From MariaMcGuckian at aol.com Tue Oct 1 14:02:47 2002 From: MariaMcGuckian at aol.com (MariaMcGuckian at aol.com) Date: Tue, 1 Oct 2002 10:02:47 EDT Subject: Acquisition of possessive -s Message-ID: Dear info-childes members, I am a PhD student at the University of Ulster under the supervision of Prof. Alison Henry. I am currently conducting research concerned with the acquisition of grammatical morphemes by English-speaking children with language disorders. I would be very grateful if anyone on the list could provide me with references to literature on the acquisition of English possessive -s. Unfortunately my database searches have yielded few references. I will post a summary of replies. Thank you for your help. Maria McGuckian From macw at cmu.edu Tue Oct 1 15:18:53 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 1 Oct 2002 11:18:53 -0400 Subject: ChiPeople password protection Message-ID: Dear Info-CHILDES, I received a complaint from one of the people listed in the ChiPeople file on childes.psy.cmu.edu noting that, if her email was listed, it might be available to spammers who browse the net looking for email addresses. To prevent this, I had to reinstituted password protection for the address list. Username is "member" and password is "babbling" as before. In addition, I have locked the fields so that they cannot be edited. So, if you want to have changes made in your address there, you need to send me email and I will make the correction. I feel sorry about having to make these added restrictions, but hopefully the list still serves its basic purposes of allowing people to find colleagues addresses and emails. --Brian MacWhinney From narvik at uwyo.edu Tue Oct 1 18:30:56 2002 From: narvik at uwyo.edu (Jen Wright UW) Date: Tue, 1 Oct 2002 12:30:56 -0600 Subject: development of moral language Message-ID: I am a graduate student doing research with Karen Bartsch at the University of Wyoming. One of the areas I am interested in looking at is the acquisition and development of moral language. I have been able to find very little in the way of research that has been done on this topic. If anyone on this listserve knows of any good articles/references, I would greatly appreciate the information. Thank you, Jen Wright -------------- next part -------------- An HTML attachment was scrubbed... URL: From jbryant at luna.cas.usf.edu Tue Oct 1 18:50:18 2002 From: jbryant at luna.cas.usf.edu (Judith Becker Bryant) Date: Tue, 1 Oct 2002 14:50:18 -0400 Subject: faculty positions: Message-ID: Please see below the University of South Florida's ad for three assistant professor positions: Health Issues in Psychology, Quantitative Psychology, and Cognitive and Affective Neuroscience. Judy Bryant Judith Becker Bryant, Ph.D. Professor & Associate Chair Department of Psychology, PCD 4118G University of South Florida Tampa, FL 33620-7200 Phone: (813) 974-0475 Fax: (813) 974-4617 The Department of Psychology at the UNIVERSITY OF SOUTH FLORIDA invites applications for three new appointments of full-time, tenure-track, assistant professors with service to begin as early as August 7, 2003. Applicants should send statements describing their research program and their teaching interests, a CV, and up to five reprints and preprints. Three letters of recommendation should be sent directly to the chair of the search committee at the address below. Applicants should show evidence of outstanding research and teaching potential. Each of the successful applicants will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance. Applicants must have the Ph.D. degree by the time of the appointment. Post-doctoral experience is highly desirable. We have a strong preference for applicants whose research bridges sub- disciplines of Psychology. The department seeks applicants in three areas of primary programmatic interest. Candidates should indicate which of the three areas is their primary focus of interest. However, candidates may meet our needs in more than one area. The department will consider each applicant within the framework of each of the areas of interest. It is possible, therefore, that more than one of the three new hires will be in one of the areas described below: 1.. Health Issues in Psychology. We seek applicants whose research focuses on psychological aspects of the systems that preserve, maintain and restore health. Our interests include, but are not limited to, clinical psychologists, pediatric psychologists, personality psychologists, as well as a spectrum ranging from Engineering Psychologists who focus on patient safety and medical errors to Social and Organizational psychologists who study the impact of the health delivery system on public health. 2.. Quantitative Psychology. The department is seeking to enlarge substantially our offerings in psychological measurement, research design and statistical analysis. Our interests include, but are not limited to, colleagues who are expert in innovative, computer intensive, techniques of statistical inference, and in colleagues who are utilizing mathematical modeling techniques in the development of theory-based empirical research in Psychology. We will consider psychologists who conduct research, and publish, in the mathematical and statistical literature. However, the candidates must also have a strong focus on one of the substantive areas of Psychology. We seek candidates whose quantitative work is deployed in the service of a theory-driven empirical research program and for whom the quantitative work informs the empirical and theoretical studies, while the substantive issues drive the quantitative developments. 3.. Cognitive and Affective Neuroscience. The department is interested in complementing our strong group of behavioral neuroscientists and cognitive psychologists with strength in the area of Cognitive Neuroscience, with our prime interest being in individuals who apply neuroimaging, using human subjects, in the pursuit of understanding how cognitive and affective processes are implemented in the Brain. We would consider candidates who utilize any form of neuroimaging, including electrophysiological, optical and radiological neuroimaging. The University of South Florida is a metropolitan-based Research I university enrolling more than 37,000 students. The Department of Psychology has 33 faculty members. The Department is housed in a new building that provides ample space and facilities for research as well as a large, vibrant, psychological services center. The Psychology Building is located in close proximity to the Health Sciences complex on the USF campus, reflecting the strong relationship we maintain with such units as the Moffitt Cancer Center and Research Institute, The Florida Mental Health Institute and the Colleges of Medicine and Public Health. The University is establishing a major, state-funded, Center for the study of Alzheimer Disease. Facilities for radiological neuroimaging are available on campus. There are excellent facilities for electrophysiological neuroimaging in the department. For those interested in developmental processes, there are three NAEYC-accredited day care facilities on campus as well as a laboratory elementary school. The salary is negotiable. Send materials to: Prof. Michael Coovert, Chair, Psychology Search Committee, Department of Psychology, University of South Florida, 4202 E. Fowler Ave., PCD 4118G, Tampa, Florida, 33620-7200. The University of South Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida's "Government in the Sunshine" and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Sonya Espinosa (813-974-2438). Review of applications will commence immediately; application deadline is November 15, 2002. The search will continue until the positions are filled. -------------- next part -------------- An HTML attachment was scrubbed... URL: From r.n.campbell at stir.ac.uk Tue Oct 1 20:32:19 2002 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Tue, 1 Oct 2002 21:32:19 +0100 Subject: development of moral language In-Reply-To: <000c01c26978$aef79b90$ee4b4881@uwyo.edu> Message-ID: I'm not sure what might count as 'moral language'. But if that would include understanding of modal expressions such as 'should', 'ought', 'must' and so forth, there is an interesting old book by Gilberte Pieraut-Le Bonniec which might be a good place to start, and some more recent work by Paul Harris. There is always the problem of distinguishing between alethic and deontic uses of these modals. I don't know of anything on the 'noun' side - looking at understanding of words like 'duty', 'right', 'obligation', and the like. Is there anything? Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK motto: 'Nusquam legere, nusquam bibere, nusquam currum stabulare' telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html Disclaimer: the person responsible for any following disclaimer is k.j.clarke at stir.ac.uk -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. Opinions, conclusions and other information in this message that do not relate to the official business of the University of Stirling shall be understood as neither given nor endorsed by it. From Theresa.Gannon at vuw.ac.nz Thu Oct 3 00:18:09 2002 From: Theresa.Gannon at vuw.ac.nz (Theresa Gannon) Date: Thu, 3 Oct 2002 12:18:09 +1200 Subject: Interpretative biases Message-ID: Hello We are trying to look at the interpretative biases of highly aggressive people. At the moment there is very little research looking at this. However, I do know that the general clinical literature has looked at methods of measuring interpretative biases in other populations. Could anyone point me in the right direction for some of these methods that tap into unconscious processing please? Thanks Theresa Theresa A. Gannon Post Doctoral Fellow in Psychology School of Psychology Te Kura Maatai Hinengaro Victoria University of Wellington Te Whare Wananga o te Upoko o te Ika a Maui P O Box 600, Wellington New Zealand Aotearoa ph : +64-4-463-6032 fax: +64-4-463-5402 email: Theresa.Gannon at vuw.ac.nz http://www.vuw.ac.nz/psyc/postdocs/gannon.html From h.vanderlely at ucl.ac.uk Mon Oct 7 11:20:29 2002 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 7 Oct 2002 12:20:29 +0100 Subject: DLDCN Center: Opening Workshop Message-ID: Centre for Developmental Language Disorders and Cognitive Neuroscience Opening Workshop ************************************************* SLI, Genes, Development & Cognitive Neuroscience ************************************************** Friday 18th October 2002 to Sunday 20th October 2002 Department of Human Communication Science University College London The genetic identification of two novel loci involved in specific language impairment in children (SLI Consortium) along with the earlier findings of the FoxP2 gene implicated in this disorder, has propelled SLI to centre stage for its potential for facilitating our understanding of the relations between genes and cognition (Pinker, 2001). This focussed meeting aims to bring together a multidisciplinary group to disseminate and discuss recent research findings from genetics to cognitive neuroscience in SLI/developmental disorders and related areas of language and cognitive development, raising the controversial issues of the development of specialised cognitive systems, in our search for understanding cognitive development. It is clear that in order for us to advance in this area, theoretical unification between neuroscience, linguistics, psycholinguistics, and cognitive science is required. Towards this end a multidisciplinary list of speakers has been drawn up. The symposium aims to bring current knowledge and technical advances in genetic and cognitive neuroscience investigations of language, cognition and developmental disorders to the participants. Further the workshop aims to provide an informal forum where in our quest for knowledge about genomics and cognition, controversial issues can be aired concerning the inter-related areas of the genetic and cognitive heterogeneity of SLI and other disorders; domain-specificity, and dissociation versus co-morbidity of specialised cognitive systems in normal and atypical development. ->->->->->->->-> PROGRAMME <-<-<-<-<-<-<-<-<- --------------------------------------------- Friday 18th October 2002 --------------------------------------------- 2pm Introduction Heather van der Lely, University College London 2.15 - 2.55pm The genetic basis of a severe speech & language disorder Simon Fisher, University of Oxford 2.55 - 3.15pm Discussion 3.15 - 3.55pm Genetics of language and cognitive impairment: GLI (general language impairment) in addition to SLI (specific language impairment) Robert Plomin, King's College London 3.55 - 4.15pm Discussion 4.15 - 4.40pm Break 4.40 - 5.20pm The heritability of language and language disorders Karin Stromswold, Rutgers University 5.20 - 5.40 Discussion 5.40 - 6.20pm SLI and dyslexia: same or different? Evidence from neurobiological and genetic studies Dorothy Bishop, University of Oxford 6.20 - 6.40pm Discussion --------------------------------------------- Saturday 19th October 2002 --------------------------------------------- 9.00 - 9.40am What developmental biology can tell us about innateness Gary Marcus, New York University 9.40 - 10.00 Discussion 10.00 - 10.40 Evidence for and implications of a domain-specific grammatical deficit Heather van der Lely, University College London 10.40 - 11 Discussion 11 - 11.30am Break 11.30 - 12.10am Recent studies using normal and backward speech: behavioral and optical topographical measures in infants and adults Jacques Mehler, SISSA, Trieste 12.10 - 12.30am Discussion 12.30 - 1.30pm Lunch 1.30 - 2.10pm The way to syntax: The prosody/lexicon/syntax interface in German infants Jürgen Weissenborn, University of Potsdam Barbara Höhle, University of Potsdam 2.10 - 2.30pm Discussion 2.30 - 3.10pm Language acquisition is language change Stephen Crain, University of Maryland 3.10 - 3.30pm Discussion 3.30 - 4pm Break 4 - 4.30pm Selective versus general delays in language acquisition of children with SLI: Refining the phenotype Mabel Rice, University of Kansas 4.30 - 5pm The exact model of specific language impairment and the explanation of why SLI presents differently in different languages: Quantitative tests of precise predictions Ken Wexler, MIT 5 - 5.30pm Discussion 5.30 - 5.40pm 10 minute break 5.40 - 6.20pm Language learning without maturation Lila Gleitman, University of Pennsylvania 6.20 - 6.40pm Discussion 7- 9pm Reception in Chandler House Nicole Tibbels - short recital of contemporary music & song --------------------------------------------- Sunday 20th October 2002 --------------------------------------------- 9 - 9.40am Grammatical processing in second language learners Harald Clahsen, University of Essex 9.40 - 10am Discussion 10 - 10.40am Psychogrammar Colin Phillips, University of Maryland 10.40 - 11am Discussion 11 - 11.30am Break 11.30 - 12.10am Syntactic processing in the brain Angela Friederici, Max-Planck-Institut für neuropsychologische 12.10 - 12.30am Discussion 12.30 - 12.50pm Discussants: Robert Plomin, Emmanuel Dupoux, Gary Marcus, Uli Frauenfelder 12.50 - 1.25pm Open discussion 1.25 - 1.30pm Closing remarks ->->->->->->->-> REGISTRATION <-<-<-<-<-<-<-<-<- There are a few places remaining for the workshop, which is also described on the website http://www.ucl.ac.uk/DLDCN. If you would be interested in attending please fill in the registration form on our website http://www.ucl.ac.uk/DLDCN/opening.html and send it to: Claire Lister Workshop Administrator c.lister at ucl.ac.uk Tel: 020 7679 4204 ------------------------------------------------ The Workshop is sponsored by: The Wellcome Trust, Friends of UCL, Department of Human Communication Science, Trends in Cognitive Sciences, UCL Faculty of Life Sciences Professor Heather K. J. van der Lely, Director Centre for Developmental Language Disorders and Cognitive Neuroscience Department of Human Communication Science University College London Chandler House 2 Wakefield Street, London WC1N 1PF UK Tel: (44) 020 7679 4047 Fax:(44) 020 7713 0861 e-mail: h.vanderlely at ucl.ac.uk http://www.ucl.ac.uk/DLDCN From jlidz at northwestern.edu Mon Oct 7 23:56:51 2002 From: jlidz at northwestern.edu (Jeffrey Lidz) Date: Mon, 7 Oct 2002 18:56:51 -0500 Subject: psycholinguistics / computational linguistics position Message-ID: Psycholinguistics or Computational Linguistics Position at Northwestern University The Department of Linguistics at Northwestern University has received preliminary authorization to fill a tenure-line assistant professor position in either psycholinguistics or computational linguistics with a start date of September 1, 2003. We are most interested in individuals whose research focuses on the acquisition or processing of language by humans or machines. Preference will be given to those applicants whose research interests mesh with those of the present faculty. Although we expect to hire at the rank of assistant professor, more senior candidates will also be considered. Candidates must hold a Ph.D. in linguistics, psychology, computer science, or other related field by the start date. To receive fullest consideration, applications should arrive in the Department by December 1, 2002. Please send a CV (indicating an e-mail address), statements of research and teaching interests, reprints or other written work, teaching evaluations (if available), and the names of three references. Candidates should arrange to have the letters of reference sent directly to the search committee. Send all materials to: Linguistics Search Committee Department of Linguistics Northwestern University 2016 Sheridan Road Evanston, IL 60208-4090 USA (Tel: 847-491-7020, Fax: 847-491-3770) E-mail inquiries should be directed to jlidz at northwestern.edu (our web site can be found at: http://www.cas.northwestern.edu/linguistics). Northwestern University is an Equal Opportunity/ Affirmative Action Employer. Applications from minority and women candidates are especially welcome. Hiring is contingent on eligibility to work in the United States. ************************************************************************ * Jeffrey Lidz jlidz at northwestern.edu Department of Linguistics www.ling.nwu.edu/~lidz 2016 Sheridan Rd. Evanston, IL 60208 847-491-8050 ************************************************************************ * From wulfeck at crl.ucsd.edu Wed Oct 9 00:33:05 2002 From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck) Date: Tue, 8 Oct 2002 17:33:05 -0700 Subject: 2003 DOCTORAL PROGRAM ANNOUNCEMENT Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Beverly Wulfeck (SDSU) and Elizabeth Bates & David Swinney (UCSD) Program Directors APPLICATION DEADLINE for FALL, 2003: JANUARY 20, 2003 AIMS AND OBJECTIVES: The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in normal (spoken and signed) and abnormal language, and in the neural bases of language learning, use and loss. Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. GOALS: To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. Faculty of the doctoral program will be attending the Academy of Aphasia in New York in October and ASHA in Atlanta in November. Interested students planning on attending these meetings are invited to contact us to arrange to meet us. For further information or to receive an application for Fall 2003, call, email or write to: SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html From Laura-Ann.Petitto at Dartmouth.EDU Wed Oct 9 20:46:35 2002 From: Laura-Ann.Petitto at Dartmouth.EDU (Laura-Ann Petitto) Date: Wed, 9 Oct 2002 16:46:35 EDT Subject: Placing an ad Message-ID: Dear Info-Childes: I have communicated with Kelley Sacco. She said that she has added my information to your list server and that I can post this ad now. Thank you, >> Dr. Laura ann Petitto >> The John Wentworth Endowed Chair in the Department of Psychological = >> & Brian Sciences >> Chairman of the Department of Education >> Professor in the Department of Education and in the Department of = >> Psychological & Brian Sciences >> Senior Scientist/Researcher: Department of Psychological & Brian = >> Sciences >> Director: Cognitive Neuroscience Laboratory for Language and Child = >> Developement >> Website: http://www.dartmouth.edu/~lpetitto >> >> ****************** >> Two Assistant Professorships. Department of Education >> >> The Department of Education invites applications for two = >> tenure-track faculty positions at the Assistant Professor level = >> beginning Fall 2003. We are seeking two candidates, the first with = >> a focused research interest in Reading and Literacy, and the second = >> with a focused research interest in Numeracy. Candidates with an = >> expertise in both typical and a-typical development within either = >> of these two areas are particularly encouraged to apply. Candidates = >> with an interest in applying neuroscience methods to education are = >> also encouraged to apply. Minimum qualifications include: a Ph.D. = >> or equivalent, experience teaching at the undergraduate level, and = >> the ability to attract research funding.=20 >> >> Send curriculum vitae, a letter describing teaching philosophy and = >> research interests, papers or reprints, and arrange for three = >> letters of reference by November 22, 2002 to: Dr. Laura Ann = >> Petitto, Chair, Search Committee, Department of Education, = >> Dartmouth College, Hanover, N.H. 03755. We are currently expanding = >> our newly revitalized Education Department, and will be housed in a = >> state-of-the-art research and teaching facility as of January 1, = >> 2003, and are seeking scholars to contribute to this growth. See = >> http://www.dartmouth.edu/~educ for more information about our = >> Department.=20 >> >> One of the most diverse institutions of higher education in New = >> England, Dartmouth College is an equal opportunity, affirmative = >> action employer and has a strong commitment to diversity. In that = >> spirit, we are particularly interested in receiving applications = >> from a broad spectrum of people, including women, persons of color, = >> persons with disabilities, and veterans. >> ******************** > > From ehoff at fau.edu Thu Oct 10 17:16:40 2002 From: ehoff at fau.edu (Erika Hoff) Date: Thu, 10 Oct 2002 13:16:40 -0400 Subject: developmental psychobiology position Message-ID: The Department of Psychology at Florida Atlantic University (Davie campus) invites applications for a tenure-track position in Developmental Psychobiology at the Assistant Professor level, to begin August, 2003. Candidates should have a Ph.D. in psychology, an active research program and a commitment to teaching excellence. Candidates will be expected to teach courses in Psychobiology, including Biological Bases of Behavior and Developmental Psychobiology. Area of research is open to any subfield of Human Developmental Psychobiology/Psychophysiology. Postdoctoral experience is preferred. The successful candidate is expected to seek extramural funding to establish an independent research program. Current psychobiology faculty research interests include the ontogeny of learning and memory, psychophysiology of personality development and mood disorders, and the neuropsychology and psychopharmacology of drug abuse. A complete CV, statement of research and teaching interests, representative reprints and three letters of recommendation should be sent to: Chair, Developmental Psychobiology Search Committee, Department of Psychology, Florida Atlantic University, 2912 College Avenue, Davie FL 33314. Deadline for receipt of applications for all positions is December 31, 2002. FAU is an Equal Opportunity/Equal Access Institution. From khirshpa at nimbus.temple.edu Thu Oct 10 17:20:47 2002 From: khirshpa at nimbus.temple.edu (Kathy Hirsh-Pasek) Date: Thu, 10 Oct 2002 13:20:47 -0400 Subject: Joining as a formal member Message-ID: Kelly, I don¹t know if I am officially subscribed or not but I do want to post a message. Can you add me to the list if I am not official? Thanks. Kathy Hirsh-Pasek Psychology Temple University Weiss Hall 13th and Cecil B. Moore, Philadelphia, PA 19122 -------------- next part -------------- An HTML attachment was scrubbed... URL: From khirshpa at nimbus.temple.edu Thu Oct 10 17:29:30 2002 From: khirshpa at nimbus.temple.edu (Kathy Hirsh-Pasek) Date: Thu, 10 Oct 2002 13:29:30 -0400 Subject: Adult literacy and language levels in the classroom Message-ID: A colleague of ours wrote a paper on the > relationship between the literacy level of childcare workers and the childcare > worker¹s language stimulation in the classroom. This in turn plays out in > the children¹s language input and their subsequent school readiness. Is there > any literature that talks about the relationship between teacher/ caregiver > adult literacy levels and their language abilities/ stimulation? Kathy -------------- next part -------------- An HTML attachment was scrubbed... URL: From gthomson at mac.com Fri Oct 11 00:40:54 2002 From: gthomson at mac.com (Greg Thomson) Date: Fri, 11 Oct 2002 07:10:54 +0630 Subject: Psycho/Sociolinguistics Conf., Kazakhstan: Final call Message-ID: FINAL CALL Apology for cross-postings DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY DEPARTMENT OF GENERAL LINGUISTICS KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE IN COMMEMORATION OF THE 70TH ANNIVERSARY OF AL-FARABI KAZAKH NATIONAL UNIVERSITY PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2003. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS Ј LANGUAGE SITUATIONS AND LANGUAGE POLICY Ј SOCIAL AND REGIONAL VARIATION Ј INTERNATIONAL LANGUAGES Ј SOCIETAL BILINGUALISM Ј LANGUAGES IN CONTACT Ј SOCIOLINGUISTICS IN HIGHER EDUCATION SYSTEMS PSYCHOLINGUISTIC TOPICS Ј NATIVE LANGUAGE ACQUISITION AND CHILD BILINGUALISM Ј SPEECH PERCEPTION AND COMPREHENSION Ј SPEECH PRODUCTION Ј MENTAL LEXICON Ј BILINGUALISM AND MULTILINGUALISM Ј PSYCHOLINGUISTICS IN HIGHER EDUCATION SYSTEM . CONFERENCE WORKING LANGUAGES: KAZAKH, RUSSIAN, ENGLISH PLEASE, ADD YOUR THESIS (1-2 PAGES) TO YOUR APPLICATION FORM . THESIS TEXT SHOULD BE PRINTED AND IN ELECTRONIC FORM( IN RTF-FORMAT: FILES SHOULD BE NAMED AFTER AUTHORS' SURNAMES). DEADLINE: NOVEMBER, 30, 2002. PHONE NUMBERS (3272) 47-27-97 (13-29) THE CONFERENCE MATERIALS ARE PLANNED TO BE PUBLISHED. REGISTRATION COST: $50 BY ELECTRONIC TRANSFER TO ACCOUNT NUMBER 199117351, BENEFICIARY UMATOVA, ZHANNA, BANK: KAZKOMMERTZBANK, ALMATY, KAZAKHSTAN. SWIFT: KZKOKZKX; CORR/ACC. NO. 890-0223-057. CORRESPONDING BANK: BANK OF NEW YORK, NEW YORK, USA. SWIFT: IRVTUS3N. CHIPS: 0001. FINANCIAL CONDITIONS: ALL PAYMENTS CONNECTED WITH CONFERENCE PARTICIPATION ARE PAID BY THE PARTICIPANT. Place: 480078, Kazakhstan, Almaty -city, al-Farabi - avenue, 71, KazNU, Philological Faculty. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Zhanna Umatova email: umatova at rambler.ru cc: to greg_thomson at telus.net -- ****PLEASE NOTE: our email address is now greg_thomson at telus.net. Please discontinue using gthomson at mac.com, as it will soon expire.**** -------------- next part -------------- An HTML attachment was scrubbed... URL: From donovanb at tcd.ie Fri Oct 11 15:15:28 2002 From: donovanb at tcd.ie (donovanb) Date: Fri, 11 Oct 2002 16:15:28 +0100 Subject: Adult literacy and language levels in the classroom Message-ID: I think Geoffrey Williams has done some research in this area. I know his PhD was literacy pedagogy with very young children and I think it included parents. I'll find references at home and e-mail them tomorrow. His research was done from a Systemic Functional Linguistic framework. Brian Donovan School of Education, Trinity College, Dublin, 2, Ireland. e-mail: donovanb at tcd.ie >===== Original Message From Kathy Hirsh-Pasek ===== > A colleague of ours wrote a paper on the >> relationship between the literacy level of childcare workers and the childcare >> worker¹s language stimulation in the classroom. This in turn plays out in >> the children¹s language input and their subsequent school readiness. Is there >> any literature that talks about the relationship between teacher/ caregiver >> adult literacy levels and their language abilities/ stimulation? Kathy From rollins at utdallas.edu Fri Oct 11 21:11:24 2002 From: rollins at utdallas.edu (Pamela Rollins) Date: Fri, 11 Oct 2002 16:11:24 -0500 Subject: faculty positions in child language & language disorders Message-ID: The University of Texas at Dallas announces tenure-track faculty positions starting Fall, 2003. The appointments will be at the assistant or associate professor level. The School of Human Development offers three overarching research emphases Cognition and Neuroscience; Communication Sciences and Disorders; and Developmental Psychology. Within these themes the research ranges from bench neuroscience to clinical intervention studies. We seek faculty candidates who have strong records of research or demonstrated potential, as well as a commitment to student training in an interdisciplinary context. Child Cognition/Learning Search #569 area of emphasis is open but we prefer candidates whose research focuses on cognition and learning during childhood, especially math/science or literacy learning and development. The University of Texas at Dallas has been designated by the University of Texas System to lead in cooperation with the University of Texas Southwestern Medical School in the development of a center investigating basic mechanisms of the acquisition of math literacy. Candidates who can contribute to this effort are particularly sought. Candidates should have an active program of research in developmental or educational psychology and provide evidence of excellence in teaching at undergraduate and graduate levels. Two positions in Child Language. Child Language Search # 570 . For this position the emphasis is on language acquisition in young children. Candidates should have an active research program in one or more fundamental domain of the development of language. The successful candidate will contribute to undergraduate programs in Psychology as well as professional masters in Speech Pathology and Ph.D. training. Language Disorders Search # 571. Candidates for this position should have teaching and research expertise in language disorders in children. We are seeking applicants at the Assistant Professor level. However, exceptional candidates at more senior levels will be considered. Requirements for this position include an earned doctorate and CCC-SLP. The clinical and laboratory facilities of the Callier Center for Communication Disorders provide outstanding opportunities for faculty research. Applicants should send curriculum vitae and 3 letters of reference to: Academic Search# (Position 2) , The University of Texas at Dallas, P. O. Box 830688, M/S AD23, Richardson, TX 75083-0688. The University of Texas at Dallas is an Equal Opportunity/Affirmative Action employer and strongly encourages applications from candidates who would enhance the diversity of the University’s faculty and administration. -- Pamela Rosenthal Rollins, Associate Professor, UTD/Callier Center for Communication Disorders School of Human Development, Program in Communication Disorders 1966 Inwood Road, Dallas, TX 75235,214-905-3153 http://www.utdallas.edu/~rollins From jevans2 at facstaff.wisc.edu Sun Oct 13 23:26:54 2002 From: jevans2 at facstaff.wisc.edu (julia evans) Date: Sun, 13 Oct 2002 18:26:54 -0500 Subject: Tenure positions/Communicative Disorder UW Message-ID: The Department of Communicative Disorders, University of Wisconsin-Madison, has two faculty positions available effective August 25, 2003. One position will be at the Assistant Professor level (tenure-track). The second position will be at the Associate Professor (tenured) level. Areas of specialization include Cognitive disorders, dysphagia, head and neck speech pathologies, neurogenic disorders of communication, phonological disorders, fluency disorders, birth to three, multicultural aspects of speech and language. Candidates will be expected to develop a program of independent research, teach courses within the department in areas of specialty as well as in areas of departmental need, and to serve on departmental, College, and University committees. Candidates trained in Communicative Sciences and Disorders, Experimental Psychology, Linguistics, Cognitive and/or Behavioral Neuroscience, or a related field, who can address one of the areas mentioned above are encouraged to apply. University teaching experience and research and/or clinical experience is preferred, but entry-level individuals are invited to apply. Salary is competitive and will be commensurate with credentials and experience. Interested individuals should send a letter of application, current curriculum vita, and three letters of reference to Raymond Kent, Ph.D., Search Committee Chair, Department of Communicative Disorders, Goodnight Hall, University of Wisconsin-Madison, Madison, WI 53706-1177 (telephone 608.262.6473 or 608.263.7109; email: kent at waisman.wisc.edu). To ensure full consideration, applications must be received by December 15, 2002. The University of Wisconsin-Madison is an affirmative action employer and encourages women and minorities to apply. Unless confidentiality is requested in writing, information regarding the applicants must be released upon request. Finalists cannot be guaranteed confidentiality. -- -------------- next part -------------- An HTML attachment was scrubbed... URL: From h.g.simonsen at ilf.uio.no Sun Oct 13 22:03:24 2002 From: h.g.simonsen at ilf.uio.no (h.g.simonsen at ilf.uio.no) Date: Mon, 14 Oct 2002 00:03:24 +0200 Subject: info-childes Digest - 10/13/02 In-Reply-To: <200210132200.g9DM00P9017975@smtp7.andrew.cmu.edu> Message-ID: Dear This is an automatic reply. Feel free to send additional mail, as only this one notice will be generated. The following is a prerecorded message, sent for hannegs at ilf.uio.no: ==================================================== Hanne Gram Simonsen will be out of her office until Monday, October 28. From charles.watkins at wanadoo.fr Mon Oct 14 23:52:39 2002 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Mon, 14 Oct 2002 11:52:39 -1200 Subject: CHECKing GEMs Message-ID: Does anyone know if it is possible to get CHECK to look at GEM markers and verify the spelling of user-determined GemCodes, in the same way as one can programme in new dependent tiers and acceptable codes on them? I've been playing around with my depadd file and it doesn't seem to work. I'd be grateful for any bright ideas. Charles Watkins. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aniaxs at go2.pl Tue Oct 15 14:53:41 2002 From: aniaxs at go2.pl (Anna Szymanska) Date: Tue, 15 Oct 2002 16:53:41 +0200 Subject: children - recordings Message-ID: Psycho/Sociolinguistics Conf., Kazakhstan: Final callI'm looking for some recordings of mother-child interaction in English ( English as L1). Does anyone have any transcriptions of 2;6, 3;0 or 3;6 year old child talk and would be so kind as to send them to me? I'd like to analyse some utterances in which phonostylistic processes may apply . Thank you in advance. Anna Szymanska -------------- next part -------------- An HTML attachment was scrubbed... URL: From srodrigue at crl.ucsd.edu Tue Oct 15 17:53:50 2002 From: srodrigue at crl.ucsd.edu (Shannon Rae Rodrigue) Date: Tue, 15 Oct 2002 10:53:50 -0700 Subject: .ckp Message-ID: Hello, I'm wondering if someone can help with a problem we've encountered with a number of files that have been run through the MOR program on CLAN. The resulting output file has recently had a suffix attached of .mor.ckp. Is anyone familiar with .ckp or know what it is associated with? It seems to be posing a major problem in our lab, since if this .ckp is not deleted immediately, the file simply "disappears" altogether from the computer and is impossible to recover. (Even our savvy computer technician is baffled by the fact that these files simply no longer exist anywhere on the computer or disk that they were originally on.) We may simply have been infected by a virus? If anyone has encountered a similar problem or can shed any light on what .ckp is associated with, we would be most appreciative! Thanks, Shannon Rodrigue SDSU Developmental Psycholinguistics Laboratory -------------- next part -------------- An HTML attachment was scrubbed... URL: From silliman at chuma1.cas.usf.edu Tue Oct 15 23:48:25 2002 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Tue, 15 Oct 2002 19:48:25 -0400 Subject: Faculty Position - University of South Florida Message-ID: Assistant Professor, University of South Florida, Tampa, Florida. The Department of Communication Sciences and Disorders invites applicants for one new tenure-track 9-month position, beginning August 2003, contingent upon funding. Minimum qualifications include: (1) an earned research doctorate in communication sciences and disorders or a related discipline by time of appointment to be appointed as Assistant Professor; (2) expertise in either (a) bilingualism, particularly Spanish/English, from the perspective of any area of communication sciences and disorders (e.g., bilingual language processing, bilingual language/literacy acquisition), or (b) the neurogenetic or neurobiological bases of developmental disabilities (e.g. autism spectrum disorder, Down syndrome); (3) evidence of potential to establish an independent research program capable of attracting external support. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring masters and doctoral students, and participating in departmental and university activities. Salary is negotiable depending upon qualifications and expertise. As the largest Department of Communication Sciences and Disorders in the State of Florida (www.cas.usf.edu/csd), the Department offers B.A., M.S., Au.D., and Ph.D degrees as well as interdisciplinary degrees with the Departments of Psychology and Special Education. The department maintains a complete community clinic that offers a full range of speech, language, and hearing services. Graduate students are provided opportunities to study in selected settings among more than 200 affiliated practice sites. USF is a Carnegie Foundation Doctoral/Research Extensive University, the second largest recipient of extramural funding in the state university system, and one of Florida's three designated Research 1 universities. Founded in 1956, USF is now the largest metropolitan university in the Southeastern United States, serving 36,000 students in ten colleges on four campuses. USF offers degree programs in 79 undergraduate disciplines, 89 master's and specialists programs, and 26 doctoral programs, including the M.D. The faculty numbers more than 2,000 members. Applications must be received by December 31, 2002. Send application letter, CV, selected publication reprints or preprints, and three letters of reference to: Stefan A. Frisch, Department of Communication Sciences and Disorders, University of South Florida, 4202 E. Fowler Ave PCD1017, Tampa FL 33620-8150; Phone 813-974-7468; Fax 813-974-0822; email frisch at chuma1.cas.usf.edu. The University of South Florida is an AA/EO/EA institution. According to Florida law, applications and meetings regarding them are open to the public. For disabilities accommodation, please call Peggy Ott at 813-974-9780; email pott at chuma1.cas.usf.edu. Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences University of South Florida PCD 4021C Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822; (813) 974-8421 E-mail: silliman at chuma1.cas.usf.edu From jgatewoo at email.arizona.edu Thu Oct 17 16:11:49 2002 From: jgatewoo at email.arizona.edu (jgatewoo at email.arizona.edu) Date: Thu, 17 Oct 2002 09:11:49 -0700 Subject: Hopi narratives In-Reply-To: <3DAEBB18000003C3@deimos.email.Arizona.EDU> Message-ID: >-- Original Message -- >Date: Thu, 17 Oct 2002 09:08:41 -0700 >From: jgatewoo at email.arizona.edu >Subject: R: Hopi narratives >To: info-childes at email.talkbank.org > > >My name is Janet Gatewood and I am a graduate student in the speech language >pathology program at the Univ of Arizona. I am currently working on my >thesis which is focused on the question of how Hopi children's narratives >differ from that of mainstream children. My data includes four Hopi mother-child >dyads who provided 3 narratives (one from the mother and two from >the child)which are based on the frog stories used in other studies. The >dyads are from different regions of Arizona including the Hopi reservation >and the Tucson area. Thus far, I have transcribed the children's narratives >and >using Stein and Glenn's story grammar components I have analyzed the story >structure of each narrative. Microstructure analysis includes coding for >lexical devices such as adverb phrases, adjective phrases, various clauses, >and connectives. I also thought it would be interesting to account for "contextualization >processes" by using the narrative assessment checklist recommended by Gutierrez-Clellen >& Quinn. > >I am at a point in which I feel it necessary to ask for suggestions in ways >that I can analyze this data, perhaps to establish/solidify a cultural >connection. I have considered using elements of Hopi lullabies (studied >by Kathleen Sands and Emory Sekaquaptewa) to demonstrate cultural ties and >possibly explain differences in uses of specific lexical devices apparent >in the >narratives. Again, I am open to any suggestions that will help me analyze >my data so please direct your response to jgatewoo at email.arizona.edu . >Thank you for your attention in this matter. > >Janet Gatewood > > From kim.plunkett at psy.ox.ac.uk Sat Oct 19 15:54:27 2002 From: kim.plunkett at psy.ox.ac.uk (Kim Plunkett) Date: Sat, 19 Oct 2002 16:54:27 +0100 Subject: Oxford Connectionist Summer School Message-ID: UNIVERSITY OF OXFORD OXFORD SUMMER SCHOOL ON CONNECTIONIST MODELLING Department of Experimental Psychology University of Oxford Sunday 20th July - Friday 1st August, 2003 Applications are invited for participation in a 2-week residential Summer School on techniques in connectionist modelling. The course is aimed primarily at researchers who wish to exploit neural network models in their teaching and/or research and it will provide a general introduction to connectionist modelling, biologically plausible neural networks and brain function through lectures and exercises on Macintosh's and PC's. The course is interdisciplinary in content though many of the illustrative examples are taken from cognitive and developmental psychology, and cognitive neuroscience. The instructors with primary responsibility for teaching the course are Kim Plunkett and Edmund Rolls. No prior knowledge of computational modelling will be required though simple word processing skills will be assumed. Participants will be encouraged to start work on their own modelling projects during the Summer School. The cost of participation in the Summer School is £950. This figure covers the cost of accommodation (bed and breakfast at St. John's College), registration and all literature required for the Summer School. Participants will be expected to cover their own travel and meal costs. A number of partial bursaries (£200) will be available for graduate students. Applicants should indicate whether they wish to be considered for a graduate student scholarship but are advised to seek further funding as well, since in previous years the number of graduate student applications has far exceeded the number of scholarships available. If you are interested in participating in the Summer School, please complete the application form at the web address http://epwww.psych.ox.ac.uk/conferences/connectionist_modelling or alternatively send a brief description of your background with an explanation of why you would like to attend the Summer School, to: Mrs Sue King Department of Experimental Psychology University of Oxford South Parks Road Oxford OX1 3UD Tel: (01865) 271353 Email: susan.king at psy.ox.ac.uk no later than 28th February 2003. -------------- next part -------------- An HTML attachment was scrubbed... URL: From plaut at cmu.edu Mon Oct 21 16:12:22 2002 From: plaut at cmu.edu (David Plaut) Date: Mon, 21 Oct 2002 12:12:22 -0400 Subject: Graduate study: Department of Psychology at Carnegie Mellon University Message-ID: The Department of Psychology at Carnegie Mellon University offers an intense, challenging and exciting training program leading to the Ph.D. degree. The faculty include many of the world's leading researchers in cognitive psychology, cognitive neuroscience, developmental psychology and social-personality and health psychology. The goal of the graduate program is to produce independent, creative and insightful scientists capable of using analytical and empirical methods to advance basic knowledge. The department encourages applications from students with strong backgrounds, not only in psychology, but also in related disciplines such as the biological and natural sciences, mathematics and engineering. The program emphasizes rigorous application of experimental, mathematical and computational tools to the analysis of behavior. Approximately 20-30 graduate students are in residence at any time. Students from related departments such as Computer Science or Social and Decision Sciences participate in various aspects of the program as well. There is also a postdoctoral fellowship program with 10-15 fellows participating. Because the graduate program is small, each student's course of study can be tailored to meet the individual's needs and interests. The focus is on acquiring research skills, and this generally takes place through collaboration with faculty and others in the environment. A student's program of study is typically funded by departmental training grants or fellowships, faculty research grants, or external fellowship programs. For additional information and instructions for applications, see http://www.psy.cmu.edu/home/programs/graduate.html or send email to sku5+ at andrew.cmu.edu From trevi at mb5.seikyou.ne.jp Tue Oct 22 07:40:40 2002 From: trevi at mb5.seikyou.ne.jp (Pascale TREVISIOL) Date: Tue, 22 Oct 2002 16:40:40 +0900 Subject: tense and aspect in japanese Message-ID: Dear info-childes members, I am a PhD student at the University of Paris 8 under the supervision of Prof. Clive Perdue. I am currently conducting research concerned (among others) with the acquisition of temporal reference in french L3 by Japanese-speaking students. I am comparing learners' narrative data with native ones (in japanese) and have some difficulty with describing the expression of tense and aspect in japanese, as I founded few references on this topic. I would be very grateful if anyone on the list could provide me with references to literature on the japanese temporal and aspectual system (written in english !) or else on the acquisition of temporal reference by japanese-speaking students in other target languages (as L2 or L3). Thank you in advance for your help ! Pascale Trevisiol University of Hokkaido (Japan) From mari at fedu.uec.ac.jp Tue Oct 22 10:09:23 2002 From: mari at fedu.uec.ac.jp (=?iso-2022-jp?B?GyRCRURDZj8/TX0bKEI=?=) Date: Tue, 22 Oct 2002 19:09:23 +0900 Subject: =?iso-2022-jp?B?GyRCQmhGczhAOGw9LEZAOCY1ZjJxQTQ5cUJnMnEbKEI=?= Message-ID: info-childesのメンバーのみなさま 第１３回第二言語習得研究会全国大会のご案内です。 お誘い合わせのうえ、お出かけください。 電気通信大学 田中真理 ＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃ 　　　　　　第１３回第二言語習得研究会全国大会　お知らせ　 ＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃ 　　　　　　　　日　時：２００２年１２月１４（土）〜１５（日） 　　　　　　　　会　場：広島大学学士会館（東広島市鏡山１−１−１） 　　　　　　　　　　　　レセプションホール 　　　　　　　　参加費：５００円　予稿集代：１,０００円 ■大会全体のテーマ　「言語教育における知識（わかる）と運用（できる）」 ■１２月１４日（土）■ １２：３０ 受付 １３：００ 開会の辞 １３：１０　　【基調講演１】「言語の知識と運用−言語学における機能主義とは −」　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　柴谷方良氏（神戸大学） １４：２０ 休憩 １４：３０　　【シンポジウム】「言語教育における知識と運用」 　　　　　　　　　　　　　　　「わかる」と「できる」の違い−誤用はなぜ起きる のか？− 　　　　　　　　　　　　　　　　司会：　　　　　　　　　　坂本 正氏（南山大学） 　　　　　　　　　　　　　パネリスト：　・日本語教育学の立場から　奥田純子氏 （コミュニカ学院） 　　　　　　　　　　　　　　　　　　　　・英語教育学の立場から　　山岡俊比古 氏（兵庫教育大学） 　　　　　　　　　　　　　　　　　　　　・社会言語学の立場から　 渋谷勝己氏 （大阪大学大学院） 　　　　　　　　　　　　　　　　　　　　・言語心理学の立場から　 松見法男氏 （広島大学大学院） １７：００ 事務局からの連絡 １７：３０ 懇親会（大学構内レストラン）会費　２５００円程度（未定） ■１２月１５日（日）■ 　９：３０ 受付 １０：００ 【基調講演２】「日本語教育における知識と運用−日本語の教育現 場に学ぶ−」　　　　　　　　　　　　　　　　 　　　　 　　　　　　　　　　　　　　　　　　　　　水谷信子氏（明海大学） １１：００ 【発表１】日本語教師の教室内での英語の使用の考察　ウェイ諸石 万理子氏（パデュー大学） １１：３０ 【発表２】第三者言語接触場面における上級者の会話参加−言語ホ ストとしての他者参加調 　　　　　　　　　　　　　　　　　　　　　　　　整ストラテジー　　　　春口淳 一氏（早稲田大学大学院） １２：００ 休憩（昼食） １３：００ 総会 １３：３０ 【リレー・セッション】「日本語教育における言語研究の方法」 　　　　　　　　　　　　　　　　　　　　　　　　　 J.V.ネウストプニー氏（桜 美林大学）　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　 宮崎里司氏（早 稲田大学） 　　　　　　　　　　　　　　　 新井亜紀子氏（桜美林大学 大学院生）　　　 　　　　　　　　　　　　　宮崎七湖氏（早稲田大学 大学院生） １５：００ 休憩 １５：３０　　　【発表３】「の」の過剰使用における言語転移の可能性　奥野由紀 子氏（広島大学大学院生） １６：００ 【発表４】英語話者の条件文の習得に関する研究−概念トランスフ ァーの可能性−　　　　　　　　　　　　　　　 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　入江 佐和子氏（ロンドン大学） １６：３０ 【発表５】日本語学習者の相対自他動詞の使用状況−ＫＹコーパス の分析を通して−　 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　中石ゆう こ氏（広島大学大学院生） １７：００ 閉会 １７：３０ 編集委員会 ＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃ ＃＃＃＃＃＃＃＃＃＃＃＃＃ 問い合わせ先：迫田久美子（広島大学） 電話＆FAX　０８２４−２４−６ ８６６ ksakoda at hiroshima-u.ac.jp ＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃ ＃＃＃＃＃＃＃＃＃＃＃＃＃ 　　★　参加申し込みの必要はありませんので、当日、会場に直接おいでください。 お待ちしております。 　★★　会場までの交通案内および広島大学の情報は、www.hiroshima-u.ac.jpの大 学のホームページの 　　　　「大学案内」の項の「交通案内」をクリックしてご覧ください。一部をここ に掲載します。 ●ＪＲ山陽本線を利用する場合 ＪＲ西条駅前からバス「広島大学」行に乗り，下記バス停で下車します。 (バス時刻表:所要時間２０分) ＪＲ八本松駅前からバス「広島大学」行に乗り，下記バス停で下車します。 (バス時刻表:所要時間２０分)（バスの便数は，西条駅からのほうが多いです。） ●山陽新幹線を利用する場合 新幹線東広島駅前からバス「広島大学」行に乗り，下記バス停で下車します。 (バス時刻表:所要時間１５分) 新幹線広島駅で下車し，ＪＲ山陽本線で西条駅まで来る方が早い場合もあります。 タクシー利用（約２０００円） ●広島空港を利用する場合 ＪＲ白市駅までバスで行き，そこからＪＲ山陽本線で西条駅まで来ます。 西条駅からバス「広島大学」行に乗り，下記バス停で下車します。 (バス・JR時刻表) ★★★　宿泊情報は、以下に掲載します。 （１）東広島の宿泊施設（地図アリ）http://www.hh-kanko.ne.jp/hotel/ （２）西条の宿情報 （地図アリ） http://www.eml.hiroshima-u.ac.jp/event/hotel.html （３）主な宿泊所 １．ホテル サンライズ21　　http://www6.ocn.ne.jp/~h-sun.21/top_frame.html ２．ホテルイーグル 　　　　 http://www.nikkei-g.co.jp/eagle/ ３．国民年金健康保養センター　ひがし広島　 http://www.nenkin-hoyou-hotel.or.jp/ce40/ ４．インターシティホテル　ユーカリ　　　　http://www.yuhkari.co.jp/ ５．ホテルグランカーサ(0824)21-3111　　　 http://www1.citydo.com/~grancasa/　　\6,000〜 ６．その他 東広島シティホテル(0824)22-8686　\6,000〜 ホテルグランカーサ （西条町本町17-13(西条駅徒歩５分)） (0824)21-3111 (\s6,000) ホテル西条イン (西条町本町2-2(西条駅徒歩1分) (0824)22-2277 (\s5500) 東広島ライオンズホテル(0824)22-3666　\5,250〜 ビジネスホテル安芸(0824)22-6001　\4,000〜4,700 ＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃＃ ＃＃＃＃＃＃＃＃＃＃＃＃＃＃ -- 田中真理 電気通信大学・留学生センター 〒182-8585（住所不要） Tel: 0424-43-5736 Fax: 0424-43-5742 From James_Morgan at brown.edu Tue Oct 22 14:17:50 2002 From: James_Morgan at brown.edu (Jim Morgan) Date: Tue, 22 Oct 2002 10:17:50 -0400 Subject: Position in Language Processing, Brown University Message-ID: An HTML attachment was scrubbed... URL: From onos at asu.aasa.ac.jp Wed Oct 23 00:51:07 2002 From: onos at asu.aasa.ac.jp (Seiko Ono) Date: Wed, 23 Oct 2002 09:51:07 +0900 Subject: JBIB Search In-Reply-To: Message-ID: 2002/10/23 Hi, Pascale, We are glad if the following (JBIB Search) could help you: 　http://cow.lang.nagoya-u.ac.jp/jbib/jbibsearch.html You can find 21 references with keywords and . or Yas(uhiro) Shirai (PhD) in Cornell U might give you more help. SEIKO ONO (Mr.) Aichi Shukutoku U (Nagoya, Japan) > From: Pascale TREVISIOL > Date: Tue, 22 Oct 2002 16:40:40 +0900 > To: > Subject: tense and aspect in japanese > > Dear info-childes members, > > I am a PhD student at the University of Paris 8 under the supervision of > Prof. Clive Perdue. I am currently conducting research concerned (among > others) with the acquisition of temporal reference in french L3 by > Japanese-speaking students. I am comparing learners' narrative data with > native ones (in japanese) and have some difficulty with describing the > expression of tense and aspect in japanese, as I founded few references on > this topic. > > I would be very grateful if anyone on the list could provide me with > references to literature on the japanese temporal and aspectual system > (written in english !) or else on the acquisition of temporal reference by > japanese-speaking students in other target languages (as L2 or L3). > > Thank you in advance for your help ! > > Pascale Trevisiol > University of Hokkaido (Japan) From dpesco2 at po-box.mcgill.ca Wed Oct 23 17:16:53 2002 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Wed, 23 Oct 2002 13:16:53 -0400 Subject: children learning language from each other Message-ID: Reference request (I resort to the list after having already exhausted usual routes). Seeking references to studies that involve analysis of the contributions of children aged 3-7 to the language development (particularly L1) of their peers. Examples of what I am looking for include study by Preece on how preschoolers facilitate each others spontaneous narratives, research by Ervin-Tripp, Kryatsiz and colleagues on the emergence and use of temporal and causal conjunctions in child-child play. Thanks in advance for your help; I'll post a summary of responses. -- Diane Pesco Doctoral candidate McGill University Communication Sciences and Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 fax 514-398-8123 From macw at cmu.edu Thu Oct 24 02:59:08 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 23 Oct 2002 22:59:08 -0400 Subject: the transition to XML and Unicode Message-ID: Dear Colleagues, The CHILDES database is now available in XML format from http://xml.talkbank.org. XML is the new "language" of the world-wide web. It is linked up to all sorts of new and powerful tools for running analyses over the web. We will be building those tools over the next months. Right now, you can only view the database over the web, but with the new tools you will be able to run analyses directly. Eventually, it may also be possible to support some forms of streaming audio or video from transcripts. However, in order to match up with the requirements of XML, it was necessary to devise an XML Schema for the CHAT format and to apply that newer, more restrictive format to the whole database. It was also necessary to convert dozens of earlier font types to the single new Unicode standard. This was a really big job. Except for English files that do not use IPA, all of the CHILDES files are now in Unicode. The CLAN editor is now capable of handling Unicode on the Macintosh. On Windows, the editor can display Unicode, but it is not yet capable of fully editing Unicode, although we hope to have that facility available soon. In the meantime, as a a stopgap, you can use Windows editors like MS-Word to edit CLAN files. We have also tightened up the CHECK program so that it matches more closely the requirements of the new XML Schema. Nothing has actually changed in CHAT. Rather, CHECK now fully enforces all of the details of CHAT. If you have any questions about these new facilities, please feel free to send me notes. I will also soon post a note about some of these new developments on a link from the CHILDES home page. Best wishes, Brian MacWhinney From ting+ at pitt.edu Thu Oct 24 03:45:39 2002 From: ting+ at pitt.edu (TING T CHUNG) Date: Wed, 23 Oct 2002 23:45:39 -0400 Subject: accent development Message-ID: HI all, There are a lot of anecdotes about how children of first-generation immigrants don't develop their parents' accent. Instead, they pick up the accent of their peers. Does anyone have empirical data to show this is indeed the case? Besides, is there evidence that when kids relocate with parents, they tend to develop the accent of the new location? Any observation of the critical period effect? Any reference on kids and even infants perception or development of speech accent would be very much appreciated too. I'll post a summary of recommendations I receive. Rachel Chung ======================= ting at pitt.edu Department of Psychology University of Pittsburgh Sennott Square S. Bouquet St. Pittsburgh, PA 15260 PhD Candidate Data Manager Infant Lab Psychophysiology Lab Room 3509 Room 4310 (412)624-5402 (412)624-8191 From caroline.petit7 at wanadoo.fr Thu Oct 24 10:27:24 2002 From: caroline.petit7 at wanadoo.fr (caroline.petit7) Date: Thu, 24 Oct 2002 12:27:24 +0200 Subject: No subject Message-ID: Dear info-childes, I am a student in derivationnal morphology, and I am especially studying morphologically complex words in Lyon University (France). I am at the masters level and I would like to make a Phd after. I would like to know if anybody can inform me of the instructions, requirements, and things to do to send applications to various universities situated in Europe, US or elsewhere. I am interested in preparing my phd abroad. I know that sometimes we have to send our papers back before the end of december that is why I am writing to you now. If you could send me the addresses of the sites and the people I have to call, it would be fantastic. Thank you for your help. Caroline. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kohne005 at umn.edu Thu Oct 24 16:19:46 2002 From: kohne005 at umn.edu (Kathryn Kohnert) Date: Thu, 24 Oct 2002 11:19:46 -0500 Subject: Position Announcement Message-ID: Dear colleagues, Assistant/Associate Professor: position available in the Department of Communication Disorders at the University of Minnesota. Effective fall semester, 2003 (08/25/03). Requires expertise in speech disorders and/or sciences. The position requires a Ph.D. in Speech-Language-Hearing Sciences, Speech-Language Pathology, or related area by the date of appointment. Duties include conducting research in area of expertise; teaching undergraduate and graduate courses in speech disorders and/or sciences, with ability to teach motor speech disorders preferred; and providing service to the department, college, and university. The position is full-time, nine-month, tenure or tenure-track appointment with a beginning salary commensurate with experience. A complete position description is available at www1.umn.edu/ohr/employ.html. Completed applications must be received by January 17, 2003. Send a cover letter that includes clear statements of research and teaching interests; curriculum vitae; three letters of recommendation; undergraduate and graduate transcripts; copies of published and unpublished works; and, if available, evidence of effectiveness in teaching to: Mary Kennedy, Ph.D., CCC, Chair of Search Committee, Department of Communication Disorders, 115 Shevlin Hall, 164 Pillsbury Drive SE, Minneapolis MN 55455 (kenne047 at umn.edu). The University of Minnesota is an equal opportunity educator and employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Thomas.Klee at newcastle.ac.uk Fri Oct 25 08:52:09 2002 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Fri, 25 Oct 2002 09:52:09 +0100 Subject: Child Language Seminar 2003: call for papers Message-ID: Child Language Seminar 9-11 July 2003 University of Newcastle upon Tyne, England Call for Papers This year's CLS is hosted by the School of Education, Communication & Language Sciences at Newcastle University and is being organised by Thomas Klee and Carolyn Letts. This interdisciplinary conference was first held in 1977 and brings together researchers from all over the world. Proposals are invited for papers and posters on issues related to child language acquisition and disorders. Submission deadline is 31 January 2003. 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. The CLS will be held on the university campus at the Bedson Teaching Centre. Accommodation is available at the new Jurys Inn near Central Station and the Centre for Life in the city centre (10 mins by Metro from the conference venue) and on campus at Castle Leazes Halls of Residence. Accommodation may be booked through our website below. The conference dinner will be held at St James' Park - the home of Newcastle United Football Club. Having recently undergone a £42 million transformation, this is one of the most impressive venues in the North East and dominates the Tyneside skyline. The dinner will be held in the New Magpie Room, which has views over the pitch and stadium. More information about submitting proposals, registration and accommodation may be found at: http://cls.visitnewcastlegateshead.com Dr Thomas Klee Section of Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 From lhewitt at bgnet.bgsu.edu Fri Oct 25 16:59:41 2002 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Fri, 25 Oct 2002 12:59:41 -0400 Subject: Department Chair Position Announcement Message-ID: An HTML attachment was scrubbed... URL: From dromi at post.tau.ac.il Sun Oct 27 13:26:12 2002 From: dromi at post.tau.ac.il (Dromi) Date: Sun, 27 Oct 2002 15:26:12 +0200 Subject: SRCD 2003 Pre-Conference on Sign Language Acquisition Message-ID: **********CONFERENCE ANNOUNCEMENT*************************** Sign Language Acquisition: Typical and Atypical Development Wednesday, April 23, 2003 (11:30 - 17:30) Pre-conference in conjunction with the annual meeting of SRCD, Tampa, Florida Coordinators: Jenny Singleton, University of Illinois at Urbana-Champaign Esther Dromi, Tel Aviv University Pre-conference Program: Keynote Speaker: Dr. Rachel Mayberry, McGill University, Canada Anne Baker, Universiteit van Amsterdam, Netherlands Caregiver-child interaction in deaf signing families Richard P. Meier, University of Texas at Austin, USA Early sign language acquisition Nini Hoiting, Royal Institute for the Deaf "H.D. Guyot", Netherlands Acquisition of early sign vocabulary in deaf children and their parents Brenda Schick, University of Colorado, USA (with Peter DeVilliers, Robert Hoffmeister, Jill DeVilliers) Theory of Mind in child signers Elissa Newport, University of Rochester, USA Variations in sign language input Bencie Woll, City University, London, England Sign language acquisition by atypical learners Wrap-up Discussion: Dan Slobin, Univ. of California, Berkeley, USA If you would like to be listed in our mailing list, please e-mail to Jenny Singleton Further information will be disseminated soon regarding registration procedures and fees for this Pre-Conference. **************************************************************************** ********** For SRCD meeting (April 24-27) information please see www.srcd.org/biennial.html ================== Professor Esther Dromi Human Development and Education School of Education email: dromi at post.tau.ac.il -------------- next part -------------- An HTML attachment was scrubbed... URL: From langconf at bu.edu Sun Oct 27 20:03:14 2002 From: langconf at bu.edu (Boston University Conference on Language Development) Date: Sun, 27 Oct 2002 15:03:14 -0500 Subject: Boston University Conference on Language Development Message-ID: * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * F I N A L A N N O U N C E M E N T 27TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 1, 2 and 3, 2002 We are pleased to announce the final schedule for the 27th Annual Boston University Conference on Language Development. We also wish to highlight the keynote and plenary addresses, the lunchtime symposium, and the special funding and BUCLD business sessions. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: BUCLD Business Meeting This presentation will include information on how papers are selected for BUCLD and will give statistics on what kinds of papers have been received and selected in the last two years. Speaker: Shanley Allen Friday, November 1st, 12:45PM Box lunches will be available at the reception desk for $6.75 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: Federal funding: What's hot and how to apply Speakers: Peggy McCardle (NIH), Marita Hopmann (NIH) and Cecile McKee (NSF) Saturday, November 2nd, 8:00AM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Lunchtime Symposium: The role of input in the acquisition of signed languages Speakers: Rachel Mayberry, Elena Pizzuto, Bencie Woll Saturday, November 2nd, 12:45PM Box lunches will be available at the reception desk for $6.75 * * * * * * * * * * * * * * * * * * * * * * * * Keynote Speaker: Susan Goldin-Meadow, University of Chicago The resilience of language Friday, November 1st, 8:00PM * * * * * * * * * * * * * * * * * * * * * * * * Plenary Speaker: Bonnie Schwartz, University of Hawai'i Child L2 Acquisition: Paving the way Saturday, November 2nd, 5:30PM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The full conference program as well as general and travel information are available on our web page at http://web.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail at langconf at bu.edu if you have any questions. Sincerely, Barbara Beachley, Amanda Brown, and Frances Conlin BUCLD 2002 Conference Organizers From plahey at mindspring.com Sun Oct 27 20:30:17 2002 From: plahey at mindspring.com (Peg Lahey) Date: Sun, 27 Oct 2002 15:30:17 -0500 Subject: GRANT AWARDS Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION FUNDS TWO GRANT PROPOSALS IN FIRST HALF OF 2002 Contact: Margaret Lahey, mlahey at Bamford-Lahey.org The Bamford-Lahey Children's Foundation through its Grants Program has made two new Grant Awards in the first half of 2002. The Foundation continues to review a large number of letters-of-inquiry and invites a smaller number of applicants to submit complete proposals. Awards are made based on reviews of the completed applications by at least three colleagues and on a reading of the application by the Foundation itself. The two proposals selected during the first half of 2002 were for funding of $20,000. One of the new awards was granted to Dr. Karin Stromswold of Rutgers University for research on "Developmental language disorders and prenatal corticosteroids." The second award was granted to Dr. Sima Gerber of Queens College at CUNY for a project on "Visual Reality: Illustrating the application of developmental models to language intervention with young children." Abstracts of these Grants as well of the two Grants funded in 2001 can be found on our website http://www.bamford-lahey.org/funded.html. Any awards made during the latter part of 2002 will be announced early in 2003. Inquiries about receiving a Grant Award should be in the form of a letter-of-inquiry following the procedures outlined on our website http://www.bamford-lahey.org/guidelines.html. Before submitting an inquiry, applicants for Grant Awards are requested to carefully read the sections Objectives, Orientation, and Grants on the website www.bamford-lahey.org. Consideration is only given to projects that are related to developmental language disorders in children, and can be completed in one year with maximum funds of $20,000. Applications for either research or development projects will be considered. However, projects whose results are limited to particular children or particular clinics are not eligible. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Tue Oct 29 10:56:10 2002 From: lieven at eva.mpg.de (Elena Lieven) Date: Tue, 29 Oct 2002 11:56:10 +0100 Subject: postdoc positions available: Manchester & Leipzig Message-ID: The Department of Develomental and Comparaitve Psychology at the Max PLanck Institute for Evolutionary Anthropology has two postdoc positions in Child Language Development available. elena lieven POSTDOCTORAL POSITION AVAILABLE - Leipzig The Department of Developmental and Comparative Psychology of the Max Planck Institute for Evolutionary Anthropology has a postdoctoral position with funding available for 2 years from January, 2003 or soon thereafter. The successful candidate will be expected to contribute to a working group investigating various aspects of first language acquisition from a crosslinguistic and psycholinguistic perspective. The group is headed by Michael Tomasello and Elena Lieven. Ongoing research is conducted both through experiments and the analysis of rich databases and focuses on the cognitive and pragmatic bases of language; the development of syntactic constructions; and the roles of frequency and entrenchment in that development. We are particularly looking for someone capable of working in both German and English language development. Requirements for the position: (a) PhD by the starting date; and (b) research experience in first language acquisition, cognitive/functional linguistics and/or corpus linguistics. Salary will be according to BAT. Informal enquiries, requests for further particulars and applications may be sent by mail, email or fax to: Henriette Zeidler, Max Planck Institute for Evolutionary Anthropology Inselstrasse 22-26; D-04103 Leipzig, Germany. E-mail: zeidler at eva.mpg.de Fax: 0049 341 99-52-119 Interested candidates should send a CV, reprints, and the names of 3 referees. The deadline for applications is November 18th 2002, with a decision to be made as soon as possible after that. ------------------------ THE UNIVERSITY OF MANCHESTER DEPARTMENT OF PSYCHOLOGY MAX PLANCK CHILD STUDY CENTRE RESEARCH ASSOCIATE (Ref. no. 1009/02) A postdoctoral position is being offered in the Max Planck Child Study Centre in the Department of Psychology funded for 2 years from January, 2003 or soon thereafter. Funding is provided by The Department of Developmental and Comparative Psychology of the Max Planck Institute for Evolutionary Anthropology, Leipzig. The successful candidate will be expected to contribute to a working group investigating various aspects of first language acquisition from a crosslinguistic and psycholinguistic perspective. The group is headed by Michael Tomasello and Elena Lieven. Ongoing research is conducted both through experiments and the analysis of rich databases and focuses on the cognitive and pragmatic bases of language; the development of syntactic constructions; and the roles of frequency and entrenchment in that development. This position is available for someone who wants to work with the uniquely dense naturalistic corpora that are available in our group and also involves day-to-day coordination of the Centre under the supervision of Professor Lieven. Requirements for the position: (a) to hold, or be about to obtain, a PhD in Psychology, Linguistics or Psycholinguistics; and (b) research experience in first language acquisition, cognitive/functional linguistics and/or corpus linguistics. Starting salary in the range £18265 - £20311 p.a. Informal enquiries may be emailed Professor Lieven at: lieven at eva.mpg.de Application forms and further particulars are available at http://www.man.ac.uk/news/vacancies or from the Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9PL tel: +44 (0)161 275 2028; fax: +44 (0)161 275 2471; Minicom (for the hearing impaired): +44 (0)161 275 7889; e-mail: personnel at man.ac.uk. Please quote ref: 1009 /02. Closing date for applications: 15 November 2002 AS AN EQUAL OPPORTUNITIES EMPLOYER THE UNIVERSITY WELCOMES APPLICATIONS FROM SUITABLY QUALIFIED PEOPLE FROM ALL SECTIONS OF THE COMMUNITY REGARDLESS OF RACE, RELIGION, GENDER OR DISABILITY. From sglennen at towson.edu Tue Oct 29 13:38:04 2002 From: sglennen at towson.edu (Glennen, Sharon) Date: Tue, 29 Oct 2002 08:38:04 -0500 Subject: Towson University Faculty Opening Message-ID: Towson University Faculty Search Assistant Professor in Speech Language Pathology Towson University in Maryland has opened a search for the following full-time 10 month, entry level, tenure-track assistant professor position in speech-language pathology beginning August 2003. Candidates should have an earned doctorate in speech-language pathology, CCC-SLP, and eligibility for Maryland licensure. Will consider strong ABD candidates. One to three years teaching and supervision experience preferred. Responsibilities include undergraduate and graduate instruction in areas of phonology, phonetics, speech science preferred. Expectations are 9 hours of teaching per semester plus scholarly activity, academic advising and service. Salary is commensurate with experience. Excellent fringe benefits include health and life insurance options, pension plan, and tuition remission for employees and immediate family. Applications will be reviewed beginning December 6, 2002 and continue until a suitable candidate is identified. Send letter of application, current vita and three current professional reference letters, teaching portfolio (if available), and other relevant supporting materials to: Eva Jackson Hester, Ph.D., Chair, Search Committee, Department of Communication Sciences & Disorders, Towson University, 8000 York Rd., Towson, MD 21252, Phone and email: (410) 704-3096, ehester at towson.edu Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply. From nratner at hesp.umd.edu Tue Oct 29 19:00:46 2002 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 29 Oct 2002 14:00:46 -0500 Subject: Faculty position opening, University of Maryland, College Park Message-ID: ASSISTANT PROFESSOR, UNIVERSITY OF MARYLAND, COLLEGE PARK. The Department of Hearing and Speech Sciences (CAA-accredited) invites applicants for a tenure track position, beginning August 2003. Qualifications include an earned doctorate in speech-language pathology, speech science, or related area. Expertise in Speech Science (speech production, voice/resonance and/or speech disorders) is preferred, but other areas of expertise will be considered. Applicants should demonstrate a publication record and have favorable teaching evaluations commensurate with experience. Post-doctoral training and CCC-SLP are preferred. The successful candidate must provide evidence of research productivity, and demonstrate the potential to establish an independent research program capable of attracting external support. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring graduate students, and participating in departmental and university activities. Salary is negotiable, depending upon qualifications and experience. The department offers B.A., M.A., Au.D. and Ph.D. degrees and is the largest Hearing and Speech program in the state of Maryland (web page: http://www.bsos.umd.edu/hesp). The College Park campus is located in the Baltimore-Washington metropolitan area in close proximity to numerous world-renowned medical institutions and research facilities including the NIH, Walter Reed Army Medical Center, Johns Hopkins University and the University of Maryland School of Medicine. Review of applications will begin on January 2, 2003, but applications will be accepted until the position is filled. Please send a letter of application, CV, a statement of research and teaching interests, selected reprints, a transcript of graduate studies, and three letters of recommendation to: Froma P. Roth, Ph.D., Chair � Search Committee, Department of Hearing and Speech Sciences, University of Maryland, College Park, MD 20742. Please contact Dr. Roth at 301-405-4230 or froth at hesp.umd.edu if you have any questions about this position. The University of Maryland is an Affirmative Action/Equal Opportunity employer. Minorities are encouraged to apply. From elenan at ualberta.ca Tue Oct 29 19:12:45 2002 From: elenan at ualberta.ca (elenan) Date: Tue, 29 Oct 2002 12:12:45 -0700 Subject: Post-doc at the University of Alberta Message-ID: Post-doctoral fellowship at the University of Alberta in Edmonton, Alberta, Canada This post-doctoral fellowship provides an opportunity to work with a team engaged in developmental, cross-linguistic, and cross-modal research on gesture. The research project involves the analysis of stories told in several different languages (English, French, Mandarin Chinese, and American Sign Language) with several age groups (4 years through adult). The successful candidate will supervise graduate students, undergraduate students, and research assistants in data collection, transcription and analysis. She or he will be involved in the presentation of this project to the research community at conferences and through publications. Many opportunities for independent research also exist. A PhD in psycholinguistics, linguistics, or developmental psychology is required. It is strongly desirable that the candidate has a background in research with narratives or gesture and has knowledge of one or more of French, Mandarin Chinese, or ASL. The lab uses Mac computers. The University of Alberta is a beautiful campus situated on the North Saskatchewan River. The River valley is a central feature of Edmonton and is part of an extensive system of trails and green spaces throughout the city. Further information about life in Edmonton can be found at http:// www.gov.edmonton.ab.ca. This position if available for one year with the possibility of renewal for a second year. The fellowship is a SSHRC-funded position, with a pay of $35,000 Cdn per year. Starting date: May 1, 2003 (negotiable) Please send your CV, reprints, and a letter outlining your background and research interests to: Elena Nicoladis Department of Psychology University of Alberta P217 Biological Sciences Building Edmonton AB T6G 2E9 CANADA or elenan at ualberta.ca From henri.cohen at uqam.ca Tue Oct 29 22:08:27 2002 From: henri.cohen at uqam.ca (Henri Cohen) Date: Tue, 29 Oct 2002 17:08:27 -0500 Subject: Tennet June 2003 - Call for papers Message-ID: CALL FOR PAPERS THEORETICAL AND EXPERIMENTAL NEUROPSYCHOLOGY (TENNET XIV) Montreal, Canada, June 19-21, 2003 -------------------------------------------------------------------------------------------- The 14th Annual conference on Theoretical and Experimental Neuropsychology, TENNET XIV, will be held in June 2003 in Montreal, Quebec, Canada at Université du Québec, Montreal. The basic conference structure is (a) two invited thematic symposia of 3 hours, each day, followed by (b) refereed poster papers. The poster papers are discussed after the second symposium, each afternoon. Participants may submit either abstracts (250 word limit), short papers (maximum of 4 manuscript pages, including one table or figure and up to 5 references) or regular papers for consideration. Abstracts are printed in Brain and Cognition as part of the conference proceedings. Short papers will be reviewed by the Program Committee and published in Brain and Cognition as peer-reviewed 'Brief Reports'. Regular papers will be peer-reviewed, and accepted papers will be published as standard articles. Authors of accepted submissions (abstracts, papers) will be asked to prepare poster presentations for the TENNET conference. The deadline for submissions, via e-mail only, is January 5 , 2003. New Information for Refereed Submissions All submissions should deal with a well-defined topic or problem in any domain of experimental, clinical or theoretical neuropsychology, including neurolinguistics, development and history. The title of the presentation, the full name(s) of author(s) (and complete mailing address, with institutional affiliation, if any, telephone number and e-mail) and acknowledgments should appear on the first page of the submission. This information is needed to properly prepare the program if your paper is accepted. Three types of submissions will be considered: 1) An abstract of 250 words or less, for publication as part of the conference proceedings, and to serve as an archival record of a poster presentation; 2) A short paper, with a maximum of 4 manuscript pages (including one table or figure, and up to 5 references). These submissions will be reviewed by the Program Committee, and accepted short papers will be published as peer-reviewed "Brief Reports" in the special issue of Brain and Cognition that contains the conference proceedings; or 3) A regular scientific paper (APA manuscript style is required), including a 200 word abstract and a maximum of three (3) tables or figures. These submissions will go through a standard peer-review process. Accepted papers will appear as regular feature articles in the special issue of Brain and Cognition that contains the conference proceedings. If a paper submission is not accepted, the author may be invited to re-submit a short paper or abstract for publication (see above). If a submission is accepted, then one of the authors must attend the conference to present a poster in order for the abstract or paper to be published in the journal. Your submission should be sent by e-mail (tennet at uqam.ca) to arrive by the January 5 deadline to the TENNET office in Montreal. Submissions received early will be sent for review as soon as they come in. IMPORTANT: Please check your submission with an updated general-purpose antivirus application before sending it by e-mail. Attached files should be in MS Word or RTF. Submissions should be sent to: tennet at uqam.ca -------------------------------------------------------------------------------------------- Further information about accommodation, registration, preliminary program and past conferences can be found at http://www.uqam.ca/tennet Cheers, Henri Cohen & Peter J. Snyder -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Oct 30 21:57:16 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Oct 2002 16:57:16 -0500 Subject: citation of sources Message-ID: Dear Info-CHILDES, At a recent meeting in Mexico, a young investigator reported a set of analyses based on Spanish child language data from CHILDES, including citation of specific error forms such as "he comido" for "comí" without citing the proper sources or even the fact that the data came from CHILDES. One of the people present at this meeting recently called this to my attention and I promised that I would again remind researchers that all uses of CHILDES data, whether oral or written, should include proper citation of the individuals who have contributed these corpora. It is also incumbent on senior researchers to communicate these rules to their students and junior colleagues. In most cases, this can best be done personally, since younger people may not yet be aware of the rules. Many thanks for your help on this. --Brian MacWhinney From macw at cmu.edu Thu Oct 31 15:35:29 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 31 Oct 2002 10:35:29 -0500 Subject: Sign Language meeting before SRCD Message-ID: **********CONFERENCE ANNOUNCEMENT*************************** Sign Language Acquisition: Typical and Atypical Development Wednesday, April 23, 2003 (11:30 - 17:30) Pre-conference in conjunction with the annual meeting of SRCD, Tampa, Florida Coordinators: Jenny Singleton, University of Illinois at Urbana-Champaign Esther Dromi, Tel Aviv University Pre-conference Program: Keynote Speaker: Dr. Rachel Mayberry, McGill University, Canada Anne Baker, Universiteit van Amsterdam, Netherlands Caregiver-child interaction in deaf signing families Richard P. Meier, University of Texas at Austin, USA Early sign language acquisition Nini Hoiting, Royal Institute for the Deaf "H.D. Guyot", Netherlands Acquisition of early sign vocabulary in deaf children and their parents Brenda Schick, University of Colorado, USA (with Peter DeVilliers, Robert Hoffmeister, Jill DeVilliers) Theory of Mind in child signers Elissa Newport, University of Rochester, USA Variations in sign language input Bencie Woll, City University, London, England Sign language acquisition by atypical learners Wrap-up Discussion: Dan Slobin, Univ. of California, Berkeley, USA If you would like to be listed in our mailing list, please e-mail to Jenny Singleton Further information will be disseminated soon regarding registration procedures and fees for this Pre-Conference. **************************************************************************** ********** For SRCD meeting (April 24-27) information please see www.srcd.org/biennial.html ================== Professor Esther Dromi Human Development and Education School of Education email: dromi at post.tau.ac.il From dpesco2 at po-box.mcgill.ca Thu Oct 31 17:57:15 2002 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Thu, 31 Oct 2002 12:57:15 -0500 Subject: summary, refs on peer interaction & language Message-ID: Following are references gathered in response to my request for “studies that involve analysis of the contributions of children aged 3-7 to the language development (particularly L1) of their peers”. The list is a mixed bag: peer contributions to narrative, expression/socialization of gender through language, the communicative behaviours of peer “models” Few of the articles directly address peer interaction as a context for or source of grammatical or lexical acquisition, with the exception of some earlier work discussed and cited in Ervin-Tripp (see below). Thank you to those who responded and even sent off their work to me. Much appreciated. Bryant, J. B., (2001). Language in social contexts: Communicative competence in the preschool years. In J. B. Gleason (Ed)., The development of language (5th ed) (pp. 213-253). Needham Heights, MA: Allyn & Bacon. Hirvonen, T. (1988). Children's foreigner talk: Peer talk in play context. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language Acquisition. Rowley, MA: Newbury House. Küntay, A. & Senay, ?. (in press). Narratives beget narratives: Rounds of stories in Turkish preschool conversations. Journal of Pragmatics. Nicolopoulou, A. (2002). Peer-group culture and narrative development. In S. Blum-Kulka & C.E. Snow (Eds.), Talking to adults: The contribution of multiparty discourse to language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. Pershey, M. G. & Visoky, A. M. (2002). Characteristics of Effective Peer Models in an Integrated Preschool Setting. Proceedings of Head Start's Sixth National Research Conference. (Forthcoming, March 2003). Sheldon, A. (1996). You Can Be the Baby Brother but You Aren't Born Yet: Preschool Girls' Negotiation for Power and Access in Pretend Play. Research on Language & Social Interaction, 29(1), 57-80. and a few others I’m aware of ... Ervin-Tripp, S. (1991). Play in language development. In B. Scales, M. Almy, A. Nicolopoulou, & S. Ervin-Tripp (Eds.), Play and the social context of development in early care and education (pp. 84-97). NY: Teachers College Press. Kyratzis, A., Marx, T., Wade, E.R. (2001). Preschoolers' communicative competence: Register shift in the marking of power in different contexts of friendship group talk. First Language, 21(63, Pt 3), 387-431. Preece, A. (1992). Collaborators and critics: The nature and effects of peer interaction on children's conversational narratives. Journal of Narrative & Life History, 2(3), 277-292. (journal now called Narrative Inquiry) Preece, A. (1987). The range of narrative forms conversationally produced by young children. Journal of Child Language, 14(2) Jun 353-373. Umiker-Sebeok, D. Jean. (1979). Preschool children's intraconversational narratives. Journal of Child Language, 6(1), 91-109. Cambridge Univ Press, US. For those who might be interested in older children, we reported on the contributions of 10-13 y.o. to their peers’ narratives of personal experience (L1 Algonquin, L2 English speakers): Pesco, D. & Crago, M. (1996). "We went home, told the whole story to our friends": Narratives by children in an Algonquin community. Journal of Narrative & Life History, 6(4) 1996, 293-321. -- Diane Pesco Doctoral candidate McGill University Communication Sciences and Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 fax 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sli324 at merle.it.northwestern.edu Thu Oct 31 19:45:34 2002 From: sli324 at merle.it.northwestern.edu (sli324 at merle.it.northwestern.edu) Date: Thu, 31 Oct 2002 13:45:34 -0600 Subject: summary, refs on peer interaction & language Message-ID: Dear Colleagues, To add to the summary: McGregor, K. K. (2000). The development and enhancement of narrative skills in a preschool classroom: Towards a solution to clinician-client mismatch. American Journal of Speech-Language Pathology, 9, 55-71. Thanks for your attention, Li Sheng Doctoral Student Communication Sciences and Disorders Northwestern University Diane Pesco writes on Thu, 31 Oct 2002 12:57:15 -0500: > Following are references gathered in response to my request for �studies > that involve analysis of the contributions of children aged 3-7 to the > language development (particularly L1) of their peers�. The list is a > mixed bag: peer contributions to narrative, expression/socialization of > gender through language, the communicative behaviours of peer �models�� > Few of the articles directly address peer interaction as a context for > or source of grammatical or lexical acquisition, with the exception of > some earlier work discussed and cited in Ervin-Tripp (see below). Thank > you to those who responded and even sent off their work to me. Much > appreciated. > > Bryant, J. B., (2001). Language in social contexts: Communicative > competence in the preschool years. In J. B. Gleason (Ed)., The > development of language (5th ed) (pp. 213-253). Needham Heights, MA: > Allyn & Bacon. > > Hirvonen, T. (1988). Children's foreigner talk: Peer talk in play > context. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language > Acquisition. Rowley, MA: Newbury House. > > K�ntay, A. & Senay, ?. (in press). Narratives beget narratives: Rounds > of stories in Turkish preschool conversations. Journal of Pragmatics. > > Nicolopoulou, A. (2002). Peer-group culture and narrative development. > In S. Blum-Kulka & C.E. Snow (Eds.), Talking to adults: The contribution > of multiparty discourse to language acquisition. Mahwah, NJ: Lawrence > Erlbaum Associates. > > Pershey, M. G. & Visoky, A. M. (2002). Characteristics of Effective Peer > Models in an Integrated Preschool Setting. Proceedings of Head Start's > Sixth National Research Conference. (Forthcoming, March 2003). > > Sheldon, A. (1996). You Can Be the Baby Brother but You Aren't Born Yet: > Preschool Girls' Negotiation for Power and Access in Pretend Play. > Research on Language & Social Interaction, 29(1), 57-80. > > and a few others I�m aware of ... > > Ervin-Tripp, S. (1991). Play in language development. In B. Scales, M. > Almy, A. Nicolopoulou, & S. Ervin-Tripp (Eds.), Play and the social > context of development in early care and education (pp. 84-97). NY: > Teachers College Press. > > Kyratzis, A., Marx, T., Wade, E.R. (2001). Preschoolers' communicative > competence: Register shift in the marking of power in different contexts > of friendship group talk. First Language, 21(63, Pt 3), 387-431. > > Preece, A. (1992). Collaborators and critics: The nature and effects of > peer interaction on children's conversational narratives. Journal of > Narrative & Life History, 2(3), 277-292. (journal now called Narrative > Inquiry) > > Preece, A. (1987). The range of narrative forms conversationally > produced by young children. Journal of Child Language, 14(2) Jun > 353-373. > > Umiker-Sebeok, D. Jean. (1979). Preschool children's intraconversational > narratives. Journal of Child Language, 6(1), 91-109. Cambridge Univ > Press, US. > > For those who might be interested in older children, we reported on the > contributions of 10-13 y.o. to their peers� narratives of personal > experience (L1 Algonquin, L2 English speakers): > > Pesco, D. & Crago, M. (1996). "We went home, told the whole story to our > friends": Narratives by children in an Algonquin community. Journal of > Narrative & Life History, 6(4) 1996, 293-321. > > > -- > Diane Pesco > Doctoral candidate > McGill University > Communication Sciences and Disorders > > email dpesco2 at po-box.mcgill.ca > phone 514-398-4102 > fax 514-398-8123 > From MariaMcGuckian at aol.com Tue Oct 1 14:02:47 2002 From: MariaMcGuckian at aol.com (MariaMcGuckian at aol.com) Date: Tue, 1 Oct 2002 10:02:47 EDT Subject: Acquisition of possessive -s Message-ID: Dear info-childes members, I am a PhD student at the University of Ulster under the supervision of Prof. Alison Henry. I am currently conducting research concerned with the acquisition of grammatical morphemes by English-speaking children with language disorders. I would be very grateful if anyone on the list could provide me with references to literature on the acquisition of English possessive -s. Unfortunately my database searches have yielded few references. I will post a summary of replies. Thank you for your help. Maria McGuckian From macw at cmu.edu Tue Oct 1 15:18:53 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 1 Oct 2002 11:18:53 -0400 Subject: ChiPeople password protection Message-ID: Dear Info-CHILDES, I received a complaint from one of the people listed in the ChiPeople file on childes.psy.cmu.edu noting that, if her email was listed, it might be available to spammers who browse the net looking for email addresses. To prevent this, I had to reinstituted password protection for the address list. Username is "member" and password is "babbling" as before. In addition, I have locked the fields so that they cannot be edited. So, if you want to have changes made in your address there, you need to send me email and I will make the correction. I feel sorry about having to make these added restrictions, but hopefully the list still serves its basic purposes of allowing people to find colleagues addresses and emails. --Brian MacWhinney From narvik at uwyo.edu Tue Oct 1 18:30:56 2002 From: narvik at uwyo.edu (Jen Wright UW) Date: Tue, 1 Oct 2002 12:30:56 -0600 Subject: development of moral language Message-ID: I am a graduate student doing research with Karen Bartsch at the University of Wyoming. One of the areas I am interested in looking at is the acquisition and development of moral language. I have been able to find very little in the way of research that has been done on this topic. If anyone on this listserve knows of any good articles/references, I would greatly appreciate the information. Thank you, Jen Wright -------------- next part -------------- An HTML attachment was scrubbed... URL: From jbryant at luna.cas.usf.edu Tue Oct 1 18:50:18 2002 From: jbryant at luna.cas.usf.edu (Judith Becker Bryant) Date: Tue, 1 Oct 2002 14:50:18 -0400 Subject: faculty positions: Message-ID: Please see below the University of South Florida's ad for three assistant professor positions: Health Issues in Psychology, Quantitative Psychology, and Cognitive and Affective Neuroscience. Judy Bryant Judith Becker Bryant, Ph.D. Professor & Associate Chair Department of Psychology, PCD 4118G University of South Florida Tampa, FL 33620-7200 Phone: (813) 974-0475 Fax: (813) 974-4617 The Department of Psychology at the UNIVERSITY OF SOUTH FLORIDA invites applications for three new appointments of full-time, tenure-track, assistant professors with service to begin as early as August 7, 2003. Applicants should send statements describing their research program and their teaching interests, a CV, and up to five reprints and preprints. Three letters of recommendation should be sent directly to the chair of the search committee at the address below. Applicants should show evidence of outstanding research and teaching potential. Each of the successful applicants will be expected to establish an independent program of research that can garner extramural support, to supervise and mentor graduate students, to teach graduate and undergraduate classes, and to participate in departmental governance. Applicants must have the Ph.D. degree by the time of the appointment. Post-doctoral experience is highly desirable. We have a strong preference for applicants whose research bridges sub- disciplines of Psychology. The department seeks applicants in three areas of primary programmatic interest. Candidates should indicate which of the three areas is their primary focus of interest. However, candidates may meet our needs in more than one area. The department will consider each applicant within the framework of each of the areas of interest. It is possible, therefore, that more than one of the three new hires will be in one of the areas described below: 1.. Health Issues in Psychology. We seek applicants whose research focuses on psychological aspects of the systems that preserve, maintain and restore health. Our interests include, but are not limited to, clinical psychologists, pediatric psychologists, personality psychologists, as well as a spectrum ranging from Engineering Psychologists who focus on patient safety and medical errors to Social and Organizational psychologists who study the impact of the health delivery system on public health. 2.. Quantitative Psychology. The department is seeking to enlarge substantially our offerings in psychological measurement, research design and statistical analysis. Our interests include, but are not limited to, colleagues who are expert in innovative, computer intensive, techniques of statistical inference, and in colleagues who are utilizing mathematical modeling techniques in the development of theory-based empirical research in Psychology. We will consider psychologists who conduct research, and publish, in the mathematical and statistical literature. However, the candidates must also have a strong focus on one of the substantive areas of Psychology. We seek candidates whose quantitative work is deployed in the service of a theory-driven empirical research program and for whom the quantitative work informs the empirical and theoretical studies, while the substantive issues drive the quantitative developments. 3.. Cognitive and Affective Neuroscience. The department is interested in complementing our strong group of behavioral neuroscientists and cognitive psychologists with strength in the area of Cognitive Neuroscience, with our prime interest being in individuals who apply neuroimaging, using human subjects, in the pursuit of understanding how cognitive and affective processes are implemented in the Brain. We would consider candidates who utilize any form of neuroimaging, including electrophysiological, optical and radiological neuroimaging. The University of South Florida is a metropolitan-based Research I university enrolling more than 37,000 students. The Department of Psychology has 33 faculty members. The Department is housed in a new building that provides ample space and facilities for research as well as a large, vibrant, psychological services center. The Psychology Building is located in close proximity to the Health Sciences complex on the USF campus, reflecting the strong relationship we maintain with such units as the Moffitt Cancer Center and Research Institute, The Florida Mental Health Institute and the Colleges of Medicine and Public Health. The University is establishing a major, state-funded, Center for the study of Alzheimer Disease. Facilities for radiological neuroimaging are available on campus. There are excellent facilities for electrophysiological neuroimaging in the department. For those interested in developmental processes, there are three NAEYC-accredited day care facilities on campus as well as a laboratory elementary school. The salary is negotiable. Send materials to: Prof. Michael Coovert, Chair, Psychology Search Committee, Department of Psychology, University of South Florida, 4202 E. Fowler Ave., PCD 4118G, Tampa, Florida, 33620-7200. The University of South Florida encourages applications from women and members of minority groups. The selection process will be conducted under the provisions of Florida's "Government in the Sunshine" and Public Records Laws. Anyone requiring special accommodations to complete an application should contact Sonya Espinosa (813-974-2438). Review of applications will commence immediately; application deadline is November 15, 2002. The search will continue until the positions are filled. -------------- next part -------------- An HTML attachment was scrubbed... URL: From r.n.campbell at stir.ac.uk Tue Oct 1 20:32:19 2002 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Tue, 1 Oct 2002 21:32:19 +0100 Subject: development of moral language In-Reply-To: <000c01c26978$aef79b90$ee4b4881@uwyo.edu> Message-ID: I'm not sure what might count as 'moral language'. But if that would include understanding of modal expressions such as 'should', 'ought', 'must' and so forth, there is an interesting old book by Gilberte Pieraut-Le Bonniec which might be a good place to start, and some more recent work by Paul Harris. There is always the problem of distinguishing between alethic and deontic uses of these modals. I don't know of anything on the 'noun' side - looking at understanding of words like 'duty', 'right', 'obligation', and the like. Is there anything? Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK motto: 'Nusquam legere, nusquam bibere, nusquam currum stabulare' telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html Disclaimer: the person responsible for any following disclaimer is k.j.clarke at stir.ac.uk -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. Opinions, conclusions and other information in this message that do not relate to the official business of the University of Stirling shall be understood as neither given nor endorsed by it. From Theresa.Gannon at vuw.ac.nz Thu Oct 3 00:18:09 2002 From: Theresa.Gannon at vuw.ac.nz (Theresa Gannon) Date: Thu, 3 Oct 2002 12:18:09 +1200 Subject: Interpretative biases Message-ID: Hello We are trying to look at the interpretative biases of highly aggressive people. At the moment there is very little research looking at this. However, I do know that the general clinical literature has looked at methods of measuring interpretative biases in other populations. Could anyone point me in the right direction for some of these methods that tap into unconscious processing please? Thanks Theresa Theresa A. Gannon Post Doctoral Fellow in Psychology School of Psychology Te Kura Maatai Hinengaro Victoria University of Wellington Te Whare Wananga o te Upoko o te Ika a Maui P O Box 600, Wellington New Zealand Aotearoa ph : +64-4-463-6032 fax: +64-4-463-5402 email: Theresa.Gannon at vuw.ac.nz http://www.vuw.ac.nz/psyc/postdocs/gannon.html From h.vanderlely at ucl.ac.uk Mon Oct 7 11:20:29 2002 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 7 Oct 2002 12:20:29 +0100 Subject: DLDCN Center: Opening Workshop Message-ID: Centre for Developmental Language Disorders and Cognitive Neuroscience Opening Workshop ************************************************* SLI, Genes, Development & Cognitive Neuroscience ************************************************** Friday 18th October 2002 to Sunday 20th October 2002 Department of Human Communication Science University College London The genetic identification of two novel loci involved in specific language impairment in children (SLI Consortium) along with the earlier findings of the FoxP2 gene implicated in this disorder, has propelled SLI to centre stage for its potential for facilitating our understanding of the relations between genes and cognition (Pinker, 2001). This focussed meeting aims to bring together a multidisciplinary group to disseminate and discuss recent research findings from genetics to cognitive neuroscience in SLI/developmental disorders and related areas of language and cognitive development, raising the controversial issues of the development of specialised cognitive systems, in our search for understanding cognitive development. It is clear that in order for us to advance in this area, theoretical unification between neuroscience, linguistics, psycholinguistics, and cognitive science is required. Towards this end a multidisciplinary list of speakers has been drawn up. The symposium aims to bring current knowledge and technical advances in genetic and cognitive neuroscience investigations of language, cognition and developmental disorders to the participants. Further the workshop aims to provide an informal forum where in our quest for knowledge about genomics and cognition, controversial issues can be aired concerning the inter-related areas of the genetic and cognitive heterogeneity of SLI and other disorders; domain-specificity, and dissociation versus co-morbidity of specialised cognitive systems in normal and atypical development. ->->->->->->->-> PROGRAMME <-<-<-<-<-<-<-<-<- --------------------------------------------- Friday 18th October 2002 --------------------------------------------- 2pm Introduction Heather van der Lely, University College London 2.15 - 2.55pm The genetic basis of a severe speech & language disorder Simon Fisher, University of Oxford 2.55 - 3.15pm Discussion 3.15 - 3.55pm Genetics of language and cognitive impairment: GLI (general language impairment) in addition to SLI (specific language impairment) Robert Plomin, King's College London 3.55 - 4.15pm Discussion 4.15 - 4.40pm Break 4.40 - 5.20pm The heritability of language and language disorders Karin Stromswold, Rutgers University 5.20 - 5.40 Discussion 5.40 - 6.20pm SLI and dyslexia: same or different? Evidence from neurobiological and genetic studies Dorothy Bishop, University of Oxford 6.20 - 6.40pm Discussion --------------------------------------------- Saturday 19th October 2002 --------------------------------------------- 9.00 - 9.40am What developmental biology can tell us about innateness Gary Marcus, New York University 9.40 - 10.00 Discussion 10.00 - 10.40 Evidence for and implications of a domain-specific grammatical deficit Heather van der Lely, University College London 10.40 - 11 Discussion 11 - 11.30am Break 11.30 - 12.10am Recent studies using normal and backward speech: behavioral and optical topographical measures in infants and adults Jacques Mehler, SISSA, Trieste 12.10 - 12.30am Discussion 12.30 - 1.30pm Lunch 1.30 - 2.10pm The way to syntax: The prosody/lexicon/syntax interface in German infants J?rgen Weissenborn, University of Potsdam Barbara H?hle, University of Potsdam 2.10 - 2.30pm Discussion 2.30 - 3.10pm Language acquisition is language change Stephen Crain, University of Maryland 3.10 - 3.30pm Discussion 3.30 - 4pm Break 4 - 4.30pm Selective versus general delays in language acquisition of children with SLI: Refining the phenotype Mabel Rice, University of Kansas 4.30 - 5pm The exact model of specific language impairment and the explanation of why SLI presents differently in different languages: Quantitative tests of precise predictions Ken Wexler, MIT 5 - 5.30pm Discussion 5.30 - 5.40pm 10 minute break 5.40 - 6.20pm Language learning without maturation Lila Gleitman, University of Pennsylvania 6.20 - 6.40pm Discussion 7- 9pm Reception in Chandler House Nicole Tibbels - short recital of contemporary music & song --------------------------------------------- Sunday 20th October 2002 --------------------------------------------- 9 - 9.40am Grammatical processing in second language learners Harald Clahsen, University of Essex 9.40 - 10am Discussion 10 - 10.40am Psychogrammar Colin Phillips, University of Maryland 10.40 - 11am Discussion 11 - 11.30am Break 11.30 - 12.10am Syntactic processing in the brain Angela Friederici, Max-Planck-Institut f?r neuropsychologische 12.10 - 12.30am Discussion 12.30 - 12.50pm Discussants: Robert Plomin, Emmanuel Dupoux, Gary Marcus, Uli Frauenfelder 12.50 - 1.25pm Open discussion 1.25 - 1.30pm Closing remarks ->->->->->->->-> REGISTRATION <-<-<-<-<-<-<-<-<- There are a few places remaining for the workshop, which is also described on the website http://www.ucl.ac.uk/DLDCN. If you would be interested in attending please fill in the registration form on our website http://www.ucl.ac.uk/DLDCN/opening.html and send it to: Claire Lister Workshop Administrator c.lister at ucl.ac.uk Tel: 020 7679 4204 ------------------------------------------------ The Workshop is sponsored by: The Wellcome Trust, Friends of UCL, Department of Human Communication Science, Trends in Cognitive Sciences, UCL Faculty of Life Sciences Professor Heather K. J. van der Lely, Director Centre for Developmental Language Disorders and Cognitive Neuroscience Department of Human Communication Science University College London Chandler House 2 Wakefield Street, London WC1N 1PF UK Tel: (44) 020 7679 4047 Fax:(44) 020 7713 0861 e-mail: h.vanderlely at ucl.ac.uk http://www.ucl.ac.uk/DLDCN From jlidz at northwestern.edu Mon Oct 7 23:56:51 2002 From: jlidz at northwestern.edu (Jeffrey Lidz) Date: Mon, 7 Oct 2002 18:56:51 -0500 Subject: psycholinguistics / computational linguistics position Message-ID: Psycholinguistics or Computational Linguistics Position at Northwestern University The Department of Linguistics at Northwestern University has received preliminary authorization to fill a tenure-line assistant professor position in either psycholinguistics or computational linguistics with a start date of September 1, 2003. We are most interested in individuals whose research focuses on the acquisition or processing of language by humans or machines. Preference will be given to those applicants whose research interests mesh with those of the present faculty. Although we expect to hire at the rank of assistant professor, more senior candidates will also be considered. Candidates must hold a Ph.D. in linguistics, psychology, computer science, or other related field by the start date. To receive fullest consideration, applications should arrive in the Department by December 1, 2002. Please send a CV (indicating an e-mail address), statements of research and teaching interests, reprints or other written work, teaching evaluations (if available), and the names of three references. Candidates should arrange to have the letters of reference sent directly to the search committee. Send all materials to: Linguistics Search Committee Department of Linguistics Northwestern University 2016 Sheridan Road Evanston, IL 60208-4090 USA (Tel: 847-491-7020, Fax: 847-491-3770) E-mail inquiries should be directed to jlidz at northwestern.edu (our web site can be found at: http://www.cas.northwestern.edu/linguistics). Northwestern University is an Equal Opportunity/ Affirmative Action Employer. Applications from minority and women candidates are especially welcome. Hiring is contingent on eligibility to work in the United States. ************************************************************************ * Jeffrey Lidz jlidz at northwestern.edu Department of Linguistics www.ling.nwu.edu/~lidz 2016 Sheridan Rd. Evanston, IL 60208 847-491-8050 ************************************************************************ * From wulfeck at crl.ucsd.edu Wed Oct 9 00:33:05 2002 From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck) Date: Tue, 8 Oct 2002 17:33:05 -0700 Subject: 2003 DOCTORAL PROGRAM ANNOUNCEMENT Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Beverly Wulfeck (SDSU) and Elizabeth Bates & David Swinney (UCSD) Program Directors APPLICATION DEADLINE for FALL, 2003: JANUARY 20, 2003 AIMS AND OBJECTIVES: The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in normal (spoken and signed) and abnormal language, and in the neural bases of language learning, use and loss. Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. GOALS: To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. Faculty of the doctoral program will be attending the Academy of Aphasia in New York in October and ASHA in Atlanta in November. Interested students planning on attending these meetings are invited to contact us to arrange to meet us. For further information or to receive an application for Fall 2003, call, email or write to: SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html From Laura-Ann.Petitto at Dartmouth.EDU Wed Oct 9 20:46:35 2002 From: Laura-Ann.Petitto at Dartmouth.EDU (Laura-Ann Petitto) Date: Wed, 9 Oct 2002 16:46:35 EDT Subject: Placing an ad Message-ID: Dear Info-Childes: I have communicated with Kelley Sacco. She said that she has added my information to your list server and that I can post this ad now. Thank you, >> Dr. Laura ann Petitto >> The John Wentworth Endowed Chair in the Department of Psychological = >> & Brian Sciences >> Chairman of the Department of Education >> Professor in the Department of Education and in the Department of = >> Psychological & Brian Sciences >> Senior Scientist/Researcher: Department of Psychological & Brian = >> Sciences >> Director: Cognitive Neuroscience Laboratory for Language and Child = >> Developement >> Website: http://www.dartmouth.edu/~lpetitto >> >> ****************** >> Two Assistant Professorships. Department of Education >> >> The Department of Education invites applications for two = >> tenure-track faculty positions at the Assistant Professor level = >> beginning Fall 2003. We are seeking two candidates, the first with = >> a focused research interest in Reading and Literacy, and the second = >> with a focused research interest in Numeracy. Candidates with an = >> expertise in both typical and a-typical development within either = >> of these two areas are particularly encouraged to apply. Candidates = >> with an interest in applying neuroscience methods to education are = >> also encouraged to apply. Minimum qualifications include: a Ph.D. = >> or equivalent, experience teaching at the undergraduate level, and = >> the ability to attract research funding.=20 >> >> Send curriculum vitae, a letter describing teaching philosophy and = >> research interests, papers or reprints, and arrange for three = >> letters of reference by November 22, 2002 to: Dr. Laura Ann = >> Petitto, Chair, Search Committee, Department of Education, = >> Dartmouth College, Hanover, N.H. 03755. We are currently expanding = >> our newly revitalized Education Department, and will be housed in a = >> state-of-the-art research and teaching facility as of January 1, = >> 2003, and are seeking scholars to contribute to this growth. See = >> http://www.dartmouth.edu/~educ for more information about our = >> Department.=20 >> >> One of the most diverse institutions of higher education in New = >> England, Dartmouth College is an equal opportunity, affirmative = >> action employer and has a strong commitment to diversity. In that = >> spirit, we are particularly interested in receiving applications = >> from a broad spectrum of people, including women, persons of color, = >> persons with disabilities, and veterans. >> ******************** > > From ehoff at fau.edu Thu Oct 10 17:16:40 2002 From: ehoff at fau.edu (Erika Hoff) Date: Thu, 10 Oct 2002 13:16:40 -0400 Subject: developmental psychobiology position Message-ID: The Department of Psychology at Florida Atlantic University (Davie campus) invites applications for a tenure-track position in Developmental Psychobiology at the Assistant Professor level, to begin August, 2003. Candidates should have a Ph.D. in psychology, an active research program and a commitment to teaching excellence. Candidates will be expected to teach courses in Psychobiology, including Biological Bases of Behavior and Developmental Psychobiology. Area of research is open to any subfield of Human Developmental Psychobiology/Psychophysiology. Postdoctoral experience is preferred. The successful candidate is expected to seek extramural funding to establish an independent research program. Current psychobiology faculty research interests include the ontogeny of learning and memory, psychophysiology of personality development and mood disorders, and the neuropsychology and psychopharmacology of drug abuse. A complete CV, statement of research and teaching interests, representative reprints and three letters of recommendation should be sent to: Chair, Developmental Psychobiology Search Committee, Department of Psychology, Florida Atlantic University, 2912 College Avenue, Davie FL 33314. Deadline for receipt of applications for all positions is December 31, 2002. FAU is an Equal Opportunity/Equal Access Institution. From khirshpa at nimbus.temple.edu Thu Oct 10 17:20:47 2002 From: khirshpa at nimbus.temple.edu (Kathy Hirsh-Pasek) Date: Thu, 10 Oct 2002 13:20:47 -0400 Subject: Joining as a formal member Message-ID: Kelly, I don?t know if I am officially subscribed or not but I do want to post a message. Can you add me to the list if I am not official? Thanks. Kathy Hirsh-Pasek Psychology Temple University Weiss Hall 13th and Cecil B. Moore, Philadelphia, PA 19122 -------------- next part -------------- An HTML attachment was scrubbed... URL: From khirshpa at nimbus.temple.edu Thu Oct 10 17:29:30 2002 From: khirshpa at nimbus.temple.edu (Kathy Hirsh-Pasek) Date: Thu, 10 Oct 2002 13:29:30 -0400 Subject: Adult literacy and language levels in the classroom Message-ID: A colleague of ours wrote a paper on the > relationship between the literacy level of childcare workers and the childcare > worker?s language stimulation in the classroom. This in turn plays out in > the children?s language input and their subsequent school readiness. Is there > any literature that talks about the relationship between teacher/ caregiver > adult literacy levels and their language abilities/ stimulation? Kathy -------------- next part -------------- An HTML attachment was scrubbed... URL: From gthomson at mac.com Fri Oct 11 00:40:54 2002 From: gthomson at mac.com (Greg Thomson) Date: Fri, 11 Oct 2002 07:10:54 +0630 Subject: Psycho/Sociolinguistics Conf., Kazakhstan: Final call Message-ID: FINAL CALL Apology for cross-postings DEAR COLLEAGUES! THE AL-FARABI KAZAKH NATIONAL UNIVERSITY DEPARTMENT OF GENERAL LINGUISTICS KAZAKH LANGUAGE: PSYCHOLINGUISTIC AND SOCIOLINGUISTIC RESEARCH LABORATORY INVITES YOU TO PARTICIPATE IN THE INTERNATIONAL SCIENTIFIC-RESEARCH CONFERENCE IN COMMEMORATION OF THE 70TH ANNIVERSARY OF AL-FARABI KAZAKH NATIONAL UNIVERSITY PSYCHOLINGUISTICS AND SOCIOLINGUISTICS: CONDITIONS AND PERSPECTIVES Conference date: September, 18-19, 2003. THE FOLLOWING AREAS ARE OFFERED FOR DISCUSSION BY CONFERENCE PARTICIPANTS: SOCIOLINGUISTIC TOPICS ? LANGUAGE SITUATIONS AND LANGUAGE POLICY ? SOCIAL AND REGIONAL VARIATION ? INTERNATIONAL LANGUAGES ? SOCIETAL BILINGUALISM ? LANGUAGES IN CONTACT ? SOCIOLINGUISTICS IN HIGHER EDUCATION SYSTEMS PSYCHOLINGUISTIC TOPICS ? NATIVE LANGUAGE ACQUISITION AND CHILD BILINGUALISM ? SPEECH PERCEPTION AND COMPREHENSION ? SPEECH PRODUCTION ? MENTAL LEXICON ? BILINGUALISM AND MULTILINGUALISM ? PSYCHOLINGUISTICS IN HIGHER EDUCATION SYSTEM . CONFERENCE WORKING LANGUAGES: KAZAKH, RUSSIAN, ENGLISH PLEASE, ADD YOUR THESIS (1-2 PAGES) TO YOUR APPLICATION FORM . THESIS TEXT SHOULD BE PRINTED AND IN ELECTRONIC FORM( IN RTF-FORMAT: FILES SHOULD BE NAMED AFTER AUTHORS' SURNAMES). DEADLINE: NOVEMBER, 30, 2002. PHONE NUMBERS (3272) 47-27-97 (13-29) THE CONFERENCE MATERIALS ARE PLANNED TO BE PUBLISHED. REGISTRATION COST: $50 BY ELECTRONIC TRANSFER TO ACCOUNT NUMBER 199117351, BENEFICIARY UMATOVA, ZHANNA, BANK: KAZKOMMERTZBANK, ALMATY, KAZAKHSTAN. SWIFT: KZKOKZKX; CORR/ACC. NO. 890-0223-057. CORRESPONDING BANK: BANK OF NEW YORK, NEW YORK, USA. SWIFT: IRVTUS3N. CHIPS: 0001. FINANCIAL CONDITIONS: ALL PAYMENTS CONNECTED WITH CONFERENCE PARTICIPATION ARE PAID BY THE PARTICIPANT. Place: 480078, Kazakhstan, Almaty -city, al-Farabi - avenue, 71, KazNU, Philological Faculty. WE WELCOME YOUR INVOLVEMENT! CONFERENCE ORGANIZING COMMITTEE Sincerely yours, Zhanna Umatova email: umatova at rambler.ru cc: to greg_thomson at telus.net -- ****PLEASE NOTE: our email address is now greg_thomson at telus.net. Please discontinue using gthomson at mac.com, as it will soon expire.**** -------------- next part -------------- An HTML attachment was scrubbed... URL: From donovanb at tcd.ie Fri Oct 11 15:15:28 2002 From: donovanb at tcd.ie (donovanb) Date: Fri, 11 Oct 2002 16:15:28 +0100 Subject: Adult literacy and language levels in the classroom Message-ID: I think Geoffrey Williams has done some research in this area. I know his PhD was literacy pedagogy with very young children and I think it included parents. I'll find references at home and e-mail them tomorrow. His research was done from a Systemic Functional Linguistic framework. Brian Donovan School of Education, Trinity College, Dublin, 2, Ireland. e-mail: donovanb at tcd.ie >===== Original Message From Kathy Hirsh-Pasek ===== > A colleague of ours wrote a paper on the >> relationship between the literacy level of childcare workers and the childcare >> worker?s language stimulation in the classroom. This in turn plays out in >> the children?s language input and their subsequent school readiness. Is there >> any literature that talks about the relationship between teacher/ caregiver >> adult literacy levels and their language abilities/ stimulation? Kathy From rollins at utdallas.edu Fri Oct 11 21:11:24 2002 From: rollins at utdallas.edu (Pamela Rollins) Date: Fri, 11 Oct 2002 16:11:24 -0500 Subject: faculty positions in child language & language disorders Message-ID: The University of Texas at Dallas announces tenure-track faculty positions starting Fall, 2003. The appointments will be at the assistant or associate professor level. The School of Human Development offers three overarching research emphases Cognition and Neuroscience; Communication Sciences and Disorders; and Developmental Psychology. Within these themes the research ranges from bench neuroscience to clinical intervention studies. We seek faculty candidates who have strong records of research or demonstrated potential, as well as a commitment to student training in an interdisciplinary context. Child Cognition/Learning Search #569 area of emphasis is open but we prefer candidates whose research focuses on cognition and learning during childhood, especially math/science or literacy learning and development. The University of Texas at Dallas has been designated by the University of Texas System to lead in cooperation with the University of Texas Southwestern Medical School in the development of a center investigating basic mechanisms of the acquisition of math literacy. Candidates who can contribute to this effort are particularly sought. Candidates should have an active program of research in developmental or educational psychology and provide evidence of excellence in teaching at undergraduate and graduate levels. Two positions in Child Language. Child Language Search # 570 . For this position the emphasis is on language acquisition in young children. Candidates should have an active research program in one or more fundamental domain of the development of language. The successful candidate will contribute to undergraduate programs in Psychology as well as professional masters in Speech Pathology and Ph.D. training. Language Disorders Search # 571. Candidates for this position should have teaching and research expertise in language disorders in children. We are seeking applicants at the Assistant Professor level. However, exceptional candidates at more senior levels will be considered. Requirements for this position include an earned doctorate and CCC-SLP. The clinical and laboratory facilities of the Callier Center for Communication Disorders provide outstanding opportunities for faculty research. Applicants should send curriculum vitae and 3 letters of reference to: Academic Search# (Position 2) , The University of Texas at Dallas, P. O. Box 830688, M/S AD23, Richardson, TX 75083-0688. The University of Texas at Dallas is an Equal Opportunity/Affirmative Action employer and strongly encourages applications from candidates who would enhance the diversity of the University?s faculty and administration. -- Pamela Rosenthal Rollins, Associate Professor, UTD/Callier Center for Communication Disorders School of Human Development, Program in Communication Disorders 1966 Inwood Road, Dallas, TX 75235,214-905-3153 http://www.utdallas.edu/~rollins From jevans2 at facstaff.wisc.edu Sun Oct 13 23:26:54 2002 From: jevans2 at facstaff.wisc.edu (julia evans) Date: Sun, 13 Oct 2002 18:26:54 -0500 Subject: Tenure positions/Communicative Disorder UW Message-ID: The Department of Communicative Disorders, University of Wisconsin-Madison, has two faculty positions available effective August 25, 2003. One position will be at the Assistant Professor level (tenure-track). The second position will be at the Associate Professor (tenured) level. Areas of specialization include Cognitive disorders, dysphagia, head and neck speech pathologies, neurogenic disorders of communication, phonological disorders, fluency disorders, birth to three, multicultural aspects of speech and language. Candidates will be expected to develop a program of independent research, teach courses within the department in areas of specialty as well as in areas of departmental need, and to serve on departmental, College, and University committees. Candidates trained in Communicative Sciences and Disorders, Experimental Psychology, Linguistics, Cognitive and/or Behavioral Neuroscience, or a related field, who can address one of the areas mentioned above are encouraged to apply. University teaching experience and research and/or clinical experience is preferred, but entry-level individuals are invited to apply. Salary is competitive and will be commensurate with credentials and experience. Interested individuals should send a letter of application, current curriculum vita, and three letters of reference to Raymond Kent, Ph.D., Search Committee Chair, Department of Communicative Disorders, Goodnight Hall, University of Wisconsin-Madison, Madison, WI 53706-1177 (telephone 608.262.6473 or 608.263.7109; email: kent at waisman.wisc.edu). To ensure full consideration, applications must be received by December 15, 2002. The University of Wisconsin-Madison is an affirmative action employer and encourages women and minorities to apply. Unless confidentiality is requested in writing, information regarding the applicants must be released upon request. Finalists cannot be guaranteed confidentiality. -- -------------- next part -------------- An HTML attachment was scrubbed... URL: From h.g.simonsen at ilf.uio.no Sun Oct 13 22:03:24 2002 From: h.g.simonsen at ilf.uio.no (h.g.simonsen at ilf.uio.no) Date: Mon, 14 Oct 2002 00:03:24 +0200 Subject: info-childes Digest - 10/13/02 In-Reply-To: <200210132200.g9DM00P9017975@smtp7.andrew.cmu.edu> Message-ID: Dear This is an automatic reply. Feel free to send additional mail, as only this one notice will be generated. The following is a prerecorded message, sent for hannegs at ilf.uio.no: ==================================================== Hanne Gram Simonsen will be out of her office until Monday, October 28. From charles.watkins at wanadoo.fr Mon Oct 14 23:52:39 2002 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Mon, 14 Oct 2002 11:52:39 -1200 Subject: CHECKing GEMs Message-ID: Does anyone know if it is possible to get CHECK to look at GEM markers and verify the spelling of user-determined GemCodes, in the same way as one can programme in new dependent tiers and acceptable codes on them? I've been playing around with my depadd file and it doesn't seem to work. I'd be grateful for any bright ideas. Charles Watkins. -------------- next part -------------- An HTML attachment was scrubbed... URL: From aniaxs at go2.pl Tue Oct 15 14:53:41 2002 From: aniaxs at go2.pl (Anna Szymanska) Date: Tue, 15 Oct 2002 16:53:41 +0200 Subject: children - recordings Message-ID: Psycho/Sociolinguistics Conf., Kazakhstan: Final callI'm looking for some recordings of mother-child interaction in English ( English as L1). Does anyone have any transcriptions of 2;6, 3;0 or 3;6 year old child talk and would be so kind as to send them to me? I'd like to analyse some utterances in which phonostylistic processes may apply . Thank you in advance. Anna Szymanska -------------- next part -------------- An HTML attachment was scrubbed... URL: From srodrigue at crl.ucsd.edu Tue Oct 15 17:53:50 2002 From: srodrigue at crl.ucsd.edu (Shannon Rae Rodrigue) Date: Tue, 15 Oct 2002 10:53:50 -0700 Subject: .ckp Message-ID: Hello, I'm wondering if someone can help with a problem we've encountered with a number of files that have been run through the MOR program on CLAN. The resulting output file has recently had a suffix attached of .mor.ckp. Is anyone familiar with .ckp or know what it is associated with? It seems to be posing a major problem in our lab, since if this .ckp is not deleted immediately, the file simply "disappears" altogether from the computer and is impossible to recover. (Even our savvy computer technician is baffled by the fact that these files simply no longer exist anywhere on the computer or disk that they were originally on.) We may simply have been infected by a virus? If anyone has encountered a similar problem or can shed any light on what .ckp is associated with, we would be most appreciative! Thanks, Shannon Rodrigue SDSU Developmental Psycholinguistics Laboratory -------------- next part -------------- An HTML attachment was scrubbed... URL: From silliman at chuma1.cas.usf.edu Tue Oct 15 23:48:25 2002 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Tue, 15 Oct 2002 19:48:25 -0400 Subject: Faculty Position - University of South Florida Message-ID: Assistant Professor, University of South Florida, Tampa, Florida. The Department of Communication Sciences and Disorders invites applicants for one new tenure-track 9-month position, beginning August 2003, contingent upon funding. Minimum qualifications include: (1) an earned research doctorate in communication sciences and disorders or a related discipline by time of appointment to be appointed as Assistant Professor; (2) expertise in either (a) bilingualism, particularly Spanish/English, from the perspective of any area of communication sciences and disorders (e.g., bilingual language processing, bilingual language/literacy acquisition), or (b) the neurogenetic or neurobiological bases of developmental disabilities (e.g. autism spectrum disorder, Down syndrome); (3) evidence of potential to establish an independent research program capable of attracting external support. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring masters and doctoral students, and participating in departmental and university activities. Salary is negotiable depending upon qualifications and expertise. As the largest Department of Communication Sciences and Disorders in the State of Florida (www.cas.usf.edu/csd), the Department offers B.A., M.S., Au.D., and Ph.D degrees as well as interdisciplinary degrees with the Departments of Psychology and Special Education. The department maintains a complete community clinic that offers a full range of speech, language, and hearing services. Graduate students are provided opportunities to study in selected settings among more than 200 affiliated practice sites. USF is a Carnegie Foundation Doctoral/Research Extensive University, the second largest recipient of extramural funding in the state university system, and one of Florida's three designated Research 1 universities. Founded in 1956, USF is now the largest metropolitan university in the Southeastern United States, serving 36,000 students in ten colleges on four campuses. USF offers degree programs in 79 undergraduate disciplines, 89 master's and specialists programs, and 26 doctoral programs, including the M.D. The faculty numbers more than 2,000 members. Applications must be received by December 31, 2002. Send application letter, CV, selected publication reprints or preprints, and three letters of reference to: Stefan A. Frisch, Department of Communication Sciences and Disorders, University of South Florida, 4202 E. Fowler Ave PCD1017, Tampa FL 33620-8150; Phone 813-974-7468; Fax 813-974-0822; email frisch at chuma1.cas.usf.edu. The University of South Florida is an AA/EO/EA institution. According to Florida law, applications and meetings regarding them are open to the public. For disabilities accommodation, please call Peggy Ott at 813-974-9780; email pott at chuma1.cas.usf.edu. Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences University of South Florida PCD 4021C Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822; (813) 974-8421 E-mail: silliman at chuma1.cas.usf.edu From jgatewoo at email.arizona.edu Thu Oct 17 16:11:49 2002 From: jgatewoo at email.arizona.edu (jgatewoo at email.arizona.edu) Date: Thu, 17 Oct 2002 09:11:49 -0700 Subject: Hopi narratives In-Reply-To: <3DAEBB18000003C3@deimos.email.Arizona.EDU> Message-ID: >-- Original Message -- >Date: Thu, 17 Oct 2002 09:08:41 -0700 >From: jgatewoo at email.arizona.edu >Subject: R: Hopi narratives >To: info-childes at email.talkbank.org > > >My name is Janet Gatewood and I am a graduate student in the speech language >pathology program at the Univ of Arizona. I am currently working on my >thesis which is focused on the question of how Hopi children's narratives >differ from that of mainstream children. My data includes four Hopi mother-child >dyads who provided 3 narratives (one from the mother and two from >the child)which are based on the frog stories used in other studies. The >dyads are from different regions of Arizona including the Hopi reservation >and the Tucson area. Thus far, I have transcribed the children's narratives >and >using Stein and Glenn's story grammar components I have analyzed the story >structure of each narrative. Microstructure analysis includes coding for >lexical devices such as adverb phrases, adjective phrases, various clauses, >and connectives. I also thought it would be interesting to account for "contextualization >processes" by using the narrative assessment checklist recommended by Gutierrez-Clellen >& Quinn. > >I am at a point in which I feel it necessary to ask for suggestions in ways >that I can analyze this data, perhaps to establish/solidify a cultural >connection. I have considered using elements of Hopi lullabies (studied >by Kathleen Sands and Emory Sekaquaptewa) to demonstrate cultural ties and >possibly explain differences in uses of specific lexical devices apparent >in the >narratives. Again, I am open to any suggestions that will help me analyze >my data so please direct your response to jgatewoo at email.arizona.edu . >Thank you for your attention in this matter. > >Janet Gatewood > > From kim.plunkett at psy.ox.ac.uk Sat Oct 19 15:54:27 2002 From: kim.plunkett at psy.ox.ac.uk (Kim Plunkett) Date: Sat, 19 Oct 2002 16:54:27 +0100 Subject: Oxford Connectionist Summer School Message-ID: UNIVERSITY OF OXFORD OXFORD SUMMER SCHOOL ON CONNECTIONIST MODELLING Department of Experimental Psychology University of Oxford Sunday 20th July - Friday 1st August, 2003 Applications are invited for participation in a 2-week residential Summer School on techniques in connectionist modelling. The course is aimed primarily at researchers who wish to exploit neural network models in their teaching and/or research and it will provide a general introduction to connectionist modelling, biologically plausible neural networks and brain function through lectures and exercises on Macintosh's and PC's. The course is interdisciplinary in content though many of the illustrative examples are taken from cognitive and developmental psychology, and cognitive neuroscience. The instructors with primary responsibility for teaching the course are Kim Plunkett and Edmund Rolls. No prior knowledge of computational modelling will be required though simple word processing skills will be assumed. Participants will be encouraged to start work on their own modelling projects during the Summer School. The cost of participation in the Summer School is ?950. This figure covers the cost of accommodation (bed and breakfast at St. John's College), registration and all literature required for the Summer School. Participants will be expected to cover their own travel and meal costs. A number of partial bursaries (?200) will be available for graduate students. Applicants should indicate whether they wish to be considered for a graduate student scholarship but are advised to seek further funding as well, since in previous years the number of graduate student applications has far exceeded the number of scholarships available. If you are interested in participating in the Summer School, please complete the application form at the web address http://epwww.psych.ox.ac.uk/conferences/connectionist_modelling or alternatively send a brief description of your background with an explanation of why you would like to attend the Summer School, to: Mrs Sue King Department of Experimental Psychology University of Oxford South Parks Road Oxford OX1 3UD Tel: (01865) 271353 Email: susan.king at psy.ox.ac.uk no later than 28th February 2003. -------------- next part -------------- An HTML attachment was scrubbed... URL: From plaut at cmu.edu Mon Oct 21 16:12:22 2002 From: plaut at cmu.edu (David Plaut) Date: Mon, 21 Oct 2002 12:12:22 -0400 Subject: Graduate study: Department of Psychology at Carnegie Mellon University Message-ID: The Department of Psychology at Carnegie Mellon University offers an intense, challenging and exciting training program leading to the Ph.D. degree. The faculty include many of the world's leading researchers in cognitive psychology, cognitive neuroscience, developmental psychology and social-personality and health psychology. The goal of the graduate program is to produce independent, creative and insightful scientists capable of using analytical and empirical methods to advance basic knowledge. The department encourages applications from students with strong backgrounds, not only in psychology, but also in related disciplines such as the biological and natural sciences, mathematics and engineering. The program emphasizes rigorous application of experimental, mathematical and computational tools to the analysis of behavior. Approximately 20-30 graduate students are in residence at any time. Students from related departments such as Computer Science or Social and Decision Sciences participate in various aspects of the program as well. There is also a postdoctoral fellowship program with 10-15 fellows participating. Because the graduate program is small, each student's course of study can be tailored to meet the individual's needs and interests. The focus is on acquiring research skills, and this generally takes place through collaboration with faculty and others in the environment. A student's program of study is typically funded by departmental training grants or fellowships, faculty research grants, or external fellowship programs. For additional information and instructions for applications, see http://www.psy.cmu.edu/home/programs/graduate.html or send email to sku5+ at andrew.cmu.edu From trevi at mb5.seikyou.ne.jp Tue Oct 22 07:40:40 2002 From: trevi at mb5.seikyou.ne.jp (Pascale TREVISIOL) Date: Tue, 22 Oct 2002 16:40:40 +0900 Subject: tense and aspect in japanese Message-ID: Dear info-childes members, I am a PhD student at the University of Paris 8 under the supervision of Prof. Clive Perdue. I am currently conducting research concerned (among others) with the acquisition of temporal reference in french L3 by Japanese-speaking students. I am comparing learners' narrative data with native ones (in japanese) and have some difficulty with describing the expression of tense and aspect in japanese, as I founded few references on this topic. I would be very grateful if anyone on the list could provide me with references to literature on the japanese temporal and aspectual system (written in english !) or else on the acquisition of temporal reference by japanese-speaking students in other target languages (as L2 or L3). Thank you in advance for your help ! Pascale Trevisiol University of Hokkaido (Japan) From mari at fedu.uec.ac.jp Tue Oct 22 10:09:23 2002 From: mari at fedu.uec.ac.jp (=?iso-2022-jp?B?GyRCRURDZj8/TX0bKEI=?=) Date: Tue, 22 Oct 2002 19:09:23 +0900 Subject: =?iso-2022-jp?B?GyRCQmhGczhAOGw9LEZAOCY1ZjJxQTQ5cUJnMnEbKEI=?= Message-ID: info-childes?????????? ???????????????????????? ??????????????????? ?????? ???? ?????????????????????????????????????? ????????????????????????????? ?????????????????????????????????????? ??????????????????????????????? ????????????????????????????????? ????????????????????? ???????????????????????,???? ??????????????????????????????????? ??????????? ????? ?? ????? ???? ????????????????????????????????????? ?????????????????????? ???????????????????????????? ???????????????????????????????? ????? ?? ?????????????????????????????? ?????????????????????????????????????? ???? ??????????????????????????????? ???????? ?????????????????????????????????????? ????????? ?????????????????????????????????????? ????????? ???????????????????????????????? ????? ????????? ???????????????????????????????? ????? ????????? ????? ???????? ????? ???????????????????????????? ??????????? ????? ?? ????? ?????????????????????????????? ?????????????????????? ???? ???????????????????????????????? ????? ?????????????????????????????? ???????????? ????? ?????????????????????????????? ??????????? ?????????????????????????????????????? ???????????? ????? ?????? ????? ?? ????? ????????????????????????????? ????????????????????????? J.V.?????????? ???????????????????? ?????????????????????????????? ??????? ????? ??????????????? ???????????? ???????? ???????????????????????? ????? ????? ?? ?????????????????????????????????????? ???????????? ????? ?????????????????????????????? ?????????????????????? ?????????????????????????????????????? ???????????? ????? ?????????????????????????????? ????????? ?????????????????????????????????????? ???????????? ????? ?? ????? ????? ?????????????????????????????????????? ????????????? ?????????????????? ???FAX?????????? ??? ksakoda at hiroshima-u.ac.jp ?????????????????????????????????????? ????????????? ?????????????????????????????????????? ?????????? ?????????????????????????www.hiroshima-u.ac.jp?? ????????? ?????????????????????????????????????? ??????? ?????????????? ????????????????????????????????? (?????:???????) ?????????????????????????????????? (?????:???????)??????????????????????? ????????????? ??????????????????????????????????? (?????:???????) ????????????????????????????????????? ?????????????? ???????????? ????????????????????????????????? ?????????????????????????????? (???JR???) ??????????????????? ?????????????????http://www.hh-kanko.ne.jp/hotel/ ????????? ?????? http://www.eml.hiroshima-u.ac.jp/event/hotel.html ???????? ????? ?????21??http://www6.ocn.ne.jp/~h-sun.21/top_frame.html ????????? ???? http://www.nikkei-g.co.jp/eagle/ ????????????????????? http://www.nenkin-hoyou-hotel.or.jp/ce40/ ?????????????????????http://www.yuhkari.co.jp/ ???????????(0824)21-3111??? http://www1.citydo.com/~grancasa/??\6,000? ????? ?????????(0824)22-8686?\6,000? ????????? ??????17-13(???????)? (0824)21-3111 (\s6,000) ??????? (?????2-2(?????1?) (0824)22-2277 (\s5500) ???????????(0824)22-3666?\5,250? ?????????(0824)22-6001?\4,000?4,700 ?????????????????????????????????????? ?????????????? -- ???? ?????????????? ?182-8585?????? Tel: 0424-43-5736 Fax: 0424-43-5742 From James_Morgan at brown.edu Tue Oct 22 14:17:50 2002 From: James_Morgan at brown.edu (Jim Morgan) Date: Tue, 22 Oct 2002 10:17:50 -0400 Subject: Position in Language Processing, Brown University Message-ID: An HTML attachment was scrubbed... URL: From onos at asu.aasa.ac.jp Wed Oct 23 00:51:07 2002 From: onos at asu.aasa.ac.jp (Seiko Ono) Date: Wed, 23 Oct 2002 09:51:07 +0900 Subject: JBIB Search In-Reply-To: Message-ID: 2002/10/23 Hi, Pascale, We are glad if the following (JBIB Search) could help you: ?http://cow.lang.nagoya-u.ac.jp/jbib/jbibsearch.html You can find 21 references with keywords and . or Yas(uhiro) Shirai (PhD) in Cornell U might give you more help. SEIKO ONO (Mr.) Aichi Shukutoku U (Nagoya, Japan) > From: Pascale TREVISIOL > Date: Tue, 22 Oct 2002 16:40:40 +0900 > To: > Subject: tense and aspect in japanese > > Dear info-childes members, > > I am a PhD student at the University of Paris 8 under the supervision of > Prof. Clive Perdue. I am currently conducting research concerned (among > others) with the acquisition of temporal reference in french L3 by > Japanese-speaking students. I am comparing learners' narrative data with > native ones (in japanese) and have some difficulty with describing the > expression of tense and aspect in japanese, as I founded few references on > this topic. > > I would be very grateful if anyone on the list could provide me with > references to literature on the japanese temporal and aspectual system > (written in english !) or else on the acquisition of temporal reference by > japanese-speaking students in other target languages (as L2 or L3). > > Thank you in advance for your help ! > > Pascale Trevisiol > University of Hokkaido (Japan) From dpesco2 at po-box.mcgill.ca Wed Oct 23 17:16:53 2002 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Wed, 23 Oct 2002 13:16:53 -0400 Subject: children learning language from each other Message-ID: Reference request (I resort to the list after having already exhausted usual routes). Seeking references to studies that involve analysis of the contributions of children aged 3-7 to the language development (particularly L1) of their peers. Examples of what I am looking for include study by Preece on how preschoolers facilitate each others spontaneous narratives, research by Ervin-Tripp, Kryatsiz and colleagues on the emergence and use of temporal and causal conjunctions in child-child play. Thanks in advance for your help; I'll post a summary of responses. -- Diane Pesco Doctoral candidate McGill University Communication Sciences and Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 fax 514-398-8123 From macw at cmu.edu Thu Oct 24 02:59:08 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 23 Oct 2002 22:59:08 -0400 Subject: the transition to XML and Unicode Message-ID: Dear Colleagues, The CHILDES database is now available in XML format from http://xml.talkbank.org. XML is the new "language" of the world-wide web. It is linked up to all sorts of new and powerful tools for running analyses over the web. We will be building those tools over the next months. Right now, you can only view the database over the web, but with the new tools you will be able to run analyses directly. Eventually, it may also be possible to support some forms of streaming audio or video from transcripts. However, in order to match up with the requirements of XML, it was necessary to devise an XML Schema for the CHAT format and to apply that newer, more restrictive format to the whole database. It was also necessary to convert dozens of earlier font types to the single new Unicode standard. This was a really big job. Except for English files that do not use IPA, all of the CHILDES files are now in Unicode. The CLAN editor is now capable of handling Unicode on the Macintosh. On Windows, the editor can display Unicode, but it is not yet capable of fully editing Unicode, although we hope to have that facility available soon. In the meantime, as a a stopgap, you can use Windows editors like MS-Word to edit CLAN files. We have also tightened up the CHECK program so that it matches more closely the requirements of the new XML Schema. Nothing has actually changed in CHAT. Rather, CHECK now fully enforces all of the details of CHAT. If you have any questions about these new facilities, please feel free to send me notes. I will also soon post a note about some of these new developments on a link from the CHILDES home page. Best wishes, Brian MacWhinney From ting+ at pitt.edu Thu Oct 24 03:45:39 2002 From: ting+ at pitt.edu (TING T CHUNG) Date: Wed, 23 Oct 2002 23:45:39 -0400 Subject: accent development Message-ID: HI all, There are a lot of anecdotes about how children of first-generation immigrants don't develop their parents' accent. Instead, they pick up the accent of their peers. Does anyone have empirical data to show this is indeed the case? Besides, is there evidence that when kids relocate with parents, they tend to develop the accent of the new location? Any observation of the critical period effect? Any reference on kids and even infants perception or development of speech accent would be very much appreciated too. I'll post a summary of recommendations I receive. Rachel Chung ======================= ting at pitt.edu Department of Psychology University of Pittsburgh Sennott Square S. Bouquet St. Pittsburgh, PA 15260 PhD Candidate Data Manager Infant Lab Psychophysiology Lab Room 3509 Room 4310 (412)624-5402 (412)624-8191 From caroline.petit7 at wanadoo.fr Thu Oct 24 10:27:24 2002 From: caroline.petit7 at wanadoo.fr (caroline.petit7) Date: Thu, 24 Oct 2002 12:27:24 +0200 Subject: No subject Message-ID: Dear info-childes, I am a student in derivationnal morphology, and I am especially studying morphologically complex words in Lyon University (France). I am at the masters level and I would like to make a Phd after. I would like to know if anybody can inform me of the instructions, requirements, and things to do to send applications to various universities situated in Europe, US or elsewhere. I am interested in preparing my phd abroad. I know that sometimes we have to send our papers back before the end of december that is why I am writing to you now. If you could send me the addresses of the sites and the people I have to call, it would be fantastic. Thank you for your help. Caroline. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kohne005 at umn.edu Thu Oct 24 16:19:46 2002 From: kohne005 at umn.edu (Kathryn Kohnert) Date: Thu, 24 Oct 2002 11:19:46 -0500 Subject: Position Announcement Message-ID: Dear colleagues, Assistant/Associate Professor: position available in the Department of Communication Disorders at the University of Minnesota. Effective fall semester, 2003 (08/25/03). Requires expertise in speech disorders and/or sciences. The position requires a Ph.D. in Speech-Language-Hearing Sciences, Speech-Language Pathology, or related area by the date of appointment. Duties include conducting research in area of expertise; teaching undergraduate and graduate courses in speech disorders and/or sciences, with ability to teach motor speech disorders preferred; and providing service to the department, college, and university. The position is full-time, nine-month, tenure or tenure-track appointment with a beginning salary commensurate with experience. A complete position description is available at www1.umn.edu/ohr/employ.html. Completed applications must be received by January 17, 2003. Send a cover letter that includes clear statements of research and teaching interests; curriculum vitae; three letters of recommendation; undergraduate and graduate transcripts; copies of published and unpublished works; and, if available, evidence of effectiveness in teaching to: Mary Kennedy, Ph.D., CCC, Chair of Search Committee, Department of Communication Disorders, 115 Shevlin Hall, 164 Pillsbury Drive SE, Minneapolis MN 55455 (kenne047 at umn.edu). The University of Minnesota is an equal opportunity educator and employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Thomas.Klee at newcastle.ac.uk Fri Oct 25 08:52:09 2002 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Fri, 25 Oct 2002 09:52:09 +0100 Subject: Child Language Seminar 2003: call for papers Message-ID: Child Language Seminar 9-11 July 2003 University of Newcastle upon Tyne, England Call for Papers This year's CLS is hosted by the School of Education, Communication & Language Sciences at Newcastle University and is being organised by Thomas Klee and Carolyn Letts. This interdisciplinary conference was first held in 1977 and brings together researchers from all over the world. Proposals are invited for papers and posters on issues related to child language acquisition and disorders. Submission deadline is 31 January 2003. 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. The CLS will be held on the university campus at the Bedson Teaching Centre. Accommodation is available at the new Jurys Inn near Central Station and the Centre for Life in the city centre (10 mins by Metro from the conference venue) and on campus at Castle Leazes Halls of Residence. Accommodation may be booked through our website below. The conference dinner will be held at St James' Park - the home of Newcastle United Football Club. Having recently undergone a ?42 million transformation, this is one of the most impressive venues in the North East and dominates the Tyneside skyline. The dinner will be held in the New Magpie Room, which has views over the pitch and stadium. More information about submitting proposals, registration and accommodation may be found at: http://cls.visitnewcastlegateshead.com Dr Thomas Klee Section of Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 From lhewitt at bgnet.bgsu.edu Fri Oct 25 16:59:41 2002 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Fri, 25 Oct 2002 12:59:41 -0400 Subject: Department Chair Position Announcement Message-ID: An HTML attachment was scrubbed... URL: From dromi at post.tau.ac.il Sun Oct 27 13:26:12 2002 From: dromi at post.tau.ac.il (Dromi) Date: Sun, 27 Oct 2002 15:26:12 +0200 Subject: SRCD 2003 Pre-Conference on Sign Language Acquisition Message-ID: **********CONFERENCE ANNOUNCEMENT*************************** Sign Language Acquisition: Typical and Atypical Development Wednesday, April 23, 2003 (11:30 - 17:30) Pre-conference in conjunction with the annual meeting of SRCD, Tampa, Florida Coordinators: Jenny Singleton, University of Illinois at Urbana-Champaign Esther Dromi, Tel Aviv University Pre-conference Program: Keynote Speaker: Dr. Rachel Mayberry, McGill University, Canada Anne Baker, Universiteit van Amsterdam, Netherlands Caregiver-child interaction in deaf signing families Richard P. Meier, University of Texas at Austin, USA Early sign language acquisition Nini Hoiting, Royal Institute for the Deaf "H.D. Guyot", Netherlands Acquisition of early sign vocabulary in deaf children and their parents Brenda Schick, University of Colorado, USA (with Peter DeVilliers, Robert Hoffmeister, Jill DeVilliers) Theory of Mind in child signers Elissa Newport, University of Rochester, USA Variations in sign language input Bencie Woll, City University, London, England Sign language acquisition by atypical learners Wrap-up Discussion: Dan Slobin, Univ. of California, Berkeley, USA If you would like to be listed in our mailing list, please e-mail to Jenny Singleton Further information will be disseminated soon regarding registration procedures and fees for this Pre-Conference. **************************************************************************** ********** For SRCD meeting (April 24-27) information please see www.srcd.org/biennial.html ================== Professor Esther Dromi Human Development and Education School of Education email: dromi at post.tau.ac.il -------------- next part -------------- An HTML attachment was scrubbed... URL: From langconf at bu.edu Sun Oct 27 20:03:14 2002 From: langconf at bu.edu (Boston University Conference on Language Development) Date: Sun, 27 Oct 2002 15:03:14 -0500 Subject: Boston University Conference on Language Development Message-ID: * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * F I N A L A N N O U N C E M E N T 27TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 1, 2 and 3, 2002 We are pleased to announce the final schedule for the 27th Annual Boston University Conference on Language Development. We also wish to highlight the keynote and plenary addresses, the lunchtime symposium, and the special funding and BUCLD business sessions. * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: BUCLD Business Meeting This presentation will include information on how papers are selected for BUCLD and will give statistics on what kinds of papers have been received and selected in the last two years. Speaker: Shanley Allen Friday, November 1st, 12:45PM Box lunches will be available at the reception desk for $6.75 * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Special Session: Federal funding: What's hot and how to apply Speakers: Peggy McCardle (NIH), Marita Hopmann (NIH) and Cecile McKee (NSF) Saturday, November 2nd, 8:00AM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * Lunchtime Symposium: The role of input in the acquisition of signed languages Speakers: Rachel Mayberry, Elena Pizzuto, Bencie Woll Saturday, November 2nd, 12:45PM Box lunches will be available at the reception desk for $6.75 * * * * * * * * * * * * * * * * * * * * * * * * Keynote Speaker: Susan Goldin-Meadow, University of Chicago The resilience of language Friday, November 1st, 8:00PM * * * * * * * * * * * * * * * * * * * * * * * * Plenary Speaker: Bonnie Schwartz, University of Hawai'i Child L2 Acquisition: Paving the way Saturday, November 2nd, 5:30PM * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * * The full conference program as well as general and travel information are available on our web page at http://web.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail at langconf at bu.edu if you have any questions. Sincerely, Barbara Beachley, Amanda Brown, and Frances Conlin BUCLD 2002 Conference Organizers From plahey at mindspring.com Sun Oct 27 20:30:17 2002 From: plahey at mindspring.com (Peg Lahey) Date: Sun, 27 Oct 2002 15:30:17 -0500 Subject: GRANT AWARDS Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION FUNDS TWO GRANT PROPOSALS IN FIRST HALF OF 2002 Contact: Margaret Lahey, mlahey at Bamford-Lahey.org The Bamford-Lahey Children's Foundation through its Grants Program has made two new Grant Awards in the first half of 2002. The Foundation continues to review a large number of letters-of-inquiry and invites a smaller number of applicants to submit complete proposals. Awards are made based on reviews of the completed applications by at least three colleagues and on a reading of the application by the Foundation itself. The two proposals selected during the first half of 2002 were for funding of $20,000. One of the new awards was granted to Dr. Karin Stromswold of Rutgers University for research on "Developmental language disorders and prenatal corticosteroids." The second award was granted to Dr. Sima Gerber of Queens College at CUNY for a project on "Visual Reality: Illustrating the application of developmental models to language intervention with young children." Abstracts of these Grants as well of the two Grants funded in 2001 can be found on our website http://www.bamford-lahey.org/funded.html. Any awards made during the latter part of 2002 will be announced early in 2003. Inquiries about receiving a Grant Award should be in the form of a letter-of-inquiry following the procedures outlined on our website http://www.bamford-lahey.org/guidelines.html. Before submitting an inquiry, applicants for Grant Awards are requested to carefully read the sections Objectives, Orientation, and Grants on the website www.bamford-lahey.org. Consideration is only given to projects that are related to developmental language disorders in children, and can be completed in one year with maximum funds of $20,000. Applications for either research or development projects will be considered. However, projects whose results are limited to particular children or particular clinics are not eligible. -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Tue Oct 29 10:56:10 2002 From: lieven at eva.mpg.de (Elena Lieven) Date: Tue, 29 Oct 2002 11:56:10 +0100 Subject: postdoc positions available: Manchester & Leipzig Message-ID: The Department of Develomental and Comparaitve Psychology at the Max PLanck Institute for Evolutionary Anthropology has two postdoc positions in Child Language Development available. elena lieven POSTDOCTORAL POSITION AVAILABLE - Leipzig The Department of Developmental and Comparative Psychology of the Max Planck Institute for Evolutionary Anthropology has a postdoctoral position with funding available for 2 years from January, 2003 or soon thereafter. The successful candidate will be expected to contribute to a working group investigating various aspects of first language acquisition from a crosslinguistic and psycholinguistic perspective. The group is headed by Michael Tomasello and Elena Lieven. Ongoing research is conducted both through experiments and the analysis of rich databases and focuses on the cognitive and pragmatic bases of language; the development of syntactic constructions; and the roles of frequency and entrenchment in that development. We are particularly looking for someone capable of working in both German and English language development. Requirements for the position: (a) PhD by the starting date; and (b) research experience in first language acquisition, cognitive/functional linguistics and/or corpus linguistics. Salary will be according to BAT. Informal enquiries, requests for further particulars and applications may be sent by mail, email or fax to: Henriette Zeidler, Max Planck Institute for Evolutionary Anthropology Inselstrasse 22-26; D-04103 Leipzig, Germany. E-mail: zeidler at eva.mpg.de Fax: 0049 341 99-52-119 Interested candidates should send a CV, reprints, and the names of 3 referees. The deadline for applications is November 18th 2002, with a decision to be made as soon as possible after that. ------------------------ THE UNIVERSITY OF MANCHESTER DEPARTMENT OF PSYCHOLOGY MAX PLANCK CHILD STUDY CENTRE RESEARCH ASSOCIATE (Ref. no. 1009/02) A postdoctoral position is being offered in the Max Planck Child Study Centre in the Department of Psychology funded for 2 years from January, 2003 or soon thereafter. Funding is provided by The Department of Developmental and Comparative Psychology of the Max Planck Institute for Evolutionary Anthropology, Leipzig. The successful candidate will be expected to contribute to a working group investigating various aspects of first language acquisition from a crosslinguistic and psycholinguistic perspective. The group is headed by Michael Tomasello and Elena Lieven. Ongoing research is conducted both through experiments and the analysis of rich databases and focuses on the cognitive and pragmatic bases of language; the development of syntactic constructions; and the roles of frequency and entrenchment in that development. This position is available for someone who wants to work with the uniquely dense naturalistic corpora that are available in our group and also involves day-to-day coordination of the Centre under the supervision of Professor Lieven. Requirements for the position: (a) to hold, or be about to obtain, a PhD in Psychology, Linguistics or Psycholinguistics; and (b) research experience in first language acquisition, cognitive/functional linguistics and/or corpus linguistics. Starting salary in the range ?18265 - ?20311 p.a. Informal enquiries may be emailed Professor Lieven at: lieven at eva.mpg.de Application forms and further particulars are available at http://www.man.ac.uk/news/vacancies or from the Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9PL tel: +44 (0)161 275 2028; fax: +44 (0)161 275 2471; Minicom (for the hearing impaired): +44 (0)161 275 7889; e-mail: personnel at man.ac.uk. Please quote ref: 1009 /02. Closing date for applications: 15 November 2002 AS AN EQUAL OPPORTUNITIES EMPLOYER THE UNIVERSITY WELCOMES APPLICATIONS FROM SUITABLY QUALIFIED PEOPLE FROM ALL SECTIONS OF THE COMMUNITY REGARDLESS OF RACE, RELIGION, GENDER OR DISABILITY. From sglennen at towson.edu Tue Oct 29 13:38:04 2002 From: sglennen at towson.edu (Glennen, Sharon) Date: Tue, 29 Oct 2002 08:38:04 -0500 Subject: Towson University Faculty Opening Message-ID: Towson University Faculty Search Assistant Professor in Speech Language Pathology Towson University in Maryland has opened a search for the following full-time 10 month, entry level, tenure-track assistant professor position in speech-language pathology beginning August 2003. Candidates should have an earned doctorate in speech-language pathology, CCC-SLP, and eligibility for Maryland licensure. Will consider strong ABD candidates. One to three years teaching and supervision experience preferred. Responsibilities include undergraduate and graduate instruction in areas of phonology, phonetics, speech science preferred. Expectations are 9 hours of teaching per semester plus scholarly activity, academic advising and service. Salary is commensurate with experience. Excellent fringe benefits include health and life insurance options, pension plan, and tuition remission for employees and immediate family. Applications will be reviewed beginning December 6, 2002 and continue until a suitable candidate is identified. Send letter of application, current vita and three current professional reference letters, teaching portfolio (if available), and other relevant supporting materials to: Eva Jackson Hester, Ph.D., Chair, Search Committee, Department of Communication Sciences & Disorders, Towson University, 8000 York Rd., Towson, MD 21252, Phone and email: (410) 704-3096, ehester at towson.edu Towson University is an equal opportunity/affirmative action employer and has a strong institutional commitment to diversity. Women, minorities, persons with disabilities, and veterans are encouraged to apply. From nratner at hesp.umd.edu Tue Oct 29 19:00:46 2002 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 29 Oct 2002 14:00:46 -0500 Subject: Faculty position opening, University of Maryland, College Park Message-ID: ASSISTANT PROFESSOR, UNIVERSITY OF MARYLAND, COLLEGE PARK. The Department of Hearing and Speech Sciences (CAA-accredited) invites applicants for a tenure track position, beginning August 2003. Qualifications include an earned doctorate in speech-language pathology, speech science, or related area. Expertise in Speech Science (speech production, voice/resonance and/or speech disorders) is preferred, but other areas of expertise will be considered. Applicants should demonstrate a publication record and have favorable teaching evaluations commensurate with experience. Post-doctoral training and CCC-SLP are preferred. The successful candidate must provide evidence of research productivity, and demonstrate the potential to establish an independent research program capable of attracting external support. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring graduate students, and participating in departmental and university activities. Salary is negotiable, depending upon qualifications and experience. The department offers B.A., M.A., Au.D. and Ph.D. degrees and is the largest Hearing and Speech program in the state of Maryland (web page: http://www.bsos.umd.edu/hesp). The College Park campus is located in the Baltimore-Washington metropolitan area in close proximity to numerous world-renowned medical institutions and research facilities including the NIH, Walter Reed Army Medical Center, Johns Hopkins University and the University of Maryland School of Medicine. Review of applications will begin on January 2, 2003, but applications will be accepted until the position is filled. Please send a letter of application, CV, a statement of research and teaching interests, selected reprints, a transcript of graduate studies, and three letters of recommendation to: Froma P. Roth, Ph.D., Chair ? Search Committee, Department of Hearing and Speech Sciences, University of Maryland, College Park, MD 20742. Please contact Dr. Roth at 301-405-4230 or froth at hesp.umd.edu if you have any questions about this position. The University of Maryland is an Affirmative Action/Equal Opportunity employer. Minorities are encouraged to apply. From elenan at ualberta.ca Tue Oct 29 19:12:45 2002 From: elenan at ualberta.ca (elenan) Date: Tue, 29 Oct 2002 12:12:45 -0700 Subject: Post-doc at the University of Alberta Message-ID: Post-doctoral fellowship at the University of Alberta in Edmonton, Alberta, Canada This post-doctoral fellowship provides an opportunity to work with a team engaged in developmental, cross-linguistic, and cross-modal research on gesture. The research project involves the analysis of stories told in several different languages (English, French, Mandarin Chinese, and American Sign Language) with several age groups (4 years through adult). The successful candidate will supervise graduate students, undergraduate students, and research assistants in data collection, transcription and analysis. She or he will be involved in the presentation of this project to the research community at conferences and through publications. Many opportunities for independent research also exist. A PhD in psycholinguistics, linguistics, or developmental psychology is required. It is strongly desirable that the candidate has a background in research with narratives or gesture and has knowledge of one or more of French, Mandarin Chinese, or ASL. The lab uses Mac computers. The University of Alberta is a beautiful campus situated on the North Saskatchewan River. The River valley is a central feature of Edmonton and is part of an extensive system of trails and green spaces throughout the city. Further information about life in Edmonton can be found at http:// www.gov.edmonton.ab.ca. This position if available for one year with the possibility of renewal for a second year. The fellowship is a SSHRC-funded position, with a pay of $35,000 Cdn per year. Starting date: May 1, 2003 (negotiable) Please send your CV, reprints, and a letter outlining your background and research interests to: Elena Nicoladis Department of Psychology University of Alberta P217 Biological Sciences Building Edmonton AB T6G 2E9 CANADA or elenan at ualberta.ca From henri.cohen at uqam.ca Tue Oct 29 22:08:27 2002 From: henri.cohen at uqam.ca (Henri Cohen) Date: Tue, 29 Oct 2002 17:08:27 -0500 Subject: Tennet June 2003 - Call for papers Message-ID: CALL FOR PAPERS THEORETICAL AND EXPERIMENTAL NEUROPSYCHOLOGY (TENNET XIV) Montreal, Canada, June 19-21, 2003 -------------------------------------------------------------------------------------------- The 14th Annual conference on Theoretical and Experimental Neuropsychology, TENNET XIV, will be held in June 2003 in Montreal, Quebec, Canada at Universit? du Qu?bec, Montreal. The basic conference structure is (a) two invited thematic symposia of 3 hours, each day, followed by (b) refereed poster papers. The poster papers are discussed after the second symposium, each afternoon. Participants may submit either abstracts (250 word limit), short papers (maximum of 4 manuscript pages, including one table or figure and up to 5 references) or regular papers for consideration. Abstracts are printed in Brain and Cognition as part of the conference proceedings. Short papers will be reviewed by the Program Committee and published in Brain and Cognition as peer-reviewed 'Brief Reports'. Regular papers will be peer-reviewed, and accepted papers will be published as standard articles. Authors of accepted submissions (abstracts, papers) will be asked to prepare poster presentations for the TENNET conference. The deadline for submissions, via e-mail only, is January 5 , 2003. New Information for Refereed Submissions All submissions should deal with a well-defined topic or problem in any domain of experimental, clinical or theoretical neuropsychology, including neurolinguistics, development and history. The title of the presentation, the full name(s) of author(s) (and complete mailing address, with institutional affiliation, if any, telephone number and e-mail) and acknowledgments should appear on the first page of the submission. This information is needed to properly prepare the program if your paper is accepted. Three types of submissions will be considered: 1) An abstract of 250 words or less, for publication as part of the conference proceedings, and to serve as an archival record of a poster presentation; 2) A short paper, with a maximum of 4 manuscript pages (including one table or figure, and up to 5 references). These submissions will be reviewed by the Program Committee, and accepted short papers will be published as peer-reviewed "Brief Reports" in the special issue of Brain and Cognition that contains the conference proceedings; or 3) A regular scientific paper (APA manuscript style is required), including a 200 word abstract and a maximum of three (3) tables or figures. These submissions will go through a standard peer-review process. Accepted papers will appear as regular feature articles in the special issue of Brain and Cognition that contains the conference proceedings. If a paper submission is not accepted, the author may be invited to re-submit a short paper or abstract for publication (see above). If a submission is accepted, then one of the authors must attend the conference to present a poster in order for the abstract or paper to be published in the journal. Your submission should be sent by e-mail (tennet at uqam.ca) to arrive by the January 5 deadline to the TENNET office in Montreal. Submissions received early will be sent for review as soon as they come in. IMPORTANT: Please check your submission with an updated general-purpose antivirus application before sending it by e-mail. Attached files should be in MS Word or RTF. Submissions should be sent to: tennet at uqam.ca -------------------------------------------------------------------------------------------- Further information about accommodation, registration, preliminary program and past conferences can be found at http://www.uqam.ca/tennet Cheers, Henri Cohen & Peter J. Snyder -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Oct 30 21:57:16 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Oct 2002 16:57:16 -0500 Subject: citation of sources Message-ID: Dear Info-CHILDES, At a recent meeting in Mexico, a young investigator reported a set of analyses based on Spanish child language data from CHILDES, including citation of specific error forms such as "he comido" for "com?" without citing the proper sources or even the fact that the data came from CHILDES. One of the people present at this meeting recently called this to my attention and I promised that I would again remind researchers that all uses of CHILDES data, whether oral or written, should include proper citation of the individuals who have contributed these corpora. It is also incumbent on senior researchers to communicate these rules to their students and junior colleagues. In most cases, this can best be done personally, since younger people may not yet be aware of the rules. Many thanks for your help on this. --Brian MacWhinney From macw at cmu.edu Thu Oct 31 15:35:29 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 31 Oct 2002 10:35:29 -0500 Subject: Sign Language meeting before SRCD Message-ID: **********CONFERENCE ANNOUNCEMENT*************************** Sign Language Acquisition: Typical and Atypical Development Wednesday, April 23, 2003 (11:30 - 17:30) Pre-conference in conjunction with the annual meeting of SRCD, Tampa, Florida Coordinators: Jenny Singleton, University of Illinois at Urbana-Champaign Esther Dromi, Tel Aviv University Pre-conference Program: Keynote Speaker: Dr. Rachel Mayberry, McGill University, Canada Anne Baker, Universiteit van Amsterdam, Netherlands Caregiver-child interaction in deaf signing families Richard P. Meier, University of Texas at Austin, USA Early sign language acquisition Nini Hoiting, Royal Institute for the Deaf "H.D. Guyot", Netherlands Acquisition of early sign vocabulary in deaf children and their parents Brenda Schick, University of Colorado, USA (with Peter DeVilliers, Robert Hoffmeister, Jill DeVilliers) Theory of Mind in child signers Elissa Newport, University of Rochester, USA Variations in sign language input Bencie Woll, City University, London, England Sign language acquisition by atypical learners Wrap-up Discussion: Dan Slobin, Univ. of California, Berkeley, USA If you would like to be listed in our mailing list, please e-mail to Jenny Singleton Further information will be disseminated soon regarding registration procedures and fees for this Pre-Conference. **************************************************************************** ********** For SRCD meeting (April 24-27) information please see www.srcd.org/biennial.html ================== Professor Esther Dromi Human Development and Education School of Education email: dromi at post.tau.ac.il From dpesco2 at po-box.mcgill.ca Thu Oct 31 17:57:15 2002 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Thu, 31 Oct 2002 12:57:15 -0500 Subject: summary, refs on peer interaction & language Message-ID: Following are references gathered in response to my request for ?studies that involve analysis of the contributions of children aged 3-7 to the language development (particularly L1) of their peers?. The list is a mixed bag: peer contributions to narrative, expression/socialization of gender through language, the communicative behaviours of peer ?models? Few of the articles directly address peer interaction as a context for or source of grammatical or lexical acquisition, with the exception of some earlier work discussed and cited in Ervin-Tripp (see below). Thank you to those who responded and even sent off their work to me. Much appreciated. Bryant, J. B., (2001). Language in social contexts: Communicative competence in the preschool years. In J. B. Gleason (Ed)., The development of language (5th ed) (pp. 213-253). Needham Heights, MA: Allyn & Bacon. Hirvonen, T. (1988). Children's foreigner talk: Peer talk in play context. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language Acquisition. Rowley, MA: Newbury House. K?ntay, A. & Senay, ?. (in press). Narratives beget narratives: Rounds of stories in Turkish preschool conversations. Journal of Pragmatics. Nicolopoulou, A. (2002). Peer-group culture and narrative development. In S. Blum-Kulka & C.E. Snow (Eds.), Talking to adults: The contribution of multiparty discourse to language acquisition. Mahwah, NJ: Lawrence Erlbaum Associates. Pershey, M. G. & Visoky, A. M. (2002). Characteristics of Effective Peer Models in an Integrated Preschool Setting. Proceedings of Head Start's Sixth National Research Conference. (Forthcoming, March 2003). Sheldon, A. (1996). You Can Be the Baby Brother but You Aren't Born Yet: Preschool Girls' Negotiation for Power and Access in Pretend Play. Research on Language & Social Interaction, 29(1), 57-80. and a few others I?m aware of ... Ervin-Tripp, S. (1991). Play in language development. In B. Scales, M. Almy, A. Nicolopoulou, & S. Ervin-Tripp (Eds.), Play and the social context of development in early care and education (pp. 84-97). NY: Teachers College Press. Kyratzis, A., Marx, T., Wade, E.R. (2001). Preschoolers' communicative competence: Register shift in the marking of power in different contexts of friendship group talk. First Language, 21(63, Pt 3), 387-431. Preece, A. (1992). Collaborators and critics: The nature and effects of peer interaction on children's conversational narratives. Journal of Narrative & Life History, 2(3), 277-292. (journal now called Narrative Inquiry) Preece, A. (1987). The range of narrative forms conversationally produced by young children. Journal of Child Language, 14(2) Jun 353-373. Umiker-Sebeok, D. Jean. (1979). Preschool children's intraconversational narratives. Journal of Child Language, 6(1), 91-109. Cambridge Univ Press, US. For those who might be interested in older children, we reported on the contributions of 10-13 y.o. to their peers? narratives of personal experience (L1 Algonquin, L2 English speakers): Pesco, D. & Crago, M. (1996). "We went home, told the whole story to our friends": Narratives by children in an Algonquin community. Journal of Narrative & Life History, 6(4) 1996, 293-321. -- Diane Pesco Doctoral candidate McGill University Communication Sciences and Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 fax 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sli324 at merle.it.northwestern.edu Thu Oct 31 19:45:34 2002 From: sli324 at merle.it.northwestern.edu (sli324 at merle.it.northwestern.edu) Date: Thu, 31 Oct 2002 13:45:34 -0600 Subject: summary, refs on peer interaction & language Message-ID: Dear Colleagues, To add to the summary: McGregor, K. K. (2000). The development and enhancement of narrative skills in a preschool classroom: Towards a solution to clinician-client mismatch. American Journal of Speech-Language Pathology, 9, 55-71. Thanks for your attention, Li Sheng Doctoral Student Communication Sciences and Disorders Northwestern University Diane Pesco writes on Thu, 31 Oct 2002 12:57:15 -0500: > Following are references gathered in response to my request for ?studies > that involve analysis of the contributions of children aged 3-7 to the > language development (particularly L1) of their peers?. The list is a > mixed bag: peer contributions to narrative, expression/socialization of > gender through language, the communicative behaviours of peer ?models?? > Few of the articles directly address peer interaction as a context for > or source of grammatical or lexical acquisition, with the exception of > some earlier work discussed and cited in Ervin-Tripp (see below). Thank > you to those who responded and even sent off their work to me. Much > appreciated. > > Bryant, J. B., (2001). Language in social contexts: Communicative > competence in the preschool years. In J. B. Gleason (Ed)., The > development of language (5th ed) (pp. 213-253). Needham Heights, MA: > Allyn & Bacon. > > Hirvonen, T. (1988). Children's foreigner talk: Peer talk in play > context. In S. M. Gass & C. G. Madden (Eds.), Input in Second Language > Acquisition. Rowley, MA: Newbury House. > > K?ntay, A. & Senay, ?. (in press). Narratives beget narratives: Rounds > of stories in Turkish preschool conversations. Journal of Pragmatics. > > Nicolopoulou, A. (2002). Peer-group culture and narrative development. > In S. Blum-Kulka & C.E. Snow (Eds.), Talking to adults: The contribution > of multiparty discourse to language acquisition. Mahwah, NJ: Lawrence > Erlbaum Associates. > > Pershey, M. G. & Visoky, A. M. (2002). Characteristics of Effective Peer > Models in an Integrated Preschool Setting. Proceedings of Head Start's > Sixth National Research Conference. (Forthcoming, March 2003). > > Sheldon, A. (1996). You Can Be the Baby Brother but You Aren't Born Yet: > Preschool Girls' Negotiation for Power and Access in Pretend Play. > Research on Language & Social Interaction, 29(1), 57-80. > > and a few others I?m aware of ... > > Ervin-Tripp, S. (1991). Play in language development. In B. Scales, M. > Almy, A. Nicolopoulou, & S. Ervin-Tripp (Eds.), Play and the social > context of development in early care and education (pp. 84-97). NY: > Teachers College Press. > > Kyratzis, A., Marx, T., Wade, E.R. (2001). Preschoolers' communicative > competence: Register shift in the marking of power in different contexts > of friendship group talk. First Language, 21(63, Pt 3), 387-431. > > Preece, A. (1992). Collaborators and critics: The nature and effects of > peer interaction on children's conversational narratives. Journal of > Narrative & Life History, 2(3), 277-292. (journal now called Narrative > Inquiry) > > Preece, A. (1987). The range of narrative forms conversationally > produced by young children. Journal of Child Language, 14(2) Jun > 353-373. > > Umiker-Sebeok, D. Jean. (1979). Preschool children's intraconversational > narratives. Journal of Child Language, 6(1), 91-109. Cambridge Univ > Press, US. > > For those who might be interested in older children, we reported on the > contributions of 10-13 y.o. to their peers? narratives of personal > experience (L1 Algonquin, L2 English speakers): > > Pesco, D. & Crago, M. (1996). "We went home, told the whole story to our > friends": Narratives by children in an Algonquin community. Journal of > Narrative & Life History, 6(4) 1996, 293-321. > > > -- > Diane Pesco > Doctoral candidate > McGill University > Communication Sciences and Disorders > > email dpesco2 at po-box.mcgill.ca > phone 514-398-4102 > fax 514-398-8123 >