From langconf at acs.bu.edu Thu May 5 23:26:28 2005 From: langconf at acs.bu.edu (BUCLD) Date: Thu, 5 May 2005 19:26:28 -0400 Subject: BUCLD 30 - Call for Papers Message-ID: *********************************** CALL FOR PAPERS THE 30th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 4-6, 2005 Keynote Speaker: Janet Werker (University of British Columbia) "Speech Perception and Language Acquisition: Comparing Monolingual and Bilingual Infants" Plenary Speaker: Harald Clahsen (University of Essex) "Grammatical Processing in First and Second Language Learners" Lunch Symposium: Jeff Elman (University of California at San Diego), LouAnn Gerken (University of Arizona) and Mark Johnson (Brown University) "Statistical Learning in Language Development: What is it, What is its Potential, and What are its Limitations?" *********************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Presentations will be 20 minutes long followed by a 10-minute question period. Posters will be on display for a full day with two attended sessions during the day. *********************************** ABSTRACT FORMAT AND CONTENT Abstracts submitted must represent original, unpublished research. Abstracts should be anonymous, clearly titled and no more than 450 words in length. They should also fit on one page, with an optional second page for references or figures if required. Abstracts longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the abstract. Note that words counts need not include the abstract title or the list of references. A suggested format and style for abstracts is available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/template.html All abstracts must be submitted as PDF documents. Specific instructions for how to create PDF documents are available at the website: http://www.bu.edu/linguistics/APPLIED/BUCLD/pdfinfo.html If you encounter a problem creating a PDF file, please contact us for further assistance. Please use the first author's last name as the file name (eg. Smith.pdf). No author information should appear anywhere in the contents of the PDF file itself. *********************************** SUBMISSION INSTRUCTIONS Electronic submission: To facilitate the abstract submission process, abstracts will be submitted using the form available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/abstract.htm Specific instructions for abstract submission are available on this website. Abstracts will be accepted between March 15 and May 15. Contact information for each author must be submitted via webform. No author information should appear anywhere in the abstract PDF. At the time of submission you will be asked whether you would like your abstract to be considered for a poster, a paper, or both. Although each author may submit as many abstracts as desired, we will accept for presentation by each author: (a) a maximum of 1 first authored paper/poster, and (b) a maximum of 2 papers/posters in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2005. Late abstracts will not be considered, whatever the reason for the delay. We regret that we cannot accept abstract submissions by fax or email. Submissions via surface mail will only be accepted in special circumstances, on a case by case basis. *********************************** ABSTRACT SELECTION Each abstract is blind reviewed by 5 reviewers from a panel of approximately 80 international scholars. Further information about the review process is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/reviewprocess.html Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by email. Pre-registration materials and preliminary schedule will be available in late August 2005. If your abstract is accepted, you will need to submit a 150-word abstract including title, author(s) and affiliation(s) for inclusion in the conference handbook. Guidelines will be provided along with notification of acceptance. Abstracts accepted as papers will be invited for publication in the BUCLD Proceedings. Abstracts accepted as posters will be invited for publication online only, but not in the printed version. All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. No schedule changes will be possible once the schedule is set. Scheduling requests for religious reasons only must be made before the review process is complete (i.e. at the time of submission). A space is provided on the abstract submission webform to specify such requests. *********************************** FURTHER INFORMATION Information regarding the conference may be accessed at http://www.bu.edu/linguistics/APPLIED/BUCLD/ Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 E-mail: *********************************** From mlb at dcs.qmul.ac.uk Fri May 6 08:03:20 2005 From: mlb at dcs.qmul.ac.uk (Marie-Luce Bourguet) Date: Fri, 6 May 2005 17:03:20 +0900 Subject: Final call - AEQ special issue on BILINGUALISM Message-ID: (Please excuse cross-posting) Final call for papers. The Fall 2005 issue of Academic Exchange Quarterly will be devoted to bilingualism. Educators and researchers from all fields related to bilingualism and foreign language teaching are invited to submit manuscripts. The following url provides complete details: http://rapidintellect.com/AEQweb/4bili.htm Submission deadline: Regular deadline: any time until the end of May 2005. All accepted submissions will be published in this Fall issue. Short deadline: June or July. All accepted submissions will be published in this Fall issue or in later issues. The print journal of AEQ has over 23,000 readers, and the electronic version, available free world-wide, has hundreds of thousands of potential readers as it is available from Gale's InfoTrac Expanded Academic Index and the ERIC database. Thanks for considering AEQ! Dr. Marie-Luce Bourguet Lecturer, Queen Mary University of London Editor, Academic Exchange Quarterly Fall 2005 Issue From ellmcf at nus.edu.sg Mon May 9 03:45:31 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Mon, 9 May 2005 11:45:31 +0800 Subject: New Child Language SIG, Singapore Message-ID: Dear all, I am very pleased to announce the constitution of a new Special Interest Group, the Child Language SIG, with the Singapore Association for Applied Linguistics (SAAL). The SAAL was responsible for the organisation of the AILA 2002 congress here in Singapore. Below is a copy of the announcement of the first SIG meeting. Could I ask you two things, please? First, if you are able to attend the meeting, please RSVP to my colleague Chng Huang Hoon, the current SAAL president, at ellchh at nus.edu.sg Second, if you cannot attend but would like to be kept informed of the SIG's activities, please email me, ellmcf at nus.edu.sg , so I'll add you to my mailing list. Thank you! I hope many of you will be able to make it to the meeting Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== Celebrating SAAL's 20th Anniversary Singapore Association for Applied Linguistics (SAAL) est. 1985 CALL FOR PARTICIPATION The 1st SAAL Special Interest Group (SIG) Child Language Research in Singapore: The State of the Art, & Where Do We Go from Here? 3rd September 2005 (Saturday) 9.00am-11.30am Panelists: Dr Madalena Cruz-Ferreira (Main convenor, NUS) Dr Christine C M Goh (Member, NIE) Dr Ng Bee Chin (Member, NTU) Dr Rita Elaine Silver (Member, NIE) Abstract: The purpose of this talk is threefold. First, to introduce the SAAL Special Interest Group (SIG) on Child Language, constituted by today's four speakers. This is also the first SAAL SIG. Its long-term goal is to act as a task-force to gather and spread information about child language research in Singapore and in the remaining South-East Asian region, including Australia and New Zealand. The SIG will also promote cooperation with international bodies dedicated to child language, such as the IASCL (International Association for the Study of Child Language) and CHILDES (Child Language Data Exchange System), and seek integration with them. Second, to present an overview of current research in child language, starting with the core of research done in Singapore and/or concerning the languages used in Singapore. Two things are striking here, a) the amount and diversity of research topics, from descriptive studies on particular languages, to educational and pedagogical issues, through to atypical language development and remediation; and b) the apparently widespread ignorance, among child language researchers, of each other's work. Third, and most importantly, to glean interests and generalise discussion about child language among our audience. Our goals with this first SIG convening are to consolidate preliminary findings, gaps and pointers in child language research, raise awareness about the worldwide expanding interest in this topic, and launch concerted research efforts that may truly serve researchers in the SE Asian region. IMPORTANT: Please signal your interest by emailing Dr Chng Huang Hoon (ellchh at nus.edu.sg) by 30 June 2005. Venue to be announced. About the speakers: Madalena Cruz-Ferreira teaches child language and introductory linguistics at the Department of English Language and Literature, National University of Singapore. Her main research interest is in child multilingualism, as a parent, educator and linguist, with particular focus on prosody and phonology. Christine Goh teaches courses in English language teaching methods, language acquisition and research methods at the National Institute of Education. Her main research interests are language acquisition, metacognition of language learners and speaking and listening competence. Ng Bee Chin teaches in the Centre for Language and Communication, Nanyang Technological University. Her main research interest is in crosslinguistic aspects of first language acquisition with a focus on semantics in Chinese languages. She also works in the area of bilingualism and is interested in issues relating to language and gender. Rita Elaine Silver teaches courses in English language teaching methods and language acquisition at the National Institute of Education. Her main research interest is in second language acquisition with a particular focus on linguistic interaction. ALL ARE WELCOME! From W.B.T.Blom at uva.nl Mon May 9 12:52:38 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 9 May 2005 14:52:38 +0200 Subject: EMLAR registration Message-ID: EMLAR II, second announcement REGISTRATION IS NOW OPEN! (Apologies for cross-posting) After the success of EMLAR I, the Netherlands Graduate School of Linguistics (LOT) will hold its second 2-day workshop on the issue of Experimental Methods in Language Acquisition Research. EMLAR II is for PhD and advanced MA-students (other researchers are in principle welcome as well) with lectures and smaller interactive sessions on the different methodologies used in language acquisition research. This year's program consists of a series of nine lectures, each on a different method, and six smaller hands-on sessions. In addition, all tutors, who are experienced researchers, will make themselves available for individual consultations. To view the program, please visit: http://www.let.uu.nl/~Sharon.Unsworth/personal/emlarII.htm For registration, please visit: http://www.let.uu.nl/~Sharon.Unsworth/personal/EMLAR2005_registration.html EMLAR II will be held November 16th and 17th 2005 at Utrecht University, The Netherlands. The workshop is free for members of LOT. The fee for participants from institutes and universities that are not part of LOT is EUR 50. This includes access to the entire program, beverages and a reception. Registration will start in May 2005 and continue until October 2005. Please note that there will be a limited number of places for the smaller sessions. These will be assigned on a first come, first served basis. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Thu May 12 08:44:24 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 12 May 2005 09:44:24 +0100 Subject: voicopragnosia! Message-ID: Can anyone direct me to literature reporting an equivalent to prosopagnosia but in the auditory mode. Theoretically it should occur, but I've found nothing so far. Many thanks Annette From a.karmiloff-smith at ich.ucl.ac.uk Thu May 12 09:51:29 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 12 May 2005 10:51:29 +0100 Subject: to be clear Message-ID: Re voice recognition patients, I mean someone who knows it's a human voice but can no longer recognize his own wife's or child's voice. Annette From gcasil at essex.ac.uk Fri May 13 03:58:10 2005 From: gcasil at essex.ac.uk (Casillas Navarro, Gabriela) Date: Fri, 13 May 2005 04:58:10 +0100 Subject: Inductivist accounts of L2 variability Message-ID: Dear colleagues, Could anybody refer me to any existing inductivist accounts that provide an explanation of variability in the overt production of verb-related morphology by second language learners? Many thanks in advance, Gabriela Casillas Gabriela Casillas Ph D candidate Dept of Language and Linguistics University of Essex Colchester CO4 3SQ UK From cslater at alma.edu Tue May 17 19:50:24 2005 From: cslater at alma.edu (Carol Slater) Date: Tue, 17 May 2005 15:50:24 -0400 Subject: Looking at questions with kwal Message-ID: Dear All, It has been fun introducing a group of our students to CHILDES. Among other things, they have been comparing caretakers' use of questions by using freq +s"?" to count questions and mlu to count utterances. They have also been trying to look at the actual questions, which sounds like a task for kwal. To our dismay, +s"?" has been crashing the application and +s+"?" fetches questions and nonquestions indiscriminately. Is kwal just not the program of choice here? Suggestions would be greatly appreciated. Carol Department of Psychology Alma College Alma, MI 48801 From morgen at idf.ext.jussieu.fr Tue May 17 20:38:59 2005 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Tue, 17 May 2005 22:38:59 +0200 Subject: bilingualism Message-ID: Does anyone have excellent recommandations for a colleague who would like to read about the cultural, cognitive, sociological benefits of bilingual teaching (+ metalinguistic competence)? It is not my field but I'd like to help and have a very poor bibliography on this subject. Thanks a lot if you can participate. Aliyah Morgenstern From ann.dowker at psy.ox.ac.uk Tue May 17 20:49:04 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 17 May 2005 21:49:04 +0100 Subject: bilingualism In-Reply-To: Message-ID: Anything by Ellen Bialystok! Ann In message Aliyah MORGENSTERN writes: > Does anyone have excellent recommandations for a colleague who would like to > read about the cultural, cognitive, sociological benefits of bilingual > teaching (+ metalinguistic competence)? It is not my field but I'd like to > help and have a very poor bibliography on this subject. > Thanks a lot if you can participate. > Aliyah Morgenstern > > > > > > > From barriere at cogsci.jhu.edu Tue May 17 20:48:25 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Tue, 17 May 2005 16:48:25 -0400 Subject: bilingualism In-Reply-To: Message-ID: You will find an extensive bibliography in the last edition (that does NOT exist in French) in Hamers, J. F. & Blanc, M.H.A. (2000) Bilinguality and bilingualism. Cambridge University Press. Relevant chapters include chapter 2 on measurement, chapter 4 on cognitive development and the sociocultural context of bilinguality, and chapter 11 on bilingual education. Cheers, Isabelle Barriere, PhD At 10:38 PM 5/17/2005 +0200, Aliyah MORGENSTERN wrote: >Does anyone have excellent recommandations for a colleague who would like to >read about the cultural, cognitive, sociological benefits of bilingual >teaching (+ metalinguistic competence)? It is not my field but I'd like to >help and have a very poor bibliography on this subject. >Thanks a lot if you can participate. >Aliyah Morgenstern From macw at mac.com Tue May 17 21:36:46 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 17 May 2005 17:36:46 -0400 Subject: Looking at questions with kwal In-Reply-To: <428A4B00.3040902@alma.edu> Message-ID: Dear Carol, It appears that you hit a bug in KWAL that has just recently appeared. The search for +s"*?" works fine in FREQ, but in KWAL this seems to have hit some problem. We don't see any crashing, but we do see that it fails to find matches. You can get around this for the moment by adding the +y switch, but Leonid should have this bug fixed by tomorrow afternoon, if you can try a new version then. --Brian MacWhinney On May 17, 2005, at 3:50 PM, Carol Slater wrote: > Dear All, > It has been fun introducing a group of our students to CHILDES. > Among other things, they have been comparing caretakers' use of > questions by using freq +s"?" to count questions and mlu to count > utterances. They have also been trying to look at the actual > questions, which sounds like a task for kwal. To our dismay, +s"?" > has been crashing the application and +s+"?" fetches questions and > nonquestions indiscriminately. Is kwal just not the program of > choice here? Suggestions would be greatly appreciated. > Carol > > Department of Psychology > Alma College > Alma, MI 48801 > > > From pli at richmond.edu Tue May 17 21:42:57 2005 From: pli at richmond.edu (Ping Li) Date: Tue, 17 May 2005 17:42:57 -0400 Subject: sequential articulation in L2 Message-ID: Dear Colleagues, A student of mine is interested in doing some work on L2 phonological acquisition/production. So far it seems that most of the literature on perceived accent in a foreign language is on the segmental level such as the vowel quality or VOT of consonants (e.g., James Flege's work). There is also recent evidence that prosodic structure may be an important dimension. One intuitive impression of mine is that often a L2 speaker is able to pronounce the individual phonemes accurately in isolation, but when it comes to assemble the phonemes in a word, or to put several words together, problems would occur that make the speaker sound non-native. In other words, individual vowels or consonants can be produced to near native accuracy, but the coordination of sound sequences causes the trouble in perceived accent. I have communicated this idea with several colleagues in L2 phonological acquisition, and they seem to indicate that there might be some truth to the idea. Unfortunately I could not find solid studies that would confirm or disconfirm this impression. I myself am not very well informed of studies in L2 phonological acquisition. Hence I am writing to ask if you could provide some pointers or references. If the problem of L2 accent lies in the sequential articulation (more so than in producing individual phonemes), then one can hypothesize that there may be some maturational constraints to the ability of motor planning and programming, or control of speech apparatus, in early vs. late bilingual learners. One can also predict that children are better at saying tongue twisters than adults. A wide open question... Thanks for any pointers or insights. Ping Li ---------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ---------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2204 bytes Desc: not available URL: From edwards.212 at osu.edu Wed May 18 13:57:08 2005 From: edwards.212 at osu.edu (JAN EDWARDS) Date: Wed, 18 May 2005 09:57:08 -0400 Subject: post-doc position on phonological acquisition Message-ID: Hi everyone, Below is a description of a post-doc position for Sept. 2005 (or soon thereafter). Please let me know if you are interested or if you could recommend anyone for this position. Thanks! Yours, Jan Edwards A post-doctoral fellowship is available on a study of cross-linguistic phonological acquisition (see http://ling.osu.edu/~edwards for a detailed description of the project). The post-doctoral position is located in the Department of Communicative Disorders at the University of Wisconsin in Madison, WI. The traineeship, funded by a National Institutes of Health training grant, will be available in September, 2005 (with some flexibility in the start date). The position requires that the candidate be a US citizen or have a green card. The University of Wisconsin has a strong cognitive science faculty and the Waisman Center at UW offers post-docs a series of lectures and seminars and the opportunity to interact with other post-docs, doctoral students, and faculty in a multi-disciplinary environment. The post-doc will be directly supervised by Dr. Jan Edwards to work on a project that is going to run jointly at two sites – the University of Wisconsin (with Dr. Jan Edwards) and Ohio State University (with Dr. Mary Beckman). The post-doc will be based at the University of Wisconsin, but will also be a liaison between the two sites and can expect to travel to Columbus, OH about 6 times/year. One focus of the position will be to work out a system for reliable transcription of lingual obstruents across four languages (Cantonese, English, Greek, and Japanese) which have different category boundaries for these sounds. The post-doc will also be expected to develop his or her own original research related to this project. Applicants should have strong experimental phonetic skills. Knowledge of Praat and R is helpful, but not essential. For more information on the research project and the role of the postdoctoral fellow, please contact Dr. Jan Edwards at edwards.212 at osu.edu or 614 292-1742. Applicants should send a letter of interest, a curriculum vitae, and references to the training grant director: Raymond Kent, PhD, Professor Department of Communicative Disorders University of Wisconsin 1975 Willow Drive Madison, WI 53706 tel: 608 263-7109 Or by email to: kent at waisman.wisc.edu Credentials will be reviewed when received. A hiring decision will be made as rapidly as possible. The University of Wisconsin is an equal opportunity employer committed to excellence through diversity. From helene.deacon at dal.ca Wed May 18 15:02:03 2005 From: helene.deacon at dal.ca (S. Helene Deacon) Date: Wed, 18 May 2005 12:02:03 -0300 Subject: representation of inflected and derived words Message-ID: I am interested in the development of the representation of inflected and derived words. There is some good older work on children's productions in this domain (e.g., Berko, 1958; deVilliers & deVilliers, 1973). Does anyone know of newer developmental work that directly compares inflected and derived words, regardless of the methodology? Further, I am interested in the developmental predictions made by different theories, such as dual-route and connectionist. As far as I can tell, these have focused primarily on regular and irregular inflections, so any leads on the comparison between inflected and derived words would be really helpful. Thanks in advance for any help with this! Hélène PS I am happy to post a summary once all input has been received. Hélène Deacon, D.Phil. Assistant Professor, Department of Psychology Life Sciences Center, Dalhousie University Halifax, Nova Scotia, Canada B3H 4J1 For couriers, add 1355 Oxford St. Webpage: http://myweb.dal.ca/sdeacon/ Office: LSC 2337 Phone: (902) 494-2538 Fax: (902) 494-6585 From lise.menn at colorado.edu Wed May 18 15:11:06 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 18 May 2005 09:11:06 -0600 Subject: sequential articulation in L2 In-Reply-To: Message-ID: I did an experiment with Japanese learners of English and English learners of Russian once to try to work on this, but most of the combinations that were novel to the learners involved 'r' consonant clusters (e.g. /tr/ for japanese speakers, /vstr/ for English speakers) and the newness of the phonetics of the respective /r/ phones was still so much of an issue that we never got to the phonotactic demands themselves. Bad design on my part, of course, not to have thought of that in advance, so we never submitted it for publication. But since phonotactic constraints play such a huge role in L1 (see almost anything I've written on child phonology!), one has to expect that the same will be true in L2. Lise Menn kids who can say On May 17, 2005, at 3:42 PM, Ping Li wrote: > Dear Colleagues, > > A student of mine is interested in doing some work on L2 > phonological acquisition/production. So far it seems that most of > the literature on perceived accent in a foreign language is on the > segmental level such as the vowel quality or VOT of consonants > (e.g., James Flege's work). There is also recent evidence that > prosodic structure may be an important dimension. > > One intuitive impression of mine is that often a L2 speaker is able > to pronounce the individual phonemes accurately in isolation, but > when it comes to assemble the phonemes in a word, or to put several > words together, problems would occur that make the speaker sound > non-native. In other words, individual vowels or consonants can be > produced to near native accuracy, but the coordination of sound > sequences causes the trouble in perceived accent. I have > communicated this idea with several colleagues in L2 phonological > acquisition, and they seem to indicate that there might be some > truth to the idea. Unfortunately I could not find solid studies > that would confirm or disconfirm this impression. I myself am not > very well informed of studies in L2 phonological acquisition. Hence > I am writing to ask if you could provide some pointers or references. > > If the problem of L2 accent lies in the sequential articulation > (more so than in producing individual phonemes), then one can > hypothesize that there may be some maturational constraints to the > ability of motor planning and programming, or control of speech > apparatus, in early vs. late bilingual learners. One can also > predict that children are better at saying tongue twisters than > adults. A wide open question... > > Thanks for any pointers or insights. > > Ping Li > > > ---------------------------------------------------------- > > Ping Li, Ph.D. > Associate Professor > Graduate Program Coordinator > Department of Psychology > University of Richmond > Richmond, VA 23173, USA > Email: pli at richmond.edu > http://www.richmond.edu/~pli/ > http://cogsci.richmond.edu/ > > Bilingualism: Language and Cognition: > http://cogsci.richmond.edu/bilingualism/bilingualism.html > ---------------------------------------------------------- Beware Procrustes bearing Occam's razor. Prof. Lise Menn University of Colorado/Boulder; University of Hunan/Changsha Secretary, AAAS Section Z (Linguistics) office phone 303-492-1609 Department of Linguistics home fax 303-413-0017 Office: Hellems 293 Mailing address: 295 UCB University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere at cogsci.jhu.edu Wed May 18 19:08:56 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Wed, 18 May 2005 15:08:56 -0400 Subject: representation of inflected and derived words In-Reply-To: <00bf01c55bba$8fa420b0$9327ad81@shdeacon> Message-ID: On top ogf my head, it seems to me that Dorit Ravid discusses this isue in her book on Hebrew acquisition and change and Shanley in her monograph & articles on Inuktitut. There are also studies that explore this issue wrt to literacy development in Engl. and other lgs. Let me know if you want references to these and I will dig them out. Cheers, Isabelle Barriere, PhD At 12:02 PM 5/18/2005 -0300, S. Helene Deacon wrote: >I am interested in the development of the representation of inflected and >derived words. There is some good older work on children's productions in >this domain (e.g., Berko, 1958; deVilliers & deVilliers, 1973). Does >anyone know of newer developmental work that directly compares inflected >and derived words, regardless of the methodology? Further, I am interested >in the developmental predictions made by different theories, such as >dual-route and connectionist. As far as I can tell, these have focused >primarily on regular and irregular inflections, so any leads on the >comparison between inflected and derived words would be really helpful. >Thanks in advance for any help with this! > >Hélène > >PS I am happy to post a summary once all input has been received. > >Hélène Deacon, D.Phil. >Assistant Professor, Department of Psychology >Life Sciences Center, Dalhousie University >Halifax, Nova Scotia, Canada >B3H 4J1 >For couriers, add 1355 Oxford St. > >Webpage: http://myweb.dal.ca/sdeacon/ >Office: LSC 2337 >Phone: (902) 494-2538 >Fax: (902) 494-6585 From pli at richmond.edu Wed May 18 21:49:28 2005 From: pli at richmond.edu (Ping Li) Date: Wed, 18 May 2005 17:49:28 -0400 Subject: info-biling mailing list Message-ID: Dear Colleagues, In light of the recent emails on L2 or bilingualism on this list, I have created a new mailing list called info-biling analogous to info-childes. I believe that there are many colleagues on this list who are mainly interested in L1 issues, and thus it would be unfair to them to have to see or delete unnecessary emails. Information about the info-biling mailing list is available at http://lists.richmond.edu/mailman/listinfo/info-biling and it should take you 1 minute to subscribe to the list from there. Some simple descriptions and ground rules are attached below. Best wishes, Ping Li The info-biling mailing list is created to enhance the rapid exchange of information among researchers in bilingualism and second language acquisition. The listserv works similarly as the info-childes mailing list (maintained by Brian MacWhinney at CMU) with which many acquisition researchers are familiar. There are also some differences between the two. The general rules and the user privileges are: Users are encouraged to post inquries about or discussions on a research question in L2 or bilingualism; Users are encouraged to request information about references for a specific research project on L2 or bilingualism; Users are encouraged to announce conferences and job descriptions related to L2 and bilingualism; Users are allowed to announce their significant publications in academic journals and books or other scientific outlets; Users are allowed to post table of contents from their edited volumes or journals; Users will have access to a public database that contains APA-style references in bilingualism research (under construction). In order to block email spams or viruses, only subscribed users can post messages to the mailing list, and no attachments are allowed on the list. ---------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ---------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2412 bytes Desc: not available URL: From cslater at alma.edu Thu May 19 13:35:09 2005 From: cslater at alma.edu (Carol Slater) Date: Thu, 19 May 2005 09:35:09 -0400 Subject: Using MAXWD Message-ID: Dear All, I wonder if you can help us over another bump in the road? Trying to locate all two-word utterances in a set of early conversations, we decided to use MAXWD ("You can...use MAXWD to track all of the utterances of a certain length.."). Following the example on p. 91, our first try was to use maxwd +x2 +g2 plus a file name. This produced a request to "specify count type with +x option." Since 'w' was indicated for counting words, we tried inserting it in various places, none of which has worked. (+xw2 along with g2 wouldn't run; substituting +xw2 for +g2 ran but didn't retrieve all of the two word utterances; +x2 +w +g2 wouldn't run.) MAXWD seems to be the appropriate program, but we don't seem to be getting the syntax right. As ever, any suggestions would be very welcome. Thanks. Carol From pli at richmond.edu Thu May 19 15:09:17 2005 From: pli at richmond.edu (Ping Li) Date: Thu, 19 May 2005 11:09:17 -0400 Subject: info-biling mailing list In-Reply-To: Message-ID: Dear Colleagues, Many thanks for Annick's points, which are well taken. Thanks also to Ginny Gathercole who pointed out that Jeff MacSwan already maintains such a bilingualism list, which I wasn't aware of ("BILING: Forum for Discussion of Research on Bilingualism and Bilingual Education" ). Given these considerations, I will take down the info-biling mailing list, and apologize to those who have already signed on. With best wishes, Ping On May 19, 2005, at 3:23 AM, Annick De Houwer wrote: > Dear colleagues, > > It is true that not all L1 researchers will be interested in issues > pertaining to bilingualism. Nor will all L1 researchers be interested > in all > the topics that come up under 'L1 research'. > I have for a long time been carrying out research on L1 acquisition - > except, as it so happens, mainly in children with 2 L1's. In my > writings I > have been stressing the point that many issues in L1 research can be > more > successfully approached by taking the methodological decision to study > children learning 2 L1's from birth (see also my upcoming contribution > to > the Elsevier Encyclopedia of Language and Linguistics, where I spell > out the > areas of research in monolingual L1 research that could particularly > benefit > from insights gained into 'double L1' acquisition). When I first > started out > doing research on bilingual first language acquisition, I was one of > the > very few that were also trained in child language acquisition research > in > general (i.e., in monolingual circumstances). I am convinced that my > training in developmental psycholinguistics, in combination with my > training > in sociolinguistics and contact linguistics, have both been equally > important as backgrounds to my research. Whereas in the early 1980's > work in > 'double L1' acquisition was rare at conferences devoted to child > language > acquisition, this is no longer the case. IASCL conferences as well as > BU > conferences regularly have a large portion of presentations relating > to 2x > L1 acquisition. I strongly believe in the necessary cross-linking of > research into how both monolingually and bilingually raised children > develop > their language skills. In addition, I am sure we can learn from > processes of > later L2 acquisition as well (at the next IASCL meeting, for instance, > there > is going to be a panel with, amongst others, Jürgen Meisel and Lydia > White, > relating to just this topic). > I would find it a great pity if the chances for cross-over are limited > by > dividing up communication channels. Outside the professional meetings > we go > to, info-childes has been just the kind of perfect forum, I believe, > for > this kind of much needed cross-over information. Personally, I find the > volume of the forum quite manageable (unlike another list server I > briefly > subscribed to (on bilingualism), with more than 70 postings a week!), > and it > is easy for anyone to delete postings they find less central to their > concerns. > It would be a pity if once again, work on bilingual children is > commented on > and discussed along the edges of the mainstream of child language > research. > > Very best regards, > > Annick De Houwer > University of Antwerp > Belgium > > >> From: Ping Li >> Date: Wed, 18 May 2005 17:49:28 -0400 >> To: info-childes at mail.talkbank.org >> Subject: info-biling mailing list >> >> Dear Colleagues, >> >> In light of the recent emails on L2 or bilingualism on this list, I >> have created a new mailing list called info-biling analogous to >> info-childes. I believe that there are many colleagues on this list >> who >> are mainly interested in L1 issues, and thus it would be unfair to >> them >> to have to see or delete unnecessary emails. >> >> Information about the info-biling mailing list is available at >> http://lists.richmond.edu/mailman/listinfo/info-biling >> and it should take you 1 minute to subscribe to the list from there. >> >> Some simple descriptions and ground rules are attached below. >> >> Best wishes, >> >> Ping Li >> >> >> The info-biling mailing list is created to enhance the rapid exchange >> of information among researchers in bilingualism and second language >> acquisition. The listserv works similarly as the info-childes mailing >> list (maintained by Brian MacWhinney at CMU) with which many >> acquisition researchers are familiar. There are also some differences >> between the two. The general rules and the user privileges are: >> >> Users are encouraged to post inquries about or discussions on a >> research question in L2 or bilingualism; >> Users are encouraged to request information about references for a >> specific research project on L2 or bilingualism; >> Users are encouraged to announce conferences and job descriptions >> related to L2 and bilingualism; >> Users are allowed to announce their significant publications in >> academic journals and books or other scientific outlets; >> Users are allowed to post table of contents from their edited volumes >> or journals; >> Users will have access to a public database that contains APA-style >> references in bilingualism research (under construction). >> >> In order to block email spams or viruses, only subscribed users can >> post messages to the mailing list, and no attachments are allowed on >> the list. >> >> >> >> ---------------------------------------------------------- >> >> Ping Li, Ph.D. >> Associate Professor >> Graduate Program Coordinator >> Department of Psychology >> University of Richmond >> Richmond, VA 23173, USA >> Email: pli at richmond.edu >> http://www.richmond.edu/~pli/ >> http://cogsci.richmond.edu/ >> >> Bilingualism: Language and Cognition: >> http://cogsci.richmond.edu/bilingualism/bilingualism.html >> ---------------------------------------------------------- >> >> > ---------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ---------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 6176 bytes Desc: not available URL: From macswan at asu.edu Thu May 19 22:08:40 2005 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 19 May 2005 15:08:40 -0700 Subject: BILING listserv In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From macw at mac.com Fri May 20 17:15:09 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 20 May 2005 13:15:09 -0400 Subject: bilingualism Message-ID: Folks, The biling mailing list from Arizona provides an excellent forum for discussion of bilingualism, including pedagogical issues and book notices. However, I would certainly hope that discussion of issues in the area of childhood bilingualism could continue in full force on info-childes too. I doubt that becoming a bilingual and becoming a monolingual involve two entirely different processes. Of course the timing of the onset of bilingualism has a big effect on the outcome, but I would not want to think that a child who begins learning a second language at 4 learns in some fundamentally different way from a child who begins at birth. Nor would I want to think that becoming a multilingual involves yet another otherwise unutilized psychological facility or module. A somewhat sharper line can perhaps be drawn between explicit classroom learning and more implicit learning in context. But even these boundaries are hard to draw in practice, since the outcomes of explicit learning can often overlap with those of implicit learning. So, my vote is for the ongoing exploration of ways in which all of the various forms of bilingualism, multilingualism, and monolingualism emerge from a common set of basic human learning capacities and the nature of the human mind. If that tends to make the subject matter for info-childes a bit broad, I doubt if many of us will be unhappy about that. --Brian MacWhinney From johvanvasten at hotmail.com Fri May 20 23:44:00 2005 From: johvanvasten at hotmail.com (Johan vVasten) Date: Sat, 21 May 2005 01:44:00 +0200 Subject: Child Identity awareness In-Reply-To: Message-ID: Dear fellows, I work normally on child bilingual development, but since sometime now, I have become also interessted in the development of the child's idenity awareness in general, and more speicifically of children of parents of different ethnic groups, religions, culturalbackgrounds.... I am actually looking for TESTS used in this field, in order to measure the development of identity awareness of children as young as possible. Thanks in advance, Greetings, J. v.Vasten _______________________________________________________________ > >Play online games with your friends with MSN Messenger > >http://messenger.msn.nl/ > > > >Your message could not be processed because you are not allowed to post >messages to the list. > >For more information, you can contact the list administrator at: > > sacco at cmu.edu > _________________________________________________________________ MSN Search, for accurate results! http://search.msn.nl From macw at mac.com Sat May 21 01:29:55 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 20 May 2005 21:29:55 -0400 Subject: TILAR 4 Message-ID: Dear Colleagues: Volume 4 of TILAR (“Trends in Child Language Acquisition Research”) is almost ready to be mailed. The volume “Developmental theory and language disorders” is edited by Paul Fletcher and Jon Miller, and published by John Benjamins. Since this volume will be mailed to you as part of your IASCL membership, the IASCL would really appreciate your collaboration: please check your postal address on the association’s webpage: http://www.cnts.ua.ac.be/IASCL/ and click on the appropriate option under ‘Membership directory’. Please mail any changes in your address label to: steven.gillis at ua.ac.be Meanwhile, you should have received volume 3, edited by Ruth Berman: “Language development across childhood and adolescence”. If you have not received volume 3 yet, please contact the publisher: kees.vaes at benjamins.nl All the best, and looking forward to see you in Berlin this summer, Steven Gillis IASCL secretary -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.davis at ucl.ac.uk Mon May 23 12:08:54 2005 From: stephen.davis at ucl.ac.uk (Steve Davis) Date: Mon, 23 May 2005 13:08:54 +0100 Subject: workshop reminder Message-ID: Dear all, The Centre for Human Communication and the Psychology Department at University College London are jointly sponsoring a workshop entitled 'The Characteristics and Assessment of Stuttered Speech'. This one day workshop will bring together researchers who examine stuttered speech. UCL's Archive of Stuttered Speech (UCLASS) is available on line. This is an extensive downloadable audio file database of about 150 speakers. The workshop will provide tutorials on different analysis techniques that can be employed with these data and to report and compare results of analyses of these and other data. The workshop will include invited and submitted talks and posters. Topics that will be covered include phonetics, linguistics, imaging, neural networks and conversation analysis. It will be held in the Psychology Department at University College London on June 27th 2005. You can find more details (including how to register) by visiting the UCL Speech Team website at http://www.speech.psychol.ucl.ac.uk/ and following the links to the workshop and registration. Best wishes Steve Davis Dr Steve Davis Speech Research Group University College London Gower Street LONDON WC1E 6BT Tel +44 (0)20 7679 5399 Fax +44 (0)20 7436 4276 Visit the UCL Speech Group website at http://www.speech.psychol.ucl.ac.uk/ for more information about the workshop entitled 'The Characteristics and Assessment of Stuttered Speech' to be held at University College London on June 27th 2005. From santelmannl at pdx.edu Tue May 24 06:11:48 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 23 May 2005 23:11:48 -0700 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: <00bf01c55bba$8fa420b0$9327ad81@shdeacon> Message-ID: Does anyone have figures or references as to a rough amount of time that parents spend in conversation with preschool and school age children? I have read numerous places (mostly parenting type publications or web sites) that "the average American parent spends 38.5 minutes a week with their child in meaningful conversation". Having read this EXACT same figure over and over again, I became suspicious and began to search for the source. If they give a source, it's always "American Family Research Council. "Parents Fight 'Time Famine'as Economic Pressures Increase." 1990." I cannot, however, track down the original article (nor can I seem to find the American Family Research Council, though it may be part of a conservative political group of some sort). Does anyone have any reliable references/data on how much parents do converse with children (leaving aside the "meaningful" issue, which is, at best, difficult to operationalize)? I remember the work in differences in communication for different socioecomonic levels (though I couldn't cite it or find it off hand), and somewhere I remember seeing a figure comparing Philadelphia (Jewish?) families with Pennsylvania Dutch families, but can't find the reference. Exact citations or directions to look in would be appreciated. Thanks Lynn **************************************************************************** Lynn Santelmann, Ph.D. Associate Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From helene.deacon at dal.ca Tue May 24 13:15:39 2005 From: helene.deacon at dal.ca (S. Helene Deacon) Date: Tue, 24 May 2005 10:15:39 -0300 Subject: Summary of suggestions of research on inflected and derived words. Message-ID: Last week, I posted a request for information on children's understanding/processing of inflected and derived words, particularly on comparisons between the two. I received a number of replies, some pointing to classics in the field and others to new work. They've been very useful. Thank you to all! Contributions are listed below for any others who are interested in morphological representation and processing. Any others would still be gratefully received. >From Prof. Dr. Leonor Scliar-Cabral: At the moment we are focusing on the acquisition of verbal affixation in Brazilian Portuguese. We have already coded the %mor line of the 1st stage and Brian MacWhinney and me are preparing a paper on the subject. I have an extensive bibliography on the acquisition of verbal morphology of Romance languages. Are you interested in? Some years ago I adapted the Berko test into Portuguese. Most part of the papers are in Portuguese, but I have a few in English. I am sure that there is a specific module preserving the verbal affixes (including rules for allomorphic variants), whenever the language is highly flexional. >From Isabelle Barriere, PhD: On top of my head, it seems to me that Dorit Ravid discusses this issue in her book on Hebrew acquisition and change and Shanley in her monograph & articles on Inuktitut. There are also studies that explore this issue wrt to literacy development in Engl. and other lgs. >From Linda Jarmulowicz: I'm not exactly sure what you mean by "directly compare inflected and derived words". If you mean a balanced study looking at elicited productions, I don't know of any. I think the problem is because these are difficult to balance in terms of frequency, semantic transparency, and phonological characteristics. There are certainly developmental differences in when children acquire inflectional and derivational endings -- you may want to look at anything by Eve Clark or early work by Bruce Derwing for additional developmental information. There is a lot of work on derivational morphology, and even inflectional morphology, in relation to literacy (reading and particularly writing/spelling). Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1-166. Clark, E. V. (1993). The Lexicon in Acquisition. Cambridge, England: Cambridge University Press. Derwing, B. L., and Baker, W. J. (1979). Recent research on the acquisition of English morphology. In P. Fletcher and M. Garman (Eds.), Language Acquisition: Studies in First Language Development, 1st Ed. Cambridge, England: Cambridge University Press. Emmorey, K. (1989). Auditory morphological priming in the lexicon. Language and Cognitive Processes, 4(2), 73-92. ** This study includes both inflected and derived words Rubin, H., Patterson, P. A., and Kantor, M. (1991). Morphological development and writing ability in children and adults. Language, Speech, and Hearing Services in Schools, 22, 228-235. ** This one includes both inflectional and derivational endings Nagy, W. E. and Anderson, R. C. (1984). How many words are there in printed school English. Reading Research Quarterly, 19, 304-330. ** This one has a little bit of everything. Windsor, J. and Hwang, M. (1999a). Derivational suffix productivity for students with and without language-learning disabilities. Journal of Speech, Language, and Hearing Research, 42 (1), 220-230. Windsor, J. and Hwang, M. (1999b). Children's auditory lexical decisions: A limited processing capacity account of language impairment. Journal of Speech, Language, and Hearing Research, 42 (4), 990-1002. Here are some theoretically relevant references: Bybee, J. L. (1985). Morphology: A study of the relation between meaning and form. Philadelphia, PA: John Benjamins Pub Co. ** Chapter 4 has an interesting article on the artificiality of the distinction made between derivational and inflectional processes. Bybee, J. (2001). Phonology and Language Use. Cambridge Univ Press. ** Despite it's title, it deals quite a bit with morphology and lexical representation -- very connectionist My own work is on phonological development of derived words with stress changing suffixes (which in English are only derivational suffixes). So, I admit that I haven't spent much time thinking about the inflectional suffixes much. Anyway, I hope these are useful to you. Good luck. >From Gisela Szagun: I'm not sure whether this is directly on your topic, but just in case you are interested in languages other than English also, I sending you the reference of my paper on the acquisition of German plurals. The process does not fit into the pattern of regular/irregular. Most inflected languages do not fit into that pattern, anyway. English is a very special case. Szagun, G. (2001). Learning different regularities: The acquisition of noun plurals by German-speaking children. First Language, 21, 109-141. >From Alejandra Auza: I have been working on Spanish derivational morphology acquisition for some years to date. I used a semi-experimental task for naming derivational nominals (agentive terms) I have some papers published in Spanish, with a functional perspective. The last two years I have worked with a reaction time task, to observe dynamic repetition on-line, of two classes of words: nominals and adjectives. If you are interested, please write me. >From Eve Clark: I have published a lot on word-formation (compounding and derivation) so that might give you some baselines. I did not, however, make any comparisons to inflectional morphology in the same children. You might also look at work by Ruth Berman on Hebrew: she did do some comparisons. And there are brief sections in most of the chapters in Slobin's volumes on Crosslinguistic Acquisition, so for many different languages. Hélène Deacon, D.Phil. Assistant Professor, Department of Psychology Life Sciences Center, Dalhousie University Halifax, Nova Scotia, Canada B3H 4J1 For couriers, add 1355 Oxford St. Webpage: http://myweb.dal.ca/sdeacon/ Office: LSC 2337 Phone: (902) 494-2538 Fax: (902) 494-6585 -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Tue May 24 14:17:30 2005 From: shanley at bu.edu (Shanley Allen) Date: Tue, 24 May 2005 10:17:30 -0400 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: <5.1.1.6.0.20050523222113.03689b20@mail.netinteraction.com> Message-ID: Hi Lynn, Joost van de Weijer did a dissertation at the MPI in Nijmegen in 1999 for which he audiotaped all the speech spoken to a prelingual child over a period of months. There are a couple of articles downloadable from his website which pertain to your question: . His e-mail address is . Best, Shanley. On May 24, 2005, at 2:11 AM, Lynn Santelmann wrote: > Does anyone have figures or references as to a rough amount of time > that parents spend in conversation with preschool and school age > children? > > I have read numerous places (mostly parenting type publications or web > sites) that "the average American parent spends 38.5 minutes a week > with their child in meaningful conversation". Having read this EXACT > same figure over and over again, I became suspicious and began to > search for the source. If they give a source, it's always "American > Family Research Council. "Parents Fight 'Time Famine'as Economic > Pressures Increase." 1990." > > I cannot, however, track down the original article (nor can I seem to > find the American Family Research Council, though it may be part of a > conservative political group of some sort). > > Does anyone have any reliable references/data on how much parents do > converse with children (leaving aside the "meaningful" issue, which > is, at best, difficult to operationalize)? > > I remember the work in differences in communication for different > socioecomonic levels (though I couldn't cite it or find it off hand), > and somewhere I remember seeing a figure comparing Philadelphia > (Jewish?) families with Pennsylvania Dutch families, but can't find > the reference. > > Exact citations or directions to look in would be appreciated. > > Thanks > > Lynn > > > > > *********************************************************************** > ***** > Lynn Santelmann, Ph.D. > Associate Professor > Department of Applied Linguistics > Portland State University > P.O. Box 751 > Portland, OR 97207-0751 > Phone: 503-725-4140 Fax: 503-725-4139 > email: santelmannl at pdx.edu > web: www.web.pdx.edu/~dbls > *********************************************************************** > ****** > > > **************************************************************** Shanley Allen Associate Professor Department of Literacy and Language, School of Education Program in Applied Linguistics, Graduate School **************************************************************** Address: School of Education Boston University Two Sherborn Street Boston, MA 02215 USA **************************************************************** Phone: +1-617-358-0354 Fax: +1-617-353-3924 E-mail: shanley at bu.edu Office: SED 332 **************************************************************** From santelmannl at pdx.edu Fri May 27 20:50:02 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Fri, 27 May 2005 13:50:02 -0700 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: Message-ID: Thanks to everyone who responded to my query about the amount of time in conversation that parents spend with their children. The most oft cite resource was: Hart, B. & Risley T. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Brookes. This is the reference that talks about the striking number of different words children hear, and extrapolates the amount of language experience children from different SES backgrounds hear. In addition, I received 2 other citations: Bogaerde, E.M. van den (2000). Input and Interaction in Deaf Families, 2000, Utrecht: LOT (wwwlot.let.uu.nl) Weijer, J. van de (2002). How much does an infant hear in a day? In: J. Costa and M. João Freitas (eds.). Proceedings of the GALA2001 Conference on Language Acquisition (pp. 279-282). Lisboa: Associação Portuguesa de Linguistíca. Most studies address the issue of "how much input" with a tally of number of words, rather than total time. (Though, I suppose one can be converted into the other.) van de Weijer (2002) recorded all input to an infant in the Netherlands for several months. This infant received about 20 minutes a day of direct interaction with the parents and/or caregivers. However, the infant's older sister (age 2) spent approximately 90 minutes PER DAY (60% of the recorded data) either addressing (45 min) or being addressed by (45 min) an adult. Since the recordings were made for the infant and not the older sibling, it's possible that recordings of the older sibling would be different. This is a 2 year old in an academic family in the Netherlands, so we should probably be hesitant to generalize this to U.S. American families, but it makes me all the more suspicious of the oft cited "38.5 minutes" PER WEEK of "meaningful conversation" with parents. (The author of that figure has clearly never driven home with my son!) Lynn Thanks to: Shanley Allen, Annick De Houwer Laura DeThorne Eve V. Clark Lois Bloom John N. Bohannon III Linda Cote Beppie van den Bogaerde Diane Pesco Gedeon Deák Apologies to anyone I've forgotten - -I had a massive e-mail failure this week and am slowly reconstructing the missing links. Original Query: Does anyone have figures or references as to a rough amount of time that parents spend in conversation with preschool and school age children? I have read numerous places (mostly parenting type publications or web sites) that "the average American parent spends 38.5 minutes a week with their child in meaningful conversation". Having read this EXACT same figure over and over again, I became suspicious and began to search for the source. If they give a source, it's always "American Family Research Council. "Parents Fight 'Time Famine'as Economic Pressures Increase." 1990." I cannot, however, track down the original article (nor can I seem to find the American Family Research Council, though it may be part of a conservative political group of some sort). Does anyone have any reliable references/data on how much parents do converse with children (leaving aside the "meaningful" issue, which is, at best, difficult to operationalize)? I remember the work in differences in communication for different socioecomonic levels (though I couldn't cite it or find it off hand), and somewhere I remember seeing a figure comparing Philadelphia (Jewish?) families with Pennsylvania Dutch families, but can't find the reference. Exact citations or directions to look in would be appreciated. Thanks Lynn *************************************************************************************** Lynn Santelmann, Ph.D. Associate Professor, Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 phone: 503-725-4140 fax: 503-725-4139 e-mail: santelmannl at pdx.edu (that's last name, first initial) web: www.web.pdx.edu/~dbls ******************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Sat May 28 06:08:09 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Fri, 27 May 2005 23:08:09 -0700 Subject: Amount of time parents spend in conversation with children per week? Message-ID: Sorry if this has gone out already - I sent it this afternoon and it didn't seem to go through, so I'm trying again: Thanks to everyone who responded to my query about the amount of time in conversation that parents spend with their children. The most oft cited resource was: Hart, B. & Risley T. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Brookes. This is the reference that talks about the striking number of different words children hear, and extrapolates the amount of language experience children from different SES backgrounds hear. In addition, I received 2 other citations: Bogaerde, E.M. van den (2000). Input and Interaction in Deaf Families, 2000, Utrecht: LOT (wwwlot.let.uu.nl) Weijer, J. van de (2002). How much does an infant hear in a day? In: J. Costa and M. João Freitas (eds.). Proceedings of the GALA2001 Conference on Language Acquisition (pp. 279-282). Lisboa: Associação Portuguesa de Linguistíca. Most studies address the issue of "how much input" with a tally of number of words, rather than total time. (Though, I suppose one can be converted into the other.) van de Weijer (2002) recorded all input to an infant in the Netherlands for several months. This infant received about 20 minutes a day of direct interaction with the parents and/or caregivers. However, the infant's older sister (age 2) spent approximately 90 minutes PER DAY (60% of the recorded data) either addressing (45 min) or being addressed by (45 min) an adult. Since the recordings were made for the infant and not the older sibling, it's possible that recordings of the older sibling would be different. This is a 2 year old in an academic family in the Netherlands, so we should probably be hesitant to generalize this to U.S. American families, but it makes me all the more suspicious of the oft cited "38.5 minutes" PER WEEK of "meaningful conversation" with parents. (The author of that figure has clearly never driven home with my son!) Lynn (Thanks specifically to: Annick De Houwer Beppie van den Bogaerde Diane Pesco Gedeon Deák John N. Bohannon III Laura DeThorne Linda Cote Lois Bloom Shanley Allen apologies to anyone I've missed) **************************************************************************** Lynn Santelmann, Ph.D. Associate Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From k1n at email.psu.edu Sat May 28 14:09:23 2005 From: k1n at email.psu.edu (keith nelson) Date: Sat, 28 May 2005 10:09:23 -0400 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: <6.2.1.2.0.20050527132635.03507020@mail.netinteraction.com> Message-ID: Hi, Just picked up on this discussion. I would add that it might be useful to look at the work of Gordon Wells and colleagues in which they did sampling across all periods in the day--extrapolations to total hours per week should be easy and they may have done it. Best regards, Keith Nelson At 1:50 PM -0700 5/27/05, Lynn Santelmann wrote: >Thanks to everyone who responded to my query >about the amount of time in conversation that >parents spend with their children. > >The most oft cite resource was: >Hart, B. & Risley T. (1995). Meaningful >Differences in the Everyday Experience of Young >American Children. Baltimore, MD: Brookes. > >This is the reference that talks about the >striking number of different words children >hear, and extrapolates the amount of language >experience children from different SES >backgrounds hear. > >In addition, >I received 2 other citations: >Bogaerde, E.M. van den (2000). Input and >Interaction in Deaf Families, 2000, Utrecht: LOT >(wwwlot.let.uu.nl) >Weijer, J. van de (2002). >How >much does an infant hear in a day? In: J. Costa >and M. João Freitas (eds.). Proceedings of the >GALA2001 Conference on Language Acquisition (pp. >279-282). Lisboa: Associação Portuguesa de >Linguistíca. > >Most studies address the issue of "how much >input" with a tally of number of words, rather >than total time. (Though, I suppose one can be >converted into the other.) > >van de Weijer (2002) recorded all input to an >infant in the Netherlands for several months. >This infant received about 20 minutes a day of >direct interaction with the parents and/or >caregivers. However, the infant's older sister >(age 2) spent approximately 90 minutes PER DAY >(60% of the recorded data) either addressing (45 >min) or being addressed by (45 min) an adult. >Since the recordings were made for the infant >and not the older sibling, it's possible that >recordings of the older sibling would be >different. > >This is a 2 year old in an academic family in >the Netherlands, so we should probably be >hesitant to generalize this to U.S. American >families, but it makes me all the more >suspicious of the oft cited "38.5 minutes" PER >WEEK of "meaningful conversation" with parents. >(The author of that figure has clearly never >driven home with my son!) > >Lynn > >Thanks to: >Shanley Allen, >Annick De Houwer >Laura DeThorne >Eve V. Clark >Lois Bloom >John N. Bohannon III >Linda Cote >Beppie van den Bogaerde >Diane Pesco >Gedeon Deák > >Apologies to anyone I've forgotten - -I had a >massive e-mail failure this week and am slowly >reconstructing the missing links. > >Original Query: >Does anyone have figures or references as to a >rough amount of time that parents spend in >conversation with preschool and school age >children? > >I have read numerous places (mostly parenting >type publications or web sites) that "the >average American parent spends 38.5 minutes a >week with their child in meaningful >conversation". Having read this EXACT same >figure over and over again, I became suspicious >and began to search for the source. If they give >a source, it's always "American Family Research >Council. "Parents Fight 'Time Famine'as Economic >Pressures Increase." 1990." > >I cannot, however, track down the original >article (nor can I seem to find the American >Family Research Council, though it may be part >of a conservative political group of some sort). > >Does anyone have any reliable references/data on >how much parents do converse with children >(leaving aside the "meaningful" issue, which is, >at best, difficult to operationalize)? > >I remember the work in differences in >communication for different socioecomonic levels >(though I couldn't cite it or find it off hand), >and somewhere I remember seeing a figure >comparing Philadelphia (Jewish?) families with >Pennsylvania Dutch families, but can't find the >reference. > >Exact citations or directions to look in would be appreciated. > >Thanks > >Lynn > > > > >*************************************************************************************** >Lynn Santelmann, Ph.D. >Associate Professor, Applied Linguistics >Portland State University >P.O. Box 751 >Portland, OR 97201-0751 >phone: 503-725-4140 >fax: 503-725-4139 >e-mail: santelmannl at pdx.edu (that's last name, first initial) >web: www.web.pdx.edu/~dbls >******************************************************************************* -- Keith Nelson Professor of Psychology 414/423 Moore Building Penn State University University Park, PA 16802 keithnelsonart at psu.edu And what is mind and how is it recognized ? It is clearly drawn in Sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master, 1394-1481 -------------- next part -------------- An HTML attachment was scrubbed... URL: From W.B.T.Blom at uva.nl Mon May 30 15:59:46 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 30 May 2005 17:59:46 +0200 Subject: Call for papers: Workshop "Variation in Inflection" Message-ID: Call for papers Workshop "Variation in Inflection" December 19-20, 2005 University of Amsterdam Invited speakers: David Adger (Queen Mary University of London) Anthony Kroch (University of Pennsylvania) Cecilia Poletto (University of Padua) Tom Roeper (University of Massachusetts/Amherst) Bonnie Schwartz (University of Hawai'i at Manoa) Deadline for submission: June 15, 2005 Submission details: http://home.hum.uva.nl/variflex/Workshop.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From elenan at ualberta.ca Mon May 30 23:47:01 2005 From: elenan at ualberta.ca (Elena Nicoladis) Date: Mon, 30 May 2005 17:47:01 -0600 Subject: Methods for assessing knowledge base Message-ID: Hello all, I and my colleagues are interested in knowing about methods used with preschool children to assess the knowledge that they are accessing to interpret novel linguistic structures. In adults, this could be done with priming or by asking adults to think out loud about how they got to their answer. We suspect these methods would be unreliable with three-year olds. Are we simply wrong? Or does anyone know of any other means of figuring out the knowledge children use in interpretation? If I get multiple responses, I will be happy to collate the answers for the list. Thanks in advance for you thoughts, Cheers, Elena Nicoladis ************************************************************ Elena Nicoladis, PhD Department of Psychology University of Alberta P217 Biological Sciences Building Edmonton AB T6G 0W5 CANADA (780) 492-0124 Fax: (780) 492-1768 From k.j.alcock at lancaster.ac.uk Tue May 31 09:36:00 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Tue, 31 May 2005 10:36:00 +0100 Subject: PhD studentship opportunity for 2005 at Lancaster University Message-ID: Please draw this to the attention of any appropriate students: Following our recent awards of teaching studentships (and nominations for ESRC quota studentships) the Psychology Department at Lancaster University is pleased to offer a further opportunity for postgraduate study. The closing date for applications for this new teaching studentship is the 1st of July, 2005. The studentship will be tenable from October 2005 and will last for 3 years. The studentship will cover fees (at the Home/EU rate) and will include a stipend equivalent to the ESRC rate. The successful candidate will be expected to contribute to teaching in the Psychology Department. We welcome applications from individuals with appropriate backgrounds in psychology (normally, a First or Upper Second Class degree or equivalent) who wish to conduct postgraduate research in any of the following areas: € Infant and Child Development € Cognition € Social Psychology € Conceptual and Historical Psychology € Behavioural Neuroscience. € Applied Psychology We have a particular strength in Developmental Psychology, including a purpose-built Centre. Candidates who have already successfully completed an MSc in a relevant psychological discipline (or equivalent) will be at an advantage. Applicants should complete the University post graduate application form which is available from: http://www.lancs.ac.uk/admissions/postgrad.html . In particular we have the following research interests: Dr Katie Alcock Language development, especially individual differences, nonverbal skills, developmental language disorders, and cross-linguistic work; cognitive development more generally, especially influences of environment and effects of ill health; neuropsychology especially language breakdown Prof Gavin Bremner Perceptual abilities and cognitive development in infancy Dr Dina Lew Spatial cognition in infancy; sensorimotor development; the neuropsychological consequences of epilepsy Prof Charlie Lewis Family relationships; socio-cognitive development, particularly preschoolers' understanding of the mind Dr Eugene Subbotsky Children's concepts about body and mind; judgments about causality; teacher-child interaction Dr John Towse Working memory, especially in children; mental control of behaviour; children's understanding of, and competence in, mathematics; representational flexibility and rule-use among preschoolers. Applicants should include a research proposal (approx 1000 words) and also ensure that their nominated referees are able to provide references to support their application. Applicants are strongly encouraged to develop their research proposals in collaboration with a psychologist working in our department. Staff research interests are summarised on http://www.psych.lancs.ac.uk/research/resPeople.html (see also the home pages of individual staff members). For further information about the teaching studentship please contact: Dr. Mark Levine, Director of Postgraduate Studies for the Department. (01524) 592915; Email: m.levine at lancaster.ac.uk Bursaries A number of smaller bursaries to support Masters and PhD work are also available. These vary between £500 and £1000 and are designed to contribute to students' living costs. They will be awarded to self-funding students from the UK, EU, or non-EU Overseas. Note that these bursaries are awarded on a merit basis and are therefore awards that can enhance a student's CV. From macw at mac.com Tue May 31 16:19:15 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 31 May 2005 12:19:15 -0400 Subject: position in Hong Kong Message-ID: The University of Hong Kong is at the international forefront of higher learning and research, with more than 100 teaching departments and sub-divisions of studies, and more than 60 research institutes and centres. It has over 20,000 undergraduate and postgraduate students from 48 countries. English is the medium of instruction. The University is committed to international standards for excellence in scholarship and research. Professor/Associate Professor in Speech and Hearing Sciences Applications are invited for appointment as Professor/Associate Professor in Speech and Hearing Sciences in the Division of Speech and Hearing Sciences of the Faculty of Education, tenable from September 1, 2005. The appointment will initially be made on a three- year fixed-term basis, with a strong possibility of renewal on the basis of performance and funding availability. The Division of Speech and Hearing Sciences has been pioneering research and teaching on communication disorders in Hong Kong and in the region. Applicants must possess a Ph.D. degree specialising in communication disorders or a related field. Knowledge of Cantonese and a recognised speech therapy/pathology clinical qualification are preferred but not required. The applicant should possess strong university teaching experience. An excellent track record in research as evidenced by publications and success in obtaining research funding is essential. Information about the Division can be obtained at http://www.hku.hk/ speech/. For further details, please contact Dr. Edwin Yiu, Division of Speech and Hearing Sciences (Fax: (852) 2559 0060 or Email: eyiu at hku.hk). Starting annual salaries are as follows (subject to review from time to time at the entire discretion of the University): Professor : around HK$803,700 Associate Professor : around HK$593,100 (approximately US$1 = HK$7.8) The appointment will attract a contract-end gratuity and University contribution to a retirement benefits scheme, totalling up to 15% of basic salary. At current rates, salaries tax does not exceed 16% of gross income. The appointment carries leave and medical/dental benefits. Housing benefits will be provided. Further particulars and application forms (272/302 amended) can be obtained at https://extranet.hku.hk/apptunit/; or from the Appointments Unit (Senior), Human Resource Section, Registry, The University of Hong Kong, Hong Kong (fax: (852) 2540 6735 or 2559 2058; e-mail: apptunit at hkucc.hku.hk). Closes August 15, 2005. -------------- next part -------------- An HTML attachment was scrubbed... URL: From karrebek.hentze at get2net.dk Tue May 31 19:09:12 2005 From: karrebek.hentze at get2net.dk (=?iso-8859-1?Q?Martha_Karreb=E6k?=) Date: Tue, 31 May 2005 21:09:12 +0200 Subject: Formulaic language and Wong-Fillmore Message-ID: I am working on the acquisition of Danish as a second language by 3-6 years old children. I am focussing on repetitions, imitations and formulaic language (constructions, holophrases...). And I am trying to find out where to get hold of Wong-Fillmore's unpublished thesis from the 70's, a work that is extensively cited but hard to find. I would be very grateful if anybody could help me out. Also, suggestions to other relevant work would be welcome. Thanks, Martha Karrebæk From langconf at acs.bu.edu Thu May 5 23:26:28 2005 From: langconf at acs.bu.edu (BUCLD) Date: Thu, 5 May 2005 19:26:28 -0400 Subject: BUCLD 30 - Call for Papers Message-ID: *********************************** CALL FOR PAPERS THE 30th ANNUAL BOSTON UNIVERSITY CONFERENCE ON LANGUAGE DEVELOPMENT NOVEMBER 4-6, 2005 Keynote Speaker: Janet Werker (University of British Columbia) "Speech Perception and Language Acquisition: Comparing Monolingual and Bilingual Infants" Plenary Speaker: Harald Clahsen (University of Essex) "Grammatical Processing in First and Second Language Learners" Lunch Symposium: Jeff Elman (University of California at San Diego), LouAnn Gerken (University of Arizona) and Mark Johnson (Brown University) "Statistical Learning in Language Development: What is it, What is its Potential, and What are its Limitations?" *********************************** All topics in the fields of first and second language acquisition from all theoretical perspectives will be fully considered, including: Bilingualism Cognition & Language Creoles & Pidgins Discourse Exceptional Language Input & Interaction Language Disorders Linguistic Theory (Syntax, Semantics, Phonology, Morphology, Lexicon) Literacy & Narrative Neurolinguistics Pragmatics Pre-linguistic Development Signed Languages Sociolinguistics Speech Perception & Production Presentations will be 20 minutes long followed by a 10-minute question period. Posters will be on display for a full day with two attended sessions during the day. *********************************** ABSTRACT FORMAT AND CONTENT Abstracts submitted must represent original, unpublished research. Abstracts should be anonymous, clearly titled and no more than 450 words in length. They should also fit on one page, with an optional second page for references or figures if required. Abstracts longer than 450 words will be rejected without being evaluated. Please note the word count at the bottom of the abstract. Note that words counts need not include the abstract title or the list of references. A suggested format and style for abstracts is available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/template.html All abstracts must be submitted as PDF documents. Specific instructions for how to create PDF documents are available at the website: http://www.bu.edu/linguistics/APPLIED/BUCLD/pdfinfo.html If you encounter a problem creating a PDF file, please contact us for further assistance. Please use the first author's last name as the file name (eg. Smith.pdf). No author information should appear anywhere in the contents of the PDF file itself. *********************************** SUBMISSION INSTRUCTIONS Electronic submission: To facilitate the abstract submission process, abstracts will be submitted using the form available at the conference website: http://www.bu.edu/linguistics/APPLIED/BUCLD/abstract.htm Specific instructions for abstract submission are available on this website. Abstracts will be accepted between March 15 and May 15. Contact information for each author must be submitted via webform. No author information should appear anywhere in the abstract PDF. At the time of submission you will be asked whether you would like your abstract to be considered for a poster, a paper, or both. Although each author may submit as many abstracts as desired, we will accept for presentation by each author: (a) a maximum of 1 first authored paper/poster, and (b) a maximum of 2 papers/posters in any authorship status. Note that no changes in authorship (including deleting an author or changing author order) will be possible after the review process is completed. DEADLINE: All submissions must be received by 8:00 PM EST, May 15, 2005. Late abstracts will not be considered, whatever the reason for the delay. We regret that we cannot accept abstract submissions by fax or email. Submissions via surface mail will only be accepted in special circumstances, on a case by case basis. *********************************** ABSTRACT SELECTION Each abstract is blind reviewed by 5 reviewers from a panel of approximately 80 international scholars. Further information about the review process is available at: http://www.bu.edu/linguistics/APPLIED/BUCLD/reviewprocess.html Acknowledgment of receipt of the abstract will be sent by email as soon as possible after receipt. Notice of acceptance or rejection will be sent to first authors only, in early August, by email. Pre-registration materials and preliminary schedule will be available in late August 2005. If your abstract is accepted, you will need to submit a 150-word abstract including title, author(s) and affiliation(s) for inclusion in the conference handbook. Guidelines will be provided along with notification of acceptance. Abstracts accepted as papers will be invited for publication in the BUCLD Proceedings. Abstracts accepted as posters will be invited for publication online only, but not in the printed version. All conference papers will be selected on the basis of abstracts submitted. Although each abstract will be evaluated individually, we will attempt to honor requests to schedule accepted papers together in group sessions. No schedule changes will be possible once the schedule is set. Scheduling requests for religious reasons only must be made before the review process is complete (i.e. at the time of submission). A space is provided on the abstract submission webform to specify such requests. *********************************** FURTHER INFORMATION Information regarding the conference may be accessed at http://www.bu.edu/linguistics/APPLIED/BUCLD/ Boston University Conference on Language Development 96 Cummington Street, Room 244 Boston, MA 02215 U.S.A. Telephone: (617) 353-3085 E-mail: *********************************** From mlb at dcs.qmul.ac.uk Fri May 6 08:03:20 2005 From: mlb at dcs.qmul.ac.uk (Marie-Luce Bourguet) Date: Fri, 6 May 2005 17:03:20 +0900 Subject: Final call - AEQ special issue on BILINGUALISM Message-ID: (Please excuse cross-posting) Final call for papers. The Fall 2005 issue of Academic Exchange Quarterly will be devoted to bilingualism. Educators and researchers from all fields related to bilingualism and foreign language teaching are invited to submit manuscripts. The following url provides complete details: http://rapidintellect.com/AEQweb/4bili.htm Submission deadline: Regular deadline: any time until the end of May 2005. All accepted submissions will be published in this Fall issue. Short deadline: June or July. All accepted submissions will be published in this Fall issue or in later issues. The print journal of AEQ has over 23,000 readers, and the electronic version, available free world-wide, has hundreds of thousands of potential readers as it is available from Gale's InfoTrac Expanded Academic Index and the ERIC database. Thanks for considering AEQ! Dr. Marie-Luce Bourguet Lecturer, Queen Mary University of London Editor, Academic Exchange Quarterly Fall 2005 Issue From ellmcf at nus.edu.sg Mon May 9 03:45:31 2005 From: ellmcf at nus.edu.sg (Madalena Cruz-Ferreira) Date: Mon, 9 May 2005 11:45:31 +0800 Subject: New Child Language SIG, Singapore Message-ID: Dear all, I am very pleased to announce the constitution of a new Special Interest Group, the Child Language SIG, with the Singapore Association for Applied Linguistics (SAAL). The SAAL was responsible for the organisation of the AILA 2002 congress here in Singapore. Below is a copy of the announcement of the first SIG meeting. Could I ask you two things, please? First, if you are able to attend the meeting, please RSVP to my colleague Chng Huang Hoon, the current SAAL president, at ellchh at nus.edu.sg Second, if you cannot attend but would like to be kept informed of the SIG's activities, please email me, ellmcf at nus.edu.sg , so I'll add you to my mailing list. Thank you! I hope many of you will be able to make it to the meeting Madalena ====================================== Madalena Cruz-Ferreira Dept. English Language and Literature National University of Singapore ellmcf at nus.edu.sg http://profile.nus.edu.sg/fass/ellmcf/ ====================================== Celebrating SAAL's 20th Anniversary Singapore Association for Applied Linguistics (SAAL) est. 1985 CALL FOR PARTICIPATION The 1st SAAL Special Interest Group (SIG) Child Language Research in Singapore: The State of the Art, & Where Do We Go from Here? 3rd September 2005 (Saturday) 9.00am-11.30am Panelists: Dr Madalena Cruz-Ferreira (Main convenor, NUS) Dr Christine C M Goh (Member, NIE) Dr Ng Bee Chin (Member, NTU) Dr Rita Elaine Silver (Member, NIE) Abstract: The purpose of this talk is threefold. First, to introduce the SAAL Special Interest Group (SIG) on Child Language, constituted by today's four speakers. This is also the first SAAL SIG. Its long-term goal is to act as a task-force to gather and spread information about child language research in Singapore and in the remaining South-East Asian region, including Australia and New Zealand. The SIG will also promote cooperation with international bodies dedicated to child language, such as the IASCL (International Association for the Study of Child Language) and CHILDES (Child Language Data Exchange System), and seek integration with them. Second, to present an overview of current research in child language, starting with the core of research done in Singapore and/or concerning the languages used in Singapore. Two things are striking here, a) the amount and diversity of research topics, from descriptive studies on particular languages, to educational and pedagogical issues, through to atypical language development and remediation; and b) the apparently widespread ignorance, among child language researchers, of each other's work. Third, and most importantly, to glean interests and generalise discussion about child language among our audience. Our goals with this first SIG convening are to consolidate preliminary findings, gaps and pointers in child language research, raise awareness about the worldwide expanding interest in this topic, and launch concerted research efforts that may truly serve researchers in the SE Asian region. IMPORTANT: Please signal your interest by emailing Dr Chng Huang Hoon (ellchh at nus.edu.sg) by 30 June 2005. Venue to be announced. About the speakers: Madalena Cruz-Ferreira teaches child language and introductory linguistics at the Department of English Language and Literature, National University of Singapore. Her main research interest is in child multilingualism, as a parent, educator and linguist, with particular focus on prosody and phonology. Christine Goh teaches courses in English language teaching methods, language acquisition and research methods at the National Institute of Education. Her main research interests are language acquisition, metacognition of language learners and speaking and listening competence. Ng Bee Chin teaches in the Centre for Language and Communication, Nanyang Technological University. Her main research interest is in crosslinguistic aspects of first language acquisition with a focus on semantics in Chinese languages. She also works in the area of bilingualism and is interested in issues relating to language and gender. Rita Elaine Silver teaches courses in English language teaching methods and language acquisition at the National Institute of Education. Her main research interest is in second language acquisition with a particular focus on linguistic interaction. ALL ARE WELCOME! From W.B.T.Blom at uva.nl Mon May 9 12:52:38 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 9 May 2005 14:52:38 +0200 Subject: EMLAR registration Message-ID: EMLAR II, second announcement REGISTRATION IS NOW OPEN! (Apologies for cross-posting) After the success of EMLAR I, the Netherlands Graduate School of Linguistics (LOT) will hold its second 2-day workshop on the issue of Experimental Methods in Language Acquisition Research. EMLAR II is for PhD and advanced MA-students (other researchers are in principle welcome as well) with lectures and smaller interactive sessions on the different methodologies used in language acquisition research. This year's program consists of a series of nine lectures, each on a different method, and six smaller hands-on sessions. In addition, all tutors, who are experienced researchers, will make themselves available for individual consultations. To view the program, please visit: http://www.let.uu.nl/~Sharon.Unsworth/personal/emlarII.htm For registration, please visit: http://www.let.uu.nl/~Sharon.Unsworth/personal/EMLAR2005_registration.html EMLAR II will be held November 16th and 17th 2005 at Utrecht University, The Netherlands. The workshop is free for members of LOT. The fee for participants from institutes and universities that are not part of LOT is EUR 50. This includes access to the entire program, beverages and a reception. Registration will start in May 2005 and continue until October 2005. Please note that there will be a limited number of places for the smaller sessions. These will be assigned on a first come, first served basis. -------------- next part -------------- An HTML attachment was scrubbed... URL: From a.karmiloff-smith at ich.ucl.ac.uk Thu May 12 08:44:24 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 12 May 2005 09:44:24 +0100 Subject: voicopragnosia! Message-ID: Can anyone direct me to literature reporting an equivalent to prosopagnosia but in the auditory mode. Theoretically it should occur, but I've found nothing so far. Many thanks Annette From a.karmiloff-smith at ich.ucl.ac.uk Thu May 12 09:51:29 2005 From: a.karmiloff-smith at ich.ucl.ac.uk (Professor Annette Karmiloff-Smith) Date: Thu, 12 May 2005 10:51:29 +0100 Subject: to be clear Message-ID: Re voice recognition patients, I mean someone who knows it's a human voice but can no longer recognize his own wife's or child's voice. Annette From gcasil at essex.ac.uk Fri May 13 03:58:10 2005 From: gcasil at essex.ac.uk (Casillas Navarro, Gabriela) Date: Fri, 13 May 2005 04:58:10 +0100 Subject: Inductivist accounts of L2 variability Message-ID: Dear colleagues, Could anybody refer me to any existing inductivist accounts that provide an explanation of variability in the overt production of verb-related morphology by second language learners? Many thanks in advance, Gabriela Casillas Gabriela Casillas Ph D candidate Dept of Language and Linguistics University of Essex Colchester CO4 3SQ UK From cslater at alma.edu Tue May 17 19:50:24 2005 From: cslater at alma.edu (Carol Slater) Date: Tue, 17 May 2005 15:50:24 -0400 Subject: Looking at questions with kwal Message-ID: Dear All, It has been fun introducing a group of our students to CHILDES. Among other things, they have been comparing caretakers' use of questions by using freq +s"?" to count questions and mlu to count utterances. They have also been trying to look at the actual questions, which sounds like a task for kwal. To our dismay, +s"?" has been crashing the application and +s+"?" fetches questions and nonquestions indiscriminately. Is kwal just not the program of choice here? Suggestions would be greatly appreciated. Carol Department of Psychology Alma College Alma, MI 48801 From morgen at idf.ext.jussieu.fr Tue May 17 20:38:59 2005 From: morgen at idf.ext.jussieu.fr (Aliyah MORGENSTERN) Date: Tue, 17 May 2005 22:38:59 +0200 Subject: bilingualism Message-ID: Does anyone have excellent recommandations for a colleague who would like to read about the cultural, cognitive, sociological benefits of bilingual teaching (+ metalinguistic competence)? It is not my field but I'd like to help and have a very poor bibliography on this subject. Thanks a lot if you can participate. Aliyah Morgenstern From ann.dowker at psy.ox.ac.uk Tue May 17 20:49:04 2005 From: ann.dowker at psy.ox.ac.uk (Ann Dowker) Date: Tue, 17 May 2005 21:49:04 +0100 Subject: bilingualism In-Reply-To: Message-ID: Anything by Ellen Bialystok! Ann In message Aliyah MORGENSTERN writes: > Does anyone have excellent recommandations for a colleague who would like to > read about the cultural, cognitive, sociological benefits of bilingual > teaching (+ metalinguistic competence)? It is not my field but I'd like to > help and have a very poor bibliography on this subject. > Thanks a lot if you can participate. > Aliyah Morgenstern > > > > > > > From barriere at cogsci.jhu.edu Tue May 17 20:48:25 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Tue, 17 May 2005 16:48:25 -0400 Subject: bilingualism In-Reply-To: Message-ID: You will find an extensive bibliography in the last edition (that does NOT exist in French) in Hamers, J. F. & Blanc, M.H.A. (2000) Bilinguality and bilingualism. Cambridge University Press. Relevant chapters include chapter 2 on measurement, chapter 4 on cognitive development and the sociocultural context of bilinguality, and chapter 11 on bilingual education. Cheers, Isabelle Barriere, PhD At 10:38 PM 5/17/2005 +0200, Aliyah MORGENSTERN wrote: >Does anyone have excellent recommandations for a colleague who would like to >read about the cultural, cognitive, sociological benefits of bilingual >teaching (+ metalinguistic competence)? It is not my field but I'd like to >help and have a very poor bibliography on this subject. >Thanks a lot if you can participate. >Aliyah Morgenstern From macw at mac.com Tue May 17 21:36:46 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 17 May 2005 17:36:46 -0400 Subject: Looking at questions with kwal In-Reply-To: <428A4B00.3040902@alma.edu> Message-ID: Dear Carol, It appears that you hit a bug in KWAL that has just recently appeared. The search for +s"*?" works fine in FREQ, but in KWAL this seems to have hit some problem. We don't see any crashing, but we do see that it fails to find matches. You can get around this for the moment by adding the +y switch, but Leonid should have this bug fixed by tomorrow afternoon, if you can try a new version then. --Brian MacWhinney On May 17, 2005, at 3:50 PM, Carol Slater wrote: > Dear All, > It has been fun introducing a group of our students to CHILDES. > Among other things, they have been comparing caretakers' use of > questions by using freq +s"?" to count questions and mlu to count > utterances. They have also been trying to look at the actual > questions, which sounds like a task for kwal. To our dismay, +s"?" > has been crashing the application and +s+"?" fetches questions and > nonquestions indiscriminately. Is kwal just not the program of > choice here? Suggestions would be greatly appreciated. > Carol > > Department of Psychology > Alma College > Alma, MI 48801 > > > From pli at richmond.edu Tue May 17 21:42:57 2005 From: pli at richmond.edu (Ping Li) Date: Tue, 17 May 2005 17:42:57 -0400 Subject: sequential articulation in L2 Message-ID: Dear Colleagues, A student of mine is interested in doing some work on L2 phonological acquisition/production. So far it seems that most of the literature on perceived accent in a foreign language is on the segmental level such as the vowel quality or VOT of consonants (e.g., James Flege's work). There is also recent evidence that prosodic structure may be an important dimension. One intuitive impression of mine is that often a L2 speaker is able to pronounce the individual phonemes accurately in isolation, but when it comes to assemble the phonemes in a word, or to put several words together, problems would occur that make the speaker sound non-native. In other words, individual vowels or consonants can be produced to near native accuracy, but the coordination of sound sequences causes the trouble in perceived accent. I have communicated this idea with several colleagues in L2 phonological acquisition, and they seem to indicate that there might be some truth to the idea. Unfortunately I could not find solid studies that would confirm or disconfirm this impression. I myself am not very well informed of studies in L2 phonological acquisition. Hence I am writing to ask if you could provide some pointers or references. If the problem of L2 accent lies in the sequential articulation (more so than in producing individual phonemes), then one can hypothesize that there may be some maturational constraints to the ability of motor planning and programming, or control of speech apparatus, in early vs. late bilingual learners. One can also predict that children are better at saying tongue twisters than adults. A wide open question... Thanks for any pointers or insights. Ping Li ---------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ---------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2204 bytes Desc: not available URL: From edwards.212 at osu.edu Wed May 18 13:57:08 2005 From: edwards.212 at osu.edu (JAN EDWARDS) Date: Wed, 18 May 2005 09:57:08 -0400 Subject: post-doc position on phonological acquisition Message-ID: Hi everyone, Below is a description of a post-doc position for Sept. 2005 (or soon thereafter). Please let me know if you are interested or if you could recommend anyone for this position. Thanks! Yours, Jan Edwards A post-doctoral fellowship is available on a study of cross-linguistic phonological acquisition (see http://ling.osu.edu/~edwards for a detailed description of the project). The post-doctoral position is located in the Department of Communicative Disorders at the University of Wisconsin in Madison, WI. The traineeship, funded by a National Institutes of Health training grant, will be available in September, 2005 (with some flexibility in the start date). The position requires that the candidate be a US citizen or have a green card. The University of Wisconsin has a strong cognitive science faculty and the Waisman Center at UW offers post-docs a series of lectures and seminars and the opportunity to interact with other post-docs, doctoral students, and faculty in a multi-disciplinary environment. The post-doc will be directly supervised by Dr. Jan Edwards to work on a project that is going to run jointly at two sites ? the University of Wisconsin (with Dr. Jan Edwards) and Ohio State University (with Dr. Mary Beckman). The post-doc will be based at the University of Wisconsin, but will also be a liaison between the two sites and can expect to travel to Columbus, OH about 6 times/year. One focus of the position will be to work out a system for reliable transcription of lingual obstruents across four languages (Cantonese, English, Greek, and Japanese) which have different category boundaries for these sounds. The post-doc will also be expected to develop his or her own original research related to this project. Applicants should have strong experimental phonetic skills. Knowledge of Praat and R is helpful, but not essential. For more information on the research project and the role of the postdoctoral fellow, please contact Dr. Jan Edwards at edwards.212 at osu.edu or 614 292-1742. Applicants should send a letter of interest, a curriculum vitae, and references to the training grant director: Raymond Kent, PhD, Professor Department of Communicative Disorders University of Wisconsin 1975 Willow Drive Madison, WI 53706 tel: 608 263-7109 Or by email to: kent at waisman.wisc.edu Credentials will be reviewed when received. A hiring decision will be made as rapidly as possible. The University of Wisconsin is an equal opportunity employer committed to excellence through diversity. From helene.deacon at dal.ca Wed May 18 15:02:03 2005 From: helene.deacon at dal.ca (S. Helene Deacon) Date: Wed, 18 May 2005 12:02:03 -0300 Subject: representation of inflected and derived words Message-ID: I am interested in the development of the representation of inflected and derived words. There is some good older work on children's productions in this domain (e.g., Berko, 1958; deVilliers & deVilliers, 1973). Does anyone know of newer developmental work that directly compares inflected and derived words, regardless of the methodology? Further, I am interested in the developmental predictions made by different theories, such as dual-route and connectionist. As far as I can tell, these have focused primarily on regular and irregular inflections, so any leads on the comparison between inflected and derived words would be really helpful. Thanks in advance for any help with this! H?l?ne PS I am happy to post a summary once all input has been received. H?l?ne Deacon, D.Phil. Assistant Professor, Department of Psychology Life Sciences Center, Dalhousie University Halifax, Nova Scotia, Canada B3H 4J1 For couriers, add 1355 Oxford St. Webpage: http://myweb.dal.ca/sdeacon/ Office: LSC 2337 Phone: (902) 494-2538 Fax: (902) 494-6585 From lise.menn at colorado.edu Wed May 18 15:11:06 2005 From: lise.menn at colorado.edu (Lise Menn) Date: Wed, 18 May 2005 09:11:06 -0600 Subject: sequential articulation in L2 In-Reply-To: Message-ID: I did an experiment with Japanese learners of English and English learners of Russian once to try to work on this, but most of the combinations that were novel to the learners involved 'r' consonant clusters (e.g. /tr/ for japanese speakers, /vstr/ for English speakers) and the newness of the phonetics of the respective /r/ phones was still so much of an issue that we never got to the phonotactic demands themselves. Bad design on my part, of course, not to have thought of that in advance, so we never submitted it for publication. But since phonotactic constraints play such a huge role in L1 (see almost anything I've written on child phonology!), one has to expect that the same will be true in L2. Lise Menn kids who can say On May 17, 2005, at 3:42 PM, Ping Li wrote: > Dear Colleagues, > > A student of mine is interested in doing some work on L2 > phonological acquisition/production. So far it seems that most of > the literature on perceived accent in a foreign language is on the > segmental level such as the vowel quality or VOT of consonants > (e.g., James Flege's work). There is also recent evidence that > prosodic structure may be an important dimension. > > One intuitive impression of mine is that often a L2 speaker is able > to pronounce the individual phonemes accurately in isolation, but > when it comes to assemble the phonemes in a word, or to put several > words together, problems would occur that make the speaker sound > non-native. In other words, individual vowels or consonants can be > produced to near native accuracy, but the coordination of sound > sequences causes the trouble in perceived accent. I have > communicated this idea with several colleagues in L2 phonological > acquisition, and they seem to indicate that there might be some > truth to the idea. Unfortunately I could not find solid studies > that would confirm or disconfirm this impression. I myself am not > very well informed of studies in L2 phonological acquisition. Hence > I am writing to ask if you could provide some pointers or references. > > If the problem of L2 accent lies in the sequential articulation > (more so than in producing individual phonemes), then one can > hypothesize that there may be some maturational constraints to the > ability of motor planning and programming, or control of speech > apparatus, in early vs. late bilingual learners. One can also > predict that children are better at saying tongue twisters than > adults. A wide open question... > > Thanks for any pointers or insights. > > Ping Li > > > ---------------------------------------------------------- > > Ping Li, Ph.D. > Associate Professor > Graduate Program Coordinator > Department of Psychology > University of Richmond > Richmond, VA 23173, USA > Email: pli at richmond.edu > http://www.richmond.edu/~pli/ > http://cogsci.richmond.edu/ > > Bilingualism: Language and Cognition: > http://cogsci.richmond.edu/bilingualism/bilingualism.html > ---------------------------------------------------------- Beware Procrustes bearing Occam's razor. Prof. Lise Menn University of Colorado/Boulder; University of Hunan/Changsha Secretary, AAAS Section Z (Linguistics) office phone 303-492-1609 Department of Linguistics home fax 303-413-0017 Office: Hellems 293 Mailing address: 295 UCB University of Colorado Boulder, CO 80309-0295 Lise Menn's home page http://www.colorado.edu/linguistics/faculty/lmenn/ "Shirley Says: Living with Aphasia" http://spot.colorado.edu/~menn/Shirley4.pdf Japanese version of "Shirley Says" http://www.bayget.com/inpaku/kinen9.htm Academy of Aphasia http://www.academyofaphasia.org/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From barriere at cogsci.jhu.edu Wed May 18 19:08:56 2005 From: barriere at cogsci.jhu.edu (Isabelle Barriere) Date: Wed, 18 May 2005 15:08:56 -0400 Subject: representation of inflected and derived words In-Reply-To: <00bf01c55bba$8fa420b0$9327ad81@shdeacon> Message-ID: On top ogf my head, it seems to me that Dorit Ravid discusses this isue in her book on Hebrew acquisition and change and Shanley in her monograph & articles on Inuktitut. There are also studies that explore this issue wrt to literacy development in Engl. and other lgs. Let me know if you want references to these and I will dig them out. Cheers, Isabelle Barriere, PhD At 12:02 PM 5/18/2005 -0300, S. Helene Deacon wrote: >I am interested in the development of the representation of inflected and >derived words. There is some good older work on children's productions in >this domain (e.g., Berko, 1958; deVilliers & deVilliers, 1973). Does >anyone know of newer developmental work that directly compares inflected >and derived words, regardless of the methodology? Further, I am interested >in the developmental predictions made by different theories, such as >dual-route and connectionist. As far as I can tell, these have focused >primarily on regular and irregular inflections, so any leads on the >comparison between inflected and derived words would be really helpful. >Thanks in advance for any help with this! > >H?l?ne > >PS I am happy to post a summary once all input has been received. > >H?l?ne Deacon, D.Phil. >Assistant Professor, Department of Psychology >Life Sciences Center, Dalhousie University >Halifax, Nova Scotia, Canada >B3H 4J1 >For couriers, add 1355 Oxford St. > >Webpage: http://myweb.dal.ca/sdeacon/ >Office: LSC 2337 >Phone: (902) 494-2538 >Fax: (902) 494-6585 From pli at richmond.edu Wed May 18 21:49:28 2005 From: pli at richmond.edu (Ping Li) Date: Wed, 18 May 2005 17:49:28 -0400 Subject: info-biling mailing list Message-ID: Dear Colleagues, In light of the recent emails on L2 or bilingualism on this list, I have created a new mailing list called info-biling analogous to info-childes. I believe that there are many colleagues on this list who are mainly interested in L1 issues, and thus it would be unfair to them to have to see or delete unnecessary emails. Information about the info-biling mailing list is available at http://lists.richmond.edu/mailman/listinfo/info-biling and it should take you 1 minute to subscribe to the list from there. Some simple descriptions and ground rules are attached below. Best wishes, Ping Li The info-biling mailing list is created to enhance the rapid exchange of information among researchers in bilingualism and second language acquisition. The listserv works similarly as the info-childes mailing list (maintained by Brian MacWhinney at CMU) with which many acquisition researchers are familiar. There are also some differences between the two. The general rules and the user privileges are: Users are encouraged to post inquries about or discussions on a research question in L2 or bilingualism; Users are encouraged to request information about references for a specific research project on L2 or bilingualism; Users are encouraged to announce conferences and job descriptions related to L2 and bilingualism; Users are allowed to announce their significant publications in academic journals and books or other scientific outlets; Users are allowed to post table of contents from their edited volumes or journals; Users will have access to a public database that contains APA-style references in bilingualism research (under construction). In order to block email spams or viruses, only subscribed users can post messages to the mailing list, and no attachments are allowed on the list. ---------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ---------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2412 bytes Desc: not available URL: From cslater at alma.edu Thu May 19 13:35:09 2005 From: cslater at alma.edu (Carol Slater) Date: Thu, 19 May 2005 09:35:09 -0400 Subject: Using MAXWD Message-ID: Dear All, I wonder if you can help us over another bump in the road? Trying to locate all two-word utterances in a set of early conversations, we decided to use MAXWD ("You can...use MAXWD to track all of the utterances of a certain length.."). Following the example on p. 91, our first try was to use maxwd +x2 +g2 plus a file name. This produced a request to "specify count type with +x option." Since 'w' was indicated for counting words, we tried inserting it in various places, none of which has worked. (+xw2 along with g2 wouldn't run; substituting +xw2 for +g2 ran but didn't retrieve all of the two word utterances; +x2 +w +g2 wouldn't run.) MAXWD seems to be the appropriate program, but we don't seem to be getting the syntax right. As ever, any suggestions would be very welcome. Thanks. Carol From pli at richmond.edu Thu May 19 15:09:17 2005 From: pli at richmond.edu (Ping Li) Date: Thu, 19 May 2005 11:09:17 -0400 Subject: info-biling mailing list In-Reply-To: Message-ID: Dear Colleagues, Many thanks for Annick's points, which are well taken. Thanks also to Ginny Gathercole who pointed out that Jeff MacSwan already maintains such a bilingualism list, which I wasn't aware of ("BILING: Forum for Discussion of Research on Bilingualism and?Bilingual Education" ). Given these considerations, I will take down the info-biling mailing list, and apologize to those who have already signed on. With best wishes, Ping On May 19, 2005, at 3:23 AM, Annick De Houwer wrote: > Dear colleagues, > > It is true that not all L1 researchers will be interested in issues > pertaining to bilingualism. Nor will all L1 researchers be interested > in all > the topics that come up under 'L1 research'. > I have for a long time been carrying out research on L1 acquisition - > except, as it so happens, mainly in children with 2 L1's. In my > writings I > have been stressing the point that many issues in L1 research can be > more > successfully approached by taking the methodological decision to study > children learning 2 L1's from birth (see also my upcoming contribution > to > the Elsevier Encyclopedia of Language and Linguistics, where I spell > out the > areas of research in monolingual L1 research that could particularly > benefit > from insights gained into 'double L1' acquisition). When I first > started out > doing research on bilingual first language acquisition, I was one of > the > very few that were also trained in child language acquisition research > in > general (i.e., in monolingual circumstances). I am convinced that my > training in developmental psycholinguistics, in combination with my > training > in sociolinguistics and contact linguistics, have both been equally > important as backgrounds to my research. Whereas in the early 1980's > work in > 'double L1' acquisition was rare at conferences devoted to child > language > acquisition, this is no longer the case. IASCL conferences as well as > BU > conferences regularly have a large portion of presentations relating > to 2x > L1 acquisition. I strongly believe in the necessary cross-linking of > research into how both monolingually and bilingually raised children > develop > their language skills. In addition, I am sure we can learn from > processes of > later L2 acquisition as well (at the next IASCL meeting, for instance, > there > is going to be a panel with, amongst others, J?rgen Meisel and Lydia > White, > relating to just this topic). > I would find it a great pity if the chances for cross-over are limited > by > dividing up communication channels. Outside the professional meetings > we go > to, info-childes has been just the kind of perfect forum, I believe, > for > this kind of much needed cross-over information. Personally, I find the > volume of the forum quite manageable (unlike another list server I > briefly > subscribed to (on bilingualism), with more than 70 postings a week!), > and it > is easy for anyone to delete postings they find less central to their > concerns. > It would be a pity if once again, work on bilingual children is > commented on > and discussed along the edges of the mainstream of child language > research. > > Very best regards, > > Annick De Houwer > University of Antwerp > Belgium > > >> From: Ping Li >> Date: Wed, 18 May 2005 17:49:28 -0400 >> To: info-childes at mail.talkbank.org >> Subject: info-biling mailing list >> >> Dear Colleagues, >> >> In light of the recent emails on L2 or bilingualism on this list, I >> have created a new mailing list called info-biling analogous to >> info-childes. I believe that there are many colleagues on this list >> who >> are mainly interested in L1 issues, and thus it would be unfair to >> them >> to have to see or delete unnecessary emails. >> >> Information about the info-biling mailing list is available at >> http://lists.richmond.edu/mailman/listinfo/info-biling >> and it should take you 1 minute to subscribe to the list from there. >> >> Some simple descriptions and ground rules are attached below. >> >> Best wishes, >> >> Ping Li >> >> >> The info-biling mailing list is created to enhance the rapid exchange >> of information among researchers in bilingualism and second language >> acquisition. The listserv works similarly as the info-childes mailing >> list (maintained by Brian MacWhinney at CMU) with which many >> acquisition researchers are familiar. There are also some differences >> between the two. The general rules and the user privileges are: >> >> Users are encouraged to post inquries about or discussions on a >> research question in L2 or bilingualism; >> Users are encouraged to request information about references for a >> specific research project on L2 or bilingualism; >> Users are encouraged to announce conferences and job descriptions >> related to L2 and bilingualism; >> Users are allowed to announce their significant publications in >> academic journals and books or other scientific outlets; >> Users are allowed to post table of contents from their edited volumes >> or journals; >> Users will have access to a public database that contains APA-style >> references in bilingualism research (under construction). >> >> In order to block email spams or viruses, only subscribed users can >> post messages to the mailing list, and no attachments are allowed on >> the list. >> >> >> >> ---------------------------------------------------------- >> >> Ping Li, Ph.D. >> Associate Professor >> Graduate Program Coordinator >> Department of Psychology >> University of Richmond >> Richmond, VA 23173, USA >> Email: pli at richmond.edu >> http://www.richmond.edu/~pli/ >> http://cogsci.richmond.edu/ >> >> Bilingualism: Language and Cognition: >> http://cogsci.richmond.edu/bilingualism/bilingualism.html >> ---------------------------------------------------------- >> >> > ---------------------------------------------------------- Ping Li, Ph.D. Associate Professor Graduate Program Coordinator Department of Psychology University of Richmond Richmond, VA 23173, USA Email: pli at richmond.edu http://www.richmond.edu/~pli/ http://cogsci.richmond.edu/ Bilingualism: Language and Cognition: http://cogsci.richmond.edu/bilingualism/bilingualism.html ---------------------------------------------------------- -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 6176 bytes Desc: not available URL: From macswan at asu.edu Thu May 19 22:08:40 2005 From: macswan at asu.edu (Jeff MacSwan) Date: Thu, 19 May 2005 15:08:40 -0700 Subject: BILING listserv In-Reply-To: Message-ID: An HTML attachment was scrubbed... URL: From macw at mac.com Fri May 20 17:15:09 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 20 May 2005 13:15:09 -0400 Subject: bilingualism Message-ID: Folks, The biling mailing list from Arizona provides an excellent forum for discussion of bilingualism, including pedagogical issues and book notices. However, I would certainly hope that discussion of issues in the area of childhood bilingualism could continue in full force on info-childes too. I doubt that becoming a bilingual and becoming a monolingual involve two entirely different processes. Of course the timing of the onset of bilingualism has a big effect on the outcome, but I would not want to think that a child who begins learning a second language at 4 learns in some fundamentally different way from a child who begins at birth. Nor would I want to think that becoming a multilingual involves yet another otherwise unutilized psychological facility or module. A somewhat sharper line can perhaps be drawn between explicit classroom learning and more implicit learning in context. But even these boundaries are hard to draw in practice, since the outcomes of explicit learning can often overlap with those of implicit learning. So, my vote is for the ongoing exploration of ways in which all of the various forms of bilingualism, multilingualism, and monolingualism emerge from a common set of basic human learning capacities and the nature of the human mind. If that tends to make the subject matter for info-childes a bit broad, I doubt if many of us will be unhappy about that. --Brian MacWhinney From johvanvasten at hotmail.com Fri May 20 23:44:00 2005 From: johvanvasten at hotmail.com (Johan vVasten) Date: Sat, 21 May 2005 01:44:00 +0200 Subject: Child Identity awareness In-Reply-To: Message-ID: Dear fellows, I work normally on child bilingual development, but since sometime now, I have become also interessted in the development of the child's idenity awareness in general, and more speicifically of children of parents of different ethnic groups, religions, culturalbackgrounds.... I am actually looking for TESTS used in this field, in order to measure the development of identity awareness of children as young as possible. Thanks in advance, Greetings, J. v.Vasten _______________________________________________________________ > >Play online games with your friends with MSN Messenger > >http://messenger.msn.nl/ > > > >Your message could not be processed because you are not allowed to post >messages to the list. > >For more information, you can contact the list administrator at: > > sacco at cmu.edu > _________________________________________________________________ MSN Search, for accurate results! http://search.msn.nl From macw at mac.com Sat May 21 01:29:55 2005 From: macw at mac.com (Brian MacWhinney) Date: Fri, 20 May 2005 21:29:55 -0400 Subject: TILAR 4 Message-ID: Dear Colleagues: Volume 4 of TILAR (?Trends in Child Language Acquisition Research?) is almost ready to be mailed. The volume ?Developmental theory and language disorders? is edited by Paul Fletcher and Jon Miller, and published by John Benjamins. Since this volume will be mailed to you as part of your IASCL membership, the IASCL would really appreciate your collaboration: please check your postal address on the association?s webpage: http://www.cnts.ua.ac.be/IASCL/ and click on the appropriate option under ?Membership directory?. Please mail any changes in your address label to: steven.gillis at ua.ac.be Meanwhile, you should have received volume 3, edited by Ruth Berman: ?Language development across childhood and adolescence?. If you have not received volume 3 yet, please contact the publisher: kees.vaes at benjamins.nl All the best, and looking forward to see you in Berlin this summer, Steven Gillis IASCL secretary -------------- next part -------------- An HTML attachment was scrubbed... URL: From stephen.davis at ucl.ac.uk Mon May 23 12:08:54 2005 From: stephen.davis at ucl.ac.uk (Steve Davis) Date: Mon, 23 May 2005 13:08:54 +0100 Subject: workshop reminder Message-ID: Dear all, The Centre for Human Communication and the Psychology Department at University College London are jointly sponsoring a workshop entitled 'The Characteristics and Assessment of Stuttered Speech'. This one day workshop will bring together researchers who examine stuttered speech. UCL's Archive of Stuttered Speech (UCLASS) is available on line. This is an extensive downloadable audio file database of about 150 speakers. The workshop will provide tutorials on different analysis techniques that can be employed with these data and to report and compare results of analyses of these and other data. The workshop will include invited and submitted talks and posters. Topics that will be covered include phonetics, linguistics, imaging, neural networks and conversation analysis. It will be held in the Psychology Department at University College London on June 27th 2005. You can find more details (including how to register) by visiting the UCL Speech Team website at http://www.speech.psychol.ucl.ac.uk/ and following the links to the workshop and registration. Best wishes Steve Davis Dr Steve Davis Speech Research Group University College London Gower Street LONDON WC1E 6BT Tel +44 (0)20 7679 5399 Fax +44 (0)20 7436 4276 Visit the UCL Speech Group website at http://www.speech.psychol.ucl.ac.uk/ for more information about the workshop entitled 'The Characteristics and Assessment of Stuttered Speech' to be held at University College London on June 27th 2005. From santelmannl at pdx.edu Tue May 24 06:11:48 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Mon, 23 May 2005 23:11:48 -0700 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: <00bf01c55bba$8fa420b0$9327ad81@shdeacon> Message-ID: Does anyone have figures or references as to a rough amount of time that parents spend in conversation with preschool and school age children? I have read numerous places (mostly parenting type publications or web sites) that "the average American parent spends 38.5 minutes a week with their child in meaningful conversation". Having read this EXACT same figure over and over again, I became suspicious and began to search for the source. If they give a source, it's always "American Family Research Council. "Parents Fight 'Time Famine'as Economic Pressures Increase." 1990." I cannot, however, track down the original article (nor can I seem to find the American Family Research Council, though it may be part of a conservative political group of some sort). Does anyone have any reliable references/data on how much parents do converse with children (leaving aside the "meaningful" issue, which is, at best, difficult to operationalize)? I remember the work in differences in communication for different socioecomonic levels (though I couldn't cite it or find it off hand), and somewhere I remember seeing a figure comparing Philadelphia (Jewish?) families with Pennsylvania Dutch families, but can't find the reference. Exact citations or directions to look in would be appreciated. Thanks Lynn **************************************************************************** Lynn Santelmann, Ph.D. Associate Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From helene.deacon at dal.ca Tue May 24 13:15:39 2005 From: helene.deacon at dal.ca (S. Helene Deacon) Date: Tue, 24 May 2005 10:15:39 -0300 Subject: Summary of suggestions of research on inflected and derived words. Message-ID: Last week, I posted a request for information on children's understanding/processing of inflected and derived words, particularly on comparisons between the two. I received a number of replies, some pointing to classics in the field and others to new work. They've been very useful. Thank you to all! Contributions are listed below for any others who are interested in morphological representation and processing. Any others would still be gratefully received. >From Prof. Dr. Leonor Scliar-Cabral: At the moment we are focusing on the acquisition of verbal affixation in Brazilian Portuguese. We have already coded the %mor line of the 1st stage and Brian MacWhinney and me are preparing a paper on the subject. I have an extensive bibliography on the acquisition of verbal morphology of Romance languages. Are you interested in? Some years ago I adapted the Berko test into Portuguese. Most part of the papers are in Portuguese, but I have a few in English. I am sure that there is a specific module preserving the verbal affixes (including rules for allomorphic variants), whenever the language is highly flexional. >From Isabelle Barriere, PhD: On top of my head, it seems to me that Dorit Ravid discusses this issue in her book on Hebrew acquisition and change and Shanley in her monograph & articles on Inuktitut. There are also studies that explore this issue wrt to literacy development in Engl. and other lgs. >From Linda Jarmulowicz: I'm not exactly sure what you mean by "directly compare inflected and derived words". If you mean a balanced study looking at elicited productions, I don't know of any. I think the problem is because these are difficult to balance in terms of frequency, semantic transparency, and phonological characteristics. There are certainly developmental differences in when children acquire inflectional and derivational endings -- you may want to look at anything by Eve Clark or early work by Bruce Derwing for additional developmental information. There is a lot of work on derivational morphology, and even inflectional morphology, in relation to literacy (reading and particularly writing/spelling). Anglin, J. M. (1993). Vocabulary development: A morphological analysis. Monographs of the Society for Research in Child Development, 58(10), 1-166. Clark, E. V. (1993). The Lexicon in Acquisition. Cambridge, England: Cambridge University Press. Derwing, B. L., and Baker, W. J. (1979). Recent research on the acquisition of English morphology. In P. Fletcher and M. Garman (Eds.), Language Acquisition: Studies in First Language Development, 1st Ed. Cambridge, England: Cambridge University Press. Emmorey, K. (1989). Auditory morphological priming in the lexicon. Language and Cognitive Processes, 4(2), 73-92. ** This study includes both inflected and derived words Rubin, H., Patterson, P. A., and Kantor, M. (1991). Morphological development and writing ability in children and adults. Language, Speech, and Hearing Services in Schools, 22, 228-235. ** This one includes both inflectional and derivational endings Nagy, W. E. and Anderson, R. C. (1984). How many words are there in printed school English. Reading Research Quarterly, 19, 304-330. ** This one has a little bit of everything. Windsor, J. and Hwang, M. (1999a). Derivational suffix productivity for students with and without language-learning disabilities. Journal of Speech, Language, and Hearing Research, 42 (1), 220-230. Windsor, J. and Hwang, M. (1999b). Children's auditory lexical decisions: A limited processing capacity account of language impairment. Journal of Speech, Language, and Hearing Research, 42 (4), 990-1002. Here are some theoretically relevant references: Bybee, J. L. (1985). Morphology: A study of the relation between meaning and form. Philadelphia, PA: John Benjamins Pub Co. ** Chapter 4 has an interesting article on the artificiality of the distinction made between derivational and inflectional processes. Bybee, J. (2001). Phonology and Language Use. Cambridge Univ Press. ** Despite it's title, it deals quite a bit with morphology and lexical representation -- very connectionist My own work is on phonological development of derived words with stress changing suffixes (which in English are only derivational suffixes). So, I admit that I haven't spent much time thinking about the inflectional suffixes much. Anyway, I hope these are useful to you. Good luck. >From Gisela Szagun: I'm not sure whether this is directly on your topic, but just in case you are interested in languages other than English also, I sending you the reference of my paper on the acquisition of German plurals. The process does not fit into the pattern of regular/irregular. Most inflected languages do not fit into that pattern, anyway. English is a very special case. Szagun, G. (2001). Learning different regularities: The acquisition of noun plurals by German-speaking children. First Language, 21, 109-141. >From Alejandra Auza: I have been working on Spanish derivational morphology acquisition for some years to date. I used a semi-experimental task for naming derivational nominals (agentive terms) I have some papers published in Spanish, with a functional perspective. The last two years I have worked with a reaction time task, to observe dynamic repetition on-line, of two classes of words: nominals and adjectives. If you are interested, please write me. >From Eve Clark: I have published a lot on word-formation (compounding and derivation) so that might give you some baselines. I did not, however, make any comparisons to inflectional morphology in the same children. You might also look at work by Ruth Berman on Hebrew: she did do some comparisons. And there are brief sections in most of the chapters in Slobin's volumes on Crosslinguistic Acquisition, so for many different languages. H?l?ne Deacon, D.Phil. Assistant Professor, Department of Psychology Life Sciences Center, Dalhousie University Halifax, Nova Scotia, Canada B3H 4J1 For couriers, add 1355 Oxford St. Webpage: http://myweb.dal.ca/sdeacon/ Office: LSC 2337 Phone: (902) 494-2538 Fax: (902) 494-6585 -------------- next part -------------- An HTML attachment was scrubbed... URL: From shanley at bu.edu Tue May 24 14:17:30 2005 From: shanley at bu.edu (Shanley Allen) Date: Tue, 24 May 2005 10:17:30 -0400 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: <5.1.1.6.0.20050523222113.03689b20@mail.netinteraction.com> Message-ID: Hi Lynn, Joost van de Weijer did a dissertation at the MPI in Nijmegen in 1999 for which he audiotaped all the speech spoken to a prelingual child over a period of months. There are a couple of articles downloadable from his website which pertain to your question: . His e-mail address is . Best, Shanley. On May 24, 2005, at 2:11 AM, Lynn Santelmann wrote: > Does anyone have figures or references as to a rough amount of time > that parents spend in conversation with preschool and school age > children? > > I have read numerous places (mostly parenting type publications or web > sites) that "the average American parent spends 38.5 minutes a week > with their child in meaningful conversation". Having read this EXACT > same figure over and over again, I became suspicious and began to > search for the source. If they give a source, it's always "American > Family Research Council. "Parents Fight 'Time Famine'as Economic > Pressures Increase." 1990." > > I cannot, however, track down the original article (nor can I seem to > find the American Family Research Council, though it may be part of a > conservative political group of some sort). > > Does anyone have any reliable references/data on how much parents do > converse with children (leaving aside the "meaningful" issue, which > is, at best, difficult to operationalize)? > > I remember the work in differences in communication for different > socioecomonic levels (though I couldn't cite it or find it off hand), > and somewhere I remember seeing a figure comparing Philadelphia > (Jewish?) families with Pennsylvania Dutch families, but can't find > the reference. > > Exact citations or directions to look in would be appreciated. > > Thanks > > Lynn > > > > > *********************************************************************** > ***** > Lynn Santelmann, Ph.D. > Associate Professor > Department of Applied Linguistics > Portland State University > P.O. Box 751 > Portland, OR 97207-0751 > Phone: 503-725-4140 Fax: 503-725-4139 > email: santelmannl at pdx.edu > web: www.web.pdx.edu/~dbls > *********************************************************************** > ****** > > > **************************************************************** Shanley Allen Associate Professor Department of Literacy and Language, School of Education Program in Applied Linguistics, Graduate School **************************************************************** Address: School of Education Boston University Two Sherborn Street Boston, MA 02215 USA **************************************************************** Phone: +1-617-358-0354 Fax: +1-617-353-3924 E-mail: shanley at bu.edu Office: SED 332 **************************************************************** From santelmannl at pdx.edu Fri May 27 20:50:02 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Fri, 27 May 2005 13:50:02 -0700 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: Message-ID: Thanks to everyone who responded to my query about the amount of time in conversation that parents spend with their children. The most oft cite resource was: Hart, B. & Risley T. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Brookes. This is the reference that talks about the striking number of different words children hear, and extrapolates the amount of language experience children from different SES backgrounds hear. In addition, I received 2 other citations: Bogaerde, E.M. van den (2000). Input and Interaction in Deaf Families, 2000, Utrecht: LOT (wwwlot.let.uu.nl) Weijer, J. van de (2002). How much does an infant hear in a day? In: J. Costa and M. Jo?o Freitas (eds.). Proceedings of the GALA2001 Conference on Language Acquisition (pp. 279-282). Lisboa: Associa??o Portuguesa de Linguist?ca. Most studies address the issue of "how much input" with a tally of number of words, rather than total time. (Though, I suppose one can be converted into the other.) van de Weijer (2002) recorded all input to an infant in the Netherlands for several months. This infant received about 20 minutes a day of direct interaction with the parents and/or caregivers. However, the infant's older sister (age 2) spent approximately 90 minutes PER DAY (60% of the recorded data) either addressing (45 min) or being addressed by (45 min) an adult. Since the recordings were made for the infant and not the older sibling, it's possible that recordings of the older sibling would be different. This is a 2 year old in an academic family in the Netherlands, so we should probably be hesitant to generalize this to U.S. American families, but it makes me all the more suspicious of the oft cited "38.5 minutes" PER WEEK of "meaningful conversation" with parents. (The author of that figure has clearly never driven home with my son!) Lynn Thanks to: Shanley Allen, Annick De Houwer Laura DeThorne Eve V. Clark Lois Bloom John N. Bohannon III Linda Cote Beppie van den Bogaerde Diane Pesco Gedeon De?k Apologies to anyone I've forgotten - -I had a massive e-mail failure this week and am slowly reconstructing the missing links. Original Query: Does anyone have figures or references as to a rough amount of time that parents spend in conversation with preschool and school age children? I have read numerous places (mostly parenting type publications or web sites) that "the average American parent spends 38.5 minutes a week with their child in meaningful conversation". Having read this EXACT same figure over and over again, I became suspicious and began to search for the source. If they give a source, it's always "American Family Research Council. "Parents Fight 'Time Famine'as Economic Pressures Increase." 1990." I cannot, however, track down the original article (nor can I seem to find the American Family Research Council, though it may be part of a conservative political group of some sort). Does anyone have any reliable references/data on how much parents do converse with children (leaving aside the "meaningful" issue, which is, at best, difficult to operationalize)? I remember the work in differences in communication for different socioecomonic levels (though I couldn't cite it or find it off hand), and somewhere I remember seeing a figure comparing Philadelphia (Jewish?) families with Pennsylvania Dutch families, but can't find the reference. Exact citations or directions to look in would be appreciated. Thanks Lynn *************************************************************************************** Lynn Santelmann, Ph.D. Associate Professor, Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97201-0751 phone: 503-725-4140 fax: 503-725-4139 e-mail: santelmannl at pdx.edu (that's last name, first initial) web: www.web.pdx.edu/~dbls ******************************************************************************* -------------- next part -------------- An HTML attachment was scrubbed... URL: From santelmannl at pdx.edu Sat May 28 06:08:09 2005 From: santelmannl at pdx.edu (Lynn Santelmann) Date: Fri, 27 May 2005 23:08:09 -0700 Subject: Amount of time parents spend in conversation with children per week? Message-ID: Sorry if this has gone out already - I sent it this afternoon and it didn't seem to go through, so I'm trying again: Thanks to everyone who responded to my query about the amount of time in conversation that parents spend with their children. The most oft cited resource was: Hart, B. & Risley T. (1995). Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Brookes. This is the reference that talks about the striking number of different words children hear, and extrapolates the amount of language experience children from different SES backgrounds hear. In addition, I received 2 other citations: Bogaerde, E.M. van den (2000). Input and Interaction in Deaf Families, 2000, Utrecht: LOT (wwwlot.let.uu.nl) Weijer, J. van de (2002). How much does an infant hear in a day? In: J. Costa and M. Jo?o Freitas (eds.). Proceedings of the GALA2001 Conference on Language Acquisition (pp. 279-282). Lisboa: Associa??o Portuguesa de Linguist?ca. Most studies address the issue of "how much input" with a tally of number of words, rather than total time. (Though, I suppose one can be converted into the other.) van de Weijer (2002) recorded all input to an infant in the Netherlands for several months. This infant received about 20 minutes a day of direct interaction with the parents and/or caregivers. However, the infant's older sister (age 2) spent approximately 90 minutes PER DAY (60% of the recorded data) either addressing (45 min) or being addressed by (45 min) an adult. Since the recordings were made for the infant and not the older sibling, it's possible that recordings of the older sibling would be different. This is a 2 year old in an academic family in the Netherlands, so we should probably be hesitant to generalize this to U.S. American families, but it makes me all the more suspicious of the oft cited "38.5 minutes" PER WEEK of "meaningful conversation" with parents. (The author of that figure has clearly never driven home with my son!) Lynn (Thanks specifically to: Annick De Houwer Beppie van den Bogaerde Diane Pesco Gedeon De?k John N. Bohannon III Laura DeThorne Linda Cote Lois Bloom Shanley Allen apologies to anyone I've missed) **************************************************************************** Lynn Santelmann, Ph.D. Associate Professor Department of Applied Linguistics Portland State University P.O. Box 751 Portland, OR 97207-0751 Phone: 503-725-4140 Fax: 503-725-4139 email: santelmannl at pdx.edu web: www.web.pdx.edu/~dbls ***************************************************************************** From k1n at email.psu.edu Sat May 28 14:09:23 2005 From: k1n at email.psu.edu (keith nelson) Date: Sat, 28 May 2005 10:09:23 -0400 Subject: Amount of time parents spend in conversation with children per week? In-Reply-To: <6.2.1.2.0.20050527132635.03507020@mail.netinteraction.com> Message-ID: Hi, Just picked up on this discussion. I would add that it might be useful to look at the work of Gordon Wells and colleagues in which they did sampling across all periods in the day--extrapolations to total hours per week should be easy and they may have done it. Best regards, Keith Nelson At 1:50 PM -0700 5/27/05, Lynn Santelmann wrote: >Thanks to everyone who responded to my query >about the amount of time in conversation that >parents spend with their children. > >The most oft cite resource was: >Hart, B. & Risley T. (1995). Meaningful >Differences in the Everyday Experience of Young >American Children. Baltimore, MD: Brookes. > >This is the reference that talks about the >striking number of different words children >hear, and extrapolates the amount of language >experience children from different SES >backgrounds hear. > >In addition, >I received 2 other citations: >Bogaerde, E.M. van den (2000). Input and >Interaction in Deaf Families, 2000, Utrecht: LOT >(wwwlot.let.uu.nl) >Weijer, J. van de (2002). >How >much does an infant hear in a day? In: J. Costa >and M. Jo?o Freitas (eds.). Proceedings of the >GALA2001 Conference on Language Acquisition (pp. >279-282). Lisboa: Associa??o Portuguesa de >Linguist?ca. > >Most studies address the issue of "how much >input" with a tally of number of words, rather >than total time. (Though, I suppose one can be >converted into the other.) > >van de Weijer (2002) recorded all input to an >infant in the Netherlands for several months. >This infant received about 20 minutes a day of >direct interaction with the parents and/or >caregivers. However, the infant's older sister >(age 2) spent approximately 90 minutes PER DAY >(60% of the recorded data) either addressing (45 >min) or being addressed by (45 min) an adult. >Since the recordings were made for the infant >and not the older sibling, it's possible that >recordings of the older sibling would be >different. > >This is a 2 year old in an academic family in >the Netherlands, so we should probably be >hesitant to generalize this to U.S. American >families, but it makes me all the more >suspicious of the oft cited "38.5 minutes" PER >WEEK of "meaningful conversation" with parents. >(The author of that figure has clearly never >driven home with my son!) > >Lynn > >Thanks to: >Shanley Allen, >Annick De Houwer >Laura DeThorne >Eve V. Clark >Lois Bloom >John N. Bohannon III >Linda Cote >Beppie van den Bogaerde >Diane Pesco >Gedeon De?k > >Apologies to anyone I've forgotten - -I had a >massive e-mail failure this week and am slowly >reconstructing the missing links. > >Original Query: >Does anyone have figures or references as to a >rough amount of time that parents spend in >conversation with preschool and school age >children? > >I have read numerous places (mostly parenting >type publications or web sites) that "the >average American parent spends 38.5 minutes a >week with their child in meaningful >conversation". Having read this EXACT same >figure over and over again, I became suspicious >and began to search for the source. If they give >a source, it's always "American Family Research >Council. "Parents Fight 'Time Famine'as Economic >Pressures Increase." 1990." > >I cannot, however, track down the original >article (nor can I seem to find the American >Family Research Council, though it may be part >of a conservative political group of some sort). > >Does anyone have any reliable references/data on >how much parents do converse with children >(leaving aside the "meaningful" issue, which is, >at best, difficult to operationalize)? > >I remember the work in differences in >communication for different socioecomonic levels >(though I couldn't cite it or find it off hand), >and somewhere I remember seeing a figure >comparing Philadelphia (Jewish?) families with >Pennsylvania Dutch families, but can't find the >reference. > >Exact citations or directions to look in would be appreciated. > >Thanks > >Lynn > > > > >*************************************************************************************** >Lynn Santelmann, Ph.D. >Associate Professor, Applied Linguistics >Portland State University >P.O. Box 751 >Portland, OR 97201-0751 >phone: 503-725-4140 >fax: 503-725-4139 >e-mail: santelmannl at pdx.edu (that's last name, first initial) >web: www.web.pdx.edu/~dbls >******************************************************************************* -- Keith Nelson Professor of Psychology 414/423 Moore Building Penn State University University Park, PA 16802 keithnelsonart at psu.edu And what is mind and how is it recognized ? It is clearly drawn in Sumi ink, the sound of breezes drifting through pine. --Ikkyu Sojun Japanese Zen Master, 1394-1481 -------------- next part -------------- An HTML attachment was scrubbed... URL: From W.B.T.Blom at uva.nl Mon May 30 15:59:46 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 30 May 2005 17:59:46 +0200 Subject: Call for papers: Workshop "Variation in Inflection" Message-ID: Call for papers Workshop "Variation in Inflection" December 19-20, 2005 University of Amsterdam Invited speakers: David Adger (Queen Mary University of London) Anthony Kroch (University of Pennsylvania) Cecilia Poletto (University of Padua) Tom Roeper (University of Massachusetts/Amherst) Bonnie Schwartz (University of Hawai'i at Manoa) Deadline for submission: June 15, 2005 Submission details: http://home.hum.uva.nl/variflex/Workshop.htm -------------- next part -------------- An HTML attachment was scrubbed... URL: From elenan at ualberta.ca Mon May 30 23:47:01 2005 From: elenan at ualberta.ca (Elena Nicoladis) Date: Mon, 30 May 2005 17:47:01 -0600 Subject: Methods for assessing knowledge base Message-ID: Hello all, I and my colleagues are interested in knowing about methods used with preschool children to assess the knowledge that they are accessing to interpret novel linguistic structures. In adults, this could be done with priming or by asking adults to think out loud about how they got to their answer. We suspect these methods would be unreliable with three-year olds. Are we simply wrong? Or does anyone know of any other means of figuring out the knowledge children use in interpretation? If I get multiple responses, I will be happy to collate the answers for the list. Thanks in advance for you thoughts, Cheers, Elena Nicoladis ************************************************************ Elena Nicoladis, PhD Department of Psychology University of Alberta P217 Biological Sciences Building Edmonton AB T6G 0W5 CANADA (780) 492-0124 Fax: (780) 492-1768 From k.j.alcock at lancaster.ac.uk Tue May 31 09:36:00 2005 From: k.j.alcock at lancaster.ac.uk (Katie Alcock) Date: Tue, 31 May 2005 10:36:00 +0100 Subject: PhD studentship opportunity for 2005 at Lancaster University Message-ID: Please draw this to the attention of any appropriate students: Following our recent awards of teaching studentships (and nominations for ESRC quota studentships) the Psychology Department at Lancaster University is pleased to offer a further opportunity for postgraduate study. The closing date for applications for this new teaching studentship is the 1st of July, 2005. The studentship will be tenable from October 2005 and will last for 3 years. The studentship will cover fees (at the Home/EU rate) and will include a stipend equivalent to the ESRC rate. The successful candidate will be expected to contribute to teaching in the Psychology Department. We welcome applications from individuals with appropriate backgrounds in psychology (normally, a First or Upper Second Class degree or equivalent) who wish to conduct postgraduate research in any of the following areas: ? Infant and Child Development ? Cognition ? Social Psychology ? Conceptual and Historical Psychology ? Behavioural Neuroscience. ? Applied Psychology We have a particular strength in Developmental Psychology, including a purpose-built Centre. Candidates who have already successfully completed an MSc in a relevant psychological discipline (or equivalent) will be at an advantage. Applicants should complete the University post graduate application form which is available from: http://www.lancs.ac.uk/admissions/postgrad.html . In particular we have the following research interests: Dr Katie Alcock Language development, especially individual differences, nonverbal skills, developmental language disorders, and cross-linguistic work; cognitive development more generally, especially influences of environment and effects of ill health; neuropsychology especially language breakdown Prof Gavin Bremner Perceptual abilities and cognitive development in infancy Dr Dina Lew Spatial cognition in infancy; sensorimotor development; the neuropsychological consequences of epilepsy Prof Charlie Lewis Family relationships; socio-cognitive development, particularly preschoolers' understanding of the mind Dr Eugene Subbotsky Children's concepts about body and mind; judgments about causality; teacher-child interaction Dr John Towse Working memory, especially in children; mental control of behaviour; children's understanding of, and competence in, mathematics; representational flexibility and rule-use among preschoolers. Applicants should include a research proposal (approx 1000 words) and also ensure that their nominated referees are able to provide references to support their application. Applicants are strongly encouraged to develop their research proposals in collaboration with a psychologist working in our department. Staff research interests are summarised on http://www.psych.lancs.ac.uk/research/resPeople.html (see also the home pages of individual staff members). For further information about the teaching studentship please contact: Dr. Mark Levine, Director of Postgraduate Studies for the Department. (01524) 592915; Email: m.levine at lancaster.ac.uk Bursaries A number of smaller bursaries to support Masters and PhD work are also available. These vary between ?500 and ?1000 and are designed to contribute to students' living costs. They will be awarded to self-funding students from the UK, EU, or non-EU Overseas. Note that these bursaries are awarded on a merit basis and are therefore awards that can enhance a student's CV. From macw at mac.com Tue May 31 16:19:15 2005 From: macw at mac.com (Brian MacWhinney) Date: Tue, 31 May 2005 12:19:15 -0400 Subject: position in Hong Kong Message-ID: The University of Hong Kong is at the international forefront of higher learning and research, with more than 100 teaching departments and sub-divisions of studies, and more than 60 research institutes and centres. It has over 20,000 undergraduate and postgraduate students from 48 countries. English is the medium of instruction. The University is committed to international standards for excellence in scholarship and research. Professor/Associate Professor in Speech and Hearing Sciences Applications are invited for appointment as Professor/Associate Professor in Speech and Hearing Sciences in the Division of Speech and Hearing Sciences of the Faculty of Education, tenable from September 1, 2005. The appointment will initially be made on a three- year fixed-term basis, with a strong possibility of renewal on the basis of performance and funding availability. The Division of Speech and Hearing Sciences has been pioneering research and teaching on communication disorders in Hong Kong and in the region. Applicants must possess a Ph.D. degree specialising in communication disorders or a related field. Knowledge of Cantonese and a recognised speech therapy/pathology clinical qualification are preferred but not required. The applicant should possess strong university teaching experience. An excellent track record in research as evidenced by publications and success in obtaining research funding is essential. Information about the Division can be obtained at http://www.hku.hk/ speech/. For further details, please contact Dr. Edwin Yiu, Division of Speech and Hearing Sciences (Fax: (852) 2559 0060 or Email: eyiu at hku.hk). Starting annual salaries are as follows (subject to review from time to time at the entire discretion of the University): Professor : around HK$803,700 Associate Professor : around HK$593,100 (approximately US$1 = HK$7.8) The appointment will attract a contract-end gratuity and University contribution to a retirement benefits scheme, totalling up to 15% of basic salary. At current rates, salaries tax does not exceed 16% of gross income. The appointment carries leave and medical/dental benefits. Housing benefits will be provided. Further particulars and application forms (272/302 amended) can be obtained at https://extranet.hku.hk/apptunit/; or from the Appointments Unit (Senior), Human Resource Section, Registry, The University of Hong Kong, Hong Kong (fax: (852) 2540 6735 or 2559 2058; e-mail: apptunit at hkucc.hku.hk). Closes August 15, 2005. -------------- next part -------------- An HTML attachment was scrubbed... URL: From karrebek.hentze at get2net.dk Tue May 31 19:09:12 2005 From: karrebek.hentze at get2net.dk (=?iso-8859-1?Q?Martha_Karreb=E6k?=) Date: Tue, 31 May 2005 21:09:12 +0200 Subject: Formulaic language and Wong-Fillmore Message-ID: I am working on the acquisition of Danish as a second language by 3-6 years old children. I am focussing on repetitions, imitations and formulaic language (constructions, holophrases...). And I am trying to find out where to get hold of Wong-Fillmore's unpublished thesis from the 70's, a work that is extensively cited but hard to find. I would be very grateful if anybody could help me out. Also, suggestions to other relevant work would be welcome. Thanks, Martha Karreb?k