From gsimonce at crl.ucsd.edu Fri Jul 1 22:23:35 2005 From: gsimonce at crl.ucsd.edu (Gabriela Simon-Cereijido) Date: Fri, 1 Jul 2005 15:23:35 -0700 Subject: language intervention In-Reply-To: <42B09BAA.4080307@csufresno.edu> Message-ID: As promised, below you can find a partial compilation of studies of language intervention. I also recommend a visit to www.bamford-lahey.org where language intervention studies are also listed. Special thanks to Diane Pesco, Elaine Silliman, Johanne Paradis, Heather van der Lely, and Ray Weitzman. Gabriela Simon-Cereijido M. N. Hegde's text Treatment Procedures in Communicative Disorders and his Treatment Protocols in Communicative Disorders, as well as other works he has written. There is a more recent meta-analysis of speech and language interventions by Law, Garrett, & Nye (2003) available on-line from The Cochrane Library at http://www.thecochranelibrary.com . The included studies appear to involve primarily monolingual English speaking children. See Law, J. (1997) Evaluating intervention for language impaired children: A review of the literature. European Journal of Disorders of Communication 32, 1-14 and a presentation of his at the following site, along with others writing on evidence-based practice: http://www.bamford-lahey.org/Lawpresentation.ppt#3 Lexical treatment in Late talkers Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech and Hearing Research, 39, 74-1283. Kouri, T. A. (2005). Lexical training through modeling and elicitation procedures with late talkers who have specific language impairment and developmental delays. Journal of Speech, Language, & Hearing Research, 48. Ellis Wesimer, S., Murray-Branch, J., & Miller, J.F. (1993). Comparison of two methods for promoting productive vocabulary in late talkers. Journal of Speech and Hearing Research, 36, 1037-1050. Stephen Parsons; James Law; Marie Gascoigne. Teaching receptive vocabulary to children with specific language impairment: a curriculum-based approach Child Language Teaching and Therapy, February 2005, vol. 21, iss. 1, pp. 39-59(21) Frazier Norbury C.; Chiat S. Semantic intervention to support word recognition: a single-case study Child Language Teaching and Therapy, 1 June 2000, vol. 16, iss. 2, pp. 141-163(23) Recast Camarata, S.M., Nelson, K.E., & Camarata, M.N. (1994). Comparison of conversational recast and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech and Hearing Research, 37, 1414-1423. Nelson, K. E., Camarata, S. M., Welsh, J., Butkovsky, L., & Camarata, M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of Speech and Hearing Research, 39, 850-859. Saxton, M. 'Recast' in a new light: insights for practice from typical language studies Child Language Teaching and Therapy, February 2005, vol. 21, iss. 1, pp. 23-38(16). Imitation Connell, P.J. (1987). An effect of modeling and imitation teaching procedures on children with and without specific language impairment. Journal of Speech and Hearing Research, 30, 105-113. Connell, P. J., & Stone, C. A. (1992). Morpheme learning of children specific language impairment under controlled instructional conditions. Journal of Speech and Hearing Research, 35, 844-852. Ezell, H.K., & Goldstein, H. (1989). Effects of imitation on language comprehension and transfer to production in children with mental retardation. Journal of Speech and Hearing Disorders, 54, 49-56. Milieu Teaching (Incidental Learning) Alpert, C. L., & Kaiser, A. P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16, 31-52. Kaiser, A., B., & Hester, P.P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech and Hearing Research, 37, 1320-1340. Warren, S., & Bambura, L. (1989). An experimental analysis of milieu language intervention: Teaching the action-object form. Journal of Speech and Hearing Disorders, 54, 448-461. Warren, S., & Kaiser, A. B. (1986). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51, 291-298. Yoder, P. J., Kaiser, A. P., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., et al. (1995). An exploratory comparison of milieu teaching and responsive interaction in classroom applications. Journal of Early Intervention, 19, 218-242. Modeling Courtright, J., & Courtright, I. (1976). Imitative modeling as a theoretical base for instructing language disordered children. Journal of Speech and Hearing Research, 19, 655-663. Courtright, J., & Courtright, I. (1979). Imitative modeling as a language intervention strategy. The effects of two mediating variables. Journal of Speech and Hearing Research, 22, 389-402. Ellis Weismer, S., & Murray-Branch, J. (1989). Modeling versus modeling plus evoked production training: A comparison of two language intervention methods. Journal of Speech and Hearing Disorders, 54, 269-281. Leonard, L. (1975). Modeling as a clinical procedure in language training. Language, Speech, and Hearing Services in the Schools, 6, 72-85. Prelock, P., & Panagos, J. ( 1980). Mimicry versus imitative production in the speech of the retarded. Journal of Psycholinguistic Research, 9, 565-578. Naturalistic interventions Cole, K. N., & Dale, P. S. (1986). Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study. Journal of Speech and Hearing Research, 29, 206-217. Cole, K. N., Dale, P. S., & Mills, P. E. (1991). Individual differences in language delayed children's responses to direct and interactive preschool instruction. Topics in Early Childhood Special Education, 11, 99-124. Yoder, P. J., Kaiser, A. P., & Alpert, C. (1991). An exploratory study of the interaction between language teaching methods and child characteristics. Journal of Speech and Hearing Research, 34, 155-167. Yoder, P., Davies, B., Bishop, K., & Munson, L. (1994). Effect of adult continuing wh-questions on conversational participation in children with developmental disabilities. Journal of Speech and Hearing Research, 37, 193-204. General Ellis Weismer, S. (2000). Language intervention for young children with language impairments. In L. Watson, E. Crais, & T. Layton (Eds.). Handbook of early language impairment in children: Assessment and treatment. Albany, NY: Delmar. Fey, M. (1986). Language intervention with young children. San Diego, CA: College Hill Press. Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT Press. Nye, C., Foster, S., & Seaman, D. (1987). Effectiveness of language intervention with the language/learning disabled. Journal of Speech and Hearing Disorders, 52, 348-357. Wilcox, M.J., Kouri, T.K., & Caswell, S.B. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Langugage Pathology, 1, 49-62. Glogowska, Margaret; Roulstone, Sue; Enderby, Pam; Peters, Tim J. Randomised controlled trial of community based speech and language therapy in preschool children. [References]. [Peer Reviewed Journal] BMJ: British Medical Journal. Vol 321(7266) Oct 2000, 923. Social emotional skills Robertson, S., & Ellis Weismer, S. (1999). Effects of treatment on linguistic and social skills in toddlers with delayed language development. Journal of Speech, Language, and Hearing Research, 42, 1234-1248. Grammatical learning Connell, P. J., & Stone, C. A. (1992). Morpheme learning of children specific language impairment under controlled instructional conditions. Journal of Speech and Hearing Research, 35, 844-852. Dixon G.; Joffe B.; John Bench R. The efficacy of Visualising and Verbalising: are we asking too much? Child Language Teaching and Therapy, 1 June 2001, vol. 17, iss. 2, pp. 127-141(15) Frome-Loeb D.; Armstrong N. Case studies on the efficacy of expansions and subject-verb-object models in early language intervention Child Language Teaching and Therapy, 1 February 2001, vol. 17, iss. 1, pp. 35-53(19) Fey, Marc E; Cleave, Patricia L; Long, Steven H; Hughes, Diana L. Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. [Peer Reviewed Journal] Journal of Speech & Hearing Research. Vol 36(1) Feb 1993, 141-157. Fey, Marc E; Cleave, Patricia L; Ravida, Anna I; Long, Steven H; et al. Effects of grammar facilitation on the phonological performance of children with speech and language impairments. [Peer Reviewed Journal] Journal of Speech & Hearing Research. Vol 37(3) Jun 1994, 594-607. Fey, Marc E; Cleave, Patricia L; Long, Steven H. Two models of grammar facilitation in children with language impairments: Phase 2. [Peer Reviewed Journal] Journal of Speech, Language, & Hearing Research. Vol 40(1) Feb 1997, 5-19. Ebbels, S. & van der Lely, H. (2001). Meta-syntactic therapy for children with severe persistent SLI using visual coding. International Journal of Language and Communication Disorders, 36, 345-50. Narrative learning Hayward D.; Schneider P. Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study. Child Language Teaching and Therapy, 1 October 2000, vol. 16, iss. 3, pp. 255-284(30) From michael at georgetown.edu Sat Jul 2 21:09:34 2005 From: michael at georgetown.edu (Michael Ullman) Date: Sat, 2 Jul 2005 17:09:34 -0400 Subject: stimulus presentation packages Message-ID: A few weeks ago we asked about stimulus presentation packages. Here's the summary of responses. We asked, "We're considering E-Prime (Psychology Software Tools), Presentation (Neurobehavioral Systems), and DMDX (a free package from the University of Arizona). Any specific/general concerns or positive comments about these would be greatly appreciated." Two people reported positive experiences with E-Prime, one with DMDX. SuperLab, DirectRT, and PsyScope were all recommended as possible alternative packages. Nobody warned us away from any of the software. We also asked a few specific questions about response boxes, voice triggers, and how to deal with the inherently imprecise display timing of LCD monitors. A few people provided more detail in their responses: One respondent said that E-Prime's proprietary response box is very easy to set up and use with voice or button-press input. The consensus is that it's not possible to use any other voice-trigger hardware with E-Prime unless you're willing to accept timing inconsistencies or have the aid of an electronics lab. Another writer told us that E-Prime's timing is rumored to be poor, but that if so it would probably be improved in the upcoming E-Prime 2.0. He suggests an empirical test of display timing using "a photocell and netstation software (with a precision to ~15 ms). We compare this with how long e-prime states it is displaying the stimuli and adjust accordingly." A coarser test would be to run many stimuli in succession and time them with a stopwatch, to make sure there's no cumulative drift in the timing. It was also noted that E-Prime's tech support generally takes 2-3 days to respond, regardless of whether the question is simple or difficult; all tech support is via e-mail. Another respondent had very positive experiences with DMDX. His advice is worth quoting at length: "For what it's worth, I've used DMDX with voice RT triggering (and also recording of the responses) very succesfully, thanks to the easy adjustment of level that is offered in the user interface that runs the experiment. It did take a while to figure out how to set up everything properly, and resposes from the user group mailing list were extremely heplful in that. Since the level adjustment gives a complete picture of the triggering behavior, the experimenter can easily check if the result meets with requirements before running each person. As with any voice triggering system, the most important thing is the signal to noise ratio: if the environment is noisy (or the microphone too low gain, or the audio card too noisy) then voice triggering will not work well. Also, microphone placement, and probably microphone cover angle are likely to affect the triggering quite substantially. I don't think the audio card per se is a major aspect as long as it is not excessively noisy ; in fact a relatively high-quality yet simple AC'97 internal laptop audio card (on an IBM T40) has given me excellent results. DMDX also has the advantage of very strictly controlled (and measured) adherence to refresh timing, and fMRI-related triggering. I haven't tried to verify their claims about accuracy but the TimeDX suite of tests supplied with DMDX at least indicates that timing has been taken extremely seriously in the development of this package." He also has recommendations for synchronizing audio and visual stimuli: "If it is important to synchronize audio to visual presentation down to within less than 10 ms or so (25 ms on-off time is typical but there are much faster LCD monitors around these days), I would recommend using a two-channel oscilloscope with a simple (and very fast) photosensor and the audio output on the other channel (after ensuring from TimeDX that the audio loop delay is within acceptable limits). The precise on/off curves and associated time delays, for the screen region and pixel values of interest, at the desired luminance and contrast settings, can then be taken into account in setting up the frame sequence for programming DMDX (a task which, by the way, is quite simple in DMDX, thanks to the frame-based design of the entire trial setup)." Many thanks to everyone who replied! Best, Michael Ullman Chris Maloof Brain and Language Laboratory (brainlang.georgetown.edu) Georgetown University From M.Saxton at ioe.ac.uk Wed Jul 13 07:32:56 2005 From: M.Saxton at ioe.ac.uk (Matthew Saxton) Date: Wed, 13 Jul 2005 08:32:56 +0100 Subject: Research Officer vacancies Message-ID: Details below of a research project due to start in Autumn 2005 for which we are seeking two Research Officers. The project will apply insights on corrective input in typical language in the development of an intervention for children with language delay. I would be happy to field any enquiries from potential applicants. Regards, Matthew Saxton. Corrective Input for Children with Language Delay: An Intervention Study Salary on appointment £19,460 - £22,507 plus £2,323 London Allowance One appointment for two years from 1 October 2005, the other for one year from 3 January 2006 - job share considered You will join the team on this ESRC-funded project, which will test an intervention for children with language delay. You will collect data (including the implementation of a language intervention), do quantitative data analysis (using SPSS) and write preliminary reports. The Research Officer starting in October will also find primary school age participants with significant language delays. You will need a first degree or equivalent qualification in psychology, speech and language therapy or linguistics, together with experience of working with preschool or primary age children and the ability to carry out quantitative data analysis using SPSS. For an application form and further details please ring 020 7612 6159 (24 hour answerphone) quoting reference R/PHD/9 or e-mail jobs at ioe.ac.uk. Textphone calls accepted via Typetalk (Typetalk users please call 18001 020 7612 6715 during normal working hours). Please, do not send CVs at this stage. Completed applications to be returned to the Human Resources Department, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL by 22 July 2005. ********************************************************************* Matthew Saxton MA, MSc, DPhil School of Psychology and Human Development, Institute of Education, 25 Woburn Square, London, WC1H 0AA. U.K. Tel: +44 (0) 20 7612 6509 Fax: +44 (0) 20 7612 6304 -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Wed Jul 13 16:30:00 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 13 Jul 2005 12:30:00 -0400 Subject: reposting Message-ID: Dear Info-CHILDES, My apologies regarding the reposting of about 6 old messages over the last two days. The machine running the mail server had some corruption in its file system. We corrected the file structure, but the correction may have actually triggered the repostings. Unfortunately, I was abroad while this was happening and just returned to Pittsburgh this morning. I will monitor this closely today and shut the server down if new repostings appear. Apologies for the distraction. --Brian MacWhinney, CMU From gasser at cs.indiana.edu Fri Jul 15 14:33:42 2005 From: gasser at cs.indiana.edu (Michael Gasser) Date: Fri, 15 Jul 2005 09:33:42 -0500 Subject: Job: Computation, Language, Cognition: Indiana U CogSci Message-ID: Indiana University, Bloomington, Indiana Faculty position beginning Fall, 2006 As one of a series of new appointments, the Cognitive Science Program at Indiana University seeks applicants with a developing strong record of research in 'Computational Approaches to Language and Cognition', broadly defined. Rank is open. We are looking for someone with vision, energy, and a desire to explore new forms of interdisciplinary study. The right candidate is more important than the specific disciplinary background. Junior applicants should send full dossiers, including letters of recommendation and sample papers. Senior applicants may do the same, but we also encourage potential senior applicants to contact us directly to discuss possibilities. Indiana University is an equal opportunity/affirmative action employer. Applications from women and minority group members are especially encouraged. We may also be able to consider joint hiring of two affiliated applicants both in the field. As far as possible, e-mail all materials (ideally in PDF format) to cogsrch at indiana.edu. Materials may also be mailed to Professor Michael Gasser, Computation, Language, Cognition Search Committee, Cognitive Science Program, Eigenmann 819, 1910 E. 10th St., Bloomington, IN 47406-7512. Applications received by December 1, 2005 are assured full consideration. Address any questions you have about the position to gasser at indiana.edu. From macw at mac.com Sat Jul 16 22:47:34 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 16 Jul 2005 18:47:34 -0400 Subject: Hebrew MOR tagger Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a MOR morphological tagger developed by Sigal Uziel-Karl and Bracha Nir- Sagiv of Tel-Aviv University in Israel. This tagger relies on allomorphic analysis for the many paradigmatic types (mishqalim and binyanim) of Hebrew. When applied to the Berman longitudinal corpus in CHILDES, it recognizes 80% of the forms. Many thanks to Sigal and Bracha for this great contribution which can now be found at http://childes.psy.cmu.edu/morgrams/ --Brian MacWhinney From m.deuchar at bangor.ac.uk Sun Jul 17 22:03:29 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 17 Jul 2005 23:03:29 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until July 21 2005. Mi wnai i ffordd tan 21 Gorffennaf 2005. Margaret Deuchar. From mmills1_20 at yahoo.com Mon Jul 18 17:44:40 2005 From: mmills1_20 at yahoo.com (Monique Mills) Date: Mon, 18 Jul 2005 10:44:40 -0700 Subject: SES differences in child-directed speech Message-ID: Hello, Besides Heath (1983) and Hart & Risley (1995, 1999), are there any other references to low and middle socioeconomic status differences in child-directed speech (CDS), or differences in CDS on the basis of ethnicity? Thank you. Yours, Monique Mills "Trust in the Lord with all your heart, and lean not on your own understanding; In all your ways acknowledge Him, and he shall direct your paths" (Proverbs 3: 5-6) --------------------------------- Yahoo! Mail Stay connected, organized, and protected. Take the tour -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Jul 20 20:39:49 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 20 Jul 2005 16:39:49 -0400 Subject: ELDD 2006 Latsis Colloquium of the University of Geneva: Early Language Development and Disorders Message-ID: ANNOUNCEMENT Geneva, Switzerland, January 26-28, 2006 PLENARY SPEAKERS: Anne Christophe (CNRS, Paris, France) Stephen Crain (Macquarie University, Australia) Debra Mills (Emory University, Georgia, USA) Kim Oller (University of Memphis, Tennessee, USA) Kim Plunkett (Oxford University, England) Ken Wexler (MIT, Massachusetts, USA) LANGUAGE: Official conference language is English. GENERAL TOPIC: Language acquisition in typically developing children and children with a language delay or specific language impairment. The general goal of the colloquium is to promote research on early language acquisition using an interdisciplinary approach combining linguistics, psycholinguistics, and neuroscience. This theme will be tackled at the phonological, lexical, semantic and syntactic levels. More specifically, the colloquium will cover the following topics: * Theoreticalperspectives in language acquisition * Genetic/environmentalcontributions to language acquisition * Brainstructure and functions involved in language processing in infants andchildren * Languagedelays and impairments A secondary aim of the colloquium is to promote the careers of junior scientists (students/graduate students/post-docs/fellows) working in the subject area by providing them with the opportunity to present their work as a short talk or poster alongside established researchers. A limited number of scholarships are available. DEADLINES: Individuals interested in presenting should submit the following on the conference website: http://www.unige.ch/fapse/PSY/LATSIS/ 1) An abstract of a poster or talk (250 words maximum) 2) Title of the presentation and list of authors (presenting author should be underlined) 3) 3 keywords 4) Complete name, address, email, and affiliation of presenting party A limited number of scholarships (up to 400 CHF) will be available to students and junior researchers (post-docs/fellows) whose talk or poster has been accepted for presentation at the conference. To apply, please send a CV to the following email address along with the title of your submitted abstract, as well as a letter explaining your interest in a scholarship. September 30, 2005: Talk and poster submissions (open to all researchers in the field) (Notification of acceptance by October 30, 2005) November 15, 2005: General registration for the conference (100 CHF students/post-docs/fellows, 150 CHF general) Selected talks and posters will be published in a special issue of a peer-reviewed scientific journal. Please email scholarship submissions and all other questions to: colloquelatsis at pse.unige.ch Organizers: Bronwyn Glaser Uli Frauenfelder Luigi Rizzi Pascal Zesiger Local Committee: Stephan Eliez Julie Franck Cornelia Hamann Ur Shlonsky Scientific Committee: Adriana Belletti Anne Christophe Núria Sebastián Gallés Teresa Guasti Pierre Hallé Marie-Thérèse Le Normand Sophie Kern Steve Majerus Kim Plunkett Marie-Anne Schelstraete Jürgen Weissenborn From barriere at cogsci.jhu.edu Thu Jul 21 04:02:20 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Thu, 21 Jul 2005 00:02:20 -0400 Subject: NEW - Yeled V'Yalda Multilingual Development and Education Research Institute Message-ID: Creation of a New Research Institute: Creation of a New Research Institute: Yeled VYalda Multilingual Development and Education Research Institute Directors: Isabelle Barriere, PhD & Garey V. Ellis, MD Contact: yvymde at yeled.org Areas: * Cross-linguistic, bilingual and multilingual development- including, but not limited to: Arabic, Caribbean Amerindian languages, English, English Creole languages, French Creole languages, Hebrew, Hungarian, Indonesian, Myanmar (Burmese), Persian, Polish, Portuguese, Russian, Spanish, Spanish Creole languages, Slavonic languages, Ukrainian, Surinamese languages, Tagalog, Thai, Yiddish& * Speech, reading and writing- different writing systems and alphabets; * Early childhood education (0-5), intervention and rehabilitation; * Families and their communities; * Typical, delayed and atypical physical and cognitive development; * Assessment, diagnostic, intervention and rehabilitation; * Link between theoretical research and implications for education, intervention and rehabilitation. How do children develop in different cultural and linguistic settings? What are the universal, language-specific, cultural-specific patterns their development exhibits? How can this development be fostered or enhanced in cases of typical, delayed and atypical development? What are the underlying causes of delayed and atypical development and how to best address the childs and familys needs? How to distinguish between delayed, atypical and cultural-specific development? Here are some of the issues that Yeled VYalda Multilingual Development and Education Research Institute is seeking to address. The heart of the YVYMDE Research Institute is the Yeled VYalda Early Childhood Education Center (http://www.yeled.org/) (2005 Outstanding Early Childhood Program Awards granted by the New York State Education Department Office of School Improvement and Community Services), one of the two largest Head Start Programs in New York City. Its population totals over 2,000 children representing an unsurpassed cross-section of languages and cultures in the US. The top three socio-demographic risk-factors associated with American childrens learning difficulties when entering kindergarten are: 1) mothers low level of education; 2) family at the poverty level; 3) use of a language other than English by the mother (National Center for Education Statistics, 1995). 'The number of children who speak a language other than English at home more than doubled from 5.1 to 10.6 million between 1998 and 2000'and will constitute 30% of the US school population by 2015 (Fix & Passel, 2003). YVYMDE Research Institute will pioneer the assessment, intervention and rehabilitation tools that will meet the need of these children and their families while answering fundamental theoretical and empirical issues about child development. Contact: yvymde at yeled.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From eisenbergs at mail.montclair.edu Wed Jul 27 20:19:04 2005 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Wed, 27 Jul 2005 16:19:04 -0400 Subject: Adjunct instructor wanted Message-ID: The Montclair State University Department of Communication Sciences and Disorders (Montclair, New Jersey) is looking for someone to teach a masters level course in Speech and Language Acquisition. The class is scheduled for Mondays 1:00pm-3:30pm starting September 12. If interested, please contact me at eisenbergs at mail.montclair.edu. Sarita Eisenberg From sbarbora at bu.edu Wed Jul 27 20:24:03 2005 From: sbarbora at bu.edu (Barbora Skarabela) Date: Wed, 27 Jul 2005 16:24:03 -0400 Subject: Away from my office Message-ID: I am unable to check my email until August 1st. I will respond to your message as soon as I can. Best wishes, Barbora Skarabela From mminami at sfsu.edu Fri Jul 29 23:30:34 2005 From: mminami at sfsu.edu (Masahiko Minami) Date: Fri, 29 Jul 2005 16:30:34 -0700 Subject: ICPLJ5 Call for Papers Message-ID: Dear Colleague, We are writing to you now on behalf of the Conference Organizing Committee to announce: The  Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ5) Call for Papers March 4 (Sat.) & 5 (Sun.), 2006 San Francisco State University ************************************************************************ Aims and Scope € ICPLJ5 is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is useful to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. € All topics in linguistics will be fully considered, including: phonology, morphology, syntax, semantics, lexicon, pragmatics (discourse analysis), second language acquisition (bilingualism). € Abstracts submitted must represent original, unpublished research. Publication A book of "selected papers" (approximately 12) presented at the conference will be published. The publication of the papers enables the ideas from the conference to reach an even larger audience around the world, further benefiting countless researchers, teachers, and their students. Conference Language The length of each presentation will be thirty minutes (20 minutes for exposition, 10 minutes for questions). Presentations may be in either English or Japanese. Submission Guidelines All submissions should be mailed and postmarked by November 1, 2005. (We regret that we cannot accept submissions by fax or e-mail.) € Three copies of a clearly titled one-page summary, on which the author is not identified (on A4 or letter-size paper, in 12 point type, with at least 1.25 inch [approximately 3 cm] margins on all sides). This summary will be used for review, as well as for inclusion in the conference program book if your abstract is accepted. Examples, figures, tables, and references may be given on a second page. Please note the following: (1) All conference papers will be selected on the basis of summaries submitted. (2) Any information that may reveal your identity should not be included in the summary. (3) Summaries will be accepted in Japanese or English. (4) If the language in which you would like to give your presentation differs from the language of your written summary, please let us know. (5) No changes in the title or the authors' names will be possible after acceptance. € For each author, please attach one copy of the information form printed at the bottom of this sheet Deadline All submissions must be postmarked by November 1, 2005. (Please do not send summaries by e-mail or fax. Information regarding the previous conferences may be accessed at: http://www.sfsu.edu/~japanese/conference/.) Send submissions to: Dr. Masahiko Minami Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: icplj at sfsu.edu ************************************************************************ Author Information Form (fill out one form completely for each author) Paper Title: Topic area: Audiovisual requests: (1st Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) (2nd Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) € To accommodate as many papers as possible, we reserve the right to limit each submitter to one paper in any authorship status. € If your paper is not one of those initially selected for oral presentation, please indicate whether you would be willing to have it considered as an alternate or for poster presentation: _____ Yes, consider me as an alternate if necessary. _____ Yes, consider me for poster presentation if necessary. _____ No, please do not consider me either as an alternate or for poster presentation. From S.Bol at mmu.ac.uk Sun Jul 31 22:01:45 2005 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Sun, 31 Jul 2005 23:01:45 +0100 Subject: info-childes Digest - 07/31/05 (out of office) Message-ID: I'm on annual leave from 19 July- 8 August and 15 August -19 August, so I may not be able to reply to your email before 22 August. For urgent issues please contact the Psychology and Speech Pathology office. Kind regards, Simone Bol From bornstem at cfr.nichd.nih.gov Sun Jul 31 22:03:14 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 31 Jul 2005 18:03:14 -0400 Subject: Marc Bornstein is away. Message-ID: I am away from my office and will reply to your email when I return later in early August. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From gsimonce at crl.ucsd.edu Fri Jul 1 22:23:35 2005 From: gsimonce at crl.ucsd.edu (Gabriela Simon-Cereijido) Date: Fri, 1 Jul 2005 15:23:35 -0700 Subject: language intervention In-Reply-To: <42B09BAA.4080307@csufresno.edu> Message-ID: As promised, below you can find a partial compilation of studies of language intervention. I also recommend a visit to www.bamford-lahey.org where language intervention studies are also listed. Special thanks to Diane Pesco, Elaine Silliman, Johanne Paradis, Heather van der Lely, and Ray Weitzman. Gabriela Simon-Cereijido M. N. Hegde's text Treatment Procedures in Communicative Disorders and his Treatment Protocols in Communicative Disorders, as well as other works he has written. There is a more recent meta-analysis of speech and language interventions by Law, Garrett, & Nye (2003) available on-line from The Cochrane Library at http://www.thecochranelibrary.com . The included studies appear to involve primarily monolingual English speaking children. See Law, J. (1997) Evaluating intervention for language impaired children: A review of the literature. European Journal of Disorders of Communication 32, 1-14 and a presentation of his at the following site, along with others writing on evidence-based practice: http://www.bamford-lahey.org/Lawpresentation.ppt#3 Lexical treatment in Late talkers Girolametto, L., Pearce, P. S., & Weitzman, E. (1996). Interactive focused stimulation for toddlers with expressive vocabulary delays. Journal of Speech and Hearing Research, 39, 74-1283. Kouri, T. A. (2005). Lexical training through modeling and elicitation procedures with late talkers who have specific language impairment and developmental delays. Journal of Speech, Language, & Hearing Research, 48. Ellis Wesimer, S., Murray-Branch, J., & Miller, J.F. (1993). Comparison of two methods for promoting productive vocabulary in late talkers. Journal of Speech and Hearing Research, 36, 1037-1050. Stephen Parsons; James Law; Marie Gascoigne. Teaching receptive vocabulary to children with specific language impairment: a curriculum-based approach Child Language Teaching and Therapy, February 2005, vol. 21, iss. 1, pp. 39-59(21) Frazier Norbury C.; Chiat S. Semantic intervention to support word recognition: a single-case study Child Language Teaching and Therapy, 1 June 2000, vol. 16, iss. 2, pp. 141-163(23) Recast Camarata, S.M., Nelson, K.E., & Camarata, M.N. (1994). Comparison of conversational recast and imitative procedures for training grammatical structures in children with specific language impairment. Journal of Speech and Hearing Research, 37, 1414-1423. Nelson, K. E., Camarata, S. M., Welsh, J., Butkovsky, L., & Camarata, M. (1996). Effects of imitative and conversational recasting treatment on the acquisition of grammar in children with specific language impairment and younger language-normal children. Journal of Speech and Hearing Research, 39, 850-859. Saxton, M. 'Recast' in a new light: insights for practice from typical language studies Child Language Teaching and Therapy, February 2005, vol. 21, iss. 1, pp. 23-38(16). Imitation Connell, P.J. (1987). An effect of modeling and imitation teaching procedures on children with and without specific language impairment. Journal of Speech and Hearing Research, 30, 105-113. Connell, P. J., & Stone, C. A. (1992). Morpheme learning of children specific language impairment under controlled instructional conditions. Journal of Speech and Hearing Research, 35, 844-852. Ezell, H.K., & Goldstein, H. (1989). Effects of imitation on language comprehension and transfer to production in children with mental retardation. Journal of Speech and Hearing Disorders, 54, 49-56. Milieu Teaching (Incidental Learning) Alpert, C. L., & Kaiser, A. P. (1992). Training parents as milieu language teachers. Journal of Early Intervention, 16, 31-52. Kaiser, A., B., & Hester, P.P. (1994). Generalized effects of enhanced milieu teaching. Journal of Speech and Hearing Research, 37, 1320-1340. Warren, S., & Bambura, L. (1989). An experimental analysis of milieu language intervention: Teaching the action-object form. Journal of Speech and Hearing Disorders, 54, 448-461. Warren, S., & Kaiser, A. B. (1986). Incidental language teaching: A critical review. Journal of Speech and Hearing Disorders, 51, 291-298. Yoder, P. J., Kaiser, A. P., Goldstein, H., Alpert, C., Mousetis, L., Kaczmarek, L., et al. (1995). An exploratory comparison of milieu teaching and responsive interaction in classroom applications. Journal of Early Intervention, 19, 218-242. Modeling Courtright, J., & Courtright, I. (1976). Imitative modeling as a theoretical base for instructing language disordered children. Journal of Speech and Hearing Research, 19, 655-663. Courtright, J., & Courtright, I. (1979). Imitative modeling as a language intervention strategy. The effects of two mediating variables. Journal of Speech and Hearing Research, 22, 389-402. Ellis Weismer, S., & Murray-Branch, J. (1989). Modeling versus modeling plus evoked production training: A comparison of two language intervention methods. Journal of Speech and Hearing Disorders, 54, 269-281. Leonard, L. (1975). Modeling as a clinical procedure in language training. Language, Speech, and Hearing Services in the Schools, 6, 72-85. Prelock, P., & Panagos, J. ( 1980). Mimicry versus imitative production in the speech of the retarded. Journal of Psycholinguistic Research, 9, 565-578. Naturalistic interventions Cole, K. N., & Dale, P. S. (1986). Direct language instruction and interactive language instruction with language delayed preschool children: A comparison study. Journal of Speech and Hearing Research, 29, 206-217. Cole, K. N., Dale, P. S., & Mills, P. E. (1991). Individual differences in language delayed children's responses to direct and interactive preschool instruction. Topics in Early Childhood Special Education, 11, 99-124. Yoder, P. J., Kaiser, A. P., & Alpert, C. (1991). An exploratory study of the interaction between language teaching methods and child characteristics. Journal of Speech and Hearing Research, 34, 155-167. Yoder, P., Davies, B., Bishop, K., & Munson, L. (1994). Effect of adult continuing wh-questions on conversational participation in children with developmental disabilities. Journal of Speech and Hearing Research, 37, 193-204. General Ellis Weismer, S. (2000). Language intervention for young children with language impairments. In L. Watson, E. Crais, & T. Layton (Eds.). Handbook of early language impairment in children: Assessment and treatment. Albany, NY: Delmar. Fey, M. (1986). Language intervention with young children. San Diego, CA: College Hill Press. Leonard, L. (1998). Children with specific language impairment. Cambridge, MA: MIT Press. Nye, C., Foster, S., & Seaman, D. (1987). Effectiveness of language intervention with the language/learning disabled. Journal of Speech and Hearing Disorders, 52, 348-357. Wilcox, M.J., Kouri, T.K., & Caswell, S.B. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Langugage Pathology, 1, 49-62. Glogowska, Margaret; Roulstone, Sue; Enderby, Pam; Peters, Tim J. Randomised controlled trial of community based speech and language therapy in preschool children. [References]. [Peer Reviewed Journal] BMJ: British Medical Journal. Vol 321(7266) Oct 2000, 923. Social emotional skills Robertson, S., & Ellis Weismer, S. (1999). Effects of treatment on linguistic and social skills in toddlers with delayed language development. Journal of Speech, Language, and Hearing Research, 42, 1234-1248. Grammatical learning Connell, P. J., & Stone, C. A. (1992). Morpheme learning of children specific language impairment under controlled instructional conditions. Journal of Speech and Hearing Research, 35, 844-852. Dixon G.; Joffe B.; John Bench R. The efficacy of Visualising and Verbalising: are we asking too much? Child Language Teaching and Therapy, 1 June 2001, vol. 17, iss. 2, pp. 127-141(15) Frome-Loeb D.; Armstrong N. Case studies on the efficacy of expansions and subject-verb-object models in early language intervention Child Language Teaching and Therapy, 1 February 2001, vol. 17, iss. 1, pp. 35-53(19) Fey, Marc E; Cleave, Patricia L; Long, Steven H; Hughes, Diana L. Two approaches to the facilitation of grammar in children with language impairment: An experimental evaluation. [Peer Reviewed Journal] Journal of Speech & Hearing Research. Vol 36(1) Feb 1993, 141-157. Fey, Marc E; Cleave, Patricia L; Ravida, Anna I; Long, Steven H; et al. Effects of grammar facilitation on the phonological performance of children with speech and language impairments. [Peer Reviewed Journal] Journal of Speech & Hearing Research. Vol 37(3) Jun 1994, 594-607. Fey, Marc E; Cleave, Patricia L; Long, Steven H. Two models of grammar facilitation in children with language impairments: Phase 2. [Peer Reviewed Journal] Journal of Speech, Language, & Hearing Research. Vol 40(1) Feb 1997, 5-19. Ebbels, S. & van der Lely, H. (2001). Meta-syntactic therapy for children with severe persistent SLI using visual coding. International Journal of Language and Communication Disorders, 36, 345-50. Narrative learning Hayward D.; Schneider P. Effectiveness of teaching story grammar knowledge to pre-school children with language impairment. An exploratory study. Child Language Teaching and Therapy, 1 October 2000, vol. 16, iss. 3, pp. 255-284(30) From michael at georgetown.edu Sat Jul 2 21:09:34 2005 From: michael at georgetown.edu (Michael Ullman) Date: Sat, 2 Jul 2005 17:09:34 -0400 Subject: stimulus presentation packages Message-ID: A few weeks ago we asked about stimulus presentation packages. Here's the summary of responses. We asked, "We're considering E-Prime (Psychology Software Tools), Presentation (Neurobehavioral Systems), and DMDX (a free package from the University of Arizona). Any specific/general concerns or positive comments about these would be greatly appreciated." Two people reported positive experiences with E-Prime, one with DMDX. SuperLab, DirectRT, and PsyScope were all recommended as possible alternative packages. Nobody warned us away from any of the software. We also asked a few specific questions about response boxes, voice triggers, and how to deal with the inherently imprecise display timing of LCD monitors. A few people provided more detail in their responses: One respondent said that E-Prime's proprietary response box is very easy to set up and use with voice or button-press input. The consensus is that it's not possible to use any other voice-trigger hardware with E-Prime unless you're willing to accept timing inconsistencies or have the aid of an electronics lab. Another writer told us that E-Prime's timing is rumored to be poor, but that if so it would probably be improved in the upcoming E-Prime 2.0. He suggests an empirical test of display timing using "a photocell and netstation software (with a precision to ~15 ms). We compare this with how long e-prime states it is displaying the stimuli and adjust accordingly." A coarser test would be to run many stimuli in succession and time them with a stopwatch, to make sure there's no cumulative drift in the timing. It was also noted that E-Prime's tech support generally takes 2-3 days to respond, regardless of whether the question is simple or difficult; all tech support is via e-mail. Another respondent had very positive experiences with DMDX. His advice is worth quoting at length: "For what it's worth, I've used DMDX with voice RT triggering (and also recording of the responses) very succesfully, thanks to the easy adjustment of level that is offered in the user interface that runs the experiment. It did take a while to figure out how to set up everything properly, and resposes from the user group mailing list were extremely heplful in that. Since the level adjustment gives a complete picture of the triggering behavior, the experimenter can easily check if the result meets with requirements before running each person. As with any voice triggering system, the most important thing is the signal to noise ratio: if the environment is noisy (or the microphone too low gain, or the audio card too noisy) then voice triggering will not work well. Also, microphone placement, and probably microphone cover angle are likely to affect the triggering quite substantially. I don't think the audio card per se is a major aspect as long as it is not excessively noisy ; in fact a relatively high-quality yet simple AC'97 internal laptop audio card (on an IBM T40) has given me excellent results. DMDX also has the advantage of very strictly controlled (and measured) adherence to refresh timing, and fMRI-related triggering. I haven't tried to verify their claims about accuracy but the TimeDX suite of tests supplied with DMDX at least indicates that timing has been taken extremely seriously in the development of this package." He also has recommendations for synchronizing audio and visual stimuli: "If it is important to synchronize audio to visual presentation down to within less than 10 ms or so (25 ms on-off time is typical but there are much faster LCD monitors around these days), I would recommend using a two-channel oscilloscope with a simple (and very fast) photosensor and the audio output on the other channel (after ensuring from TimeDX that the audio loop delay is within acceptable limits). The precise on/off curves and associated time delays, for the screen region and pixel values of interest, at the desired luminance and contrast settings, can then be taken into account in setting up the frame sequence for programming DMDX (a task which, by the way, is quite simple in DMDX, thanks to the frame-based design of the entire trial setup)." Many thanks to everyone who replied! Best, Michael Ullman Chris Maloof Brain and Language Laboratory (brainlang.georgetown.edu) Georgetown University From M.Saxton at ioe.ac.uk Wed Jul 13 07:32:56 2005 From: M.Saxton at ioe.ac.uk (Matthew Saxton) Date: Wed, 13 Jul 2005 08:32:56 +0100 Subject: Research Officer vacancies Message-ID: Details below of a research project due to start in Autumn 2005 for which we are seeking two Research Officers. The project will apply insights on corrective input in typical language in the development of an intervention for children with language delay. I would be happy to field any enquiries from potential applicants. Regards, Matthew Saxton. Corrective Input for Children with Language Delay: An Intervention Study Salary on appointment ?19,460 - ?22,507 plus ?2,323 London Allowance One appointment for two years from 1 October 2005, the other for one year from 3 January 2006 - job share considered You will join the team on this ESRC-funded project, which will test an intervention for children with language delay. You will collect data (including the implementation of a language intervention), do quantitative data analysis (using SPSS) and write preliminary reports. The Research Officer starting in October will also find primary school age participants with significant language delays. You will need a first degree or equivalent qualification in psychology, speech and language therapy or linguistics, together with experience of working with preschool or primary age children and the ability to carry out quantitative data analysis using SPSS. For an application form and further details please ring 020 7612 6159 (24 hour answerphone) quoting reference R/PHD/9 or e-mail jobs at ioe.ac.uk. Textphone calls accepted via Typetalk (Typetalk users please call 18001 020 7612 6715 during normal working hours). Please, do not send CVs at this stage. Completed applications to be returned to the Human Resources Department, Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL by 22 July 2005. ********************************************************************* Matthew Saxton MA, MSc, DPhil School of Psychology and Human Development, Institute of Education, 25 Woburn Square, London, WC1H 0AA. U.K. Tel: +44 (0) 20 7612 6509 Fax: +44 (0) 20 7612 6304 -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Wed Jul 13 16:30:00 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 13 Jul 2005 12:30:00 -0400 Subject: reposting Message-ID: Dear Info-CHILDES, My apologies regarding the reposting of about 6 old messages over the last two days. The machine running the mail server had some corruption in its file system. We corrected the file structure, but the correction may have actually triggered the repostings. Unfortunately, I was abroad while this was happening and just returned to Pittsburgh this morning. I will monitor this closely today and shut the server down if new repostings appear. Apologies for the distraction. --Brian MacWhinney, CMU From gasser at cs.indiana.edu Fri Jul 15 14:33:42 2005 From: gasser at cs.indiana.edu (Michael Gasser) Date: Fri, 15 Jul 2005 09:33:42 -0500 Subject: Job: Computation, Language, Cognition: Indiana U CogSci Message-ID: Indiana University, Bloomington, Indiana Faculty position beginning Fall, 2006 As one of a series of new appointments, the Cognitive Science Program at Indiana University seeks applicants with a developing strong record of research in 'Computational Approaches to Language and Cognition', broadly defined. Rank is open. We are looking for someone with vision, energy, and a desire to explore new forms of interdisciplinary study. The right candidate is more important than the specific disciplinary background. Junior applicants should send full dossiers, including letters of recommendation and sample papers. Senior applicants may do the same, but we also encourage potential senior applicants to contact us directly to discuss possibilities. Indiana University is an equal opportunity/affirmative action employer. Applications from women and minority group members are especially encouraged. We may also be able to consider joint hiring of two affiliated applicants both in the field. As far as possible, e-mail all materials (ideally in PDF format) to cogsrch at indiana.edu. Materials may also be mailed to Professor Michael Gasser, Computation, Language, Cognition Search Committee, Cognitive Science Program, Eigenmann 819, 1910 E. 10th St., Bloomington, IN 47406-7512. Applications received by December 1, 2005 are assured full consideration. Address any questions you have about the position to gasser at indiana.edu. From macw at mac.com Sat Jul 16 22:47:34 2005 From: macw at mac.com (Brian MacWhinney) Date: Sat, 16 Jul 2005 18:47:34 -0400 Subject: Hebrew MOR tagger Message-ID: Dear Info-CHILDES, I am happy to announce the addition to CHILDES of a MOR morphological tagger developed by Sigal Uziel-Karl and Bracha Nir- Sagiv of Tel-Aviv University in Israel. This tagger relies on allomorphic analysis for the many paradigmatic types (mishqalim and binyanim) of Hebrew. When applied to the Berman longitudinal corpus in CHILDES, it recognizes 80% of the forms. Many thanks to Sigal and Bracha for this great contribution which can now be found at http://childes.psy.cmu.edu/morgrams/ --Brian MacWhinney From m.deuchar at bangor.ac.uk Sun Jul 17 22:03:29 2005 From: m.deuchar at bangor.ac.uk (M.Deuchar) Date: Sun, 17 Jul 2005 23:03:29 +0100 Subject: Absence/Absenoldeb Message-ID: I'll be away until July 21 2005. Mi wnai i ffordd tan 21 Gorffennaf 2005. Margaret Deuchar. From mmills1_20 at yahoo.com Mon Jul 18 17:44:40 2005 From: mmills1_20 at yahoo.com (Monique Mills) Date: Mon, 18 Jul 2005 10:44:40 -0700 Subject: SES differences in child-directed speech Message-ID: Hello, Besides Heath (1983) and Hart & Risley (1995, 1999), are there any other references to low and middle socioeconomic status differences in child-directed speech (CDS), or differences in CDS on the basis of ethnicity? Thank you. Yours, Monique Mills "Trust in the Lord with all your heart, and lean not on your own understanding; In all your ways acknowledge Him, and he shall direct your paths" (Proverbs 3: 5-6) --------------------------------- Yahoo! Mail Stay connected, organized, and protected. Take the tour -------------- next part -------------- An HTML attachment was scrubbed... URL: From ks7t at andrew.cmu.edu Wed Jul 20 20:39:49 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 20 Jul 2005 16:39:49 -0400 Subject: ELDD 2006 Latsis Colloquium of the University of Geneva: Early Language Development and Disorders Message-ID: ANNOUNCEMENT Geneva, Switzerland, January 26-28, 2006 PLENARY SPEAKERS: Anne Christophe (CNRS, Paris, France) Stephen Crain (Macquarie University, Australia) Debra Mills (Emory University, Georgia, USA) Kim Oller (University of Memphis, Tennessee, USA) Kim Plunkett (Oxford University, England) Ken Wexler (MIT, Massachusetts, USA) LANGUAGE: Official conference language is English. GENERAL TOPIC: Language acquisition in typically developing children and children with a language delay or specific language impairment. The general goal of the colloquium is to promote research on early language acquisition using an interdisciplinary approach combining linguistics, psycholinguistics, and neuroscience. This theme will be tackled at the phonological, lexical, semantic and syntactic levels. More specifically, the colloquium will cover the following topics: * Theoreticalperspectives in language acquisition * Genetic/environmentalcontributions to language acquisition * Brainstructure and functions involved in language processing in infants andchildren * Languagedelays and impairments A secondary aim of the colloquium is to promote the careers of junior scientists (students/graduate students/post-docs/fellows) working in the subject area by providing them with the opportunity to present their work as a short talk or poster alongside established researchers. A limited number of scholarships are available. DEADLINES: Individuals interested in presenting should submit the following on the conference website: http://www.unige.ch/fapse/PSY/LATSIS/ 1) An abstract of a poster or talk (250 words maximum) 2) Title of the presentation and list of authors (presenting author should be underlined) 3) 3 keywords 4) Complete name, address, email, and affiliation of presenting party A limited number of scholarships (up to 400 CHF) will be available to students and junior researchers (post-docs/fellows) whose talk or poster has been accepted for presentation at the conference. To apply, please send a CV to the following email address along with the title of your submitted abstract, as well as a letter explaining your interest in a scholarship. September 30, 2005: Talk and poster submissions (open to all researchers in the field) (Notification of acceptance by October 30, 2005) November 15, 2005: General registration for the conference (100 CHF students/post-docs/fellows, 150 CHF general) Selected talks and posters will be published in a special issue of a peer-reviewed scientific journal. Please email scholarship submissions and all other questions to: colloquelatsis at pse.unige.ch Organizers: Bronwyn Glaser Uli Frauenfelder Luigi Rizzi Pascal Zesiger Local Committee: Stephan Eliez Julie Franck Cornelia Hamann Ur Shlonsky Scientific Committee: Adriana Belletti Anne Christophe N?ria Sebasti?n Gall?s Teresa Guasti Pierre Hall? Marie-Th?r?se Le Normand Sophie Kern Steve Majerus Kim Plunkett Marie-Anne Schelstraete J?rgen Weissenborn From barriere at cogsci.jhu.edu Thu Jul 21 04:02:20 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Thu, 21 Jul 2005 00:02:20 -0400 Subject: NEW - Yeled V'Yalda Multilingual Development and Education Research Institute Message-ID: Creation of a New Research Institute: Creation of a New Research Institute: Yeled VYalda Multilingual Development and Education Research Institute Directors: Isabelle Barriere, PhD & Garey V. Ellis, MD Contact: yvymde at yeled.org Areas: * Cross-linguistic, bilingual and multilingual development- including, but not limited to: Arabic, Caribbean Amerindian languages, English, English Creole languages, French Creole languages, Hebrew, Hungarian, Indonesian, Myanmar (Burmese), Persian, Polish, Portuguese, Russian, Spanish, Spanish Creole languages, Slavonic languages, Ukrainian, Surinamese languages, Tagalog, Thai, Yiddish& * Speech, reading and writing- different writing systems and alphabets; * Early childhood education (0-5), intervention and rehabilitation; * Families and their communities; * Typical, delayed and atypical physical and cognitive development; * Assessment, diagnostic, intervention and rehabilitation; * Link between theoretical research and implications for education, intervention and rehabilitation. How do children develop in different cultural and linguistic settings? What are the universal, language-specific, cultural-specific patterns their development exhibits? How can this development be fostered or enhanced in cases of typical, delayed and atypical development? What are the underlying causes of delayed and atypical development and how to best address the childs and familys needs? How to distinguish between delayed, atypical and cultural-specific development? Here are some of the issues that Yeled VYalda Multilingual Development and Education Research Institute is seeking to address. The heart of the YVYMDE Research Institute is the Yeled VYalda Early Childhood Education Center (http://www.yeled.org/) (2005 Outstanding Early Childhood Program Awards granted by the New York State Education Department Office of School Improvement and Community Services), one of the two largest Head Start Programs in New York City. Its population totals over 2,000 children representing an unsurpassed cross-section of languages and cultures in the US. The top three socio-demographic risk-factors associated with American childrens learning difficulties when entering kindergarten are: 1) mothers low level of education; 2) family at the poverty level; 3) use of a language other than English by the mother (National Center for Education Statistics, 1995). 'The number of children who speak a language other than English at home more than doubled from 5.1 to 10.6 million between 1998 and 2000'and will constitute 30% of the US school population by 2015 (Fix & Passel, 2003). YVYMDE Research Institute will pioneer the assessment, intervention and rehabilitation tools that will meet the need of these children and their families while answering fundamental theoretical and empirical issues about child development. Contact: yvymde at yeled.org -------------- next part -------------- An HTML attachment was scrubbed... URL: From eisenbergs at mail.montclair.edu Wed Jul 27 20:19:04 2005 From: eisenbergs at mail.montclair.edu (Sarita Eisenberg) Date: Wed, 27 Jul 2005 16:19:04 -0400 Subject: Adjunct instructor wanted Message-ID: The Montclair State University Department of Communication Sciences and Disorders (Montclair, New Jersey) is looking for someone to teach a masters level course in Speech and Language Acquisition. The class is scheduled for Mondays 1:00pm-3:30pm starting September 12. If interested, please contact me at eisenbergs at mail.montclair.edu. Sarita Eisenberg From sbarbora at bu.edu Wed Jul 27 20:24:03 2005 From: sbarbora at bu.edu (Barbora Skarabela) Date: Wed, 27 Jul 2005 16:24:03 -0400 Subject: Away from my office Message-ID: I am unable to check my email until August 1st. I will respond to your message as soon as I can. Best wishes, Barbora Skarabela From mminami at sfsu.edu Fri Jul 29 23:30:34 2005 From: mminami at sfsu.edu (Masahiko Minami) Date: Fri, 29 Jul 2005 16:30:34 -0700 Subject: ICPLJ5 Call for Papers Message-ID: Dear Colleague, We are writing to you now on behalf of the Conference Organizing Committee to announce: The ?Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ5) Call for Papers March 4 (Sat.) & 5 (Sun.), 2006 San Francisco State University ************************************************************************ Aims and Scope ? ICPLJ5 is intended to bring together researchers on the cutting edge of Japanese linguistics and to offer a forum in which their research results can be presented in a form that is useful to those desiring practical applications in the fields of teaching Japanese as a second/foreign language and computer-assisted language learning (CALL) technology. ? All topics in linguistics will be fully considered, including: phonology, morphology, syntax, semantics, lexicon, pragmatics (discourse analysis), second language acquisition (bilingualism). ? Abstracts submitted must represent original, unpublished research. Publication A book of "selected papers" (approximately 12) presented at the conference will be published. The publication of the papers enables the ideas from the conference to reach an even larger audience around the world, further benefiting countless researchers, teachers, and their students. Conference Language The length of each presentation will be thirty minutes (20 minutes for exposition, 10 minutes for questions). Presentations may be in either English or Japanese. Submission Guidelines All submissions should be mailed and postmarked by November 1, 2005. (We regret that we cannot accept submissions by fax or e-mail.) ? Three copies of a clearly titled one-page summary, on which the author is not identified (on A4 or letter-size paper, in 12 point type, with at least 1.25 inch [approximately 3 cm] margins on all sides). This summary will be used for review, as well as for inclusion in the conference program book if your abstract is accepted. Examples, figures, tables, and references may be given on a second page. Please note the following: (1) All conference papers will be selected on the basis of summaries submitted. (2) Any information that may reveal your identity should not be included in the summary. (3) Summaries will be accepted in Japanese or English. (4) If the language in which you would like to give your presentation differs from the language of your written summary, please let us know. (5) No changes in the title or the authors' names will be possible after acceptance. ? For each author, please attach one copy of the information form printed at the bottom of this sheet Deadline All submissions must be postmarked by November 1, 2005. (Please do not send summaries by e-mail or fax. Information regarding the previous conferences may be accessed at: http://www.sfsu.edu/~japanese/conference/.) Send submissions to: Dr. Masahiko Minami Fifth Biennial International Conference on Practical Linguistics of Japanese (ICPLJ) Department of Foreign Languages and Literatures San Francisco State University 1600 Holloway Avenue San Francisco, CA 94132 Telephone: (415) 338-7451 e-mail: icplj at sfsu.edu ************************************************************************ Author Information Form (fill out one form completely for each author) Paper Title: Topic area: Audiovisual requests: (1st Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) (2nd Author) Full name: Affiliation: Address: E-mail: Phone number: FAX number (if available) ? To accommodate as many papers as possible, we reserve the right to limit each submitter to one paper in any authorship status. ? If your paper is not one of those initially selected for oral presentation, please indicate whether you would be willing to have it considered as an alternate or for poster presentation: _____ Yes, consider me as an alternate if necessary. _____ Yes, consider me for poster presentation if necessary. _____ No, please do not consider me either as an alternate or for poster presentation. From S.Bol at mmu.ac.uk Sun Jul 31 22:01:45 2005 From: S.Bol at mmu.ac.uk (Simone Bol) Date: Sun, 31 Jul 2005 23:01:45 +0100 Subject: info-childes Digest - 07/31/05 (out of office) Message-ID: I'm on annual leave from 19 July- 8 August and 15 August -19 August, so I may not be able to reply to your email before 22 August. For urgent issues please contact the Psychology and Speech Pathology office. Kind regards, Simone Bol From bornstem at cfr.nichd.nih.gov Sun Jul 31 22:03:14 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 31 Jul 2005 18:03:14 -0400 Subject: Marc Bornstein is away. Message-ID: I am away from my office and will reply to your email when I return later in early August. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein