From TingleyEC at aol.com Sat Oct 2 03:09:48 2004 From: TingleyEC at aol.com (TingleyEC at aol.com) Date: Fri, 1 Oct 2004 23:09:48 EDT Subject: Infant Toddler Cry Samples Message-ID: Hi, Ross Thompson, who used to be a Nebraska, and may still be, once shared a tape with me that he had developed to rate different kinds of cries for affect valence. I think he has extensive data on this. Liz TIngley. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dcavar at indiana.edu Mon Oct 4 16:46:34 2004 From: dcavar at indiana.edu (Damir Cavar) Date: Mon, 4 Oct 2004 11:46:34 -0500 Subject: IU Cognitive Science Program standalone Ph.D. Message-ID: The Indiana University Cognitive Science Program is pleased to announce the inauguration of a new standalone Ph.D. in Cognitive Science. This supplements the Joint Ph.D in Cognitive Science and another discipline that we have offered for the past 15 years. Core coursework in the new program focuses on the major methodologies of the field: philosophical foundations, behavioral research, computational and mathematical modeling, and neuroscience. For their research, students will then choose an area of concentration, such as Language, Vision, or Memory, that can be investigated from the perspectives of multiple disciplines. We are accepting applications for the Fall Semester 2005 and expect to offer assistantships to all of those who are admitted. For more information, go to http://www.cogs.indiana.edu/academic/standalone.html or contact Prof. Mike Gasser at gasser at indiana.edu. -- Damir Cavar Director of the Computational Linguistics Program Indiana University - Linguistics Department & Cognitive Science Phone: wired +1 812 855-3268 air +1 812 327-8965 Web: http://mypage.iu.edu/~dcavar/ From betty at headbolt.com Mon Oct 11 16:15:35 2004 From: betty at headbolt.com (Betty Yu) Date: Mon, 11 Oct 2004 09:15:35 -0700 Subject: acquisition norms and language tests in Mandarin Message-ID: Dear List Members: I am looking for any established acquisition norms for children who speak Mandarin-Chinese in the areas of syntax, semantics, and pragmatics. I would also like to know if any Chinese standardized tests have been developed to test language abilities in these areas. I will post a summary on the listserve. Thank you for your help. Betty Yu Doctoral Student at UC Berkeley/SFSU From ks7t at andrew.cmu.edu Mon Oct 11 17:19:19 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 11 Oct 2004 13:19:19 -0400 Subject: Job Posting Message-ID: Assistant Professor: F-T 9 month tenure-track position with research and teaching focus in neurogenic communication disorders. Responsibilities include undergraduate and graduate teaching, research in areas of interest, clinical instruction, advising, and appropriate service activities. The Department of Communication Sciences administers an undergraduate major within the College of Arts & Sciences and a CAA-accredited Master's program in SLP. The University of Vermont is a Carnegie Classification "Doctoral/Research Universities-Extensive," public institution and an Affirmative Action/Equal Opportunity Employer Who Encourages Applications >From Members of Minority Groups. Ph.D. in Speech-Language Pathology or related field and CCC-SLP required. Start Date: Fall 2005. Send resume and letter of interest by December 1, 2004 to Rebecca McCauley/Barry Guitar, Professors, 489 Main Street, Pomeroy Hall, University of Vermont, Burlington, VT 05405-0010. -- From pgordon at exchange.tc.columbia.edu Mon Oct 11 19:20:55 2004 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Mon, 11 Oct 2004 15:20:55 -0400 Subject: Faculty position in speech Message-ID: Faculty Position in SLP at Teachers College, Columbia University Please bring the following announcement to any potential candidates or, if you know of someone who might be suitable, please feel free to contact Peter Gordon (pgordon at tc.edu). Someone who has research interests in infant/child speech development would be very suitable. Teachers College, Columbia University invites applications for a tenure track position in Speech Language Pathology at the level of assistant professor with a primary area of specialization in speech processes and/or speech pathology. Candidates are expected to develop a strong program of research, teach graduate courses in areas of speech and voice disorders, advise masters and doctoral students, and provide service to the Department and College. Eligibility for CCC-SLP and New York State license in speech-language pathology is desirable, and we encourage candidates who have an interest in working within an urban area with culturally/linguistically diverse populations. Send CV, cover letter, three letters of reference and selected publications to Professor Dr. Peter Gordon, Search Committee Chair, Box 180, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027. For the complete position description, please visit http://www.tc.edu/administration/vp/facultysearch.htm Peter Gordon, Associate Professor Biobehavioral Sciences Department 1152 Thorndike Hall Teachers College, Columbia University 525 West 120th Street, Box 180 New York, NY 10027 Phone: (212) 678-8162 Lab: (212) 678-8169 FAX: (212) 678-8233 E-mail: pgordon at tc.columbia.edu http://www.tc.columbia.edu/faculty/pg328/home.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Mon Oct 11 19:27:59 2004 From: nratner at hesp.umd.edu (Nan Ratner) Date: Mon, 11 Oct 2004 15:27:59 -0400 Subject: Faculty position at University of Maryland Message-ID: ASSISTANT PROFESSOR, UNIVERSITY OF MARYLAND, COLLEGE PARK. The Department of Hearing and Speech Sciences (CAA-accredited) invites applicants for a tenure track position, beginning August 2005. Qualifications include an earned doctorate in speech-language pathology, speech science, or related area. Expertise in speech production/disorders, voice/resonance, or adult neuromotor is preferred, but other areas of expertise will be considered. The successful candidate must provide evidence of research productivity, teaching experience, and the potential to establish an independent research program capable of attracting external support. Post-doctoral training and CCC-SLP are preferred. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring graduate students, and participating in departmental and university activities. Salary is negotiable, depending upon qualifications and experience. The department offers B.A., M.A., Au.D. and Ph.D. degrees and is part of the flagship campus of the University of Maryland (web page: http://www.bsos.umd.edu/hesp). The College Park campus is located in the Baltimore-Washington metropolitan area in close proximity to numerous world-renowned medical institutions and research facilities including the NIH, Walter Reed Army Medical Center, Johns Hopkins University and the University of Maryland School of Medicine. Review of applications will begin on January 3, 2005, but applications will be accepted until the position is filled. Please send a letter of application, CV, a statement of research and teaching interests, selected reprints, a transcript of graduate studies, and three letters of recommendation to: Froma P. Roth, Ph.D., Chair - Search Committee, Department of Hearing and Speech Sciences, University of Maryland, College Park, MD 20742. Please contact Dr. Roth at 301-405-4230 or froth at hesp.umd.edu if you have any questions about this position. The University of Maryland is an Affirmative Action/Equal Opportunity employer. Minorities are encouraged to apply. Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From hestere at newpaltz.edu Tue Oct 12 13:53:14 2004 From: hestere at newpaltz.edu (hestere) Date: Tue, 12 Oct 2004 09:53:14 -0400 Subject: Faculty Position in SLP at S.U.N.Y. New Paltz Message-ID: Assistant/Associate Professor, Speech-Language Pathology, State University of New York at New Paltz. Tenure track appointment. Responsibilities include teaching undergraduate and graduate courses in speech-language pathology, including child and/or adult speech and language disorders. Within this broad category, the department can entertain candidates with diverse interests. Additional responsibilities include development of a student-centered research program, participation in faculty committees, and clinical supervision if desired. Requirements include an earned doctorate in Speech-Language Pathology or a related area. CCC-SLP and clinical supervision experience preferred. Candidates should submit a letter of interest, resume, and three letters of recommendation. Please note search # F04-13 on application materials. Send materials to: Search # F04-13, Department of Communication Disorders, HUM 14A, SUNY New Paltz, 75 S. Manheim Blvd., New Paltz, NY, 12561. AA/EOE/ADA Elizabeth Hester, PhD, CCC-SLP Communication Disorders - SUNY New Paltz 75 S Manheim Blvd, Suite 6 New Paltz, NY 12561-2499 (845) 257-3465 hestere at newpaltz.edu From cam47 at psu.edu Tue Oct 12 21:19:13 2004 From: cam47 at psu.edu (Carol Anne Miller) Date: Tue, 12 Oct 2004 17:19:13 -0400 Subject: POSITION ANNOUNCEMENT--PENN STATE Message-ID: NOTICE OF POSITION VACANCY POSITION: Assistant Professor of Communication Sciences and Disorders. Full-time (9-month), Continuous, Tenure Track Appointment. QUALIFICATIONS: Ph.D. in communication sciences and disorders, education, psychology, child development, applied linguistics, or a related field with an emphasis on children's language and literacy development in multicultural contexts. Candidates with diverse areas of expertise related to language and literacy are invited to apply, e.g., phonology, dual language development, school-age language, severe needs, etc. A demonstrated record of scholarship, and promise of external funding are important. RESPONSIBILITIES: Develop a research program that will strengthen the links between research and practice in the areas of language and literacy development currently targeted by faculty in the Department of Communication Sciences and Disorders and in the interdisciplinary initiatives of Penn State's Children, Youth, and Families Consortium. The Department seeks to expand upon current faculty's expertise in multicultural issues with expertise that furthers partnerships with schools and communities, including enhancing opportunities for children from diverse cultural and linguistic backgrounds, particularly those at risk for speech and language disorders. Responsibilities include commitment to graduate and undergraduate education through teaching graduate/undergraduate courses; supervising undergraduate/graduate (M.S./Ph.D.) research and service to the Department, College, and University. STARTING DATE: Fall Semester, 2005 SALARY: Commensurate with qualifications and experience. DEADLINE: Review of credentials will begin immediately and continue until the position is filled. To receive full consideration, materials should be received prior to January 1, 2005. APPLICATION PROCEDURE: Submit letter of application, current vitae, official transcripts of terminal degree, recent publications, and three letters of reference to: Adele W. Miccio, Ph.D. Search Committee Chair Department of Communication Sciences and Disorders The Pennsylvania State University 110 Moore Building University Park, PA 16802 Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. ++++++++++++++++++++++++++++ Carol Miller, Ph.D. Dept. of Communication Sciences & Disorders Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From leachd at mail.nih.gov Wed Oct 13 11:53:19 2004 From: leachd at mail.nih.gov (Leach, Diane (NIH/NICHD)) Date: Wed, 13 Oct 2004 07:53:19 -0400 Subject: Neutralizing ending in word list Message-ID: Hi Brian. Well, that's a good question. I had been trying to get a count of word roots and I had been essentially ignoring the contracted words. The definition of word roots still seems to be up for debate. Does anyone else want to weigh in about whether a count of number of different word roots (types) should include both the root word and the contracted word ("he" and "be&3S" in the case of "he's"), or just the root of the contraction (only "he")? Diane -----Original Message----- From: Brian MacWhinney [mailto:macw at mac.com] Sent: Saturday, October 09, 2004 3:26 PM To: Leach, Diane (NIH/NICHD) Cc: 'info-chibolts at mail.talkbank.org' Subject: Re: Neutralizing ending in word list Dear Diane, Sorry about the delay in responding. I guess your goal is to treat forms like "he'd" as if they were versions of "he". You may be right that it will be tricky to do that using the % symbols. But, before going in that direction, I would like to think through with you and others, the logic of the analysis. Do you really want to say that the pronoun is the root of a cliticized form? Isn't that going against the idea that there are really two full words being contracted here. Wouldn't it be better to use the +p option and treat the tilde ~ for the clitic as a delimiter? That was the original goal underlying the +p option and it would seem to apply well in this case. --Brian MacWhinney On Oct 5, 2004, at 11:58 AM, Leach, Diane (NIH/NICHD) wrote: Hi folks. I have been trying to get a list of "root words" by taking my transcripts and neutralizing the endings on the %mor line. I was using the following command: freq +u +k -t* +t*CHI +t*MOT +t%mor +s"%|*" +s"%|*-%%" +s"%|*~%%" "*.mor.pst" This works well except when I have words in the form n|word-ENDING~CONTRACTION, such as n|dog-DIM~v|be&3S. In this case, the result is that n|dog-DIM shows up in the word list (the contraction was neutralized, but not the diminutive ending). I have tried adding +s"%|*-%%~%%" to the command line and replacing +s"%|*~%%" with +s"%|*-%%~%%", but neither of these seems to work. In the first case, nothing changes, and in the second case, it neutralizes the endings on the complex forms (e.g., n|dog-DIM~v|be&3S), but then I still have the words with contractions showing up in the word list (e.g., n|dog~v|be&3S). Any thoughts about how I could fix this? Thanks! Diane -------------- next part -------------- An HTML attachment was scrubbed... URL: From pli at richmond.edu Thu Oct 14 14:24:45 2004 From: pli at richmond.edu (Ping Li) Date: Thu, 14 Oct 2004 10:24:45 -0400 Subject: vocabulary spurt in other languages and other contexts Message-ID: Dear Colleagues, In English there has been a significant number of empirical studies of 'vocabulary spurt' or 'naming explosion' (from Stern 1924 to Ganger & Brent 2004), although findings and arguments vary widely on the timing, shape, and function of this phenomenon. I wonder to what extent this research interest is pursued in the study of other languages and in other contexts. Specifically, I am asking (1) whether vocabulary spurt has been similary observed in languages other than English, (2) whether it has been observed in early bilingualism/multilingualism, in one or the other or all target languages, and (3) whether vocabulary spurt occurs for children who show delayed language profiles or specific language impairment (though perhaps later than the normal course). I would appreciate pointers and references for these questions. If there are sufficient interesting responses, I will post a summary next week. Many thanks. Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- From leachd at mail.nih.gov Thu Oct 14 14:38:44 2004 From: leachd at mail.nih.gov (Leach, Diane (NIH/NICHD)) Date: Thu, 14 Oct 2004 10:38:44 -0400 Subject: vocabulary spurt in other languages and other contexts Message-ID: Hi Ping Li. This article may answer part of your question: Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S-Y., Pascual, L., Pecheux, M-G., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-Linguistic Analysis of Vocabulary in Young Children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75(4), 1115-1139. Diane ~*~*~*~*~*~*~*~*~*~*~*~*~*~*~ Diane B. Leach, Ph.D. Statistician Child and Family Research, NICHD, NIH 6705 Rockledge Drive, Suite 8030 Bethesda, MD 20892 301-496-6291 phone 301-496-2766 fax ~*~*~*~*~*~*~*~*~*~*~*~*~*~*~ -----Original Message----- From: Ping Li [mailto:pli at richmond.edu] Sent: Thursday, October 14, 2004 10:25 AM To: info-childes at mail.talkbank.org Subject: vocabulary spurt in other languages and other contexts Dear Colleagues, In English there has been a significant number of empirical studies of 'vocabulary spurt' or 'naming explosion' (from Stern 1924 to Ganger & Brent 2004), although findings and arguments vary widely on the timing, shape, and function of this phenomenon. I wonder to what extent this research interest is pursued in the study of other languages and in other contexts. Specifically, I am asking (1) whether vocabulary spurt has been similary observed in languages other than English, (2) whether it has been observed in early bilingualism/multilingualism, in one or the other or all target languages, and (3) whether vocabulary spurt occurs for children who show delayed language profiles or specific language impairment (though perhaps later than the normal course). I would appreciate pointers and references for these questions. If there are sufficient interesting responses, I will post a summary next week. Many thanks. Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- From bpearson at comdis.umass.edu Thu Oct 14 17:04:34 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 14 Oct 2004 13:04:34 -0400 Subject: vocabulary spurt in other languages and other contexts In-Reply-To: <51235.141.166.212.246.1097763885.squirrel@141.166.212.246> Message-ID: Dear Ping Li, We looked at this question specifically for young bilinguals in a 1994 article, Pearson, Fernandez, and Oller, Language Learning, 44:617-653, Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. (We also try to make some sense of the varying suggestions for operationalizing what would count as a spurt.) We look forward to your summary. Barbara On Oct 14, 2004, at 10:24 AM, Ping Li wrote: > Dear Colleagues, > > In English there has been a significant number of empirical studies of > 'vocabulary spurt' or 'naming explosion' (from Stern 1924 to Ganger & > Brent 2004), although findings and arguments vary widely on the timing, > shape, and function of this phenomenon. I wonder to what extent this > research interest is pursued in the study of other languages and in > other > contexts. Specifically, I am asking (1) whether vocabulary spurt has > been > similary observed in languages other than English, (2) whether it has > been > observed in early bilingualism/multilingualism, in one or the other or > all > target languages, and (3) whether vocabulary spurt occurs for children > who > show delayed language profiles or specific language impairment (though > perhaps later than the normal course). > > I would appreciate pointers and references for these questions. If > there > are sufficient interesting responses, I will post a summary next week. > > Many thanks. > > Ping Li > > > ---------------------------------------------------------------------- > Ping Li, Ph.D., Associate Professor > Director, Cognitive Science Laboratory > Department of Psychology, University of Richmond > Richmond, VA 23173, USA > Email: pli at richmond.edu > Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 > http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ > ---------------------------------------------------------------------- > > > ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2207 bytes Desc: not available URL: From lise.menn at colorado.edu Sat Oct 16 19:40:35 2004 From: lise.menn at colorado.edu (Menn, Lise) Date: Sat, 16 Oct 2004 13:40:35 -0600 Subject: need to find or create nonce-word learning assessment tool for Japanese children Message-ID: Dear colleagues, My co-author Yumiko Tanaka wants to create (or find) a word-learning-ability assessment tool for use by Japanese kindergarten teachers, as a way to screen for language disorders in Japan (it's hard to use most existing tasks that we know about, because Japanese syntax permits so much optional omission of both functors and content words in discourse). We would like to get some references that show good procedures for teaching nonwords and assessing the children's language learning. We are of course (!) familiar with the Gropen and Nelson chapters in the Menn & Bernstein Ratner book, which are relevant, with Rosemary Myerson's thesis, and with the classic Carey/Bartlett 'chromium' study, but wondered if there is something helpful that we are missing? thanks, Lise Menn -- Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor of Linguistics home fax 303-413-0017 University of Colorado Visiting Professor Office: Hellems 293 University of Hunan Mailing address: April-May UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From gelman at umich.edu Sun Oct 17 15:25:51 2004 From: gelman at umich.edu (Gelman, Susan) Date: Sun, 17 Oct 2004 11:25:51 -0400 Subject: postdoctoral fellowship Message-ID: POSTDOCTORAL SCHOLAR IN DEVELOPMENTAL PSYCHOLOGY The Developmental Psychology Program in the Department of Psychology, University of Michigan, expects to recruit one postdoctoral trainee, which may begin between June 1 and September 1, 2005. The position is for one year with the option of renewal for a second year, contingent on renewal of funding. Areas of expertise are open and the trainee may choose to work with any faculty in the program. There are 19 faculty affiliated with the developmental area and over 125 faculty in the Department of Psychology. The Developmental Psychology Website can be found at http://www.lsa.umich.edu/psych/areas/developmental/ Resources, such as laboratory space, libraries, statistical consultation, and collaboration with centers and institutes on campus are excellent. Applicants must be U.S. citizens or permanent residents. To apply, please send a vita, a cover letter describing your plan of work, and three letters of reference as soon as possible and no later than March 1, 2005 to: Dr. Frederick Morrison Department of Psychology University of Michigan 525 East University Ann Arbor, MI 48109-1109 fjmorris at umich.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Mon Oct 18 12:14:39 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Mon, 18 Oct 2004 13:14:39 +0100 Subject: When is a word not a word? Message-ID: I am attempting to analyse CDI data from the two East African languages we are working on. On the English version of the CDI there are several instances of words were either the same phonological form (if I remember correctly there is swing as a noun and as a verb) or even the same concept (water in food and drinks and water in outdoor things) occurs in different sections, and appears to be counted twice. Do people feel this is a helpful principle for such instruments? Has this principle been followed through to other languages? Do people feel parents are able to distinguish between the different uses of the same words? We have a duplication between noises and other uses of the same word in these two languages. Cats are called "nyau", and you will find this name for a cat in the dictionary. Many children, including older children, will call goats "mee". And parents say "sweet, sweet" when they want a child to eat so "sweet, sweet" (tamu-tamu) is the equivalent of "yum, yum": but "sweet" (tamu) is also a word that parents say children know. I'm not entirely sure whether to count these both as words children know a) for purposes of total vocabulary, for an individual child b) conceptually, when examining what children as a group know by a certain age. It seems as if use of the CDI in English implies a) is done, since the words are present as far as I can see; but I'm not sure about b), and both forms of these words seem to appear very early for these children. Summary will be posted as normal! Thanks very much Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 5EB UK From bpearson at comdis.umass.edu Mon Oct 18 14:43:00 2004 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 18 Oct 2004 10:43:00 -0400 Subject: When is a word not a word? In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A10707B1A5@exchange-be1.lancs.ac.uk> Message-ID: Dear Katie, Our lab worked/struggled with this question in doing a concordance between two languages for our bilingual studies. I do not think we can find a universal way to decide these questions, but we always tried to be as consistent as the different languages permitted us to be so we could make comparisons with the original instruments. (This might mean perpetuating inconsistencies, but it seemed enough justification.) I think we have to always remember that despite the name "inventory," the CDI lists are not exhaustive. There are always going to be arbitrary choices. Their value is in being "standard"--almost all children have words that aren't on them, but the CDIs are reasonably representative, and provide a benchmark that has appeared to be useful, even if not exact. As you point out, the issue (for a monolingual)is not phonological form: a child could use the same syllable in several well-defined contexts to mean different things. I think you would have no difficulty giving a child two entries for a homonym like money-bank and river-bank in two different sections. Is water that you meet in a cup distinct enough from water that you meet at the seashore to merit a separate "concept"? I think the original CDIs would say yes. I would vote for nyau in animal sounds and as a formal name under animals. But I would give the child both if she clearly used the only the sound as both a name (or label) as well as a reenactment of the kitty's noise. The same for yum-yum and sweet. They are used in different contexts or routines, so I would vote for putting them in two places and counting them separately. (But I'm sure there are others who would disagree.) It helps to have the perspective of different languages, where what is one "wordform" in one language may be two in another, like "yum-yum" and "sweet." We found lots of little Spanish kids that knew what "nigh-nigh" (for night-night) was, but would never know "night"--so we had no trouble seeing them as two entries. (Now that I say it, I don't remember if "night" is on the English CDI. In either event, if it is, I'd count them separately; if it isn't, I'd leave it out, but I wouldn't consider that I knew whether a "night-night" sayer knew "night" on the basis of "night-night.") I hope this is some help. I look forward to seeing other opinions on the matter. Cheers, Barbara On Oct 18, 2004, at 8:14 AM, Alcock, Katherine wrote: > I am attempting to analyse CDI data from the two East African > languages we are working on. On the English version of the CDI there > are several instances of words were either the same phonological form > (if I remember correctly there is swing as a noun and as a verb) or > even the same concept (water in food and drinks and water in outdoor > things) occurs in different sections, and appears to be counted twice. > > Do people feel this is a helpful principle for such instruments? Has > this principle been followed through to other languages? Do people > feel parents are able to distinguish between the different uses of the > same words? > > We have a duplication between noises and other uses of the same word > in these two languages. Cats are called "nyau", and you will find > this name for a cat in the dictionary. Many children, including older > children, will call goats "mee". And parents say "sweet, sweet" when > they want a child to eat so "sweet, sweet" (tamu-tamu) is the > equivalent of "yum, yum": but "sweet" (tamu) is also a word that > parents say children know. > > I'm not entirely sure whether to count these both as words children > know a) for purposes of total vocabulary, for an individual child b) > conceptually, when examining what children as a group know by a > certain age. It seems as if use of the CDI in English implies a) is > done, since the words are present as far as I can see; but I'm not > sure about b), and both forms of these words seem to appear very early > for these children. > > Summary will be posted as normal! > > Thanks very much > > Katie Alcock > > > > Katie Alcock, DPhil > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 5EB > UK > > > > ***************************************** 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 velleman at comdis.umass.edu Mon Oct 18 17:32:22 2004 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Mon, 18 Oct 2004 13:32:22 -0400 Subject: L2 influences In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: A question has arisen in a Mass. school system as to whether a kindergarten teacher whose first language is not English could have a negative impact on her normally-developing students' English language development by being a poor role model. (She occasionally omits function words, but is quite intelligible.) Since being bilingual is clearly not a disadvantage, it seems obvious to me that exposure to a person with a slightly different system should do no harm to a child's first language system. (And, for example, over the past 28 years I've so far been unable to detect any negative linguistic effects on my husband, who was raised by such an ESL speaker i.e. his father.) But, does anyone know of any literature that would specifically, directly address this question? Thanks. Shelley From genesee at ego.psych.mcgill.ca Mon Oct 18 17:49:23 2004 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Mon, 18 Oct 2004 13:49:23 -0400 Subject: L2 influences In-Reply-To: Message-ID: I do not know of specific studies taht address this issue, but an obvious set of counter-examples is immigrant children or children of parents who speak limited or accented English but have ample exposure to same-age peers who speak English fluently -- such children do not acquire their parents' accented or "broken" English, but learn the variety spoken by their peers. At some point, peers are a more influential model than parents -- either because there are more peer than parent models or because of identity issues. Fred Genesee At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote: >A question has arisen in a Mass. school system as to whether a >kindergarten teacher whose first language is not English could have a >negative impact on her normally-developing students' English language >development by being a poor role model. (She occasionally omits >function words, but is quite intelligible.) Since being bilingual is >clearly not a disadvantage, it seems obvious to me that exposure to a >person with a slightly different system should do no harm to a child's >first language system. (And, for example, over the past 28 years I've >so far been unable to detect any negative linguistic effects on my >husband, who was raised by such an ESL speaker i.e. his father.) But, >does anyone know of any literature that would specifically, directly >address this question? > >Thanks. > >Shelley > > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From ann.dowker at psy.ox.ac.uk Mon Oct 18 18:29:18 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 18 Oct 2004 19:29:18 +0100 Subject: L2 influences In-Reply-To: Message-ID: There has been some very interesting work on sign language development in children whose parents had acquired language after the 'sensitive period' and were providing a reduced and inconsistent model. Even in this rather extreme situation, children have improved on the model and developed 'normal' sign language. See: L. Gleitman and E.L. Newport: The invention of langauge by children: environmental and biological influences. In Daniel Levitin (ed.) Foundations of Cognitive Psychology: Core Readings. Cambridge, MA: MIT Press (pp. 685-704) Singleton, J.L. and Newport, E.L. (2004). When learners surpass their models: the acquisiton of American Sign Language from inconsistent input. Cognitive Psychology, 49, 370-407 Best wishes, Ann In message Shelley Velleman writes: > A question has arisen in a Mass. school system as to whether a > kindergarten teacher whose first language is not English could have a > negative impact on her normally-developing students' English language > development by being a poor role model. (She occasionally omits > function words, but is quite intelligible.) Since being bilingual is > clearly not a disadvantage, it seems obvious to me that exposure to a > person with a slightly different system should do no harm to a child's > first language system. (And, for example, over the past 28 years I've > so far been unable to detect any negative linguistic effects on my > husband, who was raised by such an ESL speaker i.e. his father.) But, > does anyone know of any literature that would specifically, directly > address this question? > > Thanks. > > Shelley > > > From quay at icu.ac.jp Mon Oct 18 19:23:24 2004 From: quay at icu.ac.jp (quay at icu.ac.jp) Date: Tue, 19 Oct 2004 04:23:24 +0900 Subject: L2 influences In-Reply-To: <4.1.20041018134622.00f74c10@ego.psych.mcgill.ca> Message-ID: Dear Shelley, I have a paper that is coming out soon that addresses your concerns to a certain extent: Quay, S. (2004). ?Caregiver input and language development?. In Gordon Fulto n, William J. Sullivan & Arle R. Lommel (eds.), LACUS forum XXX: Language, T hought and Reality. Houston, Linguistic Association of Canada and the U.S., pp. 227-234. My paper examined the effects of the discourse of non-native versus native c aregivers on a three-year-old child?s acquisition and use of German. The int eractions between the child and his German-speaking interlocutors ? a non-na tive Chinese babysitter who was just learning how to speak in German and a n ative German babysitter ? were evaluated in terms of discourse structure and syntactic constructions. The child?s utterances were also compared to the u tterances of his monolingual daycare peers. It was concluded that the impact of the speech of non-native caregivers are not of immense linguistic signif icance as long as children are also exposed to native speakers in their envi ronment. In my studies of trilingual children, I have also found, as Fred de scribes, that the peer model is stronger than parental models when trilingua l children speak mainly the language of their peers rather than their home l anguages. Best wishes, Suzanne > I do not know of specific studies taht address this issue, but an obvious > set of counter-examples is > immigrant children or children of parents who speak limited or accented > English but have ample > exposure to same-age peers who speak English fluently -- such children do > not acquire their parents' accented or > "broken" English, but learn the variety spoken by their peers. > > At some point, peers are a more influential model than parents -- either > because there are more peer than parent models > or because of identity issues. > > Fred Genesee > > At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote: >>A question has arisen in a Mass. school system as to whether a >>kindergarten teacher whose first language is not English could have a >>negative impact on her normally-developing students' English language >>development by being a poor role model. (She occasionally omits >>function words, but is quite intelligible.) Since being bilingual is >>clearly not a disadvantage, it seems obvious to me that exposure to a >>person with a slightly different system should do no harm to a child's >>first language system. (And, for example, over the past 28 years I've >>so far been unable to detect any negative linguistic effects on my >>husband, who was raised by such an ESL speaker i.e. his father.) But, >>does anyone know of any literature that would specifically, directly >>address this question? >> >>Thanks. >> >>Shelley >> >> From wulfeck at crl.ucsd.edu Mon Oct 18 20:44:34 2004 From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck) Date: Mon, 18 Oct 2004 13:44:34 -0700 Subject: 2005 DOCTORAL PROGRAM ANNOUNCEMENT In-Reply-To: Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Beverly Wulfeck (SDSU) and Jeff Elman & David Swinney (UCSD) Program Directors APPLICATION DEADLINE for FALL, 2005: JANUARY 20, 2005 To obtain admission information and to download our application for Fall 2005 visit our website at: http://chhs.sdsu.edu/SLHS/phdmain.php AIMS AND OBJECTIVES: The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in normal (spoken and signed) and abnormal language, and in the neural bases of language learning, use and loss. Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. We also have a means for students wishing to complete their CFY while enrolled in our program. GOALS: To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. Doctoral faculty will be attending ASHA in Philadelphia in November. Interested students planning on attending these meetings are invited to contact us to arrange to meet us. For questions please call, email or write to: SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu From awm4 at psu.edu Tue Oct 19 02:04:08 2004 From: awm4 at psu.edu (Adele Miccio) Date: Mon, 18 Oct 2004 22:04:08 -0400 Subject: truncation patterns in Spanish Message-ID: Dear Colleagues, Is anyone aware of any phonological acquisition research that describes truncation patterns of monolingual Spanish speaking children's attempts to produce multisyllabic words? I have found literature on truncation patterns of bilingual children's acquisition of Spanish and a second language, but none on monolingual Spanish. Please reply to me at awm4 at psu.edu. Thank you, Adele ******************************************************* Adele W. Miccio, Ph.D. Associate Professor Communication Sciences and Disorders and Applied Linguistics Department of Communication Sciences and Disorders 219 Moore Building The Pennsylvania State University University Park, PA 16802 Office Telephone: (814) 863-2018 FAX: (814) 863-3759 Internet: awm4 at psu.edu Laboratory Telephone: (814) 865-9954 ******************************************************** From a.karmiloff-smith at ich.ucl.ac.uk Tue Oct 19 10:57:07 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Tue, 19 Oct 2004 11:57:07 +0100 Subject: L2 influences In-Reply-To: <4.1.20041018134622.00f74c10@ego.psych.mcgill.ca> Message-ID: or perhaps because it is a more consistent model. At 13:49 -0400 18/10/04, Fred Genesee wrote: >I do not know of specific studies taht address this issue, but an obvious >set of counter-examples is >immigrant children or children of parents who speak limited or accented >English but have ample >exposure to same-age peers who speak English fluently -- such children do >not acquire their parents' accented or >"broken" English, but learn the variety spoken by their peers. > >At some point, peers are a more influential model than parents -- either >because there are more peer than parent models >or because of identity issues. > >Fred Genesee > >At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote: >>A question has arisen in a Mass. school system as to whether a >>kindergarten teacher whose first language is not English could have a >>negative impact on her normally-developing students' English language >>development by being a poor role model. (She occasionally omits >>function words, but is quite intelligible.) Since being bilingual is >>clearly not a disadvantage, it seems obvious to me that exposure to a >>person with a slightly different system should do no harm to a child's >>first language system. (And, for example, over the past 28 years I've >>so far been unable to detect any negative linguistic effects on my >>husband, who was raised by such an ESL speaker i.e. his father.) But, >>does anyone know of any literature that would specifically, directly >>address this question? >> >>Thanks. >> >>Shelley >> >> > >Psychology Department Phone: 1-514-398-6022 >McGill University Fax: 1-514-398-4896 >1205 Docteur Penfield Ave. >Montreal QC >Canada H3A 1B1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From marinova at interchange.ubc.ca Tue Oct 19 18:22:23 2004 From: marinova at interchange.ubc.ca (Stefka H. Marinova-Todd) Date: Tue, 19 Oct 2004 11:22:23 -0700 Subject: Oral proficiency measures in Tagalog Message-ID: Dear Info-CHILDES, We are developing a research project to examine the oral proficiency of language-minority/ESL-learning children who come from homes where Tagalog is the dominant language. We would appreciate any leads to measures that have already been developed/adapted for Tagalog in the domains of receptive (e.g., PPVT) and productive vocabulary, morphosyntax and any other areas of language knowledge. We will be glad to post here the summary of responses that we receive. Thank you, Stefka Marinova-Todd -- ____________________________________________ Stefka H. Marinova-Todd, Assistant Professor School of Audiology and Speech Sciences University of British Columbia 5804 Fairview Avenue Vancouver, B.C., CANADA V6T 1Z3 tel: (604) 822-0276 fax: (604) 822-6569 From silliman at cas.usf.edu Wed Oct 20 17:20:12 2004 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Wed, 20 Oct 2004 13:20:12 -0400 Subject: Assistant Professor Position in Communication Sciences & Disorders -- University of South Florida Message-ID: Assistant Professor, University of South Florida, Tampa, Florida. The Department of Communication Sciences and Disorders invites applicants for one new tenure track 9-month position, beginning August 2005, contingent upon funding. Minimum qualifications include an earned research doctorate in communication sciences/disorders or a related discipline conferred by August 22, 2005 in order to be appointed as an Assistant Professor. Preferred qualifications include (1) expertise in neuroscience of communication, with a research specialty in one or more of the following: (a) motor speech disorders, (b) developmental disabilities, such as Autism Spectrum Disorders, (c) fluency, or (d) anatomy & physiology of the speech and language mechanism; however, strong applications with other specializations are welcome, especially those that complement the research strengths of the faculty; (2) CCC-SLP and Florida license eligibility; (3) evidence of potential to establish an independent research program capable of attracting external support. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring masters and doctoral students, and participating in departmental and university activities. Salary is negotiable depending upon qualifications and experience. As the largest Department of Communication Sciences and Disorders in the State of Florida (www.cas.usf.edu/csd ), the Department offers B.A., M.S., Au.D. and Ph.D. degrees as well as interdisciplinary degrees with the Departments of Psychology and Special Education. The Department maintains a full service community clinic which offers a full range of speech, language, and hearing services. Graduate students are provided opportunities to study in selected settings among more than 200 affiliated practice sites. USF is a Carnegie Foundation Doctoral/Research Extensive University, the second largest recipient of extramural funding in the state university system, and one of Florida's three designated Research I Universities. Founded in 1956, USF is the largest metropolitan university in the Southeastern United States, serving 42,000 students in 10 colleges on campuses in Tampa, Lakeland, St. Petersburg, and Sarasota-Manatee. USF offers degree programs in 80 undergraduate disciplines, over 100 master's and specialists programs, and 30 doctoral programs, including the M.D. Applications must be received by December 1, 2004. Send application letter, CV, selected publication reprints, and three letters of reference to: Jacqueline Hinckley, Ph.D., University of South Florida, Department of Communication Sciences & Disorders, 4202 East Fowler Ave., PCD1017, Tampa, FL 33620-8150; Phone 813-974-7468; Fax 813-974-0822 (email: jhinckle at chuma1.cas.usf.edu ). The University of South Florida is an AA/EO/EA institution. According to Florida law, applications and meetings regarding them are open to the public. For disabilities accommodation please call Peggy Ott at 813-974-9780 (email: pott at chuma1.cas.usf.edu). Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences Director, CSD Ph.D Program University of South Florida PCD 1017 Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822 From ben.ambridge at liverpool.ac.uk Thu Oct 21 11:08:29 2004 From: ben.ambridge at liverpool.ac.uk (Ben Ambridge) Date: Thu, 21 Oct 2004 12:08:29 +0100 Subject: Russian Corpora Message-ID: Dear Info-CHILDES I am planning to investigate optional infinitive behaviour in Russian and am looking for suitable corpora. I know there are a couple already on the CHILDES database, but wondered if anyone has any further corpora (including any in preparation) which they may be willing to make available. Thanks Ben Ambridge University of Liverpool +44 (0)151 794 1109 Ben.Ambridge at Liverpool.ac.uk From a.karmiloff-smith at ich.ucl.ac.uk Thu Oct 21 11:34:45 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 21 Oct 2004 12:34:45 +0100 Subject: a question from my brother Message-ID: > just a quick point: do you know of a good reference to support within > gender differences in brain function and behaviour as being greater than > between gender diffs? can anyone help? Is the statement true? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From DaleP at health.missouri.edu Thu Oct 21 13:16:16 2004 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Thu, 21 Oct 2004 08:16:16 -0500 Subject: a question from my brother Message-ID: Depending on your interpretation of the phrase "brain function," this statement is almost trivially true. For virtually every language and cognitive measure (and I suspect socio-emotional measure as well, though I'm not as familiar with that domain), gender differences are relatively tiny compared to within-gender variation, typically not accounting for more than 5% of the variance. On the other hand, if you mean *direct* measures of brain function, e.g., glucose uptake, areas activated during specific cognitive functions, that's another matter, and I leave to the experts. But I'd be mighty surprised if the same conclusion didn't emerge there. Note also that the relatively few behavioural genetic studies which have addressed the question generally show that the same genes affect performance in males and females. Philip Dale -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Professor Annette Karmiloff-Smith Sent: Thu 10/21/2004 06:34 To: info-childes at mail.talkbank.org Subject: a question from my brother > just a quick point: do you know of a good reference to support within > gender differences in brain function and behaviour as being greater than > between gender diffs? can anyone help? Is the statement true? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From jr111 at hermes.cam.ac.uk Fri Oct 22 12:45:45 2004 From: jr111 at hermes.cam.ac.uk (James Russell) Date: Fri, 22 Oct 2004 13:45:45 +0100 Subject: Spanish verbs 'to be' Message-ID: Does anybody know of research into Spanish childrens' ability to employ the correct form of the two verbs 'to be' in Spanish (ser - permanent predicates; and estar - temporary predicates)? Jim Russell (Cambridge, UK) -------------- next part -------------- An HTML attachment was scrubbed... URL: From diane-beals at utulsa.edu Fri Oct 22 13:13:54 2004 From: diane-beals at utulsa.edu (Diane Beals) Date: Fri, 22 Oct 2004 08:13:54 -0500 Subject: Assistant Professor Position at University of Tulsa Message-ID: Please circulate this to your students and colleagues -- we are hoping that a people from a broad range of disciplines and fields apply. Thanks! From diane-beals at utulsa.edu Fri Oct 22 13:36:54 2004 From: diane-beals at utulsa.edu (Diane Beals) Date: Fri, 22 Oct 2004 08:36:54 -0500 Subject: assistant professor position at University of Tulsa Message-ID: Please circulate this to your students and colleagues -- we are hoping that people from a broad range of disciplines and fields apply. Thanks! Education. The University of Tulsa invites applications for one tenure-track assistant professor position to join the faculty of a small but vibrant School of Education whose dual mission is to expand the knowledge base in education and prepare teachers as public intellectuals in schools. We seek scholars with doctorates, research agendas and experience, and teaching experience in K-12 schools. Preferred candidates will have demonstrated expertise in at least two of the following areas: quantitative research design and data analysis, K-12 mathematics, cultural anthropology, sociology, developmental psychology, and/or history of education. Responsibilities include pursuing an agenda of scholarship and research; teaching courses in teacher education undergraduate and masters programs; and supervising students in field placements. Review of applications begins December 1, 2004 and continues until the position is filled. Send: (1) letter of application specifically addressing qualifications, research experience, and research, (2) curriculum vitae, (3) three letters of reference, and (4) two samples of scholarly writing, to: Dr. Diane Beals, Director, School of Education, University of Tulsa, 600 S. College Avenue, Tulsa, OK 74104. From pli at richmond.edu Fri Oct 22 19:33:37 2004 From: pli at richmond.edu (Ping Li) Date: Fri, 22 Oct 2004 15:33:37 -0400 Subject: Summary: vocabulary spurt in other languages and other contexts Message-ID: Dear Colleagues, As promised, I am posting a summary of the responses regarding my question on vocabulary spurt in other languages and in other contexts. Thanks go to the following colleagues who have provided detailed information: John Bonvillian, Eve Clark, Hilke Elsen, Natalia Gagarina, Diane Leach, Elena Nicoladis, Barbara Pearson, July Reilly, and Yasuhiro Shirai. (1) There is evidence that vocabulary spurt occurs in other languages, including Chinese, German, Korean, and Russian, although the timing and shape of it may be different from English. Some useful references provided are: Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S-Y., Pascual, L., Pecheux, M-G., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-Linguistic Analysis of Vocabulary in Young Children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75(4), 1115-1139. Elsen, H. 1996. Two routes to language. Stylistic variation in one child. First Language 16. 141-158. Natalia Gagarina & Dagmar Bittner. On correlation between the emergence of finite verbs and the development of utterances in Russian and German. Berlin: ZAS Papers in Linguistics/ 2004/33, 13-38. Voeikova, M., & N. Gagarina. MLU, first lexicon, and the early stages in the acquisition of case forms by two Russian children. In /LINCOM studies in theoretical linguistics 29: Pre- and Protomorphology. Early Phases of Morphological Development in Nouns and Verbs/, ed. M. Voeikova and W.U. Dressler, 115-131. (2) One article that has examined vocabulary spurt in bilingualism is: Pearson, Barbara Zurer and Sylvia C. Fernandez (1994). Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. Language Learning 44:4, 617-653. (3) Two articles, one showing no apparent spurt, another showing a less steep acceleration in the sign language domain, are: Anderson, D. & Reilly, J. (2002). The MacArthur Communicative Development Inventory: The Normative Data for American Sign Language. Deaf Studies and Deaf Education,7:83-106. Bonvillian, J., Orlansky, M., Novack, L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 54, 1435-1445. My own summary of the English literature is this: While there is a great deal of interest in vocabulary spurt (e.g., Bates & Carnevale, 1993; Bates & Goodman, 1997; Elman et al., 1996; McCarthy, 1946; van Geert, 1991; Woodward et al., 1994), there has been no satisfactory integrative account. Previous research has debated on (1) whether vocabulary spurt occurs as a function of variables intrinsic to word learning (e.g., phonological ability, lexical representation, or word retrieval ability) or variables related to general cognitive development (e.g., categorization ability, naming insight, or symbol insight), (2) whether the spurt is restricted to particular types of words (nouns versus other types) or to particular modality (production versus comprehension), and (3) whether the spurt differs for individual children in when it occurs, how it occurs, or whether it occurs at all (Bloom, 2000; Dapretto & Bjork, 2000; Ganger & Brent, 2004; Gopnik & Meltzoff, 1987; McShane, 1980; Reznick & Goldfield, 1990, 1992; Plunkett, 1993; Woodward et al., 1994). With best wishes, and happy ‘vocab-spurting’. Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- From ellmcf at nus.edu.sg Sat Oct 23 08:08:04 2004 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sat, 23 Oct 2004 16:08:04 +0800 Subject: Spanish verbs 'to be' Message-ID: Dear Jim, I don't know of research on this for Spanish, but there is at least this one study about Portuguese: Lemos, C. T. G. d. (1987). 'Ser' and 'estar' in Brazilian Portuguese: with particular reference to child language acquisition, Tübingen, Germany, Gunter Narr Verlag. If this is of interest and you can't find the study elsewhere, I can give you a URL to a library from where you may be able to borrow it. 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 James Russell Sent: Friday, 22 October, 2004 8:46 PM To: info-childes at mail.talkbank.org Subject: Spanish verbs 'to be' Does anybody know of research into Spanish childrens' ability to employ the correct form of the two verbs 'to be' in Spanish (ser - permanent predicates; and estar - temporary predicates)? Jim Russell (Cambridge, UK) -------------- next part -------------- An HTML attachment was scrubbed... URL: From slornat at psi.ucm.es Sat Oct 23 10:33:30 2004 From: slornat at psi.ucm.es (susana lopez ornat) Date: Sat, 23 Oct 2004 11:33:30 +0100 Subject: Spanish verbs 'to be' Message-ID: Spanish verbs 'to be'You could use this research where one of us (Javier del Castillo) worked in the compared (English children) acquisition of the Spanish "ser-estar" contrast as related to Object versus Event notions: M.D.Sera, E.L.Reittinger & J.del Castillo (1991) Developing definitions of Objects and Events in English and Spanish speakers. Cognitive Development, 6, 119-142. Susana López Ornat Equial: www.ucm.es/info/equial Universidad Complutense, Madrid -------------- next part -------------- An HTML attachment was scrubbed... URL: From crowland at liverpool.ac.uk Tue Oct 26 08:53:54 2004 From: crowland at liverpool.ac.uk (Caroline Rowland) Date: Tue, 26 Oct 2004 09:53:54 +0100 Subject: Research Assistants Required Message-ID: Dear all, Please find below two adverts for two Research Assistants, one based at the University of Liverpool, UK, and one based at the University of Manchester, UK. The adverts are slightly different because of the differing requirements of the 2 institutions, but the RAs will be working on the same project and carrying out very similar tasks. Applicants are welcome to apply for both jobs but will be required to apply separately to each institution. Thanks, Caro THE UNIVERSITY OF LIVERPOOL SCHOOL OF PSYCHOLOGY RESEARCH ASSISTANT Approx. £19,460 p.a. An ESRC-funded research position is available to work on a study of early language development. The post will involve collecting and analysing language data from 3-year-olds. Applicants should have a good first degree in psychology, linguistics or a related discipline, good computer skills and experience of working with preschool or primary school aged children. If possible, applicants should have knowledge of how to conduct studies with children, experience of statistical software packages, a clean driving licence and their own car. The post is tenable for two years. Informal enquiries to Dr Caroline Rowland, School of Psychology; 0151-794-1120, email: crowland at liverpool.ac.uk Quote Ref:B/373 Closing Date: Wednesday 17th November Further particulars and details of the application procedure should be requested from the Director of Personnel, The University of Liverpool, Liverpool L69 3BX on 0151 794 2210 (24 hr answerphone), via email:jobs at liv.ac.uk or are available online at http://www.liv.ac.uk/university/jobs.html THE UNIVERSITY OF MANCHESTER SCHOOL OF PSYCHOLOGICAL SCIENCES RESEARCH ASSISTANT (Ref: 1122/04) This study you will be working on follows on from previous work on language development on children between the ages of 2-3 years, and is aimed at discovering how children build up an adult-like grammar, in particular focusing on children’s knowledge of auxiliaries. You will be responsible for recruiting families of 3-year-old children to the study, collecting naturalistic tape-recorded language data in their homes on a regular basis, and transcribing the data. You will also be required to work with the children, using tasks aimed at eliciting structures - which children produce rather rarely but are important for understanding their grammatical development. You should have a good first degree in psychology, linguistics or a related discipline, good computer skills and experience of working with preschool or primary school aged children. You should have a clean driving licence and their own car. Experience of statistical software packages and knowledge of how to conduct studies with children is desirable. The post is tenable for two years Salary in the region of £19,460 p.a. Closing date for applications: Wednesday 17th November. This post is subject to an enhanced criminal records disclosure check. Informal enquiries to Dr Anna Theakston, School of Psychological Sciences on 0161-275-2600, email: anna.l.theakston at manchester.ac.uk Quote Ref: 1122/04. Closing Date: Wednesday 17th November Further particulars and application forms are available from the Directorate of Human Resources, The University of Manchester Oxford Road, Manchester M13 9PL. (telephone 0161 275 2028; Fax 0161 275 2471; Minicom 0161 275 7889; E-mail personnel at man.ac.uk; Website http//www.man.ac.uk). The University will actively foster a culture of inclusion and diversity and will seek to achieve true equality of opportunity for all members of its community. Dr. Caroline Rowland School of Psychology University of Liverpool Bedford Street South Liverpool L69 7ZA Tel: 0151 794 1120 Fax: 0151 794 2945 From pli at richmond.edu Tue Oct 26 16:14:47 2004 From: pli at richmond.edu (Ping Li) Date: Tue, 26 Oct 2004 12:14:47 -0400 Subject: election and science Message-ID: Dear Colleagues, The U.S. Presidential Election is a week away from today. As the editors of Scientific American have indicated, this election has enormous consequences for the future of science. Therefore, we would like to take a quick sampling of the preference of scientists in our field for either of the two major presidential candidates. We promise that this poll should take you only 5 seconds. Click the following website, and simply check your education level and current professional status, your preference for one of the two candidates, and whether you are likely to vote. http://cogsci.richmond.edu/election.html Thank you. Sincerely Ping Li -------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1184 bytes Desc: not available URL: From asheldon at tc.umn.edu Tue Oct 26 18:32:52 2004 From: asheldon at tc.umn.edu (Amy Sheldon) Date: Tue, 26 Oct 2004 13:32:52 -0500 Subject: election and science In-Reply-To: <282950D5-276A-11D9-9FA2-0003936B3B0A@richmond.edu> Message-ID: What use will you make of this? Amy Sheldon On Tue, 26 Oct 2004, Ping Li wrote: > Dear Colleagues, > > The U.S. Presidential Election is a week away from today. As the > editors of Scientific American have indicated, this election has > enormous consequences for the future of science. Therefore, we would > like to take a quick sampling of the preference of scientists in our > field for either of the two major presidential candidates. We promise > that this poll should take you only 5 seconds. Click the following > website, and simply check your education level and current professional > status, your preference for one of the two candidates, and whether you > are likely to vote. > > http://cogsci.richmond.edu/election.html > > Thank you. > > Sincerely > Ping Li > > > -------------------------------------------- > Ping Li, Ph.D., Associate Professor > Director, Cognitive Science Laboratory > Department of Psychology, University of Richmond > Richmond, VA 23173, USA > Email: pli at richmond.edu > Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 > http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ > ---------------------------------------------------------------------- From pli at richmond.edu Tue Oct 26 18:43:47 2004 From: pli at richmond.edu (Ping Li) Date: Tue, 26 Oct 2004 14:43:47 -0400 Subject: election and science In-Reply-To: Message-ID: Dear Amy and colleagues, I will post a summary of results and the rationale of this to the list later on. At this point detailed information might affect people's responses. By the way, there has been an overwhelming number of responses! Ping Li > What use will you make of this? > Amy Sheldon > > > On Tue, 26 Oct 2004, Ping Li wrote: > >> Dear Colleagues, >> >> The U.S. Presidential Election is a week away from today. As the >> editors of Scientific American have indicated, this election has >> enormous consequences for the future of science. Therefore, we would >> like to take a quick sampling of the preference of scientists in our >> field for either of the two major presidential candidates. We promise >> that this poll should take you only 5 seconds. Click the following >> website, and simply check your education level and current professional >> status, your preference for one of the two candidates, and whether you >> are likely to vote. >> >> http://cogsci.richmond.edu/election.html >> >> Thank you. >> >> Sincerely >> Ping Li >> >> >> -------------------------------------------- >> Ping Li, Ph.D., Associate Professor >> Director, Cognitive Science Laboratory >> Department of Psychology, University of Richmond >> Richmond, VA 23173, USA >> Email: pli at richmond.edu >> Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 >> http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ >> ---------------------------------------------------------------------- > From macw at mac.com Tue Oct 26 19:24:00 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 26 Oct 2004 15:24:00 -0400 Subject: password Message-ID: Dear Info-CHILDES, In order to access the FileMaker membership list from the CHILDES homepage, you need to enter "babbling" as the username and "babbling" as the password. I need to post a reminder about this about once a year, since newer readers of the list may not know the password. --Brian MacWhinney From kamil at hawaii.edu Tue Oct 26 19:24:42 2004 From: kamil at hawaii.edu (Kamil Ud Deen) Date: Tue, 26 Oct 2004 09:24:42 -1000 Subject: Schedule & Pre-registration for GALANA 2004 (17-20 Dec.) Message-ID: 25 October 2004 GALANA 2004 is pleased to announce that the entire talk and poster schedule is now available on the GALANA website. (Links to abstracts will be added soon.) Pre-registration information and forms are also now available for downloading from the website. http://www.ling.hawaii.edu/galana/ ***Pre-registration deadline: 15 November 2004*** The pre-registration form is combined with the signup sheet for the special events. Information about the special events can be found at: http://www.ling.hawaii.edu/galana/special_events.html Please direct any questions to: galana at hawaii.edu Sincerely, The GALANA 2004 Organizing Committee From dthal at mail.sdsu.edu Tue Oct 26 19:43:12 2004 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 26 Oct 2004 12:43:12 -0700 Subject: speech scientist position at SDSU Message-ID: Speech Scientist (Rank Open): San Diego State University invites applications for a tenure-track faculty position. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels in the area of speech sciences, supervising theses/dissertations, and pursuing a research program in the area of personal scholarly interests. Looking for a person to develop and direct a speech science laboratory, and to build collaborations with key faculty at SDSU, UCSD, and nationally. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://chhs.sdsu.edu/slhs/). Position closes January 30, 2005, with employment to begin August, 2005. Send letter of interest, description of research program, evidence of teaching excellence, vita, reprints, and 3 letters of recommendation to: Dr. Beverly Wulfeck, Interim Chair, School of Speech, Language, and Hearing Sciences, San Diego State University, bwulfeck at mail.sdsu.edu with copies to Dr. Donna Thal, search committee chair, dthal at mail.sdsu.edu. San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. Donna J. Thal, Ph.D. Distinguished Professor School of Speech, Language, and Hearing Sciences San Diego State University Joint Doctoral Program in Language and Communicative Disorders San Diego State University and University of California, San Diego Research Scientist Center for Research on Language University of California, San Diego Address: Developmental Psycholinguistics Laboratory 6330 Alvarado Road Suite 231 San Diego, CA 92120-1850 Phone: Lab 619-594-6350 Office 619-594-7110 Fax 619-594-4570 http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL -------------- next part -------------- An HTML attachment was scrubbed... URL: From dthal at mail.sdsu.edu Tue Oct 26 19:41:28 2004 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 26 Oct 2004 12:41:28 -0700 Subject: child language/neuroscience specialist position at SDSU Message-ID: Child language/Neuroscience specialist (Rank Open): San Diego State University invites applications for a tenure-track faculty position. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels in the area of pediatric neuroscience and language development, supervising theses/dissertations, and pursuing a research program in the area of personal scholarly interests. Looking for a person with skills in one of more of the following areas: language acquisition and childhood language disorders (may be early development and disorders, SLI, bilingual language development, autism, etc.), neuro-functional and neuroanatomical correlates of language development, genetics of developmental language disorders. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://chhs.sdsu.edu/slhs/). First priority will be given to applications received by January 30, 2005 with position to remain open until filled; employment to begin Fall semester 2005. Send letter of interest, description of research program, evidence of teaching excellence, vita, reprints, and 3 letters of recommendation to: Dr. Beverly Wulfeck, Interim Director, School of Speech, Language, and Hearing Sciences, San Diego State University, bwulfeck at mail.sdsu.edu, with copies to Dr. Donna Thal, Search Committee Chair, dthal at mail.sdsu.edu. San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. Donna J. Thal, Ph.D. Distinguished Professor School of Speech, Language, and Hearing Sciences San Diego State University Joint Doctoral Program in Language and Communicative Disorders San Diego State University and University of California, San Diego Research Scientist Center for Research on Language University of California, San Diego Address: Developmental Psycholinguistics Laboratory 6330 Alvarado Road Suite 231 San Diego, CA 92120-1850 Phone: Lab 619-594-6350 Office 619-594-7110 Fax 619-594-4570 http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Oct 27 15:21:25 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 27 Oct 2004 11:21:25 -0400 Subject: Position- University of Reading Message-ID: Lectureship (Assistant Professor) in Clinical Linguistics/Speech and Language Therapy (Pathology) ­ University of Reading, UK. Closing Date: 29/11/2004 Reference Number: AC0435 Department: School of Linguistics and Applied Language Studies Post Type: Full-time, Permanent from 1 January 2005 (start date is flexible) Payscale: Lecturer B, £27,989 to £35,883 p.a. Contact Details: Application form and further details available from Personnel Office, The University of Reading, Whiteknights, PO Box 217, Reading, RG6 6AH. Telephone (0118) 378 6771 (answerphone). E-mail: Personnel at reading.ac.uk giving name and full address. Applications forms and further particulars are also available from www.reading.ac.uk/Jobs. Interviews are likely to be held week commencing 29 November 2004. Please quote reference number. Description: You will be committed to high quality, innovative academic and clinical teaching at undergraduate and postgraduate levels and you will be a good team player. You will have a higher degree and ideally some teaching experience in at least one aspect of language disorders in children. You will be active in clinically related research and will be expected to play a role in developing clinical research in an area of developmental speech/language disorders. A clinical qualification in speech and language therapy is essential. From pm at sfsu.edu Thu Oct 28 20:48:50 2004 From: pm at sfsu.edu (Philip Prinz) Date: Thu, 28 Oct 2004 13:48:50 -0700 Subject: Tenure Track Faculty Position: Deaf and Hard of Hearing Message-ID: From: pm at sfsu.edu Subject: Tenure Track Faculty Position: Deaf and Hard of Hearing Date: October 28, 2004 1:44:57 PM PDT To: slling-l at majordomo.valenciacc.edu The Department of Special Education at San Francisco State University is seeking applicants for a tenure-track Assistant Professor faculty position with emphasis in the Deaf and Hard of Hearing area. Please circulate this announcement to your colleagues and students. Thank you. Dr. Philip Prinz Department of Special Education San Francisco State University September, 2004 ASSISTANT PROFESSOR TENURE-TRACK FACULTY POSITION Special Education – Deaf and Hard of Hearing The Deaf and Hard of Hearing emphasis area in the Department of Special Education at San Francisco State University prepares graduate students for careers as teachers and program administrators serving elementary-age and secondary-age students with deafness or significant hearing loss. The department seeks individuals with background in Special Education for students with deafness or significant hearing loss, and with a familiarity with the principles and philosophy of the primary modes of communication among individuals who are deaf or hard of hearing, including: lip-reading, oral-auditory modes of communication, manually coded English (SEE), and American Sign Language. In addition, applicants also should be trained in family-centered services, diversity, inclusion, and collaboration among educators and related providers and systems. Candidates for this position need to reflect an ability to train personnel to assume a variety of positions within schools and agencies as teachers, leaders, advocates, and program managers. In addition, candidates must have an active record of scholarship, research and development related to their specialty area, and evidence of external support for these activities. The department is a large and comprehensive unit with 18 full-time faculty and over 500 students. The department offers a range of credential, certificate, and degree programs as well as a Joint Doctoral Program in Special Education with the Graduate School of Education at the University of California, Berkeley. Faculty provide leadership, scholarship and training across the following programs: • Educational Specialist credentials• Clinical Rehabilitative Services credentials• M.S. in Communicative Disorders (including speech pathology and audiology)• M.A. in Special Education (with emphasis areas in Mild/Moderate Disabilities, Early Childhood Special Education, Deaf/Hard of Hearing, Visual Impairments, Physical and Health Impairments, Moderate/Severe Disabilities, Orientation & Mobility, and Vocational Special Education).• Certificate programs offered in Early Childhood Special Education, Educational Therapy, Integrated Student Specialist, and Vocational Special Education. The department administers a Joint Doctoral Program in Special Education with the Graduate School of Education at the University of California, Berkeley. This program provides students with opportunities to work in a broad range of academic areas on both campuses to pursue roles in leadership, research and scholarship, public policy, administration and teaching. Doctoral studies lead to a Ph.D. in Education, with a concentration in Special Education. San Francisco State University is a large urban university with over 30,000 students, and is part of the 23-campus California State University system serving a diverse student body in liberal arts, sciences, and professional programs. The mission of the University is to create an environment for learning that promotes an appreciation of scholarship, freedom, and human diversity; fosters excellence in instruction and intellectual accomplishment; and provides broadly accessible higher education. SFSU faculty members are expected to be effective in teaching; to demonstrate professional achievement and growth through continued research, publications, and/or creative activities; and to contribute their academic expertise and leadership to the campus and community. POSITION: Tenure Track position, Assistant Professor in Deaf and Hard of Hearing Emphasis in Special Education; Commensurate with background and experience SALARY: Commensurate with background and experience CLOSING DATE: Screening begins December 15 1, 2004. Position Opened until filled. START DATE: August, 2005 APPLICATION: Submit a letter of application, curriculum vita, three letters of reference, copies of two recent publications, and a one-page statement of educational philosophy to: Chair, Deaf and Hard of Hearing Emphasis in Special Education Search Committee, Department of Special Education, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132. (415) 338-2501; FAX (415) 338-0566. FACULTY POSITION IN SPECIAL EDUCATION: Deaf and Hard of Hearing Program Emphasis San Francisco State University POSITION: An Assistant Professor, tenure track faculty position in the Department of Special Education, based on qualifications QUALIFICATIONS: Essential An earned doctorate in special education or a related field. Extensive experience in schools and/or related settings for elementary-age and secondary-age students who are deaf or hard of hearing. A minimum of two years of professional experience. Strong evidence of scholarly productivity or potential. Demonstrated leadership skills and documented commitment to research and innovation. Ability to teach graduate level courses in the Deaf and Hard of Hearing Program Emphasis in Special Education. Ability to supervise student field experiences. Ability to communicate effectively and advise master's and doctoral level students. Knowledge and skills to effectively collaborate with families and with general education practitioners and other agencies providing services to elementary-age and secondary-age students who are deaf or hard of hearing. Cross-cultural sensitivity and competence. Preferences 1. Expertise in special education with emphasis in deaf or hard of hearing subspecialty within special education. 2. Expertise in subject matter and reading curricula, and language assessment and curriculum development with deaf and hard of hearing students. 3. Knowledge of cultural and linguistic differences. 4. Expertise in primary modes of communication among individuals who are deaf or hard of hearing, including: lip-reading, oral-auditory modes of communication, manually coded English (SEE), and American Sign Language. 4. Previous teaching experience at a university. 5. Successful experience in the development and implementation of externally-funded research, training or demonstration projects. 6. Recognized national leadership in special education. 7. Certification from Council on Education of the Deaf. 8. Experience with distance learning. RESPONSIBILITIES: A. Teach graduate courses in special education, including courses in intervention methods for elementary-age and secondary-age students who are deaf or hard of hearing. B. Supervise student field experiences. C. Participate in assigned non-teaching university activities such as advising and committee work at department, college and university levels and in the community. D. Provide effective leadership in seeking and managing research and training grants. E. Coordinate projects and academic program development with other related disciplines within the university. F. Recruit and mentor graduate students including those from diverse linguistic and cultural backgrounds SFSU is an "Affirmative Action/Equal Opportunity Employer". Ethnic minorities and individuals with disability are especially urged to apply. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 10017 bytes Desc: not available URL: From macw at mac.com Thu Oct 28 21:48:37 2004 From: macw at mac.com (Brian MacWhinney) Date: Thu, 28 Oct 2004 17:48:37 -0400 Subject: load and children's language processing Message-ID: Dear Info-CHILDES, Julie Lewis from UBC asked me whether I could point her to some studies of the effects of processing load on language processing in children and I was surprised to admit to myself that I could not think of a consistent attempt to examine this issue. Specifically, in the framework of the theory of automaticity espoused by Schneider and Shiffrin (1977) increases in processing load created by the imposition of a dual task (saying "kestral-kestral", tapping your foot, counting back from 100 by threes, etc.) are supposed to have various interesting interactions with non-automatic tasks, but little impact on automated tasks. There is, of course, the Gathercole and Baddeley work on phonological interference in list memory, but this hardly gets to the level of sentence memory or processing. Moreover, only a small fraction of that work is with children. Gupta. MacWhinney, and Feldman did some work with children with focal lesions, and Evans did parallel work with SLI, but never really focusing on dual tasks. Instead, most of this work uses work memory capacity as an individual differences measure. Liz Bates and Arturo Hernandez did a nice study with load and adult bilinguals, but that is back into the adult literature. Maybe people have just found that kids cannot handle dual tasks. It would seem that processing load studies would be an excellent way of tapping into issues in the study of SLI and perhaps Dorothy Bishop did some of this, but I can't think of the study. So, can any of you out there help us out with references or ideas. If these studies have not been done, either with normals or SLI, maybe it is time to do them. --Brian MacWhinney From t.marinis at ucl.ac.uk Fri Oct 29 11:32:57 2004 From: t.marinis at ucl.ac.uk (Theodore Marinis) Date: Fri, 29 Oct 2004 12:32:57 +0100 Subject: load and children's language processing In-Reply-To: <1FC802F3-292B-11D9-9E79-000A95AFCA4E@mac.com> Message-ID: Dear Brian, Julie & Info-CHILDES, there are some recent studies on sentence processing by children with typical and atypical language development using a dual task - the cross-modal picture priming experiment. In this task, children listen to sentences (task 1) and while they do that, a picture is presented on the computer screen. Upon seeing the picture, children have to perform a decision task - for example they have to decide about the animacy of the picture (task 2). McKee, Nicol & MacDaniel (1993) used this task to study how children process sentences involving pronouns and reflexives, Love & Swinney (1997) used this task to study processing of relative clauses by pre-school children and recently, we conducted a study to look at the processing of filler-gap dependencies in relative clauses using a memory span task to control for differences in memory capacity between the participants (Roberts, Marinis, Felser & Clahsen, 2004). Finally, last year, together with H. van der Lely, I conducted the same type of task with SLI children (Marinis & van der Lely, 2004) to look at how they process wh-questions on-line. See the references at the end of this e-mail. The main finding of the above studies is that typically developing pre-school and school children are slower than adults, but they show reactivation of the antecedent at the position of the gap. For example in the sentence 'John saw the peacock to which the small penguin gave the nice birthday present [gap] in the garden last weekend', a priming effect was found at the offset of the word 'present'. Interestingly, in our experiment with typically developing children (Roberts, Marinis, Felser & Clahsen, 2004), we found an interaction with memory span for both children and adults. Low span children and adults did not show this priming effect! Children with SLI showed a different pattern. In sentences like 'Who did Bob give the present to [gap] yesterday evening?', they showed no priming effect at the gap. Instead, they showed a priming effect at the offset of the verb 'give'. Importantly, SLI children's memory span did not differ significantly from the memory span of the control group (that showed a priming effect at the gap)! So children with SLI showed a different pattern of processing, but this seems to be unrelated to memory span - at least for the children we tested. We take that this result shows that SLI children process sentences with filler-gap dependencies through a lexical-thematic association between the verb and its arguments and not through a syntactic dependency between the filler and the gap. So it seems that both typically developing children and children with SLI can handle dual tasks, and results can shed light into the way they process sentences, but also into their underlying grammar. Btw., the last 2 studies will be presented at the BU conference next week - on Friday afternoon -, so anyone interested for further details and discussion is welcome to attend. With best regards, --Theo Marinis ---------------------- References ---------------------- Love, T. & Swinney, D. (1997) 'Real time processing of object relative constructions by pre-school children.' Poster presented at the 10th Annual CUNY Conference on Human Language Processing, Santa Monica. Marinis & van der Lely (2004). 'Filler-gap dependencies vs. lexical-thematic associations in typical and atypical language development.' Poster presented at the 17th Annual CUNY Conference on Human Sentence Processing, Maryland. McKee, C., Nicol, J. & McDaniel, D. (1993) 'Children's application of binding during sentence processing.' Language and Cognitive Processes, 8, 265-290. Roberts, Marinis, Felser & Clahsen (2004). 'Antecedent priming at gap positions in children's sentence processing.' Poster presented at the 17th Annual CUNY Conference on Human Sentence Processing, Maryland -^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^- Dr. Theodore Marinis Centre for Developmental Language Disorders and Cognitive Neuroscience Department of Human Communication Science University College London Chandler House 2, Wakefield Street, London WC1N 1PF UK Room 132 Tel. +44-20-7679-4096 Fax +44-20-7713-0861 www: http://www.ucl.ac.uk/DLDCN/staff11.html -^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^- At 22:48 28/10/2004, Brian MacWhinney wrote: >Dear Info-CHILDES, > Julie Lewis from UBC asked me whether I could point her to some > studies of the effects of processing load on language processing in > children and I was surprised to admit to myself that I could not think of > a consistent attempt to examine this issue. Specifically, in the > framework of the theory of automaticity espoused by Schneider and > Shiffrin (1977) increases in processing load created by the imposition of > a dual task (saying "kestral-kestral", tapping your foot, counting back > from 100 by threes, etc.) are supposed to have various interesting > interactions with non-automatic tasks, but little impact on automated > tasks. There is, of course, the Gathercole and Baddeley work on > phonological interference in list memory, but this hardly gets to the > level of sentence memory or processing. Moreover, only a small fraction > of that work is with children. Gupta. MacWhinney, and Feldman did some > work with children with focal lesions, and Evans did parallel work with > SLI, but never really focusing on dual tasks. Instead, most of this work > uses work memory capacity as an individual differences measure. Liz > Bates and Arturo Hernandez did a nice study with load and adult > bilinguals, but that is back into the adult literature. Maybe people > have just found that kids cannot handle dual tasks. > It would seem that processing load studies would be an excellent way > of tapping into issues in the study of SLI and perhaps Dorothy Bishop did > some of this, but I can't think of the study. > So, can any of you out there help us out with references or ideas. >If these studies have not been done, either with normals or SLI, maybe it >is time to do them. > >--Brian MacWhinney > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmb32 at columbia.edu Fri Oct 29 12:17:27 2004 From: lmb32 at columbia.edu (Lois Bloom) Date: Fri, 29 Oct 2004 08:17:27 -0400 Subject: load and children's language processing Message-ID: For 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, see, for example: 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. Lois Bloom Lois Bloom 95 Wilson Road Easton, Connecticut 06612 203-261-46222 fax: 203-261-4689 ----- Original Message ----- From: "Brian MacWhinney" To: Cc: Sent: Thursday, October 28, 2004 5:48 PM Subject: load and children's language processing > Dear Info-CHILDES, > Julie Lewis from UBC asked me whether I could point her to some > studies of the effects of processing load on language processing in > children and I was surprised to admit to myself that I could not think of > a consistent attempt to examine this issue. Specifically, in the > framework of the theory of automaticity espoused by Schneider and Shiffrin > (1977) increases in processing load created by the imposition of a dual > task (saying "kestral-kestral", tapping your foot, counting back from 100 > by threes, etc.) are supposed to have various interesting interactions > with non-automatic tasks, but little impact on automated tasks. There is, > of course, the Gathercole and Baddeley work on phonological interference > in list memory, but this hardly gets to the level of sentence memory or > processing. Moreover, only a small fraction of that work is with > children. Gupta. MacWhinney, and Feldman did some work with children with > focal lesions, and Evans did parallel work with SLI, but never really > focusing on dual tasks. Instead, most of this work uses work memory > capacity as an individual differences measure. Liz Bates and Arturo > Hernandez did a nice study with load and adult bilinguals, but that is > back into the adult literature. Maybe people have just found that kids > cannot handle dual tasks. > It would seem that processing load studies would be an excellent way of > tapping into issues in the study of SLI and perhaps Dorothy Bishop did > some of this, but I can't think of the study. > So, can any of you out there help us out with references or ideas. If > these studies have not been done, either with normals or SLI, maybe it is > time to do them. > > --Brian MacWhinney > > From R10MJR1 at wpo.cso.niu.edu Fri Oct 29 15:02:56 2004 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Fri, 29 Oct 2004 10:02:56 -0500 Subject: load and children's language processing Message-ID: Hi All, Nice question. The study of processing load in children's comprehension and production is an interesting one. It has always been mildly surprising to me that the discipline of developmental psycholinguistics actually spends relatively little time investigating it. One thing that has struck me from the initial responses is the following. When this question has been investigated, it often seems to have been investigated through a dual-task, divided attention paradigm. As Brian points out, in such a paradigm it is the load of the external demands that impacts linguistic processing. What has interested me for the last few years are the demands arising from within language * the endogenous factors that burden a child's sentence production capacity. I think this is a very rich area, in which we can ask, how do the structures and items children acquire impact initial and over time, sentence production capacity? Matt Rispoli From stemberg at interchange.ubc.ca Fri Oct 29 15:46:47 2004 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Fri, 29 Oct 2004 08:46:47 -0700 Subject: load and children's language processing In-Reply-To: Message-ID: Matt Rispoli brought up the following: > What has interested me for the last few years are the demands arising > from within language * the endogenous factors that burden a child's > sentence production capacity. I think this is a very rich area, in > which we can ask, how do the structures and items children acquire > impact initial and over time, sentence production capacity? There was a bit of work in the 1970's and 1980's that addressed this to some extent (but didn't explore it to that great a depth). The first thing that comes to mind is: Crystal, D. (1987). Towards a 'bucket' theory of language disability: Taking account of interaction between linguistic levels. Clinical Linguistics and Phonetics, 1, 7-22. And it's been a long time since I looked at the following book: Scollon, R.T. (1976). Conversations with a one-year-old. Honolulu: University of Hawaii Press. But, as I recall, there's some discussion in there about how phonological form can sometimes be less accurate in sentences than in single-word utterances, and the discussion addresses resource limitations. Unfortunately, as I recall, he doesn't break the phonological effects down into phenomena that directly involve the interaction of elements in different words (such as assimilations, avoidance of consonant clusters, difficulty of wS, etc.) and those that involve more reduced pronunciations simply because the words are in sentences. ---Joe Stemberger UBC From a.karmiloff-smith at ich.ucl.ac.uk Fri Oct 29 19:51:47 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 29 Oct 2004 20:51:47 +0100 Subject: load and children's language processing In-Reply-To: Message-ID: wouldn't on-line studies where, for instance, the child is monitoring for a specific word but where syntax is increasingly complex within which the word is embedded, be a possible approach? A. At 10:02 am -0500 29/10/04, Matthew Rispoli wrote: >Hi All, > >Nice question. The study of processing load in children's >comprehension and production is an interesting one. It has always >been mildly surprising to me that the discipline of developmental >psycholinguistics actually spends relatively little time >investigating it. One thing that has struck me from the initial >responses is the following. When this question has been >investigated, it often seems to have been investigated through a >dual-task, divided attention paradigm. As Brian points out, in such >a paradigm it is the load of the external demands that impacts >linguistic processing. What has interested me for the last few >years are the demands arising from within language * the endogenous >factors that burden a child's sentence production capacity. I think >this is a very rich area, in which we can ask, how do the structures >and items children acquire impact initial and over time, sentence >production capacity? >Matt Rispoli From pli at richmond.edu Fri Oct 29 20:31:12 2004 From: pli at richmond.edu (Ping Li) Date: Fri, 29 Oct 2004 16:31:12 -0400 Subject: Summary of survey Message-ID: Dear Colleagues, Upon requests from several colleagues, I am posting the results from the internet survey conducted earlier this week. I have a few simple notes/disclaimers: (1) I obtained permission from Brian MacWhinney, the listserv's maintainer, (2) I obtained IRB chair's exemption, (3) readers should use their own judgment in interpreting the results, given the advantages and disadvantages associated with internet survey (Bordens & Abbot, 2004), and (4) I will make no further comments or clarifications on this -- we have to wait until Nov. 2 to see if this has anything to do with the outcome of the election: 369 people from two listservs responded to an internet survey (http://cogsci.richmond.edu/election.html) within a 24-hour period (Oct. 25-26, 2004). 336 of the respondents (91%) indicated that they are likely voters, among which 308 hold a doctoral or master's degree. The combined statistics from the two listservs for the likely voters are: Bush Kerry ----------------------------------------------- 22 (7%) 314 (93%) The first listserv (216 likely voters) contained 62% of faculty members at institutions of higher education or scientists in research institutions throughout the country, 22% of graduate students, and 16% of others (including college undergraduate students). The second listserv (120 likely voters) contained faculty (87%) and staff (13%) members from a private university in the south, the greater environment of which is strongly Republican-based. Separate statistics from the two listservs are: Listserv One Bush Kerry ----------------------------------------------- 10 (5%) 206 (95%) Listserv Two Bush Kerry ----------------------------------------------- 12 (10%) 108 (90%) --------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2460 bytes Desc: not available URL: From gleason at bu.edu Fri Oct 29 20:47:14 2004 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 29 Oct 2004 16:47:14 -0400 Subject: load and children's language processing In-Reply-To: <1FC802F3-292B-11D9-9E79-000A95AFCA4E@mac.com> Message-ID: See also a recent Boston University doctoral dissertation (2004) by Elena Zaretsky, now at U Mass, Amherst: Auditory Comprehension in Children with Specific Language Impairment: The Role of Verbal Working Memory. She used a competing language processing task, and results pointed to working memory capacity as an important variable.. From the abstract: > . Phonological working memory was assessed through the Nonsense Word > Repetition Task (NWRT), and verbal working memory capacity through the > Competing Language Processing Task (CLTP). As hypothesized, children > with SLI showed decreased capacity compared with typical language > developing controls, and showed different patterns of association > between the capacity measure and short story comprehension. A major > finding of the study was that for children with SLI, but not for > typically developing children, there was a direct correlation between > capacity measures and comprehension measures. Moreover, phonological > memory scores predicted comprehension for only the youngest children > in either group. The dissertation is available through the UMichigan service, and articles are forthcoming. Jean Berko Gleason From jrj at audiospeech.ubc.ca Sat Oct 30 18:09:08 2004 From: jrj at audiospeech.ubc.ca (judith johnston) Date: Sat, 30 Oct 2004 11:09:08 -0700 Subject: load and children's language processing In-Reply-To: <4182AC52.7040106@bu.edu> Message-ID: Although Julie already has these references, I will contribute them to the list. I think they are of interest because they show associations between processing load/capacity and the actual form of the language produced. 1) Johnston, J., Smith, L.B., & Box, P. (1997) "Cognition and communication: Referential strategies used by preschoolers with specific language impairment," Journal of Speech and Hearing Research, 40, 964-974 . We asked four years olds to describe two objects that were similar in some fashion (color, size, identity). The language forms they used to refer to the set varied systematically with the complexity of the cognitive analysis required by the set. 2) Moser, R. and Johnston, J. (2003) Beyond storage. Poster presentation at SRCLD, Madison. Among other things, in this project we found correlations between auditory-verbal working memory task and scores on a test of narrative production (child creates story with picture support). 3) Curran, M., Colozzo, P., and Johnston, J. (2004) Narrative assessment: Form vs Content, Poster presentation at SRCLD, Madison. Here we looked at the relative strength of language forms (mostly grammaticality) and story content(e.g. overall coherence, explicit causality) in narratives created by 7-9 year olds. Children who had lower auditory working memory scores were the most likely to show dissociations of form and content (one or the other very much better than the other). 4) A last general reminder: the studies looking explicitly at 'tradeoffs' between various language domains may also prove relevant to this issue. For example, we have data showing increased morphology error rates in sentences with more complex syntax. Jean Berko Gleason wrote: > See also a recent Boston University doctoral dissertation (2004) by > Elena Zaretsky, now at U Mass, Amherst: Auditory Comprehension in > Children with Specific Language Impairment: The Role of Verbal > Working Memory. She used a competing language processing task, and > results pointed to working memory capacity as an important variable.. > From the abstract: > >> . Phonological working memory was assessed through the Nonsense Word >> Repetition Task (NWRT), and verbal working memory capacity through >> the Competing Language Processing Task (CLTP). As hypothesized, >> children with SLI showed decreased capacity compared with typical >> language developing controls, and showed different patterns of >> association between the capacity measure and short story >> comprehension. A major finding of the study was that for children >> with SLI, but not for typically developing children, there was a >> direct correlation between capacity measures and comprehension >> measures. Moreover, phonological memory scores predicted >> comprehension for only the youngest children in either group. > > > > The dissertation is available through the UMichigan service, and > articles are forthcoming. > > Jean Berko Gleason > > > > --- > [This E-mail scanned for viruses by Declude Virus] > > > -- "All grammars leak." (E. Sapir, 1921) ----------------------------- Judith R. Johnston Professor, Audiology and Speech Sciences University of British Columbia 5804 Fairview Ave. Vancouver B.C. V6T 1Z3 Canada FX: 604-822-6569 PH: 604-822-6005 -------------- next part -------------- An HTML attachment was scrubbed... URL: From peytontodd at mindspring.com Sat Oct 30 22:09:43 2004 From: peytontodd at mindspring.com (Peyton Todd) Date: Sat, 30 Oct 2004 15:09:43 -0700 Subject: load and children's language processing Message-ID: Dear Colleagues, While it cannot be denied that both children and adults are limited in their capacity to do too many things at once, I believe this is highly overrated as an explanation what kinds of sentences children are able or not able to produce. Please see the following article for evidence pertinent to this question! TODD, Peyton. Tagging after red herrings: evidence against the processing capacity explanation in child language. Journal of Child Language. Cambridge, England (JChL), v. 9, n. 1, Feb., 1982. Peyton Todd peytontodd at mindspring.com 510-843-1568 From amykhasky at hotmail.com Sun Oct 31 08:04:14 2004 From: amykhasky at hotmail.com (amy khasky) Date: Sun, 31 Oct 2004 08:04:14 +0000 Subject: MacArthur-ref. of low validity/reliability? Message-ID: 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 TingleyEC at aol.com Sat Oct 2 03:09:48 2004 From: TingleyEC at aol.com (TingleyEC at aol.com) Date: Fri, 1 Oct 2004 23:09:48 EDT Subject: Infant Toddler Cry Samples Message-ID: Hi, Ross Thompson, who used to be a Nebraska, and may still be, once shared a tape with me that he had developed to rate different kinds of cries for affect valence. I think he has extensive data on this. Liz TIngley. -------------- next part -------------- An HTML attachment was scrubbed... URL: From dcavar at indiana.edu Mon Oct 4 16:46:34 2004 From: dcavar at indiana.edu (Damir Cavar) Date: Mon, 4 Oct 2004 11:46:34 -0500 Subject: IU Cognitive Science Program standalone Ph.D. Message-ID: The Indiana University Cognitive Science Program is pleased to announce the inauguration of a new standalone Ph.D. in Cognitive Science. This supplements the Joint Ph.D in Cognitive Science and another discipline that we have offered for the past 15 years. Core coursework in the new program focuses on the major methodologies of the field: philosophical foundations, behavioral research, computational and mathematical modeling, and neuroscience. For their research, students will then choose an area of concentration, such as Language, Vision, or Memory, that can be investigated from the perspectives of multiple disciplines. We are accepting applications for the Fall Semester 2005 and expect to offer assistantships to all of those who are admitted. For more information, go to http://www.cogs.indiana.edu/academic/standalone.html or contact Prof. Mike Gasser at gasser at indiana.edu. -- Damir Cavar Director of the Computational Linguistics Program Indiana University - Linguistics Department & Cognitive Science Phone: wired +1 812 855-3268 air +1 812 327-8965 Web: http://mypage.iu.edu/~dcavar/ From betty at headbolt.com Mon Oct 11 16:15:35 2004 From: betty at headbolt.com (Betty Yu) Date: Mon, 11 Oct 2004 09:15:35 -0700 Subject: acquisition norms and language tests in Mandarin Message-ID: Dear List Members: I am looking for any established acquisition norms for children who speak Mandarin-Chinese in the areas of syntax, semantics, and pragmatics. I would also like to know if any Chinese standardized tests have been developed to test language abilities in these areas. I will post a summary on the listserve. Thank you for your help. Betty Yu Doctoral Student at UC Berkeley/SFSU From ks7t at andrew.cmu.edu Mon Oct 11 17:19:19 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Mon, 11 Oct 2004 13:19:19 -0400 Subject: Job Posting Message-ID: Assistant Professor: F-T 9 month tenure-track position with research and teaching focus in neurogenic communication disorders. Responsibilities include undergraduate and graduate teaching, research in areas of interest, clinical instruction, advising, and appropriate service activities. The Department of Communication Sciences administers an undergraduate major within the College of Arts & Sciences and a CAA-accredited Master's program in SLP. The University of Vermont is a Carnegie Classification "Doctoral/Research Universities-Extensive," public institution and an Affirmative Action/Equal Opportunity Employer Who Encourages Applications >From Members of Minority Groups. Ph.D. in Speech-Language Pathology or related field and CCC-SLP required. Start Date: Fall 2005. Send resume and letter of interest by December 1, 2004 to Rebecca McCauley/Barry Guitar, Professors, 489 Main Street, Pomeroy Hall, University of Vermont, Burlington, VT 05405-0010. -- From pgordon at exchange.tc.columbia.edu Mon Oct 11 19:20:55 2004 From: pgordon at exchange.tc.columbia.edu (Gordon, Peter) Date: Mon, 11 Oct 2004 15:20:55 -0400 Subject: Faculty position in speech Message-ID: Faculty Position in SLP at Teachers College, Columbia University Please bring the following announcement to any potential candidates or, if you know of someone who might be suitable, please feel free to contact Peter Gordon (pgordon at tc.edu). Someone who has research interests in infant/child speech development would be very suitable. Teachers College, Columbia University invites applications for a tenure track position in Speech Language Pathology at the level of assistant professor with a primary area of specialization in speech processes and/or speech pathology. Candidates are expected to develop a strong program of research, teach graduate courses in areas of speech and voice disorders, advise masters and doctoral students, and provide service to the Department and College. Eligibility for CCC-SLP and New York State license in speech-language pathology is desirable, and we encourage candidates who have an interest in working within an urban area with culturally/linguistically diverse populations. Send CV, cover letter, three letters of reference and selected publications to Professor Dr. Peter Gordon, Search Committee Chair, Box 180, Teachers College, Columbia University, 525 West 120th Street, New York, NY 10027. For the complete position description, please visit http://www.tc.edu/administration/vp/facultysearch.htm Peter Gordon, Associate Professor Biobehavioral Sciences Department 1152 Thorndike Hall Teachers College, Columbia University 525 West 120th Street, Box 180 New York, NY 10027 Phone: (212) 678-8162 Lab: (212) 678-8169 FAX: (212) 678-8233 E-mail: pgordon at tc.columbia.edu http://www.tc.columbia.edu/faculty/pg328/home.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Mon Oct 11 19:27:59 2004 From: nratner at hesp.umd.edu (Nan Ratner) Date: Mon, 11 Oct 2004 15:27:59 -0400 Subject: Faculty position at University of Maryland Message-ID: ASSISTANT PROFESSOR, UNIVERSITY OF MARYLAND, COLLEGE PARK. The Department of Hearing and Speech Sciences (CAA-accredited) invites applicants for a tenure track position, beginning August 2005. Qualifications include an earned doctorate in speech-language pathology, speech science, or related area. Expertise in speech production/disorders, voice/resonance, or adult neuromotor is preferred, but other areas of expertise will be considered. The successful candidate must provide evidence of research productivity, teaching experience, and the potential to establish an independent research program capable of attracting external support. Post-doctoral training and CCC-SLP are preferred. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring graduate students, and participating in departmental and university activities. Salary is negotiable, depending upon qualifications and experience. The department offers B.A., M.A., Au.D. and Ph.D. degrees and is part of the flagship campus of the University of Maryland (web page: http://www.bsos.umd.edu/hesp). The College Park campus is located in the Baltimore-Washington metropolitan area in close proximity to numerous world-renowned medical institutions and research facilities including the NIH, Walter Reed Army Medical Center, Johns Hopkins University and the University of Maryland School of Medicine. Review of applications will begin on January 3, 2005, but applications will be accepted until the position is filled. Please send a letter of application, CV, a statement of research and teaching interests, selected reprints, a transcript of graduate studies, and three letters of recommendation to: Froma P. Roth, Ph.D., Chair - Search Committee, Department of Hearing and Speech Sciences, University of Maryland, College Park, MD 20742. Please contact Dr. Roth at 301-405-4230 or froth at hesp.umd.edu if you have any questions about this position. The University of Maryland is an Affirmative Action/Equal Opportunity employer. Minorities are encouraged to apply. Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From hestere at newpaltz.edu Tue Oct 12 13:53:14 2004 From: hestere at newpaltz.edu (hestere) Date: Tue, 12 Oct 2004 09:53:14 -0400 Subject: Faculty Position in SLP at S.U.N.Y. New Paltz Message-ID: Assistant/Associate Professor, Speech-Language Pathology, State University of New York at New Paltz. Tenure track appointment. Responsibilities include teaching undergraduate and graduate courses in speech-language pathology, including child and/or adult speech and language disorders. Within this broad category, the department can entertain candidates with diverse interests. Additional responsibilities include development of a student-centered research program, participation in faculty committees, and clinical supervision if desired. Requirements include an earned doctorate in Speech-Language Pathology or a related area. CCC-SLP and clinical supervision experience preferred. Candidates should submit a letter of interest, resume, and three letters of recommendation. Please note search # F04-13 on application materials. Send materials to: Search # F04-13, Department of Communication Disorders, HUM 14A, SUNY New Paltz, 75 S. Manheim Blvd., New Paltz, NY, 12561. AA/EOE/ADA Elizabeth Hester, PhD, CCC-SLP Communication Disorders - SUNY New Paltz 75 S Manheim Blvd, Suite 6 New Paltz, NY 12561-2499 (845) 257-3465 hestere at newpaltz.edu From cam47 at psu.edu Tue Oct 12 21:19:13 2004 From: cam47 at psu.edu (Carol Anne Miller) Date: Tue, 12 Oct 2004 17:19:13 -0400 Subject: POSITION ANNOUNCEMENT--PENN STATE Message-ID: NOTICE OF POSITION VACANCY POSITION: Assistant Professor of Communication Sciences and Disorders. Full-time (9-month), Continuous, Tenure Track Appointment. QUALIFICATIONS: Ph.D. in communication sciences and disorders, education, psychology, child development, applied linguistics, or a related field with an emphasis on children's language and literacy development in multicultural contexts. Candidates with diverse areas of expertise related to language and literacy are invited to apply, e.g., phonology, dual language development, school-age language, severe needs, etc. A demonstrated record of scholarship, and promise of external funding are important. RESPONSIBILITIES: Develop a research program that will strengthen the links between research and practice in the areas of language and literacy development currently targeted by faculty in the Department of Communication Sciences and Disorders and in the interdisciplinary initiatives of Penn State's Children, Youth, and Families Consortium. The Department seeks to expand upon current faculty's expertise in multicultural issues with expertise that furthers partnerships with schools and communities, including enhancing opportunities for children from diverse cultural and linguistic backgrounds, particularly those at risk for speech and language disorders. Responsibilities include commitment to graduate and undergraduate education through teaching graduate/undergraduate courses; supervising undergraduate/graduate (M.S./Ph.D.) research and service to the Department, College, and University. STARTING DATE: Fall Semester, 2005 SALARY: Commensurate with qualifications and experience. DEADLINE: Review of credentials will begin immediately and continue until the position is filled. To receive full consideration, materials should be received prior to January 1, 2005. APPLICATION PROCEDURE: Submit letter of application, current vitae, official transcripts of terminal degree, recent publications, and three letters of reference to: Adele W. Miccio, Ph.D. Search Committee Chair Department of Communication Sciences and Disorders The Pennsylvania State University 110 Moore Building University Park, PA 16802 Penn State is committed to affirmative action, equal opportunity and the diversity of its workforce. ++++++++++++++++++++++++++++ Carol Miller, Ph.D. Dept. of Communication Sciences & Disorders Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ -------------- next part -------------- An HTML attachment was scrubbed... URL: From leachd at mail.nih.gov Wed Oct 13 11:53:19 2004 From: leachd at mail.nih.gov (Leach, Diane (NIH/NICHD)) Date: Wed, 13 Oct 2004 07:53:19 -0400 Subject: Neutralizing ending in word list Message-ID: Hi Brian. Well, that's a good question. I had been trying to get a count of word roots and I had been essentially ignoring the contracted words. The definition of word roots still seems to be up for debate. Does anyone else want to weigh in about whether a count of number of different word roots (types) should include both the root word and the contracted word ("he" and "be&3S" in the case of "he's"), or just the root of the contraction (only "he")? Diane -----Original Message----- From: Brian MacWhinney [mailto:macw at mac.com] Sent: Saturday, October 09, 2004 3:26 PM To: Leach, Diane (NIH/NICHD) Cc: 'info-chibolts at mail.talkbank.org' Subject: Re: Neutralizing ending in word list Dear Diane, Sorry about the delay in responding. I guess your goal is to treat forms like "he'd" as if they were versions of "he". You may be right that it will be tricky to do that using the % symbols. But, before going in that direction, I would like to think through with you and others, the logic of the analysis. Do you really want to say that the pronoun is the root of a cliticized form? Isn't that going against the idea that there are really two full words being contracted here. Wouldn't it be better to use the +p option and treat the tilde ~ for the clitic as a delimiter? That was the original goal underlying the +p option and it would seem to apply well in this case. --Brian MacWhinney On Oct 5, 2004, at 11:58 AM, Leach, Diane (NIH/NICHD) wrote: Hi folks. I have been trying to get a list of "root words" by taking my transcripts and neutralizing the endings on the %mor line. I was using the following command: freq +u +k -t* +t*CHI +t*MOT +t%mor +s"%|*" +s"%|*-%%" +s"%|*~%%" "*.mor.pst" This works well except when I have words in the form n|word-ENDING~CONTRACTION, such as n|dog-DIM~v|be&3S. In this case, the result is that n|dog-DIM shows up in the word list (the contraction was neutralized, but not the diminutive ending). I have tried adding +s"%|*-%%~%%" to the command line and replacing +s"%|*~%%" with +s"%|*-%%~%%", but neither of these seems to work. In the first case, nothing changes, and in the second case, it neutralizes the endings on the complex forms (e.g., n|dog-DIM~v|be&3S), but then I still have the words with contractions showing up in the word list (e.g., n|dog~v|be&3S). Any thoughts about how I could fix this? Thanks! Diane -------------- next part -------------- An HTML attachment was scrubbed... URL: From pli at richmond.edu Thu Oct 14 14:24:45 2004 From: pli at richmond.edu (Ping Li) Date: Thu, 14 Oct 2004 10:24:45 -0400 Subject: vocabulary spurt in other languages and other contexts Message-ID: Dear Colleagues, In English there has been a significant number of empirical studies of 'vocabulary spurt' or 'naming explosion' (from Stern 1924 to Ganger & Brent 2004), although findings and arguments vary widely on the timing, shape, and function of this phenomenon. I wonder to what extent this research interest is pursued in the study of other languages and in other contexts. Specifically, I am asking (1) whether vocabulary spurt has been similary observed in languages other than English, (2) whether it has been observed in early bilingualism/multilingualism, in one or the other or all target languages, and (3) whether vocabulary spurt occurs for children who show delayed language profiles or specific language impairment (though perhaps later than the normal course). I would appreciate pointers and references for these questions. If there are sufficient interesting responses, I will post a summary next week. Many thanks. Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- From leachd at mail.nih.gov Thu Oct 14 14:38:44 2004 From: leachd at mail.nih.gov (Leach, Diane (NIH/NICHD)) Date: Thu, 14 Oct 2004 10:38:44 -0400 Subject: vocabulary spurt in other languages and other contexts Message-ID: Hi Ping Li. This article may answer part of your question: Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S-Y., Pascual, L., Pecheux, M-G., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-Linguistic Analysis of Vocabulary in Young Children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75(4), 1115-1139. Diane ~*~*~*~*~*~*~*~*~*~*~*~*~*~*~ Diane B. Leach, Ph.D. Statistician Child and Family Research, NICHD, NIH 6705 Rockledge Drive, Suite 8030 Bethesda, MD 20892 301-496-6291 phone 301-496-2766 fax ~*~*~*~*~*~*~*~*~*~*~*~*~*~*~ -----Original Message----- From: Ping Li [mailto:pli at richmond.edu] Sent: Thursday, October 14, 2004 10:25 AM To: info-childes at mail.talkbank.org Subject: vocabulary spurt in other languages and other contexts Dear Colleagues, In English there has been a significant number of empirical studies of 'vocabulary spurt' or 'naming explosion' (from Stern 1924 to Ganger & Brent 2004), although findings and arguments vary widely on the timing, shape, and function of this phenomenon. I wonder to what extent this research interest is pursued in the study of other languages and in other contexts. Specifically, I am asking (1) whether vocabulary spurt has been similary observed in languages other than English, (2) whether it has been observed in early bilingualism/multilingualism, in one or the other or all target languages, and (3) whether vocabulary spurt occurs for children who show delayed language profiles or specific language impairment (though perhaps later than the normal course). I would appreciate pointers and references for these questions. If there are sufficient interesting responses, I will post a summary next week. Many thanks. Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- From bpearson at comdis.umass.edu Thu Oct 14 17:04:34 2004 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Thu, 14 Oct 2004 13:04:34 -0400 Subject: vocabulary spurt in other languages and other contexts In-Reply-To: <51235.141.166.212.246.1097763885.squirrel@141.166.212.246> Message-ID: Dear Ping Li, We looked at this question specifically for young bilinguals in a 1994 article, Pearson, Fernandez, and Oller, Language Learning, 44:617-653, Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. (We also try to make some sense of the varying suggestions for operationalizing what would count as a spurt.) We look forward to your summary. Barbara On Oct 14, 2004, at 10:24 AM, Ping Li wrote: > Dear Colleagues, > > In English there has been a significant number of empirical studies of > 'vocabulary spurt' or 'naming explosion' (from Stern 1924 to Ganger & > Brent 2004), although findings and arguments vary widely on the timing, > shape, and function of this phenomenon. I wonder to what extent this > research interest is pursued in the study of other languages and in > other > contexts. Specifically, I am asking (1) whether vocabulary spurt has > been > similary observed in languages other than English, (2) whether it has > been > observed in early bilingualism/multilingualism, in one or the other or > all > target languages, and (3) whether vocabulary spurt occurs for children > who > show delayed language profiles or specific language impairment (though > perhaps later than the normal course). > > I would appreciate pointers and references for these questions. If > there > are sufficient interesting responses, I will post a summary next week. > > Many thanks. > > Ping Li > > > ---------------------------------------------------------------------- > Ping Li, Ph.D., Associate Professor > Director, Cognitive Science Laboratory > Department of Psychology, University of Richmond > Richmond, VA 23173, USA > Email: pli at richmond.edu > Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 > http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ > ---------------------------------------------------------------------- > > > ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2207 bytes Desc: not available URL: From lise.menn at colorado.edu Sat Oct 16 19:40:35 2004 From: lise.menn at colorado.edu (Menn, Lise) Date: Sat, 16 Oct 2004 13:40:35 -0600 Subject: need to find or create nonce-word learning assessment tool for Japanese children Message-ID: Dear colleagues, My co-author Yumiko Tanaka wants to create (or find) a word-learning-ability assessment tool for use by Japanese kindergarten teachers, as a way to screen for language disorders in Japan (it's hard to use most existing tasks that we know about, because Japanese syntax permits so much optional omission of both functors and content words in discourse). We would like to get some references that show good procedures for teaching nonwords and assessing the children's language learning. We are of course (!) familiar with the Gropen and Nelson chapters in the Menn & Bernstein Ratner book, which are relevant, with Rosemary Myerson's thesis, and with the classic Carey/Bartlett 'chromium' study, but wondered if there is something helpful that we are missing? thanks, Lise Menn -- Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor of Linguistics home fax 303-413-0017 University of Colorado Visiting Professor Office: Hellems 293 University of Hunan Mailing address: April-May UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From gelman at umich.edu Sun Oct 17 15:25:51 2004 From: gelman at umich.edu (Gelman, Susan) Date: Sun, 17 Oct 2004 11:25:51 -0400 Subject: postdoctoral fellowship Message-ID: POSTDOCTORAL SCHOLAR IN DEVELOPMENTAL PSYCHOLOGY The Developmental Psychology Program in the Department of Psychology, University of Michigan, expects to recruit one postdoctoral trainee, which may begin between June 1 and September 1, 2005. The position is for one year with the option of renewal for a second year, contingent on renewal of funding. Areas of expertise are open and the trainee may choose to work with any faculty in the program. There are 19 faculty affiliated with the developmental area and over 125 faculty in the Department of Psychology. The Developmental Psychology Website can be found at http://www.lsa.umich.edu/psych/areas/developmental/ Resources, such as laboratory space, libraries, statistical consultation, and collaboration with centers and institutes on campus are excellent. Applicants must be U.S. citizens or permanent residents. To apply, please send a vita, a cover letter describing your plan of work, and three letters of reference as soon as possible and no later than March 1, 2005 to: Dr. Frederick Morrison Department of Psychology University of Michigan 525 East University Ann Arbor, MI 48109-1109 fjmorris at umich.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Mon Oct 18 12:14:39 2004 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Mon, 18 Oct 2004 13:14:39 +0100 Subject: When is a word not a word? Message-ID: I am attempting to analyse CDI data from the two East African languages we are working on. On the English version of the CDI there are several instances of words were either the same phonological form (if I remember correctly there is swing as a noun and as a verb) or even the same concept (water in food and drinks and water in outdoor things) occurs in different sections, and appears to be counted twice. Do people feel this is a helpful principle for such instruments? Has this principle been followed through to other languages? Do people feel parents are able to distinguish between the different uses of the same words? We have a duplication between noises and other uses of the same word in these two languages. Cats are called "nyau", and you will find this name for a cat in the dictionary. Many children, including older children, will call goats "mee". And parents say "sweet, sweet" when they want a child to eat so "sweet, sweet" (tamu-tamu) is the equivalent of "yum, yum": but "sweet" (tamu) is also a word that parents say children know. I'm not entirely sure whether to count these both as words children know a) for purposes of total vocabulary, for an individual child b) conceptually, when examining what children as a group know by a certain age. It seems as if use of the CDI in English implies a) is done, since the words are present as far as I can see; but I'm not sure about b), and both forms of these words seem to appear very early for these children. Summary will be posted as normal! Thanks very much Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology University of Lancaster Fylde College Lancaster LA1 5EB UK From bpearson at comdis.umass.edu Mon Oct 18 14:43:00 2004 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 18 Oct 2004 10:43:00 -0400 Subject: When is a word not a word? In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A10707B1A5@exchange-be1.lancs.ac.uk> Message-ID: Dear Katie, Our lab worked/struggled with this question in doing a concordance between two languages for our bilingual studies. I do not think we can find a universal way to decide these questions, but we always tried to be as consistent as the different languages permitted us to be so we could make comparisons with the original instruments. (This might mean perpetuating inconsistencies, but it seemed enough justification.) I think we have to always remember that despite the name "inventory," the CDI lists are not exhaustive. There are always going to be arbitrary choices. Their value is in being "standard"--almost all children have words that aren't on them, but the CDIs are reasonably representative, and provide a benchmark that has appeared to be useful, even if not exact. As you point out, the issue (for a monolingual)is not phonological form: a child could use the same syllable in several well-defined contexts to mean different things. I think you would have no difficulty giving a child two entries for a homonym like money-bank and river-bank in two different sections. Is water that you meet in a cup distinct enough from water that you meet at the seashore to merit a separate "concept"? I think the original CDIs would say yes. I would vote for nyau in animal sounds and as a formal name under animals. But I would give the child both if she clearly used the only the sound as both a name (or label) as well as a reenactment of the kitty's noise. The same for yum-yum and sweet. They are used in different contexts or routines, so I would vote for putting them in two places and counting them separately. (But I'm sure there are others who would disagree.) It helps to have the perspective of different languages, where what is one "wordform" in one language may be two in another, like "yum-yum" and "sweet." We found lots of little Spanish kids that knew what "nigh-nigh" (for night-night) was, but would never know "night"--so we had no trouble seeing them as two entries. (Now that I say it, I don't remember if "night" is on the English CDI. In either event, if it is, I'd count them separately; if it isn't, I'd leave it out, but I wouldn't consider that I knew whether a "night-night" sayer knew "night" on the basis of "night-night.") I hope this is some help. I look forward to seeing other opinions on the matter. Cheers, Barbara On Oct 18, 2004, at 8:14 AM, Alcock, Katherine wrote: > I am attempting to analyse CDI data from the two East African > languages we are working on. On the English version of the CDI there > are several instances of words were either the same phonological form > (if I remember correctly there is swing as a noun and as a verb) or > even the same concept (water in food and drinks and water in outdoor > things) occurs in different sections, and appears to be counted twice. > > Do people feel this is a helpful principle for such instruments? Has > this principle been followed through to other languages? Do people > feel parents are able to distinguish between the different uses of the > same words? > > We have a duplication between noises and other uses of the same word > in these two languages. Cats are called "nyau", and you will find > this name for a cat in the dictionary. Many children, including older > children, will call goats "mee". And parents say "sweet, sweet" when > they want a child to eat so "sweet, sweet" (tamu-tamu) is the > equivalent of "yum, yum": but "sweet" (tamu) is also a word that > parents say children know. > > I'm not entirely sure whether to count these both as words children > know a) for purposes of total vocabulary, for an individual child b) > conceptually, when examining what children as a group know by a > certain age. It seems as if use of the CDI in English implies a) is > done, since the words are present as far as I can see; but I'm not > sure about b), and both forms of these words seem to appear very early > for these children. > > Summary will be posted as normal! > > Thanks very much > > Katie Alcock > > > > Katie Alcock, DPhil > Lecturer > Department of Psychology > University of Lancaster > Fylde College > Lancaster LA1 5EB > UK > > > > ***************************************** 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 velleman at comdis.umass.edu Mon Oct 18 17:32:22 2004 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Mon, 18 Oct 2004 13:32:22 -0400 Subject: L2 influences In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: A question has arisen in a Mass. school system as to whether a kindergarten teacher whose first language is not English could have a negative impact on her normally-developing students' English language development by being a poor role model. (She occasionally omits function words, but is quite intelligible.) Since being bilingual is clearly not a disadvantage, it seems obvious to me that exposure to a person with a slightly different system should do no harm to a child's first language system. (And, for example, over the past 28 years I've so far been unable to detect any negative linguistic effects on my husband, who was raised by such an ESL speaker i.e. his father.) But, does anyone know of any literature that would specifically, directly address this question? Thanks. Shelley From genesee at ego.psych.mcgill.ca Mon Oct 18 17:49:23 2004 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Mon, 18 Oct 2004 13:49:23 -0400 Subject: L2 influences In-Reply-To: Message-ID: I do not know of specific studies taht address this issue, but an obvious set of counter-examples is immigrant children or children of parents who speak limited or accented English but have ample exposure to same-age peers who speak English fluently -- such children do not acquire their parents' accented or "broken" English, but learn the variety spoken by their peers. At some point, peers are a more influential model than parents -- either because there are more peer than parent models or because of identity issues. Fred Genesee At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote: >A question has arisen in a Mass. school system as to whether a >kindergarten teacher whose first language is not English could have a >negative impact on her normally-developing students' English language >development by being a poor role model. (She occasionally omits >function words, but is quite intelligible.) Since being bilingual is >clearly not a disadvantage, it seems obvious to me that exposure to a >person with a slightly different system should do no harm to a child's >first language system. (And, for example, over the past 28 years I've >so far been unable to detect any negative linguistic effects on my >husband, who was raised by such an ESL speaker i.e. his father.) But, >does anyone know of any literature that would specifically, directly >address this question? > >Thanks. > >Shelley > > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From ann.dowker at psy.ox.ac.uk Mon Oct 18 18:29:18 2004 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Mon, 18 Oct 2004 19:29:18 +0100 Subject: L2 influences In-Reply-To: Message-ID: There has been some very interesting work on sign language development in children whose parents had acquired language after the 'sensitive period' and were providing a reduced and inconsistent model. Even in this rather extreme situation, children have improved on the model and developed 'normal' sign language. See: L. Gleitman and E.L. Newport: The invention of langauge by children: environmental and biological influences. In Daniel Levitin (ed.) Foundations of Cognitive Psychology: Core Readings. Cambridge, MA: MIT Press (pp. 685-704) Singleton, J.L. and Newport, E.L. (2004). When learners surpass their models: the acquisiton of American Sign Language from inconsistent input. Cognitive Psychology, 49, 370-407 Best wishes, Ann In message Shelley Velleman writes: > A question has arisen in a Mass. school system as to whether a > kindergarten teacher whose first language is not English could have a > negative impact on her normally-developing students' English language > development by being a poor role model. (She occasionally omits > function words, but is quite intelligible.) Since being bilingual is > clearly not a disadvantage, it seems obvious to me that exposure to a > person with a slightly different system should do no harm to a child's > first language system. (And, for example, over the past 28 years I've > so far been unable to detect any negative linguistic effects on my > husband, who was raised by such an ESL speaker i.e. his father.) But, > does anyone know of any literature that would specifically, directly > address this question? > > Thanks. > > Shelley > > > From quay at icu.ac.jp Mon Oct 18 19:23:24 2004 From: quay at icu.ac.jp (quay at icu.ac.jp) Date: Tue, 19 Oct 2004 04:23:24 +0900 Subject: L2 influences In-Reply-To: <4.1.20041018134622.00f74c10@ego.psych.mcgill.ca> Message-ID: Dear Shelley, I have a paper that is coming out soon that addresses your concerns to a certain extent: Quay, S. (2004). ?Caregiver input and language development?. In Gordon Fulto n, William J. Sullivan & Arle R. Lommel (eds.), LACUS forum XXX: Language, T hought and Reality. Houston, Linguistic Association of Canada and the U.S., pp. 227-234. My paper examined the effects of the discourse of non-native versus native c aregivers on a three-year-old child?s acquisition and use of German. The int eractions between the child and his German-speaking interlocutors ? a non-na tive Chinese babysitter who was just learning how to speak in German and a n ative German babysitter ? were evaluated in terms of discourse structure and syntactic constructions. The child?s utterances were also compared to the u tterances of his monolingual daycare peers. It was concluded that the impact of the speech of non-native caregivers are not of immense linguistic signif icance as long as children are also exposed to native speakers in their envi ronment. In my studies of trilingual children, I have also found, as Fred de scribes, that the peer model is stronger than parental models when trilingua l children speak mainly the language of their peers rather than their home l anguages. Best wishes, Suzanne > I do not know of specific studies taht address this issue, but an obvious > set of counter-examples is > immigrant children or children of parents who speak limited or accented > English but have ample > exposure to same-age peers who speak English fluently -- such children do > not acquire their parents' accented or > "broken" English, but learn the variety spoken by their peers. > > At some point, peers are a more influential model than parents -- either > because there are more peer than parent models > or because of identity issues. > > Fred Genesee > > At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote: >>A question has arisen in a Mass. school system as to whether a >>kindergarten teacher whose first language is not English could have a >>negative impact on her normally-developing students' English language >>development by being a poor role model. (She occasionally omits >>function words, but is quite intelligible.) Since being bilingual is >>clearly not a disadvantage, it seems obvious to me that exposure to a >>person with a slightly different system should do no harm to a child's >>first language system. (And, for example, over the past 28 years I've >>so far been unable to detect any negative linguistic effects on my >>husband, who was raised by such an ESL speaker i.e. his father.) But, >>does anyone know of any literature that would specifically, directly >>address this question? >> >>Thanks. >> >>Shelley >> >> From wulfeck at crl.ucsd.edu Mon Oct 18 20:44:34 2004 From: wulfeck at crl.ucsd.edu (Beverly B. Wulfeck) Date: Mon, 18 Oct 2004 13:44:34 -0700 Subject: 2005 DOCTORAL PROGRAM ANNOUNCEMENT In-Reply-To: Message-ID: DOCTORAL PROGRAM ANNOUNCEMENT SAN DIEGO STATE UNIVERSITY AND UNIVERSITY OF CALIFORNIA, SAN DIEGO JOINT DOCTORAL PROGRAM (JDP) LANGUAGE AND COMMUNICATIVE DISORDERS Beverly Wulfeck (SDSU) and Jeff Elman & David Swinney (UCSD) Program Directors APPLICATION DEADLINE for FALL, 2005: JANUARY 20, 2005 To obtain admission information and to download our application for Fall 2005 visit our website at: http://chhs.sdsu.edu/SLHS/phdmain.php AIMS AND OBJECTIVES: The JDP in Language and Communicative Disorders is designed to educate a new generation of scientists who are interested in applying research skills to the disorders. This interdisciplinary program provides training in normal (spoken and signed) and abnormal language, and in the neural bases of language learning, use and loss. Although this is a research Ph.D. program, doctoral students wishing to obtain academic preparation for the Certificate of Clinical Competence in Speech-Language Pathology from the American Speech-Language-Hearing Association may do so concurrently with their doctoral studies. We also have a means for students wishing to complete their CFY while enrolled in our program. GOALS: To provide doctoral training in the study of language and communicative behavior with an interdisciplinary focus that integrates state-of-the-art knowledge from the fields of communicative disorders, cognitive sciences, neurosciences, psychology and linguistics represented by the expertise of core faculty from SDSU and UCSD. To prepare professionals, educated in the interface between behavioral and cognitive neuroscience methodologies, who will provide critical leadership in research and health services. To prepare Ph.D. level scientists in the field of language and communicative disorders to serve as faculty in university programs and scientists in a variety of settings to carry out much-needed research on the processes of language development, disorders, assessment and intervention. To prepare researchers to carry out much-needed research in communicative behavior and disorders in bilingualism and multiculturalism. Doctoral faculty will be attending ASHA in Philadelphia in November. Interested students planning on attending these meetings are invited to contact us to arrange to meet us. For questions please call, email or write to: SDSU/UCSD Joint Doctoral Program in Language and Communicative Disorders San Diego State University 5500 Campanile Drive San Diego, California 92182-1518 Telephone: (619) 594-6775 phdlancd at mail.sdsu.edu From awm4 at psu.edu Tue Oct 19 02:04:08 2004 From: awm4 at psu.edu (Adele Miccio) Date: Mon, 18 Oct 2004 22:04:08 -0400 Subject: truncation patterns in Spanish Message-ID: Dear Colleagues, Is anyone aware of any phonological acquisition research that describes truncation patterns of monolingual Spanish speaking children's attempts to produce multisyllabic words? I have found literature on truncation patterns of bilingual children's acquisition of Spanish and a second language, but none on monolingual Spanish. Please reply to me at awm4 at psu.edu. Thank you, Adele ******************************************************* Adele W. Miccio, Ph.D. Associate Professor Communication Sciences and Disorders and Applied Linguistics Department of Communication Sciences and Disorders 219 Moore Building The Pennsylvania State University University Park, PA 16802 Office Telephone: (814) 863-2018 FAX: (814) 863-3759 Internet: awm4 at psu.edu Laboratory Telephone: (814) 865-9954 ******************************************************** From a.karmiloff-smith at ich.ucl.ac.uk Tue Oct 19 10:57:07 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Tue, 19 Oct 2004 11:57:07 +0100 Subject: L2 influences In-Reply-To: <4.1.20041018134622.00f74c10@ego.psych.mcgill.ca> Message-ID: or perhaps because it is a more consistent model. At 13:49 -0400 18/10/04, Fred Genesee wrote: >I do not know of specific studies taht address this issue, but an obvious >set of counter-examples is >immigrant children or children of parents who speak limited or accented >English but have ample >exposure to same-age peers who speak English fluently -- such children do >not acquire their parents' accented or >"broken" English, but learn the variety spoken by their peers. > >At some point, peers are a more influential model than parents -- either >because there are more peer than parent models >or because of identity issues. > >Fred Genesee > >At 01:32 PM 18/10/2004 -0400, Shelley Velleman wrote: >>A question has arisen in a Mass. school system as to whether a >>kindergarten teacher whose first language is not English could have a >>negative impact on her normally-developing students' English language >>development by being a poor role model. (She occasionally omits >>function words, but is quite intelligible.) Since being bilingual is >>clearly not a disadvantage, it seems obvious to me that exposure to a >>person with a slightly different system should do no harm to a child's >>first language system. (And, for example, over the past 28 years I've >>so far been unable to detect any negative linguistic effects on my >>husband, who was raised by such an ESL speaker i.e. his father.) But, >>does anyone know of any literature that would specifically, directly >>address this question? >> >>Thanks. >> >>Shelley >> >> > >Psychology Department Phone: 1-514-398-6022 >McGill University Fax: 1-514-398-4896 >1205 Docteur Penfield Ave. >Montreal QC >Canada H3A 1B1 -------------- next part -------------- An HTML attachment was scrubbed... URL: From marinova at interchange.ubc.ca Tue Oct 19 18:22:23 2004 From: marinova at interchange.ubc.ca (Stefka H. Marinova-Todd) Date: Tue, 19 Oct 2004 11:22:23 -0700 Subject: Oral proficiency measures in Tagalog Message-ID: Dear Info-CHILDES, We are developing a research project to examine the oral proficiency of language-minority/ESL-learning children who come from homes where Tagalog is the dominant language. We would appreciate any leads to measures that have already been developed/adapted for Tagalog in the domains of receptive (e.g., PPVT) and productive vocabulary, morphosyntax and any other areas of language knowledge. We will be glad to post here the summary of responses that we receive. Thank you, Stefka Marinova-Todd -- ____________________________________________ Stefka H. Marinova-Todd, Assistant Professor School of Audiology and Speech Sciences University of British Columbia 5804 Fairview Avenue Vancouver, B.C., CANADA V6T 1Z3 tel: (604) 822-0276 fax: (604) 822-6569 From silliman at cas.usf.edu Wed Oct 20 17:20:12 2004 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Wed, 20 Oct 2004 13:20:12 -0400 Subject: Assistant Professor Position in Communication Sciences & Disorders -- University of South Florida Message-ID: Assistant Professor, University of South Florida, Tampa, Florida. The Department of Communication Sciences and Disorders invites applicants for one new tenure track 9-month position, beginning August 2005, contingent upon funding. Minimum qualifications include an earned research doctorate in communication sciences/disorders or a related discipline conferred by August 22, 2005 in order to be appointed as an Assistant Professor. Preferred qualifications include (1) expertise in neuroscience of communication, with a research specialty in one or more of the following: (a) motor speech disorders, (b) developmental disabilities, such as Autism Spectrum Disorders, (c) fluency, or (d) anatomy & physiology of the speech and language mechanism; however, strong applications with other specializations are welcome, especially those that complement the research strengths of the faculty; (2) CCC-SLP and Florida license eligibility; (3) evidence of potential to establish an independent research program capable of attracting external support. Responsibilities include conducting research, teaching undergraduate and graduate courses, mentoring masters and doctoral students, and participating in departmental and university activities. Salary is negotiable depending upon qualifications and experience. As the largest Department of Communication Sciences and Disorders in the State of Florida (www.cas.usf.edu/csd ), the Department offers B.A., M.S., Au.D. and Ph.D. degrees as well as interdisciplinary degrees with the Departments of Psychology and Special Education. The Department maintains a full service community clinic which offers a full range of speech, language, and hearing services. Graduate students are provided opportunities to study in selected settings among more than 200 affiliated practice sites. USF is a Carnegie Foundation Doctoral/Research Extensive University, the second largest recipient of extramural funding in the state university system, and one of Florida's three designated Research I Universities. Founded in 1956, USF is the largest metropolitan university in the Southeastern United States, serving 42,000 students in 10 colleges on campuses in Tampa, Lakeland, St. Petersburg, and Sarasota-Manatee. USF offers degree programs in 80 undergraduate disciplines, over 100 master's and specialists programs, and 30 doctoral programs, including the M.D. Applications must be received by December 1, 2004. Send application letter, CV, selected publication reprints, and three letters of reference to: Jacqueline Hinckley, Ph.D., University of South Florida, Department of Communication Sciences & Disorders, 4202 East Fowler Ave., PCD1017, Tampa, FL 33620-8150; Phone 813-974-7468; Fax 813-974-0822 (email: jhinckle at chuma1.cas.usf.edu ). The University of South Florida is an AA/EO/EA institution. According to Florida law, applications and meetings regarding them are open to the public. For disabilities accommodation please call Peggy Ott at 813-974-9780 (email: pott at chuma1.cas.usf.edu). Elaine R. Silliman, Ph.D. Professor Communication Sciences and Disorders and Cognitive and Neural Sciences Director, CSD Ph.D Program University of South Florida PCD 1017 Tampa, FL 33620 Voice mail: (813) 974-9812 Fax: (813) 974-0822 From ben.ambridge at liverpool.ac.uk Thu Oct 21 11:08:29 2004 From: ben.ambridge at liverpool.ac.uk (Ben Ambridge) Date: Thu, 21 Oct 2004 12:08:29 +0100 Subject: Russian Corpora Message-ID: Dear Info-CHILDES I am planning to investigate optional infinitive behaviour in Russian and am looking for suitable corpora. I know there are a couple already on the CHILDES database, but wondered if anyone has any further corpora (including any in preparation) which they may be willing to make available. Thanks Ben Ambridge University of Liverpool +44 (0)151 794 1109 Ben.Ambridge at Liverpool.ac.uk From a.karmiloff-smith at ich.ucl.ac.uk Thu Oct 21 11:34:45 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 21 Oct 2004 12:34:45 +0100 Subject: a question from my brother Message-ID: > just a quick point: do you know of a good reference to support within > gender differences in brain function and behaviour as being greater than > between gender diffs? can anyone help? Is the statement true? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From DaleP at health.missouri.edu Thu Oct 21 13:16:16 2004 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Thu, 21 Oct 2004 08:16:16 -0500 Subject: a question from my brother Message-ID: Depending on your interpretation of the phrase "brain function," this statement is almost trivially true. For virtually every language and cognitive measure (and I suspect socio-emotional measure as well, though I'm not as familiar with that domain), gender differences are relatively tiny compared to within-gender variation, typically not accounting for more than 5% of the variance. On the other hand, if you mean *direct* measures of brain function, e.g., glucose uptake, areas activated during specific cognitive functions, that's another matter, and I leave to the experts. But I'd be mighty surprised if the same conclusion didn't emerge there. Note also that the relatively few behavioural genetic studies which have addressed the question generally show that the same genes affect performance in males and females. Philip Dale -----Original Message----- From: info-childes at mail.talkbank.org on behalf of Professor Annette Karmiloff-Smith Sent: Thu 10/21/2004 06:34 To: info-childes at mail.talkbank.org Subject: a question from my brother > just a quick point: do you know of a good reference to support within > gender differences in brain function and behaviour as being greater than > between gender diffs? can anyone help? Is the statement true? Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, MAE, C.Psychol. Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From jr111 at hermes.cam.ac.uk Fri Oct 22 12:45:45 2004 From: jr111 at hermes.cam.ac.uk (James Russell) Date: Fri, 22 Oct 2004 13:45:45 +0100 Subject: Spanish verbs 'to be' Message-ID: Does anybody know of research into Spanish childrens' ability to employ the correct form of the two verbs 'to be' in Spanish (ser - permanent predicates; and estar - temporary predicates)? Jim Russell (Cambridge, UK) -------------- next part -------------- An HTML attachment was scrubbed... URL: From diane-beals at utulsa.edu Fri Oct 22 13:13:54 2004 From: diane-beals at utulsa.edu (Diane Beals) Date: Fri, 22 Oct 2004 08:13:54 -0500 Subject: Assistant Professor Position at University of Tulsa Message-ID: Please circulate this to your students and colleagues -- we are hoping that a people from a broad range of disciplines and fields apply. Thanks! From diane-beals at utulsa.edu Fri Oct 22 13:36:54 2004 From: diane-beals at utulsa.edu (Diane Beals) Date: Fri, 22 Oct 2004 08:36:54 -0500 Subject: assistant professor position at University of Tulsa Message-ID: Please circulate this to your students and colleagues -- we are hoping that people from a broad range of disciplines and fields apply. Thanks! Education. The University of Tulsa invites applications for one tenure-track assistant professor position to join the faculty of a small but vibrant School of Education whose dual mission is to expand the knowledge base in education and prepare teachers as public intellectuals in schools. We seek scholars with doctorates, research agendas and experience, and teaching experience in K-12 schools. Preferred candidates will have demonstrated expertise in at least two of the following areas: quantitative research design and data analysis, K-12 mathematics, cultural anthropology, sociology, developmental psychology, and/or history of education. Responsibilities include pursuing an agenda of scholarship and research; teaching courses in teacher education undergraduate and masters programs; and supervising students in field placements. Review of applications begins December 1, 2004 and continues until the position is filled. Send: (1) letter of application specifically addressing qualifications, research experience, and research, (2) curriculum vitae, (3) three letters of reference, and (4) two samples of scholarly writing, to: Dr. Diane Beals, Director, School of Education, University of Tulsa, 600 S. College Avenue, Tulsa, OK 74104. From pli at richmond.edu Fri Oct 22 19:33:37 2004 From: pli at richmond.edu (Ping Li) Date: Fri, 22 Oct 2004 15:33:37 -0400 Subject: Summary: vocabulary spurt in other languages and other contexts Message-ID: Dear Colleagues, As promised, I am posting a summary of the responses regarding my question on vocabulary spurt in other languages and in other contexts. Thanks go to the following colleagues who have provided detailed information: John Bonvillian, Eve Clark, Hilke Elsen, Natalia Gagarina, Diane Leach, Elena Nicoladis, Barbara Pearson, July Reilly, and Yasuhiro Shirai. (1) There is evidence that vocabulary spurt occurs in other languages, including Chinese, German, Korean, and Russian, although the timing and shape of it may be different from English. Some useful references provided are: Bornstein, M. H., Cote, L. R., Maital, S., Painter, K., Park, S-Y., Pascual, L., Pecheux, M-G., Ruel, J., Venuti, P., & Vyt, A. (2004). Cross-Linguistic Analysis of Vocabulary in Young Children: Spanish, Dutch, French, Hebrew, Italian, Korean, and American English. Child Development, 75(4), 1115-1139. Elsen, H. 1996. Two routes to language. Stylistic variation in one child. First Language 16. 141-158. Natalia Gagarina & Dagmar Bittner. On correlation between the emergence of finite verbs and the development of utterances in Russian and German. Berlin: ZAS Papers in Linguistics/ 2004/33, 13-38. Voeikova, M., & N. Gagarina. MLU, first lexicon, and the early stages in the acquisition of case forms by two Russian children. In /LINCOM studies in theoretical linguistics 29: Pre- and Protomorphology. Early Phases of Morphological Development in Nouns and Verbs/, ed. M. Voeikova and W.U. Dressler, 115-131. (2) One article that has examined vocabulary spurt in bilingualism is: Pearson, Barbara Zurer and Sylvia C. Fernandez (1994). Patterns of interaction in the lexical growth in two languages of bilingual infants and toddlers. Language Learning 44:4, 617-653. (3) Two articles, one showing no apparent spurt, another showing a less steep acceleration in the sign language domain, are: Anderson, D. & Reilly, J. (2002). The MacArthur Communicative Development Inventory: The Normative Data for American Sign Language. Deaf Studies and Deaf Education,7:83-106. Bonvillian, J., Orlansky, M., Novack, L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 54, 1435-1445. My own summary of the English literature is this: While there is a great deal of interest in vocabulary spurt (e.g., Bates & Carnevale, 1993; Bates & Goodman, 1997; Elman et al., 1996; McCarthy, 1946; van Geert, 1991; Woodward et al., 1994), there has been no satisfactory integrative account. Previous research has debated on (1) whether vocabulary spurt occurs as a function of variables intrinsic to word learning (e.g., phonological ability, lexical representation, or word retrieval ability) or variables related to general cognitive development (e.g., categorization ability, naming insight, or symbol insight), (2) whether the spurt is restricted to particular types of words (nouns versus other types) or to particular modality (production versus comprehension), and (3) whether the spurt differs for individual children in when it occurs, how it occurs, or whether it occurs at all (Bloom, 2000; Dapretto & Bjork, 2000; Ganger & Brent, 2004; Gopnik & Meltzoff, 1987; McShane, 1980; Reznick & Goldfield, 1990, 1992; Plunkett, 1993; Woodward et al., 1994). With best wishes, and happy ?vocab-spurting?. Ping Li ---------------------------------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- From ellmcf at nus.edu.sg Sat Oct 23 08:08:04 2004 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Sat, 23 Oct 2004 16:08:04 +0800 Subject: Spanish verbs 'to be' Message-ID: Dear Jim, I don't know of research on this for Spanish, but there is at least this one study about Portuguese: Lemos, C. T. G. d. (1987). 'Ser' and 'estar' in Brazilian Portuguese: with particular reference to child language acquisition, T?bingen, Germany, Gunter Narr Verlag. If this is of interest and you can't find the study elsewhere, I can give you a URL to a library from where you may be able to borrow it. 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 James Russell Sent: Friday, 22 October, 2004 8:46 PM To: info-childes at mail.talkbank.org Subject: Spanish verbs 'to be' Does anybody know of research into Spanish childrens' ability to employ the correct form of the two verbs 'to be' in Spanish (ser - permanent predicates; and estar - temporary predicates)? Jim Russell (Cambridge, UK) -------------- next part -------------- An HTML attachment was scrubbed... URL: From slornat at psi.ucm.es Sat Oct 23 10:33:30 2004 From: slornat at psi.ucm.es (susana lopez ornat) Date: Sat, 23 Oct 2004 11:33:30 +0100 Subject: Spanish verbs 'to be' Message-ID: Spanish verbs 'to be'You could use this research where one of us (Javier del Castillo) worked in the compared (English children) acquisition of the Spanish "ser-estar" contrast as related to Object versus Event notions: M.D.Sera, E.L.Reittinger & J.del Castillo (1991) Developing definitions of Objects and Events in English and Spanish speakers. Cognitive Development, 6, 119-142. Susana L?pez Ornat Equial: www.ucm.es/info/equial Universidad Complutense, Madrid -------------- next part -------------- An HTML attachment was scrubbed... URL: From crowland at liverpool.ac.uk Tue Oct 26 08:53:54 2004 From: crowland at liverpool.ac.uk (Caroline Rowland) Date: Tue, 26 Oct 2004 09:53:54 +0100 Subject: Research Assistants Required Message-ID: Dear all, Please find below two adverts for two Research Assistants, one based at the University of Liverpool, UK, and one based at the University of Manchester, UK. The adverts are slightly different because of the differing requirements of the 2 institutions, but the RAs will be working on the same project and carrying out very similar tasks. Applicants are welcome to apply for both jobs but will be required to apply separately to each institution. Thanks, Caro THE UNIVERSITY OF LIVERPOOL SCHOOL OF PSYCHOLOGY RESEARCH ASSISTANT Approx. ?19,460 p.a. An ESRC-funded research position is available to work on a study of early language development. The post will involve collecting and analysing language data from 3-year-olds. Applicants should have a good first degree in psychology, linguistics or a related discipline, good computer skills and experience of working with preschool or primary school aged children. If possible, applicants should have knowledge of how to conduct studies with children, experience of statistical software packages, a clean driving licence and their own car. The post is tenable for two years. Informal enquiries to Dr Caroline Rowland, School of Psychology; 0151-794-1120, email: crowland at liverpool.ac.uk Quote Ref:B/373 Closing Date: Wednesday 17th November Further particulars and details of the application procedure should be requested from the Director of Personnel, The University of Liverpool, Liverpool L69 3BX on 0151 794 2210 (24 hr answerphone), via email:jobs at liv.ac.uk or are available online at http://www.liv.ac.uk/university/jobs.html THE UNIVERSITY OF MANCHESTER SCHOOL OF PSYCHOLOGICAL SCIENCES RESEARCH ASSISTANT (Ref: 1122/04) This study you will be working on follows on from previous work on language development on children between the ages of 2-3 years, and is aimed at discovering how children build up an adult-like grammar, in particular focusing on children?s knowledge of auxiliaries. You will be responsible for recruiting families of 3-year-old children to the study, collecting naturalistic tape-recorded language data in their homes on a regular basis, and transcribing the data. You will also be required to work with the children, using tasks aimed at eliciting structures - which children produce rather rarely but are important for understanding their grammatical development. You should have a good first degree in psychology, linguistics or a related discipline, good computer skills and experience of working with preschool or primary school aged children. You should have a clean driving licence and their own car. Experience of statistical software packages and knowledge of how to conduct studies with children is desirable. The post is tenable for two years Salary in the region of ?19,460 p.a. Closing date for applications: Wednesday 17th November. This post is subject to an enhanced criminal records disclosure check. Informal enquiries to Dr Anna Theakston, School of Psychological Sciences on 0161-275-2600, email: anna.l.theakston at manchester.ac.uk Quote Ref: 1122/04. Closing Date: Wednesday 17th November Further particulars and application forms are available from the Directorate of Human Resources, The University of Manchester Oxford Road, Manchester M13 9PL. (telephone 0161 275 2028; Fax 0161 275 2471; Minicom 0161 275 7889; E-mail personnel at man.ac.uk; Website http//www.man.ac.uk). The University will actively foster a culture of inclusion and diversity and will seek to achieve true equality of opportunity for all members of its community. Dr. Caroline Rowland School of Psychology University of Liverpool Bedford Street South Liverpool L69 7ZA Tel: 0151 794 1120 Fax: 0151 794 2945 From pli at richmond.edu Tue Oct 26 16:14:47 2004 From: pli at richmond.edu (Ping Li) Date: Tue, 26 Oct 2004 12:14:47 -0400 Subject: election and science Message-ID: Dear Colleagues, The U.S. Presidential Election is a week away from today. As the editors of Scientific American have indicated, this election has enormous consequences for the future of science. Therefore, we would like to take a quick sampling of the preference of scientists in our field for either of the two major presidential candidates. We promise that this poll should take you only 5 seconds. Click the following website, and simply check your education level and current professional status, your preference for one of the two candidates, and whether you are likely to vote. http://cogsci.richmond.edu/election.html Thank you. Sincerely Ping Li -------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1184 bytes Desc: not available URL: From asheldon at tc.umn.edu Tue Oct 26 18:32:52 2004 From: asheldon at tc.umn.edu (Amy Sheldon) Date: Tue, 26 Oct 2004 13:32:52 -0500 Subject: election and science In-Reply-To: <282950D5-276A-11D9-9FA2-0003936B3B0A@richmond.edu> Message-ID: What use will you make of this? Amy Sheldon On Tue, 26 Oct 2004, Ping Li wrote: > Dear Colleagues, > > The U.S. Presidential Election is a week away from today. As the > editors of Scientific American have indicated, this election has > enormous consequences for the future of science. Therefore, we would > like to take a quick sampling of the preference of scientists in our > field for either of the two major presidential candidates. We promise > that this poll should take you only 5 seconds. Click the following > website, and simply check your education level and current professional > status, your preference for one of the two candidates, and whether you > are likely to vote. > > http://cogsci.richmond.edu/election.html > > Thank you. > > Sincerely > Ping Li > > > -------------------------------------------- > Ping Li, Ph.D., Associate Professor > Director, Cognitive Science Laboratory > Department of Psychology, University of Richmond > Richmond, VA 23173, USA > Email: pli at richmond.edu > Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 > http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ > ---------------------------------------------------------------------- From pli at richmond.edu Tue Oct 26 18:43:47 2004 From: pli at richmond.edu (Ping Li) Date: Tue, 26 Oct 2004 14:43:47 -0400 Subject: election and science In-Reply-To: Message-ID: Dear Amy and colleagues, I will post a summary of results and the rationale of this to the list later on. At this point detailed information might affect people's responses. By the way, there has been an overwhelming number of responses! Ping Li > What use will you make of this? > Amy Sheldon > > > On Tue, 26 Oct 2004, Ping Li wrote: > >> Dear Colleagues, >> >> The U.S. Presidential Election is a week away from today. As the >> editors of Scientific American have indicated, this election has >> enormous consequences for the future of science. Therefore, we would >> like to take a quick sampling of the preference of scientists in our >> field for either of the two major presidential candidates. We promise >> that this poll should take you only 5 seconds. Click the following >> website, and simply check your education level and current professional >> status, your preference for one of the two candidates, and whether you >> are likely to vote. >> >> http://cogsci.richmond.edu/election.html >> >> Thank you. >> >> Sincerely >> Ping Li >> >> >> -------------------------------------------- >> Ping Li, Ph.D., Associate Professor >> Director, Cognitive Science Laboratory >> Department of Psychology, University of Richmond >> Richmond, VA 23173, USA >> Email: pli at richmond.edu >> Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 >> http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ >> ---------------------------------------------------------------------- > From macw at mac.com Tue Oct 26 19:24:00 2004 From: macw at mac.com (Brian MacWhinney) Date: Tue, 26 Oct 2004 15:24:00 -0400 Subject: password Message-ID: Dear Info-CHILDES, In order to access the FileMaker membership list from the CHILDES homepage, you need to enter "babbling" as the username and "babbling" as the password. I need to post a reminder about this about once a year, since newer readers of the list may not know the password. --Brian MacWhinney From kamil at hawaii.edu Tue Oct 26 19:24:42 2004 From: kamil at hawaii.edu (Kamil Ud Deen) Date: Tue, 26 Oct 2004 09:24:42 -1000 Subject: Schedule & Pre-registration for GALANA 2004 (17-20 Dec.) Message-ID: 25 October 2004 GALANA 2004 is pleased to announce that the entire talk and poster schedule is now available on the GALANA website. (Links to abstracts will be added soon.) Pre-registration information and forms are also now available for downloading from the website. http://www.ling.hawaii.edu/galana/ ***Pre-registration deadline: 15 November 2004*** The pre-registration form is combined with the signup sheet for the special events. Information about the special events can be found at: http://www.ling.hawaii.edu/galana/special_events.html Please direct any questions to: galana at hawaii.edu Sincerely, The GALANA 2004 Organizing Committee From dthal at mail.sdsu.edu Tue Oct 26 19:43:12 2004 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 26 Oct 2004 12:43:12 -0700 Subject: speech scientist position at SDSU Message-ID: Speech Scientist (Rank Open): San Diego State University invites applications for a tenure-track faculty position. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels in the area of speech sciences, supervising theses/dissertations, and pursuing a research program in the area of personal scholarly interests. Looking for a person to develop and direct a speech science laboratory, and to build collaborations with key faculty at SDSU, UCSD, and nationally. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://chhs.sdsu.edu/slhs/). Position closes January 30, 2005, with employment to begin August, 2005. Send letter of interest, description of research program, evidence of teaching excellence, vita, reprints, and 3 letters of recommendation to: Dr. Beverly Wulfeck, Interim Chair, School of Speech, Language, and Hearing Sciences, San Diego State University, bwulfeck at mail.sdsu.edu with copies to Dr. Donna Thal, search committee chair, dthal at mail.sdsu.edu. San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. Donna J. Thal, Ph.D. Distinguished Professor School of Speech, Language, and Hearing Sciences San Diego State University Joint Doctoral Program in Language and Communicative Disorders San Diego State University and University of California, San Diego Research Scientist Center for Research on Language University of California, San Diego Address: Developmental Psycholinguistics Laboratory 6330 Alvarado Road Suite 231 San Diego, CA 92120-1850 Phone: Lab 619-594-6350 Office 619-594-7110 Fax 619-594-4570 http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL -------------- next part -------------- An HTML attachment was scrubbed... URL: From dthal at mail.sdsu.edu Tue Oct 26 19:41:28 2004 From: dthal at mail.sdsu.edu (Donna Thal) Date: Tue, 26 Oct 2004 12:41:28 -0700 Subject: child language/neuroscience specialist position at SDSU Message-ID: Child language/Neuroscience specialist (Rank Open): San Diego State University invites applications for a tenure-track faculty position. A Ph.D., excellence in teaching, a commitment to working in a multi-cultural environment with students from diverse backgrounds, and strong research abilities are required. Clinical experience and certification (CCC-SLP) are highly desirable, though not mandatory. Primary responsibilities include teaching at the undergraduate and graduate (MA and Ph.D.) levels in the area of pediatric neuroscience and language development, supervising theses/dissertations, and pursuing a research program in the area of personal scholarly interests. Looking for a person with skills in one of more of the following areas: language acquisition and childhood language disorders (may be early development and disorders, SLI, bilingual language development, autism, etc.), neuro-functional and neuroanatomical correlates of language development, genetics of developmental language disorders. Salary and rank dependent on candidate's qualifications and budget considerations. Join 18 other full-time faculty and over 200 students in a stimulating work environment, excellent lab/clinical facilities, and a beautiful place to live (see more information at http://chhs.sdsu.edu/slhs/). First priority will be given to applications received by January 30, 2005 with position to remain open until filled; employment to begin Fall semester 2005. Send letter of interest, description of research program, evidence of teaching excellence, vita, reprints, and 3 letters of recommendation to: Dr. Beverly Wulfeck, Interim Director, School of Speech, Language, and Hearing Sciences, San Diego State University, bwulfeck at mail.sdsu.edu, with copies to Dr. Donna Thal, Search Committee Chair, dthal at mail.sdsu.edu. San Diego State University is a Title IX, equal opportunity employer and does not discriminate against individuals on the basis of race, religion, national origin, sexual orientation, gender, marital status, age, disability, or veteran status, including veterans of the Vietnam era. Donna J. Thal, Ph.D. Distinguished Professor School of Speech, Language, and Hearing Sciences San Diego State University Joint Doctoral Program in Language and Communicative Disorders San Diego State University and University of California, San Diego Research Scientist Center for Research on Language University of California, San Diego Address: Developmental Psycholinguistics Laboratory 6330 Alvarado Road Suite 231 San Diego, CA 92120-1850 Phone: Lab 619-594-6350 Office 619-594-7110 Fax 619-594-4570 http://www-rohan.sdsu.edu/dept/chhs/cd/Dpl/DPL -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Oct 27 15:21:25 2004 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 27 Oct 2004 11:21:25 -0400 Subject: Position- University of Reading Message-ID: Lectureship (Assistant Professor) in Clinical Linguistics/Speech and Language Therapy (Pathology) ? University of Reading, UK. Closing Date:?29/11/2004 Reference Number:?AC0435 Department:?School of Linguistics and Applied Language Studies Post Type:?Full-time, Permanent from 1 January 2005 (start date is flexible) Payscale:?Lecturer B, ?27,989 to ?35,883 p.a. Contact Details: Application form and further details available from Personnel Office, The University of Reading, Whiteknights, PO Box 217, Reading, RG6 6AH. Telephone (0118) 378 6771 (answerphone). E-mail: Personnel at reading.ac.uk giving name and full address. Applications forms and further particulars are also available from www.reading.ac.uk/Jobs. Interviews are likely to be held week commencing 29 November 2004. Please quote reference number. Description: You will be committed to high quality, innovative academic and clinical teaching at undergraduate and postgraduate levels and you will be a good team player. You will have a higher degree and ideally some teaching experience in at least one aspect of language disorders in children. You will be active in clinically related research and will be expected to play a role in developing clinical research in an area of developmental speech/language disorders. A clinical qualification in speech and language therapy is essential. From pm at sfsu.edu Thu Oct 28 20:48:50 2004 From: pm at sfsu.edu (Philip Prinz) Date: Thu, 28 Oct 2004 13:48:50 -0700 Subject: Tenure Track Faculty Position: Deaf and Hard of Hearing Message-ID: From: pm at sfsu.edu Subject: Tenure Track Faculty Position: Deaf and Hard of Hearing Date: October 28, 2004 1:44:57 PM PDT To: slling-l at majordomo.valenciacc.edu The Department of Special Education at San Francisco State University is seeking applicants for a tenure-track Assistant Professor faculty position with emphasis in the Deaf and Hard of Hearing area. Please circulate this announcement to your colleagues and students. Thank you. Dr. Philip Prinz Department of Special Education San Francisco State University September, 2004 ASSISTANT PROFESSOR TENURE-TRACK FACULTY POSITION Special Education ? Deaf and Hard of Hearing The Deaf and Hard of Hearing emphasis area in the Department of Special Education at San Francisco State University prepares graduate students for careers as teachers and program administrators serving elementary-age and secondary-age students with deafness or significant hearing loss. The department seeks individuals with background in Special Education for students with deafness or significant hearing loss, and with a familiarity with the principles and philosophy of the primary modes of communication among individuals who are deaf or hard of hearing, including: lip-reading, oral-auditory modes of communication, manually coded English (SEE), and American Sign Language. In addition, applicants also should be trained in family-centered services, diversity, inclusion, and collaboration among educators and related providers and systems. Candidates for this position need to reflect an ability to train personnel to assume a variety of positions within schools and agencies as teachers, leaders, advocates, and program managers. In addition, candidates must have an active record of scholarship, research and development related to their specialty area, and evidence of external support for these activities. The department is a large and comprehensive unit with 18 full-time faculty and over 500 students. The department offers a range of credential, certificate, and degree programs as well as a Joint Doctoral Program in Special Education with the Graduate School of Education at the University of California, Berkeley. Faculty provide leadership, scholarship and training across the following programs: ? Educational Specialist credentials? Clinical Rehabilitative Services credentials? M.S. in Communicative Disorders (including speech pathology and audiology)? M.A. in Special Education (with emphasis areas in Mild/Moderate Disabilities, Early Childhood Special Education, Deaf/Hard of Hearing, Visual Impairments, Physical and Health Impairments, Moderate/Severe Disabilities, Orientation & Mobility, and Vocational Special Education).? Certificate programs offered in Early Childhood Special Education, Educational Therapy, Integrated Student Specialist, and Vocational Special Education. The department administers a Joint Doctoral Program in Special Education with the Graduate School of Education at the University of California, Berkeley. This program provides students with opportunities to work in a broad range of academic areas on both campuses to pursue roles in leadership, research and scholarship, public policy, administration and teaching. Doctoral studies lead to a Ph.D. in Education, with a concentration in Special Education. San Francisco State University is a large urban university with over 30,000 students, and is part of the 23-campus California State University system serving a diverse student body in liberal arts, sciences, and professional programs. The mission of the University is to create an environment for learning that promotes an appreciation of scholarship, freedom, and human diversity; fosters excellence in instruction and intellectual accomplishment; and provides broadly accessible higher education. SFSU faculty members are expected to be effective in teaching; to demonstrate professional achievement and growth through continued research, publications, and/or creative activities; and to contribute their academic expertise and leadership to the campus and community. POSITION: Tenure Track position, Assistant Professor in Deaf and Hard of Hearing Emphasis in Special Education; Commensurate with background and experience SALARY: Commensurate with background and experience CLOSING DATE: Screening begins December 15 1, 2004. Position Opened until filled. START DATE: August, 2005 APPLICATION: Submit a letter of application, curriculum vita, three letters of reference, copies of two recent publications, and a one-page statement of educational philosophy to: Chair, Deaf and Hard of Hearing Emphasis in Special Education Search Committee, Department of Special Education, San Francisco State University, 1600 Holloway Avenue, San Francisco, CA 94132. (415) 338-2501; FAX (415) 338-0566. FACULTY POSITION IN SPECIAL EDUCATION: Deaf and Hard of Hearing Program Emphasis San Francisco State University POSITION: An Assistant Professor, tenure track faculty position in the Department of Special Education, based on qualifications QUALIFICATIONS: Essential An earned doctorate in special education or a related field. Extensive experience in schools and/or related settings for elementary-age and secondary-age students who are deaf or hard of hearing. A minimum of two years of professional experience. Strong evidence of scholarly productivity or potential. Demonstrated leadership skills and documented commitment to research and innovation. Ability to teach graduate level courses in the Deaf and Hard of Hearing Program Emphasis in Special Education. Ability to supervise student field experiences. Ability to communicate effectively and advise master's and doctoral level students. Knowledge and skills to effectively collaborate with families and with general education practitioners and other agencies providing services to elementary-age and secondary-age students who are deaf or hard of hearing. Cross-cultural sensitivity and competence. Preferences 1. Expertise in special education with emphasis in deaf or hard of hearing subspecialty within special education. 2. Expertise in subject matter and reading curricula, and language assessment and curriculum development with deaf and hard of hearing students. 3. Knowledge of cultural and linguistic differences. 4. Expertise in primary modes of communication among individuals who are deaf or hard of hearing, including: lip-reading, oral-auditory modes of communication, manually coded English (SEE), and American Sign Language. 4. Previous teaching experience at a university. 5. Successful experience in the development and implementation of externally-funded research, training or demonstration projects. 6. Recognized national leadership in special education. 7. Certification from Council on Education of the Deaf. 8. Experience with distance learning. RESPONSIBILITIES: A. Teach graduate courses in special education, including courses in intervention methods for elementary-age and secondary-age students who are deaf or hard of hearing. B. Supervise student field experiences. C. Participate in assigned non-teaching university activities such as advising and committee work at department, college and university levels and in the community. D. Provide effective leadership in seeking and managing research and training grants. E. Coordinate projects and academic program development with other related disciplines within the university. F. Recruit and mentor graduate students including those from diverse linguistic and cultural backgrounds SFSU is an "Affirmative Action/Equal Opportunity Employer". Ethnic minorities and individuals with disability are especially urged to apply. -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 10017 bytes Desc: not available URL: From macw at mac.com Thu Oct 28 21:48:37 2004 From: macw at mac.com (Brian MacWhinney) Date: Thu, 28 Oct 2004 17:48:37 -0400 Subject: load and children's language processing Message-ID: Dear Info-CHILDES, Julie Lewis from UBC asked me whether I could point her to some studies of the effects of processing load on language processing in children and I was surprised to admit to myself that I could not think of a consistent attempt to examine this issue. Specifically, in the framework of the theory of automaticity espoused by Schneider and Shiffrin (1977) increases in processing load created by the imposition of a dual task (saying "kestral-kestral", tapping your foot, counting back from 100 by threes, etc.) are supposed to have various interesting interactions with non-automatic tasks, but little impact on automated tasks. There is, of course, the Gathercole and Baddeley work on phonological interference in list memory, but this hardly gets to the level of sentence memory or processing. Moreover, only a small fraction of that work is with children. Gupta. MacWhinney, and Feldman did some work with children with focal lesions, and Evans did parallel work with SLI, but never really focusing on dual tasks. Instead, most of this work uses work memory capacity as an individual differences measure. Liz Bates and Arturo Hernandez did a nice study with load and adult bilinguals, but that is back into the adult literature. Maybe people have just found that kids cannot handle dual tasks. It would seem that processing load studies would be an excellent way of tapping into issues in the study of SLI and perhaps Dorothy Bishop did some of this, but I can't think of the study. So, can any of you out there help us out with references or ideas. If these studies have not been done, either with normals or SLI, maybe it is time to do them. --Brian MacWhinney From t.marinis at ucl.ac.uk Fri Oct 29 11:32:57 2004 From: t.marinis at ucl.ac.uk (Theodore Marinis) Date: Fri, 29 Oct 2004 12:32:57 +0100 Subject: load and children's language processing In-Reply-To: <1FC802F3-292B-11D9-9E79-000A95AFCA4E@mac.com> Message-ID: Dear Brian, Julie & Info-CHILDES, there are some recent studies on sentence processing by children with typical and atypical language development using a dual task - the cross-modal picture priming experiment. In this task, children listen to sentences (task 1) and while they do that, a picture is presented on the computer screen. Upon seeing the picture, children have to perform a decision task - for example they have to decide about the animacy of the picture (task 2). McKee, Nicol & MacDaniel (1993) used this task to study how children process sentences involving pronouns and reflexives, Love & Swinney (1997) used this task to study processing of relative clauses by pre-school children and recently, we conducted a study to look at the processing of filler-gap dependencies in relative clauses using a memory span task to control for differences in memory capacity between the participants (Roberts, Marinis, Felser & Clahsen, 2004). Finally, last year, together with H. van der Lely, I conducted the same type of task with SLI children (Marinis & van der Lely, 2004) to look at how they process wh-questions on-line. See the references at the end of this e-mail. The main finding of the above studies is that typically developing pre-school and school children are slower than adults, but they show reactivation of the antecedent at the position of the gap. For example in the sentence 'John saw the peacock to which the small penguin gave the nice birthday present [gap] in the garden last weekend', a priming effect was found at the offset of the word 'present'. Interestingly, in our experiment with typically developing children (Roberts, Marinis, Felser & Clahsen, 2004), we found an interaction with memory span for both children and adults. Low span children and adults did not show this priming effect! Children with SLI showed a different pattern. In sentences like 'Who did Bob give the present to [gap] yesterday evening?', they showed no priming effect at the gap. Instead, they showed a priming effect at the offset of the verb 'give'. Importantly, SLI children's memory span did not differ significantly from the memory span of the control group (that showed a priming effect at the gap)! So children with SLI showed a different pattern of processing, but this seems to be unrelated to memory span - at least for the children we tested. We take that this result shows that SLI children process sentences with filler-gap dependencies through a lexical-thematic association between the verb and its arguments and not through a syntactic dependency between the filler and the gap. So it seems that both typically developing children and children with SLI can handle dual tasks, and results can shed light into the way they process sentences, but also into their underlying grammar. Btw., the last 2 studies will be presented at the BU conference next week - on Friday afternoon -, so anyone interested for further details and discussion is welcome to attend. With best regards, --Theo Marinis ---------------------- References ---------------------- Love, T. & Swinney, D. (1997) 'Real time processing of object relative constructions by pre-school children.' Poster presented at the 10th Annual CUNY Conference on Human Language Processing, Santa Monica. Marinis & van der Lely (2004). 'Filler-gap dependencies vs. lexical-thematic associations in typical and atypical language development.' Poster presented at the 17th Annual CUNY Conference on Human Sentence Processing, Maryland. McKee, C., Nicol, J. & McDaniel, D. (1993) 'Children's application of binding during sentence processing.' Language and Cognitive Processes, 8, 265-290. Roberts, Marinis, Felser & Clahsen (2004). 'Antecedent priming at gap positions in children's sentence processing.' Poster presented at the 17th Annual CUNY Conference on Human Sentence Processing, Maryland -^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^- Dr. Theodore Marinis Centre for Developmental Language Disorders and Cognitive Neuroscience Department of Human Communication Science University College London Chandler House 2, Wakefield Street, London WC1N 1PF UK Room 132 Tel. +44-20-7679-4096 Fax +44-20-7713-0861 www: http://www.ucl.ac.uk/DLDCN/staff11.html -^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^~^~^~^-^- At 22:48 28/10/2004, Brian MacWhinney wrote: >Dear Info-CHILDES, > Julie Lewis from UBC asked me whether I could point her to some > studies of the effects of processing load on language processing in > children and I was surprised to admit to myself that I could not think of > a consistent attempt to examine this issue. Specifically, in the > framework of the theory of automaticity espoused by Schneider and > Shiffrin (1977) increases in processing load created by the imposition of > a dual task (saying "kestral-kestral", tapping your foot, counting back > from 100 by threes, etc.) are supposed to have various interesting > interactions with non-automatic tasks, but little impact on automated > tasks. There is, of course, the Gathercole and Baddeley work on > phonological interference in list memory, but this hardly gets to the > level of sentence memory or processing. Moreover, only a small fraction > of that work is with children. Gupta. MacWhinney, and Feldman did some > work with children with focal lesions, and Evans did parallel work with > SLI, but never really focusing on dual tasks. Instead, most of this work > uses work memory capacity as an individual differences measure. Liz > Bates and Arturo Hernandez did a nice study with load and adult > bilinguals, but that is back into the adult literature. Maybe people > have just found that kids cannot handle dual tasks. > It would seem that processing load studies would be an excellent way > of tapping into issues in the study of SLI and perhaps Dorothy Bishop did > some of this, but I can't think of the study. > So, can any of you out there help us out with references or ideas. >If these studies have not been done, either with normals or SLI, maybe it >is time to do them. > >--Brian MacWhinney > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From lmb32 at columbia.edu Fri Oct 29 12:17:27 2004 From: lmb32 at columbia.edu (Lois Bloom) Date: Fri, 29 Oct 2004 08:17:27 -0400 Subject: load and children's language processing Message-ID: For 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, see, for example: 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. Lois Bloom Lois Bloom 95 Wilson Road Easton, Connecticut 06612 203-261-46222 fax: 203-261-4689 ----- Original Message ----- From: "Brian MacWhinney" To: Cc: Sent: Thursday, October 28, 2004 5:48 PM Subject: load and children's language processing > Dear Info-CHILDES, > Julie Lewis from UBC asked me whether I could point her to some > studies of the effects of processing load on language processing in > children and I was surprised to admit to myself that I could not think of > a consistent attempt to examine this issue. Specifically, in the > framework of the theory of automaticity espoused by Schneider and Shiffrin > (1977) increases in processing load created by the imposition of a dual > task (saying "kestral-kestral", tapping your foot, counting back from 100 > by threes, etc.) are supposed to have various interesting interactions > with non-automatic tasks, but little impact on automated tasks. There is, > of course, the Gathercole and Baddeley work on phonological interference > in list memory, but this hardly gets to the level of sentence memory or > processing. Moreover, only a small fraction of that work is with > children. Gupta. MacWhinney, and Feldman did some work with children with > focal lesions, and Evans did parallel work with SLI, but never really > focusing on dual tasks. Instead, most of this work uses work memory > capacity as an individual differences measure. Liz Bates and Arturo > Hernandez did a nice study with load and adult bilinguals, but that is > back into the adult literature. Maybe people have just found that kids > cannot handle dual tasks. > It would seem that processing load studies would be an excellent way of > tapping into issues in the study of SLI and perhaps Dorothy Bishop did > some of this, but I can't think of the study. > So, can any of you out there help us out with references or ideas. If > these studies have not been done, either with normals or SLI, maybe it is > time to do them. > > --Brian MacWhinney > > From R10MJR1 at wpo.cso.niu.edu Fri Oct 29 15:02:56 2004 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Fri, 29 Oct 2004 10:02:56 -0500 Subject: load and children's language processing Message-ID: Hi All, Nice question. The study of processing load in children's comprehension and production is an interesting one. It has always been mildly surprising to me that the discipline of developmental psycholinguistics actually spends relatively little time investigating it. One thing that has struck me from the initial responses is the following. When this question has been investigated, it often seems to have been investigated through a dual-task, divided attention paradigm. As Brian points out, in such a paradigm it is the load of the external demands that impacts linguistic processing. What has interested me for the last few years are the demands arising from within language * the endogenous factors that burden a child's sentence production capacity. I think this is a very rich area, in which we can ask, how do the structures and items children acquire impact initial and over time, sentence production capacity? Matt Rispoli From stemberg at interchange.ubc.ca Fri Oct 29 15:46:47 2004 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Fri, 29 Oct 2004 08:46:47 -0700 Subject: load and children's language processing In-Reply-To: Message-ID: Matt Rispoli brought up the following: > What has interested me for the last few years are the demands arising > from within language * the endogenous factors that burden a child's > sentence production capacity. I think this is a very rich area, in > which we can ask, how do the structures and items children acquire > impact initial and over time, sentence production capacity? There was a bit of work in the 1970's and 1980's that addressed this to some extent (but didn't explore it to that great a depth). The first thing that comes to mind is: Crystal, D. (1987). Towards a 'bucket' theory of language disability: Taking account of interaction between linguistic levels. Clinical Linguistics and Phonetics, 1, 7-22. And it's been a long time since I looked at the following book: Scollon, R.T. (1976). Conversations with a one-year-old. Honolulu: University of Hawaii Press. But, as I recall, there's some discussion in there about how phonological form can sometimes be less accurate in sentences than in single-word utterances, and the discussion addresses resource limitations. Unfortunately, as I recall, he doesn't break the phonological effects down into phenomena that directly involve the interaction of elements in different words (such as assimilations, avoidance of consonant clusters, difficulty of wS, etc.) and those that involve more reduced pronunciations simply because the words are in sentences. ---Joe Stemberger UBC From a.karmiloff-smith at ich.ucl.ac.uk Fri Oct 29 19:51:47 2004 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 29 Oct 2004 20:51:47 +0100 Subject: load and children's language processing In-Reply-To: Message-ID: wouldn't on-line studies where, for instance, the child is monitoring for a specific word but where syntax is increasingly complex within which the word is embedded, be a possible approach? A. At 10:02 am -0500 29/10/04, Matthew Rispoli wrote: >Hi All, > >Nice question. The study of processing load in children's >comprehension and production is an interesting one. It has always >been mildly surprising to me that the discipline of developmental >psycholinguistics actually spends relatively little time >investigating it. One thing that has struck me from the initial >responses is the following. When this question has been >investigated, it often seems to have been investigated through a >dual-task, divided attention paradigm. As Brian points out, in such >a paradigm it is the load of the external demands that impacts >linguistic processing. What has interested me for the last few >years are the demands arising from within language * the endogenous >factors that burden a child's sentence production capacity. I think >this is a very rich area, in which we can ask, how do the structures >and items children acquire impact initial and over time, sentence >production capacity? >Matt Rispoli From pli at richmond.edu Fri Oct 29 20:31:12 2004 From: pli at richmond.edu (Ping Li) Date: Fri, 29 Oct 2004 16:31:12 -0400 Subject: Summary of survey Message-ID: Dear Colleagues, Upon requests from several colleagues, I am posting the results from the internet survey conducted earlier this week. I have a few simple notes/disclaimers: (1) I obtained permission from Brian MacWhinney, the listserv's maintainer, (2) I obtained IRB chair's exemption, (3) readers should use their own judgment in interpreting the results, given the advantages and disadvantages associated with internet survey (Bordens & Abbot, 2004), and (4) I will make no further comments or clarifications on this -- we have to wait until Nov. 2 to see if this has anything to do with the outcome of the election: 369 people from two listservs responded to an internet survey (http://cogsci.richmond.edu/election.html) within a 24-hour period (Oct. 25-26, 2004). 336 of the respondents (91%) indicated that they are likely voters, among which 308 hold a doctoral or master's degree. The combined statistics from the two listservs for the likely voters are: Bush Kerry ----------------------------------------------- 22 (7%) 314 (93%) The first listserv (216 likely voters) contained 62% of faculty members at institutions of higher education or scientists in research institutions throughout the country, 22% of graduate students, and 16% of others (including college undergraduate students). The second listserv (120 likely voters) contained faculty (87%) and staff (13%) members from a private university in the south, the greater environment of which is strongly Republican-based. Separate statistics from the two listservs are: Listserv One Bush Kerry ----------------------------------------------- 10 (5%) 206 (95%) Listserv Two Bush Kerry ----------------------------------------------- 12 (10%) 108 (90%) --------------------------------------------- Ping Li, Ph.D., Associate Professor Director, Cognitive Science Laboratory Department of Psychology, University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu Phone: (804) 289-8125 (O), 287-1236 (lab); Fax: (804) 287-1905 http://www.richmond.edu/~pli/ or http://cogsci.richmond.edu/ ---------------------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2460 bytes Desc: not available URL: From gleason at bu.edu Fri Oct 29 20:47:14 2004 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 29 Oct 2004 16:47:14 -0400 Subject: load and children's language processing In-Reply-To: <1FC802F3-292B-11D9-9E79-000A95AFCA4E@mac.com> Message-ID: See also a recent Boston University doctoral dissertation (2004) by Elena Zaretsky, now at U Mass, Amherst: Auditory Comprehension in Children with Specific Language Impairment: The Role of Verbal Working Memory. She used a competing language processing task, and results pointed to working memory capacity as an important variable.. From the abstract: > . Phonological working memory was assessed through the Nonsense Word > Repetition Task (NWRT), and verbal working memory capacity through the > Competing Language Processing Task (CLTP). As hypothesized, children > with SLI showed decreased capacity compared with typical language > developing controls, and showed different patterns of association > between the capacity measure and short story comprehension. A major > finding of the study was that for children with SLI, but not for > typically developing children, there was a direct correlation between > capacity measures and comprehension measures. Moreover, phonological > memory scores predicted comprehension for only the youngest children > in either group. The dissertation is available through the UMichigan service, and articles are forthcoming. Jean Berko Gleason From jrj at audiospeech.ubc.ca Sat Oct 30 18:09:08 2004 From: jrj at audiospeech.ubc.ca (judith johnston) Date: Sat, 30 Oct 2004 11:09:08 -0700 Subject: load and children's language processing In-Reply-To: <4182AC52.7040106@bu.edu> Message-ID: Although Julie already has these references, I will contribute them to the list. I think they are of interest because they show associations between processing load/capacity and the actual form of the language produced. 1) Johnston, J., Smith, L.B., & Box, P. (1997) "Cognition and communication: Referential strategies used by preschoolers with specific language impairment," Journal of Speech and Hearing Research, 40, 964-974 . We asked four years olds to describe two objects that were similar in some fashion (color, size, identity). The language forms they used to refer to the set varied systematically with the complexity of the cognitive analysis required by the set. 2) Moser, R. and Johnston, J. (2003) Beyond storage. Poster presentation at SRCLD, Madison. Among other things, in this project we found correlations between auditory-verbal working memory task and scores on a test of narrative production (child creates story with picture support). 3) Curran, M., Colozzo, P., and Johnston, J. (2004) Narrative assessment: Form vs Content, Poster presentation at SRCLD, Madison. Here we looked at the relative strength of language forms (mostly grammaticality) and story content(e.g. overall coherence, explicit causality) in narratives created by 7-9 year olds. Children who had lower auditory working memory scores were the most likely to show dissociations of form and content (one or the other very much better than the other). 4) A last general reminder: the studies looking explicitly at 'tradeoffs' between various language domains may also prove relevant to this issue. For example, we have data showing increased morphology error rates in sentences with more complex syntax. Jean Berko Gleason wrote: > See also a recent Boston University doctoral dissertation (2004) by > Elena Zaretsky, now at U Mass, Amherst: Auditory Comprehension in > Children with Specific Language Impairment: The Role of Verbal > Working Memory. She used a competing language processing task, and > results pointed to working memory capacity as an important variable.. > From the abstract: > >> . Phonological working memory was assessed through the Nonsense Word >> Repetition Task (NWRT), and verbal working memory capacity through >> the Competing Language Processing Task (CLTP). As hypothesized, >> children with SLI showed decreased capacity compared with typical >> language developing controls, and showed different patterns of >> association between the capacity measure and short story >> comprehension. A major finding of the study was that for children >> with SLI, but not for typically developing children, there was a >> direct correlation between capacity measures and comprehension >> measures. Moreover, phonological memory scores predicted >> comprehension for only the youngest children in either group. > > > > The dissertation is available through the UMichigan service, and > articles are forthcoming. > > Jean Berko Gleason > > > > --- > [This E-mail scanned for viruses by Declude Virus] > > > -- "All grammars leak." (E. Sapir, 1921) ----------------------------- Judith R. Johnston Professor, Audiology and Speech Sciences University of British Columbia 5804 Fairview Ave. Vancouver B.C. V6T 1Z3 Canada FX: 604-822-6569 PH: 604-822-6005 -------------- next part -------------- An HTML attachment was scrubbed... URL: From peytontodd at mindspring.com Sat Oct 30 22:09:43 2004 From: peytontodd at mindspring.com (Peyton Todd) Date: Sat, 30 Oct 2004 15:09:43 -0700 Subject: load and children's language processing Message-ID: Dear Colleagues, While it cannot be denied that both children and adults are limited in their capacity to do too many things at once, I believe this is highly overrated as an explanation what kinds of sentences children are able or not able to produce. Please see the following article for evidence pertinent to this question! TODD, Peyton. Tagging after red herrings: evidence against the processing capacity explanation in child language. Journal of Child Language. Cambridge, England (JChL), v. 9, n. 1, Feb., 1982. Peyton Todd peytontodd at mindspring.com 510-843-1568 From amykhasky at hotmail.com Sun Oct 31 08:04:14 2004 From: amykhasky at hotmail.com (amy khasky) Date: Sun, 31 Oct 2004 08:04:14 +0000 Subject: MacArthur-ref. of low validity/reliability? Message-ID: 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