From k.j.alcock at lancaster.ac.uk Tue Mar 2 12:35:45 2004 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Tue, 2 Mar 2004 12:35:45 +0000 Subject: Postgraduate opportunities at Lancaster Message-ID: Lancaster University Department of Psychology Postgraduate Studentship opportunities (MSc/ PhD) The Psychology Department expects to award up to 8 postgraduate studentships tenable form October 2004. These include: 2 ESRC 1+3 Quota Studentships Departmental Teaching Studentships Lancaster University Doctoral Fellowships We welcome applications from individuals with appropriate backgrounds in psychology (normally, a First or Upper Second Class degree or equivalent) who wish to conduct postgraduate research in any of the following areas: · Infant and Child Development · Cognition · Social, Conceptual, and Historical Psychology · Behavioural Neuroscience. · Applied Psychology (e.g.: human-computer interaction) Please look at our web-pages for a full description of staff interests and supervision areas http://www.psych.lancs.ac.uk/research/areas.html. Research in infant and child development currently is being carried out in the following areas: Infancy: * language development, including disorders (Katie Alcock) * spatial cognition (Dina Lew & Gavin Bremner) * inter-model perception and object knowledge (Gavin Bremner) * hand-mouth coordination (Dina Lew) * laterality and visually-guided reaching in normal and premature infants (Brian Hopkins) * the prenatal development of posture (Brian Hopkins) * parent-infant relationships (Charlie Lewis) * infant crying (Brian Hopkins) * memory development (Rachel Morse) Childhood: * cross-cultural and cross-linguistic development, including the impact of ill health (Katie Alcock) * children's graphical and spacial skills (Gavin Bremner) * studies on the theory of mind (Charlie Lewis) * children's thinking and reasoning (Eugene Subbotsky) * working memory in children, including the development of executive processes, vocabulary acquisition, visuo-spatial memory, and arithmetic skills (John Towse) * the origins of clumsiness in children (Mary Smyth) * fatherhood and the development of family relationships (Charlie Lewis) The department was rated 5A in RAE 2001, runs ESRC recognised MSc courses in Psychological Research Methods and Developmental Psychology, and has excellent computing and laboratory equipment for postgraduate students. Purpose-built living accommodation and social facilities are available in the University Graduate College. Further details may be found at http://www.psych.lancs.ac.uk For information about how to apply, please contact (as soon as possible): Dr. Mark Levine, Director of Postgraduate Studies for the Department. (01524) 592915; Email m.levine at lancaster.ac.uk or Clare Hannon, Postgraduate Co-ordinator (01524) 594975 c.hannon at lancaster.ac.uk The closing date for applications is 1st April 2002. Interviews will be held on the 22nd and 23rd April. From kamil at hawaii.edu Tue Mar 2 19:07:48 2004 From: kamil at hawaii.edu (Kamil Ud Deen) Date: Tue, 2 Mar 2004 09:07:48 -1000 Subject: Call for Papers: GALANA Message-ID: ***** CALL FOR PAPERS ******** G A L A N A ******** CALL FOR PAPERS ***** The University of Hawai`i at Manoa's Department of Linguistics & Department of Second Language Studies announce the inaugural conference of GENERATIVE APPROACHES TO LANGUAGE ACQUISITION--NORTH AMERICA 17, 18, 19 & 20 December 2004 Honolulu, Hawai`i www.ling.hawaii.edu/galana/ GALANA is a conference devoted to research on all aspects of language acquisition within the framework of generative grammar. Its two principal aims are (i) to bring together generative researchers in all acquisition subfields, and (ii) to promote student participation among up-coming generative acquisitionists. * Plenary Speaker: Nina Hyams, UCLA * Plenary Speaker: Rex A. Sprouse, Indiana University * Tutorial Leader: Luigi Rizzi, University of Siena (morning of 17 December, devoted to a syntax topic) DEADLINE FOR ABSTRACT SUBMISSION: 2 AUGUST 2004 Abstracts are invited for generative research in all acquisition subfields--L1 acquisition, L2 acquisition, bilingualism, creoles and pidgins, and language disorders: * Regular Talk Sessions * Three Thematic Sessions: <> Child L2 Acquisition <> Phonological Interfaces <> Acquisition of Mood/Aspect * Regular Poster Sessions * Special PhD Poster Session ALL TALKS: 20 minutes long plus a 10-minute question period POSTERS: on display all day (with one attended session during that day) Student paper/poster presenters: eligible to apply for an NSF-sponsored TRAVEL FELLOWSHIP. ***** A B S T R A C T S U B M I S S I O N G U I D E L I N E S ***** ABSTRACTS SHOULD BE: * received by 2 August 2004 * anonymous and titled * not more than 500 words with examples, tables, etc. (provide word count) * submitted electronically as a PDF document to: galana at hawaii.edu * accompanied by a 300-word DOC or RTF summary--with title and author(s) (single-spaced, fully justified, in 12-point Times New Roman font) WITHIN THE BODY OF THE EMAIL MESSAGE, PLEASE INCLUDE: * title of submission, name(s) of author(s), and affiliation(s) * each author's contact information: work address, email, phone, and fax * whether your abstract is for a talk, a poster, or either * which Thematic Session, if any, your abstract could be considered for * if eligible, whether you are applying for a TRAVEL FELLOWSHIP (application form to be available soon) IMPORTANT DATES: * Acknowledgment of receipt: emailed within a few days of submission * Notice of acceptance/rejection: emailed in mid-September * Preliminary schedule and pre-registration: available early October * Contributions to the Proceedings: due by mid-February 2005 ***** F U R T H E R I N F O R M A T I O N ***** www.ling.hawaii.edu/galana/ Inquiries may also be directed to: GALANA 2004 University of Hawai`i 1890 East-West Road Moore Hall 569 Honolulu, HI 96822 USA Phone: (808) 956-9730 Email: galana at hawaii.edu ***** CALL FOR PAPERS ******** G A L A N A ******** CALL FOR PAPERS ***** From macw at cmu.edu Tue Mar 9 20:51:13 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 9 Mar 2004 15:51:13 -0500 Subject: Japanese and Chinese input Message-ID: Dear Info-CHILDES, We just now fixed a bug in the Mac OS X version of CLAN that may have affected some people using Japanese or Chinese input methods. The bug has been there for about four weeks (since early February). So, if you are using Japanese or Chinese and have noticed a problem, please download a new version of CLAN. There is still a minor bug having to do with combining Japanese or Chinese and IPA. If this is important to you, please send me a note and I will explain to you the simple way of working around this bug. --Brian MacWhinney From htagerf at bu.edu Fri Mar 12 17:05:56 2004 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 12 Mar 2004 12:05:56 -0500 Subject: Job Openings for new graduates! Message-ID: Please bring to the attention of your best students! RESEARCH ASSISTANT POSITIONS Laboratory of Developmental Cognitive Neuroscience AVAILABLE SPRING/SUMMER 2004 Several full time positions available on projects that focus on children with neurodevelopmental disorders (autism, Williams syndrome, specific language impairment) with special emphasis on language, face processing, and other aspects of cognition and development. Requirements include: background in Psychology or related field with Bachelors degree; research experience; strong organizational, interpersonal and computer skills (Windows 2000; Microsoft Office) required. Interest and coursework in cognitive science, neuroscience, developmental and/or clinical research a plus. Responsibilities may include recruiting and testing children and adults, design and develop experimental tasks, implement experiments on computers, coding and analyzing data, preparation of literature reviews, maintaining files, and preparation of testing reports. We are seeking mature, responsible, and highly motivated people with strong interests in the areas of the research program who would enjoy the experience of being involved in a large and active research lab (see our website: http://www.bu.edu/anatneuro/dcn/). A two-year commitment to the position is required. For more information, please send a cover letter, resume, and names of 3 references to: Helen Tager-Flusberg, Ph.D. Director, Laboratory of Developmental Cognitive Neuroscience, Department of Anatomy & Neurobiology, Boston University School of Medicine, 715 Albany Street L-814 Boston, MA 02118-2526 Fax: 617-414-1301, email: htagerf at bu.edu ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ccore at fau.edu Mon Mar 15 19:28:44 2004 From: ccore at fau.edu (Cynthia W Core) Date: Mon, 15 Mar 2004 14:28:44 -0500 Subject: References for child-directed speech and culture Message-ID: Hello - Last month I asked the following questions. Listed below are the responses I received. Thank you to all those who responded. Cynthia Core -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Cynthia W Core Sent: Friday, February 06, 2004 3:16 PM To: info-childes at mail.talkbank.org Subject: Child-directed speech across languages/cultures Hello all - I was asked today about specific cultural influences on child-directed speech and influence of child-directed speech on literacy acquisition. The questions I have are 1. "What are differences across cultures in terms of the amount of linguistic input that children receive?" I phrase it this way to allow for the possibility that although some children are receiving less child-directed speech, they may be getting input from the environment. 2. "What (besides mother's ed level) influences how much a mother in the United States speaks to her child? Is SES more important than cultural background or vice versa?" I would like to compile a list of resources on this topic, and though I have been able to find some references on-line, I'm sure this group will provide the best resources. Most recently, I have seen Johnston, J. and Wong, M-Y., A. (2002) Cultural Differences in Beliefs and Practices Concerning Talk to Children. Journal of Speech, Language and Hearing Research, 916-926. RESPONSES RECEIVED Battle, D. E., & Andersen, N. (1998). Culturally diverse families and the development of language. In D. E. Battle (Ed.), Communication disorders in multicultural populations (pp. 213-245). Boston, MA: Butterworth-Heinemann. Belenky, M. F., Bond, L. A., & Weinstock, J. S. (1997). A tradition that has no name: Nurturing the development of people, families, and communities. New York: Basic Books. Bond, L. A., Belenky, M. F., Weinstock, J. S., & Cook, T. (1996). Imagining and engaging one's children: Lessons from poor, rural, New England mothers. In S. Harkness and C. M. Super (Eds.), Parent's cultural belief systems: Their origins, expressions and consequences (pp. 467-495). New York: Guilford Press. Borduin, C. M., & Henggeler, S. W. (1981). Social class, experimental setting, and task characteristics as determinants of mother-child interaction. Developmental Psychology, 17 (2), 209-214. Gaskins, S. (1996). How Mayan parental theories come into play. In S. Harkness & C. M. Super (Eds.), Parent's cultural belief systems: Their origins, expressions and consequences (pp. 345-363). New York: Guilford Press. Garcia-Coll, C. T., Meyer, E. C., & Brillon, L. (1995). Ethnic and minority parenting. In M. H. Bornstein (Ed.), Handbook of parenting (pp. 189-209). Mahwah, NJ: Erlbaum. Goodnow, J. J. (1990). The socialization of cognition: What's involved? In J. W. Stigler, R. A. Shweder & G. Hodt (Eds.), Cultural Psychology: Essays on comparative human development (pp. 259-286). Cambridge, MA: Cambridge University Press. Goodnow, J. J. (1996). From household practices to parents' ideas about work and interpersonal relationships. In S. Harkness & C. M. Super (Eds.), Parents' cultural belief systems: Their origins, expressions, and consequences (pp. 313-344). New York: Guildford Press. Goodnow, J. J., & Collins, W. A. (1990). Development according to parents: The nature sources, and consequences of parents' ideas. In H. McGurk (Ed.), Essays in developmental psychology (pp. 190-121). Hillsdale, NJ: Erlbaum. Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. New York: Cambridge University Press. Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62, 782-796. Jimerson, T. L., & Bond, L. A. (2001). Mother's epistemologies, turn-taking and contingent interaction with preschoolers. Journal of Applied Developmental Psychology, 22 , 1-17. McGillicuddy De-Lisi, A. V. (1992). Correlates of parental teaching strategies in families of children evidencing normal and atypical development. Special issue: Does environment really contribute to healthy, quality life? Journal of Applied Developmental Psychology, 13, 215-234. McGillicudy-DeLisi, A. V. & Sigel, I. E. (1995). Parental beliefs. In M. H. Bornstein (Ed.), Handbook of parenting (pp. 333-358). Mahwah, NJ: Erlbaum. Murphey, D. A. (1992). Constructing the child: Relations between parents' beliefs and child outcomes. Developmental Review, 12, 199-232. New, R. S., & Richman, A. L. (1996). Maternal beliefs and infant care practices in Italy and the United States. In S. Harkness & C. M. Super (Eds.), Parents' cultural belief systems: Their origins, expressions, and consequences (pp. 385-404). New York: Guildford Press. Olsen-Fulero, L. (1982). Style and stability in mother conversational behavior: A study of individual differences. Journal of Child Language, 9, 543-564. Pomerleau, A., Malcuit, G., & Sabatier, C. (1991). Child-rearing practices and parental beliefs in three cultural groups of Montreal: Quebecois, Vietnamese, Haitian. In M. H. Bornstein (Ed.), Cultural approaches to parenting (pp. 45-68). Hillsdale, NJ: Lawrence Erlbaum. Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press. Sameroff, A. J., & Feil, L. A. (1985). Parental concepts of development. In I. E. Sigel (Ed.), Parental belief systems (pp. 83-105). Hillsdale, NJ: Erlbaum. Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163-191. Sigel, I. E. (1986). Reflections on the belief-behavior connection: Lessons learned from a research program on parental belief systems and teaching strategies. In M. K. Ashmore & D. M. Brodzinsky (Eds.), Thinking about the family: Views of parents and children (pp. 35-65). Hillsdale, NJ: Erlbaum. Snow, C. E. (1995). Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language. New York: Blackwell. Try the two books by Betty Hart and Todd Risley "Meaningful Differences" "Social World World of Children Learning to Talk" If you are interested in cultural diversity in acquisition, many of the chapters in Dan Slobin's edited series (5 volumes) of the Crosslinguistic Study of Language Acquisition' discuss the cultural context of acquisition and the nature (or absence) of child directed speech. My own chapter on Warlpiri (in volume 3) discusses the context of acquisition for a, mainly, non literate group. Child directed speech is not common. Clifton Pye has written about child directed speech K'iche" Maya (also volume 3) There is a lot of published work on the cultural context of acquisition and which societies use child directed speech and its nature by Eleanor Ochs and Bambi Schieffelin You'll find an excellent compilation in: C. Gallaway & B. J. Richards (Eds.). Input and Interaction in Language Acquisition. Cambridge: Cambridge University Press. In particular, look at the chapter by E. Lieven"Crosslinguistic and crosscultual aspects of language addressed to children", since it includes a review of the papers interested on this topic. Cynthia Core, PhD Assistant Professor Department of Communication Sciences and Disorders Florida Atlantic University 777 Glades Road PO Box 3091 Boca Raton, FL 33431 (561) 297-1138 -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Wed Mar 17 13:11:07 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Wed, 17 Mar 2004 13:11:07 -0000 Subject: Research Assistant post in Language Development Message-ID: Research Assistant post available at Lancaster University, starting in May or June. Please bring this to the attention of any possible candidates you may know. You will work on a 12 month ESRC funded project into individual differences in language development. The study involves recruitment and testing of children aged 18-21 months. A variety of tests of language development and other abilities will be used, including laboratory based tests, parent checklists, and recording of children's speech in the home. The post will also involve liasing with parents, coding and analysing data. You should have a good first degree in psychology, and an interest in the psychology of language. Experience with young children is also important, and research experience in the field of language development would be an advantage. Shortlisting will be carried out in the week ending 16th April, and we expect to hold interviews in the week beginning the 26th April. For further information see: http://www.personnel.lancs.ac.uk/vacancydets.aspx?jobid=A242 Katie Alcock From k.j.alcock at lancaster.ac.uk Wed Mar 17 13:41:32 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Wed, 17 Mar 2004 13:41:32 -0000 Subject: Research Assistant post in Language Development - resubmission Message-ID: Research Assistant post available at Lancaster University, starting in May or June. Please bring this to the attention of any possible candidates you may know. [Apologies for the strange garbled version of this which appeared earlier]. You will work on a 12 month ESRC funded project into individual differences in language development. The study involves recruitment and testing of children aged 18-21 months. A variety of tests of language development and other abilities will be used, including laboratory based tests, parent checklists, and recording of children's speech in the home. The post will also involve liasing with parents, coding and analysing data. You should have a good first degree in psychology, and an interest in the psychology of language. Experience with young children is also important, and research experience in the field of language development would be an advantage. The closing date is 5th April. Shortlisting will be carried out in the week ending 16th April, and we expect to hold interviews in the week beginning the 26th April. For further information see: http://www.personnel.lancs.ac.uk/vacancydets.aspx?jobid=A242 Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF 01524 593833 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Thomas.Klee at newcastle.ac.uk Wed Mar 17 16:47:13 2004 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Wed, 17 Mar 2004 16:47:13 -0000 Subject: academic post at Newcastle Message-ID: Senior Lecturer in Speech & Language Pathology University of Newcastle upon Tyne Salary: £35,251 - £39,958 Based in the School of Education, Communication & Language Sciences, you will make a major contribution to the delivery of the BSc in Speech & Languages Science and MSc in Language Pathology, both of which are professionally accredited by the Royal College of Speech & Language Therapists and the Health Professions Council; and the MSc in Human Communication Sciences, recognised by the ESRC for 1+3 studentship award, as well as other programmes in the School. You will be expected to be a specialist in developmental speech and language disorders, preferably phonological disorders of children. You will also be expected to attract and supervise research students; to pursue external funding opportunities; and to contribute, via publications and other activities, to the School's aim of achieving a 5*/6* - equivalent rating in the next Research Assessment Exercise. You should have a professional qualification in speech and language therapy, relevant clinical experience and a doctorate degree. In exceptional circumstances, applicants without a professional qualification in speech and language therapy would be considered. Informal enquiries may be made to Professor Li Wei, Head of School on 0191 222 6760 or by email on li.wei at ncl.ac.uk. Answerphone: 0191 222 8834 Job reference: B62A Closing Date: 23 April 2004 Dr Thomas Klee Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 www.newcastle.ac.uk/ecls From ks7t at andrew.cmu.edu Thu Mar 18 14:52:28 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 18 Mar 2004 09:52:28 -0500 Subject: THE 29th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Message-ID: ************************************************************************* CALL FOR PAPERS THE 29th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 5, 6 & 7, 2004 Keynote Speaker: Elizabeth S. Spelke, Harvard University “Language and Core Knowledge” Plenary Speaker: Ken Wexler, Massachusetts Institute of Technology "Beauty and Awe: Language Acquisition as High Science" Lunch Symposium “Where does grammar come from? A debate on the nature of child language acquisition” Michael Tomasello, Max Planck Institute for Evolutionary Anthropology Stephen Crain, University of Maryland – College Park ************************************************************************* All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Presentations will be 20 minutes long followed by a 10 minute question period. Posters will be on display for a full day with two attended sessions during the day. ************************************************************************* ABSTRACT FORMAT AND CONTENT Abstracts submitted must represent original, unpublished research. Abstracts should be anonymous, clearly titled and no more than 450 words in length. They should also fit on one page, with an optional second page for references or figures if required. Abstracts longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the abstract. Note that words counts need not include the abstract title or the list of references. A suggested format and style for abstracts is available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/template.html All abstracts must be submitted as PDF documents. Specific instructions for how to create PDF documents are available at the website: http://www.bu.edu/linguistics/APPLIED/BUCLD/pdfinfo.html Free services/software for creating PDF documents are available from: http://www.adobe.com (free trial: five free documents) If you encounter a problem creating a PDF file, please contact us for further assistance. Please use the first author’s last name as the file name (eg. Smith.pdf). No author information should appear anywhere in the contents of the PDF file itself. ************************************************************************* SUBMISSION INSTRUCTIONS Electronic submission: To facilitate the abstract submission process, abstracts will be submitted using the form available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/abstract.html Specific instructions for abstract submission are available on this website. Abstracts will be accepted between March 15 and May 15. Contact information for each author must be submitted via webform. No author information should appear anywhere in the abstract PDF. At the time of submission you will be asked whether you would like your abstract to be considered for a poster, a paper, or both. Although each author may submit as many abstracts as desired, we will accept for presentation by each author: (a) a maximum of 1 first authored paper/poster, and (b) a maximum of 2 papers/posters in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2004. Late abstracts will not be considered, whatever the reason for the delay. We regret that we cannot accept abstract submissions by fax or email. Submissions via surface mail will only be accepted in special circumstances, on a case by case basis. ************************************************************************* ABSTRACT SELECTION Each abstract is blind reviewed by 5 reviewers from a panel of approximately 80 international scholars. Further information about the review process is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/reviewprocess.html Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by email. Pre-registration materials and preliminary schedule will be available in late August, 2004. If your abstract is accepted, you will need to submit a 150-word abstract including title, author(s) and affiliation(s) for inclusion in the conference handbook. Guidelines will be provided along with notification of acceptance. Abstracts accepted as papers will be invited for publication in the BUCLD Proceedings. Abstracts accepted as posters will be invited for publication online only, but not in the printed version. All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. No schedule changes will be possible once the schedule is set. Scheduling requests for religious reasons only must be made before the review process is complete (i.e. at the time of submission). A space is provided on the abstract submission webform to specify such requests. ************************************************************************* FURTHER INFORMATION Information regarding the conference may be accessed at http://www.bu.edu/linguistics/APPLIED/BUCLD Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 Email: langconf at bu.edu ************************************************************************* From dpesco2 at po-box.mcgill.ca Thu Mar 18 15:43:55 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Thu, 18 Mar 2004 10:43:55 -0500 Subject: chstring Message-ID: Oops, okay Anna, the changes.cut file wasn't working because I forgot the +c command. So this is what works. chstring +x +cchanges.cut filename ... The changes.cut file I made reads "*@s" "*@sv" with no spaces. No instances of s without the @sign were replaced so this seems safe. I needed to work out something similar for myself so this has been helpful! Diane Anna Gudmundson wrote: > Dear Brian et al. > > I'm trying to replace all occurences of "@s" to "@sv", but I can't > make it work. We have used the sign @s to indicate code switching > from itaian to swedish in our transcriptions, but now we would like to > change it to @sv. There are several similar changes that need to be > made so I really would like to know what I'm doing wrong. This is what > it looks like: > > *ANN: c'è tanto di più di questa # närhet at s. > > I would like to change @s into @sv to make the utterance look like: > > *ANN: c'è tanto di più di questa # närhet at sv. > > I have created a file named 'changes.cut' and it looks like: > > "@s " "@sv " > > with no spaces before the @-signs. > > and then i run the command: > > chstring +c "filename" > > but no changes are being made. If I instead create a 'changes.cut' > file that looks like: > > " tanto " " tantoo " > > and run the same command as above, the changes are being made. > > I thought chstring would work on parts of words like @s, and not only > on complete words. I've also tried "_*@s " "_*@sv ", but it doesn't > work. What am I doing wrong?? > > Many thanks in advande > > Anna Gudmundson > Stockholm university -- Diane Pesco School of Communication Sciences and Disorders McGill University dpesco2 at po-box.mcgill.ca tel. 514-398-4102 fax. 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Thu Mar 18 16:53:33 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 18 Mar 2004 11:53:33 -0500 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Infochildes, I've been asked by a non-linguist who is trying to organize a program on language awareness for an audiotape of different English dialects. (She's in the US, but I guess if there's one of British dialects, that might be useful, too.) She's already familiar with the video American Tongues, which would have been my first response for her. Any ideas? Thanks, Barbara ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From jvwoude at calvin.edu Thu Mar 18 18:10:43 2004 From: jvwoude at calvin.edu (Judith VanderWoude) Date: Thu, 18 Mar 2004 13:10:43 -0500 Subject: Audiotapes of English dialects Message-ID: A book and audiotape I really like on British dialects is "English accents and dialects: an introduction to social and regional varieties of English in the British Isles" by Arthur Hughes and Peter Trudgill. You can purchase a separate accompanying audiotape that includes conversations transcribed in the text. >>> Barbara Pearson 3/18/2004 11:53:33 AM >>> Dear Infochildes, I've been asked by a non-linguist who is trying to organize a program on language awareness for an audiotape of different English dialects. (She's in the US, but I guess if there's one of British dialects, that might be useful, too.) She's already familiar with the video American Tongues, which would have been my first response for her. Any ideas? Thanks, Barbara ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From macw at cmu.edu Thu Mar 18 18:48:00 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 18 Mar 2004 13:48:00 -0500 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Barbara, One interesting resource on dialecct variation is the IViE (Intonational Variation in English) project. They have a very systematic survey of 9 British dialects. They have a web site and you can also find materials at http://talkbank.org/media/IViE --Brian MacWhinney From ramoseli at fiu.edu Thu Mar 18 21:09:07 2004 From: ramoseli at fiu.edu (Eliane Ramos) Date: Thu, 18 Mar 2004 16:09:07 -0500 Subject: faculty position at Florida International University Message-ID: Please bring this tenure track position to the attention of anyone interested in working with bilingual populations. The Miami metropolitan area has a large population of Spanish/English and Haitian Creole/English bilinguals. The Communication Sciences & Disorders department at FIU plays an important role in educating bilingual speech-language pathologists to serve the needs of the community and affords a wonderful opportunity for individuals interested in researching bilingual acquisition and bilingual communication disorders. Faculty position in the Department of Communication Sciences and Disorders at Florida International University located in the Miami metropolitan area. The department is located in the School of Health, College of Health and Urban Affairs and affords faculty and students a unique opportunity for collaboration with individuals in the departments of Physical Therapy, Occupational Therapy, and Health Information Management. Responsibilities will include teaching undergraduate and graduate level courses, student advisement, and clinical research. Qualified applicants must be ASHA certified in Speech-Language Pathology and hold or be eligible for Florida licensure. Preference will be given to candidates who hold a doctoral degree and whose specialty field are child speech and language development, and bilingual acquisition. Individuals that are bilingual Spanish/English or Creole/English are strongly encouraged to apply. The department is committed to the outstanding academic and clinical preparation of multicultural populations. Salary is negotiable based on rank. This is a nine month position to begin Fall 2004. Opportunity for summer employment in future years is anticipated. For consideration interested applicants should submit a letter of interest, curriculum vitae, and 3 letters of recommendation to: Alfredo Ardila, Ph. D., Chair Search Committee Dept. of Communication Sciences and Disorders Florida International University University Park Campus, HLS 144 Miami, FL 33199 Telephone (305) 348-2750 Fax Number (305) 348-2740 Closing Date: April 15, 2004 -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Mar 18 21:20:10 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 18 Mar 2004 16:20:10 -0500 Subject: Postdoc at NIH Message-ID: POSTDOCTORAL FELLOWSHIP POSITION ** ADOLESCENCE ** Child & Family Research NICHD, NIH, DHHS START DATE: Summer-Fall 2004 The Child and Family Research Section in the National Institute of Child Health and Human Development investigates dispositional, experiential, and environmental factors that contribute to physical, mental, emotional, and social development in human beings in the first two decades of life. For more information, visit our website: http://www.cfr.nichd.nih.gov. DUTIES: Fellows are expected to contribute actively to current activities on a longitudinal research project, including data collection, data analysis, training and supervision of research assistants, co-authoring publications, networking with collaborators, and collaborating in the dissemination of findings. DESIRED QUALIFICATIONS: Completed doctorate in developmental science, especially adolescence, plus strong skills in methodology, measurement, longitudinal design, and survey. Proficiency in statistical analyses is highly desirable. Additional skills required include competence in planning, multitasking, and excellent organizational and communication skills, both written and verbal; ability to work both independently and in collaboration. Salary and benefits are competitive. Appointments are eligible for renewal up to 5 years. Interested applicants should submit a letter of interest and proposed goals for the fellowship, Curriculum Vitae, graduate transcripts, representative publications and papers, a summary of research experiences and objectives, and should arrange to have three letters of recommendation sent to: Dr. Marc H. Bornstein Child and Family Research National Institute of Child Health and Human Development Suite 8030 6705 Rockledge Drive Bethesda MD 20892-7971 USA EMAIL: Marc_H_Bornstein at nih.gov From stefka at audiospeech.ubc.ca Thu Mar 18 21:46:55 2004 From: stefka at audiospeech.ubc.ca (Stefka H. Marinova-Todd) Date: Thu, 18 Mar 2004 13:46:55 -0800 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Dr. Pearson, There is also a web-page (http://classweb.gmu.edu/accent/) called Speech Accent Archive hosted at the George Mason University which contains a collection of audio-files of various foreign accents of English, including about 60 samples of English dialects from across the US, as well as Britain, Australia, New Zealand and other English speaking countries. In all the samples, the speakers are asked to read the same paragraph in English, which provides for a good comparison across accents/dialects. I hope this is of help. Best regards, Stefka Marinova-Todd Barbara Pearson wrote: > Dear Infochildes, > > I've been asked by a non-linguist who is trying to organize > a program on language awareness for an audiotape of > different English dialects. (She's in the US, but I guess > if there's one of British dialects, that might be useful, > too.) > > She's already familiar with the video American Tongues, > which would have been my first response for her. > > Any ideas? > > Thanks, > > Barbara > > > ***************************************** > Barbara Zurer Pearson, Ph. D. > Project Manager, Research Assistant > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > 413.545.5023 > fax: 545.0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > > --- > [This E-mail scanned for viruses by Declude Virus] > > > -- ____________________________________________ Stefka H. Marinova-Todd, Assistant Professor School of Audiology and Speech Sciences University of British Columbia 5804 Fairview Avenue Vancouver, B.C., CANADA V6T 1Z3 tel: (604) 822-0276 fax: (604) 822-6569 From getharat_al_lail at hotmail.com Fri Mar 19 10:58:51 2004 From: getharat_al_lail at hotmail.com (SweeT CanDy) Date: Fri, 19 Mar 2004 13:58:51 +0300 Subject: unsunscribe Message-ID: An HTML attachment was scrubbed... URL: From toshirolontra at libero.it Fri Mar 19 12:44:49 2004 From: toshirolontra at libero.it (toshirolontra at libero.it) Date: Fri, 19 Mar 2004 13:44:49 +0100 Subject: Errors tagging Message-ID: Dear Infochildes, where could I find files with error coding of transcript data (with the dependent tier %err-line) applied in a systematic way? I'd be particularly interested in German data, but it's difficult to find transcripts with error codes in general within CHILDES-database... Thanks in advance for advice!! Cristina Onesti Student, Department of Modern Languages University of Turin, Italy toshirolontra at libero.it From cchaney at sfsu.edu Fri Mar 19 21:12:24 2004 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Fri, 19 Mar 2004 13:12:24 -0800 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: International English by Peter Trudgill and Jean Hannah (1982) (Edward Arnold publishers) is pretty good, and it comes with a book...I don't know about its current availability. And for teaching students to play around with accents, I've succesfully used the "Acting with an Accent" tapes and booklets by David Stern (Dialect Accent Specialists, phone 802-626-3121), although these are not authentic accents, but rather stage versions. Still they can be pedagogically useful. Cheers, Carolyn Chaney SFSU On Thu, 18 Mar 2004, Barbara Pearson wrote: > Dear Infochildes, > > I've been asked by a non-linguist who is trying to organize > a program on language awareness for an audiotape of > different English dialects. (She's in the US, but I guess > if there's one of British dialects, that might be useful, > too.) > > She's already familiar with the video American Tongues, > which would have been my first response for her. > > Any ideas? > > Thanks, > > Barbara > > > ***************************************** > Barbara Zurer Pearson, Ph. D. > Project Manager, Research Assistant > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > 413.545.5023 > fax: 545.0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > From velleman at comdis.umass.edu Fri Mar 19 21:50:50 2004 From: velleman at comdis.umass.edu (Shelley L. Velleman) Date: Fri, 19 Mar 2004 16:50:50 -0500 Subject: Audiotapes of English dialects Message-ID: Yes, I've often assigned my phonetics students to "translate" the "Acting with an Accent" instructions into phonetics terminology, and sometimes I offer learning to speak with one of these accents as an extra credit activity as well. Shelley Velleman From ulsmoczy at vela.filg.uj.edu.pl Sat Mar 20 18:42:46 2004 From: ulsmoczy at vela.filg.uj.edu.pl (Magdalena Smoczynska) Date: Sat, 20 Mar 2004 19:42:46 +0100 Subject: SAMPLE COLLECTION Message-ID: Dear ALL, I am in the process of planning a rather large scale project of sample collection of natural child-mother interaction. Involved are children living in the large city of Kraków (Cracow), Poland, aged of ca. 30 months, coming from all social backgrounds. Some of them are language delayed according to MacArthur CDIs, some of them average. The latter are a control group for the former. We cannot spend much time in getting acquainted with the families, and I have no experience with such situations: the data collection I did so far involved long-term individual collaboration when all the problems could be solved gradually. Here we get mother and child in our Lab. We know each other only via correspondence and previous repeated application of MacArthur CDIs) since the child was 18 mo. old. I think, we cannot keep them there more than 60 minutes. We intend to run there some experiments and test items with the child (video- and audiotaped), which will take up to 30 minutes (including getting acquainted). Then we ask the mother for permission to pay them a short visit at home in the coming days for a sample recording. If she agrees, we will have a different problem (see Situation 2, below). Situation 1: RECORDING IN THE LAB If she does not, we have to immediately arrange a short situation, as close to natural as possible, in which she and the child could be video- and audiotaped taped in our lab, in presence of a person running a camera (on a static support), but no interfering with them (we do not have a technical possibility to tape them using a one-way mirror etc.). We have just one little room. How to arrange this in order to get a good sample of their conversation? I would like to avoid the situation in which the mother asks hundreds of questions in order to show how cute her child is, reads books, asks the child to sing and recite nursery rhymes etc. I want the child to be as little shy as possible. I would prefer them to have something comparable to do together, a suggested task or a toy set to explore? How to do it? I am pretty much aware that possible procedures are strongly culturally constrained, there are typically Polish conventions to be followed, etc., but all kinds of ideas, hints, suggestions, and warnings even coming from very different places could be of relevance. Situation 2. HOME VISIT If the mother agrees to accept a home visit [most of them will - I already made an inquiry via e-mail and most mothers accepted, but of course mothers with email addresses are usually college- educated], how to prepare its scenario, so that we do not have to spend 3 hours with them, that the data collection appears to be the central task, that the child is not too shy, in sum that good data are collected in comparable situations? I already discovered that it makes sense for us not to accept to drink tea (which is rather a ritual thing in such a situation in Poland), because mothers disappear for 15 minutes in the kitchen to prepare it, whereas fathers keep us company saying little, waiting for her to come back, refusing to give much info on the child, saying “My wife knows better!” [I was really tempted to say “Maybe in such a case you could be able to boil some water instead of her?”...]. I decided that a much better choice would be to suggest a cold drink. Refusing to drink anything would be considered very impolite. The data we want to obtain are not specific in any sense. We want to be able to assess the general level of the child’s language development. Due to the number of subjects to be recorded and to the limited funds we have we cannot afford to visit them several times. Still another question concerns the length of a sample. We can transcribe 15-20 minutes per subject. How long should be the recording? 30 minutes? I am certain many colleagues had to deal with such a problem and will be willing to share their experience. Thank you in advance. Magdalena Smoczynska Dept. of General and Indo-European Linguistics Child-Language Reserach Lab Jagellonian University Krakow, Poland my new e-mail address is: masmo at vela.filg.uj.edu.pl The old one is working too, but it is over-spammed, and I prefer the new one. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Mar 24 15:21:16 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 24 Mar 2004 10:21:16 -0500 Subject: 7th Conference on Conceptual Structure, Discourse, and Language In-Reply-To: Message-ID: ------ Forwarded Message > From: Sally Rice > Date: Tue, 23 Mar 2004 12:39:10 -0800 > To: kelley.sacco at cmu.edu > Subject: Please post this call on info-childes > > **apologies for multiple postings** > > Second Call for Papers > > CSDL-2004 > > 7th Conference on Conceptual Structure, Discourse, and Language > University of Alberta > Edmonton, Alberta, CANADA > > 8-10 October 2004 (Friday-Sunday) > > http://www.ualberta.ca/csdl2004/ > > Now in its 10th year as an international conference, CSDL features > papers in the fields of cognitive linguistics, functional > linguistics, discourse, corpus linguistics, and speech & language > processing, especially among scholars exploring the interface between > language and cognition. > > Conference Theme > > CSDL-2004 has been organized around the theme of empirical and > experimental methods in CSDL-related research. > > Invited Speakers > > Larry Barsalou (Psychology, Emory University) > Russ Tomlin (Linguistics, University of Oregon) > Nick Evans (Linguistics & Applied Linguistics, University of Melbourne > > There will be 50 general session papers in two parallel sessions as > well as 30 poster presentations in two poster sessions, for a total > of 83 presentations. > > Information for Authors > > Please submit 500-word (maximum) abstracts for 25-minute papers or > poster presentations to csdl2004 at ualberta.ca by 1 May 2004. This > 500-word limit includes data. You may include a second sheet for > references. Only electronic submissions will be accepted (please use > PDF format if you must preserve fonts or other images, otherwise MS > Word is the preferred attachment format). The abstracts in your > electronic attachments should include title only as they will be > blind-reviewed. Please include your name, affiliation, title of the > paper, up to 5 key words describing the research, and contact > information including mailing address, phone/fax, and email in the > body of your email message. Because of the prevalence of spam and > viruses hidden in attachments, please put "CSDL-7 abstract" in the > subject line of your email message. > > Successful abstracts will seek to address the theme of the conference > (empirical and experimental methods in research on conceptual > structure, discourse, and language) and will feature: (a) a > well-defined research question, (b) clear delineation of the > phenomenon of study, (c) precise methodology, (d) sample data, and > (e) actual or anticipated results. All abstracts will be > peer-reviewed by at least three referees. Notification of acceptance > will be made by 15 June 2004. > > We expect that the proceedings of CSDL-2004 will be published by the > Center for the Study of Language and Information (CSLI). Both paper > and poster presentations will be eligible for submission. Proceedings > of previous CSDL conferences are currently available through CSLI > Publications (see http://cslipublications.stanford.edu/site/CSDL.html > for information). > > Information for Students > > A small number of travel subsidies (worth approximately $150 CAD) are > available by application (see website for details) to graduate > student presenters residing outside of Alberta. Information about > crash space will be available at a later date. > > Registration > > The early registration fee is $70 CAD (approx. $50 US) for > non-students and $10 CAD for students. An additional $30 fee will > help defray costs of the Conference banquet on Saturday night (9 > October 2004). After 1 September, the registration fee for > non-students will rise to $100 CAD. The registration fee for students > and unemployed academics is $10 CAD (the cost of the banquet remains > $30 CAD). > > Site > > CSDL-2004 will be held at the University of Alberta Conference Centre > (Lister Hall) at 87th Avenue and 116th Street in Edmonton, Alberta, > Canada. The Centre features a limited number of guest rooms. Other > travel, hotel, and ground transportation to follow. > > Contact Information > > csdl2004 at ualberta.ca > http://www.ualberta.ca/csdl2004/ > Department of Linguistics > 4-34 Assiniboia Hall > University of Alberta > Edmonton, AB > T6G 2E7 CANADA > tel: +780-492-3434 > fax: +780-492-0806 > http://www.uofaweb.ualberta.ca/linguistics > > Organizers > > Please send comments and questions regarding CSDL-2004 to: > > Sally Rice, Linguistics, University of Alberta, sally.rice at ualberta.ca > John Newman, Linguistics, University of Alberta, john.newman at ualberta.ca > > ------ End of Forwarded Message From margaretmfleck at yahoo.com Wed Mar 24 17:55:54 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Wed, 24 Mar 2004 09:55:54 -0800 Subject: estimating vocabulary size Message-ID: Can anyone point me at research estimating the difference between a toddler's actual vocabulary size and the numbers produced by the MacArthur CDI? I'm particularly interested in the question of how this difference might vary from category to category. For example, if the CDI captured only 50% of some todder's common noun vocabulary but 80% of other words, a naive approach like dividing the CDI common noun count by the CDI total word count would underestimate the percentage of common nouns in the toddler's lexicon. An extreme case of this would be proper nouns, which are scarcely on the CDI at all. Can anyone point me at estimates of the typical size of toddler proper noun vocabularies (people, animals, cartoon characters, books, songs, etc)? Many thanks, Margaret Fleck ===== Margaret M. Fleck 510-378-3075 margaretmfleck at yahoo.com From wangta at gse.harvard.edu Wed Mar 24 19:42:00 2004 From: wangta at gse.harvard.edu (Tao Wang) Date: Wed, 24 Mar 2004 14:42:00 -0500 Subject: student choral response In-Reply-To: <20040324175554.28680.qmail@web60304.mail.yahoo.com> Message-ID: Can anyone provide some information of studies on student choral response? thanks. Tao =================== Tao Wang Doctoral Candidate Learning and Teaching Department Graduate School of Education Harvard University From ellmcf at nus.edu.sg Fri Mar 26 10:30:13 2004 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Fri, 26 Mar 2004 18:30:13 +0800 Subject: student choral response Message-ID: Dear Tao, Try checking Olle Kjellin's pages. He's done extensive work on choral practice in L2 teaching -- mostly concerning Swedish, but with application to any L2. Here is a sample of what he proposes, including practical tips: http://www.olle-kjellin.com/SpeechDoctor/LP98_Top.htm http://www.olle-kjellin.com/SpeechDoctor/ProcLP98.html Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Tao Wang > Sent: Thursday, 25 March, 2004 3:42 AM > To: info-childes at mail.talkbank.org > Subject: student choral response > > > Can anyone provide some information of studies on student > choral response? thanks. Tao > > =================== > Tao Wang > > Doctoral Candidate > Learning and Teaching Department > Graduate School of Education > Harvard University > > From a.karmiloff-smith at ich.ucl.ac.uk Fri Mar 26 20:05:07 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 26 Mar 2004 20:05:07 +0000 Subject: grammatical gender and LI Message-ID: In languages other than English, do people with so-called SLI have problems with grammatical gender? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From mlb at dcs.qmul.ac.uk Sat Mar 27 00:32:26 2004 From: mlb at dcs.qmul.ac.uk (mlb at dcs.qmul.ac.uk) Date: Sat, 27 Mar 2004 00:32:26 -0000 Subject: Call for papers: AEQ special issue on bilingualism Message-ID: This message is being cross-posted; please excuse duplication. The Fall 2005 issue of Academic Exchange Quarterly will be devoted to bilingualism. The following url provides complete details: http://rapidintellect.com/AEQweb/4bili.htm The print journal of AEQ has over 23,000 readers, and the electronic version, available free world-wide, has hundreds of thousands of potential readers as it is available from Gale's InfoTrac Expanded Academic Index. Thanks for considering AEQ. Marie-Luce Bourguet Lecturer, Queen Mary University of London Editor, Academic Exchange Quarterly Fall 2005 Issue From macw at cmu.edu Sun Mar 28 18:05:55 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 28 Mar 2004 13:05:55 -0500 Subject: Two new Spanish corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of two new corpora on the acquisition of Spanish. The first is from César Aguilar and Rebeca Barriga Villlanueva of the Colegio de México in Mexico City. It includes 10 frog story narrations from 6-year-olds and 10 from 12-year-olds. The second corpus is from Donna Jackson-Maldonado of the Universidad Autónoma de Querétaro and Donna Thal of San Diego State University. This large corpus was collected at two urban sites and one village in central Mexico, as well as San Diego, California. All subjects were monolinguals. Children were sampled at 10, 12, 20, 28, and 36 months with 32, 28, 48, 57, and 30 subjects at these ages. The project was supported by the MacArthur Foundation and CONACYT. Additional details are available in the manuals on the web. Many thanks to Donna, Donna, César and Rebeca for contributing these corpora. --Brian MacWhinney From jr111 at cus.cam.ac.uk Mon Mar 29 02:41:39 2004 From: jr111 at cus.cam.ac.uk (James Russell) Date: Mon, 29 Mar 2004 03:41:39 +0100 Subject: psycholinguistics post at Cambridge UK Message-ID: UNIVERSITY OF CAMBRIDGE Department of Experimental Psychology University Lectureship Applications are invited for a University Lecturer in the Department of Experimental Psychology to take up appointment as soon as possible after 1st October 2004. We are looking for someone with a research interest in the area of experimental psycholingustics or cognitive neuroscience of language. Applicants with a research interest in computational psycholinguistics or developmental psycholinguistics may also wish to apply. The successful candidate will be required to teach undergraduate and graduate students. Pay scale: £24,097 to £37,187. The appointment is subject to a probationary period. For an informal word contact the Head of Department, Professor T W Robbins, Department of Experimental Psychology, Downing Street, Cambridge, CB2 3EB (Phone: + 44 (0)1223 333551; Fax: + 44 (0)1223 333564; Email: twr2 at cus.cam.ac.uk). Intending applicants should consult the Further Particulars on the Department's website at www.psychol.cam.ac.uk/pages/posts.html for details of the application procedure before making an application. Closing date: 30th April 2004. From macw at cmu.edu Tue Mar 30 20:36:24 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Mar 2004 15:36:24 -0500 Subject: LGO Yasmin corpus Message-ID: Dear Info-CHILDES, The Llinàs-Grau/Orea Yasmin (Castillian, Catalan, English) corpus is now available for linked video playback from http://childes.psy.cmu.edu/data/ Just click on the "Yasmin" link in the fourth column. You need a reasonably fast Internet connection for this type of playback, although it may work even with some slower connections. I would love to get feedback about people's ability to play back this corpus, as well as the others in the browsable columns. --Brian MacWhinney From macw at cmu.edu Wed Mar 31 00:29:25 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Mar 2004 19:29:25 -0500 Subject: New Basque corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of our first corpus from children learning Basque. The corpus has been contributed by Maria-Llanos Luque Sánchez of the University of the Basque Country in Donostia/San Sebastián. The children are 2-4 years old and are being schooled in Basque nursery schools. Most children were observed 3 times across this period. Eventually, we hope to add video for these files too. They can be found in the "Other Languages" directory under "Basque" Many thanks to Jani for these data. --Brian MacWhinney From piathomsen at language.sdu.dk Wed Mar 31 08:01:34 2004 From: piathomsen at language.sdu.dk (Pia Thomsen) Date: Wed, 31 Mar 2004 10:01:34 +0200 Subject: Noun morphology Message-ID: Dear all, I have two students working on a project about Danish children's early acquisition of noun morphology. Could anyone point me to new publications on this subject? I will publish a summary Thanks in advance Best, Pia Thomsen Pia Thomsen Adjunkt Center for sprogtilegnelse / Center for language acquisition Institut for sprog og kommunikation Syddansk Universitet Campusvej 55, 5230 Odense M +45 65 50 35 96 piathomsen at language.sdu.dk www.humaniora.sdu.dk/sprogtilegnelse www.humaniora.sdu.dk/scripts/show.php?full=530 -------------- next part -------------- An HTML attachment was scrubbed... URL: From psycho.comp at hunter.cuny.edu Wed Mar 31 18:16:32 2004 From: psycho.comp at hunter.cuny.edu (William Gregory Sakas) Date: Wed, 31 Mar 2004 13:16:32 -0500 Subject: Deadline extension: Psycho-computational Models of Human Language Acquisition Message-ID: ************************************************************************ **** FINAL Call for Papers Psycho-computational Models of Human Language Acquisition *** DEADLINE EXTENSION *** New Submission deadline: 15 April A COLING 2004 Workshop Geneva Switzerland 28 August 2004 http://www.colag.cs.hunter.cuny.edu/psychocomp/ Workshop Topic -------------- The workshop will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with research in psycholinguistics, developmental psychology and linguistics -- with particular emphasis on the acquisition of syntax. Invited panel: Learning Biases in Language Acquisition Models ---------------------------------------------------------------- Walter Daelemans, Antwerp and Tilburg Charles D. Yang, Yale Invited speaker --------------- Elan Dresher, Toronto Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. However, there have been few venues in which psycho- computational models of how humans acquire their native language(s) are the focus. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. However, this begs the question of whether or not a psychologically plausible statistical learning strategy can be successfully exploited in a full- blown psycho-computational acquisition model. Although there has been a significant amount of presented research targeted at modeling the acquisition of word categories and phonology, research aimed at psychologically motivated modeling of syntax acquisition has just begun to emerge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of syntax are also welcome. Papers are invited on, but not limited to, the following topics: * Acquisition models that contain a parsing component * Models that have a cross-linguistic or bilingual perspective * Models that address the question of learning bias in terms of innate linguistic knowledge versus statistical regularity in the input * Models that can acquire natural language word-order * Hybrid models that cross established paradigms * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework or Optimality Theory) * Empirical models that make use of child-directed corpora * Formal models that incorporate psychologically plausible constraints * Comparative surveys, across multiple paradigms, that critique previously published studies Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Lunch session: Word-order acquisition -------------------------------------- The topic of this session will be the acquisition of different natural language word-orders. The workshop will provide a common test-bed of abstract sentence patterns from word order divergent languages. The shared data contains the sentence patterns and cross-linguistic fully-specified parses for each sentence pattern. The patterns are available at: www.colag.cs.hunter.cuny.edu/grammar/data/allsentences.zip General information and a web interface for perusing the data can be found at: www.colag.cs.hunter.cuny.edu/grammar Due to the limited amount of time available to work with novel data, pilot studies are encouraged. The session will consist of short presentations and roundtable discussion. Submissions for this session are limited to 2 pages. Those who may be interested in submitting to this session should contact the workshop organizer before the submission deadline for further details. Dates of submissions Submission deadline: 15 April 2004 Acceptance notification: 14 May 2004 Camera-ready deadline: 10 June 2004 Workshop date: 28 August 2004 Workshop Organizer William Gregory Sakas, City University of New York (sakas at hunter.cuny.edu) Program Committee * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Morten H. Christiansen, Cornell University, USA * Stephen Clark, University of Edinburgh, UK * James Cussens, University of York, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Jeffrey Elman, University of California, San Diego, USA * Janet Dean Fodor, City University of New York, USA * Gerard Kempen, Leiden University, The Netherlands and The Max Planck Institute, Nijmegen * Vincenzo Lombardo, University of Torino, Italy * Larry Moss, University of Indiana, USA * Miles Osborne, University of Edinburgh, UK * Dan Roth, University of Illinois at Urbana-Champaign, USA * Ivan Sag, Stanford University, USA * Jeffrey Siskind, Purdue University, USA * Mark Steedman, University of Edinburgh, UK * Menno van Zaanen, Tilburg University, The Netherlands * Charles Yang, Yale University, USA Paper Submission ---------------- Length: Submissions should be no more than 8 pages (A4 or equivalent). High- quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submissions to the lunch session on word-order should be no more than 2 pages. (If accepted, final camera ready versions may be up to 8 pages or 5 pages for the word-order submissions.) Layout: Papers must conform to COLING 2004 formatting guidelines, available at: http://www.issco.unige.ch/coling2004/coling2004downloads.html Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: Psycho.Comp at hunter.cuny.edu. The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. Contact: Psycho.Comp at hunter.cuny.edu or sakas at hunter.cuny.edu http://www.colag.cs.hunter.cuny.edu/psychocomp/ 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 k.j.alcock at lancaster.ac.uk Tue Mar 2 12:35:45 2004 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Tue, 2 Mar 2004 12:35:45 +0000 Subject: Postgraduate opportunities at Lancaster Message-ID: Lancaster University Department of Psychology Postgraduate Studentship opportunities (MSc/ PhD) The Psychology Department expects to award up to 8 postgraduate studentships tenable form October 2004. These include: 2 ESRC 1+3 Quota Studentships Departmental Teaching Studentships Lancaster University Doctoral Fellowships We welcome applications from individuals with appropriate backgrounds in psychology (normally, a First or Upper Second Class degree or equivalent) who wish to conduct postgraduate research in any of the following areas: ? Infant and Child Development ? Cognition ? Social, Conceptual, and Historical Psychology ? Behavioural Neuroscience. ? Applied Psychology (e.g.: human-computer interaction) Please look at our web-pages for a full description of staff interests and supervision areas http://www.psych.lancs.ac.uk/research/areas.html. Research in infant and child development currently is being carried out in the following areas: Infancy: * language development, including disorders (Katie Alcock) * spatial cognition (Dina Lew & Gavin Bremner) * inter-model perception and object knowledge (Gavin Bremner) * hand-mouth coordination (Dina Lew) * laterality and visually-guided reaching in normal and premature infants (Brian Hopkins) * the prenatal development of posture (Brian Hopkins) * parent-infant relationships (Charlie Lewis) * infant crying (Brian Hopkins) * memory development (Rachel Morse) Childhood: * cross-cultural and cross-linguistic development, including the impact of ill health (Katie Alcock) * children's graphical and spacial skills (Gavin Bremner) * studies on the theory of mind (Charlie Lewis) * children's thinking and reasoning (Eugene Subbotsky) * working memory in children, including the development of executive processes, vocabulary acquisition, visuo-spatial memory, and arithmetic skills (John Towse) * the origins of clumsiness in children (Mary Smyth) * fatherhood and the development of family relationships (Charlie Lewis) The department was rated 5A in RAE 2001, runs ESRC recognised MSc courses in Psychological Research Methods and Developmental Psychology, and has excellent computing and laboratory equipment for postgraduate students. Purpose-built living accommodation and social facilities are available in the University Graduate College. Further details may be found at http://www.psych.lancs.ac.uk For information about how to apply, please contact (as soon as possible): Dr. Mark Levine, Director of Postgraduate Studies for the Department. (01524) 592915; Email m.levine at lancaster.ac.uk or Clare Hannon, Postgraduate Co-ordinator (01524) 594975 c.hannon at lancaster.ac.uk The closing date for applications is 1st April 2002. Interviews will be held on the 22nd and 23rd April. From kamil at hawaii.edu Tue Mar 2 19:07:48 2004 From: kamil at hawaii.edu (Kamil Ud Deen) Date: Tue, 2 Mar 2004 09:07:48 -1000 Subject: Call for Papers: GALANA Message-ID: ***** CALL FOR PAPERS ******** G A L A N A ******** CALL FOR PAPERS ***** The University of Hawai`i at Manoa's Department of Linguistics & Department of Second Language Studies announce the inaugural conference of GENERATIVE APPROACHES TO LANGUAGE ACQUISITION--NORTH AMERICA 17, 18, 19 & 20 December 2004 Honolulu, Hawai`i www.ling.hawaii.edu/galana/ GALANA is a conference devoted to research on all aspects of language acquisition within the framework of generative grammar. Its two principal aims are (i) to bring together generative researchers in all acquisition subfields, and (ii) to promote student participation among up-coming generative acquisitionists. * Plenary Speaker: Nina Hyams, UCLA * Plenary Speaker: Rex A. Sprouse, Indiana University * Tutorial Leader: Luigi Rizzi, University of Siena (morning of 17 December, devoted to a syntax topic) DEADLINE FOR ABSTRACT SUBMISSION: 2 AUGUST 2004 Abstracts are invited for generative research in all acquisition subfields--L1 acquisition, L2 acquisition, bilingualism, creoles and pidgins, and language disorders: * Regular Talk Sessions * Three Thematic Sessions: <> Child L2 Acquisition <> Phonological Interfaces <> Acquisition of Mood/Aspect * Regular Poster Sessions * Special PhD Poster Session ALL TALKS: 20 minutes long plus a 10-minute question period POSTERS: on display all day (with one attended session during that day) Student paper/poster presenters: eligible to apply for an NSF-sponsored TRAVEL FELLOWSHIP. ***** A B S T R A C T S U B M I S S I O N G U I D E L I N E S ***** ABSTRACTS SHOULD BE: * received by 2 August 2004 * anonymous and titled * not more than 500 words with examples, tables, etc. (provide word count) * submitted electronically as a PDF document to: galana at hawaii.edu * accompanied by a 300-word DOC or RTF summary--with title and author(s) (single-spaced, fully justified, in 12-point Times New Roman font) WITHIN THE BODY OF THE EMAIL MESSAGE, PLEASE INCLUDE: * title of submission, name(s) of author(s), and affiliation(s) * each author's contact information: work address, email, phone, and fax * whether your abstract is for a talk, a poster, or either * which Thematic Session, if any, your abstract could be considered for * if eligible, whether you are applying for a TRAVEL FELLOWSHIP (application form to be available soon) IMPORTANT DATES: * Acknowledgment of receipt: emailed within a few days of submission * Notice of acceptance/rejection: emailed in mid-September * Preliminary schedule and pre-registration: available early October * Contributions to the Proceedings: due by mid-February 2005 ***** F U R T H E R I N F O R M A T I O N ***** www.ling.hawaii.edu/galana/ Inquiries may also be directed to: GALANA 2004 University of Hawai`i 1890 East-West Road Moore Hall 569 Honolulu, HI 96822 USA Phone: (808) 956-9730 Email: galana at hawaii.edu ***** CALL FOR PAPERS ******** G A L A N A ******** CALL FOR PAPERS ***** From macw at cmu.edu Tue Mar 9 20:51:13 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 9 Mar 2004 15:51:13 -0500 Subject: Japanese and Chinese input Message-ID: Dear Info-CHILDES, We just now fixed a bug in the Mac OS X version of CLAN that may have affected some people using Japanese or Chinese input methods. The bug has been there for about four weeks (since early February). So, if you are using Japanese or Chinese and have noticed a problem, please download a new version of CLAN. There is still a minor bug having to do with combining Japanese or Chinese and IPA. If this is important to you, please send me a note and I will explain to you the simple way of working around this bug. --Brian MacWhinney From htagerf at bu.edu Fri Mar 12 17:05:56 2004 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 12 Mar 2004 12:05:56 -0500 Subject: Job Openings for new graduates! Message-ID: Please bring to the attention of your best students! RESEARCH ASSISTANT POSITIONS Laboratory of Developmental Cognitive Neuroscience AVAILABLE SPRING/SUMMER 2004 Several full time positions available on projects that focus on children with neurodevelopmental disorders (autism, Williams syndrome, specific language impairment) with special emphasis on language, face processing, and other aspects of cognition and development. Requirements include: background in Psychology or related field with Bachelors degree; research experience; strong organizational, interpersonal and computer skills (Windows 2000; Microsoft Office) required. Interest and coursework in cognitive science, neuroscience, developmental and/or clinical research a plus. Responsibilities may include recruiting and testing children and adults, design and develop experimental tasks, implement experiments on computers, coding and analyzing data, preparation of literature reviews, maintaining files, and preparation of testing reports. We are seeking mature, responsible, and highly motivated people with strong interests in the areas of the research program who would enjoy the experience of being involved in a large and active research lab (see our website: http://www.bu.edu/anatneuro/dcn/). A two-year commitment to the position is required. For more information, please send a cover letter, resume, and names of 3 references to: Helen Tager-Flusberg, Ph.D. Director, Laboratory of Developmental Cognitive Neuroscience, Department of Anatomy & Neurobiology, Boston University School of Medicine, 715 Albany Street L-814 Boston, MA 02118-2526 Fax: 617-414-1301, email: htagerf at bu.edu ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From ccore at fau.edu Mon Mar 15 19:28:44 2004 From: ccore at fau.edu (Cynthia W Core) Date: Mon, 15 Mar 2004 14:28:44 -0500 Subject: References for child-directed speech and culture Message-ID: Hello - Last month I asked the following questions. Listed below are the responses I received. Thank you to all those who responded. Cynthia Core -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Cynthia W Core Sent: Friday, February 06, 2004 3:16 PM To: info-childes at mail.talkbank.org Subject: Child-directed speech across languages/cultures Hello all - I was asked today about specific cultural influences on child-directed speech and influence of child-directed speech on literacy acquisition. The questions I have are 1. "What are differences across cultures in terms of the amount of linguistic input that children receive?" I phrase it this way to allow for the possibility that although some children are receiving less child-directed speech, they may be getting input from the environment. 2. "What (besides mother's ed level) influences how much a mother in the United States speaks to her child? Is SES more important than cultural background or vice versa?" I would like to compile a list of resources on this topic, and though I have been able to find some references on-line, I'm sure this group will provide the best resources. Most recently, I have seen Johnston, J. and Wong, M-Y., A. (2002) Cultural Differences in Beliefs and Practices Concerning Talk to Children. Journal of Speech, Language and Hearing Research, 916-926. RESPONSES RECEIVED Battle, D. E., & Andersen, N. (1998). Culturally diverse families and the development of language. In D. E. Battle (Ed.), Communication disorders in multicultural populations (pp. 213-245). Boston, MA: Butterworth-Heinemann. Belenky, M. F., Bond, L. A., & Weinstock, J. S. (1997). A tradition that has no name: Nurturing the development of people, families, and communities. New York: Basic Books. Bond, L. A., Belenky, M. F., Weinstock, J. S., & Cook, T. (1996). Imagining and engaging one's children: Lessons from poor, rural, New England mothers. In S. Harkness and C. M. Super (Eds.), Parent's cultural belief systems: Their origins, expressions and consequences (pp. 467-495). New York: Guilford Press. Borduin, C. M., & Henggeler, S. W. (1981). Social class, experimental setting, and task characteristics as determinants of mother-child interaction. Developmental Psychology, 17 (2), 209-214. Gaskins, S. (1996). How Mayan parental theories come into play. In S. Harkness & C. M. Super (Eds.), Parent's cultural belief systems: Their origins, expressions and consequences (pp. 345-363). New York: Guilford Press. Garcia-Coll, C. T., Meyer, E. C., & Brillon, L. (1995). Ethnic and minority parenting. In M. H. Bornstein (Ed.), Handbook of parenting (pp. 189-209). Mahwah, NJ: Erlbaum. Goodnow, J. J. (1990). The socialization of cognition: What's involved? In J. W. Stigler, R. A. Shweder & G. Hodt (Eds.), Cultural Psychology: Essays on comparative human development (pp. 259-286). Cambridge, MA: Cambridge University Press. Goodnow, J. J. (1996). From household practices to parents' ideas about work and interpersonal relationships. In S. Harkness & C. M. Super (Eds.), Parents' cultural belief systems: Their origins, expressions, and consequences (pp. 313-344). New York: Guildford Press. Goodnow, J. J., & Collins, W. A. (1990). Development according to parents: The nature sources, and consequences of parents' ideas. In H. McGurk (Ed.), Essays in developmental psychology (pp. 190-121). Hillsdale, NJ: Erlbaum. Heath, S. (1983). Ways with words: Language, life and work in communities and classrooms. New York: Cambridge University Press. Hoff-Ginsberg, E. (1991). Mother-child conversation in different social classes and communicative settings. Child Development, 62, 782-796. Jimerson, T. L., & Bond, L. A. (2001). Mother's epistemologies, turn-taking and contingent interaction with preschoolers. Journal of Applied Developmental Psychology, 22 , 1-17. McGillicuddy De-Lisi, A. V. (1992). Correlates of parental teaching strategies in families of children evidencing normal and atypical development. Special issue: Does environment really contribute to healthy, quality life? Journal of Applied Developmental Psychology, 13, 215-234. McGillicudy-DeLisi, A. V. & Sigel, I. E. (1995). Parental beliefs. In M. H. Bornstein (Ed.), Handbook of parenting (pp. 333-358). Mahwah, NJ: Erlbaum. Murphey, D. A. (1992). Constructing the child: Relations between parents' beliefs and child outcomes. Developmental Review, 12, 199-232. New, R. S., & Richman, A. L. (1996). Maternal beliefs and infant care practices in Italy and the United States. In S. Harkness & C. M. Super (Eds.), Parents' cultural belief systems: Their origins, expressions, and consequences (pp. 385-404). New York: Guildford Press. Olsen-Fulero, L. (1982). Style and stability in mother conversational behavior: A study of individual differences. Journal of Child Language, 9, 543-564. Pomerleau, A., Malcuit, G., & Sabatier, C. (1991). Child-rearing practices and parental beliefs in three cultural groups of Montreal: Quebecois, Vietnamese, Haitian. In M. H. Bornstein (Ed.), Cultural approaches to parenting (pp. 45-68). Hillsdale, NJ: Lawrence Erlbaum. Rogoff, B. (1990). Apprenticeship in thinking. New York: Oxford University Press. Sameroff, A. J., & Feil, L. A. (1985). Parental concepts of development. In I. E. Sigel (Ed.), Parental belief systems (pp. 83-105). Hillsdale, NJ: Erlbaum. Schieffelin, B. B., & Ochs, E. (1986). Language socialization. Annual Review of Anthropology, 15, 163-191. Sigel, I. E. (1986). Reflections on the belief-behavior connection: Lessons learned from a research program on parental belief systems and teaching strategies. In M. K. Ashmore & D. M. Brodzinsky (Eds.), Thinking about the family: Views of parents and children (pp. 35-65). Hillsdale, NJ: Erlbaum. Snow, C. E. (1995). Issues in the study of input: Finetuning, universality, individual and developmental differences, and necessary causes. In P. Fletcher & B. MacWhinney (Eds.), The handbook of child language. New York: Blackwell. Try the two books by Betty Hart and Todd Risley "Meaningful Differences" "Social World World of Children Learning to Talk" If you are interested in cultural diversity in acquisition, many of the chapters in Dan Slobin's edited series (5 volumes) of the Crosslinguistic Study of Language Acquisition' discuss the cultural context of acquisition and the nature (or absence) of child directed speech. My own chapter on Warlpiri (in volume 3) discusses the context of acquisition for a, mainly, non literate group. Child directed speech is not common. Clifton Pye has written about child directed speech K'iche" Maya (also volume 3) There is a lot of published work on the cultural context of acquisition and which societies use child directed speech and its nature by Eleanor Ochs and Bambi Schieffelin You'll find an excellent compilation in: C. Gallaway & B. J. Richards (Eds.). Input and Interaction in Language Acquisition. Cambridge: Cambridge University Press. In particular, look at the chapter by E. Lieven"Crosslinguistic and crosscultual aspects of language addressed to children", since it includes a review of the papers interested on this topic. Cynthia Core, PhD Assistant Professor Department of Communication Sciences and Disorders Florida Atlantic University 777 Glades Road PO Box 3091 Boca Raton, FL 33431 (561) 297-1138 -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Wed Mar 17 13:11:07 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Wed, 17 Mar 2004 13:11:07 -0000 Subject: Research Assistant post in Language Development Message-ID: Research Assistant post available at Lancaster University, starting in May or June. Please bring this to the attention of any possible candidates you may know. You will work on a 12 month ESRC funded project into individual differences in language development. The study involves recruitment and testing of children aged 18-21 months. A variety of tests of language development and other abilities will be used, including laboratory based tests, parent checklists, and recording of children's speech in the home. The post will also involve liasing with parents, coding and analysing data. You should have a good first degree in psychology, and an interest in the psychology of language. Experience with young children is also important, and research experience in the field of language development would be an advantage. Shortlisting will be carried out in the week ending 16th April, and we expect to hold interviews in the week beginning the 26th April. For further information see: http://www.personnel.lancs.ac.uk/vacancydets.aspx?jobid=A242 Katie Alcock From k.j.alcock at lancaster.ac.uk Wed Mar 17 13:41:32 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Wed, 17 Mar 2004 13:41:32 -0000 Subject: Research Assistant post in Language Development - resubmission Message-ID: Research Assistant post available at Lancaster University, starting in May or June. Please bring this to the attention of any possible candidates you may know. [Apologies for the strange garbled version of this which appeared earlier]. You will work on a 12 month ESRC funded project into individual differences in language development. The study involves recruitment and testing of children aged 18-21 months. A variety of tests of language development and other abilities will be used, including laboratory based tests, parent checklists, and recording of children's speech in the home. The post will also involve liasing with parents, coding and analysing data. You should have a good first degree in psychology, and an interest in the psychology of language. Experience with young children is also important, and research experience in the field of language development would be an advantage. The closing date is 5th April. Shortlisting will be carried out in the week ending 16th April, and we expect to hold interviews in the week beginning the 26th April. For further information see: http://www.personnel.lancs.ac.uk/vacancydets.aspx?jobid=A242 Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF 01524 593833 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Thomas.Klee at newcastle.ac.uk Wed Mar 17 16:47:13 2004 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Wed, 17 Mar 2004 16:47:13 -0000 Subject: academic post at Newcastle Message-ID: Senior Lecturer in Speech & Language Pathology University of Newcastle upon Tyne Salary: ?35,251 - ?39,958 Based in the School of Education, Communication & Language Sciences, you will make a major contribution to the delivery of the BSc in Speech & Languages Science and MSc in Language Pathology, both of which are professionally accredited by the Royal College of Speech & Language Therapists and the Health Professions Council; and the MSc in Human Communication Sciences, recognised by the ESRC for 1+3 studentship award, as well as other programmes in the School. You will be expected to be a specialist in developmental speech and language disorders, preferably phonological disorders of children. You will also be expected to attract and supervise research students; to pursue external funding opportunities; and to contribute, via publications and other activities, to the School's aim of achieving a 5*/6* - equivalent rating in the next Research Assessment Exercise. You should have a professional qualification in speech and language therapy, relevant clinical experience and a doctorate degree. In exceptional circumstances, applicants without a professional qualification in speech and language therapy would be considered. Informal enquiries may be made to Professor Li Wei, Head of School on 0191 222 6760 or by email on li.wei at ncl.ac.uk. Answerphone: 0191 222 8834 Job reference: B62A Closing Date: 23 April 2004 Dr Thomas Klee Speech & Language Sciences School of Education, Communication & Language Sciences Newcastle University Queen Victoria Road Newcastle upon Tyne NE1 7RU United Kingdom Tel +44 (0) 191 222 7452 Fax +44 (0) 191 222 6518 www.newcastle.ac.uk/ecls From ks7t at andrew.cmu.edu Thu Mar 18 14:52:28 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 18 Mar 2004 09:52:28 -0500 Subject: THE 29th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT Message-ID: ************************************************************************* CALL FOR PAPERS THE 29th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 5, 6 & 7, 2004 Keynote Speaker: Elizabeth S. Spelke, Harvard University ?Language and Core Knowledge? Plenary Speaker: Ken Wexler, Massachusetts Institute of Technology "Beauty and Awe: Language Acquisition as High Science" Lunch Symposium ?Where does grammar come from? A debate on the nature of child language acquisition? Michael Tomasello, Max Planck Institute for Evolutionary Anthropology Stephen Crain, University of Maryland ? College Park ************************************************************************* All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Presentations will be 20 minutes long followed by a 10 minute question period. Posters will be on display for a full day with two attended sessions during the day. ************************************************************************* ABSTRACT FORMAT AND CONTENT Abstracts submitted must represent original, unpublished research. Abstracts should be anonymous, clearly titled and no more than 450 words in length. They should also fit on one page, with an optional second page for references or figures if required. Abstracts longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the abstract. Note that words counts need not include the abstract title or the list of references. A suggested format and style for abstracts is available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/template.html All abstracts must be submitted as PDF documents. Specific instructions for how to create PDF documents are available at the website: http://www.bu.edu/linguistics/APPLIED/BUCLD/pdfinfo.html Free services/software for creating PDF documents are available from: http://www.adobe.com (free trial: five free documents) If you encounter a problem creating a PDF file, please contact us for further assistance. Please use the first author?s last name as the file name (eg. Smith.pdf). No author information should appear anywhere in the contents of the PDF file itself. ************************************************************************* SUBMISSION INSTRUCTIONS Electronic submission: To facilitate the abstract submission process, abstracts will be submitted using the form available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/abstract.html Specific instructions for abstract submission are available on this website. Abstracts will be accepted between March 15 and May 15. Contact information for each author must be submitted via webform. No author information should appear anywhere in the abstract PDF. At the time of submission you will be asked whether you would like your abstract to be considered for a poster, a paper, or both. Although each author may submit as many abstracts as desired, we will accept for presentation by each author: (a) a maximum of 1 first authored paper/poster, and (b) a maximum of 2 papers/posters in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2004. Late abstracts will not be considered, whatever the reason for the delay. We regret that we cannot accept abstract submissions by fax or email. Submissions via surface mail will only be accepted in special circumstances, on a case by case basis. ************************************************************************* ABSTRACT SELECTION Each abstract is blind reviewed by 5 reviewers from a panel of approximately 80 international scholars. Further information about the review process is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/reviewprocess.html Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by email. Pre-registration materials and preliminary schedule will be available in late August, 2004. If your abstract is accepted, you will need to submit a 150-word abstract including title, author(s) and affiliation(s) for inclusion in the conference handbook. Guidelines will be provided along with notification of acceptance. Abstracts accepted as papers will be invited for publication in the BUCLD Proceedings. Abstracts accepted as posters will be invited for publication online only, but not in the printed version. All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. No schedule changes will be possible once the schedule is set. Scheduling requests for religious reasons only must be made before the review process is complete (i.e. at the time of submission). A space is provided on the abstract submission webform to specify such requests. ************************************************************************* FURTHER INFORMATION Information regarding the conference may be accessed at http://www.bu.edu/linguistics/APPLIED/BUCLD Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 Email: langconf at bu.edu ************************************************************************* From dpesco2 at po-box.mcgill.ca Thu Mar 18 15:43:55 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Thu, 18 Mar 2004 10:43:55 -0500 Subject: chstring Message-ID: Oops, okay Anna, the changes.cut file wasn't working because I forgot the +c command. So this is what works. chstring +x +cchanges.cut filename ... The changes.cut file I made reads "*@s" "*@sv" with no spaces. No instances of s without the @sign were replaced so this seems safe. I needed to work out something similar for myself so this has been helpful! Diane Anna Gudmundson wrote: > Dear Brian et al. > > I'm trying to replace all occurences of "@s" to "@sv", but I can't > make it work. We have used the sign @s to indicate code switching > from itaian to swedish in our transcriptions, but now we would like to > change it to @sv. There are several similar changes that need to be > made so I really would like to know what I'm doing wrong. This is what > it looks like: > > *ANN: c'? tanto di pi? di questa # n?rhet at s. > > I would like to change @s into @sv to make the utterance look like: > > *ANN: c'? tanto di pi? di questa # n?rhet at sv. > > I have created a file named 'changes.cut' and it looks like: > > "@s " "@sv " > > with no spaces before the @-signs. > > and then i run the command: > > chstring +c "filename" > > but no changes are being made. If I instead create a 'changes.cut' > file that looks like: > > " tanto " " tantoo " > > and run the same command as above, the changes are being made. > > I thought chstring would work on parts of words like @s, and not only > on complete words. I've also tried "_*@s " "_*@sv ", but it doesn't > work. What am I doing wrong?? > > Many thanks in advande > > Anna Gudmundson > Stockholm university -- Diane Pesco School of Communication Sciences and Disorders McGill University dpesco2 at po-box.mcgill.ca tel. 514-398-4102 fax. 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From bpearson at comdis.umass.edu Thu Mar 18 16:53:33 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 18 Mar 2004 11:53:33 -0500 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Infochildes, I've been asked by a non-linguist who is trying to organize a program on language awareness for an audiotape of different English dialects. (She's in the US, but I guess if there's one of British dialects, that might be useful, too.) She's already familiar with the video American Tongues, which would have been my first response for her. Any ideas? Thanks, Barbara ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From jvwoude at calvin.edu Thu Mar 18 18:10:43 2004 From: jvwoude at calvin.edu (Judith VanderWoude) Date: Thu, 18 Mar 2004 13:10:43 -0500 Subject: Audiotapes of English dialects Message-ID: A book and audiotape I really like on British dialects is "English accents and dialects: an introduction to social and regional varieties of English in the British Isles" by Arthur Hughes and Peter Trudgill. You can purchase a separate accompanying audiotape that includes conversations transcribed in the text. >>> Barbara Pearson 3/18/2004 11:53:33 AM >>> Dear Infochildes, I've been asked by a non-linguist who is trying to organize a program on language awareness for an audiotape of different English dialects. (She's in the US, but I guess if there's one of British dialects, that might be useful, too.) She's already familiar with the video American Tongues, which would have been my first response for her. Any ideas? Thanks, Barbara ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ From macw at cmu.edu Thu Mar 18 18:48:00 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 18 Mar 2004 13:48:00 -0500 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Barbara, One interesting resource on dialecct variation is the IViE (Intonational Variation in English) project. They have a very systematic survey of 9 British dialects. They have a web site and you can also find materials at http://talkbank.org/media/IViE --Brian MacWhinney From ramoseli at fiu.edu Thu Mar 18 21:09:07 2004 From: ramoseli at fiu.edu (Eliane Ramos) Date: Thu, 18 Mar 2004 16:09:07 -0500 Subject: faculty position at Florida International University Message-ID: Please bring this tenure track position to the attention of anyone interested in working with bilingual populations. The Miami metropolitan area has a large population of Spanish/English and Haitian Creole/English bilinguals. The Communication Sciences & Disorders department at FIU plays an important role in educating bilingual speech-language pathologists to serve the needs of the community and affords a wonderful opportunity for individuals interested in researching bilingual acquisition and bilingual communication disorders. Faculty position in the Department of Communication Sciences and Disorders at Florida International University located in the Miami metropolitan area. The department is located in the School of Health, College of Health and Urban Affairs and affords faculty and students a unique opportunity for collaboration with individuals in the departments of Physical Therapy, Occupational Therapy, and Health Information Management. Responsibilities will include teaching undergraduate and graduate level courses, student advisement, and clinical research. Qualified applicants must be ASHA certified in Speech-Language Pathology and hold or be eligible for Florida licensure. Preference will be given to candidates who hold a doctoral degree and whose specialty field are child speech and language development, and bilingual acquisition. Individuals that are bilingual Spanish/English or Creole/English are strongly encouraged to apply. The department is committed to the outstanding academic and clinical preparation of multicultural populations. Salary is negotiable based on rank. This is a nine month position to begin Fall 2004. Opportunity for summer employment in future years is anticipated. For consideration interested applicants should submit a letter of interest, curriculum vitae, and 3 letters of recommendation to: Alfredo Ardila, Ph. D., Chair Search Committee Dept. of Communication Sciences and Disorders Florida International University University Park Campus, HLS 144 Miami, FL 33199 Telephone (305) 348-2750 Fax Number (305) 348-2740 Closing Date: April 15, 2004 -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Thu Mar 18 21:20:10 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Thu, 18 Mar 2004 16:20:10 -0500 Subject: Postdoc at NIH Message-ID: POSTDOCTORAL FELLOWSHIP POSITION ** ADOLESCENCE ** Child & Family Research NICHD, NIH, DHHS START DATE: Summer-Fall 2004 The Child and Family Research Section in the National Institute of Child Health and Human Development investigates dispositional, experiential, and environmental factors that contribute to physical, mental, emotional, and social development in human beings in the first two decades of life. For more information, visit our website: http://www.cfr.nichd.nih.gov. DUTIES: Fellows are expected to contribute actively to current activities on a longitudinal research project, including data collection, data analysis, training and supervision of research assistants, co-authoring publications, networking with collaborators, and collaborating in the dissemination of findings. DESIRED QUALIFICATIONS: Completed doctorate in developmental science, especially adolescence, plus strong skills in methodology, measurement, longitudinal design, and survey. Proficiency in statistical analyses is highly desirable. Additional skills required include competence in planning, multitasking, and excellent organizational and communication skills, both written and verbal; ability to work both independently and in collaboration. Salary and benefits are competitive. Appointments are eligible for renewal up to 5 years. Interested applicants should submit a letter of interest and proposed goals for the fellowship, Curriculum Vitae, graduate transcripts, representative publications and papers, a summary of research experiences and objectives, and should arrange to have three letters of recommendation sent to: Dr. Marc H. Bornstein Child and Family Research National Institute of Child Health and Human Development Suite 8030 6705 Rockledge Drive Bethesda MD 20892-7971 USA EMAIL: Marc_H_Bornstein at nih.gov From stefka at audiospeech.ubc.ca Thu Mar 18 21:46:55 2004 From: stefka at audiospeech.ubc.ca (Stefka H. Marinova-Todd) Date: Thu, 18 Mar 2004 13:46:55 -0800 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: Dear Dr. Pearson, There is also a web-page (http://classweb.gmu.edu/accent/) called Speech Accent Archive hosted at the George Mason University which contains a collection of audio-files of various foreign accents of English, including about 60 samples of English dialects from across the US, as well as Britain, Australia, New Zealand and other English speaking countries. In all the samples, the speakers are asked to read the same paragraph in English, which provides for a good comparison across accents/dialects. I hope this is of help. Best regards, Stefka Marinova-Todd Barbara Pearson wrote: > Dear Infochildes, > > I've been asked by a non-linguist who is trying to organize > a program on language awareness for an audiotape of > different English dialects. (She's in the US, but I guess > if there's one of British dialects, that might be useful, > too.) > > She's already familiar with the video American Tongues, > which would have been my first response for her. > > Any ideas? > > Thanks, > > Barbara > > > ***************************************** > Barbara Zurer Pearson, Ph. D. > Project Manager, Research Assistant > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > 413.545.5023 > fax: 545.0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > > --- > [This E-mail scanned for viruses by Declude Virus] > > > -- ____________________________________________ Stefka H. Marinova-Todd, Assistant Professor School of Audiology and Speech Sciences University of British Columbia 5804 Fairview Avenue Vancouver, B.C., CANADA V6T 1Z3 tel: (604) 822-0276 fax: (604) 822-6569 From getharat_al_lail at hotmail.com Fri Mar 19 10:58:51 2004 From: getharat_al_lail at hotmail.com (SweeT CanDy) Date: Fri, 19 Mar 2004 13:58:51 +0300 Subject: unsunscribe Message-ID: An HTML attachment was scrubbed... URL: From toshirolontra at libero.it Fri Mar 19 12:44:49 2004 From: toshirolontra at libero.it (toshirolontra at libero.it) Date: Fri, 19 Mar 2004 13:44:49 +0100 Subject: Errors tagging Message-ID: Dear Infochildes, where could I find files with error coding of transcript data (with the dependent tier %err-line) applied in a systematic way? I'd be particularly interested in German data, but it's difficult to find transcripts with error codes in general within CHILDES-database... Thanks in advance for advice!! Cristina Onesti Student, Department of Modern Languages University of Turin, Italy toshirolontra at libero.it From cchaney at sfsu.edu Fri Mar 19 21:12:24 2004 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Fri, 19 Mar 2004 13:12:24 -0800 Subject: Audiotapes of English dialects In-Reply-To: Message-ID: International English by Peter Trudgill and Jean Hannah (1982) (Edward Arnold publishers) is pretty good, and it comes with a book...I don't know about its current availability. And for teaching students to play around with accents, I've succesfully used the "Acting with an Accent" tapes and booklets by David Stern (Dialect Accent Specialists, phone 802-626-3121), although these are not authentic accents, but rather stage versions. Still they can be pedagogically useful. Cheers, Carolyn Chaney SFSU On Thu, 18 Mar 2004, Barbara Pearson wrote: > Dear Infochildes, > > I've been asked by a non-linguist who is trying to organize > a program on language awareness for an audiotape of > different English dialects. (She's in the US, but I guess > if there's one of British dialects, that might be useful, > too.) > > She's already familiar with the video American Tongues, > which would have been my first response for her. > > Any ideas? > > Thanks, > > Barbara > > > ***************************************** > Barbara Zurer Pearson, Ph. D. > Project Manager, Research Assistant > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > 413.545.5023 > fax: 545.0803 > > bpearson at comdis.umass.edu > http://www.umass.edu/aae/ > > From velleman at comdis.umass.edu Fri Mar 19 21:50:50 2004 From: velleman at comdis.umass.edu (Shelley L. Velleman) Date: Fri, 19 Mar 2004 16:50:50 -0500 Subject: Audiotapes of English dialects Message-ID: Yes, I've often assigned my phonetics students to "translate" the "Acting with an Accent" instructions into phonetics terminology, and sometimes I offer learning to speak with one of these accents as an extra credit activity as well. Shelley Velleman From ulsmoczy at vela.filg.uj.edu.pl Sat Mar 20 18:42:46 2004 From: ulsmoczy at vela.filg.uj.edu.pl (Magdalena Smoczynska) Date: Sat, 20 Mar 2004 19:42:46 +0100 Subject: SAMPLE COLLECTION Message-ID: Dear ALL, I am in the process of planning a rather large scale project of sample collection of natural child-mother interaction. Involved are children living in the large city of Krak?w (Cracow), Poland, aged of ca. 30 months, coming from all social backgrounds. Some of them are language delayed according to MacArthur CDIs, some of them average. The latter are a control group for the former. We cannot spend much time in getting acquainted with the families, and I have no experience with such situations: the data collection I did so far involved long-term individual collaboration when all the problems could be solved gradually. Here we get mother and child in our Lab. We know each other only via correspondence and previous repeated application of MacArthur CDIs) since the child was 18 mo. old. I think, we cannot keep them there more than 60 minutes. We intend to run there some experiments and test items with the child (video- and audiotaped), which will take up to 30 minutes (including getting acquainted). Then we ask the mother for permission to pay them a short visit at home in the coming days for a sample recording. If she agrees, we will have a different problem (see Situation 2, below). Situation 1: RECORDING IN THE LAB If she does not, we have to immediately arrange a short situation, as close to natural as possible, in which she and the child could be video- and audiotaped taped in our lab, in presence of a person running a camera (on a static support), but no interfering with them (we do not have a technical possibility to tape them using a one-way mirror etc.). We have just one little room. How to arrange this in order to get a good sample of their conversation? I would like to avoid the situation in which the mother asks hundreds of questions in order to show how cute her child is, reads books, asks the child to sing and recite nursery rhymes etc. I want the child to be as little shy as possible. I would prefer them to have something comparable to do together, a suggested task or a toy set to explore? How to do it? I am pretty much aware that possible procedures are strongly culturally constrained, there are typically Polish conventions to be followed, etc., but all kinds of ideas, hints, suggestions, and warnings even coming from very different places could be of relevance. Situation 2. HOME VISIT If the mother agrees to accept a home visit [most of them will - I already made an inquiry via e-mail and most mothers accepted, but of course mothers with email addresses are usually college- educated], how to prepare its scenario, so that we do not have to spend 3 hours with them, that the data collection appears to be the central task, that the child is not too shy, in sum that good data are collected in comparable situations? I already discovered that it makes sense for us not to accept to drink tea (which is rather a ritual thing in such a situation in Poland), because mothers disappear for 15 minutes in the kitchen to prepare it, whereas fathers keep us company saying little, waiting for her to come back, refusing to give much info on the child, saying ?My wife knows better!? [I was really tempted to say ?Maybe in such a case you could be able to boil some water instead of her??...]. I decided that a much better choice would be to suggest a cold drink. Refusing to drink anything would be considered very impolite. The data we want to obtain are not specific in any sense. We want to be able to assess the general level of the child?s language development. Due to the number of subjects to be recorded and to the limited funds we have we cannot afford to visit them several times. Still another question concerns the length of a sample. We can transcribe 15-20 minutes per subject. How long should be the recording? 30 minutes? I am certain many colleagues had to deal with such a problem and will be willing to share their experience. Thank you in advance. Magdalena Smoczynska Dept. of General and Indo-European Linguistics Child-Language Reserach Lab Jagellonian University Krakow, Poland my new e-mail address is: masmo at vela.filg.uj.edu.pl The old one is working too, but it is over-spammed, and I prefer the new one. -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Mar 24 15:21:16 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 24 Mar 2004 10:21:16 -0500 Subject: 7th Conference on Conceptual Structure, Discourse, and Language In-Reply-To: Message-ID: ------ Forwarded Message > From: Sally Rice > Date: Tue, 23 Mar 2004 12:39:10 -0800 > To: kelley.sacco at cmu.edu > Subject: Please post this call on info-childes > > **apologies for multiple postings** > > Second Call for Papers > > CSDL-2004 > > 7th Conference on Conceptual Structure, Discourse, and Language > University of Alberta > Edmonton, Alberta, CANADA > > 8-10 October 2004 (Friday-Sunday) > > http://www.ualberta.ca/csdl2004/ > > Now in its 10th year as an international conference, CSDL features > papers in the fields of cognitive linguistics, functional > linguistics, discourse, corpus linguistics, and speech & language > processing, especially among scholars exploring the interface between > language and cognition. > > Conference Theme > > CSDL-2004 has been organized around the theme of empirical and > experimental methods in CSDL-related research. > > Invited Speakers > > Larry Barsalou (Psychology, Emory University) > Russ Tomlin (Linguistics, University of Oregon) > Nick Evans (Linguistics & Applied Linguistics, University of Melbourne > > There will be 50 general session papers in two parallel sessions as > well as 30 poster presentations in two poster sessions, for a total > of 83 presentations. > > Information for Authors > > Please submit 500-word (maximum) abstracts for 25-minute papers or > poster presentations to csdl2004 at ualberta.ca by 1 May 2004. This > 500-word limit includes data. You may include a second sheet for > references. Only electronic submissions will be accepted (please use > PDF format if you must preserve fonts or other images, otherwise MS > Word is the preferred attachment format). The abstracts in your > electronic attachments should include title only as they will be > blind-reviewed. Please include your name, affiliation, title of the > paper, up to 5 key words describing the research, and contact > information including mailing address, phone/fax, and email in the > body of your email message. Because of the prevalence of spam and > viruses hidden in attachments, please put "CSDL-7 abstract" in the > subject line of your email message. > > Successful abstracts will seek to address the theme of the conference > (empirical and experimental methods in research on conceptual > structure, discourse, and language) and will feature: (a) a > well-defined research question, (b) clear delineation of the > phenomenon of study, (c) precise methodology, (d) sample data, and > (e) actual or anticipated results. All abstracts will be > peer-reviewed by at least three referees. Notification of acceptance > will be made by 15 June 2004. > > We expect that the proceedings of CSDL-2004 will be published by the > Center for the Study of Language and Information (CSLI). Both paper > and poster presentations will be eligible for submission. Proceedings > of previous CSDL conferences are currently available through CSLI > Publications (see http://cslipublications.stanford.edu/site/CSDL.html > for information). > > Information for Students > > A small number of travel subsidies (worth approximately $150 CAD) are > available by application (see website for details) to graduate > student presenters residing outside of Alberta. Information about > crash space will be available at a later date. > > Registration > > The early registration fee is $70 CAD (approx. $50 US) for > non-students and $10 CAD for students. An additional $30 fee will > help defray costs of the Conference banquet on Saturday night (9 > October 2004). After 1 September, the registration fee for > non-students will rise to $100 CAD. The registration fee for students > and unemployed academics is $10 CAD (the cost of the banquet remains > $30 CAD). > > Site > > CSDL-2004 will be held at the University of Alberta Conference Centre > (Lister Hall) at 87th Avenue and 116th Street in Edmonton, Alberta, > Canada. The Centre features a limited number of guest rooms. Other > travel, hotel, and ground transportation to follow. > > Contact Information > > csdl2004 at ualberta.ca > http://www.ualberta.ca/csdl2004/ > Department of Linguistics > 4-34 Assiniboia Hall > University of Alberta > Edmonton, AB > T6G 2E7 CANADA > tel: +780-492-3434 > fax: +780-492-0806 > http://www.uofaweb.ualberta.ca/linguistics > > Organizers > > Please send comments and questions regarding CSDL-2004 to: > > Sally Rice, Linguistics, University of Alberta, sally.rice at ualberta.ca > John Newman, Linguistics, University of Alberta, john.newman at ualberta.ca > > ------ End of Forwarded Message From margaretmfleck at yahoo.com Wed Mar 24 17:55:54 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Wed, 24 Mar 2004 09:55:54 -0800 Subject: estimating vocabulary size Message-ID: Can anyone point me at research estimating the difference between a toddler's actual vocabulary size and the numbers produced by the MacArthur CDI? I'm particularly interested in the question of how this difference might vary from category to category. For example, if the CDI captured only 50% of some todder's common noun vocabulary but 80% of other words, a naive approach like dividing the CDI common noun count by the CDI total word count would underestimate the percentage of common nouns in the toddler's lexicon. An extreme case of this would be proper nouns, which are scarcely on the CDI at all. Can anyone point me at estimates of the typical size of toddler proper noun vocabularies (people, animals, cartoon characters, books, songs, etc)? Many thanks, Margaret Fleck ===== Margaret M. Fleck 510-378-3075 margaretmfleck at yahoo.com From wangta at gse.harvard.edu Wed Mar 24 19:42:00 2004 From: wangta at gse.harvard.edu (Tao Wang) Date: Wed, 24 Mar 2004 14:42:00 -0500 Subject: student choral response In-Reply-To: <20040324175554.28680.qmail@web60304.mail.yahoo.com> Message-ID: Can anyone provide some information of studies on student choral response? thanks. Tao =================== Tao Wang Doctoral Candidate Learning and Teaching Department Graduate School of Education Harvard University From ellmcf at nus.edu.sg Fri Mar 26 10:30:13 2004 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Fri, 26 Mar 2004 18:30:13 +0800 Subject: student choral response Message-ID: Dear Tao, Try checking Olle Kjellin's pages. He's done extensive work on choral practice in L2 teaching -- mostly concerning Swedish, but with application to any L2. Here is a sample of what he proposes, including practical tips: http://www.olle-kjellin.com/SpeechDoctor/LP98_Top.htm http://www.olle-kjellin.com/SpeechDoctor/ProcLP98.html Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Tao Wang > Sent: Thursday, 25 March, 2004 3:42 AM > To: info-childes at mail.talkbank.org > Subject: student choral response > > > Can anyone provide some information of studies on student > choral response? thanks. Tao > > =================== > Tao Wang > > Doctoral Candidate > Learning and Teaching Department > Graduate School of Education > Harvard University > > From a.karmiloff-smith at ich.ucl.ac.uk Fri Mar 26 20:05:07 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 26 Mar 2004 20:05:07 +0000 Subject: grammatical gender and LI Message-ID: In languages other than English, do people with so-called SLI have problems with grammatical gender? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From mlb at dcs.qmul.ac.uk Sat Mar 27 00:32:26 2004 From: mlb at dcs.qmul.ac.uk (mlb at dcs.qmul.ac.uk) Date: Sat, 27 Mar 2004 00:32:26 -0000 Subject: Call for papers: AEQ special issue on bilingualism Message-ID: This message is being cross-posted; please excuse duplication. The Fall 2005 issue of Academic Exchange Quarterly will be devoted to bilingualism. The following url provides complete details: http://rapidintellect.com/AEQweb/4bili.htm The print journal of AEQ has over 23,000 readers, and the electronic version, available free world-wide, has hundreds of thousands of potential readers as it is available from Gale's InfoTrac Expanded Academic Index. Thanks for considering AEQ. Marie-Luce Bourguet Lecturer, Queen Mary University of London Editor, Academic Exchange Quarterly Fall 2005 Issue From macw at cmu.edu Sun Mar 28 18:05:55 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Sun, 28 Mar 2004 13:05:55 -0500 Subject: Two new Spanish corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of two new corpora on the acquisition of Spanish. The first is from C?sar Aguilar and Rebeca Barriga Villlanueva of the Colegio de M?xico in Mexico City. It includes 10 frog story narrations from 6-year-olds and 10 from 12-year-olds. The second corpus is from Donna Jackson-Maldonado of the Universidad Aut?noma de Quer?taro and Donna Thal of San Diego State University. This large corpus was collected at two urban sites and one village in central Mexico, as well as San Diego, California. All subjects were monolinguals. Children were sampled at 10, 12, 20, 28, and 36 months with 32, 28, 48, 57, and 30 subjects at these ages. The project was supported by the MacArthur Foundation and CONACYT. Additional details are available in the manuals on the web. Many thanks to Donna, Donna, C?sar and Rebeca for contributing these corpora. --Brian MacWhinney From jr111 at cus.cam.ac.uk Mon Mar 29 02:41:39 2004 From: jr111 at cus.cam.ac.uk (James Russell) Date: Mon, 29 Mar 2004 03:41:39 +0100 Subject: psycholinguistics post at Cambridge UK Message-ID: UNIVERSITY OF CAMBRIDGE Department of Experimental Psychology University Lectureship Applications are invited for a University Lecturer in the Department of Experimental Psychology to take up appointment as soon as possible after 1st October 2004. We are looking for someone with a research interest in the area of experimental psycholingustics or cognitive neuroscience of language. Applicants with a research interest in computational psycholinguistics or developmental psycholinguistics may also wish to apply. The successful candidate will be required to teach undergraduate and graduate students. Pay scale: ?24,097 to ?37,187. The appointment is subject to a probationary period. For an informal word contact the Head of Department, Professor T W Robbins, Department of Experimental Psychology, Downing Street, Cambridge, CB2 3EB (Phone: + 44 (0)1223 333551; Fax: + 44 (0)1223 333564; Email: twr2 at cus.cam.ac.uk). Intending applicants should consult the Further Particulars on the Department's website at www.psychol.cam.ac.uk/pages/posts.html for details of the application procedure before making an application. Closing date: 30th April 2004. From macw at cmu.edu Tue Mar 30 20:36:24 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Mar 2004 15:36:24 -0500 Subject: LGO Yasmin corpus Message-ID: Dear Info-CHILDES, The Llin?s-Grau/Orea Yasmin (Castillian, Catalan, English) corpus is now available for linked video playback from http://childes.psy.cmu.edu/data/ Just click on the "Yasmin" link in the fourth column. You need a reasonably fast Internet connection for this type of playback, although it may work even with some slower connections. I would love to get feedback about people's ability to play back this corpus, as well as the others in the browsable columns. --Brian MacWhinney From macw at cmu.edu Wed Mar 31 00:29:25 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Tue, 30 Mar 2004 19:29:25 -0500 Subject: New Basque corpus Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of our first corpus from children learning Basque. The corpus has been contributed by Maria-Llanos Luque S?nchez of the University of the Basque Country in Donostia/San Sebasti?n. The children are 2-4 years old and are being schooled in Basque nursery schools. Most children were observed 3 times across this period. Eventually, we hope to add video for these files too. They can be found in the "Other Languages" directory under "Basque" Many thanks to Jani for these data. --Brian MacWhinney From piathomsen at language.sdu.dk Wed Mar 31 08:01:34 2004 From: piathomsen at language.sdu.dk (Pia Thomsen) Date: Wed, 31 Mar 2004 10:01:34 +0200 Subject: Noun morphology Message-ID: Dear all, I have two students working on a project about Danish children's early acquisition of noun morphology. Could anyone point me to new publications on this subject? I will publish a summary Thanks in advance Best, Pia Thomsen Pia Thomsen Adjunkt Center for sprogtilegnelse / Center for language acquisition Institut for sprog og kommunikation Syddansk Universitet Campusvej 55, 5230 Odense M +45 65 50 35 96 piathomsen at language.sdu.dk www.humaniora.sdu.dk/sprogtilegnelse www.humaniora.sdu.dk/scripts/show.php?full=530 -------------- next part -------------- An HTML attachment was scrubbed... URL: From psycho.comp at hunter.cuny.edu Wed Mar 31 18:16:32 2004 From: psycho.comp at hunter.cuny.edu (William Gregory Sakas) Date: Wed, 31 Mar 2004 13:16:32 -0500 Subject: Deadline extension: Psycho-computational Models of Human Language Acquisition Message-ID: ************************************************************************ **** FINAL Call for Papers Psycho-computational Models of Human Language Acquisition *** DEADLINE EXTENSION *** New Submission deadline: 15 April A COLING 2004 Workshop Geneva Switzerland 28 August 2004 http://www.colag.cs.hunter.cuny.edu/psychocomp/ Workshop Topic -------------- The workshop will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with research in psycholinguistics, developmental psychology and linguistics -- with particular emphasis on the acquisition of syntax. Invited panel: Learning Biases in Language Acquisition Models ---------------------------------------------------------------- Walter Daelemans, Antwerp and Tilburg Charles D. Yang, Yale Invited speaker --------------- Elan Dresher, Toronto Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. However, there have been few venues in which psycho- computational models of how humans acquire their native language(s) are the focus. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. However, this begs the question of whether or not a psychologically plausible statistical learning strategy can be successfully exploited in a full- blown psycho-computational acquisition model. Although there has been a significant amount of presented research targeted at modeling the acquisition of word categories and phonology, research aimed at psychologically motivated modeling of syntax acquisition has just begun to emerge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of syntax are also welcome. Papers are invited on, but not limited to, the following topics: * Acquisition models that contain a parsing component * Models that have a cross-linguistic or bilingual perspective * Models that address the question of learning bias in terms of innate linguistic knowledge versus statistical regularity in the input * Models that can acquire natural language word-order * Hybrid models that cross established paradigms * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework or Optimality Theory) * Empirical models that make use of child-directed corpora * Formal models that incorporate psychologically plausible constraints * Comparative surveys, across multiple paradigms, that critique previously published studies Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Lunch session: Word-order acquisition -------------------------------------- The topic of this session will be the acquisition of different natural language word-orders. The workshop will provide a common test-bed of abstract sentence patterns from word order divergent languages. The shared data contains the sentence patterns and cross-linguistic fully-specified parses for each sentence pattern. The patterns are available at: www.colag.cs.hunter.cuny.edu/grammar/data/allsentences.zip General information and a web interface for perusing the data can be found at: www.colag.cs.hunter.cuny.edu/grammar Due to the limited amount of time available to work with novel data, pilot studies are encouraged. The session will consist of short presentations and roundtable discussion. Submissions for this session are limited to 2 pages. Those who may be interested in submitting to this session should contact the workshop organizer before the submission deadline for further details. Dates of submissions Submission deadline: 15 April 2004 Acceptance notification: 14 May 2004 Camera-ready deadline: 10 June 2004 Workshop date: 28 August 2004 Workshop Organizer William Gregory Sakas, City University of New York (sakas at hunter.cuny.edu) Program Committee * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Morten H. Christiansen, Cornell University, USA * Stephen Clark, University of Edinburgh, UK * James Cussens, University of York, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Jeffrey Elman, University of California, San Diego, USA * Janet Dean Fodor, City University of New York, USA * Gerard Kempen, Leiden University, The Netherlands and The Max Planck Institute, Nijmegen * Vincenzo Lombardo, University of Torino, Italy * Larry Moss, University of Indiana, USA * Miles Osborne, University of Edinburgh, UK * Dan Roth, University of Illinois at Urbana-Champaign, USA * Ivan Sag, Stanford University, USA * Jeffrey Siskind, Purdue University, USA * Mark Steedman, University of Edinburgh, UK * Menno van Zaanen, Tilburg University, The Netherlands * Charles Yang, Yale University, USA Paper Submission ---------------- Length: Submissions should be no more than 8 pages (A4 or equivalent). High- quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submissions to the lunch session on word-order should be no more than 2 pages. (If accepted, final camera ready versions may be up to 8 pages or 5 pages for the word-order submissions.) Layout: Papers must conform to COLING 2004 formatting guidelines, available at: http://www.issco.unige.ch/coling2004/coling2004downloads.html Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: Psycho.Comp at hunter.cuny.edu. The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. Contact: Psycho.Comp at hunter.cuny.edu or sakas at hunter.cuny.edu http://www.colag.cs.hunter.cuny.edu/psychocomp/ 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: