From noemitakiuchi at uol.com.br Mon Sep 2 02:07:23 2002 From: noemitakiuchi at uol.com.br (noemitakiuchi) Date: Sun, 1 Sep 2002 23:07:23 -0300 Subject: Language development and cerebral malformation Message-ID: Dear Info-CHILDES, I'm a speech-language pathologist and I'm interested about studies on language development in atypical congenital cerebral malformation. I would appreciate any references you could indicate me. Thanks in advance! Best regards, Noemi Takiuchi Doctoral Student/ Linguistics Universidade de Sao Paulo Sao Paulo - Brazil e-mail: noemitakiuchi at uol.com.br --- UOL Eleições 2002 - Todos os lances da disputa política http://eleicoes.uol.com.br/ From ilaria309 at supereva.it Mon Sep 2 09:05:53 2002 From: ilaria309 at supereva.it (ilaria309 at supereva.it) Date: Mon, 2 Sep 2002 09:05:53 -0000 Subject: for Elena Zaretsky Message-ID: Dear Elena, I need your e-mail, I can't find it any more. Thanks Ilaria Ilary ----------------------------------------------------- Invia una cartolina ad un amico! http://cartoline.supereva.it/index.html messaggio inviato con Freemail by www.superEva.it ----------------------------------------------------- From tomasello at eva.mpg.de Mon Sep 2 22:07:21 2002 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Mon, 2 Sep 2002 15:07:21 -0700 Subject: query Message-ID: Can anyone direct me to studies or reports of young children - the younger the better (2 years?) - playing with words or other linguistic structures "knowingly" in either comprehsnion or production. I am thinking of very simple things like participating with an adult in calling a giraffe an elephant (or some other such silliness) and then laughing about it together. Thanks in advance. Mike Tomasello From winner at mail1.bc.edu Mon Sep 2 13:51:09 2002 From: winner at mail1.bc.edu (winner) Date: Mon, 2 Sep 2002 09:51:09 -0400 Subject: query Message-ID: Dear Mike, I wrote my dissertation many years ago on the emergence of playful metaphoric language. See: Winner, E. (1979). New names for old things:The emergence of metaphoric language. Journal of Child Language, 6, 469-491. Also chapter 5 of my book, The point of words: Children's understanding of metaphor and irony(Harvard 1998) deals with research on this topic. Best Ellen Winner >===== Original Message From Michael Tomasello ===== >Can anyone direct me to studies or reports of young children - the >younger the better (2 years?) - playing with words or other linguistic >structures "knowingly" in either comprehsnion or production. I am >thinking of very simple things like participating with an adult in >calling a giraffe an elephant (or some other such silliness) and then >laughing about it together. > >Thanks in advance. > >Mike Tomasello Ellen Winner Graduate Program Director Department of Psychology McGuinn Hall 436 Boston College Chestnut Hill, MA 02467 Tel: 617 552-4118 FAX: 617 552-0523 home email: elwinner at attbi.com From ann.dowker at psy.ox.ac.uk Mon Sep 2 14:36:50 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 2 Sep 2002 15:36:50 +0100 Subject: query In-Reply-To: <3D73E118.21A55E06@eva.mpg.de> Message-ID: This is one of my own main research areas. In 1998, I edited a special issue of "Cahiers de Psychologie Cognitive/ Current Psychology of Cognition" devoted to "Language play in children". It includes papers by Stan Kuczaj, Alyssa McCabe, Carol Fox, Tony Charman, Eve Clark, Virginia Mann, Victoria Joffe, Brigitte Nerlich, Zazie Todd, David Clarke and others. The reference is: Cahiers de Psychologie Cognitive/ Current Psychology of Cognition, 1998, Vol. 17, No. 2: Language Play in Children. My papers on the subject include: Dowker, A. (1989). Rhyme and alliteration in poems elicited from young children; Journal of Child Language, 16, 181-202 Dowker, A. (1991). Modified repetition in poems elicited from young children; Journal of Child Language, 18, 625-639 Dowker, A. and Pinto, G. (1993). Phonological devices in English and Italian children; Journal of Child Language, 20, 697-706 Dowker, A., Krasowicz, G., Pinto, G., Roazzi, A., and Smith, A. (1998). Phonological and semantic devices in very young children's poems; Cahiers de Psychologie/ Current Psychology of Cognition, 1998, 17(2), 389-416 I have a chapter in press looking at this topic specifically from the point of view of metaphor and polysemy, if you would like me to send it to you. The classic on the subject is Kornei Chukovsky: From Two to Five; University of California Press, 1963 (the first Russian edition was published in 1925). Best wishes, Ann On Mon, 2 Sep 2002, Michael Tomasello wrote: > Can anyone direct me to studies or reports of young children - the > younger the better (2 years?) - playing with words or other linguistic > structures "knowingly" in either comprehsnion or production. I am > thinking of very simple things like participating with an adult in > calling a giraffe an elephant (or some other such silliness) and then > laughing about it together. > > Thanks in advance. > > Mike Tomasello > > > From gleason at bu.edu Mon Sep 2 17:32:49 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 2 Sep 2002 13:32:49 -0400 Subject: query Message-ID: Michael Tomasello wrote: > Can anyone direct me to studies or reports of young children - the > younger the better (2 years?) - playing with words or other linguistic > structures "knowingly" in either comprehsnion or production. I am > thinking of very simple things like participating with an adult in > calling a giraffe an elephant (or some other such silliness) and then > laughing about it together. > > Thanks in advance. Hi Mike: Ruth Weir's son Anthony engaged in language play (but not necessarily metalinguistically informed) at the age of 27 months. The transcripts are in her book Language in the Crib. Other books include Stan Kuczaj's book Crib speech and language play and a book edited by Barbara Kirshenblatt-Gimblett called Speech Play (UPenn Press, 1976). Catherine Garvey, and Richard Ely & Allyssa McCabe have described speech play in preschoolers. Anecdote: My daughter Cindy talked early (10 months) and learned the alphabet early (by 2). When she was 2, we had an alphabet book we used to read. It began something like, "Tim is a tiger and this is how he learned his ABCs. He ate an apple and that was A" We used to read the beginning of the sentence, and expect her to fill in the letter. (No surprise there). After a while of doing it perfectly, she began to respond to "He ate an apple...." with things like "And that was Q!" She found this hilarious. jean From Jussi.Niemi at Joensuu.FI Tue Sep 3 12:03:24 2002 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Tue, 3 Sep 2002 15:03:24 +0300 Subject: Boston Naming Test latencies for children Message-ID: These exist no naming latency data for 5-year-old normally developing children tested with the Finnish version of the Boston Naming Test (BNT)(Matti Laine, Päivi Koivuselkä-Sallinen, Ritva Hänninen & Jussi Niemi 1997: Bostonin nimentätesti. [Finnish version of Edith Kaplan, Harold Goodglass, Sandra Weintraub & Osa Segal: Boston Naming Test.] Helsinki: Psykologien Kustannus Oy. Since BNT type concrete noun naming does not supposedly very much vary according to language type, I would be very pleased to receive any bibliographic references (or the like) to any study that would have tapped latencies for normal 5-year-olds. Thanking in advance, Jussi Niemi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (home mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From gleason at bu.edu Tue Sep 3 18:59:50 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 3 Sep 2002 14:59:50 -0400 Subject: Boston Naming Test latencies for children Message-ID: Maryanne Wolf's work at Tufts is a good possible source for naming latency data in children, though I am not positive she has BNT norms in English (I think she does). She has many relevant papers, however, such as Wolf,-Maryanne; Bally,-Heidi; Morris,-Robin Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child-Development. 1986 Aug; Vol 57(4): 988-1000 US: Blackwell Publishers. Wolf,-Maryanne; Bowers,-Patricia-Greig; Biddle,-Kathleen Naming-speed processes, timing, and reading: A conceptual review. Journal-of-Learning-Disabilities. 2000 Jul-Aug; Vol 33(4): 387-407 The papers focus on dyslexia, but since naming latency seems to be so vulnerable in most kinds of language problems, there's a good chance there are norms to compare with.. jean From santelmannl at pdx.edu Tue Sep 3 20:26:21 2002 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Tue, 3 Sep 2002 13:26:21 -0700 Subject: phonetically consistent forms Message-ID: I am looking for references on the use of phonetically consistent forms, especially among toddlers. I've come up blank so far, and suspect that I am not searching under the right terms. Any references or pointers you can give me would be appreciated. Thanks! Lynn Santelmann ************************************************************************************** Lynn Santelmann Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 Phone: 503-725-4140 Fax: 503-725-4139 e-mail: santelmannl at pdx.edu (last name + first initial) web: www.web.pdx.edu/~dbls Tommy pictures: http://www.netinteraction.com/thomas/ ***************************************************************************************** From cchaney at sfsu.edu Tue Sep 3 23:46:30 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 3 Sep 2002 16:46:30 -0700 Subject: query In-Reply-To: <3D73E118.21A55E06@eva.mpg.de> Message-ID: Hi Michael, There are several sources cited in my paper "Language Sevelopment, metalinguistic skills and print awareness in 3-year-old children," APPLIED PSYCHOLINGUISTICS, 1992, p. 485-514. Some of the children studied in this research were older twos, also. In addition I have an upublished paper, "A cognitive Developmental analysis of toddler's jokes," that looks at kid's jokes from 13 months - 36 mos. There are some good examples of early incongruities that produce great laughs in kids, and the specific example that you mention was observed at 24 months (calling a giraffe a dog). Send me your address if you want a copy. Maybe I'll get around to publishing this some day. Carolyn Chaney On Mon, 2 Sep 2002, Michael Tomasello wrote: > Can anyone direct me to studies or reports of young children - the > younger the better (2 years?) - playing with words or other linguistic > structures "knowingly" in either comprehsnion or production. I am > thinking of very simple things like participating with an adult in > calling a giraffe an elephant (or some other such silliness) and then > laughing about it together. > > Thanks in advance. > > Mike Tomasello > > From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 4 00:06:11 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Sep 2002 01:06:11 +0100 Subject: "Joden" Message-ID: Does the word "Joden" have a meaning in any language you know? If so, what please? merci! Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From rmontes at siu.buap.mx Wed Sep 4 00:08:48 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Tue, 3 Sep 2002 19:08:48 -0500 Subject: "Joden" In-Reply-To: Message-ID: On Wed, 4 Sep 2002, Professor Annette Karmiloff-Smith wrote: > Does the word "Joden" have a meaning in any language you know? If > so, what please? > merci! > Annette As an orthographic form, it could be a 3rd person plural verb form in Spanish. What's the context for it? Rosa Montes, UAP From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 4 00:36:07 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Sep 2002 01:36:07 +0100 Subject: Joden Message-ID: OK, I've been told what it means in Spanish. Does the word have meaning in other languages? thanks annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From rsprouse at indiana.edu Wed Sep 4 01:32:30 2002 From: rsprouse at indiana.edu (rsprouse) Date: Tue, 3 Sep 2002 20:32:30 -0500 Subject: Joden In-Reply-To: Message-ID: "Joden" is Dutch for "Jews"--the singular is "Jood" Rex Sprouse ------------------- > OK, I've been told what it means in Spanish. > Does the word have meaning in other languages? > thanks > annette > -- >> > Rex A. Sprouse Associate Professor of Germanic Studies, Adjunct Associate Professor of Linguistics, Adjunct Associate Professor of TESOL and Applied Linguistics Member of Board of Directors, Cymdeithas Madog (Welsh Studies Institute in North America) Department of Germanic Studies, Indiana University, Ballantine Hall 644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA 812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 4 05:50:24 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Sep 2002 06:50:24 +0100 Subject: Joden in Dutch Message-ID: I also know what it means in Dutch now. Any other languages? Many thanks to all who have responded. Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From cbmervis at louisville.edu Wed Sep 4 12:22:36 2002 From: cbmervis at louisville.edu (Carolyn B. Mervis, Ph. D.) Date: Wed, 4 Sep 2002 08:22:36 -0400 Subject: query In-Reply-To: <3D73E118.21A55E06@eva.mpg.de> Message-ID: Hi Mike, Kathy Johnson and I published a paper on this topic, based on my diary study of my son Ari's early lexical development. The citation for the paper is: Johnson, K. E., & Mervis, C. B. (1997). First steps in the emergence of verbal humor: A case study. Infant Behavior and Development, 20, 187-196. We identified 25 instances of what we called "incongruous label" jokes-similar to the giraffe-elephant example in your email. Ari's first joke of this type was produced at age 15 months; beginning at 18 months, this type of joke became common for him. He also generated 45 instances of what we called "incongruous attribute" jokes. The first joke of this type also was produced at age 15 months and became especially common beginning at age 22 months. The two most common subtypes of this kind of joke involved Ari indicating that an animal made an incongruous sound or that non-human animals were capable of behaviors of which they were actually incapable. We also report 14 instances of word play, involving either production of nonsense words or incongruities pertaining to violations of phonological or morphological rules. The first instance of this type of joke was at age 22 months. If you would like me to send you a copy of the paper, please let me know. -Carolyn Carolyn B. Mervis, Ph.D. Distinguished University Scholar and Professor Dept. of Psychological and Brain Sciences 317 Life Sciences Building University of Louisville Louisville, KY 40292 (502) 852-5946 (voice) (502) 852-8904 (fax) -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Michael Tomasello Sent: Monday, September 02, 2002 6:07 PM To: info-childes at mail.talkbank.org Subject: query Can anyone direct me to studies or reports of young children - the younger the better (2 years?) - playing with words or other linguistic structures "knowingly" in either comprehsnion or production. I am thinking of very simple things like participating with an adult in calling a giraffe an elephant (or some other such silliness) and then laughing about it together. Thanks in advance. Mike Tomasello From htagerf at bu.edu Wed Sep 4 14:32:37 2002 From: htagerf at bu.edu (htagerf at bu.edu) Date: Wed, 4 Sep 2002 10:32:37 -0400 Subject: Coding grammatical errors in language samples Message-ID: We are currently coding language samples and are interested in the presence of grammatical errors. One concern is how to distinguish between 'vernacular use' and genuine errors. Here are examples that we don't know what to do with: - regarding the use of "there are"- I am finding many subjects using it as a contraction in the singular when the plural form is called for- i.e. "there's more people here then expected" or "there's 100 people attending the service Also using "good" instead of "well"- "He ran really good at the race"? The other issue was dropping "ly" from adverbs- "he drew nice" or various combinations of both "she plays real good" Any ideas on this? rules to follow? thanks in advance for advice, Helen Tager-Flusberg -------------- next part -------------- An HTML attachment was scrubbed... URL: From clouder11 at yahoo.com Wed Sep 4 14:54:27 2002 From: clouder11 at yahoo.com (courtney breslin) Date: Wed, 4 Sep 2002 07:54:27 -0700 Subject: remove Message-ID: Please remove me from your list serve, thank you Courtney Breslin __________________________________________________ Do You Yahoo!? Yahoo! Finance - Get real-time stock quotes http://finance.yahoo.com From flanigan at ohiou.edu Wed Sep 4 15:45:48 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Wed, 4 Sep 2002 11:45:48 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: <870FEA1B15C1C14CB3DAC9A142786DAE016712@bumc.bu.edu> Message-ID: These are increasingly common usages in American English, and not simply in "nonstandard" vernaculars. We sociolinguists consider these to be evolving toward general acceptance. The only form you cite that's perhaps still limited to Midland or Appalachian dialects is zero -ly on adverbs, but it's likely spreading also. These are vernacular "errors," then, but I'd quibble with the use of the term "error." If by "genuine" you mean developmental, I wouldn't put them into that category. Beverly Olson Flanigan Associate Professor of Linguistics Ohio University Athens, OH 45701 At 10:32 AM 9/4/2002 -0400, you wrote: >We are currently coding language samples and are interested in the >presence of grammatical errors. One concern is how to distinguish between >'vernacular use' and genuine errors. Here are examples that we don't know >what to do with: - regarding the use of "there are"- I am finding many >subjects using it as a contraction in the singular when the plural form is >called for- i.e. "there's more people here then expected" or "there's 100 >people attending the service Also using "good" instead of "well"- "He ran >really good at the race"? The other issue was dropping "ly" from adverbs- >"he drew nice" or various combinations of both "she plays real good" > > > >Any ideas on this? rules to follow? > >thanks in advance for advice, > >Helen Tager-Flusberg -------------- next part -------------- An HTML attachment was scrubbed... URL: From lhewitt at bgnet.bgsu.edu Wed Sep 4 16:11:39 2002 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Wed, 4 Sep 2002 12:11:39 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: <870FEA1B15C1C14CB3DAC9A142786DAE016712@bumc.bu.edu> Message-ID: An HTML attachment was scrubbed... URL: From lcollins at alcor.concordia.ca Wed Sep 4 16:35:41 2002 From: lcollins at alcor.concordia.ca (laura collins) Date: Wed, 4 Sep 2002 12:35:41 -0400 Subject: Tenure-Track Position in Applied Linguistics Message-ID: The Department of Education's TESL Centre at Concordia University invites applications for up to two tenure-track positions in the field of Applied Linguistics. The Department is seeking colleagues who can teach successfully in both undergraduate and graduate programs and contribute to the academic administration of the programs. The successful candidates will join a dynamic team of active researchers and have the opportunity to make use of Concordia's Sage Lab, a state of the art language learning research facility. Applicants must have experience in teaching and research related to two or more of the following areas of second language teaching and learning: research methods; sociolinguistics; English grammar and phonology (including pedagogical applications); teacher supervision; evaluation; and new technologies in language teaching. Applicants must also have a completed PhD, an excellent command of English, and a record of publications, conference presentations, and research grants. A functional knowledge of French would be an asset and is required of candidates who indicate teacher supervision as an area of expertise. Subject to budgetary approval, we anticipate filling this position, normally at the rank of Assistant Professor, for July 1, 2003. Applications should consist of a letter of intent, a curriculum vitae, a list of publications, a statement of teaching and research interests, and three letters of reference. Review of applications will begin on November 1, 2002 and continue until the position is filled. In accordance with Canadian immigration requirements, priority will be given to Canadian citizens and permanent residents of Canada. However, all applicants are welcome to apply. Concordia University is committed to employment equity and encourages applications from women, aboriginal peoples, visible minorities and disabled persons. Send applications to: Ellen Jacobs Chair, Department of Education Concordia University 1455 de Maisonneuve West Montreal, Quebec H3G 1M8 Canada telephone: (514) 848 2033 fax: (514) 848 4520 website: http://artsandscience.concordia.ca/tesl/tesl.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at colorado.edu Wed Sep 4 20:35:41 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 4 Sep 2002 14:35:41 -0600 Subject: Coding grammatical errors in language samples In-Reply-To: <5.1.1.6.0.20020904111218.0293dec0@mailstore.bgsu.edu> Message-ID: There's a wonderful old paper by Jerry Morgan called 'Verb Agreement as a Rule of English' in CLS 8 (1972) about the syntax/semantics conflict in 'there is/there are' sentences... Lise Menn -- Lise Menn 303-492-1609 Professor Department of Linguistics, University of Colorado 295 UCB, Boulder, CO 80309 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version: http://www.bayget.com/inpaku/kinen9.htm From jlm at cnbc.cmu.edu Wed Sep 4 20:52:47 2002 From: jlm at cnbc.cmu.edu (Jay McClelland) Date: Wed, 4 Sep 2002 16:52:47 -0400 Subject: Coding grammatical errors in language samples Message-ID: I couldn't resist passing this bit of email I just received on to the info-childes list in the context of the present discussion: In reply to an email of thanks, I received this reply: > Your welcome! How do we think about this kind of 'error'? -- Jay McClelland From lise.menn at colorado.edu Wed Sep 4 20:58:15 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 4 Sep 2002 14:58:15 -0600 Subject: phonetically consistent forms In-Reply-To: <5.1.0.14.1.20020903131407.037c1050@pop3.norton.antivirus> Message-ID: >I am looking for references on the use of phonetically consistent >forms, especially among toddlers. I've come up blank so far, and >suspect that I am not searching under the right terms. Any >references or pointers you can give me would be appreciated. > >Thanks! > >Lynn Santelmann Andrea Feldman and I have just finished revising a case-study paper on them for Journal of Child Language; if you want it, I'll ask her if she's ready to share the ms. with you. Classic references are Dore, Franklin, Miller, & Ramer (1976) in Journal of Child Language, Halliday's 1975 book 'Learning How to Mean', Claire Painter's 1984 book 'Into the Mother Tongue, plus several forms described in my dissertation Pattern, control, and contrast in beginning speech: A case study in the development of word form and word function. University of Illinois, Urbana, 1976, which you can get from University Microfilms. best regards, Lise -- Lise Menn 303-492-1609 Professor Department of Linguistics, University of Colorado 295 UCB, Boulder, CO 80309 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version: http://www.bayget.com/inpaku/kinen9.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From flanigan at ohiou.edu Wed Sep 4 22:31:17 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Wed, 4 Sep 2002 18:31:17 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: <3D76729F.B5A743DF@cnbc.cmu.edu> Message-ID: Strictly an orthographic error. The writer knows perfectly well what the base forms are. It drives me crazy, but it's not a linguistic error, any more than written its=it's=its' is. At 04:52 PM 9/4/2002 -0400, you wrote: >I couldn't resist passing this bit of email I just received >on to the info-childes list in the context of the present >discussion: In reply to an email of thanks, I received >this reply: > > > Your welcome! > >How do we think about this kind of 'error'? > > -- Jay McClelland From P.Fikkert at let.kun.nl Thu Sep 5 07:02:58 2002 From: P.Fikkert at let.kun.nl (P.Fikkert) Date: Thu, 5 Sep 2002 09:02:58 +0200 Subject: Ph.D. Positions Nijmegen Message-ID: Dear Brian, I would like to inform the linguistic community of the following PhD positions. Thanks in advance, Best regard, Paula Fikkert TWO PHD STUDENTSHIPS, NIJMEGEN (THE NETHERLANDS) Applications are invited for the above positions, which are part of the research program "Changing Lexical Representations in the Mental Lexicon", funded by NWO. The aims of the Research program are (a) detailed study of the phonological and morphological changes in various paradigms throughout the history of Dutch and the way in which paradigms did or did not undergo paradigm leveling. This will be compared with cross-linguistic results from other Germanic languages. (b) in-depth study of how children build up lexical representations and determine the pathways of development in the lexical representations, the phonological and morphological components of grammar, and their interaction. (c) to determine the nature of lexical representations in the phonology-morphology interface, the direction of change, and to identify triggers for change. (d) to investigate the consequences of the results for formal theories of phonology and the organization of both the lexicon and the grammar. PROJECT I: a 4-year salaried Ph.D. position, investigating changes in various morphological paradigms, both derivational and inflectional, in the history of Dutch and closely related languages, particularly of West Germanic. PROJECT II: a 4-year salaried Ph.D. position., investigating both the early stages of acquisition and later stages in which morphological characteristics of the language are acquired. Applicants for either of the two Ph.D. positions must have native or near-native competence in Dutch, and must have completed undergraduate study in phonetics, phonology, morphology, historical linguistics or psycholinguistics. The salary will be according to the Dutch regulations for "AIO's". The closing date for applications is September 18, 2002. The starting date is as soon as possible thereafter. Applicants should send a full CV and arrange for at least one letter of reference to be sent to: Katholieke Universiteit Nijmegen, Faculteit der Letteren, Afdeling Personeelszaken, Postbus 9103, 6500 HD Nijmegen, with reference to 'vacaturenummer 04.82.02' for project I and 'vacaturenummer 04.83.02' for project II on both envelop and letter. Applications can also be submitted by email: pzlet at let.kun.nl. Further information from: Paula Fikkert (p.fikkert at let.kun.nl) Paula Fikkert KNAW/University of Nijmegen Dutch Dept. Postbus 9103 6500 HD Nijmegen The Netherlands Tel: (31)-24-3612669 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2797 bytes Desc: not available URL: From DaleP at health.missouri.edu Thu Sep 5 12:57:11 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Thu, 5 Sep 2002 07:57:11 -0500 Subject: films Message-ID: A couple of years ago I posted a notice asking for suggestions for fiction which had language as a focus, and I received many suggestions. As a followup, I'd like to recommend very highly Mary Doria Russell's The Sparrow, a science fiction novel in which language learning plays an important role. It's also quite fascinating as a meditation on culture contact and miscommunication, and on the nature of faith. The author is a Ph.D. anthropologist. My request this time is for film which has language as a focus. The two which come mind immediately are My Fair Lady, and Nell. Are there any others? I have a hazy memory of some bits in Monty Python movies, for example. The treatment of language can be done well or badly; I'm interested in film as a discussion starter. Thanks in advance for your help, and I'll post a summary. Philip S. Dale, Professor and Chair Dept of Communication Science & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 tel: 573-882-1934 fax: 573-884-8686 email: dalep at health.missouri.edu From ann.dowker at psy.ox.ac.uk Thu Sep 5 13:14:52 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 5 Sep 2002 14:14:52 +0100 Subject: films In-Reply-To: Message-ID: Would "Children of a Lesser God" be relevant? Ann On Thu, 5 Sep 2002, Dale, Philip S. wrote: > A couple of years ago I posted a notice asking for suggestions for > fiction which had language as a focus, and I received many > suggestions. As a followup, I'd like to recommend very highly Mary > Doria Russell's The Sparrow, a science fiction novel in which language > learning plays an important role. It's also quite fascinating as a > meditation on culture contact and miscommunication, and on the nature > of faith. The author is a Ph.D. anthropologist. > > My request this time is for film which has language as a focus. The > two which come mind immediately are My Fair Lady, and Nell. Are there > any others? I have a hazy memory of some bits in Monty Python movies, > for example. The treatment of language can be done well or badly; I'm > interested in film as a discussion starter. > > Thanks in advance for your help, and I'll post a summary. > > Philip S. Dale, Professor and Chair > Dept of Communication Science & Disorders > 303 Lewis Hall > University of Missouri-Columbia > Columbia, MO 65211 > tel: 573-882-1934 > fax: 573-884-8686 > email: dalep at health.missouri.edu > > From Roberta at UDel.Edu Thu Sep 5 13:13:36 2002 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Thu, 5 Sep 2002 09:13:36 -0400 Subject: films In-Reply-To: Message-ID: Of course Truffaut's The Wild Child about Victor. Love to see the list that emerges. Thanks for doing this! At 7:57 AM -0500 9/5/02, Dale, Philip S. wrote: >A couple of years ago I posted a notice asking for suggestions for >fiction which had language as a focus, and I received many >suggestions. As a followup, I'd like to recommend very highly Mary >Doria Russell's The Sparrow, a science fiction novel in which >language learning plays an important role. It's also quite >fascinating as a meditation on culture contact and miscommunication, >and on the nature of faith. The author is a Ph.D. anthropologist. > >My request this time is for film which has language as a focus. The >two which come mind immediately are My Fair Lady, and Nell. Are >there any others? I have a hazy memory of some bits in Monty Python >movies, for example. The treatment of language can be done well or >badly; I'm interested in film as a discussion starter. > >Thanks in advance for your help, and I'll post a summary. > >Philip S. Dale, Professor and Chair >Dept of Communication Science & Disorders >303 Lewis Hall >University of Missouri-Columbia >Columbia, MO 65211 >tel: 573-882-1934 >fax: 573-884-8686 >email: dalep at health.missouri.edu -- ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4110 E-mail: Roberta at udel.edu Be sure to look at our Ph.D. program at http://www.udel.edu/educ/graduate/phd/cognition/ ------------------------------------------------------------------------- From rmontes at siu.buap.mx Thu Sep 5 13:27:53 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Thu, 5 Sep 2002 08:27:53 -0500 Subject: films In-Reply-To: Message-ID: "The Wild Child" by Francois Truffaut, in French but available somewhere with subtitles in English. It's a film about eh Wild Child of Aveyron and the doctor that works/interacts with him. Rosa Montes, UAP From stemberg at interchange.ubc.ca Thu Sep 5 14:59:30 2002 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Thu, 5 Sep 2002 07:59:30 -0700 Subject: ADVANCE NOTICE: Child Phonology Conference 2003 Message-ID: ADVANCE NOTICE: Child Phonology Conference 2003 Hello, all. After surveying people, and checking availability, the dates for next year's 2003 Child Phonology Conference are July 1-4 in Vancouver at UBC. July 1 is an evening reception and chance to celebrate a bit of Canada Day by watching fireworks if you choose. July 2: Phonological development per se: Morning - syllable and word structure development: afternoon - feature development Banquet in evening. July 3: Phonological development in context: This allows for a wider range of topics, from fluency and phonology, to instrumental evaluation and phonology, or phonology and morphology, multilingual phonology, intervention outcomes, methods, etc. July 4, a.m. only: Research group small discussion, tours of labs, optional day. There will be a submission process to elicit some of that thematic content. We will be in touch in the early fall about the submission process. We would like to consider a website with full papers or a proceedings this year. More on that as things develop here. Barbara Bernhardt, Joe Stemberger UBC From georgehu at education.ed.ac.uk Thu Sep 5 17:14:42 2002 From: georgehu at education.ed.ac.uk (George Hunt) Date: Thu, 5 Sep 2002 18:14:42 +0100 Subject: films In-Reply-To: Message-ID: The Enigma of Kaspar Hauser, directed by Werner Hertzog, Germany 1975. As well as exploring Jeanie-type language deprivation, social and emotional factors, and issues of language and cognition, this is a beautiful and moving film in its own right as well. See also some of the dialogues in the British comedy series the Two Ronnies, particularly the spoof on segmentation and polysemy which begins with a customer walking into a hardware store and seeming to ask for 'four candles'. A bit of light relief for your students after the Hertzog. DaleP at health.missouri.edu writes: >A couple of years ago I posted a notice asking for suggestions for >fiction which had language as a focus, and I received many suggestions. >As a followup, I'd like to recommend very highly Mary Doria Russell's The >Sparrow, a science fiction novel in which language learning plays an >important role. It's also quite fascinating as a meditation on culture >contact and miscommunication, and on the nature of faith. The author is a >Ph.D. anthropologist. > >My request this time is for film which has language as a focus. The two >which come mind immediately are My Fair Lady, and Nell. Are there any >others? I have a hazy memory of some bits in Monty Python movies, for >example. The treatment of language can be done well or badly; I'm >interested in film as a discussion starter. > >Thanks in advance for your help, and I'll post a summary. > >Philip S. Dale, Professor and Chair >Dept of Communication Science & Disorders >303 Lewis Hall >University of Missouri-Columbia >Columbia, MO 65211 >tel: 573-882-1934 >fax: 573-884-8686 >email: dalep at health.missouri.edu > > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From PAS04747 at pomona.edu Thu Sep 5 17:19:49 2002 From: PAS04747 at pomona.edu (Patricia Smiley) Date: Thu, 5 Sep 2002 10:19:49 -0700 Subject: films Message-ID: A colleague, Gail Gottfried, suggested the following: The only movie she found in which children have signficant speaking roles and that had commentary *about* language was the recent remake of The Parent Trap, because the girls had to learn the California/British colloquialisms to pass. --Patricia Smiley, Pomona College -----Original Message----- From: George Hunt [mailto:georgehu at education.ed.ac.uk] Sent: Thursday, September 05, 2002 10:15 AM To: DaleP at health.missouri.edu Cc: info-childes at mail.talkbank.org Subject: Re: films The Enigma of Kaspar Hauser, directed by Werner Hertzog, Germany 1975. As well as exploring Jeanie-type language deprivation, social and emotional factors, and issues of language and cognition, this is a beautiful and moving film in its own right as well. See also some of the dialogues in the British comedy series the Two Ronnies, particularly the spoof on segmentation and polysemy which begins with a customer walking into a hardware store and seeming to ask for 'four candles'. A bit of light relief for your students after the Hertzog. DaleP at health.missouri.edu writes: >A couple of years ago I posted a notice asking for suggestions for >fiction which had language as a focus, and I received many suggestions. >As a followup, I'd like to recommend very highly Mary Doria Russell's >The Sparrow, a science fiction novel in which language learning plays >an important role. It's also quite fascinating as a meditation on >culture contact and miscommunication, and on the nature of faith. The >author is a Ph.D. anthropologist. > >My request this time is for film which has language as a focus. The two >which come mind immediately are My Fair Lady, and Nell. Are there any >others? I have a hazy memory of some bits in Monty Python movies, for >example. The treatment of language can be done well or badly; I'm >interested in film as a discussion starter. > >Thanks in advance for your help, and I'll post a summary. > >Philip S. Dale, Professor and Chair >Dept of Communication Science & Disorders >303 Lewis Hall >University of Missouri-Columbia >Columbia, MO 65211 >tel: 573-882-1934 >fax: 573-884-8686 >email: dalep at health.missouri.edu > > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From ann.dowker at psy.ox.ac.uk Thu Sep 5 17:40:12 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 5 Sep 2002 18:40:12 +0100 Subject: films In-Reply-To: Message-ID: There was a play, "The Miracle Worker", about Helen Keller and Annie Sullivan: quite old, a bit sentimental. I'm not sure if it was ever turned into a film. Ann From gleason at bu.edu Thu Sep 5 18:11:13 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 5 Sep 2002 14:11:13 -0400 Subject: films Message-ID: Ann Dowker wrote: > > There was a play, "The Miracle Worker", about Helen Keller and Annie > Sullivan: quite old, a bit sentimental. I'm not sure if it was ever turned > into a film. > > Ann It did, with Patty Duke, now called Anna, after going through some bad times herself. jean From aholland at email.arizona.edu Thu Sep 5 18:28:21 2002 From: aholland at email.arizona.edu (Audrey Holland) Date: Thu, 5 Sep 2002 11:28:21 -0700 Subject: films Message-ID: I teach a course, built around speech,hearing and language disorders built around film, personal accounts and novels, etc., occasionally. A potent combination for the course is the (old original) Miracle worker, with Anne Bancroft as Annie and Patty Duke as Helen. Truffaut's Wild Child, and Shattuck's book "the forbidden experiment" which is about Victor too. Other films on my list include Children of A Lesser God, My Left Foot,and some excellent documentaries including Best Boy, Complaints of a Dutiful Daughter, a Kirk Douglas interview with Larry King, etc. I appreciate all of the suggestions that enhance my potential reading/viewing list. Thanks--audrey holland -- Audrey L. Holland, Ph.D. Regents' Professor University of Arizona 520-621-3208 FAX 520-621-9901 From kenny at UDel.Edu Thu Sep 5 18:55:49 2002 From: kenny at UDel.Edu (Kenneth Allen Hyde) Date: Thu, 5 Sep 2002 14:55:49 -0400 Subject: films In-Reply-To: Message-ID: On Thu, 5 Sep 2002, Dale, Philip S. wrote: > My request this time is for film which has language as a focus. The two > which come mind immediately are My Fair Lady, and Nell. Are there any > others? I have a hazy memory of some bits in Monty Python movies, for > example. The treatment of language can be done well or badly; I'm > interested in film as a discussion starter. Hmmmm. Language as a focus? Honestly, I wouldn't include "Nell" or "My Fair Lady" in that list; they had language as a major theme, but it wasn't really the focus of the film. Assuming that you mean films that have language as a major theme, there is "Congo" (one of the characters is a gorilla that talks via a voice synth translator from sign language). A film that I use in my Intro and SLA classes is "The 13th Warrior." We don't watch the whole file, of course, since most of it isn't relevant, but there is an excellent discussion-starter scene in which the Arab character "learns" Norse by listening to the campfire talk. It's a great jumping off place for discussion about what is and is not realistic in the scene. Another film that I've used in sociolinguistic discussions is "Miss Congeniality." It's an excellent example of how language (specifically dialect choice) affects our self-presentation since it includes specific overt references to this phenomenon. Ken Kenneth Allen Hyde | No matter how subtle the wizard, a knife Univ. of Delaware | between the shoulder blades will seriously Dept. of Linguistics | cramp his style -- Old Jhereg proverb kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me //www.ling.udel.edu/hyde/prof/ From gleason at bu.edu Thu Sep 5 19:17:38 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 5 Sep 2002 15:17:38 -0400 Subject: films Message-ID: I think I've got it: Iceman. Here's the synopsis from the web: "A group of explorers on a remote expedition make a startling discovery: a frozen Neanderthal. Apparently, the specimen in question has been on ice for 40,000 years. Back in the lab, scientists and anthropologists try to thaw him out -- but he warms up a bit more than they expected him to..." As I recall, Philip Lieberman consulted with the filmmakers on the vocal capacities of Neanderthal people, and there's quite a bit of attention to the iceman's communicative abilities. From cam47 at psu.edu Thu Sep 5 20:20:44 2002 From: cam47 at psu.edu (Carol Anne Miller) Date: Thu, 5 Sep 2002 16:20:44 -0400 Subject: films etc Message-ID: Like Audrey, I try to incorporate novels and films into my language courses, although I haven't yet gone so far as to structure an entire course in this way (what a great idea!). I use them mainly to jumpstart student's thinking about issues, and to highlight the real-life relevance of concepts learned in the classroom. I use My Fair Lady--not the whole thing, but the first half hour or so, with the "Why Can't the English" number, and Eliza's request for Higgins to teach her how to "talk like a lady." Alice in Wonderland is all about language...as I learned from Lila Gleitman, who used it as a supplementary text in Psychology of Language. Students will probably need some guidance in discovering the language issues. I use the chapter about the Queen's croquet game as a way of discussing classical vs. prototype theory. Again, this is totally stolen from Lila. I use an excerpt from Tarzan of the Apes, where the young Tarzan teaches himself to read from materials found in his dead parents' cabin, to talk about literacy. I have in the past used an excerpt from one of the later Anne of Green Gables books which has a reflection on motherese. Along with the film The Miracle Worker, Helen Keller's memoirs can be a good learning tool. I can't remember the title just now. I really appreciate all the suggestions people are making. I know I'm straying somewhat from the original question about films, but I hope I'm keeping the spirit of the thing. Carol ++++++++++++++++++++++++++++ Carol Miller, Ph.D. Dept. of Communication Sciences & Disorders Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ From cchaney at sfsu.edu Thu Sep 5 22:16:10 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 5 Sep 2002 15:16:10 -0700 Subject: Books with Child Language Themes In-Reply-To: Message-ID: Thanks to you, Philip, for raising the issue of books and films again. I have kept a list of the books that we listed a few years back, but it is surely time for an update. Below is my booklist...does anyone have books to add? I like to keep the list "popular" as opposed to textbookish, as my students (who may receive extra credit for a book report) seem to enjoy them in contrast to the academic reading they must do for class! Sorry that the citations are incomplete. Here's the list: Books with Child Language Themes Title Author Topic Uncommon Understanding Dorothy Bishop SLI Double Negative David Carkeet Mystery The Silent Storm M.M. Brown & Ruth Crane Helen Keller Skallarigg Michael Harwood The Lore & Language of Children Iona & Peter Opie OralCulture The People in the Playground Iona Opie Language Play David Crystal Loving April Melvin Burgess Hearing Impairment Knowledge of Angels Jill Paton Welsh "Wolf" child Native Tongue Trilogy Suzette H. Elgin Sci Fi How Babies Talk K. Hirsh-Pasek & R. Golinkoff Cushla and her Books D. Butler Literacy/handicapped The Meaning Makers Gordon Wells The Boy who Would Be a Helicopter Vivian G. Paley Storytelling/classroom Wallys Stories Vivian G. Paley Lost in Translation Eva Hoffman Trumpet of the Swan E.B. White Baby Sign Linda Acredolo Teaching Sign Lang. Thinking in Pictures Temple Grandin Biography/autism Meaningful Differences in the Everyday Experiences of Young American Children by Betty Hart & Todd Risely Ways with Words Shirley Brice Heath The Folkstories of Children Brian Sutton-Smith >From Two to Five Kornei Chukovsky (out of print) A Toddlers Life Marilyn Schatz case study The Dumb House John Burnside fiction A Slant of Sun Beth Kephart PDD Genie Leaning How to Mean Halliday The Poison Oracle Peter Dickinson mystery: sign lang. Chimp Dancing without Music - Deafness in America Beryl Benderly (short sdtories) The Miracle Worker William Gibson The Story of My Life Helen Keller Lisa and David Theodore Rubin Autism Jordi Theodore Rubin Autism The Ascent of Babel: An Exploration of Language, Mind, and Understanding Gerry Altman Survey of child lang. issues In Other Words: The Science and Psychology of Second Language Acquisition Ellen Bialystok and Kenji Hakuta In this Sign Joanne Greenberg Hearing child of deaf parents The Way it Spozed to Be James Hearndon Verbal feats of ghetto dwellers The Seige: First 8 Years of an Autistic Girl Clara C. Park Mothers account Genie: An Abused Child's Flight from Silence Russ Rymer Reversals: A Personal Account of Victory over Dyslexia by Eileen Simpson, Memoir Language, Gender and Childhood Carolyn Steedman, Cathy Urwin and Valerie Walkerdine, eds. The Learning Gap: Why Our Schools are Failing and What we can learn from Chinese and Japanese Educ. by Harold W. Stevenson and James W. Stigler Girls, Boys, and Language Joan Swann Preschool in Three Cultures: Japan, China, and the U.S. by Joseph J. Tobin, David Y.H. Wu, Dana H. Davidson The Sparrow Mary Doria Russell Sci Fi about language learning More books: about biligualism Arnberg, L. Raising Children Bilingually: The Pre-school Years. Clevedon, Avon: Multilingual Matters Baker. C. (1995). A parents' and teachers' guide to bilingualism. Clevedon: Multilingual Matters. Baker, C. (1999). Encyclopedia on bilingualism Cunningham-Andersson, U. & Andersson, S. (1999). Growing up with two languages - A practical guide. Routledge. Dopke, S. (1992). One parent-one language: an interactional approach. Benjamins. Grosjean, F. (1982). Life with two languages. Harvard University Press Harding, E. & Riley, P. (1986), The Bilingual Family. A Handbook for Parents, Cambridge U.P. Hoffman, E. (1990) Lost in Translation, Penguin Books. Lyon, J. (1996). Becoming bilingual. Language acquisition in a bilingual community. Multilingual Matters Saunders, G. (1982). Bilingual Children: Guidance for the family. Multilingual Matters. Tabors, P. (1996) One Child, Two Languages: A guide for preschool educators of children learning English as a second language (Brookes Publishing, Baltimore, MD). Taeschner, T. The sun is feminine From karin at ruccs.rutgers.edu Fri Sep 6 00:12:33 2002 From: karin at ruccs.rutgers.edu (karin at ruccs.rutgers.edu) Date: Thu, 5 Sep 2002 20:12:33 -0400 Subject: films Message-ID: Another movie that might be appropriate is "The heart is a lonely hunter" from the late '60s/early 70s. If I recall correctly, it stars Alan Arkin as a deaf man in an oral world. Karin Stromswold From cech at louisiana.edu Fri Sep 6 00:55:30 2002 From: cech at louisiana.edu (Claude G. Cech) Date: Thu, 5 Sep 2002 19:55:30 -0500 Subject: Books with Child Language Themes Message-ID: Carolyn Chaney wrote: >Thanks to you, Philip, for raising the issue of books and films again. I >have kept a list of the books that we listed a few years back, but it is >surely time for an update. Below is my booklist...does anyone have books >to add? I like to keep the list "popular" as opposed to textbookish, as >my students (who may receive extra credit for a book report) seem to enjoy >them in contrast to the academic reading they must do for class! > There's a marvelous book by Paul West - "Words for a Deaf Daughter" (and"Gala: a fictional sequence") Cheers, Claude From B.J.Richards at reading.ac.uk Fri Sep 6 11:37:05 2002 From: B.J.Richards at reading.ac.uk (Brian Richards) Date: Fri, 6 Sep 2002 12:37:05 +0100 Subject: Coding grammatical errors in language samples Message-ID: Re Jay Mclelland's example of "your welcome", I wonder whether with such a formulaic expression speakers and writers really are always aware of the base form. One phenomenon that has always puzzled me in children's writing, including older teenagers is using 'of' instead of 'have/ve' after modals: 'It must of been...', 'they might of done...' Any thoughts? Brian ************************************* Brian Richards Professor of Education The University of Reading School of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Beverly Flanigan" To: "Jay McClelland" Cc: Sent: Wednesday, September 04, 2002 11:31 PM Subject: Re: Coding grammatical errors in language samples > Strictly an orthographic error. The writer knows perfectly well what the > base forms are. It drives me crazy, but it's not a linguistic error, any > more than written its=it's=its' is. > > At 04:52 PM 9/4/2002 -0400, you wrote: > > >I couldn't resist passing this bit of email I just received > >on to the info-childes list in the context of the present > >discussion: In reply to an email of thanks, I received > >this reply: > > > > > Your welcome! > > > >How do we think about this kind of 'error'? > > > > -- Jay McClelland > > > From B.J.Richards at reading.ac.uk Fri Sep 6 11:45:19 2002 From: B.J.Richards at reading.ac.uk (Brian Richards) Date: Fri, 6 Sep 2002 12:45:19 +0100 Subject: films Message-ID: Dear Phil, you are right about Monty Python. Two sketches spring to mind immediately although I am not sure whether they were in the films or just the TV series. One is the "argument" sketch where people pay to have an argument. This develops into an argument about whether they are really having an argument. The second is about a person who can pronounce /k/ in words beginning with the letter 'k' but not if they begin with 'c', i,e, 'king' is possible but not 'college'. Brian ************************************* Brian Richards Professor of Education The University of Reading School of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Dale, Philip S." To: Sent: Thursday, September 05, 2002 1:57 PM Subject: films A couple of years ago I posted a notice asking for suggestions for fiction which had language as a focus, and I received many suggestions. As a followup, I'd like to recommend very highly Mary Doria Russell's The Sparrow, a science fiction novel in which language learning plays an important role. It's also quite fascinating as a meditation on culture contact and miscommunication, and on the nature of faith. The author is a Ph.D. anthropologist. My request this time is for film which has language as a focus. The two which come mind immediately are My Fair Lady, and Nell. Are there any others? I have a hazy memory of some bits in Monty Python movies, for example. The treatment of language can be done well or badly; I'm interested in film as a discussion starter. Thanks in advance for your help, and I'll post a summary. Philip S. Dale, Professor and Chair Dept of Communication Science & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 tel: 573-882-1934 fax: 573-884-8686 email: dalep at health.missouri.edu From Hua.Zhu at newcastle.ac.uk Fri Sep 6 13:18:01 2002 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Fri, 6 Sep 2002 13:18:01 GMT0BST Subject: films Message-ID: Similar to Monty Python, 'Alo 'Alo is another one which plays the game on pronunciation. There are ample sketches of mis/nonunderstanding due to the exaggrated accent used by the actor. Zhu hua Zhu Hua, PhD Sir James Knott Fellow Department of Speech University of Newcastle upon Tyne NE1 7RU, UK Fax: +44 (0)191 222 6518 Telephone: +44 (0)191 222 5210 http://www.ncl.ac.uk/speech/staff/zhu_hua.htm From DaleP at health.missouri.edu Fri Sep 6 13:05:41 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Fri, 6 Sep 2002 08:05:41 -0500 Subject: films, etc. Message-ID: Thanks to the *many* people who have sent film and book recommendations. Clearly there are many others who are interested in the representation of language use and acquisition in artistic forms. Feel free to send more, but I can tell it will take a while to work up an organized summary of all the information. (There is, after all, real work to be done.) In the meantime, I thought I'd share a delightful photo of Peter Ladefoged on the set of My Fair Lady, with Rex Harrison (Professor Higgins), Wilfred Hyde White (Colonel Pickering), and George Cukor the director. It was sent to me by my graduate school classmate George Allen: Go to the home page for the UCLA Phonetics Lab: http://www.humnet.ucla.edu/humnet/linguistics/faciliti/uclaplab.html and click on the button to see the background picture in its full glory. Cheers -- /g George D. Allen Michigan State University College of Nursing A230 Life Sciences Bldg., E. Lansing MI 48824-1317 Voice: (517) 353-5976; Fax: (517) 353-9553 "We already have distance learning in most university science courses; it's called the lecture." -- Donald Kennedy, "Science," August 31, 2001, p. 1557. From georgehu at education.ed.ac.uk Fri Sep 6 13:09:52 2002 From: georgehu at education.ed.ac.uk (George Hunt) Date: Fri, 6 Sep 2002 14:09:52 +0100 Subject: Coding grammatical errors in language samples In-Reply-To: <001901c25599$bb001fe0$25e1fea9@ehsrichb> Message-ID: The forms could of, might of, should of etc are also common in adult writing, including that of education students. I had always assumed that the writers were simply making a graphophonic analogy with forms like kind of, sort of, some of, many of. When these are spoken, the vowel of the last syllable is reduced to schwa, making these syllables identical with those of the abbreviated modal forms. When these writers were mentally reconstructing the full forms for spelling, perhaps they drew upon the 'kind of' forms. However, this does not explain the direction of the analogy - why don't we as often see forms like kind have, many have etc? It might be interesting to talk to the writers to see whether or not they are making conscious choices between possible spellings in the process of writing these non-standard forms. I once tried to correct a student by pointing out the difference between the full forms of the modal constructions, and contrasting them with kind of etc. She replied, 'I know that, but in my dialect the full form is should of'. B.J.Richards at reading.ac.uk writes: >Re Jay Mclelland's example of "your welcome", I wonder whether with such a >formulaic expression speakers and writers really are always aware of the >base form. > >One phenomenon that has always puzzled me in children's writing, including >older teenagers is using 'of' instead of 'have/ve' after modals: 'It must >of >been...', 'they might of done...' Any thoughts? > >Brian > >************************************* >Brian Richards >Professor of Education >The University of Reading >School of Education >Bulmershe Court >Earley, Reading, RG6 1HY, UK >************************************* >----- Original Message ----- >From: "Beverly Flanigan" >To: "Jay McClelland" >Cc: >Sent: Wednesday, September 04, 2002 11:31 PM >Subject: Re: Coding grammatical errors in language samples > > >> Strictly an orthographic error. The writer knows perfectly well what >the >> base forms are. It drives me crazy, but it's not a linguistic error, >any >> more than written its=it's=its' is. >> >> At 04:52 PM 9/4/2002 -0400, you wrote: >> >> >I couldn't resist passing this bit of email I just received >> >on to the info-childes list in the context of the present >> >discussion: In reply to an email of thanks, I received >> >this reply: >> > >> > > Your welcome! >> > >> >How do we think about this kind of 'error'? >> > >> > -- Jay McClelland >> >> >> > > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From georgehu at education.ed.ac.uk Fri Sep 6 13:46:58 2002 From: georgehu at education.ed.ac.uk (George Hunt) Date: Fri, 6 Sep 2002 14:46:58 +0100 Subject: Coding grammatical errors in language samples In-Reply-To: <870FEA1B15C1C14CB3DAC9A142786DAE016712@bumc.bu.edu> Message-ID: In English Today, 14.3 July 1998, there's a short and entertaining article by Pam Peters, 'Differing on Agreement', about concord in contemporary International English usage. This is a report from the English Today/ Cambridge University Press 'Langscape' project which used computer corpora and elicited data to track changes in usage. The project and the whole periodical are interesting sources of information about such changes. George htagerf at bu.edu writes: >This message is in MIME format. Since your mail reader does not understand >this format, some or all of this message may not be legible. > >------_=_NextPart_001_01C2541F.EA91FAB0 >Content-Type: text/plain; > charset="iso-8859-1" > >We are currently coding language samples and are interested in the >presence >of grammatical errors. One concern is how to distinguish between >'vernacular use' and genuine errors. Here are examples that we don't know >what to do with: - regarding the use of "there are"- I am finding many >subjects using it as a contraction in the singular when the plural form is >called for- i.e. "there's more people here then expected" or "there's 100 >people attending the service Also using "good" instead of "well"- "He ran >really good at the race"? The other issue was dropping "ly" from adverbs- >"he drew nice" or various combinations of both "she plays real good" > > > >Any ideas on this? rules to follow? > >thanks in advance for advice, > >Helen Tager-Flusberg > > >------_=_NextPart_001_01C2541F.EA91FAB0 >Content-Type: text/html; > charset="iso-8859-1" > > > > > > > > >
>

We are currently coding >language >samples and are interested in the >presence of grammatical errors. class=951322714-04092002> One >concern is how to distinguish between 'vernacular use' and geclass=951322714-04092002>nuine errors.  Here are examples that we >don't >know what to do with:  >- regarding the use of "there are"- I amclass=951322714-04092002> finding many subjects using it as a >contraction >in the singular when the plural >form is >called for- i.e. "there's more people here then expected" orclass=951322714-04092002> "there's 100 people attending the >serviceclass=951322714-04092002> Also using "good"class=951322714-04092002> instead of "well"- "He ran really good >at the >race"? The other issue was dropping >"ly" >from adverbs- "he drew nice" or various combinations of bothclass=951322714-04092002> "she plays real >good"

>

 

>

Any ideas on this?  >rules to >follow?

>

thanks in >advance for >advice,

>

Helen >Tager-Flusberg

> >------_=_NextPart_001_01C2541F.EA91FAB0-- > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From rwoolley at teleline.es Fri Sep 6 15:14:03 2002 From: rwoolley at teleline.es (Reuben Woolley) Date: Fri, 6 Sep 2002 17:14:03 +0200 Subject: films In-Reply-To: <001f01c2559a$e10dd5a0$25e1fea9@ehsrichb> Message-ID: The 'Argument' sketch is also included in the first Monty Python fim - "And Now For Something Completely Different". The /k/ sketch (an absolute masterpiece) is the Travel Agency sketch, included in the LP/MC - Monty Python Live At the Drury Lane Theatre and also in their film/TV programme, Monty Python Live At The Hollywood Bowl. I often use this sketch in my EFL classes along with the Dead Parrot sketch which is marvellous for introducing register. Reuben Woolley -----Mensaje original----- De: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] En nombre de Brian Richards Enviado el: viernes, 06 de septiembre de 2002 13:45 Para: Dale, Philip S.; info-childes at mail.talkbank.org Asunto: Re: films Dear Phil, you are right about Monty Python. Two sketches spring to mind immediately although I am not sure whether they were in the films or just the TV series. One is the "argument" sketch where people pay to have an argument. This develops into an argument about whether they are really having an argument. The second is about a person who can pronounce /k/ in words beginning with the letter 'k' but not if they begin with 'c', i,e, 'king' is possible but not 'college'. Brian ************************************* Brian Richards Professor of Education The University of Reading School of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Dale, Philip S." To: Sent: Thursday, September 05, 2002 1:57 PM Subject: films A couple of years ago I posted a notice asking for suggestions for fiction which had language as a focus, and I received many suggestions. As a followup, I'd like to recommend very highly Mary Doria Russell's The Sparrow, a science fiction novel in which language learning plays an important role. It's also quite fascinating as a meditation on culture contact and miscommunication, and on the nature of faith. The author is a Ph.D. anthropologist. My request this time is for film which has language as a focus. The two which come mind immediately are My Fair Lady, and Nell. Are there any others? I have a hazy memory of some bits in Monty Python movies, for example. The treatment of language can be done well or badly; I'm interested in film as a discussion starter. Thanks in advance for your help, and I'll post a summary. Philip S. Dale, Professor and Chair Dept of Communication Science & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 tel: 573-882-1934 fax: 573-884-8686 email: dalep at health.missouri.edu From menyuk at acs-pop.bu.edu Fri Sep 6 04:32:21 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Fri, 6 Sep 2002 12:32:21 +0800 Subject: Talk pictures Message-ID: Dear Philip, I thought of another film, a recent one. It's about Native Americans' codes used in World War two to send coded messages. The Japanese could not break the code. I think it's called wind talkers. Paula. From menyuk at acs-pop.bu.edu Fri Sep 6 04:35:14 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Fri, 6 Sep 2002 12:35:14 +0800 Subject: Talk films Message-ID: Yes the Miracle Worker was a film with Ann Bancroft and Patty Duke. This is fun and a happy Friday occupation. From menyuk at acs-pop.bu.edu Fri Sep 6 04:40:38 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Fri, 6 Sep 2002 12:40:38 +0800 Subject: Films Message-ID: Dear Phil, How about all the Tarzan films in which Tarzan learns English and can talk to the animals in various ways. Paula. From flanigan at ohiou.edu Fri Sep 6 17:35:37 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Fri, 6 Sep 2002 13:35:37 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: Message-ID: At 02:09 PM 9/6/2002 +0100, George Hunt wrote: >The forms could of, might of, should of etc are also common in adult >writing, including that of education students [and linguistics students!]. >I had always assumed that >the writers were simply making a graphophonic analogy with forms like kind >of, sort of, some of, many of. When these are spoken, the vowel of the >last syllable is reduced to schwa, making these syllables identical with >those of the abbreviated modal forms. When these writers were mentally >reconstructing the full forms for spelling, perhaps they drew upon the >'kind of' forms. However, this does not explain the direction of the >analogy - why don't we as often see forms like kind have, many have etc? > >It might be interesting to talk to the writers to see whether or not they >are making conscious choices between possible spellings in the process of >writing these non-standard forms. I once tried to correct a student by >pointing out the difference between the full forms of the modal >constructions, and contrasting them with kind of etc. She replied, 'I know >that, but in my dialect the full form is should of'. "I know that" is the key. At some underlying level, I suspect most people know the difference between 'have' and 'of' in these phrasal sets. Your student may not understand what "full form" means, and she's confusing dialect and style. A way to test this is to ask the writer to turn the statement into a question (cf. Labov's test of black kids' underlying knowledge of the copula). Similarly, if someone is asked what "your welcome," or "your tired," or "your not my boss" means, I suspect they will at some point articulate the copula fully. Beverly Olson Flanigan Ohio University From pinker at media.mit.edu Fri Sep 6 18:39:49 2002 From: pinker at media.mit.edu (Steven Pinker) Date: Fri, 6 Sep 2002 14:39:49 -0400 Subject: films In-Reply-To: <000201c255b8$09cd7b40$0401a8c0@a> Message-ID: My Fair Lady is a wonderful film, but in some ways the 1938 black and white film adaptation of Pygmalion is even more satisfying. It doesn't have the singing and dancing, but the dialogue and scene structure are closer to those of Shaw's original play, and as a result it is wittier and subtler (particularly the scene in which Eliza shocks the stuffy aristocrats by using lower-class epithets with upper-class pronunciation). It is done in the style of the best English theatre and features a terrific performance by Leslie Howard, less hammy than Rex Harrison's Higgins. (Howard went on to play Ashley Wilkes in Gone With the Wind the following year.) Perhaps Yoda in Star Wars could be used to introduce students to VSO languages. --Steve Pinker From EKELLY at gc.cuny.edu Fri Sep 6 18:39:26 2002 From: EKELLY at gc.cuny.edu (KELLY, ELIZABETH) Date: Fri, 6 Sep 2002 14:39:26 -0400 Subject: films etc Message-ID: Add "My Dinner with Andre" From roberts at mail.fpg.unc.edu Fri Sep 6 19:07:08 2002 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Fri, 6 Sep 2002 15:07:08 -0400 Subject: SLP Research Position Message-ID: Speech-Language Pathologist Research Position The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill is seeking a full-time speech-language pathologist for a multidisciplinary research project examining the communication skills of young males with fragile X syndrome and Down syndrome. Applicants must have 2 years experience working with children with developmental disabilities. For more information, please contact: Kathleen Anderson, Project Coordinator kathleen_anderson at unc.edu, phone 919.843.5422 or fax your letter of interest and resume to 919.966.7532. EOE. -- Joanne Roberts, Ph.D. Senior Scientist and Professor of Pediatrics and Speech and Hearing Sciences Frank Porter Graham Child Development Institute, CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From flanigan at ohiou.edu Fri Sep 6 21:55:32 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Fri, 6 Sep 2002 17:55:32 -0400 Subject: films In-Reply-To: Message-ID: At 02:39 PM 9/6/2002 -0400, you wrote: >Perhaps Yoda in Star Wars could be used to introduce students to VSO >languages. > >--Steve Pinker My grad student TAs often use Yoda scenes in their Syntax unit. Students don't seem to notice that after a while Yoda drops his peculiar syntax and switches to SVO, particularly in complex sentences (I suspect the scriptwriter lost track of the "rules"). From pesetsk at MIT.EDU Fri Sep 6 23:00:30 2002 From: pesetsk at MIT.EDU (David Pesetsky) Date: Fri, 6 Sep 2002 19:00:30 -0400 Subject: films In-Reply-To: Message-ID: At 2:39 PM -0400 9/6/02, Steven Pinker wrote: > Perhaps Yoda in Star Wars could be used to introduce students to VSO > languages. Mislead them you would! See also http://www.yodajeff.com/pages/talk/yodish.shtml ************************************************************************* David Pesetsky [pesetsk at mit.edu] Department of Linguistics and Philosophy E39-237 Massachusetts Institute of Technology Cambridge, MA 02139 USA (617) 253-0957 office (617) 253-5017 fax http://web.mit.edu/linguistics/www/pesetsky.home.html From charles.watkins at wanadoo.fr Sun Sep 8 09:53:06 2002 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Sat, 7 Sep 2002 21:53:06 -1200 Subject: films Message-ID: I've come in late on the discussion. Has anyone mentioned Dances with Wolves? Particularly good in the scenes involving the reacquisition a forgotten mother tongue. As regards Yoda; is he the small hairy one with pointed ears? Watching the end of Episode 1 with my son I have just been, and the distinct memory of OSV (if the modal/auxiliary is the verb and the lexical verb considered part of the complement) have. Charles Watkins. -----Message d'origine----- De : Steven Pinker À : info-childes at mail.talkbank.org Date : vendredi 6 septembre 2002 06:51 Objet : RE: films >My Fair Lady is a wonderful film, but in some ways the 1938 black and white >film adaptation of Pygmalion is even more satisfying. It doesn't have the >singing and dancing, but the dialogue and scene structure are closer to >those of Shaw's original play, and as a result it is wittier and subtler >(particularly the scene in which Eliza shocks the stuffy aristocrats by >using lower-class epithets with upper-class pronunciation). It is done in >the style of the best English theatre and features a terrific performance by >Leslie Howard, less hammy than Rex Harrison's Higgins. (Howard went on to >play Ashley Wilkes in Gone With the Wind the following year.) > >Perhaps Yoda in Star Wars could be used to introduce students to VSO >languages. > >--Steve Pinker > > > > > > From xriosh at terra.com.pe Sun Sep 8 17:24:46 2002 From: xriosh at terra.com.pe (Ximena Rios Hamann) Date: Sun, 8 Sep 2002 12:24:46 -0500 Subject: Joden Message-ID: The word "joden" has different meanings in Spanish. It depends on the country or variety of Spanish. In Spain it's equivalent to the word "fuck" in English, but in Argentina, Venezuela and Peru, for example, it's equivalent to the word "bother" or "tease" but with a very strong "charge". Both meanings are argot. Ximena Rios ----- Original Message ----- From: Professor Annette Karmiloff-Smith To: Sent: Tuesday, September 03, 2002 7:36 PM Subject: Joden > OK, I've been told what it means in Spanish. > Does the word have meaning in other languages? > thanks > annette > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm > ________________________________________________________________ > From r.n.campbell at stir.ac.uk Sun Sep 8 19:42:12 2002 From: r.n.campbell at stir.ac.uk (Robin Campbell) Date: Sun, 8 Sep 2002 20:42:12 +0100 Subject: films, etc. In-Reply-To: Message-ID: I recall a TV sketch about failed language learning by the Irish comedian Dave Allen, broadcast on BBC around 20 years ago. It was part of a series of weekly gags about Frankenstein and his Monster. It is doubtful whether a copy exists, but perhaps the gag merits exposure here. Monster: Kill! Kill! Kill! (energetically squeezing Frankenstein by the neck) Dr Frankenstein: (gasping) No, no. Love! Love! Love! (the exchange is repeated several times), then Monster: Ahhhhh! (pauses to display comprehension grimaces) Love! Love! Love! (resumes squeezing operations with renewed vigour) One can well imagine this kind of use/mention mix-up occurring between parent and child. Any examples known? Robin N Campbell -- 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 rsprouse at indiana.edu Sun Sep 8 20:53:55 2002 From: rsprouse at indiana.edu (rsprouse) Date: Sun, 8 Sep 2002 15:53:55 -0500 Subject: Joden In-Reply-To: <005c01c2575c$ce22f380$8617840a@rree.gob.pe> Message-ID: OK, Annette, the whole list is now waiting to find out whether this word showed up in a corpus of child Dutch or child Spanish. Rex Sprouse ------------------- > The word "joden" has different meanings in Spanish. It depends on the > country or variety of Spanish. > > In Spain it's equivalent to the word "fuck" in English, but in Argentina, > Venezuela and Peru, for example, it's equivalent to the word "bother" or > "tease" but with a very strong "charge". > > Both meanings are argot. > > Ximena Rios > > > > > ----- Original Message ----- > From: Professor Annette Karmiloff-Smith > To: > Sent: Tuesday, September 03, 2002 7:36 PM > Subject: Joden > > > > OK, I've been told what it means in Spanish. > > Does the word have meaning in other languages? > > thanks > > annette > > -- > > ________________________________________________________________ > > Professor A.Karmiloff-Smith, > > Head, Neurocognitive Development Unit, > > Institute of Child Health, > > 30 Guilford Street, > > London WC1N 1EH, U.K. > > tel: 0207 905 2754 > > fax: 0207 242 7717 > > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm > > ________________________________________________________________ > > > > > > > Rex A. Sprouse Associate Professor of Germanic Studies, Adjunct Associate Professor of Linguistics, Adjunct Associate Professor of TESOL and Applied Linguistics German Language Proficiency Certification Officer Graduate German Reading Proficiency Advisor Member of Board of Directors, Cymdeithas Madog (Welsh Studies Institute in North America) Department of Germanic Studies, Indiana University, Ballantine Hall 644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA 812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From a.karmiloff-smith at ich.ucl.ac.uk Mon Sep 9 09:47:56 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 9 Sep 2002 10:47:56 +0100 Subject: Joden In-Reply-To: <200209082053.PAA10717@iupui.edu> Message-ID: sorry, no it didn't. I should have explained. It is the first name given to a newborn by parents who know nothing of its meanings and thought they had invented a nice-sounding name. When I realised the Dutch meaning I wondered what meaning it might have in other languages and thought what better source of info than the psycholinguistics list. Thanks to all who replied. If there are psychotherapists out there, should I tell the parents or not? Annette At 3:53 pm -0500 8/9/02, rsprouse wrote: >OK, Annette, > >the whole list is now waiting to find out whether this word showed up >in a corpus of child Dutch or child Spanish. > >Rex Sprouse > >------------------- >> The word "joden" has different meanings in Spanish. It depends on >the >> country or variety of Spanish. >> >> In Spain it's equivalent to the word "fuck" in English, but in >Argentina, >> Venezuela and Peru, for example, it's equivalent to the word >"bother" or >> "tease" but with a very strong "charge". >> >> Both meanings are argot. >> >> Ximena Rios >> >> >> >> >> ----- Original Message ----- >> From: Professor Annette Karmiloff-Smith > >> To: >> Sent: Tuesday, September 03, 2002 7:36 PM >> Subject: Joden >> >> >> > OK, I've been told what it means in Spanish. >> > Does the word have meaning in other languages? >> > thanks >> > annette >> > -- >> > ________________________________________________________________ >> > Professor A.Karmiloff-Smith, >> > Head, Neurocognitive Development Unit, >> > Institute of Child Health, >> > 30 Guilford Street, >> > London WC1N 1EH, U.K. >> > tel: 0207 905 2754 >> > fax: 0207 242 7717 >> > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm >> > ________________________________________________________________ >> > >> >> >> >> >> >Rex A. Sprouse > >Associate Professor of Germanic Studies, Adjunct Associate Professor >of Linguistics, Adjunct Associate Professor of TESOL and Applied >Linguistics > >German Language Proficiency Certification Officer >Graduate German Reading Proficiency Advisor > >Member of Board of Directors, Cymdeithas Madog (Welsh Studies >Institute in North America) > >Department of Germanic Studies, Indiana University, Ballantine Hall >644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA > >812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From rsprouse at indiana.edu Mon Sep 9 11:43:30 2002 From: rsprouse at indiana.edu (rsprouse) Date: Mon, 9 Sep 2002 06:43:30 -0500 Subject: Joden In-Reply-To: Message-ID: Don't forget that would be pronounced radically differently as standard orthography in various languages. Rex ------------------- > sorry, no it didn't. I should have explained. It is the first name > given to a newborn by parents who know nothing of its meanings and > thought they had invented a nice-sounding name. When I realised the > Dutch meaning I wondered what meaning it might have in other > languages and thought what better source of info than the > psycholinguistics list. Thanks to all who replied. If there are > psychotherapists out there, should I tell the parents or not? > Annette > > At 3:53 pm -0500 8/9/02, rsprouse wrote: > >OK, Annette, > > > >the whole list is now waiting to find out whether this word showed up > >in a corpus of child Dutch or child Spanish. > > > >Rex Sprouse > > > >------------------- > >> The word "joden" has different meanings in Spanish. It depends on > >the > >> country or variety of Spanish. > >> > >> In Spain it's equivalent to the word "fuck" in English, but in > >Argentina, > >> Venezuela and Peru, for example, it's equivalent to the word > >"bother" or > >> "tease" but with a very strong "charge". > >> > >> Both meanings are argot. > >> > >> Ximena Rios > >> > >> > >> > >> > >> ----- Original Message ----- > >> From: Professor Annette Karmiloff-Smith > > > >> To: > >> Sent: Tuesday, September 03, 2002 7:36 PM > >> Subject: Joden > >> > >> > >> > OK, I've been told what it means in Spanish. > >> > Does the word have meaning in other languages? > >> > thanks > >> > annette > >> > -- > >> > ________________________________________________________________ > >> > Professor A.Karmiloff-Smith, > >> > Head, Neurocognitive Development Unit, > >> > Institute of Child Health, > >> > 30 Guilford Street, > >> > London WC1N 1EH, U.K. > >> > tel: 0207 905 2754 > >> > fax: 0207 242 7717 > >> > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm > >> > ________________________________________________________________ > >> > > >> > >> > >> > >> > >> > >Rex A. Sprouse > > > >Associate Professor of Germanic Studies, Adjunct Associate Professor > >of Linguistics, Adjunct Associate Professor of TESOL and Applied > >Linguistics > > > >German Language Proficiency Certification Officer > >Graduate German Reading Proficiency Advisor > > > >Member of Board of Directors, Cymdeithas Madog (Welsh Studies > >Institute in North America) > > > >Department of Germanic Studies, Indiana University, Ballantine Hall > >644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA > > > >812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu > > > > Rex A. Sprouse Associate Professor of Germanic Studies, Adjunct Associate Professor of Linguistics, Adjunct Associate Professor of TESOL and Applied Linguistics German Language Proficiency Certification Officer Graduate German Reading Proficiency Advisor Member of Board of Directors, Cymdeithas Madog (Welsh Studies Institute in North America) Department of Germanic Studies, Indiana University, Ballantine Hall 644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA 812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From a.karmiloff-smith at ich.ucl.ac.uk Mon Sep 9 12:01:19 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 9 Sep 2002 13:01:19 +0100 Subject: Fwd: RE: Joden Message-ID: >>indeed, so in Dutch, "Yoden," I presume. And in Spanis,h "zoden" >>or "hoden"I presume, which is why I am hesitating telling them >>because they are pronouncing it Joden as in just.... > > > >> Don't forget that would be pronounced radically differently as >>standard orthography in various languages. >> >>Rex >> >>------------------- >>> sorry, no it didn't. I should have explained. It is the first name >>> given to a newborn by parents who know nothing of its meanings and >>> thought they had invented a nice-sounding name. When I realised the >> >>> Dutch meaning I wondered what meaning it might have in other >>> languages and thought what better source of info than the >>> psycholinguistics list. Thanks to all who replied. If there are >>> psychotherapists out there, should I tell the parents or not? >>> Annette >>> >>> At 3:53 pm -0500 8/9/02, rsprouse wrote: >>> >OK, Annette, >>> > >>> >the whole list is now waiting to find out whether this word showed >>up >>> >in a corpus of child Dutch or child Spanish. >>> > >>> >Rex Sprouse >>> > >>> >------------------- >>> >> The word "joden" has different meanings in Spanish. It depends >>on >>> >the >>> >> country or variety of Spanish. >>> >> >>> >> In Spain it's equivalent to the word "fuck" in English, but in >>> >Argentina, >>> >> Venezuela and Peru, for example, it's equivalent to the word >>> >"bother" or >>> >> "tease" but with a very strong "charge". >>> >> >>> >> Both meanings are argot. >>> >> >>> >> Ximena Rios >>> >> >>> >> >>> >> >>> >> >>> >> ----- Original Message ----- >>> >> From: Professor Annette Karmiloff-Smith >>> > >>> >> To: >>> >> Sent: Tuesday, September 03, 2002 7:36 PM >>> >> Subject: Joden >>> >> >>> >> >>> >> > OK, I've been told what it means in Spanish. >>> >> > Does the word have meaning in other languages? >>> >> > thanks >>> >> > annette >>> >> > -- >>> >> > >>________________________________________________________________ >>> >> > Professor A.Karmiloff-Smith, >>> >> > Head, Neurocognitive Development Unit, >>> >> > Institute of Child Health, >>> >> > 30 Guilford Street, >>> >> > London WC1N 1EH, U.K. >>> >> > tel: 0207 905 2754 >>> >> > fax: 0207 242 7717 >>> >> > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm >>> >> > >>________________________________________________________________ >>> >> > >>> >> >>> >> >>> >> >>> >> >>> >> >>> >Rex A. Sprouse >>> > >>> >Associate Professor of Germanic Studies, Adjunct Associate >>Professor >>> >of Linguistics, Adjunct Associate Professor of TESOL and Applied >>> >Linguistics >>> > >>> >German Language Proficiency Certification Officer >>> >Graduate German Reading Proficiency Advisor >>> > >>> >Member of Board of Directors, Cymdeithas Madog (Welsh Studies >>> >Institute in North America) >>> > >>> >Department of Germanic Studies, Indiana University, Ballantine Hall >>> >644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA >>> > >>> >812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu >>> >>> >>> >>> >>Rex A. Sprouse >> >>Associate Professor of Germanic Studies, Adjunct Associate Professor >>of Linguistics, Adjunct Associate Professor of TESOL and Applied >>Linguistics >> >>German Language Proficiency Certification Officer >>Graduate German Reading Proficiency Advisor >> >>Member of Board of Directors, Cymdeithas Madog (Welsh Studies >>Institute in North America) >> >>Department of Germanic Studies, Indiana University, Ballantine Hall >>644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA >> >>812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From rmontes at siu.buap.mx Mon Sep 9 13:31:24 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Mon, 9 Sep 2002 08:31:24 -0500 Subject: Joden In-Reply-To: Message-ID: If, as you mentioned, the first consonant sounds like the the first consonant in "Justice", the spoken version of the name is unlikely to cause any problems. Most Spanish speakers would not associate it with the Spanish verb. One solution to the written version, would be to introduce some variant spelling somewhere, maybe a "w" or "r" after the "o", just in case. Good luck! Rosa Montes, UAP From kenny at UDel.Edu Mon Sep 9 14:36:27 2002 From: kenny at UDel.Edu (Kenneth Allen Hyde) Date: Mon, 9 Sep 2002 10:36:27 -0400 Subject: Joden In-Reply-To: Message-ID: On Mon, 9 Sep 2002, Annette Karmiloff-Smith wrote: > If there are psychotherapists out there, should I tell the parents or > not? I'm not a psychotherapist, but as someone who has suffered an inordinate amount of teasing because of my name ("Hyde"), I would personally vote for warning the parents that it may become an issue years down the line. At least that way, when/if it happens, the parents can't turn to you and say "You're a linguist! You could have warned us!" Besides, if the child in question is a boy, he's going to have enough of a burden being called Jody (which despite a few exceptions is predominantly a feminine name). I doubt if the possibility of multi-lingual playground teasing is ever going to equal that particular burden (assuming that he/she has playmates that are linguistically sophisticated enough to make the cross-language connections). Ken *gulp* Hyde Kenneth Allen Hyde | No matter how subtle the wizard, a knife Univ. of Delaware | between the shoulder blades will seriously Dept. of Linguistics | cramp his style -- Old Jhereg proverb kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me //www.ling.udel.edu/hyde/prof/ From mserra at psi.ub.es Mon Sep 9 14:57:19 2002 From: mserra at psi.ub.es (Miquel Serra) Date: Mon, 9 Sep 2002 16:57:19 +0200 Subject: films Message-ID: An interesting piece of film I use as exemple, is the meeting between ET and the child, and the following scenes. It really helps on clarifying about the attitude and abilities that have to be shown to the interlocutor in order to establish good contact and learn a language. I do support the comments about Pygmalion being better than My Fair Lady. Miquel Serra i Raventos Departament de Psicologia Basica, Divisio de Ciencies de la Salut, Universitat de Barcelona P. de la Vall d'Hebron 171, 08035 Barcelona, Spain. Tel. +34 - 93 3125136, Fax. +34 - 93 402 13 63 From a.karmiloff-smith at ich.ucl.ac.uk Mon Sep 9 16:13:21 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 9 Sep 2002 17:13:21 +0100 Subject: Joden In-Reply-To: Message-ID: Dear Ken gulp Hyde! One of my friends at school had the initial PIS and got teased no end. I think I should tell them and leave the decision to them. By the way, I am *not* a linguist but a psychologist. Funnily enough, this family wanted to call their son Juno but worried he'd be teased having the name of a Greek Goddess so decided on Joden instead! They clearly like names beginning with J... Guess he could just be Jo. Thanks for all your comments, Annette At 10:36 am -0400 9/9/02, Kenneth Allen Hyde wrote: >On Mon, 9 Sep 2002, Annette Karmiloff-Smith wrote: > >> If there are psychotherapists out there, should I tell the parents or >> not? > >I'm not a psychotherapist, but as someone who has suffered an inordinate >amount of teasing because of my name ("Hyde"), I would personally vote for >warning the parents that it may become an issue years down the line. At >least that way, when/if it happens, the parents can't turn to you and say >"You're a linguist! You could have warned us!" Besides, if the child in >question is a boy, he's going to have enough of a burden being called Jody >(which despite a few exceptions is predominantly a feminine name). I >doubt if the possibility of multi-lingual playground teasing is ever going >to equal that particular burden (assuming that he/she has playmates that >are linguistically sophisticated enough to make the cross-language >connections). > >Ken *gulp* Hyde > >Kenneth Allen Hyde | No matter how subtle the wizard, a knife >Univ. of Delaware | between the shoulder blades will seriously >Dept. of Linguistics | cramp his style -- Old Jhereg proverb >kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me > >//www.ling.udel.edu/hyde/prof/ -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From blackwsa at sun7.bham.ac.uk Mon Sep 9 16:51:01 2002 From: blackwsa at sun7.bham.ac.uk (SA Blackwell) Date: Mon, 9 Sep 2002 17:51:01 +0100 Subject: CLAN on UNIX Message-ID: Hi all, I'm new to this list. Please could someone tell me how to install the CLAN software to run under UNIX? I have downloaded the Unix version, unZIPped it and TARred it - I now have lots of files but none of them appears to be executable. Do I have to run a C++ compiler over everything? Can't find this in the manual - I have looked ... Any help will be gratefully received. Thanks in advance, Sue Blackwell Department of English, The University of Birmingham, Edgbaston, BIRMINGHAM B15 2TT Phone: +44 - 0121-414-3219 Fax: +44 - 0121-414-5668 e-mail: S.A.Blackwell at bham.ac.uk Sue's Home Page: http://web.bham.ac.uk/sue_blackwell From macw at cmu.edu Mon Sep 9 22:22:00 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 9 Sep 2002 18:22:00 -0400 Subject: CLAN on UNIX In-Reply-To: Message-ID: On 9/9/02 12:51 PM, "SA Blackwell" wrote: > Hi all, I'm new to this list. > > Please could someone tell me how to install the CLAN > software to run under UNIX? I have downloaded the > Unix version, unZIPped it and TARred it - I now have > lots of files but none of them appears to be executable. > Do I have to run a C++ compiler over everything? > Dear Sue, Yes, when you get programs for Unix machines, you almost invariably have to compile them yourself. This is because there are dozens of versions of Unix, Linux, Free BSD and the like. Worse still, the compilation for a given machine often requires special magic that people familiar with that machine have to know. So, if you are not a Unix hacker, you will have to learn how to use the compiler and perhaps even how to modify settings in the makefile to get CLAN to compile. If you are not a Unix hacker, and if the "make" command doesn't just magically work right away on your machine, you will need to find a Unix hacker. Otherwise, you might try a Mac or Windows. --Brian MacWhinney From ablackwe at mtsu.edu Sun Sep 15 20:05:49 2002 From: ablackwe at mtsu.edu (Aleka A. Blackwell) Date: Sun, 15 Sep 2002 15:05:49 -0500 Subject: Films Message-ID: Hi, In case this hasn't been announced, tonight on many PBS affiliates the following movie will be on Masterpiece Theater: >From NPR's Weekend Edition: We'll hear about Esmerelda Santiago's memoir of her journey from Puerto Rico to a Brooklyn tenement. It's now a PBS movie called "Almost a Woman." The memoir's focus is largely language acquisition. Aleka Blackwell ------------ Aleka A. Blackwell Assistant Professor Department of English Peck Hall 100G Middle Tennessee State University Murfreesboro, TN 37132 (615) 904-8122 ablackwe at mtsu.edu From rollins at utdallas.edu Tue Sep 10 20:37:36 2002 From: rollins at utdallas.edu (Pamela Rosenthal Rollins) Date: Tue, 10 Sep 2002 15:37:36 -0500 Subject: friends of sandy Friel-patti Message-ID: It is with deep sorrow that I report our friend and colleague Sandy Friel-Patti peacefully passed away around 9:00 p.m last evening. Her Husband Joe, and daughter Jessica were at her side. As many of you know Sandy lived with cancer and all of its assorted challenges for 17 years. Sandy loved her work. She did not believe in allowing the cancer to interrupt her professional responsibilities or goals. Sandy continued to conduct research, publish, obtain significant extramural funding, mentor graduate students and serve in important roles in professional societies. An amazing feat given the 17 year challenge cancer has provided. Sandy was truly one incredible person!!! We will miss her. -- 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 plahey at mindspring.com Mon Sep 16 18:19:55 2002 From: plahey at mindspring.com (Peg Lahey) Date: Mon, 16 Sep 2002 14:19:55 -0400 Subject: ANNOUNCING BAMFOR-LAHEY SCHOLARS FOR 2002 Message-ID: BAMFORD-LAHEY SCHOLARS FOR 2002-2003 The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children. Its current focus is on developmental language disorders of children. There is concern about a shortage of doctoral level professionals interested in pursuing careers in research and in teaching future Speech-Language Pathologists. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders. To accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program and who intend to specialize in children's language disorders. All applicants are required to hold the Certificate of Clinical Competence in Speech/Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (or an equivalent certification from another country}. More information about such scholarships is available on our website http://www.bamford-lahey.org/scholarships.html. Specific information and applications for 2003 scholarships will be on the website by January of 2003. Completed applications for next year's awards will be due April 1, 2003. We are very proud to announce the Bamford-Lahey Scholars of 2002. The four winners were selected from a large pool of highly qualified applicants who came from a number of countries and were enrolled at universities in the United States, Canada, and England. The names and university affiliations of this year's Scholars are: Lisa Archibald, The University of Durham, England Lisa Hammett, University of Georgia, Athens, Georgia Lori Heisler-Vink, Purdue University, West Lafayette, Indiana Diane A. Ogiela, Michigan State University, East Lansing, Michigan Further information about each of the Scholars as well as a picture of each can be found at http://www.bamford-lahey.org/scholars.html. We look forward to their contributions to the field. -------------- next part -------------- An HTML attachment was scrubbed... URL: From doneill at watarts.uwaterloo.ca Wed Sep 25 18:28:59 2002 From: doneill at watarts.uwaterloo.ca (Daniela O'Neill) Date: Wed, 25 Sep 2002 14:28:59 -0400 Subject: Faculty position in Developmental Psychology In-Reply-To: Message-ID: The University of Waterloo, Canada would like to announce the following search for a tenure track assistant professor in Developmental Psychology. Apologies to anyone receiving multiple postings of this announcement. The Department of Psychology at the University of Waterloo (located approximately one hour west of Toronto, Canada) invites applications for a tenure-track assistant professor in Developmental Psychology. The successful candidate must have a Ph.D. in Developmental Psychology or related area. We are particularly interested in applicants who would contribute to our focus on social and cognitive development as they pertain to communication. We are seeking an individual who has demonstrated a strong potential for an independent research career, external grant funding, and has a strong commitment to teaching and the supervision of undergraduate and graduate students. Information regarding the department and the developmental area can be found at www.psychology.uwaterloo.ca. Information regarding the Waterloo area can be found at www.region.waterloo.on.ca. The anticipated start date for the position is July 1, 2003. We will begin reviewing applications on January 15, 2003 and will continue to review them until the position is filled. Applicants should submit a curriculum vitae, a statement of research and teaching interests, reprints or preprints of recent papers, and arrange for three confidential letters of reference to be sent to: Developmental Search Committee, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. The University of Waterloo encourages applications from all qualified individuals, including women, members of visible minorities, native peoples, and persons with disabilities. All qualified candidates are encouraged to apply however, Canadians and permanent residents will be given priority. This appointment is subject to the availability of funds. Any questions regarding this position can be directed to Dr. Daniela O'Neill at doneill at uwaterloo.ca or (519) 885-1211, extension 2545. From langconf at bu.edu Wed Sep 25 19:11:50 2002 From: langconf at bu.edu (BU Conference on Language Development) Date: Wed, 25 Sep 2002 15:11:50 -0400 Subject: Preliminary Schedule for the Boston University Conference on Language Development Message-ID: ************************************************************** 27TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 1, 2 and 3, 2002 **************************************************************** Boston University is pleased to announce the preliminary schedule for the 27th Annual Boston University Conference on Language Development. Updates to the schedule as well as registration materials and 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. **************************************************************** PRELIMINARY CONFERENCE SCHEDULE **************************************************************** Friday, 9.00-12.30pm: Session A L. BLENN, A. SEIDL, B. HOEHLE: Recognition of phrases in early language acquisition: The role of morphological markers L. SANTELMANN: Infants' processing of relationships across languages: Comparing English and German D. SWINGLEY: On the phonological encoding of novel words by one-year-olds J. TENENBAUM, F. XU: Bayesian inference in learning words with overlapping extensions J. HALBERDA: Young competence and the systematic breakdown of a word-learning strategy M. PREISSLER: Mutual exclusivity as a word learning constraint in children with autism Friday, 9.00-12.30pm: Session B C. HAMANN: What French normal and impaired children do with functional categories - and the implications for approaches to language development J. PARADIS, M. CRAGO, F. GENESEE: Object clitics as a clinical marker of SLI in French: Evidence from French-English bilingual children M. MC GUCKIAN, A. HENRY: Grammatical morpheme omission in children with hearing impairment acquiring spoken English S. FISH, B. MOREN, R. HOFFMEISTER, B. SCHICK: The acquisition of classifier phonology in ASL by deaf children: Evidence from descriptions of objects in specific spatial arrangements A. WEINBERG: The development of visual attention through social interaction in young deaf children D. LILLO-MARTIN, S. BERK: Acquisition of constituent order under delayed linguistic input Friday, 9.00-12.30pm: Session C T. IONIN: The interpretation of 'the': A new look at articles in L2 English H. MARSDEN: Inverse scope in L2 Japanese C. BORGONOVO, P. PREVOST: Knowledge of polarity subjunctive in second language Spanish P. SCHULZ, A. WITTEK, Z. PENNER: Opening doors and sweeping floors: What children with specific language impairment know about telic and atelic verbs N. KAZANINA, C. PHILLIPS: Eventhood and comprehension of aspect in Russian children M. SMITH, L. NAIGLES, L. WAGNER: Comprehension and production of aspectual morphology in 22 & 36 month olds **************************************************************** Friday, 12.45pm: Special Session BUCLD Business Meeting **************************************************************** Friday, 2.00-5.30pm: Session A H. SONG, R. BAILLARGEON: Infants' ability to use verbal information when reasoning about others' goals J. LANTER-ZAPF: When children know what they do not know: The protracted course of the acquisition of the plural C. FISHER, J. SNEDEKER: Counting the nouns: Simple sentence-structure cues guide verb learning in 21-month-olds P. DE VILLIERS, F. BURNS: Language and false belief reasoning in specific language impaired children: Complementing theories S. RVACHEW: Factors related to the development of phonological awareness skills M. RISPOLI: Disassociation of sentence production components during the development of grammar Friday, 2.00-5.30pm: Session B T. KUPISCH: Cross-linguistic influence in the acquisition of articles by bilingual German-Italian children J. BERGER-MORALES, M. SALUSTRI: Root infinitives and participial constructions: Novel evidence for the Separate Systems Hypothesis L. SERRATRICE, A. SORACE: Overt and null subjects in monolingual and bilingual Italian acquisition S. CONRADIE: Parameter resetting in the second language acquisition of Afrikaans: The Split Infl Parameter and the V2 parameter T. MARINIS, C. FELSER, H. CLAHSEN: On-line processing of long-distance filler-gap dependencies by Chinese L2 learners of English P. BALCOM: The effects of the L1 on the L2 acquisition of unaccusativity by francophone and sinophone learners of English Friday, 2.00-5.30pm: Session C J. LIDZ, J. MUSOLINO: C-command really matters L. MERONI, A. GUALMINI, S. CRAIN: Universal asymmetries in child language M. LABELLE, D. VALOIS: Floated quantifiers, quantifiers at a distance, and logical form constructions in the acquisition of L1 French S. KAJIKAWA, S. AMANO, T. KONDO: Development of conversational style in Japanese mother-child vocal interactions: Speech overlap, particle use and backchannel J. BAIRD, M. SAYLOR: Preschooler's narrative abilities: Links to knowledge attribution skills and general language competence V. AUKRUST: Talk about talk with young children: Pragmatic socialization in two communities in Norway and the US **************************************************************** Friday, 8.00pm: Keynote Address SUSAN GOLDIN-MEADOW: The Resilience of Language **************************************************************** **************************************************************** Saturday, 8.00am: Special Session P. MCARDLE, M. HOPMANN; C. MCKEE: Federal Funding: What's hot and how to apply **************************************************************** Saturday 9.00-12.30pm: Session A S. ÖZÇALIŠKAN: When an idea runs through your mind, is it still in your mind? A crosslinguistic look at young children's understanding of metaphors about the mind K. OH: Manner and path in motion descriptions in English and Korean L. LAKUSTA, R. LICONA, B. LANDAU: Interactions between spatial representation and spatial language: The language of events J. SNEDEKER, S. YUAN, I. MARTIN: A limited role for prosody in children's online sentence processing S. CRAIN, L. MERONI: Children's use of referential context V. SHAFER, R. SCHWARTZ, K. KESSLER: ERP evidence of temporal aspects of phonological and lexical processing in children Saturday 9.00-12.30pm: Session B S. BERK: Why 'why' is different B. HOLLEBRANDSE: Long distance WH-extraction revisited M. ISOBE: Head-internal relative clauses in child Japanese I. EIGSTI, L. BENNETTO: Syntactic delays in autism: Relationships between language and neuropsychological factors A. ERIKS-BROPHY, H. GOODLUCK, D. STOJANOVIC: Sensitivity to A- and A'- dependencies in high-functioning individuals with Down syndrome J. SCHAEFFER, A. HACOHEN, A. BERNSTEIN: On the acquisition of DP in English-speaking children with SLI Saturday 9.00-12.30pm: Session C P. TROFIMOVICH, W. BAKER, J. FLEGE, M. MACK: Second-language sound learning in children and adults: Learning sounds, words, or both? T. BURNS, J. WERKER, K. MCVIE: Development of phonetic categories in infants raised in bilingual and monolingual environments W. IDSARDI, P. IMSRI: The perception of English stops by Thai children and adults A. CARPENTER: Omission of function words vs. lexical syllables in child speech H. GOAD, L. WHITE, J. STEELE: Missing surface inflection in SLA: A prosodic account J. TITTERINGTON, A. HENRY, J. TONER: Some effects of the prosodic hierarchy on the perception and production of spoken language in children with profound hearing loss who use cochlear implants **************************************************************** Saturday, 12.45pm: Lunch Symposium R. MAYBERRY, E. PIZZUTO, B. WOLL: The role of input in the acquisition of signed languages **************************************************************** Saturday 2.15-5.15pm: Session A G. MORGAN, I. BARRIÈRE, B. WOLL: Grammatical relations in the acquisition of BSL S. UZIEL-KARL, N. BUDWIG: The development of nonagent subjects in Hebrew child language S. ALLEN, A. ÖZYÜREK, S. KITA, A. BROWN, R. TURANLI, T. ISHIZUKA: Early speech about manner and path in Turkish and English: Universal or language-specific? F. HUREWITZ, L. GLEITMAN, R. GELMAN: On the acquisition of numbers and quantifiers: some, all, two and four at three M. LE CORRE, S. CAREY: On the role of analog magnitudes in number word learning Saturday 2.15-5.15pm: Session B I. KRAMER: Reference of indefinite and pronominal noun phrases in English children's comprehension: Differential contributions of semantics and pragmatics A. GUALMINI: Some knowledge children don't lack A. PAPAFRAGOU: Aspectuality and scalar structure K. RATHBUN, H. BORTFELD, J. MORGAN, R. GOLINKOFF: What's in a name: Using highly familiar items to aid segmentation L. POLKA, M. SUNDARA: Is word segmentation in 7.5 month olds shaped by native language rhythm? Saturday 2.15-5.15pm: Session C Y. ROSE: ChildPhon: A database solution for the study of child phonology M. KEHOE, C. LLEO: The acquisition of syllable types in monolingual and bilingual German and Spanish children C. KIRK, K. DEMUTH: Coda/onset asymmetries in the acquisition of clusters Y. LAM: Subject-object asymmetry in child L2 acquisition of WH-movement: Evidence of L1 transfer **************************************************************** Saturday, 5.30pm: Plenary Address BONNIE SCHWARTZ: Child L2 Acquisition: Paving the Way **************************************************************** Sunday, 9.00-1.00pm: Session A S. KLINGLER, C. FISHER: What does syntax say about space? Young children use sentence structure in learning spatial terms A. NADIG, J. SEDIVY, A. JOSHI: The development of discourse constraints on the interpretation of adjectives S. GELMAN, L. RAMAN: Pre-school children use linguistic form class and pragmatic cues to interpret generics L. GERKEN, R. WILSON: 17 month olds induce form categories based on distributional information R. GOMEZ, L. LAKUSTA: Language learning in probabilistic environments T. MINTZ: On the distribution of frames in child-directed speech as a basis for grammatical category learning M. HADLER, WEYERTS, H. CLAHSEN: Frequency effects in children's production of inflected word forms Sunday, 9.00-1.00pm: Session B S. PEPERKAMP, M. PETTINATO, F. DUPOUX: Allophonic variation and the acquisition of phoneme categories J. MAYE, D. WEISS: Statistical cues facilitate infants' discrimination of difficult phonetic contrasts C. DIETRICH, D. SWINGLEY: Infants' processing of language-specific vowel information in linguistic context C. DE CAT: Syntactic manifestations of very early pragmatic knowledge S. SIGURJONSDOTTIR: The different properties of root infinitives and finite verbs in the acquisition of Icelandic K. DEEN: Underspecified verb forms and subject omission in Nairobi Swahili M. SALUSTRI, N. HYAMS: Is there an analogue to the RI stage in the null subject languages? Sunday, 9.00-1.00pm: Session B P. WOLFF, T. VASSILIEVA: When Russians learn English: How the perception of CAUSE may change S. MONTRUL: Bilingual unaccusativity I. TSIMPLI, A. SORACE, C. HEYCOCK, F. FILIACI, M. BOUBA: Subjects in L1 attrition: Evidence from Greek and Italian near-native speakers of English M. OTA: Lexical vs. phrasal pitch contours in early production M. VIGARIO, S. FROTA, M. FREITAS: From signal to grammar: Rhythm and the acquisition of syllable structure S. INKELAS, Y. ROSE: Velar fronting revisited M. GUASTI, M. LLINAS-GRAU, A. GAVARRO: Catalan as a test for prosodic and syntactic hypotheses on article omission **************************************************************** Alternate Papers In the event of a cancellation in the conference program, a substitute selection will be made from the following alternate papers: E. BAR-SHALOM: Understanding aspectual entailments in child Russian J. BRUHN DE GARAVITO: Tense morphology in the acquisition of Spanish as a second language K. CASSIDY, A. PAPAFRAGOU, L. GLEITMAN: How to acquire mental state verbs G. JIA, Y. SHIRAI, S. KHALSA: The acquisition of English tense-aspect morphology by native Mandarin speakers: A longitudinal study Y. KAYAMA: Acquisition of Japanese null objects and topic identification J. KIM: L2 initial syntax: Wh-movement, null subjects, and the most economical syntactic derivation M. KIM: Children's sensitivity to adjunct islands in there-sentences N. PAN, W. SNYDER: Setting the parameters of syllable structure in early child Dutch R. PULVERMAN, J. SOOTSMAN, R. GOLINKOFF: The role of lexical knowledge in nonlinguistic event processing: English-speaking infants' attention to manner and path M. SAYLOR, M. SABBAGH: Mapping the action of constraints, syntax, and pragmatics in children's part-time learning From jmm at rrz.uni-hamburg.de Wed Sep 25 21:14:37 2002 From: jmm at rrz.uni-hamburg.de (=?iso-8859-1?Q?J=FCrgen?= M. Meisel) Date: Wed, 25 Sep 2002 23:14:37 +0200 Subject: Job opportunity Message-ID: Job opportunities at the University of Hamburg, Research Center on Multilingualism (immediate vacancy) 1 post-doctoral researcher or 2 post-graduate researchers in a research project on "Simultaneous and Successive Acquisition of Bilingualism" (Principal investigator: J. M. Meisel). This project investigates similarities and differences in grammatical development between bilingual first language acquisition, monolingual first language acquisition, and adult second language acquisition. It is one of 13 projects of the Collaborative Research Center on Multilingualism funded by the DFG (Deutsche Forschungsge-meinschaft, German Research Foundation) established at the University of Hamburg in 1999. All positions are available immediately and will extend until at least June 30, 2005, the end of the current funding period. They can be further extended for a total of six years. The salary of the post-doctoral researcher corresponds to that of a lecturer in German universities (BAT II a); the weekly work load amounts to 38,5 hours. The post-graduate researchers must hold an M.A. or equivalent. He or she will receive approximately half of the BAT II a salary for a work load of 19,25 hours per week and will be expected to complete a doctoral dissertation on a topic related to the theme of the research project. Research results obtained during the work on this project may be included in the dissertation. The University of Hamburg wishes to increase the number of women among their academic staff and therefore encourages women to apply. In accordance with Hamburg law, female candidates will be given priority in case of equal qualifications with male applicants. The successful candidate is expected to work either with the Portuguese-German or the Basque-Spanish corpus, possibly also with the French-German corpus collected by this research team. Requirements therefore include a good knowledge of Portuguese, or Basque and Spanish; knowledge of German or French would be an asset. Further requirements are a good knowledge of syntactic theory (Principles and Parameters Theory and/or the Minimalist Program) and experience with language acquisition research. Also desirable would be experience with corpus analysis and/or computer skills. The post-doctoral candidate will be expected to co-direct this research group together with J.M. Meisel. Handicapped applicants will be given priority over other candidates, in case of equal qualifications. Send application (including CV, list of publications, names of two referees) by October 4th, 2002 to Prof. J. M. Meisel, University of Hamburg, Sonderforschungsbereich 538: Mehrsprachigkeit, Max Brauer- Allee 60, D-22765 Hamburg; for further inquiries contact J.M. Meisel at jmm at uni-hamburg.de or visit our homepage at http://www.rrz.uni-hamburg.de/SFB538/ From nakhtar at cats.ucsc.edu Wed Sep 25 21:59:23 2002 From: nakhtar at cats.ucsc.edu (Nameera Akhtar) Date: Wed, 25 Sep 2002 14:59:23 -0700 Subject: job posting Message-ID: Developmental Psychology, Position #586-03. The Psychology Department at the University of California, Santa Cruz, invites applications for a tenure-track assistant professor position specializing in infancy or early childhood development in social or cultural context. Special consideration will be given to candidates researching either the development of emotion with links to mind and/or communication, or the development of language and communication. Candidates with interests in issues of diversity and/or methodological/statistical approaches to the study of development are especially encouraged to apply. We are looking for persons capable of teaching both graduate and undergraduate level courses who also are actively engaged in research and show promise of continued research productivity. We seek to hire an individual whose strengths best complement the distinctive character of our program and are especially interested in candidates who can contribute to the diversity and excellence of our academic community through their research, teaching and/or service. Beginning salary is $46,300 - $51,700, commensurate with qualifications and experience. A Ph.D. in Psychology or related field is preferred by June 30, 2003, must be conferred no later than June 30, 2004. The successful candidate must be able to demonstrate potential for excellence in research and teaching. The position will be available July 1, 2003. Applicants should submit a letter of application describing their research and teaching interests, a curriculum vitae, reprints and preprints, and have a minimum of three confidential letters of recommendation forwarded to: Faculty Search Committee, Psychology Department Faculty Services, 277 Social Sciences 2, University of California, Santa Cruz, Santa Cruz, CA 95064. In your reply, refer to Position #586-03. Applications must be postmarked by November 5, 2002. UCSC is an EEO/AA employer. From TUkraine at uwyo.edu Wed Sep 25 22:25:14 2002 From: TUkraine at uwyo.edu (Teresa A. Ukrainetz) Date: Wed, 25 Sep 2002 16:25:14 -0600 Subject: CommDis job posting Message-ID: Assistant/Associate Professor, Division of Communication Disorders, University of Wyoming. The Division of Communication Disorders offers an undergraduate degree in speech-language-hearing sciences and ASHA accredited graduate programs in speech-language pathology and audiology. This is a full-time, 9 month, tenure-track position with opportunities for summer research and teaching. The typical teaching load is two courses per semester with no clinical supervision duties. Primary Responsibilities: Teach undergraduate and graduate courses; develop a strong research program in communication sciences and disorders; supervise graduate student research; and participate in distance education. Minimum qualifications: Ph.D. or Ed.D. Research and clinical expertise in child language disorders, developmental disabilities, or augmentative/alternative communication preferred, but other areas will be considered. The University of Wyoming is located in Laramie, which offers small town life, myriad outdoor recreation opportunities, and is only 2.5 hours from Denver, Colorado. Application: Send letter of interest, curriculum vita, and three letters of reference to Teresa Ukrainetz, Ph.D., Search Chair, Division of Communication Disorders, University of Wyoming, P.O. Box 3311, Laramie, WY, 82071-3311. For further information, contact Teresa at (307) 766-5576 or tukraine at uwyo.edu, or check the university website at http://www.uwyo.edu. Application review will begin December 13, 2002, and will continue until the position is filled. The University of Wyoming is an AA/EEO employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From CMartinot at aol.com Thu Sep 26 14:49:24 2002 From: CMartinot at aol.com (CMartinot at aol.com) Date: Thu, 26 Sep 2002 10:49:24 EDT Subject: e-mail of David Ingram Message-ID: Hello, can somebody send me the electronic address of David Ingram, many thanks in advance, Claire cmartinot at aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Sep 26 16:05:41 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 26 Sep 2002 12:05:41 -0400 Subject: finding people Message-ID: Dear Info-CHILDES, If you are trying to find an email address or even phone number for a colleague in child language, you may wish to go to use the ChiPeople list. Just go to http://childes.psy.cmu.edu/, select the third button for Membership list. Then click on ChiPeople and then "Search" and enter the last name. There are nearly 5000 addresses there. --Brian MacWhinney From ann at hawaii.edu Thu Sep 26 19:00:26 2002 From: ann at hawaii.edu (Ann Peters) Date: Thu, 26 Sep 2002 09:00:26 -1000 Subject: job announcement: sociolinguistics Message-ID: POSITION VACANCY ASSISTANT OR ASSOCIATE PROFESSOR - SOCIOLINGUISTICS The Department of Linguistics at the University of Hawai'i at Manoa invites applications for a full-time tenure-track position (position no. 83008), to begin August 1, 2003 pending availability of position and funding. The Linguistics Department of the University of Hawai'i has a long-standing commitment to the study of Pacific and Asian languages, creoles and pidgins, typological and functional approaches to linguistics, and language acquisition. Typical teaching arrangements are two courses, either graduate or undergraduate, per semester, with time for research. MINIMUM QUALIFICATIONS: PhD in linguistics or a related area (applicants presently pursuing a PhD must offer evidence that all degree requirements will have been completed before date of hire). The successful applicant will be expected to have conducted high quality research, including empirical work, in sociolinguistics. Applicants must be willing and able to teach undergraduate and graduate courses in the area(s) of specialization. DESIRABLE QUALIFICATIONS: experience with and an interest in languages of Asia and/or the Pacific; a desire and ability to cultivate connections with other departments and programs within the university (e.g., sociology, anthropology, gender studies, ethnic studies); an aptitude for linking teaching and research at the undergraduate and graduate levels. MINIMUM SALARY: $48,312.00. TO APPLY: Send letter of application, copies of key publications, and three letters of reference to: Personnel Committee, Department of Linguistics, University of Hawai'i at Manoa, 1890 East-West Road, Moore Hall 569, Honolulu, HI 96822, USA. CLOSING DATE: We will begin to evaluate applications and supporting materials by November 29, 2002. Decision-making will begin shortly thereafter. INQUIRIES: Same address as applications. We regret that we cannot accept applications via fax. E-mailed applications must be followed by hard copy postmarked (priority mail) by November 29, 2002. (E-mail address: linguist at hawaii.edu). Please note that we cannot ensure that all e-mail or fax communications in regard to this position will be answered. The department website is http://www.ling.hawaii.edu. The University of Hawai'i is an equal opportunity/affirmative action institution. We welcome applications from qualified minorities and women. **************************** Dr. Ann M. Peters, Professor Emeritus Graduate Chair http://www.ling.hawaii.edu/faq.htm Department of Linguistics University of Hawai`i email: ann at hawaii.edu 1890 East West Road, Rm 569 phone: 808 956-3241 Honolulu, HI 96822 fax: 808 956-9166 http://www.ling.hawaii.edu/faculty/ann/ From c.donlan at ucl.ac.uk Fri Sep 27 11:31:11 2002 From: c.donlan at ucl.ac.uk (Chris Donlan) Date: Fri, 27 Sep 2002 12:31:11 +0100 Subject: Lectureship in London, UK Message-ID: Dear Colleagues Here are details of a new post at UCL: University College London Department of Human Communication Science LECTURESHIP SALARY: Grade A - B of the University Lecturer scale (current range £20,470 - £32,537 plus £2,134 LA). A senior post may be made available for an exceptional candidate. The aim of this post is to advance research into human communication within a multidisciplinary collaborative framework, and to enhance research-led teaching with special emphasis on application to clinical issues in Speech and Language Therapy. The Department (top-rated '5' in UK Research Assessment Exercise 2001), in collaboration with other UCL Departments and Institutes, and with specialist hospitals, clinics and schools in Central London, provides an excellent environment for research. Teaching Quality (rated 24/24 in QAA) is excellent, with a core of research-led clinical training. Candidates should have a qualification in speech science or cognate discipline, with clinical experience as a researcher, teacher or practitioner, and a recent or imminent PhD in an appropriate discipline. You will be able to show evidence of successful research-led teaching, will be able produce cogent proposals for external research funding and will have commensurate research skills. You will have excellent communication skills and be able to work as a team member. START DATE: 1st January 2003, or as soon as possible thereafte For job description, person specification and details of how to apply go to http://www.hcs.ucl.ac.uk/ or telephone (44) 020 7679 4200. Address more detailed enquiries to Dr Chris Donlan (Acting Head of Department) (c.donlan at ucl.ac.uk (44) 020 7679 4243) The closing date for applications is WEDNESDAY 16th OCTOBER 2002. It is intended that interviews be held during the week commencing Monday 28th October 2002. From jr111 at cus.cam.ac.uk Mon Sep 30 11:56:20 2002 From: jr111 at cus.cam.ac.uk (James Russell) Date: Mon, 30 Sep 2002 12:56:20 +0100 Subject: structural ambiguity Message-ID: Hello, Can anybody recommend some good work on children's acknowledgement of structural ambiguity in sentences such as John decided on the boat. They are visiting relatives. Thanks, Jim Russell (Cambridge UK) -- From goffman at purdue.edu Mon Sep 30 20:19:56 2002 From: goffman at purdue.edu (Lisa Goffman) Date: Mon, 30 Sep 2002 15:19:56 -0500 Subject: Developmental speech perception position Message-ID: ASSISTANT PROFESSOR POSITION SPEECH SCIENCE Assistant Professor position available in Speech/Hearing Science; Department of Audiology and Speech Sciences; Purdue University; West Lafayette, IN 47907-1353. This position is a tenure track 10-month position available Fall 2003. Ph.D. required. A successful candidate is expected to pursue an active research program in an area related to normal and/or atypical (e.g., language-impaired, hearing-impaired) developmental aspects of speech perception. Teaching duties include undergraduate and graduate courses in developmental speech perception, acoustics, and related areas. To be assured of full consideration, complete applications should be received by December 6, 2002. However, applications will continue to be accepted until the position is filled. A curriculum vita, letter of application, selected publications/papers, and three letters of recommendation that address the candidate's potential abilities in both teaching and research should be sent to: Jackson T. Gandour, Ph.D., Chair, Search Committee, Department of Audiology and Speech Sciences, Heavilon Hall, Purdue University, West Lafayette, IN 47907-1353. E-mail correspondence should be directed to: jfenters at purdue.edu. Purdue is an equal access/equal opportunity/affirmative action employer fully committed to achieving a diverse workforce. http://www.sla.purdue.edu/academic/aus/ From jevans2 at facstaff.wisc.edu Mon Sep 30 22:11:41 2002 From: jevans2 at facstaff.wisc.edu (julia evans) Date: Mon, 30 Sep 2002 17:11:41 -0500 Subject: Cognitive Science Position UW-Madison Message-ID: The University of Wisconsin-Madison has created a cluster of three faculty positions in the interdisciplinary area of Cognitive Science. Appointments may begin as early as August 2003. The aim of the cluster is to build a concentration of research excellence in an area of Cognitive Science, building on or extending existing strengths. We are beginning by recruiting a tenured faculty member with an established, outstanding research record who will take a leadership role in fostering interdisciplinary Cognitive Science research on the University of Wisconsin-Madison campus and filling other positions in the cluster. However, applications from outstanding junior candidates are also encouraged. For tenure track appointments, completion of the Ph.D. is required. Applications should include a CV and a statement describing research and teaching interests, accomplishments, and direction, as related to the description above. Names and contact information for three references should be included for tenure candidates, and three letters of recommendation should be sent for junior candidates. To ensure full consideration, applications should be received by January 1, 2003. Applications will be accepted until the positions are filled. Applications should be addressed to: Cognitive Science Cluster Initiative, University of Wisconsin-Madison, Attn: Carol Allen, 1202 W Johnson Street, Madison WI 53706-1696. The University of Wisconsin-Madison is an equal opportunity/affirmative action employer. Women and minorities are encouraged to apply. Unless confidentiality is requested in writing, information regarding applicants must be released upon request. Finalists cannot be guaranteed confidentiality. -- -------------- next part -------------- An HTML attachment was scrubbed... URL: From James_Morgan at brown.edu Mon Sep 30 21:48:05 2002 From: James_Morgan at brown.edu (Jim Morgan) Date: Mon, 30 Sep 2002 17:48:05 -0400 Subject: Position in Language Processing, Brown University Message-ID: LANGUAGE PROCESSING, Brown University: The Department of Cognitive and Linguistic Sciences invites applications for a three year renewable tenure-track position at the Assistant Professor level beginning July 1, 2003. Areas of interest include but are not limited to phonology or phonological processing, syntax or sentence processing, and lexical access or lexical semantics, using experimental, formal, developmental, neurological, or computational methods. Expertise in two or more areas and/or the application of multiple paradigms is preferred. Applicants should have a strong research program and a broad teaching ability in cognitive science and/or linguistics at both the undergraduate and graduate levels. Interest in contributing curricular innovations in keeping with Brown's university-college tradition is desirable. Applicants should have completed all Ph.D. requirements by no later than July 1, 2003. Women and minorities are especially encouraged to apply. Send curriculum vitae, three letters of reference, reprints and preprints of publications, and a one page statement of research interests to Dr. James Morgan, Chair, Search Committee, Department of Cognitive and Linguistic Sciences, Brown University, Box 1978, Providence, R.I. 02912 by December 1, 2003. Brown University is an Equal Opportunity/Affirmative Action Employer -------------- next part -------------- An HTML attachment was scrubbed... URL: From noemitakiuchi at uol.com.br Mon Sep 2 02:07:23 2002 From: noemitakiuchi at uol.com.br (noemitakiuchi) Date: Sun, 1 Sep 2002 23:07:23 -0300 Subject: Language development and cerebral malformation Message-ID: Dear Info-CHILDES, I'm a speech-language pathologist and I'm interested about studies on language development in atypical congenital cerebral malformation. I would appreciate any references you could indicate me. Thanks in advance! Best regards, Noemi Takiuchi Doctoral Student/ Linguistics Universidade de Sao Paulo Sao Paulo - Brazil e-mail: noemitakiuchi at uol.com.br --- UOL Elei??es 2002 - Todos os lances da disputa pol?tica http://eleicoes.uol.com.br/ From ilaria309 at supereva.it Mon Sep 2 09:05:53 2002 From: ilaria309 at supereva.it (ilaria309 at supereva.it) Date: Mon, 2 Sep 2002 09:05:53 -0000 Subject: for Elena Zaretsky Message-ID: Dear Elena, I need your e-mail, I can't find it any more. Thanks Ilaria Ilary ----------------------------------------------------- Invia una cartolina ad un amico! http://cartoline.supereva.it/index.html messaggio inviato con Freemail by www.superEva.it ----------------------------------------------------- From tomasello at eva.mpg.de Mon Sep 2 22:07:21 2002 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Mon, 2 Sep 2002 15:07:21 -0700 Subject: query Message-ID: Can anyone direct me to studies or reports of young children - the younger the better (2 years?) - playing with words or other linguistic structures "knowingly" in either comprehsnion or production. I am thinking of very simple things like participating with an adult in calling a giraffe an elephant (or some other such silliness) and then laughing about it together. Thanks in advance. Mike Tomasello From winner at mail1.bc.edu Mon Sep 2 13:51:09 2002 From: winner at mail1.bc.edu (winner) Date: Mon, 2 Sep 2002 09:51:09 -0400 Subject: query Message-ID: Dear Mike, I wrote my dissertation many years ago on the emergence of playful metaphoric language. See: Winner, E. (1979). New names for old things:The emergence of metaphoric language. Journal of Child Language, 6, 469-491. Also chapter 5 of my book, The point of words: Children's understanding of metaphor and irony(Harvard 1998) deals with research on this topic. Best Ellen Winner >===== Original Message From Michael Tomasello ===== >Can anyone direct me to studies or reports of young children - the >younger the better (2 years?) - playing with words or other linguistic >structures "knowingly" in either comprehsnion or production. I am >thinking of very simple things like participating with an adult in >calling a giraffe an elephant (or some other such silliness) and then >laughing about it together. > >Thanks in advance. > >Mike Tomasello Ellen Winner Graduate Program Director Department of Psychology McGuinn Hall 436 Boston College Chestnut Hill, MA 02467 Tel: 617 552-4118 FAX: 617 552-0523 home email: elwinner at attbi.com From ann.dowker at psy.ox.ac.uk Mon Sep 2 14:36:50 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 2 Sep 2002 15:36:50 +0100 Subject: query In-Reply-To: <3D73E118.21A55E06@eva.mpg.de> Message-ID: This is one of my own main research areas. In 1998, I edited a special issue of "Cahiers de Psychologie Cognitive/ Current Psychology of Cognition" devoted to "Language play in children". It includes papers by Stan Kuczaj, Alyssa McCabe, Carol Fox, Tony Charman, Eve Clark, Virginia Mann, Victoria Joffe, Brigitte Nerlich, Zazie Todd, David Clarke and others. The reference is: Cahiers de Psychologie Cognitive/ Current Psychology of Cognition, 1998, Vol. 17, No. 2: Language Play in Children. My papers on the subject include: Dowker, A. (1989). Rhyme and alliteration in poems elicited from young children; Journal of Child Language, 16, 181-202 Dowker, A. (1991). Modified repetition in poems elicited from young children; Journal of Child Language, 18, 625-639 Dowker, A. and Pinto, G. (1993). Phonological devices in English and Italian children; Journal of Child Language, 20, 697-706 Dowker, A., Krasowicz, G., Pinto, G., Roazzi, A., and Smith, A. (1998). Phonological and semantic devices in very young children's poems; Cahiers de Psychologie/ Current Psychology of Cognition, 1998, 17(2), 389-416 I have a chapter in press looking at this topic specifically from the point of view of metaphor and polysemy, if you would like me to send it to you. The classic on the subject is Kornei Chukovsky: From Two to Five; University of California Press, 1963 (the first Russian edition was published in 1925). Best wishes, Ann On Mon, 2 Sep 2002, Michael Tomasello wrote: > Can anyone direct me to studies or reports of young children - the > younger the better (2 years?) - playing with words or other linguistic > structures "knowingly" in either comprehsnion or production. I am > thinking of very simple things like participating with an adult in > calling a giraffe an elephant (or some other such silliness) and then > laughing about it together. > > Thanks in advance. > > Mike Tomasello > > > From gleason at bu.edu Mon Sep 2 17:32:49 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 2 Sep 2002 13:32:49 -0400 Subject: query Message-ID: Michael Tomasello wrote: > Can anyone direct me to studies or reports of young children - the > younger the better (2 years?) - playing with words or other linguistic > structures "knowingly" in either comprehsnion or production. I am > thinking of very simple things like participating with an adult in > calling a giraffe an elephant (or some other such silliness) and then > laughing about it together. > > Thanks in advance. Hi Mike: Ruth Weir's son Anthony engaged in language play (but not necessarily metalinguistically informed) at the age of 27 months. The transcripts are in her book Language in the Crib. Other books include Stan Kuczaj's book Crib speech and language play and a book edited by Barbara Kirshenblatt-Gimblett called Speech Play (UPenn Press, 1976). Catherine Garvey, and Richard Ely & Allyssa McCabe have described speech play in preschoolers. Anecdote: My daughter Cindy talked early (10 months) and learned the alphabet early (by 2). When she was 2, we had an alphabet book we used to read. It began something like, "Tim is a tiger and this is how he learned his ABCs. He ate an apple and that was A" We used to read the beginning of the sentence, and expect her to fill in the letter. (No surprise there). After a while of doing it perfectly, she began to respond to "He ate an apple...." with things like "And that was Q!" She found this hilarious. jean From Jussi.Niemi at Joensuu.FI Tue Sep 3 12:03:24 2002 From: Jussi.Niemi at Joensuu.FI (Jussi Niemi) Date: Tue, 3 Sep 2002 15:03:24 +0300 Subject: Boston Naming Test latencies for children Message-ID: These exist no naming latency data for 5-year-old normally developing children tested with the Finnish version of the Boston Naming Test (BNT)(Matti Laine, P?ivi Koivuselk?-Sallinen, Ritva H?nninen & Jussi Niemi 1997: Bostonin niment?testi. [Finnish version of Edith Kaplan, Harold Goodglass, Sandra Weintraub & Osa Segal: Boston Naming Test.] Helsinki: Psykologien Kustannus Oy. Since BNT type concrete noun naming does not supposedly very much vary according to language type, I would be very pleased to receive any bibliographic references (or the like) to any study that would have tapped latencies for normal 5-year-olds. Thanking in advance, Jussi Niemi Jussi Niemi, PhD Professor Linguistics University of Joensuu FIN-80101 Joensuu, Finland Phones: +358-13-251 4306 (office) +358-13-251 3198 (Linguistics Lab), +358-50-3034337 (Linguistics mobile) +358-13-228723 (home), +358-40-5477382 (home mobile) Fax: +358-13-251 4211 jussi.niemi at joensuu.fi http://cc.joensuu.fi/linguistics From gleason at bu.edu Tue Sep 3 18:59:50 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 3 Sep 2002 14:59:50 -0400 Subject: Boston Naming Test latencies for children Message-ID: Maryanne Wolf's work at Tufts is a good possible source for naming latency data in children, though I am not positive she has BNT norms in English (I think she does). She has many relevant papers, however, such as Wolf,-Maryanne; Bally,-Heidi; Morris,-Robin Automaticity, retrieval processes, and reading: A longitudinal study in average and impaired readers. Child-Development. 1986 Aug; Vol 57(4): 988-1000 US: Blackwell Publishers. Wolf,-Maryanne; Bowers,-Patricia-Greig; Biddle,-Kathleen Naming-speed processes, timing, and reading: A conceptual review. Journal-of-Learning-Disabilities. 2000 Jul-Aug; Vol 33(4): 387-407 The papers focus on dyslexia, but since naming latency seems to be so vulnerable in most kinds of language problems, there's a good chance there are norms to compare with.. jean From santelmannl at pdx.edu Tue Sep 3 20:26:21 2002 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Tue, 3 Sep 2002 13:26:21 -0700 Subject: phonetically consistent forms Message-ID: I am looking for references on the use of phonetically consistent forms, especially among toddlers. I've come up blank so far, and suspect that I am not searching under the right terms. Any references or pointers you can give me would be appreciated. Thanks! Lynn Santelmann ************************************************************************************** Lynn Santelmann Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 Phone: 503-725-4140 Fax: 503-725-4139 e-mail: santelmannl at pdx.edu (last name + first initial) web: www.web.pdx.edu/~dbls Tommy pictures: http://www.netinteraction.com/thomas/ ***************************************************************************************** From cchaney at sfsu.edu Tue Sep 3 23:46:30 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Tue, 3 Sep 2002 16:46:30 -0700 Subject: query In-Reply-To: <3D73E118.21A55E06@eva.mpg.de> Message-ID: Hi Michael, There are several sources cited in my paper "Language Sevelopment, metalinguistic skills and print awareness in 3-year-old children," APPLIED PSYCHOLINGUISTICS, 1992, p. 485-514. Some of the children studied in this research were older twos, also. In addition I have an upublished paper, "A cognitive Developmental analysis of toddler's jokes," that looks at kid's jokes from 13 months - 36 mos. There are some good examples of early incongruities that produce great laughs in kids, and the specific example that you mention was observed at 24 months (calling a giraffe a dog). Send me your address if you want a copy. Maybe I'll get around to publishing this some day. Carolyn Chaney On Mon, 2 Sep 2002, Michael Tomasello wrote: > Can anyone direct me to studies or reports of young children - the > younger the better (2 years?) - playing with words or other linguistic > structures "knowingly" in either comprehsnion or production. I am > thinking of very simple things like participating with an adult in > calling a giraffe an elephant (or some other such silliness) and then > laughing about it together. > > Thanks in advance. > > Mike Tomasello > > From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 4 00:06:11 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Sep 2002 01:06:11 +0100 Subject: "Joden" Message-ID: Does the word "Joden" have a meaning in any language you know? If so, what please? merci! Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From rmontes at siu.buap.mx Wed Sep 4 00:08:48 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Tue, 3 Sep 2002 19:08:48 -0500 Subject: "Joden" In-Reply-To: Message-ID: On Wed, 4 Sep 2002, Professor Annette Karmiloff-Smith wrote: > Does the word "Joden" have a meaning in any language you know? If > so, what please? > merci! > Annette As an orthographic form, it could be a 3rd person plural verb form in Spanish. What's the context for it? Rosa Montes, UAP From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 4 00:36:07 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Sep 2002 01:36:07 +0100 Subject: Joden Message-ID: OK, I've been told what it means in Spanish. Does the word have meaning in other languages? thanks annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From rsprouse at indiana.edu Wed Sep 4 01:32:30 2002 From: rsprouse at indiana.edu (rsprouse) Date: Tue, 3 Sep 2002 20:32:30 -0500 Subject: Joden In-Reply-To: Message-ID: "Joden" is Dutch for "Jews"--the singular is "Jood" Rex Sprouse ------------------- > OK, I've been told what it means in Spanish. > Does the word have meaning in other languages? > thanks > annette > -- >> > Rex A. Sprouse Associate Professor of Germanic Studies, Adjunct Associate Professor of Linguistics, Adjunct Associate Professor of TESOL and Applied Linguistics Member of Board of Directors, Cymdeithas Madog (Welsh Studies Institute in North America) Department of Germanic Studies, Indiana University, Ballantine Hall 644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA 812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From a.karmiloff-smith at ich.ucl.ac.uk Wed Sep 4 05:50:24 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Sep 2002 06:50:24 +0100 Subject: Joden in Dutch Message-ID: I also know what it means in Dutch now. Any other languages? Many thanks to all who have responded. Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From cbmervis at louisville.edu Wed Sep 4 12:22:36 2002 From: cbmervis at louisville.edu (Carolyn B. Mervis, Ph. D.) Date: Wed, 4 Sep 2002 08:22:36 -0400 Subject: query In-Reply-To: <3D73E118.21A55E06@eva.mpg.de> Message-ID: Hi Mike, Kathy Johnson and I published a paper on this topic, based on my diary study of my son Ari's early lexical development. The citation for the paper is: Johnson, K. E., & Mervis, C. B. (1997). First steps in the emergence of verbal humor: A case study. Infant Behavior and Development, 20, 187-196. We identified 25 instances of what we called "incongruous label" jokes-similar to the giraffe-elephant example in your email. Ari's first joke of this type was produced at age 15 months; beginning at 18 months, this type of joke became common for him. He also generated 45 instances of what we called "incongruous attribute" jokes. The first joke of this type also was produced at age 15 months and became especially common beginning at age 22 months. The two most common subtypes of this kind of joke involved Ari indicating that an animal made an incongruous sound or that non-human animals were capable of behaviors of which they were actually incapable. We also report 14 instances of word play, involving either production of nonsense words or incongruities pertaining to violations of phonological or morphological rules. The first instance of this type of joke was at age 22 months. If you would like me to send you a copy of the paper, please let me know. -Carolyn Carolyn B. Mervis, Ph.D. Distinguished University Scholar and Professor Dept. of Psychological and Brain Sciences 317 Life Sciences Building University of Louisville Louisville, KY 40292 (502) 852-5946 (voice) (502) 852-8904 (fax) -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Michael Tomasello Sent: Monday, September 02, 2002 6:07 PM To: info-childes at mail.talkbank.org Subject: query Can anyone direct me to studies or reports of young children - the younger the better (2 years?) - playing with words or other linguistic structures "knowingly" in either comprehsnion or production. I am thinking of very simple things like participating with an adult in calling a giraffe an elephant (or some other such silliness) and then laughing about it together. Thanks in advance. Mike Tomasello From htagerf at bu.edu Wed Sep 4 14:32:37 2002 From: htagerf at bu.edu (htagerf at bu.edu) Date: Wed, 4 Sep 2002 10:32:37 -0400 Subject: Coding grammatical errors in language samples Message-ID: We are currently coding language samples and are interested in the presence of grammatical errors. One concern is how to distinguish between 'vernacular use' and genuine errors. Here are examples that we don't know what to do with: - regarding the use of "there are"- I am finding many subjects using it as a contraction in the singular when the plural form is called for- i.e. "there's more people here then expected" or "there's 100 people attending the service Also using "good" instead of "well"- "He ran really good at the race"? The other issue was dropping "ly" from adverbs- "he drew nice" or various combinations of both "she plays real good" Any ideas on this? rules to follow? thanks in advance for advice, Helen Tager-Flusberg -------------- next part -------------- An HTML attachment was scrubbed... URL: From clouder11 at yahoo.com Wed Sep 4 14:54:27 2002 From: clouder11 at yahoo.com (courtney breslin) Date: Wed, 4 Sep 2002 07:54:27 -0700 Subject: remove Message-ID: Please remove me from your list serve, thank you Courtney Breslin __________________________________________________ Do You Yahoo!? Yahoo! Finance - Get real-time stock quotes http://finance.yahoo.com From flanigan at ohiou.edu Wed Sep 4 15:45:48 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Wed, 4 Sep 2002 11:45:48 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: <870FEA1B15C1C14CB3DAC9A142786DAE016712@bumc.bu.edu> Message-ID: These are increasingly common usages in American English, and not simply in "nonstandard" vernaculars. We sociolinguists consider these to be evolving toward general acceptance. The only form you cite that's perhaps still limited to Midland or Appalachian dialects is zero -ly on adverbs, but it's likely spreading also. These are vernacular "errors," then, but I'd quibble with the use of the term "error." If by "genuine" you mean developmental, I wouldn't put them into that category. Beverly Olson Flanigan Associate Professor of Linguistics Ohio University Athens, OH 45701 At 10:32 AM 9/4/2002 -0400, you wrote: >We are currently coding language samples and are interested in the >presence of grammatical errors. One concern is how to distinguish between >'vernacular use' and genuine errors. Here are examples that we don't know >what to do with: - regarding the use of "there are"- I am finding many >subjects using it as a contraction in the singular when the plural form is >called for- i.e. "there's more people here then expected" or "there's 100 >people attending the service Also using "good" instead of "well"- "He ran >really good at the race"? The other issue was dropping "ly" from adverbs- >"he drew nice" or various combinations of both "she plays real good" > > > >Any ideas on this? rules to follow? > >thanks in advance for advice, > >Helen Tager-Flusberg -------------- next part -------------- An HTML attachment was scrubbed... URL: From lhewitt at bgnet.bgsu.edu Wed Sep 4 16:11:39 2002 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Wed, 4 Sep 2002 12:11:39 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: <870FEA1B15C1C14CB3DAC9A142786DAE016712@bumc.bu.edu> Message-ID: An HTML attachment was scrubbed... URL: From lcollins at alcor.concordia.ca Wed Sep 4 16:35:41 2002 From: lcollins at alcor.concordia.ca (laura collins) Date: Wed, 4 Sep 2002 12:35:41 -0400 Subject: Tenure-Track Position in Applied Linguistics Message-ID: The Department of Education's TESL Centre at Concordia University invites applications for up to two tenure-track positions in the field of Applied Linguistics. The Department is seeking colleagues who can teach successfully in both undergraduate and graduate programs and contribute to the academic administration of the programs. The successful candidates will join a dynamic team of active researchers and have the opportunity to make use of Concordia's Sage Lab, a state of the art language learning research facility. Applicants must have experience in teaching and research related to two or more of the following areas of second language teaching and learning: research methods; sociolinguistics; English grammar and phonology (including pedagogical applications); teacher supervision; evaluation; and new technologies in language teaching. Applicants must also have a completed PhD, an excellent command of English, and a record of publications, conference presentations, and research grants. A functional knowledge of French would be an asset and is required of candidates who indicate teacher supervision as an area of expertise. Subject to budgetary approval, we anticipate filling this position, normally at the rank of Assistant Professor, for July 1, 2003. Applications should consist of a letter of intent, a curriculum vitae, a list of publications, a statement of teaching and research interests, and three letters of reference. Review of applications will begin on November 1, 2002 and continue until the position is filled. In accordance with Canadian immigration requirements, priority will be given to Canadian citizens and permanent residents of Canada. However, all applicants are welcome to apply. Concordia University is committed to employment equity and encourages applications from women, aboriginal peoples, visible minorities and disabled persons. Send applications to: Ellen Jacobs Chair, Department of Education Concordia University 1455 de Maisonneuve West Montreal, Quebec H3G 1M8 Canada telephone: (514) 848 2033 fax: (514) 848 4520 website: http://artsandscience.concordia.ca/tesl/tesl.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From lise.menn at colorado.edu Wed Sep 4 20:35:41 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 4 Sep 2002 14:35:41 -0600 Subject: Coding grammatical errors in language samples In-Reply-To: <5.1.1.6.0.20020904111218.0293dec0@mailstore.bgsu.edu> Message-ID: There's a wonderful old paper by Jerry Morgan called 'Verb Agreement as a Rule of English' in CLS 8 (1972) about the syntax/semantics conflict in 'there is/there are' sentences... Lise Menn -- Lise Menn 303-492-1609 Professor Department of Linguistics, University of Colorado 295 UCB, Boulder, CO 80309 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version: http://www.bayget.com/inpaku/kinen9.htm From jlm at cnbc.cmu.edu Wed Sep 4 20:52:47 2002 From: jlm at cnbc.cmu.edu (Jay McClelland) Date: Wed, 4 Sep 2002 16:52:47 -0400 Subject: Coding grammatical errors in language samples Message-ID: I couldn't resist passing this bit of email I just received on to the info-childes list in the context of the present discussion: In reply to an email of thanks, I received this reply: > Your welcome! How do we think about this kind of 'error'? -- Jay McClelland From lise.menn at colorado.edu Wed Sep 4 20:58:15 2002 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 4 Sep 2002 14:58:15 -0600 Subject: phonetically consistent forms In-Reply-To: <5.1.0.14.1.20020903131407.037c1050@pop3.norton.antivirus> Message-ID: >I am looking for references on the use of phonetically consistent >forms, especially among toddlers. I've come up blank so far, and >suspect that I am not searching under the right terms. Any >references or pointers you can give me would be appreciated. > >Thanks! > >Lynn Santelmann Andrea Feldman and I have just finished revising a case-study paper on them for Journal of Child Language; if you want it, I'll ask her if she's ready to share the ms. with you. Classic references are Dore, Franklin, Miller, & Ramer (1976) in Journal of Child Language, Halliday's 1975 book 'Learning How to Mean', Claire Painter's 1984 book 'Into the Mother Tongue, plus several forms described in my dissertation Pattern, control, and contrast in beginning speech: A case study in the development of word form and word function. University of Illinois, Urbana, 1976, which you can get from University Microfilms. best regards, Lise -- Lise Menn 303-492-1609 Professor Department of Linguistics, University of Colorado 295 UCB, Boulder, CO 80309 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version: http://www.bayget.com/inpaku/kinen9.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From flanigan at ohiou.edu Wed Sep 4 22:31:17 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Wed, 4 Sep 2002 18:31:17 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: <3D76729F.B5A743DF@cnbc.cmu.edu> Message-ID: Strictly an orthographic error. The writer knows perfectly well what the base forms are. It drives me crazy, but it's not a linguistic error, any more than written its=it's=its' is. At 04:52 PM 9/4/2002 -0400, you wrote: >I couldn't resist passing this bit of email I just received >on to the info-childes list in the context of the present >discussion: In reply to an email of thanks, I received >this reply: > > > Your welcome! > >How do we think about this kind of 'error'? > > -- Jay McClelland From P.Fikkert at let.kun.nl Thu Sep 5 07:02:58 2002 From: P.Fikkert at let.kun.nl (P.Fikkert) Date: Thu, 5 Sep 2002 09:02:58 +0200 Subject: Ph.D. Positions Nijmegen Message-ID: Dear Brian, I would like to inform the linguistic community of the following PhD positions. Thanks in advance, Best regard, Paula Fikkert TWO PHD STUDENTSHIPS, NIJMEGEN (THE NETHERLANDS) Applications are invited for the above positions, which are part of the research program "Changing Lexical Representations in the Mental Lexicon", funded by NWO. The aims of the Research program are (a) detailed study of the phonological and morphological changes in various paradigms throughout the history of Dutch and the way in which paradigms did or did not undergo paradigm leveling. This will be compared with cross-linguistic results from other Germanic languages. (b) in-depth study of how children build up lexical representations and determine the pathways of development in the lexical representations, the phonological and morphological components of grammar, and their interaction. (c) to determine the nature of lexical representations in the phonology-morphology interface, the direction of change, and to identify triggers for change. (d) to investigate the consequences of the results for formal theories of phonology and the organization of both the lexicon and the grammar. PROJECT I: a 4-year salaried Ph.D. position, investigating changes in various morphological paradigms, both derivational and inflectional, in the history of Dutch and closely related languages, particularly of West Germanic. PROJECT II: a 4-year salaried Ph.D. position., investigating both the early stages of acquisition and later stages in which morphological characteristics of the language are acquired. Applicants for either of the two Ph.D. positions must have native or near-native competence in Dutch, and must have completed undergraduate study in phonetics, phonology, morphology, historical linguistics or psycholinguistics. The salary will be according to the Dutch regulations for "AIO's". The closing date for applications is September 18, 2002. The starting date is as soon as possible thereafter. Applicants should send a full CV and arrange for at least one letter of reference to be sent to: Katholieke Universiteit Nijmegen, Faculteit der Letteren, Afdeling Personeelszaken, Postbus 9103, 6500 HD Nijmegen, with reference to 'vacaturenummer 04.82.02' for project I and 'vacaturenummer 04.83.02' for project II on both envelop and letter. Applications can also be submitted by email: pzlet at let.kun.nl. Further information from: Paula Fikkert (p.fikkert at let.kun.nl) Paula Fikkert KNAW/University of Nijmegen Dutch Dept. Postbus 9103 6500 HD Nijmegen The Netherlands Tel: (31)-24-3612669 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2797 bytes Desc: not available URL: From DaleP at health.missouri.edu Thu Sep 5 12:57:11 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Thu, 5 Sep 2002 07:57:11 -0500 Subject: films Message-ID: A couple of years ago I posted a notice asking for suggestions for fiction which had language as a focus, and I received many suggestions. As a followup, I'd like to recommend very highly Mary Doria Russell's The Sparrow, a science fiction novel in which language learning plays an important role. It's also quite fascinating as a meditation on culture contact and miscommunication, and on the nature of faith. The author is a Ph.D. anthropologist. My request this time is for film which has language as a focus. The two which come mind immediately are My Fair Lady, and Nell. Are there any others? I have a hazy memory of some bits in Monty Python movies, for example. The treatment of language can be done well or badly; I'm interested in film as a discussion starter. Thanks in advance for your help, and I'll post a summary. Philip S. Dale, Professor and Chair Dept of Communication Science & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 tel: 573-882-1934 fax: 573-884-8686 email: dalep at health.missouri.edu From ann.dowker at psy.ox.ac.uk Thu Sep 5 13:14:52 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 5 Sep 2002 14:14:52 +0100 Subject: films In-Reply-To: Message-ID: Would "Children of a Lesser God" be relevant? Ann On Thu, 5 Sep 2002, Dale, Philip S. wrote: > A couple of years ago I posted a notice asking for suggestions for > fiction which had language as a focus, and I received many > suggestions. As a followup, I'd like to recommend very highly Mary > Doria Russell's The Sparrow, a science fiction novel in which language > learning plays an important role. It's also quite fascinating as a > meditation on culture contact and miscommunication, and on the nature > of faith. The author is a Ph.D. anthropologist. > > My request this time is for film which has language as a focus. The > two which come mind immediately are My Fair Lady, and Nell. Are there > any others? I have a hazy memory of some bits in Monty Python movies, > for example. The treatment of language can be done well or badly; I'm > interested in film as a discussion starter. > > Thanks in advance for your help, and I'll post a summary. > > Philip S. Dale, Professor and Chair > Dept of Communication Science & Disorders > 303 Lewis Hall > University of Missouri-Columbia > Columbia, MO 65211 > tel: 573-882-1934 > fax: 573-884-8686 > email: dalep at health.missouri.edu > > From Roberta at UDel.Edu Thu Sep 5 13:13:36 2002 From: Roberta at UDel.Edu (Roberta Golinkoff) Date: Thu, 5 Sep 2002 09:13:36 -0400 Subject: films In-Reply-To: Message-ID: Of course Truffaut's The Wild Child about Victor. Love to see the list that emerges. Thanks for doing this! At 7:57 AM -0500 9/5/02, Dale, Philip S. wrote: >A couple of years ago I posted a notice asking for suggestions for >fiction which had language as a focus, and I received many >suggestions. As a followup, I'd like to recommend very highly Mary >Doria Russell's The Sparrow, a science fiction novel in which >language learning plays an important role. It's also quite >fascinating as a meditation on culture contact and miscommunication, >and on the nature of faith. The author is a Ph.D. anthropologist. > >My request this time is for film which has language as a focus. The >two which come mind immediately are My Fair Lady, and Nell. Are >there any others? I have a hazy memory of some bits in Monty Python >movies, for example. The treatment of language can be done well or >badly; I'm interested in film as a discussion starter. > >Thanks in advance for your help, and I'll post a summary. > >Philip S. Dale, Professor and Chair >Dept of Communication Science & Disorders >303 Lewis Hall >University of Missouri-Columbia >Columbia, MO 65211 >tel: 573-882-1934 >fax: 573-884-8686 >email: dalep at health.missouri.edu -- ------------------------------------------------------------------------- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634 Fax: (302) 831-4110 E-mail: Roberta at udel.edu Be sure to look at our Ph.D. program at http://www.udel.edu/educ/graduate/phd/cognition/ ------------------------------------------------------------------------- From rmontes at siu.buap.mx Thu Sep 5 13:27:53 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Thu, 5 Sep 2002 08:27:53 -0500 Subject: films In-Reply-To: Message-ID: "The Wild Child" by Francois Truffaut, in French but available somewhere with subtitles in English. It's a film about eh Wild Child of Aveyron and the doctor that works/interacts with him. Rosa Montes, UAP From stemberg at interchange.ubc.ca Thu Sep 5 14:59:30 2002 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Thu, 5 Sep 2002 07:59:30 -0700 Subject: ADVANCE NOTICE: Child Phonology Conference 2003 Message-ID: ADVANCE NOTICE: Child Phonology Conference 2003 Hello, all. After surveying people, and checking availability, the dates for next year's 2003 Child Phonology Conference are July 1-4 in Vancouver at UBC. July 1 is an evening reception and chance to celebrate a bit of Canada Day by watching fireworks if you choose. July 2: Phonological development per se: Morning - syllable and word structure development: afternoon - feature development Banquet in evening. July 3: Phonological development in context: This allows for a wider range of topics, from fluency and phonology, to instrumental evaluation and phonology, or phonology and morphology, multilingual phonology, intervention outcomes, methods, etc. July 4, a.m. only: Research group small discussion, tours of labs, optional day. There will be a submission process to elicit some of that thematic content. We will be in touch in the early fall about the submission process. We would like to consider a website with full papers or a proceedings this year. More on that as things develop here. Barbara Bernhardt, Joe Stemberger UBC From georgehu at education.ed.ac.uk Thu Sep 5 17:14:42 2002 From: georgehu at education.ed.ac.uk (George Hunt) Date: Thu, 5 Sep 2002 18:14:42 +0100 Subject: films In-Reply-To: Message-ID: The Enigma of Kaspar Hauser, directed by Werner Hertzog, Germany 1975. As well as exploring Jeanie-type language deprivation, social and emotional factors, and issues of language and cognition, this is a beautiful and moving film in its own right as well. See also some of the dialogues in the British comedy series the Two Ronnies, particularly the spoof on segmentation and polysemy which begins with a customer walking into a hardware store and seeming to ask for 'four candles'. A bit of light relief for your students after the Hertzog. DaleP at health.missouri.edu writes: >A couple of years ago I posted a notice asking for suggestions for >fiction which had language as a focus, and I received many suggestions. >As a followup, I'd like to recommend very highly Mary Doria Russell's The >Sparrow, a science fiction novel in which language learning plays an >important role. It's also quite fascinating as a meditation on culture >contact and miscommunication, and on the nature of faith. The author is a >Ph.D. anthropologist. > >My request this time is for film which has language as a focus. The two >which come mind immediately are My Fair Lady, and Nell. Are there any >others? I have a hazy memory of some bits in Monty Python movies, for >example. The treatment of language can be done well or badly; I'm >interested in film as a discussion starter. > >Thanks in advance for your help, and I'll post a summary. > >Philip S. Dale, Professor and Chair >Dept of Communication Science & Disorders >303 Lewis Hall >University of Missouri-Columbia >Columbia, MO 65211 >tel: 573-882-1934 >fax: 573-884-8686 >email: dalep at health.missouri.edu > > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From PAS04747 at pomona.edu Thu Sep 5 17:19:49 2002 From: PAS04747 at pomona.edu (Patricia Smiley) Date: Thu, 5 Sep 2002 10:19:49 -0700 Subject: films Message-ID: A colleague, Gail Gottfried, suggested the following: The only movie she found in which children have signficant speaking roles and that had commentary *about* language was the recent remake of The Parent Trap, because the girls had to learn the California/British colloquialisms to pass. --Patricia Smiley, Pomona College -----Original Message----- From: George Hunt [mailto:georgehu at education.ed.ac.uk] Sent: Thursday, September 05, 2002 10:15 AM To: DaleP at health.missouri.edu Cc: info-childes at mail.talkbank.org Subject: Re: films The Enigma of Kaspar Hauser, directed by Werner Hertzog, Germany 1975. As well as exploring Jeanie-type language deprivation, social and emotional factors, and issues of language and cognition, this is a beautiful and moving film in its own right as well. See also some of the dialogues in the British comedy series the Two Ronnies, particularly the spoof on segmentation and polysemy which begins with a customer walking into a hardware store and seeming to ask for 'four candles'. A bit of light relief for your students after the Hertzog. DaleP at health.missouri.edu writes: >A couple of years ago I posted a notice asking for suggestions for >fiction which had language as a focus, and I received many suggestions. >As a followup, I'd like to recommend very highly Mary Doria Russell's >The Sparrow, a science fiction novel in which language learning plays >an important role. It's also quite fascinating as a meditation on >culture contact and miscommunication, and on the nature of faith. The >author is a Ph.D. anthropologist. > >My request this time is for film which has language as a focus. The two >which come mind immediately are My Fair Lady, and Nell. Are there any >others? I have a hazy memory of some bits in Monty Python movies, for >example. The treatment of language can be done well or badly; I'm >interested in film as a discussion starter. > >Thanks in advance for your help, and I'll post a summary. > >Philip S. Dale, Professor and Chair >Dept of Communication Science & Disorders >303 Lewis Hall >University of Missouri-Columbia >Columbia, MO 65211 >tel: 573-882-1934 >fax: 573-884-8686 >email: dalep at health.missouri.edu > > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From ann.dowker at psy.ox.ac.uk Thu Sep 5 17:40:12 2002 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 5 Sep 2002 18:40:12 +0100 Subject: films In-Reply-To: Message-ID: There was a play, "The Miracle Worker", about Helen Keller and Annie Sullivan: quite old, a bit sentimental. I'm not sure if it was ever turned into a film. Ann From gleason at bu.edu Thu Sep 5 18:11:13 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 5 Sep 2002 14:11:13 -0400 Subject: films Message-ID: Ann Dowker wrote: > > There was a play, "The Miracle Worker", about Helen Keller and Annie > Sullivan: quite old, a bit sentimental. I'm not sure if it was ever turned > into a film. > > Ann It did, with Patty Duke, now called Anna, after going through some bad times herself. jean From aholland at email.arizona.edu Thu Sep 5 18:28:21 2002 From: aholland at email.arizona.edu (Audrey Holland) Date: Thu, 5 Sep 2002 11:28:21 -0700 Subject: films Message-ID: I teach a course, built around speech,hearing and language disorders built around film, personal accounts and novels, etc., occasionally. A potent combination for the course is the (old original) Miracle worker, with Anne Bancroft as Annie and Patty Duke as Helen. Truffaut's Wild Child, and Shattuck's book "the forbidden experiment" which is about Victor too. Other films on my list include Children of A Lesser God, My Left Foot,and some excellent documentaries including Best Boy, Complaints of a Dutiful Daughter, a Kirk Douglas interview with Larry King, etc. I appreciate all of the suggestions that enhance my potential reading/viewing list. Thanks--audrey holland -- Audrey L. Holland, Ph.D. Regents' Professor University of Arizona 520-621-3208 FAX 520-621-9901 From kenny at UDel.Edu Thu Sep 5 18:55:49 2002 From: kenny at UDel.Edu (Kenneth Allen Hyde) Date: Thu, 5 Sep 2002 14:55:49 -0400 Subject: films In-Reply-To: Message-ID: On Thu, 5 Sep 2002, Dale, Philip S. wrote: > My request this time is for film which has language as a focus. The two > which come mind immediately are My Fair Lady, and Nell. Are there any > others? I have a hazy memory of some bits in Monty Python movies, for > example. The treatment of language can be done well or badly; I'm > interested in film as a discussion starter. Hmmmm. Language as a focus? Honestly, I wouldn't include "Nell" or "My Fair Lady" in that list; they had language as a major theme, but it wasn't really the focus of the film. Assuming that you mean films that have language as a major theme, there is "Congo" (one of the characters is a gorilla that talks via a voice synth translator from sign language). A film that I use in my Intro and SLA classes is "The 13th Warrior." We don't watch the whole file, of course, since most of it isn't relevant, but there is an excellent discussion-starter scene in which the Arab character "learns" Norse by listening to the campfire talk. It's a great jumping off place for discussion about what is and is not realistic in the scene. Another film that I've used in sociolinguistic discussions is "Miss Congeniality." It's an excellent example of how language (specifically dialect choice) affects our self-presentation since it includes specific overt references to this phenomenon. Ken Kenneth Allen Hyde | No matter how subtle the wizard, a knife Univ. of Delaware | between the shoulder blades will seriously Dept. of Linguistics | cramp his style -- Old Jhereg proverb kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me //www.ling.udel.edu/hyde/prof/ From gleason at bu.edu Thu Sep 5 19:17:38 2002 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 5 Sep 2002 15:17:38 -0400 Subject: films Message-ID: I think I've got it: Iceman. Here's the synopsis from the web: "A group of explorers on a remote expedition make a startling discovery: a frozen Neanderthal. Apparently, the specimen in question has been on ice for 40,000 years. Back in the lab, scientists and anthropologists try to thaw him out -- but he warms up a bit more than they expected him to..." As I recall, Philip Lieberman consulted with the filmmakers on the vocal capacities of Neanderthal people, and there's quite a bit of attention to the iceman's communicative abilities. From cam47 at psu.edu Thu Sep 5 20:20:44 2002 From: cam47 at psu.edu (Carol Anne Miller) Date: Thu, 5 Sep 2002 16:20:44 -0400 Subject: films etc Message-ID: Like Audrey, I try to incorporate novels and films into my language courses, although I haven't yet gone so far as to structure an entire course in this way (what a great idea!). I use them mainly to jumpstart student's thinking about issues, and to highlight the real-life relevance of concepts learned in the classroom. I use My Fair Lady--not the whole thing, but the first half hour or so, with the "Why Can't the English" number, and Eliza's request for Higgins to teach her how to "talk like a lady." Alice in Wonderland is all about language...as I learned from Lila Gleitman, who used it as a supplementary text in Psychology of Language. Students will probably need some guidance in discovering the language issues. I use the chapter about the Queen's croquet game as a way of discussing classical vs. prototype theory. Again, this is totally stolen from Lila. I use an excerpt from Tarzan of the Apes, where the young Tarzan teaches himself to read from materials found in his dead parents' cabin, to talk about literacy. I have in the past used an excerpt from one of the later Anne of Green Gables books which has a reflection on motherese. Along with the film The Miracle Worker, Helen Keller's memoirs can be a good learning tool. I can't remember the title just now. I really appreciate all the suggestions people are making. I know I'm straying somewhat from the original question about films, but I hope I'm keeping the spirit of the thing. Carol ++++++++++++++++++++++++++++ Carol Miller, Ph.D. Dept. of Communication Sciences & Disorders Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ From cchaney at sfsu.edu Thu Sep 5 22:16:10 2002 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 5 Sep 2002 15:16:10 -0700 Subject: Books with Child Language Themes In-Reply-To: Message-ID: Thanks to you, Philip, for raising the issue of books and films again. I have kept a list of the books that we listed a few years back, but it is surely time for an update. Below is my booklist...does anyone have books to add? I like to keep the list "popular" as opposed to textbookish, as my students (who may receive extra credit for a book report) seem to enjoy them in contrast to the academic reading they must do for class! Sorry that the citations are incomplete. Here's the list: Books with Child Language Themes Title Author Topic Uncommon Understanding Dorothy Bishop SLI Double Negative David Carkeet Mystery The Silent Storm M.M. Brown & Ruth Crane Helen Keller Skallarigg Michael Harwood The Lore & Language of Children Iona & Peter Opie OralCulture The People in the Playground Iona Opie Language Play David Crystal Loving April Melvin Burgess Hearing Impairment Knowledge of Angels Jill Paton Welsh "Wolf" child Native Tongue Trilogy Suzette H. Elgin Sci Fi How Babies Talk K. Hirsh-Pasek & R. Golinkoff Cushla and her Books D. Butler Literacy/handicapped The Meaning Makers Gordon Wells The Boy who Would Be a Helicopter Vivian G. Paley Storytelling/classroom Wallys Stories Vivian G. Paley Lost in Translation Eva Hoffman Trumpet of the Swan E.B. White Baby Sign Linda Acredolo Teaching Sign Lang. Thinking in Pictures Temple Grandin Biography/autism Meaningful Differences in the Everyday Experiences of Young American Children by Betty Hart & Todd Risely Ways with Words Shirley Brice Heath The Folkstories of Children Brian Sutton-Smith >From Two to Five Kornei Chukovsky (out of print) A Toddlers Life Marilyn Schatz case study The Dumb House John Burnside fiction A Slant of Sun Beth Kephart PDD Genie Leaning How to Mean Halliday The Poison Oracle Peter Dickinson mystery: sign lang. Chimp Dancing without Music - Deafness in America Beryl Benderly (short sdtories) The Miracle Worker William Gibson The Story of My Life Helen Keller Lisa and David Theodore Rubin Autism Jordi Theodore Rubin Autism The Ascent of Babel: An Exploration of Language, Mind, and Understanding Gerry Altman Survey of child lang. issues In Other Words: The Science and Psychology of Second Language Acquisition Ellen Bialystok and Kenji Hakuta In this Sign Joanne Greenberg Hearing child of deaf parents The Way it Spozed to Be James Hearndon Verbal feats of ghetto dwellers The Seige: First 8 Years of an Autistic Girl Clara C. Park Mothers account Genie: An Abused Child's Flight from Silence Russ Rymer Reversals: A Personal Account of Victory over Dyslexia by Eileen Simpson, Memoir Language, Gender and Childhood Carolyn Steedman, Cathy Urwin and Valerie Walkerdine, eds. The Learning Gap: Why Our Schools are Failing and What we can learn from Chinese and Japanese Educ. by Harold W. Stevenson and James W. Stigler Girls, Boys, and Language Joan Swann Preschool in Three Cultures: Japan, China, and the U.S. by Joseph J. Tobin, David Y.H. Wu, Dana H. Davidson The Sparrow Mary Doria Russell Sci Fi about language learning More books: about biligualism Arnberg, L. Raising Children Bilingually: The Pre-school Years. Clevedon, Avon: Multilingual Matters Baker. C. (1995). A parents' and teachers' guide to bilingualism. Clevedon: Multilingual Matters. Baker, C. (1999). Encyclopedia on bilingualism Cunningham-Andersson, U. & Andersson, S. (1999). Growing up with two languages - A practical guide. Routledge. Dopke, S. (1992). One parent-one language: an interactional approach. Benjamins. Grosjean, F. (1982). Life with two languages. Harvard University Press Harding, E. & Riley, P. (1986), The Bilingual Family. A Handbook for Parents, Cambridge U.P. Hoffman, E. (1990) Lost in Translation, Penguin Books. Lyon, J. (1996). Becoming bilingual. Language acquisition in a bilingual community. Multilingual Matters Saunders, G. (1982). Bilingual Children: Guidance for the family. Multilingual Matters. Tabors, P. (1996) One Child, Two Languages: A guide for preschool educators of children learning English as a second language (Brookes Publishing, Baltimore, MD). Taeschner, T. The sun is feminine From karin at ruccs.rutgers.edu Fri Sep 6 00:12:33 2002 From: karin at ruccs.rutgers.edu (karin at ruccs.rutgers.edu) Date: Thu, 5 Sep 2002 20:12:33 -0400 Subject: films Message-ID: Another movie that might be appropriate is "The heart is a lonely hunter" from the late '60s/early 70s. If I recall correctly, it stars Alan Arkin as a deaf man in an oral world. Karin Stromswold From cech at louisiana.edu Fri Sep 6 00:55:30 2002 From: cech at louisiana.edu (Claude G. Cech) Date: Thu, 5 Sep 2002 19:55:30 -0500 Subject: Books with Child Language Themes Message-ID: Carolyn Chaney wrote: >Thanks to you, Philip, for raising the issue of books and films again. I >have kept a list of the books that we listed a few years back, but it is >surely time for an update. Below is my booklist...does anyone have books >to add? I like to keep the list "popular" as opposed to textbookish, as >my students (who may receive extra credit for a book report) seem to enjoy >them in contrast to the academic reading they must do for class! > There's a marvelous book by Paul West - "Words for a Deaf Daughter" (and"Gala: a fictional sequence") Cheers, Claude From B.J.Richards at reading.ac.uk Fri Sep 6 11:37:05 2002 From: B.J.Richards at reading.ac.uk (Brian Richards) Date: Fri, 6 Sep 2002 12:37:05 +0100 Subject: Coding grammatical errors in language samples Message-ID: Re Jay Mclelland's example of "your welcome", I wonder whether with such a formulaic expression speakers and writers really are always aware of the base form. One phenomenon that has always puzzled me in children's writing, including older teenagers is using 'of' instead of 'have/ve' after modals: 'It must of been...', 'they might of done...' Any thoughts? Brian ************************************* Brian Richards Professor of Education The University of Reading School of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Beverly Flanigan" To: "Jay McClelland" Cc: Sent: Wednesday, September 04, 2002 11:31 PM Subject: Re: Coding grammatical errors in language samples > Strictly an orthographic error. The writer knows perfectly well what the > base forms are. It drives me crazy, but it's not a linguistic error, any > more than written its=it's=its' is. > > At 04:52 PM 9/4/2002 -0400, you wrote: > > >I couldn't resist passing this bit of email I just received > >on to the info-childes list in the context of the present > >discussion: In reply to an email of thanks, I received > >this reply: > > > > > Your welcome! > > > >How do we think about this kind of 'error'? > > > > -- Jay McClelland > > > From B.J.Richards at reading.ac.uk Fri Sep 6 11:45:19 2002 From: B.J.Richards at reading.ac.uk (Brian Richards) Date: Fri, 6 Sep 2002 12:45:19 +0100 Subject: films Message-ID: Dear Phil, you are right about Monty Python. Two sketches spring to mind immediately although I am not sure whether they were in the films or just the TV series. One is the "argument" sketch where people pay to have an argument. This develops into an argument about whether they are really having an argument. The second is about a person who can pronounce /k/ in words beginning with the letter 'k' but not if they begin with 'c', i,e, 'king' is possible but not 'college'. Brian ************************************* Brian Richards Professor of Education The University of Reading School of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Dale, Philip S." To: Sent: Thursday, September 05, 2002 1:57 PM Subject: films A couple of years ago I posted a notice asking for suggestions for fiction which had language as a focus, and I received many suggestions. As a followup, I'd like to recommend very highly Mary Doria Russell's The Sparrow, a science fiction novel in which language learning plays an important role. It's also quite fascinating as a meditation on culture contact and miscommunication, and on the nature of faith. The author is a Ph.D. anthropologist. My request this time is for film which has language as a focus. The two which come mind immediately are My Fair Lady, and Nell. Are there any others? I have a hazy memory of some bits in Monty Python movies, for example. The treatment of language can be done well or badly; I'm interested in film as a discussion starter. Thanks in advance for your help, and I'll post a summary. Philip S. Dale, Professor and Chair Dept of Communication Science & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 tel: 573-882-1934 fax: 573-884-8686 email: dalep at health.missouri.edu From Hua.Zhu at newcastle.ac.uk Fri Sep 6 13:18:01 2002 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Fri, 6 Sep 2002 13:18:01 GMT0BST Subject: films Message-ID: Similar to Monty Python, 'Alo 'Alo is another one which plays the game on pronunciation. There are ample sketches of mis/nonunderstanding due to the exaggrated accent used by the actor. Zhu hua Zhu Hua, PhD Sir James Knott Fellow Department of Speech University of Newcastle upon Tyne NE1 7RU, UK Fax: +44 (0)191 222 6518 Telephone: +44 (0)191 222 5210 http://www.ncl.ac.uk/speech/staff/zhu_hua.htm From DaleP at health.missouri.edu Fri Sep 6 13:05:41 2002 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Fri, 6 Sep 2002 08:05:41 -0500 Subject: films, etc. Message-ID: Thanks to the *many* people who have sent film and book recommendations. Clearly there are many others who are interested in the representation of language use and acquisition in artistic forms. Feel free to send more, but I can tell it will take a while to work up an organized summary of all the information. (There is, after all, real work to be done.) In the meantime, I thought I'd share a delightful photo of Peter Ladefoged on the set of My Fair Lady, with Rex Harrison (Professor Higgins), Wilfred Hyde White (Colonel Pickering), and George Cukor the director. It was sent to me by my graduate school classmate George Allen: Go to the home page for the UCLA Phonetics Lab: http://www.humnet.ucla.edu/humnet/linguistics/faciliti/uclaplab.html and click on the button to see the background picture in its full glory. Cheers -- /g George D. Allen Michigan State University College of Nursing A230 Life Sciences Bldg., E. Lansing MI 48824-1317 Voice: (517) 353-5976; Fax: (517) 353-9553 "We already have distance learning in most university science courses; it's called the lecture." -- Donald Kennedy, "Science," August 31, 2001, p. 1557. From georgehu at education.ed.ac.uk Fri Sep 6 13:09:52 2002 From: georgehu at education.ed.ac.uk (George Hunt) Date: Fri, 6 Sep 2002 14:09:52 +0100 Subject: Coding grammatical errors in language samples In-Reply-To: <001901c25599$bb001fe0$25e1fea9@ehsrichb> Message-ID: The forms could of, might of, should of etc are also common in adult writing, including that of education students. I had always assumed that the writers were simply making a graphophonic analogy with forms like kind of, sort of, some of, many of. When these are spoken, the vowel of the last syllable is reduced to schwa, making these syllables identical with those of the abbreviated modal forms. When these writers were mentally reconstructing the full forms for spelling, perhaps they drew upon the 'kind of' forms. However, this does not explain the direction of the analogy - why don't we as often see forms like kind have, many have etc? It might be interesting to talk to the writers to see whether or not they are making conscious choices between possible spellings in the process of writing these non-standard forms. I once tried to correct a student by pointing out the difference between the full forms of the modal constructions, and contrasting them with kind of etc. She replied, 'I know that, but in my dialect the full form is should of'. B.J.Richards at reading.ac.uk writes: >Re Jay Mclelland's example of "your welcome", I wonder whether with such a >formulaic expression speakers and writers really are always aware of the >base form. > >One phenomenon that has always puzzled me in children's writing, including >older teenagers is using 'of' instead of 'have/ve' after modals: 'It must >of >been...', 'they might of done...' Any thoughts? > >Brian > >************************************* >Brian Richards >Professor of Education >The University of Reading >School of Education >Bulmershe Court >Earley, Reading, RG6 1HY, UK >************************************* >----- Original Message ----- >From: "Beverly Flanigan" >To: "Jay McClelland" >Cc: >Sent: Wednesday, September 04, 2002 11:31 PM >Subject: Re: Coding grammatical errors in language samples > > >> Strictly an orthographic error. The writer knows perfectly well what >the >> base forms are. It drives me crazy, but it's not a linguistic error, >any >> more than written its=it's=its' is. >> >> At 04:52 PM 9/4/2002 -0400, you wrote: >> >> >I couldn't resist passing this bit of email I just received >> >on to the info-childes list in the context of the present >> >discussion: In reply to an email of thanks, I received >> >this reply: >> > >> > > Your welcome! >> > >> >How do we think about this kind of 'error'? >> > >> > -- Jay McClelland >> >> >> > > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From georgehu at education.ed.ac.uk Fri Sep 6 13:46:58 2002 From: georgehu at education.ed.ac.uk (George Hunt) Date: Fri, 6 Sep 2002 14:46:58 +0100 Subject: Coding grammatical errors in language samples In-Reply-To: <870FEA1B15C1C14CB3DAC9A142786DAE016712@bumc.bu.edu> Message-ID: In English Today, 14.3 July 1998, there's a short and entertaining article by Pam Peters, 'Differing on Agreement', about concord in contemporary International English usage. This is a report from the English Today/ Cambridge University Press 'Langscape' project which used computer corpora and elicited data to track changes in usage. The project and the whole periodical are interesting sources of information about such changes. George htagerf at bu.edu writes: >This message is in MIME format. Since your mail reader does not understand >this format, some or all of this message may not be legible. > >------_=_NextPart_001_01C2541F.EA91FAB0 >Content-Type: text/plain; > charset="iso-8859-1" > >We are currently coding language samples and are interested in the >presence >of grammatical errors. One concern is how to distinguish between >'vernacular use' and genuine errors. Here are examples that we don't know >what to do with: - regarding the use of "there are"- I am finding many >subjects using it as a contraction in the singular when the plural form is >called for- i.e. "there's more people here then expected" or "there's 100 >people attending the service Also using "good" instead of "well"- "He ran >really good at the race"? The other issue was dropping "ly" from adverbs- >"he drew nice" or various combinations of both "she plays real good" > > > >Any ideas on this? rules to follow? > >thanks in advance for advice, > >Helen Tager-Flusberg > > >------_=_NextPart_001_01C2541F.EA91FAB0 >Content-Type: text/html; > charset="iso-8859-1" > > > > > > > > >
>

We are currently coding >language >samples and are interested in the >presence of grammatical errors. class=951322714-04092002> One >concern is how to distinguish between 'vernacular use' and geclass=951322714-04092002>nuine errors.  Here are examples that we >don't >know what to do with:  >- regarding the use of "there are"- I amclass=951322714-04092002> finding many subjects using it as a >contraction >in the singular when the plural >form is >called for- i.e. "there's more people here then expected" orclass=951322714-04092002> "there's 100 people attending the >serviceclass=951322714-04092002> Also using "good"class=951322714-04092002> instead of "well"- "He ran really good >at the >race"? The other issue was dropping >"ly" >from adverbs- "he drew nice" or various combinations of bothclass=951322714-04092002> "she plays real >good"

>

 

>

Any ideas on this?  >rules to >follow?

>

thanks in >advance for >advice,

>

Helen >Tager-Flusberg

> >------_=_NextPart_001_01C2541F.EA91FAB0-- > George Hunt Department of Educational Studies University of Edinburgh Moray House Institute Holyrood Road Edinburgh EH8 8AQ UK 0131-651-6600 george.hunt at education.ed.ac.uk From rwoolley at teleline.es Fri Sep 6 15:14:03 2002 From: rwoolley at teleline.es (Reuben Woolley) Date: Fri, 6 Sep 2002 17:14:03 +0200 Subject: films In-Reply-To: <001f01c2559a$e10dd5a0$25e1fea9@ehsrichb> Message-ID: The 'Argument' sketch is also included in the first Monty Python fim - "And Now For Something Completely Different". The /k/ sketch (an absolute masterpiece) is the Travel Agency sketch, included in the LP/MC - Monty Python Live At the Drury Lane Theatre and also in their film/TV programme, Monty Python Live At The Hollywood Bowl. I often use this sketch in my EFL classes along with the Dead Parrot sketch which is marvellous for introducing register. Reuben Woolley -----Mensaje original----- De: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] En nombre de Brian Richards Enviado el: viernes, 06 de septiembre de 2002 13:45 Para: Dale, Philip S.; info-childes at mail.talkbank.org Asunto: Re: films Dear Phil, you are right about Monty Python. Two sketches spring to mind immediately although I am not sure whether they were in the films or just the TV series. One is the "argument" sketch where people pay to have an argument. This develops into an argument about whether they are really having an argument. The second is about a person who can pronounce /k/ in words beginning with the letter 'k' but not if they begin with 'c', i,e, 'king' is possible but not 'college'. Brian ************************************* Brian Richards Professor of Education The University of Reading School of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Dale, Philip S." To: Sent: Thursday, September 05, 2002 1:57 PM Subject: films A couple of years ago I posted a notice asking for suggestions for fiction which had language as a focus, and I received many suggestions. As a followup, I'd like to recommend very highly Mary Doria Russell's The Sparrow, a science fiction novel in which language learning plays an important role. It's also quite fascinating as a meditation on culture contact and miscommunication, and on the nature of faith. The author is a Ph.D. anthropologist. My request this time is for film which has language as a focus. The two which come mind immediately are My Fair Lady, and Nell. Are there any others? I have a hazy memory of some bits in Monty Python movies, for example. The treatment of language can be done well or badly; I'm interested in film as a discussion starter. Thanks in advance for your help, and I'll post a summary. Philip S. Dale, Professor and Chair Dept of Communication Science & Disorders 303 Lewis Hall University of Missouri-Columbia Columbia, MO 65211 tel: 573-882-1934 fax: 573-884-8686 email: dalep at health.missouri.edu From menyuk at acs-pop.bu.edu Fri Sep 6 04:32:21 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Fri, 6 Sep 2002 12:32:21 +0800 Subject: Talk pictures Message-ID: Dear Philip, I thought of another film, a recent one. It's about Native Americans' codes used in World War two to send coded messages. The Japanese could not break the code. I think it's called wind talkers. Paula. From menyuk at acs-pop.bu.edu Fri Sep 6 04:35:14 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Fri, 6 Sep 2002 12:35:14 +0800 Subject: Talk films Message-ID: Yes the Miracle Worker was a film with Ann Bancroft and Patty Duke. This is fun and a happy Friday occupation. From menyuk at acs-pop.bu.edu Fri Sep 6 04:40:38 2002 From: menyuk at acs-pop.bu.edu (Paula Menyuk) Date: Fri, 6 Sep 2002 12:40:38 +0800 Subject: Films Message-ID: Dear Phil, How about all the Tarzan films in which Tarzan learns English and can talk to the animals in various ways. Paula. From flanigan at ohiou.edu Fri Sep 6 17:35:37 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Fri, 6 Sep 2002 13:35:37 -0400 Subject: Coding grammatical errors in language samples In-Reply-To: Message-ID: At 02:09 PM 9/6/2002 +0100, George Hunt wrote: >The forms could of, might of, should of etc are also common in adult >writing, including that of education students [and linguistics students!]. >I had always assumed that >the writers were simply making a graphophonic analogy with forms like kind >of, sort of, some of, many of. When these are spoken, the vowel of the >last syllable is reduced to schwa, making these syllables identical with >those of the abbreviated modal forms. When these writers were mentally >reconstructing the full forms for spelling, perhaps they drew upon the >'kind of' forms. However, this does not explain the direction of the >analogy - why don't we as often see forms like kind have, many have etc? > >It might be interesting to talk to the writers to see whether or not they >are making conscious choices between possible spellings in the process of >writing these non-standard forms. I once tried to correct a student by >pointing out the difference between the full forms of the modal >constructions, and contrasting them with kind of etc. She replied, 'I know >that, but in my dialect the full form is should of'. "I know that" is the key. At some underlying level, I suspect most people know the difference between 'have' and 'of' in these phrasal sets. Your student may not understand what "full form" means, and she's confusing dialect and style. A way to test this is to ask the writer to turn the statement into a question (cf. Labov's test of black kids' underlying knowledge of the copula). Similarly, if someone is asked what "your welcome," or "your tired," or "your not my boss" means, I suspect they will at some point articulate the copula fully. Beverly Olson Flanigan Ohio University From pinker at media.mit.edu Fri Sep 6 18:39:49 2002 From: pinker at media.mit.edu (Steven Pinker) Date: Fri, 6 Sep 2002 14:39:49 -0400 Subject: films In-Reply-To: <000201c255b8$09cd7b40$0401a8c0@a> Message-ID: My Fair Lady is a wonderful film, but in some ways the 1938 black and white film adaptation of Pygmalion is even more satisfying. It doesn't have the singing and dancing, but the dialogue and scene structure are closer to those of Shaw's original play, and as a result it is wittier and subtler (particularly the scene in which Eliza shocks the stuffy aristocrats by using lower-class epithets with upper-class pronunciation). It is done in the style of the best English theatre and features a terrific performance by Leslie Howard, less hammy than Rex Harrison's Higgins. (Howard went on to play Ashley Wilkes in Gone With the Wind the following year.) Perhaps Yoda in Star Wars could be used to introduce students to VSO languages. --Steve Pinker From EKELLY at gc.cuny.edu Fri Sep 6 18:39:26 2002 From: EKELLY at gc.cuny.edu (KELLY, ELIZABETH) Date: Fri, 6 Sep 2002 14:39:26 -0400 Subject: films etc Message-ID: Add "My Dinner with Andre" From roberts at mail.fpg.unc.edu Fri Sep 6 19:07:08 2002 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Fri, 6 Sep 2002 15:07:08 -0400 Subject: SLP Research Position Message-ID: Speech-Language Pathologist Research Position The Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill is seeking a full-time speech-language pathologist for a multidisciplinary research project examining the communication skills of young males with fragile X syndrome and Down syndrome. Applicants must have 2 years experience working with children with developmental disabilities. For more information, please contact: Kathleen Anderson, Project Coordinator kathleen_anderson at unc.edu, phone 919.843.5422 or fax your letter of interest and resume to 919.966.7532. EOE. -- Joanne Roberts, Ph.D. Senior Scientist and Professor of Pediatrics and Speech and Hearing Sciences Frank Porter Graham Child Development Institute, CB# 8180 UNC Chapel Hill 105 Smith Level Road Chapel Hill, NC 27599-8180 Phone: 919/966-7164 Fax: 919/966-7532 From flanigan at ohiou.edu Fri Sep 6 21:55:32 2002 From: flanigan at ohiou.edu (Beverly Flanigan) Date: Fri, 6 Sep 2002 17:55:32 -0400 Subject: films In-Reply-To: Message-ID: At 02:39 PM 9/6/2002 -0400, you wrote: >Perhaps Yoda in Star Wars could be used to introduce students to VSO >languages. > >--Steve Pinker My grad student TAs often use Yoda scenes in their Syntax unit. Students don't seem to notice that after a while Yoda drops his peculiar syntax and switches to SVO, particularly in complex sentences (I suspect the scriptwriter lost track of the "rules"). From pesetsk at MIT.EDU Fri Sep 6 23:00:30 2002 From: pesetsk at MIT.EDU (David Pesetsky) Date: Fri, 6 Sep 2002 19:00:30 -0400 Subject: films In-Reply-To: Message-ID: At 2:39 PM -0400 9/6/02, Steven Pinker wrote: > Perhaps Yoda in Star Wars could be used to introduce students to VSO > languages. Mislead them you would! See also http://www.yodajeff.com/pages/talk/yodish.shtml ************************************************************************* David Pesetsky [pesetsk at mit.edu] Department of Linguistics and Philosophy E39-237 Massachusetts Institute of Technology Cambridge, MA 02139 USA (617) 253-0957 office (617) 253-5017 fax http://web.mit.edu/linguistics/www/pesetsky.home.html From charles.watkins at wanadoo.fr Sun Sep 8 09:53:06 2002 From: charles.watkins at wanadoo.fr (Charles Watkins) Date: Sat, 7 Sep 2002 21:53:06 -1200 Subject: films Message-ID: I've come in late on the discussion. Has anyone mentioned Dances with Wolves? Particularly good in the scenes involving the reacquisition a forgotten mother tongue. As regards Yoda; is he the small hairy one with pointed ears? Watching the end of Episode 1 with my son I have just been, and the distinct memory of OSV (if the modal/auxiliary is the verb and the lexical verb considered part of the complement) have. Charles Watkins. -----Message d'origine----- De : Steven Pinker ? : info-childes at mail.talkbank.org Date : vendredi 6 septembre 2002 06:51 Objet : RE: films >My Fair Lady is a wonderful film, but in some ways the 1938 black and white >film adaptation of Pygmalion is even more satisfying. It doesn't have the >singing and dancing, but the dialogue and scene structure are closer to >those of Shaw's original play, and as a result it is wittier and subtler >(particularly the scene in which Eliza shocks the stuffy aristocrats by >using lower-class epithets with upper-class pronunciation). It is done in >the style of the best English theatre and features a terrific performance by >Leslie Howard, less hammy than Rex Harrison's Higgins. (Howard went on to >play Ashley Wilkes in Gone With the Wind the following year.) > >Perhaps Yoda in Star Wars could be used to introduce students to VSO >languages. > >--Steve Pinker > > > > > > From xriosh at terra.com.pe Sun Sep 8 17:24:46 2002 From: xriosh at terra.com.pe (Ximena Rios Hamann) Date: Sun, 8 Sep 2002 12:24:46 -0500 Subject: Joden Message-ID: The word "joden" has different meanings in Spanish. It depends on the country or variety of Spanish. In Spain it's equivalent to the word "fuck" in English, but in Argentina, Venezuela and Peru, for example, it's equivalent to the word "bother" or "tease" but with a very strong "charge". Both meanings are argot. Ximena Rios ----- Original Message ----- From: Professor Annette Karmiloff-Smith To: Sent: Tuesday, September 03, 2002 7:36 PM Subject: Joden > OK, I've been told what it means in Spanish. > Does the word have meaning in other languages? > thanks > annette > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm > ________________________________________________________________ > From r.n.campbell at stir.ac.uk Sun Sep 8 19:42:12 2002 From: r.n.campbell at stir.ac.uk (Robin Campbell) Date: Sun, 8 Sep 2002 20:42:12 +0100 Subject: films, etc. In-Reply-To: Message-ID: I recall a TV sketch about failed language learning by the Irish comedian Dave Allen, broadcast on BBC around 20 years ago. It was part of a series of weekly gags about Frankenstein and his Monster. It is doubtful whether a copy exists, but perhaps the gag merits exposure here. Monster: Kill! Kill! Kill! (energetically squeezing Frankenstein by the neck) Dr Frankenstein: (gasping) No, no. Love! Love! Love! (the exchange is repeated several times), then Monster: Ahhhhh! (pauses to display comprehension grimaces) Love! Love! Love! (resumes squeezing operations with renewed vigour) One can well imagine this kind of use/mention mix-up occurring between parent and child. Any examples known? Robin N Campbell -- 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 rsprouse at indiana.edu Sun Sep 8 20:53:55 2002 From: rsprouse at indiana.edu (rsprouse) Date: Sun, 8 Sep 2002 15:53:55 -0500 Subject: Joden In-Reply-To: <005c01c2575c$ce22f380$8617840a@rree.gob.pe> Message-ID: OK, Annette, the whole list is now waiting to find out whether this word showed up in a corpus of child Dutch or child Spanish. Rex Sprouse ------------------- > The word "joden" has different meanings in Spanish. It depends on the > country or variety of Spanish. > > In Spain it's equivalent to the word "fuck" in English, but in Argentina, > Venezuela and Peru, for example, it's equivalent to the word "bother" or > "tease" but with a very strong "charge". > > Both meanings are argot. > > Ximena Rios > > > > > ----- Original Message ----- > From: Professor Annette Karmiloff-Smith > To: > Sent: Tuesday, September 03, 2002 7:36 PM > Subject: Joden > > > > OK, I've been told what it means in Spanish. > > Does the word have meaning in other languages? > > thanks > > annette > > -- > > ________________________________________________________________ > > Professor A.Karmiloff-Smith, > > Head, Neurocognitive Development Unit, > > Institute of Child Health, > > 30 Guilford Street, > > London WC1N 1EH, U.K. > > tel: 0207 905 2754 > > fax: 0207 242 7717 > > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm > > ________________________________________________________________ > > > > > > > Rex A. Sprouse Associate Professor of Germanic Studies, Adjunct Associate Professor of Linguistics, Adjunct Associate Professor of TESOL and Applied Linguistics German Language Proficiency Certification Officer Graduate German Reading Proficiency Advisor Member of Board of Directors, Cymdeithas Madog (Welsh Studies Institute in North America) Department of Germanic Studies, Indiana University, Ballantine Hall 644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA 812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From a.karmiloff-smith at ich.ucl.ac.uk Mon Sep 9 09:47:56 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 9 Sep 2002 10:47:56 +0100 Subject: Joden In-Reply-To: <200209082053.PAA10717@iupui.edu> Message-ID: sorry, no it didn't. I should have explained. It is the first name given to a newborn by parents who know nothing of its meanings and thought they had invented a nice-sounding name. When I realised the Dutch meaning I wondered what meaning it might have in other languages and thought what better source of info than the psycholinguistics list. Thanks to all who replied. If there are psychotherapists out there, should I tell the parents or not? Annette At 3:53 pm -0500 8/9/02, rsprouse wrote: >OK, Annette, > >the whole list is now waiting to find out whether this word showed up >in a corpus of child Dutch or child Spanish. > >Rex Sprouse > >------------------- >> The word "joden" has different meanings in Spanish. It depends on >the >> country or variety of Spanish. >> >> In Spain it's equivalent to the word "fuck" in English, but in >Argentina, >> Venezuela and Peru, for example, it's equivalent to the word >"bother" or >> "tease" but with a very strong "charge". >> >> Both meanings are argot. >> >> Ximena Rios >> >> >> >> >> ----- Original Message ----- >> From: Professor Annette Karmiloff-Smith > >> To: >> Sent: Tuesday, September 03, 2002 7:36 PM >> Subject: Joden >> >> >> > OK, I've been told what it means in Spanish. >> > Does the word have meaning in other languages? >> > thanks >> > annette >> > -- >> > ________________________________________________________________ >> > Professor A.Karmiloff-Smith, >> > Head, Neurocognitive Development Unit, >> > Institute of Child Health, >> > 30 Guilford Street, >> > London WC1N 1EH, U.K. >> > tel: 0207 905 2754 >> > fax: 0207 242 7717 >> > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm >> > ________________________________________________________________ >> > >> >> >> >> >> >Rex A. Sprouse > >Associate Professor of Germanic Studies, Adjunct Associate Professor >of Linguistics, Adjunct Associate Professor of TESOL and Applied >Linguistics > >German Language Proficiency Certification Officer >Graduate German Reading Proficiency Advisor > >Member of Board of Directors, Cymdeithas Madog (Welsh Studies >Institute in North America) > >Department of Germanic Studies, Indiana University, Ballantine Hall >644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA > >812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From rsprouse at indiana.edu Mon Sep 9 11:43:30 2002 From: rsprouse at indiana.edu (rsprouse) Date: Mon, 9 Sep 2002 06:43:30 -0500 Subject: Joden In-Reply-To: Message-ID: Don't forget that would be pronounced radically differently as standard orthography in various languages. Rex ------------------- > sorry, no it didn't. I should have explained. It is the first name > given to a newborn by parents who know nothing of its meanings and > thought they had invented a nice-sounding name. When I realised the > Dutch meaning I wondered what meaning it might have in other > languages and thought what better source of info than the > psycholinguistics list. Thanks to all who replied. If there are > psychotherapists out there, should I tell the parents or not? > Annette > > At 3:53 pm -0500 8/9/02, rsprouse wrote: > >OK, Annette, > > > >the whole list is now waiting to find out whether this word showed up > >in a corpus of child Dutch or child Spanish. > > > >Rex Sprouse > > > >------------------- > >> The word "joden" has different meanings in Spanish. It depends on > >the > >> country or variety of Spanish. > >> > >> In Spain it's equivalent to the word "fuck" in English, but in > >Argentina, > >> Venezuela and Peru, for example, it's equivalent to the word > >"bother" or > >> "tease" but with a very strong "charge". > >> > >> Both meanings are argot. > >> > >> Ximena Rios > >> > >> > >> > >> > >> ----- Original Message ----- > >> From: Professor Annette Karmiloff-Smith > > > >> To: > >> Sent: Tuesday, September 03, 2002 7:36 PM > >> Subject: Joden > >> > >> > >> > OK, I've been told what it means in Spanish. > >> > Does the word have meaning in other languages? > >> > thanks > >> > annette > >> > -- > >> > ________________________________________________________________ > >> > Professor A.Karmiloff-Smith, > >> > Head, Neurocognitive Development Unit, > >> > Institute of Child Health, > >> > 30 Guilford Street, > >> > London WC1N 1EH, U.K. > >> > tel: 0207 905 2754 > >> > fax: 0207 242 7717 > >> > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm > >> > ________________________________________________________________ > >> > > >> > >> > >> > >> > >> > >Rex A. Sprouse > > > >Associate Professor of Germanic Studies, Adjunct Associate Professor > >of Linguistics, Adjunct Associate Professor of TESOL and Applied > >Linguistics > > > >German Language Proficiency Certification Officer > >Graduate German Reading Proficiency Advisor > > > >Member of Board of Directors, Cymdeithas Madog (Welsh Studies > >Institute in North America) > > > >Department of Germanic Studies, Indiana University, Ballantine Hall > >644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA > > > >812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu > > > > Rex A. Sprouse Associate Professor of Germanic Studies, Adjunct Associate Professor of Linguistics, Adjunct Associate Professor of TESOL and Applied Linguistics German Language Proficiency Certification Officer Graduate German Reading Proficiency Advisor Member of Board of Directors, Cymdeithas Madog (Welsh Studies Institute in North America) Department of Germanic Studies, Indiana University, Ballantine Hall 644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA 812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From a.karmiloff-smith at ich.ucl.ac.uk Mon Sep 9 12:01:19 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 9 Sep 2002 13:01:19 +0100 Subject: Fwd: RE: Joden Message-ID: >>indeed, so in Dutch, "Yoden," I presume. And in Spanis,h "zoden" >>or "hoden"I presume, which is why I am hesitating telling them >>because they are pronouncing it Joden as in just.... > > > >> Don't forget that would be pronounced radically differently as >>standard orthography in various languages. >> >>Rex >> >>------------------- >>> sorry, no it didn't. I should have explained. It is the first name >>> given to a newborn by parents who know nothing of its meanings and >>> thought they had invented a nice-sounding name. When I realised the >> >>> Dutch meaning I wondered what meaning it might have in other >>> languages and thought what better source of info than the >>> psycholinguistics list. Thanks to all who replied. If there are >>> psychotherapists out there, should I tell the parents or not? >>> Annette >>> >>> At 3:53 pm -0500 8/9/02, rsprouse wrote: >>> >OK, Annette, >>> > >>> >the whole list is now waiting to find out whether this word showed >>up >>> >in a corpus of child Dutch or child Spanish. >>> > >>> >Rex Sprouse >>> > >>> >------------------- >>> >> The word "joden" has different meanings in Spanish. It depends >>on >>> >the >>> >> country or variety of Spanish. >>> >> >>> >> In Spain it's equivalent to the word "fuck" in English, but in >>> >Argentina, >>> >> Venezuela and Peru, for example, it's equivalent to the word >>> >"bother" or >>> >> "tease" but with a very strong "charge". >>> >> >>> >> Both meanings are argot. >>> >> >>> >> Ximena Rios >>> >> >>> >> >>> >> >>> >> >>> >> ----- Original Message ----- >>> >> From: Professor Annette Karmiloff-Smith >>> > >>> >> To: >>> >> Sent: Tuesday, September 03, 2002 7:36 PM >>> >> Subject: Joden >>> >> >>> >> >>> >> > OK, I've been told what it means in Spanish. >>> >> > Does the word have meaning in other languages? >>> >> > thanks >>> >> > annette >>> >> > -- >>> >> > >>________________________________________________________________ >>> >> > Professor A.Karmiloff-Smith, >>> >> > Head, Neurocognitive Development Unit, >>> >> > Institute of Child Health, >>> >> > 30 Guilford Street, >>> >> > London WC1N 1EH, U.K. >>> >> > tel: 0207 905 2754 >>> >> > fax: 0207 242 7717 >>> >> > http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm >>> >> > >>________________________________________________________________ >>> >> > >>> >> >>> >> >>> >> >>> >> >>> >> >>> >Rex A. Sprouse >>> > >>> >Associate Professor of Germanic Studies, Adjunct Associate >>Professor >>> >of Linguistics, Adjunct Associate Professor of TESOL and Applied >>> >Linguistics >>> > >>> >German Language Proficiency Certification Officer >>> >Graduate German Reading Proficiency Advisor >>> > >>> >Member of Board of Directors, Cymdeithas Madog (Welsh Studies >>> >Institute in North America) >>> > >>> >Department of Germanic Studies, Indiana University, Ballantine Hall >>> >644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA >>> > >>> >812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu >>> >>> >>> >>> >>Rex A. Sprouse >> >>Associate Professor of Germanic Studies, Adjunct Associate Professor >>of Linguistics, Adjunct Associate Professor of TESOL and Applied >>Linguistics >> >>German Language Proficiency Certification Officer >>Graduate German Reading Proficiency Advisor >> >>Member of Board of Directors, Cymdeithas Madog (Welsh Studies >>Institute in North America) >> >>Department of Germanic Studies, Indiana University, Ballantine Hall >>644, 1020 E. Kirkwood Avenue, Bloomington, IN 47405 USA >> >>812-855-3248 office; 812-855-8927 FAX; rsprouse at indiana.edu From rmontes at siu.buap.mx Mon Sep 9 13:31:24 2002 From: rmontes at siu.buap.mx (Rosa Graciela Montes) Date: Mon, 9 Sep 2002 08:31:24 -0500 Subject: Joden In-Reply-To: Message-ID: If, as you mentioned, the first consonant sounds like the the first consonant in "Justice", the spoken version of the name is unlikely to cause any problems. Most Spanish speakers would not associate it with the Spanish verb. One solution to the written version, would be to introduce some variant spelling somewhere, maybe a "w" or "r" after the "o", just in case. Good luck! Rosa Montes, UAP From kenny at UDel.Edu Mon Sep 9 14:36:27 2002 From: kenny at UDel.Edu (Kenneth Allen Hyde) Date: Mon, 9 Sep 2002 10:36:27 -0400 Subject: Joden In-Reply-To: Message-ID: On Mon, 9 Sep 2002, Annette Karmiloff-Smith wrote: > If there are psychotherapists out there, should I tell the parents or > not? I'm not a psychotherapist, but as someone who has suffered an inordinate amount of teasing because of my name ("Hyde"), I would personally vote for warning the parents that it may become an issue years down the line. At least that way, when/if it happens, the parents can't turn to you and say "You're a linguist! You could have warned us!" Besides, if the child in question is a boy, he's going to have enough of a burden being called Jody (which despite a few exceptions is predominantly a feminine name). I doubt if the possibility of multi-lingual playground teasing is ever going to equal that particular burden (assuming that he/she has playmates that are linguistically sophisticated enough to make the cross-language connections). Ken *gulp* Hyde Kenneth Allen Hyde | No matter how subtle the wizard, a knife Univ. of Delaware | between the shoulder blades will seriously Dept. of Linguistics | cramp his style -- Old Jhereg proverb kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me //www.ling.udel.edu/hyde/prof/ From mserra at psi.ub.es Mon Sep 9 14:57:19 2002 From: mserra at psi.ub.es (Miquel Serra) Date: Mon, 9 Sep 2002 16:57:19 +0200 Subject: films Message-ID: An interesting piece of film I use as exemple, is the meeting between ET and the child, and the following scenes. It really helps on clarifying about the attitude and abilities that have to be shown to the interlocutor in order to establish good contact and learn a language. I do support the comments about Pygmalion being better than My Fair Lady. Miquel Serra i Raventos Departament de Psicologia Basica, Divisio de Ciencies de la Salut, Universitat de Barcelona P. de la Vall d'Hebron 171, 08035 Barcelona, Spain. Tel. +34 - 93 3125136, Fax. +34 - 93 402 13 63 From a.karmiloff-smith at ich.ucl.ac.uk Mon Sep 9 16:13:21 2002 From: a.karmiloff-smith at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Mon, 9 Sep 2002 17:13:21 +0100 Subject: Joden In-Reply-To: Message-ID: Dear Ken gulp Hyde! One of my friends at school had the initial PIS and got teased no end. I think I should tell them and leave the decision to them. By the way, I am *not* a linguist but a psychologist. Funnily enough, this family wanted to call their son Juno but worried he'd be teased having the name of a Greek Goddess so decided on Joden instead! They clearly like names beginning with J... Guess he could just be Jo. Thanks for all your comments, Annette At 10:36 am -0400 9/9/02, Kenneth Allen Hyde wrote: >On Mon, 9 Sep 2002, Annette Karmiloff-Smith wrote: > >> If there are psychotherapists out there, should I tell the parents or >> not? > >I'm not a psychotherapist, but as someone who has suffered an inordinate >amount of teasing because of my name ("Hyde"), I would personally vote for >warning the parents that it may become an issue years down the line. At >least that way, when/if it happens, the parents can't turn to you and say >"You're a linguist! You could have warned us!" Besides, if the child in >question is a boy, he's going to have enough of a burden being called Jody >(which despite a few exceptions is predominantly a feminine name). I >doubt if the possibility of multi-lingual playground teasing is ever going >to equal that particular burden (assuming that he/she has playmates that >are linguistically sophisticated enough to make the cross-language >connections). > >Ken *gulp* Hyde > >Kenneth Allen Hyde | No matter how subtle the wizard, a knife >Univ. of Delaware | between the shoulder blades will seriously >Dept. of Linguistics | cramp his style -- Old Jhereg proverb >kenny at Udel.Edu | A mind is a terrible toy to waste! -- Me > >//www.ling.udel.edu/hyde/prof/ -- ________________________________________________________________ Professor A.Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/units/ncdu/NDU_homepage.htm ________________________________________________________________ From blackwsa at sun7.bham.ac.uk Mon Sep 9 16:51:01 2002 From: blackwsa at sun7.bham.ac.uk (SA Blackwell) Date: Mon, 9 Sep 2002 17:51:01 +0100 Subject: CLAN on UNIX Message-ID: Hi all, I'm new to this list. Please could someone tell me how to install the CLAN software to run under UNIX? I have downloaded the Unix version, unZIPped it and TARred it - I now have lots of files but none of them appears to be executable. Do I have to run a C++ compiler over everything? Can't find this in the manual - I have looked ... Any help will be gratefully received. Thanks in advance, Sue Blackwell Department of English, The University of Birmingham, Edgbaston, BIRMINGHAM B15 2TT Phone: +44 - 0121-414-3219 Fax: +44 - 0121-414-5668 e-mail: S.A.Blackwell at bham.ac.uk Sue's Home Page: http://web.bham.ac.uk/sue_blackwell From macw at cmu.edu Mon Sep 9 22:22:00 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 9 Sep 2002 18:22:00 -0400 Subject: CLAN on UNIX In-Reply-To: Message-ID: On 9/9/02 12:51 PM, "SA Blackwell" wrote: > Hi all, I'm new to this list. > > Please could someone tell me how to install the CLAN > software to run under UNIX? I have downloaded the > Unix version, unZIPped it and TARred it - I now have > lots of files but none of them appears to be executable. > Do I have to run a C++ compiler over everything? > Dear Sue, Yes, when you get programs for Unix machines, you almost invariably have to compile them yourself. This is because there are dozens of versions of Unix, Linux, Free BSD and the like. Worse still, the compilation for a given machine often requires special magic that people familiar with that machine have to know. So, if you are not a Unix hacker, you will have to learn how to use the compiler and perhaps even how to modify settings in the makefile to get CLAN to compile. If you are not a Unix hacker, and if the "make" command doesn't just magically work right away on your machine, you will need to find a Unix hacker. Otherwise, you might try a Mac or Windows. --Brian MacWhinney From ablackwe at mtsu.edu Sun Sep 15 20:05:49 2002 From: ablackwe at mtsu.edu (Aleka A. Blackwell) Date: Sun, 15 Sep 2002 15:05:49 -0500 Subject: Films Message-ID: Hi, In case this hasn't been announced, tonight on many PBS affiliates the following movie will be on Masterpiece Theater: >From NPR's Weekend Edition: We'll hear about Esmerelda Santiago's memoir of her journey from Puerto Rico to a Brooklyn tenement. It's now a PBS movie called "Almost a Woman." The memoir's focus is largely language acquisition. Aleka Blackwell ------------ Aleka A. Blackwell Assistant Professor Department of English Peck Hall 100G Middle Tennessee State University Murfreesboro, TN 37132 (615) 904-8122 ablackwe at mtsu.edu From rollins at utdallas.edu Tue Sep 10 20:37:36 2002 From: rollins at utdallas.edu (Pamela Rosenthal Rollins) Date: Tue, 10 Sep 2002 15:37:36 -0500 Subject: friends of sandy Friel-patti Message-ID: It is with deep sorrow that I report our friend and colleague Sandy Friel-Patti peacefully passed away around 9:00 p.m last evening. Her Husband Joe, and daughter Jessica were at her side. As many of you know Sandy lived with cancer and all of its assorted challenges for 17 years. Sandy loved her work. She did not believe in allowing the cancer to interrupt her professional responsibilities or goals. Sandy continued to conduct research, publish, obtain significant extramural funding, mentor graduate students and serve in important roles in professional societies. An amazing feat given the 17 year challenge cancer has provided. Sandy was truly one incredible person!!! We will miss her. -- 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 plahey at mindspring.com Mon Sep 16 18:19:55 2002 From: plahey at mindspring.com (Peg Lahey) Date: Mon, 16 Sep 2002 14:19:55 -0400 Subject: ANNOUNCING BAMFOR-LAHEY SCHOLARS FOR 2002 Message-ID: BAMFORD-LAHEY SCHOLARS FOR 2002-2003 The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children. Its current focus is on developmental language disorders of children. There is concern about a shortage of doctoral level professionals interested in pursuing careers in research and in teaching future Speech-Language Pathologists. One of the Foundation's objectives is to increase the number of doctoral level professionals who will educate future clinicians and who, through research, will contribute to our understanding of developmental language disorders. To accomplish this objective, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program and who intend to specialize in children's language disorders. All applicants are required to hold the Certificate of Clinical Competence in Speech/Language Pathology (CCC-SLP) from the American Speech-Language Hearing Association (or an equivalent certification from another country}. More information about such scholarships is available on our website http://www.bamford-lahey.org/scholarships.html. Specific information and applications for 2003 scholarships will be on the website by January of 2003. Completed applications for next year's awards will be due April 1, 2003. We are very proud to announce the Bamford-Lahey Scholars of 2002. The four winners were selected from a large pool of highly qualified applicants who came from a number of countries and were enrolled at universities in the United States, Canada, and England. The names and university affiliations of this year's Scholars are: Lisa Archibald, The University of Durham, England Lisa Hammett, University of Georgia, Athens, Georgia Lori Heisler-Vink, Purdue University, West Lafayette, Indiana Diane A. Ogiela, Michigan State University, East Lansing, Michigan Further information about each of the Scholars as well as a picture of each can be found at http://www.bamford-lahey.org/scholars.html. We look forward to their contributions to the field. -------------- next part -------------- An HTML attachment was scrubbed... URL: From doneill at watarts.uwaterloo.ca Wed Sep 25 18:28:59 2002 From: doneill at watarts.uwaterloo.ca (Daniela O'Neill) Date: Wed, 25 Sep 2002 14:28:59 -0400 Subject: Faculty position in Developmental Psychology In-Reply-To: Message-ID: The University of Waterloo, Canada would like to announce the following search for a tenure track assistant professor in Developmental Psychology. Apologies to anyone receiving multiple postings of this announcement. The Department of Psychology at the University of Waterloo (located approximately one hour west of Toronto, Canada) invites applications for a tenure-track assistant professor in Developmental Psychology. The successful candidate must have a Ph.D. in Developmental Psychology or related area. We are particularly interested in applicants who would contribute to our focus on social and cognitive development as they pertain to communication. We are seeking an individual who has demonstrated a strong potential for an independent research career, external grant funding, and has a strong commitment to teaching and the supervision of undergraduate and graduate students. Information regarding the department and the developmental area can be found at www.psychology.uwaterloo.ca. Information regarding the Waterloo area can be found at www.region.waterloo.on.ca. The anticipated start date for the position is July 1, 2003. We will begin reviewing applications on January 15, 2003 and will continue to review them until the position is filled. Applicants should submit a curriculum vitae, a statement of research and teaching interests, reprints or preprints of recent papers, and arrange for three confidential letters of reference to be sent to: Developmental Search Committee, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. The University of Waterloo encourages applications from all qualified individuals, including women, members of visible minorities, native peoples, and persons with disabilities. All qualified candidates are encouraged to apply however, Canadians and permanent residents will be given priority. This appointment is subject to the availability of funds. Any questions regarding this position can be directed to Dr. Daniela O'Neill at doneill at uwaterloo.ca or (519) 885-1211, extension 2545. From langconf at bu.edu Wed Sep 25 19:11:50 2002 From: langconf at bu.edu (BU Conference on Language Development) Date: Wed, 25 Sep 2002 15:11:50 -0400 Subject: Preliminary Schedule for the Boston University Conference on Language Development Message-ID: ************************************************************** 27TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT November 1, 2 and 3, 2002 **************************************************************** Boston University is pleased to announce the preliminary schedule for the 27th Annual Boston University Conference on Language Development. Updates to the schedule as well as registration materials and 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. **************************************************************** PRELIMINARY CONFERENCE SCHEDULE **************************************************************** Friday, 9.00-12.30pm: Session A L. BLENN, A. SEIDL, B. HOEHLE: Recognition of phrases in early language acquisition: The role of morphological markers L. SANTELMANN: Infants' processing of relationships across languages: Comparing English and German D. SWINGLEY: On the phonological encoding of novel words by one-year-olds J. TENENBAUM, F. XU: Bayesian inference in learning words with overlapping extensions J. HALBERDA: Young competence and the systematic breakdown of a word-learning strategy M. PREISSLER: Mutual exclusivity as a word learning constraint in children with autism Friday, 9.00-12.30pm: Session B C. HAMANN: What French normal and impaired children do with functional categories - and the implications for approaches to language development J. PARADIS, M. CRAGO, F. GENESEE: Object clitics as a clinical marker of SLI in French: Evidence from French-English bilingual children M. MC GUCKIAN, A. HENRY: Grammatical morpheme omission in children with hearing impairment acquiring spoken English S. FISH, B. MOREN, R. HOFFMEISTER, B. SCHICK: The acquisition of classifier phonology in ASL by deaf children: Evidence from descriptions of objects in specific spatial arrangements A. WEINBERG: The development of visual attention through social interaction in young deaf children D. LILLO-MARTIN, S. BERK: Acquisition of constituent order under delayed linguistic input Friday, 9.00-12.30pm: Session C T. IONIN: The interpretation of 'the': A new look at articles in L2 English H. MARSDEN: Inverse scope in L2 Japanese C. BORGONOVO, P. PREVOST: Knowledge of polarity subjunctive in second language Spanish P. SCHULZ, A. WITTEK, Z. PENNER: Opening doors and sweeping floors: What children with specific language impairment know about telic and atelic verbs N. KAZANINA, C. PHILLIPS: Eventhood and comprehension of aspect in Russian children M. SMITH, L. NAIGLES, L. WAGNER: Comprehension and production of aspectual morphology in 22 & 36 month olds **************************************************************** Friday, 12.45pm: Special Session BUCLD Business Meeting **************************************************************** Friday, 2.00-5.30pm: Session A H. SONG, R. BAILLARGEON: Infants' ability to use verbal information when reasoning about others' goals J. LANTER-ZAPF: When children know what they do not know: The protracted course of the acquisition of the plural C. FISHER, J. SNEDEKER: Counting the nouns: Simple sentence-structure cues guide verb learning in 21-month-olds P. DE VILLIERS, F. BURNS: Language and false belief reasoning in specific language impaired children: Complementing theories S. RVACHEW: Factors related to the development of phonological awareness skills M. RISPOLI: Disassociation of sentence production components during the development of grammar Friday, 2.00-5.30pm: Session B T. KUPISCH: Cross-linguistic influence in the acquisition of articles by bilingual German-Italian children J. BERGER-MORALES, M. SALUSTRI: Root infinitives and participial constructions: Novel evidence for the Separate Systems Hypothesis L. SERRATRICE, A. SORACE: Overt and null subjects in monolingual and bilingual Italian acquisition S. CONRADIE: Parameter resetting in the second language acquisition of Afrikaans: The Split Infl Parameter and the V2 parameter T. MARINIS, C. FELSER, H. CLAHSEN: On-line processing of long-distance filler-gap dependencies by Chinese L2 learners of English P. BALCOM: The effects of the L1 on the L2 acquisition of unaccusativity by francophone and sinophone learners of English Friday, 2.00-5.30pm: Session C J. LIDZ, J. MUSOLINO: C-command really matters L. MERONI, A. GUALMINI, S. CRAIN: Universal asymmetries in child language M. LABELLE, D. VALOIS: Floated quantifiers, quantifiers at a distance, and logical form constructions in the acquisition of L1 French S. KAJIKAWA, S. AMANO, T. KONDO: Development of conversational style in Japanese mother-child vocal interactions: Speech overlap, particle use and backchannel J. BAIRD, M. SAYLOR: Preschooler's narrative abilities: Links to knowledge attribution skills and general language competence V. AUKRUST: Talk about talk with young children: Pragmatic socialization in two communities in Norway and the US **************************************************************** Friday, 8.00pm: Keynote Address SUSAN GOLDIN-MEADOW: The Resilience of Language **************************************************************** **************************************************************** Saturday, 8.00am: Special Session P. MCARDLE, M. HOPMANN; C. MCKEE: Federal Funding: What's hot and how to apply **************************************************************** Saturday 9.00-12.30pm: Session A S. ?Z?ALI?KAN: When an idea runs through your mind, is it still in your mind? A crosslinguistic look at young children's understanding of metaphors about the mind K. OH: Manner and path in motion descriptions in English and Korean L. LAKUSTA, R. LICONA, B. LANDAU: Interactions between spatial representation and spatial language: The language of events J. SNEDEKER, S. YUAN, I. MARTIN: A limited role for prosody in children's online sentence processing S. CRAIN, L. MERONI: Children's use of referential context V. SHAFER, R. SCHWARTZ, K. KESSLER: ERP evidence of temporal aspects of phonological and lexical processing in children Saturday 9.00-12.30pm: Session B S. BERK: Why 'why' is different B. HOLLEBRANDSE: Long distance WH-extraction revisited M. ISOBE: Head-internal relative clauses in child Japanese I. EIGSTI, L. BENNETTO: Syntactic delays in autism: Relationships between language and neuropsychological factors A. ERIKS-BROPHY, H. GOODLUCK, D. STOJANOVIC: Sensitivity to A- and A'- dependencies in high-functioning individuals with Down syndrome J. SCHAEFFER, A. HACOHEN, A. BERNSTEIN: On the acquisition of DP in English-speaking children with SLI Saturday 9.00-12.30pm: Session C P. TROFIMOVICH, W. BAKER, J. FLEGE, M. MACK: Second-language sound learning in children and adults: Learning sounds, words, or both? T. BURNS, J. WERKER, K. MCVIE: Development of phonetic categories in infants raised in bilingual and monolingual environments W. IDSARDI, P. IMSRI: The perception of English stops by Thai children and adults A. CARPENTER: Omission of function words vs. lexical syllables in child speech H. GOAD, L. WHITE, J. STEELE: Missing surface inflection in SLA: A prosodic account J. TITTERINGTON, A. HENRY, J. TONER: Some effects of the prosodic hierarchy on the perception and production of spoken language in children with profound hearing loss who use cochlear implants **************************************************************** Saturday, 12.45pm: Lunch Symposium R. MAYBERRY, E. PIZZUTO, B. WOLL: The role of input in the acquisition of signed languages **************************************************************** Saturday 2.15-5.15pm: Session A G. MORGAN, I. BARRI?RE, B. WOLL: Grammatical relations in the acquisition of BSL S. UZIEL-KARL, N. BUDWIG: The development of nonagent subjects in Hebrew child language S. ALLEN, A. ?ZY?REK, S. KITA, A. BROWN, R. TURANLI, T. ISHIZUKA: Early speech about manner and path in Turkish and English: Universal or language-specific? F. HUREWITZ, L. GLEITMAN, R. GELMAN: On the acquisition of numbers and quantifiers: some, all, two and four at three M. LE CORRE, S. CAREY: On the role of analog magnitudes in number word learning Saturday 2.15-5.15pm: Session B I. KRAMER: Reference of indefinite and pronominal noun phrases in English children's comprehension: Differential contributions of semantics and pragmatics A. GUALMINI: Some knowledge children don't lack A. PAPAFRAGOU: Aspectuality and scalar structure K. RATHBUN, H. BORTFELD, J. MORGAN, R. GOLINKOFF: What's in a name: Using highly familiar items to aid segmentation L. POLKA, M. SUNDARA: Is word segmentation in 7.5 month olds shaped by native language rhythm? Saturday 2.15-5.15pm: Session C Y. ROSE: ChildPhon: A database solution for the study of child phonology M. KEHOE, C. LLEO: The acquisition of syllable types in monolingual and bilingual German and Spanish children C. KIRK, K. DEMUTH: Coda/onset asymmetries in the acquisition of clusters Y. LAM: Subject-object asymmetry in child L2 acquisition of WH-movement: Evidence of L1 transfer **************************************************************** Saturday, 5.30pm: Plenary Address BONNIE SCHWARTZ: Child L2 Acquisition: Paving the Way **************************************************************** Sunday, 9.00-1.00pm: Session A S. KLINGLER, C. FISHER: What does syntax say about space? Young children use sentence structure in learning spatial terms A. NADIG, J. SEDIVY, A. JOSHI: The development of discourse constraints on the interpretation of adjectives S. GELMAN, L. RAMAN: Pre-school children use linguistic form class and pragmatic cues to interpret generics L. GERKEN, R. WILSON: 17 month olds induce form categories based on distributional information R. GOMEZ, L. LAKUSTA: Language learning in probabilistic environments T. MINTZ: On the distribution of frames in child-directed speech as a basis for grammatical category learning M. HADLER, WEYERTS, H. CLAHSEN: Frequency effects in children's production of inflected word forms Sunday, 9.00-1.00pm: Session B S. PEPERKAMP, M. PETTINATO, F. DUPOUX: Allophonic variation and the acquisition of phoneme categories J. MAYE, D. WEISS: Statistical cues facilitate infants' discrimination of difficult phonetic contrasts C. DIETRICH, D. SWINGLEY: Infants' processing of language-specific vowel information in linguistic context C. DE CAT: Syntactic manifestations of very early pragmatic knowledge S. SIGURJONSDOTTIR: The different properties of root infinitives and finite verbs in the acquisition of Icelandic K. DEEN: Underspecified verb forms and subject omission in Nairobi Swahili M. SALUSTRI, N. HYAMS: Is there an analogue to the RI stage in the null subject languages? Sunday, 9.00-1.00pm: Session B P. WOLFF, T. VASSILIEVA: When Russians learn English: How the perception of CAUSE may change S. MONTRUL: Bilingual unaccusativity I. TSIMPLI, A. SORACE, C. HEYCOCK, F. FILIACI, M. BOUBA: Subjects in L1 attrition: Evidence from Greek and Italian near-native speakers of English M. OTA: Lexical vs. phrasal pitch contours in early production M. VIGARIO, S. FROTA, M. FREITAS: From signal to grammar: Rhythm and the acquisition of syllable structure S. INKELAS, Y. ROSE: Velar fronting revisited M. GUASTI, M. LLINAS-GRAU, A. GAVARRO: Catalan as a test for prosodic and syntactic hypotheses on article omission **************************************************************** Alternate Papers In the event of a cancellation in the conference program, a substitute selection will be made from the following alternate papers: E. BAR-SHALOM: Understanding aspectual entailments in child Russian J. BRUHN DE GARAVITO: Tense morphology in the acquisition of Spanish as a second language K. CASSIDY, A. PAPAFRAGOU, L. GLEITMAN: How to acquire mental state verbs G. JIA, Y. SHIRAI, S. KHALSA: The acquisition of English tense-aspect morphology by native Mandarin speakers: A longitudinal study Y. KAYAMA: Acquisition of Japanese null objects and topic identification J. KIM: L2 initial syntax: Wh-movement, null subjects, and the most economical syntactic derivation M. KIM: Children's sensitivity to adjunct islands in there-sentences N. PAN, W. SNYDER: Setting the parameters of syllable structure in early child Dutch R. PULVERMAN, J. SOOTSMAN, R. GOLINKOFF: The role of lexical knowledge in nonlinguistic event processing: English-speaking infants' attention to manner and path M. SAYLOR, M. SABBAGH: Mapping the action of constraints, syntax, and pragmatics in children's part-time learning From jmm at rrz.uni-hamburg.de Wed Sep 25 21:14:37 2002 From: jmm at rrz.uni-hamburg.de (=?iso-8859-1?Q?J=FCrgen?= M. Meisel) Date: Wed, 25 Sep 2002 23:14:37 +0200 Subject: Job opportunity Message-ID: Job opportunities at the University of Hamburg, Research Center on Multilingualism (immediate vacancy) 1 post-doctoral researcher or 2 post-graduate researchers in a research project on "Simultaneous and Successive Acquisition of Bilingualism" (Principal investigator: J. M. Meisel). This project investigates similarities and differences in grammatical development between bilingual first language acquisition, monolingual first language acquisition, and adult second language acquisition. It is one of 13 projects of the Collaborative Research Center on Multilingualism funded by the DFG (Deutsche Forschungsge-meinschaft, German Research Foundation) established at the University of Hamburg in 1999. All positions are available immediately and will extend until at least June 30, 2005, the end of the current funding period. They can be further extended for a total of six years. The salary of the post-doctoral researcher corresponds to that of a lecturer in German universities (BAT II a); the weekly work load amounts to 38,5 hours. The post-graduate researchers must hold an M.A. or equivalent. He or she will receive approximately half of the BAT II a salary for a work load of 19,25 hours per week and will be expected to complete a doctoral dissertation on a topic related to the theme of the research project. Research results obtained during the work on this project may be included in the dissertation. The University of Hamburg wishes to increase the number of women among their academic staff and therefore encourages women to apply. In accordance with Hamburg law, female candidates will be given priority in case of equal qualifications with male applicants. The successful candidate is expected to work either with the Portuguese-German or the Basque-Spanish corpus, possibly also with the French-German corpus collected by this research team. Requirements therefore include a good knowledge of Portuguese, or Basque and Spanish; knowledge of German or French would be an asset. Further requirements are a good knowledge of syntactic theory (Principles and Parameters Theory and/or the Minimalist Program) and experience with language acquisition research. Also desirable would be experience with corpus analysis and/or computer skills. The post-doctoral candidate will be expected to co-direct this research group together with J.M. Meisel. Handicapped applicants will be given priority over other candidates, in case of equal qualifications. Send application (including CV, list of publications, names of two referees) by October 4th, 2002 to Prof. J. M. Meisel, University of Hamburg, Sonderforschungsbereich 538: Mehrsprachigkeit, Max Brauer- Allee 60, D-22765 Hamburg; for further inquiries contact J.M. Meisel at jmm at uni-hamburg.de or visit our homepage at http://www.rrz.uni-hamburg.de/SFB538/ From nakhtar at cats.ucsc.edu Wed Sep 25 21:59:23 2002 From: nakhtar at cats.ucsc.edu (Nameera Akhtar) Date: Wed, 25 Sep 2002 14:59:23 -0700 Subject: job posting Message-ID: Developmental Psychology, Position #586-03. The Psychology Department at the University of California, Santa Cruz, invites applications for a tenure-track assistant professor position specializing in infancy or early childhood development in social or cultural context. Special consideration will be given to candidates researching either the development of emotion with links to mind and/or communication, or the development of language and communication. Candidates with interests in issues of diversity and/or methodological/statistical approaches to the study of development are especially encouraged to apply. We are looking for persons capable of teaching both graduate and undergraduate level courses who also are actively engaged in research and show promise of continued research productivity. We seek to hire an individual whose strengths best complement the distinctive character of our program and are especially interested in candidates who can contribute to the diversity and excellence of our academic community through their research, teaching and/or service. Beginning salary is $46,300 - $51,700, commensurate with qualifications and experience. A Ph.D. in Psychology or related field is preferred by June 30, 2003, must be conferred no later than June 30, 2004. The successful candidate must be able to demonstrate potential for excellence in research and teaching. The position will be available July 1, 2003. Applicants should submit a letter of application describing their research and teaching interests, a curriculum vitae, reprints and preprints, and have a minimum of three confidential letters of recommendation forwarded to: Faculty Search Committee, Psychology Department Faculty Services, 277 Social Sciences 2, University of California, Santa Cruz, Santa Cruz, CA 95064. In your reply, refer to Position #586-03. Applications must be postmarked by November 5, 2002. UCSC is an EEO/AA employer. From TUkraine at uwyo.edu Wed Sep 25 22:25:14 2002 From: TUkraine at uwyo.edu (Teresa A. Ukrainetz) Date: Wed, 25 Sep 2002 16:25:14 -0600 Subject: CommDis job posting Message-ID: Assistant/Associate Professor, Division of Communication Disorders, University of Wyoming. The Division of Communication Disorders offers an undergraduate degree in speech-language-hearing sciences and ASHA accredited graduate programs in speech-language pathology and audiology. This is a full-time, 9 month, tenure-track position with opportunities for summer research and teaching. The typical teaching load is two courses per semester with no clinical supervision duties. Primary Responsibilities: Teach undergraduate and graduate courses; develop a strong research program in communication sciences and disorders; supervise graduate student research; and participate in distance education. Minimum qualifications: Ph.D. or Ed.D. Research and clinical expertise in child language disorders, developmental disabilities, or augmentative/alternative communication preferred, but other areas will be considered. The University of Wyoming is located in Laramie, which offers small town life, myriad outdoor recreation opportunities, and is only 2.5 hours from Denver, Colorado. Application: Send letter of interest, curriculum vita, and three letters of reference to Teresa Ukrainetz, Ph.D., Search Chair, Division of Communication Disorders, University of Wyoming, P.O. Box 3311, Laramie, WY, 82071-3311. For further information, contact Teresa at (307) 766-5576 or tukraine at uwyo.edu, or check the university website at http://www.uwyo.edu. Application review will begin December 13, 2002, and will continue until the position is filled. The University of Wyoming is an AA/EEO employer. -------------- next part -------------- An HTML attachment was scrubbed... URL: From CMartinot at aol.com Thu Sep 26 14:49:24 2002 From: CMartinot at aol.com (CMartinot at aol.com) Date: Thu, 26 Sep 2002 10:49:24 EDT Subject: e-mail of David Ingram Message-ID: Hello, can somebody send me the electronic address of David Ingram, many thanks in advance, Claire cmartinot at aol.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Sep 26 16:05:41 2002 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 26 Sep 2002 12:05:41 -0400 Subject: finding people Message-ID: Dear Info-CHILDES, If you are trying to find an email address or even phone number for a colleague in child language, you may wish to go to use the ChiPeople list. Just go to http://childes.psy.cmu.edu/, select the third button for Membership list. Then click on ChiPeople and then "Search" and enter the last name. There are nearly 5000 addresses there. --Brian MacWhinney From ann at hawaii.edu Thu Sep 26 19:00:26 2002 From: ann at hawaii.edu (Ann Peters) Date: Thu, 26 Sep 2002 09:00:26 -1000 Subject: job announcement: sociolinguistics Message-ID: POSITION VACANCY ASSISTANT OR ASSOCIATE PROFESSOR - SOCIOLINGUISTICS The Department of Linguistics at the University of Hawai'i at Manoa invites applications for a full-time tenure-track position (position no. 83008), to begin August 1, 2003 pending availability of position and funding. The Linguistics Department of the University of Hawai'i has a long-standing commitment to the study of Pacific and Asian languages, creoles and pidgins, typological and functional approaches to linguistics, and language acquisition. Typical teaching arrangements are two courses, either graduate or undergraduate, per semester, with time for research. MINIMUM QUALIFICATIONS: PhD in linguistics or a related area (applicants presently pursuing a PhD must offer evidence that all degree requirements will have been completed before date of hire). The successful applicant will be expected to have conducted high quality research, including empirical work, in sociolinguistics. Applicants must be willing and able to teach undergraduate and graduate courses in the area(s) of specialization. DESIRABLE QUALIFICATIONS: experience with and an interest in languages of Asia and/or the Pacific; a desire and ability to cultivate connections with other departments and programs within the university (e.g., sociology, anthropology, gender studies, ethnic studies); an aptitude for linking teaching and research at the undergraduate and graduate levels. MINIMUM SALARY: $48,312.00. TO APPLY: Send letter of application, copies of key publications, and three letters of reference to: Personnel Committee, Department of Linguistics, University of Hawai'i at Manoa, 1890 East-West Road, Moore Hall 569, Honolulu, HI 96822, USA. CLOSING DATE: We will begin to evaluate applications and supporting materials by November 29, 2002. Decision-making will begin shortly thereafter. INQUIRIES: Same address as applications. We regret that we cannot accept applications via fax. E-mailed applications must be followed by hard copy postmarked (priority mail) by November 29, 2002. (E-mail address: linguist at hawaii.edu). Please note that we cannot ensure that all e-mail or fax communications in regard to this position will be answered. The department website is http://www.ling.hawaii.edu. The University of Hawai'i is an equal opportunity/affirmative action institution. We welcome applications from qualified minorities and women. **************************** Dr. Ann M. Peters, Professor Emeritus Graduate Chair http://www.ling.hawaii.edu/faq.htm Department of Linguistics University of Hawai`i email: ann at hawaii.edu 1890 East West Road, Rm 569 phone: 808 956-3241 Honolulu, HI 96822 fax: 808 956-9166 http://www.ling.hawaii.edu/faculty/ann/ From c.donlan at ucl.ac.uk Fri Sep 27 11:31:11 2002 From: c.donlan at ucl.ac.uk (Chris Donlan) Date: Fri, 27 Sep 2002 12:31:11 +0100 Subject: Lectureship in London, UK Message-ID: Dear Colleagues Here are details of a new post at UCL: University College London Department of Human Communication Science LECTURESHIP SALARY: Grade A - B of the University Lecturer scale (current range ?20,470 - ?32,537 plus ?2,134 LA). A senior post may be made available for an exceptional candidate. The aim of this post is to advance research into human communication within a multidisciplinary collaborative framework, and to enhance research-led teaching with special emphasis on application to clinical issues in Speech and Language Therapy. The Department (top-rated '5' in UK Research Assessment Exercise 2001), in collaboration with other UCL Departments and Institutes, and with specialist hospitals, clinics and schools in Central London, provides an excellent environment for research. Teaching Quality (rated 24/24 in QAA) is excellent, with a core of research-led clinical training. Candidates should have a qualification in speech science or cognate discipline, with clinical experience as a researcher, teacher or practitioner, and a recent or imminent PhD in an appropriate discipline. You will be able to show evidence of successful research-led teaching, will be able produce cogent proposals for external research funding and will have commensurate research skills. You will have excellent communication skills and be able to work as a team member. START DATE: 1st January 2003, or as soon as possible thereafte For job description, person specification and details of how to apply go to http://www.hcs.ucl.ac.uk/ or telephone (44) 020 7679 4200. Address more detailed enquiries to Dr Chris Donlan (Acting Head of Department) (c.donlan at ucl.ac.uk (44) 020 7679 4243) The closing date for applications is WEDNESDAY 16th OCTOBER 2002. It is intended that interviews be held during the week commencing Monday 28th October 2002. From jr111 at cus.cam.ac.uk Mon Sep 30 11:56:20 2002 From: jr111 at cus.cam.ac.uk (James Russell) Date: Mon, 30 Sep 2002 12:56:20 +0100 Subject: structural ambiguity Message-ID: Hello, Can anybody recommend some good work on children's acknowledgement of structural ambiguity in sentences such as John decided on the boat. They are visiting relatives. Thanks, Jim Russell (Cambridge UK) -- From goffman at purdue.edu Mon Sep 30 20:19:56 2002 From: goffman at purdue.edu (Lisa Goffman) Date: Mon, 30 Sep 2002 15:19:56 -0500 Subject: Developmental speech perception position Message-ID: ASSISTANT PROFESSOR POSITION SPEECH SCIENCE Assistant Professor position available in Speech/Hearing Science; Department of Audiology and Speech Sciences; Purdue University; West Lafayette, IN 47907-1353. This position is a tenure track 10-month position available Fall 2003. Ph.D. required. A successful candidate is expected to pursue an active research program in an area related to normal and/or atypical (e.g., language-impaired, hearing-impaired) developmental aspects of speech perception. Teaching duties include undergraduate and graduate courses in developmental speech perception, acoustics, and related areas. To be assured of full consideration, complete applications should be received by December 6, 2002. However, applications will continue to be accepted until the position is filled. A curriculum vita, letter of application, selected publications/papers, and three letters of recommendation that address the candidate's potential abilities in both teaching and research should be sent to: Jackson T. Gandour, Ph.D., Chair, Search Committee, Department of Audiology and Speech Sciences, Heavilon Hall, Purdue University, West Lafayette, IN 47907-1353. E-mail correspondence should be directed to: jfenters at purdue.edu. Purdue is an equal access/equal opportunity/affirmative action employer fully committed to achieving a diverse workforce. http://www.sla.purdue.edu/academic/aus/ From jevans2 at facstaff.wisc.edu Mon Sep 30 22:11:41 2002 From: jevans2 at facstaff.wisc.edu (julia evans) Date: Mon, 30 Sep 2002 17:11:41 -0500 Subject: Cognitive Science Position UW-Madison Message-ID: The University of Wisconsin-Madison has created a cluster of three faculty positions in the interdisciplinary area of Cognitive Science. Appointments may begin as early as August 2003. The aim of the cluster is to build a concentration of research excellence in an area of Cognitive Science, building on or extending existing strengths. We are beginning by recruiting a tenured faculty member with an established, outstanding research record who will take a leadership role in fostering interdisciplinary Cognitive Science research on the University of Wisconsin-Madison campus and filling other positions in the cluster. However, applications from outstanding junior candidates are also encouraged. For tenure track appointments, completion of the Ph.D. is required. Applications should include a CV and a statement describing research and teaching interests, accomplishments, and direction, as related to the description above. Names and contact information for three references should be included for tenure candidates, and three letters of recommendation should be sent for junior candidates. To ensure full consideration, applications should be received by January 1, 2003. Applications will be accepted until the positions are filled. Applications should be addressed to: Cognitive Science Cluster Initiative, University of Wisconsin-Madison, Attn: Carol Allen, 1202 W Johnson Street, Madison WI 53706-1696. The University of Wisconsin-Madison is an equal opportunity/affirmative action employer. Women and minorities are encouraged to apply. Unless confidentiality is requested in writing, information regarding applicants must be released upon request. Finalists cannot be guaranteed confidentiality. -- -------------- next part -------------- An HTML attachment was scrubbed... URL: From James_Morgan at brown.edu Mon Sep 30 21:48:05 2002 From: James_Morgan at brown.edu (Jim Morgan) Date: Mon, 30 Sep 2002 17:48:05 -0400 Subject: Position in Language Processing, Brown University Message-ID: LANGUAGE PROCESSING, Brown University: The Department of Cognitive and Linguistic Sciences invites applications for a three year renewable tenure-track position at the Assistant Professor level beginning July 1, 2003. Areas of interest include but are not limited to phonology or phonological processing, syntax or sentence processing, and lexical access or lexical semantics, using experimental, formal, developmental, neurological, or computational methods. Expertise in two or more areas and/or the application of multiple paradigms is preferred. Applicants should have a strong research program and a broad teaching ability in cognitive science and/or linguistics at both the undergraduate and graduate levels. Interest in contributing curricular innovations in keeping with Brown's university-college tradition is desirable. Applicants should have completed all Ph.D. requirements by no later than July 1, 2003. Women and minorities are especially encouraged to apply. Send curriculum vitae, three letters of reference, reprints and preprints of publications, and a one page statement of research interests to Dr. James Morgan, Chair, Search Committee, Department of Cognitive and Linguistic Sciences, Brown University, Box 1978, Providence, R.I. 02912 by December 1, 2003. Brown University is an Equal Opportunity/Affirmative Action Employer -------------- next part -------------- An HTML attachment was scrubbed... URL: