From vtorrens at psi.uned.es Wed Oct 1 09:37:43 2003 From: vtorrens at psi.uned.es (Torrens) Date: Wed, 1 Oct 2003 11:37:43 +0200 Subject: Call for papers: workshop on the acquisition of Romance languages Message-ID: THE ROMANCE TURN Workshop on the Acquisition of Syntax on Romance Languages 17-18 September 2004 Madrid (Spain) Plenary speakers: Luigi Rizzi (University of Siena) and Kenneth Wexler (M.I.T.) Papers are invited in the area of syntax of Catalan, French, Italian, Portuguese, Romanian, Spanish or any other Romance language. All topics in the fields of first and second language acquisition from a generative perspective will be considered (agreement, tense, aspect, clitics, case, etc.). Presentations will be 20-minutes long plus 10 minutes for discussion. Also there will be poster presentations. Oral presentations and posters will be in English. Authors are invited to send one copy of a one-page abstract in English for review. Abstracts should be submitted via e-mail to maescobar at flog.uned.es or vtorrens at psi.uned.es. Please submit the abstract as an attachment in one of two formats: Microsoft Word or RTF (Rich Text Format). In the body of the e-mail message include the title, language, name, academic affiliation, current address, phone and fax number, e-mail, and audiovisual requests. Indicate whether you want your abstract to be considered as an oral or poster presentation. Authors may submit up to two abstracts, one individual and one joint. Deadline for receipt of abstracts: February 1, 2004. Acceptance will be notified by March 1, 2004. More information on the web page address http://www.uned.es/congreso-romance-turn Organizing committee: Linda Escobar (U.N.E.D.), Anna Gavarró (U.A.B.), Vicenç Torrens (U.N.E.D.) and Kenneth Wexler (M.I.T.). Contact: Linda Escobar Facultad de Filología Universidad Nacional de Educación a Distancia Paseo Senda del Rey, 7 28040 Madrid (Spain) Tel. (34) 913988709 Fax. (34) 913986840 Vicenç Torrens Facultad de Psicología Universidad Nacional de Educación a Distancia Ciudad Universitaria, s/n 28040 Madrid (Spain) Tel. (34) 913988650 Fax. (34) 913987951 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdrw at ozemail.com.au Wed Oct 1 09:47:46 2003 From: sdrw at ozemail.com.au (D=?ISO-8859-1?B?9g==?=pke/Woods) Date: Wed, 1 Oct 2003 19:47:46 +1000 Subject: asseswsing bilingual chldren In-Reply-To: <5.1.0.14.2.20030930141608.013b16b8@mailstore.bgsu.edu> Message-ID: Parts of the Australian Multicultural Interest Group of Speech Pathologist are currently considering the options for developing an assessment schedule for bilingual children alternative to socio-metric testing, which can be approved by funding agencies. Do people in other countries have any experiences with movements of this type and can provide some advice or leads to people who might have done this or are in the process? Susanne Döpke From dandjelk at f.bg.ac.yu Wed Oct 1 15:07:05 2003 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Wed, 1 Oct 2003 17:07:05 +0200 Subject: What is "normal" in bilingual children? Message-ID: Hello Marita and Infochildes, I followed very interesting and useful replies on your question. I guess all of us, psychologists or linguists, were asked same or similar question at least once. I just want to support Lynne Hewitt's suggestion to take into consideration whole development of child. As far as I know (and since I am not a speech pathologist I would appreciate very much to be corrected if I am wrong) none of language disorders grow independent from other aspects of development (except for very rare local neuro disorders, and even then...). Language impairment is often just a symptom of more basic or general developmental difficulties: cognitive, communicative, social, emotional, sensory... In a direct contact with a family it might become obvious, for example, that affective exchange in family can be very reduced or rare, and language delay would be just an aspect of communication lack generally. Communication development is not merely language acquisition. Language acquisition needs communication development as its basis. And communication develops in overall sensory, emotional and intellectual interaction. And moreover, delay in language acquisition might not be developmental nor impairment at all, but just a particular consequence of circumstances the child lives in. If a child has difficulties acquiring dominant language of community and not acquiring mother tongue at home, and there are no other indications of delay in any other aspect of development, then it is probably just a lack of exposure to the target language. Colleagues already discussed this... So, before focusing on lexicon, morphology and syntax, it is wise to meet the child and family, and acquaint with the whole situation. And it does not necessarily mean implementation of an exhaustive battery of developmental diagnostic instruments at first meeting. Talk with parents, playing with the child, or observing the child in a group of peers can give many valuable insights. Also, a friendly approach by a professional speaking target language (in family maybe neglected) could be developmentaly promotive and inhensive for the child and for the family too. Warm regards, Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory for Experimental Psychology Faculty of Philosophy Univerisity of Belgrade Serbia and Montenegro -------------- next part -------------- An HTML attachment was scrubbed... URL: From boehning at ling.uni-potsdam.de Wed Oct 1 21:09:17 2003 From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=) Date: Wed, 1 Oct 2003 23:09:17 +0200 Subject: Your replies to "What is 'normal' in bilingual children?" Message-ID: Dear members, I would like to thank all of you who replied to my question regarding language development in bi-/trilingual children over the last couple of days. I forwarded your replies to the mother, who is very greatful for your comments, too. I haven't had the chance to read ALL of your suggestions in detail yet as there were so many, but I will. It's a very very interesting topic, now I realise. THANK YOU very much! I hope all of you who are interested in the topic found the exchange of information as useful as I did. Best wishes, Marita Boehning ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From W.B.T.Blom at uva.nl Mon Oct 6 10:00:31 2003 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 6 Oct 2003 12:00:31 +0200 Subject: Workshop: experimental methods in language acquisition research Message-ID: *** Apologies for cross-posting *** On November 12th and 13th 2003, the Utrecht Institute of Linguistics OTS will hold a 2-day workshop on the issue of Experimental Methods in Language Acquisition Research. This workshop, which is part of the Netherlands Graduate School of Lingustics (LOT) graduate programme, aims to provide PhD and MA students with the opportunity to learn more about the different methods used in the field of (first and second) language acquisition research. The programme will consist of a series of eleven lectures, each on a different method, and three more hands-on sessions on more practical aspects of language acquisition research. The provisional programme can be found at: http://www.let.uu.nl/~Sharon.Unsworth/personal/emlar.htm The workshop is free. Members of institutes which are not affiliated to LOT will, however, be asked to make a small contribution towards refreshments. If you would like to attend, please register by sending an email to Elma Blom (w.b.t.blom at uva.nl) by NOVEMBER 1ST. If you have any queries, please do not hesitate to get in touch with one of the organisors, Elma Blom (w.b.t.blom at uva.nl) and Sharon Unsworth (Sharon.Unsworth at let.uu.nl). -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmicciulla at comcast.net Tue Oct 7 00:16:58 2003 From: lmicciulla at comcast.net (Linnea Micciulla) Date: Mon, 6 Oct 2003 20:16:58 -0400 Subject: BUCLD 28: Schedule Announcement Message-ID: **************************************************************** 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT October 31, November 1 and 2, 2003 **************************************************************** Boston University is pleased to announce the schedule for the 28th Annual Boston University Conference on Language Development. This schedule, along with registration materials and general and travel information, is also available on our web page at: http://www.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail us at langconf at bu.edu if you have any questions. **************************************************************** CONFERENCE SCHEDULE **************************************************************** FRIDAY, OCTOBER 31 9:00 C. FENNELL, J. WERKER: Applying speech perception to word learning at 14 months: The effects of word knowledge and familiarity J. RISPENS, P. BEEN: Morphosyntax and literacy in children with developmental dyslexia and SLI Y. SU: Chinese children's ziji 9:30 H. STORKEL, J. YOUNG: Homonymy in the developing mental lexicon C. WILSENACH, F. WIJNEN: Perceptual sensitivity to morphosyntactic agreement in language learners: A longitudinal investigation of Dutch children at risk for developing dyslexia P. COOPMANS, M. KRUL, E. PLANTING, I. VLASVELD, A. VAN ZOELEN: Dissolving a Dutch delay in the acquisition of syntactic and logophoric reflexives 10:00 C. KIRK, A. SEIDL Production and perception of unstressed initial syllables: Implications for lexical representations S. EBBELS, H. VAN DER LELY, J. DOCKRELL: Phonological and morphosyntactic abilities in SLI children: Is there a causal relationship? S. ZUCKERMAN, I. VLASVELD: Reference to a 'guise' in child language **************************************************************** 10:30 POSTER SESSION I Attended **************************************************************** 11:00 S. HOCKEMA: Word segmentation using phonetic transition probabilities C. MARSHALL, H. VAN DER LELY: The status of derivational morphology: Evidence from children with grammatical-specific language impairment J. BARLOW: Variation in cluster production patterns by Spanish-speaking children 11:30 S. THOMPSON, E. NEWPORT: Statistical learning of syntax: The role of transitional probability C. JAKUBOWICZ, L. ROULET: Do Frenchspeaking children with SLI present a selective deficit on tense? N. PAN, W. SNYDER: Acquisition of /s/-initial clusters: A parametric approach 12:00 R. GOMEZ, J. LANY, K. CHAPMAN: Dynamically guided learning V. SHAFER, R. SCHWARTZ, K. KESSLER: ERP indices of phonological processing in children with SLI M.-H. COTÉ, J.-P. CHEVROT: The acquisition of French liaison **************************************************************** 12:45 LUNCH MEETING: BUCLD Business Meeting **************************************************************** 2:00 L. BORODITSKY, M. RAMSCAR, W. HAM: How learning a language can change the way you think: The case of temporal language in English and Indonesian S. BERK: Acquisition of verb agreement under delayed first language input J. VAN KAMPEN: The rise of the standard EPP in the acquisition of non-pro-drop languages 2:30 L. SHAPIRO: Child directed speech and the enculturation of interpersonal understanding in the United States and Japan G. MORGAN, I. BARRIÈRE, B. WOLL: The independent acquisition of verb agreement and classifiers in British Sign Language T. GORO: On the distribution of toinfinitives in early child English 3:00 E. GOLDVARG-STEINGOLD, K. SHUTTS, E. SPELKE: Young children's extensions of novel adjectives across solid objects and substances R. MAYBERRY, G. WATERS, C. CHAMBERLAIN, H. HUANG: Word recognition by deaf children who use sign language: If not phonological encoding, then what? C. SCHÜTZE: Why nonfinite be is not omitted while finite be is 4:00 M. COPPOLA, E. NEWPORT: The emergence of the grammatical category of Subject in home sign: Evidence from family-based gesture systems in Nicaragua S. WRIGHT: Innovations with un- prefixation D. LARDIERE: Knowledge of definiteness despite variable article omission in second language acquisition: The role of transfer 4:30 S. íZÇALIKAN, S. GOLDIN-MEADOW: When mothers do not lead their children by the hand J. ZAPF: Frequency in the input and children's mastery of the regular English plural J.-H. KIM, S. MONTRUL: Binding interpretations in Korean heritage speakers 5:00 A. HAMMOND: Developmental exploration of non English sequences found in created gesture systems M. RAMSCAR: When - and why - might children say ''mice eater''? E. ZWANZIGER, S. ALLEN, F. GENESEE: Investigating crosslinguistic influence in child bilinguals: Sentential subject omission in speakers of Inuktitut and English **************************************************************** 8:00 KEYNOTE ADDRESS: Janet Dean Fodor - Evaluating models of parameter setting **************************************************************** **************************************************************** 9:15 POSTER SESSION I Attended **************************************************************** SATURDAY, NOVEMBER 1 **************************************************************** 8:00 NSF/NIH FUNDING SYMPOSIUM: What's hot and how to apply **************************************************************** 9:00 S. YUAN, P. LI, H. HUANG, J. SNEDEKER: Cross-cultural differences in the input to early word learning: Word-to-world mapping in Mandarin and English M. RING, H. CLAHSEN: A-chains in children with developmental disorders T. SUZUKI, N. YOSHINAGA: Linearity or hierarchy in the child grammar: Data from quantifier floating in Japanese 9:30 R. PULVERMAN, R. GOLINKOFF: Starting out on the right path: Seven-month-olds'attention to potential verb referents in nonlinguistic events T. GRÜTER: Teasing apart L2 and SLI: Will comprehension make the difference? A. GUALMINI, S. CRAIN: Operator conditioning 10:00 S. PRUDEN, K. HIRSH-PASEK, M. MAGUIRE,M. MEYER: Foundations of verb learning: Infants categorize path and manner in motion events S. CRONEL-OHAYON, C. HAMANN: The elicited production of questions in French children with SLI : Merge not Move! J. GRINSTEAD: Overgeneralization and expletive negation **************************************************************** 10:30 POSTER SESSION II Attended **************************************************************** 11:00 T. MINTZ: Morphological segmentation in 15-month-old infants D. COLES-WHITE, J. DEVILLIERS, T.ROEPER: Emergence of barriers to wh-movement, negative concord and quantification S. SOLT, Y. PUGACH, E. KLEIN, K. ADAMS, T. STOYNESHKA, T. ROSE: L2 perception and production of the English regular past: Evidence of phonological effects 11:30 R. ZANGL, A. FERNALD: Sensitivity to function morphemes in on-line sentence processing: Developmental changes from 18 to 36 months J. LIDZ, E. MCMAHON, K. SYRETT, J. VIAU, F. ANGGORO: Quantifier raising in 4-year-olds W. BAKER, P. TROFIMOVICH, M. MACK: Learning second-language intonation: Are children better than adults? **************************************************************** 12:15 LUNCH SYMPOSIUM: What can language development tell us about linguistic relativitly? L. Gleitman, J. Lucy, A. Papafragou, L. Boroditsky, R. Jackendoff (moderator) **************************************************************** 2:15 B. SARNECKA, V-G. KAMENSKAYA, T. OGURA, Y. YAMANA, J.-B. YUDOVINA: Language as lens: Morphological cues guide children's attention to number R. THORNTON: Why continuity M. COLLINS: The quality of input: ESL preschoolers' English vocabulary acquisition from storybook reading 2:45 P. LI, M. LE CORRE, R. SHUI, G. JIA: A crosslinguistic study of the role of singular-plural in number word learning C. SOARES: Computational complexity and the acquisition of the CP domain Y. UCHIKOSHI: Narrative development in bilingual kindergarteners 3:15 K. STROMSWOLD, E. SHEFFIELD: Third trimester auditory stimulation selectively enhances language development W. SNYDER, T. ROEPER: Learnability and recursion across categories I. ARTEAGOITIA, E. HOWARD: The English spelling development of Spanish/English bilingual children: Cross-linguistic and intra-linguistic factors 4:15 H. CLAHSEN, A. HAHNE, J. MUELLER: Second language learners' processing of inflected words: Behavioral and ERP evidence for storage and decomposition H. SONG, C. FISHER: The development of preschoolers' sensitivity to discourse cues in on-line pronoun interpretation J. STITES, C. KIRK, K. DEMUTH: Markedness vs. frequency effects in coda acquisition 4:45 K. KESSLER, G. MARTOHARDJONO, V. SHAFER: ERP correlates of age and proficiency effects on L2 processing of syntactic and inflectional information B. SKARABELA, S. ALLEN: The context of non-affixal arguments in child Inuktitut: The role of joint attention M. KEHOE, G. HILAIRE: The structure of branching onsets and rising diphthongs: Evidence from acquisition **************************************************************** 5:30 PLENARY ADDRESS: Mabel Rice - Language growth of children with SLI and unaffected children: Timing mechanisms and linguistic distinctions **************************************************************** **************************************************************** 6:45 POSTER SESSION II Attended **************************************************************** SUNDAY, NOVEMBER 2 9:00 A. KOVACS: Implications of early bilingualism in theory of mind development M. NAKAJIMA, T. SANO: Early acquisition of nominative-genitive conversion in Japanese S. OUTCALT, L. DEKYDTSPOTTER: The resolution of scope ambiguity in English-French sentence interpretation 9:30 T. MATSUI, Y. MURAKAMI, T. YAMAMOTO, P. MCCAGG: Japanese preschoolers' early understanding of (un)certainty: A cultural perspective on the role of language in development of theory of mind B. ZURER PEARSON: The role of optional vs. obligatory cues in the acquisition of passive in two dialects of English and in language impairment T. IONIN, H. KO, K. WEXLER: A definite pattern of L2-English article use: The role of specificity 10:00 P. SCHULZ, A. MEISSNER: Understanding theory of mind and complementation: The linguistic determinism hypothesis revisited B. NARASIMHAN: Agent case-marking in Hindi child language Y. MIYAMOTO, K. OKADA: Topicalization and wh-movement in the grammar of Japanese EFL learners 11:00 E. THIESSEN, J. SAFFRAN: Infants' acquisition of stress-based word segmentation strategies P. GORDON: The origins of argument structure in infant event representations E. GAVRUSEVA: On the asymmetry in the development of copula and auxiliary be in child L2 English 11:30 S. CURTIN, J. WERKER: Patterns of new word-object associations J. LEE, J. NELSON, L. NAIGLES: Syntactic bootstrapping: A viable strategy for Mandarin verb learners S. UNSWORTH: Child L1, child L2 and adult L2 acquisition: Differences and similarities 12:00 K. CHAMBERS, K. ONISHI, C. FISHER: Going beyond the input: Extending newly learned phonotactic regularities A. BUNGER, J. LIDZ: Syntactic bootstrapping and the internal structure of causative events S. VAN BOXTEL, T. BONGAERTS, P.-A. COPPEN: The critical period hypothesis for syntax in SLA and the role of the first language 12:30 M. CHRISTIANSEN, F. REALI, P. MONAGHAN, N. CHATER: Language acquisition through multiple-cue integration: Differential contributions of phonological and distributional cues K. CASSIDY, A. PAPAFRAGOU, L. GLEITMAN: Observational and syntactic support for the acquisition of mental verbs H. GOAD, L. WHITE: (Non)native-like ultimate attainment: The influence of L1 prosodic structure on L2 morphology **************************************************************** POSTER SESSION I Friday, October 31 Posters will be on display from 9:00 AM to 10:00 PM D. BIRDSONG Comprehensive nativelikeness in late L2A M. CABRERA, M.-L. ZUBIZARRETA Top-down vs. bottom-up transfer: Overgeneralized causatives in L2 English and L2 Spanish D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position C. DYE, C. FOLEY, M. BLUME, B. LUST Syntax first: Mismatches between morphology and syntax in first language acquisition elucidate linguistic theory A. FUSE, L. MCDONOUGH Task pragmatics and the lexicon: A re-examination of the role of language in cognition J. GIERUT, H. STORKEL, M. MORRISETTE Children's representations: What they know and how they know it J. GILKERSON Perception of natural and unnatural phonemic categories: Evidence for innate knowledge M. HARA Optionality as 'demarking' in an advanced L2-state M.-H. IMMORDINO-YANG A tale of two cases: Affective prosody after right and left hemispherectomy G. JIA, Y. SHIRAI The acquisition of English tense-aspect morphology by native Mandarin speakers: A longitudinal study E. KLEIN, I. STOYNESHKA, K. ADAMS Y. PUGACH, S. SOLT The interaction of lexical aspect and phonological salience on regular past tense affixation in L2 English M. MEYER, S. LEONARD, K. HIRSH-PASEK, M. IMAI, E. HARYU Making a convincing argument: A crosslinguistic comparison of noun and verb learning in Japanese and English J. MUSOLINO, A. GUALMINI The scope of partitivity in child language T. NICOL, B. LANDAU, P. RESNIK Discovering the invisible: Children's acquisition of the implicit object construction K. PENCE, M. WINN More verbs to come: The developing focus on verbs in parents' speech to infants F. REALI, M. CHRISTIANSEN Reappraising poverty of stimulus argument: A corpus analysis approach P. ROYLE, E. THORDARDOTTIR The acquisition of the French inflection: The influence of age, verb vocabulary size, and MLU C. SCHMITT, C. HOLTHEUER, K. MILLER Acquisition of copulas ser and estar in Spanish: Learning lexico-semantics, syntax and discourse N. SETHURAMAN Influence of parental input on learning argument structure constructions L. SINGH, K. WHITE The specificity of early lexical representations: Differential encoding of affect, amplitude, and absolute pitch J. SNEDEKER, J. GEREN, I. MARTIN I'd do it all again: Early language acquisition in internationally-adopted children G. TESAN To be or not to be - an affix: Inflectional development in child language K. THORPE, A. FERNALD How 2-year-olds process prenominal adjectives in continuous speech **************************************************************** POSTER SESSION II Saturday, November 1 Posters will be on display from 9:00 AM to 7:30 PM H. DEACON What young children know about more: 18- to 20-month-old infants' perception of the plural morpheme S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children J. FRANCK , S. CRONEL-OHAYON, L. CHILLIER, U. FRAUENFELDER, L. RIZZI Normal and pathological development of subject-verb agreement in French R. HATTORI Why do children say ''did you went''?: The role of do-support R. HERMAN, N. GROVE, G. MORGAN, H. SUTHERLAND, B. WOLL The development and use of a narrative skills test in British Sign Language T. HÜTTNER, H. DRENHAUS, R. VAN DE VIJVER, J. WEISSENBORN The acquisition of the German focus particle auch/too: Comprehension does not always precede production E. KRIKHAAR Patterns in comprehension of verb morphology in Dutch: Evidence from syntactic bootstrapping experiments K. MATSUOKA Addressing the syntax-semantics-pragmatics interface: The acquisition of the Japanese additive particle mo K. MURASUGI, T. HASHIMOTO, S. KATO On the acquisition of causatives in Japanese I. MUTSUMI, E. HARYU, H. OKADA The role of argument structure and object familiarity in Japanese children's verb learning E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? O. OLBISHEVSKA Against the Aspect First Hypothesis L. PALTIEL-GEDALYOVICH, J. SCHAEFFER A semantic-pragmatic-cognitive interface in first language acquisition: Evidence from Hebrew coordination. A. PEREZ-LEROUX, A. MUNN, C. SCHMITT, M. DEIRISH Learning definite determiners: Genericity and definiteness in English and Spanish A. REVITHIADOU, M. TZAKOSTA Alternative grammars in acquisition: Markedness- vs. faithfulness-oriented learning E. RUIGENDIJK, S. BAAUW, S. AVRUTIN, N. VASIC The production of SE- and SELF-anaphors in Dutch child language M. SCHMITZ, L. SANTELMANN, B. HíHLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing K. SZENDROI Acquisition evidence for a unified view of focal ambiguity and stress J. TRAN, K. DEEN Aspect marking and modality in child Vietnamese K. YAMAKOSHI Children's understanding of the universal quantifier WH+mo in Japanese N. YUSA, K. FUKUCHI Japanese learners of English are easy to confuse l and r: Experiencer-raising in second language acquisition **************************************************************** ALTERNATE PAPERS In the event of a cancellation in the conference program, a substitute selection will be made from the following alternate papers: D. BIRDSONG Comprehensive nativelikeness in late L2A D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position K. DEEN Object agreement and specificity in Nairobi Swahili S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children M. ESPAçOL-ECHEVARRÍA, P. PRÉVOST The acquisition of morphology does not trigger the acquisition of underlying syntactic properties in SLA: Evidence from the L2 acquisition of number specification on Spanish quantifiers E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? M. SCHMITZ, L. SANTELMANN, B. HíHLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing -------------- next part -------------- An HTML attachment was scrubbed... URL: From als at ip.pt Tue Oct 7 09:04:15 2003 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Tue, 7 Oct 2003 10:04:15 +0100 Subject: Call: Second Lisbon Meeting on Language Acquisition Message-ID: Second Lisbon Meeting on Language Acquisition with special reference to Romance Languages Date: 01-Jun-2004 - 04-Jun-2004 Location: Lisbon, Portugal Contact Email: LALisbonMeeting at mail.fl.ul.pt Meeting URL: http://www.fl.ul.pt/eventos/LALisbonMeeting/ Call Deadline: 31-December-2003 Meeting Description: The 2nd Lisbon Meeting on Language Acquisition with Special Reference to Romance Languages takes place ten years after its first edition. Each day of the conference will be dedicated to one of the following topics within the field of language acquisition: (i) Language Development and Language Disorders; (ii) L1 Phonology; (iii) Bilingualism and Second Language; (iv) L1 Syntax. Invited speakers: Teresa Guasti (U. Milano-Bicocca) Nina Hyams (UCLA) José Morais (U. Libre de Bruxelles) Michel Paradis (McGill U.) Marylin Vihman (U. Wales, Bangor) Jill de Villiers (Smith College, NY) The conference will also include four pannel sessions organized by: Katherine Demuth (Brown U.) Michèle Kail (CNRS) Jürgen Meisel (U. Hamburg) Luigi Rizzi (U. Siena) & Teresa Guasti (U. Milano-Bicocca) Call for papers: Second Lisbon Meeting on Language Aquisition welcomes the submission of abstracts on any area mentioned in the Second Lisbon Meeting 2004 page. Abstracts should be written in English and not exceed two pages 12pt (ideally one page for text plus one page for references and/or figures). The author's name, address, e-mail and affiliation should be given in a separate page; in this separate page, the author(s) should mention whether they are submitting the abstract for a paper presentation, a poster presentation or both. Submissions should be sent both electronically (Word or PDF format; PDF is required if the abstract contains special fonts/symbols) and by regular mail to the following addresses: Electronic address LALisbonMeeting at mail.fl.ul.pt Regular mail 2nd Lisbon Meeting on Language Acquisition Departamento de Linguística Geral e Românica Faculdade de Letras, Universidade de Lisboa 1600-214 Lisboa, Portugal -------------- next part -------------- An HTML attachment was scrubbed... URL: From htagerf at bu.edu Tue Oct 7 19:52:23 2003 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 7 Oct 2003 15:52:23 -0400 Subject: RA Position Available Immediately Message-ID: Please bring this position to the attention of your recent graduates! RESEARCH ASSISTANT-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits for research assistant 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). ______________________________________________ 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 htagerf at bu.edu Tue Oct 7 19:56:46 2003 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 7 Oct 2003 15:56:46 -0400 Subject: RA Position Available Immediately Message-ID: Please note I listed the wrong position number; it should be #9375. The url to available positions at BUSM is: http://www.bumc.bu.edu/Departments/PageMain.asp?Page=498 &DepartmentID=43 Thanks! Helen -----Original Message----- From: htagerf at BU.EDU [mailto:htagerf at BU.EDU] Sent: Tuesday, October 07, 2003 3:52 PM To: info-childes at mail.talkbank.org Subject: RA Position Available Immediately Please bring this position to the attention of your recent graduates! RESEARCH ASSISTANT-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits for research assistant 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). ______________________________________________ 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 wulfeck at crl.ucsd.edu Wed Oct 8 16:42:20 2003 From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck) Date: Wed, 8 Oct 2003 09:42:20 -0700 Subject: 2004 DOCTORAL PROGRAM ANNOUNCEMENT In-Reply-To: Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Beverly Wulfeck (SDSU) and Elizabeth Bates & David Swinney (UCSD) Program Directors APPLICATION DEADLINE for FALL, 2004: JANUARY 20, 2004 To obtain admission information and to download our application for Fall 2004, please visit our NEW website at: http://chhs.sdsu.edu/SLHS/phdmain.php AIMS AND OBJECTIVES: The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in normal (spoken and signed) and abnormal language, and in the neural bases of language learning, use and loss. Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. GOALS: To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. Faculty of the doctoral program will be attending the Academy of Aphasia in Vienna, Austria in October and ASHA in Chicago in November. Interested students planning on attending these meetings are invited to contact us to arrange to meet us. For questions please call, email or write to: SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu From Padraic.Monaghan at warwick.ac.uk Wed Oct 8 23:04:36 2003 From: Padraic.Monaghan at warwick.ac.uk (Padraic Monaghan) Date: Wed, 8 Oct 2003 18:04:36 -0500 Subject: Estimates of reading quantity by age Message-ID: Has anyone made estimates of how many words (tokens rather than types) children read per year at different ages? I need to get an estimate by school year - from year 1 (5 years) to year 13+ (18 years+). Thanks very much, Padraic -- Padraic Monaghan Department of Psychology, University of Warwick, Coventry CV4 7AL, UK Tel: +44 (0)2476 574436 (direct line), Fax: +44 (0)2476 524225 http://www.warwick.ac.uk/staff/Padraic.Monaghan -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Oct 9 23:51:42 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 9 Oct 2003 19:51:42 -0400 Subject: German MOR Message-ID: Dear Info-CHILDES, I would like to try to improve the organization and coverage of the MOR grammar for German. Currently, I have some materials from the MPI in Leipzig. These have good coverage, but some parts of speech are missing. If anyone is interested in working with MOR in German, I would like to be in contact with them. If they have developed any lexicons or resources on their own, I hope we can all share this work. In any case, I would like to make some progress on this front and it would be good to be in contact with anyone who cares about tagging (and eventually parsing) of German child language data. --Brian MacWhinney From ks7t at andrew.cmu.edu Fri Oct 10 14:14:02 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 10 Oct 2003 10:14:02 -0400 Subject: 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Message-ID: **************************************************************** 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT October 31, November 1 and 2, 2003 **************************************************************** Boston University is pleased to announce the schedule for the 28th Annual Boston University Conference on Language Development. This schedule, along with registration materials and general and travel information, is also available on our web page at: http://www.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail us at langconf at bu.edu if you have any questions. **************************************************************** CONFERENCE SCHEDULE **************************************************************** FRIDAY, OCTOBER 31 9:00 C. FENNELL, J. WERKER: Applying speech perception to word learning at 14 months: The effects of word knowledge and familiarity J. RISPENS, P. BEEN: Morphosyntax and literacy in children with developmental dyslexia and SLI Y. SU: Chinese children's ziji 9:30 H. STORKEL, J. YOUNG: Homonymy in the developing mental lexicon C. WILSENACH, F. WIJNEN: Perceptual sensitivity to morphosyntactic agreement in language learners: A longitudinal investigation of Dutch children at risk for developing dyslexia P. COOPMANS, M. KRUL, E. PLANTING, I. VLASVELD, A. VAN ZOELEN: Dissolving a Dutch delay in the acquisition of syntactic and logophoric reflexives 10:00 C. KIRK, A. SEIDL Production and perception of unstressed initial syllables: Implications for lexical representations S. EBBELS, H. VAN DER LELY, J. DOCKRELL: Phonological and morphosyntactic abilities in SLI children: Is there a causal relationship? S. ZUCKERMAN, I. VLASVELD: Reference to a 'guise' in child language **************************************************************** 10:30 POSTER SESSION I Attended **************************************************************** 11:00 S. HOCKEMA: Word segmentation using phonetic transition probabilities C. MARSHALL, H. VAN DER LELY: The status of derivational morphology: Evidence from children with grammatical-specific language impairment J. BARLOW: Variation in cluster production patterns by Spanish-speaking children 11:30 S. THOMPSON, E. NEWPORT: Statistical learning of syntax: The role of transitional probability C. JAKUBOWICZ, L. ROULET: Do Frenchspeaking children with SLI present a selective deficit on tense? N. PAN, W. SNYDER: Acquisition of /s/-initial clusters: A parametric approach 12:00 R. GOMEZ, J. LANY, K. CHAPMAN: Dynamically guided learning V. SHAFER, R. SCHWARTZ, K. KESSLER: ERP indices of phonological processing in children with SLI M.-H. COTÉ, J.-P. CHEVROT: The acquisition of French liaison **************************************************************** 12:45 LUNCH MEETING: BUCLD Business Meeting **************************************************************** 2:00 L. BORODITSKY, M. RAMSCAR, W. HAM: How learning a language can change the way you think: The case of temporal language in English and Indonesian S. BERK: Acquisition of verb agreement under delayed first language input J. VAN KAMPEN: The rise of the standard EPP in the acquisition of non-pro-drop languages 2:30 L. SHAPIRO: Child directed speech and the enculturation of interpersonal understanding in the United States and Japan G. MORGAN, I. BARRIÈRE, B. WOLL: The independent acquisition of verb agreement and classifiers in British Sign Language T. GORO: On the distribution of toinfinitives in early child English 3:00 E. GOLDVARG-STEINGOLD, K. SHUTTS, E. SPELKE: Young children's extensions of novel adjectives across solid objects and substances R. MAYBERRY, G. WATERS, C. CHAMBERLAIN, H. HUANG: Word recognition by deaf children who use sign language: If not phonological encoding, then what? C. SCHÜTZE: Why nonfinite be is not omitted while finite be is 4:00 M. COPPOLA, E. NEWPORT: The emergence of the grammatical category of Subject in home sign: Evidence from family-based gesture systems in Nicaragua S. WRIGHT: Innovations with un- prefixation D. LARDIERE: Knowledge of definiteness despite variable article omission in second language acquisition: The role of transfer 4:30 S. íZÇALIKAN, S. GOLDIN-MEADOW: When mothers do not lead their children by the hand J. ZAPF: Frequency in the input and children's mastery of the regular English plural J.-H. KIM, S. MONTRUL: Binding interpretations in Korean heritage speakers 5:00 A. HAMMOND: Developmental exploration of non English sequences found in created gesture systems M. RAMSCAR: When - and why - might children say ''mice eater''? E. ZWANZIGER, S. ALLEN, F. GENESEE: Investigating crosslinguistic influence in child bilinguals: Sentential subject omission in speakers of Inuktitut and English **************************************************************** 8:00 KEYNOTE ADDRESS: Janet Dean Fodor - Evaluating models of parameter setting **************************************************************** **************************************************************** 9:15 POSTER SESSION I Attended **************************************************************** SATURDAY, NOVEMBER 1 **************************************************************** 8:00 NSF/NIH FUNDING SYMPOSIUM: What's hot and how to apply **************************************************************** 9:00 S. YUAN, P. LI, H. HUANG, J. SNEDEKER: Cross-cultural differences in the input to early word learning: Word-to-world mapping in Mandarin and English M. RING, H. CLAHSEN: A-chains in children with developmental disorders T. SUZUKI, N. YOSHINAGA: Linearity or hierarchy in the child grammar: Data from quantifier floating in Japanese 9:30 R. PULVERMAN, R. GOLINKOFF: Starting out on the right path: Seven-month-olds'attention to potential verb referents in nonlinguistic events T. GRÜTER: Teasing apart L2 and SLI: Will comprehension make the difference? A. GUALMINI, S. CRAIN: Operator conditioning 10:00 S. PRUDEN, K. HIRSH-PASEK, M. MAGUIRE,M. MEYER: Foundations of verb learning: Infants categorize path and manner in motion events S. CRONEL-OHAYON, C. HAMANN: The elicited production of questions in French children with SLI : Merge not Move! J. GRINSTEAD: Overgeneralization and expletive negation **************************************************************** 10:30 POSTER SESSION II Attended **************************************************************** 11:00 T. MINTZ: Morphological segmentation in 15-month-old infants D. COLES-WHITE, J. DEVILLIERS, T.ROEPER: Emergence of barriers to wh-movement, negative concord and quantification S. SOLT, Y. PUGACH, E. KLEIN, K. ADAMS, T. STOYNESHKA, T. ROSE: L2 perception and production of the English regular past: Evidence of phonological effects 11:30 R. ZANGL, A. FERNALD: Sensitivity to function morphemes in on-line sentence processing: Developmental changes from 18 to 36 months J. LIDZ, E. MCMAHON, K. SYRETT, J. VIAU, F. ANGGORO: Quantifier raising in 4-year-olds W. BAKER, P. TROFIMOVICH, M. MACK: Learning second-language intonation: Are children better than adults? **************************************************************** 12:15 LUNCH SYMPOSIUM: What can language development tell us about linguistic relativitly? L. Gleitman, J. Lucy, A. Papafragou, L. Boroditsky, R. Jackendoff (moderator) **************************************************************** 2:15 B. SARNECKA, V-G. KAMENSKAYA, T. OGURA, Y. YAMANA, J.-B. YUDOVINA: Language as lens: Morphological cues guide children's attention to number R. THORNTON: Why continuity M. COLLINS: The quality of input: ESL preschoolers' English vocabulary acquisition from storybook reading 2:45 P. LI, M. LE CORRE, R. SHUI, G. JIA: A crosslinguistic study of the role of singular-plural in number word learning C. SOARES: Computational complexity and the acquisition of the CP domain Y. UCHIKOSHI: Narrative development in bilingual kindergarteners 3:15 K. STROMSWOLD, E. SHEFFIELD: Third trimester auditory stimulation selectively enhances language development W. SNYDER, T. ROEPER: Learnability and recursion across categories I. ARTEAGOITIA, E. HOWARD: The English spelling development of Spanish/English bilingual children: Cross-linguistic and intra-linguistic factors 4:15 H. CLAHSEN, A. HAHNE, J. MUELLER: Second language learners' processing of inflected words: Behavioral and ERP evidence for storage and decomposition H. SONG, C. FISHER: The development of preschoolers' sensitivity to discourse cues in on-line pronoun interpretation J. STITES, C. KIRK, K. DEMUTH: Markedness vs. frequency effects in coda acquisition 4:45 K. KESSLER, G. MARTOHARDJONO, V. SHAFER: ERP correlates of age and proficiency effects on L2 processing of syntactic and inflectional information B. SKARABELA, S. ALLEN: The context of non-affixal arguments in child Inuktitut: The role of joint attention M. KEHOE, G. HILAIRE: The structure of branching onsets and rising diphthongs: Evidence from acquisition **************************************************************** 5:30 PLENARY ADDRESS: Mabel Rice - Language growth of children with SLI and unaffected children: Timing mechanisms and linguistic distinctions **************************************************************** **************************************************************** 6:45 POSTER SESSION II Attended **************************************************************** SUNDAY, NOVEMBER 2 9:00 A. KOVACS: Implications of early bilingualism in theory of mind development M. NAKAJIMA, T. SANO: Early acquisition of nominative-genitive conversion in Japanese S. OUTCALT, L. DEKYDTSPOTTER: The resolution of scope ambiguity in English-French sentence interpretation 9:30 T. MATSUI, Y. MURAKAMI, T. YAMAMOTO, P. MCCAGG: Japanese preschoolers' early understanding of (un)certainty: A cultural perspective on the role of language in development of theory of mind B. ZURER PEARSON: The role of optional vs. obligatory cues in the acquisition of passive in two dialects of English and in language impairment T. IONIN, H. KO, K. WEXLER: A definite pattern of L2-English article use: The role of specificity 10:00 P. SCHULZ, A. MEISSNER: Understanding theory of mind and complementation: The linguistic determinism hypothesis revisited B. NARASIMHAN: Agent case-marking in Hindi child language Y. MIYAMOTO, K. OKADA: Topicalization and wh-movement in the grammar of Japanese EFL learners 11:00 E. THIESSEN, J. SAFFRAN: Infants' acquisition of stress-based word segmentation strategies P. GORDON: The origins of argument structure in infant event representations E. GAVRUSEVA: On the asymmetry in the development of copula and auxiliary be in child L2 English 11:30 S. CURTIN, J. WERKER: Patterns of new word-object associations J. LEE, J. NELSON, L. NAIGLES: Syntactic bootstrapping: A viable strategy for Mandarin verb learners S. UNSWORTH: Child L1, child L2 and adult L2 acquisition: Differences and similarities 12:00 K. CHAMBERS, K. ONISHI, C. FISHER: Going beyond the input: Extending newly learned phonotactic regularities A. BUNGER, J. LIDZ: Syntactic bootstrapping and the internal structure of causative events S. VAN BOXTEL, T. BONGAERTS, P.-A. COPPEN: The critical period hypothesis for syntax in SLA and the role of the first language 12:30 M. CHRISTIANSEN, F. REALI, P. MONAGHAN, N. CHATER: Language acquisition through multiple-cue integration: Differential contributions of phonological and distributional cues K. CASSIDY, A. PAPAFRAGOU, L. GLEITMAN: Observational and syntactic support for the acquisition of mental verbs H. GOAD, L. WHITE: (Non)native-like ultimate attainment: The influence of L1 prosodic structure on L2 morphology **************************************************************** POSTER SESSION I Friday, October 31 Posters will be on display from 9:00 AM to 10:00 PM D. BIRDSONG Comprehensive nativelikeness in late L2A M. CABRERA, M.-L. ZUBIZARRETA Top-down vs. bottom-up transfer: Overgeneralized causatives in L2 English and L2 Spanish D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position C. DYE, C. FOLEY, M. BLUME, B. LUST Syntax first: Mismatches between morphology and syntax in first language acquisition elucidate linguistic theory A. FUSE, L. MCDONOUGH Task pragmatics and the lexicon: A re-examination of the role of language in cognition J. GIERUT, H. STORKEL, M. MORRISETTE Children's representations: What they know and how they know it J. GILKERSON Perception of natural and unnatural phonemic categories: Evidence for innate knowledge M. HARA Optionality as 'demarking' in an advanced L2-state M.-H. IMMORDINO-YANG A tale of two cases: Affective prosody after right and left hemispherectomy G. JIA, Y. SHIRAI The acquisition of English tense-aspect morphology by native Mandarin speakers: A longitudinal study E. KLEIN, I. STOYNESHKA, K. ADAMS Y. PUGACH, S. SOLT The interaction of lexical aspect and phonological salience on regular past tense affixation in L2 English M. MEYER, S. LEONARD, K. HIRSH-PASEK, M. IMAI, E. HARYU Making a convincing argument: A crosslinguistic comparison of noun and verb learning in Japanese and English J. MUSOLINO, A. GUALMINI The scope of partitivity in child language T. NICOL, B. LANDAU, P. RESNIK Discovering the invisible: Children's acquisition of the implicit object construction K. PENCE, M. WINN More verbs to come: The developing focus on verbs in parents' speech to infants F. REALI, M. CHRISTIANSEN Reappraising poverty of stimulus argument: A corpus analysis approach P. ROYLE, E. THORDARDOTTIR The acquisition of the French inflection: The influence of age, verb vocabulary size, and MLU C. SCHMITT, C. HOLTHEUER, K. MILLER Acquisition of copulas ser and estar in Spanish: Learning lexico-semantics, syntax and discourse N. SETHURAMAN Influence of parental input on learning argument structure constructions L. SINGH, K. WHITE The specificity of early lexical representations: Differential encoding of affect, amplitude, and absolute pitch J. SNEDEKER, J. GEREN, I. MARTIN I'd do it all again: Early language acquisition in internationally-adopted children G. TESAN To be or not to be - an affix: Inflectional development in child language K. THORPE, A. FERNALD How 2-year-olds process prenominal adjectives in continuous speech **************************************************************** POSTER SESSION II Saturday, November 1 Posters will be on display from 9:00 AM to 7:30 PM H. DEACON What young children know about more: 18- to 20-month-old infants' perception of the plural morpheme S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children J. FRANCK , S. CRONEL-OHAYON, L. CHILLIER, U. FRAUENFELDER, L. RIZZI Normal and pathological development of subject-verb agreement in French R. HATTORI Why do children say ''did you went''?: The role of do-support R. HERMAN, N. GROVE, G. MORGAN, H. SUTHERLAND, B. WOLL The development and use of a narrative skills test in British Sign Language T. HÜTTNER, H. DRENHAUS, R. VAN DE VIJVER, J. WEISSENBORN The acquisition of the German focus particle auch/too: Comprehension does not always precede production E. KRIKHAAR Patterns in comprehension of verb morphology in Dutch: Evidence from syntactic bootstrapping experiments K. MATSUOKA Addressing the syntax-semantics-pragmatics interface: The acquisition of the Japanese additive particle mo K. MURASUGI, T. HASHIMOTO, S. KATO On the acquisition of causatives in Japanese I. MUTSUMI, E. HARYU, H. OKADA The role of argument structure and object familiarity in Japanese children's verb learning E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? O. OLBISHEVSKA Against the Aspect First Hypothesis L. PALTIEL-GEDALYOVICH, J. SCHAEFFER A semantic-pragmatic-cognitive interface in first language acquisition: Evidence from Hebrew coordination. A. PEREZ-LEROUX, A. MUNN, C. SCHMITT, M. DEIRISH Learning definite determiners: Genericity and definiteness in English and Spanish A. REVITHIADOU, M. TZAKOSTA Alternative grammars in acquisition: Markedness- vs. faithfulness-oriented learning E. RUIGENDIJK, S. BAAUW, S. AVRUTIN, N. VASIC The production of SE- and SELF-anaphors in Dutch child language M. SCHMITZ, L. SANTELMANN, B. HíHLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing K. SZENDROI Acquisition evidence for a unified view of focal ambiguity and stress J. TRAN, K. DEEN Aspect marking and modality in child Vietnamese K. YAMAKOSHI Children's understanding of the universal quantifier WH+mo in Japanese N. YUSA, K. FUKUCHI Japanese learners of English are easy to confuse l and r: Experiencer-raising in second language acquisition **************************************************************** ALTERNATE PAPERS In the event of a cancellation in the conference program, a substitute selection will be made from the following alternate papers: D. BIRDSONG Comprehensive nativelikeness in late L2A D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position K. DEEN Object agreement and specificity in Nairobi Swahili S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children M. ESPAçOL-ECHEVARRÍA, P. PRÉVOST The acquisition of morphology does not trigger the acquisition of underlying syntactic properties in SLA: Evidence from the L2 acquisition of number specification on Spanish quantifiers E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? M. SCHMITZ, L. SANTELMANN, B. HíHLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing From ks7t at andrew.cmu.edu Fri Oct 10 15:27:48 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 10 Oct 2003 11:27:48 -0400 Subject: The 9th Conference on Laboratory Phonology-The University of Illinois at Urbana-Champaign Message-ID: LabPhon 9 Change in Phonology June 24-26, 2004 The University of Illinois at Urbana-Champaign The 9th Conference on Laboratory Phonology will be held at the University of Illinois at Urbana-Champaign, hosted by the Department of Linguistics and the Beckman Institute. The conference theme of Change in Phonology addresses the development of an individuals phonological knowledge and the development of phonological systems in languages over time through a set of six sub-themes related to variation and change in phonology. Sub-themes and invited participants: Acquisition as change: L1 phonology LouAnn Gerken, University of Arizona , invited speaker Stefan Frisch, University of South Florida, discussant Phonological models of variation in computer speech processing Julia Hirschberg, Columbia University, invited speaker Carol Espy-Wilson, University of Maryland, discussant Prosodic influence on change in sound patterns Cécile Fougeron, CNRS-Université Paris 3, invited speaker Kenneth de Jong, Indiana University, discussant Social factors in phonetic variation Gerry Docherty, University of Newcastle upon Tyne, invited speaker Henrietta Jonas-Cedergren, Université du Québec à Montréal, discussant Mechanisms of sound change Jonathan Harrington, Macquarie University, Sydney, invited speaker Elizabeth Hume-O'Haire, Ohio State University, discussant Phonological change through the interaction of L1-L2 in bilinguals and language learners James Flege, University of Alabama, invited speaker Norma Mendoza-Denton, University of Arizona, discussant Important Dates: Abstract (1-page) submission: October 31, 2003 Notification of acceptance: January 15, 2004 Submission of accepted papers: April 15, 2004 http://www.linguistics.uiuc.edu/labphon9 Contact: labphon9 at uiuc.edu From cchaney at sfsu.edu Fri Oct 10 22:53:25 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Fri, 10 Oct 2003 15:53:25 -0700 Subject: Tenure Track job at SFSU Message-ID: Dear friends in info-childes, I will be taking an early retirement (going to half-time) beginning next year, and my department is seeking a language scholar to replace me. Below is the official job announcement. Please tell anyone who may be interested. The position is in a department of Speech & Communication, teaching courses in applied linguistics and psycholinguistics (e.g., children's communication, language and social interaction, language for teachers, and the like). Regards, Carolyn Chaney Tenure-Track Position Speech & Communication Studies (Language & Social Interaction) The Department of Speech & Communication Studies at San Francisco State University invites applications for a tenure-track position in Language & Social Interaction at the Assistant Professor level, effective Fall 2004. Qualifications and Duties: Ph.D. or equivalent degree, with an emphasis in language and social interaction. The candidate must be able to teach our core course in verbal and nonverbal symbol systems, conversation and/or discourse analysis, and a graduate seminar in language and social interaction. Our ideal candidate will have secondary research and teaching interests in one of the following areas (listed alphabetically): child language development, communication education, communication technology, health communication, intercultural communication, interpersonal communication, organizational communication, nonverbal, or political communication. Additional duties include scholarly research and or creative activities, curriculum development, supervising masters theses/creative work projects/culminating examinations, advising at the undergraduate and graduate levels, and department, campus, and community service. The University provides opportunities for support of both scholarly research and creative activities. Rank and Salary: Appointment will be at the rank of assistant professor. The salary will be competitive, commensurate with qualifications. San Francisco State University, as part of the California State University system, provides generous health and retirement benefits, as well as domestic partner benefits. Application: Send a current curriculum vita, application letter, three letters of reference, along with samples of teaching materials, teaching evaluations, and recent scholarly work. Review of applications will begin January 9, 2004. On-campus interviews begin in February 2004. Department: The Department of Speech and Communication Studies is committed to the study of human communication in various contexts from multiple and interconnected perspectives in such a way as to contribute to a more humane world. We examine how people express themselves verbally and nonverbally, how people listen to others, and how symbols relate to human behavior. We acknowledge, appreciate and integrate human diversity in its various forms. We study human communication in culturally and socially diverse contexts. We do so by using a variety of methods and technologies to discover and share knowledge about communication, and to analyze, interpret, and perform discourse. Areas of study include face-to-face interaction, group process, organizational communication, rhetoric, advocacy, intercultural communication and performance of literature and oral traditions. The department has a rich array of course offerings, including core requirements in communication and rhetorical theory, symbol systems, public communication skills, and diversity. The Department awards both the B.A. degree and the M.A. degree, as well as a minor in Speech Communication. Additional information can be found on the Departments web site: http://www.sfsu.edu/~speech/toc.htm San Francisco State University is a multi-purpose institution of higher education in a cosmopolitan urban setting. The University serves a multi-cultural student body of approximately 28,000 and offers bachelor's degrees in 116 academic areas and master's degrees in 95 fields of study. The mission of the University is to promote an appreciation of scholarship, freedom, and human diversity; foster excellence in instruction and intellectual accomplishment; and provide broadly accessible higher education. Excellence in teaching is primary, although research and service to the community are high priorities. The University does not discriminate on the basis of race, ethnicity, sex, sexual orientation, disability, national origin, or religion. Direct all applications and inquiries to: Dr. Susan Shimanoff, Search Committee Chair Department of Speech and Communication Studies San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132 Telephone: (415) 338-1597 From ks7t at andrew.cmu.edu Mon Oct 13 13:28:28 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 13 Oct 2003 09:28:28 -0400 Subject: Faculty Position In-Reply-To: <5.0.2.1.2.20031010135600.036aaf88@email.usc.edu> Message-ID: On 10/10/03 5:00 PM, "Frankie Hayduk" wrote: > Faculty Position: Assistant/Associate Professor > > The Department of Linguistics at the University of Southern California invites > applications for a position in psycholinguistics/neurolinguistics to begin > Fall 2004, with appointment as an assistant professor tenure-track or as an > associate professor with tenure. > > Complete dossiers, including statements of research and of teaching interests, > curriculum vitae, sample publications, course syllabi and teaching evaluations > if available, and three letters of reference should be submitted, preferably > in electronic form to: psycholinguistics at usc.edu > > or sent to: > > Attn: Elaine Andersen, Chair, Search Committee > Department of Linguistics, Grace Ford Salvatori 301 > University of Southern California > Los Angeles, CA 90089-1693 > United States of America > > For fullest consideration, applications should arrive by December 1, 2003. The > department will be conducting interviews at the January LSA meeting in Boston. > > The University of Southern California is an Equal Opportunity/Affirmative > Action Employer. > > Equal Opportunity and Affirmative Action Policy: The University of Southern > California is proudly pluralistic and firmly committed to providing equal > opportunity for outstanding men and women of every race, creed and background. > > This university is also firmly committed to complying with all applicable laws > and governmental regulations at the federal, state and local levels which > prohibit discrimination, or which mandate that special consideration be given, > on the basis of race, religion, national origin, gender, age, Vietnam veteran > status, disability, sexual orientation, or any other characteristic which may > from time to time be specified in such laws and regulations. This good faith > effort to comply is made even when such laws and regulations conflict with > each other. > > The University of Southern California strives to build a community in which > each person respects the rights of other people to be proud of who and what > they are, to live and work in peace and dignity, and to have an equal > opportunity to realize their full potential as individuals and members of > society. To this end, the university places great emphasis on those values and > virtues that bind us together as human beings and members of the Trojan > Family. > From als at ip.pt Tue Oct 14 08:03:05 2003 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Tue, 14 Oct 2003 09:03:05 +0100 Subject: Call for papers - Second Lisbon Meeting on Language Acquisition Message-ID: Second Lisbon Meeting on Language Acquisition with special reference to Romance Languages Date: 01-Jun-2004 - 04-Jun-2004 Location: Lisbon, Portugal Contact Email: LALisbonMeeting at mail.fl.ul.pt Meeting URL: http://www.fl.ul.pt/eventos/LALisbonMeeting/ Call Deadline: 31-December-2003 Meeting Description: The 2nd Lisbon Meeting on Language Acquisition with Special Reference to Romance Languages takes place ten years after its first edition. Each day of the conference will be dedicated to one of the following topics within the field of language acquisition: (i) Language Development and Language Disorders; (ii) L1 Phonology; (iii) Bilingualism and Second Language; (iv) L1 Syntax. The conference will include: - 6 plenary lectures presented by the following invited speakers Teresa Guasti (U. Milano-Bicocca) Nina Hyams (UCLA) José Morais (U. Libre de Bruxelles) Michel Paradis (McGill U.) Marilyn Vihman (U. Wales, Bangor) Jill de Villiers (Smith College, NY) - panel sessions organized by: Katherine Demuth (Brown U.) Michèle Kail (CNRS) Jürgen Meisel (U. Hamburg) Luigi Rizzi (U. Siena) & Teresa Guasti (U. Milano-Bicocca) - 1 six hours workshop on CHILDES, organized by Brian MacWhinney (Carnegie Mellon) Call for papers: Second Lisbon Meeting on Language Aquisition welcomes the submission of abstracts on any area mentioned in the Second Lisbon Meeting 2004 page. Abstracts should be written in English and not exceed two pages 12pt (ideally one page for text plus one page for references and/or figures). The author's name, address, e-mail and affiliation should be given in a separate page; in this separate page, the author(s) should mention whether they are submitting the abstract for a paper presentation, a poster presentation or both. Submissions should be sent both electronically (Word or PDF format; PDF is required if the abstract contains special fonts/symbols) and by regular mail to the following addresses: Electronic address LALisbonMeeting at mail.fl.ul.pt Regular mail 2nd Lisbon Meeting on Language Acquisition Departamento de Linguística Geral e Românica Faculdade de Letras, Universidade de Lisboa 1600-214 Lisboa, Portugal -------------- next part -------------- An HTML attachment was scrubbed... URL: From boehning at kronos.ling.uni-potsdam.de Tue Oct 14 12:59:14 2003 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Tue, 14 Oct 2003 14:59:14 +0200 Subject: Position: Junior/Assistant Professor at U. of Potsdam Message-ID: -------JOB ANNOUNCEMENT--------- University: University of Potsdam Department: Linguistics / Patholinguistics Rank of Job: Assistant Professor Specialty Areas: Language Acquisition and Specific Language Impairment (SLI), Psycholinguistics, Linguistic Theories Job description: The President of the University of Potsdam invites applications for the position of a "Juniorprofessor/Juniorprofessorin" (assistant professor) in the field of developmental language disorders (SLI, language acquisition in genetic syndromes etc.). Applicants should have a background in linguistics with a focus on psycholinguistics. They should have profound theoretical knowledge and practical experience in the area of developmental language impairments and their intervention techniques. The candidate is expected to cooperate in the patholinguistics curriculum and the European Masters in Clinical Linguistics (EMCL) teaching program. Supervision of students in the therapy center associated to the University (ZaPP) is mandatory. He/she should also be willing to participate in interdisciplinary cognitive research programs and initiate his/her own research. Applicants must have defended an excellent PhD dissertation in the area of developmental language impairments. A pdf-file downloadable at http://www.ling.uni-potsdam.de/~fanselow/jp.pdf contains information on the legal status of junior professors, and on formal requirements which applicants should meet. Address for Applications: Attn: Rektor der Universität Potsdam PF 60 15 53 Potsdam, 14415 Germany Applications are due by 13-Nov-2003. Contact Information: Prof. Dr. Ria De Bleser Email: debleser at ling.uni-potsdam.de Tel: +49 331 977 2933 Fax: +49 331 977 2095 Website: http://www.ling.uni-potsdam.de ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From boehning at kronos.ling.uni-potsdam.de Tue Oct 14 13:07:05 2003 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Tue, 14 Oct 2003 15:07:05 +0200 Subject: Position: Full Professor at U. of Potsdam Message-ID: Attention: This is a different one from the one just posted! ---------JOB ANNOUNCEMENT ------------ University: University of Potsdam Department: Linguistics / Patholinguistics Rank of Job: Full Professor Specialty Areas: Language Acquisition, Psycholinguistics Description: The President of the University of Potsdam invites applications for the position of a full professorship (C3) in Psycholinguistics with particular emphasis on first language acquisition. The candidate is expected to take on full responsibility for the area of first language acquisition in teaching and research. Teaching support will particularly be required in the patholinguistics curriculum and the European Masters in Clinical Linguistics (EMCL) teaching program. He/she should be experienced in supervising students at all levels. The candidate should also have extensive experience in developing his/her research programs and have an excellent record in obtaining research grants. Furthermore, participation is expected in existing research programs in the linguistics institute and the interdisciplinary center for cognitice sciences, in particular in the SFB project on information structure. The successful applicant should have a habilitation or an equivalent research status. Address for Applications: Attn: Rektor der Universität Potsdam PF 60 15 53 Potsdam, 14415 Germany Applications are due by 13-Nov-2003. Contact Information: Prof. Dr. Ria De Bleser Email: debleser at ling.uni-potsdam.de Tel: +49 331 977 2933 Fax: +49 331 977 2095 Website: http://www.ling.uni-potsdam.de ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From karrebek.hentze at get2net.dk Tue Oct 14 18:58:43 2003 From: karrebek.hentze at get2net.dk (=?iso-8859-1?Q?Martha_Karreb=E6k?=) Date: Tue, 14 Oct 2003 20:58:43 +0200 Subject: Bilingual children: models, measures and studies Message-ID: These questions are primarily aimed at Frank Genesee, but - needless to say - anybody else with a suggestion or an answer are invited to reply. During the discussion of what is normal language development of bilingual children, Genesee said that it was his impression that "at a certain age" bilingual children used peers as models rather than adults. Also if this means gravitating towards another language than that preferred in the home. My question is: Do you - or anybody else - have references on that? At what age should this be valid? - It is also my impression but I need documentation. Another question concerns the point about vocabulary measures which should be particularly sensitive to (amount of) exposure. What other types of meaure are available? My last question is more of a general kind. Does anybody know of studies of second language acquisition of kindergarteners in natural settings? Thanks for any suggestion! Martha Karrebaek . From m.vihman at bangor.ac.uk Wed Oct 15 07:33:04 2003 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Wed, 15 Oct 2003 08:33:04 +0100 Subject: Bilingual children: models, measures and studies In-Reply-To: <005401c39285$309c6f50$6700a8c0@dell> Message-ID: Dear Martha, I would agree with Fred Genesee's remark about the shift to peers as models. One source of information about this would be the work of D. Payne, a student of Labov's, who looked at the influence of the peer group on phonetic and phonological aspects of (monolingual, bidialectal) children who had moved from New York to the suburbs of Philadelphia (one paper is in Labov ed, Locating Lang. in Time and Space, 1980). Another hint of the time of onset of peer influence can be found in my paper on 'Conversations between a pair of bilingual siblings' in Intl. J. of biling., 2 (1998), in which I report the increasing use of code-switched whole English phrases in an Estonian home context by my daughter after she began primary school, at age 6, despite the fact that she had been in English-language nursery school and kindergarten from the age of 23 mos; a similar shift to use of longer English phrases code-switched into Estonian could be seen in the speech of her younger brother at about the same age. I suggest that this reflects the onset of a shift to peer models at about age 6. FInally, with regard to L2 in kindergartners, I recall a paper by Saville-Troike reported in JChLg in the early 1990s on Asian children in San Francisco kindergartens, whose apparent 'silent period' of a few months turned out to actually include a good deal of practice-for-self of the new L2, based on recordings in the school setting. -marilyn vihman >These questions are primarily aimed at Frank Genesee, but - needless to >say - anybody else with a suggestion or an answer are invited to reply. >During the discussion of what is normal language development of bilingual >children, Genesee said that it was his impression that "at a certain age" >bilingual children used peers as models rather than adults. Also if this >means gravitating towards another language than that preferred in the home. >My question is: Do you - or anybody else - have references on that? At what >age should this be valid? - It is also my impression but I need >documentation. > >Another question concerns the point about vocabulary measures which should >be particularly sensitive to (amount of) exposure. What other types of >meaure are available? > >My last question is more of a general kind. Does anybody know of studies of >second language acquisition of kindergarteners in natural settings? > >Thanks for any suggestion! > >Martha Karrebaek > >. -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From ann.dowker at psy.ox.ac.uk Wed Oct 15 09:58:46 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 15 Oct 2003 10:58:46 +0100 Subject: Bilingual children: models, measures and studies Message-ID: A very interesting chapter on L2 acquisition and peer interaction in kindergarten children is: Fillmore, L.W. (1979). Individual differences in second language acquisition. In C.J. Fillmore, D. Kempler and W. S-Y. Wang (eds.) Individual Differences in Language Ability and Language Behaviour. Academic Press (pp. 203-229). Ann From cmartinez-sussmann at air.org Wed Oct 15 15:16:49 2003 From: cmartinez-sussmann at air.org (Carmen Martinez-Sussmann) Date: Wed, 15 Oct 2003 08:16:49 -0700 Subject: anaphoric expressions Message-ID: Dear Info-Childes members, I am interested in research that has been done or is in progress about children's comprehension and use of anaphoric expressions. Please respond to me directly ( cmartinez-sussmann at air.org ). I will post a summary of the responses. In advance, thank you for your help. Carmen Martínez-Sussmann From dservin at planeta.com.mx Fri Oct 17 00:15:05 2003 From: dservin at planeta.com.mx (dservin at planeta.com.mx) Date: Thu, 16 Oct 2003 19:15:05 -0500 Subject: Bilingual children: models, measures and studies Message-ID: Acuse de recibo Su Bilingual children: models, measures and studies document o: Ha sido Diana Servin/Planeta/mx recibido por: Con 16/10/2003 07:08:08 p.m. fecha: From gleason at bu.edu Fri Oct 17 18:14:42 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 17 Oct 2003 14:14:42 -0400 Subject: Position announcement: Boston University Message-ID: Developmental Psychologist: The Department of Psychology at Boston University announces a tenure track opening (approval pending) at the assistant professor level for appointment in Fall 2004. Applicants with interests in the broad areas of early linguistic, social, and/or cognitive development will be considered. Strong candidates will show evidence of ability to sustain an original and independent program of research that is externally supported. Responsibilities will include undergraduate and graduate teaching and supervising doctoral students. Applicants should submit vita, reprints/preprints, a statement of research and teaching interests, and three letters of recommendation to: Chair, Developmental Search Committee, Department of Psychology, Boston University, 64 Cummington St. Boston, MA 02215. Review of applications will begin on January 1, 2004 and will continue until the position is filled. Boston University is an Affirmative Action/Equal Opportunity Employer. From a.karmiloff-smith at ich.ucl.ac.uk Sat Oct 18 10:37:45 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sat, 18 Oct 2003 11:37:45 +0100 Subject: mine! Message-ID: At what age do toddlers start saying "my/mine" etc. and, later, what age do they understand the concept of property ownership? Please can people point me to relevant research. Many thanks 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 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From a.karmiloff-smith at ich.ucl.ac.uk Sat Oct 18 10:51:36 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sat, 18 Oct 2003 11:51:36 +0100 Subject: he walked BY the river vs. he was pushed BY the boy Message-ID: I am sure this must have been done, but could people kindly direct me to studies of children's acquisition of terms like by, in their semantic, spatial meaning vs. their grammatical meaning. He went TO school at 8 and returned from school at 4 vs. He had TO go. etc. Many thanks, 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 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From ann.dowker at psy.ox.ac.uk Sat Oct 18 11:38:14 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Oct 2003 12:38:14 +0100 Subject: mine! Message-ID: The Norwegian social psychologist Floyd Rudmin wrote papers on this sort of topic in the 80s. E.g Rudmin, F. (1985). Historical perspective on the development of possessive pronouns. Journal of Speech and Hearing Disorders, 50, 298-299; where he quotes some early twentieth-century work. Ann In message Professor Annette Karmiloff-Smith writes: > At what age do toddlers start saying "my/mine" etc. and, later, what > age do they understand the concept of property ownership? Please can > people point me to relevant research. > Many thanks > 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 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html > > ________________________________________________________________ > > From khirshpa at temple.edu Sat Oct 18 16:56:59 2003 From: khirshpa at temple.edu (Kathy Hirsh-Pasek) Date: Sat, 18 Oct 2003 12:56:59 -0400 Subject: Before and after Message-ID: One of my colleagues asked me a question I could not answer. Could you please refer me to any research on the production and comprehension of "before" and "after." At what age do we see comprehension of these terms? At what age production and is there any way to elicit the terms without being formulaic? Thanks in advance for your response. Kathy From yuriko at hebb.psych.mcgill.ca Sat Oct 18 16:33:24 2003 From: yuriko at hebb.psych.mcgill.ca (Yuriko Oshima-Takane) Date: Sat, 18 Oct 2003 12:33:24 -0400 Subject: mine! Message-ID: The following papers may be relevant, although both papers do not report the age of the onset: Deutsch, W., & Budwig, N. (1983). Form and function in the development of possessives. Papers and reports on Child Language Development, 22, 36-42. Oshima-Takane, Y. (1995). Development of possessive forms in English-speaking children: Functional approach. Japanese Psychological Research, 37,59-69. Yuriko Oshima-Takane ----- Original Message ----- From: "Professor Annette Karmiloff-Smith" To: Sent: Saturday, October 18, 2003 6:37 AM Subject: mine! > At what age do toddlers start saying "my/mine" etc. and, later, what > age do they understand the concept of property ownership? Please can > people point me to relevant research. > Many thanks > 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 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html > > ________________________________________________________________ > > From ann.dowker at psy.ox.ac.uk Sat Oct 18 18:27:36 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Oct 2003 19:27:36 +0100 Subject: Before and after Message-ID: There were several papers on this topic in the 70s and 80s. I am not sure when children *start* to use these terms, but they are quite late in using them *correctly*: in most studies, being far from perfect even by 5 or so. One of Eve Clark's early papers reports that children comprehend and use the term 'before' earlier than the term 'after', and often use the term 'before' indiscriminately to mean either. Amidon and Carey obtained contradictory evidence on this point; but also found that the acquisition of the terms was a slow and gradual process. The references are: Clark, E.V. (1971). On the acquisition of the meaning of before and after. Journal of Verbal Learning and Verbal Behaviour, 10, 266-272. Amidon, A. and Carey, P. (1972). Why 5-year-olds cannot understand before and after. Journal of Verbal Learning and Verbal Behaviour, 11, 417-423. A couple of somewhat more recent papers are: Gorrell, P., Crain, S. and Fodor, J.D. (1989). Contextual information and temporal terms. Journal of Child Language, 16, 623-632. Stevenson, R. and Pollitt, C. (1987). The acquisition of temporal terms. Journal of Child Language, 14, 533-545. I hope this is helpful, Ann From macw at cmu.edu Sat Oct 18 17:34:05 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 18 Oct 2003 13:34:05 -0400 Subject: mine! In-Reply-To: Message-ID: Dear Info-CHILDES, One easy way of tracking attested first uses is to run this command on the CHILDES database: Kwal +smy +smine +t*CHI +re *.cha For example, I ran this on the MacWhinney corpus and pulled out several uses of "my" at 16 months from Ross. Unfortunately, we haven't finished transcription of the files after 16 months, although the audio is available. Other fully transcribed corpora with children under 2 include Sachs, Suppes, Brown (Eve), Wells, and the youngest sessions in the Manchester corpus. Once you get the output of the KWAL command, you can triple click on the file names and line numbers and that takes you to the relevant passage in the file. One of the nice features of the new XML framework for CHILDES is that we will be able to issue queries that include both child age and lexical item directly. Soon... --Brian MacWhinney From ann.dowker at psy.ox.ac.uk Sat Oct 18 16:42:06 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Oct 2003 17:42:06 +0100 Subject: mine! Message-ID: Although the following papers deal only in part with possessives, they may be relevant: Charney, R. (1980). Speech roles and the development of personal pronouns. Journal of Child Language, 7, 509-528. Loveland, K.A. (1984). Learning about points of view: spatial perspective and the acquisition of "I/you". Journal of Child Language, 11, 535-556. Both papers deal mainly with 2-year-olds. According to the Loveland paper, the consensus seems to be that both personal pronouns and personal possessive terms are used correctly before age 3, but performance can vary greatly according to the social context and other cognitive (e.g. spatial) demands of the task. Ann From macw at cmu.edu Sat Oct 18 17:49:47 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 18 Oct 2003 13:49:47 -0400 Subject: Before and after In-Reply-To: Message-ID: On 10/18/03 12:56 PM, "Kathy Hirsh-Pasek" wrote: > One of my colleagues asked me a question I could not answer. Could you > please refer me to any research on the production and comprehension of > "before" and "after." At what age do we see comprehension of these terms? > At what age production and is there any way to elicit the terms without > being formulaic? Thanks in advance for your response. Kathy > > > > I thought Lois Bloom tracked these in some of her papers, but in any case might I suggest that the same method used to track "my" and "mine" in the CHILDES database can be used to track "before" and "after" in children's productions. My first guess on how to elicit these terms would be to ask children "when did you xxx?" But a moment's reflection suggests that they will respond with absolute, rather than relative answers, unless you ask for a point that is conventionalized as "after" such as "after dinner". I think one good way to get a handle on intuitions about this is to look at the database. Here are the results of searches for "before" and "after" on Bloom's Peter. The first "after" is at 2;0 in Peter06. *** File "english-usa:bloom70:peter:peter06.cha": line 2946. Keyword: after *CHI: after dinner . After that, there are occasional uses of "after" in "coming after him". Never a use with "after X, then Y" *** File "english-usa:bloom70:peter:peter19.cha": line 3949. Keyword: before *CHI: xxx play with it before . ---------------------------------------- *** File "english-usa:bloom70:peter:peter19.cha": line 3951. Keyword: before *CHI: xxx play with it before . ---------------------------------------- *** File "english-usa:bloom70:peter:peter19.cha": line 5179. Keyword: before *CHI: before you [!!] did it . Ross MacWhinney has a pretty similar pattern with early "after dinner" but then a full-blown use at 2;11 in this example. *CHI: I'll clean up after I wash it and this will be clean with me [= I'm going to put my shirt in the wash] . Good luck with your thinking about this. --Brian MacWhinney From lmb32 at columbia.edu Sun Oct 19 15:25:13 2003 From: lmb32 at columbia.edu (Lois Bloom) Date: Sun, 19 Oct 2003 11:25:13 -0400 Subject: Before and after In-Reply-To: Message-ID: Hi Kathy-- The study that Brian refers to is: Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Reprinted in S. Barten & M. Franklin (Eds.) (1988). Child Language, A Reader (pp. 89-105). New York: Oxford University Press. Also in Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press. This study began at about 2 years and continued to about 3 years, and we found no uses of "before" and "after" as clausal connectives (as Brian also reported from his search of the Peter data). I do remember the following study, with a title that now seems more provocative than it once did: Amidon, A.,& Carey, P. (1972). Why five-year-olds cannot understand before and after. Journal of Verbal Learning and Verbal Behavior, 11, 417-423. And it seems to me that there were follow-up studies to that one, but I don't have a record of them. Hope this is helpful, all best-- Lois On Sat, 18 Oct 2003, Kathy Hirsh-Pasek wrote: > One of my colleagues asked me a question I could not answer. Could you > please refer me to any research on the production and comprehension of > "before" and "after." At what age do we see comprehension of these terms? > At what age production and is there any way to elicit the terms without > being formulaic? Thanks in advance for your response. Kathy > > From roeper at linguist.umass.edu Sun Oct 19 17:25:39 2003 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 19 Oct 2003 13:25:39 -0400 Subject: he walked BY the river vs. he was pushed BY the boy In-Reply-To: Message-ID: Annette-- here's an experiment that ought to be done to really see how it works. JOhn went by the river by car What did he go BY => the river What did he GO by => car If they get that difference then they grasp what is a real argument and what is an adjunct. Tom Roeper Professor Annette Karmiloff-Smith wrote: > I am sure this must have been done, but could people kindly direct me > to studies of children's acquisition of terms like by, in their > semantic, spatial meaning vs. their grammatical meaning. He went TO > school at 8 and returned from school at 4 vs. He had TO go. etc. > Many thanks, > Annette From roberta at UDel.Edu Sun Oct 19 20:40:42 2003 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Sun, 19 Oct 2003 16:40:42 -0400 Subject: mine! In-Reply-To: Message-ID: Annette - tried this in France with French and got the same findings! Golinkoff, R. M., & Markessini, J. (1980). "Mommy sock": The child's understanding of possession as expressed in two-noun phrases. Journal of Child Language, 7, 119-136. On Saturday, October 18, 2003, at 07:38 AM, Ann Dowker wrote: > The Norwegian social psychologist Floyd Rudmin wrote papers on this > sort of topic in the 80s. E.g > > Rudmin, F. (1985). Historical perspective on the development of > possessive > pronouns. Journal of Speech and Hearing Disorders, 50, 298-299; > where he quotes some early twentieth-century work. > > Ann > > In message Professor Annette > Karmiloff-Smith writes: >> At what age do toddlers start saying "my/mine" etc. and, later, what >> age do they understand the concept of property ownership? Please can >> people point me to relevant research. >> Many thanks >> 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 >> http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/ >> n_d_unit.html >> >> ________________________________________________________________ >> >> >> _____________________________________________________ Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1842 bytes Desc: not available URL: From ghimenton at yahoo.com Mon Oct 20 14:48:42 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Mon, 20 Oct 2003 07:48:42 -0700 Subject: No subject Message-ID: DEar Members, Could anybody explain to me the difference between BILINGUALISM and BILINGUISM? Is there a technical difference between the two terms? REgards, Anna --------------------------------- Do you Yahoo!? The New Yahoo! Shopping - with improved product search -------------- next part -------------- An HTML attachment was scrubbed... URL: From r.n.campbell at stir.ac.uk Mon Oct 20 15:00:10 2003 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Mon, 20 Oct 2003 16:00:10 +0100 Subject: Before and after In-Reply-To: Message-ID: Before the Eve Clark JVLVB paper there was:- 1. Clark, E.V. 1969.Language acquisition: The child's spontaneous description of events in time. Doctoral dissertation, U. of Edinburgh, and 2. Clark, E.V. 1970. How young children describe events in time. Linked with Bever, T.G. Comprehension of temporal sentences. In G-B.F. D'Arcais & W.J. Levelt. Advances in Psycholinguistics. North-Holland I thought Clark's Ph.D. might be catalogued under Curme, her original name, but not according to the reference I have available. - for Rare Book Collectors Only there are Clark's musings about her 1970 paper in 'Advanced Psycholinguistics: a Bressanone Retrospective.' W.J. Levelt (ed.). 1996 Robin >One of my colleagues asked me a question I could not answer. Could you >please refer me to any research on the production and comprehension of >"before" and "after." At what age do we see comprehension of these terms? >At what age production and is there any way to elicit the terms without >being formulaic? Thanks in advance for your response. Kathy -- Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html Excuse any following garbage added by my employer . . -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. From m.vihman at bangor.ac.uk Mon Oct 20 15:34:25 2003 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Mon, 20 Oct 2003 16:34:25 +0100 Subject: No subject In-Reply-To: <20031020144842.84451.qmail@web9607.mail.yahoo.com> Message-ID: >DEar Members, >Could anybody explain to me the difference between BILINGUALISM and >BILINGUISM? Is there a technical difference between the two terms? >REgards, >Anna It looks to me as though the first term is English, the other is French! -marilyn vihman > > >Do you Yahoo!? >The >New Yahoo! Shopping - with improved product search -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From vhouwer at uia.ac.be Mon Oct 20 15:41:55 2003 From: vhouwer at uia.ac.be (Annick.DeHouwer) Date: Mon, 20 Oct 2003 17:41:55 +0200 Subject: No subject Message-ID: In English, the only current term to my knowledge is BILINGUALISM. BILINGUISME (with an e) is French, and means the same as English BILINGUALISM. Best regards, Annick De Houwer At 7:48 20/10/03 -0700, Ghimenton Anna wrote: >DEar Members, >Could anybody explain to me the difference between BILINGUALISM and >BILINGUISM? Is there a technical difference between the two terms? >REgards, >Anna > > >--------------------------------- >Do you Yahoo!? >The New Yahoo! Shopping - with improved product search >
DEar Members,
>
Could anybody explain to me the difference between BILINGUALISM and >BILINGUISM? Is there a technical difference between the two terms?
>
REgards,
>
Anna

>Do you Yahoo!?
>href="http://shopping.yahoo.com/?__yltc=s%3A150000443%2Cd%3A22708228%2Cslk%3Ate >xt%2Csec%3Amail">The New Yahoo! Shopping - with improved product search ............................................................................. Annick De Houwer, PhD Associate Professor Research group Language, Communication and Socialization Communication Sciences (PSW) University of Antwerp UIA Universiteitsplein 1 B2610-Antwerpen Belgium tel ++32-3-8202863 fax ++32-3-8202882 annick.dehouwer at ua.ac.be ............................................................................ From tomasello at eva.mpg.de Mon Oct 20 06:40:57 2003 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Mon, 20 Oct 2003 08:40:57 +0200 Subject: mine! In-Reply-To: Message-ID: Annette - This paper is one child's use of ALL different possessive expressions - poss adjectives, poss 's, possesion verbs, etc.. Mike Tomasello, M. (1998). One child's early talk about possession. In J. Newman (Ed.), The Linguistics of Giving. John Benjamins. From macw at cmu.edu Mon Oct 20 15:39:53 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 20 Oct 2003 11:39:53 -0400 Subject: No subject In-Reply-To: <20031020144842.84451.qmail@web9607.mail.yahoo.com> Message-ID: On 10/20/03 10:48 AM, "Ghimenton Anna" wrote: > DEar Members, > Could anybody explain to me the difference between BILINGUALISM and > BILINGUISM? Is there a technical difference between the two terms? > REgards, > Anna > Dear Anna, My understanding is that bilingualism refers to the actual use of two languages by people and communities, but that bilinguism refers to some official policy of promoting bilingualism in a given community. For example, bilinguism as a policy goal is important in the deaf community in the USA as a way of expressing interest in promoting competence in both ASL and English. A search of bilinguism through Google will reveal lots more on this, including a few messages from info-childes that use the term! By the way, there is even a yahoo newsgroup on bilinguism. -- Brian MacWhinney From genesee at ego.psych.mcgill.ca Mon Oct 20 16:07:01 2003 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Mon, 20 Oct 2003 12:07:01 -0400 Subject: No subject In-Reply-To: <20031020144842.84451.qmail@web9607.mail.yahoo.com> Message-ID: IN the English-speaking research world, the term that everyone uses is "bilingualism" I personally have never seen or heard the other term used. Fred At 07:48 AM 20/10/2003 -0700, Ghimenton Anna wrote: > > DEar Members, > Could anybody explain to me the difference between BILINGUALISM and > BILINGUISM? Is there a technical difference between the two terms? > REgards, > Anna > > > Do you Yahoo!? > > xt%2Csec%3Amail>The New Yahoo! Shopping - with improved product search Psychology Department McGill University 1205 Docteur Penfield Ave. Montreal Quebec H3A 1B1 ph: 1-514-398-6022 fx: 1-514-398-4896 From a.karmiloff-smith at ich.ucl.ac.uk Mon Oct 20 17:37:44 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 20 Oct 2003 17:37:44 +0000 Subject: No subject In-Reply-To: Message-ID: yes, with an "e" on the end for the French! At 4:34 PM +0100 20/10/03, Marilyn Vihman wrote: >>DEar Members, >>Could anybody explain to me the difference between BILINGUALISM and >>BILINGUISM? Is there a technical difference between the two terms? >>REgards, >>Anna > >It looks to me as though the first term is English, the other is >French! -marilyn vihman > >> >> >>Do you Yahoo!? >>The >>New Yahoo! Shopping - with improved product search > > >-- > >------------------------------------------------------- > Marilyn M. Vihman | > Professor, Developmental Psychology | /\ > School of Psychology | / \/\ > University of Wales, Bangor | /\/ \ \ > The Brigantia Building | / \ \ > Penrallt Road |/ =======\=\ > Gwynedd LL57 2AS | > tel. 44 (0)1248 383 775 | B A N G O R > FAX 382 599 | >-------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From jmm at uni-hamburg.de Mon Oct 20 17:36:44 2003 From: jmm at uni-hamburg.de (=?iso-8859-1?Q?J=FCrgen?= M. Meisel) Date: Mon, 20 Oct 2003 19:36:44 +0200 Subject: No subject Message-ID: As far as I know, only in the German-speaking world do people use two terms, Bilinguismus and Bilingualismus. JMM Fred Genesee wrote: > > IN the English-speaking research world, the term that everyone uses is > "bilingualism" I personally have never seen or heard the other term used. > > Fred > > At 07:48 AM 20/10/2003 -0700, Ghimenton Anna wrote: > > > > DEar Members, > > Could anybody explain to me the difference between BILINGUALISM and > > BILINGUISM? Is there a technical difference between the two terms? > > REgards, > > Anna > > > > > > Do you Yahoo!? > > > > > xt%2Csec%3Amail>The New Yahoo! Shopping - with improved product search > > Psychology Department > McGill University > 1205 Docteur Penfield Ave. > Montreal Quebec > H3A 1B1 > > ph: 1-514-398-6022 > fx: 1-514-398-4896 -- ============================================================ Jürgen M. Meisel Universität Hamburg Institut für Romanistik Sonderforschungsbereich 538 von Melle-Park 6 Max Brauer-Allee 60 D 20146 Hamburg D 22765 Hamburg Tel (+49-40) 428 38-4793 Tel (+49-40) 428 38-6433 Fax (+49-40) 428 38-4147 Fax (+49-40) 428 38-6116 email jmm at uni-hamburg.de www.rrz.uni-hamburg.de/SFB538/ ============================================================ From centenoj at stjohns.edu Mon Oct 20 18:52:15 2003 From: centenoj at stjohns.edu (Jose Centeno) Date: Mon, 20 Oct 2003 14:52:15 -0400 Subject: Bilingualism Message-ID: Hamers and Blanc (2002) distinguish between Bilingualism and Bilinguality, the former being a societal phenomenon and the latter an individual's psychological processing of two languages. Ref: Hamers, J. F., & Blanc, M. A. (2002). Bilinguality and Bilingualism (2nd ed.). Cambridge U. Press Jose G. Centeno, Ph.D. Assistant Professor Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629 Fax: 212-677-2127 E-mail: centenoj at stjohns.edu -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Jürgen M. Meisel Sent: Mon 10/20/2003 1:36 PM To: Fred Genesee Cc: Ghimenton Anna; info-childes at mail.talkbank.org Subject: Re: As far as I know, only in the German-speaking world do people use two terms, Bilinguismus and Bilingualismus. JMM Fred Genesee wrote: > > IN the English-speaking research world, the term that everyone uses is > "bilingualism" I personally have never seen or heard the other term used. > > Fred > > At 07:48 AM 20/10/2003 -0700, Ghimenton Anna wrote: > > > > DEar Members, > > Could anybody explain to me the difference between BILINGUALISM and > > BILINGUISM? Is there a technical difference between the two terms? > > REgards, > > Anna > > > > > > Do you Yahoo!? > > > > > xt%2Csec%3Amail>The New Yahoo! Shopping - with improved product search > > Psychology Department > McGill University > 1205 Docteur Penfield Ave. > Montreal Quebec > H3A 1B1 > > ph: 1-514-398-6022 > fx: 1-514-398-4896 -- ============================================================ Jürgen M. Meisel Universität Hamburg Institut für Romanistik Sonderforschungsbereich 538 von Melle-Park 6 Max Brauer-Allee 60 D 20146 Hamburg D 22765 Hamburg Tel (+49-40) 428 38-4793 Tel (+49-40) 428 38-6433 Fax (+49-40) 428 38-4147 Fax (+49-40) 428 38-6116 email jmm at uni-hamburg.de www.rrz.uni-hamburg.de/SFB538/ ============================================================ From ghimenton at yahoo.com Tue Oct 21 11:12:03 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Tue, 21 Oct 2003 04:12:03 -0700 Subject: No subject Message-ID: Thank you to all of you who answered my question! Regards, Anna --------------------------------- Do you Yahoo!? The New Yahoo! Shopping - with improved product search -------------- next part -------------- An HTML attachment was scrubbed... URL: From fraibet at hotmail.com Tue Oct 21 14:29:31 2003 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Tue, 21 Oct 2003 14:29:31 +0000 Subject: bilinguism Message-ID: An HTML attachment was scrubbed... URL: From rollins at utdallas.edu Tue Oct 21 15:51:39 2003 From: rollins at utdallas.edu (Pamela Rollins) Date: Tue, 21 Oct 2003 10:51:39 -0500 Subject: Tenure track position in developmental psychology at UTD Message-ID: Developmental Psychology The University of Texas at Dallas invites applications for a tenure-track faculty position in developmental psychology. Review of files will begin October 15 and will continue until appropriate candidate is found. Area of emphasis is open, but we prefer candidates whose research focuses on cognitive development and/or learning in childhood. Candidates should have an active program of research in developmental or educational psychology and provide evidence of excellence in teaching at undergraduate and graduate levels. The School of Behavioral and Brain Sciences at The University of Texas at Dallas has undergraduate and graduate programs with three overarching research emphases: Developmental Psychology; Communication Sciences and Disorders; and Cognition and Neuroscience. Within these themes the research ranges from bench neuroscience and basic developmental research to program evaluation and clinical intervention studies. We seek faculty candidates who have strong records of research or demonstrated potential, as well as a commitment to student training in an interdisciplinary context. Applicants should send curriculum vitae and 3 letters of reference to: Academic Search #569 The University of Texas at Dallas PO Box 830688, M/S AD 23 Richardson, TX 75083-0688 The University of Texas at Dallas is an Equal Opportunity/Affirmative Action employer and strongly encourages application from candidates who would enhance the diversity of the University's faculty and administration. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rollins at utdallas.edu Tue Oct 21 15:54:38 2003 From: rollins at utdallas.edu (Pamela Rollins) Date: Tue, 21 Oct 2003 10:54:38 -0500 Subject: 2 tenure track position at UTD 1 in child language, 1 in child language disorder Message-ID: Child Language Acquisition and Disorders The School of Behavioral and Brain Sciences at The University of Texas at Dallas seeks to fill 2 tenure-track positions in Child Language. We are seeking applicants at the assistant professor level, but exceptional applicants at more senior levels will be considered. Review of files will begin October 15 and will continue until appropriate candidate is found. The School of Behavioral and Brain Sciences has an interdisciplinary focus and offers graduate (M.S., Au.D., Ph.D.) and undergraduate degrees in the areas of speech-language pathology, audiology, psychology, early childhood disorders, cognitive science, and neuroscience. The Callier Center for Communication Disorders and the newly opened Callier-Richardson facility, components of the School of Behavioral and Brain Sciences, offer outstanding opportunities for faculty research and access to clinical populations. Please see our website http://www.utdallas.edu/dept/bbs/ for information about the School, its faculty, and programs. Language Acquisition: Applicants should have teaching and research expertise in language acquisition. The specific areas of interest are open. Applicants should be prepared to teach at the undergraduate and graduate levels in speech-language pathology and psychology, and to mentor Ph.D. students in Child Language. An earned doctorate or assurance of completion in 2004 required. Send curriculum vitae and 3 letters of reference to: Academic Search #570 The University of Texas at Dallas PO Box 830688, M/S AD 23 Richardson, TX 75083-0688 Child Language Disorders: Applicants should have teaching and research expertise in language disorders in children. The specific areas of interest are open. Applicants should be prepared to teach at the undergraduate and graduate levels in speech-language pathology and psychology, and to mentor Ph.D. students in Child Language. An earned doctorate or assurance of completion in 2004 required. CCC-SLP required. Send curriculum vitae and 3 letters of reference to: Academic Search #571 The University of Texas at Dallas PO Box 830688, M/S AD 23 Richardson, TX 75083-0688 The University of Texas at Dallas is an Equal Opportunity/Affirmative Action employer and strongly encourages application from candidates who would enhance the diversity of the University's faculty and administration. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Oct 23 14:50:11 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 23 Oct 2003 10:50:11 -0400 Subject: Position at OSU Message-ID: University or Organization: The Ohio State University Department: Spanish & Portuguese Rank of Job: Assistant Professor Specialty Areas: Psycholinguistics, Sociolinguistics Required Language(s): Spanish (Code = SPN) Description: Assistant Professor of Spanish (Hispanic Linguistics) >>Tenure track position, beginning Autumn 2004. Specialization in >>Psycholinguistics (e.g. first-language acquisition, language >>processing) and/or variationist sociolinguistics. Strong theoretical >>linguistics background required. Ph.D. by time of appointment and >>evidence of active research program required (publications, conference >>presentations, etc.). Excellent command of Spanish and English. >>Commitment to excellence in teaching in Hispanic Linguistics at all >>levels, from introductory undergraduate courses to graduate research >>seminars. Regular service duties. Salary competitive. Preliminary >>interviews likely at MLA/LSA Conventions. To receive full >>consideration, send application materials (letter, CV, three recent >>letters of recommendation, and a sample of scholarly writing) by >>November 14, 2003 to Prof. Scott Schwenter, Chair of the Hispanic >>Linguistics Search Committee, Dept. of Spanish and Portuguese, The >>Ohio State University, 266 Cunz Hall, 1841 Millikin Rd., Columbus, OH >>43210-1229, USA. E-mail: schwenter.1 at osu.edu, 614-292-4958. >>Department web site at http://sppo.ohio-state.edu/ >>Hispanic Linguistics program website at >>http://sppo.ohio-state.edu/faculty/schwenter.1/HLprogram.htm . >> The Ohio State University is an Equal Opportunity/Affirmative Action employer. Qualified women, minorities, Vietnam-era veterans, disabled veterans and individuals with disabilities are encouraged to apply. Address for Applications: Attn: Prof. Scott Schwenter 266 Cunz Hall 1841 Millikin Road Columbus, OH 43210-1229 United States of America Applications are due by 14-Nov-2003 Contact Information: Prof. Scott Schwenter. Email: schwenter.1 at osu.edu Tel: 614-292-4958 Fax: 614-292-7726 Website: http://sppo.ohio-state.edu From cotel at cfr.nichd.nih.gov Fri Oct 24 17:16:05 2003 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NIH/NICHD)) Date: Fri, 24 Oct 2003 13:16:05 -0400 Subject: POST programs for use with MOR Message-ID: Has anyone created POST programs for Spanish or Japanese? Thanks, Linda Linda R. Cote, Ph.D. Child & Family Research National Institute of Child Health & Human Development 6705 Rockledge Drive, Suite 8030 Bethesda, MD 20892-7971 Telephone: 301-496-6832 (office), 301-496-8003 (direct) Fax: 301-496-2766 e-mail: cotel at cfr.nichd.nih.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Oct 27 01:11:28 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 26 Oct 2003 20:11:28 -0500 Subject: York Corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus on the acquisition of French as a native language. The York corpus has been contributed by Bernadette Plunkett with assistance from Cecile De Cat. It includes case studies across 18 months each of three children, one in Belgium, one in France, and one in Canada. Following are the first sections of the documentation for the corpus. The full documentation can be found in the electronic version of the database manual for Romance. Many thanks to Bernadette Plunkett for this contribution. --Brian MacWhinney This directory contains transcripts from a study of three children acquiring French that were collected and compiled during an project entitled "The Syntactic Acquisition of Wh-Questions in French: a cross-dialectal comparison" run from the University of York (UK) (The study was funded by an Economic and Social Research Council grant to Bernadette Plunkett, #R000221972). Data collection began in early 1997. The project involved an 18-month study of three children, each one a speaker of a different dialect of French. The children were taped fortnightly for approximately half an hour in a familiar environment. The sessions were videotaped and separately audiorecorded using Sony professional cassette recorders. The three fieldworkers collecting the data were all native speakers of French. Initial transcriptions were in most cases done by these investigators on the basis of the audiotape, then checked against the video and coded by the research assistant on the project Cécile De Cat, a native speaker of Belgian French. The names used for the target children in these corpora are all pseudonyms. The data are in French, without English glosses. Comments are in English. Researchers who require more information as well as any using data from the York corpus are asked to contact Bernadette Plunkett by email and to send her copies of any research papers using this data. The conventions used in this corpus are under constant re-evaluation; users with comments or anyone who notices inconsistent application of the conventions listed below are also asked to contact her with details. The corpus has recently been digitised and the digital sound stream has been used to double check the consistency of certain aspects of transcription, but since permission for public release of the audio corpus was not originally sought from participants only the transcripts have been donated. The Belgium corpus contains 36 chat files, Liea001.cha-Liea036 which correspond to the transcripts of the Belgian child (Léa, Liège) from 2;8.22 to 4;3.21. The Canada corpus contains 36 chat files Mona001.cha-Mona037 which correspond to the transcripts of the Canadian child (Max, Montréal) from 1;9.19 to 3;2.23. The France corpus contains 35 chat files Para001.cha-Para035 which correspond to the transcripts of the French child (Anne, Paris) from 1;10.12 to 3;5.4. Other children were also present during some recording sessions. Only two of them have a significant presence, however. They are Pol (born on 21-AUG-1992), who is Max's brother, and Lore (born on 6-MAR-1995), who was at the same childminder¹s as Anne. The sessions during which they were present are represented in a table in the Canadian and French sections respectively, together with a calculation of their age in those sessions. From lmicciulla at comcast.net Mon Oct 27 12:40:53 2003 From: lmicciulla at comcast.net (Linnea Micciulla) Date: Mon, 27 Oct 2003 07:40:53 -0500 Subject: Reminder: BUCLD 28 starts 10/31 Message-ID: **************************************************************** 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT October 31, November 1 and 2, 2003 **************************************************************** Invited Speakers: Keynote speaker: Janet Dean Fodor, City University of New York Plenary speaker: Mabel Rice, University of Kansas Lunch Symposium: "What can language development tell us about linguistic relativity?" Lunch Symposium Speakers: Lila Gleitman, University of Pennsylvania John Lucy, University of Chicago Anna Papafragou, University of Pennsylvania Lera Boroditsky, MIT Other Highlights: *An exciting program of 87 papers and 42 posters *BUCLD Business Meeting *NSF/NIH Funding Symposium and Consultation Hours *Book exhibits from over 15 publishers on display Friday through Sunday *Nursing room available throughout the weekend for nursing mothers *Limited number of bag lunches available for purchase on Friday and Saturday Location: The Conference will be held in the George Sherman Union located at 775 Commonwealth Avenue. The schedule, along with registration and general information, is also available on our web page at: http://www.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail us at langconf at bu.edu if you have any questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anderson at mail.fpg.unc.edu Mon Oct 27 17:32:44 2003 From: anderson at mail.fpg.unc.edu (Kathleen Anderson) Date: Mon, 27 Oct 2003 12:32:44 -0500 Subject: Research Position Communication Study Message-ID: We are seeking a full-time Research Assistant (RA) for a new communication study examining the speech and language skills of young males with fragile X syndrome and Down syndrome. The study is being conducted at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. As a member of the research project staff, the RA will assist with the children's language assessments. The position includes travel with a staff member to children's homes and schools in Georgia, Maryland, North Carolina, South Carolina, and Virginia. Travel expenses are covered by the project. Requirements include two years experience working with children with developmental disabilities and availability for travel of approximately 5-6 nights per month. For more information, please contact Kathleen Anderson, Project Coordinator, at kathleen_anderson at unc.edu or 919.843.5422; or you may fax your resume to 919.966.7532. -- Kathleen Anderson, M.Ed. Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill 105 Smith Level Road/CB# 8180 Chapel Hill, NC 27599-8180 phone:919-843-5422/fax:919-966-7532 From jshguo at csuhayward.edu Mon Oct 27 21:10:09 2003 From: jshguo at csuhayward.edu (Jiansheng Guo) Date: Mon, 27 Oct 2003 13:10:09 -0800 Subject: Adolescent Development Position at California State University, Hayward Message-ID: California State University, Hayward, Human Development Department, seeks applications for a full time tenure-track assistant professor position (#04-05 HDEV-ADOLDEV-TT) in adolescent development available 9/1/04. Candidates must hold the Ph.D. or equivalent degree by 9/04. The successful candidate will have demonstrated research interests and scholarly achievement in the cognitive, cultural, biological, psychological, and/or social aspects of African-American, Hispanic, Native-American, Asian-American, mixed ethnicity, and/or gay and lesbian adolescent development. Visit http://www.csuhayward.edu/OAA/ttposann.html#HDEV for more information. Review of applications begins 1/10/04, but the position remains open until filled. Submit a letter of application, current vita, graduate transcripts, copies of major publications, and three letters of recommendation to Dr. Jiansheng Guo, Search Committee Chair, Department of Human Development, California State University, Hayward, 25800 Carlos Bee Boulevard, Hayward, CA 94542. Phone 510-885-3076, FAX 510-885-3071, email, jshguo at csuhayward.edu (EOE). -------------- next part -------------- An HTML attachment was scrubbed... URL: From pm at sfsu.edu Tue Oct 28 03:13:44 2003 From: pm at sfsu.edu (Philip M. Prinz) Date: Mon, 27 Oct 2003 19:13:44 -0800 Subject: Research Assistantships Message-ID: Please post: Research Assistantships Multimedia Assessment of American Sign Language (ASL) for Deaf Students Two part-time research assistantships are available for graduate students interested in working on an exciting research project targeting the Multimedia Assessment of American Sign Language (ASL) for deaf students. The research project is funded by a grant from the U.S. Department of Education and the assistantships are available for the 2004-05 and 2005-06 Academic Years. The positions require fluency in ASL and involve the administration and scoring of a new test of ASL, collection and analysis of sign language data at several schools for the deaf. Graduate students who apply to the Joint Doctoral Program in Special Education, offered jointly between the University of California, Berkeley (UCB) and San Francisco State University (SFSU) will be elgible to apply for the assistantships. The program draws on the strengths of both universities in developing leaders and research specialists in the field of atypical development and learning. Students select an area of academic specialization in both special and general education. Faculty and program resources on the two campuses are used to develop advanced knowledge of theory and research in an area of exceptionality. Specializations include human development; language and literacy; mathematics, science, and technology; educational policy and administration; and other areas selected by students in consultation with faculty advisers. In the program, students develop three areas of emphasis or specialization. One of the areas of emphasis may be ³Atypical Developmental Psycholinguistics² which relates the study of language behavior, its development and use by children and adolescents to atypical development and exceptionality, with a particular focus on linguistic and cognitive differences and their social, psychological and neurological correlates. The program emphasis covers the study of language development across various modalities: spoken, signed and written and includes information on American Sign Language (ASL) as well as alternative/augmentative communication. The deadline to apply for the Joint Doctoral Program in Special Education for admission in fall 2004 is December 16, 2003. For additional information on the Joint Doctoral Program please see this website: http://www-gse.berkeley.edu/program/sped/sped.html. Students must apply for admission on both the UC Berkeley and SFSU campuses. Application information and forms are available online: Graduate School of Education, UC Berkeley: http://www-gse.berkeley.edu/admin/sas/pdfdownload.html Department of Special Education, San Francisco State University: http://www.sfsu.edu/~spedcd/programs/sped/jd.htm For more information about the Atypical Developmental Psycholinguistics Emphasis and the research assistantships, please contact: Dr. Philip Prinz E-mail From pm at sfsu.edu Tue Oct 28 03:39:44 2003 From: pm at sfsu.edu (Philip M. Prinz) Date: Mon, 27 Oct 2003 19:39:44 -0800 Subject: Research Assistantships In-Reply-To: Message-ID: PLEASE POST AND CIRCULATE (E-MAIL ADDRESS INCLUDED BELOW) Research Assistantships Multimedia Assessment of American Sign Language (ASL) for Deaf Students Two part-time research assistantships are available for graduate students interested in working on an exciting research project targeting the Multimedia Assessment of American Sign Language (ASL) for deaf students. The research project is funded by a grant from the U.S. Department of Education and the assistantships are available for the 2004-05 and 2005-06 Academic Years. The positions require fluency in ASL and involve the administration and scoring of a new test of ASL, collection and analysis of sign language data at several schools for the deaf. Graduate students who apply to the Joint Doctoral Program in Special Education, offered jointly between the University of California, Berkeley (UCB) and San Francisco State University (SFSU) will be elgible to apply for the assistantships. The program draws on the strengths of both universities in developing leaders and research specialists in the field of atypical development and learning. Students select an area of academic specialization in both special and general education. Faculty and program resources on the two campuses are used to develop advanced knowledge of theory and research in an area of exceptionality. Specializations include human development; language and literacy; mathematics, science, and technology; educational policy and administration; and other areas selected by students in consultation with faculty advisers. In the program, students develop three areas of emphasis or specialization. One of the areas of emphasis may be ³Atypical Developmental Psycholinguistics² which relates the study of language behavior, its development and use by children and adolescents to atypical development and exceptionality, with a particular focus on linguistic and cognitive differences and their social, psychological and neurological correlates. The program emphasis covers the study of language development across various modalities: spoken, signed and written and includes information on American Sign Language (ASL) as well as alternative/augmentative communication. The deadline to apply for the Joint Doctoral Program in Special Education for admission in fall 2004 is December 16, 2003. For additional information on the Joint Doctoral Program please see this website: http://www-gse.berkeley.edu/program/sped/sped.html. Students must apply for admission on both the UC Berkeley and SFSU campuses. Application information and forms are available online: Graduate School of Education, UC Berkeley: http://www-gse.berkeley.edu/admin/sas/pdfdownload.html Department of Special Education, San Francisco State University: http://www.sfsu.edu/~spedcd/programs/sped/jd.htm For more information about the Atypical Developmental Psycholinguistics Emphasis and the research assistantships, please contact: Dr. Philip Prinz E-mail: pm at sfsu.edu From g.morgan at city.ac.uk Tue Oct 28 16:58:49 2003 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Tue, 28 Oct 2003 16:58:49 -0000 Subject: Call for papers LINGUA Message-ID: -------------------------------------------------- CALL FOR PAPERS Special issue of the journal 'Lingua' on: Sign language classifiers Guest editors: Gary Morgan & Bencie Woll (City University, London) Scope of the Issue: There has been much interest in the linguistic description of classifiers in sign languages in recent years. In particular, the question of understanding the polymorphemic structure of these constructions, their use in syntax and role in encoding topographic information have been central areas of research. The aim of this special issue is to address these and related questions with particular emphasis on linguistic and psycholinguistic analysis and data. Topics of interest include, but are not limited to: * Syntactic analysis of classifiers * Cross-linguistic comparison of classifiers * The role of clasifiers in discourse * First language acquisition of classifiers * Language impairment and classifiers Abstracts for proposd manuscripts (not more than 1000 words) should be sent to Gary Morgan, as below before December 1st 2003. Authors of accepted abstracts will be asked to submit a full manuscript conforming to the editorial requirments of the journal 'Lingua' by April 1st 2004. All manuscripts will be peer reviewed by 'Lingua'. Submissions and enquiries to: Gary Morgan G.Morgan at city.ac.uk Important dates. Deadline for submission of article abstract: December 1st, 2003 Deadline for submission of article: April 1st, 2004 -------------- next part -------------- An HTML attachment was scrubbed... URL: From F.J.Myles at soton.ac.uk Wed Oct 29 08:52:33 2003 From: F.J.Myles at soton.ac.uk (Florence Myles) Date: Wed, 29 Oct 2003 08:52:33 -0000 Subject: French Learner Language Oral Corpora (FLLOC) Message-ID: French Learner Language Oral Corpora (FLLOC) As part of a research project at the University of Southampton in the UK, we have created a database of French Learner Language Oral corpora: www.flloc.soton.ac.uk. This database includes a number of corpora which have been formatted according to CHILDES conventions and can be analysed using CLAN software. As an additional information service to the international SLA research community, we wish to add an extra feature to our website, i.e. a more comprehensive inventory of as many as possible of the French L2 corpora available internationally. We would like information about both oral and written L2 French corpora, plus details of the formats in which they are held. We are also considering expansion of the FLLOC collection itself, in order to add a limited number of further French L2 oral corpora to the searchable CHILDES-formatted database. If you have a French L2 corpus, oral and/or written, and would like it to be included in our inventory and/or in our FLLOC database, please fill in the details below, and return to F.J.Myles at soton.ac.uk. Name of corpus: Location: Contact details: L1 of learners: Task(s) used: Level of learners: Age of learners: No. of learners: What is the nature of the data? (soundfiles, transcribed protocols, analysis files etc)? What formats have been used for transcription etc (e.g. the CHILDES transcription conventions)? Are the soundfiles (if any) in digital format? Would you like your corpus to be included in the inventory? Would you like your corpus to be considered for inclusion within the FLLOC database? Who currently holds copyright in the corpus? Many thanks, Florence Myles Rosamond Mitchell Sarah Rule Dr Florence Myles Modern Languages University of Southampton Southampton SO17 1BJ Tel: 023 80592269 Fax: 023 80593288 e-mail: fjm at soton.ac.uk From F.J.Myles at soton.ac.uk Wed Oct 29 08:54:18 2003 From: F.J.Myles at soton.ac.uk (Florence Myles) Date: Wed, 29 Oct 2003 08:54:18 -0000 Subject: Database of Oral L2 Corpora: German, Spanish, English Message-ID: Database of Oral L2 Corpora: German, Spanish, English As part of a research project at the University of Southampton in the UK, we have constructed a database of French Learner Language Oral Corpora: www.flloc.soton.ac.uk. This web-based database contains a range of corpora of learners at various levels, and includes digital soundfiles and transcripts in CHAT format (the CHILDES transcription system) of all the data, as well as morphosyntactic outputs for most of the transcripts. All the data is freely downloadable from the site (provided the ground rules are adhered to). We are now considering extending the database to other languages, initially German, Spanish and English, and would like to know how much interest there is in the SLA community for databases of this kind. If you are interested, please fill in the details below, and return to F.J.Myles at soton.ac.uk, by 12 November 2004. Name of corpus: Location: Contact details: L1: L2: Task(s) used: Level of learners: Age of learners: No. of learners: Would you like your corpus to be included in the database? Is your corpus in CHAT format (the CHILDES transcription conventions)? Are the soundfiles in digital format? Many thanks, Florence Myles Ros Mitchell Sarah Rule Dr Florence Myles Modern Languages University of Southampton Southampton SO17 1BJ Tel: 023 80592269 Fax: 023 80593288 e-mail: fjm at soton.ac.uk From ks7t at andrew.cmu.edu Wed Oct 29 15:50:49 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 29 Oct 2003 10:50:49 -0500 Subject: Call for Papers: THE ANNUAL REVIEW OF LANGUAGE ACQUISITION Message-ID: Call for Papers THE ANNUAL REVIEW OF LANGUAGE ACQUISITION VOL. 4 (2004) Editors Clara C. Levelt, Leiden University Lynn Santelmann, Portland State University Maaike Verrips, Taalstudio, the Netherlands ARLA is devoted to research in the domain of first language acquisition, i.e., the process of acquiring command of a first language. It focuses on research reported in recently defended PhD theses. The major share of contributions to the yearbook consists of excerpts from, or edited summaries of, dissertations addressing issues in first language acquisition, including bilingual first language acquisition. These papers should be written by the original author of the dissertation, conform to the format of a journal article, and thus be comprehensible without reference to the source text. ARLA publishes reports of original research pertaining to various approaches to first language and bilingual first language acquisition, be it experimental, observational, computational, clinical or theoretical, provided that the work is of high quality. The Annual Review also welcomes studies in which first language acquisition is compared to second language acquisition, as well as studies on language acquisition under abnormal conditions. In all of the areas covered, ARLA is dedicated to creative and groundbreaking research. The yearbook, in its printed form, will be supplemented by an attractive website. The website will give access to electronic copies of the printed papers, but, more importantly, will also present background materials such as a resume for the author, excerpts of audio or video materials related to the reported research, tips for further reading, and links to relevant websites. In addition to the research reports sketched above, each issue of the Annual Review contains one state-of-the-art review in a subdomain of first language acquisition research. This paper is commissioned by the editors. Any student who has completed a dissertation in 2002 or 2003 is invited to submit a manuscript based on this work. In order to be eligible for publication, the manuscript should be of outstanding quality. Particularly, contributions are sought which excel with regard to the integration of behavioral data and (psycho)linguistic theorizing. More specifically, the Annual Review solicits papers which: · develop new theoretical ideas to account for a set of facts; · open up a new empirical domain or new set of data, e.g. explore a relatively unknown language, or apply a new or unknown experimental approach; · report findings that are considered important for pertinent debates in the field. Submitted papers will be thoroughly reviewed by at least two members of the editorial board and/or external advisers. Deadline for submissions to the 2004 issue (Vol. 4): February 15, 2004 Address for correspondence: Editors of ARLA UIL-OTS, Utrecht University Trans 10 3512 JK Utrecht The Netherlands For further information, write to: ARLA at let.uu.nl, or visit the journals section at www.benjamins.com ARLA Editorial Board Peter Culicover, The Ohio State University Katherine Demuth, Brown University Jeff Elman, UCSD Louann Gerken, University of Arizona Marco Haverkort, Katholieke Universiteit Nijmegen Jack Hoeksema, Rijksuniversiteit Groningen Angeliek van Hout, Rijksuniversiteit Groningen Nina Hyams, UCLA Laurence B. Leonard, Purdue University Natascha Müller, Universität Hamburg Johanne Paradis, University of Alberta William Philip, Universiteit Utrecht Thomas Roeper, University of Massachusetts, Amherst Petra Schulz, Universität Konstanz Ann Senghas, Barnard College William Snyder, University of Connecticut Daniel Swingley, Univerity of Pennsylvania Karin Stromswold, Rutgers University Jill de Villiers, Smith College From cmartinot at free.fr Thu Oct 30 07:31:07 2003 From: cmartinot at free.fr (Claire Martinot) Date: Thu, 30 Oct 2003 08:31:07 +0100 Subject: New publication Message-ID: Dear Childes-members: We would like to announce the publication of LA REFORMULATION: UN PRINCIPE UNIVERSEL D'ACQUISITION Claire Martinot and Amr Ibrahim (Eds.) Paris, Kime. (392 p., Cost - 26 euros) Acquisition of first or second language can be analyzed through the process of reformulation that children apply when retelling a story they just heard. By analyzing the language of retold story (lexical and grammatical structures), one can identify at what stage the child is in the course of his/her language acquisition. Eleven languages that are represented in this book (French, Italian, Rumanian, Polish, Croatian, Russian, English, Sudanese Arabic, Palestinian Arabic, Tunisian Arabic, Gengbe from South-Togo and French as L2) were found to share some of the acquisitional stages and significantly differ in others. The aim of the book is to propose a new way of examining the process of language acquisition that offers linguistic explanation as well as identifying stages of acquisition for complex linguistic structures. The book consists of 11 papers presented at the International Conference Acquisition et Construction du sens dans une perspective interlangue (Paris-Sorbonne, 20-21 dec. 2001.) An introductory article and a theoretical one, related to the 'Children's incomplete matrix reformulations ', are also included in the book. Claire Martinot Université René Descartes, Paris 5 UMR 8606 From vtorrens at psi.uned.es Wed Oct 1 09:37:43 2003 From: vtorrens at psi.uned.es (Torrens) Date: Wed, 1 Oct 2003 11:37:43 +0200 Subject: Call for papers: workshop on the acquisition of Romance languages Message-ID: THE ROMANCE TURN Workshop on the Acquisition of Syntax on Romance Languages 17-18 September 2004 Madrid (Spain) Plenary speakers: Luigi Rizzi (University of Siena) and Kenneth Wexler (M.I.T.) Papers are invited in the area of syntax of Catalan, French, Italian, Portuguese, Romanian, Spanish or any other Romance language. All topics in the fields of first and second language acquisition from a generative perspective will be considered (agreement, tense, aspect, clitics, case, etc.). Presentations will be 20-minutes long plus 10 minutes for discussion. Also there will be poster presentations. Oral presentations and posters will be in English. Authors are invited to send one copy of a one-page abstract in English for review. Abstracts should be submitted via e-mail to maescobar at flog.uned.es or vtorrens at psi.uned.es. Please submit the abstract as an attachment in one of two formats: Microsoft Word or RTF (Rich Text Format). In the body of the e-mail message include the title, language, name, academic affiliation, current address, phone and fax number, e-mail, and audiovisual requests. Indicate whether you want your abstract to be considered as an oral or poster presentation. Authors may submit up to two abstracts, one individual and one joint. Deadline for receipt of abstracts: February 1, 2004. Acceptance will be notified by March 1, 2004. More information on the web page address http://www.uned.es/congreso-romance-turn Organizing committee: Linda Escobar (U.N.E.D.), Anna Gavarr? (U.A.B.), Vicen? Torrens (U.N.E.D.) and Kenneth Wexler (M.I.T.). Contact: Linda Escobar Facultad de Filolog?a Universidad Nacional de Educaci?n a Distancia Paseo Senda del Rey, 7 28040 Madrid (Spain) Tel. (34) 913988709 Fax. (34) 913986840 Vicen? Torrens Facultad de Psicolog?a Universidad Nacional de Educaci?n a Distancia Ciudad Universitaria, s/n 28040 Madrid (Spain) Tel. (34) 913988650 Fax. (34) 913987951 -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdrw at ozemail.com.au Wed Oct 1 09:47:46 2003 From: sdrw at ozemail.com.au (D=?ISO-8859-1?B?9g==?=pke/Woods) Date: Wed, 1 Oct 2003 19:47:46 +1000 Subject: asseswsing bilingual chldren In-Reply-To: <5.1.0.14.2.20030930141608.013b16b8@mailstore.bgsu.edu> Message-ID: Parts of the Australian Multicultural Interest Group of Speech Pathologist are currently considering the options for developing an assessment schedule for bilingual children alternative to socio-metric testing, which can be approved by funding agencies. Do people in other countries have any experiences with movements of this type and can provide some advice or leads to people who might have done this or are in the process? Susanne D?pke From dandjelk at f.bg.ac.yu Wed Oct 1 15:07:05 2003 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Wed, 1 Oct 2003 17:07:05 +0200 Subject: What is "normal" in bilingual children? Message-ID: Hello Marita and Infochildes, I followed very interesting and useful replies on your question. I guess all of us, psychologists or linguists, were asked same or similar question at least once. I just want to support Lynne Hewitt's suggestion to take into consideration whole development of child. As far as I know (and since I am not a speech pathologist I would appreciate very much to be corrected if I am wrong) none of language disorders grow independent from other aspects of development (except for very rare local neuro disorders, and even then...). Language impairment is often just a symptom of more basic or general developmental difficulties: cognitive, communicative, social, emotional, sensory... In a direct contact with a family it might become obvious, for example, that affective exchange in family can be very reduced or rare, and language delay would be just an aspect of communication lack generally. Communication development is not merely language acquisition. Language acquisition needs communication development as its basis. And communication develops in overall sensory, emotional and intellectual interaction. And moreover, delay in language acquisition might not be developmental nor impairment at all, but just a particular consequence of circumstances the child lives in. If a child has difficulties acquiring dominant language of community and not acquiring mother tongue at home, and there are no other indications of delay in any other aspect of development, then it is probably just a lack of exposure to the target language. Colleagues already discussed this... So, before focusing on lexicon, morphology and syntax, it is wise to meet the child and family, and acquaint with the whole situation. And it does not necessarily mean implementation of an exhaustive battery of developmental diagnostic instruments at first meeting. Talk with parents, playing with the child, or observing the child in a group of peers can give many valuable insights. Also, a friendly approach by a professional speaking target language (in family maybe neglected) could be developmentaly promotive and inhensive for the child and for the family too. Warm regards, Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory for Experimental Psychology Faculty of Philosophy Univerisity of Belgrade Serbia and Montenegro -------------- next part -------------- An HTML attachment was scrubbed... URL: From boehning at ling.uni-potsdam.de Wed Oct 1 21:09:17 2003 From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=) Date: Wed, 1 Oct 2003 23:09:17 +0200 Subject: Your replies to "What is 'normal' in bilingual children?" Message-ID: Dear members, I would like to thank all of you who replied to my question regarding language development in bi-/trilingual children over the last couple of days. I forwarded your replies to the mother, who is very greatful for your comments, too. I haven't had the chance to read ALL of your suggestions in detail yet as there were so many, but I will. It's a very very interesting topic, now I realise. THANK YOU very much! I hope all of you who are interested in the topic found the exchange of information as useful as I did. Best wishes, Marita Boehning ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From W.B.T.Blom at uva.nl Mon Oct 6 10:00:31 2003 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 6 Oct 2003 12:00:31 +0200 Subject: Workshop: experimental methods in language acquisition research Message-ID: *** Apologies for cross-posting *** On November 12th and 13th 2003, the Utrecht Institute of Linguistics OTS will hold a 2-day workshop on the issue of Experimental Methods in Language Acquisition Research. This workshop, which is part of the Netherlands Graduate School of Lingustics (LOT) graduate programme, aims to provide PhD and MA students with the opportunity to learn more about the different methods used in the field of (first and second) language acquisition research. The programme will consist of a series of eleven lectures, each on a different method, and three more hands-on sessions on more practical aspects of language acquisition research. The provisional programme can be found at: http://www.let.uu.nl/~Sharon.Unsworth/personal/emlar.htm The workshop is free. Members of institutes which are not affiliated to LOT will, however, be asked to make a small contribution towards refreshments. If you would like to attend, please register by sending an email to Elma Blom (w.b.t.blom at uva.nl) by NOVEMBER 1ST. If you have any queries, please do not hesitate to get in touch with one of the organisors, Elma Blom (w.b.t.blom at uva.nl) and Sharon Unsworth (Sharon.Unsworth at let.uu.nl). -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmicciulla at comcast.net Tue Oct 7 00:16:58 2003 From: lmicciulla at comcast.net (Linnea Micciulla) Date: Mon, 6 Oct 2003 20:16:58 -0400 Subject: BUCLD 28: Schedule Announcement Message-ID: **************************************************************** 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT October 31, November 1 and 2, 2003 **************************************************************** Boston University is pleased to announce the schedule for the 28th Annual Boston University Conference on Language Development. This schedule, along with registration materials and general and travel information, is also available on our web page at: http://www.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail us at langconf at bu.edu if you have any questions. **************************************************************** CONFERENCE SCHEDULE **************************************************************** FRIDAY, OCTOBER 31 9:00 C. FENNELL, J. WERKER: Applying speech perception to word learning at 14 months: The effects of word knowledge and familiarity J. RISPENS, P. BEEN: Morphosyntax and literacy in children with developmental dyslexia and SLI Y. SU: Chinese children's ziji 9:30 H. STORKEL, J. YOUNG: Homonymy in the developing mental lexicon C. WILSENACH, F. WIJNEN: Perceptual sensitivity to morphosyntactic agreement in language learners: A longitudinal investigation of Dutch children at risk for developing dyslexia P. COOPMANS, M. KRUL, E. PLANTING, I. VLASVELD, A. VAN ZOELEN: Dissolving a Dutch delay in the acquisition of syntactic and logophoric reflexives 10:00 C. KIRK, A. SEIDL Production and perception of unstressed initial syllables: Implications for lexical representations S. EBBELS, H. VAN DER LELY, J. DOCKRELL: Phonological and morphosyntactic abilities in SLI children: Is there a causal relationship? S. ZUCKERMAN, I. VLASVELD: Reference to a 'guise' in child language **************************************************************** 10:30 POSTER SESSION I Attended **************************************************************** 11:00 S. HOCKEMA: Word segmentation using phonetic transition probabilities C. MARSHALL, H. VAN DER LELY: The status of derivational morphology: Evidence from children with grammatical-specific language impairment J. BARLOW: Variation in cluster production patterns by Spanish-speaking children 11:30 S. THOMPSON, E. NEWPORT: Statistical learning of syntax: The role of transitional probability C. JAKUBOWICZ, L. ROULET: Do Frenchspeaking children with SLI present a selective deficit on tense? N. PAN, W. SNYDER: Acquisition of /s/-initial clusters: A parametric approach 12:00 R. GOMEZ, J. LANY, K. CHAPMAN: Dynamically guided learning V. SHAFER, R. SCHWARTZ, K. KESSLER: ERP indices of phonological processing in children with SLI M.-H. COT?, J.-P. CHEVROT: The acquisition of French liaison **************************************************************** 12:45 LUNCH MEETING: BUCLD Business Meeting **************************************************************** 2:00 L. BORODITSKY, M. RAMSCAR, W. HAM: How learning a language can change the way you think: The case of temporal language in English and Indonesian S. BERK: Acquisition of verb agreement under delayed first language input J. VAN KAMPEN: The rise of the standard EPP in the acquisition of non-pro-drop languages 2:30 L. SHAPIRO: Child directed speech and the enculturation of interpersonal understanding in the United States and Japan G. MORGAN, I. BARRI?RE, B. WOLL: The independent acquisition of verb agreement and classifiers in British Sign Language T. GORO: On the distribution of toinfinitives in early child English 3:00 E. GOLDVARG-STEINGOLD, K. SHUTTS, E. SPELKE: Young children's extensions of novel adjectives across solid objects and substances R. MAYBERRY, G. WATERS, C. CHAMBERLAIN, H. HUANG: Word recognition by deaf children who use sign language: If not phonological encoding, then what? C. SCH?TZE: Why nonfinite be is not omitted while finite be is 4:00 M. COPPOLA, E. NEWPORT: The emergence of the grammatical category of Subject in home sign: Evidence from family-based gesture systems in Nicaragua S. WRIGHT: Innovations with un- prefixation D. LARDIERE: Knowledge of definiteness despite variable article omission in second language acquisition: The role of transfer 4:30 S. ?Z?ALIKAN, S. GOLDIN-MEADOW: When mothers do not lead their children by the hand J. ZAPF: Frequency in the input and children's mastery of the regular English plural J.-H. KIM, S. MONTRUL: Binding interpretations in Korean heritage speakers 5:00 A. HAMMOND: Developmental exploration of non English sequences found in created gesture systems M. RAMSCAR: When - and why - might children say ''mice eater''? E. ZWANZIGER, S. ALLEN, F. GENESEE: Investigating crosslinguistic influence in child bilinguals: Sentential subject omission in speakers of Inuktitut and English **************************************************************** 8:00 KEYNOTE ADDRESS: Janet Dean Fodor - Evaluating models of parameter setting **************************************************************** **************************************************************** 9:15 POSTER SESSION I Attended **************************************************************** SATURDAY, NOVEMBER 1 **************************************************************** 8:00 NSF/NIH FUNDING SYMPOSIUM: What's hot and how to apply **************************************************************** 9:00 S. YUAN, P. LI, H. HUANG, J. SNEDEKER: Cross-cultural differences in the input to early word learning: Word-to-world mapping in Mandarin and English M. RING, H. CLAHSEN: A-chains in children with developmental disorders T. SUZUKI, N. YOSHINAGA: Linearity or hierarchy in the child grammar: Data from quantifier floating in Japanese 9:30 R. PULVERMAN, R. GOLINKOFF: Starting out on the right path: Seven-month-olds'attention to potential verb referents in nonlinguistic events T. GR?TER: Teasing apart L2 and SLI: Will comprehension make the difference? A. GUALMINI, S. CRAIN: Operator conditioning 10:00 S. PRUDEN, K. HIRSH-PASEK, M. MAGUIRE,M. MEYER: Foundations of verb learning: Infants categorize path and manner in motion events S. CRONEL-OHAYON, C. HAMANN: The elicited production of questions in French children with SLI : Merge not Move! J. GRINSTEAD: Overgeneralization and expletive negation **************************************************************** 10:30 POSTER SESSION II Attended **************************************************************** 11:00 T. MINTZ: Morphological segmentation in 15-month-old infants D. COLES-WHITE, J. DEVILLIERS, T.ROEPER: Emergence of barriers to wh-movement, negative concord and quantification S. SOLT, Y. PUGACH, E. KLEIN, K. ADAMS, T. STOYNESHKA, T. ROSE: L2 perception and production of the English regular past: Evidence of phonological effects 11:30 R. ZANGL, A. FERNALD: Sensitivity to function morphemes in on-line sentence processing: Developmental changes from 18 to 36 months J. LIDZ, E. MCMAHON, K. SYRETT, J. VIAU, F. ANGGORO: Quantifier raising in 4-year-olds W. BAKER, P. TROFIMOVICH, M. MACK: Learning second-language intonation: Are children better than adults? **************************************************************** 12:15 LUNCH SYMPOSIUM: What can language development tell us about linguistic relativitly? L. Gleitman, J. Lucy, A. Papafragou, L. Boroditsky, R. Jackendoff (moderator) **************************************************************** 2:15 B. SARNECKA, V-G. KAMENSKAYA, T. OGURA, Y. YAMANA, J.-B. YUDOVINA: Language as lens: Morphological cues guide children's attention to number R. THORNTON: Why continuity M. COLLINS: The quality of input: ESL preschoolers' English vocabulary acquisition from storybook reading 2:45 P. LI, M. LE CORRE, R. SHUI, G. JIA: A crosslinguistic study of the role of singular-plural in number word learning C. SOARES: Computational complexity and the acquisition of the CP domain Y. UCHIKOSHI: Narrative development in bilingual kindergarteners 3:15 K. STROMSWOLD, E. SHEFFIELD: Third trimester auditory stimulation selectively enhances language development W. SNYDER, T. ROEPER: Learnability and recursion across categories I. ARTEAGOITIA, E. HOWARD: The English spelling development of Spanish/English bilingual children: Cross-linguistic and intra-linguistic factors 4:15 H. CLAHSEN, A. HAHNE, J. MUELLER: Second language learners' processing of inflected words: Behavioral and ERP evidence for storage and decomposition H. SONG, C. FISHER: The development of preschoolers' sensitivity to discourse cues in on-line pronoun interpretation J. STITES, C. KIRK, K. DEMUTH: Markedness vs. frequency effects in coda acquisition 4:45 K. KESSLER, G. MARTOHARDJONO, V. SHAFER: ERP correlates of age and proficiency effects on L2 processing of syntactic and inflectional information B. SKARABELA, S. ALLEN: The context of non-affixal arguments in child Inuktitut: The role of joint attention M. KEHOE, G. HILAIRE: The structure of branching onsets and rising diphthongs: Evidence from acquisition **************************************************************** 5:30 PLENARY ADDRESS: Mabel Rice - Language growth of children with SLI and unaffected children: Timing mechanisms and linguistic distinctions **************************************************************** **************************************************************** 6:45 POSTER SESSION II Attended **************************************************************** SUNDAY, NOVEMBER 2 9:00 A. KOVACS: Implications of early bilingualism in theory of mind development M. NAKAJIMA, T. SANO: Early acquisition of nominative-genitive conversion in Japanese S. OUTCALT, L. DEKYDTSPOTTER: The resolution of scope ambiguity in English-French sentence interpretation 9:30 T. MATSUI, Y. MURAKAMI, T. YAMAMOTO, P. MCCAGG: Japanese preschoolers' early understanding of (un)certainty: A cultural perspective on the role of language in development of theory of mind B. ZURER PEARSON: The role of optional vs. obligatory cues in the acquisition of passive in two dialects of English and in language impairment T. IONIN, H. KO, K. WEXLER: A definite pattern of L2-English article use: The role of specificity 10:00 P. SCHULZ, A. MEISSNER: Understanding theory of mind and complementation: The linguistic determinism hypothesis revisited B. NARASIMHAN: Agent case-marking in Hindi child language Y. MIYAMOTO, K. OKADA: Topicalization and wh-movement in the grammar of Japanese EFL learners 11:00 E. THIESSEN, J. SAFFRAN: Infants' acquisition of stress-based word segmentation strategies P. GORDON: The origins of argument structure in infant event representations E. GAVRUSEVA: On the asymmetry in the development of copula and auxiliary be in child L2 English 11:30 S. CURTIN, J. WERKER: Patterns of new word-object associations J. LEE, J. NELSON, L. NAIGLES: Syntactic bootstrapping: A viable strategy for Mandarin verb learners S. UNSWORTH: Child L1, child L2 and adult L2 acquisition: Differences and similarities 12:00 K. CHAMBERS, K. ONISHI, C. FISHER: Going beyond the input: Extending newly learned phonotactic regularities A. BUNGER, J. LIDZ: Syntactic bootstrapping and the internal structure of causative events S. VAN BOXTEL, T. BONGAERTS, P.-A. COPPEN: The critical period hypothesis for syntax in SLA and the role of the first language 12:30 M. CHRISTIANSEN, F. REALI, P. MONAGHAN, N. CHATER: Language acquisition through multiple-cue integration: Differential contributions of phonological and distributional cues K. CASSIDY, A. PAPAFRAGOU, L. GLEITMAN: Observational and syntactic support for the acquisition of mental verbs H. GOAD, L. WHITE: (Non)native-like ultimate attainment: The influence of L1 prosodic structure on L2 morphology **************************************************************** POSTER SESSION I Friday, October 31 Posters will be on display from 9:00 AM to 10:00 PM D. BIRDSONG Comprehensive nativelikeness in late L2A M. CABRERA, M.-L. ZUBIZARRETA Top-down vs. bottom-up transfer: Overgeneralized causatives in L2 English and L2 Spanish D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position C. DYE, C. FOLEY, M. BLUME, B. LUST Syntax first: Mismatches between morphology and syntax in first language acquisition elucidate linguistic theory A. FUSE, L. MCDONOUGH Task pragmatics and the lexicon: A re-examination of the role of language in cognition J. GIERUT, H. STORKEL, M. MORRISETTE Children's representations: What they know and how they know it J. GILKERSON Perception of natural and unnatural phonemic categories: Evidence for innate knowledge M. HARA Optionality as 'demarking' in an advanced L2-state M.-H. IMMORDINO-YANG A tale of two cases: Affective prosody after right and left hemispherectomy G. JIA, Y. SHIRAI The acquisition of English tense-aspect morphology by native Mandarin speakers: A longitudinal study E. KLEIN, I. STOYNESHKA, K. ADAMS Y. PUGACH, S. SOLT The interaction of lexical aspect and phonological salience on regular past tense affixation in L2 English M. MEYER, S. LEONARD, K. HIRSH-PASEK, M. IMAI, E. HARYU Making a convincing argument: A crosslinguistic comparison of noun and verb learning in Japanese and English J. MUSOLINO, A. GUALMINI The scope of partitivity in child language T. NICOL, B. LANDAU, P. RESNIK Discovering the invisible: Children's acquisition of the implicit object construction K. PENCE, M. WINN More verbs to come: The developing focus on verbs in parents' speech to infants F. REALI, M. CHRISTIANSEN Reappraising poverty of stimulus argument: A corpus analysis approach P. ROYLE, E. THORDARDOTTIR The acquisition of the French inflection: The influence of age, verb vocabulary size, and MLU C. SCHMITT, C. HOLTHEUER, K. MILLER Acquisition of copulas ser and estar in Spanish: Learning lexico-semantics, syntax and discourse N. SETHURAMAN Influence of parental input on learning argument structure constructions L. SINGH, K. WHITE The specificity of early lexical representations: Differential encoding of affect, amplitude, and absolute pitch J. SNEDEKER, J. GEREN, I. MARTIN I'd do it all again: Early language acquisition in internationally-adopted children G. TESAN To be or not to be - an affix: Inflectional development in child language K. THORPE, A. FERNALD How 2-year-olds process prenominal adjectives in continuous speech **************************************************************** POSTER SESSION II Saturday, November 1 Posters will be on display from 9:00 AM to 7:30 PM H. DEACON What young children know about more: 18- to 20-month-old infants' perception of the plural morpheme S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children J. FRANCK , S. CRONEL-OHAYON, L. CHILLIER, U. FRAUENFELDER, L. RIZZI Normal and pathological development of subject-verb agreement in French R. HATTORI Why do children say ''did you went''?: The role of do-support R. HERMAN, N. GROVE, G. MORGAN, H. SUTHERLAND, B. WOLL The development and use of a narrative skills test in British Sign Language T. H?TTNER, H. DRENHAUS, R. VAN DE VIJVER, J. WEISSENBORN The acquisition of the German focus particle auch/too: Comprehension does not always precede production E. KRIKHAAR Patterns in comprehension of verb morphology in Dutch: Evidence from syntactic bootstrapping experiments K. MATSUOKA Addressing the syntax-semantics-pragmatics interface: The acquisition of the Japanese additive particle mo K. MURASUGI, T. HASHIMOTO, S. KATO On the acquisition of causatives in Japanese I. MUTSUMI, E. HARYU, H. OKADA The role of argument structure and object familiarity in Japanese children's verb learning E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? O. OLBISHEVSKA Against the Aspect First Hypothesis L. PALTIEL-GEDALYOVICH, J. SCHAEFFER A semantic-pragmatic-cognitive interface in first language acquisition: Evidence from Hebrew coordination. A. PEREZ-LEROUX, A. MUNN, C. SCHMITT, M. DEIRISH Learning definite determiners: Genericity and definiteness in English and Spanish A. REVITHIADOU, M. TZAKOSTA Alternative grammars in acquisition: Markedness- vs. faithfulness-oriented learning E. RUIGENDIJK, S. BAAUW, S. AVRUTIN, N. VASIC The production of SE- and SELF-anaphors in Dutch child language M. SCHMITZ, L. SANTELMANN, B. H?HLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing K. SZENDROI Acquisition evidence for a unified view of focal ambiguity and stress J. TRAN, K. DEEN Aspect marking and modality in child Vietnamese K. YAMAKOSHI Children's understanding of the universal quantifier WH+mo in Japanese N. YUSA, K. FUKUCHI Japanese learners of English are easy to confuse l and r: Experiencer-raising in second language acquisition **************************************************************** ALTERNATE PAPERS In the event of a cancellation in the conference program, a substitute selection will be made from the following alternate papers: D. BIRDSONG Comprehensive nativelikeness in late L2A D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position K. DEEN Object agreement and specificity in Nairobi Swahili S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children M. ESPA?OL-ECHEVARR?A, P. PR?VOST The acquisition of morphology does not trigger the acquisition of underlying syntactic properties in SLA: Evidence from the L2 acquisition of number specification on Spanish quantifiers E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? M. SCHMITZ, L. SANTELMANN, B. H?HLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing -------------- next part -------------- An HTML attachment was scrubbed... URL: From als at ip.pt Tue Oct 7 09:04:15 2003 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Tue, 7 Oct 2003 10:04:15 +0100 Subject: Call: Second Lisbon Meeting on Language Acquisition Message-ID: Second Lisbon Meeting on Language Acquisition with special reference to Romance Languages Date: 01-Jun-2004 - 04-Jun-2004 Location: Lisbon, Portugal Contact Email: LALisbonMeeting at mail.fl.ul.pt Meeting URL: http://www.fl.ul.pt/eventos/LALisbonMeeting/ Call Deadline: 31-December-2003 Meeting Description: The 2nd Lisbon Meeting on Language Acquisition with Special Reference to Romance Languages takes place ten years after its first edition. Each day of the conference will be dedicated to one of the following topics within the field of language acquisition: (i) Language Development and Language Disorders; (ii) L1 Phonology; (iii) Bilingualism and Second Language; (iv) L1 Syntax. Invited speakers: Teresa Guasti (U. Milano-Bicocca) Nina Hyams (UCLA) Jos? Morais (U. Libre de Bruxelles) Michel Paradis (McGill U.) Marylin Vihman (U. Wales, Bangor) Jill de Villiers (Smith College, NY) The conference will also include four pannel sessions organized by: Katherine Demuth (Brown U.) Mich?le Kail (CNRS) J?rgen Meisel (U. Hamburg) Luigi Rizzi (U. Siena) & Teresa Guasti (U. Milano-Bicocca) Call for papers: Second Lisbon Meeting on Language Aquisition welcomes the submission of abstracts on any area mentioned in the Second Lisbon Meeting 2004 page. Abstracts should be written in English and not exceed two pages 12pt (ideally one page for text plus one page for references and/or figures). The author's name, address, e-mail and affiliation should be given in a separate page; in this separate page, the author(s) should mention whether they are submitting the abstract for a paper presentation, a poster presentation or both. Submissions should be sent both electronically (Word or PDF format; PDF is required if the abstract contains special fonts/symbols) and by regular mail to the following addresses: Electronic address LALisbonMeeting at mail.fl.ul.pt Regular mail 2nd Lisbon Meeting on Language Acquisition Departamento de Lingu?stica Geral e Rom?nica Faculdade de Letras, Universidade de Lisboa 1600-214 Lisboa, Portugal -------------- next part -------------- An HTML attachment was scrubbed... URL: From htagerf at bu.edu Tue Oct 7 19:52:23 2003 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 7 Oct 2003 15:52:23 -0400 Subject: RA Position Available Immediately Message-ID: Please bring this position to the attention of your recent graduates! RESEARCH ASSISTANT-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits for research assistant 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). ______________________________________________ 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 htagerf at bu.edu Tue Oct 7 19:56:46 2003 From: htagerf at bu.edu (htagerf at bu.edu) Date: Tue, 7 Oct 2003 15:56:46 -0400 Subject: RA Position Available Immediately Message-ID: Please note I listed the wrong position number; it should be #9375. The url to available positions at BUSM is: http://www.bumc.bu.edu/Departments/PageMain.asp?Page=498 &DepartmentID=43 Thanks! Helen -----Original Message----- From: htagerf at BU.EDU [mailto:htagerf at BU.EDU] Sent: Tuesday, October 07, 2003 3:52 PM To: info-childes at mail.talkbank.org Subject: RA Position Available Immediately Please bring this position to the attention of your recent graduates! RESEARCH ASSISTANT-Lab of Developmental Cognitive Neuroscience, Boston University School of Medicine Full-time position with benefits for research assistant 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). ______________________________________________ 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 wulfeck at crl.ucsd.edu Wed Oct 8 16:42:20 2003 From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck) Date: Wed, 8 Oct 2003 09:42:20 -0700 Subject: 2004 DOCTORAL PROGRAM ANNOUNCEMENT In-Reply-To: Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Beverly Wulfeck (SDSU) and Elizabeth Bates & David Swinney (UCSD) Program Directors APPLICATION DEADLINE for FALL, 2004: JANUARY 20, 2004 To obtain admission information and to download our application for Fall 2004, please visit our NEW website at: http://chhs.sdsu.edu/SLHS/phdmain.php AIMS AND OBJECTIVES: The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in normal (spoken and signed) and abnormal language, and in the neural bases of language learning, use and loss. Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. GOALS: To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. Faculty of the doctoral program will be attending the Academy of Aphasia in Vienna, Austria in October and ASHA in Chicago in November. Interested students planning on attending these meetings are invited to contact us to arrange to meet us. For questions please call, email or write to: SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu From Padraic.Monaghan at warwick.ac.uk Wed Oct 8 23:04:36 2003 From: Padraic.Monaghan at warwick.ac.uk (Padraic Monaghan) Date: Wed, 8 Oct 2003 18:04:36 -0500 Subject: Estimates of reading quantity by age Message-ID: Has anyone made estimates of how many words (tokens rather than types) children read per year at different ages? I need to get an estimate by school year - from year 1 (5 years) to year 13+ (18 years+). Thanks very much, Padraic -- Padraic Monaghan Department of Psychology, University of Warwick, Coventry CV4 7AL, UK Tel: +44 (0)2476 574436 (direct line), Fax: +44 (0)2476 524225 http://www.warwick.ac.uk/staff/Padraic.Monaghan -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Oct 9 23:51:42 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 9 Oct 2003 19:51:42 -0400 Subject: German MOR Message-ID: Dear Info-CHILDES, I would like to try to improve the organization and coverage of the MOR grammar for German. Currently, I have some materials from the MPI in Leipzig. These have good coverage, but some parts of speech are missing. If anyone is interested in working with MOR in German, I would like to be in contact with them. If they have developed any lexicons or resources on their own, I hope we can all share this work. In any case, I would like to make some progress on this front and it would be good to be in contact with anyone who cares about tagging (and eventually parsing) of German child language data. --Brian MacWhinney From ks7t at andrew.cmu.edu Fri Oct 10 14:14:02 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 10 Oct 2003 10:14:02 -0400 Subject: 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Message-ID: **************************************************************** 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT October 31, November 1 and 2, 2003 **************************************************************** Boston University is pleased to announce the schedule for the 28th Annual Boston University Conference on Language Development. This schedule, along with registration materials and general and travel information, is also available on our web page at: http://www.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail us at langconf at bu.edu if you have any questions. **************************************************************** CONFERENCE SCHEDULE **************************************************************** FRIDAY, OCTOBER 31 9:00 C. FENNELL, J. WERKER: Applying speech perception to word learning at 14 months: The effects of word knowledge and familiarity J. RISPENS, P. BEEN: Morphosyntax and literacy in children with developmental dyslexia and SLI Y. SU: Chinese children's ziji 9:30 H. STORKEL, J. YOUNG: Homonymy in the developing mental lexicon C. WILSENACH, F. WIJNEN: Perceptual sensitivity to morphosyntactic agreement in language learners: A longitudinal investigation of Dutch children at risk for developing dyslexia P. COOPMANS, M. KRUL, E. PLANTING, I. VLASVELD, A. VAN ZOELEN: Dissolving a Dutch delay in the acquisition of syntactic and logophoric reflexives 10:00 C. KIRK, A. SEIDL Production and perception of unstressed initial syllables: Implications for lexical representations S. EBBELS, H. VAN DER LELY, J. DOCKRELL: Phonological and morphosyntactic abilities in SLI children: Is there a causal relationship? S. ZUCKERMAN, I. VLASVELD: Reference to a 'guise' in child language **************************************************************** 10:30 POSTER SESSION I Attended **************************************************************** 11:00 S. HOCKEMA: Word segmentation using phonetic transition probabilities C. MARSHALL, H. VAN DER LELY: The status of derivational morphology: Evidence from children with grammatical-specific language impairment J. BARLOW: Variation in cluster production patterns by Spanish-speaking children 11:30 S. THOMPSON, E. NEWPORT: Statistical learning of syntax: The role of transitional probability C. JAKUBOWICZ, L. ROULET: Do Frenchspeaking children with SLI present a selective deficit on tense? N. PAN, W. SNYDER: Acquisition of /s/-initial clusters: A parametric approach 12:00 R. GOMEZ, J. LANY, K. CHAPMAN: Dynamically guided learning V. SHAFER, R. SCHWARTZ, K. KESSLER: ERP indices of phonological processing in children with SLI M.-H. COT?, J.-P. CHEVROT: The acquisition of French liaison **************************************************************** 12:45 LUNCH MEETING: BUCLD Business Meeting **************************************************************** 2:00 L. BORODITSKY, M. RAMSCAR, W. HAM: How learning a language can change the way you think: The case of temporal language in English and Indonesian S. BERK: Acquisition of verb agreement under delayed first language input J. VAN KAMPEN: The rise of the standard EPP in the acquisition of non-pro-drop languages 2:30 L. SHAPIRO: Child directed speech and the enculturation of interpersonal understanding in the United States and Japan G. MORGAN, I. BARRI?RE, B. WOLL: The independent acquisition of verb agreement and classifiers in British Sign Language T. GORO: On the distribution of toinfinitives in early child English 3:00 E. GOLDVARG-STEINGOLD, K. SHUTTS, E. SPELKE: Young children's extensions of novel adjectives across solid objects and substances R. MAYBERRY, G. WATERS, C. CHAMBERLAIN, H. HUANG: Word recognition by deaf children who use sign language: If not phonological encoding, then what? C. SCH?TZE: Why nonfinite be is not omitted while finite be is 4:00 M. COPPOLA, E. NEWPORT: The emergence of the grammatical category of Subject in home sign: Evidence from family-based gesture systems in Nicaragua S. WRIGHT: Innovations with un- prefixation D. LARDIERE: Knowledge of definiteness despite variable article omission in second language acquisition: The role of transfer 4:30 S. ?Z?ALIKAN, S. GOLDIN-MEADOW: When mothers do not lead their children by the hand J. ZAPF: Frequency in the input and children's mastery of the regular English plural J.-H. KIM, S. MONTRUL: Binding interpretations in Korean heritage speakers 5:00 A. HAMMOND: Developmental exploration of non English sequences found in created gesture systems M. RAMSCAR: When - and why - might children say ''mice eater''? E. ZWANZIGER, S. ALLEN, F. GENESEE: Investigating crosslinguistic influence in child bilinguals: Sentential subject omission in speakers of Inuktitut and English **************************************************************** 8:00 KEYNOTE ADDRESS: Janet Dean Fodor - Evaluating models of parameter setting **************************************************************** **************************************************************** 9:15 POSTER SESSION I Attended **************************************************************** SATURDAY, NOVEMBER 1 **************************************************************** 8:00 NSF/NIH FUNDING SYMPOSIUM: What's hot and how to apply **************************************************************** 9:00 S. YUAN, P. LI, H. HUANG, J. SNEDEKER: Cross-cultural differences in the input to early word learning: Word-to-world mapping in Mandarin and English M. RING, H. CLAHSEN: A-chains in children with developmental disorders T. SUZUKI, N. YOSHINAGA: Linearity or hierarchy in the child grammar: Data from quantifier floating in Japanese 9:30 R. PULVERMAN, R. GOLINKOFF: Starting out on the right path: Seven-month-olds'attention to potential verb referents in nonlinguistic events T. GR?TER: Teasing apart L2 and SLI: Will comprehension make the difference? A. GUALMINI, S. CRAIN: Operator conditioning 10:00 S. PRUDEN, K. HIRSH-PASEK, M. MAGUIRE,M. MEYER: Foundations of verb learning: Infants categorize path and manner in motion events S. CRONEL-OHAYON, C. HAMANN: The elicited production of questions in French children with SLI : Merge not Move! J. GRINSTEAD: Overgeneralization and expletive negation **************************************************************** 10:30 POSTER SESSION II Attended **************************************************************** 11:00 T. MINTZ: Morphological segmentation in 15-month-old infants D. COLES-WHITE, J. DEVILLIERS, T.ROEPER: Emergence of barriers to wh-movement, negative concord and quantification S. SOLT, Y. PUGACH, E. KLEIN, K. ADAMS, T. STOYNESHKA, T. ROSE: L2 perception and production of the English regular past: Evidence of phonological effects 11:30 R. ZANGL, A. FERNALD: Sensitivity to function morphemes in on-line sentence processing: Developmental changes from 18 to 36 months J. LIDZ, E. MCMAHON, K. SYRETT, J. VIAU, F. ANGGORO: Quantifier raising in 4-year-olds W. BAKER, P. TROFIMOVICH, M. MACK: Learning second-language intonation: Are children better than adults? **************************************************************** 12:15 LUNCH SYMPOSIUM: What can language development tell us about linguistic relativitly? L. Gleitman, J. Lucy, A. Papafragou, L. Boroditsky, R. Jackendoff (moderator) **************************************************************** 2:15 B. SARNECKA, V-G. KAMENSKAYA, T. OGURA, Y. YAMANA, J.-B. YUDOVINA: Language as lens: Morphological cues guide children's attention to number R. THORNTON: Why continuity M. COLLINS: The quality of input: ESL preschoolers' English vocabulary acquisition from storybook reading 2:45 P. LI, M. LE CORRE, R. SHUI, G. JIA: A crosslinguistic study of the role of singular-plural in number word learning C. SOARES: Computational complexity and the acquisition of the CP domain Y. UCHIKOSHI: Narrative development in bilingual kindergarteners 3:15 K. STROMSWOLD, E. SHEFFIELD: Third trimester auditory stimulation selectively enhances language development W. SNYDER, T. ROEPER: Learnability and recursion across categories I. ARTEAGOITIA, E. HOWARD: The English spelling development of Spanish/English bilingual children: Cross-linguistic and intra-linguistic factors 4:15 H. CLAHSEN, A. HAHNE, J. MUELLER: Second language learners' processing of inflected words: Behavioral and ERP evidence for storage and decomposition H. SONG, C. FISHER: The development of preschoolers' sensitivity to discourse cues in on-line pronoun interpretation J. STITES, C. KIRK, K. DEMUTH: Markedness vs. frequency effects in coda acquisition 4:45 K. KESSLER, G. MARTOHARDJONO, V. SHAFER: ERP correlates of age and proficiency effects on L2 processing of syntactic and inflectional information B. SKARABELA, S. ALLEN: The context of non-affixal arguments in child Inuktitut: The role of joint attention M. KEHOE, G. HILAIRE: The structure of branching onsets and rising diphthongs: Evidence from acquisition **************************************************************** 5:30 PLENARY ADDRESS: Mabel Rice - Language growth of children with SLI and unaffected children: Timing mechanisms and linguistic distinctions **************************************************************** **************************************************************** 6:45 POSTER SESSION II Attended **************************************************************** SUNDAY, NOVEMBER 2 9:00 A. KOVACS: Implications of early bilingualism in theory of mind development M. NAKAJIMA, T. SANO: Early acquisition of nominative-genitive conversion in Japanese S. OUTCALT, L. DEKYDTSPOTTER: The resolution of scope ambiguity in English-French sentence interpretation 9:30 T. MATSUI, Y. MURAKAMI, T. YAMAMOTO, P. MCCAGG: Japanese preschoolers' early understanding of (un)certainty: A cultural perspective on the role of language in development of theory of mind B. ZURER PEARSON: The role of optional vs. obligatory cues in the acquisition of passive in two dialects of English and in language impairment T. IONIN, H. KO, K. WEXLER: A definite pattern of L2-English article use: The role of specificity 10:00 P. SCHULZ, A. MEISSNER: Understanding theory of mind and complementation: The linguistic determinism hypothesis revisited B. NARASIMHAN: Agent case-marking in Hindi child language Y. MIYAMOTO, K. OKADA: Topicalization and wh-movement in the grammar of Japanese EFL learners 11:00 E. THIESSEN, J. SAFFRAN: Infants' acquisition of stress-based word segmentation strategies P. GORDON: The origins of argument structure in infant event representations E. GAVRUSEVA: On the asymmetry in the development of copula and auxiliary be in child L2 English 11:30 S. CURTIN, J. WERKER: Patterns of new word-object associations J. LEE, J. NELSON, L. NAIGLES: Syntactic bootstrapping: A viable strategy for Mandarin verb learners S. UNSWORTH: Child L1, child L2 and adult L2 acquisition: Differences and similarities 12:00 K. CHAMBERS, K. ONISHI, C. FISHER: Going beyond the input: Extending newly learned phonotactic regularities A. BUNGER, J. LIDZ: Syntactic bootstrapping and the internal structure of causative events S. VAN BOXTEL, T. BONGAERTS, P.-A. COPPEN: The critical period hypothesis for syntax in SLA and the role of the first language 12:30 M. CHRISTIANSEN, F. REALI, P. MONAGHAN, N. CHATER: Language acquisition through multiple-cue integration: Differential contributions of phonological and distributional cues K. CASSIDY, A. PAPAFRAGOU, L. GLEITMAN: Observational and syntactic support for the acquisition of mental verbs H. GOAD, L. WHITE: (Non)native-like ultimate attainment: The influence of L1 prosodic structure on L2 morphology **************************************************************** POSTER SESSION I Friday, October 31 Posters will be on display from 9:00 AM to 10:00 PM D. BIRDSONG Comprehensive nativelikeness in late L2A M. CABRERA, M.-L. ZUBIZARRETA Top-down vs. bottom-up transfer: Overgeneralized causatives in L2 English and L2 Spanish D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position C. DYE, C. FOLEY, M. BLUME, B. LUST Syntax first: Mismatches between morphology and syntax in first language acquisition elucidate linguistic theory A. FUSE, L. MCDONOUGH Task pragmatics and the lexicon: A re-examination of the role of language in cognition J. GIERUT, H. STORKEL, M. MORRISETTE Children's representations: What they know and how they know it J. GILKERSON Perception of natural and unnatural phonemic categories: Evidence for innate knowledge M. HARA Optionality as 'demarking' in an advanced L2-state M.-H. IMMORDINO-YANG A tale of two cases: Affective prosody after right and left hemispherectomy G. JIA, Y. SHIRAI The acquisition of English tense-aspect morphology by native Mandarin speakers: A longitudinal study E. KLEIN, I. STOYNESHKA, K. ADAMS Y. PUGACH, S. SOLT The interaction of lexical aspect and phonological salience on regular past tense affixation in L2 English M. MEYER, S. LEONARD, K. HIRSH-PASEK, M. IMAI, E. HARYU Making a convincing argument: A crosslinguistic comparison of noun and verb learning in Japanese and English J. MUSOLINO, A. GUALMINI The scope of partitivity in child language T. NICOL, B. LANDAU, P. RESNIK Discovering the invisible: Children's acquisition of the implicit object construction K. PENCE, M. WINN More verbs to come: The developing focus on verbs in parents' speech to infants F. REALI, M. CHRISTIANSEN Reappraising poverty of stimulus argument: A corpus analysis approach P. ROYLE, E. THORDARDOTTIR The acquisition of the French inflection: The influence of age, verb vocabulary size, and MLU C. SCHMITT, C. HOLTHEUER, K. MILLER Acquisition of copulas ser and estar in Spanish: Learning lexico-semantics, syntax and discourse N. SETHURAMAN Influence of parental input on learning argument structure constructions L. SINGH, K. WHITE The specificity of early lexical representations: Differential encoding of affect, amplitude, and absolute pitch J. SNEDEKER, J. GEREN, I. MARTIN I'd do it all again: Early language acquisition in internationally-adopted children G. TESAN To be or not to be - an affix: Inflectional development in child language K. THORPE, A. FERNALD How 2-year-olds process prenominal adjectives in continuous speech **************************************************************** POSTER SESSION II Saturday, November 1 Posters will be on display from 9:00 AM to 7:30 PM H. DEACON What young children know about more: 18- to 20-month-old infants' perception of the plural morpheme S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children J. FRANCK , S. CRONEL-OHAYON, L. CHILLIER, U. FRAUENFELDER, L. RIZZI Normal and pathological development of subject-verb agreement in French R. HATTORI Why do children say ''did you went''?: The role of do-support R. HERMAN, N. GROVE, G. MORGAN, H. SUTHERLAND, B. WOLL The development and use of a narrative skills test in British Sign Language T. H?TTNER, H. DRENHAUS, R. VAN DE VIJVER, J. WEISSENBORN The acquisition of the German focus particle auch/too: Comprehension does not always precede production E. KRIKHAAR Patterns in comprehension of verb morphology in Dutch: Evidence from syntactic bootstrapping experiments K. MATSUOKA Addressing the syntax-semantics-pragmatics interface: The acquisition of the Japanese additive particle mo K. MURASUGI, T. HASHIMOTO, S. KATO On the acquisition of causatives in Japanese I. MUTSUMI, E. HARYU, H. OKADA The role of argument structure and object familiarity in Japanese children's verb learning E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? O. OLBISHEVSKA Against the Aspect First Hypothesis L. PALTIEL-GEDALYOVICH, J. SCHAEFFER A semantic-pragmatic-cognitive interface in first language acquisition: Evidence from Hebrew coordination. A. PEREZ-LEROUX, A. MUNN, C. SCHMITT, M. DEIRISH Learning definite determiners: Genericity and definiteness in English and Spanish A. REVITHIADOU, M. TZAKOSTA Alternative grammars in acquisition: Markedness- vs. faithfulness-oriented learning E. RUIGENDIJK, S. BAAUW, S. AVRUTIN, N. VASIC The production of SE- and SELF-anaphors in Dutch child language M. SCHMITZ, L. SANTELMANN, B. H?HLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing K. SZENDROI Acquisition evidence for a unified view of focal ambiguity and stress J. TRAN, K. DEEN Aspect marking and modality in child Vietnamese K. YAMAKOSHI Children's understanding of the universal quantifier WH+mo in Japanese N. YUSA, K. FUKUCHI Japanese learners of English are easy to confuse l and r: Experiencer-raising in second language acquisition **************************************************************** ALTERNATE PAPERS In the event of a cancellation in the conference program, a substitute selection will be made from the following alternate papers: D. BIRDSONG Comprehensive nativelikeness in late L2A D. CHAMBLESS Asymmetries in cluster acquisition in word initial vs. medial position K. DEEN Object agreement and specificity in Nairobi Swahili S. EISENBEISS, A. MATSUO External and internal possession: A comparative study of German and Japanese child language M. ENDO Developmental issues on the interpretation of focus particles by Japanese children M. ESPA?OL-ECHEVARR?A, P. PR?VOST The acquisition of morphology does not trigger the acquisition of underlying syntactic properties in SLA: Evidence from the L2 acquisition of number specification on Spanish quantifiers E. OH, M.-L. ZUBIZARRETA Do restricted L1 structures emerge in the interlanguage grammar? M. SCHMITZ, L. SANTELMANN, B. H?HLE The acquisition of discontinuous verbal dependencies by German 19-month-olds: Implications for cross-linguistic language processing From ks7t at andrew.cmu.edu Fri Oct 10 15:27:48 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Fri, 10 Oct 2003 11:27:48 -0400 Subject: The 9th Conference on Laboratory Phonology-The University of Illinois at Urbana-Champaign Message-ID: LabPhon 9 Change in Phonology June 24-26, 2004 The University of Illinois at Urbana-Champaign The 9th Conference on Laboratory Phonology will be held at the University of Illinois at Urbana-Champaign, hosted by the Department of Linguistics and the Beckman Institute. The conference theme of Change in Phonology addresses the development of an individuals phonological knowledge and the development of phonological systems in languages over time through a set of six sub-themes related to variation and change in phonology. Sub-themes and invited participants: Acquisition as change: L1 phonology LouAnn Gerken, University of Arizona , invited speaker Stefan Frisch, University of South Florida, discussant Phonological models of variation in computer speech processing Julia Hirschberg, Columbia University, invited speaker Carol Espy-Wilson, University of Maryland, discussant Prosodic influence on change in sound patterns C?cile Fougeron, CNRS-Universit? Paris 3, invited speaker Kenneth de Jong, Indiana University, discussant Social factors in phonetic variation Gerry Docherty, University of Newcastle upon Tyne, invited speaker Henrietta Jonas-Cedergren, Universit? du Qu?bec ? Montr?al, discussant Mechanisms of sound change Jonathan Harrington, Macquarie University, Sydney, invited speaker Elizabeth Hume-O'Haire, Ohio State University, discussant Phonological change through the interaction of L1-L2 in bilinguals and language learners James Flege, University of Alabama, invited speaker Norma Mendoza-Denton, University of Arizona, discussant Important Dates: Abstract (1-page) submission: October 31, 2003 Notification of acceptance: January 15, 2004 Submission of accepted papers: April 15, 2004 http://www.linguistics.uiuc.edu/labphon9 Contact: labphon9 at uiuc.edu From cchaney at sfsu.edu Fri Oct 10 22:53:25 2003 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Fri, 10 Oct 2003 15:53:25 -0700 Subject: Tenure Track job at SFSU Message-ID: Dear friends in info-childes, I will be taking an early retirement (going to half-time) beginning next year, and my department is seeking a language scholar to replace me. Below is the official job announcement. Please tell anyone who may be interested. The position is in a department of Speech & Communication, teaching courses in applied linguistics and psycholinguistics (e.g., children's communication, language and social interaction, language for teachers, and the like). Regards, Carolyn Chaney Tenure-Track Position Speech & Communication Studies (Language & Social Interaction) The Department of Speech & Communication Studies at San Francisco State University invites applications for a tenure-track position in Language & Social Interaction at the Assistant Professor level, effective Fall 2004. Qualifications and Duties: Ph.D. or equivalent degree, with an emphasis in language and social interaction. The candidate must be able to teach our core course in verbal and nonverbal symbol systems, conversation and/or discourse analysis, and a graduate seminar in language and social interaction. Our ideal candidate will have secondary research and teaching interests in one of the following areas (listed alphabetically): child language development, communication education, communication technology, health communication, intercultural communication, interpersonal communication, organizational communication, nonverbal, or political communication. Additional duties include scholarly research and or creative activities, curriculum development, supervising masters theses/creative work projects/culminating examinations, advising at the undergraduate and graduate levels, and department, campus, and community service. The University provides opportunities for support of both scholarly research and creative activities. Rank and Salary: Appointment will be at the rank of assistant professor. The salary will be competitive, commensurate with qualifications. San Francisco State University, as part of the California State University system, provides generous health and retirement benefits, as well as domestic partner benefits. Application: Send a current curriculum vita, application letter, three letters of reference, along with samples of teaching materials, teaching evaluations, and recent scholarly work. Review of applications will begin January 9, 2004. On-campus interviews begin in February 2004. Department: The Department of Speech and Communication Studies is committed to the study of human communication in various contexts from multiple and interconnected perspectives in such a way as to contribute to a more humane world. We examine how people express themselves verbally and nonverbally, how people listen to others, and how symbols relate to human behavior. We acknowledge, appreciate and integrate human diversity in its various forms. We study human communication in culturally and socially diverse contexts. We do so by using a variety of methods and technologies to discover and share knowledge about communication, and to analyze, interpret, and perform discourse. Areas of study include face-to-face interaction, group process, organizational communication, rhetoric, advocacy, intercultural communication and performance of literature and oral traditions. The department has a rich array of course offerings, including core requirements in communication and rhetorical theory, symbol systems, public communication skills, and diversity. The Department awards both the B.A. degree and the M.A. degree, as well as a minor in Speech Communication. Additional information can be found on the Departments web site: http://www.sfsu.edu/~speech/toc.htm San Francisco State University is a multi-purpose institution of higher education in a cosmopolitan urban setting. The University serves a multi-cultural student body of approximately 28,000 and offers bachelor's degrees in 116 academic areas and master's degrees in 95 fields of study. The mission of the University is to promote an appreciation of scholarship, freedom, and human diversity; foster excellence in instruction and intellectual accomplishment; and provide broadly accessible higher education. Excellence in teaching is primary, although research and service to the community are high priorities. The University does not discriminate on the basis of race, ethnicity, sex, sexual orientation, disability, national origin, or religion. Direct all applications and inquiries to: Dr. Susan Shimanoff, Search Committee Chair Department of Speech and Communication Studies San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132 Telephone: (415) 338-1597 From ks7t at andrew.cmu.edu Mon Oct 13 13:28:28 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 13 Oct 2003 09:28:28 -0400 Subject: Faculty Position In-Reply-To: <5.0.2.1.2.20031010135600.036aaf88@email.usc.edu> Message-ID: On 10/10/03 5:00 PM, "Frankie Hayduk" wrote: > Faculty Position: Assistant/Associate Professor > > The Department of Linguistics at the University of Southern California invites > applications for a position in psycholinguistics/neurolinguistics to begin > Fall 2004, with appointment as an assistant professor tenure-track or as an > associate professor with tenure. > > Complete dossiers, including statements of research and of teaching interests, > curriculum vitae, sample publications, course syllabi and teaching evaluations > if available, and three letters of reference should be submitted, preferably > in electronic form to: psycholinguistics at usc.edu > > or sent to: > > Attn: Elaine Andersen, Chair, Search Committee > Department of Linguistics, Grace Ford Salvatori 301 > University of Southern California > Los Angeles, CA 90089-1693 > United States of America > > For fullest consideration, applications should arrive by December 1, 2003. The > department will be conducting interviews at the January LSA meeting in Boston. > > The University of Southern California is an Equal Opportunity/Affirmative > Action Employer. > > Equal Opportunity and Affirmative Action Policy: The University of Southern > California is proudly pluralistic and firmly committed to providing equal > opportunity for outstanding men and women of every race, creed and background. > > This university is also firmly committed to complying with all applicable laws > and governmental regulations at the federal, state and local levels which > prohibit discrimination, or which mandate that special consideration be given, > on the basis of race, religion, national origin, gender, age, Vietnam veteran > status, disability, sexual orientation, or any other characteristic which may > from time to time be specified in such laws and regulations. This good faith > effort to comply is made even when such laws and regulations conflict with > each other. > > The University of Southern California strives to build a community in which > each person respects the rights of other people to be proud of who and what > they are, to live and work in peace and dignity, and to have an equal > opportunity to realize their full potential as individuals and members of > society. To this end, the university places great emphasis on those values and > virtues that bind us together as human beings and members of the Trojan > Family. > From als at ip.pt Tue Oct 14 08:03:05 2003 From: als at ip.pt (=?iso-8859-1?Q?Ana_L=FAcia_Santos?=) Date: Tue, 14 Oct 2003 09:03:05 +0100 Subject: Call for papers - Second Lisbon Meeting on Language Acquisition Message-ID: Second Lisbon Meeting on Language Acquisition with special reference to Romance Languages Date: 01-Jun-2004 - 04-Jun-2004 Location: Lisbon, Portugal Contact Email: LALisbonMeeting at mail.fl.ul.pt Meeting URL: http://www.fl.ul.pt/eventos/LALisbonMeeting/ Call Deadline: 31-December-2003 Meeting Description: The 2nd Lisbon Meeting on Language Acquisition with Special Reference to Romance Languages takes place ten years after its first edition. Each day of the conference will be dedicated to one of the following topics within the field of language acquisition: (i) Language Development and Language Disorders; (ii) L1 Phonology; (iii) Bilingualism and Second Language; (iv) L1 Syntax. The conference will include: - 6 plenary lectures presented by the following invited speakers Teresa Guasti (U. Milano-Bicocca) Nina Hyams (UCLA) Jos? Morais (U. Libre de Bruxelles) Michel Paradis (McGill U.) Marilyn Vihman (U. Wales, Bangor) Jill de Villiers (Smith College, NY) - panel sessions organized by: Katherine Demuth (Brown U.) Mich?le Kail (CNRS) J?rgen Meisel (U. Hamburg) Luigi Rizzi (U. Siena) & Teresa Guasti (U. Milano-Bicocca) - 1 six hours workshop on CHILDES, organized by Brian MacWhinney (Carnegie Mellon) Call for papers: Second Lisbon Meeting on Language Aquisition welcomes the submission of abstracts on any area mentioned in the Second Lisbon Meeting 2004 page. Abstracts should be written in English and not exceed two pages 12pt (ideally one page for text plus one page for references and/or figures). The author's name, address, e-mail and affiliation should be given in a separate page; in this separate page, the author(s) should mention whether they are submitting the abstract for a paper presentation, a poster presentation or both. Submissions should be sent both electronically (Word or PDF format; PDF is required if the abstract contains special fonts/symbols) and by regular mail to the following addresses: Electronic address LALisbonMeeting at mail.fl.ul.pt Regular mail 2nd Lisbon Meeting on Language Acquisition Departamento de Lingu?stica Geral e Rom?nica Faculdade de Letras, Universidade de Lisboa 1600-214 Lisboa, Portugal -------------- next part -------------- An HTML attachment was scrubbed... URL: From boehning at kronos.ling.uni-potsdam.de Tue Oct 14 12:59:14 2003 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Tue, 14 Oct 2003 14:59:14 +0200 Subject: Position: Junior/Assistant Professor at U. of Potsdam Message-ID: -------JOB ANNOUNCEMENT--------- University: University of Potsdam Department: Linguistics / Patholinguistics Rank of Job: Assistant Professor Specialty Areas: Language Acquisition and Specific Language Impairment (SLI), Psycholinguistics, Linguistic Theories Job description: The President of the University of Potsdam invites applications for the position of a "Juniorprofessor/Juniorprofessorin" (assistant professor) in the field of developmental language disorders (SLI, language acquisition in genetic syndromes etc.). Applicants should have a background in linguistics with a focus on psycholinguistics. They should have profound theoretical knowledge and practical experience in the area of developmental language impairments and their intervention techniques. The candidate is expected to cooperate in the patholinguistics curriculum and the European Masters in Clinical Linguistics (EMCL) teaching program. Supervision of students in the therapy center associated to the University (ZaPP) is mandatory. He/she should also be willing to participate in interdisciplinary cognitive research programs and initiate his/her own research. Applicants must have defended an excellent PhD dissertation in the area of developmental language impairments. A pdf-file downloadable at http://www.ling.uni-potsdam.de/~fanselow/jp.pdf contains information on the legal status of junior professors, and on formal requirements which applicants should meet. Address for Applications: Attn: Rektor der Universit?t Potsdam PF 60 15 53 Potsdam, 14415 Germany Applications are due by 13-Nov-2003. Contact Information: Prof. Dr. Ria De Bleser Email: debleser at ling.uni-potsdam.de Tel: +49 331 977 2933 Fax: +49 331 977 2095 Website: http://www.ling.uni-potsdam.de ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** From boehning at kronos.ling.uni-potsdam.de Tue Oct 14 13:07:05 2003 From: boehning at kronos.ling.uni-potsdam.de (Marita Boehning) Date: Tue, 14 Oct 2003 15:07:05 +0200 Subject: Position: Full Professor at U. of Potsdam Message-ID: Attention: This is a different one from the one just posted! ---------JOB ANNOUNCEMENT ------------ University: University of Potsdam Department: Linguistics / Patholinguistics Rank of Job: Full Professor Specialty Areas: Language Acquisition, Psycholinguistics Description: The President of the University of Potsdam invites applications for the position of a full professorship (C3) in Psycholinguistics with particular emphasis on first language acquisition. The candidate is expected to take on full responsibility for the area of first language acquisition in teaching and research. Teaching support will particularly be required in the patholinguistics curriculum and the European Masters in Clinical Linguistics (EMCL) teaching program. He/she should be experienced in supervising students at all levels. The candidate should also have extensive experience in developing his/her research programs and have an excellent record in obtaining research grants. Furthermore, participation is expected in existing research programs in the linguistics institute and the interdisciplinary center for cognitice sciences, in particular in the SFB project on information structure. The successful applicant should have a habilitation or an equivalent research status. Address for Applications: Attn: Rektor der Universit?t Potsdam PF 60 15 53 Potsdam, 14415 Germany Applications are due by 13-Nov-2003. Contact Information: Prof. Dr. Ria De Bleser Email: debleser at ling.uni-potsdam.de Tel: +49 331 977 2933 Fax: +49 331 977 2095 Website: http://www.ling.uni-potsdam.de ****************************** Marita Boehning Department of Linguistics University of Potsdam P.O. Box 60 15 53 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 ***************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From karrebek.hentze at get2net.dk Tue Oct 14 18:58:43 2003 From: karrebek.hentze at get2net.dk (=?iso-8859-1?Q?Martha_Karreb=E6k?=) Date: Tue, 14 Oct 2003 20:58:43 +0200 Subject: Bilingual children: models, measures and studies Message-ID: These questions are primarily aimed at Frank Genesee, but - needless to say - anybody else with a suggestion or an answer are invited to reply. During the discussion of what is normal language development of bilingual children, Genesee said that it was his impression that "at a certain age" bilingual children used peers as models rather than adults. Also if this means gravitating towards another language than that preferred in the home. My question is: Do you - or anybody else - have references on that? At what age should this be valid? - It is also my impression but I need documentation. Another question concerns the point about vocabulary measures which should be particularly sensitive to (amount of) exposure. What other types of meaure are available? My last question is more of a general kind. Does anybody know of studies of second language acquisition of kindergarteners in natural settings? Thanks for any suggestion! Martha Karrebaek . From m.vihman at bangor.ac.uk Wed Oct 15 07:33:04 2003 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Wed, 15 Oct 2003 08:33:04 +0100 Subject: Bilingual children: models, measures and studies In-Reply-To: <005401c39285$309c6f50$6700a8c0@dell> Message-ID: Dear Martha, I would agree with Fred Genesee's remark about the shift to peers as models. One source of information about this would be the work of D. Payne, a student of Labov's, who looked at the influence of the peer group on phonetic and phonological aspects of (monolingual, bidialectal) children who had moved from New York to the suburbs of Philadelphia (one paper is in Labov ed, Locating Lang. in Time and Space, 1980). Another hint of the time of onset of peer influence can be found in my paper on 'Conversations between a pair of bilingual siblings' in Intl. J. of biling., 2 (1998), in which I report the increasing use of code-switched whole English phrases in an Estonian home context by my daughter after she began primary school, at age 6, despite the fact that she had been in English-language nursery school and kindergarten from the age of 23 mos; a similar shift to use of longer English phrases code-switched into Estonian could be seen in the speech of her younger brother at about the same age. I suggest that this reflects the onset of a shift to peer models at about age 6. FInally, with regard to L2 in kindergartners, I recall a paper by Saville-Troike reported in JChLg in the early 1990s on Asian children in San Francisco kindergartens, whose apparent 'silent period' of a few months turned out to actually include a good deal of practice-for-self of the new L2, based on recordings in the school setting. -marilyn vihman >These questions are primarily aimed at Frank Genesee, but - needless to >say - anybody else with a suggestion or an answer are invited to reply. >During the discussion of what is normal language development of bilingual >children, Genesee said that it was his impression that "at a certain age" >bilingual children used peers as models rather than adults. Also if this >means gravitating towards another language than that preferred in the home. >My question is: Do you - or anybody else - have references on that? At what >age should this be valid? - It is also my impression but I need >documentation. > >Another question concerns the point about vocabulary measures which should >be particularly sensitive to (amount of) exposure. What other types of >meaure are available? > >My last question is more of a general kind. Does anybody know of studies of >second language acquisition of kindergarteners in natural settings? > >Thanks for any suggestion! > >Martha Karrebaek > >. -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From ann.dowker at psy.ox.ac.uk Wed Oct 15 09:58:46 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 15 Oct 2003 10:58:46 +0100 Subject: Bilingual children: models, measures and studies Message-ID: A very interesting chapter on L2 acquisition and peer interaction in kindergarten children is: Fillmore, L.W. (1979). Individual differences in second language acquisition. In C.J. Fillmore, D. Kempler and W. S-Y. Wang (eds.) Individual Differences in Language Ability and Language Behaviour. Academic Press (pp. 203-229). Ann From cmartinez-sussmann at air.org Wed Oct 15 15:16:49 2003 From: cmartinez-sussmann at air.org (Carmen Martinez-Sussmann) Date: Wed, 15 Oct 2003 08:16:49 -0700 Subject: anaphoric expressions Message-ID: Dear Info-Childes members, I am interested in research that has been done or is in progress about children's comprehension and use of anaphoric expressions. Please respond to me directly ( cmartinez-sussmann at air.org ). I will post a summary of the responses. In advance, thank you for your help. Carmen Mart?nez-Sussmann From dservin at planeta.com.mx Fri Oct 17 00:15:05 2003 From: dservin at planeta.com.mx (dservin at planeta.com.mx) Date: Thu, 16 Oct 2003 19:15:05 -0500 Subject: Bilingual children: models, measures and studies Message-ID: Acuse de recibo Su Bilingual children: models, measures and studies document o: Ha sido Diana Servin/Planeta/mx recibido por: Con 16/10/2003 07:08:08 p.m. fecha: From gleason at bu.edu Fri Oct 17 18:14:42 2003 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 17 Oct 2003 14:14:42 -0400 Subject: Position announcement: Boston University Message-ID: Developmental Psychologist: The Department of Psychology at Boston University announces a tenure track opening (approval pending) at the assistant professor level for appointment in Fall 2004. Applicants with interests in the broad areas of early linguistic, social, and/or cognitive development will be considered. Strong candidates will show evidence of ability to sustain an original and independent program of research that is externally supported. Responsibilities will include undergraduate and graduate teaching and supervising doctoral students. Applicants should submit vita, reprints/preprints, a statement of research and teaching interests, and three letters of recommendation to: Chair, Developmental Search Committee, Department of Psychology, Boston University, 64 Cummington St. Boston, MA 02215. Review of applications will begin on January 1, 2004 and will continue until the position is filled. Boston University is an Affirmative Action/Equal Opportunity Employer. From a.karmiloff-smith at ich.ucl.ac.uk Sat Oct 18 10:37:45 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sat, 18 Oct 2003 11:37:45 +0100 Subject: mine! Message-ID: At what age do toddlers start saying "my/mine" etc. and, later, what age do they understand the concept of property ownership? Please can people point me to relevant research. Many thanks 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 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From a.karmiloff-smith at ich.ucl.ac.uk Sat Oct 18 10:51:36 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sat, 18 Oct 2003 11:51:36 +0100 Subject: he walked BY the river vs. he was pushed BY the boy Message-ID: I am sure this must have been done, but could people kindly direct me to studies of children's acquisition of terms like by, in their semantic, spatial meaning vs. their grammatical meaning. He went TO school at 8 and returned from school at 4 vs. He had TO go. etc. Many thanks, 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 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From ann.dowker at psy.ox.ac.uk Sat Oct 18 11:38:14 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Oct 2003 12:38:14 +0100 Subject: mine! Message-ID: The Norwegian social psychologist Floyd Rudmin wrote papers on this sort of topic in the 80s. E.g Rudmin, F. (1985). Historical perspective on the development of possessive pronouns. Journal of Speech and Hearing Disorders, 50, 298-299; where he quotes some early twentieth-century work. Ann In message Professor Annette Karmiloff-Smith writes: > At what age do toddlers start saying "my/mine" etc. and, later, what > age do they understand the concept of property ownership? Please can > people point me to relevant research. > Many thanks > 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 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html > > ________________________________________________________________ > > From khirshpa at temple.edu Sat Oct 18 16:56:59 2003 From: khirshpa at temple.edu (Kathy Hirsh-Pasek) Date: Sat, 18 Oct 2003 12:56:59 -0400 Subject: Before and after Message-ID: One of my colleagues asked me a question I could not answer. Could you please refer me to any research on the production and comprehension of "before" and "after." At what age do we see comprehension of these terms? At what age production and is there any way to elicit the terms without being formulaic? Thanks in advance for your response. Kathy From yuriko at hebb.psych.mcgill.ca Sat Oct 18 16:33:24 2003 From: yuriko at hebb.psych.mcgill.ca (Yuriko Oshima-Takane) Date: Sat, 18 Oct 2003 12:33:24 -0400 Subject: mine! Message-ID: The following papers may be relevant, although both papers do not report the age of the onset: Deutsch, W., & Budwig, N. (1983). Form and function in the development of possessives. Papers and reports on Child Language Development, 22, 36-42. Oshima-Takane, Y. (1995). Development of possessive forms in English-speaking children: Functional approach. Japanese Psychological Research, 37,59-69. Yuriko Oshima-Takane ----- Original Message ----- From: "Professor Annette Karmiloff-Smith" To: Sent: Saturday, October 18, 2003 6:37 AM Subject: mine! > At what age do toddlers start saying "my/mine" etc. and, later, what > age do they understand the concept of property ownership? Please can > people point me to relevant research. > Many thanks > 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 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html > > ________________________________________________________________ > > From ann.dowker at psy.ox.ac.uk Sat Oct 18 18:27:36 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Oct 2003 19:27:36 +0100 Subject: Before and after Message-ID: There were several papers on this topic in the 70s and 80s. I am not sure when children *start* to use these terms, but they are quite late in using them *correctly*: in most studies, being far from perfect even by 5 or so. One of Eve Clark's early papers reports that children comprehend and use the term 'before' earlier than the term 'after', and often use the term 'before' indiscriminately to mean either. Amidon and Carey obtained contradictory evidence on this point; but also found that the acquisition of the terms was a slow and gradual process. The references are: Clark, E.V. (1971). On the acquisition of the meaning of before and after. Journal of Verbal Learning and Verbal Behaviour, 10, 266-272. Amidon, A. and Carey, P. (1972). Why 5-year-olds cannot understand before and after. Journal of Verbal Learning and Verbal Behaviour, 11, 417-423. A couple of somewhat more recent papers are: Gorrell, P., Crain, S. and Fodor, J.D. (1989). Contextual information and temporal terms. Journal of Child Language, 16, 623-632. Stevenson, R. and Pollitt, C. (1987). The acquisition of temporal terms. Journal of Child Language, 14, 533-545. I hope this is helpful, Ann From macw at cmu.edu Sat Oct 18 17:34:05 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 18 Oct 2003 13:34:05 -0400 Subject: mine! In-Reply-To: Message-ID: Dear Info-CHILDES, One easy way of tracking attested first uses is to run this command on the CHILDES database: Kwal +smy +smine +t*CHI +re *.cha For example, I ran this on the MacWhinney corpus and pulled out several uses of "my" at 16 months from Ross. Unfortunately, we haven't finished transcription of the files after 16 months, although the audio is available. Other fully transcribed corpora with children under 2 include Sachs, Suppes, Brown (Eve), Wells, and the youngest sessions in the Manchester corpus. Once you get the output of the KWAL command, you can triple click on the file names and line numbers and that takes you to the relevant passage in the file. One of the nice features of the new XML framework for CHILDES is that we will be able to issue queries that include both child age and lexical item directly. Soon... --Brian MacWhinney From ann.dowker at psy.ox.ac.uk Sat Oct 18 16:42:06 2003 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Sat, 18 Oct 2003 17:42:06 +0100 Subject: mine! Message-ID: Although the following papers deal only in part with possessives, they may be relevant: Charney, R. (1980). Speech roles and the development of personal pronouns. Journal of Child Language, 7, 509-528. Loveland, K.A. (1984). Learning about points of view: spatial perspective and the acquisition of "I/you". Journal of Child Language, 11, 535-556. Both papers deal mainly with 2-year-olds. According to the Loveland paper, the consensus seems to be that both personal pronouns and personal possessive terms are used correctly before age 3, but performance can vary greatly according to the social context and other cognitive (e.g. spatial) demands of the task. Ann From macw at cmu.edu Sat Oct 18 17:49:47 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 18 Oct 2003 13:49:47 -0400 Subject: Before and after In-Reply-To: Message-ID: On 10/18/03 12:56 PM, "Kathy Hirsh-Pasek" wrote: > One of my colleagues asked me a question I could not answer. Could you > please refer me to any research on the production and comprehension of > "before" and "after." At what age do we see comprehension of these terms? > At what age production and is there any way to elicit the terms without > being formulaic? Thanks in advance for your response. Kathy > > > > I thought Lois Bloom tracked these in some of her papers, but in any case might I suggest that the same method used to track "my" and "mine" in the CHILDES database can be used to track "before" and "after" in children's productions. My first guess on how to elicit these terms would be to ask children "when did you xxx?" But a moment's reflection suggests that they will respond with absolute, rather than relative answers, unless you ask for a point that is conventionalized as "after" such as "after dinner". I think one good way to get a handle on intuitions about this is to look at the database. Here are the results of searches for "before" and "after" on Bloom's Peter. The first "after" is at 2;0 in Peter06. *** File "english-usa:bloom70:peter:peter06.cha": line 2946. Keyword: after *CHI: after dinner . After that, there are occasional uses of "after" in "coming after him". Never a use with "after X, then Y" *** File "english-usa:bloom70:peter:peter19.cha": line 3949. Keyword: before *CHI: xxx play with it before . ---------------------------------------- *** File "english-usa:bloom70:peter:peter19.cha": line 3951. Keyword: before *CHI: xxx play with it before . ---------------------------------------- *** File "english-usa:bloom70:peter:peter19.cha": line 5179. Keyword: before *CHI: before you [!!] did it . Ross MacWhinney has a pretty similar pattern with early "after dinner" but then a full-blown use at 2;11 in this example. *CHI: I'll clean up after I wash it and this will be clean with me [= I'm going to put my shirt in the wash] . Good luck with your thinking about this. --Brian MacWhinney From lmb32 at columbia.edu Sun Oct 19 15:25:13 2003 From: lmb32 at columbia.edu (Lois Bloom) Date: Sun, 19 Oct 2003 11:25:13 -0400 Subject: Before and after In-Reply-To: Message-ID: Hi Kathy-- The study that Brian refers to is: Bloom, L., Lahey, M., Hood, L., Lifter, K., & Fiess, K. (1980). Complex sentences: Acquisition of syntactic connectives and the meaning relations they encode. Journal of Child Language, 7, 235-261. Reprinted in S. Barten & M. Franklin (Eds.) (1988). Child Language, A Reader (pp. 89-105). New York: Oxford University Press. Also in Bloom, L. (1991). Language development from two to three. New York: Cambridge University Press. This study began at about 2 years and continued to about 3 years, and we found no uses of "before" and "after" as clausal connectives (as Brian also reported from his search of the Peter data). I do remember the following study, with a title that now seems more provocative than it once did: Amidon, A.,& Carey, P. (1972). Why five-year-olds cannot understand before and after. Journal of Verbal Learning and Verbal Behavior, 11, 417-423. And it seems to me that there were follow-up studies to that one, but I don't have a record of them. Hope this is helpful, all best-- Lois On Sat, 18 Oct 2003, Kathy Hirsh-Pasek wrote: > One of my colleagues asked me a question I could not answer. Could you > please refer me to any research on the production and comprehension of > "before" and "after." At what age do we see comprehension of these terms? > At what age production and is there any way to elicit the terms without > being formulaic? Thanks in advance for your response. Kathy > > From roeper at linguist.umass.edu Sun Oct 19 17:25:39 2003 From: roeper at linguist.umass.edu (Tom Roeper) Date: Sun, 19 Oct 2003 13:25:39 -0400 Subject: he walked BY the river vs. he was pushed BY the boy In-Reply-To: Message-ID: Annette-- here's an experiment that ought to be done to really see how it works. JOhn went by the river by car What did he go BY => the river What did he GO by => car If they get that difference then they grasp what is a real argument and what is an adjunct. Tom Roeper Professor Annette Karmiloff-Smith wrote: > I am sure this must have been done, but could people kindly direct me > to studies of children's acquisition of terms like by, in their > semantic, spatial meaning vs. their grammatical meaning. He went TO > school at 8 and returned from school at 4 vs. He had TO go. etc. > Many thanks, > Annette From roberta at UDel.Edu Sun Oct 19 20:40:42 2003 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Sun, 19 Oct 2003 16:40:42 -0400 Subject: mine! In-Reply-To: Message-ID: Annette - tried this in France with French and got the same findings! Golinkoff, R. M., & Markessini, J. (1980). "Mommy sock": The child's understanding of possession as expressed in two-noun phrases. Journal of Child Language, 7, 119-136. On Saturday, October 18, 2003, at 07:38 AM, Ann Dowker wrote: > The Norwegian social psychologist Floyd Rudmin wrote papers on this > sort of topic in the 80s. E.g > > Rudmin, F. (1985). Historical perspective on the development of > possessive > pronouns. Journal of Speech and Hearing Disorders, 50, 298-299; > where he quotes some early twentieth-century work. > > Ann > > In message Professor Annette > Karmiloff-Smith writes: >> At what age do toddlers start saying "my/mine" etc. and, later, what >> age do they understand the concept of property ownership? Please can >> people point me to relevant research. >> Many thanks >> 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 >> http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/ >> n_d_unit.html >> >> ________________________________________________________________ >> >> >> _____________________________________________________ Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1842 bytes Desc: not available URL: From ghimenton at yahoo.com Mon Oct 20 14:48:42 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Mon, 20 Oct 2003 07:48:42 -0700 Subject: No subject Message-ID: DEar Members, Could anybody explain to me the difference between BILINGUALISM and BILINGUISM? Is there a technical difference between the two terms? REgards, Anna --------------------------------- Do you Yahoo!? The New Yahoo! Shopping - with improved product search -------------- next part -------------- An HTML attachment was scrubbed... URL: From r.n.campbell at stir.ac.uk Mon Oct 20 15:00:10 2003 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Mon, 20 Oct 2003 16:00:10 +0100 Subject: Before and after In-Reply-To: Message-ID: Before the Eve Clark JVLVB paper there was:- 1. Clark, E.V. 1969.Language acquisition: The child's spontaneous description of events in time. Doctoral dissertation, U. of Edinburgh, and 2. Clark, E.V. 1970. How young children describe events in time. Linked with Bever, T.G. Comprehension of temporal sentences. In G-B.F. D'Arcais & W.J. Levelt. Advances in Psycholinguistics. North-Holland I thought Clark's Ph.D. might be catalogued under Curme, her original name, but not according to the reference I have available. - for Rare Book Collectors Only there are Clark's musings about her 1970 paper in 'Advanced Psycholinguistics: a Bressanone Retrospective.' W.J. Levelt (ed.). 1996 Robin >One of my colleagues asked me a question I could not answer. Could you >please refer me to any research on the production and comprehension of >"before" and "after." At what age do we see comprehension of these terms? >At what age production and is there any way to elicit the terms without >being formulaic? Thanks in advance for your response. Kathy -- Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html Excuse any following garbage added by my employer . . -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. From m.vihman at bangor.ac.uk Mon Oct 20 15:34:25 2003 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Mon, 20 Oct 2003 16:34:25 +0100 Subject: No subject In-Reply-To: <20031020144842.84451.qmail@web9607.mail.yahoo.com> Message-ID: >DEar Members, >Could anybody explain to me the difference between BILINGUALISM and >BILINGUISM? Is there a technical difference between the two terms? >REgards, >Anna It looks to me as though the first term is English, the other is French! -marilyn vihman > > >Do you Yahoo!? >The >New Yahoo! Shopping - with improved product search -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From vhouwer at uia.ac.be Mon Oct 20 15:41:55 2003 From: vhouwer at uia.ac.be (Annick.DeHouwer) Date: Mon, 20 Oct 2003 17:41:55 +0200 Subject: No subject Message-ID: In English, the only current term to my knowledge is BILINGUALISM. BILINGUISME (with an e) is French, and means the same as English BILINGUALISM. Best regards, Annick De Houwer At 7:48 20/10/03 -0700, Ghimenton Anna wrote: >DEar Members, >Could anybody explain to me the difference between BILINGUALISM and >BILINGUISM? Is there a technical difference between the two terms? >REgards, >Anna > > >--------------------------------- >Do you Yahoo!? >The New Yahoo! Shopping - with improved product search >
DEar Members,
>
Could anybody explain to me the difference between BILINGUALISM and >BILINGUISM? Is there a technical difference between the two terms?
>
REgards,
>
Anna

>Do you Yahoo!?
>href="http://shopping.yahoo.com/?__yltc=s%3A150000443%2Cd%3A22708228%2Cslk%3Ate >xt%2Csec%3Amail">The New Yahoo! Shopping - with improved product search ............................................................................. Annick De Houwer, PhD Associate Professor Research group Language, Communication and Socialization Communication Sciences (PSW) University of Antwerp UIA Universiteitsplein 1 B2610-Antwerpen Belgium tel ++32-3-8202863 fax ++32-3-8202882 annick.dehouwer at ua.ac.be ............................................................................ From tomasello at eva.mpg.de Mon Oct 20 06:40:57 2003 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Mon, 20 Oct 2003 08:40:57 +0200 Subject: mine! In-Reply-To: Message-ID: Annette - This paper is one child's use of ALL different possessive expressions - poss adjectives, poss 's, possesion verbs, etc.. Mike Tomasello, M. (1998). One child's early talk about possession. In J. Newman (Ed.), The Linguistics of Giving. John Benjamins. From macw at cmu.edu Mon Oct 20 15:39:53 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 20 Oct 2003 11:39:53 -0400 Subject: No subject In-Reply-To: <20031020144842.84451.qmail@web9607.mail.yahoo.com> Message-ID: On 10/20/03 10:48 AM, "Ghimenton Anna" wrote: > DEar Members, > Could anybody explain to me the difference between BILINGUALISM and > BILINGUISM? Is there a technical difference between the two terms? > REgards, > Anna > Dear Anna, My understanding is that bilingualism refers to the actual use of two languages by people and communities, but that bilinguism refers to some official policy of promoting bilingualism in a given community. For example, bilinguism as a policy goal is important in the deaf community in the USA as a way of expressing interest in promoting competence in both ASL and English. A search of bilinguism through Google will reveal lots more on this, including a few messages from info-childes that use the term! By the way, there is even a yahoo newsgroup on bilinguism. -- Brian MacWhinney From genesee at ego.psych.mcgill.ca Mon Oct 20 16:07:01 2003 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Mon, 20 Oct 2003 12:07:01 -0400 Subject: No subject In-Reply-To: <20031020144842.84451.qmail@web9607.mail.yahoo.com> Message-ID: IN the English-speaking research world, the term that everyone uses is "bilingualism" I personally have never seen or heard the other term used. Fred At 07:48 AM 20/10/2003 -0700, Ghimenton Anna wrote: > > DEar Members, > Could anybody explain to me the difference between BILINGUALISM and > BILINGUISM? Is there a technical difference between the two terms? > REgards, > Anna > > > Do you Yahoo!? > > xt%2Csec%3Amail>The New Yahoo! Shopping - with improved product search Psychology Department McGill University 1205 Docteur Penfield Ave. Montreal Quebec H3A 1B1 ph: 1-514-398-6022 fx: 1-514-398-4896 From a.karmiloff-smith at ich.ucl.ac.uk Mon Oct 20 17:37:44 2003 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 20 Oct 2003 17:37:44 +0000 Subject: No subject In-Reply-To: Message-ID: yes, with an "e" on the end for the French! At 4:34 PM +0100 20/10/03, Marilyn Vihman wrote: >>DEar Members, >>Could anybody explain to me the difference between BILINGUALISM and >>BILINGUISM? Is there a technical difference between the two terms? >>REgards, >>Anna > >It looks to me as though the first term is English, the other is >French! -marilyn vihman > >> >> >>Do you Yahoo!? >>The >>New Yahoo! Shopping - with improved product search > > >-- > >------------------------------------------------------- > Marilyn M. Vihman | > Professor, Developmental Psychology | /\ > School of Psychology | / \/\ > University of Wales, Bangor | /\/ \ \ > The Brigantia Building | / \ \ > Penrallt Road |/ =======\=\ > Gwynedd LL57 2AS | > tel. 44 (0)1248 383 775 | B A N G O R > FAX 382 599 | >-------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From jmm at uni-hamburg.de Mon Oct 20 17:36:44 2003 From: jmm at uni-hamburg.de (=?iso-8859-1?Q?J=FCrgen?= M. Meisel) Date: Mon, 20 Oct 2003 19:36:44 +0200 Subject: No subject Message-ID: As far as I know, only in the German-speaking world do people use two terms, Bilinguismus and Bilingualismus. JMM Fred Genesee wrote: > > IN the English-speaking research world, the term that everyone uses is > "bilingualism" I personally have never seen or heard the other term used. > > Fred > > At 07:48 AM 20/10/2003 -0700, Ghimenton Anna wrote: > > > > DEar Members, > > Could anybody explain to me the difference between BILINGUALISM and > > BILINGUISM? Is there a technical difference between the two terms? > > REgards, > > Anna > > > > > > Do you Yahoo!? > > > > > xt%2Csec%3Amail>The New Yahoo! Shopping - with improved product search > > Psychology Department > McGill University > 1205 Docteur Penfield Ave. > Montreal Quebec > H3A 1B1 > > ph: 1-514-398-6022 > fx: 1-514-398-4896 -- ============================================================ J?rgen M. Meisel Universit?t Hamburg Institut f?r Romanistik Sonderforschungsbereich 538 von Melle-Park 6 Max Brauer-Allee 60 D 20146 Hamburg D 22765 Hamburg Tel (+49-40) 428 38-4793 Tel (+49-40) 428 38-6433 Fax (+49-40) 428 38-4147 Fax (+49-40) 428 38-6116 email jmm at uni-hamburg.de www.rrz.uni-hamburg.de/SFB538/ ============================================================ From centenoj at stjohns.edu Mon Oct 20 18:52:15 2003 From: centenoj at stjohns.edu (Jose Centeno) Date: Mon, 20 Oct 2003 14:52:15 -0400 Subject: Bilingualism Message-ID: Hamers and Blanc (2002) distinguish between Bilingualism and Bilinguality, the former being a societal phenomenon and the latter an individual's psychological processing of two languages. Ref: Hamers, J. F., & Blanc, M. A. (2002). Bilinguality and Bilingualism (2nd ed.). Cambridge U. Press Jose G. Centeno, Ph.D. Assistant Professor Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629 Fax: 212-677-2127 E-mail: centenoj at stjohns.edu -----Original Message----- From: info-childes at mail.talkbank.org on behalf of J?rgen M. Meisel Sent: Mon 10/20/2003 1:36 PM To: Fred Genesee Cc: Ghimenton Anna; info-childes at mail.talkbank.org Subject: Re: As far as I know, only in the German-speaking world do people use two terms, Bilinguismus and Bilingualismus. JMM Fred Genesee wrote: > > IN the English-speaking research world, the term that everyone uses is > "bilingualism" I personally have never seen or heard the other term used. > > Fred > > At 07:48 AM 20/10/2003 -0700, Ghimenton Anna wrote: > > > > DEar Members, > > Could anybody explain to me the difference between BILINGUALISM and > > BILINGUISM? Is there a technical difference between the two terms? > > REgards, > > Anna > > > > > > Do you Yahoo!? > > > > > xt%2Csec%3Amail>The New Yahoo! Shopping - with improved product search > > Psychology Department > McGill University > 1205 Docteur Penfield Ave. > Montreal Quebec > H3A 1B1 > > ph: 1-514-398-6022 > fx: 1-514-398-4896 -- ============================================================ J?rgen M. Meisel Universit?t Hamburg Institut f?r Romanistik Sonderforschungsbereich 538 von Melle-Park 6 Max Brauer-Allee 60 D 20146 Hamburg D 22765 Hamburg Tel (+49-40) 428 38-4793 Tel (+49-40) 428 38-6433 Fax (+49-40) 428 38-4147 Fax (+49-40) 428 38-6116 email jmm at uni-hamburg.de www.rrz.uni-hamburg.de/SFB538/ ============================================================ From ghimenton at yahoo.com Tue Oct 21 11:12:03 2003 From: ghimenton at yahoo.com (Ghimenton Anna) Date: Tue, 21 Oct 2003 04:12:03 -0700 Subject: No subject Message-ID: Thank you to all of you who answered my question! Regards, Anna --------------------------------- Do you Yahoo!? The New Yahoo! Shopping - with improved product search -------------- next part -------------- An HTML attachment was scrubbed... URL: From fraibet at hotmail.com Tue Oct 21 14:29:31 2003 From: fraibet at hotmail.com (Fraibet Aveledo) Date: Tue, 21 Oct 2003 14:29:31 +0000 Subject: bilinguism Message-ID: An HTML attachment was scrubbed... URL: From rollins at utdallas.edu Tue Oct 21 15:51:39 2003 From: rollins at utdallas.edu (Pamela Rollins) Date: Tue, 21 Oct 2003 10:51:39 -0500 Subject: Tenure track position in developmental psychology at UTD Message-ID: Developmental Psychology The University of Texas at Dallas invites applications for a tenure-track faculty position in developmental psychology. Review of files will begin October 15 and will continue until appropriate candidate is found. Area of emphasis is open, but we prefer candidates whose research focuses on cognitive development and/or learning in childhood. Candidates should have an active program of research in developmental or educational psychology and provide evidence of excellence in teaching at undergraduate and graduate levels. The School of Behavioral and Brain Sciences at The University of Texas at Dallas has undergraduate and graduate programs with three overarching research emphases: Developmental Psychology; Communication Sciences and Disorders; and Cognition and Neuroscience. Within these themes the research ranges from bench neuroscience and basic developmental research to program evaluation and clinical intervention studies. We seek faculty candidates who have strong records of research or demonstrated potential, as well as a commitment to student training in an interdisciplinary context. Applicants should send curriculum vitae and 3 letters of reference to: Academic Search #569 The University of Texas at Dallas PO Box 830688, M/S AD 23 Richardson, TX 75083-0688 The University of Texas at Dallas is an Equal Opportunity/Affirmative Action employer and strongly encourages application from candidates who would enhance the diversity of the University's faculty and administration. -------------- next part -------------- An HTML attachment was scrubbed... URL: From rollins at utdallas.edu Tue Oct 21 15:54:38 2003 From: rollins at utdallas.edu (Pamela Rollins) Date: Tue, 21 Oct 2003 10:54:38 -0500 Subject: 2 tenure track position at UTD 1 in child language, 1 in child language disorder Message-ID: Child Language Acquisition and Disorders The School of Behavioral and Brain Sciences at The University of Texas at Dallas seeks to fill 2 tenure-track positions in Child Language. We are seeking applicants at the assistant professor level, but exceptional applicants at more senior levels will be considered. Review of files will begin October 15 and will continue until appropriate candidate is found. The School of Behavioral and Brain Sciences has an interdisciplinary focus and offers graduate (M.S., Au.D., Ph.D.) and undergraduate degrees in the areas of speech-language pathology, audiology, psychology, early childhood disorders, cognitive science, and neuroscience. The Callier Center for Communication Disorders and the newly opened Callier-Richardson facility, components of the School of Behavioral and Brain Sciences, offer outstanding opportunities for faculty research and access to clinical populations. Please see our website http://www.utdallas.edu/dept/bbs/ for information about the School, its faculty, and programs. Language Acquisition: Applicants should have teaching and research expertise in language acquisition. The specific areas of interest are open. Applicants should be prepared to teach at the undergraduate and graduate levels in speech-language pathology and psychology, and to mentor Ph.D. students in Child Language. An earned doctorate or assurance of completion in 2004 required. Send curriculum vitae and 3 letters of reference to: Academic Search #570 The University of Texas at Dallas PO Box 830688, M/S AD 23 Richardson, TX 75083-0688 Child Language Disorders: Applicants should have teaching and research expertise in language disorders in children. The specific areas of interest are open. Applicants should be prepared to teach at the undergraduate and graduate levels in speech-language pathology and psychology, and to mentor Ph.D. students in Child Language. An earned doctorate or assurance of completion in 2004 required. CCC-SLP required. Send curriculum vitae and 3 letters of reference to: Academic Search #571 The University of Texas at Dallas PO Box 830688, M/S AD 23 Richardson, TX 75083-0688 The University of Texas at Dallas is an Equal Opportunity/Affirmative Action employer and strongly encourages application from candidates who would enhance the diversity of the University's faculty and administration. -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Oct 23 14:50:11 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 23 Oct 2003 10:50:11 -0400 Subject: Position at OSU Message-ID: University or Organization: The Ohio State University Department: Spanish & Portuguese Rank of Job: Assistant Professor Specialty Areas: Psycholinguistics, Sociolinguistics Required Language(s): Spanish (Code = SPN) Description: Assistant Professor of Spanish (Hispanic Linguistics) >>Tenure track position, beginning Autumn 2004. Specialization in >>Psycholinguistics (e.g. first-language acquisition, language >>processing) and/or variationist sociolinguistics. Strong theoretical >>linguistics background required. Ph.D. by time of appointment and >>evidence of active research program required (publications, conference >>presentations, etc.). Excellent command of Spanish and English. >>Commitment to excellence in teaching in Hispanic Linguistics at all >>levels, from introductory undergraduate courses to graduate research >>seminars. Regular service duties. Salary competitive. Preliminary >>interviews likely at MLA/LSA Conventions. To receive full >>consideration, send application materials (letter, CV, three recent >>letters of recommendation, and a sample of scholarly writing) by >>November 14, 2003 to Prof. Scott Schwenter, Chair of the Hispanic >>Linguistics Search Committee, Dept. of Spanish and Portuguese, The >>Ohio State University, 266 Cunz Hall, 1841 Millikin Rd., Columbus, OH >>43210-1229, USA. E-mail: schwenter.1 at osu.edu, 614-292-4958. >>Department web site at http://sppo.ohio-state.edu/ >>Hispanic Linguistics program website at >>http://sppo.ohio-state.edu/faculty/schwenter.1/HLprogram.htm . >> The Ohio State University is an Equal Opportunity/Affirmative Action employer. Qualified women, minorities, Vietnam-era veterans, disabled veterans and individuals with disabilities are encouraged to apply. Address for Applications: Attn: Prof. Scott Schwenter 266 Cunz Hall 1841 Millikin Road Columbus, OH 43210-1229 United States of America Applications are due by 14-Nov-2003 Contact Information: Prof. Scott Schwenter. Email: schwenter.1 at osu.edu Tel: 614-292-4958 Fax: 614-292-7726 Website: http://sppo.ohio-state.edu From cotel at cfr.nichd.nih.gov Fri Oct 24 17:16:05 2003 From: cotel at cfr.nichd.nih.gov (Cote, Linda (NIH/NICHD)) Date: Fri, 24 Oct 2003 13:16:05 -0400 Subject: POST programs for use with MOR Message-ID: Has anyone created POST programs for Spanish or Japanese? Thanks, Linda Linda R. Cote, Ph.D. Child & Family Research National Institute of Child Health & Human Development 6705 Rockledge Drive, Suite 8030 Bethesda, MD 20892-7971 Telephone: 301-496-6832 (office), 301-496-8003 (direct) Fax: 301-496-2766 e-mail: cotel at cfr.nichd.nih.gov -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Oct 27 01:11:28 2003 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 26 Oct 2003 20:11:28 -0500 Subject: York Corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new corpus on the acquisition of French as a native language. The York corpus has been contributed by Bernadette Plunkett with assistance from Cecile De Cat. It includes case studies across 18 months each of three children, one in Belgium, one in France, and one in Canada. Following are the first sections of the documentation for the corpus. The full documentation can be found in the electronic version of the database manual for Romance. Many thanks to Bernadette Plunkett for this contribution. --Brian MacWhinney This directory contains transcripts from a study of three children acquiring French that were collected and compiled during an project entitled "The Syntactic Acquisition of Wh-Questions in French: a cross-dialectal comparison" run from the University of York (UK) (The study was funded by an Economic and Social Research Council grant to Bernadette Plunkett, #R000221972). Data collection began in early 1997. The project involved an 18-month study of three children, each one a speaker of a different dialect of French. The children were taped fortnightly for approximately half an hour in a familiar environment. The sessions were videotaped and separately audiorecorded using Sony professional cassette recorders. The three fieldworkers collecting the data were all native speakers of French. Initial transcriptions were in most cases done by these investigators on the basis of the audiotape, then checked against the video and coded by the research assistant on the project C?cile De Cat, a native speaker of Belgian French. The names used for the target children in these corpora are all pseudonyms. The data are in French, without English glosses. Comments are in English. Researchers who require more information as well as any using data from the York corpus are asked to contact Bernadette Plunkett by email and to send her copies of any research papers using this data. The conventions used in this corpus are under constant re-evaluation; users with comments or anyone who notices inconsistent application of the conventions listed below are also asked to contact her with details. The corpus has recently been digitised and the digital sound stream has been used to double check the consistency of certain aspects of transcription, but since permission for public release of the audio corpus was not originally sought from participants only the transcripts have been donated. The Belgium corpus contains 36 chat files, Liea001.cha-Liea036 which correspond to the transcripts of the Belgian child (L?a, Li?ge) from 2;8.22 to 4;3.21. The Canada corpus contains 36 chat files Mona001.cha-Mona037 which correspond to the transcripts of the Canadian child (Max, Montr?al) from 1;9.19 to 3;2.23. The France corpus contains 35 chat files Para001.cha-Para035 which correspond to the transcripts of the French child (Anne, Paris) from 1;10.12 to 3;5.4. Other children were also present during some recording sessions. Only two of them have a significant presence, however. They are Pol (born on 21-AUG-1992), who is Max's brother, and Lore (born on 6-MAR-1995), who was at the same childminder?s as Anne. The sessions during which they were present are represented in a table in the Canadian and French sections respectively, together with a calculation of their age in those sessions. From lmicciulla at comcast.net Mon Oct 27 12:40:53 2003 From: lmicciulla at comcast.net (Linnea Micciulla) Date: Mon, 27 Oct 2003 07:40:53 -0500 Subject: Reminder: BUCLD 28 starts 10/31 Message-ID: **************************************************************** 28TH ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT October 31, November 1 and 2, 2003 **************************************************************** Invited Speakers: Keynote speaker: Janet Dean Fodor, City University of New York Plenary speaker: Mabel Rice, University of Kansas Lunch Symposium: "What can language development tell us about linguistic relativity?" Lunch Symposium Speakers: Lila Gleitman, University of Pennsylvania John Lucy, University of Chicago Anna Papafragou, University of Pennsylvania Lera Boroditsky, MIT Other Highlights: *An exciting program of 87 papers and 42 posters *BUCLD Business Meeting *NSF/NIH Funding Symposium and Consultation Hours *Book exhibits from over 15 publishers on display Friday through Sunday *Nursing room available throughout the weekend for nursing mothers *Limited number of bag lunches available for purchase on Friday and Saturday Location: The Conference will be held in the George Sherman Union located at 775 Commonwealth Avenue. The schedule, along with registration and general information, is also available on our web page at: http://www.bu.edu/linguistics/APPLIED/BUCLD/ Please feel free to contact the Conference Office at (617) 353-3085, or e-mail us at langconf at bu.edu if you have any questions. -------------- next part -------------- An HTML attachment was scrubbed... URL: From anderson at mail.fpg.unc.edu Mon Oct 27 17:32:44 2003 From: anderson at mail.fpg.unc.edu (Kathleen Anderson) Date: Mon, 27 Oct 2003 12:32:44 -0500 Subject: Research Position Communication Study Message-ID: We are seeking a full-time Research Assistant (RA) for a new communication study examining the speech and language skills of young males with fragile X syndrome and Down syndrome. The study is being conducted at the Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill. As a member of the research project staff, the RA will assist with the children's language assessments. The position includes travel with a staff member to children's homes and schools in Georgia, Maryland, North Carolina, South Carolina, and Virginia. Travel expenses are covered by the project. Requirements include two years experience working with children with developmental disabilities and availability for travel of approximately 5-6 nights per month. For more information, please contact Kathleen Anderson, Project Coordinator, at kathleen_anderson at unc.edu or 919.843.5422; or you may fax your resume to 919.966.7532. -- Kathleen Anderson, M.Ed. Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill 105 Smith Level Road/CB# 8180 Chapel Hill, NC 27599-8180 phone:919-843-5422/fax:919-966-7532 From jshguo at csuhayward.edu Mon Oct 27 21:10:09 2003 From: jshguo at csuhayward.edu (Jiansheng Guo) Date: Mon, 27 Oct 2003 13:10:09 -0800 Subject: Adolescent Development Position at California State University, Hayward Message-ID: California State University, Hayward, Human Development Department, seeks applications for a full time tenure-track assistant professor position (#04-05 HDEV-ADOLDEV-TT) in adolescent development available 9/1/04. Candidates must hold the Ph.D. or equivalent degree by 9/04. The successful candidate will have demonstrated research interests and scholarly achievement in the cognitive, cultural, biological, psychological, and/or social aspects of African-American, Hispanic, Native-American, Asian-American, mixed ethnicity, and/or gay and lesbian adolescent development. Visit http://www.csuhayward.edu/OAA/ttposann.html#HDEV for more information. Review of applications begins 1/10/04, but the position remains open until filled. Submit a letter of application, current vita, graduate transcripts, copies of major publications, and three letters of recommendation to Dr. Jiansheng Guo, Search Committee Chair, Department of Human Development, California State University, Hayward, 25800 Carlos Bee Boulevard, Hayward, CA 94542. Phone 510-885-3076, FAX 510-885-3071, email, jshguo at csuhayward.edu (EOE). -------------- next part -------------- An HTML attachment was scrubbed... URL: From pm at sfsu.edu Tue Oct 28 03:13:44 2003 From: pm at sfsu.edu (Philip M. Prinz) Date: Mon, 27 Oct 2003 19:13:44 -0800 Subject: Research Assistantships Message-ID: Please post: Research Assistantships Multimedia Assessment of American Sign Language (ASL) for Deaf Students Two part-time research assistantships are available for graduate students interested in working on an exciting research project targeting the Multimedia Assessment of American Sign Language (ASL) for deaf students. The research project is funded by a grant from the U.S. Department of Education and the assistantships are available for the 2004-05 and 2005-06 Academic Years. The positions require fluency in ASL and involve the administration and scoring of a new test of ASL, collection and analysis of sign language data at several schools for the deaf. Graduate students who apply to the Joint Doctoral Program in Special Education, offered jointly between the University of California, Berkeley (UCB) and San Francisco State University (SFSU) will be elgible to apply for the assistantships. The program draws on the strengths of both universities in developing leaders and research specialists in the field of atypical development and learning. Students select an area of academic specialization in both special and general education. Faculty and program resources on the two campuses are used to develop advanced knowledge of theory and research in an area of exceptionality. Specializations include human development; language and literacy; mathematics, science, and technology; educational policy and administration; and other areas selected by students in consultation with faculty advisers. In the program, students develop three areas of emphasis or specialization. One of the areas of emphasis may be ?Atypical Developmental Psycholinguistics? which relates the study of language behavior, its development and use by children and adolescents to atypical development and exceptionality, with a particular focus on linguistic and cognitive differences and their social, psychological and neurological correlates. The program emphasis covers the study of language development across various modalities: spoken, signed and written and includes information on American Sign Language (ASL) as well as alternative/augmentative communication. The deadline to apply for the Joint Doctoral Program in Special Education for admission in fall 2004 is December 16, 2003. For additional information on the Joint Doctoral Program please see this website: http://www-gse.berkeley.edu/program/sped/sped.html. Students must apply for admission on both the UC Berkeley and SFSU campuses. Application information and forms are available online: Graduate School of Education, UC Berkeley: http://www-gse.berkeley.edu/admin/sas/pdfdownload.html Department of Special Education, San Francisco State University: http://www.sfsu.edu/~spedcd/programs/sped/jd.htm For more information about the Atypical Developmental Psycholinguistics Emphasis and the research assistantships, please contact: Dr. Philip Prinz E-mail From pm at sfsu.edu Tue Oct 28 03:39:44 2003 From: pm at sfsu.edu (Philip M. Prinz) Date: Mon, 27 Oct 2003 19:39:44 -0800 Subject: Research Assistantships In-Reply-To: Message-ID: PLEASE POST AND CIRCULATE (E-MAIL ADDRESS INCLUDED BELOW) Research Assistantships Multimedia Assessment of American Sign Language (ASL) for Deaf Students Two part-time research assistantships are available for graduate students interested in working on an exciting research project targeting the Multimedia Assessment of American Sign Language (ASL) for deaf students. The research project is funded by a grant from the U.S. Department of Education and the assistantships are available for the 2004-05 and 2005-06 Academic Years. The positions require fluency in ASL and involve the administration and scoring of a new test of ASL, collection and analysis of sign language data at several schools for the deaf. Graduate students who apply to the Joint Doctoral Program in Special Education, offered jointly between the University of California, Berkeley (UCB) and San Francisco State University (SFSU) will be elgible to apply for the assistantships. The program draws on the strengths of both universities in developing leaders and research specialists in the field of atypical development and learning. Students select an area of academic specialization in both special and general education. Faculty and program resources on the two campuses are used to develop advanced knowledge of theory and research in an area of exceptionality. Specializations include human development; language and literacy; mathematics, science, and technology; educational policy and administration; and other areas selected by students in consultation with faculty advisers. In the program, students develop three areas of emphasis or specialization. One of the areas of emphasis may be ?Atypical Developmental Psycholinguistics? which relates the study of language behavior, its development and use by children and adolescents to atypical development and exceptionality, with a particular focus on linguistic and cognitive differences and their social, psychological and neurological correlates. The program emphasis covers the study of language development across various modalities: spoken, signed and written and includes information on American Sign Language (ASL) as well as alternative/augmentative communication. The deadline to apply for the Joint Doctoral Program in Special Education for admission in fall 2004 is December 16, 2003. For additional information on the Joint Doctoral Program please see this website: http://www-gse.berkeley.edu/program/sped/sped.html. Students must apply for admission on both the UC Berkeley and SFSU campuses. Application information and forms are available online: Graduate School of Education, UC Berkeley: http://www-gse.berkeley.edu/admin/sas/pdfdownload.html Department of Special Education, San Francisco State University: http://www.sfsu.edu/~spedcd/programs/sped/jd.htm For more information about the Atypical Developmental Psycholinguistics Emphasis and the research assistantships, please contact: Dr. Philip Prinz E-mail: pm at sfsu.edu From g.morgan at city.ac.uk Tue Oct 28 16:58:49 2003 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Tue, 28 Oct 2003 16:58:49 -0000 Subject: Call for papers LINGUA Message-ID: -------------------------------------------------- CALL FOR PAPERS Special issue of the journal 'Lingua' on: Sign language classifiers Guest editors: Gary Morgan & Bencie Woll (City University, London) Scope of the Issue: There has been much interest in the linguistic description of classifiers in sign languages in recent years. In particular, the question of understanding the polymorphemic structure of these constructions, their use in syntax and role in encoding topographic information have been central areas of research. The aim of this special issue is to address these and related questions with particular emphasis on linguistic and psycholinguistic analysis and data. Topics of interest include, but are not limited to: * Syntactic analysis of classifiers * Cross-linguistic comparison of classifiers * The role of clasifiers in discourse * First language acquisition of classifiers * Language impairment and classifiers Abstracts for proposd manuscripts (not more than 1000 words) should be sent to Gary Morgan, as below before December 1st 2003. Authors of accepted abstracts will be asked to submit a full manuscript conforming to the editorial requirments of the journal 'Lingua' by April 1st 2004. All manuscripts will be peer reviewed by 'Lingua'. Submissions and enquiries to: Gary Morgan G.Morgan at city.ac.uk Important dates. Deadline for submission of article abstract: December 1st, 2003 Deadline for submission of article: April 1st, 2004 -------------- next part -------------- An HTML attachment was scrubbed... URL: From F.J.Myles at soton.ac.uk Wed Oct 29 08:52:33 2003 From: F.J.Myles at soton.ac.uk (Florence Myles) Date: Wed, 29 Oct 2003 08:52:33 -0000 Subject: French Learner Language Oral Corpora (FLLOC) Message-ID: French Learner Language Oral Corpora (FLLOC) As part of a research project at the University of Southampton in the UK, we have created a database of French Learner Language Oral corpora: www.flloc.soton.ac.uk. This database includes a number of corpora which have been formatted according to CHILDES conventions and can be analysed using CLAN software. As an additional information service to the international SLA research community, we wish to add an extra feature to our website, i.e. a more comprehensive inventory of as many as possible of the French L2 corpora available internationally. We would like information about both oral and written L2 French corpora, plus details of the formats in which they are held. We are also considering expansion of the FLLOC collection itself, in order to add a limited number of further French L2 oral corpora to the searchable CHILDES-formatted database. If you have a French L2 corpus, oral and/or written, and would like it to be included in our inventory and/or in our FLLOC database, please fill in the details below, and return to F.J.Myles at soton.ac.uk. Name of corpus: Location: Contact details: L1 of learners: Task(s) used: Level of learners: Age of learners: No. of learners: What is the nature of the data? (soundfiles, transcribed protocols, analysis files etc)? What formats have been used for transcription etc (e.g. the CHILDES transcription conventions)? Are the soundfiles (if any) in digital format? Would you like your corpus to be included in the inventory? Would you like your corpus to be considered for inclusion within the FLLOC database? Who currently holds copyright in the corpus? Many thanks, Florence Myles Rosamond Mitchell Sarah Rule Dr Florence Myles Modern Languages University of Southampton Southampton SO17 1BJ Tel: 023 80592269 Fax: 023 80593288 e-mail: fjm at soton.ac.uk From F.J.Myles at soton.ac.uk Wed Oct 29 08:54:18 2003 From: F.J.Myles at soton.ac.uk (Florence Myles) Date: Wed, 29 Oct 2003 08:54:18 -0000 Subject: Database of Oral L2 Corpora: German, Spanish, English Message-ID: Database of Oral L2 Corpora: German, Spanish, English As part of a research project at the University of Southampton in the UK, we have constructed a database of French Learner Language Oral Corpora: www.flloc.soton.ac.uk. This web-based database contains a range of corpora of learners at various levels, and includes digital soundfiles and transcripts in CHAT format (the CHILDES transcription system) of all the data, as well as morphosyntactic outputs for most of the transcripts. All the data is freely downloadable from the site (provided the ground rules are adhered to). We are now considering extending the database to other languages, initially German, Spanish and English, and would like to know how much interest there is in the SLA community for databases of this kind. If you are interested, please fill in the details below, and return to F.J.Myles at soton.ac.uk, by 12 November 2004. Name of corpus: Location: Contact details: L1: L2: Task(s) used: Level of learners: Age of learners: No. of learners: Would you like your corpus to be included in the database? Is your corpus in CHAT format (the CHILDES transcription conventions)? Are the soundfiles in digital format? Many thanks, Florence Myles Ros Mitchell Sarah Rule Dr Florence Myles Modern Languages University of Southampton Southampton SO17 1BJ Tel: 023 80592269 Fax: 023 80593288 e-mail: fjm at soton.ac.uk From ks7t at andrew.cmu.edu Wed Oct 29 15:50:49 2003 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 29 Oct 2003 10:50:49 -0500 Subject: Call for Papers: THE ANNUAL REVIEW OF LANGUAGE ACQUISITION Message-ID: Call for Papers THE ANNUAL REVIEW OF LANGUAGE ACQUISITION VOL. 4 (2004) Editors Clara C. Levelt, Leiden University Lynn Santelmann, Portland State University Maaike Verrips, Taalstudio, the Netherlands ARLA is devoted to research in the domain of first language acquisition, i.e., the process of acquiring command of a first language. It focuses on research reported in recently defended PhD theses. The major share of contributions to the yearbook consists of excerpts from, or edited summaries of, dissertations addressing issues in first language acquisition, including bilingual first language acquisition. These papers should be written by the original author of the dissertation, conform to the format of a journal article, and thus be comprehensible without reference to the source text. ARLA publishes reports of original research pertaining to various approaches to first language and bilingual first language acquisition, be it experimental, observational, computational, clinical or theoretical, provided that the work is of high quality. The Annual Review also welcomes studies in which first language acquisition is compared to second language acquisition, as well as studies on language acquisition under abnormal conditions. In all of the areas covered, ARLA is dedicated to creative and groundbreaking research. The yearbook, in its printed form, will be supplemented by an attractive website. The website will give access to electronic copies of the printed papers, but, more importantly, will also present background materials such as a resume for the author, excerpts of audio or video materials related to the reported research, tips for further reading, and links to relevant websites. In addition to the research reports sketched above, each issue of the Annual Review contains one state-of-the-art review in a subdomain of first language acquisition research. This paper is commissioned by the editors. Any student who has completed a dissertation in 2002 or 2003 is invited to submit a manuscript based on this work. In order to be eligible for publication, the manuscript should be of outstanding quality. Particularly, contributions are sought which excel with regard to the integration of behavioral data and (psycho)linguistic theorizing. More specifically, the Annual Review solicits papers which: ? develop new theoretical ideas to account for a set of facts; ? open up a new empirical domain or new set of data, e.g. explore a relatively unknown language, or apply a new or unknown experimental approach; ? report findings that are considered important for pertinent debates in the field. Submitted papers will be thoroughly reviewed by at least two members of the editorial board and/or external advisers. Deadline for submissions to the 2004 issue (Vol. 4): February 15, 2004 Address for correspondence: Editors of ARLA UIL-OTS, Utrecht University Trans 10 3512 JK Utrecht The Netherlands For further information, write to: ARLA at let.uu.nl, or visit the journals section at www.benjamins.com ARLA Editorial Board Peter Culicover, The Ohio State University Katherine Demuth, Brown University Jeff Elman, UCSD Louann Gerken, University of Arizona Marco Haverkort, Katholieke Universiteit Nijmegen Jack Hoeksema, Rijksuniversiteit Groningen Angeliek van Hout, Rijksuniversiteit Groningen Nina Hyams, UCLA Laurence B. Leonard, Purdue University Natascha M?ller, Universit?t Hamburg Johanne Paradis, University of Alberta William Philip, Universiteit Utrecht Thomas Roeper, University of Massachusetts, Amherst Petra Schulz, Universit?t Konstanz Ann Senghas, Barnard College William Snyder, University of Connecticut Daniel Swingley, Univerity of Pennsylvania Karin Stromswold, Rutgers University Jill de Villiers, Smith College From cmartinot at free.fr Thu Oct 30 07:31:07 2003 From: cmartinot at free.fr (Claire Martinot) Date: Thu, 30 Oct 2003 08:31:07 +0100 Subject: New publication Message-ID: Dear Childes-members: We would like to announce the publication of LA REFORMULATION: UN PRINCIPE UNIVERSEL D'ACQUISITION Claire Martinot and Amr Ibrahim (Eds.) Paris, Kime. (392 p., Cost - 26 euros) Acquisition of first or second language can be analyzed through the process of reformulation that children apply when retelling a story they just heard. By analyzing the language of retold story (lexical and grammatical structures), one can identify at what stage the child is in the course of his/her language acquisition. Eleven languages that are represented in this book (French, Italian, Rumanian, Polish, Croatian, Russian, English, Sudanese Arabic, Palestinian Arabic, Tunisian Arabic, Gengbe from South-Togo and French as L2) were found to share some of the acquisitional stages and significantly differ in others. The aim of the book is to propose a new way of examining the process of language acquisition that offers linguistic explanation as well as identifying stages of acquisition for complex linguistic structures. The book consists of 11 papers presented at the International Conference Acquisition et Construction du sens dans une perspective interlangue (Paris-Sorbonne, 20-21 dec. 2001.) An introductory article and a theoretical one, related to the 'Children's incomplete matrix reformulations ', are also included in the book. Claire Martinot Universit? Ren? Descartes, Paris 5 UMR 8606