either Japanese or English.


Submission Deadline & Review Process
   All submissions should be mailed and postmarked by February 1, 2003
   (Saturday). Please send the following items to the review committee
   chairperson, Harumi Kobayashi.

Paper and poster presentations 
   (1) Application form (A4 or letter-size paper)
            presentation title
            presentaton category (paper or poster)
	 name of presenter(s), affiliation(s)
	 mailing address
	 email address
	 telephone number
	 language of presentation
	 keywords (about 5 words)

   (2) 3 copies of abstract (A4 or letter-size papers)
           12 pt
           double-spaced
	maximum 4 pages (including title, tables, figures, & references)
	   
	 Do not include any information which may reveal your identity. 

	 The presentation must be in either Japanese or English. 
	  (If the language of the presenation is to be different from the language of the submitted paper, 
	   please attach a note.)

   (3) Floppy disk
          Save the files of the application form and the abstract.
	Please indicate the program you used.

   (4) 2 self-addressed mailing labels (with your name, address)
          [This is not necessary for those submitting abstracts by
          e-mail.]

   Please send the above items to the following address 
   (please write "JSLS paper (or JSLS poster)" in red ink on the envelope):

             Harumi Kobayashi
	     School of Science and Engineering
	     Tokyo Denki University
	     Hatoyama
	     Hiki-gun, Saitama-ken  350-0394
	     JAPAN

   We will also accept submissions via e-mail. Please send 
   your submissions to the following address, in the following
   manner:

   h-koba at i.dendai.ac.jp 
   (Subject: Paper Submission (or Poster Submission) )
 
   (a) save the file as "text file" or "pdf file". Please note that
   other formats will not be accepted.
   (b) save your file under your own name (eg.: torigoe-takashi.pdf).

   Each abstract will be reviewed anonymously by several reviewers.
   Notification of acceptance will be made no later than April 1. 
   (Some "paper" poposals might be accepted for "poster" presentations.) 

   If your "paper" proposal is accepted, you will be requested to 
   send a copy of your paper (Maximun length is 6-pages) by May 6. 
   The paper will appear in the Conference Handbook.

   Excellent papers may be published as a collection of papers titled
   "Studies in Language Sciences".


Symposium
   (1) Application Form
            symposium title
	  name of the organizer(s) and affiliation(s)
	  mailing address
	  telephone number
	  name and affiliations of symposium speakers
   (2) a detailed abstract
            800 to 1600 words in English or
	 3000 to 6000 characters (moji) in Japanese 
	 (equivalent to two to four pages on A4 or letter-size papers).


   We will only accept submissions via e-mail for the symposium by February 1, 2003.
   Please send an e-mail proposal to the following address, in the following manner:
 
   h-koba at i.dendai.ac.jp 
   (Subject: Symposium Proposal) 
   
   Please send your abstract in text or pdf file format.


All questions regarding the JSLS 2003 conference should be addressed to:

Takashi Torigoe
JSLS 2003 Conference Coordinator
Hyogo University of Teacher Education
Yashiro, Hyogo 673-1494 
JAPAN

e-mail: torigoe at edu.hyogo-u.ac.jp
(Inquiries by phone will not be accepted. )

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From a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 13:13:34 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 13:13:34 +0000
Subject: Feedback on faces
Message-ID: <WED.6.NOV.2002.131334.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

Here are the responses I received to the question below, since some
of you have asked me to post them.  If I get any more I will send
them on separately.

>>Annette
>>I know there is research showing that infants prefer "beautiful"
>>(symmetrical) faces over others, but is there research showing that
>>they prefer children's faces over adult ones, or female over male
>>etc.? Or other such preferences?  Idem with voices.  I know they
>>can discriminate, and believe that they prefer motherese over
>>adult-directed speech, but do they show preference for child voices
>>over adult, female over male, etc.?
>>All info most appreciated.
>>thanks
>>Annette

>>Hi Annette,
>I don't know about research, but I remember that when I had babies,
>there were lots of books for infants containing pictures of babies
>and young children - so someone in publishing knows/thinks there is
>a preference; and my kids loved looking at the pictures of children
>(also at checkerboards and bulls-eyes, of course).
>Lucia
>Dr. Lucia French
>1-312 Dewey
>Warner Graduate School of Education and Human Development
>University of Rochester
>Rochester NY 14627
>(716) 275-3235
>(716) 473-7598 [fax]
>email:  lufr at troi.cc.rochester.edu
>many thanks, Lucia.  I agree, but I need some research to back the
>statement if poss.


>Paul Quinn talked to me about a study showing that, although infants
>generally prefer female faces, infants raised by their father prefer male
>faces. Unfortunately, I do not have an exact reference.
>Gergo
>Gergely Csibra         Centre of Brain and Cognitive Development
>Research Scientist     School of Psychology
>Senior Lecturer        Birkbeck College
>g.csibra at bbk.ac.uk     Malet Street
>Tel: +44 20 7631 6323  London WC1E 7HX
>Fax: +44 20 7631 6587  United Kingdom

Paul Quinn <pquinn at washjeff.edu>
>Quinn, P. C., Yahr, J., Kuhn, A., Slater, A. M., & Pascalis, O. (2002).
>Representation of the gender of human faces by infants: A preference for
female. Perception, 31, 1109-1121.

>hi annette
>maybe slightly off-beam, but did you know that newborn males look
>for longer at a mobile, whilst newborn females look for longer at a
>face? Connellan et al, 2001, Inf Behav and Dev.
>hope all's well
>simon
>Simon Baron-Cohen
>Professor of Developmental Psychopathology
>Co-Director
>Autism Research Centre
>Cambridge University
>Departments of Experimental Psychology and Psychiatry
>Downing St, Cambridge CB2 3EB, UK
>tel 01223 333557 fax 01223 333561
>www.psychiatry.cam.ac.uk/arc
>and
>www.human-emotions.com


>Dear Annette,
>  On voices, I have nothing about female over male, etc. as you ask.
>On faces, I found this:
>
>×      Langlois, J.H. & L.A.Roggman (1990), Attractive faces are
>only average, Psychological Science 1: 115-121. (On infants'
>preference for attractive faces)
>
>×      Slater, A., C. von der Schulenburg, E. Brown, M. Badenoch,
>G. Butterworth, S. Parsons & C. Samuels (1998) Newborn infants
>prefer attractive faces, Infant Behavior and Development 21: 345-354.
>
>×      Samuels, C.A., G. Butterworth, T. Roberts & L. Graupner
>(1994), Babies prefer attractiveness to symmetry, Perception 23:
>823-831.
>Best
>  Madalena
>  Madalena Cruz-Ferreira
>ellmcf at nus.edu.sg


Dear Annette,
1. I once attended a class taught by Barry Brazelton,
who had a newborn brought in and had two talkers:
a male and a female talking at the same time in the
baby's two ears. The newborn immediately turned his head
towards the female and continued paying
attention to the female's direction. Dr. Brazelton
used this behavior to support the notion of the infant's
"readiness" for speech. According to him, it is common
knowledge among nurses that there is a preference
for higher-pitched voices in newborns. This is, however,
not a preference for female voices but, rather, for
higher-pitched voices.

2. The voice preference issue is a reserach area
explored in detail by Melanie Spence. Her dissertation should
be useful:

Spence, Melanie Jean. Newborns' Preference for Female Voices as a
Function of Spectral Composition. Dissertation Abstracts
International. 46(2):680B. 1985 Aug.. Ann Arbor, MI

Best,
Krisztina
Krisztina Zajds, M.A., M.A., Ph.D.
Linguist, Speech scientist
Postdoctoral Research Associate &
Senior lecturer
University of Texas at Austin
Dept. of Communication Sciences and Disorders
CMA 7.214
Drawer A 1100
Austin, TX 78712
USA
P: 512-475-7046
F: 512-471-2957
zajdo at hotmail.com

From: "M.A.Vanduuren" <M.A.Vanduuren at wkac.ac.uk>
To: 'Annette Karmiloff-Smith' <a.karmiloff-smith at ich.ucl.ac.uk>
Subject: RE: faces
Date: Tue, 5 Nov 2002 20:59:29 -0000
X-UCL-MailScanner: Found to be clean
Hi Annette,
I have an article in press with International journal of behavioural
development (I you are interested a pdf version is at
http://www.wkac.ac.uk/psychology under my name (along with infant faces used
in the study) in the list which shows infants prefer to look at pre-sexually
mature infant faces (ie faces rated as miniature versions of attractive
adult faces) over infant faces rated as cute (ie having morphological
features thought to trigger care instinct responses (eg protective caring
non threatening behaviour). As far as pitting infant against adult faces
sorry cant help.
Best,
Mike van duuren.

From: Kathy Hirsh-Pasek <khirshpa at nimbus.temple.edu>
Subject: Re: faces
To: Annette Karmiloff-Smith <a.karmiloff-smith at ich.ucl.ac.uk>
X-UCL-MailScanner: Found to be clean
Annette -- I don't know the answer to your first question but think it is
probably mentioned in an article that just came out in Developmental Psych that
I received yesterday.  The paper is called "Newborns' preference for
faces: What
is crucial?"  The first author is Chiara Turati.  Hope that helps. Kathy
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From g.morgan at city.ac.uk  Wed Nov  6 13:41:00 2002
From: g.morgan at city.ac.uk (Gary Morgan)
Date: Wed, 6 Nov 2002 13:41:00 -0000
Subject: Question on adult bilinguals and codeswitching
Message-ID: <WED.6.NOV.2002.134100.0000.G.MORGAN@CITY.AC.UK>

Dear colleagues, the recent discussion on bilinguals has prompted me the
send out this question.

I have collected spontaneous language data from adult Spanish-English
balanced bilinguals in London England. I have noticed that when they use
Spanish as the matrix language and insert an English noun into the sentence
they use the determiner / el / regardless of the gender of that noun in
Spanish.

el libro es abajo del / table /
the book is under the table

Table is / la mesa / in Spanish

Also happens with demonstratives and adjectives.

My question is does this happen in other Spanish-English bilinguals? I have
noticed it doesn't when the speaker is clearly dominant in Spanish, then
they use the Spanish gender agreement.

I assumed that / el /  was simply being used as a default because there is
no neuter in Spanish but an informal enquiry of people working on
bilingualism has yielded the following: Italian-English and German-English
bilinguals don't act like Spanish but Czech - English bilinguals do. There
might be an explanation in phonology.

Any comments?
Gary
-------------------------
G. Morgan, PhD
Dept. of Language & Communication Science
City University, Northampton Square
London, EC1V 0HB
Tel: 0207 040 8291
Fax: 0207 040 8577,lab: 0207 040 8979
g.morgan at city.ac.uk,
http://www.staff.city.ac.uk/g.morgan/index.htm
--------------------------


From a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 13:53:18 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 13:53:18 +0000
Subject: Question on adult bilinguals and codeswitching
In-Reply-To: <015601c2859a$256aa8c0$a689288a@city.ac.uk>
Message-ID: <WED.6.NOV.2002.135318.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

just a thought, but when one searches for a lexical item in a gender
marked language one often uses the neutral masculine and then self
corrects when the lexical item is found if the gender is not
masculine.  Historically it's thought that the feminine is more
marked.
Are there pause patterns  i.e. is it el libro es abajo del.....table.

At 1:41 PM +0000 6/11/02, Gary Morgan wrote:
>Dear colleagues, the recent discussion on bilinguals has prompted me the
>send out this question.
>
>I have collected spontaneous language data from adult Spanish-English
>balanced bilinguals in London England. I have noticed that when they use
>Spanish as the matrix language and insert an English noun into the sentence
>they use the determiner / el / regardless of the gender of that noun in
>Spanish.
>
>el libro es abajo del / table /
>the book is under the table
>
>Table is / la mesa / in Spanish
>
>Also happens with demonstratives and adjectives.
>
>My question is does this happen in other Spanish-English bilinguals? I have
>noticed it doesn't when the speaker is clearly dominant in Spanish, then
>they use the Spanish gender agreement.
>
>I assumed that / el /  was simply being used as a default because there is
>no neuter in Spanish but an informal enquiry of people working on
>bilingualism has yielded the following: Italian-English and German-English
>bilinguals don't act like Spanish but Czech - English bilinguals do. There
>might be an explanation in phonology.
>
>Any comments?
>Gary
>-------------------------
>G. Morgan, PhD
>Dept. of Language & Communication Science
>City University, Northampton Square
>London, EC1V 0HB
>Tel: 0207 040 8291
>Fax: 0207 040 8577,lab: 0207 040 8979
>g.morgan at city.ac.uk,
>http://www.staff.city.ac.uk/g.morgan/index.htm
>--------------------------


From TUkraine at uwyo.edu  Wed Nov  6 16:17:49 2002
From: TUkraine at uwyo.edu (Teresa A. Ukrainetz)
Date: Wed, 6 Nov 2002 09:17:49 -0700
Subject: Question to the community
Message-ID: <WED.6.NOV.2002.091749.0700.TUKRAINE@UWYO.EDU>

Sorry, didn't mean to de-value objective methods, just that so often the bilingualism impression here is as an unfortunate at-risk condition of poor people of colour that we must distinguish carefully from disorder (and hopefully remove anyway). I enjoyed hearing educated, accomplished bilinguals reflect on their thoughts a reminder in this monolingual society that bilingualism is also normal.
Teresa Ukrainetz



> ----------
> From: 	Alcock, Katie
> Sent: 	Tuesday, November 5, 2002 3:40 PM
> Cc: 	'info-childes '; 'Ellina Chernobilsky '
> Subject: 	RE: Question to the community
>
> Some slightly more objective work than the anecdotes suggested here (sorry, I just have a hard time with the idea of asking someone to lose a language!) has been done by Kathy Kohnert, particularly looking at naming skill and speed as children who started schooling with one language go through school.  I can't recall the exact reference but I think it's in Brain and Language.
>
> In summary if you start school at about 6 then you become equal in home and school languages at about 8 and then cross over at 10 to become dominant in school language.
>
> Two of my undergraduates have replicated this - one only in 9 year olds (they were English dominant or equal in the two languages, and ones who were equal in the two knew more names of objects - if allowed to name in either language - than English monolinguals, if I recall correctly).  The other looked at development and roughly replicated Kathy's findings.
>
> Her paper may be under Kohnert-Rice.
>
> Katie
>
>
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From a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 16:55:49 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 16:55:49 +0000
Subject: more on babies' preferences
Message-ID: <WED.6.NOV.2002.165549.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

Here are a few more responses I received to the question below, since
some of you have asked me to post them.
>>Annette
>>I know there is research showing that infants prefer "beautiful"
>>(symmetrical) faces over others, but is there research showing that
>>they prefer children's faces over adult ones, or female over male
>>etc.? Or other such preferences?  Idem with voices.  I know they
>>can discriminate, and believe that they prefer motherese over
>>adult-directed speech, but do they show preference for child voices
>>over adult, female over male, etc.?
>>All info most appreciated.
>>thanks
>>Annette


From: Roberta <roberta at UDel.Edu>
Subject: Re: Feedback on faces
X-DCC-UDEL-Metrics: copland.udel.edu 101; Body=1 Fuz1=1 Fuz2=1
X-UCL-MailScanner: Found to be clean

I'm a little late here Annette but Mike Lewis had a paper in Child
Devel years ago about how babies love to look at live children over
live adults. He even used midgets as I recall to separate the stature
from the facial features. Wish I had the exact site but I don't alas.
Maybe Michael has a web site with his vita.
All best,
Roberta


From: Alan Slater <A.M.Slater at exeter.ac.uk>
Annette,
To add to your collection:
Singh, L., Morgan, J.L. & Best, C.T. (2002).  Infants'
listening preferences: baby talk or happy talk.  Infancy,
vol 3(issue 3), 365-394.  They give experimental evidence
that the preference for baby talk (BT) over adult-directed
(AD) speech is actually a preference for the more positive
affect that usually accompanies BT.  When the affect is
reversed there's then a preference for AD.
Hope this helps!
Alan

From: Sarah Fletcher <slflet at liverpool.ac.uk>
Annette
I can tell you that, in adults, female faces may be preferred as
attractive due to facial neoteny. This has been a suggested sexually
selected trait. However, perhaps babies/infants may prefer neotenous
faces aswell, therefore preferring female to male? I don't however
think there is a reference for work with infants on this.
Sarah Fletcher
Research Assistant (Language and Literacy Development)
Department of Psychology
The University of Liverpool
Room 240 Eleanor Rathbone Building
Bedford Street South
Liverpool
L69 7ZA
Tel: 01517941111


From charles.watkins at wanadoo.fr  Thu Nov  7 03:58:39 2002
From: charles.watkins at wanadoo.fr (Charles Watkins)
Date: Wed, 6 Nov 2002 15:58:39 -1200
Subject: Question to the community
Message-ID: <WED.6.NOV.2002.155839.1200.CHARLES.WATKINS@WANADOO.FR>

I agree about mental arithmetic; but only because I am barely numerate, like
many English arts graduates (you too?!).  However bilingual mathematicians I
know claim they don't do mental arithmetic in either language but
conceptually, which makes sense, I suppose,  if your numeracy skills are as
advanced as most people's verbal skills - "which language do you think in?"
doesn't make a lot of sense as a question to me.

Charles Watkins.
-----Message d'origine-----
De : lnpnwh <lnpnwh at leeds.ac.uk>
À : Charles Watkins <charles.watkins at wanadoo.fr>; info-childes
<info-childes at mail.talkbank.org>; Ellina Chernobilsky
<ellinac at email.eden.rutgers.edu>; Annette Karmiloff-Smith
<a.karmiloff-smith at ich.ucl.ac.uk>
Date : mardi 5 novembre 2002 09:22
Objet : Re: Question to the community


Counting might not necessarily give you a clear indication of language
dominance. Personally, I tend to count in English up to 20 and then switch
to German after that, i.e.

eighteen - nineteen - twenty - einundzwanzig (lit. one and twenty) -
zweiundzwanzig (lit. two and twenty)

Sums are probably better, however, I suspect you do your sums in the
language in which you were taught to do sums, which again is not necessarily
your most dominant language. (Although if you received most of your
schooling in that language, it is very likely to be the dominant one). So in
the end it's no different from the phone numbers.

Nicole

-----------------------------------------------
Nicole Whitworth
Dept. of Linguistics & Phonetics
University of Leeds
Leeds
LS2 9JT
UK

phone:   +44 (0)113 233 3550
email:     lnpnwh at leeds.ac.uk
---------------------------------------------


----- Original Message -----
From: "Annette Karmiloff-Smith" <a.karmiloff-smith at ich.ucl.ac.uk>
To: "Charles Watkins" <charles.watkins at wanadoo.fr>; "info-childes"
<info-childes at mail.talkbank.org>; "Ellina Chernobilsky"
<ellinac at email.eden.rutgers.edu>
Sent: Tuesday, November 05, 2002 8:14 PM
Subject: Re: Question to the community


> I, too, suggesting rapid counting or addition.  Anecdotally one
> always falls back into one's mother tongue.  Not so for phone
> numbers.  It seems to depend on where one learnt them, so my British
> numbers I recalkl in English, but the Swiss ones I always first have
> to say to myself in French.,  However, I *always* add in English.  I
> don't know of any research in the area though.
> Annette
>
> At 8:30 PM -1200 4/11/02, Charles Watkins wrote:
> >I am pretty certain there is a mathematical formula suggested in "Raising
> >Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
> >published by Multilingual Matters (definitely). I can't lay my hands on
the
> >book just at present, but if you don't know it already I'll try to get
back
> >to you on this.
> >
> >Charles Watkins
> >Professeur Agrégé en Première et Lettres Supérieures,
> >Lycée Molière, Paris, France.
> >-----Message d'origine-----
> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >À : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>
>
>


From ellmcf at nus.edu.sg  Thu Nov  7 02:04:47 2002
From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira)
Date: Thu, 7 Nov 2002 10:04:47 +0800
Subject: Question on adult bilinguals and codeswitching
Message-ID: <THU.7.NOV.2002.100447.0800.ELLMCF@NUS.EDU.SG>

Dear Gary,

I have instances of a similar use with Portuguese-English in data from children who are primary bilinguals in Portuguese and Swedish and have English as school language. Examples: os wheels, no assembly, for the wheels, at assembly. Both 'wheel' and 'assembly' are feminine in Portuguese (two different genders in Swedish), 'no' is contracted Prep 'em' and masc. article 'o'.
They have Portuguese sandhi in cases like these, no pauses.
Best

Madalena 

Madalena Cruz-Ferreira <mailto:ruz-Ferreiraellmcf at nus.edu.sg> 
ellmcf at nus.edu.sg

	-----Original Message----- 
	From: Gary Morgan [mailto:g.morgan at city.ac.uk] 
	Sent: Wed 11/6/2002 9:41 PM 
	To: info-childes 
	Cc: 
	Subject: Question on adult bilinguals and codeswitching
	
	

	Dear colleagues, the recent discussion on bilinguals has prompted me the
	send out this question.
	
	I have collected spontaneous language data from adult Spanish-English
	balanced bilinguals in London England. I have noticed that when they use
	Spanish as the matrix language and insert an English noun into the sentence
	they use the determiner / el / regardless of the gender of that noun in
	Spanish.
	
	el libro es abajo del / table /
	the book is under the table
	
	Table is / la mesa / in Spanish
	
	Also happens with demonstratives and adjectives.
	
	My question is does this happen in other Spanish-English bilinguals? I have
	noticed it doesn't when the speaker is clearly dominant in Spanish, then
	they use the Spanish gender agreement.
	
	I assumed that / el /  was simply being used as a default because there is
	no neuter in Spanish but an informal enquiry of people working on
	bilingualism has yielded the following: Italian-English and German-English
	bilinguals don't act like Spanish but Czech - English bilinguals do. There
	might be an explanation in phonology.
	
	Any comments?
	Gary
	-------------------------
	G. Morgan, PhD
	Dept. of Language & Communication Science
	City University, Northampton Square
	London, EC1V 0HB
	Tel: 0207 040 8291
	Fax: 0207 040 8577,lab: 0207 040 8979
	g.morgan at city.ac.uk,
	http://www.staff.city.ac.uk/g.morgan/index.htm
	--------------------------
	
	
	


From ellmcf at nus.edu.sg  Thu Nov  7 02:28:01 2002
From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira)
Date: Thu, 7 Nov 2002 10:28:01 +0800
Subject: Question to the community
Message-ID: <THU.7.NOV.2002.102801.0800.ELLMCF@NUS.EDU.SG>

Mental arithmetic works for me too, innumerate as I am.
But wouldn't prosody/intonation define your dominant language? If prosody is the basics of basics in child language acquisition and if you are defined by what you do spontaneously, like left-handedness, then is your dominant language must be the one whose prosody you use regardless of what words and syntax you're speaking. This is one reason why I have some difficulty with matrix vs. embedded approaches to multilingualism.
 
Madalena
 
Madalena Cruz-Ferreira
ellmcf at nus.edu.sg
 
 

-----Original Message----- 
From: Charles Watkins [mailto:charles.watkins at wanadoo.fr] 
Sent: Thu 11/7/2002 11:58 AM 
To: lnpnwh; info-childes; Ellina Chernobilsky; Annette Karmiloff-Smith 
Cc: 
Subject: Re: Question to the community



	I agree about mental arithmetic; but only because I am barely numerate, like
	many English arts graduates (you too?!).  However bilingual mathematicians I
	know claim they don't do mental arithmetic in either language but
	conceptually, which makes sense, I suppose,  if your numeracy skills are as
	advanced as most people's verbal skills - "which language do you think in?"
	doesn't make a lot of sense as a question to me.
	
	Charles Watkins.
	-----Message d'origine-----
	De : lnpnwh <lnpnwh at leeds.ac.uk>
	: Charles Watkins <charles.watkins at wanadoo.fr>; info-childes
	<info-childes at mail.talkbank.org>; Ellina Chernobilsky
	<ellinac at email.eden.rutgers.edu>; Annette Karmiloff-Smith
	<a.karmiloff-smith at ich.ucl.ac.uk>
	Date : mardi 5 novembre 2002 09:22
	Objet : Re: Question to the community
	
	
	


From rberman at post.tau.ac.il  Thu Nov  7 07:31:29 2002
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Thu, 7 Nov 2002 09:31:29 +0200
Subject: on bilingual gender mixing
Message-ID: <THU.7.NOV.2002.093129.0200.RBERMAN@POST.TAU.AC.IL>

Here are my two cents worth on this issue:

My daughter Shelli lost her native Hebrew after a year in the US aged 3
to 4, and when she came back to Israel and started returning to being
Hebrew-dominant (a process recorded in an old paper of mine in the
unfortunately now defunct OISE publication *Working papers in
bilingualism* No. 19, 1979), she would use Hebrew-based agreement, e.g.,
referring to a train or witch (Hebrew *rakevet* and *maxshefa*, both
feminine nouns) as *she* in English.  This is clear evidence, I would
say, that the division of all Hebrew nouns into one of the two genders
-- masculine or feminine -- is strongly embedded in the lexical
representation Hebrew speakers have for nouns.

Also anecdotally, but based on observation of hundreds of cases over
many years -- 2nd language speakers of Hebrew, which has a very rich
system of gender agreement, tend to make errors in this domain even when
they are very proficient otherwise (e.g., university lecturers of
English-speaking background).  On the other hand, native speaking kids
master the system basically by age 3, and by early school age will
rarely make errors even in the case of lexical exceptions and irregular
forms.

In answer to Anette's comment, tough for femininists, but masculine
gender is also neuter in Hebrew, which marks not only pronouns, but also
agreement in verbs and adjectives for both gender and number across the
board -- with animate nouns being nearly always marked for gender by
natural sex and all inanimates either masculine or feminine (e.g. French
feminine *chaise* is masculine *kise* in Hebrew whereas French masculine
*lit* is feminine *mita* in Hebrew).  The evidence for masculine =
neuter is syntactic (e.g., "The husband and wife talk on the phone every
day" requires a masculine never feminine form of the verb *talk*, and
"The block (Fem) and the ball (Masc) are both red" requires masculine
marking on the adjective for "red");  *semantic (e.g., *yeladim*
'children' includes boys and girls, but feminine *yeladot* refers only
to girls); pragmatic (e.g., you can use masculine or feminine gender in
a nursing school or all-female college to address classes, but you could
not use feminine gender address in an all-male context); and
morphological -- feminine endings are added to masculine stems;  and
historically, neutralization or leveling of distinctions is always from
feminine to masculine, e.g., in the form of plural pronouns standing for
"you: and "they" -- current usage uses only the masculine form even with
reference to females or feminine nouns, and 2nd and 3rd person plural
verbs in the future tense also tend to ignore the feminine form option.

Best wishes
Ruth Berman


From a.karmiloff-smith at ich.ucl.ac.uk  Thu Nov  7 13:14:00 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Thu, 7 Nov 2002 13:14:00 +0000
Subject: Mike Lewis
Message-ID: <THU.7.NOV.2002.131400.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

On a recommendation by Roberta Golinkoff, I am trying to locate a
Mike Lewis who had an article  in Child Development years ago about
how babies love to look at live children over live adults. He even
used midgets as I recall to separate the stature from the facial
features. We located one Michael Lewis at Cardiff University who, by
coincidence, works on face processing, but this is not the person.
Roberta thought he mightow have an affiliation with the Robert
Johnson Medical center in NJ.   Can anyone help please.
Annette
--
________________________________________________________________
Professor A.Karmiloff-Smith,
Head, Neurocognitive Development Unit,
Institute of Child Health,
30 Guilford Street,
London WC1N 1EH, U.K.
tel: 0207 905 2754
fax: 0207 242 7717
http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html

________________________________________________________________


From ricelnm at yahoo.com  Thu Nov  7 13:52:58 2002
From: ricelnm at yahoo.com (Lorraine Rice)
Date: Thu, 7 Nov 2002 05:52:58 -0800
Subject: Question on adult bilinguals and codeswitching
In-Reply-To: <015601c2859a$256aa8c0$a689288a@city.ac.uk>
Message-ID: <THU.7.NOV.2002.055258.0800.RICELNM@YAHOO.COM>

Another thought which may support the idea that in
some languages the masculine (neuter?) gender is
unmarked: in French, borrowed nouns from other
languages automatically take the masculine gender
(e.g. le shopping, le parking, le karaoke...). This is
the standard in the language for borrowed lexicon, and
not particular to bilinguals. On a personal note, as a
French-English bilingual, I was fascinated to read
this message as I have often noticed myself doing the
same thing noted with your Spanish-English informants,
that is inserting an English word into a French
sentence and giving it the masculine gender by
default.

Lorraine Rice

--- Gary Morgan <g.morgan at city.ac.uk> wrote:
> Dear colleagues, the recent discussion on bilinguals
> has prompted me the
> send out this question.
>
> I have collected spontaneous language data from
> adult Spanish-English
> balanced bilinguals in London England. I have
> noticed that when they use
> Spanish as the matrix language and insert an English
> noun into the sentence
> they use the determiner / el / regardless of the
> gender of that noun in
> Spanish.
>
> el libro es abajo del / table /
> the book is under the table
>
> Table is / la mesa / in Spanish
>
> Also happens with demonstratives and adjectives.
>
> My question is does this happen in other
> Spanish-English bilinguals? I have
> noticed it doesn't when the speaker is clearly
> dominant in Spanish, then
> they use the Spanish gender agreement.
>
> I assumed that / el /  was simply being used as a
> default because there is
> no neuter in Spanish but an informal enquiry of
> people working on
> bilingualism has yielded the following:
> Italian-English and German-English
> bilinguals don't act like Spanish but Czech -
> English bilinguals do. There
> might be an explanation in phonology.
>
> Any comments?
> Gary
> -------------------------
> G. Morgan, PhD
> Dept. of Language & Communication Science
> City University, Northampton Square
> London, EC1V 0HB
> Tel: 0207 040 8291
> Fax: 0207 040 8577,lab: 0207 040 8979
> g.morgan at city.ac.uk,
> http://www.staff.city.ac.uk/g.morgan/index.htm
> --------------------------
>
>


__________________________________________________
Do you Yahoo!?
U2 on LAUNCH - Exclusive greatest hits videos
http://launch.yahoo.com/u2


From ricelnm at yahoo.com  Thu Nov  7 14:03:09 2002
From: ricelnm at yahoo.com (Lorraine Rice)
Date: Thu, 7 Nov 2002 06:03:09 -0800
Subject: Bilingual children breaking the rules?
Message-ID: <THU.7.NOV.2002.060309.0800.RICELNM@YAHOO.COM>

I am currently noting (for future study) the first
words and phrases produced by my identical twin sons
in their two native languages, French and English. I
have recently been struck by an odd phenomenon, and
was idly wondering about it. Although it is generally
acknowledged that children have a highly consistent
word order in expressing relationships of actors,
objects, actions etc, my children seem to be reversing
this order in some two-word phrases. Instead of the
expected "Papa gone", we get a mixture of this and
"gone Papa", for example. I suppose that it might be
the influence from the French structure, in which they
frequently hear me produce sentences like, "Il est
parti, papa!". Is this a likely explanation?

If anyone were also able to provide me with some
recent references on the topic of child bilingualism,
twin language development or other related subjects, I
would be grateful. I live far from the world of recent
publications, and of course older publications only
cite even older material...

Lorraine Rice

__________________________________________________
Do you Yahoo!?
U2 on LAUNCH - Exclusive greatest hits videos
http://launch.yahoo.com/u2


From a.karmiloff-smith at ich.ucl.ac.uk  Thu Nov  7 14:13:53 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Thu, 7 Nov 2002 14:13:53 +0000
Subject: Fwd: Re: Fwd: Re: Mike Lewis
Message-ID: <THU.7.NOV.2002.141353.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

>For anyone else interested below is Michael Lewis address.  (and by
>the way, apologies for my email using the term "midget" - it slipped
>by without my noting it).
>Annette
>
>Name MICHAEL LEWIS
>Telephone 732-235-7901
>Location RWJ Professional Center
>97 Patterson Street; New Brunswick
>Floor 3
>Room 305
>Unit Robert Wood Johnson Medical School - Pisc/New Brunswick
>Department PEDIATRICS
>Section INSTIT. FOR THE STUDY OF CHILD DEVELOP.
>Email lewis at umdnj.edu
>Fax 732-235-6189
>


From karin at ruccs.rutgers.edu  Thu Nov  7 16:44:12 2002
From: karin at ruccs.rutgers.edu (karin at ruccs.rutgers.edu)
Date: Thu, 7 Nov 2002 11:44:12 -0500
Subject: Mike Lewis
Message-ID: <THU.7.NOV.2002.114412.0500.>

Your info is correct.  Here's his contact info:

 =======================================================================

Michael Lewis, Ph.D.                            (732) 235-7901  Phone
University Distinguished Professor              (732) 235-6189  Fax
Institute for the Study of Child Development
<http://www2.umdnj.edu/iscdweb/>
Robert Wood Johnson Medical School
97 Paterson Street
New Brunswick, NJ  08903
 =========================================================================

Best,

Karin Stromswold (karin at ruccs.rutgers.edu)


From mluisa at bp.lnf.it  Thu Nov  7 19:12:46 2002
From: mluisa at bp.lnf.it (Maria Luisa Lorusso)
Date: Thu, 7 Nov 2002 20:12:46 +0100
Subject: Question on adult bilinguals and codeswitching
Message-ID: <THU.7.NOV.2002.201246.0100.MLUISA@BP.LNF.IT>

<Another thought which may support the idea that in
<some languages the masculine (neuter?) gender is
<unmarked: in French, borrowed nouns from other
<languages automatically take the masculine gender
<(e.g. le shopping, le parking, le karaoke...). This is
<the standard in the language for borrowed lexicon, and
<not particular to bilinguals. On a personal note, as a
<French-English bilingual, I was fascinated to read
<this message as I have often noticed myself doing the
<same thing noted with your Spanish-English informants,
<that is inserting an English word into a French
<sentence and giving it the masculine gender by
<default.
<
<Lorraine Rice

Still, it would be interesting to know why this is not the rule in Italian:
borrowed nouns, be it from French, English or other languages, take
different genders (according to their supposed translation into
Italian?)  Examples of feminine borrowed nouns: la creme, la soubrette, la
mousse, la lobby, la performance, la policy, la candid camera, la mission,
la glasnost, la  siesta, etc... (too many to be exceptions). The same
happens in code-switching by bilinguals.
Any suggestion?
Maria Luisa Lorusso

Maria Luisa Lorusso
Psychologist and Neurolinguist
Unit of Cognitive Psychology and Neuropsychology
Dept. of  Neuroriabilitation II
Scientific Institute "E. Medea"
23842 Bosisio Parini (LC) - Italy
Tel. 0039-(0)31-877581
Fax 0039-(0)31-877499
E-mail: mluisa at bp.lnf.it


From a.karmiloff-smith at ich.ucl.ac.uk  Fri Nov  8 11:02:31 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Fri, 8 Nov 2002 11:02:31 +0000
Subject: Play
Message-ID: <FRI.8.NOV.2002.110231.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

Can anyone recommend a good summary chapter/article which covers what
we know about the role of play in language development, in social
development, in cognitive development and in emotional development.
I am looking for something to give students that would provide them
with a first overview of the field.
thanks
Annette
--
________________________________________________________________
Professor A.Karmiloff-Smith,
Head, Neurocognitive Development Unit,
Institute of Child Health,
30 Guilford Street,
London WC1N 1EH, U.K.
tel: 0207 905 2754
fax: 0207 242 7717
http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html

________________________________________________________________


From k.j.alcock at city.ac.uk  Fri Nov  8 11:00:12 2002
From: k.j.alcock at city.ac.uk (Alcock, Katie)
Date: Fri, 8 Nov 2002 11:00:12 -0000
Subject: Question to the community
Message-ID: <FRI.8.NOV.2002.110012.0000.K.J.ALCOCK@CITY.AC.UK>

But some bilinguals use e.g. English prosody in English and French prosody
in French.  And others have almost completely lost their first language
apart from the accent (including the prosody).

Katie Alcock


Katie Alcock, DPhil
Lecturer
Department of Psychology
City University
Northampton Square
London EC1V 0HB
Phone (+44) (0)20 7040 0167
Fax (+44) (0)20 7040 8581
Web http://www.staff.city.ac.uk/k.j.alcock



> -----Original Message-----
> From: Madalena Cruz-Ferreira [mailto:ellmcf at nus.edu.sg]
> Sent: 07 November 2002 02:28
> To: info-childes at mail.talkbank.org
> Subject: RE: Question to the community
>
>
> Mental arithmetic works for me too, innumerate as I am.
> But wouldn't prosody/intonation define your dominant
> language? If prosody is the basics of basics in child
> language acquisition and if you are defined by what you do
> spontaneously, like left-handedness, then is your dominant
> language must be the one whose prosody you use regardless of
> what words and syntax you're speaking. This is one reason why
> I have some difficulty with matrix vs. embedded approaches to
> multilingualism.
>
> Madalena
>
> Madalena Cruz-Ferreira
> ellmcf at nus.edu.sg
>
>
>
> -----Original Message-----
> From: Charles Watkins [mailto:charles.watkins at wanadoo.fr]
> Sent: Thu 11/7/2002 11:58 AM
> To: lnpnwh; info-childes; Ellina Chernobilsky; Annette
> Karmiloff-Smith
> Cc:
> Subject: Re: Question to the community
>
>
>
> 	I agree about mental arithmetic; but only because I am
> barely numerate, like
> 	many English arts graduates (you too?!).  However
> bilingual mathematicians I
> 	know claim they don't do mental arithmetic in either
> language but
> 	conceptually, which makes sense, I suppose,  if your
> numeracy skills are as
> 	advanced as most people's verbal skills - "which
> language do you think in?"
> 	doesn't make a lot of sense as a question to me.
> 	
> 	Charles Watkins.
> 	-----Message d'origine-----
> 	De : lnpnwh <lnpnwh at leeds.ac.uk>
> 	: Charles Watkins <charles.watkins at wanadoo.fr>; info-childes
> 	<info-childes at mail.talkbank.org>; Ellina Chernobilsky
> 	<ellinac at email.eden.rutgers.edu>; Annette Karmiloff-Smith
> 	<a.karmiloff-smith at ich.ucl.ac.uk>
> 	Date : mardi 5 novembre 2002 09:22
> 	Objet : Re: Question to the community
> 	
> 	
> 	
>
>
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From gagarina at dmz01.zas.gwz-berlin.de  Fri Nov  8 15:23:58 2002
From: gagarina at dmz01.zas.gwz-berlin.de (gagarina at dmz01.zas.gwz-berlin.de)
Date: Fri, 8 Nov 2002 15:23:58 -0000
Subject: No subject
Message-ID: <FRI.8.NOV.2002.152358.0000.>

Hi info-childes at mail.talkbank.org,

This is the qmail auto-reply program at zas.gwz-berlin.de.

We received the email you sent to gagarina at zas.gwz-berlin.de
with Subject: RE: Question to the community
received on Fri Nov  8 16:23:58 CET 2002.

However, your email has been held for quarantine and evaluation,
because the email is HTML formatted. Note that, tiny dangerous
programs/virus can easily be embedded into a HTML formatted email.
Our company's policy is to accept PLAIN TEXT only email.
For our protection, quarantined email will be checked and may either be deleted or we disable the HTML and then forward to the recipient.

To disable HTML format in Outlook Express follow these steps:
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FYI please read this http://www.cknow.com/vtutor/vtextensions.htm
Please call us at 00493020192413 or email to postmaster at zas.gwz-berlin.de,
if you require clarification. The recipient has been notified.
Thank you.


From stemberg at interchange.ubc.ca  Fri Nov  8 18:27:31 2002
From: stemberg at interchange.ubc.ca (Joseph Stemberger)
Date: Fri, 8 Nov 2002 10:27:31 -0800
Subject: child phonology call-for-papers
Message-ID: <FRI.8.NOV.2002.102731.0800.STEMBERG@INTERCHANGE.UBC.CA>

CALL FOR PAPERS


2003 Child Phonology Conference

University of British Columbia
Vancouver, BC, CANADA

UBC is hosting the 2003 Annual Child Phonology Conference July 1-4,
2003. The general schedule for the conference will be as follows:

July 1:	Evening Reception	(optional Canada Day celebrations)


July 2:	Symposia: 	Segmental and Feature Development
			Word and Syllable Structure Development

	Posters: 	Other topics


July 3:	Symposia: 	Phonology in Context -- perception,
			morphology/phonology, syntax/morphology,
			motor development/phonology, metaphonology,
			literacy, hearing impairment/phonology, etc.

	Posters: 	Other topics


July 4:	Optional: 	Lab tours, focused research discussion groups	


We are now calling for symposium paper or poster abstracts for the above
topics.

Symposium papers will be 20-30 minutes in length.
Completed symposia papers need to be received by June 1, in order to be
sent to the discussants.

Posters will be up for the whole day, with a dedicated discussion time
at the end of the day.
Posters need not be sent ahead of time.


Please send an abstract of no more than 250 words by email to Barbara
Bernhardt:

bb at audiospeech.ubc.ca

BY JANUARY 31, 2003

Indicate your presentation preference:	[  ]   symposium paper only
					[  ]   poster only
					[  ]   prefer symposium, but poster OK if necessary
					[  ]   no preference


In February, abstracts will be reviewed, symposia organized, and
discussants invited.  The plan will be adjusted depending on submissions.

Note: We are hoping to disseminate the papers from the conference
either in a book or on the web.

We hope to see you there!

--- Barbara Bernhardt & Joe Stemberger


From blackwsa at sun7.bham.ac.uk  Fri Nov  8 19:02:55 2002
From: blackwsa at sun7.bham.ac.uk (SA Blackwell)
Date: Fri, 8 Nov 2002 19:02:55 +0000
Subject: Question to the community
Message-ID: <FRI.8.NOV.2002.190255.0000.BLACKWSA@SUN7.BHAM.AC.UK>

There is also a good collection of papers on language
loss, which address the question of dominance from an
individual diachronic perspective, in:

Seliger, H.W. and Vago, R.M. (ed.s), 1991, First Language
Attritition.  Cambridge University Press.

Some of the studies reported here used experimental
procedures appying various language proficiency tests
to assess individuals' maintenance, or otherwise, of
their L1.


Sue Blackwell
Department of English,
The University of Birmingham,
Edgbaston,
BIRMINGHAM   B15 2TT

Phone:  +44 - 0121-414-3219
Fax:    +44 - 0121-414-5668

e-mail:  S.A.Blackwell at bham.ac.uk

Sue's Home Page: http://web.bham.ac.uk/sue_blackwell



----- End Included Message -----


From fletcher at hkusua.hku.hk  Sat Nov  9 02:20:37 2002
From: fletcher at hkusua.hku.hk (Paul Fletcher)
Date: Sat, 9 Nov 2002 10:20:37 +0800
Subject: position available
Message-ID: <SAT.9.NOV.2002.102037.0800.FLETCHER@HKUSUA.HKU.HK>

  UNIVERSITY COLLEGE CORK, IRELAND.
LECTURER / SENIOR LECTURER IN SPEECH LANGUAGE THERAPY
The University wishes to recruit a Lecturer / Senior Lecturer in
Speech Language Therapy.  The holder of this post, working in
collaboration with the Professor, will be expected to play a major
role in developing the new undergraduate degree programme which is
due to commence in 2003.  This will include curriculum development
and delivery and preparing for professional accreditation.  A
qualification in Speech and Language Therapy is necessary for this
appointment.
  Informal enquiries to:  Professor Paul Fletcher.  Email:
fletcher at hkusua.hku.hk, Hong Kong University,                    or,
Mr. Michael Hanna, Faculty Manager, Faculty of Medicine, University
College Cork
Tel: + 353 21 4902455 / Email:  mhanna at ucc.ie / Fax: + 353 21 4270339
  Salary scales:  Senior Lecturer: ¤55,798 - ¤79,060 pa      [new entrants]
Lecturer:   ¤26,985 - ¤43,836 Bar ¤51,766 - ¤68,193 pa   [new entrants]
  The appointment will be made at either Senior Lecturer or Lecturer
level. Salary will be at a point on these scales in accordance with
qualifications and experience to date.
  Closing date:  Friday, 29  November 2002
Further particulars and application form may be obtained from:
www.ucc.ie/appointments/vacancies1.html                          or,
Department of Human Resources, University College, Cork.
Tel: + 353 21 4903000 / Email: academicrecruitment at ucc.ie / Fax: +
353 21 4276995
  University College Cork is an Equal Opportunities Employer
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From gagarina at dmz01.zas.gwz-berlin.de  Sat Nov  9 02:43:19 2002
From: gagarina at dmz01.zas.gwz-berlin.de (gagarina at dmz01.zas.gwz-berlin.de)
Date: Sat, 9 Nov 2002 02:43:19 -0000
Subject: No subject
Message-ID: <SAT.9.NOV.2002.024319.0000.>

Hi info-childes at mail.talkbank.org,

This is the qmail auto-reply program at zas.gwz-berlin.de.

We received the email you sent to gagarina at zas.gwz-berlin.de
with Subject: position available
received on Sat Nov  9 03:43:19 CET 2002.

However, your email has been held for quarantine and evaluation,
because the email is HTML formatted. Note that, tiny dangerous
programs/virus can easily be embedded into a HTML formatted email.
Our company's policy is to accept PLAIN TEXT only email.
For our protection, quarantined email will be checked and may either be deleted or we disable the HTML and then forward to the recipient.

To disable HTML format in Outlook Express follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click SEND (which is found at the top)
  4) Click PLAIN TEXT for both Mail and News sending format
  5) Then click OK and restart your Outlook Express

To disable HTML format in MS Outlook follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click MAIL FORMAT
  4) Select PLAIN TEXT for Send in this message format:
  5) UNTICK -- Use Microsoft Word to edit e-mail messages
  6) Then click OK/APPLY and restart your MS Outlook

NB. sending email directly from MS Office generates HTML formatting. Use cut and paste when forwarding HTML formatted email. Otherwise please contact your Technical Support for help.
FYI please read this http://www.cknow.com/vtutor/vtextensions.htm
Please call us at 00493020192413 or email to postmaster at zas.gwz-berlin.de,
if you require clarification. The recipient has been notified.
Thank you.


From trevi at mb5.seikyou.ne.jp  Sat Nov  9 16:27:49 2002
From: trevi at mb5.seikyou.ne.jp (Pascale TREVISIOL)
Date: Sun, 10 Nov 2002 01:27:49 +0900
Subject: summary of references
Message-ID: <SUN.10.NOV.2002.012749.0900.TREVI@MB5.SEIKYOU.NE.JP>

Following are references gathered in response to my request for studies
dealing with the expression of time and aspect by japanese speaking subjects
in L1 and L2. I feel very grateful for all the help I received. Thank you to
those who responded !

Pascale Trevisiol
University of Paris 8 / University of Hokkaido, Institute of Language and
Culture Studies (Japan)


SUMMARY OF REPLIES

Berman, R. & Slobin, D. (1994). Narrative structure. In R.Berman & D. Slobin
(Eds.), Relating events in narrative: A crosslinguistic developmental study
(pp. 39-84). Hillsdale, NJ: Lawrence Erlbaum Associates.

Clancy, P. (1986). The acquisition of communicative style in Japanese. In
B.B.Schieffelin & E. Ochs (Eds.), Language socialization across cultures (
Cambridge: Cambridge University Press.

Clancy, P. M. (1985). The acquisition of Japanese. In D.I.Slobin (Ed.), The
Cross-linguistic Study of Language Acquisition. Vol. 1: The data (pp.
373-524). Hillsdale, NJ: Lawrence Erlbaum Associates.

Clancy, P. (1990). Acquiring communicative style in Japanese. In
R.C.Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing
communicative competence in a second language (pp. 27-34). New York: Newbury
House Publishers.

Ping Li and Yasuhiro Shirai (2000). The acquisition of Lexical and
Grammatical Aspect. Studies in language acquisition. Mouton de
Gruyter.

There are also Shirai's papers references about aspect in Japanese on the
author's homepage :
http://www.people.cornell.edu/pages/ys54/


From henri.cohen at uqam.ca  Sun Nov 10 18:44:16 2002
From: henri.cohen at uqam.ca (Henri Cohen)
Date: Sun, 10 Nov 2002 13:44:16 -0500
Subject: Categorization Summer Institute June 30 - July 11 2003
Message-ID: <SUN.10.NOV.2002.134416.0500.HENRI.COHEN@UQAM.CA>


Dear Colleagues,

The theme of the 2003 UQaM Summer Institute is CATEGORIZATION. It is
open to all. For more information, please go to:
     http://www.unites.uqam.ca/sccog/liens/program.html
     Universite of Quebec @ Montreal: June 30 - July 11 2003

Day 1. CATEGORIZATION IN COGNITIVE SCIENCES
(all disciplines)
     Categorization in cognitive neuroscience - S Grossberg (Boston U)
     Categorization in psychology - S Harnad (UQaM)
     Categorization in computer science - JF Sowa (LLC)
     Categorization in linguistics - TBA
     Categorization in Philosophy - TBA
     Categorization in cognitive sciences - A Papafragou (Penn)

Day 2. SEMANTIC CATEGORIES
(anthropology, linguistics, philosophy, psychology)
     Emotion categories across languages - J Boster (U Conn)
     Semantic categorization - B Gillon (McGill)
     Conceptual Change - P Thagard (Waterloo)
     Biology of substance categories - R Millikan(U Conn)
     Color categories across languages - P Kay (Berkeley)
     Semantic categories - S Coulson (UCSD)

Day 3. SYNTACTIC CATEGORIES AND CATEGORY CHANGE
(linguistics)
     Syntactic categories 1 - A Zwicky (Stanford)
     Multifunctional categories - Lisa Travis (McGill)
     Crossgcategorial constructions - R Malouf (Groningen)
     Category change - Ian Roberts (Cambridge)
     How different can languages be? - D Gil (MPI Leipzig)
     Syntactic categories 2 - J Bobaljik (McGill)

Day 4. CATEGORIES IN SPOKEN AND SIGNED LANGUAGES
(linguistics and psychology)
     Sign Language 1  - D Bouchard/C Dubuisson (UQaM)
     Sign languages 2 - Judy Kegl (U So Maine)
     Sign vs speech - D Lillo-Martin (U Conn)
        ACQUISITION OF CATEGORIES
     L1 acquisition - M Labelle (UQaM)
     L2 acquisition - L White (McGill)
     Categorisation and acquisition - E Clark (Stanford)

Day 5. DATA MINING FOR CATEGORIES AND ONTOLOGIES
(computer science, philosophy)
     Graph structure clustering - G Mineau (Laval)
     Data mining - Y Kodratoff (Paris-Sud XI)
     Text mining - A Napoli (LORIA)
     Computer-aided categorization - J-G Meunier (UQaM)
     Categorization nets - R Proulx (UQaM)

Day 6. NEUROSCIENCE OF CATEGORIZATION AND CATEGORY LEARNING
(psychology, philosophy)
     Neuropsychology of category learning - FG Ashby (Santa Barbara)
     Striatum and category learning - WT Maddox (UT Austin)
     Brain basis of category learning - J Gabrieli (Stanford)
     Categorical speech perception/production - S Ravizza (Berkeley)
     Neural nets - Pierre Poirier (UQaM)

Day 7. MACHINE CATEGORY LEARNING
(computer science, philosophy, robotics)
     Conceptual spaces - P Gardenfors (Lund)
     Symbolic learning - Patrick Gallinari (U PM Curie)
     Similarity in fuzzy categories - D Dubois/H Prade (U P Sabatier)
     Self-organizing vocabularies - S Nolfi (ICST Rome)
     Inferential learning theory - RS Michalski (G Mason U)
     Cognitive computation - SJ Hanson (Rutgers)

Day 8. PERCEPTION AND INFERENCE
(psychology, philosophy)
     Perception to symbols - L Barsalou (Emory)
     Return of conceptual empiricism - J Prinz (Wash U St-Louis)
     Category representation - R Nosofsky (Indiana)
     Category learning - R Goldstone (Indiana)
     Categorization and inference - A  Markman (UT Austin)
     Perception and inference - S Coulson (UCSD)

Day 9. GROUNDING, RECOGNITION, AND REASONING
(psychology, philosophy)
     Reference - S Larochelle (U Montreal)
     Shape recognition - I Biederman (USC)
     Object perception - PG Schyns (Glasgow)
     Analogical reasoning - D Gentner (Northwestern)
     Categorization and reasoning - S Robert (UQaM)

Day 10. THE NATURALIZATION OF CATEGORIES
(philosophy)
     Nominalism and concepts - C Panaccio (UQTR)
     Social construction of categories - L Faucher (UQaM)
     Concept nativism - E Margolis (Rice)
     Category neurosemantics - C Eliasmith (Waterloo)
     Philosophical Analysis - G Rey (Maryland)

Registration information:
http://www.unites.uqam.ca/sccog/liens/registration.html


Cheers,

Henri Cohen
--
Henri Cohen, Ph.D.
Cognitive neuroscience center
& Dept. Psychology, UQAM
PB 8888, Stn. Centre-Ville
Montreal, Qc.  H3C 3P8
Canada

T: (514) 987-4445      F: (514) 987-8952    I: henri.cohen at uqam.ca
http://www.tennet.ca
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From gagarina at dmz01.zas.gwz-berlin.de  Sun Nov 10 18:55:29 2002
From: gagarina at dmz01.zas.gwz-berlin.de (gagarina at dmz01.zas.gwz-berlin.de)
Date: Sun, 10 Nov 2002 18:55:29 -0000
Subject: No subject
Message-ID: <SUN.10.NOV.2002.185529.0000.>

Hi info-childes at mail.talkbank.org,

This is the qmail auto-reply program at zas.gwz-berlin.de.

We received the email you sent to gagarina at zas.gwz-berlin.de
with Subject: Categorization Summer Institute June 30 - July 11 2003
received on Sun Nov 10 19:55:29 CET 2002.

However, your email has been held for quarantine and evaluation,
because the email is HTML formatted. Note that, tiny dangerous
programs/virus can easily be embedded into a HTML formatted email.
Our company's policy is to accept PLAIN TEXT only email.
For our protection, quarantined email will be checked and may either be deleted or we disable the HTML and then forward to the recipient.

To disable HTML format in Outlook Express follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click SEND (which is found at the top)
  4) Click PLAIN TEXT for both Mail and News sending format
  5) Then click OK and restart your Outlook Express

To disable HTML format in MS Outlook follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click MAIL FORMAT
  4) Select PLAIN TEXT for Send in this message format:
  5) UNTICK -- Use Microsoft Word to edit e-mail messages
  6) Then click OK/APPLY and restart your MS Outlook

NB. sending email directly from MS Office generates HTML formatting. Use cut and paste when forwarding HTML formatted email. Otherwise please contact your Technical Support for help.
FYI please read this http://www.cknow.com/vtutor/vtextensions.htm
Please call us at 00493020192413 or email to postmaster at zas.gwz-berlin.de,
if you require clarification. The recipient has been notified.
Thank you.


From evaaguila at hotmail.com  Mon Nov 11 20:20:18 2002
From: evaaguila at hotmail.com (=?iso-8859-1?Q?Eva_=C1guila?=)
Date: Mon, 11 Nov 2002 21:20:18 +0100
Subject: 6th SYMPOSIUM ON PSYCHOLINGUISTICS
Message-ID: <MON.11.NOV.2002.212018.0100.EVAAGUILA@HOTMAIL.COM>

Dear colleagues,

It is a pleasure for us to announce the 6th Symposium on Psycholinguistics, which will take place in Barcelona, 27th - 29th March.

Information is now available at:

http://www.ub.es/pbasic/psicoling (pages in English will be available soon)

We want to remind you that the deadline for registering posters is the 30th Nov.

We hope see you in Barcelona.


Yours,
The organizing comittee

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From anderson at mail.fpg.unc.edu  Tue Nov 12 15:58:05 2002
From: anderson at mail.fpg.unc.edu (Kathleen Anderson)
Date: Tue, 12 Nov 2002 10:58:05 -0500
Subject: Speech-Language Pathologist Research Position
Message-ID: <TUE.12.NOV.2002.105805.0500.ANDERSON@MAIL.FPG.UNC.EDU>

The Frank Porter Graham Child Development Institute at the University of
North Carolina in Chapel Hill is seeking a full-time speech-language
pathologist (SLP) for a multidisciplinary research project examining the
communication skills of young males with fragile X syndrome and Down
syndrome.  Participating families reside in North Carolina, Georgia,
South Carolina, Maryland, and Virginia.  As a member of the research
project staff, the SLP will schedule assessment visits and administer
developmental and speech-language measures to study children.
Requirements include two years experience working with children with
developmental disabilities.  Availability for travel (approximately 8
nights per month) is required.

For more information, please contact Kathleen Anderson, Project
Coordinator, at kathleen_anderson at unc.edu or 919.843.5422; or you may
fax your resume to 919.966.7532.

--
Kathleen Anderson, M.Ed.
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
105 Smith Level Road/CB# 8180
Chapel Hill, NC 27599-8180
phone:919-843-5422/fax:919-966-7532


From mkatzberg at sc.rr.com  Tue Nov 12 23:00:52 2002
From: mkatzberg at sc.rr.com (Maegan Katzberg)
Date: Tue, 12 Nov 2002 18:00:52 -0500
Subject: CI copra
Message-ID: <TUE.12.NOV.2002.180052.0500.MKATZBERG@SC.RR.COM>

Is there a cochlear implant corpra available for the childes program?
Maegan


From gerald at netmedia.net.il  Wed Nov 13 07:15:23 2002
From: gerald at netmedia.net.il (Gerald & Limor)
Date: Wed, 13 Nov 2002 09:15:23 +0200
Subject: Early stage in language acquisition
Message-ID: <WED.13.NOV.2002.091523.0200.GERALD@NETMEDIA.NET.IL>

Dear all,
I wanted to ask, does anyone know/found an early stage in acquisition in
which
Children delete both coda and onset from a word and keep only the vowel
(as a word)?
If does, please mention if it is in a normal development or in a
language disorder (apraxia, hearing impaired,
SLI etc).
Does anyone know others (ref.) that mention this stage?
Thank you in advance
Limor Adi-Bensaid



Limor Adi-Bensaid
E-mail: Gerald at netmedia.net.il

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From stemberg at interchange.ubc.ca  Wed Nov 13 16:08:47 2002
From: stemberg at interchange.ubc.ca (Joe Stemberger)
Date: Wed, 13 Nov 2002 08:08:47 -0800
Subject: Early stage in language acquisition
Message-ID: <WED.13.NOV.2002.080847.0800.STEMBERG@INTERCHANGE.UBC.CA>

Gerald & Limor,

>
> I wanted to ask, does anyone know/found an early stage in acquisition in
> which children delete both coda and onset from a word and keep only the vowel
> (as a word)?

I assume that you're using the word "stage" to mean "a period of time",
with no implication that it's a step through which all children are
expected to pass.

And by "deletion", are you including use of initial glottal stops, where
e.g. the word LEG is pronounced [?e] ?  (This is usually lumped in as
pragmatically equivalent to deletion by English-speaking and
French-speaking speech-language pathologists, on the grounds that the
typical untrained English and French speaker can't hear the difference
between glottal stop and the true absence of a consonant, especially in
post-pausal position.)

We talk about this to some extent in our book, HANDBOOK OF PHONOLOGICAL
DEVELOPMENT (from Academic Press:  Bernhardt & Stemberger, 1998).

We note (p.370) that we've never come across total absence of onsets,
but that total absence of codas is common. It's not uncommon for a
particular onset consonant to delete or be replaced by glottal stop
(with /l/ and /h/ being common examples), but there are generally other
onset consonants (esp. oral stops) present in other words.

It is sometimes the case that older children with a phonological delay
or disorder has difficulty with onsets (pp. 435-436). Some of these
children have defaults that replace (almost) all target consonants (such
as [w] or [k]). Deletion (or more likely, replacement with glottal stop)
is also observed in really severely disordered systems, and clinical
assessment tools usually have a place for noting that. But it's
uncommon. And we haven't ever come across a child who actually deletes
all onsets. The closest we've seen is a child who variably replaces all
consonants with either a glottal stop or [h].

For the children that we've seen with severe onset problems, and for
most children in the literature,  coda development is usually much more
advanced.

But an occasional clinician has reported such a child to my co-author
(Barbara Bernhardt). And I believe that there was a report a few years
ago by Marie Therese Le Normand on a French-learning child who had only
vowels; we can't remember whether pains were taken to distinguish
glottal stops in the onset from true deletion.


---Joe Stemberger
University of British Columbia


From champaud at psycho.univ-paris5.fr  Thu Nov 14 17:23:03 2002
From: champaud at psycho.univ-paris5.fr (champaud)
Date: Thu, 14 Nov 2002 18:23:03 +0100
Subject: check
Message-ID: <THU.14.NOV.2002.182303.0100.CHAMPAUD@PSYCHO.UNIVPARIS5.FR>

A previous message to info-chibolts at mail.talkbank.org was refused by 
mail.talkbank.org, so I send a new one to info-childes:

         I just retrieved yesterday the last (?) version of clanwin.exe 
(05-NOV-2002 13:00) and it seems that there  are problems for us with some 
programs.

         First, check treats ç  (c with cedilla) inside words as if it were 
an upper case letter. For instance, if we try to check the following 
çedilla.cha file:

@Begin
@Participants: CHI Grégoire Target_child
*CHI:   garçon.
@End

We obtain the following result:

 > check çedilla.cha
depfile.cut being used from: "C:\childes\Clan\lib\depfile.cut"
check çedilla.cha
Thu Nov 14 12:54:40 2002
check (05-Nov-2002) is conducting analyses on:
   ALL speaker tiers
     and those speakers' ALL dependent tiers
   and ALL header tiers
****************************************
 From file <çedilla.cha>
First pass DONE.
*** File "çedilla.cha": line 3.
*CHI:   garçon.
Upper case letters are not allowed inside a word.(49)
Second pass DONE.
Warning: Please repeat CHECK until no error messages are reported!

         It is a problem for editing French. I tried to allow cedillas, but 
it seems that programs ignore 00depadd.cut file. Anyway, the problem would 
remain for running check inside the editor. For the moment we are obliged 
to run check from outside the editor using -e49 option.
         This problem does not occur with previous clanwin.exe programs we 
have on other machines (06-MAR-2002, 01-MAY-2002, 27-AUG-2002, and one of 
September). I wonder whether it is a general problem with check or if it is 
restricted to our French machines.

         There seem also to be problems with freq. As soon as we start the 
program, there is an error message and the CLAN session is interrupted. For 
the moment, I was not able to locate the problem.

Is there something I can do to solve the first problem?

Christian Champaud
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From mkatzberg at SC.RR.COM  Thu Nov 14 12:15:33 2002
From: mkatzberg at SC.RR.COM (Maegan Katzberg)
Date: Thu, 14 Nov 2002 07:15:33 -0500
Subject: Request for CI samples
Message-ID: <THU.14.NOV.2002.071533.0500.MKATZBERG@SC.RR.COM>

Hello!
I am a doctoral student at the University of South Carolina in Columbia.  I
am interested in doing an analysis using the CHILDES program on
morphological acquisition by young CI users.  Is there a CI corpora
available?  Are there ANY CI language samples out there?

Maegan


From macw at cmu.edu  Thu Nov 14 23:48:20 2002
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 14 Nov 2002 18:48:20 -0500
Subject: check
In-Reply-To: <5.1.0.14.0.20021114181553.01c16cd8@mailhost.psycho.univ-paris5.fr>
Message-ID: <THU.14.NOV.2002.184820.0500.MACW@CMU.EDU>

Dear Christian,
  The mail server was down for a few hours this afternoon as I moved the
software from Mac OS9 to OSX.  Since your message has now posted over to
info-chibolts, I will continue this technical discussion over there.

--Brian MacWhinney
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From hitomi-murata at mri.biglobe.ne.jp  Fri Nov 15 09:54:23 2002
From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata)
Date: Fri, 15 Nov 2002 18:54:23 +0900
Subject: The Proceedings of the Third Tokyo Conference on
 Psycholinguistics(TCP 2002)
Message-ID: <FRI.15.NOV.2002.185423.0900.HITOMIMURATA@MRI.BIGLOBE.NE.JP>

Dear Colleagues,

 The Tokyo Conference on Psycholinguistics (TCP) has now published
 “The Proceedings of the Third Tokyo Conference on Psycholinguistics”
 from Hituzi Syobo Publishing Company.

 Table of Contents

 Indeterminate Pronouns: The View from Japanese
 　　Angelika Kratzer and Junko Shimoyama
 Parameters: The View from Child Language
 　　William Snyder
 Relevance Theory: A Tutorial
 　　Deirdre Wilson and Dan Sperber
 Children's Command of Negation
 　　Stephen Crain, Amanda Gardner, Andrea Gualmini and Beth Rabbin
 Acquisition of Phonological Sublexica in Japanese: An OT Account
 　　Haruka Fukazawa, Mafuyu Kitahara and Mitsuhiko Ota
 On Null Subjects in Child Russian
 　　Galina Gordishevsky & Jeannette Schaeffer
 Facets of Case: On the Nature of the Double-o Constraint
 　　Ken Hiraiwa
 Syntax-Phonology Interface of Wh-Constructions in Japanese
 　　Shinichiro Ishihara
 Early Acquisition of Head-Internal Relative Clauses in Japanese
 　　Miwa Isobe
 Children's Knowledge of the Interaction between Binding Principles and QR
 　　Hirohisa Kiguchi and Rosalind Thornton
 How Large Can Small Clauses Be?
 　　Masakazu Kuno
 L2 Acquisition of Causatives by Spanish, Chinese and Japanese Speakers
 　　Keiko Matsunaga
 Experimental Studies on Children's Undergeneration of NO with PPs
 　　Motoki Nakajima
 Exclamatory Sentences in Japanese: A Preliminary Study
 　　Hajime Ono
 Parameter Setting in the Acquisition of Japanese
 　　Koji Sugisaki
 Information Structures and Innate Knowledge of Linguistic Principles
 　　Cecile van der Weert

 ISBN 4-89476-173-4 (Paperback)  3,800 yen + tax

 For more information, contact the publisher:
 Hituzi Syobo

 Esupowaru-building 8, 1F,
 5-25-8 Koisikawa
 Bunkyou-ku  Tokyo
 Japan
 Fax: +81-3-5684-6872

 e-mail:  toiawase at hituzi.co.jp
Web site: http://www.hituzi.co.jp/

 For details about TCP, visit our web site:
 http://www.otsu.icl.keio.ac.jp/tcp/
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From MariaMcGuckian at aol.com  Fri Nov 15 12:20:19 2002
From: MariaMcGuckian at aol.com (MariaMcGuckian at aol.com)
Date: Fri, 15 Nov 2002 07:20:19 EST
Subject: References on acquisition of possessive -s
Message-ID: <FRI.15.NOV.2002.072019.EST.>

Dear info-childes members,

A while back I posted a request for references to literature on the
acquisition of possessive -s. I would like to take this opportunity to thank
everyone who responded,  I was provided with a number of references and
useful comments. There follows a list of references gathered in response to
my request.

Maria McGuckian
Linguistics, School of Communication
University of Ulster

Berko, J. (1958). "The child's learning of English morphology." Word 14:
150-177.

Brown, R. (1973). A first language: The early stages. London, Allen & Unwin.

de Villiers, J. G. and P. A. de Villiers (1972). "A cross-sectional study of
the acquisition of grammatical morphemes in child speech." Journal of
Psycholinguistic Research 2(3): 267-278.

Golinkoff, R. M. & Markessini, J.  (1980).  "'Mommy sock':  The child's
understanding of possession as expressed in two-noun phrases".  Journal of
Child Language, 7, 119-136

Leonard, L.B. (1995). "Functional categories in the grammars of children with
Specific language impairment". Journal of Speech and Hearing Research,
38:1270-1283.

Peters, A.M. & Menn, L. (1993). "False starts and filler syllables: Ways to
learn grammatical morphemes" Language,  69 (4):742-777.

Gavruseva, E. & Thornton, R. (2001). "Getting it right: Acquisition of
Whose-Questions in Child English". Language Acquisition, l9 (3):229-267.
(On how the possessive -s morpheme shows up in whose-questions).

van de Craats, I., Corver, N. & van Hout, R. (2000). "Conservation of
grammatical knowledge: on the acquisition of possessive noun phrases by
Turkish and Moroccan learners of Dutch". Linguistics, 38:221-314.

Penner, Z. & Weissenborn, J. (1996). "Strong continuity, parameter setting
and the trigger hierarchy: on the acquisition of DP in Bernese Swiss German
and High German". In, Generative perspectives on language acquisition,
Clahsen, H. (ed.), 161-200 Amsterdam, Benjamins.













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From Martine.deJong at student.uva.nl  Fri Nov 15 14:38:20 2002
From: Martine.deJong at student.uva.nl (M.P. de Jong)
Date: Fri, 15 Nov 2002 15:38:20 +0100
Subject: twins and personal pronouns
Message-ID: <FRI.15.NOV.2002.153820.0100.MARTINE.DEJONG@STUDENT.UVA.NL>

Hello everyone

I am working on a paper about twins acquiring personal pronouns and I
was wondering if anybody would know some (recent) literature about this
topic?

Thank you,
Martine de Jong.


From gleason at bu.edu  Fri Nov 15 18:27:26 2002
From: gleason at bu.edu (Jean Berko Gleason)
Date: Fri, 15 Nov 2002 13:27:26 -0500
Subject: twins and personal pronouns
Message-ID: <FRI.15.NOV.2002.132726.0500.GLEASON@BU.EDU>

M.P. de Jong wrote:
> Hello everyone
>
> I am working on a paper about twins acquiring personal pronouns and I
> was wondering if anybody would know some (recent) literature about this
> topic?
>
> Thank you,
> Martine de Jong.
>
>

It isn't new, so I imagine you have it, but Svenka Savic's book How
Twins Learn to Talk reports on twins' use of personal pronouns in
SerboCroatian. She compared them with singletons and found the twins
advanced in acquisition, hypothesizing that this was a result of
conversational pressure (e.g., trying to figure out which one of them
was being referred to in conversation,etc.)
--
Jean Berko Gleason


From santelmannl at pdx.edu  Sat Nov 16 00:38:04 2002
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Fri, 15 Nov 2002 16:38:04 -0800
Subject: Reading by deaf individuals in logographic language
Message-ID: <FRI.15.NOV.2002.163804.0800.SANTELMANNL@PDX.EDU>

Thank you to everyone who responded to my query for literature on reading
in logographic scripts by deaf individuals.

The bottom line is best summarized by the response that I got from Mary
Erbaugh: "Sadly, reading achievement is just as low in Chinese speaking
deaf children as it is for their European peers. This is because reading
characters depends most strongly on phonological decoding and
metalinguistic awareness of spoken divisions of word, syllable, rime and
phoneme.  Visual memory is not more important than with reading alphabets.
About 85% of characters have phonetic cues (which do differ in accessibility)."

A very big thank you to Mary Erbaugh for sending me the book that she
edited, which talks about learning to read Chinese and Japanese in general:
Erbaugh, Mary S. (ed.) (2002). Difficult Characters: Studies in Chinese and
Japanese Writing. Foreign Language Publications, Ohio State University.
ISBN 0-87415-344-1.

Finally, a special thank you to Matt Dye, who sent me his extensive
bibliography on reading in logographic scripts. I have pasted his
bibliography with a few additions that I received from other people. Most
of this literature covers typically developing readers and reading in
Chinese/Japanese in general, but it is a valuable resource!

Lynn Santelmann

Bibliography of references:
Bellugi, Ursula, Ovid J.L. Tzeng, Edward S. Klim and Angela Fok. 1990.
'Dyslexia: Perspectives from Sign and Script'. In A. Galaburda, ed. From
Neuron to Reading: Toward a Neurobiology of Dyslexia. Cambridge: MIT. 137-71.

Biederman, I., & Tsao, Y. C. (1979). On processing of Chinese ideographs
and English words: Some implications from Stroop test results. Cognitive
Psychology, 11, 125-132.

Chen, H. (1984). Detecting radical component of Chinese characters in
visual reading. Journal of Chinese Psychology, 26, 29-34.

Chen, H. (1986). Component detection in reading Chinese characters. In H.
S. Kao, & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese
language (1-10). Hong Kong: Hong Kong University Press.

Chen, H. (1987). Character detection in reading Chinese: Effects of context
and display format. Journal of Chinese Psychology, 29, 45-50.

Chen, H. (1992). Reading comprehension in Chinese: Implications from
character reading times. In H. Chen, & O. J. Tzeng (Eds.), Language
processing in Chinese (175-205). Amsterdam: North Holland.

Chen, H. (1996). Chinese reading and comprehension: A cognitive psychology
perspective. In M. H. Bond (Ed.), The handbook of Chinese psychology
(43-62). Oxford, England: Oxford University Press.

Chen, H. C., Flores d'Arcais, G. B., & Cheung, S. L. (1995). Orthographic
and phonological activation in recognizing Chinese characters.
Psychological Research, 58, 144-153.

Chen, H., & Juola, J. F. (1982). Dimensions of lexical coding in Chinese
and English. Memory and Cognition, 10, 216-224.

Chen, M. J., Lau, L. L., & Yung, Y. F. (1993). Development of component
skills in reading Chinese. International Journal of Psychology, 28, 481-507.

Chen, Y. P., Allport, D. A., & Marshall, J. C. (1996). What are the
functional orthographic units in Chinese word recognition: The stroke or
the stroke pattern? Quarterly Journal of Experimental Psychology: Human
Experimental Psychology, 49A, 1024-1043.

Cheng, C. M. (1992). Lexical access in Chinese: Evidence from automatic
activation of phonological information. In H. Chen, & O. J. Tzeng (Eds.),
Language Processing in Chinese (67-91). Amsterdam: North-Holland.

Cho, J.R., and Chen, H.C. (1999). Orthographic and phonological activation
in the semantic processing of Korean Hanja and Hangul. Language and
Cognitive Processes, 14 (5-6), 481-502.

Cho, K.D. (1997). The effects of orthographic difference between Kanji and
Kana in naming and lexical decision. Japanese Journal of Psychonomic
Science, 16 (1), 5-11.

Chua, F. K. (1999). Phonological recoding in Chinese logograph recognition.
Journal of Experimental Psychology: Learning Memory, and Cognition, 25,
876-891.

Feldman, L., & Siok, W. (1997). The role of component function in visual
recognition of Chinese Characters. Journal of Experimental Psychology:
Learning, Memory and Cognition, 23, 776-781.

Flaherty, M. (1998). Are kanji merely pictures? Is sign language merely
gestures? Sign Language Communication Studies, 6(28), 30-34.

Flaherty, M. (2000). Memory in the deaf: A cross-cultural study in English
and Japanese. American Annals of the Deaf, 145(3), 237-244.

Flaherty, M., & Connolly, M. (1996). Visual memory skills in Japanese and
Caucasians. Perceptual and Motor Skills, 82, 1319-1329.

Flaherty, M., & Moran, A. (2001). Memory span for Arabic numerals and digit
words in Japanese kanji in deaf signers. Japanese Psychological Research,
43 (2), 63-71.

Flores d'Arcais, G. B. (1992). Graphemic, phonological, and semantic
activation processes during the recognition of Chinese characters. In H. C.
Chen, & O. J. Tzeng (Eds.), Language processing in Chinese (37-66).
Amsterdam: North-Holland.

Flores d'Arcais, G. B., Saito, H., & Kawakami, M. (1995). Phonological and
semantic activation in reading Kanji characters. Journal of Experimental
Psychology: Learning, Memory and Cognition, 21, 34-42.

Hatano, G., Kuhara, K., & Akiyama, M. (1981). Kanji help readers of
Japanese infer the meaning of unfamiliar words. Quarterly Newsletter of the
Laboratory of Comparative Human Cognition, 3 (2), 30-33.

Ho, C.S., & Bryant, P. (1997a). Learning to read Chinese beyond the
logographic phase. Reading Research Quarterly, 32 (3), 276-289.

Ho, C. S., & Bryant, P. (1997b). Phonological skills are important in
learning to read Chinese. Developmental Psychology, 33, 946-951.

Hoosain, R. (1992). Psychological reality of the word in Chinese. In H. C.
Chen, & O. J. Tzeng (Eds.), Language processing in Chinese (111-130).
Amsterdam: North-Holland.

Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in
early reading ability: What we can learn from Chinese? Scientific Studies
of Reading, 2, 55-79.

Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual
skills in learning to read Chinese and English. Cognition, 54, 73-98.

Huang, H. S., & Hanley, J. R. (1997). A longitudinal study of phonological
awareness visual skills, and Chinese reading acquisition among
first-graders in Taiwan. International Journal of Behavioral Development,
20, 249-268.

Kim, J., & Davis, C. (in press). Using Korean to investigate phonological
priming effects without the influence of orthography. Language & Cognitive
Processes.

Kim, J., & Davis, C. (2001). Loss of rapid phonological recoding in reading
Hanja, the logographic script of Korean. Psychonomic Bulletin and Review, 8
(4), 785-790.

Leck, K. J., Weekes, B. S., & Chen, M. (1995). Visual and phonological
pathways to the lexicon: Evidence from Chinese readers. Memory and
Cognition, 23, 468-476.

Leong, C. K. (1997). Paradigmatic analysis of Chinese word reading:
Research findings and classroom practices. In C. K. Leong, & R. M. Joshi
(Eds.), Cross-language studies of learning to read and spell (379-417).
Dordrecht the Netherlands: Kluwer Academic.

Liu, Y., & Peng, D. (1997). Meaning access of Chinese compounds and its
time course. In H. C. Chen (Ed.), Cognitive processing of Chinese and
related Asian language (219-232). Hong Kong: The Chinese University Press.

McBride-Chang, C., & Ho, C. S. (2000). Developmental issues in Chinese
children's character acquisition. Journal of Educational Psychology, 92, 50-55.

Park, S., & Arbuckle, T. Y. (1977). Ideograms versus alphabets: Effects of
script on memory in "biscriptal" Korean subjects. Journal of Experimental
Psychology: Learning and Memory, 6, 631-642.

Park, T. J. (1990). Phonological encoding when reading
Chinese-character-words in Korean. Korean Journal of Experimental and
Cognitive Psychology, 2, 90-102.

Perfetti, C. A., & Tan, L. H. (1998). The time course of graphic
phonological, and semantic activation in visual Chinese character
identification. Journal of Experimental Psychology: Learning Memory, and
Cognition, 24, 101-118.

Perfetti, C. A., & Tan, L. H. (1999). The constituency model of Chinese
word identification. In J. Wang, & A. W. Inhoff (Eds.), Reading Chinese
script: A cognitive analysis (115-134). Mahwah NJ: Erlbaum.

Perfetti, C. A., & Zhang, S. (1995). Very early phonological activation in
Chinese reading. Journal of Experimental Psychology: Learning Memory, and
Cognition, 21, 24-33.

Perfetti, C. A., Zhang, S., & Berent, I. (1992). Reading in English and
Chinese: Evidence for a "universal" phonological principle. In R. Frest, &
L. Katz (Eds.), Orthography phonology, morphology, and meaning (227-248).
Amsterdam: Elsevier.

Pollatsek, A., Tan, L. H., & Rayner, K. (2000). The role of phonological
codes in integrating information across saccadic eye movements in Chinese
character identification. Journal of Experimental Psychology: Human
Perception and Performance, 26, 607-633.

Read, C., Zhang, Y. F., Nie, H. Y., & Ding, B. Q. (1986). The ability to
manipulate speech sounds depends on knowing alphabetic writing. Cognition,
24, 31-44.

Sakuma, N., Sasanuma, S., Tatsumi, I. F., & Masaki, S. (1998). Orthography
and phonology in reading Japanese Kanji words: Evidence from the semantic
decision task with homophones. Memory and Cognition, 26, 75-87.

Saito, H. (1981). Use of graphemic and phonemic encoding in reading kanji
and kana. Japanese Journal of Psychology, 52, 266-273.

Shen, D., & Forster, K. I. (1999). Masked phonological priming in reading
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429-459.

Shimamura, A. P. (1987). Word comprehension and naming: An analysis of
English and Japanese orthographies. American Journal of Psychology, 100, 15-40.

Simpson, G. B., & Kang, H. (1994). The flexible use of phonological
information in word recognition in Korean. Journal of Memory and Language,
33, 319-331.

Siok, W.T., & Fletcher, P. (2001). The role of phonological awareness and
visual-orthographic skills in Chinese reading acquisition. Developmental
Psychology, 37 (6), 886-899.

Song, H., Zhang, H., & Shu, H. (1995). The developmental shift of the role
of graphic code and phonetic code in Chinese reading. Acta Psychologica
Sinica, 27, 139-144.

Taft, M., & Zhu, X. (1997). Submorphemic processing in reading Chinese.
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Tan, L.H., Feng, C.M., Fox, P.T., & Gao, J.H. (2001). An fMRI study with
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Tan, L. H., Hoosain, R., & Peng, D. (1995). Role of early presemantic
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Tan, L. H., Hossain, R., & Siok, W. W. (1996). Activation of phonological
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Tan, L. H., Liu, H. L., Perfetti, C. A., Spinks, J. A., Fox, P., & Gao, J.
H. (2001). The neural systems underlying Chinese logograph reading.
Neurolmage, 13, 836-846.

Tan, L. H., & Perfetti, C. A. (1997). Visual Chinese character recognition:
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and Language, 37, 41-57.

Tan, L. H., & Perfetti, C. A. (1999). Phonological activation in visual
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Tao, L., & Healy, A.F. (2002). The unitization effect in reading Chinese
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Taylor, I. (1997). Psycholinguistic reasons for keeping Chinese characters
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Vaid, J., & Park, K. (1997). Hemispheric asymmetries in reading Korean:
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Weekes, B. S., Chen, M. J., & Lin, Y. B. (1998). Differential effects of
phonological priming on Chinese character recognition. Reading and Writing,
10, 201-222.

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Wydell, T. N., Patterson, K. E., & Humphreys, G. W. (1993). Phonologically
mediated access to meaning for kanji: Is a rows still a rose in Japanese
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during silent Chinese word reading. Journal of Experimental Psychology:
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Yamada, J., Kayamoto, Y., & Morita, A. (1999). Japanese Kanji as a
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Zhang, B., & Peng, D. (1992). Decomposed storage in the Chinese lexicon. In
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Zhou, Y. G. (1978). Xiandai hanzi zhong shengpang de biaoyin gongneng wenti
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Zhou, X., & Marslen-Wilson, W. (1999). Orthography, phonology, and semantic
activation in reading Chinese. Journal of Memory and Language.

Zhou, X., Shu, H., Bi, Y., & Shi, D. (1999). Is there phonologically
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Inhoff, & H. Chen (Eds.), Reading Chinese script: A cognitive analysis
(135-171). Mahwah, NJ: Lawrence Erlbaum Associates Inc

Ziegler, J., Tan, L. H., Perry, C., & Montant, M. (2000). Sound matters:
The phonological frequency effect in written Chinese. Psychological
Science, 11, 234-238.



***************************************************************************************
Lynn Santelmann, Ph.D.
Asst. Professor, Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
phone: 503-725-4140
fax: 503-725-4139
e-mail: santelmannl at pdx.edu (that's last name, first initial)
web: www.web.pdx.edu/~dbls
Personal web (Tommy's page):
www.netinteraction.com/thomas/
*******************************************************************************


From ann.dowker at psy.ox.ac.uk  Sat Nov 16 13:02:33 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Sat, 16 Nov 2002 13:02:33 +0000
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <5.1.1.6.0.20021115163210.02b81400@psumail.pdx.edu>
Message-ID: <SAT.16.NOV.2002.130233.0000.ANN.DOWKER@PSY.OX.AC.UK>

A fascinating list! I would add to it:

M. Harris and G. Hatano (eds.) Learning to Read and Write: A
Cross-Cultural Perspective; Cambridge University Press, 1999 (especially
the last three chapters).

H.S.R. Kao, C.K. Leong and D.-G. Gao (eds.) Cognitive Neuroscience Studies
of the Chinese Language. Hong Kong University Press, 2002.

Neither deals directly with deafness, but both are of interest to anyone
concerned with reading in non-alphabetic languages.

Ann


From Thomas.Klee at newcastle.ac.uk  Mon Nov 18 11:02:44 2002
From: Thomas.Klee at newcastle.ac.uk (Thomas Klee)
Date: Mon, 18 Nov 2002 11:02:44 -0000
Subject: Child Language Seminar 2003: 2nd announcement
Message-ID: <MON.18.NOV.2002.110244.0000.THOMAS.KLEE@NEWCASTLE.AC.UK>

Child Language Seminar
9-11 July 2003
University of Newcastle upon Tyne, England

2nd Announcement

We are pleased to announce the keynote speakers for CLS2003:

Elena Lieven
Max Planck Institute for Evolutionary Anthropology, Leipzig and
Department of Psychology, University of Manchester

Donna Thal
Department of Communicative Disorders, San Diego State University

Marilyn Vihman
School of Psychology, University of Wales, Bangor

Proposals are invited for papers and posters related to child
language/speech development and disorders. Submission deadline is 28
February 2003. Further information about submitting proposals may be
found at:

http://cls.visitnewcastlegateshead.com

The website also has a list of key dates and a registration form which
may be downloaded. It will be updated regularly to keep you informed of
the latest developments.

Newcastle upon Tyne is a coastal city in the North East of England with
excellent air, rail and road connections (3 hours from London and 1.5
hours from Edinburgh by train). Newcastle and neighbouring Gateshead are
currently bidding to be named European Capital of Culture in 2008 and
are within easy reach of the Northumbrian countryside, County Durham and
North Yorkshire as well as the Scottish Borders. Make plans now for
attending CLS2003!


From blackwsa at sun7.bham.ac.uk  Tue Nov 19 16:00:45 2002
From: blackwsa at sun7.bham.ac.uk (SA Blackwell)
Date: Tue, 19 Nov 2002 16:00:45 +0000
Subject: check
Message-ID: <TUE.19.NOV.2002.160045.0000.BLACKWSA@SUN7.BHAM.AC.UK>

> Since your message has now posted over to info-chibolts,
> I will continue this technical discussion over there.


I hadn't heard of info-chibolts before - sounds intriguing!
Brian, please could you tell newcomers to info-childes like
me what other lists exist and who can join them?


Thanks,

Sue Blackwell
Department of English,
The University of Birmingham,
Edgbaston,
BIRMINGHAM   B15 2TT

Phone:  +44 - 0121-414-3219
Fax:    +44 - 0121-414-5668

e-mail:  S.A.Blackwell at bham.ac.uk

Sue's Home Page: http://web.bham.ac.uk/sue_blackwell


From cchaney at sfsu.edu  Wed Nov 20 01:55:20 2002
From: cchaney at sfsu.edu (Carolyn Chaney)
Date: Tue, 19 Nov 2002 17:55:20 -0800
Subject: imagination & talk
Message-ID: <TUE.19.NOV.2002.175520.0800.CCHANEY@SFSU.EDU>

One of my undergraduate students has a 3-year-old niece who regularly
shifts the topic of conversation into an imaginary scenario that may or
may not be triggered by the conversational context.  My student is
interested in analyzing the conversations as a way of getting a peek at
the child's imagination and how it is expressed linguistically.

Having searched childes, we are not coming up with much in the way of
previous research on this kind of phenomena...have you encountered it?
Can anyone suggest key words we may not have tried (we've given imag* and
creativ* a go) or know of papers on this subject?

Thanks for any help.

Carolyn Chaney


From macw at cmu.edu  Wed Nov 20 04:42:39 2002
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 19 Nov 2002 23:42:39 -0500
Subject: imagination & talk
In-Reply-To: <Pine.GSO.4.44.0211191748550.16758-100000@apollo.sfsu.edu>
Message-ID: <TUE.19.NOV.2002.234239.0500.MACW@CMU.EDU>

On 11/19/02 8:55 PM, "Carolyn Chaney" <cchaney at sfsu.edu> wrote:

> One of my undergraduate students has a 3-year-old niece who regularly
> shifts the topic of conversation into an imaginary scenario that may or
> may not be triggered by the conversational context.  My student is
> interested in analyzing the conversations as a way of getting a peek at
> the child's imagination and how it is expressed linguistically.
> 
> Having searched childes, we are not coming up with much in the way of
> previous research on this kind of phenomena...have you encountered it?
> Can anyone suggest key words we may not have tried (we've given imag* and
> creativ* a go) or know of papers on this subject?
> 
> Thanks for any help.
> 
> Carolyn Chaney
> 
> 

Dear Carolyn,

My boys (MacWhinney corpus) had imaginary friends, but finding the passages
that discuss them could be tough.  The most remarkable figure was a fellow
called "Foot Man" created in kindergarten by Ross and his friends.  The rest
was all standard super-heroes.  Mark looked up to Dracula, because he was
such a ladies' man.  Ross liked He-Man.  He also memorized whole chunks of
passages from Star Wars and was continually talking about Luke, Wampas, Han,
and the whole bunch.  Looking for the names of Star Wars heroes can find
this stuff.  I used to tell them stories about the "boy with a golden heart"
and boy who was taken on voyages by the SandMan, but I'm afraid I didn't
tape many of these.

Imaginary figures are central to most of the imaginary scenarios in our
family.  In other situations, children plan trips and meals.  I would look
for words like "pretend" and "suppose" or "let's say" and "let's play".

I don't know the Kuczaj data too well, but I know there is an immense amount
of fantasy talk and play there.

Daniela Barbier (zelith at web.de) did a lovely "wissenschaftliche Arbeit" for
the English Linguistics department at the Universität des Saarlandes in
which she analyzes lots of CHILDES interactions with an emphasis on dispute.
Perhaps you could get her insights on your questions.

--Brian MacWhinney


From uclyeme at ucl.ac.uk  Wed Nov 20 17:53:19 2002
From: uclyeme at ucl.ac.uk (eva eppler)
Date: Wed, 20 Nov 2002 17:53:19 +0000
Subject: Question on adult bilinguals and codeswitching
In-Reply-To: <5.0.2.1.1.20021107181349.00a25600@nic2>
Message-ID: <WED.20.NOV.2002.175319.0000.UCLYEME@UCL.AC.UK>

same for German, Maria.
I.e. borrowed nouns most frequently get assigned a grammatical gender and
in the vast majority of cases it seems to be the gender of the closest
translation equivalent.
I am working on this systematically at the moment. Results might take
another 6 months.

just two examples - (I deliberately chose examples where the translation
equivalents are very similar)

English accent is German der Akzent (masculine)
in the following example the accent is the direct object and therefore we
get the accusative and masculine on the determiner
*DOR:   and at 2 (1)alle at 4 haben at 4 wir at 4 so at 4 einen at 4 (1)accent at 2 # 0als at 4
         moechten at 4 wir at 4 gerade at 4 von at 4 Oesterreich at 4 gekommen at 4 sein at 4 .

English mentality, German die Mentalitaet f. ==> accusative femine die
*DOR:   you at 2 know at 2,, (1)wir at 4 haben at 4 die at 4 selbe at 4 # ahm at u nicht at 4 nur at 4
         die at 4 sprache at 4 die at 4 selbe at 4 (1)mentality at 2 .

But if you would like to have a look yourself, check out
the German-English data on http://talkbank.org/data/LIDES/

Eva Eppler


>Still, it would be interesting to know why this is not the rule in
>Italian: borrowed nouns, be it from French, English or other languages,
>take different genders (according to their supposed translation into
>Italian?)  Examples of feminine borrowed nouns: la creme, la soubrette, la
>mousse, la lobby, la performance, la policy, la candid camera, la mission,
>la glasnost, la  siesta, etc... (too many to be exceptions). The same
>happens in code-switching by bilinguals.
>Any suggestion?
>Maria Luisa Lorusso
>
>Maria Luisa Lorusso
>Psychologist and Neurolinguist
>Unit of Cognitive Psychology and Neuropsychology
>Dept. of  Neuroriabilitation II
>Scientific Institute "E. Medea"
>23842 Bosisio Parini (LC) - Italy
>Tel. 0039-(0)31-877581
>Fax 0039-(0)31-877499
>E-mail: mluisa at bp.lnf.it
>
>
>


From Claudio_Toppelberg at hms.harvard.edu  Wed Nov 20 18:06:33 2002
From: Claudio_Toppelberg at hms.harvard.edu (Toppelberg Claudio)
Date: Wed, 20 Nov 2002 13:06:33 -0500
Subject: The relationship of L1 and L2 skills in Spanish/English bilingual
 children.
Message-ID: <WED.20.NOV.2002.130633.0500.CLAUDIOTOPPELBERG@HMS.HARVARD.EDU>

Dear friends-

Three questions related to the relationship of L1 and L2 skills in normally
developing Spanish/English bilingual children have emerged in our team
discussions:

1. There seems to be a consensus among child language researchers that there
is a moderate to high correlation between L1 and L2 skills in
Spanish/English bilingual children on several domains (although skill levels
are often uneven, as Annick De Hower presented at the 2002 IASCL/SRCLD).

Q: Would readers agree on this?

2. If so, I have been unable to locate references that quantify the
magnitude of the expected correlations, both for general language competence
and various specific domains.

Q: Could the readers suggest any references?


3. One might assume that moderate/high correlations would be a
cross-sectional indicator of L1 skills' facilitating role in L2
acquisition --i.e., L1 skills predict L2 skills, which results from
beneficial cross-linguistic influence or transfer. This facilitating role
would occur both in terms of rate of L2 acquisition and final stage of L2
proficiency.

Q: Could the readers suggest empirical literature that supports the view of
L1 skills supporting SLA?

These questions are very relevant to our research on L1/L2 associations in
bilingual children with psychopathology and we would really thank your
input!

Best wishes,


Claudio O. Toppelberg, MD
Director, Project on Language and Child Psychiatry
Judge Baker Children's Center, Harvard Medical School
3 Blackfan Circle
Boston, Massachusetts 02115-5794
e-mail:              topi at hms.harvard.edu
Phone:              (617) 232 8390 ext.2622
Fax:                  (617) 232 8390 ext.2621
Alternative Fax:  (617) 232 8399

Click to view:

Harvard Research: Child Language Development & Developmental Psychopathology
<http://134.174.17.116/psych/redbook/86.htm>

Judge Baker Children's Center/ Children's Hospital Academic Teaching
Conference <http://www.jbcc.harvard.edu/lectures.htm>

2002 Risk and Resilience Conference <http://www.riskandresilience.org/>


From blackwsa at sun7.bham.ac.uk  Wed Nov 20 18:27:40 2002
From: blackwsa at sun7.bham.ac.uk (SA Blackwell)
Date: Wed, 20 Nov 2002 18:27:40 +0000
Subject: imagination & talk
Message-ID: <WED.20.NOV.2002.182740.0000.BLACKWSA@SUN7.BHAM.AC.UK>

>
> One of my undergraduate students has a 3-year-old niece who regularly
> shifts the topic of conversation into an imaginary scenario that may or
> may not be triggered by the conversational context.  My student is
> interested in analyzing the conversations as a way of getting a peek at
> the child's imagination and how it is expressed linguistically.


Hi Carolyn, and others,


Here is one reference for you:

"Reproducing the Discourse of Mothering: How Gendered
Talk makes Gendered Lives", by Jenny Cook-Gumperz, in
_Gender Articulated: Language and the Socially
constructed Self_, edited by Kira Hall and Mary Bucholtz.
Routledge: New York and London, 1995.


As you can tell from the titles, this is in a collection
on gender rather than child language.  But it is a very
interesting study: it does a detailed analysis of two
3-year-old girls engaging in "play talk" as they play
with their dolls.  Cook-Gumperz discerns four distinct
"voices" used by the girls: (1) in-character speech
from Mummies to Babies; (2) in-character speech from
Mummies to Mummies; (3) off-record speech (real-life
talk or organizational comment with Lucie and Susie
in their real-life characters as themselves); and
(4) narration (description of things and events in
the game).

Some of the references cited in this article may also
be useful to your student.

Hope this helps.

Sue Blackwell
Department of English,
The University of Birmingham,
Edgbaston,
BIRMINGHAM   B15 2TT

Phone:  +44 - 0121-414-3219
Fax:    +44 - 0121-414-5668

e-mail:  S.A.Blackwell at bham.ac.uk

Sue's Home Page: http://web.bham.ac.uk/sue_blackwell


From georgehu at education.ed.ac.uk  Wed Nov 20 19:12:40 2002
From: georgehu at education.ed.ac.uk (George Hunt)
Date: Wed, 20 Nov 2002 19:12:40 +0000
Subject: imagination & talk
In-Reply-To: <Pine.GSO.4.44.0211191748550.16758-100000@apollo.sfsu.edu>
Message-ID: <WED.20.NOV.2002.191240.0000.GEORGEHU@EDUCATION.ED.AC.UK>

cchaney at sfsu.edu writes:
>One of my undergraduate students has a 3-year-old niece who regularly
>shifts the topic of conversation into an imaginary scenario that may or
>may not be triggered by the conversational context.  My student is
>interested in analyzing the conversations as a way of getting a peek at
>the child's imagination and how it is expressed linguistically.
>
>Having searched childes, we are not coming up with much in the way of
>previous research on this kind of phenomena...have you encountered it?
>Can anyone suggest key words we may not have tried (we've given imag* and
>creativ* a go) or know of papers on this subject?
>
>Thanks for any help.
>
>Carolyn Chaney
>
>

You could try

Fox, C. (1993) At the very edge of the forest: the influence of literature
on children's storytelling. london and New York: Cassell

This is case study of the development of Carol Fox's son's oral
storytelling in his pre-school years and beyond, exploring the role of
literature, in the broadest sense, on both imagination and linguistic
development. It's a very enjoyable read.

George Hunt
Department of Educational Studies
University of Edinburgh
Moray House Institute
Holyrood Road
Edinburgh EH8 8AQ
UK

0131-651-6600
george.hunt at education.ed.ac.uk


From ann.dowker at psy.ox.ac.uk  Wed Nov 20 19:20:19 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Wed, 20 Nov 2002 19:20:19 +0000
Subject: imagination & talk
In-Reply-To: <BA007CEF.165A%macw@cmu.edu>
Message-ID: <WED.20.NOV.2002.192019.0000.ANN.DOWKER@PSY.OX.AC.UK>

You may be interested in the following:

Carol Fox: At the Very Edge of the Forest; Cassell, 1993

Vivian Gussin Paley: Wally's Stories; Harvard University Press, 1981

Vivian Gussin Paley: Bad Guys Don't Have Birthdays: Fantasy Play at
Four; University of Chicago Press, 1988

C. Peterson and A. McCabe: Developmental Psycholinguistics: Three Ways of
Looking at a Child's Narrative; Plenum Press, 1983

C. Peterson and A. McCabe: Parental styles of narrative elicitation:
effect on children's narrative structure and content. First Language,
1992, 12, 299-321.

Brian Sutton-Smith: The Folkstories of Children; University of
Pennsylvania Press, 1980


and a few of the papers in the 1998 special issue of Cahiers de
Psychologie/ Current Psychology of Cognition (CPC) dedicated to "Language
play in children"; e.g.

C. Fox: Serious play: the relationship between children's oral invented
stories and their learning. CPC, 1998, 17(2), 211-228

T. Musatti, E. Veneziano and S. Mayer: Contributions of language to early
pretend play. CPC, 1998, 17(2), 155-184

and especially:

A. McCabe: At Nicky's house: developing imagination to deal with
reality. CPC, 1998, 17(2), 229-244.

Some of Howard Gardner's and Ellen Winner's work on early metaphor and
imagination may also be relevant.

It's probably too far from your student's area, but a lot of my own work
has looked at children's play with language, and especially at the
phonological and syntactic devices used in their 'poems'.

Ann

 On Tue, 19 Nov 2002, Brian MacWhinney wrote:

> On 11/19/02 8:55 PM, "Carolyn Chaney" <cchaney at sfsu.edu> wrote:
>
> > One of my undergraduate students has a 3-year-old niece who regularly
> > shifts the topic of conversation into an imaginary scenario that may or
> > may not be triggered by the conversational context.  My student is
> > interested in analyzing the conversations as a way of getting a peek at
> > the child's imagination and how it is expressed linguistically.
> >
> > Having searched childes, we are not coming up with much in the way of
> > previous research on this kind of phenomena...have you encountered it?
> > Can anyone suggest key words we may not have tried (we've given imag* and
> > creativ* a go) or know of papers on this subject?
> >
> > Thanks for any help.
> >
> > Carolyn Chaney
> >


From genesee at ego.psych.mcgill.ca  Wed Nov 20 20:02:32 2002
From: genesee at ego.psych.mcgill.ca (Fred Genesee)
Date: Wed, 20 Nov 2002 15:02:32 -0500
Subject: The relationship of L1 and L2 skills in Spanish/English
 bilingual children.
In-Reply-To: <BBEKKJDKMBKOFEAMIADHMEAMCLAA.claudio_toppelberg@hms.harvar d.edu>
Message-ID: <WED.20.NOV.2002.150232.0500.GENESEE@EGO.PSYCH.MCGILL.CA>

With respect to co-relations in development in the two languages of
bilingual children, the only evidence I know of
pertains to older children -- school age. Here there is considerable
evidence for correlations between the two languages when it comes to
literacy related skills. I am not aware of any research that has examined
co-relations in any aspect of langauge development in pre-school bilingual
children, with the possible exception of phonological awareness. Otherwise,
there is little out there about the more typical aspects of language
development that shows that there is such a correlation. this is probably
why you are having difficulty finding these references.
However, there may be work that I am not aware of.


L1 development supports L2 acquisition primarily in domains related to
reading and writing -- there is quite a bit of research on this -- see
Cummins, for example. There can be both positive and negative transfer.
The reason for the positive correlation with respect to reading and writing
is fairly obvious -- once you have learned to read and write in one
language, you do not have to learn to read and write again; you simply have
to figure out the conventions for reading and writing in the new language.
This has been one of the primary arguments of those who believe that
minority language children of school-age can benefit from initial literacy
instruction in the L1 -- it is easier to teach children to read and write
in a language they already know and this will have a facilitating effect on
their learning to read and write in another language, other things being
equal.

Fred Genesee

At 01:06 PM 20/11/2002 -0500, Toppelberg  Claudio wrote:
>Dear friends-
>
>Three questions related to the relationship of L1 and L2 skills in normally
>developing Spanish/English bilingual children have emerged in our team
>discussions:
>
>1. There seems to be a consensus among child language researchers that there
>is a moderate to high correlation between L1 and L2 skills in
>Spanish/English bilingual children on several domains (although skill levels
>are often uneven, as Annick De Hower presented at the 2002 IASCL/SRCLD).
>
>Q: Would readers agree on this?
>
>2. If so, I have been unable to locate references that quantify the
>magnitude of the expected correlations, both for general language competence
>and various specific domains.
>
>Q: Could the readers suggest any references?
>
>
>3. One might assume that moderate/high correlations would be a
>cross-sectional indicator of L1 skills' facilitating role in L2
>acquisition --i.e., L1 skills predict L2 skills, which results from
>beneficial cross-linguistic influence or transfer. This facilitating role
>would occur both in terms of rate of L2 acquisition and final stage of L2
>proficiency.
>
>Q: Could the readers suggest empirical literature that supports the view of
>L1 skills supporting SLA?
>
>These questions are very relevant to our research on L1/L2 associations in
>bilingual children with psychopathology and we would really thank your
>input!
>
>Best wishes,
>
>
>Claudio O. Toppelberg, MD
>Director, Project on Language and Child Psychiatry
>Judge Baker Children's Center, Harvard Medical School
>3 Blackfan Circle
>Boston, Massachusetts 02115-5794
>e-mail:              topi at hms.harvard.edu
>Phone:              (617) 232 8390 ext.2622
>Fax:                  (617) 232 8390 ext.2621
>Alternative Fax:  (617) 232 8399
>
>Click to view:
>
>Harvard Research: Child Language Development & Developmental Psychopathology
><http://134.174.17.116/psych/redbook/86.htm>
>
>Judge Baker Children's Center/ Children's Hospital Academic Teaching
>Conference <http://www.jbcc.harvard.edu/lectures.htm>
>
>2002 Risk and Resilience Conference <http://www.riskandresilience.org/>
>
Psychology Department
McGill University
1205 Docteur Penfield Ave.
Montreal Quebec
H3A 1B1

ph: 1-514-398-6022
fx:  1-514-398-4896


From bpearson at comdis.umass.edu  Wed Nov 20 23:55:06 2002
From: bpearson at comdis.umass.edu (Barbara Zurer Pearson)
Date: Wed, 20 Nov 2002 18:55:06 -0500
Subject: The relationship of L1 and L2 skills in Spanish/English
 bilingualchildren.
Message-ID: <WED.20.NOV.2002.185506.0500.>

Dear InfoCHILDES,

In response to Claudio's questions,
I can't resist the opportunity to plug our
study "Language and Literacy in Bilingual
Children" (now a book, Oller and Eilers, Eds., 2002
from Multilingual Matters).  We were looking
for evidence of precisely the question Claudio
raises:  What support is there for the strongly
held notion that L1 skill helps learning in L2.
(We also wondered whether it was true for both
simultaneous and sequential bilinguals.)

We compared children (ages 5 to 10) with support
for L1 with those without such support
(in the home and in the school)
and found that in general, as Fred
points out, there was a common factor for
literacy skills in the 2 languages, but oral
language skills in the 2 languages loaded on
two factors, one for oral language skills in
each language.

It was our impression (way back when we were
planning the study, which we carried out
from 1994-1997, so my memory is fuzzy)
that beyond Cummins himself, there
were only sporadic empirical studies.
Or there were large scale studies, like the
UN projects of Skutnabb-Kangas in the 70s,
whose results were intriguing, but which needed
more careful controls before conclusions
could be drawn.

I'm sure I haven't done justice to the topic
with these sweeping generalizations, but I
think no one will say that the question is
closed.

We also looked for evidence of cross-language
facilitation in bilingual L1, but found very
little of it.  Ex. The toddlers we followed
did not seem to build the lexicon of one language on
their lexicon in the other, except in rare
cases.  We also did a little investigation
of children's awareness of cognates across
languages and found them generally "undetected"
in the general population.  I have heard that
Kathy Kohnert has followed up on cognates and
has different findings from ours.

It will be interesting to hear more about the
Judge Baker Children's Center research on these
questions in children with psychopathology.

All for now,

Cheers,

Barbara (Zurer Pearson)

Toppelberg Claudio wrote:
>
> Dear friends-
>
> Three questions related to the relationship of L1 and L2 skills in normally
> developing Spanish/English bilingual children have emerged in our team
> discussions:
>
> 1. There seems to be a consensus among child language researchers that there
> is a moderate to high correlation between L1 and L2 skills in
> Spanish/English bilingual children on several domains (although skill levels
> are often uneven, as Annick De Hower presented at the 2002 IASCL/SRCLD).
>
> Q: Would readers agree on this?
>
> 2. If so, I have been unable to locate references that quantify the
> magnitude of the expected correlations, both for general language competence
> and various specific domains.
>
> Q: Could the readers suggest any references?
>
> 3. One might assume that moderate/high correlations would be a
> cross-sectional indicator of L1 skills' facilitating role in L2
> acquisition --i.e., L1 skills predict L2 skills, which results from
> beneficial cross-linguistic influence or transfer. This facilitating role
> would occur both in terms of rate of L2 acquisition and final stage of L2
> proficiency.
>
> Q: Could the readers suggest empirical literature that supports the view of
> L1 skills supporting SLA?
>
> These questions are very relevant to our research on L1/L2 associations in
> bilingual children with psychopathology and we would really thank your
> input!
>
> Best wishes,
>
> Claudio O. Toppelberg, MD
> Director, Project on Language and Child Psychiatry
> Judge Baker Children's Center, Harvard Medical School
> 3 Blackfan Circle
> Boston, Massachusetts 02115-5794
> e-mail:              topi at hms.harvard.edu
> Phone:              (617) 232 8390 ext.2622
> Fax:                  (617) 232 8390 ext.2621
> Alternative Fax:  (617) 232 8399
>
> Click to view:
>
> Harvard Research: Child Language Development & Developmental Psychopathology
> <http://134.174.17.116/psych/redbook/86.htm>
>
> Judge Baker Children's Center/ Children's Hospital Academic Teaching
> Conference <http://www.jbcc.harvard.edu/lectures.htm>
>
> 2002 Risk and Resilience Conference <http://www.riskandresilience.org/>

--
************************************
Barbara Zurer Pearson, Ph.D.
Research Associate, Project Manager
NIH Working Groups on AAE
Dept. of Communication Disorders
University of Massachusetts
Amherst MA 01003

413.545.5023
fax: 545.0803

bpearson at comdis.umass.edu
http://www.umass.edu/aae


From ljrmlwcz at memphis.edu  Mon Nov 25 20:46:29 2002
From: ljrmlwcz at memphis.edu (ljrmlwcz at memphis.edu)
Date: Mon, 25 Nov 2002 15:46:29 -0500
Subject: CommDis Faculty Position
Message-ID: <MON.25.NOV.2002.154629.0500.>

Assistant Professor position, School of Audiology & Speech-Language
Pathology, at The University of Memphis, TN. Tenure track, 12 month
appointment, Ph.D.required, CCC-SLP desired. Focus in child language.
Desire interest in phonological development and disorders, developmental
disabilities, and/or multicultural aspects of communication. Research
activity in area of interest. Supervise doctoral and master's student
research. Seek external funding.

The School of Audiology and Speech-Language Pathology is housed in the
Memphis Speech and Hearing Center and is located within one of the
largest medical centers in the nation. The School is a graduate program
with master's and doctoral curricula. Its full-time personnel include 13
doctoral faculty, 15 clinical faculty, and 4 computer support staff.  It
is an accomplished Center of Excellence of the State of Tennessee.
Additional information about the School is available at
www.ausp.memphis.edu.

Salary is Competitive and negotiable, depending on qualifications.
Submission deadline: January 15, 2003. However, applications will be
accepted until position is filled. Send letter of application,
curriculum vita, three letters of recommendation, and transcripts to:
Linda Jarmulowicz, Ph.D.
Chair, Search Committee
School of Audiology and Speech-Language Pathology
807 Jefferson Avenue
Memphis, TN 38105

Tel:(901) 678-5800
e-mail: ljrmlwcz at memphis.edu

The University of Memphis is an Equal Opportunity/Affirmative Action
University.


From melissa.bowerman at mpi.nl  Wed Nov 27 11:08:15 2002
From: melissa.bowerman at mpi.nl (Melissa Bowerman)
Date: Wed, 27 Nov 2002 12:08:15 +0100
Subject: info-childes Digest - 11/24/02
Message-ID: <WED.27.NOV.2002.120815.0100.MELISSA.BOWERMAN@MPI.NL>

> Subject: imagination & talk
> Date: Tue, 19 Nov 2002 17:55:20 -0800 (PST)
> From: Carolyn Chaney <cchaney at sfsu.edu>
> 
> One of my undergraduate students has a 3-year-old niece who regularly
> shifts the topic of conversation into an imaginary scenario that may or
> may not be triggered by the conversational context.  My student is
> interested in analyzing the conversations as a way of getting a peek at
> the child's imagination and how it is expressed linguistically.
> 
> Having searched childes, we are not coming up with much in the way of
> previous research on this kind of phenomena...have you encountered it?
> Can anyone suggest key words we may not have tried (we've given imag* and
> creativ* a go) or know of papers on this subject?
> 
> Thanks for any help.
> 
> Carolyn Chaney


Dear Carolyn,

   Sven Strömqvist's dissertation, Make-believe Through Words: A
Linguistic Study of Children's Play with a Doll's House, would be
relevant. It was published as Gothenburg Monographs in Linguistics 4
(Dept. of Linguistics, Univ. of Gothenburg), 1984. 

Best regards,
Melissa Bowerman


From pbrooks at postbox.csi.cuny.edu  Wed Nov 27 14:12:34 2002
From: pbrooks at postbox.csi.cuny.edu (Patricia Brooks)
Date: Wed, 27 Nov 2002 09:12:34 -0500
Subject: Ph.D. ad
Message-ID: <WED.27.NOV.2002.091234.0500.PBROOKS@POSTBOX.CSI.CUNY.EDU>

The Department of Psychology at the University of Stirling wishes to
encourage potential Ph.D. students with an interest in language learning

to apply for doctorate stipends. We are specifically interested in
applicants with native or near-native knowledge of Russian or other
Eastern European languages who have a strong interest in conducting
cross-linguistic research. Please direct inquiries to Vera Kempe,
Department of Psychology, University of Stirling, Stirling FK9 4LA,
Scotland, UK, +441786 467679, vera.kempe at stir.ac.uk.


From trevi at mb5.seikyou.ne.jp  Thu Nov 28 11:38:56 2002
From: trevi at mb5.seikyou.ne.jp (Pascale TREVISIOL)
Date: Thu, 28 Nov 2002 20:38:56 +0900
Subject: reference to space
Message-ID: <THU.28.NOV.2002.203856.0900.TREVI@MB5.SEIKYOU.NE.JP>

Dear info-childes members,

A while back, I posted a request for references to literature on the
expression/acquisition of tense and aspect in japanese. I would like to take
this opportunity to thank everyone who responded.
I am now asking for help again  :  I am also looking at the reference to
space in narrative data by japanese learners in french L3 anb by (adult)
native speakers in japanese L1.  Do you know any study dealing with
reference to space in narratives (apart from Berman and Slobin) in french
(or english) L2 or in japanese L1 ?
Many thanks in advance !

Pascale Trevisiol
University of Hokkaido (Japan) / University of Paris 8


From sues at xtra.co.nz  Mon Nov  4 09:23:10 2002
From: sues at xtra.co.nz (sues)
Date: Mon, 4 Nov 2002 22:23:10 +1300
Subject: jbgilbert address?
Message-ID: <MON.4.NOV.2002.222310.1300.SUES@XTRA.CO.NZ>

Dear List members

Does any know of Judy Gilbert's new email address?? Her old one no longer works - or comes back to me anyway. It was jbgilbert at compuserve.com.

Very grateful for your help

Sue Sullivan

Lecturer
School of English
Otago Polytechnic
Dunedin
New Zealand
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From santelmannl at pdx.edu  Mon Nov  4 18:42:05 2002
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Mon, 4 Nov 2002 10:42:05 -0800
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <B9E5BFEC.4548%macw@cmu.edu>
Message-ID: <MON.4.NOV.2002.104205.0800.SANTELMANNL@PDX.EDU>

A student of mine recently gave a presentation in our psycholinguistics
class on deafness and reading/word recognition. One of the questions that
came up during our discussion of the topic and the models for reading was
what happens when deaf individuals are learning to read logographic
languages (such as Chinese or Japanese kanji), since these languages may
require little (or no?) phonological processing.

I've done a preliminary search and haven't come up with much literature at
all in this area at all. I have found some research on reading in
Chinese/Japanese and dyslexia, but not with deaf individuals.

Does anyone know of research on learning to read in Chinese or Japanese (or
other logographic languages) by deaf individuals?

Thank you for your help, I will post a summary of replies.

***********************************************************************************
Lynn Santelmann
Assistant Professor
Department of Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
Phone: 503-725-4140
Fax: 503-725-4139
e-mail: santelmannl at pdx.edu (last name + first initial)
web: www.web.pdx.edu/~dbls
Tommy pictures:
  http://www.netinteraction.com/thomas/
*****************************************************************************************


From ellinac at email.eden.rutgers.edu  Mon Nov  4 19:00:35 2002
From: ellinac at email.eden.rutgers.edu (Ellina Chernobilsky)
Date: Mon, 4 Nov 2002 14:00:35 -0500
Subject: Question to the community
Message-ID: <MON.4.NOV.2002.140035.0500.ELLINAC@EMAIL.EDEN.RUTGERS.EDU>

--
Does anyone know if there are any good ways to establish language
dominance in bilinguals (esp. five and six year olds)? Any references
to the research on this topic or methodology for establishing the
language dominance will be greatly appreciated.
Thank you.
Ellina Chernobilsky
PhD Student
Rutgers University


From jdb5b at j.mail.virginia.edu  Tue Nov  5 14:53:52 2002
From: jdb5b at j.mail.virginia.edu (John D. Bonvillian)
Date: Tue, 5 Nov 2002 09:53:52 -0500
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <5.1.0.14.0.20021104103511.039cf860@pop3.norton.antivirus>
Message-ID: <TUE.5.NOV.2002.095352.0500.JDB5B@J.MAIL.VIRGINIA.EDU>

Dear Professor Santelmann,
	My memory is a little dim, but I recall that
Rosslyn Gaines of UCLA pursued the topic of reading skills
in Chinese deaf children back in the 1980s.  Basically,
I recall that she presented her findings at a couple of
conferences that I attended in the late 1980s.  I hope this
lead proves helpful.
                          Sincerely,
                          John Bonvillian
On Mon, 04 Nov 2002 10:42:05 -0800 Lynn Santelmann
<santelmannl at pdx.edu> wrote:
>
>
> A student of mine recently gave a presentation in our psycholinguistics
> class on deafness and reading/word recognition. One of the questions that
> came up during our discussion of the topic and the models for reading was
> what happens when deaf individuals are learning to read logographic
> languages (such as Chinese or Japanese kanji), since these languages may
> require little (or no?) phonological processing.
>
> I've done a preliminary search and haven't come up with much literature at
> all in this area at all. I have found some research on reading in
> Chinese/Japanese and dyslexia, but not with deaf individuals.
>
> Does anyone know of research on learning to read in Chinese or Japanese (or
> other logographic languages) by deaf individuals?
>
> Thank you for your help, I will post a summary of replies.
>
> ***********************************************************************************
> Lynn Santelmann
> Assistant Professor
> Department of Applied Linguistics
> Portland State University
> P.O. Box 751
> Portland, OR 97201-0751
> Phone: 503-725-4140
> Fax: 503-725-4139
> e-mail: santelmannl at pdx.edu (last name + first initial)
> web: www.web.pdx.edu/~dbls
> Tommy pictures:
>   http://www.netinteraction.com/thomas/
> *****************************************************************************************
>
>


From charles.watkins at wanadoo.fr  Tue Nov  5 08:30:56 2002
From: charles.watkins at wanadoo.fr (Charles Watkins)
Date: Mon, 4 Nov 2002 20:30:56 -1200
Subject: Question to the community
Message-ID: <MON.4.NOV.2002.203056.1200.CHARLES.WATKINS@WANADOO.FR>

I am pretty certain there is a mathematical formula suggested in "Raising
Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
published by Multilingual Matters (definitely). I can't lay my hands on the
book just at present, but if you don't know it already I'll try to get back
to you on this.

Charles Watkins
Professeur Agr?g? en Premi?re et Lettres Sup?rieures,
Lyc?e Moli?re, Paris, France.
-----Message d'origine-----
De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
Date : lundi 4 novembre 2002 07:08
Objet : Question to the community


>
>--
>Does anyone know if there are any good ways to establish language
>dominance in bilinguals (esp. five and six year olds)? Any references
>to the research on this topic or methodology for establishing the
>language dominance will be greatly appreciated.
>Thank you.
>Ellina Chernobilsky
>PhD Student
>Rutgers University
>
>
>


From a.karmiloff-smith at ich.ucl.ac.uk  Tue Nov  5 20:14:14 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Tue, 5 Nov 2002 20:14:14 +0000
Subject: Question to the community
In-Reply-To: <001801c28572$d445b7e0$b6bafac1@sylviewa>
Message-ID: <TUE.5.NOV.2002.201414.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

I, too, suggesting rapid counting or addition.  Anecdotally one
always falls back into one's mother tongue.  Not so for phone
numbers.  It seems to depend on where one learnt them, so my British
numbers I recalkl in English, but the Swiss ones I always first have
to say to myself in French.,  However, I *always* add in English.  I
don't know of any research in the area though.
Annette

At 8:30 PM -1200 4/11/02, Charles Watkins wrote:
>I am pretty certain there is a mathematical formula suggested in "Raising
>Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
>published by Multilingual Matters (definitely). I can't lay my hands on the
>book just at present, but if you don't know it already I'll try to get back
>to you on this.
>
>Charles Watkins
>Professeur Agr?g? en Premi?re et Lettres Sup?rieures,
>Lyc?e Moli?re, Paris, France.
>-----Message d'origine-----
>De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
>? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
>Date : lundi 4 novembre 2002 07:08
>Objet : Question to the community
>
>
>>
>>--
>>Does anyone know if there are any good ways to establish language
>>dominance in bilinguals (esp. five and six year olds)? Any references
>>to the research on this topic or methodology for establishing the
>>language dominance will be greatly appreciated.
>>Thank you.
>>Ellina Chernobilsky
>>PhD Student
>>Rutgers University
>>
>>
>>


From a.karmiloff-smith at ich.ucl.ac.uk  Tue Nov  5 20:11:28 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Tue, 5 Nov 2002 20:11:28 +0000
Subject: faces
Message-ID: <TUE.5.NOV.2002.201128.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

I know there is research showing that infants prefer "beautiful"
(symmetrical) faces over others, but is there research showing that
they prefer children's faces over adult ones, or female over male
etc.? Or other such preferences?  Idem with voices.  I know they can
discriminate, and believe that they prefer motherese over
adult-directed speech, but do they show preference for child voices
over adult, female over male, etc.?
All info most appreciated.
thanks
Annette


From tmintz at usc.edu  Tue Nov  5 20:53:04 2002
From: tmintz at usc.edu (Toby Mintz)
Date: Tue, 5 Nov 2002 12:53:04 -0800
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.125304.0800.TMINTZ@USC.EDU>

I believe Cutler, Mehler, Norris, & Segui (Limits on bilingualism, Nature Vol
340, Jul 1989, 229-230) rated dominance by asking subjects which language they
would prefer to keep if they were in a car accident and lost one of their
languages.  I'm vague on the details, so I recommend checking the original
source.

Toby Mintz


> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>




--
====================================
Toben H. Mintz
Assistant Professor                              Tel: (213) 740-2253
Dept. of Psychology                              Fax: (213) 746-9082
SGM 501                                          tmintz at usc.edu
University of Southern California
Los Angeles, CA 90089-1061


From lnpnwh at leeds.ac.uk  Tue Nov  5 21:15:24 2002
From: lnpnwh at leeds.ac.uk (lnpnwh)
Date: Tue, 5 Nov 2002 21:15:24 -0000
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.211524.0000.LNPNWH@LEEDS.AC.UK>

Counting might not necessarily give you a clear indication of language
dominance. Personally, I tend to count in English up to 20 and then switch
to German after that, i.e.

eighteen - nineteen - twenty - einundzwanzig (lit. one and twenty) -
zweiundzwanzig (lit. two and twenty)

Sums are probably better, however, I suspect you do your sums in the
language in which you were taught to do sums, which again is not necessarily
your most dominant language. (Although if you received most of your
schooling in that language, it is very likely to be the dominant one). So in
the end it's no different from the phone numbers.

Nicole

-----------------------------------------------
Nicole Whitworth
Dept. of Linguistics & Phonetics
University of Leeds
Leeds
LS2 9JT
UK

phone:   +44 (0)113 233 3550
email:     lnpnwh at leeds.ac.uk
---------------------------------------------


----- Original Message -----
From: "Annette Karmiloff-Smith" <a.karmiloff-smith at ich.ucl.ac.uk>
To: "Charles Watkins" <charles.watkins at wanadoo.fr>; "info-childes"
<info-childes at mail.talkbank.org>; "Ellina Chernobilsky"
<ellinac at email.eden.rutgers.edu>
Sent: Tuesday, November 05, 2002 8:14 PM
Subject: Re: Question to the community


> I, too, suggesting rapid counting or addition.  Anecdotally one
> always falls back into one's mother tongue.  Not so for phone
> numbers.  It seems to depend on where one learnt them, so my British
> numbers I recalkl in English, but the Swiss ones I always first have
> to say to myself in French.,  However, I *always* add in English.  I
> don't know of any research in the area though.
> Annette
>
> At 8:30 PM -1200 4/11/02, Charles Watkins wrote:
> >I am pretty certain there is a mathematical formula suggested in "Raising
> >Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
> >published by Multilingual Matters (definitely). I can't lay my hands on
the
> >book just at present, but if you don't know it already I'll try to get
back
> >to you on this.
> >
> >Charles Watkins
> >Professeur Agr?g? en Premi?re et Lettres Sup?rieures,
> >Lyc?e Moli?re, Paris, France.
> >-----Message d'origine-----
> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>
>
>


From ann.dowker at psy.ox.ac.uk  Tue Nov  5 21:14:51 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Tue, 5 Nov 2002 21:14:51 +0000
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <SIMEON.10211050952.A@bonvillian-p75.config.mail.virginia.edu>
Message-ID: <TUE.5.NOV.2002.211451.0000.ANN.DOWKER@PSY.OX.AC.UK>

There are some potentially relevant papers by Flaherty; e.g.

Flaherty, M. (2000). Memory in the deaf: a cross-cultural study in English
and Japanese. American Annals of the Deaf, 145, 237-244.

There could well be relevant papers in "Journal of Deaf Studies and Deaf
Education".

Ann


From ann.dowker at psy.ox.ac.uk  Tue Nov  5 21:19:54 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Tue, 5 Nov 2002 21:19:54 +0000
Subject: Question to the community
In-Reply-To: <p05100372b9edd6c30ab8@[194.82.244.221]>
Message-ID: <TUE.5.NOV.2002.211954.0000.ANN.DOWKER@PSY.OX.AC.UK>

Ellen Bialystok's work may be useful here; e.g.

Bialystok, E. (1988). Levels of bilingualism and levels of language
awareness. Developmental Psychology, 24, 560-567

and some later papers.

Best wishes,

Ann


> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>
> 
> 
> 


From TUkraine at uwyo.edu  Tue Nov  5 22:23:26 2002
From: TUkraine at uwyo.edu (Teresa A. Ukrainetz)
Date: Tue, 5 Nov 2002 15:23:26 -0700
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.152326.0700.TUKRAINE@UWYO.EDU>

Just a note to say that it is refreshing to hear reflections about bilingual dominance from personal knowledge.  Typical American educational conversations involve theoretical discussions and standardized testing.  
Teresa Ukrainetz


> ----------
> From: 	Ann Dowker
> Sent: 	Tuesday, November 5, 2002 2:19 PM
> Cc: 	info-childes; Ellina Chernobilsky
> Subject: 	Re: Question to the community
> 
> Ellen Bialystok's work may be useful here; e.g.
> 
> Bialystok, E. (1988). Levels of bilingualism and levels of language
> awareness. Developmental Psychology, 24, 560-567
> 
> and some later papers.
> 
> Best wishes,
> 
> Ann
> 
> 
> > >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> > >? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> > >Date : lundi 4 novembre 2002 07:08
> > >Objet : Question to the community
> > >
> > >
> > >>
> > >>--
> > >>Does anyone know if there are any good ways to establish language
> > >>dominance in bilinguals (esp. five and six year olds)? Any references
> > >>to the research on this topic or methodology for establishing the
> > >>language dominance will be greatly appreciated.
> > >>Thank you.
> > >>Ellina Chernobilsky
> > >>PhD Student
> > >>Rutgers University
> > >>
> > >>
> > >>
> > 
> > 
> > 
> 
> 
> 
> 
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From k.j.alcock at city.ac.uk  Tue Nov  5 22:40:29 2002
From: k.j.alcock at city.ac.uk (Alcock, Katie)
Date: Tue, 5 Nov 2002 22:40:29 -0000
Subject: Question to the community
Message-ID: <TUE.5.NOV.2002.224029.0000.K.J.ALCOCK@CITY.AC.UK>

Some slightly more objective work than the anecdotes suggested here (sorry,
I just have a hard time with the idea of asking someone to lose a language!)
has been done by Kathy Kohnert, particularly looking at naming skill and
speed as children who started schooling with one language go through school.
I can't recall the exact reference but I think it's in Brain and Language.

In summary if you start school at about 6 then you become equal in home and
school languages at about 8 and then cross over at 10 to become dominant in
school language.

Two of my undergraduates have replicated this - one only in 9 year olds
(they were English dominant or equal in the two languages, and ones who were
equal in the two knew more names of objects - if allowed to name in either
language - than English monolinguals, if I recall correctly).  The other
looked at development and roughly replicated Kathy's findings.

Her paper may be under Kohnert-Rice.

Katie
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From kawahata at hawaii.edu  Tue Nov  5 23:00:26 2002
From: kawahata at hawaii.edu (Catherine Kawahata)
Date: Tue, 5 Nov 2002 13:00:26 -1000
Subject: Question to the community
In-Reply-To: <B130143782CA2E4F962F486A09C897D1011AAFD6@exsvr01.city.ac.uk>
Message-ID: <TUE.5.NOV.2002.130026.1000.KAWAHATA@HAWAII.EDU>

Hi!

I'm not sure if this is the study Katie is referring to, but I think it
addresses the same questions and documents the crossover effect in this
particular population of children:

Kohnert, K. J., Bates, E., & Hernandez, A. E. (1999). Balancing
bilinguals:  Lexical semantic production and cognitive processing in
children learning Spanish and English. Journal of Speech, Language, and
Hearing Research, 42, 1400-1413.

Katie, I wonder if you remember which language pairs your students looked
at.  Also Spanish-English?  I'd be interested in hearing more.

I've lost the beginning of this thread, but to the person who asked the
original question (Ellina?), do you think the literature on bilingual
digit span would be helpful?  I've lent out my copy of the following
article, but if memory serves me, it might relate to your question of
establishing dominance.

Chincotta, D., & Underwood, G. (1998). Non temporal determinants of
bilingual memory capacity:  The role of long-term representations and
fluency. Bilingualism:  Language and Cognition, 1(2), 117-130.

I'm not that familiar with this type of work, but hope it helps.

Good luck!

Cathy

Catherine Kawahata
University of Hawai'i at Manoa
Department of Linguistics
1890 East-West Rd., Moore 569
Honolulu, Hawaii 96822


On Tue, 5 Nov 2002, Alcock, Katie wrote:

> Some slightly more objective work than the anecdotes suggested here (sorry,
> I just have a hard time with the idea of asking someone to lose a language!)
> has been done by Kathy Kohnert, particularly looking at naming skill and
> speed as children who started schooling with one language go through school.
> I can't recall the exact reference but I think it's in Brain and Language.
>
> In summary if you start school at about 6 then you become equal in home and
> school languages at about 8 and then cross over at 10 to become dominant in
> school language.
>
> Two of my undergraduates have replicated this - one only in 9 year olds
> (they were English dominant or equal in the two languages, and ones who were
> equal in the two knew more names of objects - if allowed to name in either
> language - than English monolinguals, if I recall correctly).  The other
> looked at development and roughly replicated Kathy's findings.
>
> Her paper may be under Kohnert-Rice.
>
> Katie
>


From kohne005 at umn.edu  Wed Nov  6 00:58:06 2002
From: kohne005 at umn.edu (Kathryn J. Kohnert)
Date: Tue, 5 Nov 2002 18:58:06 -0600
Subject: Question to the community
In-Reply-To: <Pine.GSO.4.33.0211051244380.28174-100000@uhunix2>
Message-ID: <TUE.5.NOV.2002.185806.0600.KOHNE005@UMN.EDU>

Good evening,
A couple of other studies which serve to further temper static notions of
language balance and dominance in developing bilinguals (in this case,
young second language learners) are provided below. It seems that what's
dominant varies as a question of what's measured (e.g., receptive vs.
expressive skills; processing efficiency vs. overall knowledge etc) as a
function of language and cognitive experience as well as individual
differences. Language dominance, like language proficiency, is very dynamic
in these young L2 learners, and the clinical utility of identifying a
dominant language at a certain point in time is unclear. Dominance is also
a relative notion--- using a within-child comparison--- so getting back to
the very interesting original post to the list, I feel that the critical
question underlying the method  for establishing dominance is the
rationale/motivation for doing so in a given population.
Kohnert, K. & Bates, E. (2002). Balancing Bilinguals II: Lexical
Comprehension and Cognitive Processing in Children Learning Spanish and
English. Journal of Speech, Language, and Hearing Research, 45, 347  359.

Kohnert, K. (2002). Picture Naming in Early Sequential Bilinguals: A 1-Year
Follow-up. Journal of Speech, Language, and Hearing Research, 45, 759  771.
            Kohnert, K. J., Hernandez, A. E., & Bates, E. (1998). Bilingual
performance on the Boston Naming Test: Preliminary      norms in Spanish
and English. Brain and Language, 65, 422-440.
In addition to the studies cited above, Pui Fong Kan, as part of her
graduate research at the UMN, has done work looking at preschoolers
learning a second language (Hmong-English bilinguals). Her lexical
production study was presented at SRCLD/IASCL,Madison WI (2002) [Kan &
Kohnert], and her receptive studies will be presented at ASHA in Nov 2002
in Atlanta (Kan & Kohnert).

Take care,
Kathryn
At 01:00 PM 11/5/02 -1000, Catherine Kawahata wrote:
>Hi!
>
>I'm not sure if this is the study Katie is referring to, but I think it
>addresses the same questions and documents the crossover effect in this
>particular population of children:
>
>Kohnert, K. J., Bates, E., & Hernandez, A. E. (1999). Balancing
>bilinguals:  Lexical semantic production and cognitive processing in
>children learning Spanish and English. Journal of Speech, Language, and
>Hearing Research, 42, 1400-1413.
>
>Katie, I wonder if you remember which language pairs your students looked
>at.  Also Spanish-English?  I'd be interested in hearing more.
>
>I've lost the beginning of this thread, but to the person who asked the
>original question (Ellina?), do you think the literature on bilingual
>digit span would be helpful?  I've lent out my copy of the following
>article, but if memory serves me, it might relate to your question of
>establishing dominance.
>
>Chincotta, D., & Underwood, G. (1998). Non temporal determinants of
>bilingual memory capacity:  The role of long-term representations and
>fluency. Bilingualism:  Language and Cognition, 1(2), 117-130.
>
>I'm not that familiar with this type of work, but hope it helps.
>
>Good luck!
>
>Cathy
>
>Catherine Kawahata
>University of Hawai'i at Manoa
>Department of Linguistics
>1890 East-West Rd., Moore 569
>Honolulu, Hawaii 96822
>
>
>On Tue, 5 Nov 2002, Alcock, Katie wrote:
>
> > Some slightly more objective work than the anecdotes suggested here (sorry,
> > I just have a hard time with the idea of asking someone to lose a
> language!)
> > has been done by Kathy Kohnert, particularly looking at naming skill and
> > speed as children who started schooling with one language go through
> school.
> > I can't recall the exact reference but I think it's in Brain and Language.
> >
> > In summary if you start school at about 6 then you become equal in home and
> > school languages at about 8 and then cross over at 10 to become dominant in
> > school language.
> >
> > Two of my undergraduates have replicated this - one only in 9 year olds
> > (they were English dominant or equal in the two languages, and ones who
> were
> > equal in the two knew more names of objects - if allowed to name in either
> > language - than English monolinguals, if I recall correctly).  The other
> > looked at development and roughly replicated Kathy's findings.
> >
> > Her paper may be under Kohnert-Rice.
> >
> > Katie
> >


From kathryn at multilingual-matters.com  Wed Nov  6 08:58:57 2002
From: kathryn at multilingual-matters.com (Kathryn King)
Date: Wed, 6 Nov 2002 08:58:57 +0000
Subject: Question to the community
In-Reply-To: <001801c28572$d445b7e0$b6bafac1@sylviewa>
Message-ID: <WED.6.NOV.2002.085857.0000.KATHRYN@MULTILINGUALMATTERS.COM>

As the publisher, I can confirm that the book is written by Leonore
Arnberg and can be ordered on our secure website www.multilingual-
matters.com.
Best wishes
Kathryn King
Marketing Manager

In message <001801c28572$d445b7e0$b6bafac1 at sylviewa>, Charles Watkins
<charles.watkins at wanadoo.fr> writes
>I am pretty certain there is a mathematical formula suggested in "Raising
>Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
>published by Multilingual Matters (definitely). I can't lay my hands on the
>book just at present, but if you don't know it already I'll try to get back
>to you on this.
>
>Charles Watkins
>Professeur Agr?g? en Premi?re et Lettres Sup?rieures,
>Lyc?e Moli?re, Paris, France.
>-----Message d'origine-----
>De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
>? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
>Date : lundi 4 novembre 2002 07:08
>Objet : Question to the community
>
>
>>
>>--
>>Does anyone know if there are any good ways to establish language
>>dominance in bilinguals (esp. five and six year olds)? Any references
>>to the research on this topic or methodology for establishing the
>>language dominance will be greatly appreciated.
>>Thank you.
>>Ellina Chernobilsky
>>PhD Student
>>Rutgers University
>>
>>
>>
>
>
>

-- 
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 a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 09:20:22 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 09:20:22 +0000
Subject: Question to the community
In-Reply-To: <B1726D83EA9CCA4F85A7E12B968FDC6E64D82F@PONYEXPRESS.uwyo.edu>
Message-ID: <WED.6.NOV.2002.092022.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

my view is that *both* are necessary.  One can go astray
theoretically on generalising from personal anecdotes, but if
empirical research is not also informed by experience, one can also
draw the wrong conclusions.
Annette

At 3:23 PM -0700 5/11/02, Teresa A. Ukrainetz wrote:
>Just a note to say that it is refreshing to hear reflections about
>bilingual dominance from personal knowledge.  Typical American
>educational conversations involve theoretical discussions and
>standardized testing.
>
>Teresa Ukrainetz
>
>
>----------
>From:   Ann Dowker
>Sent:   Tuesday, November 5, 2002 2:19 PM
>Cc:     info-childes; Ellina Chernobilsky
>Subject:        Re: Question to the community
>
>Ellen Bialystok's work may be useful here; e.g.
>
>Bialystok, E. (1988). Levels of bilingualism and levels of language
>awareness. Developmental Psychology, 24, 560-567
>
>and some later papers.
>
>Best wishes,
>
>Ann
>
>
>  > >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
>>  >? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
>>  >Date : lundi 4 novembre 2002 07:08
>>  >Objet : Question to the community
>>  >
>>  >
>>  >>
>>  >>--
>>  >>Does anyone know if there are any good ways to establish language
>>  >>dominance in bilinguals (esp. five and six year olds)? Any references
>>  >>to the research on this topic or methodology for establishing the
>>  >>language dominance will be greatly appreciated.
>>  >>Thank you.
>>  >>Ellina Chernobilsky
>>  >>PhD Student
>>  >>Rutgers University
>>  >>
>>  >>
>>  >>
>>
>>
>>
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From kei at aya.yale.edu  Wed Nov  6 09:42:47 2002
From: kei at aya.yale.edu (Kei Nakamura)
Date: Wed, 6 Nov 2002 18:42:47 +0900
Subject: The Fifth Annual Conference of the Japanese Society for Language
 Sciences (JSLS 2003) CFP
Message-ID: <WED.6.NOV.2002.184247.0900.KEI@AYA.YALE.EDU>

The Fifth Annual Conference of the Japanese Society for Language Sciences (JSLS 2003) 
July 5 (Saturday)- 6 (Sunday), 2003
Takigawa Memorial Hall, Kobe University 
--------------------------------------------------------------------------------
** First Call for Papers ** 
The Japanese Society for Language Sciences invites proposals for our Fifth Annual Conference, JSLS 2003. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Catherine E. Snow (Harvard Graduate School of Education) and Masayoshi Shibatani (Faculty of Letters, Kobe University). 
JSLS2003 Committee Chair Tamiko Ogura (Faculty of Letters, Kobe University) 


--------------------------------------------------------------------------------

Conference Dates/ Location
   The Fifth Annual Conference of the Japanese Society for Language
   Sciences will be held as follows:
   (1) July 5 (Saturday)- 6 (Sunday), 2003
   (2) Takigawa Memorial Hall, Kobe University 

Submissions
   We would like to encourage submissions on research pertaining to
   language sciences, including linguistics, psychology, education,
   computer science, brain science, and philosophy, among others. We
   will not commit ourselves to one or a few particular theoretical
   frameworks. We will respect any scientific endeavor that aims to
   contribute to a better understanding of the human mind and the 
   brain through language.

Symposium
   We are planning to have one symposium as a part of the conference.
   We will accept proposals for this symposium. The deadline for the
   symposium is due on February 1, 2003. Notification of acceptance
   will be made no later than April 1, 2003. The time slot for the
   symposium will be 2 hours and 30 minutes. 

Qualifications for Presenters
   All presenters should be members of JSLS by the first day of the
   conference (July 5, 2003). (It is not necessary for co-presenters
   to be members.)

   Please refer to the following website for membership information: 
   http://jchat.sccs.chukyo-u.ac.jp/JSLS/

   All presenters should pre-register for the JSLS 2003 conference by
   June 1, 2003. 

   Papers should be original and unpublished.

   We will accept multiple submissions from the same individual,
   however, you can only be the single or first author of one paper.   

   Each presentation will be 25 minutes long.
   (20 minutes for presentation and 5 minutes for Q&A).

   The language of presentations may be either Japanese or English.


Submission Deadline & Review Process
   All submissions should be mailed and postmarked by February 1, 2003
   (Saturday). Please send the following items to the review committee
   chairperson, Harumi Kobayashi.

Paper and poster presentations 
   (1) Application form (A4 or letter-size paper)
            presentation title
            presentaton category (paper or poster)
	 name of presenter(s), affiliation(s)
	 mailing address
	 email address
	 telephone number
	 language of presentation
	 keywords (about 5 words)

   (2) 3 copies of abstract (A4 or letter-size papers)
           12 pt
           double-spaced
	maximum 4 pages (including title, tables, figures, & references)
	   
	 Do not include any information which may reveal your identity. 

	 The presentation must be in either Japanese or English. 
	  (If the language of the presenation is to be different from the language of the submitted paper, 
	   please attach a note.)

   (3) Floppy disk
          Save the files of the application form and the abstract.
	Please indicate the program you used.

   (4) 2 self-addressed mailing labels (with your name, address)
          [This is not necessary for those submitting abstracts by
          e-mail.]

   Please send the above items to the following address 
   (please write "JSLS paper (or JSLS poster)" in red ink on the envelope):

             Harumi Kobayashi
	     School of Science and Engineering
	     Tokyo Denki University
	     Hatoyama
	     Hiki-gun, Saitama-ken  350-0394
	     JAPAN

   We will also accept submissions via e-mail. Please send 
   your submissions to the following address, in the following
   manner:

   h-koba at i.dendai.ac.jp 
   (Subject: Paper Submission (or Poster Submission) )
 
   (a) save the file as "text file" or "pdf file". Please note that
   other formats will not be accepted.
   (b) save your file under your own name (eg.: torigoe-takashi.pdf).

   Each abstract will be reviewed anonymously by several reviewers.
   Notification of acceptance will be made no later than April 1. 
   (Some "paper" poposals might be accepted for "poster" presentations.) 

   If your "paper" proposal is accepted, you will be requested to 
   send a copy of your paper (Maximun length is 6-pages) by May 6. 
   The paper will appear in the Conference Handbook.

   Excellent papers may be published as a collection of papers titled
   "Studies in Language Sciences".


Symposium
   (1) Application Form
            symposium title
	  name of the organizer(s) and affiliation(s)
	  mailing address
	  telephone number
	  name and affiliations of symposium speakers
   (2) a detailed abstract
            800 to 1600 words in English or
	 3000 to 6000 characters (moji) in Japanese 
	 (equivalent to two to four pages on A4 or letter-size papers).


   We will only accept submissions via e-mail for the symposium by February 1, 2003.
   Please send an e-mail proposal to the following address, in the following manner:
 
   h-koba at i.dendai.ac.jp 
   (Subject: Symposium Proposal) 
   
   Please send your abstract in text or pdf file format.


All questions regarding the JSLS 2003 conference should be addressed to:

Takashi Torigoe
JSLS 2003 Conference Coordinator
Hyogo University of Teacher Education
Yashiro, Hyogo 673-1494 
JAPAN

e-mail: torigoe at edu.hyogo-u.ac.jp
(Inquiries by phone will not be accepted. )

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From a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 13:13:34 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 13:13:34 +0000
Subject: Feedback on faces
Message-ID: <WED.6.NOV.2002.131334.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

Here are the responses I received to the question below, since some
of you have asked me to post them.  If I get any more I will send
them on separately.

>>Annette
>>I know there is research showing that infants prefer "beautiful"
>>(symmetrical) faces over others, but is there research showing that
>>they prefer children's faces over adult ones, or female over male
>>etc.? Or other such preferences?  Idem with voices.  I know they
>>can discriminate, and believe that they prefer motherese over
>>adult-directed speech, but do they show preference for child voices
>>over adult, female over male, etc.?
>>All info most appreciated.
>>thanks
>>Annette

>>Hi Annette,
>I don't know about research, but I remember that when I had babies,
>there were lots of books for infants containing pictures of babies
>and young children - so someone in publishing knows/thinks there is
>a preference; and my kids loved looking at the pictures of children
>(also at checkerboards and bulls-eyes, of course).
>Lucia
>Dr. Lucia French
>1-312 Dewey
>Warner Graduate School of Education and Human Development
>University of Rochester
>Rochester NY 14627
>(716) 275-3235
>(716) 473-7598 [fax]
>email:  lufr at troi.cc.rochester.edu
>many thanks, Lucia.  I agree, but I need some research to back the
>statement if poss.


>Paul Quinn talked to me about a study showing that, although infants
>generally prefer female faces, infants raised by their father prefer male
>faces. Unfortunately, I do not have an exact reference.
>Gergo
>Gergely Csibra         Centre of Brain and Cognitive Development
>Research Scientist     School of Psychology
>Senior Lecturer        Birkbeck College
>g.csibra at bbk.ac.uk     Malet Street
>Tel: +44 20 7631 6323  London WC1E 7HX
>Fax: +44 20 7631 6587  United Kingdom

Paul Quinn <pquinn at washjeff.edu>
>Quinn, P. C., Yahr, J., Kuhn, A., Slater, A. M., & Pascalis, O. (2002).
>Representation of the gender of human faces by infants: A preference for
female. Perception, 31, 1109-1121.

>hi annette
>maybe slightly off-beam, but did you know that newborn males look
>for longer at a mobile, whilst newborn females look for longer at a
>face? Connellan et al, 2001, Inf Behav and Dev.
>hope all's well
>simon
>Simon Baron-Cohen
>Professor of Developmental Psychopathology
>Co-Director
>Autism Research Centre
>Cambridge University
>Departments of Experimental Psychology and Psychiatry
>Downing St, Cambridge CB2 3EB, UK
>tel 01223 333557 fax 01223 333561
>www.psychiatry.cam.ac.uk/arc
>and
>www.human-emotions.com


>Dear Annette,
>  On voices, I have nothing about female over male, etc. as you ask.
>On faces, I found this:
>
>??      Langlois, J.H. & L.A.Roggman (1990), Attractive faces are
>only average, Psychological Science 1: 115-121. (On infants'
>preference for attractive faces)
>
>??      Slater, A., C. von der Schulenburg, E. Brown, M. Badenoch,
>G. Butterworth, S. Parsons & C. Samuels (1998) Newborn infants
>prefer attractive faces, Infant Behavior and Development 21: 345-354.
>
>??      Samuels, C.A., G. Butterworth, T. Roberts & L. Graupner
>(1994), Babies prefer attractiveness to symmetry, Perception 23:
>823-831.
>Best
>  Madalena
>  Madalena Cruz-Ferreira
>ellmcf at nus.edu.sg


Dear Annette,
1. I once attended a class taught by Barry Brazelton,
who had a newborn brought in and had two talkers:
a male and a female talking at the same time in the
baby's two ears. The newborn immediately turned his head
towards the female and continued paying
attention to the female's direction. Dr. Brazelton
used this behavior to support the notion of the infant's
"readiness" for speech. According to him, it is common
knowledge among nurses that there is a preference
for higher-pitched voices in newborns. This is, however,
not a preference for female voices but, rather, for
higher-pitched voices.

2. The voice preference issue is a reserach area
explored in detail by Melanie Spence. Her dissertation should
be useful:

Spence, Melanie Jean. Newborns' Preference for Female Voices as a
Function of Spectral Composition. Dissertation Abstracts
International. 46(2):680B. 1985 Aug.. Ann Arbor, MI

Best,
Krisztina
Krisztina Zajds, M.A., M.A., Ph.D.
Linguist, Speech scientist
Postdoctoral Research Associate &
Senior lecturer
University of Texas at Austin
Dept. of Communication Sciences and Disorders
CMA 7.214
Drawer A 1100
Austin, TX 78712
USA
P: 512-475-7046
F: 512-471-2957
zajdo at hotmail.com

From: "M.A.Vanduuren" <M.A.Vanduuren at wkac.ac.uk>
To: 'Annette Karmiloff-Smith' <a.karmiloff-smith at ich.ucl.ac.uk>
Subject: RE: faces
Date: Tue, 5 Nov 2002 20:59:29 -0000
X-UCL-MailScanner: Found to be clean
Hi Annette,
I have an article in press with International journal of behavioural
development (I you are interested a pdf version is at
http://www.wkac.ac.uk/psychology under my name (along with infant faces used
in the study) in the list which shows infants prefer to look at pre-sexually
mature infant faces (ie faces rated as miniature versions of attractive
adult faces) over infant faces rated as cute (ie having morphological
features thought to trigger care instinct responses (eg protective caring
non threatening behaviour). As far as pitting infant against adult faces
sorry cant help.
Best,
Mike van duuren.

From: Kathy Hirsh-Pasek <khirshpa at nimbus.temple.edu>
Subject: Re: faces
To: Annette Karmiloff-Smith <a.karmiloff-smith at ich.ucl.ac.uk>
X-UCL-MailScanner: Found to be clean
Annette -- I don't know the answer to your first question but think it is
probably mentioned in an article that just came out in Developmental Psych that
I received yesterday.  The paper is called "Newborns' preference for
faces: What
is crucial?"  The first author is Chiara Turati.  Hope that helps. Kathy
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From g.morgan at city.ac.uk  Wed Nov  6 13:41:00 2002
From: g.morgan at city.ac.uk (Gary Morgan)
Date: Wed, 6 Nov 2002 13:41:00 -0000
Subject: Question on adult bilinguals and codeswitching
Message-ID: <WED.6.NOV.2002.134100.0000.G.MORGAN@CITY.AC.UK>

Dear colleagues, the recent discussion on bilinguals has prompted me the
send out this question.

I have collected spontaneous language data from adult Spanish-English
balanced bilinguals in London England. I have noticed that when they use
Spanish as the matrix language and insert an English noun into the sentence
they use the determiner / el / regardless of the gender of that noun in
Spanish.

el libro es abajo del / table /
the book is under the table

Table is / la mesa / in Spanish

Also happens with demonstratives and adjectives.

My question is does this happen in other Spanish-English bilinguals? I have
noticed it doesn't when the speaker is clearly dominant in Spanish, then
they use the Spanish gender agreement.

I assumed that / el /  was simply being used as a default because there is
no neuter in Spanish but an informal enquiry of people working on
bilingualism has yielded the following: Italian-English and German-English
bilinguals don't act like Spanish but Czech - English bilinguals do. There
might be an explanation in phonology.

Any comments?
Gary
-------------------------
G. Morgan, PhD
Dept. of Language & Communication Science
City University, Northampton Square
London, EC1V 0HB
Tel: 0207 040 8291
Fax: 0207 040 8577,lab: 0207 040 8979
g.morgan at city.ac.uk,
http://www.staff.city.ac.uk/g.morgan/index.htm
--------------------------


From a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 13:53:18 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 13:53:18 +0000
Subject: Question on adult bilinguals and codeswitching
In-Reply-To: <015601c2859a$256aa8c0$a689288a@city.ac.uk>
Message-ID: <WED.6.NOV.2002.135318.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

just a thought, but when one searches for a lexical item in a gender
marked language one often uses the neutral masculine and then self
corrects when the lexical item is found if the gender is not
masculine.  Historically it's thought that the feminine is more
marked.
Are there pause patterns  i.e. is it el libro es abajo del.....table.

At 1:41 PM +0000 6/11/02, Gary Morgan wrote:
>Dear colleagues, the recent discussion on bilinguals has prompted me the
>send out this question.
>
>I have collected spontaneous language data from adult Spanish-English
>balanced bilinguals in London England. I have noticed that when they use
>Spanish as the matrix language and insert an English noun into the sentence
>they use the determiner / el / regardless of the gender of that noun in
>Spanish.
>
>el libro es abajo del / table /
>the book is under the table
>
>Table is / la mesa / in Spanish
>
>Also happens with demonstratives and adjectives.
>
>My question is does this happen in other Spanish-English bilinguals? I have
>noticed it doesn't when the speaker is clearly dominant in Spanish, then
>they use the Spanish gender agreement.
>
>I assumed that / el /  was simply being used as a default because there is
>no neuter in Spanish but an informal enquiry of people working on
>bilingualism has yielded the following: Italian-English and German-English
>bilinguals don't act like Spanish but Czech - English bilinguals do. There
>might be an explanation in phonology.
>
>Any comments?
>Gary
>-------------------------
>G. Morgan, PhD
>Dept. of Language & Communication Science
>City University, Northampton Square
>London, EC1V 0HB
>Tel: 0207 040 8291
>Fax: 0207 040 8577,lab: 0207 040 8979
>g.morgan at city.ac.uk,
>http://www.staff.city.ac.uk/g.morgan/index.htm
>--------------------------


From TUkraine at uwyo.edu  Wed Nov  6 16:17:49 2002
From: TUkraine at uwyo.edu (Teresa A. Ukrainetz)
Date: Wed, 6 Nov 2002 09:17:49 -0700
Subject: Question to the community
Message-ID: <WED.6.NOV.2002.091749.0700.TUKRAINE@UWYO.EDU>

Sorry, didn't mean to de-value objective methods, just that so often the bilingualism impression here is as an unfortunate at-risk condition of poor people of colour that we must distinguish carefully from disorder (and hopefully remove anyway). I enjoyed hearing educated, accomplished bilinguals reflect on their thoughts a reminder in this monolingual society that bilingualism is also normal.
Teresa Ukrainetz



> ----------
> From: 	Alcock, Katie
> Sent: 	Tuesday, November 5, 2002 3:40 PM
> Cc: 	'info-childes '; 'Ellina Chernobilsky '
> Subject: 	RE: Question to the community
>
> Some slightly more objective work than the anecdotes suggested here (sorry, I just have a hard time with the idea of asking someone to lose a language!) has been done by Kathy Kohnert, particularly looking at naming skill and speed as children who started schooling with one language go through school.  I can't recall the exact reference but I think it's in Brain and Language.
>
> In summary if you start school at about 6 then you become equal in home and school languages at about 8 and then cross over at 10 to become dominant in school language.
>
> Two of my undergraduates have replicated this - one only in 9 year olds (they were English dominant or equal in the two languages, and ones who were equal in the two knew more names of objects - if allowed to name in either language - than English monolinguals, if I recall correctly).  The other looked at development and roughly replicated Kathy's findings.
>
> Her paper may be under Kohnert-Rice.
>
> Katie
>
>
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From a.karmiloff-smith at ich.ucl.ac.uk  Wed Nov  6 16:55:49 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Wed, 6 Nov 2002 16:55:49 +0000
Subject: more on babies' preferences
Message-ID: <WED.6.NOV.2002.165549.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

Here are a few more responses I received to the question below, since
some of you have asked me to post them.
>>Annette
>>I know there is research showing that infants prefer "beautiful"
>>(symmetrical) faces over others, but is there research showing that
>>they prefer children's faces over adult ones, or female over male
>>etc.? Or other such preferences?  Idem with voices.  I know they
>>can discriminate, and believe that they prefer motherese over
>>adult-directed speech, but do they show preference for child voices
>>over adult, female over male, etc.?
>>All info most appreciated.
>>thanks
>>Annette


From: Roberta <roberta at UDel.Edu>
Subject: Re: Feedback on faces
X-DCC-UDEL-Metrics: copland.udel.edu 101; Body=1 Fuz1=1 Fuz2=1
X-UCL-MailScanner: Found to be clean

I'm a little late here Annette but Mike Lewis had a paper in Child
Devel years ago about how babies love to look at live children over
live adults. He even used midgets as I recall to separate the stature
from the facial features. Wish I had the exact site but I don't alas.
Maybe Michael has a web site with his vita.
All best,
Roberta


From: Alan Slater <A.M.Slater at exeter.ac.uk>
Annette,
To add to your collection:
Singh, L., Morgan, J.L. & Best, C.T. (2002).  Infants'
listening preferences: baby talk or happy talk.  Infancy,
vol 3(issue 3), 365-394.  They give experimental evidence
that the preference for baby talk (BT) over adult-directed
(AD) speech is actually a preference for the more positive
affect that usually accompanies BT.  When the affect is
reversed there's then a preference for AD.
Hope this helps!
Alan

From: Sarah Fletcher <slflet at liverpool.ac.uk>
Annette
I can tell you that, in adults, female faces may be preferred as
attractive due to facial neoteny. This has been a suggested sexually
selected trait. However, perhaps babies/infants may prefer neotenous
faces aswell, therefore preferring female to male? I don't however
think there is a reference for work with infants on this.
Sarah Fletcher
Research Assistant (Language and Literacy Development)
Department of Psychology
The University of Liverpool
Room 240 Eleanor Rathbone Building
Bedford Street South
Liverpool
L69 7ZA
Tel: 01517941111


From charles.watkins at wanadoo.fr  Thu Nov  7 03:58:39 2002
From: charles.watkins at wanadoo.fr (Charles Watkins)
Date: Wed, 6 Nov 2002 15:58:39 -1200
Subject: Question to the community
Message-ID: <WED.6.NOV.2002.155839.1200.CHARLES.WATKINS@WANADOO.FR>

I agree about mental arithmetic; but only because I am barely numerate, like
many English arts graduates (you too?!).  However bilingual mathematicians I
know claim they don't do mental arithmetic in either language but
conceptually, which makes sense, I suppose,  if your numeracy skills are as
advanced as most people's verbal skills - "which language do you think in?"
doesn't make a lot of sense as a question to me.

Charles Watkins.
-----Message d'origine-----
De : lnpnwh <lnpnwh at leeds.ac.uk>
? : Charles Watkins <charles.watkins at wanadoo.fr>; info-childes
<info-childes at mail.talkbank.org>; Ellina Chernobilsky
<ellinac at email.eden.rutgers.edu>; Annette Karmiloff-Smith
<a.karmiloff-smith at ich.ucl.ac.uk>
Date : mardi 5 novembre 2002 09:22
Objet : Re: Question to the community


Counting might not necessarily give you a clear indication of language
dominance. Personally, I tend to count in English up to 20 and then switch
to German after that, i.e.

eighteen - nineteen - twenty - einundzwanzig (lit. one and twenty) -
zweiundzwanzig (lit. two and twenty)

Sums are probably better, however, I suspect you do your sums in the
language in which you were taught to do sums, which again is not necessarily
your most dominant language. (Although if you received most of your
schooling in that language, it is very likely to be the dominant one). So in
the end it's no different from the phone numbers.

Nicole

-----------------------------------------------
Nicole Whitworth
Dept. of Linguistics & Phonetics
University of Leeds
Leeds
LS2 9JT
UK

phone:   +44 (0)113 233 3550
email:     lnpnwh at leeds.ac.uk
---------------------------------------------


----- Original Message -----
From: "Annette Karmiloff-Smith" <a.karmiloff-smith at ich.ucl.ac.uk>
To: "Charles Watkins" <charles.watkins at wanadoo.fr>; "info-childes"
<info-childes at mail.talkbank.org>; "Ellina Chernobilsky"
<ellinac at email.eden.rutgers.edu>
Sent: Tuesday, November 05, 2002 8:14 PM
Subject: Re: Question to the community


> I, too, suggesting rapid counting or addition.  Anecdotally one
> always falls back into one's mother tongue.  Not so for phone
> numbers.  It seems to depend on where one learnt them, so my British
> numbers I recalkl in English, but the Swiss ones I always first have
> to say to myself in French.,  However, I *always* add in English.  I
> don't know of any research in the area though.
> Annette
>
> At 8:30 PM -1200 4/11/02, Charles Watkins wrote:
> >I am pretty certain there is a mathematical formula suggested in "Raising
> >Children Bilingually" by Eleonre (I think) Arnberg (I'm almost sure)
> >published by Multilingual Matters (definitely). I can't lay my hands on
the
> >book just at present, but if you don't know it already I'll try to get
back
> >to you on this.
> >
> >Charles Watkins
> >Professeur Agr?g? en Premi?re et Lettres Sup?rieures,
> >Lyc?e Moli?re, Paris, France.
> >-----Message d'origine-----
> >De : Ellina Chernobilsky <ellinac at email.eden.rutgers.edu>
> >? : info-childes at mail.talkbank.org <info-childes at mail.talkbank.org>
> >Date : lundi 4 novembre 2002 07:08
> >Objet : Question to the community
> >
> >
> >>
> >>--
> >>Does anyone know if there are any good ways to establish language
> >>dominance in bilinguals (esp. five and six year olds)? Any references
> >>to the research on this topic or methodology for establishing the
> >>language dominance will be greatly appreciated.
> >>Thank you.
> >>Ellina Chernobilsky
> >>PhD Student
> >>Rutgers University
> >>
> >>
> >>
>
>


From ellmcf at nus.edu.sg  Thu Nov  7 02:04:47 2002
From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira)
Date: Thu, 7 Nov 2002 10:04:47 +0800
Subject: Question on adult bilinguals and codeswitching
Message-ID: <THU.7.NOV.2002.100447.0800.ELLMCF@NUS.EDU.SG>

Dear Gary,

I have instances of a similar use with Portuguese-English in data from children who are primary bilinguals in Portuguese and Swedish and have English as school language. Examples: os wheels, no assembly, for the wheels, at assembly. Both 'wheel' and 'assembly' are feminine in Portuguese (two different genders in Swedish), 'no' is contracted Prep 'em' and masc. article 'o'.
They have Portuguese sandhi in cases like these, no pauses.
Best

Madalena 

Madalena Cruz-Ferreira <mailto:ruz-Ferreiraellmcf at nus.edu.sg> 
ellmcf at nus.edu.sg

	-----Original Message----- 
	From: Gary Morgan [mailto:g.morgan at city.ac.uk] 
	Sent: Wed 11/6/2002 9:41 PM 
	To: info-childes 
	Cc: 
	Subject: Question on adult bilinguals and codeswitching
	
	

	Dear colleagues, the recent discussion on bilinguals has prompted me the
	send out this question.
	
	I have collected spontaneous language data from adult Spanish-English
	balanced bilinguals in London England. I have noticed that when they use
	Spanish as the matrix language and insert an English noun into the sentence
	they use the determiner / el / regardless of the gender of that noun in
	Spanish.
	
	el libro es abajo del / table /
	the book is under the table
	
	Table is / la mesa / in Spanish
	
	Also happens with demonstratives and adjectives.
	
	My question is does this happen in other Spanish-English bilinguals? I have
	noticed it doesn't when the speaker is clearly dominant in Spanish, then
	they use the Spanish gender agreement.
	
	I assumed that / el /  was simply being used as a default because there is
	no neuter in Spanish but an informal enquiry of people working on
	bilingualism has yielded the following: Italian-English and German-English
	bilinguals don't act like Spanish but Czech - English bilinguals do. There
	might be an explanation in phonology.
	
	Any comments?
	Gary
	-------------------------
	G. Morgan, PhD
	Dept. of Language & Communication Science
	City University, Northampton Square
	London, EC1V 0HB
	Tel: 0207 040 8291
	Fax: 0207 040 8577,lab: 0207 040 8979
	g.morgan at city.ac.uk,
	http://www.staff.city.ac.uk/g.morgan/index.htm
	--------------------------
	
	
	


From ellmcf at nus.edu.sg  Thu Nov  7 02:28:01 2002
From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira)
Date: Thu, 7 Nov 2002 10:28:01 +0800
Subject: Question to the community
Message-ID: <THU.7.NOV.2002.102801.0800.ELLMCF@NUS.EDU.SG>

Mental arithmetic works for me too, innumerate as I am.
But wouldn't prosody/intonation define your dominant language? If prosody is the basics of basics in child language acquisition and if you are defined by what you do spontaneously, like left-handedness, then is your dominant language must be the one whose prosody you use regardless of what words and syntax you're speaking. This is one reason why I have some difficulty with matrix vs. embedded approaches to multilingualism.
 
Madalena
 
Madalena Cruz-Ferreira
ellmcf at nus.edu.sg
 
 

-----Original Message----- 
From: Charles Watkins [mailto:charles.watkins at wanadoo.fr] 
Sent: Thu 11/7/2002 11:58 AM 
To: lnpnwh; info-childes; Ellina Chernobilsky; Annette Karmiloff-Smith 
Cc: 
Subject: Re: Question to the community



	I agree about mental arithmetic; but only because I am barely numerate, like
	many English arts graduates (you too?!).  However bilingual mathematicians I
	know claim they don't do mental arithmetic in either language but
	conceptually, which makes sense, I suppose,  if your numeracy skills are as
	advanced as most people's verbal skills - "which language do you think in?"
	doesn't make a lot of sense as a question to me.
	
	Charles Watkins.
	-----Message d'origine-----
	De : lnpnwh <lnpnwh at leeds.ac.uk>
	: Charles Watkins <charles.watkins at wanadoo.fr>; info-childes
	<info-childes at mail.talkbank.org>; Ellina Chernobilsky
	<ellinac at email.eden.rutgers.edu>; Annette Karmiloff-Smith
	<a.karmiloff-smith at ich.ucl.ac.uk>
	Date : mardi 5 novembre 2002 09:22
	Objet : Re: Question to the community
	
	
	


From rberman at post.tau.ac.il  Thu Nov  7 07:31:29 2002
From: rberman at post.tau.ac.il (Ruth Berman)
Date: Thu, 7 Nov 2002 09:31:29 +0200
Subject: on bilingual gender mixing
Message-ID: <THU.7.NOV.2002.093129.0200.RBERMAN@POST.TAU.AC.IL>

Here are my two cents worth on this issue:

My daughter Shelli lost her native Hebrew after a year in the US aged 3
to 4, and when she came back to Israel and started returning to being
Hebrew-dominant (a process recorded in an old paper of mine in the
unfortunately now defunct OISE publication *Working papers in
bilingualism* No. 19, 1979), she would use Hebrew-based agreement, e.g.,
referring to a train or witch (Hebrew *rakevet* and *maxshefa*, both
feminine nouns) as *she* in English.  This is clear evidence, I would
say, that the division of all Hebrew nouns into one of the two genders
-- masculine or feminine -- is strongly embedded in the lexical
representation Hebrew speakers have for nouns.

Also anecdotally, but based on observation of hundreds of cases over
many years -- 2nd language speakers of Hebrew, which has a very rich
system of gender agreement, tend to make errors in this domain even when
they are very proficient otherwise (e.g., university lecturers of
English-speaking background).  On the other hand, native speaking kids
master the system basically by age 3, and by early school age will
rarely make errors even in the case of lexical exceptions and irregular
forms.

In answer to Anette's comment, tough for femininists, but masculine
gender is also neuter in Hebrew, which marks not only pronouns, but also
agreement in verbs and adjectives for both gender and number across the
board -- with animate nouns being nearly always marked for gender by
natural sex and all inanimates either masculine or feminine (e.g. French
feminine *chaise* is masculine *kise* in Hebrew whereas French masculine
*lit* is feminine *mita* in Hebrew).  The evidence for masculine =
neuter is syntactic (e.g., "The husband and wife talk on the phone every
day" requires a masculine never feminine form of the verb *talk*, and
"The block (Fem) and the ball (Masc) are both red" requires masculine
marking on the adjective for "red");  *semantic (e.g., *yeladim*
'children' includes boys and girls, but feminine *yeladot* refers only
to girls); pragmatic (e.g., you can use masculine or feminine gender in
a nursing school or all-female college to address classes, but you could
not use feminine gender address in an all-male context); and
morphological -- feminine endings are added to masculine stems;  and
historically, neutralization or leveling of distinctions is always from
feminine to masculine, e.g., in the form of plural pronouns standing for
"you: and "they" -- current usage uses only the masculine form even with
reference to females or feminine nouns, and 2nd and 3rd person plural
verbs in the future tense also tend to ignore the feminine form option.

Best wishes
Ruth Berman


From a.karmiloff-smith at ich.ucl.ac.uk  Thu Nov  7 13:14:00 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Thu, 7 Nov 2002 13:14:00 +0000
Subject: Mike Lewis
Message-ID: <THU.7.NOV.2002.131400.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

On a recommendation by Roberta Golinkoff, I am trying to locate a
Mike Lewis who had an article  in Child Development years ago about
how babies love to look at live children over live adults. He even
used midgets as I recall to separate the stature from the facial
features. We located one Michael Lewis at Cardiff University who, by
coincidence, works on face processing, but this is not the person.
Roberta thought he mightow have an affiliation with the Robert
Johnson Medical center in NJ.   Can anyone help please.
Annette
--
________________________________________________________________
Professor A.Karmiloff-Smith,
Head, Neurocognitive Development Unit,
Institute of Child Health,
30 Guilford Street,
London WC1N 1EH, U.K.
tel: 0207 905 2754
fax: 0207 242 7717
http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html

________________________________________________________________


From ricelnm at yahoo.com  Thu Nov  7 13:52:58 2002
From: ricelnm at yahoo.com (Lorraine Rice)
Date: Thu, 7 Nov 2002 05:52:58 -0800
Subject: Question on adult bilinguals and codeswitching
In-Reply-To: <015601c2859a$256aa8c0$a689288a@city.ac.uk>
Message-ID: <THU.7.NOV.2002.055258.0800.RICELNM@YAHOO.COM>

Another thought which may support the idea that in
some languages the masculine (neuter?) gender is
unmarked: in French, borrowed nouns from other
languages automatically take the masculine gender
(e.g. le shopping, le parking, le karaoke...). This is
the standard in the language for borrowed lexicon, and
not particular to bilinguals. On a personal note, as a
French-English bilingual, I was fascinated to read
this message as I have often noticed myself doing the
same thing noted with your Spanish-English informants,
that is inserting an English word into a French
sentence and giving it the masculine gender by
default.

Lorraine Rice

--- Gary Morgan <g.morgan at city.ac.uk> wrote:
> Dear colleagues, the recent discussion on bilinguals
> has prompted me the
> send out this question.
>
> I have collected spontaneous language data from
> adult Spanish-English
> balanced bilinguals in London England. I have
> noticed that when they use
> Spanish as the matrix language and insert an English
> noun into the sentence
> they use the determiner / el / regardless of the
> gender of that noun in
> Spanish.
>
> el libro es abajo del / table /
> the book is under the table
>
> Table is / la mesa / in Spanish
>
> Also happens with demonstratives and adjectives.
>
> My question is does this happen in other
> Spanish-English bilinguals? I have
> noticed it doesn't when the speaker is clearly
> dominant in Spanish, then
> they use the Spanish gender agreement.
>
> I assumed that / el /  was simply being used as a
> default because there is
> no neuter in Spanish but an informal enquiry of
> people working on
> bilingualism has yielded the following:
> Italian-English and German-English
> bilinguals don't act like Spanish but Czech -
> English bilinguals do. There
> might be an explanation in phonology.
>
> Any comments?
> Gary
> -------------------------
> G. Morgan, PhD
> Dept. of Language & Communication Science
> City University, Northampton Square
> London, EC1V 0HB
> Tel: 0207 040 8291
> Fax: 0207 040 8577,lab: 0207 040 8979
> g.morgan at city.ac.uk,
> http://www.staff.city.ac.uk/g.morgan/index.htm
> --------------------------
>
>


__________________________________________________
Do you Yahoo!?
U2 on LAUNCH - Exclusive greatest hits videos
http://launch.yahoo.com/u2


From ricelnm at yahoo.com  Thu Nov  7 14:03:09 2002
From: ricelnm at yahoo.com (Lorraine Rice)
Date: Thu, 7 Nov 2002 06:03:09 -0800
Subject: Bilingual children breaking the rules?
Message-ID: <THU.7.NOV.2002.060309.0800.RICELNM@YAHOO.COM>

I am currently noting (for future study) the first
words and phrases produced by my identical twin sons
in their two native languages, French and English. I
have recently been struck by an odd phenomenon, and
was idly wondering about it. Although it is generally
acknowledged that children have a highly consistent
word order in expressing relationships of actors,
objects, actions etc, my children seem to be reversing
this order in some two-word phrases. Instead of the
expected "Papa gone", we get a mixture of this and
"gone Papa", for example. I suppose that it might be
the influence from the French structure, in which they
frequently hear me produce sentences like, "Il est
parti, papa!". Is this a likely explanation?

If anyone were also able to provide me with some
recent references on the topic of child bilingualism,
twin language development or other related subjects, I
would be grateful. I live far from the world of recent
publications, and of course older publications only
cite even older material...

Lorraine Rice

__________________________________________________
Do you Yahoo!?
U2 on LAUNCH - Exclusive greatest hits videos
http://launch.yahoo.com/u2


From a.karmiloff-smith at ich.ucl.ac.uk  Thu Nov  7 14:13:53 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Thu, 7 Nov 2002 14:13:53 +0000
Subject: Fwd: Re: Fwd: Re: Mike Lewis
Message-ID: <THU.7.NOV.2002.141353.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

>For anyone else interested below is Michael Lewis address.  (and by
>the way, apologies for my email using the term "midget" - it slipped
>by without my noting it).
>Annette
>
>Name MICHAEL LEWIS
>Telephone 732-235-7901
>Location RWJ Professional Center
>97 Patterson Street; New Brunswick
>Floor 3
>Room 305
>Unit Robert Wood Johnson Medical School - Pisc/New Brunswick
>Department PEDIATRICS
>Section INSTIT. FOR THE STUDY OF CHILD DEVELOP.
>Email lewis at umdnj.edu
>Fax 732-235-6189
>


From karin at ruccs.rutgers.edu  Thu Nov  7 16:44:12 2002
From: karin at ruccs.rutgers.edu (karin at ruccs.rutgers.edu)
Date: Thu, 7 Nov 2002 11:44:12 -0500
Subject: Mike Lewis
Message-ID: <THU.7.NOV.2002.114412.0500.>

Your info is correct.  Here's his contact info:

 =======================================================================

Michael Lewis, Ph.D.                            (732) 235-7901  Phone
University Distinguished Professor              (732) 235-6189  Fax
Institute for the Study of Child Development
<http://www2.umdnj.edu/iscdweb/>
Robert Wood Johnson Medical School
97 Paterson Street
New Brunswick, NJ  08903
 =========================================================================

Best,

Karin Stromswold (karin at ruccs.rutgers.edu)


From mluisa at bp.lnf.it  Thu Nov  7 19:12:46 2002
From: mluisa at bp.lnf.it (Maria Luisa Lorusso)
Date: Thu, 7 Nov 2002 20:12:46 +0100
Subject: Question on adult bilinguals and codeswitching
Message-ID: <THU.7.NOV.2002.201246.0100.MLUISA@BP.LNF.IT>

<Another thought which may support the idea that in
<some languages the masculine (neuter?) gender is
<unmarked: in French, borrowed nouns from other
<languages automatically take the masculine gender
<(e.g. le shopping, le parking, le karaoke...). This is
<the standard in the language for borrowed lexicon, and
<not particular to bilinguals. On a personal note, as a
<French-English bilingual, I was fascinated to read
<this message as I have often noticed myself doing the
<same thing noted with your Spanish-English informants,
<that is inserting an English word into a French
<sentence and giving it the masculine gender by
<default.
<
<Lorraine Rice

Still, it would be interesting to know why this is not the rule in Italian:
borrowed nouns, be it from French, English or other languages, take
different genders (according to their supposed translation into
Italian?)  Examples of feminine borrowed nouns: la creme, la soubrette, la
mousse, la lobby, la performance, la policy, la candid camera, la mission,
la glasnost, la  siesta, etc... (too many to be exceptions). The same
happens in code-switching by bilinguals.
Any suggestion?
Maria Luisa Lorusso

Maria Luisa Lorusso
Psychologist and Neurolinguist
Unit of Cognitive Psychology and Neuropsychology
Dept. of  Neuroriabilitation II
Scientific Institute "E. Medea"
23842 Bosisio Parini (LC) - Italy
Tel. 0039-(0)31-877581
Fax 0039-(0)31-877499
E-mail: mluisa at bp.lnf.it


From a.karmiloff-smith at ich.ucl.ac.uk  Fri Nov  8 11:02:31 2002
From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith)
Date: Fri, 8 Nov 2002 11:02:31 +0000
Subject: Play
Message-ID: <FRI.8.NOV.2002.110231.0000.A.KARMILOFFSMITH@ICH.UCL.AC.UK>

Can anyone recommend a good summary chapter/article which covers what
we know about the role of play in language development, in social
development, in cognitive development and in emotional development.
I am looking for something to give students that would provide them
with a first overview of the field.
thanks
Annette
--
________________________________________________________________
Professor A.Karmiloff-Smith,
Head, Neurocognitive Development Unit,
Institute of Child Health,
30 Guilford Street,
London WC1N 1EH, U.K.
tel: 0207 905 2754
fax: 0207 242 7717
http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html

________________________________________________________________


From k.j.alcock at city.ac.uk  Fri Nov  8 11:00:12 2002
From: k.j.alcock at city.ac.uk (Alcock, Katie)
Date: Fri, 8 Nov 2002 11:00:12 -0000
Subject: Question to the community
Message-ID: <FRI.8.NOV.2002.110012.0000.K.J.ALCOCK@CITY.AC.UK>

But some bilinguals use e.g. English prosody in English and French prosody
in French.  And others have almost completely lost their first language
apart from the accent (including the prosody).

Katie Alcock


Katie Alcock, DPhil
Lecturer
Department of Psychology
City University
Northampton Square
London EC1V 0HB
Phone (+44) (0)20 7040 0167
Fax (+44) (0)20 7040 8581
Web http://www.staff.city.ac.uk/k.j.alcock



> -----Original Message-----
> From: Madalena Cruz-Ferreira [mailto:ellmcf at nus.edu.sg]
> Sent: 07 November 2002 02:28
> To: info-childes at mail.talkbank.org
> Subject: RE: Question to the community
>
>
> Mental arithmetic works for me too, innumerate as I am.
> But wouldn't prosody/intonation define your dominant
> language? If prosody is the basics of basics in child
> language acquisition and if you are defined by what you do
> spontaneously, like left-handedness, then is your dominant
> language must be the one whose prosody you use regardless of
> what words and syntax you're speaking. This is one reason why
> I have some difficulty with matrix vs. embedded approaches to
> multilingualism.
>
> Madalena
>
> Madalena Cruz-Ferreira
> ellmcf at nus.edu.sg
>
>
>
> -----Original Message-----
> From: Charles Watkins [mailto:charles.watkins at wanadoo.fr]
> Sent: Thu 11/7/2002 11:58 AM
> To: lnpnwh; info-childes; Ellina Chernobilsky; Annette
> Karmiloff-Smith
> Cc:
> Subject: Re: Question to the community
>
>
>
> 	I agree about mental arithmetic; but only because I am
> barely numerate, like
> 	many English arts graduates (you too?!).  However
> bilingual mathematicians I
> 	know claim they don't do mental arithmetic in either
> language but
> 	conceptually, which makes sense, I suppose,  if your
> numeracy skills are as
> 	advanced as most people's verbal skills - "which
> language do you think in?"
> 	doesn't make a lot of sense as a question to me.
> 	
> 	Charles Watkins.
> 	-----Message d'origine-----
> 	De : lnpnwh <lnpnwh at leeds.ac.uk>
> 	: Charles Watkins <charles.watkins at wanadoo.fr>; info-childes
> 	<info-childes at mail.talkbank.org>; Ellina Chernobilsky
> 	<ellinac at email.eden.rutgers.edu>; Annette Karmiloff-Smith
> 	<a.karmiloff-smith at ich.ucl.ac.uk>
> 	Date : mardi 5 novembre 2002 09:22
> 	Objet : Re: Question to the community
> 	
> 	
> 	
>
>
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From gagarina at dmz01.zas.gwz-berlin.de  Fri Nov  8 15:23:58 2002
From: gagarina at dmz01.zas.gwz-berlin.de (gagarina at dmz01.zas.gwz-berlin.de)
Date: Fri, 8 Nov 2002 15:23:58 -0000
Subject: No subject
Message-ID: <FRI.8.NOV.2002.152358.0000.>

Hi info-childes at mail.talkbank.org,

This is the qmail auto-reply program at zas.gwz-berlin.de.

We received the email you sent to gagarina at zas.gwz-berlin.de
with Subject: RE: Question to the community
received on Fri Nov  8 16:23:58 CET 2002.

However, your email has been held for quarantine and evaluation,
because the email is HTML formatted. Note that, tiny dangerous
programs/virus can easily be embedded into a HTML formatted email.
Our company's policy is to accept PLAIN TEXT only email.
For our protection, quarantined email will be checked and may either be deleted or we disable the HTML and then forward to the recipient.

To disable HTML format in Outlook Express follow these steps:
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  5) Then click OK and restart your Outlook Express

To disable HTML format in MS Outlook follow these steps:
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FYI please read this http://www.cknow.com/vtutor/vtextensions.htm
Please call us at 00493020192413 or email to postmaster at zas.gwz-berlin.de,
if you require clarification. The recipient has been notified.
Thank you.


From stemberg at interchange.ubc.ca  Fri Nov  8 18:27:31 2002
From: stemberg at interchange.ubc.ca (Joseph Stemberger)
Date: Fri, 8 Nov 2002 10:27:31 -0800
Subject: child phonology call-for-papers
Message-ID: <FRI.8.NOV.2002.102731.0800.STEMBERG@INTERCHANGE.UBC.CA>

CALL FOR PAPERS


2003 Child Phonology Conference

University of British Columbia
Vancouver, BC, CANADA

UBC is hosting the 2003 Annual Child Phonology Conference July 1-4,
2003. The general schedule for the conference will be as follows:

July 1:	Evening Reception	(optional Canada Day celebrations)


July 2:	Symposia: 	Segmental and Feature Development
			Word and Syllable Structure Development

	Posters: 	Other topics


July 3:	Symposia: 	Phonology in Context -- perception,
			morphology/phonology, syntax/morphology,
			motor development/phonology, metaphonology,
			literacy, hearing impairment/phonology, etc.

	Posters: 	Other topics


July 4:	Optional: 	Lab tours, focused research discussion groups	


We are now calling for symposium paper or poster abstracts for the above
topics.

Symposium papers will be 20-30 minutes in length.
Completed symposia papers need to be received by June 1, in order to be
sent to the discussants.

Posters will be up for the whole day, with a dedicated discussion time
at the end of the day.
Posters need not be sent ahead of time.


Please send an abstract of no more than 250 words by email to Barbara
Bernhardt:

bb at audiospeech.ubc.ca

BY JANUARY 31, 2003

Indicate your presentation preference:	[  ]   symposium paper only
					[  ]   poster only
					[  ]   prefer symposium, but poster OK if necessary
					[  ]   no preference


In February, abstracts will be reviewed, symposia organized, and
discussants invited.  The plan will be adjusted depending on submissions.

Note: We are hoping to disseminate the papers from the conference
either in a book or on the web.

We hope to see you there!

--- Barbara Bernhardt & Joe Stemberger


From blackwsa at sun7.bham.ac.uk  Fri Nov  8 19:02:55 2002
From: blackwsa at sun7.bham.ac.uk (SA Blackwell)
Date: Fri, 8 Nov 2002 19:02:55 +0000
Subject: Question to the community
Message-ID: <FRI.8.NOV.2002.190255.0000.BLACKWSA@SUN7.BHAM.AC.UK>

There is also a good collection of papers on language
loss, which address the question of dominance from an
individual diachronic perspective, in:

Seliger, H.W. and Vago, R.M. (ed.s), 1991, First Language
Attritition.  Cambridge University Press.

Some of the studies reported here used experimental
procedures appying various language proficiency tests
to assess individuals' maintenance, or otherwise, of
their L1.


Sue Blackwell
Department of English,
The University of Birmingham,
Edgbaston,
BIRMINGHAM   B15 2TT

Phone:  +44 - 0121-414-3219
Fax:    +44 - 0121-414-5668

e-mail:  S.A.Blackwell at bham.ac.uk

Sue's Home Page: http://web.bham.ac.uk/sue_blackwell



----- End Included Message -----


From fletcher at hkusua.hku.hk  Sat Nov  9 02:20:37 2002
From: fletcher at hkusua.hku.hk (Paul Fletcher)
Date: Sat, 9 Nov 2002 10:20:37 +0800
Subject: position available
Message-ID: <SAT.9.NOV.2002.102037.0800.FLETCHER@HKUSUA.HKU.HK>

  UNIVERSITY COLLEGE CORK, IRELAND.
LECTURER / SENIOR LECTURER IN SPEECH LANGUAGE THERAPY
The University wishes to recruit a Lecturer / Senior Lecturer in
Speech Language Therapy.  The holder of this post, working in
collaboration with the Professor, will be expected to play a major
role in developing the new undergraduate degree programme which is
due to commence in 2003.  This will include curriculum development
and delivery and preparing for professional accreditation.  A
qualification in Speech and Language Therapy is necessary for this
appointment.
  Informal enquiries to:  Professor Paul Fletcher.  Email:
fletcher at hkusua.hku.hk, Hong Kong University,                    or,
Mr. Michael Hanna, Faculty Manager, Faculty of Medicine, University
College Cork
Tel: + 353 21 4902455 / Email:  mhanna at ucc.ie / Fax: + 353 21 4270339
  Salary scales:  Senior Lecturer: ?55,798 - ?79,060 pa      [new entrants]
Lecturer:   ?26,985 - ?43,836 Bar ?51,766 - ?68,193 pa   [new entrants]
  The appointment will be made at either Senior Lecturer or Lecturer
level. Salary will be at a point on these scales in accordance with
qualifications and experience to date.
  Closing date:  Friday, 29  November 2002
Further particulars and application form may be obtained from:
www.ucc.ie/appointments/vacancies1.html                          or,
Department of Human Resources, University College, Cork.
Tel: + 353 21 4903000 / Email: academicrecruitment at ucc.ie / Fax: +
353 21 4276995
  University College Cork is an Equal Opportunities Employer
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From gagarina at dmz01.zas.gwz-berlin.de  Sat Nov  9 02:43:19 2002
From: gagarina at dmz01.zas.gwz-berlin.de (gagarina at dmz01.zas.gwz-berlin.de)
Date: Sat, 9 Nov 2002 02:43:19 -0000
Subject: No subject
Message-ID: <SAT.9.NOV.2002.024319.0000.>

Hi info-childes at mail.talkbank.org,

This is the qmail auto-reply program at zas.gwz-berlin.de.

We received the email you sent to gagarina at zas.gwz-berlin.de
with Subject: position available
received on Sat Nov  9 03:43:19 CET 2002.

However, your email has been held for quarantine and evaluation,
because the email is HTML formatted. Note that, tiny dangerous
programs/virus can easily be embedded into a HTML formatted email.
Our company's policy is to accept PLAIN TEXT only email.
For our protection, quarantined email will be checked and may either be deleted or we disable the HTML and then forward to the recipient.

To disable HTML format in Outlook Express follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click SEND (which is found at the top)
  4) Click PLAIN TEXT for both Mail and News sending format
  5) Then click OK and restart your Outlook Express

To disable HTML format in MS Outlook follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click MAIL FORMAT
  4) Select PLAIN TEXT for Send in this message format:
  5) UNTICK -- Use Microsoft Word to edit e-mail messages
  6) Then click OK/APPLY and restart your MS Outlook

NB. sending email directly from MS Office generates HTML formatting. Use cut and paste when forwarding HTML formatted email. Otherwise please contact your Technical Support for help.
FYI please read this http://www.cknow.com/vtutor/vtextensions.htm
Please call us at 00493020192413 or email to postmaster at zas.gwz-berlin.de,
if you require clarification. The recipient has been notified.
Thank you.


From trevi at mb5.seikyou.ne.jp  Sat Nov  9 16:27:49 2002
From: trevi at mb5.seikyou.ne.jp (Pascale TREVISIOL)
Date: Sun, 10 Nov 2002 01:27:49 +0900
Subject: summary of references
Message-ID: <SUN.10.NOV.2002.012749.0900.TREVI@MB5.SEIKYOU.NE.JP>

Following are references gathered in response to my request for studies
dealing with the expression of time and aspect by japanese speaking subjects
in L1 and L2. I feel very grateful for all the help I received. Thank you to
those who responded !

Pascale Trevisiol
University of Paris 8 / University of Hokkaido, Institute of Language and
Culture Studies (Japan)


SUMMARY OF REPLIES

Berman, R. & Slobin, D. (1994). Narrative structure. In R.Berman & D. Slobin
(Eds.), Relating events in narrative: A crosslinguistic developmental study
(pp. 39-84). Hillsdale, NJ: Lawrence Erlbaum Associates.

Clancy, P. (1986). The acquisition of communicative style in Japanese. In
B.B.Schieffelin & E. Ochs (Eds.), Language socialization across cultures (
Cambridge: Cambridge University Press.

Clancy, P. M. (1985). The acquisition of Japanese. In D.I.Slobin (Ed.), The
Cross-linguistic Study of Language Acquisition. Vol. 1: The data (pp.
373-524). Hillsdale, NJ: Lawrence Erlbaum Associates.

Clancy, P. (1990). Acquiring communicative style in Japanese. In
R.C.Scarcella, E. S. Andersen, & S. D. Krashen (Eds.), Developing
communicative competence in a second language (pp. 27-34). New York: Newbury
House Publishers.

Ping Li and Yasuhiro Shirai (2000). The acquisition of Lexical and
Grammatical Aspect. Studies in language acquisition. Mouton de
Gruyter.

There are also Shirai's papers references about aspect in Japanese on the
author's homepage :
http://www.people.cornell.edu/pages/ys54/


From henri.cohen at uqam.ca  Sun Nov 10 18:44:16 2002
From: henri.cohen at uqam.ca (Henri Cohen)
Date: Sun, 10 Nov 2002 13:44:16 -0500
Subject: Categorization Summer Institute June 30 - July 11 2003
Message-ID: <SUN.10.NOV.2002.134416.0500.HENRI.COHEN@UQAM.CA>


Dear Colleagues,

The theme of the 2003 UQaM Summer Institute is CATEGORIZATION. It is
open to all. For more information, please go to:
     http://www.unites.uqam.ca/sccog/liens/program.html
     Universite of Quebec @ Montreal: June 30 - July 11 2003

Day 1. CATEGORIZATION IN COGNITIVE SCIENCES
(all disciplines)
     Categorization in cognitive neuroscience - S Grossberg (Boston U)
     Categorization in psychology - S Harnad (UQaM)
     Categorization in computer science - JF Sowa (LLC)
     Categorization in linguistics - TBA
     Categorization in Philosophy - TBA
     Categorization in cognitive sciences - A Papafragou (Penn)

Day 2. SEMANTIC CATEGORIES
(anthropology, linguistics, philosophy, psychology)
     Emotion categories across languages - J Boster (U Conn)
     Semantic categorization - B Gillon (McGill)
     Conceptual Change - P Thagard (Waterloo)
     Biology of substance categories - R Millikan(U Conn)
     Color categories across languages - P Kay (Berkeley)
     Semantic categories - S Coulson (UCSD)

Day 3. SYNTACTIC CATEGORIES AND CATEGORY CHANGE
(linguistics)
     Syntactic categories 1 - A Zwicky (Stanford)
     Multifunctional categories - Lisa Travis (McGill)
     Crossgcategorial constructions - R Malouf (Groningen)
     Category change - Ian Roberts (Cambridge)
     How different can languages be? - D Gil (MPI Leipzig)
     Syntactic categories 2 - J Bobaljik (McGill)

Day 4. CATEGORIES IN SPOKEN AND SIGNED LANGUAGES
(linguistics and psychology)
     Sign Language 1  - D Bouchard/C Dubuisson (UQaM)
     Sign languages 2 - Judy Kegl (U So Maine)
     Sign vs speech - D Lillo-Martin (U Conn)
        ACQUISITION OF CATEGORIES
     L1 acquisition - M Labelle (UQaM)
     L2 acquisition - L White (McGill)
     Categorisation and acquisition - E Clark (Stanford)

Day 5. DATA MINING FOR CATEGORIES AND ONTOLOGIES
(computer science, philosophy)
     Graph structure clustering - G Mineau (Laval)
     Data mining - Y Kodratoff (Paris-Sud XI)
     Text mining - A Napoli (LORIA)
     Computer-aided categorization - J-G Meunier (UQaM)
     Categorization nets - R Proulx (UQaM)

Day 6. NEUROSCIENCE OF CATEGORIZATION AND CATEGORY LEARNING
(psychology, philosophy)
     Neuropsychology of category learning - FG Ashby (Santa Barbara)
     Striatum and category learning - WT Maddox (UT Austin)
     Brain basis of category learning - J Gabrieli (Stanford)
     Categorical speech perception/production - S Ravizza (Berkeley)
     Neural nets - Pierre Poirier (UQaM)

Day 7. MACHINE CATEGORY LEARNING
(computer science, philosophy, robotics)
     Conceptual spaces - P Gardenfors (Lund)
     Symbolic learning - Patrick Gallinari (U PM Curie)
     Similarity in fuzzy categories - D Dubois/H Prade (U P Sabatier)
     Self-organizing vocabularies - S Nolfi (ICST Rome)
     Inferential learning theory - RS Michalski (G Mason U)
     Cognitive computation - SJ Hanson (Rutgers)

Day 8. PERCEPTION AND INFERENCE
(psychology, philosophy)
     Perception to symbols - L Barsalou (Emory)
     Return of conceptual empiricism - J Prinz (Wash U St-Louis)
     Category representation - R Nosofsky (Indiana)
     Category learning - R Goldstone (Indiana)
     Categorization and inference - A  Markman (UT Austin)
     Perception and inference - S Coulson (UCSD)

Day 9. GROUNDING, RECOGNITION, AND REASONING
(psychology, philosophy)
     Reference - S Larochelle (U Montreal)
     Shape recognition - I Biederman (USC)
     Object perception - PG Schyns (Glasgow)
     Analogical reasoning - D Gentner (Northwestern)
     Categorization and reasoning - S Robert (UQaM)

Day 10. THE NATURALIZATION OF CATEGORIES
(philosophy)
     Nominalism and concepts - C Panaccio (UQTR)
     Social construction of categories - L Faucher (UQaM)
     Concept nativism - E Margolis (Rice)
     Category neurosemantics - C Eliasmith (Waterloo)
     Philosophical Analysis - G Rey (Maryland)

Registration information:
http://www.unites.uqam.ca/sccog/liens/registration.html


Cheers,

Henri Cohen
--
Henri Cohen, Ph.D.
Cognitive neuroscience center
& Dept. Psychology, UQAM
PB 8888, Stn. Centre-Ville
Montreal, Qc.  H3C 3P8
Canada

T: (514) 987-4445      F: (514) 987-8952    I: henri.cohen at uqam.ca
http://www.tennet.ca
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From gagarina at dmz01.zas.gwz-berlin.de  Sun Nov 10 18:55:29 2002
From: gagarina at dmz01.zas.gwz-berlin.de (gagarina at dmz01.zas.gwz-berlin.de)
Date: Sun, 10 Nov 2002 18:55:29 -0000
Subject: No subject
Message-ID: <SUN.10.NOV.2002.185529.0000.>

Hi info-childes at mail.talkbank.org,

This is the qmail auto-reply program at zas.gwz-berlin.de.

We received the email you sent to gagarina at zas.gwz-berlin.de
with Subject: Categorization Summer Institute June 30 - July 11 2003
received on Sun Nov 10 19:55:29 CET 2002.

However, your email has been held for quarantine and evaluation,
because the email is HTML formatted. Note that, tiny dangerous
programs/virus can easily be embedded into a HTML formatted email.
Our company's policy is to accept PLAIN TEXT only email.
For our protection, quarantined email will be checked and may either be deleted or we disable the HTML and then forward to the recipient.

To disable HTML format in Outlook Express follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click SEND (which is found at the top)
  4) Click PLAIN TEXT for both Mail and News sending format
  5) Then click OK and restart your Outlook Express

To disable HTML format in MS Outlook follow these steps:
  1) Click TOOLS at the top menu.
  2) Click OPTIONS...
  3) Click MAIL FORMAT
  4) Select PLAIN TEXT for Send in this message format:
  5) UNTICK -- Use Microsoft Word to edit e-mail messages
  6) Then click OK/APPLY and restart your MS Outlook

NB. sending email directly from MS Office generates HTML formatting. Use cut and paste when forwarding HTML formatted email. Otherwise please contact your Technical Support for help.
FYI please read this http://www.cknow.com/vtutor/vtextensions.htm
Please call us at 00493020192413 or email to postmaster at zas.gwz-berlin.de,
if you require clarification. The recipient has been notified.
Thank you.


From evaaguila at hotmail.com  Mon Nov 11 20:20:18 2002
From: evaaguila at hotmail.com (=?iso-8859-1?Q?Eva_=C1guila?=)
Date: Mon, 11 Nov 2002 21:20:18 +0100
Subject: 6th SYMPOSIUM ON PSYCHOLINGUISTICS
Message-ID: <MON.11.NOV.2002.212018.0100.EVAAGUILA@HOTMAIL.COM>

Dear colleagues,

It is a pleasure for us to announce the 6th Symposium on Psycholinguistics, which will take place in Barcelona, 27th - 29th March.

Information is now available at:

http://www.ub.es/pbasic/psicoling (pages in English will be available soon)

We want to remind you that the deadline for registering posters is the 30th Nov.

We hope see you in Barcelona.


Yours,
The organizing comittee

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From anderson at mail.fpg.unc.edu  Tue Nov 12 15:58:05 2002
From: anderson at mail.fpg.unc.edu (Kathleen Anderson)
Date: Tue, 12 Nov 2002 10:58:05 -0500
Subject: Speech-Language Pathologist Research Position
Message-ID: <TUE.12.NOV.2002.105805.0500.ANDERSON@MAIL.FPG.UNC.EDU>

The Frank Porter Graham Child Development Institute at the University of
North Carolina in Chapel Hill is seeking a full-time speech-language
pathologist (SLP) for a multidisciplinary research project examining the
communication skills of young males with fragile X syndrome and Down
syndrome.  Participating families reside in North Carolina, Georgia,
South Carolina, Maryland, and Virginia.  As a member of the research
project staff, the SLP will schedule assessment visits and administer
developmental and speech-language measures to study children.
Requirements include two years experience working with children with
developmental disabilities.  Availability for travel (approximately 8
nights per month) is required.

For more information, please contact Kathleen Anderson, Project
Coordinator, at kathleen_anderson at unc.edu or 919.843.5422; or you may
fax your resume to 919.966.7532.

--
Kathleen Anderson, M.Ed.
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
105 Smith Level Road/CB# 8180
Chapel Hill, NC 27599-8180
phone:919-843-5422/fax:919-966-7532


From mkatzberg at sc.rr.com  Tue Nov 12 23:00:52 2002
From: mkatzberg at sc.rr.com (Maegan Katzberg)
Date: Tue, 12 Nov 2002 18:00:52 -0500
Subject: CI copra
Message-ID: <TUE.12.NOV.2002.180052.0500.MKATZBERG@SC.RR.COM>

Is there a cochlear implant corpra available for the childes program?
Maegan


From gerald at netmedia.net.il  Wed Nov 13 07:15:23 2002
From: gerald at netmedia.net.il (Gerald & Limor)
Date: Wed, 13 Nov 2002 09:15:23 +0200
Subject: Early stage in language acquisition
Message-ID: <WED.13.NOV.2002.091523.0200.GERALD@NETMEDIA.NET.IL>

Dear all,
I wanted to ask, does anyone know/found an early stage in acquisition in
which
Children delete both coda and onset from a word and keep only the vowel
(as a word)?
If does, please mention if it is in a normal development or in a
language disorder (apraxia, hearing impaired,
SLI etc).
Does anyone know others (ref.) that mention this stage?
Thank you in advance
Limor Adi-Bensaid



Limor Adi-Bensaid
E-mail: Gerald at netmedia.net.il

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From stemberg at interchange.ubc.ca  Wed Nov 13 16:08:47 2002
From: stemberg at interchange.ubc.ca (Joe Stemberger)
Date: Wed, 13 Nov 2002 08:08:47 -0800
Subject: Early stage in language acquisition
Message-ID: <WED.13.NOV.2002.080847.0800.STEMBERG@INTERCHANGE.UBC.CA>

Gerald & Limor,

>
> I wanted to ask, does anyone know/found an early stage in acquisition in
> which children delete both coda and onset from a word and keep only the vowel
> (as a word)?

I assume that you're using the word "stage" to mean "a period of time",
with no implication that it's a step through which all children are
expected to pass.

And by "deletion", are you including use of initial glottal stops, where
e.g. the word LEG is pronounced [?e] ?  (This is usually lumped in as
pragmatically equivalent to deletion by English-speaking and
French-speaking speech-language pathologists, on the grounds that the
typical untrained English and French speaker can't hear the difference
between glottal stop and the true absence of a consonant, especially in
post-pausal position.)

We talk about this to some extent in our book, HANDBOOK OF PHONOLOGICAL
DEVELOPMENT (from Academic Press:  Bernhardt & Stemberger, 1998).

We note (p.370) that we've never come across total absence of onsets,
but that total absence of codas is common. It's not uncommon for a
particular onset consonant to delete or be replaced by glottal stop
(with /l/ and /h/ being common examples), but there are generally other
onset consonants (esp. oral stops) present in other words.

It is sometimes the case that older children with a phonological delay
or disorder has difficulty with onsets (pp. 435-436). Some of these
children have defaults that replace (almost) all target consonants (such
as [w] or [k]). Deletion (or more likely, replacement with glottal stop)
is also observed in really severely disordered systems, and clinical
assessment tools usually have a place for noting that. But it's
uncommon. And we haven't ever come across a child who actually deletes
all onsets. The closest we've seen is a child who variably replaces all
consonants with either a glottal stop or [h].

For the children that we've seen with severe onset problems, and for
most children in the literature,  coda development is usually much more
advanced.

But an occasional clinician has reported such a child to my co-author
(Barbara Bernhardt). And I believe that there was a report a few years
ago by Marie Therese Le Normand on a French-learning child who had only
vowels; we can't remember whether pains were taken to distinguish
glottal stops in the onset from true deletion.


---Joe Stemberger
University of British Columbia


From champaud at psycho.univ-paris5.fr  Thu Nov 14 17:23:03 2002
From: champaud at psycho.univ-paris5.fr (champaud)
Date: Thu, 14 Nov 2002 18:23:03 +0100
Subject: check
Message-ID: <THU.14.NOV.2002.182303.0100.CHAMPAUD@PSYCHO.UNIVPARIS5.FR>

A previous message to info-chibolts at mail.talkbank.org was refused by 
mail.talkbank.org, so I send a new one to info-childes:

         I just retrieved yesterday the last (?) version of clanwin.exe 
(05-NOV-2002 13:00) and it seems that there  are problems for us with some 
programs.

         First, check treats ?  (c with cedilla) inside words as if it were 
an upper case letter. For instance, if we try to check the following 
?edilla.cha file:

@Begin
@Participants: CHI Gr?goire Target_child
*CHI:   gar?on.
@End

We obtain the following result:

 > check ?edilla.cha
depfile.cut being used from: "C:\childes\Clan\lib\depfile.cut"
check ?edilla.cha
Thu Nov 14 12:54:40 2002
check (05-Nov-2002) is conducting analyses on:
   ALL speaker tiers
     and those speakers' ALL dependent tiers
   and ALL header tiers
****************************************
 From file <?edilla.cha>
First pass DONE.
*** File "?edilla.cha": line 3.
*CHI:   gar?on.
Upper case letters are not allowed inside a word.(49)
Second pass DONE.
Warning: Please repeat CHECK until no error messages are reported!

         It is a problem for editing French. I tried to allow cedillas, but 
it seems that programs ignore 00depadd.cut file. Anyway, the problem would 
remain for running check inside the editor. For the moment we are obliged 
to run check from outside the editor using -e49 option.
         This problem does not occur with previous clanwin.exe programs we 
have on other machines (06-MAR-2002, 01-MAY-2002, 27-AUG-2002, and one of 
September). I wonder whether it is a general problem with check or if it is 
restricted to our French machines.

         There seem also to be problems with freq. As soon as we start the 
program, there is an error message and the CLAN session is interrupted. For 
the moment, I was not able to locate the problem.

Is there something I can do to solve the first problem?

Christian Champaud
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From mkatzberg at SC.RR.COM  Thu Nov 14 12:15:33 2002
From: mkatzberg at SC.RR.COM (Maegan Katzberg)
Date: Thu, 14 Nov 2002 07:15:33 -0500
Subject: Request for CI samples
Message-ID: <THU.14.NOV.2002.071533.0500.MKATZBERG@SC.RR.COM>

Hello!
I am a doctoral student at the University of South Carolina in Columbia.  I
am interested in doing an analysis using the CHILDES program on
morphological acquisition by young CI users.  Is there a CI corpora
available?  Are there ANY CI language samples out there?

Maegan


From macw at cmu.edu  Thu Nov 14 23:48:20 2002
From: macw at cmu.edu (Brian MacWhinney)
Date: Thu, 14 Nov 2002 18:48:20 -0500
Subject: check
In-Reply-To: <5.1.0.14.0.20021114181553.01c16cd8@mailhost.psycho.univ-paris5.fr>
Message-ID: <THU.14.NOV.2002.184820.0500.MACW@CMU.EDU>

Dear Christian,
  The mail server was down for a few hours this afternoon as I moved the
software from Mac OS9 to OSX.  Since your message has now posted over to
info-chibolts, I will continue this technical discussion over there.

--Brian MacWhinney
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From hitomi-murata at mri.biglobe.ne.jp  Fri Nov 15 09:54:23 2002
From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata)
Date: Fri, 15 Nov 2002 18:54:23 +0900
Subject: The Proceedings of the Third Tokyo Conference on
 Psycholinguistics(TCP 2002)
Message-ID: <FRI.15.NOV.2002.185423.0900.HITOMIMURATA@MRI.BIGLOBE.NE.JP>

Dear Colleagues,

 The Tokyo Conference on Psycholinguistics (TCP) has now published
 ?The Proceedings of the Third Tokyo Conference on Psycholinguistics?
 from Hituzi Syobo Publishing Company.

 Table of Contents

 Indeterminate Pronouns: The View from Japanese
 ??Angelika Kratzer and Junko Shimoyama
 Parameters: The View from Child Language
 ??William Snyder
 Relevance Theory: A Tutorial
 ??Deirdre Wilson and Dan Sperber
 Children's Command of Negation
 ??Stephen Crain, Amanda Gardner, Andrea Gualmini and Beth Rabbin
 Acquisition of Phonological Sublexica in Japanese: An OT Account
 ??Haruka Fukazawa, Mafuyu Kitahara and Mitsuhiko Ota
 On Null Subjects in Child Russian
 ??Galina Gordishevsky & Jeannette Schaeffer
 Facets of Case: On the Nature of the Double-o Constraint
 ??Ken Hiraiwa
 Syntax-Phonology Interface of Wh-Constructions in Japanese
 ??Shinichiro Ishihara
 Early Acquisition of Head-Internal Relative Clauses in Japanese
 ??Miwa Isobe
 Children's Knowledge of the Interaction between Binding Principles and QR
 ??Hirohisa Kiguchi and Rosalind Thornton
 How Large Can Small Clauses Be?
 ??Masakazu Kuno
 L2 Acquisition of Causatives by Spanish, Chinese and Japanese Speakers
 ??Keiko Matsunaga
 Experimental Studies on Children's Undergeneration of NO with PPs
 ??Motoki Nakajima
 Exclamatory Sentences in Japanese: A Preliminary Study
 ??Hajime Ono
 Parameter Setting in the Acquisition of Japanese
 ??Koji Sugisaki
 Information Structures and Innate Knowledge of Linguistic Principles
 ??Cecile van der Weert

 ISBN 4-89476-173-4 (Paperback)  3,800 yen + tax

 For more information, contact the publisher:
 Hituzi Syobo

 Esupowaru-building 8, 1F,
 5-25-8 Koisikawa
 Bunkyou-ku  Tokyo
 Japan
 Fax: +81-3-5684-6872

 e-mail:  toiawase at hituzi.co.jp
Web site: http://www.hituzi.co.jp/

 For details about TCP, visit our web site:
 http://www.otsu.icl.keio.ac.jp/tcp/
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From MariaMcGuckian at aol.com  Fri Nov 15 12:20:19 2002
From: MariaMcGuckian at aol.com (MariaMcGuckian at aol.com)
Date: Fri, 15 Nov 2002 07:20:19 EST
Subject: References on acquisition of possessive -s
Message-ID: <FRI.15.NOV.2002.072019.EST.>

Dear info-childes members,

A while back I posted a request for references to literature on the
acquisition of possessive -s. I would like to take this opportunity to thank
everyone who responded,  I was provided with a number of references and
useful comments. There follows a list of references gathered in response to
my request.

Maria McGuckian
Linguistics, School of Communication
University of Ulster

Berko, J. (1958). "The child's learning of English morphology." Word 14:
150-177.

Brown, R. (1973). A first language: The early stages. London, Allen & Unwin.

de Villiers, J. G. and P. A. de Villiers (1972). "A cross-sectional study of
the acquisition of grammatical morphemes in child speech." Journal of
Psycholinguistic Research 2(3): 267-278.

Golinkoff, R. M. & Markessini, J.  (1980).  "'Mommy sock':  The child's
understanding of possession as expressed in two-noun phrases".  Journal of
Child Language, 7, 119-136

Leonard, L.B. (1995). "Functional categories in the grammars of children with
Specific language impairment". Journal of Speech and Hearing Research,
38:1270-1283.

Peters, A.M. & Menn, L. (1993). "False starts and filler syllables: Ways to
learn grammatical morphemes" Language,  69 (4):742-777.

Gavruseva, E. & Thornton, R. (2001). "Getting it right: Acquisition of
Whose-Questions in Child English". Language Acquisition, l9 (3):229-267.
(On how the possessive -s morpheme shows up in whose-questions).

van de Craats, I., Corver, N. & van Hout, R. (2000). "Conservation of
grammatical knowledge: on the acquisition of possessive noun phrases by
Turkish and Moroccan learners of Dutch". Linguistics, 38:221-314.

Penner, Z. & Weissenborn, J. (1996). "Strong continuity, parameter setting
and the trigger hierarchy: on the acquisition of DP in Bernese Swiss German
and High German". In, Generative perspectives on language acquisition,
Clahsen, H. (ed.), 161-200 Amsterdam, Benjamins.













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From Martine.deJong at student.uva.nl  Fri Nov 15 14:38:20 2002
From: Martine.deJong at student.uva.nl (M.P. de Jong)
Date: Fri, 15 Nov 2002 15:38:20 +0100
Subject: twins and personal pronouns
Message-ID: <FRI.15.NOV.2002.153820.0100.MARTINE.DEJONG@STUDENT.UVA.NL>

Hello everyone

I am working on a paper about twins acquiring personal pronouns and I
was wondering if anybody would know some (recent) literature about this
topic?

Thank you,
Martine de Jong.


From gleason at bu.edu  Fri Nov 15 18:27:26 2002
From: gleason at bu.edu (Jean Berko Gleason)
Date: Fri, 15 Nov 2002 13:27:26 -0500
Subject: twins and personal pronouns
Message-ID: <FRI.15.NOV.2002.132726.0500.GLEASON@BU.EDU>

M.P. de Jong wrote:
> Hello everyone
>
> I am working on a paper about twins acquiring personal pronouns and I
> was wondering if anybody would know some (recent) literature about this
> topic?
>
> Thank you,
> Martine de Jong.
>
>

It isn't new, so I imagine you have it, but Svenka Savic's book How
Twins Learn to Talk reports on twins' use of personal pronouns in
SerboCroatian. She compared them with singletons and found the twins
advanced in acquisition, hypothesizing that this was a result of
conversational pressure (e.g., trying to figure out which one of them
was being referred to in conversation,etc.)
--
Jean Berko Gleason


From santelmannl at pdx.edu  Sat Nov 16 00:38:04 2002
From: santelmannl at pdx.edu (Lynn Santelmann)
Date: Fri, 15 Nov 2002 16:38:04 -0800
Subject: Reading by deaf individuals in logographic language
Message-ID: <FRI.15.NOV.2002.163804.0800.SANTELMANNL@PDX.EDU>

Thank you to everyone who responded to my query for literature on reading
in logographic scripts by deaf individuals.

The bottom line is best summarized by the response that I got from Mary
Erbaugh: "Sadly, reading achievement is just as low in Chinese speaking
deaf children as it is for their European peers. This is because reading
characters depends most strongly on phonological decoding and
metalinguistic awareness of spoken divisions of word, syllable, rime and
phoneme.  Visual memory is not more important than with reading alphabets.
About 85% of characters have phonetic cues (which do differ in accessibility)."

A very big thank you to Mary Erbaugh for sending me the book that she
edited, which talks about learning to read Chinese and Japanese in general:
Erbaugh, Mary S. (ed.) (2002). Difficult Characters: Studies in Chinese and
Japanese Writing. Foreign Language Publications, Ohio State University.
ISBN 0-87415-344-1.

Finally, a special thank you to Matt Dye, who sent me his extensive
bibliography on reading in logographic scripts. I have pasted his
bibliography with a few additions that I received from other people. Most
of this literature covers typically developing readers and reading in
Chinese/Japanese in general, but it is a valuable resource!

Lynn Santelmann

Bibliography of references:
Bellugi, Ursula, Ovid J.L. Tzeng, Edward S. Klim and Angela Fok. 1990.
'Dyslexia: Perspectives from Sign and Script'. In A. Galaburda, ed. From
Neuron to Reading: Toward a Neurobiology of Dyslexia. Cambridge: MIT. 137-71.

Biederman, I., & Tsao, Y. C. (1979). On processing of Chinese ideographs
and English words: Some implications from Stroop test results. Cognitive
Psychology, 11, 125-132.

Chen, H. (1984). Detecting radical component of Chinese characters in
visual reading. Journal of Chinese Psychology, 26, 29-34.

Chen, H. (1986). Component detection in reading Chinese characters. In H.
S. Kao, & R. Hoosain (Eds.), Linguistics, psychology, and the Chinese
language (1-10). Hong Kong: Hong Kong University Press.

Chen, H. (1987). Character detection in reading Chinese: Effects of context
and display format. Journal of Chinese Psychology, 29, 45-50.

Chen, H. (1992). Reading comprehension in Chinese: Implications from
character reading times. In H. Chen, & O. J. Tzeng (Eds.), Language
processing in Chinese (175-205). Amsterdam: North Holland.

Chen, H. (1996). Chinese reading and comprehension: A cognitive psychology
perspective. In M. H. Bond (Ed.), The handbook of Chinese psychology
(43-62). Oxford, England: Oxford University Press.

Chen, H. C., Flores d'Arcais, G. B., & Cheung, S. L. (1995). Orthographic
and phonological activation in recognizing Chinese characters.
Psychological Research, 58, 144-153.

Chen, H., & Juola, J. F. (1982). Dimensions of lexical coding in Chinese
and English. Memory and Cognition, 10, 216-224.

Chen, M. J., Lau, L. L., & Yung, Y. F. (1993). Development of component
skills in reading Chinese. International Journal of Psychology, 28, 481-507.

Chen, Y. P., Allport, D. A., & Marshall, J. C. (1996). What are the
functional orthographic units in Chinese word recognition: The stroke or
the stroke pattern? Quarterly Journal of Experimental Psychology: Human
Experimental Psychology, 49A, 1024-1043.

Cheng, C. M. (1992). Lexical access in Chinese: Evidence from automatic
activation of phonological information. In H. Chen, & O. J. Tzeng (Eds.),
Language Processing in Chinese (67-91). Amsterdam: North-Holland.

Cho, J.R., and Chen, H.C. (1999). Orthographic and phonological activation
in the semantic processing of Korean Hanja and Hangul. Language and
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Cho, K.D. (1997). The effects of orthographic difference between Kanji and
Kana in naming and lexical decision. Japanese Journal of Psychonomic
Science, 16 (1), 5-11.

Chua, F. K. (1999). Phonological recoding in Chinese logograph recognition.
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876-891.

Feldman, L., & Siok, W. (1997). The role of component function in visual
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Flaherty, M. (1998). Are kanji merely pictures? Is sign language merely
gestures? Sign Language Communication Studies, 6(28), 30-34.

Flaherty, M. (2000). Memory in the deaf: A cross-cultural study in English
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Flaherty, M., & Connolly, M. (1996). Visual memory skills in Japanese and
Caucasians. Perceptual and Motor Skills, 82, 1319-1329.

Flaherty, M., & Moran, A. (2001). Memory span for Arabic numerals and digit
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Flores d'Arcais, G. B. (1992). Graphemic, phonological, and semantic
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Flores d'Arcais, G. B., Saito, H., & Kawakami, M. (1995). Phonological and
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Psychology: Learning, Memory and Cognition, 21, 34-42.

Hatano, G., Kuhara, K., & Akiyama, M. (1981). Kanji help readers of
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learning to read Chinese. Developmental Psychology, 33, 946-951.

Hoosain, R. (1992). Psychological reality of the word in Chinese. In H. C.
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Hu, C. F., & Catts, H. W. (1998). The role of phonological processing in
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Huang, H. S., & Hanley, J. R. (1995). Phonological awareness and visual
skills in learning to read Chinese and English. Cognition, 54, 73-98.

Huang, H. S., & Hanley, J. R. (1997). A longitudinal study of phonological
awareness visual skills, and Chinese reading acquisition among
first-graders in Taiwan. International Journal of Behavioral Development,
20, 249-268.

Kim, J., & Davis, C. (in press). Using Korean to investigate phonological
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Kim, J., & Davis, C. (2001). Loss of rapid phonological recoding in reading
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Leck, K. J., Weekes, B. S., & Chen, M. (1995). Visual and phonological
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Liu, Y., & Peng, D. (1997). Meaning access of Chinese compounds and its
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Park, S., & Arbuckle, T. Y. (1977). Ideograms versus alphabets: Effects of
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***************************************************************************************
Lynn Santelmann, Ph.D.
Asst. Professor, Applied Linguistics
Portland State University
P.O. Box 751
Portland, OR 97201-0751
phone: 503-725-4140
fax: 503-725-4139
e-mail: santelmannl at pdx.edu (that's last name, first initial)
web: www.web.pdx.edu/~dbls
Personal web (Tommy's page):
www.netinteraction.com/thomas/
*******************************************************************************


From ann.dowker at psy.ox.ac.uk  Sat Nov 16 13:02:33 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Sat, 16 Nov 2002 13:02:33 +0000
Subject: Reading by deaf individuals in logographic language
In-Reply-To: <5.1.1.6.0.20021115163210.02b81400@psumail.pdx.edu>
Message-ID: <SAT.16.NOV.2002.130233.0000.ANN.DOWKER@PSY.OX.AC.UK>

A fascinating list! I would add to it:

M. Harris and G. Hatano (eds.) Learning to Read and Write: A
Cross-Cultural Perspective; Cambridge University Press, 1999 (especially
the last three chapters).

H.S.R. Kao, C.K. Leong and D.-G. Gao (eds.) Cognitive Neuroscience Studies
of the Chinese Language. Hong Kong University Press, 2002.

Neither deals directly with deafness, but both are of interest to anyone
concerned with reading in non-alphabetic languages.

Ann


From Thomas.Klee at newcastle.ac.uk  Mon Nov 18 11:02:44 2002
From: Thomas.Klee at newcastle.ac.uk (Thomas Klee)
Date: Mon, 18 Nov 2002 11:02:44 -0000
Subject: Child Language Seminar 2003: 2nd announcement
Message-ID: <MON.18.NOV.2002.110244.0000.THOMAS.KLEE@NEWCASTLE.AC.UK>

Child Language Seminar
9-11 July 2003
University of Newcastle upon Tyne, England

2nd Announcement

We are pleased to announce the keynote speakers for CLS2003:

Elena Lieven
Max Planck Institute for Evolutionary Anthropology, Leipzig and
Department of Psychology, University of Manchester

Donna Thal
Department of Communicative Disorders, San Diego State University

Marilyn Vihman
School of Psychology, University of Wales, Bangor

Proposals are invited for papers and posters related to child
language/speech development and disorders. Submission deadline is 28
February 2003. Further information about submitting proposals may be
found at:

http://cls.visitnewcastlegateshead.com

The website also has a list of key dates and a registration form which
may be downloaded. It will be updated regularly to keep you informed of
the latest developments.

Newcastle upon Tyne is a coastal city in the North East of England with
excellent air, rail and road connections (3 hours from London and 1.5
hours from Edinburgh by train). Newcastle and neighbouring Gateshead are
currently bidding to be named European Capital of Culture in 2008 and
are within easy reach of the Northumbrian countryside, County Durham and
North Yorkshire as well as the Scottish Borders. Make plans now for
attending CLS2003!


From blackwsa at sun7.bham.ac.uk  Tue Nov 19 16:00:45 2002
From: blackwsa at sun7.bham.ac.uk (SA Blackwell)
Date: Tue, 19 Nov 2002 16:00:45 +0000
Subject: check
Message-ID: <TUE.19.NOV.2002.160045.0000.BLACKWSA@SUN7.BHAM.AC.UK>

> Since your message has now posted over to info-chibolts,
> I will continue this technical discussion over there.


I hadn't heard of info-chibolts before - sounds intriguing!
Brian, please could you tell newcomers to info-childes like
me what other lists exist and who can join them?


Thanks,

Sue Blackwell
Department of English,
The University of Birmingham,
Edgbaston,
BIRMINGHAM   B15 2TT

Phone:  +44 - 0121-414-3219
Fax:    +44 - 0121-414-5668

e-mail:  S.A.Blackwell at bham.ac.uk

Sue's Home Page: http://web.bham.ac.uk/sue_blackwell


From cchaney at sfsu.edu  Wed Nov 20 01:55:20 2002
From: cchaney at sfsu.edu (Carolyn Chaney)
Date: Tue, 19 Nov 2002 17:55:20 -0800
Subject: imagination & talk
Message-ID: <TUE.19.NOV.2002.175520.0800.CCHANEY@SFSU.EDU>

One of my undergraduate students has a 3-year-old niece who regularly
shifts the topic of conversation into an imaginary scenario that may or
may not be triggered by the conversational context.  My student is
interested in analyzing the conversations as a way of getting a peek at
the child's imagination and how it is expressed linguistically.

Having searched childes, we are not coming up with much in the way of
previous research on this kind of phenomena...have you encountered it?
Can anyone suggest key words we may not have tried (we've given imag* and
creativ* a go) or know of papers on this subject?

Thanks for any help.

Carolyn Chaney


From macw at cmu.edu  Wed Nov 20 04:42:39 2002
From: macw at cmu.edu (Brian MacWhinney)
Date: Tue, 19 Nov 2002 23:42:39 -0500
Subject: imagination & talk
In-Reply-To: <Pine.GSO.4.44.0211191748550.16758-100000@apollo.sfsu.edu>
Message-ID: <TUE.19.NOV.2002.234239.0500.MACW@CMU.EDU>

On 11/19/02 8:55 PM, "Carolyn Chaney" <cchaney at sfsu.edu> wrote:

> One of my undergraduate students has a 3-year-old niece who regularly
> shifts the topic of conversation into an imaginary scenario that may or
> may not be triggered by the conversational context.  My student is
> interested in analyzing the conversations as a way of getting a peek at
> the child's imagination and how it is expressed linguistically.
> 
> Having searched childes, we are not coming up with much in the way of
> previous research on this kind of phenomena...have you encountered it?
> Can anyone suggest key words we may not have tried (we've given imag* and
> creativ* a go) or know of papers on this subject?
> 
> Thanks for any help.
> 
> Carolyn Chaney
> 
> 

Dear Carolyn,

My boys (MacWhinney corpus) had imaginary friends, but finding the passages
that discuss them could be tough.  The most remarkable figure was a fellow
called "Foot Man" created in kindergarten by Ross and his friends.  The rest
was all standard super-heroes.  Mark looked up to Dracula, because he was
such a ladies' man.  Ross liked He-Man.  He also memorized whole chunks of
passages from Star Wars and was continually talking about Luke, Wampas, Han,
and the whole bunch.  Looking for the names of Star Wars heroes can find
this stuff.  I used to tell them stories about the "boy with a golden heart"
and boy who was taken on voyages by the SandMan, but I'm afraid I didn't
tape many of these.

Imaginary figures are central to most of the imaginary scenarios in our
family.  In other situations, children plan trips and meals.  I would look
for words like "pretend" and "suppose" or "let's say" and "let's play".

I don't know the Kuczaj data too well, but I know there is an immense amount
of fantasy talk and play there.

Daniela Barbier (zelith at web.de) did a lovely "wissenschaftliche Arbeit" for
the English Linguistics department at the Universit?t des Saarlandes in
which she analyzes lots of CHILDES interactions with an emphasis on dispute.
Perhaps you could get her insights on your questions.

--Brian MacWhinney


From uclyeme at ucl.ac.uk  Wed Nov 20 17:53:19 2002
From: uclyeme at ucl.ac.uk (eva eppler)
Date: Wed, 20 Nov 2002 17:53:19 +0000
Subject: Question on adult bilinguals and codeswitching
In-Reply-To: <5.0.2.1.1.20021107181349.00a25600@nic2>
Message-ID: <WED.20.NOV.2002.175319.0000.UCLYEME@UCL.AC.UK>

same for German, Maria.
I.e. borrowed nouns most frequently get assigned a grammatical gender and
in the vast majority of cases it seems to be the gender of the closest
translation equivalent.
I am working on this systematically at the moment. Results might take
another 6 months.

just two examples - (I deliberately chose examples where the translation
equivalents are very similar)

English accent is German der Akzent (masculine)
in the following example the accent is the direct object and therefore we
get the accusative and masculine on the determiner
*DOR:   and at 2 (1)alle at 4 haben at 4 wir at 4 so at 4 einen at 4 (1)accent at 2 # 0als at 4
         moechten at 4 wir at 4 gerade at 4 von at 4 Oesterreich at 4 gekommen at 4 sein at 4 .

English mentality, German die Mentalitaet f. ==> accusative femine die
*DOR:   you at 2 know at 2,, (1)wir at 4 haben at 4 die at 4 selbe at 4 # ahm at u nicht at 4 nur at 4
         die at 4 sprache at 4 die at 4 selbe at 4 (1)mentality at 2 .

But if you would like to have a look yourself, check out
the German-English data on http://talkbank.org/data/LIDES/

Eva Eppler


>Still, it would be interesting to know why this is not the rule in
>Italian: borrowed nouns, be it from French, English or other languages,
>take different genders (according to their supposed translation into
>Italian?)  Examples of feminine borrowed nouns: la creme, la soubrette, la
>mousse, la lobby, la performance, la policy, la candid camera, la mission,
>la glasnost, la  siesta, etc... (too many to be exceptions). The same
>happens in code-switching by bilinguals.
>Any suggestion?
>Maria Luisa Lorusso
>
>Maria Luisa Lorusso
>Psychologist and Neurolinguist
>Unit of Cognitive Psychology and Neuropsychology
>Dept. of  Neuroriabilitation II
>Scientific Institute "E. Medea"
>23842 Bosisio Parini (LC) - Italy
>Tel. 0039-(0)31-877581
>Fax 0039-(0)31-877499
>E-mail: mluisa at bp.lnf.it
>
>
>


From Claudio_Toppelberg at hms.harvard.edu  Wed Nov 20 18:06:33 2002
From: Claudio_Toppelberg at hms.harvard.edu (Toppelberg Claudio)
Date: Wed, 20 Nov 2002 13:06:33 -0500
Subject: The relationship of L1 and L2 skills in Spanish/English bilingual
 children.
Message-ID: <WED.20.NOV.2002.130633.0500.CLAUDIOTOPPELBERG@HMS.HARVARD.EDU>

Dear friends-

Three questions related to the relationship of L1 and L2 skills in normally
developing Spanish/English bilingual children have emerged in our team
discussions:

1. There seems to be a consensus among child language researchers that there
is a moderate to high correlation between L1 and L2 skills in
Spanish/English bilingual children on several domains (although skill levels
are often uneven, as Annick De Hower presented at the 2002 IASCL/SRCLD).

Q: Would readers agree on this?

2. If so, I have been unable to locate references that quantify the
magnitude of the expected correlations, both for general language competence
and various specific domains.

Q: Could the readers suggest any references?


3. One might assume that moderate/high correlations would be a
cross-sectional indicator of L1 skills' facilitating role in L2
acquisition --i.e., L1 skills predict L2 skills, which results from
beneficial cross-linguistic influence or transfer. This facilitating role
would occur both in terms of rate of L2 acquisition and final stage of L2
proficiency.

Q: Could the readers suggest empirical literature that supports the view of
L1 skills supporting SLA?

These questions are very relevant to our research on L1/L2 associations in
bilingual children with psychopathology and we would really thank your
input!

Best wishes,


Claudio O. Toppelberg, MD
Director, Project on Language and Child Psychiatry
Judge Baker Children's Center, Harvard Medical School
3 Blackfan Circle
Boston, Massachusetts 02115-5794
e-mail:              topi at hms.harvard.edu
Phone:              (617) 232 8390 ext.2622
Fax:                  (617) 232 8390 ext.2621
Alternative Fax:  (617) 232 8399

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Harvard Research: Child Language Development & Developmental Psychopathology
<http://134.174.17.116/psych/redbook/86.htm>

Judge Baker Children's Center/ Children's Hospital Academic Teaching
Conference <http://www.jbcc.harvard.edu/lectures.htm>

2002 Risk and Resilience Conference <http://www.riskandresilience.org/>


From blackwsa at sun7.bham.ac.uk  Wed Nov 20 18:27:40 2002
From: blackwsa at sun7.bham.ac.uk (SA Blackwell)
Date: Wed, 20 Nov 2002 18:27:40 +0000
Subject: imagination & talk
Message-ID: <WED.20.NOV.2002.182740.0000.BLACKWSA@SUN7.BHAM.AC.UK>

>
> One of my undergraduate students has a 3-year-old niece who regularly
> shifts the topic of conversation into an imaginary scenario that may or
> may not be triggered by the conversational context.  My student is
> interested in analyzing the conversations as a way of getting a peek at
> the child's imagination and how it is expressed linguistically.


Hi Carolyn, and others,


Here is one reference for you:

"Reproducing the Discourse of Mothering: How Gendered
Talk makes Gendered Lives", by Jenny Cook-Gumperz, in
_Gender Articulated: Language and the Socially
constructed Self_, edited by Kira Hall and Mary Bucholtz.
Routledge: New York and London, 1995.


As you can tell from the titles, this is in a collection
on gender rather than child language.  But it is a very
interesting study: it does a detailed analysis of two
3-year-old girls engaging in "play talk" as they play
with their dolls.  Cook-Gumperz discerns four distinct
"voices" used by the girls: (1) in-character speech
from Mummies to Babies; (2) in-character speech from
Mummies to Mummies; (3) off-record speech (real-life
talk or organizational comment with Lucie and Susie
in their real-life characters as themselves); and
(4) narration (description of things and events in
the game).

Some of the references cited in this article may also
be useful to your student.

Hope this helps.

Sue Blackwell
Department of English,
The University of Birmingham,
Edgbaston,
BIRMINGHAM   B15 2TT

Phone:  +44 - 0121-414-3219
Fax:    +44 - 0121-414-5668

e-mail:  S.A.Blackwell at bham.ac.uk

Sue's Home Page: http://web.bham.ac.uk/sue_blackwell


From georgehu at education.ed.ac.uk  Wed Nov 20 19:12:40 2002
From: georgehu at education.ed.ac.uk (George Hunt)
Date: Wed, 20 Nov 2002 19:12:40 +0000
Subject: imagination & talk
In-Reply-To: <Pine.GSO.4.44.0211191748550.16758-100000@apollo.sfsu.edu>
Message-ID: <WED.20.NOV.2002.191240.0000.GEORGEHU@EDUCATION.ED.AC.UK>

cchaney at sfsu.edu writes:
>One of my undergraduate students has a 3-year-old niece who regularly
>shifts the topic of conversation into an imaginary scenario that may or
>may not be triggered by the conversational context.  My student is
>interested in analyzing the conversations as a way of getting a peek at
>the child's imagination and how it is expressed linguistically.
>
>Having searched childes, we are not coming up with much in the way of
>previous research on this kind of phenomena...have you encountered it?
>Can anyone suggest key words we may not have tried (we've given imag* and
>creativ* a go) or know of papers on this subject?
>
>Thanks for any help.
>
>Carolyn Chaney
>
>

You could try

Fox, C. (1993) At the very edge of the forest: the influence of literature
on children's storytelling. london and New York: Cassell

This is case study of the development of Carol Fox's son's oral
storytelling in his pre-school years and beyond, exploring the role of
literature, in the broadest sense, on both imagination and linguistic
development. It's a very enjoyable read.

George Hunt
Department of Educational Studies
University of Edinburgh
Moray House Institute
Holyrood Road
Edinburgh EH8 8AQ
UK

0131-651-6600
george.hunt at education.ed.ac.uk


From ann.dowker at psy.ox.ac.uk  Wed Nov 20 19:20:19 2002
From: ann.dowker at psy.ox.ac.uk (Ann Dowker)
Date: Wed, 20 Nov 2002 19:20:19 +0000
Subject: imagination & talk
In-Reply-To: <BA007CEF.165A%macw@cmu.edu>
Message-ID: <WED.20.NOV.2002.192019.0000.ANN.DOWKER@PSY.OX.AC.UK>

You may be interested in the following:

Carol Fox: At the Very Edge of the Forest; Cassell, 1993

Vivian Gussin Paley: Wally's Stories; Harvard University Press, 1981

Vivian Gussin Paley: Bad Guys Don't Have Birthdays: Fantasy Play at
Four; University of Chicago Press, 1988

C. Peterson and A. McCabe: Developmental Psycholinguistics: Three Ways of
Looking at a Child's Narrative; Plenum Press, 1983

C. Peterson and A. McCabe: Parental styles of narrative elicitation:
effect on children's narrative structure and content. First Language,
1992, 12, 299-321.

Brian Sutton-Smith: The Folkstories of Children; University of
Pennsylvania Press, 1980


and a few of the papers in the 1998 special issue of Cahiers de
Psychologie/ Current Psychology of Cognition (CPC) dedicated to "Language
play in children"; e.g.

C. Fox: Serious play: the relationship between children's oral invented
stories and their learning. CPC, 1998, 17(2), 211-228

T. Musatti, E. Veneziano and S. Mayer: Contributions of language to early
pretend play. CPC, 1998, 17(2), 155-184

and especially:

A. McCabe: At Nicky's house: developing imagination to deal with
reality. CPC, 1998, 17(2), 229-244.

Some of Howard Gardner's and Ellen Winner's work on early metaphor and
imagination may also be relevant.

It's probably too far from your student's area, but a lot of my own work
has looked at children's play with language, and especially at the
phonological and syntactic devices used in their 'poems'.

Ann

 On Tue, 19 Nov 2002, Brian MacWhinney wrote:

> On 11/19/02 8:55 PM, "Carolyn Chaney" <cchaney at sfsu.edu> wrote:
>
> > One of my undergraduate students has a 3-year-old niece who regularly
> > shifts the topic of conversation into an imaginary scenario that may or
> > may not be triggered by the conversational context.  My student is
> > interested in analyzing the conversations as a way of getting a peek at
> > the child's imagination and how it is expressed linguistically.
> >
> > Having searched childes, we are not coming up with much in the way of
> > previous research on this kind of phenomena...have you encountered it?
> > Can anyone suggest key words we may not have tried (we've given imag* and
> > creativ* a go) or know of papers on this subject?
> >
> > Thanks for any help.
> >
> > Carolyn Chaney
> >


From genesee at ego.psych.mcgill.ca  Wed Nov 20 20:02:32 2002
From: genesee at ego.psych.mcgill.ca (Fred Genesee)
Date: Wed, 20 Nov 2002 15:02:32 -0500
Subject: The relationship of L1 and L2 skills in Spanish/English
 bilingual children.
In-Reply-To: <BBEKKJDKMBKOFEAMIADHMEAMCLAA.claudio_toppelberg@hms.harvar d.edu>
Message-ID: <WED.20.NOV.2002.150232.0500.GENESEE@EGO.PSYCH.MCGILL.CA>

With respect to co-relations in development in the two languages of
bilingual children, the only evidence I know of
pertains to older children -- school age. Here there is considerable
evidence for correlations between the two languages when it comes to
literacy related skills. I am not aware of any research that has examined
co-relations in any aspect of langauge development in pre-school bilingual
children, with the possible exception of phonological awareness. Otherwise,
there is little out there about the more typical aspects of language
development that shows that there is such a correlation. this is probably
why you are having difficulty finding these references.
However, there may be work that I am not aware of.


L1 development supports L2 acquisition primarily in domains related to
reading and writing -- there is quite a bit of research on this -- see
Cummins, for example. There can be both positive and negative transfer.
The reason for the positive correlation with respect to reading and writing
is fairly obvious -- once you have learned to read and write in one
language, you do not have to learn to read and write again; you simply have
to figure out the conventions for reading and writing in the new language.
This has been one of the primary arguments of those who believe that
minority language children of school-age can benefit from initial literacy
instruction in the L1 -- it is easier to teach children to read and write
in a language they already know and this will have a facilitating effect on
their learning to read and write in another language, other things being
equal.

Fred Genesee

At 01:06 PM 20/11/2002 -0500, Toppelberg  Claudio wrote:
>Dear friends-
>
>Three questions related to the relationship of L1 and L2 skills in normally
>developing Spanish/English bilingual children have emerged in our team
>discussions:
>
>1. There seems to be a consensus among child language researchers that there
>is a moderate to high correlation between L1 and L2 skills in
>Spanish/English bilingual children on several domains (although skill levels
>are often uneven, as Annick De Hower presented at the 2002 IASCL/SRCLD).
>
>Q: Would readers agree on this?
>
>2. If so, I have been unable to locate references that quantify the
>magnitude of the expected correlations, both for general language competence
>and various specific domains.
>
>Q: Could the readers suggest any references?
>
>
>3. One might assume that moderate/high correlations would be a
>cross-sectional indicator of L1 skills' facilitating role in L2
>acquisition --i.e., L1 skills predict L2 skills, which results from
>beneficial cross-linguistic influence or transfer. This facilitating role
>would occur both in terms of rate of L2 acquisition and final stage of L2
>proficiency.
>
>Q: Could the readers suggest empirical literature that supports the view of
>L1 skills supporting SLA?
>
>These questions are very relevant to our research on L1/L2 associations in
>bilingual children with psychopathology and we would really thank your
>input!
>
>Best wishes,
>
>
>Claudio O. Toppelberg, MD
>Director, Project on Language and Child Psychiatry
>Judge Baker Children's Center, Harvard Medical School
>3 Blackfan Circle
>Boston, Massachusetts 02115-5794
>e-mail:              topi at hms.harvard.edu
>Phone:              (617) 232 8390 ext.2622
>Fax:                  (617) 232 8390 ext.2621
>Alternative Fax:  (617) 232 8399
>
>Click to view:
>
>Harvard Research: Child Language Development & Developmental Psychopathology
><http://134.174.17.116/psych/redbook/86.htm>
>
>Judge Baker Children's Center/ Children's Hospital Academic Teaching
>Conference <http://www.jbcc.harvard.edu/lectures.htm>
>
>2002 Risk and Resilience Conference <http://www.riskandresilience.org/>
>
Psychology Department
McGill University
1205 Docteur Penfield Ave.
Montreal Quebec
H3A 1B1

ph: 1-514-398-6022
fx:  1-514-398-4896


From bpearson at comdis.umass.edu  Wed Nov 20 23:55:06 2002
From: bpearson at comdis.umass.edu (Barbara Zurer Pearson)
Date: Wed, 20 Nov 2002 18:55:06 -0500
Subject: The relationship of L1 and L2 skills in Spanish/English
 bilingualchildren.
Message-ID: <WED.20.NOV.2002.185506.0500.>

Dear InfoCHILDES,

In response to Claudio's questions,
I can't resist the opportunity to plug our
study "Language and Literacy in Bilingual
Children" (now a book, Oller and Eilers, Eds., 2002
from Multilingual Matters).  We were looking
for evidence of precisely the question Claudio
raises:  What support is there for the strongly
held notion that L1 skill helps learning in L2.
(We also wondered whether it was true for both
simultaneous and sequential bilinguals.)

We compared children (ages 5 to 10) with support
for L1 with those without such support
(in the home and in the school)
and found that in general, as Fred
points out, there was a common factor for
literacy skills in the 2 languages, but oral
language skills in the 2 languages loaded on
two factors, one for oral language skills in
each language.

It was our impression (way back when we were
planning the study, which we carried out
from 1994-1997, so my memory is fuzzy)
that beyond Cummins himself, there
were only sporadic empirical studies.
Or there were large scale studies, like the
UN projects of Skutnabb-Kangas in the 70s,
whose results were intriguing, but which needed
more careful controls before conclusions
could be drawn.

I'm sure I haven't done justice to the topic
with these sweeping generalizations, but I
think no one will say that the question is
closed.

We also looked for evidence of cross-language
facilitation in bilingual L1, but found very
little of it.  Ex. The toddlers we followed
did not seem to build the lexicon of one language on
their lexicon in the other, except in rare
cases.  We also did a little investigation
of children's awareness of cognates across
languages and found them generally "undetected"
in the general population.  I have heard that
Kathy Kohnert has followed up on cognates and
has different findings from ours.

It will be interesting to hear more about the
Judge Baker Children's Center research on these
questions in children with psychopathology.

All for now,

Cheers,

Barbara (Zurer Pearson)

Toppelberg Claudio wrote:
>
> Dear friends-
>
> Three questions related to the relationship of L1 and L2 skills in normally
> developing Spanish/English bilingual children have emerged in our team
> discussions:
>
> 1. There seems to be a consensus among child language researchers that there
> is a moderate to high correlation between L1 and L2 skills in
> Spanish/English bilingual children on several domains (although skill levels
> are often uneven, as Annick De Hower presented at the 2002 IASCL/SRCLD).
>
> Q: Would readers agree on this?
>
> 2. If so, I have been unable to locate references that quantify the
> magnitude of the expected correlations, both for general language competence
> and various specific domains.
>
> Q: Could the readers suggest any references?
>
> 3. One might assume that moderate/high correlations would be a
> cross-sectional indicator of L1 skills' facilitating role in L2
> acquisition --i.e., L1 skills predict L2 skills, which results from
> beneficial cross-linguistic influence or transfer. This facilitating role
> would occur both in terms of rate of L2 acquisition and final stage of L2
> proficiency.
>
> Q: Could the readers suggest empirical literature that supports the view of
> L1 skills supporting SLA?
>
> These questions are very relevant to our research on L1/L2 associations in
> bilingual children with psychopathology and we would really thank your
> input!
>
> Best wishes,
>
> Claudio O. Toppelberg, MD
> Director, Project on Language and Child Psychiatry
> Judge Baker Children's Center, Harvard Medical School
> 3 Blackfan Circle
> Boston, Massachusetts 02115-5794
> e-mail:              topi at hms.harvard.edu
> Phone:              (617) 232 8390 ext.2622
> Fax:                  (617) 232 8390 ext.2621
> Alternative Fax:  (617) 232 8399
>
> Click to view:
>
> Harvard Research: Child Language Development & Developmental Psychopathology
> <http://134.174.17.116/psych/redbook/86.htm>
>
> Judge Baker Children's Center/ Children's Hospital Academic Teaching
> Conference <http://www.jbcc.harvard.edu/lectures.htm>
>
> 2002 Risk and Resilience Conference <http://www.riskandresilience.org/>

--
************************************
Barbara Zurer Pearson, Ph.D.
Research Associate, Project Manager
NIH Working Groups on AAE
Dept. of Communication Disorders
University of Massachusetts
Amherst MA 01003

413.545.5023
fax: 545.0803

bpearson at comdis.umass.edu
http://www.umass.edu/aae


From ljrmlwcz at memphis.edu  Mon Nov 25 20:46:29 2002
From: ljrmlwcz at memphis.edu (ljrmlwcz at memphis.edu)
Date: Mon, 25 Nov 2002 15:46:29 -0500
Subject: CommDis Faculty Position
Message-ID: <MON.25.NOV.2002.154629.0500.>

Assistant Professor position, School of Audiology & Speech-Language
Pathology, at The University of Memphis, TN. Tenure track, 12 month
appointment, Ph.D.required, CCC-SLP desired. Focus in child language.
Desire interest in phonological development and disorders, developmental
disabilities, and/or multicultural aspects of communication. Research
activity in area of interest. Supervise doctoral and master's student
research. Seek external funding.

The School of Audiology and Speech-Language Pathology is housed in the
Memphis Speech and Hearing Center and is located within one of the
largest medical centers in the nation. The School is a graduate program
with master's and doctoral curricula. Its full-time personnel include 13
doctoral faculty, 15 clinical faculty, and 4 computer support staff.  It
is an accomplished Center of Excellence of the State of Tennessee.
Additional information about the School is available at
www.ausp.memphis.edu.

Salary is Competitive and negotiable, depending on qualifications.
Submission deadline: January 15, 2003. However, applications will be
accepted until position is filled. Send letter of application,
curriculum vita, three letters of recommendation, and transcripts to:
Linda Jarmulowicz, Ph.D.
Chair, Search Committee
School of Audiology and Speech-Language Pathology
807 Jefferson Avenue
Memphis, TN 38105

Tel:(901) 678-5800
e-mail: ljrmlwcz at memphis.edu

The University of Memphis is an Equal Opportunity/Affirmative Action
University.


From melissa.bowerman at mpi.nl  Wed Nov 27 11:08:15 2002
From: melissa.bowerman at mpi.nl (Melissa Bowerman)
Date: Wed, 27 Nov 2002 12:08:15 +0100
Subject: info-childes Digest - 11/24/02
Message-ID: <WED.27.NOV.2002.120815.0100.MELISSA.BOWERMAN@MPI.NL>

> Subject: imagination & talk
> Date: Tue, 19 Nov 2002 17:55:20 -0800 (PST)
> From: Carolyn Chaney <cchaney at sfsu.edu>
> 
> One of my undergraduate students has a 3-year-old niece who regularly
> shifts the topic of conversation into an imaginary scenario that may or
> may not be triggered by the conversational context.  My student is
> interested in analyzing the conversations as a way of getting a peek at
> the child's imagination and how it is expressed linguistically.
> 
> Having searched childes, we are not coming up with much in the way of
> previous research on this kind of phenomena...have you encountered it?
> Can anyone suggest key words we may not have tried (we've given imag* and
> creativ* a go) or know of papers on this subject?
> 
> Thanks for any help.
> 
> Carolyn Chaney


Dear Carolyn,

   Sven Str?mqvist's dissertation, Make-believe Through Words: A
Linguistic Study of Children's Play with a Doll's House, would be
relevant. It was published as Gothenburg Monographs in Linguistics 4
(Dept. of Linguistics, Univ. of Gothenburg), 1984. 

Best regards,
Melissa Bowerman


From pbrooks at postbox.csi.cuny.edu  Wed Nov 27 14:12:34 2002
From: pbrooks at postbox.csi.cuny.edu (Patricia Brooks)
Date: Wed, 27 Nov 2002 09:12:34 -0500
Subject: Ph.D. ad
Message-ID: <WED.27.NOV.2002.091234.0500.PBROOKS@POSTBOX.CSI.CUNY.EDU>

The Department of Psychology at the University of Stirling wishes to
encourage potential Ph.D. students with an interest in language learning

to apply for doctorate stipends. We are specifically interested in
applicants with native or near-native knowledge of Russian or other
Eastern European languages who have a strong interest in conducting
cross-linguistic research. Please direct inquiries to Vera Kempe,
Department of Psychology, University of Stirling, Stirling FK9 4LA,
Scotland, UK, +441786 467679, vera.kempe at stir.ac.uk.


From trevi at mb5.seikyou.ne.jp  Thu Nov 28 11:38:56 2002
From: trevi at mb5.seikyou.ne.jp (Pascale TREVISIOL)
Date: Thu, 28 Nov 2002 20:38:56 +0900
Subject: reference to space
Message-ID: <THU.28.NOV.2002.203856.0900.TREVI@MB5.SEIKYOU.NE.JP>

Dear info-childes members,

A while back, I posted a request for references to literature on the
expression/acquisition of tense and aspect in japanese. I would like to take
this opportunity to thank everyone who responded.
I am now asking for help again  :  I am also looking at the reference to
space in narrative data by japanese learners in french L3 anb by (adult)
native speakers in japanese L1.  Do you know any study dealing with
reference to space in narratives (apart from Berman and Slobin) in french
(or english) L2 or in japanese L1 ?
Many thanks in advance !

Pascale Trevisiol
University of Hokkaido (Japan) / University of Paris 8