From tobias.haug at signlang-assessment.info Mon Jan 3 15:41:22 2005 From: tobias.haug at signlang-assessment.info (Tobias Haug) Date: Mon, 3 Jan 2005 16:41:22 +0100 Subject: Lit. on development of distractots of language tests Message-ID: Dear all, happy new year. Does someone on this list know references (journal articles, books) that deal specifically with the development of distractors in language tests? Please reply directly to my email address. Thanks a lot in advance regards, Tobias -- Tobias Haug Fax: +49-69-79 12 500 37 (aktuell) tobias.haug at signlang-assessment.info http://www.signlang-assessment.info http://www.projekt.gebaerdensprachtest.de From nratner at hesp.umd.edu Mon Jan 3 20:31:31 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Mon, 3 Jan 2005 15:31:31 -0500 Subject: Classics in psycholinguistics? Message-ID: We teach sections of an undergraduate course in Psycholinguistics. For an article review assignment, we are interested in getting other people's personal impressions of the "top five" (or so) most influential psycholinguistics studies. We will try to diversify the assignment across areas such as acquisition, speech perception, lexical access, sentence processing, etc., so we would like people to consider multiple areas within the field. We will be happy to post a final list back to the group. best wishes for a happy and healthy new year to all, Nan Bernstein Ratner and Rochelle Newman Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From h.muranaka at uws.edu.au Wed Jan 5 03:00:30 2005 From: h.muranaka at uws.edu.au (Hiromi Muranaka) Date: Wed, 5 Jan 2005 14:00:30 +1100 Subject: Have you seen this book? Message-ID: Dear Info-CHILDES, I have been searching the following book, however I cannot get it even through my university library. Author: Tracy. Rosemarie Title: Child Languages in Contact: Bilingual Language Acquisition (English/German) in Early Childhood Place of Publication: Tubingen Publisher: Habililtationsschrift Date of Publication: 1996 Has someone seen or read this book? If you have, please let me know how you got it. If you could let me know of the ISBN, it would be most useful. Regards, Hiromi From h.muranaka at uws.edu.au Wed Jan 5 23:33:23 2005 From: h.muranaka at uws.edu.au (Hiromi Muranaka) Date: Thu, 6 Jan 2005 10:33:23 +1100 Subject: Have you seen this book? In-Reply-To: Message-ID: Dear Info-CHILDES, Less then 24 hours ago, I posted my query with regard to Rosemarie Tracy's 1996 publication (Child Languages in Contact: Bilingual Language Acquisition (English/German) in Early Childhood). The response was overwhelming and I even received an email message from the author herself thanks to three people who wrote to her to let her know of my query. Someone also kindly pointed out the meaning of "Habilitationschrift (second doctorate)", which I totally misunderstood. Special thanks to Sharon, Anja, Robin, Juana and Susanne, who kindly provided me with the information. If you are also looking for the above publication, please let me know. Regards and many thanks, Hiromi Muranaka University of Western Sydney From gelman at umich.edu Thu Jan 6 15:15:30 2005 From: gelman at umich.edu (Gelman, Susan) Date: Thu, 6 Jan 2005 10:15:30 -0500 Subject: Nominations invited for the Eleanor E. Maccoby Book Award Message-ID: Nominations are invited for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2005. Books published in 2004 that have had or promise to have a major impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, author(s), and publisher, along with a brief description of the book and capsule summary of its importance for understanding the psychology of development. Please send nominations by February 14, 2005 to Susan Gelman (gelman at umich.edu; Department of Psychology, 525 E. University Ave., University of Michigan, Ann Arbor, MI 48109-1109). -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Sat Jan 8 19:15:24 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sat, 8 Jan 2005 19:15:24 +0000 Subject: infant "sign" Message-ID: I have been asked to find out what serious sceintific studies have been done on the effects of teaching hearing infants to use "signs" (I am not talking about the real language, ASL or BSL, but a list of lexical signs taught to "advance infant communication skills" before they are able to vocalise). I'd appreciate refs, abstracts of refs, of scientific studies, as well as any personal experiences. Rather urgent please. Many thanks, and HAPPY NEW YEAR TO ALL, Annette K-S From dpesco2 at po-box.mcgill.ca Sat Jan 8 19:39:44 2005 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Sat, 8 Jan 2005 14:39:44 -0500 Subject: infant "sign" Message-ID: Hi, I understand you are interested in signs, not ASL ... but I suspect a recent literature review sponsored by the The Canadian Language and Literacy Network on training infants to use sign might include the information you're looking for...maybe the Acredolo and Goodwyn research on "symbolic gesturing" cited there?? Downloadable at www.cllrnet.ca/Docs/Programs/ GraduateStudentResearchReviews/2003/CRR.pdf Diane Pesco Professor Annette Karmiloff-Smith wrote: > I have been asked to find out what serious sceintific studies have > been done on the effects of teaching hearing infants to use "signs" (I > am not talking about the real language, ASL or BSL, but a list of > lexical signs taught to "advance infant communication skills" before > they are able to vocalise). > > I'd appreciate refs, abstracts of refs, of scientific studies, as well > as any personal experiences. > Rather urgent please. > Many thanks, and HAPPY NEW YEAR TO ALL, > Annette K-S > > -- Diane Pesco School of Communication Sciences and Disorders McGill University dpesco2 at po-box.mcgill.ca tel. 514-398-4102 fax. 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mfriend at sunstroke.sdsu.edu Sat Jan 8 20:01:17 2005 From: mfriend at sunstroke.sdsu.edu (Margaret Friend) Date: Sat, 8 Jan 2005 12:01:17 -0800 Subject: infant "sign" In-Reply-To: <41E03700.5050903@po-box.mcgill.ca> Message-ID: Hi, I had trouble accessing the site suggested below so here are some relevant references taken from Linda Acredolo's vita pasted below. Best, Margaret Friend, Ph.D. Associate Professor San Diego State University Goodwyn, S. W. & Acredolo, L. P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development , 64, 688-701. Goodwyn, S.W., & Acredolo, L. P. (1998). Encouraging symbolic gestures: Effects on the relationship between gesture and speech. In J. Iverson & S. Goldin-Meadows (Eds.) The nature and functions of gesture in children’s communication. San Francisco: Jossey-Bass. Acredolo, L. P., Goodwyn, S.W., Horobin, K., & Emmons, Y. D. (2000). The signs and sounds of early language development. In C. Tamis-LeMonda & L. Balter (Eds.), Child Psychology: A Handbook of Contemporary Issues (pp. 116-139). New York: Psychology Press. Goodwyn, S.W., Acredolo, L.P., & Brown, C. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior., 24, 81-103. Namy, L., Acredolo, L.P., & Goodwyn, S.W. (2000). Verbal labels and gestural routines in parental communication with young children. Journal of Nonverbal Behavior, 24, 63-79. Diane Pesco wrote: > Hi, > I understand you are interested in signs, not ASL ... but I suspect a > recent literature review sponsored by the > The Canadian Language and Literacy Network on training infants to use > sign might include the information you're looking for...maybe the > Acredolo and Goodwyn research on "symbolic gesturing" cited there?? > Downloadable at > www.cllrnet.ca/Docs/Programs/ GraduateStudentResearchReviews/2003/CRR.pdf > Diane Pesco > > > Professor Annette Karmiloff-Smith wrote: > >> I have been asked to find out what serious sceintific studies have >> been done on the effects of teaching hearing infants to use "signs" >> (I am not talking about the real language, ASL or BSL, but a list of >> lexical signs taught to "advance infant communication skills" before >> they are able to vocalise). >> >> I'd appreciate refs, abstracts of refs, of scientific studies, as >> well as any personal experiences. >> Rather urgent please. >> Many thanks, and HAPPY NEW YEAR TO ALL, >> Annette K-S >> >> > >-- > >Diane Pesco >School of Communication Sciences and Disorders >McGill University >dpesco2 at po-box.mcgill.ca >tel. 514-398-4102 >fax. 514-398-8123 > > > From adele at crl.ucsd.edu Sun Jan 9 12:25:18 2005 From: adele at crl.ucsd.edu (Adele Abrahamsen) Date: Sun, 9 Jan 2005 04:25:18 -0800 Subject: infant "sign" In-Reply-To: Message-ID: On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > I have been asked to find out what serious sceintific studies have > been done on the effects of teaching hearing infants to use "signs" > (I am not talking about the real language, ASL or BSL, but a list of > lexical signs taught to "advance infant communication skills" before > they are able to vocalise). > Hi, Annette, your inquirer might want to look at a 2000 book chapter in which I sought to integrate findings from studies involving three variations on bimodal input, especially: 1. Acredolo and Goodwyn's invented symbolic gestures (baby signs); 2. my own enhanced gestural input, in which signs borrowed from ASL accompany some of the words in the speech stream; 3. ASL, based on studies by Folven and Bonvillian (not the situation you asked about, but it provides an informative comparison). I will use the term "symbolic gestures" for manual or bodily gestures or signs from a conventional signed language (such as ASL) that meet criteria of referential use. (References are at the end of this message) One point I emphasized in the chapter is that symbolic gestures and words are indistinguishable on some key measures, such as mean age (and even standard deviation) of first and fifth symbol. Typically the first 5 to 15 or more symbols include gestures for some meanings and words for others. There are large individual differences -- some children have more gestures, others more words, others balanced -- but most important is that they are using both. Thus, symbolic gestures are not so much an early, preverbal SUBSTITUTE for words as an ADDITIONAL RESOURCE for children who are also communicating vocally. Enhancing the amount and diversity of gestural input enables a larger total vocabulary of gestures and words through 1 1/2 years or so. This is consistent with the idea that early symbolic and communicative development is bimodal, as emphasized since the 1970s by M. A. Halliday, Elizabeth Bates, Virginia Volterra, and others. I have observed the two modalities become increasingly coordinated after the earliest months (e.g., more overlap in vocabulary and simultaneous production), but then interest in symbolic gestures declines as speech accelerates. (Changes like this have been reported for nonsymbolic gestures such as pointing as well.) Another point that emerged from comparing these studies is that below 1 1/2 years or so, the amount and kind of gesture/sign input makes surprisingly little difference to the size of expressive vocabulary. Children immersed in ASL from birth do acquire more by 1 1/2 years than children getting enhanced input, which typically involves mere dozens of extra (gestural) symbols beginning around 11 months. However, despite this greatly disproportionate input in the manual modality, median vocabulary size in that modality differs only by a factor of about 2. I call this period of relatively slow growth, equipotentiality of modalities, and relative insensitivity to amount of input the "bimodal period." Much changes as it is left behind, a story told well by others but beyond the scope of the studies referenced below. > I'd appreciate refs, abstracts of refs, of scientific studies, as > well as any personal experiences. > Rather urgent please. > Many thanks, and HAPPY NEW YEAR TO ALL, > Annette K-S > I am indebted to Linda Acredolo and John Bonvillian not only for their important published work but also for supplying me with more detailed data from their studies. Anyone seriously interested in the topic should, of course, not rely on my brief comments here but consult each research team's original reports. They would not necessarily agree with everything I have said or with where I have placed emphasis. Much more detail about my methods for comparing the studies and additional conclusions are in the Abrahamsen (2000) chapter. I am also happy to address specific questions posed for which I have relevant data or experiences. REFERENCES Acredolo and Goodwyn -- References already sent by Diane Pesco and Margaret Friend in response to your inquiry; not repeated here. Abrahamsen, A. (2000). Explorations of enhanced gestural input to children in the bimodal period. In K. Emmorey and H. Lane (Eds.), The signs of language revisited: An anthology to honor Ursula Bellugi and Edward Klima (pp. 357-399). Hillsdale, NJ: Erlbaum. Abrahamsen, A. A., Lamb, M., Brown-Williams, J., & McCarthy, S. (1991). Boundary conditions on language emergence: Contributions from atypical learners and input. In P. Siple & S. Fischer (Eds.), Theoretical issues in sign language research. Volume 2: Psychology (pp. 231-254). Chicago: University of Chicago Press. Abrahamsen, A. A., Cavallo, M. M., & McCluer, J. A. (1985). Is the sign advantage a robust phenomenon? From gesture to language in two modalities. Merrill-Palmer Quarterly, 31, 177-209. [answer: no] Bonvillian, J. (1999), Sign language development. In M. Barrett (Ed.), The development of language. Studies in developmental psychology (pp. 277-310). New York: Psychology Press. Folven, R. J., and Bonvillian, J. D. (1993). Sign language acquisition: Developmental aspects. In M. Marschark and M. D. Clark (Eds.). Psychological perspectives on deafness (pp. 229-265). Hillsdale, NJ: Erlbaum. Folven, R. J., and Bonvillian, J. D. (1991). The transition from nonreferential to referential language in children acquiring American Sign Language. Developmental Psychology. Vol 27(5), 806-816. -- Dr. Adele Abrahamsen Center for Research in Language University of California, San Diego 9500 Gilman Drive, 0526 La Jolla, CA 92093-0526 Office telephone: 858-822-1941 Office location: 7023 HSS Email: adele at crl.ucsd.edu Homepage: mechanism.ucsd.edu/~adele Inquiry website: inquiry.ucsd.edu From bpearson at comdis.umass.edu Sun Jan 9 14:50:40 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Sun, 9 Jan 2005 09:50:40 -0500 Subject: infant "sign" In-Reply-To: Message-ID: Dear All, I have already bored Annette with a long account of my late-talking grandson's use of sign as a bridge to speech. So, my non-scientific experience tells me that baby sign enhanced his early output (and that of several friends' grandchildren). I'm trying to see in my mind how that fits with Adele Abrahamsen's interesting idea of a bimodal period. It occurs to me that the statistics of the same average amount of output at the same age for the two modalities is not incompatible with the now popular notion that baby sign creates a bridge to speech. If we consider that most hearing children seem to drop the sign when speech becomes established, then we would have a situation where early talkers would go to speech and have X number of words at say 15 months and late talkers would also have similar numbers of recorded signs at that time--but they would have few or no words to their credit at that point were it not for sign. It seems to me the comparison groups are "late talkers with signed input" and "late talkers without signed input." In that case, does signed input appear to help-- and then if there is a difference, which of the various alternatives Adele mentions is the most facilitative. As for the relationship of the first and fifth words, that may have been tricky for us to calculate for my grandson as his first words were not clearly referential, as his signs were. So while first and probably 5th signs did coincide in time for him, he stayed at 5 words in speech and was much more productive in sign. Btw, we gave him the CDI at 15 months and he was below the 5th percentile for production (counting signs, which he hadn't started yet either) and above the 95th for comprehension (and also right around 50% on the First Words inventory). That's my favorite image of "average": if someone has one foot in boiling water and the other in freezing water, on average you might say she is comfortable. :) Cheers, Barbara Pearson On Jan 9, 2005, at 7:25 AM, Adele Abrahamsen wrote: > On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > >> I have been asked to find out what serious sceintific studies have >> been done on the effects of teaching hearing infants to use "signs" >> (I am not talking about the real language, ASL or BSL, but a list of >> lexical signs taught to "advance infant communication skills" before >> they are able to vocalise). >> > Hi, Annette, your inquirer might want to look at a 2000 book > chapter in which I sought to integrate findings from studies > involving three variations on bimodal input, especially: > 1. Acredolo and Goodwyn's invented symbolic gestures (baby > signs); > 2. my own enhanced gestural input, in which signs borrowed > from ASL accompany some of the words in the speech stream; > 3. ASL, based on studies by Folven and Bonvillian (not > the situation you asked about, but it provides an informative > comparison). > I will use the term "symbolic gestures" for manual > or bodily gestures or signs from a conventional signed > language (such as ASL) that meet criteria of referential use. > (References are at the end of this message) > > One point I emphasized in the chapter is that symbolic > gestures and words are indistinguishable on some key measures, > such as mean age (and even standard deviation) of first and > fifth symbol. Typically the first 5 to 15 or more symbols > include gestures for some meanings and words for others. > There are large individual differences -- some children have > more gestures, others more words, others balanced -- but most > important is that they are using both. > > Thus, symbolic gestures are not so much an early, preverbal > SUBSTITUTE for words as an ADDITIONAL RESOURCE for children > who are also communicating vocally. Enhancing the amount and > diversity of gestural input enables a larger total vocabulary > of gestures and words through 1 1/2 years or so. This is > consistent with the idea that early symbolic and communicative > development is bimodal, as emphasized since the 1970s by M. A. > Halliday, Elizabeth Bates, Virginia Volterra, and others. I > have observed the two modalities become increasingly > coordinated after the earliest months (e.g., more overlap in > vocabulary and simultaneous production), but then interest > in symbolic gestures declines as speech accelerates. (Changes > like this have been reported for nonsymbolic gestures such > as pointing as well.) > > Another point that emerged from comparing these studies is > that below 1 1/2 years or so, the amount and kind of > gesture/sign input makes surprisingly little difference to the > size of expressive vocabulary. Children immersed in ASL from > birth do acquire more by 1 1/2 years than children getting > enhanced input, which typically involves mere dozens of extra > (gestural) symbols beginning around 11 months. However, > despite this greatly disproportionate input in the manual > modality, median vocabulary size in that modality differs only > by a factor of about 2. I call this period of relatively slow > growth, equipotentiality of modalities, and relative > insensitivity to amount of input the "bimodal period." Much > changes as it is left behind, a story told well by others but > beyond the scope of the studies referenced below. > >> I'd appreciate refs, abstracts of refs, of scientific studies, as >> well as any personal experiences. >> Rather urgent please. >> Many thanks, and HAPPY NEW YEAR TO ALL, >> Annette K-S >> > I am indebted to Linda Acredolo and John Bonvillian not only > for their important published work but also for supplying me > with more detailed data from their studies. Anyone seriously > interested in the topic should, of course, not rely on my > brief comments here but consult each research team's original > reports. They would not necessarily agree with everything I > have said or with where I have placed emphasis. Much more > detail about my methods for comparing the studies and > additional conclusions are in the Abrahamsen (2000) chapter. > > I am also happy to address specific questions posed for > which I have relevant data or experiences. > > > REFERENCES > > Acredolo and Goodwyn -- References already sent by Diane > Pesco and Margaret Friend in response to your inquiry; > not repeated here. > > Abrahamsen, A. (2000). Explorations of enhanced gestural input > to children in the bimodal period. In K. Emmorey and H. Lane > (Eds.), The signs of language revisited: An anthology to honor > Ursula Bellugi and Edward Klima (pp. 357-399). Hillsdale, NJ: > Erlbaum. > > Abrahamsen, A. A., Lamb, M., Brown-Williams, J., & McCarthy, > S. (1991). Boundary conditions on language emergence: > Contributions from atypical learners and input. In P. Siple & > S. Fischer (Eds.), Theoretical issues in sign language > research. Volume 2: Psychology (pp. 231-254). Chicago: > University of Chicago Press. > > Abrahamsen, A. A., Cavallo, M. M., & McCluer, J. A. (1985). Is > the sign advantage a robust phenomenon? From gesture to > language in two modalities. Merrill-Palmer Quarterly, 31, > 177-209. [answer: no] > > Bonvillian, J. (1999), Sign language development. > In M. Barrett (Ed.), The development of language. > Studies in developmental psychology (pp. 277-310). > New York: Psychology Press. > > Folven, R. J., and Bonvillian, J. D. > (1993). Sign language acquisition: Developmental aspects. > In M. Marschark and M. D. Clark (Eds.). > Psychological perspectives on deafness (pp. 229-265). > Hillsdale, NJ: Erlbaum. > > Folven, R. J., and Bonvillian, J. D. (1991). > The transition from nonreferential to referential language in > children acquiring American Sign Language. Developmental > Psychology. Vol 27(5), 806-816. > > > -- > Dr. Adele Abrahamsen > Center for Research in Language > University of California, San Diego > 9500 Gilman Drive, 0526 > La Jolla, CA 92093-0526 > > Office telephone: 858-822-1941 > Office location: 7023 HSS > > Email: adele at crl.ucsd.edu > > Homepage: mechanism.ucsd.edu/~adele > Inquiry website: inquiry.ucsd.edu > > ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 Fax: 413.545.0803 http://www.umass.edu/aae/ From boyatzis at bucknell.edu Mon Jan 10 17:02:09 2005 From: boyatzis at bucknell.edu (Chris Boyatzis) Date: Mon, 10 Jan 2005 12:02:09 -0500 Subject: infant "sign" In-Reply-To: Message-ID: Greetings, Among the many other sources being suggested, I recommend the special issue of Journal of Nonverbal Behavior that I edited in 2000 (vol. 24, no. 2). It is devoted to gesture and development, and has 5 articles of original work. Several of these will be of interest to you. Be of good cheer, Chris Boyatzis At 07:15 PM 1/8/2005 +0000, Professor Annette Karmiloff-Smith wrote: >I have been asked to find out what serious sceintific studies have been >done on the effects of teaching hearing infants to use "signs" (I am not >talking about the real language, ASL or BSL, but a list of lexical signs >taught to "advance infant communication skills" before they are able to >vocalise). > >I'd appreciate refs, abstracts of refs, of scientific studies, as well as >any personal experiences. >Rather urgent please. >Many thanks, and HAPPY NEW YEAR TO ALL, >Annette K-S Chris J. Boyatzis, Ph.D. Associate Professor of Psychology Department of Psychology Bucknell University Lewisburg PA 17837 Office phone: 570.577.1696 FAX 570.577.7007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Mon Jan 10 17:39:15 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 10 Jan 2005 09:39:15 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.0.14.2.20050110115928.03c93618@mail.bucknell.edu> Message-ID: First, let me confess that this is a purely personal question, inspired by my son's language weirdnesses -- My son (age 3 1/2) is finally acquiring unstressed initial syllables. The odd thing is that he seems to have a "default" unstressed syllable, namely "re-". So, at our house we "remember" and "reget". I am a "refessor". We go to "reseums". I'm not sure if this is a resurgence of an earlier phase of "over-re" use – about a year ago, we talked about "recycling retrucks", "recycling rebins", "recycling reguys", or if it's a different thing. The earlier re- use came and went spontaneously in about a month, this one is hanging around a bit longer. Neither use of re is something I've ever read about, and my quick lit check didn't reveal anything either. Does anybody have any literature on this? And could it be related to the somewhat sketchy representation he seems to have for a lot of new words – we're getting a lot of malaprops these days (snowflags for snowflakes, Dora the Exploder, etc.) Thanks Lynn *************************************************************************************** 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 ******************************************************************************* From sglennen at towson.edu Mon Jan 10 18:46:12 2005 From: sglennen at towson.edu (Glennen, Sharon) Date: Mon, 10 Jan 2005 13:46:12 -0500 Subject: Default unstressed initial syllable? re- Message-ID: My son at age 3 also used a "default" unstressed initial syllable, except in his case the syllable was "buh." So we ate buhsketti, and buhzagna, about and around became "buhbout," and "buhwound" aquarium was "buhkarium" etc. He began by using it for unstressed schwa syllables in the initial position, but then began using it for other initial unstressed syllables. For example museum became "buhzeum," refrigerator was "buhfidgewator," and I was a "buhfessor." He held onto this pattern for a long time, especially for the 3-4 syllable words. Sharon Glennen, Ph.D. Associate Professor Department of Audiology, Speech Language Pathology & Deaf Studies Towson University Towson, Maryland -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Lynn Santelmann Sent: Monday, January 10, 2005 12:39 PM To: info-childes at mail.talkbank.org Subject: Default unstressed initial syllable? re- First, let me confess that this is a purely personal question, inspired by my son's language weirdnesses -- My son (age 3 1/2) is finally acquiring unstressed initial syllables. The odd thing is that he seems to have a "default" unstressed syllable, namely "re-". So, at our house we "remember" and "reget". I am a "refessor". We go to "reseums". I'm not sure if this is a resurgence of an earlier phase of "over-re" use - about a year ago, we talked about "recycling retrucks", "recycling rebins", "recycling reguys", or if it's a different thing. The earlier re- use came and went spontaneously in about a month, this one is hanging around a bit longer. Neither use of re is something I've ever read about, and my quick lit check didn't reveal anything either. Does anybody have any literature on this? And could it be related to the somewhat sketchy representation he seems to have for a lot of new words - we're getting a lot of malaprops these days (snowflags for snowflakes, Dora the Exploder, etc.) Thanks Lynn *************************************************************************************** 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 ******************************************************************************* From pater at linguist.umass.edu Mon Jan 10 19:00:52 2005 From: pater at linguist.umass.edu (Joe Pater) Date: Mon, 10 Jan 2005 14:00:52 -0500 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110093715.00c5b490@mail.netinteraction.com> Message-ID: Hi Lynn and others, Smith (1973) reports the same thing for his son Amahl - and the dummy syllable was also [ri]! Gnanadesikan's (2004) daughter Gitanjali used [fi] in this position"for almost a year". She has some speculation (p. 103, fn. 14) on why this phenomenon is rarely reported: "...it might be that a child with nonlinguist parents would experience such a lack of parental comprehension in the face of a dummy syllable that she would be highly motivated to switch to almost any other grammar that she was developmentally ready for. Dummy syllables might therefore occur in a number of children, but be rapidly suppressed." Not sure if I buy this though, since lots of other child phonology makes speech difficult to interpret, and this is probably no more difficult to interpret than outright truncation. And now that we have four cases, it's seeming less rare! Best, Joe. References Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. Constraints in Phonological Acquisition. CUP. 73-108. Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. On Jan 10, 2005, at 12:39 PM, Lynn Santelmann wrote: > First, let me confess that this is a purely personal question, > inspired by my son's language weirdnesses -- > > My son (age 3 1/2) is finally acquiring unstressed initial syllables. > The odd thing is that he seems to have a "default" unstressed > syllable, namely "re-". So, at our house we "remember" and "reget". I > am a "refessor". We go to "reseums". > > I'm not sure if this is a resurgence of an earlier phase of "over-re" > use – about a year ago, we talked about "recycling retrucks", > "recycling rebins", "recycling reguys", or if it's a different thing. > The earlier re- use came and went spontaneously in about a month, this > one is hanging around a bit longer. > > Neither use of re is something I've ever read about, and my quick lit > check didn't reveal anything either. Does anybody have any literature > on this? And could it be related to the somewhat sketchy > representation he seems to have for a lot of new words – we're getting > a lot of malaprops these days (snowflags for snowflakes, Dora the > Exploder, etc.) > > Thanks > > Lynn > > *********************************************************************** > **************** > 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 > *********************************************************************** > ******** > > From donegan at hawaii.edu Mon Jan 10 19:37:55 2005 From: donegan at hawaii.edu (Patricia Donegan) Date: Mon, 10 Jan 2005 09:37:55 -1000 Subject: Default unstressed initial syllable? re- Message-ID: Hi, Lynn, Amahl Smith (Neil Smith's son) used [rA] (A = schwa), and the child described by Amalia Gnanadesikan used [fA] or [fI], as a sort of dummy word-initial unstressed syllable. Two other cases I'm aware of are John (son of David) Stampe's use of [tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in similar contexts. Neither is, as far as I know, reported in the literature, though. A possible source for such dummy syllables might be an early unstressed syllable in a 'favorite' word. (Or could they come from the child's first unstressed initial syllable?) Gnanadesikan notes that [fA} or [fI] first occurred in [fAgEti] 'spaghetti', and Ross's [mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). Such sources would make the form of the syllable pretty unpredictable across children. You might also want to look at Ann Peters and Lise Menn's 1993 article in Language on 'filler syllables' (though this is more concerned with their grammatical than with purely phonological use of such fillers). Patricia Donegan From stemberg at interchange.ubc.ca Mon Jan 10 20:29:03 2005 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Mon, 10 Jan 2005 12:29:03 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110093715.00c5b490@mail.netinteraction.com> Message-ID: Lynn Santelmann wrote: > My son (age 3 1/2) is finally acquiring unstressed initial syllables. > The odd thing is that he seems to have a "default" unstressed > syllable, namely "re-". So, at our house we "remember" and "reget". I > am a "refessor". We go to "reseums". > ... > Neither use of re is something I've ever read about, and my quick lit > check didn't reveal anything either. Does anybody have any literature > on this? And could it be related to the somewhat sketchy > representation he seems to have for a lot of new words – we're getting > a lot of malaprops these days (snowflags for snowflakes, Dora the > Exploder, etc.) As several others have noted, there are two similar reports in the literature. In our book, pp. 463-465, we provide a discussion of the possible phonological underpinnings of such default syllables, as part of a general overview and discussion of other phonological effects within initial unstressed syllables. Most English-learning children initially delete such syllables. Then, when the child begins to produce the syllables rather than deleting, there are sometimes strict limitations on content. Default syllables (with restricted and set independent content) are unusual. Reduplication (with no independent content at all) is a bit more common (pp.465-466). Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. ---Joe Stemberger Linguistics, UBC From macw at mac.com Mon Jan 10 20:32:26 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 10 Jan 2005 15:32:26 -0500 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110093715.00c5b490@mail.netinteraction.com> Message-ID: Folks, It seems to me that Lynn's son and Sharon's son show patterns that are similar in one respect, but different in another. Sharon reports this: > My son at age 3 also used a "default" unstressed initial syllable, > except in his case the syllable was "buh." So we ate buhsketti, and > buhzagna, about and around became "buhbout," and "buhwound" aquarium > was "buhkarium" etc. He began by using it for unstressed schwa > syllables in the initial position, but then began using it for other > initial unstressed syllables. For example museum became "buhzeum," > refrigerator was "buhfidgewator," and I was a "buhfessor." He held > onto this pattern for a long time, especially for the 3-4 syllable > words. Here we see the /buh/ substituting for CV structures in the target. Words like "about" often have an initial glottal that makes them qualify as having initial CV. So this involves simply substituting a simple CV for a more difficult initial CV. Lynne's son is doing the same, but the difference is that the potential source of the substituted CV was possibly an earlier epenthetic syllable in forms such as "recycling rebins." The earlier use of /re/ seems to reflect syllable-level perseveration rather than the use of a filler. In any case, the point is that the substituting /re/ in Lynne's son case has a very different potential origin, although its function at the time in question is similar. The problem is that I think we need some way of distinguishing between syllables that perform substitutions in the prosodic grid and syllables that open up new slots. To me, the term "filler" is limited to filling a slot. So, the second /re/ in "recycling rebins" would not be a filler. I'm not sure what "dummy" means in this case. In regarding to all of these accounts, including Smith (1973) and Gnanadesikan (2004), it would be useful to know whether the substituting syllable is always used for substitution or whether it is ever actually being inserted where no syllable existed. Sorry, I don't have Gnanadesikan and I don't know where in my copy of Smith to go to look this up. Also, I am assuming that neither Smith or Gnanadesikan are reporting the additional aspect of Lynn's son profile in which the filler potentially derives from an earlier epenthetic. ---Brian MacWhinney From franziska.pott at gmx.de Mon Jan 10 21:01:10 2005 From: franziska.pott at gmx.de (Franziska Pott) Date: Mon, 10 Jan 2005 22:01:10 +0100 Subject: bilingualism and third language acquisition Message-ID: Dear Info-Childes, I am interested in (and conducting a small examination on) bilingualism and third language acquisition concerning phonology. I am not really happy with the little literature I have found. Does anybody know any literature, authors etc. dealing with “true” bilinguals (bilingual since childhood) learning a third (forth ) language (phonology!) as an adult and resulting advantages/disadvantages/differences compared to monolingual adult learners of a (first/second/ ) foreign language? I am also interested in studies on bilingualism/foreign language acquisition involving the Hungarian, Serbokroatian or German language. It is rather urgent. I am grateful for any tip! Regards and many thanks Franziska Pott Franziska Pott Johann-Clanze-Str. 29a 81369 München 089/74327803 0177/2484198 franziska.pott at gmx.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From pater at linguist.umass.edu Mon Jan 10 21:22:05 2005 From: pater at linguist.umass.edu (Joe Pater) Date: Mon, 10 Jan 2005 16:22:05 -0500 Subject: Default unstressed initial syllable? re- In-Reply-To: Message-ID: Dear all, In both Gnanadesikan's and Smith's data, the pattern is one of replacement of an initial unstressed syllable by a default syllable (the term "dummy" is Gnanadesikan's, I think). I don't recall either one discussing the perseverative pattern. You can get a pre-publication version of Amalia's paper here - it's one of the first, and one of the best applications of Optimality Theory to phonological acquisition: http://roa.rutgers.edu/view.php3?id=77 Best, Joe. On Jan 10, 2005, at 3:32 PM, Brian MacWhinney wrote: > Folks, > It seems to me that Lynn's son and Sharon's son show patterns that > are similar in one respect, but different in another. Sharon reports > this: > >> My son at age 3 also used a "default" unstressed initial syllable, >> except in his case the syllable was "buh." So we ate buhsketti, and >> buhzagna, about and around became "buhbout," and "buhwound" >> aquarium was "buhkarium" etc. He began by using it for unstressed >> schwa syllables in the initial position, but then began using it for >> other initial unstressed syllables. For example museum became >> "buhzeum," refrigerator was "buhfidgewator," and I was a "buhfessor." >> He held onto this pattern for a long time, especially for the 3-4 >> syllable words. > > Here we see the /buh/ substituting for CV structures in the target. > Words like "about" often have an initial glottal that makes them > qualify as having initial CV. So this involves simply substituting a > simple CV for a more difficult initial CV. > > Lynne's son is doing the same, but the difference is that the > potential source of the substituted CV was possibly an earlier > epenthetic syllable in forms such as "recycling rebins." The earlier > use of /re/ seems to reflect syllable-level perseveration rather than > the use of a filler. In any case, the point is that the substituting > /re/ in Lynne's son case has a very different potential origin, > although its function at the time in question is similar. > > The problem is that I think we need some way of distinguishing between > syllables that perform substitutions in the prosodic grid and > syllables that open up new slots. To me, the term "filler" is limited > to filling a slot. So, the second /re/ in "recycling rebins" would > not be a filler. I'm not sure what "dummy" means in this case. > > In regarding to all of these accounts, including Smith (1973) and > Gnanadesikan (2004), it would be useful to know whether the > substituting syllable is always used for substitution or whether it is > ever actually being inserted where no syllable existed. > Sorry, I don't have Gnanadesikan and I don't know where in my copy of > Smith to go to look this up. > > Also, I am assuming that neither Smith or Gnanadesikan are reporting > the additional aspect of Lynn's son profile in which the filler > potentially derives from an earlier epenthetic. > > ---Brian MacWhinney > > From santelmannl at pdx.edu Tue Jan 11 00:46:45 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 10 Jan 2005 16:46:45 -0800 Subject: Summary: Default unstressed initial syllable? re- In-Reply-To: Message-ID: Thank you to all you responded to my query. It appears that the use of a type of default syllable for unstressed syllables is relatively common (just unfamiliar to me). The use of [ri] for all unstressed syllables was documented by Neil Smith (1973) for his son Amahl (pp. 172-173). In addition, Gnanadesikan (2004) reports a child using fi as a replacement syllable in much the same contexts. Several people reported that they have seen this commonly in clinical practice and in child phonology research. Joe Stemberger noted that many children show restrictions on initial unstressed syllables when they first appear, noting that reduplication is more common than default syllables such as my son is using. (Bernhardt & Stemberger, 1998). What appears to be uncommon is my son's earlier use of "recycling retruck". I still haven't a clue as to where that came from. Johanne Paradis noted that her French/English bilingual son overused re, as in re-see, re-put, but that use is at least semantically appropriate! This earlier use of 're' was definitely epenthetic, and opened up a new slot. I wonder if he was making the words in the phrase parallel in structure? As for the choice of re- [ri], Patricia Donegan also speculates that these might be idiosyncratic based on the initial unstressed syllables of a child's favorite or perhaps first word, e.g., Ross's [mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). This is definitely true for my son's re [ri] – recycling trucks were (and still are) a favorite topic of conversation! The choice of 'default' syllable does seem to vary, as can be seen by the variety of examples that I received that have not been reported in the literature: Sharon Glennen reported that her son had a similar phenomenon at age 3, but used "buh" ([b+schwa], I'm assuming). Brenda L. Beverly reported that her son (same age as mine) is using [b+schwa] (the syllable of 'before') in words like 'bagot'. Karin Pollock reported her daughter using 'kuh' [k+schwa] Eve Clark wrote: "D doing something very similar, and opting for a single unstressed prefix on words that required that. His was based on the first syllable of 'forget' I think, and it turned up as 'fe-' (no 'r') on a variety of words as the 'default prefix'. Patricia Donegan wrote: "Two other cases I'm aware of are John (son of David) Stampe's use of [tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in similar contexts. Neither is, as far as I know, reported in the literature, though." References: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. Constraints in Phonological Acquisition. CUP. 73-108. Peters, A.M. & L. Menn. (1993). False starts and filler syllables: ways to learn grammatical morphemes. Language 69, 742-777 Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. *************************************************************************************** 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 A.Comblain at ulg.ac.be Tue Jan 11 07:55:07 2005 From: A.Comblain at ulg.ac.be (Annick Comblain) Date: Tue, 11 Jan 2005 08:55:07 +0100 Subject: No subject Message-ID: Please unsuscribe from info-childes a.comblain at ulg.ac.be -------------- next part -------------- An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Tue Jan 11 14:15:32 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 11 Jan 2005 09:15:32 -0500 Subject: bilingualism and third language acquisition In-Reply-To: <001c01c4f757$86fe1370$f8e432d9@flo> Message-ID: Jurgen Meisel and his collaegues at the University of Hamburg have been engaged in a longitudinal study of simultaneous bilinguals learning French and German; these children are bilingual and not trilingual, but if you are interested in bilinguals who are learning German as one of the languages, this project is important. Suzanne Dopke from Australia has also looked at simultaneous bilingual children learning German (and English) in Australia. Here German was a foreign language to the community in contrast to the Hamburg study where German was the societal langauge. I know of no research on phonological development of trilinguals, but you might want to contact Jasone Cenoz of the University of the Basque Country. She is editor of the new International Journal of Multilingualism and might know of relevant research. Fred Genesee At 10:01 PM 10/01/2005 +0100, Franziska Pott wrote: > > Dear Info-Childes, > > > > I am interested in (and conducting a small examination on) bilingualism and > third language acquisition concerning phonology. I am not really happy with > the little literature I have found. Does anybody know any literature, authors > etc. dealing with true bilinguals (bilingual since childhood) learning a > third (forth&) language (phonology!) as an adult and resulting > advantages/disadvantages/differences compared to monolingual adult learners > of a (first/second/&) foreign language? > > > > I am also interested in studies on bilingualism/foreign language acquisition > involving the Hungarian, Serbokroatian or German language. > > > > It is rather urgent. I am grateful for any tip! > > > > Regards and many thanks > > > > Franziska Pott > > > > > > > > > > Franziska Pott > > Johann-Clanze-Str. 29a > > 81369 München > > > > 089/74327803 > > 0177/2484198 > > franziska.pott at gmx.de > > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From bernharb at interchange.ubc.ca Tue Jan 11 16:08:03 2005 From: bernharb at interchange.ubc.ca (Barbara Bernhardt) Date: Tue, 11 Jan 2005 08:08:03 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: Message-ID: The term 'dummy syllable' is old....also found in Magnusson, Nettelbladt in the early '80s on Swedish acquisition, and therefore probably before that. Maybe it was Smith who coined it - haven't looked. Joe Pater wrote: > Dear all, > In both Gnanadesikan's and Smith's data, the pattern is one of > replacement of an initial unstressed syllable by a default syllable > (the term "dummy" is Gnanadesikan's, I think). I don't recall either > one discussing the perseverative pattern. > > You can get a pre-publication version of Amalia's paper here - it's > one of the first, and one of the best applications of Optimality > Theory to phonological acquisition: > > http://roa.rutgers.edu/view.php3?id=77 > > Best, > Joe. > > On Jan 10, 2005, at 3:32 PM, Brian MacWhinney wrote: > >> Folks, >> It seems to me that Lynn's son and Sharon's son show patterns >> that are similar in one respect, but different in another. Sharon >> reports this: >> >>> My son at age 3 also used a "default" unstressed initial syllable, >>> except in his case the syllable was "buh." So we ate buhsketti, and >>> buhzagna, about and around became "buhbout," and "buhwound" >>> aquarium was "buhkarium" etc. He began by using it for unstressed >>> schwa syllables in the initial position, but then began using it for >>> other initial unstressed syllables. For example museum became >>> "buhzeum," refrigerator was "buhfidgewator," and I was a >>> "buhfessor." He held onto this pattern for a long time, especially >>> for the 3-4 syllable words. >> >> >> Here we see the /buh/ substituting for CV structures in the target. >> Words like "about" often have an initial glottal that makes them >> qualify as having initial CV. So this involves simply substituting a >> simple CV for a more difficult initial CV. >> >> Lynne's son is doing the same, but the difference is that the >> potential source of the substituted CV was possibly an earlier >> epenthetic syllable in forms such as "recycling rebins." The earlier >> use of /re/ seems to reflect syllable-level perseveration rather than >> the use of a filler. In any case, the point is that the substituting >> /re/ in Lynne's son case has a very different potential origin, >> although its function at the time in question is similar. >> >> The problem is that I think we need some way of distinguishing >> between syllables that perform substitutions in the prosodic grid and >> syllables that open up new slots. To me, the term "filler" is >> limited to filling a slot. So, the second /re/ in "recycling rebins" >> would not be a filler. I'm not sure what "dummy" means in this case. >> >> In regarding to all of these accounts, including Smith (1973) and >> Gnanadesikan (2004), it would be useful to know whether the >> substituting syllable is always used for substitution or whether it >> is ever actually being inserted where no syllable existed. >> Sorry, I don't have Gnanadesikan and I don't know where in my copy of >> Smith to go to look this up. >> >> Also, I am assuming that neither Smith or Gnanadesikan are reporting >> the additional aspect of Lynn's son profile in which the filler >> potentially derives from an earlier epenthetic. >> >> ---Brian MacWhinney >> >> > > > From dpesco2 at po-box.mcgill.ca Tue Jan 11 18:21:42 2005 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Tue, 11 Jan 2005 13:21:42 -0500 Subject: anyone have current email address for Kristine Yont? Message-ID: Hi folks, Does anyone have a current email address for Kristine Yont? I have located the following addresses for her, but mail gets bounced back for each. There's no listing in the Harvard ed directory. kristine_yont at harvard.edu, kristine_yont at gse.harvard.edu & kristine-yont at gse.harvard.edu Thank you. Diane Pesco From macw at mac.com Tue Jan 11 22:09:30 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 11 Jan 2005 17:09:30 -0500 Subject: pain words Message-ID: Dear Info-CHILDES, Here is a summary of a UBC press release about a forthcoming article in the journal "Pain" that summarizes the development of pain words in the CHILDES English database. It seems important for doctors and nurses to realize how limited children's expression of pain is initially. Also, they note in a separate study of innoculations that older kids are a bit more stoic. --Brian MacWhinney Scraped knees, bumps and bruises, tummy aches, immunizations – in an average child’s early years, pain is a daily reality. For sick kids, that pain can be chronic and even more intense. Yet young children between three and six years of age may not have the verbal skills to efficiently communicate the type of pain or the magnitude of discomfort they are experiencing. “A three- or four-year old may not even understand what the word ‘pain’ means,” says UBC psychology graduate student Elizabeth Job. Job, under the supervision of professor emeritus Ken Craig and former UBC pediatrics assistant professor Christine Chambers, has examined ways children use everyday language to describe pain, as well as their ability to accurately convey their level of pain, through methods that include pointing to a series of pain faces developed as a rating scale, called the Faces Pain Scale Revised. The research will increase understanding of how developmental factors – such as language and numerical reasoning – influence children’s ability to accurately express pain with these scales. Ultimately the research could lead to more effective pain assessment and treatment for children. “Kids do a lot of things when they’re in pain,” says Job, who completed the research at the UBC pPsychology department and the B.C. Research Institute for Children’s and Women’s Health. “They have characteristic facial expressions, they have characteristic body expressions. But few studies have considered how children develop vocabularies to express pain. This is a novel area in the field of pediatric pain assessment.” Results of one study that used the Child Language Data Exchange System (CHILDES) database, a large language development database found the pain word strings most frequently used by a sample of children aged 12 to 108 months were “hurt,” “ouch” and “ow” while “ache”, “boo-boo”, “pain” and “sore” occurred very infrequently. Researchers also found that the earliest age of emergence for a pain word string (“ouch”) was 17 months while the latest age of emergence for a word string (“pain”) was 72 months. In another study involving coding videotapes of 58 children aged four to six years receiving a routine immunization, 27 children used words to express the pain they experienced due to the injection; the remaining 31 did not use words. By far the most common utterance for those using words was an interjection – “ow!” Other utterances included declarative sentences (“It doesn’t hurt”), exclamatory sentences (“I didn’t cry!”), and interrogative sentences (“Is that done?”). Researchers found that older children were less likely to use words to express their pain. Job says the studies reflect the need for clinicians to become informed of factors, such as language development, that impact on pediatric pain assessment. Only when clinicians carefully account for the role developmental factors play in the pain assessment process will they be best able to appropriately diagnose and treat pediatric painUBCresearcher studies the many ways kids say “ouch.” From lise.menn at colorado.edu Wed Jan 12 03:08:59 2005 From: lise.menn at colorado.edu (Menn, Lise) Date: Tue, 11 Jan 2005 20:08:59 -0700 Subject: Summary: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110164338.08c01d80@mail.netinteraction.com> Message-ID: Sorry, I've had a family emergency, or I would have been more active in this conversation! In my older son Stephen's case (and I'm trying to figure out where I published it, as it was only a note in passing), the dummy syllable seemed to have been influenced by the English article; it was found before articles were used, and was normally /tih/ (sorry, no IPA available on this e-mail, ih = small capital i) (barrette > tih'bet), but /tihm/ if there was a nasal in the target word (Melissa > tihm'lissa). However, for two words commonly found with 'some' (as in Do you want some salami/baloney?), he said /sihm'sami/ and /sihm'boni/ respectively...which is why I think the article is involved here. I know I used the 'dummy syllable' term pretty early, but I don't know if I made it up or got it from Smith ormaybe Ferguson (anybody have a copy of Ferguson, Peiser, & Weeks handy?) The 'recycling retruck' reminds me of a later isolated perseverative rhythm-based error that Stephen was very aware of but was unable to inhibit (at least for a few days): attempts at 'pencil sharpener' came out, willy nilly, as 'pencinal sharpener' /'pehnsihnal/. His immediate awareness that it was wrong puts it on the borderline between a slip of the tongue and an isolated child phonology 'rule'. Lise At 4:46 PM -0800 1/10/05, Lynn Santelmann wrote: >Thank you to all you responded to my query. > >It appears that the use of a type of default syllable for unstressed >syllables is relatively common (just unfamiliar to me). The use of >[ri] for all unstressed syllables was documented by Neil Smith >(1973) for his son Amahl (pp. 172-173). In addition, Gnanadesikan >(2004) reports a child using fi as a replacement syllable in much >the same contexts. Several people reported that they have seen this >commonly in clinical practice and in child phonology research. Joe >Stemberger noted that many children show restrictions on initial >unstressed syllables when they first appear, noting that >reduplication is more common than default syllables such as my son >is using. (Bernhardt & Stemberger, 1998). > >What appears to be uncommon is my son's earlier use of "recycling >retruck". I still haven't a clue as to where that came from. Johanne >Paradis noted that her French/English bilingual son overused re, as >in re-see, re-put, but that use is at least semantically >appropriate! This earlier use of 're' was definitely epenthetic, and >opened up a new slot. I wonder if he was making the words in the >phrase parallel in structure? > >As for the choice of re- [ri], Patricia Donegan also speculates that >these might be idiosyncratic based on the initial unstressed >syllables of a child's favorite or perhaps first word, e.g., Ross's >[mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). >This is definitely true for my son's re [ri] – recycling trucks were >(and still are) a favorite topic of conversation! > >The choice of 'default' syllable does seem to vary, as can be seen >by the variety of examples that I received that have not been >reported in the literature: >Sharon Glennen reported that her son had a similar phenomenon at age >3, but used "buh" ([b+schwa], I'm assuming). >Brenda L. Beverly reported that her son (same age as mine) is using >[b+schwa] (the syllable of 'before') in words like 'bagot'. >Karin Pollock reported her daughter using 'kuh' [k+schwa] >Eve Clark wrote: "D doing something very similar, and opting for a >single unstressed prefix on words that required that. His was based >on the first syllable of 'forget' I think, and it turned up as 'fe-' >(no 'r') on a variety of words as the 'default prefix'. >Patricia Donegan wrote: "Two other cases I'm aware of are John (son >of David) Stampe's use of >[tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, >[tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's >use of [mA] in similar contexts. Neither is, as far as I know, >reported in the literature, though." > >References: >Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological >Development: From the Perspective of constraint-based nonlinear >phonology. San Diego: Academic Press. > >Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in >child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. >Constraints in Phonological Acquisition. CUP. 73-108. > >Peters, A.M. & L. Menn. (1993). False starts and filler syllables: >ways to learn >grammatical morphemes. Language 69, 742-777 > >Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. > > >*************************************************************************************** >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 >******************************************************************************* -- Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor of Linguistics home fax 303-413-0017 University of Colorado Visiting Professor, University of Hunan Office: Hellems 293 April-May Secretary-elect, AAAS section Z (Linguistics) Mailing address: UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From tina.bennett at wichita.edu Wed Jan 12 20:24:44 2005 From: tina.bennett at wichita.edu (tina.bennett) Date: Wed, 12 Jan 2005 14:24:44 -0600 Subject: No subject Message-ID: I was quite interested in the data on pain words. Several years ago I planned to team up with a pediatrician to study how children of various ages described pain. (When the physician developed heart problems and retired, I abandoned the idea, however.) Of particular interest is how much metaphor and simile is involved in English descriptions of pain--dull, sharp, nagging, like a knife, like it was on fire, etc. Has anyone seen any studies of adult pain words? -Tina Bennett-Kastor From adele at crl.ucsd.edu Wed Jan 12 21:36:34 2005 From: adele at crl.ucsd.edu (Adele Abrahamsen) Date: Wed, 12 Jan 2005 13:36:34 -0800 Subject: infant "sign" -chapter pdf, archived discussions Message-ID: Dear All, Annette Karmiloff-Smith's Jan 8 inquiry elicited some interesting questions about using invented or borrowed signs with babies -- what I also call enhanced gesturing or, following Goodwyn and Acredolo, symbolic gesturing. In particular, Barbara Pearson brought up the role of these symbols as a bridge to speech (I'd add that the opposite can also occur), the importance of this to late talkers, and a pattern in which a late talker's words were primarily nonreferential. Others have raised practical questions about the possible unnaturalness of enhanced gesturing and whether it might mitigate the "terrible twos" (if only...). I did not address these questions in my own reply on Jan 9, but some of them have been discussed previously on info-childes: to my knowledge, in January 1999, March-April 2000, and May 2002. For the convenience of anyone wanting to read these exchanges -- and to remind everyone how useful the info-childes archives can be -- they can be accessed directly at http://listserv.linguistlist.org/archives/info-childes.html, or by following the mailing list menu at http://linguistlist.org, or using the link at http://childes.psy.cmu.edu/html/email.html. I have verified that the following search string, typed into the search box for Subject (second box down) will retrieve all 25 messages: sign and (infant or bab or hearing or talker). In one of these 25 messages, posted 3/25/00, I addressed some of the practical issues. There is also a follow-up Q & A message that is not in the archive, and recently my initial reply to Barbara Pearson (which I did not post to the list). I would be happy to forward any of these on request. The book chapter that was the focus of my 1/9/05 reply to Annette's query is a longer, more academic exploration of what enhanced gesturing findings tell us about the bimodal period (c. 12-19 months). It can be accessed as a PDF file by pasting into your browser: http://mechanism.ucsd.edu/~adele/abrahamsen_enhancedgesture.pdf I hope that these suggestions, along with the references and URLs sent in several peoples' postings Jan 8-10, are helpful to anyone wanting to inquire further into this topic. Best wishes, Adele Abrahamsen On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > I have been asked to find out what serious sceintific studies have > been done on the effects of teaching hearing infants to use "signs" > (I am not talking about the real language, ASL or BSL, but a list of > lexical signs taught to "advance infant communication skills" before > they are able to vocalise). > > I'd appreciate refs, abstracts of refs, of scientific studies, as > well as any personal experiences. > Rather urgent please. > Many thanks, and HAPPY NEW YEAR TO ALL, > Annette K-S > -- Dr. Adele Abrahamsen Center for Research in Language University of California, San Diego 9500 Gilman Drive, 0526 La Jolla, CA 92093-0526 Office telephone: 858-822-1941 Office location: 7023 HSS Email: adele at crl.ucsd.edu Homepage: mechanism.ucsd.edu/~adele Inquiry website: inquiry.ucsd.edu From alleng at msu.edu Thu Jan 13 01:35:23 2005 From: alleng at msu.edu (George Douglas Allen) Date: Wed, 12 Jan 2005 20:35:23 -0500 Subject: You can use =?utf-8?Q?=22@=22?= for schwa Message-ID: I noticed in the recent messages about unstressed initial syllables that writers had to invent a way to talk about schwa. About 20 years ago, back when ChILDES was still text-based, I created a lower-128 ASCII system for representing English phoneme strings. That so-called PHONASCII system (which I wrote up for the Journal of Phonetics) has been largely supplanted by the more flexible fonts available on current PCs, but there is still a use for some of the symbols, especially for those of use who stick to text-based e-mail. Particularly useful is "@" for schwa, since it even looks a little like the target symbol. George D. Allen, Ph.D. Michigan State University A217 Life Sciences, E. Lansing, MI 48824 Voice: 517.353.5976; Fax 517.353.9553 From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 13 11:10:15 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 13 Jan 2005 11:10:15 +0000 Subject: infant "sign" -chapter pdf, archived discussions In-Reply-To: Message-ID: Many thanks, Adele Annette At 13:36 -0800 12/1/05, Adele Abrahamsen wrote: >Dear All, > >Annette Karmiloff-Smith's Jan 8 inquiry elicited some >interesting questions about using invented or borrowed signs >with babies -- what I also call enhanced gesturing or, >following Goodwyn and Acredolo, symbolic gesturing. In >particular, Barbara Pearson brought up the role of these >symbols as a bridge to speech (I'd add that the opposite can >also occur), the importance of this to late talkers, >and a pattern in which a late talker's words were primarily >nonreferential. Others have raised practical questions >about the possible unnaturalness of enhanced gesturing and >whether it might mitigate the "terrible twos" (if only...). > >I did not address these questions in my own reply on Jan 9, >but some of them have been discussed previously on >info-childes: to my knowledge, in January 1999, March-April >2000, and May 2002. For the convenience of anyone wanting to read >these exchanges -- and to remind everyone how useful the >info-childes archives can be -- they can be accessed directly at >http://listserv.linguistlist.org/archives/info-childes.html, or >by following the mailing list menu at http://linguistlist.org, >or using the link at http://childes.psy.cmu.edu/html/email.html. >I have verified that the following search string, typed into >the search box for Subject (second box down) will retrieve all >25 messages: sign and (infant or bab or hearing or talker). > >In one of these 25 messages, posted 3/25/00, I addressed some >of the practical issues. There is also a follow-up Q & A >message that is not in the archive, and recently my initial >reply to Barbara Pearson (which I did not post to the list). I >would be happy to forward any of these on request. > >The book chapter that was the focus of my 1/9/05 reply to >Annette's query is a longer, more academic exploration of >what enhanced gesturing findings tell us about the >bimodal period (c. 12-19 months). It can be accessed as >a PDF file by pasting into your browser: >http://mechanism.ucsd.edu/~adele/abrahamsen_enhancedgesture.pdf > >I hope that these suggestions, along with the references and >URLs sent in several peoples' postings Jan 8-10, are helpful >to anyone wanting to inquire further into this topic. > >Best wishes, Adele Abrahamsen > > >On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > >> I have been asked to find out what serious sceintific studies have >> been done on the effects of teaching hearing infants to use "signs" >> (I am not talking about the real language, ASL or BSL, but a list of >> lexical signs taught to "advance infant communication skills" before >> they are able to vocalise). >> >> I'd appreciate refs, abstracts of refs, of scientific studies, as >> well as any personal experiences. >> Rather urgent please. >> Many thanks, and HAPPY NEW YEAR TO ALL, >> Annette K-S >> >-- >Dr. Adele Abrahamsen >Center for Research in Language >University of California, San Diego >9500 Gilman Drive, 0526 >La Jolla, CA 92093-0526 > >Office telephone: 858-822-1941 >Office location: 7023 HSS > >Email: adele at crl.ucsd.edu > >Homepage: mechanism.ucsd.edu/~adele >Inquiry website: inquiry.ucsd.edu From Florence.Chenu at univ-lyon2.fr Fri Jan 14 15:23:05 2005 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Fri, 14 Jan 2005 16:23:05 +0100 Subject: ELA2005 Emergence of Language Abilities - SECOND ANNOUNCEMENT - Corrigendum Message-ID: Apologies for multiple copies. Please note that the internet addresses have changed. If you have already sent an abstract to the wrong address, please resend it. Sorry about that. The Organizing Committee ****************************************************** ELA 2005 Emergence of language abilities: ontogeny and phylogeny Lyon, December 8-10, 2005 www.ddl.ish-lyon.cnrs.fr/ELA2005 ddl-ela2005 at ish-lyon.cnrs.fr Second announcement and call for papers (English version first – la version française se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert, University of Nijmegen, Holland Thomas Lee, Chinese University of Hong Kong, Hong Kong Peter MacNeilage, The University of Texas, USA Jacques Vauclair, University of Provence, France Maryline M. Vihman, University of Wales, UK ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early ontogenetic development and its relation to the phylogeny of language. It is generally assumed in the field of the ontogeny of language that the child’s first years of life are particularly crucial. This period is even sometimes considered as predictive at least in the short term, of the later abilities to communicate. During these first two years, phonetico-phonological, lexical and morpho-syntactic skills chronologically emerge. Explanations are provided for this sequence of development: the increase of articulatory control allows for example for the growth and diversification of vocabulary. Similarly, once a certain amount of words is acquired, the child starts to combine linguistic units and develops the morpho-syntactic aspects of his/her native language. The study of the development of communication also needs to include the gestural component since children use commonly also gestures instead of words. Ontogenesis was often proposed as a source of knowledge about phylogenesis by virtue of the famous principle according to which “ontogenesis recapitulates phylogenesis”. However, the validity of this principle that initially has concerned a specific domain (embryology) deserves careful evaluation in its applications to specific domains. The first aim of this conference is to bring together researchers working on the development of phonetico-phonological, lexical and morpho-syntactic developments in children under age 3. Our second aim is to evaluate if, and to what extent, language is a domain to which this principle applies. In the pursuit of that goal, we request the contribution of researchers addressing the issue of similarities and differences between the development of language in children and in early hominids. Topics * Comparisons between ontogenetic and phylogenetic development, * Language development before age thee: phonetics, phonology, lexical semantics, morphosyntax, * Communicative media (gestural and oral), * Crosslinguistic and cross-species comparisons, *********************************************************** ORGANIZING COMMITTEE Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** SCIENTIFIC COMMITTEE Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** DEADLINES * April 3: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comité d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2005 at ish-lyon.cnrs.fr * July, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. *********************************************************** REGISTRATION Before Septembre, 30 - Non-Students : 150 euros - Students : 70 euros Late registration - Non-Students : 170 euros - Students : 90 euros Registration fees include: conference participation, conference program, coffee breaks, cruise, diner and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more information on the conference: Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l’Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-60 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 ****************************************************** VERSION FRANÇAISE www.ddl.ish-lyon.cnrs.fr/ELA2005 CONFÉRENCIERS INVITÉS: Paula Fikkert, Université de Nimègue, Hollande Thomas Lee, Université chinoise de Hong Kong, Hong Kong Peter MacNeilage, Université du Texas, USA Jacques Vauclair, Université de Provence, France Maryline M. Vihman, Université de Wales, UK ****************************************************** LANGUE DE LA CONFÉRENCE : français/anglais ****************************************************** Le thème général de cette conférence est l’ontogenèse précoce du langage et ses relations à la phylogenèse. Sur le plan ontogénétique, il est communément admis que les premières manifestations verbales de l’enfant sont particulièrement déterminantes de son développement linguistique ultérieur. Certains vont même jusqu’à leur attribuer une valeur prédictive au moins à court et moyen termes des habiletés à communiquer. Les premières années voient émerger chronologiquement chez l’enfant des compétences sur les plans phonético-phonologiques, lexicaux et morphosyntaxiques. Il est possible de rendre compte de l’ordre observé : la maîtrise croissante du contrôle articulatoire favorise par exemple un développement et une diversification du répertoire lexical. De même, à partir d’une certaine quantité de vocabulaire, l’enfant entre dans la combinaison des unités linguistiques et développe les aspects morpho-syntaxiques de sa langue maternelle. L’étude du développement de la communication ne saurait ignorer non plus sa composante gestuelle : tous les enfants utilisent certains gestes à la place des mots. L’ontogenèse a souvent été proposée comme une source de renseignements sur la phylogenèse en vertu du fameux principe selon lequel l’ontogenèse récapitulerait la phylogenèse. Cependant, la validité de ce principe proposé initialement dans un domaine spécifique (embryologie) est actuellement discutée dans ses applications à d’autres domaines. Le premier objectif de cette conférence est de rassembler des chercheurs travaillant sur le développement de la production phonético-phonologique, lexicale et morpho-syntaxique avant trois ans. La production pourra inclure également les gestes. Le deuxième objectif sera d’évaluer si et dans quelle mesure le langage est un domaine auquel ce principe peut s’appliquer. Dans cette discussion, nous sollicitons la contribution de chercheurs s’intéressant à la question des similarités et des différences entre l’émergence du langage chez l’enfant et chez les premiers hominidés. Thèmes * Comparaisons entre ontogenèse et phylogenèse, * Développement du langage avant 3 ans : phonétique, phonologie, sémantique lexicale, morphosyntaxe, * Média de communication (gestes et oral), * Comparaisons à travers les langues et à travers les espèces *********************************************************** COMITÉ D’ORGANISATION Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** COMITÉ SCIENTIFIQUE Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** CALENDRIER * 3 avril 2005 : date limite de l’envoi des résumés Les participants intéressés sont invités à envoyer en 3 exemplaires : 1) - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées électroniques - 3 mots-clés - un résumé en deux pages maximum (références incluses) 2) un document séparé comprenant : - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées postales et électroniques - type de materiel souhaitée pour la présentation orale : vidéoprojecteur, rétroprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comité d'organisation du colloque « ELA 2005 » Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent également être adressés par e-mail à : ddl-ela2005 at ish-lyon.cnrs.fr * 1 july 2005 : réception de la notification de l’acceptation de la communication. En fonction de la structure du programme, la communication sera acceptée en tant que présentation orale (20 minutes + 10 minutes de question) ou en tant que communication affichée. *********************************************************** INSCRIPTIONS Avant 30 septembre 2005 Chercheurs, enseignants/chercheurs : 150 euros Etudiants : 70 euros Après 30 septembre 2005 Chercheurs, enseignants/chercheurs : 170 euros Etudiants : 90 euros Les droits d’inscription comprennent : l’accès au colloque, le programme, les actes, les pauses cafés, la visite de Lyon, le banquet/croisière. (le mode de paiement sera spécifié dans une troisième circulaire aux conférenciers retenus) *********************************************************** Pour toutes informations complémentaires : Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l’Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 From rollins at utdallas.edu Fri Jan 14 16:00:20 2005 From: rollins at utdallas.edu (Pam Rollins) Date: Fri, 14 Jan 2005 10:00:20 -0600 Subject: ELA2005 Emergence of Language Abilities - SECOND ANNOUNCEMENT - Corrigendum Message-ID: you want to go to france with me???? The rollins 2003 was accepted to this conference --so they may like the new one too. abstract not due til april so no rush this week. ----- Original Message ----- From: "Florence Chenu" To: Sent: Friday, January 14, 2005 9:23 AM Subject: ELA2005 Emergence of Language Abilities - SECOND ANNOUNCEMENT - Corrigendum Apologies for multiple copies. Please note that the internet addresses have changed. If you have already sent an abstract to the wrong address, please resend it. Sorry about that. The Organizing Committee ****************************************************** ELA 2005 Emergence of language abilities: ontogeny and phylogeny Lyon, December 8-10, 2005 www.ddl.ish-lyon.cnrs.fr/ELA2005 ddl-ela2005 at ish-lyon.cnrs.fr Second announcement and call for papers (English version first - la version française se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert, University of Nijmegen, Holland Thomas Lee, Chinese University of Hong Kong, Hong Kong Peter MacNeilage, The University of Texas, USA Jacques Vauclair, University of Provence, France Maryline M. Vihman, University of Wales, UK ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early ontogenetic development and its relation to the phylogeny of language. It is generally assumed in the field of the ontogeny of language that the child's first years of life are particularly crucial. This period is even sometimes considered as predictive at least in the short term, of the later abilities to communicate. During these first two years, phonetico-phonological, lexical and morpho-syntactic skills chronologically emerge. Explanations are provided for this sequence of development: the increase of articulatory control allows for example for the growth and diversification of vocabulary. Similarly, once a certain amount of words is acquired, the child starts to combine linguistic units and develops the morpho-syntactic aspects of his/her native language. The study of the development of communication also needs to include the gestural component since children use commonly also gestures instead of words. Ontogenesis was often proposed as a source of knowledge about phylogenesis by virtue of the famous principle according to which "ontogenesis recapitulates phylogenesis". However, the validity of this principle that initially has concerned a specific domain (embryology) deserves careful evaluation in its applications to specific domains. The first aim of this conference is to bring together researchers working on the development of phonetico-phonological, lexical and morpho-syntactic developments in children under age 3. Our second aim is to evaluate if, and to what extent, language is a domain to which this principle applies. In the pursuit of that goal, we request the contribution of researchers addressing the issue of similarities and differences between the development of language in children and in early hominids. Topics * Comparisons between ontogenetic and phylogenetic development, * Language development before age thee: phonetics, phonology, lexical semantics, morphosyntax, * Communicative media (gestural and oral), * Crosslinguistic and cross-species comparisons, *********************************************************** ORGANIZING COMMITTEE Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** SCIENTIFIC COMMITTEE Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** DEADLINES * April 3: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comité d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2005 at ish-lyon.cnrs.fr * July, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. *********************************************************** REGISTRATION Before Septembre, 30 - Non-Students : 150 euros - Students : 70 euros Late registration - Non-Students : 170 euros - Students : 90 euros Registration fees include: conference participation, conference program, coffee breaks, cruise, diner and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more information on the conference: Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-60 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 ****************************************************** VERSION FRANÇAISE www.ddl.ish-lyon.cnrs.fr/ELA2005 CONFÉRENCIERS INVITÉS: Paula Fikkert, Université de Nimègue, Hollande Thomas Lee, Université chinoise de Hong Kong, Hong Kong Peter MacNeilage, Université du Texas, USA Jacques Vauclair, Université de Provence, France Maryline M. Vihman, Université de Wales, UK ****************************************************** LANGUE DE LA CONFÉRENCE : français/anglais ****************************************************** Le thème général de cette conférence est l'ontogenèse précoce du langage et ses relations à la phylogenèse. Sur le plan ontogénétique, il est communément admis que les premières manifestations verbales de l'enfant sont particulièrement déterminantes de son développement linguistique ultérieur. Certains vont même jusqu'à leur attribuer une valeur prédictive au moins à court et moyen termes des habiletés à communiquer. Les premières années voient émerger chronologiquement chez l'enfant des compétences sur les plans phonético-phonologiques, lexicaux et morphosyntaxiques. Il est possible de rendre compte de l'ordre observé : la maîtrise croissante du contrôle articulatoire favorise par exemple un développement et une diversification du répertoire lexical. De même, à partir d'une certaine quantité de vocabulaire, l'enfant entre dans la combinaison des unités linguistiques et développe les aspects morpho-syntaxiques de sa langue maternelle. L'étude du développement de la communication ne saurait ignorer non plus sa composante gestuelle : tous les enfants utilisent certains gestes à la place des mots. L'ontogenèse a souvent été proposée comme une source de renseignements sur la phylogenèse en vertu du fameux principe selon lequel l'ontogenèse récapitulerait la phylogenèse. Cependant, la validité de ce principe proposé initialement dans un domaine spécifique (embryologie) est actuellement discutée dans ses applications à d'autres domaines. Le premier objectif de cette conférence est de rassembler des chercheurs travaillant sur le développement de la production phonético-phonologique, lexicale et morpho-syntaxique avant trois ans. La production pourra inclure également les gestes. Le deuxième objectif sera d'évaluer si et dans quelle mesure le langage est un domaine auquel ce principe peut s'appliquer. Dans cette discussion, nous sollicitons la contribution de chercheurs s'intéressant à la question des similarités et des différences entre l'émergence du langage chez l'enfant et chez les premiers hominidés. Thèmes * Comparaisons entre ontogenèse et phylogenèse, * Développement du langage avant 3 ans : phonétique, phonologie, sémantique lexicale, morphosyntaxe, * Média de communication (gestes et oral), * Comparaisons à travers les langues et à travers les espèces *********************************************************** COMITÉ D'ORGANISATION Laboratoire Dynamique du Langage (CNRS & Université Lyon2) Linda Brendlin Florence Chenu Christophe Coupé Christophe Dos Santos Frédérique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** COMITÉ SCIENTIFIQUE Barbara Davis Michèle Guidetti Harriet Jisa Aylin Küntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** CALENDRIER * 3 avril 2005 : date limite de l'envoi des résumés Les participants intéressés sont invités à envoyer en 3 exemplaires : 1) - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées électroniques - 3 mots-clés - un résumé en deux pages maximum (références incluses) 2) un document séparé comprenant : - le titre de la présentation - les noms et affiliations du/des auteurs - les coordonnées postales et électroniques - type de materiel souhaitée pour la présentation orale : vidéoprojecteur, rétroprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comité d'organisation du colloque « ELA 2005 » Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent également être adressés par e-mail à : ddl-ela2005 at ish-lyon.cnrs.fr * 1 july 2005 : réception de la notification de l'acceptation de la communication. En fonction de la structure du programme, la communication sera acceptée en tant que présentation orale (20 minutes + 10 minutes de question) ou en tant que communication affichée. *********************************************************** INSCRIPTIONS Avant 30 septembre 2005 Chercheurs, enseignants/chercheurs : 150 euros Etudiants : 70 euros Après 30 septembre 2005 Chercheurs, enseignants/chercheurs : 170 euros Etudiants : 90 euros Les droits d'inscription comprennent : l'accès au colloque, le programme, les actes, les pauses cafés, la visite de Lyon, le banquet/croisière. (le mode de paiement sera spécifié dans une troisième circulaire aux conférenciers retenus) *********************************************************** Pour toutes informations complémentaires : Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France tél : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 From rollins at utdallas.edu Fri Jan 14 16:34:15 2005 From: rollins at utdallas.edu (Pam Rollins) Date: Fri, 14 Jan 2005 10:34:15 -0600 Subject: oops...pressed the wrong botton... Message-ID: I appoligize for pressing the wrong botton and sending the previous message to the group. Thanks though to the people considering traveling with me :) cheers, pam From sandralevey at hotmail.com Mon Jan 17 18:31:56 2005 From: sandralevey at hotmail.com (sandra Levey) Date: Mon, 17 Jan 2005 13:31:56 -0500 Subject: Default unstressed initial syllable? re- Message-ID: Sharing this article re: syllable omission. Levey, S., & Schwartz, R. G. (2002). Syllable omission by two-year-old children. Communication Disorders Quarterly, 23(4), 169-177. ----- Original Message ----- From: Barbara Bernhardt To: Joe Pater Cc: Brian MacWhinney ; info-childes at mail.talkbank.org Sent: Tuesday, January 11, 2005 11:08 AM Subject: Re: Default unstressed initial syllable? re- The term 'dummy syllable' is old....also found in Magnusson, Nettelbladt in the early '80s on Swedish acquisition, and therefore probably before that. Maybe it was Smith who coined it - haven't looked. Joe Pater wrote: > Dear all, > In both Gnanadesikan's and Smith's data, the pattern is one of > replacement of an initial unstressed syllable by a default syllable > (the term "dummy" is Gnanadesikan's, I think). I don't recall either > one discussing the perseverative pattern. > > You can get a pre-publication version of Amalia's paper here - it's > one of the first, and one of the best applications of Optimality > Theory to phonological acquisition: > > http://roa.rutgers.edu/view.php3?id=77 > > Best, > Joe. > > On Jan 10, 2005, at 3:32 PM, Brian MacWhinney wrote: > >> Folks, >> It seems to me that Lynn's son and Sharon's son show patterns >> that are similar in one respect, but different in another. Sharon >> reports this: >> >>> My son at age 3 also used a "default" unstressed initial syllable, >>> except in his case the syllable was "buh." So we ate buhsketti, and >>> buhzagna, about and around became "buhbout," and "buhwound" >>> aquarium was "buhkarium" etc. He began by using it for unstressed >>> schwa syllables in the initial position, but then began using it for >>> other initial unstressed syllables. For example museum became >>> "buhzeum," refrigerator was "buhfidgewator," and I was a >>> "buhfessor." He held onto this pattern for a long time, especially >>> for the 3-4 syllable words. >> >> >> Here we see the /buh/ substituting for CV structures in the target. >> Words like "about" often have an initial glottal that makes them >> qualify as having initial CV. So this involves simply substituting a >> simple CV for a more difficult initial CV. >> >> Lynne's son is doing the same, but the difference is that the >> potential source of the substituted CV was possibly an earlier >> epenthetic syllable in forms such as "recycling rebins." The earlier >> use of /re/ seems to reflect syllable-level perseveration rather than >> the use of a filler. In any case, the point is that the substituting >> /re/ in Lynne's son case has a very different potential origin, >> although its function at the time in question is similar. >> >> The problem is that I think we need some way of distinguishing >> between syllables that perform substitutions in the prosodic grid and >> syllables that open up new slots. To me, the term "filler" is >> limited to filling a slot. So, the second /re/ in "recycling rebins" >> would not be a filler. I'm not sure what "dummy" means in this case. >> >> In regarding to all of these accounts, including Smith (1973) and >> Gnanadesikan (2004), it would be useful to know whether the >> substituting syllable is always used for substitution or whether it >> is ever actually being inserted where no syllable existed. >> Sorry, I don't have Gnanadesikan and I don't know where in my copy of >> Smith to go to look this up. >> >> Also, I am assuming that neither Smith or Gnanadesikan are reporting >> the additional aspect of Lynn's son profile in which the filler >> potentially derives from an earlier epenthetic. >> >> ---Brian MacWhinney >> >> > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From sandralevey at hotmail.com Mon Jan 17 18:31:19 2005 From: sandralevey at hotmail.com (sandra Levey) Date: Mon, 17 Jan 2005 13:31:19 -0500 Subject: Summary: Default unstressed initial syllable? re- Message-ID: Re: Summary: Default unstressed initial syllable? re-Sharing this article re: syllable omission. Levey, S., & Schwartz, R. G. (2002). Syllable omission by two-year-old children. Communication Disorders Quarterly, 23(4), 169-177. ----- Original Message ----- From: Menn, Lise To: Lynn Santelmann ; info-childes at mail.talkbank.org Sent: Tuesday, January 11, 2005 10:08 PM Subject: Re: Summary: Default unstressed initial syllable? re- Sorry, I've had a family emergency, or I would have been more active in this conversation! In my older son Stephen's case (and I'm trying to figure out where I published it, as it was only a note in passing), the dummy syllable seemed to have been influenced by the English article; it was found before articles were used, and was normally /tih/ (sorry, no IPA available on this e-mail, ih = small capital i) (barrette > tih'bet), but /tihm/ if there was a nasal in the target word (Melissa > tihm'lissa). However, for two words commonly found with 'some' (as in Do you want some salami/baloney?), he said /sihm'sami/ and /sihm'boni/ respectively...which is why I think the article is involved here. I know I used the 'dummy syllable' term pretty early, but I don't know if I made it up or got it from Smith ormaybe Ferguson (anybody have a copy of Ferguson, Peiser, & Weeks handy?) The 'recycling retruck' reminds me of a later isolated perseverative rhythm-based error that Stephen was very aware of but was unable to inhibit (at least for a few days): attempts at 'pencil sharpener' came out, willy nilly, as 'pencinal sharpener' /'pehnsihnal/. His immediate awareness that it was wrong puts it on the borderline between a slip of the tongue and an isolated child phonology 'rule'. Lise At 4:46 PM -0800 1/10/05, Lynn Santelmann wrote: Thank you to all you responded to my query. It appears that the use of a type of default syllable for unstressed syllables is relatively common (just unfamiliar to me). The use of [ri] for all unstressed syllables was documented by Neil Smith (1973) for his son Amahl (pp. 172-173). In addition, Gnanadesikan (2004) reports a child using fi as a replacement syllable in much the same contexts. Several people reported that they have seen this commonly in clinical practice and in child phonology research. Joe Stemberger noted that many children show restrictions on initial unstressed syllables when they first appear, noting that reduplication is more common than default syllables such as my son is using. (Bernhardt & Stemberger, 1998). What appears to be uncommon is my son's earlier use of "recycling retruck". I still haven't a clue as to where that came from. Johanne Paradis noted that her French/English bilingual son overused re, as in re-see, re-put, but that use is at least semantically appropriate! This earlier use of 're' was definitely epenthetic, and opened up a new slot. I wonder if he was making the words in the phrase parallel in structure? As for the choice of re- [ri], Patricia Donegan also speculates that these might be idiosyncratic based on the initial unstressed syllables of a child's favorite or perhaps first word, e.g., Ross's [mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). This is definitely true for my son's re [ri] - recycling trucks were (and still are) a favorite topic of conversation! The choice of 'default' syllable does seem to vary, as can be seen by the variety of examples that I received that have not been reported in the literature: Sharon Glennen reported that her son had a similar phenomenon at age 3, but used "buh" ([b+schwa], I'm assuming). Brenda L. Beverly reported that her son (same age as mine) is using [b+schwa] (the syllable of 'before') in words like 'bagot'. Karin Pollock reported her daughter using 'kuh' [k+schwa] Eve Clark wrote: "D doing something very similar, and opting for a single unstressed prefix on words that required that. His was based on the first syllable of 'forget' I think, and it turned up as 'fe-' (no 'r') on a variety of words as the 'default prefix'. Patricia Donegan wrote: "Two other cases I'm aware of are John (son of David) Stampe's use of [tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in similar contexts. Neither is, as far as I know, reported in the literature, though." References: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. Constraints in Phonological Acquisition. CUP. 73-108. Peters, A.M. & L. Menn. (1993). False starts and filler syllables: ways to learn grammatical morphemes. Language 69, 742-777 Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. *************************************************************************************** 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 ******************************************************************************* -- Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor of Linguistics home fax 303-413-0017 University of Colorado Visiting Professor, University of Hunan Office: Hellems 293 April-May Secretary-elect, AAAS section Z (Linguistics) Mailing address: UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Tue Jan 18 22:12:48 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 18 Jan 2005 17:12:48 -0500 Subject: research position at York University Message-ID: YORK UNIVERSITY, ATKINSON FACULTY OF LIBERAL & PROFESSIONAL STUDIES – Atkinson Faculty of Liberal and Professional Studies, York University (Toronto, Canada) invites qualified applications for a Research Associate in Psychology, to join an expert team of researchers investigating the processes underlying the growth of the human mind. The areas of investigation include the development of the core capacities that lead to language and reflective consciousness; evolutionary theory research involving nonhuman primates; a large-scale clinical study designed to enhance significantly the capacities of children with various types of impairment. York University offers a world-class, modern, interdisciplinary academic experience in Toronto, Canada's most multicultural city. York is at the centre of innovation, with a thriving community of almost 60,000 faculty, staff and students who challenge the ordinary and deliver the unexpected. The terms of the appointment are negotiable but minimally for one-year with the possibility of a longer-term renewal. The successful candidate should have a PhD in Psychology with demonstrated research experience and proven administrative abilities. The deadline for receipt of completed applications is February 9, 2005 or until the position is filled, with a potential start date as early as February 15, 2005. A letter of application with an up-to-date curriculum vitae, a statement of research interests and experience, selected publications, and three letters of reference should be sent to: Professor Stuart Shanker, Psychology Department, Room 502 Atkinson Building, York University, 4700 Keele Street, Toronto, Ontario M3J 1P3. Questions should be directed to Dr. Shanker at 416-736-2100, ext. 22157 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1890 bytes Desc: not available URL: From sirai at sccs.chukyo-u.ac.jp Wed Jan 19 03:26:42 2005 From: sirai at sccs.chukyo-u.ac.jp (Hidetosi Sirai) Date: Wed, 19 Jan 2005 12:26:42 +0900 Subject: 2nd Call for Papers: JSLS2005 (deadline February 15, 2005) Message-ID: Dear CHILDES members, The deadline of paper submission for JSLS2005 is within about one month now. This is a reminder. We are looking forward to receiving your submissions. Hidetosi Sirai JSLS2005 Public Affairs Committee ------------------------------ **** Second Call for Papers: JSLS2005 (deadline February 15, 2005) ***** The Japanese Society for Language Sciences invites proposals for our Seventh Annual International Conference, JSLS 2005. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Dr. Dan I. Slobin (University of California, Berkeley) and Dr. Kensaku Yoshida (Sophia University). JSLS2005 Conference Committee Chair Hirohide Mori (Nihon University), and Kaoru Koyanagi (Sophia University) Conference Dates/ Location The Seventh Annual International Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 25 (Saturday)- 26 (Sunday), 2005 (2) Sophia University (Yotsuya campus), Tokyo, Japan Submission Deadline All submissions should be e-mailed by February 15, 2005 (Tuesday). Submission guidelines are available on the JSLS 2005 website at: http://www.cyber.sccs-u.ac.jp/JSLS/JSLS2005/cfp-e.html All questions regarding the JSLS 2005 conference should be addressed to: Kei Nakamura JSLS 2004 Conference Coordinator e-mail: kei at aya.yale.edu From sirai at sccs.chukyo-u.ac.jp Wed Jan 19 05:56:57 2005 From: sirai at sccs.chukyo-u.ac.jp (Hidetosi Sirai) Date: Wed, 19 Jan 2005 14:56:57 +0900 Subject: 2nd Call for Papers: JSLS2005 (corrected version) Message-ID: Dear CHILDES members, The last mail which I sent has mistypos. Sorry for troubles. Here is the corrected one. ------------------------------------------------------------ **** Second Call for Papers: JSLS2005 (deadline February 15, 2005) ***** The Japanese Society for Language Sciences invites proposals for our Seventh Annual International Conference, JSLS 2005. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Dr. Dan I. Slobin (University of California, Berkeley) and Dr. Kensaku Yoshida (Sophia University). JSLS2005 Conference Committee Chair Hirohide Mori (Nihon University), and Kaoru Koyanagi (Sophia University) Conference Dates/ Location The Seventh Annual International Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 25 (Saturday)- 26 (Sunday), 2005 (2) Sophia University (Yotsuya campus), Tokyo, Japan Submission Deadline All submissions should be e-mailed by February 15, 2005 (Tuesday). Submission guidelines are available on the JSLS 2005 website at: http://www.cyber.sccs.chukyo-u.ac.jp/JSLS/JSLS2005/cfp-e.html All questions regarding the JSLS 2005 conference should be addressed to: Kei Nakamura JSLS 2005 Conference Coordinator e-mail: kei at aya.yale.edu From macw at mac.com Wed Jan 19 19:21:07 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 Jan 2005 14:21:07 -0500 Subject: Post-doc in Educational Neuroscience at Dartmouth Message-ID: NSF Science of Learning Center for Cognitive and Educational Neuroscience Postdoctoral - Dartmouth Exciting research opportunity to study the neural and behavioral foundations of Language in mono/bilingual babies, children, and adults with two-year post-doc (renewable), jointly through Dartmouth's Psychological & Brain Sciences and Educational Neuroscience divisions. Ph.D. and strong experimental expertise required. Start date: spring, 2005. Send vita, three letters of recommendation, research statement to: Professor Laura-Ann Petitto, Dartmouth College, Hanover, NH 03755 (USA) ; Laura-Ann.Petitto at dartmouth.edu. From velleman at comdis.umass.edu Wed Jan 19 20:00:00 2005 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 19 Jan 2005 15:00:00 -0500 Subject: procedural learning tasks In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: I'm looking for procedural learning tasks that can be used for young children (e.g., 4 year olds). What have any of you used? It would be great to have one language-based and one not. Thanks. Shelley Velleman UMass-Amherst From peytontodd at mindspring.com Wed Jan 19 22:12:57 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Wed, 19 Jan 2005 14:12:57 -0800 Subject: IPA Extensions for Microsoft Word? Message-ID: Dear All, Does anyone know of a plug-in one can get for Microsoft Word consisting of IPA symbols to insert into a document? Word's Insert --> Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, and the voiced velar nasal), but most are missing. How do others solve this problem? Thanks, Peyton Todd peytontodd at mindspring.com From macw at mac.com Wed Jan 19 22:32:16 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 Jan 2005 17:32:16 -0500 Subject: IPA Extensions for Microsoft Word? In-Reply-To: <27820513.1106172779722.JavaMail.root@wamui06.slb.atl.earthlink.net> Message-ID: Peyton, The most obvious solution is not a Word plug-in, but a Windows system extension called KeyMan by Tavultesoft. For details, go to http://childes.psy.cmu.edu/tools/uniwin.html and focus on the packaging of KeyMan created by SIL. If anyone knows of anything less byzantine than KeyMan, I would love to know about it. The system for Mac is much easier to use. --Brian MacWhinney On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > Dear All, > > Does anyone know of a plug-in one can get for Microsoft Word > consisting of IPA symbols to insert into a document? Word's Insert --> > Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, > and the voiced velar nasal), but most are missing. How do others solve > this problem? > > Thanks, > Peyton Todd > peytontodd at mindspring.com > From peytontodd at mindspring.com Wed Jan 19 22:46:21 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Wed, 19 Jan 2005 14:46:21 -0800 Subject: IPA Fonts Message-ID: Thanks, all. I knew you would know! Peyton Todd From macw at mac.com Thu Jan 20 01:38:13 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 Jan 2005 20:38:13 -0500 Subject: Coordinator at Dartmouth Message-ID: Dartmouth College. NSF funded Science of Learning "Center for Cognitive and Educational Neuroscience (CCEN)." New Position: Education Outreach Coordinator. The Education Outreach Coordinator (EOC) will coordinate, facilitate, and create an exciting and rewarding union between Science of Learning research projects and the Department of Education's diverse outreach programs. Reporting to the Chair of the Department of Education, the EOC is responsible for providing leadership, oversight, and direction to the Department of Education's eleven diverse outreach programs at the local, national, and international levels, with the goal of promoting the principled application of educational neuroscience research to contemporary issues in education. The EOC will build upon already developed and ongoing programs in the Department of Education and will also have opportunities to create and/or coordinate new outreach programs. Minimum qualifications: Doctorate in Psychology, Education, or the Neurosciences, with public/private school teaching experience being an advantage. Excellent interpersonal skills, ability to work independently and as part of a team, strong project management skills and organizational abilities. Salary is competitive and commensurate with qualifications and experience. To apply, send cover letter, vita, list of five professional references with e-mail addresses, mailing address, and contact phone numbers to Professor Laura-Ann Petitto, Chair of The Department of Education, 110 Raven House, Dartmouth College, Hanover, NH 03755. Review of applications will begin immediately; closing date March 31. Position start date within April-June 2005. Dartmouth College is an Equal Opportunity, Affirmative Action Employer. Women and Minorities are encouraged to apply. From Laura-Ann.Petitto at Dartmouth.EDU Thu Jan 20 01:40:16 2005 From: Laura-Ann.Petitto at Dartmouth.EDU (Laura-Ann Petitto) Date: Wed, 19 Jan 2005 20:40:16 EST Subject: Dartmouth new NSF Science of Learning Openings: (1) Post-Doctoral Fellowship; (2) Education Outreach Coordinator Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2556 bytes Desc: not available URL: From Laura-Ann.Petitto at Dartmouth.EDU Thu Jan 20 01:56:47 2005 From: Laura-Ann.Petitto at Dartmouth.EDU (Laura-Ann Petitto) Date: Wed, 19 Jan 2005 20:56:47 EST Subject: Dartmouth new NSF Science of Learning Openings: (1) Post-Doctoral Fellowship; (2) Education Outreach Coordinator Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2490 bytes Desc: not available URL: From a.crutchley at hud.ac.uk Thu Jan 20 09:25:04 2005 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Thu, 20 Jan 2005 09:25:04 -0000 Subject: IPA Extensions for Microsoft Word? Message-ID: I think it's worth mentioning that the IPA fonts can be downloaded direct from the SIL website and installed as Windows fonts so they come up in 'insert symbol', if simple Word documents are all that is required. http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa An alternative for Word docs is to use Jan Mulder's Phonmap - it doesn't have all the IPA symbols but is useful for transcribing English: http://janmulder.co.uk/Phonmap/ Best wishes, Alison Crutchley -----Original Message----- From: Brian MacWhinney [mailto:macw at mac.com ] Sent: 19 January 2005 22:32 To: Peyton Todd; info-childes at mail.talkbank.org Subject: Re: IPA Extensions for Microsoft Word? Peyton, The most obvious solution is not a Word plug-in, but a Windows system extension called KeyMan by Tavultesoft. For details, go to http://childes.psy.cmu.edu/tools/uniwin.html and focus on the packaging of KeyMan created by SIL. If anyone knows of anything less byzantine than KeyMan, I would love to know about it. The system for Mac is much easier to use. --Brian MacWhinney On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > Dear All, > > Does anyone know of a plug-in one can get for Microsoft Word > consisting of IPA symbols to insert into a document? Word's Insert --> > Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, > and the voiced velar nasal), but most are missing. How do others solve > this problem? > > Thanks, > Peyton Todd > peytontodd at mindspring.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Thu Jan 20 11:29:37 2005 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Thu, 20 Jan 2005 11:29:37 -0000 Subject: IPA Extensions for Microsoft Word? Message-ID: Because the SIL fonts are installed as extra fonts, it is possible to use them straight from the keyboard, too - you set your font to one of the SIL fonts, rather than Times or whatever, and then type a letter. However I have found that most journals seem not to be able to see these fonts when one sends them articles - on occasion, even pdf files seem not to have them at "their end" when I have them at "my end". If anyone knows of a set of IPA fonts, or a way of rendering them, that means it is possible to get journal articles back without snitty comments from the editor about unreadable symbols, I'd be very happy to know it! Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Alison Crutchley Sent: 20 January 2005 09:25 To: Brian MacWhinney; Peyton Todd; info-childes at mail.talkbank.org Subject: RE: IPA Extensions for Microsoft Word? I think it's worth mentioning that the IPA fonts can be downloaded direct from the SIL website and installed as Windows fonts so they come up in 'insert symbol', if simple Word documents are all that is required. http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa An alternative for Word docs is to use Jan Mulder's Phonmap - it doesn't have all the IPA symbols but is useful for transcribing English: http://janmulder.co.uk/Phonmap/ Best wishes, Alison Crutchley -----Original Message----- From: Brian MacWhinney [ mailto:macw at mac.com] Sent: 19 January 2005 22:32 To: Peyton Todd; info-childes at mail.talkbank.org Subject: Re: IPA Extensions for Microsoft Word? Peyton, The most obvious solution is not a Word plug-in, but a Windows system extension called KeyMan by Tavultesoft. For details, go to http://childes.psy.cmu.edu/tools/uniwin.html and focus on the packaging of KeyMan created by SIL. If anyone knows of anything less byzantine than KeyMan, I would love to know about it. The system for Mac is much easier to use. --Brian MacWhinney On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > Dear All, > > Does anyone know of a plug-in one can get for Microsoft Word > consisting of IPA symbols to insert into a document? Word's Insert --> > Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, > and the voiced velar nasal), but most are missing. How do others solve > this problem? > > Thanks, > Peyton Todd > peytontodd at mindspring.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 20 11:41:06 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 20 Jan 2005 11:41:06 +0000 Subject: IPA Extensions for Microsoft Word? In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A10AF3AABD@exchange-be1.lancs.ac.uk> Message-ID: I also find it is sometimes due to Mac<->PC conversions too. Annette At 11:29 +0000 20/1/05, Alcock, Katherine wrote: >Because the SIL fonts are installed as extra fonts, it is possible >to use them straight from the keyboard, too - you set your font to >one of the SIL fonts, rather than Times or whatever, and then type a >letter. > >However I have found that most journals seem not to be able to see >these fonts when one sends them articles - on occasion, even pdf >files seem not to have them at "their end" when I have them at "my >end". If anyone knows of a set of IPA fonts, or a way of rendering >them, that means it is possible to get journal articles back without >snitty comments from the editor about unreadable symbols, I'd be >very happy to know it! > >Katie Alcock > > >Katie Alcock, DPhil >Lecturer >Department of Psychology >Lancaster University >Fylde College >Lancaster LA1 4YF > >-----Original Message----- >From: info-childes at mail.talkbank.org >[mailto:info-childes at mail.talkbank.org]On Behalf Of Alison Crutchley >Sent: 20 January 2005 09:25 >To: Brian MacWhinney; Peyton Todd; info-childes at mail.talkbank.org >Subject: RE: IPA Extensions for Microsoft Word? > >I think it's worth mentioning that the IPA fonts can be downloaded >direct from the SIL website and installed as Windows fonts so they >come up in 'insert symbol', if simple Word documents are all that is >required. >http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa > >An alternative for Word docs is to use Jan Mulder's Phonmap - it >doesn't have all the IPA symbols but is useful for transcribing >English: >http://janmulder.co.uk/Phonmap/ > >Best wishes, Alison Crutchley > > > >-----Original Message----- >From: Brian MacWhinney [mailto:macw at mac.com] >Sent: 19 January 2005 22:32 >To: Peyton Todd; info-childes at mail.talkbank.org >Subject: Re: IPA Extensions for Microsoft Word? > > >Peyton, > >The most obvious solution is not a Word plug-in, but a Windows system >extension called KeyMan by Tavultesoft. For >details, go to >http://childes.psy.cmu.edu/tools/uniwin.html >and focus on the packaging of KeyMan created by SIL. > >If anyone knows of anything less byzantine than KeyMan, I would love to >know about it. The system for Mac is much easier >to use. > >--Brian MacWhinney > >On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > >> Dear All, >> >> Does anyone know of a plug-in one can get for Microsoft Word >> consisting of IPA symbols to insert into a document? Word's Insert --> >> Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, >> and the voiced velar nasal), but most are missing. How do others solve >> this problem? >> >> Thanks, >> Peyton Todd >> peytontodd at mindspring.com >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From stemberg at interchange.ubc.ca Thu Jan 20 16:10:41 2005 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Thu, 20 Jan 2005 08:10:41 -0800 Subject: IPA Extensions for Microsoft Word? In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A10AF3AABD@exchange-be1.lancs.ac.uk> Message-ID: Alcock, Katherine wrote: > However I have found that most journals seem not to be able to see > these fonts when one sends them articles - on occasion, even pdf files > seem not to have them at "their end" when I have them at "my end". If > anyone knows of a set of IPA fonts, or a way of rendering them, that > means it is possible to get journal articles back without snitty > comments from the editor about unreadable symbols, I'd be very happy > to know it! > I think that that's an inherent problem with any added font that isn't automatically on every system. I was a guest co-editor for an issue of Clinical Linguistics and Phonetics a few years ago. Everything went smoothely until proofs got sent out to the authors, with stars, sunbursts, halfmoons, and so on in place of phonetic symbols. The printers had been printing this journal for years, but had apparently just made some changes to their system that eliminated the SIL IPA fonts that had been there before. We had to get them to install the fonts and send out a new set of proofs. With an added font, you can't rely on it always being there. That's why the unicode fonts look so promising. We will hopefully eventually reach a point where every system everywhere has it, and we won't get back proofs with unreadable symbols in them. ---Joe Stemberger UBC From C.DeCat at leeds.ac.uk Thu Jan 20 16:11:43 2005 From: C.DeCat at leeds.ac.uk (Cecile De Cat) Date: Thu, 20 Jan 2005 16:11:43 -0000 Subject: Post in the linguistics of British Sign Language (University of Leeds, UK) Message-ID: Lectureship in the Linguistics of British Sign Language (BSL) Department of Linguistics and Phonetics, School of Modern Languages and Cultures University of Leeds Further details: Job ref 310248 Salary: Lecturer A (£23,643 - £27,116 p.a.) Informal enquiries: Professor Sally Johnson, Head of Linguistics and Phonetics email s.a.johnson at leeds.ac.uk For more details inc. job description, person specification and application form - see www.leeds.ac.uk, click on Jobs, then Academic & Clinical Vacancies. Closing date: 15 February 2005 This post is available from 1 September 2005. You will teach theoretical modules in sign language linguistics for students of linguistics and modern languages, and convene language modules in BSL, culminating in the setting up of a BSL pathway on Joint Honours programmes within the University We are looking for a candidate who has (or is close to completing) a PhD with a good track record of publications (relative to academic age and experience) in any area related to the linguistics of British Sign Language (BSL). This is a developmental post which is being funded in accordance with plans to extend the portfolio of languages already offered within School of Modern Languages & Cultures via the addition of BSL at undergraduate level (we already offer an MA in BSL-English interpreting). We are therefore seeking to appoint a dynamic, energetic and highly motivated individual, who is actively committed to developing BSL provision in the context of linguistics and modern languages at the University of Leeds. The successful applicant will be required, in the first instance, to: i) convene a new theoretical module in sign language linguistics and a beginners' language module in BSL, both to serve as options for students in the Department of Linguistics and Phonetics/School of Modern Languages and Cultures; ii) set up, via the Centre for Joint Honours, the provision of ab initio BSL as an undergraduate scheme in its own right such that students are able to combine the study of BSL with a post-A level modern language taught in SMLC or with other subjects around the University, including Linguistics, Education, English, Sociology, Psychology, Communication Studies and Healthcare Studies, as appropriate (schemes to commence in 2006/7); iii) collaborate with colleagues in the Centre for Translation Studies and teach, as required, on the MA in BSL-English Interpreting. The University reserves the right to consider for appointment persons other than those who make an application in response to the initial advertisement. From macw at mac.com Thu Jan 20 18:05:12 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 20 Jan 2005 13:05:12 -0500 Subject: old code vs Unicode Message-ID: Dear Info-CHILDES, In my response to Peyton Todd's query about IPA fonts, I was assuming that he was interested in Unicode IPA. This was probably an incorrect assumption. As a person who has had to deal with the innumerable incompatibilities of non-Unicode fonts, the choice of Unicode IPA over the older codepage implementations of IPA seems natural. So, I tried to point Peyton toward Unicode solutions. However, if a person doesn't care about transferring data to other computers, sending files in to presses, working with non-Roman languages, or sharing data with colleagues, then non-Unicode codepage (ASCII) IPA fonts such as SILIPA, IPATimes, or IPAPhon work fine. --Brian MacWhinney From peytontodd at mindspring.com Thu Jan 20 19:02:01 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Thu, 20 Jan 2005 11:02:01 -0800 Subject: UniCode Seems Fine - But Those Spaces! Message-ID: Based on Brian's comments about comptatibility, I decided just to go with the UniCode font. It turned out to be supereasy to install, and seems to have every character one could ever need. However, when you insert one of them using Word's Insert --> Symbol feature, it inserts an extra space along with it. And it seems that this extra space is not actually a separate character which one can simply delete - instead, it seems to be part of the inserted character itself. Delete the space, and the character goes away, too. Does UniCode comdemn us to /a b c d e f/ when what we wanted was /abcdef/? Is there any solution to this problem? Peyton From plahey at mindspring.com Thu Jan 20 19:06:19 2005 From: plahey at mindspring.com (Peg Lahey) Date: Thu, 20 Jan 2005 14:06:19 -0500 Subject: Scholarships Available Message-ID: BAMFORD-LAHEY SCHOLAR AWARDS OF UP TO $10,000 AVAILABLE FOR 2005-2006: APPLICATIONS DUE ON APRIL 1, 2005 The Bamford-Lahey Children's Foundation is again pleased to announce the availability of scholarship funds of up to $10,000 per recipient per year for doctoral students whose focus is children's language disorders. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. Criteria for selecting scholars will include an evaluation of the applicant's ability to complete the doctoral program and the potential promise of the candidate as a teacher-investigator who will contribute to both educating clinicians and to our knowledge of the field of children's language disorders. Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic of the dissertation is related to the objectives of the foundation. The scholarship funds are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicants may request any amount of funds up to $10,000. In order to apply, applicants should: Be accepted in a doctoral program at an accredited university that offers a specialization in children's language disorders including an emphasis on research skills a.. Be able to demonstrate the ability to complete such a program b.. Plan to specialize in children's language disorders during their study c.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university d.. Hold CCC-SLP from ASHA or equivalent certification from another country Students who are thinking of applying should immediately request sealed copies of official transcripts from colleges attended so the transcripts will be received in time to be included with their application. Applications as well as further information and instructions can be found on the Foundation Website www.bamford-lahey.org. Deadline for reception of completed applications (including transcripts and recommendations) is April 1, 2005. Margaret Lahey, President Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Thu Jan 20 21:55:37 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Thu, 20 Jan 2005 16:55:37 -0500 Subject: Classics in psycholinguistics? Responses Message-ID: We may not have chosen the best time of year to post this question (too many on mid-year break?), because we got more requests for our final list than we got votes for things to put on it. However, here are the responses that we did get. We are STILL interested in getting further "nominations", since we have not yet finalized our students' assignments, other than to include Berko, which we had already selected, and Eimas, P., Siqueland, E., Jusczyk, P. & Vigorito, J. (1971). Speech perception in infants. Science, 171, 303-306, which was another favorite of ours. Here are the suggestions that were sent, along with the original question. THE ORIGINAL QUESTION: We teach sections of an undergraduate course in Psycholinguistics. For an article review assignment, we are interested in getting other people's personal impressions of the "top five" (or so) most influential psycholinguistics studies. We will try to diversify the assignment across areas such as acquisition, speech perception, lexical access, sentence processing, etc., so we would like people to consider multiple areas within the field. We will be happy to post a final list back to the group. best wishes for a happy and healthy new year to all, Nan Bernstein Ratner and Rochelle Newman HERE WERE OUR RESPONSES: 1) My article suggestion would be: Balota, David A. and James I. Chumbley (1985). The locus of word-frequency effects in the pronunciation task. Journal of Memory and Language, 24, 89-106. It's readable, and the methodology is simple but cunning. I think it counts as a 'classic'. It's also very, very replicable and easy to implement in E-prime or psyscope. I probably have an E-prime script around if you want to do a lab on it. A more recent article that is short, sweet, and neat is: Goldinger, S.D. & Azuma, T. (2004). Episodic Memory Reflected in Printed Word Naming. Psychonomic Bulletin and Review, 11, 716-722 Benjamin Munson, Ph.D. Assistant Professor, Department of Speech-Language-Hearing Sciences University of Minnesota 2) You'll have a lot of fun with this project, for sure! At the top of my list is: George A. Miller : The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information; The Psychological Review, 1956, vol. 63, pp. 81-97 George D. Allen, Ph.D. Michigan State Univ. College of Nursing A217 Life Sciences, E. Lansing, MI 48824 Voice: 517.353.5976; Fax 517.353.9553 3) Hi Nan, I think I would vote for the Werker and Tees article on infant phoneme recognition (and loss thereof) and perhaps Slobin's old piece from the 1970 slobin and ferguson book. but maybe i am just showing my age! I am in france without my books otherwise i would give you more complete references: best, judy reilly 4) I would nominate Jean Berko Gleason's original wug study: Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177. I may be wrong, but I've always had the impression that this study was the first to use novel linguistic forms, with the twin advantages of tapping into young children's intuitions while exerting control over the input. The influence of this study is manifest in the huge number of studies that have used novel word forms in the intervening years (almost 50 years, in fact). Regards, Matthew Saxton. Followed shortly that day by: Dear Nan, I will teach Processing next term and I would appreciate very much if you could send me back the five titles if you already have them. I think that one of the classics (covering the field of productivity and also the experimental set) is: Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-1770. Best regards, Prof. Dr. Leonor Scliar-Cabral 5) My top five in psychololinguistics: 1. Language acquisition - Clara und William Stern (1907) Kindersprache (Child language) Leipzig: Barth; Rodger Brown A first language 2. Psycholinguistics: theory - Karl Bühler Sprachtheorie (1934) Stuttgart: Fischer 3. Language production - Willem JM Levelt Speaking (CUP) 4. Language comprehension - William Marslen - Wilson Cohort Theory (Article in Cognition) Apologies for the German language bias of my suggestions. Best regards Werner Deutsch 6) Dear Nan, I think Dan Slobin's 1973 paper on "cognitive prerequisites" was pathbreaking in language acquisition studies, even though he has largely changed his perspective to much more pragmatically discourse oriented since then. best Ruth Berman Hi, Nan - for acquisition classics, you might take a look at Barbara Lust's new Blackwell reader - several in there that might be candidates. Best, Katherine Demuth (others chimed in later, including Barbara Lust) Best wishes for a wonderful 2005 and keep any suggestions coming, Nan Bernstein Ratner & Rochelle Newman Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From cech at louisiana.edu Fri Jan 21 00:57:24 2005 From: cech at louisiana.edu (Claude G. Cech) Date: Thu, 20 Jan 2005 18:57:24 -0600 Subject: Fellowship Availability Message-ID: An HTML attachment was scrubbed... URL: From cchaney at sfsu.edu Fri Jan 21 02:22:24 2005 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 20 Jan 2005 18:22:24 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: <0E9D8F38BC74AF438ACAD520CF4D55AAE20FA2@radon.towson.edu> Message-ID: These are great examples...lots of fun as well as interesting. My son Brian (now age 23) used "nuh" for unstressed function words...a place holder. I remember ther moment he "discovered" THE. We were reading THE CAT IN THE HAT and I pointed to the words reading the title, and I could see the lightbulb over his head, as he said The (really da) Cat in da Hat. Carolyn On Mon, 10 Jan 2005, Glennen, Sharon wrote: > My son at age 3 also used a "default" unstressed initial syllable, except in his case the syllable was "buh." So we ate buhsketti, and buhzagna, about and around became "buhbout," and "buhwound" aquarium was "buhkarium" etc. He began by using it for unstressed schwa syllables in the initial position, but then began using it for other initial unstressed syllables. For example museum became "buhzeum," refrigerator was "buhfidgewator," and I was a "buhfessor." He held onto this pattern for a long time, especially for the 3-4 syllable words. > > Sharon Glennen, Ph.D. > Associate Professor > Department of Audiology, Speech Language Pathology & Deaf Studies > Towson University > Towson, Maryland > > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Lynn Santelmann > Sent: Monday, January 10, 2005 12:39 PM > To: info-childes at mail.talkbank.org > Subject: Default unstressed initial syllable? re- > > > First, let me confess that this is a purely personal question, inspired by > my son's language weirdnesses -- > > My son (age 3 1/2) is finally acquiring unstressed initial syllables. The > odd thing is that he seems to have a "default" unstressed syllable, namely > "re-". So, at our house we "remember" and "reget". I am a "refessor". We go > to "reseums". > > I'm not sure if this is a resurgence of an earlier phase of "over-re" use - > about a year ago, we talked about "recycling retrucks", "recycling rebins", > "recycling reguys", or if it's a different thing. The earlier re- use came > and went spontaneously in about a month, this one is hanging around a bit > longer. > > Neither use of re is something I've ever read about, and my quick lit check > didn't reveal anything either. Does anybody have any literature on this? > And could it be related to the somewhat sketchy representation he seems to > have for a lot of new words - we're getting a lot of malaprops these days > (snowflags for snowflakes, Dora the Exploder, etc.) > > Thanks > > Lynn > > *************************************************************************************** > 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 > ******************************************************************************* > > > > From htagerf at bu.edu Fri Jan 21 13:05:38 2005 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 21 Jan 2005 08:05:38 -0500 Subject: Vocabulary test for English speaking children Message-ID: Does anyone know of a standardized test of vocabulary for children older than 30 months that can be completed by parents at home? We are looking for something equivalent to the MCDI but for older children. Thanks! Helen ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From cech at louisiana.edu Mon Jan 24 19:52:38 2005 From: cech at louisiana.edu (Claude G. Cech) Date: Mon, 24 Jan 2005 13:52:38 -0600 Subject: correction of an earlier announcement Message-ID: Sorry folks; I sent out an announcement about a fellowship that had the wrong starting date on it. Here is the corrected announcement: For those students potentially interested in a doctoral program in cognitive science, the Institute of Cognitive Science at the University of Louisiana at Lafayette wishes to announce the availability of a prestigious Board of Regents Support Fund Fellowship commencing Fall 2005. The fellowship carries an annual stipend of $22,000, and waiver of tuition and most fees. Applicants wishing to compete for the fellowship should demonstrate strong research potential in Cognitive Science, and would normally be expected to have a minimum undergraduate GPA of 3.5, and Verbal and Quantitative GRE scores of at least 650 per scale (a total of 1300). Deadline for applications will be April 5. For further information, please contact the graduate coordinator (Dr. Claude Cech) at cech at louisiana.edu From peytontodd at mindspring.com Tue Jan 25 08:04:11 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Tue, 25 Jan 2005 03:04:11 -0500 Subject: My Findings About IPA Fonts Message-ID: Hello, all. Based on the comments by others on this topic touting its compatibility with other systems, it seems best to go with the 'Keyman' Windows extension by Tavultesoft, described on the page referenced by Brian in his first note on this topic, namely http://childes.psy.cmu.edu/tools/uniwin.html. Another reason for choosing it is that the simple Arial Unicode mentioned at the top of the aforesaid page insists on putting extra white space after each letter you insert, which is probably not the look you will want. The installation of Tavultesoft/Keyman is a complex process, but it is described in great detail in the documentation which downloads along with it (specifically in the Install Guide.pdf), so I'll not repeat all that. A couple of helpful points, though: 1. Don't just jump for the first set of instructions you see. First make sure you're reading the ones for your platform (e.g. Windows, Mac) and operating system (e.g. Win XP, OS X). 2. As almost always happens when such detailed instructions are provided (and as happened to me in this case), be prepared for subtle differences between your configuration and that on the computer where the screen prints and detailed instructions were prepared. The system works great once it's installed. You will no longer have You won't have go to Insert --> Symbol in Word, but instead you will have sets of keystrokes you can type directly for each special character as described in the Release Notes.pdf which also comes with the installation. That is made possible by a virtual 'Keyboard' which maps the keystroke combinations to the desired characters, which you will have associated, in Windows itself, with some language other than the one you're using for your document. The example they use is Icelandic. You have to pick that language every time you want to insert IPA codes. It does have a quirk, but fortunately there's a solution to it: When you stuff in an IPA character, it looks bigger than the rest of the characters on the line, even though the fontsizes are the same. That seems to happen even when the font family is also the same, e.g., both Arial. And the result is that the space between the line the IPA character got stuffed into, and the line above it, is greater than that between the lines in the rest of the paragraph. Here's the solution: Select the whole paragraph, then go to Format --> Paragraph --> Line spacing --> Exactly and just specify the spacing you want. As long as you tell Word this is what it must do, it will space the whole paragraph the way you want. If even lets you get the lines so close together that they overlap each other in case you wanted to do that, which of course you don't. However, even that is not quite enough. The full sequence which works for me is: 1. Type your text blah blah blah - let's say in 11 pt. Times New Roman. 2. Then when you come to the spot where you want the IPA code type the slash, then pick Icelandic at the top of your screen (via the button which will have been installed there), and stuff in the desired IPA characters. 3. Then set the language back to what you're using in the document (e.g., English) AND set the font back to whatever you were using, because the process will have re-set it to Lucide Sans Unicode. Now type the closing slash and proceed with your text. 4. Go to Format --> Paragraph --> Line spacing --> Exactly as just described and set the line spacing to what it should be. One last thing and you're done: 5. Even though the IPA characters no longer cause a gap between the lines, they still look too big, and they look like they're in boldface (which they're not). So if your document is at 11 pt., say, as mine is, change the font on the IPA characters to 10 pt. I know it sounds maddening, but it's worth it! Good luck, Peyton From peter.marschik at meduni-graz.at Tue Jan 25 11:03:59 2005 From: peter.marschik at meduni-graz.at (Peter Marschik) Date: Tue, 25 Jan 2005 12:03:59 +0100 Subject: 5th Graz Symposium on Developmental Neurology CALL FOR ABSTRACTS and Preliminary Programme Message-ID: Dear colleagues, From May 19 to 21, 2005 we shall be hosting the Fifth Graz Symposium on Developmental Neurology. The Preliminary Programme of the keynote lectures is now available at the Symposium's website. In addition, your oral or poster presentation is most welcome; please send your abstract as soon as possible but at latest February 15. The topic of your presentation should refer to: Activity dependent brain development. Age-specific brain mechanisms. Genetics of brain development. Age-specific disorders. Age-specific diagnostic procedures. Age-related intervention. We hope to welcome you in Graz (again). With warm regards Yours sincerely Christa Einspieler, Peter Wolff and Heinz Prechtl Address for correspondence: Dr. Christa Einspieler, Professor (Developmental Physiology and Developmental Neurology) Department of Systems Physiology Centre of Physiological Medicine Medical University of Graz Harrachgasse 21, A - 8010 Graz, Austria www.developmental-neurology.info www.general-movements-trust.info E-mail: christa.einspieler at meduni-graz.at Phone: +43 316 380 4266 Fax: +43 316 380 9630 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Tue Jan 25 14:10:04 2005 From: lsc at th.com.br (Leonor Scliar-Cabral) Date: Tue, 25 Jan 2005 12:10:04 -0200 Subject: My Findings About IPA Fonts Message-ID: Dear all, We are using the 'Keyman' Windows extension by Tavultesoft with success in more than 5.000 Brazilian Portuguese child's utterances, whenever necessary, even for signaling devoiced vowels, cracky voice etc. Best regards, Scliar-Cabral > Based on the comments by others on this topic touting its compatibility > with other systems, it seems best to go with the 'Keyman' Windows > extension by Tavultesoft, described on the page referenced by Brian in his > first note on this topic, namely > http://childes.psy.cmu.edu/tools/uniwin.html. Another reason for choosing > it is that the simple Arial Unicode mentioned at the top of the aforesaid > page insists on putting extra white space after each letter you insert, > which is probably not the look you will want. > > The installation of Tavultesoft/Keyman is a complex process, but it is > described in great detail in the documentation which downloads along with > it (specifically in the Install Guide.pdf), so I'll not repeat all that. A > couple of helpful points, though: > > 1. Don't just jump for the first set of instructions you see. First make > sure you're reading the ones for your platform (e.g. Windows, Mac) and > operating system (e.g. Win XP, OS X). > > 2. As almost always happens when such detailed instructions are provided > (and as happened to me in this case), be prepared for subtle differences > between your configuration and that on the computer where the screen > prints and detailed instructions were prepared. > > The system works great once it's installed. You will no longer have You > won't have go to Insert --> Symbol in Word, but instead you will have sets > of keystrokes you can type directly for each special character as > described in the Release Notes.pdf which also comes with the installation. > That is made possible by a virtual 'Keyboard' which maps the keystroke > combinations to the desired characters, which you will have associated, in > Windows itself, with some language other than the one you're using for > your document. The example they use is Icelandic. You have to pick that > language every time you want to insert IPA codes. > > It does have a quirk, but fortunately there's a solution to it: When you > stuff in an IPA character, it looks bigger than the rest of the characters > on the line, even though the fontsizes are the same. That seems to happen > even when the font family is also the same, e.g., both Arial. And the > result is that the space between the line the IPA character got stuffed > into, and the line above it, is greater than that between the lines in the > rest of the paragraph. > > Here's the solution: Select the whole paragraph, then go to Format --> > Paragraph --> Line spacing --> Exactly and just specify the spacing you > want. As long as you tell Word this is what it must do, it will space the > whole paragraph the way you want. If even lets you get the lines so close > together that they overlap each other in case you wanted to do that, which > of course you don't. However, even that is not quite enough. > > The full sequence which works for me is: > > 1. Type your text blah blah blah - let's say in 11 pt. Times New Roman. > > 2. Then when you come to the spot where you want the IPA code type the > slash, then pick Icelandic at the top of your screen (via the button which > will have been installed there), and stuff in the desired IPA characters. > > 3. Then set the language back to what you're using in the document (e.g., > English) AND set the font back to whatever you were using, because the > process will have re-set it to Lucide Sans Unicode. Now type the closing > slash and proceed with your text. > > 4. Go to Format --> Paragraph --> Line spacing --> Exactly as just > described and set the line spacing to what it should be. > > One last thing and you're done: > > 5. Even though the IPA characters no longer cause a gap between the lines, > they still look too big, and they look like they're in boldface (which > they're not). So if your document is at 11 pt., say, as mine is, change > the font on the IPA characters to 10 pt. > > I know it sounds maddening, but it's worth it! > > Good luck, > Peyton > From peytontodd at mindspring.com Tue Jan 25 19:46:32 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Tue, 25 Jan 2005 14:46:32 -0500 Subject: My Findings About IPA Fonts - Footnote Message-ID: Most of you may discover this by experimenting, but it may help to point out that instead of putting the slashes delimiting the IPA symbols in Times New Roman, which I did to make them less obtrusive, they seem to look better in the same Lucida Sans Unicode font as the IPA characters, as long as the fontsize is reduced. From mbecker at email.unc.edu Wed Jan 26 21:19:59 2005 From: mbecker at email.unc.edu (Misha Becker) Date: Wed, 26 Jan 2005 16:19:59 -0500 Subject: 2nd Call for submissions Message-ID: CALL FOR PAPERS--NEW DEADLINE 2/15 The journal Language Acquisition invites submissions for a special issue on theoretical approaches to Aspect and (Non)Finiteness in L1 or L2 grammar. If you are interested, please submit an abstract of 2-3 pages summarizing the research and analysis. We anticipate that between 5 and 10 authors will be invited to submit a paper for inclusion in the special issue. All papers will undergo a full review. Abstract specifications: 2-3 pages, single-spaced, including examples submit in *pdf* format only by e-mail to mbecker at email.unc.edu or in hard copy by mail to Misha Becker Linguistics Department 318 Dey Hall, CB#3155 University of North Carolina Chapel Hill, NC 27599-3155 USA Deadline for abstracts: February 15, 2005 Authors will be notified by March 15, 2005 Selected papers will be due on July 30, 2005 For questions please contact: mbecker at email.unc.edu From roberta at UDel.Edu Thu Jan 27 01:15:50 2005 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Wed, 26 Jan 2005 20:15:50 -0500 Subject: LABORATORY COORDINATOR NEEDED! Message-ID: HELLO! I am looking for a bright, eager, talented, organized, well-spoken individual to serve as my laboratory coordinator starting this summer and for the next two years. A new college graduate looking for additional research experience before going on to graduate school would be perfect. The focus of my lab is how children learn language and we bring in parents and children anywhere between the ages of 4 months and 5 years. Since we have many projects going on at the same time, I need someone who can function at a high level with many balls in the air. Responsibilities include: data collection and analysis, study design, supervising research assistants, and interacting with participants and their parents. The job offers full benefits and a wonderful working environment since I treat my laboratory coordinators more as colleagues than employees. If you are interested, please contact me at Roberta at udel.edu. Thanks! Roberta Michnick Golinkoff University of Delaware Newark, DE 19716 Roberta at udel.edu 302-831-1634 _____________________________________________________ Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1488 bytes Desc: not available URL: From tomasello at eva.mpg.de Thu Jan 27 13:08:16 2005 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Thu, 27 Jan 2005 14:08:16 +0100 Subject: Nominations for IASCL Officers In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From jevans2 at wisc.edu Fri Jan 28 16:13:37 2005 From: jevans2 at wisc.edu (julia evans) Date: Fri, 28 Jan 2005 10:13:37 -0600 Subject: Postdoctoral Position in Language Processes @ UW-Madison Message-ID: Postdoctoral Position in Language Processes The Department of Psychology at the University of Wisconsin-Madison anticipates a postdoctoral position in their Language Training Program: Integrating Acquisition and Adult Performance, pending final NICHD funding decisions. The goal of the training program is to integrate the study of child language acquisition and adult language comprehension and production, in all cases encompassing both typical and atypical performance. We seek a postdoctoral researcher who has received extensive doctoral training in one of these areas of language research and who wants to extend research training into another area. We have a cohesive group of eight language faculty whose interests span language processes from speech perception to discourse, and from infancy through adult performance to cognitive aging. More information about language research and training faculty can be found at http://psych.wisc.edu/gradstudies/language.html. While the postdoctoral researcher will naturally have closer affiliations with some labs than with others, the successful candidate will be expected to participate in more than one lab group, to extend his or her and research to new areas, and to generally contribute to the integrative mission of the program. Questions about faculty research may be directed to the relevant program faculty. Administrative questions can be directed to Maryellen MacDonald, mcmacdonald at wisc.edu. The position is for one year, with renewal for a second year contingent on satisfactory progress. Salary and benefits are set by NIH guidelines. Provisions of the training program limit funding to US citizens and permanent residents. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should name two or more UW language faculty members as likely postdoctoral advisors and should include information concerning the direction in which the candidate would like to extend research and training, consistent with the goals of the training program. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent to Language Postdoctoral Position, c/o Ms. Leslie May, Department of Psychology, 1202 West Johnson St., University of Wisconsin-Madison, Madison, WI 53706-1696. For fullest consideration, all materials should be received by March 31, 2005. UW-Madison is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. Julia L. Evans, Ph.D. ccc.slp Associate Professor Director, Child Language and Cognitive Processes Lab Communicative Disorders, Psychology 1975 Willow Drive, Rm 457 University of Wisconsin - Madison Madison, WI 53706 "Let no child be demeaned, nor have their wonder diminished, because of our ignorance or inactivity..." Foundation For Children With Learning Disabilities -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3217 bytes Desc: not available URL: From macw at mac.com Sat Jan 29 23:26:33 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 29 Jan 2005 18:26:33 -0500 Subject: new French narrative corpus Message-ID: Dear Colleagues, I am happy to announce the addition to CHILDES of a new corpus of French picture sequence descriptions from Monique Vion and Annie Colas of the Université de Provence. The subjects were 7, 9, and 11 year-olds and the experimental design specifically compared logically ordered vs. arbitrary picture sequences. Many thanks to Monique and Annie for these transcripts. The complete readme file follows. --Brian MacWhinney This corpus was designed to study the cognitive constraints (memory based and/or inferential) that affect the establishment and management of links between events. The general hypothesis was that the linguistic expressions that structure discourse are the manifestation of conceptual constraints imposed by the information management process. By varying the conditions of information availability, inference making, and thematic continuity in pictorial narratives (silent comic strips), we provided verbalizing conditions that were more or less favorable to establishing conceptual relationship. Each comic strip contained eight frames (8 x 8 cm). The first frame showed two characters. All subsequent frames showed only one of the two characters carrying out various activities. A minimal link between the frames was achieved by the continuous presence of one of the characters from the first frame. Four different comic strip versions were constructed using a factorial combination of two variables: thematic continuity and layout. The first variable concerned “thematic continuity”. In the maintained topic condition, the materials were designed in such a way that a topic would be induced after the first frame by the repeated presence of the same character in every frame, up to and including the last one. In the changed topic condition, the materials were designed in such a way that a thematic break was generated by the reintroduction in the last picture of the other character from the first frame (in other words, frame 1 had both characters, frames 2 through 7 showed only one of the two characters, and frame 8 showed only the other). The second variable was a secondary one used to control the layout of the characters in the frames. To avoid any bias in referent marking brought about by the greater salience of one of the two characters due to its location in the picture, the layout (left, right) of the characters in the first frame was counterbalanced. The comic strips differed as to whether event sequence was arbitrary or ordered. In the arbitrary sequences, the events although presented as a sequence, could have occurred in any order (e.g., in A1, the daily activities depicted are relatively independent of each other, and thus required inference making: the woman getting dressed -or undressed- could have been placed after the women putting on -or taking off- her makeup, or anywhere else in the sequence, for that matter). In this case, the speaker's had to infer the links between the pictures from the proposed sequence in order to build an overall representation of one story. In the ordered sequences, the order of the events could not be changed (e.g., in O12, before potentially catching a fish, the man had to put on his fishing gear, go to the water's edge, and cast the line). The ordered sequences still did not have a script structure because the normal sequence of events was modified by the sudden appearance of an obstacle. The obstacle was always an event over which the main character had little or no control. In some of the comic strips, the obstacle interrupted the causal chain of events (e.g., in O15, the car hit a hedgehog crossing the road). In others, the obstacle did not interrupt the causal chain but created a surprise effect that sometimes substantially changed the expected course of events (e.g., in O16, the air bubble the fish entered so it could fly burst) and sometimes did not (e.g., in 013 the cereal bowl fell and made a hat for the cat hanging on the tablecloth). For each type of sequence, the materials consisted of 32 test comic strips (8 pairs of characters x 4 versions). The last variable manipulated was the frame display mode. In the simultaneous display mode, all pictures were on one page. The speaker was asked to look at the comic strip and to prepare to tell the story immediately afterwards. In the consecutive display mode, the comic strip was presented in booklet format, with one picture per page. Subjects were instructed to turn the pages one by one and to say what was happening on each page. As such, the events had to be verbalized on-line, as they were discovered. Participants One hundred and ninety-one native French-speaking subjects (98 males and 93 females) participated in the study. There were 63 seven-year-old children (attending first grade), 64 nine-year-old children (attending third grade), 64 eleven-year-old children (attending fifth grade). Data collection design Each speaker was tested in only one frame display mode and on one type of sequence. During testing, a given participant saw eight test comic strips (each presented in one of the four versions). Procedure Testing was individual and lasted approximately 20 minutes. In the room where the experiment took place, there were three persons, the speaker, the experimenter, and the addressee of the narration. The addressee was a same-age peer from the speaker's grade in school. He/she only acted as listener once during the experiment. Recording 1528 narratives were audiotaped in several public elementary school in Aix-en-Provence (Château-Double, Henri Wallon, Les Granettes) and Luynes (public elementary school and St François d'Assise) France. We would like to thank Delphine Baigue and Aïcha Idriss-Abdalla (graduate students at the time) for their help in preparing the materials and collecting the data. Pictures The description of the picture stimuli is as follows. First, the arbitrary sequences: A1: Un homme et une femme (A man and a woman) A2: Un adolescent et un garçonnet (An adolescent and a little boy) A3: Un homme et un adolescent (A man and an adolescent) A4: Une femme et une fillette (A woman and a little girl) A5: Une tortue et un crocodile (A tortoise and a crocodile) A6: Un singe et un lion (A monkey and a lion) A7: Une poule et des poussins (A hen and chicks) A8: Un chat et un âne (A cat and a donkey) And then the ordered sequences: O9: Garçon et grand-père (Boy and grand-father) O10: Homme et femme (Man and woman) O11: Garçon et fille à la plage (Boy and girl at the beach O12: Fils et père à la pêche (Son and father fishing) O13: Chien et chat (Dog and cat) O14: Ver et escargot (Worm and snail) O15: Hérisson et lapin (Hedgedog and rabbit) O16: Poisson et grenouille (Fish and frog) File names are constructed using the first three number for the participant ID and the fourth and fifth for the age (07, 09 and 11). Then come three letters. The first two are either im (arbitrary) or ex (ordered) and the last is either g (simultaneous) or s (consecutive). The gem codes in the files begin with V for vignette. Then there is a number for a picture number of the letter “u” for the picture series 2 through 7 and then the letter “m” for maintaining topic or “c” for changing topic. If the child went straight from the “u” sequence on to sequence 8 without a break, then the CHAT will include +… followed by +^ as in this example: (end of VU) *CHI: après il joue du piano +... (V8m) *CHI: +^ et il va se coucher à l'ombre. Researchers using these data should cite one of these sources: Vion, M., & Colas A. (1998). L'introduction des référents dans le discours en français: contraintes cognitives et développement des compétences narratives. L'Année Psychologique, 98, 37-59. Vion, M., & Colas, A. (1999a) Maintaining and reintroducing referents in French: cognitive constraints and development of narrative skills. Journal of Experimental Child Psychology, 72, 32-50. Vion, M., & Colas, A. (1999b). Expressing coreference in French: cognitive constraints and development of narrative skills. Journal of Psycholinguistic Research, 28, 261-291. Vion, M., & Colas, A. (2000) Mode de recueil et outil d’analyse d’un corpus de parole spontanée étudié d’un point de vue psycholinguistique. TIPA, 19, 155-167. Vion, M., & Colas, A. (2005). Using connectives in oral French narratives: cognitive constraints and development of narrative skills. First Language, 25. Vion, M., & Colas, A. On the use of the connective “and” in oral French narration: a developmental study. Journal of Child language. (submitted). Vion, M., & Colas, A. La plannification des unités prosodiques dans la narration: contrôle intentionnel et contraintes opérationnelles. TIPA, (submitted). -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 9047 bytes Desc: not available URL: From weiyima at hotmail.com Mon Jan 31 17:32:50 2005 From: weiyima at hotmail.com (weiyi ma) Date: Mon, 31 Jan 2005 12:32:50 -0500 Subject: spontaneous Chinese Mandarin Speech Corpus Message-ID: I am a graduate student at Univ of Delaware. The study I am doing needs an adult-to-adlut spontaneous Chinese Mandarin Speech Corpus. I am wondering whether there is an adult-to-adlut spontaneous Chinese Mandarin Speech Corpus available on internet. Thanks. Weiyi _________________________________________________________________ Don�t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/ From tobias.haug at signlang-assessment.info Mon Jan 3 15:41:22 2005 From: tobias.haug at signlang-assessment.info (Tobias Haug) Date: Mon, 3 Jan 2005 16:41:22 +0100 Subject: Lit. on development of distractots of language tests Message-ID: Dear all, happy new year. Does someone on this list know references (journal articles, books) that deal specifically with the development of distractors in language tests? Please reply directly to my email address. Thanks a lot in advance regards, Tobias -- Tobias Haug Fax: +49-69-79 12 500 37 (aktuell) tobias.haug at signlang-assessment.info http://www.signlang-assessment.info http://www.projekt.gebaerdensprachtest.de From nratner at hesp.umd.edu Mon Jan 3 20:31:31 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Mon, 3 Jan 2005 15:31:31 -0500 Subject: Classics in psycholinguistics? Message-ID: We teach sections of an undergraduate course in Psycholinguistics. For an article review assignment, we are interested in getting other people's personal impressions of the "top five" (or so) most influential psycholinguistics studies. We will try to diversify the assignment across areas such as acquisition, speech perception, lexical access, sentence processing, etc., so we would like people to consider multiple areas within the field. We will be happy to post a final list back to the group. best wishes for a happy and healthy new year to all, Nan Bernstein Ratner and Rochelle Newman Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From h.muranaka at uws.edu.au Wed Jan 5 03:00:30 2005 From: h.muranaka at uws.edu.au (Hiromi Muranaka) Date: Wed, 5 Jan 2005 14:00:30 +1100 Subject: Have you seen this book? Message-ID: Dear Info-CHILDES, I have been searching the following book, however I cannot get it even through my university library. Author: Tracy. Rosemarie Title: Child Languages in Contact: Bilingual Language Acquisition (English/German) in Early Childhood Place of Publication: Tubingen Publisher: Habililtationsschrift Date of Publication: 1996 Has someone seen or read this book? If you have, please let me know how you got it. If you could let me know of the ISBN, it would be most useful. Regards, Hiromi From h.muranaka at uws.edu.au Wed Jan 5 23:33:23 2005 From: h.muranaka at uws.edu.au (Hiromi Muranaka) Date: Thu, 6 Jan 2005 10:33:23 +1100 Subject: Have you seen this book? In-Reply-To: Message-ID: Dear Info-CHILDES, Less then 24 hours ago, I posted my query with regard to Rosemarie Tracy's 1996 publication (Child Languages in Contact: Bilingual Language Acquisition (English/German) in Early Childhood). The response was overwhelming and I even received an email message from the author herself thanks to three people who wrote to her to let her know of my query. Someone also kindly pointed out the meaning of "Habilitationschrift (second doctorate)", which I totally misunderstood. Special thanks to Sharon, Anja, Robin, Juana and Susanne, who kindly provided me with the information. If you are also looking for the above publication, please let me know. Regards and many thanks, Hiromi Muranaka University of Western Sydney From gelman at umich.edu Thu Jan 6 15:15:30 2005 From: gelman at umich.edu (Gelman, Susan) Date: Thu, 6 Jan 2005 10:15:30 -0500 Subject: Nominations invited for the Eleanor E. Maccoby Book Award Message-ID: Nominations are invited for the Eleanor E. Maccoby Book Award to be presented by Division 7 of APA in the year 2005. Books published in 2004 that have had or promise to have a major impact on developmental psychology are eligible. Edited volumes are not eligible. Self-nominations are permissible. If you have a favorite book on your reading list you are encouraged to submit it. Please provide the title, author(s), and publisher, along with a brief description of the book and capsule summary of its importance for understanding the psychology of development. Please send nominations by February 14, 2005 to Susan Gelman (gelman at umich.edu; Department of Psychology, 525 E. University Ave., University of Michigan, Ann Arbor, MI 48109-1109). -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Sat Jan 8 19:15:24 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Sat, 8 Jan 2005 19:15:24 +0000 Subject: infant "sign" Message-ID: I have been asked to find out what serious sceintific studies have been done on the effects of teaching hearing infants to use "signs" (I am not talking about the real language, ASL or BSL, but a list of lexical signs taught to "advance infant communication skills" before they are able to vocalise). I'd appreciate refs, abstracts of refs, of scientific studies, as well as any personal experiences. Rather urgent please. Many thanks, and HAPPY NEW YEAR TO ALL, Annette K-S From dpesco2 at po-box.mcgill.ca Sat Jan 8 19:39:44 2005 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Sat, 8 Jan 2005 14:39:44 -0500 Subject: infant "sign" Message-ID: Hi, I understand you are interested in signs, not ASL ... but I suspect a recent literature review sponsored by the The Canadian Language and Literacy Network on training infants to use sign might include the information you're looking for...maybe the Acredolo and Goodwyn research on "symbolic gesturing" cited there?? Downloadable at www.cllrnet.ca/Docs/Programs/ GraduateStudentResearchReviews/2003/CRR.pdf Diane Pesco Professor Annette Karmiloff-Smith wrote: > I have been asked to find out what serious sceintific studies have > been done on the effects of teaching hearing infants to use "signs" (I > am not talking about the real language, ASL or BSL, but a list of > lexical signs taught to "advance infant communication skills" before > they are able to vocalise). > > I'd appreciate refs, abstracts of refs, of scientific studies, as well > as any personal experiences. > Rather urgent please. > Many thanks, and HAPPY NEW YEAR TO ALL, > Annette K-S > > -- Diane Pesco School of Communication Sciences and Disorders McGill University dpesco2 at po-box.mcgill.ca tel. 514-398-4102 fax. 514-398-8123 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mfriend at sunstroke.sdsu.edu Sat Jan 8 20:01:17 2005 From: mfriend at sunstroke.sdsu.edu (Margaret Friend) Date: Sat, 8 Jan 2005 12:01:17 -0800 Subject: infant "sign" In-Reply-To: <41E03700.5050903@po-box.mcgill.ca> Message-ID: Hi, I had trouble accessing the site suggested below so here are some relevant references taken from Linda Acredolo's vita pasted below. Best, Margaret Friend, Ph.D. Associate Professor San Diego State University Goodwyn, S. W. & Acredolo, L. P. (1993). Symbolic gesture versus word: Is there a modality advantage for onset of symbol use? Child Development , 64, 688-701. Goodwyn, S.W., & Acredolo, L. P. (1998). Encouraging symbolic gestures: Effects on the relationship between gesture and speech. In J. Iverson & S. Goldin-Meadows (Eds.) The nature and functions of gesture in children?s communication. San Francisco: Jossey-Bass. Acredolo, L. P., Goodwyn, S.W., Horobin, K., & Emmons, Y. D. (2000). The signs and sounds of early language development. In C. Tamis-LeMonda & L. Balter (Eds.), Child Psychology: A Handbook of Contemporary Issues (pp. 116-139). New York: Psychology Press. Goodwyn, S.W., Acredolo, L.P., & Brown, C. (2000). Impact of symbolic gesturing on early language development. Journal of Nonverbal Behavior., 24, 81-103. Namy, L., Acredolo, L.P., & Goodwyn, S.W. (2000). Verbal labels and gestural routines in parental communication with young children. Journal of Nonverbal Behavior, 24, 63-79. Diane Pesco wrote: > Hi, > I understand you are interested in signs, not ASL ... but I suspect a > recent literature review sponsored by the > The Canadian Language and Literacy Network on training infants to use > sign might include the information you're looking for...maybe the > Acredolo and Goodwyn research on "symbolic gesturing" cited there?? > Downloadable at > www.cllrnet.ca/Docs/Programs/ GraduateStudentResearchReviews/2003/CRR.pdf > Diane Pesco > > > Professor Annette Karmiloff-Smith wrote: > >> I have been asked to find out what serious sceintific studies have >> been done on the effects of teaching hearing infants to use "signs" >> (I am not talking about the real language, ASL or BSL, but a list of >> lexical signs taught to "advance infant communication skills" before >> they are able to vocalise). >> >> I'd appreciate refs, abstracts of refs, of scientific studies, as >> well as any personal experiences. >> Rather urgent please. >> Many thanks, and HAPPY NEW YEAR TO ALL, >> Annette K-S >> >> > >-- > >Diane Pesco >School of Communication Sciences and Disorders >McGill University >dpesco2 at po-box.mcgill.ca >tel. 514-398-4102 >fax. 514-398-8123 > > > From adele at crl.ucsd.edu Sun Jan 9 12:25:18 2005 From: adele at crl.ucsd.edu (Adele Abrahamsen) Date: Sun, 9 Jan 2005 04:25:18 -0800 Subject: infant "sign" In-Reply-To: Message-ID: On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > I have been asked to find out what serious sceintific studies have > been done on the effects of teaching hearing infants to use "signs" > (I am not talking about the real language, ASL or BSL, but a list of > lexical signs taught to "advance infant communication skills" before > they are able to vocalise). > Hi, Annette, your inquirer might want to look at a 2000 book chapter in which I sought to integrate findings from studies involving three variations on bimodal input, especially: 1. Acredolo and Goodwyn's invented symbolic gestures (baby signs); 2. my own enhanced gestural input, in which signs borrowed from ASL accompany some of the words in the speech stream; 3. ASL, based on studies by Folven and Bonvillian (not the situation you asked about, but it provides an informative comparison). I will use the term "symbolic gestures" for manual or bodily gestures or signs from a conventional signed language (such as ASL) that meet criteria of referential use. (References are at the end of this message) One point I emphasized in the chapter is that symbolic gestures and words are indistinguishable on some key measures, such as mean age (and even standard deviation) of first and fifth symbol. Typically the first 5 to 15 or more symbols include gestures for some meanings and words for others. There are large individual differences -- some children have more gestures, others more words, others balanced -- but most important is that they are using both. Thus, symbolic gestures are not so much an early, preverbal SUBSTITUTE for words as an ADDITIONAL RESOURCE for children who are also communicating vocally. Enhancing the amount and diversity of gestural input enables a larger total vocabulary of gestures and words through 1 1/2 years or so. This is consistent with the idea that early symbolic and communicative development is bimodal, as emphasized since the 1970s by M. A. Halliday, Elizabeth Bates, Virginia Volterra, and others. I have observed the two modalities become increasingly coordinated after the earliest months (e.g., more overlap in vocabulary and simultaneous production), but then interest in symbolic gestures declines as speech accelerates. (Changes like this have been reported for nonsymbolic gestures such as pointing as well.) Another point that emerged from comparing these studies is that below 1 1/2 years or so, the amount and kind of gesture/sign input makes surprisingly little difference to the size of expressive vocabulary. Children immersed in ASL from birth do acquire more by 1 1/2 years than children getting enhanced input, which typically involves mere dozens of extra (gestural) symbols beginning around 11 months. However, despite this greatly disproportionate input in the manual modality, median vocabulary size in that modality differs only by a factor of about 2. I call this period of relatively slow growth, equipotentiality of modalities, and relative insensitivity to amount of input the "bimodal period." Much changes as it is left behind, a story told well by others but beyond the scope of the studies referenced below. > I'd appreciate refs, abstracts of refs, of scientific studies, as > well as any personal experiences. > Rather urgent please. > Many thanks, and HAPPY NEW YEAR TO ALL, > Annette K-S > I am indebted to Linda Acredolo and John Bonvillian not only for their important published work but also for supplying me with more detailed data from their studies. Anyone seriously interested in the topic should, of course, not rely on my brief comments here but consult each research team's original reports. They would not necessarily agree with everything I have said or with where I have placed emphasis. Much more detail about my methods for comparing the studies and additional conclusions are in the Abrahamsen (2000) chapter. I am also happy to address specific questions posed for which I have relevant data or experiences. REFERENCES Acredolo and Goodwyn -- References already sent by Diane Pesco and Margaret Friend in response to your inquiry; not repeated here. Abrahamsen, A. (2000). Explorations of enhanced gestural input to children in the bimodal period. In K. Emmorey and H. Lane (Eds.), The signs of language revisited: An anthology to honor Ursula Bellugi and Edward Klima (pp. 357-399). Hillsdale, NJ: Erlbaum. Abrahamsen, A. A., Lamb, M., Brown-Williams, J., & McCarthy, S. (1991). Boundary conditions on language emergence: Contributions from atypical learners and input. In P. Siple & S. Fischer (Eds.), Theoretical issues in sign language research. Volume 2: Psychology (pp. 231-254). Chicago: University of Chicago Press. Abrahamsen, A. A., Cavallo, M. M., & McCluer, J. A. (1985). Is the sign advantage a robust phenomenon? From gesture to language in two modalities. Merrill-Palmer Quarterly, 31, 177-209. [answer: no] Bonvillian, J. (1999), Sign language development. In M. Barrett (Ed.), The development of language. Studies in developmental psychology (pp. 277-310). New York: Psychology Press. Folven, R. J., and Bonvillian, J. D. (1993). Sign language acquisition: Developmental aspects. In M. Marschark and M. D. Clark (Eds.). Psychological perspectives on deafness (pp. 229-265). Hillsdale, NJ: Erlbaum. Folven, R. J., and Bonvillian, J. D. (1991). The transition from nonreferential to referential language in children acquiring American Sign Language. Developmental Psychology. Vol 27(5), 806-816. -- Dr. Adele Abrahamsen Center for Research in Language University of California, San Diego 9500 Gilman Drive, 0526 La Jolla, CA 92093-0526 Office telephone: 858-822-1941 Office location: 7023 HSS Email: adele at crl.ucsd.edu Homepage: mechanism.ucsd.edu/~adele Inquiry website: inquiry.ucsd.edu From bpearson at comdis.umass.edu Sun Jan 9 14:50:40 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Sun, 9 Jan 2005 09:50:40 -0500 Subject: infant "sign" In-Reply-To: Message-ID: Dear All, I have already bored Annette with a long account of my late-talking grandson's use of sign as a bridge to speech. So, my non-scientific experience tells me that baby sign enhanced his early output (and that of several friends' grandchildren). I'm trying to see in my mind how that fits with Adele Abrahamsen's interesting idea of a bimodal period. It occurs to me that the statistics of the same average amount of output at the same age for the two modalities is not incompatible with the now popular notion that baby sign creates a bridge to speech. If we consider that most hearing children seem to drop the sign when speech becomes established, then we would have a situation where early talkers would go to speech and have X number of words at say 15 months and late talkers would also have similar numbers of recorded signs at that time--but they would have few or no words to their credit at that point were it not for sign. It seems to me the comparison groups are "late talkers with signed input" and "late talkers without signed input." In that case, does signed input appear to help-- and then if there is a difference, which of the various alternatives Adele mentions is the most facilitative. As for the relationship of the first and fifth words, that may have been tricky for us to calculate for my grandson as his first words were not clearly referential, as his signs were. So while first and probably 5th signs did coincide in time for him, he stayed at 5 words in speech and was much more productive in sign. Btw, we gave him the CDI at 15 months and he was below the 5th percentile for production (counting signs, which he hadn't started yet either) and above the 95th for comprehension (and also right around 50% on the First Words inventory). That's my favorite image of "average": if someone has one foot in boiling water and the other in freezing water, on average you might say she is comfortable. :) Cheers, Barbara Pearson On Jan 9, 2005, at 7:25 AM, Adele Abrahamsen wrote: > On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > >> I have been asked to find out what serious sceintific studies have >> been done on the effects of teaching hearing infants to use "signs" >> (I am not talking about the real language, ASL or BSL, but a list of >> lexical signs taught to "advance infant communication skills" before >> they are able to vocalise). >> > Hi, Annette, your inquirer might want to look at a 2000 book > chapter in which I sought to integrate findings from studies > involving three variations on bimodal input, especially: > 1. Acredolo and Goodwyn's invented symbolic gestures (baby > signs); > 2. my own enhanced gestural input, in which signs borrowed > from ASL accompany some of the words in the speech stream; > 3. ASL, based on studies by Folven and Bonvillian (not > the situation you asked about, but it provides an informative > comparison). > I will use the term "symbolic gestures" for manual > or bodily gestures or signs from a conventional signed > language (such as ASL) that meet criteria of referential use. > (References are at the end of this message) > > One point I emphasized in the chapter is that symbolic > gestures and words are indistinguishable on some key measures, > such as mean age (and even standard deviation) of first and > fifth symbol. Typically the first 5 to 15 or more symbols > include gestures for some meanings and words for others. > There are large individual differences -- some children have > more gestures, others more words, others balanced -- but most > important is that they are using both. > > Thus, symbolic gestures are not so much an early, preverbal > SUBSTITUTE for words as an ADDITIONAL RESOURCE for children > who are also communicating vocally. Enhancing the amount and > diversity of gestural input enables a larger total vocabulary > of gestures and words through 1 1/2 years or so. This is > consistent with the idea that early symbolic and communicative > development is bimodal, as emphasized since the 1970s by M. A. > Halliday, Elizabeth Bates, Virginia Volterra, and others. I > have observed the two modalities become increasingly > coordinated after the earliest months (e.g., more overlap in > vocabulary and simultaneous production), but then interest > in symbolic gestures declines as speech accelerates. (Changes > like this have been reported for nonsymbolic gestures such > as pointing as well.) > > Another point that emerged from comparing these studies is > that below 1 1/2 years or so, the amount and kind of > gesture/sign input makes surprisingly little difference to the > size of expressive vocabulary. Children immersed in ASL from > birth do acquire more by 1 1/2 years than children getting > enhanced input, which typically involves mere dozens of extra > (gestural) symbols beginning around 11 months. However, > despite this greatly disproportionate input in the manual > modality, median vocabulary size in that modality differs only > by a factor of about 2. I call this period of relatively slow > growth, equipotentiality of modalities, and relative > insensitivity to amount of input the "bimodal period." Much > changes as it is left behind, a story told well by others but > beyond the scope of the studies referenced below. > >> I'd appreciate refs, abstracts of refs, of scientific studies, as >> well as any personal experiences. >> Rather urgent please. >> Many thanks, and HAPPY NEW YEAR TO ALL, >> Annette K-S >> > I am indebted to Linda Acredolo and John Bonvillian not only > for their important published work but also for supplying me > with more detailed data from their studies. Anyone seriously > interested in the topic should, of course, not rely on my > brief comments here but consult each research team's original > reports. They would not necessarily agree with everything I > have said or with where I have placed emphasis. Much more > detail about my methods for comparing the studies and > additional conclusions are in the Abrahamsen (2000) chapter. > > I am also happy to address specific questions posed for > which I have relevant data or experiences. > > > REFERENCES > > Acredolo and Goodwyn -- References already sent by Diane > Pesco and Margaret Friend in response to your inquiry; > not repeated here. > > Abrahamsen, A. (2000). Explorations of enhanced gestural input > to children in the bimodal period. In K. Emmorey and H. Lane > (Eds.), The signs of language revisited: An anthology to honor > Ursula Bellugi and Edward Klima (pp. 357-399). Hillsdale, NJ: > Erlbaum. > > Abrahamsen, A. A., Lamb, M., Brown-Williams, J., & McCarthy, > S. (1991). Boundary conditions on language emergence: > Contributions from atypical learners and input. In P. Siple & > S. Fischer (Eds.), Theoretical issues in sign language > research. Volume 2: Psychology (pp. 231-254). Chicago: > University of Chicago Press. > > Abrahamsen, A. A., Cavallo, M. M., & McCluer, J. A. (1985). Is > the sign advantage a robust phenomenon? From gesture to > language in two modalities. Merrill-Palmer Quarterly, 31, > 177-209. [answer: no] > > Bonvillian, J. (1999), Sign language development. > In M. Barrett (Ed.), The development of language. > Studies in developmental psychology (pp. 277-310). > New York: Psychology Press. > > Folven, R. J., and Bonvillian, J. D. > (1993). Sign language acquisition: Developmental aspects. > In M. Marschark and M. D. Clark (Eds.). > Psychological perspectives on deafness (pp. 229-265). > Hillsdale, NJ: Erlbaum. > > Folven, R. J., and Bonvillian, J. D. (1991). > The transition from nonreferential to referential language in > children acquiring American Sign Language. Developmental > Psychology. Vol 27(5), 806-816. > > > -- > Dr. Adele Abrahamsen > Center for Research in Language > University of California, San Diego > 9500 Gilman Drive, 0526 > La Jolla, CA 92093-0526 > > Office telephone: 858-822-1941 > Office location: 7023 HSS > > Email: adele at crl.ucsd.edu > > Homepage: mechanism.ucsd.edu/~adele > Inquiry website: inquiry.ucsd.edu > > ***************************************** Barbara Zurer Pearson, Ph.D Research Associate, Project Manager Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 Tel: 413.545.5023 Fax: 413.545.0803 http://www.umass.edu/aae/ From boyatzis at bucknell.edu Mon Jan 10 17:02:09 2005 From: boyatzis at bucknell.edu (Chris Boyatzis) Date: Mon, 10 Jan 2005 12:02:09 -0500 Subject: infant "sign" In-Reply-To: Message-ID: Greetings, Among the many other sources being suggested, I recommend the special issue of Journal of Nonverbal Behavior that I edited in 2000 (vol. 24, no. 2). It is devoted to gesture and development, and has 5 articles of original work. Several of these will be of interest to you. Be of good cheer, Chris Boyatzis At 07:15 PM 1/8/2005 +0000, Professor Annette Karmiloff-Smith wrote: >I have been asked to find out what serious sceintific studies have been >done on the effects of teaching hearing infants to use "signs" (I am not >talking about the real language, ASL or BSL, but a list of lexical signs >taught to "advance infant communication skills" before they are able to >vocalise). > >I'd appreciate refs, abstracts of refs, of scientific studies, as well as >any personal experiences. >Rather urgent please. >Many thanks, and HAPPY NEW YEAR TO ALL, >Annette K-S Chris J. Boyatzis, Ph.D. Associate Professor of Psychology Department of Psychology Bucknell University Lewisburg PA 17837 Office phone: 570.577.1696 FAX 570.577.7007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Mon Jan 10 17:39:15 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 10 Jan 2005 09:39:15 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.0.14.2.20050110115928.03c93618@mail.bucknell.edu> Message-ID: First, let me confess that this is a purely personal question, inspired by my son's language weirdnesses -- My son (age 3 1/2) is finally acquiring unstressed initial syllables. The odd thing is that he seems to have a "default" unstressed syllable, namely "re-". So, at our house we "remember" and "reget". I am a "refessor". We go to "reseums". I'm not sure if this is a resurgence of an earlier phase of "over-re" use ? about a year ago, we talked about "recycling retrucks", "recycling rebins", "recycling reguys", or if it's a different thing. The earlier re- use came and went spontaneously in about a month, this one is hanging around a bit longer. Neither use of re is something I've ever read about, and my quick lit check didn't reveal anything either. Does anybody have any literature on this? And could it be related to the somewhat sketchy representation he seems to have for a lot of new words ? we're getting a lot of malaprops these days (snowflags for snowflakes, Dora the Exploder, etc.) Thanks Lynn *************************************************************************************** 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 ******************************************************************************* From sglennen at towson.edu Mon Jan 10 18:46:12 2005 From: sglennen at towson.edu (Glennen, Sharon) Date: Mon, 10 Jan 2005 13:46:12 -0500 Subject: Default unstressed initial syllable? re- Message-ID: My son at age 3 also used a "default" unstressed initial syllable, except in his case the syllable was "buh." So we ate buhsketti, and buhzagna, about and around became "buhbout," and "buhwound" aquarium was "buhkarium" etc. He began by using it for unstressed schwa syllables in the initial position, but then began using it for other initial unstressed syllables. For example museum became "buhzeum," refrigerator was "buhfidgewator," and I was a "buhfessor." He held onto this pattern for a long time, especially for the 3-4 syllable words. Sharon Glennen, Ph.D. Associate Professor Department of Audiology, Speech Language Pathology & Deaf Studies Towson University Towson, Maryland -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Lynn Santelmann Sent: Monday, January 10, 2005 12:39 PM To: info-childes at mail.talkbank.org Subject: Default unstressed initial syllable? re- First, let me confess that this is a purely personal question, inspired by my son's language weirdnesses -- My son (age 3 1/2) is finally acquiring unstressed initial syllables. The odd thing is that he seems to have a "default" unstressed syllable, namely "re-". So, at our house we "remember" and "reget". I am a "refessor". We go to "reseums". I'm not sure if this is a resurgence of an earlier phase of "over-re" use - about a year ago, we talked about "recycling retrucks", "recycling rebins", "recycling reguys", or if it's a different thing. The earlier re- use came and went spontaneously in about a month, this one is hanging around a bit longer. Neither use of re is something I've ever read about, and my quick lit check didn't reveal anything either. Does anybody have any literature on this? And could it be related to the somewhat sketchy representation he seems to have for a lot of new words - we're getting a lot of malaprops these days (snowflags for snowflakes, Dora the Exploder, etc.) Thanks Lynn *************************************************************************************** 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 ******************************************************************************* From pater at linguist.umass.edu Mon Jan 10 19:00:52 2005 From: pater at linguist.umass.edu (Joe Pater) Date: Mon, 10 Jan 2005 14:00:52 -0500 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110093715.00c5b490@mail.netinteraction.com> Message-ID: Hi Lynn and others, Smith (1973) reports the same thing for his son Amahl - and the dummy syllable was also [ri]! Gnanadesikan's (2004) daughter Gitanjali used [fi] in this position"for almost a year". She has some speculation (p. 103, fn. 14) on why this phenomenon is rarely reported: "...it might be that a child with nonlinguist parents would experience such a lack of parental comprehension in the face of a dummy syllable that she would be highly motivated to switch to almost any other grammar that she was developmentally ready for. Dummy syllables might therefore occur in a number of children, but be rapidly suppressed." Not sure if I buy this though, since lots of other child phonology makes speech difficult to interpret, and this is probably no more difficult to interpret than outright truncation. And now that we have four cases, it's seeming less rare! Best, Joe. References Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. Constraints in Phonological Acquisition. CUP. 73-108. Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. On Jan 10, 2005, at 12:39 PM, Lynn Santelmann wrote: > First, let me confess that this is a purely personal question, > inspired by my son's language weirdnesses -- > > My son (age 3 1/2) is finally acquiring unstressed initial syllables. > The odd thing is that he seems to have a "default" unstressed > syllable, namely "re-". So, at our house we "remember" and "reget". I > am a "refessor". We go to "reseums". > > I'm not sure if this is a resurgence of an earlier phase of "over-re" > use ? about a year ago, we talked about "recycling retrucks", > "recycling rebins", "recycling reguys", or if it's a different thing. > The earlier re- use came and went spontaneously in about a month, this > one is hanging around a bit longer. > > Neither use of re is something I've ever read about, and my quick lit > check didn't reveal anything either. Does anybody have any literature > on this? And could it be related to the somewhat sketchy > representation he seems to have for a lot of new words ? we're getting > a lot of malaprops these days (snowflags for snowflakes, Dora the > Exploder, etc.) > > Thanks > > Lynn > > *********************************************************************** > **************** > 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 > *********************************************************************** > ******** > > From donegan at hawaii.edu Mon Jan 10 19:37:55 2005 From: donegan at hawaii.edu (Patricia Donegan) Date: Mon, 10 Jan 2005 09:37:55 -1000 Subject: Default unstressed initial syllable? re- Message-ID: Hi, Lynn, Amahl Smith (Neil Smith's son) used [rA] (A = schwa), and the child described by Amalia Gnanadesikan used [fA] or [fI], as a sort of dummy word-initial unstressed syllable. Two other cases I'm aware of are John (son of David) Stampe's use of [tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in similar contexts. Neither is, as far as I know, reported in the literature, though. A possible source for such dummy syllables might be an early unstressed syllable in a 'favorite' word. (Or could they come from the child's first unstressed initial syllable?) Gnanadesikan notes that [fA} or [fI] first occurred in [fAgEti] 'spaghetti', and Ross's [mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). Such sources would make the form of the syllable pretty unpredictable across children. You might also want to look at Ann Peters and Lise Menn's 1993 article in Language on 'filler syllables' (though this is more concerned with their grammatical than with purely phonological use of such fillers). Patricia Donegan From stemberg at interchange.ubc.ca Mon Jan 10 20:29:03 2005 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Mon, 10 Jan 2005 12:29:03 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110093715.00c5b490@mail.netinteraction.com> Message-ID: Lynn Santelmann wrote: > My son (age 3 1/2) is finally acquiring unstressed initial syllables. > The odd thing is that he seems to have a "default" unstressed > syllable, namely "re-". So, at our house we "remember" and "reget". I > am a "refessor". We go to "reseums". > ... > Neither use of re is something I've ever read about, and my quick lit > check didn't reveal anything either. Does anybody have any literature > on this? And could it be related to the somewhat sketchy > representation he seems to have for a lot of new words ? we're getting > a lot of malaprops these days (snowflags for snowflakes, Dora the > Exploder, etc.) As several others have noted, there are two similar reports in the literature. In our book, pp. 463-465, we provide a discussion of the possible phonological underpinnings of such default syllables, as part of a general overview and discussion of other phonological effects within initial unstressed syllables. Most English-learning children initially delete such syllables. Then, when the child begins to produce the syllables rather than deleting, there are sometimes strict limitations on content. Default syllables (with restricted and set independent content) are unusual. Reduplication (with no independent content at all) is a bit more common (pp.465-466). Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. ---Joe Stemberger Linguistics, UBC From macw at mac.com Mon Jan 10 20:32:26 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 10 Jan 2005 15:32:26 -0500 Subject: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110093715.00c5b490@mail.netinteraction.com> Message-ID: Folks, It seems to me that Lynn's son and Sharon's son show patterns that are similar in one respect, but different in another. Sharon reports this: > My son at age 3 also used a "default" unstressed initial syllable, > except in his case the syllable was "buh." So we ate buhsketti, and > buhzagna, about and around became "buhbout," and "buhwound" aquarium > was "buhkarium" etc. He began by using it for unstressed schwa > syllables in the initial position, but then began using it for other > initial unstressed syllables. For example museum became "buhzeum," > refrigerator was "buhfidgewator," and I was a "buhfessor." He held > onto this pattern for a long time, especially for the 3-4 syllable > words. Here we see the /buh/ substituting for CV structures in the target. Words like "about" often have an initial glottal that makes them qualify as having initial CV. So this involves simply substituting a simple CV for a more difficult initial CV. Lynne's son is doing the same, but the difference is that the potential source of the substituted CV was possibly an earlier epenthetic syllable in forms such as "recycling rebins." The earlier use of /re/ seems to reflect syllable-level perseveration rather than the use of a filler. In any case, the point is that the substituting /re/ in Lynne's son case has a very different potential origin, although its function at the time in question is similar. The problem is that I think we need some way of distinguishing between syllables that perform substitutions in the prosodic grid and syllables that open up new slots. To me, the term "filler" is limited to filling a slot. So, the second /re/ in "recycling rebins" would not be a filler. I'm not sure what "dummy" means in this case. In regarding to all of these accounts, including Smith (1973) and Gnanadesikan (2004), it would be useful to know whether the substituting syllable is always used for substitution or whether it is ever actually being inserted where no syllable existed. Sorry, I don't have Gnanadesikan and I don't know where in my copy of Smith to go to look this up. Also, I am assuming that neither Smith or Gnanadesikan are reporting the additional aspect of Lynn's son profile in which the filler potentially derives from an earlier epenthetic. ---Brian MacWhinney From franziska.pott at gmx.de Mon Jan 10 21:01:10 2005 From: franziska.pott at gmx.de (Franziska Pott) Date: Mon, 10 Jan 2005 22:01:10 +0100 Subject: bilingualism and third language acquisition Message-ID: Dear Info-Childes, I am interested in (and conducting a small examination on) bilingualism and third language acquisition concerning phonology. I am not really happy with the little literature I have found. Does anybody know any literature, authors etc. dealing with ?true? bilinguals (bilingual since childhood) learning a third (forth ) language (phonology!) as an adult and resulting advantages/disadvantages/differences compared to monolingual adult learners of a (first/second/ ) foreign language? I am also interested in studies on bilingualism/foreign language acquisition involving the Hungarian, Serbokroatian or German language. It is rather urgent. I am grateful for any tip! Regards and many thanks Franziska Pott Franziska Pott Johann-Clanze-Str. 29a 81369 M?nchen 089/74327803 0177/2484198 franziska.pott at gmx.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From pater at linguist.umass.edu Mon Jan 10 21:22:05 2005 From: pater at linguist.umass.edu (Joe Pater) Date: Mon, 10 Jan 2005 16:22:05 -0500 Subject: Default unstressed initial syllable? re- In-Reply-To: Message-ID: Dear all, In both Gnanadesikan's and Smith's data, the pattern is one of replacement of an initial unstressed syllable by a default syllable (the term "dummy" is Gnanadesikan's, I think). I don't recall either one discussing the perseverative pattern. You can get a pre-publication version of Amalia's paper here - it's one of the first, and one of the best applications of Optimality Theory to phonological acquisition: http://roa.rutgers.edu/view.php3?id=77 Best, Joe. On Jan 10, 2005, at 3:32 PM, Brian MacWhinney wrote: > Folks, > It seems to me that Lynn's son and Sharon's son show patterns that > are similar in one respect, but different in another. Sharon reports > this: > >> My son at age 3 also used a "default" unstressed initial syllable, >> except in his case the syllable was "buh." So we ate buhsketti, and >> buhzagna, about and around became "buhbout," and "buhwound" >> aquarium was "buhkarium" etc. He began by using it for unstressed >> schwa syllables in the initial position, but then began using it for >> other initial unstressed syllables. For example museum became >> "buhzeum," refrigerator was "buhfidgewator," and I was a "buhfessor." >> He held onto this pattern for a long time, especially for the 3-4 >> syllable words. > > Here we see the /buh/ substituting for CV structures in the target. > Words like "about" often have an initial glottal that makes them > qualify as having initial CV. So this involves simply substituting a > simple CV for a more difficult initial CV. > > Lynne's son is doing the same, but the difference is that the > potential source of the substituted CV was possibly an earlier > epenthetic syllable in forms such as "recycling rebins." The earlier > use of /re/ seems to reflect syllable-level perseveration rather than > the use of a filler. In any case, the point is that the substituting > /re/ in Lynne's son case has a very different potential origin, > although its function at the time in question is similar. > > The problem is that I think we need some way of distinguishing between > syllables that perform substitutions in the prosodic grid and > syllables that open up new slots. To me, the term "filler" is limited > to filling a slot. So, the second /re/ in "recycling rebins" would > not be a filler. I'm not sure what "dummy" means in this case. > > In regarding to all of these accounts, including Smith (1973) and > Gnanadesikan (2004), it would be useful to know whether the > substituting syllable is always used for substitution or whether it is > ever actually being inserted where no syllable existed. > Sorry, I don't have Gnanadesikan and I don't know where in my copy of > Smith to go to look this up. > > Also, I am assuming that neither Smith or Gnanadesikan are reporting > the additional aspect of Lynn's son profile in which the filler > potentially derives from an earlier epenthetic. > > ---Brian MacWhinney > > From santelmannl at pdx.edu Tue Jan 11 00:46:45 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 10 Jan 2005 16:46:45 -0800 Subject: Summary: Default unstressed initial syllable? re- In-Reply-To: Message-ID: Thank you to all you responded to my query. It appears that the use of a type of default syllable for unstressed syllables is relatively common (just unfamiliar to me). The use of [ri] for all unstressed syllables was documented by Neil Smith (1973) for his son Amahl (pp. 172-173). In addition, Gnanadesikan (2004) reports a child using fi as a replacement syllable in much the same contexts. Several people reported that they have seen this commonly in clinical practice and in child phonology research. Joe Stemberger noted that many children show restrictions on initial unstressed syllables when they first appear, noting that reduplication is more common than default syllables such as my son is using. (Bernhardt & Stemberger, 1998). What appears to be uncommon is my son's earlier use of "recycling retruck". I still haven't a clue as to where that came from. Johanne Paradis noted that her French/English bilingual son overused re, as in re-see, re-put, but that use is at least semantically appropriate! This earlier use of 're' was definitely epenthetic, and opened up a new slot. I wonder if he was making the words in the phrase parallel in structure? As for the choice of re- [ri], Patricia Donegan also speculates that these might be idiosyncratic based on the initial unstressed syllables of a child's favorite or perhaps first word, e.g., Ross's [mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). This is definitely true for my son's re [ri] ? recycling trucks were (and still are) a favorite topic of conversation! The choice of 'default' syllable does seem to vary, as can be seen by the variety of examples that I received that have not been reported in the literature: Sharon Glennen reported that her son had a similar phenomenon at age 3, but used "buh" ([b+schwa], I'm assuming). Brenda L. Beverly reported that her son (same age as mine) is using [b+schwa] (the syllable of 'before') in words like 'bagot'. Karin Pollock reported her daughter using 'kuh' [k+schwa] Eve Clark wrote: "D doing something very similar, and opting for a single unstressed prefix on words that required that. His was based on the first syllable of 'forget' I think, and it turned up as 'fe-' (no 'r') on a variety of words as the 'default prefix'. Patricia Donegan wrote: "Two other cases I'm aware of are John (son of David) Stampe's use of [tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in similar contexts. Neither is, as far as I know, reported in the literature, though." References: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. Constraints in Phonological Acquisition. CUP. 73-108. Peters, A.M. & L. Menn. (1993). False starts and filler syllables: ways to learn grammatical morphemes. Language 69, 742-777 Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. *************************************************************************************** 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 A.Comblain at ulg.ac.be Tue Jan 11 07:55:07 2005 From: A.Comblain at ulg.ac.be (Annick Comblain) Date: Tue, 11 Jan 2005 08:55:07 +0100 Subject: No subject Message-ID: Please unsuscribe from info-childes a.comblain at ulg.ac.be -------------- next part -------------- An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Tue Jan 11 14:15:32 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Tue, 11 Jan 2005 09:15:32 -0500 Subject: bilingualism and third language acquisition In-Reply-To: <001c01c4f757$86fe1370$f8e432d9@flo> Message-ID: Jurgen Meisel and his collaegues at the University of Hamburg have been engaged in a longitudinal study of simultaneous bilinguals learning French and German; these children are bilingual and not trilingual, but if you are interested in bilinguals who are learning German as one of the languages, this project is important. Suzanne Dopke from Australia has also looked at simultaneous bilingual children learning German (and English) in Australia. Here German was a foreign language to the community in contrast to the Hamburg study where German was the societal langauge. I know of no research on phonological development of trilinguals, but you might want to contact Jasone Cenoz of the University of the Basque Country. She is editor of the new International Journal of Multilingualism and might know of relevant research. Fred Genesee At 10:01 PM 10/01/2005 +0100, Franziska Pott wrote: > > Dear Info-Childes, > > > > I am interested in (and conducting a small examination on) bilingualism and > third language acquisition concerning phonology. I am not really happy with > the little literature I have found. Does anybody know any literature, authors > etc. dealing with true bilinguals (bilingual since childhood) learning a > third (forth&) language (phonology!) as an adult and resulting > advantages/disadvantages/differences compared to monolingual adult learners > of a (first/second/&) foreign language? > > > > I am also interested in studies on bilingualism/foreign language acquisition > involving the Hungarian, Serbokroatian or German language. > > > > It is rather urgent. I am grateful for any tip! > > > > Regards and many thanks > > > > Franziska Pott > > > > > > > > > > Franziska Pott > > Johann-Clanze-Str. 29a > > 81369 M?nchen > > > > 089/74327803 > > 0177/2484198 > > franziska.pott at gmx.de > > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From bernharb at interchange.ubc.ca Tue Jan 11 16:08:03 2005 From: bernharb at interchange.ubc.ca (Barbara Bernhardt) Date: Tue, 11 Jan 2005 08:08:03 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: Message-ID: The term 'dummy syllable' is old....also found in Magnusson, Nettelbladt in the early '80s on Swedish acquisition, and therefore probably before that. Maybe it was Smith who coined it - haven't looked. Joe Pater wrote: > Dear all, > In both Gnanadesikan's and Smith's data, the pattern is one of > replacement of an initial unstressed syllable by a default syllable > (the term "dummy" is Gnanadesikan's, I think). I don't recall either > one discussing the perseverative pattern. > > You can get a pre-publication version of Amalia's paper here - it's > one of the first, and one of the best applications of Optimality > Theory to phonological acquisition: > > http://roa.rutgers.edu/view.php3?id=77 > > Best, > Joe. > > On Jan 10, 2005, at 3:32 PM, Brian MacWhinney wrote: > >> Folks, >> It seems to me that Lynn's son and Sharon's son show patterns >> that are similar in one respect, but different in another. Sharon >> reports this: >> >>> My son at age 3 also used a "default" unstressed initial syllable, >>> except in his case the syllable was "buh." So we ate buhsketti, and >>> buhzagna, about and around became "buhbout," and "buhwound" >>> aquarium was "buhkarium" etc. He began by using it for unstressed >>> schwa syllables in the initial position, but then began using it for >>> other initial unstressed syllables. For example museum became >>> "buhzeum," refrigerator was "buhfidgewator," and I was a >>> "buhfessor." He held onto this pattern for a long time, especially >>> for the 3-4 syllable words. >> >> >> Here we see the /buh/ substituting for CV structures in the target. >> Words like "about" often have an initial glottal that makes them >> qualify as having initial CV. So this involves simply substituting a >> simple CV for a more difficult initial CV. >> >> Lynne's son is doing the same, but the difference is that the >> potential source of the substituted CV was possibly an earlier >> epenthetic syllable in forms such as "recycling rebins." The earlier >> use of /re/ seems to reflect syllable-level perseveration rather than >> the use of a filler. In any case, the point is that the substituting >> /re/ in Lynne's son case has a very different potential origin, >> although its function at the time in question is similar. >> >> The problem is that I think we need some way of distinguishing >> between syllables that perform substitutions in the prosodic grid and >> syllables that open up new slots. To me, the term "filler" is >> limited to filling a slot. So, the second /re/ in "recycling rebins" >> would not be a filler. I'm not sure what "dummy" means in this case. >> >> In regarding to all of these accounts, including Smith (1973) and >> Gnanadesikan (2004), it would be useful to know whether the >> substituting syllable is always used for substitution or whether it >> is ever actually being inserted where no syllable existed. >> Sorry, I don't have Gnanadesikan and I don't know where in my copy of >> Smith to go to look this up. >> >> Also, I am assuming that neither Smith or Gnanadesikan are reporting >> the additional aspect of Lynn's son profile in which the filler >> potentially derives from an earlier epenthetic. >> >> ---Brian MacWhinney >> >> > > > From dpesco2 at po-box.mcgill.ca Tue Jan 11 18:21:42 2005 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Tue, 11 Jan 2005 13:21:42 -0500 Subject: anyone have current email address for Kristine Yont? Message-ID: Hi folks, Does anyone have a current email address for Kristine Yont? I have located the following addresses for her, but mail gets bounced back for each. There's no listing in the Harvard ed directory. kristine_yont at harvard.edu, kristine_yont at gse.harvard.edu & kristine-yont at gse.harvard.edu Thank you. Diane Pesco From macw at mac.com Tue Jan 11 22:09:30 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 11 Jan 2005 17:09:30 -0500 Subject: pain words Message-ID: Dear Info-CHILDES, Here is a summary of a UBC press release about a forthcoming article in the journal "Pain" that summarizes the development of pain words in the CHILDES English database. It seems important for doctors and nurses to realize how limited children's expression of pain is initially. Also, they note in a separate study of innoculations that older kids are a bit more stoic. --Brian MacWhinney Scraped knees, bumps and bruises, tummy aches, immunizations ? in an average child?s early years, pain is a daily reality. For sick kids, that pain can be chronic and even more intense. Yet young children between three and six years of age may not have the verbal skills to efficiently communicate the type of pain or the magnitude of discomfort they are experiencing. ?A three- or four-year old may not even understand what the word ?pain? means,? says UBC psychology graduate student Elizabeth Job. Job, under the supervision of professor emeritus Ken Craig and former UBC pediatrics assistant professor Christine Chambers, has examined ways children use everyday language to describe pain, as well as their ability to accurately convey their level of pain, through methods that include pointing to a series of pain faces developed as a rating scale, called the Faces Pain Scale Revised. The research will increase understanding of how developmental factors ? such as language and numerical reasoning ? influence children?s ability to accurately express pain with these scales. Ultimately the research could lead to more effective pain assessment and treatment for children. ?Kids do a lot of things when they?re in pain,? says Job, who completed the research at the UBC pPsychology department and the B.C. Research Institute for Children?s and Women?s Health. ?They have characteristic facial expressions, they have characteristic body expressions. But few studies have considered how children develop vocabularies to express pain. This is a novel area in the field of pediatric pain assessment.? Results of one study that used the Child Language Data Exchange System (CHILDES) database, a large language development database found the pain word strings most frequently used by a sample of children aged 12 to 108 months were ?hurt,? ?ouch? and ?ow? while ?ache?, ?boo-boo?, ?pain? and ?sore? occurred very infrequently. Researchers also found that the earliest age of emergence for a pain word string (?ouch?) was 17 months while the latest age of emergence for a word string (?pain?) was 72 months. In another study involving coding videotapes of 58 children aged four to six years receiving a routine immunization, 27 children used words to express the pain they experienced due to the injection; the remaining 31 did not use words. By far the most common utterance for those using words was an interjection ? ?ow!? Other utterances included declarative sentences (?It doesn?t hurt?), exclamatory sentences (?I didn?t cry!?), and interrogative sentences (?Is that done??). Researchers found that older children were less likely to use words to express their pain. Job says the studies reflect the need for clinicians to become informed of factors, such as language development, that impact on pediatric pain assessment. Only when clinicians carefully account for the role developmental factors play in the pain assessment process will they be best able to appropriately diagnose and treat pediatric painUBCresearcher studies the many ways kids say ?ouch.? From lise.menn at colorado.edu Wed Jan 12 03:08:59 2005 From: lise.menn at colorado.edu (Menn, Lise) Date: Tue, 11 Jan 2005 20:08:59 -0700 Subject: Summary: Default unstressed initial syllable? re- In-Reply-To: <5.1.1.6.0.20050110164338.08c01d80@mail.netinteraction.com> Message-ID: Sorry, I've had a family emergency, or I would have been more active in this conversation! In my older son Stephen's case (and I'm trying to figure out where I published it, as it was only a note in passing), the dummy syllable seemed to have been influenced by the English article; it was found before articles were used, and was normally /tih/ (sorry, no IPA available on this e-mail, ih = small capital i) (barrette > tih'bet), but /tihm/ if there was a nasal in the target word (Melissa > tihm'lissa). However, for two words commonly found with 'some' (as in Do you want some salami/baloney?), he said /sihm'sami/ and /sihm'boni/ respectively...which is why I think the article is involved here. I know I used the 'dummy syllable' term pretty early, but I don't know if I made it up or got it from Smith ormaybe Ferguson (anybody have a copy of Ferguson, Peiser, & Weeks handy?) The 'recycling retruck' reminds me of a later isolated perseverative rhythm-based error that Stephen was very aware of but was unable to inhibit (at least for a few days): attempts at 'pencil sharpener' came out, willy nilly, as 'pencinal sharpener' /'pehnsihnal/. His immediate awareness that it was wrong puts it on the borderline between a slip of the tongue and an isolated child phonology 'rule'. Lise At 4:46 PM -0800 1/10/05, Lynn Santelmann wrote: >Thank you to all you responded to my query. > >It appears that the use of a type of default syllable for unstressed >syllables is relatively common (just unfamiliar to me). The use of >[ri] for all unstressed syllables was documented by Neil Smith >(1973) for his son Amahl (pp. 172-173). In addition, Gnanadesikan >(2004) reports a child using fi as a replacement syllable in much >the same contexts. Several people reported that they have seen this >commonly in clinical practice and in child phonology research. Joe >Stemberger noted that many children show restrictions on initial >unstressed syllables when they first appear, noting that >reduplication is more common than default syllables such as my son >is using. (Bernhardt & Stemberger, 1998). > >What appears to be uncommon is my son's earlier use of "recycling >retruck". I still haven't a clue as to where that came from. Johanne >Paradis noted that her French/English bilingual son overused re, as >in re-see, re-put, but that use is at least semantically >appropriate! This earlier use of 're' was definitely epenthetic, and >opened up a new slot. I wonder if he was making the words in the >phrase parallel in structure? > >As for the choice of re- [ri], Patricia Donegan also speculates that >these might be idiosyncratic based on the initial unstressed >syllables of a child's favorite or perhaps first word, e.g., Ross's >[mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). >This is definitely true for my son's re [ri] ? recycling trucks were >(and still are) a favorite topic of conversation! > >The choice of 'default' syllable does seem to vary, as can be seen >by the variety of examples that I received that have not been >reported in the literature: >Sharon Glennen reported that her son had a similar phenomenon at age >3, but used "buh" ([b+schwa], I'm assuming). >Brenda L. Beverly reported that her son (same age as mine) is using >[b+schwa] (the syllable of 'before') in words like 'bagot'. >Karin Pollock reported her daughter using 'kuh' [k+schwa] >Eve Clark wrote: "D doing something very similar, and opting for a >single unstressed prefix on words that required that. His was based >on the first syllable of 'forget' I think, and it turned up as 'fe-' >(no 'r') on a variety of words as the 'default prefix'. >Patricia Donegan wrote: "Two other cases I'm aware of are John (son >of David) Stampe's use of >[tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, >[tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's >use of [mA] in similar contexts. Neither is, as far as I know, >reported in the literature, though." > >References: >Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological >Development: From the Perspective of constraint-based nonlinear >phonology. San Diego: Academic Press. > >Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in >child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. >Constraints in Phonological Acquisition. CUP. 73-108. > >Peters, A.M. & L. Menn. (1993). False starts and filler syllables: >ways to learn >grammatical morphemes. Language 69, 742-777 > >Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. > > >*************************************************************************************** >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 >******************************************************************************* -- Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor of Linguistics home fax 303-413-0017 University of Colorado Visiting Professor, University of Hunan Office: Hellems 293 April-May Secretary-elect, AAAS section Z (Linguistics) Mailing address: UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From tina.bennett at wichita.edu Wed Jan 12 20:24:44 2005 From: tina.bennett at wichita.edu (tina.bennett) Date: Wed, 12 Jan 2005 14:24:44 -0600 Subject: No subject Message-ID: I was quite interested in the data on pain words. Several years ago I planned to team up with a pediatrician to study how children of various ages described pain. (When the physician developed heart problems and retired, I abandoned the idea, however.) Of particular interest is how much metaphor and simile is involved in English descriptions of pain--dull, sharp, nagging, like a knife, like it was on fire, etc. Has anyone seen any studies of adult pain words? -Tina Bennett-Kastor From adele at crl.ucsd.edu Wed Jan 12 21:36:34 2005 From: adele at crl.ucsd.edu (Adele Abrahamsen) Date: Wed, 12 Jan 2005 13:36:34 -0800 Subject: infant "sign" -chapter pdf, archived discussions Message-ID: Dear All, Annette Karmiloff-Smith's Jan 8 inquiry elicited some interesting questions about using invented or borrowed signs with babies -- what I also call enhanced gesturing or, following Goodwyn and Acredolo, symbolic gesturing. In particular, Barbara Pearson brought up the role of these symbols as a bridge to speech (I'd add that the opposite can also occur), the importance of this to late talkers, and a pattern in which a late talker's words were primarily nonreferential. Others have raised practical questions about the possible unnaturalness of enhanced gesturing and whether it might mitigate the "terrible twos" (if only...). I did not address these questions in my own reply on Jan 9, but some of them have been discussed previously on info-childes: to my knowledge, in January 1999, March-April 2000, and May 2002. For the convenience of anyone wanting to read these exchanges -- and to remind everyone how useful the info-childes archives can be -- they can be accessed directly at http://listserv.linguistlist.org/archives/info-childes.html, or by following the mailing list menu at http://linguistlist.org, or using the link at http://childes.psy.cmu.edu/html/email.html. I have verified that the following search string, typed into the search box for Subject (second box down) will retrieve all 25 messages: sign and (infant or bab or hearing or talker). In one of these 25 messages, posted 3/25/00, I addressed some of the practical issues. There is also a follow-up Q & A message that is not in the archive, and recently my initial reply to Barbara Pearson (which I did not post to the list). I would be happy to forward any of these on request. The book chapter that was the focus of my 1/9/05 reply to Annette's query is a longer, more academic exploration of what enhanced gesturing findings tell us about the bimodal period (c. 12-19 months). It can be accessed as a PDF file by pasting into your browser: http://mechanism.ucsd.edu/~adele/abrahamsen_enhancedgesture.pdf I hope that these suggestions, along with the references and URLs sent in several peoples' postings Jan 8-10, are helpful to anyone wanting to inquire further into this topic. Best wishes, Adele Abrahamsen On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > I have been asked to find out what serious sceintific studies have > been done on the effects of teaching hearing infants to use "signs" > (I am not talking about the real language, ASL or BSL, but a list of > lexical signs taught to "advance infant communication skills" before > they are able to vocalise). > > I'd appreciate refs, abstracts of refs, of scientific studies, as > well as any personal experiences. > Rather urgent please. > Many thanks, and HAPPY NEW YEAR TO ALL, > Annette K-S > -- Dr. Adele Abrahamsen Center for Research in Language University of California, San Diego 9500 Gilman Drive, 0526 La Jolla, CA 92093-0526 Office telephone: 858-822-1941 Office location: 7023 HSS Email: adele at crl.ucsd.edu Homepage: mechanism.ucsd.edu/~adele Inquiry website: inquiry.ucsd.edu From alleng at msu.edu Thu Jan 13 01:35:23 2005 From: alleng at msu.edu (George Douglas Allen) Date: Wed, 12 Jan 2005 20:35:23 -0500 Subject: You can use =?utf-8?Q?=22@=22?= for schwa Message-ID: I noticed in the recent messages about unstressed initial syllables that writers had to invent a way to talk about schwa. About 20 years ago, back when ChILDES was still text-based, I created a lower-128 ASCII system for representing English phoneme strings. That so-called PHONASCII system (which I wrote up for the Journal of Phonetics) has been largely supplanted by the more flexible fonts available on current PCs, but there is still a use for some of the symbols, especially for those of use who stick to text-based e-mail. Particularly useful is "@" for schwa, since it even looks a little like the target symbol. George D. Allen, Ph.D. Michigan State University A217 Life Sciences, E. Lansing, MI 48824 Voice: 517.353.5976; Fax 517.353.9553 From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 13 11:10:15 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 13 Jan 2005 11:10:15 +0000 Subject: infant "sign" -chapter pdf, archived discussions In-Reply-To: Message-ID: Many thanks, Adele Annette At 13:36 -0800 12/1/05, Adele Abrahamsen wrote: >Dear All, > >Annette Karmiloff-Smith's Jan 8 inquiry elicited some >interesting questions about using invented or borrowed signs >with babies -- what I also call enhanced gesturing or, >following Goodwyn and Acredolo, symbolic gesturing. In >particular, Barbara Pearson brought up the role of these >symbols as a bridge to speech (I'd add that the opposite can >also occur), the importance of this to late talkers, >and a pattern in which a late talker's words were primarily >nonreferential. Others have raised practical questions >about the possible unnaturalness of enhanced gesturing and >whether it might mitigate the "terrible twos" (if only...). > >I did not address these questions in my own reply on Jan 9, >but some of them have been discussed previously on >info-childes: to my knowledge, in January 1999, March-April >2000, and May 2002. For the convenience of anyone wanting to read >these exchanges -- and to remind everyone how useful the >info-childes archives can be -- they can be accessed directly at >http://listserv.linguistlist.org/archives/info-childes.html, or >by following the mailing list menu at http://linguistlist.org, >or using the link at http://childes.psy.cmu.edu/html/email.html. >I have verified that the following search string, typed into >the search box for Subject (second box down) will retrieve all >25 messages: sign and (infant or bab or hearing or talker). > >In one of these 25 messages, posted 3/25/00, I addressed some >of the practical issues. There is also a follow-up Q & A >message that is not in the archive, and recently my initial >reply to Barbara Pearson (which I did not post to the list). I >would be happy to forward any of these on request. > >The book chapter that was the focus of my 1/9/05 reply to >Annette's query is a longer, more academic exploration of >what enhanced gesturing findings tell us about the >bimodal period (c. 12-19 months). It can be accessed as >a PDF file by pasting into your browser: >http://mechanism.ucsd.edu/~adele/abrahamsen_enhancedgesture.pdf > >I hope that these suggestions, along with the references and >URLs sent in several peoples' postings Jan 8-10, are helpful >to anyone wanting to inquire further into this topic. > >Best wishes, Adele Abrahamsen > > >On Sat, 8 Jan 2005, Professor Annette Karmiloff-Smith wrote: > >> I have been asked to find out what serious sceintific studies have >> been done on the effects of teaching hearing infants to use "signs" >> (I am not talking about the real language, ASL or BSL, but a list of >> lexical signs taught to "advance infant communication skills" before >> they are able to vocalise). >> >> I'd appreciate refs, abstracts of refs, of scientific studies, as >> well as any personal experiences. >> Rather urgent please. >> Many thanks, and HAPPY NEW YEAR TO ALL, >> Annette K-S >> >-- >Dr. Adele Abrahamsen >Center for Research in Language >University of California, San Diego >9500 Gilman Drive, 0526 >La Jolla, CA 92093-0526 > >Office telephone: 858-822-1941 >Office location: 7023 HSS > >Email: adele at crl.ucsd.edu > >Homepage: mechanism.ucsd.edu/~adele >Inquiry website: inquiry.ucsd.edu From Florence.Chenu at univ-lyon2.fr Fri Jan 14 15:23:05 2005 From: Florence.Chenu at univ-lyon2.fr (Florence Chenu) Date: Fri, 14 Jan 2005 16:23:05 +0100 Subject: ELA2005 Emergence of Language Abilities - SECOND ANNOUNCEMENT - Corrigendum Message-ID: Apologies for multiple copies. Please note that the internet addresses have changed. If you have already sent an abstract to the wrong address, please resend it. Sorry about that. The Organizing Committee ****************************************************** ELA 2005 Emergence of language abilities: ontogeny and phylogeny Lyon, December 8-10, 2005 www.ddl.ish-lyon.cnrs.fr/ELA2005 ddl-ela2005 at ish-lyon.cnrs.fr Second announcement and call for papers (English version first ? la version fran?aise se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert, University of Nijmegen, Holland Thomas Lee, Chinese University of Hong Kong, Hong Kong Peter MacNeilage, The University of Texas, USA Jacques Vauclair, University of Provence, France Maryline M. Vihman, University of Wales, UK ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early ontogenetic development and its relation to the phylogeny of language. It is generally assumed in the field of the ontogeny of language that the child?s first years of life are particularly crucial. This period is even sometimes considered as predictive at least in the short term, of the later abilities to communicate. During these first two years, phonetico-phonological, lexical and morpho-syntactic skills chronologically emerge. Explanations are provided for this sequence of development: the increase of articulatory control allows for example for the growth and diversification of vocabulary. Similarly, once a certain amount of words is acquired, the child starts to combine linguistic units and develops the morpho-syntactic aspects of his/her native language. The study of the development of communication also needs to include the gestural component since children use commonly also gestures instead of words. Ontogenesis was often proposed as a source of knowledge about phylogenesis by virtue of the famous principle according to which ?ontogenesis recapitulates phylogenesis?. However, the validity of this principle that initially has concerned a specific domain (embryology) deserves careful evaluation in its applications to specific domains. The first aim of this conference is to bring together researchers working on the development of phonetico-phonological, lexical and morpho-syntactic developments in children under age 3. Our second aim is to evaluate if, and to what extent, language is a domain to which this principle applies. In the pursuit of that goal, we request the contribution of researchers addressing the issue of similarities and differences between the development of language in children and in early hominids. Topics * Comparisons between ontogenetic and phylogenetic development, * Language development before age thee: phonetics, phonology, lexical semantics, morphosyntax, * Communicative media (gestural and oral), * Crosslinguistic and cross-species comparisons, *********************************************************** ORGANIZING COMMITTEE Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** SCIENTIFIC COMMITTEE Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** DEADLINES * April 3: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comit? d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2005 at ish-lyon.cnrs.fr * July, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. *********************************************************** REGISTRATION Before Septembre, 30 - Non-Students : 150 euros - Students : 70 euros Late registration - Non-Students : 170 euros - Students : 90 euros Registration fees include: conference participation, conference program, coffee breaks, cruise, diner and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more information on the conference: Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l?Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-60 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 ****************************************************** VERSION FRAN?AISE www.ddl.ish-lyon.cnrs.fr/ELA2005 CONF?RENCIERS INVIT?S: Paula Fikkert, Universit? de Nim?gue, Hollande Thomas Lee, Universit? chinoise de Hong Kong, Hong Kong Peter MacNeilage, Universit? du Texas, USA Jacques Vauclair, Universit? de Provence, France Maryline M. Vihman, Universit? de Wales, UK ****************************************************** LANGUE DE LA CONF?RENCE : fran?ais/anglais ****************************************************** Le th?me g?n?ral de cette conf?rence est l?ontogen?se pr?coce du langage et ses relations ? la phylogen?se. Sur le plan ontog?n?tique, il est commun?ment admis que les premi?res manifestations verbales de l?enfant sont particuli?rement d?terminantes de son d?veloppement linguistique ult?rieur. Certains vont m?me jusqu?? leur attribuer une valeur pr?dictive au moins ? court et moyen termes des habilet?s ? communiquer. Les premi?res ann?es voient ?merger chronologiquement chez l?enfant des comp?tences sur les plans phon?tico-phonologiques, lexicaux et morphosyntaxiques. Il est possible de rendre compte de l?ordre observ? : la ma?trise croissante du contr?le articulatoire favorise par exemple un d?veloppement et une diversification du r?pertoire lexical. De m?me, ? partir d?une certaine quantit? de vocabulaire, l?enfant entre dans la combinaison des unit?s linguistiques et d?veloppe les aspects morpho-syntaxiques de sa langue maternelle. L??tude du d?veloppement de la communication ne saurait ignorer non plus sa composante gestuelle : tous les enfants utilisent certains gestes ? la place des mots. L?ontogen?se a souvent ?t? propos?e comme une source de renseignements sur la phylogen?se en vertu du fameux principe selon lequel l?ontogen?se r?capitulerait la phylogen?se. Cependant, la validit? de ce principe propos? initialement dans un domaine sp?cifique (embryologie) est actuellement discut?e dans ses applications ? d?autres domaines. Le premier objectif de cette conf?rence est de rassembler des chercheurs travaillant sur le d?veloppement de la production phon?tico-phonologique, lexicale et morpho-syntaxique avant trois ans. La production pourra inclure ?galement les gestes. Le deuxi?me objectif sera d??valuer si et dans quelle mesure le langage est un domaine auquel ce principe peut s?appliquer. Dans cette discussion, nous sollicitons la contribution de chercheurs s?int?ressant ? la question des similarit?s et des diff?rences entre l??mergence du langage chez l?enfant et chez les premiers hominid?s. Th?mes * Comparaisons entre ontogen?se et phylogen?se, * D?veloppement du langage avant 3 ans : phon?tique, phonologie, s?mantique lexicale, morphosyntaxe, * M?dia de communication (gestes et oral), * Comparaisons ? travers les langues et ? travers les esp?ces *********************************************************** COMIT? D?ORGANISATION Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** COMIT? SCIENTIFIQUE Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** CALENDRIER * 3 avril 2005 : date limite de l?envoi des r?sum?s Les participants int?ress?s sont invit?s ? envoyer en 3 exemplaires : 1) - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es ?lectroniques - 3 mots-cl?s - un r?sum? en deux pages maximum (r?f?rences incluses) 2) un document s?par? comprenant : - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es postales et ?lectroniques - type de materiel souhait?e pour la pr?sentation orale : vid?oprojecteur, r?troprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comit? d'organisation du colloque ? ELA 2005 ? Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent ?galement ?tre adress?s par e-mail ? : ddl-ela2005 at ish-lyon.cnrs.fr * 1 july 2005 : r?ception de la notification de l?acceptation de la communication. En fonction de la structure du programme, la communication sera accept?e en tant que pr?sentation orale (20 minutes + 10 minutes de question) ou en tant que communication affich?e. *********************************************************** INSCRIPTIONS Avant 30 septembre 2005 Chercheurs, enseignants/chercheurs : 150 euros Etudiants : 70 euros Apr?s 30 septembre 2005 Chercheurs, enseignants/chercheurs : 170 euros Etudiants : 90 euros Les droits d?inscription comprennent : l?acc?s au colloque, le programme, les actes, les pauses caf?s, la visite de Lyon, le banquet/croisi?re. (le mode de paiement sera sp?cifi? dans une troisi?me circulaire aux conf?renciers retenus) *********************************************************** Pour toutes informations compl?mentaires : Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l?Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 From rollins at utdallas.edu Fri Jan 14 16:00:20 2005 From: rollins at utdallas.edu (Pam Rollins) Date: Fri, 14 Jan 2005 10:00:20 -0600 Subject: ELA2005 Emergence of Language Abilities - SECOND ANNOUNCEMENT - Corrigendum Message-ID: you want to go to france with me???? The rollins 2003 was accepted to this conference --so they may like the new one too. abstract not due til april so no rush this week. ----- Original Message ----- From: "Florence Chenu" To: Sent: Friday, January 14, 2005 9:23 AM Subject: ELA2005 Emergence of Language Abilities - SECOND ANNOUNCEMENT - Corrigendum Apologies for multiple copies. Please note that the internet addresses have changed. If you have already sent an abstract to the wrong address, please resend it. Sorry about that. The Organizing Committee ****************************************************** ELA 2005 Emergence of language abilities: ontogeny and phylogeny Lyon, December 8-10, 2005 www.ddl.ish-lyon.cnrs.fr/ELA2005 ddl-ela2005 at ish-lyon.cnrs.fr Second announcement and call for papers (English version first - la version fran?aise se trouve plus loin) ****************************************************** PLENARY SPEAKERS: Paula Fikkert, University of Nijmegen, Holland Thomas Lee, Chinese University of Hong Kong, Hong Kong Peter MacNeilage, The University of Texas, USA Jacques Vauclair, University of Provence, France Maryline M. Vihman, University of Wales, UK ****************************************************** CONFERENCE LANGUAGES : French/English ****************************************************** The general topic of this conference is early ontogenetic development and its relation to the phylogeny of language. It is generally assumed in the field of the ontogeny of language that the child's first years of life are particularly crucial. This period is even sometimes considered as predictive at least in the short term, of the later abilities to communicate. During these first two years, phonetico-phonological, lexical and morpho-syntactic skills chronologically emerge. Explanations are provided for this sequence of development: the increase of articulatory control allows for example for the growth and diversification of vocabulary. Similarly, once a certain amount of words is acquired, the child starts to combine linguistic units and develops the morpho-syntactic aspects of his/her native language. The study of the development of communication also needs to include the gestural component since children use commonly also gestures instead of words. Ontogenesis was often proposed as a source of knowledge about phylogenesis by virtue of the famous principle according to which "ontogenesis recapitulates phylogenesis". However, the validity of this principle that initially has concerned a specific domain (embryology) deserves careful evaluation in its applications to specific domains. The first aim of this conference is to bring together researchers working on the development of phonetico-phonological, lexical and morpho-syntactic developments in children under age 3. Our second aim is to evaluate if, and to what extent, language is a domain to which this principle applies. In the pursuit of that goal, we request the contribution of researchers addressing the issue of similarities and differences between the development of language in children and in early hominids. Topics * Comparisons between ontogenetic and phylogenetic development, * Language development before age thee: phonetics, phonology, lexical semantics, morphosyntax, * Communicative media (gestural and oral), * Crosslinguistic and cross-species comparisons, *********************************************************** ORGANIZING COMMITTEE Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** SCIENTIFIC COMMITTEE Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** DEADLINES * April 3: Deadline for the submission of abstracts Interested participants should submit 3 copies of a 2 pages abstract including 1) - Title of presentation - Name and affiliation of author(s) - e-mail address - 3 keywords - An up to 2 pages abstract (including references) RTF:format, Times 12 font, simple spacing 2) A separate sheet of paper including - Title of presentation - Name and affiliation of author(s) - post and electronic addresses - Equipment requirements to : Comit? d'organisation du colloque "ELA2005" Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Submission are also accepted by e-mail to: ddl-ela2005 at ish-lyon.cnrs.fr * July, 1: Notification of acceptance. Depending on the structure of the conference program, the communications will be accepted as a 20 minutes (+ 10 minutes questions) presentations, or as a poster. *********************************************************** REGISTRATION Before Septembre, 30 - Non-Students : 150 euros - Students : 70 euros Late registration - Non-Students : 170 euros - Students : 90 euros Registration fees include: conference participation, conference program, coffee breaks, cruise, diner and a guided tour of Lyon. Indications for payment will be posted in the third announcement. *********************************************************** For questions or more information on the conference: Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-60 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 ****************************************************** VERSION FRAN?AISE www.ddl.ish-lyon.cnrs.fr/ELA2005 CONF?RENCIERS INVIT?S: Paula Fikkert, Universit? de Nim?gue, Hollande Thomas Lee, Universit? chinoise de Hong Kong, Hong Kong Peter MacNeilage, Universit? du Texas, USA Jacques Vauclair, Universit? de Provence, France Maryline M. Vihman, Universit? de Wales, UK ****************************************************** LANGUE DE LA CONF?RENCE : fran?ais/anglais ****************************************************** Le th?me g?n?ral de cette conf?rence est l'ontogen?se pr?coce du langage et ses relations ? la phylogen?se. Sur le plan ontog?n?tique, il est commun?ment admis que les premi?res manifestations verbales de l'enfant sont particuli?rement d?terminantes de son d?veloppement linguistique ult?rieur. Certains vont m?me jusqu'? leur attribuer une valeur pr?dictive au moins ? court et moyen termes des habilet?s ? communiquer. Les premi?res ann?es voient ?merger chronologiquement chez l'enfant des comp?tences sur les plans phon?tico-phonologiques, lexicaux et morphosyntaxiques. Il est possible de rendre compte de l'ordre observ? : la ma?trise croissante du contr?le articulatoire favorise par exemple un d?veloppement et une diversification du r?pertoire lexical. De m?me, ? partir d'une certaine quantit? de vocabulaire, l'enfant entre dans la combinaison des unit?s linguistiques et d?veloppe les aspects morpho-syntaxiques de sa langue maternelle. L'?tude du d?veloppement de la communication ne saurait ignorer non plus sa composante gestuelle : tous les enfants utilisent certains gestes ? la place des mots. L'ontogen?se a souvent ?t? propos?e comme une source de renseignements sur la phylogen?se en vertu du fameux principe selon lequel l'ontogen?se r?capitulerait la phylogen?se. Cependant, la validit? de ce principe propos? initialement dans un domaine sp?cifique (embryologie) est actuellement discut?e dans ses applications ? d'autres domaines. Le premier objectif de cette conf?rence est de rassembler des chercheurs travaillant sur le d?veloppement de la production phon?tico-phonologique, lexicale et morpho-syntaxique avant trois ans. La production pourra inclure ?galement les gestes. Le deuxi?me objectif sera d'?valuer si et dans quelle mesure le langage est un domaine auquel ce principe peut s'appliquer. Dans cette discussion, nous sollicitons la contribution de chercheurs s'int?ressant ? la question des similarit?s et des diff?rences entre l'?mergence du langage chez l'enfant et chez les premiers hominid?s. Th?mes * Comparaisons entre ontogen?se et phylogen?se, * D?veloppement du langage avant 3 ans : phon?tique, phonologie, s?mantique lexicale, morphosyntaxe, * M?dia de communication (gestes et oral), * Comparaisons ? travers les langues et ? travers les esp?ces *********************************************************** COMIT? D'ORGANISATION Laboratoire Dynamique du Langage (CNRS & Universit? Lyon2) Linda Brendlin Florence Chenu Christophe Coup? Christophe Dos Santos Fr?d?rique Gayraud Sophie Kern Egidio Marsico Laetitia Savot *********************************************************** COMIT? SCIENTIFIQUE Barbara Davis Mich?le Guidetti Harriet Jisa Aylin K?ntay Thierry Nazzi Yvan Rose Michael Studdert-Kennedy Pascal Zesiger *********************************************************** CALENDRIER * 3 avril 2005 : date limite de l'envoi des r?sum?s Les participants int?ress?s sont invit?s ? envoyer en 3 exemplaires : 1) - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es ?lectroniques - 3 mots-cl?s - un r?sum? en deux pages maximum (r?f?rences incluses) 2) un document s?par? comprenant : - le titre de la pr?sentation - les noms et affiliations du/des auteurs - les coordonn?es postales et ?lectroniques - type de materiel souhait?e pour la pr?sentation orale : vid?oprojecteur, r?troprojecteur, projecteur de diapos, autres. Format RTF: Times, 12 points, interligne 1,5 au : Comit? d'organisation du colloque ? ELA 2005 ? Laboratoire Dynamique du Langage ISH 14, Avenue Berthelot 69363 Lyon France Les envois peuvent ?galement ?tre adress?s par e-mail ? : ddl-ela2005 at ish-lyon.cnrs.fr * 1 july 2005 : r?ception de la notification de l'acceptation de la communication. En fonction de la structure du programme, la communication sera accept?e en tant que pr?sentation orale (20 minutes + 10 minutes de question) ou en tant que communication affich?e. *********************************************************** INSCRIPTIONS Avant 30 septembre 2005 Chercheurs, enseignants/chercheurs : 150 euros Etudiants : 70 euros Apr?s 30 septembre 2005 Chercheurs, enseignants/chercheurs : 170 euros Etudiants : 90 euros Les droits d'inscription comprennent : l'acc?s au colloque, le programme, les actes, les pauses caf?s, la visite de Lyon, le banquet/croisi?re. (le mode de paiement sera sp?cifi? dans une troisi?me circulaire aux conf?renciers retenus) *********************************************************** Pour toutes informations compl?mentaires : Colloque ELA2005 Laboratoire Dynamique du Langage Institut des Sciences de l'Homme 14, avenue Berthelot 69363 Lyon Cedex 07 France t?l : +33 (0)4-72-72-64-62 fax : +33 (0)4-72-72-65-90 e-mail : ddl-ela2005 at ish-lyon.cnrs.fr internet : www.ddl.ish-lyon.cnrs.fr/ELA2005 From rollins at utdallas.edu Fri Jan 14 16:34:15 2005 From: rollins at utdallas.edu (Pam Rollins) Date: Fri, 14 Jan 2005 10:34:15 -0600 Subject: oops...pressed the wrong botton... Message-ID: I appoligize for pressing the wrong botton and sending the previous message to the group. Thanks though to the people considering traveling with me :) cheers, pam From sandralevey at hotmail.com Mon Jan 17 18:31:56 2005 From: sandralevey at hotmail.com (sandra Levey) Date: Mon, 17 Jan 2005 13:31:56 -0500 Subject: Default unstressed initial syllable? re- Message-ID: Sharing this article re: syllable omission. Levey, S., & Schwartz, R. G. (2002). Syllable omission by two-year-old children. Communication Disorders Quarterly, 23(4), 169-177. ----- Original Message ----- From: Barbara Bernhardt To: Joe Pater Cc: Brian MacWhinney ; info-childes at mail.talkbank.org Sent: Tuesday, January 11, 2005 11:08 AM Subject: Re: Default unstressed initial syllable? re- The term 'dummy syllable' is old....also found in Magnusson, Nettelbladt in the early '80s on Swedish acquisition, and therefore probably before that. Maybe it was Smith who coined it - haven't looked. Joe Pater wrote: > Dear all, > In both Gnanadesikan's and Smith's data, the pattern is one of > replacement of an initial unstressed syllable by a default syllable > (the term "dummy" is Gnanadesikan's, I think). I don't recall either > one discussing the perseverative pattern. > > You can get a pre-publication version of Amalia's paper here - it's > one of the first, and one of the best applications of Optimality > Theory to phonological acquisition: > > http://roa.rutgers.edu/view.php3?id=77 > > Best, > Joe. > > On Jan 10, 2005, at 3:32 PM, Brian MacWhinney wrote: > >> Folks, >> It seems to me that Lynn's son and Sharon's son show patterns >> that are similar in one respect, but different in another. Sharon >> reports this: >> >>> My son at age 3 also used a "default" unstressed initial syllable, >>> except in his case the syllable was "buh." So we ate buhsketti, and >>> buhzagna, about and around became "buhbout," and "buhwound" >>> aquarium was "buhkarium" etc. He began by using it for unstressed >>> schwa syllables in the initial position, but then began using it for >>> other initial unstressed syllables. For example museum became >>> "buhzeum," refrigerator was "buhfidgewator," and I was a >>> "buhfessor." He held onto this pattern for a long time, especially >>> for the 3-4 syllable words. >> >> >> Here we see the /buh/ substituting for CV structures in the target. >> Words like "about" often have an initial glottal that makes them >> qualify as having initial CV. So this involves simply substituting a >> simple CV for a more difficult initial CV. >> >> Lynne's son is doing the same, but the difference is that the >> potential source of the substituted CV was possibly an earlier >> epenthetic syllable in forms such as "recycling rebins." The earlier >> use of /re/ seems to reflect syllable-level perseveration rather than >> the use of a filler. In any case, the point is that the substituting >> /re/ in Lynne's son case has a very different potential origin, >> although its function at the time in question is similar. >> >> The problem is that I think we need some way of distinguishing >> between syllables that perform substitutions in the prosodic grid and >> syllables that open up new slots. To me, the term "filler" is >> limited to filling a slot. So, the second /re/ in "recycling rebins" >> would not be a filler. I'm not sure what "dummy" means in this case. >> >> In regarding to all of these accounts, including Smith (1973) and >> Gnanadesikan (2004), it would be useful to know whether the >> substituting syllable is always used for substitution or whether it >> is ever actually being inserted where no syllable existed. >> Sorry, I don't have Gnanadesikan and I don't know where in my copy of >> Smith to go to look this up. >> >> Also, I am assuming that neither Smith or Gnanadesikan are reporting >> the additional aspect of Lynn's son profile in which the filler >> potentially derives from an earlier epenthetic. >> >> ---Brian MacWhinney >> >> > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From sandralevey at hotmail.com Mon Jan 17 18:31:19 2005 From: sandralevey at hotmail.com (sandra Levey) Date: Mon, 17 Jan 2005 13:31:19 -0500 Subject: Summary: Default unstressed initial syllable? re- Message-ID: Re: Summary: Default unstressed initial syllable? re-Sharing this article re: syllable omission. Levey, S., & Schwartz, R. G. (2002). Syllable omission by two-year-old children. Communication Disorders Quarterly, 23(4), 169-177. ----- Original Message ----- From: Menn, Lise To: Lynn Santelmann ; info-childes at mail.talkbank.org Sent: Tuesday, January 11, 2005 10:08 PM Subject: Re: Summary: Default unstressed initial syllable? re- Sorry, I've had a family emergency, or I would have been more active in this conversation! In my older son Stephen's case (and I'm trying to figure out where I published it, as it was only a note in passing), the dummy syllable seemed to have been influenced by the English article; it was found before articles were used, and was normally /tih/ (sorry, no IPA available on this e-mail, ih = small capital i) (barrette > tih'bet), but /tihm/ if there was a nasal in the target word (Melissa > tihm'lissa). However, for two words commonly found with 'some' (as in Do you want some salami/baloney?), he said /sihm'sami/ and /sihm'boni/ respectively...which is why I think the article is involved here. I know I used the 'dummy syllable' term pretty early, but I don't know if I made it up or got it from Smith ormaybe Ferguson (anybody have a copy of Ferguson, Peiser, & Weeks handy?) The 'recycling retruck' reminds me of a later isolated perseverative rhythm-based error that Stephen was very aware of but was unable to inhibit (at least for a few days): attempts at 'pencil sharpener' came out, willy nilly, as 'pencinal sharpener' /'pehnsihnal/. His immediate awareness that it was wrong puts it on the borderline between a slip of the tongue and an isolated child phonology 'rule'. Lise At 4:46 PM -0800 1/10/05, Lynn Santelmann wrote: Thank you to all you responded to my query. It appears that the use of a type of default syllable for unstressed syllables is relatively common (just unfamiliar to me). The use of [ri] for all unstressed syllables was documented by Neil Smith (1973) for his son Amahl (pp. 172-173). In addition, Gnanadesikan (2004) reports a child using fi as a replacement syllable in much the same contexts. Several people reported that they have seen this commonly in clinical practice and in child phonology research. Joe Stemberger noted that many children show restrictions on initial unstressed syllables when they first appear, noting that reduplication is more common than default syllables such as my son is using. (Bernhardt & Stemberger, 1998). What appears to be uncommon is my son's earlier use of "recycling retruck". I still haven't a clue as to where that came from. Johanne Paradis noted that her French/English bilingual son overused re, as in re-see, re-put, but that use is at least semantically appropriate! This earlier use of 're' was definitely epenthetic, and opened up a new slot. I wonder if he was making the words in the phrase parallel in structure? As for the choice of re- [ri], Patricia Donegan also speculates that these might be idiosyncratic based on the initial unstressed syllables of a child's favorite or perhaps first word, e.g., Ross's [mA] appeared to occur first in [mAgini] 'Lamborghini' (a toy car). This is definitely true for my son's re [ri] - recycling trucks were (and still are) a favorite topic of conversation! The choice of 'default' syllable does seem to vary, as can be seen by the variety of examples that I received that have not been reported in the literature: Sharon Glennen reported that her son had a similar phenomenon at age 3, but used "buh" ([b+schwa], I'm assuming). Brenda L. Beverly reported that her son (same age as mine) is using [b+schwa] (the syllable of 'before') in words like 'bagot'. Karin Pollock reported her daughter using 'kuh' [k+schwa] Eve Clark wrote: "D doing something very similar, and opting for a single unstressed prefix on words that required that. His was based on the first syllable of 'forget' I think, and it turned up as 'fe-' (no 'r') on a variety of words as the 'default prefix'. Patricia Donegan wrote: "Two other cases I'm aware of are John (son of David) Stampe's use of [tu] or [tA] for an initial unstressed syllable ([tutar] for guitar, [tAkAmbAs tuhaido] for Columbus Ohio, etc.), and John Ross' son's use of [mA] in similar contexts. Neither is, as far as I know, reported in the literature, though." References: Bernhardt, B.H., & Stemberger, J.P. (1998). Handbook of Phonological Development: From the Perspective of constraint-based nonlinear phonology. San Diego: Academic Press. Gnandesikan, Amalia. 2004. Markedness and faithfulness constraints in child phonology. In R, Kager, J. Pater and W. Zonneveld, eds. Constraints in Phonological Acquisition. CUP. 73-108. Peters, A.M. & L. Menn. (1993). False starts and filler syllables: ways to learn grammatical morphemes. Language 69, 742-777 Smith, Neilson V. 1973. The Acquisition of Phonology: A Case Study. CUP. *************************************************************************************** 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 ******************************************************************************* -- Beware Procrustes bearing Occam's razor. Lise Menn office phone 303-492-1609 Professor of Linguistics home fax 303-413-0017 University of Colorado Visiting Professor, University of Hunan Office: Hellems 293 April-May Secretary-elect, AAAS section Z (Linguistics) Mailing address: UCB 295 University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Tue Jan 18 22:12:48 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 18 Jan 2005 17:12:48 -0500 Subject: research position at York University Message-ID: YORK UNIVERSITY, ATKINSON FACULTY OF LIBERAL & PROFESSIONAL STUDIES ? Atkinson Faculty of Liberal and Professional Studies, York University (Toronto, Canada) invites qualified applications for a Research Associate in Psychology, to join an expert team of researchers investigating the processes underlying the growth of the human mind. The areas of investigation include the development of the core capacities that lead to language and reflective consciousness; evolutionary theory research involving nonhuman primates; a large-scale clinical study designed to enhance significantly the capacities of children with various types of impairment. York University offers a world-class, modern, interdisciplinary academic experience in Toronto, Canada's most multicultural city. York is at the centre of innovation, with a thriving community of almost 60,000 faculty, staff and students who challenge the ordinary and deliver the unexpected. The terms of the appointment are negotiable but minimally for one-year with the possibility of a longer-term renewal. The successful candidate should have a PhD in Psychology with demonstrated research experience and proven administrative abilities. The deadline for receipt of completed applications is February 9, 2005 or until the position is filled, with a potential start date as early as February 15, 2005. A letter of application with an up-to-date curriculum vitae, a statement of research interests and experience, selected publications, and three letters of reference should be sent to: Professor Stuart Shanker, Psychology Department, Room 502 Atkinson Building, York University, 4700 Keele Street, Toronto, Ontario M3J 1P3. Questions should be directed to Dr. Shanker at 416-736-2100, ext. 22157 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1890 bytes Desc: not available URL: From sirai at sccs.chukyo-u.ac.jp Wed Jan 19 03:26:42 2005 From: sirai at sccs.chukyo-u.ac.jp (Hidetosi Sirai) Date: Wed, 19 Jan 2005 12:26:42 +0900 Subject: 2nd Call for Papers: JSLS2005 (deadline February 15, 2005) Message-ID: Dear CHILDES members, The deadline of paper submission for JSLS2005 is within about one month now. This is a reminder. We are looking forward to receiving your submissions. Hidetosi Sirai JSLS2005 Public Affairs Committee ------------------------------ **** Second Call for Papers: JSLS2005 (deadline February 15, 2005) ***** The Japanese Society for Language Sciences invites proposals for our Seventh Annual International Conference, JSLS 2005. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Dr. Dan I. Slobin (University of California, Berkeley) and Dr. Kensaku Yoshida (Sophia University). JSLS2005 Conference Committee Chair Hirohide Mori (Nihon University), and Kaoru Koyanagi (Sophia University) Conference Dates/ Location The Seventh Annual International Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 25 (Saturday)- 26 (Sunday), 2005 (2) Sophia University (Yotsuya campus), Tokyo, Japan Submission Deadline All submissions should be e-mailed by February 15, 2005 (Tuesday). Submission guidelines are available on the JSLS 2005 website at: http://www.cyber.sccs-u.ac.jp/JSLS/JSLS2005/cfp-e.html All questions regarding the JSLS 2005 conference should be addressed to: Kei Nakamura JSLS 2004 Conference Coordinator e-mail: kei at aya.yale.edu From sirai at sccs.chukyo-u.ac.jp Wed Jan 19 05:56:57 2005 From: sirai at sccs.chukyo-u.ac.jp (Hidetosi Sirai) Date: Wed, 19 Jan 2005 14:56:57 +0900 Subject: 2nd Call for Papers: JSLS2005 (corrected version) Message-ID: Dear CHILDES members, The last mail which I sent has mistypos. Sorry for troubles. Here is the corrected one. ------------------------------------------------------------ **** Second Call for Papers: JSLS2005 (deadline February 15, 2005) ***** The Japanese Society for Language Sciences invites proposals for our Seventh Annual International Conference, JSLS 2005. We welcome proposals for paper and poster presentations and for one symposium. As keynote speakers, we will invite Dr. Dan I. Slobin (University of California, Berkeley) and Dr. Kensaku Yoshida (Sophia University). JSLS2005 Conference Committee Chair Hirohide Mori (Nihon University), and Kaoru Koyanagi (Sophia University) Conference Dates/ Location The Seventh Annual International Conference of the Japanese Society for Language Sciences will be held as follows: (1) June 25 (Saturday)- 26 (Sunday), 2005 (2) Sophia University (Yotsuya campus), Tokyo, Japan Submission Deadline All submissions should be e-mailed by February 15, 2005 (Tuesday). Submission guidelines are available on the JSLS 2005 website at: http://www.cyber.sccs.chukyo-u.ac.jp/JSLS/JSLS2005/cfp-e.html All questions regarding the JSLS 2005 conference should be addressed to: Kei Nakamura JSLS 2005 Conference Coordinator e-mail: kei at aya.yale.edu From macw at mac.com Wed Jan 19 19:21:07 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 Jan 2005 14:21:07 -0500 Subject: Post-doc in Educational Neuroscience at Dartmouth Message-ID: NSF Science of Learning Center for Cognitive and Educational Neuroscience Postdoctoral - Dartmouth Exciting research opportunity to study the neural and behavioral foundations of Language in mono/bilingual babies, children, and adults with two-year post-doc (renewable), jointly through Dartmouth's Psychological & Brain Sciences and Educational Neuroscience divisions. Ph.D. and strong experimental expertise required. Start date: spring, 2005. Send vita, three letters of recommendation, research statement to: Professor Laura-Ann Petitto, Dartmouth College, Hanover, NH 03755 (USA) ; Laura-Ann.Petitto at dartmouth.edu. From velleman at comdis.umass.edu Wed Jan 19 20:00:00 2005 From: velleman at comdis.umass.edu (Shelley Velleman) Date: Wed, 19 Jan 2005 15:00:00 -0500 Subject: procedural learning tasks In-Reply-To: <0HFZ00A8F6PGS5@newman.oit.umass.edu> Message-ID: I'm looking for procedural learning tasks that can be used for young children (e.g., 4 year olds). What have any of you used? It would be great to have one language-based and one not. Thanks. Shelley Velleman UMass-Amherst From peytontodd at mindspring.com Wed Jan 19 22:12:57 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Wed, 19 Jan 2005 14:12:57 -0800 Subject: IPA Extensions for Microsoft Word? Message-ID: Dear All, Does anyone know of a plug-in one can get for Microsoft Word consisting of IPA symbols to insert into a document? Word's Insert --> Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, and the voiced velar nasal), but most are missing. How do others solve this problem? Thanks, Peyton Todd peytontodd at mindspring.com From macw at mac.com Wed Jan 19 22:32:16 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 Jan 2005 17:32:16 -0500 Subject: IPA Extensions for Microsoft Word? In-Reply-To: <27820513.1106172779722.JavaMail.root@wamui06.slb.atl.earthlink.net> Message-ID: Peyton, The most obvious solution is not a Word plug-in, but a Windows system extension called KeyMan by Tavultesoft. For details, go to http://childes.psy.cmu.edu/tools/uniwin.html and focus on the packaging of KeyMan created by SIL. If anyone knows of anything less byzantine than KeyMan, I would love to know about it. The system for Mac is much easier to use. --Brian MacWhinney On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > Dear All, > > Does anyone know of a plug-in one can get for Microsoft Word > consisting of IPA symbols to insert into a document? Word's Insert --> > Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, > and the voiced velar nasal), but most are missing. How do others solve > this problem? > > Thanks, > Peyton Todd > peytontodd at mindspring.com > From peytontodd at mindspring.com Wed Jan 19 22:46:21 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Wed, 19 Jan 2005 14:46:21 -0800 Subject: IPA Fonts Message-ID: Thanks, all. I knew you would know! Peyton Todd From macw at mac.com Thu Jan 20 01:38:13 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 19 Jan 2005 20:38:13 -0500 Subject: Coordinator at Dartmouth Message-ID: Dartmouth College. NSF funded Science of Learning "Center for Cognitive and Educational Neuroscience (CCEN)." New Position: Education Outreach Coordinator. The Education Outreach Coordinator (EOC) will coordinate, facilitate, and create an exciting and rewarding union between Science of Learning research projects and the Department of Education's diverse outreach programs. Reporting to the Chair of the Department of Education, the EOC is responsible for providing leadership, oversight, and direction to the Department of Education's eleven diverse outreach programs at the local, national, and international levels, with the goal of promoting the principled application of educational neuroscience research to contemporary issues in education. The EOC will build upon already developed and ongoing programs in the Department of Education and will also have opportunities to create and/or coordinate new outreach programs. Minimum qualifications: Doctorate in Psychology, Education, or the Neurosciences, with public/private school teaching experience being an advantage. Excellent interpersonal skills, ability to work independently and as part of a team, strong project management skills and organizational abilities. Salary is competitive and commensurate with qualifications and experience. To apply, send cover letter, vita, list of five professional references with e-mail addresses, mailing address, and contact phone numbers to Professor Laura-Ann Petitto, Chair of The Department of Education, 110 Raven House, Dartmouth College, Hanover, NH 03755. Review of applications will begin immediately; closing date March 31. Position start date within April-June 2005. Dartmouth College is an Equal Opportunity, Affirmative Action Employer. Women and Minorities are encouraged to apply. From Laura-Ann.Petitto at Dartmouth.EDU Thu Jan 20 01:40:16 2005 From: Laura-Ann.Petitto at Dartmouth.EDU (Laura-Ann Petitto) Date: Wed, 19 Jan 2005 20:40:16 EST Subject: Dartmouth new NSF Science of Learning Openings: (1) Post-Doctoral Fellowship; (2) Education Outreach Coordinator Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2556 bytes Desc: not available URL: From Laura-Ann.Petitto at Dartmouth.EDU Thu Jan 20 01:56:47 2005 From: Laura-Ann.Petitto at Dartmouth.EDU (Laura-Ann Petitto) Date: Wed, 19 Jan 2005 20:56:47 EST Subject: Dartmouth new NSF Science of Learning Openings: (1) Post-Doctoral Fellowship; (2) Education Outreach Coordinator Message-ID: A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2490 bytes Desc: not available URL: From a.crutchley at hud.ac.uk Thu Jan 20 09:25:04 2005 From: a.crutchley at hud.ac.uk (Alison Crutchley) Date: Thu, 20 Jan 2005 09:25:04 -0000 Subject: IPA Extensions for Microsoft Word? Message-ID: I think it's worth mentioning that the IPA fonts can be downloaded direct from the SIL website and installed as Windows fonts so they come up in 'insert symbol', if simple Word documents are all that is required. http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa An alternative for Word docs is to use Jan Mulder's Phonmap - it doesn't have all the IPA symbols but is useful for transcribing English: http://janmulder.co.uk/Phonmap/ Best wishes, Alison Crutchley -----Original Message----- From: Brian MacWhinney [mailto:macw at mac.com ] Sent: 19 January 2005 22:32 To: Peyton Todd; info-childes at mail.talkbank.org Subject: Re: IPA Extensions for Microsoft Word? Peyton, The most obvious solution is not a Word plug-in, but a Windows system extension called KeyMan by Tavultesoft. For details, go to http://childes.psy.cmu.edu/tools/uniwin.html and focus on the packaging of KeyMan created by SIL. If anyone knows of anything less byzantine than KeyMan, I would love to know about it. The system for Mac is much easier to use. --Brian MacWhinney On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > Dear All, > > Does anyone know of a plug-in one can get for Microsoft Word > consisting of IPA symbols to insert into a document? Word's Insert --> > Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, > and the voiced velar nasal), but most are missing. How do others solve > this problem? > > Thanks, > Peyton Todd > peytontodd at mindspring.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: From k.j.alcock at lancaster.ac.uk Thu Jan 20 11:29:37 2005 From: k.j.alcock at lancaster.ac.uk (Alcock, Katherine) Date: Thu, 20 Jan 2005 11:29:37 -0000 Subject: IPA Extensions for Microsoft Word? Message-ID: Because the SIL fonts are installed as extra fonts, it is possible to use them straight from the keyboard, too - you set your font to one of the SIL fonts, rather than Times or whatever, and then type a letter. However I have found that most journals seem not to be able to see these fonts when one sends them articles - on occasion, even pdf files seem not to have them at "their end" when I have them at "my end". If anyone knows of a set of IPA fonts, or a way of rendering them, that means it is possible to get journal articles back without snitty comments from the editor about unreadable symbols, I'd be very happy to know it! Katie Alcock Katie Alcock, DPhil Lecturer Department of Psychology Lancaster University Fylde College Lancaster LA1 4YF -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Alison Crutchley Sent: 20 January 2005 09:25 To: Brian MacWhinney; Peyton Todd; info-childes at mail.talkbank.org Subject: RE: IPA Extensions for Microsoft Word? I think it's worth mentioning that the IPA fonts can be downloaded direct from the SIL website and installed as Windows fonts so they come up in 'insert symbol', if simple Word documents are all that is required. http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa An alternative for Word docs is to use Jan Mulder's Phonmap - it doesn't have all the IPA symbols but is useful for transcribing English: http://janmulder.co.uk/Phonmap/ Best wishes, Alison Crutchley -----Original Message----- From: Brian MacWhinney [ mailto:macw at mac.com] Sent: 19 January 2005 22:32 To: Peyton Todd; info-childes at mail.talkbank.org Subject: Re: IPA Extensions for Microsoft Word? Peyton, The most obvious solution is not a Word plug-in, but a Windows system extension called KeyMan by Tavultesoft. For details, go to http://childes.psy.cmu.edu/tools/uniwin.html and focus on the packaging of KeyMan created by SIL. If anyone knows of anything less byzantine than KeyMan, I would love to know about it. The system for Mac is much easier to use. --Brian MacWhinney On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > Dear All, > > Does anyone know of a plug-in one can get for Microsoft Word > consisting of IPA symbols to insert into a document? Word's Insert --> > Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, > and the voiced velar nasal), but most are missing. How do others solve > this problem? > > Thanks, > Peyton Todd > peytontodd at mindspring.com > -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Thu Jan 20 11:41:06 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 20 Jan 2005 11:41:06 +0000 Subject: IPA Extensions for Microsoft Word? In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A10AF3AABD@exchange-be1.lancs.ac.uk> Message-ID: I also find it is sometimes due to Mac<->PC conversions too. Annette At 11:29 +0000 20/1/05, Alcock, Katherine wrote: >Because the SIL fonts are installed as extra fonts, it is possible >to use them straight from the keyboard, too - you set your font to >one of the SIL fonts, rather than Times or whatever, and then type a >letter. > >However I have found that most journals seem not to be able to see >these fonts when one sends them articles - on occasion, even pdf >files seem not to have them at "their end" when I have them at "my >end". If anyone knows of a set of IPA fonts, or a way of rendering >them, that means it is possible to get journal articles back without >snitty comments from the editor about unreadable symbols, I'd be >very happy to know it! > >Katie Alcock > > >Katie Alcock, DPhil >Lecturer >Department of Psychology >Lancaster University >Fylde College >Lancaster LA1 4YF > >-----Original Message----- >From: info-childes at mail.talkbank.org >[mailto:info-childes at mail.talkbank.org]On Behalf Of Alison Crutchley >Sent: 20 January 2005 09:25 >To: Brian MacWhinney; Peyton Todd; info-childes at mail.talkbank.org >Subject: RE: IPA Extensions for Microsoft Word? > >I think it's worth mentioning that the IPA fonts can be downloaded >direct from the SIL website and installed as Windows fonts so they >come up in 'insert symbol', if simple Word documents are all that is >required. >http://scripts.sil.org/cms/scripts/page.php?site_id=nrsi&id=encore-ipa > >An alternative for Word docs is to use Jan Mulder's Phonmap - it >doesn't have all the IPA symbols but is useful for transcribing >English: >http://janmulder.co.uk/Phonmap/ > >Best wishes, Alison Crutchley > > > >-----Original Message----- >From: Brian MacWhinney [mailto:macw at mac.com] >Sent: 19 January 2005 22:32 >To: Peyton Todd; info-childes at mail.talkbank.org >Subject: Re: IPA Extensions for Microsoft Word? > > >Peyton, > >The most obvious solution is not a Word plug-in, but a Windows system >extension called KeyMan by Tavultesoft. For >details, go to >http://childes.psy.cmu.edu/tools/uniwin.html >and focus on the packaging of KeyMan created by SIL. > >If anyone knows of anything less byzantine than KeyMan, I would love to >know about it. The system for Mac is much easier >to use. > >--Brian MacWhinney > >On Jan 19, 2005, at 5:12 PM, Peyton Todd wrote: > >> Dear All, >> >> Does anyone know of a plug-in one can get for Microsoft Word >> consisting of IPA symbols to insert into a document? Word's Insert --> >> Symbol feature has a lot of them built in (e.g. theta, thorn, schwa, >> and the voiced velar nasal), but most are missing. How do others solve >> this problem? >> >> Thanks, >> Peyton Todd >> peytontodd at mindspring.com >> -------------- next part -------------- An HTML attachment was scrubbed... URL: From stemberg at interchange.ubc.ca Thu Jan 20 16:10:41 2005 From: stemberg at interchange.ubc.ca (Joe Stemberger) Date: Thu, 20 Jan 2005 08:10:41 -0800 Subject: IPA Extensions for Microsoft Word? In-Reply-To: <7F332A8009EE5D4CB62C87717A3498A10AF3AABD@exchange-be1.lancs.ac.uk> Message-ID: Alcock, Katherine wrote: > However I have found that most journals seem not to be able to see > these fonts when one sends them articles - on occasion, even pdf files > seem not to have them at "their end" when I have them at "my end". If > anyone knows of a set of IPA fonts, or a way of rendering them, that > means it is possible to get journal articles back without snitty > comments from the editor about unreadable symbols, I'd be very happy > to know it! > I think that that's an inherent problem with any added font that isn't automatically on every system. I was a guest co-editor for an issue of Clinical Linguistics and Phonetics a few years ago. Everything went smoothely until proofs got sent out to the authors, with stars, sunbursts, halfmoons, and so on in place of phonetic symbols. The printers had been printing this journal for years, but had apparently just made some changes to their system that eliminated the SIL IPA fonts that had been there before. We had to get them to install the fonts and send out a new set of proofs. With an added font, you can't rely on it always being there. That's why the unicode fonts look so promising. We will hopefully eventually reach a point where every system everywhere has it, and we won't get back proofs with unreadable symbols in them. ---Joe Stemberger UBC From C.DeCat at leeds.ac.uk Thu Jan 20 16:11:43 2005 From: C.DeCat at leeds.ac.uk (Cecile De Cat) Date: Thu, 20 Jan 2005 16:11:43 -0000 Subject: Post in the linguistics of British Sign Language (University of Leeds, UK) Message-ID: Lectureship in the Linguistics of British Sign Language (BSL) Department of Linguistics and Phonetics, School of Modern Languages and Cultures University of Leeds Further details: Job ref 310248 Salary: Lecturer A (?23,643 - ?27,116 p.a.) Informal enquiries: Professor Sally Johnson, Head of Linguistics and Phonetics email s.a.johnson at leeds.ac.uk For more details inc. job description, person specification and application form - see www.leeds.ac.uk, click on Jobs, then Academic & Clinical Vacancies. Closing date: 15 February 2005 This post is available from 1 September 2005. You will teach theoretical modules in sign language linguistics for students of linguistics and modern languages, and convene language modules in BSL, culminating in the setting up of a BSL pathway on Joint Honours programmes within the University We are looking for a candidate who has (or is close to completing) a PhD with a good track record of publications (relative to academic age and experience) in any area related to the linguistics of British Sign Language (BSL). This is a developmental post which is being funded in accordance with plans to extend the portfolio of languages already offered within School of Modern Languages & Cultures via the addition of BSL at undergraduate level (we already offer an MA in BSL-English interpreting). We are therefore seeking to appoint a dynamic, energetic and highly motivated individual, who is actively committed to developing BSL provision in the context of linguistics and modern languages at the University of Leeds. The successful applicant will be required, in the first instance, to: i) convene a new theoretical module in sign language linguistics and a beginners' language module in BSL, both to serve as options for students in the Department of Linguistics and Phonetics/School of Modern Languages and Cultures; ii) set up, via the Centre for Joint Honours, the provision of ab initio BSL as an undergraduate scheme in its own right such that students are able to combine the study of BSL with a post-A level modern language taught in SMLC or with other subjects around the University, including Linguistics, Education, English, Sociology, Psychology, Communication Studies and Healthcare Studies, as appropriate (schemes to commence in 2006/7); iii) collaborate with colleagues in the Centre for Translation Studies and teach, as required, on the MA in BSL-English Interpreting. The University reserves the right to consider for appointment persons other than those who make an application in response to the initial advertisement. From macw at mac.com Thu Jan 20 18:05:12 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 20 Jan 2005 13:05:12 -0500 Subject: old code vs Unicode Message-ID: Dear Info-CHILDES, In my response to Peyton Todd's query about IPA fonts, I was assuming that he was interested in Unicode IPA. This was probably an incorrect assumption. As a person who has had to deal with the innumerable incompatibilities of non-Unicode fonts, the choice of Unicode IPA over the older codepage implementations of IPA seems natural. So, I tried to point Peyton toward Unicode solutions. However, if a person doesn't care about transferring data to other computers, sending files in to presses, working with non-Roman languages, or sharing data with colleagues, then non-Unicode codepage (ASCII) IPA fonts such as SILIPA, IPATimes, or IPAPhon work fine. --Brian MacWhinney From peytontodd at mindspring.com Thu Jan 20 19:02:01 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Thu, 20 Jan 2005 11:02:01 -0800 Subject: UniCode Seems Fine - But Those Spaces! Message-ID: Based on Brian's comments about comptatibility, I decided just to go with the UniCode font. It turned out to be supereasy to install, and seems to have every character one could ever need. However, when you insert one of them using Word's Insert --> Symbol feature, it inserts an extra space along with it. And it seems that this extra space is not actually a separate character which one can simply delete - instead, it seems to be part of the inserted character itself. Delete the space, and the character goes away, too. Does UniCode comdemn us to /a b c d e f/ when what we wanted was /abcdef/? Is there any solution to this problem? Peyton From plahey at mindspring.com Thu Jan 20 19:06:19 2005 From: plahey at mindspring.com (Peg Lahey) Date: Thu, 20 Jan 2005 14:06:19 -0500 Subject: Scholarships Available Message-ID: BAMFORD-LAHEY SCHOLAR AWARDS OF UP TO $10,000 AVAILABLE FOR 2005-2006: APPLICATIONS DUE ON APRIL 1, 2005 The Bamford-Lahey Children's Foundation is again pleased to announce the availability of scholarship funds of up to $10,000 per recipient per year for doctoral students whose focus is children's language disorders. Scholarships will be awarded on an objective and nondiscriminatory basis without regard to race, color, age, religion, or sex. Grants will be competitive and selection will be made by the Foundation using the application materials submitted by the applicant. Criteria for selecting scholars will include an evaluation of the applicant's ability to complete the doctoral program and the potential promise of the candidate as a teacher-investigator who will contribute to both educating clinicians and to our knowledge of the field of children's language disorders. Funds may be used for any activities that are related to completion of the doctoral program including: a) tuition, fees, books and supplies related to courses; b) transportation to classes or assigned projects; c) room and board if student is not living at home; d) childcare while attending classes; and e) dissertation research expenses if the topic of the dissertation is related to the objectives of the foundation. The scholarship funds are not loans and if used for the purposes approved by the Foundation do not require repayment. Furthermore, no work requirement may be attached to the receipt of this scholarship aid. Both full-time and part-time students are eligible and applicants may request any amount of funds up to $10,000. In order to apply, applicants should: Be accepted in a doctoral program at an accredited university that offers a specialization in children's language disorders including an emphasis on research skills a.. Be able to demonstrate the ability to complete such a program b.. Plan to specialize in children's language disorders during their study c.. Plan, after graduation, to be a teacher-investigator (with an emphasis on children's language disorders) at a college or university d.. Hold CCC-SLP from ASHA or equivalent certification from another country Students who are thinking of applying should immediately request sealed copies of official transcripts from colleges attended so the transcripts will be received in time to be included with their application. Applications as well as further information and instructions can be found on the Foundation Website www.bamford-lahey.org. Deadline for reception of completed applications (including transcripts and recommendations) is April 1, 2005. Margaret Lahey, President Bamford-Lahey Children's Foundation www.Bamford-Lahey.org mlahey at bamford-lahey.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From nratner at hesp.umd.edu Thu Jan 20 21:55:37 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Thu, 20 Jan 2005 16:55:37 -0500 Subject: Classics in psycholinguistics? Responses Message-ID: We may not have chosen the best time of year to post this question (too many on mid-year break?), because we got more requests for our final list than we got votes for things to put on it. However, here are the responses that we did get. We are STILL interested in getting further "nominations", since we have not yet finalized our students' assignments, other than to include Berko, which we had already selected, and Eimas, P., Siqueland, E., Jusczyk, P. & Vigorito, J. (1971). Speech perception in infants. Science, 171, 303-306, which was another favorite of ours. Here are the suggestions that were sent, along with the original question. THE ORIGINAL QUESTION: We teach sections of an undergraduate course in Psycholinguistics. For an article review assignment, we are interested in getting other people's personal impressions of the "top five" (or so) most influential psycholinguistics studies. We will try to diversify the assignment across areas such as acquisition, speech perception, lexical access, sentence processing, etc., so we would like people to consider multiple areas within the field. We will be happy to post a final list back to the group. best wishes for a happy and healthy new year to all, Nan Bernstein Ratner and Rochelle Newman HERE WERE OUR RESPONSES: 1) My article suggestion would be: Balota, David A. and James I. Chumbley (1985). The locus of word-frequency effects in the pronunciation task. Journal of Memory and Language, 24, 89-106. It's readable, and the methodology is simple but cunning. I think it counts as a 'classic'. It's also very, very replicable and easy to implement in E-prime or psyscope. I probably have an E-prime script around if you want to do a lab on it. A more recent article that is short, sweet, and neat is: Goldinger, S.D. & Azuma, T. (2004). Episodic Memory Reflected in Printed Word Naming. Psychonomic Bulletin and Review, 11, 716-722 Benjamin Munson, Ph.D. Assistant Professor, Department of Speech-Language-Hearing Sciences University of Minnesota 2) You'll have a lot of fun with this project, for sure! At the top of my list is: George A. Miller : The Magical Number Seven, Plus or Minus Two: Some Limits on Our Capacity for Processing Information; The Psychological Review, 1956, vol. 63, pp. 81-97 George D. Allen, Ph.D. Michigan State Univ. College of Nursing A217 Life Sciences, E. Lansing, MI 48824 Voice: 517.353.5976; Fax 517.353.9553 3) Hi Nan, I think I would vote for the Werker and Tees article on infant phoneme recognition (and loss thereof) and perhaps Slobin's old piece from the 1970 slobin and ferguson book. but maybe i am just showing my age! I am in france without my books otherwise i would give you more complete references: best, judy reilly 4) I would nominate Jean Berko Gleason's original wug study: Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-177. I may be wrong, but I've always had the impression that this study was the first to use novel linguistic forms, with the twin advantages of tapping into young children's intuitions while exerting control over the input. The influence of this study is manifest in the huge number of studies that have used novel word forms in the intervening years (almost 50 years, in fact). Regards, Matthew Saxton. Followed shortly that day by: Dear Nan, I will teach Processing next term and I would appreciate very much if you could send me back the five titles if you already have them. I think that one of the classics (covering the field of productivity and also the experimental set) is: Berko, J. (1958). The child's learning of English morphology. Word, 14, 150-1770. Best regards, Prof. Dr. Leonor Scliar-Cabral 5) My top five in psychololinguistics: 1. Language acquisition - Clara und William Stern (1907) Kindersprache (Child language) Leipzig: Barth; Rodger Brown A first language 2. Psycholinguistics: theory - Karl B?hler Sprachtheorie (1934) Stuttgart: Fischer 3. Language production - Willem JM Levelt Speaking (CUP) 4. Language comprehension - William Marslen - Wilson Cohort Theory (Article in Cognition) Apologies for the German language bias of my suggestions. Best regards Werner Deutsch 6) Dear Nan, I think Dan Slobin's 1973 paper on "cognitive prerequisites" was pathbreaking in language acquisition studies, even though he has largely changed his perspective to much more pragmatically discourse oriented since then. best Ruth Berman Hi, Nan - for acquisition classics, you might take a look at Barbara Lust's new Blackwell reader - several in there that might be candidates. Best, Katherine Demuth (others chimed in later, including Barbara Lust) Best wishes for a wonderful 2005 and keep any suggestions coming, Nan Bernstein Ratner & Rochelle Newman Nan Bernstein Ratner, Ed.D. Chairman Department of Hearing and Speech Sciences University of Maryland College Park, MD 20742 301-405-4217 301-314-2023 (FAX) nratner at hesp.umd.edu From cech at louisiana.edu Fri Jan 21 00:57:24 2005 From: cech at louisiana.edu (Claude G. Cech) Date: Thu, 20 Jan 2005 18:57:24 -0600 Subject: Fellowship Availability Message-ID: An HTML attachment was scrubbed... URL: From cchaney at sfsu.edu Fri Jan 21 02:22:24 2005 From: cchaney at sfsu.edu (Carolyn Chaney) Date: Thu, 20 Jan 2005 18:22:24 -0800 Subject: Default unstressed initial syllable? re- In-Reply-To: <0E9D8F38BC74AF438ACAD520CF4D55AAE20FA2@radon.towson.edu> Message-ID: These are great examples...lots of fun as well as interesting. My son Brian (now age 23) used "nuh" for unstressed function words...a place holder. I remember ther moment he "discovered" THE. We were reading THE CAT IN THE HAT and I pointed to the words reading the title, and I could see the lightbulb over his head, as he said The (really da) Cat in da Hat. Carolyn On Mon, 10 Jan 2005, Glennen, Sharon wrote: > My son at age 3 also used a "default" unstressed initial syllable, except in his case the syllable was "buh." So we ate buhsketti, and buhzagna, about and around became "buhbout," and "buhwound" aquarium was "buhkarium" etc. He began by using it for unstressed schwa syllables in the initial position, but then began using it for other initial unstressed syllables. For example museum became "buhzeum," refrigerator was "buhfidgewator," and I was a "buhfessor." He held onto this pattern for a long time, especially for the 3-4 syllable words. > > Sharon Glennen, Ph.D. > Associate Professor > Department of Audiology, Speech Language Pathology & Deaf Studies > Towson University > Towson, Maryland > > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org]On Behalf Of Lynn Santelmann > Sent: Monday, January 10, 2005 12:39 PM > To: info-childes at mail.talkbank.org > Subject: Default unstressed initial syllable? re- > > > First, let me confess that this is a purely personal question, inspired by > my son's language weirdnesses -- > > My son (age 3 1/2) is finally acquiring unstressed initial syllables. The > odd thing is that he seems to have a "default" unstressed syllable, namely > "re-". So, at our house we "remember" and "reget". I am a "refessor". We go > to "reseums". > > I'm not sure if this is a resurgence of an earlier phase of "over-re" use - > about a year ago, we talked about "recycling retrucks", "recycling rebins", > "recycling reguys", or if it's a different thing. The earlier re- use came > and went spontaneously in about a month, this one is hanging around a bit > longer. > > Neither use of re is something I've ever read about, and my quick lit check > didn't reveal anything either. Does anybody have any literature on this? > And could it be related to the somewhat sketchy representation he seems to > have for a lot of new words - we're getting a lot of malaprops these days > (snowflags for snowflakes, Dora the Exploder, etc.) > > Thanks > > Lynn > > *************************************************************************************** > 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 > ******************************************************************************* > > > > From htagerf at bu.edu Fri Jan 21 13:05:38 2005 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 21 Jan 2005 08:05:38 -0500 Subject: Vocabulary test for English speaking children Message-ID: Does anyone know of a standardized test of vocabulary for children older than 30 months that can be completed by parents at home? We are looking for something equivalent to the MCDI but for older children. Thanks! Helen ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From cech at louisiana.edu Mon Jan 24 19:52:38 2005 From: cech at louisiana.edu (Claude G. Cech) Date: Mon, 24 Jan 2005 13:52:38 -0600 Subject: correction of an earlier announcement Message-ID: Sorry folks; I sent out an announcement about a fellowship that had the wrong starting date on it. Here is the corrected announcement: For those students potentially interested in a doctoral program in cognitive science, the Institute of Cognitive Science at the University of Louisiana at Lafayette wishes to announce the availability of a prestigious Board of Regents Support Fund Fellowship commencing Fall 2005. The fellowship carries an annual stipend of $22,000, and waiver of tuition and most fees. Applicants wishing to compete for the fellowship should demonstrate strong research potential in Cognitive Science, and would normally be expected to have a minimum undergraduate GPA of 3.5, and Verbal and Quantitative GRE scores of at least 650 per scale (a total of 1300). Deadline for applications will be April 5. For further information, please contact the graduate coordinator (Dr. Claude Cech) at cech at louisiana.edu From peytontodd at mindspring.com Tue Jan 25 08:04:11 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Tue, 25 Jan 2005 03:04:11 -0500 Subject: My Findings About IPA Fonts Message-ID: Hello, all. Based on the comments by others on this topic touting its compatibility with other systems, it seems best to go with the 'Keyman' Windows extension by Tavultesoft, described on the page referenced by Brian in his first note on this topic, namely http://childes.psy.cmu.edu/tools/uniwin.html. Another reason for choosing it is that the simple Arial Unicode mentioned at the top of the aforesaid page insists on putting extra white space after each letter you insert, which is probably not the look you will want. The installation of Tavultesoft/Keyman is a complex process, but it is described in great detail in the documentation which downloads along with it (specifically in the Install Guide.pdf), so I'll not repeat all that. A couple of helpful points, though: 1. Don't just jump for the first set of instructions you see. First make sure you're reading the ones for your platform (e.g. Windows, Mac) and operating system (e.g. Win XP, OS X). 2. As almost always happens when such detailed instructions are provided (and as happened to me in this case), be prepared for subtle differences between your configuration and that on the computer where the screen prints and detailed instructions were prepared. The system works great once it's installed. You will no longer have You won't have go to Insert --> Symbol in Word, but instead you will have sets of keystrokes you can type directly for each special character as described in the Release Notes.pdf which also comes with the installation. That is made possible by a virtual 'Keyboard' which maps the keystroke combinations to the desired characters, which you will have associated, in Windows itself, with some language other than the one you're using for your document. The example they use is Icelandic. You have to pick that language every time you want to insert IPA codes. It does have a quirk, but fortunately there's a solution to it: When you stuff in an IPA character, it looks bigger than the rest of the characters on the line, even though the fontsizes are the same. That seems to happen even when the font family is also the same, e.g., both Arial. And the result is that the space between the line the IPA character got stuffed into, and the line above it, is greater than that between the lines in the rest of the paragraph. Here's the solution: Select the whole paragraph, then go to Format --> Paragraph --> Line spacing --> Exactly and just specify the spacing you want. As long as you tell Word this is what it must do, it will space the whole paragraph the way you want. If even lets you get the lines so close together that they overlap each other in case you wanted to do that, which of course you don't. However, even that is not quite enough. The full sequence which works for me is: 1. Type your text blah blah blah - let's say in 11 pt. Times New Roman. 2. Then when you come to the spot where you want the IPA code type the slash, then pick Icelandic at the top of your screen (via the button which will have been installed there), and stuff in the desired IPA characters. 3. Then set the language back to what you're using in the document (e.g., English) AND set the font back to whatever you were using, because the process will have re-set it to Lucide Sans Unicode. Now type the closing slash and proceed with your text. 4. Go to Format --> Paragraph --> Line spacing --> Exactly as just described and set the line spacing to what it should be. One last thing and you're done: 5. Even though the IPA characters no longer cause a gap between the lines, they still look too big, and they look like they're in boldface (which they're not). So if your document is at 11 pt., say, as mine is, change the font on the IPA characters to 10 pt. I know it sounds maddening, but it's worth it! Good luck, Peyton From peter.marschik at meduni-graz.at Tue Jan 25 11:03:59 2005 From: peter.marschik at meduni-graz.at (Peter Marschik) Date: Tue, 25 Jan 2005 12:03:59 +0100 Subject: 5th Graz Symposium on Developmental Neurology CALL FOR ABSTRACTS and Preliminary Programme Message-ID: Dear colleagues, From May 19 to 21, 2005 we shall be hosting the Fifth Graz Symposium on Developmental Neurology. The Preliminary Programme of the keynote lectures is now available at the Symposium's website. In addition, your oral or poster presentation is most welcome; please send your abstract as soon as possible but at latest February 15. The topic of your presentation should refer to: Activity dependent brain development. Age-specific brain mechanisms. Genetics of brain development. Age-specific disorders. Age-specific diagnostic procedures. Age-related intervention. We hope to welcome you in Graz (again). With warm regards Yours sincerely Christa Einspieler, Peter Wolff and Heinz Prechtl Address for correspondence: Dr. Christa Einspieler, Professor (Developmental Physiology and Developmental Neurology) Department of Systems Physiology Centre of Physiological Medicine Medical University of Graz Harrachgasse 21, A - 8010 Graz, Austria www.developmental-neurology.info www.general-movements-trust.info E-mail: christa.einspieler at meduni-graz.at Phone: +43 316 380 4266 Fax: +43 316 380 9630 -------------- next part -------------- An HTML attachment was scrubbed... URL: From lsc at th.com.br Tue Jan 25 14:10:04 2005 From: lsc at th.com.br (Leonor Scliar-Cabral) Date: Tue, 25 Jan 2005 12:10:04 -0200 Subject: My Findings About IPA Fonts Message-ID: Dear all, We are using the 'Keyman' Windows extension by Tavultesoft with success in more than 5.000 Brazilian Portuguese child's utterances, whenever necessary, even for signaling devoiced vowels, cracky voice etc. Best regards, Scliar-Cabral > Based on the comments by others on this topic touting its compatibility > with other systems, it seems best to go with the 'Keyman' Windows > extension by Tavultesoft, described on the page referenced by Brian in his > first note on this topic, namely > http://childes.psy.cmu.edu/tools/uniwin.html. Another reason for choosing > it is that the simple Arial Unicode mentioned at the top of the aforesaid > page insists on putting extra white space after each letter you insert, > which is probably not the look you will want. > > The installation of Tavultesoft/Keyman is a complex process, but it is > described in great detail in the documentation which downloads along with > it (specifically in the Install Guide.pdf), so I'll not repeat all that. A > couple of helpful points, though: > > 1. Don't just jump for the first set of instructions you see. First make > sure you're reading the ones for your platform (e.g. Windows, Mac) and > operating system (e.g. Win XP, OS X). > > 2. As almost always happens when such detailed instructions are provided > (and as happened to me in this case), be prepared for subtle differences > between your configuration and that on the computer where the screen > prints and detailed instructions were prepared. > > The system works great once it's installed. You will no longer have You > won't have go to Insert --> Symbol in Word, but instead you will have sets > of keystrokes you can type directly for each special character as > described in the Release Notes.pdf which also comes with the installation. > That is made possible by a virtual 'Keyboard' which maps the keystroke > combinations to the desired characters, which you will have associated, in > Windows itself, with some language other than the one you're using for > your document. The example they use is Icelandic. You have to pick that > language every time you want to insert IPA codes. > > It does have a quirk, but fortunately there's a solution to it: When you > stuff in an IPA character, it looks bigger than the rest of the characters > on the line, even though the fontsizes are the same. That seems to happen > even when the font family is also the same, e.g., both Arial. And the > result is that the space between the line the IPA character got stuffed > into, and the line above it, is greater than that between the lines in the > rest of the paragraph. > > Here's the solution: Select the whole paragraph, then go to Format --> > Paragraph --> Line spacing --> Exactly and just specify the spacing you > want. As long as you tell Word this is what it must do, it will space the > whole paragraph the way you want. If even lets you get the lines so close > together that they overlap each other in case you wanted to do that, which > of course you don't. However, even that is not quite enough. > > The full sequence which works for me is: > > 1. Type your text blah blah blah - let's say in 11 pt. Times New Roman. > > 2. Then when you come to the spot where you want the IPA code type the > slash, then pick Icelandic at the top of your screen (via the button which > will have been installed there), and stuff in the desired IPA characters. > > 3. Then set the language back to what you're using in the document (e.g., > English) AND set the font back to whatever you were using, because the > process will have re-set it to Lucide Sans Unicode. Now type the closing > slash and proceed with your text. > > 4. Go to Format --> Paragraph --> Line spacing --> Exactly as just > described and set the line spacing to what it should be. > > One last thing and you're done: > > 5. Even though the IPA characters no longer cause a gap between the lines, > they still look too big, and they look like they're in boldface (which > they're not). So if your document is at 11 pt., say, as mine is, change > the font on the IPA characters to 10 pt. > > I know it sounds maddening, but it's worth it! > > Good luck, > Peyton > From peytontodd at mindspring.com Tue Jan 25 19:46:32 2005 From: peytontodd at mindspring.com (Peyton Todd) Date: Tue, 25 Jan 2005 14:46:32 -0500 Subject: My Findings About IPA Fonts - Footnote Message-ID: Most of you may discover this by experimenting, but it may help to point out that instead of putting the slashes delimiting the IPA symbols in Times New Roman, which I did to make them less obtrusive, they seem to look better in the same Lucida Sans Unicode font as the IPA characters, as long as the fontsize is reduced. From mbecker at email.unc.edu Wed Jan 26 21:19:59 2005 From: mbecker at email.unc.edu (Misha Becker) Date: Wed, 26 Jan 2005 16:19:59 -0500 Subject: 2nd Call for submissions Message-ID: CALL FOR PAPERS--NEW DEADLINE 2/15 The journal Language Acquisition invites submissions for a special issue on theoretical approaches to Aspect and (Non)Finiteness in L1 or L2 grammar. If you are interested, please submit an abstract of 2-3 pages summarizing the research and analysis. We anticipate that between 5 and 10 authors will be invited to submit a paper for inclusion in the special issue. All papers will undergo a full review. Abstract specifications: 2-3 pages, single-spaced, including examples submit in *pdf* format only by e-mail to mbecker at email.unc.edu or in hard copy by mail to Misha Becker Linguistics Department 318 Dey Hall, CB#3155 University of North Carolina Chapel Hill, NC 27599-3155 USA Deadline for abstracts: February 15, 2005 Authors will be notified by March 15, 2005 Selected papers will be due on July 30, 2005 For questions please contact: mbecker at email.unc.edu From roberta at UDel.Edu Thu Jan 27 01:15:50 2005 From: roberta at UDel.Edu (Roberta Golinkoff) Date: Wed, 26 Jan 2005 20:15:50 -0500 Subject: LABORATORY COORDINATOR NEEDED! Message-ID: HELLO! I am looking for a bright, eager, talented, organized, well-spoken individual to serve as my laboratory coordinator starting this summer and for the next two years. A new college graduate looking for additional research experience before going on to graduate school would be perfect. The focus of my lab is how children learn language and we bring in parents and children anywhere between the ages of 4 months and 5 years. Since we have many projects going on at the same time, I need someone who can function at a high level with many balls in the air. Responsibilities include: data collection and analysis, study design, supervising research assistants, and interacting with participants and their parents. The job offers full benefits and a wonderful working environment since I treat my laboratory coordinators more as colleagues than employees. If you are interested, please contact me at Roberta at udel.edu. Thanks! Roberta Michnick Golinkoff University of Delaware Newark, DE 19716 Roberta at udel.edu 302-831-1634 _____________________________________________________ Roberta Michnick Golinkoff, Ph. D. H. Rodney Sharp Professor School of Education and Departments of Psychology and Linguistics University of Delaware, Newark, DE 19716 Office: 302-831-1634; Fax: 302-831-4110 Web page: http://udel.edu/~roberta/ Please check out our doctoral program at http://www.udel.edu/educ/graduate/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1488 bytes Desc: not available URL: From tomasello at eva.mpg.de Thu Jan 27 13:08:16 2005 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Thu, 27 Jan 2005 14:08:16 +0100 Subject: Nominations for IASCL Officers In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From jevans2 at wisc.edu Fri Jan 28 16:13:37 2005 From: jevans2 at wisc.edu (julia evans) Date: Fri, 28 Jan 2005 10:13:37 -0600 Subject: Postdoctoral Position in Language Processes @ UW-Madison Message-ID: Postdoctoral Position in Language Processes The Department of Psychology at the University of Wisconsin-Madison anticipates a postdoctoral position in their Language Training Program: Integrating Acquisition and Adult Performance, pending final NICHD funding decisions. The goal of the training program is to integrate the study of child language acquisition and adult language comprehension and production, in all cases encompassing both typical and atypical performance. We seek a postdoctoral researcher who has received extensive doctoral training in one of these areas of language research and who wants to extend research training into another area. We have a cohesive group of eight language faculty whose interests span language processes from speech perception to discourse, and from infancy through adult performance to cognitive aging. More information about language research and training faculty can be found at http://psych.wisc.edu/gradstudies/language.html. While the postdoctoral researcher will naturally have closer affiliations with some labs than with others, the successful candidate will be expected to participate in more than one lab group, to extend his or her and research to new areas, and to generally contribute to the integrative mission of the program. Questions about faculty research may be directed to the relevant program faculty. Administrative questions can be directed to Maryellen MacDonald, mcmacdonald at wisc.edu. The position is for one year, with renewal for a second year contingent on satisfactory progress. Salary and benefits are set by NIH guidelines. Provisions of the training program limit funding to US citizens and permanent residents. Applicants should send a CV, several reprints or preprints, and a statement of research interests. This statement should name two or more UW language faculty members as likely postdoctoral advisors and should include information concerning the direction in which the candidate would like to extend research and training, consistent with the goals of the training program. Applicants should also provide names of three recommenders and arrange for letters of recommendation to be sent separately. Application materials should be sent to Language Postdoctoral Position, c/o Ms. Leslie May, Department of Psychology, 1202 West Johnson St., University of Wisconsin-Madison, Madison, WI 53706-1696. For fullest consideration, all materials should be received by March 31, 2005. UW-Madison is an Affirmative Action/Equal Opportunity Employer. Women and minorities are encouraged to apply. Julia L. Evans, Ph.D. ccc.slp Associate Professor Director, Child Language and Cognitive Processes Lab Communicative Disorders, Psychology 1975 Willow Drive, Rm 457 University of Wisconsin - Madison Madison, WI 53706 "Let no child be demeaned, nor have their wonder diminished, because of our ignorance or inactivity..." Foundation For Children With Learning Disabilities -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3217 bytes Desc: not available URL: From macw at mac.com Sat Jan 29 23:26:33 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 29 Jan 2005 18:26:33 -0500 Subject: new French narrative corpus Message-ID: Dear Colleagues, I am happy to announce the addition to CHILDES of a new corpus of French picture sequence descriptions from Monique Vion and Annie Colas of the Universit? de Provence. The subjects were 7, 9, and 11 year-olds and the experimental design specifically compared logically ordered vs. arbitrary picture sequences. Many thanks to Monique and Annie for these transcripts. The complete readme file follows. --Brian MacWhinney This corpus was designed to study the cognitive constraints (memory based and/or inferential) that affect the establishment and management of links between events. The general hypothesis was that the linguistic expressions that structure discourse are the manifestation of conceptual constraints imposed by the information management process. By varying the conditions of information availability, inference making, and thematic continuity in pictorial narratives (silent comic strips), we provided verbalizing conditions that were more or less favorable to establishing conceptual relationship. Each comic strip contained eight frames (8?x?8 cm). The first frame showed two characters. All subsequent frames showed only one of the two characters carrying out various activities. A minimal link between the frames was achieved by the continuous presence of one of the characters from the first frame. Four different comic strip versions were constructed using a factorial combination of two variables: thematic continuity and layout. The first variable concerned ?thematic continuity?. In the maintained topic condition, the materials were designed in such a way that a topic would be induced after the first frame by the repeated presence of the same character in every frame, up to and including the last one. In the changed topic condition, the materials were designed in such a way that a thematic break was generated by the reintroduction in the last picture of the other character from the first frame (in other words, frame 1 had both characters, frames 2 through 7 showed only one of the two characters, and frame 8 showed only the other). The second variable was a secondary one used to control the layout of the characters in the frames. To avoid any bias in referent marking brought about by the greater salience of one of the two characters due to its location in the picture, the layout (left, right) of the characters in the first frame was counterbalanced. The comic strips differed as to whether event sequence was arbitrary or ordered. In the arbitrary sequences, the events although presented as a sequence, could have occurred in any order (e.g., in A1, the daily activities depicted are relatively independent of each other, and thus required inference making: the woman getting dressed -or undressed- could have been placed after the women putting on -or taking off- her makeup, or anywhere else in the sequence, for that matter). In this case, the speaker's had to infer the links between the pictures from the proposed sequence in order to build an overall representation of one story. In the ordered sequences, the order of the events could not be changed (e.g., in O12, before potentially catching a fish, the man had to put on his fishing gear, go to the water's edge, and cast the line). The ordered sequences still did not have a script structure because the normal sequence of events was modified by the sudden appearance of an obstacle. The obstacle was always an event over which the main character had little or no control. In some of the comic strips, the obstacle interrupted the causal chain of events (e.g., in O15, the car hit a hedgehog crossing the road). In others, the obstacle did not interrupt the causal chain but created a surprise effect that sometimes substantially changed the expected course of events (e.g., in O16, the air bubble the fish entered so it could fly burst) and sometimes did not (e.g., in 013 the cereal bowl fell and made a hat for the cat hanging on the tablecloth). For each type of sequence, the materials consisted of 32 test comic strips (8 pairs of characters x 4 versions). The last variable manipulated was the frame display mode. In the simultaneous display mode, all pictures were on one page. The speaker was asked to look at the comic strip and to prepare to tell the story immediately afterwards. In the consecutive display mode, the comic strip was presented in booklet format, with one picture per page. Subjects were instructed to turn the pages one by one and to say what was happening on each page. As such, the events had to be verbalized on-line, as they were discovered. Participants One hundred and ninety-one native French-speaking subjects (98 males and 93 females) participated in the study. There were 63 seven-year-old children (attending first grade), 64 nine-year-old children (attending third grade), 64 eleven-year-old children (attending fifth grade). Data collection design Each speaker was tested in only one frame display mode and on one type of sequence. During testing, a given participant saw eight test comic strips (each presented in one of the four versions). Procedure Testing was individual and lasted approximately 20 minutes. In the room where the experiment took place, there were three persons, the speaker, the experimenter, and the addressee of the narration. The addressee was a same-age peer from the speaker's grade in school. He/she only acted as listener once during the experiment. Recording 1528 narratives were audiotaped in several public elementary school in Aix-en-Provence (Ch?teau-Double, Henri Wallon, Les Granettes) and Luynes (public elementary school and St Fran?ois d'Assise) France. We would like to thank Delphine Baigue and A?cha Idriss-Abdalla (graduate students at the time) for their help in preparing the materials and collecting the data. Pictures The description of the picture stimuli is as follows. First, the arbitrary sequences: A1: Un homme et une femme (A man and a woman) A2: Un adolescent et un gar?onnet (An adolescent and a little boy) A3: Un homme et un adolescent (A man and an adolescent) A4: Une femme et une fillette (A woman and a little girl) A5: Une tortue et un crocodile (A tortoise and a crocodile) A6: Un singe et un lion (A monkey and a lion) A7: Une poule et des poussins (A hen and chicks) A8: Un chat et un ?ne (A cat and a donkey) And then the ordered sequences: O9: Gar?on et grand-p?re (Boy and grand-father) O10: Homme et femme (Man and woman) O11: Gar?on et fille ? la plage (Boy and girl at the beach O12: Fils et p?re ? la p?che (Son and father fishing) O13: Chien et chat (Dog and cat) O14: Ver et escargot (Worm and snail) O15: H?risson et lapin (Hedgedog and rabbit) O16: Poisson et grenouille (Fish and frog) File names are constructed using the first three number for the participant ID and the fourth and fifth for the age (07, 09 and 11). Then come three letters. The first two are either im (arbitrary) or ex (ordered) and the last is either g (simultaneous) or s (consecutive). The gem codes in the files begin with V for vignette. Then there is a number for a picture number of the letter ?u? for the picture series 2 through 7 and then the letter ?m? for maintaining topic or ?c? for changing topic. If the child went straight from the ?u? sequence on to sequence 8 without a break, then the CHAT will include +? followed by +^ as in this example: (end of VU) *CHI: apr?s il joue du piano +... (V8m) *CHI: +^ et il va se coucher ? l'ombre. Researchers using these data should cite one of these sources: Vion, M., & Colas A. (1998). L'introduction des r?f?rents dans le discours en fran?ais: contraintes cognitives et d?veloppement des comp?tences narratives. L'Ann?e Psychologique, 98, 37-59. Vion, M., & Colas, A. (1999a) Maintaining and reintroducing referents in French: cognitive constraints and development of narrative skills. Journal of Experimental Child Psychology, 72, 32-50. Vion, M., & Colas, A. (1999b). Expressing coreference in French: cognitive constraints and development of narrative skills. Journal of Psycholinguistic Research, 28, 261-291. Vion, M., & Colas, A. (2000) Mode de recueil et outil d?analyse d?un corpus de parole spontan?e ?tudi? d?un point de vue psycholinguistique. TIPA, 19, 155-167. Vion, M., & Colas, A. (2005). Using connectives in oral French narratives: cognitive constraints and development of narrative skills. First Language, 25. Vion, M., & Colas, A. On the use of the connective ?and? in oral French narration: a developmental study. Journal of Child language. (submitted). Vion, M., & Colas, A. La plannification des unit?s prosodiques dans la narration: contr?le intentionnel et contraintes op?rationnelles. TIPA, (submitted). -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 9047 bytes Desc: not available URL: From weiyima at hotmail.com Mon Jan 31 17:32:50 2005 From: weiyima at hotmail.com (weiyi ma) Date: Mon, 31 Jan 2005 12:32:50 -0500 Subject: spontaneous Chinese Mandarin Speech Corpus Message-ID: I am a graduate student at Univ of Delaware. The study I am doing needs an adult-to-adlut spontaneous Chinese Mandarin Speech Corpus. I am wondering whether there is an adult-to-adlut spontaneous Chinese Mandarin Speech Corpus available on internet. Thanks. Weiyi _________________________________________________________________ Don?t just search. Find. Check out the new MSN Search! http://search.msn.click-url.com/go/onm00200636ave/direct/01/