From fraibet at hotmail.com Thu May 1 02:47:04 2003 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Thu, 1 May 2003 02:47:04 +0000 Subject: about cri du chat syndrome Message-ID: An HTML attachment was scrubbed... URL: From gleason at bu.edu Thu May 1 05:55:00 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 1 May 2003 01:55:00 -0400 Subject: How do you say "language development" in.... Message-ID: A colleague has asked what the typical, preferred term for language development or language acquisition is in various European languages, for instance German, French, Russian, Italian, Spanish....and any others, of course. We'd be grateful for any multilingual information -- Jean Berko Gleason From zukowski at glue.umd.edu Fri May 2 15:27:51 2003 From: zukowski at glue.umd.edu (Andrea Zukowski) Date: Fri, 2 May 2003 11:27:51 -0400 Subject: Two Research Assistant Positions Message-ID: Two Research Assistant Positions The Cognitive Neuroscience of Language Laboratory in the Department of Linguistics, University of Maryland, College Park, is looking to fill two full-time Research Assistant positions. Starting date for both positions is negotiable, but June or July 2003 is preferred. Both positions are for a one year initial appointment, with the possibility of extension beyond that time. Salary is competitive, with benefits included. Both positions would be ideal for a person with a BA or higher degree who is interested in gaining significant research experience in a very active lab. Position #1: Language and Genetic Disorders. This person will play a central role in an NICHD-funded project on the linguistic abilities of children with neurodevelopmental disorders, with a focus on individuals with Williams Syndrome. The person will be involved in designing, testing and analysis of studies on language comprehension and production, involving children, teenagers, and adults. Previous experience in linguistics and/or psycholinguistics is preferred. Good interpersonal skills are a must. For more information, contact Dr. Andrea Zukowski: zukowski at umd.edu, (301) 405-5388, www.ling.umd.edu/zukowski. Position #2: Cognitive Neuroscience of Language. This person will take a leading role in research projects on the cognitive neuroscience of language, currently funded by NSF and by the Human Frontiers Science Program. The person will be involved in all aspects of the design, testing and analysis of studies of language comprehension in adults, using behavioral and neuroscientific techniques, especially ERP and MEG brain recordings. The research spans the phonological, syntactic and semantic levels. Previous experience in linguistics and/or psycholinguistics is preferred. The ability to interact comfortably with a wide variety of people (and machines) is a distinct advantage. For more information, contact Dr. Colin Phillips, colin at umd.edu, (301) 405-3082, www.ling.umd.edu/colin. The Cognitive Neuroscience of Language Laboratory is a well-integrated community of over 40 faculty, students and research staff, engaged in research on a wide variety of areas of language, ranging from acoustics to semantics, in children and adults, normal and disordered populations, and covering around 10 languages. The lab has facilities for behavioral testing of children and adults, two eye-tracking labs, a high-density ERP lab and a whole-head MEG facility. The lab is affiliated with the Departments of Linguistics and Biology, and with the Neuroscience and Cognitive Science Program. www.ling.umd.edu/cnl. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2691 bytes Desc: not available URL: From lenorman at infobiogen.fr Fri May 2 17:26:20 2003 From: lenorman at infobiogen.fr (MT Le Normand) Date: Fri, 2 May 2003 19:26:20 +0200 Subject: about cri du chat syndrome In-Reply-To: Message-ID: Enclosed are some references about language studies related to the cri du chat syndrome: Luchsinger R, Dubois C, Vassella F, Joss E, Gloor R, Wiesmann U. [Spectrum analysis of the "meowing" in the crying cat syndrome] Folia Phoniatr (Basel). 1967;19(1):27-33. German. No abstract available. PMID: 5584820 [PubMed - indexed for MEDLINE] Sedlackova E. [Development of voice and language in the crying cat syndrome] Cesk Otolaryngol. 1975 Dec;24(6):362-9. Czech. No abstract available. PMID: 1204083 [PubMed - indexed for MEDLINE] Pierart B, Remacle M. [The progression of a case in the cri-du-chat syndrome: otolaryngological, cognitive and language characteristics] Folia Phoniatr Logop. 1996;48(5):223-30. French. PMID: 8924948 [PubMed - indexed for MEDLINE] Sohner L, Mitchell P. Phonatory and phonetic characteristics of prelinguistic vocal development in cri du chat syndrome. J Commun Disord. 1991 Feb;24(1):13-20. PMID: 2050838 [PubMed - indexed for MEDLINE] Cornish KM, Munir F. Receptive and expressive language skills in children with cri-du-chat syndrome. J Commun Disord. 1998 Jan-Feb;31(1):73-80; quiz 80-1. PMID: 9421768 [PubMed - indexed for MEDLINE] Sarimski K. Analysis of intentional communication in severely handicapped children with Cornelia-de-Lange syndrome. J Commun Disord. 2002 Nov-Dec;35(6):483-500. PMID: 12443049 [PubMed - indexed for MEDLINE] Marie-Thérèse Le Normand, DR INSERM Laboratoire de Neuropsychopathologie du langage et de la cognition Bâtiment Pharmacie, 3ème étage Hôpital de la Salpêtrière 47 Bld de l'hôpital 75651 Paris Cedex 13 De : "Fraibet Aveledo" Date : Thu, 01 May 2003 02:47:04 +0000 À : info-childes at mail.talkbank.org Objet : about cri du chat syndrome Dear CHILDES members Does anyone know about any linguistic study related to the cri du chat syndrome or chromosome 5p deletion syndrome? I would appreciate if someone could bring me any information. Thanks -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu May 1 03:31:48 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Apr 2003 23:31:48 -0400 Subject: Kathryn corpus In-Reply-To: Message-ID: Dear Info-CHILDES, The URL for the Yip-Matthews corpus was missing two letters. It should have been http://childes.psy.cmu.edu/media/audlinked >From there you will see the link to Yip-Matthews. I guess my mouse slipped while cutting and pasting. --Brian MacWhinney From giyer at crl.ucsd.edu Wed May 7 18:03:20 2003 From: giyer at crl.ucsd.edu (Gowri Iyer) Date: Wed, 7 May 2003 11:03:20 -0700 Subject: Availability of Hindi frequency norms Message-ID: Dear Info-Childes members, I am a doctoral student from India enrolled in the US in an interdisciplinary doctoral program in Language and Communicative Disorders at San Diego State University and the University of California, San Diego (http://www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html). Thus far my research has focused on language acquisition and real-time language processing in typically-developing children and adults. My dissertation work revolves around studying these issues in Indian Hindi-English bilinguals. To this end, I have been trying to gain access to databases with either spoken or written word frequency norms in Hindi but so far I haven't had any luck. I have also spoken to a few researchers working on Indian languages and haven't come up with anything. I am turning to the CHILDES community in the hope that some of you may be able to provide me with information about these databases or direct me towards language researchers in Indian languages who will be able to help me with this search. Thanks in advance. I will post the information I get so that others who might be interested may also have access to it..... Sincerely, Gowri Iyer Joint Doctoral Program in Language & Communicative Disorders Univ. of California, San Diego & San Diego State Univ. (http://www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html). From tomasello at eva.mpg.de Thu May 8 11:53:09 2003 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Thu, 8 May 2003 13:53:09 +0200 Subject: Book Notice In-Reply-To: <1047674515.3e723e933d66b@webmail1.bu.edu> Message-ID: **************************** CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION Harvard University Press Michael Tomasello ***************************** CHAPTER 1: USAGE-BASED LINGUISTICS CHAPTER 2: ORIGINS OF LANGUAGE 2.1. Phylogenetic Origins 2.2. Ontogenetic Origins 2.3. Children’s First Utterances 2.4. Summary CHAPTER 3: WORDS 3.1. Early Words and their Uses 3.2. Processes of Word Learning 3.3. Theories of Word Learning 3.4. Summary CHAPTER 4: EARLY SYNTACTIC CONSTRUCTIONS 4.1. The Nature of Constructions 4.2. Early Constructional Islands 4.3. Marking Syntactic Roles 4.4. Summary CHAPTER 5: ABSTRACT SYNTACTIC CONSTRUCTIONS 5.1. Abstract Constructions 5.2. Constructing Constructions 5.3. Constraining Constructions 5.4. Theories of Syntactic Development 5.5. Summary CHAPTER 6: NOMINAL AND CLAUSAL CONSTRUCTIONS 6.1. Reference and Nominals 6.2. Predication and Clauses 6.3. Learning Morphology 6.4. Summary CHAPTER 7: COMPLEX CONSTRUCTIONS AND DISCOURSE 7.1. Complex Constructions 7.2. Conversation and Narrative 7.3. Summary CHAPTER 8: BIOLOGICAL, CULTURAL, AND ONTOGENETIC PROCESSES 8. 1. Dual Inheritance 8.2. Psycholinguistic Processes of Acquisition 8.3. Psycholinguistic Processes of Production 8.4. The Development of Linguistic Representation 8.5. Summary CHAPTER 9: TOWARDS A PSYCHOLOGY OF LANGUAGE ACQUISITION From zarazua at usc.edu Fri May 9 03:20:55 2003 From: zarazua at usc.edu (David Zarazua) Date: Thu, 8 May 2003 20:20:55 -0700 Subject: Questions about recording Message-ID: Hi everyone: I am planning to conduct some recordings in my house and I have a few questions in relation to microphones and recording techniques. Any kind of advice in any of the following topics will be welcomed. The questions are: 1) Has anyone tried to connect a microphone into a PC and record directly into a PC instead of using a tape recorder or a MiniDisc? Can I obtain in a PC a recording quality similar to that obtained with a MiniDisc? I am using a fairly fast computer (1.6 GHz, 512 RAM, and SoundMAX Digital Audio mixer). 2) Has anyone used one of the following microphones from Sony: a) One-Point Stereo Microphone ECM-719; b) One-Point Stereo Microphone ECM-MS907 ; or c) Electret Condenser Stereo Microphone ECM-DS70P? What results have you obtained? Any recommendations on microphones from other brands? 3) What about wireless microphones? How does their recording quality compares with the wired microphones mentioned above? The ultimate thing I imagine doing is to use a wireless mic to record directly into the computer. By doing this I would be able to record all around the house without worrying about wires; I would also save time by not having to first record in a portable device and then digitize the recordings; finally, I would have to worry about the length of tapes or discs. Thanks in advance for all the advice. David Zarazúa Ph.D. Candidate (A.B.D) Department of Spanish and Portuguese University of Southern California email: zarazua at usc.edu From Thomas.Klee at newcastle.ac.uk Fri May 9 14:36:46 2003 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Fri, 9 May 2003 15:36:46 +0100 Subject: Child Language Seminar 2003: abstracts available online Message-ID: Child Language Seminar 9-11 July 2003 University of Newcastle upon Tyne, England http://cls.visitnewcastlegateshead.com Conference Programme: The complete CLS2003 conference programme, featuring 115 papers by scholars from 25 countries, is now available online. To view the programme, please visit the website above and select the 'CLS Programme' tab at the top of the page. Abstracts can be viewed or downloaded by clicking on the links at the bottom of the page. Registration: An early registration fee of £140 applies if you register by 30 May 2003 (£160 thereafter). This includes attendance at all sessions, a welcome reception the evening of July 9th, lunches on July 10th and 11th, morning and afternoon coffee/tea breaks and the conference dinner at Newcastle United Football Club the evening of July 10th. Each delegate will also receive a printed copy of the CLS research summaries upon arrival. The registration form may be downloaded from the website. Accommodation: Accommodation can be booked directly through the website. Thomas Klee and Carolyn Letts, Co-organisers Section of Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 www.newcastle.ac.uk/ecls From macw at cmu.edu Sat May 10 03:25:19 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 9 May 2003 23:25:19 -0400 Subject: Questions about recording In-Reply-To: <002e01c315da$0144b640$6400a8c0@HPDesktop> Message-ID: David, Yes, my students here at CMU have now taken to using their laptops as tape recorders. It works fine. The major concern is fan noise, but with laptops, this is minimal. With desktop machines, it is a serious concern, but using wireless would get around this. Good wireless mike-receiver systems can give excellent results. I would say that the idea of combining wireless with direct-to-disk recording in your own home is a good one. Make sure you have a large hard drive on your machine. --Brian MacWhinney From VVVHC at CUNYVM.CUNY.EDU Sat May 10 14:49:47 2003 From: VVVHC at CUNYVM.CUNY.EDU (Virginia Valian) Date: Sat, 10 May 2003 10:49:47 EDT Subject: research assistantships Message-ID: Research Assistant Positions in Language and Cognition Available at Hunter College - CUNY, New York, NY (1 full-time or 2 part-time) One full-time (or two part-time) research assistant positions are available beginning 17 June 2003. Assistants will work on the Language Acquisition Research Project and the Cognition and Gender Project. LARP investigates first and second language acquisition in young children and adults, as well as artificial language learning, concept learning, and language use. We use a wide variety of techniques and materials to answer basic questions about syntactic competence and performance. CGP investigates sex differences in cognitive processes, including mathematics and mental rotation. A minimum of one year is expected; funding is anticipated for four years. Assistants on the project: * Record, transcribe, and analyze learners' spontaneous speech * Develop materials for use in production and comprehension tasks * Perform experiments with child and adult participants * Analyze spontaneous speech data and experimental data * Recruit child and adult participants * Supervise students and interns working on the projects * Keep the laboratory running smoothly The project involves constant contact with children, parents and other caregivers, and with adolescent and adult participants; it also requires the coordination of many different activities. Assistants' patience, courtesy, and maturity are thus important. Assistants must work well with children, adolescents, and adults; understand and accommodate the concerns and needs of children and caregivers; and be highly organized, reliable, and punctual. Qualifications: * BA required * Preferred major: psychology or cognitive science * Preferred course background: cognitive psychology, experimental psychology, statistics, developmental psychology, basic syntax, cognitive science, language acquisition * Preferred research experience: previous laboratory research, if possible, including transcribing speech; work with two-year-olds * Preferred computer skills: basic word-processing skills, database management, graph and slide presentation * Preferred statistical skills: knowledge of computer packages such as SPSS Salary: Full-time $25,000-$30,000 Part-time 19 hours/week at $15-$20/hour Review of candidates will begin immediately and continue until the positions are filled. To apply, submit by e-mail (to Virginia Valian at little.linguist at hunter.cuny.edu): * a cover letter which summarizes your qualifications * a transcript (unofficial is acceptable) * a summary list of relevant courses * a description of previous work with young children * a description of computer skills and research experience * SAT or GRE scores Ask two faculty for a letter of recommendation that will address your research skills or promise. Ask them to e-mail their letters to Dr Valian at little.linguist@ hunter.cuny.edu Send applications to: little.linguist at hunter.cuny.edu OR TO Virginia Valian Professor of Psychology and Linguistics Co-Director, Gender Equity Project Hunter College and CUNY Graduate Center 695 Park Avenue, New York, NY 10021 USA From khirshpa at temple.edu Sun May 11 17:37:31 2003 From: khirshpa at temple.edu (Kathy Hirsh-Pasek) Date: Sun, 11 May 2003 13:37:31 -0400 Subject: New e-mail Message-ID: I have a new e-mail address: khirshpa at temple.edu Please send all mail to this address as they closed the old server and all mail to the old address will be bounced back. Kathy From m4mfour at hotmail.com Mon May 12 23:08:57 2003 From: m4mfour at hotmail.com (M4 Mfour) Date: Mon, 12 May 2003 23:08:57 +0000 Subject: Postdoctoral fellowship opportunity Message-ID: Postdoctoral Research Fellow In Child Development A postdoctoral fellow is needed to participate in ongoing, NICHD-funded longitudinal research on cognitive and genetic correlates of math skills. The appointment will be made through the Johns Hopkins School of Medicine, Dept. of Psychiatry. Co-Investigator and colleagues involved with the project are also in the Johns Hopkins School of Public Health, and the mail Johns Hopkins campus (School of Arts and Sciences). The fellow would contribute to one or more of the following: 1) an ongoing study of cognitive phenotypes in school age children with one of several specific genetic disorders (e.g., fragile X, Turner syndrome); or 2) a normative study of math ability, and 3) a prospective longitudinal study of math learning disability. The postdoc would have opportunities to work directly with children, families, and/or in school settings; may also be involved with related ongoing research on homonym interpretation, and will have many opportunities for manuscript preparation. The position would begin in 2003, for one to three years. The candidate must have a Ph.D. in Psychology or a related area, training in child development, interest in pre-school, elementary or middle school age children, working knowledge of statistical analyses, documented writing ability, and strong research skills. Interested parties are welcome to make email inquiries. To apply, please send cover letter, curriculum vitae, three letters, and sample reprints/preprints if applicable to: Dr. M. Mazzocco, MSDP 3825 Greenspring Avenue Painter Building Top Floor; Baltimore, MD. 21211. Email Address mazzocco at kennedykrieger.org _________________________________________________________________ MSN 8 helps eliminate e-mail viruses. Get 2 months FREE*. http://join.msn.com/?page=features/virus From ellmcf at nus.edu.sg Tue May 13 01:04:32 2003 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Tue, 13 May 2003 09:04:32 +0800 Subject: FW: word association Message-ID: Dear all, For those of you who do not subscribe to the Linguist, the query below was posted there. Barbara gave me permission to forward it to you. Can anyone help? Any returns to Barbara, please. Thanks! Madalena Date: Fri, 9 May 2003 17:11:29 +0100 From: barbara pizziconi < bp3 at soas.ac.uk > Subject: word association http://linguistlist.org/issues/14/14-1344.html Dear readers I am beginning to work on vocabulary acquisition and was wondering if anyone knows of a) an official Japanese translation of the Kent-Rosanoff word associations list, b) of any other word association tests developed for Japanese. Thank you for your help. Barbara Pizziconi SOAS, University of London ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg ====================================== From k1n at email.psu.edu Thu May 15 20:28:33 2003 From: k1n at email.psu.edu (keith nelson) Date: Thu, 15 May 2003 16:28:33 -0400 Subject: inquiry kn vocab size Message-ID: Hello. Wondering if anyone has a good handle on recent and not-so-recent studies giving estimates of total vocabulary size in children of varied ages and adults, including possibly data linking standardized vocabulary test scores or language sample vocabulary to estimates of total likely vocabulary. Thanks for any assistance. -- Keith Nelson Professor of Psychology 414 Moore Building Penn State University University Park, PA 16802 Phone 814 863 1747 Fax 814-863-7002 keith_nelson_art at psu.edu And what is mind and how is it recognized ? It is clearly drawn in sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master, 1394-1481 From bfk0 at umail.ucsb.edu Fri May 16 19:54:41 2003 From: bfk0 at umail.ucsb.edu (Barbara F Kelly) Date: Fri, 16 May 2003 12:54:41 -0700 Subject: Korean gesture research Message-ID: Dear Info-CHILDES, Can anyone point me toward any research (even passing comments) on gesture use in monolingual Korean developmental data? Thanks, Barb Kelly ---------------------------- Barbara Kelly Dept. Linguistics, University of California, Santa Barbara CA 93106 USA From rchumak at ryerson.ca Sun May 18 02:37:00 2003 From: rchumak at ryerson.ca (Roma Chumak-Horbatsch) Date: Sat, 17 May 2003 22:37:00 -0400 Subject: language preference Message-ID: I am looking for ways to test young bilingual (Ukrainian-English) children's (ages 4-8) language preference/dominance. If you know of any studies please let me know. Will post results. Roma Roma Chumak-Horbatsch PhD School of Early Childhood Education Ryerson University 350 Victoria Street Toronto, Ontario M5B 2K3 CANADA From roeper at linguist.umass.edu Sun May 18 14:44:38 2003 From: roeper at linguist.umass.edu (tom roeper) Date: Sun, 18 May 2003 09:44:38 -0500 Subject: workshop schedule on quantification Message-ID: Workshop Schedule Workshop On the Acquisition of Quantification Tuesday May 20th 1-430PM Herter 207 University of Massachusetts A number of people have been working on the acquisitiion of quantification this year from various perspectives. Everyone is invited to attend. 20 minutes presentation, 10 minutes discussion Tues May 20th 1:00-130--Uli Sauerland and Tim Bryant "New AAE Spreading Results" 130-200-Uri Strauss "Maximality" 2-00--230 Barbara Pearson "Bunny Spreading and Classic Spreading on the Delv" break: 15 min 245-3-15 Jill deViliers and Tom Roeper (and D'jaris Coles) "QR, Negative Concord and Syntactic Barriers in AAE" 315-345 Kazuko Yatsushiro "Absence of Anti-uniqueness and Plurals" 3:45-4:15 Helen Stickney Acquistion of "Most" 415-430 Angelika Kratzer Comment From macswan at asu.edu Sun May 18 15:34:08 2003 From: macswan at asu.edu (macswan at asu.edu) Date: Sun, 18 May 2003 08:34:08 -0700 Subject: language preference Message-ID: Roma, A first order issue will be coming up with a good definition of dominance and preference. Dominance shouldn't be equated with preference at all. Children may "prefer" a language they have only begun to learn, and in some cases (as with many Spanish-English and Nahuatl-Spanish bilinguals living in majority language contexts) they may even deny knowing their native language. Lily Wong Fillmore did a study some time ago showing that Spanish-English bilinguals very early on made a choice not to speak Spanish, and about the same time Hakuta and D'Andrea showed that language choice didn't really reflect a loss of native language competence, as Wong Fillmore had assumed (although as the depth of generations increased in immigrant families in Hakuta and D'Andrea's study, the rate of actual attrition of the heritage language also increased). So I think the first step is to decide whether you are interested in preference, which is an issue of choice, or dominance. Dominance, understood as a linguistic or psycholinguistic notion, is not well defined and, to my knowledge, has never been situated in the broader context of linguistic theory. So, naturally, before you can assess it, you'll need a very clear definition of the phenomenon of interest. Hope that helps a little. Jeff References Hakuta, K. & D'Andrea, D. (1992). Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics, 13, 72-99. Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346. On Sat, 17 May 2003, Roma Chumak-Horbatsch wrote: > I am looking for ways to test > young bilingual (Ukrainian-English) > children's (ages 4-8) > language preference/dominance. > If you know of any studies please let me know. > Will post results. > > Roma > > Roma Chumak-Horbatsch PhD > School of Early Childhood Education > Ryerson University > 350 Victoria Street > Toronto, Ontario > M5B 2K3 > CANADA > > From ann.dowker at psy.ox.ac.uk Sun May 18 18:04:10 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sun, 18 May 2003 19:04:10 +0100 Subject: language preference Message-ID: Ellen Bialystok's books "Language Processing in Bilingual Children" and "Bilingualism and Cognition" may give some useful guidance. Best wishes, Ann In message <3EC6F1CB.E85A2923 at acs.ryerson.ca> Roma Chumak-Horbatsch writes: > I am looking for ways to test > young bilingual (Ukrainian-English) > children's (ages 4-8) > language preference/dominance. > If you know of any studies please let me know. > Will post results. > > Roma > > Roma Chumak-Horbatsch PhD > School of Early Childhood Education > Ryerson University > 350 Victoria Street > Toronto, Ontario > M5B 2K3 > CANADA > > From k.j.alcock at city.ac.uk Mon May 19 09:26:48 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Mon, 19 May 2003 10:26:48 +0100 Subject: language preference Message-ID: I know some groups have used graded picture naming (accuracy, or speed) as a measure of language dominance, and two students of mine have done small projects with bilingual Urdu-English and Arabic-English children - the technique has the advantage that it is fairly easy to adapt an existing test to the population you are studying, and also since it is a commonly used diagnostic test if you are interested in developing such tests for a bilingual population it is helpful for that, too. I wonder if some of the "children denying knowledge of their home language" thing is misunderstanding the questions put to them - although I don't know all the literature, it is remarkably difficult to get the concept of "different languages" across to children who have just started school, especially if you are not sure if their grasp of one of the languages is good enough to answer questions in that language. Working in a multi-home-language, one-school-language area in East Africa, children were very confused when asked "what language do you speak at home" and yet we could not necessarily assume they knew enough of the three or four potential home languages to answer questions in that language - and could not take "no answer" as lack of knowledge of that language. One memorable incident came when a child, asked "what language do you speak at home" [ambiguous answers were followed up with examples that the child almost always recognised as possible or ridiculous] answered "we don't have language at home"... the only time she had heard the word "lugha" ("language") was in the context of the school lesson "lugha". Other children answered "yes" to languages they could not possibly have spoken at home, or "no" to all examples of languages. I also heard an anecdote from a colleague who when she asked a bilingual Spanish-English child "does your mommy speak to you like this?", the child watched her face very closely and tried to copy her exact expression while speaking to determine if, indeed, her mommy did speak to her "like this". Katie Alcock refs: Kohnert, K. J., Bates, E., and Hernandez, A. E. (1999) Balancing bilinguals: Lexical-semantic production and cognitive processing in children learning Spanish & English. Journal of Speech Language and Hearing Research 42 (6):1400-1413. Kohnert, Kathryn J., Hernandez, Arturo E., and Bates, Elizabeth. (1998) Bilingual performance on the Boston Naming Test: Preliminary norms in Spanish and English. Brain & Language 65(3): 422-440 (3):422-440. 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: Ann Dowker [mailto:ann.dowker at psy.ox.ac.uk] > Sent: 18 May 2003 19:04 > To: Roma Chumak-Horbatsch > Cc: info-childes at mail.talkbank.org > Subject: Re: language preference > > > Ellen Bialystok's books "Language Processing in Bilingual Children" > and "Bilingualism and Cognition" may give some useful guidance. > > Best wishes, > > Ann > > In message <3EC6F1CB.E85A2923 at acs.ryerson.ca> Roma > Chumak-Horbatsch writes: > > I am looking for ways to test > > young bilingual (Ukrainian-English) > > children's (ages 4-8) > > language preference/dominance. > > If you know of any studies please let me know. > > Will post results. > > > > Roma > > > > Roma Chumak-Horbatsch PhD > > School of Early Childhood Education > > Ryerson University > > 350 Victoria Street > > Toronto, Ontario > > M5B 2K3 > > CANADA > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathryn at multilingual-matters.com Mon May 19 15:11:02 2003 From: Kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 19 May 2003 16:11:02 +0100 Subject: New book from Multilingual Matters Message-ID: MAKING SENSE IN SIGN A Lifeline for a Deaf Child Jenny Froude This book is a letter of love and faith from a woman whose son's deafness at first overwhelmed then inspired her. It is a sensitive account of the ramifications of deafness for her son and his success in coping with it. Rt Hon Lord Ashley of Stoke "Professionals who work with deaf children should read this book and refer to it often. The arguments for the communication approach are clearly presented. But that aside, the insights into family life with a deaf child are invaluable." Jackie Parsons, Teacher in Charge of Lighthouse Sign Support Resource, Guildford Grove Primary School. Key Features q Personal and moving account of Tom's meningitis and the deafness that resulted q Interesting discussion of the issues surrounding deafness from a parental viewpoint Description Language which develops 'against all the odds' is very precious. Words were not enough for Tom; it was signs that made sense of a world silenced by meningitis. Confidence came via joyful and positive steps to communication from babyhood; a brush with epilepsy, a cochlear implant in his teens and life as an independent young adult followed. Contents 1. The Time of Crises; 2. Deafness may Result; 3. Take My Hands and Let Them Move; 4. Channels of Communication; 5. Good Times - Bad Times; 6. Coping and Caring; 7. Growing Up; 8. Sound or Silence?; 9. Staying Strong; 10. The Big Adventure; 11. Language for Life; 12. Borneo and Beyond; 13. What is Deaf?; 14. Paths to Understanding Author information Jenny Froude was a journalist on Woman's Weekly before retiring to have a longed-for family. New communication skills were needed when the youngest was deafened by meningitis at 5 months. The years that followed were a steep but lovely learning curve! She studied Signed English and worked as an SSA in a Senior Hearing Impairment Unit for four years. Parents' and Teacher' Guides 6 April 2003 Format: 219 x 150mm vii+184pp Hbk ISBN 1-85359-629-9 £39.95 US$69.95 CAN$99.95 Pbk ISBN 1-85359-628-0 £14.95 US$25.95 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 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 From macw at cmu.edu Mon May 19 17:02:59 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 19 May 2003 13:02:59 -0400 Subject: language preference/dominance Message-ID: Yes indeed 'dominance' and 'preference' are concepts that first need (and often defy) definition. See for an excellent general discussion also Suzanne Romaine's 1995 book on bilingualism. With regard to bilingual children there is the added problem of distinguishing between 'proficiency' and 'dominance' (see my article 'By way on introduction' in the issue on Bilingual Acquisition of the Int'l J. of Bilingualism, 1998, Volume 2, No. 3). --Annick De Houwer From hiromori at dc4.so-net.ne.jp Mon May 26 10:18:11 2003 From: hiromori at dc4.so-net.ne.jp (Hirohide Mori) Date: Mon, 26 May 2003 19:18:11 +0900 Subject: The Fifth Annual Conference of the Japanese Society for Language Sciences In-Reply-To: Message-ID: Dear Info-CHILDES, The Fifth Annual Conference of the Japanese Society for Language Sciences will be held in July 5-6, 2003 at Kobe University Rokkodai Campus, Centennial Hall (Shindai Kaikan) and Takikawa Memorial Hall. Plenary Speakers: Catherine E. Snow（Harvard Graduate School of Education） “Learning Words at Home and at School, in L1 and and L2” Masayoshi Shibatani（Rice University） “Form and Function in Functional Linguistics” Invited Symposium: Discussant Catherine E. Snow（Harvard Graduate School of Education） “What Individuals Learn from Participation in Different Kinds of Social Structures: Multiparty Discourse, Peer Discourse"” Twenty-seven papers and twenty posters will be presented at the conference. Please visit our conference homepage for further details (http://cow.lang.nagoya-u.ac.jp/jsls/2003/conf-e.htm). Tamiko Ogura, Conference Chair Takashi Torigoe, Conference Coordinator Hirohide Mori, Conference Public Relations Committee From h.vanderlely at ucl.ac.uk Wed May 28 16:50:48 2003 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Wed, 28 May 2003 17:50:48 +0100 Subject: Grammatical(G)-SLI Message-ID: Dear Colleagues, A year ago Annette Karmiloff-Smith put out this notice (copied below) with respect to labs studying G-SLI children. She told me that she had a HUGE response! I would be very interested to hear from those of you who replied to this message and are studying G-SLI or other relatively "pure" forms of SLI. Similarly, references to existing papers on G-SLI, or possibly pre-prints of new work would be most helpful. Many thanks Heather van der Lely At 18:47 29/05/2002 +0100, you wrote: >As many of you know, Heather van der Lely has reported some >fascinating participants in her research suggesting the existence of >a form of Grammatical Specific Language Impairment (G-SLI) in which >children/adults show very specific grammatical impairments with no >deficits in semantics/pragmatics nor in any other cognitive or motor >domain of any kind. I am preparing a presentation on this topic and, >to broaden the data base, I would be glad to hear from other >laboratories studying SLI and looking in particular at cases of >G-SLI. References to existing papers on G-SLI, or possibly >pre-prints of new work would be most helpful. >Many thanks >Annette K-S >-- Professor Heather K. J. van der Lely Director, Centre for Developmental Language Disorders & Cognitive Neuroscience Department of Human Communication Science, University College London, 2 Wakefield Street, London, WC1N 1PF UK Tel: +44 (0)20 7679 4047 Fax: +44 (0)207713 0861 e-mail: h.vanderlely at ucl.ac.uk Web: www.ucl.ac.uk/DLDCN/ From a.karmiloff-smith at ich.ucl.ac.uk Wed May 28 18:29:52 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 28 May 2003 18:29:52 +0000 Subject: Grammatical(G)-SLI In-Reply-To: <4.2.0.58.20030528173854.027dabe0@pop-server.ucl.ac.uk> Message-ID: the huge response was that the majority of people had NOT ever encountered pure G-SLI or they explained how statistical analyses, depending on how done, suggested they were not pure. You, Heather, were amongst the only respondents to point to your own and some other work in Greece, if I recall. I, too, would be interested. I do have the whole file somewhere and promise to dig it out and circulate the replies. If anyone does not want their reply circulated they should tell me please. best Annette At 5:50 PM +0100 28/5/03, Heather van der Lely wrote: >Dear Colleagues, > >A year ago Annette Karmiloff-Smith put out this notice (copied >below) with respect to labs studying G-SLI children. She told me >that she had a HUGE response! > >I would be very interested to hear from those of you who replied to >this message and are studying G-SLI or other relatively "pure" forms >of SLI. Similarly, references to existing papers on G-SLI, or >possibly pre-prints of new work would be most helpful. >Many thanks >Heather van der Lely > >At 18:47 29/05/2002 +0100, you wrote: >>As many of you know, Heather van der Lely has reported some >>fascinating participants in her research suggesting the existence of >>a form of Grammatical Specific Language Impairment (G-SLI) in which >>children/adults show very specific grammatical impairments with no >>deficits in semantics/pragmatics nor in any other cognitive or motor >>domain of any kind. I am preparing a presentation on this topic and, >>to broaden the data base, I would be glad to hear from other >>laboratories studying SLI and looking in particular at cases of >>G-SLI. References to existing papers on G-SLI, or possibly >>pre-prints of new work would be most helpful. >>Many thanks >>Annette K-S >>-- > >Professor Heather K. J. van der Lely >Director, >Centre for Developmental Language Disorders & Cognitive Neuroscience >Department of Human Communication Science, >University College London, >2 Wakefield Street, >London, WC1N 1PF >UK > >Tel: +44 (0)20 7679 4047 >Fax: +44 (0)207713 0861 >e-mail: h.vanderlely at ucl.ac.uk >Web: www.ucl.ac.uk/DLDCN/ From tiiu.salasoo at mail.ee Thu May 29 14:29:26 2003 From: tiiu.salasoo at mail.ee (Tiiu Salasoo) Date: Fri, 30 May 2003 00:29:26 +1000 Subject: This time Message-ID: Would anyone please have details for ordering the new book CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION by Tomasello? Is it possible to have copies of papers from the quantification workshop. Best of regards from Estonia, Tiiu Salasoo tiiu.salasoo at mail.ee -------------- next part -------------- An HTML attachment was scrubbed... URL: From fraibet at hotmail.com Thu May 1 02:47:04 2003 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Thu, 1 May 2003 02:47:04 +0000 Subject: about cri du chat syndrome Message-ID: An HTML attachment was scrubbed... URL: From gleason at bu.edu Thu May 1 05:55:00 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 1 May 2003 01:55:00 -0400 Subject: How do you say "language development" in.... Message-ID: A colleague has asked what the typical, preferred term for language development or language acquisition is in various European languages, for instance German, French, Russian, Italian, Spanish....and any others, of course. We'd be grateful for any multilingual information -- Jean Berko Gleason From zukowski at glue.umd.edu Fri May 2 15:27:51 2003 From: zukowski at glue.umd.edu (Andrea Zukowski) Date: Fri, 2 May 2003 11:27:51 -0400 Subject: Two Research Assistant Positions Message-ID: Two Research Assistant Positions The Cognitive Neuroscience of Language Laboratory in the Department of Linguistics, University of Maryland, College Park, is looking to fill two full-time Research Assistant positions. Starting date for both positions is negotiable, but June or July 2003 is preferred. Both positions are for a one year initial appointment, with the possibility of extension beyond that time. Salary is competitive, with benefits included. Both positions would be ideal for a person with a BA or higher degree who is interested in gaining significant research experience in a very active lab. Position #1: Language and Genetic Disorders. This person will play a central role in an NICHD-funded project on the linguistic abilities of children with neurodevelopmental disorders, with a focus on individuals with Williams Syndrome. The person will be involved in designing, testing and analysis of studies on language comprehension and production, involving children, teenagers, and adults. Previous experience in linguistics and/or psycholinguistics is preferred. Good interpersonal skills are a must. For more information, contact Dr. Andrea Zukowski: zukowski at umd.edu, (301) 405-5388, www.ling.umd.edu/zukowski. Position #2: Cognitive Neuroscience of Language. This person will take a leading role in research projects on the cognitive neuroscience of language, currently funded by NSF and by the Human Frontiers Science Program. The person will be involved in all aspects of the design, testing and analysis of studies of language comprehension in adults, using behavioral and neuroscientific techniques, especially ERP and MEG brain recordings. The research spans the phonological, syntactic and semantic levels. Previous experience in linguistics and/or psycholinguistics is preferred. The ability to interact comfortably with a wide variety of people (and machines) is a distinct advantage. For more information, contact Dr. Colin Phillips, colin at umd.edu, (301) 405-3082, www.ling.umd.edu/colin. The Cognitive Neuroscience of Language Laboratory is a well-integrated community of over 40 faculty, students and research staff, engaged in research on a wide variety of areas of language, ranging from acoustics to semantics, in children and adults, normal and disordered populations, and covering around 10 languages. The lab has facilities for behavioral testing of children and adults, two eye-tracking labs, a high-density ERP lab and a whole-head MEG facility. The lab is affiliated with the Departments of Linguistics and Biology, and with the Neuroscience and Cognitive Science Program. www.ling.umd.edu/cnl. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2691 bytes Desc: not available URL: From lenorman at infobiogen.fr Fri May 2 17:26:20 2003 From: lenorman at infobiogen.fr (MT Le Normand) Date: Fri, 2 May 2003 19:26:20 +0200 Subject: about cri du chat syndrome In-Reply-To: Message-ID: Enclosed are some references about language studies related to the cri du chat syndrome: Luchsinger R, Dubois C, Vassella F, Joss E, Gloor R, Wiesmann U. [Spectrum analysis of the "meowing" in the crying cat syndrome] Folia Phoniatr (Basel). 1967;19(1):27-33. German. No abstract available. PMID: 5584820 [PubMed - indexed for MEDLINE] Sedlackova E. [Development of voice and language in the crying cat syndrome] Cesk Otolaryngol. 1975 Dec;24(6):362-9. Czech. No abstract available. PMID: 1204083 [PubMed - indexed for MEDLINE] Pierart B, Remacle M. [The progression of a case in the cri-du-chat syndrome: otolaryngological, cognitive and language characteristics] Folia Phoniatr Logop. 1996;48(5):223-30. French. PMID: 8924948 [PubMed - indexed for MEDLINE] Sohner L, Mitchell P. Phonatory and phonetic characteristics of prelinguistic vocal development in cri du chat syndrome. J Commun Disord. 1991 Feb;24(1):13-20. PMID: 2050838 [PubMed - indexed for MEDLINE] Cornish KM, Munir F. Receptive and expressive language skills in children with cri-du-chat syndrome. J Commun Disord. 1998 Jan-Feb;31(1):73-80; quiz 80-1. PMID: 9421768 [PubMed - indexed for MEDLINE] Sarimski K. Analysis of intentional communication in severely handicapped children with Cornelia-de-Lange syndrome. J Commun Disord. 2002 Nov-Dec;35(6):483-500. PMID: 12443049 [PubMed - indexed for MEDLINE] Marie-Th?r?se Le Normand, DR INSERM Laboratoire de Neuropsychopathologie du langage et de la cognition B?timent Pharmacie, 3?me ?tage H?pital de la Salp?tri?re 47 Bld de l'h?pital 75651 Paris Cedex 13 De?: "Fraibet Aveledo" Date?: Thu, 01 May 2003 02:47:04 +0000 ??: info-childes at mail.talkbank.org Objet?: about cri du chat syndrome Dear CHILDES members Does anyone know about any linguistic study related to the cri du chat syndrome or chromosome 5p deletion syndrome? I would appreciate if someone could bring me any information. Thanks -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu May 1 03:31:48 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 30 Apr 2003 23:31:48 -0400 Subject: Kathryn corpus In-Reply-To: Message-ID: Dear Info-CHILDES, The URL for the Yip-Matthews corpus was missing two letters. It should have been http://childes.psy.cmu.edu/media/audlinked >From there you will see the link to Yip-Matthews. I guess my mouse slipped while cutting and pasting. --Brian MacWhinney From giyer at crl.ucsd.edu Wed May 7 18:03:20 2003 From: giyer at crl.ucsd.edu (Gowri Iyer) Date: Wed, 7 May 2003 11:03:20 -0700 Subject: Availability of Hindi frequency norms Message-ID: Dear Info-Childes members, I am a doctoral student from India enrolled in the US in an interdisciplinary doctoral program in Language and Communicative Disorders at San Diego State University and the University of California, San Diego (http://www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html). Thus far my research has focused on language acquisition and real-time language processing in typically-developing children and adults. My dissertation work revolves around studying these issues in Indian Hindi-English bilinguals. To this end, I have been trying to gain access to databases with either spoken or written word frequency norms in Hindi but so far I haven't had any luck. I have also spoken to a few researchers working on Indian languages and haven't come up with anything. I am turning to the CHILDES community in the hope that some of you may be able to provide me with information about these databases or direct me towards language researchers in Indian languages who will be able to help me with this search. Thanks in advance. I will post the information I get so that others who might be interested may also have access to it..... Sincerely, Gowri Iyer Joint Doctoral Program in Language & Communicative Disorders Univ. of California, San Diego & San Diego State Univ. (http://www-rohan.sdsu.edu/dept/chhs/cd/cd_degree_phd_general.html). From tomasello at eva.mpg.de Thu May 8 11:53:09 2003 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Thu, 8 May 2003 13:53:09 +0200 Subject: Book Notice In-Reply-To: <1047674515.3e723e933d66b@webmail1.bu.edu> Message-ID: **************************** CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION Harvard University Press Michael Tomasello ***************************** CHAPTER 1: USAGE-BASED LINGUISTICS CHAPTER 2: ORIGINS OF LANGUAGE 2.1. Phylogenetic Origins 2.2. Ontogenetic Origins 2.3. Children?s First Utterances 2.4. Summary CHAPTER 3: WORDS 3.1. Early Words and their Uses 3.2. Processes of Word Learning 3.3. Theories of Word Learning 3.4. Summary CHAPTER 4: EARLY SYNTACTIC CONSTRUCTIONS 4.1. The Nature of Constructions 4.2. Early Constructional Islands 4.3. Marking Syntactic Roles 4.4. Summary CHAPTER 5: ABSTRACT SYNTACTIC CONSTRUCTIONS 5.1. Abstract Constructions 5.2. Constructing Constructions 5.3. Constraining Constructions 5.4. Theories of Syntactic Development 5.5. Summary CHAPTER 6: NOMINAL AND CLAUSAL CONSTRUCTIONS 6.1. Reference and Nominals 6.2. Predication and Clauses 6.3. Learning Morphology 6.4. Summary CHAPTER 7: COMPLEX CONSTRUCTIONS AND DISCOURSE 7.1. Complex Constructions 7.2. Conversation and Narrative 7.3. Summary CHAPTER 8: BIOLOGICAL, CULTURAL, AND ONTOGENETIC PROCESSES 8. 1. Dual Inheritance 8.2. Psycholinguistic Processes of Acquisition 8.3. Psycholinguistic Processes of Production 8.4. The Development of Linguistic Representation 8.5. Summary CHAPTER 9: TOWARDS A PSYCHOLOGY OF LANGUAGE ACQUISITION From zarazua at usc.edu Fri May 9 03:20:55 2003 From: zarazua at usc.edu (David Zarazua) Date: Thu, 8 May 2003 20:20:55 -0700 Subject: Questions about recording Message-ID: Hi everyone: I am planning to conduct some recordings in my house and I have a few questions in relation to microphones and recording techniques. Any kind of advice in any of the following topics will be welcomed. The questions are: 1) Has anyone tried to connect a microphone into a PC and record directly into a PC instead of using a tape recorder or a MiniDisc? Can I obtain in a PC a recording quality similar to that obtained with a MiniDisc? I am using a fairly fast computer (1.6 GHz, 512 RAM, and SoundMAX Digital Audio mixer). 2) Has anyone used one of the following microphones from Sony: a) One-Point Stereo Microphone ECM-719; b) One-Point Stereo Microphone ECM-MS907 ; or c) Electret Condenser Stereo Microphone ECM-DS70P? What results have you obtained? Any recommendations on microphones from other brands? 3) What about wireless microphones? How does their recording quality compares with the wired microphones mentioned above? The ultimate thing I imagine doing is to use a wireless mic to record directly into the computer. By doing this I would be able to record all around the house without worrying about wires; I would also save time by not having to first record in a portable device and then digitize the recordings; finally, I would have to worry about the length of tapes or discs. Thanks in advance for all the advice. David Zaraz?a Ph.D. Candidate (A.B.D) Department of Spanish and Portuguese University of Southern California email: zarazua at usc.edu From Thomas.Klee at newcastle.ac.uk Fri May 9 14:36:46 2003 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Fri, 9 May 2003 15:36:46 +0100 Subject: Child Language Seminar 2003: abstracts available online Message-ID: Child Language Seminar 9-11 July 2003 University of Newcastle upon Tyne, England http://cls.visitnewcastlegateshead.com Conference Programme: The complete CLS2003 conference programme, featuring 115 papers by scholars from 25 countries, is now available online. To view the programme, please visit the website above and select the 'CLS Programme' tab at the top of the page. Abstracts can be viewed or downloaded by clicking on the links at the bottom of the page. Registration: An early registration fee of ?140 applies if you register by 30 May 2003 (?160 thereafter). This includes attendance at all sessions, a welcome reception the evening of July 9th, lunches on July 10th and 11th, morning and afternoon coffee/tea breaks and the conference dinner at Newcastle United Football Club the evening of July 10th. Each delegate will also receive a printed copy of the CLS research summaries upon arrival. The registration form may be downloaded from the website. Accommodation: Accommodation can be booked directly through the website. Thomas Klee and Carolyn Letts, Co-organisers Section of Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 www.newcastle.ac.uk/ecls From macw at cmu.edu Sat May 10 03:25:19 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 9 May 2003 23:25:19 -0400 Subject: Questions about recording In-Reply-To: <002e01c315da$0144b640$6400a8c0@HPDesktop> Message-ID: David, Yes, my students here at CMU have now taken to using their laptops as tape recorders. It works fine. The major concern is fan noise, but with laptops, this is minimal. With desktop machines, it is a serious concern, but using wireless would get around this. Good wireless mike-receiver systems can give excellent results. I would say that the idea of combining wireless with direct-to-disk recording in your own home is a good one. Make sure you have a large hard drive on your machine. --Brian MacWhinney From VVVHC at CUNYVM.CUNY.EDU Sat May 10 14:49:47 2003 From: VVVHC at CUNYVM.CUNY.EDU (Virginia Valian) Date: Sat, 10 May 2003 10:49:47 EDT Subject: research assistantships Message-ID: Research Assistant Positions in Language and Cognition Available at Hunter College - CUNY, New York, NY (1 full-time or 2 part-time) One full-time (or two part-time) research assistant positions are available beginning 17 June 2003. Assistants will work on the Language Acquisition Research Project and the Cognition and Gender Project. LARP investigates first and second language acquisition in young children and adults, as well as artificial language learning, concept learning, and language use. We use a wide variety of techniques and materials to answer basic questions about syntactic competence and performance. CGP investigates sex differences in cognitive processes, including mathematics and mental rotation. A minimum of one year is expected; funding is anticipated for four years. Assistants on the project: * Record, transcribe, and analyze learners' spontaneous speech * Develop materials for use in production and comprehension tasks * Perform experiments with child and adult participants * Analyze spontaneous speech data and experimental data * Recruit child and adult participants * Supervise students and interns working on the projects * Keep the laboratory running smoothly The project involves constant contact with children, parents and other caregivers, and with adolescent and adult participants; it also requires the coordination of many different activities. Assistants' patience, courtesy, and maturity are thus important. Assistants must work well with children, adolescents, and adults; understand and accommodate the concerns and needs of children and caregivers; and be highly organized, reliable, and punctual. Qualifications: * BA required * Preferred major: psychology or cognitive science * Preferred course background: cognitive psychology, experimental psychology, statistics, developmental psychology, basic syntax, cognitive science, language acquisition * Preferred research experience: previous laboratory research, if possible, including transcribing speech; work with two-year-olds * Preferred computer skills: basic word-processing skills, database management, graph and slide presentation * Preferred statistical skills: knowledge of computer packages such as SPSS Salary: Full-time $25,000-$30,000 Part-time 19 hours/week at $15-$20/hour Review of candidates will begin immediately and continue until the positions are filled. To apply, submit by e-mail (to Virginia Valian at little.linguist at hunter.cuny.edu): * a cover letter which summarizes your qualifications * a transcript (unofficial is acceptable) * a summary list of relevant courses * a description of previous work with young children * a description of computer skills and research experience * SAT or GRE scores Ask two faculty for a letter of recommendation that will address your research skills or promise. Ask them to e-mail their letters to Dr Valian at little.linguist@ hunter.cuny.edu Send applications to: little.linguist at hunter.cuny.edu OR TO Virginia Valian Professor of Psychology and Linguistics Co-Director, Gender Equity Project Hunter College and CUNY Graduate Center 695 Park Avenue, New York, NY 10021 USA From khirshpa at temple.edu Sun May 11 17:37:31 2003 From: khirshpa at temple.edu (Kathy Hirsh-Pasek) Date: Sun, 11 May 2003 13:37:31 -0400 Subject: New e-mail Message-ID: I have a new e-mail address: khirshpa at temple.edu Please send all mail to this address as they closed the old server and all mail to the old address will be bounced back. Kathy From m4mfour at hotmail.com Mon May 12 23:08:57 2003 From: m4mfour at hotmail.com (M4 Mfour) Date: Mon, 12 May 2003 23:08:57 +0000 Subject: Postdoctoral fellowship opportunity Message-ID: Postdoctoral Research Fellow In Child Development A postdoctoral fellow is needed to participate in ongoing, NICHD-funded longitudinal research on cognitive and genetic correlates of math skills. The appointment will be made through the Johns Hopkins School of Medicine, Dept. of Psychiatry. Co-Investigator and colleagues involved with the project are also in the Johns Hopkins School of Public Health, and the mail Johns Hopkins campus (School of Arts and Sciences). The fellow would contribute to one or more of the following: 1) an ongoing study of cognitive phenotypes in school age children with one of several specific genetic disorders (e.g., fragile X, Turner syndrome); or 2) a normative study of math ability, and 3) a prospective longitudinal study of math learning disability. The postdoc would have opportunities to work directly with children, families, and/or in school settings; may also be involved with related ongoing research on homonym interpretation, and will have many opportunities for manuscript preparation. The position would begin in 2003, for one to three years. The candidate must have a Ph.D. in Psychology or a related area, training in child development, interest in pre-school, elementary or middle school age children, working knowledge of statistical analyses, documented writing ability, and strong research skills. Interested parties are welcome to make email inquiries. To apply, please send cover letter, curriculum vitae, three letters, and sample reprints/preprints if applicable to: Dr. M. Mazzocco, MSDP 3825 Greenspring Avenue Painter Building Top Floor; Baltimore, MD. 21211. Email Address mazzocco at kennedykrieger.org _________________________________________________________________ MSN 8 helps eliminate e-mail viruses. Get 2 months FREE*. http://join.msn.com/?page=features/virus From ellmcf at nus.edu.sg Tue May 13 01:04:32 2003 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Tue, 13 May 2003 09:04:32 +0800 Subject: FW: word association Message-ID: Dear all, For those of you who do not subscribe to the Linguist, the query below was posted there. Barbara gave me permission to forward it to you. Can anyone help? Any returns to Barbara, please. Thanks! Madalena Date: Fri, 9 May 2003 17:11:29 +0100 From: barbara pizziconi < bp3 at soas.ac.uk > Subject: word association http://linguistlist.org/issues/14/14-1344.html Dear readers I am beginning to work on vocabulary acquisition and was wondering if anyone knows of a) an official Japanese translation of the Kent-Rosanoff word associations list, b) of any other word association tests developed for Japanese. Thank you for your help. Barbara Pizziconi SOAS, University of London ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg ====================================== From k1n at email.psu.edu Thu May 15 20:28:33 2003 From: k1n at email.psu.edu (keith nelson) Date: Thu, 15 May 2003 16:28:33 -0400 Subject: inquiry kn vocab size Message-ID: Hello. Wondering if anyone has a good handle on recent and not-so-recent studies giving estimates of total vocabulary size in children of varied ages and adults, including possibly data linking standardized vocabulary test scores or language sample vocabulary to estimates of total likely vocabulary. Thanks for any assistance. -- Keith Nelson Professor of Psychology 414 Moore Building Penn State University University Park, PA 16802 Phone 814 863 1747 Fax 814-863-7002 keith_nelson_art at psu.edu And what is mind and how is it recognized ? It is clearly drawn in sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master, 1394-1481 From bfk0 at umail.ucsb.edu Fri May 16 19:54:41 2003 From: bfk0 at umail.ucsb.edu (Barbara F Kelly) Date: Fri, 16 May 2003 12:54:41 -0700 Subject: Korean gesture research Message-ID: Dear Info-CHILDES, Can anyone point me toward any research (even passing comments) on gesture use in monolingual Korean developmental data? Thanks, Barb Kelly ---------------------------- Barbara Kelly Dept. Linguistics, University of California, Santa Barbara CA 93106 USA From rchumak at ryerson.ca Sun May 18 02:37:00 2003 From: rchumak at ryerson.ca (Roma Chumak-Horbatsch) Date: Sat, 17 May 2003 22:37:00 -0400 Subject: language preference Message-ID: I am looking for ways to test young bilingual (Ukrainian-English) children's (ages 4-8) language preference/dominance. If you know of any studies please let me know. Will post results. Roma Roma Chumak-Horbatsch PhD School of Early Childhood Education Ryerson University 350 Victoria Street Toronto, Ontario M5B 2K3 CANADA From roeper at linguist.umass.edu Sun May 18 14:44:38 2003 From: roeper at linguist.umass.edu (tom roeper) Date: Sun, 18 May 2003 09:44:38 -0500 Subject: workshop schedule on quantification Message-ID: Workshop Schedule Workshop On the Acquisition of Quantification Tuesday May 20th 1-430PM Herter 207 University of Massachusetts A number of people have been working on the acquisitiion of quantification this year from various perspectives. Everyone is invited to attend. 20 minutes presentation, 10 minutes discussion Tues May 20th 1:00-130--Uli Sauerland and Tim Bryant "New AAE Spreading Results" 130-200-Uri Strauss "Maximality" 2-00--230 Barbara Pearson "Bunny Spreading and Classic Spreading on the Delv" break: 15 min 245-3-15 Jill deViliers and Tom Roeper (and D'jaris Coles) "QR, Negative Concord and Syntactic Barriers in AAE" 315-345 Kazuko Yatsushiro "Absence of Anti-uniqueness and Plurals" 3:45-4:15 Helen Stickney Acquistion of "Most" 415-430 Angelika Kratzer Comment From macswan at asu.edu Sun May 18 15:34:08 2003 From: macswan at asu.edu (macswan at asu.edu) Date: Sun, 18 May 2003 08:34:08 -0700 Subject: language preference Message-ID: Roma, A first order issue will be coming up with a good definition of dominance and preference. Dominance shouldn't be equated with preference at all. Children may "prefer" a language they have only begun to learn, and in some cases (as with many Spanish-English and Nahuatl-Spanish bilinguals living in majority language contexts) they may even deny knowing their native language. Lily Wong Fillmore did a study some time ago showing that Spanish-English bilinguals very early on made a choice not to speak Spanish, and about the same time Hakuta and D'Andrea showed that language choice didn't really reflect a loss of native language competence, as Wong Fillmore had assumed (although as the depth of generations increased in immigrant families in Hakuta and D'Andrea's study, the rate of actual attrition of the heritage language also increased). So I think the first step is to decide whether you are interested in preference, which is an issue of choice, or dominance. Dominance, understood as a linguistic or psycholinguistic notion, is not well defined and, to my knowledge, has never been situated in the broader context of linguistic theory. So, naturally, before you can assess it, you'll need a very clear definition of the phenomenon of interest. Hope that helps a little. Jeff References Hakuta, K. & D'Andrea, D. (1992). Some properties of bilingual maintenance and loss in Mexican background high-school students. Applied Linguistics, 13, 72-99. Wong Fillmore, L. (1991). When learning a second language means losing the first. Early Childhood Research Quarterly, 6, 323-346. On Sat, 17 May 2003, Roma Chumak-Horbatsch wrote: > I am looking for ways to test > young bilingual (Ukrainian-English) > children's (ages 4-8) > language preference/dominance. > If you know of any studies please let me know. > Will post results. > > Roma > > Roma Chumak-Horbatsch PhD > School of Early Childhood Education > Ryerson University > 350 Victoria Street > Toronto, Ontario > M5B 2K3 > CANADA > > From ann.dowker at psy.ox.ac.uk Sun May 18 18:04:10 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sun, 18 May 2003 19:04:10 +0100 Subject: language preference Message-ID: Ellen Bialystok's books "Language Processing in Bilingual Children" and "Bilingualism and Cognition" may give some useful guidance. Best wishes, Ann In message <3EC6F1CB.E85A2923 at acs.ryerson.ca> Roma Chumak-Horbatsch writes: > I am looking for ways to test > young bilingual (Ukrainian-English) > children's (ages 4-8) > language preference/dominance. > If you know of any studies please let me know. > Will post results. > > Roma > > Roma Chumak-Horbatsch PhD > School of Early Childhood Education > Ryerson University > 350 Victoria Street > Toronto, Ontario > M5B 2K3 > CANADA > > From k.j.alcock at city.ac.uk Mon May 19 09:26:48 2003 From: k.j.alcock at city.ac.uk (Alcock, Katie) Date: Mon, 19 May 2003 10:26:48 +0100 Subject: language preference Message-ID: I know some groups have used graded picture naming (accuracy, or speed) as a measure of language dominance, and two students of mine have done small projects with bilingual Urdu-English and Arabic-English children - the technique has the advantage that it is fairly easy to adapt an existing test to the population you are studying, and also since it is a commonly used diagnostic test if you are interested in developing such tests for a bilingual population it is helpful for that, too. I wonder if some of the "children denying knowledge of their home language" thing is misunderstanding the questions put to them - although I don't know all the literature, it is remarkably difficult to get the concept of "different languages" across to children who have just started school, especially if you are not sure if their grasp of one of the languages is good enough to answer questions in that language. Working in a multi-home-language, one-school-language area in East Africa, children were very confused when asked "what language do you speak at home" and yet we could not necessarily assume they knew enough of the three or four potential home languages to answer questions in that language - and could not take "no answer" as lack of knowledge of that language. One memorable incident came when a child, asked "what language do you speak at home" [ambiguous answers were followed up with examples that the child almost always recognised as possible or ridiculous] answered "we don't have language at home"... the only time she had heard the word "lugha" ("language") was in the context of the school lesson "lugha". Other children answered "yes" to languages they could not possibly have spoken at home, or "no" to all examples of languages. I also heard an anecdote from a colleague who when she asked a bilingual Spanish-English child "does your mommy speak to you like this?", the child watched her face very closely and tried to copy her exact expression while speaking to determine if, indeed, her mommy did speak to her "like this". Katie Alcock refs: Kohnert, K. J., Bates, E., and Hernandez, A. E. (1999) Balancing bilinguals: Lexical-semantic production and cognitive processing in children learning Spanish & English. Journal of Speech Language and Hearing Research 42 (6):1400-1413. Kohnert, Kathryn J., Hernandez, Arturo E., and Bates, Elizabeth. (1998) Bilingual performance on the Boston Naming Test: Preliminary norms in Spanish and English. Brain & Language 65(3): 422-440 (3):422-440. 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: Ann Dowker [mailto:ann.dowker at psy.ox.ac.uk] > Sent: 18 May 2003 19:04 > To: Roma Chumak-Horbatsch > Cc: info-childes at mail.talkbank.org > Subject: Re: language preference > > > Ellen Bialystok's books "Language Processing in Bilingual Children" > and "Bilingualism and Cognition" may give some useful guidance. > > Best wishes, > > Ann > > In message <3EC6F1CB.E85A2923 at acs.ryerson.ca> Roma > Chumak-Horbatsch writes: > > I am looking for ways to test > > young bilingual (Ukrainian-English) > > children's (ages 4-8) > > language preference/dominance. > > If you know of any studies please let me know. > > Will post results. > > > > Roma > > > > Roma Chumak-Horbatsch PhD > > School of Early Childhood Education > > Ryerson University > > 350 Victoria Street > > Toronto, Ontario > > M5B 2K3 > > CANADA > > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From Kathryn at multilingual-matters.com Mon May 19 15:11:02 2003 From: Kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 19 May 2003 16:11:02 +0100 Subject: New book from Multilingual Matters Message-ID: MAKING SENSE IN SIGN A Lifeline for a Deaf Child Jenny Froude This book is a letter of love and faith from a woman whose son's deafness at first overwhelmed then inspired her. It is a sensitive account of the ramifications of deafness for her son and his success in coping with it. Rt Hon Lord Ashley of Stoke "Professionals who work with deaf children should read this book and refer to it often. The arguments for the communication approach are clearly presented. But that aside, the insights into family life with a deaf child are invaluable." Jackie Parsons, Teacher in Charge of Lighthouse Sign Support Resource, Guildford Grove Primary School. Key Features q Personal and moving account of Tom's meningitis and the deafness that resulted q Interesting discussion of the issues surrounding deafness from a parental viewpoint Description Language which develops 'against all the odds' is very precious. Words were not enough for Tom; it was signs that made sense of a world silenced by meningitis. Confidence came via joyful and positive steps to communication from babyhood; a brush with epilepsy, a cochlear implant in his teens and life as an independent young adult followed. Contents 1. The Time of Crises; 2. Deafness may Result; 3. Take My Hands and Let Them Move; 4. Channels of Communication; 5. Good Times - Bad Times; 6. Coping and Caring; 7. Growing Up; 8. Sound or Silence?; 9. Staying Strong; 10. The Big Adventure; 11. Language for Life; 12. Borneo and Beyond; 13. What is Deaf?; 14. Paths to Understanding Author information Jenny Froude was a journalist on Woman's Weekly before retiring to have a longed-for family. New communication skills were needed when the youngest was deafened by meningitis at 5 months. The years that followed were a steep but lovely learning curve! She studied Signed English and worked as an SSA in a Senior Hearing Impairment Unit for four years. Parents' and Teacher' Guides 6 April 2003 Format: 219 x 150mm vii+184pp Hbk ISBN 1-85359-629-9 ?39.95 US$69.95 CAN$99.95 Pbk ISBN 1-85359-628-0 ?14.95 US$25.95 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 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 From macw at cmu.edu Mon May 19 17:02:59 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 19 May 2003 13:02:59 -0400 Subject: language preference/dominance Message-ID: Yes indeed 'dominance' and 'preference' are concepts that first need (and often defy) definition. See for an excellent general discussion also Suzanne Romaine's 1995 book on bilingualism. With regard to bilingual children there is the added problem of distinguishing between 'proficiency' and 'dominance' (see my article 'By way on introduction' in the issue on Bilingual Acquisition of the Int'l J. of Bilingualism, 1998, Volume 2, No. 3). --Annick De Houwer From hiromori at dc4.so-net.ne.jp Mon May 26 10:18:11 2003 From: hiromori at dc4.so-net.ne.jp (Hirohide Mori) Date: Mon, 26 May 2003 19:18:11 +0900 Subject: The Fifth Annual Conference of the Japanese Society for Language Sciences In-Reply-To: Message-ID: Dear Info-CHILDES, The Fifth Annual Conference of the Japanese Society for Language Sciences will be held in July 5-6, 2003 at Kobe University Rokkodai Campus, Centennial Hall (Shindai Kaikan) and Takikawa Memorial Hall. Plenary Speakers: Catherine E. Snow?Harvard Graduate School of Education? ?Learning Words at Home and at School, in L1 and and L2? Masayoshi Shibatani?Rice University? ?Form and Function in Functional Linguistics? Invited Symposium: Discussant Catherine E. Snow?Harvard Graduate School of Education? ?What Individuals Learn from Participation in Different Kinds of Social Structures: Multiparty Discourse, Peer Discourse"? Twenty-seven papers and twenty posters will be presented at the conference. Please visit our conference homepage for further details (http://cow.lang.nagoya-u.ac.jp/jsls/2003/conf-e.htm). Tamiko Ogura, Conference Chair Takashi Torigoe, Conference Coordinator Hirohide Mori, Conference Public Relations Committee From h.vanderlely at ucl.ac.uk Wed May 28 16:50:48 2003 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Wed, 28 May 2003 17:50:48 +0100 Subject: Grammatical(G)-SLI Message-ID: Dear Colleagues, A year ago Annette Karmiloff-Smith put out this notice (copied below) with respect to labs studying G-SLI children. She told me that she had a HUGE response! I would be very interested to hear from those of you who replied to this message and are studying G-SLI or other relatively "pure" forms of SLI. Similarly, references to existing papers on G-SLI, or possibly pre-prints of new work would be most helpful. Many thanks Heather van der Lely At 18:47 29/05/2002 +0100, you wrote: >As many of you know, Heather van der Lely has reported some >fascinating participants in her research suggesting the existence of >a form of Grammatical Specific Language Impairment (G-SLI) in which >children/adults show very specific grammatical impairments with no >deficits in semantics/pragmatics nor in any other cognitive or motor >domain of any kind. I am preparing a presentation on this topic and, >to broaden the data base, I would be glad to hear from other >laboratories studying SLI and looking in particular at cases of >G-SLI. References to existing papers on G-SLI, or possibly >pre-prints of new work would be most helpful. >Many thanks >Annette K-S >-- Professor Heather K. J. van der Lely Director, Centre for Developmental Language Disorders & Cognitive Neuroscience Department of Human Communication Science, University College London, 2 Wakefield Street, London, WC1N 1PF UK Tel: +44 (0)20 7679 4047 Fax: +44 (0)207713 0861 e-mail: h.vanderlely at ucl.ac.uk Web: www.ucl.ac.uk/DLDCN/ From a.karmiloff-smith at ich.ucl.ac.uk Wed May 28 18:29:52 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 28 May 2003 18:29:52 +0000 Subject: Grammatical(G)-SLI In-Reply-To: <4.2.0.58.20030528173854.027dabe0@pop-server.ucl.ac.uk> Message-ID: the huge response was that the majority of people had NOT ever encountered pure G-SLI or they explained how statistical analyses, depending on how done, suggested they were not pure. You, Heather, were amongst the only respondents to point to your own and some other work in Greece, if I recall. I, too, would be interested. I do have the whole file somewhere and promise to dig it out and circulate the replies. If anyone does not want their reply circulated they should tell me please. best Annette At 5:50 PM +0100 28/5/03, Heather van der Lely wrote: >Dear Colleagues, > >A year ago Annette Karmiloff-Smith put out this notice (copied >below) with respect to labs studying G-SLI children. She told me >that she had a HUGE response! > >I would be very interested to hear from those of you who replied to >this message and are studying G-SLI or other relatively "pure" forms >of SLI. Similarly, references to existing papers on G-SLI, or >possibly pre-prints of new work would be most helpful. >Many thanks >Heather van der Lely > >At 18:47 29/05/2002 +0100, you wrote: >>As many of you know, Heather van der Lely has reported some >>fascinating participants in her research suggesting the existence of >>a form of Grammatical Specific Language Impairment (G-SLI) in which >>children/adults show very specific grammatical impairments with no >>deficits in semantics/pragmatics nor in any other cognitive or motor >>domain of any kind. I am preparing a presentation on this topic and, >>to broaden the data base, I would be glad to hear from other >>laboratories studying SLI and looking in particular at cases of >>G-SLI. References to existing papers on G-SLI, or possibly >>pre-prints of new work would be most helpful. >>Many thanks >>Annette K-S >>-- > >Professor Heather K. J. van der Lely >Director, >Centre for Developmental Language Disorders & Cognitive Neuroscience >Department of Human Communication Science, >University College London, >2 Wakefield Street, >London, WC1N 1PF >UK > >Tel: +44 (0)20 7679 4047 >Fax: +44 (0)207713 0861 >e-mail: h.vanderlely at ucl.ac.uk >Web: www.ucl.ac.uk/DLDCN/ From tiiu.salasoo at mail.ee Thu May 29 14:29:26 2003 From: tiiu.salasoo at mail.ee (Tiiu Salasoo) Date: Fri, 30 May 2003 00:29:26 +1000 Subject: This time Message-ID: Would anyone please have details for ordering the new book CONSTRUCTING A LANGUAGE: A USAGE-BASED THEORY OF LANGUAGE ACQUISITION by Tomasello? Is it possible to have copies of papers from the quantification workshop. Best of regards from Estonia, Tiiu Salasoo tiiu.salasoo at mail.ee -------------- next part -------------- An HTML attachment was scrubbed... URL: