From gwestermann at brookes.ac.uk Sat Mar 5 11:48:36 2005 From: gwestermann at brookes.ac.uk (Gert Westermann) Date: Sat, 5 Mar 2005 11:48:36 +0000 Subject: Assessing phoneme discrimination Message-ID: Dear Colleagues, We are conducting a research study on language development in tracheostomized children (both during and after tracheostomy). As part of the study we will investigate speech perception, primarily looking at children’s phonological awareness. Would anyone be able to advise on whether there are assessments tools (preferably norm-referenced) that investigate (English-speaking) children’s phoneme discrimination ability between the ages of 1-4 years old? I would greatly appreciate any advice. Thank you, -- Gert ===================================================================== Dr. Gert Westermann gwestermann at brookes.ac.uk Department of Psychology, Oxford Brookes University, Oxford OX3 0BP Tel +44 (0)1865 48 37 72 Fax: +44 (0)1865 48 38 87 http://www.cbcd.bbk.ac.uk/people/gert/ ===================================================================== From h.vanderlely at ucl.ac.uk Mon Mar 7 19:03:22 2005 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 7 Mar 2005 19:03:22 +0000 Subject: UCL Lecturer: Developmental Cognitive Neuroscience Message-ID: An HTML attachment was scrubbed... URL: From htagerf at bu.edu Thu Mar 10 23:25:40 2005 From: htagerf at bu.edu (htagerf at bu.edu) Date: Thu, 10 Mar 2005 18:25:40 -0500 Subject: RA Positions at Boston University - bring to your students' atten tion! Message-ID: RESEARCH ASSISTANT POSITIONS Laboratory of Developmental Cognitive Neuroscience BOSTON UNIVERSITY SCHOOL OF MEDICINE SPRING/SUMMER 2005 Several full time positions available on NIH-funded projects that focus on children with neurodevelopmental disorders (autism, Williams syndrome, specific language impairment) with special emphasis on language, face processing, and other aspects of cognition in school-aged children, brain imaging in preschoolers, and early development in toddlers. Requirements include: background in Psychology or related field with Bachelors degree; research experience; excellent organizational, interpersonal and computer skills. We are seeking recent college graduates with a strong intellectual interest in our specific research programs and prior coursework in cognitive/developmental/clinical science and/or neuroscience. Although not required, experience with computer programming and hardware used in cognitive science research paradigms is highly desirable. Experience working with children in research or clinical settings is required. Responsibilities include administration of standardized diagnostic, cognitive and language tests with children and adults; assistance in design and development of experimental tasks; programming computer presentation of stimuli and data collection; helping children prepare for brain scan experiments; managing, coding and analyzing data; preparation of literature reviews, maintaining participant files, and writing testing reports. We are seeking mature, responsible, and highly motivated people who would enjoy the experience of being involved in a large and active research lab (see our website: www.bu.edu./autism ). A two-year commitment to the position is required with a start date no later than July 1, 2005. For more information, please send a cover letter describing your interests and goals, your resume, a copy of your college transcript and the names of 3 references to: Helen Tager-Flusberg, Ph.D. Director, Laboratory of Developmental Cognitive Neuroscience, Department of Anatomy & Neurobiology, Boston University School of Medicine, 715 Albany Street L-814 Boston, MA 02118-2526 Fax: 617-414-1301, email: htagerf at bu.edu ___________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mazzocco at kennedykrieger.org Thu Mar 10 23:42:06 2005 From: mazzocco at kennedykrieger.org (Michele Mazzocco) Date: Thu, 10 Mar 2005 18:42:06 -0500 Subject: Research Assistant Positions - fragile X, Turner syndrome, and Math LD Message-ID: Please bring this notic to the attention of your students. This position is a good opportunity for someone who would like to gain research experience while considering graduate school, or for an MA level psychologist who would like to be involved with a large, ongoing study. There are numerous opportunities for conference presentations and manuscript preparation, but mostly working directly with children and families. Research Assistant/Coordinator position available beginning in Spring or early summer of 2005. The Research Coordinator will be involved in coordinating ongoing research efforts, data collection, data scoring, and date entry, with possible involvement in manuscript preparation. Data collection will involve assessments with middle school children in school settings, and both in-state and out-of-state assessments of children, ages five to thirteen years, with fragile X or Turner syndrome. We seek a dedicated, detail-oriented individual who enjoys working with children and families, and who is interested in contributing to research on mathematics learning disability. Bachelor's Degree in psychology or related field is required. Experience with data sets (excel, access) and statistics (SPSS) is desirable, but not required. For more information about this position, please contact Dr. Mazzocco at Mazzocco at kennedykrieger.org Email inquiries welcome. If you decide to apply for the position, please apply via our website at www.kennedykrieger.org , Job ID 32612. To learn more about our research project, visit www.msdp.kennedykrieger.org EEO M/F/D/V Michele M. M. Mazzocco, Ph.D. Associate Professor, Psychiatry Johns Hopkins School of Medicine Principal Investigator, Math Skills Development Project Kennedy Krieger West Campus 3825 Greenspring Avenue, Painter Bldg Top Floor Baltimore, Maryland 21211 443-923-4125 tel 443-923-4130 fax mazzocco at kennedykrieger.org From dcavar at indiana.edu Mon Mar 14 04:23:03 2005 From: dcavar at indiana.edu (=?UTF-8?Q?Damir_=C4=86avar?=) Date: Sun, 13 Mar 2005 23:23:03 -0500 Subject: CFP: Reminder - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Call for Papers: Workshop on Computational Modeling of Lexical Acquisition - The Split Meeting - http://www.ohz.unist.hr/cpala/ Time: 25.-28. July 2005 Location: University of Split, Croatia Abstract submission deadline: March 15th 2005 The Croatian Language Technologies Society (CLTS) and the University of Split are pleased to sponsor the inaugural meeting of the Workshop on Computational Linguistics held in Split, Croatia, focusing on the topic of "Computational Modeling of Lexical Acquisition". We will build on the topics in formal-theoretical and computational linguistics, in particular on issues in learnability, complexity and modeling of lexical knowledge. This workshop is especially intended to provide a forum for the presentation of unique and original research on computational linguistic topics in the domain of learning of lexical properties, i.e. lexical acquisition, including but not limited to the following topics: a. machine learning methods for lexical acquisition - speech and language segmentation into lexical units - induction and learning of phonological and morphological structure - inducing formal grammars from discovered structural properties - learning lexical semantic properties and lexical disambiguation - computational models of psycholinguistic aspects of lexical acquisition b. corpora, evaluation and applications - induction of part-of-speech information for tagging and automatic annotation (via e.g. clustering and classification, using Vector Space Modeling or other strategies) - corpora for learning phonological and morphological regularities and a common gold standard - applications using machine learning and automatic lexical acquisition (e.g. tagger, ontologies, textmining) - evaluation strategies and methods for learning approaches This workshop will expand into a fixed annual event organized by the Croatian Language Technologies Society (CLTS) to be hosted, in turn, and shared among all interested and committed Croatian Universities. Detailed instructions on abstract submission and registration can be found on the following web page: http://www.ohz.unist.hr/cpala/ From dservin at planeta.com.mx Mon Mar 14 17:14:23 2005 From: dservin at planeta.com.mx (dservin at planeta.com.mx) Date: Mon, 14 Mar 2005 11:14:23 -0600 Subject: CFP: Reminder - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Acuse de recibo Su CFP: Reminder - Computational Modeling of Lexical document Acquisition (Split, Croatia) o: Ha sido Diana Servin/Planeta/mx recibido por: Con 14/03/2005 11:11:37 a.m. fecha: From Thomas.Klee at newcastle.ac.uk Wed Mar 16 12:39:34 2005 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Wed, 16 Mar 2005 12:39:34 -0000 Subject: Child Language Seminar 2006: call for papers Message-ID: Child Language Seminar 19-21 July 2006 University of Newcastle upon Tyne, England Call for Papers We are pleased to announce that the Child Language Seminar is returning to Newcastle upon Tyne in 2006. It will be hosted by the School of Education, Communication & Language Sciences at Newcastle University and is being organised by Thomas Klee and Deborah James. When the CLS was last held in Newcastle in 2003, papers were presented by child language researchers from over 20 countries, underlining the international appeal of this interdisciplinary conference. The CLS was first held in 1977 and provides a forum for research on first language development in all populations. 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. The conference dinner will be held at The Sage Gateshead, the spectacular £70 million venue for live music on the River Tyne which opened in 2005 and the first building for the performing arts designed by Sir Normal Foster's architectural team. The conference will be rounded off with a ceilidh dance on the final night. Proposals are invited for papers and posters on issues related to child language development and disorders. Submission deadline is 1 March 2006. More information about submitting proposals, registration and accommodation may be found at: www.CLS2006.visitnewcastlegateshead.com From dcavar at indiana.edu Wed Mar 16 17:18:39 2005 From: dcavar at indiana.edu (=?UTF-8?Q?Damir_=C4=86avar?=) Date: Wed, 16 Mar 2005 12:18:39 -0500 Subject: CFP: Final Call - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Last Call for Papers: Workshop on Computational Modeling of Lexical Acquisition - The Split Meeting - http://www.ohz.unist.hr/cpala/ Time: 25.-28. July 2005 Location: University of Split, Croatia Abstract submission deadline: March 23rd 2005 The Croatian Language Technologies Society (CLTS) and the University of Split are pleased to sponsor the inaugural meeting of the Workshop on Computational Linguistics held in Split, Croatia, focusing on the topic of "Computational Modeling of Lexical Acquisition". We will build on the topics in formal-theoretical and computational linguistics, in particular on issues in learnability, complexity and modeling of lexical knowledge. This workshop is especially intended to provide a forum for the presentation of unique and original research on computational linguistic topics in the domain of learning of lexical properties, i.e. lexical acquisition, including but not limited to the following topics: a. machine learning methods for lexical acquisition - speech and language segmentation into lexical units - induction and learning of phonological and morphological structure - inducing formal grammars from discovered structural properties - learning lexical semantic properties and lexical disambiguation - computational models of psycholinguistic aspects of lexical acquisition b. corpora, evaluation and applications - induction of part-of-speech information for tagging and automatic annotation (via e.g. clustering and classification, using Vector Space Modeling or other strategies) - corpora for learning phonological and morphological regularities and a common gold standard - applications using machine learning and automatic lexical acquisition (e.g. tagger, ontologies, textmining) - evaluation strategies and methods for learning approaches This workshop will expand into a fixed annual event organized by the Croatian Language Technologies Society (CLTS) to be hosted, in turn, and shared among all interested and committed Croatian Universities. We strongly encourage students to participate at this workshop and join the tutorial sessions! Tutorials: - Thomas Hanneforth (University of Potsdam) "Finite State Modeling and the Potsdam FSMLib" - Damir Ćavar (Indiana University) "Vector Space Modeling, Latent Semantic Analysis, Clustering Algorithms for Lexical Acquisition" Mail your suggestions for additional tutorials that you would volunteer to teach to: cpala at ohz.unist.hr Publications: Papers and presentations will be published online and on a CD-ROM distributed during the workshop. All tutorial material, necessary programs and example code will be published on the workshop CD-ROM as well. Publishers will be approached for publication of the proceedings. If you are interested or have suggestions, please contact: cpala at ohz.unist.hr Detailed instructions on abstract submission and registration can be found on the following web page: http://www.ohz.unist.hr/cpala/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3046 bytes Desc: not available URL: From dservin at planeta.com.mx Wed Mar 16 17:55:37 2005 From: dservin at planeta.com.mx (dservin at planeta.com.mx) Date: Wed, 16 Mar 2005 11:55:37 -0600 Subject: CFP: Final Call - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Acuse de recibo Su CFP: Final Call - Computational Modeling of Lexical document Acquisition (Split, Croatia) o: Ha sido Diana Servin/Planeta/mx recibido por: Con 16/03/2005 11:52:48 a.m. fecha: From cmartinot at free.fr Fri Mar 18 09:13:38 2005 From: cmartinot at free.fr (Claire Martinot) Date: Fri, 18 Mar 2005 10:13:38 +0100 Subject: =?utf-8?Q?Re:_Envoi_d'un_message=C2=A0:_New_pub?= =?utf-8?Q?lication_pufc?= Message-ID: Dear Childes-members, I am happy to announce the publication of 'Comment parlent les enfants de 6 ans ?' How do children speak at the age of 6 ? For a language acquisition linguistics Claire Martinot cmartinot at free.fr Collection Orthophonie et Logopédie, pufc, 2005 ISBN : 2 – 84627 – 087 – 2 Prix : 15 euros Presses Universitaires de Franche-Comté Université de Franche-Comté UFR des Sciences Médicales et Pharmaceutiques 2, Place Saint-Jacques 25030 Besançon Cédex Tél. 03 81 66 59 70 Télécopie. 03 81 66 59 80 Courriel : presses-ufc at univ-fcomte.fr Why is it that sentences, produced by children aged 6 -7 are generally conforming with the rules of the target language ─ French in our case, thus allowing to contend that children acquire language skills at this age? At the same time, any French-speaker adult always easily identifies these sentences as being produced by children about 6-year old? Does this imply that language acquisition has not being completed? These are the questions this book tries to answer. The author also supports the idea that systematic description of sentences produced by children of a given age group is absolutely necessary. This is especially true when trying to accurately characterize the language produced by these children as it relates with the stage of language acquisition i.e. anterior or posterior. This book aims at presenting a first set of results concerning the language proficiency of 6-7-year old children when they are producing sentences linking them together either by coordination or by subordination. Claire MARTINOT is a senior lecturer at René Descartes university, Paris 5, and is associated to the UMR 8606, a laboratory of Children’s language acquisition and language pathology. Since 2003, she is coordinating an international research project on late language acquisition (4-10-year old children) involving 12 mother languages and led in various French-speaking areas. The main objective of this project consists in showing that all children acquire their mother’s tongue through particular reformulation procedures that children apply to sentences kept in mind and activated when they try to express what they want to tell. These reformulation procedures correspond to a tentative to produce or reproduce the sense expressed in an anterior production without pretending any semantic equivalence between the source sentence and its reproduction. The goal of this study consists to propose a new explanatory paradigm to the process of mother’s language acquisition which is based both on non generative transformational linguistic theory and on a language acquisition theory using a redefined concept of the Reformulation. A first stage of this research work was reported in issue 140 of de review Langages : Acquisition et Reformulation (Larousse, 2000) and was further published in the book entitled La Reformulation : un principe universel d’acquisition (Kimé, 2003, Claire Martinot & Amr Ibrahim, éds.). ************************************************** Claire Martinot Maître de Conférences, HDR Université René Descartes, Paris 5 LEAPLE, UMR 8606 49, av. de Condé F-94100 Saint-Maur-des-Fossés ************************************************** From dolores888 at hotmail.com Sun Mar 20 02:05:46 2005 From: dolores888 at hotmail.com (dolores ma) Date: Sun, 20 Mar 2005 03:05:46 +0100 Subject: Postdoctoral Research Fellowship 2005 Message-ID: Postdoctoral Research Fellowship 2005 Requirement: the date of the Ph.D. title must be 1995 or later. Salary: 23.500-31.000 euros/year; for a three/five-year contract at a University in Spain. Experience in psychophysiology is welcomed (but not required). Deadline: March 21/31, 2005. Please, for more details, e-mail at: dolores888 at hotmail.com. From dandjelk at f.bg.ac.yu Mon Mar 21 06:26:29 2005 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Mon, 21 Mar 2005 07:26:29 +0100 Subject: verbs ASK and TELL Message-ID: Hello, a small experiment that we have done recently with Serbian preschool children has given some reasons to believe that acquisition of verbs PITAJ and RECI (meaning ASK and TELL) in Serbian is pretty easier and taking place several years before then in English, having in mind what was shown in the classic Caroll Chomsky's: The Acquistion of Syntax in Children's Language from 5 to 10. Could anyone kindly direct me to new studies of acquistion of these verbs? Any language, any methodology and corpora retrieval data would be appreciated very much. Many thanks, Darinka Andjlekovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade -------------- next part -------------- An HTML attachment was scrubbed... URL: From E.A.B.M.Verheugd-Daatzelaar at uva.nl Mon Mar 21 12:01:42 2005 From: E.A.B.M.Verheugd-Daatzelaar at uva.nl (Verheugd-Daatzelaar, E.A.B.M.) Date: Mon, 21 Mar 2005 13:01:42 +0100 Subject: vacancy Message-ID: -----Oorspronkelijk bericht----- Van: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] Verzonden: maandag 21 maart 2005 12:52 Aan: Verheugd-Daatzelaar, E.A.B.M. Onderwerp: Re: vacancy >This is a multi-part message in MIME format. > >------_=_NextPart_001_01C52E0C.5B0D389E >Content-Type: text/plain; > charset="iso-8859-1" >Content-Transfer-Encoding: quoted-printable > >Dear moderator, > >I would like to have the job announcement below on the Info Childes >list. > >Would that be possible, > >best, Els > >Dr. Els Verheugd >coordinator ACLC >Amsterdam Center for Language and Communication >Spuistraat 210,room 423 >1012 VT Amsterdam, The Netherlands >T: +31.20.525.2543 >F: +31.20.525.3052 >E: aclc-fgw at uva.nl > >LSG Taalkunde van de Romaanse Talen >Opleiding Frans UvA >Spuistraat 134; kamer 311 >1012 VB Amsterdam >T. +31.20.525.4627 Two PhD positions (full time) Research direction The Amsterdam Centre for Language and Communication focuses on the description and explanations for variation in languages and language use. Despite their enormous variety, languages show a remarkable degree of similarity, which can be described in terms of a set of language universals. A key feature of the ACLC approach is that these universals are studied from the widest possible variety of perspectives, both descriptive and theoretical, in order to ensure that the findings are not accidental, but are truly representative of the basic parameters that govern the organization of natural languages. The ACLC includes both functional and formal approaches to language description and encourages dialogue between these approaches. Studies cover all aspects of speech and languages: phonetics, phonology, morphology, syntax, semantics and pragmatics - in a search for the Language Blueprint. Language typology, including that of creole and signed languages, plays an important part in the ACLC programme. Language variation in terms of time, space and context is also a specialisation. The study of variation in the different types of language user - from the child learning her first language to the adult second language learner including also different types of language pathology - is a clear focus. Types of application There are two types of application: 1. for one of seven selected PhD projects listed below 2. for a project that you propose yourself under the condition that this can be embedded into The Language Blueprint Tasks The PhD student needs to carry out the research within three years and needs to write a dissertation. Requirements MA in linguistics (or equivalent), obtained no longer than five years ago. Appointment The PhD student will be appointed as a 'promovendus' for a period of three years (full time) at the Faculty of Humanities of the University of Amsterdam under the terms of employment currently valid for the Faculty. A contract will be given in the first instance for one year, with an extension for the following two years on the basis of an evaluation of, amongst other things, a written piece of work. The salary will be in accordance with the university regulations for academic personnel, and will range from EUR 2.179 (first year) up to a maximum of EUR 2,394 (final year) gross per month Job application The following documents, which can be found on the ACLC website (www.hum.uva.nl/aclc) give precise information about the application procedure: 1. Guidelines for applying for a PhD position 2. The selected PhD projects (type 1), see list below; the full text of the project descriptions can be found on the ACLC website; for information on a particular project please contact the person(s) mentioned in the project description 3. Guidelines for an external PhD proposal (type 2) Candidates who do not want to be formally appointed as a PhD student can find the necessary information in the Guidelines for applying for a PhD position. NB Incomplete applications will be automatically rejected so please read the guidelines carefully. Applications should be sent before April 18th, 2005 to the director of the ACLC, prof. dr A.E. Baker, Spuistraat 210, 1012 VT Amsterdam. Applications received after this date or those that are incomplete will not be taken into consideration. Information Further information can be obtained from the managing director of the research institute dr. Els Verheugd, phone +31.20.525.2543, e-mail: E.A.B.M.Verheugd-Daatzelaar at uva.nl or on the website of the Amsterdam Center for Language and Communication (ACLC). List of selected projects 1. Phonology and its relationship to the lexicon in the first and second language acquisition of a signed language. Supervisors: prof. dr Anne Baker, dr Roland Pfau, dr Beppie van den Bogaerde. Promotor: prof. dr Anne Baker. 2. Design features and sequencing of L2 tasks. Supervisors: prof. dr Folkert Kuiken, dr Ineke Vedder. Promotor: prof. dr Folkert Kuiken. 3. Accessibility of semantic networks of Dutch L1 and L2 children.Supervisors: dr Rob Schoonen, prof. dr Jan Hulstijn.. Promotor: prof. dr Jan Hulstijn. 4. The determiner phrase in sign language: functional layering and semantic interpretation..Supervisors: prof. dr Anne Baker, dr Roland Pfau. Promotor: prof. dr Anne Baker. 5. Epistemic modal particles in Latin (and Ancient Greek). Supervisors: dr Rodie Risselada, prof. dr. Harm Pinkster. Promotor: prof. dr Harm Pinkster. 6. The morpho-syntax of Proto-Caribbean English Plantation Pidgin. Supervisors: dr Norval Smith, prof.dr. Olga Fischer. Promotor: prof. dr Olga Fischer. 7. The acquisition of derivational morphology in Dutch. Supervisors: dr Jan Don, prof. dr Fred Weerman. Promotor: prof. dr Fred Weerman. From m.perkins at sheffield.ac.uk Mon Mar 21 12:15:30 2005 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Mon, 21 Mar 2005 12:15:30 -0000 Subject: MSc in Human Communication Sciences Research Message-ID: MSc IN HUMAN COMMUNICATION SCIENCES RESEARCH Department of Human Communication Sciences, University of Sheffield, UK This full-time (1 yr) and part-time (2 yrs) course provides an opportunity for Linguists and Psychologists to apply their theoretical and analytical knowledge to the study of communication disorders, and for Speech and Language Therapists to explore the research implications of their clinical work. Human Communication Sciences is a multidisciplinary area which focuses on typical and atypical communication. It includes linguistics, phonetics, psychology, speech and language pathology and cognitive neuroscience, and is approached from the multiple perspectives of behavioural, cognitive and medical science. The Department of Human Communication Sciences at Sheffield is one of the leading departments of its kind in the UK, and offers research and teaching expertise in all these areas. It is recognised by the ESRC as a research training outlet. COURSE AIMS: To provide: - a sound understanding of current research in human communication sciences - training in research methods and design, and use of a range of analytical approaches - a foundation for PhD research COURSE CONTENT: Core Modules: Current Research in Human Communication Sciences; Research Methods; Methods in Clinical Linguistics; Critical Analysis; Professional Research Skills; ICT Applications; Research Project (student's own choice of topic) Option modules: Developmental Communication Disorders; Acquired Communication Disorders. Further options are available in a range of areas including Linguistics, Health and Psychology. TEACHING METHODS Mainly in small group tutorials and workshops to ensure that every student has the chance to take an active part. Students are encouraged to take advantage of the wide range of excellent clinical observation facilities available. ENTRY REQUIREMENTS A good BA or BSc degree (1st class, upper 2nd or equivalent) in a relevant discipline such as Linguistics, Psychology or Speech and Language Therapy. English language requirements for EU/Overseas students: IELTS average score of 7 or above, or equivalent. FEES (2005-6): UK/ EU: Full time £3,085, Part time (per annum) £1,543 Overseas: Full time £10,800 Part time (per annum) £5,400 For further information, see http://www.shef.ac.uk/hcs/ or contact: Professor Mick Perkins (Course Director) Phone: +44 (0)114 2222408 E-mail: m.perkins at sheffield.ac.uk Mrs Chris Thomas (Admissions Secretary) Phone: +44 (0)114 222 2405 E-mail: c.a.thomas at sheffield.ac.uk From P.Fletcher at ucc.ie Mon Mar 21 12:27:43 2005 From: P.Fletcher at ucc.ie (Fletcher , Paul) Date: Mon, 21 Mar 2005 12:27:43 -0000 Subject: job vacancy in Ireland Message-ID:                                                                                             ! University College Cork, Ireland Faculty of Medicine and Health SCHOOL OF CLINICAL THERAPIES LECTURESHIP IN SPEECH AND HEARING SCIENCES Applications are invited for this wholetime permanent Lectureship in the Department of Speech and Hearing Sciences. Applicants must have a professional degree qualification in Speech and Language Therapy and a Masters degree in a relevant discipline, and should have specialised in some aspect of child language disorders. A PhD is desirable. The successful applicant will be expected to contribute to teaching and learning on undergraduate and postgraduate courses in the Department, and to the development of its research programme. Salary scales [new entrants] EUR31,304 - EUR50,851 Bar EUR56,721 - EUR74,720 Salary will be at a point on these scales in accordance with qualifications and experience. For informal discussion contact: Professor Paul Fletcher, Head of the Department of Speech and Hearing Science. p.fletcher at ucc.ie/ Tel: 353 21 4902415 Closing Date: Wednesday, 20 April 2005 Application forms must be completed and returned to: Department of Human Resources University College Cork CORK Tel: + 353 21 4903659 / Email: recruitment at per.ucc.ie / Fax + 353 21 4276995 University College Cork is an Equal Opportunities Employer From E_Schlag at hotmail.com Mon Mar 21 13:01:47 2005 From: E_Schlag at hotmail.com (Edith Schlag) Date: Mon, 21 Mar 2005 14:01:47 +0100 Subject: Lexicon in Bilingual Language Impaired Children Message-ID: Dear childes-readers, I would like to ask you for some advice. I work with language impaired children in the Netherlands and one of them has got serious language delay, especially in lexical skills. She eldues to gesticulation in both languages. I'd like to have some advice on what language choice the parents should make. Is it better to have her exposed to one language only or would it be more advisable to let both her parents (German-Spanish and living in a mostly German environment) use their mothertongues? I imagine that two languages are a little overtaxing for the kid. Is simultaneous development of two lexicons two much for a language impaired? Grateful for any suggestion, Edith Schlag, MSc, SLT Delft, The Netherlands -------------- next part -------------- An HTML attachment was scrubbed... URL: From P.Fletcher at ucc.ie Mon Mar 21 14:19:05 2005 From: P.Fletcher at ucc.ie (Fletcher , Paul) Date: Mon, 21 Mar 2005 14:19:05 -0000 Subject: job vacancy in Ireland: re-posting Message-ID: With apologies for the unreadable stuff at the bginning of my previous posting, and in case you didn't scroll down......... LECTURESHIP IN SPEECH AND HEARING SCIENCES Applications are invited for this wholetime permanent Lectureship in the Department of Speech and Hearing Sciences. Applicants must have a professional degree qualification in Speech and Language Therapy and a Masters degree in a relevant discipline, and should have specialised in some aspect of child language disorders. A PhD is desirable. The successful applicant will be expected to contribute to teaching and learning on undergraduate and postgraduate courses in the Department, and to the development of its research programme. Salary scales [new entrants] EUR31,304 - EUR50,851 Bar EUR56,721 - EUR74,720 Salary will be at a point on these scales in accordance with qualifications and experience. For informal discussion contact: Professor Paul Fletcher, Head of the Department of Speech and Hearing Science. p.fletcher at ucc.ie/ Tel: 353 21 4902415 Closing Date: Wednesday, 20 April 2005 Application forms must be completed and returned to: Department of Human Resources University College Cork CORK Tel: + 353 21 4903659 / Email: recruitment at per.ucc.ie / Fax + 353 21 4276995 University College Cork is an Equal Opportunities Employer From macw at mac.com Mon Mar 21 15:27:54 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 21 Mar 2005 10:27:54 -0500 Subject: positions in Amsterdam Message-ID: Two PhD positions (full time) Research direction The Amsterdam Centre for Language and Communication focuses on the description and explanations for variation in languages and language use. Despite their enormous variety, languages show a remarkable degree of similarity, which can be described in terms of a set of language universals. A key feature of the ACLC approach is that these universals are studied from the widest possible variety of perspectives, both descriptive and theoretical, in order to ensure that the findings are not accidental, but are truly representative of the basic parameters that govern the organization of natural languages. The ACLC includes both functional and formal approaches to language description and encourages dialogue between these approaches. Studies cover all aspects of speech and languages: phonetics, phonology, morphology, syntax, semantics and pragmatics - in a search for the Language Blueprint. Language typology, including that of creole and signed languages, plays an important part in the ACLC programme. Language variation in terms of time, space and context is also a specialisation. The study of variation in the different types of language user - from the child learning her first language to the adult second language learner including also different types of language pathology - is a clear focus. Types of application There are two types of application: 1. for one of seven selected PhD projects listed below 2. for a project that you propose yourself under the condition that this can be embedded into The Language Blueprint Tasks The PhD student needs to carry out the research within three years and needs to write a dissertation. Requirements MA in linguistics (or equivalent), obtained no longer than five years ago. Appointment The PhD student will be appointed as a 'promovendus' for a period of three years (full time) at the Faculty of Humanities of the University of Amsterdam under the terms of employment currently valid for the Faculty. A contract will be given in the first instance for one year, with an extension for the following two years on the basis of an evaluation of, amongst other things, a written piece of work. The salary will be in accordance with the university regulations for academic personnel, and will range from EUR 2.179 (first year) up to a maximum of EUR 2,394 (final year) gross per month Job application The following documents, which can be found on the ACLC website (www.hum.uva.nl/aclc) give precise information about the application procedure: 1. Guidelines for applying for a PhD position 2. The selected PhD projects (type 1), see list below; the full text of the project descriptions can be found on the ACLC website; for information on a particular project please contact the person(s) mentioned in the project description 3. Guidelines for an external PhD proposal (type 2) Candidates who do not want to be formally appointed as a PhD student can find the necessary information in the Guidelines for applying for a PhD position. NB Incomplete applications will be automatically rejected so please read the guidelines carefully. Applications should be sent before April 18th, 2005 to the director of the ACLC, prof. dr A.E. Baker, Spuistraat 210, 1012 VT Amsterdam. Applications received after this date or those that are incomplete will not be taken into consideration. Information Further information can be obtained from the managing director of the research institute dr. Els Verheugd, phone +31.20.525.2543, e-mail: E.A.B.M.Verheugd-Daatzelaar at uva.nl or on the website of the Amsterdam Center for Language and Communication (ACLC). List of selected projects 1. Phonology and its relationship to the lexicon in the first and second language acquisition of a signed language. Supervisors: prof. dr Anne Baker, dr Roland Pfau, dr Beppie van den Bogaerde. Promotor: prof. dr Anne Baker. 2. Design features and sequencing of L2 tasks. Supervisors: prof. dr Folkert Kuiken, dr Ineke Vedder. Promotor: prof. dr Folkert Kuiken. 3. Accessibility of semantic networks of Dutch L1 and L2 children.Supervisors: dr Rob Schoonen, prof. dr Jan Hulstijn.. Promotor: prof. dr Jan Hulstijn. 4. The determiner phrase in sign language: functional layering and semantic interpretation..Supervisors: prof. dr Anne Baker, dr Roland Pfau. Promotor: prof. dr Anne Baker. 5. Epistemic modal particles in Latin (and Ancient Greek). Supervisors: dr Rodie Risselada, prof. dr. Harm Pinkster. Promotor: prof. dr Harm Pinkster. 6. The morpho-syntax of Proto-Caribbean English Plantation Pidgin. Supervisors: dr Norval Smith, prof.dr. Olga Fischer. Promotor: prof. dr Olga Fischer. 7. The acquisition of derivational morphology in Dutch. Supervisors: dr Jan Don, prof. dr Fred Weerman. Promotor: prof. dr Fred Weerman. From bpearson at comdis.umass.edu Tue Mar 22 03:36:51 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 21 Mar 2005 22:36:51 -0500 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: Message-ID: Dear Edith, I'm getting ready to go out of town, so I don't have time for a long answer. Speaking one or two languages won't change the child's language status-- whether she's impaired or not. But if the parents stop one of the languages, she'll lose the chance of intimacy with her extended family who speak that language. You may want to consult a new book by Genesee, Paradis, and Crago on bilingual development and language disorders. (2004, I believe). It should give you some better perspective on the question. Good luck, Barbara Pearson On Mar 21, 2005, at 8:01 AM, Edith Schlag wrote: > Dear childes-readers, > I would like to ask you for some advice. I work with language impaired > children in the Netherlands and one of them has got serious language > delay, especially in lexical skills. She eldues to gesticulation in > both languages. I'd like to have some advice on what language choice > the parents should make. Is it better to have her exposed to one > language only or would it be more advisable to let both her parents > (German-Spanish and living in a mostly German environment) use their > mothertongues? I imagine that two languages are a little overtaxing > for the kid. Is simultaneous development of two lexicons two much for > a language impaired? > Grateful for any suggestion, > Edith Schlag, MSc, SLT > Delft, The Netherlands From mmr.julien at wanadoo.nl Thu Mar 24 13:32:12 2005 From: mmr.julien at wanadoo.nl (M.M.R. (Manuela) Julien) Date: Thu, 24 Mar 2005 14:32:12 +0100 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Thu Mar 24 13:56:57 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Thu, 24 Mar 2005 08:56:57 -0500 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: <6.2.1.2.0.20050324114047.01ffae00@pop.wanadoo.nl> Message-ID: Edith: we (Johanne Paradis, Martha Crago and I) have looked at the grammatical development of English-French bilingual children with specific language impairment -- we found that the nature and extent of their impairment was the same as that of monolingual Enlgish and monolingual French chldren of the same age with SLI. These findings suggest that children with language impairment are not more handicapped learning two than one language. However, this study did not look at lexical development so extrapolating to this domain would be conjecture at this time. Of course, when examiming the lexical development of bilingual children, it is important to take into account their combined vocabularies (as Barbara Pearson and her colleagues have written about) because young bilingual children often exhibit smaller vocabularies in each language than monolinguals but have comparable vocabulies if you combine across languages. The bottom line is that, as far as I know, the research you are looking for has not been done yet. Fred Genesee At 02:32 PM 24/03/2005 +0100, M.M.R. (Manuela) Julien wrote: > > Dear Edith, > > I think that the idea that learning two languages would be to much for a > child with a language impairment is not justified. There is no evidence, as > far as I know, to support that changing from bilingualism to monolingualism > helps children with language problems overcome their problems. One of the > risks of such a sudden switch is that the communication with the family wil > be disturbed. > This is a very delicate issue and there are many factors which need to be > considered before taking a decision. For instance, what are the wishes of > the parents regarding the childs bilingualism, what is the parents command of > the language they choose to use if they insist on droping one of the > languages? Are they able to offer the child a rich exposure to that > language? > > Colin Baker has written about this issue on " A parents� and teachers� guide > to bilingualism, Multilingual Matters ltd. Clevedon, England 2000 > > The following book, written bij Elke Montanari Montanari (2004), is also > worth reading (it does not deal with language disorders but gives good advice > to parents on several issues regarding raising children to be multilingual). > The original book was written in German so you can refer it to these parents. > > "Hoe kinderen meertalig opgroeien, PlanPlan producties, Amsterdam" > > Nazife Cavus en myself are at the moment writting an artikel about this > issue, in Dutch, which wil be published in the LO & FO (the Dutch monthly > magazine of the association of speech and language therapists). > > I hoop this wil help you > > Manuela Julien (neurolinguist and speech and language therapist) > Haags Audiologisch Centrum Effatha, The Netherlands > > > > At 14:01 21-3-2005, you wrote: >> >> Dear childes-readers, >> I would like to ask you for some advice. I work with language impaired >> children in the Netherlands and one of them has got serious language delay, >> especially in lexical skills. She eldues to gesticulation in both languages. >> I'd like to have some advice on what language choice the parents should >> make. Is it better to have her exposed to one language only or would it be >> more advisable to let both her parents (German-Spanish and living in a >> mostly German environment) use their mothertongues? I imagine that two >> languages are a little overtaxing for the kid. Is simultaneous development >> of two lexicons two much for a language impaired? >> Grateful for any suggestion, >> Edith Schlag, MSc, SLT >> Delft, The Netherlands > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From boyatzis at bucknell.edu Thu Mar 24 16:10:00 2005 From: boyatzis at bucknell.edu (Chris Boyatzis) Date: Thu, 24 Mar 2005 11:10:00 -0500 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: <6.2.1.2.0.20050324114047.01ffae00@pop.wanadoo.nl> Message-ID: Would anyone be able to point me to some readings on the relationship between: a. early language development and brain maturation, specifically in temporal lobe/Broca's/Wernicke's areas? b. early linguistic environment/parental input and brain maturation? THanks much! Chris Boyatzis At 02:32 PM 3/24/2005 +0100, M.M.R. (Manuela) Julien wrote: >Dear Edith, > >I think that the idea that learning two languages would be to much for a >child with a language impairment is not justified. There is no evidence, >as far as I know, to support that changing from bilingualism to >monolingualism helps children with language problems overcome their >problems. One of the risks of such a sudden switch is that the >communication with the family wil be disturbed. >This is a very delicate issue and there are many factors which need to be >considered before taking a decision. For instance, what are the wishes of >the parents regarding the childs bilingualism, what is the parents command >of the language they choose to use if they insist on droping one of the >languages? Are they able to offer the child a rich exposure to that language? > >Colin Baker has written about this issue on " A parents' and teachers' >guide to bilingualism, Multilingual Matters ltd. Clevedon, England 2000 > >The following book, written bij Elke Montanari Montanari (2004), is also >worth reading (it does not deal with language disorders but gives good >advice to parents on several issues regarding raising children to be >multilingual). The original book was written in German so you can refer it >to these parents. > >"Hoe kinderen meertalig opgroeien, PlanPlan producties, Amsterdam" > >Nazife Cavus en myself are at the moment writting an artikel about this >issue, in Dutch, which wil be published in the LO & FO (the Dutch >monthly magazine of the association of speech and language therapists). > >I hoop this wil help you > >Manuela Julien (neurolinguist and speech and language therapist) >Haags Audiologisch Centrum Effatha, The Netherlands > > > >At 14:01 21-3-2005, you wrote: >>Dear childes-readers, >>I would like to ask you for some advice. I work with language impaired >>children in the Netherlands and one of them has got serious language >>delay, especially in lexical skills. She eldues to gesticulation in both >>languages. I'd like to have some advice on what language choice the >>parents should make. Is it better to have her exposed to one language >>only or would it be more advisable to let both her parents >>(German-Spanish and living in a mostly German environment) use their >>mothertongues? I imagine that two languages are a little overtaxing for >>the kid. Is simultaneous development of two lexicons two much for a >>language impaired? >>Grateful for any suggestion, >>Edith Schlag, MSc, SLT >>Delft, The Netherlands > >Chris J. Boyatzis, Ph.D. >Associate Professor of Psychology >Department of Psychology >Bucknell University >Lewisburg PA 17837 > >Office phone: 570.577.1696 >FAX 570.577.7007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aris.Xanthos at unil.ch Fri Mar 25 17:30:16 2005 From: Aris.Xanthos at unil.ch (Aris Xanthos) Date: Fri, 25 Mar 2005 18:30:16 +0100 Subject: 2nd CFP: Psychocomputational Models of Human Language Acquisition Message-ID: [Apologies for multiple postings] *** 2nd Call for Papers *** Psychocomputational Models of Human Language Acquisition Workshop at ACL 2005 29-30 June 2005 at University of Michigan Ann Arbor **** Submission Deadline: 4 April 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 with particular emphasis on the acquisition of syntax, though work on the acquisition of morphology, phonology and other levels of linguistic description is also welcome. The workshop will be taking place at the same time as CoNLL-2005 (http://cnts.uia.ac.be/conll/cfp.html) and we expect there to be sufficient interest for a plenary session of papers that are relevant to both audiences. There will also be a plenary session for Mark Steedman's invited talk. Invited Talks ------------- Mark Steedman, University of Edinburgh Brian MacWhinney, Carnegie Mellon University Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. These have generally been motivated primarily by engineering concerns. There have been only a few venues in which computational models of human (first) language acquisition are the focus. In the light of recent results in developmental psychology, indicating that very young infants are capable of detecting statistical patterns in an audible input stream, statistically motivated approaches have gained in plausibility. However, this raises the question of whether or not a psychologically credible statistical learning strategy can be successfully exploited in a full-blown psychocomputational acquisition model, and the extent to which such algorithms must use domain-specific knowledge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, grammatical inference, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of other areas of language are also welcome. Papers are invited on, but not limited to, the following topics: * Models that employ statistical/probabilistic grammars; * Formal learning theoretic and grammar induction models that incorporate psychologically plausible constraints; * Models that employ language models from corpus linguistics; * Models that address the question of learning bias in terms of innate linguistic knowledge versus domain general strategies * Models that can acquire natural language word-order; * Hybrid models that cross established paradigms; * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework, Optimality Theory, or Construction Grammar); * Models that combine parsing and learning; * Models that have a cross-linguistic or bilingual perspective; * Empirical models that make use of child-directed corpora; * Comparative surveys, across multiple paradigms, that critique previously published studies; Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Important Dates --------------- Please note that the turnaround time for accepted papers is quite short. Deadline for main session paper submission: April 4, 2005 Notification of acceptance: May 5, 2005 Deadline for camera-ready papers: May 17, 2005 Conference: June 29-30, 2005 Workshop Organizers ------------------- * William Gregory Sakas (Chair), City University of New York, USA (sakas at hunter.cuny.edu ) * Alexander Clark, Royal Holloway, University of London, UK (alexc at cs.rhul.ac.uk ) * James Cussens, University of York, UK (jc at cs.york.ac.uk ) * Aris Xanthos, University of Lausanne, Switzerland (aris.xanthos at unil.ch ) 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 Paper Submission ---------------- Submissions should follow the two-column format of ACL proceedings and should not exceed eight (8) pages, including references. We strongly recommend the use of ACL LaTeX style files or Microsoft Word Style files tailored for this year's conference. They are available at http://www.aclweb.org/acl2005/styles/. High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: psycho.comp at hunter.cuny.edu . The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. 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 Katherine_Demuth at brown.edu Fri Mar 25 21:27:39 2005 From: Katherine_Demuth at brown.edu (Katherine Demuth) Date: Fri, 25 Mar 2005 16:27:39 -0500 Subject: RA position at Brown University Message-ID: Research Assistant Position in Language Acquisition Child Language Laboratory, Brown University We are currently hiring a full-time Research Assistant work on an NIH-funded grant investigating phonological and morphological development in English- and French-speaking children between the ages of 1-3. Candidates with a BA in linguistics, psychology to or related areas, who have good interpersonal, computer and analytic skills, are especially encouraged to apply. This is an ideal research position for someone interested in early language development, and/or planning to go on to graduate school. Duties include conducting and supervising IPA transcription of child speech, linguistic data analysis, assistance with subject recruiting and experiments, and assistance with preparation of research for presentation and publication. The ideal candidate would have some combination of the following skills: linguistics background, knowledge of basic phonology and/or phonetics, experimental background, knowledge of basic statistics, good spoken or written French, good computer skills, with knowledge of Excel, CHILDES. Programming skills a plus. Start date: June /July 1, 2005, with a 1-year commitment. Please send cover letter expressing interest and qualifications, CV, and contact information for 3 letters of reference to http://careers.brown.edu, position #F00990. For more information, contact: Katherine Demuth Department of Cognitive and Linguistic Sciences Brown University, Box 1978 Providence, RI 02912 Tel: (401) 863-1053 Katherine_Demuth at brown.edu http://cog.brown.edu:16080/~demuth/ Katherine Demuth, Professor Department of Cognitive & Linguistic Sciences Brown University, Box 1978 Providence, RI 02912 USA -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1924 bytes Desc: not available URL: From bodorp at hotmail.com Sun Mar 27 11:14:57 2005 From: bodorp at hotmail.com (Peter Bodor) Date: Sun, 27 Mar 2005 11:14:57 +0000 Subject: A new Volume on Emotional and Linguistic Development Message-ID: Dear Colleagues, I would like to announce the following volume: P�ter Bodor: On Emotions: A Developmental Social Constructionist Account L' Harmattan Publishers, Hungary. ISBN: 963-9457-76-0 The volume develops a developmental social constructionist stance toward emotions and presents an empirical analysis of emotional talk based on CHILDES. Throughout the book a social constructionist framework will be worked out and applied parallel to a developmental perspective. The originality of this approach to emotions represented by the following theoretical and empirical investigations lies in an attempt to adopt a binocular vision of psychology as a discipline which takes as its subject human beings as developing social beings. >From the back cover: This book is part of an exciting new movement in psychology that links issues of emotion, identity, discourse, and development. Meshing a social constructionist account of emotion with the empirical examination of language development follows in the tradition of language socialization research and Bodor's work positions the field of developmental psychology in ways that will lead to whole new ways of problem setting in years to come. - Nancy Budwig, Clark University I congratulate Peter Bodor on his important contribution to a constructionist understanding of emotions. Not only does this work make significant connection with philosophical, psychological and social issues related to emotional expression, but offers innovative research on emotional development. Bodor's work is of far-reaching significance and deserving of the widest audience. - Kenneth Gergen, Swarthmore College Table of contents: Chapter 1 SOCIAL CONSTRUCTIONISM IN PSYCHOLOGY Chapter 2 MARKING AN HORIZON FOR EMOTION Chapter 3 TOWARDS A SOCIAL CONSTRUCTIVIST ACCOUNT OF EMOTIONS Chapter 4 A CONSTRUCTIONIST ACCOUNT OF EMOTIONAL DEVELOPMENT AND THE ACQUISITION OF EMOTIONAL LANGUAGE Chapter 5 ANALYSING THE DEVELOPMENT OF EMOTIONAL TALK Chapter 6 SUMMARY AND CONCLUSIONS Available: in Europe: www.harmattan.hu/books/foreign/on_emotions.php (or email to email at harmattan.hu) in the USA: www.taosinstitute.net/publishing/worldBooks.html 170 pages; $20 plus shipping and handling Thanks for your attention P�ter Bodor, associate professor ELTE University, Budapest, Faculty of Social Sciences, Institute of Social Relationships Dept. of Social Psychology Budapest, Pazmany Peter Setany 1/A Tel.: Office: (36)(1) 2090555 _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar - get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From dandjelk at f.bg.ac.yu Tue Mar 29 23:48:54 2005 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Wed, 30 Mar 2005 01:48:54 +0200 Subject: Summary: verbs ASK and TELL Message-ID: Dear collegues, Here is a summary of replies that I recieved from you to my following question. A small experiment that we have done recently with Serbian preschool children has given some reasons to believe that acquisition of verbs PITAJ and RECI (meaning ASK and TELL) in Serbian is pretty easier and taking place several years before then in English, having in mind what was shown in the classic Caroll Chomsky's: The Acquistion of Syntax in Children's Language from 5 to 10. Could anyone kindly direct me to new studies of acquistion of these verbs? Any language, any methodology and corpora retrieval data would be appreciated very much. Lise Menn wrote that there are a lot of pragmatic artifacts in the pioneering Chomsky studies. Actually our colegues and I had the same thought and that's why we conducted the experiment I mentioned above. L. Menn also recommended the following references: Tanz, C. (1980). Studies in the acquisition of deictic terms. Cambridge: Cambridge University Press. or her article Tanz, C. (1983). Asking children to ask: an experimental investigation of the pragmatics of relayed questions. Journal of Child Language, 10, 187-194. Kristen Syrett suggests that opting for acting-out and production methodology has a significant effect, which was shown in a recent work (Syrett and Lidz 2004). K.S.: "We ran 4-year olds in a Truth Value Judgment Task looking at a special type of ellipsis construction. We used subject and object control structures with the verbs want, need, ask, and invite. Children did just fine with these in this comprehension/judgment methodology." Barbara Lust suggested: Cohen Sherman, Janet and Lust, B. 1993. Children are in control. Cognition. 46, pp 1-51. I thank you all for taking time to reply. I appreciate your kind efforts. Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade Serbia and Montengro -------------- next part -------------- An HTML attachment was scrubbed... URL: From dandjelk at f.bg.ac.yu Tue Mar 29 23:00:59 2005 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Wed, 30 Mar 2005 01:00:59 +0200 Subject: Lexicon in Bilingual Language Impaired Children Message-ID: In the continuation of Chris Boyatzis's question: c. could anyone point to some readings (if there is any, and if question is not too naive) on the relationship between early "explosion of vocabulary" at the age of 2 and 3 in the course of language development, and establishing of neural connections in the brain development. Thank you. Darinka Andjelkovic ----- Original Message ----- From: Chris Boyatzis To: M.M.R. (Manuela) Julien ; Edith Schlag Cc: CHILDES ; a.correianunes at chello.nl Sent: Thursday, March 24, 2005 6:10 PM Subject: Re: Lexicon in Bilingual Language Impaired Children Would anyone be able to point me to some readings on the relationship between: a. early language development and brain maturation, specifically in temporal lobe/Broca's/Wernicke's areas? b. early linguistic environment/parental input and brain maturation? THanks much! Chris Boyatzis At 02:32 PM 3/24/2005 +0100, M.M.R. (Manuela) Julien wrote: Dear Edith, I think that the idea that learning two languages would be to much for a child with a language impairment is not justified. There is no evidence, as far as I know, to support that changing from bilingualism to monolingualism helps children with language problems overcome their problems. One of the risks of such a sudden switch is that the communication with the family wil be disturbed. This is a very delicate issue and there are many factors which need to be considered before taking a decision. For instance, what are the wishes of the parents regarding the childs bilingualism, what is the parents command of the language they choose to use if they insist on droping one of the languages? Are they able to offer the child a rich exposure to that language? Colin Baker has written about this issue on " A parents' and teachers' guide to bilingualism, Multilingual Matters ltd. Clevedon, England 2000 The following book, written bij Elke Montanari Montanari (2004), is also worth reading (it does not deal with language disorders but gives good advice to parents on several issues regarding raising children to be multilingual). The original book was written in German so you can refer it to these parents. "Hoe kinderen meertalig opgroeien, PlanPlan producties, Amsterdam" Nazife Cavus en myself are at the moment writting an artikel about this issue, in Dutch, which wil be published in the LO & FO (the Dutch monthly magazine of the association of speech and language therapists). I hoop this wil help you Manuela Julien (neurolinguist and speech and language therapist) Haags Audiologisch Centrum Effatha, The Netherlands At 14:01 21-3-2005, you wrote: Dear childes-readers, I would like to ask you for some advice. I work with language impaired children in the Netherlands and one of them has got serious language delay, especially in lexical skills. She eldues to gesticulation in both languages. I'd like to have some advice on what language choice the parents should make. Is it better to have her exposed to one language only or would it be more advisable to let both her parents (German-Spanish and living in a mostly German environment) use their mothertongues? I imagine that two languages are a little overtaxing for the kid. Is simultaneous development of two lexicons two much for a language impaired? Grateful for any suggestion, Edith Schlag, MSc, SLT Delft, The Netherlands Chris J. Boyatzis, Ph.D. Associate Professor of Psychology Department of Psychology Bucknell University Lewisburg PA 17837 Office phone: 570.577.1696 FAX 570.577.7007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Mar 30 10:12:00 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 30 Mar 2005 11:12:00 +0100 Subject: infants' and toddlers' spontaneous gestures Message-ID: Have there been studies (apart from Susan Goldin-Meadow's fascinating studies) of the natural gesturing of infants and toddlers? And any of their gesturing during sleep? All pointers most gratefully received. best wishes for Easter to all, Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From a.karmiloff-smith at ich.ucl.ac.uk Wed Mar 30 11:17:34 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 30 Mar 2005 12:17:34 +0100 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: <20050330110421.4033C131AB@webmail221.herald.ox.ac.uk> Message-ID: excellent, thank you so much. Annette At 12:04 +0100 30/3/05, Glynis Laws wrote: >Dear Annette, > >Chapter 11 in David McNeill’s 1992 book ‘Hand and Mind’ gives a list of >gestures produced by children aged from 12 months (not while sleeping, I’m >afraid). These were reproduced from a paper by Acredolo & Goodwyn that was >described as in press at the time. A & G also have a paper 1988, Symbolic >gesturing in normal infants. Child Development, 59, 450-466. >Also: Namy, L. & Waxman, S. (2002). Patterns of spontaneous production of >novel words and gestures within an experimental setting in children ages 1;6 >and 2;2. >And, a recent review: Capone, N.C. & McGregor, K.K. (2004). Gesture >development: a review for clinical and research practices. J. of Speech, >Language and Hearing Research, 47, 173-186. > >Best wishes. > >Glynis. > > > >In message Professor Annette >Karmiloff-Smith writes: >> Have there been studies (apart from Susan Goldin-Meadow's fascinating >> studies) of the natural gesturing of infants and toddlers? And any >> of their gesturing during sleep? >> All pointers most gratefully received. >> best wishes for Easter to all, >> Annette >> >> >> -- >> >> >> ________________________________________________________________ >> Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, >> Head, Neurocognitive Development Unit, >> Institute of Child Health, >> 30 Guilford Street, >> London WC1N 1EH, U.K. >> tel: 0207 905 2754 >> fax: 0207 242 7717 >> sec: 0207 905 2334 >> http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html >> >> >> > >-- >Dr. Glynis Laws >Department of Experimental Psychology, >University of Oxford. >01865 271334 From ann.dowker at psy.ox.ac.uk Wed Mar 30 20:14:21 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 30 Mar 2005 21:14:21 +0100 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: Message-ID: I don't know of any references on gestures during sleep; but here are a few on gesture development that may be useful: Attwood, A., Frith, U. and Hermelin, B. (1988). The understanding and use of interpersonal gestures by autistic and Downs syndrome children. Journal of Autism and Developmental Disorders, 18, 241-257 Boyatzis, C.J. and Watson, M.W. (1993). Preschool children's symbolic representations of objects through gestures. Child Development, 64, 729-735 Capirci,O., Iverson, J.M., Pizzuto, E. and Volterra, V. (1996). Gestures and words during the transition to two-word speech. Journal of Child Language, 23, 645-673 Marschark, M. (1994). Gesture and sign. Applied Psycholinguistics, 15, 209-236 (and a number of other papers looking at relationships between sign language and gestures) O'Reilly, A.W., Painter, K.M. and Bornstein, M.H. (1997). Relations between language and symbolic gesture development in early childhood. Cognitive Development, 12, 185-197 Thal, D.J. and Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech and Hearing Research, 35, 1281-1289 Thal, D. and Tobias, S. (1994). Relationships between language and gestures in normally developing and late-talking toddlers. Journal of Speech and Hearing Research, 37, 155-170 Tomasello, M. and Camaioni, L. (1997). A comparison of the gestural communication of apes and human infants. Human Development, 40, 7-24 Hope these help, Ann From ann.dowker at psy.ox.ac.uk Wed Mar 30 20:22:27 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 30 Mar 2005 21:22:27 +0100 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: <20050330201421.32C4D2DE31@webmail217.herald.ox.ac.uk> Message-ID: I think there is also some reference to gesture development in A.W. Ellis and G.W. Beattie: The Psychology of Language and Communication (1988); but I don't have it to hand. Ann From boehning at ling.uni-potsdam.de Tue Mar 8 11:26:56 2005 From: boehning at ling.uni-potsdam.de (Marita Boehning) Date: Tue, 8 Mar 2005 12:26:56 +0100 Subject: Conference Information: Science of Aphasia 6, Helsinki, Summer '05 Message-ID: Conference Announcement Full Title: Science of Aphasia 6 Short Title: SoA 6 Linguistic Field(s): Cognitive Science; General Linguistics; Language Acquisition; Neurolinguistics; Psycholinguistics Date: 26-Aug-2005 - 30-Aug-2005 Location: Helsinki, Finland Contact Person: Satu-Anniina Pakarinen Meeting Email: aphasianeuro.hut.fi Web Site: http://www.soa-online.com Call Deadline: 15-Apr-2005 Meeting Description: The SoA conferences are intended to bring together established and junior scientists working in the multidisciplinary field of neurolinguistics and language neuroscience, both normal function and disorders. In the year 2005, the 6th SoA conference focuses on recovery and treatment of aphasia, from basic neuroscience to clinic. Contributed papers are planned primarily in the form of poster sessions, starting with brief oral presentations to present the highlights of each poster (3-5 min), and with ample time for discussion. Science of Aphasia VI invites submission of abstracts for poster presentations on any neurolinguistic research topic. Guidelines for submission : - abstracts for poster presentation must be in English. - abstracts should not exceed 1000 words and should contain information about the research question, the design of the study, the results, including the data and a discussion of the results - all abstracts will be refereed by members of the scientific organizing committee - the deadline for submission is April 15 and we will let you know before May 15 whether your submission has been accepted - format of posters should be portrait, ca. 118 x 84 cm Further information can be found under http://www.soa-online.com ************************************ 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: -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: image/gif Size: 927 bytes Desc: not available URL: From gwestermann at brookes.ac.uk Sat Mar 5 11:48:36 2005 From: gwestermann at brookes.ac.uk (Gert Westermann) Date: Sat, 5 Mar 2005 11:48:36 +0000 Subject: Assessing phoneme discrimination Message-ID: Dear Colleagues, We are conducting a research study on language development in tracheostomized children (both during and after tracheostomy). As part of the study we will investigate speech perception, primarily looking at children?s phonological awareness. Would anyone be able to advise on whether there are assessments tools (preferably norm-referenced) that investigate (English-speaking) children?s phoneme discrimination ability between the ages of 1-4 years old? I would greatly appreciate any advice. Thank you, -- Gert ===================================================================== Dr. Gert Westermann gwestermann at brookes.ac.uk Department of Psychology, Oxford Brookes University, Oxford OX3 0BP Tel +44 (0)1865 48 37 72 Fax: +44 (0)1865 48 38 87 http://www.cbcd.bbk.ac.uk/people/gert/ ===================================================================== From h.vanderlely at ucl.ac.uk Mon Mar 7 19:03:22 2005 From: h.vanderlely at ucl.ac.uk (Heather van der Lely) Date: Mon, 7 Mar 2005 19:03:22 +0000 Subject: UCL Lecturer: Developmental Cognitive Neuroscience Message-ID: An HTML attachment was scrubbed... URL: From htagerf at bu.edu Thu Mar 10 23:25:40 2005 From: htagerf at bu.edu (htagerf at bu.edu) Date: Thu, 10 Mar 2005 18:25:40 -0500 Subject: RA Positions at Boston University - bring to your students' atten tion! Message-ID: RESEARCH ASSISTANT POSITIONS Laboratory of Developmental Cognitive Neuroscience BOSTON UNIVERSITY SCHOOL OF MEDICINE SPRING/SUMMER 2005 Several full time positions available on NIH-funded projects that focus on children with neurodevelopmental disorders (autism, Williams syndrome, specific language impairment) with special emphasis on language, face processing, and other aspects of cognition in school-aged children, brain imaging in preschoolers, and early development in toddlers. Requirements include: background in Psychology or related field with Bachelors degree; research experience; excellent organizational, interpersonal and computer skills. We are seeking recent college graduates with a strong intellectual interest in our specific research programs and prior coursework in cognitive/developmental/clinical science and/or neuroscience. Although not required, experience with computer programming and hardware used in cognitive science research paradigms is highly desirable. Experience working with children in research or clinical settings is required. Responsibilities include administration of standardized diagnostic, cognitive and language tests with children and adults; assistance in design and development of experimental tasks; programming computer presentation of stimuli and data collection; helping children prepare for brain scan experiments; managing, coding and analyzing data; preparation of literature reviews, maintaining participant files, and writing testing reports. We are seeking mature, responsible, and highly motivated people who would enjoy the experience of being involved in a large and active research lab (see our website: www.bu.edu./autism ). A two-year commitment to the position is required with a start date no later than July 1, 2005. For more information, please send a cover letter describing your interests and goals, your resume, a copy of your college transcript and the names of 3 references to: Helen Tager-Flusberg, Ph.D. Director, Laboratory of Developmental Cognitive Neuroscience, Department of Anatomy & Neurobiology, Boston University School of Medicine, 715 Albany Street L-814 Boston, MA 02118-2526 Fax: 617-414-1301, email: htagerf at bu.edu ___________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From mazzocco at kennedykrieger.org Thu Mar 10 23:42:06 2005 From: mazzocco at kennedykrieger.org (Michele Mazzocco) Date: Thu, 10 Mar 2005 18:42:06 -0500 Subject: Research Assistant Positions - fragile X, Turner syndrome, and Math LD Message-ID: Please bring this notic to the attention of your students. This position is a good opportunity for someone who would like to gain research experience while considering graduate school, or for an MA level psychologist who would like to be involved with a large, ongoing study. There are numerous opportunities for conference presentations and manuscript preparation, but mostly working directly with children and families. Research Assistant/Coordinator position available beginning in Spring or early summer of 2005. The Research Coordinator will be involved in coordinating ongoing research efforts, data collection, data scoring, and date entry, with possible involvement in manuscript preparation. Data collection will involve assessments with middle school children in school settings, and both in-state and out-of-state assessments of children, ages five to thirteen years, with fragile X or Turner syndrome. We seek a dedicated, detail-oriented individual who enjoys working with children and families, and who is interested in contributing to research on mathematics learning disability. Bachelor's Degree in psychology or related field is required. Experience with data sets (excel, access) and statistics (SPSS) is desirable, but not required. For more information about this position, please contact Dr. Mazzocco at Mazzocco at kennedykrieger.org Email inquiries welcome. If you decide to apply for the position, please apply via our website at www.kennedykrieger.org , Job ID 32612. To learn more about our research project, visit www.msdp.kennedykrieger.org EEO M/F/D/V Michele M. M. Mazzocco, Ph.D. Associate Professor, Psychiatry Johns Hopkins School of Medicine Principal Investigator, Math Skills Development Project Kennedy Krieger West Campus 3825 Greenspring Avenue, Painter Bldg Top Floor Baltimore, Maryland 21211 443-923-4125 tel 443-923-4130 fax mazzocco at kennedykrieger.org From dcavar at indiana.edu Mon Mar 14 04:23:03 2005 From: dcavar at indiana.edu (=?UTF-8?Q?Damir_=C4=86avar?=) Date: Sun, 13 Mar 2005 23:23:03 -0500 Subject: CFP: Reminder - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Call for Papers: Workshop on Computational Modeling of Lexical Acquisition - The Split Meeting - http://www.ohz.unist.hr/cpala/ Time: 25.-28. July 2005 Location: University of Split, Croatia Abstract submission deadline: March 15th 2005 The Croatian Language Technologies Society (CLTS) and the University of Split are pleased to sponsor the inaugural meeting of the Workshop on Computational Linguistics held in Split, Croatia, focusing on the topic of "Computational Modeling of Lexical Acquisition". We will build on the topics in formal-theoretical and computational linguistics, in particular on issues in learnability, complexity and modeling of lexical knowledge. This workshop is especially intended to provide a forum for the presentation of unique and original research on computational linguistic topics in the domain of learning of lexical properties, i.e. lexical acquisition, including but not limited to the following topics: a. machine learning methods for lexical acquisition - speech and language segmentation into lexical units - induction and learning of phonological and morphological structure - inducing formal grammars from discovered structural properties - learning lexical semantic properties and lexical disambiguation - computational models of psycholinguistic aspects of lexical acquisition b. corpora, evaluation and applications - induction of part-of-speech information for tagging and automatic annotation (via e.g. clustering and classification, using Vector Space Modeling or other strategies) - corpora for learning phonological and morphological regularities and a common gold standard - applications using machine learning and automatic lexical acquisition (e.g. tagger, ontologies, textmining) - evaluation strategies and methods for learning approaches This workshop will expand into a fixed annual event organized by the Croatian Language Technologies Society (CLTS) to be hosted, in turn, and shared among all interested and committed Croatian Universities. Detailed instructions on abstract submission and registration can be found on the following web page: http://www.ohz.unist.hr/cpala/ From dservin at planeta.com.mx Mon Mar 14 17:14:23 2005 From: dservin at planeta.com.mx (dservin at planeta.com.mx) Date: Mon, 14 Mar 2005 11:14:23 -0600 Subject: CFP: Reminder - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Acuse de recibo Su CFP: Reminder - Computational Modeling of Lexical document Acquisition (Split, Croatia) o: Ha sido Diana Servin/Planeta/mx recibido por: Con 14/03/2005 11:11:37 a.m. fecha: From Thomas.Klee at newcastle.ac.uk Wed Mar 16 12:39:34 2005 From: Thomas.Klee at newcastle.ac.uk (Thomas Klee) Date: Wed, 16 Mar 2005 12:39:34 -0000 Subject: Child Language Seminar 2006: call for papers Message-ID: Child Language Seminar 19-21 July 2006 University of Newcastle upon Tyne, England Call for Papers We are pleased to announce that the Child Language Seminar is returning to Newcastle upon Tyne in 2006. It will be hosted by the School of Education, Communication & Language Sciences at Newcastle University and is being organised by Thomas Klee and Deborah James. When the CLS was last held in Newcastle in 2003, papers were presented by child language researchers from over 20 countries, underlining the international appeal of this interdisciplinary conference. The CLS was first held in 1977 and provides a forum for research on first language development in all populations. 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. The conference dinner will be held at The Sage Gateshead, the spectacular ?70 million venue for live music on the River Tyne which opened in 2005 and the first building for the performing arts designed by Sir Normal Foster's architectural team. The conference will be rounded off with a ceilidh dance on the final night. Proposals are invited for papers and posters on issues related to child language development and disorders. Submission deadline is 1 March 2006. More information about submitting proposals, registration and accommodation may be found at: www.CLS2006.visitnewcastlegateshead.com From dcavar at indiana.edu Wed Mar 16 17:18:39 2005 From: dcavar at indiana.edu (=?UTF-8?Q?Damir_=C4=86avar?=) Date: Wed, 16 Mar 2005 12:18:39 -0500 Subject: CFP: Final Call - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Last Call for Papers: Workshop on Computational Modeling of Lexical Acquisition - The Split Meeting - http://www.ohz.unist.hr/cpala/ Time: 25.-28. July 2005 Location: University of Split, Croatia Abstract submission deadline: March 23rd 2005 The Croatian Language Technologies Society (CLTS) and the University of Split are pleased to sponsor the inaugural meeting of the Workshop on Computational Linguistics held in Split, Croatia, focusing on the topic of "Computational Modeling of Lexical Acquisition". We will build on the topics in formal-theoretical and computational linguistics, in particular on issues in learnability, complexity and modeling of lexical knowledge. This workshop is especially intended to provide a forum for the presentation of unique and original research on computational linguistic topics in the domain of learning of lexical properties, i.e. lexical acquisition, including but not limited to the following topics: a. machine learning methods for lexical acquisition - speech and language segmentation into lexical units - induction and learning of phonological and morphological structure - inducing formal grammars from discovered structural properties - learning lexical semantic properties and lexical disambiguation - computational models of psycholinguistic aspects of lexical acquisition b. corpora, evaluation and applications - induction of part-of-speech information for tagging and automatic annotation (via e.g. clustering and classification, using Vector Space Modeling or other strategies) - corpora for learning phonological and morphological regularities and a common gold standard - applications using machine learning and automatic lexical acquisition (e.g. tagger, ontologies, textmining) - evaluation strategies and methods for learning approaches This workshop will expand into a fixed annual event organized by the Croatian Language Technologies Society (CLTS) to be hosted, in turn, and shared among all interested and committed Croatian Universities. We strongly encourage students to participate at this workshop and join the tutorial sessions! Tutorials: - Thomas Hanneforth (University of Potsdam) "Finite State Modeling and the Potsdam FSMLib" - Damir ?avar (Indiana University) "Vector Space Modeling, Latent Semantic Analysis, Clustering Algorithms for Lexical Acquisition" Mail your suggestions for additional tutorials that you would volunteer to teach to: cpala at ohz.unist.hr Publications: Papers and presentations will be published online and on a CD-ROM distributed during the workshop. All tutorial material, necessary programs and example code will be published on the workshop CD-ROM as well. Publishers will be approached for publication of the proceedings. If you are interested or have suggestions, please contact: cpala at ohz.unist.hr Detailed instructions on abstract submission and registration can be found on the following web page: http://www.ohz.unist.hr/cpala/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3046 bytes Desc: not available URL: From dservin at planeta.com.mx Wed Mar 16 17:55:37 2005 From: dservin at planeta.com.mx (dservin at planeta.com.mx) Date: Wed, 16 Mar 2005 11:55:37 -0600 Subject: CFP: Final Call - Computational Modeling of Lexical Acquisition (Split, Croatia) Message-ID: Acuse de recibo Su CFP: Final Call - Computational Modeling of Lexical document Acquisition (Split, Croatia) o: Ha sido Diana Servin/Planeta/mx recibido por: Con 16/03/2005 11:52:48 a.m. fecha: From cmartinot at free.fr Fri Mar 18 09:13:38 2005 From: cmartinot at free.fr (Claire Martinot) Date: Fri, 18 Mar 2005 10:13:38 +0100 Subject: =?utf-8?Q?Re:_Envoi_d'un_message=C2=A0:_New_pub?= =?utf-8?Q?lication_pufc?= Message-ID: Dear Childes-members, I am happy to announce the publication of 'Comment parlent les enfants de 6 ans ?' How do children speak at the age of 6 ? For a language acquisition linguistics Claire Martinot cmartinot at free.fr Collection Orthophonie et Logop?die, pufc, 2005 ISBN : 2 ? 84627 ? 087 ? 2 Prix : 15 euros Presses Universitaires de Franche-Comt? Universit? de Franche-Comt? UFR des Sciences M?dicales et Pharmaceutiques 2, Place Saint-Jacques 25030 Besan?on C?dex T?l. 03 81 66 59 70 T?l?copie. 03 81 66 59 80 Courriel : presses-ufc at univ-fcomte.fr Why is it that sentences, produced by children aged 6 -7 are generally conforming with the rules of the target language ? French in our case, thus allowing to contend that children acquire language skills at this age? At the same time, any French-speaker adult always easily identifies these sentences as being produced by children about 6-year old? Does this imply that language acquisition has not being completed? These are the questions this book tries to answer. The author also supports the idea that systematic description of sentences produced by children of a given age group is absolutely necessary. This is especially true when trying to accurately characterize the language produced by these children as it relates with the stage of language acquisition i.e. anterior or posterior. This book aims at presenting a first set of results concerning the language proficiency of 6-7-year old children when they are producing sentences linking them together either by coordination or by subordination. Claire MARTINOT is a senior lecturer at Ren? Descartes university, Paris 5, and is associated to the UMR 8606, a laboratory of Children?s language acquisition and language pathology. Since 2003, she is coordinating an international research project on late language acquisition (4-10-year old children) involving 12 mother languages and led in various French-speaking areas. The main objective of this project consists in showing that all children acquire their mother?s tongue through particular reformulation procedures that children apply to sentences kept in mind and activated when they try to express what they want to tell. These reformulation procedures correspond to a tentative to produce or reproduce the sense expressed in an anterior production without pretending any semantic equivalence between the source sentence and its reproduction. The goal of this study consists to propose a new explanatory paradigm to the process of mother?s language acquisition which is based both on non generative transformational linguistic theory and on a language acquisition theory using a redefined concept of the Reformulation. A first stage of this research work was reported in issue 140 of de review Langages : Acquisition et Reformulation (Larousse, 2000) and was further published in the book entitled La Reformulation : un principe universel d?acquisition (Kim?, 2003, Claire Martinot & Amr Ibrahim, ?ds.). ************************************************** Claire Martinot Ma?tre de Conf?rences, HDR Universit? Ren? Descartes, Paris 5 LEAPLE, UMR 8606 49, av. de Cond? F-94100 Saint-Maur-des-Foss?s ************************************************** From dolores888 at hotmail.com Sun Mar 20 02:05:46 2005 From: dolores888 at hotmail.com (dolores ma) Date: Sun, 20 Mar 2005 03:05:46 +0100 Subject: Postdoctoral Research Fellowship 2005 Message-ID: Postdoctoral Research Fellowship 2005 Requirement: the date of the Ph.D. title must be 1995 or later. Salary: 23.500-31.000 euros/year; for a three/five-year contract at a University in Spain. Experience in psychophysiology is welcomed (but not required). Deadline: March 21/31, 2005. Please, for more details, e-mail at: dolores888 at hotmail.com. From dandjelk at f.bg.ac.yu Mon Mar 21 06:26:29 2005 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Mon, 21 Mar 2005 07:26:29 +0100 Subject: verbs ASK and TELL Message-ID: Hello, a small experiment that we have done recently with Serbian preschool children has given some reasons to believe that acquisition of verbs PITAJ and RECI (meaning ASK and TELL) in Serbian is pretty easier and taking place several years before then in English, having in mind what was shown in the classic Caroll Chomsky's: The Acquistion of Syntax in Children's Language from 5 to 10. Could anyone kindly direct me to new studies of acquistion of these verbs? Any language, any methodology and corpora retrieval data would be appreciated very much. Many thanks, Darinka Andjlekovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade -------------- next part -------------- An HTML attachment was scrubbed... URL: From E.A.B.M.Verheugd-Daatzelaar at uva.nl Mon Mar 21 12:01:42 2005 From: E.A.B.M.Verheugd-Daatzelaar at uva.nl (Verheugd-Daatzelaar, E.A.B.M.) Date: Mon, 21 Mar 2005 13:01:42 +0100 Subject: vacancy Message-ID: -----Oorspronkelijk bericht----- Van: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] Verzonden: maandag 21 maart 2005 12:52 Aan: Verheugd-Daatzelaar, E.A.B.M. Onderwerp: Re: vacancy >This is a multi-part message in MIME format. > >------_=_NextPart_001_01C52E0C.5B0D389E >Content-Type: text/plain; > charset="iso-8859-1" >Content-Transfer-Encoding: quoted-printable > >Dear moderator, > >I would like to have the job announcement below on the Info Childes >list. > >Would that be possible, > >best, Els > >Dr. Els Verheugd >coordinator ACLC >Amsterdam Center for Language and Communication >Spuistraat 210,room 423 >1012 VT Amsterdam, The Netherlands >T: +31.20.525.2543 >F: +31.20.525.3052 >E: aclc-fgw at uva.nl > >LSG Taalkunde van de Romaanse Talen >Opleiding Frans UvA >Spuistraat 134; kamer 311 >1012 VB Amsterdam >T. +31.20.525.4627 Two PhD positions (full time) Research direction The Amsterdam Centre for Language and Communication focuses on the description and explanations for variation in languages and language use. Despite their enormous variety, languages show a remarkable degree of similarity, which can be described in terms of a set of language universals. A key feature of the ACLC approach is that these universals are studied from the widest possible variety of perspectives, both descriptive and theoretical, in order to ensure that the findings are not accidental, but are truly representative of the basic parameters that govern the organization of natural languages. The ACLC includes both functional and formal approaches to language description and encourages dialogue between these approaches. Studies cover all aspects of speech and languages: phonetics, phonology, morphology, syntax, semantics and pragmatics - in a search for the Language Blueprint. Language typology, including that of creole and signed languages, plays an important part in the ACLC programme. Language variation in terms of time, space and context is also a specialisation. The study of variation in the different types of language user - from the child learning her first language to the adult second language learner including also different types of language pathology - is a clear focus. Types of application There are two types of application: 1. for one of seven selected PhD projects listed below 2. for a project that you propose yourself under the condition that this can be embedded into The Language Blueprint Tasks The PhD student needs to carry out the research within three years and needs to write a dissertation. Requirements MA in linguistics (or equivalent), obtained no longer than five years ago. Appointment The PhD student will be appointed as a 'promovendus' for a period of three years (full time) at the Faculty of Humanities of the University of Amsterdam under the terms of employment currently valid for the Faculty. A contract will be given in the first instance for one year, with an extension for the following two years on the basis of an evaluation of, amongst other things, a written piece of work. The salary will be in accordance with the university regulations for academic personnel, and will range from EUR 2.179 (first year) up to a maximum of EUR 2,394 (final year) gross per month Job application The following documents, which can be found on the ACLC website (www.hum.uva.nl/aclc) give precise information about the application procedure: 1. Guidelines for applying for a PhD position 2. The selected PhD projects (type 1), see list below; the full text of the project descriptions can be found on the ACLC website; for information on a particular project please contact the person(s) mentioned in the project description 3. Guidelines for an external PhD proposal (type 2) Candidates who do not want to be formally appointed as a PhD student can find the necessary information in the Guidelines for applying for a PhD position. NB Incomplete applications will be automatically rejected so please read the guidelines carefully. Applications should be sent before April 18th, 2005 to the director of the ACLC, prof. dr A.E. Baker, Spuistraat 210, 1012 VT Amsterdam. Applications received after this date or those that are incomplete will not be taken into consideration. Information Further information can be obtained from the managing director of the research institute dr. Els Verheugd, phone +31.20.525.2543, e-mail: E.A.B.M.Verheugd-Daatzelaar at uva.nl or on the website of the Amsterdam Center for Language and Communication (ACLC). List of selected projects 1. Phonology and its relationship to the lexicon in the first and second language acquisition of a signed language. Supervisors: prof. dr Anne Baker, dr Roland Pfau, dr Beppie van den Bogaerde. Promotor: prof. dr Anne Baker. 2. Design features and sequencing of L2 tasks. Supervisors: prof. dr Folkert Kuiken, dr Ineke Vedder. Promotor: prof. dr Folkert Kuiken. 3. Accessibility of semantic networks of Dutch L1 and L2 children.Supervisors: dr Rob Schoonen, prof. dr Jan Hulstijn.. Promotor: prof. dr Jan Hulstijn. 4. The determiner phrase in sign language: functional layering and semantic interpretation..Supervisors: prof. dr Anne Baker, dr Roland Pfau. Promotor: prof. dr Anne Baker. 5. Epistemic modal particles in Latin (and Ancient Greek). Supervisors: dr Rodie Risselada, prof. dr. Harm Pinkster. Promotor: prof. dr Harm Pinkster. 6. The morpho-syntax of Proto-Caribbean English Plantation Pidgin. Supervisors: dr Norval Smith, prof.dr. Olga Fischer. Promotor: prof. dr Olga Fischer. 7. The acquisition of derivational morphology in Dutch. Supervisors: dr Jan Don, prof. dr Fred Weerman. Promotor: prof. dr Fred Weerman. From m.perkins at sheffield.ac.uk Mon Mar 21 12:15:30 2005 From: m.perkins at sheffield.ac.uk (Mick Perkins) Date: Mon, 21 Mar 2005 12:15:30 -0000 Subject: MSc in Human Communication Sciences Research Message-ID: MSc IN HUMAN COMMUNICATION SCIENCES RESEARCH Department of Human Communication Sciences, University of Sheffield, UK This full-time (1 yr) and part-time (2 yrs) course provides an opportunity for Linguists and Psychologists to apply their theoretical and analytical knowledge to the study of communication disorders, and for Speech and Language Therapists to explore the research implications of their clinical work. Human Communication Sciences is a multidisciplinary area which focuses on typical and atypical communication. It includes linguistics, phonetics, psychology, speech and language pathology and cognitive neuroscience, and is approached from the multiple perspectives of behavioural, cognitive and medical science. The Department of Human Communication Sciences at Sheffield is one of the leading departments of its kind in the UK, and offers research and teaching expertise in all these areas. It is recognised by the ESRC as a research training outlet. COURSE AIMS: To provide: - a sound understanding of current research in human communication sciences - training in research methods and design, and use of a range of analytical approaches - a foundation for PhD research COURSE CONTENT: Core Modules: Current Research in Human Communication Sciences; Research Methods; Methods in Clinical Linguistics; Critical Analysis; Professional Research Skills; ICT Applications; Research Project (student's own choice of topic) Option modules: Developmental Communication Disorders; Acquired Communication Disorders. Further options are available in a range of areas including Linguistics, Health and Psychology. TEACHING METHODS Mainly in small group tutorials and workshops to ensure that every student has the chance to take an active part. Students are encouraged to take advantage of the wide range of excellent clinical observation facilities available. ENTRY REQUIREMENTS A good BA or BSc degree (1st class, upper 2nd or equivalent) in a relevant discipline such as Linguistics, Psychology or Speech and Language Therapy. English language requirements for EU/Overseas students: IELTS average score of 7 or above, or equivalent. FEES (2005-6): UK/ EU: Full time ?3,085, Part time (per annum) ?1,543 Overseas: Full time ?10,800 Part time (per annum) ?5,400 For further information, see http://www.shef.ac.uk/hcs/ or contact: Professor Mick Perkins (Course Director) Phone: +44 (0)114 2222408 E-mail: m.perkins at sheffield.ac.uk Mrs Chris Thomas (Admissions Secretary) Phone: +44 (0)114 222 2405 E-mail: c.a.thomas at sheffield.ac.uk From P.Fletcher at ucc.ie Mon Mar 21 12:27:43 2005 From: P.Fletcher at ucc.ie (Fletcher , Paul) Date: Mon, 21 Mar 2005 12:27:43 -0000 Subject: job vacancy in Ireland Message-ID:                                                                                             ! University College Cork, Ireland Faculty of Medicine and Health SCHOOL OF CLINICAL THERAPIES LECTURESHIP IN SPEECH AND HEARING SCIENCES Applications are invited for this wholetime permanent Lectureship in the Department of Speech and Hearing Sciences. Applicants must have a professional degree qualification in Speech and Language Therapy and a Masters degree in a relevant discipline, and should have specialised in some aspect of child language disorders. A PhD is desirable. The successful applicant will be expected to contribute to teaching and learning on undergraduate and postgraduate courses in the Department, and to the development of its research programme. Salary scales [new entrants] EUR31,304 - EUR50,851 Bar EUR56,721 - EUR74,720 Salary will be at a point on these scales in accordance with qualifications and experience. For informal discussion contact: Professor Paul Fletcher, Head of the Department of Speech and Hearing Science. p.fletcher at ucc.ie/ Tel: 353 21 4902415 Closing Date: Wednesday, 20 April 2005 Application forms must be completed and returned to: Department of Human Resources University College Cork CORK Tel: + 353 21 4903659 / Email: recruitment at per.ucc.ie / Fax + 353 21 4276995 University College Cork is an Equal Opportunities Employer From E_Schlag at hotmail.com Mon Mar 21 13:01:47 2005 From: E_Schlag at hotmail.com (Edith Schlag) Date: Mon, 21 Mar 2005 14:01:47 +0100 Subject: Lexicon in Bilingual Language Impaired Children Message-ID: Dear childes-readers, I would like to ask you for some advice. I work with language impaired children in the Netherlands and one of them has got serious language delay, especially in lexical skills. She eldues to gesticulation in both languages. I'd like to have some advice on what language choice the parents should make. Is it better to have her exposed to one language only or would it be more advisable to let both her parents (German-Spanish and living in a mostly German environment) use their mothertongues? I imagine that two languages are a little overtaxing for the kid. Is simultaneous development of two lexicons two much for a language impaired? Grateful for any suggestion, Edith Schlag, MSc, SLT Delft, The Netherlands -------------- next part -------------- An HTML attachment was scrubbed... URL: From P.Fletcher at ucc.ie Mon Mar 21 14:19:05 2005 From: P.Fletcher at ucc.ie (Fletcher , Paul) Date: Mon, 21 Mar 2005 14:19:05 -0000 Subject: job vacancy in Ireland: re-posting Message-ID: With apologies for the unreadable stuff at the bginning of my previous posting, and in case you didn't scroll down......... LECTURESHIP IN SPEECH AND HEARING SCIENCES Applications are invited for this wholetime permanent Lectureship in the Department of Speech and Hearing Sciences. Applicants must have a professional degree qualification in Speech and Language Therapy and a Masters degree in a relevant discipline, and should have specialised in some aspect of child language disorders. A PhD is desirable. The successful applicant will be expected to contribute to teaching and learning on undergraduate and postgraduate courses in the Department, and to the development of its research programme. Salary scales [new entrants] EUR31,304 - EUR50,851 Bar EUR56,721 - EUR74,720 Salary will be at a point on these scales in accordance with qualifications and experience. For informal discussion contact: Professor Paul Fletcher, Head of the Department of Speech and Hearing Science. p.fletcher at ucc.ie/ Tel: 353 21 4902415 Closing Date: Wednesday, 20 April 2005 Application forms must be completed and returned to: Department of Human Resources University College Cork CORK Tel: + 353 21 4903659 / Email: recruitment at per.ucc.ie / Fax + 353 21 4276995 University College Cork is an Equal Opportunities Employer From macw at mac.com Mon Mar 21 15:27:54 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 21 Mar 2005 10:27:54 -0500 Subject: positions in Amsterdam Message-ID: Two PhD positions (full time) Research direction The Amsterdam Centre for Language and Communication focuses on the description and explanations for variation in languages and language use. Despite their enormous variety, languages show a remarkable degree of similarity, which can be described in terms of a set of language universals. A key feature of the ACLC approach is that these universals are studied from the widest possible variety of perspectives, both descriptive and theoretical, in order to ensure that the findings are not accidental, but are truly representative of the basic parameters that govern the organization of natural languages. The ACLC includes both functional and formal approaches to language description and encourages dialogue between these approaches. Studies cover all aspects of speech and languages: phonetics, phonology, morphology, syntax, semantics and pragmatics - in a search for the Language Blueprint. Language typology, including that of creole and signed languages, plays an important part in the ACLC programme. Language variation in terms of time, space and context is also a specialisation. The study of variation in the different types of language user - from the child learning her first language to the adult second language learner including also different types of language pathology - is a clear focus. Types of application There are two types of application: 1. for one of seven selected PhD projects listed below 2. for a project that you propose yourself under the condition that this can be embedded into The Language Blueprint Tasks The PhD student needs to carry out the research within three years and needs to write a dissertation. Requirements MA in linguistics (or equivalent), obtained no longer than five years ago. Appointment The PhD student will be appointed as a 'promovendus' for a period of three years (full time) at the Faculty of Humanities of the University of Amsterdam under the terms of employment currently valid for the Faculty. A contract will be given in the first instance for one year, with an extension for the following two years on the basis of an evaluation of, amongst other things, a written piece of work. The salary will be in accordance with the university regulations for academic personnel, and will range from EUR 2.179 (first year) up to a maximum of EUR 2,394 (final year) gross per month Job application The following documents, which can be found on the ACLC website (www.hum.uva.nl/aclc) give precise information about the application procedure: 1. Guidelines for applying for a PhD position 2. The selected PhD projects (type 1), see list below; the full text of the project descriptions can be found on the ACLC website; for information on a particular project please contact the person(s) mentioned in the project description 3. Guidelines for an external PhD proposal (type 2) Candidates who do not want to be formally appointed as a PhD student can find the necessary information in the Guidelines for applying for a PhD position. NB Incomplete applications will be automatically rejected so please read the guidelines carefully. Applications should be sent before April 18th, 2005 to the director of the ACLC, prof. dr A.E. Baker, Spuistraat 210, 1012 VT Amsterdam. Applications received after this date or those that are incomplete will not be taken into consideration. Information Further information can be obtained from the managing director of the research institute dr. Els Verheugd, phone +31.20.525.2543, e-mail: E.A.B.M.Verheugd-Daatzelaar at uva.nl or on the website of the Amsterdam Center for Language and Communication (ACLC). List of selected projects 1. Phonology and its relationship to the lexicon in the first and second language acquisition of a signed language. Supervisors: prof. dr Anne Baker, dr Roland Pfau, dr Beppie van den Bogaerde. Promotor: prof. dr Anne Baker. 2. Design features and sequencing of L2 tasks. Supervisors: prof. dr Folkert Kuiken, dr Ineke Vedder. Promotor: prof. dr Folkert Kuiken. 3. Accessibility of semantic networks of Dutch L1 and L2 children.Supervisors: dr Rob Schoonen, prof. dr Jan Hulstijn.. Promotor: prof. dr Jan Hulstijn. 4. The determiner phrase in sign language: functional layering and semantic interpretation..Supervisors: prof. dr Anne Baker, dr Roland Pfau. Promotor: prof. dr Anne Baker. 5. Epistemic modal particles in Latin (and Ancient Greek). Supervisors: dr Rodie Risselada, prof. dr. Harm Pinkster. Promotor: prof. dr Harm Pinkster. 6. The morpho-syntax of Proto-Caribbean English Plantation Pidgin. Supervisors: dr Norval Smith, prof.dr. Olga Fischer. Promotor: prof. dr Olga Fischer. 7. The acquisition of derivational morphology in Dutch. Supervisors: dr Jan Don, prof. dr Fred Weerman. Promotor: prof. dr Fred Weerman. From bpearson at comdis.umass.edu Tue Mar 22 03:36:51 2005 From: bpearson at comdis.umass.edu (Barbara Zurer Pearson) Date: Mon, 21 Mar 2005 22:36:51 -0500 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: Message-ID: Dear Edith, I'm getting ready to go out of town, so I don't have time for a long answer. Speaking one or two languages won't change the child's language status-- whether she's impaired or not. But if the parents stop one of the languages, she'll lose the chance of intimacy with her extended family who speak that language. You may want to consult a new book by Genesee, Paradis, and Crago on bilingual development and language disorders. (2004, I believe). It should give you some better perspective on the question. Good luck, Barbara Pearson On Mar 21, 2005, at 8:01 AM, Edith Schlag wrote: > Dear childes-readers, > I would like to ask you for some advice. I work with language impaired > children in the Netherlands and one of them has got serious language > delay, especially in lexical skills. She eldues to gesticulation in > both languages. I'd like to have some advice on what language choice > the parents should make. Is it?better to have her exposed to one > language only or would it be?more advisable?to let both her parents > (German-Spanish and living in a mostly German environment)?use their > mothertongues? I imagine that two languages?are a little overtaxing > for the kid. Is simultaneous development of two lexicons two much for > a language impaired? > Grateful for any suggestion, > Edith Schlag, MSc, SLT > Delft, The Netherlands From mmr.julien at wanadoo.nl Thu Mar 24 13:32:12 2005 From: mmr.julien at wanadoo.nl (M.M.R. (Manuela) Julien) Date: Thu, 24 Mar 2005 14:32:12 +0100 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From genesee at ego.psych.mcgill.ca Thu Mar 24 13:56:57 2005 From: genesee at ego.psych.mcgill.ca (Fred Genesee) Date: Thu, 24 Mar 2005 08:56:57 -0500 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: <6.2.1.2.0.20050324114047.01ffae00@pop.wanadoo.nl> Message-ID: Edith: we (Johanne Paradis, Martha Crago and I) have looked at the grammatical development of English-French bilingual children with specific language impairment -- we found that the nature and extent of their impairment was the same as that of monolingual Enlgish and monolingual French chldren of the same age with SLI. These findings suggest that children with language impairment are not more handicapped learning two than one language. However, this study did not look at lexical development so extrapolating to this domain would be conjecture at this time. Of course, when examiming the lexical development of bilingual children, it is important to take into account their combined vocabularies (as Barbara Pearson and her colleagues have written about) because young bilingual children often exhibit smaller vocabularies in each language than monolinguals but have comparable vocabulies if you combine across languages. The bottom line is that, as far as I know, the research you are looking for has not been done yet. Fred Genesee At 02:32 PM 24/03/2005 +0100, M.M.R. (Manuela) Julien wrote: > > Dear Edith, > > I think that the idea that learning two languages would be to much for a > child with a language impairment is not justified. There is no evidence, as > far as I know, to support that changing from bilingualism to monolingualism > helps children with language problems overcome their problems. One of the > risks of such a sudden switch is that the communication with the family wil > be disturbed. > This is a very delicate issue and there are many factors which need to be > considered before taking a decision. For instance, what are the wishes of > the parents regarding the childs bilingualism, what is the parents command of > the language they choose to use if they insist on droping one of the > languages? Are they able to offer the child a rich exposure to that > language? > > Colin Baker has written about this issue on " A parents? and teachers? guide > to bilingualism, Multilingual Matters ltd. Clevedon, England 2000 > > The following book, written bij Elke Montanari Montanari (2004), is also > worth reading (it does not deal with language disorders but gives good advice > to parents on several issues regarding raising children to be multilingual). > The original book was written in German so you can refer it to these parents. > > "Hoe kinderen meertalig opgroeien, PlanPlan producties, Amsterdam" > > Nazife Cavus en myself are at the moment writting an artikel about this > issue, in Dutch, which wil be published in the LO & FO (the Dutch monthly > magazine of the association of speech and language therapists). > > I hoop this wil help you > > Manuela Julien (neurolinguist and speech and language therapist) > Haags Audiologisch Centrum Effatha, The Netherlands > > > > At 14:01 21-3-2005, you wrote: >> >> Dear childes-readers, >> I would like to ask you for some advice. I work with language impaired >> children in the Netherlands and one of them has got serious language delay, >> especially in lexical skills. She eldues to gesticulation in both languages. >> I'd like to have some advice on what language choice the parents should >> make. Is it better to have her exposed to one language only or would it be >> more advisable to let both her parents (German-Spanish and living in a >> mostly German environment) use their mothertongues? I imagine that two >> languages are a little overtaxing for the kid. Is simultaneous development >> of two lexicons two much for a language impaired? >> Grateful for any suggestion, >> Edith Schlag, MSc, SLT >> Delft, The Netherlands > Psychology Department Phone: 1-514-398-6022 McGill University Fax: 1-514-398-4896 1205 Docteur Penfield Ave. Montreal QC Canada H3A 1B1 From boyatzis at bucknell.edu Thu Mar 24 16:10:00 2005 From: boyatzis at bucknell.edu (Chris Boyatzis) Date: Thu, 24 Mar 2005 11:10:00 -0500 Subject: Lexicon in Bilingual Language Impaired Children In-Reply-To: <6.2.1.2.0.20050324114047.01ffae00@pop.wanadoo.nl> Message-ID: Would anyone be able to point me to some readings on the relationship between: a. early language development and brain maturation, specifically in temporal lobe/Broca's/Wernicke's areas? b. early linguistic environment/parental input and brain maturation? THanks much! Chris Boyatzis At 02:32 PM 3/24/2005 +0100, M.M.R. (Manuela) Julien wrote: >Dear Edith, > >I think that the idea that learning two languages would be to much for a >child with a language impairment is not justified. There is no evidence, >as far as I know, to support that changing from bilingualism to >monolingualism helps children with language problems overcome their >problems. One of the risks of such a sudden switch is that the >communication with the family wil be disturbed. >This is a very delicate issue and there are many factors which need to be >considered before taking a decision. For instance, what are the wishes of >the parents regarding the childs bilingualism, what is the parents command >of the language they choose to use if they insist on droping one of the >languages? Are they able to offer the child a rich exposure to that language? > >Colin Baker has written about this issue on " A parents' and teachers' >guide to bilingualism, Multilingual Matters ltd. Clevedon, England 2000 > >The following book, written bij Elke Montanari Montanari (2004), is also >worth reading (it does not deal with language disorders but gives good >advice to parents on several issues regarding raising children to be >multilingual). The original book was written in German so you can refer it >to these parents. > >"Hoe kinderen meertalig opgroeien, PlanPlan producties, Amsterdam" > >Nazife Cavus en myself are at the moment writting an artikel about this >issue, in Dutch, which wil be published in the LO & FO (the Dutch >monthly magazine of the association of speech and language therapists). > >I hoop this wil help you > >Manuela Julien (neurolinguist and speech and language therapist) >Haags Audiologisch Centrum Effatha, The Netherlands > > > >At 14:01 21-3-2005, you wrote: >>Dear childes-readers, >>I would like to ask you for some advice. I work with language impaired >>children in the Netherlands and one of them has got serious language >>delay, especially in lexical skills. She eldues to gesticulation in both >>languages. I'd like to have some advice on what language choice the >>parents should make. Is it better to have her exposed to one language >>only or would it be more advisable to let both her parents >>(German-Spanish and living in a mostly German environment) use their >>mothertongues? I imagine that two languages are a little overtaxing for >>the kid. Is simultaneous development of two lexicons two much for a >>language impaired? >>Grateful for any suggestion, >>Edith Schlag, MSc, SLT >>Delft, The Netherlands > >Chris J. Boyatzis, Ph.D. >Associate Professor of Psychology >Department of Psychology >Bucknell University >Lewisburg PA 17837 > >Office phone: 570.577.1696 >FAX 570.577.7007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From Aris.Xanthos at unil.ch Fri Mar 25 17:30:16 2005 From: Aris.Xanthos at unil.ch (Aris Xanthos) Date: Fri, 25 Mar 2005 18:30:16 +0100 Subject: 2nd CFP: Psychocomputational Models of Human Language Acquisition Message-ID: [Apologies for multiple postings] *** 2nd Call for Papers *** Psychocomputational Models of Human Language Acquisition Workshop at ACL 2005 29-30 June 2005 at University of Michigan Ann Arbor **** Submission Deadline: 4 April 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 with particular emphasis on the acquisition of syntax, though work on the acquisition of morphology, phonology and other levels of linguistic description is also welcome. The workshop will be taking place at the same time as CoNLL-2005 (http://cnts.uia.ac.be/conll/cfp.html) and we expect there to be sufficient interest for a plenary session of papers that are relevant to both audiences. There will also be a plenary session for Mark Steedman's invited talk. Invited Talks ------------- Mark Steedman, University of Edinburgh Brian MacWhinney, Carnegie Mellon University Workshop Description and Motivation ----------------------------------- In recent decades there has been a great deal of successful research that applies computational learning techniques to emerging natural language technologies, along with many meetings, conferences and workshops in which to present such research. These have generally been motivated primarily by engineering concerns. There have been only a few venues in which computational models of human (first) language acquisition are the focus. In the light of recent results in developmental psychology, indicating that very young infants are capable of detecting statistical patterns in an audible input stream, statistically motivated approaches have gained in plausibility. However, this raises the question of whether or not a psychologically credible statistical learning strategy can be successfully exploited in a full-blown psychocomputational acquisition model, and the extent to which such algorithms must use domain-specific knowledge. The principal goal of the workshop is to bring together researchers who work within computational linguistics, formal learning theory, grammatical inference, machine learning, artificial intelligence, linguistics, psycholinguistics and other fields, who have created or are investigating computational models of language acquisition. In particular, it will provide a forum for establishing links and common themes between diverse paradigms. Although research which directly addresses the acquisition of syntax is strongly encouraged, related studies that inform research on the acquisition of other areas of language are also welcome. Papers are invited on, but not limited to, the following topics: * Models that employ statistical/probabilistic grammars; * Formal learning theoretic and grammar induction models that incorporate psychologically plausible constraints; * Models that employ language models from corpus linguistics; * Models that address the question of learning bias in terms of innate linguistic knowledge versus domain general strategies * Models that can acquire natural language word-order; * Hybrid models that cross established paradigms; * Models that directly make use of or can be used to evaluate existing linguistic or developmental theories in a computational framework (e.g. the principles & parameters framework, Optimality Theory, or Construction Grammar); * Models that combine parsing and learning; * Models that have a cross-linguistic or bilingual perspective; * Empirical models that make use of child-directed corpora; * Comparative surveys, across multiple paradigms, that critique previously published studies; Paper Length: Submissions should be no longer than 8 pages (A4 or the equivalent). High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Submission and format details are below. Important Dates --------------- Please note that the turnaround time for accepted papers is quite short. Deadline for main session paper submission: April 4, 2005 Notification of acceptance: May 5, 2005 Deadline for camera-ready papers: May 17, 2005 Conference: June 29-30, 2005 Workshop Organizers ------------------- * William Gregory Sakas (Chair), City University of New York, USA (sakas at hunter.cuny.edu ) * Alexander Clark, Royal Holloway, University of London, UK (alexc at cs.rhul.ac.uk ) * James Cussens, University of York, UK (jc at cs.york.ac.uk ) * Aris Xanthos, University of Lausanne, Switzerland (aris.xanthos at unil.ch ) 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 Paper Submission ---------------- Submissions should follow the two-column format of ACL proceedings and should not exceed eight (8) pages, including references. We strongly recommend the use of ACL LaTeX style files or Microsoft Word Style files tailored for this year's conference. They are available at http://www.aclweb.org/acl2005/styles/. High-quality short papers or extended abstracts of 4 to 5 pages are encouraged. Electronic Submission: All submissions will be by email. Reviews will be blind, so be careful not to disclose authorship or affiliation. PDF submissions are preferred and will be required for the final camera-ready copy. Submissions should be sent as an attachment to: psycho.comp at hunter.cuny.edu . The subject line must contain the single word: Submission. Please be sure to include accurate contact information in the body of the email. 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 Katherine_Demuth at brown.edu Fri Mar 25 21:27:39 2005 From: Katherine_Demuth at brown.edu (Katherine Demuth) Date: Fri, 25 Mar 2005 16:27:39 -0500 Subject: RA position at Brown University Message-ID: Research Assistant Position in Language Acquisition Child Language Laboratory, Brown University We are currently hiring a full-time Research Assistant work on an NIH-funded grant investigating phonological and morphological development in English- and French-speaking children between the ages of 1-3. Candidates with a BA in linguistics, psychology to or related areas, who have good interpersonal, computer and analytic skills, are especially encouraged to apply. This is an ideal research position for someone interested in early language development, and/or planning to go on to graduate school. Duties include conducting and supervising IPA transcription of child speech, linguistic data analysis, assistance with subject recruiting and experiments, and assistance with preparation of research for presentation and publication. The ideal candidate would have some combination of the following skills: linguistics background, knowledge of basic phonology and/or phonetics, experimental background, knowledge of basic statistics, good spoken or written French, good computer skills, with knowledge of Excel, CHILDES. Programming skills a plus. Start date: June /July 1, 2005, with a 1-year commitment. Please send cover letter expressing interest and qualifications, CV, and contact information for 3 letters of reference to http://careers.brown.edu, position #F00990. For more information, contact: Katherine Demuth Department of Cognitive and Linguistic Sciences Brown University, Box 1978 Providence, RI 02912 Tel: (401) 863-1053 Katherine_Demuth at brown.edu http://cog.brown.edu:16080/~demuth/ Katherine Demuth, Professor Department of Cognitive & Linguistic Sciences Brown University, Box 1978 Providence, RI 02912 USA -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 1924 bytes Desc: not available URL: From bodorp at hotmail.com Sun Mar 27 11:14:57 2005 From: bodorp at hotmail.com (Peter Bodor) Date: Sun, 27 Mar 2005 11:14:57 +0000 Subject: A new Volume on Emotional and Linguistic Development Message-ID: Dear Colleagues, I would like to announce the following volume: P?ter Bodor: On Emotions: A Developmental Social Constructionist Account L' Harmattan Publishers, Hungary. ISBN: 963-9457-76-0 The volume develops a developmental social constructionist stance toward emotions and presents an empirical analysis of emotional talk based on CHILDES. Throughout the book a social constructionist framework will be worked out and applied parallel to a developmental perspective. The originality of this approach to emotions represented by the following theoretical and empirical investigations lies in an attempt to adopt a binocular vision of psychology as a discipline which takes as its subject human beings as developing social beings. >From the back cover: This book is part of an exciting new movement in psychology that links issues of emotion, identity, discourse, and development. Meshing a social constructionist account of emotion with the empirical examination of language development follows in the tradition of language socialization research and Bodor's work positions the field of developmental psychology in ways that will lead to whole new ways of problem setting in years to come. - Nancy Budwig, Clark University I congratulate Peter Bodor on his important contribution to a constructionist understanding of emotions. Not only does this work make significant connection with philosophical, psychological and social issues related to emotional expression, but offers innovative research on emotional development. Bodor's work is of far-reaching significance and deserving of the widest audience. - Kenneth Gergen, Swarthmore College Table of contents: Chapter 1 SOCIAL CONSTRUCTIONISM IN PSYCHOLOGY Chapter 2 MARKING AN HORIZON FOR EMOTION Chapter 3 TOWARDS A SOCIAL CONSTRUCTIVIST ACCOUNT OF EMOTIONS Chapter 4 A CONSTRUCTIONIST ACCOUNT OF EMOTIONAL DEVELOPMENT AND THE ACQUISITION OF EMOTIONAL LANGUAGE Chapter 5 ANALYSING THE DEVELOPMENT OF EMOTIONAL TALK Chapter 6 SUMMARY AND CONCLUSIONS Available: in Europe: www.harmattan.hu/books/foreign/on_emotions.php (or email to email at harmattan.hu) in the USA: www.taosinstitute.net/publishing/worldBooks.html 170 pages; $20 plus shipping and handling Thanks for your attention P?ter Bodor, associate professor ELTE University, Budapest, Faculty of Social Sciences, Institute of Social Relationships Dept. of Social Psychology Budapest, Pazmany Peter Setany 1/A Tel.: Office: (36)(1) 2090555 _________________________________________________________________ FREE pop-up blocking with the new MSN Toolbar - get it now! http://toolbar.msn.click-url.com/go/onm00200415ave/direct/01/ From dandjelk at f.bg.ac.yu Tue Mar 29 23:48:54 2005 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Wed, 30 Mar 2005 01:48:54 +0200 Subject: Summary: verbs ASK and TELL Message-ID: Dear collegues, Here is a summary of replies that I recieved from you to my following question. A small experiment that we have done recently with Serbian preschool children has given some reasons to believe that acquisition of verbs PITAJ and RECI (meaning ASK and TELL) in Serbian is pretty easier and taking place several years before then in English, having in mind what was shown in the classic Caroll Chomsky's: The Acquistion of Syntax in Children's Language from 5 to 10. Could anyone kindly direct me to new studies of acquistion of these verbs? Any language, any methodology and corpora retrieval data would be appreciated very much. Lise Menn wrote that there are a lot of pragmatic artifacts in the pioneering Chomsky studies. Actually our colegues and I had the same thought and that's why we conducted the experiment I mentioned above. L. Menn also recommended the following references: Tanz, C. (1980). Studies in the acquisition of deictic terms. Cambridge: Cambridge University Press. or her article Tanz, C. (1983). Asking children to ask: an experimental investigation of the pragmatics of relayed questions. Journal of Child Language, 10, 187-194. Kristen Syrett suggests that opting for acting-out and production methodology has a significant effect, which was shown in a recent work (Syrett and Lidz 2004). K.S.: "We ran 4-year olds in a Truth Value Judgment Task looking at a special type of ellipsis construction. We used subject and object control structures with the verbs want, need, ask, and invite. Children did just fine with these in this comprehension/judgment methodology." Barbara Lust suggested: Cohen Sherman, Janet and Lust, B. 1993. Children are in control. Cognition. 46, pp 1-51. I thank you all for taking time to reply. I appreciate your kind efforts. Darinka Andjelkovic dandjelk at f.bg.ac.yu Laboratory of Experimental Psychology Faculty of Philosophy University of Belgrade Serbia and Montengro -------------- next part -------------- An HTML attachment was scrubbed... URL: From dandjelk at f.bg.ac.yu Tue Mar 29 23:00:59 2005 From: dandjelk at f.bg.ac.yu (Darinka Andjelkovic) Date: Wed, 30 Mar 2005 01:00:59 +0200 Subject: Lexicon in Bilingual Language Impaired Children Message-ID: In the continuation of Chris Boyatzis's question: c. could anyone point to some readings (if there is any, and if question is not too naive) on the relationship between early "explosion of vocabulary" at the age of 2 and 3 in the course of language development, and establishing of neural connections in the brain development. Thank you. Darinka Andjelkovic ----- Original Message ----- From: Chris Boyatzis To: M.M.R. (Manuela) Julien ; Edith Schlag Cc: CHILDES ; a.correianunes at chello.nl Sent: Thursday, March 24, 2005 6:10 PM Subject: Re: Lexicon in Bilingual Language Impaired Children Would anyone be able to point me to some readings on the relationship between: a. early language development and brain maturation, specifically in temporal lobe/Broca's/Wernicke's areas? b. early linguistic environment/parental input and brain maturation? THanks much! Chris Boyatzis At 02:32 PM 3/24/2005 +0100, M.M.R. (Manuela) Julien wrote: Dear Edith, I think that the idea that learning two languages would be to much for a child with a language impairment is not justified. There is no evidence, as far as I know, to support that changing from bilingualism to monolingualism helps children with language problems overcome their problems. One of the risks of such a sudden switch is that the communication with the family wil be disturbed. This is a very delicate issue and there are many factors which need to be considered before taking a decision. For instance, what are the wishes of the parents regarding the childs bilingualism, what is the parents command of the language they choose to use if they insist on droping one of the languages? Are they able to offer the child a rich exposure to that language? Colin Baker has written about this issue on " A parents' and teachers' guide to bilingualism, Multilingual Matters ltd. Clevedon, England 2000 The following book, written bij Elke Montanari Montanari (2004), is also worth reading (it does not deal with language disorders but gives good advice to parents on several issues regarding raising children to be multilingual). The original book was written in German so you can refer it to these parents. "Hoe kinderen meertalig opgroeien, PlanPlan producties, Amsterdam" Nazife Cavus en myself are at the moment writting an artikel about this issue, in Dutch, which wil be published in the LO & FO (the Dutch monthly magazine of the association of speech and language therapists). I hoop this wil help you Manuela Julien (neurolinguist and speech and language therapist) Haags Audiologisch Centrum Effatha, The Netherlands At 14:01 21-3-2005, you wrote: Dear childes-readers, I would like to ask you for some advice. I work with language impaired children in the Netherlands and one of them has got serious language delay, especially in lexical skills. She eldues to gesticulation in both languages. I'd like to have some advice on what language choice the parents should make. Is it better to have her exposed to one language only or would it be more advisable to let both her parents (German-Spanish and living in a mostly German environment) use their mothertongues? I imagine that two languages are a little overtaxing for the kid. Is simultaneous development of two lexicons two much for a language impaired? Grateful for any suggestion, Edith Schlag, MSc, SLT Delft, The Netherlands Chris J. Boyatzis, Ph.D. Associate Professor of Psychology Department of Psychology Bucknell University Lewisburg PA 17837 Office phone: 570.577.1696 FAX 570.577.7007 -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Wed Mar 30 10:12:00 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 30 Mar 2005 11:12:00 +0100 Subject: infants' and toddlers' spontaneous gestures Message-ID: Have there been studies (apart from Susan Goldin-Meadow's fascinating studies) of the natural gesturing of infants and toddlers? And any of their gesturing during sleep? All pointers most gratefully received. best wishes for Easter to all, Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From a.karmiloff-smith at ich.ucl.ac.uk Wed Mar 30 11:17:34 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Wed, 30 Mar 2005 12:17:34 +0100 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: <20050330110421.4033C131AB@webmail221.herald.ox.ac.uk> Message-ID: excellent, thank you so much. Annette At 12:04 +0100 30/3/05, Glynis Laws wrote: >Dear Annette, > >Chapter 11 in David McNeill?s 1992 book ?Hand and Mind? gives a list of >gestures produced by children aged from 12 months (not while sleeping, I?m >afraid). These were reproduced from a paper by Acredolo & Goodwyn that was >described as in press at the time. A & G also have a paper 1988, Symbolic >gesturing in normal infants. Child Development, 59, 450-466. >Also: Namy, L. & Waxman, S. (2002). Patterns of spontaneous production of >novel words and gestures within an experimental setting in children ages 1;6 >and 2;2. >And, a recent review: Capone, N.C. & McGregor, K.K. (2004). Gesture >development: a review for clinical and research practices. J. of Speech, >Language and Hearing Research, 47, 173-186. > >Best wishes. > >Glynis. > > > >In message Professor Annette >Karmiloff-Smith writes: >> Have there been studies (apart from Susan Goldin-Meadow's fascinating >> studies) of the natural gesturing of infants and toddlers? And any >> of their gesturing during sleep? >> All pointers most gratefully received. >> best wishes for Easter to all, >> Annette >> >> >> -- >> >> >> ________________________________________________________________ >> Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, >> Head, Neurocognitive Development Unit, >> Institute of Child Health, >> 30 Guilford Street, >> London WC1N 1EH, U.K. >> tel: 0207 905 2754 >> fax: 0207 242 7717 >> sec: 0207 905 2334 >> http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html >> >> >> > >-- >Dr. Glynis Laws >Department of Experimental Psychology, >University of Oxford. >01865 271334 From ann.dowker at psy.ox.ac.uk Wed Mar 30 20:14:21 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 30 Mar 2005 21:14:21 +0100 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: Message-ID: I don't know of any references on gestures during sleep; but here are a few on gesture development that may be useful: Attwood, A., Frith, U. and Hermelin, B. (1988). The understanding and use of interpersonal gestures by autistic and Downs syndrome children. Journal of Autism and Developmental Disorders, 18, 241-257 Boyatzis, C.J. and Watson, M.W. (1993). Preschool children's symbolic representations of objects through gestures. Child Development, 64, 729-735 Capirci,O., Iverson, J.M., Pizzuto, E. and Volterra, V. (1996). Gestures and words during the transition to two-word speech. Journal of Child Language, 23, 645-673 Marschark, M. (1994). Gesture and sign. Applied Psycholinguistics, 15, 209-236 (and a number of other papers looking at relationships between sign language and gestures) O'Reilly, A.W., Painter, K.M. and Bornstein, M.H. (1997). Relations between language and symbolic gesture development in early childhood. Cognitive Development, 12, 185-197 Thal, D.J. and Tobias, S. (1992). Communicative gestures in children with delayed onset of oral expressive vocabulary. Journal of Speech and Hearing Research, 35, 1281-1289 Thal, D. and Tobias, S. (1994). Relationships between language and gestures in normally developing and late-talking toddlers. Journal of Speech and Hearing Research, 37, 155-170 Tomasello, M. and Camaioni, L. (1997). A comparison of the gestural communication of apes and human infants. Human Development, 40, 7-24 Hope these help, Ann From ann.dowker at psy.ox.ac.uk Wed Mar 30 20:22:27 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Wed, 30 Mar 2005 21:22:27 +0100 Subject: infants' and toddlers' spontaneous gestures In-Reply-To: <20050330201421.32C4D2DE31@webmail217.herald.ox.ac.uk> Message-ID: I think there is also some reference to gesture development in A.W. Ellis and G.W. Beattie: The Psychology of Language and Communication (1988); but I don't have it to hand. Ann From boehning at ling.uni-potsdam.de Tue Mar 8 11:26:56 2005 From: boehning at ling.uni-potsdam.de (Marita Boehning) Date: Tue, 8 Mar 2005 12:26:56 +0100 Subject: Conference Information: Science of Aphasia 6, Helsinki, Summer '05 Message-ID: Conference Announcement Full Title: Science of Aphasia 6 Short Title: SoA 6 Linguistic Field(s): Cognitive Science; General Linguistics; Language Acquisition; Neurolinguistics; Psycholinguistics Date: 26-Aug-2005 - 30-Aug-2005 Location: Helsinki, Finland Contact Person: Satu-Anniina Pakarinen Meeting Email: aphasianeuro.hut.fi Web Site: http://www.soa-online.com Call Deadline: 15-Apr-2005 Meeting Description: The SoA conferences are intended to bring together established and junior scientists working in the multidisciplinary field of neurolinguistics and language neuroscience, both normal function and disorders. In the year 2005, the 6th SoA conference focuses on recovery and treatment of aphasia, from basic neuroscience to clinic. Contributed papers are planned primarily in the form of poster sessions, starting with brief oral presentations to present the highlights of each poster (3-5 min), and with ample time for discussion. Science of Aphasia VI invites submission of abstracts for poster presentations on any neurolinguistic research topic. Guidelines for submission : - abstracts for poster presentation must be in English. - abstracts should not exceed 1000 words and should contain information about the research question, the design of the study, the results, including the data and a discussion of the results - all abstracts will be refereed by members of the scientific organizing committee - the deadline for submission is April 15 and we will let you know before May 15 whether your submission has been accepted - format of posters should be portrait, ca. 118 x 84 cm Further information can be found under http://www.soa-online.com ************************************ 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... 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