From hiromori at dc4.so-net.ne.jp Sat Jan 3 09:48:34 2004 From: hiromori at dc4.so-net.ne.jp (Hirohide Mori) Date: Sat, 3 Jan 2004 18:48:34 +0900 Subject: Call for Papers: JSLS2004 In-Reply-To: <5.1.1.6.0.20031228205911.00b7ed70@psumail.pdx.edu> Message-ID: ** Call for Papers ** The Japanese Society for Language Sciences invites proposals for our Sixth Annual International Conference, JSLS 2004. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Bonnie Schwartz (University of Hawai'i at Manoa) and Yukio Otsu (Keio University). JSLS2004 Conference Committee Chair Susanne Miyata (Aichi Shukutoku University) ------------------------------------------------------------------------ Conference Dates/ Location The Sixth Annual International Conference of the Japanese Society for Language Sciences will be held as follows: (1) July 17 (Saturday)- 18 (Sunday), 2004 (2) Aichi Shukutoku University, Nagoya, Japan Submissions We would like to encourage submissions on research pertaining to language sciences, including linguistics, psychology, education, computer science, brain science, and philosophy, among others. We will not commit ourselves to one or a few particular theoretical frameworks. We will respect any scientific endeavor that aims to contribute to a better understanding of the human mind and the brain through language. Submission Deadline All submissions should be e-mailed by February 28, 2004 (Sunday). Submission guidelines are available on the JSLS 2004 website at: http://cow.lang.nagoya-u.ac.jp/jsls/2004/cfp-e.htm All questions regarding the JSLS 2004 conference should be addressed to: Kei Nakamura JSLS 2004 Conference Coordinator 14-21 Sarugakucho Shibuya-ku, Tokyo 150-0033 JAPAN e-mail: kei at aya.yale.edu From joko.k at polmed.ac.id Mon Jan 5 07:00:20 2004 From: joko.k at polmed.ac.id (Joko K. Damanhuri) Date: Mon, 5 Jan 2004 14:00:20 +0700 Subject: Bilingual Child's NP construction? Message-ID: Dear all, Happy New Year!! I've been observing my child's bilingual acquisition (Indonesian - English) in Non-native parents bilingual program (bilingualism type by Romaine 1995). I found that my child (3;5 now) still produces Noun + Possessor in English like "house opung" (opung means granpa), though the frequency is much lesser than before. I really like to know whether the acquisition of English as first language goes through a stage in which a child produces that NP construction, such as "book daddy" for "daddy's book". Meanwhile, in Indonesian the correct form for that construction is on the contrary to the English. buku ayah book daddy 'daddy's book' If we assume that the two languages are the competing languages the child is trying to acquire, can we try to think about this construntion in terms of typological universal? Let's say that it is easier to acquire N+Possessor than Possessor+N. There are two reasons for this; first my child does this correctly in Indonesia since his early acquisition but not in English; and secondly, Noun as the head of the construction might attract child at hand. Thank you all for your sharing. Cheers, Joko Kusmanto From macswan at asu.edu Mon Jan 5 07:55:19 2004 From: macswan at asu.edu (Jeff MacSwan) Date: Mon, 5 Jan 2004 00:55:19 -0700 Subject: Bilingual Child's NP construction? In-Reply-To: <001101c3d359$95517700$8500a8c0@cncgo> Message-ID: Dear Joko, Why not analyze this as simple codeswitching? In the phrase "house opung," if "house" were replaced with the Indonesian word for house, would the phrase be well-formed? The impression from the "buku ayah" example is that it would be. Please let me know if this is incorrect. But if it's correct, then I don't see a reason why we can't analyze this as an Indonesian possessive construction with an English N mixed in -- codeswitching, or as some would prefer, codemixing. If that's the case, then it's not a developmental stage at all. It's just a (very young) bilingual person making reference to something bilingually. Jeff Quoting "Joko K. Damanhuri" : > Dear all, > > Happy New Year!! > I've been observing my child's bilingual acquisition (Indonesian - > English) > in Non-native parents bilingual program (bilingualism type by Romaine > 1995). > > I found that my child (3;5 now) still produces Noun + Possessor in > English > like "house opung" (opung means granpa), though the frequency is much > lesser > than before. > > I really like to know whether the acquisition of English as first > language > goes through a stage in which a child produces that NP construction, > such as > "book daddy" for "daddy's book". Meanwhile, in Indonesian the correct > form > for that construction is on the contrary to the English. > buku ayah > book daddy > 'daddy's book' > > If we assume that the two languages are the competing languages the > child is > trying to acquire, can we try to think about this construntion in terms > of > typological universal? Let's say that it is easier to acquire > N+Possessor > than Possessor+N. There are two reasons for this; first my child does > this > correctly in Indonesia since his early acquisition but not in English; > and > secondly, Noun as the head of the construction might attract child at > hand. > > Thank you all for your sharing. > > Cheers, > Joko Kusmanto > > From jomanshami at hotmail.com Mon Jan 5 12:03:43 2004 From: jomanshami at hotmail.com (Joman Shami) Date: Mon, 5 Jan 2004 15:03:43 +0300 Subject: The Monitor Model Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Jan 5 15:42:57 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 5 Jan 2004 10:42:57 -0500 Subject: The Monitor Model In-Reply-To: Message-ID: On 1/5/04 7:03 AM, "Joman Shami" wrote: > Dear Sir/ madam, > > I have come across alot of article that criticized the Monitor Model and I > need to get some refences that come in favor of this model or at least defend > the claims it put forward. Could you help me by naming some refernces. > > > Joman Shami > > > > Joman Shami > > > The new MSN 8: smart spam protection and > 2 months FREE* I assume you are referring to the Krashen model. Krashen wrote a fairly comprehensive reply to criticisms in 1994. Krashen, S. (1994). The Input Hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-78). San Diego: Academic. Perhaps other folks can point to something even more recent. Why not send a note to Krashen about this? ---Brian MacWhinney From macw at cmu.edu Wed Jan 7 16:23:12 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 7 Jan 2004 11:23:12 -0500 Subject: Proposed set of grammatical relations Message-ID: Dear Info-CHILDES, Alon Lavie, Kenji Sagae, and I have been working on the development of a system for the automatic computation of grammatical relations in the CHILDES database. The work has two goals. The first is the complete automation of the calculation of IPSyn and DSS on the basis of a fully tagged %mor line and a complete tagging of grammatical relation on a %grr line. For this work, we have to compute exactly the grammatical relations required by these measures. The second goal is the computation of all grammatical relations that play a significant role in current thinking and research about syntactic development. For this purpose, we are seeking community-wide input. Our proposal for a set of grammmatical relations is given at http://childes.psy.cmu.edu/grasp.doc We are hoping that people who are interested in the automatic analysis of the grammatical relations in CHILDES can read this proposal and send feedback to Brian MacWhinney at macw at cmu.edu if they have suggested changes in this list or well-specified alternative proposals regarding the general issue of parsing of the CHILDES database. Commentary on this proposal will be collected and eventually posted both at that web site and eventually on the info-childes at mail.talkbank.org list and in the IASCL newsletter. Many thanks Brian MacWhinney From pcnorton at yahoo.com Thu Jan 8 06:07:11 2004 From: pcnorton at yahoo.com (Pam Norton) Date: Wed, 7 Jan 2004 22:07:11 -0800 Subject: AAVE and children Message-ID: Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Thu Jan 8 14:58:48 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Thu, 8 Jan 2004 09:58:48 -0500 Subject: AAVE and children Message-ID: Pam, See the work of Holly Craig and Julie Washington at the U of Michigan (Michigan Project on African American Language (M-PAL). Make sure your lit searches include the Journal of Speech, Language, and Hearing Sciences; work in this area has been published there. Ida Stockman and Orlando Taylor have also done work in this area. Would you post your results to the board once you've compiled them or send a copy on to me? I'd appreciate it! Diane Pesco Pam Norton wrote: > Hi - > I'm preparing to do research on African American children who speak > AAVE and assessment practices/dialectal differences awareness in > speech/language pathologists. I'm hoping someone can direct me to > good sources on best practices in language (disorders) assessment for > African American children, especially those who speak AAVE. Also, any > sources on linguistic bias in language assessment and/or incidence of > language disorders in African American children. > > Thanks much, > > Pam Norton > UCB/SFSU Jt. Doctoral Program in Special Ed -- Diane Pesco School of Communication Sciences and Disorders McGill University dpesco2 at po-box.mcgill.ca tel. 514-398-4102 fax. 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lhewitt at bgnet.bgsu.edu Thu Jan 8 16:19:12 2004 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Thu, 8 Jan 2004 11:19:12 -0500 Subject: AAVE and children In-Reply-To: <3FFD7028.3070302@po-box.mcgill.ca> Message-ID: An HTML attachment was scrubbed... URL: From a.crutchley at hud.ac.uk Thu Jan 8 16:28:34 2004 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Thu, 8 Jan 2004 16:28:34 -0000 Subject: FW: AAVE and children Message-ID: Hi Pam Here are some refs you might find useful on African American children: Agerton, E. P., & Moran, M. J. (1995). Effects of race and dialect of examiner on language samples elicited from southern African American preschoolers. Journal of Childhood Communication Disorders, 16(2), 25-30. Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American Children. Journal of Speech, Language and Hearing Research, 43, 366-379. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998a). Average C-unit lengths in the discourse of African American children from low-income, urban homes. Journal of Speech, Language and Hearing Research, 41, 433-444. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998b). Performances of young African-American children on two comprehension tasks. Journal of Speech, Language and Hearing Research, 41, 445-457. Fagundes, D. D., Haynes, W. O., Haak, N. J., & Moran, M. J. (1998). Task variability effects on the language test performance of Southern lower socioeconomic class African American and Caucasian five-year-olds. Language, Speech and Hearing Services in Schools, 29, 148-157. Klecan-Aker, J. S., & Caraway, T. H. (1997). A study of the relationship of storytelling ability and reading comprehension in fourth and sixth grade African-American children. European Journal of Disorders of Communication, 32(1), 109-125. Qualls, C. D., & Harris, J. L. (1999). Effects of Familiarity on Idiom Comprehension in African American and European American Fifth Graders. Language, Speech, and Hearing Services in Schools, 30(2), 141-151. Washington, J. A., Craig, H. K., & Kushmaul, A. J. (1998). Variable use of African American English across two language sampling contexts. Journal of Speech Language and Hearing Research, 41, 1115-1124. and some more general ones on assessment of bilingual children especially re. language disorders: Cline, T. (1993). Educational assessment of bilingual pupils: getting the context right. Educational and Child Psychology, 10(4), 59-68. Cummins, J. (1984). Bilingualism and special education: issues in assessment and pedagogy. Clevedon: Multilingual Matters. Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters. Erickson, J. G., & Iglesias, A. (1986). Assessment of communication disorders in non-English proficient children. In O. L. Taylor (Ed.), Nature of communication disorders in culturally and linguistically diverse populations . San Diego: College Hill Press. Holm, A., Dodd, B., Stow, C., & Pert, S. (1999). Identification and differential diagnosis of phonological disorder in bilingual children. Language Testing, 16(3), 271-292. Miller, N. (1984). Bilingualism and language disability: assessment and remediation. London: Croom Helm. Peña, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic methods to language assessment: A nonbiased procedure. Journal of Special Education 26, 3, 269-280. Hope this is helpful! best wishes, Alison Crutchley ................................................................................. Dr Alison Crutchley Lecturer in English Language School of Music and Humanities University of Huddersfield West Building Queensgate Huddersfield HD1 3DH a.crutchley at hud.ac.uk tel: +44 (0)1484 473848 .................................................................................. -----Original Message----- From: Pam Norton [mailto:pcnorton at yahoo.com] Sent: Thu 08/01/2004 06:07 To: info-childes at mail.talkbank.org Cc: Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From karen.pollock at ualberta.ca Thu Jan 8 17:01:57 2004 From: karen.pollock at ualberta.ca (POLLOCK, Karen) Date: Thu, 8 Jan 2004 10:01:57 -0700 Subject: AAVE and children Message-ID: Pam, You've gotten lots of good referenes so far. Two others I haven't seen mentioned yet: Kamhi, A., Pollock, K., & Harris, J. (1996). Communication Development and Disorders in African American Children: Research, Assessment, and Intervention. Baltimore: Brookes. Harris, J., Kamhi, A., & Pollock, K. (2001). Literacy in African American Communities. Manwah, NJ: Lawrence Earlbaum Associates. Karen Pollock -----Original Message----- From: Pam Norton [mailto:pcnorton at yahoo.com] Sent: Wednesday, January 07, 2004 11:07 PM To: info-childes at mail.talkbank.org Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From fleck at hpl.hp.com Thu Jan 8 17:09:25 2004 From: fleck at hpl.hp.com (Margaret M. Fleck) Date: Thu, 8 Jan 2004 09:09:25 -0800 Subject: dialect vairation Message-ID: While we're on the topic of dialect variation, can anyone point me at research on regional/ethnic/seasonal/individual variation in what words toddlers produce and how this affects the accuracy of assessing vocabulary size using parental checkoff lists of only modest length? I'm thinking particularly of words for foods, since eating habits vary quite a lot even within households that speak SAE. I'm particularly curious about any studies that might have tried to correlate words produced with objects found/used/eaten/etc recently in the child's household. Margaret Fleck Hewlett-Packard Labs, Palo Alto From hkc at umich.edu Thu Jan 8 17:32:39 2004 From: hkc at umich.edu (Holly Craig) Date: Thu, 8 Jan 2004 12:32:39 -0500 Subject: AAVE and children In-Reply-To: <20040108060711.74364.qmail@web80010.mail.yahoo.com> Message-ID: Pam- Below is a list of publications from our lab: -Holly Holly K. Craig, Ph.D. Director, University Center for the Development of Language and Literacy Professor of Education Research Professor, Institute for Human Adjustment University of Michigan 1111 E. Catherine St. Ann Arbor, MI 48109-2054 734-764-8440 Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (in press). Performances of elementary grade African American students on the Gray Oral Reading Tests. Language, Speech, and Hearing Services in Schools. Craig, H. K., & Washington, J. A. (in press). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research. Craig, H. K., & Washington, J. A. (in press). Language variation and literacy learning. In K. Appel, B. Ehren, E. Silliman, and C. A. Stone (Eds.), Handbook of Language and Literacy Development and Disorders, New York: Guilford Press. Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (2003). Phonological features of child African American English. Journal of Speech, Language, and Hearing Research, 46, 623-635. Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31-43. Craig, H. K., & Washington, J. A. (2002). Oral language expectations for African American preschoolers and kindergartners. American Journal of Speech- Language Pathology, 11, 59-70. Washington, J. A., & Craig, H. K. (2002). Morphosyntactic forms of African American English used by young children and their caregivers. Applied Psycholinguistics, 23, 209-231. Washington, J. A. (2001). Early literacy skills in African-American children: Research considerations. Learning Disabilities Research and Practice, 16, 213-221. Washington, J. A., & Craig, H. K. (2001). Reading performance and dialectal variation, In J. Harris, A. Kamhi & K. Pollock (Eds.), Literacy in African American Communities (pp. 147-168). Mahwah, NJ: Erlbaum. Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American children. Journal of Speech, Language, and Hearing Research, 43, 366-379. Washington, J. A., & Craig, H. K. (1999). Performances of at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 30, 75-82. Washington, J. A. (1998). African American English research: A review and future directions. African American Research Perspectives, 4(1), 1-6. Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children's dialectal variations. Journal of Speech, Language, and Hearing Research, 41, 618-626. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Average c-unit lengths in the discourse of African American children from low income, urban homes. Journal of Speech, Language, and Hearing Research, 41, 433-444. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Performances of young African American children on two comprehension tasks. Journal of Speech, Language, and Hearing Research, 41, 445-457. Washington, J. A., Craig, H. K., & Kushmaul, A. (1998). Variable use of African American English across two language sampling contexts. Journal of Speech, Language, and Hearing Research, 41, 1115-1124. Craig, H. K. (1996). The challenges of conducting language research with African American children. In A. G. Kamhi, K. E. Pollock, and J. L. Harris (Eds.), Communication Development and Disorders in African American Children: Research, Assessment, and Intervention (pp. 1-18). Baltimore: Brookes. Washington, J. A. (1996). Issues in assessing language skills in African American children. In A. G. Kamhi, K. E. Pollock, and J. L. Harris (Eds.), Communication development and disorders in African American children: Research, assessment, and intervention (pp. 35-54). Baltimore: Brookes. Craig, H. K., & Washington, J. A. (1995). African American English and linguistic complexity in preschool discourse: A second look. Language, Speech, and Hearing Services in Schools, 26, 87-93. Craig, H. K., & Washington, J. A. (1994). The complex syntax skills of poor, urban, African American preschoolers at school entry. Language, Speech, and Hearing Services in Schools, 25, 181-190. Washington, J. A., & Craig, H. K. (1994). Dialectal forms during discourse of urban, African American preschoolers living in poverty. Journal of Speech and Hearing Research, 37, 816-823. Craig, H. K., & Washington, J. A. (1993). Access behaviors of children with Specific Language Impairment. Journal of Speech and Hearing Research, 36, 322-337. Washington, J. A., & Craig, H. (1992). Articulation test performances of low-income, African American preschoolers with communication impairments. Language, Speech, and Hearing Services in Schools, 23, 203-207. Washington, J. A. & Craig, H. K. (1992). Performances of low-income, African American preschool and kindergarten children on the Peabody Picture Vocabulary Test-Revised. Language, Speech and Hearing Services in Schools, 23, 329-333. At 10:07 PM 1/7/2004 -0800, you wrote: >Hi - >I'm preparing to do research on African American children who speak AAVE >and assessment practices/dialectal differences awareness in >speech/language pathologists. I'm hoping someone can direct me to good >sources on best practices in language (disorders) assessment for African >American children, especially those who speak AAVE. Also, any sources on >linguistic bias in language assessment and/or incidence of language >disorders in African American children. > >Thanks much, > >Pam Norton >UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From corec at bellsouth.net Thu Jan 8 17:49:48 2004 From: corec at bellsouth.net (Cynthia Core) Date: Thu, 8 Jan 2004 17:49:48 +0000 Subject: 3rd personal singular morpheme - bilinguals Message-ID: Hello - I recently saw an article (Acquisition of the English plural morpheme by native Mandarin-speaking children), and it sparked my curiousity. I did a brief search, but did not find any articles that look at morpheme acquisition by bilingual children. Does anyone know of researchers working in this area? Specifically, I am interested in English 3rd pers sing morpheme by native Spanish-speaking children. Thank you. Cynthia Core, Ph.D. Assistant Professor Communication Sciences and Disorders Florida Atlantic University Boca Raton, FL 33431 ccore at fau.edu From macswan at asu.edu Thu Jan 8 19:31:04 2004 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 8 Jan 2004 12:31:04 -0700 Subject: FW: AAVE and children In-Reply-To: <15354B5A074595428080E99CE0DBB8720D0AA0@murphy.ad.hud.ac.uk> Message-ID: One of the many things which makes the assessment of linguistic minorities in schools complex is the issue of "appropriate context" of assessment. Context has an effect on the specific form which a language takes, so it is often presumed that "school language" should be the object of assessment. I think that's true if one wishes to measure, for instance, growth in English acquired in a school setting among immigrant children in the U.S. But it actually becomes a serious source of error in measurement when one wishes to assess a child's native language. There, the assessment must be conducted in a way that determines whether the child has acquired the language of his or her specific speech community, whatever that is. A child's native speech community might speak "school English," but most often they don't -- as is generally true of the Spanish spoken by bilingual children in U.S. schools and of AAVE. A related problem is that school language is often assumed by assessments to represent a "more advanced" stage of language growth. Here we see traditional prescriptivist values creeping in, as the language of the educated classes is taken to be an enriched or advanced version of the language of the unschooled. If you're interested in reading more about these ideas and their consequences for language assessment of linguistic minorities at school, see: MacSwan, J. (2000). The Threshold Hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences, 22(1), 3-45. Available at http://www.public.asu.edu/~macswan/hjbs2000.pdf. MacSwan, J., Rolstad, K., & Glass, G. V. (2002). Do some school-age children have no language? Some problems of construct validity in the Pre-LAS Español. Bilingual Research Journal, 26(2), 213-238. Available at http://brj.asu.edu/content/vol26_no2/pdf/ART11.PDF. MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social class: Rethinking our conception of language proficiency in language minority education, pp. 329-340. In C. B. Paulston & R. Tucker (Eds.), Sociolinguistics: The Essential Readings. Oxford: Blackwell. Best, Jeff Quoting Alison Crutchley : > Hi Pam > > Here are some refs you might find useful on African American children: > > > Agerton, E. P., & Moran, M. J. (1995). Effects of race and dialect of > examiner on language samples elicited from southern African American > preschoolers. Journal of Childhood Communication Disorders, 16(2), > 25-30. > > Craig, H. K., & Washington, J. A. (2000). An assessment battery for > identifying language impairments in African American Children. Journal > of Speech, Language and Hearing Research, 43, 366-379. > > Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998a). Average > C-unit lengths in the discourse of African American children from > low-income, urban homes. Journal of Speech, Language and Hearing > Research, 41, 433-444. > > Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998b). > Performances of young African-American children on two comprehension > tasks. Journal of Speech, Language and Hearing Research, 41, 445-457. > > Fagundes, D. D., Haynes, W. O., Haak, N. J., & Moran, M. J. (1998). Task > variability effects on the language test performance of Southern lower > socioeconomic class African American and Caucasian five-year-olds. > Language, Speech and Hearing Services in Schools, 29, 148-157. > > Klecan-Aker, J. S., & Caraway, T. H. (1997). A study of the relationship > of storytelling ability and reading comprehension in fourth and sixth > grade African-American children. European Journal of Disorders of > Communication, 32(1), 109-125. > > Qualls, C. D., & Harris, J. L. (1999). Effects of Familiarity on Idiom > Comprehension in African American and European American Fifth Graders. > Language, Speech, and Hearing Services in Schools, 30(2), 141-151. > > Washington, J. A., Craig, H. K., & Kushmaul, A. J. (1998). Variable use > of African American English across two language sampling contexts. > Journal of Speech Language and Hearing Research, 41, 1115-1124. > > > > and some more general ones on assessment of bilingual children > especially re. language disorders: > > > > Cline, T. (1993). Educational assessment of bilingual pupils: getting > the context right. Educational and Child Psychology, 10(4), 59-68. > > Cummins, J. (1984). Bilingualism and special education: issues in > assessment and pedagogy. Clevedon: Multilingual Matters. > > Cummins, J. (2000). Language, power and pedagogy: bilingual children in > the crossfire. Clevedon: Multilingual Matters. > > Erickson, J. G., & Iglesias, A. (1986). Assessment of communication > disorders in non-English proficient children. In O. L. Taylor (Ed.), > Nature of communication disorders in culturally and linguistically > diverse populations . San Diego: College Hill Press. > > Holm, A., Dodd, B., Stow, C., & Pert, S. (1999). Identification and > differential diagnosis of phonological disorder in bilingual children. > Language Testing, 16(3), 271-292. > > Miller, N. (1984). Bilingualism and language disability: assessment and > remediation. London: Croom Helm. > > Peña, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic > methods to language assessment: A nonbiased procedure. Journal of > Special Education 26, 3, 269-280. > > > > Hope this is helpful! best wishes, Alison Crutchley > > > > ............................................................................. .... > > Dr Alison Crutchley > Lecturer in English Language > School of Music and Humanities > University of Huddersfield > West Building > Queensgate > Huddersfield HD1 3DH > > a.crutchley at hud.ac.uk > tel: +44 (0)1484 473848 > > ............................................................................. ..... > > > > > > > -----Original Message----- > From: Pam Norton [mailto:pcnorton at yahoo.com] > Sent: Thu 08/01/2004 06:07 > To: info-childes at mail.talkbank.org > Cc: > Subject: AAVE and children > > > > Hi - > I'm preparing to do research on African American children who speak > AAVE and assessment practices/dialectal differences awareness in > speech/language pathologists. I'm hoping someone can direct me to good > sources on best practices in language (disorders) assessment for African > American children, especially those who speak AAVE. Also, any sources > on linguistic bias in language assessment and/or incidence of language > disorders in African American children. > > Thanks much, > > Pam Norton > UCB/SFSU Jt. Doctoral Program in Special Ed > > From silliman at chuma1.cas.usf.edu Thu Jan 8 20:41:59 2004 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Thu, 8 Jan 2004 15:41:59 -0500 Subject: AAVE and children Message-ID: Pam -- Here are some other references that reflect differing perspectives. For example, the work of Ellis Weismer & colleagues has focused on developing processing dependent measures, such as nonword repetition, that appear to be less culturally loaded for assessing certain aspects of phonological memory in African American children. Janna Oetting's research on AAVE and language impairment takes a contrastive approach to dialect analysis, while the Silliman et al. chapter summarizes research through 2002 and also concentrates on phonological representation issues in African American children who are struggling readers. Ellis Weismer, S. E., & Evans, J. L. (2002). The role of processing limitations in early identification of specific language impairment. Topics in Language Disorders, 22 (3), 15-29. Ellis Weismer, S. E., Tomblin, J. B., Zhang, X., Buckwalter, P., Chynoweth, J. G., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878. Oetting, J. B., Cantrell, J. P., & Horohov, J. E. (1999). A study of specific language impairment (SLI) in the context of non-standard dialect. Clinical Linguistics and Phonetics, 13, 25-44. Oetting, J. B., & McDonald, J. L. (2001). Nonmainstream dialect and specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 207-223. Oetting, J., & McDonald, A. (2002). Methods for characterizing participants' nonmainstream dialect use in child language research. Journal of Speech, Language, and Hearing Research, 45, 505-518. Silliman,E. R., Bahr, R. H., Wilkinson, L. C., & Turner, C. R. (2002). Language variation and struggling readers: Finding patterns in diversity. In K. G. Butler & E. R. Silliman (Eds.), Speaking, reading, and writing in children with language and learning disabilities (pp. 109- 148). Mahwah, NJ: Lawrence Erlbaum. Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences Coordinator, CSD Ph.D. Program University of South Florida PCD 1017 Voice mail: (813) 974-9812 Fax: (813) 974-0822 E-mail: silliman at chuma1.cas.usf.edu -----Original Message----- From: Pam Norton [mailto:pcnorton at yahoo.com] Sent: Thursday, January 08, 2004 1:07 AM To: info-childes at mail.talkbank.org Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Fri Jan 9 04:40:55 2004 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Thu, 8 Jan 2004 23:40:55 -0500 Subject: AAVE and children In-Reply-To: <20040108060711.74364.qmail@web80010.mail.yahoo.com> Message-ID: Dear Pam, It's been interesting seeing all the answers to your query. We're getting a nice collective reference list (which, as someone already noted, can be found on our website at http://www.umass.edu/aae/ then click on references) --I'll update it within the next week with any of the recent references which are not yet represented there. I'd like to add an almost published source for you: the next edition (Feb 2004) of Seminars in Speech and Language from Thieme Publishers will be called _Evaluating Language Variation: Distinguishing Dialect and Development from Disorder_. It was guest edited by Harry Seymour and me, and has contributions from all the DELV co-authors: Harry Seymour, Tom Roeper, Jill de Villiers, Peter de Villiers, and our Research Coordinator at The Psychological Corporation, Lois Ciolli. We would also like to think that the new DELV tests will soon represent "best practices in language assessment for African American children" (as well as for speakers of Mainstream American English). Those tests (and their manuals, which treat the issues you raise) are available now through the Psychological Corporation of Harcourt Assessments. Seymour, H.N., Roeper, T. & de Villiers, J.G. (2003). Diagnostic Evaluation of Language Variation (DELV) Criterion-Referenced. San Antonio, TX: The Psychological Corporation. and Seymour, Roeper, & de Villiers. 2003. DELV Screening Test (with the same publication information.) Keep us posted on your project. As you can tell, there's a large community of researchers interested in your topic. Best wishes. Barbara (Zurer Pearson) Quoting Pam Norton : > Hi - > I'm preparing to do research on African American children who speak AAVE and > assessment practices/dialectal differences awareness in speech/language > pathologists. I'm hoping someone can direct me to good sources on best > practices in language (disorders) assessment for African American children, > especially those who speak AAVE. Also, any sources on linguistic bias in > language assessment and/or incidence of language disorders in African > American children. > > Thanks much, > > Pam Norton > UCB/SFSU Jt. Doctoral Program in Special Ed > *********************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders 117 Arnold House University of Massachusetts Amherst MA 01003 413.545.5023 fax:545.0803 http://www.umass.edu/aae/ bpearson at comdis.umass.edu From claudio_toppelberg at hms.harvard.edu Fri Jan 9 22:20:12 2004 From: claudio_toppelberg at hms.harvard.edu (Claudio Toppelberg) Date: Fri, 9 Jan 2004 17:20:12 -0500 Subject: AAVE and children In-Reply-To: <20040108060711.74364.qmail@web80010.mail.yahoo.com> Message-ID: Pam- References so far have been excellent. I am adding very recent and relevant references I just came across when Ann Kaiser from Vanderbilt U/Peabody College visited us (this week) to lecture at the Judge Baker Children's Center: Qi, C. H., Kaiser, A. P., Milan, S. E., Yzequierdo, Z. Y., & Hancock, T. B. (in press). The performance of low-income, African American Children on Preschool Language Scale-3. Journal of Speech, Language, and Hearing Research. Kaiser, A. P., Cai, X., Hancock, T. B., & Foster, E. M. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start. Behavioral Disorders, 28, 23-39. Kaiser, A. P., Hancock, T. B., Cai, X., Foster, E. M., & Hester, P. P. (2000). Parent-reported behavior problems and language delays in boys and girls enrolled in Head Start classrooms. Behavioral Disorders, 26(1), 26-41. The Head Start sample the articles describe is around 88% African American, according to Ann. Also, a review article we wrote may shed some light on the issue of linguistic bias: Toppelberg CO, Shapiro T (2000), Language disorders: A 10-year research update review. Journal of the American Academy of Child and Adolescent Psychiatry 39: 143-152 Good luck! Claudio. :::::::::::::::::::::::::::::::::::::::::::: Claudio O. Toppelberg, MD Principal Investigator, Project on Language and Child Psychiatry Judge Baker Children's Center, Harvard Medical School 3 Blackfan Circle Boston, Massachusetts 02115-5794 e-mail: topi at hms.harvard.edu Phone: (617) 232 8390 ext.2622 Fax: (617) 232 8390 ext.2621 Alternative Fax: (617) 232 8399 Click to view: Harvard Research: Child Language Development & Developmental Psychopathology [http://www.hmcnet.harvard.edu/psych/redbook/86.htm] Judge Baker Children's Center: Childhood Bilingualism and Developmental Psychopathology [http://www.jbcc.harvard.edu/research/research1.htm#Bilingual] 2003 Judge Baker Children's Center/ Children's Hospital Academic Teaching Conference: "Future Directions in Child Mental Health" [http://www.jbcc.harvard.edu/lectures.htm] -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Pam Norton Sent: Thursday, January 08, 2004 1:07 AM To: info-childes at mail.talkbank.org Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberts at mail.fpg.unc.edu Fri Jan 9 23:15:59 2004 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Fri, 9 Jan 2004 18:15:59 -0500 Subject: AAVE and children Message-ID: The refernces have been great, please find two others below: Jackson, S. C., & Roberts, J. E. (2001). Complex syntax production of African American preschoolers. _Journal of Speech, Language, and Hearing Research, 44_(5), 1083-1096. Roberts, J. E., Burchinal, M., & Durham, M. (1999). Parents’ report of vocabulary and grammatical development of African American preschoolers: Child and environmental associations. _Child Development, 70_(1), 92-106. Joanne E. Roberts, Ph.D. Senior Scientist and Professor of Pediatrics and Speech and Hearing Sciences Frank Porter Graham Child Development Institute 105 Smith Level Road, CB# 8180 University of North Carolina Chapel Hill, NC 27599-8180 *_____________ From:* info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]*On Behalf Of *Pam Norton *Sent:* Thursday, January 08, 2004 1:07 AM *To:* info-childes at mail.talkbank.org *Subject:* AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed From harperb at earthlink.net Sat Jan 10 14:20:43 2004 From: harperb at earthlink.net (Donna) Date: Sat, 10 Jan 2004 09:20:43 -0500 Subject: remove me from any and all lists now Message-ID: An HTML attachment was scrubbed... URL: From harperb at earthlink.net Sat Jan 10 14:21:27 2004 From: harperb at earthlink.net (Donna) Date: Sat, 10 Jan 2004 09:21:27 -0500 Subject: get me off these lists now Message-ID: An HTML attachment was scrubbed... URL: From harperb at earthlink.net Sat Jan 10 14:22:01 2004 From: harperb at earthlink.net (Donna) Date: Sat, 10 Jan 2004 09:22:01 -0500 Subject: get me off your mailing lists Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Jan 11 02:22:47 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 10 Jan 2004 21:22:47 -0500 Subject: list removal Message-ID: Dear Info-CHILDES, We are always happy to remove people from info-childes. As noted at http://childes.psy.cmu.edu/html/email.html, you just need to send a note to either me at macw at cmu.edu or Kelley Sacco at sacco at cmu.edu, asking to be unsubscribed. Many thanks, --Brian MacWhinney From jordan.zlatev at ling.lu.se Wed Jan 14 14:23:04 2004 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Wed, 14 Jan 2004 15:23:04 +0100 Subject: Extended deadline: Portsmouth 2004 Message-ID: *** With apologies for cross-posting *** THIRD CALL FOR PAPERS International Conference on LANGUAGE, CULTURE AND MIND Integrating perspectives and methodologies in the study of language 18-20 July 2004 University of Portsmouth, England www.unifr.ch/gefi/GP2/Portsmouth/ EXTENDED DEADLINE: JANUARY 31st 2004 PLENARY SPEAKERS * Jules Davidoff, Department of Psychology, University of London Goldsmith's College * Terence Deacon, Department of Anthropology, University of California, Berkeley * Sotaro Kita, Department of Psychology, University of Bristol * Rukmini Bhaya Nair, Faculty of Humanities, Indian Institute of Technology-Delhi * Gary Palmer, Department of Anthropology, University of Nevada, Las Vegas THEME Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. The goal of this conference is to contribute to situating the study of language in a contemporary interdisciplinary dialogue. Many of the relevant disciplines have made highly significant theoretical, methodological and empirical advances during the last decade. We call for contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, cognitive and neurosciences, who wish both to impart their insights and findings, and learn from other disciplines. Preference will be given to submissions which emphasize interdisciplinarity, the interaction between culture, mind and language, and/or multi-methodological approaches in language sciences. TOPICS Topics include but are not limited to: * Biological and cultural co-evolution * Comparative study of communication systems * Cognitive and cultural schematization in language * Emergence of language in ontogeny and phylogeny * Language in multi-modal communication * Language and normativity * Language and thought, emotion and consciousness COMMITTEES Local Organizing Committee (Department of Psychology, University of Portsmouth, England) * Mike Fluck * Karl Nunkoosing * Vasu Reddy * Chris Sinha * Vera da Silva * Joerg Zinken International Organizing Committee * Carmen Guarddon Anelo, Departamento de Filologias Extranjeras y sus Lingisticas, Universidad Nacional de Educacion a Distancia, Spain * Raphael Berthele, Departement für Germanistik, Université de Fribourg, Switzerland * Maria Cristóbal, Department of English Philology I. Universidad Complutense de Madrid, Spain * Iraide Ibarretxe, Department of English Philology, University of Deusto / Department of Basque Philology, University of the Basque Country, Spain * Jordan Zlatev, Department of Linguistics Lund University / Department of Philosophy and Linguistics, Umeå University; Sweden International Scientific Committee * Enrique Bernárdez, Department of English Philology I, Universidad Complutense de Madrid * Per Aage Brandt, Center for Semiotics, University of Aarhus * Gisela Bruche-Schultz, Department of English Language and Literature, Free University of Berlin * Seana Coulson, Department of Cognitive Science, UCSD * Vyv Evans, Department of Linguistics and English, University of Sussex * Roslyn Frank, Department of Spanish and Portuguese, University of Iowa * Peter Gärdenfors, Lund University Cognitive Science (LUCS) * Dirk Geeraerts, Department of Linguistics, Katholieke Universiteit Leuven * Tom Givón, Department of Linguistics, University of Oregon * Pier Paolo Giglioli, DSC, Università di Bologna * Colette Grinevald, PR1, Université Lumière Lyon2 * Gisela Håkansson, Department of Linguistics, Lund University * Peter Harder, Department of English, University of Copenhagen * Esa Itkonen, Department of Linguistics, Turku University * Sotaro Kita, Department of Psychology, University of Bristol * Sydney Lamb, Department of Linguistics, Rice University * Jean Lassegue, Laboratoire LaTTICe-CNRS, Ecole Normale Supérieure * Brian MacWhinney, Department of Psychology, CMU * Rukmini Nair, Indian Institute of Technology, Delhi * Gary Palmer, Anthropology and Ethnic Studies, University of Nevada * Gunter Senft, Max-Planck Institute for Psycholinguistics, Nijmegen * Augusto Soares da Silva, Faculdade de Filosofia de Braga, Universidade Catolica Portuguesa * Dan Slobin, Department of Psychology, UC Berkeley * Göran Sonesson, Department of Semiotics, Lund University * Victor Rosenthal, INSERM, Paris * Yves-Marie Visetti, Laboratoire LaTTICe-CNRS, Ecole Normale Supérieure SUBMISSION Abstracts for 30-minute presentations should be submitted by January 31, 2004. Notification of acceptance by March 31, 2004. All abstracts will be reviewed by members of the International Scientific Committee. Each abstract should conform to the following specifications: Length: a single page of A4, single-spaced, font size 12pt or larger, with 2.5cm margins on all sides. Any diagrams must fit on this single page. Head material (at the top of the single A4 page): - Title of the paper, - Author name(s), - Author affiliation(s) in brief (1 line), - Email address of principal author Method: Abstracts should be emailed to jordan.zlatev at ling.lu.se as an ATTACHMENT (i.e. not included in the message) preferably as a MS Word document, but in PDF or postscript format if it is necessary to include a diagram or figure. REGISTRATION The homesite of the conference www.unifr.ch/gefi/GP2/Portsmouth/ will shortly be updated to carry registration and accommodation information and instructions. PUBLICATION There will be a publication of selected papers presented at the conference. SATELLITE EVENTS There will be an opportunity to organize workshops, seminars and other satellite events on themes related to that of the conference. Prospective organizers should contact joerg.zinken at port.ac.uk Jordan Zlatev, Ph.D. Research Fellow Lund University Department of Linguistics 222 62 Lund, Sweden email: jordan.zlatev at ling.lu.se http://www.ling.lu.se/persons/JordanZlatev -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 6462 bytes Desc: not available URL: From plahey at mindspring.com Wed Jan 14 19:19:01 2004 From: plahey at mindspring.com (Peg Lahey) Date: Wed, 14 Jan 2004 14:19:01 -0500 Subject: BLCF Scholarshipa available. Message-ID: I would appreciate it if you would make the following information available to any colleagues or students who might be interested. Last year we awarded six scholarships from a list of many excellent candidates. We look forward to reviewing applications this year. Thanks for your help. Peg Lahey BAMFORD-LAHEY SCHOLAR AWARDS OF UP TO $10,000 AVAILABLE FOR 2004-2005: APPLICATIONS DUE ON APRIL 1, 2004 The Bamford-Lahey Children's Foundation is again pleased to announce the availability of scholarship funds of up to $10,000 per recipient per year for doctoral students specializing in children's language disorders. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. Criteria for selecting scholars will include an evaluation of the applicant's ability to complete the doctoral program and the potential promise of the candidate as a teacher-investigator who will contribute to both educating clinicians and to our knowledge of the field of children's language disorders. Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic of the dissertation is related to the objectives of the foundation. The scholarship funds are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicants may request any amount of funds up to $10,000. In order to apply, applicants should: Be accepted in a doctoral program at an accredited university that offers a specialization in children's language disorders including an emphasis on research skills a.. Be able to demonstrate the ability to complete such a program b.. Plan to specialize in children's language disorders during their study c.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university d.. Hold CCC-SLP from ASHA or equivalent certification from another country Students who are thinking of applying should immediately request sealed copies of official transcripts from colleges attended so the transcripts will be received in time to include with their application. Further information and instructions can be found on the Foundation Website www.bamford-lahey.org. Applications can be downloaded from the same site at http://www.bamford-lahey.org/application.rtf. Deadline for reception of completed applications (including transcripts and recommendations) is April 1, 2004. Margaret Lahey, President Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From kasumi at adelphia.net Thu Jan 15 14:02:57 2004 From: kasumi at adelphia.net (Kasumi Yamamoto) Date: Thu, 15 Jan 2004 06:02:57 -0800 Subject: word production and comprehension Message-ID: Dear all, I am looking for references for young children's word production and comprehension. In particular, I am interested in the cases that word production precedes comprehension. Majority of research support that comprehension is ahead of production, but does anyone know the opposite case? Thank you very much in advance for your help. Kasumi Yamamoto Williams College From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 15 13:05:02 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 15 Jan 2004 13:05:02 +0000 Subject: Acquisition of Mandarin Chinese Message-ID: I'd appreciate any pointers to articles on the acquisition of Chinese. thanks Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From knelson at gc.cuny.edu Thu Jan 15 14:00:04 2004 From: knelson at gc.cuny.edu (K Nelson) Date: Thu, 15 Jan 2004 09:00:04 -0500 Subject: word production and comprehension Message-ID: Kasumi, The question of comprehension before production is complex. Are you interested in early words or later acquisitions? Word-forms or word meanings? In general children acquire large comprehension vocabularies before productions, but the composition of each tends to differ - see Benedict (1979): Benedict, H. (1979). Early lexical development: Comprehension and production. Journal of Child Language, 6, 183-200. Children may also acquire word forms whose meaning is under-extended (Barrett), over-extended (Rescorla) of over-lapping (Anglin): Anglin, J. (1977). Word, object and conceptual development. New York: Norton. Barrett, M. D. (1985). Early semantic representations and early word-usage. In I. S. A. Kuczaj & M. D. Barrett (Eds.), The development of word meaning: Progress in cognitive development research (pp. 39-68). New York: Springer-Verlag. Rescorla, L. A. (1980). Overextension in early language development. Journal of child language, 7, 321-335. Also: Nelson, K., Hampson, J., & Kessler Shaw, L. (1993). Nouns in early lexicons: Evidence, explanations, and implications. Journal of Child Language, 20, 61-84. If you are wondering about the relation of comprehension to production in later word acquisition, see: Levy, E., & Nelson, K. (1994). Words in discourse: a dialectical approach to the acquisition of meaning and use. Journal of child language, 21, 367-390. Nelson, K., & Shaw, L. K. (2002). Developing a socially shared symbolic system. In E. Amsel & J. Byrnes (Eds.), Language, literacy and cognitive development (pp. 27-58). Mahwah NJ: Erlbaum. These latter references provide examples of children's acquisition and use of forms in production that they do not yet comprehend except in the sense of appropriate discourse use. Earlier studies of temporal terms by Eve Clark, quantifiers (more, less), and deictic terms were studied in terms of "incomplete meaning" (see Carey for review). So it's critical what you mean by "comprehension." Carey, S. (1982). Semantic development: the state of the art. In E. Wanner & L. R. Gleitman (Eds.), Language acquistion: The state of the art (pp. 347-389). New York: Cambridge University Press. Katherine Nelson ----- Original Message ----- From: "Kasumi Yamamoto" To: <> Sent: Thursday, January 15, 2004 9:02 AM Subject: word production and comprehension > Dear all, > > I am looking for references for young children's word production and > comprehension. In particular, I am interested in the cases that word > production precedes comprehension. Majority of research support that > comprehension is ahead of production, but does anyone know the opposite > case? > > Thank you very much in advance for your help. > > Kasumi Yamamoto > Williams College > From msyonata at mscc.huji.ac.il Thu Jan 15 15:28:22 2004 From: msyonata at mscc.huji.ac.il (Yonata Levy) Date: Thu, 15 Jan 2004 17:28:22 +0200 Subject: coding semantic aspect Message-ID: HI, We are about to expand out grammatical coding system of Hebrew to cover lexical and semantic aspects. Can anyone direct me to existing systems? I'd like to see what other people have coded for in free conversations of normal and language-disordered children. thanks! Yonata. ________________________ Prof. Yonata Levy Psychology Department The Hebrew University Jerusalem, Israel 91905 Phone: 972-2-5883408 (o) Fax: 972-2-5881159 972-2-6424957 (h) e-mail: msyonata at mscc.huji.ac.il -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmb32 at columbia.edu Thu Jan 15 15:33:44 2004 From: lmb32 at columbia.edu (Lois Bloom) Date: Thu, 15 Jan 2004 10:33:44 -0500 Subject: word production and comprehension In-Reply-To: Message-ID: Dear Kasumi, Katherine has given you a fine list of references. She is quite right; comprehension is a complex concept. From late in the first year until well into the third year, children often recognize words they do not yet understand, and say many words they have familiarity with but do not fully comprehend. The dimensions of comprehension are many: knowing a word's meaning in the cognitive sense of understanding is accompanied by social understanding and its cultural significance. Many words have an emotional valence as well. Just think about the many dimensions (cognitive, social, cultural, emotional, biological) of the meaning of "mother" -- arguably the word most frequent in children's vocabularies world-wide. You might also consult: Bloom, L. (1974). Talking, understanding, and thinking: Developmental relationship between receptive and expressive language. In R. Schiefelbusch & L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention. Baltimore MD: University Park Press. Bloom, L., Tinker, E., & Margulis, C. (1994). The words children learn: Evidence against a noun bias in children's vocabularies. Cognitive Development, 8, 431-450. Golinkoff, R., Hirsh-Pasek, K., Bloom. L., Smith, L., Woodward, A., Akhtar, N., Tomasello, M. , & Hollich, G. (2000), Becoming a word learner: A debate on lexical acquisition. NY: Oxford University Press. Good luck, Lois Bloom From pli at richmond.edu Thu Jan 15 16:29:46 2004 From: pli at richmond.edu (Ping Li) Date: Thu, 15 Jan 2004 11:29:46 -0500 Subject: Acquisition of Mandarin Chinese In-Reply-To: Message-ID: Dear Annette, There are two overview articles that might be helpful as pointers: Erbaugh, M. (1992). The acquisition of Mandarin. In D. I. Slobin (Ed.), Crosslinguistic study of language acquisition (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum. Lee, H.-T. (1996). Theoretical issues in language development and Chinese child language. In C.-T. Huang, & A. Li (Eds.), New horizons in Chinese linguistics. Dordrecht, Holland: Kluwer Academic Publishers. There is a book by Li & Shirai (2000) on the acquisition of aspect that gives a summary of aspect acquisition in Chinese (see http://www.richmond.edu/~pli/book.html). The following book is due out in 2004 from Cambridge that contains 13 overview articles for Part 1: Language acquisition: Li, P., Tan, L.H., Bates, E., & Tzeng, O.J.L. (Eds.) Handbook of East Asian Psycholinguistics (Vol.1: Chinese). Cambridge University Press. (see http://cogsci.richmond.edu/handbook.html) Hope this helps! Best wishes, Ping > I'd appreciate any pointers to articles on the acquisition of Chinese. > thanks > Annette > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From afairak at effatcollege.edu.sa Thu Jan 15 17:28:07 2004 From: afairak at effatcollege.edu.sa (Amani Fairak) Date: Thu, 15 Jan 2004 20:28:07 +0300 Subject: remove me from the list Message-ID: -----Original Message----- From: Ping Li [mailto:pli at richmond.edu] Sent: الخميس 23/11/1424 07:29 م To: a.karmiloff-smith at ich.ucl.ac.uk Cc: info-childes at mail.talkbank.org Subject: Re: Acquisition of Mandarin Chinese Dear Annette, There are two overview articles that might be helpful as pointers: Erbaugh, M. (1992). The acquisition of Mandarin. In D. I. Slobin (Ed.), Crosslinguistic study of language acquisition (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum. Lee, H.-T. (1996). Theoretical issues in language development and Chinese child language. In C.-T. Huang, & A. Li (Eds.), New horizons in Chinese linguistics. Dordrecht, Holland: Kluwer Academic Publishers. There is a book by Li & Shirai (2000) on the acquisition of aspect that gives a summary of aspect acquisition in Chinese (see http://www.richmond.edu/~pli/book.html). The following book is due out in 2004 from Cambridge that contains 13 overview articles for Part 1: Language acquisition: Li, P., Tan, L.H., Bates, E., & Tzeng, O.J.L. (Eds.) Handbook of East Asian Psycholinguistics (Vol.1: Chinese). Cambridge University Press. (see http://cogsci.richmond.edu/handbook.html) Hope this helps! Best wishes, Ping > I'd appreciate any pointers to articles on the acquisition of Chinese. > thanks > Annette > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From r.n.campbell at stir.ac.uk Thu Jan 15 20:30:26 2004 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Thu, 15 Jan 2004 20:30:26 +0000 Subject: word production and comprehension Message-ID: I collected some funny data in the 80s showing semantic discrepancy between production and comprehension. Not what you're looking for, but it suggests independent acquisition processes (and separate lexical representations, at least initially). See Campbell, Macdonald & Dockrell, pp. 141-150 in Lowenthal, F., F. Vandamme & J. Cordier (eds.) Language and Language Acquisition, Plenum Press 1982. It's very badly published, even for me, so I've added it to my webpage. Robin >I am looking for references for young children's word production and >comprehension. In particular, I am interested in the cases that word >production precedes comprehension. Majority of research support that >comprehension is ahead of production, but does anyone know the opposite >case? -- Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk http://www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. From ann.dowker at psy.ox.ac.uk Thu Jan 15 20:31:48 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 15 Jan 2004 20:31:48 +0000 Subject: Acquisition of Mandarin Chinese Message-ID: You may be interested in the following book: H.-C. Chen and O. Tzeng (eds.) Language Processing in Chinese; Oxford: North Holland, 1992. There are several chapters in it on child language acquisition. You may also be interested in : Chien, Y.C. and Lust, B. (1985). The concepts of topic and subject in first language acquisition in Mandarin Chinese. Child Development, 56, 1359-1375 Heng, F.S. and Peters, A.M. (1997). The role of prosody in the acquisition of grammatical morphemes: evidence from two Chinese languages [Mandarin and Taiwanese]. Journal of Child Language, 24, 627-650 Huang, C.C. (2000). Temporal reference in Chinese mother-child conversation. Journal of Child Language, 27, 421-435 Li, P. and Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language, 18, 311-350 I hope some of these are helpful. Ann From jrj at audiospeech.ubc.ca Fri Jan 16 01:35:16 2004 From: jrj at audiospeech.ubc.ca (judith johnston) Date: Thu, 15 Jan 2004 17:35:16 -0800 Subject: French lexical acquisition data Message-ID: We are preparing a study of lexical processing by young French-English bilinguals and would appreciate assistance in locating French word frequency data, preferably from oral child texts. Also, we know of the team at the U of Montreal who will have age of acquisition data as a by product of work with the MCI - but would appreciate learning of any other French AOA data, particularly for the Snodgrass and Vanderwart items. Thank you. Dans le cadre de la préparation d'une étude avec des enfants bilingues (français-anglais), nous sommes à la recherche de données portant sur la fréquence d'utilisation et l'âge d'acquisition des mots de vocabulaire en français. Nous connaissons les travaux en cours à l'Université de Montréal portant sur la normalisation et la validation des échelles de vocabulaire MacArthur en franco-québécois. Toute autre source portant sur la fréquence ou l'âge d'acquisition serait bienvenue, particulièrement en lien avec les items de Snodgrass et Vanderwart. Professor Judith Johnston School of Audiology and Speech Sciences University of British Columbia Vancouver, BC Canada V6T 1Z3 FAX: 604-822-65569 PH: 604-822-6005 --- [This E-mail scanned for viruses by Declude Virus] From g0300901 at nus.edu.sg Fri Jan 16 04:04:26 2004 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Fri, 16 Jan 2004 12:04:26 +0800 Subject: Acquisition of Mandarin Chinese Message-ID: Dear Annette There are two very comprehensive books on language acquisition of Mandarin Chinese written in Chinese which I found very useful: Li, Yuming. 1995. Ertong yuyan de fazhan (Child language acquisition). Wuchang: Huazhong shifan daxue chuban she. Jin, Honggang. 1997. Yuyan huode lilun yanjiu (Studies of language acquisition). Beijing: Zhongguo shehui kexue chuban she. Hope this helps you, Hazel From vtorrens at psi.uned.es Fri Jan 16 11:16:11 2004 From: vtorrens at psi.uned.es (Torrens) Date: Fri, 16 Jan 2004 12:16:11 +0100 Subject: The Romance Turn. Second Call for Papers Message-ID: The Romance Turn Workshop on the Acquisition of Syntax of Romance Languages 17-18 September 2004 Madrid (Spain) Plenary speakers: Luigi Rizzi (University of Siena) Kenneth Wexler (M.I.T.) Papers are invited in the area of syntax of Catalan, French, Italian, Portuguese, Romanian, Spanish or any other Romance language. All topics in the fields of first and second language acquisition from a generative perspective will be considered (agreement, tense, aspect, clitics, case, etc.). Presentations will be 20-minutes long plus 10 minutes for discussion. There will also be poster presentations. Oral presentations and posters will be in English. Authors are invited to send one copy of a one-page abstract in English for review. Abstracts should be submitted via e-mail to maescobar at flog.uned.es or vtorrens at psi.uned.es. Please submit the abstract as an attachment in one of two formats: Microsoft Word or RTF (Rich Text Format). In the body of the e-mail message include the title, language, name, academic affiliation, current address, phone and fax number, e-mail, and audiovisual requests. Indicate whether you want your abstract to be considered as an oral or poster presentation. Authors may submit up to two abstracts, one individual and one joint. Deadline for receipt of abstracts: February 1, 2004. Acceptance will be notified by March 1, 2004. For more information see the web page http://www.uned.es/congreso-romance-turn Organizing committee: Linda Escobar (Universidad Nacional de Educación a Distancia), Anna Gavarró (Universitat Autònoma de Barcelona), Vicenç Torrens (Universidad Nacional de Educación a Distancia) and Kenneth Wexler (M.I.T.). Contact: Linda Escobar Vicenç Torrens Facultad de Filología Facultad de Psicología U.N.E.D. U.N.E.D. Paseo Senda del Rey, 7 Ciudad Universitaria, s/n 28040 Madrid (Spain) 28040 Madrid (Spain) Tel. (34) 913988709 Tel. (34) 913988650 Fax. (34) 913986840 Fax. (34) 913987951 -------------- next part -------------- An HTML attachment was scrubbed... URL: From msyonata at mscc.huji.ac.il Fri Jan 16 15:06:15 2004 From: msyonata at mscc.huji.ac.il (Yonata Levy) Date: Fri, 16 Jan 2004 17:06:15 +0200 Subject: coding semantic aspect Message-ID: Dear Brian, I probably made it sound more complicated than it really is -- So far we have coded syntax and morphology in 12 normally developing children and in many more children with disorders. I would like to code those files for lexical and semantic aspects as well and then work out potential dependencies. So, can anyone direct us to coding systems that they use for free conversations? I expect that the differences among languages will be less of a concern than it is in grammar. Thanks! Yonata. ________________________ Prof. Yonata Levy Psychology Department The Hebrew University Jerusalem, Israel 91905 Phone: 972-2-5883408 (o) Fax: 972-2-5881159 972-2-6424957 (h) e-mail: msyonata at mscc.huji.ac.il ----- Original Message ----- From: "Brian MacWhinney" To: "Yonata Levy" Sent: Thursday, January 15, 2004 6:58 PM Subject: Re: coding semantic aspect > On 1/15/04 10:28 AM, "Yonata Levy" wrote: > > > HI, > > We are about to expand out grammatical coding system of Hebrew to cover > > lexical and semantic aspects. Can anyone direct me to existing systems? I'd > > like to see what other people have coded for in free conversations of normal > > and language-disordered children. > > thanks! > > Yonata. > > ________________________ > > > > Prof. Yonata Levy > > Psychology Department > > The Hebrew University > > Jerusalem, Israel 91905 > > > > Phone: 972-2-5883408 (o) Fax: 972-2-5881159 > > 972-2-6424957 (h) e-mail: msyonata at mscc.huji.ac.il > > > > > > > > Dear Yonata, > The Leipzig MPI folks have done some more detailed grammatical coding. Is > that what you mean? I think Magdalena may also have thought a bit about > this for Polish. There are also traditional systems like LARSP that touch > on this. I'm not sure what the lexical aspects of grammar would be outside > of collocations and semantic lexical features. Perhaps if you specified a > bit more about the types of codes you are planning that would help. > > --Brian > From gasser at cs.indiana.edu Sat Jan 17 19:22:29 2004 From: gasser at cs.indiana.edu (Michael Gasser) Date: Sat, 17 Jan 2004 14:22:29 -0500 Subject: nouns vs. verbs in sign languages In-Reply-To: <002701c3dc42$49c22b80$5b214084@WIN2000PRO> Message-ID: I'm sure many of you are familiar with issues in the debate over the acquisition of verbs vs. nouns: whether verbs are universally harder, if so why, if not, what it is about languages like Japanese that makes them relatively early. But does anyone know of work on the acquisition of nouns vs. verbs in sign languages? I'm interested in this especially because of the possible role that iconicity might play in verb acquisition. Thanks. Mike Gasser Indiana University Bloomington, IN, USA From macw at cmu.edu Sat Jan 17 20:22:32 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 17 Jan 2004 15:22:32 -0500 Subject: New Year - New Corpus Message-ID: Dear Info-CHILDES, Just in time for Chinese New Year's on the 22nd, I would like to announce the addition to CHILDES of a fifth child for the Yip-Matthews Chinese University corpus of bilingual Cantonese-English children. This child is Charlotte. Like Llywlyn and Kathryn, all of Charlotte's files for both Cantonese and English sessions have fully linked audio that can either be downloaded and replayed from CLAN or browsed directly on the web (the links for browsing directly will be ready by Tuesday). Many thanks for this new corpus and Happy New Year (Kung Hei Fat Choi)! --Brian MacWhinney From m.millians at att.net Sat Jan 17 22:17:59 2004 From: m.millians at att.net (m.millians at att.net) Date: Sat, 17 Jan 2004 22:17:59 +0000 Subject: Primary Russian language speakers and English Message-ID: Does any one know of any studies investigating children whose primary languge is Russian and the patterns of Russian children learning English? We have noticed a trend at our Fetal Alcohol Syndrome Clinic of children adopted from Russia who speak English well but have very poor language comprehension. Many of these children do not fit the diagnosis of FAS. Some of the children have experience environmental deprivations at a young age but not all. We are curious to know more about Russian/English language processing. Thanks in advance for any informaton any one can suggest. Molly Millians FAS Clinic Marcus Institute Atlanta, GA From nada at swissinfo.org Sun Jan 18 14:05:37 2004 From: nada at swissinfo.org (nada) Date: Sun, 18 Jan 2004 17:05:37 +0300 Subject: i need help Message-ID: hi i'm interested in phonology as am doing my MA thesis in the field... if any one could help me in speech errors -slips of the tongue- recent articles done or groups i can join Thanks -------------- next part -------------- An HTML attachment was scrubbed... URL: From dcavar at indiana.edu Sun Jan 18 14:13:36 2004 From: dcavar at indiana.edu (Damir Cavar) Date: Sun, 18 Jan 2004 09:13:36 -0500 Subject: i need help In-Reply-To: <004901c3ddcc$29dfb720$325d77d4@nada> Message-ID: Hi there, On 1/18/04 9:05 AM, "nada" wrote: > hi > > i'm interested in phonology as am doing my MA thesis in the field... > if any one could help me in speech errors -slips of the tongue- recent > articles done or groups i can join > > Thanks > There are some books/papers and a corpus available in Frankfurt/Germany. Helen Leuninger was collecting and analyzing slips of the tongue for quite some time. If you search for her name in Google, you should find her page and email address. best wishes Damir -- Dr. Damir Cavar Assistant Professor of Computational Linguistics Indiana University - Linguistics Department & Cognitive Science Phone: +1 812 855-3268 Web: http://mypage.iu.edu/~dcavar/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From Hua.Zhu at newcastle.ac.uk Mon Jan 19 11:19:41 2004 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Mon, 19 Jan 2004 11:19:41 -0000 Subject: Acquisition of Mandarin Chinese Message-ID: If you are interested in Phonology, some recently published book/articles on Mandarin/Putonghua are: Zhu Hua (2002). Phonological development in specific contexts: studies of Chinese-speaking children. Multilingual Matters. (This book summaries the recent development in the studies on Phonological development by Mandarin -speaking children in specific contexts (ie.normally developing children, children with speech disorders, children with hearing impairment and twins) and also some information on Cantonese.) Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. Zhu Hua & Barbara Dodd (2000). Putonghua-speaking children with speech disorder. Clinical Linguistics and Phonetics. 14, 165-191. On lexicon: Tardif, T. 1996. Nouns are not always learned before verbs: evidence from Mandarin speakers' early vocabularies. Developmental psychology 32, 492-504 Zhu Hua & Li Wei (1999). Stylistic variation in the early lexical development of young Putonghua-speaking children. Asia-Pacific Journal of Speech, Language and Hearing, 4 (1), 39-51. Hope this helps. Zhu Hua >-----Original Message----- >From: Professor Annette Karmiloff-Smith >[mailto:a.karmiloff-smith at ich.ucl.ac.uk] >Sent: 15 January 2004 13:05 >To: info-childes at mail.talkbank.org >Subject: Acquisition of Mandarin Chinese > > >I'd appreciate any pointers to articles on the acquisition of >Chinese. thanks Annette >-- >________________________________________________________________ >Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >Head, Neurocognitive Development Unit, Institute of Child >Health, 30 Guilford Street, London WC1N 1EH, U.K. >tel: 0207 905 2754 >fax: 0207 242 7717 >sec: 0207 905 2334 >http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_ d_unit.html From g.morgan at city.ac.uk Mon Jan 19 11:20:14 2004 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Mon, 19 Jan 2004 11:20:14 -0000 Subject: nouns vs. verbs in sign languages Message-ID: We have worked on this question explicitly in British Sign language Acquisition. 1. no effects of iconicity for the lexicon during the first 3 years and 2. marked preference for nouns over verbs up to 2;4. In fact contrary to your suggestion that iconicity might make verb acquisition quicker we report that verb acquisition in BSL (and ASL) is a particularly long process. We have two papers on first verbs, one is a published working paper, we are waiting to hear from 'first language' with the other. We also have a paper on later verb constructions in JCL Hope this is useful Gary Morgan Morgan, G., R. Herman & B. Woll (2002). "The development of complex verbs in British sign Language." Journal of Child Language 29: 655 - 675 Morgan, G., Barriere, I. & Woll, B. (2003). First verbs in British Sign Language development. Working Papers in Language and Communication Science, vol 2 pp 57 66 Morgan, G., Barriere, I. & Woll, B. The development of verb agreement morphology in BSL: why so slow?. Submitted to First Language. -----Original Message----- From: Michael Gasser [mailto:gasser at cs.indiana.edu] Sent: 17 January 2004 19:22 To: info-childes at mail.talkbank.org Subject: nouns vs. verbs in sign languages I'm sure many of you are familiar with issues in the debate over the acquisition of verbs vs. nouns: whether verbs are universally harder, if so why, if not, what it is about languages like Japanese that makes them relatively early. But does anyone know of work on the acquisition of nouns vs. verbs in sign languages? I'm interested in this especially because of the possible role that iconicity might play in verb acquisition. Thanks. Mike Gasser Indiana University Bloomington, IN, USA -------------- next part -------------- An HTML attachment was scrubbed... URL: From kathryn at multilingual-matters.com Mon Jan 19 11:30:25 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 19 Jan 2004 11:30:25 +0000 Subject: Acquisition of Mandarin Chinese In-Reply-To: <52D580A5DC1FC04CB260E80074CFBA5C01C37FBD@bond.ncl.ac.uk> Message-ID: As the publisher, may I let you know that the 2002 volume can be ordered on our website www.multilingual-matters.com at 20% discount, plus shipping. With best wishes Kathryn King Marketing Manager Multilingual Matters In message <52D580A5DC1FC04CB260E80074CFBA5C01C37FBD at bond.ncl.ac.uk>, Hua Zhu writes >If you are interested in Phonology, some recently published >book/articles on Mandarin/Putonghua are: > >Zhu Hua (2002). Phonological development in specific contexts: studies >of Chinese-speaking children. Multilingual Matters. >(This book summaries the recent development in the studies on >Phonological development by Mandarin -speaking children in specific >contexts (ie.normally developing children, children with speech >disorders, children with hearing impairment and twins) and also some >information on Cantonese.) > >Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua >(Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. > >Zhu Hua & Barbara Dodd (2000). Putonghua-speaking children with speech >disorder. Clinical Linguistics and Phonetics. 14, 165-191. > >On lexicon: >Tardif, T. 1996. Nouns are not always learned before verbs: evidence >from Mandarin speakers' early vocabularies. Developmental psychology 32, >492-504 >Zhu Hua & Li Wei (1999). Stylistic variation in the early lexical >development of young Putonghua-speaking children. Asia-Pacific Journal >of Speech, Language and Hearing, 4 (1), 39-51. > >Hope this helps. >Zhu Hua > > >>-----Original Message----- >>From: Professor Annette Karmiloff-Smith >>[mailto:a.karmiloff-smith at ich.ucl.ac.uk] >>Sent: 15 January 2004 13:05 >>To: info-childes at mail.talkbank.org >>Subject: Acquisition of Mandarin Chinese >> >> >>I'd appreciate any pointers to articles on the acquisition of >>Chinese. thanks Annette >>-- >>________________________________________________________________ >>Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >>Head, Neurocognitive Development Unit, Institute of Child >>Health, 30 Guilford Street, London WC1N 1EH, U.K. >>tel: 0207 905 2754 >>fax: 0207 242 7717 >>sec: 0207 905 2334 >>http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_ >d_unit.html > > > Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From jzhou at public1.ptt.js.cn Mon Jan 19 14:02:26 2004 From: jzhou at public1.ptt.js.cn (jzhou) Date: Mon, 19 Jan 2004 22:02:26 +0800 Subject: Acquisition of Mandarin Chinese Message-ID: Hi there, If you are interested in Pragmatic development, there is a book published on Mandarin/Putonghua: Zhou Jing (2002). Pragmatic development of Mandarin-speaking young children, NJ: Nanjing Normal University Press. Hope this helps. Best wishes, Zhou Jing From macw at cmu.edu Tue Jan 20 19:36:18 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Jan 2004 14:36:18 -0500 Subject: running post In-Reply-To: <400D8108.B69ADC81@slu.edu> Message-ID: On 1/20/04 2:27 PM, "Deborah A. Hwa-Froelich, PhD" wrote: > I was wondering whether the post function has changed since June, 2003. > Yes, Christophe has fixed many things. The biggest change was the elimination of the "gaping loophole" that allowed every word with a plus sign to be interpreted as a noun+noun compound. Now all compounds must be explicitly listed. I have done a lot of work in this area, which I will soon write up for an article. > I ran MOR and then tried to run post but the files seem to be exactly > the same-do I still need to run the post command to disambiguate the MOR > line? If so, what is the command line for post? > > I used: posttrain B1 +0newerrors.cut filename.cex > and I tried: posttrain B1 +0newerrors.cut filename.cha. > and we tried: post filename.cha None of these commands ever worked with > an error message "No Brill's rules" > You want a variant of the last command. But my guess is that you didn't put your eng.db file into the MOR grammar folder along with eng.ar and such. > > Deb Hwa-Froelich > Deb, I built a new eng.db file in early December which I have been using. It is now included with the MOR grammar that you can download and that you set your MOR LIB to that folder. You need to make sure that you are running 1. current CLAN 2. a current ENGLISH grammar with engtags.cut 3. current eng.db In other words, just get everything off the web. In that case, you can skip POSTTRAIN. You just run 1. mor +xl *.cha (to make sure all words are recognized) 2. mor +1 *.cha (to enter %mor in all files) 3. post +tengtags.cut +1 *.cha (to disambiguate) I have been using this combination hundreds of times now on the complete English normal database for the last two months. It works beautifully in the sense that all words get disambiguated, everything passes CHECK, and the results can also go straight into XML (which you don't need right now). --Brian From michael at georgetown.edu Wed Jan 21 17:09:48 2004 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 21 Jan 2004 12:09:48 -0500 Subject: Cortex special issue on Broca's area Message-ID: Cortex A Journal Devoted to the Study of the Nervous System & Behavior Special Issue: INTEGRATIVE MODELS OF BROCa'S AREA AND THE VENTRAL PREMOTOR CORTEX Guest Editors: Ricarda I. Schubotz (schubotz at cns.mpg.de) Max Planck Institute of Cognitive Neuroscience; PO Box500 355; D-04303Leipzig; Germany Christian J. Fiebach (christian at fiebach.org) Department of Psychology & Helen Wills Neuroscience Institute; University of California, Berkeley; 4143 Tolman Hall; Berkeley, CA 94720-5050; USA Deadline for submission: March 31, 2004 We are pleased to announce a special issue of Cortex focusing on Broca's area and the ventral premotor cortex. Today, it is without doubt that Broca's area is involved in language processing, but also in several other domains including working memory, music processing, action perception and execution, and imitation. Broca's area shares many functional and anatomical features with the neighboring ventral premotor cortex, and both have been suggested as regions serving the integration of sensory and motor events. The challenge for modern cognitive neuroscience is to formulate models capable of accounting for the domain-general nature of these brain areas. The present special issue provides a platform for discussing such integrative models of the functioning of Broca's area and the ventral premotor cortex. This special issue was inspired by a workshop recently held at the Max Planck Institute of Cognitive Neuroscience which brought together researchers in the field of cognitive neuroscience addressing the topics of action processing and language (see http://www.cns.mpg.de/brocapmc). We welcome the submission of original research papers which employ functional neuroimaging techniques to target functions of Broca's area and/or the ventral premotor cortex. Please send your intention to submit by February 15, 2004 to: schubotz at cns.mpg.de. Please note: 1. Cortex has new Editors (Sergio Della Sala, Aberdeen, UK and Jordan Grafman, Bethesda, USA). 2. This special issue will be made into a hard cover book with proper ISBN. 3. Color figures are printed at no cost for authors (within reasonable limits). 4. Cortex provides free access to electronic on-line versions of Cortex (www.cortex-online.org), which guarantees a wider audience. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kna4+ at pitt.edu Fri Jan 23 18:07:34 2004 From: kna4+ at pitt.edu (Kristen N. Asplin) Date: Fri, 23 Jan 2004 13:07:34 -0500 Subject: Um and Uh in child speech In-Reply-To: <1073623255.3ffe30d7b1703@mail-www3.oit.umass.edu> Message-ID: A colleague recently asked me a question, that I had difficulty answering, even after a bit of database search. We are looking for some basic references for the developmental course of pragmatic interjections or hesitation markers. For example, I've seen work on adults use of um and uh, but not child English. When does the ability to use these interjections appear? We are primarily interested in English, but can take references in any language. Thanks in advance for your help. I will publish a list of responses. Dr. Kristen N. Asplin Faculty Office Building 131 1150 Mt. Pleasant Road University of Pittsburgh Greensburg, PA 15601 724-836-7161 From mcleod_a at bellsouth.net Sat Jan 24 15:34:02 2004 From: mcleod_a at bellsouth.net (mcleod_a at bellsouth.net) Date: Sat, 24 Jan 2004 10:34:02 -0500 Subject: Novel Word Learning by Preschool Children Message-ID: Hello. I am a doctoral student at the Univ. of South Carolina, Columbia. I am proposing a study to examine incidental word learning by preschoolers as books are read aloud to them. I have successfully located a number of references regarding this subject. I have also gathered information on fast-mapping and quick incidental learning in general, but I would appreciate any feedback and/or a list of references/resources to make my collection more comprehensive. Thank you. From hitomi-murata at mri.biglobe.ne.jp Sat Jan 24 15:33:15 2004 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Sun, 25 Jan 2004 00:33:15 +0900 Subject: The 5thTokyo Conference on Psycholinguistics(TCP 2004) Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be sponsoring the fifth Tokyo Conference on Psycholinguistics (TCP2004) on March 12 and 13, 2004. The invited speakers are Prof. Kenneth J. Safir (Rutgers University) and Prof. Lydia White (McGill University). Below you fill find the conference program. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ < Program > Day 1 (March 12，2004) 10:00-10:10 Opening Yukio Otsu (Keio University) 10:10-10:55 Miwa Isobe(Senshu University), Natsuko Katsura, Masatoshi Koizumi, Yumi Sakai(Tohoku University), Kuniya Nasukawa(Tohoku Gakuin University), Koji Sugisaki(Mie University) and Noriaki Yusa(Miyagi Gakuin Women's University) "The Syntax of Ditransitives in Japanese: A View from Acquisition" Chair: Yukio Otsu (Keio University) 11:00-11:45 Luisa Meroni, Stephen Crain(University of Maryland at College Park) and Andrea Gualmini(MIT) "Definiteness in Child Language" Chair: Yukio Otsu (Keio University) 13:00-13:45 Utako Minai and Luisa Meroni(University of Maryland at College Park) "Children's Knowledge of Entailments at a Distance" Chair: Yukio Otsu (Keio University) 13:50-14:35　　 Hirohisa Kiguchi (Kanazawa Institute of Technology) and Edson Miyamoto (University of Tsukuba / Nara Institute of Science and Technology) "MEG Responses in the Comprehension of Japanese Sentences" Chair: Yukio Otsu (Keio University) 14:50-15:35 Tomohiro Fujii (University of Maryland at College Park) "Multiple Zibun: Evidence for Reflexive Movement" Chair: Akira Watnabe (University of Tokyo) 15:40-16:25 Tomokazu Takehisa(McGill University) "Reflexives and Split Intransitivity" Chair: Akira Watnabe (University of Tokyo) 16:35-17:35　 　 Invited Lecture Kenneth J. Safir(Rutgers University) "Extension and Insularity" Chair: Akira Watnabe (University of Tokyo) Party Day 2 (March 13，2004) 10:00-10:45 Duk-Ho An(University of Connecticut)　 "A Floating Analysis of Numeral Quantifier Constructions in Korean and Japanese" Chair: Hisatsugu Kitahara (Keio University) 10:50-11:35 Yukio Furukawa(McGill University) "The Specificity Condition is an Instance of Crossover." Chair: Hisatsugu Kitahara (Keio University) 11:40-12:25　 　 Hiromu Sakai, Katsuo Tamaoka, Jun-Ichiro Kawahara,Daisuke Fujiki and Michiko Fukuda(Hiroshima University) "Priming and Blocking in the Processing of Japanese Verb Morphology" Chair: Yuki Hirose (University of Electro-Communications) 14:00-14:45　 Michiko Nakamura (Nara Institute of Science and Technology), Edson Miyamoto(University of Tsukuba / Nara Institute of Science and Technology) and Shoichi Takahashi(MIT) “The Influence of Word-Order and Prosody in the Comprehension of Ambiguous Relative Clauses in Japanese” Chair: Yukio Otsu (Keio University) 14:50-15:35　 Jeffrey Witzel(University of Electro-Communications/ Sophia University) and Naoko Ouchi Witzel(Kaisei Gakuen) "Conceptual Access from the L2 in Less-Fluent and Fluent Bilinguals" Chair: Makiko Hirakawa (Tokyo International University) 15:50-16:35 Chieko Kuribara(Kansai University) "Structural Similarity as a Cause of "Misanalysis" in SLA: How Japanese Learners Analyse the Left-Periphery of English Sentences" Chair: Makiko Hirakawa (Tokyo International University) 16:45-17:45　 　 Invited Lecture Lydia White(McGill University) "Plato's Problem in Reverse: Apparent Lack of Acquisition Despite Presence of Evidence" Chair: Makiko Hirakawa (Tokyo International University) Alternates: 1. Takuya Goro(University of Maryland at College Park/Sophia University) and Sachie Akiba(Sophia University) "Japanese Disjunction and the Acquisition of Positive Polarity" 2. Bosook Kang(University of Connecticut) "Trigger for Acquisition of Scrambling" For further information, contact: Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-15-45 Mita, Minato-ku, Tokyo 108-8345 Japan or, send an e-mail message to the TCP Committee: tcp at otsu.icl.keio.ac.jp From macw at cmu.edu Sat Jan 24 17:37:17 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 24 Jan 2004 12:37:17 -0500 Subject: Memorial for Liz Bates Message-ID: Dear Info-CHILDES, The following is an announcement of a memorial service for Liz Bates, who passed away December 13th. Those of you who wanted to share written comments in memory of Liz's life and contributions may wish to send them to memorial at crl.ucsd.edu, as noted at the bottom of this announcement. --Brian MacWhinney *************** As previously announced, the memorial to remember and honor Liz Bates will be held on February 15, 2004. We are writing to supply additional details. If you have any questions, please contact us at this email address (memorial at crl.ucsd.edu). Please also feel free to share this announcement with others who may not have received it directly. DATE AND TIME: Sunday, February 15, 200 10:00am to 12:30pm The memorial will be at 10:00, to be followed by a reception. NOTE: Traffic in the vicinity is expected to be unusually heavy for the day and time because this is also the final day of a golf tournament that will be held at the Torrey Pines Golf Course. Please allow up to an additional half-hour for travel and parking; if at all possible, approach from the south. LOCATION: The memorial will be held at the Frederic de Hoffmann Auditorium, The Salk Institute. The Salk is located at 10010 North Torrey Pines Rd. just to the northwest of the UCSD campus. Parking will be available in the Salk¹s main lot, located between Salk Institute Road and Torrey Pines Scenic Drive. If asked, tell the security guard you are there for the Liz Bates memorial. There will be signs directing you to the auditorium. Because of the neighboring golf tournament to the north, it is strongly advised that you come up N. Torrey Pines Rd. from the south and not the north. Directions and a map can be found at http://www.salk.edu/about/campus/directions.php PHOTOS & WRITTEN MEMORIES: If you have any photos (digitized preferred) or written comments you would like to have incorporated into the slide presentation or memory book, please send them to memorial at crl.ucsd.edu From fleck at hpl.hp.com Mon Jan 26 17:59:19 2004 From: fleck at hpl.hp.com (Margaret M. Fleck) Date: Mon, 26 Jan 2004 09:59:19 -0800 Subject: Self-contained toddler recording harness Message-ID: I needed to devise a practical way to attach my minidisc recorder to my toddler, since I don't have access to a well-stocked psych department (e.g. wireless mic equipement, research vests). Since I've found very little on the subject, I thought I'd share the details with you all in case someone else finds them useful. See: http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html Cheers, Margaret Fleck HP Labs, Palo Alto From macw at cmu.edu Mon Jan 26 23:48:19 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 26 Jan 2004 18:48:19 -0500 Subject: Self-contained toddler recording harness In-Reply-To: <40155577.5000701@hpl.hp.com> Message-ID: On 1/26/04 12:59 PM, "Margaret M. Fleck" wrote: > > I needed to devise a practical way to attach my minidisc recorder > to my toddler, since I don't have access to a well-stocked psych > department (e.g. wireless mic equipement, research vests). Since > I've found very little on the subject, I thought I'd share the > details with you all in case someone else finds them useful. See: > > http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html > > Cheers, > > Margaret Fleck > HP Labs, Palo Alto > > > > > Dear Margaret, OK. The kid is cute enough, but with the harness, he is simply adorable (at least to a child language researcher). --Brian MacW P.S. With your permission, I will also post this at http://talkbank.org/da/fleck.html With some links to that from CHILDES too. From pinker at wjh.harvard.edu Wed Jan 28 13:32:05 2004 From: pinker at wjh.harvard.edu (Steven Pinker) Date: Wed, 28 Jan 2004 08:32:05 -0500 Subject: Nominations invited for the Eleanor E. Maccoby Book Award Message-ID: Nominations are invited for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2004. Books published in 2003 that have had or promise to have a major impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, authors and publisher, along with a brief description of the book and capsule summary of its importance for understanding the psychology of development. Please send nominations by March 1 to Steven Pinker (pinker at wjh.harvard.edu; Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge MA 02138). -------------- next part -------------- An HTML attachment was scrubbed... URL: From sirai at sccs.chukyo-u.ac.jp Fri Jan 30 02:17:16 2004 From: sirai at sccs.chukyo-u.ac.jp (Hidetosi Sirai) Date: Fri, 30 Jan 2004 11:17:16 +0900 Subject: Problem with ClanU on Windows XP Message-ID: Dear All, Thanks to Brian, CLAN has improved every year and become very powerful. However, I have the following problem: CLAN on Windows 2000 works fine. But CLAN-U on Windows XP (Japanese version) does not. Everytime I run CLAN-U and start to transcribe with Quicktime, my computer freezes. And my students also suffer the same problem (with their computers). Interestingly, it seems that CLAN (V 06-Mar-2003) is OK on Windows XP and shows chat files in unicode (Japanese). What is difference between CLAN and CLAN-U? Thanks for your help. Hidetosi Sirai Chukyo University From macw at cmu.edu Fri Jan 30 18:27:29 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 30 Jan 2004 13:27:29 -0500 Subject: Problem with ClanU on Windows XP In-Reply-To: <20040130.111716.41629919.sirai@sccs.chukyo-u.ac.jp@sccs.chukyo-u.ac.jp> Message-ID: On 1/29/04 9:17 PM, "sirai at sccs.chukyo-u.ac.jp" wrote: > Dear All, > > Thanks to Brian, CLAN has improved every year and become very > powerful. > > However, I have the following problem: > CLAN on Windows 2000 works fine. But CLAN-U on Windows XP > (Japanese version) does not. > > Everytime I run CLAN-U and start to transcribe with Quicktime, my > computer freezes. And my students also suffer the same problem > (with their computers). > > Interestingly, it seems that CLAN (V 06-Mar-2003) is OK on Windows XP > and shows chat files in unicode (Japanese). > What is difference between CLAN and CLAN-U? > > Thanks for your help. > > Hidetosi Sirai > Chukyo University > > > > Dear Hidetosi, This will be difficult to test, since we don't have Japanese Windows XP here. We have no problem with CLAN-U on English Windows XP. I have been using it for about a year. However, I am wondering if the problem is really with CLAN or perhaps just with QuickTime. Do you have any problems with CLANU when you are not using Quicktime? In other words, is the normal use of CLAN fine? If so, then can we be sure first that QuickTime is playing the video correctly on your machine outside of CLAN? Make sure that, when you play the video outside of CLAN, you start it from QuickTime itself. Then, if that works, can we be sure that when you start a video from CLAN that it is playing through QuickTime and not Windows Media Player? If you set QuickTIme as your default player, then you can avoid that problem. Please tell me what you think about these possibilities. --Brian From hiromori at dc4.so-net.ne.jp Sat Jan 3 09:48:34 2004 From: hiromori at dc4.so-net.ne.jp (Hirohide Mori) Date: Sat, 3 Jan 2004 18:48:34 +0900 Subject: Call for Papers: JSLS2004 In-Reply-To: <5.1.1.6.0.20031228205911.00b7ed70@psumail.pdx.edu> Message-ID: ** Call for Papers ** The Japanese Society for Language Sciences invites proposals for our Sixth Annual International Conference, JSLS 2004. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Bonnie Schwartz (University of Hawai'i at Manoa) and Yukio Otsu (Keio University). JSLS2004 Conference Committee Chair Susanne Miyata (Aichi Shukutoku University) ------------------------------------------------------------------------ Conference Dates/ Location The Sixth Annual International Conference of the Japanese Society for Language Sciences will be held as follows: (1) July 17 (Saturday)- 18 (Sunday), 2004 (2) Aichi Shukutoku University, Nagoya, Japan Submissions We would like to encourage submissions on research pertaining to language sciences, including linguistics, psychology, education, computer science, brain science, and philosophy, among others. We will not commit ourselves to one or a few particular theoretical frameworks. We will respect any scientific endeavor that aims to contribute to a better understanding of the human mind and the brain through language. Submission Deadline All submissions should be e-mailed by February 28, 2004 (Sunday). Submission guidelines are available on the JSLS 2004 website at: http://cow.lang.nagoya-u.ac.jp/jsls/2004/cfp-e.htm All questions regarding the JSLS 2004 conference should be addressed to: Kei Nakamura JSLS 2004 Conference Coordinator 14-21 Sarugakucho Shibuya-ku, Tokyo 150-0033 JAPAN e-mail: kei at aya.yale.edu From joko.k at polmed.ac.id Mon Jan 5 07:00:20 2004 From: joko.k at polmed.ac.id (Joko K. Damanhuri) Date: Mon, 5 Jan 2004 14:00:20 +0700 Subject: Bilingual Child's NP construction? Message-ID: Dear all, Happy New Year!! I've been observing my child's bilingual acquisition (Indonesian - English) in Non-native parents bilingual program (bilingualism type by Romaine 1995). I found that my child (3;5 now) still produces Noun + Possessor in English like "house opung" (opung means granpa), though the frequency is much lesser than before. I really like to know whether the acquisition of English as first language goes through a stage in which a child produces that NP construction, such as "book daddy" for "daddy's book". Meanwhile, in Indonesian the correct form for that construction is on the contrary to the English. buku ayah book daddy 'daddy's book' If we assume that the two languages are the competing languages the child is trying to acquire, can we try to think about this construntion in terms of typological universal? Let's say that it is easier to acquire N+Possessor than Possessor+N. There are two reasons for this; first my child does this correctly in Indonesia since his early acquisition but not in English; and secondly, Noun as the head of the construction might attract child at hand. Thank you all for your sharing. Cheers, Joko Kusmanto From macswan at asu.edu Mon Jan 5 07:55:19 2004 From: macswan at asu.edu (Jeff MacSwan) Date: Mon, 5 Jan 2004 00:55:19 -0700 Subject: Bilingual Child's NP construction? In-Reply-To: <001101c3d359$95517700$8500a8c0@cncgo> Message-ID: Dear Joko, Why not analyze this as simple codeswitching? In the phrase "house opung," if "house" were replaced with the Indonesian word for house, would the phrase be well-formed? The impression from the "buku ayah" example is that it would be. Please let me know if this is incorrect. But if it's correct, then I don't see a reason why we can't analyze this as an Indonesian possessive construction with an English N mixed in -- codeswitching, or as some would prefer, codemixing. If that's the case, then it's not a developmental stage at all. It's just a (very young) bilingual person making reference to something bilingually. Jeff Quoting "Joko K. Damanhuri" : > Dear all, > > Happy New Year!! > I've been observing my child's bilingual acquisition (Indonesian - > English) > in Non-native parents bilingual program (bilingualism type by Romaine > 1995). > > I found that my child (3;5 now) still produces Noun + Possessor in > English > like "house opung" (opung means granpa), though the frequency is much > lesser > than before. > > I really like to know whether the acquisition of English as first > language > goes through a stage in which a child produces that NP construction, > such as > "book daddy" for "daddy's book". Meanwhile, in Indonesian the correct > form > for that construction is on the contrary to the English. > buku ayah > book daddy > 'daddy's book' > > If we assume that the two languages are the competing languages the > child is > trying to acquire, can we try to think about this construntion in terms > of > typological universal? Let's say that it is easier to acquire > N+Possessor > than Possessor+N. There are two reasons for this; first my child does > this > correctly in Indonesia since his early acquisition but not in English; > and > secondly, Noun as the head of the construction might attract child at > hand. > > Thank you all for your sharing. > > Cheers, > Joko Kusmanto > > From jomanshami at hotmail.com Mon Jan 5 12:03:43 2004 From: jomanshami at hotmail.com (Joman Shami) Date: Mon, 5 Jan 2004 15:03:43 +0300 Subject: The Monitor Model Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Mon Jan 5 15:42:57 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 5 Jan 2004 10:42:57 -0500 Subject: The Monitor Model In-Reply-To: Message-ID: On 1/5/04 7:03 AM, "Joman Shami" wrote: > Dear Sir/ madam, > > I have come across alot of article that criticized the Monitor Model and I > need to get some refences that come in favor of this model or at least defend > the claims it put forward. Could you help me by naming some refernces. > > > Joman Shami > > > > Joman Shami > > > The new MSN 8: smart spam protection and > 2 months FREE* I assume you are referring to the Krashen model. Krashen wrote a fairly comprehensive reply to criticisms in 1994. Krashen, S. (1994). The Input Hypothesis and its rivals. In N. C. Ellis (Ed.), Implicit and explicit learning of languages (pp. 45-78). San Diego: Academic. Perhaps other folks can point to something even more recent. Why not send a note to Krashen about this? ---Brian MacWhinney From macw at cmu.edu Wed Jan 7 16:23:12 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Wed, 7 Jan 2004 11:23:12 -0500 Subject: Proposed set of grammatical relations Message-ID: Dear Info-CHILDES, Alon Lavie, Kenji Sagae, and I have been working on the development of a system for the automatic computation of grammatical relations in the CHILDES database. The work has two goals. The first is the complete automation of the calculation of IPSyn and DSS on the basis of a fully tagged %mor line and a complete tagging of grammatical relation on a %grr line. For this work, we have to compute exactly the grammatical relations required by these measures. The second goal is the computation of all grammatical relations that play a significant role in current thinking and research about syntactic development. For this purpose, we are seeking community-wide input. Our proposal for a set of grammmatical relations is given at http://childes.psy.cmu.edu/grasp.doc We are hoping that people who are interested in the automatic analysis of the grammatical relations in CHILDES can read this proposal and send feedback to Brian MacWhinney at macw at cmu.edu if they have suggested changes in this list or well-specified alternative proposals regarding the general issue of parsing of the CHILDES database. Commentary on this proposal will be collected and eventually posted both at that web site and eventually on the info-childes at mail.talkbank.org list and in the IASCL newsletter. Many thanks Brian MacWhinney From pcnorton at yahoo.com Thu Jan 8 06:07:11 2004 From: pcnorton at yahoo.com (Pam Norton) Date: Wed, 7 Jan 2004 22:07:11 -0800 Subject: AAVE and children Message-ID: Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From dpesco2 at po-box.mcgill.ca Thu Jan 8 14:58:48 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Thu, 8 Jan 2004 09:58:48 -0500 Subject: AAVE and children Message-ID: Pam, See the work of Holly Craig and Julie Washington at the U of Michigan (Michigan Project on African American Language (M-PAL). Make sure your lit searches include the Journal of Speech, Language, and Hearing Sciences; work in this area has been published there. Ida Stockman and Orlando Taylor have also done work in this area. Would you post your results to the board once you've compiled them or send a copy on to me? I'd appreciate it! Diane Pesco Pam Norton wrote: > Hi - > I'm preparing to do research on African American children who speak > AAVE and assessment practices/dialectal differences awareness in > speech/language pathologists. I'm hoping someone can direct me to > good sources on best practices in language (disorders) assessment for > African American children, especially those who speak AAVE. Also, any > sources on linguistic bias in language assessment and/or incidence of > language disorders in African American children. > > Thanks much, > > Pam Norton > UCB/SFSU Jt. Doctoral Program in Special Ed -- Diane Pesco School of Communication Sciences and Disorders McGill University dpesco2 at po-box.mcgill.ca tel. 514-398-4102 fax. 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lhewitt at bgnet.bgsu.edu Thu Jan 8 16:19:12 2004 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Thu, 8 Jan 2004 11:19:12 -0500 Subject: AAVE and children In-Reply-To: <3FFD7028.3070302@po-box.mcgill.ca> Message-ID: An HTML attachment was scrubbed... URL: From a.crutchley at hud.ac.uk Thu Jan 8 16:28:34 2004 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Thu, 8 Jan 2004 16:28:34 -0000 Subject: FW: AAVE and children Message-ID: Hi Pam Here are some refs you might find useful on African American children: Agerton, E. P., & Moran, M. J. (1995). Effects of race and dialect of examiner on language samples elicited from southern African American preschoolers. Journal of Childhood Communication Disorders, 16(2), 25-30. Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American Children. Journal of Speech, Language and Hearing Research, 43, 366-379. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998a). Average C-unit lengths in the discourse of African American children from low-income, urban homes. Journal of Speech, Language and Hearing Research, 41, 433-444. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998b). Performances of young African-American children on two comprehension tasks. Journal of Speech, Language and Hearing Research, 41, 445-457. Fagundes, D. D., Haynes, W. O., Haak, N. J., & Moran, M. J. (1998). Task variability effects on the language test performance of Southern lower socioeconomic class African American and Caucasian five-year-olds. Language, Speech and Hearing Services in Schools, 29, 148-157. Klecan-Aker, J. S., & Caraway, T. H. (1997). A study of the relationship of storytelling ability and reading comprehension in fourth and sixth grade African-American children. European Journal of Disorders of Communication, 32(1), 109-125. Qualls, C. D., & Harris, J. L. (1999). Effects of Familiarity on Idiom Comprehension in African American and European American Fifth Graders. Language, Speech, and Hearing Services in Schools, 30(2), 141-151. Washington, J. A., Craig, H. K., & Kushmaul, A. J. (1998). Variable use of African American English across two language sampling contexts. Journal of Speech Language and Hearing Research, 41, 1115-1124. and some more general ones on assessment of bilingual children especially re. language disorders: Cline, T. (1993). Educational assessment of bilingual pupils: getting the context right. Educational and Child Psychology, 10(4), 59-68. Cummins, J. (1984). Bilingualism and special education: issues in assessment and pedagogy. Clevedon: Multilingual Matters. Cummins, J. (2000). Language, power and pedagogy: bilingual children in the crossfire. Clevedon: Multilingual Matters. Erickson, J. G., & Iglesias, A. (1986). Assessment of communication disorders in non-English proficient children. In O. L. Taylor (Ed.), Nature of communication disorders in culturally and linguistically diverse populations . San Diego: College Hill Press. Holm, A., Dodd, B., Stow, C., & Pert, S. (1999). Identification and differential diagnosis of phonological disorder in bilingual children. Language Testing, 16(3), 271-292. Miller, N. (1984). Bilingualism and language disability: assessment and remediation. London: Croom Helm. Pe?a, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic methods to language assessment: A nonbiased procedure. Journal of Special Education 26, 3, 269-280. Hope this is helpful! best wishes, Alison Crutchley ................................................................................. Dr Alison Crutchley Lecturer in English Language School of Music and Humanities University of Huddersfield West Building Queensgate Huddersfield HD1 3DH a.crutchley at hud.ac.uk tel: +44 (0)1484 473848 .................................................................................. -----Original Message----- From: Pam Norton [mailto:pcnorton at yahoo.com] Sent: Thu 08/01/2004 06:07 To: info-childes at mail.talkbank.org Cc: Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From karen.pollock at ualberta.ca Thu Jan 8 17:01:57 2004 From: karen.pollock at ualberta.ca (POLLOCK, Karen) Date: Thu, 8 Jan 2004 10:01:57 -0700 Subject: AAVE and children Message-ID: Pam, You've gotten lots of good referenes so far. Two others I haven't seen mentioned yet: Kamhi, A., Pollock, K., & Harris, J. (1996). Communication Development and Disorders in African American Children: Research, Assessment, and Intervention. Baltimore: Brookes. Harris, J., Kamhi, A., & Pollock, K. (2001). Literacy in African American Communities. Manwah, NJ: Lawrence Earlbaum Associates. Karen Pollock -----Original Message----- From: Pam Norton [mailto:pcnorton at yahoo.com] Sent: Wednesday, January 07, 2004 11:07 PM To: info-childes at mail.talkbank.org Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From fleck at hpl.hp.com Thu Jan 8 17:09:25 2004 From: fleck at hpl.hp.com (Margaret M. Fleck) Date: Thu, 8 Jan 2004 09:09:25 -0800 Subject: dialect vairation Message-ID: While we're on the topic of dialect variation, can anyone point me at research on regional/ethnic/seasonal/individual variation in what words toddlers produce and how this affects the accuracy of assessing vocabulary size using parental checkoff lists of only modest length? I'm thinking particularly of words for foods, since eating habits vary quite a lot even within households that speak SAE. I'm particularly curious about any studies that might have tried to correlate words produced with objects found/used/eaten/etc recently in the child's household. Margaret Fleck Hewlett-Packard Labs, Palo Alto From hkc at umich.edu Thu Jan 8 17:32:39 2004 From: hkc at umich.edu (Holly Craig) Date: Thu, 8 Jan 2004 12:32:39 -0500 Subject: AAVE and children In-Reply-To: <20040108060711.74364.qmail@web80010.mail.yahoo.com> Message-ID: Pam- Below is a list of publications from our lab: -Holly Holly K. Craig, Ph.D. Director, University Center for the Development of Language and Literacy Professor of Education Research Professor, Institute for Human Adjustment University of Michigan 1111 E. Catherine St. Ann Arbor, MI 48109-2054 734-764-8440 Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (in press). Performances of elementary grade African American students on the Gray Oral Reading Tests. Language, Speech, and Hearing Services in Schools. Craig, H. K., & Washington, J. A. (in press). Grade-related changes in the production of African American English. Journal of Speech, Language, and Hearing Research. Craig, H. K., & Washington, J. A. (in press). Language variation and literacy learning. In K. Appel, B. Ehren, E. Silliman, and C. A. Stone (Eds.), Handbook of Language and Literacy Development and Disorders, New York: Guilford Press. Craig, H. K., Thompson, C. A., Washington, J. A., & Potter, S. L. (2003). Phonological features of child African American English. Journal of Speech, Language, and Hearing Research, 46, 623-635. Craig, H. K., Connor, C. M., & Washington, J. A. (2003). Early positive predictors of later reading comprehension for African American students: A preliminary investigation. Language, Speech, and Hearing Services in Schools, 34, 31-43. Craig, H. K., & Washington, J. A. (2002). Oral language expectations for African American preschoolers and kindergartners. American Journal of Speech- Language Pathology, 11, 59-70. Washington, J. A., & Craig, H. K. (2002). Morphosyntactic forms of African American English used by young children and their caregivers. Applied Psycholinguistics, 23, 209-231. Washington, J. A. (2001). Early literacy skills in African-American children: Research considerations. Learning Disabilities Research and Practice, 16, 213-221. Washington, J. A., & Craig, H. K. (2001). Reading performance and dialectal variation, In J. Harris, A. Kamhi & K. Pollock (Eds.), Literacy in African American Communities (pp. 147-168). Mahwah, NJ: Erlbaum. Craig, H. K., & Washington, J. A. (2000). An assessment battery for identifying language impairments in African American children. Journal of Speech, Language, and Hearing Research, 43, 366-379. Washington, J. A., & Craig, H. K. (1999). Performances of at-risk, African American preschoolers on the Peabody Picture Vocabulary Test-III. Language, Speech, and Hearing Services in Schools, 30, 75-82. Washington, J. A. (1998). African American English research: A review and future directions. African American Research Perspectives, 4(1), 1-6. Washington, J. A., & Craig, H. K. (1998). Socioeconomic status and gender influences on children's dialectal variations. Journal of Speech, Language, and Hearing Research, 41, 618-626. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Average c-unit lengths in the discourse of African American children from low income, urban homes. Journal of Speech, Language, and Hearing Research, 41, 433-444. Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998). Performances of young African American children on two comprehension tasks. Journal of Speech, Language, and Hearing Research, 41, 445-457. Washington, J. A., Craig, H. K., & Kushmaul, A. (1998). Variable use of African American English across two language sampling contexts. Journal of Speech, Language, and Hearing Research, 41, 1115-1124. Craig, H. K. (1996). The challenges of conducting language research with African American children. In A. G. Kamhi, K. E. Pollock, and J. L. Harris (Eds.), Communication Development and Disorders in African American Children: Research, Assessment, and Intervention (pp. 1-18). Baltimore: Brookes. Washington, J. A. (1996). Issues in assessing language skills in African American children. In A. G. Kamhi, K. E. Pollock, and J. L. Harris (Eds.), Communication development and disorders in African American children: Research, assessment, and intervention (pp. 35-54). Baltimore: Brookes. Craig, H. K., & Washington, J. A. (1995). African American English and linguistic complexity in preschool discourse: A second look. Language, Speech, and Hearing Services in Schools, 26, 87-93. Craig, H. K., & Washington, J. A. (1994). The complex syntax skills of poor, urban, African American preschoolers at school entry. Language, Speech, and Hearing Services in Schools, 25, 181-190. Washington, J. A., & Craig, H. K. (1994). Dialectal forms during discourse of urban, African American preschoolers living in poverty. Journal of Speech and Hearing Research, 37, 816-823. Craig, H. K., & Washington, J. A. (1993). Access behaviors of children with Specific Language Impairment. Journal of Speech and Hearing Research, 36, 322-337. Washington, J. A., & Craig, H. (1992). Articulation test performances of low-income, African American preschoolers with communication impairments. Language, Speech, and Hearing Services in Schools, 23, 203-207. Washington, J. A. & Craig, H. K. (1992). Performances of low-income, African American preschool and kindergarten children on the Peabody Picture Vocabulary Test-Revised. Language, Speech and Hearing Services in Schools, 23, 329-333. At 10:07 PM 1/7/2004 -0800, you wrote: >Hi - >I'm preparing to do research on African American children who speak AAVE >and assessment practices/dialectal differences awareness in >speech/language pathologists. I'm hoping someone can direct me to good >sources on best practices in language (disorders) assessment for African >American children, especially those who speak AAVE. Also, any sources on >linguistic bias in language assessment and/or incidence of language >disorders in African American children. > >Thanks much, > >Pam Norton >UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From corec at bellsouth.net Thu Jan 8 17:49:48 2004 From: corec at bellsouth.net (Cynthia Core) Date: Thu, 8 Jan 2004 17:49:48 +0000 Subject: 3rd personal singular morpheme - bilinguals Message-ID: Hello - I recently saw an article (Acquisition of the English plural morpheme by native Mandarin-speaking children), and it sparked my curiousity. I did a brief search, but did not find any articles that look at morpheme acquisition by bilingual children. Does anyone know of researchers working in this area? Specifically, I am interested in English 3rd pers sing morpheme by native Spanish-speaking children. Thank you. Cynthia Core, Ph.D. Assistant Professor Communication Sciences and Disorders Florida Atlantic University Boca Raton, FL 33431 ccore at fau.edu From macswan at asu.edu Thu Jan 8 19:31:04 2004 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 8 Jan 2004 12:31:04 -0700 Subject: FW: AAVE and children In-Reply-To: <15354B5A074595428080E99CE0DBB8720D0AA0@murphy.ad.hud.ac.uk> Message-ID: One of the many things which makes the assessment of linguistic minorities in schools complex is the issue of "appropriate context" of assessment. Context has an effect on the specific form which a language takes, so it is often presumed that "school language" should be the object of assessment. I think that's true if one wishes to measure, for instance, growth in English acquired in a school setting among immigrant children in the U.S. But it actually becomes a serious source of error in measurement when one wishes to assess a child's native language. There, the assessment must be conducted in a way that determines whether the child has acquired the language of his or her specific speech community, whatever that is. A child's native speech community might speak "school English," but most often they don't -- as is generally true of the Spanish spoken by bilingual children in U.S. schools and of AAVE. A related problem is that school language is often assumed by assessments to represent a "more advanced" stage of language growth. Here we see traditional prescriptivist values creeping in, as the language of the educated classes is taken to be an enriched or advanced version of the language of the unschooled. If you're interested in reading more about these ideas and their consequences for language assessment of linguistic minorities at school, see: MacSwan, J. (2000). The Threshold Hypothesis, semilingualism, and other contributions to a deficit view of linguistic minorities. Hispanic Journal of Behavioral Sciences, 22(1), 3-45. Available at http://www.public.asu.edu/~macswan/hjbs2000.pdf. MacSwan, J., Rolstad, K., & Glass, G. V. (2002). Do some school-age children have no language? Some problems of construct validity in the Pre-LAS Espa?ol. Bilingual Research Journal, 26(2), 213-238. Available at http://brj.asu.edu/content/vol26_no2/pdf/ART11.PDF. MacSwan, J., & Rolstad, K. (2003). Linguistic diversity, schooling, and social class: Rethinking our conception of language proficiency in language minority education, pp. 329-340. In C. B. Paulston & R. Tucker (Eds.), Sociolinguistics: The Essential Readings. Oxford: Blackwell. Best, Jeff Quoting Alison Crutchley : > Hi Pam > > Here are some refs you might find useful on African American children: > > > Agerton, E. P., & Moran, M. J. (1995). Effects of race and dialect of > examiner on language samples elicited from southern African American > preschoolers. Journal of Childhood Communication Disorders, 16(2), > 25-30. > > Craig, H. K., & Washington, J. A. (2000). An assessment battery for > identifying language impairments in African American Children. Journal > of Speech, Language and Hearing Research, 43, 366-379. > > Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998a). Average > C-unit lengths in the discourse of African American children from > low-income, urban homes. Journal of Speech, Language and Hearing > Research, 41, 433-444. > > Craig, H. K., Washington, J. A., & Thompson-Porter, C. (1998b). > Performances of young African-American children on two comprehension > tasks. Journal of Speech, Language and Hearing Research, 41, 445-457. > > Fagundes, D. D., Haynes, W. O., Haak, N. J., & Moran, M. J. (1998). Task > variability effects on the language test performance of Southern lower > socioeconomic class African American and Caucasian five-year-olds. > Language, Speech and Hearing Services in Schools, 29, 148-157. > > Klecan-Aker, J. S., & Caraway, T. H. (1997). A study of the relationship > of storytelling ability and reading comprehension in fourth and sixth > grade African-American children. European Journal of Disorders of > Communication, 32(1), 109-125. > > Qualls, C. D., & Harris, J. L. (1999). Effects of Familiarity on Idiom > Comprehension in African American and European American Fifth Graders. > Language, Speech, and Hearing Services in Schools, 30(2), 141-151. > > Washington, J. A., Craig, H. K., & Kushmaul, A. J. (1998). Variable use > of African American English across two language sampling contexts. > Journal of Speech Language and Hearing Research, 41, 1115-1124. > > > > and some more general ones on assessment of bilingual children > especially re. language disorders: > > > > Cline, T. (1993). Educational assessment of bilingual pupils: getting > the context right. Educational and Child Psychology, 10(4), 59-68. > > Cummins, J. (1984). Bilingualism and special education: issues in > assessment and pedagogy. Clevedon: Multilingual Matters. > > Cummins, J. (2000). Language, power and pedagogy: bilingual children in > the crossfire. Clevedon: Multilingual Matters. > > Erickson, J. G., & Iglesias, A. (1986). Assessment of communication > disorders in non-English proficient children. In O. L. Taylor (Ed.), > Nature of communication disorders in culturally and linguistically > diverse populations . San Diego: College Hill Press. > > Holm, A., Dodd, B., Stow, C., & Pert, S. (1999). Identification and > differential diagnosis of phonological disorder in bilingual children. > Language Testing, 16(3), 271-292. > > Miller, N. (1984). Bilingualism and language disability: assessment and > remediation. London: Croom Helm. > > Pe?a, E., Quinn, R., & Iglesias, A. (1992). The application of dynamic > methods to language assessment: A nonbiased procedure. Journal of > Special Education 26, 3, 269-280. > > > > Hope this is helpful! best wishes, Alison Crutchley > > > > ............................................................................. .... > > Dr Alison Crutchley > Lecturer in English Language > School of Music and Humanities > University of Huddersfield > West Building > Queensgate > Huddersfield HD1 3DH > > a.crutchley at hud.ac.uk > tel: +44 (0)1484 473848 > > ............................................................................. ..... > > > > > > > -----Original Message----- > From: Pam Norton [mailto:pcnorton at yahoo.com] > Sent: Thu 08/01/2004 06:07 > To: info-childes at mail.talkbank.org > Cc: > Subject: AAVE and children > > > > Hi - > I'm preparing to do research on African American children who speak > AAVE and assessment practices/dialectal differences awareness in > speech/language pathologists. I'm hoping someone can direct me to good > sources on best practices in language (disorders) assessment for African > American children, especially those who speak AAVE. Also, any sources > on linguistic bias in language assessment and/or incidence of language > disorders in African American children. > > Thanks much, > > Pam Norton > UCB/SFSU Jt. Doctoral Program in Special Ed > > From silliman at chuma1.cas.usf.edu Thu Jan 8 20:41:59 2004 From: silliman at chuma1.cas.usf.edu (Silliman, Elaine) Date: Thu, 8 Jan 2004 15:41:59 -0500 Subject: AAVE and children Message-ID: Pam -- Here are some other references that reflect differing perspectives. For example, the work of Ellis Weismer & colleagues has focused on developing processing dependent measures, such as nonword repetition, that appear to be less culturally loaded for assessing certain aspects of phonological memory in African American children. Janna Oetting's research on AAVE and language impairment takes a contrastive approach to dialect analysis, while the Silliman et al. chapter summarizes research through 2002 and also concentrates on phonological representation issues in African American children who are struggling readers. Ellis Weismer, S. E., & Evans, J. L. (2002). The role of processing limitations in early identification of specific language impairment. Topics in Language Disorders, 22 (3), 15-29. Ellis Weismer, S. E., Tomblin, J. B., Zhang, X., Buckwalter, P., Chynoweth, J. G., & Jones, M. (2000). Nonword repetition performance in school-age children with and without language impairment. Journal of Speech, Language, and Hearing Research, 43, 865-878. Oetting, J. B., Cantrell, J. P., & Horohov, J. E. (1999). A study of specific language impairment (SLI) in the context of non-standard dialect. Clinical Linguistics and Phonetics, 13, 25-44. Oetting, J. B., & McDonald, J. L. (2001). Nonmainstream dialect and specific language impairment. Journal of Speech, Language, and Hearing Research, 44, 207-223. Oetting, J., & McDonald, A. (2002). Methods for characterizing participants' nonmainstream dialect use in child language research. Journal of Speech, Language, and Hearing Research, 45, 505-518. Silliman,E. R., Bahr, R. H., Wilkinson, L. C., & Turner, C. R. (2002). Language variation and struggling readers: Finding patterns in diversity. In K. G. Butler & E. R. Silliman (Eds.), Speaking, reading, and writing in children with language and learning disabilities (pp. 109- 148). Mahwah, NJ: Lawrence Erlbaum. Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences Coordinator, CSD Ph.D. Program University of South Florida PCD 1017 Voice mail: (813) 974-9812 Fax: (813) 974-0822 E-mail: silliman at chuma1.cas.usf.edu -----Original Message----- From: Pam Norton [mailto:pcnorton at yahoo.com] Sent: Thursday, January 08, 2004 1:07 AM To: info-childes at mail.talkbank.org Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Fri Jan 9 04:40:55 2004 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Thu, 8 Jan 2004 23:40:55 -0500 Subject: AAVE and children In-Reply-To: <20040108060711.74364.qmail@web80010.mail.yahoo.com> Message-ID: Dear Pam, It's been interesting seeing all the answers to your query. We're getting a nice collective reference list (which, as someone already noted, can be found on our website at http://www.umass.edu/aae/ then click on references) --I'll update it within the next week with any of the recent references which are not yet represented there. I'd like to add an almost published source for you: the next edition (Feb 2004) of Seminars in Speech and Language from Thieme Publishers will be called _Evaluating Language Variation: Distinguishing Dialect and Development from Disorder_. It was guest edited by Harry Seymour and me, and has contributions from all the DELV co-authors: Harry Seymour, Tom Roeper, Jill de Villiers, Peter de Villiers, and our Research Coordinator at The Psychological Corporation, Lois Ciolli. We would also like to think that the new DELV tests will soon represent "best practices in language assessment for African American children" (as well as for speakers of Mainstream American English). Those tests (and their manuals, which treat the issues you raise) are available now through the Psychological Corporation of Harcourt Assessments. Seymour, H.N., Roeper, T. & de Villiers, J.G. (2003). Diagnostic Evaluation of Language Variation (DELV) Criterion-Referenced. San Antonio, TX: The Psychological Corporation. and Seymour, Roeper, & de Villiers. 2003. DELV Screening Test (with the same publication information.) Keep us posted on your project. As you can tell, there's a large community of researchers interested in your topic. Best wishes. Barbara (Zurer Pearson) Quoting Pam Norton : > Hi - > I'm preparing to do research on African American children who speak AAVE and > assessment practices/dialectal differences awareness in speech/language > pathologists. I'm hoping someone can direct me to good sources on best > practices in language (disorders) assessment for African American children, > especially those who speak AAVE. Also, any sources on linguistic bias in > language assessment and/or incidence of language disorders in African > American children. > > Thanks much, > > Pam Norton > UCB/SFSU Jt. Doctoral Program in Special Ed > *********************************** Barbara Zurer Pearson, Ph.D. Research Associate, Project Manager NIH Working Groups on AAE Dept. of Communication Disorders 117 Arnold House University of Massachusetts Amherst MA 01003 413.545.5023 fax:545.0803 http://www.umass.edu/aae/ bpearson at comdis.umass.edu From claudio_toppelberg at hms.harvard.edu Fri Jan 9 22:20:12 2004 From: claudio_toppelberg at hms.harvard.edu (Claudio Toppelberg) Date: Fri, 9 Jan 2004 17:20:12 -0500 Subject: AAVE and children In-Reply-To: <20040108060711.74364.qmail@web80010.mail.yahoo.com> Message-ID: Pam- References so far have been excellent. I am adding very recent and relevant references I just came across when Ann Kaiser from Vanderbilt U/Peabody College visited us (this week) to lecture at the Judge Baker Children's Center: Qi, C. H., Kaiser, A. P., Milan, S. E., Yzequierdo, Z. Y., & Hancock, T. B. (in press). The performance of low-income, African American Children on Preschool Language Scale-3. Journal of Speech, Language, and Hearing Research. Kaiser, A. P., Cai, X., Hancock, T. B., & Foster, E. M. (2002). Teacher-reported behavior problems and language delays in boys and girls enrolled in Head Start. Behavioral Disorders, 28, 23-39. Kaiser, A. P., Hancock, T. B., Cai, X., Foster, E. M., & Hester, P. P. (2000). Parent-reported behavior problems and language delays in boys and girls enrolled in Head Start classrooms. Behavioral Disorders, 26(1), 26-41. The Head Start sample the articles describe is around 88% African American, according to Ann. Also, a review article we wrote may shed some light on the issue of linguistic bias: Toppelberg CO, Shapiro T (2000), Language disorders: A 10-year research update review. Journal of the American Academy of Child and Adolescent Psychiatry 39: 143-152 Good luck! Claudio. :::::::::::::::::::::::::::::::::::::::::::: Claudio O. Toppelberg, MD Principal Investigator, Project on Language and Child Psychiatry Judge Baker Children's Center, Harvard Medical School 3 Blackfan Circle Boston, Massachusetts 02115-5794 e-mail: topi at hms.harvard.edu Phone: (617) 232 8390 ext.2622 Fax: (617) 232 8390 ext.2621 Alternative Fax: (617) 232 8399 Click to view: Harvard Research: Child Language Development & Developmental Psychopathology [http://www.hmcnet.harvard.edu/psych/redbook/86.htm] Judge Baker Children's Center: Childhood Bilingualism and Developmental Psychopathology [http://www.jbcc.harvard.edu/research/research1.htm#Bilingual] 2003 Judge Baker Children's Center/ Children's Hospital Academic Teaching Conference: "Future Directions in Child Mental Health" [http://www.jbcc.harvard.edu/lectures.htm] -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Pam Norton Sent: Thursday, January 08, 2004 1:07 AM To: info-childes at mail.talkbank.org Subject: AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed -------------- next part -------------- An HTML attachment was scrubbed... URL: From roberts at mail.fpg.unc.edu Fri Jan 9 23:15:59 2004 From: roberts at mail.fpg.unc.edu (Joanne Roberts) Date: Fri, 9 Jan 2004 18:15:59 -0500 Subject: AAVE and children Message-ID: The refernces have been great, please find two others below: Jackson, S. C., & Roberts, J. E. (2001). Complex syntax production of African American preschoolers. _Journal of Speech, Language, and Hearing Research, 44_(5), 1083-1096. Roberts, J. E., Burchinal, M., & Durham, M. (1999). Parents? report of vocabulary and grammatical development of African American preschoolers: Child and environmental associations. _Child Development, 70_(1), 92-106. Joanne E. Roberts, Ph.D. Senior Scientist and Professor of Pediatrics and Speech and Hearing Sciences Frank Porter Graham Child Development Institute 105 Smith Level Road, CB# 8180 University of North Carolina Chapel Hill, NC 27599-8180 *_____________ From:* info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]*On Behalf Of *Pam Norton *Sent:* Thursday, January 08, 2004 1:07 AM *To:* info-childes at mail.talkbank.org *Subject:* AAVE and children Hi - I'm preparing to do research on African American children who speak AAVE and assessment practices/dialectal differences awareness in speech/language pathologists. I'm hoping someone can direct me to good sources on best practices in language (disorders) assessment for African American children, especially those who speak AAVE. Also, any sources on linguistic bias in language assessment and/or incidence of language disorders in African American children. Thanks much, Pam Norton UCB/SFSU Jt. Doctoral Program in Special Ed From harperb at earthlink.net Sat Jan 10 14:20:43 2004 From: harperb at earthlink.net (Donna) Date: Sat, 10 Jan 2004 09:20:43 -0500 Subject: remove me from any and all lists now Message-ID: An HTML attachment was scrubbed... URL: From harperb at earthlink.net Sat Jan 10 14:21:27 2004 From: harperb at earthlink.net (Donna) Date: Sat, 10 Jan 2004 09:21:27 -0500 Subject: get me off these lists now Message-ID: An HTML attachment was scrubbed... URL: From harperb at earthlink.net Sat Jan 10 14:22:01 2004 From: harperb at earthlink.net (Donna) Date: Sat, 10 Jan 2004 09:22:01 -0500 Subject: get me off your mailing lists Message-ID: An HTML attachment was scrubbed... URL: From macw at cmu.edu Sun Jan 11 02:22:47 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 10 Jan 2004 21:22:47 -0500 Subject: list removal Message-ID: Dear Info-CHILDES, We are always happy to remove people from info-childes. As noted at http://childes.psy.cmu.edu/html/email.html, you just need to send a note to either me at macw at cmu.edu or Kelley Sacco at sacco at cmu.edu, asking to be unsubscribed. Many thanks, --Brian MacWhinney From jordan.zlatev at ling.lu.se Wed Jan 14 14:23:04 2004 From: jordan.zlatev at ling.lu.se (Jordan Zlatev) Date: Wed, 14 Jan 2004 15:23:04 +0100 Subject: Extended deadline: Portsmouth 2004 Message-ID: *** With apologies for cross-posting *** THIRD CALL FOR PAPERS International Conference on LANGUAGE, CULTURE AND MIND Integrating perspectives and methodologies in the study of language 18-20 July 2004 University of Portsmouth, England www.unifr.ch/gefi/GP2/Portsmouth/ EXTENDED DEADLINE: JANUARY 31st 2004 PLENARY SPEAKERS * Jules Davidoff, Department of Psychology, University of London Goldsmith's College * Terence Deacon, Department of Anthropology, University of California, Berkeley * Sotaro Kita, Department of Psychology, University of Bristol * Rukmini Bhaya Nair, Faculty of Humanities, Indian Institute of Technology-Delhi * Gary Palmer, Department of Anthropology, University of Nevada, Las Vegas THEME Human natural languages are biologically based, cognitively motivated, affectively rich, socially shared, grammatically organized symbolic systems. They provide the principal semiotic means for the complexity and diversity of human cultural life. As has long been recognized, no single discipline or methodology is sufficient to capture all the dimensions of this complex and multifaceted phenomenon, which lies at the heart of what it is to be human. The goal of this conference is to contribute to situating the study of language in a contemporary interdisciplinary dialogue. Many of the relevant disciplines have made highly significant theoretical, methodological and empirical advances during the last decade. We call for contributions from scholars and scientists in anthropology, biology, linguistics, philosophy, psychology, semiotics, cognitive and neurosciences, who wish both to impart their insights and findings, and learn from other disciplines. Preference will be given to submissions which emphasize interdisciplinarity, the interaction between culture, mind and language, and/or multi-methodological approaches in language sciences. TOPICS Topics include but are not limited to: * Biological and cultural co-evolution * Comparative study of communication systems * Cognitive and cultural schematization in language * Emergence of language in ontogeny and phylogeny * Language in multi-modal communication * Language and normativity * Language and thought, emotion and consciousness COMMITTEES Local Organizing Committee (Department of Psychology, University of Portsmouth, England) * Mike Fluck * Karl Nunkoosing * Vasu Reddy * Chris Sinha * Vera da Silva * Joerg Zinken International Organizing Committee * Carmen Guarddon Anelo, Departamento de Filologias Extranjeras y sus Lingisticas, Universidad Nacional de Educacion a Distancia, Spain * Raphael Berthele, Departement f?r Germanistik, Universit? de Fribourg, Switzerland * Maria Crist?bal, Department of English Philology I. Universidad Complutense de Madrid, Spain * Iraide Ibarretxe, Department of English Philology, University of Deusto / Department of Basque Philology, University of the Basque Country, Spain * Jordan Zlatev, Department of Linguistics Lund University / Department of Philosophy and Linguistics, Ume? University; Sweden International Scientific Committee * Enrique Bern?rdez, Department of English Philology I, Universidad Complutense de Madrid * Per Aage Brandt, Center for Semiotics, University of Aarhus * Gisela Bruche-Schultz, Department of English Language and Literature, Free University of Berlin * Seana Coulson, Department of Cognitive Science, UCSD * Vyv Evans, Department of Linguistics and English, University of Sussex * Roslyn Frank, Department of Spanish and Portuguese, University of Iowa * Peter G?rdenfors, Lund University Cognitive Science (LUCS) * Dirk Geeraerts, Department of Linguistics, Katholieke Universiteit Leuven * Tom Giv?n, Department of Linguistics, University of Oregon * Pier Paolo Giglioli, DSC, Universit? di Bologna * Colette Grinevald, PR1, Universit? Lumi?re Lyon2 * Gisela H?kansson, Department of Linguistics, Lund University * Peter Harder, Department of English, University of Copenhagen * Esa Itkonen, Department of Linguistics, Turku University * Sotaro Kita, Department of Psychology, University of Bristol * Sydney Lamb, Department of Linguistics, Rice University * Jean Lassegue, Laboratoire LaTTICe-CNRS, Ecole Normale Sup?rieure * Brian MacWhinney, Department of Psychology, CMU * Rukmini Nair, Indian Institute of Technology, Delhi * Gary Palmer, Anthropology and Ethnic Studies, University of Nevada * Gunter Senft, Max-Planck Institute for Psycholinguistics, Nijmegen * Augusto Soares da Silva, Faculdade de Filosofia de Braga, Universidade Catolica Portuguesa * Dan Slobin, Department of Psychology, UC Berkeley * G?ran Sonesson, Department of Semiotics, Lund University * Victor Rosenthal, INSERM, Paris * Yves-Marie Visetti, Laboratoire LaTTICe-CNRS, Ecole Normale Sup?rieure SUBMISSION Abstracts for 30-minute presentations should be submitted by January 31, 2004. Notification of acceptance by March 31, 2004. All abstracts will be reviewed by members of the International Scientific Committee. Each abstract should conform to the following specifications: Length: a single page of A4, single-spaced, font size 12pt or larger, with 2.5cm margins on all sides. Any diagrams must fit on this single page. Head material (at the top of the single A4 page): - Title of the paper, - Author name(s), - Author affiliation(s) in brief (1 line), - Email address of principal author Method: Abstracts should be emailed to jordan.zlatev at ling.lu.se as an ATTACHMENT (i.e. not included in the message) preferably as a MS Word document, but in PDF or postscript format if it is necessary to include a diagram or figure. REGISTRATION The homesite of the conference www.unifr.ch/gefi/GP2/Portsmouth/ will shortly be updated to carry registration and accommodation information and instructions. PUBLICATION There will be a publication of selected papers presented at the conference. SATELLITE EVENTS There will be an opportunity to organize workshops, seminars and other satellite events on themes related to that of the conference. Prospective organizers should contact joerg.zinken at port.ac.uk Jordan Zlatev, Ph.D. Research Fellow Lund University Department of Linguistics 222 62 Lund, Sweden email: jordan.zlatev at ling.lu.se http://www.ling.lu.se/persons/JordanZlatev -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 6462 bytes Desc: not available URL: From plahey at mindspring.com Wed Jan 14 19:19:01 2004 From: plahey at mindspring.com (Peg Lahey) Date: Wed, 14 Jan 2004 14:19:01 -0500 Subject: BLCF Scholarshipa available. Message-ID: I would appreciate it if you would make the following information available to any colleagues or students who might be interested. Last year we awarded six scholarships from a list of many excellent candidates. We look forward to reviewing applications this year. Thanks for your help. Peg Lahey BAMFORD-LAHEY SCHOLAR AWARDS OF UP TO $10,000 AVAILABLE FOR 2004-2005: APPLICATIONS DUE ON APRIL 1, 2004 The Bamford-Lahey Children's Foundation is again pleased to announce the availability of scholarship funds of up to $10,000 per recipient per year for doctoral students specializing in children's language disorders. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. Criteria for selecting scholars will include an evaluation of the applicant's ability to complete the doctoral program and the potential promise of the candidate as a teacher-investigator who will contribute to both educating clinicians and to our knowledge of the field of children's language disorders. Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic of the dissertation is related to the objectives of the foundation. The scholarship funds are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicants may request any amount of funds up to $10,000. In order to apply, applicants should: Be accepted in a doctoral program at an accredited university that offers a specialization in children's language disorders including an emphasis on research skills a.. Be able to demonstrate the ability to complete such a program b.. Plan to specialize in children's language disorders during their study c.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university d.. Hold CCC-SLP from ASHA or equivalent certification from another country Students who are thinking of applying should immediately request sealed copies of official transcripts from colleges attended so the transcripts will be received in time to include with their application. Further information and instructions can be found on the Foundation Website www.bamford-lahey.org. Applications can be downloaded from the same site at http://www.bamford-lahey.org/application.rtf. Deadline for reception of completed applications (including transcripts and recommendations) is April 1, 2004. Margaret Lahey, President Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From kasumi at adelphia.net Thu Jan 15 14:02:57 2004 From: kasumi at adelphia.net (Kasumi Yamamoto) Date: Thu, 15 Jan 2004 06:02:57 -0800 Subject: word production and comprehension Message-ID: Dear all, I am looking for references for young children's word production and comprehension. In particular, I am interested in the cases that word production precedes comprehension. Majority of research support that comprehension is ahead of production, but does anyone know the opposite case? Thank you very much in advance for your help. Kasumi Yamamoto Williams College From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 15 13:05:02 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 15 Jan 2004 13:05:02 +0000 Subject: Acquisition of Mandarin Chinese Message-ID: I'd appreciate any pointers to articles on the acquisition of Chinese. thanks Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From knelson at gc.cuny.edu Thu Jan 15 14:00:04 2004 From: knelson at gc.cuny.edu (K Nelson) Date: Thu, 15 Jan 2004 09:00:04 -0500 Subject: word production and comprehension Message-ID: Kasumi, The question of comprehension before production is complex. Are you interested in early words or later acquisitions? Word-forms or word meanings? In general children acquire large comprehension vocabularies before productions, but the composition of each tends to differ - see Benedict (1979): Benedict, H. (1979). Early lexical development: Comprehension and production. Journal of Child Language, 6, 183-200. Children may also acquire word forms whose meaning is under-extended (Barrett), over-extended (Rescorla) of over-lapping (Anglin): Anglin, J. (1977). Word, object and conceptual development. New York: Norton. Barrett, M. D. (1985). Early semantic representations and early word-usage. In I. S. A. Kuczaj & M. D. Barrett (Eds.), The development of word meaning: Progress in cognitive development research (pp. 39-68). New York: Springer-Verlag. Rescorla, L. A. (1980). Overextension in early language development. Journal of child language, 7, 321-335. Also: Nelson, K., Hampson, J., & Kessler Shaw, L. (1993). Nouns in early lexicons: Evidence, explanations, and implications. Journal of Child Language, 20, 61-84. If you are wondering about the relation of comprehension to production in later word acquisition, see: Levy, E., & Nelson, K. (1994). Words in discourse: a dialectical approach to the acquisition of meaning and use. Journal of child language, 21, 367-390. Nelson, K., & Shaw, L. K. (2002). Developing a socially shared symbolic system. In E. Amsel & J. Byrnes (Eds.), Language, literacy and cognitive development (pp. 27-58). Mahwah NJ: Erlbaum. These latter references provide examples of children's acquisition and use of forms in production that they do not yet comprehend except in the sense of appropriate discourse use. Earlier studies of temporal terms by Eve Clark, quantifiers (more, less), and deictic terms were studied in terms of "incomplete meaning" (see Carey for review). So it's critical what you mean by "comprehension." Carey, S. (1982). Semantic development: the state of the art. In E. Wanner & L. R. Gleitman (Eds.), Language acquistion: The state of the art (pp. 347-389). New York: Cambridge University Press. Katherine Nelson ----- Original Message ----- From: "Kasumi Yamamoto" To: <> Sent: Thursday, January 15, 2004 9:02 AM Subject: word production and comprehension > Dear all, > > I am looking for references for young children's word production and > comprehension. In particular, I am interested in the cases that word > production precedes comprehension. Majority of research support that > comprehension is ahead of production, but does anyone know the opposite > case? > > Thank you very much in advance for your help. > > Kasumi Yamamoto > Williams College > From msyonata at mscc.huji.ac.il Thu Jan 15 15:28:22 2004 From: msyonata at mscc.huji.ac.il (Yonata Levy) Date: Thu, 15 Jan 2004 17:28:22 +0200 Subject: coding semantic aspect Message-ID: HI, We are about to expand out grammatical coding system of Hebrew to cover lexical and semantic aspects. Can anyone direct me to existing systems? I'd like to see what other people have coded for in free conversations of normal and language-disordered children. thanks! Yonata. ________________________ Prof. Yonata Levy Psychology Department The Hebrew University Jerusalem, Israel 91905 Phone: 972-2-5883408 (o) Fax: 972-2-5881159 972-2-6424957 (h) e-mail: msyonata at mscc.huji.ac.il -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmb32 at columbia.edu Thu Jan 15 15:33:44 2004 From: lmb32 at columbia.edu (Lois Bloom) Date: Thu, 15 Jan 2004 10:33:44 -0500 Subject: word production and comprehension In-Reply-To: Message-ID: Dear Kasumi, Katherine has given you a fine list of references. She is quite right; comprehension is a complex concept. From late in the first year until well into the third year, children often recognize words they do not yet understand, and say many words they have familiarity with but do not fully comprehend. The dimensions of comprehension are many: knowing a word's meaning in the cognitive sense of understanding is accompanied by social understanding and its cultural significance. Many words have an emotional valence as well. Just think about the many dimensions (cognitive, social, cultural, emotional, biological) of the meaning of "mother" -- arguably the word most frequent in children's vocabularies world-wide. You might also consult: Bloom, L. (1974). Talking, understanding, and thinking: Developmental relationship between receptive and expressive language. In R. Schiefelbusch & L. Lloyd (Eds.), Language perspectives: Acquisition, retardation, and intervention. Baltimore MD: University Park Press. Bloom, L., Tinker, E., & Margulis, C. (1994). The words children learn: Evidence against a noun bias in children's vocabularies. Cognitive Development, 8, 431-450. Golinkoff, R., Hirsh-Pasek, K., Bloom. L., Smith, L., Woodward, A., Akhtar, N., Tomasello, M. , & Hollich, G. (2000), Becoming a word learner: A debate on lexical acquisition. NY: Oxford University Press. Good luck, Lois Bloom From pli at richmond.edu Thu Jan 15 16:29:46 2004 From: pli at richmond.edu (Ping Li) Date: Thu, 15 Jan 2004 11:29:46 -0500 Subject: Acquisition of Mandarin Chinese In-Reply-To: Message-ID: Dear Annette, There are two overview articles that might be helpful as pointers: Erbaugh, M. (1992). The acquisition of Mandarin. In D. I. Slobin (Ed.), Crosslinguistic study of language acquisition (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum. Lee, H.-T. (1996). Theoretical issues in language development and Chinese child language. In C.-T. Huang, & A. Li (Eds.), New horizons in Chinese linguistics. Dordrecht, Holland: Kluwer Academic Publishers. There is a book by Li & Shirai (2000) on the acquisition of aspect that gives a summary of aspect acquisition in Chinese (see http://www.richmond.edu/~pli/book.html). The following book is due out in 2004 from Cambridge that contains 13 overview articles for Part 1: Language acquisition: Li, P., Tan, L.H., Bates, E., & Tzeng, O.J.L. (Eds.) Handbook of East Asian Psycholinguistics (Vol.1: Chinese). Cambridge University Press. (see http://cogsci.richmond.edu/handbook.html) Hope this helps! Best wishes, Ping > I'd appreciate any pointers to articles on the acquisition of Chinese. > thanks > Annette > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From afairak at effatcollege.edu.sa Thu Jan 15 17:28:07 2004 From: afairak at effatcollege.edu.sa (Amani Fairak) Date: Thu, 15 Jan 2004 20:28:07 +0300 Subject: remove me from the list Message-ID: -----Original Message----- From: Ping Li [mailto:pli at richmond.edu] Sent: ?????? 23/11/1424 07:29 ? To: a.karmiloff-smith at ich.ucl.ac.uk Cc: info-childes at mail.talkbank.org Subject: Re: Acquisition of Mandarin Chinese Dear Annette, There are two overview articles that might be helpful as pointers: Erbaugh, M. (1992). The acquisition of Mandarin. In D. I. Slobin (Ed.), Crosslinguistic study of language acquisition (Vol. 3). Hillsdale, NJ: Lawrence Erlbaum. Lee, H.-T. (1996). Theoretical issues in language development and Chinese child language. In C.-T. Huang, & A. Li (Eds.), New horizons in Chinese linguistics. Dordrecht, Holland: Kluwer Academic Publishers. There is a book by Li & Shirai (2000) on the acquisition of aspect that gives a summary of aspect acquisition in Chinese (see http://www.richmond.edu/~pli/book.html). The following book is due out in 2004 from Cambridge that contains 13 overview articles for Part 1: Language acquisition: Li, P., Tan, L.H., Bates, E., & Tzeng, O.J.L. (Eds.) Handbook of East Asian Psycholinguistics (Vol.1: Chinese). Cambridge University Press. (see http://cogsci.richmond.edu/handbook.html) Hope this helps! Best wishes, Ping > I'd appreciate any pointers to articles on the acquisition of Chinese. > thanks > Annette > -- > ________________________________________________________________ > Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. > Head, Neurocognitive Development Unit, > Institute of Child Health, > 30 Guilford Street, > London WC1N 1EH, U.K. > tel: 0207 905 2754 > fax: 0207 242 7717 > sec: 0207 905 2334 > http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From r.n.campbell at stir.ac.uk Thu Jan 15 20:30:26 2004 From: r.n.campbell at stir.ac.uk (r.n.campbell) Date: Thu, 15 Jan 2004 20:30:26 +0000 Subject: word production and comprehension Message-ID: I collected some funny data in the 80s showing semantic discrepancy between production and comprehension. Not what you're looking for, but it suggests independent acquisition processes (and separate lexical representations, at least initially). See Campbell, Macdonald & Dockrell, pp. 141-150 in Lowenthal, F., F. Vandamme & J. Cordier (eds.) Language and Language Acquisition, Plenum Press 1982. It's very badly published, even for me, so I've added it to my webpage. Robin >I am looking for references for young children's word production and >comprehension. In particular, I am interested in the cases that word >production precedes comprehension. Majority of research support that >comprehension is ahead of production, but does anyone know the opposite >case? -- Dr Robin N Campbell Dept of Psychology University of Stirling STIRLING FK9 4LA Scotland, UK telephone: 01786-467649 facsimile: 01786-467641 email: r.n.campbell at stir.ac.uk http://www.stir.ac.uk/Departments/HumanSciences/Psychology/Staff/rnc1/index.html -- The University of Stirling is a university established in Scotland by charter at Stirling, FK9 4LA. Privileged/Confidential Information may be contained in this message. If you are not the addressee indicated in this message (or responsible for delivery of the message to such person), you may not disclose, copy or deliver this message to anyone and any action taken or omitted to be taken in reliance on it, is prohibited and may be unlawful. In such case, you should destroy this message and kindly notify the sender by reply email. Please advise immediately if you or your employer do not consent to Internet email for messages of this kind. From ann.dowker at psy.ox.ac.uk Thu Jan 15 20:31:48 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Thu, 15 Jan 2004 20:31:48 +0000 Subject: Acquisition of Mandarin Chinese Message-ID: You may be interested in the following book: H.-C. Chen and O. Tzeng (eds.) Language Processing in Chinese; Oxford: North Holland, 1992. There are several chapters in it on child language acquisition. You may also be interested in : Chien, Y.C. and Lust, B. (1985). The concepts of topic and subject in first language acquisition in Mandarin Chinese. Child Development, 56, 1359-1375 Heng, F.S. and Peters, A.M. (1997). The role of prosody in the acquisition of grammatical morphemes: evidence from two Chinese languages [Mandarin and Taiwanese]. Journal of Child Language, 24, 627-650 Huang, C.C. (2000). Temporal reference in Chinese mother-child conversation. Journal of Child Language, 27, 421-435 Li, P. and Bowerman, M. (1998). The acquisition of lexical and grammatical aspect in Chinese. First Language, 18, 311-350 I hope some of these are helpful. Ann From jrj at audiospeech.ubc.ca Fri Jan 16 01:35:16 2004 From: jrj at audiospeech.ubc.ca (judith johnston) Date: Thu, 15 Jan 2004 17:35:16 -0800 Subject: French lexical acquisition data Message-ID: We are preparing a study of lexical processing by young French-English bilinguals and would appreciate assistance in locating French word frequency data, preferably from oral child texts. Also, we know of the team at the U of Montreal who will have age of acquisition data as a by product of work with the MCI - but would appreciate learning of any other French AOA data, particularly for the Snodgrass and Vanderwart items. Thank you. Dans le cadre de la pr?paration d'une ?tude avec des enfants bilingues (fran?ais-anglais), nous sommes ? la recherche de donn?es portant sur la fr?quence d'utilisation et l'?ge d'acquisition des mots de vocabulaire en fran?ais. Nous connaissons les travaux en cours ? l'Universit? de Montr?al portant sur la normalisation et la validation des ?chelles de vocabulaire MacArthur en franco-qu?b?cois. Toute autre source portant sur la fr?quence ou l'?ge d'acquisition serait bienvenue, particuli?rement en lien avec les items de Snodgrass et Vanderwart. Professor Judith Johnston School of Audiology and Speech Sciences University of British Columbia Vancouver, BC Canada V6T 1Z3 FAX: 604-822-65569 PH: 604-822-6005 --- [This E-mail scanned for viruses by Declude Virus] From g0300901 at nus.edu.sg Fri Jan 16 04:04:26 2004 From: g0300901 at nus.edu.sg (See Lei Chia, Hazel) Date: Fri, 16 Jan 2004 12:04:26 +0800 Subject: Acquisition of Mandarin Chinese Message-ID: Dear Annette There are two very comprehensive books on language acquisition of Mandarin Chinese written in Chinese which I found very useful: Li, Yuming. 1995. Ertong yuyan de fazhan (Child language acquisition). Wuchang: Huazhong shifan daxue chuban she. Jin, Honggang. 1997. Yuyan huode lilun yanjiu (Studies of language acquisition). Beijing: Zhongguo shehui kexue chuban she. Hope this helps you, Hazel From vtorrens at psi.uned.es Fri Jan 16 11:16:11 2004 From: vtorrens at psi.uned.es (Torrens) Date: Fri, 16 Jan 2004 12:16:11 +0100 Subject: The Romance Turn. Second Call for Papers Message-ID: The Romance Turn Workshop on the Acquisition of Syntax of Romance Languages 17-18 September 2004 Madrid (Spain) Plenary speakers: Luigi Rizzi (University of Siena) Kenneth Wexler (M.I.T.) Papers are invited in the area of syntax of Catalan, French, Italian, Portuguese, Romanian, Spanish or any other Romance language. All topics in the fields of first and second language acquisition from a generative perspective will be considered (agreement, tense, aspect, clitics, case, etc.). Presentations will be 20-minutes long plus 10 minutes for discussion. There will also be poster presentations. Oral presentations and posters will be in English. Authors are invited to send one copy of a one-page abstract in English for review. Abstracts should be submitted via e-mail to maescobar at flog.uned.es or vtorrens at psi.uned.es. Please submit the abstract as an attachment in one of two formats: Microsoft Word or RTF (Rich Text Format). In the body of the e-mail message include the title, language, name, academic affiliation, current address, phone and fax number, e-mail, and audiovisual requests. Indicate whether you want your abstract to be considered as an oral or poster presentation. Authors may submit up to two abstracts, one individual and one joint. Deadline for receipt of abstracts: February 1, 2004. Acceptance will be notified by March 1, 2004. For more information see the web page http://www.uned.es/congreso-romance-turn Organizing committee: Linda Escobar (Universidad Nacional de Educaci?n a Distancia), Anna Gavarr? (Universitat Aut?noma de Barcelona), Vicen? Torrens (Universidad Nacional de Educaci?n a Distancia) and Kenneth Wexler (M.I.T.). Contact: Linda Escobar Vicen? Torrens Facultad de Filolog?a Facultad de Psicolog?a U.N.E.D. U.N.E.D. Paseo Senda del Rey, 7 Ciudad Universitaria, s/n 28040 Madrid (Spain) 28040 Madrid (Spain) Tel. (34) 913988709 Tel. (34) 913988650 Fax. (34) 913986840 Fax. (34) 913987951 -------------- next part -------------- An HTML attachment was scrubbed... URL: From msyonata at mscc.huji.ac.il Fri Jan 16 15:06:15 2004 From: msyonata at mscc.huji.ac.il (Yonata Levy) Date: Fri, 16 Jan 2004 17:06:15 +0200 Subject: coding semantic aspect Message-ID: Dear Brian, I probably made it sound more complicated than it really is -- So far we have coded syntax and morphology in 12 normally developing children and in many more children with disorders. I would like to code those files for lexical and semantic aspects as well and then work out potential dependencies. So, can anyone direct us to coding systems that they use for free conversations? I expect that the differences among languages will be less of a concern than it is in grammar. Thanks! Yonata. ________________________ Prof. Yonata Levy Psychology Department The Hebrew University Jerusalem, Israel 91905 Phone: 972-2-5883408 (o) Fax: 972-2-5881159 972-2-6424957 (h) e-mail: msyonata at mscc.huji.ac.il ----- Original Message ----- From: "Brian MacWhinney" To: "Yonata Levy" Sent: Thursday, January 15, 2004 6:58 PM Subject: Re: coding semantic aspect > On 1/15/04 10:28 AM, "Yonata Levy" wrote: > > > HI, > > We are about to expand out grammatical coding system of Hebrew to cover > > lexical and semantic aspects. Can anyone direct me to existing systems? I'd > > like to see what other people have coded for in free conversations of normal > > and language-disordered children. > > thanks! > > Yonata. > > ________________________ > > > > Prof. Yonata Levy > > Psychology Department > > The Hebrew University > > Jerusalem, Israel 91905 > > > > Phone: 972-2-5883408 (o) Fax: 972-2-5881159 > > 972-2-6424957 (h) e-mail: msyonata at mscc.huji.ac.il > > > > > > > > Dear Yonata, > The Leipzig MPI folks have done some more detailed grammatical coding. Is > that what you mean? I think Magdalena may also have thought a bit about > this for Polish. There are also traditional systems like LARSP that touch > on this. I'm not sure what the lexical aspects of grammar would be outside > of collocations and semantic lexical features. Perhaps if you specified a > bit more about the types of codes you are planning that would help. > > --Brian > From gasser at cs.indiana.edu Sat Jan 17 19:22:29 2004 From: gasser at cs.indiana.edu (Michael Gasser) Date: Sat, 17 Jan 2004 14:22:29 -0500 Subject: nouns vs. verbs in sign languages In-Reply-To: <002701c3dc42$49c22b80$5b214084@WIN2000PRO> Message-ID: I'm sure many of you are familiar with issues in the debate over the acquisition of verbs vs. nouns: whether verbs are universally harder, if so why, if not, what it is about languages like Japanese that makes them relatively early. But does anyone know of work on the acquisition of nouns vs. verbs in sign languages? I'm interested in this especially because of the possible role that iconicity might play in verb acquisition. Thanks. Mike Gasser Indiana University Bloomington, IN, USA From macw at cmu.edu Sat Jan 17 20:22:32 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 17 Jan 2004 15:22:32 -0500 Subject: New Year - New Corpus Message-ID: Dear Info-CHILDES, Just in time for Chinese New Year's on the 22nd, I would like to announce the addition to CHILDES of a fifth child for the Yip-Matthews Chinese University corpus of bilingual Cantonese-English children. This child is Charlotte. Like Llywlyn and Kathryn, all of Charlotte's files for both Cantonese and English sessions have fully linked audio that can either be downloaded and replayed from CLAN or browsed directly on the web (the links for browsing directly will be ready by Tuesday). Many thanks for this new corpus and Happy New Year (Kung Hei Fat Choi)! --Brian MacWhinney From m.millians at att.net Sat Jan 17 22:17:59 2004 From: m.millians at att.net (m.millians at att.net) Date: Sat, 17 Jan 2004 22:17:59 +0000 Subject: Primary Russian language speakers and English Message-ID: Does any one know of any studies investigating children whose primary languge is Russian and the patterns of Russian children learning English? We have noticed a trend at our Fetal Alcohol Syndrome Clinic of children adopted from Russia who speak English well but have very poor language comprehension. Many of these children do not fit the diagnosis of FAS. Some of the children have experience environmental deprivations at a young age but not all. We are curious to know more about Russian/English language processing. Thanks in advance for any informaton any one can suggest. Molly Millians FAS Clinic Marcus Institute Atlanta, GA From nada at swissinfo.org Sun Jan 18 14:05:37 2004 From: nada at swissinfo.org (nada) Date: Sun, 18 Jan 2004 17:05:37 +0300 Subject: i need help Message-ID: hi i'm interested in phonology as am doing my MA thesis in the field... if any one could help me in speech errors -slips of the tongue- recent articles done or groups i can join Thanks -------------- next part -------------- An HTML attachment was scrubbed... URL: From dcavar at indiana.edu Sun Jan 18 14:13:36 2004 From: dcavar at indiana.edu (Damir Cavar) Date: Sun, 18 Jan 2004 09:13:36 -0500 Subject: i need help In-Reply-To: <004901c3ddcc$29dfb720$325d77d4@nada> Message-ID: Hi there, On 1/18/04 9:05 AM, "nada" wrote: > hi > > i'm interested in phonology as am doing my MA thesis in the field... > if any one could help me in speech errors -slips of the tongue- recent > articles done or groups i can join > > Thanks > There are some books/papers and a corpus available in Frankfurt/Germany. Helen Leuninger was collecting and analyzing slips of the tongue for quite some time. If you search for her name in Google, you should find her page and email address. best wishes Damir -- Dr. Damir Cavar Assistant Professor of Computational Linguistics Indiana University - Linguistics Department & Cognitive Science Phone: +1 812 855-3268 Web: http://mypage.iu.edu/~dcavar/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From Hua.Zhu at newcastle.ac.uk Mon Jan 19 11:19:41 2004 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Mon, 19 Jan 2004 11:19:41 -0000 Subject: Acquisition of Mandarin Chinese Message-ID: If you are interested in Phonology, some recently published book/articles on Mandarin/Putonghua are: Zhu Hua (2002). Phonological development in specific contexts: studies of Chinese-speaking children. Multilingual Matters. (This book summaries the recent development in the studies on Phonological development by Mandarin -speaking children in specific contexts (ie.normally developing children, children with speech disorders, children with hearing impairment and twins) and also some information on Cantonese.) Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. Zhu Hua & Barbara Dodd (2000). Putonghua-speaking children with speech disorder. Clinical Linguistics and Phonetics. 14, 165-191. On lexicon: Tardif, T. 1996. Nouns are not always learned before verbs: evidence from Mandarin speakers' early vocabularies. Developmental psychology 32, 492-504 Zhu Hua & Li Wei (1999). Stylistic variation in the early lexical development of young Putonghua-speaking children. Asia-Pacific Journal of Speech, Language and Hearing, 4 (1), 39-51. Hope this helps. Zhu Hua >-----Original Message----- >From: Professor Annette Karmiloff-Smith >[mailto:a.karmiloff-smith at ich.ucl.ac.uk] >Sent: 15 January 2004 13:05 >To: info-childes at mail.talkbank.org >Subject: Acquisition of Mandarin Chinese > > >I'd appreciate any pointers to articles on the acquisition of >Chinese. thanks Annette >-- >________________________________________________________________ >Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >Head, Neurocognitive Development Unit, Institute of Child >Health, 30 Guilford Street, London WC1N 1EH, U.K. >tel: 0207 905 2754 >fax: 0207 242 7717 >sec: 0207 905 2334 >http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_ d_unit.html From g.morgan at city.ac.uk Mon Jan 19 11:20:14 2004 From: g.morgan at city.ac.uk (Morgan, Gary) Date: Mon, 19 Jan 2004 11:20:14 -0000 Subject: nouns vs. verbs in sign languages Message-ID: We have worked on this question explicitly in British Sign language Acquisition. 1. no effects of iconicity for the lexicon during the first 3 years and 2. marked preference for nouns over verbs up to 2;4. In fact contrary to your suggestion that iconicity might make verb acquisition quicker we report that verb acquisition in BSL (and ASL) is a particularly long process. We have two papers on first verbs, one is a published working paper, we are waiting to hear from 'first language' with the other. We also have a paper on later verb constructions in JCL Hope this is useful Gary Morgan Morgan, G., R. Herman & B. Woll (2002). "The development of complex verbs in British sign Language." Journal of Child Language 29: 655 - 675 Morgan, G., Barriere, I. & Woll, B. (2003). First verbs in British Sign Language development. Working Papers in Language and Communication Science, vol 2 pp 57 66 Morgan, G., Barriere, I. & Woll, B. The development of verb agreement morphology in BSL: why so slow?. Submitted to First Language. -----Original Message----- From: Michael Gasser [mailto:gasser at cs.indiana.edu] Sent: 17 January 2004 19:22 To: info-childes at mail.talkbank.org Subject: nouns vs. verbs in sign languages I'm sure many of you are familiar with issues in the debate over the acquisition of verbs vs. nouns: whether verbs are universally harder, if so why, if not, what it is about languages like Japanese that makes them relatively early. But does anyone know of work on the acquisition of nouns vs. verbs in sign languages? I'm interested in this especially because of the possible role that iconicity might play in verb acquisition. Thanks. Mike Gasser Indiana University Bloomington, IN, USA -------------- next part -------------- An HTML attachment was scrubbed... URL: From kathryn at multilingual-matters.com Mon Jan 19 11:30:25 2004 From: kathryn at multilingual-matters.com (Kathryn King) Date: Mon, 19 Jan 2004 11:30:25 +0000 Subject: Acquisition of Mandarin Chinese In-Reply-To: <52D580A5DC1FC04CB260E80074CFBA5C01C37FBD@bond.ncl.ac.uk> Message-ID: As the publisher, may I let you know that the 2002 volume can be ordered on our website www.multilingual-matters.com at 20% discount, plus shipping. With best wishes Kathryn King Marketing Manager Multilingual Matters In message <52D580A5DC1FC04CB260E80074CFBA5C01C37FBD at bond.ncl.ac.uk>, Hua Zhu writes >If you are interested in Phonology, some recently published >book/articles on Mandarin/Putonghua are: > >Zhu Hua (2002). Phonological development in specific contexts: studies >of Chinese-speaking children. Multilingual Matters. >(This book summaries the recent development in the studies on >Phonological development by Mandarin -speaking children in specific >contexts (ie.normally developing children, children with speech >disorders, children with hearing impairment and twins) and also some >information on Cantonese.) > >Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua >(Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. > >Zhu Hua & Barbara Dodd (2000). Putonghua-speaking children with speech >disorder. Clinical Linguistics and Phonetics. 14, 165-191. > >On lexicon: >Tardif, T. 1996. Nouns are not always learned before verbs: evidence >from Mandarin speakers' early vocabularies. Developmental psychology 32, >492-504 >Zhu Hua & Li Wei (1999). Stylistic variation in the early lexical >development of young Putonghua-speaking children. Asia-Pacific Journal >of Speech, Language and Hearing, 4 (1), 39-51. > >Hope this helps. >Zhu Hua > > >>-----Original Message----- >>From: Professor Annette Karmiloff-Smith >>[mailto:a.karmiloff-smith at ich.ucl.ac.uk] >>Sent: 15 January 2004 13:05 >>To: info-childes at mail.talkbank.org >>Subject: Acquisition of Mandarin Chinese >> >> >>I'd appreciate any pointers to articles on the acquisition of >>Chinese. thanks Annette >>-- >>________________________________________________________________ >>Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. >>Head, Neurocognitive Development Unit, Institute of Child >>Health, 30 Guilford Street, London WC1N 1EH, U.K. >>tel: 0207 905 2754 >>fax: 0207 242 7717 >>sec: 0207 905 2334 >>http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_ >d_unit.html > > > Kathryn King Marketing Manager Multilingual Matters/Channel View Publications Frankfurt Lodge, Clevedon Hall Victoria Road Clevedon, England BS21 7HH Tel +44 (0) 1275 876519 Fax + 44 (0) 1275 871673 email: kathryn at multilingual-matters.com /kathryn at channelviewpublications.com From jzhou at public1.ptt.js.cn Mon Jan 19 14:02:26 2004 From: jzhou at public1.ptt.js.cn (jzhou) Date: Mon, 19 Jan 2004 22:02:26 +0800 Subject: Acquisition of Mandarin Chinese Message-ID: Hi there, If you are interested in Pragmatic development, there is a book published on Mandarin/Putonghua: Zhou Jing (2002). Pragmatic development of Mandarin-speaking young children, NJ: Nanjing Normal University Press. Hope this helps. Best wishes, Zhou Jing From macw at cmu.edu Tue Jan 20 19:36:18 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 20 Jan 2004 14:36:18 -0500 Subject: running post In-Reply-To: <400D8108.B69ADC81@slu.edu> Message-ID: On 1/20/04 2:27 PM, "Deborah A. Hwa-Froelich, PhD" wrote: > I was wondering whether the post function has changed since June, 2003. > Yes, Christophe has fixed many things. The biggest change was the elimination of the "gaping loophole" that allowed every word with a plus sign to be interpreted as a noun+noun compound. Now all compounds must be explicitly listed. I have done a lot of work in this area, which I will soon write up for an article. > I ran MOR and then tried to run post but the files seem to be exactly > the same-do I still need to run the post command to disambiguate the MOR > line? If so, what is the command line for post? > > I used: posttrain B1 +0newerrors.cut filename.cex > and I tried: posttrain B1 +0newerrors.cut filename.cha. > and we tried: post filename.cha None of these commands ever worked with > an error message "No Brill's rules" > You want a variant of the last command. But my guess is that you didn't put your eng.db file into the MOR grammar folder along with eng.ar and such. > > Deb Hwa-Froelich > Deb, I built a new eng.db file in early December which I have been using. It is now included with the MOR grammar that you can download and that you set your MOR LIB to that folder. You need to make sure that you are running 1. current CLAN 2. a current ENGLISH grammar with engtags.cut 3. current eng.db In other words, just get everything off the web. In that case, you can skip POSTTRAIN. You just run 1. mor +xl *.cha (to make sure all words are recognized) 2. mor +1 *.cha (to enter %mor in all files) 3. post +tengtags.cut +1 *.cha (to disambiguate) I have been using this combination hundreds of times now on the complete English normal database for the last two months. It works beautifully in the sense that all words get disambiguated, everything passes CHECK, and the results can also go straight into XML (which you don't need right now). --Brian From michael at georgetown.edu Wed Jan 21 17:09:48 2004 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 21 Jan 2004 12:09:48 -0500 Subject: Cortex special issue on Broca's area Message-ID: Cortex A Journal Devoted to the Study of the Nervous System & Behavior Special Issue: INTEGRATIVE MODELS OF BROCa'S AREA AND THE VENTRAL PREMOTOR CORTEX Guest Editors: Ricarda I. Schubotz (schubotz at cns.mpg.de) Max Planck Institute of Cognitive Neuroscience; PO Box500 355; D-04303Leipzig; Germany Christian J. Fiebach (christian at fiebach.org) Department of Psychology & Helen Wills Neuroscience Institute; University of California, Berkeley; 4143 Tolman Hall; Berkeley, CA 94720-5050; USA Deadline for submission: March 31, 2004 We are pleased to announce a special issue of Cortex focusing on Broca's area and the ventral premotor cortex. Today, it is without doubt that Broca's area is involved in language processing, but also in several other domains including working memory, music processing, action perception and execution, and imitation. Broca's area shares many functional and anatomical features with the neighboring ventral premotor cortex, and both have been suggested as regions serving the integration of sensory and motor events. The challenge for modern cognitive neuroscience is to formulate models capable of accounting for the domain-general nature of these brain areas. The present special issue provides a platform for discussing such integrative models of the functioning of Broca's area and the ventral premotor cortex. This special issue was inspired by a workshop recently held at the Max Planck Institute of Cognitive Neuroscience which brought together researchers in the field of cognitive neuroscience addressing the topics of action processing and language (see http://www.cns.mpg.de/brocapmc). We welcome the submission of original research papers which employ functional neuroimaging techniques to target functions of Broca's area and/or the ventral premotor cortex. Please send your intention to submit by February 15, 2004 to: schubotz at cns.mpg.de. Please note: 1. Cortex has new Editors (Sergio Della Sala, Aberdeen, UK and Jordan Grafman, Bethesda, USA). 2. This special issue will be made into a hard cover book with proper ISBN. 3. Color figures are printed at no cost for authors (within reasonable limits). 4. Cortex provides free access to electronic on-line versions of Cortex (www.cortex-online.org), which guarantees a wider audience. -------------- next part -------------- An HTML attachment was scrubbed... URL: From kna4+ at pitt.edu Fri Jan 23 18:07:34 2004 From: kna4+ at pitt.edu (Kristen N. Asplin) Date: Fri, 23 Jan 2004 13:07:34 -0500 Subject: Um and Uh in child speech In-Reply-To: <1073623255.3ffe30d7b1703@mail-www3.oit.umass.edu> Message-ID: A colleague recently asked me a question, that I had difficulty answering, even after a bit of database search. We are looking for some basic references for the developmental course of pragmatic interjections or hesitation markers. For example, I've seen work on adults use of um and uh, but not child English. When does the ability to use these interjections appear? We are primarily interested in English, but can take references in any language. Thanks in advance for your help. I will publish a list of responses. Dr. Kristen N. Asplin Faculty Office Building 131 1150 Mt. Pleasant Road University of Pittsburgh Greensburg, PA 15601 724-836-7161 From mcleod_a at bellsouth.net Sat Jan 24 15:34:02 2004 From: mcleod_a at bellsouth.net (mcleod_a at bellsouth.net) Date: Sat, 24 Jan 2004 10:34:02 -0500 Subject: Novel Word Learning by Preschool Children Message-ID: Hello. I am a doctoral student at the Univ. of South Carolina, Columbia. I am proposing a study to examine incidental word learning by preschoolers as books are read aloud to them. I have successfully located a number of references regarding this subject. I have also gathered information on fast-mapping and quick incidental learning in general, but I would appreciate any feedback and/or a list of references/resources to make my collection more comprehensive. Thank you. From hitomi-murata at mri.biglobe.ne.jp Sat Jan 24 15:33:15 2004 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Sun, 25 Jan 2004 00:33:15 +0900 Subject: The 5thTokyo Conference on Psycholinguistics(TCP 2004) Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be sponsoring the fifth Tokyo Conference on Psycholinguistics (TCP2004) on March 12 and 13, 2004. The invited speakers are Prof. Kenneth J. Safir (Rutgers University) and Prof. Lydia White (McGill University). Below you fill find the conference program. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ < Program > Day 1 (March 12?2004) 10:00-10:10 Opening Yukio Otsu (Keio University) 10:10-10:55 Miwa Isobe(Senshu University), Natsuko Katsura, Masatoshi Koizumi, Yumi Sakai(Tohoku University), Kuniya Nasukawa(Tohoku Gakuin University), Koji Sugisaki(Mie University) and Noriaki Yusa(Miyagi Gakuin Women's University) "The Syntax of Ditransitives in Japanese: A View from Acquisition" Chair: Yukio Otsu (Keio University) 11:00-11:45 Luisa Meroni, Stephen Crain(University of Maryland at College Park) and Andrea Gualmini(MIT) "Definiteness in Child Language" Chair: Yukio Otsu (Keio University) 13:00-13:45 Utako Minai and Luisa Meroni(University of Maryland at College Park) "Children's Knowledge of Entailments at a Distance" Chair: Yukio Otsu (Keio University) 13:50-14:35?? Hirohisa Kiguchi (Kanazawa Institute of Technology) and Edson Miyamoto (University of Tsukuba / Nara Institute of Science and Technology) "MEG Responses in the Comprehension of Japanese Sentences" Chair: Yukio Otsu (Keio University) 14:50-15:35 Tomohiro Fujii (University of Maryland at College Park) "Multiple Zibun: Evidence for Reflexive Movement" Chair: Akira Watnabe (University of Tokyo) 15:40-16:25 Tomokazu Takehisa(McGill University) "Reflexives and Split Intransitivity" Chair: Akira Watnabe (University of Tokyo) 16:35-17:35? ? Invited Lecture Kenneth J. Safir(Rutgers University) "Extension and Insularity" Chair: Akira Watnabe (University of Tokyo) Party Day 2 (March 13?2004) 10:00-10:45 Duk-Ho An(University of Connecticut)? "A Floating Analysis of Numeral Quantifier Constructions in Korean and Japanese" Chair: Hisatsugu Kitahara (Keio University) 10:50-11:35 Yukio Furukawa(McGill University) "The Specificity Condition is an Instance of Crossover." Chair: Hisatsugu Kitahara (Keio University) 11:40-12:25? ? Hiromu Sakai, Katsuo Tamaoka, Jun-Ichiro Kawahara,Daisuke Fujiki and Michiko Fukuda(Hiroshima University) "Priming and Blocking in the Processing of Japanese Verb Morphology" Chair: Yuki Hirose (University of Electro-Communications) 14:00-14:45? Michiko Nakamura (Nara Institute of Science and Technology), Edson Miyamoto(University of Tsukuba / Nara Institute of Science and Technology) and Shoichi Takahashi(MIT) ?The Influence of Word-Order and Prosody in the Comprehension of Ambiguous Relative Clauses in Japanese? Chair: Yukio Otsu (Keio University) 14:50-15:35? Jeffrey Witzel(University of Electro-Communications/ Sophia University) and Naoko Ouchi Witzel(Kaisei Gakuen) "Conceptual Access from the L2 in Less-Fluent and Fluent Bilinguals" Chair: Makiko Hirakawa (Tokyo International University) 15:50-16:35 Chieko Kuribara(Kansai University) "Structural Similarity as a Cause of "Misanalysis" in SLA: How Japanese Learners Analyse the Left-Periphery of English Sentences" Chair: Makiko Hirakawa (Tokyo International University) 16:45-17:45? ? Invited Lecture Lydia White(McGill University) "Plato's Problem in Reverse: Apparent Lack of Acquisition Despite Presence of Evidence" Chair: Makiko Hirakawa (Tokyo International University) Alternates: 1. Takuya Goro(University of Maryland at College Park/Sophia University) and Sachie Akiba(Sophia University) "Japanese Disjunction and the Acquisition of Positive Polarity" 2. Bosook Kang(University of Connecticut) "Trigger for Acquisition of Scrambling" For further information, contact: Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-15-45 Mita, Minato-ku, Tokyo 108-8345 Japan or, send an e-mail message to the TCP Committee: tcp at otsu.icl.keio.ac.jp From macw at cmu.edu Sat Jan 24 17:37:17 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sat, 24 Jan 2004 12:37:17 -0500 Subject: Memorial for Liz Bates Message-ID: Dear Info-CHILDES, The following is an announcement of a memorial service for Liz Bates, who passed away December 13th. Those of you who wanted to share written comments in memory of Liz's life and contributions may wish to send them to memorial at crl.ucsd.edu, as noted at the bottom of this announcement. --Brian MacWhinney *************** As previously announced, the memorial to remember and honor Liz Bates will be held on February 15, 2004. We are writing to supply additional details. If you have any questions, please contact us at this email address (memorial at crl.ucsd.edu). Please also feel free to share this announcement with others who may not have received it directly. DATE AND TIME: Sunday, February 15, 200 10:00am to 12:30pm The memorial will be at 10:00, to be followed by a reception. NOTE: Traffic in the vicinity is expected to be unusually heavy for the day and time because this is also the final day of a golf tournament that will be held at the Torrey Pines Golf Course. Please allow up to an additional half-hour for travel and parking; if at all possible, approach from the south. LOCATION: The memorial will be held at the Frederic de Hoffmann Auditorium, The Salk Institute. The Salk is located at 10010 North Torrey Pines Rd. just to the northwest of the UCSD campus. Parking will be available in the Salk?s main lot, located between Salk Institute Road and Torrey Pines Scenic Drive. If asked, tell the security guard you are there for the Liz Bates memorial. There will be signs directing you to the auditorium. Because of the neighboring golf tournament to the north, it is strongly advised that you come up N. Torrey Pines Rd. from the south and not the north. Directions and a map can be found at http://www.salk.edu/about/campus/directions.php PHOTOS & WRITTEN MEMORIES: If you have any photos (digitized preferred) or written comments you would like to have incorporated into the slide presentation or memory book, please send them to memorial at crl.ucsd.edu From fleck at hpl.hp.com Mon Jan 26 17:59:19 2004 From: fleck at hpl.hp.com (Margaret M. Fleck) Date: Mon, 26 Jan 2004 09:59:19 -0800 Subject: Self-contained toddler recording harness Message-ID: I needed to devise a practical way to attach my minidisc recorder to my toddler, since I don't have access to a well-stocked psych department (e.g. wireless mic equipement, research vests). Since I've found very little on the subject, I thought I'd share the details with you all in case someone else finds them useful. See: http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html Cheers, Margaret Fleck HP Labs, Palo Alto From macw at cmu.edu Mon Jan 26 23:48:19 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 26 Jan 2004 18:48:19 -0500 Subject: Self-contained toddler recording harness In-Reply-To: <40155577.5000701@hpl.hp.com> Message-ID: On 1/26/04 12:59 PM, "Margaret M. Fleck" wrote: > > I needed to devise a practical way to attach my minidisc recorder > to my toddler, since I don't have access to a well-stocked psych > department (e.g. wireless mic equipement, research vests). Since > I've found very little on the subject, I thought I'd share the > details with you all in case someone else finds them useful. See: > > http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html > > Cheers, > > Margaret Fleck > HP Labs, Palo Alto > > > > > Dear Margaret, OK. The kid is cute enough, but with the harness, he is simply adorable (at least to a child language researcher). --Brian MacW P.S. With your permission, I will also post this at http://talkbank.org/da/fleck.html With some links to that from CHILDES too. From pinker at wjh.harvard.edu Wed Jan 28 13:32:05 2004 From: pinker at wjh.harvard.edu (Steven Pinker) Date: Wed, 28 Jan 2004 08:32:05 -0500 Subject: Nominations invited for the Eleanor E. Maccoby Book Award Message-ID: Nominations are invited for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2004. Books published in 2003 that have had or promise to have a major impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, authors and publisher, along with a brief description of the book and capsule summary of its importance for understanding the psychology of development. Please send nominations by March 1 to Steven Pinker (pinker at wjh.harvard.edu; Department of Psychology, Harvard University, William James Hall 970, 33 Kirkland St., Cambridge MA 02138). -------------- next part -------------- An HTML attachment was scrubbed... URL: From sirai at sccs.chukyo-u.ac.jp Fri Jan 30 02:17:16 2004 From: sirai at sccs.chukyo-u.ac.jp (Hidetosi Sirai) Date: Fri, 30 Jan 2004 11:17:16 +0900 Subject: Problem with ClanU on Windows XP Message-ID: Dear All, Thanks to Brian, CLAN has improved every year and become very powerful. However, I have the following problem: CLAN on Windows 2000 works fine. But CLAN-U on Windows XP (Japanese version) does not. Everytime I run CLAN-U and start to transcribe with Quicktime, my computer freezes. And my students also suffer the same problem (with their computers). Interestingly, it seems that CLAN (V 06-Mar-2003) is OK on Windows XP and shows chat files in unicode (Japanese). What is difference between CLAN and CLAN-U? Thanks for your help. Hidetosi Sirai Chukyo University From macw at cmu.edu Fri Jan 30 18:27:29 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 30 Jan 2004 13:27:29 -0500 Subject: Problem with ClanU on Windows XP In-Reply-To: <20040130.111716.41629919.sirai@sccs.chukyo-u.ac.jp@sccs.chukyo-u.ac.jp> Message-ID: On 1/29/04 9:17 PM, "sirai at sccs.chukyo-u.ac.jp" wrote: > Dear All, > > Thanks to Brian, CLAN has improved every year and become very > powerful. > > However, I have the following problem: > CLAN on Windows 2000 works fine. But CLAN-U on Windows XP > (Japanese version) does not. > > Everytime I run CLAN-U and start to transcribe with Quicktime, my > computer freezes. And my students also suffer the same problem > (with their computers). > > Interestingly, it seems that CLAN (V 06-Mar-2003) is OK on Windows XP > and shows chat files in unicode (Japanese). > What is difference between CLAN and CLAN-U? > > Thanks for your help. > > Hidetosi Sirai > Chukyo University > > > > Dear Hidetosi, This will be difficult to test, since we don't have Japanese Windows XP here. We have no problem with CLAN-U on English Windows XP. I have been using it for about a year. However, I am wondering if the problem is really with CLAN or perhaps just with QuickTime. Do you have any problems with CLANU when you are not using Quicktime? In other words, is the normal use of CLAN fine? If so, then can we be sure first that QuickTime is playing the video correctly on your machine outside of CLAN? Make sure that, when you play the video outside of CLAN, you start it from QuickTime itself. Then, if that works, can we be sure that when you start a video from CLAN that it is playing through QuickTime and not Windows Media Player? If you set QuickTIme as your default player, then you can avoid that problem. Please tell me what you think about these possibilities. --Brian