From htagerf at bu.edu Tue Jun 3 12:06:34 2003 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 3 Jun 2003 08:06:34 -0400 Subject: Several Positions Available at all Levels Message-ID: Please bring this notice to the attention of your students, colleagues in developmental and clinical psychology, and friends: RESEARCH ASSISTANT-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits for research assistants to work on a large-scale project following the early development of toddlers diagnosed with autism spectrum disorders. The project is part of a newly funded NIH Autism Research Center of Excellence at BUSM and will investigate the development of the children, and the influences on the family. Responsibilities include testing children, coding and entering data, preparation of reports and literature reviews and maintaining project files. Bachelor's degree in Psychology or related field, experience with young children with developmental disorders, strong research interests, organizational, interpersonal and computer skills (PC/Windows 2000). Minimum 2-year commitment required. For information about the Lab see http://www.bu.edu/anatneuro/dcn. To apply contact Human Resource Office at BUSM (Position # 9274; Nancy Kraybill). FAMILY/RESEARCH COORDINATOR-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits with primary responsibilities for recruiting and coordinating research participants and their families for a newly funded NIH Autism Research Center of Excellence at BUSM. This multi-site interdisciplinary Center, funded by grants from the National Institutes of Health, addresses questions on the impact of an autistic child on family development, the neuroanatomical basis of social affective deficits in autism, dysfunction of affective circuitry in autism, and treatment of affective disturbance in children with autism. The primary study focuses on the development of toddlers diagnosed with autism spectrum disorders, and the influences on the family. Responsibilities include: screen participants, schedule appointments with families, conduct parent interviews and administer questionnaires. Code data from parent interviews and prepare reports for parents. In addition, the family coordinator with consult and provide feedback to families on their children's assessments. Master's Degree in Education, Social Work, Psychology, or related field. Strong organizational, interpersonal and computer skills, and at least six months experience working with families and children with developmental disorders required. Minimum 2-year commitment required. For information about the Lab see http://www.bu.edu/anatneuro/dcn. To apply contact Human Resource Office at BUSM (Position # 9276; Nancy Kraybill). PROJECT MANAGER-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits to oversee the daily functions of a large-scale research program that is part of a new NIH- funded Autism Research Center of Excellence at BUSM. The project is a longitudinal study of toddlers diagnosed with autism spectrum disorders, exploring their developmental trajectories and impact on their families. Main responsibilities include: maintain participant, project and data files; collect diagnostic, language, cognitive, behavioral, and experimental data from young children; oversee the preparation, coding, and analysis of observational coding and language samples; supervise research assistants and students; complete reports for families on children's assessments. Additional responsibilities include data analysis; preparation of literature reviews, conference presentations, and manuscripts. Minimum requirements include Master's Degree in Psychology or related field, some experience working with children with autism or other developmental disorders and strong research background in developmental psychology, organizational, interpersonal and computer skills. Minimum 2-year commitment required. For information about the Lab see http://www.bu.edu/anatneuro/dcn. To apply contact Human Resource Office at BUSM (Position # 9275; Nancy Kraybill). ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( http://www.bu.edu/anatneuro/dcn/ ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1300 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Wed Jun 4 09:49:17 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Wed, 4 Jun 2003 10:49:17 +0100 Subject: Books for the lay person on child development Message-ID: My brother and his wife, an ecologist and a university adminstrator, are expecting their first baby - and I get asked this question by educated and intelligent parents of infants who come into our lab. What is a good book on child development, especially infant development, for the lay person? I'm particularly looking for one that is well balanced and steers clear of, or at least balances out, the "baby as mini-scientist who knows oh-so-much about the world" but also the "it's essential you expose your child to Mozart in the womb" ends of the spectrum. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Jun 4 11:02:43 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Jun 2003 11:02:43 +0000 Subject: Books for the lay person on child development In-Reply-To: Message-ID: you could try: "Everything your baby would ask, if only he or she could talk", by the infamous Karmiloff-Smith and her daughter, Kyra Karmiloff! ! It's published by Carroll and Brown, 2003 (with a horrible pink cover, but the science in it is really serious). People seem to like it but maybe you should see first if anyone else recommends it!! I could be very biased! best wishes Annette At 10:49 AM +0100 4/6/03, Alcock, Katie wrote: >My brother and his wife, an ecologist and a university adminstrator, >are expecting their first baby - and I get asked this question by >educated and intelligent parents of infants who come into our lab. >What is a good book on child development, especially infant >development, for the lay person? I'm particularly looking for one >that is well balanced and steers clear of, or at least balances out, >the "baby as mini-scientist who knows oh-so-much about the world" >but also the "it's essential you expose your child to Mozart in the >womb" ends of the spectrum. > >Thanks > >Katie Alcock > >Katie Alcock, DPhil >Lecturer >Department of Psychology >City University >Northampton Square >London EC1V 0HB >Phone (+44) (0)20 7040 0167 >Fax (+44) (0)20 7040 8581 >Web >http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberta at UDel.Edu Wed Jun 4 10:37:41 2003 From: roberta at UDel.Edu (Roberta) Date: Wed, 4 Jun 2003 06:37:41 -0400 Subject: Books for the lay person on child development In-Reply-To: Message-ID: Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." But "How Babies Talk" (by Golinkoff and Hirsh-Pasek) is the story of how kids learn language told from the point of view of the latest research in our field. It also points out what parents can do to facilitate their children's language development in sections in each chapter called "Scientific Sleuthing Pays Off!" Hope this fits the bill. Best, Roberta Golinkoff At 10:49 AM +0100 6/4/03, Alcock, Katie wrote: >My brother and his wife, an ecologist and a university adminstrator, >are expecting their first baby - and I get asked this question by >educated and intelligent parents of infants who come into our lab. >What is a good book on child development, especially infant >development, for the lay person? I'm particularly looking for one >that is well balanced and steers clear of, or at least balances out, >the "baby as mini-scientist who knows oh-so-much about the world" >but also the "it's essential you expose your child to Mozart in the >womb" ends of the spectrum. > >Thanks > >Katie Alcock > >Katie Alcock, DPhil >Lecturer >Department of Psychology >City University >Northampton Square >London EC1V 0HB >Phone (+44) (0)20 7040 0167 >Fax (+44) (0)20 7040 8581 >Web >http://www.staff.city.ac.uk/k.j.alcock -- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor of Education, Psychology, and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634; Email: Roberta at udel.edu; Fax: (302) 831-4110 Web site: http://copland.udel.edu/~roberta/ Lab web site: www.udel.edu/ILP Web site for our PhD program: http://www.udel.edu/educ/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Wed Jun 4 10:45:19 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Wed, 4 Jun 2003 11:45:19 +0100 Subject: Books for the lay person on child development Message-ID: I did actually know that, I'm embarassed that anyone would think I didn't! Incidentally if anyone wants to tell me what they think of the books recommended by their authors, without telling the whole list including the authors(!) who they are and what they thought, I'd be really happy to receive such emails and put together a set of anonymous reviews... Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." -------------- next part -------------- An HTML attachment was scrubbed... URL: From knelson at gc.cuny.edu Wed Jun 4 12:56:40 2003 From: knelson at gc.cuny.edu (K Nelson) Date: Wed, 4 Jun 2003 08:56:40 -0400 Subject: Books for the lay person on child development Message-ID: Annette and daughter's book is I think just what you need. I gave it to my daughter in preparation for her coming birth - it was enthusiastically received and read. Some Amazon.com readers apparently think it's too "English" but that may be better than being too American! Katherine ----- Original Message ----- From: Alcock, Katie To: Info-Childes (E-mail) ; Dev-Europe (E-mail) Sent: Wednesday, June 04, 2003 6:45 AM Subject: RE: Books for the lay person on child development I did actually know that, I'm embarassed that anyone would think I didn't! Incidentally if anyone wants to tell me what they think of the books recommended by their authors, without telling the whole list including the authors(!) who they are and what they thought, I'd be really happy to receive such emails and put together a set of anonymous reviews... Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." -------------- next part -------------- An HTML attachment was scrubbed... URL: From kenn.apel at wichita.edu Wed Jun 4 13:00:21 2003 From: kenn.apel at wichita.edu (Kenn Apel) Date: Wed, 4 Jun 2003 08:00:21 -0500 Subject: Books for the lay person on child development In-Reply-To: Message-ID: Kenn Apel and Julie Masterson, in conjunction with the American Speech-Language-Hearing Association, have a book entitled: Beyond Baby Talk: From Sounds to Sentences, A Parent's Complete Guide to Language Development. It's published by Prima (2001), and was written for parents specifically. It covers speech and language development (and emergent literacy skills) from birth to six, as well as such topics as the effects of birth order, media, daycare, and culture on communication development. It's available at most bookstores or on-line bookstores. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Alcock, Katie Sent: Wednesday, June 04, 2003 4:49 AM To: Info-Childes (E-mail); Dev-Europe (E-mail) Subject: Books for the lay person on child development My brother and his wife, an ecologist and a university adminstrator, are expecting their first baby - and I get asked this question by educated and intelligent parents of infants who come into our lab. What is a good book on child development, especially infant development, for the lay person? I'm particularly looking for one that is well balanced and steers clear of, or at least balances out, the "baby as mini-scientist who knows oh-so-much about the world" but also the "it's essential you expose your child to Mozart in the womb" ends of the spectrum. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Jun 4 15:22:31 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Jun 2003 15:22:31 +0000 Subject: Books for the lay person on child development In-Reply-To: Message-ID: now I feel less guilty, that's three of us recommending our own books!!! At 3:09 PM +0100 4/6/03, Alan Slater wrote: >This message is for dev-europe list members. Details of list are at >http://devpsy.lboro.ac.uk/psygroup/dev-europe.html >----------------------------------------------------------------- >Katie, > >An excellent one is Introduction to Infant Development, >edited by Alan Slater and Michael Lewis, Oxford University >Press, 2002. Written by leading experts and aimed at basic >undergraduate and intelligent laypeople. Website is - >http://www.oup.co.uk/isbn/0-19-850646-5 > >I think it's excellent and well-balanced, though I might be >slightly biased!! > >Best wishes > >Alan > >On Wed, 4 Jun 2003 10:49:17 +0100 "Alcock, Katie" > wrote: > >> >> My brother and his wife, an ecologist and a university adminstrator, are >> expecting their first baby - and I get asked this question by educated and >> intelligent parents of infants who come into our lab. What is a good book >> on child development, especially infant development, for the lay person? I'm >> particularly looking for one that is well balanced and steers clear of, or >> at least balances out, the "baby as mini-scientist who knows oh-so-much >> about the world" but also the "it's essential you expose your child to >> Mozart in the womb" ends of the spectrum. >> >> Thanks >> >> Katie Alcock >> >> Katie Alcock, DPhil >> Lecturer >> Department of Psychology >> City University >> Northampton Square >> London EC1V 0HB >> Phone (+44) (0)20 7040 0167 >> Fax (+44) (0)20 7040 8581 >> Web http://www.staff.city.ac.uk/k.j.alcock >> > >Alan Slater >Washington Singer Laboratories >University of Exeter >Exeter EX4 4QG >UK > >Phone +44 1392 264595 >Fax +44 1392 264623 >Email A.M.Slater at exeter.ac.uk From gary.marcus at nyu.edu Wed Jun 4 16:41:50 2003 From: gary.marcus at nyu.edu (Gary Marcus) Date: Wed, 4 Jun 2003 09:41:50 -0700 Subject: Books for the lay person on child development In-Reply-To: Message-ID: At 10:49 AM +0100 6/4/03, Alcock, Katie wrote: >My brother and his wife, an ecologist and a university adminstrator, >are expecting their first baby - and I get asked this question by >educated and intelligent parents of infants who come into our lab. >What is a good book on child development, especially infant >development, for the lay person? I'm particularly looking for one >that is well balanced and steers clear of, or at least balances out, >the "baby as mini-scientist who knows oh-so-much about the world" >but also the "it's essential you expose your child to Mozart in the >womb" ends of the spectrum. Dear Katie, If your brother and his wife are the sorts who like reading popular science, they might also enjoy reading my forthcoming book, The Birth of the Mind (Basic Books, January 2004), which focuses on understanding the biological contribution to early (especially prenatal) development, what genes do, how embryology works, how the circuitry of the brain gets wired, and how genes themselves make learning possible. (A brief snippet, apropos Mozart, is below.) It's still at the copy editor, but if your brother and sister-in-law wanted a sneak preview, let me know. Best, Gary From The Birth of the Mind (Basics Books), Copyright (2003) Gary F. Marcus 2003: Babies can learn even when still inside the womb. In one delightful study, psychologists Anthony DeCasper and Melanie Spence asked prospective mothers to read a three minute passage from either Dr. Seuss The Cat in The Hat or Gurney and Gurney's The King, The Mice, and The Cheese. Tested just a day or two after birth, the infants that had been exposed to Seuss in the womb preferred Seuss; those that heard The King preferred The King -- even when another person read the stories. This is not to say late trimester infants actually understood the Cat's tale, but they do seem to have caught on to its distinctive rhythms. Another study showed that third trimester fetuses could pick up the melody in Mary Had a Little Lamb, and another that they could recognize the melody from the theme song of a British soap opera. (I am not, however, suggesting that you try this at home. There's no evidence that prenatal exposure has any lasting long-term consequences, and some experts believe that such deliberate exposure could actually be disruptive to the developing auditory system as well the baby's natural wake-sleep cycles.) -- During the 2002-2003 academic year: Center for Advanced Study in Behavioral Sciences 75 Alta Road Stanford, CA 94305 Tel: (650) 321-2052 Fax: (650) 321-1192 Permanent Coordinates Department of Psychology New York University 6 Washington Place New York NY 10003 tel: 212-998-3551 fax: 212-995-4866 http://www.psych.nyu.edu/gary/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Wed Jun 4 17:04:28 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 4 Jun 2003 18:04:28 +0100 Subject: Books for the lay person on child development Message-ID: I like Lise Eliot's "Early Intelligence"; Penguin Books, 1999. I would strongly recommend Annette Karmiloff-Smith's "Baby It's You"; but, alas, I believe it's out-of- print. Ann In message Alan Slater writes: > This message is for dev-europe list members. Details of list are at > http://devpsy.lboro.ac.uk/psygroup/dev-europe.html > ----------------------------------------------------------------- > Katie, > > An excellent one is Introduction to Infant Development, > edited by Alan Slater and Michael Lewis, Oxford University > Press, 2002. Written by leading experts and aimed at basic > undergraduate and intelligent laypeople. Website is - > http://www.oup.co.uk/isbn/0-19-850646-5 > > I think it's excellent and well-balanced, though I might be > slightly biased!! > > Best wishes > > Alan > > On Wed, 4 Jun 2003 10:49:17 +0100 "Alcock, Katie" > wrote: > > > > > My brother and his wife, an ecologist and a university adminstrator, are > > expecting their first baby - and I get asked this question by educated and > > intelligent parents of infants who come into our lab. What is a good book > > on child development, especially infant development, for the lay person? I'm > > particularly looking for one that is well balanced and steers clear of, or > > at least balances out, the "baby as mini-scientist who knows oh-so-much > > about the world" but also the "it's essential you expose your child to > > Mozart in the womb" ends of the spectrum. > > > > Thanks > > From velleman at comdis.umass.edu Thu Jun 5 01:27:56 2003 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 4 Jun 2003 21:27:56 -0400 Subject: formant reliability in children In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: I'm looking for studies of phonological development (early, not literacy, etc.) in children from low SES homes. Many thanks. Shelley Velleman From velleman at comdis.umass.edu Thu Jun 5 01:28:56 2003 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 4 Jun 2003 21:28:56 -0400 Subject: formant reliability in children In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: What do you-all consider to be a reasonable reliability level in formant identification in children (6-8 years old)? I.e., within how many Hz should two judges be of each other, on average? (These are cochlear implant users, so the task is even more challenging....) Many thanks. Shelley Velleman From c.houston-price at reading.ac.uk Thu Jun 5 09:23:55 2003 From: c.houston-price at reading.ac.uk (Carmel Houston-Price) Date: Thu, 5 Jun 2003 10:23:55 +0100 Subject: Books for the lay person on child development Message-ID: I enjoyed another of Lise Eliot's books: "What's going on in there? How the brain and mind develop in the first five years of life" (1999). New York: Bantam. Although obviously aimed at interested parents, there was plenty in there that was new for me too. Carmel Houston-Price -- Dr. Carmel Houston-Price University of Reading School of Psychology Earley Gate, Whiteknights PO Box 238, Reading RG6 6AL, UK Tel: 0118 987 5123 x4378 Fax: 0118 931 6715 Ann Dowker wrote: > > I like Lise Eliot's "Early Intelligence"; Penguin Books, > 1999. > > I would strongly recommend Annette Karmiloff-Smith's > "Baby It's You"; but, alas, I believe it's out-of- > print. > > Ann > > > > > > On Wed, 4 Jun 2003 10:49:17 +0100 "Alcock, Katie" > > wrote: > > > > > > > > My brother and his wife, an ecologist and a university adminstrator, are > > > expecting their first baby - and I get asked this question by educated and > > > intelligent parents of infants who come into our lab. What is a good book > > > on child development, especially infant development, for the lay person? I'm > > > particularly looking for one that is well balanced and steers clear of, or > > > at least balances out, the "baby as mini-scientist who knows oh-so-much > > > about the world" but also the "it's essential you expose your child to > > > Mozart in the womb" ends of the spectrum. > > > > > > Thanks > > > From tdickson at loyola.edu Thu Jun 5 13:32:05 2003 From: tdickson at loyola.edu (Tracie Dickson) Date: Thu, 5 Jun 2003 09:32:05 -0400 Subject: No subject Message-ID: We are interested in language and gesture development in young children who are blind (6 months to 32 months). References for studies in this area would be most appreciated. Thank you. Marie Celeste Tracie Dickson Tracie Dickson, Ph.D. Loyola College in Maryland Department of Speech Pathology/Audiology 4501 N. Charles Street Baltimore, MD 21210 410-617-2630 (office) From tdickson at loyola.edu Thu Jun 5 13:34:23 2003 From: tdickson at loyola.edu (Tracie Dickson) Date: Thu, 5 Jun 2003 09:34:23 -0400 Subject: Lang and gesture in blind children Message-ID: We are interested in language and gesture development in young children who are blind (6 months to 32 months). References for studies in this area would be most appreciated. Thank you. Marie Celeste Tracie Dickson Tracie Dickson, Ph.D. Loyola College in Maryland Department of Speech Pathology/Audiology 4501 N. Charles Street Baltimore, MD 21210 410-617-2630 (office) From asheldon at tc.umn.edu Thu Jun 5 16:05:14 2003 From: asheldon at tc.umn.edu (Amy L Sheldon) Date: Thu, 5 Jun 2003 11:05:14 -0500 Subject: Lang and gesture in blind children In-Reply-To: Message-ID: We (Belbas and Sheldon) presented a paper describing speech-gesture synchrony in a sighted 36-month-old at the int'l gesture conference last June at the University of Texas-Austin. Paper title is: "Speech-gesture synchrony in preschooler-adult discourse: a case study". You can read our paper and see the video clips at http://www.tc.umn.edu/~belba002/ut_paper/BelbasSheldon.html I'd also be interested in any getsure studies of young children. Btw, the papers from that conference are going to be posted at their website but they have been delayed. So there may be others about kids to be found there. I think there was one case study of a blind adult. Best wishes, Amy Sheldon asheldon at umn.edu On Thu, 5 Jun 2003, Tracie Dickson wrote: > We are interested in language and gesture development in young children > who are blind (6 months to 32 months). > > References for studies in this area would be most appreciated. Thank you. > > Marie Celeste > Tracie Dickson > > > > Tracie Dickson, Ph.D. > Loyola College in Maryland > Department of Speech Pathology/Audiology > 4501 N. Charles Street > Baltimore, MD 21210 > 410-617-2630 (office) > > From elwinner at attbi.com Thu Jun 5 21:54:43 2003 From: elwinner at attbi.com (Ellen Winner) Date: Thu, 5 Jun 2003 17:54:43 -0400 Subject: Books for the lay person on child development (and the Mozart effect) Message-ID: Actually the Mozart effect has been misunderstood by the popular media. The original Mozart effect researcher, Frances Rauscher, is a serious researcher at U of Wisconsin (@Oshkosh) who demonstrated that ADULTS who listen to Mozart score higher on certain spatial reasoning subtests but the effect fades after 10-15 minutes (suggesting that spatial and musical processing may be related). She also showed that children learning to make music over time improve in certain spatial reasoning skills (which may have some educational implications if the spatial reasoning tests relate to what is taught in schools). My colleague Lois Hetland at Harvard Project Zero carried out two meta-analyses on the bodies of research testing each of these two claims and found they held up (see Journal of Aesthetic Education, 2000, 3-4). No one ever tested what happens if infants (or fetuses) (or children) listen to Mozart (or any other kind of classical music). Because people like former Georgia governor Zell Miller started handing out classical music tapes to parents of newborns and claiming that this would lead to higher SAT scores, misconceptions about what the science actually showed have mushroomed. I see this as a case of advocacy bluring what the actual research showed; the scientific community reacted (rightly) negatively to the advocacy claims but failed to see the actual scientific claims that started all this. Ellen Winner Dept. of Psychology Boston College "Alcock, Katie" wrote: I did actually know that, I'm embarassed that anyone would think I didn't!Incidentally if anyone wants to tell me what they think of the books recommended by their authors, without telling the whole list including the authors(!) who they are and what they thought, I'd be really happy to receive such emails and put together a set of anonymous reviews... Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." -------------- next part -------------- An HTML attachment was scrubbed... URL: From henri.cohen at uqam.ca Mon Jun 9 15:43:21 2003 From: henri.cohen at uqam.ca (Henri Cohen) Date: Mon, 9 Jun 2003 11:43:21 -0400 Subject: Summer institute in cognitive sciences Message-ID: Last announcement The Université du Québec à Montréal (UQÀM) will hold its first summer institute in cognitive sciences from June 30th to July 11th 2003. The theme will be on 'categorisation' as seen from the point of view of the following disciplines: cognitive anthropology, cognitive computer science, linguistics, cognitive neuroscience, philosophy and psychology. For more information about the program, registration and accommodation, please consult our website: http://www.unites.uqam.ca/sccog. Claire Lefebvre Département de linguistique Université du Québec à Montréal Case postale 8888, succ. Centre-Ville Montréal (Québec) Canada H3C 3P8 Téléphone: (514) 987-3000 #8464 Télécopieur: (514) 987-4652 -------------- next part -------------- An HTML attachment was scrubbed... URL: From velleman at comdis.umass.edu Thu Jun 12 00:14:47 2003 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 11 Jun 2003 20:14:47 -0400 Subject: attrition in longitudinal studies In-Reply-To: <0HGC005KRD6R16@newman.oit.umass.edu> Message-ID: Assistance urgently needed! I need to know what kinds of attrition rates people have had in longitudinal studies, especially of very young kids (I hope to be following mine from 12 - 42 months). Especially if you've had experience with low SES groups, I'd really appreciate you sharing your experience, including any strategies that helped to reduce attrition. Please include: Age range: SES: Strategies that did or did not work to reduce attrition (Please state which!): Location: Many thanks!! Shelley Velleman UMass - Amherst From B.J.Richards at reading.ac.uk Thu Jun 12 07:50:24 2003 From: B.J.Richards at reading.ac.uk (Brian Richards) Date: Thu, 12 Jun 2003 08:50:24 +0100 Subject: attrition in longitudinal studies Message-ID: Dear Shelley, Gordon Wells gives some useful information about withdrawals from his sample of 128 children in Bristol, England. See his 1985 book Language Development in the Preschool Years. Table 1.7, p.28 gives a breakdown by age, sex and class of family background of children who withdrew. The cell with the largest count is Class D boys in the older cohort. Regards Brian ************************************* Brian Richards Professor of Education The University of Reading Institute of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Shelley Velleman" To: Sent: Thursday, June 12, 2003 1:14 AM Subject: attrition in longitudinal studies > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've had experience > with low SES groups, I'd really appreciate you sharing your experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > > From k.j.alcock at city.ac.uk Thu Jun 12 10:28:17 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Thu, 12 Jun 2003 11:28:17 +0100 Subject: attrition in longitudinal studies Message-ID: This is something I know a reasonable amount about, having worked on two longitudinal studies among possibly the lowest SES group possible - rural children in Tanzania, one of the poorest countries in the world. Both studies were looking at school aged children so, for this group, attrition may be slightly lower because parents are less likely to move the whole family if a child is in school. We found that some children stayed in the same school but their family care arrangements changed. In the second study we did however also look at children who were not in school and the dropout rate was higher. In that study it was 15-20% (over 2 years) and in the first study the figures (over 16 months) were as follows: The total drop out rate was around 7% for educational achievement tests, 10% for tests of cognitive function and 15% for biometric measures. Dropouts were due to families moving away from the area (44% of all dropouts), dropping out of school (13%), withdrawal of parental consent (12%), chronic absenteeism (10%) and children refusing to participate (4%). Strategies for following up are possibly a little different in this setting - no family has a telephone or a postal address and to find children's houses requires at least directions, if not accompaniment by another child or adult. We did have the advantage that in the first study (with 1000 children) all of them were in school at the start of the study and so we could send messages via their classmates if they did not attend school on the first day we were in their school for testing. This study took place in about 8 schools and the testing team was only in each school for a limited amount of time, and we had a very small window for repeat testing (about 2 weeks) so we may have been able to find more children if the window had been larger. Also, unless the child moved to another school in the study area, although we could have found more children as family and friends knew where they lived, and most moved a short distance, we could no longer include them in the study group due to the design of the study. Unfortunately, for the second study, children who did not enrol in school by the age of 12 or so were even more likely to move away from the village. However, we had a less tight time window for testing, and so we were able to visit homes on repeated occasions. Our main method of followup when sending messages via other children failed for both studies was sending a member of the team - either our dedicated coordination staff, who also planned testing timetables and gave children pre-testing snacks, or an interviewer who was planning to interview a parent - to the child's home. This was often a sensitive matter as parents had fears about the study, taking blood samples etc. This was obviously time-consuming but we did find that direct contact with the parents helped a lot, as well as holding school and village meetings before each followup period. On a slightly more down-to-earth note - I know that the TEDS study asks parents for the address and phone number of someone (e.g. a grandparent or friend) who is not likely to move during the period of the study, as an additional contact avenue. Another group employs an ex-social-worker as their followup liason person. Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock > -----Original Message----- > From: Shelley Velleman [mailto:velleman at comdis.umass.edu] > Sent: 12 June 2003 01:15 > To: info-childes at mail.talkbank.org > Subject: attrition in longitudinal studies > > > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've > had experience > with low SES groups, I'd really appreciate you sharing your > experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Thu Jun 12 12:35:28 2003 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Thu, 12 Jun 2003 08:35:28 -0400 Subject: attrition in longitudinal studies Message-ID: Dear Shelley, I'm sure a number of people will give you good averages of the number of children to enroll and the standard strategies (paying more for later visits, etc.) but I had two cautions to share from the experience with low-SES longitudinal subjects in the projects in Kim Oller and Rebecca Eiler's lab in Miami (that I participated in). Btw, we had a great (full-time) family coordinator: a woman in her late 40s who spent a lot of time bonding with the families and calling and scheduling (and rescheduling). We also had enough research assistants that we could follow the requirements of the subjects more than those of the researchers--ie. we had more flexibility for the subjects in setting up the appointments. 1. We didn't lose so many people, but we didn't have everyone at every observation point. ( For example, hurricane Andrew disrupted the living situations of several families for several months-- but they came back--and other less dramatic interruptions occurred.) 2. The second consideration was that by the time we had families who had the staying power to come every month, they may not have been typical of their demographic group. (and in fact, we found smaller SES differences than other studies have found). Good luck, Barbara ----- Original Message ----- From: "Shelley Velleman" To: Sent: Wednesday, June 11, 2003 8:14 PM Subject: attrition in longitudinal studies > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've had experience > with low SES groups, I'd really appreciate you sharing your experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > > From jr111 at cus.cam.ac.uk Thu Jun 12 13:54:15 2003 From: jr111 at cus.cam.ac.uk (James Russell) Date: Thu, 12 Jun 2003 14:54:15 +0100 Subject: Tadoma Message-ID: Dear Colleagues, Can anybody recommend some recent work on teaching language to congenitally deaf-blind children by the Tadoma method? Thanks, Jim Russell Cambridge UK From cchaney at sfsu.edu Thu Jun 12 17:09:29 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 12 Jun 2003 10:09:29 -0700 Subject: attrition in longitudinal studies In-Reply-To: Message-ID: Hi Shelly, I had pretty good luck...only lost 2 of 42 and those moved out of state. BUT I was willing to go to great lengths, including doing some travel myself. My study retested kids after 3 years. First, families move a lot, so get the names and contact information for family members who are in stable living situations...Grandma will know where the kids have moved, for example. Second, provide some incentive for families to stay in touch. I didn't pay anything, but I CARED about the kid's progress in literacy and would call about once a year to see how little Johnny was doing with books. I really miss some of the families and still think of the kids in my study, especially those who were not leaping into literacy. Good luck, Carolyn Chaney On Wed, 11 Jun 2003, Shelley Velleman wrote: > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've had experience > with low SES groups, I'd really appreciate you sharing your experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > From dandjelk at f.bg.ac.yu Fri Jun 13 07:49:30 2003 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Fri, 13 Jun 2003 09:49:30 +0200 Subject: comparing files in CHILDES Message-ID: Dear colleagues, I need assistance in organizing team work on a corpus of child langauge. We have a file with child language transcribed in CHILDES, a coding team working on several copies of the same file, and we need to achieve a high level of accordance between coding of different people. In the process, coders would find necessary to make corrections in file, and at the end we would get different versions of the same file (different files) that possibly differ not only in coding tiers but also in the main lines and other dependent tiers. I need to know is there any ellegant way to make comparisons between the outcome files that would enable us: 1. to detect all the differences between files (I hope for an automatic tool) 2. to make final decision what solution of particular spot in transript we agree on (this we have to do by ourselves), 3. to retrieve a critical part that we agreed on and paste it to the archive (again hope for an automatic tool). I want to emphasis that making corrections before coding is not solution of the problem (btw. proof reading is already finished) because some features of interaction and utterances become obvious only while working on coding. Is this too difficult? I guess other people had similar problems. I would appreciate any help. Thanks in advance. Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory for Experimental Psyhology Faculty of Philosophy University of Belgrade Serbia and Montenegro From macw at cmu.edu Fri Jun 13 14:04:05 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 13 Jun 2003 10:04:05 -0400 Subject: comparing files in CHILDES In-Reply-To: <007701c33180$9c5e3360$414b5b93@bg.ac.yu> Message-ID: Dear Darinka, First, for the comparison of coding lines, you can use the RELY program in CLAN which is specifically designed to address this type of application. However, RELY assumes that the second coder used the same master file as the first coder and it appears from your message that you do not yet know about RELY and may not have used this procedure. So, for future work, you should try to follow the procedure required by RELY. The application of RELY also assumes that you used Coder's Editor to create your codes, although this is not a formal requirement. It is just that the codes created by Coder's Editor are guaranteed to have at least the right characters and spacing and to only contain substantive disagreements between coders. Second, it seems that you also want to spot all the differences in the transcription itself. In theory, this could be done by using the DIFF program. This is a standard Unix utility. On Mac, you can get it through BBEdit. On Windows, I think you could get it through the Epsilon editor. I think that Word may also have a facility like this, although I am not sure. In any case, when you run DIFF you will undoubtedly end up with an enormous number of minor differences, many caused by minor things like spacing and such. It is possible that some version of DIFF then takes you the next step and tries to work with you to resolve transcription differences. However, my experiences with DIFF suggest that, at this point, you would essentially be in the position of going through the whole pair of transcripts by hand. To make a long story short, it has seemed to me that the part of this process that it makes best sense to automate is the part that is done through Coder's Editor and RELY. The part that would require the complete operation of DIFF is a much bigger and more difficult matter. After you have worked with DIFF for a few days, you may have ideas about automation and then I would be happy to discuss how to work on this. For example, my programmer has combined the use of DIFF with Perl scripts that negotiate uninteresting differences spotted by DIFF. If you have someone who could write the necessary additional Perl scripts, we could explain this process to you. One part of your message that I do not understand is the claim that "making corrections before coding is not a solution to the problem". But perhaps we could discuss this and related issues on info-chibolts at mail.talkbank.org instead of info-childes at mail.talkbank.org, since these questions may get into "nuts and bolts". --Brian MacWhinney On 6/13/03 3:49 AM, "Darinka Andjelkovic" wrote: > Dear colleagues, > I need assistance in organizing team work on a corpus of child langauge. > > We have a file with child language transcribed in CHILDES, a coding team > working on several copies of the same file, and we need to achieve a high > level of accordance between coding of different people. In the process, > coders would find necessary to make corrections in file, and at the end we > would get different versions of the same file (different files) that > possibly differ not only in coding tiers but also in the main lines and > other dependent tiers. > > I need to know is there any ellegant way to make comparisons between the > outcome files that would enable us: > 1. to detect all the differences between files (I hope for an automatic > tool) > 2. to make final decision what solution of particular spot in transript we > agree on (this we have to do by ourselves), > 3. to retrieve a critical part that we agreed on and paste it to the archive > (again hope for an automatic tool). > > I want to emphasis that making corrections before coding is not solution of > the problem (btw. proof reading is already finished) because some features > of interaction and utterances become obvious only while working on coding. > > Is this too difficult? I guess other people had similar problems. I would > appreciate any help. > > Thanks in advance. > > Darinka Andjelkovic > dandjelk at f.bg.ac.yu > Laboratory for Experimental Psyhology > Faculty of Philosophy > University of Belgrade > Serbia and Montenegro > > > > From dandjelk at f.bg.ac.yu Sat Jun 14 07:54:06 2003 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Sat, 14 Jun 2003 09:54:06 +0200 Subject: comparing files in CHILDES Message-ID: Dear Brian and colleagues, thank you for your immediate and exaustive response. I took the CHILDES Manual (sorry for skipping this chapter before) and it seems to me that RELY would do what I need. I'll try. And I think you missunderstood some parts of my letter. It was not my intention to compare the differences in the transcripts itself (we made only one transcript for one tape), but to detect not only the differences between the codes line of two coders, but also to find the spots where a coder may have made a change in a main line, haeder, or other dependent tiers. Those changes are actualy important suggestions for corrections of the master version of file, and I want them to be considered, and if good accepted. I found in manual (I am working on1998 version and thinking on getting to new ones) that +c switch will make program ingore the differences in the main lines, haeders and depedents, and I guess I should only skipp the switch! Second, > One part of your message that I do not understand is the claim that > "making corrections before coding is not a solution to the problem". But > perhaps we could discuss this and related issues on > info-chibolts at mail.talkbank.org instead of info-childes at mail.talkbank.org, > since these questions may get into "nuts and bolts". > Of course we made proof reading of all files and entered all corrections needed before the coding procedure! Actually, we haven't started coding yet, we are just making trials and testing things. What I wanted to say is that even after correcting transcripts, it will always happen that some solutions in transcript become visible and changes necessery only in the coding process. I would like to hear whether other researchers share this experience with me!! Best wishes to all, Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade Serbia and Montenegro ----- Original Message ----- From: "Brian MacWhinney" To: "Darinka Andjelkovic" ; Sent: Friday, June 13, 2003 4:04 PM Subject: Re: comparing files in CHILDES > Dear Darinka, > > First, for the comparison of coding lines, you can use the RELY program in > CLAN which is specifically designed to address this type of application. > However, RELY assumes that the second coder used the same master file as the > first coder and it appears from your message that you do not yet know about > RELY and may not have used this procedure. So, for future work, you should > try to follow the procedure required by RELY. > The application of RELY also assumes that you used Coder's Editor to > create your codes, although this is not a formal requirement. It is just > that the codes created by Coder's Editor are guaranteed to have at least the > right characters and spacing and to only contain substantive disagreements > between coders. > Second, it seems that you also want to spot all the differences in the > transcription itself. In theory, this could be done by using the DIFF > program. This is a standard Unix utility. On Mac, you can get it through > BBEdit. On Windows, I think you could get it through the Epsilon editor. I > think that Word may also have a facility like this, although I am not sure. > In any case, when you run DIFF you will undoubtedly end up with an enormous > number of minor differences, many caused by minor things like spacing and > such. It is possible that some version of DIFF then takes you the next step > and tries to work with you to resolve transcription differences. However, > my experiences with DIFF suggest that, at this point, you would essentially > be in the position of going through the whole pair of transcripts by hand. > To make a long story short, it has seemed to me that the part of this > process that it makes best sense to automate is the part that is done > through Coder's Editor and RELY. The part that would require the complete > operation of DIFF is a much bigger and more difficult matter. After you > have worked with DIFF for a few days, you may have ideas about automation > and then I would be happy to discuss how to work on this. For example, my > programmer has combined the use of DIFF with Perl scripts that negotiate > uninteresting differences spotted by DIFF. If you have someone who could > write the necessary additional Perl scripts, we could explain this process > to you. > One part of your message that I do not understand is the claim that > "making corrections before coding is not a solution to the problem". But > perhaps we could discuss this and related issues on > info-chibolts at mail.talkbank.org instead of info-childes at mail.talkbank.org, > since these questions may get into "nuts and bolts". > > --Brian MacWhinney > From mmr.julien at wanadoo.nl Fri Jun 13 21:46:29 2003 From: mmr.julien at wanadoo.nl (M.M.R. (Manuela) Julien) Date: Fri, 13 Jun 2003 23:46:29 +0200 Subject: assessment speech and language disorders in Turkish and Arabic Message-ID: Does anyone know of any articles or books on language acquisiton and/or language disorders in children who speak Turkish? And Arabic? From tdickson at loyola.edu Sat Jun 14 12:13:05 2003 From: tdickson at loyola.edu (Tracie Dickson) Date: Sat, 14 Jun 2003 08:13:05 -0400 Subject: Gesture in Italian Speakers Message-ID: Hello, We are looking for studies that examine communicative gesture development in young children who are blind and native Italian speakers. Any suggestions would be most appreciated. Thank you. Tracie Dickson Marie Celeste From rmontes at siu.buap.mx Sat Jun 14 13:46:29 2003 From: rmontes at siu.buap.mx (MONTES MIRO ROSA GRACIELA) Date: Sat, 14 Jun 2003 08:46:29 -0500 Subject: Gesture in Italian Speakers In-Reply-To: Message-ID: Hi, This is not directly what you are looking for but Adam Kendon has looked at gesture in adult Italian speakers. Here's one reference but there are others: "Gestures as illocutionary and discourse structure markers in Southern Italian conversation." In Journal of Pragmatics 23(3):247-279 Also some people to contact might be Virginia Volterra who has studied Italian sign language (Volterra, Virginia, ed. (1987). La Lingua Italiana dei Segni: La comunicazione visivo-gestuale dei sordi. Bologna: Il Mulino. and Isabella Poggi who does work on gesture in conversation and produced the Italian "gestionary". They may know of current work with Italian children, or something closer to what you are looking for. Hope this helps, Rosa Montes, UAP (Mexico) Tracie Dickson escribió: > Hello, > > We are looking for studies that examine communicative gesture development in young children who are blind and native Italian speakers. Any suggestions would be most appreciated. Thank you. > > Tracie Dickson > Marie Celeste > ========================================= Dra. Rosa Graciela Montes Miró Directora de Investigación Vicerrectoría de Investigación y Estudios de Posgrado, Benemérita Universidad Autónoma de Puebla ========================================= +52 22 2229-5500, Ext. 5737 +52 22 2229-5631 (FAX) ========================================= From normann at hum.ku.dk Sat Jun 14 16:31:03 2003 From: normann at hum.ku.dk (=?iso-8859-1?Q?Jens_Normann_J=F8rgensen?=) Date: Sat, 14 Jun 2003 18:31:03 +0200 Subject: assessment speech and language disorders in Turkish and Arabi c Message-ID: Tons of it: You should contact the center for language impairment at the Anadolu Üniversitesi in Eskisehir, Turkey. The leader is Seyhun Topbas: stopbas at anadolu.edu.tr Normannj -----Original Message----- From: M.M.R. (Manuela) Julien To: Child Language Listserve Sent: 13-06-03 23:46 Subject: assessment speech and language disorders in Turkish and Arabic Does anyone know of any articles or books on language acquisiton and/or language disorders in children who speak Turkish? And Arabic? From ann.dowker at psy.ox.ac.uk Sat Jun 14 17:53:01 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 14 Jun 2003 18:53:01 +0100 Subject: Gesture in Italian Speakers Message-ID: I don't know of any work specifically on Italian blind children, but the following papers deal with communicative gesture in blind people: Frame, M.J. (2000). The relationship between visual impairment and gestures. Journal of Visual Impairment and Blindness, 94, 155-171 Iverson, J.M. (1999). How to get to the cafeteria: gesture and speech in blind children's spatial descriptions. Developmental Psychology, 35, 1132-1142 Iverson, J.M. and Goldin-Meadow, S. (1997). What's communication got to do with it?: gesture in children blind from birth. Developmental Psychology, 33, 453-467 Iverson, J.M. and Goldin-Meadow, S. (2001). The resilience of gesture in talk: gesture in blind speakers and listeners. Developmental Science, 4, 416-422 Sharkey, W.F. et al (2000). Hand gestures of visually impaired and sighted people. Journal of Visual Impairment and Blindness, 94, 549-563 Ann In message "Tracie Dickson" writes: > Hello, > > We are looking for studies that examine communicative gesture development = > in young children who are blind and native Italian speakers. Any = > suggestions would be most appreciated. Thank you. > > Tracie Dickson > Marie Celeste > > From ann.dowker at psy.ox.ac.uk Sat Jun 14 18:11:27 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 14 Jun 2003 19:11:27 +0100 Subject: assessment speech and language disorders in Turkish and Arabic Message-ID: For Turkish acquisition in typically developing children: Aksu-Koc, A. and Slobin, D. (1985). The acquisition of Turkish. In Dan Slobin et al (eds.) The Cross-Linguistic Study of Language Acquisition, Vol.1. Erlbaum, 1985. Ann In message <5.2.1.1.0.20030613234320.00a4c880 at pop.wanadoo.nl> "M.M.R. (Manuela) Julien" writes: > Does anyone know of any articles or books on language acquisiton and/or > language disorders in children who speak Turkish? And Arabic? > > > From Kathryn at multilingual-matters.com Tue Jun 17 15:26:15 2003 From: Kathryn at multilingual-matters.com (Kathryn King) Date: Tue, 17 Jun 2003 16:26:15 +0100 Subject: New book from Multilingual Matters Message-ID: AGE AND THE ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE Edited by María del Pilar García Mayo and María Luisa García Lecumberri (University of the Basque Country) Key Features - Deals with the issue of age and the acquisition of a foreign language - Discusses learning English as a third language in two bilingual communities Description This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies. Contents: Introduction María del Pilar García Mayo and María Luisa García Lecumberri (University of the Basque Country) PART I - THEORETICAL ISSUES 1. Critical Periods of General Age Factor(s)? David Singleton ( Trinity College, Dublin) 2. Phonological Acquisition in Multilingualism Jonathan Leather (University of Amsterdam) 3. Know Your Grammar Stefka H. Marinova-Todd (Harvard Graduate School of Education) PART II - FIELDWORK IN BILINGUAL COMMUNITIES 4. The Influence of Age on the Acquisition of English Jasone Cenoz (University of the Basque Country) 5. Age, Length of Exposure and Grammaticality Judgements in the Acquisition of English as a Foreign Language María del Pilar García Mayo (University of the Basque Country) 6. English FL Sounds in School Learners of Different Ages María Luisa García Lecumberri and Francisco Gallardo (University of the Basque Country) 7. Maturational Constraints on Foreign Language Written Production David Lasagabaster and Aintzane Doiz (University of the Basque Country) 8. Variation in Oral Skills Development and Age of Onset Carmen Muñoz (University of Barcelona) 9. Learner Strategies: A Cross-Sectional and Longitudinal Study of Primary and High-school EFL Learners Mia Victori (Autonomous University of Barcelona) and Elsa Tragant (University of Barcelona) Editor information María del Pilar García Mayo is Associate Professor of English linguistics at the University of the Basque Country (Spain). Her research interests include the acquisition of second language syntax both from a generative and an interactionist perspective. María Luisa García Lecumberri is Associate Professor of English phonetics at the University of the Basque Country (Spain). Her research interests are intonation in English and Spanish and the acquisition of English by foreign learners. Second Language Acquisition No.4 May 2003 Format 210 x 148mm 209pp Hbk ISBN 1-85359-639-6 £49.95 / US$79.95 / CAN$99.95 Pbk ISBN 1-85359-638-8 £16.95 / US$27.95 / CAN$39.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 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 Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From yhl at chu.edu.tw Tue Jun 17 15:43:33 2003 From: yhl at chu.edu.tw (Yuh-huey Lin) Date: Tue, 17 Jun 2003 23:43:33 +0800 Subject: New book from Multilingual Matters Message-ID: Dear Info-childes Manager, Please unsubscribe me from now till the end of August. Thank you very much! Regards, Yuh-Huey Lin ----- Original Message ----- From: "Kathryn King" To: Sent: Tuesday, June 17, 2003 11:26 PM Subject: New book from Multilingual Matters > AGE AND THE ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE > > Edited by María del Pilar García Mayo and María Luisa García Lecumberri > (University of the Basque Country) > > Key Features > - Deals with the issue of age and the acquisition of a foreign language > - Discusses learning English as a third language in two bilingual > communities > > Description > This book provides an overview of current research on the age factor in > foreign language learning, addressing issues, which are critical for > language planning. It presents new research on foreign language learning > within bilingual communities in formal instruction settings focussing on > syntax, phonology, writing, oral skills and learning strategies. > > Contents: > Introduction María del Pilar García Mayo and María Luisa García > Lecumberri (University of the Basque Country) > PART I - THEORETICAL ISSUES > 1. Critical Periods of General Age Factor(s)? David Singleton ( Trinity > College, Dublin) > 2. Phonological Acquisition in Multilingualism Jonathan Leather > (University of Amsterdam) > 3. Know Your Grammar Stefka H. Marinova-Todd (Harvard Graduate School of > Education) > PART II - FIELDWORK IN BILINGUAL COMMUNITIES > 4. The Influence of Age on the Acquisition of English Jasone Cenoz > (University of the Basque Country) > 5. Age, Length of Exposure and Grammaticality Judgements in the > Acquisition of English as a Foreign Language María del Pilar García Mayo > (University of the Basque Country) > 6. English FL Sounds in School Learners of Different Ages María Luisa > García Lecumberri and Francisco Gallardo (University of the Basque > Country) > 7. Maturational Constraints on Foreign Language Written Production David > Lasagabaster and Aintzane Doiz (University of the Basque Country) > 8. Variation in Oral Skills Development and Age of Onset Carmen Muñoz > (University of Barcelona) > 9. Learner Strategies: A Cross-Sectional and Longitudinal Study of > Primary and High-school EFL Learners Mia Victori (Autonomous University > of Barcelona) and Elsa Tragant (University of Barcelona) > > Editor information > María del Pilar García Mayo is Associate Professor of English > linguistics at the University of the Basque Country (Spain). Her > research interests include the acquisition of second language syntax > both from a generative > and an interactionist perspective. > María Luisa García Lecumberri is Associate Professor of English > phonetics at the University of the Basque Country (Spain). Her research > interests are intonation in English and Spanish and the acquisition of > English by > foreign learners. > > Second Language Acquisition No.4 May 2003 Format 210 x 148mm 209pp > Hbk ISBN 1-85359-639-6 £49.95 / US$79.95 / CAN$99.95 > Pbk ISBN 1-85359-638-8 £16.95 / US$27.95 / CAN$39.95 > > > > This book (and all Multilingual Matters books) can be ordered via our > secure, fully searchable website www.multilingual-matters.com. This > offers 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 > Marketing Manager > Multilingual Matters/Channel View Publications > Frankfurt Lodge, Clevedon Hall > Victoria Road > Clevedon, England BS21 7HH > > Tel +44 (0) 1275 876519 > Fax + 44 (0) 1275 871673 > email: kathryn at multilingual-matters.com > /kathryn at channelviewpublications.com > > From Sharon.Unsworth at let.uu.nl Wed Jun 18 07:48:10 2003 From: Sharon.Unsworth at let.uu.nl (Unsworth, Sharon) Date: Wed, 18 Jun 2003 09:48:10 +0200 Subject: GALA 2003 -- Programme Message-ID: ****GALA 2003**** The 10th GALA conference (Generative Approaches to Language Acquisition) will be held in at UiL-OTS/Utrecht University, The Netherlands, September 4th-6th 2003. The general conference will be preceded by two workshops on Thursday morning, a 'Learnability Hierarchies and Input' workshop and a 'Child L2 Acquisition' workshop. Invited speakers: Harald Clahsen (University of Essex) Elan Dresher (University of Toronto) Jill de Villiers (Smith College, Northampton Mass.) Bonnie D. Schwartz (University of Hawai'i) Robin Clark (University of Pennsylvania) We are pleased to announce that the programme is now available online at: http://www-uilots.let.uu.nl/conferences/Gala/gala_programme.htm More information about GALA can be found at: http://www-uilots.let.uu.nl/conferences/Gala/gala_2003_homepage.htm From fekuna at usc.es Thu Jun 19 09:03:07 2003 From: fekuna at usc.es (Ana Isabel Codesido Garcia) Date: Thu, 19 Jun 2003 11:03:07 +0200 Subject: 6th General Linguistics Congress (May 2004) Message-ID: To all of you who might be interested I'm very pleased to announce the celebration of the "6th General Linguistics Conference", that will be held in Santiago de Compostela (Spain) from May 3rd to May 7th 2004. You can check all the details at http://childes.psy.cmu.edu/postings/ Thank you, Brian, for your help! Best regards, Ana I. Codesido Garcia Facultade de Filoloxia-Universidade de Santiago Campus Norte, s/n 15782 Santiago de Compostela SPAIN ___________________________________________________________ From macw at cmu.edu Thu Jun 19 21:31:49 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 19 Jun 2003 17:31:49 -0400 Subject: Serious Editor bug Message-ID: Dear Info-CHILDES, We just now discovered and fixed a bug in the Windows version of CLAN. The bug can lead to corruption of files with characters outside of the basic English character set. This bug was only present in versions that were available on the web between June 1 and June 17. It does not affect the Macintosh version and it was not present before June 1. So, if you happened to download a version of CLAN for Windows during this period, could you please remove it and get a new version. Apologies for this inconvenience. Normally, I follow the practice of posting messages regarding the CLAN programs to info-chibolts, but I thought it best to make an exception in this case. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Mon Jun 23 15:58:48 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 23 Jun 2003 15:58:48 +0000 Subject: CDI Message-ID: Are there norms for the CDI in French and German? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From annabelledavid at hotmail.com Mon Jun 23 15:28:03 2003 From: annabelledavid at hotmail.com (Annabelle David) Date: Mon, 23 Jun 2003 16:28:03 +0100 Subject: CDI In-Reply-To: Message-ID: Sophie Kern in Lyon developed the French CDI. Her studies are still very much in progress but she has preliminary results. You might want to contact her. Sophie Kern [Sophie.Kern at ish-lyon.cnrs.fr] > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org] On Behalf Of > Professor Annette Karmiloff-Smith > Sent: 23 June 2003 16:59 > To: info-childes at mail.talkbank.org > Subject: CDI > > > Are there norms for the CDI in French and German? > Annette > > > > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n _d_unit.html From DaleP at health.missouri.edu Mon Jun 23 15:49:51 2003 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Mon, 23 Jun 2003 10:49:51 -0500 Subject: CDI Message-ID: Just a small plug here for the CDI website, http://www.sci.sdsu.edu/cdi/ which is regularly updated with information on new languages and forms. Philip Dale > -----Original Message----- > From: Professor Annette Karmiloff-Smith > [mailto:a.karmiloff-smith at ich.ucl.ac.uk] > Sent: Monday, June 23, 2003 10:59 AM > To: info-childes at mail.talkbank.org > Subject: CDI > > > Are there norms for the CDI in French and German? > Annette > > > > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n _d_unit.html From a.karmiloff-smith at ich.ucl.ac.uk Mon Jun 23 16:56:44 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 23 Jun 2003 16:56:44 +0000 Subject: CDI In-Reply-To: <432F90DA55D43D498AD84185906CB8117080C8@UMH-EMAIL1.umh.edu> Message-ID: many thanks, we looked at that too. Just wanted some personal experience. best wishes Annette At 10:49 AM -0500 23/6/03, Dale, Philip S. wrote: >Just a small plug here for the CDI website, http://www.sci.sdsu.edu/cdi/ >which is regularly updated with information on new languages and forms. > >Philip Dale > >> -----Original Message----- >> From: Professor Annette Karmiloff-Smith >> [mailto:a.karmiloff-smith at ich.ucl.ac.uk] >> Sent: Monday, June 23, 2003 10:59 AM >> To: info-childes at mail.talkbank.org >> Subject: CDI >> >> >> Are there norms for the CDI in French and German? >> Annette >> >> >> >> -- >> ________________________________________________________________ >> Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >> Head, Neurocognitive Development Unit, >> Institute of Child Health, >> 30 Guilford Street, >> London WC1N 1EH, U.K. >> tel: 0207 905 2754 >> fax: 0207 242 7717 >> sec: 0207 905 2334 >> http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n >_d_unit.html From CMartinot at aol.com Tue Jun 24 20:35:47 2003 From: CMartinot at aol.com (CMartinot at aol.com) Date: Tue, 24 Jun 2003 16:35:47 EDT Subject: Language Message-ID: hi everybody I wonder if the paper of S.Pinker 'Language acquisition' , Language, MIT Press, is allready published (2002, 2003 ?) or in press. Thanks in advance Claire -------------- next part -------------- An HTML attachment was scrubbed... URL: From Mewcscr at fs1.ed.man.ac.uk Wed Jun 25 11:45:34 2003 From: Mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Wed, 25 Jun 2003 11:45:34 +0000 Subject: Two Research Assistant Positions Message-ID: Dear Colleagues, Below please find details of TWO RESEARCH ASSISTANT positions at the University of Manchester to work on a project with Professor Gina Conti-Ramsden involving children with specific language impairment (SLI) and their families. Please circulate as widely as possible to those that may be interested: THE UNIVERSITY OF MANCHESTER HUMAN COMMUNICATION AND DEAFNESS TWO RESEARCH ASSISTANTS, NUFFIELD FOUNDATION PROJECT (REF 376/03) Two highly motivated research assistants are required for a large study of young people with specific language impairment (SLI) directed by Professor Gina Conti-Ramsden. The project involves working with adolescents 14-18 years of age as well as parents. The post will involve substantial and intensive fieldwork and travel throughout England. Applicants should have a good first degree in a relevant discipline (Psychology, Speech-Language Therapy or other related disciplines). Excellent interpersonal and communication skills are essential as well as the ability to interact and interview young people and adults. Applicants must also be able to liaise professionally and sensitively with teaching staff, parents and adolescents and collect, collate and input relevant data correctly. Applicants should have (or have full access to) a car and a clean driver’s licence. The posts are for a fixed term for 16 months with a salary of £18,265p.a. with a start date of 1st September 2003 or as soon as possible thereafter. Applicants will also be expected to meet the necessary requirements of the Criminal Records Bureau (enhanced disclosure) before an appointment can be made. Initial inquiries, application forms and further particulars are available from Hilda Procter, Human Communication and Deafness, School of Education, The University of Manchester, Oxford Road, Manchester M13 9PL, Tel. 0161-275-3932, Fax: 0161-275-3965; Email: { HYPERLINK "mailto:h.procter at man.ac.uk" }h.procter at man.ac.uk, or look at our website where application forms and information are available: website - htpp://www.man.ac.uk Closing date for applications is Monday, July 21st, 2003. Interviews will be held on Tuesday July 29th, 2003. Please quote reference 376/03. AS AN EQUAL OPPORTUNITIES EMPLOYER, THE UNIVERSITY OF MANCHESTER WELCOMES APPLICATIONS FROM SUITABLY QUALIFIED PEOPLE FROM ALL SECTIONS OF THE COMMUNITY REGARDLESS OF RACE, RELIGION, GENDER AND DISABILITY. gina.conti-ramsden at man.ac.uk Human Communication and Deafness School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3965 Secretary, Hilda Procter, Tel.0161-275-3932 From a.karmiloff-smith at ich.ucl.ac.uk Wed Jun 25 15:20:47 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 25 Jun 2003 15:20:47 +0000 Subject: Position available in London U.K. Message-ID: The Neurocognitive Development Unit at the Institute of Child Health in London is seeking one fulltime Research Assistant/Postdoctoral Fellow for one year minimum, with possible extension of a further 6 months, starting 1st September 2003. The candidate should have a good degree in psychology, experience with infancy testing and computerised infancy techniques, good statistics, an ability to communicate with children and parents, and (although not essential) some knowledge of French and German would be helpful. The candidate must be free to travel occasionally to Paris and Munich, although meetings will be held in English. Although our unit specialises in atypical development, this exciting European research project is on normal infant development and we hope to attract an enthusiastic young researcher with the right background. Closing date for applications to reach London: 18th July 2003 Please send full CV, covering personal statement, and names of three referees to the address below. -- ________________________________________________________________ Professor Annette Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From macw at cmu.edu Wed Jun 25 22:58:57 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 25 Jun 2003 18:58:57 -0400 Subject: SCLRF 2004 Message-ID: The next STANFORD CHILD LANGUAGE RESEARCH FORUM will take place on: April 16-17, 2004 (Friday-Sunday) TOPIC: CONSTRUCTIONS IN EARLY ACQUISITON How do children learn constructions--noun phrases, verb phrases, and other phrase types? Do they begin with specific lexical items in a construction and use only those? To what extent do they build from 'verb islands' or 'noun islnds' in early constructions? Which construc- tions emerge first? What criteria should we use in establishing productivity? What makes constructions easy vs. hard to acquire? Can children's bases for inferences about the relevant noun or verb meanings be identified? Are there consistent patterns across children in the acquisition of constructions? re there differences from one verb type to another, or from intransitive to transitive? Are differences attributable to differences in frequencies in child-directed speech? What cross- linguistic comparisons are available? Which constructions have been considered in studies of children's early syntactic forms? The Organizing Committee for the Stanford Child Language Research Forum made several changes a few years ago. Currently, CLRF meets every two years, and focusses on one specific topic at each meeting for the papers and posters. Constructions is the topic for 2004. Abstracts are due on or before January 1, 2004; submitters will be informed of all decisions by February 15, 2004. Format for abstracts: 1. one page, double-spaced, font-size 12, with TITLE and ABSTRACT but no identification of author; 2. one page, with the abstract/poster title, name, affiliation, full mailing address, and email. Send both pages to: CLRF-2002 Organizing Committee Department of Linguistics Margaret Jacks Hall, Bldg 460 Stanford University Stanford, CA 94305-2150, USA Check the CLRF website for information about registration, hotels, and any further announcements about the meeting, www-linguistics.stanford.edu/~clrf From htagerf at bu.edu Tue Jun 3 12:06:34 2003 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 3 Jun 2003 08:06:34 -0400 Subject: Several Positions Available at all Levels Message-ID: Please bring this notice to the attention of your students, colleagues in developmental and clinical psychology, and friends: RESEARCH ASSISTANT-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits for research assistants to work on a large-scale project following the early development of toddlers diagnosed with autism spectrum disorders. The project is part of a newly funded NIH Autism Research Center of Excellence at BUSM and will investigate the development of the children, and the influences on the family. Responsibilities include testing children, coding and entering data, preparation of reports and literature reviews and maintaining project files. Bachelor's degree in Psychology or related field, experience with young children with developmental disorders, strong research interests, organizational, interpersonal and computer skills (PC/Windows 2000). Minimum 2-year commitment required. For information about the Lab see http://www.bu.edu/anatneuro/dcn. To apply contact Human Resource Office at BUSM (Position # 9274; Nancy Kraybill). FAMILY/RESEARCH COORDINATOR-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits with primary responsibilities for recruiting and coordinating research participants and their families for a newly funded NIH Autism Research Center of Excellence at BUSM. This multi-site interdisciplinary Center, funded by grants from the National Institutes of Health, addresses questions on the impact of an autistic child on family development, the neuroanatomical basis of social affective deficits in autism, dysfunction of affective circuitry in autism, and treatment of affective disturbance in children with autism. The primary study focuses on the development of toddlers diagnosed with autism spectrum disorders, and the influences on the family. Responsibilities include: screen participants, schedule appointments with families, conduct parent interviews and administer questionnaires. Code data from parent interviews and prepare reports for parents. In addition, the family coordinator with consult and provide feedback to families on their children's assessments. Master's Degree in Education, Social Work, Psychology, or related field. Strong organizational, interpersonal and computer skills, and at least six months experience working with families and children with developmental disorders required. Minimum 2-year commitment required. For information about the Lab see http://www.bu.edu/anatneuro/dcn. To apply contact Human Resource Office at BUSM (Position # 9276; Nancy Kraybill). PROJECT MANAGER-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits to oversee the daily functions of a large-scale research program that is part of a new NIH- funded Autism Research Center of Excellence at BUSM. The project is a longitudinal study of toddlers diagnosed with autism spectrum disorders, exploring their developmental trajectories and impact on their families. Main responsibilities include: maintain participant, project and data files; collect diagnostic, language, cognitive, behavioral, and experimental data from young children; oversee the preparation, coding, and analysis of observational coding and language samples; supervise research assistants and students; complete reports for families on children's assessments. Additional responsibilities include data analysis; preparation of literature reviews, conference presentations, and manuscripts. Minimum requirements include Master's Degree in Psychology or related field, some experience working with children with autism or other developmental disorders and strong research background in developmental psychology, organizational, interpersonal and computer skills. Minimum 2-year commitment required. For information about the Lab see http://www.bu.edu/anatneuro/dcn. To apply contact Human Resource Office at BUSM (Position # 9275; Nancy Kraybill). ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( http://www.bu.edu/anatneuro/dcn/ ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1300 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Wed Jun 4 09:49:17 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Wed, 4 Jun 2003 10:49:17 +0100 Subject: Books for the lay person on child development Message-ID: My brother and his wife, an ecologist and a university adminstrator, are expecting their first baby - and I get asked this question by educated and intelligent parents of infants who come into our lab. What is a good book on child development, especially infant development, for the lay person? I'm particularly looking for one that is well balanced and steers clear of, or at least balances out, the "baby as mini-scientist who knows oh-so-much about the world" but also the "it's essential you expose your child to Mozart in the womb" ends of the spectrum. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Jun 4 11:02:43 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Jun 2003 11:02:43 +0000 Subject: Books for the lay person on child development In-Reply-To: Message-ID: you could try: "Everything your baby would ask, if only he or she could talk", by the infamous Karmiloff-Smith and her daughter, Kyra Karmiloff! ! It's published by Carroll and Brown, 2003 (with a horrible pink cover, but the science in it is really serious). People seem to like it but maybe you should see first if anyone else recommends it!! I could be very biased! best wishes Annette At 10:49 AM +0100 4/6/03, Alcock, Katie wrote: >My brother and his wife, an ecologist and a university adminstrator, >are expecting their first baby - and I get asked this question by >educated and intelligent parents of infants who come into our lab. >What is a good book on child development, especially infant >development, for the lay person? I'm particularly looking for one >that is well balanced and steers clear of, or at least balances out, >the "baby as mini-scientist who knows oh-so-much about the world" >but also the "it's essential you expose your child to Mozart in the >womb" ends of the spectrum. > >Thanks > >Katie Alcock > >Katie Alcock, DPhil >Lecturer >Department of Psychology >City University >Northampton Square >London EC1V 0HB >Phone (+44) (0)20 7040 0167 >Fax (+44) (0)20 7040 8581 >Web >http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberta at UDel.Edu Wed Jun 4 10:37:41 2003 From: roberta at UDel.Edu (Roberta) Date: Wed, 4 Jun 2003 06:37:41 -0400 Subject: Books for the lay person on child development In-Reply-To: Message-ID: Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." But "How Babies Talk" (by Golinkoff and Hirsh-Pasek) is the story of how kids learn language told from the point of view of the latest research in our field. It also points out what parents can do to facilitate their children's language development in sections in each chapter called "Scientific Sleuthing Pays Off!" Hope this fits the bill. Best, Roberta Golinkoff At 10:49 AM +0100 6/4/03, Alcock, Katie wrote: >My brother and his wife, an ecologist and a university adminstrator, >are expecting their first baby - and I get asked this question by >educated and intelligent parents of infants who come into our lab. >What is a good book on child development, especially infant >development, for the lay person? I'm particularly looking for one >that is well balanced and steers clear of, or at least balances out, >the "baby as mini-scientist who knows oh-so-much about the world" >but also the "it's essential you expose your child to Mozart in the >womb" ends of the spectrum. > >Thanks > >Katie Alcock > >Katie Alcock, DPhil >Lecturer >Department of Psychology >City University >Northampton Square >London EC1V 0HB >Phone (+44) (0)20 7040 0167 >Fax (+44) (0)20 7040 8581 >Web >http://www.staff.city.ac.uk/k.j.alcock -- Roberta Michnick Golinkoff, Ph.D. H. Rodney Sharp Professor of Education, Psychology, and Linguistics University of Delaware, Newark, DE 19716 Phone: (302) 831-1634; Email: Roberta at udel.edu; Fax: (302) 831-4110 Web site: http://copland.udel.edu/~roberta/ Lab web site: www.udel.edu/ILP Web site for our PhD program: http://www.udel.edu/educ/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at city.ac.uk Wed Jun 4 10:45:19 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Wed, 4 Jun 2003 11:45:19 +0100 Subject: Books for the lay person on child development Message-ID: I did actually know that, I'm embarassed that anyone would think I didn't! Incidentally if anyone wants to tell me what they think of the books recommended by their authors, without telling the whole list including the authors(!) who they are and what they thought, I'd be really happy to receive such emails and put together a set of anonymous reviews... Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." -------------- next part -------------- An HTML attachment was scrubbed... URL: From knelson at gc.cuny.edu Wed Jun 4 12:56:40 2003 From: knelson at gc.cuny.edu (K Nelson) Date: Wed, 4 Jun 2003 08:56:40 -0400 Subject: Books for the lay person on child development Message-ID: Annette and daughter's book is I think just what you need. I gave it to my daughter in preparation for her coming birth - it was enthusiastically received and read. Some Amazon.com readers apparently think it's too "English" but that may be better than being too American! Katherine ----- Original Message ----- From: Alcock, Katie To: Info-Childes (E-mail) ; Dev-Europe (E-mail) Sent: Wednesday, June 04, 2003 6:45 AM Subject: RE: Books for the lay person on child development I did actually know that, I'm embarassed that anyone would think I didn't! Incidentally if anyone wants to tell me what they think of the books recommended by their authors, without telling the whole list including the authors(!) who they are and what they thought, I'd be really happy to receive such emails and put together a set of anonymous reviews... Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." -------------- next part -------------- An HTML attachment was scrubbed... URL: From kenn.apel at wichita.edu Wed Jun 4 13:00:21 2003 From: kenn.apel at wichita.edu (Kenn Apel) Date: Wed, 4 Jun 2003 08:00:21 -0500 Subject: Books for the lay person on child development In-Reply-To: Message-ID: Kenn Apel and Julie Masterson, in conjunction with the American Speech-Language-Hearing Association, have a book entitled: Beyond Baby Talk: From Sounds to Sentences, A Parent's Complete Guide to Language Development. It's published by Prima (2001), and was written for parents specifically. It covers speech and language development (and emergent literacy skills) from birth to six, as well as such topics as the effects of birth order, media, daycare, and culture on communication development. It's available at most bookstores or on-line bookstores. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Alcock, Katie Sent: Wednesday, June 04, 2003 4:49 AM To: Info-Childes (E-mail); Dev-Europe (E-mail) Subject: Books for the lay person on child development My brother and his wife, an ecologist and a university adminstrator, are expecting their first baby - and I get asked this question by educated and intelligent parents of infants who come into our lab. What is a good book on child development, especially infant development, for the lay person? I'm particularly looking for one that is well balanced and steers clear of, or at least balances out, the "baby as mini-scientist who knows oh-so-much about the world" but also the "it's essential you expose your child to Mozart in the womb" ends of the spectrum. Thanks Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Jun 4 15:22:31 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 4 Jun 2003 15:22:31 +0000 Subject: Books for the lay person on child development In-Reply-To: Message-ID: now I feel less guilty, that's three of us recommending our own books!!! At 3:09 PM +0100 4/6/03, Alan Slater wrote: >This message is for dev-europe list members. Details of list are at >http://devpsy.lboro.ac.uk/psygroup/dev-europe.html >----------------------------------------------------------------- >Katie, > >An excellent one is Introduction to Infant Development, >edited by Alan Slater and Michael Lewis, Oxford University >Press, 2002. Written by leading experts and aimed at basic >undergraduate and intelligent laypeople. Website is - >http://www.oup.co.uk/isbn/0-19-850646-5 > >I think it's excellent and well-balanced, though I might be >slightly biased!! > >Best wishes > >Alan > >On Wed, 4 Jun 2003 10:49:17 +0100 "Alcock, Katie" > wrote: > >> >> My brother and his wife, an ecologist and a university adminstrator, are >> expecting their first baby - and I get asked this question by educated and >> intelligent parents of infants who come into our lab. What is a good book >> on child development, especially infant development, for the lay person? I'm >> particularly looking for one that is well balanced and steers clear of, or >> at least balances out, the "baby as mini-scientist who knows oh-so-much >> about the world" but also the "it's essential you expose your child to >> Mozart in the womb" ends of the spectrum. >> >> Thanks >> >> Katie Alcock >> >> Katie Alcock, DPhil >> Lecturer >> Department of Psychology >> City University >> Northampton Square >> London EC1V 0HB >> Phone (+44) (0)20 7040 0167 >> Fax (+44) (0)20 7040 8581 >> Web http://www.staff.city.ac.uk/k.j.alcock >> > >Alan Slater >Washington Singer Laboratories >University of Exeter >Exeter EX4 4QG >UK > >Phone +44 1392 264595 >Fax +44 1392 264623 >Email A.M.Slater at exeter.ac.uk From gary.marcus at nyu.edu Wed Jun 4 16:41:50 2003 From: gary.marcus at nyu.edu (Gary Marcus) Date: Wed, 4 Jun 2003 09:41:50 -0700 Subject: Books for the lay person on child development In-Reply-To: Message-ID: At 10:49 AM +0100 6/4/03, Alcock, Katie wrote: >My brother and his wife, an ecologist and a university adminstrator, >are expecting their first baby - and I get asked this question by >educated and intelligent parents of infants who come into our lab. >What is a good book on child development, especially infant >development, for the lay person? I'm particularly looking for one >that is well balanced and steers clear of, or at least balances out, >the "baby as mini-scientist who knows oh-so-much about the world" >but also the "it's essential you expose your child to Mozart in the >womb" ends of the spectrum. Dear Katie, If your brother and his wife are the sorts who like reading popular science, they might also enjoy reading my forthcoming book, The Birth of the Mind (Basic Books, January 2004), which focuses on understanding the biological contribution to early (especially prenatal) development, what genes do, how embryology works, how the circuitry of the brain gets wired, and how genes themselves make learning possible. (A brief snippet, apropos Mozart, is below.) It's still at the copy editor, but if your brother and sister-in-law wanted a sneak preview, let me know. Best, Gary From The Birth of the Mind (Basics Books), Copyright (2003) Gary F. Marcus 2003: Babies can learn even when still inside the womb. In one delightful study, psychologists Anthony DeCasper and Melanie Spence asked prospective mothers to read a three minute passage from either Dr. Seuss The Cat in The Hat or Gurney and Gurney's The King, The Mice, and The Cheese. Tested just a day or two after birth, the infants that had been exposed to Seuss in the womb preferred Seuss; those that heard The King preferred The King -- even when another person read the stories. This is not to say late trimester infants actually understood the Cat's tale, but they do seem to have caught on to its distinctive rhythms. Another study showed that third trimester fetuses could pick up the melody in Mary Had a Little Lamb, and another that they could recognize the melody from the theme song of a British soap opera. (I am not, however, suggesting that you try this at home. There's no evidence that prenatal exposure has any lasting long-term consequences, and some experts believe that such deliberate exposure could actually be disruptive to the developing auditory system as well the baby's natural wake-sleep cycles.) -- During the 2002-2003 academic year: Center for Advanced Study in Behavioral Sciences 75 Alta Road Stanford, CA 94305 Tel: (650) 321-2052 Fax: (650) 321-1192 Permanent Coordinates Department of Psychology New York University 6 Washington Place New York NY 10003 tel: 212-998-3551 fax: 212-995-4866 http://www.psych.nyu.edu/gary/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Wed Jun 4 17:04:28 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 4 Jun 2003 18:04:28 +0100 Subject: Books for the lay person on child development Message-ID: I like Lise Eliot's "Early Intelligence"; Penguin Books, 1999. I would strongly recommend Annette Karmiloff-Smith's "Baby It's You"; but, alas, I believe it's out-of- print. Ann In message Alan Slater writes: > This message is for dev-europe list members. Details of list are at > http://devpsy.lboro.ac.uk/psygroup/dev-europe.html > ----------------------------------------------------------------- > Katie, > > An excellent one is Introduction to Infant Development, > edited by Alan Slater and Michael Lewis, Oxford University > Press, 2002. Written by leading experts and aimed at basic > undergraduate and intelligent laypeople. Website is - > http://www.oup.co.uk/isbn/0-19-850646-5 > > I think it's excellent and well-balanced, though I might be > slightly biased!! > > Best wishes > > Alan > > On Wed, 4 Jun 2003 10:49:17 +0100 "Alcock, Katie" > wrote: > > > > > My brother and his wife, an ecologist and a university adminstrator, are > > expecting their first baby - and I get asked this question by educated and > > intelligent parents of infants who come into our lab. What is a good book > > on child development, especially infant development, for the lay person? I'm > > particularly looking for one that is well balanced and steers clear of, or > > at least balances out, the "baby as mini-scientist who knows oh-so-much > > about the world" but also the "it's essential you expose your child to > > Mozart in the womb" ends of the spectrum. > > > > Thanks > > From velleman at comdis.umass.edu Thu Jun 5 01:27:56 2003 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 4 Jun 2003 21:27:56 -0400 Subject: formant reliability in children In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: I'm looking for studies of phonological development (early, not literacy, etc.) in children from low SES homes. Many thanks. Shelley Velleman From velleman at comdis.umass.edu Thu Jun 5 01:28:56 2003 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 4 Jun 2003 21:28:56 -0400 Subject: formant reliability in children In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: What do you-all consider to be a reasonable reliability level in formant identification in children (6-8 years old)? I.e., within how many Hz should two judges be of each other, on average? (These are cochlear implant users, so the task is even more challenging....) Many thanks. Shelley Velleman From c.houston-price at reading.ac.uk Thu Jun 5 09:23:55 2003 From: c.houston-price at reading.ac.uk (Carmel Houston-Price) Date: Thu, 5 Jun 2003 10:23:55 +0100 Subject: Books for the lay person on child development Message-ID: I enjoyed another of Lise Eliot's books: "What's going on in there? How the brain and mind develop in the first five years of life" (1999). New York: Bantam. Although obviously aimed at interested parents, there was plenty in there that was new for me too. Carmel Houston-Price -- Dr. Carmel Houston-Price University of Reading School of Psychology Earley Gate, Whiteknights PO Box 238, Reading RG6 6AL, UK Tel: 0118 987 5123 x4378 Fax: 0118 931 6715 Ann Dowker wrote: > > I like Lise Eliot's "Early Intelligence"; Penguin Books, > 1999. > > I would strongly recommend Annette Karmiloff-Smith's > "Baby It's You"; but, alas, I believe it's out-of- > print. > > Ann > > > > > > On Wed, 4 Jun 2003 10:49:17 +0100 "Alcock, Katie" > > wrote: > > > > > > > > My brother and his wife, an ecologist and a university adminstrator, are > > > expecting their first baby - and I get asked this question by educated and > > > intelligent parents of infants who come into our lab. What is a good book > > > on child development, especially infant development, for the lay person? I'm > > > particularly looking for one that is well balanced and steers clear of, or > > > at least balances out, the "baby as mini-scientist who knows oh-so-much > > > about the world" but also the "it's essential you expose your child to > > > Mozart in the womb" ends of the spectrum. > > > > > > Thanks > > > From tdickson at loyola.edu Thu Jun 5 13:32:05 2003 From: tdickson at loyola.edu (Tracie Dickson) Date: Thu, 5 Jun 2003 09:32:05 -0400 Subject: No subject Message-ID: We are interested in language and gesture development in young children who are blind (6 months to 32 months). References for studies in this area would be most appreciated. Thank you. Marie Celeste Tracie Dickson Tracie Dickson, Ph.D. Loyola College in Maryland Department of Speech Pathology/Audiology 4501 N. Charles Street Baltimore, MD 21210 410-617-2630 (office) From tdickson at loyola.edu Thu Jun 5 13:34:23 2003 From: tdickson at loyola.edu (Tracie Dickson) Date: Thu, 5 Jun 2003 09:34:23 -0400 Subject: Lang and gesture in blind children Message-ID: We are interested in language and gesture development in young children who are blind (6 months to 32 months). References for studies in this area would be most appreciated. Thank you. Marie Celeste Tracie Dickson Tracie Dickson, Ph.D. Loyola College in Maryland Department of Speech Pathology/Audiology 4501 N. Charles Street Baltimore, MD 21210 410-617-2630 (office) From asheldon at tc.umn.edu Thu Jun 5 16:05:14 2003 From: asheldon at tc.umn.edu (Amy L Sheldon) Date: Thu, 5 Jun 2003 11:05:14 -0500 Subject: Lang and gesture in blind children In-Reply-To: Message-ID: We (Belbas and Sheldon) presented a paper describing speech-gesture synchrony in a sighted 36-month-old at the int'l gesture conference last June at the University of Texas-Austin. Paper title is: "Speech-gesture synchrony in preschooler-adult discourse: a case study". You can read our paper and see the video clips at http://www.tc.umn.edu/~belba002/ut_paper/BelbasSheldon.html I'd also be interested in any getsure studies of young children. Btw, the papers from that conference are going to be posted at their website but they have been delayed. So there may be others about kids to be found there. I think there was one case study of a blind adult. Best wishes, Amy Sheldon asheldon at umn.edu On Thu, 5 Jun 2003, Tracie Dickson wrote: > We are interested in language and gesture development in young children > who are blind (6 months to 32 months). > > References for studies in this area would be most appreciated. Thank you. > > Marie Celeste > Tracie Dickson > > > > Tracie Dickson, Ph.D. > Loyola College in Maryland > Department of Speech Pathology/Audiology > 4501 N. Charles Street > Baltimore, MD 21210 > 410-617-2630 (office) > > From elwinner at attbi.com Thu Jun 5 21:54:43 2003 From: elwinner at attbi.com (Ellen Winner) Date: Thu, 5 Jun 2003 17:54:43 -0400 Subject: Books for the lay person on child development (and the Mozart effect) Message-ID: Actually the Mozart effect has been misunderstood by the popular media. The original Mozart effect researcher, Frances Rauscher, is a serious researcher at U of Wisconsin (@Oshkosh) who demonstrated that ADULTS who listen to Mozart score higher on certain spatial reasoning subtests but the effect fades after 10-15 minutes (suggesting that spatial and musical processing may be related). She also showed that children learning to make music over time improve in certain spatial reasoning skills (which may have some educational implications if the spatial reasoning tests relate to what is taught in schools). My colleague Lois Hetland at Harvard Project Zero carried out two meta-analyses on the bodies of research testing each of these two claims and found they held up (see Journal of Aesthetic Education, 2000, 3-4). No one ever tested what happens if infants (or fetuses) (or children) listen to Mozart (or any other kind of classical music). Because people like former Georgia governor Zell Miller started handing out classical music tapes to parents of newborns and claiming that this would lead to higher SAT scores, misconceptions about what the science actually showed have mushroomed. I see this as a case of advocacy bluring what the actual research showed; the scientific community reacted (rightly) negatively to the advocacy claims but failed to see the actual scientific claims that started all this. Ellen Winner Dept. of Psychology Boston College "Alcock, Katie" wrote: I did actually know that, I'm embarassed that anyone would think I didn't!Incidentally if anyone wants to tell me what they think of the books recommended by their authors, without telling the whole list including the authors(!) who they are and what they thought, I'd be really happy to receive such emails and put together a set of anonymous reviews... Hi! It's not essential to expose your baby to Mozart in the womb -- according to the research which has failed to replicate the "Mozart effect." -------------- next part -------------- An HTML attachment was scrubbed... URL: From henri.cohen at uqam.ca Mon Jun 9 15:43:21 2003 From: henri.cohen at uqam.ca (Henri Cohen) Date: Mon, 9 Jun 2003 11:43:21 -0400 Subject: Summer institute in cognitive sciences Message-ID: Last announcement The Universit? du Qu?bec ? Montr?al (UQ?M) will hold its first summer institute in cognitive sciences from June 30th to July 11th 2003. The theme will be on 'categorisation' as seen from the point of view of the following disciplines: cognitive anthropology, cognitive computer science, linguistics, cognitive neuroscience, philosophy and psychology. For more information about the program, registration and accommodation, please consult our website: http://www.unites.uqam.ca/sccog. Claire Lefebvre D?partement de linguistique Universit? du Qu?bec ? Montr?al Case postale 8888, succ. Centre-Ville Montr?al (Qu?bec) Canada H3C 3P8 T?l?phone: (514) 987-3000 #8464 T?l?copieur: (514) 987-4652 -------------- next part -------------- An HTML attachment was scrubbed... URL: From velleman at comdis.umass.edu Thu Jun 12 00:14:47 2003 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 11 Jun 2003 20:14:47 -0400 Subject: attrition in longitudinal studies In-Reply-To: <0HGC005KRD6R16@newman.oit.umass.edu> Message-ID: Assistance urgently needed! I need to know what kinds of attrition rates people have had in longitudinal studies, especially of very young kids (I hope to be following mine from 12 - 42 months). Especially if you've had experience with low SES groups, I'd really appreciate you sharing your experience, including any strategies that helped to reduce attrition. Please include: Age range: SES: Strategies that did or did not work to reduce attrition (Please state which!): Location: Many thanks!! Shelley Velleman UMass - Amherst From B.J.Richards at reading.ac.uk Thu Jun 12 07:50:24 2003 From: B.J.Richards at reading.ac.uk (Brian Richards) Date: Thu, 12 Jun 2003 08:50:24 +0100 Subject: attrition in longitudinal studies Message-ID: Dear Shelley, Gordon Wells gives some useful information about withdrawals from his sample of 128 children in Bristol, England. See his 1985 book Language Development in the Preschool Years. Table 1.7, p.28 gives a breakdown by age, sex and class of family background of children who withdrew. The cell with the largest count is Class D boys in the older cohort. Regards Brian ************************************* Brian Richards Professor of Education The University of Reading Institute of Education Bulmershe Court Earley, Reading, RG6 1HY, UK ************************************* ----- Original Message ----- From: "Shelley Velleman" To: Sent: Thursday, June 12, 2003 1:14 AM Subject: attrition in longitudinal studies > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've had experience > with low SES groups, I'd really appreciate you sharing your experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > > From k.j.alcock at city.ac.uk Thu Jun 12 10:28:17 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Thu, 12 Jun 2003 11:28:17 +0100 Subject: attrition in longitudinal studies Message-ID: This is something I know a reasonable amount about, having worked on two longitudinal studies among possibly the lowest SES group possible - rural children in Tanzania, one of the poorest countries in the world. Both studies were looking at school aged children so, for this group, attrition may be slightly lower because parents are less likely to move the whole family if a child is in school. We found that some children stayed in the same school but their family care arrangements changed. In the second study we did however also look at children who were not in school and the dropout rate was higher. In that study it was 15-20% (over 2 years) and in the first study the figures (over 16 months) were as follows: The total drop out rate was around 7% for educational achievement tests, 10% for tests of cognitive function and 15% for biometric measures. Dropouts were due to families moving away from the area (44% of all dropouts), dropping out of school (13%), withdrawal of parental consent (12%), chronic absenteeism (10%) and children refusing to participate (4%). Strategies for following up are possibly a little different in this setting - no family has a telephone or a postal address and to find children's houses requires at least directions, if not accompaniment by another child or adult. We did have the advantage that in the first study (with 1000 children) all of them were in school at the start of the study and so we could send messages via their classmates if they did not attend school on the first day we were in their school for testing. This study took place in about 8 schools and the testing team was only in each school for a limited amount of time, and we had a very small window for repeat testing (about 2 weeks) so we may have been able to find more children if the window had been larger. Also, unless the child moved to another school in the study area, although we could have found more children as family and friends knew where they lived, and most moved a short distance, we could no longer include them in the study group due to the design of the study. Unfortunately, for the second study, children who did not enrol in school by the age of 12 or so were even more likely to move away from the village. However, we had a less tight time window for testing, and so we were able to visit homes on repeated occasions. Our main method of followup when sending messages via other children failed for both studies was sending a member of the team - either our dedicated coordination staff, who also planned testing timetables and gave children pre-testing snacks, or an interviewer who was planning to interview a parent - to the child's home. This was often a sensitive matter as parents had fears about the study, taking blood samples etc. This was obviously time-consuming but we did find that direct contact with the parents helped a lot, as well as holding school and village meetings before each followup period. On a slightly more down-to-earth note - I know that the TEDS study asks parents for the address and phone number of someone (e.g. a grandparent or friend) who is not likely to move during the period of the study, as an additional contact avenue. Another group employs an ex-social-worker as their followup liason person. Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology City University Northampton Square London EC1V 0HB Phone (+44) (0)20 7040 0167 Fax (+44) (0)20 7040 8581 Web http://www.staff.city.ac.uk/k.j.alcock > -----Original Message----- > From: Shelley Velleman [mailto:velleman at comdis.umass.edu] > Sent: 12 June 2003 01:15 > To: info-childes at mail.talkbank.org > Subject: attrition in longitudinal studies > > > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've > had experience > with low SES groups, I'd really appreciate you sharing your > experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Thu Jun 12 12:35:28 2003 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Thu, 12 Jun 2003 08:35:28 -0400 Subject: attrition in longitudinal studies Message-ID: Dear Shelley, I'm sure a number of people will give you good averages of the number of children to enroll and the standard strategies (paying more for later visits, etc.) but I had two cautions to share from the experience with low-SES longitudinal subjects in the projects in Kim Oller and Rebecca Eiler's lab in Miami (that I participated in). Btw, we had a great (full-time) family coordinator: a woman in her late 40s who spent a lot of time bonding with the families and calling and scheduling (and rescheduling). We also had enough research assistants that we could follow the requirements of the subjects more than those of the researchers--ie. we had more flexibility for the subjects in setting up the appointments. 1. We didn't lose so many people, but we didn't have everyone at every observation point. ( For example, hurricane Andrew disrupted the living situations of several families for several months-- but they came back--and other less dramatic interruptions occurred.) 2. The second consideration was that by the time we had families who had the staying power to come every month, they may not have been typical of their demographic group. (and in fact, we found smaller SES differences than other studies have found). Good luck, Barbara ----- Original Message ----- From: "Shelley Velleman" To: Sent: Wednesday, June 11, 2003 8:14 PM Subject: attrition in longitudinal studies > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've had experience > with low SES groups, I'd really appreciate you sharing your experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > > From jr111 at cus.cam.ac.uk Thu Jun 12 13:54:15 2003 From: jr111 at cus.cam.ac.uk (James Russell) Date: Thu, 12 Jun 2003 14:54:15 +0100 Subject: Tadoma Message-ID: Dear Colleagues, Can anybody recommend some recent work on teaching language to congenitally deaf-blind children by the Tadoma method? Thanks, Jim Russell Cambridge UK From cchaney at sfsu.edu Thu Jun 12 17:09:29 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 12 Jun 2003 10:09:29 -0700 Subject: attrition in longitudinal studies In-Reply-To: Message-ID: Hi Shelly, I had pretty good luck...only lost 2 of 42 and those moved out of state. BUT I was willing to go to great lengths, including doing some travel myself. My study retested kids after 3 years. First, families move a lot, so get the names and contact information for family members who are in stable living situations...Grandma will know where the kids have moved, for example. Second, provide some incentive for families to stay in touch. I didn't pay anything, but I CARED about the kid's progress in literacy and would call about once a year to see how little Johnny was doing with books. I really miss some of the families and still think of the kids in my study, especially those who were not leaping into literacy. Good luck, Carolyn Chaney On Wed, 11 Jun 2003, Shelley Velleman wrote: > Assistance urgently needed! > > I need to know what kinds of attrition rates people have had > in longitudinal studies, especially of very young kids (I hope to be > following mine from 12 - 42 months). Especially if you've had experience > with low SES groups, I'd really appreciate you sharing your experience, > including any strategies that helped to reduce attrition. > > Please include: > > Age range: > SES: > Strategies that did or did not work to reduce attrition (Please state > which!): > Location: > > Many thanks!! > > Shelley Velleman > UMass - Amherst > > > > From dandjelk at f.bg.ac.yu Fri Jun 13 07:49:30 2003 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Fri, 13 Jun 2003 09:49:30 +0200 Subject: comparing files in CHILDES Message-ID: Dear colleagues, I need assistance in organizing team work on a corpus of child langauge. We have a file with child language transcribed in CHILDES, a coding team working on several copies of the same file, and we need to achieve a high level of accordance between coding of different people. In the process, coders would find necessary to make corrections in file, and at the end we would get different versions of the same file (different files) that possibly differ not only in coding tiers but also in the main lines and other dependent tiers. I need to know is there any ellegant way to make comparisons between the outcome files that would enable us: 1. to detect all the differences between files (I hope for an automatic tool) 2. to make final decision what solution of particular spot in transript we agree on (this we have to do by ourselves), 3. to retrieve a critical part that we agreed on and paste it to the archive (again hope for an automatic tool). I want to emphasis that making corrections before coding is not solution of the problem (btw. proof reading is already finished) because some features of interaction and utterances become obvious only while working on coding. Is this too difficult? I guess other people had similar problems. I would appreciate any help. Thanks in advance. Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory for Experimental Psyhology Faculty of Philosophy University of Belgrade Serbia and Montenegro From macw at cmu.edu Fri Jun 13 14:04:05 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 13 Jun 2003 10:04:05 -0400 Subject: comparing files in CHILDES In-Reply-To: <007701c33180$9c5e3360$414b5b93@bg.ac.yu> Message-ID: Dear Darinka, First, for the comparison of coding lines, you can use the RELY program in CLAN which is specifically designed to address this type of application. However, RELY assumes that the second coder used the same master file as the first coder and it appears from your message that you do not yet know about RELY and may not have used this procedure. So, for future work, you should try to follow the procedure required by RELY. The application of RELY also assumes that you used Coder's Editor to create your codes, although this is not a formal requirement. It is just that the codes created by Coder's Editor are guaranteed to have at least the right characters and spacing and to only contain substantive disagreements between coders. Second, it seems that you also want to spot all the differences in the transcription itself. In theory, this could be done by using the DIFF program. This is a standard Unix utility. On Mac, you can get it through BBEdit. On Windows, I think you could get it through the Epsilon editor. I think that Word may also have a facility like this, although I am not sure. In any case, when you run DIFF you will undoubtedly end up with an enormous number of minor differences, many caused by minor things like spacing and such. It is possible that some version of DIFF then takes you the next step and tries to work with you to resolve transcription differences. However, my experiences with DIFF suggest that, at this point, you would essentially be in the position of going through the whole pair of transcripts by hand. To make a long story short, it has seemed to me that the part of this process that it makes best sense to automate is the part that is done through Coder's Editor and RELY. The part that would require the complete operation of DIFF is a much bigger and more difficult matter. After you have worked with DIFF for a few days, you may have ideas about automation and then I would be happy to discuss how to work on this. For example, my programmer has combined the use of DIFF with Perl scripts that negotiate uninteresting differences spotted by DIFF. If you have someone who could write the necessary additional Perl scripts, we could explain this process to you. One part of your message that I do not understand is the claim that "making corrections before coding is not a solution to the problem". But perhaps we could discuss this and related issues on info-chibolts at mail.talkbank.org instead of info-childes at mail.talkbank.org, since these questions may get into "nuts and bolts". --Brian MacWhinney On 6/13/03 3:49 AM, "Darinka Andjelkovic" wrote: > Dear colleagues, > I need assistance in organizing team work on a corpus of child langauge. > > We have a file with child language transcribed in CHILDES, a coding team > working on several copies of the same file, and we need to achieve a high > level of accordance between coding of different people. In the process, > coders would find necessary to make corrections in file, and at the end we > would get different versions of the same file (different files) that > possibly differ not only in coding tiers but also in the main lines and > other dependent tiers. > > I need to know is there any ellegant way to make comparisons between the > outcome files that would enable us: > 1. to detect all the differences between files (I hope for an automatic > tool) > 2. to make final decision what solution of particular spot in transript we > agree on (this we have to do by ourselves), > 3. to retrieve a critical part that we agreed on and paste it to the archive > (again hope for an automatic tool). > > I want to emphasis that making corrections before coding is not solution of > the problem (btw. proof reading is already finished) because some features > of interaction and utterances become obvious only while working on coding. > > Is this too difficult? I guess other people had similar problems. I would > appreciate any help. > > Thanks in advance. > > Darinka Andjelkovic > dandjelk at f.bg.ac.yu > Laboratory for Experimental Psyhology > Faculty of Philosophy > University of Belgrade > Serbia and Montenegro > > > > From dandjelk at f.bg.ac.yu Sat Jun 14 07:54:06 2003 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Sat, 14 Jun 2003 09:54:06 +0200 Subject: comparing files in CHILDES Message-ID: Dear Brian and colleagues, thank you for your immediate and exaustive response. I took the CHILDES Manual (sorry for skipping this chapter before) and it seems to me that RELY would do what I need. I'll try. And I think you missunderstood some parts of my letter. It was not my intention to compare the differences in the transcripts itself (we made only one transcript for one tape), but to detect not only the differences between the codes line of two coders, but also to find the spots where a coder may have made a change in a main line, haeder, or other dependent tiers. Those changes are actualy important suggestions for corrections of the master version of file, and I want them to be considered, and if good accepted. I found in manual (I am working on1998 version and thinking on getting to new ones) that +c switch will make program ingore the differences in the main lines, haeders and depedents, and I guess I should only skipp the switch! Second, > One part of your message that I do not understand is the claim that > "making corrections before coding is not a solution to the problem". But > perhaps we could discuss this and related issues on > info-chibolts at mail.talkbank.org instead of info-childes at mail.talkbank.org, > since these questions may get into "nuts and bolts". > Of course we made proof reading of all files and entered all corrections needed before the coding procedure! Actually, we haven't started coding yet, we are just making trials and testing things. What I wanted to say is that even after correcting transcripts, it will always happen that some solutions in transcript become visible and changes necessery only in the coding process. I would like to hear whether other researchers share this experience with me!! Best wishes to all, Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade Serbia and Montenegro ----- Original Message ----- From: "Brian MacWhinney" To: "Darinka Andjelkovic" ; Sent: Friday, June 13, 2003 4:04 PM Subject: Re: comparing files in CHILDES > Dear Darinka, > > First, for the comparison of coding lines, you can use the RELY program in > CLAN which is specifically designed to address this type of application. > However, RELY assumes that the second coder used the same master file as the > first coder and it appears from your message that you do not yet know about > RELY and may not have used this procedure. So, for future work, you should > try to follow the procedure required by RELY. > The application of RELY also assumes that you used Coder's Editor to > create your codes, although this is not a formal requirement. It is just > that the codes created by Coder's Editor are guaranteed to have at least the > right characters and spacing and to only contain substantive disagreements > between coders. > Second, it seems that you also want to spot all the differences in the > transcription itself. In theory, this could be done by using the DIFF > program. This is a standard Unix utility. On Mac, you can get it through > BBEdit. On Windows, I think you could get it through the Epsilon editor. I > think that Word may also have a facility like this, although I am not sure. > In any case, when you run DIFF you will undoubtedly end up with an enormous > number of minor differences, many caused by minor things like spacing and > such. It is possible that some version of DIFF then takes you the next step > and tries to work with you to resolve transcription differences. However, > my experiences with DIFF suggest that, at this point, you would essentially > be in the position of going through the whole pair of transcripts by hand. > To make a long story short, it has seemed to me that the part of this > process that it makes best sense to automate is the part that is done > through Coder's Editor and RELY. The part that would require the complete > operation of DIFF is a much bigger and more difficult matter. After you > have worked with DIFF for a few days, you may have ideas about automation > and then I would be happy to discuss how to work on this. For example, my > programmer has combined the use of DIFF with Perl scripts that negotiate > uninteresting differences spotted by DIFF. If you have someone who could > write the necessary additional Perl scripts, we could explain this process > to you. > One part of your message that I do not understand is the claim that > "making corrections before coding is not a solution to the problem". But > perhaps we could discuss this and related issues on > info-chibolts at mail.talkbank.org instead of info-childes at mail.talkbank.org, > since these questions may get into "nuts and bolts". > > --Brian MacWhinney > From mmr.julien at wanadoo.nl Fri Jun 13 21:46:29 2003 From: mmr.julien at wanadoo.nl (M.M.R. (Manuela) Julien) Date: Fri, 13 Jun 2003 23:46:29 +0200 Subject: assessment speech and language disorders in Turkish and Arabic Message-ID: Does anyone know of any articles or books on language acquisiton and/or language disorders in children who speak Turkish? And Arabic? From tdickson at loyola.edu Sat Jun 14 12:13:05 2003 From: tdickson at loyola.edu (Tracie Dickson) Date: Sat, 14 Jun 2003 08:13:05 -0400 Subject: Gesture in Italian Speakers Message-ID: Hello, We are looking for studies that examine communicative gesture development in young children who are blind and native Italian speakers. Any suggestions would be most appreciated. Thank you. Tracie Dickson Marie Celeste From rmontes at siu.buap.mx Sat Jun 14 13:46:29 2003 From: rmontes at siu.buap.mx (MONTES MIRO ROSA GRACIELA) Date: Sat, 14 Jun 2003 08:46:29 -0500 Subject: Gesture in Italian Speakers In-Reply-To: Message-ID: Hi, This is not directly what you are looking for but Adam Kendon has looked at gesture in adult Italian speakers. Here's one reference but there are others: "Gestures as illocutionary and discourse structure markers in Southern Italian conversation." In Journal of Pragmatics 23(3):247-279 Also some people to contact might be Virginia Volterra who has studied Italian sign language (Volterra, Virginia, ed. (1987). La Lingua Italiana dei Segni: La comunicazione visivo-gestuale dei sordi. Bologna: Il Mulino. and Isabella Poggi who does work on gesture in conversation and produced the Italian "gestionary". They may know of current work with Italian children, or something closer to what you are looking for. Hope this helps, Rosa Montes, UAP (Mexico) Tracie Dickson escribi?: > Hello, > > We are looking for studies that examine communicative gesture development in young children who are blind and native Italian speakers. Any suggestions would be most appreciated. Thank you. > > Tracie Dickson > Marie Celeste > ========================================= Dra. Rosa Graciela Montes Mir? Directora de Investigaci?n Vicerrector?a de Investigaci?n y Estudios de Posgrado, Benem?rita Universidad Aut?noma de Puebla ========================================= +52 22 2229-5500, Ext. 5737 +52 22 2229-5631 (FAX) ========================================= From normann at hum.ku.dk Sat Jun 14 16:31:03 2003 From: normann at hum.ku.dk (=?iso-8859-1?Q?Jens_Normann_J=F8rgensen?=) Date: Sat, 14 Jun 2003 18:31:03 +0200 Subject: assessment speech and language disorders in Turkish and Arabi c Message-ID: Tons of it: You should contact the center for language impairment at the Anadolu ?niversitesi in Eskisehir, Turkey. The leader is Seyhun Topbas: stopbas at anadolu.edu.tr Normannj -----Original Message----- From: M.M.R. (Manuela) Julien To: Child Language Listserve Sent: 13-06-03 23:46 Subject: assessment speech and language disorders in Turkish and Arabic Does anyone know of any articles or books on language acquisiton and/or language disorders in children who speak Turkish? And Arabic? From ann.dowker at psy.ox.ac.uk Sat Jun 14 17:53:01 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 14 Jun 2003 18:53:01 +0100 Subject: Gesture in Italian Speakers Message-ID: I don't know of any work specifically on Italian blind children, but the following papers deal with communicative gesture in blind people: Frame, M.J. (2000). The relationship between visual impairment and gestures. Journal of Visual Impairment and Blindness, 94, 155-171 Iverson, J.M. (1999). How to get to the cafeteria: gesture and speech in blind children's spatial descriptions. Developmental Psychology, 35, 1132-1142 Iverson, J.M. and Goldin-Meadow, S. (1997). What's communication got to do with it?: gesture in children blind from birth. Developmental Psychology, 33, 453-467 Iverson, J.M. and Goldin-Meadow, S. (2001). The resilience of gesture in talk: gesture in blind speakers and listeners. Developmental Science, 4, 416-422 Sharkey, W.F. et al (2000). Hand gestures of visually impaired and sighted people. Journal of Visual Impairment and Blindness, 94, 549-563 Ann In message "Tracie Dickson" writes: > Hello, > > We are looking for studies that examine communicative gesture development = > in young children who are blind and native Italian speakers. Any = > suggestions would be most appreciated. Thank you. > > Tracie Dickson > Marie Celeste > > From ann.dowker at psy.ox.ac.uk Sat Jun 14 18:11:27 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 14 Jun 2003 19:11:27 +0100 Subject: assessment speech and language disorders in Turkish and Arabic Message-ID: For Turkish acquisition in typically developing children: Aksu-Koc, A. and Slobin, D. (1985). The acquisition of Turkish. In Dan Slobin et al (eds.) The Cross-Linguistic Study of Language Acquisition, Vol.1. Erlbaum, 1985. Ann In message <5.2.1.1.0.20030613234320.00a4c880 at pop.wanadoo.nl> "M.M.R. (Manuela) Julien" writes: > Does anyone know of any articles or books on language acquisiton and/or > language disorders in children who speak Turkish? And Arabic? > > > From Kathryn at multilingual-matters.com Tue Jun 17 15:26:15 2003 From: Kathryn at multilingual-matters.com (Kathryn King) Date: Tue, 17 Jun 2003 16:26:15 +0100 Subject: New book from Multilingual Matters Message-ID: AGE AND THE ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE Edited by Mar?a del Pilar Garc?a Mayo and Mar?a Luisa Garc?a Lecumberri (University of the Basque Country) Key Features - Deals with the issue of age and the acquisition of a foreign language - Discusses learning English as a third language in two bilingual communities Description This book provides an overview of current research on the age factor in foreign language learning, addressing issues, which are critical for language planning. It presents new research on foreign language learning within bilingual communities in formal instruction settings focussing on syntax, phonology, writing, oral skills and learning strategies. Contents: Introduction Mar?a del Pilar Garc?a Mayo and Mar?a Luisa Garc?a Lecumberri (University of the Basque Country) PART I - THEORETICAL ISSUES 1. Critical Periods of General Age Factor(s)? David Singleton ( Trinity College, Dublin) 2. Phonological Acquisition in Multilingualism Jonathan Leather (University of Amsterdam) 3. Know Your Grammar Stefka H. Marinova-Todd (Harvard Graduate School of Education) PART II - FIELDWORK IN BILINGUAL COMMUNITIES 4. The Influence of Age on the Acquisition of English Jasone Cenoz (University of the Basque Country) 5. Age, Length of Exposure and Grammaticality Judgements in the Acquisition of English as a Foreign Language Mar?a del Pilar Garc?a Mayo (University of the Basque Country) 6. English FL Sounds in School Learners of Different Ages Mar?a Luisa Garc?a Lecumberri and Francisco Gallardo (University of the Basque Country) 7. Maturational Constraints on Foreign Language Written Production David Lasagabaster and Aintzane Doiz (University of the Basque Country) 8. Variation in Oral Skills Development and Age of Onset Carmen Mu?oz (University of Barcelona) 9. Learner Strategies: A Cross-Sectional and Longitudinal Study of Primary and High-school EFL Learners Mia Victori (Autonomous University of Barcelona) and Elsa Tragant (University of Barcelona) Editor information Mar?a del Pilar Garc?a Mayo is Associate Professor of English linguistics at the University of the Basque Country (Spain). Her research interests include the acquisition of second language syntax both from a generative and an interactionist perspective. Mar?a Luisa Garc?a Lecumberri is Associate Professor of English phonetics at the University of the Basque Country (Spain). Her research interests are intonation in English and Spanish and the acquisition of English by foreign learners. Second Language Acquisition No.4 May 2003 Format 210 x 148mm 209pp Hbk ISBN 1-85359-639-6 ?49.95 / US$79.95 / CAN$99.95 Pbk ISBN 1-85359-638-8 ?16.95 / US$27.95 / CAN$39.95 This book (and all Multilingual Matters books) can be ordered via our secure, fully searchable website www.multilingual-matters.com. This offers 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 Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From yhl at chu.edu.tw Tue Jun 17 15:43:33 2003 From: yhl at chu.edu.tw (Yuh-huey Lin) Date: Tue, 17 Jun 2003 23:43:33 +0800 Subject: New book from Multilingual Matters Message-ID: Dear Info-childes Manager, Please unsubscribe me from now till the end of August. Thank you very much! Regards, Yuh-Huey Lin ----- Original Message ----- From: "Kathryn King" To: Sent: Tuesday, June 17, 2003 11:26 PM Subject: New book from Multilingual Matters > AGE AND THE ACQUISITION OF ENGLISH AS A FOREIGN LANGUAGE > > Edited by Mar?a del Pilar Garc?a Mayo and Mar?a Luisa Garc?a Lecumberri > (University of the Basque Country) > > Key Features > - Deals with the issue of age and the acquisition of a foreign language > - Discusses learning English as a third language in two bilingual > communities > > Description > This book provides an overview of current research on the age factor in > foreign language learning, addressing issues, which are critical for > language planning. It presents new research on foreign language learning > within bilingual communities in formal instruction settings focussing on > syntax, phonology, writing, oral skills and learning strategies. > > Contents: > Introduction Mar?a del Pilar Garc?a Mayo and Mar?a Luisa Garc?a > Lecumberri (University of the Basque Country) > PART I - THEORETICAL ISSUES > 1. Critical Periods of General Age Factor(s)? David Singleton ( Trinity > College, Dublin) > 2. Phonological Acquisition in Multilingualism Jonathan Leather > (University of Amsterdam) > 3. Know Your Grammar Stefka H. Marinova-Todd (Harvard Graduate School of > Education) > PART II - FIELDWORK IN BILINGUAL COMMUNITIES > 4. The Influence of Age on the Acquisition of English Jasone Cenoz > (University of the Basque Country) > 5. Age, Length of Exposure and Grammaticality Judgements in the > Acquisition of English as a Foreign Language Mar?a del Pilar Garc?a Mayo > (University of the Basque Country) > 6. English FL Sounds in School Learners of Different Ages Mar?a Luisa > Garc?a Lecumberri and Francisco Gallardo (University of the Basque > Country) > 7. Maturational Constraints on Foreign Language Written Production David > Lasagabaster and Aintzane Doiz (University of the Basque Country) > 8. Variation in Oral Skills Development and Age of Onset Carmen Mu?oz > (University of Barcelona) > 9. Learner Strategies: A Cross-Sectional and Longitudinal Study of > Primary and High-school EFL Learners Mia Victori (Autonomous University > of Barcelona) and Elsa Tragant (University of Barcelona) > > Editor information > Mar?a del Pilar Garc?a Mayo is Associate Professor of English > linguistics at the University of the Basque Country (Spain). Her > research interests include the acquisition of second language syntax > both from a generative > and an interactionist perspective. > Mar?a Luisa Garc?a Lecumberri is Associate Professor of English > phonetics at the University of the Basque Country (Spain). Her research > interests are intonation in English and Spanish and the acquisition of > English by > foreign learners. > > Second Language Acquisition No.4 May 2003 Format 210 x 148mm 209pp > Hbk ISBN 1-85359-639-6 ?49.95 / US$79.95 / CAN$99.95 > Pbk ISBN 1-85359-638-8 ?16.95 / US$27.95 / CAN$39.95 > > > > This book (and all Multilingual Matters books) can be ordered via our > secure, fully searchable website www.multilingual-matters.com. This > offers 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 > Marketing Manager > Multilingual Matters/Channel View Publications > Frankfurt Lodge, Clevedon Hall > Victoria Road > Clevedon, England BS21 7HH > > Tel +44 (0) 1275 876519 > Fax + 44 (0) 1275 871673 > email: kathryn at multilingual-matters.com > /kathryn at channelviewpublications.com > > From Sharon.Unsworth at let.uu.nl Wed Jun 18 07:48:10 2003 From: Sharon.Unsworth at let.uu.nl (Unsworth, Sharon) Date: Wed, 18 Jun 2003 09:48:10 +0200 Subject: GALA 2003 -- Programme Message-ID: ****GALA 2003**** The 10th GALA conference (Generative Approaches to Language Acquisition) will be held in at UiL-OTS/Utrecht University, The Netherlands, September 4th-6th 2003. The general conference will be preceded by two workshops on Thursday morning, a 'Learnability Hierarchies and Input' workshop and a 'Child L2 Acquisition' workshop. Invited speakers: Harald Clahsen (University of Essex) Elan Dresher (University of Toronto) Jill de Villiers (Smith College, Northampton Mass.) Bonnie D. Schwartz (University of Hawai'i) Robin Clark (University of Pennsylvania) We are pleased to announce that the programme is now available online at: http://www-uilots.let.uu.nl/conferences/Gala/gala_programme.htm More information about GALA can be found at: http://www-uilots.let.uu.nl/conferences/Gala/gala_2003_homepage.htm From fekuna at usc.es Thu Jun 19 09:03:07 2003 From: fekuna at usc.es (Ana Isabel Codesido Garcia) Date: Thu, 19 Jun 2003 11:03:07 +0200 Subject: 6th General Linguistics Congress (May 2004) Message-ID: To all of you who might be interested I'm very pleased to announce the celebration of the "6th General Linguistics Conference", that will be held in Santiago de Compostela (Spain) from May 3rd to May 7th 2004. You can check all the details at http://childes.psy.cmu.edu/postings/ Thank you, Brian, for your help! Best regards, Ana I. Codesido Garcia Facultade de Filoloxia-Universidade de Santiago Campus Norte, s/n 15782 Santiago de Compostela SPAIN ___________________________________________________________ From macw at cmu.edu Thu Jun 19 21:31:49 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 19 Jun 2003 17:31:49 -0400 Subject: Serious Editor bug Message-ID: Dear Info-CHILDES, We just now discovered and fixed a bug in the Windows version of CLAN. The bug can lead to corruption of files with characters outside of the basic English character set. This bug was only present in versions that were available on the web between June 1 and June 17. It does not affect the Macintosh version and it was not present before June 1. So, if you happened to download a version of CLAN for Windows during this period, could you please remove it and get a new version. Apologies for this inconvenience. Normally, I follow the practice of posting messages regarding the CLAN programs to info-chibolts, but I thought it best to make an exception in this case. --Brian MacWhinney From a.karmiloff-smith at ich.ucl.ac.uk Mon Jun 23 15:58:48 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 23 Jun 2003 15:58:48 +0000 Subject: CDI Message-ID: Are there norms for the CDI in French and German? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From annabelledavid at hotmail.com Mon Jun 23 15:28:03 2003 From: annabelledavid at hotmail.com (Annabelle David) Date: Mon, 23 Jun 2003 16:28:03 +0100 Subject: CDI In-Reply-To: Message-ID: Sophie Kern in Lyon developed the French CDI. Her studies are still very much in progress but she has preliminary results. You might want to contact her. Sophie Kern [Sophie.Kern at ish-lyon.cnrs.fr] > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org] On Behalf Of > Professor Annette Karmiloff-Smith > Sent: 23 June 2003 16:59 > To: info-childes at mail.talkbank.org > Subject: CDI > > > Are there norms for the CDI in French and German? > Annette > > > > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n _d_unit.html From DaleP at health.missouri.edu Mon Jun 23 15:49:51 2003 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Mon, 23 Jun 2003 10:49:51 -0500 Subject: CDI Message-ID: Just a small plug here for the CDI website, http://www.sci.sdsu.edu/cdi/ which is regularly updated with information on new languages and forms. Philip Dale > -----Original Message----- > From: Professor Annette Karmiloff-Smith > [mailto:a.karmiloff-smith at ich.ucl.ac.uk] > Sent: Monday, June 23, 2003 10:59 AM > To: info-childes at mail.talkbank.org > Subject: CDI > > > Are there norms for the CDI in French and German? > Annette > > > > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n _d_unit.html From a.karmiloff-smith at ich.ucl.ac.uk Mon Jun 23 16:56:44 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 23 Jun 2003 16:56:44 +0000 Subject: CDI In-Reply-To: <432F90DA55D43D498AD84185906CB8117080C8@UMH-EMAIL1.umh.edu> Message-ID: many thanks, we looked at that too. Just wanted some personal experience. best wishes Annette At 10:49 AM -0500 23/6/03, Dale, Philip S. wrote: >Just a small plug here for the CDI website, http://www.sci.sdsu.edu/cdi/ >which is regularly updated with information on new languages and forms. > >Philip Dale > >> -----Original Message----- >> From: Professor Annette Karmiloff-Smith >> [mailto:a.karmiloff-smith at ich.ucl.ac.uk] >> Sent: Monday, June 23, 2003 10:59 AM >> To: info-childes at mail.talkbank.org >> Subject: CDI >> >> >> Are there norms for the CDI in French and German? >> Annette >> >> >> >> -- >> ________________________________________________________________ >> Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >> Head, Neurocognitive Development Unit, >> Institute of Child Health, >> 30 Guilford Street, >> London WC1N 1EH, U.K. >> tel: 0207 905 2754 >> fax: 0207 242 7717 >> sec: 0207 905 2334 >> http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n >_d_unit.html From CMartinot at aol.com Tue Jun 24 20:35:47 2003 From: CMartinot at aol.com (CMartinot at aol.com) Date: Tue, 24 Jun 2003 16:35:47 EDT Subject: Language Message-ID: hi everybody I wonder if the paper of S.Pinker 'Language acquisition' , Language, MIT Press, is allready published (2002, 2003 ?) or in press. Thanks in advance Claire -------------- next part -------------- An HTML attachment was scrubbed... URL: From Mewcscr at fs1.ed.man.ac.uk Wed Jun 25 11:45:34 2003 From: Mewcscr at fs1.ed.man.ac.uk (Gina Conti-Ramsden) Date: Wed, 25 Jun 2003 11:45:34 +0000 Subject: Two Research Assistant Positions Message-ID: Dear Colleagues, Below please find details of TWO RESEARCH ASSISTANT positions at the University of Manchester to work on a project with Professor Gina Conti-Ramsden involving children with specific language impairment (SLI) and their families. Please circulate as widely as possible to those that may be interested: THE UNIVERSITY OF MANCHESTER HUMAN COMMUNICATION AND DEAFNESS TWO RESEARCH ASSISTANTS, NUFFIELD FOUNDATION PROJECT (REF 376/03) Two highly motivated research assistants are required for a large study of young people with specific language impairment (SLI) directed by Professor Gina Conti-Ramsden. The project involves working with adolescents 14-18 years of age as well as parents. The post will involve substantial and intensive fieldwork and travel throughout England. Applicants should have a good first degree in a relevant discipline (Psychology, Speech-Language Therapy or other related disciplines). Excellent interpersonal and communication skills are essential as well as the ability to interact and interview young people and adults. Applicants must also be able to liaise professionally and sensitively with teaching staff, parents and adolescents and collect, collate and input relevant data correctly. Applicants should have (or have full access to) a car and a clean driver?s licence. The posts are for a fixed term for 16 months with a salary of ?18,265p.a. with a start date of 1st September 2003 or as soon as possible thereafter. Applicants will also be expected to meet the necessary requirements of the Criminal Records Bureau (enhanced disclosure) before an appointment can be made. Initial inquiries, application forms and further particulars are available from Hilda Procter, Human Communication and Deafness, School of Education, The University of Manchester, Oxford Road, Manchester M13 9PL, Tel. 0161-275-3932, Fax: 0161-275-3965; Email: { HYPERLINK "mailto:h.procter at man.ac.uk" }h.procter at man.ac.uk, or look at our website where application forms and information are available: website - htpp://www.man.ac.uk Closing date for applications is Monday, July 21st, 2003. Interviews will be held on Tuesday July 29th, 2003. Please quote reference 376/03. AS AN EQUAL OPPORTUNITIES EMPLOYER, THE UNIVERSITY OF MANCHESTER WELCOMES APPLICATIONS FROM SUITABLY QUALIFIED PEOPLE FROM ALL SECTIONS OF THE COMMUNITY REGARDLESS OF RACE, RELIGION, GENDER AND DISABILITY. gina.conti-ramsden at man.ac.uk Human Communication and Deafness School of Education University of Manchester Manchester M13 9PL Tel. 0161-275-3514 Fax. 0161-275-3965 Secretary, Hilda Procter, Tel.0161-275-3932 From a.karmiloff-smith at ich.ucl.ac.uk Wed Jun 25 15:20:47 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 25 Jun 2003 15:20:47 +0000 Subject: Position available in London U.K. Message-ID: The Neurocognitive Development Unit at the Institute of Child Health in London is seeking one fulltime Research Assistant/Postdoctoral Fellow for one year minimum, with possible extension of a further 6 months, starting 1st September 2003. The candidate should have a good degree in psychology, experience with infancy testing and computerised infancy techniques, good statistics, an ability to communicate with children and parents, and (although not essential) some knowledge of French and German would be helpful. The candidate must be free to travel occasionally to Paris and Munich, although meetings will be held in English. Although our unit specialises in atypical development, this exciting European research project is on normal infant development and we hope to attract an enthusiastic young researcher with the right background. Closing date for applications to reach London: 18th July 2003 Please send full CV, covering personal statement, and names of three referees to the address below. -- ________________________________________________________________ Professor Annette Karmiloff-Smith, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From macw at cmu.edu Wed Jun 25 22:58:57 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 25 Jun 2003 18:58:57 -0400 Subject: SCLRF 2004 Message-ID: The next STANFORD CHILD LANGUAGE RESEARCH FORUM will take place on: April 16-17, 2004 (Friday-Sunday) TOPIC: CONSTRUCTIONS IN EARLY ACQUISITON How do children learn constructions--noun phrases, verb phrases, and other phrase types? Do they begin with specific lexical items in a construction and use only those? To what extent do they build from 'verb islands' or 'noun islnds' in early constructions? Which construc- tions emerge first? What criteria should we use in establishing productivity? What makes constructions easy vs. hard to acquire? Can children's bases for inferences about the relevant noun or verb meanings be identified? Are there consistent patterns across children in the acquisition of constructions? re there differences from one verb type to another, or from intransitive to transitive? Are differences attributable to differences in frequencies in child-directed speech? What cross- linguistic comparisons are available? Which constructions have been considered in studies of children's early syntactic forms? The Organizing Committee for the Stanford Child Language Research Forum made several changes a few years ago. Currently, CLRF meets every two years, and focusses on one specific topic at each meeting for the papers and posters. Constructions is the topic for 2004. Abstracts are due on or before January 1, 2004; submitters will be informed of all decisions by February 15, 2004. Format for abstracts: 1. one page, double-spaced, font-size 12, with TITLE and ABSTRACT but no identification of author; 2. one page, with the abstract/poster title, name, affiliation, full mailing address, and email. Send both pages to: CLRF-2002 Organizing Committee Department of Linguistics Margaret Jacks Hall, Bldg 460 Stanford University Stanford, CA 94305-2150, USA Check the CLRF website for information about registration, hotels, and any further announcements about the meeting, www-linguistics.stanford.edu/~clrf