From macw at mac.com Mon Nov 1 17:55:51 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 1 Nov 2004 12:55:51 -0500 Subject: new method of playing media Message-ID: Dear Info-CHILDES, The latest version of CLAN has introduced a new method of playing back audio and video from CHAT files. If you download a CHILDES or TalkBank corpus that has "bullet" links to audio or video media, and if your computer is connected to the web, you can use the F4 function to play a single utterance without having to download the media from the CHILDES site. This also works for the Escape-8 continuous playback function. CLAN uses a new directory inside each folder called "media" that tells it where to look on the web for the relevant media. It then contacts the QuickTime streaming server at CMU and plays the relevant audio or video. This function allows you to play without downloading the big audio and video media files. So this is a nice function to use when you just want to browse through a database or perhaps have your students do some browsing. You cannot use this method to create new bullets or do detailed sound editing. The things you need to run this are: 1. A new version of CLAN 2. Quicktime 3. A new copy of the relevant corpus from the server. Older copies will not have the /media directory that is needed. 4. A reasonably fast Internet connection. Here are some corpora that have media associated. 1. Audio: Bernstein, Brent, MacWhinney, Florianopolis, LeNormand, MiyataTai, TBI, YipMatthews, and Zhang. 2. Video: CRSLP-MARCS (Thai), Forrester, Ishii, McMillan, Rollins, Wagner, Yasmin, YipMatthews. 3. Almost all of the TalkBAnk corpora have either video or audio. Good luck. Please tell me if you have any problems with this. --Brian MacWhinney From lhewitt at bgnet.bgsu.edu Mon Nov 1 18:18:47 2004 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Mon, 1 Nov 2004 13:18:47 -0500 Subject: load and children's language processing In-Reply-To: <16006736.1099174184228.JavaMail.root@wamui02.slb.atl.earth link.net> Message-ID: An HTML attachment was scrubbed... URL: From macw at mac.com Mon Nov 1 20:19:52 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 1 Nov 2004 15:19:52 -0500 Subject: load Message-ID: Dear Info-CHILDES, Most of the replies to my query regarding load were posted directly to the list. However, a few were not. In addition, I think it is worthwhile noting that this issue brought up pointers to three major research areas. All seem interesting and important in their own right. 1. The first was a direct response to the question about experimental studies of the effect of load on sentence processing. The idea here is typically to manipulate load by a non-related secondary task such as counting back from 100 by threes or monitoring for some beep. 2. The second notion is that, as syntactic complexity in child productions increases, the precision of morphological, lexical, or phonological marking decreases. The idea here is that the child is in effect generating an internal load that leads to degradation in some otherwise smoothly functioning procedure. 3. The third notion is that the imposition of language external conditions, including emotional activations, can lead to marked changes in language. Let me here list the major pointers to each of these three topics. I may have missed a few that were included in posting to the net that people have already seen. ISSUE #1 The experimental control of load during sentence processing. Lynne Hewitt and Bruce Tomblin point to Montgomery, J. 2000. Verbal working memory and sentence comprehension in children with specific language impairment. JSLHR, 43, 293-308. (Clear working memory problems for SLI with dual load). Bruce Tomblin points to Weismer, S. E., Evans, J., & Hesketh, L. J. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech Language and Hearing Research, 42, 1249-1260. Ellis Weismer, S. (1996). Capacity limitations in working memory: The impact on lexical and morphological learning by children with language impairment. Topics in Language Disorders, 17, 33-44. Johnston, Judith R; Smith, Linda B; Box, Peggy. Cognition and communication: Referential strategies used by preschoolers with specific language impairment. Journal of Speech, Language, & Hearing Research. Vol 40(5) Oct 1997, 964-974. Hermann Schöler points to: Janczyk, M., Schöler, H. & Grabowski, J. (2004). Arbeitsgedächtnis und Aufmerksamkeit bei Vorschulkindern mit gestörter und unauffälliger Sprachentwicklung. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 36, 200-206. Jean Berko-Gleason points to a recent dissertation from Elena Zaretsky ISSUE #2 Internally imposed load Joe Stemberger points to Crystal, D. (1987). Towards a 'bucket' theory of language disability: Taking account of interaction between linguistic levels. Clinical Linguistics and Phonetics, 1, 7-22. Scollon, R.T. (1976). Conversations with a one-year-old. Honolulu: University of Hawaii Press. Etti Dromi points to Dromi, E., Leonard, L.B., Adam, G. & Zadoneisky-Ehrlich, S. (1999).Verb agreement morphology in Hebrew - speaking children with specific language impairment. Journal of Speech, Language and Hearing Research, 42 (6), 1414-1431. Leonard, L.B., Dromi, E. ,Adam, G. & Zadoneisky-Erlich, S. (2000).Tense and finiteness in the speech of children with Specific Language Impairment acquiring Hebrew. International Journal of Language and Communication Disorders , 35, 319-335. ISSUE #3 Affective load Lois Bloom points to three of her reports of an in-depth, longitudinal study (9 to about 28 months) of the interactive effects of cognitive and affective processing load for language, object play, and emotional expression. Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. New York: Cambridge University. Bloom, L. & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66 (4, Serial No. 267). Bloom, L. (2003). The Integration of Expression into the Stream of Everyday Activity. In I. Stockman, Ed., Movement and action in learning and development. Elsevier. --Brian MacWhinney From emacy at netvigator.com Tue Nov 2 15:11:32 2004 From: emacy at netvigator.com (emacy at netvigator.com) Date: Tue, 2 Nov 2004 23:11:32 +0800 Subject: written narratives Message-ID: Dear Info-Childes researchers, I am looking for some advice about collecting written language narratives from hearing-impaired children. This is going to be a study on exploring the linguistic phenomena of hearing-impaired children's writing literacy. We would like the language samples to be fairly and statistically comparable and reliable. Any advice and suggestions would be most welcome. Thanks for your help. Emily From eehamilt at umich.edu Wed Nov 3 01:43:10 2004 From: eehamilt at umich.edu (eehamilt at umich.edu) Date: Tue, 2 Nov 2004 20:43:10 -0500 Subject: Question about the phonological tier In-Reply-To: <200411012037.iA1KbfY9006971@jacknife.mail.umich.edu> Message-ID: Hi. I'm new to using the CLAN software and am interested in searching for word frequencies using phonological transcriptions (or in otherwords- searching the phonological tier for specific word frequencies). I'm sure there is information on how to do this somewhere, but I am unable to find it. Can anyone help? Thanks, Ellen From kountzml at ims.uni-stuttgart.de Wed Nov 3 10:11:28 2004 From: kountzml at ims.uni-stuttgart.de (Manuel Kountz) Date: Wed, 3 Nov 2004 11:11:28 +0100 Subject: Transcription systems; transcription of babbling Message-ID: Dear all, For doing transcriptions of babbling we are currently in the need of a suitable transcription system - XSAMPA and UNIBET seem to lack some diacritics, especially for onglide/offglide phenomena. (Up to now we are using pure XSAMPA but will make any necessary transitions towards UNIBET as soon as possible.) Thus, I have two questions: a) Can someone please help me finding a more complete solution? "Augmenting" XSAMPA with own diacritics is an opportunity, but the very last choice. Are there any computer transcription systems (not using Unicode/IPA) with more complete possibilites? (I'm also interestet in this question besides transriptions of babbling.) b) What do you recommend me to do? The problem at which the question arises are CV frames like [ba], where the transition from [b] to [a] is rather long and comprises a bilabial approximant like structure which is not really separable from the vowel. Thus, it seems reasonable to annote these different qualities, but not to impose an artificial segmentation on it. How would you annote such phenomena? I'd be glad to hear from other people doing babbling transcriptions in order to share and learn from practical experience. Best regards, Manuel Kountz From walkerm at mail.ecu.edu Wed Nov 3 15:39:34 2004 From: walkerm at mail.ecu.edu (Marianna Walker) Date: Wed, 3 Nov 2004 10:39:34 -0500 Subject: Faculty positions Message-ID: East Carolina University (Greenville, North Carolina) is currently recruiting for two faculty positions. Position 1- Assistant/Associate Professor: Speech/Language Pathology East Carolina University, Department of Communication Sciences and Disorders, School of Allied Health Sciences, invites applications for a full-time, 12-month tenure-track position to begin July 1, 2005. The faculty member will be an integral part of the doctoral and master of science programs in communication sciences and disorders. The faculty member will teach didactic courses at the M.S. level, engage in independent study/seminars with the doctoral program, and conduct personal research. The area of expertise is open, but preference will be given to candidates with expertise in the areas of articulation and phonology. Clinical certification in speech-language pathology (CCC-SLP or equivalent) is preferred but not required. Minimum qualifications include an earned Ph.D. in Speech-Language Pathology, or a related discipline. Send letter of application, including a statement of interest and experience description, along with three letters of recommendation, and a complete resume to: Marianna M. Walker, Ph.D., Chair, Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, North Carolina 27858- 4353. Cover letter and resume can also be e-mailed to: walkerm at mail.ecu.edu. East Carolina University is an Equal Opportunity/Affirmative Action University that accommodates individuals with disabilities. Individuals requesting a disability accommodation should call the ECU Office of Disability Support Services at 252-328-6799 (Voice/TTY/Relay). Proper documentation of identity and employability are required at the time of employment. ___________________________________________________________________________ Position 2 - Assistant/Associate Professor: Speech/Language Sciences East Carolina University, Department of Communication Sciences and Disorders, School of Allied Health Sciences, invites applications for a full-time, 12-month tenure-track position to begin July 1, 2005. The faculty member will be an integral part of the doctoral and master of science programs in communication sciences and disorders. The faculty member will teach didactic courses at the M.S. level, engage in independent study/seminars with the doctoral program, and conduct personal research. The area of expertise is open, but preference will be given to candidates with expertise in speech and/or language science. Clinical certification in speech-language pathology (CCC-SLP or equivalent) is preferred but not required. Minimum qualifications include an earned Ph.D. in Speech-Language Pathology, Communication Sciences and Disorders, or a related discipline. Candidates who have experience in university teaching and an established line of research will be given preference. Send letter of application, including a statement of interest and experience description, along with three letters of recommendation, and a complete resume to: Michael P. Rastatter, Ph.D., Chair, Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, North Carolina 27858- 4353. Cover letter and resume can also be e-mailed to: rastatterm at mail.ecu.edu. East Carolina University is an Equal Opportunity/Affirmative Action University that accommodates individuals with disabilities. Individuals requesting a disability accommodation should call the ECU Office of Disability Support Services at 252-328-6799 (Voice/TTY/Relay). Proper documentation of identity and employability are required at the time of employment. From DaleP at health.missouri.edu Wed Nov 3 17:26:42 2004 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Wed, 3 Nov 2004 11:26:42 -0600 Subject: FW: MacArthur-ref. of low validity/reliability? Message-ID: Several people asked me if I had responded to the enquiry from Amy Khasky (included below). I had thought my response went to the entire list, but apparently not, so I am re-sending it (see below). Ms. Khasky and I have corresponded directly since then; her research involved comparing performance on some experimental tasks with the suffixes portion of the CDI:WS (irregulars and overregularizations). Almost all the information on reliability and validity of the CDI:WS has been focussed on Vocabulary Production and Sentence Complexity. The portions of the instrument looking at suffixes were included for research purposes. There are several important publications of Bates, Marchman, and others on those measures. Those publications, and the coherent pattern of results they present, provide a kind of convergent validation. But there really aren't any direct comparisons of those sections with comparable measures based on language samples, to my knowledge. For the irregulars, I wouldn't expect much of a correlation with a learning task, since the whole point of irregulars is that they are learned as separate lexical forms, hence there shouldn't be much generalization from the ones you already know (that's a slight oversimplification, to be sure, given the existence of partially regular irregulars, but I think the main conclusion holds). Overregularizations are different, since they are all about patterns, of course. But it's important to keep in mind that although the developmental trend is increasing over the norming age range of the CDI:WS (16-30 months), ultimately this is a curvilinear trend - children diminish and eventually stop producing overregularizations. If the measure is used up to 36 months, a curvilinear trend may be beginning, while the pearson correlation coefficient looks only for linear trends. Philip Dale ============================== This is a somewhat oddly-worded enquiry. Certainly the MacArthur (now the MacArthur-Bates CDI) works better in some situations than others. For example, the vocabulary comprehension measure can be problematic at early ages (up to a year or so), especially for lower-SES parents. Concurrent validity correlations are highly variable, depending on the criterion measure used, which probably says more about the complexity of language than about validity per se. And predictive correlations are generally lower than concurrent ones, though that says more about the genuine variability of growth trajectory than anything else. As a one-word and generally accurate response to the question, I do like "solid." But as it happens, I have been collecting all published studies that have used the CDI in order to prepare the section on reliability & validity for the forthcoming revised edition of the CDI manual. I invite Ms. Khasky to correspond with me directly to see if I can be of help. Philip Dale Communication Science & Disorders University of Missouri-Columbia dalep at health.missouri.edu -----Original Message----- From: info-childes at mail.talkbank.org on behalf of amy khasky Sent: Sun 10/31/2004 02:04 To: info-childes at mail.talkbank.org Subject: MacArthur-ref. of low validity/reliability? Hello, I'm having trouble finding any references that have found low reliability and/or validity ratings for the MacArthur. Is it just a solid measure? Thanks in advance for any help, amy khasky From macw at mac.com Wed Nov 3 19:15:57 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 3 Nov 2004 14:15:57 -0500 Subject: Transcription systems; transcription of babbling In-Reply-To: <4188AED0.6080209@ims.uni-stuttgart.de> Message-ID: Dear Manuel, My recommendation is to transcribe in IPA using a Unicode font. IPA allows a variety of diacritics. Hopefully they are enough for you. Using IPA is particularly easy to do in CLAN on the Macintosh, although you can also do this on Windows with Tavultesoft Keyman. There are instructions about how to do this on the CHILDES website. Yvan Rose and I are also currently working on an analysis program called PHON that will build on the %pho line in CHAT files to produce segmental and prosodic analyses of various types. We plan to make this all applicable to babbling. My suggestion is to remain in contact with Yvan Rose (yrose at mun.ca) regarding this. --Brian MacWhinney On Nov 3, 2004, at 5:11 AM, Manuel Kountz wrote: > Dear all, > > For doing transcriptions of babbling we are currently in the need of a > suitable transcription system - XSAMPA and UNIBET seem to lack some > diacritics, especially for onglide/offglide phenomena. (Up to now we > are using pure XSAMPA but will make any necessary transitions towards > UNIBET as soon as possible.) > > Thus, I have two questions: > > a) Can someone please help me finding a more complete solution? > "Augmenting" XSAMPA with own diacritics is an opportunity, but the > very last choice. Are there any computer transcription systems (not > using Unicode/IPA) with more complete possibilites? (I'm also > interestet in this question besides transriptions of babbling.) > > b) What do you recommend me to do? The problem at which the question > arises are CV frames like [ba], where the transition from [b] to [a] > is rather long and comprises a bilabial approximant like structure > which is not really separable from the vowel. Thus, it seems > reasonable to annote these different qualities, but not to impose an > artificial segmentation on it. How would you annote such phenomena? > > I'd be glad to hear from other people doing babbling transcriptions in > order to share and learn from practical experience. > > Best regards, > > Manuel Kountz > > > From ks7t at andrew.cmu.edu Thu Nov 4 14:54:34 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 4 Nov 2004 09:54:34 -0500 Subject: Test Message-ID: This is a test message please do not respond. Kelley From mlb at dcs.qmul.ac.uk Fri Nov 5 10:26:57 2004 From: mlb at dcs.qmul.ac.uk (Marie-luce Bourguet) Date: Fri, 5 Nov 2004 10:26:57 -0000 Subject: 2nd Cfp: AEQ special issue on bilingualism Message-ID: This message is being cross-posted; please excuse duplication. 2nd Call for papers. The Fall 2005 issue of Academic Exchange Quarterly will be devoted to bilingualism. The following url provides complete details: http://rapidintellect.com/AEQweb/4bili.htm The print journal of AEQ has over 23,000 readers, and the electronic version, available free world-wide, has hundreds of thousands of potential readers as it is available from Gale's InfoTrac Expanded Academic Index. Thanks for considering AEQ. Dr. Marie-Luce Bourguet Lecturer, Queen Mary University of London Editor, Academic Exchange Quarterly Fall 2005 Issue From galinag at bgumail.bgu.ac.il Fri Nov 5 21:22:51 2004 From: galinag at bgumail.bgu.ac.il (Galina Gordishevsky) Date: Sat, 6 Nov 2004 02:52:51 +0530 Subject: test Message-ID: test From galinag at bgumail.bgu.ac.il Fri Nov 5 21:23:57 2004 From: galinag at bgumail.bgu.ac.il (Galina Gordishevsky) Date: Fri, 5 Nov 2004 23:23:57 +0200 Subject: test Message-ID: test -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Wed Nov 10 22:16:52 2004 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 10 Nov 2004 17:16:52 -0500 Subject: Spanish frequency counts Message-ID: We are looking for a frequency dictionary/list for Spanish (preferably on-line or searchable database). We would prefer counts that distinguish different parts of speech, and that include lemma (root) counts as well as surface frequency counts. Ideally the counts would be based on a large corpus with a variety of international sources, not just from one region. Can anybody recommend any such a frequency list? We would be interested in suggestions even if they do not fit all these criteria. Please email your suggestions to Harriet Wood Bowden at woodh at georgetown.edu Thanks very much, Harriet Wood Bowden Michael Ullman Georgetown University From macw at mac.com Wed Nov 10 22:20:58 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 17:20:58 -0500 Subject: extension of deadline for Berlin to Dec 15 Message-ID: Dear Colleagues, In response to some recent requests, the organizers of the IASCL conference in Berlin have extended the deadline for abstract submission from November 15 to December 15. Good luck on formulating interesting abstracts for what promises to be a very enjoyable meeting. Please consult the official conference website for details: http://www.ctw-congress.de/iascl/ --Brian MacWhinney From macw at mac.com Wed Nov 10 23:09:06 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 18:09:06 -0500 Subject: Fwd: Chair position, South Carolina Message-ID: From: "John E. Richards" Date: November 9, 2004 5:45:18 PM EST Subject: Chair position, South Carolina Reply-To: richards-john at sc.edu CHAIR DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF SOUTH CAROLINA CHAIR. The Department of Psychology, College of Arts and Sciences, at the University of South Carolina invites applications for the position of Chair of the Department. We seek a distinguished scholar with an active research program to lead the Department in a time of significant opportunity. A record of academic administrative accomplishment is desirable. Candidates should be eligible for appointment at the rank of full professor. Applicants from any subspecialties will be considered. Chair appointments are typically for 3 to 5-year terms and may be renewed once. The Department of Psychology is a leading department contributing to the research and teaching mission of the university. The Department offers BA and BS degrees, and a PhD degree via experimental psychology, clinical-community psychology and school psychology. Departmental research focus areas include Child and Family, Developmental Cognitive Neuroscience, Neurodevelopmental Disorders, Prevention Science, and Reading and Related Processes. Among its 45 full-time faculty, the department includes prominent researchers — the Bicentennial Chair in Behavioral Neuroscience, three Carolina Distinguished Professors, and 4 of the past 10 winners of USC’s Russell Research Award for Humanities and Social Sciences —and has garnered over $5 million per year in extramural funding for the past three years making it one of the top five departments at USC. Psychology is the second largest undergraduate major on campus and our graduate programs lead to successful career placements for our PhD’s. Department faculty members are key leaders in campus-wide areas of research excellence (see www.sc.edu/research/pdf/Biomedical.pdf and www.sc.edu/research/childfamily ). We anticipate twelve to fifteen new hires in the next six years. The department includes a newly established Neuroimaging Center with animal fMRI and with human fMRI capabilities to be available in early 2005, and a Credibility Assessment center with an emphasis on neuroscience supported by the DOD. Visit the department website at www.psych.sc.edu. The University of South Carolina is the flagship university of the USC system and is located in Columbia, the state capital. It has 16,000 undergraduate students and 8000 students in graduate and professional programs. Columbia has a metropolitan population of approximately 500,000 and provides a variety of professional and cultural opportunities. We will begin screening applicants on December 1, 2004, and continue until the position is filled. We anticipate that the appointment will begin by the midsummer, 2005. Applicants should send a letter of interest, detailed curriculum vitae, and the names of three references to Dr. Lynn Weber, Psychology Chair Search Committee, Office of the Dean, College of Liberal Arts, Columbia, SC 29208. Informal inquiries or email maybe addressed to weberL at sc.edu. Phone: 803-777-4007, Fax 803-777-9114. The University of South Carolina is an Equal Opportunity/Affirmative Action Educator and Employer and specifically invites and encourages applications from women and minorities. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3625 bytes Desc: not available URL: From macw at mac.com Wed Nov 10 23:09:11 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 18:09:11 -0500 Subject: Fwd: Health Disparities and Diversity, South Carolina Message-ID: From: "John E. Richards" Date: November 10, 2004 5:38:44 PM EST Subject: Health Disparities and Diversity, South Carolina Reply-To: richards-john at sc.edu Another position to consider here at USC. We will begin reviewing applications on December 1 for January interviews, but will consider applicants until the position is field. Thanks for your consideration.   HEALTH DISPARITIES AND DIVERSITY, UNIVERSITY OF SOUTH CAROLINA:  The Department of Psychology and the Women’s Studies Program invite applications for a tenure-track joint faculty position at the Assistant Professor level for fall 2005.  We are seeking applicants whose program of research primarily focuses on gender in conjunction with race, culture, class, sexuality and/or other dimensions of inequality as they shape mental and/or physical health disparities.  Health disparities research is one of four areas targeted for growth at USC by the Vice President for Research.  The successful applicant will benefit from nationally recognized faculty who focus on health disparities research in the College of Arts and Sciences and the Arnold School of Public Health, among other units at USC. Applications are welcome from psychologists in a variety of sub-disciplines, including but not limited to clinical, community, developmental, biopsychology, school, and social.  The successful applicant has conducted independent research and has obtained or shows promise for obtaining grant funding.  Applications should be received by December 1, 2004 and should include curriculum vita; a cover letter that details research directions, grant activity, and teaching philosophy; and examples of research that is published or in press.  Applicants should arrange to have three letters of reference sent to the search committee.  Review of applications will continue until the position is filled.  Send applications and inquiries to the Search Committee Chair by email (preferred) at swansc at gwm.sc.edu or postal mail to Suzanne Swan, Department of Psychology, University of South Carolina, Columbia, SC 29208.  The University of South Carolina is an Affirmative Action, Equal Opportunity Employer.  Women and minorities are strongly encouraged to apply. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2770 bytes Desc: not available URL: From macw at mac.com Thu Nov 11 02:53:31 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 21:53:31 -0500 Subject: Phenotype Assessment Message-ID: Research Funding Opportunity- Typical/Disordered Language: Phenotype Assessment Tools; RFA Number: RFA-DC-05-001 at http://grants1.nih.gov/grants/guide/rfa-files/RFA-DC-05-001.html The NIDCD and NICHD jointly are providing $500,000 to support R21 Developmental/Exploratory grant awards to begin the process of adapting, norming, and/or developing language measures that can be used in the characterization of the behavioral phenotypes of language disorders and specific aspects of typical language acquisition. Eligible organizations include domestic for-profit and non-profit public and private institutions. Eligible principal investigators include those with the skills, knowledge and resources necessary to carry out the proposed research. Inquiries: Dr. Judith Cooper (Cooperj at NIDCD.NIH.GOV) From mbrea1 at tampabay.rr.com Thu Nov 11 14:22:59 2004 From: mbrea1 at tampabay.rr.com (Maria Rosa Brea-Spahn) Date: Thu, 11 Nov 2004 09:22:59 -0500 Subject: Spanish frequency counts In-Reply-To: Message-ID: Michael, There are two Spanish searchable databases that are available, though not easily acquired. I am currently using the LEXESP corpus from the University of Barcelona, which adheres to some of your listed requirements. It contains approximately 120,000 words. Syllable frequency is available in that software program (CDROM), which if you are interested, you must order directly from Barcelona. The only other online corpus I know is available is the Alameda and Cuetos corpus. This program you can acquire by e-mailing Dr. Alameda. Both of these databases involve Castillian Spanish. In using the databases, you must also be aware that lemmas and their derived versions are included on the same list. Therefore, if your intent is to use these databases to compute the probabilities of sub-syllabic components, you must clean the database out, otherwise your calculations will be inflated. Hope this is of some assistance, Maria R. Brea-Spahn, M.S., CCC-SLP Doctoral Candidate Interdisciplinary Ph.D. Psychology and Communication Sciences and Disorders University of South Florida Tampa, FL Michael Ullman wrote: > > > We are looking for a frequency dictionary/list for Spanish (preferably > on-line or searchable database). > We would prefer counts that distinguish different parts of speech, and > that include > lemma (root) counts as well as surface frequency counts. > Ideally the counts would be based on a large corpus with a variety of > international sources, > not just from one region. > > Can anybody recommend any such a frequency list? > We would be interested in suggestions even if they do not fit all > these criteria. > > Please email your suggestions to Harriet Wood Bowden at > woodh at georgetown.edu > > Thanks very much, > > Harriet Wood Bowden > Michael Ullman > Georgetown University > > > From macw at mac.com Thu Nov 11 19:16:34 2004 From: macw at mac.com (Brian MacWhinney) Date: Thu, 11 Nov 2004 14:16:34 -0500 Subject: position at Michigan Message-ID: Developmental Psychology.      The Department of Psychology, University of Michigan, invites applications for a tenure track position as Assistant Professor in Developmental Psychology to begin Fall, 2005.  We seek individuals with expertise in biobehavioral development, including the biological and neurological bases of social, affective, language, or cognitive development.  Clear evidence of a strong research program and successful teaching are essential.  Salary is competitive.  Each application should include a cover letter, Curriculum Vitae, research statement, evidence of teaching excellence, representative publications, and at least three letters of recommendation.  Please send applications to Developmental Psychology Search, Department of Psychology, University of Michigan 525 E. University Ave., Ann Arbor, MI 48109-1109.   Review of applications will commence January 15 and continue until the position has been filled.  Qualified women and minority candidates are encouraged to apply.  The University is supportive of the needs of dual career couples.  The University of Michigan is an equal opportunity/affirmative action employer.  All applications will be acknowledged. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1390 bytes Desc: not available URL: From cchaney at sfsu.edu Thu Nov 11 23:49:46 2004 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 11 Nov 2004 15:49:46 -0800 Subject: bound roots Message-ID: In my Language for Teachers class we were discussing various kinds of morphemes, and we discovered that we had difficulty knowing if certain words were free morphemes or a combo of an affix plus a bound root. This was particularly difficult when the word has a syllable that looks like am affix, such as mothER or DEcide. Cases where there are several like words (receive, deceive, conceive) look like bound roots. Mother seems clearly to be a free morpheme, as a mother is not one who moths. But what about decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is given in texts as an affix plus bound root, but surely it doesn't mean not-couth. Does anyone have a clear explanation of how to distinguish words with affix-looking parts from words that really have affixes + bound roots, preferably an explanation that does not require looking up derivations in the dictionary? Thanks for the help! Carolyn Chaney Just call me stumped From cschutze at ucla.edu Fri Nov 12 08:44:02 2004 From: cschutze at ucla.edu (Carson Schutze) Date: Fri, 12 Nov 2004 00:44:02 -0800 Subject: bound roots In-Reply-To: Message-ID: > Does anyone have a clear explanation of how to distinguish > words with affix-looking parts from words that really have affixes + bound > roots, preferably an explanation that does not require looking up > derivations in the dictionary? > No, no one does, if by "really have" you are asking about their status in the minds of present-day speakers, and a dictionary wouldn't help. One can of course define "morpheme" in various ways and then strictly follow the definition, but the examples you mention already suggest that this intuitively does not yield the answer we want. E.g., if you require an identifiable constant meaning then the -ceive verbs do not contain a common morpheme "ceive"; however, the fact that they all have allomorphs in -cept makes us feel like they ought to share a stem. On the other hand, for potential bound roots that occur in only one word, it is hard to argue against a decompositional analysis: 'uncouth' can perfectly well be analyzed as un+couth if we posit a bound root 'couth' that occurs in only this word and whose meaning is whatever 'uncouth' means, minus the negative part (most people seem to agree that one of the productive meanings of "un" could be part of the meaning of "uncouth"). So we could posit a definition that says "X is a morpheme in a word XY if X OR Y (or both) occurs in other words with a meaning that is also part of the meaning of XY." Many other variations on a definition can be entertained. To know what's really true of the human mental lexicon, however, requires experimentation, of which there has been a great deal in the last 25+ years, much of it using priming paradigms. Even so, for many of the interesting cases mentioned, there is as of yet no conclusive evidence one way or the other, in my view. -- 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 bpearson at comdis.umass.edu Fri Nov 12 14:25:52 2004 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Fri, 12 Nov 2004 09:25:52 -0500 Subject: bound roots In-Reply-To: Message-ID: Dear Carolyn (and Carson), For me, the operative phrase in your question is "Language for Teachers." I am quite content when the teachers in such a class can use exactly the test you apply here: "a 'mother' is not one who moths" --whereas "a 'batter' can be one who bats." I don't expect them to know (as I don't without looking) whether "batter" also has something to do with being beaten (as in for a cake). I would expect them to recognize "un" and its allomorphs, even for this whole stock of words that are only used in their negative version. (I hope someone will send you the reference for the New Yorker essay of probably 12 or more years ago which is built entirely around the positives of them-- as in "she was very kempt" and probably also "couth" but I don't remember.) I also expect the teacher-students to be aware of stem changes like what I presume (but don't know for sure) takes "apt" to "ept." Of course, your students won't know those unless they actually know the meanings of some words. When they don't know the meanings, (and I don't expect them to know all meanings), I expect them to be willing to use a dictionary and be able to show their students where such information is to be had in the dictionary, if it is relevant to know the compositional status of the word. Btw, this topic also brings you into the territory of that other vexed question of what is a single word. You will probably have to break it to them that there is yet another gray area. This list is probably one of the few groups where I could reveal that I wrote a research paper on the hyphen in my History of the English Language course without being deemed entirely weird. I didn't find a hard and fast rule for that either, as you transcribers well know. Cheers, Barbara On Nov 11, 2004, at 6:49 PM, Carolyn Chaney wrote: > In my Language for Teachers class we were discussing various kinds of > morphemes, and we discovered that we had difficulty knowing if certain > words were free morphemes or a combo of an affix plus a bound root. > This > was particularly difficult when the word has a syllable that looks > like am > affix, such as mothER or DEcide. Cases where there are several like > words > (receive, deceive, conceive) look like bound roots. Mother seems > clearly > to be a free morpheme, as a mother is not one who moths. But what > about > decide? inept? nonchalant? uncouth? refine? Uncouth, for example, > is > given in texts as an affix plus bound root, but surely it doesn't mean > not-couth. Does anyone have a clear explanation of how to distinguish > words with affix-looking parts from words that really have affixes + > bound > roots, preferably an explanation that does not require looking up > derivations in the dictionary? > > Thanks for the help! > > Carolyn Chaney > Just call me stumped > > > > > ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 Fax: 413.545.0803 http://www.umass.edu/aae/ From ellmcf at nus.edu.sg Fri Nov 12 14:55:44 2004 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Fri, 12 Nov 2004 22:55:44 +0800 Subject: bound roots Message-ID: Barbara wrote: > (I hope someone > will send you the reference for the New Yorker > essay of probably 12 or more years ago which is > built entirely around the positives of them-- > as in "she was very kempt" and probably also > "couth" but I don't remember.) There's one version available at http://www.pacificovertures.com/Couthtips.html Cheers Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Barbara Zurer > Pearson > Sent: Friday, 12 November, 2004 10:26 PM > To: Carolyn Chaney > Cc: info-childes > Subject: Re: bound roots > > > Dear Carolyn (and Carson), > > For me, the operative phrase in your question is > "Language for Teachers." I am quite content when > the teachers in such a class can use exactly the > test you apply here: "a 'mother' is not one who > moths" --whereas "a 'batter' can be one who bats." > > I don't expect them to know (as I don't without > looking) whether "batter" also has something to > do with being beaten (as in for a cake). I would > expect them to recognize "un" and its allomorphs, > even for this whole stock of words that are only > used in their negative version. (I hope someone > will send you the reference for the New Yorker > essay of probably 12 or more years ago which is > built entirely around the positives of them-- > as in "she was very kempt" and probably also > "couth" but I don't remember.) > > I also expect the teacher-students to be aware > of stem changes like what I presume (but don't > know for sure) takes "apt" to "ept." > Of course, your students won't know those > unless they actually know the meanings of some > words. When they don't know the meanings, (and > I don't expect them to know all meanings), I > expect them to be willing to use a dictionary > and be able to show their students where such > information is to be had in the dictionary, if > it is relevant to know the compositional status of > the word. > > Btw, this topic also brings you into the territory > of that other vexed question of what is a single word. > You will probably have to break it to them that > there is yet another gray area. This list is probably > one of the few groups where I could reveal that I > wrote a research paper on the hyphen in my History > of the English Language course without being > deemed entirely weird. I didn't find a hard and > fast rule for that either, as you transcribers > well know. > > Cheers, > > Barbara > > > > On Nov 11, 2004, at 6:49 PM, Carolyn Chaney wrote: > > > In my Language for Teachers class we were discussing > various kinds of > > morphemes, and we discovered that we had difficulty knowing > if certain > > words were free morphemes or a combo of an affix plus a > bound root. > > This > > was particularly difficult when the word has a syllable that looks > > like am > > affix, such as mothER or DEcide. Cases where there are > several like > > words > > (receive, deceive, conceive) look like bound roots. Mother seems > > clearly > > to be a free morpheme, as a mother is not one who moths. But what > > about > > decide? inept? nonchalant? uncouth? refine? Uncouth, > for example, > > is > > given in texts as an affix plus bound root, but surely it > doesn't mean > > not-couth. Does anyone have a clear explanation of how to > distinguish > > words with affix-looking parts from words that really have > affixes + > > bound > > roots, preferably an explanation that does not require looking up > > derivations in the dictionary? > > > > Thanks for the help! > > > > Carolyn Chaney > > Just call me stumped > > > > > > > > > > > ***************************************** > Barbara Zurer Pearson, Ph.D > Research Associate, Project Manager > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > Tel: 413.545.5023 > Fax: 413.545.0803 > > http://www.umass.edu/aae/ > > > From roeper at linguist.umass.edu Fri Nov 12 15:02:41 2004 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 12 Nov 2004 10:02:41 -0500 Subject: bound roots In-Reply-To: Message-ID: Dear All, I think the important point is that the status can change in the course of acquisition. At some point, a child tries to decompose whatever can be decomposed---and then accepts or rejects the analysis, as the child who said: "I have a hammer because I like to ham" Presumably the child rejects this analysis eventually. At the initial point, the child may not link -er to verbs at all, but just have an agent, as in "I'll be the listener, and you be the storier" "you're a mistaker" The interesting question again, is how the child decides to drop this. Tom Roeper > From marcj at uwo.ca Fri Nov 12 15:17:48 2004 From: marcj at uwo.ca (Marc Joanisse) Date: Fri, 12 Nov 2004 10:17:48 -0500 Subject: bound roots In-Reply-To: Message-ID: Carolyn, One thought that folks have had about what you describe is this: the concept of a dichotomy between underived (corner) and derived (baker) might be artificial, and instead a continuum exists between the two. Where a word lies on that continuum is determined by how strongly it overlaps phonologically and semantically with other words. So you could imagine that at the one end you have transparently derived pairs like "run-runner", which share a strong semantic and phonological overlap. At the other extreme are cases that have no semantic overlap, like "moth-mother". Cases like "dress-dresser" and "turn-return" are somewhere in between, with their relatedness determined by the degree of semantic and phonological overlap. Here's a nice review: Seidenberg, M.S. and Gonnerman, L.M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4 (9) 353-361 -Marc- On Nov 11, 2004, at 6:49 PM, Carolyn Chaney wrote: > In my Language for Teachers class we were discussing various kinds of > morphemes, and we discovered that we had difficulty knowing if certain > words were free morphemes or a combo of an affix plus a bound root. > This > was particularly difficult when the word has a syllable that looks > like am > affix, such as mothER or DEcide. Cases where there are several like > words > (receive, deceive, conceive) look like bound roots. Mother seems > clearly > to be a free morpheme, as a mother is not one who moths. But what > about > decide? inept? nonchalant? uncouth? refine? Uncouth, for example, > is > given in texts as an affix plus bound root, but surely it doesn't mean > not-couth. Does anyone have a clear explanation of how to distinguish > words with affix-looking parts from words that really have affixes + > bound > roots, preferably an explanation that does not require looking up > derivations in the dictionary? > > Thanks for the help! > > Carolyn Chaney > Just call me stumped > > > > > -- 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 Fri Nov 12 15:39:51 2004 From: munso005 at umn.edu (Benjamin Munson) Date: Fri, 12 Nov 2004 09:39:51 -0600 Subject: bound roots In-Reply-To: Message-ID: Dear List-Mates: I feel compelled to chime in. I would like to echo Marc Joanisse's statement that the difference between decomposed and non-decomposed words is continuous rather than discrete. In addition to the reference he suggested, I would point you to the research of Jen Hay. She showed that the extent to which a derived word can be decomposed into a root-plus-derivational morpheme is dependent on the relative frequency of the stem and the derived form. This is illustrated in the following article: Hay, Jennifer (2001) Lexical Frequency in Morphology: Is Everything Relative? Linguistics , 39 (6), 2001, pg 1041-1070. I would also point you to other relevant papers by her: Hay, Jennifer (2002) From Speech Perception to Morphology: Affix-ordering Revisited. Language 78.3, 2002: 527-555. Hay, Jennifer and Ingo Plag (2004) What constrains possible suffix combinations? On the interaction of grammatical and processing restrictions in derivational morphology. Natural Language and Linguistic Theory 22: 565-596 I'm not sure that detailed analyses in these articles clearly inform language pedagogy (re Caroline's original question), but they are nifty and relevant works nonetheless, and they serve to bolster Marc's point about these differences being continuous. Cordially, Ben Munson Asst. Prof., Dept. of Speech-Language-Hearing Sciences University of Minnesota, Minneapolis At 05:49 PM 11/11/04, Carolyn Chaney wrote: >In my Language for Teachers class we were discussing various kinds of >morphemes, and we discovered that we had difficulty knowing if certain >words were free morphemes or a combo of an affix plus a bound root. This >was particularly difficult when the word has a syllable that looks like am >affix, such as mothER or DEcide. Cases where there are several like words >(receive, deceive, conceive) look like bound roots. Mother seems clearly >to be a free morpheme, as a mother is not one who moths. But what about >decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is >given in texts as an affix plus bound root, but surely it doesn't mean >not-couth. Does anyone have a clear explanation of how to distinguish >words with affix-looking parts from words that really have affixes + bound >roots, preferably an explanation that does not require looking up >derivations in the dictionary? > >Thanks for the help! > >Carolyn Chaney >Just call me stumped -------------- next part -------------- An HTML attachment was scrubbed... URL: From borer at usc.edu Fri Nov 12 18:22:22 2004 From: borer at usc.edu (Hagit Borer) Date: Fri, 12 Nov 2004 10:22:22 -0800 Subject: bound roots Message-ID: Dear all - I must admit that I am a bit puzzled by the discussion. We have always taken it for granted, in linguistics, that knowledge of language does not refer to conscious knowledge of language. Whether or not speakers think that a word is complex is no doubt an interesting question from many respects, but typically, we do not take any such reflections to be indicative of structure (for instance, we do not necessarily take seriously native speakers thoughts about whether sentences are complex or not or on why they may ill-formed). What, ultimately, reflects knowledge, in the sense linguists typically mean it, is whether speakers linguistic behavior indicates the existence of such knowledge, at times not conscious. For instance, if a native speaker of English has the intuition that the nominalized forms of commit, permit, emit etc. all involve the same allomorphic change (i.e., comiSSion, permiSSion, emiSSion), then it is at least suggestive of the fact that they know that 'mit' has properties which cut across all its occurrences, regardless of the fact that 'mit' is not a word and that statistically, most speakers may not judge a word as 'permit' to be complex. Similarly, of course, for 'ceive', as in 'reception', 'conception', 'inception', 'perception' etc. Hagit Borer ----- Original Message ----- From: Benjamin Munson To: Carolyn Chaney ; info-childes Sent: Friday, November 12, 2004 7:39 AM Subject: Re: bound roots Dear List-Mates: I feel compelled to chime in. I would like to echo Marc Joanisse's statement that the difference between decomposed and non-decomposed words is continuous rather than discrete. In addition to the reference he suggested, I would point you to the research of Jen Hay. She showed that the extent to which a derived word can be decomposed into a root-plus-derivational morpheme is dependent on the relative frequency of the stem and the derived form. This is illustrated in the following article: Hay, Jennifer (2001) Lexical Frequency in Morphology: Is Everything Relative? Linguistics , 39 (6), 2001, pg 1041-1070. I would also point you to other relevant papers by her: Hay, Jennifer (2002) From Speech Perception to Morphology: Affix-ordering Revisited. Language 78.3, 2002: 527-555. Hay, Jennifer and Ingo Plag (2004) What constrains possible suffix combinations? On the interaction of grammatical and processing restrictions in derivational morphology. Natural Language and Linguistic Theory 22: 565-596 I'm not sure that detailed analyses in these articles clearly inform language pedagogy (re Caroline's original question), but they are nifty and relevant works nonetheless, and they serve to bolster Marc's point about these differences being continuous. Cordially, Ben Munson Asst. Prof., Dept. of Speech-Language-Hearing Sciences University of Minnesota, Minneapolis At 05:49 PM 11/11/04, Carolyn Chaney wrote: In my Language for Teachers class we were discussing various kinds of morphemes, and we discovered that we had difficulty knowing if certain words were free morphemes or a combo of an affix plus a bound root. This was particularly difficult when the word has a syllable that looks like am affix, such as mothER or DEcide. Cases where there are several like words (receive, deceive, conceive) look like bound roots. Mother seems clearly to be a free morpheme, as a mother is not one who moths. But what about decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is given in texts as an affix plus bound root, but surely it doesn't mean not-couth. Does anyone have a clear explanation of how to distinguish words with affix-looking parts from words that really have affixes + bound roots, preferably an explanation that does not require looking up derivations in the dictionary? Thanks for the help! Carolyn Chaney Just call me stumped -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdevitt at tcd.ie Sat Nov 13 15:54:10 2004 From: sdevitt at tcd.ie (Sean Devitt) Date: Sat, 13 Nov 2004 15:54:10 +0000 Subject: Responses to query on questions and negatives Message-ID: Dear All In August I sent out a query for material on the acquisition of negatives and / or questions in L1 and L2. In spite of the fact that it was bang in the middle of the holiday period, I got quite a lot of material. Here is what I received. I tried attaching it as a word file also, but was told that it would not be allowed through to the list. I have attached the emails and contact information for anyone who sent me material. To these especially I want to say a big thanks. If you happen to know of anything that combines the study of negatives and / or questions with the study of morphological development, that would be especially valuable. Thanks to everyone once again. Best wishes Sean Devitt info.childes feedback List of references from responses to request for material on the acquisition of questions and / or negatives, August 2004 Abdulkarim, Lamya. (2001) Complex WH questions and universal grammars: New evidence from the acquisition of negative barriers. Unpublished Ph.D. thesis. (Department of Communication Disorders), University of Massachusetts, Amherst. [“On questions involving negation and relativized minimality. This is the most sophisticated experimental work on the topic that is available” (Tom Roeper).] Bellugi, U. (1965). The development of interrogative structures in children's speech. In K. Riegel (Ed.), The development of language functions. University of Michigan Language Development Program, Report No. 8, 103-138. [suggested by C. Rowland] Bellugi, U. (1971). Simplification in children's language. In R. Huxley & E. Ingram (Eds.), Language acquisition: Models and methods (pp. 95-119). London: Academic Press. [suggested by C. Rowland] Berninger & Garvey (1982). Tag constructions: Structure & function in child discourse. Journal of Child Language, 9, 151-168. [suggested by Laura DeThorne] Bloom, Markin, & Wootten (1982). Wh-Questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. [suggested by Laura DeThorne] Brown, R. (1968). The development of wh-questions in child speech. Journal of Verbal Learning and Verbal Behavior, 7, 279-290. [suggested by C. Rowland] Dabrowska, E. (2000). From formula to schema: The acquisition of English questions. Cognitive Linguistics, 11, 83-102 Dabrowska, E. (2000). From formula to schema: The acquisition of English questions. Cognitive Linguistics, 11, 83-102 [suggested by C. Rowland and E. Dabrowska] Dabrowska, E., Lieven, E. (in press) Towards a lexically specific grammar of children's question constructions. Cognitive Linguistics De Houwer, A. (1999). The acquisition of two languages from birth. Cambridge University Press. [You'll find an analysis of the acquisition of interrogatives and negatives by an English-Dutch bilingual child (BFLA) aged 2;7-3;4.] Dennis, Sugar, & Whitaker (1982). The acquisition of tag questions. Child Development, 53, 1254-1257. [suggested by Laura DeThorne] Derwing, T. & Smyth, R. (1988) Auxiliary inversion revisited'. Journal of the Atlantic Provinces Linguistics Association [now called Linguistica Atlantica], 1-15 [see website of journal at http://www.unb.ca/apla-alpa/journal.html] DeVilliers, J. (1991). Why questions? In T. Maxfield and B. Plunkett (Eds.), Papers in the acquisition of WH (pp. 155-173). Amherst, MA: University of Massachusetts Occasional Papers. [suggested by C. Rowland] Erreich (1984). Learning how to ask: Patterns of inversion in yes-no and wh-questions. Journal of Child Language, 11, 579-92. [suggested by Laura DeThorne] Erreich, A. (1984). Learning how to ask: Patterns of inversion in yes-no and wh-questions. Journal of Child Language, 11, 579-602. [suggested by C. Rowland] Guasti , M. (2002) Language acquisition, MIT Press. [suggested by M. Guasti and K. Wexler] Guasti, M. T., R. Thornton and K. Wexler (1995) Children’s Negative Questions: The Case of English. In D. MacLaughlin and S. McEwen (eds.) Proceedings of the Boston University Conference on Child Language Development, 19. Somerville, MA: Cascadilla Press. [suggested by K. Wexler] [The big phenomenon we discovered was that 5 yeard old normal kids can't ask negative questions correctly; they mostly double the aux: "What is she isn't eating". The generalization is that "nt" can't appear in C for these kids, is how I put it now, and I think I have some ideas. But the phenomenon is striking, and mostly replicated. (Kenneth Wexler)] Hurford, J. (1975). A child and the English question formation rule. Journal of Child Language, 2, 299-301. [suggested by C. Rowland] Johnson, C. E. (1983). The development of children's interrogatives: from formulas to rules. Papers and Reports on Child Language Development, 22. [Suggested by A. Ninio] [This study was also presented at the Stanford Child Language Forum in March 1983.] Jones & Quigley (1979). The acquisition of question formation in spoken English and ASL by two hearing children of deaf parents. Journal of Speech and Hearing Disorders, 44, 196-208. [suggested by Laura DeThorne] Klee, T. (1985). Role of inversion in children’s question development. Journal of Speech & Hearing Research, 28, 225-232. [suggested by Laura DeThorne] Kuczaj, S. A. (1976). Arguments against Hurford's 'Aux Copying Rule'. Journal of Child Language, 3, 423-427 [suggested by C. Rowland] Labov, W., & Labov, T. (1978). Learning the syntax of questions. In R. Campbell & P. Smith (Eds.), Recent advances in the psychology of language: Formal and experimental approaches (pp. 1-44). New York: Plenum Press. [suggested by C. Rowland] Mackey (1991). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-87. [suggested by Laura DeThorne] Ninio, A., & Snow, E. C. (1996). Pragmatic development. Boulder, CO: Westview Press. [The description is of the development of questions in Hebrew, but the book may have some English results as well, I can't check it now for you.] Oetting & McDonald (2001). Nonmainstream dialect use and specific language impairment. Journal of Speech, Language, & Hearing Research, 44, 207-23. [suggested by Laura DeThorne] Parnell, Amerman, & Harting (1986). Responses of language-disordered children to wh-questions. Language, Speech, & Hearing Services in Schools, 17, 95-106. [suggested by Laura DeThorne] Perales Haya, Susana (2003): La adquisición de la negación en inglés por hablantes bilingües de euskera/castellano. Unpublished Ph D dissertation, University of the Basque Country. [The theme of my dissertation was the acquisition of negation in English by Basque/Spanish bilinguals.] Rowland & Pine (2000). Subject-auxiliary inversion errors and wh-question acquisition: ‘What children do know?’ Journal of Child Language, 27, 157-81. [suggested by Laura DeThorne] Rowland, C. F. (2000). The acquisition of wh-questions in early English multi-word speech. Unpublished doctoral dissertation, University of Nottingham, England. [suggested by C. Rowland] Rowland, C. F., & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: What children do know? Journal of Child Language, 27, 157-181. [suggested by C. Rowland] Rowland, C. F., Pine, J. M., Lieven, E. V. M. & Theakston, A. L. (2003). Determinants of the order of acquisition of wh-questions: Re-evaluating the role of caregiver speech. Journal of Child Language, 30, 609-636. [suggested by C. Rowland] Rowland, C. F., Pine, J. M., Lieven, E. V. M. & Theakston, A. L. (in press). The incidence of error in young children's wh-questions. Journal of Speech, Language and Hearing Research. [suggested by C. Rowland] Santelmann, L., Berk, S., Austin, J., Somashekar, S., & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: Dissociating movement and inflection, Journal of Child Language, 29, 813-842. [suggested by C. Rowland] Stromswold, K. (1990). Learnability and the acquisition of auxiliaries. Cambridge, MA: MIT Working Papers in Linguistics. [suggested by C. Rowland] Thornton, R. (1995) Children’s Negative Questions: A Production/Comprehension Asymmetry. In J. Fuller, H. Han and D. Parkinson (eds.) Proceedings of ESCOL. Published by Cornell University. [suggested by K. Wexler] Tower (2000). Questions that matter: Preparing elementary students for the inquiry process. The Reading Teacher, 53, 550-7. [suggested by Laura DeThorne] Vainikka, A. (1994). Case in the development of English syntax. Language Acquisition, 3, 257-325. [suggested by C. Rowland] Valian, V., Lasser, I., & Mandelbaum, D. (1992) Children's early questions. Unpublished manuscript, Hunter College, New York. [suggested by C. Rowland] Van Valin, R.D. (2002). The development of subject-auxiliary inversion in English wh-questions: An alternative analysis. Journal of Child Language, 29, 161-75. [suggested by Laura DeThorne] Wilcox & Leonard (1978). Experimental acquisition of wh-questions in language-disordered children. Journal of Speech and Hearing Research, 21, 220-39. [suggested by Laura DeThorne] I have just finished an experimental study on children's acquisition of English (as L1) questions (attached). The paper is currently under review (so please don't cite it yet!) but includes lots of references to studies of L1 question acquisition in English, of which Rowland and Pine (2000) is probably the best. Finally, there are two people who notified me about research in progress: Karen M. Andriacchi I work for Dr. Jon F. Miller at the Univeristy of Wisconsin - Madison. We are working on a grant involving bilingual Spanish/English children grades k-3 for which we have almost 1500 narrative retell language samples already transcribed that can be analyzed using SALT. Negatives and questions are part of SALT's Standard Word Lists. Not sure if this is helpful to you, but if so, let us know. Ben Ambridge I have just finished an experimental study on children's acquisition of English (as L1) questions (attached). The paper is currently under review (so please don't cite it yet!) but includes lots of references to studies of L1 question acquisition in English, of which Rowland and Pine (2000) is probably the best. List of email addresses and contact information from informants: Tom Roeper Ewa Dabrowska Dr Ewa Dabrowska Department of English Language and Linguistics University of Sheffield Sheffield S10 2TN telephone +44 114 2220215 fax +44 114 22768251 Ron Smyth Ron Smyth, Associate Professor Linguistics & Psychology University of Toronto Tracey Derwing Anat Ninio Susana Perales Haya Dr. Caroline Rowland School of Psychology University of Liverpool Bedford Street South Liverpool L69 7ZA Annick De Houwer Maria Teresa Guasti mariateresa.guasti at unimib.it Ben Ambridge Karen M. Andriacchi : Ponderabilia Laura DeThorne Ben Ambridge Ken Wexler Dr. Seán Devitt, F.T.C.D. Senior Lecturer in Education, Education Department, Trinity College, University of Dublin Dublin. From lag5 at Lehigh.EDU Mon Nov 15 17:00:31 2004 From: lag5 at Lehigh.EDU (Laura Gonnerman) Date: Mon, 15 Nov 2004 12:00:31 -0500 Subject: bound roots In-Reply-To: <003901c4c8e4$8deb8e20$89287d80@DJ0C8721> Message-ID: Hi everyone, To follow up on the comments of Marc Joanisse & others, I wanted to add that in a variety of studies that I've carried out with Elaine Andersen, Mark Seidenberg, and Dave Plaut, we've been able to show that speakers are in fact sensitive to similarities in meaning and sound patterns between morphologically related words. In a series of experiments, participants showed priming effects that were modulated by the degree of overlap between word pairs, with boldly-bold priming more than lately-late, which primes more than the semantically dissimilar hardly-hard. These effects hold for different types of words, e.g., two suffixed words (saintly-sainthood) or prefixed-stem pairs (preheat-heat) or even words with no 'morphemes' per se (snarl-sneer). They also hold when the prime words are masked such that participants are unaware of the primes. And in recent imaging work with Joe Devlin, we showed that brain regions that were active for morphologically complex items overlapped with those active for semantically or orthographically related items. We found no evidence for an area dedicated to 'morphology'. All that to suggest that speakers are influenced in processing by the degree of semantic and phonological similarity between words, regardless of whether they are aware of the morphological relationships between words. As for the Œmit¹ words, there would certainly be behavioral effects for permit- permission type pairs, but likely not for most permit-submit pairs, which may contain a morpheme linguists recognize, but are too different in their meanings and sound patterns to influence normal lexical processing. For references beyond the one Marc mentioned, see also: Devlin, J.T., Jamison, H.L., Matthews, P.M., & Gonnerman, L.M. (2004). Morphology and the internal structure of words. Proceedings of the National Academy of Sciences, 101 (41), 14984-14988. Plaut, D.C. & Gonnerman, L.M. 2000. Are non-semantic morphological effects incompatible with a distributed connectionist approach to lexical processing? Language and Cognitive Processes, 15, 445-485. Best, Laura Gonnerman ********************************* Laura M. Gonnerman Assistant Professor Department of Psychology Chandler-Ullmann Hall Rm 339 17 Memorial Drive East Lehigh University Bethlehem, PA 18015 lag5 at lehigh.edu phone: 610 758-4967 fax: 610 758-6277 ********************************* > Dear all - > > I must admit that I am a bit puzzled by the discussion. We have always taken > it for granted, in linguistics, that knowledge of language does not refer to > conscious knowledge of language. Whether or not speakers think that a word is > complex is no doubt an interesting question from many respects, but typically, > we do not take any such reflections to be indicative of structure (for > instance, we do not necessarily take seriously native speakers thoughts about > whether sentences are complex or not or on why they may ill-formed). What, > ultimately, reflects knowledge, in the sense linguists typically mean it, is > whether speakers linguistic behavior indicates the existence of such > knowledge, at times not conscious. For instance, if a native speaker of > English has the intuition that the nominalized forms of commit, permit, emit > etc. all involve the same allomorphic change (i.e., comiSSion, permiSSion, > emiSSion), then it is at least suggestive of the fact that they know that > 'mit' has properties which cut across all its occurrences, regardless of the > fact that 'mit' is not a word and that statistically, most speakers may not > judge a word as 'permit' to be complex. Similarly, of course, for 'ceive', as > in 'reception', 'conception', 'inception', 'perception' etc. > > Hagit Borer > > >> >> ----- Original Message ----- >> >> From: Benjamin Munson >> >> To: Carolyn Chaney ; info-childes >> >> >> Sent: Friday, November 12, 2004 7:39 AM >> >> Subject: Re: bound roots >> >> >> Dear List-Mates: >> >> I feel compelled to chime in. I would like to echo Marc Joanisse's >> statement that the difference between decomposed and non-decomposed words is >> continuous rather than discrete. In addition to the reference he suggested, >> I would point you to the research of Jen Hay. She showed that the extent to >> which a derived word can be decomposed into a root-plus-derivational >> morpheme is dependent on the relative frequency of the stem and the derived >> form. This is illustrated in the following article: >> >> Hay, Jennifer (2001) Lexical Frequency in Morphology: Is Everything >> Relative? Linguistics , 39 (6), 2001, pg 1041-1070. >> >> I would also point you to other relevant papers by her: >> >> Hay, Jennifer (2002) From Speech Perception to Morphology: Affix-ordering >> Revisited. Language 78.3, 2002: 527-555. >> Hay, Jennifer and Ingo Plag (2004) What constrains possible suffix >> combinations? On the interaction of grammatical and processing restrictions >> in derivational morphology. Natural Language and Linguistic Theory 22: >> 565-596 >> >> I'm not sure that detailed analyses in these articles clearly inform >> language pedagogy (re Caroline's original question), but they are nifty and >> relevant works nonetheless, and they serve to bolster Marc's point about >> these differences being continuous. >> >> Cordially, >> Ben Munson >> Asst. Prof., Dept. of Speech-Language-Hearing Sciences >> University of Minnesota, Minneapolis >> >> At 05:49 PM 11/11/04, Carolyn Chaney wrote: >> >>> In my Language for Teachers class we were discussing various kinds of >>> morphemes, and we discovered that we had difficulty knowing if certain >>> words were free morphemes or a combo of an affix plus a bound root. This >>> was particularly difficult when the word has a syllable that looks like am >>> affix, such as mothER or DEcide. Cases where there are several like words >>> (receive, deceive, conceive) look like bound roots. Mother seems clearly >>> to be a free morpheme, as a mother is not one who moths. But what about >>> decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is >>> given in texts as an affix plus bound root, but surely it doesn't mean >>> not-couth. Does anyone have a clear explanation of how to distinguish >>> words with affix-looking parts from words that really have affixes + bound >>> roots, preferably an explanation that does not require looking up >>> derivations in the dictionary? >>> >>> Thanks for the help! >>> >>> Carolyn Chaney >>> Just call me stumped > From macw at mac.com Tue Nov 16 04:07:13 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 15 Nov 2004 23:07:13 -0500 Subject: postdoc Message-ID: 3-Year Postdoc Fellowship in Language/Reading Development The University of Hong Kong (HKU) The HKU Department of Psychology invites applicants for a 3-year post-doc fellwoship in language/reading development of English/Chinese. Fellowship award ranges from approximately US$46,000 to US$60,000 annually, depending on amount of post-PhD research experience. Start date is negotiable but needs to be sometime in 2005. If interested, please contact Professor Terry Au for more information. To find out more about the Department, please visit www.hku.hk/psychology. Terry Au Head & Chair Professor Department of Psychology The University of Hong Kong ******************************** Department of Psychology The University of Hong Kong Hong Kong Tel: (852)2859-2383 Fax: (852)2858-3518 From Florence.Chenu at univ-lyon2.fr Tue Nov 16 14:42:46 2004 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Tue, 16 Nov 2004 15:42:46 +0100 Subject: ELA2005 Emergence of Language Abilities - Lyon France - FIRST ANNOUNCEMENT Message-ID: Apologies for multiple copies. ****************************************************** ELA 2005 Emergence of Language Abilities: ontogeny and phylogeny FIRST ANNOUNCEMENT Lyon, December 8-10, 2005 (English version first – la version française se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert (University of Nijmegen, Nijmegen, The Netherlands) Thomas Lee (University of Hong-Kong, Hong-Kong) Peter MacNeilage (University of Texas, Austin, USA) Jacques Vauclair (University of Provence, Aix-en-Provence, France) Marylin M. Vihman (University of Wales, Bangor, UK) ****************************************************** CONFERENCE LANGUAGES: French/English ****************************************************** GENERAL TOPIC: Early Language Abilities • Comparison between ontogenetic and phylogenetic development, • Language development before age three: phonetics, phonology, lexical semantics, morphosyntax, • Communicative media (gestural and oral), • Crosslinguistic and cross-species comparisons. ************************************************* DEADLINES • December 15, 2004: submission of the intent to participate Interested participants should submit: 1) a title of their presentation 2) 3 keywords 3) address and e-mail to: Comité d'organisation du colloque "ELA 2005" Laboratoire Dynamique du Langage ISH 14 avenue Berthelot 69363 LYON Cedex 07 France Electronic submissions are also accepted: please e-mail your proposal to ddl-ela2005 at ish-lyon.cnrs.fr • March 1, 2005: deadline for the submission of abstracts (further information will be posted later) • June 30, 2005: notification of acceptance of abstracts *********************************************************** ORGANIZING COMITTEE: Laboratoire Dynamique du Langage UMR 5596 (CNRS & Université Lyon 2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot SCIENTIFIC COMITTEE: Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger CONTACT: Sophie.Kern at univ-lyon2.fr tel : +33 (0)4 72 72 64 60 Version française ****************************************************** CONFÉRENCIERS INVITÉS : Paula Fikkert (Université de Nimègue, Nimègue, Pays-Bas) Thomas Lee (Université de Hong-Kong, Hong-Kong) Peter MacNeilage (Université du Texas, Austin, États-Unis) Jacques Vauclair (Université de Provence, Aix-en-Provence, France) Marylin M. Vihman (Université de Wales, Bangor, Royaume-Uni) ****************************************************** LANGUES DE COMMUNICATION : français/anglais ****************************************************** THÈME GÉNÉRAL : Émergence des capacités langagières • Comparaison entre développement ontogénétique et développement phylogénétique, • Développement du langage avant 3 ans : phonétique, phonologie, sémantique lexicale, morphosyntaxe, • Canal de communication (gestuel et oral), • Comparaisons translinguistiques et inter-espèces. ************************************************* CALENDRIER • 15 décembre 2004 : date limite de l’envoi de l’intention de participer Les participants intéressés sont invités à soumettre : 1) un titre de leur présentation 2) 3 mots-clés 3) leur adresse et e-mail au : Comité d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14 avenue Berthelot 69363 LYON Cedex 07 FRANCE Les envois peuvent également être adressés par e-mail à : ddl-ela2005 at ish-lyon.cnrs.fr • 1er mars 2005 : date limite pour l’envoi des résumés (des informations complémentaires seront diffusées ultérieurement) • 30 juin 2005 : réception de la notification de l’acceptation de la communication *********************************************************** COMITÉ D’ORGANISATION : Laboratoire Dynamique du Langage UMR 5596 (CNRS & Université Lyon 2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot COMITÉ SCIENTIFIQUE : Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger CONTACT : Sophie.Kern at univ-lyon2.fr tel : +33 (0)4 72 72 64 60 From jshguo at csuhayward.edu Wed Nov 17 18:14:37 2004 From: jshguo at csuhayward.edu (J. Guo) Date: Wed, 17 Nov 2004 10:14:37 -0800 Subject: Tenure Track Assistant Profession Position in Child Development In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From J.H.G.Boland at uva.nl Fri Nov 19 08:35:26 2004 From: J.H.G.Boland at uva.nl (Boland, J.H.G.) Date: Fri, 19 Nov 2004 09:35:26 +0100 Subject: aspect, tense and modality Message-ID: Dear CHILDES-list members, I am collecting data on the (L1) acquisition of grammatical expressions of tense, aspect and/or modality in a crosslinguistic perspective. Since I will have an overview chapter in my PhD-dissertation, I would like to include as many languages as possible. I have already collected a considerable number of references, but mainly on Western Indo-European languages. I am now especially interested in non-Indo-European languages, but any language is welcome. Can anyone help me with references? Thank you very much in advance, Best regards, Annerieke Boland Universiteit van Amsterdam/Amsterdam Center for Language and Communication a.boland at uva.nl -------------- next part -------------- An HTML attachment was scrubbed... URL: From dandjelk at f.bg.ac.yu Fri Nov 19 21:13:02 2004 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Fri, 19 Nov 2004 22:13:02 +0100 Subject: assesment of phonological discrimination Message-ID: Dear collegues, I would appreciate very much if someone could help me with a list of phonological contrasts in English that need to be tested in an assesment of phonological discrimination in preschool/school children. Regards, Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade Serbia and Montenegro -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Sat Nov 20 19:29:28 2004 From: macw at mac.com (Brian MacWhinney) Date: Sat, 20 Nov 2004 14:29:28 -0500 Subject: address update requested Message-ID: Dear Colleagues: Those of you who are members of the IASCL will receive a copy of the third and the fourth volume of TiLAR (Trends in Language Acquisition Research). The third volume, edited by Ruth Berman, entitled "Language Development across Childhood and Adolescence", is ready to be shipped now. The books will be shipped to all IASCL members using the membership list that you can find on the IASCL homepage: http://atila-www.uia.ac.be/iascl/ In order for this operation to succeed, it is of course of prime importance that we have an up to date membership list, with the correct addresses. That's why I would like to ask all of you to check your coordinates on the IASCL homepage and to signal all errors in an email to: steven.gillis at ua.ac.be and to kees.vaes at benjamins.nl Please check your address, and mail us before the first of December. The volumes will be shipped in the first week of December. Best wishes, Steven Gillis Secretary of the IASCL =========================================================== Steven Gillis Center for Dutch Language and Speech - CNTS Department of Linguistics University of Antwerp - Campus Drie Eiken Universiteitsplein 1 B-2610 Wilrijk Tel.: +32 0474 221421 (mobile) Tel.: +32 038202766 (office) Fax: +32 03 820 2762 email:steven.gillis at ua.ac.be http://cnts.uia.ac.be/cnts/ ============================================================ =========================================================== Steven Gillis Center for Dutch Language and Speech - CNTS Department of Linguistics University of Antwerp - Campus Drie Eiken Universiteitsplein 1 B-2610 Wilrijk Tel.: +32 0474 221421 (mobile) Tel.: +32 038202766 (office) Fax: +32 03 820 2762 email:steven.gillis at ua.ac.be http://cnts.uia.ac.be/cnts/ ============================================================ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1880 bytes Desc: not available URL: From macw at mac.com Mon Nov 22 00:57:59 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 21 Nov 2004 19:57:59 -0500 Subject: Cog Psych position Message-ID: From: Donna Caccamise Cognitive Psychologist, tenure track position The Institute of Cognitive Science at the University of Colorado invites applications for a full-time tenure-track position in cognitive psychology at the assistant professor level, with a starting date of Fall 2005. In exceptional cases, appointment at the early associate level will be considered. This position is available in the Institute, which is a multidisciplinary unit with representation from the departments of Computer Science; Psychology; Education; Philosophy; Linguistics; Architecture & Planning; and Speech, Language & Hearing Sciences. We seek applicants with a strong record of research in an area that integrates cognitive processes including but not limited to judgment and decision-making, discourse processes, developmental processes, and/or psycholinguistics with cognitive science. Candidates taking a developmental, neuroscience, computational, or experimental approach are all welcome. We will give strongest consideration to applicants whose work demonstrates an ability and commitment to do interdisciplinary research. Duties include graduate and undergraduate teaching, research, research supervision, and service. Applicants should send curriculum vitae, copies of representative publications, a teaching statement, a research summary, and letter from three referees to: Dr. Donna Caccamise Associate Director Institute of Cognitive Science 344UCB University of Colorado Boulder, CO 80309 For fullest consideration, please apply by January 5, 2005. Applications will continue to be accepted after this date until the position is filled. Email inquiries may be sent to donnac at psych.colorado.edu. The University of Colorado is an Equal Opportunity/Affirmative Action Employer. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1982 bytes Desc: not available URL: From y.e-rramdani at uvt.nl Fri Nov 26 09:58:14 2004 From: y.e-rramdani at uvt.nl (Yahya) Date: Fri, 26 Nov 2004 10:58:14 +0100 Subject: language tests Message-ID: Dear, I am busy making recording of my child aged now 3,5 years, speaking both Dutch and Arabic. I have been doing this from his birth on, first by means of dairies and then by audio and video recordings. From the age of 3, I have been making recording of the child in two contexts, one informal spontaneous conversations, and the other one when 'reading books for him'. Recently, I heard that there are 'translation tasks' used with the bilingual children. Do you know maybe of this type of tests, and their reliability? Do you know of any other useful tests used with bilingual children as complementary to free talks recordings? Thanks in advance, Dr. Yahya E-Rramdani Tilburg University Babylon: Centre for Studies of the Multicultural Society Tilburg University PB 90153 5000 LE Tilburg The Netherlands Tel: +31 (0)13-466.20.27 FAx: +31-(0)13-466.31.10 http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ From a.karmiloff-smith at ich.ucl.ac.uk Fri Nov 26 10:14:20 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 26 Nov 2004 10:14:20 +0000 Subject: language tests In-Reply-To: <41A70C46.12117.612BEA@localhost> Message-ID: try Ioanna Berthoud at Geneva University - she and Helga Kircher did some work on children's translation. Annette K-S >Dear, > >I am busy making recording of my child aged now 3,5 years, speaking >both Dutch and Arabic. I have been doing this from his birth on, first by >means of dairies and then by audio and video recordings. From the >age of 3, I have been making recording of the child in two contexts, >one informal spontaneous conversations, and the other one when >'reading books for him'. >Recently, I heard that there are 'translation tasks' used with the >bilingual children. Do you know maybe of this type of tests, and their >reliability? Do you know of any other useful tests used with bilingual >children as complementary to free talks recordings? > >Thanks in advance, > >Dr. Yahya E-Rramdani >Tilburg University >Babylon: Centre for Studies of the Multicultural Society >Tilburg University >PB 90153 >5000 LE Tilburg >The Netherlands >Tel: +31 (0)13-466.20.27 >FAx: +31-(0)13-466.31.10 >http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ From macw at mac.com Sun Nov 28 02:23:02 2004 From: macw at mac.com (Brian MacWhinney) Date: Sat, 27 Nov 2004 21:23:02 -0500 Subject: reminder regarding addresses Message-ID: Dear Colleagues, Steven Gillis has asked me to send out a reminder regarding his request for people to check their addresses on the IASCL homepage. We are trying to avoid wasting IASCL funds by sending copies of the TILAR books to the wrong addresses. So, if you have moved in the last 3 years, please check your address and send corrections to Steven. Here is a reposting of his previous message. --Brian MacWhinney > Dear Colleagues: > > As a member of the IASCL you will receive a copy of the third and the > fourth volume of TiLAR (Trends in Language Acquisition Research). The > third volume, edited by Ruth Berman, entitled "Language Development > across Childhood and Adolescence", is ready to be shipped now. > > The books will be shipped to all IASCL members using the membership > list that you can find on the IASCL homepage: > http://atila-www.uia.ac.be/iascl/ > > In order for this operation to succeed, it is of course of prime > importance that we have an up to date membership list, with the > correct addresses. That's why I would like to ask all of you to > check your coordinates on the IASCL homepage and to signal all errors > in an email to: > > steven.gillis at ua.ac.be > > and to > > kees.vaes at benjamins.nl > > Please check your address, and mail us before the first of December. > The volumes will be shipped in the first week of December. > > Best wishes, > > Steven Gillis > Secretary of the IASCL > From macw at mac.com Mon Nov 29 01:55:59 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 28 Nov 2004 20:55:59 -0500 Subject: updated English MOR, POST, and %mor Message-ID: Dear Info-CHILDES, Just a quick note to inform people that I recently corrected the training set for the POSTTRAIN program. I used a new program called TRNFIX that spots all discrepancies between POST and MOR and allows the user to decide which one was right. I did this for the Brown Eve corpus which is my current training corpus. Using just the adult utterances in that corpus, I recreated the eng.db file used by POST. Kenji Sagae and I have found that training on maternal input gives better accuracy than training on maternal input plus child sentences or just child sentences. Using the new eng.db, I then went through all of the Eng-USA and Eng-UK corpora (with 6 exceptions) and produced a new disambiguated %mor line that should be now more accurate than the previous one. The major errors in the previous version were in the area of confusions of determiners with pronouns and verbs with auxiliaries. The corpora which are still "in the shop" vis a vis MOR are: Clark, Hall, Forrester, Howe, Manchester, and Wells. After these six are finished, we will be moving on to work with the English corpora in the narrative and clinical directories. --Brian MacWhinney From macw at mac.com Mon Nov 1 17:55:51 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 1 Nov 2004 12:55:51 -0500 Subject: new method of playing media Message-ID: Dear Info-CHILDES, The latest version of CLAN has introduced a new method of playing back audio and video from CHAT files. If you download a CHILDES or TalkBank corpus that has "bullet" links to audio or video media, and if your computer is connected to the web, you can use the F4 function to play a single utterance without having to download the media from the CHILDES site. This also works for the Escape-8 continuous playback function. CLAN uses a new directory inside each folder called "media" that tells it where to look on the web for the relevant media. It then contacts the QuickTime streaming server at CMU and plays the relevant audio or video. This function allows you to play without downloading the big audio and video media files. So this is a nice function to use when you just want to browse through a database or perhaps have your students do some browsing. You cannot use this method to create new bullets or do detailed sound editing. The things you need to run this are: 1. A new version of CLAN 2. Quicktime 3. A new copy of the relevant corpus from the server. Older copies will not have the /media directory that is needed. 4. A reasonably fast Internet connection. Here are some corpora that have media associated. 1. Audio: Bernstein, Brent, MacWhinney, Florianopolis, LeNormand, MiyataTai, TBI, YipMatthews, and Zhang. 2. Video: CRSLP-MARCS (Thai), Forrester, Ishii, McMillan, Rollins, Wagner, Yasmin, YipMatthews. 3. Almost all of the TalkBAnk corpora have either video or audio. Good luck. Please tell me if you have any problems with this. --Brian MacWhinney From lhewitt at bgnet.bgsu.edu Mon Nov 1 18:18:47 2004 From: lhewitt at bgnet.bgsu.edu (Lynne Hewitt) Date: Mon, 1 Nov 2004 13:18:47 -0500 Subject: load and children's language processing In-Reply-To: <16006736.1099174184228.JavaMail.root@wamui02.slb.atl.earth link.net> Message-ID: An HTML attachment was scrubbed... URL: From macw at mac.com Mon Nov 1 20:19:52 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 1 Nov 2004 15:19:52 -0500 Subject: load Message-ID: Dear Info-CHILDES, Most of the replies to my query regarding load were posted directly to the list. However, a few were not. In addition, I think it is worthwhile noting that this issue brought up pointers to three major research areas. All seem interesting and important in their own right. 1. The first was a direct response to the question about experimental studies of the effect of load on sentence processing. The idea here is typically to manipulate load by a non-related secondary task such as counting back from 100 by threes or monitoring for some beep. 2. The second notion is that, as syntactic complexity in child productions increases, the precision of morphological, lexical, or phonological marking decreases. The idea here is that the child is in effect generating an internal load that leads to degradation in some otherwise smoothly functioning procedure. 3. The third notion is that the imposition of language external conditions, including emotional activations, can lead to marked changes in language. Let me here list the major pointers to each of these three topics. I may have missed a few that were included in posting to the net that people have already seen. ISSUE #1 The experimental control of load during sentence processing. Lynne Hewitt and Bruce Tomblin point to Montgomery, J. 2000. Verbal working memory and sentence comprehension in children with specific language impairment. JSLHR, 43, 293-308. (Clear working memory problems for SLI with dual load). Bruce Tomblin points to Weismer, S. E., Evans, J., & Hesketh, L. J. (1999). An examination of verbal working memory capacity in children with specific language impairment. Journal of Speech Language and Hearing Research, 42, 1249-1260. Ellis Weismer, S. (1996). Capacity limitations in working memory: The impact on lexical and morphological learning by children with language impairment. Topics in Language Disorders, 17, 33-44. Johnston, Judith R; Smith, Linda B; Box, Peggy. Cognition and communication: Referential strategies used by preschoolers with specific language impairment. Journal of Speech, Language, & Hearing Research. Vol 40(5) Oct 1997, 964-974. Hermann Sch?ler points to: Janczyk, M., Sch?ler, H. & Grabowski, J. (2004). Arbeitsged?chtnis und Aufmerksamkeit bei Vorschulkindern mit gest?rter und unauff?lliger Sprachentwicklung. Zeitschrift f?r Entwicklungspsychologie und P?dagogische Psychologie, 36, 200-206. Jean Berko-Gleason points to a recent dissertation from Elena Zaretsky ISSUE #2 Internally imposed load Joe Stemberger points to Crystal, D. (1987). Towards a 'bucket' theory of language disability: Taking account of interaction between linguistic levels. Clinical Linguistics and Phonetics, 1, 7-22. Scollon, R.T. (1976). Conversations with a one-year-old. Honolulu: University of Hawaii Press. Etti Dromi points to Dromi, E., Leonard, L.B., Adam, G. & Zadoneisky-Ehrlich, S. (1999).Verb agreement morphology in Hebrew - speaking children with specific language impairment. Journal of Speech, Language and Hearing Research, 42 (6), 1414-1431. Leonard, L.B., Dromi, E. ,Adam, G. & Zadoneisky-Erlich, S. (2000).Tense and finiteness in the speech of children with Specific Language Impairment acquiring Hebrew. International Journal of Language and Communication Disorders , 35, 319-335. ISSUE #3 Affective load Lois Bloom points to three of her reports of an in-depth, longitudinal study (9 to about 28 months) of the interactive effects of cognitive and affective processing load for language, object play, and emotional expression. Bloom, L. (1993). The transition from infancy to language: Acquiring the power of expression. New York: Cambridge University. Bloom, L. & Tinker, E. (2001). The intentionality model and language acquisition: Engagement, effort, and the essential tension. Monographs of the Society for Research in Child Development, 66 (4, Serial No. 267). Bloom, L. (2003). The Integration of Expression into the Stream of Everyday Activity. In I. Stockman, Ed., Movement and action in learning and development. Elsevier. --Brian MacWhinney From emacy at netvigator.com Tue Nov 2 15:11:32 2004 From: emacy at netvigator.com (emacy at netvigator.com) Date: Tue, 2 Nov 2004 23:11:32 +0800 Subject: written narratives Message-ID: Dear Info-Childes researchers, I am looking for some advice about collecting written language narratives from hearing-impaired children. This is going to be a study on exploring the linguistic phenomena of hearing-impaired children's writing literacy. We would like the language samples to be fairly and statistically comparable and reliable. Any advice and suggestions would be most welcome. Thanks for your help. Emily From eehamilt at umich.edu Wed Nov 3 01:43:10 2004 From: eehamilt at umich.edu (eehamilt at umich.edu) Date: Tue, 2 Nov 2004 20:43:10 -0500 Subject: Question about the phonological tier In-Reply-To: <200411012037.iA1KbfY9006971@jacknife.mail.umich.edu> Message-ID: Hi. I'm new to using the CLAN software and am interested in searching for word frequencies using phonological transcriptions (or in otherwords- searching the phonological tier for specific word frequencies). I'm sure there is information on how to do this somewhere, but I am unable to find it. Can anyone help? Thanks, Ellen From kountzml at ims.uni-stuttgart.de Wed Nov 3 10:11:28 2004 From: kountzml at ims.uni-stuttgart.de (Manuel Kountz) Date: Wed, 3 Nov 2004 11:11:28 +0100 Subject: Transcription systems; transcription of babbling Message-ID: Dear all, For doing transcriptions of babbling we are currently in the need of a suitable transcription system - XSAMPA and UNIBET seem to lack some diacritics, especially for onglide/offglide phenomena. (Up to now we are using pure XSAMPA but will make any necessary transitions towards UNIBET as soon as possible.) Thus, I have two questions: a) Can someone please help me finding a more complete solution? "Augmenting" XSAMPA with own diacritics is an opportunity, but the very last choice. Are there any computer transcription systems (not using Unicode/IPA) with more complete possibilites? (I'm also interestet in this question besides transriptions of babbling.) b) What do you recommend me to do? The problem at which the question arises are CV frames like [ba], where the transition from [b] to [a] is rather long and comprises a bilabial approximant like structure which is not really separable from the vowel. Thus, it seems reasonable to annote these different qualities, but not to impose an artificial segmentation on it. How would you annote such phenomena? I'd be glad to hear from other people doing babbling transcriptions in order to share and learn from practical experience. Best regards, Manuel Kountz From walkerm at mail.ecu.edu Wed Nov 3 15:39:34 2004 From: walkerm at mail.ecu.edu (Marianna Walker) Date: Wed, 3 Nov 2004 10:39:34 -0500 Subject: Faculty positions Message-ID: East Carolina University (Greenville, North Carolina) is currently recruiting for two faculty positions. Position 1- Assistant/Associate Professor: Speech/Language Pathology East Carolina University, Department of Communication Sciences and Disorders, School of Allied Health Sciences, invites applications for a full-time, 12-month tenure-track position to begin July 1, 2005. The faculty member will be an integral part of the doctoral and master of science programs in communication sciences and disorders. The faculty member will teach didactic courses at the M.S. level, engage in independent study/seminars with the doctoral program, and conduct personal research. The area of expertise is open, but preference will be given to candidates with expertise in the areas of articulation and phonology. Clinical certification in speech-language pathology (CCC-SLP or equivalent) is preferred but not required. Minimum qualifications include an earned Ph.D. in Speech-Language Pathology, or a related discipline. Send letter of application, including a statement of interest and experience description, along with three letters of recommendation, and a complete resume to: Marianna M. Walker, Ph.D., Chair, Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, North Carolina 27858- 4353. Cover letter and resume can also be e-mailed to: walkerm at mail.ecu.edu. East Carolina University is an Equal Opportunity/Affirmative Action University that accommodates individuals with disabilities. Individuals requesting a disability accommodation should call the ECU Office of Disability Support Services at 252-328-6799 (Voice/TTY/Relay). Proper documentation of identity and employability are required at the time of employment. ___________________________________________________________________________ Position 2 - Assistant/Associate Professor: Speech/Language Sciences East Carolina University, Department of Communication Sciences and Disorders, School of Allied Health Sciences, invites applications for a full-time, 12-month tenure-track position to begin July 1, 2005. The faculty member will be an integral part of the doctoral and master of science programs in communication sciences and disorders. The faculty member will teach didactic courses at the M.S. level, engage in independent study/seminars with the doctoral program, and conduct personal research. The area of expertise is open, but preference will be given to candidates with expertise in speech and/or language science. Clinical certification in speech-language pathology (CCC-SLP or equivalent) is preferred but not required. Minimum qualifications include an earned Ph.D. in Speech-Language Pathology, Communication Sciences and Disorders, or a related discipline. Candidates who have experience in university teaching and an established line of research will be given preference. Send letter of application, including a statement of interest and experience description, along with three letters of recommendation, and a complete resume to: Michael P. Rastatter, Ph.D., Chair, Search Committee, Department of Communication Sciences and Disorders, School of Allied Health Sciences, East Carolina University, Greenville, North Carolina 27858- 4353. Cover letter and resume can also be e-mailed to: rastatterm at mail.ecu.edu. East Carolina University is an Equal Opportunity/Affirmative Action University that accommodates individuals with disabilities. Individuals requesting a disability accommodation should call the ECU Office of Disability Support Services at 252-328-6799 (Voice/TTY/Relay). Proper documentation of identity and employability are required at the time of employment. From DaleP at health.missouri.edu Wed Nov 3 17:26:42 2004 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Wed, 3 Nov 2004 11:26:42 -0600 Subject: FW: MacArthur-ref. of low validity/reliability? Message-ID: Several people asked me if I had responded to the enquiry from Amy Khasky (included below). I had thought my response went to the entire list, but apparently not, so I am re-sending it (see below). Ms. Khasky and I have corresponded directly since then; her research involved comparing performance on some experimental tasks with the suffixes portion of the CDI:WS (irregulars and overregularizations). Almost all the information on reliability and validity of the CDI:WS has been focussed on Vocabulary Production and Sentence Complexity. The portions of the instrument looking at suffixes were included for research purposes. There are several important publications of Bates, Marchman, and others on those measures. Those publications, and the coherent pattern of results they present, provide a kind of convergent validation. But there really aren't any direct comparisons of those sections with comparable measures based on language samples, to my knowledge. For the irregulars, I wouldn't expect much of a correlation with a learning task, since the whole point of irregulars is that they are learned as separate lexical forms, hence there shouldn't be much generalization from the ones you already know (that's a slight oversimplification, to be sure, given the existence of partially regular irregulars, but I think the main conclusion holds). Overregularizations are different, since they are all about patterns, of course. But it's important to keep in mind that although the developmental trend is increasing over the norming age range of the CDI:WS (16-30 months), ultimately this is a curvilinear trend - children diminish and eventually stop producing overregularizations. If the measure is used up to 36 months, a curvilinear trend may be beginning, while the pearson correlation coefficient looks only for linear trends. Philip Dale ============================== This is a somewhat oddly-worded enquiry. Certainly the MacArthur (now the MacArthur-Bates CDI) works better in some situations than others. For example, the vocabulary comprehension measure can be problematic at early ages (up to a year or so), especially for lower-SES parents. Concurrent validity correlations are highly variable, depending on the criterion measure used, which probably says more about the complexity of language than about validity per se. And predictive correlations are generally lower than concurrent ones, though that says more about the genuine variability of growth trajectory than anything else. As a one-word and generally accurate response to the question, I do like "solid." But as it happens, I have been collecting all published studies that have used the CDI in order to prepare the section on reliability & validity for the forthcoming revised edition of the CDI manual. I invite Ms. Khasky to correspond with me directly to see if I can be of help. Philip Dale Communication Science & Disorders University of Missouri-Columbia dalep at health.missouri.edu -----Original Message----- From: info-childes at mail.talkbank.org on behalf of amy khasky Sent: Sun 10/31/2004 02:04 To: info-childes at mail.talkbank.org Subject: MacArthur-ref. of low validity/reliability? Hello, I'm having trouble finding any references that have found low reliability and/or validity ratings for the MacArthur. Is it just a solid measure? Thanks in advance for any help, amy khasky From macw at mac.com Wed Nov 3 19:15:57 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 3 Nov 2004 14:15:57 -0500 Subject: Transcription systems; transcription of babbling In-Reply-To: <4188AED0.6080209@ims.uni-stuttgart.de> Message-ID: Dear Manuel, My recommendation is to transcribe in IPA using a Unicode font. IPA allows a variety of diacritics. Hopefully they are enough for you. Using IPA is particularly easy to do in CLAN on the Macintosh, although you can also do this on Windows with Tavultesoft Keyman. There are instructions about how to do this on the CHILDES website. Yvan Rose and I are also currently working on an analysis program called PHON that will build on the %pho line in CHAT files to produce segmental and prosodic analyses of various types. We plan to make this all applicable to babbling. My suggestion is to remain in contact with Yvan Rose (yrose at mun.ca) regarding this. --Brian MacWhinney On Nov 3, 2004, at 5:11 AM, Manuel Kountz wrote: > Dear all, > > For doing transcriptions of babbling we are currently in the need of a > suitable transcription system - XSAMPA and UNIBET seem to lack some > diacritics, especially for onglide/offglide phenomena. (Up to now we > are using pure XSAMPA but will make any necessary transitions towards > UNIBET as soon as possible.) > > Thus, I have two questions: > > a) Can someone please help me finding a more complete solution? > "Augmenting" XSAMPA with own diacritics is an opportunity, but the > very last choice. Are there any computer transcription systems (not > using Unicode/IPA) with more complete possibilites? (I'm also > interestet in this question besides transriptions of babbling.) > > b) What do you recommend me to do? The problem at which the question > arises are CV frames like [ba], where the transition from [b] to [a] > is rather long and comprises a bilabial approximant like structure > which is not really separable from the vowel. Thus, it seems > reasonable to annote these different qualities, but not to impose an > artificial segmentation on it. How would you annote such phenomena? > > I'd be glad to hear from other people doing babbling transcriptions in > order to share and learn from practical experience. > > Best regards, > > Manuel Kountz > > > From ks7t at andrew.cmu.edu Thu Nov 4 14:54:34 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 4 Nov 2004 09:54:34 -0500 Subject: Test Message-ID: This is a test message please do not respond. Kelley From mlb at dcs.qmul.ac.uk Fri Nov 5 10:26:57 2004 From: mlb at dcs.qmul.ac.uk (Marie-luce Bourguet) Date: Fri, 5 Nov 2004 10:26:57 -0000 Subject: 2nd Cfp: AEQ special issue on bilingualism Message-ID: This message is being cross-posted; please excuse duplication. 2nd Call for papers. The Fall 2005 issue of Academic Exchange Quarterly will be devoted to bilingualism. The following url provides complete details: http://rapidintellect.com/AEQweb/4bili.htm The print journal of AEQ has over 23,000 readers, and the electronic version, available free world-wide, has hundreds of thousands of potential readers as it is available from Gale's InfoTrac Expanded Academic Index. Thanks for considering AEQ. Dr. Marie-Luce Bourguet Lecturer, Queen Mary University of London Editor, Academic Exchange Quarterly Fall 2005 Issue From galinag at bgumail.bgu.ac.il Fri Nov 5 21:22:51 2004 From: galinag at bgumail.bgu.ac.il (Galina Gordishevsky) Date: Sat, 6 Nov 2004 02:52:51 +0530 Subject: test Message-ID: test From galinag at bgumail.bgu.ac.il Fri Nov 5 21:23:57 2004 From: galinag at bgumail.bgu.ac.il (Galina Gordishevsky) Date: Fri, 5 Nov 2004 23:23:57 +0200 Subject: test Message-ID: test -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Wed Nov 10 22:16:52 2004 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 10 Nov 2004 17:16:52 -0500 Subject: Spanish frequency counts Message-ID: We are looking for a frequency dictionary/list for Spanish (preferably on-line or searchable database). We would prefer counts that distinguish different parts of speech, and that include lemma (root) counts as well as surface frequency counts. Ideally the counts would be based on a large corpus with a variety of international sources, not just from one region. Can anybody recommend any such a frequency list? We would be interested in suggestions even if they do not fit all these criteria. Please email your suggestions to Harriet Wood Bowden at woodh at georgetown.edu Thanks very much, Harriet Wood Bowden Michael Ullman Georgetown University From macw at mac.com Wed Nov 10 22:20:58 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 17:20:58 -0500 Subject: extension of deadline for Berlin to Dec 15 Message-ID: Dear Colleagues, In response to some recent requests, the organizers of the IASCL conference in Berlin have extended the deadline for abstract submission from November 15 to December 15. Good luck on formulating interesting abstracts for what promises to be a very enjoyable meeting. Please consult the official conference website for details: http://www.ctw-congress.de/iascl/ --Brian MacWhinney From macw at mac.com Wed Nov 10 23:09:06 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 18:09:06 -0500 Subject: Fwd: Chair position, South Carolina Message-ID: From: "John E. Richards" Date: November 9, 2004 5:45:18 PM EST Subject: Chair position, South Carolina Reply-To: richards-john at sc.edu CHAIR DEPARTMENT OF PSYCHOLOGY UNIVERSITY OF SOUTH CAROLINA CHAIR. The Department of Psychology, College of Arts and Sciences, at the University of South Carolina invites applications for the position of Chair of the Department. We seek a distinguished scholar with an active research program to lead the Department in a time of significant opportunity. A record of academic administrative accomplishment is desirable. Candidates should be eligible for appointment at the rank of full professor. Applicants from any subspecialties will be considered. Chair appointments are typically for 3 to 5-year terms and may be renewed once. The Department of Psychology is a leading department contributing to the research and teaching mission of the university. The Department offers BA and BS degrees, and a PhD degree via experimental psychology, clinical-community psychology and school psychology. Departmental research focus areas include Child and Family, Developmental Cognitive Neuroscience, Neurodevelopmental Disorders, Prevention Science, and Reading and Related Processes. Among its 45 full-time faculty, the department includes prominent researchers ? the Bicentennial Chair in Behavioral Neuroscience, three Carolina Distinguished Professors, and 4 of the past 10 winners of USC?s Russell Research Award for Humanities and Social Sciences ?and has garnered over $5 million per year in extramural funding for the past three years making it one of the top five departments at USC. Psychology is the second largest undergraduate major on campus and our graduate programs lead to successful career placements for our PhD?s. Department faculty members are key leaders in campus-wide areas of research excellence (see www.sc.edu/research/pdf/Biomedical.pdf and www.sc.edu/research/childfamily ). We anticipate twelve to fifteen new hires in the next six years. The department includes a newly established Neuroimaging Center with animal fMRI and with human fMRI capabilities to be available in early 2005, and a Credibility Assessment center with an emphasis on neuroscience supported by the DOD. Visit the department website at www.psych.sc.edu. The University of South Carolina is the flagship university of the USC system and is located in Columbia, the state capital. It has 16,000 undergraduate students and 8000 students in graduate and professional programs. Columbia has a metropolitan population of approximately 500,000 and provides a variety of professional and cultural opportunities. We will begin screening applicants on December 1, 2004, and continue until the position is filled. We anticipate that the appointment will begin by the midsummer, 2005. Applicants should send a letter of interest, detailed curriculum vitae, and the names of three references to Dr. Lynn Weber, Psychology Chair Search Committee, Office of the Dean, College of Liberal Arts, Columbia, SC 29208. Informal inquiries or email maybe addressed to weberL at sc.edu. Phone: 803-777-4007, Fax 803-777-9114. The University of South Carolina is an Equal Opportunity/Affirmative Action Educator and Employer and specifically invites and encourages applications from women and minorities. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3625 bytes Desc: not available URL: From macw at mac.com Wed Nov 10 23:09:11 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 18:09:11 -0500 Subject: Fwd: Health Disparities and Diversity, South Carolina Message-ID: From: "John E. Richards" Date: November 10, 2004 5:38:44 PM EST Subject: Health Disparities and Diversity, South Carolina Reply-To: richards-john at sc.edu Another position to consider here at USC. We will begin reviewing applications on December 1 for January interviews, but will consider applicants until the position is field. Thanks for your consideration. ? HEALTH DISPARITIES AND DIVERSITY, UNIVERSITY OF SOUTH CAROLINA:? The Department of Psychology and the Women?s Studies Program invite applications for a tenure-track joint faculty position at the Assistant Professor level for fall 2005.? We are seeking applicants whose program of research primarily focuses on gender in conjunction with race, culture, class, sexuality and/or other dimensions of inequality as they shape mental and/or physical health disparities.? Health disparities research is one of four areas targeted for growth at USC by the Vice President for Research.? The successful applicant will benefit from nationally recognized faculty who focus on health disparities research in the College of Arts and Sciences and the Arnold School of Public Health, among other units at USC. Applications are welcome from psychologists in a variety of sub-disciplines, including but not limited to clinical, community, developmental, biopsychology, school, and social.? The successful applicant has conducted independent research and has obtained or shows promise for obtaining grant funding.? Applications should be received by December 1, 2004 and should include curriculum vita; a cover letter that details research directions, grant activity, and teaching philosophy; and examples of research that is published or in press.? Applicants should arrange to have three letters of reference sent to the search committee.? Review of applications will continue until the position is filled.? Send applications and inquiries to the Search Committee Chair by email (preferred) at swansc at gwm.sc.edu or postal mail to Suzanne Swan, Department of Psychology, University of South Carolina, Columbia, SC 29208.? The University of South Carolina is an Affirmative Action, Equal Opportunity Employer.? Women and minorities are strongly encouraged to apply. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2770 bytes Desc: not available URL: From macw at mac.com Thu Nov 11 02:53:31 2004 From: macw at mac.com (Brian MacWhinney) Date: Wed, 10 Nov 2004 21:53:31 -0500 Subject: Phenotype Assessment Message-ID: Research Funding Opportunity- Typical/Disordered Language: Phenotype Assessment Tools; RFA Number: RFA-DC-05-001 at http://grants1.nih.gov/grants/guide/rfa-files/RFA-DC-05-001.html The NIDCD and NICHD jointly are providing $500,000 to support R21 Developmental/Exploratory grant awards to begin the process of adapting, norming, and/or developing language measures that can be used in the characterization of the behavioral phenotypes of language disorders and specific aspects of typical language acquisition. Eligible organizations include domestic for-profit and non-profit public and private institutions. Eligible principal investigators include those with the skills, knowledge and resources necessary to carry out the proposed research. Inquiries: Dr. Judith Cooper (Cooperj at NIDCD.NIH.GOV) From mbrea1 at tampabay.rr.com Thu Nov 11 14:22:59 2004 From: mbrea1 at tampabay.rr.com (Maria Rosa Brea-Spahn) Date: Thu, 11 Nov 2004 09:22:59 -0500 Subject: Spanish frequency counts In-Reply-To: Message-ID: Michael, There are two Spanish searchable databases that are available, though not easily acquired. I am currently using the LEXESP corpus from the University of Barcelona, which adheres to some of your listed requirements. It contains approximately 120,000 words. Syllable frequency is available in that software program (CDROM), which if you are interested, you must order directly from Barcelona. The only other online corpus I know is available is the Alameda and Cuetos corpus. This program you can acquire by e-mailing Dr. Alameda. Both of these databases involve Castillian Spanish. In using the databases, you must also be aware that lemmas and their derived versions are included on the same list. Therefore, if your intent is to use these databases to compute the probabilities of sub-syllabic components, you must clean the database out, otherwise your calculations will be inflated. Hope this is of some assistance, Maria R. Brea-Spahn, M.S., CCC-SLP Doctoral Candidate Interdisciplinary Ph.D. Psychology and Communication Sciences and Disorders University of South Florida Tampa, FL Michael Ullman wrote: > > > We are looking for a frequency dictionary/list for Spanish (preferably > on-line or searchable database). > We would prefer counts that distinguish different parts of speech, and > that include > lemma (root) counts as well as surface frequency counts. > Ideally the counts would be based on a large corpus with a variety of > international sources, > not just from one region. > > Can anybody recommend any such a frequency list? > We would be interested in suggestions even if they do not fit all > these criteria. > > Please email your suggestions to Harriet Wood Bowden at > woodh at georgetown.edu > > Thanks very much, > > Harriet Wood Bowden > Michael Ullman > Georgetown University > > > From macw at mac.com Thu Nov 11 19:16:34 2004 From: macw at mac.com (Brian MacWhinney) Date: Thu, 11 Nov 2004 14:16:34 -0500 Subject: position at Michigan Message-ID: Developmental Psychology.????? The Department of Psychology, University of Michigan, invites applications for a tenure track position as Assistant Professor in Developmental Psychology to begin Fall, 2005.? We seek individuals with expertise in biobehavioral development, including the biological and neurological bases of social, affective, language, or cognitive development.? Clear evidence of a strong research program and successful teaching are essential.? Salary is competitive.? Each application should include a cover letter, Curriculum Vitae, research statement, evidence of teaching excellence, representative publications, and at least three letters of recommendation.? Please send applications to Developmental Psychology Search, Department of Psychology, University of Michigan 525 E. University Ave., Ann Arbor, MI 48109-1109.?? Review of applications will commence January 15 and continue until the position has been filled.? Qualified women and minority candidates are encouraged to apply.? The University is supportive of the needs of dual career couples.? The University of Michigan is an equal opportunity/affirmative action employer.? All applications will be acknowledged. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1390 bytes Desc: not available URL: From cchaney at sfsu.edu Thu Nov 11 23:49:46 2004 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 11 Nov 2004 15:49:46 -0800 Subject: bound roots Message-ID: In my Language for Teachers class we were discussing various kinds of morphemes, and we discovered that we had difficulty knowing if certain words were free morphemes or a combo of an affix plus a bound root. This was particularly difficult when the word has a syllable that looks like am affix, such as mothER or DEcide. Cases where there are several like words (receive, deceive, conceive) look like bound roots. Mother seems clearly to be a free morpheme, as a mother is not one who moths. But what about decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is given in texts as an affix plus bound root, but surely it doesn't mean not-couth. Does anyone have a clear explanation of how to distinguish words with affix-looking parts from words that really have affixes + bound roots, preferably an explanation that does not require looking up derivations in the dictionary? Thanks for the help! Carolyn Chaney Just call me stumped From cschutze at ucla.edu Fri Nov 12 08:44:02 2004 From: cschutze at ucla.edu (Carson Schutze) Date: Fri, 12 Nov 2004 00:44:02 -0800 Subject: bound roots In-Reply-To: Message-ID: > Does anyone have a clear explanation of how to distinguish > words with affix-looking parts from words that really have affixes + bound > roots, preferably an explanation that does not require looking up > derivations in the dictionary? > No, no one does, if by "really have" you are asking about their status in the minds of present-day speakers, and a dictionary wouldn't help. One can of course define "morpheme" in various ways and then strictly follow the definition, but the examples you mention already suggest that this intuitively does not yield the answer we want. E.g., if you require an identifiable constant meaning then the -ceive verbs do not contain a common morpheme "ceive"; however, the fact that they all have allomorphs in -cept makes us feel like they ought to share a stem. On the other hand, for potential bound roots that occur in only one word, it is hard to argue against a decompositional analysis: 'uncouth' can perfectly well be analyzed as un+couth if we posit a bound root 'couth' that occurs in only this word and whose meaning is whatever 'uncouth' means, minus the negative part (most people seem to agree that one of the productive meanings of "un" could be part of the meaning of "uncouth"). So we could posit a definition that says "X is a morpheme in a word XY if X OR Y (or both) occurs in other words with a meaning that is also part of the meaning of XY." Many other variations on a definition can be entertained. To know what's really true of the human mental lexicon, however, requires experimentation, of which there has been a great deal in the last 25+ years, much of it using priming paradigms. Even so, for many of the interesting cases mentioned, there is as of yet no conclusive evidence one way or the other, in my view. -- 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 bpearson at comdis.umass.edu Fri Nov 12 14:25:52 2004 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Fri, 12 Nov 2004 09:25:52 -0500 Subject: bound roots In-Reply-To: Message-ID: Dear Carolyn (and Carson), For me, the operative phrase in your question is "Language for Teachers." I am quite content when the teachers in such a class can use exactly the test you apply here: "a 'mother' is not one who moths" --whereas "a 'batter' can be one who bats." I don't expect them to know (as I don't without looking) whether "batter" also has something to do with being beaten (as in for a cake). I would expect them to recognize "un" and its allomorphs, even for this whole stock of words that are only used in their negative version. (I hope someone will send you the reference for the New Yorker essay of probably 12 or more years ago which is built entirely around the positives of them-- as in "she was very kempt" and probably also "couth" but I don't remember.) I also expect the teacher-students to be aware of stem changes like what I presume (but don't know for sure) takes "apt" to "ept." Of course, your students won't know those unless they actually know the meanings of some words. When they don't know the meanings, (and I don't expect them to know all meanings), I expect them to be willing to use a dictionary and be able to show their students where such information is to be had in the dictionary, if it is relevant to know the compositional status of the word. Btw, this topic also brings you into the territory of that other vexed question of what is a single word. You will probably have to break it to them that there is yet another gray area. This list is probably one of the few groups where I could reveal that I wrote a research paper on the hyphen in my History of the English Language course without being deemed entirely weird. I didn't find a hard and fast rule for that either, as you transcribers well know. Cheers, Barbara On Nov 11, 2004, at 6:49 PM, Carolyn Chaney wrote: > In my Language for Teachers class we were discussing various kinds of > morphemes, and we discovered that we had difficulty knowing if certain > words were free morphemes or a combo of an affix plus a bound root. > This > was particularly difficult when the word has a syllable that looks > like am > affix, such as mothER or DEcide. Cases where there are several like > words > (receive, deceive, conceive) look like bound roots. Mother seems > clearly > to be a free morpheme, as a mother is not one who moths. But what > about > decide? inept? nonchalant? uncouth? refine? Uncouth, for example, > is > given in texts as an affix plus bound root, but surely it doesn't mean > not-couth. Does anyone have a clear explanation of how to distinguish > words with affix-looking parts from words that really have affixes + > bound > roots, preferably an explanation that does not require looking up > derivations in the dictionary? > > Thanks for the help! > > Carolyn Chaney > Just call me stumped > > > > > ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 Fax: 413.545.0803 http://www.umass.edu/aae/ From ellmcf at nus.edu.sg Fri Nov 12 14:55:44 2004 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Fri, 12 Nov 2004 22:55:44 +0800 Subject: bound roots Message-ID: Barbara wrote: > (I hope someone > will send you the reference for the New Yorker > essay of probably 12 or more years ago which is > built entirely around the positives of them-- > as in "she was very kempt" and probably also > "couth" but I don't remember.) There's one version available at http://www.pacificovertures.com/Couthtips.html Cheers Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Barbara Zurer > Pearson > Sent: Friday, 12 November, 2004 10:26 PM > To: Carolyn Chaney > Cc: info-childes > Subject: Re: bound roots > > > Dear Carolyn (and Carson), > > For me, the operative phrase in your question is > "Language for Teachers." I am quite content when > the teachers in such a class can use exactly the > test you apply here: "a 'mother' is not one who > moths" --whereas "a 'batter' can be one who bats." > > I don't expect them to know (as I don't without > looking) whether "batter" also has something to > do with being beaten (as in for a cake). I would > expect them to recognize "un" and its allomorphs, > even for this whole stock of words that are only > used in their negative version. (I hope someone > will send you the reference for the New Yorker > essay of probably 12 or more years ago which is > built entirely around the positives of them-- > as in "she was very kempt" and probably also > "couth" but I don't remember.) > > I also expect the teacher-students to be aware > of stem changes like what I presume (but don't > know for sure) takes "apt" to "ept." > Of course, your students won't know those > unless they actually know the meanings of some > words. When they don't know the meanings, (and > I don't expect them to know all meanings), I > expect them to be willing to use a dictionary > and be able to show their students where such > information is to be had in the dictionary, if > it is relevant to know the compositional status of > the word. > > Btw, this topic also brings you into the territory > of that other vexed question of what is a single word. > You will probably have to break it to them that > there is yet another gray area. This list is probably > one of the few groups where I could reveal that I > wrote a research paper on the hyphen in my History > of the English Language course without being > deemed entirely weird. I didn't find a hard and > fast rule for that either, as you transcribers > well know. > > Cheers, > > Barbara > > > > On Nov 11, 2004, at 6:49 PM, Carolyn Chaney wrote: > > > In my Language for Teachers class we were discussing > various kinds of > > morphemes, and we discovered that we had difficulty knowing > if certain > > words were free morphemes or a combo of an affix plus a > bound root. > > This > > was particularly difficult when the word has a syllable that looks > > like am > > affix, such as mothER or DEcide. Cases where there are > several like > > words > > (receive, deceive, conceive) look like bound roots. Mother seems > > clearly > > to be a free morpheme, as a mother is not one who moths. But what > > about > > decide? inept? nonchalant? uncouth? refine? Uncouth, > for example, > > is > > given in texts as an affix plus bound root, but surely it > doesn't mean > > not-couth. Does anyone have a clear explanation of how to > distinguish > > words with affix-looking parts from words that really have > affixes + > > bound > > roots, preferably an explanation that does not require looking up > > derivations in the dictionary? > > > > Thanks for the help! > > > > Carolyn Chaney > > Just call me stumped > > > > > > > > > > > ***************************************** > Barbara Zurer Pearson, Ph.D > Research Associate, Project Manager > Dept. of Communication Disorders > University of Massachusetts > Amherst MA 01003 > > Tel: 413.545.5023 > Fax: 413.545.0803 > > http://www.umass.edu/aae/ > > > From roeper at linguist.umass.edu Fri Nov 12 15:02:41 2004 From: roeper at linguist.umass.edu (Tom Roeper) Date: Fri, 12 Nov 2004 10:02:41 -0500 Subject: bound roots In-Reply-To: Message-ID: Dear All, I think the important point is that the status can change in the course of acquisition. At some point, a child tries to decompose whatever can be decomposed---and then accepts or rejects the analysis, as the child who said: "I have a hammer because I like to ham" Presumably the child rejects this analysis eventually. At the initial point, the child may not link -er to verbs at all, but just have an agent, as in "I'll be the listener, and you be the storier" "you're a mistaker" The interesting question again, is how the child decides to drop this. Tom Roeper > From marcj at uwo.ca Fri Nov 12 15:17:48 2004 From: marcj at uwo.ca (Marc Joanisse) Date: Fri, 12 Nov 2004 10:17:48 -0500 Subject: bound roots In-Reply-To: Message-ID: Carolyn, One thought that folks have had about what you describe is this: the concept of a dichotomy between underived (corner) and derived (baker) might be artificial, and instead a continuum exists between the two. Where a word lies on that continuum is determined by how strongly it overlaps phonologically and semantically with other words. So you could imagine that at the one end you have transparently derived pairs like "run-runner", which share a strong semantic and phonological overlap. At the other extreme are cases that have no semantic overlap, like "moth-mother". Cases like "dress-dresser" and "turn-return" are somewhere in between, with their relatedness determined by the degree of semantic and phonological overlap. Here's a nice review: Seidenberg, M.S. and Gonnerman, L.M. (2000). Explaining derivational morphology as the convergence of codes. Trends in Cognitive Sciences, 4 (9) 353-361 -Marc- On Nov 11, 2004, at 6:49 PM, Carolyn Chaney wrote: > In my Language for Teachers class we were discussing various kinds of > morphemes, and we discovered that we had difficulty knowing if certain > words were free morphemes or a combo of an affix plus a bound root. > This > was particularly difficult when the word has a syllable that looks > like am > affix, such as mothER or DEcide. Cases where there are several like > words > (receive, deceive, conceive) look like bound roots. Mother seems > clearly > to be a free morpheme, as a mother is not one who moths. But what > about > decide? inept? nonchalant? uncouth? refine? Uncouth, for example, > is > given in texts as an affix plus bound root, but surely it doesn't mean > not-couth. Does anyone have a clear explanation of how to distinguish > words with affix-looking parts from words that really have affixes + > bound > roots, preferably an explanation that does not require looking up > derivations in the dictionary? > > Thanks for the help! > > Carolyn Chaney > Just call me stumped > > > > > -- 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 Fri Nov 12 15:39:51 2004 From: munso005 at umn.edu (Benjamin Munson) Date: Fri, 12 Nov 2004 09:39:51 -0600 Subject: bound roots In-Reply-To: Message-ID: Dear List-Mates: I feel compelled to chime in. I would like to echo Marc Joanisse's statement that the difference between decomposed and non-decomposed words is continuous rather than discrete. In addition to the reference he suggested, I would point you to the research of Jen Hay. She showed that the extent to which a derived word can be decomposed into a root-plus-derivational morpheme is dependent on the relative frequency of the stem and the derived form. This is illustrated in the following article: Hay, Jennifer (2001) Lexical Frequency in Morphology: Is Everything Relative? Linguistics , 39 (6), 2001, pg 1041-1070. I would also point you to other relevant papers by her: Hay, Jennifer (2002) From Speech Perception to Morphology: Affix-ordering Revisited. Language 78.3, 2002: 527-555. Hay, Jennifer and Ingo Plag (2004) What constrains possible suffix combinations? On the interaction of grammatical and processing restrictions in derivational morphology. Natural Language and Linguistic Theory 22: 565-596 I'm not sure that detailed analyses in these articles clearly inform language pedagogy (re Caroline's original question), but they are nifty and relevant works nonetheless, and they serve to bolster Marc's point about these differences being continuous. Cordially, Ben Munson Asst. Prof., Dept. of Speech-Language-Hearing Sciences University of Minnesota, Minneapolis At 05:49 PM 11/11/04, Carolyn Chaney wrote: >In my Language for Teachers class we were discussing various kinds of >morphemes, and we discovered that we had difficulty knowing if certain >words were free morphemes or a combo of an affix plus a bound root. This >was particularly difficult when the word has a syllable that looks like am >affix, such as mothER or DEcide. Cases where there are several like words >(receive, deceive, conceive) look like bound roots. Mother seems clearly >to be a free morpheme, as a mother is not one who moths. But what about >decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is >given in texts as an affix plus bound root, but surely it doesn't mean >not-couth. Does anyone have a clear explanation of how to distinguish >words with affix-looking parts from words that really have affixes + bound >roots, preferably an explanation that does not require looking up >derivations in the dictionary? > >Thanks for the help! > >Carolyn Chaney >Just call me stumped -------------- next part -------------- An HTML attachment was scrubbed... URL: From borer at usc.edu Fri Nov 12 18:22:22 2004 From: borer at usc.edu (Hagit Borer) Date: Fri, 12 Nov 2004 10:22:22 -0800 Subject: bound roots Message-ID: Dear all - I must admit that I am a bit puzzled by the discussion. We have always taken it for granted, in linguistics, that knowledge of language does not refer to conscious knowledge of language. Whether or not speakers think that a word is complex is no doubt an interesting question from many respects, but typically, we do not take any such reflections to be indicative of structure (for instance, we do not necessarily take seriously native speakers thoughts about whether sentences are complex or not or on why they may ill-formed). What, ultimately, reflects knowledge, in the sense linguists typically mean it, is whether speakers linguistic behavior indicates the existence of such knowledge, at times not conscious. For instance, if a native speaker of English has the intuition that the nominalized forms of commit, permit, emit etc. all involve the same allomorphic change (i.e., comiSSion, permiSSion, emiSSion), then it is at least suggestive of the fact that they know that 'mit' has properties which cut across all its occurrences, regardless of the fact that 'mit' is not a word and that statistically, most speakers may not judge a word as 'permit' to be complex. Similarly, of course, for 'ceive', as in 'reception', 'conception', 'inception', 'perception' etc. Hagit Borer ----- Original Message ----- From: Benjamin Munson To: Carolyn Chaney ; info-childes Sent: Friday, November 12, 2004 7:39 AM Subject: Re: bound roots Dear List-Mates: I feel compelled to chime in. I would like to echo Marc Joanisse's statement that the difference between decomposed and non-decomposed words is continuous rather than discrete. In addition to the reference he suggested, I would point you to the research of Jen Hay. She showed that the extent to which a derived word can be decomposed into a root-plus-derivational morpheme is dependent on the relative frequency of the stem and the derived form. This is illustrated in the following article: Hay, Jennifer (2001) Lexical Frequency in Morphology: Is Everything Relative? Linguistics , 39 (6), 2001, pg 1041-1070. I would also point you to other relevant papers by her: Hay, Jennifer (2002) From Speech Perception to Morphology: Affix-ordering Revisited. Language 78.3, 2002: 527-555. Hay, Jennifer and Ingo Plag (2004) What constrains possible suffix combinations? On the interaction of grammatical and processing restrictions in derivational morphology. Natural Language and Linguistic Theory 22: 565-596 I'm not sure that detailed analyses in these articles clearly inform language pedagogy (re Caroline's original question), but they are nifty and relevant works nonetheless, and they serve to bolster Marc's point about these differences being continuous. Cordially, Ben Munson Asst. Prof., Dept. of Speech-Language-Hearing Sciences University of Minnesota, Minneapolis At 05:49 PM 11/11/04, Carolyn Chaney wrote: In my Language for Teachers class we were discussing various kinds of morphemes, and we discovered that we had difficulty knowing if certain words were free morphemes or a combo of an affix plus a bound root. This was particularly difficult when the word has a syllable that looks like am affix, such as mothER or DEcide. Cases where there are several like words (receive, deceive, conceive) look like bound roots. Mother seems clearly to be a free morpheme, as a mother is not one who moths. But what about decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is given in texts as an affix plus bound root, but surely it doesn't mean not-couth. Does anyone have a clear explanation of how to distinguish words with affix-looking parts from words that really have affixes + bound roots, preferably an explanation that does not require looking up derivations in the dictionary? Thanks for the help! Carolyn Chaney Just call me stumped -------------- next part -------------- An HTML attachment was scrubbed... URL: From sdevitt at tcd.ie Sat Nov 13 15:54:10 2004 From: sdevitt at tcd.ie (Sean Devitt) Date: Sat, 13 Nov 2004 15:54:10 +0000 Subject: Responses to query on questions and negatives Message-ID: Dear All In August I sent out a query for material on the acquisition of negatives and / or questions in L1 and L2. In spite of the fact that it was bang in the middle of the holiday period, I got quite a lot of material. Here is what I received. I tried attaching it as a word file also, but was told that it would not be allowed through to the list. I have attached the emails and contact information for anyone who sent me material. To these especially I want to say a big thanks. If you happen to know of anything that combines the study of negatives and / or questions with the study of morphological development, that would be especially valuable. Thanks to everyone once again. Best wishes Sean Devitt info.childes feedback List of references from responses to request for material on the acquisition of questions and / or negatives, August 2004 Abdulkarim, Lamya. (2001) Complex WH questions and universal grammars: New evidence from the acquisition of negative barriers. Unpublished Ph.D. thesis. (Department of Communication Disorders), University of Massachusetts, Amherst. [?On questions involving negation and relativized minimality. This is the most sophisticated experimental work on the topic that is available? (Tom Roeper).] Bellugi, U. (1965). The development of interrogative structures in children's speech. In K. Riegel (Ed.), The development of language functions. University of Michigan Language Development Program, Report No. 8, 103-138. [suggested by C. Rowland] Bellugi, U. (1971). Simplification in children's language. In R. Huxley & E. Ingram (Eds.), Language acquisition: Models and methods (pp. 95-119). London: Academic Press. [suggested by C. Rowland] Berninger & Garvey (1982). Tag constructions: Structure & function in child discourse. Journal of Child Language, 9, 151-168. [suggested by Laura DeThorne] Bloom, Markin, & Wootten (1982). Wh-Questions: Linguistic factors that contribute to the sequence of acquisition. Child Development, 53, 1084-1092. [suggested by Laura DeThorne] Brown, R. (1968). The development of wh-questions in child speech. Journal of Verbal Learning and Verbal Behavior, 7, 279-290. [suggested by C. Rowland] Dabrowska, E. (2000). From formula to schema: The acquisition of English questions. Cognitive Linguistics, 11, 83-102 Dabrowska, E. (2000). From formula to schema: The acquisition of English questions. Cognitive Linguistics, 11, 83-102 [suggested by C. Rowland and E. Dabrowska] Dabrowska, E., Lieven, E. (in press) Towards a lexically specific grammar of children's question constructions. Cognitive Linguistics De Houwer, A. (1999). The acquisition of two languages from birth. Cambridge University Press. [You'll find an analysis of the acquisition of interrogatives and negatives by an English-Dutch bilingual child (BFLA) aged 2;7-3;4.] Dennis, Sugar, & Whitaker (1982). The acquisition of tag questions. Child Development, 53, 1254-1257. [suggested by Laura DeThorne] Derwing, T. & Smyth, R. (1988) Auxiliary inversion revisited'. Journal of the Atlantic Provinces Linguistics Association [now called Linguistica Atlantica], 1-15 [see website of journal at http://www.unb.ca/apla-alpa/journal.html] DeVilliers, J. (1991). Why questions? In T. Maxfield and B. Plunkett (Eds.), Papers in the acquisition of WH (pp. 155-173). Amherst, MA: University of Massachusetts Occasional Papers. [suggested by C. Rowland] Erreich (1984). Learning how to ask: Patterns of inversion in yes-no and wh-questions. Journal of Child Language, 11, 579-92. [suggested by Laura DeThorne] Erreich, A. (1984). Learning how to ask: Patterns of inversion in yes-no and wh-questions. Journal of Child Language, 11, 579-602. [suggested by C. Rowland] Guasti , M. (2002) Language acquisition, MIT Press. [suggested by M. Guasti and K. Wexler] Guasti, M. T., R. Thornton and K. Wexler (1995) Children?s Negative Questions: The Case of English. In D. MacLaughlin and S. McEwen (eds.) Proceedings of the Boston University Conference on Child Language Development, 19. Somerville, MA: Cascadilla Press. [suggested by K. Wexler] [The big phenomenon we discovered was that 5 yeard old normal kids can't ask negative questions correctly; they mostly double the aux: "What is she isn't eating". The generalization is that "nt" can't appear in C for these kids, is how I put it now, and I think I have some ideas. But the phenomenon is striking, and mostly replicated. (Kenneth Wexler)] Hurford, J. (1975). A child and the English question formation rule. Journal of Child Language, 2, 299-301. [suggested by C. Rowland] Johnson, C. E. (1983). The development of children's interrogatives: from formulas to rules. Papers and Reports on Child Language Development, 22. [Suggested by A. Ninio] [This study was also presented at the Stanford Child Language Forum in March 1983.] Jones & Quigley (1979). The acquisition of question formation in spoken English and ASL by two hearing children of deaf parents. Journal of Speech and Hearing Disorders, 44, 196-208. [suggested by Laura DeThorne] Klee, T. (1985). Role of inversion in children?s question development. Journal of Speech & Hearing Research, 28, 225-232. [suggested by Laura DeThorne] Kuczaj, S. A. (1976). Arguments against Hurford's 'Aux Copying Rule'. Journal of Child Language, 3, 423-427 [suggested by C. Rowland] Labov, W., & Labov, T. (1978). Learning the syntax of questions. In R. Campbell & P. Smith (Eds.), Recent advances in the psychology of language: Formal and experimental approaches (pp. 1-44). New York: Plenum Press. [suggested by C. Rowland] Mackey (1991). Input, interaction, and second language development: An empirical study of question formation in ESL. Studies in Second Language Acquisition, 21, 557-87. [suggested by Laura DeThorne] Ninio, A., & Snow, E. C. (1996). Pragmatic development. Boulder, CO: Westview Press. [The description is of the development of questions in Hebrew, but the book may have some English results as well, I can't check it now for you.] Oetting & McDonald (2001). Nonmainstream dialect use and specific language impairment. Journal of Speech, Language, & Hearing Research, 44, 207-23. [suggested by Laura DeThorne] Parnell, Amerman, & Harting (1986). Responses of language-disordered children to wh-questions. Language, Speech, & Hearing Services in Schools, 17, 95-106. [suggested by Laura DeThorne] Perales Haya, Susana (2003): La adquisici?n de la negaci?n en ingl?s por hablantes biling?es de euskera/castellano. Unpublished Ph D dissertation, University of the Basque Country. [The theme of my dissertation was the acquisition of negation in English by Basque/Spanish bilinguals.] Rowland & Pine (2000). Subject-auxiliary inversion errors and wh-question acquisition: ?What children do know?? Journal of Child Language, 27, 157-81. [suggested by Laura DeThorne] Rowland, C. F. (2000). The acquisition of wh-questions in early English multi-word speech. Unpublished doctoral dissertation, University of Nottingham, England. [suggested by C. Rowland] Rowland, C. F., & Pine, J. M. (2000). Subject-auxiliary inversion errors and wh-question acquisition: What children do know? Journal of Child Language, 27, 157-181. [suggested by C. Rowland] Rowland, C. F., Pine, J. M., Lieven, E. V. M. & Theakston, A. L. (2003). Determinants of the order of acquisition of wh-questions: Re-evaluating the role of caregiver speech. Journal of Child Language, 30, 609-636. [suggested by C. Rowland] Rowland, C. F., Pine, J. M., Lieven, E. V. M. & Theakston, A. L. (in press). The incidence of error in young children's wh-questions. Journal of Speech, Language and Hearing Research. [suggested by C. Rowland] Santelmann, L., Berk, S., Austin, J., Somashekar, S., & Lust. B. (2002). Continuity and development in the acquisition of inversion in yes/no questions: Dissociating movement and inflection, Journal of Child Language, 29, 813-842. [suggested by C. Rowland] Stromswold, K. (1990). Learnability and the acquisition of auxiliaries. Cambridge, MA: MIT Working Papers in Linguistics. [suggested by C. Rowland] Thornton, R. (1995) Children?s Negative Questions: A Production/Comprehension Asymmetry. In J. Fuller, H. Han and D. Parkinson (eds.) Proceedings of ESCOL. Published by Cornell University. [suggested by K. Wexler] Tower (2000). Questions that matter: Preparing elementary students for the inquiry process. The Reading Teacher, 53, 550-7. [suggested by Laura DeThorne] Vainikka, A. (1994). Case in the development of English syntax. Language Acquisition, 3, 257-325. [suggested by C. Rowland] Valian, V., Lasser, I., & Mandelbaum, D. (1992) Children's early questions. Unpublished manuscript, Hunter College, New York. [suggested by C. Rowland] Van Valin, R.D. (2002). The development of subject-auxiliary inversion in English wh-questions: An alternative analysis. Journal of Child Language, 29, 161-75. [suggested by Laura DeThorne] Wilcox & Leonard (1978). Experimental acquisition of wh-questions in language-disordered children. Journal of Speech and Hearing Research, 21, 220-39. [suggested by Laura DeThorne] I have just finished an experimental study on children's acquisition of English (as L1) questions (attached). The paper is currently under review (so please don't cite it yet!) but includes lots of references to studies of L1 question acquisition in English, of which Rowland and Pine (2000) is probably the best. Finally, there are two people who notified me about research in progress: Karen M. Andriacchi I work for Dr. Jon F. Miller at the Univeristy of Wisconsin - Madison. We are working on a grant involving bilingual Spanish/English children grades k-3 for which we have almost 1500 narrative retell language samples already transcribed that can be analyzed using SALT. Negatives and questions are part of SALT's Standard Word Lists. Not sure if this is helpful to you, but if so, let us know. Ben Ambridge I have just finished an experimental study on children's acquisition of English (as L1) questions (attached). The paper is currently under review (so please don't cite it yet!) but includes lots of references to studies of L1 question acquisition in English, of which Rowland and Pine (2000) is probably the best. List of email addresses and contact information from informants: Tom Roeper Ewa Dabrowska Dr Ewa Dabrowska Department of English Language and Linguistics University of Sheffield Sheffield S10 2TN telephone +44 114 2220215 fax +44 114 22768251 Ron Smyth Ron Smyth, Associate Professor Linguistics & Psychology University of Toronto Tracey Derwing Anat Ninio Susana Perales Haya Dr. Caroline Rowland School of Psychology University of Liverpool Bedford Street South Liverpool L69 7ZA Annick De Houwer Maria Teresa Guasti mariateresa.guasti at unimib.it Ben Ambridge Karen M. Andriacchi : Ponderabilia Laura DeThorne Ben Ambridge Ken Wexler Dr. Se?n Devitt, F.T.C.D. Senior Lecturer in Education, Education Department, Trinity College, University of Dublin Dublin. From lag5 at Lehigh.EDU Mon Nov 15 17:00:31 2004 From: lag5 at Lehigh.EDU (Laura Gonnerman) Date: Mon, 15 Nov 2004 12:00:31 -0500 Subject: bound roots In-Reply-To: <003901c4c8e4$8deb8e20$89287d80@DJ0C8721> Message-ID: Hi everyone, To follow up on the comments of Marc Joanisse & others, I wanted to add that in a variety of studies that I've carried out with Elaine Andersen, Mark Seidenberg, and Dave Plaut, we've been able to show that speakers are in fact sensitive to similarities in meaning and sound patterns between morphologically related words. In a series of experiments, participants showed priming effects that were modulated by the degree of overlap between word pairs, with boldly-bold priming more than lately-late, which primes more than the semantically dissimilar hardly-hard. These effects hold for different types of words, e.g., two suffixed words (saintly-sainthood) or prefixed-stem pairs (preheat-heat) or even words with no 'morphemes' per se (snarl-sneer). They also hold when the prime words are masked such that participants are unaware of the primes. And in recent imaging work with Joe Devlin, we showed that brain regions that were active for morphologically complex items overlapped with those active for semantically or orthographically related items. We found no evidence for an area dedicated to 'morphology'. All that to suggest that speakers are influenced in processing by the degree of semantic and phonological similarity between words, regardless of whether they are aware of the morphological relationships between words. As for the ?mit? words, there would certainly be behavioral effects for permit- permission type pairs, but likely not for most permit-submit pairs, which may contain a morpheme linguists recognize, but are too different in their meanings and sound patterns to influence normal lexical processing. For references beyond the one Marc mentioned, see also: Devlin, J.T., Jamison, H.L., Matthews, P.M., & Gonnerman, L.M. (2004). Morphology and the internal structure of words. Proceedings of the National Academy of Sciences, 101 (41), 14984-14988. Plaut, D.C. & Gonnerman, L.M. 2000. Are non-semantic morphological effects incompatible with a distributed connectionist approach to lexical processing? Language and Cognitive Processes, 15, 445-485. Best, Laura Gonnerman ********************************* Laura M. Gonnerman Assistant Professor Department of Psychology Chandler-Ullmann Hall Rm 339 17 Memorial Drive East Lehigh University Bethlehem, PA 18015 lag5 at lehigh.edu phone: 610 758-4967 fax: 610 758-6277 ********************************* > Dear all - > > I must admit that I am a bit puzzled by the discussion. We have always taken > it for granted, in linguistics, that knowledge of language does not refer to > conscious knowledge of language. Whether or not speakers think that a word is > complex is no doubt an interesting question from many respects, but typically, > we do not take any such reflections to be indicative of structure (for > instance, we do not necessarily take seriously native speakers thoughts about > whether sentences are complex or not or on why they may ill-formed). What, > ultimately, reflects knowledge, in the sense linguists typically mean it, is > whether speakers linguistic behavior indicates the existence of such > knowledge, at times not conscious. For instance, if a native speaker of > English has the intuition that the nominalized forms of commit, permit, emit > etc. all involve the same allomorphic change (i.e., comiSSion, permiSSion, > emiSSion), then it is at least suggestive of the fact that they know that > 'mit' has properties which cut across all its occurrences, regardless of the > fact that 'mit' is not a word and that statistically, most speakers may not > judge a word as 'permit' to be complex. Similarly, of course, for 'ceive', as > in 'reception', 'conception', 'inception', 'perception' etc. > > Hagit Borer > > >> >> ----- Original Message ----- >> >> From: Benjamin Munson >> >> To: Carolyn Chaney ; info-childes >> >> >> Sent: Friday, November 12, 2004 7:39 AM >> >> Subject: Re: bound roots >> >> >> Dear List-Mates: >> >> I feel compelled to chime in. I would like to echo Marc Joanisse's >> statement that the difference between decomposed and non-decomposed words is >> continuous rather than discrete. In addition to the reference he suggested, >> I would point you to the research of Jen Hay. She showed that the extent to >> which a derived word can be decomposed into a root-plus-derivational >> morpheme is dependent on the relative frequency of the stem and the derived >> form. This is illustrated in the following article: >> >> Hay, Jennifer (2001) Lexical Frequency in Morphology: Is Everything >> Relative? Linguistics , 39 (6), 2001, pg 1041-1070. >> >> I would also point you to other relevant papers by her: >> >> Hay, Jennifer (2002) From Speech Perception to Morphology: Affix-ordering >> Revisited. Language 78.3, 2002: 527-555. >> Hay, Jennifer and Ingo Plag (2004) What constrains possible suffix >> combinations? On the interaction of grammatical and processing restrictions >> in derivational morphology. Natural Language and Linguistic Theory 22: >> 565-596 >> >> I'm not sure that detailed analyses in these articles clearly inform >> language pedagogy (re Caroline's original question), but they are nifty and >> relevant works nonetheless, and they serve to bolster Marc's point about >> these differences being continuous. >> >> Cordially, >> Ben Munson >> Asst. Prof., Dept. of Speech-Language-Hearing Sciences >> University of Minnesota, Minneapolis >> >> At 05:49 PM 11/11/04, Carolyn Chaney wrote: >> >>> In my Language for Teachers class we were discussing various kinds of >>> morphemes, and we discovered that we had difficulty knowing if certain >>> words were free morphemes or a combo of an affix plus a bound root. This >>> was particularly difficult when the word has a syllable that looks like am >>> affix, such as mothER or DEcide. Cases where there are several like words >>> (receive, deceive, conceive) look like bound roots. Mother seems clearly >>> to be a free morpheme, as a mother is not one who moths. But what about >>> decide? inept? nonchalant? uncouth? refine? Uncouth, for example, is >>> given in texts as an affix plus bound root, but surely it doesn't mean >>> not-couth. Does anyone have a clear explanation of how to distinguish >>> words with affix-looking parts from words that really have affixes + bound >>> roots, preferably an explanation that does not require looking up >>> derivations in the dictionary? >>> >>> Thanks for the help! >>> >>> Carolyn Chaney >>> Just call me stumped > From macw at mac.com Tue Nov 16 04:07:13 2004 From: macw at mac.com (Brian MacWhinney) Date: Mon, 15 Nov 2004 23:07:13 -0500 Subject: postdoc Message-ID: 3-Year Postdoc Fellowship in Language/Reading Development The University of Hong Kong (HKU) The HKU Department of Psychology invites applicants for a 3-year post-doc fellwoship in language/reading development of English/Chinese. Fellowship award ranges from approximately US$46,000 to US$60,000 annually, depending on amount of post-PhD research experience. Start date is negotiable but needs to be sometime in 2005. If interested, please contact Professor Terry Au for more information. To find out more about the Department, please visit www.hku.hk/psychology. Terry Au Head & Chair Professor Department of Psychology The University of Hong Kong ******************************** Department of Psychology The University of Hong Kong Hong Kong Tel: (852)2859-2383 Fax: (852)2858-3518 From Florence.Chenu at univ-lyon2.fr Tue Nov 16 14:42:46 2004 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Tue, 16 Nov 2004 15:42:46 +0100 Subject: ELA2005 Emergence of Language Abilities - Lyon France - FIRST ANNOUNCEMENT Message-ID: Apologies for multiple copies. ****************************************************** ELA 2005 Emergence of Language Abilities: ontogeny and phylogeny FIRST ANNOUNCEMENT Lyon, December 8-10, 2005 (English version first ? la version fran?aise se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert (University of Nijmegen, Nijmegen, The Netherlands) Thomas Lee (University of Hong-Kong, Hong-Kong) Peter MacNeilage (University of Texas, Austin, USA) Jacques Vauclair (University of Provence, Aix-en-Provence, France) Marylin M. Vihman (University of Wales, Bangor, UK) ****************************************************** CONFERENCE LANGUAGES: French/English ****************************************************** GENERAL TOPIC: Early Language Abilities ? Comparison between ontogenetic and phylogenetic development, ? Language development before age three: phonetics, phonology, lexical semantics, morphosyntax, ? Communicative media (gestural and oral), ? Crosslinguistic and cross-species comparisons. ************************************************* DEADLINES ? December 15, 2004: submission of the intent to participate Interested participants should submit: 1) a title of their presentation 2) 3 keywords 3) address and e-mail to: Comit? d'organisation du colloque "ELA 2005" Laboratoire Dynamique du Langage ISH 14 avenue Berthelot 69363 LYON Cedex 07 France Electronic submissions are also accepted: please e-mail your proposal to ddl-ela2005 at ish-lyon.cnrs.fr ? March 1, 2005: deadline for the submission of abstracts (further information will be posted later) ? June 30, 2005: notification of acceptance of abstracts *********************************************************** ORGANIZING COMITTEE: Laboratoire Dynamique du Langage UMR 5596 (CNRS & Universit? Lyon 2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot SCIENTIFIC COMITTEE: Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger CONTACT: Sophie.Kern at univ-lyon2.fr tel : +33 (0)4 72 72 64 60 Version fran?aise ****************************************************** CONF?RENCIERS INVIT?S : Paula Fikkert (Universit? de Nim?gue, Nim?gue, Pays-Bas) Thomas Lee (Universit? de Hong-Kong, Hong-Kong) Peter MacNeilage (Universit? du Texas, Austin, ?tats-Unis) Jacques Vauclair (Universit? de Provence, Aix-en-Provence, France) Marylin M. Vihman (Universit? de Wales, Bangor, Royaume-Uni) ****************************************************** LANGUES DE COMMUNICATION : fran?ais/anglais ****************************************************** TH?ME G?N?RAL : ?mergence des capacit?s langagi?res ? Comparaison entre d?veloppement ontog?n?tique et d?veloppement phylog?n?tique, ? D?veloppement du langage avant 3 ans : phon?tique, phonologie, s?mantique lexicale, morphosyntaxe, ? Canal de communication (gestuel et oral), ? Comparaisons translinguistiques et inter-esp?ces. ************************************************* CALENDRIER ? 15 d?cembre 2004 : date limite de l?envoi de l?intention de participer Les participants int?ress?s sont invit?s ? soumettre : 1) un titre de leur pr?sentation 2) 3 mots-cl?s 3) leur adresse et e-mail au : Comit? d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14 avenue Berthelot 69363 LYON Cedex 07 FRANCE Les envois peuvent ?galement ?tre adress?s par e-mail ? : ddl-ela2005 at ish-lyon.cnrs.fr ? 1er mars 2005 : date limite pour l?envoi des r?sum?s (des informations compl?mentaires seront diffus?es ult?rieurement) ? 30 juin 2005 : r?ception de la notification de l?acceptation de la communication *********************************************************** COMIT? D?ORGANISATION : Laboratoire Dynamique du Langage UMR 5596 (CNRS & Universit? Lyon 2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot COMIT? SCIENTIFIQUE : Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger CONTACT : Sophie.Kern at univ-lyon2.fr tel : +33 (0)4 72 72 64 60 From jshguo at csuhayward.edu Wed Nov 17 18:14:37 2004 From: jshguo at csuhayward.edu (J. Guo) Date: Wed, 17 Nov 2004 10:14:37 -0800 Subject: Tenure Track Assistant Profession Position in Child Development In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From J.H.G.Boland at uva.nl Fri Nov 19 08:35:26 2004 From: J.H.G.Boland at uva.nl (Boland, J.H.G.) Date: Fri, 19 Nov 2004 09:35:26 +0100 Subject: aspect, tense and modality Message-ID: Dear CHILDES-list members, I am collecting data on the (L1) acquisition of grammatical expressions of tense, aspect and/or modality in a crosslinguistic perspective. Since I will have an overview chapter in my PhD-dissertation, I would like to include as many languages as possible. I have already collected a considerable number of references, but mainly on Western Indo-European languages. I am now especially interested in non-Indo-European languages, but any language is welcome. Can anyone help me with references? Thank you very much in advance, Best regards, Annerieke Boland Universiteit van Amsterdam/Amsterdam Center for Language and Communication a.boland at uva.nl -------------- next part -------------- An HTML attachment was scrubbed... URL: From dandjelk at f.bg.ac.yu Fri Nov 19 21:13:02 2004 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Fri, 19 Nov 2004 22:13:02 +0100 Subject: assesment of phonological discrimination Message-ID: Dear collegues, I would appreciate very much if someone could help me with a list of phonological contrasts in English that need to be tested in an assesment of phonological discrimination in preschool/school children. Regards, Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade Serbia and Montenegro -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Sat Nov 20 19:29:28 2004 From: macw at mac.com (Brian MacWhinney) Date: Sat, 20 Nov 2004 14:29:28 -0500 Subject: address update requested Message-ID: Dear Colleagues: Those of you who are members of the IASCL will receive a copy of the third and the fourth volume of TiLAR (Trends in Language Acquisition Research). The third volume, edited by Ruth Berman, entitled "Language Development across Childhood and Adolescence", is ready to be shipped now. The books will be shipped to all IASCL members using the membership list that you can find on the IASCL homepage: http://atila-www.uia.ac.be/iascl/ In order for this operation to succeed, it is of course of prime importance that we have an up to date membership list, with the correct addresses. That's why I would like to ask all of you to check your coordinates on the IASCL homepage and to signal all errors in an email to: steven.gillis at ua.ac.be and to kees.vaes at benjamins.nl Please check your address, and mail us before the first of December. The volumes will be shipped in the first week of December. Best wishes, Steven Gillis Secretary of the IASCL =========================================================== Steven Gillis Center for Dutch Language and Speech - CNTS Department of Linguistics University of Antwerp - Campus Drie Eiken Universiteitsplein 1 B-2610 Wilrijk Tel.: +32 0474 221421 (mobile) Tel.: +32 038202766 (office) Fax: +32 03 820 2762 email:steven.gillis at ua.ac.be http://cnts.uia.ac.be/cnts/ ============================================================ =========================================================== Steven Gillis Center for Dutch Language and Speech - CNTS Department of Linguistics University of Antwerp - Campus Drie Eiken Universiteitsplein 1 B-2610 Wilrijk Tel.: +32 0474 221421 (mobile) Tel.: +32 038202766 (office) Fax: +32 03 820 2762 email:steven.gillis at ua.ac.be http://cnts.uia.ac.be/cnts/ ============================================================ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1880 bytes Desc: not available URL: From macw at mac.com Mon Nov 22 00:57:59 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 21 Nov 2004 19:57:59 -0500 Subject: Cog Psych position Message-ID: From: Donna Caccamise Cognitive Psychologist, tenure track position The Institute of Cognitive Science at the University of Colorado invites applications for a full-time tenure-track position in cognitive psychology at the assistant professor level, with a starting date of Fall 2005. In exceptional cases, appointment at the early associate level will be considered. This position is available in the Institute, which is a multidisciplinary unit with representation from the departments of Computer Science; Psychology; Education; Philosophy; Linguistics; Architecture & Planning; and Speech, Language & Hearing Sciences. We seek applicants with a strong record of research in an area that integrates cognitive processes including but not limited to judgment and decision-making, discourse processes, developmental processes, and/or psycholinguistics with cognitive science. Candidates taking a developmental, neuroscience, computational, or experimental approach are all welcome. We will give strongest consideration to applicants whose work demonstrates an ability and commitment to do interdisciplinary research. Duties include graduate and undergraduate teaching, research, research supervision, and service. Applicants should send curriculum vitae, copies of representative publications, a teaching statement, a research summary, and letter from three referees to: Dr. Donna Caccamise Associate Director Institute of Cognitive Science 344UCB University of Colorado Boulder, CO 80309 For fullest consideration, please apply by January 5, 2005. Applications will continue to be accepted after this date until the position is filled. Email inquiries may be sent to donnac at psych.colorado.edu. The University of Colorado is an Equal Opportunity/Affirmative Action Employer. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1982 bytes Desc: not available URL: From y.e-rramdani at uvt.nl Fri Nov 26 09:58:14 2004 From: y.e-rramdani at uvt.nl (Yahya) Date: Fri, 26 Nov 2004 10:58:14 +0100 Subject: language tests Message-ID: Dear, I am busy making recording of my child aged now 3,5 years, speaking both Dutch and Arabic. I have been doing this from his birth on, first by means of dairies and then by audio and video recordings. From the age of 3, I have been making recording of the child in two contexts, one informal spontaneous conversations, and the other one when 'reading books for him'. Recently, I heard that there are 'translation tasks' used with the bilingual children. Do you know maybe of this type of tests, and their reliability? Do you know of any other useful tests used with bilingual children as complementary to free talks recordings? Thanks in advance, Dr. Yahya E-Rramdani Tilburg University Babylon: Centre for Studies of the Multicultural Society Tilburg University PB 90153 5000 LE Tilburg The Netherlands Tel: +31 (0)13-466.20.27 FAx: +31-(0)13-466.31.10 http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ From a.karmiloff-smith at ich.ucl.ac.uk Fri Nov 26 10:14:20 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 26 Nov 2004 10:14:20 +0000 Subject: language tests In-Reply-To: <41A70C46.12117.612BEA@localhost> Message-ID: try Ioanna Berthoud at Geneva University - she and Helga Kircher did some work on children's translation. Annette K-S >Dear, > >I am busy making recording of my child aged now 3,5 years, speaking >both Dutch and Arabic. I have been doing this from his birth on, first by >means of dairies and then by audio and video recordings. From the >age of 3, I have been making recording of the child in two contexts, >one informal spontaneous conversations, and the other one when >'reading books for him'. >Recently, I heard that there are 'translation tasks' used with the >bilingual children. Do you know maybe of this type of tests, and their >reliability? Do you know of any other useful tests used with bilingual >children as complementary to free talks recordings? > >Thanks in advance, > >Dr. Yahya E-Rramdani >Tilburg University >Babylon: Centre for Studies of the Multicultural Society >Tilburg University >PB 90153 >5000 LE Tilburg >The Netherlands >Tel: +31 (0)13-466.20.27 >FAx: +31-(0)13-466.31.10 >http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ From macw at mac.com Sun Nov 28 02:23:02 2004 From: macw at mac.com (Brian MacWhinney) Date: Sat, 27 Nov 2004 21:23:02 -0500 Subject: reminder regarding addresses Message-ID: Dear Colleagues, Steven Gillis has asked me to send out a reminder regarding his request for people to check their addresses on the IASCL homepage. We are trying to avoid wasting IASCL funds by sending copies of the TILAR books to the wrong addresses. So, if you have moved in the last 3 years, please check your address and send corrections to Steven. Here is a reposting of his previous message. --Brian MacWhinney > Dear Colleagues: > > As a member of the IASCL you will receive a copy of the third and the > fourth volume of TiLAR (Trends in Language Acquisition Research). The > third volume, edited by Ruth Berman, entitled "Language Development > across Childhood and Adolescence", is ready to be shipped now. > > The books will be shipped to all IASCL members using the membership > list that you can find on the IASCL homepage: > http://atila-www.uia.ac.be/iascl/ > > In order for this operation to succeed, it is of course of prime > importance that we have an up to date membership list, with the > correct addresses. That's why I would like to ask all of you to > check your coordinates on the IASCL homepage and to signal all errors > in an email to: > > steven.gillis at ua.ac.be > > and to > > kees.vaes at benjamins.nl > > Please check your address, and mail us before the first of December. > The volumes will be shipped in the first week of December. > > Best wishes, > > Steven Gillis > Secretary of the IASCL > From macw at mac.com Mon Nov 29 01:55:59 2004 From: macw at mac.com (Brian MacWhinney) Date: Sun, 28 Nov 2004 20:55:59 -0500 Subject: updated English MOR, POST, and %mor Message-ID: Dear Info-CHILDES, Just a quick note to inform people that I recently corrected the training set for the POSTTRAIN program. I used a new program called TRNFIX that spots all discrepancies between POST and MOR and allows the user to decide which one was right. I did this for the Brown Eve corpus which is my current training corpus. Using just the adult utterances in that corpus, I recreated the eng.db file used by POST. Kenji Sagae and I have found that training on maternal input gives better accuracy than training on maternal input plus child sentences or just child sentences. Using the new eng.db, I then went through all of the Eng-USA and Eng-UK corpora (with 6 exceptions) and produced a new disambiguated %mor line that should be now more accurate than the previous one. The major errors in the previous version were in the area of confusions of determiners with pronouns and verbs with auxiliaries. The corpora which are still "in the shop" vis a vis MOR are: Clark, Hall, Forrester, Howe, Manchester, and Wells. After these six are finished, we will be moving on to work with the English corpora in the narrative and clinical directories. --Brian MacWhinney