From cdd6 at cornell.edu Sun Feb 2 04:13:00 2003 From: cdd6 at cornell.edu (Cristina Dye) Date: Sat, 1 Feb 2003 23:13:00 -0500 Subject: elision Message-ID: Dear Info CHILDES Members, I am working on a project examining the first language acquisition of French and I am trying to find out at what age French children begin to show knowledge of phonological elision (e.g., je entends -> j'entends). Any suggestions or references would be greatly appreciated. Many thanks, Cristina Dye From a.karmiloff-smith at ich.ucl.ac.uk Sun Feb 2 07:57:20 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sun, 2 Feb 2003 07:57:20 +0000 Subject: elision In-Reply-To: <5.1.0.14.2.20030201225451.02064790@postoffice.mail.cornell.edu> Message-ID: you might find that they go from j'entends to je entends and back to j'entends - though I've never heard a child use je entends. I haven't studied this aspect of French but from my daughters I had many examples like the following where it seems that the liaison gives you a clue to what is going on: one age: c'est-a moi and c'est pas-a moi (with liaison "t" and "s" in second example) later: c'est-a moi and c'est pa t-a moi (where the negative has really been added rather than a ready made phrase) later - back to correct just an anecdote but interesting Annette K-S (At 23:13 -0500 1/2/03, Cristina Dye wrote: >Dear Info CHILDES Members, > > >I am working on a project examining the first language acquisition >of French and I am trying to find out at what age French children >begin to show knowledge of phonological elision (e.g., je entends -> >j'entends). Any suggestions or references would be greatly >appreciated. > >Many thanks, > >Cristina Dye From barriere at vonneumann.cog.jhu.edu Sun Feb 2 03:37:43 2003 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Sat, 1 Feb 2003 22:37:43 -0500 Subject: elision In-Reply-To: Message-ID: Dear Christina, A few remarks regarding your question and hopefully, some relevant references: 1. The way you ask your question seems to assume that the child analyses "j(e)" and "entends" as two linguistic units. However, from the point of view of the child they hear "jentends" and the first question to ask is the issue of the segmentation. As far as I am aware there is no study which deals with this on the acquisition of French. 2. This issue is of particular interest to 2 colleagues, Geraldine Legendre and Thierry Nazzi, and myself: we have carried out a Preferential paradigm study on children's ability to treat the subject clitic as an agreement marker. We have collected the data but haven't finished analysing it. Contact me about this in about three months or so. 3. I have carefully looked at SE cliticization for my PhD and used the misuse of the allomorph "se' in *il se ouvre" as opposed to "il s'ouvre" as a criterion of SE-productivity (following Allen, 1996, I assume that this constitutes strong evidence of productivity of a morpheme): there is one example of such a misuse mentioned ion Pierce , 1992 and in my data analysis of CHILDES French corpora (Leveille and Champaud) ana very large cross-sectional corpus of speech samples produced by 2 to 4 yeard olds (about 15 to 20 samples per age group: 2, 2;3, 2;6, Le Nornad, 1986 corpus) there is a maximum of 3 such instances. 4. I am not sure your questions only concerns elision between subject+ verb , but if it concerns this phenomenon in general- or rather the pheonomenon of 'Liasion'- , then there is some work done by Chevrot and Fayol (1999) and Wauquiers Gravelines (2002) (see full references below). Chevrot and Fayol (1999) conclude from their study on the production of liaisons between determiners and real and nonce words that between 2 and 3 the /z/ which occur between the determiner and the nouns as in /lezaviõ/ (the planes) do not constitute a plural morpheme. Although Wauquiers-Gravelines (2002) presents a slightly different account of the acquisition of the liaison in that she rejects a lexically-based learning process, she also concludes that until about 2, the determiners and the nouns which involve a liaison are not treated as separate linguistic units. I have had e-mail convesrations with Wauquiers-Gravelines whose work is based on 2 methodological proecedures: experimental data as well as analysis of speech corpora and she says she has not come across unadultlike forms such as " *je zarive" (which would come frome "i(l)zariv") (informal query), or "*il jariv" which would come from misegmentation based on "jariv". Sophie Wauquier's e-mail is: wauquiers at wanadoo.fr. I have also asked Cecile De Cat, re the occurrences of such formns in the York Corpus and it seems that if they exist they are very rare (informal query). I can't find her e-mail right now, but you can find it on the web page of the York Linguistic department. Chevrot & Fayol (2001) Acquisition of french Liaison and related child errors. In M. Almgen, A. Barrenam M.J. Ezeizabarrena, I. Idziabal, B. MacWhinney (eds) Proceedings of the 8th conference of the IASCL, San Sebastianm 1999, 760-774. Pierce, A. (1992) Language acquisition and syntactic theory: a comparative analysis of French and English child grammars. Kluwer: Dordrecht. Wauquier-Gravelines (2002) Realisms of constraints in the acquisition of liaisin in French. Communication orale, NaPhC, Avril, Montréal.+_ aother publications, the list of which you may obtain by contacting her. It is great to know that fellow researchers are interested in this phenomenon! With best wishes, Isabelle Barriere Department of Cognitive Science Johns Hopkins University & Linguistics, Department of Humanities University of Hertfordshire At 07:57 AM 2/2/2003 +0000, you wrote: >you might find that they go from j'entends to je entends and back to >j'entends - though I've never heard a child use je entends. >I haven't studied this aspect of French but from my daughters I had many >examples like the following where it seems that the liaison gives you a >clue to what is going on: > >one age: c'est-a moi and c'est pas-a moi (with liaison "t" and "s" in >second example) > >later: c'est-a moi and c'est pa t-a moi (where the negative has really >been added rather than a ready made phrase) > >later - back to correct > >just an anecdote but interesting >Annette K-S > > >(At 23:13 -0500 1/2/03, Cristina Dye wrote: >>Dear Info CHILDES Members, >> >> >>I am working on a project examining the first language acquisition of >>French and I am trying to find out at what age French children begin to >>show knowledge of phonological elision (e.g., je entends -> j'entends). >>Any suggestions or references would be greatly appreciated. >> >>Many thanks, >> >>Cristina Dye At 07:57 AM 2/2/2003 +0000, Professor Annette Karmiloff-Smith wrote: >you might find that they go from j'entends to je entends and back to >j'entends - though I've never heard a child use je entends. >I haven't studied this aspect of French but from my daughters I had many >examples like the following where it seems that the liaison gives you a >clue to what is going on: > >one age: c'est-a moi and c'est pas-a moi (with liaison "t" and "s" in >second example) > >later: c'est-a moi and c'est pa t-a moi (where the negative has really >been added rather than a ready made phrase) > >later - back to correct > >just an anecdote but interesting >Annette K-S > > >(At 23:13 -0500 1/2/03, Cristina Dye wrote: >>Dear Info CHILDES Members, >> >> >>I am working on a project examining the first language acquisition of >>French and I am trying to find out at what age French children begin to >>show knowledge of phonological elision (e.g., je entends -> j'entends). >>Any suggestions or references would be greatly appreciated. >> >>Many thanks, >> >>Cristina Dye -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Mon Feb 3 10:07:13 2003 From: lieven at eva.mpg.de (Elena Lieven) Date: Mon, 3 Feb 2003 11:07:13 +0100 Subject: Ph.D studentship at Max Planck Centre, Manchester Message-ID: Ph.D. studentship for the study of language development Applications are invited for a funded Ph.D. studentship. The student will be attached to the Max Planck Child Study Centre and registered for a Ph.D. in the Department of Psychology at the University of Manchester. The Centre is run by Professor Elena Lieven and is funded by the Department of Developmental and Comparative Psychology (Director: Professor Michael Tomasello) at the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. Dr. Anna Theakston of the Manchester Psychology Department will be a co-supervisor. Research in the Centre focuses on the development of language (especially grammar) and consists in the collection and analysis of naturalistic and experimental data for both English and German-speaking children. You must have or expect to attain this summer, a good honours degree in Psychology, Linguistics or an associated discipline. Funding will consist of approximately 11,700 Euros per annum plus support for travel and equipment. The Home/EC rate for fees will be paid by the MPI. Applications must be made on University of Manchester postgraduate application forms, which can be obtained from Julie Hampson, Department of Psychology, The University of Manchester, M13 9PL, UK (email: Julie at psy.man.ac.uk; tel: 0161-275-8581) and completed applications must reach her by February 21st 2003 at the latest. Interviews are expected to take place in Manchester on Friday March 7th 2003. Enquiries can be made by email to Professor Lieven at the MPI for Evolutionary Anthropology, Inselstrasse 22, D-04103, Leipzig, Germany. (lieven at eva.mpg.de) From ahousen at vub.ac.be Mon Feb 3 09:15:21 2003 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 3 Feb 2003 10:15:21 +0100 Subject: Documentaries on learner language, language learning, bilingualism Message-ID: Dear colleagues, A few weeks ago Brian MacWhinney placed a list of non-documentary films on child language and language learning on the CHILDES website. This prompted me to look for a similar list of more focused documentary programmes on child and adult language learner speech, first/second language acquisition and bilingualism for use in university courses. According to Brian no such list exists. And our librarians have not been very successful in tracing such documentaries either. Therefore I would welcome any useful pointers or references you might have in this respect. -- Alex Housen Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Pleinlaan 2, B-1050 Brussel, Belgium +32-(0)2-629.18.73 -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Mon Feb 3 21:20:13 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 3 Feb 2003 16:20:13 -0500 Subject: Documentaries on learner language, language learning, bilingualism Message-ID: Alex Housen wrote: > Therefore I would welcome any useful pointers or references you might > have in this respect. > Alex Housen wrote: > Therefore I would welcome any useful pointers or references you might > have in this respect. > Hi, here are 3: 1. The Canadian Broadcasting Company made a very nice 1/2 hour film back in 1973 that was beautifully photographed. It is still remarkably pertinent. It was in the Nature of Things series, and called 'Out of the Mouths of Babes' (narrated by Peter and Jill DeVilliers.) It's available from the Filmakers Library in NY: http://www.filmakers.com/indivs/OutofMouths.htm 2. There was a Nova film (1 hour) produced in Boston by WGBH for PBS, called Babytalk. I don't know if it is commercially available, as so many of the Nova films are. 3. A language development film is in the current Discovering Psychology series, a telecourse hosted by Philip Zimbardo and available from PBS. Number 6 of the series is called Language Development. It's the second half of the tape, preceded by a half hour program on child development. I imagine the programs can be bought separately. http://www.learner.org/discoveringpsychology/index.html -- Jean Berko Gleason -- Jean Berko Gleason Professor Department of Psychology Boston University 64 Cummington St. Boston MA 02215 From santelmannl at pdx.edu Mon Feb 3 21:32:54 2003 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 3 Feb 2003 13:32:54 -0800 Subject: Documentaries on learner language, language learning, bilingualism In-Reply-To: Message-ID: There's also a recent series that was on US public television called "The Secret Life of the Brain". It looks at brain development at various ages (infant, child, adolescent, adult, aging). The episode on the child's brain (#2) focuses on language, with some reference particular language disorders. It's available for about $20 from PBS (http://www.pbs.org/wnet/brain/episode2/index.html or http://www.pbs.org/wnet/brain/) Lynn Santelmann At 10:15 AM 2/3/2003 +0100, Alex Housen wrote: >Dear colleagues, > >A few weeks ago Brian MacWhinney placed a list of non-documentary films on >child language and language learning on the CHILDES website. >This prompted me to look for a similar list of more focused documentary >programmes on child and adult language learner speech, first/second >language acquisition and bilingualism for use in university courses. >According to Brian no such list exists. And our librarians have not been >very successful in tracing such documentaries either. >Therefore I would welcome any useful pointers or references you might have >in this respect. > > >-- >Alex Housen > >Germanic Languages Dept. & Centre for Linguistics >Vrije Universiteit Brussel >Pleinlaan 2, B-1050 Brussel, Belgium >+32-(0)2-629.18.73 *************************************************************************************** Lynn Santelmann, Ph.D. Asst. Professor, Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 phone: 503-725-4140 fax: 503-725-4139 e-mail: santelmannl at pdx.edu (that's last name, first initial) web: www.web.pdx.edu/~dbls Personal web (Tommy's page): www.netinteraction.com/thomas/ ******************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Mon Feb 3 22:34:17 2003 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Mon, 3 Feb 2003 17:34:17 -0500 Subject: documentaries Message-ID: I add these, compliments of Steven Weinberger who included these on a linguist list with non-documentary films Nov 1996 ... I have seen the Human Language Series and like it. Diane Pesco 1. The Human Language Series . 1995. director: Gene Searchinger. NY: Ways of Knowing. part 1. Discovering Human Language part 2. Acquiring Human Language part 3. The Human Language Evolves 2. American Tongues. 1987. By Andrew Kolker and Louis Alvarez. NY: Center for New American Media. (American dialects) 3. The Singer's Voice. 1993. By Joan Wall and Robert Caldwell. Dallas TX: Pst... Inc. (the vocal tract and articulatory phonetics) 4. The Secret of the Wild Child. 1994. director: Linda Garmon. (NOVA documentary about Genie) -- Diane Pesco McGill University School of Communication Sciences and Disorders email dpesco2 at po-box.mcgill.ca phone (office) 514-398-4102 fax 514-398-8123 From cchaney at sfsu.edu Tue Feb 4 02:19:18 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Mon, 3 Feb 2003 18:19:18 -0800 Subject: documentaries In-Reply-To: <3E3EEE69.96897933@po-box.mcgill.ca> Message-ID: Did anyone mention this good film? Aquiring Human Language - Playing the Language Game. 56 min. A good look at the main theories. From gigliana.melzi at nyu.edu Wed Feb 5 00:22:26 2003 From: gigliana.melzi at nyu.edu (Gigliana Melzi) Date: Tue, 4 Feb 2003 19:22:26 -0500 Subject: Two faculty positions available at NYU Message-ID: An HTML attachment was scrubbed... URL: From Jean-Pierre.Chevrot at u-grenoble3.fr Wed Feb 5 14:11:23 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Wed, 5 Feb 2003 15:11:23 +0100 Subject: Call : Language acquisition, teaching, remediation Message-ID: (see above a French version) *********************************************************************** International Conference ORAL LANGUAGE OF SCHOOL CHILDREN: ACQUISITION, TEACHING, REMEDIATION 23-24-25 October 2003 LOCATION Institut Universitaire de Formation des Maîtres de l'Académie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. Organised by: Laboratoire de Linguistique et Didactique des Langues Etrangères et Maternelles (LIDILEM), IUFM de Grenoble / Université Stendhal Grenoble 3. SCIENTIFIC COMMITTEE Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-François DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agnès FLORIN, Catherine GARITTE, Frédérique GAYRAUD, Michel GRANDATY, Jean-François HALTE, Itziar IDIAZABAL, Harriet JISA, Michèle KAIL, Sophie KERN, Agnès MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. ORGANISING COMMITTEE Catherine BRISSAUD (catherinebrissaud at wanadoo.fr) Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr) Jean-Marc COLLETTA (jean-marc.colletta at u-grenoble3.fr) Clarisse DUC (clarisse.duc at grenoble.iufm.fr) Marielle RISPAIL (rispail.marielle at wanadoo.fr) Jean-Pascal SIMON (jean-pascal.simon at grenoble.iufm.fr). AIMS Students' mastery of language is a recognized priority of the school system. However, pedagogical practices related to oral language are a complex issue for participants of the educational system. This is partly due to the fact that curricula and related teaching practices vary considerably, as do their underlying aims. These seemingly contradictory aims include the following: - to focus pedagogy on the learning of language structures or on the learning of conversational skills; - to teach standard usage or to encourage the ability to adapt one's language to various situations; - to favour communication and language practice or to favour reflection on and analysis of language and communication. The general aim of this meeting is to facilitate discussion of these issues and to encourage exchange between three communities: researchers in the field of oral language acquisition, researchers in oral didactics, and teachers and/or interested members of the school community. The conference's overall objectives are: - To promote dissemination in the wider educational community of research into the development of oral language and of research into associated teaching methodologies. - To compare ideas about such methodologies and to specify their relation to pedagogical practices and theories of development. - To encourage research into language development in school children. TOPICS Proposals are invited for oral presentations (length: 20 minutes followed by 10 minutes of discussion) or for posters (90cm*120cm ; 3 ft*4 ft) in the following areas. The organising committee reserves the right to switch format type (poster/oral) to develop the best possible program: 1. Description and modelling of language development: - Spoken or sign Languages (production, understanding, metalinguistic skills ) - Language acquisition (phonology, morphology, syntax, words) or communication skills (pragmatics and socio-linguistics, text based, prosody, body language). - Development under normal or other circumstances (SLI or delay related to other pathologies). - Development in monolingual or multilingual contexts. 2. Description and modelling of educational practices: - Analysis of official curricula, practices and contexts of oral teaching and learning, - Description of scholastic acquisition contexts and publics, - Development and validation of learning, training and remediation tools Proposals must include observation-based data (corpora or experiments). Particular attention will be given to proposals which both deal with developmental and didactic problems. Proposals concerning research on early development will be considered if the research is related to later development (longitudinal studies). SUBMISSION OF PROPOSALS Please submit: 1/ one page with the following information: - The name(s) of the author(s), and their affiliation(s). - The postal and e-mail address of the first author, and her/his phone and fax numbers. - The title. - A list of keywords. 2/ one page of a clearly titled, 600-word abstract for review Official working languages are French and English. Send submissions: - By post : 8 copies to the following address: Clarisse DUC Colloque Langage Oral 2003, IUFM de Grenoble 30 avenue Marcelin Berthelot, F-38100 Grenoble, FRANCE. - Or by fax : 33 (0) 4 76 74 73 37 - Or by e-mail to: oral2003 at grenoble.iufm.fr The proposals must be in an attached RTF file ; a postal copy is recommended if special fonts or symbols are used. DEADLINE All submissions must be received by March 31, 2003. Notification of acceptance: May 30, 2003. Accommodation information will be provided later. *********************************************************************** Colloque International LE LANGAGE ORAL DE L'ENFANT SCOLARISE : ACQUISITION, ENSEIGNEMENT, REMÉDIATION 23-24-25 octobre 2003 Lieu : Institut Universitaire de Formation des Maîtres de l'Académie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. Organisateur : Laboratoire de Linguistique et Didactique des Langues Etrangères et Maternelles, IUFM de Grenoble / Université Grenoble 3. Comité scientifique Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-François DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agnès FLORIN, Catherine GARITTE, Frédérique GAYRAUD, Michel GRANDATY, Jean-François HALTE, Itziar IDIAZABAL, Harriet JISA, Michèle KAIL, Sophie KERN, Agnès MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. Comité d'organisation Catherine BRISSAUD (catherinebrissaud at wanadoo.fr), Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr) Jean-Marc COLLETTA (jean-marc.colletta at u-grenoble3.fr) Clarisse DUC (clarisse.duc at grenoble.iufm.fr) Marielle RISPAIL (rispail.marielle at wanadoo.fr) Jean-Pascal SIMON(jean-pascal.simon at grenoble.iufm.fr). Présentation La maîtrise du langage est reconnue comme un objectif prioritaire de l'école. Face à cet objectif, la mise en ouvre effective d'une pédagogie de l'oral laisse perplexes les acteurs du système éducatif. En effet, les programmes et les pratiques pédagogiques hésitent entre plusieurs conceptions de l'enseignement de l'oral dont les objectifs sous-jacents flottent entre des pôles qui peuvent sembler contradictoires : - centrer la pédagogie sur l'apprentissage des structures linguistiques ou bien sur celui des habiletés conversationnelles ; - enseigner l'usage standard ou développer la capacité d'adapter son langage à toutes les situations sociales ; - favoriser la pratique de la langue et de la communication ou favoriser la réflexion sur la langue et sur la communication. L'objectif général de ce colloque est de favoriser la réflexion autour de ces conceptions en suscitant les échanges entre trois communautés : les chercheurs du domaine de l'acquisition du langage oral, les chercheurs en didactique de l'oral, les formateurs et les acteurs du système éducatif. Plus précisément, cet objectif se décline sous la forme de trois objectifs plus particuliers : - favoriser la diffusion des recherches sur la didactique et le développement du langage oral auprès des acteurs du système éducatif ; - recenser/confronter les conceptions en didactique de l'oral et préciser leurs relations avec les pratiques pédagogiques et les théories développementales ; - favoriser les recherches sur le développement langagier de l'enfant d'âge scolaire. Thématiques Nous vous invitons à soumettre des propositions de communications dans les domaines suivants : 1. description et modélisation du développement du langage : - langues parlées ou langues signées (production, réception, aspects métalangagiers), - acquisitions linguistiques (phonologie, morphologie, syntaxe, lexique) ou habiletés communicationnelles (aspects pragmatiques et sociolinguistiques, textualité, prosodie, gestualité), - développement ordinaire ou développement dans des circonstances particulières (troubles spécifiquement linguistiques ou associés à d'autres pathologies), - contextes monolingues ou contextes plurilingues. 2. descriptions et modélisations didactiques : - analyse des programmes, des pratiques et des situations d' enseignement-apprentissage de l'oral, - description des publics et des contextes scolaires d'acquisition, - développement et validation d'outils d'apprentissage, d'entraînement et de remédiation. Les propositions devront présenter des données issues d'observations, qu'il s'agisse de corpus, d'enquêtes ou d'expérimentations. Une attention particulière sera accordée aux propositions qui relient ou mettent en perspective les problématiques développementales et didactiques. Par ailleurs, le développement précoce pourra être abordé à condition d'être mis en relation avec le développement tardif (études longitudinales). Modalités de soumission des propositions Chaque proposition devra comprendre une première page avec les informations suivantes : - le ou les noms des auteurs, ainsi que leur affiliation, - les adresses postale et électronique du premier auteur, ainsi que son numéro de téléphone, - le titre, - une liste de mots clés. Une seconde page comportera le titre et le texte de la proposition (600 mots, environ une page). Les langues de travail du colloque sont le français et l'anglais. La modalité de présentation des communications retenues par le conseil scientifique sera décidée par le comité d'organisation. Selon cette décision, les communications seront orales (durée 20 mn + 10 mn de discussion) ou affichées (90 cm x 120 cm) lors de plages horaires réservées aux sessions de posters. Envoi des propositions par l'un des moyens suivants : 1) envoi postal de 8 copies à l'adresse suivante : Clarisse DUC, Colloque Langage Oral 2003, IUFM de Grenoble, 30 av. Marcelin Berthelot, F-38100 Grenoble, France. 2) télécopie au 33 (0)4 76 74 73 37. 3) message électronique à : oral2003 at grenoble.iufm.fr ; les propositions, en pièce jointe, doivent être au format RTF (en cas d'usage de caractères spéciaux, l'envoi postal est souhaité). Date limite pour l'envoi des propositions : 31 mars 2003. Notification des acceptations : 30 mai. Des informations concernant les possibilités d'hébergement vous seront communiquées plus tard. *********************************************************************** From anne.kolatsis at mailbox.uq.edu.au Wed Feb 5 02:40:45 2003 From: anne.kolatsis at mailbox.uq.edu.au (Anne Kolatsis) Date: Wed, 5 Feb 2003 12:40:45 +1000 Subject: Documentaries on learner language, language learning, bilingualism In-Reply-To: <5.1.0.14.2.20030204082909.02558d80@dingo.uq.edu.au> Message-ID: One that provides a good introduction is the second video, "The Language of Being" in the series called, "A Baby's World". It was put out by The Discovery Channel in 1994 and is distributed by Discovery Enterprises Group, Bethseda, MD, 20814. The series consultant is Professor Karmiloff-Smith. Undergrads love this one. Anne Kolatsis Graduate School of Education University of Queensland St Lucia, QLD, 4072 AUSTRALIA At 08:29 AM 4/02/03 +1000, you wrote: >Dear colleagues, > >A few weeks ago Brian MacWhinney placed a list of non-documentary films on >child language and language learning on the CHILDES website. >This prompted me to look for a similar list of more focused documentary >programmes on child and adult language learner speech, first/second >language acquisition and bilingualism for use in university courses. >According to Brian no such list exists. And our librarians have not been >very successful in tracing such documentaries either. >Therefore I would welcome any useful pointers or references you might have >in this respect. > > > >-- > >Alex Housen > >Germanic Languages Dept. & Centre for Linguistics >Vrije Universiteit Brussel >Pleinlaan 2, B-1050 Brussel, Belgium >+32-(0)2-629.18.73 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cech at louisiana.edu Tue Feb 4 17:50:18 2003 From: cech at louisiana.edu (Claude G. Cech) Date: Tue, 4 Feb 2003 11:50:18 -0600 Subject: Job announcement Message-ID: UL-LAFAYETTE INSTITUTE OF COGNITIVE SCIENCE. The Institute of Cognitive Science at the University of Louisiana at Lafayette invites applications for a tenure-track Assistant Professor position in Cognitive Science beginning as early as Fall 2003. In particular, we are seeking a scholar with a strong research background in computational modeling. Requirements include: a Ph.D. in cognitive science or a related discipline, clear evidence of a productive research program, and strong potential for excellence in teaching. The Institute of Cognitive Science is a graduate unit offering a Ph.D. program in cognitive science. Information about the program and the Institute may be found at http://www.louisiana.edu/Research/ICS/. Applicants should submit a curriculum vitae and a letter describing their research interests, along with (p)reprints of publications, and at least three letters of reference to Subrata Dasgupta, Institute of Cognitive Science, University of Louisiana at Lafayette, P.O. Box 43772, Lafayette, LA 70504-3772. Review of applications will continue until the position is filled. The University of Louisiana at Lafayette is an Equal Opportunity/Affirmative Action employee. From macw at cmu.edu Wed Feb 5 22:57:30 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 5 Feb 2003 17:57:30 -0500 Subject: Better video transcription Message-ID: Dear Info-CHILDES, For over a year, the video transcription facilities in CLAN, particularly on Windows, have had a number of bugs. Over the last week, Leonid went through the system for transcribing video on Windows, cleaned up the bugs, and fixed up several facilities involving start and stop times for video clips. He also made the facility work better with MPEG. In the process, he also cleaned up a couple of less buggy features on the Macintosh. The current versions of CLAN on the web have these various bug fixes. If you are doing video analysis or editing on either Windows or Macintosh, I recommend that you download these new copies of CLAN. --Brian MacWhinney From Thomas.Klee at newcastle.ac.uk Thu Feb 6 14:04:42 2003 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Thu, 6 Feb 2003 14:04:42 -0000 Subject: Child Language Seminar 2003: second announcement Message-ID: Child Language Seminar 9-11 July 2003 University of Newcastle upon Tyne, England This year's CLS is hosted by the School of Education, Communication & Language Sciences at Newcastle University. This interdisciplinary conference was first held in 1977 and brings together researchers from all over the world. Keynote speakers are: Elena Lieven, Max Planck Institute for Evolutionary Anthropology, Leipzig and Department of Psychology, University of Manchester Donna Thal, Department of Communicative Disorders, San Diego State University Marilyn Vihman, School of Psychology, University of Wales, Bangor Call for Papers Proposals are invited for papers and posters on issues related to child language acquisition and disorders. Guidelines may be found on the CLS website at http://cls.visitnewcastlegateshead.com under the 'Pre-conference' tab at the top of the home page. Submission deadline is 28 February 2003. Registration The registration form may be downloaded from the website. The registration fee includes attendance at all sessions, a welcome reception the evening of July 9th, lunches on July 10th and 11th, morning and afternoon coffee/tea breaks and the conference dinner at Newcastle United Football Club the evening of July 10th. Each delegate will also receive a printed copy of the CLS research summaries upon arrival. The registration fee is £140.00 if payment is received before 30 May 2003 and £160.00 if received after. Accommodation Accommodation can be booked directly through the website. Newcastle upon Tyne is a coastal city in the North East of England with excellent air, rail and road connections (3 hours from London and 1.5 hours from Edinburgh by train). Newcastle and neighbouring Gateshead are currently bidding to be named European Capital of Culture in 2008 and are within easy reach of the Northumbrian countryside, County Durham and North Yorkshire as well as the Scottish Borders. The conference dinner will be held at St James' Park - the home of Newcastle United Football Club. Thomas Klee and Carolyn Letts, CLS Organisers Section of Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 From Jean-Pierre.Chevrot at u-grenoble3.fr Thu Feb 6 16:38:38 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Thu, 6 Feb 2003 17:38:38 +0100 Subject: Elision and liaison Message-ID: >Dear Info CHILDES Members, >I am working on a project examining the first language acquisition of >French and I am trying to find out at what age French children begin to >show knowledge of phonological elision (e.g., je entends -> j'entends). Any >suggestions or references would be greatly appreciated. >Many thanks, >Cristina Dye Dear Cristina What do you mean when you say "knowledge of phonological elision". Which developmental change do you think about? - First, the schwa alternate or always appears in the final position of a word and then it begins to disappear before a V (je entends, je prends --> j'entends) ? - First, the schwa never appears in the final position of a word and then it begins to appear and alternate before C (j'prends, j'entends --> je prends, j'prends) ? - First, schwa and no-schwa alternate randomly in the final position of a word and then, they begin to be context-dependent (schwa or no schwa before a C, no schwa before a V)? - etc. The general problem is the acquisition of phonological alternations and variations. Some questions about the acquisition of variable phonological units ("free" variation or context dependant alternations) are : - Are these units missing in the early lexical representations and then added? - Are these units memorized in the early lexical representations? - Are these units variable as soon as they are memorized in lexical representations? - How do the factors that influence the selection of variants become established? Linguistic factors (C or V in the initial position of the right-hand word, etc.) and sociolinguistic factors (social status : what the children hear in the family and the peer group, stylistic variation). As Isabelle mentions, we have done some works about the acquisition of liaison and acquisition of final post-consonantal /R/ ("quatre sous" with [R] / "quat'sous" without [R] ). Our idea is that one way to answer these questions is to consider the first stages of acquisition of variable phonological units as an exemplar-based process. We have some data and we propose a developmental scenario for liaison. In this scenario, certains stages are more empirically documented than others. Perhaps, we could apply some of these stages from liaison to elision. - Stage zero (not documented at this time) - the children store chunks of frequently cooccuring pieces of verbal strings. The sequences clitic + verbe and det+noun, stored as a whole, are such chunks of memorized verbal material. No liaison consonant errors ("un zours", "des nours") should appear at this stage. - Stage 1 - The children make CV segmention in "determiner + liaison consonant (LC)+ noun" sequences (un-n-ours, les-z-avions). The output of CV segmentation is a CV intial lexical form : nours, zavion. But the problem is that children hear the right-hand words in different liaison contexts. They hear the word "ours" in "un-n-ours" with /n/ liaison, in "deux-z-ours" with /z/ liaison, in "petit-t-ours" with /t/ liaison. So, for each word begining with a vowel in a French dictionnary, the child memorizes two or three exemplars : nours, zours, tours for the word "ours" (see Chevrot & Fayol (1999) for data, Dugua (2002), Chevrot & Fayol (2000) for data and exposition of this part of the scenario). When the children use the word "un" before the exemplar "zours", they produce a liaison error ("un zours"). - Stage 2 - In our develomental view, the second stage of acquisition consists in the learning of association between certain left-hand words and the exemplars of the right-hand word : the children learns to associate "un" with the exemplar "nours", "deux" with the exemplar "zours", "petit" with the exemplar "tours". The dynamics of this change is "statistical learning". We have some data about this hypothese. We find early SES differences in the performance for obligatory liaisons (from 28 to 45 months) and these differencies disapear after 50 months. For optional liaisons, the SES differences appear from 50 months (Nardy, 2002). In adults (and in child directed speech), the frequency of optional liaison depends (among others) upon the Socioeconomic Status (SES) of the speaker, but the obligatory liaison are realized 100 per cent by all speakers. A possible explanation of the results for the obligatory liaisons should be that the amount of input is more important for children from families with high SES. If so, the high SES children should have more opportunities for the statistical learning of associations. Stage 3 - In a third stage (adult), this LC's (liaison consonant) evolve in three directions, depending on (a) contraints concerning lexical unicity and lexical invariance and (b) frequency effects (Côté, 2002; Chevrot, Aubergé, Côté, Fayol, 2002) : - the most important part of LC's detache form the right hand word and become epenthetic (default case), - others LC's remain at the begining of the right hand word, in case of frequent combination of LC with a specific right-hand word. - others LC's become fixed consonant encoded at the end of suppletive variants of left hand words : adjectives with different vowel in their liaison and non liaison forms ("bon", "ancien"). An other view challenging this epenthetic one : to consider liaison in adults as parts of constructions or schemas (Bybee, 2001). If we apply this scenario to elision, we have the following stages : 0- Children memorize unsegmented heard clitic+verb or det+N sequences : "j'arrive" ou "j'viens" (without schwa), "je viens" (with schwa), "l'ours", "le chien", etc. 1 - After segmentation, children have two exemplars for the clitic "je" (with schwa and without schwa). The more available is the more frequent (is "je" more "frequent" than "j'' " in child directed speech?). We can observe errors : "je entends". 2 - Children learn to associate the exemplar without schwa with the vowel-initial words and the two exemplars with consonant-initial words. 3 - Schwa becomes epenthetic Refs - Bybee, J. (2001). Frequency efects on French liaison, in Joan Bybee and Paul Hopper (eds.), Frequency and the Emergence of Linguistic Structure, John Benjamins, 337-359. - Chevrot, J.-P. & Fayol, M. (2001). Acquisition of French liaison and related child errors, in M. Almgren, A. Barreña, M.J. Ezeizabarrena, I. Idiazabal, and B. MacWhinney (Ed.), Research on Child Language Acquisition : Proceedings of the 8th Conference of the International Association for the Study of Child Language, volume 2, Cascadilla Press, 760-774. - Chevrot, J.-P. & Fayol, M. (2000). L'acquisition de la liaison : enjeux théoriques, premiers résultats, perspectives, Lidil, 22, 11-30. - Chevrot, J.-P., Beaud, L., Varga, R. (2000). Developmental data on a French sociolinguistic variable : the word-final post-consonantal /R/, Language Variation and Change 12(3), 295-319. - Chevrot, Jean-Pierre, Aubergé, Véronique, Côté, Marie-Hélène & Fayol, Michel (2002). La liaison : acquisition, théorie phonologique, traitement automatique, Colloque Cognitique: bilan et perspectives, La Sorbonne, Paris, 6-7 décembre. - Côté, Marie-Hélène (2002). Between Phonology and the Lexicon : French liaison revisited, University of Toronto, 29 Novembre 2002. - Dugua, Céline (2002). Liaison et segmentation du lexique en français : vers un scénario développemental, mémoire de DEA, Grenoble 3. - Nardy, Aurélie (2002). L'acquisition de la liaison : production, jugement et environnement langagier, Maîtrise, Grenoble 3. Jean-Pierre *********************************************************************** Jean-Pierre Chevrot UFR SCL, Université Stendhal, BP 25, 38040, Grenoble cedex, France tel : (0)4 76 41 90 46 *********************************************************************** From s.nakai at bangor.ac.uk Fri Feb 7 09:48:11 2003 From: s.nakai at bangor.ac.uk (Satsuki Nakai) Date: Fri, 7 Feb 2003 10:48:11 +0100 Subject: hearing test for babies Message-ID: Dear Info-CHILDES, We are exploring the possibility of buying a system which allows us to give hearing tests to babies. We'd very much appreciate your comments on available systems regarding the following issues: 1. price 2. ease of use 3. running cost 4. length of test 5. reliability of the results 6. technical support We would also like to know what you do (if you give hearing tests) when the baby fails the test: 1. Do you give the test before the experiment but carry on the experiment even if the baby fails the test, or do you administer the test after the experiment? 2. What do you tell the parents? Do you have a clinic you can refer the baby to? Please send replies to . If anyone is interested in the responses I receive, please write to me also; I'll send you a summary. Thank you very much in advance, Satsuki Nakai From dcavar at indiana.edu Sat Feb 8 00:49:15 2003 From: dcavar at indiana.edu (Damir Cavar) Date: Fri, 7 Feb 2003 19:49:15 -0500 Subject: Call: BOOT-LA, April 2003, Indiana University Message-ID: =================================================== Call for Papers: BOOT-LA Bootstrapping in Language Acquisition: Psychological, Linguistic and Computational Aspects Indiana University, Bloomington, IN, USA April 21-23, 2003 http://jones.ling.indiana.edu/boot-la/ Due Date of Paper Submission is March 1, 2003 =================================================== TITLE BOOT-LA: Bootstrapping in Language Acquisition: Psychological, Linguistic and Computational Aspects SCOPE Bootstrapping approaches to language acquisition have been extensively addressed by researchers in domains like psycholinguistics, computational and theoretical linguistics, cognitive science, machine learning. This workshop aims at bringing together researchers in these fields. LOCATION Indiana University, Bloomington campus, Bloomington, Indiana. TIME 21st to 23rd of April, 2003 AREAS OF INTEREST The workshop seeks to provide a forum for presentation and discussion of original research on different aspects of bootstrapping including, but not limited to: * its role in language acquisition for different domains, from a theoretical, computational and psycholinguistic point of view * empirical evidence for bootstrapping strategies from psycholinguistic, psychological or cognitive science * concepts, algorithms, techniques, strategies and consequences from work on: - grammar induction - learnability theory - parameter setting approaches - constraint-based approaches - cue-based learning * computational approaches to learning subctegorization frames * how much knowledge can be bootstrapped from function words * strategies for lexical/sense disambiguation. Invited speakers are: Morten Christiansen (Cornell University) Michael Gasser (Indiana University) William Sakas (City University of New York) Linda Smith (Indiana University) Jürgen Weissenborn (Universität Potsdam) Charles Yang (Yale University) ORGANIZATIONAL ISSUES SUBMISSION DEADLINE FRIDAY, MARCH 1st, 2003 HOW TO SUBMIT YOUR ABSTRACT Abstracts can be at most 400 words of text. You may also include examples, references and data summaries (but no data charts or diagrams). This additional material, taken together, should not exceed 15 lines of text. METHOD OF SUBMISSION As an e-mail attachment. Name, Title and affiliation should be sent in a different attachment. The workshop homepage can be found at the following URL: http://jones.ling.indiana.edu/boot-la/ ORGANIZATION Damir Cavar Malgorzata Cavar Laurent Dekydtspotter Khaled Elghamry Steven Franks Rex Sprouse Contact: If you have questions or concerns, please contact: Damir Cavar Indiana University Linguistics Dept. Memorial Hall, Room 402 1021 E. Third Street Bloomington, IN. 47405-7005 phone: (812) 855-3268 fax: (812) 855-5363 Note: Following this workshop will be "The 33rd Linguistic Symposium on Romance Languages" (Indiana University, Bloomington). Details on the LSRL can be found here: http://www.indiana.edu/~lsrl33/lsrl_page_1.htm From ddwells99 at earthlink.net Sat Feb 8 03:20:04 2003 From: ddwells99 at earthlink.net (Deborah Wells) Date: Fri, 7 Feb 2003 19:20:04 -0800 Subject: research project Message-ID: An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Mon Feb 10 06:21:21 2003 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Sun, 9 Feb 2003 22:21:21 -0800 Subject: Position: Applied Linguistics Portland State University Message-ID: Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a year-round (12 month) fixed term Assistant Professor position. Applicants should have a Ph.D. in Applied Linguistics, Linguistics, Language Education, or a closely related field, with specialization in second language acquisition or pedagogy, classroom-based research, and/or corpus linguistics. This research position is in Portland State’s National Labsite for Adult ESOL (the “Lab School”). The Lab School project is part of the National Center for the Study of Adult Learning and Literacy (NCSALL), a federally funded national research center. Further information about the Lab School and its research program is available on the project web site at www.labschool.pdx.edu. The successful candidate will be expected to establish and conduct a research program on aspects of adult second language acquisition and/or pedagogy, present at national conferences, publish in the relevant venues, and help provide leadership for the Lab School, an established delivery site for adult ESL instruction offered by a local community college on the campus of Portland State University. He or she will also help oversee the day-to-day operations of the Lab School, and is expected to be on site regularly. Essential qualifications include: · Ph.D. in Applied Linguistics, Linguistics, Language Education or closely related field · Specialization in Second Language Teaching, Classroom-based Research, Corpus Linguistics or Second Language Acquisition · The ability to work well with teams of ESL professionals, department faculty and graduate students in the Lab School · The ability to work with computer technology. Desired qualifications include: · Ability to supervise graduate student thesis research · Experience in working with adult, low-level learners of English · Familiarity with one or more of the following languages: Spanish, Chinese (Mandarin or Cantonese), Vietnamese, or other native languages of Lab School students Furthermore, the successful candidate will participate actively in the intellectual life of the department of applied linguistics. Opportunities may be available for teaching in the department’s undergraduate and graduate programs, even though teaching is not a required duty of the position. The position will start August 1, 2003 and is anticipated to continue until July 31, 2006. Depending on renewal of funding, the position could continue well beyond that date. The starting salary range is $50,000-$52,000 per annum for the 12-month position. Resources will be available to support the research and professional activities of the person selected, including state-of-the-art technologies and technical staff for classroom-based and corpus-based studies of second language pedagogy and learning, support for professional travel and materials, and assistance with the development and preparation of grants for additional research projects. Application Information: Candidates should submit a letter of application including a statement of research and teaching interests, curriculum vitae, and representative publications, with names and addresses (including phone, fax and e-mail) of at least three references. Review of applications will begin March 1, 2003. The position will be open until filled. Applicants who do not already hold a Ph.D. degree must offer evidence that the degree will be granted before August 2003. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and an MA:TESOL degree. Portland State University, the largest of seven universities in the Oregon University System, is located in the center of the Portland metropolitan area. The university has approximately 23,000 students enrolled in programs from the undergraduate to the doctoral level. Both the department and the university are strongly committed to recruiting members of underrepresented groups. Portland State University is an Affirmative Action, Equal Opportunity institution and, in keeping with the President's diversity initiative, welcomes applications from diverse candidates and candidates who support diversity. **************************************************************************** Lynn Santelmann, Ph.D. Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls Personal (Tommy pictures): www.netinteraction.com/thomas ***************************************************************************** From henri.cohen at uqam.ca Mon Feb 10 19:27:14 2003 From: henri.cohen at uqam.ca (Henri Cohen) Date: Mon, 10 Feb 2003 14:27:14 -0500 Subject: Summer Institute on Categorization. 2nd announcement Message-ID: Dear Colleagues, The Université du Québec à Montréal (UQÀM) will hold its first graduate summer institute in cognitive sciences from June 30th to July 11th 2003. The theme will be 'categorization' as seen from the point of view of the following disciplines: cognitive anthropology, cognitive computer science, linguistics, cognitive neuroscience, philosophy and psychology. The program is provided below. For more information, please consult our website: http://www.unites.uqam.ca/sccog. Registration at a lower rate is available prior to March 1st. Best regards Henri Cohen ========================================= Program June 30th, 2003 Categorization in cognitive sciences (all disciplines) Categorization in cognitive neuroscience, Stephen Grossberg, Boston University Categorization in psychology, Steven Harnad, Université du Québec à Montréal Categorization in cognitive computer science, John F. Sowa, VivoMind LLC Categorization in linguistics, Pieter Muysken, Universiteit van Nijmegen Categorization in philosophy, Georges Rey, University of Maryland Discussant: On categorization in cognitive sciences, Anna Papafragou, University of Pennsylvania July 1st 2003 Semantic categories (anthropology, linguistics, philosophy, psychology) Emotions categories across languages, Jim Boster, University of Connecticut Semantic categorization, Brendan Gillon, McGill University Reference, Serge Larochelle, Université de Montréal Categorisation and conceptual change, Paul Thagard, University of Waterloo A biological theory of empirical concepts, Ruth Millikan, University of Connecticut Color categories across languages, Paul Kay, University of California at Berkeley Discussant: On semantic categories, Seana Coulson, University of California at San Diego July 2nd 2003 Syntactic categories and category change (linguistics) A state of the art on syntactic categories, Arnold Zwicky, Stanford University Cross-categorial and multifunctional categories, Lisa Travis, McGill University Cross-categorial constructions, Rob Malouf, San Diego State University On category change, Ian Roberts, University of Cambridge How different can languages be? David Gil, Max Planck Institute for Evolutionary Anthropology, Leipzig Discussant: On syntactic categories, Pieter Muysken, Universiteit van Nijmegen July 3rd 2003 (linguistics and psychology) Categories in spoken and signed languages Syntactic categories in sign languages with particular reference to LSQ, Denis Bouchard and Colette Dubuisson, Université du Québec à Montréal Syntactic categories in sign languages with particular reference to ASL, Judy Kegl, University Southern Maine Syntactic categories in signed versus spoken languages, Diane Lillo-Martin, University of Connecticut Acquisition of categories A state of the art on the acquisition of syntactic categories in L1, Marie Labelle, Université du Québec à Montréal Syntactic categories in L2 acquisition, Lydia White, McGill University On categorisation and acquisition, Eve Clark, Stanford University July 4th 2003 Data mining for categories and ontologies (cognitive computer science, philosophy) The clustering of graph structures, Guy Mineau, Université Laval Text mining and analysis of scientific and technical information, Yves Kodratoff, Université Paris-Sud XI Knowledge discovery in databases (KDD) or data mining, Amedeo Napoli, LORIA : Laboratoire lorrain de recherche en informatique et ses applications Computer-aided categorization, Jean-Guy Meunier, Université du Québec à Montréal Discussant: On data mining for categories and ontologies, John F. Sowa, VivoMind LLC July 7th 2003 Neuroscience of categorization and category learning (psychology, philosophy) Neuropsychology of category learning, FG. Ashby, University of California at Santa Barbara Striatum and category learning, WT. Maddox, University of Texas at Austin Brain basis of category learning, John Gabrieli, Stanford University Brain damage and categorical speech perception and production, Susan Ravizza, University of Pittsburgh Neural network models of categorization: philosophical issues, Pierre Poirier, Université du Québec à Montréal Discussant: On neuroscience of categorization and category learning, Henri Cohen, Université du Québec à Montréal July 8th 2003 Machine category learning (cognitive computer science, philosophy, robotics) Categories and conceptual spaces, Peter Gardenfors, Lund University Data analysis, learning symbolic and numeric knowledge, Patrick Gallinari, Université Pierre et Marie Curie Similarity in fuzzy categories, Didier Dubois and Henri Prade, Université Paul Sabatier Self-organizing vocabularies, Stefano Nolfi, Institute of Cognitive Sciences and Technology, Rome Inferential theory of learning, natural induction, inductive databases and knowledge scouts, Ryszard S. Michalski, George Mason University Cognitive computation, Stephen Jose Hanson, Rutgers University July 9th 2003 Categories in perception and inference (psychology, philosophy) Simulation and embodiment in situated conceptualization, Lawrence Barsalou, Emory University The return of conceptual empiricism, Jesse Prinz, Washington University in St-Louis Category representation, Rob Nosofsky, Indiana University Category learning, Rob Goldstone, Indiana University Categorization and inference, Arthur Markman, University of Texas at Austin Discussant: On categories in perception and inference, Seana Coulson, University of California at San Diego July 10th 2003 Grounding, recognition, and reasoning in categorization (psychology, philosophy) Neural networks and categorization, Robert Proulx, Université du Québec à Montréal Shape recognition, Irv Biederman, University of Southern California Object perception, Phil G. Schyns, University of Glasgow Analogical reasoning, Dedre Gentner, Northwestern University Categorization and reasoning, Serge Robert, Université du Québec à Montréal Discussant: On grounding, recognition and reasoning in categorization, Steven Harnad, Université du Québec à Montréal July 11th 2003 The naturalization of categories (philosophy) Nominalism and the theory of concepts, Claude Panaccio, Université du Québec à Trois-Rivières The social construction of categories, Luc Faucher, Université du Québec à Montréal Concept nativism, Eric Margolis, Rice University A neurosemantic for categories, Chris Eliasmith, University of Waterloo Philosophical Analysis as Cognitive Psychology, Elisabetta Lalumera, Università di Bologna Discussant: On the naturalization of categories, Jean-Guy Meunier, Université du Québec à Montréal -------------- next part -------------- An HTML attachment was scrubbed... URL: From cthoreson at cascadia.ctc.edu Mon Feb 10 22:56:35 2003 From: cthoreson at cascadia.ctc.edu (Crain-Thoreson, Catherine) Date: Mon, 10 Feb 2003 14:56:35 -0800 Subject: research project Message-ID: Debora, I worked with some students at Western Washington a few years ago investigating how children converse with fathers vs. mothers. The reference is Crain-thoreson, C., Dahlin, M. P., & Powell, T. A. (2001). Parent-child conversation in three conversational contexts: Variations in style and strategy. In P. Rebello Britto & J. Brooks-Gunn (Eds.) The role of family literacy environments in promotion young children's emergent literacy skills. New Directions for Child and Adolescent Development, 92, 23-38. I'd also look for work on this topic by Michael Tomasello or Erica Hoff-Ginsberg among others. Catherine Crain-Thoreson -----Original Message----- From: Deborah Wells [mailto:ddwells99 at earthlink.net] Sent: Fri 2/7/2003 7:20 PM To: info-childes at mail.talkbank.org Cc: Subject: research project To whom it may concern, I am an undergraduate student at SDSU. I am doing a research project concerning how three-year-old children use language with different conversation partners. For example, do children use different strategies when they speak to their peers verses their fathers? I have not been able to find any articles related to this. If you know of any articles, could you please let me know what the titles are and where I could find them? Thank you! D Wells ddwells99 at earthlink.net Why Wait? Move to EarthLink. Deborah Wells ddwells99 at earthlink.net Why Wait? Move to EarthLink. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Tue Feb 11 05:28:07 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 11 Feb 2003 00:28:07 -0500 Subject: research project Message-ID: Deborah Wells wrote: > > > I am an undergraduate student at SDSU. I am doing a research project > concerning how three-year-old children use language with different > conversation partners. For example, do children use different > strategies when they speak to their peers verses their fathers? I have > not been able to find any articles related to this. If you know of any > articles, could you please let me know what the titles are and where I > could find them? Here are some relevant articles from a while back. They all include some information on children's varying their speech, depending on the person they are talking to. Gleason, J. Berko. (1973). Code Switching in Children's Language. In T. Moore (Ed.), Cognitive Development and the Acquisition of Language. New York Academic Press, 169-167. Shatz,M. and Gelman,R. (1973). "The development of communication skills: Modifications in the speech of young children as a function of listener." Monographs of the Society for Research in Child Development 38 (5, Serial No. 152) (1973). Weeks,T. (1971). Speech registers in young children. Child Development 42(2) 1119-1131. Not sure this is the one I have in mind: Camaioni,L., "The problem of appropriateness in pragmatic development," in Possibilities and limitations of pragmatics, edited by Herman Parret (Amsterdam: Benjamins, 1981), 79-92. jean berko gleason From dromi at post.tau.ac.il Thu Feb 13 05:44:54 2003 From: dromi at post.tau.ac.il (Dromi) Date: Thu, 13 Feb 2003 07:44:54 +0200 Subject: Registration Info: Sign Lang. Conference Message-ID: Greetings! The conference on Sign Language Acquisition (Pre-conference for SRCD) will take place on Wednesday, April 23, 2003, 11:30 a.m. - 5:30 p.m. at the Tampa Marriott Waterside Hotel & Marina. To see the excellent line up of presentors, visit our conference website: www.ed.uiuc.edu/signlanguageconference/ URGENT....WE NEED YOUR IMMEDIATE REPLY !!! We need to get an accurate estimate of how many participants are coming in order to finalize the registration costs for this pre-conference. Of course, this is a non-profit endeavor. The charges relate to rental of AV equipment and sign language interpreter costs. Our goal is to provide a reduced registration fee for graduate students. Please reply to this e-mail (either singletn at uiuc.edu or jsinglet at s.psych.uiuc.edu) if you intend to participate and indicate whether you are full registration or reduced fee. Presentors will receive a registration fee waiver. We hope to determine the registration fee by the end of this week. We would like to hear from you in the next day or so. We will send out another e-mail announcing when Registration Materials are available on the website. As a reminder, the deadline for SRCD (April 24 noon - April 27 noon) earlybird registration is February 14, 2003 ($125 full, $75 student). See www.srcd.org for SRCD conference registration form. The SRCD conference program is now available on-line, and has a search engine for topic (e.g., deafness, language development) or name of presentor. Looking forward to April! Jenny Singleton & Esther Dromi, Pre-Conference Coordinators -- *********************************************************************** Jenny L. Singleton Associate Professor Department of Educational Psychology Office Ph: 217-244-1098 1310 South Sixth Street, 230A Education Work Fax: 217-244-7620 Champaign, IL 61820 Home Fax: 217-337-1158 Email: singletn at uiuc.edu *********************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From kim.plunkett at psy.ox.ac.uk Sat Feb 15 05:42:27 2003 From: kim.plunkett at psy.ox.ac.uk (Kim Plunkett) Date: Sat, 15 Feb 2003 08:42:27 +0300 Subject: Oxford Connectionist Summer School Message-ID: UNIVERSITY OF OXFORD OXFORD SUMMER SCHOOL ON CONNECTIONIST MODELLING Department of Experimental Psychology University of Oxford Sunday 20th July - Friday 1st August, 2003 FINAL REMINDER -------------- Applications are invited for participation in a 2-week residential Summer School on techniques in connectionist modelling. The course is aimed primarily at researchers who wish to exploit neural network models in their teaching and/or research and it will provide a general introduction to connectionist modelling, biologically plausible neural networks and brain function through lectures and exercises on Macintosh's and PC's. The course is interdisciplinary in content though many of the illustrative examples are taken from cognitive and developmental psychology, and cognitive neuroscience. The instructors with primary responsibility for teaching the course are Kim Plunkett and Edmund Rolls. This year's guest lecturers include Jay McClelland, David Plaut, Lionel Tarassenko and Michael Thomas. No prior knowledge of computational modelling will be required though simple word processing skills will be assumed. Participants will be encouraged to start work on their own modelling projects during the Summer School. The cost of participation in the Summer School is £950. This figure covers the cost of accommodation (bed and breakfast at St. John's College), registration and all literature required for the Summer School. Participants will be expected to cover their own travel and meal costs. A number of partial bursaries (£200) will be available for graduate students. Applicants should indicate whether they wish to be considered for a graduate student scholarship but are advised to seek further funding as well, since in previous years the number of graduate student applications has far exceeded the number of scholarships available. If you are interested in participating in the Summer School, please complete the application form at the web address http://epwww.psych.ox.ac.uk/conferences/connectionist_modelling or alternatively send a brief description of your background with an explanation of why you would like to attend the Summer School, to: Mrs Sue King Department of Experimental Psychology University of Oxford South Parks Road Oxford OX1 3UD Tel: (01865) 271353 Email: susan.king at psy.ox.ac.uk no later than 28th February 2003. -------------- next part -------------- An HTML attachment was scrubbed... URL: From patg at mc.beppu-u.ac.jp Mon Feb 17 04:41:09 2003 From: patg at mc.beppu-u.ac.jp (Patrick Griffiths) Date: Mon, 17 Feb 2003 13:41:09 +0900 Subject: 'Baby diary' on a French King Message-ID: In the last year or so, I read something about a long-term record on the development of a King of France (?Louis XVI?) kept by his personal physician. I can't remember where I read this and would very much appreciate pointers from someone who recognises what I am fumbling for. Thanks Patrick Griffiths Beppu University -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Mon Feb 17 14:25:02 2003 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 17 Feb 2003 09:25:02 -0500 Subject: "childhood" pseudo-article Message-ID: Dear Infochildes, As long as Patrick Griffiths has you rummaging around mentally, let me ask about an article I saw about 10 or 15 years ago. I showed it to my then teenage daughter, who registered it, but now as a new mother would like to see it again--and I can't find it. It was a tongue-in-cheek description of childhood as a medical condition--explaining the small stature, disorganized movements etc. (It's NOT the piece in the Onion, which is in the same vein, but cruder. The Onion is the tabloid version; this is the one that tries to be from "Nature" (or so I remember it.) I don't think it was new way back when. Any ideas? Thanks, Barbara Pearson > Patrick Griffiths wrote: > > In the last year or so, I read something about a long-term > record on the development of a King of France (?Louis > XVI?) kept by his personal physician. I can't remember > where I read this and would very much appreciate pointers > from someone who recognises what I am fumbling for. > > Thanks > > Patrick Griffiths > > Beppu University -- ********************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax: 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From lmj2t at cms.mail.virginia.edu Mon Feb 17 14:43:02 2003 From: lmj2t at cms.mail.virginia.edu (laura) Date: Mon, 17 Feb 2003 09:43:02 -0500 Subject: =?us-ascii?q?=22childhood=22?= pseudo-article In-Reply-To: <3E50F0BF.A4E78A0@comdis.umass.edu> Message-ID: Yes! I remember it too. It was something like The Journal of Polymorphous/Perverse (some sort of P word) Psychology... And it was on the Etiology of Childhood. What a hoot. Let's find it and have our students read it. LJ Laura Justice, Ph.D. Assistant Professor Curry School of Education University of Virginia ------------------- > Dear Infochildes, > > As long as Patrick Griffiths has you rummaging > around mentally, let me ask about an article I > saw about 10 or 15 years ago. I showed it to my > then teenage daughter, who registered it, but now > as a new mother would like to see it again--and > I can't find it. > > It was a tongue-in-cheek description of childhood > as a medical condition--explaining the small stature, > disorganized movements etc. (It's NOT the piece in > the Onion, which is in the same vein, but cruder. The > Onion is the tabloid version; this is the one that > tries to be from "Nature" (or so I remember it.) > > I don't think it was new way back when. Any ideas? > > Thanks, > Barbara Pearson > > > Patrick Griffiths wrote: > > > > In the last year or so, I read something about a long-term > > record on the development of a King of France (?Louis > > XVI?) kept by his personal physician. I can't remember > > where I read this and would very much appreciate pointers > > from someone who recognises what I am fumbling for. > > > > Thanks > > > > Patrick Griffiths > > > > Beppu University > > -- > ********************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Project Manager > NIH Working Groups on AAE > Dept. of Communication Disorders > Arnold House 117 > UMass, Amherst MA 01003 > > 413-545-5023 > fax: 545-0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > From r.n.campbell at stir.ac.uk Mon Feb 17 14:52:53 2003 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Mon, 17 Feb 2003 14:52:53 +0000 Subject: "childhood" pseudo-article In-Reply-To: <3E50F0BF.A4E78A0@comdis.umass.edu> Message-ID: This might be it. R http://www.ccs.neu.edu/home/maddog/stuff/childisease.html >It was a tongue-in-cheek description of childhood >as a medical condition--explaining the small stature, >disorganized movements etc. (It's NOT the piece in >the Onion, which is in the same vein, but cruder. The >Onion is the tabloid version; this is the one that >tries to be from "Nature" (or so I remember it.) > >I don't think it was new way back when. Any ideas? > >Thanks, >Barbara Pearson Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html -- 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 bpearson at comdis.umass.edu Mon Feb 17 15:34:19 2003 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 17 Feb 2003 10:34:19 -0500 Subject: "childhood" pseudo-article Message-ID: Dear Robin and others, Yes, that's it! Great. Thank you. Laura Justice remembered it as the Journal of (perverse, polymorphous) Psychology --some "P" word. And that was the key. Google brought up The Journal of Polymorphouse Perversity, a publication of Wry-Bred Press, Inc. with a Madison Square Garden NY address. http://www.psychhumor.com/ I tried the site--and while it doesn't look particularly modern, it listed Etiology of Childhood as one of its sample articles and brought me to an order form. Thank you. (Infochildes comes through, again!) Barbara "r.n.campbell" wrote: > > This might be it. R > http://www.ccs.neu.edu/home/maddog/stuff/childisease.html > > >It was a tongue-in-cheek description of childhood > >as a medical condition--explaining the small stature, > >disorganized movements etc. (It's NOT the piece in > >the Onion, which is in the same vein, but cruder. The > >Onion is the tabloid version; this is the one that > >tries to be from "Nature" (or so I remember it.) > > > >I don't think it was new way back when. Any ideas? > > > >Thanks, > >Barbara Pearson > > Dr Robin N Campbell > Dept of Psychology > University of Stirling > STIRLING FK9 4LA > Scotland, UK > > telephone: 01786-467649 facsimile: 01786-467641 > email: r.n.campbell at stir.ac.uk > www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html > > -- > 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. -- ********************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax: 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From lenorman at infobiogen.fr Mon Feb 17 16:36:02 2003 From: lenorman at infobiogen.fr (MT Le Normand) Date: Mon, 17 Feb 2003 17:36:02 +0100 Subject: Baby diary' on a French King Message-ID: Is this the reference you are looking for ? A Diary Study on the Acquisition of Middle French: A Preliminary Report on the Early Language Acquisition of Louis XIII David Ingram and Marie-Therese Le Normand 352 BUCLD: Proceedings of the Boston University Conference on Language Development, November 3,4,&5, 1995 http://www.bu.edu/linguistics/APPLIED/conference.html. Abstract Early French was markedly different from Modern French. Among its properties are that it was pro drop, allowed the inversion of verbs and lexical subjects in questions, and had V2 word order. All of these properties have been lost in Modern French. The process of how these changes took place in Middle French have been speculated upon in Clark & Robert (1993), but no language acquisition data have been brought to bear upon them. The possibility for examining questions such as these ones, as well as others, has arisen with the recent discovery of a diary on the language acquisition of Louis XIII (1601-1643). Louis's physician kept a daily diary on his development from his birth in 1601 until the physician's death in 1628. This paper is a preliminary report on the diary, focussing on the entries for the first four years of Louis'life. The central focus will be descriptive, i.e presenting information on the general characteristics of the diary data. In addition, some preliminary analyses will be presented on the nature of Louis' language in relation to the properties of French which were under change in Middle French. Hope these informations will help Marie-Thérèse Le Normand, INSERM Laboratoire de Neuropsychopathologie du langage et de la cognition Bâtiment Pharmacie, 3ème étage Hôpital de la Salpêtrière 47 Bld de l'hôpital 75651 Paris Cedex 13 -- De : "Patrick Griffiths" Société : Beppu University Répondre à : "Patrick Griffiths" Date : Mon, 17 Feb 2003 13:41:09 +0900 À : Objet : 'Baby diary' on a French King In the last year or so, I read something about a long-term record on the development of a King of France (?Louis XVI?) kept by his personal physician. I can't remember where I read this and would very much appreciate pointers from someone who recognises what I am fumbling for. Thanks Patrick Griffiths Beppu University -- -------------- next part -------------- An HTML attachment was scrubbed... URL: From lenorman at infobiogen.fr Mon Feb 17 17:33:19 2003 From: lenorman at infobiogen.fr (MT Le Normand) Date: Mon, 17 Feb 2003 18:33:19 +0100 Subject: Baby diary' on a French King In-Reply-To: <3E511072.A374C2EF@comdis.umass.edu> Message-ID: Barbara I got this journal from La Sorbonne Library at Paris V, a german book published in 1985 Ernst, Gerhard (1985) Gesprochenes Franzoesisch zu Beginn des 17 Jahrhunderts, Direkte Rede in Jean Héroards "Histoire particulière de Louis XIII" (1601-1610), Tubingen, Max Niemeyer Verlag, X-623pp. There are also other relevant references you can find in library about this case: Ernst, Gerhard (1989) le langage du prince. In Foisil (ed), vol 1, 189-214 Foisil Madeleine (ed) 1989. Journal de Jean Héroards. Publication du centre de recherche sur la civilisation de l'Europe moderne, 2 volumes, Paris, Fayard (Vol 1, 1601-1608; vol 2, 1609-1628) Gougenheim, H (1931) L'observation du langage d'un enfant royal au XVIIe siècle. Revue de philologie française et romane, 43, 1-15. As you see, Jean (Jehan) Héroard was Louis' personal physician. Born in 1551, Héroard was fifty years old at the time of Louis' birth and kept a daily journal of Louis's development from birth for 26 years, termnating only due to Héroard's own death in 1628 Marie-Thérèse Le Normand -- > De : Barbara Zurer Pearson > Société : UMass > Répondre à : bpearson at comdis.umass.edu > Date : Mon, 17 Feb 2003 11:40:17 -0500 > À : MT Le Normand > Objet : Re: Baby diary' on a French King > > Dear Marie-Therese, > > I also remember seeing this. > But how does one get hold of those diaries? > How did you get them? Are they published > somewhere? > What was the physician's name? > > Thank you. > > Barbara Pearson > (Hi.) > > MT Le Normand wrote: >> >> Is this the reference you are looking for ? >> A Diary Study on the Acquisition of Middle French: >> A Preliminary Report on the Early Language >> Acquisition of Louis XIII >> David Ingram and Marie-Therese Le Normand 352 >> >> BUCLD: Proceedings of the Boston University Conference on Language >> Development, November 3,4,&5, 1995 >> >> http://www.bu.edu/linguistics/APPLIED/conference.html. >> >> Abstract >> Early French was markedly different from Modern French. Among its >> properties are that it was pro drop, allowed the inversion of verbs >> and lexical subjects in questions, and had V2 word order. All of these >> properties have been lost in Modern French. The process of how these >> changes took place in Middle French have been speculated upon in Clark >> & Robert (1993), but no language acquisition data have been brought to >> bear upon them. >> The possibility for examining questions such as these ones, as well as >> others, has arisen with the recent discovery of a diary on the >> language acquisition of Louis XIII (1601-1643). Louis's physician kept >> a daily diary on his development from his birth in 1601 until the >> physician's death in 1628. This paper is a preliminary report on the >> diary, focussing on the entries for the first four years of >> Louis'life. The central focus will be descriptive, i.e presenting >> information on the general characteristics of the diary data. In >> addition, some preliminary analyses will be presented on the nature of >> Louis' language in relation to the properties of French which were >> under change in Middle French. >> >> Hope these informations will help >> >> Marie-Thérèse Le Normand, INSERM >> Laboratoire de Neuropsychopathologie du langage et de la cognition >> Bâtiment Pharmacie, 3ème étage >> Hôpital de la Salpêtrière >> 47 Bld de l'hôpital >> 75651 Paris Cedex 13 >> >> -- >> >> De : "Patrick Griffiths" >> Société : Beppu University >> Répondre à : "Patrick Griffiths" >> Date : Mon, 17 Feb 2003 13:41:09 +0900 >> À : >> Objet : 'Baby diary' on a French King >> >> In the last year or so, I read something about a long-term >> record on the development of a King of France (?Louis >> XVI?) kept by his personal physician. I can't remember >> where I read this and would very much appreciate pointers >> from someone who recognises what I am fumbling for. >> >> Thanks >> >> Patrick Griffiths >> >> Beppu University >> >> -- > > -- > ********************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Project Manager > NIH Working Groups on AAE > Dept. of Communication Disorders > Arnold House 117 > UMass, Amherst MA 01003 > > 413-545-5023 > fax: 545-0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > From nratner at hesp.umd.edu Mon Feb 17 18:43:00 2003 From: nratner at hesp.umd.edu (Nan Ratner) Date: Mon, 17 Feb 2003 13:43:00 -0500 Subject: "childhood" pseudo-article Message-ID: I have a copy of it; I am not sure if it is available any more. Nan Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu >>> Barbara Zurer Pearson 02/17/03 10:53 AM >>> Dear Robin and others, Yes, that's it! Great. Thank you. Laura Justice remembered it as the Journal of (perverse, polymorphous) Psychology --some "P" word. And that was the key. Google brought up The Journal of Polymorphouse Perversity, a publication of Wry-Bred Press, Inc. with a Madison Square Garden NY address. http://www.psychhumor.com/ I tried the site--and while it doesn't look particularly modern, it listed Etiology of Childhood as one of its sample articles and brought me to an order form. Thank you. (Infochildes comes through, again!) Barbara "r.n.campbell" wrote: > > This might be it. R > http://www.ccs.neu.edu/home/maddog/stuff/childisease.html > > >It was a tongue-in-cheek description of childhood > >as a medical condition--explaining the small stature, > >disorganized movements etc. (It's NOT the piece in > >the Onion, which is in the same vein, but cruder. The > >Onion is the tabloid version; this is the one that > >tries to be from "Nature" (or so I remember it.) > > > >I don't think it was new way back when. Any ideas? > > > >Thanks, > >Barbara Pearson > > Dr Robin N Campbell > Dept of Psychology > University of Stirling > STIRLING FK9 4LA > Scotland, UK > > telephone: 01786-467649 facsimile: 01786-467641 > email: r.n.campbell at stir.ac.uk > www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html > > -- > 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. -- ********************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax: 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From patg at mc.beppu-u.ac.jp Tue Feb 18 02:49:34 2003 From: patg at mc.beppu-u.ac.jp (Patrick Griffiths) Date: Tue, 18 Feb 2003 11:49:34 +0900 Subject: Summary: 'Baby diary' on a French King (Louis XIII) Message-ID: Dear CHILDES Many thanks to the following colleagues who helped me find a lost reference that pushes the start of baby diaries back to the beginning of the 17th Century (not Tiedemann near the end of the 18th century, as I was told when I was an undergraduate): David Ingram Marie-Thérèse Le Normand Joe Stemberger Eduardo Blasco Ferrer Péter Bodor Michèle Guidetti Matthew Rispoli Barbara Zurer Pearson I asked about a long-term diary record kept by the personal physician of a king of France, on the king's development. It turns out that the king was Louis XIII. The paper I had read but was unable to recollect details of is: Ingram, D. & Le Normand, M-T. (1996). A diary study on the acquisition of Middle French: A preliminary report of the early language acquisition of Louis XIII. Proceedings of the 20th annual Boston University conference on language development, 352-63. Gerhard Ernst, of Regensburg, did earlier work on the diary: Ernst, G. (1985) Gesprochenes Franzoesisch zu Beginn des 17 Jahrhunderts, Direkte Rede in Jean Héroards "Histoire particulière de Louis XIII" (1601-1610), Tubingen, Max Niemeyer Verlag, X-623pp. Ernst, G. (1989) le langage du prince. In Foisil (ed), vol 1, 189-214 Foisil Madeleine (ed) 1989. Journal de Jean Héroards. Publication du centre de recherche sur la civilisation de l'Europe moderne, 2 volumes, Paris, Fayard (Vol 1, 1601-1608; vol 2, 1609-1628) Ernst apparently had the data published as a supplement to the German journal of Romance philology (Beihefte zur Zeitschrift fuer romanische Philologie). Another paper about this diary is: Gougenheim, H (1931) L'observation du langage d'un enfant royal au XVIIe siècle. Revue de philologie française et romane, 43, 1-15. I was also told about an analysis of the diaries in Philip Aries' studies on the history of childhood. Here's an abstract of the Ingram and Le Normand article: Early French was markedly different from Modern French. Among its properties are that it was pro drop, allowed the inversion of verbs and lexical subjects in questions, and had V2 word order. All of these properties have been lost in Modern French. The process of how these changes took place in Middle French have been speculated upon in Clark & Robert (1993), but no language acquisition data have been brought to bear upon them. The possibility for examining questions such as these ones, as well as others, has arisen with the recent discovery of a diary on the language acquisition of Louis XIII (1601-1643). Louis's physician kept a daily diary on his development from his birth in 1601 until the physician's death in 1628. This paper is a preliminary report on the diary, focussing on the entries for the first four years of Louis'life. The central focus will be descriptive, i.e. presenting information on the general characteristics of the diary data. In addition, some preliminary analyses will be presented on the nature of Louis' language in relation to the properties of French which were under change in Middle French. With gratitude, Patrick Griffiths Beppu University -------------- next part -------------- An HTML attachment was scrubbed... URL: From kathryn at multilingual-matters.com Tue Feb 18 13:38:19 2003 From: kathryn at multilingual-matters.com (Kathryn King) Date: Tue, 18 Feb 2003 13:38:19 +0000 Subject: New book from Multilingual Matters Message-ID: LEARNING TO REQUEST IN A SECOND LANGUAGE Child Interlanguage Pragmatics Machiko Achiba (Tokyo Woman's Christian University) This book is a very important analysis of the developmental course of a seven year old's learning in a second language to make requests, a domain of central importance in the study of pragmatics. There is a superb survey of the literature and a subtle analysis of the issues involved in such a study. The author finds stages in the development of request forms, variation in forms according to addressee, and most novel for a study of child speech, she finds that there is difference in the developmental trajectory depending on the goals of the request. The book is a major contribution to the fields of child language pragmatics and second language acquisition. Susan M. Ervin-Tripp, Professor Emeritus, Psychology Department, University of California Key Features q Aimed to discover what strategies and linguistic devices a child second-language learner uses in making requests in English and what developmental path the learning process follows q Attempts to clarify understanding of the pragmatic development of a learner's interlanguage Description This book examines the acquisition of requests in English by a seven- year-old Japanese girl during her seventeen-month residence in Australia. The study focuses on the linguistic repertoire available to the child as she attempts to make requests and vary these to suit different goals and addressees. This book helps unravel features of pragmatic development in the child's interlanguage, a subject about which we yet know very little. Contents Introduction; 1. Literature Review; 2. Methodology; 3. Development of Request Realisation; 4. Requestive Hints; 5. Variation in Use: 6. Requestive Goals; 7. Variation in Use: Addressees; 8. Modification; 9. Summary and Conclusions Author information Machiko Achiba is a Professor of Applied Linguistics at Tokyo Woman's Christian University (Tokyo Joshi Daigaku) in Japan and has been teaching for many years in the field. Her research interests are pragmatics, second language acquisition, and the methodologies of teaching English as a foreign language. She received her master's degree from Southern Illinois University in the United States and holds her doctorate from La Trobe University in Australia. She is the mother of this study's subject. Second Language Acquisition 2 October 2002 Format 210 x148 240pp Hbk ISBN 1-85359-612-4 £42.95 / US$69.95 / CAN$99.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 20% discount to any address in the world, plus shipping (airmail where appropriate). Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. -- Kathryn King Multilingual Matters Ltd Frankfurt Lodge, Clevedon Hall Victoria Road, Clevedon, North Somerset BS21 7HH, UK Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673 Email: kathryn at multilingual-matters.com www.multilingual-matters.com From agwalker at cox.net Wed Feb 19 22:28:52 2003 From: agwalker at cox.net (Anne Graffam Walker) Date: Wed, 19 Feb 2003 17:28:52 -0500 Subject: Change of Address: Anne Graffam Walker Message-ID: Please note that my former address, agwalker at erols.com, has been changed to: agwalker at cox.net. Thank you. Anne Graffam Walker, Ph.D. Forensic Linguist 6404 Cavalier Corridor Falls Church VA 22044-1207 Ph: 703-354-1796 Fax: 703-256-2914 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kurosaki at ualberta.ca Thu Feb 20 05:41:17 2003 From: kurosaki at ualberta.ca (Eriko Kurosaki) Date: Wed, 19 Feb 2003 22:41:17 -0700 Subject: Nora E. Groce Message-ID: Dear Colleagues, Does anybody know the email address of Nora Ellen Groce, who is the author of "Everyone here spoke sign language"? Many thanks, Eriko Kurosaki kurosaki at ualberta.ca From lmj2t at cms.mail.virginia.edu Thu Feb 20 12:30:27 2003 From: lmj2t at cms.mail.virginia.edu (laura) Date: Thu, 20 Feb 2003 07:30:27 -0500 Subject: Nora E. Groce In-Reply-To: <3E58EC1E@webmail.ualberta.ca> Message-ID: I don't know Groce, but have a similar request -- I am looking for Carolyn Chaney. I think she has posted on this list. Laura ------------------- > Dear Colleagues, > > Does anybody know the email address of Nora Ellen Groce, who is the author of > "Everyone here spoke sign language"? > > Many thanks, > > Eriko Kurosaki kurosaki at ualberta.ca > > > > Laura Justice, Ph.D. Assistant Professor Curry School of Education University of Virginia From fekuna at usc.es Thu Feb 20 12:48:19 2003 From: fekuna at usc.es (Ana Isabel Co=?ISO-8859-1?Q?desido_Garc=EDa?=) Date: Thu, 20 Feb 2003 13:48:19 +0100 Subject: 6th General Linguistics Conference (Santiago de Compostela, May 2004) Message-ID: 6th General Linguistics Conference Santiago de Compostela (3-7 May, 2004) FIRST CIRCULAR The 6th General Linguistics Conference will be held at the University of Santiago de Compostela from May the 3rd to the 7th, 2004. As in previous occasions, the main aim of the conference is to serve as a forum for the presentation and discussion of the activities and achievements of researchers working in the area of General Linguistics. The basic organizational structure of the conference will be as follows: - plenaries by highly-reputed specialists; - Individual papers; - Intersection and contrast of papers on the same subject-area, coordinated by a moderator; - Research panels showing work done by the various General Linguistics research groups in Spanish universities. Contribution proposals will be sorted into the following categories: (1) Pragmatics, Discourse Analysis and Ethnography of Communication; (2) Sociolinguistics; (3) Technological Linguistics (electronic dictionaries, corpus linguistics, transcription tools, etc.); (4) Language Typology; (5) Phonetics and Phonology; (6) Grammar; (7) Semantics; (8) Psycholinguistics and Neurolinguistics; (9) History of Linguistics; (10) Linguistic Theory and Methodology; (11) Forensic Linguistics; (12) Clinical Linguistics; (13) Language Teaching and Learning; (14) Translation Theory and Practice; (15) Sign Language; (16) Historical Linguistics; (17) Linguistic Anthropology; (18) Linguistic Terminology; (19) Language Planning. Proposals for papers and research panels must be submitted before 15 October, 2003. Abstracts must fulfill the following conditions: they should be no longer than 500 words (aprox.), use single spacing and 11 point Times New Roman type; they should include a presentation of the topic as well as a general, clear outline of the content and main ideas presented. Proposals, which should also be accompanied by the contributor’s personal data, should be sent in MS Word 97’s (preferably) RTF format as an e-mail attachment to the following e-mail address, viclg2 at usc.es. Finally, a paper version should also be sent to the Conference Secretary (see postal address below). In the second circular (to be sent in July 2003) the format conditions for the presentation of both the actual papers and panels will be specified. Furthermore, as important changes will made to the traditional conference organisation, the second circular will also contain a detailed description of the new conference structure. Postal address: Área de Lingüística Xeral Facultade de Filoloxía Universidade de Santiago de Compostela Campus Norte, s/n 15782 Santiago de Compostela Phone number: +34 981 563 100, ext. 11774/11776/11799/11976 Fax number: +34 981 574 646 E-mail address: viclg2 at usc.es From macswan at asu.edu Thu Feb 20 20:03:55 2003 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 20 Feb 2003 13:03:55 -0700 Subject: 4th International Symposium on Bilingualism: Program Highlights and Reminder of Early Registration Deadline Message-ID: The 4th International Symposium on Bilingualism April 30 - May 3, 2003 Arizona State University http://isb4.asu.edu/ (Apologies for multiple postings ...) Early Registration Deadline The deadline for the early registration discount is next Monday (February 24, 2003). Registration rates are as follows: Early non-student registration $195 Early student registration $80 Late registration (after Monday) $245 The price of registration includes access to all conference meetings and exhibits, conference program with abstracts, three daily lunches (Wednesday through Friday), Thursday night dinner, Friday night reception, and a copy of the conference proceedings on CD ROM, published by Cascadilla Press. To register online, visit http://isb4.asu.edu/registration.htm. About the International Symposium on Bilingualism Arizona State University will host the 4th International Symposium on Bilingualism (ISB4) from April 30 to May 3, 2003. The International Symposium on Bilingualism, concerned with basic and applied research in the field of bilingualism, began at the initiative of Li Wei and Nick Miller of the University of Newcastle upon Tyne, who organized ISB1 in 1997 and ISB2 in 1999. The event moved to the University of the West of England-Bristol in 2001, where Jeanine Treffers-Daller served as the chair of the organizing committee for ISB3. ISB is widely regarded as the premier international forum for the discussion and dissemination of research on bilingualism. It regularly attracts the most visible members of the field in colloquia, paper and poster presentations, and keynote addresses. ISB4 at Arizona State University will feature presentations by scholars from forty-nine different countries, representing a wide variety of interests and disciplinary perspectives. To learn more about the event, visit the conference home page at http://isb4.asu.edu/. ISB4 Program Highlights In addition to the scheduled keynote speeches, colloquia and workshops listed below, ISB4 will feature 308 paper presentations, organized into 61 sessions, and 58 poster exhibitions. Due to time constraints, all presentations except keynote speeches will be offered in parallel sessions. Keynote Presentations Bilingual Acquisition: Exploring the Limits of the Language Faculty Fred Genesee, McGill University Brain and the Dynamics of Bilingualism Loraine K. Obler, City University of New York Graduate School Center Can Language be Managed? Bernard Spolsky, Bar-Ilan University Bilingual Bonds: Latin@ Resistance to Racist Discourse Ana Celia Zentella, University of California, San Diego Colloquia Bilingualism in Normal Aging and Alzheimer's Disease Convenor: Robert W Schrauf, Northwestern University Medical School Participants: Deborah Bethlehem, University of the Witwatersrand; Luisa Cameli, Concordia University; Hwei Bin Lin, Long Island University; Nicole Mueller, University of Louisiana; Robert W Schrauf, Northwestern University Medical School. Examining Language Practices of Bilingual Chicana/o Youth in the Southwest Convenor: Holly Cashman, Arizona State University Participants: Guadalupe Valdés, Stanford University; Holly Cashman, Arizona State University; MaryEllen García, University of Texas San Antonio. Rethinking Academic Language in Language Minority Education Convenor: Kellie Rolstad, Arizona State University Participants: James Paul Gee, University of Wisconsin - Madison; Donaldo Macedo, Lilia I. Bartolome, University of Massachusetts - Boston; Concepción M. Valadez, University of California, Los Angeles; Kellie Rolstad, Carole Edelsky, Karen Smith, Terrence G. Wiley, Jeff MacSwan, Arizona State University. Rethinking School Reform in the Context of Cultural and Linguistic Diversity: Creating a Responsive Learning Community - A Case Study Convenor: Eugene E. Garcia, Arizona State University Participants: Eugene E. Garcia, Arizona State University; Marco Bravo, Katherine Chung, Jorge Solis, Gabino Arredondo, Yu Min Ku, University of California, Berkeley. Global Policy Challenges and Prospects for Bilingual Education Convenors: Terrence G. Wiley and Carlos Ovando, Arizona State University Participants: Stephen May, University of Waikato; Tracey Derwing, University of Alberta; Juliet Langman, University of Texas at San Antonio; John Harris, Linguistics Institute of Ireland; Kathleen Heugh, University of Cape Town; Nancy Hornberger, Harold Schiffman, University of Pennsylvania; Bernard Spolsky, Bar-Ilan University; Colin Baker, University of Wales, Bangor; Reynaldo F. Macías, University of California, Los Angeles; J. David Ramírez, California State University, Long Beach; Carlos Ovando, Terrence G. Wiley, Wayne E. Wright, Josué M. González, Arizona State University. Anti-Bilingual Initiatives: Ideology, Pedagogy and Identity Convenor: Mary Carol Combs, University of Arizona Participants: James Crawford, Independent Scholar; Rene Galindo, University of Colorado, Denver; Mary Carol Combs, Norma González, Dionisio de la Viña, Char Ullman, University of Arizona; Elizabeth Arnot-Hopffer, Davis Bilingual Magnet School. Promoting Bilingualism and Biliteracy in Schools: Two-Way Immersion Education Convenor: Donna Christian, Center for Applied Linguistics Participants: Donna Christian, Elizabeth R. Howard, Julie Sugarman, Center for Applied Linguistics; Kathryn Lindholm-Leary, San Jose State University. Minority Language Survival: The Perspective from Northwest Wales Convenors: Margaret Deuchar and Virginia C. Mueller Gathercole, University of Wales, Bangor Participants: Virginia C. Mueller Gathercole, Enlli MônThomas, Margaret Deuchar, Colin Baker, Cen Williams, University of Wales, Bangor; Meirion Prys Jones, Welsh Language Board. Studies of Pre-Verbal Dual Language Learners Convenor: Fred Genesee, McGill University Participants: Laura Bosch, Núria Sebastián-Gallés, University of Barcelona; Megha Sundara, Janet F. Werker, B. Maneva, Fred Genesee, Linda Polka, McGill University; Christopher T. Fennell, University of British Columbia; LouAnn Gerken, University of Arizona. Formal Perspectives on Bilingual Codeswitching Convenor: Almeida Jacqueline Toribio, Pennsylvania State University Participants: Marcel den Dikken, City University of New York Graduate Center; Monica Moro Quintanilla, Universidad de Oviedo; Brian Hok-shing Chan, Hong Kong Polytechnic University; Jeff MacSwan, Arizona State University; Almeida Jacqueline Toribio, Pennsylvania State University; Leyla Naseh, Stockholm University; Shoba Bandi Rao, New York University. Recent Investigations of the Bilingual Brain Convenors: Viorica Marian, Northwestern University; Cheryl Frenck-Mestre, Centre National de Recherche Scientifique Participants: Viorica Marian, Northwestern University; Michael Chee, Chun Siong Soon, Hwee Ling Lee, Cognitive Neuroscience Laboratory, Singapore General Hospital; Shirley-Ann Rueschemeyer, Christian J. Fiebach, Anja Hahne, Angela Friederici, Max Planck Institute of Cognitive Neuroscience; Irene P. Kan, Sharon L. Thompson-Schill, University of Pennsylvania; Joan A. Sereno, Allard Jongman, University of Kansas, Lawrence; Yue Wang, State University of New York at Buffalo; Joy Hirsch, Columbia University; J. L. Anton, M. Roth, CNRS-Centre IRMf Marseille; J. Massion1, N. NGyuen, C. Frenck-Mestre, CNRS-LPL, Aix-en-Provence; J. Vaid, Rachel Hull, Texas A&M University; J. F. Viallet, CNRS-LPL, Aix-en-Provence; M. Habib, CHU La Timone, Marseille; Wendy Francis, University of Texas, El Paso. Linguistic and Developmental Influences on the English Literacy Acquisition of Native Spanish Speakers Convenor: Elizabeth Howard, Center for Applied Linguistics Participants: Patton Tabors, Mariela Páez, Harvard University; Diane August, Elizabeth Howard, Igone Arteagoitia, Valerie Malabonga, Dorry Kenyon, Center for Applied Linguistics; Margarita Calderon, Johns Hopkins University; Fred Genesee, McGill University. Cognitive Control and Bilingualism Convenor: Jan Hulstijn, University of Amsterdam Participants: Norman Segalowitz, Concordia University, Montreal; Renata Meuter, Queensland University of Technology, Carseldine Campus; Joseph Tzelgov, Liat Goldfarb, Ben Gurion University; Ellen Bialystok, York University; Michael Ullman, Georgetown University. The Role of Interference in Language Change: The Case of French Convenors: Professor Raymond Mougeon, York University, Toronto; Jeanine Treffers-Daller, University of the West of England, Bristol Participants: Raymond Mougeon, Katherine Rehner, York University, Toronto; Jeanine Treffers-Daller, University of the West of England, Bristol; Foued Laroussi, University of Rouen; Sylvie Dubois, Louisiana State University; Terry Nadasdi, University of Alberta; Michael D. Picone, University of Alabama; Sibylle Noetzel, Louisiana State University; Lise Dubois, Université de Moncton. Early Mixes: Is There a Pre-grammatical Stage in Bilingual Language Development? Convenor: Elisabeth van der Linden, University Amsterdam Participants: Margaret Deuchar, Marilyn Vihman, University of Wales, Bangor; Elisabeth van der Linden, University Amsterdam; Regina Koeppe, Juergen Meisel, Natascha Mueller, University of Hamburg; Juana Liceras, University Ottawa; Rosemarie Tracy, Ira Gawlitezk-Maiwald, University of Mannheim; Fred Genesee, McGill University; Ludovica Serratrice, University of Manchester; Jacqueline van Kampen, University of Utrecht. Exploring the Flexibility of Bilingual Preschool Children’s Language Choice Convenor: Johanne Paradis, University of Alberta Participants: Johanne Paradis, University of Alberta; Elena Nicoladis, University of Alberta; Fred Genesee, McGill University. Bilingualism and Bilingual Education in Changing Political Climates: Language Policies and Education in Galicia (Spain), the Basque Country, Paraguay, and Guatemala Convenor: Concepción M. Valadez, University of California, Los Angeles Participants: Concepcion Monreal Valadez, University of California, Los Angeles; Luis Sobrado F., Universidad de Santiago de Compostela; Feli Etxeberria S., Universidad del Pais Vasco; Olga Galeano de Cardozo, Comision Nacional de Bilinguismo de Paraguay; Alexis Aquino; Almidio M Aquino A., Insituto de Linguistica Guarani del Paraguay; Richard Ruiz, University of Arizona. The Lost Word: L2 Vocabulary Attrition in the Speech of Returnees Convenor: Lynne Hansen, Brigham Young University, Hawaii Participants: Ray Graham, Robert Russell, Karri Lam, Brigham Young University; Lynne Hansen, Akihiro Sawada, Andrew Colver, Helama Perreira, Won-Hye Chong, Brigham Young University, Hawaii. Marked Linguistic Choices and Language Preference Convenor: Susan Burt, Illinois State University Participants: Elin Fredsted, University of Flensburg; Susan Burt, Illinois State University; Janet Fuller, Southern Illinois University; Carol Myers-Scotton, University of South Carolina. Continuity and Change in Bilingual Practices: The Intersection of Institutional Policies and Local Ideologies Convenor: Tamar Kremer-Sadlik, University of California, Los Angeles Participants: Tami Kremer-Sadlik, Kathryn Howard, Amy Paugh, University of California, Los Angeles; Patricia Baquedano-Lopez, University of California, Berkeley. Continuing a Conversation on Controversial Issues in Bilingual Acquisition Research: The Question of "Differentiation" Convenor: Marilyn Vihman, University of Wales, Bangor Participants: Margaret Deuchar, Marilyn Vihman, University of Wales, Bangor; Fred Genesee, McGill University; and others. Language Change Convenor: Petek Kurtboke Participants: Petek Kurtboke; Shinji Ido, University of Sydney; Daniel Villa, New Mexico State University. Language Crossing the Line Convenor: Janet Martinez-Bernal, Cochise College Participants: Joan Leigh, Janet Martinez-Bernal, Arturo Chacon, Cochise College; Minerva Mejia Kong, Douglas Public Schools. Congruence and Verbs in Codeswitching Convenor: Carol Myers-Scotton, University of South Carolina Participants: Carol Myers-Scotton, University of South Carolina; Janice Jake, Midlands Technical College; Jan Bernsten, University of Michigan at Flint; Longxing Wei, Montclair State University; Agnes Bolonyai, North Carolina State University; Ad Backus, University of California, San Diego. Bilingual Learning: Differentiation, Carry-Over, and the Distributed Characteristic Convenor: D. Kimbrough Oller, The University of Memphis Participants: D. Kimbrough Oller, The University of Memphis; Barbara Zurer Pearson, University of Massachusetts; Virginia Mueller Gathercole, University of Wales; Ana M. Navarro, University of Miami; Alan B. Cobo-Lewis, University of Maine. Languages and Emotions in Multilingual Contexts Convenor: Aneta Pavlenko, Temple University Participants: Jean-Marc Dewaele, Birkbeck College, University of London; Aneta Pavlenko, Temple University; Jeanette Altarriba, Tina Canary, University at Albany, State University of New York; Monica Datta, Carnegie Mellon University; Jyotsna Vaid, Texas A&M University. Bilingualism and Linguistic Convergence Convenor: Almeida Jacqueline Toribio, Pennsylvania State University Participants: Barbara Bullock, Richard Page, Paola Giuli Dussias, Chip Gerfen, Almeida Jacqueline Toribio, Pennsylvania State University; Liliana Sanchez, Rutgers University; Ad Backus, Tilburg University; Mark Louden, University of Wisconsin. Workshops Workshop: From CHILDES to LIDES: Ways to Transcribe, Code and Analyze Convenor: Melissa Moyer, Universidad Autónoma de Barcelona Participants: Louis Boumans, University of Nijmegen; Roeland van Hout, University of Tilburg and University of Nijmegen; Melissa Greer Moyer, Universidad Autónoma de Barcelona; Brian MacWhinney, Carnegie Mellon University. Workshop: Computerized Data Collection and Analysis in Bilingual Acquisition Research Convenors: David Ingram, Arizona State University Participants: Ferenc Bunta, Kelly Ingram, David Ingram, Arizona State University. Workshop: Research Funding Opportunities in Bilingualism Convenor: Lisa Pray, Arizona State University Participants: Peggy McCardle, National Institute of Child Health and Human Development, National Institutes of Health; Cecile McKee, Division of Behavioral and Cognitive Sciences/Linguistics, National Science Foundation; others. Workshop: Publishing Opportunities in Bilingualism Convenor: Changyoung Park, Arizona State University Participants: Nancy Hornberger, University of Pennsylvania; Bernard Spolsky, Bar-Ilan University; Colin Baker, University of Wales, Bangor; Juergen Meisel, University of Hamburg; Li Wei, University of Newcastle upon Tyne; Jason Cenoz, Universitity of the Basque Country; Josué Gonzalez, Arizona State University; others. Organizing Committee Jeff MacSwan, Chair, Arizona State University Dawn Bates, Arizona State University Holly Cashman, Arizona State University Elly van Gelderen, Arizona State University David Ingram, Arizona State University Nicholas Miller, University of Newcastle upon Tyne Melissa Greer Moyer, Universitat Autonoma de Barcelona Kellie Rolstad, Arizona State University Jeanine Treffers-Daller, University of the West of England - Bristol Li Wei, University of Newcastle upon Tyne For More Information For more information, visit the conference website at http://isb4.asu.edu/. You may also reach us at isb4 at asu.edu (email), (480) 727-6877 (telephone), (480) 727-6876 (fax), or by writing to the 4th International Symposium on Bilingualism, Arizona State University, PO Box 870211, Tempe, AZ 85287-0211, USA. From sorabud at bangkokmail.com Fri Feb 21 04:39:31 2003 From: sorabud at bangkokmail.com (sorabud rungrojsuwan) Date: Thu, 20 Feb 2003 20:39:31 -0800 Subject: No subject Message-ID: Dear Info-CHILDES, I'm working on first language acquisition of Thai children. I'm now interested in roles of input language, in terms of word frequency, to the types of word children acquired during period of one-word utterance. Does anyone know research about word frequency of mother language, word frequency of written and spoken language, or word frequency in terms of part of speech in dictionary; e.g. Noun = ??, V =??, Adj. =??. Thank you very much, sorabud _____________________________________________________________ " Love Bangkok use Bangkokmail " Get Free you at bangkokmail.com http://www.bangkokmail.com Register your's Domain at http://www.bangkokregister.com _____________________________________________________________ Select your own custom email address for FREE! Get you at yourchoice.com w/No Ads, 6MB, POP & more! http://www.everyone.net/selectmail?campaign=tag From pss116 at bangor.ac.uk Fri Feb 21 10:42:19 2003 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Fri, 21 Feb 2003 10:42:19 +0000 Subject: Search, Full Professor Developmental Psych Message-ID: The School of Psychology at the University of Wales, Bangor - one of Europe's leading psychology departments - is planning to fill seven new tenure-track positions, at levels equivalent to Assistant, Associate or Full Professor. The School, whose Centre for Cognitive Neuroscience has an established patient panel for neurobehavioural research and facilities for fMRI, ERP and MRI guided TMS, has an outstanding record of success. In the most recent UK national assessments we achieved the highest possible ratings for both Research (5*A), and Teaching Quality ("Excellent"). With these appointments we hope to strengthen our main areas of research interest: Language, Learning and Development; Clinical and Health Psychology; Perception, Attention and Motor Sciences; Experimental Consumer Psychology (including Social Cognition), though we welcome applications from any area of Psychology. The positions will include a newly-established Professorship in Developmental Psychology: Chair/Professor of Developmental Psychology (Reference Number: 03-2/146) Salary Negotiable in Professorial Range JOB DESCRIPTION Duties: To take a lead role in advancing the School's research and teaching in the area of Developmental Psychology. To pursue a programme of original scientific research. To teach psychology at undergraduate and postgraduate levels with the degree of professional application appropriate in a School committed to excellence in teaching. To carry out additional duties as may from time to time be required by the Head of School. To be answerable at the College Council through the Head of School for the efficient performance of his/her duties. To pursue appropriate professional development opportunities. Required Attributes: _ A doctoral degree. _ A strong background in research in Developmental Psychology. _ Appropriate teaching experience. For information about these positions and the School, applicants are advised to see our web-site http://www.psychology.bangor.ac.uk, and to contact Professors Shapiro k.shapiro at bangor.ac.uk, Rafal r.rafal at bangor.ac.uk, Vihman m.vihman at bangor.ac.uk, or Woods b.woods at bangor.ac.uk. Bangor is located on the coast near the mountains of North Wales, offering stunning scenery as well as a clean and peaceful environment. Application forms and further particulars must be obtained by contacting Human Resources, University of Wales, Bangor, Gwynedd LL57 2DG; tel: +44(0)1248 382926/388132; e-mail: personnel at bangor.ac.uk Closing date for applications: 7 April 2003 Committed To Equal Opportunities -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R -------------- next part -------------- An HTML attachment was scrubbed... URL: From damien.chabanal at univ-montp3.fr Tue Feb 25 08:06:20 2003 From: damien.chabanal at univ-montp3.fr (chabanal) Date: Tue, 25 Feb 2003 09:06:20 +0100 Subject: 5th Annual Conference, GDR Phonology, Montpellier, France Message-ID: Marilyn Vihman will speak on phonological acquisition at the 5th Annual Conference, GDR Phonology Université Paul Valéry, Montpellier Bâtiment de Recherche et Etudes Doctorales (BRED), Route de Mende Monday 2nd – Wednesday 4th June 2003 Organisers: Phil Carr, Damien Chabanal, Ksenija Djordjevic, Mohamed Embarki, Patrick Honeybone With the support of the GDR Phonology (CNRS 1954; Director: Professor Bernard Laks) and Dipralang EA 739 (Université Paul Valéry; Director: Professor Pierre Dumont) Invited speakers: Professor Larry Hyman (Berkeley) Professor Marilyn Vihman (Bangor) Scientific Committee: Gabriel Bergounioux (Orléans/CNRS), Phil Carr (Montpellier III/CNRS), Jean-Pierre Chevrot (Grenoble III/CNRS), Nick Clement (CNRS : ILPGA), Jacques Durand (Toulouse II/CNRS), Pierre Encrevé (CNRS : EHESS) Laurence Labrune (Bordeaux III/CNRS), Bernard Laks (Paris X/CNRS), Jean Lowenstamm (Paris VII/CNRS) The 5th annual meeting of the Groupe De Recherche (GDR) Phonologie will take place at the Université Paul Valéry, Montpellier, France, from 9.00 a.m. on Monday 2nd June 2003 until midday, Wednesday 4th June. Call for Papers Abstracts are welcome on any area of phonological/phonetic inquiry, including LabPhon approaches, sociolinguistic approaches, generative approaches (OT, Lexical Phonology, Government Phonology and others), acquisition studies, history and philosophy of phonetics/phonology. Papers on phonological acquisition very welcome! Abstracts should be one side of A4 (author’s name and details on separate sheet, please) and should be submitted by email to both Phil Carr ( philip.carr at wanadoo.fr ) and Damien Chabanal ( damien.chabanal at univ- montp3.fr ). Language of abstracts and papers: French or English. Time for papers: 30 minutes, plus 10 minutes for questions. Please use SIL Doulos for phonetic symbols, and send your abstract as a Word file. We plan to run a poster session, if there are sufficient numbers of poster papers offered. Please indicate whether you are prepared, or would prefer, to offer your paper as a poster. Deadline for abstracts: 05/04/03 Website : http://www.edgehill.ac.uk/acadepts/humarts/english/gdr2003.htm From lhewitt at bgnet.bgsu.edu Tue Feb 25 19:07:26 2003 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Tue, 25 Feb 2003 14:07:26 -0500 Subject: Call for Papers: ASHA Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Feb 26 01:43:49 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 25 Feb 2003 20:43:49 -0500 Subject: IPA entry system for Mac OSX Message-ID: Dear Info-CHILDES, There is now a freeware IPA Unicode entry system for Mac OSX. It is called IPAKeys and it is available from www.floodlight.net. All you have to do is download, unzip, put the keyboard into the /Library/KeyboardLayouts, reboot, and then CLAN and other Unicode editors can type IPA from the nice keyboard layout the Timothy Flood has devised. He even has a clickable handy reference chart called IPARef. Compared to the rather complex Tavultesoft KeyMan system on Windows, this is much easier to install and use. Thanks to Dr. Flood for this lovely freeware utility. --Brian MacWhinney From k40 at ix.urz.uni-heidelberg.de Wed Feb 26 06:47:18 2003 From: k40 at ix.urz.uni-heidelberg.de (Hermann =?iso-8859-1?Q?Sch=F6ler?=) Date: Wed, 26 Feb 2003 08:47:18 +0200 Subject: connectionism and creol Message-ID: Dear info-CHILDES memebers, is there any literature concerning connectionism and creol languages? Thank you very much in advance Hermann Schöler. _________________________________________________ Prof. Dr. Hermann Schöler Abt. Psychologie in sonderpädagogischen Handlungsfeldern Institut für Sonderpädagogik, Fakultät I Pädagogische Hochschule Heidelberg Keplerstr. 87 D - 69120 Heidelberg Tel.: (06221) 477-426 e-mail: k40 at ix.urz.uni-heidelberg.de website: http://www.ph-heidelberg.de/wp/schoeler _________________________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Feb 26 19:14:06 2003 From: roeper at linguist.umass.edu (tom roeper) Date: Wed, 26 Feb 2003 14:14:06 -0500 Subject: each Message-ID: I would like to know about any studies that have been done on the word each n English or other languages. Thanks, Tom Roeper -------------- next part -------------- An HTML attachment was scrubbed... URL: From sorabud at bangkokmail.com Fri Feb 28 04:15:55 2003 From: sorabud at bangkokmail.com (sorabud rungrojsuwan) Date: Thu, 27 Feb 2003 20:15:55 -0800 Subject: sum: word frequency Message-ID: Dear Info-childes, Thank you very much for the useful information about research on word frequency and the correlation of word frequency between children and adults. The following is the contributions and suggestions of info-childes' members. I hope that these would be useful for all of you who are interested in this topic. 1. From: You-Kyung Chang Reference: Au,T.K., Dapretto,M., & Song,Y.K. 1994. Input vs. Constraint: Early word acquisition in Korean and English. Journal of Memory and Language, 33. 567-582. 2. From: Magaret Friend 3. From: Madalena Cruz-Ferreira References: 1. BNC (British National Corpus: word frequency) http://thetis.bl.uk/lookup.html 2. http://childes.psy.cmu.edu/html/bib.html 4. From: Catherine Sandhofer Reference: Sandhofer,C. & Smith,L.B. 2000. Counting nouns and verbs in the input: Differential frequencies, different kinds of learning? Journal of Child Language, 27, 561-585. Sorabud, p.s. Cathy, thank you very much. _____________________________________________________________ " Love Bangkok use Bangkokmail " Get Free you at bangkokmail.com http://www.bangkokmail.com Register your's Domain at http://www.bangkokregister.com _____________________________________________________________ Select your own custom email address for FREE! Get you at yourchoice.com w/No Ads, 6MB, POP & more! http://www.everyone.net/selectmail?campaign=tag From cdd6 at cornell.edu Sun Feb 2 04:13:00 2003 From: cdd6 at cornell.edu (Cristina Dye) Date: Sat, 1 Feb 2003 23:13:00 -0500 Subject: elision Message-ID: Dear Info CHILDES Members, I am working on a project examining the first language acquisition of French and I am trying to find out at what age French children begin to show knowledge of phonological elision (e.g., je entends -> j'entends). Any suggestions or references would be greatly appreciated. Many thanks, Cristina Dye From a.karmiloff-smith at ich.ucl.ac.uk Sun Feb 2 07:57:20 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sun, 2 Feb 2003 07:57:20 +0000 Subject: elision In-Reply-To: <5.1.0.14.2.20030201225451.02064790@postoffice.mail.cornell.edu> Message-ID: you might find that they go from j'entends to je entends and back to j'entends - though I've never heard a child use je entends. I haven't studied this aspect of French but from my daughters I had many examples like the following where it seems that the liaison gives you a clue to what is going on: one age: c'est-a moi and c'est pas-a moi (with liaison "t" and "s" in second example) later: c'est-a moi and c'est pa t-a moi (where the negative has really been added rather than a ready made phrase) later - back to correct just an anecdote but interesting Annette K-S (At 23:13 -0500 1/2/03, Cristina Dye wrote: >Dear Info CHILDES Members, > > >I am working on a project examining the first language acquisition >of French and I am trying to find out at what age French children >begin to show knowledge of phonological elision (e.g., je entends -> >j'entends). Any suggestions or references would be greatly >appreciated. > >Many thanks, > >Cristina Dye From barriere at vonneumann.cog.jhu.edu Sun Feb 2 03:37:43 2003 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Sat, 1 Feb 2003 22:37:43 -0500 Subject: elision In-Reply-To: Message-ID: Dear Christina, A few remarks regarding your question and hopefully, some relevant references: 1. The way you ask your question seems to assume that the child analyses "j(e)" and "entends" as two linguistic units. However, from the point of view of the child they hear "jentends" and the first question to ask is the issue of the segmentation. As far as I am aware there is no study which deals with this on the acquisition of French. 2. This issue is of particular interest to 2 colleagues, Geraldine Legendre and Thierry Nazzi, and myself: we have carried out a Preferential paradigm study on children's ability to treat the subject clitic as an agreement marker. We have collected the data but haven't finished analysing it. Contact me about this in about three months or so. 3. I have carefully looked at SE cliticization for my PhD and used the misuse of the allomorph "se' in *il se ouvre" as opposed to "il s'ouvre" as a criterion of SE-productivity (following Allen, 1996, I assume that this constitutes strong evidence of productivity of a morpheme): there is one example of such a misuse mentioned ion Pierce , 1992 and in my data analysis of CHILDES French corpora (Leveille and Champaud) ana very large cross-sectional corpus of speech samples produced by 2 to 4 yeard olds (about 15 to 20 samples per age group: 2, 2;3, 2;6, Le Nornad, 1986 corpus) there is a maximum of 3 such instances. 4. I am not sure your questions only concerns elision between subject+ verb , but if it concerns this phenomenon in general- or rather the pheonomenon of 'Liasion'- , then there is some work done by Chevrot and Fayol (1999) and Wauquiers Gravelines (2002) (see full references below). Chevrot and Fayol (1999) conclude from their study on the production of liaisons between determiners and real and nonce words that between 2 and 3 the /z/ which occur between the determiner and the nouns as in /lezavi?/ (the planes) do not constitute a plural morpheme. Although Wauquiers-Gravelines (2002) presents a slightly different account of the acquisition of the liaison in that she rejects a lexically-based learning process, she also concludes that until about 2, the determiners and the nouns which involve a liaison are not treated as separate linguistic units. I have had e-mail convesrations with Wauquiers-Gravelines whose work is based on 2 methodological proecedures: experimental data as well as analysis of speech corpora and she says she has not come across unadultlike forms such as " *je zarive" (which would come frome "i(l)zariv") (informal query), or "*il jariv" which would come from misegmentation based on "jariv". Sophie Wauquier's e-mail is: wauquiers at wanadoo.fr. I have also asked Cecile De Cat, re the occurrences of such formns in the York Corpus and it seems that if they exist they are very rare (informal query). I can't find her e-mail right now, but you can find it on the web page of the York Linguistic department. Chevrot & Fayol (2001) Acquisition of french Liaison and related child errors. In M. Almgen, A. Barrenam M.J. Ezeizabarrena, I. Idziabal, B. MacWhinney (eds) Proceedings of the 8th conference of the IASCL, San Sebastianm 1999, 760-774. Pierce, A. (1992) Language acquisition and syntactic theory: a comparative analysis of French and English child grammars. Kluwer: Dordrecht. Wauquier-Gravelines (2002) Realisms of constraints in the acquisition of liaisin in French. Communication orale, NaPhC, Avril, Montr?al.+_ aother publications, the list of which you may obtain by contacting her. It is great to know that fellow researchers are interested in this phenomenon! With best wishes, Isabelle Barriere Department of Cognitive Science Johns Hopkins University & Linguistics, Department of Humanities University of Hertfordshire At 07:57 AM 2/2/2003 +0000, you wrote: >you might find that they go from j'entends to je entends and back to >j'entends - though I've never heard a child use je entends. >I haven't studied this aspect of French but from my daughters I had many >examples like the following where it seems that the liaison gives you a >clue to what is going on: > >one age: c'est-a moi and c'est pas-a moi (with liaison "t" and "s" in >second example) > >later: c'est-a moi and c'est pa t-a moi (where the negative has really >been added rather than a ready made phrase) > >later - back to correct > >just an anecdote but interesting >Annette K-S > > >(At 23:13 -0500 1/2/03, Cristina Dye wrote: >>Dear Info CHILDES Members, >> >> >>I am working on a project examining the first language acquisition of >>French and I am trying to find out at what age French children begin to >>show knowledge of phonological elision (e.g., je entends -> j'entends). >>Any suggestions or references would be greatly appreciated. >> >>Many thanks, >> >>Cristina Dye At 07:57 AM 2/2/2003 +0000, Professor Annette Karmiloff-Smith wrote: >you might find that they go from j'entends to je entends and back to >j'entends - though I've never heard a child use je entends. >I haven't studied this aspect of French but from my daughters I had many >examples like the following where it seems that the liaison gives you a >clue to what is going on: > >one age: c'est-a moi and c'est pas-a moi (with liaison "t" and "s" in >second example) > >later: c'est-a moi and c'est pa t-a moi (where the negative has really >been added rather than a ready made phrase) > >later - back to correct > >just an anecdote but interesting >Annette K-S > > >(At 23:13 -0500 1/2/03, Cristina Dye wrote: >>Dear Info CHILDES Members, >> >> >>I am working on a project examining the first language acquisition of >>French and I am trying to find out at what age French children begin to >>show knowledge of phonological elision (e.g., je entends -> j'entends). >>Any suggestions or references would be greatly appreciated. >> >>Many thanks, >> >>Cristina Dye -------------- next part -------------- An HTML attachment was scrubbed... URL: From lieven at eva.mpg.de Mon Feb 3 10:07:13 2003 From: lieven at eva.mpg.de (Elena Lieven) Date: Mon, 3 Feb 2003 11:07:13 +0100 Subject: Ph.D studentship at Max Planck Centre, Manchester Message-ID: Ph.D. studentship for the study of language development Applications are invited for a funded Ph.D. studentship. The student will be attached to the Max Planck Child Study Centre and registered for a Ph.D. in the Department of Psychology at the University of Manchester. The Centre is run by Professor Elena Lieven and is funded by the Department of Developmental and Comparative Psychology (Director: Professor Michael Tomasello) at the Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany. Dr. Anna Theakston of the Manchester Psychology Department will be a co-supervisor. Research in the Centre focuses on the development of language (especially grammar) and consists in the collection and analysis of naturalistic and experimental data for both English and German-speaking children. You must have or expect to attain this summer, a good honours degree in Psychology, Linguistics or an associated discipline. Funding will consist of approximately 11,700 Euros per annum plus support for travel and equipment. The Home/EC rate for fees will be paid by the MPI. Applications must be made on University of Manchester postgraduate application forms, which can be obtained from Julie Hampson, Department of Psychology, The University of Manchester, M13 9PL, UK (email: Julie at psy.man.ac.uk; tel: 0161-275-8581) and completed applications must reach her by February 21st 2003 at the latest. Interviews are expected to take place in Manchester on Friday March 7th 2003. Enquiries can be made by email to Professor Lieven at the MPI for Evolutionary Anthropology, Inselstrasse 22, D-04103, Leipzig, Germany. (lieven at eva.mpg.de) From ahousen at vub.ac.be Mon Feb 3 09:15:21 2003 From: ahousen at vub.ac.be (Alex Housen) Date: Mon, 3 Feb 2003 10:15:21 +0100 Subject: Documentaries on learner language, language learning, bilingualism Message-ID: Dear colleagues, A few weeks ago Brian MacWhinney placed a list of non-documentary films on child language and language learning on the CHILDES website. This prompted me to look for a similar list of more focused documentary programmes on child and adult language learner speech, first/second language acquisition and bilingualism for use in university courses. According to Brian no such list exists. And our librarians have not been very successful in tracing such documentaries either. Therefore I would welcome any useful pointers or references you might have in this respect. -- Alex Housen Germanic Languages Dept. & Centre for Linguistics Vrije Universiteit Brussel Pleinlaan 2, B-1050 Brussel, Belgium +32-(0)2-629.18.73 -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Mon Feb 3 21:20:13 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Mon, 3 Feb 2003 16:20:13 -0500 Subject: Documentaries on learner language, language learning, bilingualism Message-ID: Alex Housen wrote: > Therefore I would welcome any useful pointers or references you might > have in this respect. > Alex Housen wrote: > Therefore I would welcome any useful pointers or references you might > have in this respect. > Hi, here are 3: 1. The Canadian Broadcasting Company made a very nice 1/2 hour film back in 1973 that was beautifully photographed. It is still remarkably pertinent. It was in the Nature of Things series, and called 'Out of the Mouths of Babes' (narrated by Peter and Jill DeVilliers.) It's available from the Filmakers Library in NY: http://www.filmakers.com/indivs/OutofMouths.htm 2. There was a Nova film (1 hour) produced in Boston by WGBH for PBS, called Babytalk. I don't know if it is commercially available, as so many of the Nova films are. 3. A language development film is in the current Discovering Psychology series, a telecourse hosted by Philip Zimbardo and available from PBS. Number 6 of the series is called Language Development. It's the second half of the tape, preceded by a half hour program on child development. I imagine the programs can be bought separately. http://www.learner.org/discoveringpsychology/index.html -- Jean Berko Gleason -- Jean Berko Gleason Professor Department of Psychology Boston University 64 Cummington St. Boston MA 02215 From santelmannl at pdx.edu Mon Feb 3 21:32:54 2003 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 3 Feb 2003 13:32:54 -0800 Subject: Documentaries on learner language, language learning, bilingualism In-Reply-To: Message-ID: There's also a recent series that was on US public television called "The Secret Life of the Brain". It looks at brain development at various ages (infant, child, adolescent, adult, aging). The episode on the child's brain (#2) focuses on language, with some reference particular language disorders. It's available for about $20 from PBS (http://www.pbs.org/wnet/brain/episode2/index.html or http://www.pbs.org/wnet/brain/) Lynn Santelmann At 10:15 AM 2/3/2003 +0100, Alex Housen wrote: >Dear colleagues, > >A few weeks ago Brian MacWhinney placed a list of non-documentary films on >child language and language learning on the CHILDES website. >This prompted me to look for a similar list of more focused documentary >programmes on child and adult language learner speech, first/second >language acquisition and bilingualism for use in university courses. >According to Brian no such list exists. And our librarians have not been >very successful in tracing such documentaries either. >Therefore I would welcome any useful pointers or references you might have >in this respect. > > >-- >Alex Housen > >Germanic Languages Dept. & Centre for Linguistics >Vrije Universiteit Brussel >Pleinlaan 2, B-1050 Brussel, Belgium >+32-(0)2-629.18.73 *************************************************************************************** Lynn Santelmann, Ph.D. Asst. Professor, Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 phone: 503-725-4140 fax: 503-725-4139 e-mail: santelmannl at pdx.edu (that's last name, first initial) web: www.web.pdx.edu/~dbls Personal web (Tommy's page): www.netinteraction.com/thomas/ ******************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Mon Feb 3 22:34:17 2003 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Mon, 3 Feb 2003 17:34:17 -0500 Subject: documentaries Message-ID: I add these, compliments of Steven Weinberger who included these on a linguist list with non-documentary films Nov 1996 ... I have seen the Human Language Series and like it. Diane Pesco 1. The Human Language Series . 1995. director: Gene Searchinger. NY: Ways of Knowing. part 1. Discovering Human Language part 2. Acquiring Human Language part 3. The Human Language Evolves 2. American Tongues. 1987. By Andrew Kolker and Louis Alvarez. NY: Center for New American Media. (American dialects) 3. The Singer's Voice. 1993. By Joan Wall and Robert Caldwell. Dallas TX: Pst... Inc. (the vocal tract and articulatory phonetics) 4. The Secret of the Wild Child. 1994. director: Linda Garmon. (NOVA documentary about Genie) -- Diane Pesco McGill University School of Communication Sciences and Disorders email dpesco2 at po-box.mcgill.ca phone (office) 514-398-4102 fax 514-398-8123 From cchaney at sfsu.edu Tue Feb 4 02:19:18 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Mon, 3 Feb 2003 18:19:18 -0800 Subject: documentaries In-Reply-To: <3E3EEE69.96897933@po-box.mcgill.ca> Message-ID: Did anyone mention this good film? Aquiring Human Language - Playing the Language Game. 56 min. A good look at the main theories. From gigliana.melzi at nyu.edu Wed Feb 5 00:22:26 2003 From: gigliana.melzi at nyu.edu (Gigliana Melzi) Date: Tue, 4 Feb 2003 19:22:26 -0500 Subject: Two faculty positions available at NYU Message-ID: An HTML attachment was scrubbed... URL: From Jean-Pierre.Chevrot at u-grenoble3.fr Wed Feb 5 14:11:23 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Wed, 5 Feb 2003 15:11:23 +0100 Subject: Call : Language acquisition, teaching, remediation Message-ID: (see above a French version) *********************************************************************** International Conference ORAL LANGUAGE OF SCHOOL CHILDREN: ACQUISITION, TEACHING, REMEDIATION 23-24-25 October 2003 LOCATION Institut Universitaire de Formation des Ma?tres de l'Acad?mie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. Organised by: Laboratoire de Linguistique et Didactique des Langues Etrang?res et Maternelles (LIDILEM), IUFM de Grenoble / Universit? Stendhal Grenoble 3. SCIENTIFIC COMMITTEE Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-Fran?ois DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agn?s FLORIN, Catherine GARITTE, Fr?d?rique GAYRAUD, Michel GRANDATY, Jean-Fran?ois HALTE, Itziar IDIAZABAL, Harriet JISA, Mich?le KAIL, Sophie KERN, Agn?s MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. ORGANISING COMMITTEE Catherine BRISSAUD (catherinebrissaud at wanadoo.fr) Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr) Jean-Marc COLLETTA (jean-marc.colletta at u-grenoble3.fr) Clarisse DUC (clarisse.duc at grenoble.iufm.fr) Marielle RISPAIL (rispail.marielle at wanadoo.fr) Jean-Pascal SIMON (jean-pascal.simon at grenoble.iufm.fr). AIMS Students' mastery of language is a recognized priority of the school system. However, pedagogical practices related to oral language are a complex issue for participants of the educational system. This is partly due to the fact that curricula and related teaching practices vary considerably, as do their underlying aims. These seemingly contradictory aims include the following: - to focus pedagogy on the learning of language structures or on the learning of conversational skills; - to teach standard usage or to encourage the ability to adapt one's language to various situations; - to favour communication and language practice or to favour reflection on and analysis of language and communication. The general aim of this meeting is to facilitate discussion of these issues and to encourage exchange between three communities: researchers in the field of oral language acquisition, researchers in oral didactics, and teachers and/or interested members of the school community. The conference's overall objectives are: - To promote dissemination in the wider educational community of research into the development of oral language and of research into associated teaching methodologies. - To compare ideas about such methodologies and to specify their relation to pedagogical practices and theories of development. - To encourage research into language development in school children. TOPICS Proposals are invited for oral presentations (length: 20 minutes followed by 10 minutes of discussion) or for posters (90cm*120cm ; 3 ft*4 ft) in the following areas. The organising committee reserves the right to switch format type (poster/oral) to develop the best possible program: 1. Description and modelling of language development: - Spoken or sign Languages (production, understanding, metalinguistic skills ) - Language acquisition (phonology, morphology, syntax, words) or communication skills (pragmatics and socio-linguistics, text based, prosody, body language). - Development under normal or other circumstances (SLI or delay related to other pathologies). - Development in monolingual or multilingual contexts. 2. Description and modelling of educational practices: - Analysis of official curricula, practices and contexts of oral teaching and learning, - Description of scholastic acquisition contexts and publics, - Development and validation of learning, training and remediation tools Proposals must include observation-based data (corpora or experiments). Particular attention will be given to proposals which both deal with developmental and didactic problems. Proposals concerning research on early development will be considered if the research is related to later development (longitudinal studies). SUBMISSION OF PROPOSALS Please submit: 1/ one page with the following information: - The name(s) of the author(s), and their affiliation(s). - The postal and e-mail address of the first author, and her/his phone and fax numbers. - The title. - A list of keywords. 2/ one page of a clearly titled, 600-word abstract for review Official working languages are French and English. Send submissions: - By post : 8 copies to the following address: Clarisse DUC Colloque Langage Oral 2003, IUFM de Grenoble 30 avenue Marcelin Berthelot, F-38100 Grenoble, FRANCE. - Or by fax : 33 (0) 4 76 74 73 37 - Or by e-mail to: oral2003 at grenoble.iufm.fr The proposals must be in an attached RTF file ; a postal copy is recommended if special fonts or symbols are used. DEADLINE All submissions must be received by March 31, 2003. Notification of acceptance: May 30, 2003. Accommodation information will be provided later. *********************************************************************** Colloque International LE LANGAGE ORAL DE L'ENFANT SCOLARISE : ACQUISITION, ENSEIGNEMENT, REM?DIATION 23-24-25 octobre 2003 Lieu : Institut Universitaire de Formation des Ma?tres de l'Acad?mie de Grenoble (I.U.F.M.) 30 Avenue Marcellin Berthelot, F-38100, Grenoble, France. Organisateur : Laboratoire de Linguistique et Didactique des Langues Etrang?res et Maternelles, IUFM de Grenoble / Universit? Grenoble 3. Comit? scientifique Josie BERNICOT, Jean-Paul BERNIE, Maryse BIANCO, Jean-Fran?ois DE PIETRO, Joaquim DOLZ, Michel FAYOL, Agn?s FLORIN, Catherine GARITTE, Fr?d?rique GAYRAUD, Michel GRANDATY, Jean-Fran?ois HALTE, Itziar IDIAZABAL, Harriet JISA, Mich?le KAIL, Sophie KERN, Agn?s MILLET, Auguste MOUYAMA, Tu Huyen NGUYEN, Elizabeth NONNON, Sharon PEPERKAMP, Alain RABATEL, Bernard SCHNEUWLY, Elsa SPINELLI, Gilbert TURCO, Edy VENEZIANO. Comit? d'organisation Catherine BRISSAUD (catherinebrissaud at wanadoo.fr), Jean-Pierre CHEVROT (jean-pierre.chevrot at u-grenoble3.fr) Jean-Marc COLLETTA (jean-marc.colletta at u-grenoble3.fr) Clarisse DUC (clarisse.duc at grenoble.iufm.fr) Marielle RISPAIL (rispail.marielle at wanadoo.fr) Jean-Pascal SIMON(jean-pascal.simon at grenoble.iufm.fr). Pr?sentation La ma?trise du langage est reconnue comme un objectif prioritaire de l'?cole. Face ? cet objectif, la mise en ouvre effective d'une p?dagogie de l'oral laisse perplexes les acteurs du syst?me ?ducatif. En effet, les programmes et les pratiques p?dagogiques h?sitent entre plusieurs conceptions de l'enseignement de l'oral dont les objectifs sous-jacents flottent entre des p?les qui peuvent sembler contradictoires : - centrer la p?dagogie sur l'apprentissage des structures linguistiques ou bien sur celui des habilet?s conversationnelles ; - enseigner l'usage standard ou d?velopper la capacit? d'adapter son langage ? toutes les situations sociales ; - favoriser la pratique de la langue et de la communication ou favoriser la r?flexion sur la langue et sur la communication. L'objectif g?n?ral de ce colloque est de favoriser la r?flexion autour de ces conceptions en suscitant les ?changes entre trois communaut?s : les chercheurs du domaine de l'acquisition du langage oral, les chercheurs en didactique de l'oral, les formateurs et les acteurs du syst?me ?ducatif. Plus pr?cis?ment, cet objectif se d?cline sous la forme de trois objectifs plus particuliers : - favoriser la diffusion des recherches sur la didactique et le d?veloppement du langage oral aupr?s des acteurs du syst?me ?ducatif ; - recenser/confronter les conceptions en didactique de l'oral et pr?ciser leurs relations avec les pratiques p?dagogiques et les th?ories d?veloppementales ; - favoriser les recherches sur le d?veloppement langagier de l'enfant d'?ge scolaire. Th?matiques Nous vous invitons ? soumettre des propositions de communications dans les domaines suivants : 1. description et mod?lisation du d?veloppement du langage : - langues parl?es ou langues sign?es (production, r?ception, aspects m?talangagiers), - acquisitions linguistiques (phonologie, morphologie, syntaxe, lexique) ou habilet?s communicationnelles (aspects pragmatiques et sociolinguistiques, textualit?, prosodie, gestualit?), - d?veloppement ordinaire ou d?veloppement dans des circonstances particuli?res (troubles sp?cifiquement linguistiques ou associ?s ? d'autres pathologies), - contextes monolingues ou contextes plurilingues. 2. descriptions et mod?lisations didactiques : - analyse des programmes, des pratiques et des situations d' enseignement-apprentissage de l'oral, - description des publics et des contextes scolaires d'acquisition, - d?veloppement et validation d'outils d'apprentissage, d'entra?nement et de rem?diation. Les propositions devront pr?senter des donn?es issues d'observations, qu'il s'agisse de corpus, d'enqu?tes ou d'exp?rimentations. Une attention particuli?re sera accord?e aux propositions qui relient ou mettent en perspective les probl?matiques d?veloppementales et didactiques. Par ailleurs, le d?veloppement pr?coce pourra ?tre abord? ? condition d'?tre mis en relation avec le d?veloppement tardif (?tudes longitudinales). Modalit?s de soumission des propositions Chaque proposition devra comprendre une premi?re page avec les informations suivantes : - le ou les noms des auteurs, ainsi que leur affiliation, - les adresses postale et ?lectronique du premier auteur, ainsi que son num?ro de t?l?phone, - le titre, - une liste de mots cl?s. Une seconde page comportera le titre et le texte de la proposition (600 mots, environ une page). Les langues de travail du colloque sont le fran?ais et l'anglais. La modalit? de pr?sentation des communications retenues par le conseil scientifique sera d?cid?e par le comit? d'organisation. Selon cette d?cision, les communications seront orales (dur?e 20 mn + 10 mn de discussion) ou affich?es (90 cm x 120 cm) lors de plages horaires r?serv?es aux sessions de posters. Envoi des propositions par l'un des moyens suivants : 1) envoi postal de 8 copies ? l'adresse suivante : Clarisse DUC, Colloque Langage Oral 2003, IUFM de Grenoble, 30 av. Marcelin Berthelot, F-38100 Grenoble, France. 2) t?l?copie au 33 (0)4 76 74 73 37. 3) message ?lectronique ? : oral2003 at grenoble.iufm.fr ; les propositions, en pi?ce jointe, doivent ?tre au format RTF (en cas d'usage de caract?res sp?ciaux, l'envoi postal est souhait?). Date limite pour l'envoi des propositions : 31 mars 2003. Notification des acceptations : 30 mai. Des informations concernant les possibilit?s d'h?bergement vous seront communiqu?es plus tard. *********************************************************************** From anne.kolatsis at mailbox.uq.edu.au Wed Feb 5 02:40:45 2003 From: anne.kolatsis at mailbox.uq.edu.au (Anne Kolatsis) Date: Wed, 5 Feb 2003 12:40:45 +1000 Subject: Documentaries on learner language, language learning, bilingualism In-Reply-To: <5.1.0.14.2.20030204082909.02558d80@dingo.uq.edu.au> Message-ID: One that provides a good introduction is the second video, "The Language of Being" in the series called, "A Baby's World". It was put out by The Discovery Channel in 1994 and is distributed by Discovery Enterprises Group, Bethseda, MD, 20814. The series consultant is Professor Karmiloff-Smith. Undergrads love this one. Anne Kolatsis Graduate School of Education University of Queensland St Lucia, QLD, 4072 AUSTRALIA At 08:29 AM 4/02/03 +1000, you wrote: >Dear colleagues, > >A few weeks ago Brian MacWhinney placed a list of non-documentary films on >child language and language learning on the CHILDES website. >This prompted me to look for a similar list of more focused documentary >programmes on child and adult language learner speech, first/second >language acquisition and bilingualism for use in university courses. >According to Brian no such list exists. And our librarians have not been >very successful in tracing such documentaries either. >Therefore I would welcome any useful pointers or references you might have >in this respect. > > > >-- > >Alex Housen > >Germanic Languages Dept. & Centre for Linguistics >Vrije Universiteit Brussel >Pleinlaan 2, B-1050 Brussel, Belgium >+32-(0)2-629.18.73 -------------- next part -------------- An HTML attachment was scrubbed... URL: From cech at louisiana.edu Tue Feb 4 17:50:18 2003 From: cech at louisiana.edu (Claude G. Cech) Date: Tue, 4 Feb 2003 11:50:18 -0600 Subject: Job announcement Message-ID: UL-LAFAYETTE INSTITUTE OF COGNITIVE SCIENCE. The Institute of Cognitive Science at the University of Louisiana at Lafayette invites applications for a tenure-track Assistant Professor position in Cognitive Science beginning as early as Fall 2003. In particular, we are seeking a scholar with a strong research background in computational modeling. Requirements include: a Ph.D. in cognitive science or a related discipline, clear evidence of a productive research program, and strong potential for excellence in teaching. The Institute of Cognitive Science is a graduate unit offering a Ph.D. program in cognitive science. Information about the program and the Institute may be found at http://www.louisiana.edu/Research/ICS/. Applicants should submit a curriculum vitae and a letter describing their research interests, along with (p)reprints of publications, and at least three letters of reference to Subrata Dasgupta, Institute of Cognitive Science, University of Louisiana at Lafayette, P.O. Box 43772, Lafayette, LA 70504-3772. Review of applications will continue until the position is filled. The University of Louisiana at Lafayette is an Equal Opportunity/Affirmative Action employee. From macw at cmu.edu Wed Feb 5 22:57:30 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 5 Feb 2003 17:57:30 -0500 Subject: Better video transcription Message-ID: Dear Info-CHILDES, For over a year, the video transcription facilities in CLAN, particularly on Windows, have had a number of bugs. Over the last week, Leonid went through the system for transcribing video on Windows, cleaned up the bugs, and fixed up several facilities involving start and stop times for video clips. He also made the facility work better with MPEG. In the process, he also cleaned up a couple of less buggy features on the Macintosh. The current versions of CLAN on the web have these various bug fixes. If you are doing video analysis or editing on either Windows or Macintosh, I recommend that you download these new copies of CLAN. --Brian MacWhinney From Thomas.Klee at newcastle.ac.uk Thu Feb 6 14:04:42 2003 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Thu, 6 Feb 2003 14:04:42 -0000 Subject: Child Language Seminar 2003: second announcement Message-ID: Child Language Seminar 9-11 July 2003 University of Newcastle upon Tyne, England This year's CLS is hosted by the School of Education, Communication & Language Sciences at Newcastle University. This interdisciplinary conference was first held in 1977 and brings together researchers from all over the world. Keynote speakers are: Elena Lieven, Max Planck Institute for Evolutionary Anthropology, Leipzig and Department of Psychology, University of Manchester Donna Thal, Department of Communicative Disorders, San Diego State University Marilyn Vihman, School of Psychology, University of Wales, Bangor Call for Papers Proposals are invited for papers and posters on issues related to child language acquisition and disorders. Guidelines may be found on the CLS website at http://cls.visitnewcastlegateshead.com under the 'Pre-conference' tab at the top of the home page. Submission deadline is 28 February 2003. Registration The registration form may be downloaded from the website. The registration fee includes attendance at all sessions, a welcome reception the evening of July 9th, lunches on July 10th and 11th, morning and afternoon coffee/tea breaks and the conference dinner at Newcastle United Football Club the evening of July 10th. Each delegate will also receive a printed copy of the CLS research summaries upon arrival. The registration fee is ?140.00 if payment is received before 30 May 2003 and ?160.00 if received after. Accommodation Accommodation can be booked directly through the website. Newcastle upon Tyne is a coastal city in the North East of England with excellent air, rail and road connections (3 hours from London and 1.5 hours from Edinburgh by train). Newcastle and neighbouring Gateshead are currently bidding to be named European Capital of Culture in 2008 and are within easy reach of the Northumbrian countryside, County Durham and North Yorkshire as well as the Scottish Borders. The conference dinner will be held at St James' Park - the home of Newcastle United Football Club. Thomas Klee and Carolyn Letts, CLS Organisers Section of Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 From Jean-Pierre.Chevrot at u-grenoble3.fr Thu Feb 6 16:38:38 2003 From: Jean-Pierre.Chevrot at u-grenoble3.fr (Jean Pierre Chevrot) Date: Thu, 6 Feb 2003 17:38:38 +0100 Subject: Elision and liaison Message-ID: >Dear Info CHILDES Members, >I am working on a project examining the first language acquisition of >French and I am trying to find out at what age French children begin to >show knowledge of phonological elision (e.g., je entends -> j'entends). Any >suggestions or references would be greatly appreciated. >Many thanks, >Cristina Dye Dear Cristina What do you mean when you say "knowledge of phonological elision". Which developmental change do you think about? - First, the schwa alternate or always appears in the final position of a word and then it begins to disappear before a V (je entends, je prends --> j'entends) ? - First, the schwa never appears in the final position of a word and then it begins to appear and alternate before C (j'prends, j'entends --> je prends, j'prends) ? - First, schwa and no-schwa alternate randomly in the final position of a word and then, they begin to be context-dependent (schwa or no schwa before a C, no schwa before a V)? - etc. The general problem is the acquisition of phonological alternations and variations. Some questions about the acquisition of variable phonological units ("free" variation or context dependant alternations) are : - Are these units missing in the early lexical representations and then added? - Are these units memorized in the early lexical representations? - Are these units variable as soon as they are memorized in lexical representations? - How do the factors that influence the selection of variants become established? Linguistic factors (C or V in the initial position of the right-hand word, etc.) and sociolinguistic factors (social status : what the children hear in the family and the peer group, stylistic variation). As Isabelle mentions, we have done some works about the acquisition of liaison and acquisition of final post-consonantal /R/ ("quatre sous" with [R] / "quat'sous" without [R] ). Our idea is that one way to answer these questions is to consider the first stages of acquisition of variable phonological units as an exemplar-based process. We have some data and we propose a developmental scenario for liaison. In this scenario, certains stages are more empirically documented than others. Perhaps, we could apply some of these stages from liaison to elision. - Stage zero (not documented at this time) - the children store chunks of frequently cooccuring pieces of verbal strings. The sequences clitic + verbe and det+noun, stored as a whole, are such chunks of memorized verbal material. No liaison consonant errors ("un zours", "des nours") should appear at this stage. - Stage 1 - The children make CV segmention in "determiner + liaison consonant (LC)+ noun" sequences (un-n-ours, les-z-avions). The output of CV segmentation is a CV intial lexical form : nours, zavion. But the problem is that children hear the right-hand words in different liaison contexts. They hear the word "ours" in "un-n-ours" with /n/ liaison, in "deux-z-ours" with /z/ liaison, in "petit-t-ours" with /t/ liaison. So, for each word begining with a vowel in a French dictionnary, the child memorizes two or three exemplars : nours, zours, tours for the word "ours" (see Chevrot & Fayol (1999) for data, Dugua (2002), Chevrot & Fayol (2000) for data and exposition of this part of the scenario). When the children use the word "un" before the exemplar "zours", they produce a liaison error ("un zours"). - Stage 2 - In our develomental view, the second stage of acquisition consists in the learning of association between certain left-hand words and the exemplars of the right-hand word : the children learns to associate "un" with the exemplar "nours", "deux" with the exemplar "zours", "petit" with the exemplar "tours". The dynamics of this change is "statistical learning". We have some data about this hypothese. We find early SES differences in the performance for obligatory liaisons (from 28 to 45 months) and these differencies disapear after 50 months. For optional liaisons, the SES differences appear from 50 months (Nardy, 2002). In adults (and in child directed speech), the frequency of optional liaison depends (among others) upon the Socioeconomic Status (SES) of the speaker, but the obligatory liaison are realized 100 per cent by all speakers. A possible explanation of the results for the obligatory liaisons should be that the amount of input is more important for children from families with high SES. If so, the high SES children should have more opportunities for the statistical learning of associations. Stage 3 - In a third stage (adult), this LC's (liaison consonant) evolve in three directions, depending on (a) contraints concerning lexical unicity and lexical invariance and (b) frequency effects (C?t?, 2002; Chevrot, Auberg?, C?t?, Fayol, 2002) : - the most important part of LC's detache form the right hand word and become epenthetic (default case), - others LC's remain at the begining of the right hand word, in case of frequent combination of LC with a specific right-hand word. - others LC's become fixed consonant encoded at the end of suppletive variants of left hand words : adjectives with different vowel in their liaison and non liaison forms ("bon", "ancien"). An other view challenging this epenthetic one : to consider liaison in adults as parts of constructions or schemas (Bybee, 2001). If we apply this scenario to elision, we have the following stages : 0- Children memorize unsegmented heard clitic+verb or det+N sequences : "j'arrive" ou "j'viens" (without schwa), "je viens" (with schwa), "l'ours", "le chien", etc. 1 - After segmentation, children have two exemplars for the clitic "je" (with schwa and without schwa). The more available is the more frequent (is "je" more "frequent" than "j'' " in child directed speech?). We can observe errors : "je entends". 2 - Children learn to associate the exemplar without schwa with the vowel-initial words and the two exemplars with consonant-initial words. 3 - Schwa becomes epenthetic Refs - Bybee, J. (2001). Frequency efects on French liaison, in Joan Bybee and Paul Hopper (eds.), Frequency and the Emergence of Linguistic Structure, John Benjamins, 337-359. - Chevrot, J.-P. & Fayol, M. (2001). Acquisition of French liaison and related child errors, in M. Almgren, A. Barre?a, M.J. Ezeizabarrena, I. Idiazabal, and B. MacWhinney (Ed.), Research on Child Language Acquisition : Proceedings of the 8th Conference of the International Association for the Study of Child Language, volume 2, Cascadilla Press, 760-774. - Chevrot, J.-P. & Fayol, M. (2000). L'acquisition de la liaison : enjeux th?oriques, premiers r?sultats, perspectives, Lidil, 22, 11-30. - Chevrot, J.-P., Beaud, L., Varga, R. (2000). Developmental data on a French sociolinguistic variable : the word-final post-consonantal /R/, Language Variation and Change 12(3), 295-319. - Chevrot, Jean-Pierre, Auberg?, V?ronique, C?t?, Marie-H?l?ne & Fayol, Michel (2002). La liaison : acquisition, th?orie phonologique, traitement automatique, Colloque Cognitique: bilan et perspectives, La Sorbonne, Paris, 6-7 d?cembre. - C?t?, Marie-H?l?ne (2002). Between Phonology and the Lexicon : French liaison revisited, University of Toronto, 29 Novembre 2002. - Dugua, C?line (2002). Liaison et segmentation du lexique en fran?ais : vers un sc?nario d?veloppemental, m?moire de DEA, Grenoble 3. - Nardy, Aur?lie (2002). L'acquisition de la liaison : production, jugement et environnement langagier, Ma?trise, Grenoble 3. Jean-Pierre *********************************************************************** Jean-Pierre Chevrot UFR SCL, Universit? Stendhal, BP 25, 38040, Grenoble cedex, France tel : (0)4 76 41 90 46 *********************************************************************** From s.nakai at bangor.ac.uk Fri Feb 7 09:48:11 2003 From: s.nakai at bangor.ac.uk (Satsuki Nakai) Date: Fri, 7 Feb 2003 10:48:11 +0100 Subject: hearing test for babies Message-ID: Dear Info-CHILDES, We are exploring the possibility of buying a system which allows us to give hearing tests to babies. We'd very much appreciate your comments on available systems regarding the following issues: 1. price 2. ease of use 3. running cost 4. length of test 5. reliability of the results 6. technical support We would also like to know what you do (if you give hearing tests) when the baby fails the test: 1. Do you give the test before the experiment but carry on the experiment even if the baby fails the test, or do you administer the test after the experiment? 2. What do you tell the parents? Do you have a clinic you can refer the baby to? Please send replies to . If anyone is interested in the responses I receive, please write to me also; I'll send you a summary. Thank you very much in advance, Satsuki Nakai From dcavar at indiana.edu Sat Feb 8 00:49:15 2003 From: dcavar at indiana.edu (Damir Cavar) Date: Fri, 7 Feb 2003 19:49:15 -0500 Subject: Call: BOOT-LA, April 2003, Indiana University Message-ID: =================================================== Call for Papers: BOOT-LA Bootstrapping in Language Acquisition: Psychological, Linguistic and Computational Aspects Indiana University, Bloomington, IN, USA April 21-23, 2003 http://jones.ling.indiana.edu/boot-la/ Due Date of Paper Submission is March 1, 2003 =================================================== TITLE BOOT-LA: Bootstrapping in Language Acquisition: Psychological, Linguistic and Computational Aspects SCOPE Bootstrapping approaches to language acquisition have been extensively addressed by researchers in domains like psycholinguistics, computational and theoretical linguistics, cognitive science, machine learning. This workshop aims at bringing together researchers in these fields. LOCATION Indiana University, Bloomington campus, Bloomington, Indiana. TIME 21st to 23rd of April, 2003 AREAS OF INTEREST The workshop seeks to provide a forum for presentation and discussion of original research on different aspects of bootstrapping including, but not limited to: * its role in language acquisition for different domains, from a theoretical, computational and psycholinguistic point of view * empirical evidence for bootstrapping strategies from psycholinguistic, psychological or cognitive science * concepts, algorithms, techniques, strategies and consequences from work on: - grammar induction - learnability theory - parameter setting approaches - constraint-based approaches - cue-based learning * computational approaches to learning subctegorization frames * how much knowledge can be bootstrapped from function words * strategies for lexical/sense disambiguation. Invited speakers are: Morten Christiansen (Cornell University) Michael Gasser (Indiana University) William Sakas (City University of New York) Linda Smith (Indiana University) J?rgen Weissenborn (Universit?t Potsdam) Charles Yang (Yale University) ORGANIZATIONAL ISSUES SUBMISSION DEADLINE FRIDAY, MARCH 1st, 2003 HOW TO SUBMIT YOUR ABSTRACT Abstracts can be at most 400 words of text. You may also include examples, references and data summaries (but no data charts or diagrams). This additional material, taken together, should not exceed 15 lines of text. METHOD OF SUBMISSION As an e-mail attachment. Name, Title and affiliation should be sent in a different attachment. The workshop homepage can be found at the following URL: http://jones.ling.indiana.edu/boot-la/ ORGANIZATION Damir Cavar Malgorzata Cavar Laurent Dekydtspotter Khaled Elghamry Steven Franks Rex Sprouse Contact: If you have questions or concerns, please contact: Damir Cavar Indiana University Linguistics Dept. Memorial Hall, Room 402 1021 E. Third Street Bloomington, IN. 47405-7005 phone: (812) 855-3268 fax: (812) 855-5363 Note: Following this workshop will be "The 33rd Linguistic Symposium on Romance Languages" (Indiana University, Bloomington). Details on the LSRL can be found here: http://www.indiana.edu/~lsrl33/lsrl_page_1.htm From ddwells99 at earthlink.net Sat Feb 8 03:20:04 2003 From: ddwells99 at earthlink.net (Deborah Wells) Date: Fri, 7 Feb 2003 19:20:04 -0800 Subject: research project Message-ID: An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Mon Feb 10 06:21:21 2003 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Sun, 9 Feb 2003 22:21:21 -0800 Subject: Position: Applied Linguistics Portland State University Message-ID: Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a year-round (12 month) fixed term Assistant Professor position. Applicants should have a Ph.D. in Applied Linguistics, Linguistics, Language Education, or a closely related field, with specialization in second language acquisition or pedagogy, classroom-based research, and/or corpus linguistics. This research position is in Portland State?s National Labsite for Adult ESOL (the ?Lab School?). The Lab School project is part of the National Center for the Study of Adult Learning and Literacy (NCSALL), a federally funded national research center. Further information about the Lab School and its research program is available on the project web site at www.labschool.pdx.edu. The successful candidate will be expected to establish and conduct a research program on aspects of adult second language acquisition and/or pedagogy, present at national conferences, publish in the relevant venues, and help provide leadership for the Lab School, an established delivery site for adult ESL instruction offered by a local community college on the campus of Portland State University. He or she will also help oversee the day-to-day operations of the Lab School, and is expected to be on site regularly. Essential qualifications include: ? Ph.D. in Applied Linguistics, Linguistics, Language Education or closely related field ? Specialization in Second Language Teaching, Classroom-based Research, Corpus Linguistics or Second Language Acquisition ? The ability to work well with teams of ESL professionals, department faculty and graduate students in the Lab School ? The ability to work with computer technology. Desired qualifications include: ? Ability to supervise graduate student thesis research ? Experience in working with adult, low-level learners of English ? Familiarity with one or more of the following languages: Spanish, Chinese (Mandarin or Cantonese), Vietnamese, or other native languages of Lab School students Furthermore, the successful candidate will participate actively in the intellectual life of the department of applied linguistics. Opportunities may be available for teaching in the department?s undergraduate and graduate programs, even though teaching is not a required duty of the position. The position will start August 1, 2003 and is anticipated to continue until July 31, 2006. Depending on renewal of funding, the position could continue well beyond that date. The starting salary range is $50,000-$52,000 per annum for the 12-month position. Resources will be available to support the research and professional activities of the person selected, including state-of-the-art technologies and technical staff for classroom-based and corpus-based studies of second language pedagogy and learning, support for professional travel and materials, and assistance with the development and preparation of grants for additional research projects. Application Information: Candidates should submit a letter of application including a statement of research and teaching interests, curriculum vitae, and representative publications, with names and addresses (including phone, fax and e-mail) of at least three references. Review of applications will begin March 1, 2003. The position will be open until filled. Applicants who do not already hold a Ph.D. degree must offer evidence that the degree will be granted before August 2003. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and an MA:TESOL degree. Portland State University, the largest of seven universities in the Oregon University System, is located in the center of the Portland metropolitan area. The university has approximately 23,000 students enrolled in programs from the undergraduate to the doctoral level. Both the department and the university are strongly committed to recruiting members of underrepresented groups. Portland State University is an Affirmative Action, Equal Opportunity institution and, in keeping with the President's diversity initiative, welcomes applications from diverse candidates and candidates who support diversity. **************************************************************************** Lynn Santelmann, Ph.D. Assistant Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls Personal (Tommy pictures): www.netinteraction.com/thomas ***************************************************************************** From henri.cohen at uqam.ca Mon Feb 10 19:27:14 2003 From: henri.cohen at uqam.ca (Henri Cohen) Date: Mon, 10 Feb 2003 14:27:14 -0500 Subject: Summer Institute on Categorization. 2nd announcement Message-ID: Dear Colleagues, The Universit? du Qu?bec ? Montr?al (UQ?M) will hold its first graduate summer institute in cognitive sciences from June 30th to July 11th 2003. The theme will be 'categorization' as seen from the point of view of the following disciplines: cognitive anthropology, cognitive computer science, linguistics, cognitive neuroscience, philosophy and psychology. The program is provided below. For more information, please consult our website: http://www.unites.uqam.ca/sccog. Registration at a lower rate is available prior to March 1st. Best regards Henri Cohen ========================================= Program June 30th, 2003 Categorization in cognitive sciences (all disciplines) Categorization in cognitive neuroscience, Stephen Grossberg, Boston University Categorization in psychology, Steven Harnad, Universit? du Qu?bec ? Montr?al Categorization in cognitive computer science, John F. Sowa, VivoMind LLC Categorization in linguistics, Pieter Muysken, Universiteit van Nijmegen Categorization in philosophy, Georges Rey, University of Maryland Discussant: On categorization in cognitive sciences, Anna Papafragou, University of Pennsylvania July 1st 2003 Semantic categories (anthropology, linguistics, philosophy, psychology) Emotions categories across languages, Jim Boster, University of Connecticut Semantic categorization, Brendan Gillon, McGill University Reference, Serge Larochelle, Universit? de Montr?al Categorisation and conceptual change, Paul Thagard, University of Waterloo A biological theory of empirical concepts, Ruth Millikan, University of Connecticut Color categories across languages, Paul Kay, University of California at Berkeley Discussant: On semantic categories, Seana Coulson, University of California at San Diego July 2nd 2003 Syntactic categories and category change (linguistics) A state of the art on syntactic categories, Arnold Zwicky, Stanford University Cross-categorial and multifunctional categories, Lisa Travis, McGill University Cross-categorial constructions, Rob Malouf, San Diego State University On category change, Ian Roberts, University of Cambridge How different can languages be? David Gil, Max Planck Institute for Evolutionary Anthropology, Leipzig Discussant: On syntactic categories, Pieter Muysken, Universiteit van Nijmegen July 3rd 2003 (linguistics and psychology) Categories in spoken and signed languages Syntactic categories in sign languages with particular reference to LSQ, Denis Bouchard and Colette Dubuisson, Universit? du Qu?bec ? Montr?al Syntactic categories in sign languages with particular reference to ASL, Judy Kegl, University Southern Maine Syntactic categories in signed versus spoken languages, Diane Lillo-Martin, University of Connecticut Acquisition of categories A state of the art on the acquisition of syntactic categories in L1, Marie Labelle, Universit? du Qu?bec ? Montr?al Syntactic categories in L2 acquisition, Lydia White, McGill University On categorisation and acquisition, Eve Clark, Stanford University July 4th 2003 Data mining for categories and ontologies (cognitive computer science, philosophy) The clustering of graph structures, Guy Mineau, Universit? Laval Text mining and analysis of scientific and technical information, Yves Kodratoff, Universit? Paris-Sud XI Knowledge discovery in databases (KDD) or data mining, Amedeo Napoli, LORIA : Laboratoire lorrain de recherche en informatique et ses applications Computer-aided categorization, Jean-Guy Meunier, Universit? du Qu?bec ? Montr?al Discussant: On data mining for categories and ontologies, John F. Sowa, VivoMind LLC July 7th 2003 Neuroscience of categorization and category learning (psychology, philosophy) Neuropsychology of category learning, FG. Ashby, University of California at Santa Barbara Striatum and category learning, WT. Maddox, University of Texas at Austin Brain basis of category learning, John Gabrieli, Stanford University Brain damage and categorical speech perception and production, Susan Ravizza, University of Pittsburgh Neural network models of categorization: philosophical issues, Pierre Poirier, Universit? du Qu?bec ? Montr?al Discussant: On neuroscience of categorization and category learning, Henri Cohen, Universit? du Qu?bec ? Montr?al July 8th 2003 Machine category learning (cognitive computer science, philosophy, robotics) Categories and conceptual spaces, Peter Gardenfors, Lund University Data analysis, learning symbolic and numeric knowledge, Patrick Gallinari, Universit? Pierre et Marie Curie Similarity in fuzzy categories, Didier Dubois and Henri Prade, Universit? Paul Sabatier Self-organizing vocabularies, Stefano Nolfi, Institute of Cognitive Sciences and Technology, Rome Inferential theory of learning, natural induction, inductive databases and knowledge scouts, Ryszard S. Michalski, George Mason University Cognitive computation, Stephen Jose Hanson, Rutgers University July 9th 2003 Categories in perception and inference (psychology, philosophy) Simulation and embodiment in situated conceptualization, Lawrence Barsalou, Emory University The return of conceptual empiricism, Jesse Prinz, Washington University in St-Louis Category representation, Rob Nosofsky, Indiana University Category learning, Rob Goldstone, Indiana University Categorization and inference, Arthur Markman, University of Texas at Austin Discussant: On categories in perception and inference, Seana Coulson, University of California at San Diego July 10th 2003 Grounding, recognition, and reasoning in categorization (psychology, philosophy) Neural networks and categorization, Robert Proulx, Universit? du Qu?bec ? Montr?al Shape recognition, Irv Biederman, University of Southern California Object perception, Phil G. Schyns, University of Glasgow Analogical reasoning, Dedre Gentner, Northwestern University Categorization and reasoning, Serge Robert, Universit? du Qu?bec ? Montr?al Discussant: On grounding, recognition and reasoning in categorization, Steven Harnad, Universit? du Qu?bec ? Montr?al July 11th 2003 The naturalization of categories (philosophy) Nominalism and the theory of concepts, Claude Panaccio, Universit? du Qu?bec ? Trois-Rivi?res The social construction of categories, Luc Faucher, Universit? du Qu?bec ? Montr?al Concept nativism, Eric Margolis, Rice University A neurosemantic for categories, Chris Eliasmith, University of Waterloo Philosophical Analysis as Cognitive Psychology, Elisabetta Lalumera, Universit? di Bologna Discussant: On the naturalization of categories, Jean-Guy Meunier, Universit? du Qu?bec ? Montr?al -------------- next part -------------- An HTML attachment was scrubbed... URL: From cthoreson at cascadia.ctc.edu Mon Feb 10 22:56:35 2003 From: cthoreson at cascadia.ctc.edu (Crain-Thoreson, Catherine) Date: Mon, 10 Feb 2003 14:56:35 -0800 Subject: research project Message-ID: Debora, I worked with some students at Western Washington a few years ago investigating how children converse with fathers vs. mothers. The reference is Crain-thoreson, C., Dahlin, M. P., & Powell, T. A. (2001). Parent-child conversation in three conversational contexts: Variations in style and strategy. In P. Rebello Britto & J. Brooks-Gunn (Eds.) The role of family literacy environments in promotion young children's emergent literacy skills. New Directions for Child and Adolescent Development, 92, 23-38. I'd also look for work on this topic by Michael Tomasello or Erica Hoff-Ginsberg among others. Catherine Crain-Thoreson -----Original Message----- From: Deborah Wells [mailto:ddwells99 at earthlink.net] Sent: Fri 2/7/2003 7:20 PM To: info-childes at mail.talkbank.org Cc: Subject: research project To whom it may concern, I am an undergraduate student at SDSU. I am doing a research project concerning how three-year-old children use language with different conversation partners. For example, do children use different strategies when they speak to their peers verses their fathers? I have not been able to find any articles related to this. If you know of any articles, could you please let me know what the titles are and where I could find them? Thank you! D Wells ddwells99 at earthlink.net Why Wait? Move to EarthLink. Deborah Wells ddwells99 at earthlink.net Why Wait? Move to EarthLink. -------------- next part -------------- An HTML attachment was scrubbed... URL: From gleason at bu.edu Tue Feb 11 05:28:07 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Tue, 11 Feb 2003 00:28:07 -0500 Subject: research project Message-ID: Deborah Wells wrote: > > > I am an undergraduate student at SDSU. I am doing a research project > concerning how three-year-old children use language with different > conversation partners. For example, do children use different > strategies when they speak to their peers verses their fathers? I have > not been able to find any articles related to this. If you know of any > articles, could you please let me know what the titles are and where I > could find them? Here are some relevant articles from a while back. They all include some information on children's varying their speech, depending on the person they are talking to. Gleason, J. Berko. (1973). Code Switching in Children's Language. In T. Moore (Ed.), Cognitive Development and the Acquisition of Language. New York Academic Press, 169-167. Shatz,M. and Gelman,R. (1973). "The development of communication skills: Modifications in the speech of young children as a function of listener." Monographs of the Society for Research in Child Development 38 (5, Serial No. 152) (1973). Weeks,T. (1971). Speech registers in young children. Child Development 42(2) 1119-1131. Not sure this is the one I have in mind: Camaioni,L., "The problem of appropriateness in pragmatic development," in Possibilities and limitations of pragmatics, edited by Herman Parret (Amsterdam: Benjamins, 1981), 79-92. jean berko gleason From dromi at post.tau.ac.il Thu Feb 13 05:44:54 2003 From: dromi at post.tau.ac.il (Dromi) Date: Thu, 13 Feb 2003 07:44:54 +0200 Subject: Registration Info: Sign Lang. Conference Message-ID: Greetings! The conference on Sign Language Acquisition (Pre-conference for SRCD) will take place on Wednesday, April 23, 2003, 11:30 a.m. - 5:30 p.m. at the Tampa Marriott Waterside Hotel & Marina. To see the excellent line up of presentors, visit our conference website: www.ed.uiuc.edu/signlanguageconference/ URGENT....WE NEED YOUR IMMEDIATE REPLY !!! We need to get an accurate estimate of how many participants are coming in order to finalize the registration costs for this pre-conference. Of course, this is a non-profit endeavor. The charges relate to rental of AV equipment and sign language interpreter costs. Our goal is to provide a reduced registration fee for graduate students. Please reply to this e-mail (either singletn at uiuc.edu or jsinglet at s.psych.uiuc.edu) if you intend to participate and indicate whether you are full registration or reduced fee. Presentors will receive a registration fee waiver. We hope to determine the registration fee by the end of this week. We would like to hear from you in the next day or so. We will send out another e-mail announcing when Registration Materials are available on the website. As a reminder, the deadline for SRCD (April 24 noon - April 27 noon) earlybird registration is February 14, 2003 ($125 full, $75 student). See www.srcd.org for SRCD conference registration form. The SRCD conference program is now available on-line, and has a search engine for topic (e.g., deafness, language development) or name of presentor. Looking forward to April! Jenny Singleton & Esther Dromi, Pre-Conference Coordinators -- *********************************************************************** Jenny L. Singleton Associate Professor Department of Educational Psychology Office Ph: 217-244-1098 1310 South Sixth Street, 230A Education Work Fax: 217-244-7620 Champaign, IL 61820 Home Fax: 217-337-1158 Email: singletn at uiuc.edu *********************************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From kim.plunkett at psy.ox.ac.uk Sat Feb 15 05:42:27 2003 From: kim.plunkett at psy.ox.ac.uk (Kim Plunkett) Date: Sat, 15 Feb 2003 08:42:27 +0300 Subject: Oxford Connectionist Summer School Message-ID: UNIVERSITY OF OXFORD OXFORD SUMMER SCHOOL ON CONNECTIONIST MODELLING Department of Experimental Psychology University of Oxford Sunday 20th July - Friday 1st August, 2003 FINAL REMINDER -------------- Applications are invited for participation in a 2-week residential Summer School on techniques in connectionist modelling. The course is aimed primarily at researchers who wish to exploit neural network models in their teaching and/or research and it will provide a general introduction to connectionist modelling, biologically plausible neural networks and brain function through lectures and exercises on Macintosh's and PC's. The course is interdisciplinary in content though many of the illustrative examples are taken from cognitive and developmental psychology, and cognitive neuroscience. The instructors with primary responsibility for teaching the course are Kim Plunkett and Edmund Rolls. This year's guest lecturers include Jay McClelland, David Plaut, Lionel Tarassenko and Michael Thomas. No prior knowledge of computational modelling will be required though simple word processing skills will be assumed. Participants will be encouraged to start work on their own modelling projects during the Summer School. The cost of participation in the Summer School is ?950. This figure covers the cost of accommodation (bed and breakfast at St. John's College), registration and all literature required for the Summer School. Participants will be expected to cover their own travel and meal costs. A number of partial bursaries (?200) will be available for graduate students. Applicants should indicate whether they wish to be considered for a graduate student scholarship but are advised to seek further funding as well, since in previous years the number of graduate student applications has far exceeded the number of scholarships available. If you are interested in participating in the Summer School, please complete the application form at the web address http://epwww.psych.ox.ac.uk/conferences/connectionist_modelling or alternatively send a brief description of your background with an explanation of why you would like to attend the Summer School, to: Mrs Sue King Department of Experimental Psychology University of Oxford South Parks Road Oxford OX1 3UD Tel: (01865) 271353 Email: susan.king at psy.ox.ac.uk no later than 28th February 2003. -------------- next part -------------- An HTML attachment was scrubbed... URL: From patg at mc.beppu-u.ac.jp Mon Feb 17 04:41:09 2003 From: patg at mc.beppu-u.ac.jp (Patrick Griffiths) Date: Mon, 17 Feb 2003 13:41:09 +0900 Subject: 'Baby diary' on a French King Message-ID: In the last year or so, I read something about a long-term record on the development of a King of France (?Louis XVI?) kept by his personal physician. I can't remember where I read this and would very much appreciate pointers from someone who recognises what I am fumbling for. Thanks Patrick Griffiths Beppu University -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Mon Feb 17 14:25:02 2003 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 17 Feb 2003 09:25:02 -0500 Subject: "childhood" pseudo-article Message-ID: Dear Infochildes, As long as Patrick Griffiths has you rummaging around mentally, let me ask about an article I saw about 10 or 15 years ago. I showed it to my then teenage daughter, who registered it, but now as a new mother would like to see it again--and I can't find it. It was a tongue-in-cheek description of childhood as a medical condition--explaining the small stature, disorganized movements etc. (It's NOT the piece in the Onion, which is in the same vein, but cruder. The Onion is the tabloid version; this is the one that tries to be from "Nature" (or so I remember it.) I don't think it was new way back when. Any ideas? Thanks, Barbara Pearson > Patrick Griffiths wrote: > > In the last year or so, I read something about a long-term > record on the development of a King of France (?Louis > XVI?) kept by his personal physician. I can't remember > where I read this and would very much appreciate pointers > from someone who recognises what I am fumbling for. > > Thanks > > Patrick Griffiths > > Beppu University -- ********************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax: 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From lmj2t at cms.mail.virginia.edu Mon Feb 17 14:43:02 2003 From: lmj2t at cms.mail.virginia.edu (laura) Date: Mon, 17 Feb 2003 09:43:02 -0500 Subject: =?us-ascii?q?=22childhood=22?= pseudo-article In-Reply-To: <3E50F0BF.A4E78A0@comdis.umass.edu> Message-ID: Yes! I remember it too. It was something like The Journal of Polymorphous/Perverse (some sort of P word) Psychology... And it was on the Etiology of Childhood. What a hoot. Let's find it and have our students read it. LJ Laura Justice, Ph.D. Assistant Professor Curry School of Education University of Virginia ------------------- > Dear Infochildes, > > As long as Patrick Griffiths has you rummaging > around mentally, let me ask about an article I > saw about 10 or 15 years ago. I showed it to my > then teenage daughter, who registered it, but now > as a new mother would like to see it again--and > I can't find it. > > It was a tongue-in-cheek description of childhood > as a medical condition--explaining the small stature, > disorganized movements etc. (It's NOT the piece in > the Onion, which is in the same vein, but cruder. The > Onion is the tabloid version; this is the one that > tries to be from "Nature" (or so I remember it.) > > I don't think it was new way back when. Any ideas? > > Thanks, > Barbara Pearson > > > Patrick Griffiths wrote: > > > > In the last year or so, I read something about a long-term > > record on the development of a King of France (?Louis > > XVI?) kept by his personal physician. I can't remember > > where I read this and would very much appreciate pointers > > from someone who recognises what I am fumbling for. > > > > Thanks > > > > Patrick Griffiths > > > > Beppu University > > -- > ********************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Project Manager > NIH Working Groups on AAE > Dept. of Communication Disorders > Arnold House 117 > UMass, Amherst MA 01003 > > 413-545-5023 > fax: 545-0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > From r.n.campbell at stir.ac.uk Mon Feb 17 14:52:53 2003 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Mon, 17 Feb 2003 14:52:53 +0000 Subject: "childhood" pseudo-article In-Reply-To: <3E50F0BF.A4E78A0@comdis.umass.edu> Message-ID: This might be it. R http://www.ccs.neu.edu/home/maddog/stuff/childisease.html >It was a tongue-in-cheek description of childhood >as a medical condition--explaining the small stature, >disorganized movements etc. (It's NOT the piece in >the Onion, which is in the same vein, but cruder. The >Onion is the tabloid version; this is the one that >tries to be from "Nature" (or so I remember it.) > >I don't think it was new way back when. Any ideas? > >Thanks, >Barbara Pearson Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html -- 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 bpearson at comdis.umass.edu Mon Feb 17 15:34:19 2003 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 17 Feb 2003 10:34:19 -0500 Subject: "childhood" pseudo-article Message-ID: Dear Robin and others, Yes, that's it! Great. Thank you. Laura Justice remembered it as the Journal of (perverse, polymorphous) Psychology --some "P" word. And that was the key. Google brought up The Journal of Polymorphouse Perversity, a publication of Wry-Bred Press, Inc. with a Madison Square Garden NY address. http://www.psychhumor.com/ I tried the site--and while it doesn't look particularly modern, it listed Etiology of Childhood as one of its sample articles and brought me to an order form. Thank you. (Infochildes comes through, again!) Barbara "r.n.campbell" wrote: > > This might be it. R > http://www.ccs.neu.edu/home/maddog/stuff/childisease.html > > >It was a tongue-in-cheek description of childhood > >as a medical condition--explaining the small stature, > >disorganized movements etc. (It's NOT the piece in > >the Onion, which is in the same vein, but cruder. The > >Onion is the tabloid version; this is the one that > >tries to be from "Nature" (or so I remember it.) > > > >I don't think it was new way back when. Any ideas? > > > >Thanks, > >Barbara Pearson > > Dr Robin N Campbell > Dept of Psychology > University of Stirling > STIRLING FK9 4LA > Scotland, UK > > telephone: 01786-467649 facsimile: 01786-467641 > email: r.n.campbell at stir.ac.uk > www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html > > -- > 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. -- ********************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax: 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From lenorman at infobiogen.fr Mon Feb 17 16:36:02 2003 From: lenorman at infobiogen.fr (MT Le Normand) Date: Mon, 17 Feb 2003 17:36:02 +0100 Subject: Baby diary' on a French King Message-ID: Is this the reference you are looking for ? A Diary Study on the Acquisition of Middle French: A Preliminary Report on the Early Language Acquisition of Louis XIII David Ingram and Marie-Therese Le Normand 352 BUCLD: Proceedings of the Boston University Conference on Language Development, November 3,4,&5, 1995 http://www.bu.edu/linguistics/APPLIED/conference.html. Abstract Early French was markedly different from Modern French. Among its properties are that it was pro drop, allowed the inversion of verbs and lexical subjects in questions, and had V2 word order. All of these properties have been lost in Modern French. The process of how these changes took place in Middle French have been speculated upon in Clark & Robert (1993), but no language acquisition data have been brought to bear upon them. The possibility for examining questions such as these ones, as well as others, has arisen with the recent discovery of a diary on the language acquisition of Louis XIII (1601-1643). Louis's physician kept a daily diary on his development from his birth in 1601 until the physician's death in 1628. This paper is a preliminary report on the diary, focussing on the entries for the first four years of Louis'life. The central focus will be descriptive, i.e presenting information on the general characteristics of the diary data. In addition, some preliminary analyses will be presented on the nature of Louis' language in relation to the properties of French which were under change in Middle French. Hope these informations will help Marie-Th?r?se Le Normand, INSERM Laboratoire de Neuropsychopathologie du langage et de la cognition B?timent Pharmacie, 3?me ?tage H?pital de la Salp?tri?re 47 Bld de l'h?pital 75651 Paris Cedex 13 -- De?: "Patrick Griffiths" Soci?t??: Beppu University R?pondre ??: "Patrick Griffiths" Date?: Mon, 17 Feb 2003 13:41:09 +0900 ??: Objet?: 'Baby diary' on a French King In the last year or so, I read something about a long-term record on the development of a King of France (?Louis XVI?) kept by his personal physician. I can't remember where I read this and would very much appreciate pointers from someone who recognises what I am fumbling for. Thanks Patrick Griffiths Beppu University -- -------------- next part -------------- An HTML attachment was scrubbed... URL: From lenorman at infobiogen.fr Mon Feb 17 17:33:19 2003 From: lenorman at infobiogen.fr (MT Le Normand) Date: Mon, 17 Feb 2003 18:33:19 +0100 Subject: Baby diary' on a French King In-Reply-To: <3E511072.A374C2EF@comdis.umass.edu> Message-ID: Barbara I got this journal from La Sorbonne Library at Paris V, a german book published in 1985 Ernst, Gerhard (1985) Gesprochenes Franzoesisch zu Beginn des 17 Jahrhunderts, Direkte Rede in Jean H?roards "Histoire particuli?re de Louis XIII" (1601-1610), Tubingen, Max Niemeyer Verlag, X-623pp. There are also other relevant references you can find in library about this case: Ernst, Gerhard (1989) le langage du prince. In Foisil (ed), vol 1, 189-214 Foisil Madeleine (ed) 1989. Journal de Jean H?roards. Publication du centre de recherche sur la civilisation de l'Europe moderne, 2 volumes, Paris, Fayard (Vol 1, 1601-1608; vol 2, 1609-1628) Gougenheim, H (1931) L'observation du langage d'un enfant royal au XVIIe si?cle. Revue de philologie fran?aise et romane, 43, 1-15. As you see, Jean (Jehan) H?roard was Louis' personal physician. Born in 1551, H?roard was fifty years old at the time of Louis' birth and kept a daily journal of Louis's development from birth for 26 years, termnating only due to H?roard's own death in 1628 Marie-Th?r?se Le Normand -- > De?: Barbara Zurer Pearson > Soci?t??: UMass > R?pondre ??: bpearson at comdis.umass.edu > Date?: Mon, 17 Feb 2003 11:40:17 -0500 > ??: MT Le Normand > Objet?: Re: Baby diary' on a French King > > Dear Marie-Therese, > > I also remember seeing this. > But how does one get hold of those diaries? > How did you get them? Are they published > somewhere? > What was the physician's name? > > Thank you. > > Barbara Pearson > (Hi.) > > MT Le Normand wrote: >> >> Is this the reference you are looking for ? >> A Diary Study on the Acquisition of Middle French: >> A Preliminary Report on the Early Language >> Acquisition of Louis XIII >> David Ingram and Marie-Therese Le Normand 352 >> >> BUCLD: Proceedings of the Boston University Conference on Language >> Development, November 3,4,&5, 1995 >> >> http://www.bu.edu/linguistics/APPLIED/conference.html. >> >> Abstract >> Early French was markedly different from Modern French. Among its >> properties are that it was pro drop, allowed the inversion of verbs >> and lexical subjects in questions, and had V2 word order. All of these >> properties have been lost in Modern French. The process of how these >> changes took place in Middle French have been speculated upon in Clark >> & Robert (1993), but no language acquisition data have been brought to >> bear upon them. >> The possibility for examining questions such as these ones, as well as >> others, has arisen with the recent discovery of a diary on the >> language acquisition of Louis XIII (1601-1643). Louis's physician kept >> a daily diary on his development from his birth in 1601 until the >> physician's death in 1628. This paper is a preliminary report on the >> diary, focussing on the entries for the first four years of >> Louis'life. The central focus will be descriptive, i.e presenting >> information on the general characteristics of the diary data. In >> addition, some preliminary analyses will be presented on the nature of >> Louis' language in relation to the properties of French which were >> under change in Middle French. >> >> Hope these informations will help >> >> Marie-Th?r?se Le Normand, INSERM >> Laboratoire de Neuropsychopathologie du langage et de la cognition >> B?timent Pharmacie, 3?me ?tage >> H?pital de la Salp?tri?re >> 47 Bld de l'h?pital >> 75651 Paris Cedex 13 >> >> -- >> >> De?: "Patrick Griffiths" >> Soci?t??: Beppu University >> R?pondre ??: "Patrick Griffiths" >> Date?: Mon, 17 Feb 2003 13:41:09 +0900 >> ??: >> Objet?: 'Baby diary' on a French King >> >> In the last year or so, I read something about a long-term >> record on the development of a King of France (?Louis >> XVI?) kept by his personal physician. I can't remember >> where I read this and would very much appreciate pointers >> from someone who recognises what I am fumbling for. >> >> Thanks >> >> Patrick Griffiths >> >> Beppu University >> >> -- > > -- > ********************** > Barbara Zurer Pearson, Ph.D. > Research Associate, Project Manager > NIH Working Groups on AAE > Dept. of Communication Disorders > Arnold House 117 > UMass, Amherst MA 01003 > > 413-545-5023 > fax: 545-0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > From nratner at hesp.umd.edu Mon Feb 17 18:43:00 2003 From: nratner at hesp.umd.edu (Nan Ratner) Date: Mon, 17 Feb 2003 13:43:00 -0500 Subject: "childhood" pseudo-article Message-ID: I have a copy of it; I am not sure if it is available any more. Nan Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu >>> Barbara Zurer Pearson 02/17/03 10:53 AM >>> Dear Robin and others, Yes, that's it! Great. Thank you. Laura Justice remembered it as the Journal of (perverse, polymorphous) Psychology --some "P" word. And that was the key. Google brought up The Journal of Polymorphouse Perversity, a publication of Wry-Bred Press, Inc. with a Madison Square Garden NY address. http://www.psychhumor.com/ I tried the site--and while it doesn't look particularly modern, it listed Etiology of Childhood as one of its sample articles and brought me to an order form. Thank you. (Infochildes comes through, again!) Barbara "r.n.campbell" wrote: > > This might be it. R > http://www.ccs.neu.edu/home/maddog/stuff/childisease.html > > >It was a tongue-in-cheek description of childhood > >as a medical condition--explaining the small stature, > >disorganized movements etc. (It's NOT the piece in > >the Onion, which is in the same vein, but cruder. The > >Onion is the tabloid version; this is the one that > >tries to be from "Nature" (or so I remember it.) > > > >I don't think it was new way back when. Any ideas? > > > >Thanks, > >Barbara Pearson > > Dr Robin N Campbell > Dept of Psychology > University of Stirling > STIRLING FK9 4LA > Scotland, UK > > telephone: 01786-467649 facsimile: 01786-467641 > email: r.n.campbell at stir.ac.uk > www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html > > -- > 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. -- ********************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders Arnold House 117 UMass, Amherst MA 01003 413-545-5023 fax: 545-0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From patg at mc.beppu-u.ac.jp Tue Feb 18 02:49:34 2003 From: patg at mc.beppu-u.ac.jp (Patrick Griffiths) Date: Tue, 18 Feb 2003 11:49:34 +0900 Subject: Summary: 'Baby diary' on a French King (Louis XIII) Message-ID: Dear CHILDES Many thanks to the following colleagues who helped me find a lost reference that pushes the start of baby diaries back to the beginning of the 17th Century (not Tiedemann near the end of the 18th century, as I was told when I was an undergraduate): David Ingram Marie-Th?r?se Le Normand Joe Stemberger Eduardo Blasco Ferrer P?ter Bodor Mich?le Guidetti Matthew Rispoli Barbara Zurer Pearson I asked about a long-term diary record kept by the personal physician of a king of France, on the king's development. It turns out that the king was Louis XIII. The paper I had read but was unable to recollect details of is: Ingram, D. & Le Normand, M-T. (1996). A diary study on the acquisition of Middle French: A preliminary report of the early language acquisition of Louis XIII. Proceedings of the 20th annual Boston University conference on language development, 352-63. Gerhard Ernst, of Regensburg, did earlier work on the diary: Ernst, G. (1985) Gesprochenes Franzoesisch zu Beginn des 17 Jahrhunderts, Direkte Rede in Jean H?roards "Histoire particuli?re de Louis XIII" (1601-1610), Tubingen, Max Niemeyer Verlag, X-623pp. Ernst, G. (1989) le langage du prince. In Foisil (ed), vol 1, 189-214 Foisil Madeleine (ed) 1989. Journal de Jean H?roards. Publication du centre de recherche sur la civilisation de l'Europe moderne, 2 volumes, Paris, Fayard (Vol 1, 1601-1608; vol 2, 1609-1628) Ernst apparently had the data published as a supplement to the German journal of Romance philology (Beihefte zur Zeitschrift fuer romanische Philologie). Another paper about this diary is: Gougenheim, H (1931) L'observation du langage d'un enfant royal au XVIIe si?cle. Revue de philologie fran?aise et romane, 43, 1-15. I was also told about an analysis of the diaries in Philip Aries' studies on the history of childhood. Here's an abstract of the Ingram and Le Normand article: Early French was markedly different from Modern French. Among its properties are that it was pro drop, allowed the inversion of verbs and lexical subjects in questions, and had V2 word order. All of these properties have been lost in Modern French. The process of how these changes took place in Middle French have been speculated upon in Clark & Robert (1993), but no language acquisition data have been brought to bear upon them. The possibility for examining questions such as these ones, as well as others, has arisen with the recent discovery of a diary on the language acquisition of Louis XIII (1601-1643). Louis's physician kept a daily diary on his development from his birth in 1601 until the physician's death in 1628. This paper is a preliminary report on the diary, focussing on the entries for the first four years of Louis'life. The central focus will be descriptive, i.e. presenting information on the general characteristics of the diary data. In addition, some preliminary analyses will be presented on the nature of Louis' language in relation to the properties of French which were under change in Middle French. With gratitude, Patrick Griffiths Beppu University -------------- next part -------------- An HTML attachment was scrubbed... URL: From kathryn at multilingual-matters.com Tue Feb 18 13:38:19 2003 From: kathryn at multilingual-matters.com (Kathryn King) Date: Tue, 18 Feb 2003 13:38:19 +0000 Subject: New book from Multilingual Matters Message-ID: LEARNING TO REQUEST IN A SECOND LANGUAGE Child Interlanguage Pragmatics Machiko Achiba (Tokyo Woman's Christian University) This book is a very important analysis of the developmental course of a seven year old's learning in a second language to make requests, a domain of central importance in the study of pragmatics. There is a superb survey of the literature and a subtle analysis of the issues involved in such a study. The author finds stages in the development of request forms, variation in forms according to addressee, and most novel for a study of child speech, she finds that there is difference in the developmental trajectory depending on the goals of the request. The book is a major contribution to the fields of child language pragmatics and second language acquisition. Susan M. Ervin-Tripp, Professor Emeritus, Psychology Department, University of California Key Features q Aimed to discover what strategies and linguistic devices a child second-language learner uses in making requests in English and what developmental path the learning process follows q Attempts to clarify understanding of the pragmatic development of a learner's interlanguage Description This book examines the acquisition of requests in English by a seven- year-old Japanese girl during her seventeen-month residence in Australia. The study focuses on the linguistic repertoire available to the child as she attempts to make requests and vary these to suit different goals and addressees. This book helps unravel features of pragmatic development in the child's interlanguage, a subject about which we yet know very little. Contents Introduction; 1. Literature Review; 2. Methodology; 3. Development of Request Realisation; 4. Requestive Hints; 5. Variation in Use: 6. Requestive Goals; 7. Variation in Use: Addressees; 8. Modification; 9. Summary and Conclusions Author information Machiko Achiba is a Professor of Applied Linguistics at Tokyo Woman's Christian University (Tokyo Joshi Daigaku) in Japan and has been teaching for many years in the field. Her research interests are pragmatics, second language acquisition, and the methodologies of teaching English as a foreign language. She received her master's degree from Southern Illinois University in the United States and holds her doctorate from La Trobe University in Australia. She is the mother of this study's subject. Second Language Acquisition 2 October 2002 Format 210 x148 240pp Hbk ISBN 1-85359-612-4 ?42.95 / US$69.95 / CAN$99.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 20% discount to any address in the world, plus shipping (airmail where appropriate). Alternatively, it can be ordered through any bookshop, or in case of difficulty contact the publisher for further details of how to order. -- Kathryn King Multilingual Matters Ltd Frankfurt Lodge, Clevedon Hall Victoria Road, Clevedon, North Somerset BS21 7HH, UK Tel: +44 (0) 1275-876519; Fax: +44 (0) 1275-871673 Email: kathryn at multilingual-matters.com www.multilingual-matters.com From agwalker at cox.net Wed Feb 19 22:28:52 2003 From: agwalker at cox.net (Anne Graffam Walker) Date: Wed, 19 Feb 2003 17:28:52 -0500 Subject: Change of Address: Anne Graffam Walker Message-ID: Please note that my former address, agwalker at erols.com, has been changed to: agwalker at cox.net. Thank you. Anne Graffam Walker, Ph.D. Forensic Linguist 6404 Cavalier Corridor Falls Church VA 22044-1207 Ph: 703-354-1796 Fax: 703-256-2914 -------------- next part -------------- An HTML attachment was scrubbed... URL: From kurosaki at ualberta.ca Thu Feb 20 05:41:17 2003 From: kurosaki at ualberta.ca (Eriko Kurosaki) Date: Wed, 19 Feb 2003 22:41:17 -0700 Subject: Nora E. Groce Message-ID: Dear Colleagues, Does anybody know the email address of Nora Ellen Groce, who is the author of "Everyone here spoke sign language"? Many thanks, Eriko Kurosaki kurosaki at ualberta.ca From lmj2t at cms.mail.virginia.edu Thu Feb 20 12:30:27 2003 From: lmj2t at cms.mail.virginia.edu (laura) Date: Thu, 20 Feb 2003 07:30:27 -0500 Subject: Nora E. Groce In-Reply-To: <3E58EC1E@webmail.ualberta.ca> Message-ID: I don't know Groce, but have a similar request -- I am looking for Carolyn Chaney. I think she has posted on this list. Laura ------------------- > Dear Colleagues, > > Does anybody know the email address of Nora Ellen Groce, who is the author of > "Everyone here spoke sign language"? > > Many thanks, > > Eriko Kurosaki kurosaki at ualberta.ca > > > > Laura Justice, Ph.D. Assistant Professor Curry School of Education University of Virginia From fekuna at usc.es Thu Feb 20 12:48:19 2003 From: fekuna at usc.es (Ana Isabel Co=?ISO-8859-1?Q?desido_Garc=EDa?=) Date: Thu, 20 Feb 2003 13:48:19 +0100 Subject: 6th General Linguistics Conference (Santiago de Compostela, May 2004) Message-ID: 6th General Linguistics Conference Santiago de Compostela (3-7 May, 2004) FIRST CIRCULAR The 6th General Linguistics Conference will be held at the University of Santiago de Compostela from May the 3rd to the 7th, 2004. As in previous occasions, the main aim of the conference is to serve as a forum for the presentation and discussion of the activities and achievements of researchers working in the area of General Linguistics. The basic organizational structure of the conference will be as follows: - plenaries by highly-reputed specialists; - Individual papers; - Intersection and contrast of papers on the same subject-area, coordinated by a moderator; - Research panels showing work done by the various General Linguistics research groups in Spanish universities. Contribution proposals will be sorted into the following categories: (1) Pragmatics, Discourse Analysis and Ethnography of Communication; (2) Sociolinguistics; (3) Technological Linguistics (electronic dictionaries, corpus linguistics, transcription tools, etc.); (4) Language Typology; (5) Phonetics and Phonology; (6) Grammar; (7) Semantics; (8) Psycholinguistics and Neurolinguistics; (9) History of Linguistics; (10) Linguistic Theory and Methodology; (11) Forensic Linguistics; (12) Clinical Linguistics; (13) Language Teaching and Learning; (14) Translation Theory and Practice; (15) Sign Language; (16) Historical Linguistics; (17) Linguistic Anthropology; (18) Linguistic Terminology; (19) Language Planning. Proposals for papers and research panels must be submitted before 15 October, 2003. Abstracts must fulfill the following conditions: they should be no longer than 500 words (aprox.), use single spacing and 11 point Times New Roman type; they should include a presentation of the topic as well as a general, clear outline of the content and main ideas presented. Proposals, which should also be accompanied by the contributor?s personal data, should be sent in MS Word 97?s (preferably) RTF format as an e-mail attachment to the following e-mail address, viclg2 at usc.es. Finally, a paper version should also be sent to the Conference Secretary (see postal address below). In the second circular (to be sent in July 2003) the format conditions for the presentation of both the actual papers and panels will be specified. Furthermore, as important changes will made to the traditional conference organisation, the second circular will also contain a detailed description of the new conference structure. Postal address: ?rea de Ling??stica Xeral Facultade de Filolox?a Universidade de Santiago de Compostela Campus Norte, s/n 15782 Santiago de Compostela Phone number: +34 981 563 100, ext. 11774/11776/11799/11976 Fax number: +34 981 574 646 E-mail address: viclg2 at usc.es From macswan at asu.edu Thu Feb 20 20:03:55 2003 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 20 Feb 2003 13:03:55 -0700 Subject: 4th International Symposium on Bilingualism: Program Highlights and Reminder of Early Registration Deadline Message-ID: The 4th International Symposium on Bilingualism April 30 - May 3, 2003 Arizona State University http://isb4.asu.edu/ (Apologies for multiple postings ...) Early Registration Deadline The deadline for the early registration discount is next Monday (February 24, 2003). Registration rates are as follows: Early non-student registration $195 Early student registration $80 Late registration (after Monday) $245 The price of registration includes access to all conference meetings and exhibits, conference program with abstracts, three daily lunches (Wednesday through Friday), Thursday night dinner, Friday night reception, and a copy of the conference proceedings on CD ROM, published by Cascadilla Press. To register online, visit http://isb4.asu.edu/registration.htm. About the International Symposium on Bilingualism Arizona State University will host the 4th International Symposium on Bilingualism (ISB4) from April 30 to May 3, 2003. The International Symposium on Bilingualism, concerned with basic and applied research in the field of bilingualism, began at the initiative of Li Wei and Nick Miller of the University of Newcastle upon Tyne, who organized ISB1 in 1997 and ISB2 in 1999. The event moved to the University of the West of England-Bristol in 2001, where Jeanine Treffers-Daller served as the chair of the organizing committee for ISB3. ISB is widely regarded as the premier international forum for the discussion and dissemination of research on bilingualism. It regularly attracts the most visible members of the field in colloquia, paper and poster presentations, and keynote addresses. ISB4 at Arizona State University will feature presentations by scholars from forty-nine different countries, representing a wide variety of interests and disciplinary perspectives. To learn more about the event, visit the conference home page at http://isb4.asu.edu/. ISB4 Program Highlights In addition to the scheduled keynote speeches, colloquia and workshops listed below, ISB4 will feature 308 paper presentations, organized into 61 sessions, and 58 poster exhibitions. Due to time constraints, all presentations except keynote speeches will be offered in parallel sessions. Keynote Presentations Bilingual Acquisition: Exploring the Limits of the Language Faculty Fred Genesee, McGill University Brain and the Dynamics of Bilingualism Loraine K. Obler, City University of New York Graduate School Center Can Language be Managed? Bernard Spolsky, Bar-Ilan University Bilingual Bonds: Latin@ Resistance to Racist Discourse Ana Celia Zentella, University of California, San Diego Colloquia Bilingualism in Normal Aging and Alzheimer's Disease Convenor: Robert W Schrauf, Northwestern University Medical School Participants: Deborah Bethlehem, University of the Witwatersrand; Luisa Cameli, Concordia University; Hwei Bin Lin, Long Island University; Nicole Mueller, University of Louisiana; Robert W Schrauf, Northwestern University Medical School. Examining Language Practices of Bilingual Chicana/o Youth in the Southwest Convenor: Holly Cashman, Arizona State University Participants: Guadalupe Vald?s, Stanford University; Holly Cashman, Arizona State University; MaryEllen Garc?a, University of Texas San Antonio. Rethinking Academic Language in Language Minority Education Convenor: Kellie Rolstad, Arizona State University Participants: James Paul Gee, University of Wisconsin - Madison; Donaldo Macedo, Lilia I. Bartolome, University of Massachusetts - Boston; Concepci?n M. Valadez, University of California, Los Angeles; Kellie Rolstad, Carole Edelsky, Karen Smith, Terrence G. Wiley, Jeff MacSwan, Arizona State University. Rethinking School Reform in the Context of Cultural and Linguistic Diversity: Creating a Responsive Learning Community - A Case Study Convenor: Eugene E. Garcia, Arizona State University Participants: Eugene E. Garcia, Arizona State University; Marco Bravo, Katherine Chung, Jorge Solis, Gabino Arredondo, Yu Min Ku, University of California, Berkeley. Global Policy Challenges and Prospects for Bilingual Education Convenors: Terrence G. Wiley and Carlos Ovando, Arizona State University Participants: Stephen May, University of Waikato; Tracey Derwing, University of Alberta; Juliet Langman, University of Texas at San Antonio; John Harris, Linguistics Institute of Ireland; Kathleen Heugh, University of Cape Town; Nancy Hornberger, Harold Schiffman, University of Pennsylvania; Bernard Spolsky, Bar-Ilan University; Colin Baker, University of Wales, Bangor; Reynaldo F. Mac?as, University of California, Los Angeles; J. David Ram?rez, California State University, Long Beach; Carlos Ovando, Terrence G. Wiley, Wayne E. Wright, Josu? M. Gonz?lez, Arizona State University. Anti-Bilingual Initiatives: Ideology, Pedagogy and Identity Convenor: Mary Carol Combs, University of Arizona Participants: James Crawford, Independent Scholar; Rene Galindo, University of Colorado, Denver; Mary Carol Combs, Norma Gonz?lez, Dionisio de la Vi?a, Char Ullman, University of Arizona; Elizabeth Arnot-Hopffer, Davis Bilingual Magnet School. Promoting Bilingualism and Biliteracy in Schools: Two-Way Immersion Education Convenor: Donna Christian, Center for Applied Linguistics Participants: Donna Christian, Elizabeth R. Howard, Julie Sugarman, Center for Applied Linguistics; Kathryn Lindholm-Leary, San Jose State University. Minority Language Survival: The Perspective from Northwest Wales Convenors: Margaret Deuchar and Virginia C. Mueller Gathercole, University of Wales, Bangor Participants: Virginia C. Mueller Gathercole, Enlli M?nThomas, Margaret Deuchar, Colin Baker, Cen Williams, University of Wales, Bangor; Meirion Prys Jones, Welsh Language Board. Studies of Pre-Verbal Dual Language Learners Convenor: Fred Genesee, McGill University Participants: Laura Bosch, N?ria Sebasti?n-Gall?s, University of Barcelona; Megha Sundara, Janet F. Werker, B. Maneva, Fred Genesee, Linda Polka, McGill University; Christopher T. Fennell, University of British Columbia; LouAnn Gerken, University of Arizona. Formal Perspectives on Bilingual Codeswitching Convenor: Almeida Jacqueline Toribio, Pennsylvania State University Participants: Marcel den Dikken, City University of New York Graduate Center; Monica Moro Quintanilla, Universidad de Oviedo; Brian Hok-shing Chan, Hong Kong Polytechnic University; Jeff MacSwan, Arizona State University; Almeida Jacqueline Toribio, Pennsylvania State University; Leyla Naseh, Stockholm University; Shoba Bandi Rao, New York University. Recent Investigations of the Bilingual Brain Convenors: Viorica Marian, Northwestern University; Cheryl Frenck-Mestre, Centre National de Recherche Scientifique Participants: Viorica Marian, Northwestern University; Michael Chee, Chun Siong Soon, Hwee Ling Lee, Cognitive Neuroscience Laboratory, Singapore General Hospital; Shirley-Ann Rueschemeyer, Christian J. Fiebach, Anja Hahne, Angela Friederici, Max Planck Institute of Cognitive Neuroscience; Irene P. Kan, Sharon L. Thompson-Schill, University of Pennsylvania; Joan A. Sereno, Allard Jongman, University of Kansas, Lawrence; Yue Wang, State University of New York at Buffalo; Joy Hirsch, Columbia University; J. L. Anton, M. Roth, CNRS-Centre IRMf Marseille; J. Massion1, N. NGyuen, C. Frenck-Mestre, CNRS-LPL, Aix-en-Provence; J. Vaid, Rachel Hull, Texas A&M University; J. F. Viallet, CNRS-LPL, Aix-en-Provence; M. Habib, CHU La Timone, Marseille; Wendy Francis, University of Texas, El Paso. Linguistic and Developmental Influences on the English Literacy Acquisition of Native Spanish Speakers Convenor: Elizabeth Howard, Center for Applied Linguistics Participants: Patton Tabors, Mariela P?ez, Harvard University; Diane August, Elizabeth Howard, Igone Arteagoitia, Valerie Malabonga, Dorry Kenyon, Center for Applied Linguistics; Margarita Calderon, Johns Hopkins University; Fred Genesee, McGill University. Cognitive Control and Bilingualism Convenor: Jan Hulstijn, University of Amsterdam Participants: Norman Segalowitz, Concordia University, Montreal; Renata Meuter, Queensland University of Technology, Carseldine Campus; Joseph Tzelgov, Liat Goldfarb, Ben Gurion University; Ellen Bialystok, York University; Michael Ullman, Georgetown University. The Role of Interference in Language Change: The Case of French Convenors: Professor Raymond Mougeon, York University, Toronto; Jeanine Treffers-Daller, University of the West of England, Bristol Participants: Raymond Mougeon, Katherine Rehner, York University, Toronto; Jeanine Treffers-Daller, University of the West of England, Bristol; Foued Laroussi, University of Rouen; Sylvie Dubois, Louisiana State University; Terry Nadasdi, University of Alberta; Michael D. Picone, University of Alabama; Sibylle Noetzel, Louisiana State University; Lise Dubois, Universit? de Moncton. Early Mixes: Is There a Pre-grammatical Stage in Bilingual Language Development? Convenor: Elisabeth van der Linden, University Amsterdam Participants: Margaret Deuchar, Marilyn Vihman, University of Wales, Bangor; Elisabeth van der Linden, University Amsterdam; Regina Koeppe, Juergen Meisel, Natascha Mueller, University of Hamburg; Juana Liceras, University Ottawa; Rosemarie Tracy, Ira Gawlitezk-Maiwald, University of Mannheim; Fred Genesee, McGill University; Ludovica Serratrice, University of Manchester; Jacqueline van Kampen, University of Utrecht. Exploring the Flexibility of Bilingual Preschool Children?s Language Choice Convenor: Johanne Paradis, University of Alberta Participants: Johanne Paradis, University of Alberta; Elena Nicoladis, University of Alberta; Fred Genesee, McGill University. Bilingualism and Bilingual Education in Changing Political Climates: Language Policies and Education in Galicia (Spain), the Basque Country, Paraguay, and Guatemala Convenor: Concepci?n M. Valadez, University of California, Los Angeles Participants: Concepcion Monreal Valadez, University of California, Los Angeles; Luis Sobrado F., Universidad de Santiago de Compostela; Feli Etxeberria S., Universidad del Pais Vasco; Olga Galeano de Cardozo, Comision Nacional de Bilinguismo de Paraguay; Alexis Aquino; Almidio M Aquino A., Insituto de Linguistica Guarani del Paraguay; Richard Ruiz, University of Arizona. The Lost Word: L2 Vocabulary Attrition in the Speech of Returnees Convenor: Lynne Hansen, Brigham Young University, Hawaii Participants: Ray Graham, Robert Russell, Karri Lam, Brigham Young University; Lynne Hansen, Akihiro Sawada, Andrew Colver, Helama Perreira, Won-Hye Chong, Brigham Young University, Hawaii. Marked Linguistic Choices and Language Preference Convenor: Susan Burt, Illinois State University Participants: Elin Fredsted, University of Flensburg; Susan Burt, Illinois State University; Janet Fuller, Southern Illinois University; Carol Myers-Scotton, University of South Carolina. Continuity and Change in Bilingual Practices: The Intersection of Institutional Policies and Local Ideologies Convenor: Tamar Kremer-Sadlik, University of California, Los Angeles Participants: Tami Kremer-Sadlik, Kathryn Howard, Amy Paugh, University of California, Los Angeles; Patricia Baquedano-Lopez, University of California, Berkeley. Continuing a Conversation on Controversial Issues in Bilingual Acquisition Research: The Question of "Differentiation" Convenor: Marilyn Vihman, University of Wales, Bangor Participants: Margaret Deuchar, Marilyn Vihman, University of Wales, Bangor; Fred Genesee, McGill University; and others. Language Change Convenor: Petek Kurtboke Participants: Petek Kurtboke; Shinji Ido, University of Sydney; Daniel Villa, New Mexico State University. Language Crossing the Line Convenor: Janet Martinez-Bernal, Cochise College Participants: Joan Leigh, Janet Martinez-Bernal, Arturo Chacon, Cochise College; Minerva Mejia Kong, Douglas Public Schools. Congruence and Verbs in Codeswitching Convenor: Carol Myers-Scotton, University of South Carolina Participants: Carol Myers-Scotton, University of South Carolina; Janice Jake, Midlands Technical College; Jan Bernsten, University of Michigan at Flint; Longxing Wei, Montclair State University; Agnes Bolonyai, North Carolina State University; Ad Backus, University of California, San Diego. Bilingual Learning: Differentiation, Carry-Over, and the Distributed Characteristic Convenor: D. Kimbrough Oller, The University of Memphis Participants: D. Kimbrough Oller, The University of Memphis; Barbara Zurer Pearson, University of Massachusetts; Virginia Mueller Gathercole, University of Wales; Ana M. Navarro, University of Miami; Alan B. Cobo-Lewis, University of Maine. Languages and Emotions in Multilingual Contexts Convenor: Aneta Pavlenko, Temple University Participants: Jean-Marc Dewaele, Birkbeck College, University of London; Aneta Pavlenko, Temple University; Jeanette Altarriba, Tina Canary, University at Albany, State University of New York; Monica Datta, Carnegie Mellon University; Jyotsna Vaid, Texas A&M University. Bilingualism and Linguistic Convergence Convenor: Almeida Jacqueline Toribio, Pennsylvania State University Participants: Barbara Bullock, Richard Page, Paola Giuli Dussias, Chip Gerfen, Almeida Jacqueline Toribio, Pennsylvania State University; Liliana Sanchez, Rutgers University; Ad Backus, Tilburg University; Mark Louden, University of Wisconsin. Workshops Workshop: From CHILDES to LIDES: Ways to Transcribe, Code and Analyze Convenor: Melissa Moyer, Universidad Aut?noma de Barcelona Participants: Louis Boumans, University of Nijmegen; Roeland van Hout, University of Tilburg and University of Nijmegen; Melissa Greer Moyer, Universidad Aut?noma de Barcelona; Brian MacWhinney, Carnegie Mellon University. Workshop: Computerized Data Collection and Analysis in Bilingual Acquisition Research Convenors: David Ingram, Arizona State University Participants: Ferenc Bunta, Kelly Ingram, David Ingram, Arizona State University. Workshop: Research Funding Opportunities in Bilingualism Convenor: Lisa Pray, Arizona State University Participants: Peggy McCardle, National Institute of Child Health and Human Development, National Institutes of Health; Cecile McKee, Division of Behavioral and Cognitive Sciences/Linguistics, National Science Foundation; others. Workshop: Publishing Opportunities in Bilingualism Convenor: Changyoung Park, Arizona State University Participants: Nancy Hornberger, University of Pennsylvania; Bernard Spolsky, Bar-Ilan University; Colin Baker, University of Wales, Bangor; Juergen Meisel, University of Hamburg; Li Wei, University of Newcastle upon Tyne; Jason Cenoz, Universitity of the Basque Country; Josu? Gonzalez, Arizona State University; others. Organizing Committee Jeff MacSwan, Chair, Arizona State University Dawn Bates, Arizona State University Holly Cashman, Arizona State University Elly van Gelderen, Arizona State University David Ingram, Arizona State University Nicholas Miller, University of Newcastle upon Tyne Melissa Greer Moyer, Universitat Autonoma de Barcelona Kellie Rolstad, Arizona State University Jeanine Treffers-Daller, University of the West of England - Bristol Li Wei, University of Newcastle upon Tyne For More Information For more information, visit the conference website at http://isb4.asu.edu/. You may also reach us at isb4 at asu.edu (email), (480) 727-6877 (telephone), (480) 727-6876 (fax), or by writing to the 4th International Symposium on Bilingualism, Arizona State University, PO Box 870211, Tempe, AZ 85287-0211, USA. From sorabud at bangkokmail.com Fri Feb 21 04:39:31 2003 From: sorabud at bangkokmail.com (sorabud rungrojsuwan) Date: Thu, 20 Feb 2003 20:39:31 -0800 Subject: No subject Message-ID: Dear Info-CHILDES, I'm working on first language acquisition of Thai children. I'm now interested in roles of input language, in terms of word frequency, to the types of word children acquired during period of one-word utterance. Does anyone know research about word frequency of mother language, word frequency of written and spoken language, or word frequency in terms of part of speech in dictionary; e.g. Noun = ??, V =??, Adj. =??. Thank you very much, sorabud _____________________________________________________________ " Love Bangkok use Bangkokmail " Get Free you at bangkokmail.com http://www.bangkokmail.com Register your's Domain at http://www.bangkokregister.com _____________________________________________________________ Select your own custom email address for FREE! Get you at yourchoice.com w/No Ads, 6MB, POP & more! http://www.everyone.net/selectmail?campaign=tag From pss116 at bangor.ac.uk Fri Feb 21 10:42:19 2003 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Fri, 21 Feb 2003 10:42:19 +0000 Subject: Search, Full Professor Developmental Psych Message-ID: The School of Psychology at the University of Wales, Bangor - one of Europe's leading psychology departments - is planning to fill seven new tenure-track positions, at levels equivalent to Assistant, Associate or Full Professor. The School, whose Centre for Cognitive Neuroscience has an established patient panel for neurobehavioural research and facilities for fMRI, ERP and MRI guided TMS, has an outstanding record of success. In the most recent UK national assessments we achieved the highest possible ratings for both Research (5*A), and Teaching Quality ("Excellent"). With these appointments we hope to strengthen our main areas of research interest: Language, Learning and Development; Clinical and Health Psychology; Perception, Attention and Motor Sciences; Experimental Consumer Psychology (including Social Cognition), though we welcome applications from any area of Psychology. The positions will include a newly-established Professorship in Developmental Psychology: Chair/Professor of Developmental Psychology (Reference Number: 03-2/146) Salary Negotiable in Professorial Range JOB DESCRIPTION Duties: To take a lead role in advancing the School's research and teaching in the area of Developmental Psychology. To pursue a programme of original scientific research. To teach psychology at undergraduate and postgraduate levels with the degree of professional application appropriate in a School committed to excellence in teaching. To carry out additional duties as may from time to time be required by the Head of School. To be answerable at the College Council through the Head of School for the efficient performance of his/her duties. To pursue appropriate professional development opportunities. Required Attributes: _ A doctoral degree. _ A strong background in research in Developmental Psychology. _ Appropriate teaching experience. For information about these positions and the School, applicants are advised to see our web-site http://www.psychology.bangor.ac.uk, and to contact Professors Shapiro k.shapiro at bangor.ac.uk, Rafal r.rafal at bangor.ac.uk, Vihman m.vihman at bangor.ac.uk, or Woods b.woods at bangor.ac.uk. Bangor is located on the coast near the mountains of North Wales, offering stunning scenery as well as a clean and peaceful environment. Application forms and further particulars must be obtained by contacting Human Resources, University of Wales, Bangor, Gwynedd LL57 2DG; tel: +44(0)1248 382926/388132; e-mail: personnel at bangor.ac.uk Closing date for applications: 7 April 2003 Committed To Equal Opportunities -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R -------------- next part -------------- An HTML attachment was scrubbed... URL: From damien.chabanal at univ-montp3.fr Tue Feb 25 08:06:20 2003 From: damien.chabanal at univ-montp3.fr (chabanal) Date: Tue, 25 Feb 2003 09:06:20 +0100 Subject: 5th Annual Conference, GDR Phonology, Montpellier, France Message-ID: Marilyn Vihman will speak on phonological acquisition at the 5th Annual Conference, GDR Phonology Universit? Paul Val?ry, Montpellier B?timent de Recherche et Etudes Doctorales (BRED), Route de Mende Monday 2nd ? Wednesday 4th June 2003 Organisers: Phil Carr, Damien Chabanal, Ksenija Djordjevic, Mohamed Embarki, Patrick Honeybone With the support of the GDR Phonology (CNRS 1954; Director: Professor Bernard Laks) and Dipralang EA 739 (Universit? Paul Val?ry; Director: Professor Pierre Dumont) Invited speakers: Professor Larry Hyman (Berkeley) Professor Marilyn Vihman (Bangor) Scientific Committee: Gabriel Bergounioux (Orl?ans/CNRS), Phil Carr (Montpellier III/CNRS), Jean-Pierre Chevrot (Grenoble III/CNRS), Nick Clement (CNRS : ILPGA), Jacques Durand (Toulouse II/CNRS), Pierre Encrev? (CNRS : EHESS) Laurence Labrune (Bordeaux III/CNRS), Bernard Laks (Paris X/CNRS), Jean Lowenstamm (Paris VII/CNRS) The 5th annual meeting of the Groupe De Recherche (GDR) Phonologie will take place at the Universit? Paul Val?ry, Montpellier, France, from 9.00 a.m. on Monday 2nd June 2003 until midday, Wednesday 4th June. Call for Papers Abstracts are welcome on any area of phonological/phonetic inquiry, including LabPhon approaches, sociolinguistic approaches, generative approaches (OT, Lexical Phonology, Government Phonology and others), acquisition studies, history and philosophy of phonetics/phonology. Papers on phonological acquisition very welcome! Abstracts should be one side of A4 (author?s name and details on separate sheet, please) and should be submitted by email to both Phil Carr ( philip.carr at wanadoo.fr ) and Damien Chabanal ( damien.chabanal at univ- montp3.fr ). Language of abstracts and papers: French or English. Time for papers: 30 minutes, plus 10 minutes for questions. Please use SIL Doulos for phonetic symbols, and send your abstract as a Word file. We plan to run a poster session, if there are sufficient numbers of poster papers offered. Please indicate whether you are prepared, or would prefer, to offer your paper as a poster. Deadline for abstracts: 05/04/03 Website : http://www.edgehill.ac.uk/acadepts/humarts/english/gdr2003.htm From lhewitt at bgnet.bgsu.edu Tue Feb 25 19:07:26 2003 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Tue, 25 Feb 2003 14:07:26 -0500 Subject: Call for Papers: ASHA Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Wed Feb 26 01:43:49 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 25 Feb 2003 20:43:49 -0500 Subject: IPA entry system for Mac OSX Message-ID: Dear Info-CHILDES, There is now a freeware IPA Unicode entry system for Mac OSX. It is called IPAKeys and it is available from www.floodlight.net. All you have to do is download, unzip, put the keyboard into the /Library/KeyboardLayouts, reboot, and then CLAN and other Unicode editors can type IPA from the nice keyboard layout the Timothy Flood has devised. He even has a clickable handy reference chart called IPARef. Compared to the rather complex Tavultesoft KeyMan system on Windows, this is much easier to install and use. Thanks to Dr. Flood for this lovely freeware utility. --Brian MacWhinney From k40 at ix.urz.uni-heidelberg.de Wed Feb 26 06:47:18 2003 From: k40 at ix.urz.uni-heidelberg.de (Hermann =?iso-8859-1?Q?Sch=F6ler?=) Date: Wed, 26 Feb 2003 08:47:18 +0200 Subject: connectionism and creol Message-ID: Dear info-CHILDES memebers, is there any literature concerning connectionism and creol languages? Thank you very much in advance Hermann Sch?ler. _________________________________________________ Prof. Dr. Hermann Sch?ler Abt. Psychologie in sonderp?dagogischen Handlungsfeldern Institut f?r Sonderp?dagogik, Fakult?t I P?dagogische Hochschule Heidelberg Keplerstr. 87 D - 69120 Heidelberg Tel.: (06221) 477-426 e-mail: k40 at ix.urz.uni-heidelberg.de website: http://www.ph-heidelberg.de/wp/schoeler _________________________________________________ -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Feb 26 19:14:06 2003 From: roeper at linguist.umass.edu (tom roeper) Date: Wed, 26 Feb 2003 14:14:06 -0500 Subject: each Message-ID: I would like to know about any studies that have been done on the word each n English or other languages. Thanks, Tom Roeper -------------- next part -------------- An HTML attachment was scrubbed... URL: From sorabud at bangkokmail.com Fri Feb 28 04:15:55 2003 From: sorabud at bangkokmail.com (sorabud rungrojsuwan) Date: Thu, 27 Feb 2003 20:15:55 -0800 Subject: sum: word frequency Message-ID: Dear Info-childes, Thank you very much for the useful information about research on word frequency and the correlation of word frequency between children and adults. The following is the contributions and suggestions of info-childes' members. I hope that these would be useful for all of you who are interested in this topic. 1. From: You-Kyung Chang Reference: Au,T.K., Dapretto,M., & Song,Y.K. 1994. Input vs. Constraint: Early word acquisition in Korean and English. Journal of Memory and Language, 33. 567-582. 2. From: Magaret Friend 3. From: Madalena Cruz-Ferreira References: 1. BNC (British National Corpus: word frequency) http://thetis.bl.uk/lookup.html 2. http://childes.psy.cmu.edu/html/bib.html 4. From: Catherine Sandhofer Reference: Sandhofer,C. & Smith,L.B. 2000. Counting nouns and verbs in the input: Differential frequencies, different kinds of learning? Journal of Child Language, 27, 561-585. Sorabud, p.s. Cathy, thank you very much. _____________________________________________________________ " Love Bangkok use Bangkokmail " Get Free you at bangkokmail.com http://www.bangkokmail.com Register your's Domain at http://www.bangkokregister.com _____________________________________________________________ Select your own custom email address for FREE! Get you at yourchoice.com w/No Ads, 6MB, POP & more! http://www.everyone.net/selectmail?campaign=tag