From ecenko at clarku.edu Tue Nov 1 19:04:47 2005 From: ecenko at clarku.edu (Enila Cenko) Date: Tue, 1 Nov 2005 14:04:47 -0500 Subject: Albanian verb acquisition Message-ID: An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Wed Nov 2 17:14:18 2005 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Wed, 2 Nov 2005 11:14:18 -0600 Subject: recent publications / SRCLD Message-ID: The Symposium on Research in Child Language Disorders (SRCLD) would like to promote new or recent publications in the field of child language disorders and related topics. Please let us know about new books you or your colleagues have published. We would like to contact the publishers to ask that they become a part of the conference and exhibit these publications. We would also ask those of you who have recent publications to directly contact your publisher and request that your work be exhibited at the upcoming conference. The 27th annual SRCLD will be held June 1-3, 2006 in Madison, Wisconsin. Please contact Karen Andriacchi, SRCLD Conference Coordinator, with the names of your publication(s) as well as the publishing company and/or rep contact information: kmandriacchi at wisc.edu , PH: 608-262-6488. Please share this note with your colleagues and help us to spread the word. Thank you~ Karen Andriacchi M.S., CCC-SLP University of Wisconsin-Madison SRCLD Conference Coordinator phone: 608.262.6488 fax: 608.262.6466 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ccore at fau.edu Wed Nov 2 18:43:06 2005 From: ccore at fau.edu (Cynthia Core) Date: Wed, 2 Nov 2005 13:43:06 -0500 Subject: Frog Stories and Spanish Message-ID: Dear Colleagues, I was wondering if anyone is aware of the use of Mayer's Frog Stories with young Spanish-speaking children. If so, I would greatly appreciate some references. We are looking for a Spanish-language narrative to accompany the book, and we would be interested in seeing other narrative productions. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences and Disorders Florida Atlantic University Boca Raton, FL 33431 -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrearo84 at hotmail.com Thu Nov 3 00:27:08 2005 From: andrearo84 at hotmail.com (Andrea Ruiz Ordosgoitti) Date: Wed, 2 Nov 2005 20:27:08 -0400 Subject: I need information Message-ID: Hello! I am a venezuelan studient. I need information about the acquisition of interrogatives sentences in english and spanish. This is to my tesis of grade. Excuse me for my very bad english but I not speak english. Thanks for help me. Bye, Andrea Ruiz. _________________________________________________________________ Consigue aquí las mejores y mas recientes ofertas de trabajo en América Latina y USA: http://latam.msn.com/empleos/ From macw at mac.com Thu Nov 3 19:59:57 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 3 Nov 2005 14:59:57 -0500 Subject: Frog Stories and Spanish In-Reply-To: <200511021843.jA2Ih6m17409@bert.fau.edu> Message-ID: Dear Cynthia, There are four Spanish frog story corpora at http:// childes.psy.cmu.edu/data/Frogs/ --Brian MacWhinney On Nov 2, 2005, at 1:43 PM, Cynthia Core wrote: > Dear Colleagues, > > > > I was wondering if anyone is aware of the use of Mayer’s Frog > Stories with young Spanish-speaking children. If so, I would > greatly appreciate some references. We are looking for a Spanish- > language narrative to accompany the book, and we would be > interested in seeing other narrative productions. > > Thank you, > > Cynthia Core, Ph.D. > > Assistant Professor > > Department of Communication Sciences and Disorders > > Florida Atlantic University > > Boca Raton, FL 33431 > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From pss116 at bangor.ac.uk Thu Nov 3 20:49:04 2005 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Thu, 3 Nov 2005 20:49:04 +0000 Subject: Multiple Academic Posts, Language and/or Development Message-ID: An HTML attachment was scrubbed... URL: From cech at louisiana.edu Thu Nov 3 21:08:21 2005 From: cech at louisiana.edu (Claude G. Cech) Date: Thu, 3 Nov 2005 15:08:21 -0600 Subject: Position Annoucement (University of Louisiana) Message-ID: The Department of Psychology at the University of Louisiana at Lafayette announces an opening for a tenure-track Assistant Professor to start Fall 2006. We seek applicants with an earned doctorate in Developmental Psychology or a closely related field who have demonstrated potential for excellence in research and teaching that would contribute to the Psychology program as well as an interdisciplinary Cognitive Science program. Salary is competitive, and will depend on experience and qualifications. Screening of applications will commence January 17, 2006. Please send application materials (vita, transcripts, 3 letters of recommendation, copies of sample publications/preprints/grant applications) to Robert McFatter, Head, Faculty Search Committee, Department of Psychology, Girard Hall P.O. Box 4-3131, University of Louisiana at Lafayette, Lafayette, LA, 70504-3131. E-mail inquiries may be sent to mcfatter at louisiana.edu. UL Lafayette is an Equal Opportunity/Affirmative Action Employer. From James_Morgan at brown.edu Fri Nov 4 02:12:30 2005 From: James_Morgan at brown.edu (James Morgan) Date: Thu, 3 Nov 2005 21:12:30 -0500 Subject: A death in the family Message-ID: Dear Colleagues, It is with profound sadness that I write to share with you the news that Peter Eimas died at home last Friday, October 28. He was 67. Peter was senior author of one of the most widely cited papers in our area. The seminal work reported by Eimas, Siqueland, Jusczyk, & Vigorito (1971) established that infants perceive phonetic contrasts in the same manner as do adults and served to launch the field of infant speech perception. Peter's primary research concerned perception of speech at the phonetic level. His main aims were to describe the nature of the processing system during the first months of life, the manner in which it is affected by parental language, and how it operates so as to permit the acquisition of a human phonology. Working with his student, Paul Quinn, he also investigated the perception and categorization of visual patterns in young infants, including studies on the categorization of natural kinds and artifacts and on the origins of superordinate structures. Peter received his undergraduate degree from Yale in 1956 and his Ph.D. from the University of Connecticut in 1962. After serving on the faculties of Williams College and Rutgers, he came to Brown University in 1968. Peter was appointed Fred M. Seed Professor of Cognitive and Linguistic Sciences in 1987. In poor health in recent years, Peter became an emeritus in 1997. His colleagues remember Peter as a keen and creative intellect with a sardonic wit, always eager to engage with ideas and to pursue their deeper philosophical implications. He was a consummate scholar, outstanding teacher, mentor par excellence (supervising over 20 doctoral theses), and an oenophile whose advice and recommendations were unfailingly trustworthy. A memorial service will be held at Brown; details will be forthcoming. -- Jim Morgan From rbarriga at colmex.mx Mon Nov 7 04:07:10 2005 From: rbarriga at colmex.mx (Rebeca Barriga Villanueva) Date: Sun, 6 Nov 2005 22:07:10 -0600 Subject: Frog Stories and Spanish Message-ID: Dear Cynthia: I would like to add Karina´s Hess Spanish frog story corpus 2004. Maybe it is at the same adreess that profesor Mac Whinney gave to you. Yo may find Karina at khess at prodigy.net.com See you Rebeca Barriga Villanueva Profesora Investigadora Centro de Estudios Lingüísticos y Literarios El Colegio de Mexico ________________________________ De: info-childes at mail.talkbank.org en nombre de Brian MacWhinney Enviado el: Jue 03/11/2005 01:59 p.m. Para: info-childes at mail.talkbank.org CC: Cynthia Core Asunto: Re: Frog Stories and Spanish Dear Cynthia, There are four Spanish frog story corpora at http://childes.psy.cmu.edu/data/Frogs/ --Brian MacWhinney On Nov 2, 2005, at 1:43 PM, Cynthia Core wrote: Dear Colleagues, I was wondering if anyone is aware of the use of Mayer's Frog Stories with young Spanish-speaking children. If so, I would greatly appreciate some references. We are looking for a Spanish-language narrative to accompany the book, and we would be interested in seeing other narrative productions. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences and Disorders Florida Atlantic University Boca Raton, FL 33431 From W.B.T.Blom at uva.nl Mon Nov 7 13:28:07 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 7 Nov 2005 14:28:07 +0100 Subject: Program NET-Symposium Message-ID: Second Announcement Symposium - Network first language acquisition (NET) It's getting closer! On Friday, 24th of February 2006 (the whole day), students (BA & MA), PhD students, post-docs and senior staff are welcome to join the NET-workshop at the University of Amsterdam (UvA). Attendance is free. We are pleased to now inform you about the program that is attached below. Further details of the symposium (place, abstracts etc.) will be posted on the website of the NET: http://pcger33.cde.ua.ac.be/joris/NET/index.php and via the usual mailing lists. For further information, please mail to: a.orgassa at uva.nl. Program of the NET-Symposium on 24/02/06 9.00 Welcome 9.30 Invited speaker: Paul Fletcher/Cork Early language development in Chinese: evidence from parent report 10.30 Coffee / Tea 11.00 Daniela Polisenská /UvA Acquisition of the Dutch adjectival paradigm. 11.30 Sergey Avrutin UU Morphosyntactic vs. Discourse-based Encoding of Information as an Explanation of Children's Optional Omission of Articles. 12.00 Liesbeth van Beijsterveldt & Janet van Hell / RU Temporal organization of narratives written by Dutch deaf children: a bimodal bilingual perspective. 12.30 Lunch 13.30 Evelien Krikhaar / RUG "Syntactic bootstrapping revisited": experimenten naar de verwerving van syntactische categorieën in het Nederlands. 14.00 Valesca Kooijman F.C. Donders Woordsegmentatie uit continue spraak: een ERP studie. 14.30 Elma Nap-Kolhoff / UvT Verwerving van discourse markers in het Turks: een meervoudige case-study van Turkse peuters in Nederland. 15.00 Coffee / Thee 15.30 Ellen Vandewalle / Leuven Sterke en zwakke lezers uit groep 4: is er een verschil in woordenschat, woordvloeiendheid en benoemsnelheid? 16.00 Mieke Beers e.a. / LUMC Vroege fonologische contrast ontwikkeling na cochleaire implantatie: een vergelijking van dove kinderen met een CI met normaal-horende en SLI kinderen. 16.30 Business Meeting & Drinks -------------- next part -------------- An HTML attachment was scrubbed... URL: From htagerf at bu.edu Fri Nov 11 16:48:27 2005 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 11 Nov 2005 11:48:27 -0500 Subject: Expressive Language Tests Message-ID: Does anyone know of a decent standardized language test that taps expressive language skills (not narrative) in adults? Thanks for your help! Helen ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Mon Nov 14 21:57:56 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 14 Nov 2005 16:57:56 -0500 Subject: d=?ISO-8859-1?Q?=E9j=E0?= vu message Message-ID: Dear Info-CHILDES, A couple of messages from two months back just now were accidentally resent to the mailing list. Sorry about this. --Brian MacWhinney From jr111 at hermes.cam.ac.uk Fri Nov 18 15:46:40 2005 From: jr111 at hermes.cam.ac.uk (James Russell) Date: Fri, 18 Nov 2005 15:46:40 +0000 Subject: music therapy Message-ID: Dear colleagues, An undergraduate has just asked me about the efficacy of using music therapy with non-communicating children. There is apparently a literature on this; but I'm completely ignorant of it. Can anybody give us some pointers, please. Many thanks. James Russell Experimental Psychology Cambridge UK From gleason at bu.edu Fri Nov 18 18:07:38 2005 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 18 Nov 2005 13:07:38 -0500 Subject: music therapy In-Reply-To: Message-ID: There may be therapies developed just for children, but some of what is out there is based on research with adults: Some time in the 1970s a music-based treatment called Melodic Intonation Therapy (MIT) was developed at the VA Medical Center in Boston. It was used with adult patients with aphasia, and, as I recall, produced some fairly dramatic results with patients who had difficulty initiating speech, including some global aphasics. But, like everything else, it is limited. I know that this therapy has also been extended to kids, and am sure that a Google search of Melodic Intonation Therapy will turn up a lot of hits. So this is at least one direction to look.... Jean Berko Gleason James Russell wrote: > Dear colleagues, > > An undergraduate has just asked me about the efficacy of using music > therapy with non-communicating children. There is apparently a > literature on this; but I'm completely ignorant of it. Can anybody > give us some pointers, please. > > Many thanks. > > James Russell > Experimental Psychology > Cambridge UK > From franceweill at optonline.net Fri Nov 18 20:12:02 2005 From: franceweill at optonline.net (France Weill) Date: Fri, 18 Nov 2005 15:12:02 -0500 Subject: Non-word repetition and processing speed in toddlers Message-ID: I am looking for any information on the use of non-word repetition tasks (phonological working memory) and of linguistic processing speed, with children younger than 48 month. Thank you for your help! France Weill Doctoral student Seton Hall University -------------- next part -------------- An HTML attachment was scrubbed... URL: From bornstem at cfr.nichd.nih.gov Sun Nov 20 23:04:04 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 20 Nov 2005 18:04:04 -0500 Subject: Marc Bornstein is out of office. Message-ID: I am away from my office on a Travel Order and will reply to your email when I return. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From zuzana.ondrackova at fpv.utc.sk Mon Nov 21 10:12:41 2005 From: zuzana.ondrackova at fpv.utc.sk (=?iso-8859-2?B?WnV6YW5hIE9uZHLh6GtvduE=?=) Date: Mon, 21 Nov 2005 11:12:41 +0100 Subject: sorry,I=?iso-8859-2?Q?=B4m?= trying again Message-ID: Dear Childes members, I am a Ph.D. student and I have been working on my dissertation thesis. It focuses on comparative analysis of lexis used in child-directed speech and child speech (2-5 years old children) in the Slovak and English languages. This research is based on material obtained by questionnaires in both, the English and Slovak languages. I have already collected the Slovak questionnaires but I have problems with distribution and collecting English ones. (There are not many common people interested in sociolinguistic research.) If there is a way you could help me with their distribution and collecting in kindergartens, among friends, and colleagues, either in e-mail or hand-written form, I would be really grateful. The target group are people who communicate with children of the above mentioned age, not necessarily their parents. I am especially interested in sound variations children produce due to the incomplete development of their articulatory organs and in words that are typical of communication with children or words that are somehow unique. More detailed information about the questionnaire is given on its first page (it has just been sent). To collect as many English "child words" as possible is essential for my research. Thanks in advance for any information or advice that could help me. PhDr. Zuzana Ondráčková Department of English Language and Literature Faculty of Science, The University of Žilina Moyzesova 20 010 26 Žilina Slovakia E-mail: zuzana.ondrackova at fpv.utc.sk From pm at sfsu.edu Tue Nov 22 00:34:06 2005 From: pm at sfsu.edu (Philip Prinz) Date: Mon, 21 Nov 2005 16:34:06 -0800 Subject: Tenure Track Faculty Position: Deaf Education: San Francisco State University Message-ID: ASSISTANT PROFESSOR TENURE-TRACK FACULTY POSITION Special Education – Deaf and Hard of Hearing Program San Francisco State University The Department of Special Education at San Francisco State University is searching for an Assistant Professor in the Deaf and Hard of Hearing Program for fall semester 2006. This individual should hold a doctorate in Special Education or a related field. University teaching and research experience is desirable--including preparation of grants. Responsibilities include teaching graduate level courses in the Deaf and Hard of Hearing Program and supervision of credential, master’s and doctoral level students. Candidates need to be familiar with various service models, and current issues in the field. In addition, specific skills and knowledge of multicultural aspects of education is desired. We are especially interested in locating individuals with expertise to build a new graduate emphasis in bilingual education for Deaf students. The application closing date is December 15, 2005, and the position is open until filled. Interested applicants should send a letter of application, personal resume, and three letters of recommendation to: Chair, Search Committee, Deaf and Hard of Hearing Program, Department of Special Education, San Francisco State University, 1600 Holloway Ave., San Francisco, CA 94132. Candidates from underrepresented ethnic groups, Deaf individuals, and persons with disabilities with appropriate qualifications are especially encouraged to apply. SFSU is an Affirmative Action/Equal Opportunity Employer. For additional information, please contact Dr. Philip Prinz, Chair, Deaf Education Faculty Search Committee-- E- mail: pm at sfsu.edu Please post this announcement and circulate it widely. Thank you. Dr. Philip Prinz Professor Department of Special Education San Francisco State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From e.k.farran at reading.ac.uk Tue Nov 22 08:34:23 2005 From: e.k.farran at reading.ac.uk (Emily K. Farran) Date: Tue, 22 Nov 2005 08:34:23 +0000 Subject: First announcement: The 3rd Williams Syndrome Workshop, UK Message-ID: First announcement The 3rd Williams Syndrome Workshop, UK 6th to 7th July, 2006, Reading, UK. Keynote speaker: Professor Annette Karmiloff-Smith Call for papers. Please submit abstracts to Emily Farran at e.k.farran at reading.ac.uk. Abstracts should be no more than 200 words Please state whether paper or poster presentation Deadline: 31st January 2006 -- Dr. Emily Farran Department of Psychology University of Reading Earley Gate Reading RG6 6AL UK Tel: +44 (0)118 378 7531 Fax: +44 (0)118 378 6715 http://www.reading.ac.uk/~sxs01ekf From boehning at ling.uni-potsdam.de Wed Nov 23 13:03:33 2005 From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=) Date: Wed, 23 Nov 2005 14:03:33 +0100 Subject: Invitation for student applications: Erasmus Mundus European Masters in Clinical Linguistics (EMCL) programme Message-ID: Erasmus Mundus EMCL (European Masters in Clinical Linguistics) programme: invitation for student applications The Erasmus Mundus EMCL ('European Masters in Clinical Linguistics') course is a 15 months full-time interdisciplinary and transnational university programme at Masters level providing integrated training in theoretical and experimental neurosciences and psycholinguistics with clinical issues. The aim of the Masters Course is to train highly qualified advanced students who are excellently prepared for research work and PhD-programmes in the above fields. The transnational consortium comprises four universities: Groningen (NL), Joensuu (FI), Milano-Bicocca (IT) and Potsdam (DE). The programme consists of three terms: the core courses offered in the first term aim at providing the students with general knowledge about the fields mentioned above. During the second and third term, the students attend specialised courses. For the second term, students may choose to move from their first host university to another one, while all students meet at the University of Potsdam during the third term. To finish the programme successfully, the student writes a Masters thesis and attends a summer school or conference organized for the consortium students. All courses are taught in English. The programme recruits students worldwide. In order to encourage application by students from non-European countries and thus give the EMCL-programme a strong extra-European profile, non-European students admitted to the programme will receive an Erasmus Mundus scholarship covering tuition fees, living and travelling costs. European students receive a scholarship from the consortium. The requirement for admission is at least three years of higher education (BA, BSc or equivalent) with an emphasis on speech and language pathology, linguistics, biomedical sciences, psychology or special education. We invite high profile students from all over the world to submit their applications for participation in the 2006/07 course (which starts in September 2006) until January 1, 2006 (application deadline). Admission and mobility plan for each student are decided on at the annual meeting of the Board of Studies at the end of January. Students will be informed in summer if their application was successful. For more detailed information on Erasmus Mundus, the EMCL programme's aims, curriculum, admission criteria, scholarships, organisation, contact information etc., please visit our website at: www.emcl-mundus.com For further information, non-European applicants may also contact PD Dr. Frank Burchert (burchert at ling.uni-potsdam.de) or Philip Rausch (rausch at ling.uni-potsdam.de). European students send their requests about the programme to Dr. Roel Jonkers (r.jonkers at let.rug.nl). -------------- next part -------------- An HTML attachment was scrubbed... URL: From boehning at ling.uni-potsdam.de Wed Nov 23 13:04:42 2005 From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=) Date: Wed, 23 Nov 2005 14:04:42 +0100 Subject: Invitation for visiting scholar applications: Erasmus Mundus European Masters in Clinical Linguistics (EMCL) programme Message-ID: Erasmus Mundus EMCL (European Masters in Clinical Linguistics) programme: invitation for visiting scholar applications The Erasmus Mundus EMCL ('European Masters in Clinical Linguistics') course is a 15 months full-time interdisciplinary and transnational university programme at Masters level providing integrated training in theoretical and experimental neurosciences and psycholinguistics with clinical issues. The aim of the Masters Course is to train highly qualified advanced students who are excellently prepared for research work and PhD-programmes in the above fields. The transnational consortium comprises four universities: Groningen (NL), Joensuu (FI), Milano-Bicocca (IT) and Potsdam (DE). The programme consists of three terms: the core courses offered in the first term aim at providing the students with general knowledge about the fields mentioned above. During the second and third term, the students attend specialised courses. For the second term, students may choose to move from their first host university to another one, while all students meet at the University of Potsdam during the third term. To finish the programme successfully, the student writes a Masters thesis and attends a summer school or conference organized for the consortium students. All courses are taught in English. The programme recruits students as well as visiting scholars worldwide. In order to encourage application by visiting scholars from all over the world and thus give the EMCL-programme a strong global profile, visiting scholars accepted to the programme will receive a scholar mobility grant (? 4.000 per month). Prerequisites for application as visiting scholar to the EMCL programme are an active and excellent research record in the fields mentioned above and an excellent command of English, since all classes are taught in English. Visiting scholars will join the programme for three months during the third (i.e. summer) term at the University of Potsdam. They are expected to actively participate in the programme, present their own work in research seminars and provide support and advice for the participating students and their research for the final theses. We invite highly qualified scholars from all over the world to submit their applications until January 1, 2006 (application deadline for the 2006/07 programme, which starts in September 2006). Admission of visiting scholars is decided on at the annual meeting of the Board of Studies. Admitted visiting scholars will join the EMCL-course during summer term 2007. For more detailed information on the programme itself and on how to apply, please visit our website at www.emcl-mundus.com For further information, applicants may also contact PD Dr. Frank Burchert (burchert at ling.uni-potsdam.de) or Philip Rausch (rausch at ling.uni-potsdam.de). -------------- next part -------------- An HTML attachment was scrubbed... URL: From bornstem at cfr.nichd.nih.gov Sun Nov 27 23:01:17 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 27 Nov 2005 18:01:17 -0500 Subject: Marc Bornstein is out of office. Message-ID: I am away from my office temporarily on a Travel Order and will reply to your email when I return. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From alaakso at indiana.edu Mon Nov 28 15:08:17 2005 From: alaakso at indiana.edu (Aarre Laakso) Date: Mon, 28 Nov 2005 10:08:17 -0500 Subject: CFP: Dynamics and Psychology Message-ID: ************** APOLOGIES FOR MULTIPLE POSTINGS ******************* CALL FOR PAPERS *New Ideas in Psychology* Published by Elsevier Science B.V. ISSN 0732-118X, URL: A Special Issue on 'Dynamics and Psychology' GUEST EDITORS Paco Calvo (U. Murcia, Spain) Aarre Laakso (Indiana University, USA) Toni Gomila (U. Illes Balears, Spain) Paper Submission Deadline: September 30th, 2006 New Ideas in Psychology is calling papers for a special issue entitled 'Dynamics and Psychology'. The purpose of this special issue is to bring together some of the leading views on dynamicism as it relates to psychological phenomena. Although the primary focus is on conceptual ideas regarding the status of dynamicism from the standpoint of Developmental Psychology, Cognitive Science, Artificial Intelligence, Philosophy, and related fields, empirical work is also welcome insofar as it bears explicitly upon theoretical debate. New Ideas in Psychology invites original contributions for the forthcoming special issue on Dynamics and Psychology from a broad scope of areas. Some key research issues and topics relevant to this special issue include: *Brain and cognitive function *Categorical perception *Dynamic computer simulations *Dynamic field approach *Dynamic systems theory and developmental theory *Dynamics of control of processing *Dynamics of social interaction *Emergence *Intermodality *Language development *Mental representation *Motor development *Neurobiological constraints *Perceptual learning *Self-organization of behavior *Sensory-motor and perception-action loops *Temporality SUBMISSION INSTRUCTIONS AND DEADLINE Manuscripts, following the New Ideas in Psychology guidelines () should be emailed to Paco Calvo (fjcalvo at um.es) by September 30th, 2006. INVITED CONTRIBUTORS The special issue will include invited papers by: Dante Chialvo (Northwestern University Medical School, Chicago) Eliana Colunga (Colorado, Boulder) and Linda Smith (Indiana University) Aarre Laakso (Indiana University) John Spencer (University of Iowa) RELATED AND SAMPLE ARTICLES *Bechtel, W. (1998) "Representations and cognitive explanations: assessing the dynamicist's challenge in cognitive science", Cognitive Science, 22, 295-318. *Beer, R. D. (1995) "A dynamical systems perspective on agent-environment interaction", Artificial Intelligence, 72, 173-215. *Clark, A. (1997) "The dynamical challenge", Cognitive Science, 21, 461-481. *Erlhagen, W. & Schöner, G. (2002) "Dynamic field theory of movement preparation", Psychological Review, 109, 545-572. *Nuñez, R. & Freeman, W.J. (1999) Reclaiming cognition: the primacy of action, intention and emotion. Imprint Academic. *Prinz, J. J., & Barsalou, L. W. (2000) "Steering a course for embodied representation", In E. Dietrich & A. B. *Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines (pp. 51-77). Mahwah, NJ: Lawrence Erlbaum Associates. *Spencer, J.P. & Schöner, G. (2003) "Bridging the representational gap in the dynamic systems approach to development", Developmental Science, 6, 392-412. *Sporns, O., Chialvo, D., Kaiser, M. & Hilgetag, C. (2004) "Organization, development and function of complex brain networks", Trends in Cognitive Sciences, 9, 418-425. *Thelen, E., Schöner, G., Scheier, C. & Smith, L. (2001) "The dynamics of embodiment: A field theory of infant perseverative reaching", Behavioral and Brain Sciences, 24, 1-86. *Townsend, J. T., & Busemeyer, J. (1995) "Dynamic representation of decision making", In R. F. Port & T. Van Gelder (Eds.), Mind as motion. Cambridge, MA: MIT Press. *Turvey, M. T., & Carello, C. (1995) "Some dynamical themes in perception and action" In R. F. Port & T. Van *Gelder (Eds.), Mind as motion. Cambridge, MA: MIT Press. *van Gelder, T. (1998) "The dynamical hypothesis in Cognitive Science", Behavioral and Brain Sciences, 21, 615-665. GUEST EDITORS Paco Calvo Departamento de Filosofía Universidad de Murcia E-30100 Murcia - SPAIN e-mail: fjcalvo at um.es Aarre Laakso Department of Psychology Indiana University 1101 East 10th Street Bloomington, IN 47405 e-mail: alaakso at indiana.edu Toni Gomila Department of Psychology University of the Balearic Islands E-07122 Palma de Mallorca - SPAIN e-mail: toni.gomila at uib.es From W.B.T.Blom at uva.nl Mon Nov 28 16:43:13 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 28 Nov 2005 17:43:13 +0100 Subject: workshop Variation in Inflection Message-ID: ***REMINDER PRE-REGISTRATION*** The pre-registration for the workshop "Variation in Inflection" (University of Amsterdam) closes at the 1st of December, 2005. For more information, please visit our website at: http://home.hum.uva.nl/variflex/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Mon Nov 28 17:53:00 2005 From: michael at georgetown.edu (Michael Ullman) Date: Mon, 28 Nov 2005 12:53:00 -0500 Subject: No subject Message-ID: We are looking for a task or tasks that probe word learning. Ideally we would be able to use the task (or variants of it) in both cognitively impaired and intact kids and adults. We are *not* looking for episodic memory types of tasks such as the AVLT or CVLT, in which the subjects have to remember a list of real words. Rather we want to test learning of new words, ideally in a (relatively) naturalistic context. Note that fast mapping tasks seem to be good in principle, though in practice one would likely get ceiling effects for adults. Any ideas? Best, Michael Ullman From karla-mcgregor at uiowa.edu Mon Nov 28 18:30:49 2005 From: karla-mcgregor at uiowa.edu (McGregor, Karla K) Date: Mon, 28 Nov 2005 12:30:49 -0600 Subject: word learning tasks Message-ID: Hi, If you have a large enough set of novel words, you can keep the adults away from ceiling. You might try a "quick incidental learning paradigm," the variant on fast mapping that Mabel Rice has used in the past in which multiple new targets are embedded in a story script. You might also try multiple dependent variables, the children with cognitive impairments might demonstrate learning in recognition tasks only or in production tasks when given multiple retrieval cues; the children with normal development and the adults may learn well enough for production without the need of scaffolding. I'll be interested to see the other suggestions, Karla K. McGregor, Ph.D. Associate Professor Speech Pathology and Audiology University of Iowa 121c WJSHC Iowa City, IA 52242 phone 319-335-8724 fax 319-335-8851 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Michael Ullman Sent: Monday, November 28, 2005 11:53 AM To: info-childes at mail.talkbank.org Subject: We are looking for a task or tasks that probe word learning. Ideally we would be able to use the task (or variants of it) in both cognitively impaired and intact kids and adults. We are *not* looking for episodic memory types of tasks such as the AVLT or CVLT, in which the subjects have to remember a list of real words. Rather we want to test learning of new words, ideally in a (relatively) naturalistic context. Note that fast mapping tasks seem to be good in principle, though in practice one would likely get ceiling effects for adults. Any ideas? Best, Michael Ullman From bpearson at comdis.umass.edu Mon Nov 28 20:17:14 2005 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Mon, 28 Nov 2005 15:17:14 -0500 Subject: word learning tasks In-Reply-To: <183294552478444386C2B6B95D597E050165429E@IOWAEVS02.iowa.uiowa.edu> Message-ID: Dear Michael, You might look at the DELV-NR (Seymour, Roeper, & de Villiers, 2005). There is a long section on Fast-mapping in the Semantics domain (and we have even more items from the pilot version, the Dialect Sensitive Language Test). And Valerie Johnson has even more in her dissertation (UMass, 2001, "Fast mapping verb meaning from argument structure.") There are fairly complex "complement" sentences as well as easier intransitives. When we tried it with children 4 to 12, it is one of the few areas we didn't get a ceiling effect, although I don't know how it would be for "intact adults." There's a scaled score for the children 4 to 9, but of course you can use it with older people. Let us all hear what you come up with. Cheers, Barbara Pearson ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ On Nov 28, 2005, at 1:30 PM, McGregor, Karla K wrote: > Hi, > > If you have a large enough set of novel words, you can keep the adults > away from ceiling. You might try a "quick incidental learning > paradigm," > the variant on fast mapping that Mabel Rice has used in the past in > which multiple new targets are embedded in a story script. > > You might also try multiple dependent variables, the children with > cognitive impairments might demonstrate learning in recognition tasks > only or in production tasks when given multiple retrieval cues; the > children with normal development and the adults may learn well enough > for production without the need of scaffolding. > > I'll be interested to see the other suggestions, > > > > Karla K. McGregor, Ph.D. > Associate Professor > > Speech Pathology and Audiology > University of Iowa > 121c WJSHC > Iowa City, IA 52242 > > phone 319-335-8724 > fax 319-335-8851 > > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org] On Behalf Of Michael Ullman > Sent: Monday, November 28, 2005 11:53 AM > To: info-childes at mail.talkbank.org > Subject: > > > We are looking for a task or tasks that probe word learning. Ideally we > would > be able to use the task (or variants of it) in both cognitively > impaired > and > intact kids and adults. > > We are *not* looking for episodic memory types of tasks such as > the AVLT or CVLT, in which the subjects have to remember a list of real > words. > Rather we want to test learning of new words, ideally in a > (relatively) naturalistic context. > Note that fast mapping tasks seem to be good in principle, though > in practice one would likely get ceiling effects for adults. > > Any ideas? > > Best, > > Michael Ullman > > > > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2911 bytes Desc: not available URL: From mfleck at cs.uiuc.edu Mon Nov 28 21:51:20 2005 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Mon, 28 Nov 2005 15:51:20 -0600 Subject: word learning tasks In-Reply-To: <183294552478444386C2B6B95D597E050165429E@IOWAEVS02.iowa.uiowa.edu> Message-ID: Does it matter what sorts of (unfamiliar) objects you use? E.g. does the (relative) performance of adults and children differ if you make them learn (say) -- unfamiliar animals -- unfamiliar abstract objects -- unfamiliar kitchen tools -- new Pokemon characters Can choice of domain be exploited to help keep the adults off-balance? Margaret Fleck, U. Illinois, Computer Science McGregor, Karla K wrote: > Hi, > > If you have a large enough set of novel words, you can keep the adults > away from ceiling. You might try a "quick incidental learning paradigm," > the variant on fast mapping that Mabel Rice has used in the past in > which multiple new targets are embedded in a story script. > > You might also try multiple dependent variables, the children with > cognitive impairments might demonstrate learning in recognition tasks > only or in production tasks when given multiple retrieval cues; the > children with normal development and the adults may learn well enough > for production without the need of scaffolding. > > I'll be interested to see the other suggestions, > > > > Karla K. McGregor, Ph.D. > Associate Professor > > Speech Pathology and Audiology > University of Iowa > 121c WJSHC > Iowa City, IA 52242 > > phone 319-335-8724 > fax 319-335-8851 > > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org] On Behalf Of Michael Ullman > Sent: Monday, November 28, 2005 11:53 AM > To: info-childes at mail.talkbank.org > Subject: > > > We are looking for a task or tasks that probe word learning. Ideally we > would > be able to use the task (or variants of it) in both cognitively impaired > and > intact kids and adults. > > We are *not* looking for episodic memory types of tasks such as > the AVLT or CVLT, in which the subjects have to remember a list of real > words. > Rather we want to test learning of new words, ideally in a > (relatively) naturalistic context. > Note that fast mapping tasks seem to be good in principle, though > in practice one would likely get ceiling effects for adults. > > Any ideas? > > Best, > > Michael Ullman > > > From a.karmiloff at ich.ucl.ac.uk Wed Nov 30 19:04:58 2005 From: a.karmiloff at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 30 Nov 2005 19:04:58 +0000 Subject: incidence of Williams syndrome Message-ID: Although at one point researchers quoted 1:50,000 for the incidence of Williams syndrome, in more recent years the figure of 1:20,000 seems to have been agreed by researchers across different countries. However, very recently a study from Norway quoted 1:7500 for the incidence of WS. The Chief Executive of the Williams Syndrome Foundation UK has asked my opinion on this because it obviously affects leaflets sent to doctors and parents. I should point out that despite better and earlier diagnosis of WS, the figures for those joining the WSF in the UK have not markedly increased. I would welcome any comments from those working in the WS research field. Looking forward to hearing from you all, Many thanks, Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From deak at cogsci.ucsd.edu Wed Nov 30 22:34:16 2005 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Wed, 30 Nov 2005 14:34:16 -0800 Subject: FACULTY OPENING: UCSD COGNITIVE SCIENCE (ASST. PROF.) Message-ID: Dear CHILDES listserve members-- We are searching for a new colleague (assistant professor, tenure track) in the department of Cognitive Science at UC-San Diego. Although the ad (below) does not specify research area, we are interested in building upon our research strengths in developmental processes (broadly construed) and in language (broadly construed). For more information about current research at UCSD, please see: http://www.cogsci.ucsd.edu/ [Cognitive Science Department] http://chd.ucsd.edu/ [Center for Human Development] http://crl.ucsd.edu/ [Center for Research in Language] http://inc2.ucsd.edu/ [Institute for Neural Computation] Please let your junior colleagues, postdocs, advanced grad students, etc. know about this opportunity. Thank you! ----------------------- FACULTY POSITION IN COGNITIVE SCIENCE UNIVERSITY OF CALIFORNIA, SAN DIEGO     The Department of Cognitive Science at the University of California, San Diego invites applications for a faculty position at the assistant professor level (tenure-track) starting July 1, 2006, the salary commensurate with the experience of the successful applicant and based on the UC pay scale.    The department of cognitive science at UCSD was the first of its kind in the world, and, as part of an exceptional scientific community, it remains a dominant influence in the field it helped to create.  The department is truly interdisciplinary, with a faculty whose interests span anthropology, computer science, human development, linguistics, neuroscience, philosophy, psychology, and sociology.  The department is looking for a top-caliber junior researcher in cognitive science.  Applicants must have a Ph.D. (or ABD).  A broad interdisciplinary perspective and experience with multiple methodologies will be highly valued.   Women and minorities are encouraged to apply. The University of California, San Diego is an affirmative action/equal opportunity employer with a strong institutional commitment to excellence through diversity. Review of applications will begin February 15, 2006 and will continue until position is filled. Candidates should send a letter of intent describing their background and interests, curriculum vita, reprints of up to five representative publications, and a list of at least three references (names, titles, addresses, and email addresses). Please send all material as separate .PDF files attached to a single e-mail message to: FacSearch2006-V at cogsci.ucsd.edu Please address inquiries to: facSrch2006-inquiry at cogsci.ucsd.edu ---------------------------- Gedeon O. Deák, Ph.D. Department of Cognitive Science 9500 Gilman Dr. (858) 822-3352 University of California, San Diego fax (858) 534-1128 La Jolla, CA 92093-0515 http://cogsci.ucsd.edu/~deak/ -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 3111 bytes Desc: not available URL: From ecenko at clarku.edu Tue Nov 1 19:04:47 2005 From: ecenko at clarku.edu (Enila Cenko) Date: Tue, 1 Nov 2005 14:04:47 -0500 Subject: Albanian verb acquisition Message-ID: An HTML attachment was scrubbed... URL: From kmandriacchi at facstaff.wisc.edu Wed Nov 2 17:14:18 2005 From: kmandriacchi at facstaff.wisc.edu (KAREN M ANDRIACCHI) Date: Wed, 2 Nov 2005 11:14:18 -0600 Subject: recent publications / SRCLD Message-ID: The Symposium on Research in Child Language Disorders (SRCLD) would like to promote new or recent publications in the field of child language disorders and related topics. Please let us know about new books you or your colleagues have published. We would like to contact the publishers to ask that they become a part of the conference and exhibit these publications. We would also ask those of you who have recent publications to directly contact your publisher and request that your work be exhibited at the upcoming conference. The 27th annual SRCLD will be held June 1-3, 2006 in Madison, Wisconsin. Please contact Karen Andriacchi, SRCLD Conference Coordinator, with the names of your publication(s) as well as the publishing company and/or rep contact information: kmandriacchi at wisc.edu , PH: 608-262-6488. Please share this note with your colleagues and help us to spread the word. Thank you~ Karen Andriacchi M.S., CCC-SLP University of Wisconsin-Madison SRCLD Conference Coordinator phone: 608.262.6488 fax: 608.262.6466 -------------- next part -------------- An HTML attachment was scrubbed... URL: From ccore at fau.edu Wed Nov 2 18:43:06 2005 From: ccore at fau.edu (Cynthia Core) Date: Wed, 2 Nov 2005 13:43:06 -0500 Subject: Frog Stories and Spanish Message-ID: Dear Colleagues, I was wondering if anyone is aware of the use of Mayer's Frog Stories with young Spanish-speaking children. If so, I would greatly appreciate some references. We are looking for a Spanish-language narrative to accompany the book, and we would be interested in seeing other narrative productions. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences and Disorders Florida Atlantic University Boca Raton, FL 33431 -------------- next part -------------- An HTML attachment was scrubbed... URL: From andrearo84 at hotmail.com Thu Nov 3 00:27:08 2005 From: andrearo84 at hotmail.com (Andrea Ruiz Ordosgoitti) Date: Wed, 2 Nov 2005 20:27:08 -0400 Subject: I need information Message-ID: Hello! I am a venezuelan studient. I need information about the acquisition of interrogatives sentences in english and spanish. This is to my tesis of grade. Excuse me for my very bad english but I not speak english. Thanks for help me. Bye, Andrea Ruiz. _________________________________________________________________ Consigue aqu? las mejores y mas recientes ofertas de trabajo en Am?rica Latina y USA: http://latam.msn.com/empleos/ From macw at mac.com Thu Nov 3 19:59:57 2005 From: macw at mac.com (Brian MacWhinney) Date: Thu, 3 Nov 2005 14:59:57 -0500 Subject: Frog Stories and Spanish In-Reply-To: <200511021843.jA2Ih6m17409@bert.fau.edu> Message-ID: Dear Cynthia, There are four Spanish frog story corpora at http:// childes.psy.cmu.edu/data/Frogs/ --Brian MacWhinney On Nov 2, 2005, at 1:43 PM, Cynthia Core wrote: > Dear Colleagues, > > > > I was wondering if anyone is aware of the use of Mayer?s Frog > Stories with young Spanish-speaking children. If so, I would > greatly appreciate some references. We are looking for a Spanish- > language narrative to accompany the book, and we would be > interested in seeing other narrative productions. > > Thank you, > > Cynthia Core, Ph.D. > > Assistant Professor > > Department of Communication Sciences and Disorders > > Florida Atlantic University > > Boca Raton, FL 33431 > > > > -------------- next part -------------- An HTML attachment was scrubbed... URL: From pss116 at bangor.ac.uk Thu Nov 3 20:49:04 2005 From: pss116 at bangor.ac.uk (Ginny Mueller Gathercole) Date: Thu, 3 Nov 2005 20:49:04 +0000 Subject: Multiple Academic Posts, Language and/or Development Message-ID: An HTML attachment was scrubbed... URL: From cech at louisiana.edu Thu Nov 3 21:08:21 2005 From: cech at louisiana.edu (Claude G. Cech) Date: Thu, 3 Nov 2005 15:08:21 -0600 Subject: Position Annoucement (University of Louisiana) Message-ID: The Department of Psychology at the University of Louisiana at Lafayette announces an opening for a tenure-track Assistant Professor to start Fall 2006. We seek applicants with an earned doctorate in Developmental Psychology or a closely related field who have demonstrated potential for excellence in research and teaching that would contribute to the Psychology program as well as an interdisciplinary Cognitive Science program. Salary is competitive, and will depend on experience and qualifications. Screening of applications will commence January 17, 2006. Please send application materials (vita, transcripts, 3 letters of recommendation, copies of sample publications/preprints/grant applications) to Robert McFatter, Head, Faculty Search Committee, Department of Psychology, Girard Hall P.O. Box 4-3131, University of Louisiana at Lafayette, Lafayette, LA, 70504-3131. E-mail inquiries may be sent to mcfatter at louisiana.edu. UL Lafayette is an Equal Opportunity/Affirmative Action Employer. From James_Morgan at brown.edu Fri Nov 4 02:12:30 2005 From: James_Morgan at brown.edu (James Morgan) Date: Thu, 3 Nov 2005 21:12:30 -0500 Subject: A death in the family Message-ID: Dear Colleagues, It is with profound sadness that I write to share with you the news that Peter Eimas died at home last Friday, October 28. He was 67. Peter was senior author of one of the most widely cited papers in our area. The seminal work reported by Eimas, Siqueland, Jusczyk, & Vigorito (1971) established that infants perceive phonetic contrasts in the same manner as do adults and served to launch the field of infant speech perception. Peter's primary research concerned perception of speech at the phonetic level. His main aims were to describe the nature of the processing system during the first months of life, the manner in which it is affected by parental language, and how it operates so as to permit the acquisition of a human phonology. Working with his student, Paul Quinn, he also investigated the perception and categorization of visual patterns in young infants, including studies on the categorization of natural kinds and artifacts and on the origins of superordinate structures. Peter received his undergraduate degree from Yale in 1956 and his Ph.D. from the University of Connecticut in 1962. After serving on the faculties of Williams College and Rutgers, he came to Brown University in 1968. Peter was appointed Fred M. Seed Professor of Cognitive and Linguistic Sciences in 1987. In poor health in recent years, Peter became an emeritus in 1997. His colleagues remember Peter as a keen and creative intellect with a sardonic wit, always eager to engage with ideas and to pursue their deeper philosophical implications. He was a consummate scholar, outstanding teacher, mentor par excellence (supervising over 20 doctoral theses), and an oenophile whose advice and recommendations were unfailingly trustworthy. A memorial service will be held at Brown; details will be forthcoming. -- Jim Morgan From rbarriga at colmex.mx Mon Nov 7 04:07:10 2005 From: rbarriga at colmex.mx (Rebeca Barriga Villanueva) Date: Sun, 6 Nov 2005 22:07:10 -0600 Subject: Frog Stories and Spanish Message-ID: Dear Cynthia: I would like to add Karina?s Hess Spanish frog story corpus 2004. Maybe it is at the same adreess that profesor Mac Whinney gave to you. Yo may find Karina at khess at prodigy.net.com See you Rebeca Barriga Villanueva Profesora Investigadora Centro de Estudios Ling??sticos y Literarios El Colegio de Mexico ________________________________ De: info-childes at mail.talkbank.org en nombre de Brian MacWhinney Enviado el: Jue 03/11/2005 01:59 p.m. Para: info-childes at mail.talkbank.org CC: Cynthia Core Asunto: Re: Frog Stories and Spanish Dear Cynthia, There are four Spanish frog story corpora at http://childes.psy.cmu.edu/data/Frogs/ --Brian MacWhinney On Nov 2, 2005, at 1:43 PM, Cynthia Core wrote: Dear Colleagues, I was wondering if anyone is aware of the use of Mayer's Frog Stories with young Spanish-speaking children. If so, I would greatly appreciate some references. We are looking for a Spanish-language narrative to accompany the book, and we would be interested in seeing other narrative productions. Thank you, Cynthia Core, Ph.D. Assistant Professor Department of Communication Sciences and Disorders Florida Atlantic University Boca Raton, FL 33431 From W.B.T.Blom at uva.nl Mon Nov 7 13:28:07 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 7 Nov 2005 14:28:07 +0100 Subject: Program NET-Symposium Message-ID: Second Announcement Symposium - Network first language acquisition (NET) It's getting closer! On Friday, 24th of February 2006 (the whole day), students (BA & MA), PhD students, post-docs and senior staff are welcome to join the NET-workshop at the University of Amsterdam (UvA). Attendance is free. We are pleased to now inform you about the program that is attached below. Further details of the symposium (place, abstracts etc.) will be posted on the website of the NET: http://pcger33.cde.ua.ac.be/joris/NET/index.php and via the usual mailing lists. For further information, please mail to: a.orgassa at uva.nl. Program of the NET-Symposium on 24/02/06 9.00 Welcome 9.30 Invited speaker: Paul Fletcher/Cork Early language development in Chinese: evidence from parent report 10.30 Coffee / Tea 11.00 Daniela Polisensk? /UvA Acquisition of the Dutch adjectival paradigm. 11.30 Sergey Avrutin UU Morphosyntactic vs. Discourse-based Encoding of Information as an Explanation of Children's Optional Omission of Articles. 12.00 Liesbeth van Beijsterveldt & Janet van Hell / RU Temporal organization of narratives written by Dutch deaf children: a bimodal bilingual perspective. 12.30 Lunch 13.30 Evelien Krikhaar / RUG "Syntactic bootstrapping revisited": experimenten naar de verwerving van syntactische categorie?n in het Nederlands. 14.00 Valesca Kooijman F.C. Donders Woordsegmentatie uit continue spraak: een ERP studie. 14.30 Elma Nap-Kolhoff / UvT Verwerving van discourse markers in het Turks: een meervoudige case-study van Turkse peuters in Nederland. 15.00 Coffee / Thee 15.30 Ellen Vandewalle / Leuven Sterke en zwakke lezers uit groep 4: is er een verschil in woordenschat, woordvloeiendheid en benoemsnelheid? 16.00 Mieke Beers e.a. / LUMC Vroege fonologische contrast ontwikkeling na cochleaire implantatie: een vergelijking van dove kinderen met een CI met normaal-horende en SLI kinderen. 16.30 Business Meeting & Drinks -------------- next part -------------- An HTML attachment was scrubbed... URL: From htagerf at bu.edu Fri Nov 11 16:48:27 2005 From: htagerf at bu.edu (htagerf at bu.edu) Date: Fri, 11 Nov 2005 11:48:27 -0500 Subject: Expressive Language Tests Message-ID: Does anyone know of a decent standardized language test that taps expressive language skills (not narrative) in adults? Thanks for your help! Helen ______________________________________________ Helen Tager-Flusberg, PhD Professor, Anatomy & Neurobiology Director, Lab of Cognitive Neuroscience ( www.bu.edu/autism ) Boston University School of Medicine 715 Albany Street L814 Boston MA 02118 Fax: 617-414-1301 Voice: 617-414-1312 Email: htagerf at bu.edu -------------- next part -------------- An HTML attachment was scrubbed... URL: From macw at mac.com Mon Nov 14 21:57:56 2005 From: macw at mac.com (Brian MacWhinney) Date: Mon, 14 Nov 2005 16:57:56 -0500 Subject: d=?ISO-8859-1?Q?=E9j=E0?= vu message Message-ID: Dear Info-CHILDES, A couple of messages from two months back just now were accidentally resent to the mailing list. Sorry about this. --Brian MacWhinney From jr111 at hermes.cam.ac.uk Fri Nov 18 15:46:40 2005 From: jr111 at hermes.cam.ac.uk (James Russell) Date: Fri, 18 Nov 2005 15:46:40 +0000 Subject: music therapy Message-ID: Dear colleagues, An undergraduate has just asked me about the efficacy of using music therapy with non-communicating children. There is apparently a literature on this; but I'm completely ignorant of it. Can anybody give us some pointers, please. Many thanks. James Russell Experimental Psychology Cambridge UK From gleason at bu.edu Fri Nov 18 18:07:38 2005 From: gleason at bu.edu (Jean Berko Gleason) Date: Fri, 18 Nov 2005 13:07:38 -0500 Subject: music therapy In-Reply-To: Message-ID: There may be therapies developed just for children, but some of what is out there is based on research with adults: Some time in the 1970s a music-based treatment called Melodic Intonation Therapy (MIT) was developed at the VA Medical Center in Boston. It was used with adult patients with aphasia, and, as I recall, produced some fairly dramatic results with patients who had difficulty initiating speech, including some global aphasics. But, like everything else, it is limited. I know that this therapy has also been extended to kids, and am sure that a Google search of Melodic Intonation Therapy will turn up a lot of hits. So this is at least one direction to look.... Jean Berko Gleason James Russell wrote: > Dear colleagues, > > An undergraduate has just asked me about the efficacy of using music > therapy with non-communicating children. There is apparently a > literature on this; but I'm completely ignorant of it. Can anybody > give us some pointers, please. > > Many thanks. > > James Russell > Experimental Psychology > Cambridge UK > From franceweill at optonline.net Fri Nov 18 20:12:02 2005 From: franceweill at optonline.net (France Weill) Date: Fri, 18 Nov 2005 15:12:02 -0500 Subject: Non-word repetition and processing speed in toddlers Message-ID: I am looking for any information on the use of non-word repetition tasks (phonological working memory) and of linguistic processing speed, with children younger than 48 month. Thank you for your help! France Weill Doctoral student Seton Hall University -------------- next part -------------- An HTML attachment was scrubbed... URL: From bornstem at cfr.nichd.nih.gov Sun Nov 20 23:04:04 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 20 Nov 2005 18:04:04 -0500 Subject: Marc Bornstein is out of office. Message-ID: I am away from my office on a Travel Order and will reply to your email when I return. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From zuzana.ondrackova at fpv.utc.sk Mon Nov 21 10:12:41 2005 From: zuzana.ondrackova at fpv.utc.sk (=?iso-8859-2?B?WnV6YW5hIE9uZHLh6GtvduE=?=) Date: Mon, 21 Nov 2005 11:12:41 +0100 Subject: sorry,I=?iso-8859-2?Q?=B4m?= trying again Message-ID: Dear Childes members, I am a Ph.D. student and I have been working on my dissertation thesis. It focuses on comparative analysis of lexis used in child-directed speech and child speech (2-5 years old children) in the Slovak and English languages. This research is based on material obtained by questionnaires in both, the English and Slovak languages. I have already collected the Slovak questionnaires but I have problems with distribution and collecting English ones. (There are not many common people interested in sociolinguistic research.) If there is a way you could help me with their distribution and collecting in kindergartens, among friends, and colleagues, either in e-mail or hand-written form, I would be really grateful. The target group are people who communicate with children of the above mentioned age, not necessarily their parents. I am especially interested in sound variations children produce due to the incomplete development of their articulatory organs and in words that are typical of communication with children or words that are somehow unique. More detailed information about the questionnaire is given on its first page (it has just been sent). To collect as many English "child words" as possible is essential for my research. Thanks in advance for any information or advice that could help me. PhDr. Zuzana Ondr??kov? Department of English Language and Literature Faculty of Science, The University of ?ilina Moyzesova 20 010 26 ?ilina Slovakia E-mail: zuzana.ondrackova at fpv.utc.sk From pm at sfsu.edu Tue Nov 22 00:34:06 2005 From: pm at sfsu.edu (Philip Prinz) Date: Mon, 21 Nov 2005 16:34:06 -0800 Subject: Tenure Track Faculty Position: Deaf Education: San Francisco State University Message-ID: ASSISTANT PROFESSOR TENURE-TRACK FACULTY POSITION Special Education ? Deaf and Hard of Hearing Program San Francisco State University The Department of Special Education at San Francisco State University is searching for an Assistant Professor in the Deaf and Hard of Hearing Program for fall semester 2006. This individual should hold a doctorate in Special Education or a related field. University teaching and research experience is desirable--including preparation of grants. Responsibilities include teaching graduate level courses in the Deaf and Hard of Hearing Program and supervision of credential, master?s and doctoral level students. Candidates need to be familiar with various service models, and current issues in the field. In addition, specific skills and knowledge of multicultural aspects of education is desired. We are especially interested in locating individuals with expertise to build a new graduate emphasis in bilingual education for Deaf students. The application closing date is December 15, 2005, and the position is open until filled. Interested applicants should send a letter of application, personal resume, and three letters of recommendation to: Chair, Search Committee, Deaf and Hard of Hearing Program, Department of Special Education, San Francisco State University, 1600 Holloway Ave., San Francisco, CA 94132. Candidates from underrepresented ethnic groups, Deaf individuals, and persons with disabilities with appropriate qualifications are especially encouraged to apply. SFSU is an Affirmative Action/Equal Opportunity Employer. For additional information, please contact Dr. Philip Prinz, Chair, Deaf Education Faculty Search Committee-- E- mail: pm at sfsu.edu Please post this announcement and circulate it widely. Thank you. Dr. Philip Prinz Professor Department of Special Education San Francisco State University -------------- next part -------------- An HTML attachment was scrubbed... URL: From e.k.farran at reading.ac.uk Tue Nov 22 08:34:23 2005 From: e.k.farran at reading.ac.uk (Emily K. Farran) Date: Tue, 22 Nov 2005 08:34:23 +0000 Subject: First announcement: The 3rd Williams Syndrome Workshop, UK Message-ID: First announcement The 3rd Williams Syndrome Workshop, UK 6th to 7th July, 2006, Reading, UK. Keynote speaker: Professor Annette Karmiloff-Smith Call for papers. Please submit abstracts to Emily Farran at e.k.farran at reading.ac.uk. Abstracts should be no more than 200 words Please state whether paper or poster presentation Deadline: 31st January 2006 -- Dr. Emily Farran Department of Psychology University of Reading Earley Gate Reading RG6 6AL UK Tel: +44 (0)118 378 7531 Fax: +44 (0)118 378 6715 http://www.reading.ac.uk/~sxs01ekf From boehning at ling.uni-potsdam.de Wed Nov 23 13:03:33 2005 From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=) Date: Wed, 23 Nov 2005 14:03:33 +0100 Subject: Invitation for student applications: Erasmus Mundus European Masters in Clinical Linguistics (EMCL) programme Message-ID: Erasmus Mundus EMCL (European Masters in Clinical Linguistics) programme: invitation for student applications The Erasmus Mundus EMCL ('European Masters in Clinical Linguistics') course is a 15 months full-time interdisciplinary and transnational university programme at Masters level providing integrated training in theoretical and experimental neurosciences and psycholinguistics with clinical issues. The aim of the Masters Course is to train highly qualified advanced students who are excellently prepared for research work and PhD-programmes in the above fields. The transnational consortium comprises four universities: Groningen (NL), Joensuu (FI), Milano-Bicocca (IT) and Potsdam (DE). The programme consists of three terms: the core courses offered in the first term aim at providing the students with general knowledge about the fields mentioned above. During the second and third term, the students attend specialised courses. For the second term, students may choose to move from their first host university to another one, while all students meet at the University of Potsdam during the third term. To finish the programme successfully, the student writes a Masters thesis and attends a summer school or conference organized for the consortium students. All courses are taught in English. The programme recruits students worldwide. In order to encourage application by students from non-European countries and thus give the EMCL-programme a strong extra-European profile, non-European students admitted to the programme will receive an Erasmus Mundus scholarship covering tuition fees, living and travelling costs. European students receive a scholarship from the consortium. The requirement for admission is at least three years of higher education (BA, BSc or equivalent) with an emphasis on speech and language pathology, linguistics, biomedical sciences, psychology or special education. We invite high profile students from all over the world to submit their applications for participation in the 2006/07 course (which starts in September 2006) until January 1, 2006 (application deadline). Admission and mobility plan for each student are decided on at the annual meeting of the Board of Studies at the end of January. Students will be informed in summer if their application was successful. For more detailed information on Erasmus Mundus, the EMCL programme's aims, curriculum, admission criteria, scholarships, organisation, contact information etc., please visit our website at: www.emcl-mundus.com For further information, non-European applicants may also contact PD Dr. Frank Burchert (burchert at ling.uni-potsdam.de) or Philip Rausch (rausch at ling.uni-potsdam.de). European students send their requests about the programme to Dr. Roel Jonkers (r.jonkers at let.rug.nl). -------------- next part -------------- An HTML attachment was scrubbed... URL: From boehning at ling.uni-potsdam.de Wed Nov 23 13:04:42 2005 From: boehning at ling.uni-potsdam.de (=?iso-8859-1?Q?Marita_B=F6hning?=) Date: Wed, 23 Nov 2005 14:04:42 +0100 Subject: Invitation for visiting scholar applications: Erasmus Mundus European Masters in Clinical Linguistics (EMCL) programme Message-ID: Erasmus Mundus EMCL (European Masters in Clinical Linguistics) programme: invitation for visiting scholar applications The Erasmus Mundus EMCL ('European Masters in Clinical Linguistics') course is a 15 months full-time interdisciplinary and transnational university programme at Masters level providing integrated training in theoretical and experimental neurosciences and psycholinguistics with clinical issues. The aim of the Masters Course is to train highly qualified advanced students who are excellently prepared for research work and PhD-programmes in the above fields. The transnational consortium comprises four universities: Groningen (NL), Joensuu (FI), Milano-Bicocca (IT) and Potsdam (DE). The programme consists of three terms: the core courses offered in the first term aim at providing the students with general knowledge about the fields mentioned above. During the second and third term, the students attend specialised courses. For the second term, students may choose to move from their first host university to another one, while all students meet at the University of Potsdam during the third term. To finish the programme successfully, the student writes a Masters thesis and attends a summer school or conference organized for the consortium students. All courses are taught in English. The programme recruits students as well as visiting scholars worldwide. In order to encourage application by visiting scholars from all over the world and thus give the EMCL-programme a strong global profile, visiting scholars accepted to the programme will receive a scholar mobility grant (? 4.000 per month). Prerequisites for application as visiting scholar to the EMCL programme are an active and excellent research record in the fields mentioned above and an excellent command of English, since all classes are taught in English. Visiting scholars will join the programme for three months during the third (i.e. summer) term at the University of Potsdam. They are expected to actively participate in the programme, present their own work in research seminars and provide support and advice for the participating students and their research for the final theses. We invite highly qualified scholars from all over the world to submit their applications until January 1, 2006 (application deadline for the 2006/07 programme, which starts in September 2006). Admission of visiting scholars is decided on at the annual meeting of the Board of Studies. Admitted visiting scholars will join the EMCL-course during summer term 2007. For more detailed information on the programme itself and on how to apply, please visit our website at www.emcl-mundus.com For further information, applicants may also contact PD Dr. Frank Burchert (burchert at ling.uni-potsdam.de) or Philip Rausch (rausch at ling.uni-potsdam.de). -------------- next part -------------- An HTML attachment was scrubbed... URL: From bornstem at cfr.nichd.nih.gov Sun Nov 27 23:01:17 2005 From: bornstem at cfr.nichd.nih.gov (Bornstein, Marc (NIH/NICHD)) Date: Sun, 27 Nov 2005 18:01:17 -0500 Subject: Marc Bornstein is out of office. Message-ID: I am away from my office temporarily on a Travel Order and will reply to your email when I return. If you require assistance, please contact Cheryl Varron, Laboratory Secretary, at 301-496-6832 or . Marc H. Bornstein From alaakso at indiana.edu Mon Nov 28 15:08:17 2005 From: alaakso at indiana.edu (Aarre Laakso) Date: Mon, 28 Nov 2005 10:08:17 -0500 Subject: CFP: Dynamics and Psychology Message-ID: ************** APOLOGIES FOR MULTIPLE POSTINGS ******************* CALL FOR PAPERS *New Ideas in Psychology* Published by Elsevier Science B.V. ISSN 0732-118X, URL: A Special Issue on 'Dynamics and Psychology' GUEST EDITORS Paco Calvo (U. Murcia, Spain) Aarre Laakso (Indiana University, USA) Toni Gomila (U. Illes Balears, Spain) Paper Submission Deadline: September 30th, 2006 New Ideas in Psychology is calling papers for a special issue entitled 'Dynamics and Psychology'. The purpose of this special issue is to bring together some of the leading views on dynamicism as it relates to psychological phenomena. Although the primary focus is on conceptual ideas regarding the status of dynamicism from the standpoint of Developmental Psychology, Cognitive Science, Artificial Intelligence, Philosophy, and related fields, empirical work is also welcome insofar as it bears explicitly upon theoretical debate. New Ideas in Psychology invites original contributions for the forthcoming special issue on Dynamics and Psychology from a broad scope of areas. Some key research issues and topics relevant to this special issue include: *Brain and cognitive function *Categorical perception *Dynamic computer simulations *Dynamic field approach *Dynamic systems theory and developmental theory *Dynamics of control of processing *Dynamics of social interaction *Emergence *Intermodality *Language development *Mental representation *Motor development *Neurobiological constraints *Perceptual learning *Self-organization of behavior *Sensory-motor and perception-action loops *Temporality SUBMISSION INSTRUCTIONS AND DEADLINE Manuscripts, following the New Ideas in Psychology guidelines () should be emailed to Paco Calvo (fjcalvo at um.es) by September 30th, 2006. INVITED CONTRIBUTORS The special issue will include invited papers by: Dante Chialvo (Northwestern University Medical School, Chicago) Eliana Colunga (Colorado, Boulder) and Linda Smith (Indiana University) Aarre Laakso (Indiana University) John Spencer (University of Iowa) RELATED AND SAMPLE ARTICLES *Bechtel, W. (1998) "Representations and cognitive explanations: assessing the dynamicist's challenge in cognitive science", Cognitive Science, 22, 295-318. *Beer, R. D. (1995) "A dynamical systems perspective on agent-environment interaction", Artificial Intelligence, 72, 173-215. *Clark, A. (1997) "The dynamical challenge", Cognitive Science, 21, 461-481. *Erlhagen, W. & Sch?ner, G. (2002) "Dynamic field theory of movement preparation", Psychological Review, 109, 545-572. *Nu?ez, R. & Freeman, W.J. (1999) Reclaiming cognition: the primacy of action, intention and emotion. Imprint Academic. *Prinz, J. J., & Barsalou, L. W. (2000) "Steering a course for embodied representation", In E. Dietrich & A. B. *Markman (Eds.), Cognitive dynamics: Conceptual and representational change in humans and machines (pp. 51-77). Mahwah, NJ: Lawrence Erlbaum Associates. *Spencer, J.P. & Sch?ner, G. (2003) "Bridging the representational gap in the dynamic systems approach to development", Developmental Science, 6, 392-412. *Sporns, O., Chialvo, D., Kaiser, M. & Hilgetag, C. (2004) "Organization, development and function of complex brain networks", Trends in Cognitive Sciences, 9, 418-425. *Thelen, E., Sch?ner, G., Scheier, C. & Smith, L. (2001) "The dynamics of embodiment: A field theory of infant perseverative reaching", Behavioral and Brain Sciences, 24, 1-86. *Townsend, J. T., & Busemeyer, J. (1995) "Dynamic representation of decision making", In R. F. Port & T. Van Gelder (Eds.), Mind as motion. Cambridge, MA: MIT Press. *Turvey, M. T., & Carello, C. (1995) "Some dynamical themes in perception and action" In R. F. Port & T. Van *Gelder (Eds.), Mind as motion. Cambridge, MA: MIT Press. *van Gelder, T. (1998) "The dynamical hypothesis in Cognitive Science", Behavioral and Brain Sciences, 21, 615-665. GUEST EDITORS Paco Calvo Departamento de Filosof?a Universidad de Murcia E-30100 Murcia - SPAIN e-mail: fjcalvo at um.es Aarre Laakso Department of Psychology Indiana University 1101 East 10th Street Bloomington, IN 47405 e-mail: alaakso at indiana.edu Toni Gomila Department of Psychology University of the Balearic Islands E-07122 Palma de Mallorca - SPAIN e-mail: toni.gomila at uib.es From W.B.T.Blom at uva.nl Mon Nov 28 16:43:13 2005 From: W.B.T.Blom at uva.nl (Blom, W.B.T.) Date: Mon, 28 Nov 2005 17:43:13 +0100 Subject: workshop Variation in Inflection Message-ID: ***REMINDER PRE-REGISTRATION*** The pre-registration for the workshop "Variation in Inflection" (University of Amsterdam) closes at the 1st of December, 2005. For more information, please visit our website at: http://home.hum.uva.nl/variflex/ -------------- next part -------------- An HTML attachment was scrubbed... URL: From michael at georgetown.edu Mon Nov 28 17:53:00 2005 From: michael at georgetown.edu (Michael Ullman) Date: Mon, 28 Nov 2005 12:53:00 -0500 Subject: No subject Message-ID: We are looking for a task or tasks that probe word learning. Ideally we would be able to use the task (or variants of it) in both cognitively impaired and intact kids and adults. We are *not* looking for episodic memory types of tasks such as the AVLT or CVLT, in which the subjects have to remember a list of real words. Rather we want to test learning of new words, ideally in a (relatively) naturalistic context. Note that fast mapping tasks seem to be good in principle, though in practice one would likely get ceiling effects for adults. Any ideas? Best, Michael Ullman From karla-mcgregor at uiowa.edu Mon Nov 28 18:30:49 2005 From: karla-mcgregor at uiowa.edu (McGregor, Karla K) Date: Mon, 28 Nov 2005 12:30:49 -0600 Subject: word learning tasks Message-ID: Hi, If you have a large enough set of novel words, you can keep the adults away from ceiling. You might try a "quick incidental learning paradigm," the variant on fast mapping that Mabel Rice has used in the past in which multiple new targets are embedded in a story script. You might also try multiple dependent variables, the children with cognitive impairments might demonstrate learning in recognition tasks only or in production tasks when given multiple retrieval cues; the children with normal development and the adults may learn well enough for production without the need of scaffolding. I'll be interested to see the other suggestions, Karla K. McGregor, Ph.D. Associate Professor Speech Pathology and Audiology University of Iowa 121c WJSHC Iowa City, IA 52242 phone 319-335-8724 fax 319-335-8851 -----Original Message----- From: info-childes at mail.talkbank.org [mailto:info-childes at mail.talkbank.org] On Behalf Of Michael Ullman Sent: Monday, November 28, 2005 11:53 AM To: info-childes at mail.talkbank.org Subject: We are looking for a task or tasks that probe word learning. Ideally we would be able to use the task (or variants of it) in both cognitively impaired and intact kids and adults. We are *not* looking for episodic memory types of tasks such as the AVLT or CVLT, in which the subjects have to remember a list of real words. Rather we want to test learning of new words, ideally in a (relatively) naturalistic context. Note that fast mapping tasks seem to be good in principle, though in practice one would likely get ceiling effects for adults. Any ideas? Best, Michael Ullman From bpearson at comdis.umass.edu Mon Nov 28 20:17:14 2005 From: bpearson at comdis.umass.edu (Barbara Pearson) Date: Mon, 28 Nov 2005 15:17:14 -0500 Subject: word learning tasks In-Reply-To: <183294552478444386C2B6B95D597E050165429E@IOWAEVS02.iowa.uiowa.edu> Message-ID: Dear Michael, You might look at the DELV-NR (Seymour, Roeper, & de Villiers, 2005). There is a long section on Fast-mapping in the Semantics domain (and we have even more items from the pilot version, the Dialect Sensitive Language Test). And Valerie Johnson has even more in her dissertation (UMass, 2001, "Fast mapping verb meaning from argument structure.") There are fairly complex "complement" sentences as well as easier intransitives. When we tried it with children 4 to 12, it is one of the few areas we didn't get a ceiling effect, although I don't know how it would be for "intact adults." There's a scaled score for the children 4 to 9, but of course you can use it with older people. Let us all hear what you come up with. Cheers, Barbara Pearson ***************************************** Barbara Zurer Pearson, Ph. D. Project Manager, Research Assistant Dept. of Communication Disorders University of Massachusetts Amherst MA 01003 413.545.5023 fax: 545.0803 bpearson at comdis.umass.edu http://www.umass.edu/aae/ On Nov 28, 2005, at 1:30 PM, McGregor, Karla K wrote: > Hi, > > If you have a large enough set of novel words, you can keep the adults > away from ceiling. You might try a "quick incidental learning > paradigm," > the variant on fast mapping that Mabel Rice has used in the past in > which multiple new targets are embedded in a story script. > > You might also try multiple dependent variables, the children with > cognitive impairments might demonstrate learning in recognition tasks > only or in production tasks when given multiple retrieval cues; the > children with normal development and the adults may learn well enough > for production without the need of scaffolding. > > I'll be interested to see the other suggestions, > > > > Karla K. McGregor, Ph.D. > Associate Professor > > Speech Pathology and Audiology > University of Iowa > 121c WJSHC > Iowa City, IA 52242 > > phone 319-335-8724 > fax 319-335-8851 > > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org] On Behalf Of Michael Ullman > Sent: Monday, November 28, 2005 11:53 AM > To: info-childes at mail.talkbank.org > Subject: > > > We are looking for a task or tasks that probe word learning. Ideally we > would > be able to use the task (or variants of it) in both cognitively > impaired > and > intact kids and adults. > > We are *not* looking for episodic memory types of tasks such as > the AVLT or CVLT, in which the subjects have to remember a list of real > words. > Rather we want to test learning of new words, ideally in a > (relatively) naturalistic context. > Note that fast mapping tasks seem to be good in principle, though > in practice one would likely get ceiling effects for adults. > > Any ideas? > > Best, > > Michael Ullman > > > > -------------- next part -------------- A non-text attachment was scrubbed... Name: not available Type: text/enriched Size: 2911 bytes Desc: not available URL: From mfleck at cs.uiuc.edu Mon Nov 28 21:51:20 2005 From: mfleck at cs.uiuc.edu (Margaret Fleck) Date: Mon, 28 Nov 2005 15:51:20 -0600 Subject: word learning tasks In-Reply-To: <183294552478444386C2B6B95D597E050165429E@IOWAEVS02.iowa.uiowa.edu> Message-ID: Does it matter what sorts of (unfamiliar) objects you use? E.g. does the (relative) performance of adults and children differ if you make them learn (say) -- unfamiliar animals -- unfamiliar abstract objects -- unfamiliar kitchen tools -- new Pokemon characters Can choice of domain be exploited to help keep the adults off-balance? Margaret Fleck, U. Illinois, Computer Science McGregor, Karla K wrote: > Hi, > > If you have a large enough set of novel words, you can keep the adults > away from ceiling. You might try a "quick incidental learning paradigm," > the variant on fast mapping that Mabel Rice has used in the past in > which multiple new targets are embedded in a story script. > > You might also try multiple dependent variables, the children with > cognitive impairments might demonstrate learning in recognition tasks > only or in production tasks when given multiple retrieval cues; the > children with normal development and the adults may learn well enough > for production without the need of scaffolding. > > I'll be interested to see the other suggestions, > > > > Karla K. McGregor, Ph.D. > Associate Professor > > Speech Pathology and Audiology > University of Iowa > 121c WJSHC > Iowa City, IA 52242 > > phone 319-335-8724 > fax 319-335-8851 > > -----Original Message----- > From: info-childes at mail.talkbank.org > [mailto:info-childes at mail.talkbank.org] On Behalf Of Michael Ullman > Sent: Monday, November 28, 2005 11:53 AM > To: info-childes at mail.talkbank.org > Subject: > > > We are looking for a task or tasks that probe word learning. Ideally we > would > be able to use the task (or variants of it) in both cognitively impaired > and > intact kids and adults. > > We are *not* looking for episodic memory types of tasks such as > the AVLT or CVLT, in which the subjects have to remember a list of real > words. > Rather we want to test learning of new words, ideally in a > (relatively) naturalistic context. > Note that fast mapping tasks seem to be good in principle, though > in practice one would likely get ceiling effects for adults. > > Any ideas? > > Best, > > Michael Ullman > > > From a.karmiloff at ich.ucl.ac.uk Wed Nov 30 19:04:58 2005 From: a.karmiloff at ich.ucl.ac.uk (Annette Karmiloff-Smith) Date: Wed, 30 Nov 2005 19:04:58 +0000 Subject: incidence of Williams syndrome Message-ID: Although at one point researchers quoted 1:50,000 for the incidence of Williams syndrome, in more recent years the figure of 1:20,000 seems to have been agreed by researchers across different countries. However, very recently a study from Norway quoted 1:7500 for the incidence of WS. The Chief Executive of the Williams Syndrome Foundation UK has asked my opinion on this because it obviously affects leaflets sent to doctors and parents. I should point out that despite better and earlier diagnosis of WS, the figures for those joining the WSF in the UK have not markedly increased. I would welcome any comments from those working in the WS research field. Looking forward to hearing from you all, Many thanks, Annette -- ________________________________________________________________ Professor A.Karmiloff-Smith, CBE, FBA, FMedSci, Head, Neurocognitive Development Unit, Institute of Child Health, 30 Guilford Street, London WC1N 1EH, U.K. tel: 0207 905 2754 fax: 0207 242 7717 sec: 0207 905 2334 http://www.ich.ucl.ac.uk/ich/html/academicunits/neurocog_dev/n_d_unit.html From deak at cogsci.ucsd.edu Wed Nov 30 22:34:16 2005 From: deak at cogsci.ucsd.edu (=?ISO-8859-1?Q?Gedeon_De=E1k?=) Date: Wed, 30 Nov 2005 14:34:16 -0800 Subject: FACULTY OPENING: UCSD COGNITIVE SCIENCE (ASST. PROF.) Message-ID: Dear CHILDES listserve members-- We are searching for a new colleague (assistant professor, tenure track) in the department of Cognitive Science at UC-San Diego. Although the ad (below) does not specify research area, we are interested in building upon our research strengths in developmental processes (broadly construed) and in language (broadly construed). For more information about current research at UCSD, please see: http://www.cogsci.ucsd.edu/ [Cognitive Science Department] http://chd.ucsd.edu/ [Center for Human Development] http://crl.ucsd.edu/ [Center for Research in Language] http://inc2.ucsd.edu/ [Institute for Neural Computation] Please let your junior colleagues, postdocs, advanced grad students, etc. know about this opportunity. Thank you! ----------------------- FACULTY POSITION IN COGNITIVE SCIENCE UNIVERSITY OF CALIFORNIA, SAN DIEGO ? ? The Department of Cognitive Science at the University of California, San Diego invites applications for a faculty position at the assistant professor level (tenure-track) starting July 1, 2006, the salary commensurate with the experience of the successful applicant and based on the UC pay scale.? ? The department of cognitive science at UCSD was the first of its kind in the world, and, as part of an exceptional scientific community, it remains a dominant influence in the field it helped to create.? The department is truly interdisciplinary, with a faculty whose interests span anthropology, computer science, human development, linguistics, neuroscience, philosophy, psychology, and sociology.? The department is looking for a top-caliber junior researcher in cognitive science.? Applicants must have a Ph.D. (or ABD).? A broad interdisciplinary perspective and experience with multiple methodologies will be highly valued. ? Women and minorities are encouraged to apply. The University of California, San Diego is an affirmative action/equal opportunity employer with a strong institutional commitment to excellence through diversity. Review of applications will begin February 15, 2006 and will continue until position is filled. Candidates should send a letter of intent describing their background and interests, curriculum vita, reprints of up to five representative publications, and a list of at least three references (names, titles, addresses, and email addresses). Please send all material as separate .PDF files attached to a single e-mail message to: FacSearch2006-V at cogsci.ucsd.edu Please address inquiries to: facSrch2006-inquiry at cogsci.ucsd.edu ---------------------------- Gedeon O. De?k, Ph.D. Department of Cognitive Science 9500 Gilman Dr. (858) 822-3352 University of California, San Diego fax (858) 534-1128 La Jolla, CA 92093-0515 http://cogsci.ucsd.edu/~deak/ -------------- next part -------------- A non-text attachment was scrubbed... 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