From tomasello at eva.mpg.de Wed Aug 3 08:01:07 2005 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Wed, 3 Aug 2005 10:01:07 +0200 Subject: New IASCL Officers & Exec Committee In-Reply-To: Message-ID: Announcing the New IASCL Officers & Executive Committee members, based on a vote at the IASCL business meeting last week: President Gina Conti-Ramsden, UK Vice-President Frank Wijnen, The Netherlands Secretary Ludovica Serratrice, UK Treasurer Anna Theakston, UK Executive Committee Jürgen Meisel, Germany Eugenia Sebastián, Spain Irina Ovchinnikova, Russia Fred Genesee, Canada Dominique Bassano, France Donna Jackson-Maldonado, Mexico Elena Lieven (ex-officio, Journal of Child Language Editor), UK Hiroko Kasuya, Japan Esther Dromi, Israel Nancy Budwig, USA Barbara Bokus, Poland Ulrika Nettelbladt, Sweden Gary Morgan, UK Gisela Klann-Delius, Germany From menyuk at bu.edu Wed Aug 3 16:17:00 2005 From: menyuk at bu.edu (Paula Menyuk) Date: Wed, 3 Aug 2005 12:17:00 -0400 Subject: A new book Message-ID: A new book might be of interest to the readership of the list. It is the following: Paula Menyuk & Maria Brisk (2005). Palgrave Macmillan: Basingstoke, Hampshire, U.K. This book describes language development from infancy through the high school years and links these developments to educational implications. From a.karmiloff-smith at ich.ucl.ac.uk Fri Aug 5 12:53:09 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 5 Aug 2005 13:53:09 +0100 Subject: self confidence Message-ID: Can you send me pointer to research on how children develop self confidence, self esteem, perhaps the quality of mother/child interaction and subsequently self image, etc.etc. Many thanks Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From macw at mac.com Sun Aug 7 21:50:21 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 7 Aug 2005 17:50:21 -0400 Subject: two new corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of two new corpora. The first is the MOC corpus in the /clinical segment of the database. The corpus was contributed by Ignacio Moreno-Torres and Santiago Torres Monreal of the University of Malaga and Rafael Santana of the University of Las Palmas. This corpus is the first and only longitudinal study of a deaf child exposed to cued speech. The child (given the pseudonym Blanca) was observed between 18 and 24 months, during the first 6 months of cochlear implantation. The second corpus is a study of subject ellipsis in Italian-Dutch bilingual children from ages 5 to 13. This corpus was contributed by Antje van Oosten of the University of Utrecht. The study uses picture descriptions to examine the use of subject ellipsis. The results show a higher level of subject ellipsis in Dutch for these bilingual children than for Dutch monolinguals. Both corpora are described in greater detail in the database manuals for bilingual and clinical subjects. Many thanks to Ignacio and Antje for these very nice contributions. --Brian MacWhinney, CMU From bornstem at cfr.nichd.nih.gov Sun Aug 7 22:23:58 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 7 Aug 2005 18:23:58 -0400 Subject: Marc Bornstein is away. Message-ID: I am away from my office and will reply to your email when I return in mid-August. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From menyuk at bu.edu Mon Aug 8 19:29:31 2005 From: menyuk at bu.edu (Paula Menyuk) Date: Mon, 8 Aug 2005 15:29:31 -0400 Subject: No subject Message-ID: To members of the list my apologies- The more complete information about the book is the following: Paula Menyuk & Maria Brisk (2005). Language Development and education: Children with Varying language experience.Palgrave Macmillan: Basingstoke, Hampshire, U.K. The description of the book should include the following information. This book describes language development from infancy through the high school years and links these developments to educational implications.The populations discussed are monolingual and bilingual children, second language acquirers and children with language problems who are usually in regular classrooms. From santelmannl at pdx.edu Mon Aug 8 20:10:09 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 8 Aug 2005 13:10:09 -0700 Subject: Job: Language Pedagogy and Assessment, tenure track In-Reply-To: <3524276.1118235418295.JavaMail.mrichard@mtsu.edu> Message-ID: Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a full-time tenure-track position at the Assistant/Associate Professor level. Applicants should have a Ph.D. in Linguistics, Applied Linguistics, Language Education, or a closely related field, with primary specializations in language pedagogy and language assessment, and secondary specializations in research design, second language acquisition, and/or culture learning. Other desirable interests include curriculum design, critical applied linguistics, and computer assisted language learning. Responsibilities include teaching two courses per term (three terms per year), supervision of thesis research, both quantitative and qualitative, and graduate and undergraduate advising. An active research agenda, establishing and sustaining funded research activities, and ESL/EFL teaching experience are important. We encourage applications from a diverse community of international scholars conducting research inside and outside the United States. Application Information: The position will be available beginning Fall 2006. Candidates should submit a letter of application including statement of research and teaching interests, curriculum vitae, representative publications, and names and addresses (including fax and e-mail) of at least three references. Review of applications will begin November 1, 2005. The position will be open until finalists are identified. Candidates should have a Ph.D. or equivalent in hand by August 1, 2006. Supporting materials, such as teaching evaluations, lesson plans, and a philosophy of teaching statement will be requested. Anticipated starting date: September 16, 2006. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and a MA:TESOL degree. The program is growing, especially at the graduate level, and is associated with a laboratory school for ESL adult education. Portland State University is one of seven universities in the Oregon State System of Higher Education, and is located in the center of the Portland metropolitan area. The university has more than 24,000 students enrolled in programs from the undergraduate to the doctoral level. Websites: www.ling.pdx.edu (Department of Applied Linguistics) www.labschool.pdx.edu (National Labsite for Adult ESOL) Portland State University is an Affirmative Action, Equal Opportunity institution and, in keeping with the President's diversity initiative, welcomes applications from diverse candidates and candidates who support diversity. ************************************************************************** Lynn Santelmann, Ph.D. Associate Professor, Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 phone: 503-725-4140 fax: 503-725-4139 e-mail: santelmannl at pdx.edu (that's last name, first initial) web: www.web.pdx.edu/~dbls ************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: From hohenberger at cbs.mpg.de Tue Aug 9 11:14:59 2005 From: hohenberger at cbs.mpg.de (Annette Hohenberger) Date: Tue, 9 Aug 2005 13:14:59 +0200 Subject: gender differences at 6-10 months? Message-ID: Dear list members, I wonder if anybody could point out to me experiments that found gender differences at 6-10 months concerning the way boys and girls deal with conflicting information. An experiment was pointed out to me where infants had to produce an effect by pulling a string. If pulled suddenly, the effect was cancelled - which amounts to a rule change or violation-of-expectation. Whereas the boys tried again and again, the girls cried and turned to their mother. Another gender difference was documented concerning habituation time. Does anybody know of these or similar experiments? I would appreciate a lot if someone could point out any relevant information to me. Thanks a lot and best regards, -Annette Hohenberger ******************************************************************************* Dr. Annette Hohenberger Max Planck Institute for Human Cognitive and Brain Sciences Department of Psychology, Munich Development of Cognition and Action Amalienstr. 33 D-80799 Munich GERMANY Tel.: ++49 +89 38602-248 Fax: ++49 +89 38602-190 e-mail: hohenberger at cbs.mpg.de ******************************************************************************* From menyuk at bu.edu Tue Aug 9 17:40:58 2005 From: menyuk at bu.edu (Paula Menyuk) Date: Tue, 9 Aug 2005 13:40:58 -0400 Subject: Vital information left out Message-ID: The announcement sent earlier about a book did not have the following information. The description of the book should include the following information Paula Menyuk & Maria Brisk (2005). Language Development and education: Children with Varying language experience.Palgrave Macmillan: Basingstoke, Hampshire, U.K. This book describes language development from infancy through the high school years and links these developments to educational implications.The populations discussed are monolingual and bilingual children, second language acquirers and children with language problems who are usually in regular classrooms. From S.Bol at mmu.ac.uk Sun Aug 14 22:03:02 2005 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Sun, 14 Aug 2005 23:03:02 +0100 Subject: info-childes Digest - 08/14/05 (out of office) Message-ID: I'm on annual leave from 19 July- 8 August and 15 August -19 August, so I may not be able to reply to your email before 22 August. For urgent issues please contact the Psychology and Speech Pathology office. Kind regards, Simone Bol From E.M.Krikhaar at ppsw.rug.nl Fri Aug 19 11:23:42 2005 From: E.M.Krikhaar at ppsw.rug.nl (E.M.Krikhaar at ppsw.rug.nl) Date: Fri, 19 Aug 2005 13:23:42 +0200 Subject: change of address In-Reply-To: <87201.14738@mail.talkbank.org> Message-ID: please send info-childes messages from now on to: e.m.krikhaar at let.rug.nl thanks, Evelien Krikhaar From doneill at watarts.uwaterloo.ca Fri Aug 19 15:02:55 2005 From: doneill at watarts.uwaterloo.ca (Daniela O'Neill) Date: Fri, 19 Aug 2005 11:02:55 -0400 Subject: Associate/tenure-track Assistant Developmental Position - Waterloo Message-ID: The University of Waterloo, Canada would like to announce the following search for an Associate or tenure-track Assistant Professor in Developmental Psychology. Apologies to anyone receiving multiple postings of this announcement. The Department of Psychology at the University of Waterloo (located approximately 1 hour west of Toronto) invites applications for a position in Developmental Psychology at the Associate or tenure-track Assistant Professor level. The successful candidate must have a Ph.D. in Developmental Psychology or related area. We are interested in applicants from all areas of developmental psychology, especially if their research would contribute to the developmental division's focus on the role of social and cognitive development in language acquisition, children's interactions and child-adult communication. We are seeking an individual who has a strong research record and commitment to teaching, research, and the supervision of undergraduate and graduate students. Information regarding the department and the developmental division can be found at www.psychology.uwaterloo.ca. Information regarding the Kitchener-Waterloo area -a high-tech, culturally diverse, and friendly community - can be found at www.kw-visitor.on.ca The anticipated start date for the positions is July 1, 2006. Review of applications will begin on Nov. 1, 2005 and will continue until the position is filled. Applicants should submit a curriculum vitae, a statement of research and teaching interests, reprints or preprints of recent papers, and arrange for three confidential letters of reference to be sent to: Developmental Search Committee, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. The University of Waterloo encourages applications from all qualified individuals, including women, members of visible minorities, native people, and persons with disabilities. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. Any questions regarding this position can be directed to Dr. Daniela O'Neill at doneill at uwaterloo.ca or (519) 888-4567 ext. 2545. -------------- next part -------------- An HTML attachment was scrubbed... URL: From peytontodd at mindspring.com Sat Aug 20 17:45:33 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Sat, 20 Aug 2005 10:45:33 -0700 Subject: Conjoined Clauses in L2 Acqusition? Message-ID: Hello all. Does anyone know of research on the tendency of children of preschool age learning a second language in an 'immersion' situation to attempt to conjoin clauses without waiting for the grammar of their individual clauses to develop much past the one-word stage? Apparently, children learning English as a first language learn to conjoin clauses during their third year of life, when the grammar of the indivdual clause is already well-developed. My subject, a hearing child of deaf parents whose acquisition of English began at age 3, freely conjoined 'clauses' (i.e. one-word or two-word utterances expressing a clause) when the MLU of his individual clauses was in the vicinity of 1.3 to 1.5 (depending on how we define it). Note: By 'immersion' I do not mean total immersion, but only that the exposure was e.g., free play, not structured as in a classroom setting teaching the language. Thanks in advance, Peyton Todd From lise.menn at colorado.edu Sat Aug 20 18:21:34 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Sat, 20 Aug 2005 12:21:34 -0600 Subject: Conjoined Clauses in L2 Acqusition? In-Reply-To: <25751964.1124559933943.JavaMail.root@mswamui-blood.atl.sa.earthlink.net> Message-ID: I don't know about L2, but my L1 diary data have some 'early' conjunctions (in fact, maybe they are subordinations) with pretty primitive clauses, I think because my subject was a late-ish talker with cognition way ahead of grammar. A prize example I have in my head from late in the 3rd year was uttered after a delivery man whom I had not see had delivered a package: Hi man, not here now i.e. "I said hi to the man; he's not here now". If you want more and more fully documented stuff, e-mail me back and I'll respond. Lise On Aug 20, 2005, at 11:45 AM, Peyton Todd wrote: > Hello all. Does anyone know of research on the tendency of children > of preschool age learning a second language in an 'immersion' > situation to attempt to conjoin clauses without waiting for the > grammar of their individual clauses to develop much past the one- > word stage? Apparently, children learning English as a first > language learn to conjoin clauses during their third year of life, > when the grammar of the indivdual clause is already well-developed. > My subject, a hearing child of deaf parents whose acquisition of > English began at age 3, freely conjoined 'clauses' (i.e. one-word > or two-word utterances expressing a clause) when the MLU of his > individual clauses was in the vicinity of 1.3 to 1.5 (depending on > how we define it). > > Note: By 'immersion' I do not mean total immersion, but only that > the exposure was e.g., free play, not structured as in a classroom > setting teaching the language. > > Thanks in advance, > Peyton Todd > Lise Menn Office: 303-492-1609 Linguistics Dept. Fax 303-413-0017 295 UCB University of Colorado Boulder CO 80309-0295 lise.menn at colorado.edu From cbowen at ihug.com.au Mon Aug 22 12:51:37 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 22 Aug 2005 22:51:37 +1000 Subject: "good" speech genes? Message-ID: Do typical and advanced speech acquisition run in families? It is known from various studies that there is family aggregation of speech and language disorders. Rates of speech and language impairment in first-degree relatives of children with speech impairment (SI) range from 23% to 41% (Lewis, Freebairn & Taylor, 2000); and Felsenfeld, McGue & Broen (1995) reported that 33% of children whose parent had a history of SI required treatment for that same speech impairment. But, do you know of any family studies around typical SPEECH acquisition, and advanced SPEECH acquisition? That is, any tendency for early and or typical phonetic development to run in families; and or, for early and or typical phonological development to run in families. Many thanks, Caroline Bowen and Nicole Watts Pappas Felsenfeld, S., McGue, M., & Broen, P. A. (1995). Familial aggregation of phonological disorders: Results from a 28-year follow-up. Journal of Speech and Hearing Research, 38(5), 1091-1107. Lewis, B. A., Freebairn, L. A., Taylor, H. G. (2000) Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11-30. Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 From 20Romano at cua.edu Mon Aug 22 15:01:23 2005 From: 20Romano at cua.edu (Jennifer Romano) Date: Mon, 22 Aug 2005 11:01:23 -0400 Subject: Simon task Message-ID: Does anyone have an EPrime version of the Simon task used by Bialystok et al, 2004, Psych and Aging or know where I may be able to find that? Thanks in advance! Jennifer Romano ____________________________ Jennifer C. Romano Cognitive Aging Lab 100 O'Boyle Hall The Catholic University of America Washington, DC 20064 202-319-5748 20Romano at cua.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Tue Aug 23 23:12:23 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 23 Aug 2005 19:12:23 -0400 Subject: Simon task In-Reply-To: <004101c5a72a$7a660ae0$5501000a@Jennifer> Message-ID: Dear Jennifer, You might try to post this query to the eprime at mail.talkbank.org list. (See step.psy.cmu.edu about how to subscribe). If you locate a script for the Simon task, please ship me a copy, so I can include it in the step.psy.cmu.edu experimental script archive. This seems like a fairly simple and useful task, so I would not be surprised if you manage to locate a version. --Brian MacWhinney On Aug 22, 2005, at 11:01 AM, Jennifer Romano wrote: > Does anyone have an EPrime version of the Simon task used by > Bialystok et al, 2004, Psych and Aging or know where I may be able > to find that? > Thanks in advance! > Jennifer Romano > > ____________________________ > Jennifer C. Romano > Cognitive Aging Lab > 100 O'Boyle Hall > The Catholic University of America > Washington, DC 20064 > 202-319-5748 > 20Romano at cua.edu > -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellmcf at nus.edu.sg Thu Aug 25 03:02:19 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Thu, 25 Aug 2005 11:02:19 +0800 Subject: Bibliography on Child Language Research in Singapore (Part II) Message-ID: Dear all, Just to let you know that Part II of a bibliography on child language in Singapore is now online at http://www.saal.org.sg/sq71.html#4 under 'Research on Applied Linguistics' (Apologies if you get this message twice!!) 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/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.davis at ucl.ac.uk Fri Aug 26 14:29:09 2005 From: stephen.davis at ucl.ac.uk (Steve Davis) Date: Fri, 26 Aug 2005 15:29:09 +0100 Subject: research position Message-ID: Applications are invited for the post of Research Assistant in the Department of Psychology, UCL. The project has four years to run and is funded by the Wellcome Trust. The topic is improving diagnosis and treatment of stuttering. The purposes of the research are to establish what language problems are involved in the onset of stuttering and why some children recover. We are also investigating the relationship of language to fluent speech control according to the PI's theoretical model (click on publications at our website http://www.speech.psychol.ucl.ac.uk/). The successful applicant will be required to run a variety of different experiments with children who stutter and fluent controls (e.g. priming, tests of motor performance etc). The applicant will also be required to transcribe and analyze samples of fluent and stuttered speech. For an application form and full details on how to apply please contact j.draper at ucl.ac.uk The closing date for applications is 23rd September 2005. Dr Steve Davis Speech Research Team Department of Psychology University College London Gower Street LONDON WC1E 6BT Tel +44 (0)20 7679 5399 Fax +44 (0)20 7436 4276 From mmlahey at comcast.net Sat Aug 27 15:13:22 2005 From: mmlahey at comcast.net (Peg Lahey) Date: Sat, 27 Aug 2005 11:13:22 -0400 Subject: 2005 Bamford-Lahey Scholars Announced Message-ID: BAMFORD-LAHEY SCHOLARS FOR 2005-2006 The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children and has a current focus is on developmental language disorders of children. Because of general concern about the shortage of doctoral level professionals interested in this area, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program and specialize in children's language disorders. To date the Foundation has awarded 24 Bamford-Lahey Scholarships. We are very proud to announce the Bamford-Lahey Scholars for 2005-2006. Based on review of applications by professionals in the field, three applicants were selected from a pool of highly qualified applicants. A picture of each along with a short professional biography is available on our website at http://bamford-lahey.org/scholars.html. The winners, presented alphabetically, are: Lizbeth (Liza) Finestack, University of Kansas Gabriela Simon-Cereijido, San Diego State University and University of California Tammie Spaulding, University of Arizona More information about Bamford-Lahey scholarships is available on our website http://www.bamford-lahey.org/scholarships.html. -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.deuchar at bangor.ac.uk Sun Aug 28 22:00:49 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 28 Aug 2005 23:00:49 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until September 5 2005. Mi wna i ffordd tan 5 Medi 2005. Margaret Deuchar. From gabrielledurana at yahoo.com Sun Aug 28 22:00:38 2005 From: gabrielledurana at yahoo.com (Gabrielle Durana) Date: Sun, 28 Aug 2005 15:00:38 -0700 Subject: Yahoo! Auto Response Message-ID: Votre message etait presque perdu mais heureusement je suis la pour vous donner la nouvelle adresse electronique de Gabrielle: gabrielle_figueroa at yahoo.com A bientot -------------------- Original Message: X-Originating-IP: [128.2.64.233] Return-Path: Authentication-Results: mta146.mail.re2.yahoo.com from=mail.talkbank.org; domainkeys=neutral (no sig) Received: from 128.2.64.233 (HELO mail.talkbank.org) (128.2.64.233) by mta146.mail.re2.yahoo.com with SMTP; Sun, 28 Aug 2005 15:00:37 -0700 Date: Sun, 28 Aug 2005 18:00:01 -0400 Message-ID: <96801.95146 at mail.talkbank.org> Subject: info-childes Digest - 08/28/05 From: To: MIME-Version: 1.0 Content-Type: multipart/mixed; boundary="=-- LetterRip Digest ----=" Sender: Precedence: List List-Software: LetterRip Pro 4.04 by LetterRip Software, LLC. List-Unsubscribe: Dear Colleagues, I know of a peer who currently holds a masters degree in speech pathology and is now working on a PhD in Rehabilitative Sciences. Apparently there are few or no programs in this geographical area which offer PhDs in speech path. I would like your opinions as to how you feel this degree would be regarded in terms of a faculty position in a speech pathology program. Do you think it will make a difference to the degree holders hire-ability / marketability in the academic arena when compared against someone holding a PhD in speech pathology or communication disorders? Sincerely, K. Mainess -------------- next part -------------- An HTML attachment was scrubbed... URL: From phyllis.schneider at ualberta.ca Mon Aug 29 22:36:21 2005 From: phyllis.schneider at ualberta.ca (Schneider, Phyllis) Date: Mon, 29 Aug 2005 16:36:21 -0600 Subject: degrees in Rehab Sciences Message-ID: As a member of an institution that offers a doctoral degree in Rehabilitation Sciences, while I am not an impartial observer, I can comment on your question. We designed our program to be broad enough to educate students from the rehabilitation fields (the speech pathology program is in the Faculty (college) of Rehabilitation Medicine) but still allow students to specialize within their discipline. Our students receive a similar training to students in a speech-language pathology doctoral program with the addition of depth in rehabilitation sciences. In addition to a core set of courses in research design and other basics, they choose coursework that suits their specific research areas. Students have a larger cohort than they would if each department had its own program, and they gain a broader perspective of rehabilitation than they normally do in their master's degree programs. We have also hired SLPs who have gotten PhDs in fields such as Educational Psychology and Linguistics. The Rehab Sciences degree is at least as relevant to speech-language pathology as those degrees. So far, our students seem to be marketable -- those that have sought academic positions have generally been successful. If anyone has any reservations about this type of degree based on anything other than unfamiliarity, I would be interested in hearing more about that. But based on my experience, I feel that this is a great way to maximize resources and to maintain a doctoral program with small individual departments. The website for the program is: http://www.uofaweb.ualberta.ca/rehabmed/nav03.cfm?nav03=10714&nav02=1068 2&nav01=167. Phyllis Schneider University of Alberta -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Mainess, Karen (LLU) Sent: Monday, August 29, 2005 4:07 PM To: info-childes at mail.talkbank.org Subject: Dear Colleagues, I know of a peer who currently holds a masters degree in speech pathology and is now working on a PhD in Rehabilitative Sciences. Apparently there are few or no programs in this geographical area which offer PhDs in speech path. I would like your opinions as to how you feel this degree would be regarded in terms of a faculty position in a speech pathology program. Do you think it will make a difference to the degree holders hire-ability / marketability in the academic arena when compared against someone holding a PhD in speech pathology or communication disorders? Sincerely, K. Mainess -------------- next part -------------- An HTML attachment was scrubbed... URL: From stemberg at interchange.ubc.ca Mon Aug 29 23:47:00 2005 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Mon, 29 Aug 2005 16:47:00 -0700 Subject: degrees in Rehab Sciences In-Reply-To: <6CEAB082DE6E2B4098ED3A1506A544BD94C17B@email.rehab.ualberta.ca> Message-ID: I'll give my perspective on this question, as a linguist who was in the Department of Communication Disorders at the University of Minnesota for 11 years (in the SLP section) and who now has close ties with the School of Audiology & Speech Science at UBC. For the past decade or more, the field of Speech-Language Pathology has been underproducing Ph.D.'s. There have been far more new faculty positions available than there have been newly-minted SLP Ph.D.'s to fill them. Consequently, many departments have been hiring people from related fields (including Linguistics, Psychology, and Education) whose background and research interests are affiliated with speech-language pathology. I would expect that a Ph.D. in Rehabilitative Sciences would be marketable to departments of communication disorders, as long as the person's training includes language/speech and the research specialty involves language or speech. I expect that that will change when/if the field eventually produces enough Ph.D.'s to meet demand. But there's no sign of that yet. ---Joe Stemberger Linguistics UBC > > Dear Colleagues, > I know of a peer who currently holds a masters degree in speech > pathology and is now working on a PhD in Rehabilitative Sciences. > Apparently there are few or no programs in this geographical area which > offer PhDs in speech path. I would like your opinions as to how you > feel this degree would be regarded in terms of a faculty position in a > speech pathology program. Do you think it will make a difference to the > degree holders hire-ability / marketability in the academic arena when > compared against someone holding a PhD in speech pathology or > communication disorders? > > Sincerely, > K. Mainess From claudio_toppelberg at hms.harvard.edu Tue Aug 30 15:30:54 2005 From: claudio_toppelberg at hms.harvard.edu (Claudio Toppelberg) Date: Tue, 30 Aug 2005 11:30:54 -0400 Subject: Spanish-Speaking Volunteer Research Assistant Message-ID: Dear Colleagues and Friends, Please pass along this info to anyone possibly interested- The Harvard Project on Language and Developmental Psychopathology currently has volunteer opportunities available for Spanish speaking students or others interested in gaining research experience. Team members have the chance to learn about the many facets involved in longitudinal research and have hands-on learning experiences in clinical community-based research on young Latino bilingual children of immigrants (ages 5-10), their families and their schools. This is an excellent opportunities for students and professionals interested in pursuing further study or academic or clinical careers. For more information please see- http://www.childlanguagepsych.org/ , or contact Brian Collins via email bcollins at jbcc.harvard.edu or at 617 278 4194. Thanks! Claudio O. Toppelberg, MD, Principal Investigator, Harvard Project on Language & Developmental Psychopathology Judge Baker Children's Center Harvard Medical School Boston, MA -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.davis at ucl.ac.uk Tue Aug 30 15:54:53 2005 From: stephen.davis at ucl.ac.uk (Steve Davis) Date: Tue, 30 Aug 2005 16:54:53 +0100 Subject: Research Assistant vacancy Message-ID: Apologies for the repeat posting but this email now contains full description of the vacancy in the Psychology Department at UCL together with details of how to apply. Applications are invited for the post of Research Assistant in the Department of Psychology, UCL. The project has four years to run and is funded by the Wellcome Trust. The topic is improving diagnosis and treatment of stuttering. The purposes of the research are to establish what language problems are involved in the onset of stuttering and why some children recover. We are also investigating the relationship of language to fluent speech control according to the PI's theoretical model (click on publications at our website http://www.speech.psychol.ucl.ac.uk/ ). The successful applicant will be required to run a variety of different experiments with children who stutter and fluent controls (e.g. priming, tests of motor performance etc). The applicant will also be required to transcribe and analyze samples of fluent and stuttered speech. Salary is on the Wellcome Level 1 scale scale (£22,444 - £24,689 inclusive of London allowance). Applications (e-mail or hard copy) by covering letter, CV and Personal Information form (the latter available at: http://www.psychol.ucl.ac.uk/info/Personal_Information.doc), to John Draper, Departmental Administrator, Department of Psychology, UCL, Gower Street , London WC1E 6BT, j.draper at ucl.ac.uk. If applying by e-mail please submit all requested information in one .pdf file as surname.pdf. Further information concerning the post is on the web at: http://www.psychol.ucl.ac.uk/info/stuttering_ra.htm. Taking Action for Equality. The closing date for applications is 23rd September 2005 . Dr Steve Davis Speech Research Team Department of Psychology University College London Gower Street LONDON WC1E 6BT Tel +44 (0)20 7679 5399 Fax +44 (0)20 7436 4276 From R10MJR1 at wpo.cso.niu.edu Tue Aug 30 17:08:17 2005 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Tue, 30 Aug 2005 12:08:17 -0500 Subject: degrees in Rehab Sciences Message-ID: Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli From luckhurst at lasalle.edu Tue Aug 30 17:39:55 2005 From: luckhurst at lasalle.edu (Joan Luckhurst) Date: Tue, 30 Aug 2005 13:39:55 -0400 Subject: degrees in Rehab Sciences Message-ID: I've been reading with interest the discussions related to PhD degrees. My own background includes undergraduate and master's degrees in Speech Pathology, with 30 yrs experience working primarily in school-based settings. My PhD, however, is in Human Development, with a specialty in Educational Leadership. The program I completed at Marywood University was interdisciplinary and allowed participants to chart their own course of research/interests. It contained a common core of coursework in philosophy, ethics, research & statistics. My personal opinion is that different related fields such as Rehab Sciences, Human Dev, Linguistics, Education all bring a much broader and more thorough understanding to the field of Communication Disorders (or Speech-Language Pathology or Speech-Language-Hearing Sciences). I don't feel that my pursuit of a PhD in a related field in any way diminishes my knowledge & skills in my chosen profession. In fact, the focus on development of educational programs for adult learners (ergo: college students) has been a tremendous benefit to course development, policy & procedural development and development/refinement of student learning activities and grading rubrics. One more comment related to linguistics: I do agree that there is a need to include more depth and breadth of linguistics study in the field of Communication Disorders. The diversity of our culture, the limitations of our assessment tools and the complexity of intervention needs demand it. Joan A. Luckhurst, Ph.D., CCC-SLP Assistant Professor La Salle University Wister 220 1900 W. Olney Ave. Philadelphia, Pa 19141 (215) 951-1609 ----- wrote: ----- To: , From: "Matthew Rispoli" Sent by: Date: 08/30/2005 01:08PM cc: Subject: Re: degrees in Rehab Sciences Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli -------------- next part -------------- An HTML attachment was scrubbed... URL: From DaleP at health.missouri.edu Tue Aug 30 18:25:37 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 30 Aug 2005 13:25:37 -0500 Subject: degrees in Rehab Sciences Message-ID: I like to think of myself as a double imposter here. Nominally, I'm a psychologist chairing a department of communication science and disorders. But I'm not really a psychologist, either, except possibly a self-taught one. My own PhD was from a now-extinct program at the University of Michigan called "Communication Sciences." It was primarily electrical engineering and computer science, with a sprinkling of cognitive psychology, neurophysiology, and speech science. It was an early attempt to create an integrated science of cognition, with information theory as the key metaphor. Like others who have contributd to this thread, I agree that necessity - the shortage of PhD faculty in speech-language pathology/communication disorders - has had the effect of moving in many people from neighboring fields. And in fact, there has always been a substantial minority of people in SLP/CD who have favored this on purely academic grounds, for all the obvious reasons. I think almost of all of us "immigrants" have been welcomed warmly. With respect to Matt's question: 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? The easy answer, and one with much truth to it, is that the SLP/CD curriculum needs more psychology and more linguistics, that some re-balancing is needed. On the other hand, having spent as much time as I have around clinicians, and children and adults with needs for clinical services, not to mention being married to an articulate SLP, I think I've learned enough to be cautious about assuming that neighboring fields can solve one's own problems. Accurate characterizations of adult language competence and performance, and accurate accounts of developmental phenomena and processes, will be crucial for helping individuals with communication needs. But they aren't going to anywhere near the whole story. How problems arise, what organismic and environmental factors mitigate or exacerbate them, how to diagnose them, and indeed how to treat them don't follow automatically from what psychologists and linguists can tell us. Nowhere is this more evident than in the myriad of published articles about some process of functioning or development that have an obligatory "clinical implications" added at the end, which generally doesn't add anything. What psychology in particular has to offer SLP/CD is not just content, but the culture of research, and research techniques. The move to evidence-based practice is a good start, but skepticism and ecologically valid research are needed on many other issues as well. Linguistics offers powerful insight and generalizations about language structure, but SLP/CD research is needed to know which theories, for example, posit units which are functional for communication disorders and the treatment thereof. I suppose this all adds up to an academic version of "Think globally, act locally." Philip Dale From R10MJR1 at wpo.cso.niu.edu Tue Aug 30 19:58:45 2005 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Tue, 30 Aug 2005 14:58:45 -0500 Subject: developmental psycholinguisitics IN speech pathology Message-ID: Colleagues, I posted this letter this morning under the RE: "degress in rehab sciences". More properly, I think the re should be "developmental psycholinguistics IN speech pathology". I have already received some very thoughtful responses. Some responses echo my sentiments, but others are properly cautionary. I do know that I have colleagues out there who have not weighed in -- colleagues who are trained in developmental psycholinguistics and are affiliated with COMD programs. Love to hear from you Sincerely Matt Rispoli ------This morning's post ---- Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli From anneke at roellinghoff.de Tue Aug 30 19:15:20 2005 From: anneke at roellinghoff.de (=?iso-8859-1?Q?Anneke_R=F6llinghoff?=) Date: Tue, 30 Aug 2005 21:15:20 +0200 Subject: second language acquisition Message-ID: Hello! Can anyone recommend a good textbook for a graduate course on Second Language Acquisition? I'd really appreciate any recommendations! Thanks in advance, Anneke Röllinghoff -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Tue Aug 30 20:30:53 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 30 Aug 2005 16:30:53 -0400 Subject: developmental psycholinguisitics IN speech pathology Message-ID: I am pretty swamped with beginning of semester, but I have a degree in Applied Psycholinguistics, with an emphasis in developmental, and I chair a CommDis Department. I endorse most of the comments already made about allied fields contributing to the science and educational initiatives in Comm Dis. and won't add much to that now. I think perhaps a related response to the original thread asking about allied degrees and the service they provide to Com Dis programs is whether or not the terminal degree is a research degree. At Maryland, we have psychologists, linguists and engineers on our faculty, as well as a DDS. We really don't care all that much what the doctorate is in; it is the person's ability to contribute to our teaching and research missions that matters - what the person does and has done and looks like they are likely to do, not what the letters after their name are. Nan Nan Bernstein Ratner, Ed.D. Professor and Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) Web Site: http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm e-mail: nratner at hesp.umd.edu Fellow, ASHA Board Recognized Specialist, Fluency and Child Language >>> "Matthew Rispoli" 8/30/2005 3:58:45 PM >>> Colleagues, I posted this letter this morning under the RE: "degress in rehab sciences". More properly, I think the re should be "developmental psycholinguistics IN speech pathology". I have already received some very thoughtful responses. Some responses echo my sentiments, but others are properly cautionary. I do know that I have colleagues out there who have not weighed in -- colleagues who are trained in developmental psycholinguistics and are affiliated with COMD programs. Love to hear from you Sincerely Matt Rispoli ------This morning's post ---- Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli From DaleP at health.missouri.edu Tue Aug 30 20:45:43 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 30 Aug 2005 15:45:43 -0500 Subject: developmental psycholinguisitics IN speech pathology Message-ID: Matt, it might be interesting to keep track of the distinction between individuals who have a master's in SLP and go on to get a PhD in another field (such as Rehabilitation Sciences), vs complete outsiders. Certainly my impression is that if you have your CCC and have a doctorate in *anything* remotely relevant you're eminently employable. Philip From tina.bennett at wichita.edu Tue Aug 30 21:32:16 2005 From: tina.bennett at wichita.edu (tina.bennett) Date: Tue, 30 Aug 2005 16:32:16 -0500 Subject: No subject Message-ID: My two cents' worth: I have been drafted on numerous occasions to serve on both doctoral committees in Commun. Dis. and to direct readings for Ph.D. students in that field. My doctorate is in linguistics, emphasis developmental and discourse analysis-- and I am the daughter and grandaughter of Ph.D.'s in speech path--, and I feel what I have to offer is a vital portion of what our future doctors of SLP need to know. I personally feel that SLP students should take more basic linguistics courses; at the same time, linguists (esp. in developmental areas or in neuro- and psycholinguistics) can benefit from observing what clinicians are faced with and how they go about diagnosing and treating problems in the communicative system. I am continually humbled by the creativity and insight I have seen coming from some of our top clinicians. I feel that chairpersons and professors in SLP therefore need not only be Ph.D's in SLP, but any allied field which makes a significant contribution to our understanding of speech, hearing, and language. -Tina Bennett-Kastor From ezaretsky at comdis.umass.edu Tue Aug 30 22:29:25 2005 From: ezaretsky at comdis.umass.edu (Elena Zaretsky) Date: Tue, 30 Aug 2005 18:29:25 -0400 Subject: developmental psycholinguists IN speech pathology Message-ID: I have been following this discussion and would like to add to it. I do have master (and CCC's) in speech-language pathology and have been practicing before getting a PhD in Human Development. Part of the decision to have a PhD in allied field was my personal need to see a child with atypical language development as a "whole" and understand what are the contributing factors to the disorders. It was the most wonderful process, not to mention having Jean Berko Gleason as my mentor. Now I am a faculty member at the Department of Communication Disorders at UMass, Amherst, and among my distinguished colleagues we have two with PhD in linguistics. It is, as Nan Ratner points out, what we can bring to the field of speech pathology in all aspects of teaching, treatment and research that matters, not the terminal degree. Elena Zaretsky -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmills1_20 at yahoo.com Tue Aug 30 23:25:29 2005 From: mmills1_20 at yahoo.com (Monique Mills) Date: Tue, 30 Aug 2005 16:25:29 -0700 Subject: second language acquisition In-Reply-To: <005001c5ada0$609f1c60$079c07d5@annekeb908426d> Message-ID: Hi, You may try: Genesee, F., Paradis, J., & Crago, M.B. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning. Paul H. Brookes Publishing Co: Baltimore. Yours, Monique Mills Anneke Röllinghoff wrote: Hello! Can anyone recommend a good textbook for a graduate course on Second Language Acquisition? I'd really appreciate any recommendations! Thanks in advance, Anneke Röllinghoff "Trust in the Lord with all your heart, and lean not on your own understanding; In all your ways acknowledge Him, and he shall direct your paths" (Proverbs 3: 5-6) __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Aug 31 02:14:16 2005 From: roeper at linguist.umass.edu (Tom Roeper) Date: Tue, 30 Aug 2005 22:14:16 -0400 Subject: [Fwd: Re: developmental psycholinguisitics IN speech pathology] Message-ID: -------- Original Message -------- Subject: Re: developmental psycholinguisitics IN speech pathology Date: Tue, 30 Aug 2005 22:13:19 -0400 From: Tom Roeper To: Dale, Philip S. References: <5FB0687501A1F444B513F4464FE7932A01ED5625 at UM-EMAIL02.um.umsystem.edu> Dear Folks, I am a linguist who works primarily in language acquisition. Together with Jill deVilliers and Harry Seymour, we have developed the DELV test from the Psychological Corporation, which has just been released in a Normed form for all children. This is, I think, relevant to this discussion, because this assessment instrument builds directly upon linguistic theory and the principles of Universal Grammar. We have shown that "long distance" rules, quantification, and a host of other phenomena are among the best indicators of disorders---often probing problems not recognized before. Many of the experiments found in developmental work have been translated into diagnostic procedures. If, as we hope, this test will rival CELF and others, it will benefit enormously' from havng speech pathologists who understand basic properties of Modern inguistics so they have a sense of how to deal with problems and discuss them with parents. It seems to me that if we are open in the ComDis curriculum to what is emerging not only in syntax, but phonology and semantics, there will be a real windfall of benefits for ComDis and for the children and adults treated. So I would strongly encourage anyone to acquire as much education as possible in these fundamental areas. That is the word of an outsider, but it is supported by many insiders as well. Tom Roeper Dale, Philip S. wrote: >Matt, it might be interesting to keep track of the distinction between individuals who have a master's in SLP and go on to get a PhD in another field (such as Rehabilitation Sciences), vs complete outsiders. Certainly my impression is that if you have your CCC and have a doctorate in *anything* remotely relevant you're eminently employable. >Philip > > > > From michael at georgetown.edu Wed Aug 31 12:48:05 2005 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 31 Aug 2005 08:48:05 -0400 Subject: second language acquisition In-Reply-To: <005001c5ada0$609f1c60$079c07d5@annekeb908426d> Message-ID: At 03:15 PM 8/30/2005, Anneke Röllinghoff wrote: >Hello! > Can anyone recommend a good textbook for a > graduate course on Second Language Acquisition? > I'd really appreciate any recommendations! > >Thanks in advance, > >Anneke Röllinghoff You might want to try Sanz, C (2005) Mind and Context in Adult Second Language Acquisition, Washington DC:Georgetown University Press. Best, Michael Ullman ********************************************************** Michael Ullman, PhD Associate Professor Director, Brain and Language Laboratory (brainlang.georgetown.edu) co-Director, Center for the Brain Basis of Cognition (cbbc.georgetown.edu) Department of Neuroscience (neuro.georgetown.edu) and Departments of Linguistics, Psychology and Neurology Georgetown University Mailing Address: Department of Neuroscience Georgetown University Box 571464 Washington DC 20057-1464 Address for direct delivery (FedEx, UPS, etc.): Department of Neuroscience Research Building, EP-04 3900 Reservoir Rd, NW Georgetown University Washington DC 20007 Email: michael at georgetown.edu Tel: Office: 202-687-6064 Lab: 202-687-6896 Fax: 202-687-6914 ********************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmlahey at comcast.net Wed Aug 31 13:34:17 2005 From: mmlahey at comcast.net (Peg Lahey) Date: Wed, 31 Aug 2005 09:34:17 -0400 Subject: BLCF Grant Program Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION GRANT AWARDS The Bamford-Lahey Children's Foundation has recently awarded funding for two research grants through its Grant Program. One grant, Effects of stimulating phoneme awareness on other linguistic skills in preschoolers with speech and language impairment, was awarded to Anne Tyler of the University of Nevada School of Medicine and Gail Gillon from the University of Canterbury, NZ. The second grant, Determining the impact of natural development and summer vacation on the speech and language skills of school-aged children with communication disorders was awarded to Robert Mullen and Tracy Schooling of The American Speech-Language-Hearing Association. Abstracts of each can be found on our website http://bamford-lahey.org/fundedinprogress.html. The next deadline for receipt of completed applications is November 1st. See http://bamford-lahey.org/guidelines.html for details. Recently additional lists of references were posted on the website http://bamford-lahey.org/bibliographies.html. These references are not direct evaluations of intervention techniques but are related to language intervention. They are in pdf format at the bottom of the web page listed above. -------------- next part -------------- An HTML attachment was scrubbed... URL: From R10MJR1 at wpo.cso.niu.edu Wed Aug 31 14:12:03 2005 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Wed, 31 Aug 2005 09:12:03 -0500 Subject: Developmental Psycholinguistics in Speech Language Pathology Message-ID: Dear Colleagues, The first paragraph is in response to a query of Shelly Velleman's. I then throw in an anecdote to help illustrate the source of my musing. I do not know for certain that there is a 'limit' to the number of non-C'd faculty members set by ASHA for a given COMD department. Non-C'd members typically teach a slew of "normal processes" courses: Phonetics / Phonology (rather based on articulatory phonetics), Language Development (in very broad survey terms), Anatomy & Physiology of the Speech and Hearing Mechs (often with just a few lessons on the neural bases of language), 'Speech Science' (geared toward acoustic phonetics) and 'Hearing Science'. We cannot, of course, supervise therapy in clinic. But we are often asked to consult with trainees on clinic cases. Sometimes this is a wonderful experience. Sometimes it is tinged with irony accompanied with frustration. For example, I remember an undergraduate to whom I taught that broad survey course in Language Development. Three years later, as a graduate student, she comes back to me for a consultation on a client. She describes the verbal behavior of her client as "the boy gets his words confused". And so I as for clarification, and the student says "he puts 'her' in the wrong place". I ask for further clarification. "He says "her's going". I am stone silent for a moment. "That's a pronoun case error", I reply. "Oh" says the trainee, and she asks, "Is there any literature on this type of error?". A few weeks later, I see the student again, we talk about treatment for the client. The treatment (and remember, I am not the supervising clinician) is "work on 'sh', then he'll say "she". In the words of Alanis Morrissette, "Isn't it ironic?". It really comes down to this. We work in COMD departments, but are we really making a dent? Sincerely Matt Rispoli From luciavenezuela at hotmail.com Wed Aug 31 14:42:26 2005 From: luciavenezuela at hotmail.com (lucia gonzalez) Date: Wed, 31 Aug 2005 10:42:26 -0400 Subject: acquisition of relatives clauses Message-ID: Hello, I would like to know some relevant works on the acquisition of relative sentences. Thanks for your time. Lucia. _________________________________________________________________ Visita MSN Latino Entretenimiento: ¡música, cine, chismes, TV y más...! http://latino.msn.com/entretenimiento/ From a.karmiloff-smith at ich.ucl.ac.uk Wed Aug 31 14:56:27 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 31 Aug 2005 15:56:27 +0100 Subject: acquisition of relatives clauses In-Reply-To: Message-ID: Here is one small study: Grant, J., Valian, V., & Karmiloff-Smith, A. (2002) A study of relative clauses in Williams syndrome. Journal of Child Language, 29, 403-416. At 10:42 -0400 31/8/05, lucia gonzalez wrote: >Hello, >I would like to know some relevant works on the >acquisition of relative sentences. >Thanks for your time. > >Lucia. > >_________________________________________________________________ >Visita MSN Latino Entretenimiento: ¡música, >cine, chismes, TV y más...! >http://latino.msn.com/entretenimiento/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Aug 31 15:01:25 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 31 Aug 2005 11:01:25 -0400 Subject: 2nd CALL FOR PAPERS - ELDD 2006 Message-ID: Latsis Colloquium of the University of Geneva: Early Language Development and Disorders (http://www.unige.ch/fapse/PSY/LATSIS/ ) ANNOUNCEMENT Geneva, Switzerland, January 26-28, 2006 PLENARY SPEAKERS: Anne Christophe (CNRS, Paris, France) Stephen Crain (Macquarie University, Australia) Debra Mills (Emory University, Georgia, USA) Kim Oller (University of Memphis, Tennessee, USA) Kim Plunkett (Oxford University, England) Ken Wexler (MIT, Massachusetts, USA) LANGUAGE: Official conference language is English. GENERAL TOPIC: Language acquisition in typically developing children and children with a language delay or specific language impairment. The general goal of the colloquium is to promote research on early language acquisition using an interdisciplinary approach combining linguistics, psycholinguistics, and neuroscience. This theme will be tackled at the phonological, lexical, semantic and syntactic levels. More specifically, the colloquium will cover the following topics: * Theoreticalperspectives in language acquisition * Genetic/environmentalcontributions to language acquisition * Brainstructure and functions involved in language processing in infants andchildren * Languagedelays and impairments A secondary aim of the colloquium is to promote the careers of junior scientists (students/graduate students/post-docs/fellows) working in the subject area by providing them with the opportunity to present their work as a short talk or poster alongside established researchers. A limited number of scholarships are available. DEADLINES: September 30, 2005: Talk and poster submissions (open to all researchers in the field) (Notification of acceptance by October 30, 2005) November 15, 2005: General registration for the conference (100 CHF students/post-docs/fellows, 150 CHF general) Individuals interested in presenting should submit the following on the conference website: http://www.unige.ch/fapse/PSY/LATSIS/ 1) An abstract of a poster or talk (250 words maximum) 2) Title of the presentation and list of authors (presenting author should be underlined) 3) 3 keywords 4) Complete name, address, email, and affiliation of presenting party Selected talks and posters will be published in a special issue of a peer-reviewed scientific journal. A limited number of scholarships (up to 400 CHF, 275 €) will be available to students and junior researchers (post-docs/fellows) whose talk or poster has been accepted for presentation at the conference. To apply, please send a CV to the following email address along with the title of your submitted abstract, as well as a letter explaining your interest in a scholarship. Please email scholarship submissions and all other questions to: colloquelatsis at pse.unige.ch Organizers: Bronwyn Glaser Uli Frauenfelder Luigi Rizzi Pascal Zesiger Local Committee: Stephan Eliez Julie Franck Cornelia Hamann Ur Shlonsky Scientific Committee: Adriana Belletti Anne Christophe Núria Sebastián Gallés Teresa Guasti Pierre Hallé Marie-Thérèse Le Normand Sophie Kern Steve Majerus Kim Plunkett Marie-Anne Schelstraete Jürgen Weissenborn From pli at richmond.edu Wed Aug 31 15:02:13 2005 From: pli at richmond.edu (Ping Li) Date: Wed, 31 Aug 2005 11:02:13 -0400 Subject: cognitive neuroscience position Message-ID: The University of Richmond seeks to fill a tenure track position in Neuroscience at the assistant professor level in the Department of Psychology. Although we are particularly interested in individuals with a specialization in human cognitive or behavioral neuroscience, we will consider outstanding applicants in all areas. Faculty are expected to maintain a vigorous research program, actively engage undergraduates in substantive research, attract extramural support, and commit to highly effective teaching at all levels of the undergraduate curriculum. Candidates should have completed the Ph.D. degree by the August 2006 starting date. Send vita, statements of research plan and teaching philosophy, copies of transcripts, and three letters of reference to Scott Allison, Search Coordinator, Department of Psychology, University of Richmond, VA 23173. Review of applications will commence Oct. 1, 2005 and continue until the position is filled. The University of Richmond is a highly selective private university with approximately 3500 students located on a beautiful campus six miles west of the heart of Richmond and in close proximity to the ocean, mountains, and Washington, D.C. The University of Richmond values diversity in its faculty, staff, and student body. In keeping with this commitment, our academic community strongly encourages applications from diverse candidates and candidates who support diversity. For more information please go to http://psychology.richmond.edu. ---------------------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ----------------------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2291 bytes Desc: not available URL: From holger.diessel at uni-jena.de Wed Aug 31 15:51:30 2005 From: holger.diessel at uni-jena.de (holger.diessel) Date: Wed, 31 Aug 2005 17:51:30 +0200 Subject: AW: acquisition of relatives clauses In-Reply-To: Message-ID: Dear Lucia, here are some recent studies on the acquisition of relative clauses in English and German: Holger Diessel. 2004. The Acquisition of Complex Sentences. Chap 6. Cambridge University Press. Holger Diessel and Michael Tomasello. 2000. The development of relative clauses in spontaneous child speech. Cognitive Linguistics 11: 131-151. Holger Diessel and Michael Tomasello. in press. A new look at the acquisition of relative clauses. to appear in the Dec issue of Language. Holger From limber at comcast.net Wed Aug 31 17:08:50 2005 From: limber at comcast.net (john limber) Date: Wed, 31 Aug 2005 13:08:50 -0400 Subject: acquisition of relatives clauses In-Reply-To: Message-ID: Hi - try this! Limber, J. (1976). Unraveling competence, performance, and pragmatics in the speech of young children. Journal of Child Language, 3, 309-318. John Limber On 8/31/05 10:42 AM, "lucia gonzalez" wrote: > Hello, > I would like to know some relevant works on the acquisition of relative > sentences. > Thanks for your time. > > Lucia. > > _________________________________________________________________ > Visita MSN Latino Entretenimiento: ¡música, cine, chismes, TV y más...! > http://latino.msn.com/entretenimiento/ > > From ann.dowker at psy.ox.ac.uk Wed Aug 31 17:32:54 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 31 Aug 2005 18:32:54 +0100 Subject: acquisition of relatives clauses In-Reply-To: Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From cam47 at psu.edu Wed Aug 31 21:26:09 2005 From: cam47 at psu.edu (Carol Anne Miller) Date: Wed, 31 Aug 2005 17:26:09 -0400 Subject: dev. psycholinguistics in SLP Message-ID: My degree is in psychology. I did a post-doc and was a research associate with Larry Leonard in Audiology & Speech Sciences at Purdue. I'm currently a faculty member in Communication Sciences and Disorders at Penn State. My department does appreciate the value of contributions from other disciplines...of 11 tenure track faculty, 3 of us don't have CSD degrees and backgrounds. There are 2 psychologists and 1 special ed person. I strongly believe that CSD needs developmental psycholinguistics and related disciplines. I also believe, as has already been mentioned, that developmental psycholinguistics needs CSD. While many psychologists, linguists, developmentalists, etc. have a fantastic understanding of language and communication disorders, there are also many who have a rather simplistic view, if they even think about language disorders at all. My experiences with children with language impairment have fundamentally changed the way I think about language. No, I don't think that the >depth of what we have learned dev psychling is >actually being transmitted to future speech-language pathologists? but I doubt that the depth of what we have learned in voice, or fluency, or neuroscience, or anything is really being taught, because a master's degree program is too short. I would love to see our curriculum include more on child language (and I don't think I'm alone), but what's going to give to make room for it? It's pretty much a zero-sum game, or that's how it seems to me. I think better education = interdisciplinary education. I don't know how to make it happen, though. Carol ++++++++++++++++++++++++++++ Carol Miller, Ph.D. Dept. of Communication Sciences & Disorders Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ From masmo at lingua.filg.uj.edu.pl Wed Aug 31 07:46:02 2005 From: masmo at lingua.filg.uj.edu.pl (masmo at lingua.filg.uj.edu.pl) Date: Wed, 31 Aug 2005 09:46:02 +0200 Subject: Questionnaire for Family history of language problems Message-ID: Dear Colleagues, do you know about any form of questionnaire for parents (either to be filled by the them, or filled in by a specialist in a clinical setting) asking about cases of language delay, SLI or related language problems among the close family of the child? Magdalena Smoczynska Krakow, Poland masmo at vela.filg.uj.edu.pl From tomasello at eva.mpg.de Wed Aug 3 08:01:07 2005 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Wed, 3 Aug 2005 10:01:07 +0200 Subject: New IASCL Officers & Exec Committee In-Reply-To: Message-ID: Announcing the New IASCL Officers & Executive Committee members, based on a vote at the IASCL business meeting last week: President Gina Conti-Ramsden, UK Vice-President Frank Wijnen, The Netherlands Secretary Ludovica Serratrice, UK Treasurer Anna Theakston, UK Executive Committee J?rgen Meisel, Germany Eugenia Sebasti?n, Spain Irina Ovchinnikova, Russia Fred Genesee, Canada Dominique Bassano, France Donna Jackson-Maldonado, Mexico Elena Lieven (ex-officio, Journal of Child Language Editor), UK Hiroko Kasuya, Japan Esther Dromi, Israel Nancy Budwig, USA Barbara Bokus, Poland Ulrika Nettelbladt, Sweden Gary Morgan, UK Gisela Klann-Delius, Germany From menyuk at bu.edu Wed Aug 3 16:17:00 2005 From: menyuk at bu.edu (Paula Menyuk) Date: Wed, 3 Aug 2005 12:17:00 -0400 Subject: A new book Message-ID: A new book might be of interest to the readership of the list. It is the following: Paula Menyuk & Maria Brisk (2005). Palgrave Macmillan: Basingstoke, Hampshire, U.K. This book describes language development from infancy through the high school years and links these developments to educational implications. From a.karmiloff-smith at ich.ucl.ac.uk Fri Aug 5 12:53:09 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Fri, 5 Aug 2005 13:53:09 +0100 Subject: self confidence Message-ID: Can you send me pointer to research on how children develop self confidence, self esteem, perhaps the quality of mother/child interaction and subsequently self image, etc.etc. Many thanks Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html ________________________________________________________________ From macw at mac.com Sun Aug 7 21:50:21 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 7 Aug 2005 17:50:21 -0400 Subject: two new corpora Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of two new corpora. The first is the MOC corpus in the /clinical segment of the database. The corpus was contributed by Ignacio Moreno-Torres and Santiago Torres Monreal of the University of Malaga and Rafael Santana of the University of Las Palmas. This corpus is the first and only longitudinal study of a deaf child exposed to cued speech. The child (given the pseudonym Blanca) was observed between 18 and 24 months, during the first 6 months of cochlear implantation. The second corpus is a study of subject ellipsis in Italian-Dutch bilingual children from ages 5 to 13. This corpus was contributed by Antje van Oosten of the University of Utrecht. The study uses picture descriptions to examine the use of subject ellipsis. The results show a higher level of subject ellipsis in Dutch for these bilingual children than for Dutch monolinguals. Both corpora are described in greater detail in the database manuals for bilingual and clinical subjects. Many thanks to Ignacio and Antje for these very nice contributions. --Brian MacWhinney, CMU From bornstem at cfr.nichd.nih.gov Sun Aug 7 22:23:58 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 7 Aug 2005 18:23:58 -0400 Subject: Marc Bornstein is away. Message-ID: I am away from my office and will reply to your email when I return in mid-August. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From menyuk at bu.edu Mon Aug 8 19:29:31 2005 From: menyuk at bu.edu (Paula Menyuk) Date: Mon, 8 Aug 2005 15:29:31 -0400 Subject: No subject Message-ID: To members of the list my apologies- The more complete information about the book is the following: Paula Menyuk & Maria Brisk (2005). Language Development and education: Children with Varying language experience.Palgrave Macmillan: Basingstoke, Hampshire, U.K. The description of the book should include the following information. This book describes language development from infancy through the high school years and links these developments to educational implications.The populations discussed are monolingual and bilingual children, second language acquirers and children with language problems who are usually in regular classrooms. From santelmannl at pdx.edu Mon Aug 8 20:10:09 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 8 Aug 2005 13:10:09 -0700 Subject: Job: Language Pedagogy and Assessment, tenure track In-Reply-To: <3524276.1118235418295.JavaMail.mrichard@mtsu.edu> Message-ID: Position Available in the Department of Applied Linguistics, Portland State University Position Description: The Department of Applied Linguistics at Portland State University invites applications for a full-time tenure-track position at the Assistant/Associate Professor level. Applicants should have a Ph.D. in Linguistics, Applied Linguistics, Language Education, or a closely related field, with primary specializations in language pedagogy and language assessment, and secondary specializations in research design, second language acquisition, and/or culture learning. Other desirable interests include curriculum design, critical applied linguistics, and computer assisted language learning. Responsibilities include teaching two courses per term (three terms per year), supervision of thesis research, both quantitative and qualitative, and graduate and undergraduate advising. An active research agenda, establishing and sustaining funded research activities, and ESL/EFL teaching experience are important. We encourage applications from a diverse community of international scholars conducting research inside and outside the United States. Application Information: The position will be available beginning Fall 2006. Candidates should submit a letter of application including statement of research and teaching interests, curriculum vitae, representative publications, and names and addresses (including fax and e-mail) of at least three references. Review of applications will begin November 1, 2005. The position will be open until finalists are identified. Candidates should have a Ph.D. or equivalent in hand by August 1, 2006. Supporting materials, such as teaching evaluations, lesson plans, and a philosophy of teaching statement will be requested. Anticipated starting date: September 16, 2006. Applications should be sent to: Applied Linguistics Search Committee Department of Applied Linguistics Portland State University PO Box 751 Portland, OR 97207-0751 Information about the Department of Applied Linguistics: The Department of Applied Linguistics offers an undergraduate minor, a BA in Applied Linguistics, a Certificate in TESL, and a MA:TESOL degree. The program is growing, especially at the graduate level, and is associated with a laboratory school for ESL adult education. Portland State University is one of seven universities in the Oregon State System of Higher Education, and is located in the center of the Portland metropolitan area. The university has more than 24,000 students enrolled in programs from the undergraduate to the doctoral level. Websites: www.ling.pdx.edu (Department of Applied Linguistics) www.labschool.pdx.edu (National Labsite for Adult ESOL) Portland State University is an Affirmative Action, Equal Opportunity institution and, in keeping with the President's diversity initiative, welcomes applications from diverse candidates and candidates who support diversity. ************************************************************************** Lynn Santelmann, Ph.D. Associate Professor, Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 phone: 503-725-4140 fax: 503-725-4139 e-mail: santelmannl at pdx.edu (that's last name, first initial) web: www.web.pdx.edu/~dbls ************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: From hohenberger at cbs.mpg.de Tue Aug 9 11:14:59 2005 From: hohenberger at cbs.mpg.de (Annette Hohenberger) Date: Tue, 9 Aug 2005 13:14:59 +0200 Subject: gender differences at 6-10 months? Message-ID: Dear list members, I wonder if anybody could point out to me experiments that found gender differences at 6-10 months concerning the way boys and girls deal with conflicting information. An experiment was pointed out to me where infants had to produce an effect by pulling a string. If pulled suddenly, the effect was cancelled - which amounts to a rule change or violation-of-expectation. Whereas the boys tried again and again, the girls cried and turned to their mother. Another gender difference was documented concerning habituation time. Does anybody know of these or similar experiments? I would appreciate a lot if someone could point out any relevant information to me. Thanks a lot and best regards, -Annette Hohenberger ******************************************************************************* Dr. Annette Hohenberger Max Planck Institute for Human Cognitive and Brain Sciences Department of Psychology, Munich Development of Cognition and Action Amalienstr. 33 D-80799 Munich GERMANY Tel.: ++49 +89 38602-248 Fax: ++49 +89 38602-190 e-mail: hohenberger at cbs.mpg.de ******************************************************************************* From menyuk at bu.edu Tue Aug 9 17:40:58 2005 From: menyuk at bu.edu (Paula Menyuk) Date: Tue, 9 Aug 2005 13:40:58 -0400 Subject: Vital information left out Message-ID: The announcement sent earlier about a book did not have the following information. The description of the book should include the following information Paula Menyuk & Maria Brisk (2005). Language Development and education: Children with Varying language experience.Palgrave Macmillan: Basingstoke, Hampshire, U.K. This book describes language development from infancy through the high school years and links these developments to educational implications.The populations discussed are monolingual and bilingual children, second language acquirers and children with language problems who are usually in regular classrooms. From S.Bol at mmu.ac.uk Sun Aug 14 22:03:02 2005 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Sun, 14 Aug 2005 23:03:02 +0100 Subject: info-childes Digest - 08/14/05 (out of office) Message-ID: I'm on annual leave from 19 July- 8 August and 15 August -19 August, so I may not be able to reply to your email before 22 August. For urgent issues please contact the Psychology and Speech Pathology office. Kind regards, Simone Bol From E.M.Krikhaar at ppsw.rug.nl Fri Aug 19 11:23:42 2005 From: E.M.Krikhaar at ppsw.rug.nl (E.M.Krikhaar at ppsw.rug.nl) Date: Fri, 19 Aug 2005 13:23:42 +0200 Subject: change of address In-Reply-To: <87201.14738@mail.talkbank.org> Message-ID: please send info-childes messages from now on to: e.m.krikhaar at let.rug.nl thanks, Evelien Krikhaar From doneill at watarts.uwaterloo.ca Fri Aug 19 15:02:55 2005 From: doneill at watarts.uwaterloo.ca (Daniela O'Neill) Date: Fri, 19 Aug 2005 11:02:55 -0400 Subject: Associate/tenure-track Assistant Developmental Position - Waterloo Message-ID: The University of Waterloo, Canada would like to announce the following search for an Associate or tenure-track Assistant Professor in Developmental Psychology. Apologies to anyone receiving multiple postings of this announcement. The Department of Psychology at the University of Waterloo (located approximately 1 hour west of Toronto) invites applications for a position in Developmental Psychology at the Associate or tenure-track Assistant Professor level. The successful candidate must have a Ph.D. in Developmental Psychology or related area. We are interested in applicants from all areas of developmental psychology, especially if their research would contribute to the developmental division's focus on the role of social and cognitive development in language acquisition, children's interactions and child-adult communication. We are seeking an individual who has a strong research record and commitment to teaching, research, and the supervision of undergraduate and graduate students. Information regarding the department and the developmental division can be found at www.psychology.uwaterloo.ca. Information regarding the Kitchener-Waterloo area -a high-tech, culturally diverse, and friendly community - can be found at www.kw-visitor.on.ca The anticipated start date for the positions is July 1, 2006. Review of applications will begin on Nov. 1, 2005 and will continue until the position is filled. Applicants should submit a curriculum vitae, a statement of research and teaching interests, reprints or preprints of recent papers, and arrange for three confidential letters of reference to be sent to: Developmental Search Committee, Department of Psychology, University of Waterloo, Waterloo, Ontario, Canada N2L 3G1. The University of Waterloo encourages applications from all qualified individuals, including women, members of visible minorities, native people, and persons with disabilities. All qualified candidates are encouraged to apply; however, Canadians and permanent residents will be given priority. Any questions regarding this position can be directed to Dr. Daniela O'Neill at doneill at uwaterloo.ca or (519) 888-4567 ext. 2545. -------------- next part -------------- An HTML attachment was scrubbed... URL: From peytontodd at mindspring.com Sat Aug 20 17:45:33 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Sat, 20 Aug 2005 10:45:33 -0700 Subject: Conjoined Clauses in L2 Acqusition? Message-ID: Hello all. Does anyone know of research on the tendency of children of preschool age learning a second language in an 'immersion' situation to attempt to conjoin clauses without waiting for the grammar of their individual clauses to develop much past the one-word stage? Apparently, children learning English as a first language learn to conjoin clauses during their third year of life, when the grammar of the indivdual clause is already well-developed. My subject, a hearing child of deaf parents whose acquisition of English began at age 3, freely conjoined 'clauses' (i.e. one-word or two-word utterances expressing a clause) when the MLU of his individual clauses was in the vicinity of 1.3 to 1.5 (depending on how we define it). Note: By 'immersion' I do not mean total immersion, but only that the exposure was e.g., free play, not structured as in a classroom setting teaching the language. Thanks in advance, Peyton Todd From lise.menn at colorado.edu Sat Aug 20 18:21:34 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Sat, 20 Aug 2005 12:21:34 -0600 Subject: Conjoined Clauses in L2 Acqusition? In-Reply-To: <25751964.1124559933943.JavaMail.root@mswamui-blood.atl.sa.earthlink.net> Message-ID: I don't know about L2, but my L1 diary data have some 'early' conjunctions (in fact, maybe they are subordinations) with pretty primitive clauses, I think because my subject was a late-ish talker with cognition way ahead of grammar. A prize example I have in my head from late in the 3rd year was uttered after a delivery man whom I had not see had delivered a package: Hi man, not here now i.e. "I said hi to the man; he's not here now". If you want more and more fully documented stuff, e-mail me back and I'll respond. Lise On Aug 20, 2005, at 11:45 AM, Peyton Todd wrote: > Hello all. Does anyone know of research on the tendency of children > of preschool age learning a second language in an 'immersion' > situation to attempt to conjoin clauses without waiting for the > grammar of their individual clauses to develop much past the one- > word stage? Apparently, children learning English as a first > language learn to conjoin clauses during their third year of life, > when the grammar of the indivdual clause is already well-developed. > My subject, a hearing child of deaf parents whose acquisition of > English began at age 3, freely conjoined 'clauses' (i.e. one-word > or two-word utterances expressing a clause) when the MLU of his > individual clauses was in the vicinity of 1.3 to 1.5 (depending on > how we define it). > > Note: By 'immersion' I do not mean total immersion, but only that > the exposure was e.g., free play, not structured as in a classroom > setting teaching the language. > > Thanks in advance, > Peyton Todd > Lise Menn Office: 303-492-1609 Linguistics Dept. Fax 303-413-0017 295 UCB University of Colorado Boulder CO 80309-0295 lise.menn at colorado.edu From cbowen at ihug.com.au Mon Aug 22 12:51:37 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 22 Aug 2005 22:51:37 +1000 Subject: "good" speech genes? Message-ID: Do typical and advanced speech acquisition run in families? It is known from various studies that there is family aggregation of speech and language disorders. Rates of speech and language impairment in first-degree relatives of children with speech impairment (SI) range from 23% to 41% (Lewis, Freebairn & Taylor, 2000); and Felsenfeld, McGue & Broen (1995) reported that 33% of children whose parent had a history of SI required treatment for that same speech impairment. But, do you know of any family studies around typical SPEECH acquisition, and advanced SPEECH acquisition? That is, any tendency for early and or typical phonetic development to run in families; and or, for early and or typical phonological development to run in families. Many thanks, Caroline Bowen and Nicole Watts Pappas Felsenfeld, S., McGue, M., & Broen, P. A. (1995). Familial aggregation of phonological disorders: Results from a 28-year follow-up. Journal of Speech and Hearing Research, 38(5), 1091-1107. Lewis, B. A., Freebairn, L. A., Taylor, H. G. (2000) Academic outcomes in children with histories of speech sound disorders. Journal of Communication Disorders, 33(1), 11-30. Caroline Bowen PhD Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia e: cbowen at ihug.com.au i: http://www.slpsite.com t: 61 2 4757 1136 From 20Romano at cua.edu Mon Aug 22 15:01:23 2005 From: 20Romano at cua.edu (Jennifer Romano) Date: Mon, 22 Aug 2005 11:01:23 -0400 Subject: Simon task Message-ID: Does anyone have an EPrime version of the Simon task used by Bialystok et al, 2004, Psych and Aging or know where I may be able to find that? Thanks in advance! Jennifer Romano ____________________________ Jennifer C. Romano Cognitive Aging Lab 100 O'Boyle Hall The Catholic University of America Washington, DC 20064 202-319-5748 20Romano at cua.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Tue Aug 23 23:12:23 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 23 Aug 2005 19:12:23 -0400 Subject: Simon task In-Reply-To: <004101c5a72a$7a660ae0$5501000a@Jennifer> Message-ID: Dear Jennifer, You might try to post this query to the eprime at mail.talkbank.org list. (See step.psy.cmu.edu about how to subscribe). If you locate a script for the Simon task, please ship me a copy, so I can include it in the step.psy.cmu.edu experimental script archive. This seems like a fairly simple and useful task, so I would not be surprised if you manage to locate a version. --Brian MacWhinney On Aug 22, 2005, at 11:01 AM, Jennifer Romano wrote: > Does anyone have an EPrime version of the Simon task used by > Bialystok et al, 2004, Psych and Aging or know where I may be able > to find that? > Thanks in advance! > Jennifer Romano > > ____________________________ > Jennifer C. Romano > Cognitive Aging Lab > 100 O'Boyle Hall > The Catholic University of America > Washington, DC 20064 > 202-319-5748 > 20Romano at cua.edu > -------------- next part -------------- An HTML attachment was scrubbed... URL: From ellmcf at nus.edu.sg Thu Aug 25 03:02:19 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Thu, 25 Aug 2005 11:02:19 +0800 Subject: Bibliography on Child Language Research in Singapore (Part II) Message-ID: Dear all, Just to let you know that Part II of a bibliography on child language in Singapore is now online at http://www.saal.org.sg/sq71.html#4 under 'Research on Applied Linguistics' (Apologies if you get this message twice!!) 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/ ====================================== -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.davis at ucl.ac.uk Fri Aug 26 14:29:09 2005 From: stephen.davis at ucl.ac.uk (Steve Davis) Date: Fri, 26 Aug 2005 15:29:09 +0100 Subject: research position Message-ID: Applications are invited for the post of Research Assistant in the Department of Psychology, UCL. The project has four years to run and is funded by the Wellcome Trust. The topic is improving diagnosis and treatment of stuttering. The purposes of the research are to establish what language problems are involved in the onset of stuttering and why some children recover. We are also investigating the relationship of language to fluent speech control according to the PI's theoretical model (click on publications at our website http://www.speech.psychol.ucl.ac.uk/). The successful applicant will be required to run a variety of different experiments with children who stutter and fluent controls (e.g. priming, tests of motor performance etc). The applicant will also be required to transcribe and analyze samples of fluent and stuttered speech. For an application form and full details on how to apply please contact j.draper at ucl.ac.uk The closing date for applications is 23rd September 2005. Dr Steve Davis Speech Research Team Department of Psychology University College London Gower Street LONDON WC1E 6BT Tel +44 (0)20 7679 5399 Fax +44 (0)20 7436 4276 From mmlahey at comcast.net Sat Aug 27 15:13:22 2005 From: mmlahey at comcast.net (Peg Lahey) Date: Sat, 27 Aug 2005 11:13:22 -0400 Subject: 2005 Bamford-Lahey Scholars Announced Message-ID: BAMFORD-LAHEY SCHOLARS FOR 2005-2006 The Bamford-Lahey Children's Foundation was established for the purpose of conducting and supporting programs that will enhance the linguistic, cognitive, social, and emotional development of children and has a current focus is on developmental language disorders of children. Because of general concern about the shortage of doctoral level professionals interested in this area, the Foundation developed a scholarship program offering funds of up to $10,000 a year to students who have been accepted into a doctoral program and specialize in children's language disorders. To date the Foundation has awarded 24 Bamford-Lahey Scholarships. We are very proud to announce the Bamford-Lahey Scholars for 2005-2006. Based on review of applications by professionals in the field, three applicants were selected from a pool of highly qualified applicants. A picture of each along with a short professional biography is available on our website at http://bamford-lahey.org/scholars.html. The winners, presented alphabetically, are: Lizbeth (Liza) Finestack, University of Kansas Gabriela Simon-Cereijido, San Diego State University and University of California Tammie Spaulding, University of Arizona More information about Bamford-Lahey scholarships is available on our website http://www.bamford-lahey.org/scholarships.html. -------------- next part -------------- An HTML attachment was scrubbed... URL: From m.deuchar at bangor.ac.uk Sun Aug 28 22:00:49 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 28 Aug 2005 23:00:49 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until September 5 2005. Mi wna i ffordd tan 5 Medi 2005. Margaret Deuchar. From gabrielledurana at yahoo.com Sun Aug 28 22:00:38 2005 From: gabrielledurana at yahoo.com (Gabrielle Durana) Date: Sun, 28 Aug 2005 15:00:38 -0700 Subject: Yahoo! Auto Response Message-ID: Votre message etait presque perdu mais heureusement je suis la pour vous donner la nouvelle adresse electronique de Gabrielle: gabrielle_figueroa at yahoo.com A bientot -------------------- Original Message: X-Originating-IP: [128.2.64.233] Return-Path: Authentication-Results: mta146.mail.re2.yahoo.com from=mail.talkbank.org; domainkeys=neutral (no sig) Received: from 128.2.64.233 (HELO mail.talkbank.org) (128.2.64.233) by mta146.mail.re2.yahoo.com with SMTP; Sun, 28 Aug 2005 15:00:37 -0700 Date: Sun, 28 Aug 2005 18:00:01 -0400 Message-ID: <96801.95146 at mail.talkbank.org> Subject: info-childes Digest - 08/28/05 From: To: MIME-Version: 1.0 Content-Type: multipart/mixed; boundary="=-- LetterRip Digest ----=" Sender: Precedence: List List-Software: LetterRip Pro 4.04 by LetterRip Software, LLC. List-Unsubscribe: Dear Colleagues, I know of a peer who currently holds a masters degree in speech pathology and is now working on a PhD in Rehabilitative Sciences. Apparently there are few or no programs in this geographical area which offer PhDs in speech path. I would like your opinions as to how you feel this degree would be regarded in terms of a faculty position in a speech pathology program. Do you think it will make a difference to the degree holders hire-ability / marketability in the academic arena when compared against someone holding a PhD in speech pathology or communication disorders? Sincerely, K. Mainess -------------- next part -------------- An HTML attachment was scrubbed... URL: From phyllis.schneider at ualberta.ca Mon Aug 29 22:36:21 2005 From: phyllis.schneider at ualberta.ca (Schneider, Phyllis) Date: Mon, 29 Aug 2005 16:36:21 -0600 Subject: degrees in Rehab Sciences Message-ID: As a member of an institution that offers a doctoral degree in Rehabilitation Sciences, while I am not an impartial observer, I can comment on your question. We designed our program to be broad enough to educate students from the rehabilitation fields (the speech pathology program is in the Faculty (college) of Rehabilitation Medicine) but still allow students to specialize within their discipline. Our students receive a similar training to students in a speech-language pathology doctoral program with the addition of depth in rehabilitation sciences. In addition to a core set of courses in research design and other basics, they choose coursework that suits their specific research areas. Students have a larger cohort than they would if each department had its own program, and they gain a broader perspective of rehabilitation than they normally do in their master's degree programs. We have also hired SLPs who have gotten PhDs in fields such as Educational Psychology and Linguistics. The Rehab Sciences degree is at least as relevant to speech-language pathology as those degrees. So far, our students seem to be marketable -- those that have sought academic positions have generally been successful. If anyone has any reservations about this type of degree based on anything other than unfamiliarity, I would be interested in hearing more about that. But based on my experience, I feel that this is a great way to maximize resources and to maintain a doctoral program with small individual departments. The website for the program is: http://www.uofaweb.ualberta.ca/rehabmed/nav03.cfm?nav03=10714&nav02=1068 2&nav01=167. Phyllis Schneider University of Alberta -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Mainess, Karen (LLU) Sent: Monday, August 29, 2005 4:07 PM To: info-childes at mail.talkbank.org Subject: Dear Colleagues, I know of a peer who currently holds a masters degree in speech pathology and is now working on a PhD in Rehabilitative Sciences. Apparently there are few or no programs in this geographical area which offer PhDs in speech path. I would like your opinions as to how you feel this degree would be regarded in terms of a faculty position in a speech pathology program. Do you think it will make a difference to the degree holders hire-ability / marketability in the academic arena when compared against someone holding a PhD in speech pathology or communication disorders? Sincerely, K. Mainess -------------- next part -------------- An HTML attachment was scrubbed... URL: From stemberg at interchange.ubc.ca Mon Aug 29 23:47:00 2005 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Mon, 29 Aug 2005 16:47:00 -0700 Subject: degrees in Rehab Sciences In-Reply-To: <6CEAB082DE6E2B4098ED3A1506A544BD94C17B@email.rehab.ualberta.ca> Message-ID: I'll give my perspective on this question, as a linguist who was in the Department of Communication Disorders at the University of Minnesota for 11 years (in the SLP section) and who now has close ties with the School of Audiology & Speech Science at UBC. For the past decade or more, the field of Speech-Language Pathology has been underproducing Ph.D.'s. There have been far more new faculty positions available than there have been newly-minted SLP Ph.D.'s to fill them. Consequently, many departments have been hiring people from related fields (including Linguistics, Psychology, and Education) whose background and research interests are affiliated with speech-language pathology. I would expect that a Ph.D. in Rehabilitative Sciences would be marketable to departments of communication disorders, as long as the person's training includes language/speech and the research specialty involves language or speech. I expect that that will change when/if the field eventually produces enough Ph.D.'s to meet demand. But there's no sign of that yet. ---Joe Stemberger Linguistics UBC > > Dear Colleagues, > I know of a peer who currently holds a masters degree in speech > pathology and is now working on a PhD in Rehabilitative Sciences. > Apparently there are few or no programs in this geographical area which > offer PhDs in speech path. I would like your opinions as to how you > feel this degree would be regarded in terms of a faculty position in a > speech pathology program. Do you think it will make a difference to the > degree holders hire-ability / marketability in the academic arena when > compared against someone holding a PhD in speech pathology or > communication disorders? > > Sincerely, > K. Mainess From claudio_toppelberg at hms.harvard.edu Tue Aug 30 15:30:54 2005 From: claudio_toppelberg at hms.harvard.edu (Claudio Toppelberg) Date: Tue, 30 Aug 2005 11:30:54 -0400 Subject: Spanish-Speaking Volunteer Research Assistant Message-ID: Dear Colleagues and Friends, Please pass along this info to anyone possibly interested- The Harvard Project on Language and Developmental Psychopathology currently has volunteer opportunities available for Spanish speaking students or others interested in gaining research experience. Team members have the chance to learn about the many facets involved in longitudinal research and have hands-on learning experiences in clinical community-based research on young Latino bilingual children of immigrants (ages 5-10), their families and their schools. This is an excellent opportunities for students and professionals interested in pursuing further study or academic or clinical careers. For more information please see- http://www.childlanguagepsych.org/ , or contact Brian Collins via email bcollins at jbcc.harvard.edu or at 617 278 4194. Thanks! Claudio O. Toppelberg, MD, Principal Investigator, Harvard Project on Language & Developmental Psychopathology Judge Baker Children's Center Harvard Medical School Boston, MA -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.davis at ucl.ac.uk Tue Aug 30 15:54:53 2005 From: stephen.davis at ucl.ac.uk (Steve Davis) Date: Tue, 30 Aug 2005 16:54:53 +0100 Subject: Research Assistant vacancy Message-ID: Apologies for the repeat posting but this email now contains full description of the vacancy in the Psychology Department at UCL together with details of how to apply. Applications are invited for the post of Research Assistant in the Department of Psychology, UCL. The project has four years to run and is funded by the Wellcome Trust. The topic is improving diagnosis and treatment of stuttering. The purposes of the research are to establish what language problems are involved in the onset of stuttering and why some children recover. We are also investigating the relationship of language to fluent speech control according to the PI's theoretical model (click on publications at our website http://www.speech.psychol.ucl.ac.uk/ ). The successful applicant will be required to run a variety of different experiments with children who stutter and fluent controls (e.g. priming, tests of motor performance etc). The applicant will also be required to transcribe and analyze samples of fluent and stuttered speech. Salary is on the Wellcome Level 1 scale scale (?22,444 - ?24,689 inclusive of London allowance). Applications (e-mail or hard copy) by covering letter, CV and Personal Information form (the latter available at: http://www.psychol.ucl.ac.uk/info/Personal_Information.doc), to John Draper, Departmental Administrator, Department of Psychology, UCL, Gower Street , London WC1E 6BT, j.draper at ucl.ac.uk. If applying by e-mail please submit all requested information in one .pdf file as surname.pdf. Further information concerning the post is on the web at: http://www.psychol.ucl.ac.uk/info/stuttering_ra.htm. Taking Action for Equality. The closing date for applications is 23rd September 2005 . Dr Steve Davis Speech Research Team Department of Psychology University College London Gower Street LONDON WC1E 6BT Tel +44 (0)20 7679 5399 Fax +44 (0)20 7436 4276 From R10MJR1 at wpo.cso.niu.edu Tue Aug 30 17:08:17 2005 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Tue, 30 Aug 2005 12:08:17 -0500 Subject: degrees in Rehab Sciences Message-ID: Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli From luckhurst at lasalle.edu Tue Aug 30 17:39:55 2005 From: luckhurst at lasalle.edu (Joan Luckhurst) Date: Tue, 30 Aug 2005 13:39:55 -0400 Subject: degrees in Rehab Sciences Message-ID: I've been reading with interest the discussions related to PhD degrees. My own background includes undergraduate and master's degrees in Speech Pathology, with 30 yrs experience working primarily in school-based settings. My PhD, however, is in Human Development, with a specialty in Educational Leadership. The program I completed at Marywood University was interdisciplinary and allowed participants to chart their own course of research/interests. It contained a common core of coursework in philosophy, ethics, research & statistics. My personal opinion is that different related fields such as Rehab Sciences, Human Dev, Linguistics, Education all bring a much broader and more thorough understanding to the field of Communication Disorders (or Speech-Language Pathology or Speech-Language-Hearing Sciences). I don't feel that my pursuit of a PhD in a related field in any way diminishes my knowledge & skills in my chosen profession. In fact, the focus on development of educational programs for adult learners (ergo: college students) has been a tremendous benefit to course development, policy & procedural development and development/refinement of student learning activities and grading rubrics. One more comment related to linguistics: I do agree that there is a need to include more depth and breadth of linguistics study in the field of Communication Disorders. The diversity of our culture, the limitations of our assessment tools and the complexity of intervention needs demand it. Joan A. Luckhurst, Ph.D., CCC-SLP Assistant Professor La Salle University Wister 220 1900 W. Olney Ave. Philadelphia, Pa 19141 (215) 951-1609 ----- wrote: ----- To: , From: "Matthew Rispoli" Sent by: Date: 08/30/2005 01:08PM cc: Subject: Re: degrees in Rehab Sciences Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli -------------- next part -------------- An HTML attachment was scrubbed... URL: From DaleP at health.missouri.edu Tue Aug 30 18:25:37 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 30 Aug 2005 13:25:37 -0500 Subject: degrees in Rehab Sciences Message-ID: I like to think of myself as a double imposter here. Nominally, I'm a psychologist chairing a department of communication science and disorders. But I'm not really a psychologist, either, except possibly a self-taught one. My own PhD was from a now-extinct program at the University of Michigan called "Communication Sciences." It was primarily electrical engineering and computer science, with a sprinkling of cognitive psychology, neurophysiology, and speech science. It was an early attempt to create an integrated science of cognition, with information theory as the key metaphor. Like others who have contributd to this thread, I agree that necessity - the shortage of PhD faculty in speech-language pathology/communication disorders - has had the effect of moving in many people from neighboring fields. And in fact, there has always been a substantial minority of people in SLP/CD who have favored this on purely academic grounds, for all the obvious reasons. I think almost of all of us "immigrants" have been welcomed warmly. With respect to Matt's question: 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? The easy answer, and one with much truth to it, is that the SLP/CD curriculum needs more psychology and more linguistics, that some re-balancing is needed. On the other hand, having spent as much time as I have around clinicians, and children and adults with needs for clinical services, not to mention being married to an articulate SLP, I think I've learned enough to be cautious about assuming that neighboring fields can solve one's own problems. Accurate characterizations of adult language competence and performance, and accurate accounts of developmental phenomena and processes, will be crucial for helping individuals with communication needs. But they aren't going to anywhere near the whole story. How problems arise, what organismic and environmental factors mitigate or exacerbate them, how to diagnose them, and indeed how to treat them don't follow automatically from what psychologists and linguists can tell us. Nowhere is this more evident than in the myriad of published articles about some process of functioning or development that have an obligatory "clinical implications" added at the end, which generally doesn't add anything. What psychology in particular has to offer SLP/CD is not just content, but the culture of research, and research techniques. The move to evidence-based practice is a good start, but skepticism and ecologically valid research are needed on many other issues as well. Linguistics offers powerful insight and generalizations about language structure, but SLP/CD research is needed to know which theories, for example, posit units which are functional for communication disorders and the treatment thereof. I suppose this all adds up to an academic version of "Think globally, act locally." Philip Dale From R10MJR1 at wpo.cso.niu.edu Tue Aug 30 19:58:45 2005 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Tue, 30 Aug 2005 14:58:45 -0500 Subject: developmental psycholinguisitics IN speech pathology Message-ID: Colleagues, I posted this letter this morning under the RE: "degress in rehab sciences". More properly, I think the re should be "developmental psycholinguistics IN speech pathology". I have already received some very thoughtful responses. Some responses echo my sentiments, but others are properly cautionary. I do know that I have colleagues out there who have not weighed in -- colleagues who are trained in developmental psycholinguistics and are affiliated with COMD programs. Love to hear from you Sincerely Matt Rispoli ------This morning's post ---- Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli From anneke at roellinghoff.de Tue Aug 30 19:15:20 2005 From: anneke at roellinghoff.de (=?iso-8859-1?Q?Anneke_R=F6llinghoff?=) Date: Tue, 30 Aug 2005 21:15:20 +0200 Subject: second language acquisition Message-ID: Hello! Can anyone recommend a good textbook for a graduate course on Second Language Acquisition? I'd really appreciate any recommendations! Thanks in advance, Anneke R?llinghoff -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Tue Aug 30 20:30:53 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Tue, 30 Aug 2005 16:30:53 -0400 Subject: developmental psycholinguisitics IN speech pathology Message-ID: I am pretty swamped with beginning of semester, but I have a degree in Applied Psycholinguistics, with an emphasis in developmental, and I chair a CommDis Department. I endorse most of the comments already made about allied fields contributing to the science and educational initiatives in Comm Dis. and won't add much to that now. I think perhaps a related response to the original thread asking about allied degrees and the service they provide to Com Dis programs is whether or not the terminal degree is a research degree. At Maryland, we have psychologists, linguists and engineers on our faculty, as well as a DDS. We really don't care all that much what the doctorate is in; it is the person's ability to contribute to our teaching and research missions that matters - what the person does and has done and looks like they are likely to do, not what the letters after their name are. Nan Nan Bernstein Ratner, Ed.D. Professor and Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) Web Site: http://www.bsos.umd.edu/hesp/facultyStaff/ratnern.htm e-mail: nratner at hesp.umd.edu Fellow, ASHA Board Recognized Specialist, Fluency and Child Language >>> "Matthew Rispoli" 8/30/2005 3:58:45 PM >>> Colleagues, I posted this letter this morning under the RE: "degress in rehab sciences". More properly, I think the re should be "developmental psycholinguistics IN speech pathology". I have already received some very thoughtful responses. Some responses echo my sentiments, but others are properly cautionary. I do know that I have colleagues out there who have not weighed in -- colleagues who are trained in developmental psycholinguistics and are affiliated with COMD programs. Love to hear from you Sincerely Matt Rispoli ------This morning's post ---- Dear Colleagues, Reading Joe Stemberger's post this morning made me think about some issues that I've been dealing with here at my institution. Like Joe, I am also affiliated with a department of Communicative Disorders. My discipline, Developmental Psycholinguistics, has much to offer by way of application to Speech Language Pathology. However, when one reviews the undergraduate and graduate curriculum in Speech, Language Pathology, one gets the impression that the progress we have made in Dev Psychling is still not transmitted into the training of speech, language pathologists. For example, at the undergraduate level, it is often the case the anatomical and physiological mechanisms of breathing are given about as much coverage as the entirety of morphosyntactic development -- about two weeks! My queries are the following: 1. How many of us on the info-childes talkbank were trained in linguistics and/or psychology and are affiliated with, either partially or wholly, departments of Speech & Language Pathology / Communicative Disorders? (At some point I'd like to compile a list -- as we are all affected by common issues, like the Knowledge and Skills Assessment mandated by ASHA. I know of several present and former department chairs that fall into this category). 2. For those of you who responded positively to the first question: Do you believe that depth of what we have learned dev psychling is actually being transmitted to future speech-language pathologists? If you think the answer to this query is negative, do you think we have the moral / professional responsibility of trying to change this situation? If, as Joe Stemberger points out, Speech Language Pathology needs Developmental Psycholinguists, not just for basic research but also to keep its programs running, shouldn't we be taking a more active role in designing and shaping what our students bring to the task of intervening in the lives of children? Sincerely Matt Rispoli From DaleP at health.missouri.edu Tue Aug 30 20:45:43 2005 From: DaleP at health.missouri.edu (Dale, Philip S.) Date: Tue, 30 Aug 2005 15:45:43 -0500 Subject: developmental psycholinguisitics IN speech pathology Message-ID: Matt, it might be interesting to keep track of the distinction between individuals who have a master's in SLP and go on to get a PhD in another field (such as Rehabilitation Sciences), vs complete outsiders. Certainly my impression is that if you have your CCC and have a doctorate in *anything* remotely relevant you're eminently employable. Philip From tina.bennett at wichita.edu Tue Aug 30 21:32:16 2005 From: tina.bennett at wichita.edu (tina.bennett) Date: Tue, 30 Aug 2005 16:32:16 -0500 Subject: No subject Message-ID: My two cents' worth: I have been drafted on numerous occasions to serve on both doctoral committees in Commun. Dis. and to direct readings for Ph.D. students in that field. My doctorate is in linguistics, emphasis developmental and discourse analysis-- and I am the daughter and grandaughter of Ph.D.'s in speech path--, and I feel what I have to offer is a vital portion of what our future doctors of SLP need to know. I personally feel that SLP students should take more basic linguistics courses; at the same time, linguists (esp. in developmental areas or in neuro- and psycholinguistics) can benefit from observing what clinicians are faced with and how they go about diagnosing and treating problems in the communicative system. I am continually humbled by the creativity and insight I have seen coming from some of our top clinicians. I feel that chairpersons and professors in SLP therefore need not only be Ph.D's in SLP, but any allied field which makes a significant contribution to our understanding of speech, hearing, and language. -Tina Bennett-Kastor From ezaretsky at comdis.umass.edu Tue Aug 30 22:29:25 2005 From: ezaretsky at comdis.umass.edu (Elena Zaretsky) Date: Tue, 30 Aug 2005 18:29:25 -0400 Subject: developmental psycholinguists IN speech pathology Message-ID: I have been following this discussion and would like to add to it. I do have master (and CCC's) in speech-language pathology and have been practicing before getting a PhD in Human Development. Part of the decision to have a PhD in allied field was my personal need to see a child with atypical language development as a "whole" and understand what are the contributing factors to the disorders. It was the most wonderful process, not to mention having Jean Berko Gleason as my mentor. Now I am a faculty member at the Department of Communication Disorders at UMass, Amherst, and among my distinguished colleagues we have two with PhD in linguistics. It is, as Nan Ratner points out, what we can bring to the field of speech pathology in all aspects of teaching, treatment and research that matters, not the terminal degree. Elena Zaretsky -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmills1_20 at yahoo.com Tue Aug 30 23:25:29 2005 From: mmills1_20 at yahoo.com (Monique Mills) Date: Tue, 30 Aug 2005 16:25:29 -0700 Subject: second language acquisition In-Reply-To: <005001c5ada0$609f1c60$079c07d5@annekeb908426d> Message-ID: Hi, You may try: Genesee, F., Paradis, J., & Crago, M.B. (2004). Dual language development and disorders: A handbook on bilingualism and second language learning. Paul H. Brookes Publishing Co: Baltimore. Yours, Monique Mills Anneke R?llinghoff wrote: Hello! Can anyone recommend a good textbook for a graduate course on Second Language Acquisition? I'd really appreciate any recommendations! Thanks in advance, Anneke R?llinghoff "Trust in the Lord with all your heart, and lean not on your own understanding; In all your ways acknowledge Him, and he shall direct your paths" (Proverbs 3: 5-6) __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From roeper at linguist.umass.edu Wed Aug 31 02:14:16 2005 From: roeper at linguist.umass.edu (Tom Roeper) Date: Tue, 30 Aug 2005 22:14:16 -0400 Subject: [Fwd: Re: developmental psycholinguisitics IN speech pathology] Message-ID: -------- Original Message -------- Subject: Re: developmental psycholinguisitics IN speech pathology Date: Tue, 30 Aug 2005 22:13:19 -0400 From: Tom Roeper To: Dale, Philip S. References: <5FB0687501A1F444B513F4464FE7932A01ED5625 at UM-EMAIL02.um.umsystem.edu> Dear Folks, I am a linguist who works primarily in language acquisition. Together with Jill deVilliers and Harry Seymour, we have developed the DELV test from the Psychological Corporation, which has just been released in a Normed form for all children. This is, I think, relevant to this discussion, because this assessment instrument builds directly upon linguistic theory and the principles of Universal Grammar. We have shown that "long distance" rules, quantification, and a host of other phenomena are among the best indicators of disorders---often probing problems not recognized before. Many of the experiments found in developmental work have been translated into diagnostic procedures. If, as we hope, this test will rival CELF and others, it will benefit enormously' from havng speech pathologists who understand basic properties of Modern inguistics so they have a sense of how to deal with problems and discuss them with parents. It seems to me that if we are open in the ComDis curriculum to what is emerging not only in syntax, but phonology and semantics, there will be a real windfall of benefits for ComDis and for the children and adults treated. So I would strongly encourage anyone to acquire as much education as possible in these fundamental areas. That is the word of an outsider, but it is supported by many insiders as well. Tom Roeper Dale, Philip S. wrote: >Matt, it might be interesting to keep track of the distinction between individuals who have a master's in SLP and go on to get a PhD in another field (such as Rehabilitation Sciences), vs complete outsiders. Certainly my impression is that if you have your CCC and have a doctorate in *anything* remotely relevant you're eminently employable. >Philip > > > > From michael at georgetown.edu Wed Aug 31 12:48:05 2005 From: michael at georgetown.edu (Michael Ullman) Date: Wed, 31 Aug 2005 08:48:05 -0400 Subject: second language acquisition In-Reply-To: <005001c5ada0$609f1c60$079c07d5@annekeb908426d> Message-ID: At 03:15 PM 8/30/2005, Anneke R?llinghoff wrote: >Hello! > Can anyone recommend a good textbook for a > graduate course on Second Language Acquisition? > I'd really appreciate any recommendations! > >Thanks in advance, > >Anneke R?llinghoff You might want to try Sanz, C (2005) Mind and Context in Adult Second Language Acquisition, Washington DC:Georgetown University Press. Best, Michael Ullman ********************************************************** Michael Ullman, PhD Associate Professor Director, Brain and Language Laboratory (brainlang.georgetown.edu) co-Director, Center for the Brain Basis of Cognition (cbbc.georgetown.edu) Department of Neuroscience (neuro.georgetown.edu) and Departments of Linguistics, Psychology and Neurology Georgetown University Mailing Address: Department of Neuroscience Georgetown University Box 571464 Washington DC 20057-1464 Address for direct delivery (FedEx, UPS, etc.): Department of Neuroscience Research Building, EP-04 3900 Reservoir Rd, NW Georgetown University Washington DC 20007 Email: michael at georgetown.edu Tel: Office: 202-687-6064 Lab: 202-687-6896 Fax: 202-687-6914 ********************************************************** -------------- next part -------------- An HTML attachment was scrubbed... URL: From mmlahey at comcast.net Wed Aug 31 13:34:17 2005 From: mmlahey at comcast.net (Peg Lahey) Date: Wed, 31 Aug 2005 09:34:17 -0400 Subject: BLCF Grant Program Message-ID: BAMFORD-LAHEY CHILDREN'S FOUNDATION GRANT AWARDS The Bamford-Lahey Children's Foundation has recently awarded funding for two research grants through its Grant Program. One grant, Effects of stimulating phoneme awareness on other linguistic skills in preschoolers with speech and language impairment, was awarded to Anne Tyler of the University of Nevada School of Medicine and Gail Gillon from the University of Canterbury, NZ. The second grant, Determining the impact of natural development and summer vacation on the speech and language skills of school-aged children with communication disorders was awarded to Robert Mullen and Tracy Schooling of The American Speech-Language-Hearing Association. Abstracts of each can be found on our website http://bamford-lahey.org/fundedinprogress.html. The next deadline for receipt of completed applications is November 1st. See http://bamford-lahey.org/guidelines.html for details. Recently additional lists of references were posted on the website http://bamford-lahey.org/bibliographies.html. These references are not direct evaluations of intervention techniques but are related to language intervention. They are in pdf format at the bottom of the web page listed above. -------------- next part -------------- An HTML attachment was scrubbed... URL: From R10MJR1 at wpo.cso.niu.edu Wed Aug 31 14:12:03 2005 From: R10MJR1 at wpo.cso.niu.edu (Matthew Rispoli) Date: Wed, 31 Aug 2005 09:12:03 -0500 Subject: Developmental Psycholinguistics in Speech Language Pathology Message-ID: Dear Colleagues, The first paragraph is in response to a query of Shelly Velleman's. I then throw in an anecdote to help illustrate the source of my musing. I do not know for certain that there is a 'limit' to the number of non-C'd faculty members set by ASHA for a given COMD department. Non-C'd members typically teach a slew of "normal processes" courses: Phonetics / Phonology (rather based on articulatory phonetics), Language Development (in very broad survey terms), Anatomy & Physiology of the Speech and Hearing Mechs (often with just a few lessons on the neural bases of language), 'Speech Science' (geared toward acoustic phonetics) and 'Hearing Science'. We cannot, of course, supervise therapy in clinic. But we are often asked to consult with trainees on clinic cases. Sometimes this is a wonderful experience. Sometimes it is tinged with irony accompanied with frustration. For example, I remember an undergraduate to whom I taught that broad survey course in Language Development. Three years later, as a graduate student, she comes back to me for a consultation on a client. She describes the verbal behavior of her client as "the boy gets his words confused". And so I as for clarification, and the student says "he puts 'her' in the wrong place". I ask for further clarification. "He says "her's going". I am stone silent for a moment. "That's a pronoun case error", I reply. "Oh" says the trainee, and she asks, "Is there any literature on this type of error?". A few weeks later, I see the student again, we talk about treatment for the client. The treatment (and remember, I am not the supervising clinician) is "work on 'sh', then he'll say "she". In the words of Alanis Morrissette, "Isn't it ironic?". It really comes down to this. We work in COMD departments, but are we really making a dent? Sincerely Matt Rispoli From luciavenezuela at hotmail.com Wed Aug 31 14:42:26 2005 From: luciavenezuela at hotmail.com (lucia gonzalez) Date: Wed, 31 Aug 2005 10:42:26 -0400 Subject: acquisition of relatives clauses Message-ID: Hello, I would like to know some relevant works on the acquisition of relative sentences. Thanks for your time. Lucia. _________________________________________________________________ Visita MSN Latino Entretenimiento: ?m?sica, cine, chismes, TV y m?s...! http://latino.msn.com/entretenimiento/ From a.karmiloff-smith at ich.ucl.ac.uk Wed Aug 31 14:56:27 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 31 Aug 2005 15:56:27 +0100 Subject: acquisition of relatives clauses In-Reply-To: Message-ID: Here is one small study: Grant, J., Valian, V., & Karmiloff-Smith, A. (2002) A study of relative clauses in Williams syndrome. Journal of Child Language, 29, 403-416. At 10:42 -0400 31/8/05, lucia gonzalez wrote: >Hello, >I would like to know some relevant works on the >acquisition of relative sentences. >Thanks for your time. > >Lucia. > >_________________________________________________________________ >Visita MSN Latino Entretenimiento: ?m?sica, >cine, chismes, TV y m?s...! >http://latino.msn.com/entretenimiento/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Aug 31 15:01:25 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 31 Aug 2005 11:01:25 -0400 Subject: 2nd CALL FOR PAPERS - ELDD 2006 Message-ID: Latsis Colloquium of the University of Geneva: Early Language Development and Disorders (http://www.unige.ch/fapse/PSY/LATSIS/ ) ANNOUNCEMENT Geneva, Switzerland, January 26-28, 2006 PLENARY SPEAKERS: Anne Christophe (CNRS, Paris, France) Stephen Crain (Macquarie University, Australia) Debra Mills (Emory University, Georgia, USA) Kim Oller (University of Memphis, Tennessee, USA) Kim Plunkett (Oxford University, England) Ken Wexler (MIT, Massachusetts, USA) LANGUAGE: Official conference language is English. GENERAL TOPIC: Language acquisition in typically developing children and children with a language delay or specific language impairment. The general goal of the colloquium is to promote research on early language acquisition using an interdisciplinary approach combining linguistics, psycholinguistics, and neuroscience. This theme will be tackled at the phonological, lexical, semantic and syntactic levels. More specifically, the colloquium will cover the following topics: * Theoreticalperspectives in language acquisition * Genetic/environmentalcontributions to language acquisition * Brainstructure and functions involved in language processing in infants andchildren * Languagedelays and impairments A secondary aim of the colloquium is to promote the careers of junior scientists (students/graduate students/post-docs/fellows) working in the subject area by providing them with the opportunity to present their work as a short talk or poster alongside established researchers. A limited number of scholarships are available. DEADLINES: September 30, 2005: Talk and poster submissions (open to all researchers in the field) (Notification of acceptance by October 30, 2005) November 15, 2005: General registration for the conference (100 CHF students/post-docs/fellows, 150 CHF general) Individuals interested in presenting should submit the following on the conference website: http://www.unige.ch/fapse/PSY/LATSIS/ 1) An abstract of a poster or talk (250 words maximum) 2) Title of the presentation and list of authors (presenting author should be underlined) 3) 3 keywords 4) Complete name, address, email, and affiliation of presenting party Selected talks and posters will be published in a special issue of a peer-reviewed scientific journal. A limited number of scholarships (up to 400 CHF, 275 ?) will be available to students and junior researchers (post-docs/fellows) whose talk or poster has been accepted for presentation at the conference. To apply, please send a CV to the following email address along with the title of your submitted abstract, as well as a letter explaining your interest in a scholarship. Please email scholarship submissions and all other questions to: colloquelatsis at pse.unige.ch Organizers: Bronwyn Glaser Uli Frauenfelder Luigi Rizzi Pascal Zesiger Local Committee: Stephan Eliez Julie Franck Cornelia Hamann Ur Shlonsky Scientific Committee: Adriana Belletti Anne Christophe N?ria Sebasti?n Gall?s Teresa Guasti Pierre Hall? Marie-Th?r?se Le Normand Sophie Kern Steve Majerus Kim Plunkett Marie-Anne Schelstraete J?rgen Weissenborn From pli at richmond.edu Wed Aug 31 15:02:13 2005 From: pli at richmond.edu (Ping Li) Date: Wed, 31 Aug 2005 11:02:13 -0400 Subject: cognitive neuroscience position Message-ID: The University of Richmond seeks to fill a tenure track position in Neuroscience at the assistant professor level in the Department of Psychology. Although we are particularly interested in individuals with a specialization in human cognitive or behavioral neuroscience, we will consider outstanding applicants in all areas. Faculty are expected to maintain a vigorous research program, actively engage undergraduates in substantive research, attract extramural support, and commit to highly effective teaching at all levels of the undergraduate curriculum. Candidates should have completed the Ph.D. degree by the August 2006 starting date. Send vita, statements of research plan and teaching philosophy, copies of transcripts, and three letters of reference to Scott Allison, Search Coordinator, Department of Psychology, University of Richmond, VA 23173. Review of applications will commence Oct. 1, 2005 and continue until the position is filled. The University of Richmond is a highly selective private university with approximately 3500 students located on a beautiful campus six miles west of the heart of Richmond and in close proximity to the ocean, mountains, and Washington, D.C. The University of Richmond values diversity in its faculty, staff, and student body. In keeping with this commitment, our academic community strongly encourages applications from diverse candidates and candidates who support diversity. For more information please go to http://psychology.richmond.edu. ---------------------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ----------------------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2291 bytes Desc: not available URL: From holger.diessel at uni-jena.de Wed Aug 31 15:51:30 2005 From: holger.diessel at uni-jena.de (holger.diessel) Date: Wed, 31 Aug 2005 17:51:30 +0200 Subject: AW: acquisition of relatives clauses In-Reply-To: Message-ID: Dear Lucia, here are some recent studies on the acquisition of relative clauses in English and German: Holger Diessel. 2004. The Acquisition of Complex Sentences. Chap 6. Cambridge University Press. Holger Diessel and Michael Tomasello. 2000. The development of relative clauses in spontaneous child speech. Cognitive Linguistics 11: 131-151. Holger Diessel and Michael Tomasello. in press. A new look at the acquisition of relative clauses. to appear in the Dec issue of Language. Holger From limber at comcast.net Wed Aug 31 17:08:50 2005 From: limber at comcast.net (john limber) Date: Wed, 31 Aug 2005 13:08:50 -0400 Subject: acquisition of relatives clauses In-Reply-To: Message-ID: Hi - try this! Limber, J. (1976). Unraveling competence, performance, and pragmatics in the speech of young children. Journal of Child Language, 3, 309-318. John Limber On 8/31/05 10:42 AM, "lucia gonzalez" wrote: > Hello, > I would like to know some relevant works on the acquisition of relative > sentences. > Thanks for your time. > > Lucia. > > _________________________________________________________________ > Visita MSN Latino Entretenimiento: ?m?sica, cine, chismes, TV y m?s...! > http://latino.msn.com/entretenimiento/ > > From ann.dowker at psy.ox.ac.uk Wed Aug 31 17:32:54 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 31 Aug 2005 18:32:54 +0100 Subject: acquisition of relatives clauses In-Reply-To: Message-ID: An embedded and charset-unspecified text was scrubbed... Name: not available URL: From cam47 at psu.edu Wed Aug 31 21:26:09 2005 From: cam47 at psu.edu (Carol Anne Miller) Date: Wed, 31 Aug 2005 17:26:09 -0400 Subject: dev. psycholinguistics in SLP Message-ID: My degree is in psychology. I did a post-doc and was a research associate with Larry Leonard in Audiology & Speech Sciences at Purdue. I'm currently a faculty member in Communication Sciences and Disorders at Penn State. My department does appreciate the value of contributions from other disciplines...of 11 tenure track faculty, 3 of us don't have CSD degrees and backgrounds. There are 2 psychologists and 1 special ed person. I strongly believe that CSD needs developmental psycholinguistics and related disciplines. I also believe, as has already been mentioned, that developmental psycholinguistics needs CSD. While many psychologists, linguists, developmentalists, etc. have a fantastic understanding of language and communication disorders, there are also many who have a rather simplistic view, if they even think about language disorders at all. My experiences with children with language impairment have fundamentally changed the way I think about language. No, I don't think that the >depth of what we have learned dev psychling is >actually being transmitted to future speech-language pathologists? but I doubt that the depth of what we have learned in voice, or fluency, or neuroscience, or anything is really being taught, because a master's degree program is too short. I would love to see our curriculum include more on child language (and I don't think I'm alone), but what's going to give to make room for it? It's pretty much a zero-sum game, or that's how it seems to me. I think better education = interdisciplinary education. I don't know how to make it happen, though. Carol ++++++++++++++++++++++++++++ Carol Miller, Ph.D. Dept. of Communication Sciences & Disorders Penn State University 115-B Moore Building (814) 865-6213 cam47 at psu.edu ++++++++++++++++++++++++++++ From masmo at lingua.filg.uj.edu.pl Wed Aug 31 07:46:02 2005 From: masmo at lingua.filg.uj.edu.pl (masmo at lingua.filg.uj.edu.pl) Date: Wed, 31 Aug 2005 09:46:02 +0200 Subject: Questionnaire for Family history of language problems Message-ID: Dear Colleagues, do you know about any form of questionnaire for parents (either to be filled by the them, or filled in by a specialist in a clinical setting) asking about cases of language delay, SLI or related language problems among the close family of the child? Magdalena Smoczynska Krakow, Poland masmo at vela.filg.uj.edu.pl