From bpearson at comdis.umass.edu Thu Apr 1 17:50:50 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 1 Apr 2004 12:50:50 -0500 Subject: Summary: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Infochildes, On Thursday, March 18, 2004, at 11:53 AM, I asked for your help: > Dear Infochildes, > > I've been asked by a non-linguist who is trying to organize > a program on language awareness for an audiotape of > different English dialects. (She's in the US, but I guess > if there's one of British dialects, that might be useful, > too.) > > She's already familiar with the video American Tongues, > which would have been my first response for her. > > Any ideas? > Within hours, I had the following list, which covered what my colleague needed and more (as follows). Infochildes Query 3/18/04 Responses 3/19/04 1. Carolyn Chaney International English by Peter Trudgill and Jean Hannah (1982) (Edward Arnold publishers) is pretty good, and it comes with a book...I don't know about its current availability.  And for teaching students to play around with accents, I've succesfully used the "Acting with an Accent" tapes and booklets by David Stern (Dialect Accent Specialists, phone 802-626-3121), although these are not authentic accents, but rather stage versions. Still they can be pedagogically useful. 2. velleman at comdis.umass.edu (Shelley Velleman) Yes, I've often assigned my phonetics students to "translate" the "Acting with an Accent" instructions into phonetics terminology, and sometimes I offer learning to speak with one of these accents as an extra credit activity as well. I have a book on British dialects by Foulkes and Docherty called "Urban Voices".  It comes with an audiotape or CD.  3. Catherine Snow --the followng two websites are both goldmines of streaming dialectical audio 4. Stefka H. Marinova-Todd There is also a web-page (http://classweb.gmu.edu/accent/) called Speech Accent Archive hosted at the George Mason University which contains a collection of audio-files of various foreign accents of English, including about 60 samples of English dialects from across the US, as well as Britain, Australia, New Zealand and other English speaking countries. In all the samples, the speakers are asked to read the same paragraph in English, which provides for a good comparison across accents/dialects. 5. Brian MacWhinney One interesting resource on dialecct variation is the IViE (Intonational Variation in English) project.  They have a very systematic survey of 9 British dialects.  They have a web site and you can also find materials at http://talkbank.org/media/IViE 6. Judith VanderWoude A book and audiotape I really like on British dialects is "English accents and dialects: an introduction to social and regional varieties of English in the British Isles" by Arthur Hughes and Peter Trudgill.  You can purchase a separate accompanying audiotape that includes conversations transcribed in the text. 7. Ulrike Gut John Wells' book "Accents of English" comes with various recordings. Also, if she is interested in English accents around the world, there are the various ICE (International Corpus of English) corpora. > (Infochildes to the rescue again!) > > Many thanks, > Barbara > > > ***************************************** > Barbara Zurer Pearson, Ph. D. > Project Manager, Research Assistant > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > 413.545.5023 > fax: 545.0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3705 bytes Desc: not available URL: From sakas at hunter.cuny.edu Sun Apr 4 12:30:07 2004 From: sakas at hunter.cuny.edu (William Gregory Sakas) Date: Sun, 4 Apr 2004 08:30:07 -0400 Subject: DEADLINE extension: Psycho-computational Models of Human Language Acquisition Message-ID: ************************************************************************ FINAL Call for Papers Psycho-computational Models of Human Language Acquisition *** DEADLINE EXTENSION *** New Submission deadline: 15 April A COLING 2004 Workshop Geneva Switzerland 28 August 2004 http://www.colag.cs.hunter.cuny.edu/psychocomp/ Workshop Topic -------------- The workshop will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with research in psycholinguistics, developmental psychology and linguistics -- with particular emphasis on the acquisition of syntax. Invited panel: Learning Biases in Language Acquisition Models ---------------------------------------------------------------- Walter Daelemans, Antwerp and Tilburg Charles D. Yang, Yale Invited speaker --------------- Elan Dresher, Toronto Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. However, there have been few venues in which psycho-computational models of how humans acquire their native language(s) are the focus. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. However, this begs the question of whether or not a psychologically plausible statistical learning strategy can be successfully exploited in a full-blown psycho-computational acquisition model. Although there has been a significant amount of presented research targeted at modeling the acquisition of word categories and phonology, research aimed at psychologically motivated modeling of syntax acquisition has just begun to emerge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of syntax are also welcome. Papers are invited on, but not limited to, the following topics: * Acquisition models that contain a parsing component * Models that have a cross-linguistic or bilingual perspective * Models that address the question of learning bias in terms of innate linguistic knowledge versus statistical regularity in the input * Models that can acquire natural language word-order * Hybrid models that cross established paradigms * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework or Optimality Theory) * Empirical models that make use of child-directed corpora * Formal models that incorporate psychologically plausible constraints * Comparative surveys, across multiple paradigms, that critique previously published studies Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Lunch session: Word-order acquisition -------------------------------------- The topic of this session will be the acquisition of different natural language word-orders. The workshop will provide a common test-bed of abstract sentence patterns from word order divergent languages. The shared data contains the sentence patterns and cross-linguistic fully-specified parses for each sentence pattern. The patterns are available at: www.colag.cs.hunter.cuny.edu/grammar/data/allsentences.zip General information and a web interface for perusing the data can be found at: www.colag.cs.hunter.cuny.edu/grammar Due to the limited amount of time available to work with novel data, pilot studies are encouraged. The session will consist of short presentations and roundtable discussion. Submissions for this session are limited to 2 pages. Those who may be interested in submitting to this session should contact the workshop organizer before the submission deadline for further details. Dates of submissions Submission deadline: 15 April 2004 Acceptance notification: 14 May 2004 Camera-ready deadline: 10 June 2004 Workshop date: 28 August 2004 Workshop Organizer William Gregory Sakas, City University of New York (sakas at hunter.cuny.edu) Program Committee * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Morten H. Christiansen, Cornell University, USA * Stephen Clark, University of Edinburgh, UK * James Cussens, University of York, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Jeffrey Elman, University of California, San Diego, USA * Janet Dean Fodor, City University of New York, USA * Gerard Kempen, Leiden University, The Netherlands and The Max Planck Institute, Nijmegen * Vincenzo Lombardo, University of Torino, Italy * Larry Moss, University of Indiana, USA * Miles Osborne, University of Edinburgh, UK * Dan Roth, University of Illinois at Urbana-Champaign, USA * Ivan Sag, Stanford University, USA * Jeffrey Siskind, Purdue University, USA * Mark Steedman, University of Edinburgh, UK * Menno van Zaanen, Tilburg University, The Netherlands * Charles Yang, Yale University, USA Paper Submission ---------------- Length: Submissions should be no more than 8 pages (A4 or equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submissions to the lunch session on word-order should be no more than 2 pages. (If accepted, final camera ready versions may be up to 8 pages or 5 pages for the word-order submissions.) Layout: Papers must conform to COLING 2004 formatting guidelines, available at: http://www.issco.unige.ch/coling2004/coling2004downloads.html Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: Psycho.Comp at hunter.cuny.edu. The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. Contact: Psycho.Comp at hunter.cuny.edu or sakas at hunter.cuny.edu http://www.colag.cs.hunter.cuny.edu/psychocomp/ From k.j.alcock at lancaster.ac.uk Tue Apr 6 07:25:37 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Tue, 6 Apr 2004 08:25:37 +0100 Subject: CDI construction - what to put in Message-ID: We're constructing a CDI in two East African languages which both have a lot of grammatical words. For example, I have just counted up the possessives and there are about 60 in one of the languages and more in the other. In English it seems as if all pronouns etc. are put in to the toddler scale - what about in more grammar-rich languages? Would it be sensible to pilot all the words and then leave in some that distinguish well? Or to ask parents about some of the words and to give examples of the others their children can say? We are administering the inventory as an interview as our parents are illiterate so the parents are a captive audience - they can't go off to pick the kids up in the middle of doing the questionnaire, and then forget about filling it in - but it takes longer. Secondly, and I have a feeling this was discussed recently, what exactly constitutes a word? Common phrases are included in the English version, and it seems to me they are often combinations of other pairs of words. Presumably we are assuming that children have not analysed the phrases into their separate words - is there evidence that children use the phrases (e.g. peanut butter) without their consituent words (peanut, butter) and hence it adds information to include the phrases? There seem to be fewer phrases in the short forms of the questionnaire, and I'm not sure if this is deliberate. thanks Katie Alcock From k.j.alcock at lancaster.ac.uk Tue Apr 6 08:13:19 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Tue, 6 Apr 2004 09:13:19 +0100 Subject: Elizabeth Barcikowski Message-ID: Does anyone possibly have an email address for Liz Barcikowski? Alternatively, I see from the CDI web pages she was working on a CDI for Malawi - if anyone knows that someone else is working on this maybe they could let me know who else to get in touch with. Thank you Katie Alcock From gagarina at zas.gwz-berlin.de Tue Apr 6 14:09:10 2004 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Tue, 6 Apr 2004 16:09:10 +0200 Subject: Call for Papers: Xth Intern. Congress for the Study of Child Lang. Message-ID: Call for Papers Xth International Congress for the Study of Child Language July 25-29, 2005 Berlin Meeting URL: http://www.ctw-congress.de/iascl/ Meeting Email: mail at ctw-congress.de Special Emphasis Topic: Crosslinguistic and Intercultural Aspects of Unimpaired and Impaired Language Acquisition: A Window on Universal and Language Particular Learning Mechanisms Specific Topic Areas within the Special Emphasis Topic: • Methods of crosslinguistic and intercultural research in language development • Conceptual and lexical development • Bootstrapping mechanisms • Models of learning • Interaction between morphosyntactic and lexical development • The neurocognitive basis of language learning • Genetic aspects of language acquisition • Language acquisition in children with genetic syndromes • Origins of specific language disorders • Bilingual acquisition • Similarities and differences between the acquisition of sign language and spoken language • The acquisition of Pidgins and Creoles Deadline: November 15, 2004 Participants are invited to submit abstracts for oral or poster presentations or organization of a symposium until November 15, 2004. Abstracts for papers and poster should provide basic information about he leading question, the data, the methods, and the results of the presentation. The abstracts are limited to 500 words. Abstracts for symposia should briefly describe the question and specific aim of the symposium, list name, affiliation of the contributors and should include a brief abstract of each contribution. The symposium abstracts should not exceed 1200 words. For presentation by each submitter a maximum of 1 first authored paper/poster and a maximum of 2 papers/posters in any other autorship status will be accepted. If you intend to submit an abstract (English Language), please exclusively use the internet abstract form (http://www.ctw-congress.de/iascl/papers.html). Abstracts submitted by fax, mail or e-mail are not accepted. From seunghee at umich.edu Tue Apr 6 15:17:01 2004 From: seunghee at umich.edu (Seung-Hee Claire Son) Date: Tue, 6 Apr 2004 11:17:01 -0400 Subject: frog story shared reading Message-ID: Hello, I'm a doctoral student in University of Michigan, interested in parental influences on child language and literacy development. I'm conducting a study on mother-child shared book reading using the frog story, but couldn't find many references on this. I'm thinking of using mother's reading the book as a measure of parental narratives influencing their children's comprehension and narrative skills. I remember there was an email about updating the reference list on frog story studies last year. I searched the childes website but could not find the reference. If somebody has the updated reference list, can you please email me? Or if you happen to come up with any study on shared reading with the frog book, please send it to me. Until now, I have: Burch, M (2001). Maternal narratives and children's language development. Unpublished Doctal thesis. U of Minnesota. Garner, P. et al (1997). Low-income mothers' conversations about emotions and their children's emotional competence. Social development, 6(1), 37-52. Stavans, A (1996). Development of parental narrative input. Wigglesworth, G. & Stavans, A (2001). A crosscultural investigation of Australian and Israeli parents' narrative interactions with their children. In Children;s language: Developing narrative and discourse competence, 10, 73-91. Mahwah, NJ: Lawrence Erlbaum Associates. Thank you! Seung-Hee Claire Son From tomasello at eva.mpg.de Tue Apr 6 17:02:39 2004 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Tue, 6 Apr 2004 19:02:39 +0200 Subject: Call for Papers: Xth Intern. Congress for the Study of Child Lang. In-Reply-To: <4072BA06.2070307@zas.gwz-berlin.de> Message-ID: Just to make sure there is no confusion, the recent call for papers on this list: Xth International Congress for the Study of Child Language July 25-29, 2005 Berlin is indeed the meeting of the International Association for the Study of Child Language (IASCL). Mike Tomasello From naborsle at gse.harvard.edu Tue Apr 6 19:56:39 2004 From: naborsle at gse.harvard.edu (Leslie Nabors) Date: Tue, 6 Apr 2004 15:56:39 -0400 Subject: CDI construction - what to put in In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A1044D60FB@exchange-be1.lancs.ac.uk> Message-ID: Hi Katie, Since I am just now completing the Hungarian adaptation of the CDI (toddler form), I believe I can speak to the first part of your question. Hungarian is a morphologically rich language, so, as you said, looking at an English-language CDI will get you only so far... I began with the original MacArthur CDI, however, noting that not all of the English closed-class words are there either (e.g., "whom", "ourselves"). I then looked at natural language samples (mostly MacWhinney's) to see what kids in that range might be saying. Hungarian is also lucky to have a really well-structured and detailed diary study from the 19th century, and I looked at that too. I then took my draft copy and met with focus groups of parents, a school psychologist, and nursery school teachers (in Hungary) before I made the final version. I don't know how much this helps, but I believe it worked well for my project. I'm now beginning work on the infant form with a group of Hungarian researchers, and we will definitely conduct the focus groups again -- they were incredibly helpful. Best of luck, Leslie Nabors Olah On Tue, 6 Apr 2004 08:25:37 +0100 "Alcock, Katherine" wrote: >We're constructing a CDI in two East African languages which both have a lot of grammatical >words. For example, I have just counted up the possessives and there are about 60 in one of the >languages and more in the other. > >In English it seems as if all pronouns etc. are put in to the toddler scale - what about in more >grammar-rich languages? Would it be sensible to pilot all the words and then leave in some that >distinguish well? Or to ask parents about some of the words and to give examples of the others >their children can say? We are administering the inventory as an interview as our parents are >illiterate so the parents are a captive audience - they can't go off to pick the kids up in the >middle of doing the questionnaire, and then forget about filling it in - but it takes longer. > >Secondly, and I have a feeling this was discussed recently, what exactly constitutes a word? >Common phrases are included in the English version, and it seems to me they are often >combinations of other pairs of words. Presumably we are assuming that children have not analysed >the phrases into their separate words - is there evidence that children use the phrases (e.g. >peanut butter) without their consituent words (peanut, butter) and hence it adds information to >include the phrases? There seem to be fewer phrases in the short forms of the questionnaire, and >I'm not sure if this is deliberate. > >thanks > >Katie Alcock > From macw at cmu.edu Tue Apr 6 21:02:20 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 6 Apr 2004 17:02:20 -0400 Subject: AILA 2005 Message-ID: AILA 2005 World Congress Dear colleagues, Would you please spread the word that the Call for Proposals for the 14th World Congress of Applied Linguistics/AILA to be held in July 2005 in Madison, Wisconsin, USA, is on the web at www.aila2005.org. We are accepting proposals from now through June 1. The deadline is early so that international travelers can get the appropriate travel documentation. Many thanks Mary Jane Curry, PhD Communications coordinator, AILA From dthal at mail.sdsu.edu Wed Apr 7 00:08:52 2004 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 6 Apr 2004 17:08:52 -0700 Subject: CDI construction - what to put in In-Reply-To: Message-ID: Hi Katie, The process outlined by Leslie below is the one that Donna Jackson-Maldonado used for the Mexican Spanish version. It is also the strategy that was used by Liz Bates and her students in constructing the original CDI. My guess is that most of the adaptations to other languages used similar strategies in order to develop a final product that is valid for the particular language. Validation from language samples, if possible, is certainly the best strategy I can think of. Best regards, Donna At 12:56 PM 4/6/2004, Leslie Nabors wrote: >Hi Katie, > >Since I am just now completing the Hungarian adaptation of the CDI >(toddler form), I believe I can speak to the first part of your question. >Hungarian is a morphologically rich language, so, as you said, looking at >an English-language CDI will get you only so far... > >I began with the original MacArthur CDI, however, noting that not all of >the English closed-class words are there either (e.g., "whom", >"ourselves"). I then looked at natural language samples (mostly >MacWhinney's) to see what kids in that range might be saying. Hungarian is >also lucky to have a really well-structured and detailed diary study from >the 19th century, and I looked at that too. I then took my draft copy and >met with focus groups of parents, a school psychologist, and nursery >school teachers (in Hungary) before I made the final version. >I don't know how much this helps, but I believe it worked well for my >project. I'm now beginning work on the infant form with a group of >Hungarian researchers, and we will definitely conduct the focus groups >again -- they were incredibly helpful. > >Best of luck, > >Leslie Nabors Olah > > > >On Tue, 6 Apr 2004 08:25:37 +0100 > "Alcock, Katherine" wrote: >>We're constructing a CDI in two East African languages which both have a >>lot of grammatical words. For example, I have just counted up the >>possessives and there are about 60 in one of the languages and more in >>the other. >> >>In English it seems as if all pronouns etc. are put in to the toddler >>scale - what about in more grammar-rich languages? Would it be sensible >>to pilot all the words and then leave in some that distinguish well? Or >>to ask parents about some of the words and to give examples of the others >>their children can say? We are administering the inventory as an >>interview as our parents are illiterate so the parents are a captive >>audience - they can't go off to pick the kids up in the middle of doing >>the questionnaire, and then forget about filling it in - but it takes longer. >> >>Secondly, and I have a feeling this was discussed recently, what exactly >>constitutes a word? Common phrases are included in the English version, >>and it seems to me they are often combinations of other pairs of >>words. Presumably we are assuming that children have not analysed the >>phrases into their separate words - is there evidence that children use >>the phrases (e.g. peanut butter) without their consituent words (peanut, >>butter) and hence it adds information to include the phrases? There seem >>to be fewer phrases in the short forms of the questionnaire, and I'm not >>sure if this is deliberate. >> >>thanks >> >>Katie Alcock > Donna Thal Donna J. Thal, Ph.D. Developmental Psycholinguistics Laboratory 6330 Alvarado Court, Suite 231 San Diego, CA 92120-1850 phone: 619-594-7110 fax: 619-594-4570 San Diego State University Department of Communicative Disorders and SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL/index.htm Research Psychologist Center for Research on Language University of California, San Diego -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Wed Apr 7 06:03:09 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Wed, 7 Apr 2004 07:03:09 +0100 Subject: CDI construction - what to put in Message-ID: Further to my previous message, we are definitely using the corpora of child speech in these two languages that we have, but currently the only data is that we collected, and we only have a few hundred utterances in each language i.e. it's pretty limited. There is some data on a different dialect of one of the languages, but it is especially different in grammatical aspects, which is the part I'm stuck on, and this is not publicly available in corpus form, only in summary form. However, I'm encouraged to see that focus groups might work with parents and educators, as we can certainly do that. Any further ideas gratefully received. Katie Alcock From michael at georgetown.edu Wed Apr 7 19:10:49 2004 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 7 Apr 2004 15:10:49 -0400 Subject: Post-doctoral fellow and RA positions at the Brain and Language Lab Message-ID: TWO POSITIONS: POSTDOCTORAL FELLOW AND RESEARCH ASSISTANT BRAIN AND LANGUAGE LAB, GEORGETOWN UNIVERSITY. We are seeking to fill two full-time positions in the Brain and Language Lab: a Post-doctoral Fellow and a Research Assistant / Lab Manager. The lab is at Georgetown University, and is affiliated with the Departments of Neuroscience, Linguistics, Psychology and Neurology. The members of the lab carry out research on the neural, computational and psychological bases of language, including morphology, syntax and both conceptual and compositional semantics. We examine these domains in several languages (thus far, English, Spanish, Italian and Japanese). We probe the relation between these language domains and various non-language domains and their neurocognitive correlates, in particular memory and motor functions, focusing on declarative and procedural memory. We additionally investigate sex differences in language; second language learning and processing; the recovery of language following neural damage; the neuro-pharmacology of language; and the neurocognition of music. We use multiple complementary methodological approaches to test our hypotheses, with the goal of obtaining converging evidence: (1) psycholinguistic studies of cognitively unimpaired adults; (2) developmental investigations of normal children and of children and adults with developmental disorders (Specific Language Impairment, Williams syndrome, ADHD, dyslexia, autism, and Tourette syndrome); (3) neurological studies of patients with adult-onset brain damage (Alzheimer's, Parkinson's, and Huntington's diseases, cerebellar damage, and aphasia); (4) neuroimaging studies of normal and cognitively impaired subjects, using electroencephalography / Event-Related Potentials (EEG/ERPs) and functional Magnetic Resonance Imaging (fMRI); (5) pharmacological and endocrine manipulations in normal and cognitively impaired subjects (e.g., acetylcholine and estrogen). The lab has a high-end 96-channel EEG/ERP system. fMRI is performed at Georgetown on a 3T Siemens magnet. The members of the lab have expertise in a variety of disciplines, including several areas of theoretical linguistics, psycholinguistics, cognitive psychology, cognitive neuroscience, and neuroimaging. We collaborate intensively with other groups at Georgetown University (particularly in Linguistics and Neurology), and at other institutions in the US and abroad. Post-doctoral Fellow: The successful candidate will have the opportunity to be involved in a number of the projects described above, and to carry out her/his own studies. Requirements: (1) Ph.D. and background in cognitive neuroscience, cognitive psychology and/or theoretical linguistics; (2) research experience investigating the neurocognition of language; (3) expertise in two or more of the following: ERPs, fMRI, MEG, adult-onset disorders, developmental-disorders, psycholinguistic behavioral techniques, statistics; (4) strong publication record. Previous demonstration of funding will be considered an advantage. Research Assistant / Lab Manager: The successful candidate will have the opportunity to be involved in a number of the projects described above. S/he will have responsibility for multiple aspects of laboratory management and organization, including overseeing undergraduate work-study students, working with other lab members in preparing and managing grants, creating experimental stimuli, and setting up and running experiments. Minimum requirements for the position include a B.A. or B.S., with a significant amount of coursework or research experience in language, cognition, neuroscience, or a related field. Familiarity with Macintosh, Windows, and UNIX is highly desirable, as is programming experience (especially in VBA) and some background in statistics. A car is preferable because subject testing is conducted at multiple sites. The candidate must be extremely energetic, hard-working, organized and responsible, and be able to work with a diverse group of people. To allow for sufficient time to learn new skills and to be productive, candidates for both positions should be available to work for three years, although a longer period may be possible. A start date of summer 2004 is preferable. Final approval of funding is pending for both positions. Interested candidates should email Matt Moffa (mjm84 at georgetown.edu) their CV, and have 3 recommenders email him their recommendations directly. For information on the lab, see http://www.giccs.georgetown.edu/labs/ullman. Additional questions may be directed to Michael Ullman, director of the lab (michael at georgetown.edu). Consideration of applicants will begin immediately, and will end when the position is filled. Georgetown University is an Affirmative Action/Equal Opportunity employer. Both positions includes health benefits. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdrw at ozemail.com.au Thu Apr 8 19:32:25 2004 From: sdrw at ozemail.com.au (D=?ISO-8859-1?B?9g==?=pke/Woods) Date: Fri, 9 Apr 2004 05:32:25 +1000 Subject: Arabic language development Message-ID: Dear All, At the multicultural interest group of Speech Pathology Australia we would like to organise some professional development related to our Arabic clients. A search of LLBA nothing succint or available in Australian libraries. Can someone help? Susanne ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Dr Susanne Döpke Consultant in Bilingualism Speech Pathologist ph: 9439 4148 mobile: 0409 977 037 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ROZANDZ at aol.com Fri Apr 9 15:51:50 2004 From: ROZANDZ at aol.com (ROZANDZ at aol.com) Date: Fri, 9 Apr 2004 11:51:50 EDT Subject: (sans sujet) Message-ID: hello, I am doing a doctorate on the acquisition of English by French second language learners and I am looking for an unpublished study by RICCIARDELLI, L.A , untitled "a review of the relationship between metalinguistic development and bilingualism" Does anyone possibly know where I could obtain this study or have more information about it ? Many thanks, coralie -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Fri Apr 9 16:17:04 2004 From: lsc at th.com.br (Leonor S Cabral) Date: Fri, 9 Apr 2004 13:17:04 -0300 Subject: Dislexia Message-ID: Dear Colleagues, I´m looking for recent models on dislexia. Can you, please, forward some recent bibliographic references and/or papers? Best regards, Prof. Dr. Leonor Scliar-Cabral -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Fri Apr 9 16:19:58 2004 From: lsc at th.com.br (Leonor S Cabral) Date: Fri, 9 Apr 2004 13:19:58 -0300 Subject: Fw: Letters distinctive features Message-ID: Dear Colleagues, Can you, please, forward some recent bibliographic references and/or papers about the subject "letters distinctive features"? Best regards, Prof. Dr. Leonor Scliar-Cabral -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Fri Apr 9 16:53:54 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 9 Apr 2004 17:53:54 +0100 Subject: Dislexia Message-ID: Books: N. Goulandris (e.d) Dyslexia in Different Languages: Cross- Linguistic Comparisons. Whurr, 2003 C. Hulme (ed.) Dyslexia: Biology, Cognition and Intervention. Whurr, 1997 T.R. Miles and E. Miles: Dyslexia 100 Years On, 2nd edition. Open University Press, 1999. M. Snowling: Dyslexia, 2nd edition. Blackwell, 2000 A very recent paper: F. Vellutino, J. Fletcher, M. Snowling and D. Scanlon. Specific reading disability (dyslexia): what have we learned in the last four decades? Journal of Child Psychology and Psychiatry, 2004, 45(1), 2-40 I hope these are helpful, Ann In message <005a01c41e4e$1c886640$66030a0a at implemorfe1> "Leonor S Cabral" writes: > > Dear Colleagues, > I=B4m looking for recent models on dislexia.=20 > Can you, please, forward some recent bibliographic references and/or = > papers? > Best regards, > Prof. Dr. > Leonor Scliar-Cabral > From ian.smythe at ukonline.co.uk Fri Apr 9 18:46:07 2004 From: ian.smythe at ukonline.co.uk (Ian) Date: Fri, 9 Apr 2004 19:46:07 +0100 Subject: Dislexia In-Reply-To: Message-ID: To this I would add (please note declaration of self interest!) Smythe I, Everatt J and Salter R. (2004) The International Book of Dyslexia. Wiley. London NB There are two volumes. You will want Vol 1 on languages. (Vol 2 is on countries) Also Reid G and Fawcett A (2004) Dyslexia in Context. Whurr. London Best wishes, Ian -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Ann Dowker Sent: 09 April 2004 17:54 To: Leonor S Cabral Cc: info-childes at mail.talkbank.org Subject: Re: Dislexia Books: N. Goulandris (e.d) Dyslexia in Different Languages: Cross- Linguistic Comparisons. Whurr, 2003 C. Hulme (ed.) Dyslexia: Biology, Cognition and Intervention. Whurr, 1997 T.R. Miles and E. Miles: Dyslexia 100 Years On, 2nd edition. Open University Press, 1999. M. Snowling: Dyslexia, 2nd edition. Blackwell, 2000 A very recent paper: F. Vellutino, J. Fletcher, M. Snowling and D. Scanlon. Specific reading disability (dyslexia): what have we learned in the last four decades? Journal of Child Psychology and Psychiatry, 2004, 45(1), 2-40 I hope these are helpful, Ann In message <005a01c41e4e$1c886640$66030a0a at implemorfe1> "Leonor S Cabral" writes: > > Dear Colleagues, > I=B4m looking for recent models on dislexia.=20 > Can you, please, forward some recent bibliographic references and/or = > papers? > Best regards, > Prof. Dr. > Leonor Scliar-Cabral > From seidenberg at wisc.edu Mon Apr 12 14:40:57 2004 From: seidenberg at wisc.edu (Mark S. Seidenberg) Date: Mon, 12 Apr 2004 09:40:57 -0500 Subject: dyslexia Message-ID: There are several papers on dyslexia downloadable from our lab web site, URL given below. Harm & Seidenberg (1999) summarize a lot of behavioral research and present a computational model of two types of dyslexia. Harm, McCandliss and Seidenberg (2003) use the above model to explain why some common interventions for dyslexia are effective and others are not. Rayner, Foorman, Perfetti, Pesetsky & Seidenberg (2001) is a short monograph about reading, dyslexia, and instruction that was commissioned by the American Psychological Society. Rayner et al. (2002) is a more accessible Scientific American article emphasizing instructional issues (some instructional practices create what I call "instructional dyslexics"). Dyslexia research is quite up in the air right now, in my opinion, with rather clear evidence about the kinds of deficits that dyslexics exhibit but little consensus about etiology (i.e., proximal causes). Mark S. Seidenberg Donald O. Hebb Professor of Psychology and Cognitive Neuroscience *** Note Succinct New Email Address *** seidenberg at wisc.edu Department of Psychology University of Wisconsin-Madison 1202 W. Johnson St. Madison, WI 53706 phone: 608-263-2553 fax: 608-262-4029 Language and Cognitive Neuroscience Lab: http://lcnl.wisc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1430 bytes Desc: not available URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Apr 14 07:20:32 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 14 Apr 2004 08:20:32 +0100 Subject: Motherese in German-speaking mothers Message-ID: I have been told that motherese in German-speaking mothers is less sing-songy, less pronounced in terms of stress patterns etc. compared to English or French, say. Could German-speaking child language researchers confirm or otherwise please. PLEASE SEND YOUR RESPONSE TO m.elsabbagh at ich.ucl.ac.uk since I am abroad and getting onto a very antiquated system that may crash if too many responses! Many thanks Annette Karmiloff-Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From Millians at kennedykrieger.org Wed Apr 14 13:54:39 2004 From: Millians at kennedykrieger.org (Molly Millians) Date: Wed, 14 Apr 2004 09:54:39 -0400 Subject: children's language in naturalistic settings Message-ID: Hi all, I am looking for information or studies that compare children's language processing in structured settings vs. naturalistic settings. I am interested in children's development of alternate thought or outcomes for events. Any recommendations of recent articles or publications that look into structured vs. naturalistic settings regarding children's language processing would be great. Thank you in advance for your guidance. Molly Millians Education Specialist FAS Clinic Marcus Institute Atlanta, GA From jzhou at public1.ptt.js.cn Sun Apr 18 14:59:55 2004 From: jzhou at public1.ptt.js.cn (jzhou) Date: Sun, 18 Apr 2004 22:59:55 +0800 Subject: Teacher's language input in classroom Message-ID: Dear all, One of my research student is trying to do dissertation on teacher's language input in second language (English) classroom. But we have problems to find information on the topic, especially for the tools to analyze data. Could anyone gives us some help? Thanks a lot! Zhou Jing, Ph.D Professor Faculty of Preschool & Special Education East China Normal University Shanghai, China -------------------------------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Tue Apr 20 16:58:10 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Tue, 20 Apr 2004 12:58:10 -0400 Subject: question re: kwal with action lines, kwal with postcode Message-ID: Hi folks, Sorry for asking so many questions lately! I always check the manual first and try a hundred commands before I appeal to you as a last resort. 1. kwal and action lines I am trying to remove one dependent tier from my transcripts. The transcripts have the usual speaker tiers with utterances, including some www, xxx, and yyy. They also sometimes only have an action marker and no speech on the speaker line: *MAR: 0 [=! rolls car]. These 0 lines sometimes also have a dependent tier: *MAR: 0 [=! rolls car]. %exp: car goes off in unintended direction When I run the following kwal to remove a particular dependent tier, the 0 lines that have no dependent tier (ex.1) are removed from the transcript. Variations (adding +t*, adding +s"$*" to the %cfa,. etc.) do not work nor does replacing kwal with combo. Any solutions? kwal +d +o@ +t% -t%cfa filename (see beneath my signature below for sample input/output) 2. How can I filter out ONLY utterances with particular postcodes on main tier ALONG with attached dependent tiers? The following command yields all the utterances I want but excludes the dependent tiers in the output and gives only main tier: kwal +d +o@ +s"[+ errinc]" filename If I add +t% or +t%cfd (a single desired dependent tier) to the command, I get all utterances with dependent tier, not only the ones with the postcode. I cannot find a way to get combo to do it nor does a series of kwals (pipeouts) seem to work. Thank you once again for any help you might provide. Diane Pesco McGill University School of Communication Sciences & Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 ******************************************************************************* input for question 1: @Begin *MAR: here I go. *MAR: 0. *MAR: 0. %act: walks away *MAR: see. %cfd: $INI:REG:bid %cfa: $RES:REG:bid *MAR: www. *MAR: xxx. *MAR: yyy. @End output for question 1: @Begin *MAR: here I go . *MAR: 0 . %act: walks *MAR: see . %cfd: $INI:REG:bid *MAR: www . *MAR: xxx . *MAR: yyy . @End From macw at cmu.edu Tue Apr 20 20:12:58 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Apr 2004 16:12:58 -0400 Subject: question re: kwal with action lines, kwal with postcode In-Reply-To: <408556A2.8030600@po-box.mcgill.ca> Message-ID: Dear Diane, The first problem (deleted 0 lines) is a bug which we will fix right away. The second problem is easily resolved just by adding a +o% switch, as in kwal +d +o@ +o% +s"[+ errinc]" filename Good luck, Brian MacWhinney From toshirolontra at libero.it Wed Apr 21 08:59:03 2004 From: toshirolontra at libero.it (toshirolontra at libero.it) Date: Wed, 21 Apr 2004 10:59:03 +0200 Subject: errors tagging Message-ID: Dear All, I don’t understand something about CLAN programs: If it is possible (for example) to automatically generate a %mor tier from a main tier by using MOR, is there a CLAN program also for errors tagging? to automatically generate an %err tier? Or could it be done only by hand? thanks in advance, Cristina Onesti From pss116 at bangor.ac.uk Wed Apr 21 11:08:11 2004 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Wed, 21 Apr 2004 12:08:11 +0100 Subject: possible references? Message-ID: Does anyone know of any good references concerning whether it is better to deal with bilingual children with language problems (especially oral abilities--production & comprehension) in one language or two? If you know of any work touching on the efficacy of focusing on one language versus two when dealing (e.g., in speech therapy) with bilingual children who have delayed language or SLI, I would be grateful for any references you could supply. Thanks in advance, Ginny Gathercole -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From centenoj at stjohns.edu Wed Apr 21 12:31:01 2004 From: centenoj at stjohns.edu (Jose Centeno) Date: Wed, 21 Apr 2004 08:31:01 -0400 Subject: possible references? Message-ID: Here's a reference, Virginia. Gutierrez-Clellen, V. F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302. Jose 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 Ginny Mueller Gathercole Sent: Wed 4/21/2004 7:08 AM To: info-childes at mail.talkbank.org Cc: Subject: possible references? Does anyone know of any good references concerning whether it is better to deal with bilingual children with language problems (especially oral abilities--production & comprehension) in one language or two? If you know of any work touching on the efficacy of focusing on one language versus two when dealing (e.g., in speech therapy) with bilingual children who have delayed language or SLI, I would be grateful for any references you could supply. Thanks in advance, Ginny Gathercole -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From h.vanderlely at ucl.ac.uk Wed Apr 21 17:52:39 2004 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Wed, 21 Apr 2004 18:52:39 +0100 Subject: Post-Doctoral Research Position Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Apr 22 19:00:56 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 22 Apr 2004 15:00:56 -0400 Subject: New Japanese corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new Japanese child language corpus contributed by Naomi Hamasaki of Aichi Shukutoku University in Nagoya with the support of Susanne Miyata. The corpus is a case study of a child Taro with recording every three weeks from 2;2 to 3;4. The files have both Roman and Japanese orthographies. Although there are links to the sound files, the sound is not available at this time. Many thanks to Naomi and Susanne for contributing this corpus. --Brian MacWhinney From smiyata at asu.aasa.ac.jp Fri Apr 23 02:11:03 2004 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Fri, 23 Apr 2004 11:11:03 +0900 Subject: New Japanese corpus In-Reply-To: Message-ID: Dear Brian, thank you for your help concerning this corpus. Just one correction: it should read "Naomi Hamasaki of Chukyo University in Nagoya" -- Susanne (indeed atÝ Aichi Shukutoku U.) At 15:00 -0400 04.4.22, Brian MacWhinney wrote: >Dear Info-CHILDES, >Ý I am happy to announce the addition to CHILDES of a new Japanese child >language corpus contributed by Naomi Hamasaki of Aichi Shukutoku University >in Nagoya with the support of Susanne Miyata.Ý The corpus is a case study of >a child Taro with recording every three weeks from 2;2 to 3;4.Ý The files >have both Roman and Japanese orthographies.Ý Although there are links to the >sound files, the sound is not available at this time. >Ý Many thanks to Naomi and Susanne for contributing this corpus. > >--Brian MacWhinney From Millians at kennedykrieger.org Fri Apr 23 19:55:08 2004 From: Millians at kennedykrieger.org (Molly Millians) Date: Fri, 23 Apr 2004 15:55:08 -0400 Subject: FAS Message-ID: Hi al, Could anyone recommend articles that have explored langauge development or processing of individuals who have been diagnosed with prenatal alcohol exposure? I have come across the work from University of Washington. I am looking for other resources. Thanks, Molly Millians From sdrw at ozemail.com.au Fri Apr 23 20:46:35 2004 From: sdrw at ozemail.com.au (D=?ISO-8859-1?B?9g==?=pke/Woods) Date: Sat, 24 Apr 2004 06:46:35 +1000 Subject: possible references? In-Reply-To: Message-ID: Hi Ginny, I recently did a lit search on this topic. This is what I came up with. Treatment references seem to be tucked away in articles addressing assessment at times. There is very little that addresses this issue directly. I¹d be very interested in what other people may know of. Editorial: New Directions in the Assessment of Bilingual Children Mahon, Merle; Crutchley, Alison; Quinn, Tina Child Language Teaching and Therapy, 2003, 19, 3, Oct, 237-243 Assessing Phonologies in Bilingual Swedish-Arabic Children with and without Language Impairment Salameh, Eva-Kristina; Nettelbladt, Ulrika ; Norlin, Kjell Child Language Teaching and Therapy, 2003, 19, 3, Oct, 338-364 Using Narrative Language Intervention as a Tool to Increase Communicative Competence in Spanish-Speaking Children Schoenbrodt, Lisa; Kerins, Marie; Gesell, Jacqueline Language, Culture and Curriculum, 2003, 16, 1, 48-59 Interactional Feedback and Children's L2 Development Mackey, Alison; Oliver, Rhonda; System, 2002, 30, 4, Dec, 459-477 Comparison of Cross-Language Generalisation following Speech Therapy Holm, Alison; Dodd, Barbara Folia Phoniatrica et Logopaedica, 2001, 53, 3, May-June, 166-172 Significance of Cultural Variables in Assessment and Therapy Semela, Jacob Japane Mohale Folia Phoniatrica et Logopaedica, 2001, 53, 3, May-June, 128-13 Linguistics and Speech-Language Pathology: Combining Research Efforts toward Improved Interventions for Bilingual Children Miccio, Adele W; Hammer, Carol Scheffner; Toribio, Almeida Jacqueline Georgetown University Round Table on Languages and Linguistics, 2000, 234-250 Language Choice in Intervention with Bilingual Children Gutierrez-Clellen, Vera F American Journal of Speech-Language Pathology, 1999, 8, 4, Nov, 291-302 An Intervention Case Study of a Bilingual Child with Phonological Disorder Holm, Alison; Dodd, Barbara Child Language Teaching and Therapy, 1999, 15, 2, June, 139-158 Phonological Assessment and Treatment of Bilingual Speakers Yavas, Mehmet; Goldstein, Brian American Journal of Speech-Language Pathology, 1998, 7, 2, May, 49-60 Vocabulary Learning in Bilingual and Monolingual Clinical Intervention Thordardottir, Elin T; Weismer, Susan Ellis ; Smith, Mary E Child Language Teaching and Therapy, 1997, 13, 3, Oct, 215-227 Speech Disorder in Preschool Children Exposed to Cantonese and English Dodd, Barbara ; Holm, A ; Wei, Li Clinical Linguistics & Phonetics, 1997, 11, 3, May-June, 229-243 Efficacy of Intervention for a Bilingual Child Making Articulation and Phonological Errors Holm, Alison; Dodd, Barbara ; Ozanne, Anne International Journal of Bilingualism, 1997, 1, 1, Mar, 55-69 Cultural/Linguistic Variation in the United States and Its Implications for Assessment and Intervention in Speech-Language Pathology: An Epilogue Kayser, Hortencia Language, Speech, and Hearing Services in Schools, 1996, 27, 4, Oct, 385-387 Cultural/Linguistic Variation in the United States and Its Implications for Assessment andIntervention in Speech-Language Pathology: An Introduction Quinn, Rosemary ; Goldstein, Brian; Pena, Elizabeth D Language, Speech, and Hearing Services in Schools, 1996, 27, 4, Oct, 345-346 An Approach to Bilingualism in Early Intervention McCardle, Peggy ; Kim, Julia; Grube, Carl ; Randall, Virginia Infants and Young Children, 1995, 7, 3, Jan, 63-73 The Effect of Instruction in L1 on Receptive Acquisition of L2 for Bilingual Children with Language Delay Perozzi, Joseph A Language, Speech, and Hearing Services in Schools, 1992, 23, 4, Oct, 348-352 A Theoretical Framework for Bilingual Special Education Cummins, Jim Exceptional Children, 1989, 56, 2, Oct, 111-119 Most of those I haven¹t read yet. Hope that helps anyway. Susanne ­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­ Dr Susanne Döpke Consultant in Bilingualism Speech Pathologist ph: 9439 4148 mobile: 0409 977 037 > Does anyone know of any good references concerning whether it is > better to deal with bilingual children with language problems > (especially oral abilities--production & comprehension) in one > language or two? > > If you know of any work touching on the efficacy of focusing on one > language versus two when dealing (e.g., in speech therapy) with > bilingual children who have delayed language or SLI, I would be > grateful for any references you could supply. > > Thanks in advance, > > Ginny Gathercole -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Apr 24 01:19:25 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 23 Apr 2004 21:19:25 -0400 Subject: Chair position in Hong Kong Message-ID: Professor: Chair of Speech & Hearing Sciences (Re-advertisement) (RF-2003/2004-224) Applications are invited for appointment as Professor: Chair of Speech & Hearing Sciences in the Division of Speech & Hearing Sciences of the Faculty of Education, tenable from as soon as possible. Appointment will initially be made on a three- to five-year fixed-term basis, with the possibility of renewal. The Division of Speech & Hearing Sciences is responsible for the education of speech/language therapists and audiologists in Hong Kong and more widely. It is committed to innovative curriculum practice, and is a pioneer in problem-based learning (PBL) approaches. The Division has a strong research profile, with a particular commitment to the investigation of communication disorders in Chinese populations. The Division has world-class facilities, including laboratories with specialist equipment, clinical suites, and library holdings. Further information can be obtained from the website: http://www.hku.hk/speech/. The University of Hong Kong is at the international forefront of higher learning and research, with more than 100 teaching departments and sub-divisions of studies, and more than 60 research institutes and centres. Current enrolment includes 10,000 undergraduates and 7,000 postgraduates from 48 countries. English is the medium of instruction. The University is committed to international standards for excellence in scholarship and research. The appointee should have a distinguished record of research, publication and supervision of research students. He/She would be expected to contribute to teaching in relevant programmes, and research in an area of speech, language or hearing sciences related to communication disorders; provide research leadership in the Division; and play a key role in the development of research policy, strategy and staff development in the Faculty and more broadly, in the University. A knowledge of Chinese, and a recognized clinical qualification would be advantageous but are not essential. Starting annual salary [attracting contract-end gratuity and University contribution to a retirement benefits scheme, totalling up to 15% of basic salary] will be within the professorial range (which is subject to review from time to time in accordance with the University¹s established mechanism), the minimum of which is circa HK$1.1M (US$1 = HK$7.8) depending on qualifications and experience. At current rates, salaries tax does not exceed 16% of gross income. Leave, medical/dental benefits will be offered to the successful candidate. The provision of housing benefits (where applicable) is subject to review. Further particulars and application forms (272/302 amended) can be obtained at https://extranet.hku.hk/apptunit/; or from the Appointments Unit (Senior), Human Resource Section, Registry, The University of Hong Kong, Hong Kong (fax: (852) 2540 6735 or 2559 2058; e-mail: apptunit at reg.hku.hk). Review of applications will begin from May 24, 2004 until the position is filled. Further enquiries about the post can be addressed to the Head of Division (tel: (852) 2859 0595; fax: (852) 2559 0060; e-mail: tara at hku.hk). The University reserves the right not to fill the post or to fill the post by invitation. The University is an equal opportunity employer and is committed to a No-Smoking Policy From kohne005 at umn.edu Mon Apr 26 08:23:00 2004 From: kohne005 at umn.edu (Kathryn Kohnert) Date: Mon, 26 Apr 2004 03:23:00 -0500 Subject: possible references? In-Reply-To: Message-ID: Hi Ginny, The following chapter also addresses some of these issues. It is scheduled for release in August, 2004 : Kohnert, K., & Derr, A. (in press). Language Intervention with Bilingual Children. B. Goldstein (Ed.). Bilingual language development and disorders in Spanish-English speakers. Baltimore: Brookes. Take care, Kathryn ---------------------------------------------- Kathryn Kohnert, Ph.D., CCC-SLP Assistant Professor Department of Speech-Language-Hearing Sciences* University of Minnesota 115 Shevlin Hall 164 Pillsbury Dr., S.E. Minneapolis, MN 55455 www.ccsl.umn.edu www.cdis.umn.edu tel (612) 626-4733 e-mail: kohne005 at umn.edu * Formerly Department of Communication Disorders Ginny Mueller Gathercole wrote: > Does anyone know of any good references concerning whether it is > better to deal with bilingual children with language problems > (especially oral abilities--production & comprehension) in one > language or two? > > If you know of any work touching on the efficacy of focusing on one > language versus two when dealing (e.g., in speech therapy) with > bilingual children who have delayed language or SLI, I would be > grateful for any references you could supply. > > Thanks in advance, > > Ginny Gathercole > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hyams at humnet.ucla.edu Mon Apr 26 19:37:01 2004 From: hyams at humnet.ucla.edu (Hyams, Nina) Date: Mon, 26 Apr 2004 12:37:01 -0700 Subject: acquisition of the English perfect Message-ID: Can anyone tell me of either naturalistic or experimental studies of the development of the present perfect (i.e., have + en, as in 'Mommy has eaten the cookie') by English-speaking children. Brown (1973) notes only that it is a late development (beyond his stage 5), and I don't know of more recent work on the topic. Thanks. Nina From eblasco at libero.it Tue Apr 27 07:29:05 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Tue, 27 Apr 2004 09:29:05 +0200 Subject: planning in stuttering children Message-ID: Can anyone of you give me any recent research literature on stuttering children, and specially about planning? An unpublished dissertation cenntred on planning, led by myself with some collaborators, has given odd results: children under 10 with "shallow" impairment constructed regularly (scores 99.9%, p < 0.05)relative clauses (here is the girl WHO eats the apple, italian ecco la bambina che mangia la mela) when faced with naming pictures, where control group described simply the subject and the action (a girl eats an/the apple, una bambina mangia una/la mela). Can we infer that the regular inclusion of a relative is fostered by affective causes (i.e. hint at a second person, whom the sentence is addressed to, a parent)? Or is it dependent on planning difficulties? Thanks. Prof.Dr. Eduardo Blasco Ferrer Dipartimento di Psicologia Psycholinguistics and Neurolinguistics Univ. Cagliari (Italy) Is Mirrionis 09123 Cagliari eblasco at libero.it -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariana_vial at yahoo.ca Wed Apr 28 03:01:25 2004 From: mariana_vial at yahoo.ca (Mariana) Date: Tue, 27 Apr 2004 23:01:25 -0400 Subject: morphology acquisition In-Reply-To: <959F5DC74A30D511BFE600D0B77E5199055858DF@bert.humnet.ucla.edu> Message-ID: Hello list, I was hoping someone could point me to sources on acquisition of morphology. I would be most interested in agreement of adjectives and nouns; what age do we start seeing agreement, and what sort of "errors" are made, etc. I know there isn't much literature on this topic. So I'm not a stranger: I'm an undergraduate going into my last year, and I'm working as a research assistant for a project looking at complex noun phrases in French, with Dr. Phaedra Royle. Thank you, -->Mariana --------------------------------- Post your free ad now! Yahoo! Canada Personals -------------- next part -------------- An HTML attachment was scrubbed... URL: From fenna_tvn at hotmail.com Wed Apr 28 08:11:06 2004 From: fenna_tvn at hotmail.com (Fenna van Nes) Date: Tue, 27 Apr 2004 23:41:06 -0830 Subject: on mailing list Message-ID: An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Wed Apr 28 18:11:02 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Wed, 28 Apr 2004 11:11:02 -0700 Subject: toddler cultural inventories? Message-ID: Some nouns on the MacArthur CDI (or similar lists) refer to objects that are arguably universal in American culture (e.g. toes). However, others refer to objects that might be systematically absent (e.g. houses in some areas routinely lack basements, grandparents often live far away, the circus never comes to rural areas) or are seasonal (e.g. snow, pumpkin, pool). Although this correlates with factors like geographical location, it's hard to do exact predictions (e.g. some kids from warm areas go on ski holidays). Has anyone experimented with a cultural inventory checkoff similar to the CDI? E.g. for a suitable subset of the CDI nouns (e.g. there's no point in asking about "toes"), ask the parent to choose whether -- the child regularly encounters the object -- the child encounters the object but only rarely, or has encountered it in the past but not recently -- the child is acquainted with the object almost exclusively via books, movies, etc In combination with the CDI, this might allow one to explore how much individual variation in word learning is heavily influenced by availability of the corresponding objects. Especially if the checklists were repeated over time, so that one could track the appearance of new items. ??? Margaret (Margaret Fleck) ===== Margaret M. Fleck 510-378-3075 margaretmfleck at yahoo.com From roeper at linguist.umass.edu Wed Apr 28 21:05:18 2004 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 28 Apr 2004 17:05:18 -0400 Subject: Workshop Message-ID: UUSLAW May 1, 2004 University of Massachusetts/ University of Connecticut/Smith College Language Acquisition Workshop Place: Campus center room 104, Elm Street, Smith College, Northampton Mass (see map) Parking: Free on most streets around campus, in campus parking lots or in Parking garage on Rte 10 (see map) Schedule 9.30 Uri Strauss, U.Mass. “"Maximality: Acquisition issues" 10 Natalia Rakhlin, U.Conn "The Acquisition of the Definite and Indefinite Determiners" 10.30 Joanne Lee-Terry (U.Conn) “Syntactic Bootstrapping: A viable strategy for Mandarin verb learners” 11 Coffee break 11.20 Sarah Hulsey, Valentine Hacquard and Andrea Gualmini (MIT) "Isomorphism is not the answer. Give context a chance." 12 Ji-young Kim (U.Conn)"Preschool Children's Use of Discourse Markers" 12.30 lunch at Campus Center Café (Bring cash! Cheap, varied) 1.30 Conversations: Exchange of new/recent ideas/ideas in progress: Tim Bryant,(U.Mass), Gwynne Morrissey(Smith), Liane Jeschull (U.Mass), Jill de Villiers, Jacqueline Cahillane & Emily Altreuter(Smith) 2.30 Lauren Swenson (U.Conn) "Do Autistic Children have Lexical Biases: A Look at the Noun Biases." 2.50 Tom Roeper (U.Mass) and Jill de Villiers (Smith) “Integrating point of view” 3.30 coffee break 4 Bosook Kang (U.Conn) "A Learnability Puzzle in Acquisition of Scrambling" 4.30 Anna Verbuk (U.Mass)"Acquisition of Supplementary Expressions and Speaker / Utterance Oriented Adverbs." 5 Michael Wagner (MIT)"Association with `only' and Islandhood” 6 Take-out Chinese dinner at Jill and Peter’s house, 71 Pine street, Florence (see map). Please come! From ks7t at andrew.cmu.edu Thu Apr 29 19:51:08 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 29 Apr 2004 15:51:08 -0400 Subject: Book Announcement - Acquiring The Arabic Lexicon Message-ID: Title: Acquiring The Arabic Lexicon Subtitle: Evidence of Productive Strategies and Pedagogical Implications Publication Year: 2004 Publisher: Academica Press www.academicapress.com Author: Fatima Badry Hardback: ISBN: 1-930901-38-0 Pages: 228, Price: U.S. $: 54.95 Abstract: The nature of the Arabic lexicon with its system of roots and derivational patterns to form a large number of its words has the potential of shedding light on the relation between semantic and formal properties in word formation. Its acquisition offers a distinct opportunity to investigate the productivity of derivational processes as children build their lexicons and promises to enrich the debate about directionality of derivation and the psychological reality of the root in Semitic lexicons. This book examines the acquisition of the Arabic lexicon by Moroccan Arabic speaking children between the ages of three and nine years. The author analyzes the strategies used by children in acquiring productive use of verbal and nominal patterns at various stages of development and proposes using the insights gained from acquisition of the dialect as a first language in improving the teaching of Modern Standard Arabic. Lingfield(s): Psycholinguistics, Arabic Language Acquisition. Written In: English (Language Code: English) From bpearson at comdis.umass.edu Thu Apr 1 17:50:50 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 1 Apr 2004 12:50:50 -0500 Subject: Summary: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Infochildes, On Thursday, March 18, 2004, at 11:53 AM, I asked for your help: > Dear Infochildes, > > I've been asked by a non-linguist who is trying to organize > a program on language awareness for an audiotape of > different English dialects. (She's in the US, but I guess > if there's one of British dialects, that might be useful, > too.) > > She's already familiar with the video American Tongues, > which would have been my first response for her. > > Any ideas? > Within hours, I had the following list, which covered what my colleague needed and more (as follows). Infochildes Query 3/18/04 Responses 3/19/04 1. Carolyn Chaney International English by Peter Trudgill and Jean Hannah (1982) (Edward Arnold publishers) is pretty good, and it comes with a book...I don't know about its current availability.? And for teaching students to play around with accents, I've succesfully used the "Acting with an Accent" tapes and booklets by David Stern (Dialect Accent Specialists, phone 802-626-3121), although these are not authentic accents, but rather stage versions. Still they can be pedagogically useful. 2. velleman at comdis.umass.edu (Shelley Velleman) Yes, I've often assigned my phonetics students to "translate" the "Acting with an Accent" instructions into phonetics terminology, and sometimes I offer learning to speak with one of these accents as an extra credit activity as well. I have a book on British dialects by Foulkes and Docherty called "Urban Voices".? It comes with an audiotape or CD.? 3. Catherine Snow --the followng two websites are both goldmines of streaming dialectical audio 4. Stefka H. Marinova-Todd There is also a web-page (http://classweb.gmu.edu/accent/) called Speech Accent Archive hosted at the George Mason University which contains a collection of audio-files of various foreign accents of English, including about 60 samples of English dialects from across the US, as well as Britain, Australia, New Zealand and other English speaking countries. In all the samples, the speakers are asked to read the same paragraph in English, which provides for a good comparison across accents/dialects. 5. Brian MacWhinney One interesting resource on dialecct variation is the IViE (Intonational Variation in English) project.? They have a very systematic survey of 9 British dialects.? They have a web site and you can also find materials at http://talkbank.org/media/IViE 6. Judith VanderWoude A book and audiotape I really like on British dialects is "English accents and dialects: an introduction to social and regional varieties of English in the British Isles" by Arthur Hughes and Peter Trudgill.? You can purchase a separate accompanying audiotape that includes conversations transcribed in the text. 7. Ulrike Gut John Wells' book "Accents of English" comes with various recordings. Also, if she is interested in English accents around the world, there are the various ICE (International Corpus of English) corpora. > (Infochildes to the rescue again!) > > Many thanks, > Barbara > > > ***************************************** > Barbara Zurer Pearson, Ph. D. > Project Manager, Research Assistant > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > 413.545.5023 > fax: 545.0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3705 bytes Desc: not available URL: From sakas at hunter.cuny.edu Sun Apr 4 12:30:07 2004 From: sakas at hunter.cuny.edu (William Gregory Sakas) Date: Sun, 4 Apr 2004 08:30:07 -0400 Subject: DEADLINE extension: Psycho-computational Models of Human Language Acquisition Message-ID: ************************************************************************ FINAL Call for Papers Psycho-computational Models of Human Language Acquisition *** DEADLINE EXTENSION *** New Submission deadline: 15 April A COLING 2004 Workshop Geneva Switzerland 28 August 2004 http://www.colag.cs.hunter.cuny.edu/psychocomp/ Workshop Topic -------------- The workshop will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with research in psycholinguistics, developmental psychology and linguistics -- with particular emphasis on the acquisition of syntax. Invited panel: Learning Biases in Language Acquisition Models ---------------------------------------------------------------- Walter Daelemans, Antwerp and Tilburg Charles D. Yang, Yale Invited speaker --------------- Elan Dresher, Toronto Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. However, there have been few venues in which psycho-computational models of how humans acquire their native language(s) are the focus. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. However, this begs the question of whether or not a psychologically plausible statistical learning strategy can be successfully exploited in a full-blown psycho-computational acquisition model. Although there has been a significant amount of presented research targeted at modeling the acquisition of word categories and phonology, research aimed at psychologically motivated modeling of syntax acquisition has just begun to emerge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of syntax are also welcome. Papers are invited on, but not limited to, the following topics: * Acquisition models that contain a parsing component * Models that have a cross-linguistic or bilingual perspective * Models that address the question of learning bias in terms of innate linguistic knowledge versus statistical regularity in the input * Models that can acquire natural language word-order * Hybrid models that cross established paradigms * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework or Optimality Theory) * Empirical models that make use of child-directed corpora * Formal models that incorporate psychologically plausible constraints * Comparative surveys, across multiple paradigms, that critique previously published studies Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Lunch session: Word-order acquisition -------------------------------------- The topic of this session will be the acquisition of different natural language word-orders. The workshop will provide a common test-bed of abstract sentence patterns from word order divergent languages. The shared data contains the sentence patterns and cross-linguistic fully-specified parses for each sentence pattern. The patterns are available at: www.colag.cs.hunter.cuny.edu/grammar/data/allsentences.zip General information and a web interface for perusing the data can be found at: www.colag.cs.hunter.cuny.edu/grammar Due to the limited amount of time available to work with novel data, pilot studies are encouraged. The session will consist of short presentations and roundtable discussion. Submissions for this session are limited to 2 pages. Those who may be interested in submitting to this session should contact the workshop organizer before the submission deadline for further details. Dates of submissions Submission deadline: 15 April 2004 Acceptance notification: 14 May 2004 Camera-ready deadline: 10 June 2004 Workshop date: 28 August 2004 Workshop Organizer William Gregory Sakas, City University of New York (sakas at hunter.cuny.edu) Program Committee * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Morten H. Christiansen, Cornell University, USA * Stephen Clark, University of Edinburgh, UK * James Cussens, University of York, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Jeffrey Elman, University of California, San Diego, USA * Janet Dean Fodor, City University of New York, USA * Gerard Kempen, Leiden University, The Netherlands and The Max Planck Institute, Nijmegen * Vincenzo Lombardo, University of Torino, Italy * Larry Moss, University of Indiana, USA * Miles Osborne, University of Edinburgh, UK * Dan Roth, University of Illinois at Urbana-Champaign, USA * Ivan Sag, Stanford University, USA * Jeffrey Siskind, Purdue University, USA * Mark Steedman, University of Edinburgh, UK * Menno van Zaanen, Tilburg University, The Netherlands * Charles Yang, Yale University, USA Paper Submission ---------------- Length: Submissions should be no more than 8 pages (A4 or equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submissions to the lunch session on word-order should be no more than 2 pages. (If accepted, final camera ready versions may be up to 8 pages or 5 pages for the word-order submissions.) Layout: Papers must conform to COLING 2004 formatting guidelines, available at: http://www.issco.unige.ch/coling2004/coling2004downloads.html Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: Psycho.Comp at hunter.cuny.edu. The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. Contact: Psycho.Comp at hunter.cuny.edu or sakas at hunter.cuny.edu http://www.colag.cs.hunter.cuny.edu/psychocomp/ From k.j.alcock at lancaster.ac.uk Tue Apr 6 07:25:37 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Tue, 6 Apr 2004 08:25:37 +0100 Subject: CDI construction - what to put in Message-ID: We're constructing a CDI in two East African languages which both have a lot of grammatical words. For example, I have just counted up the possessives and there are about 60 in one of the languages and more in the other. In English it seems as if all pronouns etc. are put in to the toddler scale - what about in more grammar-rich languages? Would it be sensible to pilot all the words and then leave in some that distinguish well? Or to ask parents about some of the words and to give examples of the others their children can say? We are administering the inventory as an interview as our parents are illiterate so the parents are a captive audience - they can't go off to pick the kids up in the middle of doing the questionnaire, and then forget about filling it in - but it takes longer. Secondly, and I have a feeling this was discussed recently, what exactly constitutes a word? Common phrases are included in the English version, and it seems to me they are often combinations of other pairs of words. Presumably we are assuming that children have not analysed the phrases into their separate words - is there evidence that children use the phrases (e.g. peanut butter) without their consituent words (peanut, butter) and hence it adds information to include the phrases? There seem to be fewer phrases in the short forms of the questionnaire, and I'm not sure if this is deliberate. thanks Katie Alcock From k.j.alcock at lancaster.ac.uk Tue Apr 6 08:13:19 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Tue, 6 Apr 2004 09:13:19 +0100 Subject: Elizabeth Barcikowski Message-ID: Does anyone possibly have an email address for Liz Barcikowski? Alternatively, I see from the CDI web pages she was working on a CDI for Malawi - if anyone knows that someone else is working on this maybe they could let me know who else to get in touch with. Thank you Katie Alcock From gagarina at zas.gwz-berlin.de Tue Apr 6 14:09:10 2004 From: gagarina at zas.gwz-berlin.de (Natalia Gagarina) Date: Tue, 6 Apr 2004 16:09:10 +0200 Subject: Call for Papers: Xth Intern. Congress for the Study of Child Lang. Message-ID: Call for Papers Xth International Congress for the Study of Child Language July 25-29, 2005 Berlin Meeting URL: http://www.ctw-congress.de/iascl/ Meeting Email: mail at ctw-congress.de Special Emphasis Topic: Crosslinguistic and Intercultural Aspects of Unimpaired and Impaired Language Acquisition: A Window on Universal and Language Particular Learning Mechanisms Specific Topic Areas within the Special Emphasis Topic: ? Methods of crosslinguistic and intercultural research in language development ? Conceptual and lexical development ? Bootstrapping mechanisms ? Models of learning ? Interaction between morphosyntactic and lexical development ? The neurocognitive basis of language learning ? Genetic aspects of language acquisition ? Language acquisition in children with genetic syndromes ? Origins of specific language disorders ? Bilingual acquisition ? Similarities and differences between the acquisition of sign language and spoken language ? The acquisition of Pidgins and Creoles Deadline: November 15, 2004 Participants are invited to submit abstracts for oral or poster presentations or organization of a symposium until November 15, 2004. Abstracts for papers and poster should provide basic information about he leading question, the data, the methods, and the results of the presentation. The abstracts are limited to 500 words. Abstracts for symposia should briefly describe the question and specific aim of the symposium, list name, affiliation of the contributors and should include a brief abstract of each contribution. The symposium abstracts should not exceed 1200 words. For presentation by each submitter a maximum of 1 first authored paper/poster and a maximum of 2 papers/posters in any other autorship status will be accepted. If you intend to submit an abstract (English Language), please exclusively use the internet abstract form (http://www.ctw-congress.de/iascl/papers.html). Abstracts submitted by fax, mail or e-mail are not accepted. From seunghee at umich.edu Tue Apr 6 15:17:01 2004 From: seunghee at umich.edu (Seung-Hee Claire Son) Date: Tue, 6 Apr 2004 11:17:01 -0400 Subject: frog story shared reading Message-ID: Hello, I'm a doctoral student in University of Michigan, interested in parental influences on child language and literacy development. I'm conducting a study on mother-child shared book reading using the frog story, but couldn't find many references on this. I'm thinking of using mother's reading the book as a measure of parental narratives influencing their children's comprehension and narrative skills. I remember there was an email about updating the reference list on frog story studies last year. I searched the childes website but could not find the reference. If somebody has the updated reference list, can you please email me? Or if you happen to come up with any study on shared reading with the frog book, please send it to me. Until now, I have: Burch, M (2001). Maternal narratives and children's language development. Unpublished Doctal thesis. U of Minnesota. Garner, P. et al (1997). Low-income mothers' conversations about emotions and their children's emotional competence. Social development, 6(1), 37-52. Stavans, A (1996). Development of parental narrative input. Wigglesworth, G. & Stavans, A (2001). A crosscultural investigation of Australian and Israeli parents' narrative interactions with their children. In Children;s language: Developing narrative and discourse competence, 10, 73-91. Mahwah, NJ: Lawrence Erlbaum Associates. Thank you! Seung-Hee Claire Son From tomasello at eva.mpg.de Tue Apr 6 17:02:39 2004 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Tue, 6 Apr 2004 19:02:39 +0200 Subject: Call for Papers: Xth Intern. Congress for the Study of Child Lang. In-Reply-To: <4072BA06.2070307@zas.gwz-berlin.de> Message-ID: Just to make sure there is no confusion, the recent call for papers on this list: Xth International Congress for the Study of Child Language July 25-29, 2005 Berlin is indeed the meeting of the International Association for the Study of Child Language (IASCL). Mike Tomasello From naborsle at gse.harvard.edu Tue Apr 6 19:56:39 2004 From: naborsle at gse.harvard.edu (Leslie Nabors) Date: Tue, 6 Apr 2004 15:56:39 -0400 Subject: CDI construction - what to put in In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A1044D60FB@exchange-be1.lancs.ac.uk> Message-ID: Hi Katie, Since I am just now completing the Hungarian adaptation of the CDI (toddler form), I believe I can speak to the first part of your question. Hungarian is a morphologically rich language, so, as you said, looking at an English-language CDI will get you only so far... I began with the original MacArthur CDI, however, noting that not all of the English closed-class words are there either (e.g., "whom", "ourselves"). I then looked at natural language samples (mostly MacWhinney's) to see what kids in that range might be saying. Hungarian is also lucky to have a really well-structured and detailed diary study from the 19th century, and I looked at that too. I then took my draft copy and met with focus groups of parents, a school psychologist, and nursery school teachers (in Hungary) before I made the final version. I don't know how much this helps, but I believe it worked well for my project. I'm now beginning work on the infant form with a group of Hungarian researchers, and we will definitely conduct the focus groups again -- they were incredibly helpful. Best of luck, Leslie Nabors Olah On Tue, 6 Apr 2004 08:25:37 +0100 "Alcock, Katherine" wrote: >We're constructing a CDI in two East African languages which both have a lot of grammatical >words. For example, I have just counted up the possessives and there are about 60 in one of the >languages and more in the other. > >In English it seems as if all pronouns etc. are put in to the toddler scale - what about in more >grammar-rich languages? Would it be sensible to pilot all the words and then leave in some that >distinguish well? Or to ask parents about some of the words and to give examples of the others >their children can say? We are administering the inventory as an interview as our parents are >illiterate so the parents are a captive audience - they can't go off to pick the kids up in the >middle of doing the questionnaire, and then forget about filling it in - but it takes longer. > >Secondly, and I have a feeling this was discussed recently, what exactly constitutes a word? >Common phrases are included in the English version, and it seems to me they are often >combinations of other pairs of words. Presumably we are assuming that children have not analysed >the phrases into their separate words - is there evidence that children use the phrases (e.g. >peanut butter) without their consituent words (peanut, butter) and hence it adds information to >include the phrases? There seem to be fewer phrases in the short forms of the questionnaire, and >I'm not sure if this is deliberate. > >thanks > >Katie Alcock > From macw at cmu.edu Tue Apr 6 21:02:20 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 6 Apr 2004 17:02:20 -0400 Subject: AILA 2005 Message-ID: AILA 2005 World Congress Dear colleagues, Would you please spread the word that the Call for Proposals for the 14th World Congress of Applied Linguistics/AILA to be held in July 2005 in Madison, Wisconsin, USA, is on the web at www.aila2005.org. We are accepting proposals from now through June 1. The deadline is early so that international travelers can get the appropriate travel documentation. Many thanks Mary Jane Curry, PhD Communications coordinator, AILA From dthal at mail.sdsu.edu Wed Apr 7 00:08:52 2004 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 6 Apr 2004 17:08:52 -0700 Subject: CDI construction - what to put in In-Reply-To: Message-ID: Hi Katie, The process outlined by Leslie below is the one that Donna Jackson-Maldonado used for the Mexican Spanish version. It is also the strategy that was used by Liz Bates and her students in constructing the original CDI. My guess is that most of the adaptations to other languages used similar strategies in order to develop a final product that is valid for the particular language. Validation from language samples, if possible, is certainly the best strategy I can think of. Best regards, Donna At 12:56 PM 4/6/2004, Leslie Nabors wrote: >Hi Katie, > >Since I am just now completing the Hungarian adaptation of the CDI >(toddler form), I believe I can speak to the first part of your question. >Hungarian is a morphologically rich language, so, as you said, looking at >an English-language CDI will get you only so far... > >I began with the original MacArthur CDI, however, noting that not all of >the English closed-class words are there either (e.g., "whom", >"ourselves"). I then looked at natural language samples (mostly >MacWhinney's) to see what kids in that range might be saying. Hungarian is >also lucky to have a really well-structured and detailed diary study from >the 19th century, and I looked at that too. I then took my draft copy and >met with focus groups of parents, a school psychologist, and nursery >school teachers (in Hungary) before I made the final version. >I don't know how much this helps, but I believe it worked well for my >project. I'm now beginning work on the infant form with a group of >Hungarian researchers, and we will definitely conduct the focus groups >again -- they were incredibly helpful. > >Best of luck, > >Leslie Nabors Olah > > > >On Tue, 6 Apr 2004 08:25:37 +0100 > "Alcock, Katherine" wrote: >>We're constructing a CDI in two East African languages which both have a >>lot of grammatical words. For example, I have just counted up the >>possessives and there are about 60 in one of the languages and more in >>the other. >> >>In English it seems as if all pronouns etc. are put in to the toddler >>scale - what about in more grammar-rich languages? Would it be sensible >>to pilot all the words and then leave in some that distinguish well? Or >>to ask parents about some of the words and to give examples of the others >>their children can say? We are administering the inventory as an >>interview as our parents are illiterate so the parents are a captive >>audience - they can't go off to pick the kids up in the middle of doing >>the questionnaire, and then forget about filling it in - but it takes longer. >> >>Secondly, and I have a feeling this was discussed recently, what exactly >>constitutes a word? Common phrases are included in the English version, >>and it seems to me they are often combinations of other pairs of >>words. Presumably we are assuming that children have not analysed the >>phrases into their separate words - is there evidence that children use >>the phrases (e.g. peanut butter) without their consituent words (peanut, >>butter) and hence it adds information to include the phrases? There seem >>to be fewer phrases in the short forms of the questionnaire, and I'm not >>sure if this is deliberate. >> >>thanks >> >>Katie Alcock > Donna Thal Donna J. Thal, Ph.D. Developmental Psycholinguistics Laboratory 6330 Alvarado Court, Suite 231 San Diego, CA 92120-1850 phone: 619-594-7110 fax: 619-594-4570 San Diego State University Department of Communicative Disorders and SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL/index.htm Research Psychologist Center for Research on Language University of California, San Diego -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Wed Apr 7 06:03:09 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Wed, 7 Apr 2004 07:03:09 +0100 Subject: CDI construction - what to put in Message-ID: Further to my previous message, we are definitely using the corpora of child speech in these two languages that we have, but currently the only data is that we collected, and we only have a few hundred utterances in each language i.e. it's pretty limited. There is some data on a different dialect of one of the languages, but it is especially different in grammatical aspects, which is the part I'm stuck on, and this is not publicly available in corpus form, only in summary form. However, I'm encouraged to see that focus groups might work with parents and educators, as we can certainly do that. Any further ideas gratefully received. Katie Alcock From michael at georgetown.edu Wed Apr 7 19:10:49 2004 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 7 Apr 2004 15:10:49 -0400 Subject: Post-doctoral fellow and RA positions at the Brain and Language Lab Message-ID: TWO POSITIONS: POSTDOCTORAL FELLOW AND RESEARCH ASSISTANT BRAIN AND LANGUAGE LAB, GEORGETOWN UNIVERSITY. We are seeking to fill two full-time positions in the Brain and Language Lab: a Post-doctoral Fellow and a Research Assistant / Lab Manager. The lab is at Georgetown University, and is affiliated with the Departments of Neuroscience, Linguistics, Psychology and Neurology. The members of the lab carry out research on the neural, computational and psychological bases of language, including morphology, syntax and both conceptual and compositional semantics. We examine these domains in several languages (thus far, English, Spanish, Italian and Japanese). We probe the relation between these language domains and various non-language domains and their neurocognitive correlates, in particular memory and motor functions, focusing on declarative and procedural memory. We additionally investigate sex differences in language; second language learning and processing; the recovery of language following neural damage; the neuro-pharmacology of language; and the neurocognition of music. We use multiple complementary methodological approaches to test our hypotheses, with the goal of obtaining converging evidence: (1) psycholinguistic studies of cognitively unimpaired adults; (2) developmental investigations of normal children and of children and adults with developmental disorders (Specific Language Impairment, Williams syndrome, ADHD, dyslexia, autism, and Tourette syndrome); (3) neurological studies of patients with adult-onset brain damage (Alzheimer's, Parkinson's, and Huntington's diseases, cerebellar damage, and aphasia); (4) neuroimaging studies of normal and cognitively impaired subjects, using electroencephalography / Event-Related Potentials (EEG/ERPs) and functional Magnetic Resonance Imaging (fMRI); (5) pharmacological and endocrine manipulations in normal and cognitively impaired subjects (e.g., acetylcholine and estrogen). The lab has a high-end 96-channel EEG/ERP system. fMRI is performed at Georgetown on a 3T Siemens magnet. The members of the lab have expertise in a variety of disciplines, including several areas of theoretical linguistics, psycholinguistics, cognitive psychology, cognitive neuroscience, and neuroimaging. We collaborate intensively with other groups at Georgetown University (particularly in Linguistics and Neurology), and at other institutions in the US and abroad. Post-doctoral Fellow: The successful candidate will have the opportunity to be involved in a number of the projects described above, and to carry out her/his own studies. Requirements: (1) Ph.D. and background in cognitive neuroscience, cognitive psychology and/or theoretical linguistics; (2) research experience investigating the neurocognition of language; (3) expertise in two or more of the following: ERPs, fMRI, MEG, adult-onset disorders, developmental-disorders, psycholinguistic behavioral techniques, statistics; (4) strong publication record. Previous demonstration of funding will be considered an advantage. Research Assistant / Lab Manager: The successful candidate will have the opportunity to be involved in a number of the projects described above. S/he will have responsibility for multiple aspects of laboratory management and organization, including overseeing undergraduate work-study students, working with other lab members in preparing and managing grants, creating experimental stimuli, and setting up and running experiments. Minimum requirements for the position include a B.A. or B.S., with a significant amount of coursework or research experience in language, cognition, neuroscience, or a related field. Familiarity with Macintosh, Windows, and UNIX is highly desirable, as is programming experience (especially in VBA) and some background in statistics. A car is preferable because subject testing is conducted at multiple sites. The candidate must be extremely energetic, hard-working, organized and responsible, and be able to work with a diverse group of people. To allow for sufficient time to learn new skills and to be productive, candidates for both positions should be available to work for three years, although a longer period may be possible. A start date of summer 2004 is preferable. Final approval of funding is pending for both positions. Interested candidates should email Matt Moffa (mjm84 at georgetown.edu) their CV, and have 3 recommenders email him their recommendations directly. For information on the lab, see http://www.giccs.georgetown.edu/labs/ullman. Additional questions may be directed to Michael Ullman, director of the lab (michael at georgetown.edu). Consideration of applicants will begin immediately, and will end when the position is filled. Georgetown University is an Affirmative Action/Equal Opportunity employer. Both positions includes health benefits. -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdrw at ozemail.com.au Thu Apr 8 19:32:25 2004 From: sdrw at ozemail.com.au (D=?ISO-8859-1?B?9g==?=pke/Woods) Date: Fri, 9 Apr 2004 05:32:25 +1000 Subject: Arabic language development Message-ID: Dear All, At the multicultural interest group of Speech Pathology Australia we would like to organise some professional development related to our Arabic clients. A search of LLBA nothing succint or available in Australian libraries. Can someone help? Susanne ?????????????????????????????????? Dr Susanne D?pke Consultant in Bilingualism Speech Pathologist ph: 9439 4148 mobile: 0409 977 037 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ROZANDZ at aol.com Fri Apr 9 15:51:50 2004 From: ROZANDZ at aol.com (ROZANDZ at aol.com) Date: Fri, 9 Apr 2004 11:51:50 EDT Subject: (sans sujet) Message-ID: hello, I am doing a doctorate on the acquisition of English by French second language learners and I am looking for an unpublished study by RICCIARDELLI, L.A , untitled "a review of the relationship between metalinguistic development and bilingualism" Does anyone possibly know where I could obtain this study or have more information about it ? Many thanks, coralie -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Fri Apr 9 16:17:04 2004 From: lsc at th.com.br (Leonor S Cabral) Date: Fri, 9 Apr 2004 13:17:04 -0300 Subject: Dislexia Message-ID: Dear Colleagues, I?m looking for recent models on dislexia. Can you, please, forward some recent bibliographic references and/or papers? Best regards, Prof. Dr. Leonor Scliar-Cabral -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Fri Apr 9 16:19:58 2004 From: lsc at th.com.br (Leonor S Cabral) Date: Fri, 9 Apr 2004 13:19:58 -0300 Subject: Fw: Letters distinctive features Message-ID: Dear Colleagues, Can you, please, forward some recent bibliographic references and/or papers about the subject "letters distinctive features"? Best regards, Prof. Dr. Leonor Scliar-Cabral -------------- next part -------------- An HTML attachment was scrubbed... URL: From ann.dowker at psy.ox.ac.uk Fri Apr 9 16:53:54 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 9 Apr 2004 17:53:54 +0100 Subject: Dislexia Message-ID: Books: N. Goulandris (e.d) Dyslexia in Different Languages: Cross- Linguistic Comparisons. Whurr, 2003 C. Hulme (ed.) Dyslexia: Biology, Cognition and Intervention. Whurr, 1997 T.R. Miles and E. Miles: Dyslexia 100 Years On, 2nd edition. Open University Press, 1999. M. Snowling: Dyslexia, 2nd edition. Blackwell, 2000 A very recent paper: F. Vellutino, J. Fletcher, M. Snowling and D. Scanlon. Specific reading disability (dyslexia): what have we learned in the last four decades? Journal of Child Psychology and Psychiatry, 2004, 45(1), 2-40 I hope these are helpful, Ann In message <005a01c41e4e$1c886640$66030a0a at implemorfe1> "Leonor S Cabral" writes: > > Dear Colleagues, > I=B4m looking for recent models on dislexia.=20 > Can you, please, forward some recent bibliographic references and/or = > papers? > Best regards, > Prof. Dr. > Leonor Scliar-Cabral > From ian.smythe at ukonline.co.uk Fri Apr 9 18:46:07 2004 From: ian.smythe at ukonline.co.uk (Ian) Date: Fri, 9 Apr 2004 19:46:07 +0100 Subject: Dislexia In-Reply-To: Message-ID: To this I would add (please note declaration of self interest!) Smythe I, Everatt J and Salter R. (2004) The International Book of Dyslexia. Wiley. London NB There are two volumes. You will want Vol 1 on languages. (Vol 2 is on countries) Also Reid G and Fawcett A (2004) Dyslexia in Context. Whurr. London Best wishes, Ian -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Ann Dowker Sent: 09 April 2004 17:54 To: Leonor S Cabral Cc: info-childes at mail.talkbank.org Subject: Re: Dislexia Books: N. Goulandris (e.d) Dyslexia in Different Languages: Cross- Linguistic Comparisons. Whurr, 2003 C. Hulme (ed.) Dyslexia: Biology, Cognition and Intervention. Whurr, 1997 T.R. Miles and E. Miles: Dyslexia 100 Years On, 2nd edition. Open University Press, 1999. M. Snowling: Dyslexia, 2nd edition. Blackwell, 2000 A very recent paper: F. Vellutino, J. Fletcher, M. Snowling and D. Scanlon. Specific reading disability (dyslexia): what have we learned in the last four decades? Journal of Child Psychology and Psychiatry, 2004, 45(1), 2-40 I hope these are helpful, Ann In message <005a01c41e4e$1c886640$66030a0a at implemorfe1> "Leonor S Cabral" writes: > > Dear Colleagues, > I=B4m looking for recent models on dislexia.=20 > Can you, please, forward some recent bibliographic references and/or = > papers? > Best regards, > Prof. Dr. > Leonor Scliar-Cabral > From seidenberg at wisc.edu Mon Apr 12 14:40:57 2004 From: seidenberg at wisc.edu (Mark S. Seidenberg) Date: Mon, 12 Apr 2004 09:40:57 -0500 Subject: dyslexia Message-ID: There are several papers on dyslexia downloadable from our lab web site, URL given below. Harm & Seidenberg (1999) summarize a lot of behavioral research and present a computational model of two types of dyslexia. Harm, McCandliss and Seidenberg (2003) use the above model to explain why some common interventions for dyslexia are effective and others are not. Rayner, Foorman, Perfetti, Pesetsky & Seidenberg (2001) is a short monograph about reading, dyslexia, and instruction that was commissioned by the American Psychological Society. Rayner et al. (2002) is a more accessible Scientific American article emphasizing instructional issues (some instructional practices create what I call "instructional dyslexics"). Dyslexia research is quite up in the air right now, in my opinion, with rather clear evidence about the kinds of deficits that dyslexics exhibit but little consensus about etiology (i.e., proximal causes). Mark S. Seidenberg Donald O. Hebb Professor of Psychology and Cognitive Neuroscience *** Note Succinct New Email Address *** seidenberg at wisc.edu Department of Psychology University of Wisconsin-Madison 1202 W. Johnson St. Madison, WI 53706 phone: 608-263-2553 fax: 608-262-4029 Language and Cognitive Neuroscience Lab: http://lcnl.wisc.edu -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1430 bytes Desc: not available URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Apr 14 07:20:32 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 14 Apr 2004 08:20:32 +0100 Subject: Motherese in German-speaking mothers Message-ID: I have been told that motherese in German-speaking mothers is less sing-songy, less pronounced in terms of stress patterns etc. compared to English or French, say. Could German-speaking child language researchers confirm or otherwise please. PLEASE SEND YOUR RESPONSE TO m.elsabbagh at ich.ucl.ac.uk since I am abroad and getting onto a very antiquated system that may crash if too many responses! Many thanks Annette Karmiloff-Smith -------------- next part -------------- An HTML attachment was scrubbed... URL: From Millians at kennedykrieger.org Wed Apr 14 13:54:39 2004 From: Millians at kennedykrieger.org (Molly Millians) Date: Wed, 14 Apr 2004 09:54:39 -0400 Subject: children's language in naturalistic settings Message-ID: Hi all, I am looking for information or studies that compare children's language processing in structured settings vs. naturalistic settings. I am interested in children's development of alternate thought or outcomes for events. Any recommendations of recent articles or publications that look into structured vs. naturalistic settings regarding children's language processing would be great. Thank you in advance for your guidance. Molly Millians Education Specialist FAS Clinic Marcus Institute Atlanta, GA From jzhou at public1.ptt.js.cn Sun Apr 18 14:59:55 2004 From: jzhou at public1.ptt.js.cn (jzhou) Date: Sun, 18 Apr 2004 22:59:55 +0800 Subject: Teacher's language input in classroom Message-ID: Dear all, One of my research student is trying to do dissertation on teacher's language input in second language (English) classroom. But we have problems to find information on the topic, especially for the tools to analyze data. Could anyone gives us some help? Thanks a lot! Zhou Jing, Ph.D Professor Faculty of Preschool & Special Education East China Normal University Shanghai, China -------------------------------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Tue Apr 20 16:58:10 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Tue, 20 Apr 2004 12:58:10 -0400 Subject: question re: kwal with action lines, kwal with postcode Message-ID: Hi folks, Sorry for asking so many questions lately! I always check the manual first and try a hundred commands before I appeal to you as a last resort. 1. kwal and action lines I am trying to remove one dependent tier from my transcripts. The transcripts have the usual speaker tiers with utterances, including some www, xxx, and yyy. They also sometimes only have an action marker and no speech on the speaker line: *MAR: 0 [=! rolls car]. These 0 lines sometimes also have a dependent tier: *MAR: 0 [=! rolls car]. %exp: car goes off in unintended direction When I run the following kwal to remove a particular dependent tier, the 0 lines that have no dependent tier (ex.1) are removed from the transcript. Variations (adding +t*, adding +s"$*" to the %cfa,. etc.) do not work nor does replacing kwal with combo. Any solutions? kwal +d +o@ +t% -t%cfa filename (see beneath my signature below for sample input/output) 2. How can I filter out ONLY utterances with particular postcodes on main tier ALONG with attached dependent tiers? The following command yields all the utterances I want but excludes the dependent tiers in the output and gives only main tier: kwal +d +o@ +s"[+ errinc]" filename If I add +t% or +t%cfd (a single desired dependent tier) to the command, I get all utterances with dependent tier, not only the ones with the postcode. I cannot find a way to get combo to do it nor does a series of kwals (pipeouts) seem to work. Thank you once again for any help you might provide. Diane Pesco McGill University School of Communication Sciences & Disorders email dpesco2 at po-box.mcgill.ca phone 514-398-4102 ******************************************************************************* input for question 1: @Begin *MAR: here I go. *MAR: 0. *MAR: 0. %act: walks away *MAR: see. %cfd: $INI:REG:bid %cfa: $RES:REG:bid *MAR: www. *MAR: xxx. *MAR: yyy. @End output for question 1: @Begin *MAR: here I go . *MAR: 0 . %act: walks *MAR: see . %cfd: $INI:REG:bid *MAR: www . *MAR: xxx . *MAR: yyy . @End From macw at cmu.edu Tue Apr 20 20:12:58 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Apr 2004 16:12:58 -0400 Subject: question re: kwal with action lines, kwal with postcode In-Reply-To: <408556A2.8030600@po-box.mcgill.ca> Message-ID: Dear Diane, The first problem (deleted 0 lines) is a bug which we will fix right away. The second problem is easily resolved just by adding a +o% switch, as in kwal +d +o@ +o% +s"[+ errinc]" filename Good luck, Brian MacWhinney From toshirolontra at libero.it Wed Apr 21 08:59:03 2004 From: toshirolontra at libero.it (toshirolontra at libero.it) Date: Wed, 21 Apr 2004 10:59:03 +0200 Subject: errors tagging Message-ID: Dear All, I don?t understand something about CLAN programs: If it is possible (for example) to automatically generate a %mor tier from a main tier by using MOR, is there a CLAN program also for errors tagging? to automatically generate an %err tier? Or could it be done only by hand? thanks in advance, Cristina Onesti From pss116 at bangor.ac.uk Wed Apr 21 11:08:11 2004 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Wed, 21 Apr 2004 12:08:11 +0100 Subject: possible references? Message-ID: Does anyone know of any good references concerning whether it is better to deal with bilingual children with language problems (especially oral abilities--production & comprehension) in one language or two? If you know of any work touching on the efficacy of focusing on one language versus two when dealing (e.g., in speech therapy) with bilingual children who have delayed language or SLI, I would be grateful for any references you could supply. Thanks in advance, Ginny Gathercole -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From centenoj at stjohns.edu Wed Apr 21 12:31:01 2004 From: centenoj at stjohns.edu (Jose Centeno) Date: Wed, 21 Apr 2004 08:31:01 -0400 Subject: possible references? Message-ID: Here's a reference, Virginia. Gutierrez-Clellen, V. F. (1999). Language choice in intervention with bilingual children. American Journal of Speech-Language Pathology, 8, 291-302. Jose 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 Ginny Mueller Gathercole Sent: Wed 4/21/2004 7:08 AM To: info-childes at mail.talkbank.org Cc: Subject: possible references? Does anyone know of any good references concerning whether it is better to deal with bilingual children with language problems (especially oral abilities--production & comprehension) in one language or two? If you know of any work touching on the efficacy of focusing on one language versus two when dealing (e.g., in speech therapy) with bilingual children who have delayed language or SLI, I would be grateful for any references you could supply. Thanks in advance, Ginny Gathercole -- Virginia C. Mueller Gathercole, Ph.D. Reader Ysgol Seicoleg School of Psychology Prifysgol Cymru, Bangor University of Wales, Bangor Adeilad Brigantia The Brigantia Building Ffordd Penrallt Penrallt Road Bangor LL57 2AS Bangor LL57 2AS Cymru Wales | /\ | / \/\ Tel: 44 (0)1248 382624 | /\/ \ \ Fax: 44 (0)1248 382599 | / ======\=\ | B A N G O R From h.vanderlely at ucl.ac.uk Wed Apr 21 17:52:39 2004 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Wed, 21 Apr 2004 18:52:39 +0100 Subject: Post-Doctoral Research Position Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Apr 22 19:00:56 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 22 Apr 2004 15:00:56 -0400 Subject: New Japanese corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a new Japanese child language corpus contributed by Naomi Hamasaki of Aichi Shukutoku University in Nagoya with the support of Susanne Miyata. The corpus is a case study of a child Taro with recording every three weeks from 2;2 to 3;4. The files have both Roman and Japanese orthographies. Although there are links to the sound files, the sound is not available at this time. Many thanks to Naomi and Susanne for contributing this corpus. --Brian MacWhinney From smiyata at asu.aasa.ac.jp Fri Apr 23 02:11:03 2004 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Fri, 23 Apr 2004 11:11:03 +0900 Subject: New Japanese corpus In-Reply-To: Message-ID: Dear Brian, thank you for your help concerning this corpus. Just one correction: it should read "Naomi Hamasaki of Chukyo University in Nagoya" -- Susanne (indeed at? Aichi Shukutoku U.) At 15:00 -0400 04.4.22, Brian MacWhinney wrote: >Dear Info-CHILDES, >? I am happy to announce the addition to CHILDES of a new Japanese child >language corpus contributed by Naomi Hamasaki of Aichi Shukutoku University >in Nagoya with the support of Susanne Miyata.? The corpus is a case study of >a child Taro with recording every three weeks from 2;2 to 3;4.? The files >have both Roman and Japanese orthographies.? Although there are links to the >sound files, the sound is not available at this time. >? Many thanks to Naomi and Susanne for contributing this corpus. > >--Brian MacWhinney From Millians at kennedykrieger.org Fri Apr 23 19:55:08 2004 From: Millians at kennedykrieger.org (Molly Millians) Date: Fri, 23 Apr 2004 15:55:08 -0400 Subject: FAS Message-ID: Hi al, Could anyone recommend articles that have explored langauge development or processing of individuals who have been diagnosed with prenatal alcohol exposure? I have come across the work from University of Washington. I am looking for other resources. Thanks, Molly Millians From sdrw at ozemail.com.au Fri Apr 23 20:46:35 2004 From: sdrw at ozemail.com.au (D=?ISO-8859-1?B?9g==?=pke/Woods) Date: Sat, 24 Apr 2004 06:46:35 +1000 Subject: possible references? In-Reply-To: Message-ID: Hi Ginny, I recently did a lit search on this topic. This is what I came up with. Treatment references seem to be tucked away in articles addressing assessment at times. There is very little that addresses this issue directly. I?d be very interested in what other people may know of. Editorial: New Directions in the Assessment of Bilingual Children Mahon, Merle; Crutchley, Alison; Quinn, Tina Child Language Teaching and Therapy, 2003, 19, 3, Oct, 237-243 Assessing Phonologies in Bilingual Swedish-Arabic Children with and without Language Impairment Salameh, Eva-Kristina; Nettelbladt, Ulrika ; Norlin, Kjell Child Language Teaching and Therapy, 2003, 19, 3, Oct, 338-364 Using Narrative Language Intervention as a Tool to Increase Communicative Competence in Spanish-Speaking Children Schoenbrodt, Lisa; Kerins, Marie; Gesell, Jacqueline Language, Culture and Curriculum, 2003, 16, 1, 48-59 Interactional Feedback and Children's L2 Development Mackey, Alison; Oliver, Rhonda; System, 2002, 30, 4, Dec, 459-477 Comparison of Cross-Language Generalisation following Speech Therapy Holm, Alison; Dodd, Barbara Folia Phoniatrica et Logopaedica, 2001, 53, 3, May-June, 166-172 Significance of Cultural Variables in Assessment and Therapy Semela, Jacob Japane Mohale Folia Phoniatrica et Logopaedica, 2001, 53, 3, May-June, 128-13 Linguistics and Speech-Language Pathology: Combining Research Efforts toward Improved Interventions for Bilingual Children Miccio, Adele W; Hammer, Carol Scheffner; Toribio, Almeida Jacqueline Georgetown University Round Table on Languages and Linguistics, 2000, 234-250 Language Choice in Intervention with Bilingual Children Gutierrez-Clellen, Vera F American Journal of Speech-Language Pathology, 1999, 8, 4, Nov, 291-302 An Intervention Case Study of a Bilingual Child with Phonological Disorder Holm, Alison; Dodd, Barbara Child Language Teaching and Therapy, 1999, 15, 2, June, 139-158 Phonological Assessment and Treatment of Bilingual Speakers Yavas, Mehmet; Goldstein, Brian American Journal of Speech-Language Pathology, 1998, 7, 2, May, 49-60 Vocabulary Learning in Bilingual and Monolingual Clinical Intervention Thordardottir, Elin T; Weismer, Susan Ellis ; Smith, Mary E Child Language Teaching and Therapy, 1997, 13, 3, Oct, 215-227 Speech Disorder in Preschool Children Exposed to Cantonese and English Dodd, Barbara ; Holm, A ; Wei, Li Clinical Linguistics & Phonetics, 1997, 11, 3, May-June, 229-243 Efficacy of Intervention for a Bilingual Child Making Articulation and Phonological Errors Holm, Alison; Dodd, Barbara ; Ozanne, Anne International Journal of Bilingualism, 1997, 1, 1, Mar, 55-69 Cultural/Linguistic Variation in the United States and Its Implications for Assessment and Intervention in Speech-Language Pathology: An Epilogue Kayser, Hortencia Language, Speech, and Hearing Services in Schools, 1996, 27, 4, Oct, 385-387 Cultural/Linguistic Variation in the United States and Its Implications for Assessment andIntervention in Speech-Language Pathology: An Introduction Quinn, Rosemary ; Goldstein, Brian; Pena, Elizabeth D Language, Speech, and Hearing Services in Schools, 1996, 27, 4, Oct, 345-346 An Approach to Bilingualism in Early Intervention McCardle, Peggy ; Kim, Julia; Grube, Carl ; Randall, Virginia Infants and Young Children, 1995, 7, 3, Jan, 63-73 The Effect of Instruction in L1 on Receptive Acquisition of L2 for Bilingual Children with Language Delay Perozzi, Joseph A Language, Speech, and Hearing Services in Schools, 1992, 23, 4, Oct, 348-352 A Theoretical Framework for Bilingual Special Education Cummins, Jim Exceptional Children, 1989, 56, 2, Oct, 111-119 Most of those I haven?t read yet. Hope that helps anyway. Susanne ?????????????????????????????????? Dr Susanne D?pke Consultant in Bilingualism Speech Pathologist ph: 9439 4148 mobile: 0409 977 037 > Does anyone know of any good references concerning whether it is > better to deal with bilingual children with language problems > (especially oral abilities--production & comprehension) in one > language or two? > > If you know of any work touching on the efficacy of focusing on one > language versus two when dealing (e.g., in speech therapy) with > bilingual children who have delayed language or SLI, I would be > grateful for any references you could supply. > > Thanks in advance, > > Ginny Gathercole -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Sat Apr 24 01:19:25 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 23 Apr 2004 21:19:25 -0400 Subject: Chair position in Hong Kong Message-ID: Professor: Chair of Speech & Hearing Sciences (Re-advertisement) (RF-2003/2004-224) Applications are invited for appointment as Professor: Chair of Speech & Hearing Sciences in the Division of Speech & Hearing Sciences of the Faculty of Education, tenable from as soon as possible. Appointment will initially be made on a three- to five-year fixed-term basis, with the possibility of renewal. The Division of Speech & Hearing Sciences is responsible for the education of speech/language therapists and audiologists in Hong Kong and more widely. It is committed to innovative curriculum practice, and is a pioneer in problem-based learning (PBL) approaches. The Division has a strong research profile, with a particular commitment to the investigation of communication disorders in Chinese populations. The Division has world-class facilities, including laboratories with specialist equipment, clinical suites, and library holdings. Further information can be obtained from the website: http://www.hku.hk/speech/. The University of Hong Kong is at the international forefront of higher learning and research, with more than 100 teaching departments and sub-divisions of studies, and more than 60 research institutes and centres. Current enrolment includes 10,000 undergraduates and 7,000 postgraduates from 48 countries. English is the medium of instruction. The University is committed to international standards for excellence in scholarship and research. The appointee should have a distinguished record of research, publication and supervision of research students. He/She would be expected to contribute to teaching in relevant programmes, and research in an area of speech, language or hearing sciences related to communication disorders; provide research leadership in the Division; and play a key role in the development of research policy, strategy and staff development in the Faculty and more broadly, in the University. A knowledge of Chinese, and a recognized clinical qualification would be advantageous but are not essential. Starting annual salary [attracting contract-end gratuity and University contribution to a retirement benefits scheme, totalling up to 15% of basic salary] will be within the professorial range (which is subject to review from time to time in accordance with the University?s established mechanism), the minimum of which is circa HK$1.1M (US$1 = HK$7.8) depending on qualifications and experience. At current rates, salaries tax does not exceed 16% of gross income. Leave, medical/dental benefits will be offered to the successful candidate. The provision of housing benefits (where applicable) is subject to review. Further particulars and application forms (272/302 amended) can be obtained at https://extranet.hku.hk/apptunit/; or from the Appointments Unit (Senior), Human Resource Section, Registry, The University of Hong Kong, Hong Kong (fax: (852) 2540 6735 or 2559 2058; e-mail: apptunit at reg.hku.hk). Review of applications will begin from May 24, 2004 until the position is filled. Further enquiries about the post can be addressed to the Head of Division (tel: (852) 2859 0595; fax: (852) 2559 0060; e-mail: tara at hku.hk). The University reserves the right not to fill the post or to fill the post by invitation. The University is an equal opportunity employer and is committed to a No-Smoking Policy From kohne005 at umn.edu Mon Apr 26 08:23:00 2004 From: kohne005 at umn.edu (Kathryn Kohnert) Date: Mon, 26 Apr 2004 03:23:00 -0500 Subject: possible references? In-Reply-To: Message-ID: Hi Ginny, The following chapter also addresses some of these issues. It is scheduled for release in August, 2004 : Kohnert, K., & Derr, A. (in press). Language Intervention with Bilingual Children. B. Goldstein (Ed.). Bilingual language development and disorders in Spanish-English speakers. Baltimore: Brookes. Take care, Kathryn ---------------------------------------------- Kathryn Kohnert, Ph.D., CCC-SLP Assistant Professor Department of Speech-Language-Hearing Sciences* University of Minnesota 115 Shevlin Hall 164 Pillsbury Dr., S.E. Minneapolis, MN 55455 www.ccsl.umn.edu www.cdis.umn.edu tel (612) 626-4733 e-mail: kohne005 at umn.edu * Formerly Department of Communication Disorders Ginny Mueller Gathercole wrote: > Does anyone know of any good references concerning whether it is > better to deal with bilingual children with language problems > (especially oral abilities--production & comprehension) in one > language or two? > > If you know of any work touching on the efficacy of focusing on one > language versus two when dealing (e.g., in speech therapy) with > bilingual children who have delayed language or SLI, I would be > grateful for any references you could supply. > > Thanks in advance, > > Ginny Gathercole > -------------- next part -------------- An HTML attachment was scrubbed... URL: From hyams at humnet.ucla.edu Mon Apr 26 19:37:01 2004 From: hyams at humnet.ucla.edu (Hyams, Nina) Date: Mon, 26 Apr 2004 12:37:01 -0700 Subject: acquisition of the English perfect Message-ID: Can anyone tell me of either naturalistic or experimental studies of the development of the present perfect (i.e., have + en, as in 'Mommy has eaten the cookie') by English-speaking children. Brown (1973) notes only that it is a late development (beyond his stage 5), and I don't know of more recent work on the topic. Thanks. Nina From eblasco at libero.it Tue Apr 27 07:29:05 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Tue, 27 Apr 2004 09:29:05 +0200 Subject: planning in stuttering children Message-ID: Can anyone of you give me any recent research literature on stuttering children, and specially about planning? An unpublished dissertation cenntred on planning, led by myself with some collaborators, has given odd results: children under 10 with "shallow" impairment constructed regularly (scores 99.9%, p < 0.05)relative clauses (here is the girl WHO eats the apple, italian ecco la bambina che mangia la mela) when faced with naming pictures, where control group described simply the subject and the action (a girl eats an/the apple, una bambina mangia una/la mela). Can we infer that the regular inclusion of a relative is fostered by affective causes (i.e. hint at a second person, whom the sentence is addressed to, a parent)? Or is it dependent on planning difficulties? Thanks. Prof.Dr. Eduardo Blasco Ferrer Dipartimento di Psicologia Psycholinguistics and Neurolinguistics Univ. Cagliari (Italy) Is Mirrionis 09123 Cagliari eblasco at libero.it -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariana_vial at yahoo.ca Wed Apr 28 03:01:25 2004 From: mariana_vial at yahoo.ca (Mariana) Date: Tue, 27 Apr 2004 23:01:25 -0400 Subject: morphology acquisition In-Reply-To: <959F5DC74A30D511BFE600D0B77E5199055858DF@bert.humnet.ucla.edu> Message-ID: Hello list, I was hoping someone could point me to sources on acquisition of morphology. I would be most interested in agreement of adjectives and nouns; what age do we start seeing agreement, and what sort of "errors" are made, etc. I know there isn't much literature on this topic. So I'm not a stranger: I'm an undergraduate going into my last year, and I'm working as a research assistant for a project looking at complex noun phrases in French, with Dr. Phaedra Royle. Thank you, -->Mariana --------------------------------- Post your free ad now! Yahoo! Canada Personals -------------- next part -------------- An HTML attachment was scrubbed... URL: From fenna_tvn at hotmail.com Wed Apr 28 08:11:06 2004 From: fenna_tvn at hotmail.com (Fenna van Nes) Date: Tue, 27 Apr 2004 23:41:06 -0830 Subject: on mailing list Message-ID: An HTML attachment was scrubbed... URL: From margaretmfleck at yahoo.com Wed Apr 28 18:11:02 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Wed, 28 Apr 2004 11:11:02 -0700 Subject: toddler cultural inventories? Message-ID: Some nouns on the MacArthur CDI (or similar lists) refer to objects that are arguably universal in American culture (e.g. toes). However, others refer to objects that might be systematically absent (e.g. houses in some areas routinely lack basements, grandparents often live far away, the circus never comes to rural areas) or are seasonal (e.g. snow, pumpkin, pool). Although this correlates with factors like geographical location, it's hard to do exact predictions (e.g. some kids from warm areas go on ski holidays). Has anyone experimented with a cultural inventory checkoff similar to the CDI? E.g. for a suitable subset of the CDI nouns (e.g. there's no point in asking about "toes"), ask the parent to choose whether -- the child regularly encounters the object -- the child encounters the object but only rarely, or has encountered it in the past but not recently -- the child is acquainted with the object almost exclusively via books, movies, etc In combination with the CDI, this might allow one to explore how much individual variation in word learning is heavily influenced by availability of the corresponding objects. Especially if the checklists were repeated over time, so that one could track the appearance of new items. ??? Margaret (Margaret Fleck) ===== Margaret M. Fleck 510-378-3075 margaretmfleck at yahoo.com From roeper at linguist.umass.edu Wed Apr 28 21:05:18 2004 From: roeper at linguist.umass.edu (Tom Roeper) Date: Wed, 28 Apr 2004 17:05:18 -0400 Subject: Workshop Message-ID: UUSLAW May 1, 2004 University of Massachusetts/ University of Connecticut/Smith College Language Acquisition Workshop Place: Campus center room 104, Elm Street, Smith College, Northampton Mass (see map) Parking: Free on most streets around campus, in campus parking lots or in Parking garage on Rte 10 (see map) Schedule 9.30 Uri Strauss, U.Mass. ?"Maximality: Acquisition issues" 10 Natalia Rakhlin, U.Conn "The Acquisition of the Definite and Indefinite Determiners" 10.30 Joanne Lee-Terry (U.Conn) ?Syntactic Bootstrapping: A viable strategy for Mandarin verb learners? 11 Coffee break 11.20 Sarah Hulsey, Valentine Hacquard and Andrea Gualmini (MIT) "Isomorphism is not the answer. Give context a chance." 12 Ji-young Kim (U.Conn)"Preschool Children's Use of Discourse Markers" 12.30 lunch at Campus Center Caf? (Bring cash! Cheap, varied) 1.30 Conversations: Exchange of new/recent ideas/ideas in progress: Tim Bryant,(U.Mass), Gwynne Morrissey(Smith), Liane Jeschull (U.Mass), Jill de Villiers, Jacqueline Cahillane & Emily Altreuter(Smith) 2.30 Lauren Swenson (U.Conn) "Do Autistic Children have Lexical Biases: A Look at the Noun Biases." 2.50 Tom Roeper (U.Mass) and Jill de Villiers (Smith) ?Integrating point of view? 3.30 coffee break 4 Bosook Kang (U.Conn) "A Learnability Puzzle in Acquisition of Scrambling" 4.30 Anna Verbuk (U.Mass)"Acquisition of Supplementary Expressions and Speaker / Utterance Oriented Adverbs." 5 Michael Wagner (MIT)"Association with `only' and Islandhood? 6 Take-out Chinese dinner at Jill and Peter?s house, 71 Pine street, Florence (see map). Please come! From ks7t at andrew.cmu.edu Thu Apr 29 19:51:08 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 29 Apr 2004 15:51:08 -0400 Subject: Book Announcement - Acquiring The Arabic Lexicon Message-ID: Title: Acquiring The Arabic Lexicon Subtitle: Evidence of Productive Strategies and Pedagogical Implications Publication Year: 2004 Publisher: Academica Press www.academicapress.com Author: Fatima Badry Hardback: ISBN: 1-930901-38-0 Pages: 228, Price: U.S. $: 54.95 Abstract: The nature of the Arabic lexicon with its system of roots and derivational patterns to form a large number of its words has the potential of shedding light on the relation between semantic and formal properties in word formation. Its acquisition offers a distinct opportunity to investigate the productivity of derivational processes as children build their lexicons and promises to enrich the debate about directionality of derivation and the psychological reality of the root in Semitic lexicons. This book examines the acquisition of the Arabic lexicon by Moroccan Arabic speaking children between the ages of three and nine years. The author analyzes the strategies used by children in acquiring productive use of verbal and nominal patterns at various stages of development and proposes using the insights gained from acquisition of the dialect as a first language in improving the teaching of Modern Standard Arabic. Lingfield(s): Psycholinguistics, Arabic Language Acquisition. Written In: English (Language Code: English)