From munso005 at umn.edu Sat May 1 01:33:11 2004 From: munso005 at umn.edu (Benjamin Munson) Date: Fri, 30 Apr 2004 20:33:11 -0500 Subject: Corpus of Pictures of Novel Objects? Message-ID: Dear Fellow Info-Childes Members: I am about to begin a new study on novel-word learning. Rather than reinventing the wheel and devising a new set of pictures of novel objects, I'm wondering whether anyone knows of a corpus of pictures of novel objects. I have this dream that there is a corpus somewhere out there of pictures of novel objects with norms for the pictures' visual complexity and similarity to real objects. Does anyone know of such a corpus, or anything even remotely close to it? If so, please email me with information. Cordially, Ben Benjamin Munson, Ph.D. Assistant Professor Department of Speech-Language-Hearing Sciences (Née Communication Disorders) University of Minnesota 115 Shevlin Hall 164 Pillsbury Drive, SE Minnapolis, MN 55455 (612) 624-0304 Fax: (612) 624-7586 http://www.cdis.umn.edu/FacStaff/Faculty/munson.htm From macw at cmu.edu Sat May 1 02:39:56 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 30 Apr 2004 22:39:56 -0400 Subject: Corpus of Pictures of Novel Objects? In-Reply-To: <5.2.1.1.0.20040430202353.00b7b0d8@munso005.email.umn.edu> Message-ID: Ben, Prahlad Gupta and his colleagues at Iowa have a beautiful new corpus of novel objects for novel-word learning, along with programs for counterbalancing them and linking to various phonological types. It is supposed to be available over the web at some point. Perhaps it is already. It is quite a tour de force. Having said that, you may well find that it somehow does not exactly match what you want, since requirements for this type of thing are often quite specific. --Brian MacWhinney From jzhou at public1.ptt.js.cn Sat May 1 03:13:32 2004 From: jzhou at public1.ptt.js.cn (jzhou) Date: Sat, 1 May 2004 11:13:32 +0800 Subject: teacher language input Message-ID: Dear All, Many thanks to Erika Hoff, Lynne Remson, Deborah Hwa-Froelich, Lixian Jin and Anne Purcell Kolatsis, for the information on teacher's language input in the classroom. I put all together here for reference: 1. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). ). Language input at home and at school: Relation to child syntax. Cognitive Psychology, 45, 337-374. 2. What kind of analysis is she trying to do? Is this a qualitative study? If so, I can suggest some procedures I used for discourse analysis. 3. Lilly Wong Fillmore has published extensively in this particular area and wrote a book on What teachers need to know about Language. If you type in her name on the web-it will draw up many of her publications. 4. a software which can help to analyze qualitative data. It is called: WinMax for qualitative data analysis, by Scolari, its website is www.scolari.co.uk. 5. Focus on the language classroom: an introduction to classroom research for language teachers (1991). Dick Allwright and kathleen Bailey Cambridge: CUP Thanks also go to info-childes for this wonderful network! Zhou Jing Zhou Jing, Ph.D Professor Faculty of Preschool & Special Education East China Normal University P. R. China -------------------------------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsnow at u.washington.edu Tue May 4 07:17:32 2004 From: lsnow at u.washington.edu (Laura A. Snow) Date: Tue, 4 May 2004 00:17:32 -0700 Subject: home language experiences Message-ID: I am looking for a way to measure the home language experiences/environment of young children. Does anyone know of a parent interview or observation scale/inventory that could measure this reliably? I have seen such tools for determining home literacy environment, but I am more interested in language exposure, the quality and quantity of parent/child communicative interactions, etc. Thanks for any advice or suggestions! ******************************************************************************* Laura Snow, M.A., Ph.C. 206-685-7400 Speech and Hearing Sciences campus box #354875 University of Washington 1417 N.E. 42nd Street Seattle, WA 98105-6246 ******************************************************************************* ******************************************************************************* From alazales at wp.pl Thu May 6 15:07:19 2004 From: alazales at wp.pl (alicja zalesinska) Date: Thu, 6 May 2004 17:07:19 +0200 Subject: No subject Message-ID: hello list:) Does anybody know of references concerning sound symbolism in motherese? i need them for my M.A. thesis,unfortunately the ones i found are very scarce and rather indirect. Thanks a lot, Alicja Zalesińska ---------------------------------------------------- Nowość! wyszukiwarka zdjęć, rysunków, grafik Przekonaj się - czasami słowa nie wystarczą! http://klik.wp.pl/?adr=http%3A%2F%2Fszukaj.wp.pl%2Fszukaj.html%3Fszukaj%3Dporsche%26lista%3Dm&sid=171 From eblasco at libero.it Fri May 7 08:16:25 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Fri, 7 May 2004 10:16:25 +0200 Subject: selective mutism Message-ID: Dear colleagues and frieds: Has anyone of you worked on SELECTIVE MUTISM, trying to gain data about planning difficulties and syntactic impairment, tested through comprehension tests? I'd be most thankful for any suggestion or bibliography. Prof.Dr. Eduardo Blasco Ferrer Psycholinguistics and Neurolinguistics Univ. Cagliari 09123 Cagliari, Sardinia, Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From wuerz at mail.paed.uni-muenchen.de Fri May 7 09:46:04 2004 From: wuerz at mail.paed.uni-muenchen.de (Daniela Wuerz) Date: Fri, 7 May 2004 10:46:04 +0100 Subject: question on e-prime Message-ID: Dear users of E-Prime, my name is Daniela Wuerz and i am using E-Prime at Munich University for my research. I now encountered a programming problem and was hoping that someone who is in this mailing list could maybe provide me with an answer...I will run an experiment where several words are presented one after the other and appear for one second each. Subjects after the presentation of the word are required to type their associations as an answer to the word and this will be shown to them on the screen (echo function). Now I need to measure the RT after the presentation of the word and until subjects hit the keyboard for the first time. As far as I know, E-Prime only supports a RT form presentation to last response, but I need until "first response". I figure that I must maybe use a bit of E-Prime Script. Does anyone have an idea or have an according example script? Thanks a lot, Daniela Wuerz ------------ Daniela Würz Department of Social Psychology Ludwig-Maximilians-Universität Schellingstr. 10 80799 Munich Germany phone: ++49 89 2180-3078 email: wuerz at psy.uni-muenchen.de From a.karmiloff-smith at ich.ucl.ac.uk Fri May 7 10:39:39 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 7 May 2004 11:39:39 +0100 Subject: selective mutism In-Reply-To: <001a01c4340c$30d71370$de481d97@PC166913268680> Message-ID: faraneh varga-khadem at the institute of child health in London has. At 10:16 am +0200 7/5/04, Eduardo Blasco Ferrer wrote: >Dear colleagues and frieds: > >Has anyone of you worked on SELECTIVE MUTISM, trying to gain data >about planning difficulties and syntactic impairment, tested through >comprehension tests? I'd be most thankful for any suggestion or >bibliography. > >Prof.Dr. Eduardo Blasco Ferrer >Psycholinguistics and Neurolinguistics >Univ. Cagliari >09123 Cagliari, Sardinia, Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From claudio_toppelberg at hms.harvard.edu Fri May 7 13:59:59 2004 From: claudio_toppelberg at hms.harvard.edu (Claudio Toppelberg) Date: Fri, 7 May 2004 09:59:59 -0400 Subject: selective mutism In-Reply-To: <001a01c4340c$30d71370$de481d97@PC166913268680> Message-ID: Dear Eduardo- I don't think too much has been done in trying to understand the linguistic profiles of SM children. This is very important as the prevalence of SM is around .7 % in the general population and SM is of interest for language researchers and clinicians for several important reasons: 1. SM is 3 times more common among language minority children, while cases of more severe SM (those that extend beyond a year duration) are 14 times more common among language minorities. 2. SM children also suffer from speech/language problems in about half of the cases 3. SM interfers with language and literacy acquisition. 4. Last but not least, SM children don't talk!! (...in specific social situations...) Trying to answer your question more specifically, Rosemary Tannock at U. Toronto/Hospital for Sick Children and colleagues have done some language studies on children with SM. A link to her work is http://www.homestead.com/quietroom/Research.html I am curious to hear what other work info-childes friends report on. Good luck! Claudio :::::::::::::::::::::::::::::::::::::::::::: Claudio O. Toppelberg, MD Principal Investigator, Project on Language and Child Psychiatry Judge Baker Children's Center, Harvard Medical School 3 Blackfan Circle Boston, Massachusetts 02115-5794 e-mail: topi at hms.harvard.edu Phone: (617) 232 8390 ext.2622 Fax: (617) 232 8390 ext.2621 Alternative Fax: (617) 232 8399 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Eduardo Blasco Ferrer Sent: Friday, May 07, 2004 3:16 AM To: info-childes at mail.talkbank.org Subject: selective mutism Dear colleagues and frieds: Has anyone of you worked on SELECTIVE MUTISM, trying to gain data about planning difficulties and syntactic impairment, tested through comprehension tests? I'd be most thankful for any suggestion or bibliography. Prof.Dr. Eduardo Blasco Ferrer Psycholinguistics and Neurolinguistics Univ. Cagliari 09123 Cagliari, Sardinia, Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From erikocanada at hotmail.com Fri May 7 14:35:37 2004 From: erikocanada at hotmail.com (Eriko Kurosaki) Date: Fri, 7 May 2004 08:35:37 -0600 Subject: recover relationship Message-ID: Dear Info-CHILDES; I am interested in the process how pre-school children recover their relationship after conflict through their co-operative acts. In addition to verbal representation, non-verbal representation (facial expressions, body movements, etc.) might be mentioned in my thesis. I am looking for the data and bibliography. If you know any information, please let me know. Many thanks, Eriko Kurosaki _________________________________________________________________ Free yourself from those irritating pop-up ads with MSn Premium. Get 2months FREE* http://join.msn.com/?pgmarket=en-ca&page=byoa/prem&xAPID=1994&DI=1034&SU=http://hotmail.com/enca&HL=Market_MSNIS_Taglines From eblasco at libero.it Sat May 8 06:26:55 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Sat, 8 May 2004 08:26:55 +0200 Subject: thanks Message-ID: I want to thank heartly all the colleagues and friends who have promptly answered to my wuestions about stuttering and selective mutism. You all are great! Eduardo -------------- next part -------------- An HTML attachment was scrubbed... URL: From h0009780 at hkusua.hku.hk Sat May 8 10:15:04 2004 From: h0009780 at hkusua.hku.hk (Emily) Date: Sat, 8 May 2004 18:15:04 +0800 Subject: VOCD Message-ID: Dear all, Could someone please suggest me any papers on measuring child's language development in terms of VOCD? Because I am thinking to use VOCD, parallel to other means like MLU as indicators of a bilingual child's language development but I can hardly find relavant literature on it. Thanks in advance. Best regards, Emily From dpesco2 at po-box.mcgill.ca Sat May 8 17:45:10 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Sat, 8 May 2004 13:45:10 -0400 Subject: VOCD Message-ID: Hi Emily, Here are two refs on the subject. Diane Silverman, Stacy; Ratner, Nan Bernstein. Measuring lexical diversity in children who stutter: Application of vocd.Journal of Fluency Disorders. Vol 27(4) Win 2002, 289-304. Elsevier Science, US [Journal Article] Owen, Amanda J; Leonard, Laurence B. Lexical diversity in the spontaneous speech of children with specific language impairment: Application of D. [Journal Article] Journal of Speech Language & Hearing Research. Vol 45(5) Oct 2002, 927-937. American Speech-Language-Hearing Assn, US Emily wrote: >Dear all, > >Could someone please suggest me any papers on measuring child's language >development in terms of VOCD? Because I am thinking to use VOCD, parallel to >other means like MLU as indicators of a bilingual child's language development >but I can hardly find relavant literature on it. > >Thanks in advance. > >Best regards, >Emily > > > > > > -- 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 astiasny at umich.edu Sat May 8 18:28:13 2004 From: astiasny at umich.edu (Andrea Stiasny) Date: Sat, 8 May 2004 14:28:13 -0400 Subject: Spanish acquisition bibliography Message-ID: Dear info-childes, Could anyone point me to references on the acquisition of clitics in Spanish? I would really appreciate it. Thank you. Andrea Stiasny -- University of Michigan Slavic and Linguistic Departments 3020 MLB Ann Arbor, MI 48109 From Millians at kennedykrieger.org Mon May 10 13:30:37 2004 From: Millians at kennedykrieger.org (Molly Millians) Date: Mon, 10 May 2004 09:30:37 -0400 Subject: children's analogies Message-ID: Dear all, Does anyone know of studies that have looked at children's use of using verbal analogies? Also, are there any assessments that explore children's use of verbal analogies? Thanks Molly Millians FAS Clinic Education Specialist Marcus Institute Atlanta, GA From ann.dowker at psy.ox.ac.uk Mon May 10 13:52:47 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 10 May 2004 14:52:47 +0100 Subject: children's analogies Message-ID: Are you referring to verbal metaphor and simile, or to more formal tests of analogy? There have been quite a few studies of metaphor, notably by Howard Gardner and colleagues in the 70s and 80s. If you're interested in this aspect, I can send you a list of references. >From a more formal point of view, verbal analogies are a part of many IQ tests. There is the Similarities test in the WISC, and a similar one in the British Abilities Scales. And analogies were an important part of the Stanford-Binet. For development of analogies of all sorts, see anything by Dedre Gentner. Hope this helps, Ann In message "Molly Millians" writes: > Dear all, > > Does anyone know of studies that have looked at children's use of using > verbal analogies? > > Also, are there any assessments that explore children's use of verbal > analogies? > > Thanks > Molly Millians > FAS Clinic > Education Specialist > Marcus Institute > Atlanta, GA > > From kenn.apel at wichita.edu Mon May 10 18:11:01 2004 From: kenn.apel at wichita.edu (Kenn Apel) Date: Mon, 10 May 2004 13:11:01 -0500 Subject: children's analogies In-Reply-To: Message-ID: These may be of help: Masterson, J., & Perry, C. (1999). Training analogical reasoning skills in children with language disorders. American Journal of Speech-Language Pathology, 8, 53-61. Masterson, J. & Perry, C. (1994). A program for training analogical reasoning skills in children with language-learning disabilities. Language, Speech, and Hearing Services in Schools, 25, 268-270. Masterson, J., Evans, L., and Aloia, M. (1993). Verbal analogical reasoning in children with and without language-learning disabilities. Journal of Speech and Hearing Research, 36, 76-82. Kenn Apel, PhD, Professor and Chair, ASHA Fellow Department of Communicative Disorders and Sciences Wichita State University 1845 Fairmount Wichita, KS 67260-0075 316-978-3171 316-978-3291 (fax) www.wichita.edu/cds/kapel IMPORTANT NOTICE: This message is intended only for the use of the individual or entity to which it is addressed and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If you have received this message in error, you are hereby notified that we do not consent to any reading, dissemination, distribution or copying of this message. If you have received this communication in error, please notify the sender immediately and destroy the transmitted information. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Molly Millians Sent: Monday, May 10, 2004 8:31 AM To: info-childes at mail.talkbank.org Subject: children's analogies Dear all, Does anyone know of studies that have looked at children's use of using verbal analogies? Also, are there any assessments that explore children's use of verbal analogies? Thanks Molly Millians FAS Clinic Education Specialist Marcus Institute Atlanta, GA From mariana_vial at yahoo.ca Thu May 13 17:02:53 2004 From: mariana_vial at yahoo.ca (Mariana) Date: Thu, 13 May 2004 13:02:53 -0400 Subject: morphology acquisition SORRY Message-ID: Oh my! I didn't realize it would send that badly. If anyone would like the bibliography, please e-mail me and I'll try to find a better way to send it (maybe PDF or just in the body of the e-mail). Thanks again, -->Mariana --------------------------------- Post your free ad now! Yahoo! Canada Personals -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere at vonneumann.cog.jhu.edu Fri May 14 20:19:34 2004 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Fri, 14 May 2004 16:19:34 -0400 Subject: references on acquisition of homonyms by bilinguals and French-speakers Message-ID: Hi, I am looking for references on the acquisition of homonyms. Although I have been able to find many references to the acquisition of homonyms by English-speaking children, I haven't found much on french-speaking and bilingual (any lg combinations) children. Thanks in advance for your help. Isabelle Barriere Visiting Faculty & Research Scholar Johns Hopkins University Department of Cognitive Science Homewood Campus- Krieger Hall 3400 North Charles Street Baltimore, MD 21218 Phone: 410-516-5253 Fax: 410-516-8020 From shanley at bu.edu Sat May 15 15:01:39 2004 From: shanley at bu.edu (Shanley Allen) Date: Sat, 15 May 2004 11:01:39 -0400 Subject: extension for BUCLD submissions Message-ID: Dear Colleagues, As the original deadline for submission of abstracts to BUCLD 29 approaches, we have become aware that many researchers did not receive the Call for Papers in the first mailing, which was distributed on March 17 through Info-Childes, Linguist, AAAL, and Funknet.  Although we followed this initial announcement with individual notices to over 1000 personal and departmental e-mail addresses on April 26, we realize that not receiving the first Call might have caused some inconvenience for many of you.   Therefore, we are extending the abstract submission deadline to Monday, May 17, at 8:00 p.m. EST.  As before, you may submit your abstracts using the webform found here:  http://www.bu.edu/linguistics/APPLIED/BUCLD/abstract.htm Please do not hesitate to contact us with any questions or concerns. Sincerely, Alejna Brugos, Rossie Clark-Cotton, and Seungwan Ha BUCLD 29 Organizing Committee From lbrandan at ungs.edu.ar Sun May 16 05:15:15 2004 From: lbrandan at ungs.edu.ar (Lucia Brandani) Date: Sun, 16 May 2004 02:15:15 -0300 Subject: Acquisition and Distributed Morphology Message-ID: Dear info-childes, Could anyone point me to references on the acquisition and Distributed Morphology. I would really appreciate if anyone can send me any paper about this. Thank you very much. Lucia Brandani -- Universidad de Buenos Aires Argentina ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. From enfatica at tin.it Sun May 16 15:01:15 2004 From: enfatica at tin.it (Annamaria Cacchione) Date: Sun, 16 May 2004 17:01:15 +0200 Subject: acquisition of reported speech Message-ID: Dear info-childes, for my Ph. D. research I am looking for references on the acquisition of reported speech (especially direct and indirect forms). I would really appreciate if anyone can send me any paper about this. Thanks in advance for your help. Annamaria Cacchione University for Foreigners of Siena - Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From hyams at humnet.ucla.edu Tue May 18 00:46:11 2004 From: hyams at humnet.ucla.edu (Hyams, Nina) Date: Mon, 17 May 2004 17:46:11 -0700 Subject: email address for Jurgen Weissenborn Message-ID: Does anyone have a current email address for Jurgen Weissenborn. The address I have from the last BUCLD handbook (at Humboldt University, Berlin) does not appear to be valid. Thanks, Nina From dmills2 at emory.edu Tue May 18 01:49:19 2004 From: dmills2 at emory.edu (Debra Mills) Date: Mon, 17 May 2004 21:49:19 -0400 Subject: email address for Jurgen Weissenborn In-Reply-To: <959F5DC74A30D511BFE600D0B77E51990558598B@bert.humnet.ucla.edu> Message-ID: This one was valid as of 2/19/04: "Jürgen Weissenborn" Best, Debbie Mills On Monday, May 17, 2004, at 08:46 PM, Hyams, Nina wrote: > Does anyone have a current email address for Jurgen Weissenborn. The > address > I have from the last BUCLD handbook (at Humboldt University, Berlin) > does > not appear to be valid. > > Thanks, > Nina > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 502 bytes Desc: not available URL: From agwalker at cox.net Tue May 18 01:50:31 2004 From: agwalker at cox.net (Anne Graffam Walker) Date: Mon, 17 May 2004 21:50:31 -0400 Subject: Word count Message-ID: Haven't heard from any of you experts out there in response to the message I sent (I hope!) on May 10th, and haven't seen it come in to my own Inbox. I' m very new at this , so maybe I'm expecting something that doesn't happen (a sender getting a message he/she sent). If so, would someone be kind enough to let me know at least that the message is/was floating out there in the internet ether? Many thanks. Message repeated below, just in case. "Hello, all. I'm looking for an authority or two or ten on a principled, underline "principled", method for counting words in a child's utterance. I'm especially interested in how negative contractions are treated. Thanks to anyone who can help me on this." "Anne Graffam Walker, Ph.D. Forensic Linguist" [6404 Cavalier Corridor Falls Church VA 22044-1207 Ph: 703-354-1796 Fax: 703-256-2914] -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue May 18 02:42:44 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 17 May 2004 22:42:44 -0400 Subject: Word count In-Reply-To: <000b01c43c7a$8418f000$59fb6444@Dell> Message-ID: Dear Anne, I see no evidence on the archives (at LinguistList) that your message ever got posted, at least not during May. I am guessing that readers might be a bit hesitant to nominate themselves as "authorities", particularly given the underscoring of principled. The best shot that I ever took at unearthing principles for judging something to be a word in child language or anywhere else was in a chapter back in 1982 called "Basic Syntactic Processes" in a volume edited by Stan Kuczaj. The core idea here involved distinguishing rote, analogy, and combination as word and construction formation processes. A more readable and articulate version of this position can be found in Ann Peter's 1983 book on "The units of language acquisition". In one way or another, there are probably about 200 articles dealing with the issue of trying to distinguish rote from combination. There are probably another couple of hundred papers trying to formalize these ideas into methods for computing mean length of utterance and related measures. Regarding negative contractions, such as don't, I think most people would view these as monomorphemic initially and perhaps forever. In some of the most frequent cases, the phonology alone is an indicator that they are not simple combinations of auxiliary and negative. Why do you ask? How can knowing this be of any forensic importance? --Brian MacWhinney, CMU On 5/17/04 9:50 PM, "Anne Graffam Walker" wrote: > Haven't heard from any of you experts out there in response to the message I > sent (I hope!) on May 10th, and haven't seen it come in to my own Inbox. I' m > very new at this , so maybe I'm expecting something that doesn't happen (a > sender getting a message he/she sent). If so, would someone be kind enough to > let me know at least that the message is/was floating out there in the > internet ether? Many thanks. > > Message repeated below, just in case. > > "Hello, all. I'm looking for an authority or two or ten on a principled, > underline "principled", method for counting words in a child's utterance. I'm > especially interested in how negative contractions are treated. > Thanks to anyone who can help me on this." > > "Anne Graffam Walker, Ph.D. > Forensic Linguist" > > [6404 Cavalier Corridor > Falls Church VA 22044-1207 > Ph: 703-354-1796 > Fax: 703-256-2914] > > From cschutze at ucla.edu Wed May 19 07:42:27 2004 From: cschutze at ucla.edu (Carson Schutze) Date: Wed, 19 May 2004 00:42:27 -0700 Subject: Word count In-Reply-To: Message-ID: Brian MacWhinney wrote: > Regarding negative contractions, such as don't, I think most people would > view these as monomorphemic initially and perhaps forever. In some of the > most frequent cases, the phonology alone is an indicator that they are not > simple combinations of auxiliary and negative. I think these comments need some elaboration/qualification. First, I'm not sure what the scope of "most people" is meant to be; certainly the "forever" part would not apply to most theoretical linguists (as opposed to (developmental?) psycholinguists, if that's what Brian had in mind). But more importantly on the substance, pre-theoretically it's not clear what monomorphemicity is meant to entail. Let's assume that the contrasting position is one in which "don't" is analyzed as containing an auxiliary "do" and a negation "n't", where each of those has separately identifiable phonology and meaning--perhaps Tense, in the case of "do", or perhaps some unmarked mood. (If instead one takes the view that "do" is a true dummy, i.e. expresses no meaning at all, then it's not obvious whether it should fit the traditional definition of a morpheme, so I put that complication aside.) Claiming that "don't" is monomorphemic could mean 1) it has two bits of meaning, negation and auxiliary (whatever exactly the latter is), but they cannot be identified with separate chunks of phonology, i.e. "don't" is a portmanteau form; or 2) it has only one bit of meaning, presumably negation, and no separately identifiable phonological subparts. Option 2) is what was claimed in the early acquisition literature, e.g. by Bellugi--she explicitly states that for children at the relevant stage, "don't" is not an auxiliary but a negation. Hyams (1986), Stromswold (1990), and others adopt this version as well, stating that "don't" is not under Aux, is not tensed, etc. This claim makes strong predictions about the distribution of "don't"--given an otherwise adult-like phrase structure, it should not distribute like its adult counterpart. This was of course the point of the proposal. On this view it would make no sense to say that the monomorphemic analysis holds "forever", because then adults wouldn't talk like adults. Brian's appeal to phonological evidence seems to be proposed as an argument for the weaker claim in 1). This claim does not, as far as I can see, predict that "don't" should distribute any differently than under the alternative bimorphemic analysis alluded to above. In that respect it could be maintained "forever", i.e. hold for adults as well as children. For the same reason, however, it would not do the work that Bellugi et al. wanted their version of monomorphemicity (2) to do. This might be a good or a bad thing, depending on one's view of the correct treatment of the developmental facts they were dealing with. Quite independently of this issue, one can ask whether phonological considerations bear on the question of portmanteau vs. separate form chunks. I assume Brian has in mind things like the fact that the vowel in "don't" is not the same as the vowel in "do", that "won't" doesn't contain the rhyme of "will", etc. If these alternations were to be taken as evidence that the contracted forms do not consist of a concatenation of two phonological chunks, the second of which is "n't", it would mean denying the existence of stem allomorphy, for that is all that's going on here. These changes are completely analogous to things like 'keep' ~ 'kept': by parity of reasoning, one would have to deny that the latter is divisible into the stem 'kep' and the past tense suffix 't', even though this is the suffix we would expect by the fully productive rule, and the change in the stem vowel is part of a widely attested pattern in English. Excluding stem allomorphy would force us to miss a huge number of generalizations and would gain us nothing that I can see, but maybe "most of us" have a different take on this. One might think that this parallel does not go through because the negative contractions involve cliticization, whereas allomorphy can only be conditioned by affixes. Even if the latter were an accurate generalization, it would not be relevant, because Zwicky and Pullum (Language, 1983) have argued persuasively that "n't" is in fact an affix in so-called auxiliary contractions. -- Carson T. Schutze Department of Linguistics, UCLA Email: cschutze at ucla.edu Box 951543, Los Angeles CA 90095-1543 U.S.A. Office: Campbell Hall 2224B Deliveries/Courier: 3125 Campbell Hall Campus Mail Code: 154302 Web: www.linguistics.ucla.edu/people/cschutze Phone: (310)995-9887 Fax: (310)206-8595 From noemitakiuchi at uol.com.br Wed May 19 11:24:12 2004 From: noemitakiuchi at uol.com.br (noemitakiuchi) Date: Wed, 19 May 2004 08:24:12 -0300 Subject: visual memory in SLI children Message-ID: Dear info-childes, I'm studying nonverbal deficits in children with specific language impairment. By now we are investigating visual memory in these children. I´ve found just some references about this topic. Could anyone help me? I would enjoy any references you could give me... Thanks in advance, Noemi Takiuchi Assistent Professor Speech Language Pathology Dept Medical Sciences School Santa Casa de São Paulo Brazil --- Acabe com aquelas janelinhas que pulam na sua tela. AntiPop-up UOL - É grátis! http://antipopup.uol.com.br From ann at hawaii.edu Wed May 19 21:48:38 2004 From: ann at hawaii.edu (Ann Peters) Date: Wed, 19 May 2004 11:48:38 -1000 Subject: how many units of meaning? of production? Message-ID: Carson, I think you are oversimplifying and conflating several stages of development. Brian suggests that negative contractions are initially monomorphemic and may remain so. My interpretation is that (1) indeed they are probably monomorphemic *at first*; (2) later on, even though they may be analyzed, they may be *produced* by mature speakers as single, unanalyzed units. Evidence for (1) would be that *don't* only occurs in a limited range of constructions, such as the imperative. So while we may see don't do that; don't touch that; don't drop it. we don't see full auxiliary use such as you like it but I don't (like it); I don't see it. Once the privileges of occurrence expand, then one can begin to claim that an adult-like analysis has been performed, and that in some sense "don't" now contains more than 1 unit of meaning. ann **************************** Dr. Ann M. Peters, Professor Emeritus Graduate Chair http://www.ling.hawaii.edu/ Department of Linguistics University of Hawai`i email: ann at hawaii.edu 1890 East West Road, Rm 569 phone: 808 956-3241 Honolulu, HI 96822 fax: 808 956-9166 http://www.ling.hawaii.edu/faculty/ann/ From macw at mac.com Wed May 19 22:44:31 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 May 2004 18:44:31 -0400 Subject: Word count Message-ID: Dear Anne, Ann, Carson, and Info-CHILDES, Carson's message shows clearly how much linguistic theory gets involved immediately in the morpheme count issue. And thanks to Ann Peters for explaining the additional issues about syntactic combination and productivity. When I referred to "initially" and "forever", I meant that a child may begin with a monomorphemic analysis initially and remain with that analysis throughout subsequent language learning. I was not referring to the idea that linguistic theory would ever stick with something "forever." The idea that a word has "one bit of meaning" is a rather quaint one that never occurred to me. It is interesting to think that back in 1967 Ursula Bellugi may have thought of "don't" as a single meaning primitive. Personally, I think of morphological analysis as involving the division of perhaps (just for the sake of illustration) 80 dimensions of meaning in a word into two subsets, one of which may contain perhaps just a dozen "features." Apart from all the various theoretical perspectives one can adopt here, I have always liked the notion proposed by Roger Brown that semantic analysis typically precedes formal morphological analysis. The idea was that children talk about "two shoe" or "many shoe" even before producing "shoes". I don't imagine that the data for this are always so clear, but the idea that children develop a concept of plurality and perhaps also some phonological awareness that there are sounds like /s/ on the ends of words, well before hooking up these two ideas has always seemed reasonable to me. In fact, I wonder how it could happen any other way. I realize that one can easily postulate stem-modifying rules for the analysis of forms like "don't" and "wont". My only point here was to make sure that Anne realized how much this issue takes us right to the heart of linguistic theory and child language theory. I think Carson's message makes this quite clear. --Brian MacWhinney From eblasco at libero.it Thu May 20 06:18:49 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Thu, 20 May 2004 08:18:49 +0200 Subject: fragile X-syndrome Message-ID: Dear colleagues: Has anyone of you worked on planning with children sharing language impairment due to Fragile X-syndrome? I'd be (sorry for the monomorphemic use) very glad if I'd get some useful references. Thanks. Eduardo Prof.Dr. Eduardo Blasco Ferrer Psycholinguistics and Neurolinguistics Università di Cagliari-Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From Gina.Conti-Ramsden at man.ac.uk Thu May 20 09:21:58 2004 From: Gina.Conti-Ramsden at man.ac.uk (Gina Conti-Ramsden) Date: Thu, 20 May 2004 10:21:58 +0100 Subject: Lectureship/Senior Lectureship in Manchester Message-ID: Dear Colleagues, We are interested in recruiting a first class researcher who would like to have an academic career and join the new School of Psychological Sciences at the University of Manchester. The new School joins the strengths of Human Communication and Deafness, Psychology and Clinical Psychology at Manchester. Below please find the advertisement. The attachment contains the further particulars. Please post and pass on to any colleagues who may be interested. With many thanks, gina conti-ramsden THE UNIVERSITY OF MANCHESTER LECTURER/SENIOR LECTURER IN PSYCHOLOGY (REF: 547/04) The Human Communication and Deafness group is shortly to join with Psychology and Clinical Psychology to form a new School of Psychological Sciences. The group wishes to further strengthen its position as a leader in the field of audiology/speech language therapy/deafness research and teaching in the UK by making an appointment to join an energetic team with an international research reputation to help develop the team’s provision in these exciting and expanding fields. The person appointed will be research-active, or have a clear potential to be research-active, and will make a significant contribution to the future research profile of the group in one or more of the areas of language disorders, hearing and hearing disorders, paediatric audiology, child development, health services research, stroke/aphasia or related area. He/she will contribute to teaching in research methods and statistics to our undergraduate and postgraduate programmes (BSc Speech and Language Therapy; BSc Audiology; MSc/Dip Audiology), as well as teaching in his/her research area(s). Informal enquiries to Professor Gina Conti-Ramsden or Professor John Bamford, Human Communication and Deafness group, University of Manchester, Manchester M13 9PL, UK tel ++44 (0)161 275 3932/3366, emails { HYPERLINK "mailto:gina.conti-ramsden at man.ac.uk" }gina.conti-ramsden at man.ac.uk and { HYPERLINK mailto:john.bamford at man.ac.uk }john.bamford at man.ac.uk Further information about the HCD group can be found at { HYPERLINK http://www.hcd.man.ac.uk/ }http://www.hcd.man.ac.uk/ Potential applicants are welcome to arrange an informal visit to HCD. Salary according to qualification and experience is within the range £22,954 - £41,333 for a non-clinical post and £26,760 - £60,856 for a clinical post. Application forms and further particulars are available at http://www.man.ac.uk/news/vacancies or from the Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9PL: ++44(0)161 275 2028; fax ++(0)161 275 2471; Minicom (for the hearing impaired): ++(0)161 275 7889; email personnel at man.ac.uk Closing date for receipt of applications is June 24th. Interviews will be held on 7 July. The University will actively foster a culture of inclusion and diversity and will seek to achieve true equality of opportunity for all members of its community. From M.Pettinato at city.ac.uk Thu May 20 10:40:24 2004 From: M.Pettinato at city.ac.uk (M.Pettinato at city.ac.uk) Date: Thu, 20 May 2004 11:40:24 +0100 Subject: frequency counts for consonant clusters in English Message-ID: Dear colleagues, I am a Phd student working on the production and perception of consonant clusters in people with Down Syndrome. I need to find the frequency with which certain clusters appear in spoken English, for example word-initial 'pl', 'str' or word-final 'lp', 'fs' etc. Does anybody know if this data is readily available out there, or would I have to perform a frequency count myself? I have been advised to use CELEX for this, but I was wondering whether it would also be possible to use CHILDES & how one would go about doing this. Any ideas & comments welcome! Michèle Pettinato From chammelrath at wanadoo.fr Thu May 20 11:08:41 2004 From: chammelrath at wanadoo.fr (chammelrath) Date: Thu, 20 May 2004 13:08:41 +0200 Subject: Claudine Hammelrath user of clan Message-ID: I have a problem with the commands "vocd". at each time than I use this the clan closed; however, all the others commands work. is there ome another person who have the same problem? than you Claudine Hammelrath chammelrath at wanadoo.fr -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Thu May 20 17:31:05 2004 From: macw at mac.com (Brian MacWhinney) Date: Thu, 20 May 2004 13:31:05 -0400 Subject: frequency counts for consonant clusters in English In-Reply-To: Message-ID: Dear Michèle, You could do this from CHILDES data, but, if I remember correctly, CELEX has already done all of this for you. --Brian MacWhinney On May 20, 2004, at 6:40 AM, M.Pettinato at city.ac.uk wrote: > Dear colleagues, > I am a Phd student working on the production and perception of > consonant clusters in people with Down Syndrome. > > I need to find the frequency with which certain clusters appear in > spoken English, for example word-initial 'pl', 'str' or word-final > 'lp', 'fs' etc. > > Does anybody know if this data is readily available out there, or > would I have to perform a frequency count myself? > > I have been advised to use CELEX for this, but I was wondering whether > it would also be possible to use CHILDES & how one would go about > doing this. > > Any ideas & comments welcome! > > Michèle Pettinato > From marcj at uwo.ca Thu May 20 18:46:04 2004 From: marcj at uwo.ca (Marc Joanisse) Date: Thu, 20 May 2004 14:46:04 -0400 Subject: frequency counts for consonant clusters in English In-Reply-To: <791D938C-AA83-11D8-9889-000A95953BA0@mac.com> Message-ID: Michèle, Just to expand on what Brian said: the transcriptions in CELEX are syllabified such that you can be sure that the clusters are not ambisyllabic: for instance, when calculating the frequency of [st] you would want to count "mist" but maybe not "mister." Also, I think CELEX is based on a larger corpus so it would probably include more words and would likely also give you more accurate token frequency estimates for each. (Of course, I don't mean to imply there's anything wrong with using CHILDES corpora for this purpose!) -Marc- On May 20, 2004, at 1:31 PM, Brian MacWhinney wrote: > Dear Michèle, > You could do this from CHILDES data, but, if I remember > correctly, CELEX has already done all of this for you. > > --Brian MacWhinney > > On May 20, 2004, at 6:40 AM, M.Pettinato at city.ac.uk wrote: > >> Dear colleagues, >> I am a Phd student working on the production and perception of >> consonant clusters in people with Down Syndrome. >> >> I need to find the frequency with which certain clusters appear in >> spoken English, for example word-initial 'pl', 'str' or word-final >> 'lp', 'fs' etc. >> >> Does anybody know if this data is readily available out there, or >> would I have to perform a frequency count myself? >> >> I have been advised to use CELEX for this, but I was wondering >> whether it would also be possible to use CHILDES & how one would go >> about doing this. >> >> Any ideas & comments welcome! >> >> Michèle Pettinato >> > > -- Marc Joanisse, Assistant Professor Department of Psychology and Program in Neuroscience The University of Western Ontario marcj at uwo.ca http://www.ssc.uwo.ca/psychology/lrcn From munso005 at umn.edu Thu May 20 19:07:51 2004 From: munso005 at umn.edu (Benjamin Munson) Date: Thu, 20 May 2004 14:07:51 -0500 Subject: frequency counts for consonant clusters in English In-Reply-To: Message-ID: Dear Michèle and fellow info-childes list-mates: Unless I am misunderstanding the question, I think that there potentially huge differences between frequency counts from CELEX, which would tell you type frequencies of clusters (i.e., word-initial /pw/ occurs in exactly one monomorphemic word, pueblo; word-initial /tw/ occurs in 28 words, including twixt, twelve, etc) and corpora of spoken language, which could indicate either type of token frequency counts (i.e, word-initial /pw/ occurs in one word in the Switchboard corpus, and this one word appears 3 times). CELEX can only tell you the type frequency of a cluster. Corpora like Switchboard or Childes or the like could tell you either the type or the token frequency for a cluster. In my dissertation and subsequent work I have argued that type and token frequency should have predictable, dissociable effects on phonological acquisition and processing: high token frequency should make a sequence fluent, but not necessarily flexible. Sequences with high type frequencies should be flexible and fluent. I conceive of flexible as generalizable to novel forms and to novel speaking tasks. See my paper in the August 2001 issue of the Journal of Speech, Language, and Hearing Research for a fleshed-out version of this argument. Cordially, Ben Munson Department of Speech-Language-Hearing Sciences University of Minnesota, Minneapolis At 05:40 AM 5/20/04, you wrote: >Dear colleagues, >I am a Phd student working on the production and perception of consonant >clusters in people with Down Syndrome. > >I need to find the frequency with which certain clusters appear in spoken >English, for example word-initial 'pl', 'str' or word-final 'lp', 'fs' etc. > >Does anybody know if this data is readily available out there, or would I >have to perform a frequency count myself? > >I have been advised to use CELEX for this, but I was wondering whether it >would also be possible to use CHILDES & how one would go about doing this. > >Any ideas & comments welcome! > >Michèle Pettinato > > > > > From stemberg at interchange.ubc.ca Thu May 20 19:12:10 2004 From: stemberg at interchange.ubc.ca (Joseph Stemberger) Date: Thu, 20 May 2004 12:12:10 -0700 Subject: frequency counts for consonant clusters in English In-Reply-To: <791D938C-AA83-11D8-9889-000A95953BA0@mac.com> Message-ID: >> I need to find the frequency with which certain clusters appear in >> spoken English, for example word-initial 'pl', 'str' or word-final >> 'lp', 'fs' etc. >> >> Does anybody know if this data is readily available out there, or >> would I have to perform a frequency count myself? I'm not sure what it means to be "readily available", but here are three references. None has precisely what you're looking for (which, if I understand correctly, is something with full information on all parts of the word in large corpora of spoken language). 1. Wallace, B.J. (1950). A quantitative analysis of consonant clusters in present-day English. Ph.D. dissertation, University of Michigan. 2. French, Norman R., Charles W. Carter, & Walter Koenig, Jr. (1930). The words and sounds of telephone conversations. Bell System Technical Journal, 9, 290-324. 3. Stemberger, J.P. (1990). Wordshape errors in language production. Cognition, 35, 123-157. ---Joe Stemberger UBC From ccore at fau.edu Thu May 20 19:58:40 2004 From: ccore at fau.edu (Cynthia W Core) Date: Thu, 20 May 2004 15:58:40 -0400 Subject: frequency counts for consonant clusters in English In-Reply-To: Message-ID: I don't know if this helpful or relevant, but Sharynne McLeod has researched cluster acquisition, and maybe she has some data on this topic. See reference below. McLeod, S., van Doorn, J., Reed, V. A. (2001). Normal acquisition of consonant clusters. American Journal of Speech-Language Pathology, 10, 99-110. Cynthia W. Core, Ph.D. Assistant Professor Department of Communication Sciences and Disorders College of Education Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Marc Joanisse Sent: Thursday, May 20, 2004 2:46 PM To: Brian MacWhinney Cc: M.Pettinato at city.ac.uk; info-childes at mail.talkbank.org Subject: Re: frequency counts for consonant clusters in English Michèle, Just to expand on what Brian said: the transcriptions in CELEX are syllabified such that you can be sure that the clusters are not ambisyllabic: for instance, when calculating the frequency of [st] you would want to count "mist" but maybe not "mister." Also, I think CELEX is based on a larger corpus so it would probably include more words and would likely also give you more accurate token frequency estimates for each. (Of course, I don't mean to imply there's anything wrong with using CHILDES corpora for this purpose!) -Marc- On May 20, 2004, at 1:31 PM, Brian MacWhinney wrote: > Dear Michèle, > You could do this from CHILDES data, but, if I remember > correctly, CELEX has already done all of this for you. > > --Brian MacWhinney > > On May 20, 2004, at 6:40 AM, M.Pettinato at city.ac.uk wrote: > >> Dear colleagues, >> I am a Phd student working on the production and perception of >> consonant clusters in people with Down Syndrome. >> >> I need to find the frequency with which certain clusters appear in >> spoken English, for example word-initial 'pl', 'str' or word-final >> 'lp', 'fs' etc. >> >> Does anybody know if this data is readily available out there, or >> would I have to perform a frequency count myself? >> >> I have been advised to use CELEX for this, but I was wondering >> whether it would also be possible to use CHILDES & how one would go >> about doing this. >> >> Any ideas & comments welcome! >> >> Michèle Pettinato >> > > -- Marc Joanisse, Assistant Professor Department of Psychology and Program in Neuroscience The University of Western Ontario marcj at uwo.ca http://www.ssc.uwo.ca/psychology/lrcn From mskcusb at mscc.huji.ac.il Fri May 21 09:07:03 2004 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Fri, 21 May 2004 11:07:03 +0200 Subject: Special Issue: Peer Talk and Pragmatic Development Message-ID: Announcement: Issue 3 of Discourse Studies in 2004 is a special issue on Peer Talk and Pragmatic Development, edited by Shoshana Blum-Kulka and Catherine E. Snow. The issue is devoted to the topic of child-child interactions in an attempt to resuscitate interest in the study of naturally occurring peer talk. Attention to the nature of peer talk, and to the consequences of peer talk for children's social and linguistic development has been sparse, intermittent, and scattered since the initiation of the topic in the late seventies of the last century. The five papers in this issue span an array of cultures, languages, and settings, but all study natural language and display the opportunities peer talk offers young children to negotiate complicated social challenges using language, and thus to develop more sophisticated language capacities. Ultimately, the editors hope this special issue will contribute to laying the theoretical and methodological foundation for the systematic study of naturally occurring peer talk among children. Table of Contents: Discourse studies Volume 6 Number 3 SPECIAL ISSUE: Peer talk and Pragmatic Development Guest editors: Shoshana Blum-Kulka and Catherine E. Snow Editorial: Why study peer talk? Shoshana Blum-Kulka and Catherine Snow ARTICLES The social and discursive spectrum of peer talk Shoshana Blum-Kulka, Deborah Huck-Taglicht and Hanna Avni Building peer relations in talk: Toddlers' peer conversation in childcare Jane Katz 'When your powers combine: I am Captain Planet': The developmental significance of individually and collaboratively composed stories Ageliki Nicolopoulou and Elizabeth S. Richner Repetition and joking in children's second language conversations: Playful recycllings in an immersion classroom Asta Cekaite and Karin Aronsson Explanatory discourse in young second language learners' peer play Vibeke Grover Aukrust From M.Pettinato at city.ac.uk Fri May 21 09:56:29 2004 From: M.Pettinato at city.ac.uk (M.Pettinato at city.ac.uk) Date: Fri, 21 May 2004 10:56:29 +0100 Subject: question on consonant clusters - big thank you Message-ID: Dear colleagues, I am hugely grateful for all the important information I received following my query about frequencies of consonant clusters. Thank you to everyone who responded. I will not be posting a digest of responses to the list, as I belive some of them already went out to everyone & I don't want to flood the list. If however anyone would like a summary, I'd be more than happy to send it to them. Many, many thanks again! Michèle From k.j.alcock at lancaster.ac.uk Fri May 21 10:42:04 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Fri, 21 May 2004 11:42:04 +0100 Subject: Acoustic/phonological saliency Message-ID: I have a question about this concept which seems to be bandied about a lot in the language acquisition literature. While there do seem to be some empirical studies, for example of the amplitude of particular phonemes compared to other phonemes, it also seems to be a concept that many assume in studies - for example, assuming that initial syllables or phonemes, or final ones, or stressed ones, will be more salient to children learning language. I am using this concept in the field of literacy (spelling, in particular) and although I can find many papers in spoken language acquisition which draw on the concept of saliency to explain children's preferences for particular words/sounds, I can't seem to find any discussion of the concept per se, or measurements, either acoustic or behavioural, of some aspects of salience. Does anyone have any ideas - is this lost in the mists of time, or something that linguists take in with their mothers' milk and I missed out in my neuroscience education? Or am I confusing two different concepts? thanks Katie Alcock From raymondw at csufresno.edu Fri May 21 15:11:17 2004 From: raymondw at csufresno.edu (Ray Weitzman) Date: Fri, 21 May 2004 08:11:17 -0700 Subject: Acoustic/phonological saliency Message-ID: Hi Katie, 'Saliency' is a term that is used in speech perception to refer to the relative control a particular acoustic parameter (duration, intensity, formant frequency, pitch, etc.) has in discriminating one phoneme from another, one syllable from another, one word from another, one phrase from another, or even one sentence from another. Comparisions of different acoustic parameters as cues to in speech perception are referred to as the relative perceptual salience of the parameters or more technically as auditory cue weighting. As far as I know it has nothing to do with why a child might show a particular preference for particular words or sounds, much "explain" those preferences. Ray Weitzman ----- Original Message ----- From: "Alcock, Katherine" To: Sent: Friday, May 21, 2004 3:42 AM Subject: Acoustic/phonological saliency > I have a question about this concept which seems to be bandied about a lot in the language acquisition literature. While there do seem to be some empirical studies, for example of the amplitude of particular phonemes compared to other phonemes, it also seems to be a concept that many assume in studies - for example, assuming that initial syllables or phonemes, or final ones, or stressed ones, will be more salient to children learning language. I am using this concept in the field of literacy (spelling, in particular) and although I can find many papers in spoken language acquisition which draw on the concept of saliency to explain children's preferences for particular words/sounds, I can't seem to find any discussion of the concept per se, or measurements, either acoustic or behavioural, of some aspects of salience. > > Does anyone have any ideas - is this lost in the mists of time, or something that linguists take in with their mothers' milk and I missed out in my neuroscience education? Or am I confusing two different concepts? > > thanks > > Katie Alcock > > > > > From sselimis at yahoo.gr Sat May 22 07:06:32 2004 From: sselimis at yahoo.gr (=?iso-8859-7?q?Stathis=20Selimis?=) Date: Sat, 22 May 2004 08:06:32 +0100 Subject: non-literal use of Motion Vs Message-ID: I am investigating non-literal, including clearly metaphorical, uses of Motion Verbs in early child-adult interaction in Greek and English (both as L1). Could you send me any recent references and/or papers on metaphor and akin phenomena (e.g. fictive motion) in child language compatible with the Cognitive Theory of Metaphor? I am already aware of two relevant dissertations: C.R. Johnson (1999) and S. Ozcaliskan (2002). I will post a summary of responses. Thanks. Stathis Selimis, Ph.D. candidate sselimis at yahoo.gr --------------------------------- Do You Yahoo!? Αποκτήστε την δωρεάν σας@yahoo.gr διεύθυνση στο Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cschutze at ucla.edu Sun May 23 02:33:10 2004 From: cschutze at ucla.edu (Carson Schutze) Date: Sat, 22 May 2004 19:33:10 -0700 Subject: how many units of meaning? of production? In-Reply-To: Message-ID: Ann Peters said: > Evidence for (1) would be that *don't* only occurs in a limited range of > constructions, such as the imperative. So while we may see > don't do that; don't touch that; don't drop it. > we don't see full auxiliary use such as > you like it but I don't (like it); I don't see it. > Once the privileges of occurrence expand, then one can begin to claim that > an adult-like analysis has been performed, and that in some sense "don't" > now contains more than 1 unit of meaning. That's exactly what I intended under my option 2) [though the imperative use of "don't" might be a special case--there are linguistic arguments suggesting it is different from the declarative]; sorry if I wasn't clear. I'm curious, though, what exactly you think the child's analysis of "don't" is at a stage when they use it only as an imperative--are both negation and imperative parts of its meaning? In that case, you would at most be talking about monomorphemicity in the weaker sense (my option 1), which would not by itself explain the limited distribution of this form. Rather, you would need the additional claim that "don't" cannot *also* represent the meaning neg+indicative-aux. If instead you would propose that "don't" has only one bit of meaning in it, what is that bit, and how does it capture the distribution? Ann also said: > (2) later on, even though they may be analyzed, they may be *produced* by > mature speakers as single, unanalyzed units. This was a possibility I didn't raise, because I didn't think that the production system was specifically at issue. I'm not certain I understand what this proposal means, partly because I don't know what "analyzed" means (does it refer to the comprehension part of the processor, or to the grammar?), and partly because I again don't know which sense of "single, unanalyzed unit" is intended. Here's one thing that might have been intended: the grammar contains the information that don't = do + n't = aux + neg, but in your (production?) lexicon there is an entry that says don't = aux.neg, period, and in production you use only the latter. (This would be analogous to the claim in the past-tense literature that high-frequency regularly-inflected forms can be stored, even though their form could also be computed by rule--it's just handy to store the result of this computation rather than doing it over again each time you want to use the word.) One could call this kind of production item monomorphemic in my weak sense if desired, but as long as what is stored is identical to what the grammar would compute compositionally, what I said about my option 1 still holds: on its own it will not predict anything other than the adult distribution. Brian MacWhinney wrote: > When I referred to "initially" and "forever", I meant that a child > may begin with a monomorphemic analysis initially and remain with that > analysis throughout subsequent language learning. That's what I understood, i.e. that speakers would maintain this analysis throughout their lives. I was saying that linguists would find monomorphemicity a lot less plausible "forever" than just "initially". > It is interesting to think that back in > 1967 Ursula Bellugi may have thought of "don't" as a single meaning > primitive. The claim wasn't that the adult meaning of "don't" was conceived of as a meaning primitive by the child, but rather than the child had a different meaning for "don't", essentially Neg with no Aux. The motivation for this claim was, among other things, to explain why "don't" is apparently learned earlier than many other Aux elements, in particular modals. From chammelrath at wanadoo.fr Tue May 25 06:29:23 2004 From: chammelrath at wanadoo.fr (chammelrath) Date: Tue, 25 May 2004 08:29:23 +0200 Subject: vocd Message-ID: With the email of Richards Brian I think isn't possible to use the vocd now... I study some corpus which haven't the same length and I prefer use the vocd than the mlu... is there somebody who have the same problem? Claudine Hammelrath from France -------------- next part -------------- An HTML attachment was scrubbed... URL: From Hua.Zhu at newcastle.ac.uk Tue May 25 10:55:11 2004 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Tue, 25 May 2004 11:55:11 +0100 Subject: phonological saliency Message-ID: Alcock is right in saying that the notion of acoustic/phonological saliency, though alluded to frequently in the literature, lacks clear, testable definition. In my work on the acquisition of Chinese phonology, I define Phonological Saliency as a syllable-based, language-specific concept. The saliency value of a particular phonological feature is determined primarily by its role within the phonological systme of the language. It could be affected by a combination of factors, e.g the status of a component in the syllable structure, especially whether it is compulsory or optional; the capacity of a component in differentiating lexical meaning of a syllable; the number of permissible choices within a component in the syllable structure. For further information, see: Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. Zhu Hua (2002). Phonological development in specific contexts:studies of Chinese-speaking children. Clevedon: Multilingual Matters. Currently I'm working on evaluating the above definition using cross-linguistic data: Zhu Hua & Barbara Dodd (Eds.). (Planned publication date: Dec. 2004). Phonological development and disorders: A cross-linguistic perspective.Clevedon: Multilingual Matters. I will appreciate your views on the role/definition of phonological saliency, especially with regard to acquisition. Zhu Hua, PhD Lecturer in Language & Communication School of Education, Communication & Language Sciences University of Newcastle upon Tyne NE1 7RU, UK > >I have a question about this concept which seems to be bandied >about a lot in the language acquisition literature. While >there do seem to be some empirical studies, for example of the >amplitude of particular phonemes compared to other phonemes, >it also seems to be a concept that many assume in studies - >for example, assuming that initial syllables or phonemes, or >final ones, or stressed ones, will be more salient to children >learning language. I am using this concept in the field of >literacy (spelling, in particular) and although I can find >many papers in spoken language acquisition which draw on the >concept of saliency to explain children's preferences for >particular words/sounds, I can't seem to find any discussion >of the concept per se, or measurements, either acoustic or >behavioural, of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of >time, or something that linguists take in with their mothers' >milk and I missed out in my neuroscience education? Or am I >confusing two different concepts? > >thanks > >Katie Alcock > > > > > From macw at mac.com Tue May 25 11:42:12 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 25 May 2004 07:42:12 -0400 Subject: vocd In-Reply-To: <001801c44228$75638d00$459e0550@35098101> Message-ID: Dear Claudine and Brian, I thought Leonid wrote a message to you last week saying that he fixed the VOCD bug. Did you try a new version? Please just send these messages to Leonid Spektor at spektor at andrew.cmu.edu, rather than to info-childes. --Brian MacWhinney From raymondw at csufresno.edu Tue May 25 20:18:23 2004 From: raymondw at csufresno.edu (Ray Weitzman) Date: Tue, 25 May 2004 13:18:23 -0700 Subject: phonological saliency Message-ID: In case you missed it, this is the text of the message I sent to Katie and Info-Childes in reply to her message: >'Saliency' is a term that is used in speech perception to refer to the >relative control a particular acoustic parameter (duration, intensity, >formant frequency, pitch, etc.) has in discriminating one phoneme from >another, one syllable from another, one word from another, one phrase from >another, or even one sentence from another. Comparisions of different >acoustic parameters as cues to in speech perception are referred to as the >relative perceptual salience of the parameters or more technically as >auditory cue weighting. As far as I know it has nothing to do with why a >child might show a particular preference for particular words or sounds, >much "explain" those preferences. By "phonological saliency" I take it you mean the relative control a particular acoustic property has in distinguishing one phonological unit, like the syllable or phoneme, from another phonological unit. If so, then I'm not sure what you mean by "[t]he saliency value of a particular phonological feature". Phonological features are generally highly abstract and are manifested in various ways acoustically. It is difficult to imagine how one might measure the saliency of one phonological feature with another phonological feature. In the case of acoustic properties, experimental conditions can be created for comparing the relative influence of two or more them. Any acoustic property may have some control of distinguishing, for example, one syllable from another. It will all depend upon the degree of difference. For some, a relative small change may lead to a change in perception; for others, a relatively large change has to occur for perception to change. Perhaps this might be the basis for measuring degree of saliency, but keep in mind that saliency of one acoustic property may also depend on the values of other acoustic properties, as well as individual and group (i.e., dialect.) differences of language-specific listeners. Thus, determining measures of saliency can be quite complex. The studies that I am familiar with all seem to indicate that saliency of acoustic features change over the time course of acquisition. At least some differences in acoustic features seem to become less salient as children start to learn to discriminate utterances in their native language. This, of course, doesn't mean that children lose the ability to make these discriminations, for with the appropriate learning protocol, they can "re-learn" these distinctions again, if not for their native language, perhaps for use in another language. Furthermore, I wouldn't be surprised if saliency also changes over the life-span of the individual, although I haven't heard of any studies that examine this possibility. Ray Weitzman ----- Original Message ----- From: "Hua Zhu" To: Sent: Tuesday, May 25, 2004 3:55 AM Subject: RE: phonological saliency Alcock is right in saying that the notion of acoustic/phonological saliency, though alluded to frequently in the literature, lacks clear, testable definition. In my work on the acquisition of Chinese phonology, I define Phonological Saliency as a syllable-based, language-specific concept. The saliency value of a particular phonological feature is determined primarily by its role within the phonological systme of the language. It could be affected by a combination of factors, e.g the status of a component in the syllable structure, especially whether it is compulsory or optional; the capacity of a component in differentiating lexical meaning of a syllable; the number of permissible choices within a component in the syllable structure. For further information, see: Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. Zhu Hua (2002). Phonological development in specific contexts:studies of Chinese-speaking children. Clevedon: Multilingual Matters. Currently I'm working on evaluating the above definition using cross-linguistic data: Zhu Hua & Barbara Dodd (Eds.). (Planned publication date: Dec. 2004). Phonological development and disorders: A cross-linguistic perspective.Clevedon: Multilingual Matters. I will appreciate your views on the role/definition of phonological saliency, especially with regard to acquisition. Zhu Hua, PhD Lecturer in Language & Communication School of Education, Communication & Language Sciences University of Newcastle upon Tyne NE1 7RU, UK > >I have a question about this concept which seems to be bandied >about a lot in the language acquisition literature. While >there do seem to be some empirical studies, for example of the >amplitude of particular phonemes compared to other phonemes, >it also seems to be a concept that many assume in studies - >for example, assuming that initial syllables or phonemes, or >final ones, or stressed ones, will be more salient to children >learning language. I am using this concept in the field of >literacy (spelling, in particular) and although I can find >many papers in spoken language acquisition which draw on the >concept of saliency to explain children's preferences for >particular words/sounds, I can't seem to find any discussion >of the concept per se, or measurements, either acoustic or >behavioural, of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of >time, or something that linguists take in with their mothers' >milk and I missed out in my neuroscience education? Or am I >confusing two different concepts? > >thanks > >Katie Alcock > > > > > From chammelrath at wanadoo.fr Tue May 25 21:47:23 2004 From: chammelrath at wanadoo.fr (chammelrath) Date: Tue, 25 May 2004 23:47:23 +0200 Subject: Claudine Hammelrath Message-ID: Brian Richards, Leonid, Brian MacWhinney... sincerely thanks for yours help I try to use thee clan with the explains of leonid and it seems good ! before I install the last version of clan (20 may) many thanks Claudine Hammelrath -------------- next part -------------- An HTML attachment was scrubbed... URL: From Sgs04 at aol.com Wed May 26 05:04:53 2004 From: Sgs04 at aol.com (Sgs04 at aol.com) Date: Wed, 26 May 2004 01:04:53 EDT Subject: please do not send me any more emails Message-ID: i would like to get off this email list. if this is the wrong place to send it please let me know how to get off this email list. -------------- next part -------------- An HTML attachment was scrubbed... URL: From astiasny at umich.edu Thu May 27 02:19:13 2004 From: astiasny at umich.edu (Andrea Stiasny) Date: Wed, 26 May 2004 22:19:13 -0400 Subject: Spanish Acquisition Bibliography Summary Message-ID: Dear info-childes, I would like to thank everyone who responded to my query (especially to Ken for the article!). Below you will find the summary of all the responses which some of you might find useful as well. Thank you! Torrens, V., K. Wexler (2000) The acquisition of clitic doubling in Spanish. In A.S. Powers, C. Hamann (eds.) The acquisition of Scrambling and Cliticization. Dordrecht: Kluwer. Wexler, K., A. Gavarró, V. Torrens (in press) Feature checking and object clitic omission in child Spanish and Catalan. In R. Bok-Bennema, B. Hollebrandse, B. Kampers-Manhe, P. Sleeman (eds.) Romance Languages and Linguistic Theory. Amsterdam: John Benjamins. Susana Eisenchlas (Griffith University). 2003. Clitics in child Spanish. First Language, 23(2), 193-211. Lopez-Ornat, S. Fernandez, A., Gallo, P., & Mariscal, S. (1994) La adquisicion de la lengua espanola. Madrid: Siglo XXI Editores. Perez-Leroux, A. T., & Glass, W. R. (Eds.) (1997) Contemporary perspectives on the acquisition of Spanish: vol. 1 Developing grammars. Somerville, MA:Cascadilla Press. Pueyo, F. (1992) El sistema de cliticos en ninos bilingues de Los Angeles: transferencia linguistica y motivacion social. In H. Urutia Cardena Y C.Silva-Corvalan (Eds.) Bilinguismo y adquisicion del espanol. Bilbao, Spain: Instituto Horizonte, SL. Shum, G., Conde, A., & Diaz, C (1992) Pautas de adquisicion y uso del pronombre personal en la lengua espanola. Un estudio longitudinal. Esudios de Psicologia, 48, 67-86. Serra, M., Serrat, E.Sole, R., Bel., A., Y Aparici, M., (2000), La adquisicion del lengauje. Barcelona: Ariel (gupo Planeta) Pérez-Leroux, A. T. and J. Liceras, eds. 2002. The acquisition of Spanish Morphosyntax. Dordrecht, Kluwer. xxiii+247 pp. Aguado-Orea, J. (2000). Adquisición de los complementos pronominales personales en español. Madrid: Publicaciones de la Universidad Autónoma de Madrid. Jackson-Maldonado, D., Maldonado, R. y Thal, D. 1998 ,"Reflexive and Middle Markers in Early Child Language Acquisition" First Language, 18:403-430 Anderson, R. 1998. The use of reflexive constructions by Spanish-speaking children: differences across functions. Applied Psycholinguistics, 19, 489-512 Susan López Orant. La adquisición de la lengua española, Siglo XX1 and in Serra, M. La Adquisición del Lenguaje, Pirámide Bedore, L. (1999). The acquisition of Spanish. In O.L. Taylor & L. Leonard (Eds), .Language acquisition across North America: Cross-cultural and cross-linguistic perspectives. (pp.157-207). San Diego: Singular Press Anderson, R. (1995). Spanish Morphological and Syntactic Development. In H. Kayser (Ed.), Bilingual speech-language pathology: A Hispanic focus. (pp. 41-73). San Diego: Singular Press -- University of Michigan Slavic and Linguistic Departments 3020 MLB Ann Arbor, MI 48109 From a.karmiloff-smith at ich.ucl.ac.uk Thu May 27 10:34:11 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 27 May 2004 11:34:11 +0100 Subject: non-native speech discrimination Message-ID: Is there available on websites for public use a set of non-native (where English=native) contrasts that we can use with babies of 6 and 10 months? We recorded Hindi contrasts but we can discriminate them as non-native adults so our native speaker may have been influenced by living for years in the UK. What we would like is to use a set that have already been confirmed in previous research - this is not the focus of our research but something we need to have in to confirm we get the same results as other teams. We would of course credit the source. Many thanks Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From mazzocco at kennedykrieger.org Thu May 27 23:42:41 2004 From: mazzocco at kennedykrieger.org (Michele Mazzocco) Date: Thu, 27 May 2004 19:42:41 -0400 Subject: No subject Message-ID: Dear Info-childes, I am trying to find information regarding the relative frequency with which homonyms occur in French, Spanish, or Chinese, relative to the frequency in English. Or just the relative frequency of homonymy in any of these languages. Thank you, Michele Mazzocco The materials in this e-mail are private and may contain Protected Health Information. Please note that e-mail is not necessarily confidential or secure. Your use of e-mail constitutes your acknowledgement of these confidentiality and security limitations. If you are not the intended recipient, be advised that any unauthorized use, disclosure, copying, distribution, or the taking of any action in reliance on the contents of this information is strictly prohibited. If you have received this e-mail in error, please immediately notify the sender via telephone or return e-mail. From m.vihman at bangor.ac.uk Sat May 22 13:41:38 2004 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Sat, 22 May 2004 14:41:38 +0100 Subject: Acoustic/phonological saliency In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A1044D614D@exchange-be1.lancs.ac.uk> Message-ID: >I have a question about this concept which seems to be bandied about >a lot in the language acquisition literature. While there do seem >to be some empirical studies, for example of the amplitude of >particular phonemes compared to other phonemes, it also seems to be >a concept that many assume in studies - for example, assuming that >initial syllables or phonemes, or final ones, or stressed ones, will >be more salient to children learning language. I am using this >concept in the field of literacy (spelling, in particular) and >although I can find many papers in spoken language acquisition which >draw on the concept of saliency to explain children's preferences >for particular words/sounds, I can't seem to find any discussion of >the concept per se, or measurements, either acoustic or behavioural, >of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of time, or >something that linguists take in with their mothers' milk and I >missed out in my neuroscience education? Or am I confusing two >different concepts? > For some experimental study relevant to the salience of word-initial C to infants acquiring either English or French (age 11 mos.) - given the contrasting accentual patterrns of the adult lgs., see Vihman, Nakai, DePaolis & Hallé, JMem&Lg 2004. -marilyn -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From velleman at comdis.umass.edu Sun May 30 15:15:31 2004 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Sun, 30 May 2004 11:15:31 -0400 Subject: baby mic vest Message-ID: I had thought that a few years ago someone mentioned on CHILDES that there was a pattern for a vest for a wireless mic to put on a baby posted on the web, but I can't find it. Does anyone know if there is such a posting? Thanks. Shelley Velleman UMass - Amherst From michal_avivi at walla.co.il Sun May 30 20:43:12 2004 From: michal_avivi at walla.co.il (michal_avivi at walla.co.il) Date: Sun, 30 May 2004 23:43:12 +0300 Subject: baby mic vest Message-ID: Shelley - try the following: http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html I think this is what you meanMichal AviviSchool of EducationTel-Aviv University baby mic vest I had thought that a few years ago someone mentioned on CHILDES that there was a pattern for a vest for a wireless mic to put on a baby posted on the web, but I can't find it. Does anyone know if there is such a posting? Thanks. Shelley Velleman UMass - Amherst ----------------------------------------------------------------------- Walla! Mail, Get Your Private, Free E-mail from Walla! at: http://mail.walla.co.il -------------- next part -------------- An HTML attachment was scrubbed... URL: From centenoj at stjohns.edu Mon May 31 03:50:11 2004 From: centenoj at stjohns.edu (Jose Centeno) Date: Sun, 30 May 2004 23:50:11 -0400 Subject: Acoustic/phonological saliency Message-ID: You might find this reference useful - McGregor, K., & Johnson, A. C. (1997). Trochaic template use in early words and phrases. Journal of Speech, Language, and Hearing Research, 40, 1220-1231. Jose Jose G. Centeno, Ph.D. Assistant Professor Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629 Fax: 212-677-2127 E-mail: centenoj at stjohns.edu -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Marilyn Vihman Sent: Sat 5/22/2004 9:41 AM To: Alcock, Katherine; info-childes at mail.talkbank.org Cc: Subject: Re: Acoustic/phonological saliency >I have a question about this concept which seems to be bandied about >a lot in the language acquisition literature. While there do seem >to be some empirical studies, for example of the amplitude of >particular phonemes compared to other phonemes, it also seems to be >a concept that many assume in studies - for example, assuming that >initial syllables or phonemes, or final ones, or stressed ones, will >be more salient to children learning language. I am using this >concept in the field of literacy (spelling, in particular) and >although I can find many papers in spoken language acquisition which >draw on the concept of saliency to explain children's preferences >for particular words/sounds, I can't seem to find any discussion of >the concept per se, or measurements, either acoustic or behavioural, >of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of time, or >something that linguists take in with their mothers' milk and I >missed out in my neuroscience education? Or am I confusing two >different concepts? > For some experimental study relevant to the salience of word-initial C to infants acquiring either English or French (age 11 mos.) - given the contrasting accentual patterrns of the adult lgs., see Vihman, Nakai, DePaolis & Hallé, JMem&Lg 2004. -marilyn -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From margaretmfleck at yahoo.com Mon May 31 19:40:57 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Mon, 31 May 2004 12:40:57 -0700 Subject: baby mic vest In-Reply-To: <200405302043.i4UKhCg27043@omail3.walla.co.il> Message-ID: Due to a change of jobs, my web pages are unstable and this URL http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html has quit working. Fortunately, in this case, there's a second copy of the page at http://talkbank.org/da/fleck.html Sorry for the confusion, Margaret Fleck ===== Margaret M. Fleck 510-378-3075 margaretmfleck at yahoo.com From munso005 at umn.edu Sat May 1 01:33:11 2004 From: munso005 at umn.edu (Benjamin Munson) Date: Fri, 30 Apr 2004 20:33:11 -0500 Subject: Corpus of Pictures of Novel Objects? Message-ID: Dear Fellow Info-Childes Members: I am about to begin a new study on novel-word learning. Rather than reinventing the wheel and devising a new set of pictures of novel objects, I'm wondering whether anyone knows of a corpus of pictures of novel objects. I have this dream that there is a corpus somewhere out there of pictures of novel objects with norms for the pictures' visual complexity and similarity to real objects. Does anyone know of such a corpus, or anything even remotely close to it? If so, please email me with information. Cordially, Ben Benjamin Munson, Ph.D. Assistant Professor Department of Speech-Language-Hearing Sciences (N?e Communication Disorders) University of Minnesota 115 Shevlin Hall 164 Pillsbury Drive, SE Minnapolis, MN 55455 (612) 624-0304 Fax: (612) 624-7586 http://www.cdis.umn.edu/FacStaff/Faculty/munson.htm From macw at cmu.edu Sat May 1 02:39:56 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Fri, 30 Apr 2004 22:39:56 -0400 Subject: Corpus of Pictures of Novel Objects? In-Reply-To: <5.2.1.1.0.20040430202353.00b7b0d8@munso005.email.umn.edu> Message-ID: Ben, Prahlad Gupta and his colleagues at Iowa have a beautiful new corpus of novel objects for novel-word learning, along with programs for counterbalancing them and linking to various phonological types. It is supposed to be available over the web at some point. Perhaps it is already. It is quite a tour de force. Having said that, you may well find that it somehow does not exactly match what you want, since requirements for this type of thing are often quite specific. --Brian MacWhinney From jzhou at public1.ptt.js.cn Sat May 1 03:13:32 2004 From: jzhou at public1.ptt.js.cn (jzhou) Date: Sat, 1 May 2004 11:13:32 +0800 Subject: teacher language input Message-ID: Dear All, Many thanks to Erika Hoff, Lynne Remson, Deborah Hwa-Froelich, Lixian Jin and Anne Purcell Kolatsis, for the information on teacher's language input in the classroom. I put all together here for reference: 1. Huttenlocher, J., Vasilyeva, M., Cymerman, E., & Levine, S. (2002). ). Language input at home and at school: Relation to child syntax. Cognitive Psychology, 45, 337-374. 2. What kind of analysis is she trying to do? Is this a qualitative study? If so, I can suggest some procedures I used for discourse analysis. 3. Lilly Wong Fillmore has published extensively in this particular area and wrote a book on What teachers need to know about Language. If you type in her name on the web-it will draw up many of her publications. 4. a software which can help to analyze qualitative data. It is called: WinMax for qualitative data analysis, by Scolari, its website is www.scolari.co.uk. 5. Focus on the language classroom: an introduction to classroom research for language teachers (1991). Dick Allwright and kathleen Bailey Cambridge: CUP Thanks also go to info-childes for this wonderful network! Zhou Jing Zhou Jing, Ph.D Professor Faculty of Preschool & Special Education East China Normal University P. R. China -------------------------------------------------------------------------------- -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsnow at u.washington.edu Tue May 4 07:17:32 2004 From: lsnow at u.washington.edu (Laura A. Snow) Date: Tue, 4 May 2004 00:17:32 -0700 Subject: home language experiences Message-ID: I am looking for a way to measure the home language experiences/environment of young children. Does anyone know of a parent interview or observation scale/inventory that could measure this reliably? I have seen such tools for determining home literacy environment, but I am more interested in language exposure, the quality and quantity of parent/child communicative interactions, etc. Thanks for any advice or suggestions! ******************************************************************************* Laura Snow, M.A., Ph.C. 206-685-7400 Speech and Hearing Sciences campus box #354875 University of Washington 1417 N.E. 42nd Street Seattle, WA 98105-6246 ******************************************************************************* ******************************************************************************* From alazales at wp.pl Thu May 6 15:07:19 2004 From: alazales at wp.pl (alicja zalesinska) Date: Thu, 6 May 2004 17:07:19 +0200 Subject: No subject Message-ID: hello list:) Does anybody know of references concerning sound symbolism in motherese? i need them for my M.A. thesis,unfortunately the ones i found are very scarce and rather indirect. Thanks a lot, Alicja Zalesi?ska ---------------------------------------------------- Nowo??! wyszukiwarka zdj??, rysunk?w, grafik Przekonaj si? - czasami s?owa nie wystarcz?! http://klik.wp.pl/?adr=http%3A%2F%2Fszukaj.wp.pl%2Fszukaj.html%3Fszukaj%3Dporsche%26lista%3Dm&sid=171 From eblasco at libero.it Fri May 7 08:16:25 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Fri, 7 May 2004 10:16:25 +0200 Subject: selective mutism Message-ID: Dear colleagues and frieds: Has anyone of you worked on SELECTIVE MUTISM, trying to gain data about planning difficulties and syntactic impairment, tested through comprehension tests? I'd be most thankful for any suggestion or bibliography. Prof.Dr. Eduardo Blasco Ferrer Psycholinguistics and Neurolinguistics Univ. Cagliari 09123 Cagliari, Sardinia, Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From wuerz at mail.paed.uni-muenchen.de Fri May 7 09:46:04 2004 From: wuerz at mail.paed.uni-muenchen.de (Daniela Wuerz) Date: Fri, 7 May 2004 10:46:04 +0100 Subject: question on e-prime Message-ID: Dear users of E-Prime, my name is Daniela Wuerz and i am using E-Prime at Munich University for my research. I now encountered a programming problem and was hoping that someone who is in this mailing list could maybe provide me with an answer...I will run an experiment where several words are presented one after the other and appear for one second each. Subjects after the presentation of the word are required to type their associations as an answer to the word and this will be shown to them on the screen (echo function). Now I need to measure the RT after the presentation of the word and until subjects hit the keyboard for the first time. As far as I know, E-Prime only supports a RT form presentation to last response, but I need until "first response". I figure that I must maybe use a bit of E-Prime Script. Does anyone have an idea or have an according example script? Thanks a lot, Daniela Wuerz ------------ Daniela W?rz Department of Social Psychology Ludwig-Maximilians-Universit?t Schellingstr. 10 80799 Munich Germany phone: ++49 89 2180-3078 email: wuerz at psy.uni-muenchen.de From a.karmiloff-smith at ich.ucl.ac.uk Fri May 7 10:39:39 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 7 May 2004 11:39:39 +0100 Subject: selective mutism In-Reply-To: <001a01c4340c$30d71370$de481d97@PC166913268680> Message-ID: faraneh varga-khadem at the institute of child health in London has. At 10:16 am +0200 7/5/04, Eduardo Blasco Ferrer wrote: >Dear colleagues and frieds: > >Has anyone of you worked on SELECTIVE MUTISM, trying to gain data >about planning difficulties and syntactic impairment, tested through >comprehension tests? I'd be most thankful for any suggestion or >bibliography. > >Prof.Dr. Eduardo Blasco Ferrer >Psycholinguistics and Neurolinguistics >Univ. Cagliari >09123 Cagliari, Sardinia, Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From claudio_toppelberg at hms.harvard.edu Fri May 7 13:59:59 2004 From: claudio_toppelberg at hms.harvard.edu (Claudio Toppelberg) Date: Fri, 7 May 2004 09:59:59 -0400 Subject: selective mutism In-Reply-To: <001a01c4340c$30d71370$de481d97@PC166913268680> Message-ID: Dear Eduardo- I don't think too much has been done in trying to understand the linguistic profiles of SM children. This is very important as the prevalence of SM is around .7 % in the general population and SM is of interest for language researchers and clinicians for several important reasons: 1. SM is 3 times more common among language minority children, while cases of more severe SM (those that extend beyond a year duration) are 14 times more common among language minorities. 2. SM children also suffer from speech/language problems in about half of the cases 3. SM interfers with language and literacy acquisition. 4. Last but not least, SM children don't talk!! (...in specific social situations...) Trying to answer your question more specifically, Rosemary Tannock at U. Toronto/Hospital for Sick Children and colleagues have done some language studies on children with SM. A link to her work is http://www.homestead.com/quietroom/Research.html I am curious to hear what other work info-childes friends report on. Good luck! Claudio :::::::::::::::::::::::::::::::::::::::::::: Claudio O. Toppelberg, MD Principal Investigator, Project on Language and Child Psychiatry Judge Baker Children's Center, Harvard Medical School 3 Blackfan Circle Boston, Massachusetts 02115-5794 e-mail: topi at hms.harvard.edu Phone: (617) 232 8390 ext.2622 Fax: (617) 232 8390 ext.2621 Alternative Fax: (617) 232 8399 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Eduardo Blasco Ferrer Sent: Friday, May 07, 2004 3:16 AM To: info-childes at mail.talkbank.org Subject: selective mutism Dear colleagues and frieds: Has anyone of you worked on SELECTIVE MUTISM, trying to gain data about planning difficulties and syntactic impairment, tested through comprehension tests? I'd be most thankful for any suggestion or bibliography. Prof.Dr. Eduardo Blasco Ferrer Psycholinguistics and Neurolinguistics Univ. Cagliari 09123 Cagliari, Sardinia, Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From erikocanada at hotmail.com Fri May 7 14:35:37 2004 From: erikocanada at hotmail.com (Eriko Kurosaki) Date: Fri, 7 May 2004 08:35:37 -0600 Subject: recover relationship Message-ID: Dear Info-CHILDES; I am interested in the process how pre-school children recover their relationship after conflict through their co-operative acts. In addition to verbal representation, non-verbal representation (facial expressions, body movements, etc.) might be mentioned in my thesis. I am looking for the data and bibliography. If you know any information, please let me know. Many thanks, Eriko Kurosaki _________________________________________________________________ Free yourself from those irritating pop-up ads with MSn Premium. Get 2months FREE* http://join.msn.com/?pgmarket=en-ca&page=byoa/prem&xAPID=1994&DI=1034&SU=http://hotmail.com/enca&HL=Market_MSNIS_Taglines From eblasco at libero.it Sat May 8 06:26:55 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Sat, 8 May 2004 08:26:55 +0200 Subject: thanks Message-ID: I want to thank heartly all the colleagues and friends who have promptly answered to my wuestions about stuttering and selective mutism. You all are great! Eduardo -------------- next part -------------- An HTML attachment was scrubbed... URL: From h0009780 at hkusua.hku.hk Sat May 8 10:15:04 2004 From: h0009780 at hkusua.hku.hk (Emily) Date: Sat, 8 May 2004 18:15:04 +0800 Subject: VOCD Message-ID: Dear all, Could someone please suggest me any papers on measuring child's language development in terms of VOCD? Because I am thinking to use VOCD, parallel to other means like MLU as indicators of a bilingual child's language development but I can hardly find relavant literature on it. Thanks in advance. Best regards, Emily From dpesco2 at po-box.mcgill.ca Sat May 8 17:45:10 2004 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Sat, 8 May 2004 13:45:10 -0400 Subject: VOCD Message-ID: Hi Emily, Here are two refs on the subject. Diane Silverman, Stacy; Ratner, Nan Bernstein. Measuring lexical diversity in children who stutter: Application of vocd.Journal of Fluency Disorders. Vol 27(4) Win 2002, 289-304. Elsevier Science, US [Journal Article] Owen, Amanda J; Leonard, Laurence B. Lexical diversity in the spontaneous speech of children with specific language impairment: Application of D. [Journal Article] Journal of Speech Language & Hearing Research. Vol 45(5) Oct 2002, 927-937. American Speech-Language-Hearing Assn, US Emily wrote: >Dear all, > >Could someone please suggest me any papers on measuring child's language >development in terms of VOCD? Because I am thinking to use VOCD, parallel to >other means like MLU as indicators of a bilingual child's language development >but I can hardly find relavant literature on it. > >Thanks in advance. > >Best regards, >Emily > > > > > > -- 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 astiasny at umich.edu Sat May 8 18:28:13 2004 From: astiasny at umich.edu (Andrea Stiasny) Date: Sat, 8 May 2004 14:28:13 -0400 Subject: Spanish acquisition bibliography Message-ID: Dear info-childes, Could anyone point me to references on the acquisition of clitics in Spanish? I would really appreciate it. Thank you. Andrea Stiasny -- University of Michigan Slavic and Linguistic Departments 3020 MLB Ann Arbor, MI 48109 From Millians at kennedykrieger.org Mon May 10 13:30:37 2004 From: Millians at kennedykrieger.org (Molly Millians) Date: Mon, 10 May 2004 09:30:37 -0400 Subject: children's analogies Message-ID: Dear all, Does anyone know of studies that have looked at children's use of using verbal analogies? Also, are there any assessments that explore children's use of verbal analogies? Thanks Molly Millians FAS Clinic Education Specialist Marcus Institute Atlanta, GA From ann.dowker at psy.ox.ac.uk Mon May 10 13:52:47 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 10 May 2004 14:52:47 +0100 Subject: children's analogies Message-ID: Are you referring to verbal metaphor and simile, or to more formal tests of analogy? There have been quite a few studies of metaphor, notably by Howard Gardner and colleagues in the 70s and 80s. If you're interested in this aspect, I can send you a list of references. >From a more formal point of view, verbal analogies are a part of many IQ tests. There is the Similarities test in the WISC, and a similar one in the British Abilities Scales. And analogies were an important part of the Stanford-Binet. For development of analogies of all sorts, see anything by Dedre Gentner. Hope this helps, Ann In message "Molly Millians" writes: > Dear all, > > Does anyone know of studies that have looked at children's use of using > verbal analogies? > > Also, are there any assessments that explore children's use of verbal > analogies? > > Thanks > Molly Millians > FAS Clinic > Education Specialist > Marcus Institute > Atlanta, GA > > From kenn.apel at wichita.edu Mon May 10 18:11:01 2004 From: kenn.apel at wichita.edu (Kenn Apel) Date: Mon, 10 May 2004 13:11:01 -0500 Subject: children's analogies In-Reply-To: Message-ID: These may be of help: Masterson, J., & Perry, C. (1999). Training analogical reasoning skills in children with language disorders. American Journal of Speech-Language Pathology, 8, 53-61. Masterson, J. & Perry, C. (1994). A program for training analogical reasoning skills in children with language-learning disabilities. Language, Speech, and Hearing Services in Schools, 25, 268-270. Masterson, J., Evans, L., and Aloia, M. (1993). Verbal analogical reasoning in children with and without language-learning disabilities. Journal of Speech and Hearing Research, 36, 76-82. Kenn Apel, PhD, Professor and Chair, ASHA Fellow Department of Communicative Disorders and Sciences Wichita State University 1845 Fairmount Wichita, KS 67260-0075 316-978-3171 316-978-3291 (fax) www.wichita.edu/cds/kapel IMPORTANT NOTICE: This message is intended only for the use of the individual or entity to which it is addressed and may contain information that is privileged, confidential and exempt from disclosure under applicable law. If you have received this message in error, you are hereby notified that we do not consent to any reading, dissemination, distribution or copying of this message. If you have received this communication in error, please notify the sender immediately and destroy the transmitted information. -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Molly Millians Sent: Monday, May 10, 2004 8:31 AM To: info-childes at mail.talkbank.org Subject: children's analogies Dear all, Does anyone know of studies that have looked at children's use of using verbal analogies? Also, are there any assessments that explore children's use of verbal analogies? Thanks Molly Millians FAS Clinic Education Specialist Marcus Institute Atlanta, GA From mariana_vial at yahoo.ca Thu May 13 17:02:53 2004 From: mariana_vial at yahoo.ca (Mariana) Date: Thu, 13 May 2004 13:02:53 -0400 Subject: morphology acquisition SORRY Message-ID: Oh my! I didn't realize it would send that badly. If anyone would like the bibliography, please e-mail me and I'll try to find a better way to send it (maybe PDF or just in the body of the e-mail). Thanks again, -->Mariana --------------------------------- Post your free ad now! Yahoo! Canada Personals -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere at vonneumann.cog.jhu.edu Fri May 14 20:19:34 2004 From: barriere at vonneumann.cog.jhu.edu (Isabelle Barriere) Date: Fri, 14 May 2004 16:19:34 -0400 Subject: references on acquisition of homonyms by bilinguals and French-speakers Message-ID: Hi, I am looking for references on the acquisition of homonyms. Although I have been able to find many references to the acquisition of homonyms by English-speaking children, I haven't found much on french-speaking and bilingual (any lg combinations) children. Thanks in advance for your help. Isabelle Barriere Visiting Faculty & Research Scholar Johns Hopkins University Department of Cognitive Science Homewood Campus- Krieger Hall 3400 North Charles Street Baltimore, MD 21218 Phone: 410-516-5253 Fax: 410-516-8020 From shanley at bu.edu Sat May 15 15:01:39 2004 From: shanley at bu.edu (Shanley Allen) Date: Sat, 15 May 2004 11:01:39 -0400 Subject: extension for BUCLD submissions Message-ID: Dear Colleagues, As the original deadline for submission of abstracts to BUCLD 29 approaches, we have become aware that many researchers did not receive the Call for Papers in the first mailing, which was distributed on March 17 through Info-Childes, Linguist, AAAL, and Funknet.? Although we followed this initial announcement with individual notices to over 1000 personal and departmental e-mail addresses on April 26, we realize that not receiving the first Call might have caused some inconvenience for many of you. ? Therefore, we are extending the abstract submission deadline to Monday, May 17, at 8:00 p.m. EST.? As before, you may submit your abstracts using the webform found here:? http://www.bu.edu/linguistics/APPLIED/BUCLD/abstract.htm Please do not hesitate to contact us with any questions or concerns. Sincerely, Alejna Brugos, Rossie Clark-Cotton, and Seungwan Ha BUCLD 29 Organizing Committee From lbrandan at ungs.edu.ar Sun May 16 05:15:15 2004 From: lbrandan at ungs.edu.ar (Lucia Brandani) Date: Sun, 16 May 2004 02:15:15 -0300 Subject: Acquisition and Distributed Morphology Message-ID: Dear info-childes, Could anyone point me to references on the acquisition and Distributed Morphology. I would really appreciate if anyone can send me any paper about this. Thank you very much. Lucia Brandani -- Universidad de Buenos Aires Argentina ---------------------------------------------------------------- This message was sent using IMP, the Internet Messaging Program. From enfatica at tin.it Sun May 16 15:01:15 2004 From: enfatica at tin.it (Annamaria Cacchione) Date: Sun, 16 May 2004 17:01:15 +0200 Subject: acquisition of reported speech Message-ID: Dear info-childes, for my Ph. D. research I am looking for references on the acquisition of reported speech (especially direct and indirect forms). I would really appreciate if anyone can send me any paper about this. Thanks in advance for your help. Annamaria Cacchione University for Foreigners of Siena - Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From hyams at humnet.ucla.edu Tue May 18 00:46:11 2004 From: hyams at humnet.ucla.edu (Hyams, Nina) Date: Mon, 17 May 2004 17:46:11 -0700 Subject: email address for Jurgen Weissenborn Message-ID: Does anyone have a current email address for Jurgen Weissenborn. The address I have from the last BUCLD handbook (at Humboldt University, Berlin) does not appear to be valid. Thanks, Nina From dmills2 at emory.edu Tue May 18 01:49:19 2004 From: dmills2 at emory.edu (Debra Mills) Date: Mon, 17 May 2004 21:49:19 -0400 Subject: email address for Jurgen Weissenborn In-Reply-To: <959F5DC74A30D511BFE600D0B77E51990558598B@bert.humnet.ucla.edu> Message-ID: This one was valid as of 2/19/04: "J?rgen Weissenborn" Best, Debbie Mills On Monday, May 17, 2004, at 08:46 PM, Hyams, Nina wrote: > Does anyone have a current email address for Jurgen Weissenborn. The > address > I have from the last BUCLD handbook (at Humboldt University, Berlin) > does > not appear to be valid. > > Thanks, > Nina > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 502 bytes Desc: not available URL: From agwalker at cox.net Tue May 18 01:50:31 2004 From: agwalker at cox.net (Anne Graffam Walker) Date: Mon, 17 May 2004 21:50:31 -0400 Subject: Word count Message-ID: Haven't heard from any of you experts out there in response to the message I sent (I hope!) on May 10th, and haven't seen it come in to my own Inbox. I' m very new at this , so maybe I'm expecting something that doesn't happen (a sender getting a message he/she sent). If so, would someone be kind enough to let me know at least that the message is/was floating out there in the internet ether? Many thanks. Message repeated below, just in case. "Hello, all. I'm looking for an authority or two or ten on a principled, underline "principled", method for counting words in a child's utterance. I'm especially interested in how negative contractions are treated. Thanks to anyone who can help me on this." "Anne Graffam Walker, Ph.D. Forensic Linguist" [6404 Cavalier Corridor Falls Church VA 22044-1207 Ph: 703-354-1796 Fax: 703-256-2914] -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at cmu.edu Tue May 18 02:42:44 2004 From: macw at cmu.edu (Brian MacWhinney) Date: Mon, 17 May 2004 22:42:44 -0400 Subject: Word count In-Reply-To: <000b01c43c7a$8418f000$59fb6444@Dell> Message-ID: Dear Anne, I see no evidence on the archives (at LinguistList) that your message ever got posted, at least not during May. I am guessing that readers might be a bit hesitant to nominate themselves as "authorities", particularly given the underscoring of principled. The best shot that I ever took at unearthing principles for judging something to be a word in child language or anywhere else was in a chapter back in 1982 called "Basic Syntactic Processes" in a volume edited by Stan Kuczaj. The core idea here involved distinguishing rote, analogy, and combination as word and construction formation processes. A more readable and articulate version of this position can be found in Ann Peter's 1983 book on "The units of language acquisition". In one way or another, there are probably about 200 articles dealing with the issue of trying to distinguish rote from combination. There are probably another couple of hundred papers trying to formalize these ideas into methods for computing mean length of utterance and related measures. Regarding negative contractions, such as don't, I think most people would view these as monomorphemic initially and perhaps forever. In some of the most frequent cases, the phonology alone is an indicator that they are not simple combinations of auxiliary and negative. Why do you ask? How can knowing this be of any forensic importance? --Brian MacWhinney, CMU On 5/17/04 9:50 PM, "Anne Graffam Walker" wrote: > Haven't heard from any of you experts out there in response to the message I > sent (I hope!) on May 10th, and haven't seen it come in to my own Inbox. I' m > very new at this , so maybe I'm expecting something that doesn't happen (a > sender getting a message he/she sent). If so, would someone be kind enough to > let me know at least that the message is/was floating out there in the > internet ether? Many thanks. > > Message repeated below, just in case. > > "Hello, all. I'm looking for an authority or two or ten on a principled, > underline "principled", method for counting words in a child's utterance. I'm > especially interested in how negative contractions are treated. > Thanks to anyone who can help me on this." > > "Anne Graffam Walker, Ph.D. > Forensic Linguist" > > [6404 Cavalier Corridor > Falls Church VA 22044-1207 > Ph: 703-354-1796 > Fax: 703-256-2914] > > From cschutze at ucla.edu Wed May 19 07:42:27 2004 From: cschutze at ucla.edu (Carson Schutze) Date: Wed, 19 May 2004 00:42:27 -0700 Subject: Word count In-Reply-To: Message-ID: Brian MacWhinney wrote: > Regarding negative contractions, such as don't, I think most people would > view these as monomorphemic initially and perhaps forever. In some of the > most frequent cases, the phonology alone is an indicator that they are not > simple combinations of auxiliary and negative. I think these comments need some elaboration/qualification. First, I'm not sure what the scope of "most people" is meant to be; certainly the "forever" part would not apply to most theoretical linguists (as opposed to (developmental?) psycholinguists, if that's what Brian had in mind). But more importantly on the substance, pre-theoretically it's not clear what monomorphemicity is meant to entail. Let's assume that the contrasting position is one in which "don't" is analyzed as containing an auxiliary "do" and a negation "n't", where each of those has separately identifiable phonology and meaning--perhaps Tense, in the case of "do", or perhaps some unmarked mood. (If instead one takes the view that "do" is a true dummy, i.e. expresses no meaning at all, then it's not obvious whether it should fit the traditional definition of a morpheme, so I put that complication aside.) Claiming that "don't" is monomorphemic could mean 1) it has two bits of meaning, negation and auxiliary (whatever exactly the latter is), but they cannot be identified with separate chunks of phonology, i.e. "don't" is a portmanteau form; or 2) it has only one bit of meaning, presumably negation, and no separately identifiable phonological subparts. Option 2) is what was claimed in the early acquisition literature, e.g. by Bellugi--she explicitly states that for children at the relevant stage, "don't" is not an auxiliary but a negation. Hyams (1986), Stromswold (1990), and others adopt this version as well, stating that "don't" is not under Aux, is not tensed, etc. This claim makes strong predictions about the distribution of "don't"--given an otherwise adult-like phrase structure, it should not distribute like its adult counterpart. This was of course the point of the proposal. On this view it would make no sense to say that the monomorphemic analysis holds "forever", because then adults wouldn't talk like adults. Brian's appeal to phonological evidence seems to be proposed as an argument for the weaker claim in 1). This claim does not, as far as I can see, predict that "don't" should distribute any differently than under the alternative bimorphemic analysis alluded to above. In that respect it could be maintained "forever", i.e. hold for adults as well as children. For the same reason, however, it would not do the work that Bellugi et al. wanted their version of monomorphemicity (2) to do. This might be a good or a bad thing, depending on one's view of the correct treatment of the developmental facts they were dealing with. Quite independently of this issue, one can ask whether phonological considerations bear on the question of portmanteau vs. separate form chunks. I assume Brian has in mind things like the fact that the vowel in "don't" is not the same as the vowel in "do", that "won't" doesn't contain the rhyme of "will", etc. If these alternations were to be taken as evidence that the contracted forms do not consist of a concatenation of two phonological chunks, the second of which is "n't", it would mean denying the existence of stem allomorphy, for that is all that's going on here. These changes are completely analogous to things like 'keep' ~ 'kept': by parity of reasoning, one would have to deny that the latter is divisible into the stem 'kep' and the past tense suffix 't', even though this is the suffix we would expect by the fully productive rule, and the change in the stem vowel is part of a widely attested pattern in English. Excluding stem allomorphy would force us to miss a huge number of generalizations and would gain us nothing that I can see, but maybe "most of us" have a different take on this. One might think that this parallel does not go through because the negative contractions involve cliticization, whereas allomorphy can only be conditioned by affixes. Even if the latter were an accurate generalization, it would not be relevant, because Zwicky and Pullum (Language, 1983) have argued persuasively that "n't" is in fact an affix in so-called auxiliary contractions. -- Carson T. Schutze Department of Linguistics, UCLA Email: cschutze at ucla.edu Box 951543, Los Angeles CA 90095-1543 U.S.A. Office: Campbell Hall 2224B Deliveries/Courier: 3125 Campbell Hall Campus Mail Code: 154302 Web: www.linguistics.ucla.edu/people/cschutze Phone: (310)995-9887 Fax: (310)206-8595 From noemitakiuchi at uol.com.br Wed May 19 11:24:12 2004 From: noemitakiuchi at uol.com.br (noemitakiuchi) Date: Wed, 19 May 2004 08:24:12 -0300 Subject: visual memory in SLI children Message-ID: Dear info-childes, I'm studying nonverbal deficits in children with specific language impairment. By now we are investigating visual memory in these children. I?ve found just some references about this topic. Could anyone help me? I would enjoy any references you could give me... Thanks in advance, Noemi Takiuchi Assistent Professor Speech Language Pathology Dept Medical Sciences School Santa Casa de S?o Paulo Brazil --- Acabe com aquelas janelinhas que pulam na sua tela. AntiPop-up UOL - ? gr?tis! http://antipopup.uol.com.br From ann at hawaii.edu Wed May 19 21:48:38 2004 From: ann at hawaii.edu (Ann Peters) Date: Wed, 19 May 2004 11:48:38 -1000 Subject: how many units of meaning? of production? Message-ID: Carson, I think you are oversimplifying and conflating several stages of development. Brian suggests that negative contractions are initially monomorphemic and may remain so. My interpretation is that (1) indeed they are probably monomorphemic *at first*; (2) later on, even though they may be analyzed, they may be *produced* by mature speakers as single, unanalyzed units. Evidence for (1) would be that *don't* only occurs in a limited range of constructions, such as the imperative. So while we may see don't do that; don't touch that; don't drop it. we don't see full auxiliary use such as you like it but I don't (like it); I don't see it. Once the privileges of occurrence expand, then one can begin to claim that an adult-like analysis has been performed, and that in some sense "don't" now contains more than 1 unit of meaning. ann **************************** Dr. Ann M. Peters, Professor Emeritus Graduate Chair http://www.ling.hawaii.edu/ Department of Linguistics University of Hawai`i email: ann at hawaii.edu 1890 East West Road, Rm 569 phone: 808 956-3241 Honolulu, HI 96822 fax: 808 956-9166 http://www.ling.hawaii.edu/faculty/ann/ From macw at mac.com Wed May 19 22:44:31 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 May 2004 18:44:31 -0400 Subject: Word count Message-ID: Dear Anne, Ann, Carson, and Info-CHILDES, Carson's message shows clearly how much linguistic theory gets involved immediately in the morpheme count issue. And thanks to Ann Peters for explaining the additional issues about syntactic combination and productivity. When I referred to "initially" and "forever", I meant that a child may begin with a monomorphemic analysis initially and remain with that analysis throughout subsequent language learning. I was not referring to the idea that linguistic theory would ever stick with something "forever." The idea that a word has "one bit of meaning" is a rather quaint one that never occurred to me. It is interesting to think that back in 1967 Ursula Bellugi may have thought of "don't" as a single meaning primitive. Personally, I think of morphological analysis as involving the division of perhaps (just for the sake of illustration) 80 dimensions of meaning in a word into two subsets, one of which may contain perhaps just a dozen "features." Apart from all the various theoretical perspectives one can adopt here, I have always liked the notion proposed by Roger Brown that semantic analysis typically precedes formal morphological analysis. The idea was that children talk about "two shoe" or "many shoe" even before producing "shoes". I don't imagine that the data for this are always so clear, but the idea that children develop a concept of plurality and perhaps also some phonological awareness that there are sounds like /s/ on the ends of words, well before hooking up these two ideas has always seemed reasonable to me. In fact, I wonder how it could happen any other way. I realize that one can easily postulate stem-modifying rules for the analysis of forms like "don't" and "wont". My only point here was to make sure that Anne realized how much this issue takes us right to the heart of linguistic theory and child language theory. I think Carson's message makes this quite clear. --Brian MacWhinney From eblasco at libero.it Thu May 20 06:18:49 2004 From: eblasco at libero.it (Eduardo Blasco Ferrer) Date: Thu, 20 May 2004 08:18:49 +0200 Subject: fragile X-syndrome Message-ID: Dear colleagues: Has anyone of you worked on planning with children sharing language impairment due to Fragile X-syndrome? I'd be (sorry for the monomorphemic use) very glad if I'd get some useful references. Thanks. Eduardo Prof.Dr. Eduardo Blasco Ferrer Psycholinguistics and Neurolinguistics Universit? di Cagliari-Italy -------------- next part -------------- An HTML attachment was scrubbed... URL: From Gina.Conti-Ramsden at man.ac.uk Thu May 20 09:21:58 2004 From: Gina.Conti-Ramsden at man.ac.uk (Gina Conti-Ramsden) Date: Thu, 20 May 2004 10:21:58 +0100 Subject: Lectureship/Senior Lectureship in Manchester Message-ID: Dear Colleagues, We are interested in recruiting a first class researcher who would like to have an academic career and join the new School of Psychological Sciences at the University of Manchester. The new School joins the strengths of Human Communication and Deafness, Psychology and Clinical Psychology at Manchester. Below please find the advertisement. The attachment contains the further particulars. Please post and pass on to any colleagues who may be interested. With many thanks, gina conti-ramsden THE UNIVERSITY OF MANCHESTER LECTURER/SENIOR LECTURER IN PSYCHOLOGY (REF: 547/04) The Human Communication and Deafness group is shortly to join with Psychology and Clinical Psychology to form a new School of Psychological Sciences. The group wishes to further strengthen its position as a leader in the field of audiology/speech language therapy/deafness research and teaching in the UK by making an appointment to join an energetic team with an international research reputation to help develop the team?s provision in these exciting and expanding fields. The person appointed will be research-active, or have a clear potential to be research-active, and will make a significant contribution to the future research profile of the group in one or more of the areas of language disorders, hearing and hearing disorders, paediatric audiology, child development, health services research, stroke/aphasia or related area. He/she will contribute to teaching in research methods and statistics to our undergraduate and postgraduate programmes (BSc Speech and Language Therapy; BSc Audiology; MSc/Dip Audiology), as well as teaching in his/her research area(s). Informal enquiries to Professor Gina Conti-Ramsden or Professor John Bamford, Human Communication and Deafness group, University of Manchester, Manchester M13 9PL, UK tel ++44 (0)161 275 3932/3366, emails { HYPERLINK "mailto:gina.conti-ramsden at man.ac.uk" }gina.conti-ramsden at man.ac.uk and { HYPERLINK mailto:john.bamford at man.ac.uk }john.bamford at man.ac.uk Further information about the HCD group can be found at { HYPERLINK http://www.hcd.man.ac.uk/ }http://www.hcd.man.ac.uk/ Potential applicants are welcome to arrange an informal visit to HCD. Salary according to qualification and experience is within the range ?22,954 - ?41,333 for a non-clinical post and ?26,760 - ?60,856 for a clinical post. Application forms and further particulars are available at http://www.man.ac.uk/news/vacancies or from the Office of the Director of Personnel, The University of Manchester, Oxford Road, Manchester M13 9PL: ++44(0)161 275 2028; fax ++(0)161 275 2471; Minicom (for the hearing impaired): ++(0)161 275 7889; email personnel at man.ac.uk Closing date for receipt of applications is June 24th. Interviews will be held on 7 July. The University will actively foster a culture of inclusion and diversity and will seek to achieve true equality of opportunity for all members of its community. From M.Pettinato at city.ac.uk Thu May 20 10:40:24 2004 From: M.Pettinato at city.ac.uk (M.Pettinato at city.ac.uk) Date: Thu, 20 May 2004 11:40:24 +0100 Subject: frequency counts for consonant clusters in English Message-ID: Dear colleagues, I am a Phd student working on the production and perception of consonant clusters in people with Down Syndrome. I need to find the frequency with which certain clusters appear in spoken English, for example word-initial 'pl', 'str' or word-final 'lp', 'fs' etc. Does anybody know if this data is readily available out there, or would I have to perform a frequency count myself? I have been advised to use CELEX for this, but I was wondering whether it would also be possible to use CHILDES & how one would go about doing this. Any ideas & comments welcome! Mich?le Pettinato From chammelrath at wanadoo.fr Thu May 20 11:08:41 2004 From: chammelrath at wanadoo.fr (chammelrath) Date: Thu, 20 May 2004 13:08:41 +0200 Subject: Claudine Hammelrath user of clan Message-ID: I have a problem with the commands "vocd". at each time than I use this the clan closed; however, all the others commands work. is there ome another person who have the same problem? than you Claudine Hammelrath chammelrath at wanadoo.fr -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Thu May 20 17:31:05 2004 From: macw at mac.com (Brian MacWhinney) Date: Thu, 20 May 2004 13:31:05 -0400 Subject: frequency counts for consonant clusters in English In-Reply-To: Message-ID: Dear Mich?le, You could do this from CHILDES data, but, if I remember correctly, CELEX has already done all of this for you. --Brian MacWhinney On May 20, 2004, at 6:40 AM, M.Pettinato at city.ac.uk wrote: > Dear colleagues, > I am a Phd student working on the production and perception of > consonant clusters in people with Down Syndrome. > > I need to find the frequency with which certain clusters appear in > spoken English, for example word-initial 'pl', 'str' or word-final > 'lp', 'fs' etc. > > Does anybody know if this data is readily available out there, or > would I have to perform a frequency count myself? > > I have been advised to use CELEX for this, but I was wondering whether > it would also be possible to use CHILDES & how one would go about > doing this. > > Any ideas & comments welcome! > > Mich?le Pettinato > From marcj at uwo.ca Thu May 20 18:46:04 2004 From: marcj at uwo.ca (Marc Joanisse) Date: Thu, 20 May 2004 14:46:04 -0400 Subject: frequency counts for consonant clusters in English In-Reply-To: <791D938C-AA83-11D8-9889-000A95953BA0@mac.com> Message-ID: Mich?le, Just to expand on what Brian said: the transcriptions in CELEX are syllabified such that you can be sure that the clusters are not ambisyllabic: for instance, when calculating the frequency of [st] you would want to count "mist" but maybe not "mister." Also, I think CELEX is based on a larger corpus so it would probably include more words and would likely also give you more accurate token frequency estimates for each. (Of course, I don't mean to imply there's anything wrong with using CHILDES corpora for this purpose!) -Marc- On May 20, 2004, at 1:31 PM, Brian MacWhinney wrote: > Dear Mich?le, > You could do this from CHILDES data, but, if I remember > correctly, CELEX has already done all of this for you. > > --Brian MacWhinney > > On May 20, 2004, at 6:40 AM, M.Pettinato at city.ac.uk wrote: > >> Dear colleagues, >> I am a Phd student working on the production and perception of >> consonant clusters in people with Down Syndrome. >> >> I need to find the frequency with which certain clusters appear in >> spoken English, for example word-initial 'pl', 'str' or word-final >> 'lp', 'fs' etc. >> >> Does anybody know if this data is readily available out there, or >> would I have to perform a frequency count myself? >> >> I have been advised to use CELEX for this, but I was wondering >> whether it would also be possible to use CHILDES & how one would go >> about doing this. >> >> Any ideas & comments welcome! >> >> Mich?le Pettinato >> > > -- Marc Joanisse, Assistant Professor Department of Psychology and Program in Neuroscience The University of Western Ontario marcj at uwo.ca http://www.ssc.uwo.ca/psychology/lrcn From munso005 at umn.edu Thu May 20 19:07:51 2004 From: munso005 at umn.edu (Benjamin Munson) Date: Thu, 20 May 2004 14:07:51 -0500 Subject: frequency counts for consonant clusters in English In-Reply-To: Message-ID: Dear Mich?le and fellow info-childes list-mates: Unless I am misunderstanding the question, I think that there potentially huge differences between frequency counts from CELEX, which would tell you type frequencies of clusters (i.e., word-initial /pw/ occurs in exactly one monomorphemic word, pueblo; word-initial /tw/ occurs in 28 words, including twixt, twelve, etc) and corpora of spoken language, which could indicate either type of token frequency counts (i.e, word-initial /pw/ occurs in one word in the Switchboard corpus, and this one word appears 3 times). CELEX can only tell you the type frequency of a cluster. Corpora like Switchboard or Childes or the like could tell you either the type or the token frequency for a cluster. In my dissertation and subsequent work I have argued that type and token frequency should have predictable, dissociable effects on phonological acquisition and processing: high token frequency should make a sequence fluent, but not necessarily flexible. Sequences with high type frequencies should be flexible and fluent. I conceive of flexible as generalizable to novel forms and to novel speaking tasks. See my paper in the August 2001 issue of the Journal of Speech, Language, and Hearing Research for a fleshed-out version of this argument. Cordially, Ben Munson Department of Speech-Language-Hearing Sciences University of Minnesota, Minneapolis At 05:40 AM 5/20/04, you wrote: >Dear colleagues, >I am a Phd student working on the production and perception of consonant >clusters in people with Down Syndrome. > >I need to find the frequency with which certain clusters appear in spoken >English, for example word-initial 'pl', 'str' or word-final 'lp', 'fs' etc. > >Does anybody know if this data is readily available out there, or would I >have to perform a frequency count myself? > >I have been advised to use CELEX for this, but I was wondering whether it >would also be possible to use CHILDES & how one would go about doing this. > >Any ideas & comments welcome! > >Mich?le Pettinato > > > > > From stemberg at interchange.ubc.ca Thu May 20 19:12:10 2004 From: stemberg at interchange.ubc.ca (Joseph Stemberger) Date: Thu, 20 May 2004 12:12:10 -0700 Subject: frequency counts for consonant clusters in English In-Reply-To: <791D938C-AA83-11D8-9889-000A95953BA0@mac.com> Message-ID: >> I need to find the frequency with which certain clusters appear in >> spoken English, for example word-initial 'pl', 'str' or word-final >> 'lp', 'fs' etc. >> >> Does anybody know if this data is readily available out there, or >> would I have to perform a frequency count myself? I'm not sure what it means to be "readily available", but here are three references. None has precisely what you're looking for (which, if I understand correctly, is something with full information on all parts of the word in large corpora of spoken language). 1. Wallace, B.J. (1950). A quantitative analysis of consonant clusters in present-day English. Ph.D. dissertation, University of Michigan. 2. French, Norman R., Charles W. Carter, & Walter Koenig, Jr. (1930). The words and sounds of telephone conversations. Bell System Technical Journal, 9, 290-324. 3. Stemberger, J.P. (1990). Wordshape errors in language production. Cognition, 35, 123-157. ---Joe Stemberger UBC From ccore at fau.edu Thu May 20 19:58:40 2004 From: ccore at fau.edu (Cynthia W Core) Date: Thu, 20 May 2004 15:58:40 -0400 Subject: frequency counts for consonant clusters in English In-Reply-To: Message-ID: I don't know if this helpful or relevant, but Sharynne McLeod has researched cluster acquisition, and maybe she has some data on this topic. See reference below. McLeod, S., van Doorn, J., Reed, V. A. (2001). Normal acquisition of consonant clusters. American Journal of Speech-Language Pathology, 10, 99-110. Cynthia W. Core, Ph.D. Assistant Professor Department of Communication Sciences and Disorders College of Education Florida Atlantic University Boca Raton, FL 33431 (561) 297-1138 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Marc Joanisse Sent: Thursday, May 20, 2004 2:46 PM To: Brian MacWhinney Cc: M.Pettinato at city.ac.uk; info-childes at mail.talkbank.org Subject: Re: frequency counts for consonant clusters in English Mich?le, Just to expand on what Brian said: the transcriptions in CELEX are syllabified such that you can be sure that the clusters are not ambisyllabic: for instance, when calculating the frequency of [st] you would want to count "mist" but maybe not "mister." Also, I think CELEX is based on a larger corpus so it would probably include more words and would likely also give you more accurate token frequency estimates for each. (Of course, I don't mean to imply there's anything wrong with using CHILDES corpora for this purpose!) -Marc- On May 20, 2004, at 1:31 PM, Brian MacWhinney wrote: > Dear Mich?le, > You could do this from CHILDES data, but, if I remember > correctly, CELEX has already done all of this for you. > > --Brian MacWhinney > > On May 20, 2004, at 6:40 AM, M.Pettinato at city.ac.uk wrote: > >> Dear colleagues, >> I am a Phd student working on the production and perception of >> consonant clusters in people with Down Syndrome. >> >> I need to find the frequency with which certain clusters appear in >> spoken English, for example word-initial 'pl', 'str' or word-final >> 'lp', 'fs' etc. >> >> Does anybody know if this data is readily available out there, or >> would I have to perform a frequency count myself? >> >> I have been advised to use CELEX for this, but I was wondering >> whether it would also be possible to use CHILDES & how one would go >> about doing this. >> >> Any ideas & comments welcome! >> >> Mich?le Pettinato >> > > -- Marc Joanisse, Assistant Professor Department of Psychology and Program in Neuroscience The University of Western Ontario marcj at uwo.ca http://www.ssc.uwo.ca/psychology/lrcn From mskcusb at mscc.huji.ac.il Fri May 21 09:07:03 2004 From: mskcusb at mscc.huji.ac.il (Shoshana Blum-Kulka) Date: Fri, 21 May 2004 11:07:03 +0200 Subject: Special Issue: Peer Talk and Pragmatic Development Message-ID: Announcement: Issue 3 of Discourse Studies in 2004 is a special issue on Peer Talk and Pragmatic Development, edited by Shoshana Blum-Kulka and Catherine E. Snow. The issue is devoted to the topic of child-child interactions in an attempt to resuscitate interest in the study of naturally occurring peer talk. Attention to the nature of peer talk, and to the consequences of peer talk for children's social and linguistic development has been sparse, intermittent, and scattered since the initiation of the topic in the late seventies of the last century. The five papers in this issue span an array of cultures, languages, and settings, but all study natural language and display the opportunities peer talk offers young children to negotiate complicated social challenges using language, and thus to develop more sophisticated language capacities. Ultimately, the editors hope this special issue will contribute to laying the theoretical and methodological foundation for the systematic study of naturally occurring peer talk among children. Table of Contents: Discourse studies Volume 6 Number 3 SPECIAL ISSUE: Peer talk and Pragmatic Development Guest editors: Shoshana Blum-Kulka and Catherine E. Snow Editorial: Why study peer talk? Shoshana Blum-Kulka and Catherine Snow ARTICLES The social and discursive spectrum of peer talk Shoshana Blum-Kulka, Deborah Huck-Taglicht and Hanna Avni Building peer relations in talk: Toddlers' peer conversation in childcare Jane Katz 'When your powers combine: I am Captain Planet': The developmental significance of individually and collaboratively composed stories Ageliki Nicolopoulou and Elizabeth S. Richner Repetition and joking in children's second language conversations: Playful recycllings in an immersion classroom Asta Cekaite and Karin Aronsson Explanatory discourse in young second language learners' peer play Vibeke Grover Aukrust From M.Pettinato at city.ac.uk Fri May 21 09:56:29 2004 From: M.Pettinato at city.ac.uk (M.Pettinato at city.ac.uk) Date: Fri, 21 May 2004 10:56:29 +0100 Subject: question on consonant clusters - big thank you Message-ID: Dear colleagues, I am hugely grateful for all the important information I received following my query about frequencies of consonant clusters. Thank you to everyone who responded. I will not be posting a digest of responses to the list, as I belive some of them already went out to everyone & I don't want to flood the list. If however anyone would like a summary, I'd be more than happy to send it to them. Many, many thanks again! Mich?le From k.j.alcock at lancaster.ac.uk Fri May 21 10:42:04 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Fri, 21 May 2004 11:42:04 +0100 Subject: Acoustic/phonological saliency Message-ID: I have a question about this concept which seems to be bandied about a lot in the language acquisition literature. While there do seem to be some empirical studies, for example of the amplitude of particular phonemes compared to other phonemes, it also seems to be a concept that many assume in studies - for example, assuming that initial syllables or phonemes, or final ones, or stressed ones, will be more salient to children learning language. I am using this concept in the field of literacy (spelling, in particular) and although I can find many papers in spoken language acquisition which draw on the concept of saliency to explain children's preferences for particular words/sounds, I can't seem to find any discussion of the concept per se, or measurements, either acoustic or behavioural, of some aspects of salience. Does anyone have any ideas - is this lost in the mists of time, or something that linguists take in with their mothers' milk and I missed out in my neuroscience education? Or am I confusing two different concepts? thanks Katie Alcock From raymondw at csufresno.edu Fri May 21 15:11:17 2004 From: raymondw at csufresno.edu (Ray Weitzman) Date: Fri, 21 May 2004 08:11:17 -0700 Subject: Acoustic/phonological saliency Message-ID: Hi Katie, 'Saliency' is a term that is used in speech perception to refer to the relative control a particular acoustic parameter (duration, intensity, formant frequency, pitch, etc.) has in discriminating one phoneme from another, one syllable from another, one word from another, one phrase from another, or even one sentence from another. Comparisions of different acoustic parameters as cues to in speech perception are referred to as the relative perceptual salience of the parameters or more technically as auditory cue weighting. As far as I know it has nothing to do with why a child might show a particular preference for particular words or sounds, much "explain" those preferences. Ray Weitzman ----- Original Message ----- From: "Alcock, Katherine" To: Sent: Friday, May 21, 2004 3:42 AM Subject: Acoustic/phonological saliency > I have a question about this concept which seems to be bandied about a lot in the language acquisition literature. While there do seem to be some empirical studies, for example of the amplitude of particular phonemes compared to other phonemes, it also seems to be a concept that many assume in studies - for example, assuming that initial syllables or phonemes, or final ones, or stressed ones, will be more salient to children learning language. I am using this concept in the field of literacy (spelling, in particular) and although I can find many papers in spoken language acquisition which draw on the concept of saliency to explain children's preferences for particular words/sounds, I can't seem to find any discussion of the concept per se, or measurements, either acoustic or behavioural, of some aspects of salience. > > Does anyone have any ideas - is this lost in the mists of time, or something that linguists take in with their mothers' milk and I missed out in my neuroscience education? Or am I confusing two different concepts? > > thanks > > Katie Alcock > > > > > From sselimis at yahoo.gr Sat May 22 07:06:32 2004 From: sselimis at yahoo.gr (=?iso-8859-7?q?Stathis=20Selimis?=) Date: Sat, 22 May 2004 08:06:32 +0100 Subject: non-literal use of Motion Vs Message-ID: I am investigating non-literal, including clearly metaphorical, uses of Motion Verbs in early child-adult interaction in Greek and English (both as L1). Could you send me any recent references and/or papers on metaphor and akin phenomena (e.g. fictive motion) in child language compatible with the Cognitive Theory of Metaphor? I am already aware of two relevant dissertations: C.R. Johnson (1999) and S. Ozcaliskan (2002). I will post a summary of responses. Thanks. Stathis Selimis, Ph.D. candidate sselimis at yahoo.gr --------------------------------- Do You Yahoo!? ????????? ??? ?????? ???@yahoo.gr ????????? ??? Yahoo! Mail. -------------- next part -------------- An HTML attachment was scrubbed... URL: From cschutze at ucla.edu Sun May 23 02:33:10 2004 From: cschutze at ucla.edu (Carson Schutze) Date: Sat, 22 May 2004 19:33:10 -0700 Subject: how many units of meaning? of production? In-Reply-To: Message-ID: Ann Peters said: > Evidence for (1) would be that *don't* only occurs in a limited range of > constructions, such as the imperative. So while we may see > don't do that; don't touch that; don't drop it. > we don't see full auxiliary use such as > you like it but I don't (like it); I don't see it. > Once the privileges of occurrence expand, then one can begin to claim that > an adult-like analysis has been performed, and that in some sense "don't" > now contains more than 1 unit of meaning. That's exactly what I intended under my option 2) [though the imperative use of "don't" might be a special case--there are linguistic arguments suggesting it is different from the declarative]; sorry if I wasn't clear. I'm curious, though, what exactly you think the child's analysis of "don't" is at a stage when they use it only as an imperative--are both negation and imperative parts of its meaning? In that case, you would at most be talking about monomorphemicity in the weaker sense (my option 1), which would not by itself explain the limited distribution of this form. Rather, you would need the additional claim that "don't" cannot *also* represent the meaning neg+indicative-aux. If instead you would propose that "don't" has only one bit of meaning in it, what is that bit, and how does it capture the distribution? Ann also said: > (2) later on, even though they may be analyzed, they may be *produced* by > mature speakers as single, unanalyzed units. This was a possibility I didn't raise, because I didn't think that the production system was specifically at issue. I'm not certain I understand what this proposal means, partly because I don't know what "analyzed" means (does it refer to the comprehension part of the processor, or to the grammar?), and partly because I again don't know which sense of "single, unanalyzed unit" is intended. Here's one thing that might have been intended: the grammar contains the information that don't = do + n't = aux + neg, but in your (production?) lexicon there is an entry that says don't = aux.neg, period, and in production you use only the latter. (This would be analogous to the claim in the past-tense literature that high-frequency regularly-inflected forms can be stored, even though their form could also be computed by rule--it's just handy to store the result of this computation rather than doing it over again each time you want to use the word.) One could call this kind of production item monomorphemic in my weak sense if desired, but as long as what is stored is identical to what the grammar would compute compositionally, what I said about my option 1 still holds: on its own it will not predict anything other than the adult distribution. Brian MacWhinney wrote: > When I referred to "initially" and "forever", I meant that a child > may begin with a monomorphemic analysis initially and remain with that > analysis throughout subsequent language learning. That's what I understood, i.e. that speakers would maintain this analysis throughout their lives. I was saying that linguists would find monomorphemicity a lot less plausible "forever" than just "initially". > It is interesting to think that back in > 1967 Ursula Bellugi may have thought of "don't" as a single meaning > primitive. The claim wasn't that the adult meaning of "don't" was conceived of as a meaning primitive by the child, but rather than the child had a different meaning for "don't", essentially Neg with no Aux. The motivation for this claim was, among other things, to explain why "don't" is apparently learned earlier than many other Aux elements, in particular modals. From chammelrath at wanadoo.fr Tue May 25 06:29:23 2004 From: chammelrath at wanadoo.fr (chammelrath) Date: Tue, 25 May 2004 08:29:23 +0200 Subject: vocd Message-ID: With the email of Richards Brian I think isn't possible to use the vocd now... I study some corpus which haven't the same length and I prefer use the vocd than the mlu... is there somebody who have the same problem? Claudine Hammelrath from France -------------- next part -------------- An HTML attachment was scrubbed... URL: From Hua.Zhu at newcastle.ac.uk Tue May 25 10:55:11 2004 From: Hua.Zhu at newcastle.ac.uk (Hua Zhu) Date: Tue, 25 May 2004 11:55:11 +0100 Subject: phonological saliency Message-ID: Alcock is right in saying that the notion of acoustic/phonological saliency, though alluded to frequently in the literature, lacks clear, testable definition. In my work on the acquisition of Chinese phonology, I define Phonological Saliency as a syllable-based, language-specific concept. The saliency value of a particular phonological feature is determined primarily by its role within the phonological systme of the language. It could be affected by a combination of factors, e.g the status of a component in the syllable structure, especially whether it is compulsory or optional; the capacity of a component in differentiating lexical meaning of a syllable; the number of permissible choices within a component in the syllable structure. For further information, see: Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. Zhu Hua (2002). Phonological development in specific contexts:studies of Chinese-speaking children. Clevedon: Multilingual Matters. Currently I'm working on evaluating the above definition using cross-linguistic data: Zhu Hua & Barbara Dodd (Eds.). (Planned publication date: Dec. 2004). Phonological development and disorders: A cross-linguistic perspective.Clevedon: Multilingual Matters. I will appreciate your views on the role/definition of phonological saliency, especially with regard to acquisition. Zhu Hua, PhD Lecturer in Language & Communication School of Education, Communication & Language Sciences University of Newcastle upon Tyne NE1 7RU, UK > >I have a question about this concept which seems to be bandied >about a lot in the language acquisition literature. While >there do seem to be some empirical studies, for example of the >amplitude of particular phonemes compared to other phonemes, >it also seems to be a concept that many assume in studies - >for example, assuming that initial syllables or phonemes, or >final ones, or stressed ones, will be more salient to children >learning language. I am using this concept in the field of >literacy (spelling, in particular) and although I can find >many papers in spoken language acquisition which draw on the >concept of saliency to explain children's preferences for >particular words/sounds, I can't seem to find any discussion >of the concept per se, or measurements, either acoustic or >behavioural, of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of >time, or something that linguists take in with their mothers' >milk and I missed out in my neuroscience education? Or am I >confusing two different concepts? > >thanks > >Katie Alcock > > > > > From macw at mac.com Tue May 25 11:42:12 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 25 May 2004 07:42:12 -0400 Subject: vocd In-Reply-To: <001801c44228$75638d00$459e0550@35098101> Message-ID: Dear Claudine and Brian, I thought Leonid wrote a message to you last week saying that he fixed the VOCD bug. Did you try a new version? Please just send these messages to Leonid Spektor at spektor at andrew.cmu.edu, rather than to info-childes. --Brian MacWhinney From raymondw at csufresno.edu Tue May 25 20:18:23 2004 From: raymondw at csufresno.edu (Ray Weitzman) Date: Tue, 25 May 2004 13:18:23 -0700 Subject: phonological saliency Message-ID: In case you missed it, this is the text of the message I sent to Katie and Info-Childes in reply to her message: >'Saliency' is a term that is used in speech perception to refer to the >relative control a particular acoustic parameter (duration, intensity, >formant frequency, pitch, etc.) has in discriminating one phoneme from >another, one syllable from another, one word from another, one phrase from >another, or even one sentence from another. Comparisions of different >acoustic parameters as cues to in speech perception are referred to as the >relative perceptual salience of the parameters or more technically as >auditory cue weighting. As far as I know it has nothing to do with why a >child might show a particular preference for particular words or sounds, >much "explain" those preferences. By "phonological saliency" I take it you mean the relative control a particular acoustic property has in distinguishing one phonological unit, like the syllable or phoneme, from another phonological unit. If so, then I'm not sure what you mean by "[t]he saliency value of a particular phonological feature". Phonological features are generally highly abstract and are manifested in various ways acoustically. It is difficult to imagine how one might measure the saliency of one phonological feature with another phonological feature. In the case of acoustic properties, experimental conditions can be created for comparing the relative influence of two or more them. Any acoustic property may have some control of distinguishing, for example, one syllable from another. It will all depend upon the degree of difference. For some, a relative small change may lead to a change in perception; for others, a relatively large change has to occur for perception to change. Perhaps this might be the basis for measuring degree of saliency, but keep in mind that saliency of one acoustic property may also depend on the values of other acoustic properties, as well as individual and group (i.e., dialect.) differences of language-specific listeners. Thus, determining measures of saliency can be quite complex. The studies that I am familiar with all seem to indicate that saliency of acoustic features change over the time course of acquisition. At least some differences in acoustic features seem to become less salient as children start to learn to discriminate utterances in their native language. This, of course, doesn't mean that children lose the ability to make these discriminations, for with the appropriate learning protocol, they can "re-learn" these distinctions again, if not for their native language, perhaps for use in another language. Furthermore, I wouldn't be surprised if saliency also changes over the life-span of the individual, although I haven't heard of any studies that examine this possibility. Ray Weitzman ----- Original Message ----- From: "Hua Zhu" To: Sent: Tuesday, May 25, 2004 3:55 AM Subject: RE: phonological saliency Alcock is right in saying that the notion of acoustic/phonological saliency, though alluded to frequently in the literature, lacks clear, testable definition. In my work on the acquisition of Chinese phonology, I define Phonological Saliency as a syllable-based, language-specific concept. The saliency value of a particular phonological feature is determined primarily by its role within the phonological systme of the language. It could be affected by a combination of factors, e.g the status of a component in the syllable structure, especially whether it is compulsory or optional; the capacity of a component in differentiating lexical meaning of a syllable; the number of permissible choices within a component in the syllable structure. For further information, see: Zhu Hua & Barbara Dodd (2000).The phonological acquisition of Putonghua (Modern Standard Chinese). Journal of Child Language, 27 (1), 3-42. Zhu Hua (2002). Phonological development in specific contexts:studies of Chinese-speaking children. Clevedon: Multilingual Matters. Currently I'm working on evaluating the above definition using cross-linguistic data: Zhu Hua & Barbara Dodd (Eds.). (Planned publication date: Dec. 2004). Phonological development and disorders: A cross-linguistic perspective.Clevedon: Multilingual Matters. I will appreciate your views on the role/definition of phonological saliency, especially with regard to acquisition. Zhu Hua, PhD Lecturer in Language & Communication School of Education, Communication & Language Sciences University of Newcastle upon Tyne NE1 7RU, UK > >I have a question about this concept which seems to be bandied >about a lot in the language acquisition literature. While >there do seem to be some empirical studies, for example of the >amplitude of particular phonemes compared to other phonemes, >it also seems to be a concept that many assume in studies - >for example, assuming that initial syllables or phonemes, or >final ones, or stressed ones, will be more salient to children >learning language. I am using this concept in the field of >literacy (spelling, in particular) and although I can find >many papers in spoken language acquisition which draw on the >concept of saliency to explain children's preferences for >particular words/sounds, I can't seem to find any discussion >of the concept per se, or measurements, either acoustic or >behavioural, of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of >time, or something that linguists take in with their mothers' >milk and I missed out in my neuroscience education? Or am I >confusing two different concepts? > >thanks > >Katie Alcock > > > > > From chammelrath at wanadoo.fr Tue May 25 21:47:23 2004 From: chammelrath at wanadoo.fr (chammelrath) Date: Tue, 25 May 2004 23:47:23 +0200 Subject: Claudine Hammelrath Message-ID: Brian Richards, Leonid, Brian MacWhinney... sincerely thanks for yours help I try to use thee clan with the explains of leonid and it seems good ! before I install the last version of clan (20 may) many thanks Claudine Hammelrath -------------- next part -------------- An HTML attachment was scrubbed... URL: From Sgs04 at aol.com Wed May 26 05:04:53 2004 From: Sgs04 at aol.com (Sgs04 at aol.com) Date: Wed, 26 May 2004 01:04:53 EDT Subject: please do not send me any more emails Message-ID: i would like to get off this email list. if this is the wrong place to send it please let me know how to get off this email list. -------------- next part -------------- An HTML attachment was scrubbed... URL: From astiasny at umich.edu Thu May 27 02:19:13 2004 From: astiasny at umich.edu (Andrea Stiasny) Date: Wed, 26 May 2004 22:19:13 -0400 Subject: Spanish Acquisition Bibliography Summary Message-ID: Dear info-childes, I would like to thank everyone who responded to my query (especially to Ken for the article!). Below you will find the summary of all the responses which some of you might find useful as well. Thank you! Torrens, V., K. Wexler (2000) The acquisition of clitic doubling in Spanish. In A.S. Powers, C. Hamann (eds.) The acquisition of Scrambling and Cliticization. Dordrecht: Kluwer. Wexler, K., A. Gavarr?, V. Torrens (in press) Feature checking and object clitic omission in child Spanish and Catalan. In R. Bok-Bennema, B. Hollebrandse, B. Kampers-Manhe, P. Sleeman (eds.) Romance Languages and Linguistic Theory. Amsterdam: John Benjamins. Susana Eisenchlas (Griffith University). 2003. Clitics in child Spanish. First Language, 23(2), 193-211. Lopez-Ornat, S. Fernandez, A., Gallo, P., & Mariscal, S. (1994) La adquisicion de la lengua espanola. Madrid: Siglo XXI Editores. Perez-Leroux, A. T., & Glass, W. R. (Eds.) (1997) Contemporary perspectives on the acquisition of Spanish: vol. 1 Developing grammars. Somerville, MA:Cascadilla Press. Pueyo, F. (1992) El sistema de cliticos en ninos bilingues de Los Angeles: transferencia linguistica y motivacion social. In H. Urutia Cardena Y C.Silva-Corvalan (Eds.) Bilinguismo y adquisicion del espanol. Bilbao, Spain: Instituto Horizonte, SL. Shum, G., Conde, A., & Diaz, C (1992) Pautas de adquisicion y uso del pronombre personal en la lengua espanola. Un estudio longitudinal. Esudios de Psicologia, 48, 67-86. Serra, M., Serrat, E.Sole, R., Bel., A., Y Aparici, M., (2000), La adquisicion del lengauje. Barcelona: Ariel (gupo Planeta) P?rez-Leroux, A. T. and J. Liceras, eds. 2002. The acquisition of Spanish Morphosyntax. Dordrecht, Kluwer. xxiii+247 pp. Aguado-Orea, J. (2000). Adquisici?n de los complementos pronominales personales en espa?ol. Madrid: Publicaciones de la Universidad Aut?noma de Madrid. Jackson-Maldonado, D., Maldonado, R. y Thal, D. 1998 ,"Reflexive and Middle Markers in Early Child Language Acquisition" First Language, 18:403-430 Anderson, R. 1998. The use of reflexive constructions by Spanish-speaking children: differences across functions. Applied Psycholinguistics, 19, 489-512 Susan L?pez Orant. La adquisici?n de la lengua espa?ola, Siglo XX1 and in Serra, M. La Adquisici?n del Lenguaje, Pir?mide Bedore, L. (1999). The acquisition of Spanish. In O.L. Taylor & L. Leonard (Eds), .Language acquisition across North America: Cross-cultural and cross-linguistic perspectives. (pp.157-207). San Diego: Singular Press Anderson, R. (1995). Spanish Morphological and Syntactic Development. In H. Kayser (Ed.), Bilingual speech-language pathology: A Hispanic focus. (pp. 41-73). San Diego: Singular Press -- University of Michigan Slavic and Linguistic Departments 3020 MLB Ann Arbor, MI 48109 From a.karmiloff-smith at ich.ucl.ac.uk Thu May 27 10:34:11 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 27 May 2004 11:34:11 +0100 Subject: non-native speech discrimination Message-ID: Is there available on websites for public use a set of non-native (where English=native) contrasts that we can use with babies of 6 and 10 months? We recorded Hindi contrasts but we can discriminate them as non-native adults so our native speaker may have been influenced by living for years in the UK. What we would like is to use a set that have already been confirmed in previous research - this is not the focus of our research but something we need to have in to confirm we get the same results as other teams. We would of course credit the source. Many thanks Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From mazzocco at kennedykrieger.org Thu May 27 23:42:41 2004 From: mazzocco at kennedykrieger.org (Michele Mazzocco) Date: Thu, 27 May 2004 19:42:41 -0400 Subject: No subject Message-ID: Dear Info-childes, I am trying to find information regarding the relative frequency with which homonyms occur in French, Spanish, or Chinese, relative to the frequency in English. Or just the relative frequency of homonymy in any of these languages. Thank you, Michele Mazzocco The materials in this e-mail are private and may contain Protected Health Information. Please note that e-mail is not necessarily confidential or secure. Your use of e-mail constitutes your acknowledgement of these confidentiality and security limitations. If you are not the intended recipient, be advised that any unauthorized use, disclosure, copying, distribution, or the taking of any action in reliance on the contents of this information is strictly prohibited. If you have received this e-mail in error, please immediately notify the sender via telephone or return e-mail. From m.vihman at bangor.ac.uk Sat May 22 13:41:38 2004 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Sat, 22 May 2004 14:41:38 +0100 Subject: Acoustic/phonological saliency In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A1044D614D@exchange-be1.lancs.ac.uk> Message-ID: >I have a question about this concept which seems to be bandied about >a lot in the language acquisition literature. While there do seem >to be some empirical studies, for example of the amplitude of >particular phonemes compared to other phonemes, it also seems to be >a concept that many assume in studies - for example, assuming that >initial syllables or phonemes, or final ones, or stressed ones, will >be more salient to children learning language. I am using this >concept in the field of literacy (spelling, in particular) and >although I can find many papers in spoken language acquisition which >draw on the concept of saliency to explain children's preferences >for particular words/sounds, I can't seem to find any discussion of >the concept per se, or measurements, either acoustic or behavioural, >of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of time, or >something that linguists take in with their mothers' milk and I >missed out in my neuroscience education? Or am I confusing two >different concepts? > For some experimental study relevant to the salience of word-initial C to infants acquiring either English or French (age 11 mos.) - given the contrasting accentual patterrns of the adult lgs., see Vihman, Nakai, DePaolis & Hall?, JMem&Lg 2004. -marilyn -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From velleman at comdis.umass.edu Sun May 30 15:15:31 2004 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Sun, 30 May 2004 11:15:31 -0400 Subject: baby mic vest Message-ID: I had thought that a few years ago someone mentioned on CHILDES that there was a pattern for a vest for a wireless mic to put on a baby posted on the web, but I can't find it. Does anyone know if there is such a posting? Thanks. Shelley Velleman UMass - Amherst From michal_avivi at walla.co.il Sun May 30 20:43:12 2004 From: michal_avivi at walla.co.il (michal_avivi at walla.co.il) Date: Sun, 30 May 2004 23:43:12 +0300 Subject: baby mic vest Message-ID: Shelley - try the following: http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html I think this is what you meanMichal AviviSchool of EducationTel-Aviv University baby mic vest I had thought that a few years ago someone mentioned on CHILDES that there was a pattern for a vest for a wireless mic to put on a baby posted on the web, but I can't find it. Does anyone know if there is such a posting? Thanks. Shelley Velleman UMass - Amherst ----------------------------------------------------------------------- Walla! Mail, Get Your Private, Free E-mail from Walla! at: http://mail.walla.co.il -------------- next part -------------- An HTML attachment was scrubbed... URL: From centenoj at stjohns.edu Mon May 31 03:50:11 2004 From: centenoj at stjohns.edu (Jose Centeno) Date: Sun, 30 May 2004 23:50:11 -0400 Subject: Acoustic/phonological saliency Message-ID: You might find this reference useful - McGregor, K., & Johnson, A. C. (1997). Trochaic template use in early words and phrases. Journal of Speech, Language, and Hearing Research, 40, 1220-1231. Jose Jose G. Centeno, Ph.D. Assistant Professor Speech-Language Pathology & Audiology Program Dept. of Speech, Communication Sciences, & Theatre St. John's University 8000 Utopia Parkway Jamaica, NY 11439 Tel: 718-990-2629 Fax: 212-677-2127 E-mail: centenoj at stjohns.edu -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Marilyn Vihman Sent: Sat 5/22/2004 9:41 AM To: Alcock, Katherine; info-childes at mail.talkbank.org Cc: Subject: Re: Acoustic/phonological saliency >I have a question about this concept which seems to be bandied about >a lot in the language acquisition literature. While there do seem >to be some empirical studies, for example of the amplitude of >particular phonemes compared to other phonemes, it also seems to be >a concept that many assume in studies - for example, assuming that >initial syllables or phonemes, or final ones, or stressed ones, will >be more salient to children learning language. I am using this >concept in the field of literacy (spelling, in particular) and >although I can find many papers in spoken language acquisition which >draw on the concept of saliency to explain children's preferences >for particular words/sounds, I can't seem to find any discussion of >the concept per se, or measurements, either acoustic or behavioural, >of some aspects of salience. > >Does anyone have any ideas - is this lost in the mists of time, or >something that linguists take in with their mothers' milk and I >missed out in my neuroscience education? Or am I confusing two >different concepts? > For some experimental study relevant to the salience of word-initial C to infants acquiring either English or French (age 11 mos.) - given the contrasting accentual patterrns of the adult lgs., see Vihman, Nakai, DePaolis & Hall?, JMem&Lg 2004. -marilyn -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From margaretmfleck at yahoo.com Mon May 31 19:40:57 2004 From: margaretmfleck at yahoo.com (Margaret Fleck) Date: Mon, 31 May 2004 12:40:57 -0700 Subject: baby mic vest In-Reply-To: <200405302043.i4UKhCg27043@omail3.walla.co.il> Message-ID: Due to a change of jobs, my web pages are unstable and this URL http://www.hpl.hp.com/personal/Margaret_Fleck/harness.html has quit working. Fortunately, in this case, there's a second copy of the page at http://talkbank.org/da/fleck.html Sorry for the confusion, Margaret Fleck ===== Margaret M. Fleck 510-378-3075 margaretmfleck at yahoo.com