From a.karmiloff-smith at ich.ucl.ac.uk Mon Jul 5 15:30:39 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 5 Jul 2004 16:30:39 +0100 Subject: Chatoor Play Scale Message-ID: Does anyone know how I can see what the above scale measures please? Annette K-S -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, 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.westermann at bbk.ac.uk Tue Jul 6 15:34:52 2004 From: g.westermann at bbk.ac.uk (Gert Westermann) Date: Tue, 6 Jul 2004 16:34:52 +0100 Subject: audio recording for speech analysis Message-ID: Hi everyone, We are planning to analyze the speech of post-tracheostomized children, and I'm currently looking for appropriate recording equipment. There have been some discussions on equipment before, but since technology moves fast, let me ask again. Because we are analyzing speech, compression of the audio signal should not be too large. I have been looking at systems that record directly to a built-in hard disk, or DAT recorders. Recording directly to a laptop might also be an option. Could anyone recommend a system/microphone that would be suitable for this? Thanks, -- Gert ===================================================================== Gert Westermann gwestermann at brookes.ac.uk Department of Psychology, Oxford Brookes University, Oxford OX3 0BP Tel +44 (0)1865 48 37 72 Fax: +44 (0)1865 48 38 87 ===================================================================== ------------------------------------------------- This mail sent through IMP: http://horde.org/imp/ From pss116 at bangor.ac.uk Tue Jul 6 17:45:57 2004 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Tue, 6 Jul 2004 18:45:57 +0100 Subject: Post for Educational Psychologist, Dyslexia Unit Message-ID: An HTML attachment was scrubbed... URL: From gagarina at zas.gwz-berlin.de Wed Jul 7 16:49:38 2004 From: gagarina at zas.gwz-berlin.de (Gagarina) Date: Wed, 7 Jul 2004 18:49:38 +0200 Subject: Call for Papers In-Reply-To: Message-ID: Call for Papers Workshop: Frequency effects in language acquisition (Frequenzeffekte im Spracherwerb) DGfS-Jahrestagung (Annual meeting of the German linguistic society), 23-25 February 2005, Koeln University Deadline for submissions: September 1, 2004 The effect of input frequency is a current issue in language acquisition studies, and different positions are taken concerning how the input frequency of a linguistic element is mirrored in children's language. While some researchers argue for an effect of input frequency, others do not. Differences also result from the various theoretical backgrounds from which this topic is addressed. Some studies rely on the analysis of naturalistic data, while other studies simulate language production. In this workshop, we aim to bring together a variety of opinions and stimulate a general discussion of (a) the role of input frequency in the acquisition process and (b) the way in which contradictory results may be integrated. We welcome contributions addressing questions related to this topic: (a) does input frequency affect the order of acquisition of linguistic elements? (b) how is input frequency mirrored in the speech of the children? (c) in which way does input frequency interact with other factors that increase the salience of linguistic elements? We especially encourage presentations that involve the analysis of less studied languages. Abstracts should be up to 500 words in length and should be sent to Insa Guelzow: guelzow at zas.gwz-berlin.de or Natalia Gagarina: gagarina at zas.gwz-berlin.de Presentations: about 15-20 minutes plus discussion Workshop languages: German and English A German description of the Workshop and general conference information is accessible at www.dgfs.de/remarks/d1/rm116.pdf We plan to publish a volume - ZAS Papers in Linguistics - with the accepted contributions. From cmartinot at free.fr Thu Jul 8 15:46:00 2004 From: cmartinot at free.fr (Claire Martinot) Date: Thu, 8 Jul 2004 17:46:00 +0200 Subject: =?iso-8859-1?Q?e-mail_of_J=FCrgen_Meisel?= Message-ID: Dear Info-Childes Could anyone give me the e-mail of Jürgen Meisel in Hamburg, oder vielleicht Jürgen, wenn Du selbst das liest, möchte ich Dir um etwas bitten. Vielen Dank im voraus und beste Grüsse Thanks for the information ************************************************** Claire Martinot Maître de Conférences, HDR Université René Descartes, Paris 5 LEAPLE, UMR 8606 49, av. de Condé F-94100 Saint-Maur-des-Fossés ************************************************** From yrose at mun.ca Fri Jul 9 14:40:21 2004 From: yrose at mun.ca (Yvan Rose) Date: Fri, 9 Jul 2004 12:10:21 -0230 Subject: New volume on phonological acquisition Message-ID: [Sorry for any cross-posting.] Segmental-prosodic interaction in phonological development: A comparative investigation Special double issue of the Canadian Journal of Linguistics/Revue canadienne de linguistique 48(3-4) (2003) Guest editors: Heather Goad (McGill University) and Yvan Rose (Memorial University) Contents: John Archibald (University of Calgary): Learning to parse second language consonant clusters Jessica A. Barlow (San Diego State University): Asymmetries in the acquisition of consonant clusters in Spanish Katherine Demuth & Mark Johnson (Brown University): Truncation to subminimal words in early French Heather Goad (McGill University), Lydia White (McGill University) & Jeffrey Steele (University of Toronto): Missing inflection in L2 acquisition: Defective syntax or L1-constrained prosodic representations? Wenckje Jongstra (University of Toronto): Variable and stable clusters: Variation in the realisation of consonant clusters Margaret Kehoe & Conxita Lleo (University of Hamburg): A phonological analysis of schwa in German first language acquisition Michele L. Morrisette, Daniel A. Dinnsen & Judith A. Gierut (Indiana University): Markedness and context effects in the acquisition of place features Mitsuhiko Ota (University of Edinburgh): The development of lexical pitch accent systems: An autosegmental analysis Joe Pater & Adam Werle (University of Massachusetts, Amherst): Direction of assimilation in child consonant harmony Yvan Rose (Memorial University): Place specification and segmental distribution in the acquisition of word-final consonant syllabification ------------------------------------------------------------------------ ---------------------------------- To order, please send an e-mail message directly to University of Toronto Press at: journals at utpress.utoronto.ca. Cost: $30.00 (plus shipping and handling). For orders outside Canada, please remit in US funds. Please include the following information: - Name: - Complete Mailing Address: - Telephone Number: - E-mail address: ------------------------------------------------------------------------ ---------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2224 bytes Desc: not available URL: From christinewagnerslp at yahoo.com Sat Jul 10 22:35:51 2004 From: christinewagnerslp at yahoo.com (Christine Wagner) Date: Sat, 10 Jul 2004 15:35:51 -0700 Subject: MLU Message-ID: Dear CHILDES, Thank you for the following references. -Christine Wagner MLU References: Bornsetin, Haynesm Painter & Genevro (2000) Child language with mother and with stranger at home and in the laboratory: a methodological study. Journal of Child language, 27: 407-420. Johnston, Judith R. An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language, & Hearing Research. Vol 44(1) Feb 2001, 156-164. Reissland, N., Shepherd, J. & Stephenson, T. (1999). Maternal verbal interaction in different situations with infants born prematurely or at term. Infant and Child Development, 8, 39-48. Reissland, N., Shepherd, J., Herrera, E. (2002). The pitch of maternal voice: a comparison of mothers suffering from depressed mood and non-depressed mothers reading books to their infants. Journal of Child Psychology and Psychiatry, 43:7, 1-7. Chabon, S., Kent-Udolf, L., Egolf, D. (1982). The temporal reliability of Brown�s mean length of utterance measure with post-stage V children. Journal of Speech and Hearing Research, 25, 124-128. Dunn, M., Flax, J., Sliwinski, M., & Aram, D. M.(1996). The use of spontaneous language measures as criteria for identifying children with specific language impairment: An attempt to reconcile clinical and research incongruence. Journal of Speech and Hearing Research, 39, 643-654. Eisenberg, S., Fersko, T., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review. American Journal of Speech-Language Pathology, 10, 323-342. Evans, J. & Craig, H. (1992). Language sample collection and analysis: Interview compared to freeplay assessment. Journal of Speech and Hearing Research, 35, 343-353. *Gavin, W. & Giles, L. (1996). Sample size effects on temporal reliability of language sample measures of preschool children. Journal of Speech & Hearing Research, 39, 1258-1262 *Hadley, P. (1998). Language sampling protocols for eliciting text-level discourse. Language, Speech, and Hearing Services in Schools, 29, 132-147. Klee, T. (1992b). Measuring children�s conversational language. In S. Warren and J. Reichle (Eds.) Causes and effects in communication and language intervention (pp. 315-330). Baltimore, MD: Paul H. Brookes Publishing. Klee, T. (1992a). Developmental and diagnostic characteristics of quantitative measures of children�s language production. Topics in Language Disorders, 12(2), 28-41. *Leadholm, B.J., & Miller, J.F. (1992). Language sample analysis: The Wisconsin guide. Madison, WI: Wisconsin Department of Public Instruction. Mirenda, P., & Donellan, A. (1986). Effects of adult interaction style on conversational behavior in students with severe communication problems. Language, Speech and Hearing Services in Schools, 17, 126-141. Hoff, E. (2004). Language use does not always reflect language knowledge. Poster presented at the 2004 meetings of the international society for the study of behavioural development, Ghent, Belgium, July 11-15. --------------------------------- Do you Yahoo!? New and Improved Yahoo! Mail - 100MB free storage! -------------- next part -------------- An HTML attachment was scrubbed... URL: From plahey at mindspring.com Sun Jul 11 23:34:52 2004 From: plahey at mindspring.com (Peg Lahey) Date: Sun, 11 Jul 2004 19:34:52 -0400 Subject: BLCF: Evidenc-Based Practice in Child Language Disorders Message-ID: The Bamford-Lahey Children's Foundation has inserted a section on its website www.bamford-lahey.org devoted to Evidence-Based Practice (EBP). This section includes a summary of the first meeting of a Working Group on Evidence-Based Practice in Child Language Disorders. The Foundation was one of the sponsors of this meeting that took place in May of this year. A list of participants is included in this section as well as copies of the Power-Point presentations made at the meeting and a list of handouts. Also in this section are a number of bibliographies relevant to EBP. One includes information of EBP in general including some reviews and guidelines in related fields. Listings of some research studies that have evaluated practices in language intervention and language assessment are also listed. The link to the section is http://www.bamford-lahey.org/ebp.html. Your comments and additions are appreciated. Note also that we have posted an update on a grant project that has been completed-- at the end of page http://www.bamford-lahey.org/projects-completed.html. Margaret Lahey, Ed.D. President, Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.perkins at sheffield.ac.uk Mon Jul 12 10:02:27 2004 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Mon, 12 Jul 2004 11:02:27 +0100 Subject: TA/Studentships at Sheffield Message-ID: UNIVERSITY OF SHEFFIELD DEPARTMENT OF HUMAN COMMUNICATION SCIENCES TWO STUDENTSHIPS / TEACHING ASSISTANTSHIPS IN HUMAN COMMUNICATION SCIENCES The Department of Human Communication Sciences at Sheffield is one of the leading UK centres for education and research in communication and its disorders, offering undergraduate and postgraduate degree courses. It has ESRC +3 and CASE recognition for research training, and was awarded a 4 in RAE 2001. Two graduates with a bachelor's (1st or 2.1) or masters degree in speech and language therapy, psychology, linguistics or related subjects, are sought, to pursue research into an area of human communication sciences for which supervision is available. The department has strong research interests in speech, language and literacy development and disorders, psychosocial aspects of communication disorders, clinical linguistics and phonetics and cognitive neuroscience of speech and language. For details of staff research interests, see the departmental web page: http://www.shef.ac.uk/uni/academic/R-Z/spsu/ or the Human Communication Sciences Graduate Prospectus, obtainable from the address below. The successful candidates will register initially for MPhil, with the possibility of transferring to PhD after one year. In addition, they will undertake tutorial duties up to 6 hours per week during term-time, with associated preparation and marking. This will involve backing up lectures on various degree courses offered in the department (i.e. the BMedSci Speech and MMedSci in Clinical Communication Studies leading towards qualification as a speech and language therapist, and the non-clinical BSc in Human Communication Sciences and MSc/Diploma in Language and Communication Impairment in Children). In the case of a qualified and experienced speech and language therapist, this may include student supervision and teaching in the departmental clinic. The studentship is for 3 years in the first instance, subject to an annual progress review. The stipend, which does not attract UK income tax, is £11,000 p.a. plus MPhil/PhD fees (home rate). In addition, monies will be available for the purchase of equipment relevant to the area of research and for conference attendance and travel. Applicants should in the first instance submit a c.v. including details of relevant courses taken in previous degrees; an abstract of any research project(s) already undertaken; details of any relevant teaching experience; and description of possible PhD research topic (up to 1 side of A4). For informal discussion you may contact Professor Mick Perkins on 0114-222-2408 (m.perkins at sheffield.ac.uk) or Dr Shelagh Brumfitt on 0114-222-2406 (s.m.brumfitt at sheffield.ac.uk). Applications should be sent either electronically or by post to Mrs Jill Raffo, Department of Human Communication Sciences, University of Sheffield, 31 Claremont Crescent, Sheffield S10 2TA, j.raffo at sheffield.ac.uk to arrive by Monday 26 July 2004, with interviews likely to take place during week commencing 2 August 2004. Professor Mick Perkins Department of Human Communication Sciences University of Sheffield Sheffield S10 2TN UK Tel: (+44) (0)114 2222408 Fax: (+44) (0)114 2730547 http://www.shef.ac.uk/uni/academic/R-Z/spsu/academics/perkins_mick.html From edy.veneziano at paris5.sorbonne.fr Tue Jul 13 19:22:42 2004 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Tue, 13 Jul 2004 21:22:42 +0200 Subject: Colloque Langage / Repetition - Paris - Avril 2005 (1er Appel) In-Reply-To: <5.0.2.1.2.20040630143616.00a72908@mail.univ-poitiers.fr> Message-ID: Information for French speakers ---------- From: ColloqueRRR Subject: Colloque Langage / Repetition - Avril 2005 (1er Appel) Appel à Communications Affichées Colloque RRR Répétitions, Reprises et Reformulations Quels usages dans les interactions verbales? Colloque organisé par le groupe PERGAME Soutenu par LaCo-CNRS, Université de Poitiers LEAPLE-CNRS,Université René Descartes-Paris 5 EA 1483, Université Paris 3 PARIS, 1er 2 Avril 2005 Université René Descartes 12, Rue de L’ Ecole de Médecine 75005 Paris Répéter, reprendre ou reformuler sont des actes qui s¹accomplissent quotidiennement dans les interactions, tant à l¹oral qu¹à l¹écrit. En dépit de leur fréquence, ces phénomènes n¹ont pas un statut théorique clair, que ce soit dans le champ de la linguistique, de la psychologie du langage ou de la psycholinguistique. La répétition n¹a pas pour autant été historiquement absente de l¹évolution des idées à propos du langage : on peut se souvenir du débat répétition/création entre les behavioristes et les générativistes. A un niveau plus général du fonctionnement humain, la répétition est considérée en psychologie cognitive et du développement, à travers les concepts de schème, de scripts et de format, comme un phénomène fondamental impliqué dans l¹émergence, la consolidation et l¹extension des connaissances. Dans le champ de la linguistique, de façon récente, la répétition constitue un objet d¹étude, au sein d¹approches attentives aux phénomènes énonciatifs, discursifs ou pragmatiques L¹objectif de ces Journées est de débattre sur les différentes manières d¹envisager les phénomènes de répétition, reprise et reformulation (RRR) et leur éventuel rôle dans l¹acquisition, le fonctionnement et le dysfonctionnement du langage. Quelles formes prennent les RRR et à quoi servent-elles dans le fonctionnement du langage et des interactions ? Les RRR peuvent être plus ou moins complètes, concerner la structure ou le sens, être réalisées par le locuteur lui-même ou par son interlocuteur, etc. Les fonctions (ou usages) des RRR peuvent être multiples : répéter parce que l¹autre n¹a pas entendu, pas compris, répéter pour maintenir un lien avec son interlocuteur, etc. Une réflexion est aussi menée à propos de la répétition comme cas « extrême » du décalage entre ce qui est dit et ce qui est signifié (lors de la deuxième production de l¹énoncé). Ne pas savoir répéter ou répéter de façon inappropriée constitue un indice de dysfonctionnement du langage. Les répétitions, reprises et reformulations sont à considérer dans le cadre d¹interactions entre adultes, entre enfant et adulte, entre enfants, en milieu familial, en milieu scolaire ou situation d¹apprentissage, en milieu professionnel et dans le contexte de certaines pathologies. Le Colloque vise à appréhender les phénomènes de répétitions, reprises et reformulations à partir de la diversité de tous ces points de vue. Le Colloque est organisé autour de communications orales (cf. programme ci-dessous) présentant un panorama des différentes approches des répétions, reprises et reformulations. De plus une session de communications affichées (cf. le formulaire de proposition) est aussi organisée. Les communications affichées seront présentées pendant toute la durée du Colloque et feront l¹objet d¹une session spécifique de deux heures au cours de laquelle des discussions seront organisées par thème. Les inscriptions au Colloque peuvent être prises en remplissant le formulaire d¹inscription (cf. formulaire d¹inscription). PROGRAMME Vendredi 1er Avril 2005 9h Ouverture du Colloque 9h30 - 10h30 Répétions, reprises et reformulations : mise en perspective par J. Bernicot (Université de Poitiers-CNRS), A. Salazar-Orvig (Université Paris 3-CNRS) et E.Veneziano (Université Paris 5-CNRS) 10h 30- 11h - Pause Café 11h - Incidence du développement morphologique sur les répétitions/reformulations Par Wolfgang Dressler (Université de Vienne) et Marianne Kilani (Université de Lausanne) 11h30 - Les digressions dans le discours des patients lésés frontaux: récurrence et fonctions Par Virginie Dardier (Université Rennes 2) 12h - Approche sociopragmatique des reprises et des répétitions dans la conversation Par Michel de Fornel (EHESS, Paris) 12h30 - 14h - Pause déjeuner 14h - Répétition et socialisation du langage chez l'enfant wolof (Sénégal) Par J. Rabain-Jamin et H. Marcos (Université de Poitiers-CNRS) 14h30 - Comment fonctionne la répétition dans les interactions adulte-enfant avec troubles du développement du langage? Par Geneviève de Weck (Université de Neuchâtel) 15h - 17h Session de Communications Affichées et Discussions 17h - 18 h Reprises, reformulations et modes d'implication énonciative Par Robert Vion (Université d¹Aix-Marseille) Samedi 2 Avril 2005 9h 30 - 10h 30 Conférence 3 Interaction parents-enfant, répétition et processus d¹acquisition des mots par Eve V. Clark (Université de Stanford) 10h 30 - 11h Pause café 11h - Répétition et reformulation en langue des signes Par Christian Cuxac (Université Paris 8-CNRS) 11h 30 - Répétition et paraphrases : étude développementale chez les enfants de 4 à 8 ans Par Ioanna Berthoud et Helga Kilcher (Université de Genève) 12h - Structure de l'interaction et rationalité argumentative chez l'enfant polyhandicapé : répétitions, reprises et dynamique de l'interaction verbale Par Michel Musiol et Alain Trognon (Université Nancy 2) 12h-30 - 13h Clôture LES PROPOSITIONS DE COMMUNICATIONS AFFICHEES doivent comporter 500 mots au maximum. Elles doivent relever d¹une démarche scientifique et peuvent porter sur tous les thèmes du Colloque en adoptant un point de vue théorique, expérimental ou appliqué. Les propositions sont à envoyer en deux exemplaires (une version complète et une version anonyme) selon le modèle ci-joint. Les envois sont à effectuer de préférence par courrier électronique AVANT LE 15 OCTOBRE 2004 à : ColloqueRRR at univ-poitiers.fr ou par courrier postal à : Alain Bert-Erboul Laboratoire de Psychologie Langage et Cognition (LaCo) Université de Poitiers ­ CNRS MSHS - 99, avenue du Recteur Pineau F-86022 POITIERS CEDEX - France Les notifications du comité scientifique parviendront aux auteurs en : JANVIER 2005 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Tue Jul 13 19:37:47 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 13 Jul 2004 15:37:47 -0400 Subject: Research Assistant position - Boston University Message-ID: There is an immediate opening for a research assistant position at Boston University in the Infant Language lab, housed in the Dept. of Communication Disorders. The research assistant would be working on a project on early word recognition and its relationship to child language acquisition. The position involves recruiting, scheduling and testing infants and children. Facility with MS Word and Excel are important. The applicant must have a bachelor's degree, preferably in Psychology, Cognitive Science, Linguistics or Speech-Language Pathology. This is a full-time position with a minimum commitment of one year. Part-time employment is also a possibility. Interested applicants should send their resume with contact information to Leher Singh by email at leher at bu.edu. If you have questions about the position, please email or call at (617) 353 7491. Leher Singh ---------------------------------------------------------------------------- ------------------- Leher Singh, Ph.D. Asst. Professor, Communication Disorders Boston University 635 Commonwealth Avenue Boston, MA 02215 (617) 353 7491 (617) 353 5074 (fax) From macw at mac.com Wed Jul 14 18:28:07 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 14 Jul 2004 14:28:07 -0400 Subject: scored IPSyn transcripts Message-ID: Dear Colleagues, Kenji Sagae, Alon Lavie, and I are working on the automatization of scoring for IPSyn. To test the accuracy of our system, we would like to compare it with human-created scoring for child language transcripts. If you have some CHAT transcripts, along with IPSyn scores and scoring sheets that they would be willing to share with us, we would be most appreciative. --Brian MacWhinney From doritr at post.tau.ac.il Mon Jul 19 17:18:08 2004 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Mon, 19 Jul 2004 19:18:08 +0200 Subject: Call for papers: Intervention and metalanguage Message-ID: Call for papers for a special issue of First Language Intervention and Metalanguage Guest editor: Dorit Ravid, Tel Aviv University Current perspectives on the relationship between meta-language (or language awareness) and language knowledge regard linguistic ability as a graded continuum between its implicit and explicit poles. Thinking about and manipulating language is considered an integral part of psycholinguistic development by most child language researchers today. Language instruction, which promotes metalinguistic awareness, constitutes one of the central and the most important domains in school curricula, both as an independent discipline and as a crucial underpinning for the acquisition and consolidation of literacy skills. Specific language instruction is called for in the case of school children with difficulties in learning and using language. Thus, while meta-linguistic thought emerges in children spontaneously, in many cases intervention projects instructing children in linguistic skills tackle specific difficulties that deliberately draw on or promote metalinguistic awareness as a means of achieving their goals. We are calling for papers for a special theme issue of First Language focusing on intervention and metalanguage in the context of first language development. Topics of likely interest include (but are not restricted to): case studies as well as larger population samples; intervention for clinical, educational, literacy or empirical purposes; intervention focusing on phonological, morphological, syntactic, pragmatic or lexical skills, as well as on specific skills such as naming or temporal processing; intervention involving various degrees of linguistic explicitness. Papers will undergo the usual process of peer review and will be considered for the theme issue based on their excellent scientific quality and suitability for the topic of the special issue. Submissions should be sent by email to Dorit Ravid at doritr at post.tau.ac.il . The closing date for submissions is March 30, 2005. =================== Professor Dorit Ravid The Constantiner School of Education and the Department of Communications Disorders Tel Aviv University Please send mail to: Dorit Ravid The Constantiner School of Education Tel Aviv University Tel Aviv 69978, ISRAEL Tel +972 3 5364304 (H) +972 3 6408626 (O) +972 54 4482401 (M) Fax: +972 3 5360394, 6409477 Email: doritr at post.tau.ac.il http://www.tau.ac.il/education/homepg/dorit-ravid.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From ccore at fau.edu Thu Jul 22 17:11:31 2004 From: ccore at fau.edu (Cynthia W Core) Date: Thu, 22 Jul 2004 13:11:31 -0400 Subject: "risk-taking" and LA In-Reply-To: <5.1.0.14.2.20040630130810.013e8ae0@mailstore.bgsu.edu> Message-ID: Dear Childes members, A colleague asked me about children's approach to language learning in terms of "risk-taking." I know I have read something along the lines of some children talking more and making more errors and not seeming to be bothered by that, while other children talk less, use more careful speech and make fewer errors. Is there research that substantiates this? Or is this just opinion? Where can I find references on this? Thank you. Cynthia Core, Ph.D., CCC-SLP Assistant Professor Dept of Communication Sciences and Disorders 777 Glades Road, PO Box 3091 Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 ccore at fau.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From amccoll at aludra.usc.edu Thu Jul 22 17:54:07 2004 From: amccoll at aludra.usc.edu (amccoll) Date: Thu, 22 Jul 2004 10:54:07 -0700 Subject: Cognitive Load and Literacy Assessment Message-ID: Dear colleagues, As part of a joint UCLA-USC project on early literacy assessment, we are looking for research that has examined the impact of the cognitive load of tasks (or task demands, or the ecological validity of tasks) on children's language production and/or comprehension. We would very much appreciate any suggestions about relevant research on the topic. We will send a summary of the responses to this query. Thanks for your help. Andrea McColl Graduate student in Linguistics University of Southern California From gleason at bu.edu Thu Jul 22 18:04:33 2004 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 22 Jul 2004 14:04:33 -0400 Subject: "risk-taking" and LA In-Reply-To: <000201c4700e$f51602d0$42f95b83@irm.ad.fau.edu> Message-ID: Cynthia W Core wrote: > Dear Childes members, > > A colleague asked me about children’s approach to language learning in > terms of “risk-taking.” I know I have read something along the lines > of some children talking more and making more errors and not seeming > to be bothered by that, while other children talk less, use more > careful speech and make fewer errors. > > Is there research that substantiates this? Or is this just opinion? > Where can I find references on this? > > Thank you. > > Cynthia Core, Ph.D., CCC-SLP > > Assistant Professor > > Dept of Communication Sciences and Disorders > > 777 Glades Road, PO Box 3091 > > Florida Atlantic University > > Boca Raton, FL 33431 > > (561) 297-1138 > > ccore at fau.edu > Hi... Beverly Goldfield and Catherine Snow review a number of these studies in their chapter on individual differences in our textbook, The Development of Language (5th ed., Allyn & Bacon, 2001). They cite work on risk taking or shyness and first language acquisition by D. Horgan (1981), M. A. Evans (1993), A. L. Ramer (1976), Kuczaj & Maratsos (1983), as well as work by Lily Wong Fillmore (1979) that seems to show that shy children are slower at acquiring second languages. -- Jean Berko Gleason From ehoff at fau.edu Sun Jul 25 19:26:55 2004 From: ehoff at fau.edu (ERIKA C. HOFF) Date: Sun, 25 Jul 2004 15:26:55 -0400 Subject: "risk-taking" and LA Message-ID: I believe Brian Richards talked about this. Perhaps emailing him would be the fastest way to check my recollection. Erika Hoff Jean Berko Gleason wrote: >Cynthia W Core wrote: > >> Dear Childes members, >> >> A colleague asked me about children?s approach to language learning in >> terms of ?risk-taking.? I know I have read something along the lines >> of some children talking more and making more errors and not seeming >> to be bothered by that, while other children talk less, use more >> careful speech and make fewer errors. >> >> Is there research that substantiates this? Or is this just opinion? >> Where can I find references on this? >> >> Thank you. >> >> Cynthia Core, Ph.D., CCC-SLP >> >> Assistant Professor >> >> Dept of Communication Sciences and Disorders >> >> 777 Glades Road, PO Box 3091 >> >> Florida Atlantic University >> >> Boca Raton, FL 33431 >> >> (561) 297-1138 >> >> ccore at fau.edu >> >Hi... Beverly Goldfield and Catherine Snow review a number of these >studies in their chapter on individual differences in our textbook, The >Development of Language (5th ed., Allyn & Bacon, 2001). They cite work >on risk taking or shyness and first language acquisition by D. Horgan >(1981), M. A. Evans (1993), A. L. Ramer (1976), Kuczaj & Maratsos >(1983), as well as work by Lily Wong Fillmore (1979) that seems to show >that shy children are slower at acquiring second languages. >-- > >Jean Berko Gleason > > > > > From macw at mac.com Sun Jul 25 21:34:14 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 25 Jul 2004 17:34:14 -0400 Subject: more MOR Message-ID: Dear Info-CHILDES, I just now finished running the Aguirre corpus through the Spanish MOR analyzer and disambiguating all the resulting %mor lines with POST and a little final manual disambiguation for each file. The results are on the server. We have now automatically tagged all the American English corpora, three of the Spanish corpora, most of the Japanese corpora, and the Cantonese corpora. We will continue next to the English corpora from the UK, two of which are already done, and then Italian and perhaps some Hungarian. --Brian MacWhinney From macw at mac.com Sun Jul 25 21:55:11 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 25 Jul 2004 17:55:11 -0400 Subject: ISBN numbers and OLAC Message-ID: Dear Info-CHILDES Contributors, We have now assigned ISBN numbers to each of the CHILDES corpora. These numbers will be particularly interesting for the people who have contributed the respective corpora, since you can now use the ISBN number in your bibliographies and resumes to cite the corpus as a full publication. To locate each ISBN number, just download the relevant corpus and look at the beginning of the directory listing for a file called 0metadata.cdc. Within that file, you will see a line called "Identifier". This is the ISBN number. While checking for this number, you can also review the other information listed for your corpus. These fields are designed to all web-based accessed to the corpora through a system called OLAC being designed by the Open Language Archives Community (http://www.language-archives.org). Here is a sample set of entries from one corpus in the bilingual section of the database. The two-letter codes for the languages are taken from published standards. We consider the Creator to be the Contributor in all of our corpora. --Brian MacWhinney Title: Navracsics Corpus Creator: Navracsics, Judit Subject: child language development Subject.olac:linguistic-field: language_acquisition Subject.olac:language: en Subject.olac:language: fa Subject.olac:language: hu Subject.childes:participant: age="2 - 5" Description: Persian, English, Hungarian trilingual children Publisher: TalkBank Contributor: Date: 2004-03-30 Type: text Type.olac:linguistic-type: primary_text Type.olac:discourse-type: dialogue Format: Identifier: 1-59642-141-X Language: Relation: Coverage: Rights: From smiyata at asu.aasa.ac.jp Mon Jul 26 02:16:27 2004 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Mon, 26 Jul 2004 11:16:27 +0900 Subject: ISBN numbers and OLAC In-Reply-To: <4D2A002C-DE85-11D8-94EA-000A95953BA0@mac.com> Message-ID: Dear Brian, that's a great idea! Two clarification questions: the correct citation for the corpus below would then be Navrascics, J. (2004). Navrascics Corpus. TalkBank. 1-59642-141-X. (or without the number?) And is it possible to search the internet or TalkBank with just the number, and to actually find the corpus ? (i've checked and just found a notice at BookFinder.com, which doesn't really help; also neither the TalkBank page nor the OLAC page give any hints) Susanne Miyata At 17:55 -0400 04.7.25, Brian MacWhinney wrote: >Dear Info-CHILDES Contributors, > > We have now assigned ISBN numbers to each of the CHILDES corpora. >These numbers will be particularly interesting for the people who >have contributed the respective corpora, since you can now use the >ISBN number in your bibliographies and resumes to cite the corpus as >a full publication. To locate each ISBN number, just download the >relevant corpus and look at the beginning of the directory listing >for a file called 0metadata.cdc. Within that file, you will see a >line called "Identifier". This is the >ISBN number. While checking for this number, you can also review >the other information listed for your corpus. These fields are >designed to all web-based accessed to the corpora through a system >called OLAC being designed by the Open Language Archives Community >(http://www.language-archives.org). Here is a sample set of entries >from >one corpus in the bilingual section of the database. The two-letter >codes for the languages are taken from published standards. We >consider the Creator to be the Contributor in all of our corpora. > >--Brian MacWhinney > >Title: Navracsics Corpus >Creator: Navracsics, Judit >Subject: child language development >Subject.olac:linguistic-field: language_acquisition >Subject.olac:language: en >Subject.olac:language: fa >Subject.olac:language: hu >Subject.childes:participant: age="2 - 5" >Description: Persian, English, Hungarian trilingual children >Publisher: TalkBank >Contributor: >Date: 2004-03-30 >Type: text >Type.olac:linguistic-type: primary_text >Type.olac:discourse-type: dialogue >Format: >Identifier: 1-59642-141-X >Language: >Relation: >Coverage: >Rights: From Ioulia.Kovelman at Dartmouth.EDU Mon Jul 26 15:13:54 2004 From: Ioulia.Kovelman at Dartmouth.EDU (Ioulia Kovelman) Date: Mon, 26 Jul 2004 11:13:54 EDT Subject: Post-Doctoral Position Message-ID: Dear Info-Childes, Please help us circulate the following Post-Doc Position advertisement. NSF Science of Learning Center Cognitive Neuroscience, Dartmouth College Post-Doc Position Available Exciting research opportunity to study the neural and behavioral foundations of Language in mono/bilingual babies, children, and adults with 2-year post-doc (renewable), jointly through Dartmouth's Psychological & Brain Sciences and Educational Neuroscience divisions. PhD and strong experimental expertise required. Send vita, 3 letters of recommendation, research statement to Professor Laura-Ann Petitto, Dartmouth College, Hanover, NH. 03755 (USA); 603-646-9152; Laura-Ann.Petitto at Dartmouth.edu (start date: immediately-Jan 1, 2005). From ehoff at fau.edu Mon Jul 26 19:10:31 2004 From: ehoff at fau.edu (Erika Hoff) Date: Mon, 26 Jul 2004 15:10:31 -0400 Subject: video clips of child language research Message-ID: Dear all, I had this idea that it would be interesting to my undergraduate students to see video clips of the different methods used to study language development and to see clips of the studies they read about. If people have such clips available on websites or otherwise, I would be very grateful to hear about them. Let me know if you would like the info shared. Many thanks in advance, Erika Hoff Erika Hoff, Ph.D. Professor of Psychology Florida Atlantic University 2912 College Avenue Davie, FL 33314 -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Mon Jul 26 19:43:09 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 26 Jul 2004 15:43:09 -0400 Subject: video clips of child language research In-Reply-To: <200407261910.i6QJAZN02671@bert.fau.edu> Message-ID: Dear Erika et al., I've seen a few clips about research methods for studies of language acquisition here and there at people's web sites. If people who have produced such clips would like to either have them also mounted at the CHILDES website or have pointers from that site, I would be happy to organize that too. --Brian MacWhinney From abunger at northwestern.edu Mon Jul 26 21:10:12 2004 From: abunger at northwestern.edu (Ann Bunger) Date: Mon, 26 Jul 2004 16:10:12 -0500 Subject: video clips of child language research Message-ID: I've been using some videos in the child language acquisition class I'm teaching this summer, and the students really seem to enjoy them. The LSA has a video archive that can (usually) be accessed from the www.lsadc.org homepage by following the About Linguistics: Videos on the Web link. Some of those videos should be relevant. (Right now though, I'm having trouble with the website.) The Language Acquisition Lab at U Maryland also makes available some nifty videos of their research on the acquisition of syntax, which can be found at: http://www.ling.umd.edu/Graciela/LanguageVideos/ Also I've made a short video about my own research, which is a follow-up to the Naigles 1990 study on verb learning (Bunger & Lidz, BUCLD 2004) in which we investigate whether kids can be driven by the syntactic frame in which it is presented to interpret a novel verb as a label for the various different parts of a single causative event. The video is aimed at a non-linguistic audience, and I could try to make that available on-line if anyone is interested in seeing it. Ann Bunger Department of Linguistics Northwestern University ==============Original message text=============== On Mon, 26 Jul 2004 2:10:31 pm CDT "Erika Hoff" wrote: Dear all, I had this idea that it would be interesting to my undergraduate students to see video clips of the different methods used to study language development and to see clips of the studies they read about. If people have such clips available on websites or otherwise, I would be very grateful to hear about them. Let me know if you would like the info shared. Many thanks in advance, Erika Hoff Erika Hoff, Ph.D. Professor of Psychology Florida Atlantic University 2912 College Avenue Davie, FL 33314 ===========End of original message text=========== ----------- Ann Bunger Department of Linguistics Northwestern University From a.crutchley at hud.ac.uk Tue Jul 27 12:13:48 2004 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Tue, 27 Jul 2004 13:13:48 +0100 Subject: bilingualism videos Message-ID: On the topic of videos... I'm going to be teaching a couple of modules on bi/-multilingualism next semester and am looking for video resources (video tapes, DVDs or online clips) that I could use with students. Does anyone have any ideas? I'd be particularly interested in footage of people codeswitching/-mixing, and anything relating to UK ethnic minority communities, but more general suggestions would also be gratefully received. Thanks very much! Alison ........................................................................ .......... 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 ........................................................................ .......... --- This transmission is confidential and may be legally privileged. If you receive it in error, please notify us immediately by e-mail and remove it from your system. If the content of this e-mail does not relate to the business of the University of Huddersfield, then we do not endorse it and will accept no liability. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ezaretsky at comdis.umass.edu Tue Jul 27 12:34:32 2004 From: ezaretsky at comdis.umass.edu (Elena Zaretsky) Date: Tue, 27 Jul 2004 08:34:32 -0400 Subject: More on videos Message-ID: Dear members, Since videos are a big topic of the last few days, here is another request: Does anyone know about videos that illustrate some language disorders, may be a sample of child-clinician interaction, or a sample of child's language behavior (expressive language delays, may be apraxia of speech, etc.)? I am teaching a course on Language Disorders this Fall and would like to involve students in identifying certain characteristics of language disorders. I would appreciate any suggestions and will post references. Dr. Elena Zaretsky, Assistant Professor Department of Communication Disorders University of Massachusetts, Amherst -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Tue Jul 27 14:08:28 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 27 Jul 2004 10:08:28 -0400 Subject: More on videos In-Reply-To: <003101c473d6$113d6b90$6401a8c0@violist> Message-ID: Dear Elena et al, I guess this question arises (unsurprisingly) each summer when people are preparing to teach in the Fall. In any case, when this topic popped up last year, I compiled suggestions into a file that is located at http://childes.psy.cmu.edu/teach/index.html That list has many suggestions regarding normal acquisition and dialectology, but little on language disorders per se. The one movie in that area is called "Growing up Different." If people have suggestions in that area, I would be happy to revise the list to include them. --Brian MacWhinney On Jul 27, 2004, at 8:34 AM, Elena Zaretsky wrote: > Dear members, > Since videos are a big topic of the last few days, here is another > request: > Does anyone know about videos that illustrate some language disorders, > may be a sample of child-clinician interaction, or a sample of child's > language behavior (expressive language delays, may be apraxia of > speech, etc.)? > I am teaching a course on Language Disorders this Fall and would like > to involve students in identifying certain characteristics of language > disorders. > I would appreciate any suggestions and will post references. >   > Dr. Elena Zaretsky, > Assistant Professor > Department of Communication Disorders > University of Massachusetts, Amherst From charlene_chamberlain at und.nodak.edu Tue Jul 27 15:52:46 2004 From: charlene_chamberlain at und.nodak.edu (Charlene Chamberlain) Date: Tue, 27 Jul 2004 10:52:46 -0500 Subject: More on videos In-Reply-To: <003101c473d6$113d6b90$6401a8c0@violist> Message-ID: For clips of children with language disorders, I use the CD ROM: Gilliam et al (1999). Case Studies in Communication Sciences & Disorders: Child Languge. I use this in a graduate class but the clips are great to show undergraduates. On Jul 27, 2004, at 7:34 AM, Elena Zaretsky wrote: > Dear members, > Since videos are a big topic of the last few days, here is another > request: > Does anyone know about videos that illustrate some language disorders, > may be a sample of child-clinician interaction, or a sample of child's > language behavior (expressive language delays, may be apraxia of > speech, etc.)? > I am teaching a course on Language Disorders this Fall and would like > to involve students in identifying certain characteristics of language > disorders. > I would appreciate any suggestions and will post references. >   > Dr. Elena Zaretsky, > Assistant Professor > Department of Communication Disorders > University of Massachusetts, Amherst > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Charlene Chamberlain, PhD Communication Sciences & Disorders University of North Dakota, PO Box 8040 Grand Forks, ND, 58202-8040 office (tel/tty): 701-777-2315 lab (tel/tty/fax): 701-777-6404 From hitomi-murata at mri.biglobe.ne.jp Wed Jul 28 13:17:12 2004 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Wed, 28 Jul 2004 22:17:12 +0900 Subject: TCP 2005: Call for Papers Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be holding the sixth Tokyo Conference on Psycholinguistics(TCP2005) on March 18 and 19, 2005. The invited speakers are Prof. Masatoshi Koizumi (Tohoku University) and Prof. Ken Wexler (MIT). We encourage you to submit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ The Sixth Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 18 and 19, 2005 The Tokyo Conference on Psycholinguistics welcomes submissions for paper presentations at its sixth conference. It will accept papers that represent any scientific endeavor that addresses itself to "Plato's problem"concerning language acquisition: "How can we gain a rich linguistic system given our fragmentary and impoverished experience?" Its scope thus includes linguistic theory (phonology, morphology, syntax and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among other topics. New! New! New! New! New! New! New! There are two types of presentations, namely long ones and short ones. A long presentation will be 30 minutes, with 15 additional minutes devoted to discussion (a total of 45 minutes). A short presentation will be 20 minutes, with 10 additional minutes devoted to discussion (a total of 30 minutes). Please send an abstract following the guidelines below: 1. Only e-mail submissions addressed to tcpabst at otsu.icl.keio.ac.jp will be accepted. The subject of the e-mail should be “abstract”. 2. The author information should be included in the body of the e-mail. The information should include: (a) name, (b) affiliation, (c) title of paper, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). If your paper has multiple authors, please provide information regarding all of the co-authors. 3. A PDF file of your abstract in English should be attached to the e-mail. Document files (MS WORD) cannot be accepted. If you have any problems in applying by e-mail with a PDF file attachment, please do not hesitate to contact the TCP Committee at tcp at otsu.icl.keio.ac.jp 4. Format the files of your abstracts (including bibliography) to A4 paper size, single-spaced, limiting the length to a maximum of 2 pages. 5. The font size should be 12 point. For any fonts used, a font file should be attached. 6. Do not put your name on your abstract. 7. Put the title on the top of the first page. 8. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 9. You may not submit more than one single (single author) paper and one joint (co-authored) paper. 10. Clearly state the nature of the problem that you are addressing. 11. Cite sufficient data, and explain why and how they support your argument. 12. Avoid vague promissory notes such as "A solution will be presented". 13. The accepted abstracts will be shown on the TCP website. 14. In case your paper is accepted as a short presentation even though you submitted an abstract for the long presentation, please check the following. --I am willing to do a short presentation --I am not willing to do a short presentation The abstract must be received by November 30, 2004 by 11:59 pm JST (Japan Standard Time) via e-mail to: tcpabst at otsu.icl.keio.ac.jp Late submissions will not be accepted. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 12, 2005. 　 In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of the details regarding this matter later. Most likely, you will be asked to e-mail us your paper as a MS Word and a PDF file attachment by mid-May 2005. Unfortunately, TCP has no funds for financial assistance. Participants are also expected to make their own travel arrangements. 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 psycho.comp at hunter.cuny.edu Wed Jul 28 14:15:03 2004 From: psycho.comp at hunter.cuny.edu (William Gregory Sakas) Date: Wed, 28 Jul 2004 10:15:03 -0400 Subject: Announcement: Psychocomputational Models of Human Language Acquisition Workshop Message-ID: ************************************************************************ *** Call for Participation Psycho-computational Models of Human Language Acquisition A COLING 2004 Workshop Geneva Switzerland 28 August 2004 http://www.colag.cs.hunter.cuny.edu/psychocomp/ ************************************************************************ **** Workshop Topic -------------- The workshop is devoted to psychologically-motivated computational models of language acquisition. That is, models that are compatible with research in psycholinguistics, developmental psychology and linguistics. Invited Speakers ---------------- * Walter Daelemans, University of Antwerp and Tilburg University * Elan Dresher, University of Toronto * Jerome A. Feldman, University of California at Berkeley * Charles D. Yang, Yale University Registration ------------ http://www.issco.unige.ch/coling2004/ Workshop Description -------------------- How children acquire the grammar of their native language(s) is one of the most beguiling open questions of modern science. The principal goal of this workshop is to bring together researchers from diverse backgrounds who are interested in the study of human language acquisition from a computational perspective. Cross-discipline discussion will be encouraged. Presented research draws computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, cognitive psychology and psycholinguistics. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. This begs the question, to what extent can a psychologically plausible statistical learning strategy be successfully exploited in a "full-blown" psycho-computational acquisition model? Accepted Papers (full text and presentation schedule available at http://www.colag.cs.hunter.cuny.edu/psychocomp/program.html ) ----------------------------------------------------------------------- A Quantitative Evaluation of Naturalistic Models of Language Acquisition; the Efficiency of the Triggering Learning Algorithm Compared to a Categorial Grammar Learner -- Paula Buttery On Statistical Parameter Setting -- Damir Cavar, Joshua Herring,Toshikazu Ikuta, Paul Rodrigues -- and Giancarlo Schrementi Putting Meaning into Grammar Learning -- Nancy Chang Grammatical Inference and First Language Acquisition -- Alexander Clark A Developmental Model of Syntax Acquisition in the Construction Grammar Framework with Cross-Linguistic Validation in English and Japanese -- Peter Ford Dominey and Toshio Inui On the Acquisition of Phonological Representations -- B. Elan Dresher Statistics Learning and Universal Grammar: Modeling Word Segmentation -- Timothy Gambell and Charles Yang Modelling Syntactic Development in a Cross-Linguistic Context -- Fernand Gobet, Daniel Freudenthal and Julian M. Pine A Computational Model of Emergent Simple Syntax: Supporting the Natural Transition from the One-Word Stage to the Two-Word Stage -- Kris Jack, Chris Reed and Annalu Waller On a Possible Role for Pronouns in the Acquisition of Verbs -- Aarre Laakso and Linda Smith Some Tests of an Unsupervised Model of Language Acquisition -- Bo Pedersen, Shimon Edelman, Zach Solan, David Horn -- and Eytan Ruppin Modelling Atypical Syntax Processing -- Michael S. C. Thomas and Martin Redington Combining Utterance-Boundary and Predictability Approaches to Speech Segmentation -- Aris Xanthos Workshop Organizer ------------------ William Gregory Sakas, City University of New York Program Committee ----------------- * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Morten H. Christiansen, Cornell University, USA * Stephen Clark, University of Edinburgh, UK * James Cussens, University of York, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg ersity, The Netherlands * Jeffrey Elman, University of California, San Diego, USA * Gerard Kempen, Leiden University, The Netherlands and The Max Planck Institute, Nijmegen * Vincenzo Lombardo, University of Torino, Italy * Larry Moss, University of Indiana, USA * Miles Osborne, University of Edinburgh, UK * Dan Roth, University of Illinois at Urbana-Champaign, USA * Ivan Sag, Stanford University, USA * Jeffrey Siskind, Purdue University, USA * Mark Steedman, University of Edinburgh, UK * Menno van Zaanen, Tilburg University, The Netherlands * Charles Yang, Yale University, USA Contact: -------- Psycho.Comp at hunter.cuny.edu or sakas at hunter.cuny.edu http://www.colag.cs.hunter.cuny.edu/psychocomp/ William Gregory Sakas, Ph.D. Computer Science and Linguistics Hunter College and the Graduate Center City University of New York Voice: (212) 772.5211 Fax: (212) 772.5219 Email: sakas at hunter.cuny.edu WWW: http://www.hunter.cuny.edu/cs/Faculty/Sakas/ William Gregory Sakas, Ph.D. Computer Science and Linguistics Hunter College and the Graduate Center City University of New York Email: sakas at hunter.cuny.edu Voice: 1 212 772.5211 Fax: 1 212 772.5219 -------------- next part -------------- An HTML attachment was scrubbed... URL: From charlene_chamberlain at und.nodak.edu Thu Jul 29 16:30:24 2004 From: charlene_chamberlain at und.nodak.edu (Charlene Chamberlain) Date: Thu, 29 Jul 2004 11:30:24 -0500 Subject: Child Language Disorders CD Message-ID: Several folks have emailed me asking for the ordering info for the Case Studies CD-ROM I mentioned in a previous email. Here it is: Case Studies in Communication Disorders: Child Language (1999) > Singular Publishing Group, Inc. > 410 West "A" Street, Suite 325 > San Diego, CA 92101-7904 > > I think Singular was bought by Delmar so the address now may be > different, but that is the info on the CD itself. > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Charlene Chamberlain, PhD University of North Dakota Communication Sciences & Disorders PO Box 8040, Grand Forks, ND, 58202-8040 Tel: 701-777-2315 Fax: 701-777-45778 From margueritemcq at yahoo.com Thu Jul 29 16:54:59 2004 From: margueritemcq at yahoo.com (Marguerite McQuire) Date: Thu, 29 Jul 2004 09:54:59 -0700 Subject: Child Language Disorders CD In-Reply-To: <97CFEAAA-E17C-11D8-B483-000A95B70D94@und.nodak.edu> Message-ID: Please take me off the List. --- Charlene Chamberlain wrote: > Several folks have emailed me asking for the > ordering info for the Case > Studies CD-ROM I mentioned in a previous email. > Here it is: > > Case Studies in Communication Disorders: Child > Language (1999) > > > Singular Publishing Group, Inc. > > 410 West "A" Street, Suite 325 > > San Diego, CA 92101-7904 > > > > I think Singular was bought by Delmar so the > address now may be > > different, but that is the info on the CD itself. > > > > > > > > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > Charlene Chamberlain, PhD > University of North Dakota > Communication Sciences & Disorders > PO Box 8040, Grand Forks, ND, 58202-8040 > Tel: 701-777-2315 > Fax: 701-777-45778 > > > __________________________________ Do you Yahoo!? Yahoo! Mail is new and improved - Check it out! http://promotions.yahoo.com/new_mail From sdevitt at tcd.ie Fri Jul 30 13:14:45 2004 From: sdevitt at tcd.ie (Sean Devitt) Date: Fri, 30 Jul 2004 14:14:45 +0100 Subject: Acquisition of questions and negatives L1 and L2 English Message-ID: Dear Colleagues, I am working on the acquisition of negatives and questions in English L1 and L2, and would appreciate any references to work in either of these areas, - relevant databases, articles etc. I will put the answers together and circulate to the CHILDES list. Many thanks in advance. Sean Devitt Dr. Seán Devitt, Senior Lecturer in Education, Education Department, Trinity College, University of Dublin Dublin. From pgordon at exchange.tc.columbia.edu Fri Jul 30 16:06:23 2004 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Fri, 30 Jul 2004 12:06:23 -0400 Subject: Proposal to develop a GEMS folder on CHILDES Message-ID: Proposal to develop a GEMS folder on CHILDES Many of us in the child language community are parents, but we don't have the time or organization to collect large language samples from our kids. However, probably most of us have kept a notebook handy to record interesting things that our kids say. Sometimes they just never get used because it's not really enough to publish and might end up being only an anecdote in our classes. It seems to me that this is a rich source of unsystematic but theoretically relevant data. It's the kind of data that will only show up fortuitously in the more systematic data collections but because we as child language researchers are trained to know when something is remarkable, we can identify such utterances easily and jot them down. Think of all of the rich examples that have become available, for example, from Melissa Bowerman with these kinds of data. I would suggest that we develop a format for distributing these gems -- perhaps the same basic CHAT format in little mini files-- and have a folder in which these can be reside on CHILDES. Perhaps we could include key words that would help to identify the kind of error that the child made. This would not substitute for true quantitative data, but it might be useful for answering questions, for example, about whether or not kids ever make errors of certain types. Such errors may never show up in the systematic speech samples but nevertheless could be found within the broader language output of the child. Perhaps we could start off by seeing how many of us have these scrappy notebooks lying around waiting to be mined. Perhaps if there were a public place to deposit such data, this might encourage people to do this more. Peter Gordon Peter Gordon, Associate Professor 525 W 120th St. Box 180 Biobehavioral Sciences Department Teachers College, Columbia University New York, NY 10027 (212) 678-8162 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Frank.Wijnen at let.uu.nl Fri Jul 30 16:29:21 2004 From: Frank.Wijnen at let.uu.nl (Wijnen, Frank) Date: Fri, 30 Jul 2004 18:29:21 +0200 Subject: Proposal to develop a GEMS folder on CHILDES Message-ID: Hi Peter, and everybody else-- This is an excellent idea, and I'd be happy to share the (limited) notes I have on my children. I am not sure whether the CHAT coding format would be the most appropriate and convenient. It would be nice to be able to access such a collection of observations through a variety of search terms, a.o. language, speaker's age, linguistic domain, context, ... The relational database approach that's often used in (adult) speech error research might be useful here too. No doubt, Brian will have something relevant to say on this matter. best wishes, --Frank Wijnen. -----Original Message----- From: Gordon, Peter Proposal to develop a GEMS folder on CHILDES From a.karmiloff-smith at ich.ucl.ac.uk Mon Jul 5 15:30:39 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Mon, 5 Jul 2004 16:30:39 +0100 Subject: Chatoor Play Scale Message-ID: Does anyone know how I can see what the above scale measures please? Annette K-S -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, 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.westermann at bbk.ac.uk Tue Jul 6 15:34:52 2004 From: g.westermann at bbk.ac.uk (Gert Westermann) Date: Tue, 6 Jul 2004 16:34:52 +0100 Subject: audio recording for speech analysis Message-ID: Hi everyone, We are planning to analyze the speech of post-tracheostomized children, and I'm currently looking for appropriate recording equipment. There have been some discussions on equipment before, but since technology moves fast, let me ask again. Because we are analyzing speech, compression of the audio signal should not be too large. I have been looking at systems that record directly to a built-in hard disk, or DAT recorders. Recording directly to a laptop might also be an option. Could anyone recommend a system/microphone that would be suitable for this? Thanks, -- Gert ===================================================================== Gert Westermann gwestermann at brookes.ac.uk Department of Psychology, Oxford Brookes University, Oxford OX3 0BP Tel +44 (0)1865 48 37 72 Fax: +44 (0)1865 48 38 87 ===================================================================== ------------------------------------------------- This mail sent through IMP: http://horde.org/imp/ From pss116 at bangor.ac.uk Tue Jul 6 17:45:57 2004 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Tue, 6 Jul 2004 18:45:57 +0100 Subject: Post for Educational Psychologist, Dyslexia Unit Message-ID: An HTML attachment was scrubbed... URL: From gagarina at zas.gwz-berlin.de Wed Jul 7 16:49:38 2004 From: gagarina at zas.gwz-berlin.de (Gagarina) Date: Wed, 7 Jul 2004 18:49:38 +0200 Subject: Call for Papers In-Reply-To: Message-ID: Call for Papers Workshop: Frequency effects in language acquisition (Frequenzeffekte im Spracherwerb) DGfS-Jahrestagung (Annual meeting of the German linguistic society), 23-25 February 2005, Koeln University Deadline for submissions: September 1, 2004 The effect of input frequency is a current issue in language acquisition studies, and different positions are taken concerning how the input frequency of a linguistic element is mirrored in children's language. While some researchers argue for an effect of input frequency, others do not. Differences also result from the various theoretical backgrounds from which this topic is addressed. Some studies rely on the analysis of naturalistic data, while other studies simulate language production. In this workshop, we aim to bring together a variety of opinions and stimulate a general discussion of (a) the role of input frequency in the acquisition process and (b) the way in which contradictory results may be integrated. We welcome contributions addressing questions related to this topic: (a) does input frequency affect the order of acquisition of linguistic elements? (b) how is input frequency mirrored in the speech of the children? (c) in which way does input frequency interact with other factors that increase the salience of linguistic elements? We especially encourage presentations that involve the analysis of less studied languages. Abstracts should be up to 500 words in length and should be sent to Insa Guelzow: guelzow at zas.gwz-berlin.de or Natalia Gagarina: gagarina at zas.gwz-berlin.de Presentations: about 15-20 minutes plus discussion Workshop languages: German and English A German description of the Workshop and general conference information is accessible at www.dgfs.de/remarks/d1/rm116.pdf We plan to publish a volume - ZAS Papers in Linguistics - with the accepted contributions. From cmartinot at free.fr Thu Jul 8 15:46:00 2004 From: cmartinot at free.fr (Claire Martinot) Date: Thu, 8 Jul 2004 17:46:00 +0200 Subject: =?iso-8859-1?Q?e-mail_of_J=FCrgen_Meisel?= Message-ID: Dear Info-Childes Could anyone give me the e-mail of J?rgen Meisel in Hamburg, oder vielleicht J?rgen, wenn Du selbst das liest, m?chte ich Dir um etwas bitten. Vielen Dank im voraus und beste Gr?sse Thanks for the information ************************************************** Claire Martinot Ma?tre de Conf?rences, HDR Universit? Ren? Descartes, Paris 5 LEAPLE, UMR 8606 49, av. de Cond? F-94100 Saint-Maur-des-Foss?s ************************************************** From yrose at mun.ca Fri Jul 9 14:40:21 2004 From: yrose at mun.ca (Yvan Rose) Date: Fri, 9 Jul 2004 12:10:21 -0230 Subject: New volume on phonological acquisition Message-ID: [Sorry for any cross-posting.] Segmental-prosodic interaction in phonological development: A comparative investigation Special double issue of the Canadian Journal of Linguistics/Revue canadienne de linguistique 48(3-4) (2003) Guest editors: Heather Goad (McGill University) and Yvan Rose (Memorial University) Contents: John Archibald (University of Calgary): Learning to parse second language consonant clusters Jessica A. Barlow (San Diego State University): Asymmetries in the acquisition of consonant clusters in Spanish Katherine Demuth & Mark Johnson (Brown University): Truncation to subminimal words in early French Heather Goad (McGill University), Lydia White (McGill University) & Jeffrey Steele (University of Toronto): Missing inflection in L2 acquisition: Defective syntax or L1-constrained prosodic representations? Wenckje Jongstra (University of Toronto): Variable and stable clusters: Variation in the realisation of consonant clusters Margaret Kehoe & Conxita Lleo (University of Hamburg): A phonological analysis of schwa in German first language acquisition Michele L. Morrisette, Daniel A. Dinnsen & Judith A. Gierut (Indiana University): Markedness and context effects in the acquisition of place features Mitsuhiko Ota (University of Edinburgh): The development of lexical pitch accent systems: An autosegmental analysis Joe Pater & Adam Werle (University of Massachusetts, Amherst): Direction of assimilation in child consonant harmony Yvan Rose (Memorial University): Place specification and segmental distribution in the acquisition of word-final consonant syllabification ------------------------------------------------------------------------ ---------------------------------- To order, please send an e-mail message directly to University of Toronto Press at: journals at utpress.utoronto.ca. Cost: $30.00 (plus shipping and handling). For orders outside Canada, please remit in US funds. Please include the following information: - Name: - Complete Mailing Address: - Telephone Number: - E-mail address: ------------------------------------------------------------------------ ---------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2224 bytes Desc: not available URL: From christinewagnerslp at yahoo.com Sat Jul 10 22:35:51 2004 From: christinewagnerslp at yahoo.com (Christine Wagner) Date: Sat, 10 Jul 2004 15:35:51 -0700 Subject: MLU Message-ID: Dear CHILDES, Thank you for the following references. -Christine Wagner MLU References: Bornsetin, Haynesm Painter & Genevro (2000) Child language with mother and with stranger at home and in the laboratory: a methodological study. Journal of Child language, 27: 407-420. Johnston, Judith R. An alternate MLU calculation: Magnitude and variability of effects. Journal of Speech, Language, & Hearing Research. Vol 44(1) Feb 2001, 156-164. Reissland, N., Shepherd, J. & Stephenson, T. (1999). Maternal verbal interaction in different situations with infants born prematurely or at term. Infant and Child Development, 8, 39-48. Reissland, N., Shepherd, J., Herrera, E. (2002). The pitch of maternal voice: a comparison of mothers suffering from depressed mood and non-depressed mothers reading books to their infants. Journal of Child Psychology and Psychiatry, 43:7, 1-7. Chabon, S., Kent-Udolf, L., Egolf, D. (1982). The temporal reliability of Brown?s mean length of utterance measure with post-stage V children. Journal of Speech and Hearing Research, 25, 124-128. Dunn, M., Flax, J., Sliwinski, M., & Aram, D. M.(1996). The use of spontaneous language measures as criteria for identifying children with specific language impairment: An attempt to reconcile clinical and research incongruence. Journal of Speech and Hearing Research, 39, 643-654. Eisenberg, S., Fersko, T., & Lundgren, C. (2001). The use of MLU for identifying language impairment in preschool children: A review. American Journal of Speech-Language Pathology, 10, 323-342. Evans, J. & Craig, H. (1992). Language sample collection and analysis: Interview compared to freeplay assessment. Journal of Speech and Hearing Research, 35, 343-353. *Gavin, W. & Giles, L. (1996). Sample size effects on temporal reliability of language sample measures of preschool children. Journal of Speech & Hearing Research, 39, 1258-1262 *Hadley, P. (1998). Language sampling protocols for eliciting text-level discourse. Language, Speech, and Hearing Services in Schools, 29, 132-147. Klee, T. (1992b). Measuring children?s conversational language. In S. Warren and J. Reichle (Eds.) Causes and effects in communication and language intervention (pp. 315-330). Baltimore, MD: Paul H. Brookes Publishing. Klee, T. (1992a). Developmental and diagnostic characteristics of quantitative measures of children?s language production. Topics in Language Disorders, 12(2), 28-41. *Leadholm, B.J., & Miller, J.F. (1992). Language sample analysis: The Wisconsin guide. Madison, WI: Wisconsin Department of Public Instruction. Mirenda, P., & Donellan, A. (1986). Effects of adult interaction style on conversational behavior in students with severe communication problems. Language, Speech and Hearing Services in Schools, 17, 126-141. Hoff, E. (2004). Language use does not always reflect language knowledge. Poster presented at the 2004 meetings of the international society for the study of behavioural development, Ghent, Belgium, July 11-15. --------------------------------- Do you Yahoo!? New and Improved Yahoo! Mail - 100MB free storage! -------------- next part -------------- An HTML attachment was scrubbed... URL: From plahey at mindspring.com Sun Jul 11 23:34:52 2004 From: plahey at mindspring.com (Peg Lahey) Date: Sun, 11 Jul 2004 19:34:52 -0400 Subject: BLCF: Evidenc-Based Practice in Child Language Disorders Message-ID: The Bamford-Lahey Children's Foundation has inserted a section on its website www.bamford-lahey.org devoted to Evidence-Based Practice (EBP). This section includes a summary of the first meeting of a Working Group on Evidence-Based Practice in Child Language Disorders. The Foundation was one of the sponsors of this meeting that took place in May of this year. A list of participants is included in this section as well as copies of the Power-Point presentations made at the meeting and a list of handouts. Also in this section are a number of bibliographies relevant to EBP. One includes information of EBP in general including some reviews and guidelines in related fields. Listings of some research studies that have evaluated practices in language intervention and language assessment are also listed. The link to the section is http://www.bamford-lahey.org/ebp.html. Your comments and additions are appreciated. Note also that we have posted an update on a grant project that has been completed-- at the end of page http://www.bamford-lahey.org/projects-completed.html. Margaret Lahey, Ed.D. President, Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.perkins at sheffield.ac.uk Mon Jul 12 10:02:27 2004 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Mon, 12 Jul 2004 11:02:27 +0100 Subject: TA/Studentships at Sheffield Message-ID: UNIVERSITY OF SHEFFIELD DEPARTMENT OF HUMAN COMMUNICATION SCIENCES TWO STUDENTSHIPS / TEACHING ASSISTANTSHIPS IN HUMAN COMMUNICATION SCIENCES The Department of Human Communication Sciences at Sheffield is one of the leading UK centres for education and research in communication and its disorders, offering undergraduate and postgraduate degree courses. It has ESRC +3 and CASE recognition for research training, and was awarded a 4 in RAE 2001. Two graduates with a bachelor's (1st or 2.1) or masters degree in speech and language therapy, psychology, linguistics or related subjects, are sought, to pursue research into an area of human communication sciences for which supervision is available. The department has strong research interests in speech, language and literacy development and disorders, psychosocial aspects of communication disorders, clinical linguistics and phonetics and cognitive neuroscience of speech and language. For details of staff research interests, see the departmental web page: http://www.shef.ac.uk/uni/academic/R-Z/spsu/ or the Human Communication Sciences Graduate Prospectus, obtainable from the address below. The successful candidates will register initially for MPhil, with the possibility of transferring to PhD after one year. In addition, they will undertake tutorial duties up to 6 hours per week during term-time, with associated preparation and marking. This will involve backing up lectures on various degree courses offered in the department (i.e. the BMedSci Speech and MMedSci in Clinical Communication Studies leading towards qualification as a speech and language therapist, and the non-clinical BSc in Human Communication Sciences and MSc/Diploma in Language and Communication Impairment in Children). In the case of a qualified and experienced speech and language therapist, this may include student supervision and teaching in the departmental clinic. The studentship is for 3 years in the first instance, subject to an annual progress review. The stipend, which does not attract UK income tax, is ?11,000 p.a. plus MPhil/PhD fees (home rate). In addition, monies will be available for the purchase of equipment relevant to the area of research and for conference attendance and travel. Applicants should in the first instance submit a c.v. including details of relevant courses taken in previous degrees; an abstract of any research project(s) already undertaken; details of any relevant teaching experience; and description of possible PhD research topic (up to 1 side of A4). For informal discussion you may contact Professor Mick Perkins on 0114-222-2408 (m.perkins at sheffield.ac.uk) or Dr Shelagh Brumfitt on 0114-222-2406 (s.m.brumfitt at sheffield.ac.uk). Applications should be sent either electronically or by post to Mrs Jill Raffo, Department of Human Communication Sciences, University of Sheffield, 31 Claremont Crescent, Sheffield S10 2TA, j.raffo at sheffield.ac.uk to arrive by Monday 26 July 2004, with interviews likely to take place during week commencing 2 August 2004. Professor Mick Perkins Department of Human Communication Sciences University of Sheffield Sheffield S10 2TN UK Tel: (+44) (0)114 2222408 Fax: (+44) (0)114 2730547 http://www.shef.ac.uk/uni/academic/R-Z/spsu/academics/perkins_mick.html From edy.veneziano at paris5.sorbonne.fr Tue Jul 13 19:22:42 2004 From: edy.veneziano at paris5.sorbonne.fr (edy veneziano) Date: Tue, 13 Jul 2004 21:22:42 +0200 Subject: Colloque Langage / Repetition - Paris - Avril 2005 (1er Appel) In-Reply-To: <5.0.2.1.2.20040630143616.00a72908@mail.univ-poitiers.fr> Message-ID: Information for French speakers ---------- From: ColloqueRRR Subject: Colloque Langage / Repetition - Avril 2005 (1er Appel) Appel ? Communications Affich?es Colloque RRR R?p?titions, Reprises et Reformulations Quels usages dans les interactions verbales? Colloque organis? par le groupe PERGAME Soutenu par LaCo-CNRS, Universit? de Poitiers LEAPLE-CNRS,Universit? Ren? Descartes-Paris 5 EA 1483, Universit? Paris 3 PARIS, 1er 2 Avril 2005 Universit? Ren? Descartes 12, Rue de L? Ecole de M?decine 75005 Paris R?p?ter, reprendre ou reformuler sont des actes qui s?accomplissent quotidiennement dans les interactions, tant ? l?oral qu?? l??crit. En d?pit de leur fr?quence, ces ph?nom?nes n?ont pas un statut th?orique clair, que ce soit dans le champ de la linguistique, de la psychologie du langage ou de la psycholinguistique. La r?p?tition n?a pas pour autant ?t? historiquement absente de l??volution des id?es ? propos du langage : on peut se souvenir du d?bat r?p?tition/cr?ation entre les behavioristes et les g?n?rativistes. A un niveau plus g?n?ral du fonctionnement humain, la r?p?tition est consid?r?e en psychologie cognitive et du d?veloppement, ? travers les concepts de sch?me, de scripts et de format, comme un ph?nom?ne fondamental impliqu? dans l??mergence, la consolidation et l?extension des connaissances. Dans le champ de la linguistique, de fa?on r?cente, la r?p?tition constitue un objet d??tude, au sein d?approches attentives aux ph?nom?nes ?nonciatifs, discursifs ou pragmatiques L?objectif de ces Journ?es est de d?battre sur les diff?rentes mani?res d?envisager les ph?nom?nes de r?p?tition, reprise et reformulation (RRR) et leur ?ventuel r?le dans l?acquisition, le fonctionnement et le dysfonctionnement du langage. Quelles formes prennent les RRR et ? quoi servent-elles dans le fonctionnement du langage et des interactions ? Les RRR peuvent ?tre plus ou moins compl?tes, concerner la structure ou le sens, ?tre r?alis?es par le locuteur lui-m?me ou par son interlocuteur, etc. Les fonctions (ou usages) des RRR peuvent ?tre multiples : r?p?ter parce que l?autre n?a pas entendu, pas compris, r?p?ter pour maintenir un lien avec son interlocuteur, etc. Une r?flexion est aussi men?e ? propos de la r?p?tition comme cas ? extr?me ? du d?calage entre ce qui est dit et ce qui est signifi? (lors de la deuxi?me production de l??nonc?). Ne pas savoir r?p?ter ou r?p?ter de fa?on inappropri?e constitue un indice de dysfonctionnement du langage. Les r?p?titions, reprises et reformulations sont ? consid?rer dans le cadre d?interactions entre adultes, entre enfant et adulte, entre enfants, en milieu familial, en milieu scolaire ou situation d?apprentissage, en milieu professionnel et dans le contexte de certaines pathologies. Le Colloque vise ? appr?hender les ph?nom?nes de r?p?titions, reprises et reformulations ? partir de la diversit? de tous ces points de vue. Le Colloque est organis? autour de communications orales (cf. programme ci-dessous) pr?sentant un panorama des diff?rentes approches des r?p?tions, reprises et reformulations. De plus une session de communications affich?es (cf. le formulaire de proposition) est aussi organis?e. Les communications affich?es seront pr?sent?es pendant toute la dur?e du Colloque et feront l?objet d?une session sp?cifique de deux heures au cours de laquelle des discussions seront organis?es par th?me. Les inscriptions au Colloque peuvent ?tre prises en remplissant le formulaire d?inscription (cf. formulaire d?inscription). PROGRAMME Vendredi 1er Avril 2005 9h Ouverture du Colloque 9h30 - 10h30 R?p?tions, reprises et reformulations : mise en perspective par J. Bernicot (Universit? de Poitiers-CNRS), A. Salazar-Orvig (Universit? Paris 3-CNRS) et E.Veneziano (Universit? Paris 5-CNRS) 10h 30- 11h - Pause Caf? 11h - Incidence du d?veloppement morphologique sur les r?p?titions/reformulations Par Wolfgang Dressler (Universit? de Vienne) et Marianne Kilani (Universit? de Lausanne) 11h30 - Les digressions dans le discours des patients l?s?s frontaux: r?currence et fonctions Par Virginie Dardier (Universit? Rennes 2) 12h - Approche sociopragmatique des reprises et des r?p?titions dans la conversation Par Michel de Fornel (EHESS, Paris) 12h30 - 14h - Pause d?jeuner 14h - R?p?tition et socialisation du langage chez l'enfant wolof (S?n?gal) Par J. Rabain-Jamin et H. Marcos (Universit? de Poitiers-CNRS) 14h30 - Comment fonctionne la r?p?tition dans les interactions adulte-enfant avec troubles du d?veloppement du langage? Par Genevi?ve de Weck (Universit? de Neuch?tel) 15h - 17h Session de Communications Affich?es et Discussions 17h - 18 h Reprises, reformulations et modes d'implication ?nonciative Par Robert Vion (Universit? d?Aix-Marseille) Samedi 2 Avril 2005 9h 30 - 10h 30 Conf?rence 3 Interaction parents-enfant, r?p?tition et processus d?acquisition des mots par Eve V. Clark (Universit? de Stanford) 10h 30 - 11h Pause caf? 11h - R?p?tition et reformulation en langue des signes Par Christian Cuxac (Universit? Paris 8-CNRS) 11h 30 - R?p?tition et paraphrases : ?tude d?veloppementale chez les enfants de 4 ? 8 ans Par Ioanna Berthoud et Helga Kilcher (Universit? de Gen?ve) 12h - Structure de l'interaction et rationalit? argumentative chez l'enfant polyhandicap? : r?p?titions, reprises et dynamique de l'interaction verbale Par Michel Musiol et Alain Trognon (Universit? Nancy 2) 12h-30 - 13h Cl?ture LES PROPOSITIONS DE COMMUNICATIONS AFFICHEES doivent comporter 500 mots au maximum. Elles doivent relever d?une d?marche scientifique et peuvent porter sur tous les th?mes du Colloque en adoptant un point de vue th?orique, exp?rimental ou appliqu?. Les propositions sont ? envoyer en deux exemplaires (une version compl?te et une version anonyme) selon le mod?le ci-joint. Les envois sont ? effectuer de pr?f?rence par courrier ?lectronique AVANT LE 15 OCTOBRE 2004 ? : ColloqueRRR at univ-poitiers.fr ou par courrier postal ? : Alain Bert-Erboul Laboratoire de Psychologie Langage et Cognition (LaCo) Universit? de Poitiers ? CNRS MSHS - 99, avenue du Recteur Pineau F-86022 POITIERS CEDEX - France Les notifications du comit? scientifique parviendront aux auteurs en : JANVIER 2005 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Tue Jul 13 19:37:47 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Tue, 13 Jul 2004 15:37:47 -0400 Subject: Research Assistant position - Boston University Message-ID: There is an immediate opening for a research assistant position at Boston University in the Infant Language lab, housed in the Dept. of Communication Disorders. The research assistant would be working on a project on early word recognition and its relationship to child language acquisition. The position involves recruiting, scheduling and testing infants and children. Facility with MS Word and Excel are important. The applicant must have a bachelor's degree, preferably in Psychology, Cognitive Science, Linguistics or Speech-Language Pathology. This is a full-time position with a minimum commitment of one year. Part-time employment is also a possibility. Interested applicants should send their resume with contact information to Leher Singh by email at leher at bu.edu. If you have questions about the position, please email or call at (617) 353 7491. Leher Singh ---------------------------------------------------------------------------- ------------------- Leher Singh, Ph.D. Asst. Professor, Communication Disorders Boston University 635 Commonwealth Avenue Boston, MA 02215 (617) 353 7491 (617) 353 5074 (fax) From macw at mac.com Wed Jul 14 18:28:07 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 14 Jul 2004 14:28:07 -0400 Subject: scored IPSyn transcripts Message-ID: Dear Colleagues, Kenji Sagae, Alon Lavie, and I are working on the automatization of scoring for IPSyn. To test the accuracy of our system, we would like to compare it with human-created scoring for child language transcripts. If you have some CHAT transcripts, along with IPSyn scores and scoring sheets that they would be willing to share with us, we would be most appreciative. --Brian MacWhinney From doritr at post.tau.ac.il Mon Jul 19 17:18:08 2004 From: doritr at post.tau.ac.il (Dorit Ravid) Date: Mon, 19 Jul 2004 19:18:08 +0200 Subject: Call for papers: Intervention and metalanguage Message-ID: Call for papers for a special issue of First Language Intervention and Metalanguage Guest editor: Dorit Ravid, Tel Aviv University Current perspectives on the relationship between meta-language (or language awareness) and language knowledge regard linguistic ability as a graded continuum between its implicit and explicit poles. Thinking about and manipulating language is considered an integral part of psycholinguistic development by most child language researchers today. Language instruction, which promotes metalinguistic awareness, constitutes one of the central and the most important domains in school curricula, both as an independent discipline and as a crucial underpinning for the acquisition and consolidation of literacy skills. Specific language instruction is called for in the case of school children with difficulties in learning and using language. Thus, while meta-linguistic thought emerges in children spontaneously, in many cases intervention projects instructing children in linguistic skills tackle specific difficulties that deliberately draw on or promote metalinguistic awareness as a means of achieving their goals. We are calling for papers for a special theme issue of First Language focusing on intervention and metalanguage in the context of first language development. Topics of likely interest include (but are not restricted to): case studies as well as larger population samples; intervention for clinical, educational, literacy or empirical purposes; intervention focusing on phonological, morphological, syntactic, pragmatic or lexical skills, as well as on specific skills such as naming or temporal processing; intervention involving various degrees of linguistic explicitness. Papers will undergo the usual process of peer review and will be considered for the theme issue based on their excellent scientific quality and suitability for the topic of the special issue. Submissions should be sent by email to Dorit Ravid at doritr at post.tau.ac.il . The closing date for submissions is March 30, 2005. =================== Professor Dorit Ravid The Constantiner School of Education and the Department of Communications Disorders Tel Aviv University Please send mail to: Dorit Ravid The Constantiner School of Education Tel Aviv University Tel Aviv 69978, ISRAEL Tel +972 3 5364304 (H) +972 3 6408626 (O) +972 54 4482401 (M) Fax: +972 3 5360394, 6409477 Email: doritr at post.tau.ac.il http://www.tau.ac.il/education/homepg/dorit-ravid.html -------------- next part -------------- An HTML attachment was scrubbed... URL: From ccore at fau.edu Thu Jul 22 17:11:31 2004 From: ccore at fau.edu (Cynthia W Core) Date: Thu, 22 Jul 2004 13:11:31 -0400 Subject: "risk-taking" and LA In-Reply-To: <5.1.0.14.2.20040630130810.013e8ae0@mailstore.bgsu.edu> Message-ID: Dear Childes members, A colleague asked me about children's approach to language learning in terms of "risk-taking." I know I have read something along the lines of some children talking more and making more errors and not seeming to be bothered by that, while other children talk less, use more careful speech and make fewer errors. Is there research that substantiates this? Or is this just opinion? Where can I find references on this? Thank you. Cynthia Core, Ph.D., CCC-SLP Assistant Professor Dept of Communication Sciences and Disorders 777 Glades Road, PO Box 3091 Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 ccore at fau.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From amccoll at aludra.usc.edu Thu Jul 22 17:54:07 2004 From: amccoll at aludra.usc.edu (amccoll) Date: Thu, 22 Jul 2004 10:54:07 -0700 Subject: Cognitive Load and Literacy Assessment Message-ID: Dear colleagues, As part of a joint UCLA-USC project on early literacy assessment, we are looking for research that has examined the impact of the cognitive load of tasks (or task demands, or the ecological validity of tasks) on children's language production and/or comprehension. We would very much appreciate any suggestions about relevant research on the topic. We will send a summary of the responses to this query. Thanks for your help. Andrea McColl Graduate student in Linguistics University of Southern California From gleason at bu.edu Thu Jul 22 18:04:33 2004 From: gleason at bu.edu (Jean Berko Gleason) Date: Thu, 22 Jul 2004 14:04:33 -0400 Subject: "risk-taking" and LA In-Reply-To: <000201c4700e$f51602d0$42f95b83@irm.ad.fau.edu> Message-ID: Cynthia W Core wrote: > Dear Childes members, > > A colleague asked me about children?s approach to language learning in > terms of ?risk-taking.? I know I have read something along the lines > of some children talking more and making more errors and not seeming > to be bothered by that, while other children talk less, use more > careful speech and make fewer errors. > > Is there research that substantiates this? Or is this just opinion? > Where can I find references on this? > > Thank you. > > Cynthia Core, Ph.D., CCC-SLP > > Assistant Professor > > Dept of Communication Sciences and Disorders > > 777 Glades Road, PO Box 3091 > > Florida Atlantic University > > Boca Raton, FL 33431 > > (561) 297-1138 > > ccore at fau.edu > Hi... Beverly Goldfield and Catherine Snow review a number of these studies in their chapter on individual differences in our textbook, The Development of Language (5th ed., Allyn & Bacon, 2001). They cite work on risk taking or shyness and first language acquisition by D. Horgan (1981), M. A. Evans (1993), A. L. Ramer (1976), Kuczaj & Maratsos (1983), as well as work by Lily Wong Fillmore (1979) that seems to show that shy children are slower at acquiring second languages. -- Jean Berko Gleason From ehoff at fau.edu Sun Jul 25 19:26:55 2004 From: ehoff at fau.edu (ERIKA C. HOFF) Date: Sun, 25 Jul 2004 15:26:55 -0400 Subject: "risk-taking" and LA Message-ID: I believe Brian Richards talked about this. Perhaps emailing him would be the fastest way to check my recollection. Erika Hoff Jean Berko Gleason wrote: >Cynthia W Core wrote: > >> Dear Childes members, >> >> A colleague asked me about children?s approach to language learning in >> terms of ?risk-taking.? I know I have read something along the lines >> of some children talking more and making more errors and not seeming >> to be bothered by that, while other children talk less, use more >> careful speech and make fewer errors. >> >> Is there research that substantiates this? Or is this just opinion? >> Where can I find references on this? >> >> Thank you. >> >> Cynthia Core, Ph.D., CCC-SLP >> >> Assistant Professor >> >> Dept of Communication Sciences and Disorders >> >> 777 Glades Road, PO Box 3091 >> >> Florida Atlantic University >> >> Boca Raton, FL 33431 >> >> (561) 297-1138 >> >> ccore at fau.edu >> >Hi... Beverly Goldfield and Catherine Snow review a number of these >studies in their chapter on individual differences in our textbook, The >Development of Language (5th ed., Allyn & Bacon, 2001). They cite work >on risk taking or shyness and first language acquisition by D. Horgan >(1981), M. A. Evans (1993), A. L. Ramer (1976), Kuczaj & Maratsos >(1983), as well as work by Lily Wong Fillmore (1979) that seems to show >that shy children are slower at acquiring second languages. >-- > >Jean Berko Gleason > > > > > From macw at mac.com Sun Jul 25 21:34:14 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 25 Jul 2004 17:34:14 -0400 Subject: more MOR Message-ID: Dear Info-CHILDES, I just now finished running the Aguirre corpus through the Spanish MOR analyzer and disambiguating all the resulting %mor lines with POST and a little final manual disambiguation for each file. The results are on the server. We have now automatically tagged all the American English corpora, three of the Spanish corpora, most of the Japanese corpora, and the Cantonese corpora. We will continue next to the English corpora from the UK, two of which are already done, and then Italian and perhaps some Hungarian. --Brian MacWhinney From macw at mac.com Sun Jul 25 21:55:11 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 25 Jul 2004 17:55:11 -0400 Subject: ISBN numbers and OLAC Message-ID: Dear Info-CHILDES Contributors, We have now assigned ISBN numbers to each of the CHILDES corpora. These numbers will be particularly interesting for the people who have contributed the respective corpora, since you can now use the ISBN number in your bibliographies and resumes to cite the corpus as a full publication. To locate each ISBN number, just download the relevant corpus and look at the beginning of the directory listing for a file called 0metadata.cdc. Within that file, you will see a line called "Identifier". This is the ISBN number. While checking for this number, you can also review the other information listed for your corpus. These fields are designed to all web-based accessed to the corpora through a system called OLAC being designed by the Open Language Archives Community (http://www.language-archives.org). Here is a sample set of entries from one corpus in the bilingual section of the database. The two-letter codes for the languages are taken from published standards. We consider the Creator to be the Contributor in all of our corpora. --Brian MacWhinney Title: Navracsics Corpus Creator: Navracsics, Judit Subject: child language development Subject.olac:linguistic-field: language_acquisition Subject.olac:language: en Subject.olac:language: fa Subject.olac:language: hu Subject.childes:participant: age="2 - 5" Description: Persian, English, Hungarian trilingual children Publisher: TalkBank Contributor: Date: 2004-03-30 Type: text Type.olac:linguistic-type: primary_text Type.olac:discourse-type: dialogue Format: Identifier: 1-59642-141-X Language: Relation: Coverage: Rights: From smiyata at asu.aasa.ac.jp Mon Jul 26 02:16:27 2004 From: smiyata at asu.aasa.ac.jp (Susanne Miyata) Date: Mon, 26 Jul 2004 11:16:27 +0900 Subject: ISBN numbers and OLAC In-Reply-To: <4D2A002C-DE85-11D8-94EA-000A95953BA0@mac.com> Message-ID: Dear Brian, that's a great idea! Two clarification questions: the correct citation for the corpus below would then be Navrascics, J. (2004). Navrascics Corpus. TalkBank. 1-59642-141-X. (or without the number?) And is it possible to search the internet or TalkBank with just the number, and to actually find the corpus ? (i've checked and just found a notice at BookFinder.com, which doesn't really help; also neither the TalkBank page nor the OLAC page give any hints) Susanne Miyata At 17:55 -0400 04.7.25, Brian MacWhinney wrote: >Dear Info-CHILDES Contributors, > > We have now assigned ISBN numbers to each of the CHILDES corpora. >These numbers will be particularly interesting for the people who >have contributed the respective corpora, since you can now use the >ISBN number in your bibliographies and resumes to cite the corpus as >a full publication. To locate each ISBN number, just download the >relevant corpus and look at the beginning of the directory listing >for a file called 0metadata.cdc. Within that file, you will see a >line called "Identifier". This is the >ISBN number. While checking for this number, you can also review >the other information listed for your corpus. These fields are >designed to all web-based accessed to the corpora through a system >called OLAC being designed by the Open Language Archives Community >(http://www.language-archives.org). Here is a sample set of entries >from >one corpus in the bilingual section of the database. The two-letter >codes for the languages are taken from published standards. We >consider the Creator to be the Contributor in all of our corpora. > >--Brian MacWhinney > >Title: Navracsics Corpus >Creator: Navracsics, Judit >Subject: child language development >Subject.olac:linguistic-field: language_acquisition >Subject.olac:language: en >Subject.olac:language: fa >Subject.olac:language: hu >Subject.childes:participant: age="2 - 5" >Description: Persian, English, Hungarian trilingual children >Publisher: TalkBank >Contributor: >Date: 2004-03-30 >Type: text >Type.olac:linguistic-type: primary_text >Type.olac:discourse-type: dialogue >Format: >Identifier: 1-59642-141-X >Language: >Relation: >Coverage: >Rights: From Ioulia.Kovelman at Dartmouth.EDU Mon Jul 26 15:13:54 2004 From: Ioulia.Kovelman at Dartmouth.EDU (Ioulia Kovelman) Date: Mon, 26 Jul 2004 11:13:54 EDT Subject: Post-Doctoral Position Message-ID: Dear Info-Childes, Please help us circulate the following Post-Doc Position advertisement. NSF Science of Learning Center Cognitive Neuroscience, Dartmouth College Post-Doc Position Available Exciting research opportunity to study the neural and behavioral foundations of Language in mono/bilingual babies, children, and adults with 2-year post-doc (renewable), jointly through Dartmouth's Psychological & Brain Sciences and Educational Neuroscience divisions. PhD and strong experimental expertise required. Send vita, 3 letters of recommendation, research statement to Professor Laura-Ann Petitto, Dartmouth College, Hanover, NH. 03755 (USA); 603-646-9152; Laura-Ann.Petitto at Dartmouth.edu (start date: immediately-Jan 1, 2005). From ehoff at fau.edu Mon Jul 26 19:10:31 2004 From: ehoff at fau.edu (Erika Hoff) Date: Mon, 26 Jul 2004 15:10:31 -0400 Subject: video clips of child language research Message-ID: Dear all, I had this idea that it would be interesting to my undergraduate students to see video clips of the different methods used to study language development and to see clips of the studies they read about. If people have such clips available on websites or otherwise, I would be very grateful to hear about them. Let me know if you would like the info shared. Many thanks in advance, Erika Hoff Erika Hoff, Ph.D. Professor of Psychology Florida Atlantic University 2912 College Avenue Davie, FL 33314 -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Mon Jul 26 19:43:09 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 26 Jul 2004 15:43:09 -0400 Subject: video clips of child language research In-Reply-To: <200407261910.i6QJAZN02671@bert.fau.edu> Message-ID: Dear Erika et al., I've seen a few clips about research methods for studies of language acquisition here and there at people's web sites. If people who have produced such clips would like to either have them also mounted at the CHILDES website or have pointers from that site, I would be happy to organize that too. --Brian MacWhinney From abunger at northwestern.edu Mon Jul 26 21:10:12 2004 From: abunger at northwestern.edu (Ann Bunger) Date: Mon, 26 Jul 2004 16:10:12 -0500 Subject: video clips of child language research Message-ID: I've been using some videos in the child language acquisition class I'm teaching this summer, and the students really seem to enjoy them. The LSA has a video archive that can (usually) be accessed from the www.lsadc.org homepage by following the About Linguistics: Videos on the Web link. Some of those videos should be relevant. (Right now though, I'm having trouble with the website.) The Language Acquisition Lab at U Maryland also makes available some nifty videos of their research on the acquisition of syntax, which can be found at: http://www.ling.umd.edu/Graciela/LanguageVideos/ Also I've made a short video about my own research, which is a follow-up to the Naigles 1990 study on verb learning (Bunger & Lidz, BUCLD 2004) in which we investigate whether kids can be driven by the syntactic frame in which it is presented to interpret a novel verb as a label for the various different parts of a single causative event. The video is aimed at a non-linguistic audience, and I could try to make that available on-line if anyone is interested in seeing it. Ann Bunger Department of Linguistics Northwestern University ==============Original message text=============== On Mon, 26 Jul 2004 2:10:31 pm CDT "Erika Hoff" wrote: Dear all, I had this idea that it would be interesting to my undergraduate students to see video clips of the different methods used to study language development and to see clips of the studies they read about. If people have such clips available on websites or otherwise, I would be very grateful to hear about them. Let me know if you would like the info shared. Many thanks in advance, Erika Hoff Erika Hoff, Ph.D. Professor of Psychology Florida Atlantic University 2912 College Avenue Davie, FL 33314 ===========End of original message text=========== ----------- Ann Bunger Department of Linguistics Northwestern University From a.crutchley at hud.ac.uk Tue Jul 27 12:13:48 2004 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Tue, 27 Jul 2004 13:13:48 +0100 Subject: bilingualism videos Message-ID: On the topic of videos... I'm going to be teaching a couple of modules on bi/-multilingualism next semester and am looking for video resources (video tapes, DVDs or online clips) that I could use with students. Does anyone have any ideas? I'd be particularly interested in footage of people codeswitching/-mixing, and anything relating to UK ethnic minority communities, but more general suggestions would also be gratefully received. Thanks very much! Alison ........................................................................ .......... 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 ........................................................................ .......... --- This transmission is confidential and may be legally privileged. If you receive it in error, please notify us immediately by e-mail and remove it from your system. If the content of this e-mail does not relate to the business of the University of Huddersfield, then we do not endorse it and will accept no liability. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ezaretsky at comdis.umass.edu Tue Jul 27 12:34:32 2004 From: ezaretsky at comdis.umass.edu (Elena Zaretsky) Date: Tue, 27 Jul 2004 08:34:32 -0400 Subject: More on videos Message-ID: Dear members, Since videos are a big topic of the last few days, here is another request: Does anyone know about videos that illustrate some language disorders, may be a sample of child-clinician interaction, or a sample of child's language behavior (expressive language delays, may be apraxia of speech, etc.)? I am teaching a course on Language Disorders this Fall and would like to involve students in identifying certain characteristics of language disorders. I would appreciate any suggestions and will post references. Dr. Elena Zaretsky, Assistant Professor Department of Communication Disorders University of Massachusetts, Amherst -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Tue Jul 27 14:08:28 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 27 Jul 2004 10:08:28 -0400 Subject: More on videos In-Reply-To: <003101c473d6$113d6b90$6401a8c0@violist> Message-ID: Dear Elena et al, I guess this question arises (unsurprisingly) each summer when people are preparing to teach in the Fall. In any case, when this topic popped up last year, I compiled suggestions into a file that is located at http://childes.psy.cmu.edu/teach/index.html That list has many suggestions regarding normal acquisition and dialectology, but little on language disorders per se. The one movie in that area is called "Growing up Different." If people have suggestions in that area, I would be happy to revise the list to include them. --Brian MacWhinney On Jul 27, 2004, at 8:34 AM, Elena Zaretsky wrote: > Dear members, > Since videos are a big topic of the last few days, here is another > request: > Does anyone know about videos that illustrate some language disorders, > may be a sample of child-clinician interaction, or a sample of child's > language behavior (expressive language delays, may be apraxia of > speech, etc.)? > I am teaching a course on Language Disorders this Fall and would like > to involve students in identifying certain characteristics of language > disorders. > I would appreciate any suggestions and will post references. > ? > Dr. Elena Zaretsky, > Assistant Professor > Department of Communication Disorders > University of Massachusetts, Amherst From charlene_chamberlain at und.nodak.edu Tue Jul 27 15:52:46 2004 From: charlene_chamberlain at und.nodak.edu (Charlene Chamberlain) Date: Tue, 27 Jul 2004 10:52:46 -0500 Subject: More on videos In-Reply-To: <003101c473d6$113d6b90$6401a8c0@violist> Message-ID: For clips of children with language disorders, I use the CD ROM: Gilliam et al (1999). Case Studies in Communication Sciences & Disorders: Child Languge. I use this in a graduate class but the clips are great to show undergraduates. On Jul 27, 2004, at 7:34 AM, Elena Zaretsky wrote: > Dear members, > Since videos are a big topic of the last few days, here is another > request: > Does anyone know about videos that illustrate some language disorders, > may be a sample of child-clinician interaction, or a sample of child's > language behavior (expressive language delays, may be apraxia of > speech, etc.)? > I am teaching a course on Language Disorders this Fall and would like > to involve students in identifying certain characteristics of language > disorders. > I would appreciate any suggestions and will post references. > ? > Dr. Elena Zaretsky, > Assistant Professor > Department of Communication Disorders > University of Massachusetts, Amherst > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Charlene Chamberlain, PhD Communication Sciences & Disorders University of North Dakota, PO Box 8040 Grand Forks, ND, 58202-8040 office (tel/tty): 701-777-2315 lab (tel/tty/fax): 701-777-6404 From hitomi-murata at mri.biglobe.ne.jp Wed Jul 28 13:17:12 2004 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Wed, 28 Jul 2004 22:17:12 +0900 Subject: TCP 2005: Call for Papers Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be holding the sixth Tokyo Conference on Psycholinguistics(TCP2005) on March 18 and 19, 2005. The invited speakers are Prof. Masatoshi Koizumi (Tohoku University) and Prof. Ken Wexler (MIT). We encourage you to submit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ The Sixth Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 18 and 19, 2005 The Tokyo Conference on Psycholinguistics welcomes submissions for paper presentations at its sixth conference. It will accept papers that represent any scientific endeavor that addresses itself to "Plato's problem"concerning language acquisition: "How can we gain a rich linguistic system given our fragmentary and impoverished experience?" Its scope thus includes linguistic theory (phonology, morphology, syntax and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among other topics. New! New! New! New! New! New! New! There are two types of presentations, namely long ones and short ones. A long presentation will be 30 minutes, with 15 additional minutes devoted to discussion (a total of 45 minutes). A short presentation will be 20 minutes, with 10 additional minutes devoted to discussion (a total of 30 minutes). Please send an abstract following the guidelines below: 1. Only e-mail submissions addressed to tcpabst at otsu.icl.keio.ac.jp will be accepted. The subject of the e-mail should be ?abstract?. 2. The author information should be included in the body of the e-mail. The information should include: (a) name, (b) affiliation, (c) title of paper, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). If your paper has multiple authors, please provide information regarding all of the co-authors. 3. A PDF file of your abstract in English should be attached to the e-mail. Document files (MS WORD) cannot be accepted. If you have any problems in applying by e-mail with a PDF file attachment, please do not hesitate to contact the TCP Committee at tcp at otsu.icl.keio.ac.jp 4. Format the files of your abstracts (including bibliography) to A4 paper size, single-spaced, limiting the length to a maximum of 2 pages. 5. The font size should be 12 point. For any fonts used, a font file should be attached. 6. Do not put your name on your abstract. 7. Put the title on the top of the first page. 8. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 9. You may not submit more than one single (single author) paper and one joint (co-authored) paper. 10. Clearly state the nature of the problem that you are addressing. 11. Cite sufficient data, and explain why and how they support your argument. 12. Avoid vague promissory notes such as "A solution will be presented". 13. The accepted abstracts will be shown on the TCP website. 14. In case your paper is accepted as a short presentation even though you submitted an abstract for the long presentation, please check the following. --I am willing to do a short presentation --I am not willing to do a short presentation The abstract must be received by November 30, 2004 by 11:59 pm JST (Japan Standard Time) via e-mail to: tcpabst at otsu.icl.keio.ac.jp Late submissions will not be accepted. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 12, 2005. ? In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of the details regarding this matter later. Most likely, you will be asked to e-mail us your paper as a MS Word and a PDF file attachment by mid-May 2005. Unfortunately, TCP has no funds for financial assistance. Participants are also expected to make their own travel arrangements. 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 psycho.comp at hunter.cuny.edu Wed Jul 28 14:15:03 2004 From: psycho.comp at hunter.cuny.edu (William Gregory Sakas) Date: Wed, 28 Jul 2004 10:15:03 -0400 Subject: Announcement: Psychocomputational Models of Human Language Acquisition Workshop Message-ID: ************************************************************************ *** Call for Participation Psycho-computational Models of Human Language Acquisition A COLING 2004 Workshop Geneva Switzerland 28 August 2004 http://www.colag.cs.hunter.cuny.edu/psychocomp/ ************************************************************************ **** Workshop Topic -------------- The workshop is devoted to psychologically-motivated computational models of language acquisition. That is, models that are compatible with research in psycholinguistics, developmental psychology and linguistics. Invited Speakers ---------------- * Walter Daelemans, University of Antwerp and Tilburg University * Elan Dresher, University of Toronto * Jerome A. Feldman, University of California at Berkeley * Charles D. Yang, Yale University Registration ------------ http://www.issco.unige.ch/coling2004/ Workshop Description -------------------- How children acquire the grammar of their native language(s) is one of the most beguiling open questions of modern science. The principal goal of this workshop is to bring together researchers from diverse backgrounds who are interested in the study of human language acquisition from a computational perspective. Cross-discipline discussion will be encouraged. Presented research draws computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, cognitive psychology and psycholinguistics. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. This begs the question, to what extent can a psychologically plausible statistical learning strategy be successfully exploited in a "full-blown" psycho-computational acquisition model? Accepted Papers (full text and presentation schedule available at http://www.colag.cs.hunter.cuny.edu/psychocomp/program.html ) ----------------------------------------------------------------------- A Quantitative Evaluation of Naturalistic Models of Language Acquisition; the Efficiency of the Triggering Learning Algorithm Compared to a Categorial Grammar Learner -- Paula Buttery On Statistical Parameter Setting -- Damir Cavar, Joshua Herring,Toshikazu Ikuta, Paul Rodrigues -- and Giancarlo Schrementi Putting Meaning into Grammar Learning -- Nancy Chang Grammatical Inference and First Language Acquisition -- Alexander Clark A Developmental Model of Syntax Acquisition in the Construction Grammar Framework with Cross-Linguistic Validation in English and Japanese -- Peter Ford Dominey and Toshio Inui On the Acquisition of Phonological Representations -- B. Elan Dresher Statistics Learning and Universal Grammar: Modeling Word Segmentation -- Timothy Gambell and Charles Yang Modelling Syntactic Development in a Cross-Linguistic Context -- Fernand Gobet, Daniel Freudenthal and Julian M. Pine A Computational Model of Emergent Simple Syntax: Supporting the Natural Transition from the One-Word Stage to the Two-Word Stage -- Kris Jack, Chris Reed and Annalu Waller On a Possible Role for Pronouns in the Acquisition of Verbs -- Aarre Laakso and Linda Smith Some Tests of an Unsupervised Model of Language Acquisition -- Bo Pedersen, Shimon Edelman, Zach Solan, David Horn -- and Eytan Ruppin Modelling Atypical Syntax Processing -- Michael S. C. Thomas and Martin Redington Combining Utterance-Boundary and Predictability Approaches to Speech Segmentation -- Aris Xanthos Workshop Organizer ------------------ William Gregory Sakas, City University of New York Program Committee ----------------- * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Morten H. Christiansen, Cornell University, USA * Stephen Clark, University of Edinburgh, UK * James Cussens, University of York, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg ersity, The Netherlands * Jeffrey Elman, University of California, San Diego, USA * Gerard Kempen, Leiden University, The Netherlands and The Max Planck Institute, Nijmegen * Vincenzo Lombardo, University of Torino, Italy * Larry Moss, University of Indiana, USA * Miles Osborne, University of Edinburgh, UK * Dan Roth, University of Illinois at Urbana-Champaign, USA * Ivan Sag, Stanford University, USA * Jeffrey Siskind, Purdue University, USA * Mark Steedman, University of Edinburgh, UK * Menno van Zaanen, Tilburg University, The Netherlands * Charles Yang, Yale University, USA Contact: -------- Psycho.Comp at hunter.cuny.edu or sakas at hunter.cuny.edu http://www.colag.cs.hunter.cuny.edu/psychocomp/ William Gregory Sakas, Ph.D. Computer Science and Linguistics Hunter College and the Graduate Center City University of New York Voice: (212) 772.5211 Fax: (212) 772.5219 Email: sakas at hunter.cuny.edu WWW: http://www.hunter.cuny.edu/cs/Faculty/Sakas/ William Gregory Sakas, Ph.D. Computer Science and Linguistics Hunter College and the Graduate Center City University of New York Email: sakas at hunter.cuny.edu Voice: 1 212 772.5211 Fax: 1 212 772.5219 -------------- next part -------------- An HTML attachment was scrubbed... URL: From charlene_chamberlain at und.nodak.edu Thu Jul 29 16:30:24 2004 From: charlene_chamberlain at und.nodak.edu (Charlene Chamberlain) Date: Thu, 29 Jul 2004 11:30:24 -0500 Subject: Child Language Disorders CD Message-ID: Several folks have emailed me asking for the ordering info for the Case Studies CD-ROM I mentioned in a previous email. Here it is: Case Studies in Communication Disorders: Child Language (1999) > Singular Publishing Group, Inc. > 410 West "A" Street, Suite 325 > San Diego, CA 92101-7904 > > I think Singular was bought by Delmar so the address now may be > different, but that is the info on the CD itself. > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Charlene Chamberlain, PhD University of North Dakota Communication Sciences & Disorders PO Box 8040, Grand Forks, ND, 58202-8040 Tel: 701-777-2315 Fax: 701-777-45778 From margueritemcq at yahoo.com Thu Jul 29 16:54:59 2004 From: margueritemcq at yahoo.com (Marguerite McQuire) Date: Thu, 29 Jul 2004 09:54:59 -0700 Subject: Child Language Disorders CD In-Reply-To: <97CFEAAA-E17C-11D8-B483-000A95B70D94@und.nodak.edu> Message-ID: Please take me off the List. --- Charlene Chamberlain wrote: > Several folks have emailed me asking for the > ordering info for the Case > Studies CD-ROM I mentioned in a previous email. > Here it is: > > Case Studies in Communication Disorders: Child > Language (1999) > > > Singular Publishing Group, Inc. > > 410 West "A" Street, Suite 325 > > San Diego, CA 92101-7904 > > > > I think Singular was bought by Delmar so the > address now may be > > different, but that is the info on the CD itself. > > > > > > > > > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > Charlene Chamberlain, PhD > University of North Dakota > Communication Sciences & Disorders > PO Box 8040, Grand Forks, ND, 58202-8040 > Tel: 701-777-2315 > Fax: 701-777-45778 > > > __________________________________ Do you Yahoo!? Yahoo! Mail is new and improved - Check it out! http://promotions.yahoo.com/new_mail From sdevitt at tcd.ie Fri Jul 30 13:14:45 2004 From: sdevitt at tcd.ie (Sean Devitt) Date: Fri, 30 Jul 2004 14:14:45 +0100 Subject: Acquisition of questions and negatives L1 and L2 English Message-ID: Dear Colleagues, I am working on the acquisition of negatives and questions in English L1 and L2, and would appreciate any references to work in either of these areas, - relevant databases, articles etc. I will put the answers together and circulate to the CHILDES list. Many thanks in advance. Sean Devitt Dr. Se?n Devitt, Senior Lecturer in Education, Education Department, Trinity College, University of Dublin Dublin. From pgordon at exchange.tc.columbia.edu Fri Jul 30 16:06:23 2004 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Fri, 30 Jul 2004 12:06:23 -0400 Subject: Proposal to develop a GEMS folder on CHILDES Message-ID: Proposal to develop a GEMS folder on CHILDES Many of us in the child language community are parents, but we don't have the time or organization to collect large language samples from our kids. However, probably most of us have kept a notebook handy to record interesting things that our kids say. Sometimes they just never get used because it's not really enough to publish and might end up being only an anecdote in our classes. It seems to me that this is a rich source of unsystematic but theoretically relevant data. It's the kind of data that will only show up fortuitously in the more systematic data collections but because we as child language researchers are trained to know when something is remarkable, we can identify such utterances easily and jot them down. Think of all of the rich examples that have become available, for example, from Melissa Bowerman with these kinds of data. I would suggest that we develop a format for distributing these gems -- perhaps the same basic CHAT format in little mini files-- and have a folder in which these can be reside on CHILDES. Perhaps we could include key words that would help to identify the kind of error that the child made. This would not substitute for true quantitative data, but it might be useful for answering questions, for example, about whether or not kids ever make errors of certain types. Such errors may never show up in the systematic speech samples but nevertheless could be found within the broader language output of the child. Perhaps we could start off by seeing how many of us have these scrappy notebooks lying around waiting to be mined. Perhaps if there were a public place to deposit such data, this might encourage people to do this more. Peter Gordon Peter Gordon, Associate Professor 525 W 120th St. Box 180 Biobehavioral Sciences Department Teachers College, Columbia University New York, NY 10027 (212) 678-8162 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Frank.Wijnen at let.uu.nl Fri Jul 30 16:29:21 2004 From: Frank.Wijnen at let.uu.nl (Wijnen, Frank) Date: Fri, 30 Jul 2004 18:29:21 +0200 Subject: Proposal to develop a GEMS folder on CHILDES Message-ID: Hi Peter, and everybody else-- This is an excellent idea, and I'd be happy to share the (limited) notes I have on my children. I am not sure whether the CHAT coding format would be the most appropriate and convenient. It would be nice to be able to access such a collection of observations through a variety of search terms, a.o. language, speaker's age, linguistic domain, context, ... The relational database approach that's often used in (adult) speech error research might be useful here too. No doubt, Brian will have something relevant to say on this matter. best wishes, --Frank Wijnen. -----Original Message----- From: Gordon, Peter Proposal to develop a GEMS folder on CHILDES