From slornat at psi.ucm.es Wed Jun 1 10:30:10 2005 From: slornat at psi.ucm.es (=?Windows-1252?Q?Susana_L=F3pez_Ornat?=) Date: Wed, 1 Jun 2005 12:30:10 +0200 Subject: new book Message-ID: Equial (www.ucm.es/info/equial) has finished and published the european Spanish version of the MacArthur CDIs. TEA (Madrid) is the publisher. This work includes, for the first time in these Inventories, a section on Vocalizations, both for CDI-1 and CDI-2. It has also added certain innovations in the Grammar parts, which make it easier for parents to understand and reply, and it includes three types of responses for every grammatical structure. Its use for research is basic, as it contains a rich description of the acquisition process of Spanish, from ages 8 to 30 months, and a norming study which allows translinguistic comparisons. Its use for clinical applications is strongly recommended, both in pediatrics and in pedagogy. The norming study has been done on a sample of 1.105 children from all Spain. REFERENCE: S.López Ornat, C.Gallego, P.Gallo, A.Karousou, S.Mariscal y M.Martínez (2005) MacArthur: Inventario de desarrollo comunicativo. Madrid, TEA Ediciones. ISBN: 84-7174-820-7. Susana López Ornat www.ucm.es/info/equial Facultad de Psicología Universidad Complutense de Madrid 28223 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariana_vial at yahoo.ca Wed Jun 1 17:11:15 2005 From: mariana_vial at yahoo.ca (Mariana) Date: Wed, 1 Jun 2005 13:11:15 -0400 Subject: hernandez pina 1984 In-Reply-To: <38DD7C72-D93D-43A7-8A21-8D8E4DC85753@mac.com> Message-ID: Hi, I`m a student in Montreal, Quebec, Canada. I`m working as research assistant on a project looking at the acquisition of the Spanish Determiner Phrase. I would really like to find a copy of the following book. ------------- Teorías psicolingüísticas y su aplicación a la adquisición del español como lengua materna Fuensanta Hernàndez Pina 1984, Siglo XXI de España -------------- It`s out of print, and I have been unable to find used copies for sale online. If anyone has any suggestions, please let me know. Suggestions of other references would also be appreciated. Thanks, -->Mariana __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aris.Xanthos at unil.ch Thu Jun 2 08:10:49 2005 From: Aris.Xanthos at unil.ch (Aris Xanthos) Date: Thu, 2 Jun 2005 10:10:49 +0200 Subject: Call for participation: Psycho-computational Models of Human Language Acquisition Message-ID: [Apologies for multiple postings] *************************************************************************** Call for Participation Psycho-computational Models of Human Language Acquisition Workshop at ACL 2005 University of Michigan Ann Arbor 29-30 June 2005 http://www.colag.cs.hunter.cuny.edu/psychocomp/ *************************************************************************** Workshop Topic -------------- The workshop, which is a follow-up to the successful workshop held at COLING in 2004, will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with, or motivated by research in psycholinguistics, developmental psychology and linguistics. This year, the workshop is part of the 43rd Annual Meeting of the Association for Computational Linguistics (ACL 2005) held in Ann Arbor, Michigan and shares a joint session with the Ninth Conference on Computational Natural Language Learning (CoNLL-2005). Invited Talks ------------- * Mark Steedman, University of Edinburgh * Brian MacWhinney, Carnegie Mellon University Registration ------------ http://www.aclweb.org/acl2005/ Note that participants will have full access to CoNLL presentations on Thursday, June 30th. Workshop Description -------------------- How children acquire the grammar of their native language(s) is one of the most beguiling open questions of modern science. The principal goal of this workshop is to bring together researchers from diverse backgrounds who are interested in the study of human language acquisition from a computational perspective. Cross-discipline discussion will be encouraged. Presented research draws computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, cognitive psychology and psycholinguistics. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. This begs the question, to what extent can a psychologically plausible statistical learning strategy be successfully exploited in a "full-blown" psycho-computational acquisition model? Conference program ------------------ * Wednesday, June 29, 2005 * 9:10-9:30 Opening Remarks 9:00-9:30 The Input for Syntactic Acquisition: Solutions from Language Change Modeling -- Lisa Pearl 9:30-10:00 Simulating Language Change in the Presence of Non-Idealized Syntax -- W. Garrett Mitchener 10:30-11:00 Break 11:00-11:30 Using Morphology and Syntax Together in Unsupervised Learning -- Yu Hu, Irina Matveeva, John GoldSmith and Colin Sprague 11:30-12:00 Refining the SED Heuristic for Morpheme Discovery: Another Look at Swahili -- Yu Hu, Irina Matveeva, John GoldSmith and Colin Sprague 12:00-12:30 A Connectionist Model of Language-Scene Interaction -- Marshall R. Mayberry, Matthew W. Crocker and Pia Knoeferle 12:30-2:00 Lunch 2:00-2:30 A Second Language Acquisition Model Using Example Generalization and Concept Categories -- Ari Rappoport and Vera Sheinman 2:30-3:30 Invited Talk Item Based Constructions and the Logical Problem -- Brian MacWhinney 3:30-4:00 Break 4:00-4:30 Statistics vs. UG in Language Acquisition: Does a Bigram Analysis Predict Auxiliary Inversion? -- Xuân-Nga Cao Kam, Iglika Stoyneshka, Lidiya Tornyova, -- William Gregory Sakas and Janet Dean Fodor 4:30-5:00 Climbing the path to grammar: a maximum entropy model of subject/object learning -- Felice Dell'Orletta, Alessandro Lenci, Simonetta Montemagni -- and Vito Pirrelli 5:00-5:30 The Acquisition and Use of Argument Structure Constructions: A Bayesian Model -- Afra Alishahi and Suzanne Stevenson * Thursday, June 30, 2005 * - Joint Session with CoNLL 9:00-9:50 Invited talk: Mark Steedman 9:50-10:15 Steps Toward Deep Lexical Acquisition -- Sourabh Niyogi 10:15-10:40 Intentional Context in Situated Natural Language Learning -- Michael Fleischman and Deb Roy - Remaining CoNLL sessions 11:10-12:25 Morphology 2:10-2:50 Learning methods and architectures 2:50-3:30 Shared Task: Semantic Role Labeling 4:00-6:00 Shared Task: Semantic Role Labeling (con't) Workshop Organizers ------------------- * William Gregory Sakas (Chair), City University of New York, USA * Alexander Clark, Royal Holloway, University of London, UK * James Cussens, University of York, UK (jc(at)cs.york.ac.uk) * Aris Xanthos, University of Lausanne, Switzerland Program Committee ----------------- * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Nick Chater, University of Warwick, UK * Stephen Clark, University of Edinburgh, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Elan Dresher, University of Toronto, Canada * Jeff Elman, University of California, San Diego, USA * Jerry Feldman, University of California, Berkeley, USA * John Goldsmith, University of Chicago, USA * John Hale, University of Michigan, USA * Mark Johnson, Brown University, USA * Vincenzo Lombardo, Universita di Torino, Italy * Paola Merlo, University of Geneva, Switzerland * Sandeep Prasada, City University of New York, USA * Dan Roth, University of Illinois at Urbana-Champaign, USA * Jenny Saffran, University of Wisconsin, Madison, USA * Ivan Sag, Stanford University, USA * Ed Stabler, University of California, Los Angeles, USA * Mark Steedman, University of Edinburgh, UK * Suzanne Stevenson, University of Toronto, Canada * Patrick Sturt, University of Glasgow, UK * Charles Yang, Yale University, USA Workshop contact: ----------------- email: psycho.comp(at)hunter.cuny.edu web: http://www.colag.cs.cuny.edu/psychocomp or William Gregory Sakas Department of Computer Science, North 1008 Hunter College, City University of New York 695 Park Avenue New York, NY 10021 USA 1 (212) 772.5211 - voice 1 (212) 772.5219 - fax sakas(at)hunter.cuny.edu From k.j.alcock at lancaster.ac.uk Thu Jun 2 09:32:25 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Thu, 2 Jun 2005 10:32:25 +0100 Subject: PhD studentship opportunity for 2005 at Lancaster University - Correction Message-ID: We have two new members of staff joining us in September and this new posting has their research interests, too. Please draw this to the attention of any appropriate students: Following our recent awards of teaching studentships (and nominations for ESRC quota studentships) the Psychology Department at Lancaster University is pleased to offer a further opportunity for postgraduate study. The closing date for applications for this new teaching studentship is the 1st of July, 2005. The studentship will be tenable from October 2005 and will last for 3 years. The studentship will cover fees (at the Home/EU rate) and will include a stipend equivalent to the ESRC rate. The successful candidate will be expected to contribute to teaching in the Psychology Department. We welcome applications from individuals with appropriate backgrounds in psychology (normally, a First or Upper Second Class degree or equivalent) who wish to conduct postgraduate research in any of the following areas: € Infant and Child Development € Cognition € Social Psychology € Conceptual and Historical Psychology € Behavioural Neuroscience. € Applied Psychology We have a particular strength in Developmental Psychology, including a purpose-built Centre. Candidates who have already successfully completed an MSc in a relevant psychological discipline (or equivalent) will be at an advantage. Applicants should complete the University post graduate application form which is available from: http://www.lancs.ac.uk/admissions/postgrad.html . In particular we have the following research interests: Dr Katie Alcock Language development, especially individual differences, nonverbal skills, developmental language disorders, and cross-linguistic work; cognitive development more generally, especially influences of environment and effects of ill health; neuropsychology especially language breakdown Prof Gavin Bremner Perceptual abilities and cognitive development in infancy Dr Kate Cain Development of of reading comprehension and specific comprehension difficulties in children in relation to skills such as inference making, vocabulary, figurative language, strategy use, and memory processes. ADHD and its relation to language and literacy skills and executive function. Professor Mark Howe Structural and processing in the development of memory and long-term retention; developmental changes and invariances in memory and forgetting from infancy to adulthood, infantile amnesia and the development of autobiographical memory and working memory. Dr Dina Lew Spatial cognition in infancy; sensorimotor development; the neuropsychological consequences of epilepsy Prof Charlie Lewis Family relationships; socio-cognitive development, particularly preschoolers' understanding of the mind Dr Eugene Subbotsky Children's concepts about body and mind; judgments about causality; teacher-child interaction Dr John Towse Working memory, especially in children; mental control of behaviour; children's understanding of, and competence in, mathematics; representational flexibility and rule-use among preschoolers. Applicants should include a research proposal (approx 1000 words) and also ensure that their nominated referees are able to provide references to support their application. Applicants are strongly encouraged to develop their research proposals in collaboration with a psychologist working in our department. Staff research interests are summarised on http://www.psych.lancs.ac.uk/research/resPeople.html (see also the home pages of individual staff members). For further information about the teaching studentship please contact: Dr. Mark Levine, Director of Postgraduate Studies for the Department. (01524) 592915; Email: m.levine at lancaster.ac.uk Bursaries A number of smaller bursaries to support Masters and PhD work are also available. These vary between £500 and £1000 and are designed to contribute to students' living costs. They will be awarded to self-funding students from the UK, EU, or non-EU Overseas. Note that these bursaries are awarded on a merit basis and are therefore awards that can enhance a student's CV. From slornat at psi.ucm.es Thu Jun 2 10:25:53 2005 From: slornat at psi.ucm.es (=?iso-8859-1?Q?Susana_l=F3pez_ornat?=) Date: Thu, 2 Jun 2005 12:25:53 +0200 Subject: hernandez pina 1984 Message-ID: Susana López Ornat Dpto.Psicología Básica II Facultad de Psicología Universidad Complutense de Madrid Madrid 28223 www.ucm.es/info/equial The book you mention is out of print. Much other work by several different authors has been done since then. You could visit the address above to find several texts both in Eglish and in Spanish about Spanish Determiner Acquisition. ----- Original Message ----- From: Mariana To: info-childes at mail.talkbank.org Sent: Wednesday, June 01, 2005 7:11 PM Subject: hernandez pina 1984 Hi, I`m a student in Montreal, Quebec, Canada. I`m working as research assistant on a project looking at the acquisition of the Spanish Determiner Phrase. I would really like to find a copy of the following book. ------------- Teorías psicolingüísticas y su aplicación a la adquisición del español como lengua materna Fuensanta Hernàndez Pina 1984, Siglo XXI de España -------------- It`s out of print, and I have been unable to find used copies for sale online. If anyone has any suggestions, please let me know. Suggestions of other references would also be appreciated. Thanks, -->Mariana __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From dkelemen at bu.edu Thu Jun 2 23:13:34 2005 From: dkelemen at bu.edu (Deborah Kelemen) Date: Thu, 2 Jun 2005 19:13:34 -0400 Subject: Away from my email Message-ID: Hi, I am away from my office and currently only have intermittent access to email. I will respond to your message as soon as I can. Best wishes, Deb Kelemen From sbarbora at bu.edu Thu Jun 2 23:13:46 2005 From: sbarbora at bu.edu (Barbora Skarabela) Date: Thu, 2 Jun 2005 19:13:46 -0400 Subject: Away from my office Message-ID: I won't be able to read my email until June 6th. I apologize for any inconvenience. Regards, Barbora Skarabela From lsd12 at psu.edu Fri Jun 3 13:30:44 2005 From: lsd12 at psu.edu (LAURA S DETHORNE) Date: Fri, 3 Jun 2005 09:30:44 -0400 Subject: Away from my email Message-ID: I am out of town and may not have an opportunity to frequently read or respond to electronic mail. In regard to work correspondence, I have taken a new position at the University of Illinois to begin 8/15/05. If you need to reach me, feel free to leave a message at the University of Illinois Speech & Hearing Sciences Dept at (217) 333-2230. Thank you. From macw at mac.com Fri Jun 3 14:50:49 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 3 Jun 2005 10:50:49 -0400 Subject: TILAR4 Message-ID: Folks, Here is an announcement for the fourth volume of the TILAR series. This series is published by IASCL and edited by Steven Gillis and Annick DeHouwer. Current IASCL members will receive this book as a part of their membership. Developmental Theory and Language Disorders Edited by Paul Fletcher and Jon F. Miller University College Cork / University of Wisconsin-Madison The chapters in this volume arise from presentations at a unique conference on typical and atypical language development held in Madison, USA in 2002. This joint meeting of the International Association for the Study of Child Language, and the Symposium for Research in Child Language Disorders brought together – for the first time in such large numbers – researchers from these two distinct but related fields. The week-long schedule of the conference allowed for an in-depth interrogation of their theoretical positions, methodologies and fi ndings. In the contributions to this volume we have put together a carefully selected set of papers which from various perspectives explore the linkage between developmental theory and language impairment, and at the same time illustrate the effects of distinct conditions – hearing loss, autism, Down syndrome, Williams syndrome and specific language impairment – on the communication abilities of affected individuals. An introductory chapter, and a detailed summary which picks up recurring themes in the chapters, complete the volume. [Trends in Language Acquisition Research, 4] 2005. x, 207 pp. Hb 90 272 3474 4 EUR 80.00 USD 96.00 Table of contents Developmental theory and language disorders: Background issues Jon F. Miller and Paul Fletcher Constraints on language development: Insights from developmental disorders Michael S.C. Thomas Constructions and language development: Implications for language impairment Paul Fletcher, Stephanie Stokes and Anita Wong Language development in Down syndrome and fragile X syndrome: Current research and implications for theory and practice Leonard Abbeduto and Robin S. Chapman The role of language and communication impairments within autism Morton Ann Gernsbacher, Heather M. Geye and Susan Ellis Weismer Language acquisition in children with a cochlear implant Karen Schauwers, Steven Gillis and Paul Govaerts Critical periods in the acquisition of lexical skills: Evidence from deaf individuals Amy R. Lederberg and Patricia E. Spencer Developmental theory and language disorders: A thematic summary Michael Garman, Deborah James and Vesna Stojanovik From annette.fox at ivx.de Sun Jun 5 16:24:27 2005 From: annette.fox at ivx.de (Annette) Date: Sun, 5 Jun 2005 18:24:27 +0200 Subject: intervention for speech disorders Message-ID: I am looking for studies on intervention for children with speech disorders, specifically investigating a) group intervention versus individual intervention b) the effects of a general phonological awareness training on any type/ different types of speech disorders I would be very grateful for any suggestions Annette ---------------------------------------------------------------------------------------- Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Sun Jun 5 22:44:16 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 6 Jun 2005 08:44:16 +1000 Subject: intervention for speech disorders In-Reply-To: <006801c569eb$0bcef230$8a7240c3@ANNY> Message-ID: Dear Annette, I don't know of well designed comparative outcome studies of individual vs group intervention for child speech disorders. Here are articles that include information about the effects of phonological awareness training: Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders 35, 337-354. Major, E. M. & Bernhardt, B. (1998) Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 4, 413-444. Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M.J. (2004). Literacy skills in Children with Speech Difficulties. Journal of Speech Language and Hearing Research, 47, 377-391. Rvachew, S., Nowak, M. & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263. Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23, 1, 27-42. You might receive helpful responses if you ask here: http://health.groups.yahoo.com/group/phonologicaltherapy/ Caroline Caroline Bowen PhD Speech Pathology Practice 9 Hillcrest Road Wentworth Falls NSW 2782 Australia cbowen at ihug.com.au http://www.slpsite.com http://members.tripod.com/~Caroline_Bowen/clinic.html 61 2 4757 1136 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Annette Sent: Monday, 6 June 2005 2:24 AM To: info-childes at mail.talkbank.org Subject: intervention for speech disorders I am looking for studies on intervention for children with speech disorders, specifically investigating a) group intervention versus individual intervention b) the effects of a general phonological awareness training on any type/ different types of speech disorders I would be very grateful for any suggestions Annette -------------------------------------------------------------------------- -------------- Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From imoreno at uma.es Mon Jun 6 08:27:53 2005 From: imoreno at uma.es (imoreno at uma.es) Date: Mon, 6 Jun 2005 10:27:53 +0200 Subject: Deaf children vocalizations Message-ID: We are studying the acquisition of Spanish in a deaf child (from 18 to 48 months old) who is exposed to Cued Speech. I would like to know if someone has studied the acquisition of acoustic features in deaf children (i.e. F0, formants, etc.). I have references about hearing children, but not for deaf children. Thanks in advance Ignacio Moreno-Torres imoreno at uma.es Universidad de M�laga Spain From barriere at cogsci.jhu.edu Mon Jun 6 08:51:55 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Mon, 6 Jun 2005 04:51:55 -0400 Subject: Deaf children vocalizations In-Reply-To: <05060610275384_A8602@ccuma.sci.uma.es> Message-ID: Here is a relevant study: Clements, C.J. (1994) The development of vocalizations of deaf and normally hearing infants. Institute of phonetic science, University of Amsterdam, Proceedings 18: 65-76. Cheers, Isabelle Barriere, PhD At 10:27 AM 6/6/2005 +0200, imoreno at uma.es wrote: >We are studying the acquisition of Spanish in a deaf child >(from 18 to 48 months old) who is exposed to Cued Speech. > >I would like to know if someone has studied the >acquisition of acoustic features in deaf children >(i.e. F0, formants, etc.). I have references about >hearing children, but not for deaf children. > >Thanks in advance >Ignacio Moreno-Torres >imoreno at uma.es >Universidad de Málaga >Spain -------------- next part -------------- An HTML attachment was scrubbed... URL: From Thomas.Klee at NEWCASTLE.AC.UK Mon Jun 6 15:31:43 2005 From: Thomas.Klee at NEWCASTLE.AC.UK (Thomas Klee) Date: Mon, 6 Jun 2005 16:31:43 +0100 Subject: Child Language Seminar 2006: keynote speakers Message-ID: Child Language Seminar 19-21 July 2006 University of Newcastle upon Tyne, England 2nd Announcement We are pleased to announce the keynote speakers for CLS2006: Shula Chiat Department of Human Communication Science University College London Eve Clark Department of Linguistics Stanford University Stephanie F Stokes School of Psychology University of Reading Proposals are invited for papers and posters related to child language/speech development and disorders. Submission deadline is 1 March 2006. Further information about submitting proposals may be found at: http://cls2006.visitnewcastlegateshead.com The website will be updated regularly to keep you informed of the latest developments. Newcastle upon Tyne was voted England's favourite city break destination by readers of the Guardian and Observer for two years running. Located in the North East of England, the city is easily accessible by rail (1½ hours from Edinburgh, 3 hours from London) and air (direct flights to over 25 destinations and excellent connections though London and Amsterdam). Known for the friendly welcome visitors receive, the city has impressive Georgian architecture, inspiring cultural venues and is within easy reach of the beautiful Northumbrian coastline, Hadrian's Wall, the Scottish Borders and stunning Durham city and cathedral. Thomas Klee and Deborah James CLS2006 Co-Organisers -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Tue Jun 7 14:20:14 2005 From: michael at georgetown.edu (Michael Ullman) Date: Tue, 7 Jun 2005 10:20:14 -0400 Subject: stimulus presentation packages Message-ID: Hi, We (in the Brain and Language Lab, at Georgetown University) are considering changing to a new stimulus presentation software/hardware package (we currently use a proprietary set up). We are hoping to get some advice on the various packages and devices out there. Our needs are for psycholinguistic, ERP and fMRI experiments, involving audio and/or visual stimuli, with either voice or button-press responses. Although our current system is Mac-based, we've decided to switch to a PC/Windows (Windows XP) based package. 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 (we'll send a summary to the list afterwards). We also have some specific concerns/questions: 1) E-Prime claims that *only* their combined microphone/button-box hardware (their "Serial Response Box") will work for voice triggering. QUESTION: Is this true? Has anyone successfully used different sound cards/hardware with E-Prime for voice-triggering? (The reason we ask is that E-Prime's serial response box is quite expensive). 2) Even though apparently one can use third-party button-boxes or gamepads (ie, for recording button-presses only, without voice-triggering), it's not clear to us which ones are best, and how good they are. QUESTION: Does anyone have any experience with this? 3) For voice triggering, Presentation and DMDX use a standard microphone connected to a sound card. QUESTION: Which sound cards seem to be best (most accurate, fewest problems)? 4) Although CRT monitors are very precise by all accounts, we're going to want to use LCD monitors (for off-site testing in laptops). However, pixels in LCD monitors can take tens of milliseconds to change color, and this time is quite variable. As far as we know, none of the three stimulus presentation packages we are considering deal with this problem (as far as we know, this problem cannot be resolved with software, but we're not sure...) QUESTION: Has anyone out there dealt with this in a reasonable way? How? Thanks very much! Best, Michael Ullman -- ********************************************************** Michael Ullman, PhD Associate Professor Director, Brain and Language Laboratory (brainlang.georgetown.edu) co-Director, Center for the Brain Basis of Cognition (cbbc.georgetown.edu) Department of Neuroscience (neuro.georgetown.edu) and Departments of Linguistics, Psychology and Neurology Georgetown University Mailing Address: Department of Neuroscience Georgetown University Box 571464 Washington DC 20057-1464 Address for direct delivery (FedEx, UPS, etc.): Department of Neuroscience Research Building, EP-04 3900 Reservoir Rd, NW Georgetown University Washington DC 20007 Email: michael at georgetown.edu Tel: Office: 202-687-6064 Lab: 202-687-6896 Fax: 202-687-6914 ********************************************************** From P.Fletcher at ucc.ie Wed Jun 8 07:22:54 2005 From: P.Fletcher at ucc.ie (Fletcher , Paul) Date: Wed, 8 Jun 2005 08:22:54 +0100 Subject: intervention for speech disorders Message-ID: You might also want to look at a Cochrane review by James Law et al: Law J, Garrett Z, Nye, C. (2005). Speech and language therapy interventions for children with primary speech and language delay or disorder. The Cochrane Collaboration (published by John Wiley). Further details from: www.thecochranelibrary.com This is a reprint of a review first published in 2003. Sixteen studies involving either expressive or receptive phonology are included in the meta-analysis. Paul Paul Fletcher Speech and Hearing Sciences University College Cork Ireland -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Caroline Bowen Sent: 05 June 2005 23:44 To: Annette; info-childes at mail.talkbank.org Subject: RE: intervention for speech disorders Dear Annette, I don't know of well designed comparative outcome studies of individual vs group intervention for child speech disorders. Here are articles that include information about the effects of phonological awareness training: Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders 35, 337-354. Major, E. M. & Bernhardt, B. (1998) Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 4, 413-444. Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M.J. (2004). Literacy skills in Children with Speech Difficulties. Journal of Speech Language and Hearing Research, 47, 377-391. Rvachew, S., Nowak, M. & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263. Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23, 1, 27-42. You might receive helpful responses if you ask here: http://health.groups.yahoo.com/group/phonologicaltherapy/ Caroline Caroline Bowen PhD Speech Pathology Practice 9 Hillcrest Road Wentworth Falls NSW 2782 Australia cbowen at ihug.com.au http://www.slpsite.com http://members.tripod.com/~Caroline_Bowen/clinic.html 61 2 4757 1136 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Annette Sent: Monday, 6 June 2005 2:24 AM To: info-childes at mail.talkbank.org Subject: intervention for speech disorders I am looking for studies on intervention for children with speech disorders, specifically investigating a) group intervention versus individual intervention b) the effects of a general phonological awareness training on any type/ different types of speech disorders I would be very grateful for any suggestions Annette ---------------------------------------------------------------------------- ------------ Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From mrichard at mtsu.edu Wed Jun 8 12:56:58 2005 From: mrichard at mtsu.edu (MELINDA RICHARDS) Date: Wed, 8 Jun 2005 07:56:58 -0500 Subject: S/L Disorders and Reading Message-ID: I am looking for studies linking speech and/or language disorders to dyslexia. Any help here would be appreciated. Mendy --------------------------------- Melinda L. "Mendy" Richards, PhD Asst. Professor of Communication Disorders Dept. of Speech & Theatre Middle Tennessee State University 615.898.5425 (office) 615.898.5826 (fax) From marcj at uwo.ca Wed Jun 8 14:06:44 2005 From: marcj at uwo.ca (Marc Joanisse) Date: Wed, 8 Jun 2005 10:06:44 -0400 Subject: S/L Disorders and Reading In-Reply-To: <3524276.1118235418295.JavaMail.mrichard@mtsu.edu> Message-ID: Melinda, Here are a few to consider Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886. Goulandris, N.K., Snowling, M.J., & Walker, I. (2000). Is dyslexia a form of specific language impairment? A comparison of dyslexic and language impaired children as adolescents. Annals of Dyslexia, 50, 103-120. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60. Kamhi, A.G. & Catts, H.W. (1986). Toward an understanding of developmental language and reading disorders. Journal of Speech and Hearing Disorders, 51, 337-347. -Marc- On Jun 8, 2005, at 8:56 AM, MELINDA RICHARDS wrote: > I am looking for studies linking speech and/or language disorders to > dyslexia. > > Any help here would be appreciated. > > Mendy > > --------------------------------- > Melinda L. "Mendy" Richards, PhD > Asst. Professor of Communication > Disorders > Dept. of Speech & Theatre > Middle Tennessee State University > 615.898.5425 (office) > 615.898.5826 (fax) > > -- Marc Joanisse, Assistant Professor Department of Psychology and Program in Neuroscience The University of Western Ontario marcj at uwo.ca http://www.ssc.uwo.ca/psychology/lrcn --Vote for Pedro From ann.dowker at psy.ox.ac.uk Wed Jun 8 14:16:32 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 8 Jun 2005 15:16:32 +0100 Subject: S/L Disorders and Reading In-Reply-To: <263CF1D3-9654-4586-80C2-93548D101DCD@uwo.ca> Message-ID: I am currently knee-deep in marking exams on this very topic, but will send you references in the next few days, Best wishes, Ann In message <263CF1D3-9654-4586-80C2-93548D101DCD at uwo.ca> Marc Joanisse writes: > Melinda, > Here are a few to consider > > Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia > and specific language impairment: Same or different? Psychological > Bulletin, 130(6), 858-886. > > Goulandris, N.K., Snowling, M.J., & Walker, I. (2000). Is dyslexia a > form of specific language impairment? A comparison of dyslexic and > language impaired children as adolescents. Annals of Dyslexia, 50, > 103-120. > > Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. > (2000). Language deficits in dyslexic children: Speech perception, > phonology, and morphology. Journal of Experimental Child Psychology, > 77(1), 30-60. > > Kamhi, A.G. & Catts, H.W. (1986). Toward an understanding of > developmental language and reading disorders. Journal of Speech and > Hearing Disorders, 51, 337-347. > > -Marc- > > On Jun 8, 2005, at 8:56 AM, MELINDA RICHARDS wrote: > > > I am looking for studies linking speech and/or language disorders to > > dyslexia. > > > > Any help here would be appreciated. > > > > Mendy > > > > --------------------------------- > > Melinda L. "Mendy" Richards, PhD > > Asst. Professor of Communication > > Disorders > > Dept. of Speech & Theatre > > Middle Tennessee State University > > 615.898.5425 (office) > > 615.898.5826 (fax) > > > > > > -- > Marc Joanisse, Assistant Professor > Department of Psychology and Program in Neuroscience > The University of Western Ontario > marcj at uwo.ca > http://www.ssc.uwo.ca/psychology/lrcn > --Vote for Pedro > > > From ks7t at andrew.cmu.edu Wed Jun 8 14:46:00 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 8 Jun 2005 10:46:00 -0400 Subject: CONFERENCE ANNOUNCEMENT Message-ID: **CONFERENCE ANNOUNCEMENT** LANGUAGE ACQUISITION AND BILINGUALISM: Consequences for a Multilingual Society May 4 ­ 7, 2006 Courtyard by Marriott Downtown Toronto We would like to draw your attention to a conference on language acquisition and bilingualism. The conference will examine the impact of a multilingual environment on children¹s linguistic development. Research on children¹s language acquisition normally assumes that the environment offers only one linguistic choice and that children¹s early experiences will proceed in a predictable manner as language is incrementally built up and cognition is increasingly boosted. In some countries, such as Canada, the existence of two official languages means that the linguistic context for language acquisition is more complex. The purpose of the conference is to explore how the factors that are part of the landscape of multilingual societies affect the way in which children learn language and establish the linguistic and cognitive concepts associated with successful participation in society. The audience will consist of researchers, educators, and practitioners who work with bilingual and multilingual children. Presentations will describe current research by leading scholars, representing a wide range of countries. Discussions will be focussed on the social and linguistic dimensions of bilingual language acquisition, which will be relevant to those working in both research and applied fields. The conference will include presentations in 5 areas: (1) Language acquisition in bilingual environments - Janet Werker (Canada), University of British Columbia - Marilyn Vihman (Wales), University of Wales - Fred Genesee (Canada), McGill University - Jurgen Meisel (Germany), Hamburg University (2) Cognitive implications of early bilingualism - Elena Nicoladis (Canada), University of Alberta - Ludo Verhoeven (Netherlands), University of Nijmegen - Esther Geva (Canada), University of Toronto - Ellen Bialystok (Canada), York University (3) Bilingual language acquisition for special populations - Martha Crago (Canada), McGill University & Johanne Paradis (Canada), University of Alberta - Rachel Mayberry (USA), McGill University - Shanley Allen (USA), Boston University (4) Bilingual development in different social contexts - Kenneth Hyltenstam (Sweden), Stockholm University - Annick de Houwer (Belgium), University of Antwerp - Barbara Pearson (USA), University of Massachusetts (5) Implications and applications - Kenji Hakuta (USA), University of California - Michael Sharwood Smith (Scotland), Heriot Watt University - Jim Cummins (Canada), University of Toronto **CALL FOR POSTERS** Submissions are invited for posters from all of the above areas. Deadline for poster submissions is April 7, 2006. Visit the website for details of poster submission and conference registration: http://www.psych.yorku.ca/labconference Questions or inquiries may be directed to labconf at yorku.ca From tomasello at eva.mpg.de Sat Jun 11 13:02:48 2005 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Sat, 11 Jun 2005 15:02:48 +0200 Subject: IASCL In-Reply-To: Message-ID: I'm sure everyone is looking forward to attending IASCL 2005 in Berlin July 25 - 29. The program is a very exciting one and can be seen at: http://www.ctw-congress.de/iascl/ As president of the society, I would also like to alert all members and other interested parties that at that meeting we will be soliciting proposals for hosting the IASCL meeting in 6 years, in 2011 (the 2008 meeting is set for Edinburgh). Anyone who might be interested in hosting that meeting should bring at least some initial feasability facts to the meeting and either talk to me personally or come to the Business Meeting on Wednesday evening and express interest there (or send me an e-mail if you won't be attending). If there are multiple reasonable proposals we will ask for more specific information after that and things will be finalized within the next year or so. Best wishes and hope to see everyone in Berlin, Mike Tomasello President, IASCL From cam47 at psu.edu Sat Jun 11 13:23:49 2005 From: cam47 at psu.edu (CAROL A MILLER) Date: Sat, 11 Jun 2005 09:23:49 -0400 Subject: Away from my email Message-ID: I am away from the office June 3-13 and may not have an opportunity to read or respond to electronic mail. If your message concerns the research study on language and auditory processing in school-age children, and you would like a rapid response, please call my lab at 865-7924. Carol Miller From W.B.T.Blom at uva.nl Mon Jun 13 13:02:00 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 13 Jun 2005 15:02:00 +0200 Subject: call for papers Workshop "Variation in Inflection" Message-ID: Call for papers Workshop "Variation in Inflection" December 19-20, 2005 University of Amsterdam DEADLINE for SUBMISSION: JUNE 15, 2005! Submission details: http://home.hum.uva.nl/variflex/Workshop.htm Invited speakers: David Adger (Queen Mary University of London) Anthony Kroch (University of Pennsylvania) Cecilia Poletto (University of Padua) Tom Roeper (University of Massachusetts/Amherst) Bonnie Schwartz (University of Hawai'i at Manoa) -------------- next part -------------- An HTML attachment was scrubbed... URL: From annette.fox at ivx.de Tue Jun 14 12:19:10 2005 From: annette.fox at ivx.de (Annette) Date: Tue, 14 Jun 2005 14:19:10 +0200 Subject: info-biling mailing list Message-ID: Please find below a summary of the suggestions I received about phonological intervention. Thank you everybody who provided information. Annette Fox ---------------------------------------------------------------------------------------- Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de Cirrin, F. & Penner, S. (1995). Classroom-based and consultative service delivery models for language intervention in M. Fey, J. Windsor, & S. Warren (Eds.), Language intervention preschool through the elementary years (pp 333-362). Baltimore, MD: Brookes Publishing Co. Elksnin, L., & Capilouto, G. (1994). Speech-language pathologists perceptions of integrated service delivery in school settings. Language, Speech, and Hearing Services in Schools, 25, 258-267 Roberts, J., Prizant, B., & McWilliam, R. (1995). Out-of-class versus in-class service delivery in language intervention: effects on communication interactions with young children. American Journal of Speech-Language Pathology, 4 (2), 87-94 Shelton, B., Gast, D., Wolery, M. & Winterling, V. (1991). The role of small group instruction in facilitating observational and incidental learning. Language, Speech, and Hearing Services in Schools, 22, 123-133. Throneburg, R, Calvert, L., Sturm, J., Paramboukas, A., & Paul, P. (2000). A comparison of service delivery models: effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9, 10-20 Wilcox, J. , Kouri, T., & Caswell, S. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Language Pathology, 1 (1), 49-62 Adams et al. (2000). Targeting metaphonological ability in intervention for children with developmental phonological disorders. Bernhardt+Major (2005). Speech, language and literacy skills 33 years later: a follow-up study of early phonological and metaphono. intervention Bleile, K.M., & Hand, L. (1995). Metalinguistics. Clinical Linguistics and Phonetics, 9, 25-28. Dean, E., & Howell, J. (1986). Developing linguistic awareness: A theoretically based approach to phonological disorders. British Journal of Disorders of Communication, 21, 223-238. Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders 35, 337-354. Laing+Espeland (2005). Low intensity phono awareness training in a preschool classroom for children with communication impairment Miccio, A.W. (1995). Metaphon: Factors contributing to treatment outcomes. Clinical Linguistics and Phonetics, 9, 28-36. Major, E. M. & Bernhardt, B. (1998) Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 4, 413-444. Pascoe, Stackhouse+Wells (2004). phonological therapy within a psycholinguistic framework: promoting change in a child with persisting speech difficulties Rvachew, S., Nowak, M. & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263. Segers+Verhoeven (2004). Computer-supported phono awareness intervention for kindergarten children with specific language impairment Smith, J., Downs, M. & Mogford-Bevan, K. (1998). Can phonological awareness training facilitate minmal pair therapy? International Journal of Language and Communication Disorders, 33, 463-468 Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23, 1, 27-42. Troiy (1999). phono awareness intervention research: a critical review of the experimental methodology Wise et al (1999). Training phono awareness with and without explicit attention to articulation -------------- next part -------------- An HTML attachment was scrubbed... URL: From mfleck at cs.uiuc.edu Wed Jun 15 16:40:35 2005 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Wed, 15 Jun 2005 11:40:35 -0500 Subject: infant-directed child speech In-Reply-To: <3C217847A772FE47821C2CAEE0608E070664F82C@oort.uva.nl> Message-ID: What's known about infant-directed child speech, e.g. as potential input to child language learners? The amount of such speech presumably varies a lot. However, when it occurs, it seems like it's very different from either motherese or background adult-adult speech. Margaret Fleck (U. Illinois) From Limber at comcast.net Wed Jun 15 16:59:34 2005 From: Limber at comcast.net (John Limber) Date: Wed, 15 Jun 2005 12:59:34 -0400 Subject: infant-directed child speech In-Reply-To: <42B05A03.1080203@cs.uiuc.edu> Message-ID: As someone suggested in response to another question recently, the Wells data set in CHILDES, with systematic radio sampling of a large sample of children over time can answer many important questions (within the limits of those British families included.) -- John Limber Durham NH > From: Margaret Fleck > Date: Wed, 15 Jun 2005 11:40:35 -0500 > To: > Subject: infant-directed child speech > > > What's known about infant-directed child speech, e.g. as potential input to > child language learners? The amount of such speech presumably varies > a lot. However, when it occurs, it seems like it's very different > from either motherese or background adult-adult speech. > > > Margaret Fleck > (U. Illinois) > From macw at mac.com Wed Jun 15 17:22:04 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 15 Jun 2005 13:22:04 -0400 Subject: infant-directed child speech In-Reply-To: Message-ID: Yes, John, this is a good point. Gordon Wells had some statistics computed already in his 1981 (?) book on the overall nature of the amount of input per day. However, a downside of the Wells corpus is that we don't have the original audio. I wonder if it still exists. I am copying this to Gordon Wells, just on the chance it might. I am not clear that Margaret is asking about temporal distribution patterns as much as the nature of the differences. For that, the Brent-Siskind corpus would also be excellent and it has linked audio. --Brian MacWhinney On Jun 15, 2005, at 12:59 PM, John Limber wrote: > As someone suggested in response to another question recently, the > Wells > data set in CHILDES, with systematic radio sampling of a large > sample of > children over time can answer many important questions (within the > limits of > those British families included.) > -- > John Limber > Durham NH > > > > >> From: Margaret Fleck >> Date: Wed, 15 Jun 2005 11:40:35 -0500 >> To: >> Subject: infant-directed child speech >> >> >> What's known about infant-directed child speech, e.g. as potential >> input to >> child language learners? The amount of such speech presumably >> varies >> a lot. However, when it occurs, it seems like it's very different >> from either motherese or background adult-adult speech. >> >> >> Margaret Fleck >> (U. Illinois) >> >> > > > > From nratner at hesp.umd.edu Wed Jun 15 17:57:21 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Wed, 15 Jun 2005 13:57:21 -0400 Subject: infant-directed child speech Message-ID: If I read the query correctly, it is asking about speech to INFANTS as opposed to somewhat older children. For this, my own database in CHILDES (Bernstein corpus) may be useful (and has accompanying audio); it has samples from women addressing preverbal infants as well as children beginning to use language (in some cases, the same mothers over time). There are a number of differences, as noted in some of my work done in the 80's, including acoustic clarity of the signal; others have noted other distributional differences. Some of this work appeared in the volume From Signal to Syntax edited by Morgan & Demuth. You will probably need to search the literature back a few years - this question was more popular in the 80's than it has seemed to be recently. At that time, a number of studies, it seems to be, did contrast aspects of child-directed speech with speech to infants. Nan 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 >>> Brian MacWhinney 6/15/2005 1:22:04 PM >>> Yes, John, this is a good point. Gordon Wells had some statistics computed already in his 1981 (?) book on the overall nature of the amount of input per day. However, a downside of the Wells corpus is that we don't have the original audio. I wonder if it still exists. I am copying this to Gordon Wells, just on the chance it might. I am not clear that Margaret is asking about temporal distribution patterns as much as the nature of the differences. For that, the Brent-Siskind corpus would also be excellent and it has linked audio. --Brian MacWhinney On Jun 15, 2005, at 12:59 PM, John Limber wrote: > As someone suggested in response to another question recently, the > Wells > data set in CHILDES, with systematic radio sampling of a large > sample of > children over time can answer many important questions (within the > limits of > those British families included.) > -- > John Limber > Durham NH > > > > >> From: Margaret Fleck >> Date: Wed, 15 Jun 2005 11:40:35 -0500 >> To: >> Subject: infant-directed child speech >> >> >> What's known about infant-directed child speech, e.g. as potential >> input to >> child language learners? The amount of such speech presumably >> varies >> a lot. However, when it occurs, it seems like it's very different >> from either motherese or background adult-adult speech. >> >> >> Margaret Fleck >> (U. Illinois) >> >> > > > > From gsimonce at crl.ucsd.edu Wed Jun 15 18:02:49 2005 From: gsimonce at crl.ucsd.edu (Gabriela Simon-Cereijido) Date: Wed, 15 Jun 2005 11:02:49 -0700 Subject: language intervention Message-ID: Hi! I am a graduate student at the Joint Doctoral Program in Language and Communicative Disorders, SDSU/UCSD. I am starting a review about language intervention for language impaired or delayed preschoolers, monolingual (English or Spanish - or any other Romance language) and bilingual children. I would appreciate suggestions regarding design (single case vs group) and outcomes references. I will compile the list of references and share it with the mailing list. Thanks so much in advance, Gabriela Simon-Cereijido From ramoseli at fiu.edu Wed Jun 15 18:09:53 2005 From: ramoseli at fiu.edu (Eliane Ramos) Date: Wed, 15 Jun 2005 14:09:53 -0400 Subject: Position at FLorida International University Message-ID: CHAIRPERSON – DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS The College of Health and Urban Affairs at Florida International University announces a search for Chairperson of the Department of Communication Sciences & Disorders in the School of Health Sciences. Responsibilities include teaching in the areas of expertise, research, academic administration, faculty/curriculum development, and student advisement. Qualified applicants must have a Ph.D. and CCC-SLP, evidence of teaching and research effectiveness with strong record of research funding and publication, strong interpersonal and managerial skills and demonstrated leadership ability. The department’s program in speech-language pathology has been recently accredited. It is a young program with an enthusiastic faculty and student body looking to expand its position in the university and the community. The department is located in the College of Health & Urban Affairs and affords faculty and students a unique opportunity for collaboration with individuals in the departments of Physical Therapy, Occupational Therapy, Public Health, Dietetics & Nutrition, Nursing and Social Work. FIU is located in the Miami metropolitan area with its rich diversity of cultures and languages. The department is committed to the outstanding academic and clinical preparation of multicultural/multilingual populations. The ideal candidate will have expertise in bilingualism, but all areas of expertise will be considered. Applicants will be accepted until position is filled. Review of applicants will start on August 1, 2005. For consideration interested applicants should submit a letter of interest, curriculum vita, and 3 letters of recommendation to: Alfredo Ardila, Ph.D., Chair, Search Committee Dept. of Communication Sciences and Disorders Florida International University University Park Campus, Room HLS 143 Miami, Fl. 33199 Telephone (305) 348-6589 Fax Number (305) 348-2740 Florida International University is a member of the State University System of Florida and an Equal Opportunity/Equal Access/ Affirmative Action Employer From dpesco2 at po-box.mcgill.ca Wed Jun 15 21:01:48 2005 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Wed, 15 Jun 2005 17:01:48 -0400 Subject: language intervention In-Reply-To: <1203.130.191.167.165.1118858569.squirrel@crl.ucsd.edu> Message-ID: 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 Diane Pesco Child Studies Lab - Psychology University of Waterloo -- Diane Pesco Child Studies Lab - Psychology University of Waterloo Quoting Gabriela Simon-Cereijido : > Hi! I am a graduate student at the Joint Doctoral Program in Language and > Communicative Disorders, SDSU/UCSD. I am starting a review about language > intervention for language impaired or delayed preschoolers, monolingual > (English or Spanish - or any other Romance language) and bilingual > children. I would appreciate suggestions regarding design (single case vs > group) and outcomes references. I will compile the list of references and > share it with the mailing list. > > Thanks so much in advance, > > Gabriela Simon-Cereijido > > > > From raymondw at csufresno.edu Wed Jun 15 21:20:42 2005 From: raymondw at csufresno.edu (Ray Weitzman) Date: Wed, 15 Jun 2005 14:20:42 -0700 Subject: language intervention In-Reply-To: <1203.130.191.167.165.1118858569.squirrel@crl.ucsd.edu> Message-ID: An HTML attachment was scrubbed... URL: From silliman at cas.usf.edu Thu Jun 16 01:10:56 2005 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Wed, 15 Jun 2005 21:10:56 -0400 Subject: language intervention Message-ID: 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. Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences & Disorders & Cognitive & Neural Sciences Program Director, CSD Ph.D. Program PCD1017 University of South Florida Tampa, FL 33620-8150 Voice mail: (813) 974-9812 FAX: (813) 974-0822 E-mail: silliman at cas.usf.edu http://www.cas.usf.edu/csd/index.htm -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Diane Pesco Sent: Wednesday, June 15, 2005 5:02 PM To: info-childes at mail.talkbank.org Cc: Gabriela Simon-Cereijido Subject: Re: language intervention 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 Diane Pesco Child Studies Lab - Psychology University of Waterloo -- Diane Pesco Child Studies Lab - Psychology University of Waterloo Quoting Gabriela Simon-Cereijido : > Hi! I am a graduate student at the Joint Doctoral Program in Language and > Communicative Disorders, SDSU/UCSD. I am starting a review about language > intervention for language impaired or delayed preschoolers, monolingual > (English or Spanish - or any other Romance language) and bilingual > children. I would appreciate suggestions regarding design (single case vs > group) and outcomes references. I will compile the list of references and > share it with the mailing list. > > Thanks so much in advance, > > Gabriela Simon-Cereijido > > > > From mfleck at cs.uiuc.edu Thu Jun 16 20:45:22 2005 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Thu, 16 Jun 2005 15:45:22 -0500 Subject: infant-directed child speech In-Reply-To: Message-ID: Oh, ouch. My initial question seems to have been easy to misread. Let me rephrase a bit. I've seen a lot of discussion about what adults say to infants, but very little about what children (e.g. older siblings, playmates of older siblings) say to infants. Casual observation suggests that they don't adopt motherese and, indeed, seem to do some things that adults don't, such as waving a ball in front of the infant saying "Look David, this is a BALL." But that's just a few casual observations and I was curious about what's known. This question is probably more interesting when the children are old enough to talk well (e.g. 3 and up). ??? Margaret From yuriko at hebb.psych.mcgill.ca Thu Jun 16 21:21:49 2005 From: yuriko at hebb.psych.mcgill.ca (Yuriko Oshima-Takane) Date: Thu, 16 Jun 2005 17:21:49 -0400 Subject: infant-directed child speech Message-ID: Hi Margaret, Here are a couple of articles describing older sibling's speech to the child in mother-child-older sibling triadic interactions. Older siblings' age ranged from 3 to 6. Oshima-Takane, Y., Goodz, E., & Derevensky, J.L. (1996). Birth order effects on early language development: Do secondborn children learn from overheard speech? Child Development, 67, 621-634. Oshima-Takane, Y., & Robbins, M. (2003). Linguistic environment of secondborn children. First Language, 23, 21-40. Yuriko Oshima-Takane ----- Original Message ----- From: "Margaret Fleck" To: "Nan Ratner" Cc: ; ; Sent: Thursday, June 16, 2005 4:45 PM Subject: Re: infant-directed child speech > > Oh, ouch. My initial question seems to have been easy to misread. Let > me rephrase a bit. > > I've seen a lot of discussion about what adults say to infants, but very > little about what children (e.g. older siblings, playmates of older > siblings) say to infants. Casual observation suggests that they don't > adopt motherese and, indeed, seem to do some things that adults don't, > such as waving a ball in front of the infant saying "Look David, this is > a BALL." But that's just a few casual observations and I was curious > about what's known. > > This question is probably more interesting when the children are old enough > to talk well (e.g. 3 and up). > > ??? > > Margaret > > From m.vihman at bangor.ac.uk Fri Jun 17 07:26:54 2005 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Fri, 17 Jun 2005 08:26:54 +0100 Subject: infant-directed child speech In-Reply-To: <42B1E4E2.5090400@cs.uiuc.edu> Message-ID: Margaret - Elaine Andersen did research on older siblings' speech to their younger sibs in the 1970s. There's a ref in Snow & Ferguson (1977), Talking to children, to a 1973 working paper version of this, with Carolyn Johnson, involving one 8-yr-old (I don't know where or whether it came out in a journal later). But I am sure she also had a study of 2- and 4-yr-olds talking to infant sibs. Someone must have the ref! What I remember of it is that these young children did adopt a CDS register at least to some extent. Elaine saw it as evidence of pragmatic sophistication in these young children. -marilyn vihman >Oh, ouch. My initial question seems to have been easy to misread. Let >me rephrase a bit. > >I've seen a lot of discussion about what adults say to infants, but very >little about what children (e.g. older siblings, playmates of older >siblings) say to infants. Casual observation suggests that they don't >adopt motherese and, indeed, seem to do some things that adults don't, >such as waving a ball in front of the infant saying "Look David, this is >a BALL." But that's just a few casual observations and I was curious >about what's known. > >This question is probably more interesting when the children are old enough >to talk well (e.g. 3 and up). > >??? > >Margaret -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From ann.dowker at psy.ox.ac.uk Fri Jun 17 12:15:32 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 17 Jun 2005 13:15:32 +0100 Subject: infant-directed child speech In-Reply-To: Message-ID: There are two important papers on the subject from the 1970s, both of which suggest that young children do adapt their speech to the age of the listeners: Sachs, J. and Devin, J. (1976). Young children's use of age-appropriate speech styles in social interaction and role-playing. Journal of Child Language, 3, 81-98. Shatz, M. and Gelman, R. (1973). The development of communication skills: modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38, 1-37. Hope these are useful, Ann From kpeets at gmail.com Fri Jun 17 12:57:06 2005 From: kpeets at gmail.com (Kathleen Peets) Date: Fri, 17 Jun 2005 08:57:06 -0400 Subject: infant-directed child speech In-Reply-To: <20050617121533.312F32A07C@webmail222.herald.ox.ac.uk> Message-ID: On the topic of differences in CDS used by children versus adults, see: Mannle, S., Barton, M. & Tomasello, M. (1991). Two-year olds' conversations with their mothers and preschool-aged siblings. First Language, 12, 57-71. Kathleen Peets On 6/17/05, Ann Dowker wrote: > There are two important papers on the subject from the 1970s, both > of which suggest that young children do adapt their speech to the age > of the listeners: > > > Sachs, J. and Devin, J. (1976). Young children's use of age-appropriate > speech styles in social interaction and role-playing. Journal of Child > Language, 3, 81-98. > > Shatz, M. and Gelman, R. (1973). The development of communication skills: > modifications in the speech of young children as a function of listener. > Monographs of the Society for Research in Child Development, 38, 1-37. > > > Hope these are useful, > > Ann > > From y.e-rramdani at uvt.nl Fri Jun 17 13:54:30 2005 From: y.e-rramdani at uvt.nl (Yahya E-rramdani) Date: Fri, 17 Jun 2005 15:54:30 +0200 Subject: CHAT/CLAN discussion Message-ID: Dear Colleagues, In preparation of the transcription and the analysis of data of a research on child language development (3-6 years), focussing on: lexicon, morpho-syntax and discourse, we have been discussing the (dis)-advantages of using CHAT/CLAN programme. I am listing below a number of statements on the disadvantages of using CHAT/CLAN in data analysis. I would like from to hear from you whether these statements are true or. * We should reconsider whether to make transcripts directly in CHAT or first in MS Word (and to export the transcript as .rtf to CHAT or to another processor). Arguments contra working directly in CHAT: less flexibility, more difficulties with exporting to other programs. * There is discussion and careful consideration needed how to do the actual coding. The classical CHAT-approach is adding (and filling out) code-lines below each utterance. With the analysis program CLAN a number of operations are possible, but as far as we know it all boils down to counting codes per transcript or computing a ratio. For further analysis, over sessions and subjects, a form of exportation to SPSS (or EXCEL) is needed, but CHAT/CLAN seems to lack direct options for that. Exportation will mean entering data (that is, printed results from many CLAN-runs) in SPSS by hand. * Another disadvantage is that CHAT/CLAN seems to have difficulties with dealing with different levels of aggregation, that is, provides no explicit and easy ways of coding of the ‘multilevel/nested’ structure of the speech data. SPSS (or EXCEL) is much more transparent in this respect and has procedures for computing aggregate scores (and the reverse, for de-aggregating scores). We welcome all other comments on the use of CHAT/CLAN in general. Thanks in advance. Yours, Yahya E-Rramdani Tilburg University Babylon: Centre for Studies of the Multicultural Society Tilburg University PB 90153 5000 LE Tilburg The Netherlands Tel: +31 (0)13-466.20.27 FAx: +31-(0)13-466.31.10 http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From brachan at post.tau.ac.il Fri Jun 17 15:55:00 2005 From: brachan at post.tau.ac.il (Bracha Nir-Sagiv) Date: Fri, 17 Jun 2005 17:55:00 +0200 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F236.19926.179B02B@localhost> Message-ID: Dear Yahya, I am a research assistant at Ruth Berman's lab at Tel Aviv university, where I have extensively used the CHILDES system in the framework of several studies on lexicon and morpho-syntax in both early and later language development as well as on discourse development. The system has proved itself an invaluable resource for multiple analyses, as it is so well adapted to the needs of linguists and language researchers. Although the system requires you to "stick" to specific conventions (which is an advantage in itself, as it enables you to compare across databases), I have found it quite flexible, and was able to find ways to implement whatever analysis needed. As to your statements, I can say that: - Working first with MS Word and then converting to CHILDES is possible (and rather easy), although you have to be careful when converting the files, especially if you are going to use special fonts. But working within CHAT mode is very easy and very efficient - not only can you insert dependent tiers as you go along, you can insert main tier codes (no need to copy-paste), work directly with sound files, and constantly check your work and learn from your mistakes. Also, since CHAT files are TXT based, I don't see a reason for having difficulties in exporting to other programs - on the contrary, I have found it much less complicated than exporting WORD documents, and there are even several CLAN utilities that can help you perform whatever adjustments you might need. - CLAN allows you to do much more than count codes or compute ratios, for example, I have been able to use it for complicated automatic analyses, automatically code extensive corpora at different levels, create concordances, compute frequencies, analyze texts from specific words to entire units, compare parent input with child output and so on. If you prepare the files according to instructions (for example, use the ID tier), you can run a statistics utility (STATFREQ) which enables you to import data directly into Excel (and from there very easily into SPSS). No need to type by hand. - It is also possible to overcome the problem of nested structures, it is all a function of how you transcribe the main speaker tier and of the codes you choose to use (and this is also a very good point - you can use whichever codes you want, all you have to do is define them). Even if there are things that can't be visually represented within the file, you can always use a special code. I hope my answer has been of help, and can only sum up by saying that I highly recommend using the CHILDES system. Good luck with your work, Bracha Nir-Sagiv Department of Linguistics Tel-Aviv University Yahya E-rramdani wrote: > Dear Colleagues, > In preparation of the transcription and the analysis of data of a > research on child language development (3-6 years), focussing on: > lexicon, morpho-syntax and discourse, we have been discussing the > (dis)-advantages of using CHAT/CLAN programme. I am listing below a > number of statements on the disadvantages of using CHAT/CLAN in data > analysis. I would like from to hear from you whether these statements > are true or. > > * > We should reconsider whether to make transcripts directly in > CHAT or first in MS Word (and to export the transcript as .rtf > to CHAT or to another processor). Arguments contra working > directly in CHAT: less flexibility, more difficulties with > exporting to other programs. > * There is discussion and careful consideration needed how to do > the actual coding. The classical CHAT-approach is adding (and > filling out) code-lines below each utterance. With the analysis > program CLAN a number of operations are possible, but as far as > we know it all boils down to counting codes per transcript or > computing a ratio. For further analysis, over sessions and > subjects, a form of exportation to SPSS (or EXCEL) is needed, > but CHAT/CLAN seems to lack direct options for that. Exportation > will mean entering data (that is, printed results from many > CLAN-runs) in SPSS by hand. > * Another disadvantage is that CHAT/CLAN seems to have > difficulties with dealing with different levels of aggregation, > that is, provides no explicit and easy ways of coding of the > 'multilevel/nested' structure of the speech data. SPSS (or > EXCEL) is much more transparent in this respect and has > procedures for computing aggregate scores (and the reverse, for > de-aggregating scores). > > > We welcome all other comments on the use of CHAT/CLAN in general. > Thanks in advance. > > Yours, > > Yahya E-Rramdani > Tilburg University > Babylon: Centre for Studies of the Multicultural Society > Tilburg University > PB 90153 > 5000 LE Tilburg > The Netherlands > Tel: +31 (0)13-466.20.27 > FAx: +31-(0)13-466.31.10 > http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ > > +++++++++++++++++++++++++++++++++++++++++++ > This Mail Was Scanned By Mail-seCure System > at the Tel-Aviv University CC. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Katherine_Demuth at brown.edu Fri Jun 17 15:11:31 2005 From: Katherine_Demuth at brown.edu (Katherine Demuth) Date: Fri, 17 Jun 2005 11:11:31 -0400 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F236.19926.179B02B@localhost> Message-ID: Dear Yahya - For the corpora we are currently collecting and analyzing we: 1. Do initial transcription in CHAT/CLAN. Main advantages - linking of audio/video files, and future donation to CHILDES, plus a few automated calculations. 2. Do analysis in Excel. Using a CHILDES > Excel conversion program we can then code and calculate whatever we choose. After considering several alternatives, this works pretty well for our phonological and morphological research on 1-3-year-olds. Katherine Demuth On Jun 17, 2005, at 9:54 AM, Yahya E-rramdani wrote: > Dear Colleagues, > In preparation of the transcription and the analysis of data of a > research on child language development (3-6 years), focussing on: > lexicon, morpho-syntax and discourse, we have been discussing the > (dis)-advantages of using CHAT/CLAN programme. I am listing below a > number of statements on the disadvantages of using CHAT/CLAN in data > analysis. I would like from to hear from you whether these statements > are true or.  > • We should reconsider whether to make transcripts directly in CHAT > or first in MS Word (and to export the transcript as .rtf to CHAT or > to another processor). Arguments contra working directly in CHAT: less > flexibility, more difficulties with exporting to other programs. > • There is discussion and careful consideration needed how to do > the actual coding. The classical CHAT-approach is adding (and filling > out) code-lines below each utterance. With the analysis program CLAN a > number of operations are possible, but as far as we know it all boils > down to counting codes per transcript or computing a ratio. For > further analysis, over sessions and subjects, a form of exportation to > SPSS (or EXCEL) is needed, but CHAT/CLAN seems to lack direct options > for that. Exportation will mean entering data (that is, printed > results from many CLAN-runs) in SPSS by hand. > • Another disadvantage is that CHAT/CLAN seems to have difficulties > with dealing with different levels of aggregation, that is, provides > no explicit and easy ways of coding of the ‘multilevel/nested’ > structure of the speech data. SPSS (or EXCEL) is much more transparent > in this respect and has procedures for computing aggregate scores (and > the reverse, for de-aggregating scores). > > > We welcome all other comments on the use of CHAT/CLAN in general. > Thanks in advance. > > > Yours, > > > Yahya E-Rramdani > Tilburg University > Babylon: Centre for Studies of the Multicultural Society > Tilburg University > PB 90153 > 5000 LE Tilburg > The Netherlands > Tel: +31 (0)13-466.20.27 > FAx: +31-(0)13-466.31.10 > http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ > Katherine Demuth Professor, Cognitive & Linguistic Sciences Brown University, Box 1978 Providence, RI 02912 USA tel (401) 863-1053 fax (401 863-2255 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4130 bytes Desc: not available URL: From macw at mac.com Fri Jun 17 16:01:45 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 17 Jun 2005 12:01:45 -0400 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F254.6090106@post.tau.ac.il> Message-ID: Dear Bracha, Yahya, and Katherine, Thanks for these comments. Bracha's clarifications on this were very useful and much appreciated. Katherine's notes, while briefer, were equally accurate and helpful. Let me add a few points on the three issues Yahya raises. 1. Import and export from CHAT files. Katherine is right that there are advantages to using CHAT from the beginning, but Bracha is also right in saying that you can also use Word if you prefer. However, if you use Word, you have to take great care to export frequently to make sure that, when you run CHECK in CLAN, you are not making CHAT errors. If you want to link audio to transcripts, work with video, or use CA notation, you have to stay within CLAN. But if you are just typing, you can create text-only files in Word and then open them in CLAN. Word and other word processors will open CHAT files with no problem at all. You just open the file as text only. 2. Regarding numerical analysis, Yahya is right that most analysis involves counting things. I think that many CLAN users do not realize how easy it is to cut and paste between CLAN and Excel. The main trick is that you have to know how to use the Excel import function and to use tabs as the delimiters between fields. 3. As Bracha notes, CLAN does fine with highly nested hierarchies. A good example of this is the Ninio-Snow-Pan-Rollins INCA speech act coding system which is usually elaborated in terms of a three-level hierarchy. We have also defined four-level hierarchies for speech errors. These codes are typically placed on something like a %cod line. They can be inserted by Coder's Editor or by hand. It is true that CLAN takes a very different approach to counting across merged and not merged levels. The CLAN approach uses the wild cards of * and % to aggregate in +s search strings. I have never worked in Excel to aggregate and disaggregate, but I can imagine that it works easily there. The disadvantage of something like Excel is that you have no real link between the transcript (or the media) and the codes. You can't click on a cell in an Excel spreadsheet and then replay the original transcript to verify the accuracy of your codes. Of course, if you have tested for the reliability of your coding, and that rate is extremely high across all codes, then you are safe. But my own experience with real-life coding suggests that things are seldom all that simple. This is a core methodological danger involved in relying primarily on an Excel-based format. We have often thought about the possibility of developing improved methods of exporting numerical data to Excel. It is possible that the hierarchical codes of the %cod line could be exported in this way. If people have suggestions about what Excel formats would be useful, we would like to hear about them in detail. Katherine points to a specific CHILDES > Excel conversion program. Perhaps that is something I should learn more about. Finally, Yahya, let me note that projects that choose to code in Excel and SPSS or to transcribe in unstructured Word documents will produce data that is not amenable to data-sharing. Research in language learning has benefitted greatly from the willingness of researchers to engage in data-sharing. If we can provide tools that correctly address your analytic needs, we hope that you can use these tools to produce data that will be shared with the larger community. --Brian MacWhinney, CMU From jevans2 at wisc.edu Fri Jun 17 16:20:33 2005 From: jevans2 at wisc.edu (julia evans) Date: Fri, 17 Jun 2005 11:20:33 -0500 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F254.6090106@post.tau.ac.il> Message-ID: Dear Yahya, I have working with CLAN/CHAT for about 14 years now using it to code both verbal and nonverbal data with children with SLI. It is by far the fastest and most efficient format available if one wants to have sophisticated measure of language analysis combined with a high degree of user-flexibility. If your coding system is sufficiently developed for you study prior to your beginning your transcription, then transcribing and coding language samples in the CHAT/CLAN system is a breeze. The transcripts can be easily exported into a format that is accessible for SPSS analysis as well as Excel - we do this all the time using STATFREQ. I also use the CHAT/CLAN system quite extensively in our gesture/speech mismatch studies. In several of these gesture/speech mismatch studies, we have children retell several video vignettes to make sure we get sufficient gestures for the children. We transcribe these multiple retell session for each child in one CHAT transcript using EG, and BG tiers that allow us to analyze only one session or all sessions at a time. We then export these files to Excel/ Filemaker/SPSS depending on what it is we need to do with the data after that. We often code gesture independent of speech in CLAN/CHAT on %ges: tiers). We also have used several nested levels of coding of both speech and gesture systems. Using the Editor, coding nested systems is very easy as well, and the CLAN/CHAT systems has this great feature where is sorts and rank orders your codes depending upon their frequency of occurrence. While Brian put this feature in to make coding faster, it if very affective in showing what are the most frequent patterns in your date. We've been quite surprised sometimes. So at least we have found that the ability to work both from video and audio files makes the CHILDES system really quite exceptional. It might be that you have some unique needs that might warrant further questions to Brian -- sorry Brian ;) or to the info-childes discussion list? Sincerely, Julia On Jun 17, 2005, at 10:55 AM, Bracha Nir-Sagiv wrote: > Dear Yahya, > I am a research assistant at Ruth Berman's lab at Tel Aviv > university, where I have extensively used the CHILDES system in the > framework of several studies on lexicon and morpho-syntax in both > early and later language development as well as on discourse > development. The system has proved itself an invaluable resource for > multiple analyses, as it is so well adapted to the needs of linguists > and language researchers. Although the system requires you to "stick" > to specific conventions (which is an advantage in itself, as it > enables you to compare across databases), I have found it quite > flexible, and was able to find ways to implement whatever analysis > needed. As to your statements, I can say that: > - Working first with MS Word and then converting to CHILDES is > possible (and rather easy), although you have to be careful when > converting the files, especially if you are going to use special > fonts. But working within CHAT mode is very easy and very efficient - > not only can you insert dependent tiers as you go along, you can > insert main tier codes (no need to copy-paste), work directly with > sound files, and constantly check your work and learn from your > mistakes. Also, since CHAT files are TXT based, I don't see a reason > for having difficulties in exporting to other programs - on the > contrary, I have found it much less complicated than exporting WORD > documents, and there are even several CLAN utilities that can help you > perform whatever adjustments you might need. > - CLAN allows you to do much more than count codes or compute ratios, > for example, I have been able to use it for complicated automatic > analyses, automatically code extensive corpora at different levels, > create concordances, compute frequencies, analyze texts from specific > words to entire units, compare parent input with child output and so > on. If you prepare the files according to instructions (for example, > use the ID tier), you can run a statistics utility (STATFREQ) which > enables you to import data directly into Excel (and from there very > easily into SPSS). No need to type by hand. > - It is also possible to overcome the problem of nested structures, > it is all a function of how you transcribe the main speaker tier and > of the codes you choose to use (and this is also a very good point - > you can use whichever codes you want, all you have to do is define > them). Even if there are things that can't be visually represented > within the file, you can always use a special code. > > I hope my answer has been of help, and can only sum up by saying that > I highly recommend using the CHILDES system. > Good luck with your work, > Bracha Nir-Sagiv > Department of Linguistics > Tel-Aviv University > > > > Yahya E-rramdani wrote: >> Dear Colleagues, >> In preparation of the transcription and the analysis of data of a >> research on child language development (3-6 years), focussing on: >> lexicon, morpho-syntax and discourse, we have been discussing the >> (dis)-advantages of using CHAT/CLAN programme. I am listing below a >> number of statements on the disadvantages of using CHAT/CLAN in data >> analysis. I would like from to hear from you whether these statements >> are true or.  >> • We should reconsider whether to make transcripts directly in CHAT >> or first in MS Word (and to export the transcript as .rtf to CHAT or >> to another processor). Arguments contra working directly in CHAT: >> less flexibility, more difficulties with exporting to other programs. >> • There is discussion and careful consideration needed how to do >> the actual coding. The classical CHAT-approach is adding (and filling >> out) code-lines below each utterance. With the analysis program CLAN >> a number of operations are possible, but as far as we know it all >> boils down to counting codes per transcript or computing a ratio. For >> further analysis, over sessions and subjects, a form of exportation >> to SPSS (or EXCEL) is needed, but CHAT/CLAN seems to lack direct >> options for that. Exportation will mean entering data (that is, >> printed results from many CLAN-runs) in SPSS by hand. >> • Another disadvantage is that CHAT/CLAN seems to have difficulties >> with dealing with different levels of aggregation, that is, provides >> no explicit and easy ways of coding of the ‘multilevel/nested’ >> structure of the speech data. SPSS (or EXCEL) is much more >> transparent in this respect and has procedures for computing >> aggregate scores (and the reverse, for de-aggregating scores). >> >> We welcome all other comments on the use of CHAT/CLAN in general. >> Thanks in advance. >> >> Yours, >> >> Yahya E-Rramdani >> Tilburg University >> Babylon: Centre for Studies of the Multicultural Society >> Tilburg University >> PB 90153 >> 5000 LE Tilburg >> The Netherlands >> Tel: +31 (0)13-466.20.27 >> FAx: +31-(0)13-466.31.10 >> http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ >> >> +++++++++++++++++++++++++++++++++++++++++++ >> This Mail Was Scanned By Mail-seCure System >> at the Tel-Aviv University CC. >> Julia L. Evans, Ph.D. ccc.slp Associate Professor Communicative Disorders, Psychology Director, Child Language and Cognitive Processes Lab 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. Let no child be deprived of discovery because we lack the resources to discover their problem. Let no child - EVER - doubt themselves or their mind because we are unsure of our commitment" Foundation For Children With Learning Disabilities -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 9128 bytes Desc: not available URL: From erbaugh at transit212.com Fri Jun 17 16:37:13 2005 From: erbaugh at transit212.com (Mary Erbaugh) Date: Fri, 17 Jun 2005 09:37:13 -0700 Subject: Infant-directed child speech Message-ID: Margaret, Have a look at the chapters in: Patricia Goldring Zuckow, ed. 1989. Sibling Interaction across Cultures: Theoretical and Methodological Issues. NY: Springer-Verlag. See also Bambi B. Schieffelin and Elinor Ochs, eds. 1986. Language Socialization across Cultures. Cambridge. Cambridge University Press. For broader perspective on these issues, which are deeply embedded not only with culture, but also with family size, subsistence, and divisions of labor, see: Barbara Rogoff. 2003. The Cultural Nature of Human Development. NY: Oxford University Press. For a more biological view, including many cross-species comparisons of mothering and 'co-mothering' by grandmothers, aunts, and sibs, see: Sarah Blaffer Hrdy. 1999. Mother Nature: Natural Selection and the Female of the Species. NY. Random House. Mary Erbaugh Center for Asian and Pacific Studies University of Oregon From macw at mac.com Sun Jun 19 18:57:11 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 19 Jun 2005 14:57:11 -0400 Subject: KWAL bug Message-ID: Dear Info-CHILDES, Beginning on June 3 this month, there was a bug in the KWAL program in CLAN. KWAL would fail to output matches on the main line. This only affected the KWAL program. If you downloaded a version of CLAN during this month, please get a new one that fixes this bug. Sorry about the inconvenience. --Brian MacWhinney From macw at mac.com Mon Jun 20 20:02:35 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 20 Jun 2005 16:02:35 -0400 Subject: Child Language Bulletin In-Reply-To: <200506201014.j5KAEDhR009827@cmu-mx2.andrew.cmu.edu> Message-ID: Folks, For the lazy and forgetful among us, here is a browser link to the IASCL page from which you can click through to the bulletin. http://www.cnts.ua.ac.be/IASCL/ Then you can click on "Child Language Bulletin" in the middle of the left hand bar. --Brian MacWhinney On Jun 20, 2005, at 7:09 AM, Ludovica Serratrice wrote: > Dear IASCL member, > > the latest issue of the Child Language Bulletin is now available on > the IASCL website. > > It features an interview with Prof. Annette Karmiloff-Smith, and a > communication from the President on suggested changes to the > governing statutes of the Association. > > Looking forward to seeing you in Berlin, > > Ludovica Serratrice > Child Language Bulletin Editor > From ellmcf at nus.edu.sg Tue Jun 21 11:10:18 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Tue, 21 Jun 2005 19:10:18 +0800 Subject: Bibliography on Child Language Research in Singapore (Part I) Message-ID: Dear all, As a follow-up to my earlier message about child language in Singapore, the first part of a bibliography on this topic is now online at http://www.saal.org.sg/sq70.html#7 The same issue of the SAAL Quarterly contains the announcement of the Special Interest Group meeting to be held in September, at http://www.saal.org.sg/sq70.html#1 Apologies if you get this message twice!! Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== From boehning at ling.uni-potsdam.de Tue Jun 21 11:46:54 2005 From: boehning at ling.uni-potsdam.de (=?ISO-8859-1?Q?Marita_B=F6hning?=) Date: Tue, 21 Jun 2005 13:46:54 +0200 Subject: Apologies! Message-ID: Dear info-childes members, I would like to point out again, that I am sorry that you still get postings from February and March on the matter of the Science of Aphasia, Helsinki 2005. I have no idea, why it has been posted again today. I was informed that my posting was regarded as containing spam or so and could not be posted until last month when it was checked. But today's posting is a riddle to me. Of course you are still all welcome to come to the SoA conference but at this point I guess the call-deadline is over. However, I am not sure, so ask Frank Burchert burchert at ling.uni-potsdam.de about that if you are interested, as I only was the one posting the announcement. Best wishes, Marita Böhning -- ************************************ Marita Boehning Department of Linguistics (Erasmus/Sokrates co-ordinator) P.O. Box 601553 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 email: boehning at ling.uni-potsdam.de ************************************ -------------- next part -------------- An HTML attachment was scrubbed... URL: From aubrey at pigeonpostbox.co.uk Thu Jun 23 03:05:10 2005 From: aubrey at pigeonpostbox.co.uk (Aubrey Nunes) Date: Thu, 23 Jun 2005 03:05:10 +0000 Subject: Do children know what it means to 'talk posh'? as we say in gb english Message-ID: Dear all, What I am asking about is perhaps a very British English phenomenon - or perhaps a point of sensitivity sharper in britain than elsewhere. My question is this: how early and how accurately do children learn to detect corelations between a particular sort of speech and the exercise of authority and power? I once read an unpublished BEd thesis from the early 90's showing that the issues at stake here were pretty well understood by children of around 8;0, as I recall. Since the implications are kind of obvious, I am sure that this must have been well studied and reported. I would be most grateful for any pointers to literature on this. Aubrey Aubrey Nunes, Pigeon Post Box Ltd 52 Bonham Road London, SW2 5HG T: 0207 652 1347 E: aubrey at pigeonpostbox.co.uk I: www.pigeonpostbox.co.uk From mariana_vial at yahoo.ca Thu Jun 23 14:13:52 2005 From: mariana_vial at yahoo.ca (Mariana) Date: Thu, 23 Jun 2005 10:13:52 -0400 Subject: spanish frequency In-Reply-To: Message-ID: Hi, I'm looking for a copy of Ismael Rodriguez Bou's "Recuento del Vocabulario de Preescolares". Rio Piedras, P.R.: Universidad de Puerto Rico, 1966. I'm in Montreal (Quebec, Canada). Thanks, --Mariana __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From jlogan at ccs.carleton.ca Thu Jun 23 14:20:58 2005 From: jlogan at ccs.carleton.ca (via the vacation program) Date: Thu, 23 Jun 2005 10:20:58 -0400 Subject: away from my mail Message-ID: I will be out of the office June 17-29, 2005. During this period I will not have email access. Your mail will be read when I return. John Logan From eanderse at usc.edu Thu Jun 23 14:49:14 2005 From: eanderse at usc.edu (elaine andersen) Date: Thu, 23 Jun 2005 07:49:14 -0700 Subject: Do children know what it means to 'talk posh'? as we say in gb english Message-ID: Hi Aubrey, In my 1991 book, Speaking with Style: The Sociolinguistic Skills of Children, and in subsequent papers (some of them cross-linguistic), I report evidence of children showing clear sensitivity to the correlation between speech style (i.e., register) and power/prestige as early as age 4. Best, Elaine ********************************* Elaine S. Andersen Professor Psychology, Linguistics & Neuroscience Hedco Neuroscience Program HNB 18 University of Southern California Los Angeles, CA 90089-2520 eanderse at usc.edu phone: 213 740-9192 fax: 213 740-5687 ********************************* ----- Original Message ----- From: Aubrey Nunes Date: Wednesday, June 22, 2005 8:05 pm Subject: Do children know what it means to 'talk posh'? as we say in gb english > Dear all, > > What I am asking about is perhaps a very British English phenomenon > - or > perhaps a point of sensitivity sharper in britain than elsewhere. > > My question is this: how early and how accurately do children learn to > detect corelations between a particular sort of speech and the > exercise of > authority and power? > > I once read an unpublished BEd thesis from the early 90's showing > that the > issues at stake here were pretty well understood by children of > around 8;0, > as I recall. Since the implications are kind of obvious, I am sure > that this > must have been well studied and reported. > > I would be most grateful for any pointers to literature on this. > > Aubrey > > > Aubrey Nunes, > Pigeon Post Box Ltd > 52 Bonham Road > London, SW2 5HG > > T: 0207 652 1347 > E: aubrey at pigeonpostbox.co.uk > I: www.pigeonpostbox.co.uk > > > > From ks7t at andrew.cmu.edu Thu Jun 23 19:57:56 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 23 Jun 2005 15:57:56 -0400 Subject: Research Assistant II - University of Iowa Message-ID: Research Assistant II Word Learning Laboratory Department of Speech Pathology and Audiology University of Iowa We are seeking to fill a full-time position on an NIH-supported research project comparing the word learning of children with specific language impairment, high functioning autism, and normal language development. Required qualifications of the desired candidate would be excellent organizational and interpersonal skills and basic computer literacy. A Bachelor¹s degree in speech pathology, psychology, or a related discipline supplemented by one or more years of experience in the conduct of natural health or science research or equivalent combination of education and experience is required. At least one year experience working with children and their families is required. Experience with children on the autistic spectrum is desirable. Responsibilities include data collection, entry, and analysis; subject recruitment and scheduling; maintenance of subject files and correspondence; and coordination of lab activities. Training is provided. This position offers full benefits and an exciting work environment. The position is ideal for anyone who wants to learn more about children¹s language development, developmental disabilities, or research or for anyone who would enjoy the intellectual stimulation of working on a university campus. This is a term position renewable yearly for up to three years given agreement by both parties. The desired start date is no later than September 1, 2005. Feel free to send inquiries via e-mail. To apply, please send a cover letter describing your interests and goals, your resume, and contact information for three references by July 15, 2005 to: Karla K. McGregor, Ph.D. Director, Word Learning Laboratory Department of Speech Pathology and Audiology University of Iowa 119 SHC Iowa City, IA 52242 Fax: (319)335-8851 Phone: (319)335-8724 e-mail: karla-mcgregor at uiowa.edu The University of Iowa is an affirmative action/equal opportunity employer. Minorities and females are encouraged to apply From cbowen at ihug.com.au Thu Jun 23 22:42:15 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Fri, 24 Jun 2005 08:42:15 +1000 Subject: Do children know what it means to 'talk posh'? as we say in gbenglish In-Reply-To: Message-ID: Dear Aubrey Very young children, much younger than 8;0, code switch. I have just been listening to two three year olds, twins 3;4, "being" the trains (Thomas the Tank Engine and friends) talking dead common, and the Fat Controller talking dead posh. The interesting thing is that the three year old with the language disorder (my client) could change voices, apparently as easily as the one with typical language development. I don't know how relevant this is to what you are seeking, Aubrey, but two year olds "talk down" to children they perceive as younger. I have seen two and three year olds talk down to older children with Down Syndrome in the DS clinic at Macquarie and at DS Association social functions. Young children also talk in a bossy, authoritative way to dollies, teddies and pets, don't they? I would look in the autism/pragmatics literature, particularly the work that has been done on teaching individuals with pragmatics issues to adopt an appropriate "tone" and demeanour to talk to peers vs. those in authority, etc. There is a lot of work done with children and young people with HFA, autism, semantic pragmatic disorder in "social skills training groups" along these lines. I don't have any references at my fingertips, but have you talked to Gina Conti-Ramsden? Nicola Botting? Caroline Caroline Bowen PhD cbowen at ihug.com.au Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia Do you know about the Speech Pathology Australia National Tour? INFORMATION HERE: http://members.tripod.com/Caroline_Bowen/2005nt.htm -----Original Message----- From: info-childes at mail.talkbank.org My question is this: how early and how accurately do children learn to detect corelations between a particular sort of speech and the exercise of authority and power? Aubrey Nunes, Pigeon Post Box Ltd 52 Bonham Road London, SW2 5HG I: www.pigeonpostbox.co.uk From asheldon at tc.umn.edu Fri Jun 24 20:43:18 2005 From: asheldon at tc.umn.edu (Amy Sheldon) Date: Fri, 24 Jun 2005 15:43:18 -0500 Subject: Do children know what it means to 'talk posh'? as we say in gb english In-Reply-To: Message-ID: My work on preschoolers (3-5 yrs) and others' on young children, showing gender differences in conflict management could be interpreted as *implicit* understanding and skill in making linguisic choices to manage one's agenda to manipulate social outcomes. I would think this skill is part of the phenomena you are asking about: the relationship between linguistic choices ('style') and the exercise of authority and power. 8 yrs. would be quite late to begin this skill, according the the literature, but also if you take a common sense approach to what it takes to live in groups for the first 8 or so years of life, and were to have any chance of getting what you want using language. Antecedents in really young kids might be behaviors such as smiling. Amy Sheldon On Thu, 23 Jun 2005, Aubrey Nunes wrote: > Dear all, > > What I am asking about is perhaps a very British English phenomenon - or > perhaps a point of sensitivity sharper in britain than elsewhere. > > My question is this: how early and how accurately do children learn to > detect corelations between a particular sort of speech and the exercise of > authority and power? > > I once read an unpublished BEd thesis from the early 90's showing that the > issues at stake here were pretty well understood by children of around 8;0, > as I recall. Since the implications are kind of obvious, I am sure that this > must have been well studied and reported. > > I would be most grateful for any pointers to literature on this. > > Aubrey > > > Aubrey Nunes, > Pigeon Post Box Ltd > 52 Bonham Road > London, SW2 5HG > > T: 0207 652 1347 > E: aubrey at pigeonpostbox.co.uk > I: www.pigeonpostbox.co.uk > > > > From lise.menn at colorado.edu Fri Jun 24 21:18:04 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Fri, 24 Jun 2005 15:18:04 -0600 Subject: Do children know what it means to 'talk posh'? as we say in gb english In-Reply-To: Message-ID: Related to this are several papers in Menn & Bernstein Ratner (2000) Methods for Studying Language Production (Erlbaum). Look especially at Elaine Anderson's chapter on register knowledge, focusing on family and professional role play; Mavis Donahue's on typically-developing and language-delayed children's strategies when asked to play talk-show host or guest; and Susan Erviin-Tripp's chapter on peer conversations including spontaneous courtroom role play {"this court will now come to order...'} On Friday, June 24, 2005, at 02:43 PM, Amy Sheldon wrote: > My work on preschoolers (3-5 yrs) and others' on young children, > showing > gender differences in conflict management could be interpreted as > *implicit* understanding and skill in making linguisic choices to > manage > one's agenda to manipulate social outcomes. I would think this skill is > part of the phenomena you are asking about: the relationship between > linguistic choices ('style') and the exercise of authority and power. 8 > yrs. would be quite late to begin this skill, according the the > literature, but also if you take a common sense approach to what it > takes > to live in groups for the first 8 or so years of life, and were to have > any chance of getting what you want using language. > > Antecedents in really young kids might be behaviors such as > smiling. > > Amy Sheldon > > On Thu, 23 Jun 2005, Aubrey Nunes wrote: > >> Dear all, >> >> What I am asking about is perhaps a very British English phenomenon - >> or >> perhaps a point of sensitivity sharper in britain than elsewhere. >> >> My question is this: how early and how accurately do children learn to >> detect corelations between a particular sort of speech and the >> exercise of >> authority and power? >> >> I once read an unpublished BEd thesis from the early 90's showing >> that the >> issues at stake here were pretty well understood by children of >> around 8;0, >> as I recall. Since the implications are kind of obvious, I am sure >> that this >> must have been well studied and reported. >> >> I would be most grateful for any pointers to literature on this. >> >> Aubrey >> >> >> Aubrey Nunes, >> Pigeon Post Box Ltd >> 52 Bonham Road >> London, SW2 5HG >> >> T: 0207 652 1347 >> E: aubrey at pigeonpostbox.co.uk >> I: www.pigeonpostbox.co.uk >> >> >> >> >> Lise Menn, Professor Secretary, AAAS-Section Z (Linguistics) office: Hellems 293 Linguistics Department office hours Spring '05 University of Colorado by appointment only 295 UCB phone 303-492-1609 Boulder, Colorado office fax 303-492-4416 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/ doc -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3147 bytes Desc: not available URL: From willmaryantequera at hotmail.com Sat Jun 25 21:06:12 2005 From: willmaryantequera at hotmail.com (willmary josefina antequera perez) Date: Sat, 25 Jun 2005 21:06:12 +0000 Subject: Acquisition of gender in spanish Message-ID: An HTML attachment was scrubbed... URL: From aubrey at pigeonpostbox.co.uk Sun Jun 26 03:09:52 2005 From: aubrey at pigeonpostbox.co.uk (Aubrey Nunes) Date: Sun, 26 Jun 2005 03:09:52 +0000 Subject: Not so much knowing what it means to 'talk posh'. More 'register awareness' Message-ID: Dear All Many thanks to all of those named below for all the interesting responses. I have learnt a lot - hence the changed subject line. I should have said that I thought that what children were relatively good at by 8, they would be starting to learn much earlier. Eve Clark reminds me of the distinction between 'register' and 'language/dialect'. What seems to me like key evidence from Caroline Bowen is that 'code-switching' is not affected in SLI. There seems to me to be significance in this and the fact that awareness of register seems to start developing quite some time after that of grammatical structure. This correspondence has reminded me of something. Going round a supermarket, my son, then seven, asked me: "why does it sound ok if you say let's see if we can find your mum, and not ok if I say let's see if we can find your partner?" The only way I can explain this is like this: in a conversation between A and B, for A to refer to C by C's relation to B suggests that A thinks of B as not superior. Since this 'register awareness' thus seems to be only expressed negatively in English, there is an interesting question as to how it is learnt. Separately from this, it occurs to me now that one way of looking at the development of register awareness may be in the use of tutoiement and vouvoiement and its equivalents just about everywhere in Europe at least, other than in the standard English speaking parts. Here is my summary of what people said. Elaine Andersen talks about a 'clear sensitivity to the correlation between speech style (i.e., register) and power/prestige as early as age 4'. Caroline Bowen uses the term code-switching, noting that it is detectable before 3;0 in talk to dolls and teddies as a diagnostic. Eve Clark points to relations of age, power, status, and within the family as opposed to outside it by 4. Judy Gould describes a situation in Australia where the use by Aboriginal people of Standard Australian English is referred to as 'talking flash' and how switching between the two can be funny ­ as intended - to Aboriginal children of 3 and 4 who themselves take part in this. Jackie Guendouzi considers the issue of when and how British children are 'socially exposed to both RP and dialectal accents' and see 'speakers being treated differently' or 'have it pointed out to them'. Lise Menn points to several of the papers in her 2000 book in the bibliography below. Elena Nicoladis points to 'indirect and anecdotal evidence that minority language speakers can detect the majority language from around 3-4 years of age' and to 'anecdotes ... that girls from the pre-school age through at least to adolescence are keener on learning the minority language than boys.' Jens Normann Jørgensen points to an on-going study in Denmark. He describes the country as 'extremely intolerant towards linguistic variation'. The study looks at how 8 year olds perceive the Copenhagen Danish of power and prestige, a younger version, a Jutland version, and a non-native version. Amy Sheldon points to her work on gender differences in conflict management in preschoolers (3-5 yrs) interpretable as an '*implicit* understanding and skill in making linguisic choices to manage one's agenda to manipulate social outcomes.' Carol Slater points to the issue of status in relationships and the contrast between relations between doctor and patient between parents and between parents and children and (I think) some interesting asymmetries in children's perceptions of perceptions of fathers. She hazards a guess 'that the "more polite" requests" and perhaps "deeper voice" will be found across cultures but that (the) backed vowels are specific to a speech community.' If the backing of vowels turned out to be not specific but general this would, as she says, be intriguing. Jim Stalker points to evidence that by 3;0 children 'know how to use language to exert power and thwart others' attempts to apply power' and notes how this is different from a 'conscious awareness of the relationship of language to power'. And here are the references I have been given (I think!). Elaine Andersen (1991) Speaking with Style: The Sociolinguistic Skills of Children. Routledge Elaine Anderson (2000) Exploring register knowledge: The value of 'controlled improvisation.'" In Lise Menn & Nan Bernstein Ratner (eds), pp. 225-249. Eve Clark (2002) First language acquisition. Cambridge University Press William Corsaro, Young children's conception of status and role, Sociology of Education, 1979, 52, 15-79 Mavis Donahue (2000) Influences of school-age children's beliefs and goals on their elicited pragmatic performance: Lessons learned from kissing the Blarney Stone. In Lise Menn & Nan Bernstein Ratner (eds) Susan Ervin-Tripp (2000) Studying conversation: How to get natural peer interaction. In Lise Menn & Nan Bernstein Ratner, (eds.) Catherine Garvey (1984) Children's Talk. Harvard University Press. Cambridge, MA. Julie Gebhardt (1990) The relation of language to context in children's speech: the role of HAFTA statements in structuring 3-year-olds' discourse. , 4, 1-57. Lise Menn & Nan Bernstein Ratner (eds) (2000), Methods for Studying Language Production Mahwah, NJ: Lawrence Erlbaum Associates Marilyn Shatz & Rochel Gelman (1973). The development of communication skills: Modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38 (5, Serial No. 152). Many thanks to all again. I hope I haven't missed anything or anyone out, or got a name wrong. Aubrey Nunes Pigeon Post Box Ltd 52 Bonham Road London, SW2 5HG T: 0207 652 1347 E: aubrey at pigeonpostbox.co.uk I: www.PigeonPostBox.co.uk From bornstem at cfr.nichd.nih.gov Sun Jun 26 22:03:03 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 26 Jun 2005 18:03:03 -0400 Subject: Marc Bornstein is away. Message-ID: I am away from my office and will reply to your email when I return in July. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From hitomi-murata at mri.biglobe.ne.jp Mon Jun 27 09:22:29 2005 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Mon, 27 Jun 2005 18:22:29 +0900 Subject: TCP 2006: Call for Papers Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be holding the seventh Tokyo Conference on Psycholinguistics(TCP2006) on March 17 and 18, 2006. The invited speakers are Prof. David Pesetsky (MIT) and Prof. Edson Miyamoto (University of Tsukuba). We encourage you to submit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ The Seventh Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 17 and 18, 2006 The Tokyo Conference on Psycholinguistics welcomes submissions for paper presentations at its seventh conference. It will accept papers that represent any scientific endeavor that addresses itself to "Plato's problem"concerning language acquisition: "How can we gain a rich linguistic system given our fragmentary and impoverished experience?" Its scope thus includes linguistic theory (phonology, morphology, syntax and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among other topics. There are two types of presentations, namely long ones and short ones. A long presentation will be 30 minutes, with 15 additional minutes devoted to discussion (a total of 45 minutes). A short presentation will be 20 minutes, with 10 additional minutes devoted to discussion (a total of 30 minutes). Please send an abstract following the guidelines below: 1. Only e-mail submissions addressed to tcpabst at otsu.icl.keio.ac.jp will be accepted. The subject of the e-mail should be “abstract”. 2. The author information should be included in the body of the e-mail. The information should include: (a) name, (b) affiliation, (c) title of paper, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). If your paper has multiple authors, please provide information regarding all of the co-authors. 3. A PDF file of your abstract in English should be attached to the e-mail. Document files (MS WORD) cannot be accepted. If you have any problems in applying by e-mail with a PDF file attachment, please do not hesitate to contact the TCP Committee at tcp at otsu.icl.keio.ac.jp 4. Format the files of your abstracts (including bibliography) to A4 paper size, single-spaced, limiting the length to a maximum of 2 pages. 5. The font size should be 12 point. For any fonts used, a font file should be attached. 6. Do not put your name on your abstract. 7. Put the title on the top of the first page. 8. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 9. You may not submit more than one single (single author) paper and one joint (co-authored) paper. 10. Clearly state the nature of the problem that you are addressing. 11. Cite sufficient data, and explain why and how they support your argument. 12. Avoid vague promissory notes such as "A solution will be presented". 13. The accepted abstracts will be shown on the TCP website. 14. In case your paper is accepted as a short presentation even though you submitted an abstract for the long presentation, please check the following. --I am willing to do a short presentation --I am not willing to do a short presentation The abstract must be received by November 30, 2005 by 11:59 pm JST (Japan Standard Time) via e-mail to: tcpabst at otsu.icl.keio.ac.jp Late submissions will not be accepted. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 12, 2006. 　 In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of the details regarding this matter later. Most likely, you will be asked to e-mail us your paper as a MS Word and a PDF file attachment by mid-May 2006. Unfortunately, TCP has no funds for financial assistance. Participants are also expected to make their own travel arrangements. For further information, contact: Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-15-45 Mita, Minato-ku, Tokyo 108-8345 Japan or, send an e-mail message to the TCP Committee: tcp at otsu.icl.keio.ac.jp From ks7t at andrew.cmu.edu Wed Jun 29 18:44:57 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 29 Jun 2005 14:44:57 -0400 Subject: CONFERENCE ANNOUNCEMENT- LANGUAGE ACQUISITION AND BILINGUALISM Message-ID: APOLOGIES FOR MULTIPLE POSTINGS **Please note change in poster submission deadline** **CONFERENCE ANNOUNCEMENT** LANGUAGE ACQUISITION AND BILINGUALISM: Consequences for a Multilingual Society May 4 ­ 7, 2006 Courtyard by Marriott Downtown Toronto We would like to draw your attention to a conference on language acquisition and bilingualism. The conference will examine the impact of a multilingual environment on children¹s linguistic development. Research on children¹s language acquisition normally assumes that the environment offers only one linguistic choice and that children¹s early experiences will proceed in a predictable manner as language is incrementally built up and cognition is increasingly boosted. In some countries, such as Canada, the existence of two official languages means that the linguistic context for language acquisition is more complex. The purpose of the conference is to explore how the factors that are part of the landscape of multilingual societies affect the way in which children learn language and establish the linguistic and cognitive concepts associated with successful participation in society. The audience will consist of researchers, educators, and practitioners who work with bilingual and multilingual children. Presentations will describe current research by leading scholars, representing a wide range of countries. Discussions will be focussed on the social and linguistic dimensions of bilingual language acquisition, which will be relevant to those working in both research and applied fields. The conference will include presentations in 5 areas: (1) Language acquisition in bilingual environments - Janet Werker (Canada), University of British Columbia - Marilyn Vihman (Wales), University of Wales - Fred Genesee (Canada), McGill University - Jurgen Meisel (Germany), Hamburg University (2) Cognitive implications of early bilingualism - Elena Nicoladis (Canada), University of Alberta - Ludo Verhoeven (Netherlands), University of Nijmegen - Esther Geva (Canada), University of Toronto - Ellen Bialystok (Canada), York University (3) Bilingual language acquisition for special populations - Martha Crago (Canada), McGill University & Johanne Paradis (Canada), University of Alberta - Rachel Mayberry (USA), McGill University - Shanley Allen (USA), Boston University (4) Bilingual development in different social contexts - Kenneth Hyltenstam (Sweden), Stockholm University - Annick de Houwer (Belgium), University of Antwerp - Barbara Pearson (USA), University of Massachusetts (5) Implications and applications - Kenji Hakuta (USA), University of California - Michael Sharwood Smith (Scotland), Heriot Watt University - Jim Cummins (Canada), University of Toronto **CALL FOR POSTERS** Submissions are invited for posters from all of the above areas. Deadline for poster submissions is January 31, 2006. Visit the website for details of poster submission and conference registration: http://www.psych.yorku.ca/labconference Questions or inquiries may be directed to labconf at yorku.ca **************************************************************************** ** From c.donlan at ucl.ac.uk Thu Jun 30 14:33:41 2005 From: c.donlan at ucl.ac.uk (Chris Donlan) Date: Thu, 30 Jun 2005 15:33:41 +0100 Subject: Assessment of semantic knowledge Message-ID: Dear Colleagues I'm interested in assessing semantic knowledge in typically developing children aged 7-10, and in children with language difficulties. I would like to include an assessement (like a children's version of Pyramids and Palmtrees) which doesn't require spoken input or output. Does anyone know of such an assessment, particularly one for which age-related normative data is available? many thanks for your help Chris Donlan Dept of Human Communication Science University College London From slornat at psi.ucm.es Wed Jun 1 10:30:10 2005 From: slornat at psi.ucm.es (=?Windows-1252?Q?Susana_L=F3pez_Ornat?=) Date: Wed, 1 Jun 2005 12:30:10 +0200 Subject: new book Message-ID: Equial (www.ucm.es/info/equial) has finished and published the european Spanish version of the MacArthur CDIs. TEA (Madrid) is the publisher. This work includes, for the first time in these Inventories, a section on Vocalizations, both for CDI-1 and CDI-2. It has also added certain innovations in the Grammar parts, which make it easier for parents to understand and reply, and it includes three types of responses for every grammatical structure. Its use for research is basic, as it contains a rich description of the acquisition process of Spanish, from ages 8 to 30 months, and a norming study which allows translinguistic comparisons. Its use for clinical applications is strongly recommended, both in pediatrics and in pedagogy. The norming study has been done on a sample of 1.105 children from all Spain. REFERENCE: S.L?pez Ornat, C.Gallego, P.Gallo, A.Karousou, S.Mariscal y M.Mart?nez (2005) MacArthur: Inventario de desarrollo comunicativo. Madrid, TEA Ediciones. ISBN: 84-7174-820-7. Susana L?pez Ornat www.ucm.es/info/equial Facultad de Psicolog?a Universidad Complutense de Madrid 28223 -------------- next part -------------- An HTML attachment was scrubbed... URL: From mariana_vial at yahoo.ca Wed Jun 1 17:11:15 2005 From: mariana_vial at yahoo.ca (Mariana) Date: Wed, 1 Jun 2005 13:11:15 -0400 Subject: hernandez pina 1984 In-Reply-To: <38DD7C72-D93D-43A7-8A21-8D8E4DC85753@mac.com> Message-ID: Hi, I`m a student in Montreal, Quebec, Canada. I`m working as research assistant on a project looking at the acquisition of the Spanish Determiner Phrase. I would really like to find a copy of the following book. ------------- Teor?as psicoling??sticas y su aplicaci?n a la adquisici?n del espa?ol como lengua materna Fuensanta Hern?ndez Pina 1984, Siglo XXI de Espa?a -------------- It`s out of print, and I have been unable to find used copies for sale online. If anyone has any suggestions, please let me know. Suggestions of other references would also be appreciated. Thanks, -->Mariana __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aris.Xanthos at unil.ch Thu Jun 2 08:10:49 2005 From: Aris.Xanthos at unil.ch (Aris Xanthos) Date: Thu, 2 Jun 2005 10:10:49 +0200 Subject: Call for participation: Psycho-computational Models of Human Language Acquisition Message-ID: [Apologies for multiple postings] *************************************************************************** Call for Participation Psycho-computational Models of Human Language Acquisition Workshop at ACL 2005 University of Michigan Ann Arbor 29-30 June 2005 http://www.colag.cs.hunter.cuny.edu/psychocomp/ *************************************************************************** Workshop Topic -------------- The workshop, which is a follow-up to the successful workshop held at COLING in 2004, will be devoted to psychologically motivated computational models of language acquisition -- models that are compatible with, or motivated by research in psycholinguistics, developmental psychology and linguistics. This year, the workshop is part of the 43rd Annual Meeting of the Association for Computational Linguistics (ACL 2005) held in Ann Arbor, Michigan and shares a joint session with the Ninth Conference on Computational Natural Language Learning (CoNLL-2005). Invited Talks ------------- * Mark Steedman, University of Edinburgh * Brian MacWhinney, Carnegie Mellon University Registration ------------ http://www.aclweb.org/acl2005/ Note that participants will have full access to CoNLL presentations on Thursday, June 30th. Workshop Description -------------------- How children acquire the grammar of their native language(s) is one of the most beguiling open questions of modern science. The principal goal of this workshop is to bring together researchers from diverse backgrounds who are interested in the study of human language acquisition from a computational perspective. Cross-discipline discussion will be encouraged. Presented research draws computational linguistics, formal learning theory, machine learning, artificial intelligence, linguistics, cognitive psychology and psycholinguistics. Psycho-computational models of language acquisition are of particular interest in light of recent results in developmental psychology which suggest that very young infants are adept at detecting statistical patterns in an audible input stream. This begs the question, to what extent can a psychologically plausible statistical learning strategy be successfully exploited in a "full-blown" psycho-computational acquisition model? Conference program ------------------ * Wednesday, June 29, 2005 * 9:10-9:30 Opening Remarks 9:00-9:30 The Input for Syntactic Acquisition: Solutions from Language Change Modeling -- Lisa Pearl 9:30-10:00 Simulating Language Change in the Presence of Non-Idealized Syntax -- W. Garrett Mitchener 10:30-11:00 Break 11:00-11:30 Using Morphology and Syntax Together in Unsupervised Learning -- Yu Hu, Irina Matveeva, John GoldSmith and Colin Sprague 11:30-12:00 Refining the SED Heuristic for Morpheme Discovery: Another Look at Swahili -- Yu Hu, Irina Matveeva, John GoldSmith and Colin Sprague 12:00-12:30 A Connectionist Model of Language-Scene Interaction -- Marshall R. Mayberry, Matthew W. Crocker and Pia Knoeferle 12:30-2:00 Lunch 2:00-2:30 A Second Language Acquisition Model Using Example Generalization and Concept Categories -- Ari Rappoport and Vera Sheinman 2:30-3:30 Invited Talk Item Based Constructions and the Logical Problem -- Brian MacWhinney 3:30-4:00 Break 4:00-4:30 Statistics vs. UG in Language Acquisition: Does a Bigram Analysis Predict Auxiliary Inversion? -- Xu?n-Nga Cao Kam, Iglika Stoyneshka, Lidiya Tornyova, -- William Gregory Sakas and Janet Dean Fodor 4:30-5:00 Climbing the path to grammar: a maximum entropy model of subject/object learning -- Felice Dell'Orletta, Alessandro Lenci, Simonetta Montemagni -- and Vito Pirrelli 5:00-5:30 The Acquisition and Use of Argument Structure Constructions: A Bayesian Model -- Afra Alishahi and Suzanne Stevenson * Thursday, June 30, 2005 * - Joint Session with CoNLL 9:00-9:50 Invited talk: Mark Steedman 9:50-10:15 Steps Toward Deep Lexical Acquisition -- Sourabh Niyogi 10:15-10:40 Intentional Context in Situated Natural Language Learning -- Michael Fleischman and Deb Roy - Remaining CoNLL sessions 11:10-12:25 Morphology 2:10-2:50 Learning methods and architectures 2:50-3:30 Shared Task: Semantic Role Labeling 4:00-6:00 Shared Task: Semantic Role Labeling (con't) Workshop Organizers ------------------- * William Gregory Sakas (Chair), City University of New York, USA * Alexander Clark, Royal Holloway, University of London, UK * James Cussens, University of York, UK (jc(at)cs.york.ac.uk) * Aris Xanthos, University of Lausanne, Switzerland Program Committee ----------------- * Robert Berwick, MIT, USA * Antal van den Bosch, Tilburg University, The Netherlands * Ted Briscoe, University of Cambridge, UK * Damir Cavar, Indiana University, USA * Nick Chater, University of Warwick, UK * Stephen Clark, University of Edinburgh, UK * Walter Daelemans, University of Antwerp, Belgium and Tilburg University, The Netherlands * Elan Dresher, University of Toronto, Canada * Jeff Elman, University of California, San Diego, USA * Jerry Feldman, University of California, Berkeley, USA * John Goldsmith, University of Chicago, USA * John Hale, University of Michigan, USA * Mark Johnson, Brown University, USA * Vincenzo Lombardo, Universita di Torino, Italy * Paola Merlo, University of Geneva, Switzerland * Sandeep Prasada, City University of New York, USA * Dan Roth, University of Illinois at Urbana-Champaign, USA * Jenny Saffran, University of Wisconsin, Madison, USA * Ivan Sag, Stanford University, USA * Ed Stabler, University of California, Los Angeles, USA * Mark Steedman, University of Edinburgh, UK * Suzanne Stevenson, University of Toronto, Canada * Patrick Sturt, University of Glasgow, UK * Charles Yang, Yale University, USA Workshop contact: ----------------- email: psycho.comp(at)hunter.cuny.edu web: http://www.colag.cs.cuny.edu/psychocomp or William Gregory Sakas Department of Computer Science, North 1008 Hunter College, City University of New York 695 Park Avenue New York, NY 10021 USA 1 (212) 772.5211 - voice 1 (212) 772.5219 - fax sakas(at)hunter.cuny.edu From k.j.alcock at lancaster.ac.uk Thu Jun 2 09:32:25 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Thu, 2 Jun 2005 10:32:25 +0100 Subject: PhD studentship opportunity for 2005 at Lancaster University - Correction Message-ID: We have two new members of staff joining us in September and this new posting has their research interests, too. Please draw this to the attention of any appropriate students: Following our recent awards of teaching studentships (and nominations for ESRC quota studentships) the Psychology Department at Lancaster University is pleased to offer a further opportunity for postgraduate study. The closing date for applications for this new teaching studentship is the 1st of July, 2005. The studentship will be tenable from October 2005 and will last for 3 years. The studentship will cover fees (at the Home/EU rate) and will include a stipend equivalent to the ESRC rate. The successful candidate will be expected to contribute to teaching in the Psychology Department. We welcome applications from individuals with appropriate backgrounds in psychology (normally, a First or Upper Second Class degree or equivalent) who wish to conduct postgraduate research in any of the following areas: ? Infant and Child Development ? Cognition ? Social Psychology ? Conceptual and Historical Psychology ? Behavioural Neuroscience. ? Applied Psychology We have a particular strength in Developmental Psychology, including a purpose-built Centre. Candidates who have already successfully completed an MSc in a relevant psychological discipline (or equivalent) will be at an advantage. Applicants should complete the University post graduate application form which is available from: http://www.lancs.ac.uk/admissions/postgrad.html . In particular we have the following research interests: Dr Katie Alcock Language development, especially individual differences, nonverbal skills, developmental language disorders, and cross-linguistic work; cognitive development more generally, especially influences of environment and effects of ill health; neuropsychology especially language breakdown Prof Gavin Bremner Perceptual abilities and cognitive development in infancy Dr Kate Cain Development of of reading comprehension and specific comprehension difficulties in children in relation to skills such as inference making, vocabulary, figurative language, strategy use, and memory processes. ADHD and its relation to language and literacy skills and executive function. Professor Mark Howe Structural and processing in the development of memory and long-term retention; developmental changes and invariances in memory and forgetting from infancy to adulthood, infantile amnesia and the development of autobiographical memory and working memory. Dr Dina Lew Spatial cognition in infancy; sensorimotor development; the neuropsychological consequences of epilepsy Prof Charlie Lewis Family relationships; socio-cognitive development, particularly preschoolers' understanding of the mind Dr Eugene Subbotsky Children's concepts about body and mind; judgments about causality; teacher-child interaction Dr John Towse Working memory, especially in children; mental control of behaviour; children's understanding of, and competence in, mathematics; representational flexibility and rule-use among preschoolers. Applicants should include a research proposal (approx 1000 words) and also ensure that their nominated referees are able to provide references to support their application. Applicants are strongly encouraged to develop their research proposals in collaboration with a psychologist working in our department. Staff research interests are summarised on http://www.psych.lancs.ac.uk/research/resPeople.html (see also the home pages of individual staff members). For further information about the teaching studentship please contact: Dr. Mark Levine, Director of Postgraduate Studies for the Department. (01524) 592915; Email: m.levine at lancaster.ac.uk Bursaries A number of smaller bursaries to support Masters and PhD work are also available. These vary between ?500 and ?1000 and are designed to contribute to students' living costs. They will be awarded to self-funding students from the UK, EU, or non-EU Overseas. Note that these bursaries are awarded on a merit basis and are therefore awards that can enhance a student's CV. From slornat at psi.ucm.es Thu Jun 2 10:25:53 2005 From: slornat at psi.ucm.es (=?iso-8859-1?Q?Susana_l=F3pez_ornat?=) Date: Thu, 2 Jun 2005 12:25:53 +0200 Subject: hernandez pina 1984 Message-ID: Susana L?pez Ornat Dpto.Psicolog?a B?sica II Facultad de Psicolog?a Universidad Complutense de Madrid Madrid 28223 www.ucm.es/info/equial The book you mention is out of print. Much other work by several different authors has been done since then. You could visit the address above to find several texts both in Eglish and in Spanish about Spanish Determiner Acquisition. ----- Original Message ----- From: Mariana To: info-childes at mail.talkbank.org Sent: Wednesday, June 01, 2005 7:11 PM Subject: hernandez pina 1984 Hi, I`m a student in Montreal, Quebec, Canada. I`m working as research assistant on a project looking at the acquisition of the Spanish Determiner Phrase. I would really like to find a copy of the following book. ------------- Teor?as psicoling??sticas y su aplicaci?n a la adquisici?n del espa?ol como lengua materna Fuensanta Hern?ndez Pina 1984, Siglo XXI de Espa?a -------------- It`s out of print, and I have been unable to find used copies for sale online. If anyone has any suggestions, please let me know. Suggestions of other references would also be appreciated. Thanks, -->Mariana __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From dkelemen at bu.edu Thu Jun 2 23:13:34 2005 From: dkelemen at bu.edu (Deborah Kelemen) Date: Thu, 2 Jun 2005 19:13:34 -0400 Subject: Away from my email Message-ID: Hi, I am away from my office and currently only have intermittent access to email. I will respond to your message as soon as I can. Best wishes, Deb Kelemen From sbarbora at bu.edu Thu Jun 2 23:13:46 2005 From: sbarbora at bu.edu (Barbora Skarabela) Date: Thu, 2 Jun 2005 19:13:46 -0400 Subject: Away from my office Message-ID: I won't be able to read my email until June 6th. I apologize for any inconvenience. Regards, Barbora Skarabela From lsd12 at psu.edu Fri Jun 3 13:30:44 2005 From: lsd12 at psu.edu (LAURA S DETHORNE) Date: Fri, 3 Jun 2005 09:30:44 -0400 Subject: Away from my email Message-ID: I am out of town and may not have an opportunity to frequently read or respond to electronic mail. In regard to work correspondence, I have taken a new position at the University of Illinois to begin 8/15/05. If you need to reach me, feel free to leave a message at the University of Illinois Speech & Hearing Sciences Dept at (217) 333-2230. Thank you. From macw at mac.com Fri Jun 3 14:50:49 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 3 Jun 2005 10:50:49 -0400 Subject: TILAR4 Message-ID: Folks, Here is an announcement for the fourth volume of the TILAR series. This series is published by IASCL and edited by Steven Gillis and Annick DeHouwer. Current IASCL members will receive this book as a part of their membership. Developmental Theory and Language Disorders Edited by Paul Fletcher and Jon F. Miller University College Cork / University of Wisconsin-Madison The chapters in this volume arise from presentations at a unique conference on typical and atypical language development held in Madison, USA in 2002. This joint meeting of the International Association for the Study of Child Language, and the Symposium for Research in Child Language Disorders brought together ? for the first time in such large numbers ? researchers from these two distinct but related fields. The week-long schedule of the conference allowed for an in-depth interrogation of their theoretical positions, methodologies and fi ndings. In the contributions to this volume we have put together a carefully selected set of papers which from various perspectives explore the linkage between developmental theory and language impairment, and at the same time illustrate the effects of distinct conditions ? hearing loss, autism, Down syndrome, Williams syndrome and specific language impairment ? on the communication abilities of affected individuals. An introductory chapter, and a detailed summary which picks up recurring themes in the chapters, complete the volume. [Trends in Language Acquisition Research, 4] 2005. x, 207 pp. Hb 90 272 3474 4 EUR 80.00 USD 96.00 Table of contents Developmental theory and language disorders: Background issues Jon F. Miller and Paul Fletcher Constraints on language development: Insights from developmental disorders Michael S.C. Thomas Constructions and language development: Implications for language impairment Paul Fletcher, Stephanie Stokes and Anita Wong Language development in Down syndrome and fragile X syndrome: Current research and implications for theory and practice Leonard Abbeduto and Robin S. Chapman The role of language and communication impairments within autism Morton Ann Gernsbacher, Heather M. Geye and Susan Ellis Weismer Language acquisition in children with a cochlear implant Karen Schauwers, Steven Gillis and Paul Govaerts Critical periods in the acquisition of lexical skills: Evidence from deaf individuals Amy R. Lederberg and Patricia E. Spencer Developmental theory and language disorders: A thematic summary Michael Garman, Deborah James and Vesna Stojanovik From annette.fox at ivx.de Sun Jun 5 16:24:27 2005 From: annette.fox at ivx.de (Annette) Date: Sun, 5 Jun 2005 18:24:27 +0200 Subject: intervention for speech disorders Message-ID: I am looking for studies on intervention for children with speech disorders, specifically investigating a) group intervention versus individual intervention b) the effects of a general phonological awareness training on any type/ different types of speech disorders I would be very grateful for any suggestions Annette ---------------------------------------------------------------------------------------- Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From cbowen at ihug.com.au Sun Jun 5 22:44:16 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Mon, 6 Jun 2005 08:44:16 +1000 Subject: intervention for speech disorders In-Reply-To: <006801c569eb$0bcef230$8a7240c3@ANNY> Message-ID: Dear Annette, I don't know of well designed comparative outcome studies of individual vs group intervention for child speech disorders. Here are articles that include information about the effects of phonological awareness training: Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders 35, 337-354. Major, E. M. & Bernhardt, B. (1998) Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 4, 413-444. Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M.J. (2004). Literacy skills in Children with Speech Difficulties. Journal of Speech Language and Hearing Research, 47, 377-391. Rvachew, S., Nowak, M. & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263. Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23, 1, 27-42. You might receive helpful responses if you ask here: http://health.groups.yahoo.com/group/phonologicaltherapy/ Caroline Caroline Bowen PhD Speech Pathology Practice 9 Hillcrest Road Wentworth Falls NSW 2782 Australia cbowen at ihug.com.au http://www.slpsite.com http://members.tripod.com/~Caroline_Bowen/clinic.html 61 2 4757 1136 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Annette Sent: Monday, 6 June 2005 2:24 AM To: info-childes at mail.talkbank.org Subject: intervention for speech disorders I am looking for studies on intervention for children with speech disorders, specifically investigating a) group intervention versus individual intervention b) the effects of a general phonological awareness training on any type/ different types of speech disorders I would be very grateful for any suggestions Annette -------------------------------------------------------------------------- -------------- Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From imoreno at uma.es Mon Jun 6 08:27:53 2005 From: imoreno at uma.es (imoreno at uma.es) Date: Mon, 6 Jun 2005 10:27:53 +0200 Subject: Deaf children vocalizations Message-ID: We are studying the acquisition of Spanish in a deaf child (from 18 to 48 months old) who is exposed to Cued Speech. I would like to know if someone has studied the acquisition of acoustic features in deaf children (i.e. F0, formants, etc.). I have references about hearing children, but not for deaf children. Thanks in advance Ignacio Moreno-Torres imoreno at uma.es Universidad de M?laga Spain From barriere at cogsci.jhu.edu Mon Jun 6 08:51:55 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Mon, 6 Jun 2005 04:51:55 -0400 Subject: Deaf children vocalizations In-Reply-To: <05060610275384_A8602@ccuma.sci.uma.es> Message-ID: Here is a relevant study: Clements, C.J. (1994) The development of vocalizations of deaf and normally hearing infants. Institute of phonetic science, University of Amsterdam, Proceedings 18: 65-76. Cheers, Isabelle Barriere, PhD At 10:27 AM 6/6/2005 +0200, imoreno at uma.es wrote: >We are studying the acquisition of Spanish in a deaf child >(from 18 to 48 months old) who is exposed to Cued Speech. > >I would like to know if someone has studied the >acquisition of acoustic features in deaf children >(i.e. F0, formants, etc.). I have references about >hearing children, but not for deaf children. > >Thanks in advance >Ignacio Moreno-Torres >imoreno at uma.es >Universidad de M?laga >Spain -------------- next part -------------- An HTML attachment was scrubbed... URL: From Thomas.Klee at NEWCASTLE.AC.UK Mon Jun 6 15:31:43 2005 From: Thomas.Klee at NEWCASTLE.AC.UK (Thomas Klee) Date: Mon, 6 Jun 2005 16:31:43 +0100 Subject: Child Language Seminar 2006: keynote speakers Message-ID: Child Language Seminar 19-21 July 2006 University of Newcastle upon Tyne, England 2nd Announcement We are pleased to announce the keynote speakers for CLS2006: Shula Chiat Department of Human Communication Science University College London Eve Clark Department of Linguistics Stanford University Stephanie F Stokes School of Psychology University of Reading Proposals are invited for papers and posters related to child language/speech development and disorders. Submission deadline is 1 March 2006. Further information about submitting proposals may be found at: http://cls2006.visitnewcastlegateshead.com The website will be updated regularly to keep you informed of the latest developments. Newcastle upon Tyne was voted England's favourite city break destination by readers of the Guardian and Observer for two years running. Located in the North East of England, the city is easily accessible by rail (1? hours from Edinburgh, 3 hours from London) and air (direct flights to over 25 destinations and excellent connections though London and Amsterdam). Known for the friendly welcome visitors receive, the city has impressive Georgian architecture, inspiring cultural venues and is within easy reach of the beautiful Northumbrian coastline, Hadrian's Wall, the Scottish Borders and stunning Durham city and cathedral. Thomas Klee and Deborah James CLS2006 Co-Organisers -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Tue Jun 7 14:20:14 2005 From: michael at georgetown.edu (Michael Ullman) Date: Tue, 7 Jun 2005 10:20:14 -0400 Subject: stimulus presentation packages Message-ID: Hi, We (in the Brain and Language Lab, at Georgetown University) are considering changing to a new stimulus presentation software/hardware package (we currently use a proprietary set up). We are hoping to get some advice on the various packages and devices out there. Our needs are for psycholinguistic, ERP and fMRI experiments, involving audio and/or visual stimuli, with either voice or button-press responses. Although our current system is Mac-based, we've decided to switch to a PC/Windows (Windows XP) based package. 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 (we'll send a summary to the list afterwards). We also have some specific concerns/questions: 1) E-Prime claims that *only* their combined microphone/button-box hardware (their "Serial Response Box") will work for voice triggering. QUESTION: Is this true? Has anyone successfully used different sound cards/hardware with E-Prime for voice-triggering? (The reason we ask is that E-Prime's serial response box is quite expensive). 2) Even though apparently one can use third-party button-boxes or gamepads (ie, for recording button-presses only, without voice-triggering), it's not clear to us which ones are best, and how good they are. QUESTION: Does anyone have any experience with this? 3) For voice triggering, Presentation and DMDX use a standard microphone connected to a sound card. QUESTION: Which sound cards seem to be best (most accurate, fewest problems)? 4) Although CRT monitors are very precise by all accounts, we're going to want to use LCD monitors (for off-site testing in laptops). However, pixels in LCD monitors can take tens of milliseconds to change color, and this time is quite variable. As far as we know, none of the three stimulus presentation packages we are considering deal with this problem (as far as we know, this problem cannot be resolved with software, but we're not sure...) QUESTION: Has anyone out there dealt with this in a reasonable way? How? Thanks very much! Best, Michael Ullman -- ********************************************************** Michael Ullman, PhD Associate Professor Director, Brain and Language Laboratory (brainlang.georgetown.edu) co-Director, Center for the Brain Basis of Cognition (cbbc.georgetown.edu) Department of Neuroscience (neuro.georgetown.edu) and Departments of Linguistics, Psychology and Neurology Georgetown University Mailing Address: Department of Neuroscience Georgetown University Box 571464 Washington DC 20057-1464 Address for direct delivery (FedEx, UPS, etc.): Department of Neuroscience Research Building, EP-04 3900 Reservoir Rd, NW Georgetown University Washington DC 20007 Email: michael at georgetown.edu Tel: Office: 202-687-6064 Lab: 202-687-6896 Fax: 202-687-6914 ********************************************************** From P.Fletcher at ucc.ie Wed Jun 8 07:22:54 2005 From: P.Fletcher at ucc.ie (Fletcher , Paul) Date: Wed, 8 Jun 2005 08:22:54 +0100 Subject: intervention for speech disorders Message-ID: You might also want to look at a Cochrane review by James Law et al: Law J, Garrett Z, Nye, C. (2005). Speech and language therapy interventions for children with primary speech and language delay or disorder. The Cochrane Collaboration (published by John Wiley). Further details from: www.thecochranelibrary.com This is a reprint of a review first published in 2003. Sixteen studies involving either expressive or receptive phonology are included in the meta-analysis. Paul Paul Fletcher Speech and Hearing Sciences University College Cork Ireland -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Caroline Bowen Sent: 05 June 2005 23:44 To: Annette; info-childes at mail.talkbank.org Subject: RE: intervention for speech disorders Dear Annette, I don't know of well designed comparative outcome studies of individual vs group intervention for child speech disorders. Here are articles that include information about the effects of phonological awareness training: Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders 35, 337-354. Major, E. M. & Bernhardt, B. (1998) Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 4, 413-444. Nathan, L., Stackhouse, J., Goulandris, N. & Snowling, M.J. (2004). Literacy skills in Children with Speech Difficulties. Journal of Speech Language and Hearing Research, 47, 377-391. Rvachew, S., Nowak, M. & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263. Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23, 1, 27-42. You might receive helpful responses if you ask here: http://health.groups.yahoo.com/group/phonologicaltherapy/ Caroline Caroline Bowen PhD Speech Pathology Practice 9 Hillcrest Road Wentworth Falls NSW 2782 Australia cbowen at ihug.com.au http://www.slpsite.com http://members.tripod.com/~Caroline_Bowen/clinic.html 61 2 4757 1136 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org]On Behalf Of Annette Sent: Monday, 6 June 2005 2:24 AM To: info-childes at mail.talkbank.org Subject: intervention for speech disorders I am looking for studies on intervention for children with speech disorders, specifically investigating a) group intervention versus individual intervention b) the effects of a general phonological awareness training on any type/ different types of speech disorders I would be very grateful for any suggestions Annette ---------------------------------------------------------------------------- ------------ Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de -------------- next part -------------- An HTML attachment was scrubbed... URL: From mrichard at mtsu.edu Wed Jun 8 12:56:58 2005 From: mrichard at mtsu.edu (MELINDA RICHARDS) Date: Wed, 8 Jun 2005 07:56:58 -0500 Subject: S/L Disorders and Reading Message-ID: I am looking for studies linking speech and/or language disorders to dyslexia. Any help here would be appreciated. Mendy --------------------------------- Melinda L. "Mendy" Richards, PhD Asst. Professor of Communication Disorders Dept. of Speech & Theatre Middle Tennessee State University 615.898.5425 (office) 615.898.5826 (fax) From marcj at uwo.ca Wed Jun 8 14:06:44 2005 From: marcj at uwo.ca (Marc Joanisse) Date: Wed, 8 Jun 2005 10:06:44 -0400 Subject: S/L Disorders and Reading In-Reply-To: <3524276.1118235418295.JavaMail.mrichard@mtsu.edu> Message-ID: Melinda, Here are a few to consider Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia and specific language impairment: Same or different? Psychological Bulletin, 130(6), 858-886. Goulandris, N.K., Snowling, M.J., & Walker, I. (2000). Is dyslexia a form of specific language impairment? A comparison of dyslexic and language impaired children as adolescents. Annals of Dyslexia, 50, 103-120. Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. (2000). Language deficits in dyslexic children: Speech perception, phonology, and morphology. Journal of Experimental Child Psychology, 77(1), 30-60. Kamhi, A.G. & Catts, H.W. (1986). Toward an understanding of developmental language and reading disorders. Journal of Speech and Hearing Disorders, 51, 337-347. -Marc- On Jun 8, 2005, at 8:56 AM, MELINDA RICHARDS wrote: > I am looking for studies linking speech and/or language disorders to > dyslexia. > > Any help here would be appreciated. > > Mendy > > --------------------------------- > Melinda L. "Mendy" Richards, PhD > Asst. Professor of Communication > Disorders > Dept. of Speech & Theatre > Middle Tennessee State University > 615.898.5425 (office) > 615.898.5826 (fax) > > -- Marc Joanisse, Assistant Professor Department of Psychology and Program in Neuroscience The University of Western Ontario marcj at uwo.ca http://www.ssc.uwo.ca/psychology/lrcn --Vote for Pedro From ann.dowker at psy.ox.ac.uk Wed Jun 8 14:16:32 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 8 Jun 2005 15:16:32 +0100 Subject: S/L Disorders and Reading In-Reply-To: <263CF1D3-9654-4586-80C2-93548D101DCD@uwo.ca> Message-ID: I am currently knee-deep in marking exams on this very topic, but will send you references in the next few days, Best wishes, Ann In message <263CF1D3-9654-4586-80C2-93548D101DCD at uwo.ca> Marc Joanisse writes: > Melinda, > Here are a few to consider > > Bishop, D. V. M., & Snowling, M. J. (2004). Developmental dyslexia > and specific language impairment: Same or different? Psychological > Bulletin, 130(6), 858-886. > > Goulandris, N.K., Snowling, M.J., & Walker, I. (2000). Is dyslexia a > form of specific language impairment? A comparison of dyslexic and > language impaired children as adolescents. Annals of Dyslexia, 50, > 103-120. > > Joanisse, M. F., Manis, F. R., Keating, P., & Seidenberg, M. S. > (2000). Language deficits in dyslexic children: Speech perception, > phonology, and morphology. Journal of Experimental Child Psychology, > 77(1), 30-60. > > Kamhi, A.G. & Catts, H.W. (1986). Toward an understanding of > developmental language and reading disorders. Journal of Speech and > Hearing Disorders, 51, 337-347. > > -Marc- > > On Jun 8, 2005, at 8:56 AM, MELINDA RICHARDS wrote: > > > I am looking for studies linking speech and/or language disorders to > > dyslexia. > > > > Any help here would be appreciated. > > > > Mendy > > > > --------------------------------- > > Melinda L. "Mendy" Richards, PhD > > Asst. Professor of Communication > > Disorders > > Dept. of Speech & Theatre > > Middle Tennessee State University > > 615.898.5425 (office) > > 615.898.5826 (fax) > > > > > > -- > Marc Joanisse, Assistant Professor > Department of Psychology and Program in Neuroscience > The University of Western Ontario > marcj at uwo.ca > http://www.ssc.uwo.ca/psychology/lrcn > --Vote for Pedro > > > From ks7t at andrew.cmu.edu Wed Jun 8 14:46:00 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 8 Jun 2005 10:46:00 -0400 Subject: CONFERENCE ANNOUNCEMENT Message-ID: **CONFERENCE ANNOUNCEMENT** LANGUAGE ACQUISITION AND BILINGUALISM: Consequences for a Multilingual Society May 4 ? 7, 2006 Courtyard by Marriott Downtown Toronto We would like to draw your attention to a conference on language acquisition and bilingualism. The conference will examine the impact of a multilingual environment on children?s linguistic development. Research on children?s language acquisition normally assumes that the environment offers only one linguistic choice and that children?s early experiences will proceed in a predictable manner as language is incrementally built up and cognition is increasingly boosted. In some countries, such as Canada, the existence of two official languages means that the linguistic context for language acquisition is more complex. The purpose of the conference is to explore how the factors that are part of the landscape of multilingual societies affect the way in which children learn language and establish the linguistic and cognitive concepts associated with successful participation in society. The audience will consist of researchers, educators, and practitioners who work with bilingual and multilingual children. Presentations will describe current research by leading scholars, representing a wide range of countries. Discussions will be focussed on the social and linguistic dimensions of bilingual language acquisition, which will be relevant to those working in both research and applied fields. The conference will include presentations in 5 areas: (1) Language acquisition in bilingual environments - Janet Werker (Canada), University of British Columbia - Marilyn Vihman (Wales), University of Wales - Fred Genesee (Canada), McGill University - Jurgen Meisel (Germany), Hamburg University (2) Cognitive implications of early bilingualism - Elena Nicoladis (Canada), University of Alberta - Ludo Verhoeven (Netherlands), University of Nijmegen - Esther Geva (Canada), University of Toronto - Ellen Bialystok (Canada), York University (3) Bilingual language acquisition for special populations - Martha Crago (Canada), McGill University & Johanne Paradis (Canada), University of Alberta - Rachel Mayberry (USA), McGill University - Shanley Allen (USA), Boston University (4) Bilingual development in different social contexts - Kenneth Hyltenstam (Sweden), Stockholm University - Annick de Houwer (Belgium), University of Antwerp - Barbara Pearson (USA), University of Massachusetts (5) Implications and applications - Kenji Hakuta (USA), University of California - Michael Sharwood Smith (Scotland), Heriot Watt University - Jim Cummins (Canada), University of Toronto **CALL FOR POSTERS** Submissions are invited for posters from all of the above areas. Deadline for poster submissions is April 7, 2006. Visit the website for details of poster submission and conference registration: http://www.psych.yorku.ca/labconference Questions or inquiries may be directed to labconf at yorku.ca From tomasello at eva.mpg.de Sat Jun 11 13:02:48 2005 From: tomasello at eva.mpg.de (Michael Tomasello) Date: Sat, 11 Jun 2005 15:02:48 +0200 Subject: IASCL In-Reply-To: Message-ID: I'm sure everyone is looking forward to attending IASCL 2005 in Berlin July 25 - 29. The program is a very exciting one and can be seen at: http://www.ctw-congress.de/iascl/ As president of the society, I would also like to alert all members and other interested parties that at that meeting we will be soliciting proposals for hosting the IASCL meeting in 6 years, in 2011 (the 2008 meeting is set for Edinburgh). Anyone who might be interested in hosting that meeting should bring at least some initial feasability facts to the meeting and either talk to me personally or come to the Business Meeting on Wednesday evening and express interest there (or send me an e-mail if you won't be attending). If there are multiple reasonable proposals we will ask for more specific information after that and things will be finalized within the next year or so. Best wishes and hope to see everyone in Berlin, Mike Tomasello President, IASCL From cam47 at psu.edu Sat Jun 11 13:23:49 2005 From: cam47 at psu.edu (CAROL A MILLER) Date: Sat, 11 Jun 2005 09:23:49 -0400 Subject: Away from my email Message-ID: I am away from the office June 3-13 and may not have an opportunity to read or respond to electronic mail. If your message concerns the research study on language and auditory processing in school-age children, and you would like a rapid response, please call my lab at 865-7924. Carol Miller From W.B.T.Blom at uva.nl Mon Jun 13 13:02:00 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 13 Jun 2005 15:02:00 +0200 Subject: call for papers Workshop "Variation in Inflection" Message-ID: Call for papers Workshop "Variation in Inflection" December 19-20, 2005 University of Amsterdam DEADLINE for SUBMISSION: JUNE 15, 2005! Submission details: http://home.hum.uva.nl/variflex/Workshop.htm Invited speakers: David Adger (Queen Mary University of London) Anthony Kroch (University of Pennsylvania) Cecilia Poletto (University of Padua) Tom Roeper (University of Massachusetts/Amherst) Bonnie Schwartz (University of Hawai'i at Manoa) -------------- next part -------------- An HTML attachment was scrubbed... URL: From annette.fox at ivx.de Tue Jun 14 12:19:10 2005 From: annette.fox at ivx.de (Annette) Date: Tue, 14 Jun 2005 14:19:10 +0200 Subject: info-biling mailing list Message-ID: Please find below a summary of the suggestions I received about phonological intervention. Thank you everybody who provided information. Annette Fox ---------------------------------------------------------------------------------------- Annette V. Fox PhD Professor of Logopedics (Child Language) Department of Speech Therapy University of Apllied Sciences Fresenius Limburger Str.2 65510 Idstein Germany Tel: +49 - 6126 - 9352- 814 Fax: +49 - 6126 - 9352- 821 Mail to: fox at fh-fresenius.de Cirrin, F. & Penner, S. (1995). Classroom-based and consultative service delivery models for language intervention in M. Fey, J. Windsor, & S. Warren (Eds.), Language intervention preschool through the elementary years (pp 333-362). Baltimore, MD: Brookes Publishing Co. Elksnin, L., & Capilouto, G. (1994). Speech-language pathologists perceptions of integrated service delivery in school settings. Language, Speech, and Hearing Services in Schools, 25, 258-267 Roberts, J., Prizant, B., & McWilliam, R. (1995). Out-of-class versus in-class service delivery in language intervention: effects on communication interactions with young children. American Journal of Speech-Language Pathology, 4 (2), 87-94 Shelton, B., Gast, D., Wolery, M. & Winterling, V. (1991). The role of small group instruction in facilitating observational and incidental learning. Language, Speech, and Hearing Services in Schools, 22, 123-133. Throneburg, R, Calvert, L., Sturm, J., Paramboukas, A., & Paul, P. (2000). A comparison of service delivery models: effects on curricular vocabulary skills in the school setting. American Journal of Speech-Language Pathology, 9, 10-20 Wilcox, J. , Kouri, T., & Caswell, S. (1991). Early language intervention: A comparison of classroom and individual treatment. American Journal of Speech-Language Pathology, 1 (1), 49-62 Adams et al. (2000). Targeting metaphonological ability in intervention for children with developmental phonological disorders. Bernhardt+Major (2005). Speech, language and literacy skills 33 years later: a follow-up study of early phonological and metaphono. intervention Bleile, K.M., & Hand, L. (1995). Metalinguistics. Clinical Linguistics and Phonetics, 9, 25-28. Dean, E., & Howell, J. (1986). Developing linguistic awareness: A theoretically based approach to phonological disorders. British Journal of Disorders of Communication, 21, 223-238. Gillon, G. (2000). The efficacy of phonological awareness intervention for children with spoken language impairment. Language, Speech, and Hearing Services in Schools, 31, 126-141. Hesketh, A., Adams, C., Nightingale, C. & Hall, R. (2000). Phonological awareness therapy and articulatory training for children with phonological disorders: a comparative outcome study. International Journal of Language and Communication Disorders 35, 337-354. Laing+Espeland (2005). Low intensity phono awareness training in a preschool classroom for children with communication impairment Miccio, A.W. (1995). Metaphon: Factors contributing to treatment outcomes. Clinical Linguistics and Phonetics, 9, 28-36. Major, E. M. & Bernhardt, B. (1998) Metaphonological skills of children with phonological disorders before and after phonological and metaphonological intervention. International Journal of Language and Communication Disorders, 33, 4, 413-444. Pascoe, Stackhouse+Wells (2004). phonological therapy within a psycholinguistic framework: promoting change in a child with persisting speech difficulties Rvachew, S., Nowak, M. & Cloutier, G. (2004). Effect of phonemic perception training on the speech production and phonological awareness skills of children with expressive phonological delay. American Journal of Speech-Language Pathology, 13, 250-263. Segers+Verhoeven (2004). Computer-supported phono awareness intervention for kindergarten children with specific language impairment Smith, J., Downs, M. & Mogford-Bevan, K. (1998). Can phonological awareness training facilitate minmal pair therapy? International Journal of Language and Communication Disorders, 33, 463-468 Stackhouse, J., Wells, B., Pascoe, M., & Rees, R. (2002). From phonological therapy to phonological awareness. Seminars in Speech and Language, 23, 1, 27-42. Troiy (1999). phono awareness intervention research: a critical review of the experimental methodology Wise et al (1999). Training phono awareness with and without explicit attention to articulation -------------- next part -------------- An HTML attachment was scrubbed... URL: From mfleck at cs.uiuc.edu Wed Jun 15 16:40:35 2005 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Wed, 15 Jun 2005 11:40:35 -0500 Subject: infant-directed child speech In-Reply-To: <3C217847A772FE47821C2CAEE0608E070664F82C@oort.uva.nl> Message-ID: What's known about infant-directed child speech, e.g. as potential input to child language learners? The amount of such speech presumably varies a lot. However, when it occurs, it seems like it's very different from either motherese or background adult-adult speech. Margaret Fleck (U. Illinois) From Limber at comcast.net Wed Jun 15 16:59:34 2005 From: Limber at comcast.net (John Limber) Date: Wed, 15 Jun 2005 12:59:34 -0400 Subject: infant-directed child speech In-Reply-To: <42B05A03.1080203@cs.uiuc.edu> Message-ID: As someone suggested in response to another question recently, the Wells data set in CHILDES, with systematic radio sampling of a large sample of children over time can answer many important questions (within the limits of those British families included.) -- John Limber Durham NH > From: Margaret Fleck > Date: Wed, 15 Jun 2005 11:40:35 -0500 > To: > Subject: infant-directed child speech > > > What's known about infant-directed child speech, e.g. as potential input to > child language learners? The amount of such speech presumably varies > a lot. However, when it occurs, it seems like it's very different > from either motherese or background adult-adult speech. > > > Margaret Fleck > (U. Illinois) > From macw at mac.com Wed Jun 15 17:22:04 2005 From: macw at mac.com (Brian MacWhinney) Date: Wed, 15 Jun 2005 13:22:04 -0400 Subject: infant-directed child speech In-Reply-To: Message-ID: Yes, John, this is a good point. Gordon Wells had some statistics computed already in his 1981 (?) book on the overall nature of the amount of input per day. However, a downside of the Wells corpus is that we don't have the original audio. I wonder if it still exists. I am copying this to Gordon Wells, just on the chance it might. I am not clear that Margaret is asking about temporal distribution patterns as much as the nature of the differences. For that, the Brent-Siskind corpus would also be excellent and it has linked audio. --Brian MacWhinney On Jun 15, 2005, at 12:59 PM, John Limber wrote: > As someone suggested in response to another question recently, the > Wells > data set in CHILDES, with systematic radio sampling of a large > sample of > children over time can answer many important questions (within the > limits of > those British families included.) > -- > John Limber > Durham NH > > > > >> From: Margaret Fleck >> Date: Wed, 15 Jun 2005 11:40:35 -0500 >> To: >> Subject: infant-directed child speech >> >> >> What's known about infant-directed child speech, e.g. as potential >> input to >> child language learners? The amount of such speech presumably >> varies >> a lot. However, when it occurs, it seems like it's very different >> from either motherese or background adult-adult speech. >> >> >> Margaret Fleck >> (U. Illinois) >> >> > > > > From nratner at hesp.umd.edu Wed Jun 15 17:57:21 2005 From: nratner at hesp.umd.edu (Nan Ratner) Date: Wed, 15 Jun 2005 13:57:21 -0400 Subject: infant-directed child speech Message-ID: If I read the query correctly, it is asking about speech to INFANTS as opposed to somewhat older children. For this, my own database in CHILDES (Bernstein corpus) may be useful (and has accompanying audio); it has samples from women addressing preverbal infants as well as children beginning to use language (in some cases, the same mothers over time). There are a number of differences, as noted in some of my work done in the 80's, including acoustic clarity of the signal; others have noted other distributional differences. Some of this work appeared in the volume From Signal to Syntax edited by Morgan & Demuth. You will probably need to search the literature back a few years - this question was more popular in the 80's than it has seemed to be recently. At that time, a number of studies, it seems to be, did contrast aspects of child-directed speech with speech to infants. Nan 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 >>> Brian MacWhinney 6/15/2005 1:22:04 PM >>> Yes, John, this is a good point. Gordon Wells had some statistics computed already in his 1981 (?) book on the overall nature of the amount of input per day. However, a downside of the Wells corpus is that we don't have the original audio. I wonder if it still exists. I am copying this to Gordon Wells, just on the chance it might. I am not clear that Margaret is asking about temporal distribution patterns as much as the nature of the differences. For that, the Brent-Siskind corpus would also be excellent and it has linked audio. --Brian MacWhinney On Jun 15, 2005, at 12:59 PM, John Limber wrote: > As someone suggested in response to another question recently, the > Wells > data set in CHILDES, with systematic radio sampling of a large > sample of > children over time can answer many important questions (within the > limits of > those British families included.) > -- > John Limber > Durham NH > > > > >> From: Margaret Fleck >> Date: Wed, 15 Jun 2005 11:40:35 -0500 >> To: >> Subject: infant-directed child speech >> >> >> What's known about infant-directed child speech, e.g. as potential >> input to >> child language learners? The amount of such speech presumably >> varies >> a lot. However, when it occurs, it seems like it's very different >> from either motherese or background adult-adult speech. >> >> >> Margaret Fleck >> (U. Illinois) >> >> > > > > From gsimonce at crl.ucsd.edu Wed Jun 15 18:02:49 2005 From: gsimonce at crl.ucsd.edu (Gabriela Simon-Cereijido) Date: Wed, 15 Jun 2005 11:02:49 -0700 Subject: language intervention Message-ID: Hi! I am a graduate student at the Joint Doctoral Program in Language and Communicative Disorders, SDSU/UCSD. I am starting a review about language intervention for language impaired or delayed preschoolers, monolingual (English or Spanish - or any other Romance language) and bilingual children. I would appreciate suggestions regarding design (single case vs group) and outcomes references. I will compile the list of references and share it with the mailing list. Thanks so much in advance, Gabriela Simon-Cereijido From ramoseli at fiu.edu Wed Jun 15 18:09:53 2005 From: ramoseli at fiu.edu (Eliane Ramos) Date: Wed, 15 Jun 2005 14:09:53 -0400 Subject: Position at FLorida International University Message-ID: CHAIRPERSON ? DEPARTMENT OF COMMUNICATION SCIENCES & DISORDERS The College of Health and Urban Affairs at Florida International University announces a search for Chairperson of the Department of Communication Sciences & Disorders in the School of Health Sciences. Responsibilities include teaching in the areas of expertise, research, academic administration, faculty/curriculum development, and student advisement. Qualified applicants must have a Ph.D. and CCC-SLP, evidence of teaching and research effectiveness with strong record of research funding and publication, strong interpersonal and managerial skills and demonstrated leadership ability. The department?s program in speech-language pathology has been recently accredited. It is a young program with an enthusiastic faculty and student body looking to expand its position in the university and the community. The department is located in the College of Health & Urban Affairs and affords faculty and students a unique opportunity for collaboration with individuals in the departments of Physical Therapy, Occupational Therapy, Public Health, Dietetics & Nutrition, Nursing and Social Work. FIU is located in the Miami metropolitan area with its rich diversity of cultures and languages. The department is committed to the outstanding academic and clinical preparation of multicultural/multilingual populations. The ideal candidate will have expertise in bilingualism, but all areas of expertise will be considered. Applicants will be accepted until position is filled. Review of applicants will start on August 1, 2005. For consideration interested applicants should submit a letter of interest, curriculum vita, and 3 letters of recommendation to: Alfredo Ardila, Ph.D., Chair, Search Committee Dept. of Communication Sciences and Disorders Florida International University University Park Campus, Room HLS 143 Miami, Fl. 33199 Telephone (305) 348-6589 Fax Number (305) 348-2740 Florida International University is a member of the State University System of Florida and an Equal Opportunity/Equal Access/ Affirmative Action Employer From dpesco2 at po-box.mcgill.ca Wed Jun 15 21:01:48 2005 From: dpesco2 at po-box.mcgill.ca (Diane Pesco) Date: Wed, 15 Jun 2005 17:01:48 -0400 Subject: language intervention In-Reply-To: <1203.130.191.167.165.1118858569.squirrel@crl.ucsd.edu> Message-ID: 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 Diane Pesco Child Studies Lab - Psychology University of Waterloo -- Diane Pesco Child Studies Lab - Psychology University of Waterloo Quoting Gabriela Simon-Cereijido : > Hi! I am a graduate student at the Joint Doctoral Program in Language and > Communicative Disorders, SDSU/UCSD. I am starting a review about language > intervention for language impaired or delayed preschoolers, monolingual > (English or Spanish - or any other Romance language) and bilingual > children. I would appreciate suggestions regarding design (single case vs > group) and outcomes references. I will compile the list of references and > share it with the mailing list. > > Thanks so much in advance, > > Gabriela Simon-Cereijido > > > > From raymondw at csufresno.edu Wed Jun 15 21:20:42 2005 From: raymondw at csufresno.edu (Ray Weitzman) Date: Wed, 15 Jun 2005 14:20:42 -0700 Subject: language intervention In-Reply-To: <1203.130.191.167.165.1118858569.squirrel@crl.ucsd.edu> Message-ID: An HTML attachment was scrubbed... URL: From silliman at cas.usf.edu Thu Jun 16 01:10:56 2005 From: silliman at cas.usf.edu (Silliman, Elaine) Date: Wed, 15 Jun 2005 21:10:56 -0400 Subject: language intervention Message-ID: 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. Elaine Silliman Elaine R. Silliman, Ph.D. Professor Communication Sciences & Disorders & Cognitive & Neural Sciences Program Director, CSD Ph.D. Program PCD1017 University of South Florida Tampa, FL 33620-8150 Voice mail: (813) 974-9812 FAX: (813) 974-0822 E-mail: silliman at cas.usf.edu http://www.cas.usf.edu/csd/index.htm -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Diane Pesco Sent: Wednesday, June 15, 2005 5:02 PM To: info-childes at mail.talkbank.org Cc: Gabriela Simon-Cereijido Subject: Re: language intervention 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 Diane Pesco Child Studies Lab - Psychology University of Waterloo -- Diane Pesco Child Studies Lab - Psychology University of Waterloo Quoting Gabriela Simon-Cereijido : > Hi! I am a graduate student at the Joint Doctoral Program in Language and > Communicative Disorders, SDSU/UCSD. I am starting a review about language > intervention for language impaired or delayed preschoolers, monolingual > (English or Spanish - or any other Romance language) and bilingual > children. I would appreciate suggestions regarding design (single case vs > group) and outcomes references. I will compile the list of references and > share it with the mailing list. > > Thanks so much in advance, > > Gabriela Simon-Cereijido > > > > From mfleck at cs.uiuc.edu Thu Jun 16 20:45:22 2005 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Thu, 16 Jun 2005 15:45:22 -0500 Subject: infant-directed child speech In-Reply-To: Message-ID: Oh, ouch. My initial question seems to have been easy to misread. Let me rephrase a bit. I've seen a lot of discussion about what adults say to infants, but very little about what children (e.g. older siblings, playmates of older siblings) say to infants. Casual observation suggests that they don't adopt motherese and, indeed, seem to do some things that adults don't, such as waving a ball in front of the infant saying "Look David, this is a BALL." But that's just a few casual observations and I was curious about what's known. This question is probably more interesting when the children are old enough to talk well (e.g. 3 and up). ??? Margaret From yuriko at hebb.psych.mcgill.ca Thu Jun 16 21:21:49 2005 From: yuriko at hebb.psych.mcgill.ca (Yuriko Oshima-Takane) Date: Thu, 16 Jun 2005 17:21:49 -0400 Subject: infant-directed child speech Message-ID: Hi Margaret, Here are a couple of articles describing older sibling's speech to the child in mother-child-older sibling triadic interactions. Older siblings' age ranged from 3 to 6. Oshima-Takane, Y., Goodz, E., & Derevensky, J.L. (1996). Birth order effects on early language development: Do secondborn children learn from overheard speech? Child Development, 67, 621-634. Oshima-Takane, Y., & Robbins, M. (2003). Linguistic environment of secondborn children. First Language, 23, 21-40. Yuriko Oshima-Takane ----- Original Message ----- From: "Margaret Fleck" To: "Nan Ratner" Cc: ; ; Sent: Thursday, June 16, 2005 4:45 PM Subject: Re: infant-directed child speech > > Oh, ouch. My initial question seems to have been easy to misread. Let > me rephrase a bit. > > I've seen a lot of discussion about what adults say to infants, but very > little about what children (e.g. older siblings, playmates of older > siblings) say to infants. Casual observation suggests that they don't > adopt motherese and, indeed, seem to do some things that adults don't, > such as waving a ball in front of the infant saying "Look David, this is > a BALL." But that's just a few casual observations and I was curious > about what's known. > > This question is probably more interesting when the children are old enough > to talk well (e.g. 3 and up). > > ??? > > Margaret > > From m.vihman at bangor.ac.uk Fri Jun 17 07:26:54 2005 From: m.vihman at bangor.ac.uk (Marilyn Vihman) Date: Fri, 17 Jun 2005 08:26:54 +0100 Subject: infant-directed child speech In-Reply-To: <42B1E4E2.5090400@cs.uiuc.edu> Message-ID: Margaret - Elaine Andersen did research on older siblings' speech to their younger sibs in the 1970s. There's a ref in Snow & Ferguson (1977), Talking to children, to a 1973 working paper version of this, with Carolyn Johnson, involving one 8-yr-old (I don't know where or whether it came out in a journal later). But I am sure she also had a study of 2- and 4-yr-olds talking to infant sibs. Someone must have the ref! What I remember of it is that these young children did adopt a CDS register at least to some extent. Elaine saw it as evidence of pragmatic sophistication in these young children. -marilyn vihman >Oh, ouch. My initial question seems to have been easy to misread. Let >me rephrase a bit. > >I've seen a lot of discussion about what adults say to infants, but very >little about what children (e.g. older siblings, playmates of older >siblings) say to infants. Casual observation suggests that they don't >adopt motherese and, indeed, seem to do some things that adults don't, >such as waving a ball in front of the infant saying "Look David, this is >a BALL." But that's just a few casual observations and I was curious >about what's known. > >This question is probably more interesting when the children are old enough >to talk well (e.g. 3 and up). > >??? > >Margaret -- ------------------------------------------------------- Marilyn M. Vihman | Professor, Developmental Psychology | /\ School of Psychology | / \/\ University of Wales, Bangor | /\/ \ \ The Brigantia Building | / \ \ Penrallt Road |/ =======\=\ Gwynedd LL57 2AS | tel. 44 (0)1248 383 775 | B A N G O R FAX 382 599 | -------------------------------------------------------- From ann.dowker at psy.ox.ac.uk Fri Jun 17 12:15:32 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Fri, 17 Jun 2005 13:15:32 +0100 Subject: infant-directed child speech In-Reply-To: Message-ID: There are two important papers on the subject from the 1970s, both of which suggest that young children do adapt their speech to the age of the listeners: Sachs, J. and Devin, J. (1976). Young children's use of age-appropriate speech styles in social interaction and role-playing. Journal of Child Language, 3, 81-98. Shatz, M. and Gelman, R. (1973). The development of communication skills: modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38, 1-37. Hope these are useful, Ann From kpeets at gmail.com Fri Jun 17 12:57:06 2005 From: kpeets at gmail.com (Kathleen Peets) Date: Fri, 17 Jun 2005 08:57:06 -0400 Subject: infant-directed child speech In-Reply-To: <20050617121533.312F32A07C@webmail222.herald.ox.ac.uk> Message-ID: On the topic of differences in CDS used by children versus adults, see: Mannle, S., Barton, M. & Tomasello, M. (1991). Two-year olds' conversations with their mothers and preschool-aged siblings. First Language, 12, 57-71. Kathleen Peets On 6/17/05, Ann Dowker wrote: > There are two important papers on the subject from the 1970s, both > of which suggest that young children do adapt their speech to the age > of the listeners: > > > Sachs, J. and Devin, J. (1976). Young children's use of age-appropriate > speech styles in social interaction and role-playing. Journal of Child > Language, 3, 81-98. > > Shatz, M. and Gelman, R. (1973). The development of communication skills: > modifications in the speech of young children as a function of listener. > Monographs of the Society for Research in Child Development, 38, 1-37. > > > Hope these are useful, > > Ann > > From y.e-rramdani at uvt.nl Fri Jun 17 13:54:30 2005 From: y.e-rramdani at uvt.nl (Yahya E-rramdani) Date: Fri, 17 Jun 2005 15:54:30 +0200 Subject: CHAT/CLAN discussion Message-ID: Dear Colleagues, In preparation of the transcription and the analysis of data of a research on child language development (3-6 years), focussing on: lexicon, morpho-syntax and discourse, we have been discussing the (dis)-advantages of using CHAT/CLAN programme. I am listing below a number of statements on the disadvantages of using CHAT/CLAN in data analysis. I would like from to hear from you whether these statements are true or. * We should reconsider whether to make transcripts directly in CHAT or first in MS Word (and to export the transcript as .rtf to CHAT or to another processor). Arguments contra working directly in CHAT: less flexibility, more difficulties with exporting to other programs. * There is discussion and careful consideration needed how to do the actual coding. The classical CHAT-approach is adding (and filling out) code-lines below each utterance. With the analysis program CLAN a number of operations are possible, but as far as we know it all boils down to counting codes per transcript or computing a ratio. For further analysis, over sessions and subjects, a form of exportation to SPSS (or EXCEL) is needed, but CHAT/CLAN seems to lack direct options for that. Exportation will mean entering data (that is, printed results from many CLAN-runs) in SPSS by hand. * Another disadvantage is that CHAT/CLAN seems to have difficulties with dealing with different levels of aggregation, that is, provides no explicit and easy ways of coding of the ?multilevel/nested? structure of the speech data. SPSS (or EXCEL) is much more transparent in this respect and has procedures for computing aggregate scores (and the reverse, for de-aggregating scores). We welcome all other comments on the use of CHAT/CLAN in general. Thanks in advance. Yours, Yahya E-Rramdani Tilburg University Babylon: Centre for Studies of the Multicultural Society Tilburg University PB 90153 5000 LE Tilburg The Netherlands Tel: +31 (0)13-466.20.27 FAx: +31-(0)13-466.31.10 http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From brachan at post.tau.ac.il Fri Jun 17 15:55:00 2005 From: brachan at post.tau.ac.il (Bracha Nir-Sagiv) Date: Fri, 17 Jun 2005 17:55:00 +0200 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F236.19926.179B02B@localhost> Message-ID: Dear Yahya, I am a research assistant at Ruth Berman's lab at Tel Aviv university, where I have extensively used the CHILDES system in the framework of several studies on lexicon and morpho-syntax in both early and later language development as well as on discourse development. The system has proved itself an invaluable resource for multiple analyses, as it is so well adapted to the needs of linguists and language researchers. Although the system requires you to "stick" to specific conventions (which is an advantage in itself, as it enables you to compare across databases), I have found it quite flexible, and was able to find ways to implement whatever analysis needed. As to your statements, I can say that: - Working first with MS Word and then converting to CHILDES is possible (and rather easy), although you have to be careful when converting the files, especially if you are going to use special fonts. But working within CHAT mode is very easy and very efficient - not only can you insert dependent tiers as you go along, you can insert main tier codes (no need to copy-paste), work directly with sound files, and constantly check your work and learn from your mistakes. Also, since CHAT files are TXT based, I don't see a reason for having difficulties in exporting to other programs - on the contrary, I have found it much less complicated than exporting WORD documents, and there are even several CLAN utilities that can help you perform whatever adjustments you might need. - CLAN allows you to do much more than count codes or compute ratios, for example, I have been able to use it for complicated automatic analyses, automatically code extensive corpora at different levels, create concordances, compute frequencies, analyze texts from specific words to entire units, compare parent input with child output and so on. If you prepare the files according to instructions (for example, use the ID tier), you can run a statistics utility (STATFREQ) which enables you to import data directly into Excel (and from there very easily into SPSS). No need to type by hand. - It is also possible to overcome the problem of nested structures, it is all a function of how you transcribe the main speaker tier and of the codes you choose to use (and this is also a very good point - you can use whichever codes you want, all you have to do is define them). Even if there are things that can't be visually represented within the file, you can always use a special code. I hope my answer has been of help, and can only sum up by saying that I highly recommend using the CHILDES system. Good luck with your work, Bracha Nir-Sagiv Department of Linguistics Tel-Aviv University Yahya E-rramdani wrote: > Dear Colleagues, > In preparation of the transcription and the analysis of data of a > research on child language development (3-6 years), focussing on: > lexicon, morpho-syntax and discourse, we have been discussing the > (dis)-advantages of using CHAT/CLAN programme. I am listing below a > number of statements on the disadvantages of using CHAT/CLAN in data > analysis. I would like from to hear from you whether these statements > are true or. > > * > We should reconsider whether to make transcripts directly in > CHAT or first in MS Word (and to export the transcript as .rtf > to CHAT or to another processor). Arguments contra working > directly in CHAT: less flexibility, more difficulties with > exporting to other programs. > * There is discussion and careful consideration needed how to do > the actual coding. The classical CHAT-approach is adding (and > filling out) code-lines below each utterance. With the analysis > program CLAN a number of operations are possible, but as far as > we know it all boils down to counting codes per transcript or > computing a ratio. For further analysis, over sessions and > subjects, a form of exportation to SPSS (or EXCEL) is needed, > but CHAT/CLAN seems to lack direct options for that. Exportation > will mean entering data (that is, printed results from many > CLAN-runs) in SPSS by hand. > * Another disadvantage is that CHAT/CLAN seems to have > difficulties with dealing with different levels of aggregation, > that is, provides no explicit and easy ways of coding of the > 'multilevel/nested' structure of the speech data. SPSS (or > EXCEL) is much more transparent in this respect and has > procedures for computing aggregate scores (and the reverse, for > de-aggregating scores). > > > We welcome all other comments on the use of CHAT/CLAN in general. > Thanks in advance. > > Yours, > > Yahya E-Rramdani > Tilburg University > Babylon: Centre for Studies of the Multicultural Society > Tilburg University > PB 90153 > 5000 LE Tilburg > The Netherlands > Tel: +31 (0)13-466.20.27 > FAx: +31-(0)13-466.31.10 > http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ > > +++++++++++++++++++++++++++++++++++++++++++ > This Mail Was Scanned By Mail-seCure System > at the Tel-Aviv University CC. -------------- next part -------------- An HTML attachment was scrubbed... URL: From Katherine_Demuth at brown.edu Fri Jun 17 15:11:31 2005 From: Katherine_Demuth at brown.edu (Katherine Demuth) Date: Fri, 17 Jun 2005 11:11:31 -0400 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F236.19926.179B02B@localhost> Message-ID: Dear Yahya - For the corpora we are currently collecting and analyzing we: 1. Do initial transcription in CHAT/CLAN. Main advantages - linking of audio/video files, and future donation to CHILDES, plus a few automated calculations. 2. Do analysis in Excel. Using a CHILDES > Excel conversion program we can then code and calculate whatever we choose. After considering several alternatives, this works pretty well for our phonological and morphological research on 1-3-year-olds. Katherine Demuth On Jun 17, 2005, at 9:54 AM, Yahya E-rramdani wrote: > Dear Colleagues, > In preparation of the transcription and the analysis of data of a > research on child language development (3-6 years), focussing on: > lexicon, morpho-syntax and discourse, we have been discussing the > (dis)-advantages of using CHAT/CLAN programme. I am listing below a > number of statements on the disadvantages of using CHAT/CLAN in data > analysis. I would like from to hear from you whether these statements > are true or.? > ? We should reconsider whether to make transcripts directly in CHAT > or first in MS Word (and to export the transcript as .rtf to CHAT or > to another processor). Arguments contra working directly in CHAT: less > flexibility, more difficulties with exporting to other programs. > ? There is discussion and careful consideration needed how to do > the actual coding. The classical CHAT-approach is adding (and filling > out) code-lines below each utterance. With the analysis program CLAN a > number of operations are possible, but as far as we know it all boils > down to counting codes per transcript or computing a ratio. For > further analysis, over sessions and subjects, a form of exportation to > SPSS (or EXCEL) is needed, but CHAT/CLAN seems to lack direct options > for that. Exportation will mean entering data (that is, printed > results from many CLAN-runs) in SPSS by hand. > ? Another disadvantage is that CHAT/CLAN seems to have difficulties > with dealing with different levels of aggregation, that is, provides > no explicit and easy ways of coding of the ?multilevel/nested? > structure of the speech data. SPSS (or EXCEL) is much more transparent > in this respect and has procedures for computing aggregate scores (and > the reverse, for de-aggregating scores). > > > We welcome all other comments on the use of CHAT/CLAN in general. > Thanks in advance. > > > Yours, > > > Yahya E-Rramdani > Tilburg University > Babylon: Centre for Studies of the Multicultural Society > Tilburg University > PB 90153 > 5000 LE Tilburg > The Netherlands > Tel: +31 (0)13-466.20.27 > FAx: +31-(0)13-466.31.10 > http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ > Katherine Demuth Professor, Cognitive & Linguistic Sciences Brown University, Box 1978 Providence, RI 02912 USA tel (401) 863-1053 fax (401 863-2255 -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 4130 bytes Desc: not available URL: From macw at mac.com Fri Jun 17 16:01:45 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 17 Jun 2005 12:01:45 -0400 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F254.6090106@post.tau.ac.il> Message-ID: Dear Bracha, Yahya, and Katherine, Thanks for these comments. Bracha's clarifications on this were very useful and much appreciated. Katherine's notes, while briefer, were equally accurate and helpful. Let me add a few points on the three issues Yahya raises. 1. Import and export from CHAT files. Katherine is right that there are advantages to using CHAT from the beginning, but Bracha is also right in saying that you can also use Word if you prefer. However, if you use Word, you have to take great care to export frequently to make sure that, when you run CHECK in CLAN, you are not making CHAT errors. If you want to link audio to transcripts, work with video, or use CA notation, you have to stay within CLAN. But if you are just typing, you can create text-only files in Word and then open them in CLAN. Word and other word processors will open CHAT files with no problem at all. You just open the file as text only. 2. Regarding numerical analysis, Yahya is right that most analysis involves counting things. I think that many CLAN users do not realize how easy it is to cut and paste between CLAN and Excel. The main trick is that you have to know how to use the Excel import function and to use tabs as the delimiters between fields. 3. As Bracha notes, CLAN does fine with highly nested hierarchies. A good example of this is the Ninio-Snow-Pan-Rollins INCA speech act coding system which is usually elaborated in terms of a three-level hierarchy. We have also defined four-level hierarchies for speech errors. These codes are typically placed on something like a %cod line. They can be inserted by Coder's Editor or by hand. It is true that CLAN takes a very different approach to counting across merged and not merged levels. The CLAN approach uses the wild cards of * and % to aggregate in +s search strings. I have never worked in Excel to aggregate and disaggregate, but I can imagine that it works easily there. The disadvantage of something like Excel is that you have no real link between the transcript (or the media) and the codes. You can't click on a cell in an Excel spreadsheet and then replay the original transcript to verify the accuracy of your codes. Of course, if you have tested for the reliability of your coding, and that rate is extremely high across all codes, then you are safe. But my own experience with real-life coding suggests that things are seldom all that simple. This is a core methodological danger involved in relying primarily on an Excel-based format. We have often thought about the possibility of developing improved methods of exporting numerical data to Excel. It is possible that the hierarchical codes of the %cod line could be exported in this way. If people have suggestions about what Excel formats would be useful, we would like to hear about them in detail. Katherine points to a specific CHILDES > Excel conversion program. Perhaps that is something I should learn more about. Finally, Yahya, let me note that projects that choose to code in Excel and SPSS or to transcribe in unstructured Word documents will produce data that is not amenable to data-sharing. Research in language learning has benefitted greatly from the willingness of researchers to engage in data-sharing. If we can provide tools that correctly address your analytic needs, we hope that you can use these tools to produce data that will be shared with the larger community. --Brian MacWhinney, CMU From jevans2 at wisc.edu Fri Jun 17 16:20:33 2005 From: jevans2 at wisc.edu (julia evans) Date: Fri, 17 Jun 2005 11:20:33 -0500 Subject: CHAT/CLAN discussion In-Reply-To: <42B2F254.6090106@post.tau.ac.il> Message-ID: Dear Yahya, I have working with CLAN/CHAT for about 14 years now using it to code both verbal and nonverbal data with children with SLI. It is by far the fastest and most efficient format available if one wants to have sophisticated measure of language analysis combined with a high degree of user-flexibility. If your coding system is sufficiently developed for you study prior to your beginning your transcription, then transcribing and coding language samples in the CHAT/CLAN system is a breeze. The transcripts can be easily exported into a format that is accessible for SPSS analysis as well as Excel - we do this all the time using STATFREQ. I also use the CHAT/CLAN system quite extensively in our gesture/speech mismatch studies. In several of these gesture/speech mismatch studies, we have children retell several video vignettes to make sure we get sufficient gestures for the children. We transcribe these multiple retell session for each child in one CHAT transcript using EG, and BG tiers that allow us to analyze only one session or all sessions at a time. We then export these files to Excel/ Filemaker/SPSS depending on what it is we need to do with the data after that. We often code gesture independent of speech in CLAN/CHAT on %ges: tiers). We also have used several nested levels of coding of both speech and gesture systems. Using the Editor, coding nested systems is very easy as well, and the CLAN/CHAT systems has this great feature where is sorts and rank orders your codes depending upon their frequency of occurrence. While Brian put this feature in to make coding faster, it if very affective in showing what are the most frequent patterns in your date. We've been quite surprised sometimes. So at least we have found that the ability to work both from video and audio files makes the CHILDES system really quite exceptional. It might be that you have some unique needs that might warrant further questions to Brian -- sorry Brian ;) or to the info-childes discussion list? Sincerely, Julia On Jun 17, 2005, at 10:55 AM, Bracha Nir-Sagiv wrote: > Dear Yahya, > I am a research assistant at Ruth Berman's lab at Tel Aviv > university, where I have extensively used the CHILDES system in the > framework of several studies on lexicon and morpho-syntax in both > early and later language development as well as on discourse > development. The system has proved itself an invaluable resource for > multiple analyses, as it is so well adapted to the needs of linguists > and language researchers. Although the system requires you to "stick" > to specific conventions (which is an advantage in itself, as it > enables you to compare across databases), I have found it quite > flexible, and was able to find ways to implement whatever analysis > needed. As to your statements, I can say that: > - Working first with MS Word and then converting to CHILDES is > possible (and rather easy), although you have to be careful when > converting the files, especially if you are going to use special > fonts. But working within CHAT mode is very easy and very efficient - > not only can you insert dependent tiers as you go along, you can > insert main tier codes (no need to copy-paste), work directly with > sound files, and constantly check your work and learn from your > mistakes. Also, since CHAT files are TXT based, I don't see a reason > for having difficulties in exporting to other programs - on the > contrary, I have found it much less complicated than exporting WORD > documents, and there are even several CLAN utilities that can help you > perform whatever adjustments you might need. > - CLAN allows you to do much more than count codes or compute ratios, > for example, I have been able to use it for complicated automatic > analyses, automatically code extensive corpora at different levels, > create concordances, compute frequencies, analyze texts from specific > words to entire units, compare parent input with child output and so > on. If you prepare the files according to instructions (for example, > use the ID tier), you can run a statistics utility (STATFREQ) which > enables you to import data directly into Excel (and from there very > easily into SPSS). No need to type by hand. > - It is also possible to overcome the problem of nested structures, > it is all a function of how you transcribe the main speaker tier and > of the codes you choose to use (and this is also a very good point - > you can use whichever codes you want, all you have to do is define > them). Even if there are things that can't be visually represented > within the file, you can always use a special code. > > I hope my answer has been of help, and can only sum up by saying that > I highly recommend using the CHILDES system. > Good luck with your work, > Bracha Nir-Sagiv > Department of Linguistics > Tel-Aviv University > > > > Yahya E-rramdani wrote: >> Dear Colleagues, >> In preparation of the transcription and the analysis of data of a >> research on child language development (3-6 years), focussing on: >> lexicon, morpho-syntax and discourse, we have been discussing the >> (dis)-advantages of using CHAT/CLAN programme. I am listing below a >> number of statements on the disadvantages of using CHAT/CLAN in data >> analysis. I would like from to hear from you whether these statements >> are true or.? >> ? We should reconsider whether to make transcripts directly in CHAT >> or first in MS Word (and to export the transcript as .rtf to CHAT or >> to another processor). Arguments contra working directly in CHAT: >> less flexibility, more difficulties with exporting to other programs. >> ? There is discussion and careful consideration needed how to do >> the actual coding. The classical CHAT-approach is adding (and filling >> out) code-lines below each utterance. With the analysis program CLAN >> a number of operations are possible, but as far as we know it all >> boils down to counting codes per transcript or computing a ratio. For >> further analysis, over sessions and subjects, a form of exportation >> to SPSS (or EXCEL) is needed, but CHAT/CLAN seems to lack direct >> options for that. Exportation will mean entering data (that is, >> printed results from many CLAN-runs) in SPSS by hand. >> ? Another disadvantage is that CHAT/CLAN seems to have difficulties >> with dealing with different levels of aggregation, that is, provides >> no explicit and easy ways of coding of the ?multilevel/nested? >> structure of the speech data. SPSS (or EXCEL) is much more >> transparent in this respect and has procedures for computing >> aggregate scores (and the reverse, for de-aggregating scores). >> >> We welcome all other comments on the use of CHAT/CLAN in general. >> Thanks in advance. >> >> Yours, >> >> Yahya E-Rramdani >> Tilburg University >> Babylon: Centre for Studies of the Multicultural Society >> Tilburg University >> PB 90153 >> 5000 LE Tilburg >> The Netherlands >> Tel: +31 (0)13-466.20.27 >> FAx: +31-(0)13-466.31.10 >> http://let.uvt.nl/GENERAL/PEOPLE/YE-RRAMD/ >> >> +++++++++++++++++++++++++++++++++++++++++++ >> This Mail Was Scanned By Mail-seCure System >> at the Tel-Aviv University CC. >> Julia L. Evans, Ph.D. ccc.slp Associate Professor Communicative Disorders, Psychology Director, Child Language and Cognitive Processes Lab 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. Let no child be deprived of discovery because we lack the resources to discover their problem. Let no child - EVER - doubt themselves or their mind because we are unsure of our commitment" Foundation For Children With Learning Disabilities -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 9128 bytes Desc: not available URL: From erbaugh at transit212.com Fri Jun 17 16:37:13 2005 From: erbaugh at transit212.com (Mary Erbaugh) Date: Fri, 17 Jun 2005 09:37:13 -0700 Subject: Infant-directed child speech Message-ID: Margaret, Have a look at the chapters in: Patricia Goldring Zuckow, ed. 1989. Sibling Interaction across Cultures: Theoretical and Methodological Issues. NY: Springer-Verlag. See also Bambi B. Schieffelin and Elinor Ochs, eds. 1986. Language Socialization across Cultures. Cambridge. Cambridge University Press. For broader perspective on these issues, which are deeply embedded not only with culture, but also with family size, subsistence, and divisions of labor, see: Barbara Rogoff. 2003. The Cultural Nature of Human Development. NY: Oxford University Press. For a more biological view, including many cross-species comparisons of mothering and 'co-mothering' by grandmothers, aunts, and sibs, see: Sarah Blaffer Hrdy. 1999. Mother Nature: Natural Selection and the Female of the Species. NY. Random House. Mary Erbaugh Center for Asian and Pacific Studies University of Oregon From macw at mac.com Sun Jun 19 18:57:11 2005 From: macw at mac.com (Brian MacWhinney) Date: Sun, 19 Jun 2005 14:57:11 -0400 Subject: KWAL bug Message-ID: Dear Info-CHILDES, Beginning on June 3 this month, there was a bug in the KWAL program in CLAN. KWAL would fail to output matches on the main line. This only affected the KWAL program. If you downloaded a version of CLAN during this month, please get a new one that fixes this bug. Sorry about the inconvenience. --Brian MacWhinney From macw at mac.com Mon Jun 20 20:02:35 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 20 Jun 2005 16:02:35 -0400 Subject: Child Language Bulletin In-Reply-To: <200506201014.j5KAEDhR009827@cmu-mx2.andrew.cmu.edu> Message-ID: Folks, For the lazy and forgetful among us, here is a browser link to the IASCL page from which you can click through to the bulletin. http://www.cnts.ua.ac.be/IASCL/ Then you can click on "Child Language Bulletin" in the middle of the left hand bar. --Brian MacWhinney On Jun 20, 2005, at 7:09 AM, Ludovica Serratrice wrote: > Dear IASCL member, > > the latest issue of the Child Language Bulletin is now available on > the IASCL website. > > It features an interview with Prof. Annette Karmiloff-Smith, and a > communication from the President on suggested changes to the > governing statutes of the Association. > > Looking forward to seeing you in Berlin, > > Ludovica Serratrice > Child Language Bulletin Editor > From ellmcf at nus.edu.sg Tue Jun 21 11:10:18 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Tue, 21 Jun 2005 19:10:18 +0800 Subject: Bibliography on Child Language Research in Singapore (Part I) Message-ID: Dear all, As a follow-up to my earlier message about child language in Singapore, the first part of a bibliography on this topic is now online at http://www.saal.org.sg/sq70.html#7 The same issue of the SAAL Quarterly contains the announcement of the Special Interest Group meeting to be held in September, at http://www.saal.org.sg/sq70.html#1 Apologies if you get this message twice!! Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== From boehning at ling.uni-potsdam.de Tue Jun 21 11:46:54 2005 From: boehning at ling.uni-potsdam.de (=?ISO-8859-1?Q?Marita_B=F6hning?=) Date: Tue, 21 Jun 2005 13:46:54 +0200 Subject: Apologies! Message-ID: Dear info-childes members, I would like to point out again, that I am sorry that you still get postings from February and March on the matter of the Science of Aphasia, Helsinki 2005. I have no idea, why it has been posted again today. I was informed that my posting was regarded as containing spam or so and could not be posted until last month when it was checked. But today's posting is a riddle to me. Of course you are still all welcome to come to the SoA conference but at this point I guess the call-deadline is over. However, I am not sure, so ask Frank Burchert burchert at ling.uni-potsdam.de about that if you are interested, as I only was the one posting the announcement. Best wishes, Marita B?hning -- ************************************ Marita Boehning Department of Linguistics (Erasmus/Sokrates co-ordinator) P.O. Box 601553 D - 14415 Potsdam Germany Phone: +49 331 977 2929 Fax: +49 331 977 2095 email: boehning at ling.uni-potsdam.de ************************************ -------------- next part -------------- An HTML attachment was scrubbed... URL: From aubrey at pigeonpostbox.co.uk Thu Jun 23 03:05:10 2005 From: aubrey at pigeonpostbox.co.uk (Aubrey Nunes) Date: Thu, 23 Jun 2005 03:05:10 +0000 Subject: Do children know what it means to 'talk posh'? as we say in gb english Message-ID: Dear all, What I am asking about is perhaps a very British English phenomenon - or perhaps a point of sensitivity sharper in britain than elsewhere. My question is this: how early and how accurately do children learn to detect corelations between a particular sort of speech and the exercise of authority and power? I once read an unpublished BEd thesis from the early 90's showing that the issues at stake here were pretty well understood by children of around 8;0, as I recall. Since the implications are kind of obvious, I am sure that this must have been well studied and reported. I would be most grateful for any pointers to literature on this. Aubrey Aubrey Nunes, Pigeon Post Box Ltd 52 Bonham Road London, SW2 5HG T: 0207 652 1347 E: aubrey at pigeonpostbox.co.uk I: www.pigeonpostbox.co.uk From mariana_vial at yahoo.ca Thu Jun 23 14:13:52 2005 From: mariana_vial at yahoo.ca (Mariana) Date: Thu, 23 Jun 2005 10:13:52 -0400 Subject: spanish frequency In-Reply-To: Message-ID: Hi, I'm looking for a copy of Ismael Rodriguez Bou's "Recuento del Vocabulario de Preescolares". Rio Piedras, P.R.: Universidad de Puerto Rico, 1966. I'm in Montreal (Quebec, Canada). Thanks, --Mariana __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com -------------- next part -------------- An HTML attachment was scrubbed... URL: From jlogan at ccs.carleton.ca Thu Jun 23 14:20:58 2005 From: jlogan at ccs.carleton.ca (via the vacation program) Date: Thu, 23 Jun 2005 10:20:58 -0400 Subject: away from my mail Message-ID: I will be out of the office June 17-29, 2005. During this period I will not have email access. Your mail will be read when I return. John Logan From eanderse at usc.edu Thu Jun 23 14:49:14 2005 From: eanderse at usc.edu (elaine andersen) Date: Thu, 23 Jun 2005 07:49:14 -0700 Subject: Do children know what it means to 'talk posh'? as we say in gb english Message-ID: Hi Aubrey, In my 1991 book, Speaking with Style: The Sociolinguistic Skills of Children, and in subsequent papers (some of them cross-linguistic), I report evidence of children showing clear sensitivity to the correlation between speech style (i.e., register) and power/prestige as early as age 4. Best, Elaine ********************************* Elaine S. Andersen Professor Psychology, Linguistics & Neuroscience Hedco Neuroscience Program HNB 18 University of Southern California Los Angeles, CA 90089-2520 eanderse at usc.edu phone: 213 740-9192 fax: 213 740-5687 ********************************* ----- Original Message ----- From: Aubrey Nunes Date: Wednesday, June 22, 2005 8:05 pm Subject: Do children know what it means to 'talk posh'? as we say in gb english > Dear all, > > What I am asking about is perhaps a very British English phenomenon > - or > perhaps a point of sensitivity sharper in britain than elsewhere. > > My question is this: how early and how accurately do children learn to > detect corelations between a particular sort of speech and the > exercise of > authority and power? > > I once read an unpublished BEd thesis from the early 90's showing > that the > issues at stake here were pretty well understood by children of > around 8;0, > as I recall. Since the implications are kind of obvious, I am sure > that this > must have been well studied and reported. > > I would be most grateful for any pointers to literature on this. > > Aubrey > > > Aubrey Nunes, > Pigeon Post Box Ltd > 52 Bonham Road > London, SW2 5HG > > T: 0207 652 1347 > E: aubrey at pigeonpostbox.co.uk > I: www.pigeonpostbox.co.uk > > > > From ks7t at andrew.cmu.edu Thu Jun 23 19:57:56 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Thu, 23 Jun 2005 15:57:56 -0400 Subject: Research Assistant II - University of Iowa Message-ID: Research Assistant II Word Learning Laboratory Department of Speech Pathology and Audiology University of Iowa We are seeking to fill a full-time position on an NIH-supported research project comparing the word learning of children with specific language impairment, high functioning autism, and normal language development. Required qualifications of the desired candidate would be excellent organizational and interpersonal skills and basic computer literacy. A Bachelor?s degree in speech pathology, psychology, or a related discipline supplemented by one or more years of experience in the conduct of natural health or science research or equivalent combination of education and experience is required. At least one year experience working with children and their families is required. Experience with children on the autistic spectrum is desirable. Responsibilities include data collection, entry, and analysis; subject recruitment and scheduling; maintenance of subject files and correspondence; and coordination of lab activities. Training is provided. This position offers full benefits and an exciting work environment. The position is ideal for anyone who wants to learn more about children?s language development, developmental disabilities, or research or for anyone who would enjoy the intellectual stimulation of working on a university campus. This is a term position renewable yearly for up to three years given agreement by both parties. The desired start date is no later than September 1, 2005. Feel free to send inquiries via e-mail. To apply, please send a cover letter describing your interests and goals, your resume, and contact information for three references by July 15, 2005 to: Karla K. McGregor, Ph.D. Director, Word Learning Laboratory Department of Speech Pathology and Audiology University of Iowa 119 SHC Iowa City, IA 52242 Fax: (319)335-8851 Phone: (319)335-8724 e-mail: karla-mcgregor at uiowa.edu The University of Iowa is an affirmative action/equal opportunity employer. Minorities and females are encouraged to apply From cbowen at ihug.com.au Thu Jun 23 22:42:15 2005 From: cbowen at ihug.com.au (Caroline Bowen) Date: Fri, 24 Jun 2005 08:42:15 +1000 Subject: Do children know what it means to 'talk posh'? as we say in gbenglish In-Reply-To: Message-ID: Dear Aubrey Very young children, much younger than 8;0, code switch. I have just been listening to two three year olds, twins 3;4, "being" the trains (Thomas the Tank Engine and friends) talking dead common, and the Fat Controller talking dead posh. The interesting thing is that the three year old with the language disorder (my client) could change voices, apparently as easily as the one with typical language development. I don't know how relevant this is to what you are seeking, Aubrey, but two year olds "talk down" to children they perceive as younger. I have seen two and three year olds talk down to older children with Down Syndrome in the DS clinic at Macquarie and at DS Association social functions. Young children also talk in a bossy, authoritative way to dollies, teddies and pets, don't they? I would look in the autism/pragmatics literature, particularly the work that has been done on teaching individuals with pragmatics issues to adopt an appropriate "tone" and demeanour to talk to peers vs. those in authority, etc. There is a lot of work done with children and young people with HFA, autism, semantic pragmatic disorder in "social skills training groups" along these lines. I don't have any references at my fingertips, but have you talked to Gina Conti-Ramsden? Nicola Botting? Caroline Caroline Bowen PhD cbowen at ihug.com.au Speech Language Pathologist 9 Hillcrest Road Wentworth Falls NSW 2782 Australia Do you know about the Speech Pathology Australia National Tour? INFORMATION HERE: http://members.tripod.com/Caroline_Bowen/2005nt.htm -----Original Message----- From: info-childes at mail.talkbank.org My question is this: how early and how accurately do children learn to detect corelations between a particular sort of speech and the exercise of authority and power? Aubrey Nunes, Pigeon Post Box Ltd 52 Bonham Road London, SW2 5HG I: www.pigeonpostbox.co.uk From asheldon at tc.umn.edu Fri Jun 24 20:43:18 2005 From: asheldon at tc.umn.edu (Amy Sheldon) Date: Fri, 24 Jun 2005 15:43:18 -0500 Subject: Do children know what it means to 'talk posh'? as we say in gb english In-Reply-To: Message-ID: My work on preschoolers (3-5 yrs) and others' on young children, showing gender differences in conflict management could be interpreted as *implicit* understanding and skill in making linguisic choices to manage one's agenda to manipulate social outcomes. I would think this skill is part of the phenomena you are asking about: the relationship between linguistic choices ('style') and the exercise of authority and power. 8 yrs. would be quite late to begin this skill, according the the literature, but also if you take a common sense approach to what it takes to live in groups for the first 8 or so years of life, and were to have any chance of getting what you want using language. Antecedents in really young kids might be behaviors such as smiling. Amy Sheldon On Thu, 23 Jun 2005, Aubrey Nunes wrote: > Dear all, > > What I am asking about is perhaps a very British English phenomenon - or > perhaps a point of sensitivity sharper in britain than elsewhere. > > My question is this: how early and how accurately do children learn to > detect corelations between a particular sort of speech and the exercise of > authority and power? > > I once read an unpublished BEd thesis from the early 90's showing that the > issues at stake here were pretty well understood by children of around 8;0, > as I recall. Since the implications are kind of obvious, I am sure that this > must have been well studied and reported. > > I would be most grateful for any pointers to literature on this. > > Aubrey > > > Aubrey Nunes, > Pigeon Post Box Ltd > 52 Bonham Road > London, SW2 5HG > > T: 0207 652 1347 > E: aubrey at pigeonpostbox.co.uk > I: www.pigeonpostbox.co.uk > > > > From lise.menn at colorado.edu Fri Jun 24 21:18:04 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Fri, 24 Jun 2005 15:18:04 -0600 Subject: Do children know what it means to 'talk posh'? as we say in gb english In-Reply-To: Message-ID: Related to this are several papers in Menn & Bernstein Ratner (2000) Methods for Studying Language Production (Erlbaum). Look especially at Elaine Anderson's chapter on register knowledge, focusing on family and professional role play; Mavis Donahue's on typically-developing and language-delayed children's strategies when asked to play talk-show host or guest; and Susan Erviin-Tripp's chapter on peer conversations including spontaneous courtroom role play {"this court will now come to order...'} On Friday, June 24, 2005, at 02:43 PM, Amy Sheldon wrote: > My work on preschoolers (3-5 yrs) and others' on young children, > showing > gender differences in conflict management could be interpreted as > *implicit* understanding and skill in making linguisic choices to > manage > one's agenda to manipulate social outcomes. I would think this skill is > part of the phenomena you are asking about: the relationship between > linguistic choices ('style') and the exercise of authority and power. 8 > yrs. would be quite late to begin this skill, according the the > literature, but also if you take a common sense approach to what it > takes > to live in groups for the first 8 or so years of life, and were to have > any chance of getting what you want using language. > > Antecedents in really young kids might be behaviors such as > smiling. > > Amy Sheldon > > On Thu, 23 Jun 2005, Aubrey Nunes wrote: > >> Dear all, >> >> What I am asking about is perhaps a very British English phenomenon - >> or >> perhaps a point of sensitivity sharper in britain than elsewhere. >> >> My question is this: how early and how accurately do children learn to >> detect corelations between a particular sort of speech and the >> exercise of >> authority and power? >> >> I once read an unpublished BEd thesis from the early 90's showing >> that the >> issues at stake here were pretty well understood by children of >> around 8;0, >> as I recall. Since the implications are kind of obvious, I am sure >> that this >> must have been well studied and reported. >> >> I would be most grateful for any pointers to literature on this. >> >> Aubrey >> >> >> Aubrey Nunes, >> Pigeon Post Box Ltd >> 52 Bonham Road >> London, SW2 5HG >> >> T: 0207 652 1347 >> E: aubrey at pigeonpostbox.co.uk >> I: www.pigeonpostbox.co.uk >> >> >> >> >> Lise Menn, Professor Secretary, AAAS-Section Z (Linguistics) office: Hellems 293 Linguistics Department office hours Spring '05 University of Colorado by appointment only 295 UCB phone 303-492-1609 Boulder, Colorado office fax 303-492-4416 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/ doc -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3147 bytes Desc: not available URL: From willmaryantequera at hotmail.com Sat Jun 25 21:06:12 2005 From: willmaryantequera at hotmail.com (willmary josefina antequera perez) Date: Sat, 25 Jun 2005 21:06:12 +0000 Subject: Acquisition of gender in spanish Message-ID: An HTML attachment was scrubbed... URL: From aubrey at pigeonpostbox.co.uk Sun Jun 26 03:09:52 2005 From: aubrey at pigeonpostbox.co.uk (Aubrey Nunes) Date: Sun, 26 Jun 2005 03:09:52 +0000 Subject: Not so much knowing what it means to 'talk posh'. More 'register awareness' Message-ID: Dear All Many thanks to all of those named below for all the interesting responses. I have learnt a lot - hence the changed subject line. I should have said that I thought that what children were relatively good at by 8, they would be starting to learn much earlier. Eve Clark reminds me of the distinction between 'register' and 'language/dialect'. What seems to me like key evidence from Caroline Bowen is that 'code-switching' is not affected in SLI. There seems to me to be significance in this and the fact that awareness of register seems to start developing quite some time after that of grammatical structure. This correspondence has reminded me of something. Going round a supermarket, my son, then seven, asked me: "why does it sound ok if you say let's see if we can find your mum, and not ok if I say let's see if we can find your partner?" The only way I can explain this is like this: in a conversation between A and B, for A to refer to C by C's relation to B suggests that A thinks of B as not superior. Since this 'register awareness' thus seems to be only expressed negatively in English, there is an interesting question as to how it is learnt. Separately from this, it occurs to me now that one way of looking at the development of register awareness may be in the use of tutoiement and vouvoiement and its equivalents just about everywhere in Europe at least, other than in the standard English speaking parts. Here is my summary of what people said. Elaine Andersen talks about a 'clear sensitivity to the correlation between speech style (i.e., register) and power/prestige as early as age 4'. Caroline Bowen uses the term code-switching, noting that it is detectable before 3;0 in talk to dolls and teddies as a diagnostic. Eve Clark points to relations of age, power, status, and within the family as opposed to outside it by 4. Judy Gould describes a situation in Australia where the use by Aboriginal people of Standard Australian English is referred to as 'talking flash' and how switching between the two can be funny ? as intended - to Aboriginal children of 3 and 4 who themselves take part in this. Jackie Guendouzi considers the issue of when and how British children are 'socially exposed to both RP and dialectal accents' and see 'speakers being treated differently' or 'have it pointed out to them'. Lise Menn points to several of the papers in her 2000 book in the bibliography below. Elena Nicoladis points to 'indirect and anecdotal evidence that minority language speakers can detect the majority language from around 3-4 years of age' and to 'anecdotes ... that girls from the pre-school age through at least to adolescence are keener on learning the minority language than boys.' Jens Normann J?rgensen points to an on-going study in Denmark. He describes the country as 'extremely intolerant towards linguistic variation'. The study looks at how 8 year olds perceive the Copenhagen Danish of power and prestige, a younger version, a Jutland version, and a non-native version. Amy Sheldon points to her work on gender differences in conflict management in preschoolers (3-5 yrs) interpretable as an '*implicit* understanding and skill in making linguisic choices to manage one's agenda to manipulate social outcomes.' Carol Slater points to the issue of status in relationships and the contrast between relations between doctor and patient between parents and between parents and children and (I think) some interesting asymmetries in children's perceptions of perceptions of fathers. She hazards a guess 'that the "more polite" requests" and perhaps "deeper voice" will be found across cultures but that (the) backed vowels are specific to a speech community.' If the backing of vowels turned out to be not specific but general this would, as she says, be intriguing. Jim Stalker points to evidence that by 3;0 children 'know how to use language to exert power and thwart others' attempts to apply power' and notes how this is different from a 'conscious awareness of the relationship of language to power'. And here are the references I have been given (I think!). Elaine Andersen (1991) Speaking with Style: The Sociolinguistic Skills of Children. Routledge Elaine Anderson (2000) Exploring register knowledge: The value of 'controlled improvisation.'" In Lise Menn & Nan Bernstein Ratner (eds), pp. 225-249. Eve Clark (2002) First language acquisition. Cambridge University Press William Corsaro, Young children's conception of status and role, Sociology of Education, 1979, 52, 15-79 Mavis Donahue (2000) Influences of school-age children's beliefs and goals on their elicited pragmatic performance: Lessons learned from kissing the Blarney Stone. In Lise Menn & Nan Bernstein Ratner (eds) Susan Ervin-Tripp (2000) Studying conversation: How to get natural peer interaction. In Lise Menn & Nan Bernstein Ratner, (eds.) Catherine Garvey (1984) Children's Talk. Harvard University Press. Cambridge, MA. Julie Gebhardt (1990) The relation of language to context in children's speech: the role of HAFTA statements in structuring 3-year-olds' discourse. , 4, 1-57. Lise Menn & Nan Bernstein Ratner (eds) (2000), Methods for Studying Language Production Mahwah, NJ: Lawrence Erlbaum Associates Marilyn Shatz & Rochel Gelman (1973). The development of communication skills: Modifications in the speech of young children as a function of listener. Monographs of the Society for Research in Child Development, 38 (5, Serial No. 152). Many thanks to all again. I hope I haven't missed anything or anyone out, or got a name wrong. Aubrey Nunes Pigeon Post Box Ltd 52 Bonham Road London, SW2 5HG T: 0207 652 1347 E: aubrey at pigeonpostbox.co.uk I: www.PigeonPostBox.co.uk From bornstem at cfr.nichd.nih.gov Sun Jun 26 22:03:03 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 26 Jun 2005 18:03:03 -0400 Subject: Marc Bornstein is away. Message-ID: I am away from my office and will reply to your email when I return in July. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From hitomi-murata at mri.biglobe.ne.jp Mon Jun 27 09:22:29 2005 From: hitomi-murata at mri.biglobe.ne.jp (Hitomi Murata) Date: Mon, 27 Jun 2005 18:22:29 +0900 Subject: TCP 2006: Call for Papers Message-ID: Dear Colleague, The Institute of Cultural and Linguistic Studies at Keio University will be holding the seventh Tokyo Conference on Psycholinguistics(TCP2006) on March 17 and 18, 2006. The invited speakers are Prof. David Pesetsky (MIT) and Prof. Edson Miyamoto (University of Tsukuba). We encourage you to submit papers for presentation. For details, visit our web site: http://www.otsu.icl.keio.ac.jp/tcp/ The Seventh Tokyo Conference on Psycholinguistics http://www.otsu.icl.keio.ac.jp/tcp/ Keio University, Mita, Tokyo March 17 and 18, 2006 The Tokyo Conference on Psycholinguistics welcomes submissions for paper presentations at its seventh conference. It will accept papers that represent any scientific endeavor that addresses itself to "Plato's problem"concerning language acquisition: "How can we gain a rich linguistic system given our fragmentary and impoverished experience?" Its scope thus includes linguistic theory (phonology, morphology, syntax and semantics), L1 and L2 acquisition, language processing, and the neuroscience of language, among other topics. There are two types of presentations, namely long ones and short ones. A long presentation will be 30 minutes, with 15 additional minutes devoted to discussion (a total of 45 minutes). A short presentation will be 20 minutes, with 10 additional minutes devoted to discussion (a total of 30 minutes). Please send an abstract following the guidelines below: 1. Only e-mail submissions addressed to tcpabst at otsu.icl.keio.ac.jp will be accepted. The subject of the e-mail should be ?abstract?. 2. The author information should be included in the body of the e-mail. The information should include: (a) name, (b) affiliation, (c) title of paper, (d) mailing address, (e) e-mail address, and (f) telephone number. If you are in Japan, add kanji where relevant (i.e., all items except (e) and (f)). If your paper has multiple authors, please provide information regarding all of the co-authors. 3. A PDF file of your abstract in English should be attached to the e-mail. Document files (MS WORD) cannot be accepted. If you have any problems in applying by e-mail with a PDF file attachment, please do not hesitate to contact the TCP Committee at tcp at otsu.icl.keio.ac.jp 4. Format the files of your abstracts (including bibliography) to A4 paper size, single-spaced, limiting the length to a maximum of 2 pages. 5. The font size should be 12 point. For any fonts used, a font file should be attached. 6. Do not put your name on your abstract. 7. Put the title on the top of the first page. 8. The abstract, if accepted, will be photocopied to be included in the conference handbook. Therefore, make sure your margins have ample room. 9. You may not submit more than one single (single author) paper and one joint (co-authored) paper. 10. Clearly state the nature of the problem that you are addressing. 11. Cite sufficient data, and explain why and how they support your argument. 12. Avoid vague promissory notes such as "A solution will be presented". 13. The accepted abstracts will be shown on the TCP website. 14. In case your paper is accepted as a short presentation even though you submitted an abstract for the long presentation, please check the following. --I am willing to do a short presentation --I am not willing to do a short presentation The abstract must be received by November 30, 2005 by 11:59 pm JST (Japan Standard Time) via e-mail to: tcpabst at otsu.icl.keio.ac.jp Late submissions will not be accepted. Notification of receipt will be e-mailed to the first author shortly after receipt. We will notify you of the results of our review process by January 12, 2006. ? In addition, we are planning to publish a volume of the conference proceedings. If your abstract is accepted, we will inform you of the details regarding this matter later. Most likely, you will be asked to e-mail us your paper as a MS Word and a PDF file attachment by mid-May 2006. Unfortunately, TCP has no funds for financial assistance. Participants are also expected to make their own travel arrangements. For further information, contact: Yukio Otsu (Director) Institute of Cultural and Linguistic Studies Keio University 2-15-45 Mita, Minato-ku, Tokyo 108-8345 Japan or, send an e-mail message to the TCP Committee: tcp at otsu.icl.keio.ac.jp From ks7t at andrew.cmu.edu Wed Jun 29 18:44:57 2005 From: ks7t at andrew.cmu.edu (Kelley Sacco) Date: Wed, 29 Jun 2005 14:44:57 -0400 Subject: CONFERENCE ANNOUNCEMENT- LANGUAGE ACQUISITION AND BILINGUALISM Message-ID: APOLOGIES FOR MULTIPLE POSTINGS **Please note change in poster submission deadline** **CONFERENCE ANNOUNCEMENT** LANGUAGE ACQUISITION AND BILINGUALISM: Consequences for a Multilingual Society May 4 ? 7, 2006 Courtyard by Marriott Downtown Toronto We would like to draw your attention to a conference on language acquisition and bilingualism. The conference will examine the impact of a multilingual environment on children?s linguistic development. Research on children?s language acquisition normally assumes that the environment offers only one linguistic choice and that children?s early experiences will proceed in a predictable manner as language is incrementally built up and cognition is increasingly boosted. In some countries, such as Canada, the existence of two official languages means that the linguistic context for language acquisition is more complex. The purpose of the conference is to explore how the factors that are part of the landscape of multilingual societies affect the way in which children learn language and establish the linguistic and cognitive concepts associated with successful participation in society. The audience will consist of researchers, educators, and practitioners who work with bilingual and multilingual children. Presentations will describe current research by leading scholars, representing a wide range of countries. Discussions will be focussed on the social and linguistic dimensions of bilingual language acquisition, which will be relevant to those working in both research and applied fields. The conference will include presentations in 5 areas: (1) Language acquisition in bilingual environments - Janet Werker (Canada), University of British Columbia - Marilyn Vihman (Wales), University of Wales - Fred Genesee (Canada), McGill University - Jurgen Meisel (Germany), Hamburg University (2) Cognitive implications of early bilingualism - Elena Nicoladis (Canada), University of Alberta - Ludo Verhoeven (Netherlands), University of Nijmegen - Esther Geva (Canada), University of Toronto - Ellen Bialystok (Canada), York University (3) Bilingual language acquisition for special populations - Martha Crago (Canada), McGill University & Johanne Paradis (Canada), University of Alberta - Rachel Mayberry (USA), McGill University - Shanley Allen (USA), Boston University (4) Bilingual development in different social contexts - Kenneth Hyltenstam (Sweden), Stockholm University - Annick de Houwer (Belgium), University of Antwerp - Barbara Pearson (USA), University of Massachusetts (5) Implications and applications - Kenji Hakuta (USA), University of California - Michael Sharwood Smith (Scotland), Heriot Watt University - Jim Cummins (Canada), University of Toronto **CALL FOR POSTERS** Submissions are invited for posters from all of the above areas. Deadline for poster submissions is January 31, 2006. Visit the website for details of poster submission and conference registration: http://www.psych.yorku.ca/labconference Questions or inquiries may be directed to labconf at yorku.ca **************************************************************************** ** From c.donlan at ucl.ac.uk Thu Jun 30 14:33:41 2005 From: c.donlan at ucl.ac.uk (Chris Donlan) Date: Thu, 30 Jun 2005 15:33:41 +0100 Subject: Assessment of semantic knowledge Message-ID: Dear Colleagues I'm interested in assessing semantic knowledge in typically developing children aged 7-10, and in children with language difficulties. I would like to include an assessement (like a children's version of Pyramids and Palmtrees) which doesn't require spoken input or output. Does anyone know of such an assessment, particularly one for which age-related normative data is available? many thanks for your help Chris Donlan Dept of Human Communication Science University College London